11 19 Main Administration Building
College Park, Maryland 20742-5031
301.405.5252 TEL 301.405.8195 FAX
UNIVERSITY OF
OFFICE OF THE SENIOR VICE PRESIDENT
FOR ACADEMIC AFFAIRS AND PROVOST
April 27,2007
MEMORANDUMTO:
Robert S. Gold
Dean, College of Health and Human Performance
FROM:
Phyllis Peres
Associate Pro ost for Academic Planning and Programs
SUBJECT:
Proposal to modify the Ph.D in Public and Community Health (PCC log no.
0603 1)
P
On March 2,2007, the Senate Programs, Curricula and Courses committee unanimously
approved your proposal to n~odifythe cu11-iculumof the Ph.D. in Public and Community Health.
The changes are effective in Fall 2007. The College should ensure that this change is
appropriately reflected in all university documentation.
Enclosure
cc:
Richard Ellis, Chair, Senate PCC
Sarah Bauder, Office of Student Financial Aid
Mary Giles, University Senate
Barbara Hope, Data Administration
Anne Turkos, Archives
Gay Gullickson, Graduate School
Proposed Changes to Current PhD Curriculum–
Department of Public and Community Health
The Department of Public and Community Health faculty have reviewed the current doctoral curriculum and have
identified the need for three substantive changes and one administrative change to provide our students with a stronger
foundation in and experience analyzing and conducting theory–based community health research. The College of Health
and Human Performance’s proposed transition to a new School of Public Health (SPH) (and the related development of
two new departments specializing in health services administration and research, and epidemiology and biostatistics) is
making it possible for our department to adjust our current faculty resources and course offerings to better ensure that our
doctoral students have a more in–depth exposure to and experience applying the theories and statistical methods in public
and community health research. The proposed changes include:
9 Replacing two core courses historically taught outside the college (PUAF 735 and EDMS 645) that provided
students with a broad exposure to the noted topic with courses to be taught in new departments within the college
(HLSA 601 and EPIB 650) that will give students a more in–depth understanding of the areas more relevant to
conducting public and community health research. Specifically:
(1) replace health policy with one focusing on health services and systems; and
(2) replace a general statistical theory course requirement with an introduction to biostatistical theory and
methods course.
9 Create a new research seminar (HLTH 781; 1 credit). Students will be required to take the seminar for three
semesters with 1 credit counted under Advanced Theory and Application , 1 credit under Advanced Research
Methods and Statistics, and 1 credit under PhD Individual Research Plan. Counting the credits in this manner will
help the lead instructor identify student’s level and will shape the student’s semester requirements. Providing a
forum for students to discuss faculty research and their own dissertation research will give them an opportunity to
learn from example and to give and receive feedback regarding students’ dissertation research. The new course
requirement is expected to shorten the average students’ progress towards degree.
9 Remove a three–credit course on professional writing/presentations as a requirement. We have found a
decreasing need to offer a separate course in professional writing because of the high caliber of students entering
the program. Students will be expected to regularly present their dissertation research and to write–up parts of
their dissertation proposal in the proposed research seminar discussed above.
9 Substituting HLTH 720, which has been taught in the department, with EPIB 610, which is where this course will
now be taught. This change will allow students to receive their introduction to epidemiology concepts and
techniques from a doctoral trained epidemiologist who will have multiple faculty back–ups in the case of
sabbatical/resignation/illness, which will provide greater security for the future consistency and quality of the
course than our department can currently provide.
The following table provides a side–by–side comparison of the current and proposed Ph.D. curriculum, and a rationale for
each specific proposed change when applicable. If approved, the proposed changes will go into effect beginning Fall
2007.
