1. 1 Infusing Public Health and Epidemiology Career Pathways and Education into the Capital Region Infusing Epidemiology into Classes, Courses and Curricula Be Relevant Teach Epidemiology March 1, 2010 1:30 – 2:15 PM Terri O’Neil Health Educator Science and Health Pathway Chair Middletown Area High School Mark A. Kaelin, Ed.D. Health Educator Health and Nutrition Sciences Montclair State University Teach Epidemiology Detectives in the Classroom

2. Goals Improve scientific and health literacy Increase the number of students preparing for careers in public health and epidemiology Summer Enrichment Programs Classes, Courses, and Curricula Career Pathway Programs Infusing Public Health and Epidemiology Career Pathways and Education into the Capital Region YES and SO Competitions

3. 1.Agree that an understanding of epidemiology would empower students with another way to understand the world in which they live. 2.Agree that an understanding of epidemiology would introduce students to an array of career paths related to the public’s health. 3.Be willing to provide the support to facilitate the infusion of epidemiology education into the classes, courses, and curricula in your district. 4.Consider identifying “can do” teachers who will infuse epidemiology education into their classes, courses, and curricula and invite them to attend a Teach Epidemiology Professional Development Workshop. Objectives Infusing Epidemiology into Classes, Courses, and Curricula

4. 4 Handout

5. 5 Experience Epidemiologic Thinking Rationale for Teaching Epidemiology Ways to Infuse into Classes, Courses, and Curricula Infusing Epidemiology into Classes, Courses, and Curricula Plan

6. 6 Experience Epidemiologic Thinking Rationale for Teaching Epidemiology Ways to Infuse into Classes, Courses, and Curricula Infusing Epidemiology into Classes, Courses, and Curricula Plan

7. 7 A particular or detached incident or fact of an interesting nature; a biographical incident or fragment; a single passage of private life. Anecdote Infusing Epidemiology into Classes, Courses, and Curricula

8. 8 Anecdote Science Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula

9. DZ Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula

10. DZ 10 Anecdote Science Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula

11. 11 Anecdote Science Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula DZ

12. 12 Anecdote Science Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula

13. 13 Time Healthy People - E Random Assignment E DZ Controlled Trial Time Healthy People - E E DZ Cohort Study Time Case-Control Study - DZ E E E E Time Cross-Sectional Study - E E DZ Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula d b c a E E DZ X X

14. Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula

15. Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula d b c a

16. Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula d b c a Sick (Red Dot) Not Sick Exposed Not Exposed

17. Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula d b c a Sick (Red Dot) Not Sick Cauliflower No Cauliflower

18. Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula d b c a Sick (Red Dot) Not Sick Potatoes No Potatoes

19. Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula d b c a Sick (Red Dot) Not Sick Asparagus No Asparagus

20. Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula d b c a Sick (Red Dot) Not Sick Tea No Tea

21. Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula d b c a Sick (Red Dot) Not Sick Lemonade No Lemonade

22. 22 Anecdote Science DZ Transform Anecdote into Science Infusing Epidemiology into Classes, Courses, and Curricula

23. Hypothesis Total RiskRelative Risk a b c d or % % ExposureOutcome ? Turned Up Together Healthy People - E E DZ Infusing Epidemiology into Classes, Courses, and Curricula Transform Anecdote into Science

24. 24 Experience Epidemiologic Thinking Rationale for Teaching Epidemiology Ways to Infuse into Classes, Courses, and Curricula Infusing Epidemiology into Classes, Courses, and Curricula Plan

25. 25 Graduate School Rationale for Teaching Epidemiology Infusing Epidemiology into Classes, Courses, and Curricula

26. Middle School High School Infusing Epidemiology into Classes, Courses, and Curricula Graduate School Rationale for Teaching Epidemiology

27. 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’ ability to meet standards in several disciplines. 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. Handout Infusing Epidemiology into Classes, Courses, and Curricula Rationale for Teaching Epidemiology

28. 28 Experience Epidemiologic Thinking Rationale for Teaching Epidemiology Ways to Infuse into Classes, Courses, and Curricula Infusing Epidemiology into Classes, Courses, and Curricula Plan

29. Goals Improve scientific and health literacy Increase the number of students preparing for careers in public health and epidemiology Summer Enrichment Programs Classes, Courses, and Curricula Career Pathway Programs Infusing Public Health and Epidemiology Career Pathways and Education into the Capital Region YES and SO Competitions

30. 30 Infusing Epidemiology into Classes, Courses, and Curricula Create and Teach a New Epidemiology Lesson

31. 31 Infusing Epidemiology into Classes, Courses, and Curricula Show and Discuss Is Epidemiology in Your Future?

