Syllabus

Schedule

• Week 1: Jan 5 – Jan 12
• Week 2: Jan 12 – Jan 19
• Week 3: Jan 19 – Jan 26
• Week 4: Jan 26 – Feb 2
• Week 5: Feb 2 – Feb 9
• Week 6: Feb 9 – Feb 16
• Week 7: Feb 16 – Feb 23
• Week 8: Feb 23 – Feb 27

Week 1: Foundational Biostatistics and Public Health Research

Weekly Outcomes:

• Identify and understand different study designs
• Determine the types of variables used in a dataset
• Identify the variable type in data reporting
• Understand how data sets are used for developing research questions and reporting

Readings and Multimedia:

• Week 1: Foundational Biostatistics and Public Health Research slideshow
• Essentials of Biostatistics in Public Health: Chapters 1, 2 & 4
  • Practice Problems: Chapter 2, #11–14
• Biostatistics for Public Health (A Primer): Sections 1.1 & 1.2
• GPH 716 Final Project Guidelines
• SAS OnDemand for Academics student access instructions

Assignments:

• Introductions Discussion (ungraded):
  • Initial post: Please provide a brief introduction that includes any previous experience in biostatistics, what you hope to learn from the course, and ways you can use biostatistics as a future public health practitioner.
• Week 1 Final Project Discussion:
  • Initial post: List 10 variables of interest from the dataset you have selected for your final project. Indicate whether each selected variable is categorical (nominal, dichotomous, ordinal) or continuous (interval, ratio). Develop 5 research questions using the variable. Each question should use 2 variables (for a total of 10). Explain briefly why you chose these questions.
  • Response posts: Respond to two of your classmates’ posts. Discuss whether you feel your classmates’ questions are appropriate and if they appropriately identified their variables.

Week 2: Study and Experimental Designs

Weekly Outcomes:

• Distinguish between an observational and experimental study design
• Understand representative sampling in a population
• Understand experimental study design
• Develop research questions based on a dataset

Readings and Multimedia:

• Week 2: Study and Experimental Designs slideshow
• Essentials of Biostatistics in Public Health: Pages 203–204
• Wagenaar BH, Augusto O, Ásbjörnsdóttir K, et al. Developing a representative community health survey sampling frame using open-source remote satellite imagery in Mozambique. International journal of health geographics. 2018;17:37-37.
• Getting Started with SAS – Lesson 2

Assignments:

• Week 2 Research Questions Discussion:
  • Initial post: Finalize 3 research questions based on the feedback received from your peers and instructor in Week 1. Submit your 3 finalized research questions indicating the variable types. Each question should have an independent (predictor variable) & dependent variable (outcome variable). The variables in your questions should be in the following format:
    • Continuous dependent/continuous independent
    • Categorical dependent/categorical independent
    • Continuous dependent/categorical independent
    • (Note: The categorical variable must be dichotomous).
  • Response posts: Respond to two of your classmates’ posts. What additional research question would you recommend for your classmates? Explain why you made the recommendation. 

• Week 2 Written Assignment: Wagenaar et al.
  • Write a 2 page (maximum) report on the Wagenaar et al. article. Only focus on the Abstract, Background, Study Setting, Background on Aim of Survey & Sample Size Calculations, Discussion, & Future Directions for your responses.

Week 3: Summarizing Data and Data Visualization

Weekly Outcomes:

• Display data graphically
• Summarize data using numerical outcomes
• Interpret results of graphs

Readings and Multimedia:

• Week 3: Summarizing Data and Data Visualization slideshow
• Essentials of Biostatistics in Public Health: Review Chapter 4; Chapter 12
• Biostatistics for Public Health (A Primer): Sections 1.4 & 1.5

Assignments:

• Week 3 Written Assignment:
  • Using SAS, create a single numerical summary and graph for each of the variables that you used in your research questions. Your assignment (in a single document) should include numerical summaries & graphs, as well as written summaries.

Week 4: Confidence Intervals

Weekly Outcomes: 

• Construct confidence intervals using SAS
• Interpret confidence intervals

Readings and Multimedia:

• Week 4: Confidence Intervals slideshow
• Essentials of Biostatistics in Public Health: Chapter 6, Sections 6.1 to 6.6.1 only
  • Practice Problems: Page 120: #1 &2; Page 121: #12

Assignments:

• Week 4 Confidence Intervals Discussion:
  • Initial post: A 95% confidence interval was obtained from a sample of 100 outpatients for the true population mean. Normal mean for systolic blood pressure is (114mm HG, 120mm HG).
    • What is the correct interpretation of this interval? This confidence interval came from a single sample.
    • Would we get the same interval if we sampled a different set of 100 patients?
    • What can be implied from your interpretation?
    • If this was changed to a 99% CI, would the interval be wider or narrower? Calculate the difference.
  • Response posts: Respond to two of your classmates’ posts. Did your classmate interpret the interval correctly? What additional information did you include in your interpretation that your classmate missed?
• Midterm Quiz: This open-book quiz will cover information from Weeks 1–4. You will use SAS to perform any statistical calculations or tests required.

