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Welcome to Quantitative Research and Advanced Statistics I - DHS 608. Please read the information on this page before proceeding to the course assignments. Prerequisites:
DHS 604
Credit Hours: 4 Semester Hours About your Instructor
Professor Frank Gomez received his Doctorate in Public Health with an emphasis in Environmental Health and a minor in Management from the School of Public Health, University of California, Los Angeles. He also earned his Master of Public Health from UCLA's School of Public Health. He has over 30 years of experience in environmental health and public health. He also has over 26 years collegiate teaching experience in three universities and has taught a wide range of environmental health/public health courses, as well as, research courses in the health sciences. Dr. Gomez has received several national awards and recognition from the U.S. EPA, the National Environmental Health Association, and the California Environmental Health Association. He was appointed to the State of California Registered Environmental Health Specialists Certification Committee and served for nine years. He also held the position as General Chair of the National Accreditation Council for Environmental Health Science and Protection. He also served as president of the National Association of Noise Control officials and was a Community Noise Advisor to the ECHO Program sponsored by the National League of Cities. Instructor Contact Information Office hours: Every weekday, 8:00 a.m. - 5:00 p.m. (PST) Email messages are responded to within 24 hours and are usually checked over weekends and holidays. Email address: fgomez@tuiu.edu Telephone and fax numbers: (714) 226-9840 Ext. 2010 FAX (714) 226-9844
Course Description This course reviews and builds on prior knowledge of inferential statistics, including correlation, regression, t-test, Chi square, ANOVA, MANOVA and MANCOVA as a foundation for the study of experimental design, correlation analysis, models with unobserved variables, casual models, cluster and factor analysis, multiple regression and discrimination function. Emphasis is on research applications and clinical implications. Fundamental issues of causality and design issues pertinent to causality are included using randomized clinical trial models for experimental designs. Methods of sampling, longitudinal studies and issues in data collection and measurement are considered. Explores research questions, methods and statistical approaches. Significance of the Course within the Program Doctor of Philosophy in Health Science objectives are listed at active link This course will either implicitly or explicitly address the following program objectives:
Course Overview This course is intended to introduce the student to basic and advanced methods of research in health sciences. Students will apply quantitative research models in evaluating various research opportunities. These tools will be utilized in both the integrative project and the PhD dissertation. The course will include such topics as problem definition, formulation of hypotheses, research methodologies, design and development, parametric and non- parametric statistics, data collection and analysis. Mastery of these skills will be demonstrated by the student through the completion of a session long application project.
Data analysis for this course is taught through the use of SPSS. You will find that it is a very powerful statistical program that allows you to do most major types of data analysis which was virtually impossible for a student to do unless they were trained as a statistician only two decades ago.
What does this mean to the student enrolled in this course? The focus of the data analysis aspect of this course is on the interpretation of the SPSS outputs rather than the mechanics of the calculation. You will understand just how helpful SPSS is to conducting the type of analysis of your data required to answer your hypothesis or research question.
Course Expectations
It is very important that you read and understand the following statement. I have found that it is necessary for all students in the TUI PhD program to read and develop an understanding of exactly what a PhD program is about as you pursue your degree. Many of our students enter this program with the perception that a Ph.D. is just an advanced masters degree. It is not!
A PhD program is about developing the mind of the student to learn to think independently as a researcher. It is a process and it demands that one understand rigor and substance and apply it to their work. It is unlike any other degree. Therefore, you must understand that this course is all about learning and developing your work so it meets an appropriate standard for a doctoral program and the preparation of an acceptable dissertation
During this course you will be expected to appropriately present your assignments in APA 5th Ed format after it has been properly researched and organized. You are also expected to demonstrate an ability to investigate a topic on your own and learn what you need to know to complete your assignments. For example, some students believe that we should spend the time to teach them APA and actually edit their proposals and dissertations. That is a PhD student's responsibility.
Please keep in mind that this is a core course in the Ph.D. Program and extensions are not given to those students who do not complete this course.
Learning Objectives By the end of this course, the student shall be able to satisfy the following outcomes expectations:
Course Content and Schedule
<top> Course requirements Case Assignments The case assignment (case study) is a written description of a problem or situation. "Most cases are a snapshot of a particular situation within a complex environment." The purpose of the case assignments in this course is to place the student in a position which will require research, synthesis of information and critical thought. You will be asked to distinguish pertinent from peripheral facts, to identify central alternatives among several issues competing for attention, and to formulate strategies and recommendations. The method provides an opportunity to sharpen problem-solving skills and to improve your ability to think and reason rigorously. Note that your response will require research, synthesis of information and critical thought. The Case Assignments represent 60% of the student’s overall grade.
The Session Long Project consists of an integrative project emphasizing the personalized application of each module's concepts from the course. For Modules 1-5, students are required to engage in an original integrative project reflecting their comprehensive knowledge of and ability to apply the course materials. Each component of the SLP will be graded on a modular basis. The Session Long Project represents 30% of the student’s overall grade.
