Increasing Students’ Intercultural Knowledge and Competency
Elizabeth Parks
Architectural Technology
Design IV
Activity Description: Provide a brief description of the activity
As part of their design of a new museum building located on the CityTech campus, students are asked to select a theme for their collection that is drawn from their own culture. This gives them an opportunity to perform research to select exhibits and then to share what they have learned with their classmates.
Learning Goals: What do you aim to achieve with this activity?
The goal is to increase their own understanding of their cultural heritage and to develop an attitude toward what they have learned. The process of developing an attitude introduces an external framework to their knowledge and they can use that framework to drive the strategies they employ in their design process. The studio setting of the classroom allows the process and the results to be shared with all the members of the class.
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?
The design of the museum is completed in approximately 11 weeks during a regular semester.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
When the project is introduced the students are told that they will chose the theme and content of the museum exhibits. They are asked to reflect on their cultural backgrounds and come up with a theme drawn from their experience or understanding. They are asked explicitly "What do you want to teach visitors to your museum?" For some students the choice is high-stakes, but the selection of a theme is not graded. The theme will influence the design strategy that they use in the creation of the building, and it is hoped that the passion they feel for their theme will further engage them in the design process. However, even students who have a more neutral stance toward their theme are able to successfully complete the project.
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?
The students are asked to reflect on their projects, the process and the outcome. And they are asked to respond to the reflections of their peers. The revised assignment, using cultural -based themes for the design, is being taught in the Summer 2020 session and will be integrated into the Fall 2020 semester as well. For the summer session the reflections will be graded as part of the class participation, with a low stakes impact on their grade. The results will be reviewed for Fall 2020.
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?
I was inspired by several students from earlier semesters, who chose to use very personal themes instead of the History of New York , which was part of the original project brief. Those students were engaged very productively in the design process which resulted in very interesting projects. Summer 2020 is the first semester that the cultural theme has officially been part of the project description. I was initially leery about asking students to be ambassadors for their cultures but the response has been very positive so far. About half the students have chosen emotionally charged themes involving topics of colonization, immigration, segregation, and stereotypes. Others have a more neutral position toward the material, but recognize that proposing a museum dedicated to Nubian culture is a statement in its own right.
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.
The following is a link to my portfolio on open lab which contains the presentation of the revised assignment created as part of a Gen Ed Living Lab workshop during the Spring 2020 semester.
A Mock Cultural interaction between a Hmong immigrant family and American Doctor
Lisa Pope Fischer
Social Science
ANTH 2000: Medical Anthropology
Activity Description: Provide a brief description of the activity
This is a teaching exercise, or module, that will lead up to a mock interaction between a Hmong patient and American doctor. Essential to Anthropology is the ability to be sensitive to cultural differences. In terms of understandings of illness, one culture may have a different interpretation of, and different treatment for particular illnesses. I designed this exercise by drawing on issues and concerns presented in Ann Fadiman’s work with Hmong immigrants (1997, 2000). The objective of this module is to teach students skills of perception and interpretation. The module begins with reviewing some basic anthropological concepts and key terms. The duration of the exercise requires preliminary preparation such as assigning the readings to the students. The in class activity should allow time to discuss and review the material. This exercise would be suitable for smaller class sizes no larger than 40 but perhaps could be modified for a lecture demonstration or online learning if students handed in written descriptions.
Learning Goals: What do you aim to achieve with this activity?
The General Education Outcomes that the assignment aims to achieve are: Intercultural knowledge and Competence.
This lesson addresses: Cultural self-awareness, knowledge of cultural worldviews, empathy, shared forms of communication, curiosity, and openness .The objective of this module is to briefly outline the anthropological concepts of “cultural relativism,” “worldview” and “emic/etic” as tools for understanding that different cultures may interpret illness differently. This is important in terms of making diagnoses as well as treating patients in a culturally sensitive manner. Cultural relativism is an approach in anthropology that tries to maintain a neutral non-judgmental stance, showing both “empathy” for cultural differences, as well as “openness” to see cultures that are different from our own without bias. This exercise looks at beliefs regarding health and illness from Hmong culture teaching “openness” to other perceptions of health. A young girl is misdiagnosed due to cultural misinterpretation causing dire consequences, so the aim is that students can imagine their perspective, to learn “empathy.” “Worldview” is a concept central to anthropology, looking at how individuals perceive their world and their place in it, which can be different in different cultures. Emic and Etic are common concepts in anthropology that try to show differences in perception, “cultural self-awareness,” the emic being the perspective of the people we study, and etic being the outsider’s perspective, the perspective of the anthropologist who analyzes the culture. This assignment in particular looks at an example where communication between cultures lead to a horrible outcome for one little girl, and the aim is to try to understand and create “shared forms of communication” to avoid such a tragedy again. As a mock patient and doctor interaction, the students learn “curiosity” and “critical thinking” as, they articulate responses based on two different cultural worldviews related to health and healing showing ability to see things from multiple cultural perspectives. In terms of High Impact Educational Practices (HIEP), this exercise uses collaborative learning. Diversity and global learning, and community based learning. It will become part of my Open Lab site for ANTH 2000: Medical Anthropology, and Blackboard.
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?
The in class activity should allow time to present the concepts and themes, and have students perform the mock patient and healthcare practitioner scenario, followed by discussion of the issues raised in the reading and presentation. One standard hour –fifteen-minute class period would suffice but allowing a class period to view the film might expand the topic. This exercise would be suitable for smaller class sizes no larger than 40 but perhaps could be modified for a lecture demonstration if students handed in written responses to the discussion questions.
