NIH SCIENCE EDUCATION PARTNERSHIP AWARDS

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Education for Community Genomic Awareness - Phase I/II

Grant Website

http://www.sph.umich.edu/genomics/education/k12.html

Audience

K-12 students, teachers, parents, community members.

Subjects Addressed

Genomics and its applications to improve population health and reduce health disparities.

Project Description

  1. Engage high school students in the scientific process through a new inquiry-based biology curriculum unit addressing molecular genetics (single gene focus) and genomics (focus on human genome and its interaction with environment)
  2. Improve student learning of genomics aimed at becoming scientifically literate citizens and stimulating interest in science-related careers
  3. Develop university-school-community partnerships supporting and sharing curriculum
  4. Engage community partners in relating curriculum to community interests and joining in activities advancing student and community knowledge

Resources for Sharing

  1. Curriculum- How Similar or Different Are We?
  2. Student/Teacher Evaluation Results
  3. Teacher Professional Development Materials
  4. Community Engagement Materials
  5. Community Focus Group/Dialogue Group Results

Dissemination Strategies

  1. Implement regionally to a range of urban and suburban areas within the Detroit area starting in Year 4 (Ypsilanti, Jackson, Willow Run)
  2. Implement in other states starting in Year 5 (Toledo, Ohio; Chicago/Greater Chicago)
  3. Will package for national dissemination

Abstract

Long-term objective: Furthering student and community understanding of genomics and awareness of the potential applications of genomic research to improve population health and reduce health disparities. Specific aims:

  1. Stimulate the engagement of underrepresented K-12 students in the scientific process through new high school curriculum addressing molecular genetics (single gene focus) and genomics (focus on human genome and its interaction with environment)
  2. Improve student learning of genomics aimed at becoming scientifically literate citizens
  3. Develop university-school-community partnerships supporting and sharing curriculum
  4. Engage community partners in relating curriculum to community interests and joining in activities advancing student and community knowledge
  5. Disseminate the curriculum, professional development and community engagement materials and provide workshops and web-based resources to promote adaptation and enactment throughout the United States
  6. Conduct formative and summative evaluation measuring achievement of project aims and maintaining continuous quality improvement. School of Education investigators will apply tested methods of project-based science education developing curriculum representing the current understanding of genomics emerging from scientific research and providing competency to assess critically genomic messages that are proliferating in the media and on the web

Parent-teachers and other community-based organizations will participate in the shaping of curriculum, will join with students in out-of-school activities enhancing genomic understanding, and will share in the curriculum through student presentations and demonstrations. Genetics scientists will consult on curriculum content and engage in student-community interviews and discussions. After piloting the curriculum and related community activities in 10 high schools in Detroit and Flint, Mich. (Years 1-3), a compendium of dissemination materials and web resources will be prepared and workshops presented locally (Year 4) and regionally (Year 5) to stimulate dissemination, replication and adaptation.

Relevance: Strengthening student and community understanding of genomics and its applications will lead to greater support of these activities by the citizenry, increased interest among youth to enter science careers, and support of programs applying genomics to improve human health and reduce disparities.

Evaluation(s)

Program Activity:

  1. Initial unit development
  2. Unit delivery
  3. Unit refinement
  4. Identify relevant partners and communities
  5. Develop introductory education materials
  6. Involve communities in curriculum planning
  7. Review and comment on curriculum
  8. Joint activities between community and students
  9. Produce electronic versions of professional development materials
  10. Organize and enact professional development programs
  11. Implementation and enactment of curriculum into new schools
  12. Community engagement handbook/workshops

Evaluation Activity: 1) classroom observations and student work, 2) genetics expert/teacher feedback, 3) feedback/suggestions from stakeholders, 4) community planning meetings, 5) summary of activities undertaken, individuals involved, 6) workshop evaluations, 7) dissemination and monitor student work, 8) community evaluations

Evaluation Methods:

  1. Videotape
  2. Student/teacher interviews and surveys
  3. Field notes
  4. Key informant interviews and surveys
  5. Informal interviews
  6. Meeting minutes
  7. Focus groups
  8. Community member surveys

Education for Community Genomic Awareness - Phase I/II /grants/education-community-genomic-awareness-phase-iii 198 R25RR022703 1 3 MI 2006 04/01/2006 03/31/2011 University of Michigan at Ann Arbor 109 S. Observatory
Ann Arbor MI 48109-2029 Department of Health Management and Policy, School of Public Health PI CITRIN TOBY JD (734) 936-0936 (734) 764-1357 tcitrin@umich.edu Assistant Director MEYER SALLY A. MPH (734) 615-3412 (734) 764-1357 salmeyer@umich.edu http://www.sph.umich.edu/genomics/education/k12.html http://www.sph.umich.edu/genomics/education/k12.html

K-12 students, teachers, parents, community members.

