High school biology teachers
Infectious Disease; Metabolic Disease; Neurological Disorders; Cancer; Decoding primary biomedical literature
‘The Great Diseases’ focused on diseases of global significance targeted to 10 th -12 th graders. No curriculum can be successful unless teachers have the skills to teach it, so we have also developed a professional development program in which scientists mentor teachers how to translate the science content of the curriculum into their classrooms.
Resources for Sharing
Full range of curricular materials available via website (http://sites.tufts.edu/greatdiseases/). Training via professional development courses and on-line (see website). Internships available for undergraduates and graduate students who are (a) science education students wishing to gain experience in curriculum development (b) scientists wishing to gain experience in science education.
Professional development for pre-service and in-service teachers in collaboration with schools of Education (Bridgewater State University and Lesley University, MA, Teach for America, Math for America). Materials available via website.
In 2014 most job growth is occurring in fields that require the ability to think analytically and solve problems about science, technology, engineering and mathematics (STEM) topics, particularly life sciences and IT, while 90% of those life science jobs are in health-related fields The same analytic and evaluative skills required to participate in the life science-health workforce are required for managing one’s health care. Unfortunately US adults lack these capacities, so many STEM jobs in these fields go unfilled and more than 45% of the US population, particularly from underserved communities cannot manage their own health care effectively. It is clearly critical to educate young people in these skills, and high school, which is the last place entire cohorts of the US population gather to learn together, is an obvious venue. In response we have partnered with teachers to develop a curriculum ‘The Great Diseases’ focused on diseases of global significance targeted to 10th-12th graders. No curriculum can be successful unless teachers have the skills to teach it, so we have also developed a professional development program in which scientists mentor teachers how to translate the science content of the curriculum into their classrooms. Teachers who participated were able to significantly increase student engagement and analytical and problem-solving abilities, as well as improve their confidence in learning about this kind of material – a critical element of health literacy. Importantly these gains occurred in a large number of diverse schools and were independent of teacher and also the gender and ethnicity of their students. In this project we aim to capitalize on the partnerships and evaluation tools we have used successfully to create the curriculum and professional development model, to expand the scope of the curriculum by creating new activities more directly focused on the critical thinking skills we want to foster, and by expanding into new target audiences. We will therefore accomplish the following goals: We will promote the analytical skills required for workforce preparation and health care management by developing three extensions to the core GD curriculum that will help teachers: address complex topic; stimulate claims evaluation related to health science research and identify valid new material they can incorporate into lessons to keep their curriculum current. We will expand dissemination of the curriculum to pre-service teachers in collaboration with Bridgewater State University, the major provider of STEM and health education in Massachusetts by developing graduate level courses that will contextualize the content to classroom practice. We will promote dissemination of the curriculum to in-service teachers nationwide by combining the curriculum and mentorship into a web-based course that combines online learning and virtual interactions between teachers and mentors. Then, in collaboration with Teach for America we will provide the course to teachers who work in challenging environments in urban or rural areas. We will evaluate the effectiveness of the program as well as knowledge gains and critical thinking abilities in program participants (teachers and their students). The proposed project is significant because it provide teachers with the skills to engage students and improve their abilities to think analytically about key issues in health-related science, thereby fostering workforce preparation and health literacy. The proposed project is innovative because The Great Diseases program provides a model for how interactions between medical school scientists and teachers can influence curriculum and teacher development. It is also innovative because combining the curriculum and mentorship program into a web-based resource removes barriers can be disseminated nationwide.
Publications 1. Jacque B., et al., (2013). The Great Diseases Project: A partnership between Tufts Medical School and the Boston Public Schools to bring cutting edge biomedical sciences into the high school classroom. Acad. Med. 88: 620-625. PMCID: PMC4281152 2. Malanson, K., Jacque, B., and Meiri, K. F. (2014) Modeling for Fidelity: Virtual mentorship by scientists fosters teacher self-efficacy and promotes implementation of novel high school biomedical curricula. PloS one 9.12 (2014): e114929. PMCID: 3767121 3. Meiri, K. F., Jacque, B., and Wyss, J.M. (2013) Putting Health Science into Health Education. Science. 341(6142): p. 128. 4. Jacque B, Koch-Weser S, Faux, R and Meiri KF (2015). Addressing health literacy challenges with a cutting-edge Infectious Disease curriculum for the high school biology classroom” Health Education and Behavior DOI: 10.1177/1090198115596163
Program evaluation by Dr. Russell Faux (Davis Square Associates, Cambridge MA). (This question is very ambiguous, what information do you want here? Surely not the whole program evaluation strategy?