Evaluating a Research Article

Evaluating a Research Article

Susan Phillip

Hospitality Management

Research Seminar HMGT 3502

Activity Description: Provide a brief description of the activity

Research Seminar Assignment HMGT3502

Perceptions of the Importance and Preparedness of Interpersonal Communication
Skills of the Entry-Level Hospitality Leader: Implications for Hospitality Educators
By Jeff Lolli http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5a7c103b-b208-4719-a5af-4cb9f853a0ae%40sessionmgr4004&vid=1&hid=4201

1. Read the article provided in the link above by logging into City Tech’s library’s website
2. Why do you think it is necessary to log in to the library to get this article?
3. Read the article and write a 100-150-word summary of the article that accurately conveys its purpose.
4. When was the work published?
5. Who is the audience and how do you know?
6. In what kind of research can this source be useful?
7. Does the work meet the standards to be considered an academic/scholarly source? How do you know?
8. Are the qualifications of the author appropriate for an academic article? Briefly describe the authors’ qualifications.
9. Restate the purpose of the paper in your own words. Do you think it is clearly stated? Why?
10. How can the bibliography of the article be used in research?

Learning Goals: What do you aim to achieve with this activity?

The goal of the assignment is for students to critically assess the quality of a source and the value of the source to their research.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

Information sources are discussed very early in the semester and the assignment follows the discussion. It is an out of class assignment.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Students will have library instruction before this assignment.l

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

It works very well and I will repeat it.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

App Review

App Review

Tanya Goetz

Communication Design

COMD 4900 Internship

Activity Description: Provide a brief description of the activity

Students are assigned the task of reviewing 2 iPad or iPhone apps for the Creative Professional as one of their internship journal entries in this class. As preparation for this assignment, during our class meeting, I present several apps currently in use in the industry such as Paper, Evernote, Flipboard, MyPrice, Pocket, and Neenah Cabinet. I also provide them with time during class on the department’s iPads to work with these apps after we discuss them. I also given them a verbal review of the app Flipboard, an app I use regularly. During class, I also have them read this short review for the Paper app from MacWorld at http://www.macworld.com/article/2107944/paper-review-fiftythrees-sketching-app-gets-ios-7-update-dots-and-brush-sizes.html
In order to help them find pertinent apps to review, I provide them with the following article from the Guardian ” The top 50 apps for Creative Minds” http://www.theguardian.com/technology/2015/mar/22/the-top-50-apps-for-creative-minds. I also allow them to review one of the apps we’ve discussed in class. I give them three weeks to complete this journal entry on their internship blog. I also provide them with samples of a past student’s review of an app such as this one: https://openlab.citytech.cuny.edu/rbayron-eportfolio/academics/internships/week-5-6-apps/

I also the students to present their app reviews orally to the class once the reviews are completed.

Learning Goals: What do you aim to achieve with this activity?

Lifelong Learning
Writing for Professional Purposes
Thinking Critically
Oral Communication

I want students to realize through this assignment that the tools are ever changing in our field and that, as part of their professional lives, they will be required to use new skills, update their skill sets and find new methods to become more efficient at doing their work. Reading professional journals and technology sections of general interest magazines and newspapers that cover our field are key resources for identifying tools they should be exploring. Along with identifying these new tools, they will often be required to communicate how they are using these tools to supervisors and to colleagues. Writing a review of an apps key features helps students develop their abilities in this area as it necessitates thinking critically about an app’s features and then requires them to articulate their thoughts first in writing and then orally to the class. I want the students to share their experience with their classmates, perhaps inspiring a peer to use an app they hadn’t yet tried out.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

I assign this lesson sometime between week 5 and week 7 in the semester because at that point most of the students are at this point established in their internship. I devote 45 minutes of one class to covering different apps currently in use and then allow the students 45 minutes to explore working on the department iPads experimenting with the apps I’ve just shown.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

For this lesson, one needs to have available a projector/screen and at least one’s own iPad or iPhone (or Android) and have previously worked with the apps you are demonstrating so that you model for the students how to go about evaluating different features, providing a rationale to them for why this app is useful, etc. In the COMD department, we have iPads to use in the classroom and so in advance of the class, I ensure that all the iPads have the apps I will be discussing during lecture and I also make sure I have reserved the iPads/cart for that particular class with the CLTs in advance of class.

