School and Teacher Partnerships at the Memphis Brooks Museum of Art

This chapter examines educational programming at the Memphis Brooks Museum of Art. The educational value of single and multi-visit field trips is discussed. The author shares how the Brooks structures its STEAM field trip and provides instructions for an art making activity. The community impact of the Mid-South Scholastic Art awards is explained. Consideration is given to the importance of designing museum programming aligned to state curriculum standards. Examples of teacher workshops are provided. Best practices for successfully welcoming school groups to the museum environment are also shared.

Contributions of Reality TV Consumption to College Women’s Endorsement of the Heterosexual Script and Acceptance of Sexualized Aggression

A prominent feature of mainstream television, especially reality programming, is a heterosexual script that outlines women’s and men’s traditional courtship roles. Although frequent media use is believed to produce greater acceptance of this script, existing analyses have not fully delineated contributions of scripted versus reality programming or tested these notions using a holistic heterosexual script scale. We addressed these limitations in two studies. In Study 1, 466 undergraduate women indicated their support of the heterosexual script and their consumption of popular reality programs, sitcoms, and dramas. Heavier viewing of reality programming predicted greater support for the heterosexual script, and heavier viewing of sitcoms predicted weaker support. In Study 2, we used longitudinal data to explore relations between viewing reality television, acceptance of the heterosexual script, and acceptance of sexualized aggression during undergraduate women’s first 2 years in college ( N = 244). We found that reality television consumption was not a direct predictor of acceptance of sexualized aggression but was a significant, indirect predictor through endorsement of the heterosexual script. These studies contribute to our understanding of unique media contributions to endorsement of the heterosexual script and illuminate one process by which women may come to normalize sexual mistreatment. Campus educational programming on sexuality, sexual assault, and healthy relationships may be able to intervene in this normalization through critique of the heterosexual script and media portrayals of dating and relationships.

Pivoting Community-Based Educational Programming for Formal and Informal Caregivers During COVID-19

The Utah Geriatric Education Consortium provides community-based education about Age-Friendly Health Care and Dementia-Friendly Communities targeted towards informal and professional caregivers. As such, we have collaborated with our community partners to host a series of “Fireside Chats”. Since March of 2020, we have hosted 17 Fireside Chats. Our attendance has exceeded our expectations, with over 500 attendees (average of 32 attendees per session). The professional attendees come from a variety of interdisciplinary backgrounds including nursing, medicine, public health, allied health, aging services, and health and long-term care administration. Our non-professional attendees include family caregivers, students, and older adults in the community. This session will address: a) the logistical steps we took (and lessons learned) as we “pivoted” our Fireside Chats into a virtual video-conference format, b) how we redesigned the curriculum to address topics related to COVID-19, and c) will review our evaluation feedback.

Descriptive study of cattle and dog rabies cases in the Sheki-Zagatala region of Azerbaijan (2015–2016): Knowledge, attitudes, and practices of people towards rabies

Every year, rabies causes great damage to human health and the economy of countries around the world. This neurotropic and zoonotic viral disease is endemic to Azerbaijan. This study describes cattle and dog rabies cases identified between 2015 and 2016. In addition, a questionnaire was administered to 100 respondents comprised of case owners, and non-case animal owners, to assess knowledge, attitudes, and practices within this population. The study demonstrates a general lack of knowledge of rabies in the participating communities. The majority of respondents were familiar with rabies and understood that animal bites are a source of transmission. However, many respondents did not know that rabies is preventable and admitted not knowing additional routes of transmission. In addition, there was less perceived risk with contact with animal saliva. Despite free vaccinations in Azerbaijan, only 27 out of 45 dogs in this study were vaccinated. Although educational programming and preventive vaccination of dogs has been implemented, and significant progress has been made in the sphere of epidemiological surveillance and prevention, rabies cases remain problematic in the Sheki-Zagatala region. Regular educational programs for communities, strengthening of the existing vaccination programs, and a comprehensive epidemiological case-control study to identify the disease risk factors could help reduce the burden of rabies in Azerbaijan.

