PUBH 399

Public Health Capstone

COURSE SYLLABUS
Spring 2023

Credits: 3.0
Meeting Days: Tuesday & Thursday
Meeting Time: 11:30 am – 12:45 pm
Meeting Place: SES 123

Sakai Course Site: https://sakai.luc.edu/portal/site/PUBH_399_01E_3869_1232

Co-instructor: Sparkle Springfield, PhD

Office: CTRE 545 (Loyola University Medical Center – Maywood, IL)
Office Hours: By appointment only
Email: sspringfield@luc.edu

Co-instructor: Justin Harbison, PhD

Office: CTRE 530
Office Hours: By appointment only
Email: jharbison@luc.edu

“The function of education, therefore, is to teach one to think intensively and to think critically.”
– Dr. Martin Luther King, Jr.

Course Description: Students will examine a public health problem through a scholarly research project. With the
guidance of a mentor, students will produce a written report and oral presentation that demonstrate a deep
understanding of the topic and mastery of the public health competencies related to public health communication and
information literacy.

This course serves as a capstone to students’ educational experience. As such, students are expected to integrate,
synthesize, and apply the knowledge and skills they have acquired throughout the BSPH program. To promote the
integration of learning and the ability to generalize from past experiences, students will capture, organize and curate
samples of work completed throughout the program. Reflections are an essential part of a student’s experience as they
help students elicit meaning from their learning experiences, make connections across ideas/experiences, and become
more aware of their development as a thinker/learner/emerging public health professional who is prepared to lead their
communities in effecting social change and making strides toward social justice.

Course Objectives: In this course students will learn basic concepts, vocabulary, and the professional framework unique
to public health. At completion of the course students will be able to:
1. Apply the principle of the scientific method to manuscript preparation and development
2. Define a research question and describe how it relates to health equity promotion
3. Identify appropriate methods to address specific research question
4. Conduct a literature review with professional citations yield from a citation manager
5. Create data visualization that effectively communicate research findings
6. Put together a full manuscript draft and corresponding poster presentation
Course Prerequisites: Respect for diversity and inclusion, and an openness to learning new things, critical thinking,
problem-solving, and reflecting on your own positionality. You should have prior basic knowledge of health behavior
theory, statistics and epidemiology, and scientific research (e.g., the scientific method).

Course Text and Other Resources:

Introduction to Research and Medical Literature for Health Professionals, 5th edition, Forister & Blessing. Note course
text corresponds to CEPH Public Health concepts are outlined below.

CEPH Public Health Domain specific concepts covered in course (associated textbook chapter, assignments):
1. Basic Concepts of Data Collection (Chaps 1-2, 6-8)
2. Basic Methods of Data Collection (Chaps 1-2, 6-8)
3. Basic Tools of Data Collection (Chaps 1-2, 6-8)
4. Data Usage (Chaps 6, 10, 12, Research manuscript)
5. Data Analysis (Chaps 6, 10, 12, Research manuscript)
6. Evidence-based Approaches (Chap 6)
7. Introduction to Processes and Approaches to Identify Needs and Concerns of Populations (Chaps 3-5, 9)
8. Introduction to Approaches and Interventions to Address Needs and Concerns of Populations (Chaps 3-5, 9)
9. Introduction to Evaluation Concepts and Features (Chaps 6-11)
10. Professional writing (Chap 10, Research manuscript)
11. Use of Electronic Technology (Employer-ready Digication page, URES presentation)

Course Research Project for Spring 2023: To be presented at LUC URES, students will develop a full manuscript draft and
poster presentation based on data collected from young (ages 18-35) African American women. Students whose
advanced projects are awaiting Dr. Springfield's evaluation will have the opportunity to be submitted to peer-reviewed
journals.

Students will work in four writing groups according to the public health research topics and methodological
approaches below. All writing projects with be supported by Dr. Springfield's data set that is focused on young African
American women. Students will read foundational background literature to gain a deeper understanding of the lived
experience of young African Americans and the promotion of health equity.

Although the course instructors will train students on manuscript preparation and serve as project mentors, each
student group is strongly encouraged to utilize outside resources including identify an additional subject matter experts
(community members with the lived experience, Loyola faculty, library archives, informal interviews, etc.), with
expertise in the topic of interest to serve as a technical advisor.

