Syllabus THE UNIVERSITY OF TEXAS AT BROWNSVILLE College of Education

THE UNIVERSITY OF TEXAS AT BROWNSVILLE
College of Education
Syllabus
Conceptual Framework & Knowledge Base
The conceptual framework contains four core
concepts, which are themes through which we
organize and deliver our programs; hence they are
central to our vision of professional educators and
scholars. These include:
Interculturalism
Interrelatedness
Inquiry
Pedagogical Leadership
Mission Statement
To prepare highly skilled professionals to assume roles and positions in teaching, research,
educational leadership, and human development.
To provide undergraduate and graduate programs based on proven best practice,
knowledge acquisition, reflective inquiry, critical thinking, and respect for the cultural and
linguistically diverse learner.
To continuously develop a dynamic local, state, national, and international, dimension that
promotes innovations and contributes to scientific educational, economic, and social
change.
Vision Statement
The vision of the College of Education is to be consistently recognized as fully-accredited and as
a nationally and internationally respected college in the areas of science, mathematics,
educational technology and intercultural dimension (language, literacy, culture and
interdisciplinary studies in regard to preparing teachers, counselors, administrators, educational
researchers, and professional at all levels, not only for the school system but for other
economical and service areas which require training, human resources, development and lifelong learning.
Teacher preparation programs of the College of Education will be central to the mission of the
University and will have national prominence. It will be at the forefront in programs for English
Language Learners and, through teacher preparation, P-16 and life-long education initiatives will
be a model for helping to close the student achievement gap.
All of these will require the COE to be noted for the quality of its graduates, the scholarship of
its faculty, and the leadership and service they provide to the local, regional, and national
educational communities in the previously mentioned areas.
Note: Please be advised that the College of Education conducts ongoing research regarding the
effectiveness of the programs. You will receive one survey in the final semester prior to
graduation regarding the operations of the unit during your time here. A second survey will
occur within one year following graduation from or completion of a program, and will be sent to
your employer. This survey will focus on the preparation received at UTB/TSC. Please
remember that your response to these surveys is critical to UTB/TSC excellence.
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College of Education
Department of Health and Human Performance
HHPS 6330 – Action Research in Health and Human Performance
Summer – 2012
Instructor:
Christopher M. Ledingham, MPH, PhD, CHES
Email: [email protected]
Phone: 956-882-5756
Office: 2.652 REK
Office hours: Tuesday, Wednesday, and Thursday 1:00 PM – 3:00 PM.
All other times by appointment.
Day and Time the Class meets: Tuesday’s 3:15 PM – 7:30 PM
Location of Class: 1.508 REK
Course Catalog Description: This course is designed to provide students with knowledge and
practical experiences for conducting action research in the health and human performance fields.
These experiences will culminate in student research projects. This course serves as a capstone
course and is to be enrolled in the semester prior to graduation. Prerequisite: Six hours of
graduate level kinesiology courses and EDCI 6312 or EDCI 6367.
Required Texts:
Cottrell, R. & McKenzie J. (2010). Health Promotion & Education Research Methods:
Using the Five Chapter Thesis/ Dissertation Model, 2nd Edition. ISBN: 076377507X
One of the following Writing Style Guides
o Publication manual of the American Psychological Association
o American Medical Association Manual of Style.
COURSE CONCEPTUAL FRAMEWORK AND KNOWLEDGE BASE
UNIVERSITY COURSE DESCRIPTION: This course is designed to provide students with
knowledge and practical experiences for conducting action research in the health and human
performance fields. These experiences will culminate in student research projects. This course
serves as a capstone course and is to be enrolled in the semester prior to graduation.
Prerequisite: Six hours of graduate level kinesiology courses and EDCI 6312 or EDCI 6367.
