Course Description: Credit hours: 3. Pre-Requisites: None. Co-Requisites: None. Location: Online. Instructor Information:

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1 Online Course Name: Formative Research Methods in Social Marketing Prefix & Number: CFH PHC 6705 Sections: 1) sect ref# Enter, 2) sect ref# Enter, 3) sect ref# Enter Semester: Spring, 2015 Course Description: This course is designed to familiarize students with the basic principles and techniques in conducting formative research for social marketing program development. The major topics covered include: principles of formative research design, qualitative data collection methods, interviewing techniques, qualitative data analysis, survey design, pretesting, and implementation, ethical principles and protection of human subjects. Credit hours: 3 Pre-Requisites: Co-Requisites: Location: Instructor Information: None None Online Instructor 1 Instructor 2 Instructor 3 Dr. Tait Martin Carol Bryant Off campus LRC/ MDC 56 By appointment By appointment (850) (cell) Phon tmarti10@health.usf.edu cbryant@health.usf.edu or phone Will reply in 48 hours if not out of the country or phone Will reply in 48 hours if not out of the country Syllabus Page 1

2 Tech Assistance Use the Tech Assistance button on the course website. The Tech Assistance button links to the Technical Support page of the Office of Educational Technology & Assessment website at: Select from any of the available options. Students will receive a reply WITHIN 24 hours via phone or based on student preference. During Exams & Elluminate Live Sessions: Technical assistance for exams and Elluminate Live sessions are supported by ETA. The phone number will be posted on the course website. Online Course Technical Requirements: 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. Special Technology Requirements for this course: You will need to purchase a headset with microphone and small video camera for use in Elluminate, Skype or Google Sessions Pre-requisite technology skills: Students must be able to participate in an Elluminate, Skype or Google Hangout session. Elluminate Live! Computer Requirements: (if applicable) View hardware and software requirements and downloads for Elluminate Live! sessions: Respondus Lockdown Browser Student Guide: (if applicable) Syllabus Page 2

3 Required Materials: Denscombe, M. (2010). Ground Rules for Social Research: Guidelines for Good Practice. 2 nd edition. New York, New York: Open University Press. Available for online reding or download at USF libraries. Krueger, R. A. & Casey, M. (2000). Focus Groups: A Practical Guide for Applied Research. 3 rd edition (or more recent if available). Thousand Oaks: Sage Publications. Recommended as a reference book for doctoral students and others who want more advanced information on mixed methodology: Morse, J. M. & Niehaus, L (2009). Mixed Method Design: Principles and Procedures. Walnut Creek, CA, USA: Left Coast Press Inc. Supplemental readings available on Canvas HSC Bookstore Course Format: Format: The course combines narrated lectures, a considerable amount of reading, periodic meetings with the instructor on Elluminate, Skype, or other platform. It also requires students to design and conduct research and prepare a summary of key marketing findings. Students are expected to complete and submit field assignments in time to receive feedback before moving ahead. Team/Group Activities: Students do best if they work in small groups/research teams to complete many assignments; however, some exceptions will be made. For those that work together, students need to develop teams by the end of the second week of class. Let the instructor know if you need help joining a team or would like permission to work alone. I realize team work can be difficult. If group members cannot come to consensus on an issue or have other difficulties, please contact the course instructor right away. To help facilitate productive group processes, guidelines and advice will be posted in Canvas. Students are also encouraged to use Elluminate or other Canvas tools to communicate or share work. Just let the instructor know which tools you would like to schedule. Syllabus Page 3

4 At the end of the course, students will be able to: Learning Objectives: (Objectives must be numbered) 1. Describe the goals of formative research in social marketing program development 2. Use a systematic planning model to develop formative research objectives 3. Discuss the appropriate uses of qualitative and quantitative research methods in conducting formative research (with emphasis on ensuring data will drive decision-making) 4. Identify existing data sources for making marketing decisions, e.g., audience profile 5. Discuss the advantages and limitations of participant observation, in-depth interviews, focus group interviews, and surveys in social marketing planning research 6. List the basic principles of interviewing 7. Develop an in-depth interview guide 8. Develop a focus group moderator's guide 9. List the basic principles of moderating a focus group 10. Conduct an in-depth interview or focus group 11. Describe basic steps in qualitative data analysis 12. Design survey questions 13. Prepare a written summary of research findings for use in strategy development 14. Apply guidelines for good social research practice 15. Discuss ethical principles guiding the conduct of social research Syllabus Page 4