'All Will be Amply Labelled…' The Educational Policies and Practices of the Horniman Free Museum

This work examines the policies and educational programming produced by the Horniman Free Museum in London prior to its closure in 1898. Relying upon primary sources, such as the writings of tea merchant and Member of Parliament Frederick Horniman and the staff of the museum, this article refutes previous scholarship on this museum and argues that the museum possessed a clear mission, curatorial and exhibition practices, and educational practices that were derived from late nineteenth-century museum practices and theory. By examining how the Horniman Free Museum created and described its policies and programming, this article presents a basis for further work on understanding how late nineteenth-century museums interpreted museum theory for constructing and displaying knowledge about the world.

P.118 Curriculum mapping can facilitate transition to Competence by Design

Background: Curriculum maps outline the content of an educational program identifying links between targeted outcomes, educational opportunities, and assessments. The transition to Competence by Design (CBD) in Canadian specialty residency programs requires thoughtful reorganization of educational programming. A curriculum map may assist with understanding the existing curriculum and thereby facilitate planning for CBD. Methods: A map of the pediatric neurology residency curriculum at the University of Calgary was constructed by linking objectives with related learning activities and assessments. Qualitative line-by-line analysis was then conducted to identify gaps in the existing curriculum. The map was used as a framework to plot CBD outcomes and curricular structure as these were established. Results: Generating the traditional curriculum map was time-consuming, requiring 48 hours. Careful review identified several objectives that did not link to formal learning activities or assessments. Many such gaps were recognized to link to non-clinical activities. Using the scaffold of the traditional curriculum reduced the time required for mapping the planned CBD curriculum to 4 hours. Conclusions: The creation of a curriculum map prior to transition to CBD improved understanding of the existing curriculum and will facilitate transition to CBD. Ongoing evaluation of the fit of our predicted CBD map will support effective implementation.

Educational Programming for Students With Disabilities in Urban Schools

Urban education is often defined as education provided to diverse students in communities with large populations, both in raw number of residents and in population density. Educational professionals often associate deficit-oriented perspectives about urban education. These perspectives are often developed due to systemic inequities that exist within urban environments and a narrative around the underachievement and lack of resources found within schools. However, schools in urban environments often have access to a wide variety of supports and opportunities that can expand and enhance the education provided to diverse students. A reframing of this deficit perspective can support special education teachers in identifying assets that exist within their community that can be integrated in culturally sustaining ways. This special issue features articles that focus on reconceptualizing urban education for students with disabilities in an assets-oriented way through teacher education, design of culturally sustaining intervention and instruction, and engagement of community stakeholders.

Global Health Education during the COVID-19 Pandemic: Challenges, Adaptations, and Lessons Learned

Global health education programs should strive continually to improve the quality of education, increase access, create communities that foster excellence in global health practices, and ensure sustainability. The COVID-19 pandemic forced the University of Minnesota’s extensive global health education programs, which includes a decade of hybrid online and in-person programing, to move completely online. We share our experience, a working framework for evaluating global health educational programming, and lessons learned. Over the decades we have moved from a predominantly passive, lecture-based, in-person course to a hybrid online (passive) course with an intensive hands-on 2-week requirement. The pandemic forced us to explore new active online learning models. We retained our on-demand, online passive didactics, which used experts’ time efficiently and was widely accessible and well received. In addition, we developed a highly effective synchronous online component that we felt replaced some of the hands-on activities effectively and led us to develop new and innovative “hands-on” experiences. This new, fully online model combining quality asynchronous and synchronous learning provided many unanticipated advantages, such as increasing access while decreasing our carbon footprint dramatically. By sharing our experience, lessons learned, and resources, we hope to inspire other programs likewise to innovate to improve quality, access, community, and sustainability in global health, especially if these innovations can help decrease negative aspects of global health education such as its environmental impact.