What resonated with you most from Dr. Katopodis’ presentation?
How comfortable are you with the development of your assignment/activity so far?
Place-based learning experiences can generate multi-faceted activities based on your discipline and observation and research of the space. Our place-based learning experience this seminar will be at the Museum of Food and Drink (MOFAD) in DUMBO.
The city is our laboratory, we say, so when we visit, we want you to think about why we are visiting this place. The Brooklyn waterfront and its transformations reflect the borough’s history. See Brooklyn Waterfront History (https://www.bkwaterfronthistory.org/), Brooklyn Public Library, Center for Brooklyn History.
Please answer following questions:
Why does this place matter from your discipline?
Leave a question or fact that you think can be connected to the site from your discipline.
Post your answer before we go on the site visit.
Dr. Katopodis’s presentation today was a valuable confirmation of the importance of making the classroom a safe and collaborative space, something that we, as the instructor, have a lot of control over. We have learned and discussed many times how important it is that the students learn to work together, for their success in the classroom and in the workplace.
In many cases it seems that we have to un-do the habits and ways of learning that the students bring with them: they often just want to know the minimum requirements and the “right” answer. This is not serving themselves well, particularly in a creative endeavor such as a design class. I try hard to assure them that the process of design ALWAYS requires multiple iterations of their work, and that they will probably make it ugly before they make it beautiful. That iterative process takes a lot of time. So the second big challenge is always to help them manage their time and to focus their inquiry so that they don’t get discouraged.
Being a student again has been a reminder of how challenging it is to juggle the time required to attend class, and to complete assignments, with the many responsibilities outside of class.
I am feeling a bit daunted right now about the assignment. I may have made the assignment too complicated, with several steps to be completed over three class meetings. I am planning to teach this assignment, and instruct another professor who will also teach the assignment in another section, this semester. That is forcing me to write out the steps and instructions to students in detail. And after the reminder about aligning with the VALUE rubrics today, I will work to define the tasks and deliverables in an assessible way.
I often joke that every semester seems to be taught in a Beta phase of development because we are always tweaking the assignments, or combining classrooms or some other disruptive thing. And this semester is no exception, particularly with this new assignment. But that keeps it fresh!
I will definitely be looking forward to comments and questions after the presentation. And we’ll see what happens in the classroom. The one real constant for me is that there is a very direct and immediate correlation between my level of confidence and enthusiasm and the students’ willingness to engage and explore their work. Which immediately forms a positive feedback loop for me. Yay.
MOFAD and Brooklyn Waterfront
The students in the design studio that I teach are asked to come up with a theme or topic for their project, which is a museum to be located in lower Manhattan, from their background or culture. Students sometimes choose food, either for the entire museum or for a specific exhibit. Food can be an accessible medium for cultural exchange, it can also be distinct, to the point of aversion. We are what we eat!
Questions about MOFAD: How is the information presented? How do the exhibits relate to the spaces they inhabit? Is one kind of space more successful than another and what are the successful characteristics?
What resonated me most from Dr. Katopodis’ presentation was the percentage of students who felt lonely. I didn’t realize how lonely students felt until I saw the statistics that 65% feel alone which is pretty sad. I wish they had a survey as to why they feel lonely or what is making them feel that way. I liked the strategies she used for group collaboration. I also like the idea of the inventory method. I would like to use that method in my class just to get a sense of how my students feel about math during the beginning of the semester, middle and end of the semester.
I am ok in developing my own assignment/activity so far. It’s just there’s a lot of presentations and different techniques used. So, it gets hard to decide which one I specifically would like to try. Sometimes I want to try all the techniques, but I know I have to limit myself to what will fit my class.
Place-based learning experiences can generate multi-faceted activities based on your discipline and observation and research of the space. Our place-based learning experience this seminar will be at the Museum of Food and Drink (MOFAD) in DUMBO.
The city is our laboratory, we say, so when we visit, we want you to think about why we are visiting this place. The Brooklyn waterfront and its transformations reflect the borough’s history. See Brooklyn Waterfront History (https://www.bkwaterfronthistory.org/), Brooklyn Public Library, Center for Brooklyn History.
Please answer following questions:
Why does this place matter from your discipline?
This place matters for my discipline because it can help connect students to real life situations. They can make a physical connection while learning about a certain math topic. It can also be a change of scenery for students. So instead of being in a regular normal classroom setting, they are free to explore in an open environment. This can also help students explore and create new ideas or questions; can expand their curiosity of the subject.