5 Assessment Strategies: Assessment strategies include: 1. Team project concept paper 2. Article critique 3. Participant observation field notes 4. Interview/Focus Group Guide 5. Interview 6. Focus group critique 7. First coded transcript 8. Second coded transcript 9. Survey questions 10. Research report Syllabus Page 5

6 Assignments Instructions Points Due Date Concept Paper for class Write a background statement, purpose, 5 Week 3 project (team project) behavioral focus, and formative research objectives for your class project. Article Critique Critique a qualitative article published in a peerreviewed journals in terms of criteria for good social research 5 Week 4 Participant Observation Notes Interview guide (team project) Focus group critique Interview Observe behavior or program for class project. If observation is inappropriate for class project, observe door holding etiquette in a public setting. Follow instructions in handout posted on BB. 10 Week 5 Develop an interview guide for class project 10 Week 6 Critique focus group video tape. Post your response on Blackboard. Record an interview. Submit a copy of tape or electronic file for feedback. 5 Week 7 10 Week 9 Codebook and Coded Transcript (team project) Second Coded Transcript (team project) Research Report (team project) Survey Questions (team project) Class Preparation & Participation Working with team members, prepare a codebook. Transcribe the first interview you personally completed and apply codes to that transcript. Submit the team s codebook and the coded transcript. Working with team members, update the codebook to reflect emerging codes and changes identified by your team. Select one of the team s transcripts and apply codes as a team. Submit another coded transcript for the entire team. Sort the data by codes. Summarize the key themes in the interviews. Write a brief summary of the findings from your interviews. Based on preliminary qualitative research findings, write five survey questions as a team. Pretest them with at least five people and revise them. Submit the original and revised questions as a team. Active participation in the course, timely completion of assignments, and team work. Your assessment of your team mates and their assessment of you will have a major impact on your class participation score. 10 Week Week Week Week 15 5 Weeks 1-16 Syllabus Page 6

7 This course supports the following multiple concentration competencies. Competency Socio-health Sciences MPH Learning Objectives Assessment Strategies Critically evaluate scholarly research in social and behavioral sciences applied to health in terms of its theoretical soundness, scientific rigor, appropriate use of concepts and methods, and contribution to knowledge Understand ethical principles guiding the conduct of research on human subjects, including principles for ethical decision-making beyond the regulatory purview of institutional review boards Health Education MPH Apply appropriate research principles and methods in health education. b. Use appropriate qualitative and quantitative research methods COPH Ph.D. Formulate research questions and hypotheses that will impact community and family health. 2 1 Align research questions with appropriate methods of inquiry 3, Design and carry out original research that contributes to the knowledge base in public health ,10 Syllabus Page 7

8 Grading Scale and Criteria: See Assessment Strategies Section You will receive a numerical grade for each assignment. Your final grade will be determined by the summation of scores on all assignments = A = A = A = B = B = B = C+ Grading Policies: Late assignments: All late assignments will be penalized a minimum of 2 points per day. Failure to complete any assignment will not constitute an excuse for being assigned an I grade in the course. Exceptions to this policy will be made only in the case of severe illness, documented family emergency, or similar problem COURSE POLICIES Online Attendance & Participation: Most class sessions combine lecture with hands on exercises. Students are expected to read the assigned materials carefully and work in teams to complete all field assignments on time. At times, students will be asked to discuss their experiences online. Thus, part of your grade includes a class participation assessment. Students also are expected to participate in Elluminate or Skype sessions with the instructor. These will be scheduled in advanced to accommodate as many members as possible on each individual team, and recorded when the entire team cannot attend at the same time. Occasionally, the entire class will be asked to participate together. See Institutional Policies section for Emergency Preparedness for Academic Continuity. Permission to Use Lectures: All unauthorized recordings of class are prohibited. Recordings that accommodate individual student needs must be approved in advance and may be used for personal use during the semester only; redistribution is prohibited. Instructor Expectations: Any student with a disability is encouraged to meet with the instructor Syllabus privately during the first week of class to discuss accommodations. Page 8

