Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - PHC6728
Tracking Number - 5271
Edit function not enabled for this course.
Current Status:
Removed from DB by orginator - 2015-12-04
Campus: Tampa
Submission Type:
Course Change Information (for course changes only): It is important to note that the substantive content and concepts of the course will not change. Simply, the course prefix and number, are being asked to change in order to accurately represent the existing content of the course and the recent establishment of the new MSCABH degree program in the College of Behavioral and Community Sciences, Department of Child and Family Studies. This is a core course for the Research and Evaluation concentration due to the recent development and approval of the new MSCABH. Thus, the establishment of the new MS degree program necessitates a prefix/course number change. Therefore, we would like to ask that the course prefix/course number reflects this new development. The current graduate course prefix, number, and title is PHC 6728 Translational Research Methods in Adolescent Behavioral Health. The requested change of the prefix and course number is: MHS 6741. Translational Research Methods in Adolescent Behavioral Health is also listed as a core course for the Institute for Translational Research in Adolescent Behavioral Health, which is supported by the College of Behavioral and Community Sciences and the College of Public Health.
Comments: withdrawn by COPH 12/4/15
Detail Information
- Date & Time Submitted: 2015-09-22
- Department: Child and Family Studies
- College: BC
- Budget Account Number: 583001, 100000, 000000,000000
- Contact Person: Bruce Levin
- Phone: 8139746400
- Email: blevin@health.usf.edu
- Prefix: PHC
- Number: 6728
- Full Title: Translational Research Methods in Adolescent Behavioral Health
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum):
- Course Online?: O -
Online (100% online)
- Percentage Online: 0
- Grading Option:
-
- Prerequisites: Foundations in Adolescent Behavioral Health or consent of instructor
- Corequisites: Service Learning in Adolescent Behavioral Health I or consent of instructor.
- Course Description: Focuses on research methods and measurement models relevant to translational research, implementation science & the transfer of knowledge from research to practice. Adolescents with co-occurring disorders are a special population of focus.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for program/concentration/certificate change
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The Translational Research Methods in Adolescent Behavioral Health course is an integral component to not only the new MSCABH degree program offered by the College of Behavioral and Community Sciences, but also the Institute for Translational Research in Adolescent Behavioral Health. The Institute continues to experience scholar enrollment, consisting of student scholars and community partner scholars. Scholars are from masters and doctoral degree programs offered primarily in the CBCS and COPH in fields related to drug abuse and mental health clinical and services research. Additional fields include social work, rehabilitation and mental health counseling, criminology, public health, clinical psychology, cognitive and neural sciences, and education.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) In addition to a doctoral degree, substantial knowledge of translational research methods particularly focus on adolescent behavioral health is required.
- Objectives: Course Objectives:
1.) Identify measurement models and demonstrate skills of research relevant to translational research in adolescent behavioral health.
2.) Discuss core concepts in comprehensive assessment of co-occurring disorders in adolescent behavioral health.
3.) Identify the importance of empirically supported knowledge transfer from research settings to clinical settings and policy initiatives in adolescent behavioral health.
- Learning Outcomes: Student Learning Objectives:
At the end of this course, students will be able to:
1. Identify and describe quantitative and qualitative research methods relevant to translational research in adolescent behavioral health.
2. Identify core principles of implementation science and the transfer/translation of knowledge from the research setting to clinical practice settings in adolescent behavioral health.
3. Be able to discuss definitions and terms related to evidence-based practice (EBP), and the history and progression of EBP.
4. Discuss the importance or and need for culturally competent clinical and services research and the development of culturally adapted EBP’s in adolescent behavioral health.
5. Identify and describe evidence-based and state of the art assessment and screening protocols for adolescent drug abuse.
6. Describe ethical principles in clinical and services research in adolescent behavioral health.
- Major Topics: Week #1: Course Introduction and Translational Research Methodologies I
Major Topics
Core principles of implementation science
Week #2: Translational Research Methodologies II
Major Topics
Skills of research for developing translational researchers.
Strategies for being career-minded in the mediation, cultivation and development of translational research and implementation;
Models are discussed to prepare researchers for clinical administrative knowledge transfer.