Film Suggestion:
“Split Horn: Journey of a Hmong Shaman” (2001, 56 minutes)
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
The module begins with reviewing some basic anthropological concepts and key terms. The Fadiman book The Spirit Catches You, wonderfully exemplifies issues of cultural difference and perceptions of illness, but she also has a short article that focuses on epilepsy that can also be used to illustrate cultural difference. A full-length film documents the story of a Hmong shaman, (Split Horn), but you can also use short video clips to illustrate the point of cultural difference. The duration of the exercise requires preliminary preparation such as assigning the readings to the students and handouts for the mock patient/healthcare practitioner interaction.
Fadiman, Ann. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. Farrar, Straus, & Giroux, 1997.
Fadiman, Ann. "The Spirit Catches You and You Fall Down": Epilepsy and the Hmong. Epilepsy & Behavior: E&B [Epilepsy Behav] 2000 Feb; Vol. 1 (1), pp. S3-S8.
Activity: Cultural Perceptions
I.Review the Anthropological concepts either using PowerPoint or in handouts. This exercise gets students to think about how we might be quick to judge other cultures (ethnocentrism), yet also understand how others might perceive us.
KEY TERMS/ CONCEPTS:
Cultural Relativism: Anthropologists attempt to be neutral non-judgmental observers that take into account the culture’s practices relative to their own cultural understandings.
Ethnocentrism: People might judge a culture’s practices in a negative manner simply because they might be different from their own. Anthropologists try not to be “ethnocentric” or “Western centric” as it is important to understand why a culture might perceive or do something rather than judge it in a prejudice manner.
Emic/Etic: Anthropologists use the concept “emic” to explain the perspective of the people one studies. How do the people perceive their culture? How do they interpret the world in which they live? In contrast, the anthropologist must also retain the “etic” perspective, the view of the scientific observer. The etic perspective allows the anthropologist to step back and analyze the culture using the various theories in which to interpret a culture’s practices (i.e. Cultural Marxism/social conflict theory, Functionalism, Practice theory, Reflexive Anthropology/writing culture, etc.)
Worldview: Refers to how a person views their world and their place within it. Whereas some people may define themselves and behave according to a religious worldview, an atheist can also have a worldview. Different cultures may have different types of worldviews that affect perceptions of time and space, feelings about moral behavior, how they think about and how they seem themselves within their society.
Culture Bound illnesses: These are illness that might be found within particular societies.
Mind/Body dualism: Western medicine tends to separate understandings of how illness in the body might be separated from the mind whereas many cultures see the two as closely related.
II. Give illustrative examples to spur discussion about ethnocentrism and cultural relativism. Encourage students to look at cultures in a culturally relative way by reminding them that people outside our own culture may view American practices as unusual as well.
1. Female brutality or beauty? Female circumcision is a practice in which elders cut off a young woman’s clitoris to prepare her for womanhood. Some refer to this as Female Genital Mutilation (FGM). This practice evokes much debate about brutality and mutilation of women, yet studies indicate that women from these societies may perceive this practice as a means to obtain purity and femininity (Gruenbaum 2006). Ask students in what ways do American women brutalize their bodies in the pursuit of femininity or beauty? To shock them you might show an image of the Cat lady who has had too many plastic surgeries, or a hyper thin anorexic looking fashion model. (See suggested short video clips from youtube below – following the bibliography)
2.Food delicacy or garbage? Students often cringe when they hear that in some cultures grub worms or monkey brains might be considered a delicacy, however, there are foods that Americans eat that other cultures might find repulsive. How, for example are grub worms similar to shrimp? For people outside the United States, peanut butter might look like mud or feces. People might perceive fine cheese as smelly rotten dairy. In the south, or even at the Coney Island Nathans, one can buy fried frog legs. Americans often perceive French food as elite fine food, yet they make “escargot” from common snails, and they perceive horsemeat as a healthy specialty.
III. Discuss how the above examples illustrate an understanding of “ethnocentrism,” but also connect to the idea of “emic” and “etic” as a matter of different cultural perceptions. Expand their understanding of emic /etic by connecting to an example of interpretations of cultural illness.
In Freed’s (1999) work, “Taraka’s Ghost”, a young bride in a strange new village experiences spirit possession, but is this a form of anxiety attack or depression? Would anti-depressants work if she truly believed she needed a shaman to remove the spirit? Several anthropologists have looked at the culture bound illness “Susto” prevalent among Mexican and other Hispanic communities in which they believe a person who has a sudden fright or trauma may develop loss of energy, loss of appetite, sleeplessness, and depression. Whereas from a Western medical perspective “susto” might be explained as a psychosocial illness in which the person becomes antisocial and uses the excuse of illness to withdraw, “susto” also has underlying physical symptoms that may be covering up serious illnesses such as diabetes (Poss & Jezewszi 2002) or tuberculosis (Rubel and Moore 2001), or hypoglycemia (Bolton 1981).
IV. Instigate discussion of the suggested Fadimon reading with a mock patient and doctor interaction exercise. You can have student volunteers improvise a discussion between an ill person and a healthcare practitioner or have the students all do the exercise in pairs. The exercise creates a scenario between a Hmong immigrant family with a sick daughter and a Western medical practitioner. Discussion should follow the exercise.
HANDOUT FOR STUDENTS:
Each student will improvise or act out a “scene” that depicts a Hmong patient with a healthcare practitioner. We will discuss the reading in light of themes that result from this mock patient/doctor exercise.