DETAILED COURSE DESCRIPTION: Furthermore, this course is designed to help you
develop your knowledge and skills in the area of applied and behavioral research to such a
degree that you can develop, execute, present, and defend your own research or evaluation
project in the health and human performance sciences. It is organized around a framework that
incorporates key stages in conceiving, designing, and conducting research studies. This
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framework includes identifying a problem, constructing hypotheses and developing a good
rationale for those hypotheses; developing research questions; selecting a design for the research
as well as for the statistical analysis of data; interpreting the results of the findings; drawing
conclusions from the data analysis; and making recommendations for additional research.
Included is an exploration of available health and human performance research studies, data,
results, and implications.
The focus of the course will be on learning research methods with a special focus on problems,
issues, and applications in health and human performance. It is expected that each student will
participate in critically reviewing research papers, proposals, and prior research efforts. The
purpose of this is to help each student succeed in writing the best proposal possible, and avoid
pitfalls inherent in many research reports, theses, and dissertations
Although the material you develop for this class may become a proposal you could present to
your graduate committee for a thesis or project, formal approval of your research or project topic
rests with your advisor and your graduate committee.
Course Objective(s)
NCATE
STANDARD
Conceptual
Framework
1
Inquiry
2. Develop a proposal for his or her personal research that
may lead to the completion of the particular degree
being sought, including the preparation of proposals to
obtain fiscal resources though grants and other sources,
and the preparation and management of realistic
budgets to support the research;
3. Describe the issues involved in selecting a research
problem and the concomitant design for that problem,
including using research information for program
planning, selection of implementation strategies, and in
program evaluation;
1
Inquiry
1
Inquiry
4. Analyze the various problems that must be overcome
when attempting to conduct research in various
settings;
1
Inquiry
5. Explain the essential components of a research report;
1
Inquiry
6. Select an appropriate form of data collection in relation
to controlling variables (time, cost, people, power,
confounding variables);
1
Inquiry
At the conclusion of the course of study, the student will:
1. Identify a research problem of interest to him or her;
3
4
7. Describe the differences between theoretical and
applied research;
1
Inquiry
8. Describe the advantages and disadvantages and
functions of the various approaches to research,
including the application of quantitative and qualitative
methods, and computer-based data processing and
analysis skills;
1
Inquiry
9. Assess the advantages and disadvantages of qualitative
and quantitative research methods and apply both
methods in developing research proposals;
1
Inquiry
10. Use technology to locate, retrieve, and select references
pertinent to the area of research study, and interpret and
critique existing research in his or her own field of
study;
1
Inquiry
11. Critique sources of information, and evaluate research
designs, methodology, and findings;
1
Inquiry
12. Conduct a meaningful literature review and synthesize
the results of that review, including the application of
findings to refine and maintain programs in policy
analysis and development;
1
Inquiry
13. Explain alternative designs, methods, techniques, and
instrumentation used for conducting research and/or
analyzing data;
1
Inquiry
14. Distinguish between delimitations, limitations, and
assumptions in research protocols;
1
Inquiry
15. Develop and defend a viable research proposal or
research project in a selected field of interest;
1
Inquiry
16. Describe alternative ways to disseminate the findings
from research to appropriate audiences;
1
Inquiry
17. Explain the principles of instrument development and
the problems of developing a valid and reliable data
collection instrument, including use of a variety of
survey and statistical techniques to conduct needs
assessments at the group and community levels; and
1
Inquiry
18. Explain the processes involved in submitting a Human
Subjects clearance form, including interpretation of
ethical issues and cultural awareness in conducting,
communicating, and using research.
Inquiry
1
TOPICS, LEARNING PROCESSES AND DESIRED RESULTS
Course Calendar: The instructor reserves the right to amend this tentative schedule as needed.