Do you think math is a common denominator in human relationship?
Yes; just like how food is fun, participatory, culture and personal. Math is the same way except we can’t taste or smell it, but we can explore and challenge ourselves with it. Math is like the core of the earth, you need it for everything. We use math every day.
Why does this place matter from your discipline?
The Museum of Food and Drink (MOFAD) holds a unique place in the landscape of food culture, particularly in New York City and the United States more broadly. From my perspective, food is a profound lens through which we can explore culture, anthropology, science, political history, and economics—subjects deeply intertwined with one another. MOFAD’s mission to engage with food as a cultural and historical artifact resonates with my work at the intersection of hospitality, equity, and community empowerment.
I recall MOFAD’s early days, before it had a significant physical base of operations. I remember its wooden contraption filled with tubes and vials, inviting people to engage with the concept of flavor through smell. This effort to make food culture tactile and interactive struck me as ambitious and thought-provoking. However, I also wonder how a museum can fully encompass the immensity of food’s cultural, historical, and political significance.
As someone who views food as both sustenance and a powerful cultural marker, I see MOFAD’s role as both celebratory and reflective. It invites us to explore food’s stories and science while challenging us to consider what is left out or cannot be captured in such a space.
A question or fact connected to the site from my discipline
I’m particularly curious about how MOFAD reconciles its physical location with the layered history of the neighborhoods it has called home—first Williamsburg, and now Dumbo. These areas have undergone significant transformation, particularly through gentrification. Dumbo, for example, has evolved from a port and industrial hub to a tourist destination and creative epicenter, with a rising reputation as a food destination.
My question is: How does MOFAD reflect on or engage with the historical and cultural dynamics of its current location? While its exhibitions explore the global and historical significance of food, how does the museum situate itself within the specific, local histories of these neighborhoods?
This reflection feels critical in a city like New York, where food has always been a conduit for immigration, cultural exchange, and economic opportunity, yet also a lens through which we see issues like displacement and inequality.
I completely missed the first part of this reflection prompt!
What resonated with me most from Dr. Katopodis’ presentation was her emphasis on incorporating practices like repeated recall, metacognition, effortful active application, and making connections to prior knowledge. Initially, I felt a bit of pressure to “jam” these practices into an already moving class—one that I inherited as an adjunct. It wasn’t always clear how feasible this would be. Over time, though, I’ve realized that these practices don’t have to be all-or-nothing. They can be integrated in small, intentional ways, whether from week to week, assignment to assignment, or even within a single lesson.
What stood out most for me is that these practices need to be formalized. It’s not enough for them to become habits over time—they have to be written into lesson plans to ensure they’re not overlooked in the hustle of delivering content. That’s a shift I’ve started making. As I write my weekly agendas, I’m building in prompts and exercises to reinforce these strategies. Dr. Katopodis’ examples always spark my thinking and inspire me to see new possibilities for my classes.
One area I’m excited to focus on is metacognition. While I’ve felt fairly confident about integrating other tactics, metacognition has been a challenge for me. My goal for the coming semester is to intentionally explore how to draw more out of it and deepen its impact for my students.
Regarding the second prompt, I feel okay about the development of my assignment. While I know I’ll gain more clarity and refinement from presenting it to the cohort and getting their feedback, I’m generally feeling prepared for tomorrow’s presentation.
From Dr. Katopodis’ presentation, I wasn’t very surprised about the data on 64.7% college students reported they feel lonely because I felt the same at some point when I was a student. I remembered telling my students about the fact of not easy to make friends in a college classroom, and one of my students challenged me with a question if I made attempts. The class I was teaching is a pre-Algebra class that I meet with them 4 days a week. I told them that fact as to encourage them to be social with each other because moving forward they may not see classmates four days a week. I really like the idea of “collaborative quizzes”, and I would like to apply that in weekly quizzes. I hope this will motivate students to study to prepare for quizzes. Last Fall, I found that many students did not really study for quizzes although they did the homework. I hope this will also encourage communication among peers. I will ask them to work on quizzes in assigned groups individually first and then compare before submitting. Hopefully, they can perform better with collaboration.
Why does this place matter from your discipline?