1. Application of theory: Application of the socioecological model to dietary behaviors

a. Identify the best evidence for improving fruit and vegetable consumption
2. Dietary assessment: This paper will compare a longer diet and assessment to a short dietary assessment to
support the identification of a brief dietary assessment measure
a. Statistical Analysis: SPSS, descriptive statistics, correlation, and regression
3. Lifestyle guidelines: This will focus on adherence to CVD prevention guidelines
a. Statistical Analysis: SPSS, descriptive statistics, correlation, and regression
4. Cultural predictors: Social predictors of protective CVD behaviors
a. Statistical Analysis: SPSS, descriptive statistics, correlation, and regression

Each group will generate a scientific manuscript that will be submitted for publication at the end of the
semester.
Individually, students will generate a 10-15-minute recorded presentation of their group’s research. A template for the
manuscript and presentation will be provided. Students should plan on working at least 5-10 hours a week on their
research and incorporate these capstone activities into their final reflection. Students will then upload their presentation
to the Undergraduate Research and Engagement Symposium.

These are some online resources that you may find helpful:

Instructional materials available online:

Sample Resources for Sketchbook Assignments and Online Journal

• J.A.N.E.: https://jane.biosemantics.org/
• Canva: https://www.canva.com/
• Powtoon: https://www.powtoon.com/?locale=en
• Slidesgo: https://slidesgo.com/

Methods of Instruction: Students will be enrolled into the Sakai course site each semester after registering. The Sakai
course site is the primary content area for instructors to post lecture notes and reading materials, make
announcements, conduct online forum discussions, and post and update grades. Students are expected to log into the
course site regularly during the week to learn about any developments related to the course including instructions for
weekly assignments (e.g., this week’s agenda) and due dates. To that end, students will submit course assignments via
Sakai and potentially communicate with classmates, particularly concerning group assignments. Learn more about
Sakai at https://sakai.luc.edu.

Course Format and Requirements:

Currently, this is an in-person class. A reoccurring Zoom link is listed on Sakai under the “Zoom” module tab if we have
class online.

Each week we will have two sessions (e.g., Tuesday, Thursday) that follow the format outlined below. Note, Tuesday
class will mainly comprise of a lecture and larger group discussion and Thursday class will focus on in-class exercises
and smaller group discussion:
1. Announcements (e.g., key reflections)
2. Introduction to the topic (e.g., brief lecture, discussion questions)
3. Group in-class exercise (e.g., group work, presentations)
4. Review of writing progress and next week’s expectations (e.g., assignments)

Assignments (due date): Students are expected to complete six (6) assignments to gain an in-depth understanding of
health behavior change theory with consideration of sociohistorical contextual factors, and thereby appreciate the
complex nature of fostering health behavior change and health promotion within a specific population. Note, all
assignments are group assignments with the exceptions of 1-4, and 16. Each student will be responsible for submitting
individual assignments via the Sakai site. Assignment rubrics and details are provided for each assignment on Sakai. See
brief assignment descriptions below.

*Note, since the main assignments build upon prerequisites, readings, and media, it is important that students keep on
top of their weekly materials. Students are also expected to incorporate feedback of the Professors into their
assignments. Failure to address feedback in writing assignments will negatively impact student participation grade.
Please speak to Professor Springfield and Harbison in advance if you anticipate challenges with meeting the
requirements of understanding feedback of any given assignment.

• Assignment 1 (01/24): CITI training modules. Complete CITI training for social behavioral science. Loyola
University Chicago uses the online training course called the Collaborative IRB Training Initiative (CITI) course to
 provide convenient web-based training programs to the research community. Completion of the CITI course
quizzes with an overall score of 80 percent is required for certification

• Assignment 2 (01/31): Identify 10 articles relevant to your research topic. Students must identify at least 10
peer-reviewed articles relevant to their research topic with scholarly search engine (e.g., Google scholar) and
gain approval from course instructors. Incorporating one example paper that has a similar topic, research
questions, and/or methodological approach to their project. Must identify a model article to guide their
research project.

• Assignment 3 (02/07): Annotated bibliography. Building on Assignment 3, students will write a brief
description of each article (200+ words). This is an opportunity for students to gain a deeper understanding of
the articles they have found, the value that they contribute to the overall project (for example, provide content
expertise on dietary behaviors in young African American women, provide background on study variables), and
set the stage for the literature review. Note, these articles must be included in an Endnote library and include
APA citations.