Week #3: Implementation Science: Evidence-Based Practice (EBP) in the Hierarchy of Clinical Research
Major Topics
Definition of Practice-Based Evidence Emergence of Practice-Based Evidence
Practice-Based Evidence for Practice Improvement
Week #4:Practice-Based Evidence
Major Topics
Evidence-based Implementation Evidence-based practices and programs Implementing practices with programs
Week #5:Evidence-Based Substance Abuse Screening, Assessment, & Diagnostic Methods for Adolescents
Major Topics
Evidence-based screening, assessment, and referral
Evidence-based prevention and intervention models for adolescent substance abuse
Week #6:Evidence-Based Mental Health Screening, Assessment, & Diagnostic Methods for Adolescents
Major Topics
Evidence-based screening, assessment, and referral
Evidence-based prevention and intervention models for adolescent mental health
Week #7:Translational Research & Health Disparity: Culture, Race, & Gender Issues
Major Topics
Culturally competent clinical and services research Development of culturally adapted EBPs
Importance of race, gender, culture and ethnicity in effectiveness studies
Week #8:Translational Research Policy & Practice in Adolescent Behavioral Health
Major Topics
Development of policy and practice from research findings and models for implementation Importance of empirically supported knowledge transfer
Policy Initiatives
Week #9:
Research Ethics & Protection of Human Subjects
Major Topics
Ethical principles in clinical and services research USF IRB & Human Subjects Trial
WEEK #10:Final Exam Week
- Textbooks: Brownson RC, Colditz GA, Proctor EK (Eds). Dissemination and Implementation Research in Health: Translating Science to Practice. New York: Oxford University Press, 2012. Available at: the USF Bookstore (http://usfhsc.bkstore.com); the USF Health Bookstore; and at many online bookstores.
- Course Readings, Online Resources, and Other Purchases: ADDITIONAL COURSE READINGS/REFERENCE LIST: See references throughout the course on Canvas. Additional supplemental readings will be recommended to students for each weekly session on Canvas.
RESOURCES FOR STUDENTS:
Library Resources FMHI Research Library: http://www.lib.usf.edu/fmhi/
USF Library Resources and Services: http://www.lib.usf.edu/
Shimberg Health Sciences Library: http://health.usf.edu/library/
Shimberg Health Sciences Library Tutorials: http://library.hsc.usf.edu/ (follow links under ‘Instructional Services’ section)
Creating Citations & Using Refworks http://guides.lib.usf.edu/CitingSources
Netiquette (online communication etiquette) http://eta.health.usf.edu/publichealth/standards/syllabus/Online_Netiquette.pdf
USF Email Accounts http://health.usf.edu/publichealth/eta/pdf/MyUSF_Email.pdf
Canvas Tutorials
http://eta.health.usf.edu/publichealth/CanvasStudentTutorial/story.htm l
Elluminate Live Tutorials (online courses) http://media.c21te.usf.edu/elluminatestudents.html
There will be a Technical Assistance button on the course website. The Technical Assistance button links to the Technical Support page of the Office of Educational Technology & Assessment website at:
http://health.usf.edu/publichealth/eta/techsupport.html.
Select from any of the available options. Students will receive a reply within 24 hours via phone or email (based on student preference).
Students in all online public health courses are expected to meet the basic technology requirements to successfully participate in their courses. Failure to meet these requirements may cause problems accessing the course materials.
It is the student's responsibility to ensure all requirements are met prior to the start of the semester. http://health.usf.edu/publichealth/eta/students_tech_requirements.htm
Special Technology Requirements for this course: None.
Pre-requisite technology skills: Basic knowledge of accessing Canvas (or equivalent) course via myUSF.
Respondus Lockdown Browser Student Guide: (if applicable) http://eta.health.usf.edu/technology/lockdown_browser/Respondus%20Lock Down%20Browser_Student%20Guide.pdf.
- Student Expectations/Requirements and Grading Policy: Class Expectations and Policies
1.) Student Attendance Regular “class attendance” in this course (accessing the class at least once per week for all 10 weeks of the semester) is required. Because of the USF mandatory first day attendance policy, students must login to the course on the first day of class and complete the Week#1 Introduction & First Day Attendance Assignment by 11:59pm on Monday, May 11, 2015.
In addition, students will be asked to view two plagiarism videos and sign a statement saying they have viewed the video and understand how to avoid plagiarism in their writing assignments for this course (see Week #1 Plagiarism Assignment). Students will also be required to sign a statement saying they have read and understand this course syllabus (see Week #1 Course Syllabus Assignment). Both statements should be posted to the appropriate Apres Cafe by 11:59pm on Friday, May 15, 2015.