The threaded discussions will afford the student opportunities for synchronous as well as asynchronous lecture/discussions. The threaded discussion affords the student a forum for intellectually engaging other students in critical analysis and discussion of modular topics, as directed and moderated by the professor. The minimum interaction expected of you is to respond to this question / topic during the first week of each module. During the 2nd week of each module, you are expected to read through responses by peers (from week 1 of the module) and post a 2nd response addressing 1 or more of the shared ideas.
The Threaded
Discussions
Horizon Live Conferencing As a "live course", I will be scheduling one live conference per module. The purpose of this course component is to provide further explanations of the concepts being addressed and answer any questions you may have. Your participation in 1 live conference for each module will contribute 5% toward your final course grade. You will receive an email at the start of the session concerning the days/times in which these conferences will be held, along with additional details concerning the format of these conferences. Together, the Threaded Discussions and HorizonLive Conferences represent 10% of the student’s overall grade.
Grading You will be evaluated on the quality and comprehensiveness of all written assignments submitted (case assignments and the Session Long Projects) as well as participation in weekly threaded discussions. Grades will be awarded on an A through F scale with A being awarded for outstanding work and F being awarded for very poor or no work. Your course grade will be based on the grades received on your assignments according the following weighting scale.
Assignment Due Dates
Be sure to review the TUI Calendar for important module due dates.
Please note that assignment due dates are the Monday following the second Friday of each module. For students not yet familiar with the model of instruction at TUI, information is available about course navigation and the various components of TUI courses.
<top> Policies Grades of Incomplete Ph.D. Students in Horizon Live Courses (live Courses) are not eligible to request a grade of Incomplete. The academic importance of the Live Courses is such that no extenuating circumstances will be considered. Grade Appeal All grade challenges and appeals shall follow TUIU Policy. Please visit the TUIU catalog/website for the applicable policy and procedure. Student Disabilities
Students with a documented disability who require assistance must provide appropriate documentation and request accommodations (based on disability) upon registration. Students must provide documentation from an appropriate professional verifying the presence and impact of the disability. The Director of Student Services reviews the documentation and determines eligibility for reasonable accommodations as permitted by applicable laws.
In recognition of the various religious or faith beliefs of students and to ensure that the academic programs and services of TUIU shall be available to all qualified students who have been admitted to its programs, regardless of individual religious beliefs, students shall not be penalized for observances of religious holidays. APA Style TUIU requires all PhD work to be in APA form. We also encourage all other students to comply with guidelines for proper citation of references. You may use the information found on the following links: http://owl.english.purdue.edu/handouts/research/r_apa.html
TUIU demands a level of scholarly behavior and academic honesty on the part of students. Violations by students exhibiting dishonesty while carrying out academic assignments and the procedures for dealing with academic integrity are set forth in the TUIU student handbook. Be sure you understand the meaning of plagiarism. “Plagiarism is the act of using the work of another and representing it as your own. Plagiarism is one of the most serious infractions in an academic setting and subject to disciplinary action.” Please familiarize yourself with the TUIU Policy on Plagiarism.
Materials used in connection with courses at TUIU may be subject to copyright protections and are intended solely for the use of students officially enrolled at TUIU. The materials in each course are intended for private study, scholarship and research as associated with the requirements of the course, and may not be retained, duplicated or disseminated without express permission of the holder of the copyright. <top> Course Materials / BibliographyATTENTION: This is a live course and there are no extensions or Incomplete grades. All course work must be submitted prior to the end of the session. References (All Modules) Watt, James H., van den Berg, Sjef. (2002) Research Methods for Communication Science. A textbook available at http://www.llc.rpi.edu/web/ResearchMethodsForCommunicationScience/?Basic+Tools+of+Research Module One Required Readings John Knight, Daniel Tracy. (2007) Pre-Assessment of Data Collection Procedures: Planning to Fail by Failing to Plan, Journal of American Academy of Business, Cambridge. Hollywood: Mar 2007. Vol. 10, Iss. 2; p. 282 (7 pages) Jessie P.H. Poon (2004). Quantitative methods: past and present, Progress in Human Geography. London: Dec 2004. Vol. 28, Iss. 6; p. 807 Diabetes and sleep disturbances: Findings from the Sleep Heart Health Study, Helaine E Resnick; Susan Redline; Eyal Shahar; Adele Gilpin; et al. Diabetes Care; Mar 2003; 26, 3; Research Library, pg. 702