• Assignment 4 (02/14): Literature review. Building on Assignment 4, each group is required to conduct a
literature review by describing at least 10 articles that will be used to compose the introduction/background
for their group's manuscript. All articles must summarize evidence that is relevant to the student-led group
research project and be approved by the course instructors.

• Assignment 5 (02/21): Study Aims, Hypothesis, and specific objectives. Students must clarify their project
aims, hypothesis, and the specific objective for their project in writing.

• Assignment 6 – Mid-term - (02/28): Introduction (group submission). As part of their larger manuscript,
student groups will complete a three to six paragraph introduction which conveys the context of the research
being conducted by summarizing current understanding and background information about the topic, stating
the purpose of the work in the form of a hypothesis, question, or research problem (based on Assignment 6),
describing the rationale, methodological approach, and highlighting the potential outcomes that could be
revealed by your study, and outlining the remaining structure of the paper.

• Assignment 7 (03/14): Methods (group submission). As a part of their larger manuscript, each student group
will write a method section that describes the study design, study measures, and statistical analysis. The
methods section should explain how the data was collected and analyzed. It should be written in the past tense
and be direct and precise. Note, by this time one student from each writing group must complete registration
for the URES symposium.

• Assignment 8 (03/21): Methods – Data Analysis and outputs (group submission). In the methods section,
student groups will submit their project data analysis final output (statistical analysis, application of theory) for
class interpretation.

• Assignment 9 (03/28): Methods – Data tables (group submission). Data tables for student projects will be
submitted as part of the methods section. In these tables, relevant data must be presented in line with the
study aims, with appropriate labels, units, and variables included.

• Assignment 10 (04/04): Methods – Data visualization (group submission). Students will submit data
visualizations as part of the methods section. Figures will be created to correspond with data tables to provide
a visual representation of the data. Data figures must be presented in alignment with the study's aims, with
appropriate labels, units, and variables.
 • Assignment 11 (04/11): Results (group submission). Students will submit a results section which narrate the
key findings from their research projects. It must include a description of all tables and figures developed in
previous assignments.

• Assignment 12 (04/18): Discussion (group submission). Students will submit a draft of their discussion section
that compares at least three of their major findings with the broader literature, identifies at least three study
strengths and weaknesses (limitations), study conclusions, three real world implications for the project along
with at least one next step. Note, the discussion should include APA formatted citations.

• Assignment 13 (04/25): URES poster presentation and full manuscript draft with citations (group
submission). Students will submit a recorder poster presentation to the 2023 LUC URES symposium as well as a
full manuscript on their research project that is suitable for submission to a peer-reviewed journal.

• Assignment 14 (05/02): Enhanced 1 page resume. Students will develop a 1-page resume based on guidance
from LUC Career Center and connect it to an associated Digication page. Additionally compose three emails
thanking people who helped you develop the final products (eg. MS, poster) for this course.

Participation (ongoing throughout the semester): In response to assigned media content, students will have
opportunities to regularly reflect on lessons learned, positionality, and their awareness of the community’s cultural
values and practices. Students are required to log thirteen (at least 50 words) forum reflections on Sakai.

Contacting course instructors via email: As this course is co-taught, please be respectful to both instructors and
include both Drs. Springfield and Harbison in emails related to course content and expectations. This will help minimize
miscommunication and confusion.

No exams!

Grades will be assigned as follows:

Assignments: Points Grade Weight
Assignments 10 60%
Midterm 15 15%
Final Presentation 30 15%
Final MS
URES presentation
Participation: 5 10%
*Note, participation means coming to class, completing reflections, and in-class assignments

Policy for last assignments and absence

• Assignments submitted after assigned deadlines are considered late. Note, exceptions can be made only for
excused absences (e.g., medical leave, family emergencies). In these cases, please notify Profs. Harbison and
Springfield via email as soon as possible. Late Assignments will NOT be accepted. To receive full credit for class
absence students must submit a 2-page double space summary of an article identified in their literature review
within a week of missed class. No exceptions.

Grade A A- B+ B B- C+ C C- D+ D F
90- 87- 83- 80- 77- 73- 70- 66- 60-
Points 93-100 0-59.99
92.99 89.99 86.99 82.99 79.99 76.99 72.99 69.99 65.99

Each student is required to abide by Loyola University Chicago policies as well as Parkinson School policies. LUC policies
may be found in the university catalog https://www.luc.edu/ academics/catalog/undergrad/reg.shtml.
In addition, students must maintain at all times a grade-point average (GPA) of not less than 2.5 for all undergraduate
level courses. No student will be graduated with less than a 2.5 grade point average.

