{"id":39,"date":"2020-04-12T16:34:43","date_gmt":"2020-04-12T20:34:43","guid":{"rendered":"https:\/\/sites.temple.edu\/teen\/?page_id=39"},"modified":"2020-07-22T09:48:41","modified_gmt":"2020-07-22T13:48:41","slug":"presentations","status":"publish","type":"page","link":"https:\/\/sites.temple.edu\/teen\/presentations\/","title":{"rendered":"Presentations"},"content":{"rendered":"\n

The Technology-linked Epidemiology Education Network (TEEN) Blended Learning Platform: High School Pilot Testing<\/strong><\/h4>\n\n\n\n

Alexis Mattei1<\/sup><\/strong>, Robin Taylor Wilson, PhD1<\/sup>, Dirk Swart2<\/sup>, Audrey Plassio3<\/sup>, Terri O’Neil4<\/sup>, Alexandra Ruth1<\/sup> and Dawn Koons5<\/sup>, (1)Temple University, Philadelphia, PA, (2)Ithaca, NY, (3)Camp Hill, PA, (4)Middletown, PA, (5)Hummelstown, PA<\/p>\n\n\n\n

Background<\/strong>. <\/em>The Technology-linked Epidemiology Education Network (TEEN) is a university-high school partnership designed to increase interest and persistence in Science, Technology, Engineering, Math and Public Health (STEM-PH) via enhanced scientific self-efficacy\u2014particularly among low-income and minority students. TEEN PBL is a new online platform designed to support hypothesis-driven project-based learning (PBL) with blended-learning techniques. Methods. <\/strong><\/em>Students in grades 9-12 enrolled in four diverse schools participated in a one-hour lesson on Lyme disease entitled \u201cA Summer Amusement Park Mystery.\u201d Student evaluations were collected via an open-ended online anonymous qualitative instrument. State-reported statistics were used to identify school characteristics. State and Next Generation Science Standards (NGSS) informed learning objectives. Results.<\/strong> <\/em>Schools represented a range of learning environments (economically disadvantaged (23.4-59.7%), non-white (15.1-48.7%), special education (<25%) and non-English speaking (<5%)). Students (N=111) provided written informed assent and parental\/guardian consent, with 72.1% responding. The major themes for best aspect of the lesson was \u201cknowledge gained\u201d (58.9%), then \u201cinvestigational opportunity\u201d (12.9%), and \u201cteamwork\u201d (11.7%). Over 3\/4ths of students reported the most important thing learned was increased Lyme disease knowledge (76.3%) and confidently identified preventive measures (76.3%). \u201cPositive learning experience\u201d was an unprompted key theme (66.7%). While several NGSS \u201cCrosscutting Concepts\u201d could be mapped, \u201cDisciplinary Core Ideas\u201d did not include human health. Conclusions.<\/strong><\/em> Our preliminary results suggest that students from diverse schools enjoyed learning about a major public health issue and can successfully work with their science teacher to complete a blended-learning exercise. Further work to increase public health education standards in science is needed.<\/p>\n\n\n\n

*Poster presentation accepted for American Public Health Association (APHA) Annual Meeting & Expo in October 2020.<\/p>\n\n\n\n

Developing Partnerships for Epidemiology Education in the Secondary Setting<\/strong><\/p>\n\n\n\n

Robin Taylor Wilson, PhD<\/strong>, Dirk Swart, Terri O\u2019Neill<\/p>\n\n\n\n

Topics addressed<\/strong>: Developing University-High School-Corporate Partnerships for increasing interest and persistence in the sciences<\/p>\n\n\n\n

Background<\/strong>: TheTechnology-linked Epidemiology Education Network (TEEN) is a university-high school-corporate partnership designed to increase interest and persistence in Science, Technology, Engineering, Math and Public Health (STEM-PH) via enhanced scientific self-efficacy\u2014particularly among low-income and minority students.\u00a0 TEEN PBL is a new online platform designed to support hypothesis-driven project-based learning (PBL) with blended-learning techniques.\u00a0 One speaker, representing each partnership sector will highlight the key benefits, facilitators, and challenges to working together.\u00a0 The goal of the session is to increase knowledge of key attributes of synergistic partnerships while also fostering an interactive discussion from which presenters may also learn.<\/p>\n\n\n\n

*Abstract accepted to NIH SciEd Roundtable session – event cancelled due to Coronavirus<\/p>\n\n\n\n

Next Generation Science Standards:\u00a0 Will crosscutting concepts help promote health in high schools?<\/strong><\/p>\n\n\n\n

Alexandra Ruth<\/strong>, Alexis Mattei, Robin Taylor Wilson<\/p>\n\n\n\n

Background<\/u>:<\/strong> <\/em>It has been over two decades since the World Health Organization, in collaboration with several governments, launched the Health Promoting Schools (HPS) initiative.\u00a0 In spite of this, improvements in US health literacy have been stagnant.\u00a0 Presently one in four adults is classified as having limited health literacy.\u00a0 Two core components of the HPS initiative relate directly to science education via its promotion of skills-based health education and community engagement.\u00a0 Purpose<\/u><\/em><\/strong>: 1) conduct a systematic review of published HPS interventions in the high school setting; 2) identify which of these interventions map Next Generation Science Standards (NGSS), launched in 2013 and\/or the CDC\u2019s Epidemiology and Public Health Science core competencies.\u00a0 Methods<\/strong><\/u><\/em>:\u00a0 Using PRISMA guidelines, we searched PubMed, EBSCO Host (Academic Search Complete and CINAHL), the Guide to Community Preventive Services, and Robert Wood Johnson Foundation\u2019s What Works for Health databases using a pre-defined Boolean search strategy for the years 2000 to 2020. \u00a0Preliminary Results<\/u><\/em>:<\/strong>\u00a0 Fewer than 30 publications were identified.\u00a0 The majority of published interventions were conducted outside of the US.\u00a0 NGSS does not contain public health concepts in its disciplinary core ideas, however, crosscutting concepts can be adapted to correlate knowledge from all domains of science, including epidemiology.\u00a0 \u00a0Preliminary conclusions<\/strong><\/u>: <\/em>NGSS disciplinary core ideas do not expressly address public health education domains.\u00a0 NGSS crosscutting concepts allow school educational flexibility and may set stage for STEM education reform that may help to improve health literacy.<\/p>\n\n\n\n

*Abstract accepted to The College of Physicians of Philadelphia Student Poster Session – event canceled due to Coronavirus<\/p>\n\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

The Technology-linked Epidemiology Education Network (TEEN) Blended Learning Platform: High School Pilot Testing Alexis Mattei1, Robin Taylor Wilson, PhD1, Dirk Swart2, Audrey Plassio3, Terri O’Neil4, Alexandra Ruth1 and Dawn Koons5, (1)Temple University, Philadelphia, PA, (2)Ithaca, NY, (3)Camp Hill, PA, (4)Middletown, PA, (5)Hummelstown, PA Background. The Technology-linked Epidemiology Education Network (TEEN) is a university-high school partnership designed to … <\/p>\n

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