Semester Length – Page 2 – L4: Living Lab Learning Library

June 3, 2019

Setting the Table Across Cultures: A Scaffold Approach to Intercultural Knowledge & Competence

Dolores C. Urena

Hospitality Management / School of Professional Studies

HMGT 2305 / Dining Room Operations (Lab)

Activity Description: Provide a brief description of the activity

In this three-part assignment, students identify, explain, and demonstrate the differences and similarities involved in the provision of dining experiences across different cultures in comparison to the specification of fine dining service as practiced in the dining room laboratory at City Tech.
Part I: OpenLab (Week 3 of the semester)
• Students individually post a picture of a tabletop setting different than the one learned in class.
• Students are required to post with the picture a short description of why the setting (silverware, china, glassware, table, etc) is different or similar to the one practice in dining room laboratory.
• Each student is required to comment on two other posts-more are welcome.
Part II: Collaborative Research Paper/ Self Reflection (After an in-class discussion on OpenLab postings, the instructor assigns groups on Week 4 of the semester)
• Students will be placed into groups of three to conduct research on the significance of the tabletop setting, and dining and service etiquette they have selected.
• Individually students are required to write a personal reflection paper.
• The instructor will provide prompt questions and instructions to assist students with the research and reflection papers.
Part III: Final Group Project / Presentation (Week 14 of the semester)
• Each group will submit a two-page research paper.
• Each group will explain and illustrate in class the tabletop setting they have selected.
• Individually students will submit a one-page personal reflection paper.

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

The purpose of this assignment is for students to interact and build a consensus that supports knowledge of an expanded cultural worldview. The assignment scaffold approach will help students assimilate the awareness, sensitivity, and proficiencies needed to succeed in the multicultural industry of hospitality. To do well in their chosen field, they will need the ability to interact, adapt and build relationships effectively across cultures.
Learning Goals associated with:
• Global / Multicultural Orientation
• Lifelong Learning
• Communication
• Information Literacies
• Professional / Personal Development

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 instructor distributes the three-part assignment on the first day of class.
Part I – Week 3 of the semester:
• Out of class time is expected to obtain, and post picture/comments on OpenLab.
Part II – Week 7 of the semester:
• An in-class two-hour workshop at City Tech Library.
• Additional out-of-class time is expected to conduct research before and after the workshop.
Part III – Week 14 of the semester:
• An in-class five to ten minutes presentation.
• Additional out-of-class time is expected to write assignments.

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 I – Knowledge of OpenLab:
• The instructor will instruct students on how to use OpenLab.
Part II – Visit to City Tech Library
• The instructor will give instructions to the students on how and what to research and reflective questions to contemplate will be provided.
Part III – Review Expectations:
• Preparation for final group presentation will be discussed in class.
• The instructor will provide students with the appropriate guidelines and rubrics to complete assignments.
The semester-length three-part assignment is medium-to-high stakes-15% of the final 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?

The assignment will be assessed using the Intercultural Knowledge and Competence Value Rubric, as well as an additional rubric evaluating the quality of the presentation and teamwork.
Written assignments will be graded using an appropriate writing intensive course 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?

This information is not available yet. The activity has not been implemented.

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

June 1, 2019

Radiology Assignment

Audra Haynes

Dental Hygiene

Dental Radiology/ DEN 1218

Activity Description: Provide a brief description of the activity

This semester you have learned about the production, use and safety of x-radiation. As dental professionals, you will encounter people with diverse backgrounds and ideologies. Exposing x-rays is part of overall patient assessment, yet that can be a challenge for some. Your assignment will be to explain to clinical patients what x-radiation is and why we use it. You must be able to explain the benefits versus the risks. You will have to demonstrate and articulate the understanding of x-radiation in patient care and assessment. You will do this using different case scenarios that a dental hygienist may encounter in the dental setting.

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

The learning goals that each student will aim to achieve are learning to communicate to diverse groups with both written and oral skills.
Students will apply global and multicultural orientation, by understanding the role cultural barriers play in patient care and assessment.

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?

Students will work on the assignment at the mid-semester period. The assignment will be worked on outside of class time, based on course material.

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 activity will involve working in groups of 2. Each group will be given a case scenario involving a situation that will require the group to develop patient education, which will address the case scenario. The patient education must involve a description of x-ray production, x-ray safety, and why x-rays are used in dental patient assessment. The group must account for cultural challenges and incorporate that into their patient education. While you will be working as a group on the assignment, each member of the group will submit their own written paper. The paper should be a 2 page, doubled spaced paper that will be submitted to the instructor. You are free to use additional resources not covered in class. All resources used must be cited.
Each group will create 2 role play videos of the case scenario. Each member of the group will have the opportunity to be both the clinician and the patient. The videos will 5-7 minutes at length and will be uploaded to OpenLab for peer review. The video must include all aspects of the case scenario as well as the written patient education developed by the group. Feel free to have fun with the video and make it as entertaining as you want but stay to the 5-7 minutes and keep to the case scenario and patient education developed. This low-stakes assignment is designed to help you incorporate what you have learned in the classroom into clinical practice.

