Category: Activities

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Exploring cultural differences in dental care

Exploring cultural differences in dental care

Anna Matthews

Dental Hygiene / SPS

Oral Anatomy DEN 1112

Activity Description: Provide a brief description of the activity

In Fall 2016, students in three sections of DEN1112 completed a term project assignment with the focus on Intercultural Knowledge and Skills assessment.
This assignment consisted of several parts.
Individually, students watched a Frontline PBS documentary “Dollars and Dentists” (http://www.pbs.org/wgbh/frontline/film/dollars-and-dentists/ ) which explores the complexity and availability of dental care in the U.S.
Next, students read the case study “Mortality associated with odontogenic infection” (Green et al., 2001) and answer accompanying questions. Students were asked to discuss the documentaries they watched in small groups. Students were provided questions for discussion prompting them to discuss their opinions regarding the status of dental health care in the U.S. as presented in the documentary. Students were also asked to share their cultural beliefs and attitudes towards dental care. Given the diversity of students in our Dental Hygiene program (over 50% of students were not born in the U.S. and speak over 20 primary/first languages), a difference of experiences and resulting opinions about health care more broadly and dental care in particular emerged in their discussions.

Individually, students wrote an essay reflecting on the Frontline documentary and the case study. Among the questions they were to address in their essay, they were asked to describe their interactions with peers in their groups and to evaluate how their own attitudes/opinions were or were not different from those of their classmates, what have they learned about other cultural beliefs/attitudes from the dialog with other students, how their own opinions have or have not changed as a result of the whole experience (watching the documentary and learning about the subject and their subsequent discussion of it in small groups).

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

1. introduce students to the complexity of dental care and its availability in the U.S.
2. connect the topics of spread of dental infection, as introduced in their Head & Neck portion of DEN1112 course, to the real-life situations leading to serious and life-threatening outcomes discussed in the scientific article (case study) and Frontline investigation.
3. work in teams to discuss the different cultural influences on how people perceive the necessity of dental care and its various aspects.
4. reflect on the whole experience by connecting all parts of this assignment in the written essay.

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 assignment begins during week 13 of the Fall semester. The students discussed in small groups during class sessions twice for about 20 min. Depending on how long it takes students to write their 1200-1500 word essays, the activity would take at least 10 hours to complete 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?

This term project is worth 10% of their final grade for DEN1112. The students were given detailed instructions for each part of the assignment and provided with the PDF of the article and a link to Frontine documentary.

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?

In 2016, my course was part of college-wide assessment of Intercultural Knowledge and Skills. An appropriate AAC&U VALUE rubric was used for this evaluation, however, it was not used for grading. Students’ essays were evaluated based on the clarity and organization of the information, providing accurate and appropriate sources and citations (they were asked to substantiate their writing with at least two sources analyzing the topic of the video, other than the documentary itself), sentence structure, grammar and spelling.

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 very well and I intend to repeat it in Fall 2017. I don’t plan to introduce any changes at this time. The students seemed to enjoy the small group discussions and according to their reflections in the essays, they learned a lot from each other as well as the case study and Frontline documentary. One student’s essay was selected for publication in the 2017 issue of City Tech Writer.

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

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Where does our steel come from?

Where does our steel come from?

John McCullough

Entertainment Technology/Tech and Design

ENT 2140 – Basic Welding

Activity Description: Provide a brief description of the activity

For this assignment, students will answer the question “where does Brooklyn get its steel?” by writing a 3-5 page paper describing some part of the steel supply chain. They could focus on how and where it is mined, how and where it is formed into the shapes we use, or how the finished product gets from its point of origin to the warehouses of Brooklyn steel yards. They can earn up to 5 points on their final grade by completing this assignment.

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

By completing this assignment, students will be able to describe the steel supply chain.

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 will take place in the second half of the semester, when students are mostly working on their lab projects in class and have time outside of class for homework. I would expect students to spend up to five hours on this project.

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

This is an extra credit activity.

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?

