1. Building an HIV/AIDS Curriculum for High School Students Needs Assessment and Conceptualization Robin Lee, Michelle Silver, Piya Sorcar, Jessica Zhang

2. Teacher Data Teacher Survey: goal was to assess whether HIV/AIDS is taught, and in what manner, in local schools; also to determine whether they would be interested in an HIV/AIDS curriculum survey gathered data on demographics, current teaching practices, personal viewpoints, and thoughts on the future distributed to 15 teachers at a SPICE conference General feedback was very positive lots of interest in the history, social, global aspects

3. Survey Results All were high school teachers of humanities, language arts or social studies/ history at public schools ranging all SES levels 73% of these schools currently teach HIV/AIDS and 27% were unsure whether HIV/AIDS is currently taught. –Taught by school teachers 81% of time, by outside educators 7% of time, unsure who was teaching it 13% of time –Range of grades taught is 9th through 12th, and it’s generally taught in the context of sexual education/ health (63%) or biology (45%), not much time is thought to be spent on it either 93% of teachers believe it is very important to teach HIV/AIDS in the classroom, 7% thought it was somewhat important

4. Survey Results Continued 87% of the teachers think HIV/AIDS should be taught in the context of sexual education, 53% in the context of history, 53% in a biological context, and 80% in the context of global awareness. 87% of the teachers said that they would teach an HIV/AIDS curriculum and 80% would feel comfortable doing so 67% of the teachers would be interested in materials to help teach this subject, 27% needed to know more or were unsure whether they’d want this curriculum material 87% of the teachers said they thought their students would be interested in learning about HIV/AIDS

5. Student Survey Question building SPICE team Gary Mukai David, Lucy, Seble IRB? Exchanged several messages with IRB office Emailed them our survey for approval

6. Student Survey 10 Days Max Unlimited 100 Responses Unlimited 30 Questions 10 Questions Unlimited Friendly to ProgramNot Friendly to Program Friendly to Program Free

7. Student Survey 10 Days Max Unlimited 100 Responses Unlimited 30 Questions 10 Questions Unlimited Friendly to ProgramNot Friendly to Program Friendly to Program Free

8. Student Survey

9. Goals of Student Survey To understand what Stanford students learned about HIV/AIDS during high school (and in what context) –Ideal population Hail from all corners of the country (and the world) Diverse student body & represent every ethnic, cultural, religious group, and SES level –Gauge interest As a high school student, were you interested in HIV/AIDS? Would you have liked to learn more?

10. Goals of Student Survey, cont’d. –Understand logistics Who teaches it? What type of students is it being taught to? How much time is dedicated to it? To create a curriculum that can be realistically implemented in high school classrooms, by high school teachers

11. Test Run Were those goals clear to you? Was there anything we should have asked? What else would you like us to know?

12. Student Feedback “I think the survey looks great and the content is great as well. Questions and answers were easy to understand and all seemed relevant to your research” - anonymous student Students respondents felt survey was clear, succinct, and relatively easy to fill out

13. Technical glitch Question #7: What year did you graduate from high school? –Error has been fixed

14. Comments Question #11, SES –include a fourth category so that not all students select “middle class” Question #14, who teaches about HIV –Include “physical education teacher/Coach” Great suggestions; will be incorporated

15. Any other suggestions?

16. Next Steps Sending out the final survey –Feedback –Final corrections –Time: release June 2, collect responses for 1 week Who to send it to? –Freshmen and sophomores –Via e-mail servers and dorm lists (we may need your help with this)

17. Next Steps Compiling data –Qualitative and quantitative questions, therefore each survey must be read through –No mathematical analysis Using information –Comparing results to current outline –Creating “organizing questions” for curriculum based on need

18. Current Outline Virology and Infectious Disease United States and Global Epidemiology Science, Economics, and Business in Infectious Diseases Politics and Policy in Infectious Diseases Community and Personal Health