Course Evaluation Expectation: It is a professional expectation that all students participate in course evaluations to
guide ongoing program improvement.

Pedagogical Approach: Culturally responsive teaching

Culture is central to learning. It plays a role not only in communicating and receiving information, but also in shaping the
thinking process of groups and individuals. Dr. Springfield’s teaching approach acknowledges, responds to, and
celebrates fundamental cultures, and offers full, equitable access to education for students from all cultures. The
overarching aim is to foster relationships and provide a space wherein ethnically diverse students are recognized,
respected, valued, seen, and heard.

General Expectations: Respect yourself, others, and strive to be an agent of change. Against the stark backdrop of the
COVID-19 pandemic, divisions along racial, ethnic, religious, and cultural lines have amplified healthcare disparities,
inequities, and have exacerbated vulnerabilities. While there is not necessarily a right way to address the public health
issues of today, there are certainly wrong ways.
In this course we will examine and discuss controversial, polemic, and sensitive topics, such as anti-Black
racism, White supremacy, and historical and modern injustices. Some of the media content is R-rated, contains harsh
and inappropriate language (e.g., cursing, identity slurs), and may be triggering given the social climate of today. Please
do not repeat this language verbatim during class discussions. While I maintain that it is important for public health
professionals to be aware of the issues, I also recognize the emotional stress of covering these topics. As such, I will
hold space for students to express their feelings both inside and outside of the classroom. Additionally, I have provided
information about how to access mental health services (below).

Mental Health Resources: If you find that health problems, life stressors, or emotions are interfering with your
academic or personal success, and you are therefore struggling to cope with or to complete your academic
assignments, please consider contacting Perspectives for Students. This independent behavioral healthcare
organization offers free healthcare services, crisis interventions, individual counseling (time-limited), and group
therapies. Since it is at arm’s length, the office not only maintains strict confidentiality, what is discussed will have no
bearing on your educational records.

You can make an appointment to speak with a counsellor by calling 1-800-456-6327. The call center is staffed with
masters-level counselors who are available 24/7 to provide you with access to information, resources, and crisis
support. For online resources, go to Perspectives and enter “LUC500” for your user ID and “perspectives” for the
password.

Academic Integrity: Honesty and fairness in using information that we obtain from others, in attributing the origin of
such information, in communicating our own findings accurately, and in attributing credit to our collaborators for their
contributions, are aspects of personal ethics essential to the functioning of the scientific enterprise.

These academic integrity standards and regulations are found in: http://www.luc.edu/academics/
catalog/undergrad/reg_academicintegrity.shtml
Course Accommodations: Loyola University provides reasonable accommodations for students with disabilities. Any
student requesting accommodations related to a disability or other condition is required to register with Student
Accessibility Center (SAC), located in Sullivan Center, Suite 117. Students will provide professors with an accommodation
notification from SAC, preferably within the first two weeks of class. Students are encouraged to meet with their
professor individually in order to discuss their accommodations. All information will remain confidential. For more
information or further assistance, please call 773.508.3700 or follow this link: https://www.luc.edu/sac/
Student Support
Student Support Resources:
• Writing Center
o http://www.luc.edu/writing/
• ITS Help Desk
o helpdesk@luc.edu
o 773-508-4487
• Career Development Center
o https://www.luc.edu/career/index.shtml
o Megan Sieberg, Career Development Advisor msieberg@luc.edu
• Public Health Job Board
o http://lucphjobs.blogspot.com/
• Library
o Liaison: Cara Forster cforster1@luc.edu
o Subject Specialists: http://libraries.luc.edu/specialists
• Digication (Loyola’s e-portfolio platform)
o https://www.luc.edu/experiential/learningportfolio/digication/
• Student Accessibility Center
o https://www.luc.edu/sac/
• Tutoring Center
o https://www.luc.edu/tutoring/index.shtml
• Ethics Hotline
o http://luc.edu/sglc/aboutus/
o 855.603.6988
• Academic Grievance Procedure
o https://www.luc.edu/academics/catalog/undergrad/reg_academicgrievance.shtml
• Wellness Center
o During the semester, if you find that health problems, life stressors or emotional difficulties are
disrupting with your academic or personal success, and you are finding it difficult to cope or to
complete your academic work, please consider contacting the Wellness Center. Healthcare
services, crisis intervention, time-limited individual counseling, and group therapies are free of
charge, and strictly confidential, having nothing to do with your educational records.
o You can make an appointment online at www.luc.edu/wellness/appointment. You may also call
773-508-2530 for counseling appointments or 773-508-8883 to speak with a nurse about
medical concerns. More information is available at http://www.luc.edu/wellness. If your medical
or mental health condition requires ongoing academic accommodations, please register with
Student Accessibility Services, https://www.luc.edu/sac, and provide me with a copy of your
accommodation letter.