PERSON ONE: You are a Hmong immigrant whose baby daughter is sick. Based on what you read in Fadiman’s article or book, how might a Hmong patient describe and present their illness.
Consider the following:
The immigrants understanding of the illness or self-diagnosis: The spirit catches you and you fall down. Her older sister slammed the door so loudly that her spirit was scared out of her and she fell down. Illness may have many causes but can be due to a loss of the soul to a malevolent spirit. It might be a sign that she will grow up to be a high status Shaman who can go into a trance and see the spirits and in this regard this illness (epilepsy) is highly distinguished and should not be cured as it may lead to prestige later in life.
Cultural perception of illness and health:
• Will not take pills if the colors are inauspicious.
• Will refuse surgery, anesthesia, autopsies, blood tests, and spinal taps.
•May wear a white “spirit string” on wrist that can’t be cut off while they are ill as their soul might endlessly wander.
• Hmong traditional medicine may include herbs, amulets, and animal sacrifices.
PERSON TWO: you are a health care professional and you are trying to understand or interpret what the person is saying to develop a diagnosis. Based on what you read in Fadiman’s article or book, how might a Western Doctor describe and interpret the illness.
Consider the following:
Western Medicines cultural understanding of illness:
• Customs and traditions – desensitized empathy.
• Cultural taboos- perception that only Western medicine can cure and to look at “alternative” practices would be inappropriate. There may be legal rules or “taboos” in treating patients, especially children.
• Hierarchies—tend to be “rational” and controlling.
•Have their own language that an ordinary patient might not understand.
What type of questions does a typical healthcare practitioner ask?
• What is your name, your date of birth
• What brought you in today? What is your illness?
• What kind of symptoms are you experiencing?
• What is your medical history? Do you have prior ailments, surgeries, and/or allergies?
• What medications do you take?
• Is there a family history of illness? Does heart disease or diabetes run in your family?
• Can your occupation play a role in your illness?
•Review of systems: do you have headaches, vision troubles, trouble swallowing, nausea, etc.
How might a Western doctor interpret the Hmong explanation about a malevolent spirit causing the illness?
Symptoms /diagnosis from Doctor’s perspective: At first the doctors did not understand the parents and thought Lia had bronchitis or pneumonia and prescribed antibiotics. After the third time taking Lia to the hospital they saw she was suffering from a sudden attack of seizures or convulsions.
DISCUSSION QUESTIONS AFTER MOCK PATIENT/DOCTOR INTERACTION:
1. How might differences in language affect diagnosis and treatment? Why is it important to have access to skilled interpreters? What might be the challenges of having an interpreter?
2. How might cultural differences affect diagnosis and treatment? How might it be helpful to practice both allopathic and folk medicine? What are the challenges?
3. How did the patient interpret the doctor? What did they think about the doctor and his/her treatment of them?
4. How did the doctor interpret the patient? What did the doctor think about the patient? (I.e. “noncompliance” – patient’s refusal to disregard instructions)
5. What is the “culture of medicine”? How do Western doctors perceive health, illness, diagnosis and treatment?
6. How is Western medicine linked to legal practices (i.e. Child protective services/child endangerment, Brain dead = death) and how might this conflict with the patient’s perspective?
7. Why is the patient’s view of their illness important even if it is culturally different from the Western Medical perspective?
8. How might there be inequality between doctor and patient? How might a patient’s perception of doctor’s as authority figures impact their interaction with the doctor?
9. Why is it important, as Fadiman suggests, for health care practitioners to “develop certain habits of listening, empathy, and flexibility” (2000: 6).
10. Why does Fadiman suggest doctors to ask : What do you think caused this illness? What do you call this illness? What are you most afraid of?
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 for Intercultural Knowledge and Competence:
Student Learning Outcomes (SLO): Cultural Self Awareness, Cultural Worldview, Empathy, Verbal and Non-verbal communication, Curiosity/critical thinking, Openness.
(SLO) Knowledge: Cultural Self Awareness.
Intercultural Experience.
“The experience of an interaction with an individual or groups of people whose culture is different from your own. Intercultural/cultural differences: The differences in rules, behaviors, communication and biases, based on cultural values that are different from one's own culture(AAC&U).”
Assessment of Cultural Self Awareness:
Emic and Etic are common concepts in anthropology that try to show differences in perception, “cultural self-awareness,” the emic being the perspective of the people we study, and etic being the outsider’s perspective, the perspective of the anthropologist who analyzes the culture. The exercise tries to get students to understand Hmong cultural beliefs from their perspective (emic) but also be able to analyze and interpret them from an etic perspective (The anthropologist or doctor)
(SLO) Knowledge: Knowledge of cultural worldview frameworks.
“Worldview is the cognitive and affective lens through which people construe their experiences and make sense of the world around them(AAC&U).”
Assessment of cultural worldview frameworks.
“Worldview” is a concept central to anthropology, looking at how individuals perceive their world and their place in it, which can be different in different cultures. This exercise looks at the worldview from American culture in contrast to Hmong culture.
(SLO) Skills: Empathy.
"Empathy is the imaginary participation in another person’s experience, including emotional and intellectual dimensions, by imagining his or her perspective (not by assuming the person’s position). (Bennett 1998)"
Assessment of Empathy.
Cultural relativism is an approach in anthropology that tries to maintain a neutral non-judgmental stance, showing “empathy” for cultural differences. This exercises looks at beliefs regarding health and illness from Hmong culture. A young girl is misdiagnosed due to cultural misinterpretation causing dire consequences, so the aim is that students can imagine their perspective.