Date
Topics
5-15
5-22
5-29
6-5
6-12
6-19
6-26
7-3
7-10
7-17
7-24
7-31
1
2/3
4/5
6
7/8
8
9
10
11
Web Based Activity
12/13
14
8-7
8-14
Student Presentations
Student Presentations
Processes &
Assignments
# 1 Draft
#1 Final & #2 Final
#3
Related
Course
Objective(s)
1, 2, & 3
1, 2, & 3
1, 2, & 3
1, 2, & 3
1, 2, & 3
1, 2, & 3
1, 2, & 3
#4
#5
#6 Draft for
Comment
#6 Final & #7
#7
1, 2,
1, 2,
1, 2,
1, 2,
&3
&3
&3
&3
Evaluation
Method
RAT 1
RAT 2
RAT 3
RAT 4
RAT 5
RAT 6
RAT 7
RAT 8
RAT 9
RAT 10
1, 2, & 3
1, 2, & 3
Performance Task
There will be 10 reading assessment tests (RATS) administered at the beginning of class on the
days listed in the course calendar. The RATS will be over the assigned readings to be discussed
that day in class and may include both textbook readings and other assigned readings.
Scoring Rubric
Course assignment rubrics still pending will be included here when available.
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MAJOR REQUIREMENTS, DEMONSTRATION OF MASTERY AND EVALUATION
At the first class meeting, specific assignments and projects will be announced. Depending upon
the varied needs of the class members, these assignments could vary somewhat. However, each
student will be expected to participate fully in all class activities.
ASSIGNMENTS: It is expected that all assignments will be typed, double-spaced, use 12 pt.
Times New Roman font, and have all margins set to one inch. It is further expected that all
assignments will be free of typographical and grammatical errors. Assignments containing 20
typographic or grammatical errors will be lowered one letter grade. If the assignment contains
21 or more of these types of errors, it will be returned as unsatisfactory. The grade for the
assignment will be the average of the number of times the assignment is submitted. This means
that reliance upon computer-based spell-checks will not be sufficient. Each individual should
read critically each assignment prior to submitting the assignment to the instructor. It is further
expected that all assignments will be submitted on time. Assignments not presented to your
instructor at the beginning of class on the day the assignment is due, unless otherwise instructed,
will be lowered one letter grade each day (including weekends) the assignment is late. No extra
credit work will be allowed. IT IS SUGGESTED STRONGLY THAT STUDENTS KEEP
A PHOTOCOPY OF EVERY ASSIGNMENT THAT IS GIVEN TO THE INSTRUCTOR.
READING ASSESSMENT TESTS: There will be 10 reading assessment tests (RATS)
administered at the beginning of class on the days listed in the course calendar. The RATS will
be over the assigned readings to be discussed that day in class and may include both textbook
readings and other assigned readings.
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RESEARCH METHODS
Assignment #1 (5%)
Work Assignment: (Draft Due May 29th – Final Draft Due June 5th)
1. Develop a preliminary statement of the background of the problem you plan to research for
the purpose of completing your degree. This would most likely be 1-2 pages in length. Be
prepared to discuss your problem in class.
2. Develop a preliminary statement of the specific problem (1 sentence) and the specific purpose
(1 sentence) for your proposed research effort that you developed in #1 above. (Have 6
copies of this purpose statement available for use in discussion).
3. It is not expected that either 1 or 2 above will be in final form. However, it is possible that
they might be well polished statements depending upon the writing ability of each individual
student. Most likely what will be reflected will be preliminary thinking relative to a research
problem or problems of interest to the student. The actual final copy of your purpose
statement may well be the most difficult part of the total research project.
4. Initiate discussion with appropriate faculty members relative to selection of a chair for your
research committee as well as for the remaining members of your committee. Consult the
graduate catalog or consult the for the specifics of who must be on your committee.
Successful completion of a thesis or project necessitates the early and prudent selection of a
chair for the thesis or project and the committee members who will help provide direction to
you during your study.
5. The problem statement and the statement of purpose that you develop at this point will be
revised and resubmitted to your instructor on or before June 5th. (These statements may be
submitted more times, depending upon the specificity of the statements.)
6. You should refer to the reading assignment and decide if your particular topic will be basic or
applied, experimental or non-experimental, evaluation or action, quantitative or qualitative,
and you should be able to explain the basis for what you have decided.
7. A note of caution: you may have to revise your ideas many times prior to settling on a topic
for your research. Do not be concerned if this assignment frustrates you. It goes with the
territory called science.
