DISTANCE EDUCATION DELIVERY

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1 DISTANCE EDUCATION DELIVERY USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses OED INSTRUCTIONS: This fonn must be completed to gain initial approval of a course of which 50% or more will be delivered from a location other than where the students are located. The instructor's delivery of the course may be asynchronous with student learning of course content. The fonn is available online at Date: Campus: _C ;_;,_ol_u_m--'b_ia College/School: Arnold School of Public Health Department (if applicable): D Undergraduate COURSE INFORMATION Health Promotion, Education, and Behavior ~Graduate Course Designation: HPEB J letter Designator Prefix Course Number Suffix # Credit Hours Course Title (24 Character Limit): Health Promotion Research Methods Cross-listed with which course? 4-letter Designator Prefix Course Number Suffix Proposed Effective Term Change to database/bulletin effective no sooner than: Year: Fall ~ Spring D May Session D Summer I 0 Summer II COURSE DELIVERY Distance Delivery System: D Streaming Video % CD/DVD % IZI Web-based 100 % D Other (Please specify} % Course Delivery Method: %Traditional 100 %Distance (If course is offered 50% or more using distance delivery and/or at an off-site location, please notify Department Chair.) REQUIRED ATTACHMENTS (The following documents must be attached to this form before submission) ~ Course syllabus [gj Schedule of all course meeting dates and times, with tally of contact minutes IZ!Identification of provisions for student-professor or student-student interaction [8J Explanation of delivery technology to be used [8J Justification Form (JUS) 0 Faculty Agreement form (if appropriate). Must be accompanied by USC Contract Approval Form

2 DED-Page 2 CONTACT INFORMATION Contact Person: Ken Watkins Clinical Assoc Professor Print name Title watkinsk@mailbox.sc.edu Phone Number Date REQUIRED APPRO U~S Distance Education: ~ Date '11H"/ /..:X.. Address Phone Number (If course is offered using 50% or more using distance delivery and/or at an off-campus location, please copy the Academic Program Liaison (APL) for your college/school.) See for list of APLs. Department Chair or Graduate Director: Print name Signature watkinsk@mailbox.sc.edu Address Academic Dean: 1-2) '9'/ Ken Watkins CherylAddy Print name caddy@mailbox.sc.edu Address FacSenate Cours&Curric/M c;fyblt) ~Vl Dean of the Graduate Print na!jip. School (as appropriate) ~h!.j<a..~'l ~ sc.e.:k.. Address Date of Faculty Governance Approval (if appropriate) Date Phone Number ~ 777- Date 0 Phone Number f - Date Sigpature I'((<( Phone Number ~raduate Council D Faculty Senate [D)~ ~ow~rm lffi FEB u<.. '->.! : :; ' 1. I~ ~ ' ~' University of South Carolina I Provost Office I OED Form Oct 2010 v4

3 JUSTIFICATION FORM USC Columbia, Lancaster, Salkehatchie, Sumter & Union campuses JUS INSTRUCTIONS: Please attach a statement explaining the justification for the proposed program or course action. This form is available online at Date: Campus: _..::::C.=:ol:.::u:::m::.:::b:.::ia= College/School: Arnold School of Public Health Department (if applicable): Health Promotion, Education, and Behavior Deg~eP~g~mpfappl~ab~):_~~~~~~~~~~~~~~~~~~~~~ 0 Undergraduate IZI Graduate This course, HPEB Health Promotion Research Methods, focuses on research methods applicable to the study of individual and group health behavior, and interfaces behavioral theory, research design and methods, and data analysis/interpretation. It serves as an introduction to evaluating health promotion research. The course is used as a required course for masters students in the Master of Public Health in Health Promotion, Education, and Behavior - Professional Online Program. This distance offering will allow accommodation for a wider student audience who, due to scheduling conflicts or location, would usually be unable to take the course. University of South Carolina I Provost Office I Justification Form Oct 2010 v3

