Syllabus

Schedule

Week 1: Mar 13 – Mar 20
Week 2: Mar 20 – Mar 27
Week 3: Mar 27 – Apr 3
Week 4: Apr 3 – Apr 10
Week 5: Apr 10 – Apr 17
Week 6: Apr 17 – Apr 24
Week 7: Apr 24 – May 1
Week 8: May 1 – May 5

Additional resources are not mentioned in this weekly summary. Review the modules in Brightspace for full course information.

Week 1: Course Introduction and Types of Research

Learning Objectives

• Compare individual course and career aspirations with those of peers.
• Recognize introductory concepts in public health research.

Readings and Multimedia

• Course Introduction lecture
• Course Project Overview lecture
• Introduction to Health Research Methods: A Practical Guide: Chapters 1, 7, and 16
• Arah OA (2008). On the relationship between individual and population health. Medicine, health care, and philosophy. 2009;12:235-244.
• Klahr D. Learning Sciences Research and Pasteur’s Quadrant. The Journal of the learning sciences. 2019;28:153-159.
• Final Project Guidelines

Assignments

• Week 1 Acknowledgement of Academic Engagement Quiz
• Whole Class Discussion: Introduction
  • Introduce yourself to your class. Please include:
    • Name 
    • Where you live
    • Your education and work history
    • Your research experience (e.g. classes you have taken, experience conducting research or being a study participant)
    • Your career goals, including how you see research fitting in your career
    • The number one thing you hope to get out of this course
    • Anything else you would like to share
  • In your response posts to at least 2 peers, please welcome your classmates and identify and discuss any shared interests, experiences, or goals.
• Week 1 Quiz: Introduction to Research
• CITI Training Module on Human Subjects Protection
  • You should begin the CITI Training. You will not need to turn in your certificate until week 2. Successful completion of the CITI training is required for faculty-level principal investigators, all students, and graduate level research staff, in advance of your IRB submission. Whether you are conducting human subjects research as part of a course project, your thesis or your final capstone, the Integrative Learning Experience (ILE), it is important to complete CITI training and ensure that your certification remains current.

Week 2: Developing a Research Question

Learning Objectives

• Distinguish the importance of social and behavioral research best practices.
• Articulate a gap in existing public health research.
• Develop a public health justice PICOT research question.

Readings and Multimedia

• Developing a Research Question lecture
• SciShow, Human Experimentation: The Good, The Bad, & The Ugly
• Academic English Now, 3 easy ways to identify the research gap
• Introduction to Health Research Methods: A Practical Guide: Chapters 2–4
• Narrowing a Topic and Developing a Research Question
• Golder S, Ahmed S, Norman G, Booth A. Attitudes Toward the Ethics of Research Using Social Media: A Systematic Review. Journal of Medical Internet Research. 2017;19(6):e195.
• Beauchamp DE. Public Health as Social Justice. Inquiry. 1976:13(1):3-14.
• American Public Health Association (APHA), Social Justice and Health
• Wallack L. Building a Social Justice Narrative for Public Health. Health Education & Behavior. 2019;46(6):901-904. doi:10.1177/1090198119867123

Assignments

• Whole Class Discussion: Research Question
  • In your initial discussion post, share your broad topic of interest, including a discussion of why you chose it, followed by a narrative describing your process and experience in identifying a gap in the literature and formulating your specific research question. Finish your post by writing your research question and attaching your completed PICOT worksheet.
  • In your response posts, critique the PICOT research questions of 2 of your fellow students and offer suggestions for improvement. Discuss areas of overlapping research focus, and ways in which your research may complement each others’ in the Public Health profession.
• CITI Training
  • Upload your CITI Completion Certificate.

Week 3: Quantitative Research

Learning Objectives

• Connect proposed research question to an identified gap in current public health knowledge.
• Constructively critique peer contributions.
• Conduct a power analysis to determine appropriate sample size.