(SLO) Skills: Verbal and nonverbal communication.
Articulates cultural understanding of verbal & nonverbal forms of communication and show ability to create shared understandings.
Assessment of Verbal and nonverbal communication.
This assignment in particular looks at an example where communication between cultures lead to a horrible outcome for one little girl, and the aim is to try to understand and create “shared forms of communication” to avoid such a tragedy again.
(SLO) Attitudes: Curiosity/critical thinking.
Able to question and articulate responses showing ability to see things from multiple cultural perspectives.
Assessment of Curiosity/critical thinking
As a mock patient and doctor interaction, the students learn “curiosity” and “critical thinking” as, they articulate responses based on two different cultural worldviews related to health and healing showing ability to see things from multiple cultural perspectives.
(SLO) Attitudes: Openness.
Suspends Judgment in valuing their interaction with culturally different others.
“Postpones assessment or evaluation (positive or negative) of interactions with people culturally different from one self. Disconnecting from the process of automatic judgment and taking time to reflect on possibly multiple meanings” (AAC&U).”.
Assessment of Openness.
Cultural relativism is an approach in anthropology that tries to maintain a neutral non-judgmental stance, showing “openness” to see cultures that are different from our own without bias. This exercises looks at beliefs regarding health and illness from Hmong culture.
Association of American Colleges and Universities. "Intercultural Knowledge and Competence VALUE Rubric." 2009. https://www.aacu.org/value/rubrics/intercultural-knowledge.
Bennett, J. 1998. Transition shock: Putting culture shock in perspective. In Basic concepts of intercultural communication, ed. M. Bennett, 215-224. Yarmouth, ME: Intercultural Press.
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?
I have not been able to run the ANTH 2000 “Medical Anthropology” class yet for lack of enrollment, but I hope to try to offer it in the Spring 2021. I am not sure how I could adapt this lesson for online learning if that should continue, but perhaps have students write response papers.
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.
Materials needed
1) Anthropology key terms
2) Readings:
Book: Fadiman, Ann. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. Farrar, Straus, & Giroux, 1997.
OR
Article: Fadiman, Ann. "The Spirit Catches You and You Fall Down": Epilepsy and the Hmong. Epilepsy & Behavior: E&B [Epilepsy Behav] 2000 Feb; Vol. 1 (1), pp. S3-S8.
(Available thru City Tech library article database EBSCO)
3) Xerox of mock patient/healthcare practitioner scenario (https://openlab.citytech.cuny.edu/popefischeranth2000medicalanthro/files/2020/06/Intercultural-Knowledge-and-Competence-for-ANTH-2000-Medical-Anthro-.pdf)
4) Optional: Video “Split Horn: Journey of a Hmong Shaman”. Or you might show a short video clip from youtube that shows a Hmong Shaman doing a ritual cure (See suggestions below after bibliography of references and suggested reading).
Other Resources
Possible links:
•Pdf course notes
•Powerpoint slides
•List of online resources
• Google images are a good way to find pictures AND Youtube.com has a number of short video clips.
REFERENCES AND SUGGESTED READING:
Arntfield, Shannon L., Kristen Slesar, Jennifer Dickson, Rita Charon “Narrative medicine as a means of training medical students toward residency competencies” Patient Education and Counseling. Volume 91, Issue 3, June 2013, Pages 280–286
Bolton, Ralph (1981) “Susto, Hostility, and Hypoglycemia” Ethnology , Vol. 20, No. 4 (Oct., 1981), pp. 261-276.
Fadiman, Ann. The Spirit Catches You and You Fall Down: A Hmong Child, Her American Doctors, and the Collision of Two Cultures. Farrar, Straus, & Giroux, 1997.
Fadiman, Ann. "The Spirit Catches You and You Fall Down": Epilepsy and the Hmong. Epilepsy & Behavior: E&B [Epilepsy Behav] 2000 Feb; Vol. 1 (1), pp. S3-S8.
Freed, Stanley A. and Ruth Freed (1999) “Taraka’s Ghost,” Natural History, October 1999, pp. 84-91.
Gruenbaum, Ellen. “Sexuality Issues In the Movement to Abolish Female Genital Cutting in Sudan.” Medical Anthropology Quarterly, Vol. 20, Number 1, (2006) pp. 121-138
Hahn, Robert A. and Marcia Inhorn (eds.) (2010) Anthropology and Public Health, Second Edition: Bridging Differences in Culture and Society.Oxford University Press.
Kleinman A, Eisenberg L, Good B. Culture, illness, and care: clinical lessons from anthropologic and cross-cultural research. Ann Intern Med 1978;88:251–8
Oubre, Alondra. Shamanic trance and the placebo effect: The case for a study in psychobiological anthropology. PSI Research, Vol 5(1-2), Mar-Jun, 1986. pp. 116-144.
Poss, Jane and Mary Ann Jezewski (2002) “The Role and Meaning of Susto in Mexican Americans' Explanatory Model of Type 2 Diabetes” Medical Anthropology Quarterly , New Series, Vol. 16, No. 3 (Sep., 2002), pp. 360-377
Rubel, Arthur J. and Carmella C. Moore (2001)”The Contribution of Medical Anthropology to a Comparative Study of Culture: Susto and Tuberculosis” Medical Anthropology Quarterly, New Series, Vol. 15, No. 4, Special Issue: The Contributions of Medical Anthropology to Anthropology and Beyond (Dec., 2001), pp. 440-454
Thompson, Jennifer Jo Ritenbaugh, Cheryl Nichter, Mark. Reconsidering the placebo response from a broad anthropological perspective. Culture, Medicine and Psychiatry, Vol 33(1), Mar, 2009. pp. 112-152.