4 ARNOLD SCHOOL OF PUBLIC HEALTH, UNIVERSITY OF SOUTH CAROLINA HPEB 707: HEALTH PROMOTION RESEARCH METHODS Instructor: Credit Hours: Rachel Davis, Ph.D. Assistant Professor, Department of Health Promotion, Education, and Behavior I Phone: (803) I Office: Discovery 555 Office Hours- Weekly (hours ) via Blackboard Chat 3 Course Description This course focuses on research methods applicable to the study of individual and group health behavior, and interfaces behavioral theory, research design and methods, and data analysis/interpretation. It serves as an introduction to evaluating health promotion research. This term, we will investigate research design and methods. Specifically, course content will focus on the logic of scientific research, research ethics, causal inference, hypothesis formation, experimental design, measurement theory, survey methodology, and basic issues involved in conducting qualitative and quantitative research. Course Objectives As a result of taki~~ fh~~ ~uou will be able to: 13~~~g,;fili~ natur~ of scientific inquiry and methods Recognize, evaluate, and understand ethical issues involved in conducting research Describe the advantages of using theory and conceptual models to guide research design Develop research questions and testable hypotheses Demonstrate understanding of the pros and cons of different research designs and data collection methods Describe the differences and similarities between quantitative and qualitative research Develop and pretest survey questionnaires Present and interpret visual displays of qualitative and quantitative research findings Synthesize and apply course concepts to the interpretation and critical review of published research Prerequisites There are no prerequisites for this course. Required Text The following book is required for this course: Schutt, R.K. (2012)./nvestigating the social world: The process and practice of research (7th ed.). Washington, DC: Sage Publications, Inc. 1

5 Instruction Format The course will be taught in an asynchronous format; that is, materials will be posted online through Blackboard and accessible to students throughout the eight-week term. Virtual office hours will be offered through a Blackboard chat room so that students and the instructor can engage in direct discussion. Students are expected to engage with course material for a total of per week to view weekly lectures by the instructor, guest lectures, engage in learning exercises and participate in discussion boards. The expected per week does not include the time needed to complete papers, discussion board and poster assignments. (There will also be a pre- and post-course activity requiring 50 minutes each.) Class Participation and Attendance Learning is highly dependent upon student involvement You are expected to read all assignments, to participate actively in class discussions, and to engage in learning activities. Please note that the quality of participation, however, is more important than the quantity. Participation will be assessed through weekly completion of Discussion Board assignments and the timely completion of all assignments. Late Assignments/Missed Exams In the event that you experience an unexpected and major event during the semester (e.g., death of family member, major health crisis) that renders you unable to meet course deadlines, contact Dr. Davis as soon as possible to provide a valid and documented explanation for missing the deadline and to discuss possible options. Students should communicate with the instructor via about any non-participation beyond 10% of course requirements. Academic Integrity You are expected to practice the standards of academic integrity required by the USC Honor Code. Violations of the USC Honor Code include, but are not limited to, improper citation of sources, using another student's work, and other forms of academic misrepresentation. Failure to adhere to these standards will result in disciplinary measures up to and including referring students to the Office of Academic Integrity. You can find information about USC's policies on academic integrity at the following sites: htt.p:// or Information about how to avoid plagiarism can be found on the HPEB website at: Special Nec::ds If you have any special needs (e.g., vision, hearing, English as a Second Language, learning, medical), let Dr. Davis know. If special arrangements are required, you must provide Dr. Davis with a letter from the Office of Student Disability Services, which should inform her of needed accommodations. If your status changes during the semester (e.g., a medical condition that may limit your ability to complete the assignments), please contact Dr. Davis immediately. The Office of Student Disability Services is located in LeConte College, Room 112A and can be reached by phone ( ), fax ( ), TDD ( ), or (sasds@mailbox.sc.edu). Their website is: Changes to the Syllabus Changes to the readings, activities, or dates may arise during the course of the semester. Dr. Davis will announce any changes and post a revised syllabus on Blackboard. 2

