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How can educators leverage the COVID-19 pandemic to engage students in active learning? This collection of resources was curated to support high-school and middle-school teachers in bringing timely, high-quality material on the current COVID-19 pandemic into the "classroom" whether it be online, hybrid or physical. Each tile within the collection brings together a key resource on the topic and some sample activities, discussion prompts, or tools to generate ideas for teaching and learning. This teaching pack is…

Teaching Pack: Lessons

How can educators leverage the COVID-19 pandemic to engage students in active learning? This collection of resources was curated to support high-school and middle-school teachers in bringing timely, high-quality material on the current COVID-19 pandemic into their "classrooms," whether digital or physical.

This online curriculum produced by the COVID-19 Student Response Team at Harvard Medical School (HMS) …

This online curriculum produced by the COVID-19 Student Response Team at Harvard Medical School (HMS) is a resource portal containing information about Coronavirus in three formats tailored to elementary school students, middle school students, and high school and college age students. Modules for elementary students include a guided series of printable coloring pages. Middle school students can learn the science behind viruses and the timeline of COVID-19 via a series of videos, readings, and interactive…

The purpose of this protocol is to design an art assignment that communicates public health …

The purpose of this protocol is to design an art assignment that communicates public health information. This is inspired by the United Nations Global Call Out to Creatives, a campaign to marshal creative efforts in translating critical public health message to different communities. A provocative or eye-catching piece of art, video, or audio can transform evidence into a format that is both attractive and memorable. Resources Students may want to refer to the following resources…

This collection of resources from The New York Times is designed to help students and …

This collection of resources from The New York Times is designed to help students and educators stay updated on the COVID-19 outbreak, think critically about information, consider the “essential” questions the pandemic raises about our world today. Popular resources include a lesson on how coronavirus hijacks cell function, weekly data literacy activities, short Film Club documentaries on COVID-related stories, and daily writing prompts for students. The page is regularly updated with new student-centered content from…

This video and facilitator guide from KQED, aimed at students, talks about the importance of …

This video and facilitator guide from KQED, aimed at students, talks about the importance of social distancing, even for young people. The facilitator guide includes prompts for students to practice their writing, specifically about their personal experiences social distancing and their tips for survival. Educators have the option to integrate the resource directly to Google Classroom.

These resources from BrainPOP offer multiple ways to teach about coronavirus that are most appropriate …

These resources from BrainPOP offer multiple ways to teach about coronavirus that are most appropriate for younger students. After watching the anchor video, students can take quizzes or make a visual map of their learning through BrainPOP’s web-based tool. It also includes a worksheet about prevention, graphic organizer on fact vs. fear, and vocabulary flash cards.

This resource collection from Scholastic Classroom Magazines brings together age-appropriate information for teaching about the …

This resource collection from Scholastic Classroom Magazines brings together age-appropriate information for teaching about the coronavirus. Among the resources for middle school and high school students is an interview with a physicist who explains how sneezes (and mucus droplets) spread the disease, as well as an accessible article on pandemic preparedness.

This web portal from the Viswanath Lab at the Harvard T.H. Chan School of Public …

This web portal from the Viswanath Lab at the Harvard T.H. Chan School of Public Health brings together a wide variety of credible Coronavirus Disease 2019 (COVID-19) related information that is easy to access, digest, and act upon. The rapid spread of COVID-19 has simultaneously led to a rapid spread of information, misinformation, and disinformation related to the pandemic. This portal seeks to aid journalists, non-governmental organizations, and community members in navigating this deluge of…

These activities from Facing History and Ourselves encourage students to grapple with the ethics around …

These activities from Facing History and Ourselves encourage students to grapple with the ethics around social distancing, a new social norm with the spread of COVID-19. In particular, the activities in this resource help students explore the meaning of “common good” and consider its implications for collective action. Each activity includes reflection questions, which students can respond to through text, virtual discussion, or multimedia. This resource also includes student-facing Google Slides that can be integrated…

This resource library from National Geographic includes photos, videos, maps, and activities related to infectious …

This resource library from National Geographic includes photos, videos, maps, and activities related to infectious diseases. The resources within the collection focus on bacteria, viruses, fungi, and parasites. The resources within the collection would be useful to educators seeking to contextualize COVID-19 within the context of other infectious disease prevention and treatment efforts. Educators can filter by content type (e.g., video, infographic, activity) or by subject (e.g., biology, social studies, geography). Most resources are suitable…

This case vignette will be most useful to high-school educators looking to introduce COVID-19 to …

This case vignette will be most useful to high-school educators looking to introduce COVID-19 to their classroom. The case focuses on understanding why local and federal governments need to "implement guidelines for social distancing". Students will learn what "social distancing" means, and how it can involve population-based measures such as canceling group events and closing public spaces as well as individual-level behavior change such as staying home, working remotely, and avoiding of crowds. Students will…

This documentary uncovers the history of the 1918 flu epidemic—the worst epidemic in American history, …

This documentary uncovers the history of the 1918 flu epidemic—the worst epidemic in American history, which killed over 600,000 people. Since 2018 represents the centenary of this deadly epidemic, many are drawing parallels to the current, deadly flu season. The film is accompanied by a teacher’s guide, a timeline tracking the disease’s spread, and a photo gallery of the medical investigation of influenza.

This article in the Biomedical Science Journal for Teens compares two non-pharmaceutical approaches for addressing …

This article in the Biomedical Science Journal for Teens compares two non-pharmaceutical approaches for addressing COVID-19: mitigation approaches, which emphasize protecting the most vulnerable in the population, and suppression approaches, which minimize the spread of the disease until treatment is available. This article, written in plain language accessible to middle school and high school audiences, bases this comparison on a computer model for flu pandemic simulations, modified for COVID-19. The authors find that suppression strategies—which…

Welcome to the Incubator's Digital Repository

Our digital repository is a searchable library of selected resources that support learning and teaching about interdisciplinary and multidisciplinary population health challenges across the globe. It includes general resources (e.g., reports, articles, country profiles, data, etc.) and teaching resources (e.g., teaching cases, curated resource packs, and lesson-based teaching packs). Open-access sources are prioritized, and include peer-reviewed journals, global reports from multilateral institutions and alliances, and knowledge-related public goods from reputable research and policy organizations.