Use “People First” Language
Please keep in mind terminology used to describe those who suffer from mental health problems. Rather than use “labels” to define individuals, for example, as “the chronic mentally ill”, it is more appropriate to use terminology to describe individuals as being diagnosed with a mental or substance use disorder. Phrases such as “individuals with a mental illness” rather than “the mentally ill” should be used in all assignments for this course.
In addition, for all assignments in this course, please use either “mental disorder”, “mental illness”, or mental health problems rather than the phrase “mental health disorder”.
Use of Non-Sexist and Professional Language
The use of non-sexist and professional language is expected in all written assignments for this course. Guidelines for Non-Sexist Use of Language may be found at the following web address: http://www.apaonlinecsw.org/apa- guidelines-for-non-sexist-use-of-language.
Weekly Modules and Assignment Postings to the Après Café
For each week of the semester, students should view all materials under the appropriate week’s Module and then check the specific directions for the corresponding weekly assignment. Students are expected to post an answer to each weekly assignment (label this posting as Answer) as well as comment on two students’ answer to the weekly assignment (label these two postings as Comments). Post the weekly assignment answer and comments to the class discussion board, referred to as the “Après Café”. Please include the students’ names to which you are directing your comments towards when posting your comments. Please respond to different individuals’ answers throughout the semester. Your answer to each weekly assignment is due by 11:59pm FRIDAYS and your two weekly comments are due by 11:59pm SUNDAYS.
Example Weekly Assignment Answer
USF Library Tutorial
I am impressed with the volume of information that is available to students through the USF online library system. I found the online tutorials to be excellent tools for the new USF student. I developed a clear understanding of the differences and benefits of the three recommended databases for HSC students: Pubmed, CINAHL and PsychInfo. The tutorials were very well organized and progressed at a reasonable pace. I will refer to them regularly as I familiarize myself with the various library resources and develop my research techniques. The FMHI (Louis de la Parte Institute Research Library)1 also has several tutorials and helpful tip sheets that I will refer to as I progress through the course work. I appreciate these tutorials were part of an actual assignment.
Implications for Adolescent Behavioral Health
I fully understand the importance of integrating clinical information from peer reviewed scholarly journals and evidence-based medicine into the practice environment. I am not a mental health practitioner or a clinical practitioner of any type. I am a healthcare administrator and as such it is my responsibility to formulate policy and ensure that the practice of healthcare is safe, ethical, timely and of the highest quality. A continuous process of conducting research, developing policy and integrating into the healthcare delivery model is critical to improve the overall health of individuals regardless of whether it is at the national, state or local level.
Reference
1.USF library system tutorials Available online at http://eta.health.usf.edu/publichealth/library/tutorial/index.html. Accessed September 30, 2009.
Assignment Due Date Policy
Students should post their weekly assignments (both answer and comments to at least two other students’ answer) and semester paper outline to the appropriate weekly Après Café (or class discussion board). The final exam answers and the semester paper should be submitted through Turnitin and the narrated presentation uploaded to the Narrated PowerPoint Assignment by the respective due dates (see COURSE CALENDAR for due dates/times).
Students are expected to honor due dates for ALL class assignments. Therefore, if students anticipate missing an entire week or more of the course and are unable to complete one or more weekly assignments by the original assignment due date, students should contact Dr. Levin at least one week PRIOR to the anticipated student absence to avoid the submission of a late assignment. The late submission of any assignment will result in a deduction of at least 10 points per day past the due date for each assignment.
References
References should be included in all assignments and prepared according to The Journal of Behavioral Health Services & Research
(JBHS&R) style referencing listed in the COURSE RESOURCES (Modules) section of this Canvas course. The weekly assignment answers, semester paper, narrated presentation, and final exam answers will require the use of academic/research materials as well as internet-based resources. Students must use academic databases for the weekly assignments, the semester paper, narrated presentation, and final exam. Use of internet search engines such as Google and Yahoo are discouraged.
Students Auditing This Course
Students interested in auditing this course must submit an audit form approved by USF COPH Academic and Student Affairs during the first week of classes. All students must be either registered for credit or registered to audit the class in order to access this graduate level Canvas course.