6 ~-~ ~ Course Requirements and Evaluation Your grade for this course will be determined by your execution of the following required activities: Graded Activity Plagiarism Self-Test Certification Research Question Assignment Mid-Term Exam Collaborative Institutional Training Initiative (CITI) Certification Annotated Research Proposal Final Exam Due Date TBA Percent of Final Course Grade 5% 15% 25% 5% 25% 25% TOTAL: 100% Grading Scale The following scale will be used to assign your course grade: Percenta&e Score on Graded Activities ~ 90 ~ 85 and< 90 ~ 80 and< 85 ~ 75 and< 80 ~ 70 and< 75 ~ 65 and< 70 ~ 60 and< 65 < 60 Final Course Grade A B+ B C+ c D+ D F 3

7 Graded Activities Specific written instructions will be provided closer to the deadline for each graded activity. A brief description of each graded activity is provided below: Plagiarism Self-Test Certification: Each student must complete a self-administered, online plagiarism assessment and submit a confirmation certificate for completing the test to Dr. Davis. Research Question Assignment: In this three-page written assignment, students will apply course content to write a rationale, research question( s ), and hypothesis( es) for a future, hypothetical research study. Mid-Term Exam: A mid-term exam will be administered to assess students' mastery of course material. This exam will cover content from the first half of the course. Make-up exams will only be provided under special circumstances and will need to be cleared with the instructor at least two weeks before the exam date. Collaborative Institutional Training Initiative (CITI) Certification: Each student must complete the self-administered CITI human subjects training course online through USC and submit certification of completion to Dr. Davis. Annotated Research Proposal: Each student will draw upon selected course readings to write the following components of a fictitious research proposal: executive summary /abstract; statement of need/literature review; and project description/research methods. Students will be asked to annotate these sections to address specific questions. This paper will be 11 pages in length, plus references. Final Exam: A final exam will be administered. The exam will focus on content covered during the second half of the course. Make-up exams will only be provided under very special circumstances and will need to be cleared with the instructor at least two weeks before the exam date. Non-Graded Activities Numerous types of weekly activities will be used to engage students with the course material. In addition, a Questions for the week will be posted. These questions will be drawn from the readings assigned for that class session and will be modeled after similar questions that will appear on the Mid-Term Exam and the Final Exam. Your responses to the Questions of the Week will be recorded by Dr. Davis, but your grades on the Questions of the Week will NOT be included when calculating your course grade. The answers to the Questions of the Week will be provided during the following week. 4

8 Schutt, R.K. (2012). Chapter 1: Science, society, and social research. In Investigating the social world: The process and practice of research (7th ed., pp. 1-21). Washington, DC: Sage Publications, Inc. Pre-course (SO min) Live online chat to welcome students and explain course requirements Week (250 min) Gladwell, M. (2008). Introduction: The Roseto mystery. In Outliers: The story of success (pp. 3-11). New York, NY: Back Bay Books. Mooney, C. (2012). Denying minds. In The Republican brain: The science of why they deny science- and reality (pp ). Hoboken, NJ: John Wiley & Sons, Inc. Schutt, R.K. (2012). Chapter 2: The process and problems of social research. In Investigating the social world: The process and practice of research (7th ed., pp ). Washington, DC: Sage Publications, Inc. Schutt, R.K. (2012). Chapter 3: Research ethics and philosophies. In Investigating the social world: The process and practice of research (7th ed., *pp ONLY*). Washington, DC: Sage Publications, Inc. Purdue University Online Writing Lab (2007). Quoting, paraphrasing, and summarizing. Go to: owl.english.purdue.eduf owl/ section/2 /9 f Purdue University Online Writing Lab (2007). Avoiding plagiarism. Go to: I owl.english.purdue.edu/ owlfsection/2/9 f Schutt, R.K. (2012). Chapter 4: Conceptualization and measurement. In Investigating the social world: The process and practice of research (7th ed., pp ). Washington, DC: Sage Publications, Inc. Schutt, R.K. (2012). Chapter 9: Qualitative methods: Observing, participating, listening. In Investigating the social world: The and research 280-5

