School of Health Professions

Theory 6: Research Proposal

OT 620
Department of Occupational Therapy
Semester offered/number of weeks: Summer II 2018; 6 weeks; starts July 9
and ends August 13.
Meeting time and location: Mondays: section 1(Day)-9:00AM-11:00 AM; section 3 (Day)-
12:00PM- 2:00PM; section 2 (Evening)-2:30PM-5:00PM in Pratt building. More information
about online meeting times and format can be found under “Course Schedule”
Professor/Instructor: Amiya Waldman-Levi, Ph.D, OTR/L
Office hours – on Monday and Tuesday by appointment only, see “Contacting the Instructor”.
Prerequisite(s): OT 520, OT 720

Credits: 2 cr.

Course Description:
This course provides students with the opportunity to refine an applied research proposal on
a topic mentored by a faculty member to be implemented as part of the capstone research
project completed in OT 820.

This is a Writing Intensive (WI) course provided in a blended format. Students will continue
to refine skills in professional and scientific writing through the production of successive drafts
leading to the final proposal for the capstone research project, as well as Institutional Review
Board (IRB) application. Students will expand knowledge of resources to search professional
scientific literature, expand understanding of evidence-based practice and literature review,
and further develop skills to formulating a viable research proposal.

How is this course relevant for your profession?

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Students will enhance professional development skills in teamwork, research skills while
collaborating with peers, instructor and faculty capstone advisors/mentors. Students will
enhance skills in providing critical feedback of their own work and constructive feedback on
their capstone research project and group process.

Course Format:

This is a blended course that features a combination of face-to-face meetings and

asynchronous work in Blackboard.

Face-to-Face class instruction- in weeks 1, 2, & 5 we will meet on Mondays: section

1(Day)-9:00AM-11:00 AM; section 3 (Day)-12:00PM- 2:00PM; section 2 (Evening)-2:30PM-
5:00PM

Online Class, Blackboard platform- in weeks 3, 4, & 6, we will complete all work online in
Blackboard. You will be given online assignments to complete. I will be available on
Blackboard at times of class and will check discussion boards on a daily basis throughout the
trimester.

Expectations

I expect to have students active in Face-to-Face class instruction and during group work to
complete assignments. During Face-to-Face instruction, I will be engaged in conversation
with students regarding their progression in the course as well as brainstorming with
capstone groups. You are encouraged to ask me questions during class both individually and
as a group.

Students are expected to be active in the Online Class, Blackboard platform, on Mondays at
class time and if specifically indicated on an assignment (graded or non-graded). You are
encouraged to ask me questions on the course discussion board where other students will be
able to benefit from your inquiries or within your own capstone group discussion board.

Course Compliance with the NYS standards

Breakdown of Course Hours –blended format, which includes both onsite, online, group and individual
work

o Readings 20 hours
o Capstone reaction paper 10 hours
o Proposal for research project 30 hours
o IRB process 30 hours
 Total hours of instruction + supplementary assignments 90 hours

Overall Course Learning Objectives

Upon completion of the course, students should be able to:

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1. Identify and recognize the regulatory and ethical considerations associated with conducting
human subject research as demonstrated by successful completion of the CITI human
subjects certification course.

2. Identify the ethical considerations of research and the need for protection of human rights
when writing an IRB proposal.

3. Demonstrate and use oral presentation skills via the opportunity to present their research
ideas to peers, faculty and advisor in class discussion and laboratory sessions.

4. Enhance their collaboration skills by providing critical appraisal of their own work and
constructive feedback with the capstone group and with participating in the advisement
process with faculty.

5. Identify appropriate search tools for review of evidence-based literature and demonstrate
ability to retrieve essential supporting resources for capstone research project.

6. Refine skills in critical analysis and synthesis of the literature and other information

resources while compiling a literature review for capstone research project.

7. Develop and refine their research question/hypothesis, document the need for the study,

formulate research method, data collection and analysis approaches for capstone research
project.