Current Core Courses
(24 credits)
HLTH 720
Epidemiology
Proposed Core Courses
(24 credits)
EPIB 610
Epidemiology Concepts and
Methods
Change (if applicable) & Rationale
Overview: Course will be taught by another
department (name and prefix change)
HLTH 720 will no longer be offered by our
department but by the new Dept. of
1
EDMS 645
Quantitative Methods
Epidemiology & Biostatistics in the proposed
School of Public Health. The objectives of
the new EPIB610 course will be comparable
to HLTH 720 and is expected to meet all ten
Assoc of Schools of Public Health
epidemiology competencies (proposal for
course addition in process of review; see
attached syllabus).
Overview: Replace course with a course
more consistent with the discipline
EPIB 650
Biostatistics I
Biostatistics is a core tool used in public and
community health. The proposed EPIB 650
course will provide our students with the
necessary exposure to theories and basic
methods in biostatistics (see attached
syllabus); whereas EDMS 645 is aimed at
providing an overview of statistical theory
and does not address specific issues related to
statistical methods necessary to conduct
clinical studies.
PUAF 735
Health Policy
HLSA 601
Introduction to Health Systems
Overview: Replace course with a more
focused/in-depth course consistent with the
field
The new Department of Health Services and
Administration will begin offering HLSA601
in 2007-2008 (see attached syllabus).
Understanding the structure and function of
the U.S. health services system is critical for
public health workers. Therefore, the public
health accrediting body treats knowledge of
health services infrastructure, research and
techniques as a core public health
competency, regardless of discipline. The
proposed course will provide our students
with the necessary exposure to U.S. health
services infrastructure and research; whereas
PUAF735 is only able to provide a brief
discussion of health services research and
focuses on the development and
implementation of U.S. health policies.
HLTH 606
Foundations in Heath Education &
Policy
HLTH 665
Health Behavior I
HLTH 606
Foundations in Heath Education &
Policy
HLTH 665
Health Behavior I
2
No Changes
HLTH 670
Public Health Informatics &
Communication
HLTH 710
Research Methods
HLTH 775
Program Planning and Evaluation
HLTH 670
Public Health Informatics &
Communication
HLTH 710
Research Methods
HLTH 775
Program Planning and Evaluation
Current Advanced Theory &
Applications Courses (9 credits)
HLTH 698 (3 credits)
Professional Presentations and
Writing
Proposed Advanced Theory &
Applications Courses (7 credits)
HLTH 781 (1 credit)
Research Seminar in Community &
Behavioral Health
Change (if applicable) & Rationale
Overview: New 1-Credit Course required
for 3 semesters, one semester as Advanced
Theory.
We have found a decreasing need to offer a
separate course in professional writing
because of the high caliber of students
entering the program. However, our current
part– and full–time students continue to lack
adequate experience in critically analyzing
and receiving feedback on theory–based
research in our discipline. The proposed new
course will not only provide this opportunity
but will facilitate students in making
sufficient progress towards their degree
because they will have to take the seminar
over three semesters as well as presenting
their dissertation research. Students taking
the course under “advanced theory” will be
expected to provide a thorough review of the
theoretical foundations for their proposed
dissertation research.
HLTH 666
Health Behavior II
**, ***
Elective in Advanced Theory &
Applications
HLTH 666
Health Behavior II
**, ***
Elective in Advanced Theory &
Applications
Advanced Research Methods &
Statistics
(12 Credit Hours)
Advanced Research Methods &
Statistics
(13 Credit Hours)
HLTH 781 (1 credit) Research
Seminar in Community and
Behavioral Health
No Changes
Change (if applicable) & Rationale
Overview: New 1-Credit Course required
for 3 semesters, one semester as Advanced
Research Methods
See above for rationale for creating the
seminar. Students taking the course under
Advanced Research Methods and Statistics
3
will be expected to propose their proposed
methodology for their dissertation research
based on their theoretical framework.
