Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - PHC6542
Tracking Number - 5277
Edit function not enabled for this course.
Current Status:
Removed from DB by orginator - 2015-12-04
Campus: Tampa
Submission Type: Change
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 Master of Science Degree in Child and Adolescent Behavioral Health (CABH) program in the Department of Child and Family Studies. This course has now become a required course for the Youth and Behavioral Health Concentration in the MSCABH degree program, due to the recent development and approval of the new program in the Department of Child and Family Studies at the College of Behavioral and Community Sciences. The establishment of the new MS degree program necessitates a prefix/course number change. Therefore, we would like to ask that the course prefix/# reflects this new development. The current graduate course prefix, number, is PHC 6542 Epidemiology of Mental Disorders. The requested change of the prefix/course number is: MHS 6076. The Epidemiology of Mental Disorders course is one of the required courses in the new MS degree program and will continue to serve as a required in the Behavioral Health Concentration in the Community and Family Health Department (CFH) at the College of Public Health (COPH).
Comments: withdrawn by COPH 12/4/15
Detail Information
- Date & Time Submitted: 2015-09-29
- Department: Child and Family Studies
- College: BC
- Budget Account Number: 583001, 100000, 000000,000000
- Contact Person: Bruce Levin
- Phone:
- Email: levin@usf.edu
- Prefix: PHC
- Number: 6542
- Full Title: Epidemiology of Mental Disorders
- 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: NA
- Corequisites: NA
- Course Description: Students in this course will study relevant factors that determine the frequency and distribution of mental disorders in human populations. Mental health intervention strategies also will be explored.
- 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? A specific focus on the epidemiology of mental disorders is in demand as evidenced by the continuous enrollment of students in the course each semester the course is offered. This course has been offered for several years with satisfactory reviews from students each semester. In addition, this course compliments and reflects the learning objectives/competencies of the new MS degree, as well as several of the courses offered within the MS degree program and Behavioral Health concentration.
- 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 epidemiology of mental disorders including relevant factors that determine the frequency and distribution of mental disorders in human populations, is required.
- Objectives: Course Objectives:
1.) Identify the DSM-IV, DSM-5 and ICD-10 systems of diagnosis of mental disorders.
2.) Recall historical developments in the field of psychiatric epidemiology.
3.) Identify the natural history of psychopathology.
4.) Become knowledgeable in the prevalence and major risk factors for psychiatric disorders across the lifespan in children, adults, and the elderly.
- Learning Outcomes: Student Learning Objectives:
At the end of the course, students will be able to:
1.) Develop critical thinking as well as effective oral and written communication skills.
2.) Prepare and present a formal presentation on a reviewed / assigned topic in mental health epidemiology.
3.) Evaluate and provide constructive feedback on student presentations regarding content, conclusions, and recommendations.
4.) Identify and apply the use and value of large, diverse publicly-available data sets to investigate research questions in mental health epidemiology.
- Major Topics: Week 1: Course Overview
Week 2:Intro to Psychiatric Epidemiology
AND Measurement and Classification of Mental Disorder
Week 3:Course / Onset of Mental Health Disorders throughout the Lifespan
Week 4: First Paper Preparation
Week 5: Mental Disorders in Adults
Week 6:Change in Substance Abuse Patterns: Focus on Prescription Drug Abuse
Week 7: Genetic Epidemiology of Mental Disorders
Week 8:Mental Disorders in Children and Adolescents
Week 9: Second Paper Preparation and Submission
Week 10: Justice Settings and the Prevalence of Mental Disorders
Week 11: Race, Ethnic, Cultural, Diagnostic and Service Use Variability
Week 12: Prevention and Treatment in Adult and Children’s Mental Health
Week 13: Third Paper Preparation and Submission
Week 14:Paper Presentations
Week 15: Exam One
- Textbooks: Required Textbook:
Eaton, William W. (2012). Public Mental Health.
Published by: Oxford University Press (ISBN13: 9780195390445)
Other Required Reading:
Will be posted on CANVAS for this course, put on library reserve at the FMHI library, or distributed in class.
Recommended Reading:
Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition (DSM-5). American Psychiatric Association (2013).
- Course Readings, Online Resources, and Other Purchases: Readings
Week 2:
Eaton, William W. (2012). Chapter 1: The burden of mental disorders. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Burger, H., & and Neeleman, J. (2007). A Glossary on Psychiatric Epidemiology. Journal of Epidemiology and Community Health, 61, 185 – 189.