I teach Mathematics, which is considered as a universal language that food is the same. I like the fact that Math formulas did not come out easily; similarly, “It took them 300 years to solve how to obtain fruits from the plant” a quote on vanilla. Mathematics isn’t easy to learn because the origin of Math comes from a lot of trials, errors, and practice. This works the same as planting a new “fruit”
Leave a question or fact that you think can be connected to the site from your discipline.
It is a museum of food that I wonder a nice cuisine comes from one’s insightful ideas or precise number of portions like one spoon or additional half spoons will make a huge difference.
From Dr. Katopodis’ presentation, I wasn’t very surprised about the data on 64.7% college students reported they feel lonely because I felt the same at some point when I was a student. I remembered telling my students about the fact of not easy to make friends in a college classroom, and one of my students challenged me with a question if I made attempts. The class I was teaching is a pre-Algebra class that I meet with them 4 days a week. I told them that fact as to encourage them to be social with each other because moving forward they may not see classmates four days a week. I really like the idea of “collaborative quizzes”, and I would like to apply that in weekly quizzes. I hope this will motivate students to study to prepare for quizzes. Last Fall, I found that many students did not really study for quizzes although they did the homework. I hope this will also encourage communication among peers. I will ask them to work on quizzes in assigned groups individually first and then compare before submitting. Hopefully, they can perform better with collaboration.
Why does this place matter from your discipline?
I teach Mathematics, which is considered as a universal language that food is the same. I like the fact that Math formulas did not come out easily; similarly, “It took them 300 years to solve how to obtain fruits from the plant” a quote on vanilla. Mathematics isn’t easy to learn because the origin of Math comes from a lot of trials, errors, and practice. This works the same as planting a new “fruit”
Leave a question or fact that you think can be connected to the site from your discipline.
It is a museum of food that I wonder a nice cuisine comes from one’s insightful ideas or precise number of portions like one spoon or additional half spoons will make a huge difference.
From Dr. Katopodis’ presentation, I wasn’t very surprised about the data on 64.7% college students reported they feel lonely because I felt the same at some point when I was a student. I remembered telling my students about the fact of not easy to make friends in a college classroom, and one of my students challenged me with a question if I made attempts. The class I was teaching is a pre-Algebra class that I meet with them 4 days a week. I told them that fact as to encourage them to be social with each other because moving forward they may not see classmates four days a week. I really like the idea of “collaborative quizzes”, and I would like to apply that in weekly quizzes. I hope this will motivate students to study to prepare for quizzes. Last Fall, I found that many students did not really study for quizzes although they did the homework. I hope this will also encourage communication among peers. I will ask them to work on quizzes in assigned groups individually first and then compare before submitting. Hopefully, they can perform better with collaboration.
Why does this place matter from your discipline?
I teach Mathematics, which is considered as a universal language that food is the same. I like the fact that Math formulas did not come out easily; similarly, “It took them 300 years to solve how to obtain fruits from the plant” a quote on vanilla. Mathematics isn’t easy to learn because the origin of Math comes from a lot of trials, errors, and practice. This works the same as planting a new “fruit”
Leave a question or fact that you think can be connected to the site from your discipline.
It is a museum of food that I wonder a nice cuisine comes from one’s insightful ideas or precise number of portions like one spoon or additional half spoons will make a huge difference.
What resonated with you most from Dr. Katopodis’ presentation?
What resonated most with me during Dr. Katopodis’ presentation was her encouragement of making friends in class and the grouping of different personality types. I’ve taken it for granted that most of the students I teach know each other. Given that the hospitality management students are in a bit of a bubble, encouraging peer-to-peer learning and collaboration will be an important part of my lesson planning.
Coming into this workshop as a newer educator about to embark on a new class has been eye-opening. I just finished a somewhat final draft of the syllabus and will be spending a great deal of time polishing up the assignments tomorrow after our field trip. I need to trust in myself that it will all come together in this cohort and for the students.
MOFAD
If you take the time to break down what’s at the root of your discipline it isn’t a stretch to find a connection between MOFAD or the Brooklyn Waterfront. Food is a universal language, but so is all the change we’ve seen in the city. We just need to play the disruptive game of how is a clothes hangar like an astronaut! I’m lucky to be in the hospitality management department and teaching event management. I look at every space as an opportunity to transform into a shared experience.
MOFAD Question:
How does the museum present the information to create a more thoughtful, equitable, and delicious future? Do they work with local organizations that work with food insecurities?