This activity will be assessed using a 2 rubrics. One rubric will assess the written portion of the assignment, evaluating the completeness, the understanding, and the writing mechanics of the assignment. The second rubric will evaluate the role play, which will address the communication style, interactive dialogue and non-verbal communication. The role play rubric will also have a peer rubric where the students will evaluate each other.
The AAC&U Intercultural Knowledge and Competence VALUE Rubric will be used to as a guide in creating the assignment.

This information is not available yet. The activity has not been implemented yet.

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

May 31, 2019

Designing the banks along the Newtown Creek

Marius Constantin

CET

Electromechanical Systems Lab

Activity Description: Provide a brief description of the activity

Each group of students will design and test their concepts of river banks along the Newtown Creek in Brooklyn.
This activity, which will be concluded as a final project at the end of the semester, is a partnership with Newtown Creek Alliance (NCA), a community-based organization dedicated to restoring, revealing and revitalizing this area in Brooklyn.

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

To increase the student engagement and learning I shall use the high-impact educational practice called “Collaborative Assignments and Projects” to facilitate learning and solving problems in the company of others and to encourage students with different cultural backgrounds and life experiences find a common outcome.
Students will become aware of the high potential this area can offer to the community and in the same time accomplishing the implementation of their engineering skills into a real and meaningful application.
The activity application is finding an engineering solution to prevent further erosion of the creek’s banks.

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 will start on the third week, when a field trip to Newtown Creek is planned to take place. Starting the fourth week, students have to come up with a concept that will culminate with a real and tested design of the river banks in the last week of the 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?

This field trip is considered a low-stakes activity, where students will be introduced to the culture, vision and challenges NCA is facing.
During the first class meeting, among the usual routine, I will introduce to students the activity rollout:
– third week – field trip
– fourth week – defining the river banks structural form and determining the structural materials to be used
– in the following weeks the groups work on analyzing and testing their chosen design concept by computer simulating the forces at work, such as: gravity, river inertial load, torsional and shear stress, elasticity, strength and strain
– last week – final presentation

To assess students’ learning outcome I am going to use AACU’s rubric called “Intercultural Knowledge and Competence” to determine how effective they were in a variety of cultural contexts.
Students will be exposed to diverse cultural rules, differences and biases with the hope that they can exploit and utilize past experiences to make a better sense of the world around them. use
I will assess the students’ work posted on OpenLab throughout the semester to determine the extent they achieved the learning outcomes set for this course.
The types of assessment are:
– reflections; ask students to write reflections for each phase of the development posted on OpenLab
– formative; assess groups’ performances and against each other
– discussions; the groups will ask each other questions related to their design

This activity is planned to be implemented next semester.

Front

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

May 22, 2019

Perception of homecare

Catherine Monchik

New York City College Of Technology

Principles of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

All students are required to take a “Prevention Exam” in Den 1200 lab. This exam consists of two components which consist of having the student teach home care to patients during two visits. The patient needs to have a 30% plaque score, with a minimum of 20 teeth present and 7-10 days between the two visits. The first visit will include assessing initial skills and homecare regimen, disclosing patient with solution so you can visualize where improvement is needed, and choose an appropriate aid (flossing, brushing, interdental aid etc). On the second visit and second part of the exam, we check the patients compliance and technique. The student can reinforce what was originally taught if patient needs more assistance. Then we disclose again, to choose another aid, if the patient seems comfortable with the original method taught. The second aid will access another area of the teeth that the patient is finding difficult to reach and keep clean. The student will be required to write a reflection of both visits on the perception of value, of homecare taught due to their cultural background. They will need to analyze the patients level of ability to learn new skills. The assignment will be posted on openlab using only the patients initials with at least one paragraph.

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

There will be different goals from this assignment for the students to learn. The student will decide, based on the need of their patient, which aid is appropriate. By seeing the visible plaque with disclosing solution, the student should be able to choose the right aid. At the follow up appointment, check if the patient is compliant and has the ability to use the aid correctly. At this time we need to reinforce aid or introduce a new aid for another area that needs help. The student will see what worked or did not work, and why. The reflection will teach the student that along with dexterity, and ability to perform the aid, that compliance is essential. There are other barriers, such as cultural beliefs and background that have a big impact on accepting prevention measures. Professional development along with diversity learning will help the student grow as a better clinician.
*The student will gain knowledge from cultural self-awareness and knowledge of cultural worldview frameworks.
*Demonstration of skills of verbal and nonverbal communication and attitudes of openness will also be assessed.