Regier, D., Kuhl, E.A., & Kupfer, D.J. (2013). The DSM-5: classification and criteria changes. World Psychiatry, 12, 92-98.
Week 3:
Eaton, William W. (2012). Chapter 2: Perspectives of psychiatry: The public health approach. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Kessler, RC, Berglund, P., Demler, O., et al. (2005). Lifetime prevalence and age of onset distributions of DSM-IV Disorders in National Comorbidity Survey Replication. Archives of General Psychiatry, 62, 593-602.
Jenkins, R. (2001). Making psychiatric epidemiology useful: The contribution of epidemiology to government policy. Acta Psychiatrica Scandinavica, 103 (1), 2-14.
Week 5:
Eaton, William W. (2012). Chapter 7: The relationship of adult mental disorders to socioeconomic status, race/ethnicity, marital status, and urbanicity of residence. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Week 6:
NIDA Research Reports: Prescription Drugs: Abuse and Addiction ( available on course e-reserve and at: http://www.drugabuse.gov/sites/default/files/rrprescription.pdf)
McCabe, S., Cranford, J., & West, B. (2008). Trends in prescription drug abuse and dependence, co-occurrence with other substance use disorders, and treatment utilization: Results from two national surveys. Addictive Behaviors, 33, 1297-1305.
Week 7:
Eaton, William W. (2012). Chapter 8: Genes as a source of risk for mental disorders. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445).
Week 10:
Lewis, C. (2006). Treating incarcerated women: Gender matters. Psychiatric Clinics of North America, 29 (Forensic Psychiatry), 773-789.
Binswanger, IA , Merrill, J.O., Krueger, P.M., White, M.C., Booth, R.E., & Elmore, J.G. (2010).Gender Differences in chronic medical, psychiatric, and substance-dependence disorders among jail inmates. American Journal of Public Health, 100(3), 476-482.
Wittchen, H. (2010). Women-specific mental disorders in DSM-V: Are we failing again?.Archives of Women’s Mental Health, 13(1), 51-55.
Week 11:
Eaton, William W. (2012). Chapter 3: Global Mental Health Issues: Culture and Psychopathology. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Eaton, William W. (2012). Chapter 16: Mental Health Systems Around the World. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Week 12:
Eaton, William W. (2012). Chapter 15: Pathways to Care: Need, Attitudes, Barriers. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Eaton, William W. (2012). Chapter 13: American Mental Health Services: Perspective through Care Patterns for 100 Adults, with Aggregate Facility, Service, and Cost Estimates. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
- Student Expectations/Requirements and Grading Policy: Attendance Policy/Missed Work
Regular “class attendance” in this course (accessing the class at least once per week for all 15 weeks of the semester) is required. Students are expected to read all assigned materials and participate in the discussion board assignments, discussing key themes, ideas, and controversies in the epidemiology of mental disorders with critical reflection on assigned readings.
Grading Policy:
At the end of the course, each student will have a WAS (Weighted Average Score), which is obtained by multiplying his/her numeric score (range 0-100) on each of the grading events, e.g. homework assignments, final paper, presentation, etc., by its corresponding weight (percentage) and then summing them up. Plus or minus grades (+/-) may be assigned at the discretion of the instructor.
The grading events are as follows:
Grading Event Percent of Final Grade
Responding to Discussion Board Questions (weekly) 20%
o Discussion Board Post 10%
o Discussion Board Responses 10%
First Writing Assignment 10%
Second Writing Assignment 10%
Third Writing Assignment 10%
Final Exam 30%
Quizzes on Reading Material 20%
Total : 100%
Grading Scale
A = 90.00% – 100%
B = 80.00% – 89.99%
C = 70.00%– 79.99%
D = 60.00% – 69.99%
F = 0%– 59.99%
- Assignments, Exams and Tests: Date Topics, Readings, Assignments, & Exams
Week 1
8/24-8/30 Module One: Course Overview
Lecture:
Introduction of Instructor: Video
Presentation on the Course Syllabus
Presentation: Overview of Mental Health Disorders and the DSM-5
Assignments:
Discussion Question: Introduction of Students and Assessment of Student Interest
Week 2
8/31-9/6 Module Two: Intro to Psychiatric Epidemiology
Measurement and Classification of Mental Disorder
Lecture:
Presentation on Readings
Readings:
Eaton, William W. (2012). Chapter 1: The burden of mental disorders. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Burger, H., & and Neeleman, J. (2007). A Glossary on Psychiatric Epidemiology. Journal of Epidemiology and Community Health, 61, 185 – 189.
