Transcript The Great Diseases Partnership: Addressing science and health

The Great Diseases: Connecting
Science Practice to STEM Career
Awareness
Stephanie Tammen & Berri Jacque
The STEM gap problem
21%
Bioscience/health
16%
9 out of 10 bioscience jobs are in health!
Scientific Skills/ Literacy
Scientific and health literacy needs
are shifting
High Skill Level Jobs
Workforce
Preparation
Mid Skill Level Jobs
Scientific & Health
Literacy
Workforce preparation
Bringing scientists and teachers together to
solve this problem
Biomedical Scientists
Teachers
Novel content knowledge,
evidence-based reasoning,
authentic scientific practice
“know-how”
Pedagogical content
knowledge, assessments,
direct relationship with
students
Life-relevant curricula
Workforce Preparation
Increased Student
Engagement &
Performance
Health Literacy
CTSE projects
• The Great Diseases: Designing
engaging, rigorous, real- world,
health-focused life science curricula
for 10th – 12th grade students
• Modeling for Fidelity: Providing
extensive support for teachers
• BioScann: Bridging the STEM Gap
Curriculum development and dissemination
July 2009
July 2010
Students:
July 2011
July 2012
July 2013
90
100
175
480
600+
150
220
315+
180
270+
Infectious Disease:
July 2014
July 2015
Dissemination
Students:
60
Dissemination
Neurological Disorders:
Students:
80
Metabolic Disease:
Dissemination
Students:
Cancer:
120
120+
Dissemination
45,601 people from 42 US states and 41 different countries have accessed the curriculum
CTSE projects
• The Great Diseases: Designing
engaging, rigorous, real- world,
health-focused life science curricula
for 10th – 12th grade students
• Modeling for Fidelity: Providing
extensive support for teachers
• BioScann: Bridging the STEM Gap
Bridging the bioscience STEM gap:
challenges
• Providing cross-disciplinary analytical and problem-solving
skills using 21st century bioscience content.
• Using teamwork and critical thinking in the context of
bioscience learning.
• Supporting students in formulating questions, designing
experiments, and interpreting data.
Problem Based Learning (PBL) providing crossdisciplinary analytical and problem solving skills
Create teams and assign
roles of actual bioscience
careers.
Roles
Animal Biologist
Regulatory Specialist
Research Scientist
Clinical Trial Nurse
Toxicologist
Clinical Research Associate
Each team then participates in a drug design project that
spans:
Pick a Disease
Select a Drug
Compound for
Cholera
Test Efficacy &
Toxicity
Phase 1 Clinical
Trial
Phase 2 & 3
Clinical Trials
Supporting students in designing
experiments and interpreting data: QMDC
Experimental Design
Communication
Question
What question do you want to
address?
What question does the
experiment address?
Method
What method(s) can you use?
What method(s) are used?
Data
Predict what your data will look
like.
Describe the data.
Conclusion
What conclusions can you draw
from your predictions?
What conclusions can you draw
from the data?
Using teamwork and critical thinking
Using teamwork and critical thinking
Student responses to the question: What did
you like best about the BioScann Activities?
“I liked that we acted as certain positions and careers; this was a good way to
learn about different health science careers that I might want to pursue in the
future. I also liked that we completely designed each experiment; I think it
was as close to the real experience of working in a pharmaceutical company
as it could have been.”
“I think it was a great way to learn about what goes on in a pharmaceutical
company and having different pieces of information also gave us more
opportunities to work together and communicate.”
“I thought QMDC was a good way to assess what was going on in each figure
and what the data meant for the project. Often in science experiments things
can get confusing so it was a good way to really break down information.”
After
Before
These students did not change their thoughts
about science or careers
Is taking science or health courses an
important part of your education?
Would you like to eventually find work
in a science or health-related job?
Is taking science or health courses an
important part of your education?
Would you like to eventually find work
in a science or health-related job?
Likert Scale
(6 Points Total)
How can we make career awareness more accessible?
Bringing career awareness to
classrooms
• BioScann
– bioscann.org
Questions and thoughts?
Acknowledgments
http://sites.tufts.edu/greatdiseases/
bioscann.org
Tu s Collaborates!