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

Last approved: Tue, 01 Nov 2016 13:58:01 GMT

Last edit: Tue, 01 Nov 2016 13:58:01 GMT

Proposal Type

Writing Intensive

Contact Information

wintembergj
Jenna
Wintemberg
WintembergJ@health.missouri.edu
573/884-5567
SHP/Health Sciences
Are you submitting this proposal on behalf of an instructor?

Instructor for whom you are submitting proposal:
wintembergj
Jenna
Wintemberg
WintembergJ@health.missouri.edu
573/884-5567
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

wintembergj
Jenna
Wintemberg
WintembergJ@health.missouri.edu
573/884-5567
SHP/Health Sciences
(numbers only)
Adjunct Instructor
519 Lewis 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

After each of the four writing assignments, students will work in small groups to peer review each other's written work. I give students specific guidelines and a grade for completing the peer review. Each student posts their peer review in the small group discussion board, which I use to assess their individual work. Here are the peer review instructions for assignment 1. Each person is responsible for reviewing one other student's work. Please feel free to comment on all of the group presentations; but you will only be graded on one. After your assignee presents, offer your thoughts on at least three of the following statements or questions: Which of the proposed research questions is the strongest choice for the purpose of writing a full research paper? What can the student improve about the research question? (i.e., narrow the question to something more specific) What challenges might the student face when moving forward with researching this question? What suggestions to you have to help avoid these challenges? What did you learn through watching the presentation? What did you like about the presentation? This course provides an introduction to the basic quantitative and qualitative research techniques used in public health 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 the health professions. At the end of the course, students should have the skills to better understand, conduct, and evaluate research. Throughout the semester, students will learn about the basic elements of research, as well as the strengths and weaknesses of various research methodologies. Topics include research ethics, designs, methods, and analyses, among others. The course is writing intensive and written assignments will build upon each other culminating in a final research paper. This course is not part of a sequence.
N/A
Online
Self paced?
No
32
32
Should this course be considered for funding?
Yes
Large Enrollment Courses:
 
 
 

Writing Intensive Assignments

Pages
Assignment 1
Assignment 1 Title: Research Paper Topic Presentation
Purpose: The purpose of this assignment is for students to choose and present their topic for their research paper.
Number of required drafts: 1
Length of each draft: 5 PowerPoint slides
Person(s) to evaluate drafts: Small peer review groups and instructor/TA
Length of assignment:
2
Small peer review groups and instructor/TA
 
 
2

Assignment 2
Assignment 2 Title: Article Summary and Critique
Purpose: The purpose of this assignment is for students to summarize five articles that they will use to learn about their topic and write their paper; and critique two of those articles in more detail.
Number of required drafts: 1
Length of each draft: 3 pages
Person(s) to evaluate drafts: Small peer review groups and instructor/TA
Length of assignment:
3
Small peer review groups and instructor/TA
 
 
3

Assignment 3
Assignment 3 Title: Literature Review
Purpose: The purpose of this assignment is for students to write the literature review for their research paper.
Number of required drafts: 2
Length of each draft: 4-6 pages
Person(s) to evaluate drafts: Small peer review groups and instructor/TA
Length of assignment:
6
Small peer review groups and instructor/TA
6
Small peer review groups and instructor/TA
12

Assignment 4
Assignment 4 Title: Final Paper
Purpose: The purpose of this assignment is for students to integrate the work that they have done thus far into a full research paper.
Number of required drafts: 2
Length of each draft: 6-10 pages
Person(s) to evaluate drafts: Small peer review groups and instructor/TA
Length of assignment:
8
Small peer review groups and instructor/TA
8
Small peer review groups and instructor/TA
16

Total pages for all assignments:
First drafts:
19.00
Revisions:
14.00
33.00
 

Writing Intensive Teaching

Instructor provided feedback
Oral presentation by student, followed by feedback
Other
Peer review
Students will receive feedback from each of the four major writing assignments from the instructor/TA and their peers. Each peer review requires students to read a classmate's assignment and answer the following questions (orally for assignment 1, in writing for assignments 2-4) about it: Summarize the paper. (3-5 sentences) What are the strengths and limitations of the paper?(Focus on the description of the proposed study) (3-5 sentences) What did you learn through reading the assignment? (2-3 sentences) Why is the research or topic important? (1-2 sentences) How well did the student integrate feedback throughout the semester & where can you see evidence of this? (2-3 sentences)
 
Differing interpretations or evaluations are acceptable and encouraged as long as the student supports it with evidence from peer-reviewed, scientific literature. Grading rubrics will be utilized for each research assignment to ensure that grading is consistent for situations where there is more than one acceptable interpretation, explanation, analysis, or evaluation. Examples from the rubric for the Literature Review assignment include: Is the review of the existing literature thorough and detailed? Does it include sufficient depth to explore the research questions? Does the student provide adequate critical analysis of the articles summarized, such as drawing on similarities, differences, and meaning and importance of the articles? Does student integrate articles and feedback from the article summary project?
Week 3: Topic presentation and peer review due Week 8: Article summary due Week 9: Peer review of article summaries due Week 12: Literature review due Week 13: Peer review of the literature reviews due Week 16: Final paper due Finals Week: Peer review of final papers due
71
%
 
1
The TAs for this section of HS3900 was selected by department administration. The TA's training and roles will include: using course technologies (i.e., Blackboard and Collaborate), assisting with grading student quizzes and writing assignments (according to provided rubrics and APA formatting,) entering grades on Blackboard, and monitoring/facilitating discussion boards.

Course Syllabus

Upload Course Syllabus

Administrative Information

Education and Social Sciences
 
 

Acknowledgement

I have read and reviewed the updated proposal

Additional Comments

 
Patricia Luckenotte (luckenottep) (Tue, 01 Nov 2016 13:57:57 GMT): I have added HLTH_SCI 3900W, 02 to the Spring 2017 schedule and cancelled the regular section of HLTH_SCI 3900, 02 for Spring. The 20 students who were enrolled in the regular 3900, 02 section have been moved to the new 3900W, 02 section.
Key: 254