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Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop. Goal.

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  1. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop

  2. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop Goal To identify 10 high school teachers who will “agree” to participate in the Young Epidemiology Scholars Teaching Units Professional Development Workshop

  3. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop Goal To increase the frequency with which the Young Epidemiology Scholars Teaching Units are taught by high school teachers

  4. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop Epidemiology is … … the study of the distribution and determinants of health-related states or events in specified populations and the application of this study to the control of health problems.

  5. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop

  6. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop http://www.collegeboard.com/yes/index.html

  7. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop

  8. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop 26 Teaching Units

  9. * Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop

  10. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop

  11. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop

  12. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop 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).

  13. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop Scholarship Creativity

  14. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop Components and Methods To create “… a professional community that discusses new teacher materials and strategies and that supports the risk taking and struggle entailed in transforming practice.”

  15. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop Components and Methods • Project director and / or epidemiologist making apresentation during which the workshop participants uncover, explore, and develop a particular enduring epidemiological understanding. • Workshop participants teaching YES Teaching Units that complement the enduring epidemiological understanding to the other workshop participants. • Workshop participants discussing the: • Enduring epidemiological understanding • Degree to which the YES Teaching Units lead to that understanding • Prior knowledge on which they constructed their knowledge of the understanding • Prior knowledge on which they anticipate their students will construct their knowledge • Revisions they would make when teaching the units in their classes. • Selected public health professionals, either in person or via teleconference, discussing their work and how their work relates to the enduring epidemiological understanding. • Workshop participants exploring selected news items and describing how the items relate to the enduring epidemiological understanding.

  16. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop Picture of MSU University Hall – Room 4116

  17. Young Epidemiology Scholars (YES) Teaching Units Professional Development Workshop 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’ 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.

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