1. A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned Mark Kaelin, Ed.D. Montclair State University 9:40 - 10:00 AM

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7. Assumptions A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

8. To identify experiences that may be relevant to your unique sets of circumstances. Goals To conclude that this is “doable.” Just Do It. A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

11. YES Teaching Units http://www.collegeboard.com/yes/index.html

12. YES Teaching Units http://www.collegeboard.com/yes/index.html 26 Teaching Units

13. YES Teaching Units http://www.collegeboard.com/yes/index.html *

14. A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

15. Use of Young Epidemiology Scholars Materials Hyperlinked

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23. YES Teaching Units * http://www.collegeboard.com/yes/index.html

24. YES Teaching Units http://www.collegeboard.com/yes/index.html Handout

25. YES Teaching Units http://www.collegeboard.com/yes/index.html

26. YES Teaching Units http://www.collegeboard.com/yes/index.html

27. YES Teaching Units

28. http://www.atomicarchive.com/Maps/HiroshimaMap.shtml

29. Assignment 2: Casualties of War

39. Assignment 3: Similarities & Differences 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).

40. http://www.collegeboard.com/yes/index.html YES Teaching Units *

41. http://www.collegeboard.com/yes/index.html YES Teaching Units * “Learning with understanding is facilitated when new and existing knowledge is structured around the major concepts and principles of a discipline.” (National Research Council, “Seven Principles of Learning,” Learning and Understanding, Washington, DC: National Academy Press, 2002)

42. http://www.collegeboard.com/yes/index.html YES Teaching Units * Enduring Understandings “… the big ideas that reside at the heart of a discipline and have lasting value outside the classroom.” (Wiggins and McTighe, Understanding by Design, Alexandria, VA: Association for Supervision and Curriculum Development, 1998)

43. http://www.collegeboard.com/yes/index.html YES Teaching Units *

44. http://www.collegeboard.com/yes/index.html YES Teaching Units How would you design a study so that you could make this statement? *

45. YES Teaching Units Scholarship Creativity

46. A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned Mark Kaelin, Ed.D. Montclair State University 9:40 - 10:00 AM

47. MSU GenEd Questions A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

48. “Epidemiology” The Science of Public Health: Epidemiology” A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

49. “If teachers are to be successful in developing new practices, they need opportunities to participate in … a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming practice.” (National Research Council, “Seven Principles of Learning,” Learning and Understanding) A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

50. 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. Top 8 Reasons to Teach / Learn about Epidemiology A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

51. 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 A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

52. 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. E. Coli and spinach

53. 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. A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

54. 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. Give students a fish, they have food for a day, Teach students how to fish, they have food for a lifetime. A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

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56. “… the blending of population thinking and group comparisons in an integrated theory to appraise health-related causal relationships characterizes epidemiology.” A Non-Epidemiologists Teaching Epidemiology: The YES Teaching Units and Some Lessons Learned

57. Mark Kaelin, Ed.D. Montclair State University 9:40 - 10:00 AM Thank You