COLLEGE OF HEALTH AND HUMAN SERVICESCalifornia State University, Long BeachHealth Care Administration Program

HCA 698-B Project BSemester Spring 2015

Instructor: Grace L Reynolds, D.P.A. Class Number: 4552E-mail: Grace.Reynolds@csulb.edu Class Meets: Wed. 7-9:45

Room: PH1-227Office Hours: Wed. 1:45-3:45 p.m.

Phone: 562-985-5885 Additional Contact Information:HCA Dept. Administrative Coordinator: Deby McGill, deby.mcgill@csulb.eduTel. 562/985-5694; fax 562/985-5886

1. Catalog Description

Prerequisites: Completion of all 500-level courses, HCA 698-A, and consent of the instructor. The purpose of Project 698-B is to provide students with the skills and techniques of research to design and carry out their own investigation of a health care or health services project. Letter grade only (A-F).

2. Course OverviewPart Two of an introduction to research methodology and its application in health care administration. This course is needed to prepare students for the completion of the Project initiated in HCA 698-A, conceptualization, design and execution of research project.

3. Course Objectives, Measurable Student Learning Outcomes Upon completion of this course students should be able to:

A. Complete a substantive research or scholarly project that contributes to the health care administration/health services knowledge base.

B. Utilize applicable research design and perspectives of health care administration in the design of health care administration research, programs or training.

C. Apply knowledge of ethical conduct in health care administration practice and research to an independently conducted research study or scholarly project.

D. Synthesize content from previous theory, administration, practice and policy courses as applicable to the thesis or project topic.

E. Apply such content to the formulation, interpretation, and scholarly, well-written description of an independently conducted research study or scholarly project.

Learning Objective

Domain Competency Assessment Method

Construct the chapters of the research project using American Psychological Association formatting

Professionalism Professional standards and codes of ethics

Write up of chapters 1-4 (or revisions) of the research project using APA format

Understand the ethical implication of data collection and participant confidentiality

Business Knowledge and Skills

Confidentiality principles and laws

Write up as part of Methods chapter as applicable

Demonstrate an understanding of basic research design

Business Knowledge and Skills

Outcomes measures and management

Write up of research questions and hypothesesMethods chapter

Outline the steps necessary to successfully operationalize and carry out a research project

Business Knowledge and Skills

Principles of database and file management

Write up (or revision) of research questions and hypotheses

Analyze data Using basic statistical techniques and software

Business Knowledge and Skills

Data collection, measurement and analysis tools and techniques;Application software;Basis statistical analysis

Results write up for chapter

Distinguish Business Comparative Write up of Methods

various sampling strategies and the advantages and disadvantages of each

Knowledge and Skills

analysis strategies

or Results chapter, as appropriate

Appraise threats to the internal and external validity of a research study

Business Knowledge and Skills

Comparative analysis strategies

Conclusion/Discussion section, as appropriate

Synthesize the peer-reviewed research literature on the topic chosen for the research project

Business Knowledge and Skills

Health informaticsElectronic education and information resources and systems

Literature review tableAnd Background chapter write up

Design a research project

Business Knowledge and Skills

Data analysis, including manipulation, understanding of, and ability to explain data

Comprised of finished project including Background, Methods, Results and Conclusions

Course Policy

The Master’s thesis or project is a requirement for the Master’s of Health Care Administration and represents the capstone of the Master’s program. Under the direction of a faculty thesis/project advisor, and pending the approval of the 2nd and 3rd faculty readers assigned to each student (usually by the Dept. Chair), students will complete a research or scholarly project that contributes to the advancement of knowledge and practice in Health Care Administration. The Master’s thesis or project is completed in two semesters. Thesis/Project B is the second semester course.

Class Format

Students will meet individually or in small groups with their thesis/project advisor on an on-going basis throughout the semester.