This activity is not graded on its own. Instead, the written journal assignment becomes part of their whole internship blog, which is 30% of their grade for the course. So, in that sense it is part of a high-stakes assignment but just a small piece of an overall package. The oral presentation they do on the app review in not graded at all and so is low-stakes but I hope that this time in front of the class helps prepare them for the oral presentation of their complete blog, which is 10% of their grade for the class.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

There is a rubric for the overall internship journal. I use a rubric that is based on the original ePortfolio rubric that was part of that Title V grant at the college and I have tweaked it for this class.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

This activity has worked extremely well in the classroom. The students really enjoy evaluating and experimenting with apps on their iPhone or iPad and many of them write detailed reviews and are enthusiastic in sharing these apps with their classmates.

The only challenge one faces in the classroom is when the iPads for the department need updating or one has an app that only runs on IOS and not on Android, etc.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Samples of student App reviews:

https://openlab.citytech.cuny.edu/rbayron-eportfolio/academics/internships/week-5
https://openlab.citytech.cuny.edu/sharad/internship-2/app-review/trello-app-review/
https://openlab.citytech.cuny.edu/sharad/internship-2/app-review/vscocam-app-review/

App reviews

Please share a helpful link to a pages or post on the OpenLab

http://www.macworld.com/article/2107944/paper-review-fiftythrees-sketching-app-gets-ios-7-update-dots-and-brush-sizes.html

Writing With Purpose

Writing With Purpose

John McCullough

Entertainment Technology

ENT 1100 Intro to Entertainment Technology

Activity Description: Provide a brief description of the activity

This lesson introduces the writing concepts of thesis statements and supporting evidence, and trains students to analyze their writing assignments and prompts.

After a brief review of the five-paragraph essay structure and the definition of a thesis statement, students are asked to write thesis statements in response to questions or topics suggested by the instructor.
Students share their thesis statements, then discuss which ones were stronger and why, offering suggestions on how to improve weaker statements.
Finally, the class chooses one or two thesis statements and brainstorms about what kinds of supporting evidence are appropriate to use to support that statement and why.

Learning Goals: What do you aim to achieve with this activity?

Students will be able to…
a. analyze a writing assignment to identify if they should be answering a question, persuading the reader, or stating an opinion.
b. define the term ‘thesis statement’
c. write a strong thesis statement for a five-paragraph essay
d. use appropriate evidence to support their thesis statement

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This is an in-class activity for early in the semester, and it takes about 60 minutes for a 25-person class.

There is a follow-up homework assignment which is due the following week.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The only preparation required is to generate a list of questions and topics for the students to write their thesis statements about. These topics can be discipline specific to reinforce other material from the class, or they can be based in current events, or some other area of interest to the class. They should be accessible enough that everyone in the class can have an opinion.

I have used the following questions in ENT 1100 and gotten good engagement from the students:
o Are copyright laws too restrictive?
o Which is more important, freedom or safety?
o Is technology good for society?

This is a low-stakes activity, and nothing is collected or graded.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

This in-class activity is not directly assessed.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

This activity worked well, and I would repeat it. I found it helpful to do some in-class writing early in the semester before the first essays were assigned to work on the basics of essay structure. It seemed to have a positive effect on the later writing assignments.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

Brooklyn Business Analysis

Brooklyn Business Analysis

Rachel Raskin

Business/ School of Professional Studies

ACC 1201 – Principles of Accounting II

Activity Description: Provide a brief description of the activity

The class will be divided into groups of 4-5 students. Each group will choose a Brooklyn based company from the list provided and develop a research paper about the company. Groups will also present their findings in a 15 minute presentation at the end of the semester. The research paper must address the following issues:

– Discuss the business, the industry and the history of the company’s formation. What type of business entity was it formed as (corporation, partnership, LLC, etc.)? What are the benefits of having chosen that specific entity? What business challenges did the founders face when launching the company? What accounting challenges did the founders face when the business was first established? How did they or how might have they dealt with these challenges?
– How has the location in Brooklyn aided or inspired the formation of the business? If the business is still in Brooklyn (such as Maker Bot, Etsy, Gotham Greens, Vice Media, or Brooklyn Brewery) visit its headquarters. Try to arrange a meeting with its employees and ask relevant questions to help you in your research. If you choose Pfizer or Domino Foods, the Brooklyn Historical Society has a wealth of primary sources on these companies.
– Find a similar company in the same industry and if the chosen Brooklyn based company is not public, make sure the second one is a public company that has filed a 10-K with the SEC. Provide a description and history of this business. Compare it to the similar business discussed that was formed in Brooklyn. What similarities do the two companies have and what are the differences?
– Analyze the financial statements of the chosen public company. Perform vertical, horizontal and ratio analysis and discuss how the business stands in comparison to its competitors and the industry. Access the financial statements through the SEC’s EDGAR filing system. All other articles and data should be accessed through Morningstar.

Learning Goals: What do you aim to achieve with this activity?

I would like students to be able to analyze a company’s position based on its financial statements. They should gain an understanding of how to research a company using reliable sources such as the Morningstar Market Research platform and SEC filing system. Ultimately, my goal is for the students to be able to connect their research about the company with the financial statement assessment they perform and put forth a comprehensive and original analysis. I would like them to step out of their comfort zone to work in a group, visit the business site directly to ask employee’s questions, and be able to convey all their findings in a professional presentation.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

This is a term project. I dedicate twenty minutes a week for the groups to discuss their progress in class. Most of the work is done outside of class.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

Prior to starting the activity I will cover the main concepts students will need to complete the project. Mainly, how to perform financial statement analysis and the characteristics of various forms of business entities. I will also introduce the students to the databases they will need in order to conduct the research.
Students will be instructed to post two drafts of the project to our class’ Open Lab site for my review prior to the final submission. They will be encouraged to use our Open Lab site as a place for group discussions regarding the assignment.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

I use a points rubric based on the AACU’s Critical Thinking Value Rubric.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Overall, this project was a great learning experience for the students. The challenges the students had were making connections between the financial analysis and the context/current state of the company. To address this issue in advance, next semester I will have the students scaffold their work over a few drafts of the paper, leading to the final product.
I think the students liked working in excel to perform a complete financial analysis. They enjoyed the opportunity to apply many concepts learned in class. They also were surprised at how many companies were created right around City Tech and were pleased to know of all the potential career opportunities at these businesses. All students dressed in business attire to present their research to the class. I believe this gave them a sense of pride in their work.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Please share a helpful link to a pages or post on the OpenLab

A Peek on the Inside: Place Based Learning at Body World Exhibit

A Peek on the Inside: Place Based Learning at Body World Exhibit

Linda Bradley

Nursing/School of Professional Studies

Phyiscal Assessment NUR 3010

Activity Description: Provide a brief description of the activity

The Bodies exhibit provides a fun and engaging way to provide the students with the ability to take abstract concepts and make them into a tangible reality. This will impact their practice and thus the thousands of people they will come in to contact for their lifetime as a nurse. There is no grade for this I would consider this low stakes.

Learning Goals: What do you aim to achieve with this activity?

Physical Assessment course includes review of anatomy and physiology, description of alterations in a system and assessment techniques which the student practice. As with most courses it does so in sections, thus providing the students with this learning experience it will:
1. analyze the connections between the organ locations and physical assessment techniques
2. understand the body’s normal and abnormal function
3. appreciate stress and lifestyle impact on the body

General Education SLOs:
Which of City Tech’s General Education Student Learning Outcomes does this activity address? Please be as precise as possible.

