Activities – Page 7 – L4: Living Lab Learning Library

May 20, 2019

Patient Interaction

Lillian Amann

Radiologic Technology and Medical Imaging

RAD 1127 Patient Care and Management

Activity Description: Provide a brief description of the activity

This is an in-class lab activity which involves patient interaction. Students will create 2 scenarios in groups of 2 or 3 which will be randomly selected. Each member will participate and demonstrate in both scenarios the correct and incorrect way to perform radiographic procedures while interacting with patients of diverse cultural backgrounds, disabilities, language barriers, gender sexualities, mental illnesses, and age groups. Students will need to be creative and simulate real life situations in a clinical setting. After activity students will discuss the scenarios and give feedback. In addition, students are required to volunteer at facility of their choice, which incorporates one the patient types described above. After which, they will be required to write a one page reflection on their experience, with two responses to two student reflections and post on open lab.

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

• Students will learn effective methods of communicating various patient types.
• Students will be able to identify qualities needed to be a compassionate radiologic technologist.
• Students will be able to interact with patients of diverse cultural backgrounds, disabilities, sexual orientations, age groups or illness with the utmost respect and care.

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?

The in-class portion of this activity will be in the beginning of the semester lecture two during lab hour, whereas the place-based learning must be done by mid-semester with no time restraints.

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

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 AAC&U Intercultural Knowledge and Competence VALUE Rubric will be used to assess the activity.

This activity includes General Education Learning Goals:
1. Skills:
• Communication- communicate in diverse settings and groups, using written (both reading and writing), oral (both speaking and listening), and visual means, and in more than one language.
• Inquiry/Analysis – Derive meaning from experience, as well as gather information from observation. Use creativity to solve problems.

2. Integration:
• Integrate Learning – Resolve difficult issues creatively by employing multiple systems and tools.

3. Values, Ethics, And Relationships:
• Global/Multicultural Orientation – Discern multiple perspectives. Use awareness of cultural differences to bridge cultural and linguistic barriers. Demonstrate proficiency and capacities in dealing with a diverse society. Communicate across cultural and linguistic barriers.

This activity also includes High-Impact Educational Practices:
1. Collaborative Assignments and Projects.
2. Diversity/Global Learning
3. Service Learning/Community–Based Learning

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 was successful in the Lab. It will definitely be repeated but with the addition of place-based learning to help make the experience more realistic and better prepares the students for the clinical phase of the program. Thankfully the only challenge I experienced was time, which I rectified by my expanding the activity to two lab classes. The students were fully engaged, participated without hesitance and this activity was a great icebreaker.

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

April 30, 2019

Cultural Background and Thermal Comfort

Jihun Kim

Architectural Technology

Site Planning & Environmental Systems

Activity Description: Provide a brief description of the activity

Reflecting on students cultural background on the thermal environment, microclimate data will be collected and analyzed to find the common range of comfort zone. The process includes the following. 1) Write a short essay on personal thermal environment in the childhood [temperature, humidity, solar exposure, clothing level], 2) Collect microclimate data as individual and illustrate the characteristics of the environment and the clothing types, 3) Visualize the collected data on psychrometric chart and assess for thermal comfort and satisfaction , 4) Analyze the result for the differences and similarities with other students and with ASHRAE standard, while reflecting on the essay on personal history on thermal environment.

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

The goal of the assignment is to provide an understanding of how a cultural background would influence thermal comfort of an individual while enhancing student’s capacity 1) to analyze and
2) visualize numerical data, 3) to communicate effectively, and 4) to work collaboratively.

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?

The activity can be deployed in the first class or any class early in a semester. After a relevant background is introduced as a lecture format, students as individual spend 1 hour to measure microclimate data and 1 hour to analyze during the class. Each student writes a short essay outside the class for 1 hour and adds microclimate measurement for 1 hour. Visualizing the data on a psychrometric chart would take 1 hour. Totaling 5 hours in and out of the class, students present their outcome as individuals in 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?

Handheld device to measure microclimate are required. ASHRAE standards for thermal comfort shall be prepared. Critical writing is associated with the analysis of numerical data.