Grading of the Project B course: The grade for the Project B course is the grade for the entire completed Project/Thesis. Completion of the final Project/Thesis adequately will earn a grade of B. Provision of brilliant creative insights and impeccably presented sections/chapters of the Project/Thesis may earn you an A. Poorly written Projects/Theses,

inadequate analysis, results and discussion sections will earn you a C or F. Grades are based on overall organization and clarity, quality and thoroughness of the literature review, appropriateness of the analytic or other methods, quality of presentation of results or completion of project, thoughtfulness and thoroughness of discussion or reflection, overall writing quality and general contribution to the health care administration knowledge base.

The final grade on the Project/Thesis is a consensus grade of all three faculty readers. All comments from all three readers must be corrected and addressed before the Thesis will be released to you for presentation to the Library. Only after the Library has determined that all formatting is complete and correct will you be given clearance to receive a final grade for Project B and cleared to graduate.

Simply finishing the Project/Thesis does NOT guarantee the quality of the Project/Thesis; finishing the Project/Thesis does NOT guarantee you will receive an A.

A Note about Good Written English and Grammar: For many graduate students, English may not be their first language. For others, English may be the first language, but students may have significant challenges in creating well-crafted prose. All students are encouraged to take advantage of the Writers’ Resource Lab, which provides editorial help for students on both a walk-in basis and by appointment. If the instructor specifically refers you to the Writers’ Resource Lab for writing assistance, it is possible that your compliance with this will be a prerequisite to any further reading of your Project/Thesis. Due to the large number of students and short deadlines, especially for the Spring 2015 graduation deadline, DO NOT expect the instructor to edit your grammar and English writing for the 25-50 pages of your project more than once. After reading your first full draft and if there are more than 3 spelling punctuation or grammatical errors on at least 3 pages , you will be referred to the Writers’ Resource Lab for individualized assistance. Students are expected to be proactive in using software available for spelling and grammar checks and for ensuring that they use proper English—this is a basic expectation for graduate students who have progressed to the final semester of coursework.

Statistical Consultation

Students may not hire a statistical consultant to conduct their data analysis or write their results chapter for them. The final project/thesis is expected to reflect actual work done by the student who is receiving the Master’s degree.

Length, Format, and Typing of Final ProjectThe usual length of the completed project will be between 25-75 pages, including all chapters, references, tables and figures. The final copy of the thesis/project must conform to all requirements outlines in the manual, University Style and Format Guidelines for Master’s Theses and Project Reports. The student must use the most recent edition of this manual, as of the semester during which the thesis/project is submitted and completed. The manual is available from the CSULB bookstore and also from the Library webpage.

CostsStudents are advised that thesis/project can involve certain costs in addition to tuition. These include copy costs (for thesis/project committee review, human subjects review, informed consent letters, and questionnaires or interview guides); purchase costs for proprietary instruments; typist fees; and binding, microfilming, and copy costs for the final project. These vary widely but have been known to add up to several hundred dollars. Students are encouraged to seek clarification with typists regarding all fees and all tasks to be completed prior to entering into a contractual relationship. Some typists charge by the page; others charge by the hour. Some will accept thesis/project content on disk and will merely format the final version. Some charge extra for editing, printing, delivery/pick up of signature pages, etc. Others include these services in a "package deal." Professional typists frequently post flyers advertising their services. The Health Care Administration Dept. is not responsible for contractual arrangements between students and typists. The Dept. also does not make recommendations or promote the use of any service or individual.

FIRM NON NEGOTIABLE DEADLINES FOR TWO TYPES OF STUDENTS

All students must sign and turn in the Contract at the end of this syllabus by the end of the first class.

