Hershey, Pennsylvania March 1, 2010 Presented at: “Infusing Public Health and Epidemiology Career Pathways and Education into the Capital Region” Marian Passannante, PhD, Epidemiologist UMDNJ NJ Medical School & School of Public Health Wendy Huebner, PhD, Epidemiologist Health and Nutrition Sciences Montclair State University Mark Kaelin, EdD, Health Educator Health and Nutrition Sciences Montclair State University Science Olympiad (SO): Think Like an Epidemiologist Challenge In collaboration with:

Shared Goals - Infuse epidemiology education into curricula in grades Improve scientific literacy - Increase number of students preparing for careers in public health Reasons to teach epidemiology to younger students -We probably all agree that an understanding of epidemiology empowers students with another way to understand the world in which they live This presentation describes an initiative to give students new opportunities to experience the science of epidemiology -Working within the existing Science Olympiad (SO) mechanism -Emphasis on “learning by doing” Overview

Advantages of Using Science Olympiad (SO) Model Existing infrastructure of regional, state, and national competitions Foothold for epidemiology in the Disease Detectives event Emphasis on students working together in teams Built-in motivation for students to improve projects as they qualify upward Previous involvement in the strong New Jersey program

Authentic Assessments*... Are realistic; simulate the way a person’s understanding is tested in the real world Ask students to “do” the subject rather than simply recall what was taught Require judgment and innovation to address an unstructured problem, rather than following a set routine Require a repertoire of knowledge and skill to be used efficiently and effectively Are messy and murky Allow opportunities for rehearsal, practice, consultation, feedback, and refinement Our hypothesis is that authentic epidemiology assessments will capture students’ attention and challenge their scientific reasoning Our goal is to have students learn, do, and get excited about epidemiology Application of Authentic Assessment Model * From: Understanding by Design by Wiggins and McTighe

Think Like an Epidemiologist Challenge New Jersey Science Olympiad High School Finals March 17, 2009

Conduct a survey among fellow SO participants at the State Finals Test the hypothesis: People who watch more TV eat more junk food 2009 Pilot SO Event at NJ State Finals

Getting Ready

Asking Questions / Gathering Data

Analyzing Data / Testing Hypotheses

Debrief

Conclusions from 2009 Pilot Event ●Students grasped many concepts needed to prepare and perform their surveys (e.g., hypothesis-testing, mechanics of conducting a study, role of ethics, complexities of data management, necessary nuances in interpretation of results) ●Students were excited about an epidemiology project ●Students wanted to test their own hypotheses ●The venue and short time to conduct a study were not sufficiently authentic ●(Students liked the shirts)

Changes and Enhancements to 2010 Event ●Upgraded by SO from pilot event to trial event, which means event scores are included in total school team scores ●Elements -Range of choices of study variables and hypotheses -Conduct of epidemiology study within the student team’s school district -Five-page proposal for Regional competition that follows a template; including study plans, survey instrument, an informed consent script, and evidence of completion of ethics training from a federal website -For teams advancing to State Finals, conduct of study in their district -Monthly conference calls offered to coaches to answer general questions; posted Q&As on SO website -Presentation of study results at State Finals via poster presentations in the morning and a debriefing session in the afternoon

Looking Ahead ●Complete and assess 2010 NJ SO trial event -Initial response excellent – Epidemiology Challenge entered by 21 schools participating in Regionals, and by 18/26 schools going to State -Posters to be judged by three developers and seven epidemiologist Guest Judges from various NJ institutions -Will evaluate feasibility of continuing effort to leverage SO venue ●If feasible, will continue in 2011 and see if it can “travel” to other states ●If feasible, will take expansion steps within SO organization process ●Other applications and venues? -Add to epidemiology curricula under development – middle and high school -Incorporate approach into professional development workshops -Encourage inclusion in other educational initiatives -Present at professional meetings

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Goals Infuse epidemiology education into curricula in grades 6-12 Improve scientific literacy Increase the number of students preparing for careers in public health Assess Short and Long Term Goals Create Demand Prepare Teachers Develop Curricula Maintain Momentum Handout

Top 8 Reasons to Teach / Learn about Epidemiology 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. Why Teach Epidemiology? Handout