The theoretical paradigm of symbolic interaction has the potential to resonate with students because they can apply it to their everyday lives and to specific social exchanges. However, due to the abstract nature of theory, students may struggle to understand the ways we can apply this framework to actual human interactions. This activity is a tool for introducing symbolic interaction in any classroom context. It focuses on ways observed behaviors are rooted in meanings constructed by social actors. It works well at introductory levels as well as in advanced courses on sociological theory. Students are invited to examine an episode of a comedic sitcom, Seinfeld, using the core ideas of symbolic interaction and then generate examples from their own lives.
Practicing empathy and listening skills are not traditionally components of a graduate-level biomedical science curriculum, however incorporating an opportunity for students to refine both can be given using “patient” podcast interviews. Beginning in the Fall 2020 the Medical Physiology & Pharmacology course in the Biomedical Master’s of Science Program started a summative project tasking graduate students with interviewing a “patient” about their lived experience with a chronic illness. The goal of our Patient Podcast Project is for our graduate students to experience our course material from the patient's perspective, while giving the “patient’s” story a platform.
Accurate scientific communication is of chief importance. The ability to understand complex biomedical content and describe it in accurate simplistic terms is a skill that needs practice and refinement. The Kindergarten Challenge began as a virtual learning activity in March 2020 designed out of necessity due to the global pandemic and has evolved into a unique assessment tool for our Medical Physiology and Pharmacology course in our Biomedical Master’s of Science Program. Our graduate students are tasked with describing technical physiological processes and pharmacological interventions learned in our course to 5-year olds at a local grade school. This “challenge” allows our graduate students to practice accurate scientific communication to an inquisitive young audience, mimicking the skillset they will need as future leaders in the biomedical sciences and healthcare.
This session will provide participants with hands-on ideas to implement in organizing their classes. How can we use course objectives and key outcomes to realign our syllabi and class plans to ensure that students are more engaged and involved? Participants will walk through a step-by-step process of rethinking how they approach semester planning by using CANVAS to build objective-based goals and objectives for teaching face-to-face, in hybrid formats, and online classes. Participants will walk away with strategies that they can use in planning for next semester!
This presentation showcases the community engaged learning from Publishing and Print Culture, ENG 480. Working with local residents and authors, students assembled and published chapbooks highlighting stories, recipes, and memories of senior citizens who live in the Emma Thompson housing community and other residents of the Near Northwest Area. These authors were celebrated through a book release at the Ujamaa Community bookstore organized and promoted by the Publishing and Print Culture class. This work demonstrates the effectiveness of an engaged and experiential pedagogy in teaching students the generative power of print culture.
Among young musicians, there is an emerging language barrier between those who can read hand-written notation and those who cannot. There are two main reasons for this- the commercialization of music publishing and the abandonment of the aural tradition in secondary and collegiate education. The author has compiled a series of examples to translate hand-written notation to modern notation and gives in depth explanations of the origins of these reading deficiencies and how we can work to remedy them through the thorough instruction of pre-service teachers in jazz pedagogy.
Teacher candidates explore themselves more deeply than ever before through community engaged critical service learning paired with ongoing
self-reflection and examination of critical consciousness. Students are challenged to answer the questions: Who am I? Where did I come from? What do I carry with me? What (historical) practices, experiences, and influences have significantly impacted my dispositions, assumptions, expectations, and behaviors? How might all these things impact the way I approach teaching my future students? How will I help students to successfully navigate and negotiate cultural differences/conflict? How will I teach for social action? Critical Service Learning forces students out of their comfort zones and into unfamiliar community funds of knowledge that are crucial to culturally relevant and equity pedagogy.
Online instruction poses challenges including creating opportunities for student interactions. This discussion format combines real-world implications and classroom community building. Students explore instructor-provided information and then reflect on what they would like to learn by identifying search terms. Then students locate information related to the topic and write a post. Students comment on other’s posts to develop an understanding of other students’ interests. Student response has been overwhelmingly positive with survey results indicating an appreciation for “understanding other’s points of view” and “connecting…learning to actual research going on” and ratings showed increased interest and interaction with peers.