Suggested photograph images or videolinks:
Film Suggestion:
Split Horn: Journey of a Hmong Shaman
The spiritual healing of Hmong Shamanism (7:28)
https://www.youtube.com/watch?v=ymJnUHxqRpE
ASA Documentary: Second Generation Hmong Shaman (33:39)
https://www.youtube.com/watch?v=OrSZBsGn-4M
Anorexic Models: The curse of fashion modeling (2:47)
https://www.youtube.com/watch?v=ZK-Lhy-HqCs
Extreme Plastic Surgery (8:42)
https://www.youtube.com/watch?v=9R149OXxsGg
The link on Open lab includes the handout I would give students:
Please share a helpful link to a pages or post on the OpenLab
Activity Description: Provide a brief description of the activity
Eating and drinking is a crucial part of French culture and social life. There are rules and codes to be aware of.
Students will work in groups and will participate in role play exercises. They will write read and order from menu to order food and drinks, bread, cheese and wine by using the appropriate French vocabulary.
In order to fulfill cultural interaction learning outcomes students will be exposed to a wide range of authentic material. They will watch and analyze two/three videos shown in class or as assigned homework.
This activity will try to benefit from the Placed-Based Learning approach as applied to many other disciplines.
Learning Goals: What do you aim to achieve with this activity?
After studying the culture dimension of French food, students will be aware regarding the fundamental relationship between language and culture.
Students learn:
a. to "construct" their knowledge from experience they bring to the
learning situation inside the classroom.
b. to derive meaning from experience, as well as gather information
from observation.
c. to use awareness of cultural differences to bridge cultural and linguistic
barriers.
Students will use the appropriate French terminology in this context.
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?
This assignment is an introduction to the course program. Students should know general French food etiquette before engaging in serious learning contexts.
This work will be assigned during the 3-4 first weeks of the program.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
This is a low stake activity.
Will coordinate with hospitality department to identify the appropriate French restaurant as place-based learning for this activity.
Will plan to achieve the “field trip” during the class time.
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?
I will be using AACU’s rubric called “Intercultural Knowledge and Competence”.
This activity will help students:
To communicate across cultural and linguistic barriers, and to
demonstrate expanded cultural and global awareness and sensitivity.
And will includes High-Impact Educational Practices:
1. Collaborative Assignments and Projects.
2. Diversity/Global Learning
3. place–Based Learning
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?
This is new activity will be assigned during the Spring 2021.
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.
Please share a helpful link to a pages or post on the OpenLab
Impact of Culture, Geographic Location, and Oral Health Literacy on Dental Hygiene Practices
Isis Marsh
Dental Hygiene
Dental Hygiene Seminar III or IV
Activity Description: Provide a brief description of the activity
Dental hygiene students have applied previous learning from DH seminar and clinical instruction to integrate Medical/Dental histories and clinical findings to assess and determine the appropriate course of patient management and communication. This activity will require students to advance their patient management and communication skills by having them consider the impact of their patient’s culture, geography, and oral health literacy into their total assessments. As dental professionals, students must be prepared to communicate effectively in real-world scenarios and care for patients with differing levels of health knowledge and diverse backgrounds. Students will participate in a combined independent/collaborative project by gathering and researching patient information, and then working with peers to evaluate and discuss case reports.
Learning Goals: What do you aim to achieve with this activity?
This activity aims to encourage critical thinking that produces effective written and verbal communication with patients of various cultural/demographic backgrounds that have different levels of dental knowledge. The learning goals of each student is to correlate global and multicultural impacts into patient assessment, care, and communication, and to work collaboratively with others from diverse backgrounds. This project will progress students’ conceptual knowledge, reasoning and problem solving, cultural self-awareness, understanding of cultural worldview, and how to relate such experience into clinical application.
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?
This student activity lesson is best suited for senior dental hygiene students. Thirty minutes of classroom time will be devoted to oral health literacy tools and interpreting findings. Students will then use thirty minutes of clinic time to conduct an interview. Two to four hours of out-of-class time is expected for this project; 1-2 hours of research/writing and 1-2 hours of collaboration with the group.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
Students will read an assigned article and view a video on oral health literacy and cultural sensitivity for supplemental learning before a 30-minute in-class lecture. Students will also be provided with an interview questionnaire and assignment instructions to follow accordingly. The activity will be a low-stakes assignment. To begin, students will work independently by interviewing one patient (with consent) on cultural background, demographic location, and oral health literacy. Individually students will explore patients’ cultures (beliefs, attitudes, customs, and diet), demographic location (access to transportation, care, and fluoridated drinking water), and oral health literacy findings (better or poorer than expected). Students will then write a research/case report (2 pages) with a reflection portion discussing if any of the information they acquired changed their perspective of the patient, and how communication and patient management may have been modified due to the additional information. The collaborative portion of the assignment will require students to present their case report on Open Lab and collaborate with peers (groups of four) to discuss and answer questions on similarities and differences between their patients and themselves.
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?
This activity was developed using the AAC&U Intercultural Knowledge and Competence VALUE Rubric as a guide. Students will be evaluated using a rubric to assess writing quality, analysis & application, problem-solving & decision making, connection to course material, contribution to learning, and timeliness.
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?
The activity has not yet been implemented.
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.