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COVID-19 Teaching Resources

Your students may have a lot of questions about COVID-19, from how it spreads to how it is detected and how it can be treated. This presents a rich opportunity to teach key concepts in biology through the lens of an ongoing real-world context. Bio-Rad offers a flexible array of hands-on kits, free resources, and lessons to help you teach the biology and detection of the SARS-CoV-2, the virus that causes COVID-19.

The Biology of SARS-CoV-2 and Detection Methods

What Is the SARS-CoV-2 Coronavirus?

Help your students understand the biology of SARS-CoV-2 by reviewing its origin, structure, and ways to prevent the spread of infection. This PowerPoint presentation walks you and your students through key biology concepts of the SARS-CoV-2 coronavirus.

Download PPT (PPT 16.3 MB)

How Do We Detect COVID-19?

Every day brings new developments in the race for effective and accurate COVID-19 testing, but most strategies are based on a few key fundamental technologies. This PowerPoint presentation explains some fundamental techniques and emerging strategies in COVID-19 detection.

Download PPT (PPT 23.3 MB)

Hands-On Laboratory Activities for Your Students

Teach your students the science behind SARS-CoV-2 detection using these hands-on laboratory activities. Use these three Bio-Rad Explorer Classroom Kits to teach relevant life science concepts in the context of COVID-19.

ELISA Antibody Detection

Several existing and emerging SARS-CoV-2 detection methods rely on the specificity of antibodies. In this activity, use real antibodies to determine whether simulated patients are or were infected with SARS-CoV-2.

This activity uses the reagents and antibodies from the ELISA Immuno Explorer Kit .

Download the instructions and presentation  (PPT 23.3 MB)

PCR Detection

Investigate the real life spread of SARS-CoV-2 that occurred in a restaurant. In this activity, students use agarose gel electrophoresis to analyze pre-amplified DNA samples from simulated patients and propose ways the virus may have spread.

This activity uses the ​ Virus Detection and Transmission Kit .

Download the instructions and presentation (PPT 13.4 MB)

Real-Time PCR Detection

Real-time PCR is currently the gold standard for COVID-19 diagnosis. In this activity, use real-time PCR to detect SARS-CoV-2 in simulated patient samples. Students analyze amplification and melt curves to determine which patients are positive and then quantify viral RNA.

This activity uses the reagents and DNA samples from the Crime Scene Investigator PCR Basics Real-Time PCR Starter Kit .

Download the instructions and presentation (PPT 27.4 MB)

Additional Resources

ELISA Paper Model Activity

Your students can use this paper model activity to get a solid grasp of the components of an ELISA and how they work together in antibody/antigen detection.

Download PDF (PDF 2.6 MB) Download PPT (PPT 65.9 MB)

Animation: ELISA Antibody Test Animation: ELISA Antigen Test

Visualize two types of ELISA in these step-by-step animations.

Animation: Polymerase Chain Reaction

The steps of PCR are best visualized through animation.

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COVID-19 school health and safety protocols: good practices and lessons learnt to respond to Omicron

The COVID-19 pandemic and the recent Omicron variant wave have dramatically impacted societies in all sectors and at all levels. After near universal school closures in March 2020 that affected 1.6 billion learners and more than 100 million teachers and educators worldwide, countries around the world have developed health and safety protocols in an effort to safely keep schools open and protect students, teachers and other educational staff from the transmission of COVID-19. However, since the emergence of the Omicron variant in December 2021, these protocols have been disrupted and are being reevaluated as schools struggle to address a new set of challenges marked by staff shortages, threats to school safety and political battles over health measures. Based on an analysis of 35 countries, this brief report aims to provide a current overview of national health and safety protocols to keep schools open, their dimensions and how they are designed, implemented and regulated to ensure the continuation of education. It also aims to guide education systems by outlining some lessons learnt and effective practices on how the reopening of schools might be achieved safely and successfully. Finally, the report seeks to contribute to a better understanding of the impacts of the protocols on learning as well as the social and emotional wellbeing, health and development of learners and teachers. In a changing environment where infection rates are increasing at an exponential rate, it also explores how the Omicron variant is affecting current operations and what education systems should do to keep schools open while ensuring that all students are safe and learning.

COVID-19–Related School Closures and Learning Modality Changes — United States, August 1–September 17, 2021

Weekly / October 1, 2021 / 70(39);1374–1376

On September 24, 2021, this report was posted online as an MMWR Early Release.

Sharyn E. Parks, PhD 1 ; Nicole Zviedrite, MPH 1 ; Samantha E. Budzyn, MPH 1 ,2 ; Mark J. Panaggio, PhD 3 ; Emma Raible 3 ; Marc Papazian 4 ; Jake Magid, MEng 4 ; Faruque Ahmed, PhD 1 ; Amra Uzicanin, MD 1 ; Lisa C. Barrios, DrPH 1 ( View author affiliations )

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• PDF pdf icon [154K]

Beginning in January 2021, the U.S. government prioritized ensuring continuity of learning for all students during the COVID-19 pandemic ( 1 ). To estimate the extent of COVID-19–associated school disruptions, CDC and the Johns Hopkins University Applied Physics Laboratory used a Hidden Markov Model (HMM) ( 2 ) statistical approach to estimate the most likely actual learning modality based on patterns observed in past data, accounting for conflicting or missing information and systematic Internet searches ( 3 ) for COVID-19–related school closures. This information was used to assess how many U.S. schools were open, and in which learning modalities, during August 1–September 17, 2021. Learning modalities included 1) full in-person learning, 2) a hybrid of in-person and remote learning, and 3) full remote learning.

