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Graduate Course Proposal Form Submission Detail - MHS6742

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Current Status: Approved by SCNS - 2016-07-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Required for PhD in BCS. To GC. Noted that textbk was over 5 years old. Approved; To USF Sys 4/21/16; to SCNS after 4/28/16. Nmbr 6741 apprd as 6742 eff 7/1/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5329 2015-11-19
     
    Department College Budget Account Number
    Mental Health Law & Policy BC 5830
     
    Contact Person Phone Email
    Catherine Batsche 9747196 cbatsche@usf.edu

  2. Course Information

    Prefix Number Full Title
    MHS 6742 Community Based Research & Evaluation in Behavioral Sciences

    Is the course title variable? N
    Is a permit required for registration? N
    Are the credit hours variable? N
    Is this course repeatable? N
    If repeatable, how many times? 0

    Credit Hours Section Type Grading Option
    3 C - Class Lecture (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Comm Research/Eval:Behav Sci
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    none

    Corequisites

    none

    Course Description

    The study of community-based participatory research & evaluation (CBPRE) in behavioral sciences; critical issues in research design, ethics, & use of CBPRE to promote social change & public policy within a behavioral health context.


  3. Justification

    A. Please briefly explain why it is necessary and/or desirable to add this course.

    Needed for new program/concentration/certificate

    B. 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?

    This course will be taken by all students in the proposed Ph.D. in Behavioral & Community Sciences as a required core course. In addition, it will be open to students in any behavioral science graduate program for whom it may be applicable.

    C. Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times?

    No

    D. What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.)

    The minimum requirement for teaching this course is a Ph.D. degree in a Behavioral Science discipline as well as experience with CBPRE.


  4. Other Course Information

    A. Objectives

    The objectives of this course are to provide students with: (1) an overview of community based participatory research and evaluation; (2) knowledge of principles for using CBPRE; (3) an understanding of ethical issues in conducting community-based research and evaluation; (4) approaches to using CBPRE to promote social change and public policy within a behavioral health context.

    B. Learning Outcomes

    By the conclusion of the class, students will be able to:

    (1) Develop a protocol using community-based participatory research and evaluation as a framework for a project in behavioral sciences; (2) Describe ethical considerations in designing and implementing CBPRE in behavioral sciences; (3) Prepare written critiques of case studies and articles based on the CBPRE framework; (4) Compare and contrast the application of CBPRE in various settings in which behavioral health research/evaluation studies are conducted with university-community partners.

    C. Major Topics

    Major course topics include: the theoretical and historical roots of CBPRE; applications of CBPRE in designing research and evaluation studies; use CBPRE when working with diverse communities; ethical considerations in planning and conducting CBPRE; analysis and interpretation of data with communities; use of CBPRE to promote social change and public policy within a behavioral health context.

    D. Textbooks

    Community-Based Participatory Research for Health: From Process to Outcomes, 2nd Edition (2008)

    Meredith Minkler and Nina Wallerstein

    John Wiley & Sons, Publishers, 2008

    ISBN: 978-0-470-26043-2

    E. Course Readings, Online Resources, and Other Purchases

    Three peer-reviewed research articles will be selected by students in their area of research interest. These articles will be part of the assignment for "Article Criques."

    F. Student Expectations/Requirements and Grading Policy

    Students will be graded on a 1000 point scale with 30% of the grade (300 pts) based on the development of a research/evaluation protocol using CBPRE approaches; 30% based on critiques of three research articles using CBPRE approaches (300 pts); 30% based on interviews conducted with community agency personnel who have participated in CBPRE with USF faculty/students (300 pts); and 10% based on class participation and discussion (100 pts). The grading criteria for each assignment follows:

    Research/Evaluation Protocol: The criteria for grading the protocol will be based on:

    •the written description of the issue to be addressed and statement of the objectives of the research/evaluation project

    •the written review of the literature and other authoritative materials related to the research/evaluation project;

    •a written descriptive narrative indicating how community partners will be involved in each step of the research/evaluation process including a timeline;

    •a written narrative identifying cultural factors relevant to the project and how these can be addressed;

    •a verbal presentation of the protocol during class.

    A rubric will be used to grade the protocol as follows: 20% of the points for complete and thorough description of all required components; 50% for content (e.g., appropriate application of CPBRE principles and approaches, critical thinking, use of pertinent references, etc.); 15% for organization, format and correct use of APA style; 15% for organization, clarity, and communication skills demonstrated during the in-class presentation.