8. Design research to incorporate elements of theoretical constructs and guidelines for

practice: function/dysfunction continuum, behaviors indicative of change, directions to

promote positive change.

9. Demonstrate proficiency in using APA style guidelines in writing the capstone research

proposal.

10. Reflect of the value of research and its implication for practice and the advancement of the

profession of occupational therapy.

11. Differentiate between OT interventions with minimal evidence bases versus OT

Interventions, which have stronger evidence bases.

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ACOTE Objectives

The following ACOTE (2011, Form B) Standards will be met in this class:

B.7.6. Demonstrate the ability to design ongoing processes for quality improvement (e.g.,
outcome studies analysis) and develop program changes as needed to ensure quality of services
and to direct administrative changes.

B.8.1. Articulate the importance of how scholarly activities contribute to the development of a
body of knowledge relevant to the profession of occupational therapy.

B.8.2. Effectively locate, understand, critique, and evaluate information, including the quality of
evidence.

B.8.6. Demonstrate the skills necessary to design a scholarly proposal that includes the
research question, relevant literature, sample, design, measurement, and data analysis.

B.8.7. Participate in scholarly activities that evaluate professional practice, service delivery,
and/or professional issues (e.g., Scholarship of Integration, Scholarship of Application,
Scholarship of Teaching and Learning).

B.8.8. Demonstrate basic skills necessary to write a research report in a format for presentation
or publication.

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Assignments:

Description Due Grade

date %

 Class participation (projects in class, online-discussion board- for example: NIH On 4%

certificate by 7.12; provide feedback to other groups consent form by 7.24; submit going
research proposal and IRB drafts on 7.30 and 8.6)

 Project outline (one page- guidelines in Bb) 7.12 4%

 Consent and assent forms (guidelines in Bb) 7.19 4%

 Systematic search chart (guidelines in Bb) 7.23 4%

 Methods- measures/instruments and procedure (guidelines in Bb) 7.23 4%

 Group Power Point Presentation of research proposal online and narrated (rubric 7.30 15%
and guidelines in Bb)

 IRB Application (several drafts turned in before the final application) 8.7 15%

Students will have to complete their researcher certificates then complete their IRB 10am

application following the LIU IRB online guide (rubric in Bb)

 Capstone Research Proposal (several drafts turned in before the final project) 8.13 30%
The Capstone Research Proposal consists of three parts and is revised 2-3 times
10pm
over Summer II.

a. Introduction, Research question, Need,

b. Literature Review

c. Research Methods, etc.

(rubric and guidelines in Bb)

 Capstone Research Reaction Paper 8.9 20%

Students analyze one project from the Capstone Research Forum of 2018. Based of

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 your critique complete a 1-page writing intensive assignment.

(rubric and guidelines in Bb)

TOTAL 100%

Grading:
Quality of Letter Range %
Performance Grade
Excellent - work is of
A 92 - 100
exceptional quality
A- 88 - 91
Good - work is above
B+ 85-87
average

Satisfactory B 81-84

Below Average B- 78-80

C+ 75-77
Poor
C 70-74
Failure
F 0-69

Required Texts and Materials:

1. American Psychological Association. (2009). Publication manual of the American
Psychological Association (6th ed.). Washington, DC: Author.

2. Portney, L.G., & Watkins, M.P. (2009). Foundations of clinical research: Applications
to Practice (3rd ed.). Upper Saddle River, NJ: Pearson Education, Inc.