8. You should begin to visit the NIH website (http://phrp.nihtraining.com/users/login.php ) to
begin work to complete the NIH Human Subjects Protection course. You should also go to
the UTB/TSC Sponsored Programs Website
(http://blue.utb.edu/sponsoredprograms/training%20HSRRC.htm) and complete the CITI
Training certificate. This assignment will be due on or before August 7th. If you complete
the UTB/TSC and NIH certificates, you will receive a grade of “A” for this assignment. If
you do not have the assignment complete, or if the assignment is late, you will receive a grade
of “F” for this assignment.
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RESEARCH METHODS
Assignment #2 (10%)
Work Assignment: (Due June 5th)
1. Select a published article about a research study in health and human performance within
your area of professional interest.
2. In three pages or less, evaluate the article in terms of the following criteria (a simple “yes,”
or “no” is not acceptable:
a.
Did the topic involve experimental or non-experimental research or was it merely
a description of what was done? Justify your response.
b.
Was the problem defined clearly? What was the nature of the problem being
investigated?
c.
Was the problem an important problem in the field of health education? Justify
your response.
d.
Was the purpose of the research clearly stated? How might the purpose of the
research be made clearer to the reader?
e.
What hypotheses, if any, were tested?
f.
What research questions, if any, were addressed?
g.
What research questions were presented and discussed?
h.
What were the delimitations and assumptions? Were these appropriate for the
problem and purpose of the research?
i.
Did the conclusions relate to the problem and purpose? Were the conclusions
supported by the data presented in the article?
j.
What is your overall opinion about the usefulness of this particular research
study?
3. Be prepared to discuss, in class, the article you reviewed.
4. Your written evaluation is to be submitted to the instructor in class on the assigned day.
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RESEARCH TECHNIQUES
Assignment #3 (10%)
Work Assignment: (Due June 19th)
1.
Select three published articles about health and human performance research in the area
you hope to pursue for your research. Each article should contain at least one specific
type of statistical comparison (see Chapter 9 in particular). A total of at least three
different types of statistical comparisons if possible (t-test, F test, ANOVA, Chi-Square,
etc.) should be included among the three articles. Try to select articles from different
journals that relate to your research topic.
2.
For each article, on three pages or less, evaluate it in terms of the following criteria:
3.
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a.
Was the problem defined clearly? What was the nature of the problem being
investigated?
b.
What was the purpose of the research? Was the purpose of the research described
adequately and stated clearly?
c.
What hypotheses and research questions, if any, were being tested?
d.
What assumptions were made by the author(s)? Did these assumptions appear
logical?
e.
How was the study delimited, and were these delimitations appropriate for the
problem and purpose of the research?
f.
What was the statistical technique that was used? Was the technique used
appropriate for the
problem under investigation? Justify your response. Were the comparisons
appropriate? Why or why not?
g.
Did the conclusions relate to the problem and purpose? Were the conclusions
supported by the data presented?
h.
What is your opinion about the usefulness of the study?
Be prepared to discuss in class your evaluations of the articles. Your total evaluation of
the three articles that you prepared for item 1 above is to be typewritten as per
instructions in the syllabus. One copy of your written work is to be submitted to your
instructor.
RESEARCH TECHNIQUES
Assignment #4 (15%)
Work Assignment (Due July 3rd)
1.
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Each student will prepare a preliminary research proposal that includes the following
components:
a.
A "first final" draft of the Introduction
b.
A final draft of the Problem Statement
c.
A final draft of the Purpose
d.
A draft of the Significance of the study
e.
A draft of Assumptions made about the study
f.
A draft of Delimitations for the study
g.
A draft of any Research Questions and/or Hypotheses (if appropriate for your
study)
h.
A draft of the Theoretical Framework you plan to use for the study, and how your
study fits that framework
i.
A draft of Definitions of technical terms (be sure to include references as needed)
j.
A draft of the Summary for chapter 1
k.