A rubric shall be developed for the assessment. The criteria shall include Data Literacy (GenEd), Intercultural Knowledge (GenEd), Intercultural Knowledge and Competence (Gen), and Climate Analysis (Subject Matter from NAAB Accreditation).

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

May 25, 2018

Wikipedia

Anne Leonard

Library

LIB/ARCH 2205ID Learning Places

Activity Description: Provide a brief description of the activity

Guidelines for Wikipedia Assignment: Creating and editing Wikipedia content, including media in Wikimedia Commons, is an essential part of our class and is 15% of your grade. The Wikipedia assignment is evaluated through our course dashboard. You’ll need to create a Wikipedia account and use it every time you complete a training module, make edits to Wikipedia, or contribute media to Wikimedia Commons. Individual and group Wikipedia contributions & edits and Wikimedia Commons contributions are due by <date>.

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

The assignment helps meet several learning outcomes:

Gen Ed LOs: Demonstrate and apply information literacy aptitude by gathering, interpreting, evaluating and applying information discerningly from a variety of sources

Interdisciplinary LOs: Synthesize and transfer knowledge across disciplinary boundaries; Think critically, communicate effectively, and work collaboratively

Course LOs: Develop, document, catalogue, and organize information to make it accessible to the public.

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?

One 2 hour workshop facilitated by a Wikipedia expert* that covers Wikipedia writing, editing, and documenting; part or all of an additional class period to review research strategies, topics and articles to write and edit, the 5 pillars of Wikipedia that guide the process of contributing, writing, and editing.

*Wikiedu.org and the local Wikimedia NYC chapter can help with this

Students should be able to complete the assignment in about 1-2 hours of time 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?

Students need to have a topic to write about and the ability to do research to document information they write about. The assignment is 15% of the final grade, so a medium-to-low stakes assignment. See assignment guidelines on course OpenLab site for instructions given to students.

Please see the assignment guidelines link for the rubric and self-assessment checklist
https://openlab.citytech.cuny.edu/lib2205idsp18/assignments/

Students were thrilled to write and publish for a wide audience, yet were disappointed when the active community of Wikipedia writers overwrote their contributions. Students were encouraged to make use of the Talk page to discuss their contributions with other Wikipedia editors. The Wikiedu dashboard (dashboard.wikiedu.org) helps the instructor keep track of students' contributions, even if they don't persist in the final article.

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

https://openlab.citytech.cuny.edu/lib2205idsp18/assignments/

May 11, 2018

Ethics in Food Purchasing

Tracy Zimmermann

Hospitality Management

HMGT 1102 Introduction to Food and Beverage

Activity Description: Provide a brief description of the activity

A Three Part Assignment on Ethics and Food Purchasing.

PART 1 – The Lexicon of Sustainability Weekly Blog Assignment

Task-
To consider what exactly sustainability and the food system is and how it affects our food purchasing choices. This assignment will bring awareness to the subject of sustainability and it’s terms, concepts and challenges. Short films (3-6 min) from “The Lexicon of Sustainability” will be posted to our class Open Lab Site on a weekly basis.

Expectations
Each week the expectation will be to view the video and post a 4-5 sentence guided reflection / reaction blog post to our class open lab site. Weekly from Week 2 through Week 12

PART 2 – Market Visit (Week 7 or 8 of the semester)

Task –
A site visit to Eataly Gourmet Market. This will create an opportunity for the students to get out and visit a different type of market and to see food and beverage products that they may not have come into contact with.

We will explore the market in small groups, taking part in a photographic scavenger hunt. Our goal will be to see as much of the market as possible and encounter as many different products as possible.

Expectation
– Groups will post their scavenger hunt pictures to the open lab site
– Individuals will reflect on the site visit with a blog post on the open lab. This blog post will be guided by specific reflection questions, including whether they believe Eataly is a place that would support Ethical Food Purchasing decisions.

PART 3 – Final Group Project / Presentation (Week 12 or 13)

Task
Students will be placed into groups and given a food category to work with. (i.e. Meat, Poultry, Dairy, Vegetables, Fruits, Dry Goods, etc…).