Readings and Multimedia

• Quantitative Research Part 1 lecture
• Research Writing lecture
• UNE Public Health, G*Power Introduction
• UNE Public Health, G*Power: T-Tests
• UNE Public Health, G*Power: Chi-Square
• G*Power Chi-Square – Goodness of Fit tests
• Introduction to Health Research Methods: A Practical Guide: Chapters 17–22
• Institute for Digital Research and Education, Statistical Consulting, G*Power user guide

Assignments

• Research Team Discussion: Background and Significance
  • A good proposal starts with a hook. In the first sentence, you should briefly describe what your proposal will be about. Ideally, this sentence should convey a sense of importance or urgency to your research. Explain quickly what your research topic is and why it is critical that you conduct the research. You should incorporate a review of relevant published research (5–8 publications), but this section should not read like a scientific literature review. Instead, your references should give critical background information and state what is currently known about the specific topic of your research. Your proposal should be written so that it is clearly understandable by a wide audience. Finally, you should conclude your background & significance by highlighting a specific gap in current knowledge or understanding and include a clear statement of how your research question will be answered to fill that gap. This section should be 750–1000 words in length.
  • Working in your research teams, you should provide a thoughtful critique – including suggestions for improvement – for each of your group members.
• Power Analysis
  • For this assignment you will use G*Power to determine the number of subjects you need to ensure your research study has significant power.

Week 4: Quantitative Research continued

Learning Objectives

• Design a quantitative research study aligned with a public health justice research question.
• Constructively critique peer contributions.
• Perform simple statistical analysis using digital tools.

Readings and Multimedia

• Quantitative Data Analysis lecture
• Sele Training, Introduction to Excel
• Research Data Netherlands, The what, why and how of your data management plan
• Introduction to Health Research Methods: A Practical Guide: Chapters 28–31
• Nayak BK, Hazra A. How to choose the right statistical test? Indian J Ophthalmol. 2011;59(2):85-86. doi:10.4103/0301-4738.77005
• du Prel JB, Röhrig B, Hommel G, Blettner M. Choosing statistical tests: part 12 of a series on evaluation of scientific publications. Dtsch Arztebl Int. 2010;107(19):343-348.

Assignments

• Research Team Discussion: Quantitative Research Design
  • After careful review of the course materials from weeks 3 and 4, describe in detail a quantitative research design that aligns with your research/research question. You should include the study approach and design you would use, your population – including a power analysis used to determine sample size, plan for recruiting participants, description of the type of data you will collect – with independent and dependent variables identified – and which statistical tests you will use to evaluate your data. Finally, you should describe the ethical considerations for your research design. If a survey would be used to collect data, you should provide a pretested validated survey instrument from an existing study and justify the choice.
  • Working in your research teams, you should provide a thoughtful critique – including suggestions for improvement – for each of your group members.
• Simple Statistical Analysis Using Excel
  • For this assignment you will be using Excel to analyze provided data and perform simple calculations.

Week 5: Qualitative Research

Learning Objectives

• Design a qualitative research study aligned with a public health justice research question.
• Constructively critique peer contributions.
• Perform content analyses of interview transcripts using digital tools.

Readings and Multimedia

•  Analyzing Qualitative Data lecture
• Get Your Qual On, Why Go Qualitative?
• Introduction to Health Research Methods: A Practical Guide: Chapters 13, 23, and 32
• Erlingsson C, Brysiewicz P. A hands-on guide to doing content analysis. Afr J Emerg Med. 2017; 7(3): 93-99
• Holloway I, Biley FC. Being a Qualitative Researcher. Qualitative Health Research. 2011;21:968-975.
• Kaur M. Application of Mixed Method Approach in Public Health Research. Indian J Community Med. 2016;41(2):93-97. doi:10.4103/0970-0218.173495

Assignments

• Research Team Discussion: Qualitative Research Design
  • After careful review of the readings and lectures from week 5, describe in detail a qualitative research design that aligns with your research/research question. You should include the goals of your research, the qualitative methods you will use, description of the type of data you will collect and specifically how you will collect it, your population and plan for recruiting participants, and how you will report your results. Finally, you should describe the ethical considerations for your research design.
  • Working in your research teams, you should provide a thoughtful critique – including suggestions for improvement – for each of your group members.
• Content Analysis
  • Using the techniques outlined in the Hands-on Guide to Doing Content Analysis, you will complete the steps of conducting a content analysis. You will conduct analyses of provided interview transcripts using Word and Atlas.ti. You will also provide a written reflection on the process.

Week 6: Community-Based Participatory Research

Learning Objectives

• Design a community-based participatory research study aligned with a public health justice research question.
• Constructively critique peer contributions.

Readings and Multimedia

• Community-Based Participatory Research lecture
• Collaboratory for Health Justice, Community-Based Participatory Research
• Center for Participatory Research, University of New Mexico Health Sciences Center. CBPR Conceptual Model. 2019.
• Wallerstein NB, Furan B. Using Community-Based Participatory Research to Address Health Disparities. Health promotion practice. 2006;7(3):312-323.
• Williamson HJ, Chief C, Jiménez D, et al. Voices of Community Partners: Perspectives Gained from Conversations of Community-Based Participatory Research
• Experiences. International journal of environmental research and public health. 2020;17:5245.
• Wallerstein N, Oetzel JG, Sanchez-Youngman S, et al. Engage for Equity: A Long-Term Study of Community-Based Participatory Research and Community-Engaged Research Practices and Outcomes. Health Education & Behavior. 2020;47(3):380-390.