Type 1 Student Deadlines—Students Planning on Spring 2015 Graduation

February 11 First full draft of project due to instructor

February 28 Instructor will return first draft with required edits

February 25 Student turns in final project with all corrections made

February 27 Final project sent by instructor all 2 nd and 3 rd readers; these readers REQUIRE two full weeks for reading and review

March 13 Edits received from 2 nd and 3 rd readers

March 18 th Student completed edits and revisions and submits final revised project

March 18-19 Signatures obtained from all faculty readers

March 20 Final project due to Library—this is the LAST day of the Library submission period

Deadlines for Type 2 Students—Summer or Fall 2015 graduation

March 18 First full draft of project due to instructor

April 8 Instructor will return first draft with required edits

April 22 Student turns in final project with all corrections made

April 29 Final project sent by instructor all 2 nd and 3 rd readers; these readers REQUIRE two full weeks for reading and review

May 15 Edits received from 2 nd and 3 rd readers

May 13th Student completed edits and revisions and submits final revised project

May 21-22 Signatures obtained from all faculty readers—NOTE: Faculty are off for the summer after May 22 th so faculty are not available after this date until the end of August 2015

May 29 Library submission period opens for summer graduation

September 6 Library submission period opens for fall graduation

Syllabus DetailsThere are four class meetings that are REQUIRED for all students regardless of expected graduation date. This days are noted in bold.

January 21 Course Introduction and Overview—mandatory class meeting; all students must attend

Discussion of course requirements and how Project A and Project B are related.

Overview of APA and Library formats, including proof-reader’s marks, section beginning on page 61, Guidelines to Reduce Bias in Language

Overview of Sections Results and Conclusions to be completed during semester.

Review of where students are from 698-A and Library deadlines.

All students are expected to be proactive about formatting their Project/Thesis according to Library guidelines. Failure to conform to Library formatting guidelines can hold up your graduation by at least one full semester. It is the responsibility of each student to work with the Library thesis office to ensure compliance with all formatting and other Library guidelines.

January 28 Work on finishing up results section and beginning discussion section

February 4 Work on results and discussion sections

February 11 Projects due in full for students planning on Spring 2015 graduation!! This allows time for all three instructors to read the full and final draft. All instructors have up to 2 weeks in which to comment. Students MUST expect to wait patiently for feedback once drafts have been turned in. All students MUST attend this class.

February 18 Work on results and discussion sections

February 25 Work on results and discussion sections

March 4 Work on results and discussion section

March 11 Work on results and discussion section

March 18 Projects due in full for students planning on a summer or fall 2015

Graduation—Mandatory meeting—all students must attend this class.

March 25 Revisions as needed

April 1 Spring Break Class does not meet

April 8 Revisions as needed

April 15 Revisions as needed

April 22 Revisions as needed

April 29 Mandatory meeting for ALL students regardless of graduation date to complete course evaluation and debrief on experience.

Information about textbooks/readings

Publication Manual of the American Psychological Association, 6th edition (2009). Washington, D.C.: American Psychological Association.

GENERAL GUIDELINES ON THE PROJECT:[1] The project primarily uses the written assignments prepared

during the fall and spring semesters; it must be analytical in nature, that is, analyze administrative or clinical data and have the following sections: Abstract, Background, Methods, Results, and Conclusion.

[2] The Publication Manual of the American Psychological Association 6th edition is the required style guide for all written work.

[3] These written assignments are:[a] Writing Assignment #1: Background and Literature

Review [b] Writing Assignment #2: Methods and Data Sources,

Sampling[d] Writing Assignment #3: Results[e] Writing Assignment #4: Conclusion, Discussion and

Limitations

[4] Each written assignment should be word processed, be double-spaced and have margins that conform to Library Thesis Office guidelines.

[a] It should have section headings, where appropriate, printed in bold.

[b] It should have page numbers on each page except the first page. The page numbers should conform to Library Thesis guidelines

[c] The assignments should be printed in a 12 character per inch font.

[d] There should be double spacing between paragraphs and after a heading.

[e] Each written assignment should conform exactly to the page structure and format requested. In most instances, this will require careful thought and editing on content.

[5] References, when used in any assignments, should be listed on the last, and a separate page.

[6] Preliminary drafts should be submitted beforehand to allow ample time for critique by the instructor. Project reports are typically at least 30 pages long, not including appendices.

[7] The purpose of this course is to develop the ability/habit of critical thinking and reasoning while learning and this can be best accomplished in a setting of phased learning. The written assignments and the feedback students receive from the instructor are designed to advance the cause of critical thinking and writing. This means students are expected to revise written assignments based on instructor’s comments.

