College of Behavioral and Community Sciences University of South Florida. Department of Child and Family Studies Syllabus

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1 Department of Child and Family Studies Syllabus Course Name: Statistical Applications in Translational Research and Evaluation Prefix & Number: MHS 7748 Sections: Semester: Course Description: Credit hours: 3 Pre-Requisites: Co-Requisites: Location: Instructor Information: Required Materials: Recommended Materials: Course Format: The course covers the basic statistical concepts and techniques essential to translational research and evaluation None Tampa campus, TBA Lana Yampolskaya, PhD Office: MHC 2435 Office hours: By appointment only Phone: yampol@usf.edu Instructor Preferred method of contact: The best and fastest way to reach me is by . Voic messages are also a reliable form of communication. Reply policy: Allow up to 24 hours for replies There is one required text: This course is taught in a seminar format where students will have the opportunity to contribute to teaching as well as learn from their peers and the instructor. It is important to come to class prepared and be ready for discussion of that week s material. Syllabus Page 1

2 Learning Objectives My course objectives are to ensure that students master the course subject matter and to develop students ability to use course concepts in thinking and problem solving. Upon completion of this course, students will be able to: 1. Understand and be able to interpret the professional literature as it relates to statistical methods common in translational research and evaluation; 2. Understand various types of study designs as applies to translational research and evaluation; 3. Demonstrate knowledge of statistical techniques and methods and apply them to translational research and evaluation; 4. Understand basic analytic strategies for data analysis and when it is necessary to consult with a statistician for additional assistance; Syllabus Page 2

3 Grades will be based on the following activities. Assessment Strategies 1) Class Presentation: 20 Percent A student will be assigned to present an example and illustrations of the study that he/she is conducting or will be interested in conducting. Student(s) will creatively design an activity to enforce the key points of the course materials as it is relevant for their own professional interests and concentration. This activity should demonstrate the application of the principles, methodologies, etc., addressed in the course. This activity should take approximately 20 minutes and may include a review of studies in the area of interest, and should include potential relevance to translational research. Application of Quantitative Method Paper: 15 Percent This will be a short paper, between 6 and 8 pages in which students will propose 2 or more research questions or hypotheses related to their area of interest. Students then will describe dependent and independent variables, sample, study design and statistical analysis needed to address a specific research question. Exams: There will be two examinations, a midterm and final. Material will be taken from the book, required readings, lectures, and discussions. The format of the test will be short essay answers. There will be no multiple choice, true/false, or fill in the blank questions. Examinations will be of a length to allow completion during the regular class period. Each test will cover only the material for that portion of the course. The final will not be cumulative. 3) Midterm exam 30 Percent The midterm exam will be a closed book, in-class exam and will consist of, short answer and essay questions. The material covered will be taken from the textbook, lectures, assigned readings, and discussions. If you unable to take an exam, please contact Dr. Yampolskaya within 24 hours to make arrangements for rescheduling the exam. Please have adequate documentation available upon request. 4) Final exam 30 Percent The final exam will be a closed book, in-class exam and will consist of short answer and essay questions. The material covered will be taken from the textbook, lectures, assigned readings, and discussions. 5) Course participation. 5 Percent Participation includes class attendance, completing course readings prior to class, and participation in class discussions. Syllabus Page 3

4 This course meets the following multiple concentration competencies. Competency Learning Objectives Assessment Strategies 1. Evaluate the multiple risk factors that increase the incidence of drug abuse and mental, emotional and behavioral disorders in children and adolescents; specify the domains in which these risk factors present 2. Develop capacity to conduct research and analyze the data relevant to child and adolescent behavioral health. 3. Develop capacity in planning and evaluating behavioral health interventions and programs for children and adolescents Syllabus Page 4

5 Grading Scale and Criteria: Grading Policies: Attendance and Participation: Permission to Use Lectures: Incomplete Policy: Grading scale: %=A 90-91% = A % = B % = B 80-81% = B % = C % = C 70-71% = C % = D <60 = F COURSE POLICIES Class attendance will be taken into consideration when evaluating students participation in the course. Students who miss even one class session will, in general, have difficulty achieving the level of active participation expected on a consistent basis. Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting. Exceptions may be given for family emergencies, personal illness or other circumstances; however, any exceptions will be up to the discretion of the instructor. See Institutional Policies section for Emergency Preparedness for Academic Continuity. 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. COPH policy: Syllabus Page 5