HLTH 652 or equivalent
Quantitative Methods in Public
Health I
HLTH 653 or equivalent
Quantitative Methods in Public
Health II
HLTH 711
Advanced Methods of Research
**,***
Elective in Advanced Research
Methods & Statistics
HLTH 652 or equivalent
Quantitative Methods in Public
Health I
HLTH 653 or equivalent
Quantitative Methods in Public
Health II
HLTH 711
Advanced Methods of Research
**,***
Elective in Advanced Research
Methods & Statistics
Qualifying Examination
As with the current PhD
requirements, the Qualifying
Examination must be taken within
the semester the student is first
eligible. Students must pass all
sections of the In-School and
Take-Home examination before
beginning the individualized
research plan. The individualized
research is completed before
advancement to candidacy and
commencement of dissertation
research. The Graduate Program
Director must have approved a
completed program of study before
the Qualifying Examination.
Qualifying Examination
As with the current PhD
requirements, the Qualifying
Examination must be taken within
the semester the student is first
eligible. Students must pass all
sections of the In-School and TakeHome examination before
beginning the individualized
research plan. The individualized
research is completed before
advancement to candidacy and
commencement of dissertation
research. The Graduate Program
Director must have approved a
completed program of study before
the Qualifying Examination.
Change (if applicable) & Rationale
PhD Individualized Research
Plan
(15 Credit Hours Minimum)
PhD Individualized Research
Plan
(16 Credit Hours)
HLTH 781 (1 credit)
Research Seminar in Community &
Behavioral Health
Change (if applicable) & Rationale
No Changes
No Changes
Overview: New 1-Credit Course required
for 3 semesters, one semester as
Individualized Research.
Students at this stage of their doctoral
program have completed all required
coursework and are focusing on their
mentored research experiences and
dissertation. Students taking the seminar
under their Individualized Research Plan will
be expected to regularly present their
mentored research projects and their
4
preliminary dissertation proposals.
**, ***
Electives. Area of concentration
(at least two 600+ level courses)
**,***
Independent Study/Mentored
Research Experience (3-6 credits)
**, ***
Electives. Area of concentration (at
least two 600+ level courses)
**,***
Independent Study/Mentored
Research Experience (3-6 credits)
Advance to Candidacy
As with the current PhD program,
once the Qualifying Examination
and the individualized research
plan are completed, doctoral
students must apply for
Advancement to Candidacy. The
application form is signed by the
advisor and then submitted to the
Department Director of Graduate
Studies (with a print-out of the
PhD Completed Program) for
approval before sending it to the
Graduate School.
Advance to Candidacy
As with the current PhD program,
once the Qualifying Examination
and the individualized research plan
are completed, doctoral students
must apply for Advancement to
Candidacy. The application form is
signed by the advisor and then
submitted to the Department
Director of Graduate Studies (with
a print-out of the PhD Completed
Program) for approval before
sending it to the Graduate School.
Change (if applicable) & Rationale
Doctoral Dissertation Research
(12 credits minimum)
HLTH 899
Doctoral Dissertation Research
* Core requirement that can be
waived if this course or equivalent
is already completed
** Maximum of 9 credits of
independent study including
mentored research experience
*** Maximum of two 400-level
courses in program. All electives
must be taken subsequent to
admission.
Doctoral Dissertation Research
(12 credits minimum)
HLTH 899
Doctoral Dissertation Research
* Core requirement that can be
waived if this course or equivalent
is already completed
** Maximum of 9 credits of
independent study including
mentored research experience
*** Maximum of two 400-level
courses in program. All electives
must be taken subsequent to
admission.
Change (if applicable) & Rationale
5
No Changes
No Changes
No Changes
University of Maryland, College Park
Department of Epidemiology and Biostatistics
EPIB 610: Epidemiology Concepts and Methods I
Office Hours
Instructor
Office/Phone
Fax:
Email:
Semester:
Classroom/Time
Required
Textbook
Friis R. & Sellers T. Epidemiology for Public Health Practice- Second Edition.
Gaithersburg, Maryland: Aspen Publishers, Inc.; 1999.
Required journal readings:
Journal articles will be on reserve in the Departmental Office, and are indicated as (R) in
the syllabus.
Course
Description
This course is designed to introduce students to the discipline of epidemiology and its
application to health issues and practices. The course will cover basic epidemiologic
concepts and methods.