9 Incomplete Policy: Schedule Change Policy: Incomplete grades may be given in special cases; however, they must be approved in advance by the instructor. In general, I follow the policy outlined on the COPH website. COPH policy: Any changes in course assignments will be communicated by via Canvas. Please be sure to check your USF account regularly during this course. Syllabus Page 9

10 Course Calendar Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Week 15 Week 16 Course Overview and Role of Research in the Planning Process Formative Research: Study Design Issues Guidelines for Good Formative Research Sampling Logic and Review of Data Collection Techniques Participant Observation Interview Guide Development and Interviewing Interviewing Assessment Focus Group Research Data Management: Transcription and Preparation Spring Break Data Analysis: Coding Identifying Themes Interpretation, Verification & Reporting Developing and Pretesting Survey Questions Ethical Issues and Pretesting Marketing Concepts and Materials Team Research Reports/Findings Due Syllabus Page 10

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13 Course Assignments and Schedule Details Week 1 01/05-11 Course Overview and Role of Research in the Planning Process Learner Objectives: Describe the goals of formative research in social marketing program development Use a systematic planning model to develop formative research objectives Readings: Hair, J., F., Bush, R. P., Ortinau, D. J. (2010). The marketing research process and proposals. In Hair, J., F., Worfinbargar, M. F., Ortinau, D. J. & Bush, R. P. Essential of Marketing Research. 2 nd Edition. (pp ). Boston: McGraw-Hill Irwin. Hair, J., F., Bush, R. P., Ortinau, D. J. (2003). Problem definition, research objectives, and marketing research ethics. In Hair, J., F., Bush, R. P., Ortinau, D. J. (2010) In Hair, J., F., Bush, R. P., Ortinau, D. J. Marketing Research within A Changing Environment. 2 nd Edition. (pp 56-86). Boston: McGraw-Hill. Blaikie, N. (2010). Research Questions and Purposes. In Blaikie, N. Designing Social Research. (pp ). Malden, MA: Polity Press Lectures Listen to Week 1 PowerPoint Presentation. Assignments What s Due This Week Individual project: Post biosketch and 2-3 research interests. Read other students biosketches and begin to form teams of 3 to 5 people. If you would like help in joining a team or want permission to work alone, please contact the instructor. Team project: Once you have assembled your team, select a public health topic and begin working on a concept paper. [It is important to pick a problem that affects people who you have access to interview later in this course.] This paper will include a brief background statement, purpose, and behavioral focus (see Introduction to Social Marketing course notes and/or textbook for guidance on completing this initial step in the planning process.) The concept paper is not due until the end of Week 3. Other Materials: Sample Concept Paper for Arthritis Case Study Syllabus Formative Research Objective Worksheet Page 13

14 Week 2 01/12-18 Formative Research: Study Design Issues Learner Objectives Discuss the appropriate uses of qualitative and quantitative research methods in conducting formative research (with emphasis on ensuring data will drive decision-making) Identify existing data sources for making marketing decisions, e.g., audience profile Discuss the advantages and limitations of participant observation, in-depth interviews, focus group interviews, and surveys in social marketing planning research Readings Morse, J. M. & Niehaus, L. (2009). Mixed Methods Chapters 1-3, In Morse, J.M. & Niehaus. Mixed Method Design: Principles and Procedures, pp Students interested in a research career, we recommend you read the entire Morse and Niehaus book. Denscombe, M. (2010). Ground Rules for Social Research: Guidelines for Good Practice. 2 nd edition. New York, New York: Open University Press. Can be accessed at USF library at Read as much as time permits. You will be asked to read the rest of the book next week. Lectures Listen to PowerPoint Presentation on Study Design Issues Assignments You should have formed your teams and worked together on your concept paper. If you would like additional guidance, please schedule an Elluminate session or conference call with me. Other Materials: Concept Paper for Arthritis (same as posted in week one) Data and Statistical Datasets Bryant, C.A., Kent, E., Brown, C., Bustillo, M., Blair, C., Lindenberger, J., & Walker, M. (1998). A social marketing approach to increase customer satisfaction with the Texas WIC Program. Marketing Health Care Services, Winter: Bryant, C.A., Lindenberger, J. H., Brown, C, Kent, E., Schreiber, J. M., Bustillo, M., & Canright, Marsha Walker. (2001). A social marketing approach to increasing enrollment in a public health program - Case Study of the Texas WIC Program. Human Organization, 60 (3): Syllabus Page 14