6 Course Calendar A TENATIVE course schedule is provided below. The instructor reserves the right to modify the course schedule as the course requires. All modifications to the course schedule will be communicated via Blackboard/Canvas. Week 1 May 15 Date Topics Chapters Introduction: about the course Basic and Applied Studies in Translational Research & Evaluation Evaluation and types of evaluation (Sources must be read before the scheduled class meeting.) Gravetter & Forzano text: Chapter 1, 2 Patton: Part 1, Chapter 4 Particularly appropriate qualitative applications 2 May 22 Ethics in Translational Research & Evaluation Gravetter & Forzano text: Chapter 4 3 May 29 Study design in Translational Research & Evaluation. Cross-sectional studies. Longitudinal studies. Randomized control trials. Quasi-experimental design. Single-case application of time-series design. Gravetter & Forzano text: Chapter 6 Gravetter & Forzano text: Chapter 10 4 June 5 5 June 12 6 June 19 7 June 26 8 July 3 Conceptualization in Translational Research & Evaluation. Operationalization. Levels of Measurement MIDTERM Sampling: Issues when you conduct evaluation or involve in translational research Frequency Distribution. Normal Distribution. Measures of Central Tendencies Correlation and Causation. Causal inferences in program evaluation Simple linear and Multiple Regression. Statistical Significance Effect Size and Statistical Power T-Test. ANOVA. Non-Parametric Methods. Chi-Square analysis Longitudinal Data Analyses in Translational Research & Evaluation Gravetter & Forzano text: Chapter 3 Gravetter & Forzano text: Chapter 5 Gravetter & Forzano text: Chapter 15 Gravetter & Forzano text: Chapter 7 Gravetter & Forzano text: Chapter 12 Gravetter & Forzano text: Chapter 12 Gravetter & Forzano text: Chapter 6 Gravetter & Forzano text: Chapter 11 Syllabus Page 6

7 9 July 10 Student Presentations 10 July 17 FINAL Quantitative paper is due. Reference List There may be other readings that will be identified by students or the instructor throughout the semester and the class will be apprised of these as they become available. 1. Card, J. J., Greeno, C., Peterson, J. L. (1992). Planning an evaluation and estimating its cost. Evaluation and the Health Professions, 15(4), Cooksy, L. K. (2005). The complexity of the IRB process: Some things you wanted to know about IRBs but were afraid to ask. American Journal of Evaluation, 26(3), Gravetter, F. J. & Forzano, L. B. (2011). Research Methods for the Behavioral Sciences (4 th ed.). Belmont, CA: Wadsworth. ISBN-10: ISBN-13: Hernandez, M., & Hodges, S. (2003). Ideas into Action Jacomb, P. A., Jorm, A. F., Rodgers, A. E., Henderson, A. S., Christensen, H. (1999). Emotional response of participants to a mental health survey. Social Psychiatry Psychiatric Epidemiology. 34, W. K. Kellogg Foundation. (2004). Logic model development guide. Battle Creek, MI: WKKF. ( Development-Guide.aspx) 7. Oakes, J. M. (2002). Risks and wrongs in social science research: An evaluator s guide to the IRB. Evaluation Review, 26(5), Patton, M. Q. (1997). Utilization-focused evaluation: The new century text (3 rd ed.). Thousand Oaks, CA: Sage. 9. Shadish, W. R., Cook, T. D., Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. New York: Houghton Mifflin. 10. Steckler, A., McLeroy, K. R., Goodman, R. M., Bird, S. T., & McCormick, L. (1992). Toward integrating qualitative and quantitative methods: An introduction. Health Education Quarterly, 19(1), Turnbull, J. E., McLeod, J. D., Callahan, J. M., Kessler, R. C. (1988). Who should ask? Ethical interviewing in psychiatric epidemiological studies? American Journal of Orthopsychiatry. 58, Additional Course Information Useful Web Resources: o American Evaluation Association o The Evaluation Center, Western Michigan University o Evaluation Tipsheets (Cooperative Extension and Outreach, College of Agricultural Syllabus Page 7

8 Sciences, Penn State University) o Resources for Methods in Evaluation and Social Research o The Web Center for Social Research Methods Syllabus Page 8

9 INSTITUTIONAL POLICIES The most recent version of the Institutional Policies information can be found on the Academic Affairs Forms page at (Fall 2011) Student Handbook: handbook.pdf Student Conduct: Disruption of Academic Process/Academic Integrity of Students: Academic Dishonesty/ Plagiarism: 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: Plagiarism will not be tolerated and is grounds for failure. Review USF Academic Dishonesty and Disruption of Academic Process Policy at: Undergraduate: Graduate: The has an account with an automated plagiarism detection service (SafeAssign), 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 SafeAssign, or 3) request students to submit their assignments to SafeAssign through myusf. 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 SafeAssign, visit: Plagiarism tutorial: SafeAssign: Syllabus Page 9

10 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). Undergraduate: Graduate: Undergraduate Academic Policies and Procedures: Special Accommodations: Holidays and Religious Observances: Emergency Preparedness: Student Grievance Procedure: 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: 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 the 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. Review USF Academic Grievance Policy at: Undergraduate: Graduate Syllabus Page 10

11 Student assistance is provided by Division of Student Affairs, Office of the Student Ombudsman. RESOURCES FOR STUDENTS Library Resources: Creating Citations & Using Refworks: Netiquette (online communication etiquette for online courses): Plagiarism & Safe Assign: USF Accounts: Elluminate Live Tutorials: (for online courses) USF Library Resources and Services: Shimberg Health Sciences Library: Shimberg Health Sciences Library Tutorials: (follow links under Instructional Services section) See Academic Dishonesty/Plagiarism Section Syllabus Page 11