Required Website Readings:

1. APA: American Psychological Association www.apastyle,org, Tutorial on: The Basics

of APA Style

2. Human Subjects Research at LIU: http://www.liu.edu/Academic-Affairs/OSR/Human-

Subjects-Research

3. Completion of the researcher certificate for conducting studies with human

subjects: http://phrp.nihtraining.com/users/login.php

Contacting the Instructor: Dr. Amiya Waldman-Levi, Email: Amiya.Waldman-Levi@liu.edu

On weeks 1,2, & 5 I can meet with students before or after class, but this needs to be
scheduled in advance. I’m available by email ( Amiya.Waldman-Levi@liu.edu). We can also set up
a virtual meeting. For the most part, you can expect me to respond to questions posted in Bb
discussion board within 24. If you do not hear back from me within 24 hours of sending an

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 email, please resend your message. For questions regarding personal matters please free to
contact me through e-mail and I will get back to you within 24 hours.

Course Schedule:

Unit Module learning Content and Readings “To Do”

objectives
Week 1 Overview & Introduction 1. Portney Ch. 34  Begin in class and continue
7/9 after: search engines,
(Meet By the end of this week, 2. APA: Tutorial on: The Basics developing a literature
in- student will understand of APA Style review and statement of
the problem (follow in class
person) blended course format www.apastyle.org activities provided).
section and class expectations;
1and 3- student will be familiar 3. Scientific writing PPP  After class, contact your
P249 with different means to project mentor and get
section communicate with 4. Research methods and information you may need
2- P248 instructor both in class scientific inquiry for health to complete your project
and online (e.g., professions and how it is outline due by 7.12
questions about readings translated to course goals and
end products PPP.  After class: Take the
& Discussion boards).
tutorial for the IRB (follow
By the end of this week, the link listed in your
required websites). NIH
student will gain general
certificate is due by 7.12
understanding of the
following: research
process and scientific
writing
Week 2 By the end of this week Human Subjects Research at  Review the following
7/16 student will be able to LIU, guide for investigators: topics to be able to
(Meet understand ethical http://www.liu.edu/Academic- discuss in class:
in- consideration in research Affairs/OSR/Human-Subjects-  Exempt vs. full board
review
person) Research
By the end of this week  What do you need for an
section
student will be able to IRB application
1 and 3- Ethics in health professions
write consent and/or  Criteria for approval
P249 research. responsibilities of the
section assent forms
principal investigator
The components of IRB
2- P248  Research involving minors
application. and vulnerable
populations
 Group Consent (and
assent if applicable) post
on Bb class discussion
board by 7.19
Week 3 By the end of this week, Scientific methods  Provide feedback to other
7/23 student will be able to groups consent form (and
understand components assent) due by 7.24
[Fully of research methodology Watch online PPP on research  Systematic search chart
online in methodology due by 7.23
BB]  Methods-

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Week 5 By the end of this week Dissemination of Visit Capstone Research
8/6 student will be able to research findings. Day:
review and acclaim fellow
Unitin-person)
(Meet Module learning Content and Readings Review 1 poster
“To Do”
student poster Critical appraisal of
section 1and 3- objectives research product. thoroughly, collect
P249 By the end of this week measures/instruments
handouts, carry out your and
section 2- P248 student will finalize Create “reaction paper procedure
interview due by 7.23
Week 4 By the end of this research
capstone week Asynchronous
form”readings of
to critically  Group PPP online &
7/30 studentsproposal
will be towhile capstone evaluate
research selected
project poster Use narrated
reaction research
paper form to
[Fully present incorporating
their researchgainedmaterials and develop
discussionan board proposal; post on
evaluate and summarize
online in proposal knowledge from Capstone interview to ask the discussion board due by
selected
7.30 poster and
BB] Research Day How to create a clear,
presenting concise,
students
questions interview.
 Capstone ThisProposal
will be used
Draft
yet complete presentation of
By the end of this week for “Capstone Research
1: Intro, Problem
research proposal
student will apply Statement,
Reaction Paper”Definitions
knowledge, skill, and Clarifying concerns and questions Methods 7.30
assignment
feedback provided on research proposal and IRB  IRB proposal draft 1: 7.30
throughout the course to Bring to class research
application
finalize group IRB
proposal and IRB
application.
application draft (2) for
feedback by 8.6