15 Week 3 01/19-25 Standards for Good Formative Research Learner Objectives Apply guidelines for good social research practice Readings Cullen, E. T., Matthews, N.H. & Teske, T. D. (2008). Use of occupational ethnography and social marketing strategies to develop a safety awareness campaign for coal miners. Social Marketing Quarterly XIV (4) Denscombe, M. (2010). Ground Rules for Social Research: Guidelines for Good Practice. 2 nd edition. New York, New York: Open University Press. Can be accessed at USF library at Finish the book. You may also download it at: ial+research%3a+guidelines+for+good+practice&bdata=jmnsata9rlqxjmnsdja9 WSZ0eXBlPTAmc2l0ZT1lZHMtbGl2ZQ%3d%3d Lectures Listen to Week 3 PowerPoint Presentation on Research Standards Assignments What s Due This Week: Team project: Submit your concept papers by the end of this week. Individual project to start now: Use the research design standards (or ground rules) to evaluate the methodology used in one of the articles posted on Canvas. Please put your name on the cover page and attach them as a word file to an sent to the instructor. This is not due until week 4. Other Materials: Research Design Evaluation or Article Critique Worksheet O Hara article Sample Article Critique Worksheet for the O Hara article Syllabus Page 15

16 Week 4 01/26-02/01 Sampling Logic Learner Objectives Discuss the principles of qualitative and quantitative sampling Readings Neuman, W. L. (2003). Qualitative and quantitative sampling. In W. L. Neuman, Social research methods: Qualitative and Quantitative Approaches (5 th Ed.) (pp ). Boston: Allyn and Bacon Onwuegbuze, A.J., Leech, N.L. (2007) A call for qualitative power analyses. In Quality & Quantity (2007) 41: Ritchie, J. & Lewis, J. (2010). Designing and selecting samples. In Ritchie, J. & Lewis, J. Qualitative Research Practice: A Guide for Social Science Students and Researchers. (pp ). Thousand Oaks, CA: Sage Publications Lecture: Listen to Week 4 PowerPoint Presentation on Sampling Assignments: As a team, discuss how you would select a sample for your class project. Decide how to recruit people to interview later in this course. Participate in a team meeting with instructor to review your concept paper and sampling plan. What s Due This Week Team project: Submit your article critique by the end of this week. Other Materials: Nothing to post Week 5 02//2-8 Participant Observation Learner Objectives Discuss the advantages and limitations of participant observation Readings Bernard, R. H. (2006). Participant observation. In R. H. Bernard. Research methods in anthropology: Qualitative and Quantitative Approaches (4 th ed.) (pp ). Thousand Oaks, CA: Sage Publications, Inc. Bernard, R. H. (2006). Field Notes: How to take, code, and manage them. In R. H. Bernard. Research methods in anthropology: Qualitative and Quantitative approaches (4 th ed.) (pp ). Thousand Oaks, CA: Sage Publications, Inc. Gittelsohn, J. (1997). Estimating reactivity in direct observation studies of health Syllabus Page 16

17 behaviors. Human Organization, 56, Lectures: Listen to Week 5 PowerPoint Presentation on participant observation Assignments: Individual project: Observe a behavior or program related to your class project. If there is nothing appropriate to observe for the class project, observe door-opening behavior in a public place. See instructions on separate handout posted on BB. What s Due This Week Individual project: Submit your field notes by the end of this week. These should give me a brief description of what you observed. Other Materials: Sample field notes Week 6 02/09-15 Interview Guide Development and Basic Interviewing Skills Learner Objectives List the basic principles of interviewing Develop an in-depth interview guide Readings Debus, M. (1992). Section 2. In M. Debus, Handbook for Excellence in Focus Group Research (pp. 7-10). Washington, DC: Academy for Educational Development. Mack, N., Woodsong, C., MacQueen, K.M., Guest, G. & Namey, E. (2005). In-depth Interviewing. In Mack, N., Woodsong, C., MacQueen, K.M., Guest, G. & Namey Qualitative Research Methods: A Data Collector's Field Guide. Research Triangle Park, NC: Family Health International. Padget, D. K. (2012). Interviewing and use of documents. In Padget, D. K. Qualitative and Mixed Methods in Public Health. (pp., ). Thousand Oaks, CA: Sage Publications. Seidman, I.E., (1991). Technique Isn t Everything, But It Is A Lot. In Seidman, I.E.,Interviewing as Qualitative Research. (pp ) New York: Teachers College, Columbia University Optional Readings: James, N. and Busher, H. (2009). Online Interviewing. Thousand Oaks, CA: Sage Publications. Weiss, R. S. (1994). Interviewing. In Weiss, R. S. Learning From Strangers: The Art and Method of Qualitative Studies. (pp ). New York: Free Press. Syllabus Page 17

