Week 1
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1. (9/5) The course as a learning community
Idea: Developing epidemiological literacy requires collaboration with
others (of differing skills and interests) and reflection on personal
and professional development.
- Students identify personal, intellectual, professional interests in
relation to central themes about pathways of development (worksheet,
followed by spoken introductions).
- Reading epidemiological papers and popular reports (Case study:
Gene-Childhood Maltreatment-Adult anti-social behavior – precirculated)
(instructions)
- Initial identification of questions arising from first reading of
the course primer* (continued using wiki or googlegroups between
classes -- instructions).
Reading: Radford (2002), Stokstad (2002), Caspi (2002); Coggon 1999 or a few introductory chapters* of Gordis (any edition) [*skip or skim the sections on infectious diseases]
Copyright ©2010 Peter Taylor, Ph.D.
Copyright 2014,
Peter Taylor.
This work is licensed under a
Creative Commons Attribution-Noncommercial-Share Alike 3.0 Unported License
Cite/attribute Resource.
cchewadmin. (Jul 29, 2008). Week 1. Retrieved Nov 06, 2014, from UMass Boston OpenCourseware Web site: http://ocw.umb.edu/public-policy/epidemiological-thinking-for-non-specialists/schedule-links/week-1.