A topical outline of Headings that could be used in chapter 2 (Review of Selected
Literature)
l.
A Representative List (at least 5) articles under each outline topic you listed in
"k" above (use
correct APA style)
m.
An outline of the Methodology to be used, including the projected Analyses to be
used
n.
A recommended outlet where your final research project would be submitted for
publication
consideration, and that publication's rules for submitting a paper. You can
photocopy the instructions to the author and submit that with the assignment
2.
You should follow the basic format for headings that was presented in class as well as in
the APA Manual. This assignment forms the basis for the final proposal that is due on or
before August 7th.
3.
It is expected that each student will have the opportunity to present his or her research
project. During the oral presentation, suggestions for improving the overall quality of the
research will be offered by your instructor and the class members.
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RESEARCH TECHNIQUES
Assignment #5 (15%)
Work Assignment: (Due July 17th by e-mail to the Instructor)
1.
Up to this point in the course you have reviewed several articles that relate to your final
research project. You have submitted a topical outline of what might constitute Chapter
2 in a traditional thesis or project. You have also listed several articles under each of the
topics you have suggested for your literature review. Chapter 2 of a final research project
contains a detailed and systematic review of literature pertinent to your study.
References to the literature must also appear throughout your final research proposal,
although it is doubtful that the extent of these references will be as thorough as in your
final thesis, project, or dissertation. This assignment is designed to give you a "running
start" at successful completion of chapter 2.
2.
Prepare a detailed literature review of at least 20 or more of the most important, relevant,
published articles that relate to the problem and purpose you have developed for your
research. This review should be organized under the various topics that you presented in
Assignment 4, or under new topics that you have identified subsequent to submitting
Assignment 4.
3.
This review should be a narrative which integrates the salient points of each article you
review, and relates them to your project problem and purpose. The review should not be
a disjointed review of 20 articles, but rather a well-integrated, topical presentation of
material that may be used as a "starting point" for the development of instrumentation,
methodology, analyses, and comparisons for the research that you will be conducting.
The review must be written following APA format for referencing and the format for
headings. A literature review is not a “term paper.” This means that opinions about the
articles you review, are not to be included in the review. You simply state what the
researcher or researchers did and what they found. The review must be submitted to the
instructor for comment. This assignment may well be a first draft of chapter 2 of your
thesis.
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PREPARING THE PROPOSAL
Assignment #6 (25%)
DRAFT DUE July 14th, FINAL COPY DUE ON OR BEFORE August 7th,
As noted in the syllabus, the research proposal is the major assignment for this course. In many
cases, the proposal will be a complete Chapter 1, with the addition of the basic methodology that
is being proposed by the student as appropriate for the problem being investigated.
Your instructor will take the time necessary to work individually with each student who requests
such assistance. However, it must be understood that the instructor's comments do not replace
specific suggestions by the student's research advisor or committee members.
The basis for the final research proposal was submitted as Assignment 4. The comments of the
instructor should be carefully scrutinized and incorporated into the final research proposal. It is
also expected that Assignment 4 will be returned with the final proposal. At a minimum, the
research proposal should contain the following:
a. A final draft of the Introduction (chs. 1, 2)
b. A final draft of the Statement of the Problem (ch. 2)
c. A final draft of the Purpose (ch. 5)
d. A final draft of the Significance (ch. 5)
e. A final draft of the Assumptions (ch. 5)
f. A final draft of the Delimitations (ch. 5)
g. A final draft of the Research Questions or Hypotheses (if any) (ch. 5)
h. A final draft of the proposed Theoretic Framework (ch. 4)
h. A final draft of the Definition of Terms (ch. 5)
i. A final draft of the Summary
j. A draft of the proposed Methodology including:
1.
A draft of the sample and sampling plan (chs. 7, 9)
2. An explanation of the instrumentation and psychometric determinations of
validity and reliability (ch. 8)
3. A draft of how you propose to collect the data (chs. 9-11)
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4.