My reflection didn’t post after I pushed “Post Comment!”
From the presentation:
Place-based learning:
Assignment:
I’m copying the above just in case it doesn’t post again!
What resonated with you most from Dr. Katopodis’ presentation?
A lot. Presenting this argument in this order:
This all makes our mission very clear, and made a huge case for introductions and spending class time on building friendships.
Before yesterday, I felt like this was a relatively unimportant part of the class, but now I know differently. I am going to try grouping the class like she does and see how it goes.
How comfortable are you with the development of your assignment/activity so far?
I am relatively comfortable with it, since I have a background in design thinking and workshop facilitation. That said, I need to catch up on the reading a little better so I can better explain how my activity will further the learning goals and how it follows the techniques.
Please answer following questions:
Why does this place matter from your discipline?
many reasons. First, what we do in web design is to build curated and thoughtful experiences. MOFAD is also a curated and thoughtful experience. Looking at how it is set up could be a great way to explain user flows and UX design, translating the physical to the digital.
Leave a question or fact that you think can be connected to the site from your discipline.
Post your answer before we go on the site visit.
What is the process a great chef used to construct the experience of a 3-Michelin-star tasting menu? Is it similar to the user-centered design process? How so? How not?
Dr. Katopodis’ presentation emphasized the importance of using planned, evidence-based teaching strategies, such as repeated recall, metacognition, and building connections to prior knowledge, which resonated deeply with me as an Anatomy and Physiology instructor. While the course’s fast-paced nature can make it challenging to integrate these strategies, I now see the value in incorporating small, consistent practices that deepen engagement and support retention.
I was also reminded of the instructors’ crucial role in shaping classroom culture. Creating a safe, collaborative environment helps students move beyond routine memorization toward deeper, iterative learning. This perspective reshapes my thinking about my assignment design, prioritizing structure, reflection, and visible learning.
Our visit to the Museum of Food and Drink (MOFAD) further reinforced these ideas. The museum offers a powerful space to examine how food culture, biology, and health intersect. It is a meaningful site connecting physiology to real-world issues like nutrition and health disparities. A guiding question that ties my discipline to the site is: How do cultural food practices impact health outcomes such as obesity, diabetes, and cardiovascular disease? This line of inquiry can inspire reflective, interdisciplinary assignments that ground scientific knowledge in a cultural context.
What resonated with you most from Dr. Katopodis’ presentation?
What stayed with me most — and was most consonant with my own experience in the classroom — is the idea that the hardest, most enduring work we do as educators is not coverage but connection. Students do form complex, mutualistic networks when given the chance — and, for instance, even when instructors don’t develop peer learning opportunities, they have learned to produce their own parallel learning environments like class whatsapp groups or shared google documents where notes and thoughts and resources are exchanged; one or two students may come to the forefront as the tip of the spear who bring the clarifying questions of the learning collective to the instructor and then return them to the class google doc to enlighten the others. The challenge is how to draw on this natural tendency, how to build environments in which they can co-adapt and thrive.
The data Dr. Katopodis shared on loneliness, anxiety, and students’ unmet needs reaffirmed something I’ve long experienced in my classroom and tried to design for, which is that we must design classrooms where students can trust and feel safe; that it isn’t just about attention or rigor, but about a sense of belonging and the safety to play and be mistaken. We can draw on tools like peer badging, collaboration scripts, and learning goal inventories to build that trust and safety with intention and consistency, and through that, shift attention away from the sometimes anxiety-invoking prospects of grades and toward the notion of the classroom as a playground, a laboratory, a second home, a community of practice; a place that students look forward to being, and assignments as opportunities to share ideas and practices. Learning is vulnerable! And it’s hard to be vulnerable when you’re anxious or afraid.
MoFAD: Why does this place matter from your discipline?
Everybody eats! And design isn’t just about chairs or things or places or buildings — like culture, design is ordinary. Victor Papanek in Design for the Real World: “design is basic to all human activities. The planning and patterning of any act toward a desired, foreseeable end constitutes the design process.” When I’ve taught CS-related material in media arts, the go-to references early on are to recipe-as-algorithm, or to give a robot precise instructions on how to make a peanut butter sandwich; there’s a reason for that! And MoFAD offers an opportunity to draw on that more deeply, and with more cultural and contextual specificity.