Information Literacy is the Learning outcome that this activity addresses: The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

1. On first day of class during introduction of the course, devote time to introduce the students to the planned experience

2. Schedule the experience toward the end of 2/3rd of the course

3. Offer the course during one of the online course days or if your department allows students to participate in learning as part of their course offsite on their own then schedule it based on your departments abilities

4. State length of experience expectations which is approximately 2 hours at the exhibit

5. Provide pre and post experience assignment documents for student’s completion

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

1. Discuss and gain consensus for this experience with fellow course faculty and Chair of your department. Decide how you will fund this experience, if this would enhance a portion of your course or would replace an assignment, low stakes or high stakes, grade or not, the class schedule and best possible time that would allow this experience to occur. This then would require that you consider this experience well in advance of the beginning of the semester to receive the maximum amount of participation.
2. Contact the Body World Exhibit group number and discuss date, time, number of students and faculty and other pertinent instructions. Ask for a Group sales account representative 866.987.9692 info@tsxnyc.com 226 W. 44th Street New York, NY 10036
3. Once you have completed your initial discussions and have gained consensus in all areas required for the success of this endeavor next steps would be to provide the students with an overview of the experience, expectations, pre-experience assignment, in class discussion and post experience assignment. Generate a list of students and faculty who will attend. Provide everyone with the required Travel Waiver. (If your students are under 18 there is specific instructions on the document)
4. Obtain final list of all attendees and all must complete Travel Waiver and submit to Evening office more than two weeks before the trip.
5. Complete and send travel waivers to of which your Chair and your Dean/Provost would sign for approval of the off campus trip
6. Faculty must have complete a current Title IX training and signed document which must be included in the forms send to the Evening office along with all of the travel waivers.
7. Meet the students at the site at the specified time (If your students are under 18 there is specific instructions on the document)
8. Enjoy the experience! But be sure to seek opportunities to turn the students attention to areas related to course content, SLOs and any other area you deem valuable
9. Provide the students with an expected due date for their assignment

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Assessment of this place-based learning experience would be through:
1. I would provide the students with a question prompt within the course Open Lab site. Prior to this I would utilize the computer lab at the beginning of the course to provide Blackboard and Open Lab orientation
2. Students would then add their own question for consideration prior to the experience. I
3. Students would choose those most appropriate and post them.
4. We would then meet at the exhibit and then they would return to those questions and complete them. I would also provide them with an opportunity to provide a reflection of their experience.
5. I would use the Information Literacy Value rubric
6. This course would be a part of the college-wide general education assessment initiative.
.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?
I most definitely would repeat this experience. The challenge will be funding, scheduling and timing so that the majority of the students would be able to attend, obtaining signed travel forms in advance of the experience. The change I would make is to include more student input as noted in the assessment process indicated above.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

Why is this change different?
*It will incorporate student’s decisions as to what will be the area of focus related to the planned experience
*Students will be provided with an opportunity to determine the scope of the questions and key concepts before the experience and use them post experience
*Systematically analyze their own and others assumptions and evaluate the relevance of contexts when they present their positions.

What inspired the change?
* Incorporation of importance of classroom climate—adding humor and fun into the classroom
*Teaching to the needs and learning styles of the students and not that of the faculty
* Need to make abstract scientific and clinical information into tangible transferable information

Please share a helpful link to a pages or post on the OpenLab

Government Concepts Explained with Photos from Brooklyn

Government Concepts Explained with Photos from Brooklyn

M. Victoria Pérez-Ríos

Social Science/Arts and Science

GOV 1101 American Government Spring 2016 Perez-Rios

Activity Description: Provide a brief description of the activity

A multiple-step assignment that incorporates open access technology used in a secure setting and that is going to be used to showcase student work. To complete the assignment students will have to find relevant sites in Brooklyn and use video, audio and the written word to connect those sites to basic concepts and/or institutions of the American government. In addition, they will find newspaper articles that support the relevance of the concept, evaluate other students’ work and self-reflect on this activity.

Learning Goals: What do you aim to achieve with this activity?

(1) Making learning American government meaningful to students
(2) Fostering deeper understanding of basic concepts and processes of American government
(3) Facilitating peer-to-peer learning.
(4) Creating together with my students a content-rich video/audio resource helpful to students beyond our classroom

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

I used it after the midterm.

The class time devoted to it was a total of two hours and a half hours. (1) After the midterm I divided the class into groups to discuss their assigned concept (1 hour and a half). And (2) in the next class meeting we went on a tour of the surroundings of City Tech during an hour.

If students are thorough with the assignment, it will take them a minimum of two hours: (1) One hour to open an account in OpenLab and access the course, post the photos and check other student’s work and post their comments. (2) Half an hour to find newspaper articles and comment on their connection to each student’s assigned concept. And, finally, (3) half an hour to reflect on their learning experience.