[8] Student papers in this course presume both research, and original and individual thought. Any source the student uses in the composition of the assignments/papers must be cited fully and accurately. The University Code of Honesty describes plagiarism as “giving the impression that you have written or thought something that in fact you borrowed from someone else.” Any failure (whether accidental and/or intentional) to follow the standards of scholarly accuracy constitutes dishonesty and will result in a mark of ‘F’ for this course.

[9] Papers will be returned for revision in a reasonable time period (about 2 weeks).

[10] Students should revise the original paper and discuss it with the instructor to make sure changes are accurate.

[11] Student should seriously consider purchasing EndNote software for the management of references (cost about $99 from CSULB bookstore) or using RefWorks, which is available at no charge by following the links on the CSULB Library webpage. Students must have a valid Student ID number and Library password to use RefWorks.

WRITING ASSIGNMENT #2

CONTENT

This assignment deals with the preparation of section in the Project report called “Methods,” “Procedures,” or “Analysis.” Following the introduction and literature review, the student/researcher needs to obtain sufficient information (data) to analyze the case and, generate solutions and recommendations. This requires either data collection through survey questionnaire or the use of existing data (secondary data) obtained from the organization’s internal MIS system. In the VA consulting projects, students/researchers may use both techniques. If it is a survey research, the following is appropriate: [1] Determine the population that the research project targets.[2] Determine the sample size.[3] Use appropriate sampling techniques to make sure that the selected sample represents the

target population. Some of the sampling methods are:[a] simple random sampling[b] stratified sampling[c] systematic sampling[d] cluster sampling[e] deliberate sampling[f] non-probability sampling.

[4] Decide what type of survey is the best and suitable for the purpose the research project. Survey types include:[a] Mail Survey[b] Telephone Survey[c] Face to Face Interview[d] Internet.

[5] Select questions which best describe the topic in consideration. Comply with the “Total Design Method (TDM)” to form the survey. Understand differences between belief, attitude or attribute which are associated with survey questions.

[6] Determine the order of questions to be asked in the survey. For example, the most important questions related to the research topic should appear early in the survey.

[7] Design an appealing questionnaire with borders, frames, colors, etc.[8] Start the survey with an informative paragraph which provides sufficient information to

the reader about the purpose of the survey and confidentiality issues. Do not forget to thank the surveyor at the end of this paragraph.

[9] More information for survey design will be provided if needed.

You will need to consult with the Project instructor if you are going to be doing primary data collection regarding requirements and protocols for Institutional Review Board review.

If the project requires the use of secondary day (this is most likely scenario), then the following steps are appropriate:

[1] Determine the type of data, variables and the duration of data needed (financial, accounting, managerial, qualitative or quantitative, etc.)

[2] To analyze the data, use three distinctive steps:[a] select the technique appropriate for the data and research questions[b] collect or obtain the data needed[c] store the data once obtained[c] apply the technique or calculate outcome measures

[2] Storing data could be done in Lotus or Excel. Also, a statistical package called SPSS is available at the Computer Lab which can be used for data entry and statistical analysis.

[3] Summarize the information provided in the data by calculating descriptive statistics.

EVALUATION CRITERIA

[1] Data and variables are appropriately selected. [2] Data collection is successful, if applicable.[3] Methodology is appropriate and applied successfully.[4] Overall the writing is well organized and rhetorically and conceptually sound. Correct word processing format such as margins, titles, page numbers, etc.

WRITING ASSIGNMENT #3

CONTENT

This assignment should report the findings of the study called “Results,” “Findings” or “Data Analysis.” [1] Summarize the information provided in the data by calculating descriptive statistics or

any other outcomes. Additional calculations for hypothesis testing, chi-square and means tests can also be used for advanced studies.

[2] Create well organized tables, charts or figures to present the results of the study. Make sure these displays are precise and are easy to read, and that they come after the discussion in text.