Assignments

• Research Team Discussion: Community-Based Participatory Research Design
  • After careful review of the readings and lectures from week 6, describe a community-based participatory research (CBPR) design that aligns with your research/research question. You should include the goals of your research, the community partners you will recruit, the CBPR process you will use, the research methods you will use, a description of the type of data you will collect and specifically how you will collect it, and how you will report your results. Finally, you should describe the ethical considerations for your research design.
  • Working in your research teams, you should provide a thoughtful critique – including suggestions for improvement – for each of your group members.

Week 7: Communicating Research Results

Learning Objectives

• Communicate a public health justice research proposal to an audience of non-public health practitioners through a recorded presentation.
• Create a written public health justice research proposal, incorporating feedback received through the course.
• Constructively critique peer contributions.

Readings and Multimedia

• California Academy of Sciences, Science Today: Communicating Science
• Introduction to Health Research Methods: A Practical Guide: Chapters 27, 34, 39, 40
• Udovicich C, Kasivisvanathan V, & Winchester, CL. Communicating your research (part 1) – to the scientific community. Journal of Clinical Urology. 2017;10:396-399.
• Udovicich C, Kasivisvanathan V, & Winchester CL. Communicating your research (part 2) – to the wider community. Journal of Clinical Urology. 2018;11:208-214.
• National Institutes of Health, A Checklist for Communicating Science and Health Research to the Public

Assignments

• Research Team Discussion: Research Proposal Presentation
  • For your discussion this week you will prepare and post a presentation that would be used as part of the process to request funding to pay for your proposed research. Your audience will be the grants committee from a foundation you are applying to for funding. This committee will be familiar with the topic of your research, but they are not public health professionals. You should prepare a visual presentation (using PowerPoint or other software program) with voice-over. It should be 6-8 minutes in length. Your presentation will be stopped at 8 minutes (which is what would happen in a real-world situation), so anything included after the 8 minutes time frame will not be graded.
  • In your response posts, evaluate your assigned presentations (i.e. members of your research team) using the Peer Presentation Evaluation Form. Be sure to explain your ratings, and where appropriate offer suggestions for improvement. After you have viewed and evaluated your assigned presentations, post 1–2 questions for each presentation you reviewed.
• Research Proposal
  • For this assignment you will be pulling together much of the work you have done in this course during the first six weeks. You should submit a Research Proposal following the guide outlined in section 27.4 of your textbook.

Week 8: How Is Public Health Research Funded?

Learning Objectives

• Support and defend a public health justice research proposal.
• Critically reflect on the public health research funding process, with an emphasis on ethical considerations.

Readings and Multimedia

• How Is Research Funded lecture
• CDC Grants webpage
• Aveyard P, Yach D, Gilmore AB, Capewell S. Should we welcome food industry funding of public health research? BMJ. 2016;353:i2161-i2161.
• Nakkash R, Ali A, Alaouie H, et al. Attitudes and practices of public health academics towards research funding from for-profit organizations: cross-sectional survey. International journal of public health. 2020;65:1133-1145.
• Wilson MA. Crowdfunding science. Genome biology. 2019;20:250-250.
• Sauermann H, Franzoni C, Shafi K. Crowdfunding scientific research: Descriptive insights and correlates of funding success. PloS one. 2019;14:e0208384-e0208384.

Assignments

• Research Team Discussion: Responding to Questions
  • No matter how brilliant your research ideas are, you will not be successful in getting the money you need to carry out your research if you cannot effectively communicate them to funders. Providing thoughtful responses to questions about your research is a significant part of that effort. You will practice this in this week’s discussion. Collect the questions asked of you by your research team members in the Week 7 Research Proposal Presentation discussion. Compose your answers to those questions in this week’s discussion. Make sure to include the text of your peers’ questions in your post this week. No peer responses are required for this final course discussion.
• Week 8 Quiz: Research Funding

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 Blackboard/Brightspace.
• Public Health Databases: https://library.une.edu/library-materials/find/research-by-subject/public-health/
• Library Tutorial: Find an article
• 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.

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 Turnitin Student quick start guide.

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.