A draft of how you propose to analyze the data (chs. 9-12)
(Note: The information about methodology could be presented in sufficient detail
to indicate to the instructor that the basic concepts that must be considered are at
the conscious level of the student's mind. This information will be critical for the
development of chapter 3 of your thesis.)In this class it is possible to develop your
research proposal to the extent that it consists of polished (or near so) drafts of
chapters 1 - 3 of your research project. Students who are diligent will make this
progress. If a student hopes to progress to this point, it is important that a chair
and committee members for the research project have been selected. The chair as
well as committee members, in addition to the class instructor, should have been
reviewing the work for completeness. The instructor's comments are designed to
assist the student successfully prepare an acceptable research proposal as well as a
thesis or project that will meet the requirements of the Graduate School at the
University of Texas at Brownsville and Texas Southmost College.
NOTE:
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Submission of a proposal in HHPS 6330 does not constitute de facto
acceptance of the proposal for the final research thesis or project for
any student. Acceptance of a proposal is to be negotiated between the
student and his or her research chair and committee. The material
submitted for HHPS 6330 is specifically designed to fulfill course
requirements but may constitute the basis for the student's final
thesis.
Instructions for Completion of
NIH Investigator Certificate, and UT System CITI Certificate of Completion
Assignment
Assignment due on or before August 7th, (5%)
For this assignment, you will be sent directly to the NIH linkage, where you will complete the
NIH Research Investigator course. The certificate you receive from completion of this segment
of HHPS 6330, can be presented to your employer as proof you have completed this particular
course. It is suggested that as you read the course, that you download each segment of the course
(yes, it will take some time) to either a CD (if you have CD Writing capabilities with your
computer), a diskette, or to the hard drive on your computer. It is also suggested that you
download the quiz you complete for each section, prior to submitting it for scoring. You will
also receive your score for each quiz, and it is suggested that you download that as well. This
will then provide you with information you can review later as a “refresher.” There is a three
year time limitation for which the certificate is “valid” and you can get that information when
you complete the NIH course.
You do not have to complete the entire NIH course at “one sitting.” You will need to follow
their instructions, once you have linked to the page. It is suggested that once you have linked to
the NIH page, that you maximize the page, to make everything a bit easier to read. You will be
asked to log in and you can follow those directions rather easily. You should click on the
“Register” icon. At that time you will be guided through the process to create a user ID and a
password. Be sure to include a password you will remember, since you can log out of the
course, and then return to complete subsequent sections. Once you have your ID and password,
then you can begin to complete the course. As a part of the “registration” process, you can
indicate if you want continuing education credit for nursing, medicine, or if you simply want a
certificate. Be sure to indicate that you do want the certificate. If you are a nurse or physician,
you may click the appropriate box during the registration procedure.
You must also complete the UTB/TSC Research investigator training program and submit this
certificate along with the NIH Certificate. These certificates are good for three years from the
completion of the training. To complete the UTB certificate, go to
http://blue.utb.edu/sponsoredprograms/training%20HSRRC.htm and then CITI Training on the
right side of the page. You need to work through the entire course and print you Certificate.
Please contact your instructor if you have any questions about the completion of this particular
assignment. You must provide your instructor with a copy (you can attach it to an e-mail) of
your certificate of completion for the NIH course. The grade for this assignment will either be
full credit (5%), or no credit (which basically means that you did not complete the NIH course).
To access the NIH course print the following link into your browser address line:
http://cme.nci.nih.gov Once you have accessed the site, click on the second listing (Human
Participant Protections Education for Research Teams). You will need to register and then
complete the NIH training course. As noted, you do not have to complete the entire course in
one sitting but you will need to remember your logon and password so you can continue the
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course from where you were when you logged off. Be sure to request and print a copy of the
certificate of completion to submit with this assignment.