Multiple data sources were combined to estimate the learning modality for public and public charter school districts in the United States using HMM; sources included Burbio,* MCH Strategic Data, † American Enterprise Institute–Return to Learn, § and state dashboards. ¶ Weekly learning modalities (full in-person, hybrid, and full remote) during August 1, 2020–July 31, 2021 were used to select the optimal weights for each reported modality in order to infer the most likely actual learning modality. The trained HMM was applied weekly during August 1–September 17, 2021. In addition to using HMM, since February 2020, CDC has also tracked district and individual public and private school closures attributed to COVID-19 and estimated the number of students and teachers affected by these closures. School closure data were obtained via daily systematic Internet searches, as described previously ( 3 ), which identified publicly announced COVID-19–related closures lasting ≥1 day. School or district closure was defined as a transition from being open to being closed for in-person instruction. Fully in-person and hybrid (i.e., latter includes both in-person and remote) learning modalities were classified as open; fully remote learning modalities (if stated as offered during closure) were classified as closed. Closure dates and reasons were recorded and linked to publicly available education data.** HMM was fitted using the Pomegranate module (version 0.14.3) for Python (version 3.7.6). COVID-SC data were imported into SAS (version 9.4; SAS Institute) for analysis. These activities were reviewed by CDC and were conducted consistent with applicable federal law and CDC policy. ††

For the week ending September 17, 2021, HMM data were available for 73% of kindergarten through grade 12 public school students in 8,700 districts nationwide and varied by state (Supplementary Figure, https://stacks.cdc.gov/view/cdc/109969 ). Among these districts, 8,343 (96%) were offering full in-person learning, 322 (4%) were offering hybrid learning, and 35 (0.4%) were offering full remote learning. The largest number of districts with full remote learning (14) were in the West Census Region, followed by the South (11). Seven Midwest and two Northeast districts offered full remote learning. During August 2–September 17, 2021, systematic Internet searches identified announcements of 248 public districtwide closures and 384 individual school closures for ≥1 day attributable to COVID-19. Closures affected 1,801 schools (1.5% of all schools), 933,913 students, and 59,846 teachers in 44 states ( Figure ). The number of closures was highest in the South.

The findings in this report are subject to at least five limitations. First, both HMM and daily Internet searches were informed by passive collection of available information obtained through school and district surveys, public-facing website pages, and media reports; therefore, they are likely not inclusive of all school districts nationwide. Second, HMM did not account for the possibility of serial errors in sources (i.e., sources that are incorrect week after week). Third, districts included in HMM were larger than those excluded, thus limiting generalizability. Fourth, HMM is based on the assumption that probabilities for subsequent weeks are determined exclusively by the modality for the current week with no change in these probabilities over time or from district to district, both of which might not always be true. The results do not speak directly to level of impact because districts and schools may have different thresholds for closure or change in modality. Finally, regional differences must be interpreted cautiously. The timing of return to school likely accounts for some regional variation in school closures because longer in-session time increases opportunities for COVID-19 cases to appear in schools. Many districts in the South returned to school in early August compared with late August or early September return dates in other regions ( 4 ).

Federal public health and education agencies are using HMM model information and systematic Internet searches to identify districts and schools most affected by COVID-19–related disruptions. Examination of prevention activities in those with and without disruption can suggest modifications to COVID-19 prevention activities. CDC is currently making findings from these activities available to state and local public health and education agencies.

Most (96%) public and private schools have remained open for full in-person learning. However, an estimated 1,800 schools have had school closures attributable to COVID-19 outbreaks, affecting the education and well-being of 933,000 students. To prevent COVID-19 outbreaks in schools, CDC recommends multicomponent prevention strategies, including vaccination, universal indoor masking, screening testing, and physical distancing ( 5 ).

Corresponding author: Sharyn E. Parks, [email protected] .

1 CDC COVID-19 Response Team; 2 Booz Allen Hamilton, McLean, Virginia; 3 Johns Hopkins University Applied Physics Laboratory, Laurel, Maryland; 4 Palantir Technologies, Denver, Colorado.

All authors have completed and submitted the International Committee of Medical Journal Editors form for disclosure of potential conflicts of interest. No potential conflicts of interest were disclosed.

* https://cai.burbio.com/school-opening-tracker/ external icon

† https://www.mchdata.com/covid19/schoolclosings external icon

§ https://www.returntolearntracker.net/ external icon

¶ Colorado, Connecticut, Hawaii, Idaho, Illinois, Louisiana, Minnesota, Missouri, New Mexico, North Carolina, Ohio, Oregon, South Carolina, Tennessee, Vermont, Virginia, and Washington.

** https://nces.ed.gov/ccd/districtsearch/ external icon

†† 45 C.F.R. part 46, 21 C.F.R. part 56; 42 U.S.C. Sect. 241(d); 5 U.S.C. Sect. 552a; 44 U.S.C. Sect. 3501 et seq.

