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Padlet
Camtasia and screen cast o matic
Snagit
kaltura
portable mic/camera
GKeep
Onenote

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Jay's course description: History 242/Mideast 201

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Jay's course description: History 242/Mideast 201

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All humans experience physical and psychological suffering and seek help from a medical professional. This class examines how such experiences have played out in what is known today as the Middle East, beginning with ancient Babylonia, going through medieval Islamic societies, and ending with contemporary Middle Eastern ones.

The course provides a broad overview of the various medical traditions that have succeeded, interacted, intermingled, conflicted, or replaced one another in this area. We will investigate how in different periods of time mental and physical illness was theorized, diagnosed, and treated. For example, we will learn about cuneiform procedures that offer pharmaceutical recipes and ritual practices for expelling ghosts or “the hand of god(dess)” diseases; about medieval empirical treaties that sought physical symptoms for mental and emotional states; and about contemporary practices of jinn appeasement and exorcism, among many other topics.

For many of us, medicine is a science that provides an objective understanding of the working of the human body, universally valid irrespective of history and culture. This class has as one of its goals to push this view of medicine to its limits, to question its coherence, and show its cracks.

Course Requirements:

The course has a mixed lecture–discussion format. Students are encouraged to question, engage, and participate throughout the class. Evaluation will be based on a mixture of small assignments, examinations, or papers. Students will have multiple options or pathways to choose from (using GradeCraft).

Intended Audience:

Undergraduates with an interest in historical medical practices or theories

Class Format:

The lecture portion of this course will be fully online and asynchronous. Students should be available for discussion sections at the assigned time.

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first time with this format for a lot of bedside nurses

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how much do students gather from a huge class? Making an effort to know the instructor and to participate more fully
online presence is doable
takes work and it is doable

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Lay out the work that you will ask ALL students to do asynchronously and how that will LINK to what you might be synchronously.

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Explain to students why you might meet synchronously

Try to figure out how many students will attend.

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I'm not concerned about my knowing them in a personal way as much, but in having them being engaged with synchronous sections if there's an asynchronous alternative that may seem "easier" (but they might end up doing in a much more distracted way).

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Limiting lecture and allowing student voices to be present.

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How can we encourage back and forth dialogue in asynchronous spaces?

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Creating engaging material and sessions, as well as authentic learning experiences.

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Hello! My name is Angela Marocco and I am an Instructional Learning Specialist with ITS Teaching & Learning. I am cohosting today's session. Thanks for coming!