A%20Non-Epidemiologists%20Teaching%20Epidemiology:%20%20%20The%20YES%20Teaching%20Units%20and%20Some%20Lessons%20Learned

1
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons
Learned Mark Kaelin, Ed.D.
Montclair
State University 940 - 1000 AM
2
(No Transcript)
3
(No Transcript)
4

5

6
DZ
7
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
Assumptions
8
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
Goals
To identify experiences that may be relevant
to
your unique sets of circumstances.
To conclude that this is doable.
Just Do It.
9
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
10
(No Transcript)
11
YES Teaching Units
http//www.collegeboard.com/yes/index.html
12
YES Teaching Units
26 Teaching Units
http//www.collegeboard.com/yes/index.html
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
16
(No Transcript)
17
(No Transcript)
18
(No Transcript)
19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22

http//www.collegeboard.com/yes/index.html
23
YES Teaching Units
http//www.collegeboard.com/yes/index.html
24
YES Teaching Units
Handout
http//www.collegeboard.com/yes/index.html
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.sht
ml
29
Assignment 2 Casualties of War
30
Assignment 2 Casualties of War
31
Assignment 2 Casualties of War
32
Assignment 2 Casualties of War
33
Assignment 2 Casualties of War
34
Assignment 2 Casualties of War
35
Assignment 2 Casualties of War
36
Assignment 2 Casualties of War
37
Assignment 2 Casualties of War
38
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
YES Teaching Units

http//www.collegeboard.com/yes/index.html
41
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)

http//www.collegeboard.com/yes/index.html
42
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)

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

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

http//www.collegeboard.com/yes/index.html
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 940 - 1000 AM
47
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
MSU GenEd Questions
48
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
Epidemiology
The Science of Public Health Epidemiology
49
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
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)
50
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
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.
51
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
52
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
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.
53
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
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.
54
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
Give students a fish, they have food for a day,
Teach students how to fish,
they have food for a lifetime.
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.
55
DZ
56
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons Learned
the blending of population thinking and group
comparisons in an integrated
theory
to appraise
health-related causal relationships
characterizes epidemiology.
57
Thank You
A Non-Epidemiologists Teaching Epidemiology
The YES Teaching Units and Some Lessons
Learned Mark Kaelin, Ed.D.
Montclair
State University 940 - 1000 AM