A Peek on the Inside: Place Based Learning at Body World Exhibit

A Peek on the Inside: Place Based Learning at Body World Exhibit

Linda Bradley

Nursing/School of Professional Studies

Phyiscal Assessment NUR 3010

Activity Description: Provide a brief description of the activity

The Bodies exhibit provides a fun and engaging way to provide the students with the ability to take abstract concepts and make them into a tangible reality. This will impact their practice and thus the thousands of people they will come in to contact for their lifetime as a nurse. There is no grade for this I would consider this low stakes.

Learning Goals: What do you aim to achieve with this activity?

Physical Assessment course includes review of anatomy and physiology, description of alterations in a system and assessment techniques which the student practice. As with most courses it does so in sections, thus providing the students with this learning experience it will:
1. analyze the connections between the organ locations and physical assessment techniques
2. understand the body’s normal and abnormal function
3. appreciate stress and lifestyle impact on the body

General Education SLOs:
Which of City Tech’s General Education Student Learning Outcomes does this activity address? Please be as precise as possible.

Information Literacy is the Learning outcome that this activity addresses: The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

1. On first day of class during introduction of the course, devote time to introduce the students to the planned experience

2. Schedule the experience toward the end of 2/3rd of the course

3. Offer the course during one of the online course days or if your department allows students to participate in learning as part of their course offsite on their own then schedule it based on your departments abilities

4. State length of experience expectations which is approximately 2 hours at the exhibit

5. Provide pre and post experience assignment documents for student’s completion

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

1. Discuss and gain consensus for this experience with fellow course faculty and Chair of your department. Decide how you will fund this experience, if this would enhance a portion of your course or would replace an assignment, low stakes or high stakes, grade or not, the class schedule and best possible time that would allow this experience to occur. This then would require that you consider this experience well in advance of the beginning of the semester to receive the maximum amount of participation.
2. Contact the Body World Exhibit group number and discuss date, time, number of students and faculty and other pertinent instructions. Ask for a Group sales account representative 866.987.9692 info@tsxnyc.com 226 W. 44th Street New York, NY 10036
3. Once you have completed your initial discussions and have gained consensus in all areas required for the success of this endeavor next steps would be to provide the students with an overview of the experience, expectations, pre-experience assignment, in class discussion and post experience assignment. Generate a list of students and faculty who will attend. Provide everyone with the required Travel Waiver. (If your students are under 18 there is specific instructions on the document)
4. Obtain final list of all attendees and all must complete Travel Waiver and submit to Evening office more than two weeks before the trip.
5. Complete and send travel waivers to of which your Chair and your Dean/Provost would sign for approval of the off campus trip
6. Faculty must have complete a current Title IX training and signed document which must be included in the forms send to the Evening office along with all of the travel waivers.
7. Meet the students at the site at the specified time (If your students are under 18 there is specific instructions on the document)
8. Enjoy the experience! But be sure to seek opportunities to turn the students attention to areas related to course content, SLOs and any other area you deem valuable
9. Provide the students with an expected due date for their assignment

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Assessment of this place-based learning experience would be through:
1. I would provide the students with a question prompt within the course Open Lab site. Prior to this I would utilize the computer lab at the beginning of the course to provide Blackboard and Open Lab orientation
2. Students would then add their own question for consideration prior to the experience. I
3. Students would choose those most appropriate and post them.
4. We would then meet at the exhibit and then they would return to those questions and complete them. I would also provide them with an opportunity to provide a reflection of their experience.
5. I would use the Information Literacy Value rubric
6. This course would be a part of the college-wide general education assessment initiative.
.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?
I most definitely would repeat this experience. The challenge will be funding, scheduling and timing so that the majority of the students would be able to attend, obtaining signed travel forms in advance of the experience. The change I would make is to include more student input as noted in the assessment process indicated above.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Why is this change different?
*It will incorporate student’s decisions as to what will be the area of focus related to the planned experience
*Students will be provided with an opportunity to determine the scope of the questions and key concepts before the experience and use them post experience
*Systematically analyze their own and others assumptions and evaluate the relevance of contexts when they present their positions.

What inspired the change?
* Incorporation of importance of classroom climate—adding humor and fun into the classroom
*Teaching to the needs and learning styles of the students and not that of the faculty
* Need to make abstract scientific and clinical information into tangible transferable information

Please share a helpful link to a pages or post on the OpenLab

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