The Young Epidemiology Scholars Teaching Units

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The Young Epidemiology Scholars Teaching Units
A Health Educators Resource for High School
Epidemiology Education
Tuesday, June 26, 2007, 115 210 PM Mark
Kaelin, EdD Montclair State University Department
of Health and Nutrition Sciences College of
Education and Human Services 973-655-7123 kaelinm_at_
mail.montclair.edu
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The Young Epidemiology Scholars Teaching Units
A Health Educators Resource for High School
Epidemiology Education
Tuesday, June 26, 2007, 115 210 PM Mark
Kaelin, EdD Montclair State University Department
of Health and Nutrition Sciences College of
Education and Human Services 973-655-7123 kaelinm_at_
mail.montclair.edu
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http//www.epiedmovement.org/index.htm
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Invited Session Future of Epidemiology

Epidemiology Education in
Grades 6-12
The Epi Ed
Movement Wednesday, November 7, 2007, 1230
PM-200 PM
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http//www.epiedmovement.org/index.htm
Assess Short and Long Term Goals
Prepare Teachers
Develop Curricula

• 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.
Implement demonstration projects in a variety of
school and non-school venues.
Evaluate curricula.
Create Demand
Maintain Momentum
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).
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.
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Our mission is to
improve our nations 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.

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Objectives

• Agree that an understanding of epidemiology
  empowers students to make more informed personal
  health-related decisions.
• Agree that an understanding of epidemiology
  empowers students to be scientifically literate
  participants in the democratic decision-making
  process concerning public health policy.
• Agree that the Young Epidemiology Scholars
  Teaching Units are a valuable health educators
  resource for high school epidemiology education.
• Identify opportunities for collaboration between
  the National Association of Health Education
  Centers and the Young Epidemiology Scholars
  program.

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Objectives

• Agree that an understanding of epidemiology
  empowers students to make more informed personal
  health-related decisions.
• Agree that an understanding of epidemiology
  empowers students to be scientifically literate
  participants in the democratic decision-making
  process concerning public health policy.
• Agree that the Young Epidemiology Scholars
  Teaching Units are a valuable health educators
  resource for high school epidemiology education.
• Identify opportunities for collaboration between
  the National Association of Health Education
  Centers and the Young Epidemiology Scholars
  program.

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Epidemiology is
DZ
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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.
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Epidemiology is
the blending of population thinking and group
comparisons in an integrated
theory
to appraise
health-related causal relationships
characterizes epidemiology.
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Epidemiology is
the blending of population thinking and group
comparisons in an integrated
theory
to appraise
health-related causal relationships
characterizes epidemiology.
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Top 8 Reasons to Teach / Learn about Epidemiology

• 1.
• 2.
• 3.
• 4.
• 5.

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 publics health.
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E. Coli and spinach
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.
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Understanding
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, 1960
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.
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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?
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Give people fish, they have food for a day,
Teach people how to fish, they have food for a
lifetime.
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Objectives

• Agree that an understanding of epidemiology
  empowers students to make more informed personal
  health-related decisions.
• Agree that an understanding of epidemiology
  empowers students to be scientifically literate
  participants in the democratic decision-making
  process concerning public health policy.
• Agree that the Young Epidemiology Scholars
  Teaching Units are a valuable health educators
  resource for high school epidemiology education.
• Identify opportunities for collaboration between
  the National Association of Health Education
  Centers and the Young Epidemiology Scholars
  program.

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Objectives

• Agree that an understanding of epidemiology
  empowers students to make more informed personal
  health-related decisions.
• Agree that an understanding of epidemiology
  empowers students to be scientifically literate
  participants in the democratic decision-making
  process concerning public health policy.
• Agree that the Young Epidemiology Scholars
  Teaching Units are a valuable health educators
  resource for high school epidemiology education.
• Identify opportunities for collaboration between
  the National Association of Health Education
  Centers and the Young Epidemiology Scholars
  program.

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http//www.collegeboard.com/yes/index.html
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26 Teaching Units
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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).
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Scholarship
Creativity
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Objectives

• Agree that an understanding of epidemiology
  empowers students to make more informed personal
  health-related decisions.
• Agree that an understanding of epidemiology
  empowers students to be scientifically literate
  participants in the democratic decision-making
  process concerning public health policy.
• Agree that the Young Epidemiology Scholars
  Teaching Units are a valuable health educators
  resource for high school epidemiology education.
• Identify opportunities for collaboration between
  the National Association of Health Education
  Centers and the Young Epidemiology Scholars
  program.

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Objectives

• Agree that an understanding of epidemiology
  empowers students to make more informed personal
  health-related decisions.
• Agree that an understanding of epidemiology
  empowers students to be scientifically literate
  participants in the democratic decision-making
  process concerning public health policy.
• Agree that the Young Epidemiology Scholars
  Teaching Units are a valuable health educators
  resource for high school epidemiology education.
• Identify opportunities for collaboration between
  the National Association of Health Education
  Centers and the Young Epidemiology Scholars
  program.

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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.
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Components and Methods

• 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.

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Objectives

• Agree that an understanding of epidemiology
  empowers students to make more informed personal
  health-related decisions.
• Agree that an understanding of epidemiology
  empowers students to be scientifically literate
  participants in the democratic decision-making
  process concerning public health policy.
• Agree that the Young Epidemiology Scholars
  Teaching Units are a valuable health educators
  resource for high school epidemiology education.
• Identify opportunities for collaboration between
  the National Association of Health Education
  Centers and the Young Epidemiology Scholars
  program.

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And friends they may think it's a movement.
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http//www.epiedmovement.org/index.htm