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Viewing: HLTH_SCI 3900W altmanc : Introduction to The Research Process and Evidence Base - Writing Intensive

Last approved: Mon, 19 Dec 2016 21:54:04 GMT

Last edit: Mon, 19 Dec 2016 21:54:04 GMT

Proposal Type

Writing Intensive

Contact Information

altmanc
Claire
Altman
altmanc@health.missouri.edu
573/884-5039
SHP/Health Sciences
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
altmanc
Claire
Altman
altmanc@health.missouri.edu
573/884-5039
SHP/Health Sciences
Subject Area’s Department Chair/Director:
hoganr
Rosemary
Hogan
HoganR@health.missouri.edu
573/882-8422
SHP/Health Sciences

Term for Proposal

 
Spring 2017

Course Catalog Information

HP
Health Sciences (HLTH_SCI)
Health Sciences
3900W
3
 
100
Introduction to The Research Process and Evidence Base - Writing Intensive
This course provides an introduction to the basic quantitative and qualitative research techniques used in public health, health education and promotion, and the health professions. Conducting research, making medical decisions based on research findings, and using and interpreting research and evidence in practice settings all represent potential outcomes for students selecting a career in public health or the health professions. Graded on A-F basis only.
 
Lecture/Standard
A-F Only
Restricted to Health Sciences Majors with junior or senior standing.
 
 
 

Instructor Information

altmanc
Claire
Altman
altmanc@health.missouri.edu
573/884-5039
SHP/Health Sciences
(numbers only)
Tenure Line Assistant Professor
513 Clark Hall
 
 

The Campus Writing Program conducts a two-day faculty workshop to assist with the design and implementation of your writing intensive course. Once your course proposal has been approved by the Campus Writing Program, you will receive information on time, date and location of the workshop.
Indicate below if additional instructors are planned, but specific individuals have not yet been chosen. Check all that apply

Briefly describe the qualifications of the known graduate instructors, or planned qualifications if graduate instructors are still to be selected, bearing in mind that graduate students teaching honors courses should be advanced students with a record of excellent teaching.
 

Honors Course Information

 
 
Answer the questions below as they would apply to one section. For all other sections, provide similar information in the Additional Sections Information box below.
 

 
 
 

 
 
 
 
 
 

Writing Intensive Course Information

This research methods class is required of all health science majors. It is designed to introduce student to basic quantitative and qualitative research techniques commonly used in the field of health sciences and to present them with the tools to evaluate the strengths and weakness of these methodologies. In the course we also cover the ethics of research, the research process, various types of analysis, and how to make sense of research. Students have two major assignments in the course, an individual research paper and a group proposal. Students will be working in assigned groups for the duration of the semester. Group members will provide peer reviews for the individual paper assignment and to develop a research proposal. They will be working together at several points in the semester to talk about and work through issues in their final papers.
I plan on providing more instruction as to the peer review process and the type of feedback that they should be writing. I will also try to get students to think about their peer review as a writing assignment unto itself. I will include a revision memo for the first writing assignment. Students are to use this to think about their thinking--and specify what types of changes they would make in a second draft. My idea is to get the students to think about revision earlier in the course. I also plan on building in free writing time at the beginning of some class periods to allow students to brainstorm towards their final paper. I am also now including the group research proposal component of the course. It will involve the oral presentation of a research project that utilizes the concepts discussed in class. Students will turn in the slides of the presentation.
Face-to-face
Self paced?

40
40
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Individual Article Review
Students are to locate a peer-reviewed article related to their individual research paper topic and answer a designated set of questions about basic aspects of article.

This assignment should:
• Be approximately 2-4 pages
• Double spaced
• Formatted using Times New Roman 12-pt. font and 1-inch margins

Please use complete sentences and your own language and words as much as possible to answer the questions and pay attention to the formatting, editing, etc. Practice reviewing your work before submitting it to be sure it is as clearly presented as possible.

If you use the author’s words use quotations to properly signal the quoted passages. Do not use long quotes (more than 3 lines). Each question will be graded based on both content and clarity.