18 Lectures: Listen to Week 6 Power Point Presentations on Guide Development and Basic Interviewing Skills Assignments: Individual project: Review the individual guide for the Physical Activity Case Study posted on Canvas. What s Due This Week Team project: Develop an interview guide and submit for review at the end of this week so I can provide you with feedback prior to your interview. Please put the names of all team members on the cover page and attach the document to an sent to the instructor. Individual project: Review the focus group interview guides posted on Canvas. Read the initial draft, make a list of problems you would change; then read the next two drafts to see if these problems were corrected. Notice how pilot testing enables you to improve the guide. Other Materials: Question development worksheet Exercise for Ordering Questions PA guide used in ordering exercise Sample PA guides Week 7 02/16-22 Focus Group Research Learner Objectives Develop a focus group moderator's guide List the basic principles of moderating a focus group Readings: Debus, M. (1992). Sections 3 8. In M. Debus, Handbook for Excellence in Focus Group Research (pp ). Washington, DC: Academy for Educational Development. Krueger & Casey Textbook: Chapters 1-5 Lectures: There is no PowerPoint Presentation this week. Assignments: What s Due This Week Individual project: Watch Preparing a Focus Group and Part 1 Individual project: Critique the focus group video. Identify three techniques the moderator used that worked well and three recommendations for how she could have done better. Post your comments on the discussion board by the end of this Syllabus Page 18

19 week. Materials Focus Group Tape Week 8 02/23-03/01 Interviewing Assessment Learner Objectives Conduct an in-depth interview or focus group Readings No additional readings Lectures There is no Power Point Presentation for this week Assignments: Individual project: Digitally record an interview and send the file to the instructor by the end of week 9. If this is your first interview, I recommend you complete this assignment by the end of this week so I can give you feedback in time to conduct a second interview if you want to improve your grade. Your best interview will be graded. Materials None Week 9 03/02-08 Week 10 03/09-15 Spring Break Data Management Learner Objectives Describe basic steps in qualitative data analysis Readings: Padget, D. K. (2012). Data analysis and interpretation. In Padget, D. K. Qualitative and Mixed Methods in Public Health. (pp., ). Thousand Oaks, CA: Sage Publications. Lectures Listen to Week 9 PowerPoint Presentation on Data Management Assignments: Syllabus Page 19

20 What s Due This Week Individual project: Submit tape or electronic file with your individual interview by the end of this week. Individual project: Review sample transcript posted on Canvas. Materials Focus group transcript prepared for coding Week 11 03/16-22 Data Analysis: Coding Learner Objectives Describe basic steps in qualitative data analysis Readings : Krueger & Cassey Textbook. Chapter 6. Boeije, H. (2010). Principles of qualitative analysis. In Boeije, H., Analysis in Qualitative Research. (pp ). Thousand Oaks, CA: Sage Publications. Optional Readings: (Recommended if you are having difficulty identifying themes) Boeije, H. (2010). Doing qualitative analysis. In Boeije, H., Analysis in Qualitative Research. (pp ). Thousand Oaks, CA: Sage Publications. Lectures: Listen to the PowerPoint Presentation that gives an overview of Data Analysis and Coding Assignments: Individual project: Watch the video on constant comparison Meet with team to make codebook. As a team, select and format a transcript that you all will code Schedule a meeting in week 12 with the team to review your coding and revise the codebook. Let me know if you want me to join you. Materials Arthritis Codebook Pain relief passages Week 12 03/23-29 Identification of Themes Learner Objectives Describe basic steps in qualitative data analysis Readings: Syllabus Page 20