Grading Policy
92.00%-100%=A
90.00%-91.99% = A-
88.00%-89.99% = B+
82.00%-87.99% = B
80.00%-81.99% = B-
78.00%-79.99% = C+
72.00%-77.99% = C
70.00%-71.99% = C-
68.00%-69.99% = D+
62.00%-67.99% = D
60.00%-61.99% = D-
- Assignments, Exams and Tests: 1.)Participation in 10 weekly assignments = 300 pts
Students are expected to actively engage in discussions about the assigned readings and questions for 10 weekly assignments. Students will post Answers to regular assignments as well as post Comments regarding the answers posted from at least two other students in the class. Participation will be evaluated in terms of the following: a) thoughtfulness/content of posted answers and comments; b) format of answers/ comments posted on the class discussion board; and c) the use of references for their answers to regular class assignments.
2.)Semester Paper Outline (100 pts), Semester Paper and Narrated PowerPoint Presentation (300 pts)
Students will prepare an outline for their paper as well as a final semester paper and a narrated powerpoint presentation. Students will be free to select the specific topic of their paper from the breadth of topics presented in this course. Students who are not taking the course as part of the graduate certificate program may select another topic which deviates a bit more from adolescent behavioral health and at-risk populations. However, your chosen topic must be approved by the course instructor by the 3rd week of the semester. The outline, paper, and presentation will be evaluated on content, format, quality of references, meeting the submission deadline, and correct use of grammar. Students will submit the semester paper through Canvas Turnitin. Narrated presentations can be uploaded through the Narrated Presentation Assignment in Canvas. Due dates are noted below in the course calendar.
3.)Final Exam (300 pts)
There will be a final exam in this course. The exam will cover all audio presentations, lectures, assigned readings, supplemental readings, and videos presented in the course throughout the entire semester. The final exam will consist of essay questions. Students will submit answers to final exam essay questions through Canvas and Turnitin. The final exam posting and due dates are noted below in the course calendar.
4.)OPTIONAL: Extra Credit Assignments - up to 20 points total for two optional extra credit assignments
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
Regular “class attendance” in this course (accessing the class at least once per week for all 10 weeks of the semester) is required. Because of the USF mandatory first day attendance policy, students must login to the course on the first day of class and complete the Week#1 Introduction & First Day Attendance Assignment by 11:59pm on Monday, May 11, 2015.
In addition, students will be asked to view two plagiarism videos and sign a statement saying they have viewed the video and understand how to avoid plagiarism in their writing assignments for this course (see Week #1 Plagiarism Assignment). Students will also be required to sign a statement saying they have read and understand this course syllabus (see Week #1 Course Syllabus Assignment). Both statements should be posted to the appropriate Apres Cafe
- Policy on Make-up Work: Assignment Due Date Policy
Students should post their weekly assignments (both answer and comments to at least two other students’ answer) and semester paper outline to the appropriate weekly Après Café (or class discussion board). The final exam answers and the semester paper should be submitted through Turnitin and the narrated presentation uploaded to the Narrated PowerPoint Assignment by the respective due dates (see COURSE CALENDAR for due dates/times).
Students are expected to honor due dates for ALL class assignments. Therefore, if students anticipate missing an entire week or more of the course and are unable to complete one or more weekly assignments by the original assignment due date, students should contact Dr. Levin at least one week PRIOR to the anticipated student absence to avoid the submission of a late assignment. The late submission of any assignment will result in a deduction of at least 10 points per day past the due date for each assignment.
Selected examples from the USF policies and procedures regarding academic dishonesty are included in this syllabus. Students are responsible for adherence to all USF policies and procedures even if they are not specifically printed in this syllabus. The complete regulations may be found at: http://regulationspolicies.usf.edu/regulations/pdfs/regulation-usf3.027.pdf
- Program This Course Supports: A core course for the Research&Evaluation concentration in the new MSCABH program and the Graduate Certificate in Translational Research in Adolescent Behavioral Health
- Course Concurrence Information: This course services students enrolled in the Research and Evaluation concentration within the new MS Degree in Child&Adolescent Behavioral Health Program offered by the College of Behavioral and Community Sciences.In addition, this course also supports the Graduate Certificate in Translational Research in Adolescent Behavioral Health. This certificate is offered by the Institute for Translational Research in Adolescent Behavioral Health, a collaborative effort between local adolescent-serving community agencies and two Colleges at the University of South Florida: the College of Public Health and the College of Behavioral and Community Sciences.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.