    Article Critiques: Students will read and review three articles in their area of research interest and provide a critique based on the principles and approaches of community-based participatory research/evaluation (3 articles x 100 points each). The criteria for grading the protocol will be based on inclusion of a description and critique of the following components:

    •statement of the purpose of the research/evaluation project

    •design of the study

    •approaches to involving community partners (or not) in each step of the research/evaluation process;

    •identification of cultural factors relevant to the project and how these were addressed (or not);

    •analysis of how CBPRE contributed to the project or how it could have contributed to the enhancement of the project.

    A rubric will be used to grade the protocol as follows: 25% of the points for complete and thorough description of all required components; 50% for content (e.g., analyze and critique of the article’s research methodology and procedures in relation to CBPRE principles and approaches), 25% for organization, format and correct use of APA style.

    Community Partner Interviews: Using an interview protocol designed in class, students will interview community partners at three local agencies/organizations. Scoring will be based on a written paper and in-class presentation with the following components:

    •three completed interview protocols with written notes included as an appendix;

    •description of type of agencies selected, individuals interviewed, and criteria for selection;

    •analysis of interviews comparing and contrasting participant views regarding their involvement in the research/evaluation process;

    •description of lessons learned, positive and negative, regarding CBPRE and implications for the student’s own research.

    A rubric will be used to grade the written paper as follows: 15% of the points for completion of the three interviews and interview notes; 10% for description of the agencies and selection criteria; 40% for the analysis of interview data based on CPBRE principles; 25% for discussion of lessons learned and research implications; and 10% for organization, format and correct use of APA style and in-class presentation.

    Class Participation: . Students may earn up to 100 points for class attendance and participation for classes other than the community partner field experiences and in-class presentations (10 x 10 classes--remainder of classes are in the field). Participation will be evaluated based on:

    •verbal contributions demonstrating material has been read

    •statements/positions are reasonable and supported by readings

    •leadership demonstrated in managing discussion flow and encouraging contributions by others

    •respect shown for opinions of others

    •actively listens to others and actively participates in class activities.

    A rubric will be used to grade the protocol as follows: 20% of the points from each of the five areas based on the rubric scale adapted from Relearning by Design, Inc.: Rubric to Assess Discussion Performance in Graduate Seminars.

    G. Assignments, Exams and Tests

    Students will develop a research or evaluation protocol using CBPRE principles and approaches in an area related to behavioral health (300 pts).

    Students will read and critique three articles using CBPRE in their area of research interest and provide a critique based on the principles and approaches of community-based participatory research/evaluation (3 articles x 100 pts each).

    Using an interview protocol designed in class, students will interview community partners at three local agencies/organizations to obtain their assessment and experience being involved in CBPRE with university partners (300 pts).

    Students are expected to attend all scheduled classes, to read all materials prior to the class meeting, and to participate in class discussion regarding the assigned readings (100 points).

    No exams will be given in this class.

    H. Attendance Policy

    Students are expected to attend all classes. If students need to miss a class for any reason, they are expected to contact the instructor by e-mail before the class session. Students are responsible for material covered in class if they are absent and for turning in assignments.

    Students are required to attend the first class meeting of courses for which they registered prior to the first day of the term. The first class roll is used to drop students who do not attend the first day of class. Students having extenuating circumstances beyond their control and who are unable to attend the first class meeting must notify the instructor or the department prior to the first class meeting to request waiver of the first class attendance requirement. Students who add courses or late-register during the first week of classes will not be on the first class roll and, therefore, will not be dropped for non-attendance by the instructor. To avoid fee liability and academic penalty, the student is responsible for ensuring that he/she has dropped or been dropped from courses the student does not want to continue by the end of the 5th day of classes (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). Students are expected to notify their instructors at the beginning of each academic term if they intend to be absent for a class or announced examination for religious reasons. Students absent for religious reasons, as noticed to the instructor at the beginning of each academic term, will be given reasonable opportunities to make up any work missed. http://generalcounsel.usf.edu/policies-and-procedures/pdfs/policy-10-045.pdf

    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.

    I. Policy on Make-up Work

    Assignments that are not turned in will receive a grade of 0. Assignments turned in late, i.e., after the date/time specified on the syllabus, will be eligible to receive a maximum of only 50% of the possible points for that assignment unless otherwise specified in the syllabus. In-class assignments must be completed in class and are not eligible for late submission. Refer to the USF Academic Integrity Regulation for related information: http://www.ugs.usf.edu/pdf/cat0910/08acapol.pdf

    J. Program This Course Supports

    This course supports the proposed Ph.D. in Behavioral & Community Sciences.


  5. Course Concurrence Information

    This course could be applicable to any graduate program in behavioral sciences, e.g., Aging Studies, Social Work, Criminology, Child & Adolescent Behavioral Health, Applied Behavior Analysis, Communication Sciences & Disorders, Sociology, Anthropology, as well as graduate programs in Education and Public Health.



- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.