9 315). Washington, DC: Sage Publications, Inc. Seidman, I. (1998). Establishing access to, making contact with, and selecting participants. In Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed., pp ). New York, NY: Teachers College Press. Seidman, I. (1998). Technique isn't everything, but it is a lot. In Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed., pp ). New York, NY: Teachers College Press. Seidman, I. (1998). Interviewing as a relationship. In Interviewing as qualitative research: A guide for researchers in education and the social sciences (2nd ed., pp ). New York, NY: Teachers College Press. Krueger, R.A., & Casey, M.A. (2000). Developing a questioning route. In Focus groups: A practical guide for applied research (3rd ed., pp ). Thousand Oaks, CA: Sage Publications, Inc. Krueger, R.A., & Casey, M.A. (2000). Moderating skills. In Focus groups: A practical guide for applied research (3rd ed., pp ). Thousand Oaks, CA: Sage Publications, Inc. Bentley, M., Gavin, L., Black, M.M., & Teti, L. (1999). Infant feeding practices of low-income, African-American, adolescent mothers: An ecological, multigenerational perspective. Social Science & Medicine, 49: Crawford, P.B., Goslinger, W., Anderson, C., Strode, P., Becerra-Jones, Y., Samuels, S., et al. (2004). Counseling Latina mothers of preschool children about weight issues: Suggestions for a new framework. journal of the American Dietetic Association, 104: minutes 6

10 Schutt, R.K. (2012). Chapter 6: Research design and causation. In Investigating the social world: The process and practice of research (7th ed., pp ). Washington, DC: Sage Publications, Inc. Schutt, R.K. (2012). Chapter 5: Sampling. In Investigating the social world: The process and practice of research (7th ed., pp ). Washington, DC: Sage Publications, Inc. 250minutes Schutt, R.K. (2012). Chapter 7: Experiments. In Investigating the social world: The process and practice of research (7th ed., pp ). Washington, DC: Sage Publications, Inc. Groves, R.M., Fowler, F.J., Jr., Couper, M.P., Lepkowski, J.M., Singer, E., & Tourangeau, R. (2009). Methods of data collection. In Survey methodology (2nd ed., pp ). Hoboken, NJ: John Wiley & Sons, Inc. Groves, R.M., Fowler, F.J., Jr., Couper, M.P., Lepkowski, J.M., Singer, E., & Tourangeau, R. (2009). Questions and answers in surveys. In Survey methodology (2nd ed., pp ). Hoboken, NJ: John Wiley & Sons, Inc. Krause, N. (2002). A comprehensive strategy for developing closed-ended survey items for use in studies of older adults. journal of Gerontology, 578(5), S1-S12. Beatty, P.C., & Willis, G.B. (2007). Research synthesis: The practice of cognitive interviewing. Public Opinion Quarterly, 71(2),

11 Salkind, N.J. (2010). Hypotheticals and you: Testing your questions. Statistics for people who (think they) hate statistics (4th ed., pp ). Thousand Oaks, CA: Sage Publications. Salkind, N.J. (2010). Significantly significant: What it means for you and me. Statistics for people who (think they) hate statistics (4th ed., pp ). Thousand Oaks, CA: Sage Publications. Additional Resources: Miller, J.E. (2005). Creating Effective Tables. In The Chicago Guide to Writing about Multivariate Analysis, pp Chicago, IL: The University of Chicago Press. Miller, J.E. (2005). Creating Effective Charts. In The Chicago Guide to Writing about Multivariate Analysis, pp Chicago, IL: The University of Chicago Press. Gladwell, M. (2008). The ethnic theory of plane crashes. In Outliers: The story of success (pp ). New York, NY: Back Bay Books. Post-course {SO minutes) 8