32. 32 Infusing Epidemiology into Classes, Courses, and Curricula Infuse Epidemiology into Existing Lesson about Something Else

33. 33 Infusing Epidemiology into Classes, Courses, and Curricula Infuse Epidemiology into Existing Lesson about Something Else

34. 34 Infusing Epidemiology into Classes, Courses, and Curricula Teaching Existing Epidemiology Lessons

35. Infusing Epidemiology into Classes, Courses, and Curricula Teaching Existing Epidemiology Lessons Handout

36. Infusing Epidemiology into Classes, Courses, and Curricula Establish an After-School Epidemiology and Public Health Club The Descriptive Epidemiology of Absenteeism at School 9

37. 37 Infusing Epidemiology into Classes, Courses, and Curricula View a News Item from an Epidemiologic Perspective

38. 38 Multi-State Outbreak of E. coli O157:H7 Infections from Spinach Salmonella Outbreak Linked to Raw Tomatoes One Vaccine Shot Seen as Protective for Swine Flu 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. Jerome Bruner, The Process of Education, 1960 Infusing Epidemiology into Classes, Courses, and Curricula View a News Item from an Epidemiologic Perspective will

39. 39 Infusing Epidemiology into Classes, Courses, and Curricula View a News Item from an Epidemiologic Perspective 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. Jerome Bruner, The Process of Education, 1960 will

40. Infusing Epidemiology into Classes, Courses, and Curricula View a News Item from an Epidemiologic Perspective

41. Good Afternoon, I would like to invite you to a planning meeting on the developing of Georgia Performance Standards for an high school epidemiology course. I have November 6, November 9 and November 20 as possible meeting dates for this project. Please send me a message as to if you will be interested in participating in this project and what date and time works best for you. In case any of you want to participate but cannot join us physically, I will arrange for a phone line to be available for you to call in. Thank you for the work that you already do for all students in Georgia in this area. Juan-Carlos Aguilar Science Program Manager, Division of Academic Standards, Georgia Department of Education Infusing Epidemiology into Classes, Courses, and Curricula Develop State Standards for an Epidemiology Course

42. 42 Infusing Epidemiology into Classes, Courses, and Curricula Develop State Standards for an Epidemiology Course https://www.georgiastandards.org/standards/Pages/New_Science_GPS.aspx

43. 43 Infusing Epidemiology into Classes, Courses, and Curricula Develop State Standards for an Epidemiology Course

44. 44 Infusing Epidemiology into Classes, Courses, and Curricula Attend a Teach Epidemiology Professional Development Workshop

45. 45 … the big ideas that reside at the heart of a discipline and have lasting value outside the classroom. Enduring Understandings Infusing Epidemiology into Classes, Courses, and Curricula Attend a Teach Epidemiology Professional Development Workshop

46. 46 Infusing Epidemiology into Classes, Courses, and Curricula Attend a Teach Epidemiology Professional Development Workshop Enduring Epidemiological Understandings … the big ideas that reside at the heart of epidemiology and have lasting value outside the classroom. Handout

47. 47 Infusing Epidemiology into Classes, Courses, and Curricula Attend a Teach Epidemiology Professional Development Workshop Knowledge that “… is connected and organized, and … ‘conditionalized’ to specify the context in which it is applicable.”

48. Infusing Epidemiology into Classes, Courses, and Curricula

49. Goals Improve scientific and health literacy Increase the number of students preparing for careers in public health and epidemiology Summer Enrichment Programs Classes, Courses, and Curricula Career Pathway Programs Infusing Public Health and Epidemiology Career Pathways and Education into the Capital Region YES and SO Competitions

50. 1.Agree that an understanding of epidemiology would empower students with another way to understand the world in which they live. 2.Agree that an understanding of epidemiology would introduce students to an array of career paths related to the public’s health. 3.Be willing to provide the support to facilitate the infusion of epidemiology education into the classes, courses, and curricula in your district. 4.Consider identifying “can do” teachers who will infuse epidemiology education into their classes, courses, and curricula and invite them to attend a Teach Epidemiology Professional Development Workshop. Objectives Infusing Epidemiology into Classes, Courses, and Curricula

51. 51 Infusing Public Health and Epidemiology Career Pathways and Education into the Capital Region Infusing Epidemiology into Classes, Courses and Curricula Be Relevant Teach Epidemiology March 1, 2010 1:30 – 2:15 PM Terri O’Neil Health Educator Science and Health Pathway Chair Middletown Area High School Mark A. Kaelin, Ed.D. Health Educator Health and Nutrition Sciences Montclair State University Teach Epidemiology Detectives in the Classroom Thank You