[3] Use short sentences to explain the most important findings in these tables/charts. There is no need to explain every single figure or number. Read every written sentence several times to make sure it says what it intends to say.

[4] At the end of this section, make sure to write a transition paragraph from “Findings” section to “Conclusion” section. One paragraph should be sufficient to serve for this purpose.

EVALUATION CRITERIA

[1] Major research findings are accurately and concisely stated.[2] The section is well organized and conceptually sound.[3] Tables, graphs, etc. are well designed and easy-to-understand.[4] Overall the writing is well organized and rhetorically and conceptually

sound. Correct word processing format such as margins, titles, page numbers, etc.

WRITING ASSIGNMENT #4

The final chapter of the Project/Thesis is the Discussion and Conclusion section. This section thoroughly discusses the findings of the analytical results from writing assignment #3, going through the hierarchy of analysis and the findings in a systematic manner. This means first, a discussion of the univariate and bivariate results (if appropriate). Next comes a discussion of any multivariate results and/or models developed based on the empirical evidence from the bivariate analyses. Finally, after all statistical/analysis have been discussed in depth, including reasons why primary and secondary hypotheses were rejected or failed to be rejected, the conclusion evaluates the implications of the findings and what directions for further research are indicated based on results.

THE FINAL PROJECT

The final project should be high quality, and appropriate for graduate study and perhaps publication in a journal, which include all assignments completed during both the fall and spring semesters. However, the organization and content of the final paper may require additional effort for an outstanding final product. Work-in-progress may be reviewed with the instructor for preliminary feedback.

[1] Include revised Introduction from Written Assignment #2 which must include definition of the project topic; objectives and the importance of research/project; the scope and hypothesis (es) as well as assumptions and shortcomings (if needed).

[2] Include revised Literature Review from Written Assignment #2 which consists of an insightful analysis, and evaluation of background information which relates to the objectives of the current study. The literature review helps to justify the study.

[3] Include Methodology and Data Analysis section separately from Written Assignment #3 into the Report.

[4] Incorporate the section called Research Results, Analysis or Findings with organized tables and charts as needed.

[5] Write up a section called “Conclusion” and summarize the paper and findings. [6] Include Bibliography as a separate section in the end.

EVALUATION CRITERIA

[1] 5 points: All sections are included.[2] 5 points: Writing, grammar, punctuation, etc. is correct and at a graduate student

level. [3] 5 points: Conclusion is written and included.[4] 5 points Timeliness in completion of project and all deadline met.

Required Statements in Syllabi:

A. Statement of Accessibility http://www.csulb.edu/divisions/aa/academic_technology/itss/course_materials/accessibility/

1. Accommodation

Students needing special consideration for class format and schedule due to religious observance or military obligations must provide the instructor with written notice of those needs by the second week of class.

Students who require additional time or other accommodation for assignments must secure verification/assistance from the CSULB Disabled Student Services (DSS) office located at 270 Brotman Hall. The telephone number is (562) 985.5401.

Accommodation is a process in which the student, DSS, and instructor each play an important role. Students contact DSS so that their eligibility and need for accommodation can be determined. DSS identifies how much time is required for each exam. The student is responsible for discussing his/her need with the instructor and for making appropriate arrangements. Students who are eligible to receive accommodation should present an Accommodation Cover Letter and a DSS Student/Teacher Testing Agreement Form to the instructor as early in the semester as possible, but no later than a week before the first test. (It takes one week to schedule taking an exam at the DSS office.) The instructor welcomes the opportunity to implement the accommodations determined by DSS. Please ask the instructor if you have any questions.

B. Cheating and Plagiarism (CSULB Catalog, AY 2010-2011, pp. 50-52)

1. “Plagiarism is defined as the act of using the ideas or work of another person or persons as if they were one’s own, without giving credit to the source. Examples of plagiarism include, but are not limited to, the following: the submission of a work, either in part or in whole, completed by another; failure to give credit for ideas, statements, facts or conclusions [which] rightfully belong to another; in written work, failure to use quotation marks when quoting directly from another, or close and lengthy paraphrasing of another’s writing or programming.”