Logistics: What preparation is needed for this activity? What instructions do you give students? Is the activity low-stakes, high-stakes, or something else?

The preparation included:
(1) Asking students to open an account in OpenLab and requesting an invitation to my course.
(2) Familiarizing myself with the immediate surroundings of City Tech.
(3) Checking whether all students have cameras or iphones to take the pictures/video

I have added the instructions for this exercise as an addendum at the end of this document.

The activity is low stakes (only 7 points in total) and it is for extra credit.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

The activity was and extra credit activity and I assigned three points to Step 3 and four points to Step 4.
Students who followed the instructions got full credit; I didn’t detract points for poor editing but for lack of relevant content.

No, to the best of my knowledge this course is not part of the college-wide general education assessment initiative.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Some of the steps worked better than the others. 1) The preparatory steps (1 and 2) worked quite well and involved most of the students in the class. Step 1 or the in-¬¬class group discussion of assigned concepts was effective because most students took advantage of the time allotted in class to understand their assigned concepts in a more in-depth manner. I talked to each student and they shared their thoughts and examples on their assigned concept. Step 2 or the outside class activity of checking the surrounding area of City Tech also worked well and most students remained with the rest of the class for the whole hour I allotted for this activity. From the perspective of an Introduction to Government class, it was an ideal day for completing this activity because next door to City Tech the press and regular people were standing outside the Brooklyn Supreme Court waiting for the decision on whether former NYPD Officer Peter Liang had the right to a mistrial. Some students were very interested in making videos because there were also police officers in crowd control duty. Other students were excited about this event and started to talk about freedom of the press and of speech when a passerby started to insult Liang who was not present. Step 3 was completed by thirteen students and Step 4 by six. Almost half of the students that completed Step 3 didn’t post the photos and comments for all to see but as file attachments. In Step 4, four students completed a good self-reflection.

The two main challenges were: (1) keeping students together during the out-of-class activity. To overcome it, I made sure that the students who were restless took at least two photos and explained to me how the photos related to their assigned concept. And (2) making sure that there was enough student participation in steps 3 and 4. I may solve this in the future by offering this activity earlier on in the semester and as part of the regular assignments and not as an extra credit.

If I am scheduled to teach GOV 1101 in the future, I would like to repeat this activity but I will probably dedicate more time to prepare the guided tour. For example, I am thinking of bringing maps of the area to a class meeting and organizing an itinerary for the class and alternative ones for the students to do on their own in their way to and from the college.

As mentioned before few students chose to complete the self-reflection but I the ones that did liked the guided tour because it was something different from what they are used to in other courses. In addition, most students liked working in groups and they were happy to have their work presented outside of the classroom so other people can learn some basic concepts of the American form of government. The following are direct quotes from students’ self-reflection assignments [I didn’t edit their words; they are as they were posted]:
Melissa Feliciano: “This assessment was a good learning experience because I was able to explore more the meaning of government on my own. It definitely helped me learn the concepts in a better way since the definitions and examples were made by us the students which make it easier to understand than by reading complicated terms in a textbook. Also, despite the fact that it can be difficult for me to work in groups, it was fun to share the different ideas we had about the concept and being able to mash it together to make a unique and complete definition. Going out of the building to take pictures of our surroundings that would explain our assigned concepts was also very fun because we got to do something that rarely happens and at the same time we were being aware of what was around us by trying to relate it to our class. Furthermore, I do like the idea of sharing our pictures and examples to everyone out there because through this we are in a way leaving a mark in the world by sharing our ideas and helping others understand these concepts learned in government class”
Nazmon Nahar: “In class we also do group work that help us to know better our lesson and each other’s thought. When you don’t understand something if you work together in groups it help you to understand. That’s why I liked to do group work.”
“The most amazing day was the day we all went outside to take photos and videos for our assignment. Learning is just not only taking notes and my teacher proved that by doing different activates in class.”
Anthony Paton: Did you learn the different concepts better than just by taking notes in class and studying them for the tests? Why? Why not?
“I feel like I did learn this concepts a little bit better than just taking notes in class and studying them. The reason is because when I define the word, I had to find example of what I was defying. When I found the example, it made a clear understanding of what I was reading and I gain more knowledge over the concept. I’ll start doing this with more school work from now on.”