For additional B.S. in Public Health Program information, questions, or concerns, please contact:
Keith Kramer, BSPH Program Coordinator/Advisor, kkramer4@luc.edu
Dr. Julie Darnell, BSPH Program Director, jdarnell1@luc.edu

Privacy Statement
Assuring privacy among faculty and students engaged in online and face-to-face instructional activities helps promote
open and robust conversations and mitigates concerns that comments made within the context of the class will be
shared beyond the classroom. As such, recordings of instructional activities occurring in online or face-to-face classes
may be used solely for internal class purposes by the faculty member and students registered for the course, and only
during the period in which the course is offered. Students will be informed of such recordings by a statement in the
syllabus for the course in which they will be recorded. Instructors who wish to make subsequent use of recordings that
include student activity may do so only with informed written consent of the students involved or if all student activity is
removed from the recording. Recordings including student activity that have been initiated by the instructor may be
retained by the instructor only for individual use.

Dropping the course: We hope no one must drop but understand that from time to time personal and other reasons
require withdrawing from a class. Please be aware of the schedule and policies:

Jan 17, 2023: Class begins

Jan 30, 2023: Last day to drop class without a “W” appearing on your transcript
Jan 30, 2023: Last day to withdraw with 100% tuition credit
Feb 13, 2023: Last day to withdraw with 50% tuition credit
Feb 20, 2023: Last day to withdraw with 20% tuition credit
March 27, 2023: Last date to withdraw with a grade of “W” (after this, you can take a “WF” (failing), but that is not
recommended)

*After March 3rd, if you are not passing the class (i.e., you expect a grade below 70% or C), you will have just one option
to avoid an F or a WF: remain and work closely with us to get your grades up. A grade of incomplete will only be granted
under extreme circumstances. Please speak to us well before March 3rd, if you are at all concerned about your grade!

Tips for Succeeding in the Course: 1) Attend lecture and lab; 2) Review the lesson materials before coming to class;
3) Start your homework early; 4) Turn in your homework on time; and 6) Ask questions! We want you to gain
maximum understanding from the assignments and course material J

Learning During the COVID-19 Pandemic

We are still living through the coronavirus pandemic. We must begin from this basic point because any changes in
pandemic circumstances will shape our learning environment and our wider community. Changes on our campus,
including our classroom, can directly affect those we live with at home, some of whom may be too young or too
immunocompromised to be vaccinated or shielded from the pandemic. We must begin with a sense of our larger
responsibility for the common good and for protecting the health and lives of those around us.

Masking Requirement: Masks remain required at Loyola in health care settings such as clinics and the Wellness Center.
While masks are not required in all other campus settings, some faculty and staff may require students and guests to
wear a mask while in a classroom or office. Please make sure to carry a mask with you at all times in case you are asked
to wear one. Classrooms will have a limited number of extra masks available for those who happen to forget one.

The CDC recommends those who have been exposed to COVID-19 to wear a well-fitting mask for a full 10 days when
around others in your home and in public as soon as you find out you were exposed. The most up-to-date mask policy
(August 31, 2022): can be found here.

Positive cases: Any Loyolan who tests positive for COVID-19 should immediately report this diagnosis to COVID-
19report@LUC.edu or 773.508.7707. Faculty will only be contacted by Loyola COVID care coordinators if they were in
close contact with someone that tests positive. Students will be advised to reach out directly to faculty or through their
academic advisor to develop a plan to help the student keep up with readings and assignments. If you experience an
exposure or positive diagnosis, please communicate with your department chair, program director, or associate dean
regarding next steps for your class.