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

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Teamwork assignment

Teamwork assignment

Anna Matthews

Dental Hygiene/SPS

DEN2315

Activity Description: Provide a brief description of the activity

This assignment focused on fostering students’ ability to work in teams, in class and online. Students in my Summer session’s class were randomly assigned to one of four groups (each had 5 members) and they were asked to create a PowerPoint presentation of 15-20 slides on a randomly assigned topic (one of four possible topics), which included a group of drugs that were not covered in class (anti-fungal medications, AIDS/HIV and drugs used in management, topical and systemic corticosteroids, and anti-allergy medications). Groups worked in class to create their own OpenLab project sites and I was a member of each group together with the five students. After the sites were created, students exchanged information and resources online and communicated among each other and with me. They had 2 weeks to work on their presentations and I evaluated their progress continuously. The final presentations were uploaded by one of the students from each group to our course OpenLab site. All students reviewed the presentations from each group.

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

I have done similar activity before and the main goal of it is to provide opportunity for students to work in teams and foster collaboration. While the final products by teams were always successful in the previous sessions of DEN2315, some students complained that it was not a true team effort and some students did not participate equally and did not contribute to the team’s outcome. By observing individual students’ participation online and evaluating their contributions to the process and the final group product, I was able to grade their efforts in a much more fair way and there was no more concerns from students about the unequal share of group’s work if some had done more or less than others.

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?

Summer session 2-S is a 5-week course, we meet twice weekly in class. This assignment was due after the 4th week of the session and a progress evaluation was done at the end of week 3. We spent about 30 min in class to discuss the activity, organize students in groups and create their OpenLab project sites. The rest of work was done entirely online.

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 needed to learn how to create and manage their OpenLab sites and how to post/comment/add media and links there.
The activity is one of the 3 online assignments and it is 10% of their final course grade.

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 assessed students’ work by the following:
1. their participation in class in creating the site
2. the number of posts/comments they contributed during the group’s work online
3. quality of the resources they found and shared
4. clarity and organization of their own powerpoint slides in the group’s presentation
5. appropriateness of references/citations
I did use the VALUE rubric for the assessment of Teamwork as my guide to evaluate students’ interactions. My session was part of college-wide Spring 2016 assessment (although it was conducted in the Summer 2016 session) but the rubrics were used for guidance and assessment only, not for grading individual student work.

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?

The activity worked very well. It was a marked improvement compared to the previous times I used this assignment and allowed students to select their own groups and topics as well as divide their work by themselves. Previously, for some groups it resulted in unequal work distribution and by overseeing each group of students I was able to evaluate each student’s work individually. I especially liked that this time all students worked together very well, even though they were randomly assigned to groups. Students’ comments about their experience were positive as well.

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.

For students’ privacy, their OpenLab project sites were for members only. Assignment description is here: group-study-assignment-2016-teamwork
Teamwork VALUE rubric is on the CityTech AIR website.

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

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Jeopardy review game

Jeopardy review game

Viviana Acquaviva

Physics

PHYS 1118 (Astronomy II)

Activity Description: Provide a brief description of the activity

I created a few Jeopardy games to do in-class review for the midterm and final exams; this is an example of them. I split the class in two teams and they play the game by choosing the category and points; all members of the winning team usually get extra credit.

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

There are both course-specific and gen-ed learning goals. On the one hand, we get to review content for upcoming exams. On the other, I hope that students get a chance to improve their teamwork skills, boost their confidence, and just simply see that science can be fun in many ways.

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 have used it before midterm and final exams and usually allocate about 30 minutes of class time.

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 students don't need to prepare besides their usual pre-exam review; there is a small amount of extra credit awarded but I would still think that this is a low-stakes activity meant to increase their confidence and have fun.

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 grading is immediate and it usually just results in an EC point for the winning team.

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?

I started proposing this activity in class following a student's suggestion on a midterm survey, and after speaking about it with a friend who has been teaching in high school and told me about the website to create the games. It was very popular and I would always do it if I had the time – unfortunately I always feel that time is such a precious resource that I need to also use more traditional review methods (I always give a mock exam) and I am not always able to do it. Students appreciate the novelty of it and the fun aspect – many do enjoy a healthy level of competition.

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

https://www.superteachertools.net/jeopardyx/jeopardy-review-game-flash.php?gamefile=1429126522#.V9xbrYXM5Ak

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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

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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/
https://openlab.citytech.cuny.edu/a-blog/from-the-field-2/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

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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

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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

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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

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