This second lesson enables students to apply what they know about human …
This second lesson enables students to apply what they know about human reproduction via PIV sex (Lesson 1 of this series) to other means of reproduction. They will not only learn the steps in how insemination and IVF work to create a pregnancy, but they will also learn that people other than parents can provide the genetic material (eggs, sperm, and embryos) and give birth to a child for someone else (surrogates). Students will be working in small groups to help one another understand the concepts and to practice using the inclusive language that the educator modeled in the first lesson.
This class provides a space for medical students and MD/PhD students, as …
This class provides a space for medical students and MD/PhD students, as well as HASTS (History, Anthropology, Science, Technology, and Society) PhD students to discuss social and ethical issues in the biosciences and biotechnologies as they are being developed. Discussions are with course faculty and with leading figures in developing technologies such as George Daley or George Church in stem cell or genomics research, Bruce Walker or Pardis Sabeti in setting up laboratories in Africa, Paul Farmer and Partners in Health colleagues in building local support systems and first world quality care in Haiti, Peru, and Rwanda, and Amy Farber in building patient-centered therapeutic-outcome research for critical but “orphan” diseases. Goals include stimulating students to think about applying their learning in Boston to countries around the world, including using the experiences they have had in their home countries or research experience abroad. Goals also include a mix of patient-doctor care perspectives from medical anthropology, and moving upstream in the research chain to questions of how to move discoveries from basic research through the pipelines into clinical and bedside care.
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College …
The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward.
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