Students studying Health Sciences are often required to take courses that focus on the role that social inequalities play in impacting health. This includes issues related to social structures, culture, and history, such as poverty and oppression. These courses aim to prepare students to understand that both individual and population health are impacted by a range of intersecting social, environmental, and biophysical factors. The interaction between such an array of health determinants makes this a complex issue to learn about, particularly in large undergraduate classes where student engagement and discussion can be difficult to elicit (Hanover Research, 2010; Valerien, 1991). This poster describes the development of a PhotoVoice assignment: a novel method of analysis which uses photography to represent and express points of view and lived realities. PhotoVoice has been used in a variety of university classroom settings (Chandler & Baldwin, 2010; Cook & Rust, 2013). This project was developed to test if a more experiential approach supported student learning outcomes and assisted students in understanding the interconnectedness of the topic. Findings from survey data and focus groups will be outlined on the poster. Participants will also be able to interact with the poster using a QR Code that will take their cell or tablet to a website that contains more information about the project and examples of student work._x000D_ _x000D_ Learning outcomes:_x000D_ • Understand how PhotoVoice can transition students from an individual to a social perspective._x000D_ • Access resources so that participants can explore these methods in their own practice._x000D_ _x000D_ References:_x000D_ _x000D_ Chandler, L., & Baldwin, C. (2010). Views from the Water’s Edge: The Impact of Images in Communicating Perspectives of Climate Change. In M. Raesch (Ed.), Mapping Minds, pp. 95-106. Oxford, UK: Interdisciplinary Press._x000D_ Cook, K., & Rust, C. (2013). Connecting to Our Community: Utilizing PhotoVoice as a Pedagogical Tool to Connect College Students to Science. International Journal of Environmental & Science Education, 8(2), 339–357._x000D_ Hanover Research. (2010). Strategies for Teaching Large Undergraduate Classes. Retrieved January 22, 2015 from https://www.baruch.cuny.edu/facultyhandbook/documents/LargeClasses_StrategiesforTeaching.pdf_x000D_ Valerien, J. (1991). Innovations for Large Classes: A Guide for Teachers and Administrators. Paris: UNESCO.