Regier, D., Kuhl, E.A., & Kupfer, D.J. (2013). The DSM-5: classification and criteria changes. World Psychiatry, 12, 92-98.
Assignments:
Quiz 1 on Psychiatric Epidemiology
Discussion Question
Week 3
9/7-9/13 Module Three: Course/Onset of Mental Health Disorders throughout the Lifespan
Lecture: Presentation on Readings
Readings:
Eaton, William W. (2012). Chapter 2: Perspectives of psychiatry: The public health approach. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Kessler, RC, Berglund, P., Demler, O., et al. (2005). Lifetime prevalence and age of onset distributions of DSM-IV Disorders in National Comorbidity Survey Replication. Archives of General Psychiatry, 62, 593-602.
Jenkins, R. (2001). Making psychiatric epidemiology useful: The contribution of epidemiology to government policy. Acta Psychiatrica Scandinavica, 103 (1), 2-14.
Assignments:
Quiz Two
Discussion Question
Week 4
9/14-9/20 Module Four: First Paper Preparation
Lecture:
Presentation on Paper Instructions
Assignments:
Review of Library Videos
First Paper Due: uploaded by Sunday, 11:59pm
Week 5
9/21-9/27 Module Five: Mental Disorders in Adults
Lecture:
Presentation on Readings
Readings:
Eaton, William W. (2012). Chapter 7: The relationship of adult mental disorders to socioeconomic status, race/ethnicity, marital status, and urbanicity of residence. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Assignments:
Quiz Three
Discussion Question
Week 6
9/28-10/4 Module Six: Change in Substance Abuse Patterns: Focus on Prescription Drug Abuse
Lecture:
Presentation on Readings
Readings:
NIDA Research Reports: Prescription Drugs: Abuse and Addiction ( available on course e-reserve and at: http://www.drugabuse.gov/sites/default/files/rrprescription.pdf)
McCabe, S., Cranford, J., & West, B. (2008). Trends in prescription drug abuse and dependence, co-occurrence with other substance use disorders, and treatment utilization: Results from two national surveys. Addictive Behaviors, 33, 1297-1305.
Assignments:
Quiz Four
Discussion Question
Week 7
10/5- 10/11 Module Seven: Genetic Epidemiology of Mental Disorders
Lecture:
Presentation on Readings /Topic
Video Excerpt: NOVA on epigenetics
Readings:
Eaton, William W. (2012). Chapter 8: Genes as a source of risk for mental disorders. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Assignments:
Discussion Question on NOVA video
Week 8
10/12-10/18 Module Eight: Mental Disorders in Children and Adolescents
Lecture:
Presentation on Readings / Topic
Video Excerpts: Youtube: I Have Schizophrenia1; Jani videos
Assignments:
Discussion Question on videos
Week 9
10/19-10/25 Module Nine: Second Paper Preparation and Submission
Lecture:
Presentation on Paper Instructions
Assignments:
Second Paper Due: uploaded by Sunday, 11:59pm
Week 10
10/26- 11/1
Module Ten: Justice Settings and the Prevalence of Mental Disorders
Lecture:
Presentation on Readings / Topic
Readings:
Lewis, C. (2006). Treating incarcerated women: Gender matters. Psychiatric Clinics of North America, 29 (Forensic Psychiatry), 773-789.
Binswanger, IA , Merrill, J.O., Krueger, P.M., White, M.C., Booth, R.E., & Elmore, J.G. (2010).Gender Differences in chronic medical, psychiatric, and substance-dependence disorders among jail inmates. American Journal of Public Health, 100(3), 476-482.
Wittchen, H. (2010). Women-specific mental disorders in DSM-V: Are we failing again?.Archives of Women’s Mental Health, 13(1), 51-55.