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Activity Description: Provide a brief description of the activity
It is for students to become aware of people of diverse cultures who are doing design work that students hope to do themselves. And to invite them to question why the creative work of people of color is not recognized for their contributions to the design world.
Learning Goals: What do you aim to achieve with this activity?
This will also give students insight into the possibility of a place to start when looking for a career.
Current research shows very few people of color are represented in the design field at all levels. And too often, their work has been obscured or taken credit for or they were asked to remove the attribution.
This assignment addresses cultural self-awareness
And knowledge of cultural worldview frameworks on the rubric.
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?
This will be an introduction to the class in the first two weeks. A minimum of two weeks will be devoted to this project. Students should be prepared to spend two to three hours of research out of the classroom.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
In order for students to be successful. They must be prepared to spend at least two hours of research time before any production can be they will be able to move forward.
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?
Discover at least five people from an underrepresented cultural group in the design world and be prepared to share their work with the class. Students will be asked to choose one of the five and analyze influences on that person’s design. Students will create a design campaign in the style of that designer celebrating an aspect of their culture. The campaign will include a combination of print, web, and video spots.
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?
n/a
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.
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Activity Description: Provide a brief description of the activity
Three part assignment that includes the HIEPs: Writing Intensive, Place Based learning and Collaborative work. This will be used for History 1103 online which is a zero cost textbook course with an OER.
1- read and complete a written assignment and provide feedback
2-go the Brooklyn Historical Museum and explore the exhibit
3-write response to the experience at the museum on Flipgrid (explore flipgrid at www.flipgrid.com)
Learning Goals: What do you aim to achieve with this activity?
The General Education Outcomes that the assignment will address are: Intercultural Knowledge and Competence
Demonstrate expanded cultural and global awareness and sensitivity. (part one)
Discern multiple perspectives. (part two)
Use awareness of cultural differences to bridge cultural and linguistic barriers. (part three)
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?
This assignment will be due at midterm. They will go on a visit to the Brooklyn Historical Society after watching a video on the Spanish flu and then participate in a discuss on flipgrid about the project.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
The instructions for part one are found below:
The Spanish Flu
A world-wide epidemic caused by influenza viruses led to between 50 and 100 million deaths in 1918 and 1919 (as much as 1 of every 18 people). Because neutral Spain was not censoring news it became associated with Spain but its origins are more likely to be the USA or France. It came in three waves (Spring 1918, Autumn 1918, and Winter 1919) and the second wave was unusually deadly. And unlike typical flu pandemics it disproportionately killed young healthy adults. Many researchers have suggested that the conditions of the war significantly aided the spread of the disease. And others have argued that the course of the war (and subsequent peace treaty) was influenced by the pandemic. To help understand questions about the worst disaster in history we have built a computer model of the pandemic.
Brief documentary about the Spanish flu pandemic :
We have also prepared videos of the execution of the Spanish Flu model. There is a lively debate about where the flu started. Below you will find simulators for two of the supposed epicenters of the flu. The first video for both Camp Funston and Etaples are the historic video and are based on the available historical sources that tracked the disease. The second simulator tracks the disease as if there was no war and the last tracks the disease had the war ended in 1920. Since the No War and War ends in 1920 are not historical- what can we learn by comparing them to the Historic videos? What can we learn about disease, war and its movement.
First case  Historic  No war  War ends 1920
Camp Funston 2:01 video 2:02 video 2:20 video
Etaples  2:19 video 2:20 video  2:21 video
Please answer each of the following cluster of questions and use the information that you gathered from the simulators to answer the following questions:
The differences between war and no war are dramatic. What might account for this? Conditions in army camps? Celebrations and troop movements due to the armistice? How could we attempt to answer this?
Army camps during the war were both very crowded and had a heavy flow of troops in and out. How might this affect the epidemic's dynamics?
The no war scenario outcomes are very different depending upon whether the first cases were in Camp Funston, Kansas or Etaples, France.  Why would that be?
The computer simulation generates dynamics for counter-factual scenarios based on many factors and assumptions. How good is this? Are there alternative ways of answering such questions?
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?
This is the rubric that students will follow to complete all three parts of the assignment.
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?
This is used for an online class. It will give students a chance to go on a site visit and engage with their fellow colleagues on Flipgrid for a group discussion.
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.
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Activity Description: Provide a brief description of the activity
Students are placed in groups and given a specific site in Paris, which will become the focal point for their walking tour while in Paris. They will be the tour guides for the rest of the cohort and Professors during the study abroad experience. The focus is the history, tourism, food and culture.
Learning Goals: What do you aim to achieve with this activity?
After conducting research on the history, food, culture and tourism components of their site, they will be able to conduct an informative walking tour of the area in Paris.
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?
This assignment is given about 1.5-2 months before the program begins so that students have ample time to prepare.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
This is a high stakes project. Students conduct their research and then are asked to create a visual aid to share with the group during the tour. This can be in the form of a post card, map, brochure etc.
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?
The grading criteria is as follows:
GRADING CRITERIA
Content (History, Culture, Food, Tourism) 30%
Depth of research 20%
Cohesiveness, Flow and Organization 20%
Equal Participation of Group Members 20%
Visual Aid 10%
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?
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.