1) Is this a peer-reviewed article? How do you know? [2 points]

2) Using some type of APA style, indicate which article you chose to work with. [2 points]

3) Does the article use APA style citations? Provide one example of how you know the answer. [2 points]

4) What was the primary purpose of this study? Did authors have multiple aims or goals? Please describe this using your own words. [2 points]

5) Do the author(s) explicitly state a research question? What is the question?[2 points]

6) Does this article have a specified hypothesis or set of hypotheses? If so, what are they? If not, why do you think they do not? [2 points]

7) What type of research is reported? For each question below describe what aspect of the methods used indicates the type of research that is being reported. Be specific about what was done in the articles that indicates your answer. [2 points]
a) Quantitative or qualitative?
b) Cross-sectional or longitudinal?

8) Describe the group or population the study focuses on. Your description should include: [2 points]
a) How many people do they study?
b) How did they get people into their study?
c) How do the authors describe their sample…meaning what are the general characteristics of the participants they provide?
d) Think critically: are their limitations to the sample they use or the people included/excluded from the study?

9) How are the main concepts measured in this study? [2 points]
o What is or are the primary dependent variables (i.e., the outcome)? How are they operationalized (i.e., measured and/or defined)?
o What is or are the primary independent variables (used to explain the outcome)? How are they operationalized (i.e., measured and/or defined)?

10) What are the main results? [2 points]

11) What is/are the primary conclusion(s)? [1 point]

12) Given the people/groups included/excluded from the study, how generalizable are the findings (or too whom are the findings generalizable)? Does the author mention this in the conclusion? If so what do they say? Do you agree? [1 point]

13) Describe one limitation of this study. [1 point]

14) How does this article address the topic you have chosen for your individual paper? Does the paper examine your research question directly? Do they focus on the group you had in mind? How would you ask or think about the research question differently? [2 points]
Length of assignment:
2
Graduate Assistant
 
 
2

Group Article Review
Students, working in their groups, are to evaluate a peer-reviewed article assigned by the instructor and answer a designated set of questions about basic aspects of article.

This assignment should:
• Be approximately 2-4 pages
• Double spaced
• Formatted using Times New Roman 12-pt. font and 1-inch margins
• List the group number, and names of all group members who were present and participated

Please use complete sentences and your own language and words as much as possible to answer the questions and pay attention to the formatting, editing, etc. Practice reviewing your work before submitting it to be sure it is as clearly presented as possible.

If you use the author’s words use quotations to properly signal the quoted passages. Do not use long quotes (more than 3 lines). Each question will be graded based on both content and clarity.

1) Is this a peer-reviewed article? How do you know?

2) What was the primary purpose of this study? Did authors have multiple aims or goals? Please describe this using your own words.

3) Do the author(s) explicitly state a research question? What is the question?

4) Does this article have a specified hypothesis or set of hypotheses? If so, what are they? If not, why do you think they do not?

5) What type of research is reported? For each question below describe what aspect of the methods used indicates the type of research that is being reported. Be specific about what was done in the articles that indicates your answer.
a) Quantitative or qualitative?
b) Cross-sectional or longitudinal?

6) Describe the group or population the study focuses on. Your description should include:
a) How many people do they study?
b) How did they get people into their study?
c) How do the authors describe their sample…meaning what are the general characteristics of the participants they provide?
d) Think critically: are their limitations to the sample they use or the people included/excluded from the study?

7) How are the main concepts measured in this study?
o What is or are the primary dependent variables (i.e., the outcome)? How are they operationalized (i.e., measured and/or defined)?
o What is or are the primary independent variables (used to explain the outcome)? How are they operationalized (i.e., measured and/or defined)?

8) What are the main results?

9) What is/are the primary conclusion(s)?

10) Given the people/groups included/excluded from the study, how generalizable are the findings (or too whom are the findings generalizable)? Does the author mention this in the conclusion? If so what do they say? Do you agree?

11) Describe one limitation of this study.
Length of assignment:
2
Teaching Assistant
 
 
2

Individual Research Paper
Imagine your future self, working as a health care professional. Your employer asks you to conduct research on a topic related to your occupation and write a paper that will define how you and your coworkers provide treatment to the patients under your care. Your job is to do a literature review and write a conclusion focused on research-supported evidence-based practices.
Length of assignment:
6
Teaching Assistant
16
Peers, Teaching Assistant, Instructor
22

Individual Research Paper Revision Memo
o The response memo is a 1-2 page document where you list out the reviewer’s (peer, TA, professor) critiques to your paper and then write a brief narrative about the changes you made to your paper and how you addressed the reviewer comments.
Length of assignment:
2
Instructor
 
