Empowering Youth to Create a Healthier Future Through STEM Education About Antimicrobial Resistance
- Conference
- Location
-
Portland, Oregon
- Publication Date
-
June 23, 2024
- Start Date
-
June 23, 2024
- End Date
-
July 12, 2024
- Conference Session
-
Engineering Education Issues Relevant to Agricultural, Biological and Ecological Engineering: Part 1
- Tagged Division
-
Biological and Agricultural Engineering Division (BAE)
- Tagged Topic
-
Diversity
- Permanent URL
-
https://peer.asee.org/47254
Paper Authors
Hector Palala University of Nebraska, Lincoln
Héctor de Jesús Palala Martínez is a doctoral student in Curriculum Studies and new technologies in the Department of Teaching, Learning and Teacher Education at the University of Nebraska-Lincoln. Héctor teaches courses related to the integration of technology for future high school teachers as well as bilingual education and in all his classes he promotes justice, dignity and human rights. Previously, he was a professor of education at the Universidad de San Carlos in Guatemala, and before that, an elementary teacher. His research centers on the intersection of bilingual/multilingual education and technology (in particular, Mayan languages), literacy programs in Indigenous languages, pedagogy of tenderness, and artificial intelligence for education.
Amy Millmier Schmidt University of Nebraska, Lincoln
Mara Zelt University of Nebraska, Lincoln
Mara Zelt is the program manager for the Schmidt Research and Extension Team at the University of Nebraska-Lincoln in the Department of Biological Systems Engineering. In her role Mara is responsible for supporting the team’s outreach and research programs including the nationwide iAMResponsible project, a partnership of multi-disciplinary Extension faculty across the country developing innovative programing and resources related to antimicrobial resistance. Mara did her graduate work at the University of Nebraska focused on mitigating the risk of resistance in key food production and environmental pathways. That experience revealed the central importance of individual behavioral change in combating resistance and has shaped how she has approached outreach and educational efforts. Mara continues to focus on finding ways to empower every person to identify how they can reduce their or their family’s risks for resistant infection and to act accordingly.
Bethany Zelt University of Nebraska, Lincoln
Bethany Zelt is a communications manager and content creator at the University of Nebraska -Lincoln. Her area of focus is spreading awareness about the global health crisis, antimicrobial resistance, and improving soil and environmental health through the use of manure as a fertilizer.
She has a background in education, with over 10 years as an interventionist with Lincoln Public Schools, teaching at-risk students and students that had fallen below the academic standards of their grade level. With a background in both education and antimicrobial resistance, she brings a unique perspective the the topic of empowering youth about antimicrobial resistance through STEM education.
Andrew Stiven Ortiz Balsero University of Nebraska, Lincoln
As a Master's student at the University of Nebraska-Lincoln (UNL) in Agricultural and Biological Systems
Engineering, I have maintained a solid academic record while growing considerably as a leader and young
professional. I am recognized for outstanding self-management; I independently explored new fields and was able
to substantively impact research directions by applying some of my newly developed understanding of machine
learning to my lab's work. I have also been privileged to work in an extension-oriented team, thereby significantly
improving my science communication, outreach, team building, and collaboration skills. My journey is marked
by a commitment to excellence and a readiness for the challenges of doing research in the biological field. I am
now poised to contribute my blend of foundational knowledge and new competencies to a Ph.D. program. I
aspire to drive progress in food science with passion and dedication.
Maria Jose Oviedo Ventura Cornell University
María José is an Extension Support Specialist for the Cornell Small Farms Program; her work mainly focuses on working and supporting farmers and other stakeholders in the agricultural community, primarily Latino/a/x, while learning together to overcome technical, environmental, and cultural challenges, as well as building climate resiliency during agricultural production. María José brings expertise in environmental education and soil and water conservation agricultural practices. She holds a Bachelor's degree in Environmental Science and Development from Zamorano University and a Master's degree (MSc) in Mechanized Systems Management with a specialization in Water Resources Planning and Management from the University of Nebraska-Lincoln. During my graduate studies, my research focused on nutrient management and short-term indicators of soil health improvements driven by applying organic amendments.
Abstract
The iAMResponsible™ project was initiated by a team of US university faculty in 2018 to develop and deliver education and outreach programming to address the growing global health challenge of antimicrobial resistance (AMR). This project aims to increase awareness and foster responsible behavior towards AMR among food producers and consumers. Expanding its scope, the initiative has recently embraced collaboration with school systems to engage young students in AMR education. This case study evaluates a specialized summer course offered by the iAMResponsible™ team at the University of Nebraska-Lincoln to elementary school students in Lincoln, Nebraska, USA. The course employs a free-to-use, 8-lesson plan curriculum introducing AMR to upper elementary students (grades 3-5) that integrates interactive tools, aiming to enhance students' understanding of microbiological and public health concepts. This case study assessment focuses on the curriculum's impact on students' ability to understand and disseminate AMR knowledge, as observed by instructors and classroom observers, and on curriculum ease-of-use for non-expert instructors. Methods involve interviews and observations to gather comprehensive data for a qualitative analysis of the course's design and impact. Findings reveal the curriculum's effectiveness in integrating complex scientific topics into early education, employing a variety of teaching techniques to cater to different learning styles. The study also highlights the curriculum's adaptability to various educational contexts and for students with diverse backgrounds and educational needs. However, challenges such as ensuring clarity of complex concepts and evaluating long-term behavioral change are acknowledged. Continuous refinement, based on stakeholder feedback, is essential for long-term success. The study underscores the curriculum's role as a catalyst for change in combating antimicrobial resistance, emphasizing the importance of embedding sustainability planning and adopting a dynamic, evidence-based approach for maximizing student engagement and impact.
Palala, H., & Schmidt, A. M., & Zelt, M., & Zelt, B., & Ortiz Balsero, A. S., & Oviedo Ventura, M. J. (2024, June), Empowering Youth to Create a Healthier Future Through STEM Education About Antimicrobial Resistance Paper presented at 2024 ASEE Annual Conference & Exposition, Portland, Oregon. https://peer.asee.org/47254
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2024 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015