2. “Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by the use of any dishonest, deceptive or fraudulent means. Common examples of cheating during an examination would include, but not be limited to the following: copying, either in part or in wholes, from another test or examination; giving or receiving copies of an exam without the permission of the instructor; using or displaying notes; “cheat sheets,” or other information or devices inappropriate to the prescribed test conditions; allowing someone other than the officially enrolled student to represent the same.”

3. “Faculty choices for confirmed plagiarism include:

a. Review- no action; and/or

b. An oral reprimand with emphasis on counseling toward prevention of further occurrences; and/or

c. A requirement that the work be repeated; and/or

d. Assignment of a score of zero (0) for the specific demonstration of competence, resulting in the proportional reduction of final course grade; and/or

e. Assignment of a failing final grade; and/or

f. Referral to the Office of Judicial Affairs for possible probation, suspension, or expulsion.”

4. Although the University catalog does not cover this aspect of plagiarism, please be aware that it is NOT acceptable to submit the same paper for two courses. If you want to write a paper on the same topic area for two different courses, you must submit two different papers. If the faculty discovers that you have submitted the same paper for another course, you will receive a failing grade for your paper in this course.

C. Campus Behavior

1. “Civility Statement- Civility and mutual respect toward all members of the University community are intrinsic to the establishment of excellence in teaching and learning. The University espouses and practices zero tolerance for violence against any member of the University community. A threat of violence is an expression of intention that implies impending physical injury, abuse, or damage to an individual or his/her belongings. All allegations of such incidents will be aggressively

investigated. Allegations that are sustained may result in disciplinary action up to and including dismissal from employment, expulsion from the University, and/or civil and criminal prosecution.” (CSULB Catalog, AY 2010-2011, p. 743).

2. Classroom Expectations- All students of the California State University system must adhere to the Student Conduct Code as stated in Section 41301 of the Title 5 of the California Code of Regulations as well as all campus rules, regulations, codes and policies. Students as emerging professionals are expected to maintain courtesy, respect for difference, and respect for the rights of others

3. Unprofessional and Disruptive Behavior- It is important to foster a climate of civility in the classroom where all are treated with dignity and respect. Therefore, students engaging in disruptive or disrespectful behavior in class will be counseled about this behavior. If the disruptive or disrespectful behavior continues, additional disciplinary actions may be taken.

DEFINITION OF CHEATING:

Cheating is defined as the act of obtaining or attempting to obtain or aiding another to obtain academic credit for work by the use of any dishonest, deceptive or fraudulent means. Examples of cheating during an examination would include, but not be limited to the following: copying, either in part or in wholes, from another test or examination; discussion of answers or ideas relating to the answers on an examination or test unless such discussion is specifically authorized by the instructor; giving or receiving copies of an exam without the permission of the instructor; using or displaying notes; "cheat sheets," or other information or devices inappropriate to the prescribed test conditions, as when the test of competence includes a test of unassisted recall of information, skill, or procedure; allowing someone other than the officially enrolled student to represent the same. Also included is plagiarism as defined and altering or interfering with the grading procedures.

It is often appropriate for students to study together or to work in teams on projects. However, such students should be careful to avoid use of unauthorized assistance, and to avoid any implication of cheating, by such means as sitting apart from one another in examinations, presenting the work in a manner which clearly indicates the effort of each individual, or such other method as is appropriate to the particular course.

ACADEMIC ACTION:

One or more of the following academic actions are available to the faculty member who finds a student has been cheating or plagiarizing.

(a) Review -- no action.

(b) An oral reprimand with emphasis on counseling toward prevention of further occurrences;

(c) A requirement that the work be repeated; (d) Assignment of a score of zero (0) for the specific demonstration of

competence, resulting in the proportional reduction of final course grade; (e) Assignment of a failing final grade; (f) Referral to the Office of Judicial Affairs for possible probation, suspension, or

expulsion.