• Office of the President of the United States. National strategy for the COVID-19 response and pandemic preparedness. Washington, DC: White House; 2021. https://www.whitehouse.gov/wp-content/uploads/2021/01/National-Strategy-for-the-COVID-19-Response-and-Pandemic-Preparedness.pdf pdf icon external icon
• Rabiner LR. A tutorial on hidden Markov models and selected applications in speech recognition. Proc IEEE 1989;77:257–86. https://doi.org/10.1109/5.18626 external icon
• Zviedrite N, Hodis JD, Jahan F, Gao H, Uzicanin A. COVID-19–associated school closures and related efforts to sustain education and subsidized meal programs, United States, February 18–June 30, 2020. PLoS One 2021;16:e0248925. https://doi.org/10.1371/journal.pone.0248925 external icon PMID:34520475 external icon
• Desilver D. ‘Back to school’ means anytime from late July to after Labor Day, depending on where in the U.S. you live. Washington, DC: Pew Research Center; 2019. https://www.pewresearch.org/fact-tank/2019/08/14/back-to-school-dates-u-s/ external icon
• CDC. COVID-19: guidance for COVID-19 prevention in K–12 schools. Atlanta, GA: US Department of Health and Human Services, CDC; 2021. Accessed September 21, 2021. https://www.cdc.gov/coronavirus/2019-ncov/community/schools-childcare/k-12-guidance.html

FIGURE . COVID-19–related kindergarten through grade 12 school closures, by region and state — United States, August 2–September 17, 2021

Suggested citation for this article: Parks SE, Zviedrite N, Budzyn SE, et al. COVID-19–Related School Closures and Learning Modality Changes — United States, August 1–September 17, 2021. MMWR Morb Mortal Wkly Rep 2021;70:1374–1376. DOI: http://dx.doi.org/10.15585/mmwr.mm7039e2 external icon .

MMWR and Morbidity and Mortality Weekly Report are service marks of the U.S. Department of Health and Human Services. Use of trade names and commercial sources is for identification only and does not imply endorsement by the U.S. Department of Health and Human Services. References to non-CDC sites on the Internet are provided as a service to MMWR readers and do not constitute or imply endorsement of these organizations or their programs by CDC or the U.S. Department of Health and Human Services. CDC is not responsible for the content of pages found at these sites. URL addresses listed in MMWR were current as of the date of publication.

All HTML versions of MMWR articles are generated from final proofs through an automated process. This conversion might result in character translation or format errors in the HTML version. Users are referred to the electronic PDF version ( https://www.cdc.gov/mmwr ) and/or the original MMWR paper copy for printable versions of official text, figures, and tables.

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Preventing COVID-19: Refresher Presentations for Schools and Childcare Settings

Understanding how COVID-19 is transmitted and ensuring that proper public health measures are in place is important for preventing the spread of COVID-19 in schools and childcare settings. This presentation series provides those working in school and childcare settings a refresher about the public health practices that help prevent and control the spread of COVID-19. Implementing all recommended public health measures is important to help prevent the spread of COVID-19 in your facilities (i.e., no single measure should be relied on by itself).  Below you will find links to the recorded presentations as well as a downloadable copy of the presentation slides.

COVID-19 Transmission

An overview of how COVID-19 is spread, measures to reduce the risk of spread and implications for infection prevention and control (IPAC) in schools and child care settings.

• Duration: 9 min
• Updated 3 Sep 2021
• View the full transcript

Presentation

Hand Hygiene

Hand Hygiene: The Importance of Cleaning Hands

• Duration: 8 min

The role of cleaning your hands in preventing the spread of COVID-19 as well as review of the proper technique for cleaning your hands and hand care.

Physical Distancing

Environmental Cleaning

• Duration: 7 min

Considerations for cleaning and disinfecting surfaces in school and child care settings.

PHO Rounds: Update on Ontario's new tick-borne diseases of public health significance

This PHO Rounds will provide an epidemiological summary of the first year of these diseases being reportable in Ontario.

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COVID-19 News and Media

More about the ysph covid-19 pandemic response.

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New 'FLiRT' Variants Spark Summer COVID Surge Warning

A new COVID-19 variant nicknamed FLiRT is threatening to cause a summer wave of COVID infections.

Former White House COVID advisor shares advice on public health communication

As a health care entrepreneur and leader in the White House’s development of some of the most important health care initiatives of the 21st century, Andy Slavitt helped implement the Affordable Care Act and advised the Biden administration on its COVID-19 response. In a recent visit to YSPH, Slavitt shared some of his key communications practices as part of the Leaders in Public Health speakers series.

Pursuing public health across the political divide

Dean Megan L. Ranney speaks with former U.S. Secretary of Health and Human Services Alex M. Azar II

Certain U.S. Populations Are More Likely To Get Long COVID. Yale Researchers Are Examining Why

Harlan Krumholz, MD, Harold H. Hines, Jr. Professor of Medicine (Cardiology), and Akiko Iwasaki, PhD, Sterling Professor of Immunobiology and professor of dermatology; of molecular, cellular and developmental biology; and of epidemiology (microbial diseases), discuss the association between long COVID and age, sex, race, and ethnicity.

Study: Annual COVID-19 vaccine campaign with second dose reduces disease burden, costs

An annual COVID-19 vaccination campaign, in which second doses were administered to certain at-risk populations, was associated with reduced disease burden and health care costs, according to a new study led by researchers at the Yale School of Public Health.

Excess Deaths During the COVID-19 Pandemic

Most analyses regarding the excess risk of death during the COVID-19 pandemic have relied on summary data. However, a recent study published in the International Journal of Epidemiology instead analyzed individual patient-level data based on medical records from the largest integrated healthcare system in the United States.

New COVID variant causing rise in infections during busy holiday travel season

A new COVID-19 variant known as JN.1 is rapidly spreading across the United States and Europe as we head into peak holiday season travel time. Dr. Michael Cappello, MD, chair of the Yale School of Public Health’s Department of Epidemiology (Microbial Diseases), discusses the new variant, its threat potential, and what people can do to protect themselves from infection.

New Web App for COVID-19 Immune Antibody to Help Guide Vaccine Uptake and Timing

With SARS-COV-2 infection rates rising again, you may be wondering if you should get a COVID-19 vaccine booster shot. Yale physicians have built a tool to help answer these questions.

‘Triple-demic’ of respiratory illnesses launches vaccination season. Have you gotten yours?

We are amid the “triple-demic” of respiratory illnesses season that includes a significant increase in U.S. COVID-19 hospitalizations alongside annual seasonal surges in respiratory viruses like influenza and respiratory syncytial virus (RSV). YSPH Professor Sten Vermund offers timely guidance on how people can best protect themselves in this opinion piece.

