1. Integrating Health Careers into the Science Curriculum Nevin Katz, Ed. M.

2. Objectives To introduce methods that integrate health career topics into the classroom To share my experiences in helping students connect science with health career topics

3. Work in Education High School Science Teacher Author & Illustrator of Dr. Birdley Resource book series CSI (Camp Science Investigators) at Hampshire College Workshop at HGSE (Summer 2007) on using art in the science classroom

4. Benefits to Health Career Tie-ins in Science Courses Familiarizes students with real- world professions Answers the “when are we going to use this in real life??” question for some Encourages deductive problem solving and inquiry-based learning

5. Central Tools 1. Career tie-ins within a given unit 2. Real-life applications of a given topic 3. Medical case studies 4. Simulations of “real world” problems 5. Career research opportunities 6. Building dialogue within the school community

6. Biology-Career Connections The table that is included matches a given unit of biology with relevant health careers. They can be used as a basis for: Lesson Topics Assignments Research Projects

7. Chemistry Applications You can work “real life” applications of elements compounds, and chemical reactions into the material. How are these compounds used? Why are they used? Who uses them?

8. Surgery The CO 2 Laser emits a visible beam that cuts like a scalpel.

9. CO 2 laser use during bone surgery (osteotamy)

10. CO 2 laser diagram: what gases are in the tube?

11. Pharmacology “Close-ups” on molecules like caffeine that affect the nervous system

12. Caffeine binding to a nerve cell receptor

13. Medical Case Studies Starts with a realistic (and usually fictitious) situation. Students look at various documents to piece together what is going on Patient background form Memos from doctors Laboratory Data

14. Case Study Procedure 1. Case Study is read aloud 2. Students develop hypotheses 3. Individual research in teams 4. Teams share their research 5. Hypotheses are revised 6. Conclusions are developed 7. Presentation 8. Teacher’s feedback (the answer?)

15. Typical Materials Source Material (web documents, patient data, lab test results, website, computer program) Data Tables / Worksheets for Notes “Final Diagnosis” Sheets

16. Encouraging deductive logic 1. Just a few clues 2. Student Presentations 3. Group sharing sessions 4. Collaboration over competition

17. Simulation: Modeling the Spread of an Infection Each student has three different colored cards. He / she only has one out at a time. infected recovering immune

18. Modeling the Spread of an Infection: Day 1 Student A starts out as “infected” and holds up the orange card. He/she taps the desk of student B next to him, giving him the pathogen.

19. Modelling the Spread of an Infection: Day 2 Student B is infected Student A is recovering Student B taps the desk of student C.

20. Modeling the Spread of an Infection: Day 3 Student C is infected student B is recovering. Student A is immune.

21. Data Analysis On each “day,” the teacher and students can collect data on how many are infected and immune. Graph is available in online packet Students can then plot this data on a graph and analyze the trends.

22. Students-Teacher Dialogue Talk to students in between classes about their goals. Include beginning of year questions on student info forms. If a profession shows up in a lesson, probe for student interest Network with Guidance Counselors and student Liaisons

23. Health Career Research Students research a career in health care of their choice. They write and describe: What this job involves Required education / degrees Salary trajectory / career stages Challenges on the job Required strengths, skills, and abilities A day in the life of

24. In Summary It is possible to integrate health sciences into the curriculum through the following: Career Tie-ins & Applications Case-Based Methods Simulation Activities Student Research Conversations with Students