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Graduate Course Proposal Form Submission Detail - SPA7802

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Current Status: Approved by SCNS - 2016-08-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only):
Comments: Required for PhD in CSD Cat Copy rec. to GC. To Sys. To SCNS. Approved eff 8/1/16


  1. Department and Contact Information

    Tracking Number Date & Time Submitted
    5419 2016-03-16
     
    Department College Budget Account Number
    Communication Sciences and Disorders BC 121900
     
    Contact Person Phone Email
    Jennifer Lister 8139749712 jlister@usf.edu

  2. Course Information

    Prefix Number Full Title
    SPA 7802 Critical Analysis of Literature in CSD

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

    Credit Hours Section Type Grading Option
    3 D - Discussion (Primarily) R - Regular
     
    Abbreviated Title (30 characters maximum)
    Critical Analysis in CSD
     
    Course Online? Percentage Online
    C - Face-to-face (0% online) 0

    Prerequisites

    Corequisites

    Course Description

    Provides a structure within which students learn to critically evaluate published research papers and begin to explore a research area of potential interest to them in the field.


  3. Justification

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

    Needed for program/concentration/certificate change

    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?

    5-10 Ph.D. students plus a few M.S. and Au.D. students each year.

    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.)

    Ph.D. in CSD or related area.


  4. Other Course Information

    A. Objectives

    This course will provide:

    a. An introduction to a variety of research themes in the field of Communication Sciences and Disorders.

    b. An overview of common research strategies in the field.

    c. Practical experience in evaluating research.

    B. Learning Outcomes

    At the end of this course, students will be able to:

    a. Identify key research questions and corresponding findings from research papers in the field of CSD.

    b. Broadly evaluate the quality of a research publication.

    c. Describe key issues in an area of CSD research that holds interest to them for future research.

    C. Major Topics

    Discussion of individual studentsí areas of research interest

    Review of the most common research designs employed in CSD

    Tips on reading and broadly evaluating research papers in CSD

    Evaluating and reviewing research

    D. Textbooks

    None

    E. Course Readings, Online Resources, and Other Purchases

    Part III: Evaluation of the Complete Research Article,Ē from Orlikoff, R., Schiavetti, N., & Metz, D. E. (2014). Evaluating Research in Communication Disorders (7th Edition). Allyn and Bacon.

    Meline, T. & Paradiso, T. (2003). Evidence-based practice in schools: Evaluating research and reducing barriers. Language, Speech, and Hearing Services in Schools, 34, 273-283.

    Moher, D. & Jadad, A. R. How to peer review a manuscript. From http://www.bmj.com/sites/default/files/attachments/resources/2011/07/moher.pdf available to download from Canvas.

    F. Student Expectations/Requirements and Grading Policy

    1. Attendance and participation in class discussion (10%). All students are expected to contribute to class discussions. Each studentís participation will be scored using a 3-point scale (3=strong, 2=moderate, 1=weak) at each class meeting, and a grade will be assigned at the end of the semester based on the combined scores.

    Score Criteria

    3 (strong) Contribution that moves the discussion forward and expands upon issues relevant to the discussion topic

    2 (moderate) Contribution that does not move the discussion forward, for example due to errors in fact or reasoning or by reiterating established points

    1 (weak) No contribution or contribution that is primarily off the discussion topic.

    2. Annotated bibliography (50%). Each student will compile a list of 5-10 research articles relevant to his or her research questions. For each entry in the list, the student will write a 300-500 summary of the article (including purpose, research questions, research design and methodology, key findings, potential limitations) and an additional paragraph indicating the articleís relevance to the studentís topic area. Each item in the Annotated Bibliography will be will be scored using a 3-point scale (3=strong, 2=moderate, 1=weak), and a grade will be assigned at the end of the semester based on the combined scores.

    Score Criteria

    3 (strong) Summary that correctly and succinctly describes the research questions, study data/ methodology (e.g participants, task), and results/findings as they relate to the studentís research questions.

    2 (moderate) Summary that describes the research questions, study data/ methodology (e.g participants, task), and results/findings as they relate to the research questions but has some errors in fact, reasoning, or unclear writing.

    1 (weak) Summary that does not adequately describe the research questions or study data/methodology and results/findings and their relationship to the studentís research questions.

    3. Presentation of research questions and supporting literature (20%). Students will identify an area of research interest and, within that area, identify 2-3 research questions that may form the focus for a novel contribution to research in that area. Students will present their research questions to the class early in the semester, and based on class feedback, revise the questions if appropriate. The final (revised) questions and relevant findings taken from the annotated bibliography will be presented to the class near the end of the semester. A grade will be assigned to the final presentation using a 3-point scale based on the clarity of the research questions, the appropriateness of the questions as a novel and practical direction for research in the field, the studentís incorporation of class feedback in the final versions of the questions, and the extent to which the student successfully articulated the research questions and related them to relevant literature from the annotated bibliography during the class presentation.

    Score Criteria

    3 (strong) Presentation that clearly describes a set of novel research questions appropriate for study in the field and supports them to a literature review where the data/ methodology (e.g participants, task) and results/findings are related to the studentís research questions.