How to stay safe over Thanksgiving as respiratory virus activity ticks up in parts of the U.S.

There are a few well-known mitigation measures you can follow to keep yourself and your loved ones safe during the holidays. YSPH Dr. Albert Ko provides some guidance.

COVID-19 Presentations

This page describes presentations on COVID-19 communication that the Center has been a part of.

Talking With Patients and Communities About the COVID-19 Vaccines: Tips for Effective Communication

Jan 13, 2021 - Online webinar, recording posted to  YouTube

This webinar is the second in a series to support effective communication around the approval and use of COVID-19 vaccines. It builds on concerns and questions from health care providers, administrators, public health practitioners and community health workers as they listen to patients and community members. The focus was on sharing effective strategies to enhance acceptance and uptake of the vaccine. Dr. Baur was a panelist at this event and shared examples of how to communicate about the COVID-19 vaccine. 

Ethical Challenges for Public Health Practice When Working for Federal Agencies

Oct 27, 2020 - Horowitz Center for Health Literacy, University of Maryland School of Public Health

Public health agencies depend on well-trained, ethical professionals to carry out the complex and varied work of public health and to protect the public's health. The coronavirus has put public health practitioners in a spotlight and made the work more difficult and even dangerous, given some types of public reactions. Drs. Boris Lushniak, Dushanka Kleinman, Olivia Carter-Pokras and Cynthia Baur worked in several agencies of the federal US Department of Health and Human Services over several decades and now teach and research public health. They share their perspectives and suggestions of how future public health leaders can learn from the coronavirus outbreak and prepare themselves to be ethical public health leaders when the next outbreaks and disasters come. Find more information about the Ethical Challenges for Public Health Practice When Working for Federal Agencies webinar.

Effective Risk Communication as an Antidote to COVID-19 Misinformation

Oct 9, 2020 - Great Lakes Health Literacy Conference 2020: Implications for Health Literacy during Times of Crisis

Dr. Cynthia Baur presented the Crisis and Emergency Risk Communication (CERC) framework and examples of how COVID-19 communication has violated many of those principles. She recommended that health communicators pay special attention to how COVID-19 risks are explained and showed how health literacy techniques can help.

Health Literacy as a Corrective to a Misinformation Culture for Coronavirus Communications

Oct 8, 2020 - National Conference on Health Communication, Marketing and Media

Dr. Cynthia Baur discussed the many ways the COVID-19 "infodemic" and misinformation is undermining health literacy and creating unnecessary and dangerous confusion. She proposed that health literacy techniques can help bridge scientific findings and public acceptance of recommendations.

Participating in a Pandemic: Ensuring Safe Voting Public 

Oct 5, 2020 - University of Maryland School of Public Policy

Dr. Cynthia Baur participated in a panel hosted by the UMD School of Public Policy for the BIG10 network on safe voting. She talked in general about risk communication and specifically about the importance of clear directions for voters, poll workers, the media, and election officials.  Read the panel summary here.

The Language of COVID-19: What’s Gone Wrong and How We Do Better

July 22, 2020 - IHA's 19th Annual Health Literacy Conference: Health Equities and Disparities in the Times of COVID-19

The coronavirus and COVID-19 disease have highlighted the central role of communication in public health emergencies and disasters. Information about the virus and disease—who's affected and why, protective behaviors, and consequences—have become so overwhelming and confusing that the World Health Organization declared an "infodemic of misinformation." Given that the basic structure of crisis and emergency response messaging is well-known in public health, how did COVID-19 communication go so wrong? How can health literacy and health communication practitioners contribute to a healthier information environment? This presentation will review the basic principles of clear and useful risk messages, examine examples of virus and COVID-19 information, and diagram improvements.  Full conference archive

Public Health Symposium on Coronavirus

Feb 20, 2020 - University of Maryland School of Public Health

Dr. Cynthia Baur addresses concerns about the international coronavirus outbreak in her presentation, Effective Risk Communication As an Antidote to Fear, Uncertainty and Misinformation.  Detailed summary of the entire event here.  

Collaborative for Student Growth

Research brief

The COVID-19 slide: What summer learning loss can tell us about the potential impact of school closures on student academic achievement

By: Megan Kuhfeld , Beth Tarasawa

Description

COVID-19 school closures will likely impact student academic achievement. Research on summer learning loss can offer insights to help educators, policy makers, and families understand, plan for, and address some potential impacts of this extended pause when students return to school.

Topics: COVID-19 & schools , Equity , Seasonal learning patterns & summer loss

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High dosage tutoring for academically at-risk students

This brief provides a review of the research on high dosage tutoring as an intervention strategy for supporting at-risk students. It highlights the benefits and the non-negotiable factors for effective implementation and usage.

By: Ayesha K. Hashim , Miles Davison , Sofia Postell , Jazmin Isaacs

Topics: COVID-19 & schools , Equity , Growth , Informing instruction

Typical learning for whom? Guidelines for selecting benchmarks to calculate months of learning

To describe the impact of the COVID-19 pandemic on students, researchers have translated test scores into months of learning to claim how many months/years students are behind in school. Despite its perceived accessibility, there are major downsides to this translation. To inform future uses by researchers and media, we discuss in this brief how to calculate this metric as well as its trade-offs.

By: Megan Kuhfeld , Melissa Diliberti , Andrew McEachin , Jon Schweig , Louis T. Mariano

Topics: COVID-19 & schools , Equity , Growth , Growth modeling , Seasonal learning patterns & summer loss

Exploring the educational impacts of COVID-19

This visualization was developed to provide state-level insights into how students performed on MAP Growth in the 2020–2021 school year. Assessments are one indicator, among many, of the student impact from COVID-19. Our goal with this tool is to create visible data that informs academic recovery efforts that will be necessary in the 2022 school year and beyond.