Course
Objectives
1. Discuss epidemiologic methods used in the study of health and disease;
2. Discuss the feasibility, strengths, and limitations of different study designs;
3. Define incidence, prevalence, morbidity, mortality, and other epidemiologic rates;
4. Describe effect modification, confounding, relative risks, and odds ratios;
5. Discuss criteria for causality and models of the natural history of disease;
6. Critically review published epidemiologic papers and assess the validity of their design
and inferences;
7. Describe ethical issues regarding research and evaluation;
8. Understand the place of epidemiology in disease prevention and health promotion.
Course Organization:
The class sessions will primarily review and reinforce main epidemiologic concepts and
will not necessarily cover all material included in the reading assignments. Students are
expected to complete the assigned readings prior to the class for which they are assigned
and be prepared to discuss these readings during class-- this includes the class text
reading and journal articles.
Course
Organization,
Requirements
and Policies
Course Requirements:
Students are expected to attend class regularly, participate in class discussions, complete
readings (both text and reserve) and lab activities.
6
There will be 2 in-class exams. Each exam will consist of multiple choice and fill-in
questions and will cover material from class lectures and the assigned readings.
A lab assignment will be completed as a group activity and submitted for grading as part
of the course work requirements. Time will be allotted during several class sessions to
work on this assignment.
Each student will be asked to present a current events news article that is related to
epidemiology. These articles should be taken from a reputable source e.g., newspaper,
public radio, or documentary television. Presentations should be approximately 15
minutes in length and include: 1) brief overview of article; 2) relevance to epidemiology;
3) discussion questions. A one page summary of this presentation should be turned in on
the day of the article review.
The integrative project for this class consists of a three-part assignment. Each part has a
different due date and is worth a differing amount of points. Part I is a theoretical and
analytic assignment and requires that you think about cutting edge issues in epidemiology
and construct a reaction paper in response to a specified reading. Part II requires that you
conduct a literature search to gain understanding of the state-of-the-art of current research
on a health topic you have selected and complete a typology related to different levels of
health activities. Part III asks that you develop a research question related to this topic
and design an abbreviated research plan for its investigation (i.e., you may propose to
study a new relationship, test the effectiveness of an intervention; confirm a relationship
in a different population, etc).
Formal class presentations of research plans will be graded. Students will be asked to
write an abstract which summarizes their research proposal and present this to the class.
Each presentation should last approximately 8-10 minutes.
Class Policies:
Assignments turned in up to the Friday afternoon following the due date will be accepted
with a 15 point penalty. After that date, no assignment will be accepted for grading.
Make-up exams will be available only to students providing written documentation of a
reasonable cause for absence, as judged by the professor.
It is the student’s responsibility to check with the professor and/or other classmates and
procure assignments, notes, hand-outs, or other information missed during an absence.
All work should be word-processed and double-spaced, unless otherwise requested.
Accommodations for students with disabilities:
If you have a documented disability and wish to discuss academic accommodations for test
taking or other needs, please talk to me as soon as possible. You will need documentation
from Disability Support Service (3147682.) If you intend to take any or all exams at DSS it is
your responsibility to notify me as soon as possible.
Academic Integrity:
7
The University's code of academic integrity is designed to ensure that the principle of
academic honesty is upheld. Any of the following acts, when committed by a student,
shall constitute academic dishonesty:
./' CHEATING: intentionally using or attempting to use unauthorized materials,
information, or study aids in an academic exercise .
./' F ABRI CATION: intentional and unauthorized falsification or invention of any
information or citation in an academic exercise .
./' FACILITATING ACADEMIC DISHONESTY: intentionally or knowingly helping or
attempting to help another to violate any provision of this code .
./' PLAGIARISM: intentionally or knowingly representing the words or ideas of another as
one's own in any academic exercise.