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 will be discussed in the beginning of the semester. The student will post it on open lab one week after the completion of their prevention competency. It can be submitted at any time before the end of the semester. There will be no classroom time devoted to this. The out-of class time will require one to two hours.

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 of this assignment is minimal. The prevention competency is found in the back of the students clinic binder for them to review. After completing the competency, the student will have one week to write the reflection and post it on open lab. The student will analyze the the perception of value for homecare based on the patients cultural background. It will be a short paragraph reflecting the background of their patient. It will need to be submitted on time, with correct spelling, grammatical format and quality content. This reflection is a low stakes assignment, having a small percentage of their overall Den 1200 lab grade. Failure to complete the assignment will have a deduction of ten points to their final Den 1200 lab/lecture grade.

This assignment is geared towards second semester dental hygiene students, and not a college wide assessment tool. The grade will be determined on the completion of the assignment and the use of the Intercultural Knowledge and Competence VALUE Rubric.

As of right now, we do not have this implemented in our Den 1200 lab. If we did, I believe our students can learn a lot about their patients. Cultural backgrounds have a big impact on how patients perceive value in homecare and prevention measures in their dental health. Compliance is not only the reason, it is an understanding of what we believe in.

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

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 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.

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

April 12, 2018

Clinic Journals

Annie Chitlall

School of Professional Studies department of Dental Hygiene/New York City College of Technology

Princinples of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

Students will write 3 clinic journals in Dental 1200. Each journal will be written on a completed patient. 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 to ensure that the journal has met all the required information listed on the handout/rubric.

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

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?

Students will post a clinical journal within 48 hours of patient completion. 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.

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 need to be able to demonstrate writing mechanics, understanding, and completeness of the assignment. Writing must be clear, concise, and correct. No spelling or grammatical errors. Extremely well organized. 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. This activity is low-stakes.

There will be a grading rubric for this assignment.

Currently and from previous experience, the students do not follow the recommended timeline and rush to submit the required 3 journal entries on the deadline. 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 repeat this activity 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. Most students seem to enjoy the self-reflection portion of the assignment most.

Journal __________ Principles of Dental Hygiene Care II- 1200-Spring 2018

Criteria
4
3
2
1
Score
Completeness
Addresses all elements in the assignment and is of appropriate length
Addresses most of elements in the assignment and is of appropriate length
Missing some minor elements in the assignments
Incomplete in most respects; does not address the assignment properly

Understanding
Demonstrates a sophisticated understanding of the concepts in the assignment
Demonstrates an accomplished understanding of the concepts in the assignment
Demonstrates an acceptable understanding of the concepts in the assignments
Demonstrates an inadequate understanding of concepts in the assignment

Writing Mechanics
Writing is clear, concise, and correct. No spelling or grammatical errors. Extremely well organized.
Writing is clear and concise but may have one or two spelling or grammatical errors. Well organized.
Writing lacks clarity or conciseness and contains numerous spelling and/or grammatical errors.
Writing is unfocused, rambling, or contains serious errors in spelling and/or grammar. Poorly organized

Total:

Grade = 12/12 = 100%
Instructor Comments:

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April 12, 2018

Designing New Services

Harry Shapiro

Hospitality

Services Marketing & Management

Activity Description: Provide a brief description of the activity

Students working in groups are requested to design a new hotel with the business or economic goal of service a specific class of customers. For example: high school students on a class trip, teams from start-ups that are traveling together for business, groups of millenial age friends who are traveling together, LGBTQ travels, folks who have any disability covered by ADA who are traveling for business or pleasure.

Specifically the students are to create several services within the hotel that are designed to appeal to the travel, describe a Servicescape for those services to "live within," and use the Service Profit Chain (SPC) to create rewards, tools and other innovations to find, hire, and create an awesome team of staff and managers.

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

The objective is for students to use critical thinking and pull-in much of what they know about hospitality to design amazing servicescapes that can support amazing new and innovative services and use the tools offered within the SPC to insure that those services are delivered effectively and efficiently.

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?

Throughout including the first few weeks, after the mid-term, and again towards the end of the course. In case students will have 20-30 minutes in groups. The groups are based on the normal table seating. However, diff. exercises will mix and match the students so they can interact and engage with the entire class through the exercise.

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 should be current on reading. There is both instructor assigned reading and self assigned materials.

The goal is to refine this over the course of the term. There are several initial assessments verbally in class as well as peer assessments.

The core exercise is going to be a critical part of the final exam which will offer a summative assessment assessment: have students learned how servicescapes and the SCP work together? Have students learned how the design of a new service impacts staff & customers. How students learned how to design innovative management and reward structures to support their innovative new services.

It is going well. This is the firs term

Please see the examples from class.