16
RESEARCH TECHNIQUES
Guidelines for Research Presentations
Assignment #7 10%
(Presentations will occur August 7th and 14th )
These guidelines presented are designed to assist you in presenting your proposed research to
the rest of the students who are currently enrolled in the Research Methods class. Your
presentation, although preliminary in nature, should reflect thorough preparation and represent a
professional presentation in the same manner as might be expected when making a formal
presentation at a professional meeting. Use of media is encouraged (e.g., powerpoint,)
It is further expected that you will demonstrate a proficiency in using the language of research
and will communicate their research clearly and succinctly to the remainder of the class and
others in attendance. Use of appropriate audio-visual aids is encouraged. If handout material is
to be distributed, it is expected that sufficient copies will be available for all in attendance. Each
student will have a specified amount of time allotted for the presentation. The specifics of the time
allotment will be discussed in class, and will depend upon the total enrollment in the class.
Guidelines for evaluation of the presentation are included with the syllabus.
In general, the following outline should be followed:
1. Introduction and background to the problem
2. Statement of the problem
3. Statement of the purpose of the research
4. Overview of the significance of the problem
5.
The assumptions you made
6.
The delimitations you set for the research
7.
Hypotheses (if any) to be tested, or research questions to be
Answered
8.
Theoretic background for the study
9. Overview of the methodology that will be employed. Included should be a discussion of
the sample, how the sample will be selected, instrumentation to be used, how the
instrumentation will be selected or developed, pilot testing procedures to determine the
suitability of the instrument, and speculation as to what problems might have to be
overcome and how they will be overcome. This segment should comprise the bulk of
your presentation time.
It is further expected that you will provide time within the presentation for class members to ask
questions and offer suggestions for the improvement of the research effort. You would be
17
well- advised to practice their presentation prior to entering class. Each student will be expected
to critically evaluate the various presentations - this is how we learn. Faculty members as well as
students within the Department of Health and Human Performance will be invited to attend the
presentations. Remember, this will be conducted similar to a professional meeting, so prepare
(and dress) accordingly.
EVALUATION WEIGHTS AND SUMMMARY
GRADING: Grades will be based upon the following:
Assignment 1:
Assignment 2:
Assignment 3:
Assignment 4:
Assignment 5:
5%
10%
10%
10%
15%
Proposal:
Presentation:
Participation:
Reading Assessment Tests:
Human Subjects Certificates:
25%
10%
5%
5%
5%
Students will be provided with a final letter grade based on above criteria. The instructor
reserves the right to penalize any additional facets of unprofessional and irresponsible work
dispositions or conduct, if the need arises.
GRADING SYSTEM
Partial evaluations will be made with numbers (exams, tests, papers, presentations and so on).
Letter grades of “A” through “F” (course final grade) will be awarded based on the following
scale:
A – 92% and greater
B – 82% – 91.999%
C – 72% - 81.999%
D – 62% - 71.999%
F – 61.999% and below
Incomplete Grades: A grade of Incomplete (I) may be given at the discretion of the instructor to
a student who has been unable to complete the course requirements due to a serious interruption
not caused by the student’s own negligence.
Course Policies
It is expected that commonality of purpose is what derives this course. This means that every
student is expected to participate in all classes and assignments. Lack of participation will
produce a lowered grade for this component of the grading criteria. The class only meets once a
week, so requests to be away from class will be dealt with on a one-by-one basis. It is further
expected that egos are left outside the classroom. We are all here to learn, and one way of doing
that is to review not only our own work, but also that of others. Further, when criticisms of our
work are offered, they are offered in the highest spirit of professionalism, and not to "show up"
the individual whose work is being critiqued. It is hoped that by critically examining the work of
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a wide range of researchers, every one of us becomes more sophisticated in our approach to the
conduct of research in general, and in health science in particular.
Professionalism – Students are expected to act in a professional manner at all times and in all
situations regarding the course. This includes the following:
1.
2.
3.
4.
Attending all class sessions, unless one is ill or dealing with a family emergency.
Being in class on time.
Not leaving class early.
