Curricula Modeled on Biodiversity & Vector-borne Disease

  • https://nihsepa.org/project/curricula-modeled-on-biodiversity-vector-borne-disease/

Program Overview

  • Build teacher capacity to bring research in biodiversity and disease ecology into grade 5-11 classrooms. Yale Peabody Museum collaborated with biomedical partners to design a one-week professional development program completed by 29 teachers during 2006-2007. Develop innovative NSES-based curriculum resources that use museum collections to investigate vector-borne disease. Teachers and museum educators developed new resources modeled on event- based science a PBL approach. Resources include a curriculum module teacher guide and kits that contain museum specimens and scientific instruments. Increase student understanding and application of process skills to the investigation of Lyme disease and West Nile virus. Students investigate vector life cycles by raising mosquitoes in the classroom. They examine preserved ticks and museum specimens of mammal and bird hosts. Classes visit laboratories at Yale School of Medicine and the Connecticut Agricultural Experiment Station to observe biomedical research and participate in hands-on activities. Increase public understanding of the nature of biomedical sciences and research in the context of case examples relevant to the Connecticut population.

Program Benefits

Program Contact

  • leonard.munstermann@yale.edu

Location

  • Northeast
  • Yale University
Yale University

Type Of Program

Audience

  • Faculty

Discipline(s)

  • STEM

History

Research, Roles & Responsibilities

Identity & Inclusion

Diversity Groups (Social Identity)

  • First-Generation

  • Socioeconomic Status (E.G. Low-Income)

Race/Ethnic Minority Group

  • African American/Black

  • European American/White

  • Hispanic/Latino

  • Native American

  • Pacific Islander

Voice

Expectation

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Copyright © 2021 Academic Pipeline Project

This material is based upon work partially supported by the National Science Foundation under Grant Nos. and 1818458 and 2010676. Any opinions, findings, conclusions, and recommendations expressed on this site are those of the author(s) and do not necessarily reflect the views of the National Science Foundation

 

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