- Be able to read and understand English (basic reading, listening and comprehension)
- Be able to understand basic health concepts
- Be able to understand basic science concepts
This course will help you:
To understand the cause, symptoms and the relevant action that needs to be taken to control the spread of COVID19
To understand the processes countries followed to stop the pandemic at policy levels
To understand the short term and long term environmental effects of COVID19 including biodiversity loss
To learn quick strategies to support mental health and psychosocial well-being of individuals during social distancing and quarantine
To understand how COVID-19 impacts different communities
Learners will build a knowledge base on:
Understand the cause, symptoms of the disease and zoonotic origins
Understand why and how COVID-19 is different from other communicable diseases
Understand how effective public health systems look to handle disease spread
Understand the meaning of disaster management.
Understand the potential impacts of the pandemic on mental health and well-being of individuals, and how notions of empathy and caring for each other are critical during a pandemic
Understand the dangers of discrimination and further inequalities that can arise during global crisis
Why is it called a pandemic? How can we prevent the spread?
What are some steps that we need to take to stop these pandemics to reoccur in the future?
What are some strategies to take care of your own mental health and well-being as well as that of your family members and neighbors?
How does our treatment of our environment contribute to risk of infectious diseases like COVID-19?
What does good governance (policy and health system management) look like to curb disease spread?
How has COVID-19 shed light on racial and socioeconomic issues ?
What is your role as a concerned citizen and how can you help?
Skills: Learners will be able to:
Utilize strategies to manage stress especially during times of crisis and become more aware of the
need for empathy and self-care
Become knowledgeable about pandemics and their health impacts
Recognize what good governance looks like at government and health system levels during disease
Be observant about the loss of biodiversity and environmental losses
Learn individual's role in this pandemic and get ideas on how to practice being a good citizen
Identify injustices that stem from discrimination and xenophobia during a global crisis
- Youth, high school students, secondary school students
- COVID-19 Education Module Introduction03:17
- Intro to Section 2: COVID-19 Basics01:18
- COVID-19 Basics16:40
- COVID-19 Facts3 questions
- 4 Lessons We Should Learn From The Pandemic00:21
- 4 Lessons from the Pandemic Quiz1 question
- Intro to Section 3: Taking Care of Your Well-Being During a Crisis02:15
- Healthy work & school-from home habits00:21
- Ergonomic work-from-home tips1 question
- Stress Relieving Activities06:36
- Stress Relieving Activities & Mindfulness1 question
- Art & Writing Activities (Pick & Choose!)06:03
- Art Therapy Activities1 question
- Storytelling Discussion to address social emotional aspects of COVID-1900:06
- My Hero is You Sample Discussion Questions1 question
- Children keeping safe during COVID-19?1 question
- Coronavirus: A Book for Children Sample Discussion Questions1 question
- Intro to Section 4: Links between Infectious Disease and our Environment01:29
- What has led to COVID19?00:12
- What is common between these diseases?1 question
- How is nature's destruction linked to pandemics?00:09
- How humans are linked to the broader ecosystem: infectious diseases1 question
- What our food industry has to do with pandemics00:10
- What is "One Health" ?1 question
- Intro to Section 5: Role of Government and Social Justice02:21
- This is how we conquer COVID-1900:31
- This is how we conquer COVID-192 questions
- First we need to fix this key thing. Then we can reopen.00:13
- First we need to fix this key thing.2 questions
- Disaster management for marginalized populations00:13
- Disaster management for marginalized populations1 question
- Race Issues Emerging from COVID-1900:13
- COVID-19 by Race & Ethnicity3 questions
- COVID-19: Race Matters by PBS1 question
- Global COVID-19 Anti-Asian racism and Xenophobia2 questions
- Take Action!1 question
Dr. Radhika Iyengar is Director of Education and Research Scholar at the Center for Sustainable Development of Columbia University’s Earth Institute. She leads the Education for Sustainable Development initiatives as a practitioner, researcher, teacher and a manager. Her research interests consist of conducting evaluations of educational programs and international educational development. In addition to directing education initiatives at the Center and fieldwork in over 10 countries, she contributes to the scientific community focusing on international educational development with articles published in reputed journals and reports that are used by both domestic and international stakeholders. She received a distinction from Teachers College, Columbia University on her Ph.D. dissertation and has received her Master’s degree in Economics from the Delhi School of Economics, India.
For over 10 years, Haein has worked on the implementation, management, monitoring and evaluation and content development of projects in Myanmar, India, Morocco, Saudi Arabia and 10 countries in sub-Saharan Africa. The aim of these projects, mainly focusing on literacy, digital literacy, job readiness, life skills, and environmental activism, is to build sustainable and resilient communities. At the Earth Institute, she develops and curates curriculum, guides and educational contents for youth and adults on education for sustainable development. Programs include merging science knowledge with eco activism as well as partnering with youth organizations for community-based learning models. She received her Master of Arts in International Educational Development from Teachers College, Columbia University.
Tara is an education specialist with over ten years of experience managing education research and implementation teams from diverse education settings globally. Currently, Tara is leading a social emotional learning (SEL) initiative with over 200 schools in Northeast Nigeria to promote psychosocial well-being in teachers and students. Since joining Columbia University’s Earth Institute in 2012, Tara has managed action research studies in India, Kenya and Uganda to identify best practices to integrating technology tools in rural, resource-poor classrooms. Tara managed the Connect to Learn initiative’s girls’ scholarship program that has helped enroll over 1,300 girls across ten countries in sub-Saharan Africa and Myanmar. She has also helped develop new vocational and life skills programs in Ghana and Rwanda aimed at supporting marginalized young women in building eco-friendly livelihoods beyond secondary school.
Prior to joining the Earth Institute, Tara worked as a community organizer working with youth organizations on college campuses in California to push for policy change in areas including environment and climate change, affordable higher education, and K-12 arts education.