Genomics and its applications to improve population health and reduce health disparities.
  1. Engage high school students in the scientific process through a new inquiry-based biology curriculum unit addressing molecular genetics (single gene focus) and genomics (focus on human genome and its interaction with environment)
  2. Improve student learning of genomics aimed at becoming scientifically literate citizens and stimulating interest in science-related careers
  3. Develop university-school-community partnerships supporting and sharing curriculum
  4. Engage community partners in relating curriculum to community interests and joining in activities advancing student and community knowledge
  1. Curriculum- How Similar or Different Are We?
  2. Student/Teacher Evaluation Results
  3. Teacher Professional Development Materials
  4. Community Engagement Materials
  5. Community Focus Group/Dialogue Group Results
  1. Implement regionally to a range of urban and suburban areas within the Detroit area starting in Year 4 (Ypsilanti, Jackson, Willow Run)
  2. Implement in other states starting in Year 5 (Toledo, Ohio; Chicago/Greater Chicago)
  3. Will package for national dissemination

Long-term objective: Furthering student and community understanding of genomics and awareness of the potential applications of genomic research to improve population health and reduce health disparities. Specific aims:

  1. Stimulate the engagement of underrepresented K-12 students in the scientific process through new high school curriculum addressing molecular genetics (single gene focus) and genomics (focus on human genome and its interaction with environment)
  2. Improve student learning of genomics aimed at becoming scientifically literate citizens
  3. Develop university-school-community partnerships supporting and sharing curriculum
  4. Engage community partners in relating curriculum to community interests and joining in activities advancing student and community knowledge
  5. Disseminate the curriculum, professional development and community engagement materials and provide workshops and web-based resources to promote adaptation and enactment throughout the United States
  6. Conduct formative and summative evaluation measuring achievement of project aims and maintaining continuous quality improvement. School of Education investigators will apply tested methods of project-based science education developing curriculum representing the current understanding of genomics emerging from scientific research and providing competency to assess critically genomic messages that are proliferating in the media and on the web

Parent-teachers and other community-based organizations will participate in the shaping of curriculum, will join with students in out-of-school activities enhancing genomic understanding, and will share in the curriculum through student presentations and demonstrations. Genetics scientists will consult on curriculum content and engage in student-community interviews and discussions. After piloting the curriculum and related community activities in 10 high schools in Detroit and Flint, Mich. (Years 1-3), a compendium of dissemination materials and web resources will be prepared and workshops presented locally (Year 4) and regionally (Year 5) to stimulate dissemination, replication and adaptation.

Relevance: Strengthening student and community understanding of genomics and its applications will lead to greater support of these activities by the citizenry, increased interest among youth to enter science careers, and support of programs applying genomics to improve human health and reduce disparities.

This information was gathered at the 2008 SEPA Project Directors Meeting.

Program Activity:

  1. Initial unit development
  2. Unit delivery
  3. Unit refinement
  4. Identify relevant partners and communities
  5. Develop introductory education materials
  6. Involve communities in curriculum planning
  7. Review and comment on curriculum
  8. Joint activities between community and students
  9. Produce electronic versions of professional development materials
  10. Organize and enact professional development programs
  11. Implementation and enactment of curriculum into new schools
  12. Community engagement handbook/workshops

Evaluation Activity: 1) classroom observations and student work, 2) genetics expert/teacher feedback, 3) feedback/suggestions from stakeholders, 4) community planning meetings, 5) summary of activities undertaken, individuals involved, 6) workshop evaluations, 7) dissemination and monitor student work, 8) community evaluations

Evaluation Methods:

  1. Videotape
  2. Student/teacher interviews and surveys
  3. Field notes
  4. Key informant interviews and surveys
  5. Informal interviews
  6. Meeting minutes
  7. Focus groups
  8. Community member surveys

student, genomic, molecular genetics, teacher, genetics