This was a helpful thread: I would love to storytell in lectures more, maybe begin with an excerpt from ethnographies done in the nations we will discuss in the class, or from literature written by people in developing nations, etc.

Thank you Colleen for this statement

Emailing and lab 1 worksheet instructions offered by Kate Crane

Pre-observation meeting with professor Georgia Klein

And this discussion about process over outcomes – hoping this session is part of an ongoing process of learning about students’ own relationship with death, with self-awareness, with how to have very difficult conversations and keep themselves and the patient psychically safe.

Finally, took some inspiration from @alexa's comment about being comfortable with uncertainty.

#Lab1 worksheet instructions offered by Kate.

#@kate's comment on the Relational Course Design Reader.docx

I found the concept of "slow" very compelling; even though I always feel rushed during class (and in prep, grading, etc.), I yearn for a kind of exiting from time where students and I can simply exist together (and in relation with the non human). I think this is where the real learning takes place! Thanks ellenms1 for mentioning "rest as resistance" in the reading annotations.

*Lab 2 discussions with Robin and Jo

*Kate for her comments and remarks that helped me start thinking in different directions

Discussion with Kate, Rebecca and Patricia on their own views on structure

Some lights went on in my head when Ellen was sharing about structuring a course based on the category of use.

Alison, Jo and Kate for how to assess students' curiosity

Lab discussion

Course experience

*Lab discussion

*Past experience in using rubrics