IRB application (group

submission) due by 8.7 at
10:00AM
Wednesday, Capstone Research Day Visit poster forum: See above
August 8h review posters; select
In person one poster for a
thorough review, collect
1:00PM –
handouts, carry out
5:30PM student interview

Week #6 By the end of this week Research proposal Individual Reaction Paper
8/13 student will apply Self-reflection summary due by 8.9
[Fully online in knowledge, skill, and
feedback provided
BB]
throughout the course to
summarize their reflections Capstone Proposal (group
and appraisal of a selected paper) due by 8.13 at
poster. 10:00AM

By the end of this week

student will apply
knowledge, skill, and
feedback provided
throughout the course to
finalize group research
proposal.

Appendix: Guidelines, University Policies, Procedures, and Technical

Support

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Note
Please refer to policies and procedures regarding class attendance (both on-site and online as
deemed necessary by the instructor), participation, assignments, exams, and plagiarism in your
Student Handbook.

Special Accommodations
Students with Disabilities in accordance with Section 504 of the Rehabilitation Act of 1973 and the
Americans with Disabilities Act of 1990, including changes made by the Americans with Disabilities
Amendments Act of 2008, the Occupational Therapy Department does not discriminate against
qualified individuals with disabilities. Under the ADA, a person with a disability is defined as one who
has any physical or mental impairment that substantially limits any major life activity, has a record of
such an impairment (documentation), or is regarded as having such impairment.

Request for Reasonable Accommodations

If you are a student with a documented disability/impairment (Psychological, Neurological, Chronic
Medical, Learning Disability, Sensory, Physical) and require reasonable accommodations, please
contact:

Student Support Services

Location: Pratt Building 410
Contact Number: (718) 488-1044
Hours of operation: Monday – Thursday 9-7, & Friday 9-5.
Email address: studentsupportservices@brooklyn.liu.edu
Website: http://www.liu.edu/Brooklyn/SSS

ANTI-HARASSMENT
Long Island University’s anti-harassment/discrimination policy and complaint procedure can
be accessed here: http://www.liu.edu/About-LIU/University-Departments/Human-Resources-
Old/HR-Policies/Anti-Harassment-Discrimination-Policy

STUDENT SUPPORT SERVICES

Students with disabilities, who require accommodations, should contact the appropriate office
during the first week of the semester. In Brooklyn, contact Student Support Services: 718-
488-1044. At Post, contact Disability Support Services: 516-299-3057. For more information,
see: http://www.liu.edu/CWPost/StudentLife/Services/LSC/DSS

TECHNICAL SUPPORT
Blackboard is available at http://blackboard.liu.edu. For student help, go to:
https://help.blackboard.com/en-us/Learn/9.1_2014_04/Student or access help directly from
your course by selecting “Help” in the course menu. The help site provides a wide variety of
tutorials and videos that will help you navigate the Blackboard environment.

IT staff is available to respond readily to student and faculty questions Monday to Friday 9
a.m. to 5 p.m. at it@liu.edu or 718-488-3300 or 516-299-3300 (or x3300 from the Brooklyn or
Post campus). Students and faculty may email after hours and will receive a response as
soon as a staff member is available. Often, staff members are able to answer questions in the
evening or on the weekends, but an immediate response is not guaranteed.

General Technology Guidelines: Students will need Internet access and a PC or Mac
computer with the latest version of a web browser (Firefox, Internet Explorer, Chrome,
Safari). For Adobe Connect meetings, students should run an audio test prior to meetings; a

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headset may reduce echoing sound.
You can access Blackboard anywhere you have Internet access, but there are some
guidelines to follow that will make your experience more productive:

● The Firefox web browser works best with Blackboard.

● Be sure that your computer has the latest Flash player installed. Flash enables videos
from YouTube and other sources to be played within Blackboard.
● Sometimes Wi-Fi connections can be slow; if you encounter problems, it is best to
switch to a hardwired connection.

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