By: Greg King

Topics: COVID-19 & schools , Innovations in reporting & assessment

Education’s long COVID: 2022–23 achievement data reveal stalled progress toward pandemic recovery

New research shows progress toward academic recovery stalled in 2022-23. This research brief covers data from 6.7 million US students examining academic gains relative to pre-pandemic years as well as tracking the gap in achievement between COVID year student groups compared to their pre-pandemic peers.

By: Karyn Lewis , Megan Kuhfeld

Products: MAP Growth

Topics: COVID-19 & schools , Equity

Technical appendix: 2022-23 achievement data reveal stalled progress toward pandemic recovery

The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Education’s long COVID: 2022-23 achievement data reveal stalled progress toward pandemic recovery report.

By: Jazmin Isaacs , Megan Kuhfeld , Karyn Lewis

Technical appendix for progress towards pandemic recovery continued signs of rebounding achievement at the start of the 2022-2023 school year

The purpose of this technical appendix is to share more detailed results and describe the sample and methods used in the research in Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year.

By: Megan Kuhfeld , Karyn Lewis

Progress towards pandemic recovery: Continued signs of rebounding achievement at the start of the 2022-23 school year

New research provides evidence that student reading and math achievement at the start of the 2022–23 school year is continuing to rebound from the impacts of the pandemic, though full recovery is likely still several years away.

Topics: Equity , COVID-19 & schools

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Georgetown University School of Medicine 2024 Commencement Speaker: Sanjay Gupta, MD

Posted in News Stories  |  Tagged Commencement 2024

(May 6, 2024) — Georgetown University School of Medicine is honored to welcome Sanjay Gupta, MD, as its commencement speaker for the graduating Class of 2024.

Dr. Sanjay Gupta is the multiple Emmy®-award winning chief medical correspondent for CNN and host of the CNN podcast, Chasing Life. Gupta, a practicing neurosurgeon, plays an integral role in CNN’s reporting on health and medical news for all of CNN’s shows domestically and internationally, and regularly contributes to CNN.com. He is also a special correspondent for CBS’s 60 Minutes.

Since 2001, Gupta has covered some of the most important health stories in the United States and around the world. On March 9, 2020, Gupta penned an op-ed announcing the network would refer to the novel coronavirus outbreak as a “pandemic,” ahead of both the WHO and the CDC. Throughout 2020 into 2021, Gupta reaffirmed his role as a trusted guide to viewers worldwide on navigating between facts and fiction surrounding COVID-19 and the pandemic.

A few months after joining CNN, Gupta reported from New York following the 9/11 terror attacks. That fall, he broke several stories regarding the anthrax attacks. In 2003, he embedded with the US Navy’s “Devil Docs” medical unit, reporting from Iraq and Kuwait as the unit traveled to Baghdad. He provided live coverage of the first battlefield operation performed during the war and performed life-saving brain surgery five times in a desert operating room. In 2004, Gupta was sent to Sri Lanka to cover the tsunami that claimed more than 155,000 lives in Southeast Asia, contributing to the 2005 Alfred I. duPont-Columbia University Award for CNN.

In 2005, Gupta contributed to CNN’s Peabody Award-winning coverage of Hurricane Katrina, revealing that official reports that Charity Hospital in New Orleans had been evacuated were inaccurate. His “Charity Hospital” coverage for Anderson Cooper 360° resulted in his 2006 News & Documentary Emmy® for Outstanding Feature Story. That year, he also covered the Lebanon War. In 2007 and 2008, Gupta and Anderson Cooper co-hosted the global film series “Planet in Peril,” which examined the impact of climate change all over the world.

In 2009, Gupta embedded with the US Army’s 82nd Airborne, accompanying them on life-saving rescue missions in Afghanistan. In 2010, Gupta reported on the devastating earthquake in Haiti, for which he was awarded two Emmy® awards. His distinctive reporting in 2010 also included live coverage on the unprecedented flooding in Pakistan. He also contributed to the network’s 2010 Peabody Award-winning coverage of the oil disaster in the Gulf of Mexico. In 2011, Gupta reported from earthquake- and tsunami-ravaged Japan, adding clarity and context to the human impact and radiation concerns.

During the rollout of Healthcare.gov in 2013, millions experienced glitches in the online portal. Gupta spoke exclusively with HHS Secretary Kathleen Sebelius about the magnitude of the botched website launch, for which she took responsibility.

In 2014, he was the first western reporter who traveled to Conakry, Guinea, to investigate the deadly Ebola outbreak that would soon find its way to the United States for the first time in history. When a major earthquake hit Nepal in 2015, Gupta flew into Kathmandu to cover the aftermath. In 2016, Gupta told the exclusive story of the separation of craniopagus twins Jadon and Anias McDonald in the Emmy® award-winning documentary “Separated: Saving the Twins.” Gupta extensively covered the Flint, Michigan, water crisis and Pulse nightclub shooting in Orlando. That same year, he moderated a panel with President Barack Obama on the opioid crisis.

In 2017, Gupta reported from the frontlines of a breakdown in the medical infrastructure of Puerto Rico, which was devastated by Hurricane Maria. He also broke the news about Sen. John McCain’s diagnosis with brain cancer. In 2018, Gupta cohosted “Finding Hope: Battling America’s Suicide Crisis,” for which he won another Emmy award. Gupta is increasingly focused on long-form reporting. He hosted the CNN Original Series “Chasing Life with Dr. Sanjay Gupta,” which followed Gupta’s travels around the world in search of the secret to living longer, healthier and happier. The concept morphed into a podcast of the same name, which is now in its sixth season. Gupta also stars in the HBO Original Documentary “One Nation Under Stress,” which examines why life expectancy is declining in the United States. His enterprise reporting on medical marijuana has led to five documentary films, “Weed,” which were awarded the Alfred I. duPont-Columbia University Award.

