Syllabus
Graduate Programs in Public Health
GPH 705 Community-Based Participatory Research – Fall 2018
Credits - 3
Description
Course Description
This course will provide an overview of Community Based Participatory Research (CBPR) and familiarize participants with key historical underpinnings and principles of CBPR practice. Methodological considerations for building and sustaining community partnerships; data gathering; data sharing, and action planning will be explored. We will also address matters of cultural competence and cultural humility; working with diverse populations; and ethical considerations in CBPR; and salient funding and Institutional Review Board (IRB) issues.
Course Format
This course will be delivered through a web-based format with eight weekly on-line modules. On-line lectures, reading assignments, written assignments, and on-line forum discussion will be included in each module. Each new weekly session will be posted to the site by 12:01 AM EST on Wednesdays. The eighth session is only four days long; it begins on Wednesday but ends on Sunday.
Materials
Learning Objectives and Outcomes
| Program Competencies | Course Outcomes | Weekly Outcomes |
| Promote policies, programs, and services for diverse populations that demonstrate cultural proficiency and community collaboration. | Analyze a range of culturally-competent research strategies for collaborating with diverse community partners. |
Apply the concept of self-reflexivity to position one’s own location of power as a researcher within a community. Define a collaborative and equitable researcher-community partnership. Articulate the differences between cultural competence and cultural humility. Practice self-reflection and critique skills that demonstrate commitment to continuous improvement in CBPR implementation. Propose strategies for addressing social inequalities that exist between researchers and community partners. |
| Utilize quantitative and qualitative data to identify and analyze factors affecting the health of a community. | Translate appropriate quantitative and qualitative data to determine a community’s health risk factors and characterize health outcomes. |
Identify strengths and resources within communities to form and build partnerships. Position and articulate the impact of a health issue within a target population. Use quantitative and qualitative data to define the identity of a community and target population. Describe how social determinants are used in the design of CBPR to reduce health disparities in a community. Compare methods of collaborative and participatory data collection, analysis, interpretation, and dissemination. |
| Assess the role of community relationships and diverse perspectives in the development or implementation of public health policies, programs, and services. |
Contrast the unique ethical issues raised by CBPR with those that are common to social research in general. Demonstrate best practices for engaging diverse perspectives in data collection, analysis, interpretation, and dissemination efforts to achieve community-invested and sustainable public health initiatives. |
Discuss the importance of reciprocal relationships that foster co-learning and mutual benefit. Describe strategies for co-developing research design with community partners. Describe examples of decision making processes that contribute to the advancement of interventions and policies that address community concerns. |
Assignments
Forum Discussions
Weekly discussions are designed to foster collaborative construction of knowledge and promote opportunities for peer feedback on the development of the course’s final project. Each student is expected to contribute an original contribution of approximately 300 words to the discussion, followed by a response to that of one colleague. Original contributions are due Sundays at 11:59 PM EST. Response posts are due Wednesdays at 11:59 PM EST. Please refer to the Forum Discussions rubric for scoring criteria.
Written Analyses of CBPR Principles
Each week, one or more key CBPR principles will be introduced. Students will learn about each through both its theoretical underpinnings and through contextual application via case studies. A weekly written analysis of featured principles will require students to consider specific CBPR methodologies from a theory-to-practice perspective. Students will integrate knowledge, ideas, and concepts to demonstrate emerging expertise in practices unique to the goals of CBPR, specifically eliminating health disparities and improving health equity. These one-page written analyses will be presented in a narrative format (single-spaced, 1-inch margins, 12-point text size). A reference list should be presented on a second page in AMA Reference Citation Format. Due Wednesdays at 11:59 PM EST. Please see the rubric for Analyses of CBPR Principles for scoring criteria.
Self-Designed Research Proposal
The culminating course assignment requires you to apply key CBPR methodologies to a research proposal. From identifying an important health-related priority of a community of your choosing, to collaboratively determining an intervention or action plan with community stakeholders, you will develop each phase of the project. An authentic context in the form of a research proposal will give you both structure and freedom to experience the complex nature of effective CBPR implementation. Weekly course topics are aligned with elements of CBPR methodologies required in your research, allowing you to develop phases of your proposal as the course progresses. In addition to assignments that allow practice with critical skills and concepts, weekly peer discussions are designed for sharing drafts of your proposal and to receive targeted feedback from colleagues that supplements instructor guidance. A draft of specific sections of your proposal is due Wednesday of Week 4 at 11:59 PM EST. Final proposal is due Wednesday of Week 7 at 11:59 PM EST. Please see the rubrics for the Draft and Final Research Proposals for scoring criteria.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Points | Total Points |
|---|---|---|
| Discussion Forums (Weeks 1 - 7) | 4 each | 28 |
| Written Analyses of CBPR Principles (Weeks 1, 2, 3, 5, 6, 8) | 5 each | 30 |
| Draft of Select Sections of Research Proposal (Week 4) | 12 | 12 |
| Final Research Proposal (Week 7) | 30 | 30 |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
Course Schedule:
Each week opens on Wednesday at 12:01 AM ET. Each week closes on Wednesday at 11:59 pm ET, with the exception of Week 8, which ends on Sunday.
- Week 1: October 24 – October 31
- Week 2: October 31 – November 7
- Week 3: November 7 – November 14
- Week 4: November 14 – November 21
- Week 5: November 21 – November 28
- Week 6: November 28 – December 5
- Week 7: December 5–December 12
- Week 8: December 12 –December 16 (Sunday)
Weekly Schedule:
*See Blackboard for required and recommended weekly readings, lectures, and videos.
Week 1: Defining Research and Historical Roots of CBPR
Weekly Outcomes
- Use quantitative and qualitative data to define the identity of a community and target population.
