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

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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DZ

Assumptions


To identify experiences that may be relevant to your unique sets of circumstances.

Goals

To conclude that this is “doable.”

Just Do It.



YES Teaching Units

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

YES Teaching Units


26 Teaching

Units

YES Teaching Units


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Use of Young Epidemiology Scholars Materials Hyperlinked

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YES Teaching Units

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

YES Teaching Units


Handout

YES Teaching Units


YES Teaching Units


YES Teaching Units

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

Assignment 2: Casualties of War










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).


YES Teaching Units

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YES Teaching Units

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“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)


YES Teaching Units

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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)


YES Teaching Units

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YES Teaching UnitsHow would you

design a study

so that you could

make this statement?

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YES Teaching Units

Scholarship

Creativity



9:40 - 10:00 AM

MSU GenEd Questions


“Epidemiology”

The Science of Public Health: Epidemiology”


“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)


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2.

3.

4.

5.

6.

7.

8.

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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


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






E. Coli and spinach

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








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

lifetime.


DZ

“… the blending of population thinking and group comparisons in an integrated theory to appraise health-related causal relationships

characterizes epidemiology.”




9:40 - 10:00 AM

Thank You

Documents

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