Did you like working in groups with other students? Why/why not?
“Yes I did enjoy working in groups with other students. The reason is because you get to hear another student’s opinion. Sometimes they might disagree with yours but that’s the fun part. You get to talk about and discuss your opinions on popular issues. For example students should have free metro cards would have a lot of students engaging in a conversation.”

Did you like going out of class to take pictures/video? Why/why not?
“Yes I enjoy going out side to take pictures and video. That was my very first time happening to me and I never expected it to be like that. I was actually shocked that people of different races were siding with the African American [Press and onlookers on the case of Officer Liang]. I quite happy and wanted to tell them but I didn’t.”
Do you like the idea of your photos and comments being used by other students in the future as part of an interactive map of Brooklyn populated with political terms? Why/why not?
“Yes I like the idea of my photos and comments being use by other students in the future as part of an interactive map of Brooklyn populated with political terms. The reason is because it allows students to teach and learn from one another. Students will probably have a better understanding after looking at these.”

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

ASSIGNMENT INSTRUCTIONS
STEP ONE (in class): In groups of three discuss your assigned government concept and write down a definition that you will hand in to me at the end of the class. Include examples. Keep in mind that in our next class meeting we all tour the surroundings of City Tech to take pictures that will illustrate the concepts that you have been assigned. NOT GRADED.

STEP TWO (outside of the classroom): During the next hour we are going to tour, the whole class, the surroundings of City Tech and find sites, events and objects that illustrate the concept that your group was assigned in last class. Take several photos because you will be required to use two for Step Three. If you do not have enough time to take relevant pictures, feel free to take pictures in your spare time as long as they are taken in Brooklyn. NOT GRADED

STEP THREE (to be posted on OpenLab): What do you have to do?
1. Access the course on OpenLab where you have to post the exercise
• Students who have received an invitation to the course: I have invited to My Course, Open Lab all those students who have active accounts that could be identified by First and Last Names. You have to accept my invitation and then you can post asap.
• Students who have not received an invitation: Since this is an extra-credit activity it is your responsibility to access the course in OpenLab and request membership. NO EXCEPTIONS ALLOWED. If you do not have an account at the school, it is your responsibility to get one. The course in OpenLab is: GOV 1101 American Government Spring 2016 Perez-Rios
2. What has to be posted? Once you access the course you will see my example [See: below the sample of the exercise that I provided as the first entry in my OpenLab page]
• Every student has to post two photos that show in images the concept that you defined in class. Add a 50 word minimum comment to each photo. In addition, add a caption to each photo with your name, what is it, place where you took it, and date [This information does not count toward the 50-word minimum comment]. POINTS: 2.50
• Finally, you will have a look at the photos from the other groups and you will comment on at least one of them; the comment has to be 50 words minimum and it should include an assessment of how well the photo shows the meaning of the concept through images. In addition, you could evaluate the creativity of the student. POINTS: .50 of a point
3. POST ON OPEN LAB BY DUE DATE: TH, APRIL 21 AT 2:00 PM

©M. Victoria Pérez-Ríos/Brooklyn Bridge/Manhattan views from Brooklyn/October 2015
GOVERNMENT
It is an institution that provides services and protection to individuals who reside in a country, state or locality. In addition, the government controls the legitimate use of force within the territory over which its power is recognized. The USA is characterized for its federal system in which federal and state governments, as well as local governments, have decision-making powers.

PHOTO USED TO SHOW THE CONCEPT OF GOVERNMENT
You can see the Brooklyn Bridge that was inaugurated to the public in 1883 and facilitates communication and transportation of people and goods between Brooklyn and Manhattan. This bridge is a National Historical Landmark (NHL) and a city historical landmark. The Department of Transportation of New York City (DOT) “owns, operates, and maintains” the Brooklyn Bridge which allows pedestrian, vehicular and subway transportation without paying tolls (See: New York City DOT, “Infrastructure: Bridges,” http://www.nyc.gov/html/dot/html/infrastructure/bridges.shtml). However, the city government benefits from resources provided by the Federal government when this bridge, for example, needs repairs: “$30 million in American Recovery and Reinvestment Act (ARRA) funds” (See: “Mayor Bloomberg And Vice President Biden Mark Start Of Brooklyn Bridge Rehabilitation Project” 2 June 2010, http://www1.nyc.gov/office-of-the-mayor/news/247-10/mayor-bloomberg-vice-president-biden-mark-start-brooklyn-bridge-rehabilitation-project#/8).