- Position and articulate the impact of a health issue within a target population.
- Apply the concept of self-reflexivity to position one’s own location of power as a researcher within a community.
Assignments
- Discussion: Introductions
- Discussion: Identify the community, target population, and pulic health issue of concern that will be the focus of your final project.
- Analysis of CBPR Principles: Consider the ideas presented in the presentation by Dr. Wallerstein and how it relates to your own project.
Week 2: Forming and Building Partnerships
Weekly Outcomes
- Identify strengths and resources within communities to form and build partnerships.
- Discuss the importance of reciprocal relationships that foster co-learning and mutual benefit.
Assignments
- Discussion: Identify the key community stakeholders of your proposed research project.
- Analysis of CBPR Principles: Describe how certain CBPR principles were applied in the research presented in your chosen case study.
Week 3: Social Determinants of Health and Health Disparities
Weekly Outcomes
- Describe how social determinants are used in the design of CBPR to reduce health disparities in a community.
Assignments
- Discussion: Describe the inequities or other relevant factors that relate to the health issue you have identified within your chosen community.
- Analysis of CBPR Principles: Attending to multiple determinants of health.
Week 4: Issues of Power in CBPR
Weekly Outcomes
- Define a collaborative and equitable researcher-community partnership.
- Propose strategies for addressing social inequalities that exist between researchers and community partners.
Assignments
- Discussion: Define the roles of the researchers and the roles of the community members you have identified as stakeholders of your research project.
- Analysis of CBPR Principles: Submit a draft of the following section of your research proposal: A, B, C, D, Ei, and Eii.
Week 5: Engaging Communities in Research Design, Data Collection, Analysis, and Dissemination in CBPR
Weekly Outcomes
- Describe strategies for co-developing research design with community partners.
- Compare methods of collaborative and participatory data collection, analysis, interpretation, and dissemination.
Assignments
- Discussion: Describe the data you will collect and how it will be used to fulfill the purpose and objectives of your proposal.
- Analysis of CBPR Principles: Collaborative and participatory data methods.
Week 6: Engaging Communities to Disseminate Results and Plan for Action
Weekly Outcomes
- Describe examples of decision-making processes that contribute to the advancement of interventions and policies that address community concerns.
Assignments
- Discussion: Discuss the intervention development process for your research project.
- Analysis of CBPR Principles: Communication, information sharing and joint decision making
Week 7: Cultural Competence and Cultural Humility in CBPR
Weekly Outcomes
- Articulate the differences between cultural competence and cultural humility.
Assignments
- Discussion: How do the researchers on the aboriginal CBPR project demonstrate cultural competence, as described by Isaacson?
- Submit final research proposal
Week 8: Reflections on CBPR
Weekly Outcomes
- Practice self-reflection and critique skills that demonstrate commitment to continuous improvement in CBPR implementation.
Assignments
- Analysis of CBPR Principles: Continuum of Community Engagement in Research
Student Resources
Online Student Support
Your Student Support Specialist is a resource for you. Please don't hesitate to contact them for assistance, including, but not limited to course planning, current problems or issues in a course, technology concerns, or personal emergencies.
Questions? Visit the Student Support Public Health page
UNE Libraries:
- Library Access for all students: Your library login ID and password are the same as the ones you use to log into Brightspace.
- Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
- Library Questions: Ask a librarian or phone library staff at (207) 602-2361 or (207) 221-4330.
UNE Student Academic Success Center
UNE's Student Academic Success Center (SASC) offers a range of free online services to support your academic achievement. Writing support, ESOL support, study strategy and learning style consultations, as well as downloadable resources, are available to all matriculating students. The SASC also offers tutoring for GPH 712 Epidemiology, GPH 716 Biostatistics, GPH 717 Applied Epidemiology, GPH 718 Biostatistics II, and GPH 719 Research Methods. To make an appointment for any of these services, go to une.tutortrac.com. For more information and to view and download writing and studying resources, please visit:
Information Technology Services (ITS)
- ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Online Peer Support
Togetherall is a 24/7 communication and emotional support platform monitored by trained clinicians. It’s a safe place online to get things off your chest, have conversations, express yourself creatively, and learn how to manage your mental health. If sharing isn’t your thing, Togetherall has other tools and courses to help you look after yourself with plenty of resources to explore. Whether you’re struggling to cope, feeling low, or just need a place to talk, Togetherall can help you explore your feelings in a safe supportive environment. You can join Togetherall using your UNE email address.
Information Technology Services (ITS)
Students should notify their Student Support Specialist and instructor in the event of a problem relating to a course. This notification should occur promptly and proactively to support timely resolution.
ITS Contact: Toll-Free Help Desk 24 hours/7 days per week at 1-877-518-4673.
Career Ready Program
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The Career Ready Program provides tools and resources to help students explore and hone in on their career goals, search for jobs, create and improve professional documents, build professional network, learn interview skills, grow as a professional, and more. Come back often, at any time, as you move through your journey from career readiness as a student to career growth, satisfaction, and success as alumni.
Policies
AMA Writing Style Statement
The American Medical Association Manual (AMA) of Style, 11th edition is the required writing format for this course. Additional support for academic writing and AMA format is provided throughout the coursework as well as at the UNE Portal for Online Students.
Online resources: AMA Style Guide
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the guide on how to navigate your Similarity Report.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools that University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Late Policy
Students are responsible for submitting work by the date indicated in Brightspace.
Quizzes and Tests: Quizzes and tests must be completed by the due date. They will not be accepted after the due date.
Assignments: Unless otherwise specified, assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit https://www.une.edu/studentlife/plagiarism.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.