Assignments/Rubrics: Short descriptions and rubrics for the PHMT Assignments
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Interest Paper: You can read about this from the syllabus. But, basically, this is the first paper of the semester, and students can write about most anything that is PH-related.
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Research Paper: This is a longer and more academic/science writing paper.
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Healthcare System Presentations: The students do two presentations during the first course- one is about the Thai Healthcare System and one is on the healthcare system of the country to which they travel (probably Cambodia). They have to work as a whole student group to figure out what topics they want to cover and who will cover which topics. The goal is that in the end the group as whole will present the major features of the healthcare system (and it's strengths and weaknesses).
For the past two semesters, students have prepared academic posters about the Thai healthcare system and presented them in Laos. I have included an example of one of the posters and a few resources we give to students. We had U'Facs facilitate a session to help the group facilitate and divide poster topics. |
U'Fac Grade: Students work in groups of 2 or 3 to plan and facilitate all educational activities that occur during their assigned unit (including lectures, site visits, discussion sessions, briefings, debriefings, and other scheduled activities). The broad goal of the student facilitators are to plan and direct activities in order to meet the student group’s educational goals and to help the student group to work smoothly together. (see ufac_responsibilities-_sp14 file).
The unit ends with a discussion session, which fosters fellow classmates’ understanding of the classroom content for that week. The broad goal of discussion sessions is to ensure that students are mastering the material from lectures and readings. The general form of the discussion session is to review what has been covered since the previous discussion session, provide supplemental information, fill in any gaps from the lectures, and/or provide more context to the content that students are learning in the classroom. We also had the U'Facs for each unit do reporting forms for site visits and lectures so that we did not have to go to all of them, but we could still incorporate student feedback. Grading for facilitation activities is based on evaluation from the student group, fellow facilitators, CIEE staff, and KKU faculty. A faculty member will need to be present at each discussion session to grade it. Students also grade their peers during the program surveys (see ufac peer grading rubric). |
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Participation: We have decided that every class will always have a participation grade. This allows some open space to award those students who did really well and those who demonstrated disrespectful behavior(s).
They also reported on student participation by giving a grade from 1-10 and leaving comments, if necessary. |