Quarantining: If you are fully vaccinated when you are exposed, the CDC says quarantining is not necessary, but you
need to be tested three to five days after exposure. See the most recent CDC quarantining guideless on the Positive
Diagnosis Protocol webpage.
On-Campus COVID Testing: Fully vaccinated Loyolans are not required to participate in COVID-19 surveillance testing at
this time but are strongly encouraged to test as frequently as desired. Information on scheduling an on-campus COVID
test can be found here: https://www.luc.edu/coronavirus/oncampustesting/

Again, if you have any symptoms, are feeling sick, or have tested positive, DO NOT COME TO CLASS. Instead, we will
work with you so we continue learning material you may have missed because of illness.

More information the COVID-19 University measures have been archived at this webpage:
https://www.luc.edu/coronavirus/
COURSE SCHEDULE (SUBJECT TO CHANGE)
Week Topic Material to Review Before Class Assignments DUE
(date) DATE
1.0 Jan 17 Watch: Complete: Jan
• UCLA Library, "Positionality & Research: How our • Assignment 1: Break into groups 24
Identities Shape Inquiry" • Assignment 1: CITI training modules
https://www.youtube.com/watch?v=fTHFud7fr8c

Introductions: • How to write a scientific paper. (238) How to write a Reflection:

Welcome! scientific paper - YouTube • Write about your identity, positionality,
Introductions, https://www.youtube.com/watch?v=Vky9PDKx5KU professional goals, and current
icebreakers, understanding of health behavior and
the importance • Identify a Peer Reviewed Article. (238) Identify a Peer health promotion
of publishing Reviewed Article - YouTube
https://www.youtube.com/watch?v=SnI9pyW89dY • Importance of advancing the young AA
women in the public health/medical
Read: literature
• Syllabus
• Chapter 3: Research questions problem statement
• Chapter 1-2 (optional)
• Carnethon, Mercedes R., Kiarri N. Kershaw, and
Namratha R. Kandula. "Disparities research, disparities
researchers, and health equity." JAMA 323.3 (2020):
211-212.
• Oh, Sam S., et al. "Diversity in clinical and biomedical
research: a promise yet to be fulfilled." PLoS medicine
12.12 (2015): e1001918

1.5 Jan 19 Watch:

• Citi-training modules
• Black and Sexy TV. TWO MINUTE HISTORY | THE
STERILIZATION OF BLACK WOMEN.
Introductions: https://www.youtube.com/watch?v=qeHlBGgB9yA
 Writing groups, Read:
discussion on • Citi-training modules
video, Citi • Smaw, Eric D. "Uterus collectors: The case for
training reproductive justice for African American, Native
American, and Hispanic American female victims of
eugenics programs in the United States." Bioethics 36.3
(2022): 318-327.
2.0 Jan 24 Watch: Complete: Jan
• How To Read A Paper Quickly & Effectively | Easy • Assignment 2: Identify 10 articles 31
Research Reading Technique 9:49, relevant to your research topic
https://www.youtube.com/watch?v=Gv5ku0eoY6k including a model article
MS
• How to Read and Comprehend Scientific Research
preparation-
Articles 5:03 Reflection:
starting
https://www.youtube.com/watch?v=t2K6mJkSWoA • Why did you select your model article?
annotated
• Understanding Types of Research Articles. (238) How will it guide your project?
bibliography
Understanding Types of Research Articles - YouTube
Structure of
https://www.youtube.com/watch?v=z7UEcH4nwD0
typical MS,
Focus on
Read:
background,
• Chapter 4: Review of the Literature
understand
• Action: In-class exercise – how to read a scientific article
your topic, read
group articles
Action:
• Delegate roles and responsibilities withing your writing
groups

2.5 Jan 26 Action:

MS preparation
• Part 1 - Cara Forster’s Library tutorial – finding historical
- starting
evidence
annotated
bibliography
3.0 Jan 31 Watch: Complete: Feb 7
• EndNote tutorial for Write N Cite – See Sakai cite • Assignment 3: Annotated bibliography

Read:
MS • Chapter 5: Systemic Review
preparation, • Tips for effective ppt formats
starting lit https://sakai.luc.edu/portal/directtool/e8a4f3e1-1df7-
review 41ed-b4fd-5d6358e95647/

Action:
• Part 2- Cara Forster’s Library tutorial – Organizing your
evidence and citations

3.5 Feb 2 MS Action:

preparation, • Be prepared to give a group presentation on your
starting lit annotated bibliography
review –
What do you
understand so
far?
4.0 Feb 7 Watch: Complete: Feb
• Identify Themes and Gaps in Literature – with REAL • Assignment 4: Literature review 14
Examples | Scribbr . (238) Identify Themes and Gaps in
Literature – with REAL Examples | Scribbr - YouTube
Becoming an
https://www.youtube.com/watch?v=hMGdwIhiwzU Reflection:
expert on the
• How to Write a Scientific Article: Find the Story • What is the problem that your project
background
https://www.youtube.com/watch?v=uC0_fQVWHuk is addressing?
information for
• What novel evidence will your project
your research
Action: add to the literature?
project
• Use your annotated bibliography to write your
introduction in three parts - Part 1: What is the
problem?