Assignments:
Quiz Five
Discussion Question
Note: Last day to drop with a "W"; no refund & no academic penalty for Fall 2015
Week 11
11/2-11/8 Module Eleven: Race, Ethnic, Cultural, Diagnostic and Service Use Variability
Lecture:
Presentation on Readings / Topic
Readings:
Eaton, William W. (2012). Chapter 3: Global Mental Health Issues: Culture and Psychopathology. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Eaton, William W. (2012). Chapter 16: Mental Health Systems Around the World. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Assignments:
Quiz Six
Discussion Question
Week 12
11/9-11/15 Module Twelve: Prevention and Treatment in Adult and Children’s Mental Health
Lecture:
Presentation on Readings / Topic
Readings:
Eaton, William W. (2012). Chapter 15: Pathways to Care: Need, Attitudes, Barriers. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Eaton, William W. (2012). Chapter 13: American Mental Health Services: Perspective through Care Patterns for 100 Adults, with Aggregate Facility, Service, and Cost Estimates. Public Mental Health. New York, NY: Oxford University Press, c2012. (ISBN13: 9780195390445)
Assignments:
Quiz Seven
Discussion Question
Note: Veterans day 11/11, campus closed
Week 13
11/16- 11/22 Module Thirteen: Third Paper Preparation and Submission
Lecture:
Presentation on Paper Instructions
Assignments:
Third Paper Due: uploaded by Sunday, 11:59pm
Week 14
11/23- 11/29 Module Fourteen: Paper Presentations
Lecture:
Presentation on Group Presentations
Assignments:
Discussion Question
Student Presentations on Paper Content - in small groups at assigned times.
Note: Thanksgiving Break 11/26-11/27
Week 15
11/30-12/6 Exam One
Note: Last week of class
- Attendance Policy: Regular “class attendance” in this course (accessing the class at least once per week for all 15 weeks of the semester) is required. Students are expected to read all assigned materials and participate in the discussion board assignments, discussing key themes, ideas, and controversies in the epidemiology of mental disorders with critical reflection on assigned readings.
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.
- Policy on Make-up Work: Exam Policy:
All examinations and quizzes are closed book, and time-limited and will be taken on CANVAS at the time specified. No electronic devices may be used to supplement a student’s responses. Students who fail to take the exams or quizzes at the specified time will receive a “0” as their score. No makeups on quizzes will be offered. In the case of the exam, an opportunity to take the exam at a different time will only be offered if this has been confirmed in advance with the instructor (minimum 4 hours) and will require documentation of the serious and unanticipated nature of the absence being provided. The justification must be acceptable to the instructor.
Late Work Policy
There are no make-ups offered for discussion postings, quizzes, exams, or the paper.
Extra Credit Policy:
No extra credit opportunities will be offered.
Academic Integrity of Students
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
Cheating is using or attempting to use materials, information, notes, study aids, or other assistance in any type of examination or evaluation which have not been authorized by the instructor.
Plagiarism is intentionally or carelessly presenting the work of another as one’s own. It includes submitting an assignment purporting to be the student’s original work which has wholly or in part been created by another person. It also includes the presentation of the work, ideas, representations, or words of another person without customary and proper acknowledgement of sources. Students must consult with their instructors for clarification in any situation in which the need for documentation is an issue, and will have plagiarized in any situation in which their work is not properly documented.
1. Every direct quotation must be identified by quotation marks or appropriate indentation and must be properly acknowledged by parenthetical citation in the text or in a footnote or endnote.
2. When material from another source is paraphrased or summarized in whole or in part in one’s own words, that source must be acknowledged in a footnote or endnote, or by parenthetical citation in the text.
3. Information gained in reading or research that is not common professional knowledge must be acknowledged in a parenthetical citation in the text or in a footnote or endnote.
4. This prohibition includes, but is not limited to, the use of papers, reports, projects, and other such materials prepared by someone else.
Fabrication is the use of invented, counterfeited, altered or forged information in assignments of any type including those activities done in conjunction with academic courses that require students to be involved in out-of-classroom experiences. Forgery is the imitating or counterfeiting of images, documents, signatures, and the like. Obstruction is any behavior that limits the academic opportunities of other students by improperly impeding their work or their access to educational resources.
1. Fabricated or forged information may not be used in any laboratory experiment, report of research, or academic exercise. Invention for artistic purposes is legitimate under circumstances explicitly authorized by an instructor.
2. Students may not furnish to instructors fabricated or forged explanations of absences or of other aspects of their performance and behavior.
3. Students may not furnish, or attempt to furnish, fabricated, forged or misleading information to university officials on university records, or on records of agencies in which students are fulfilling academic assignments.
4. Students may not steal, change, or destroy another student’s work. Students may not impede the work of others by the theft, defacement, mutilation or obstruction of resources so as to deprive others of their use.
5. Obstruction does not include the content of statements or arguments that are germane to a class or other educational activity.
Multiple submission is the presenting or turning of the same or substantially the same work for credit in two or more courses. Multiple submissions shall include the use of any prior academic effort previously submitted for academic credit at this or a different institution. Multiple submissions shall not include those situations where the prior written approval by the instructor is given to the student to use a prior academic work or endeavor.
