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Responsive Curriculums

prerna_srigyan
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  • The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

  • I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

  • Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

  • A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

  • National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

  • National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

  • Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students 

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Andreas_Rebmann
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Emily Goldmann is a PhD and MPH (Master of Public Health) at the College of Global Public Health. She focuses on environmental and social causes of mental health and their consequences. While she doesn't focus on disasters, her studies intersect with those in which we are interested in: Global Health and causes of mental health disorders.

Sandro Galea is a physician and epidemiologist at Boston School of Public Health. He has a long list of other positions of research at other colleges as well. He focuses on how the social aspects of a community create mental disorders, particularly urban communities where mood-anxiety and substance abuse disorders are common. He has a particular focus also upon mass-trauma and disasters and how they affect the mental health of the world long term, such as 9-11 and Hurricane Katrina. He studies precisely what is relevant to the DSTS Network in these cases, where he looks at the mental health consequences instead of the physical consequences of these disasters.

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Andreas_Rebmann
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The understanding of disasters and their relation to global mental health, both to those who suffered directly from then and to those who were part of the greater community of those who suffered, is constantly evolving. Analyzation of past research and the current methods of study allow the global community to effectively understand and treat mental health on a large scale.

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Andreas_Rebmann
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"At this point, the burden of mental disorders after disasters has been well documented, and interest in the course of trajectory of psychological symptoms following disasters is growing."

"Persons who live in a community where a disaster hsa occured may differ in their degree of exposure in the event. They may be affected directly, being present at the disaster site, or indirectly, having loved ones present at the disaster site or seeing images of the disaster in the media."

"Ongoing stressors such as job loss, property damage, marital stress, physical health conditions related to the disaster, and displacement are often experienced by those affected by the disaster... Low levels of and reductions in social support are also associated iwth post-disaster psychological symptoms."

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Andreas_Rebmann
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The bibliography is organized into subcategories, such as 'Health Services' and 'Social Environment and Behavior', suggesting a heavily multi-disciplinary approach. It is also quite long for a 12 page article, due to the summary style that the article intended, suggesting a thorough knowledge of the subject.