Group – will research the food category and the items it includes. Included in the research they will explain the ethical concerns that may be involved in purchasing in this food category.

Individuals
– Will choose a product from your category to focus on and research that product and the specific purchasing factors. (price, size, purchase unit, age, quality level, variety, domestic / imported / local, ethical concerns, etc.)
– Visit at least 3 different markets that carry your item and compare and contrast the products found in each. Comment on where you would make your purchase and why.
– Explain the ethical considerations involved in your purchase decision. Comment on how important the ethical considerations were to your purchase decision. Why is this?

Expectation
– Each group will present their findings to the class, with each individual speaking about their specific product.

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

A scaffolded approach to a full understanding of sustainability and ethics in food purchasing. This will allow the student to travel from concept to practice and include sustainability and ethics in their food purchasing decisions.

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 begin on the first day of class with an introduction to the Open Lab and Blogging as well as a discussion of what some of the issues in our food system are. After this introduction the majority of this assignment will be done outside of the classroom on the Open Lab.

The Final assignment will be presented in the classroom

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

Part 1 – Videos will be posted, instructions and reflection questions will be given. Low stakes blog post assignments.
Part 2 – Pre-Reading on Eataly will be supplied, directions to site will be supplied with maps, scavenger hunt will be prepared and explained. Low stakes.
Part 3 – Groups and Categories assigned, outline given. High stakes – Final Project

Critical Thinking Value Rubric
Ethical Reasoning Value Rubric
Oral Communication Value Rubric

Has not been introduced yet.

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

April 27, 2018

Creating a Brand : Transitioning from Student Identity to Professional Identity

Ruth Marsiliani, RDH, FBPI

Department of Dental Hygiene

DEN2300L Principles of Dental Hygiene

Activity Description: Provide a brief description of the activity

During the semester students are asked to build the e-portfolio page and post: resume, cases, bio, and extracurricular activities. I propose to add a part to this project and have the answer questions that will lead to answer “ What image do they have of themselves as professionals?”

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

To incorporate; clinical practice, classroom theory, and personal experience, and help the student build their professional brand

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?

: It can start during the second semester in the DH program, after their research project. Classroom time is NOT necessary. 3hrs of work is the maximum time necessary, per semester.

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

There is no special preparation needed. The instructions for how long the answers should be and the format, will be posted on the Dental Hygiene Open Lab. This assignment is considered a HIEP. General SLOs: Open educational Pedagogy/ Learning communities/ writing – Intensive project/ assignments

The Value Rubric would be given to students as a guide. They would be graded by their ability to stay within 50 words and the amount of grammatical errors within this statement. One of the questions will require them to find 2 references to support their argument/ point of view.

Not Applied yet

DEN 2300/ DEN 2400
RUTH MARSILIANI RDH, FBPI

CREATING A BRAND: TRANSITIONING FROM STUDENT T0 PROFESSIONAL
Handout

Part 1: There will be a total of 5 questions that will be posted on the Dental Hygiene Open Lab forum during the semester. You will also be expected to comment on at least 1 more person’s post. One of the questions will ask you to submit 2 references to support your argument.
Format: answer each question with a maximum of 50 words, which should be posted within 5 days. The Value Rubric serves as a guide on how to answer the questions.

Part 2: Review your semester’s work; analyze and focus on Dental Hygiene ethics and how it affects you as an oncoming Professional. Also, review other people’s work and think about how their views also coincide or differ from yours. Create your Bio/ about me page that will be part of your e-portfolio, which will reflect your professional identity or e-brand. The length should stay within 300 words and grammatically proofed.