4.5 Feb 9 Action:

 Becoming an • Use your annotated bibliography to write your
expert on the introduction in three parts - Part 2: What is an evidence-
background based solution that is understudied in your population?
information for
your research
project

5.0 Feb 14 Becoming an Watch: Complete: Feb

expert on the • Research Question vs Hypothesis: how to convert • Assignment 5: Research problem/ 21
background research questions into hypotheses 6:10 question/Aims/Hypothesis. Note, be
information for https://www.youtube.com/watch?v=NIw8RXSriBY prepared for 10 min presentation on
your research Feb 16, include title slide (study title
project • How to Develop a STRONG Research Question 4:18 and author information), research
https://www.youtube.com/watch?v=71-GucBaM8U problem, aims and objectives, and
study significance
Read:
• Read/Analyze introduction from key example papers Reflection (in-class exercise):
from lit review • Narrowing down your research
question –
Action: • What is your problem statement?
• In-class exercise use assignment 5 rubric to evaluate • What is your research question–
assigned key background article Question (problem converted into a
• Could you clearly identify the research problem, public question that can be answered)
health significance, hypothesis, aims, objectives? Why? • What is your study Aim(s)?
Why not? • What is your objective(s) - what the
researcher(s) will do to answer the
question
5.5 Feb 16 Becoming an Action:
expert on the Be prepared to present background slides. These
background include, include title slide, the research problem, gap in
information for the literature, aims and objectives, and study
your research significance
project
6.0 Feb 21 Completing Watch: Complete: Feb
introduction • How to Write a Compelling Introduction to Your • Assignment 6: Introduction (group 28
Scientific Paper 5:44 submission), manuscript outline, and
Three essential https://www.youtube.com/watch?v=WBdg2OLU1UY poster outline
parts - *Note Assignment 6 is your mid-term
• How to Write a Research Paper Introduction 6:28 Assignment
https://www.youtube.com/watch?v=FTC-5P1VFFU
Reflection (in-class exercise):
Read: • Which of your lit review papers has
• Analyze introduction from key example papers the best introduction? Why?
(identified by group) • Which of your lit review papers has
the worst introduction? Why?
Action: • Hint: Use rubric from assignment 6
• In-class exercise use assignment 6 rubric to evaluate
assigned key background article
• Which had the best introduction to the research study
overall? Why? Why not?
6.5 Feb 23 Completing Action:
introduction • Develop your introduction draft
& MS outline • Be prepared to read your writing groups introduction
aloud (online class)

7.0 Feb 28 Methodological Read: Complete:

Approaches • Chapter 6: Methodology; pgs 80-90 • Assignment 7: Methods (group Mar
and Getting to • Chapter 7: Survey research; pgs 92-93, 97-108 submission) – 14
know your • Chapter 8: Qualitative research; pgs 111-116 Describe study design (data source,
Data – inclusion, and exclusion criteria),
Watch: measures, and statistical analysis plan
Part 1: Quant • Research Design: Choosing a Type of Research Design – draft 1
vs Qual 5:19 *Note soft presentation of intro and
https://www.youtube.com/watch?v=ZNo-M1ldPZ8 methods of March 16th
• How to Write a Research Methodology in 4 Steps 4:53 Refection:
https://www.youtube.com/watch?v=yplWZs3dqNQ • Present your work to someone in your
target population and get their
 feedback
7.5 Mar 2 Methodological Read:
Approaches • Chapter 6: Methodology; pgs 80-90
and Getting to • Chapter 7: Survey research; pgs 92-93, 97-108
know your • Chapter 8: Qualitative research; pgs 111-116
Data –
Watch:
Part 1: Quant • Research Design: Choosing a Type of Research Design
vs Qual 5:19
https://www.youtube.com/watch?v=ZNo-M1ldPZ8
Guest Speaker • How to Write a Research Methodology in 4 Steps 4:53
Julie Darnell, https://www.youtube.com/watch?v=yplWZs3dqNQ
MPH, PhD
Action - Draft:
• Study Design, Measures, and Statistical Analysis Plan
8.0 March SPRING BREAK
6-10
9.0 March Read: Complete: Mar
14 Methodological • Chapter 9: CBPR • Assignment 8: Methods (group 21
Approaches • McIntosh, Peggy. "White privilege: Unpacking the submission) –
and Getting to invisible backpack." Women: images and realities: A Describe study design (data source,
know you Data multicultural anthology (1995): 264-267. inclusion, and exclusion criteria),
– • Fleming, Paul J., et al. "Antiracism and Community- measures, and statistical analysis plan
Based Participatory Research: Synergies, Challenges, and – advanced draft
Part 2: CBPR Opportunities." American Journal of Public Health 113.1
approaches (2023): 70-78.