21 Physical activity dataset posted on Canvas. Optional reading: The Economic and Social Research Council (ESRC). CAQDAS Comparison. Retrieved December 13, 2009, from Lectures Listen to Week 12 PowerPoint Presentation on Theme Identification Assignments: What s Due This Week As a team, review how each of you applied codes to the first interview transcript. Combine results in a single coded transcript to submit with the codebook by end of week. Be sure to put the names of all team members on the cover page and attach the file to an sent to the instructor. Materials None Week 13 03/30-04/5 Interpretation, Verification & Reporting Learner Objectives Describe basic steps in qualitative data analysis Readings: Debus, M. (1992). Section 9. In M. Debus, Handbook for Excellence in Focus Group Research (pp. 51- end). Washington, DC: Academy for Educational Development Krueger & Cassey Textbook: Chapter Seven Burns, A. C. and Bush, R. F. (2006). The marketing research report: preparations and presentation. In Burns and Bush. Marketing Research. 5 th Edition (pp ). Patton, M. (2002). Enhancing the Quality and Credibility of Qualitative Analysis. In Patton, M. Qualitative Research and Evaluation Methods. Thousand Oaks: Sage Publications. Lectures Listen to the Power Point Presentation on Interpretation, Verification and Report Assignments What s Due This Week Individual project: Select three reports from those posted on the website to review. Identify two or more features you like about how the Syllabus Page 21

22 findings are presented (formatting, writing style, other features) and two or more features you dislike. Post these on the discussion board and compare your opinions with your classmates. What s Due This Week Team project: Using feedback from instructor, finalize codebook and use it to code another transcript. As a team, compare your codes, and agree on how to combine them into a single coded transcript. Submit the second transcript by the end of this week. Team project: Begin to read and summarize key themes in your data. Schedule meetings with team to compare results and agree on items to include in your final report. Due week 16. Other Materials: Sample reports Final report grading matrix Week 14 04/06-12 Developing and Pretesting Survey Questions Learner Objectives Design survey questions Readings: Best Start, Inc. (1990). Designing and Pretesting Questions. In Best Start, Guide to Developing and Pretesting Social Marketing Messages and Materials. Tampa, FL; Best Start, Inc. Dillman, D. A. (2000). Writing Questions. In Dillman, D. A Mail and Internet Surveys: The Tailored Design Methods. (p ). New York: John Wiley & Sons, Inc. Lectures: Listen to the Power Point Presentation on Survey Question Pretesting Watch videotape demonstration of survey pretesting Assignments: Develop 5 survey questions and pretest with someone in your priority audience. Submit the original and revised questions by the end of week 15. Continue working on theme identification and interpretation. Week 15 04/13-19 Ethical Issues and Pretesting Materials Learner Objectives Syllabus Page 22

23 Discuss ethical principles guiding the conduct of social Readings: Padget, D. K. (2012). Ethical issues in qualitative research. In Padget, D. K. Qualitative and Mixed Methods in Public Health. (pp., 81-99). Thousand Oaks, CA: Sage Publications. Best Start Pretesting Guide Lectures There is no PowerPoint Presentation for this week Assignments: What s Due This Week Team project: Finish data interpretation and summarizing qualitative results Team project: Send outline or partially completed report if you want instructor feedback before completing research report. What s Due This Week Team project: Review classmate comments about reporting posted on course site for ideas on how to format your report What s Due This Week Submit original and revised survey questions by the end of this week. Materials: Final Arthritis Report Week 16 04/20-26 Team Research Reports Due Assignments: What s Due This Week Team project: Submit research report. Be sure to put the names of all team members on the cover page and attach the file to an sent to the instructor. If you would like to learn more about marketing research topics not covered in this course, I recommend you take the Advanced Formative Research Course or read the following reference books: o Farris, P. W., Bendle, N.T. (2006). Marketing Metrics: 50+ Metrics Every Executive Should Maste o Hair, J., F., Worfinbargar, M. F., Ortinau, D. J. & Bush, R. P. Essential of Marketing Research. 2 nd Edition. (pp ). Boston: McGraw-Hill Irwin. o Hubbard, D. W. (2010). How to Measure Anything: Finding the Value of Intangibles in Business. Syllabus Page 23