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

April 27, 2018

Political Action Assignment

Sarah Jacobs

English

English Composition 1101

Activity Description: Provide a brief description of the activity

Students will individually research a public policy or planning issue that is being debated at the state, city, or neighborhood level. Each student will post a summary of the different sides of the debate and the different parties involved on OpenLab. The summary will include references and citations to three sources suitable for an academic paper. Each student will then comment on two other posts. Students' comments will either suggest what additional information is needed to make a policy decision or state what policy decision the student thinks is best and why that decision is ethically correct. Students will then be divided into four or five groups, each of which focuses on a policy, based on which posts were most commented on. Within their groups, students will gather questions regarding what additional information is needed for their issue and will assign group members to find out the additional information. Finally, students will individually post their policy recommendations and will take a political action in support of their recommendations. In class, each group will come to an agreement through debating and/or voting concerning which policy decision or decisions the group recommends. Group members will then rate one another's contributions using a rubric.

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

I would like students to grasp the ethical complexities of a current issue and develop language for talking about the ethical difficulties of that issue. I would also like students to gain confidence within their assigned group roles. Researching their topics will also help students evaluate sources. Negotiating with other members of their group on the group's stance will help students hone their ability to communicate with and convince others of their stance.

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 would be done during the latter half of the semester, and it would take up about four or five weeks of class. Completing the assignment sequence would require two hours of work outside of class each 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?

Students would need practice locating and evaluating sources. I would instruct them on the types of sources that would be appropriate, and I would suggest a list of databases and websites that they could use. I would say that the OpenLab posts are low to medium stakes, while the group debate and political action are medium to high stakes.

Students will assess one another's group work using a simple rubric. I will give students individual feedback on their posts, which would translate into a written response that takes the VALUE rubric into account.

How well this activity works will depend on how successful I am at assigning students roles within their groups and in giving them instructions regarding what their group needs to be accomplishing at set times. Also, I will try to choose four or five topics for the groups that I think have the strongest potential for complex ethical exploration.

Assignment: http://www.sarahruthjacobs.com/JacobsPolitical%20Action%20Assignment2.pdf

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

April 27, 2018

Ultimatum Game & Dictator Game

Ahmed Elkhouly

Social Science/CityTech

MAcroeconomics

Activity Description: Provide a brief description of the activity

The activity is based on game theory and social psychology research, and is designed to focus players on how they think about issues involving fairness and trust and how they predict the behaviors of others. the activity has two phases. in the first phase, Dictator, some players simply make a decision about how much of a sum of money they wish to share with another. Here, the primary focus is on the Sharer who makes the decision—and holds all of the power. in the second phase, Ultimatum, some power shifts to the person on the receiving end. Here, the Sharer makes an offer; if the Receiver refuses the offer, neither player gets any money at all.

Each phase can be played in just a few minutes, with minimal materials and little setup time. it can work with groups of nearly any size.

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

“Reasoning about right and wrong human conduct”

Ethical self
– How much would you offer?
– What is the minimum would you accept?

Ethical issue recognition
– What ethical issue is this activity about?
– Where do your ideas of what is or isn’t fair come from?
Awareness
– Suppose the reward was bigger, how this will change your decision?
– Do you think fairness comes from our genes or is it something we learn?

Understanding different ethical perspectives
– Would you expect the kinds of offers made in the Ultimatum phase to be different from those in the Dictator phase?
– Do different groups or cultures have different definitions of “fairness”? can you give some examples to support your view?

Application of Ethical principles
– What exactly does it mean to be “fair” to others? Does it mean that you have to split the reward equally, or could an uneven split still be “fair”? is there some rule that determines what a “fair” offer is?

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?

In the beginning of the semester

Two lectures will be devoted to this activity and the resulting discssions

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- Class will be divided in two groups

2- Random coin flip will determine which group will be proposers and which will be responders.

3- Instruction about the game: Proposers shall make an offer of any value the wish from the reward they have. If responders accept the offer, the split will happen. However, if responders rejected the offer, the reward will be withdrawn from the proposers and none of it will be given to anybody (neither the prosper nor the responder).

3- Each prospers receive a reward (say $10) to split. The offer shall be written on a blank paper (with a code number on the back) without names. Proposers shall write the code number in their notebook.

4- Responders receive the offers and make decisions. Reward shall be distributed according to instructions.

6- The game is repeated again using all the previous procedures except that proposers can be dictators. They can make any offer they want (abut splitting the reward), and responders have no choice.

