The Young Epidemiology Scholars Teaching Units A Health Educator’s Resource for High School...

The Young Epidemiology Scholars Teaching Units

A Health Educator’s Resource for High School Epidemiology Education

Young Epidemiology Scholars

Tuesday, June 26, 2007, 1:15 – 2:10 PM

Mark Kaelin, EdDMontclair State University

Department of Health and Nutrition SciencesCollege of Education and Human Services

[email protected]

The Young Epidemiology Scholars Teaching Units

A Health Educator’s Resource for High School Epidemiology Education

Young Epidemiology Scholars?

Tuesday, June 26, 2007, 1:15 – 2:10 PM

Mark Kaelin, EdDMontclair State University

Department of Health and Nutrition SciencesCollege of Education and Human Services

[email protected]

http://www.epiedmovement.org/index.htm

Invited Session

Future of Epidemiology Epidemiology Education in Grades 6-12

The Epi Ed Movement

Wednesday, November 7, 2007, 12:30 PM-2:00 PM

Goals

Infuse epidemiology education into curricula

in grades 6-12.

Improve scientific literacy.

Increase the number of students preparing for

careers in public health.

Create new curricula and

enhance existing curricula.

Implement teacher training workshops in a

variety of venues.

Develop cadre of epidemiology

curriculum developers.

Obtain support of stakeholders (educators, epidemiologists, public health community, professional

organizations, scientific journals, government).

Develop mechanisms to focus and coordinate efforts of many interested but busy stakeholders.

Assess Short and Long Term Goals

Create Demand

Prepare Teachers

Develop Curricula

Maintain Momentum

Implement demonstration projects in a

variety of school and non-school

venues. Evaluate curricula.

Infuse into educational structure (state / national standards, standardized testing, textbooks).

Develop mechanisms to make people aware of the efforts of others (web site, newsletter, list serve).



Our mission is to improve our nation’s

health through empowering youth

and the adults who care for them

to make healthy choices.

• Infuse epidemiology education iiiinto curricula in grades 6-12.• Improve scientific literacy.• Increase the number of students iiipreparing for careers in public iiihealth.

1. Agree that an understanding of epidemiology empowers students to make more informed personal health-related decisions.

2. Agree that an understanding of epidemiology empowers students to be scientifically literate participants in the democratic decision-making process concerning public health policy.

3. Agree that the Young Epidemiology Scholars Teaching Units are a valuable health educator’s resource for high school epidemiology education.

4. Identify opportunities for collaboration between the National Association of Health Education Centers and the Young Epidemiology Scholars program.

Objectives


DZ

Epidemiology is …


Epidemiology is …

… the study of the distribution and determinants of health-related states or events in specified populations and the application of this study to the

control of health problems.

… the study of the distribution and determinants of health-related states or events in specified populations and the application of this study to the

control of health problems.


“… the blending of population thinking and group comparisons in an integrated theory to appraise health-related causal relationships

characterizes epidemiology.”

Epidemiology is …


Top 8 Reasons to Teach / Learn about Epidemiology

1.

2.

3.

4.

5.

6.

7.

8.

.

Empowers students to be scientifically literate participants in the democratic decision-making process concerning public health policy.

Empowers students to make more informed personal health-related decisions.

Increases students’ media literacy and their understanding of public health messages.

Increases students’ understanding of the basis for determining risk.

Improves students’ mathematical and scientific literacy.

Expands students’ understanding of scientific methods and develops their critical thinking skills.

Provides students with another mechanism for exploring important, real world questions about their health and the health of others.

Introduces students to an array of career paths related to the public’s health.


At first glance these articles are about _____________________________ but, based on our understanding of epidemiology, we can see that they

are about person, place, and time, counting, dividing, and comparing, numerators and denominators, associations, causation, confounding,

prevention, and policy.

a Bausch & Lomb lens solution






E. Coli and spinach




To understand something as a specific instance of a more general case … is to have learned not only a specific thing but also a model for understanding

other things like it that one may encounter.

To understand something as a specific instance of a more general case … is to have learned not only a specific thing but also a model for understanding

other things like it that one may encounter.

J. Bruner, The Process of Education, 1960J. Bruner, The Process of Education, 1960

Understanding


EEP students, Khadijah Hunter, Jared Turner, and Danielle McAllister, ask students at Rosa Parks High School what they think epidemiology is.

What would your answer have been when you were in high school?


Give people fish, they have food for a day,

Teach people how to fish, they have food for a lifetime.






Objectives


http://www.collegeboard.com/yes/index.html


26 Teaching

Units


*


Assignment 3: World Trade Center & Atomic Bomb Attacks - Similarities & Differences

Based on your reading of the MMWR “Surveillance for World Trade Center Disaster Health Effects Among Survivors of Collapsed and Damaged Buildings,” identify five similarities and five differences between the World Trade Center Health Registry and the surveillance system established to identify the effects of the A-bombs dropped on Hiroshima and Nagasaki (Assignment 2).


Scholarship

Creativity






Objectives


YES Teaching Units Professional Development Workshop

“… a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle

entailed in transforming practice.”


• Project director and / or epidemiologist making a presentation during which the workshop participants uncover, explore, and develop a particular enduring epidemiological understanding.

• Workshop participants teaching YES Teaching Units that complement the enduring epidemiological understanding to the other workshop participants.

• Workshop participants discussing the:• Enduring epidemiological understanding• Degree to which the YES Teaching Units lead to that understanding• Prior knowledge on which they constructed their knowledge of the understanding• Prior knowledge on which they anticipate their students will construct their knowledge• Revisions they would make when teaching the units in their classes.

• Selected public health professionals, either in person or via teleconference, discussing their work and how their work relates to the enduring epidemiological understanding.

• Workshop participants exploring selected news items and describing how the items relate to the enduring epidemiological understanding.

Components and Methods






Objectives


And friends they may think it's a movement.”

Alice's Restaurant, Arlo Guthrie

“And can you imagine fifty people a day; I said fifty people a day,

Walking in singing a bar of Alice's Restaurant and walking out.

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