Refraining from texting or chatting via computer or cell phone. Please keep all electronic
devices in either silent mode or turned off. This includes cell phones, pagers, lap top
computers (unless you are taking notes), personal game systems, and personal music
players. If you must keep your cell phone on, please put it on vibrate. If you are expecting
a call due to a family emergency, please sit near the rear of the class and only answer the
phone once outside the room.
Attendance – Attendance will be taken each class period.
Absences – Class participation is a critical component of this course. Each UNEXCUSED
absence will result in an appropriate 1% deduction in the from class
participation/professionalism portion of your grade. Therefore, an absence will only be
considered excused if you are ill, a member of your immediate family is ill, you have a death in
the family, or you are conducting official university business as part of UTB/TSC sponsored
student organization. Additionally, missing class due to employment conflicts will not be
considered excused abscesses.
INSTITUTIONAL POLICIES
SATISFACTORY ACADEMIC PROGRESS
UTB/TSC monitors academic progress every fall and spring semesters to identify those students
who are experiencing difficulty with their courses. Satisfactory Academic Progress (Sap) is
based upon two components: GPA of 2.0 or higher and successful course completion of at least
70% of course work attempted. Students remain in good standing with the university and
Financial Aid when both criteria are met. Students who do not maintain these required minimum
standards will be placed on probation or suspension as appropriate. The complete Satisfactory
Academic Progress policy and the Undergraduate Satisfactory Academic Progress for Financial
Aid policy can be found in the current Undergraduate catalog. For more information, please visit
http://blue.utb.edu/vpaa/sap
SCHOLASTIC DISHONESTY
Students who engage in scholastic dishonesty are subject to disciplinary penalties, including the
possibility of failure in the course and expulsion from the University. Scholastic dishonesty
includes but is not limited to cheating, plagiarism, collusion, submission for credit of any work
or materials that are attributable in whole or in part to another person, taking an examination for
another person, any act designed to be unfair advantage to a student, or the attempt to commit
such acts. Since scholastic dishonesty harms the individual, all students and the integrity of the
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University, Policies on scholastic dishonesty will be strictly enforce. (Board of Regents Rules
and Regulations)
STUDENTS ACADEMIC RESPONSIBLILITIES
Students are expected to be diligent in their studies and attend class regularly and on time.
Students are responsible for all class work and assignments. On recommendation of the
instructor concerned and with the approval of the Dean, students may, at anytime, be dropped
from course. This may result in a “w” or “F” on the student’s permanent record.
EMERGENCY POLICY STATEMENT
In compliance with the Emergency UTB/TSC Academic continuity Program, academic course,
partially or entirely, will be made available on the MyUTBTSC Blackboard course management
system. This allows faculty members and students to continue their teaching and learning via
MyUTBTSC Blackboard http://myutbtscblacboard.com, in case the university shuts down as a
result of a hurricane or any other natural disaster.
The university will use MyUTBTSC Blackboard to post announcements notifying faculty
members and students of their responsibilities as a hurricane approaches our region. If the
university is forced to shut down, faculty will notify their course(s). To receive credit for a
course, it is the student’s responsibility to complete all requirements for that course. Failure to
access course materials once reasonably possible can result in a reduction of your overall grade
in the class.
To facilitate the completion of class, most or all of the communication between students and the
institution, the instructor, and fellow classmates will take place using the features in your
MyUTBTSC Blackboard and UTB email system. Therefore, all students must use Scorpion
Online to provide a current email address. Students may update their email address by following
the like titled “Validate your e-Mail Account” in MyUTBTSC Blackboard Portal. In the event of
a disaster, that disrupts normal operations, all students and faculty must make every effort to
access an internet-enabled computer as often as possible to continue the learning process.
AMERICANS WITH DISABILITIES ACT (ADA)
Students with disabilities, including learning disabilities, who wish to request accommodations
in this class, should notify the Disability Services Office early in the semester so that the
appropriate arrangements may be made. In accordance with federal law, a student requesting
accommodations must provide documentation of his/her disability to the Disability Services
counselor. For more information, visit Disability Services in the Lightner Center, call 956-8827374, or e-mail [email protected].
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