Commitment to Inclusion

California State University, Long Beach is committed to maintaining an inclusive learning community that values diversity and fosters mutual respect.  All students have the right to participate fully in university programs and activities free from discrimination, harassment, sexual violence, and retaliation.  Students who believe they have been subjected to discrimination, harassment, sexual violence, or retaliation on the basis of a protected status such as age, disability, gender, gender identity/expression, sexual orientation, race, color, ethnicity, religion, national origin, veteran/veteran status or any other status protected by law, should contact the Office of Equity and Diversity at (562) 985-8256, University Student Union (USU) Suite 301, http://www.csulb.edu/depts/oed.       

Withdrawal Policy

This Policy Statement supersedes Policy Statement 85-01 (Rev.). It was revised by the Academic Senate on November 8, 2001, and received the concurrence of the President on February 7, 2002. It was further revised on July 30, 2002, to bring it into conformity with a change in Title V regulations governing the refund of student fees.

WITHDRAWAL (W)

The symbol "W" indicates that the student was permitted to drop a course after the second week of instruction with the approval of the instructor and appropriate campus official. It carries no connotation of quality of student performance and is not used in calculating grade point average.

Students are held responsible for completion of every course in which they register OR FOR WITHDRAWING DURING THE FIRST TWO WEEKS OF CLASSES FROM COURSES WHICH THEY DO NOT INTEND TO COMPLETE. Application for withdrawal from the University or from a class must be officially filed by the student at the Admissions and Records Office whether the student has ever attended the class or not; otherwise, the student will receive a grade of "U" (unauthorized incomplete) in the course. Application for withdrawal is made at the Admissions and Records Office.

Regulations governing the refund of student fees in the California State University system are prescribed by the CSU Board of Trustees; see California Code of Regulations, Title 5, Education, Section 41802.

1. Withdrawal during the first two weeks of instruction:

Students may withdraw during this period and the course will not appear on their permanent records. To do this a student must file a Complete Withdrawal Application to drop all classes or a Change of Program Form for a specific class or classes.

2. Withdrawal after the second week of instruction and prior to the final three weeks of instruction:

Withdrawal during this period are permissible only for serious and compelling reasons. The procedure for withdrawal during this period are the same as in item 1, except that the approval signatures of the instructor and department chairperson are required. The request and approvals shall state the reasons for the withdrawal. Students should be aware that the definition of "serious and compelling reasons" as applied by faculty and administrators may become narrower as the semester progresses. Copies of such approvals are kept on file in the Admissions and Records Office.

3. Withdrawal during the final three weeks of instruction:

Withdrawal during the final three weeks of instruction are not permitted except in cases such as accident or serious illness where the circumstances causing the withdrawal are clearly beyond the student's control and the assignment of an Incomplete is not practical. Ordinarily, withdrawal in this category will involve total withdrawal from the campus except that a Credit/No Credit grade or an Incomplete may be assigned for courses in which sufficient work has been completed to permit an evaluation to be made. Request for permission to withdraw under these circumstances must be made in writing on forms available in the Office of Admissions and Records. The requests and approvals shall state the reasons for the withdrawal. These requests must be approved by the instructor, department chairperson and dean of the school. Copies of such approvals are kept on file in the Office of Admissions and Records.

4. Medical Withdrawal:               Complete Medical Withdrawal:

         The University may allow a student to withdraw without academic penalty from all classes if the following criteria are met:

A. A completed Medical Withdrawal Form, including any required documentation, is submitted to Enrollment Services before the end of the semester, and

B. The student presents evidence to demonstrate that a severe medical or debilitating psychological condition prevented the student from attending and/or doing the required work of the courses to the extent that it was impossible to complete the courses.

The Provost (or designee) will review the evidence presented and, in consultation with appropriate medical or psychological professionals as needed, determine whether the request for a medical withdrawal should be granted.