In addition to his work for CNN, Gupta is an associate professor of neurosurgery at Emory University Hospital and associate chief of neurosurgery at Grady Memorial Hospital in Atlanta. He serves as a diplomate of the American Board of Neurosurgery. In 2019, Gupta was elected to the National Academy of Medicine, considered one of the highest honors in the medical field.

Gupta contributed to the CBS newsmagazine “60 Minutes” and served as an executive producer for the HBO Documentary Unit. He is the author of four New York Times best-selling books, “Chasing Life” (2007), “Cheating Death” (2009), “Monday Mornings” (2012), and “Keep Sharp: Build a Better Brain at Any Age” (January 2021). He also wrote “World War C: Lessons from the Covid-19 Pandemic and How to Prepare for the Next One” (October 2021) and “12 Weeks to a Sharper You” (2022), a guided program to establish healthy behaviors for life.

Gupta co-founded the LIFE ITSELF conference with Marc Hodosh of TEDMED. The four-day live conference took place in spring 2022, featuring extraordinary thinkers intersecting health & medicine — from research, technology, government, entertainment, and business.

Gupta has been named one of PEOPLE magazine’s “Sexiest Men Alive,” a “pop culture icon” by USA Today, and one of the “Ten Most Influential Celebrities” by Forbes Magazine. He has won several awards for his humanitarian efforts and the John F. Kennedy University Laureate award. Gupta has also received numerous honorary degrees and delivered a commencement address in the “Big House” at his alma mater in Ann Arbor, Michigan.

Gupta received his undergraduate degree from the University of Michigan and a Doctorate of Medicine degree from the University of Michigan Medical School.

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How to Present to an Audience That Knows More Than You

• Deborah Grayson Riegel

Lean into being a facilitator — not an expert.

What happens when you have to give a presentation to an audience that might have some professionals who have more expertise on the topic than you do? While it can be intimidating, it can also be an opportunity to leverage their deep and diverse expertise in service of the group’s learning. And it’s an opportunity to exercise some intellectual humility, which includes having respect for other viewpoints, not being intellectually overconfident, separating your ego from your intellect, and being willing to revise your own viewpoint — especially in the face of new information. This article offers several tips for how you might approach a roomful of experts, including how to invite them into the discussion without allowing them to completely take over, as well as how to pivot on the proposed topic when necessary.

I was five years into my executive coaching practice when I was invited to lead a workshop on “Coaching Skills for Human Resource Leaders” at a global conference. As the room filled up with participants, I identified a few colleagues who had already been coaching professionally for more than a decade. I felt self-doubt start to kick in: Why were they even here? What did they come to learn? Why do they want to hear from me?

• Deborah Grayson Riegel is a professional speaker and facilitator, as well as a communication and presentation skills coach. She teaches leadership communication at Duke University’s Fuqua School of Business and has taught for Wharton Business School, Columbia Business School’s Women in Leadership Program, and Peking University’s International MBA Program. She is the author of Overcoming Overthinking: 36 Ways to Tame Anxiety for Work, School, and Life and the best-selling Go To Help: 31 Strategies to Offer, Ask for, and Accept Help .

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World Migration Report 2024 Reveals Latest Global Trends and Challenges in Human Mobility 

• International remittances surged by 650 per cent, from USD 128 billion to USD 831 billion between 2000 and 2022. 
• Migrant remittances surpass foreign direct investment in boosting the GDP of developing nations. 
• 281 million international migrants globally; number of those displaced hit a record high by the end of 2022 at 117 million.  

Dhaka/Geneva, 7 May – The International Organization for Migration (IOM) today launched the World Migration Report 2024 , which reveals significant shifts in global migration patterns, including a record number of displaced people and a major increase in international remittances.  

IOM Director General Amy Pope formally released the report in Bangladesh, which stands at the forefront of migration challenges, including emigration, immigration and displacement.   

“The World Migration Report 2024 helps demystify the complexity of human mobility through evidence-based data and analysis,” IOM Director General Amy Pope said at the launch. “In a world grappling with uncertainty, understanding migration dynamics is essential for informed decision-making and effective policy responses, and the World Migration Report advances this understanding by shedding light on longstanding trends and emerging challenges.” 

The report highlights that international migration remains a driver of human development and economic growth, highlighted by a more than 650 per cent increase in international remittances from 2000 to 2022, rising from USD 128 billion to USD 831 billion. The growth continued despite predictions from many analysts that remittances would decrease substantially because of COVID-19.  

Of that 831 billion in remittances, 647 billion were sent by migrants to low– and middle-income countries. These remittances can constitute a significant portion of those countries' GDPs, and globally, these remittances now surpass foreign direct investment in those countries. 

Highlighting key findings, the report reveals that while international migration continues to drive human development, challenges persist. With an estimated 281 million international migrants worldwide, the number of displaced individuals due to conflict, violence, disaster, and other reasons has surged to the highest levels in modern-day records, reaching 117 million, underscoring the urgency of addressing displacement crises.  

Migration, an intrinsic part of human history, is often overshadowed by sensationalized narratives. However, the reality is far more nuanced than what captures headlines. Most migration is regular, safe, and regionally focused, directly linked to opportunities and livelihoods. Yet, misinformation and politicization have clouded public discourse, necessitating a clear and accurate portrayal of migration dynamics.  

By choosing Dhaka as the report's launch site, IOM not only highlights the country's efforts in supporting vulnerable migrants and fostering pathways for regular migration but also recognizes Bangladesh's important role in shaping global migration discourse and policy.  

As a Global Compact for Safe, Orderly, and Regular Migration Champion country, Bangladesh has demonstrated a strong commitment to addressing migration issues and implementing policies that safeguard migrants' rights. This proactive engagement aligns with IOM's strategic objectives, making Bangladesh an ideal location to launch the 2024 World Migration Report.  