Please share a helpful link to a pages or post on the OpenLab
The Peopling of New York City: Neighborhood Explorations
Monica Berger
Library
LIB/ ARCH2205: Learning Places
Activity Description: Provide a brief description of the activity
How do we understand a neighborhood in terms of who lives there? Specifically, we will look at the different immigrant and ethnic groups that people a neighborhood. This four-class unit is designed for LIB/ARCH2205, Learning Places, but could be used as a module for other courses. The timing of this module in LIB/ARCH2205 would depend on whether the course focuses entirely on the intercultural theme or if the module infuses or adds intercultural learning as a secondary or tertiary aspect of neighborhood exploration. For the full intercultural focus, I envision this module in weeks 4 and 5 after students have learned about New York City and United States immigrant and ethnic history and as well as ethnic studies as it relates to identity and intersectionality. I hope to bring in faculty with expertise in sociology, anthropology and/or history to either co-teach or guest lecture.
We will focus on the Sunset Park, Brooklyn neighborhood: it has a varied and rich ethnic and immigrant history and sociology and is easy to travel to from campus. Class one is an information literacy-oriented workshop that foregrounds student understanding of the neighborhood preparing them for intercultural and place-based learning and meaningful analysis and reflection. Next, in class two, students observe the neighborhood through the intercultural lens. They will be guided in their observations with a series of prompts. Chiefly using photography and audio recordings, they will record their observations. In class three, the students will work together in teams to create a short (5 minute) presentation. They will be supplied with a PowerPoint template that guides how their incorporate their documentation. In the final class of unit, class four, the teams will share out their presentations. The unit will culminate with an in-class reflection and a related homework reflection. For homework, students will also select a signature artifact from a cultural group in their home neighborhood. In the following class, the class will play a game to deduce the artifact and, in the process, may become more aware of individual presumptions. For courses with a semester-long focus on place-based learning, this unit prepares students to continue the iterative work of synthesizing close observation and research. Students would return to the neighborhood to develop and deepen the observation and research connection, moving towards and into a substantial research question.
Learning Goals: What do you aim to achieve with this activity?
Class 1: In the Wikipedia exercise, the students will be introduced to domain knowledge about the neighborhood. The structure of the article will help students begin to see how a topic is structured and give them a frame for future research. The exercise will also incorporate many facets of information literacy including documentation, attribution and bibliographic references to published/library resources. Students will learn how to find books and other materials including newspaper articles. There will be a brief activity where they find the call number of location of the books in our library. Time will also be given to reading the Encyclopedia of New York City article on Sunset Park. The class will end with a group think-pair-share activity where students compare and contrast Wikipedia to library resources. Homework will require students to find an article in a local newspaper or magazine related to Sunset Park and write a 75-word blog post on OpenLab summarizing the article. Every article must be unique.
Class 2: The exploration: students will learn how to observe visually and aurally and record key facets of a neighborhood and its people through a series of prompts related to the intercultural knowledge and place-based learning. Students will practice utilizing non-text documentation to capture their observations.
Class 3: Preparing the presentation: Students will practice group work and learn how to incorporate their findings into a template that makes the observation coherent. Students reflect on what they observed about ethnic and immigrant culture(s) in a specific neighborhood. Did they see relationships between the culture of a specific group and the culture of their neighborhood-as-place? They will be guided by the affective aspects of the experience.
Class 4: Sharing the presentation. Students will practice oral presentation skills and reflect in class on the unit’s overall learning goal. They will journal to this prompt: How did this activity help you see relationships between a specific cultural group and place (how ethnic groups situate themselves in a neighborhood)? The homework will generate an explicit learning experience where students relate the unit back to their own neighborhood (and self). The homework incorporates metacognition since the students will be “teaching” (explaining to another person) what they learned in a new context. Homework will also involve selection of an artifact for a game for the next class. This little game will also help students to become more self-aware of their own intercultural knowledge.
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?
Between weeks 4 and 8. Provided this unit will be used in LIB/ARCH2205 which has longer class sessions, the entire class time will be used for all four sessions although the first class could be compressed into a shorter session of about 60-75 minutes. The other three classes will require the full two hours normally scheduled for this class. Time for assignments: Out of class time for class one: about 30 minutes; class four: about 30-60 minutes.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
Class one: no preparation. Tablets are needed for student work. For the two activities the instructions will be given on the worksheet and orally (see activity as attachment). For the homework, the instructions will be on OpenLab. Low stakes.
Class two: Observation prompt instructions will be given onsite to the students as a handout that will also have instructions for the production in class three. All instructions will also be added to the course site on OpenLab. Students need to shoot at least three photos but sketches are also permissible as a substitute. Students should record an audio note about why they shot the photograph and how it addresses the supplied prompts. They will also record at least two signature sounds of the neighborhood. We probably will lead the students all together initially for the first 30-60 minutes and then break them up into teams of three to explore on their own. Whether or not we’ll subdivide the neighborhood into discrete physical units for exploration will be determined.
Students should use their phones to record their observations as much as possible since written note taking is difficult in the field. Students are also reminded to be sensitive to anyone they are photographing or recording and to avoid any situation that might be construed as invasive. The activity is the high-stakes activity for the unit. Homework incorporates parts of the Learning Places site visit template and will be emailed to the instructor to avoid plagiarism. See Class Two details for instructions.
Class three: Instructions will be given in class on the white board. Students will break into teams of three where one student each is responsible for photos, audio, and artifacts. Students will copy their images and recordings to their laptops or tablets to integrate them into the PowerPoint template supplied by the instructors. Homework requires the students to work together to finalize their presentations.
Class four: Student teams will each have five minutes to present. After the presentation, each table of students not presenting will be prompted to ask the team who presented a good question. This will take at least 1 hour. [whether or not to have students use a rubric to grade each other is a big question]. The instructor will then discuss the student homework from the fieldtrip for 10 minutes followed by 5 minutes to discuss the upcoming homework. Next, students will spend 10 minutes on a journal reflection (see class description for details). Remaining class time can be spent in lecture preparing students for the next unit of the course.