CONNECTION BETWEEN THE CONCEPT AND THE PHOTO
The photo shows a relevant piece of infrastructure—a bridge—that is necessary to conduct intra and interstate commerce. The regulation of interstate commerce is one of the delegated powers of the federal government (See: Art. 1(8) of the Constitution of the USA) and the regulations of intrastate commerce is a reserved power to be exercised at the state/local level (Amendment 10 of the Constitution of the USA).
GOVERNMENT: SAMPLE EXERCISE BY THE INSTRUCTOR
Below you can see two examples of student work (Figs. 3 and 4).

STEP FOUR (to be posted on OpenLab): What do you have to do?
1. Add two newspaper articles (write down author, title, newspaper, date and internet address) that show the relevance of your assigned concept and post them in OpenLab. Each article should be accompanied by a 50-word comment on the connection between the article and the relevance of your assigned concept. POINTS: 2
2. Write a 100 word assessment of this multi-step exercise (POINTS: 2). Include at least the following:
• Did you learn the different concepts better than just by taking notes in class and studying them for the tests? Why? Why not?
• Did you like working in groups with other students? Why/why not?
• Did you like going out of class to take pictures/video? Why/why not?
• Do you like the idea of your photos and comments being use by other students in the future as part of an interactive map of Brooklyn populated with political terms? Why/why not?
• Any other comment
4. POST ON OPENLAB BY DUE DATE: Sun, May 15 at 11:59 pm.
STUDENT WORK POSTED IN OPENLAB: STEP THREE

Melissa Feliciano/ New York City College of Technology/CUNY College From Brooklyn, April 2016

This Image is an example of the concept of government since the institution, New York City College of Technology, is part of the City University of New York which is a public system subsidized by the government. As many other public colleges around the country do, students have the privilege to attend a four-year college without having to pay high tuition rates and often are granted loans and financial aid that is also granted by the government.

Melissa Feliciano/SUPREME AND FAMILY COURT/ from Brooklyn, New York
April 2016

The picture above is also a good example of government since it shows the Supreme and Family Court of the State of New York located in downtown Brooklyn. This is a governmental institution that enforces the law. When creating the new government, our founding fathers put the judiciary in charge of ensuring the American people with “equal justice under the law”.
FIG. 1: GOVERNMENT: EXERCISE COMPLETED BY MELISSA FELICIANO,
A STUDENT IN GOV 1101/D733, SPRING SEMESTER 2016

Anamaria Reyes: This picture was taken on April 14, 2016 at City tech. This picture show students who attend the college to enhance their education. (Waiting maybe for next class to start)

In this photo it shows the diversity in the college setting. The picture demonstrates the different cultures that attend city tech to enhance their education. Diversity is important in the education system because different cultures and races can contribute towards the students’ academic development. For example when students who socialize with someone of different racial groups or discuss racial issues this contributes to the student’s cultural awareness and commitment to promoting their cultural background to others. Having a diverse student body attributes to having a stronger commitment to multiculturalism, promoting creative thinking, and preparing future workforce.

Anamaria Reyes: Taken on April 14, 2016 in front of the Family court on Jay street metro tech. Those people are Journalist who have chosen that career path and interact with different culture, race, age and gender.

Diversity plays an important role in the jobs of each individual career choice. This picture was taken outside of the family court where reporters of different backgrounds came to record and interview an important case of a cop who had “Murdered” a civilian. As shown in the picture there are Asians, black, white and Hispanics come together to protest or record. This picture shows the diversity between gender and age in field of journalism.
FIG. 2: DIVERSITY: EXERCISE COMPLETED BY ANAMARIA REYES,
A STUDENT IN GOV 1101/D733, SPRING SEMESTER 2016

Please share a helpful link to a pages or post on the OpenLab