Guest speaker: Draft (In-class exercise):

Natalie Battles • Share reflections
9.5 March Data analysis: Action:
16 preparation • Work on Assignment 8 including shell tables
Guest speaker: • Outline poster Methods section
10.0 Mar Data Analysis Read: Complete: Mar
21 Lauree Garvin • Chapter 10: Clinical Investigation; pgs 147-152 • Assignment 9: Methods – Data 28
See class • Chapter 11: Data Analysis; pgs 158-164 Analysis – data tables (group
lectures on • Chapter 12: Exploring statistics; pgs. 172-174 submission)
Sakai for
location Watch:
• Preparing Effective Figures and Tables 3:53
Part 1: Data https://www.youtube.com/watch?v=Ue2Vr5bYwI4
prep • SPSS tutorials

Action:
• Update shell tables and brainstorm figure (data
visualization)

10.5 Mar Data Analysis: Action:

23 Outputs • Conduct data analysis
Lauree Garvin • Clean data tables and corresponding Figure

Part 2: Data
analysis
11.0 Mar Read: Complete: April
28 ● Chapter 13: Results • Assignment 10: Methods – Data 4
Analysis – data visualization (group
Results Watch: submission) –
• How to Write a Dissertation Results Section 3:53 Submit complete draft of the methods
https://www.youtube.com/watch?v=WP4gDG0q63k section

Action: Reflection:
● Review Assignment 10 criteria • What are the strengths and
limitations of your study?
11.5 Results Action:
March 30 ● Guided by your tables and figures, draft results section,
and polish data figures
12.0 April Watch: Complete: April
04 Discussion • How to Write a Discussion Section 3:51 • Assignment 11: Results (group 11
https://www.youtube.com/watch?v=LfCGoWtF_tc submission)
*Note: Include, title, author
Read: information, introduction, aims,
• Chapter 14: Discussion methods, results,
conclusion/discussion, and
Action: acknowledgements (due April 13th)
• In class workshop Complete discussion
• Identify and describe three main discussion points as
well as implications for your findings.
12.5 April Discussion Action:
06 • Discuss URES poster and presentations
13.0 April Read: Complete: April
11 Discussion • Chapter 15 References (optional) • Assignment 12 Discussion (group 18
• Chapter 16 Publishing (optional) submission)
• *Note on April 18th - Be prepared to
Action: present the entire paper in the form
• In class workshop Complete discussion of a poster. Include, title, author
• Discuss URES poster information, introduction, aims,
methods, results,
conclusion/discussion, and
acknowledgements
13.5 April References Action:
13 • Discuss URES poster and presentation
• In class workshop complete URES poster
14.0 April P&P Action: Complete:
18 • Poster presentations best practices • Assignment 13 April
• Complete Assignment 13 • Final manuscript draft and URES 25
poster
• Submit URES poster recording (specific
data)
• Note: April 20, be prepared to share
URES recording
 14.5 April P&P Action:
20 • Practice run: Share URES recording of poster - -
presentation (10mins)
• Final P&P questions
15.0 April Action: Complete:
25 Final • Action: • Assignment 14 May
• Final run: Share URES recording of poster presentation Resume and gratitude emails 02
(10mins)
• Final P&P questions
15.5 April Final Action:
27 • Complete Assignment 14
THANK YOU!

Statement of Intent: By remaining in this course, students are agreeing to accept this syllabus as a contract and to abide by the guidelines outlined in the
document. Students will be consulted should there be a necessary change to the syllabus.