Repeat Complete Medical Withdrawal:

If the student has received a complete medical withdrawal in the immediately preceding term, then additional complete medical withdrawal requests must consider the question of whether or not the student can complete appropriate educational objectives, and must be reviewed on a case-by-case basis. After a repeat medical withdrawal is granted, the student may be required to obtain a clearance from an appropriate medical or psychological

professional that states the student is well enough to return to classes with the full expectation that the student will be able to complete the semester and intended educational objectives.

Partial Medical Withdrawal:

Students seeking withdrawal from part of their enrollment for any reason, including medical or psychological reasons, are subject to the normal withdrawal policy and process.

Instructor Withdrawal:

An instructor may withdraw a student who has never attended a class by completing an "Instructor Drop Card" and submitting it to the Office of Admissions and Records along with the Enrollment Verification List at the end of the third week of classes. Students, however, should not rely on the instructor to do this and should officially withdraw from classes themselves to avoid assignment of a "U" in the course.

An instructor may also withdraw a student who has enrolled in a course requiring "permission of the instructor" or completion of prerequisites if the student has not properly secured this permission or satisfactorily completed the prerequisites before enrolling.

Selected Bibliography Aiken, Leona S. and West, Stephen G. (1991). Multiple

Regression. Newbury Park, CA: Sage Publications. Burns, Robert B. (2000). Introduction to Research Methods.

Newbury Park, CA: Sage Publications, Inc. Campbell, D.T. and J. C. Stanley (1966). Experimental and

Quasi-experimental Designs for Research. Skokie, IL: Rand McNally.

Cook, T. D. and D. T. Campbell. (1979) Quasi-experimentation: Design and Analysis Issues for Field Settings. Skokie, IL: Rand McNally.

Cohen, J. (1988). Statistical Power for the Behavioral Sciences. 2nd ed. Hilllsdale, NJ: Lawrence Erlbaum.

Creswell, John. W. (2002). Research Design, 2nd ed. Newbury Park, CA: Sage Publications

Devore, Jay & Peck, Roxy. (1990). Introductory Statistics. Minneapolis, MN: West Publishing

Glantz, Stanton A. & Slinker, Bryan K. (2001). Primer of Applied Regression & Analysis of Variance. New York, New York: McGraw Hill.

Grol, Richard, Baker, Richard, & Moss, Fiona. (2004). Quality Improvement Research: Understanding the Science of Change in Health Care. B. M. J. Publishing

Harrell, Frank E. Jr. (2001). Regression Modeling Strategies: With Applications to Linear Models, Logistic Regression and Survival Analysis. New York: Springer-Verlag

Hosmer, David W. & Lemeshow, Stanley. (2000). Applied Logistic Regression, 2nd ed. John Wiley & Sons Inc.

Kumar, Ranjit. (2005). Research Methodology, 2nd ed. Newbury Park, CA: Sage Publications.

Lipsey, Mark W. (1989). Design Sensitivity. Newbury Park, CA: Sage Publications

Munro, Barbara H. & Page, Ellis B. (1993). Statistical Methods for Health Care Research. J. B. Lippincott Co.

Sales, Bruce D. & Folkman, Susan. (2001). Ethics in Research with Human Participants. Washington, D. C.: American Psychological Association.

Spector, Paul E. (1981). Research Designs. Newbury Park, CA: Sage Publications, Inc.

Small Business Administration website for business plans http:www.sba.gov/smallbusinessplanner/index.html

http://entrepreneur.com/businessplan/index.html

HCA 698-B Project 20

Contract for Project Completion

Name ____________________________________________________________

Type of Student (circle one) Type 1 Type 2

I have read and understand this syllabus, including the deadlines and deliverables associated with my graduation date. My signature below shows my understanding of these deadlines AND my intention to comply with them.

I understand that the University excused absence policy applies to all of the deadlines noted in this syllabus. The only approved reasons for not meeting these deadlines include an illness supported by a physician’s signed note or military service supported by military orders or jury duty supported by a jury summons and documentation from a judge that my jury duty will exceed 5 working days.

For international students: I understand that failure to meet these deadlines IS NOT an excuse for extending my visa.

Signature Date

HCA 698-B Project 21