Community Schools Research and Practice. | Our Lives, Our World. Teaching and Learning About Human Rights Alongside Youth. | Intersections of Our Homes, Schools and Communities (Spring 2022) | Intergroup Dialogue on Race and Migration (Fall 2021) | MakerBoards: A Return to Play | Intersections of Our Homes, Schools and Communities | French Language Lessons (Spring 2021)| Legal Challenges: Local Interventions in the Criminal-Legal System | Life in a Buddhist Monastery | Writing Medicine | Fundamentals of Grant Writing (Fall 2020) | Music for Empowerment | Intergroup Dialogue on Race and Migration. (Spring 2020)| French Language Lessons (Spring 2020) | Fundamentals of Grant Writing (Spring 2020) | Class Without Walls in Nature
[ENGL] 284, Writing Medicine, Fall 2020
INSTRUCTOR: Leslie Dunn
THEMATIC CLUSTER: Public Health
COURSE DESCRIPTION:
This intensive was an introduction to medical humanities, an interdisciplinary field that draws from literature, the arts, and the social sciences to help students gain a greater understanding of the socio-cultural contexts of health, illness, and disability. It also encouraged the development of communication skills, empathy, and self-awareness that are needed to care for the whole person rather than merely treating their symptoms. Each student was placed through OCEL with one of our partners. Students gathered six times over the course of the semester to share experiences and to discuss readings and films that provide an opportunity for deeper reflection on the meanings of health, personhood, and healing. Students kept a journal and completed a writing or other creative project at the end of the semester.
DEVELOPMENT TIMELINE:
Instructor met with the OCEL in the previous year to brainstorm ideas, identify potential partners, develop a budget, and craft a course description. The OCEL facilitated virtual meetings between the instructor and community partners over the summer where the instructor described the intensive and shared her learning goals. The instructor, community partner, and OCEL collectively brainstormed ideas for student work that would be “mutually beneficial.” Students were introduced to organizations in September and most began their experiential work by the middle of September. Due to COVID-19 restrictions, our students worked remotely.
OCEL’S ROLE:
Helped to identify partner organizations and facilitate connections. OCEL met with each student to understand their interests and partnered students with organizations of their choice.
PARTNERS:
Taconic Resources for Independence, Inc., Alzheimer’s Association, Lutheran Care Center, Ramapo for Children
FORMAT:
Semester-long intensive
NUMBER OF STUDENTS: 11
CREDIT VALUE: 0.5
FUNDS REQUESTED FOR:
- Cost of background checks for students
- Honoraria for three guest speakers
REFLECTIONS:
PRESS: Click here to read about the students’ experience at the Lutheran Care Center