    2 (moderate) Presentation that is in places difficult to follow, or at times inadequately describes some of the research questions or how they are supported by the literature in the field.

    1 (weak) Presentation that does not adequately describe a set of novel research questions or appropriately support the research questions with a literature review..

    4. Additional article summaries (20%). Students will review and summarize approximately 6 articles selected by other students in the class for class presentations. Each summary will be similar to the 300-500 word article summaries included in the Annotated Bibliography. Each summary will be will be scored using a 3-point scale (3=strong, 2=moderate, 1=weak), and a grade will be assigned at the end of the semester based on the combined scores.

    Score Criteria

    3 (strong) Summary that correctly and succinctly describes the research questions, study data/ methodology (e.g participants, task), and results/findings.

    2 (moderate) Summary that describes the research questions, study data/ methodology (e.g participants, task), and results/findings but has some errors in fact, reasoning, or unclear writing.

    1 (weak) Summary that does not adequately describe the research questions or study data/methodology and results/findings.

    A score of 0 will be assigned to any assignment that is not completed or for participation in case of an unexcused absence.

    Grading Scale

    The plus/minus grading system will be utilized. The following grades are possible:

    Letter GPA Final grade

    A 4.0 93-100

    A- 3.7 90-93

    B+ 3.3 87-89

    B 3.0 83-86

    B- 2.7 80-82

    C+ 2.3 77-79

    C 2.0 73-76

    C- 1.7 70-72

    D+ 1.3 67-69

    D 1.0 63-66

    D- 0.7 60-63

    F -- below 60

    G. Assignments, Exams and Tests

    1. Attendance and participation in class discussion (10%). All students are expected to contribute to class discussions. Each studentís participation will be scored using a 3-point scale (3=strong, 2=moderate, 1=weak) at each class meeting, and a grade will be assigned at the end of the semester based on the combined scores.

    2. Annotated bibliography (50%). Each student will compile a list of 5-10 research articles relevant to his or her research questions. For each entry in the list, the student will write a 300-500 summary of the article (including purpose, research questions, research design and methodology, key findings, potential limitations) and an additional paragraph indicating the articleís relevance to the studentís topic area. Each item in the Annotated Bibliography will be will be scored using a 3-point scale (3=strong, 2=moderate, 1=weak), and a grade will be assigned at the end of the semester based on the combined scores.

    3. Presentation of research questions and supporting literature (20%). Students will identify an area of research interest and, within that area, identify 2-3 research questions that may form the focus for a novel contribution to research in that area. Students will present their research questions to the class early in the semester, and based on class feedback, revise the questions if appropriate. The final (revised) questions and relevant findings taken from the annotated bibliography will be presented to the class near the end of the semester. A grade will be assigned to the final presentation using a 3-point scale based on the clarity of the research questions, the appropriateness of the questions as a novel and practical direction for research in the field, the studentís incorporation of class feedback in the final versions of the questions, and the extent to which the student successfully articulated the research questions and related them to relevant literature from the annotated bibliography during the class presentation.

    4. Additional article summaries (20%). Students will review and summarize approximately 6 articles selected by other students in the class for class presentations. Each summary will be similar to the 300-500 word article summaries included in the Annotated Bibliography. Each summary will be will be scored using a 3-point scale (3=strong, 2=moderate, 1=weak), and a grade will be assigned at the end of the semester based on the combined scores.

    H. Attendance Policy

    Regular attendance in class is required, which is essential to ensuring a balanced and comprehensive discussion of course materials and to maintain continuity in group discussions. Any absences should be discussed with the instructor in advance, and they should be well justified and kept to a minimum. Students are expected to arrive at class on time and remain in the classroom until class is completed. If there are special circumstances in which a student needs to arrive late or leave early, these should be discussed with the instructor in advance.

    Course Attendance at First Class Meeting Ė 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 Ė 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. Itís 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

    Make-up work will be allowed per instructor approval.

    As in other professional disciplines, the reputations of the fields of behavioral and community sciences hinge on the collective integrity of persons working in them. It is assumed that graduate students taking this class will live up to the highest levels of academic honesty. If the instructor has reason to believe a student is cheating or being academically dishonest, proceedings may be instituted to have the student dismissed from the program and/or the University (see current USF catalog). An F received as a result of academic dishonesty can automatically provide grounds for dismissal from graduate programs at USF. A class cannot be repeated in which a student receives an F as a result of academic dishonesty is not repeatable. To ensure academic integrity, plagiarism tracking software (Turnitin) will be used to examine all written assignments, including required papers. USF has an account with this automated plagiarism detection service, which allows instructors to submit student assignments to be checked for plagiarism. Written materials are automatically compared with a very large database of journal and web articles and previously submitted papers. The instructor will receive a report for each set of written material submitted, indicating the precise proportion of a student's paper that has been plagiarized or duplicated from another source. Students are required to be familiar with the Academic Integrity of Students Policy (document # USF3.027: (http://regulationspolicies.usf.edu/regulations/pdfs/regulation-usf3.027.pdf)

    J. Program This Course Supports

    Ph.D. in CSD


  5. Course Concurrence Information



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