1. Students may not normally submit any academic assignment, work, or endeavor in more than one course for academic credit of any sort. This will apply to submissions of the same or substantially the same work in the same semester or in different semesters.
2. Students may not normally submit the same or substantially the same work in two different classes for academic credit even if the work is being graded on different bases in the separate courses (e.g., graded for research effort and content versus grammar and spelling).
3. Students may resubmit a prior academic endeavor if there is substantial new work, research, or other appropriate additional effort. The student shall disclose the use of the prior work to the instructor and receive the instructor’s permission to use it PRIOR to the submission of the current endeavor.
4. Students may submit the same or substantially the same work in two or more courses with the prior written permission of all faculty involved. Instructors will specify the expected academic effort applicable to their courses and the overall endeavor shall reflect the same or additional academic effort as if separate assignments were submitted in each course. Failure by the student to obtain the written permission of each instructor shall be considered a multiple submission.
Complicity is assisting or attempting to assist another person in any act of academic dishonesty. A student will be considered to be complicit if the student is aware of an academic integrity violation, is able to report it, and fails to do so.
1. Students may not allow other students to copy from their papers during any type of examination.
2. Students may not assist other students in acts of academic dishonesty by providing material of any kind that one may have reason to believe will be misrepresented to an instructor or other university official.
3. Students may not provide substantive information about test questions or the material to be tested before a scheduled examination unless they have been specifically authorized to do so by the course instructor. This does not apply to examinations that have been administered and returned to students in previous semesters.
Improper use of teamwork credit is allowing your name to be included on a group project in which you did not participate. For reference, general guidelines for appropriate teamwork participation include, but are not limited to the following:
No team member shall intentionally restrict or inhibit another team member’s access to team meetings, team work-in-progress, or other team activities without the express authorization of the instructor.
All team members shall be held responsible for the content of all teamwork submitted for evaluation as if each team member had individually submitted the entire work product of their team as their own work.
Only those persons who participated on the team shall be named in the submission of the assignment.
Solicitation or Purchase is the offering, advertising or responding to solicitations or purchasing products or services designed to facilitate, support or actively contribute to the commission of an act of academic dishonesty.
Misrepresentation. Submitting the work of another as your own, e.g., using a ghostwriter to write a paper, thesis, dissertation; having another person complete an on-line class in your name
Misconduct in research is a serious deviation from the accepted professional practices within a discipline or from the policies of the university in carrying out, reporting, or exhibiting the results of research or in publishing, exhibiting, or performing creative endeavors. It includes the fabrication or falsification of data, plagiarism, and scientific or creative misrepresentation. It does not include honest error or honest disagreement about the interpretation of data.
1. Students may not invent or counterfeit information.
2. Students may not report results dishonestly, whether by altering data, by improperly revising data, by selective reporting or analysis of data, or by being grossly negligent in the collecting or analysis of data.
3. Students may not represent another person’s ideas, writing or data as their own.
4. Students may not appropriate or release the ideas or data of others when such data have been shared in the expectation of confidentiality.
5. Students may not publish, exhibit, or perform work in circumstances that will mislead others. They may not misrepresent the nature of the material or its originality, and they may not add or delete the names of authors without permission.
6. Students must adhere to all federal, state, municipal, and university regulations for the protection of human and other animal subjects.
7. Students may not conceal or otherwise fail to report any misconduct involving research, professional conduct, or artistic performance of which they have knowledge.
8. Students must abide by the university’s policies on Misconduct in Research where applicable, which can be found in the University’s Policies and Procedures Manual at the General Counsel’s website.
Computer misuse includes unethical or illegal use of the computers of any person, institution or agency in which students are performing part of their academic program.
1. Students may not use the university computer system in support of any act of plagiarism.
2. Students may not monitor or tamper with another person’s electronic communications.
Misuse of intellectual property is the illegal use of copyright materials, trademarks, trade secrets or intellectual properties. Students may not violate state or federal laws concerning the fair use of copies.
- Program This Course Supports: This course serves as one of the required courses in the Youth&Behavioral Health concentration in the new Master of Science Degree in Child&Adolescent Behavioral Health. This course is also required course for the MPH Behavioral Health Concentration.
- Course Concurrence Information: This course services students enrolled in the Youth and Behavioral Health Concentration within the new MS Degree in Child&Adolescent Behavioral Health Program offered by the College of Behavioral and Community Sciences.Furthermore, as a required course for the MPH Behavioral Health Concentration, this course services students enrolled in the BH concentration offered by the Department of Community and Family Health in the College of Public Health.
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.