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?
Parts of the INTERCULTURAL KNOWLEDGE AND COMPETENCE VALUE rubric will be used for student work in classes 2-4, particularly the student presentations. Additionally, for the student presentations, elements of the VALUE rubric for INQUIRY AND ANALYSIS and ORAL COMMUNICATION will be selected, modified and simplified. Class one’s homework is too simple to apply the VALUE rubric for information literacy. It will relate to other assignments and products in LIB/ARCH2205.
No, this course is not 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?
I can only speak to the Wikipedia module I teach to English 1101 and 1121. Students enjoy it but I haven’t yet turned it into an active-learning experience since 50 minutes is very brief. I will move this forward over the summer as I flesh out the teaching material for class one of this unit. The site observation, using a very different theme and template, was challenging for logistical reasons because students often were late and got lost. Students generally enjoy any place-based learning but ideally it needs foregrounding, repetition, and scaffolding to be truly robust.
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.
Teaching outlines and materials for classes one and two are attached.
Please share a helpful link to a pages or post on the OpenLab
Activity Description: Provide a brief description of the activity
This semester you have learned about the production, use and safety of x-radiation. As dental professionals, you will encounter people with diverse backgrounds and ideologies. Exposing x-rays is part of overall patient assessment, yet that can be a challenge for some. Your assignment will be to explain to clinical patients what x-radiation is and why we use it. You must be able to explain the benefits versus the risks. You will have to demonstrate and articulate the understanding of x-radiation in patient care and assessment. You will do this using different case scenarios that a dental hygienist may encounter in the dental setting.
Learning Goals: What do you aim to achieve with this activity?
The learning goals that each student will aim to achieve are learning to communicate to diverse groups with both written and oral skills.
Students will apply global and multicultural orientation, by understanding the role cultural barriers play in patient care and assessment.
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?
Students will work on the assignment at the mid-semester period. The assignment will be worked on outside of class time, based on course material.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
This activity will involve working in groups of 2. Each group will be given a case scenario involving a situation that will require the group to develop patient education, which will address the case scenario. The patient education must involve a description of x-ray production, x-ray safety, and why x-rays are used in dental patient assessment. The group must account for cultural challenges and incorporate that into their patient education. While you will be working as a group on the assignment, each member of the group will submit their own written paper. The paper should be a 2 page, doubled spaced paper that will be submitted to the instructor. You are free to use additional resources not covered in class. All resources used must be cited.
Each group will create 2 role play videos of the case scenario. Each member of the group will have the opportunity to be both the clinician and the patient. The videos will 5-7 minutes at length and will be uploaded to OpenLab for peer review. The video must include all aspects of the case scenario as well as the written patient education developed by the group. Feel free to have fun with the video and make it as entertaining as you want but stay to the 5-7 minutes and keep to the case scenario and patient education developed. This low-stakes assignment is designed to help you incorporate what you have learned in the classroom into clinical practice.
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?
This activity will be assessed using a 2 rubrics. One rubric will assess the written portion of the assignment, evaluating the completeness, the understanding, and the writing mechanics of the assignment. The second rubric will evaluate the role play, which will address the communication style, interactive dialogue and non-verbal communication. The role play rubric will also have a peer rubric where the students will evaluate each other.
The AAC&U Intercultural Knowledge and Competence VALUE Rubric will be used to as a guide in creating the assignment.
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?
This information is not available yet. The activity has not been implemented yet.
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.
Please share a helpful link to a pages or post on the OpenLab
Activity Description: Provide a brief description of the activity
Students will be divided in groups of four (three groups total). The assignment will be done on open lab as an E-Portfolio. This assignment is Place Based Learning. Each group will have an underserved population. The first group will have Head Start 0-5 years of age. The second group will have the YMCA ages 6-19 and the last group will have a group home ages 20-60. They will discuss and educate daily oral hygiene. They will assess their level of knowledge and perception.
Learning Goals: What do you aim to achieve with this activity?
The main goal is to get them out of their comfort zone of the clinic they are in daily. Also, they will be exposed to a diverse population in need of oral hygiene education. They will create a daily home care plan for each patient. In addition, they will interview staff and see if oral hygiene is a part of their daily regimen. They will create the E-portfolio discussing the interview process with staff and the patient's perception of of daily oral hygiene practice. They also have to comment on two other student's E-portfolio.
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?
I plan on implementing this toward the end of the semester when the students are more comfortable with their own knowledge on oral hygiene. I plan on devoting one class per month on their assignment. The out of classroom time is around three-four hours.
Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?
This is a low stakes assignment. I want the students to focus more on the communication process rather than the assignment being a big percentage of their grade. The students were instructed to interview the management staff and the patients. Then they are to create an E-portfolio with all the data collected from their assessments.
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?
I plan on using a Value rubric and they will be mainly graded on communication (verbal and non verbal), writing skills and cultural self awareness. I developed the rubric based on the goals of the assignment and wanted to keep it focused on those three areas to grade.
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?
I have not implemented this assignment as of yet, but I plan on in the near future. I truly hope the students will enjoy this opportunity to help others that do not have access to care. I definitely plan on doing this every semester and will probably make changes as I go along. I am looking forward to this Placed Based Learning activity.
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.
In the future if the assignment goes well I will look into getting a grant. The funds would go towards toothbrushes, toothpaste and floss.
Please share a helpful link to a pages or post on the OpenLab