IOM’s World Migration Report, with its innovative digital tools and comprehensive analysis, aims to help dispel myths, provide critical insights, and inspire meaningful action in addressing the challenges and opportunities of human mobility.  

"We hope the report inspires collaborative efforts to harness the potential of migration as a driver for human development and global prosperity," DG Pope said. 

“As one of the GCM champion countries, Bangladesh will not only continue to act upon the pledges it has made for its domestic context but would also take up emerging issues and challenges pertaining to migration and development for informed deliberations at the international level,” said Dr. Hasan Mahmud, Honourable Foreign Minister, Government of the People’s Republic of Bangladesh.

Notes to editors: 

This launch is part of IOM Director General’s first three-day visit to Bangladesh. 

For more information, please contact: 

Marie McAuliffe, World Migration Report Editor at [email protected]  

For media requests: Florence Kim at [email protected]  

RELATED NEWS

Iom's world migration report shows global displacement rising despite covid-19 mobility limits, iom’s world migration report 2020  wins  international  design  awards , world migration report launches dynamic new data visualization platform, world migration report 2020 launched.

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CHPC - Research Computing and Data Support for the University

University information technology, main navigation, spring 2024 chpc presentation schedule.

All CHPC presentations are conducted exclusively via Zoom. There are no in-person presentations at this time.

Presentations are typically one hour, from 1-2pm, while hands on-presentations, marked with * in the schedule below, run two hours from 1-3pm. 

The ACCESS (formerly XSEDE) HPC workshops will take place throughout the semester.

There is no charge for any of the CHPC presentations.  Also, there is no registration.

Please note that for the Fall Presentation Series is held on a Monday-Wednesday-Friday schedule while the Spring and Summer Series are held on a Tuesday-Thursday schedule.  

The zoom information for all of the CHPC presentations is: 

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Advanced Dental Education 2024 Honor Societies, Student Awards, and Scholarships

Recent awards and fellowships for the class of 2024 Advanced Dental Education students graduating in 2024. Thank you to our impressive residents and wonderfully generous alumni and friends!

American Association of Orthodontists Table Clinic Award AADOCR Student Training and Research (STAR) Network- President Omicron Kappa Upsilon Dental Honor Society Rho Chi Academic Honor Society in Pharmacy University of North Carolina Chapel Hill Master of Orthodontics Graduate Merit Assistantship Joy Gerasco

American Academy of Cariology Student Research Award AAOF Research Aid Award | AAO Foundation SAO Resident Research Grant- Southern Association of Orthodontists Smiley Fellowship- Dental Foundation of North Carolina Adam Hoxie

AAOMR Albert G Richards Award AAOMR Centennial Scholarship Award Johnathan LaPrade

Advanced Education Fellowship- Dental Foundation of North Carolina Suad Shameih Yaser Ikhlayel Alaa AlJohani

American Academy of Pediatric Dentistry Samuel D. Harris Research & Policy Fellowship American Academy of Pediatric Dentistry Transition Advisory Group Appointment Delta Dental Community Care – National Leadership Award Diane C. Dilley Fellowship Jim Congleton Fellowship Leadership Education in Neurodevelopmental Disorders (LEND) Fellowship National Dental Association – Dr. Clifton & Lois Dummett Scholarship Mark Veazy

American Association of Orthodontists Foundation Research Aid Award Joy Gerasco Christine Bode

Ann and G Randolph Babcock Fellowship- Dental Foundation of North Carolina Adam Hoxie Jonathan LaPrade Amjad AlGahib Christine Bode Riley Allen Leela Breitman| Claire Carney Mark Veazy Joy Gerasco Jaqueline Massouda Jesse Woon Ye Wan

Anne & Henry Harrelson Fellowship Jesse Woon

APS Student of Merit Award Leela Brietmann

Childcare Scholarship Program Omicron Kappa Upsilon Eta Chapter Francesco DeMayo

Dentsply Sirona/ADHA Graduate Student Clinician’s Research Award National Center for Dental Hygiene Research & Practice Research Grant Ye Wan

Derek T. Turner Research Excellence Award – NCAADR Board Adam Hoxie Joy Gerasco Christine Bode

Dr. Eugene F. Howden Pediatric Dentistry Fellowship Dr. Mike Roberts Fellowship Sungmin Sohn

Dr. Neil Kessel Fellowship Christine Bode

Dr. Shizuko Yamauchi Endodontics Graduate Student Award Jackson Seagroves

Elsie and Baxter Sapp Fellowship Johnathan LaPrade Amjad AlGahib

Fetner Family Fellowship Menius Fellowship Orthodontics Pediatric Dentistry San Francisco Lee & Pang Fellowship Theodore Oldenburg Fellowship Claire Carney

Freedland Advances Dental Education Fellowship Francesco DeMayo Jackson Seagrove Damian Slaczka

Graduate Teaching Assistant of the year for the 2025 DDS Class Jack and Renee Dunlevy Fellowship Jaqueline Massouda

Jacob Freedland Scholarship Francesco DeMayo Jackson Seagroves Damian Slaczka

Mary Jean Breeland Fellowship Sungmin Sohn Mark Veazy

Miriam Easterling Baker Fellowship Christine Bode Joy Gerasco Adam Hoxie

Olmsted, Torney, Mohorn, Mohorn, and Morgan Fellowship Francesco DeMayo Jackson Seagroves Damian Slaczka

Sandy Marks Fellowship Sungmin Sohn Mark Veazy

Southern Association for Orthodontists Resident Research Award Joy Gerasco Christine Bode Jaqueline Massouda

Spurgeon Award Yaser Ikhlayel

Sturdevant Research Award Suad Shameh Alaa AlJohani

The Brooks Fellowship Thomas Patrick III

Worth Gregory Fellowship Francesco DeMayo Jackson Seagroves Damian Slaczka

Student, dentist team up for oral cancer presentation

Opinion: Sugar shock: A sweet solution for healthier after-school snacks

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