For more information see:
http://www . inform. umd.edu/Campuslnfo/Departments/PRES/po Ii cies/iii I OOa.html
Religious Observances:
The University System of Maryland policy provides that students should not be penalized because
of observances of their religious beliefs; students shall be given an opportunity, whenever
feasible, to make up within a reasonable time any academic assignment that is missed due to
individual participation in religious observances. It is the student's responsibility to inform the
instructor in advance of any intended absences for religious observance.
Course Outline and Assignments
Class
Number
1
Date
Topic
Introduction and class overview
Definitions and history of epidemiology
Epidemiologic concepts of disease
Friis & Sellers, chapters 1 &2
*Note: Concepts of Causality will be discussed in Session 9
Savitz DA, Poole C, Miller WC. Reassessing the role of epidemiology in public
health.
American Journal of Public Health 1999;89:1158-1161. (R)
2
Measures of morbidity and mortality
Friis & Sellers, chapter 3
Donnelly CA, Ghani AC, Leung GM et al. Epidemiological determinants of spread of
causal agent of severe acute respiratory syndrome in Hong Kong. The Lancet.
Published online May 7, 2003. http://image.thelancet.com/extras/03art4453web.pdf.
(R)
Krieger N. Is breast cancer a disease of affluence, poverty, or both? The case of
African American women. American Journal of Public Health 2002;92:611-613.
3
Descriptive epidemiology
Lab exercise
Final Project: Part I due
Friis & Sellers, chapter 4
Olsen JA, Richardson J, Dolan P, et al. The moral relevance of personal
8
characteristics in setting health care priorities. Social Science & Medicine
2003;57:1163-1172.(R)
4
Sources of data
Critiquing epidemiologic studies
Lab exercise
Friis & Sellers, chapter 5
Barry D. Census and sensibility. The Washington Post Magazine April 2000. (R)
5
Analytic epidemiology
Overview of study designs
Ecologic studies
Cross-sectional studies
Friis & Sellers, chapter 6, pages 187-206
Rai AA, Stanton B, Wu Y, et al. Relative influences of perceived parental monitoring
and perceived peer involvement on adolescent risk behaviors: An analysis of six
cross sectional data sets. Journal of Adolescent Health 2003;33:108-118. (R)
6
7
8
Optional:
McFarlane M, Bull SS, Rietmeijer CA. The internet as a newly emerging risk
environment for sexually transmitted diseases. Journal of the American Medical
Association 2000;284:443-446. (R)
Case-control studies
Lab exercise write-up due
Friis & Sellers, chapter 6, pages 206-217
Pickett KE, Ahern JE, Selvin S, Abrams B. Neighborhood socioeconomic status,
maternal race and preterm delivery: A cases-control study. Annals of Epidemiology
2002;12:410-418.(R)
Exam 1
Prospective studies
Friis & Sellers, chapter 6, pages 217-230
Silver RC, Holman EA, McIntosh DN et al. Nationwide longitudinal study of
psychological response to September 11. Journal of the American Medical
Association 2002;288:1235-1244. (R)
Intervention studies
Clinical trials
Community trials
Friis & Sellers, chapter 7
Bayer R. The debate over maternal-fetal HIV transmission prevention trials in Africa,
Asia and the Caribbean: Racist exploitation or exploitation of racism? American
Journal of Public Health. 1998;88:567-570. (R)
9
Stein BD, Jaycox LH, Kataoka SH, et al. A mental health intervention for school
children exposed to violence. Journal of the American Medical Association
2003;290:603-611. R)
Optional:
9
10
11
Feinleib M. Editorial: New directions for community intervention trials. American
Journal of Public Health. 1996;86:1696-1697. (R)
Measures of effect
Causality
Data interpretation issues
Friis & Sellers, chapter 2, pages 49-58; chapter 8, pages 262-267; chapter 9
Screening for disease
Friis & Sellers, chapter 10
Elmore JG, Barton MB, Moceri VM, et al. Ten-year risk of false positive screening
mammograms and clinical breast examinations. The New England Journal of
Medicine 1998;338:1089-1096. (R)
Sox HC. Editorial- Benefit and harm associated with screening for breast cancer. The
New England Journal of Medicine 1998;338:1145-1146. (R)
Infectious disease epidemiology
Friis & Sellers, chapter 11
Frey SE, Newman FK, Yan L, et al. Response to smallpox vaccine in persons
immunized in the distant past. Journal of the American Medical Association
2003;289:3295-3299. (R)
Tyler KL. West Nile Virus Encephalitis in American. The New England Journal of
Medicine 2001;344:1858-1859. (R)
Optional:
12
13
Tomes N. The making of a germ panic, then and now. American Journal of Public
Health. 2000;90:191-198. (R
Environmental factors in health and disease
Final Project: Part II due
Friis & Sellers, chapter 12
Cohen D, Spear S, Scribner R et al. “Broken windows” and the risk of gonorrhea.