Weber Cullen, Karen;
Lara, Katina M; de Moor, Carl. (2002).Children's dietary fat intake and fat
practices vary by meal and day American Dietetic Association. Journal of the
American Dietetic Association; Dec 2002; 102, 12; Research Library Watt, James H. and van den Berg, Sjef (2002). Research Methods For Communication Science, Chapter 11 - Describing Bivariate Relationships. Retrieved from the Web on January 4, 2008 at http://www.llc.rpi.edu/web/ResearchMethodsForCommunicationScience/ch11.pdf. Module Two
Recommended Readings G. Guyatt, R. Jaeschke, N. Heddle, D. Cook, H. Shannon and S. Walter (1995) Basic statistics for clinicians: 1. Hypothesis testing, Canadian Medical Association Journal, Vol 152, Issue 1 27-32. Retrieved from the Web on June 27, 2008 at http://www.cmaj.ca/pdfs/152_1_27.pdf The Survey System. (2000) Statistical Significance. Retrieved from the Web on April 21, 2006 at http://www.surveysystem.com/signif.htm Yeou-Mei Christiana Liu; Shelley Williams; Carlota Basualdo-Hammond; Derek Stevens, Roselind Curtis (2003). A prospective study: Growth and nutritional status of children treated with the ketogenic diet, American Dietetic Association. Journal of the American Dietetic Association; Jun 2003; 103, 6; Research Library, pg. 707 Susan M Cera; Gamal Mostafa; Ronald Sing; Jennifer L Sarafin; et al (2003). Physiologic predictors of survival in post-traumatic arrest, The American Surgeon; Feb 2003; 69, 2; Research Library pg. 140 Module Three Required Readings Dixon, Peter. (2003).The p-value fallacy and how to avoid it, Canadian Journal of Experimental Psychology; Sep 2003; 57, 3; Research Library, pg. 189 Lai,Christopher & Wiggins,Matthew S.(2003). Burnout perceptions over time in NCAA Division I soccer players, International Sports Journal; Summer 2003; 7, 2; Research Library pg. 120 Sherman, Ronald. (2003). A Maggot therapy for treating diabetic foot ulcers unresponsive to conventional therapy, Diabetes Care; Feb 2003; 26, 2; Research Library pg. 446 Module Four Required Readings Higgins, Joan Wharf; Gaul, Catherine; Gibbons, Sandra; & Van Gyn, Geraldine. (2003). Factors influencing physical activity levels among Canadian youth. Canadian Journal of Public Health; Jan/Feb 2003; 94, 1; Research Library pg. 45 Malone, Marilyn, Hill, Amanda, & Smith, Geoff. (2002) Three-month follow up of patients discharged from a geriatric day hospital, Age and Ageing; Nov 2002; 31, 6; Research Library, pg. 471 Smith, Rachel A., Levine, Timothy R., Lachlan, Kenneth A., & Fediuk,Thomas A. (2002). The High Cost of Complexity in Experimental Design and Data Analysis, Human Communication Research; Oct 1, 2002; 28, 4; Research Library, pg. 515 Aaron French, John Poulsen, and Angela Yu. Multivariate Analysis of Variance (MANOVA), Retrieved from the Web on February 18, 2007 at http://userwww.sfsu.edu/~efc/classes/biol710/manova/manovanew.htm Garson, David. GLM: MANOVA and MANCOVA, Retrieved from the Web at http://www2.chass.ncsu.edu/garson/PA765/manova.htm on Nov. 16, 2006 Simple Effects Test Following a Significant Interaction, http://www.upa.pdx.edu/IOA/newsom/da1/ho_simple%20effects.doc MANOVA (Definition, Key Concepts, Research Design, Assumptions) Retrieved from the Web on February 18, 2007 at http://www.richmond.edu/~pli/psy538/MANOVA/index.html Module Five Required Readings Hopkins, Will G., (2002). Analysis of Covariance (ANCOVA), A New View of Statistics. Retrieved from the Web on February 28, 2007 at http://sportsci.org/resource/stats/ancova.html. Hopkins, Will G., (2002). COMPLEX MODELS, A New View of Statistics. Retrieved from the Web on February 28, 2007 at http://sportsci.org/resource/stats/complex.html. Mike Martin; Scott M. Hofer, Intraindividual Variability, Change, and Aging: Conceptual and Analytical Issues, Gerontology; Jan/Feb 2004; 50, 1; ProQuest Psychology Journals, pg. 7 Marie T Ruel. Operationalizing dietary diversity: A review of measurement issues and research priorities1,2; The Journal of Nutrition. Bethesda: Nov 2003. Vol. 133, Iss. 11S-II; pg. 3911S Michael A Hunter; Richard B May, Statistical testing and null distributions: What to do when samples are not random, Canadian Journal of Experimental Psychology; Sep 2003; 57, 3; Research Library pg. 176 Recommended Reading Millard, Richard W., Carver, Joseph R. (1999) Cross-sectional Comparison of Live and Interactive Voice Recognition Administration of the SF-12 Health Status Survey. THE AMERICAN JOURNAL OF MANAGED CARE, Vol. 5, No. 2 159. Retrieved from the Web at http://www.ajmc.com/files/articlefiles/AJMC99febMillardp153_159.pdf Vera Sit. (1998). On the presentation of statistical results: a synthesis. Biometrics Information, Pamphlet No. 58, March 18, 1998. Retrieved from the Web at http://www.for.gov.bc.ca/hre/biopamph/pamp58.pdf (Click here for Link) <top> |
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