24 INSTITUTIONAL POLICIES The most recent version of the Institutional Policies information can be found on the Academic Affairs Forms page at (Spring 2013) Student Handbook: Student Conduct: Disruption of Academic Process/Academic Integrity of Students: handbook.pdf USF Student Rights/Responsibilities: USF Student Code of Conduct: Disruption of the academic process and violations of the policies regarding academic integrity will not be tolerated. Review USF policies on Disruption of the Academic Process and the Academic Integrity of Students at: Academic Dishonesty/ Plagiarism: Plagiarism will not be tolerated and is grounds for failure. Review USF Academic Dishonesty and Disruption of Academic Process Policy at: The University of South Florida has an account with an automated plagiarism detection service (Turnitin), which allows instructors and students to submit student assignments to be checked for plagiarism. I (the instructor) reserve the right to 1) request that assignments be submitted as electronic files and 2) submit students assignments to Turnitin, or 3) request students to submit their assignments to Turnitin through the course site. Assignments are compared automatically with a database of journal articles, web articles, the internet and previously submitted papers. The instructor receives a report showing exactly how a student s paper was plagiarized. NOTE: An institution may not release a paper to a plagiarism detection software without the student s prior consent unless all personally identifiable information has been removed, such as a student s name, social security number, student number, etc.. Note that a paper/essay is considered an educational record and an institution may not ask a student to waive their rights under FERPA for the purpose of submitting papers to a plagiarism detection software. For more information about Plagiarism and Turnitin, visit: Plagiarism tutorial: Turnitin: Syllabus Page 24

25 Cheating Statement: The USF College of Public Health expects students to maintain academic honesty in all courses. By virtue of being registered in an public health course, students agree to refrain from cheating. If cheating in any form (academic dishonesty) is detected, appropriate action will be taken. (Refer to USF Academic Dishonesty Policy). Graduate: Undergraduate Academic Policies and Procedures: Special Accommodations: Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation. Students with Disabilities Services: Students: Faculty: Holidays and Religious Observances: Emergency Preparedness: 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: Canvas, Elluminate, Skype, and messaging and/or an alternate schedule. It s the responsibility of the student to monitor Canvas site for each class for course specific communication, and the main USF, College, and department websites, s, and MoBull messages for important general information. Student Grievance Procedure: Review USF Academic Grievance Policy at: Graduate: Student assistance is provided by Division of Student Affairs, Office of the Student Ombudsman. Syllabus Page 25

26 RESOURCES FOR STUDENTS Library Resources: USF Library Resources and Services: Shimberg Health Sciences Library: Shimberg Health Sciences Library Tutorials: (follow links under Instructional Services section) Creating Citations & Using Refworks: Netiquette (online communication etiquette for online courses): Plagiarism & Safe Assign: See Academic Dishonesty/Plagiarism Section USF Accounts: Canvas Tutorials: Elluminate Live Tutorials: (for online courses) Syllabus Page 26

27 Grading Matrix for Final Report Total Pts. For Item VERY GOOD: Fully met expectations GOOD: Met most expectations AVERAGE: Met some expectations FAIR: Met very few expectations POOR: Did not m expectati rs clearly identify the purpose of earch se is clear rpose is aligned with marketing ves/decisions ose is formative in nature and priate for a social marketing t tives will generate insights need te marketing plan (all ting decisions addressed*) l, coherent justification or rt for the project given in round statement rs indicate the relevance and/or needs identified in ure review or problem ent s on previous research or ce-based practice wledges context and prior edge in literature review Syllabus Page 27

28 rs provide a detailed description of rall design and methodology (data ion methods and sampling y) research design ribes sampling frame, size, and ale n subjects protection addressed sis techniques clearly described search design is rigorous and riate for the project s purpose priate mix of data collection ds iew guides/survey questions are ritten and aligned with research ves is rigorous and objective ollection sis techniques are appropriate rs discuss limitations of the dology ations of design tions of data collection tions of analysis cations for findings rch generalizability Syllabus Page 28

29 sions are appropriately cautious claims substantiated by the s? priate data analysis f unsubstantiated conclusions wledges competing explanations ater reliability addressed provides information needed to p a marketing strategy gs provide information needed e all marketing decisions mendations or implications defined t format makes information for each decision accessible port is well-written and wellzed Syllabus Page 29

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