Using Ethical reasoning VALUE rubric

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

April 27, 2018

Final Hotel Design Project

Harry Shapiro

Hospitality Management

Services Marketing & Management

Activity Description: Provide a brief description of the activity

Students create a blog post that contains the conceptual design of a hotel that has a specific place-based location. They will design services for their hotel along with a service delivery system (Heskett, 1994), and elements of a servicescape (Bitner, 1992). They will also explore how information about this hotel will be brought to market; they must contemplate how they will create marketing messages for the hotel. They will use the hotel to explore the interdependencies between services management and marketing. Students will be given an example outline, and an example of a completed assignment.

This is the fifth of five related assignments and it will be used by the students as the input to a final summative exam.

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

Students will create a blog post. Critical Reasoning about Ethics will play a major role in crafting this post; such thinking will help students understand and balance the diverse needs of guests, staff and management.

However, there are additional and overlapping goals and objectives including place based learning, and storytelling. This activity will use a peer reviewed critical thinking (around Ethical issues) rubric to help the students understand the complex balance that must be achieved in consideration of the needs of the staff, the customers, the managers, and the owners when designing, managing, and marketing a service.

Ultimately they should be able to demonstrate that if staff are not properly treated, the guests will not be treated well and they will have a hard time marketing their property; inversely when they go above in beyond in caring for staff, not only will it help improve guest experiences it will help the hotel "market itself." They will also make it clear how the Servicescape of the hotel plays a role in the treatment of guests and staff, but also in how the hotel is able to "auto-magically create its own marketing."

Services management is often an futile attempt to brindle, constrain, and restrict the activities of staff while demanding impeccable service delivery — Heskett (1994) turns this on it's head by making it clear that management must first create an impeccable workspace for the staff (the Service Profit Chain) if they wish to have an effective and impeccable service delivery system. Bitner (1992) makes it clear that the space in which the service is delivered also plays a key role in the service delivery. Bitner's work pre-dates the Instagram Selfie, the smartphone, and the selfie stick — yet a property with an excellent servicescape will generate its own inbound marketing (Shah, & Halligan, 2005).

The final summative assessment for the course will ask students to draw from this assignment; this assignment is asking them to create their own Services Management and Marketing "crayon box" and during their final exam use it to draw-out the learning they have synthesized during the course.

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?

Very little time is to be spent in class on this phase of the assignment. Classroom time will include a discussion of the assignment during week 10, a review of the assignment week 11, and during week 12 a showcase covering how the assignment will be used during the exam week. During week 14 the students will peer review each other's assignments using several rubrics. During week 15 the students will use a print-out of their post as part of their final exam.

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 prior assignments should help students prepare for this assignment.

Prior Blogging Assignments
* Design a Dish
* Design a Signature Dish
* Design a Hotel (Group Assignment)
* Design a Customer Relationship Management Process (group)
* Design a Hotel (Individual Assignment) ← This assignment

The instructions are found here:
https://openlab.citytech.cuny.edu/service-product-design/2018/04/15/example-individual-hotel-concept/

Students will peer review with several rubrics including the Ethical Reasoning Value Rubric. The instructors assessment using the Ethical Reasoning Value Rubric will also be submitted to the school.

Since this activity is a precursor to the final and summative assessment for the course, the assignment will be "graded" during this assessment. The course is a writing intensive course.

I have completed parts 1 – 4 (see below); it has worked effectively. Students have demonstrably been able synthesize the learning outcomes from the course into real world examples. A challenge to this specific was the negative reaction to the detailed nature of the assignment. This negative reaction was discussed openly and compassionately; I presented a counter narrative discussing how since this was part of the final exam, they were better off with an assignment that gives them five weeks to complete it vs. having to craft it only within the time allowed during an exam. Most students accepted the "open book" and "take-home" nature of the assignment. Prior assignments included

* Design a Dish
* Design a Signature Dish
* Design a Hotel (Group Assignment)
* Design a Customer Relationship Management Process (group)

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

https://openlab.citytech.cuny.edu/service-product-design/category/one/

April 26, 2018

Promotional Videos: For/Against Development In Downtown Brooklyn

Josh A. Kapusinski

Communication Design Department

COMD 2320 Introduction to Film/Video Production Design

Activity Description: Provide a brief description of the activity

Promotional Videos: For/Against Development In Downtown Brooklyn is a place-based learning assignment where students are divided into groups and play the roles of an advertising agency and a local community organization who are tasked to create a video promoting future development or a video trying to stop future development in aim to preserve the history and integrity of downtown Brooklyn.