American Journal of Public Health. 2000;90:230-236. (R)
Exam 2
Chronic disease epidemiology
Friis & Sellers, chapters 14
Nieto FJ. Cardiovascular disease and risk factor epidemiology: A look back at the
10
epidemic of the 20th century. American Journal of Public Health 1999;89: 292-294.
(R)
14
McKinlay JB. A tale of 3 tails. American Journal of Public Health 1999;89: 295-298.
(R).
Epidemiology and public policy/ethics
Final Project: Part III due
Jackson LW, Lee NL, Samet JM. Frequency of policy recommendations in
epidemiologic publications. American Journal of Public Health. 1999;89: 1206-1211.
(R)
Fourtner AW, Fourtner CR, Herreid CF. “Bad Blood:” A case study of the Tuskegee
Syphilis experiment. Journal of College Science Teaching 1994;23:277-285. (R)
Optional:
Gamble VN. Under the shadow of Tuskegee: African Americans and health care.
American Journal of Public Health. 1997;87:1773-1778. (R)
15
16
Thomas SB, Quinn SC. The Tuskegee Syphilis Study, 1932 to 1972: implications for
HIV education and AIDS risk education programs in the black community. American
Journal of Public Health. 1991;81:1498-1505. (R)
Final project presentations
Required Reading
Grading
Evaluation
Assignment Exam 1
Points 50
Exam 2
Final project
50
100-Part I:
30, Part II:
30,
Part III: 40
Final project
presentation Class
participation Group
lab activity Current
events
10 10 40 10
270
Grade
A
B
C
D
F
Points
270 - 243
242 - 216
215 - 189
188 - 162
< 161
(100-90 %)
(89-80 %)
(79-70 %)
(69-60 %)
(<59 %)
A+
A
A-
270 - 258
257 - 250
249 - 243
(100-96 %)
(95-93 %)
(92-90 %)
B+
B
242 - 231
230 - 223
(89-86 %)
(85-83 %)
11
C+
C
C-
215 - 204
203 - 196
195 - 189
(79-76 %)
(75-73 %)
(72-70 %)
D+
D
D-
188 - 177
176 - 169
168 - 162
(69-66 %)
(65-63 %)
(62-60 %)
Competencies Met
Program Outcomes: Competencies for Providing Essential Public Health Services
"The Public Health Workforce: An Agenda for the 21 st Century"
A Report ofthe Public Health Functions Project
U.S. Department of Health and Human Services
Public Health Service
http://web.health.gov/phfunctions/pubhlth. pdf
ES 1 - Monitor health status to identify community health problems.
ES 2 - Diagnose and investigate health problems and health hazards in the community.
ES 8 - Assure a competent public health and personal health care workforce.
ES 9 - Evaluate effectiveness, accessibility, and quality of personal and population-based
health services.
ES 10 -- Research for new insights and innovative solutions to health problems.
ASHP Core Epidemiology Competencies Addressed In EPIB 610
No. Competency
Addressed
1.
Explain the importance of epidemiology for informing scientific,
Yes
ethical, economic and political discussion of health issues.