Week 5: Hypothesis Testing

Weekly Outcomes:

• Use hypothesis testing to evaluate research questions in a single sample
• Compare hypothesis test results to confidence interval results

Readings and Multimedia:

• Week 5: Hypothesis Testing slideshow
• Essentials of Biostatistics in Public Health: Chapter 7 (Sections 7.1-7.3, 7.6)
• Biostatistics for Public Health (A Primer): Section 2.5

Assignments:

• Week 5 P-value Discussion:
  • Initial post: Last week we discussed confidence intervals and how they give a range of values for a population with a level of confidence. This week we discussed P-values and how they are often used when describing the significance of a hypothesis test. P-values are considered to represent the statistical significance of data (incompatibility of sample data with a statistical model). Answer the following questions:
    • What is the difference between data provided by a confidence interval and a p-value?
    • When is it best to use a confidence interval instead of a p-value?
  • Response posts: Respond to two of your classmates’ posts. Did your classmate properly distinguish between confidence interval and p-value data? If yes, compare their response to yours. If not, add to their discussion and explain why you added the information.
• Week 5 Written Assignment:
  • Using SAS, provide the steps needed to evaluate a continuous dependent and continuous independent variable. You must show all 5 steps and consider assumptions.

Week 6: Hypothesis Testing Part 2

Weekly Objectives:

• Understand how confidence intervals are affected by sample size
• Use two-sample hypothesis testing to evaluate research questions

Readings and Multimedia: 

• Week 6: Hypothesis Testing Part 2 slideshow
• Essentials of Biostatistics in Public Health: Sections 7.5, 7.7, & 7.9
• Biostatistics for Public Health (A Primer): Section 2.5
• Bofetta et al. Fruit and vegetable intake and overall cancer risk in the European prospective investigation into cancer and nutrition. J Natl Cancer Inst. 2010 April 6; 102(8): 529–537.
• Faber J, Martins Fonseca, L. How sample size influences research outcomes. Dental Press J Orthod. 2014 July-Aug; 19(4): 27-29.

Assignments:

• Week 6 Confidence Interval Discussion:
  • Initial post: Read the Faber article and the Boffetta et al. articles. Focusing on the confidence intervals in the abstract, determine if they are statistically significant. Does the sample sizes affect your understanding or opinion about the conclusions reached? (Note: Hazard Ratio of 1 means no change in risk.)
  • Response posts: Respond to two of your classmates’ posts. Do you agree with your classmate’s interpretation of the confidence intervals? Explain your answer.
• Week 6 Written Assignment:
  • Continue hypothesis testing for your remaining research questions. Remaining questions should consist of:
    • Categorical dependent/categorical independent variable.
    • Continuous dependent/categorical-dichotomous independent variable
  • You must show all 5 steps and consider assumptions. Your responses will be different from last week because the data type has changed. (Note: You will not be performing correlation tests.)

Week 7: Linear Regression

Weekly Outcomes:

• Use linear regression to interpret the slope and intercept of the regression line
• Create reports from a dataset

Readings and Multimedia:

• Week 7: Linear Regression slideshow 
• Essentials of Biostatistics in Public Health: Section 9.3
• Biostatistics for Public Health (A Primer): Section 3.4

Assignments:

• Week 7 Linear Regression Discussion:
  • Initial post: You have previously identified 2 continuous variables using correlation. Run a simple linear regression relating the 2 continuous variables together.Using the regression equation form from your analysis output, what is the slope of the line? What additional information does this give you from simple correlation?
  • Response posts: Respond to two of your classmates’ posts. What are some other variables that might potentially confound the relationship between the variables your classmates listed?
• Week 7 Final Project:
  • Throughout this course, you have been compiling data to answer the 3 research questions you submitted. These are skills that Public Health Practitioners use daily. For the final project, you should consolidate your results and put them into a final report. Review the GPH 716 Final Project Guidelines for full details on the required components of this report and submission instructions.

Week 8: Analysis of Variance (ANOVA)

Weekly Outcomes:

• Use one-way ANOVA to compare means across more than two groups

Readings and Multimedia:

• Week 8: Analysis of Variance (ANOVA) slideshow
• Essentials of Biostatistics in Public Health: Section 7.8
• Biostatistics for Public Health (A Primer): Pages 89-103

Assignments:

• Week 8 Written Assignment
  • Using the BIRTHWGT dataset provided in the SAS library, compare the infant birthweight mean to the mother’s smoking status. You should use the one-way ANOVA function. If there is a significant difference, how do the 2 groups differ? Are there any potential problems with the methods you have proposed? Include all five hypothesis testing steps.

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:

• UNE Student Academic Success Center

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

The College of Professional Studies supports its online students and alumni in their career journey!

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.

Student 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:

1. Cheating, copying, or the offering or receiving of unauthorized assistance or information.
2. Fabrication or falsification of data, results, or sources for papers or reports.
3. Action which destroys or alters the work of another student.
4. Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
5. 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.