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April 28, 2017January 5, 2018

ARCH3610 Architectural Design VI: Community at Crossroads

Prof. Jieun Yang

Architectural Technology

ARCH 3610 Architectural Design VI

Activity Description: Provide a brief description of the activity

Students are designing a community center plus a plug-in program of the student’s choice (i.e. gym, gallery, school, etc.) on a choice of the following two sites that are going through a rapid change of renewal and gentrification:
Site A: 45 Park Pl. in Manhattan Downtown
Site B: 625 Fulton St. in Brooklyn Downtown

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

Using the place-based learning, students are expected to familiarize themselves with the conditions of the site, including its urban qualities of circulation, transportation, constraints, and demographic as well as its history which includes recent changes to the site’s urban fabric. Students are expected to understand the stakeholders and vision involved in design process and outcome by having a specific “public” to address. Students are also exposed to ethical reasoning by thinking about the role of design profession in its participation in new developments that sometimes can create equitable public space but can also create inequity and isolation through gentrification.

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 semester-long project, and students are expected to present their final design solution at the final review with invited guest juries consisted of faculty members and other professional architects.
The semester is largely divided into 4 parts.
During the first 2 weeks, students focus on the site analysis that requires gathering and synthesis of information as a group.
It is then followed by another 3 weeks of precedent studies during which time each student research and dissect existing community centers and plug-in program of their choice. Through this process, each student must understand and extract useful information such as a method of programming different spaces, circulation paths that accommodate users, and its relationship to the site.
Based on the research on the site and precedent studies, students are then expected to formulate their opinion and stance on the issue through abstract design. The process starts with making of collages and models that address site, community, and plug-in program.
The last 6-7 weeks of the semester consists of continuous development of each student’s design to support their “parti” (main idea) that resonates at multiple levels of relevant topics including site, massing, interior spatial experience, circulation, building envelope, structure, users, and most importantly, the design’s impact on the community and the site.
This project uses the full duration of each class. At times, the class is formatted for a group research and activity. Most times, it works as a thesis development with students continually working on the project and the instructor giving each student desk critique. There are 5-6 informal pin-ups and presentations throughout the semester (excluding the final review) where each student is expected to share their progress and findings with the fellow classmates and instructor for their feedback.
In order to successfully complete the project, average 10-15 hours of work outside the class time is required.

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

Since the activity is a semester-long project, it is essential to prepare weekly or bi-weekly assignments to lead students through smaller manageable steps to consider all aspects of the project. Rather than giving the students a list of assignments for the entire semester, each assignment is announced through the Open Lab and meant to compound upon the previous assignment to introduce multiple aspects and considerations needed for a successful project.
Each assignment gives a clear instruction on topics to consider and deliverables. When introducing a unfamiliar topic or methodology, an overview lecture during class accompanies issuance of assignments. The students are asked to submit their assignments through maintaining their own e-blog where they post their progress. Fellow classmates are encouraged to comment, and each student is encouraged to flip back through their past posts to reflect on their progress and spot issues or topics they may have bypassed and require deep-dive.
Each assignment is weighted equally and comprise of 30-40% of the overall grade. The final submission takes on the highest stake by making up 50% of the overall grade. The project as a whole is meant to be a high-stake project, and the expectation on each student is to have a clear, thoughtful resolution of design based on their research for the final presentation. The assignments are meant to help with the process by being more forgiving to allow for a room for exploration and experimentation.

1. Review students’ creative process (initial sketches through to the final project) by means of frequent pin-ups. (Los: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 14-17)
2. Assess the students’ use of professional vocabulary during oral presentations and written work.(Lo: 7, 8, 14)
3. Review students’ ability to incorporate a concept into their design work. (Los: 1)
4. Evaluate students’ ability to write descriptions of building typologies and the surrounding neighborhood and their effective use of information literacy skills. (Lo: 7, 9)
5. Evaluate students’ participation in class discussions regarding students’ written and oral presentations. (Lo: 12)
6. Review students’ accuracy with applying quantitative information to a design scheme. (Los: 10)
7. Evaluate students’ application of design precedents. (Los: 3, 9)
8. Review students’ ability to synthesize circulation, zoning, urban context, and views into a design. (Lo: 14)
9. Review students’ ability to synthesize construction types, hierarchy, and light into building design. (Lo: 15)
10. Review students’ ability to incorporate environmental systems and sustainable concepts into their design work. (Lo: 1, 2, 3, 14, 15, 17)
11. Review of group projects will be based on the completeness of the work as well as the effectiveness of the group’s teamwork and communication skills. (Lo: 11)
12. Evaluate students’ ability to diagram complex media. (Los: 17)

https://openlab.citytech.cuny.edu/jyangarch3610sp2017/

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The OpenLab at City Tech:A place to learn, work, and share

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Creative Commons