2.
Describe a public health problem in terms of magnitude, person, time
Yes
and place.
3.
Apply the basic terminology and definitions of epidemiology.
Yes
4.
Identify key sources of data for epidemiologic purposes.
Yes
5.
Calculate basic epidemiology measures.
Yes
6.
Evaluate the strengths and limitations of epidemiologic reports.
Yes
7.
Draw appropriate inferences from epidemiologic data.
Yes
8.
Communicate epidemiologic information to lay and professional
audiences.
9.
Comprehend basic ethical and legal principles pertaining to the
collection, maintenance, use and dissemination of epidemiologic data.
10. Identify the principles and limitations of public health screening
Yes
programs.
12
University of Maryland, College Park
Department of Epidemiology and Biostatistics
EPIB 650: Biostatistics I
Instructor Min Qi Wang
Office Hours: TBN
Office/Phone HHP 2373/301-405-6652
Classroom/time: TBN
Email: mqw@umd.edu
Required Textbook
Course Description
Course Objectives
Grading Procedures
Required: Discovering statistics: using SPSS for windows. Andy Field. 2005
Sage Publications.
Other reference: http://www.statsoftinc.com/textbook/stathome.html
The course covers basic statistical concepts and procedures for MPH students.
The course focuses on applications, hands-on experience, and interpretation of
statistical results.
1. Identify how statistical methods can be used to answer scientific questions.
2. Describe concepts about probability and probability distributions
3. Use descriptive statistics appropriate to the measurement variables
4. Use inferential statistics appropriate to the type of data and study design
5. Develop an appropriate statistical model to analyze data to address a scientific
research question
6. Compute estimates and/or test statistics using a standard statistical software
package
7. Interpret statistical results
8. State statistical assumptions that are the basis for conclusions of results
9. Present the results of analyses
Students will be graded from 2 mid-term examinations and a final examination.
Grades will be determined on a 100-pt scale by the following methods:
Exam 1:
Exam 2:
Exam 3:
90-100 point
80-89 point
70-79 point
60-69 point
Below 60
Course Policies
30%
30%
40%
A
B
C
D
F
Accommodations for students with disabilities:
If you have a documented disability and wish to discuss academic
accommodations for test taking or other needs, please talk to me as soon as
possible. You will need documentation from Disability Support Service (3147682.) If you intend to take any or all exams at DSS it is your responsibility to
notify me as soon as possible.
Academic Integrity:
13
Class
Number
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
Date
TBN
The University's code of academic integrity is designed to ensure that the
principle of academic honesty is upheld. Any of the following acts, when
committed by a student, shall constitute academic dishonesty:
./' CHEATING: intentionally using or attempting to use unauthorized
materials, information, or study aids in an academic exercise .
./' F ABRI CATION: intentional and unauthorized falsification or invention of
any information or citation in an academic exercise .
./' FACILITATING ACADEMIC DISHONESTY: intentionally or
knowingly helping or attempting to help another to violate any provision
of this code .
./' PLAGIARISM: intentionally or knowingly representing the words or ideas
of another as one's own in any academic exercise.
For more information: http://www . inform.
umd.edu/Campuslnfo/Departments/PRES/po Ii cies/iii I OOa.html
Religious Observances:
The University System of Maryland policy provides that students should not be
penalized because of observances of their religious beliefs; students shall be
given an opportunity, whenever feasible, to make up within a reasonable time any
academic assignment that is missed due to individual participation in religious
observances. It is the student's responsibility to inform the instructor in advance
of any intended absences for religious observance.
