Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop

Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop

Paterson School District Teachers Meeting

Health and Related-Professions Academy

January 4, 2007

Today’s Goal

To identify 10 high school teachers who will “agree” to participate in the Young Epidemiology Scholars Teaching Units

Professional Development Workshop


Goal

To increase the frequency with which the Young Epidemiology Scholars Teaching Units

are taught by high school teachers


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.


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?

Epidemiology Education Partnership – Cross-Age Teaching

EEP students, Yadira Duran, Polo Aguirre, and Emmanuel Valerio teach epidemiology, in Spanish, to an ESL class, at Eastside High School.


EEP students, Eileen Balcazar and Carmen Lopez, from Paterson’s Health and Related Professions Academy, unfold their 4-fold poster comparing the designs of the four basic epidemiologic study designs to ninth graders. Case-control study and

cross-sectional studies are yet to be unfolded. Note the masking tape.



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


26 Teaching

Units



Handout


*

Handout




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


Components and Methods


To create “… 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


5:00 - 8:30 PM


Picture of MSU

Logistics

• Parking

• Dinner

• Professional Development Hours

• Stipend


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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.

Top 8 Reasons to Teach / Learn about Epidemiology


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

At first glance these articles are about _____________________________ but, based on an 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.


will

At first glance these articles are about _____________________________ but, based on an 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.

Give students a fish, they have food for a day, Teach students how to fish, they have food for a lifetime.


Prior to the workshop, teachers who wish to participate sign a YES Workshop Agreement specifying that they will:

a. Actively participate in “a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in

transforming practice.”

b. Attend all YES Workshop meetings.

c. Arrive on time for all YES Workshop meetings

c. Complete all YES Workshop assignments.

d. Teach selected YES Teaching Units during the workshop.

e. Communicate electronically with the other YES Workshop participants.

f. Teach five or more YES Teaching Units during the school year.

g. Complete a Report and Reflection Log after teaching each YES Teaching Unit.

h. Participate in YES Workshop evaluations.

Agreement


Documents

Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop