Engaging youth in global health and social justice: a decade of experience teaching a high school summer course

Figures & data

Box #1. Learning objectives.

Table 1. Course student evaluation criteria

Course Design	- Objectives are well explained - Assignments were related to the course objectives - I understood what was expected of me in this course
INSTRUCTIONAL PRACTICES	- instructors carefully explained difficult concepts, methods, and subject matter. - instructors encouraged me to do my best work - instructor encouraged questioning and discussion of course topics from the students
INCLUSION PRACTICES	- course materials included diverse perspectives OR applications to diverse populations - instructors used a variety of teaching approaches to meet the needs of all students - Instructors were receptive to the expression of diverse student viewpoints - instructor demonstrated sensitivity to students’ needs and diverse life experiences
ASSESSMENT PRACTICES	- assessments/assignments reflected what was covered in the course. - grades I have received thus far reflect the QUALITY of my performance in the course - criteria for good performance on the assignments or assessments were clearly communicated - instructor’s evaluation of my performances was constructive
COURSE DESIGN	I learned perspectives, principles, or practices from this course that I expect to apply to new situations This course challenged me to think critically and communicate clearly about the subject. This course provided me with information that may be directly applicable to my career or academic goals.

Figure 1. Median course evaluation scores, 2014–2021.

Image 1. Summer high school students carry out a mock disease outbreak investigation on the USC campus wearing their course t-shirt.

Box #2. Description of 2020 course.