ABCS remote engagement
In light of COVID-19, faculty and staff teaching Academically Based Community Service (ABCS) courses have been working with staff and partners to explore alternatives for supporting ABCS partnerships through meaningful remote activities.
Current features of ABCS courses engaged in remote learning:
In BIBB160: ABCs of Everyday Neuroscience, Penn students are reading about and discussing topics around K-16+ STEM education, using evidence-based literature to inform future iterations of the course. Additionally, students are reflecting on labs they already conducted in person and are working to incorporate best practices into future lessons with Robeson High School students this year (if remote is possible) and next year. As opportunities for virtual collaboration arise with Robeson in the coming weeks, the class is prepared to engage and support!
In EAS242: Energy Education in Philadelphia Schools, Penn students developed lesson plans on building science and weatherization in partnership with teachers from West Philadelphia High School and Sayre High School, collaborating through Zoom.
In NURS/GSWS555: Women and Incarceration, Penn students are facilitating workshops with each other on health-related topics, writing letters to their community partners, and focusing their final papers on advocacy and policy ideas that could be shared with community partners for discussion and/or implementation.
In NURS587/PUBH588: Advanced Leadership Skills in Community Health, instructors are working together with community partners to continue to provide support virtually, where possible. Penn students focus on working with their community partners to collaboratively address immediate needs.
In ENGL/WRIT138: Peer Tutor Training, students are discussing ways to offer online writing support for the high school students preparing for college placement tests.
In EDUC 722: Youth Voter Education Practicum, Penn students created a resource guide containing online and in person lesson plans on civic engagement, political participation, and voting. The resource guide will be distributed to high school social studies teachers across Philadelphia, including teachers at Sayre High, West Philadelphia High, George Washington Carver High School for Engineering & Science, Kensington Health Sciences Academy, and Philadelphia Virtual Academy.
Penn students in URBS140: Inequity and Empowerment: Urban Financial Literacy created infographics to share with university-assisted community school (UACS) families through the Netter Center weekly UACS newsletter. The infographics were intended to make confusing financial topics easily digestible to students (in middle school and up) and adults.
In ENVS407: Prevention of Tobacco Addiction in Pre-Adolescent Children of Philadelphia, Penn students conducted a peer vaping survey designed to measure, and more desirably change, attitudes and behaviors about e-cigarette use. The goal was to inform current and potential users of the risks and dangers of using nicotine products. Students in the course also made policy recommendations based on their findings.
Stay tuned for more examples of meaningful remote engagement.