The assignment: Students are divided into four groups (3-4 students per group). Two of the four groups play the role of an advertising agency who has been hired by a developer selling commercial and residential space in downtown Brooklyn. The developer is paying the agency to create a 30-second video to play on their website, and social platforms promoting why businesses and people should invest in their properties in downtown Brooklyn. Each student group will explore the downtown area during a class period on foot, and take photos with their cell phones to document what they believe will be the contents of an effective video advertisement. Interpretations and approaches may vary between the two groups. One group may choose to take photos that represent a modern style of living which caters toward the middle-to-upper class – such as City Point, Citi Bike stations, or chic high-rise luxury apartments, while the other group may want to focus on capturing derelict and closed-down businesses or “eye-sores” and are reason to tear down and build something new and fancy.

The other two groups are playing the role of a local business and community organization – made up of local business owners and local residents. Their goal is to make a video ad that builds consensus with enough people (city council members, government officials, and local residents) so that new development doesn’t happen. Their video aims to help preserve the integrity of downtown Brooklyn. Each of these two groups is to explore the downtown area during a class period on foot and take photos with their cell phones to document what they believe will be the contents of an effective advertisement. Interpretations may vary between these two groups. One group may choose to take photos of construction sites and “evil” machinery in action smashing the crumbled remains of a once historic structure to play off of the emotional side of a viewer. The other group may capture old historic landmarks or buildings, such as churches – of which has been a controversial topic recently – as some churches throughout the city have been selling off their land/buildings for new development.

Following the place-based component, students are to edit the photos together using video editing software, while also adding music and/or text – "live, work, play all in one place", "save downtown, preserve our history", and so on. This should consume 1-2 additional class periods. Once the videos are completed, each group will present their finished work, and then discuss reasons why they chose certain subject matter, and their approach to framing shots based on ethical reasoning.

Students finally write a brief reflection on OpenLab about their current beliefs regarding this topic; if those beliefs have changed as a result of this assignment; and their overall experience in working towards a goal that may have gone against their own bias or belief system – the topic of new development in any area.

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

I aim to introduce the concept of ethical reasoning to students in context to video production and a future job they may have where they are asked to perform a task, such as to make a video that goes against their bias or belief system. How they should approach this, and navigate through this is good practice for potential opportunities and situations they may encounter in the future. Should they try their best for the sake of the company (i.e. their employer)? Or should they tell their boss that they disagree with the message and objective of the project? Secondly, students gain an awareness for detail in their surroundings – which is important in being a camera operator. Thirdly, students get practice at framing and composing shots, as well as the entire act of telling a story, approaching how to tell that story and the technical execution of the editing that story – video editing. Through their reflections – one at the beginning and one at the end, students also gain insight on themselves which should encourage open-mindedness.

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?

Due to the fact that this assignment is based outside – walking around downtown Brooklyn, it has to be done during months other than those in the winter. Approximately three class periods will be spent on this assignment. The act of just taking photos is ok, but to compile those photos into an order that tells a specific story and has a message makes this assignment much more engaging and worthwhile for students.

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 the actual place-based component of this assignment, students are introduced (via a mini-lesson) to the concept of ethical reasoning, and are given a clear explanation of expectations, objectives, and purposed outcomes for this assignment. Sample photos that I have taken are shown to help illustrate points. Students are also required to write a brief reflection on OpenLab about their current beliefs regarding the topic, and therefore I will need to ensure that students sign up or have an OpenLab account. Setup of the reflection forms needs to be created as well – learning how to do this has to be taken into account since I do not use OpenLab.

I would assess this assignment based on a value rubric. Points are assigned to each of the two reflection entries; the quantity of photos taken on location – minimum requirement needs to be met; the application of certain editing techniques such as adding motion to still images; the final edited piece; and the final presentation during the screening.