 
2

Peer Review of Individual Research Paper
Provide written feedback to a peer in a constructive manner.
Length of assignment:
1
Teaching Assistant
 
 
1

Group Proposal Presentation
The purpose of this assignment is to develop a brief research proposal in a group format. The goal is to create a concise proposal for a research study that draws on concepts from the class and the group’s interests. You can be as ambitious and design a big and costly project as long as your proposed study makes sense within your topic area, existing research, and your research aims AND you provide justification for decisions about the scope and design of your study. BUT, I strongly suggest you keep it simple. Your grade will be based on the overall clarity and coherence of the proposal not on its potential impact.
Length of assignment:
4
Peers
5
Instructor
9

Group Proposal Revision Memo
As you receive feedback on your presentation/slides, have a group member take notes of the suggested changes. Then your group is to collectively write a brief memo outlining the changes you made to your proposal.
Length of assignment:
2
Instructor
 
 
2

Total pages for all assignments:
First drafts:
19.00
Revisions:
21.00
40.00
The assignments are to build students’ journal literacy and to help them to become discerning readers of peer reviewed literature. Many of the students have limited exposure to peer reviewed literature.
The first assignment in done with their groups and I assign them an article. They do the assignment in class, but are expected to have read the article prior to class.
The second assignment is done individually outside of class. Students are asked to locate their own peer reviewed article. The idea is that they search for a journal article that is related to the topic they have selected for their individual research paper.
The questions range from basic things about whether or not they articles are peer reviewed and if they use APA all the way to complex questions regarding the sampling strategy and findings.
The questions give students exposure to concepts and terms we’ve been discussing in class.

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Other
Peer review
Peer review of introduction and literature review Students will be assigned into groups at the beginning of the by the instructor. The members of each group will exchange papers during class on the due date. They are asked to review and critique those papers in preparation for feedback during the next class. Students are given guidance on questions to think about during the reading and review of their classmates' papers. We will then spend the next class doing a writing workshop where students, working in their groups talk through their feedback. Groups mean that students receive feedback from more than just the TA or instructor. The authors then are required to incorporate the feedback into their full draft. Students are provided guidance on the types of questions to be thinking about as their read through the other papers .Another key part of the revision process, is that students will write a revision memo detailing how they responded to the peer review. Students will also receive feedback from the TA/instructor on their project proposals during their oral presentations. Groups not presenting will provide peer feedback to the presenters. Groups are to write a revision memo regarding how they adjusted their final proposal presentation slides following their oral presentation.
The individual grade assigned will be based primary on the quality of the group’s products. Individual grades may also reflect individual variation within the group based on evaluations of the group process that each member of the group submit and instructors’ observations of the group process throughout the second half of the semester. For each component, I will be asking you to provide feedback regarding the effort and participation of each member of your group. This will be used to evaluate individual grades.
By design, the major paper of the course is set up so that students must take a position or offer best practices for their given research question. They will have read relevant research to find out what practices have been used. It is through this process that students will then construct an argument or create guidelines based on what they consider evidence-based best practices in their field.

The group proposal is open to any topic or area related to health care. Students are to design a project from research question, to research design, sampling, data collection and analysis. Students can choose any research framework/philosophy.
The writing assignments are distributed throughout the course. The first writing assignment is given on the first day and due in the second week of class. The remainder of the writing assignments are directly related to their final paper. We start with a literature search, then a synthesizing assignment, then writing of a full literature review, and then a final draft.
80
%
 
1
I will meet with my TA weekly to discuss course assignments and expectations. My TA and I will have a norming session for the first writing assignment as well as for the first full draft and the final papers. I am fortunate to have an experienced TA this semester. I will also ask my TA to weigh in if there are concerns about assignment clarity, structure, organization, etc.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Lina Trigos Carrillo (trigoscarrillol) (Tue, 08 Nov 2016 20:00:48 GMT): 11/08/2016 CWP Coordinator contacted faculty to request more information about assignments. Information added to proposal.
Patricia Luckenotte (luckenottep) (Mon, 19 Dec 2016 21:53:59 GMT): I have added HLTH_SCI 3900W, 09 for the spring 2017 schedule of classes and cancelled the regular section of HLTH_SCI 3900, 09 for Spring. The student who were enrolled in HLTH_SCI 3900, 09 were moved to the new section of HLTH_SCI 3900W.
Key: 246