Course Outline and Assignments
Topic
Reading / Assignment
Introduction, overview of statistical topics that will
be covered, software to be used
Descriptive statistics (mean, standard deviation,
Kurtosis, skewness), probability and
normal distributions, sampling error, and one sample
test
Independent T-test, Paired T-test, Assumptions test,
degrees of freedom
One-way analysis of variance (ANOVA) and followup test
Examination I
Correlations and linear regression
Multiple linear regression
Multiple linear regression
Examination II
Proportion and chi-square
Logistic regression
Multivariate logistic regression
Multivariate logistic regression
Multivariate logistic regression
Summary of statistical applications
Final Examination
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Chapters 1, 2, 3
Chapter 7.4, 7.5, 7.6
Chapter 8
Chapters 4, 5
Chapter 5
Chapter 5
Chapter 2
Chapter 6
Chapter 6
Chapter 6
HLTH 781 Research Seminar in Community and Behavioral Health
Purpose
The purpose is to enhance the culture of scientific thinking and application in the Department of Public
and Community Health, and facilitate faculty and student engagement in academic discussion and debate.
Time
Seminars are held every other week throughout the semester on afternoons (any Monday through
Thursday) from 4:00 – 5:30 PM. The exact days are chosen such that the seminar does not conflict with a
doctoral level class.
Format
The seminar consists of faculty, student, and guest presentations and discussion panels about theory-based
research including: research in progress, distilled research findings, or related issues. The research
seminar will be used to enhance student professional presentation and writing skills, as well as their
theory, methods and statistics skills.
Participation
Participation is required for all graduate students that have signed up for the seminar. All graduate faculty
are encouraged to attend. All students, staff, other departmental faculty, and non-department faculty are
welcome to attend.
Organization of Doctoral Credits
The seminar replaces “Professional Presentations and Writing (3 credits)” in the doctoral program.
Students will take one credit of the research seminar over three semesters for a total of three credits. One
credit will be taken as part of the Advanced Theory and Applications coursework, one as part of the
Advanced Research Methods and Statistics coursework, and the final credit will be completed as part of
the students’ Individualized Research Plan. Hence, the total number of credits in the PhD program will
not change (72) although the number of credits associated with each individual program component will.
Specifically, Advanced Theory and Applications will go from the current nine to seven credits because
HLTH 698 (Professional Presentations and Writing) will no longer be offered under this component and
the one seminar credit will be added. Advanced Research Methods and Statistics will change from 12 to
13 credits while the Individualized Research Plan will change from 15 to 16 credits as one seminar credit
will be added to each of these components.
Student Requirements
During each semester of the seminar, a specific benchmark must be completed by the student. In every
semester, students must read the assigned articles and come up with discussion questions related to the
article/presentation. In the second semester, in addition to reading the articles and preparing questions,
students must write and submit an abstract to Graduate Research Interaction Day (GRID) or some other
professional meeting (i.e. APHA, SBM, ESG, etc.) and if it is accepted, give the presentation at the
particular meeting or conference. In the third semester, again in addition to the articles and discussion
questions, students must present their research in the seminar. The expectation is that their dissertation
proposal, dissertation pilot data, or some other research that students are conducting (most likely as part
of their mentored research experience) will be presented. Doctoral students will participate in the
seminars and meet with the seminar director from 5:30-6:00 PM. The post-seminar sessions will serve as
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the “administrative” time associated with the students’ required assignments. Students will receive grades
of Pass/Fail for each of the three semesters.
Faculty Responsibilities
The research seminar will be assigned to one faculty member to replace the course “Professional
Presentations, and Writing”. The seminar Director will be part of that faculty member’s regular teaching
load as negotiated with the Chair. Anticipated Director tasks include arranging the seminar schedule for
the semester with the Chair, recruiting and communicating with presenters, identifying articles for
students with the assistance of presenters, assisting students in their various assignments, grading any
assignments required of students, securing seminar rooms and equipment, providing presenters with
guidelines for the presentations, announcing seminars to faculty and students at-large, and conducing
evaluation of the seminars by faculty and students.
In addition to the presenter, the Chair of the Department will appoint two faculty members to each
seminar to serve as discussants. Hence, at least two faculty members, in addition to the seminar Director,
will be actively involved in every seminar. In addition, the Seminar Director may assign a guest
discussant. Discussants will be responsible for participating in and leading discussion.
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