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

April 26, 2018

Clinic Journals Updated version

Annie Chitlall

Dental Hygiene

Principles of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

Students will write clinic journals in Dental 1200. Each journal will be written on a completed patient. However, an entry will be made after each phase of patient care. Each student will incorporate ethical reasoning and critical thinking during the phases of the assignment. The students will enter the journal on the Den 1200 open lab site. There will be an open discussion between each student and his/her clinic advisor about the level of patient care provided.

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

• For students to reflect on the patient care provided at each appointment and discern if the client goals for care were reached in that session. Ethical self -awareness constitutes a major portion of the patient care process in dental hygiene. Students will have an opportunity to reflect on each clinical session spent with a patient and reflect based on the dental hygiene code of ethics what could have been done differently for a patient. The students will evaluate the different ethical concepts of dental hygiene patient care to answer the following question- Did the patient really need all the services that was planned and implemented or did you create a patient care plan based on your clinical requirements?
• Students will reflect and critique if the patient care plan that was created for that clinical session was appropriate based the patient’s oral health needs. They will also have an opportunity to understand the different ethical concepts that are part of patient care process. A student can use these journal entries to determine for themselves if the patient received optimum care.
• Students will have an opportunity to highlight ethical issue recognition by reflecting whether or not the patient care was not completed after one clinical session because that patient did not satisfy a clinical requirement for that student.

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 is distributed to the students during orientation at the beginning of the semester, there will be a discussion about the number of patients needed for the semester during which the journal entry requirements will be introduced. Students will post a clinical journal within 48 hours of each patient’s appointment for every clinic session. Clinical journals are to be written after each step of patient care is completed. This activity will not occur in the classroom. Students will need about 2-3 hours out-of-class time to complete these journals if they the recommended timeline is followed. This assignment will occur throughout the semester until all patients are completed.

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

Preparation for this assignment will be a review and of the assignment along with a sample journal entry that students will follow and the handout given for the assignment. The students need to be able to demonstrate writing mechanics, understanding, and completeness of the assignment. This activity is low-stakes because the grade is a tiny portion of their overall average, however, it can also be a high-stakes because a student will not pass the course if they fail to complete the assignment.

An appropriate AAC&U VALUE rubric will be used for the evaluation. However, students will be graded on based on completeness and understanding of the assignment. The student must demonstrate a sophisticated understanding of the concepts in the assignment and must address all elements in the assignment in an appropriate length. The writing must be clear, concise, and correct. No spelling or grammatical errors. Extremely well organized

Currently and from previous experience, the students are not required to complete a journal entry after each clinical session but instead are required to submit three completed journals by the end of the semester. This results in students waiting for the last day of classes to submit this assignment and does not allow for any open discussions between instructors and students. The last-minute submissions or journals have not yielded positive results since most entries are missing pertinent information and students do not have an opportunity for open discussion with assigned faculty members. I would like this activity to be repeated but will modify the requirements for submission. Students will develop a better appreciation of this assignment if after each patient care visit there is a required entry for that visit and an evaluation of their goals for a specific aspect of the patient care process was met. Over the semesters the biggest challenge is receiving these journal entries in a timely manner. Most students wait for the deadline date and post their entries at midnight, this does not allow for a discussion and often results in a low grade. Students seem to enjoy the self-reflection portion of the assignment most.

Students are required to write clinic journals in Dental 1200. Each journal will be written on a completed patient. However, an entry will be made after each clinical session with a patient or within 48 hours of the appointment. Each student needs to incorporate ethical reasoning and critical thinking during the phases of the assignment. Each entry should reflect that the student has asked themselves what does ethics mean to you in the dental hygiene patient care process and how did you incorporate the dental hygiene code of ethics in your patient care for each clinical session. Students will enter the journal entries on the Den 1200 open lab site. There will be an open discussion between each student and his/her clinic advisor about the level of patient care provided for each entry that is made. Each journal entry needs to include the level of patient care that was provided based on the goals that were set for that patient.

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