Category: General Education SLOs

Posted on

Menu Ingredient Pricing & Unit Conversions

Menu Ingredient Pricing & Unit Conversions

Alejandro Cantagallo

Hospitality Management, Professional Studies

Food and Beverage Cost Control

Activity Description: Provide a brief description of the activity

Groups will be responsible for researching and documenting the pricing of all identified ingredients required for the term project menu, categorized by type. They will create a complete and organized list that accurately reflects purchasing specifications and applicable unit conversions.

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

Students will work in groups to research and collect pricing information for a set list of ingredients across various categories in the requisition sheet. The data gathered will be used as the standard pricing for the entire class’s term project. Additionally, students will convert the ingredient costs into consistent units of measurement for inclusion in a collective Excel worksheet.
Broadly speaking students will learn about group work, current pricing for food and beverage items and how to calculate costs related to food and beverage operations.

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 assigned on the 5th week of the semester with a week to complete and with half of the subsequent class time to complete the work in class with guidance anc coaching from the instructor.

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 be divided into groups. Each group will be assigned specific categories from the requisition sheet (e.g., Dairy, Produce, Proteins, Dry Goods).

Each group will designate members to the following roles:
Ingredient Collector: Confers with all students in the class to ensure the requisition sheet includes all ingredients needed for their term project recipes. Ensures no required ingredient is missing from the sheet.
Verifier: Confirms the accuracy of the ingredients listed. Checks the pricing data collected for consistency and reliability.
Scribe: Ensures all collected information, including pricing and unit conversions, is recorded accurately in the shared Excel worksheet.
Review the assigned category in the requisition sheet. Identify all specific ingredients you are responsible for pricing. Research current pricing for each ingredient. Use reliable sources such as: Local grocery stores (in-person or online platforms like Instacart or FreshDirect), Wholesale suppliers (e.g., Restaurant Depot, Sysco, or local distributors), CLT price list
Then document the price per unit (e.g., per pound, gallon, dozen) and ensure consistency across items.
This is a low stakes assignement that is not graded, but required because the resulting price list will be the source of truth for pricing that all students will need in order to complete their term project.

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 will use the Quantative Literacy Value Rubric
Interpretation: The ability to explain information presented in mathematical representations.
Calculation: The ability to convert relevant information into various mathematical forms, including standardized costs.
Application and Analysis: The ability to make judgments and draw appropriate conclusions based on quantitative data.
Communication: The ability to express quantitative evidence effectively to support the purpose of the project.

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 decided to keep this assignment ungraded partly because it was my first time running it and partly because we’re still considering whether to integrate it into the department’s standard curriculum. The assignment was introduced in one class session, and in the following session, we spent half the class troubleshooting, refining, and finalizing the pricing together. This structure allowed students to get started independently, recognize potential challenges, and then work collaboratively—both in small groups and as a class—to resolve any issues. This felt like an almost magical moment, because the students took a lead in correcting their own work and encouraging each other to get the work done well.
A key takeaway from this assignment was that it also served as an introduction to using formulas in Excel. Interestingly, a few students realized they actually enjoy working with numbers, which was exciting and reaffirmed the value of incorporating this type of work into the curriculum.
Moving forward, I’d love to deepen the integration of this process into my future classes and, ideally, see it become a standard part of how this course is taught. Beyond the core learning objectives—such as group collaboration and real-world research—the ability to work with Excel is an essential skill that will benefit students in their careers.

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

Posted on

From Pitch to Proposal

From Pitch to Proposal

Elana Effrat

Hospitality Management, City Tech

Event Management

Activity Description: Provide a brief description of the activity

This is a culminating assignment that tasks students with assuming the role of an event planner and creating a comprehensive client pitch for a hypothetical food and beverage event of their choosing. The project includes both written deliverables (pitch deck, budget, intake sheet, BEO, run of show) and a live oral presentation simulating a professional client pitch.

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

The final project is designed to reinforce the core competencies of event planning while building presentation skills, client communication, and real-world professionalism. The students had to wear multiple hats to better understand the perspectives of a business owner, venue, caterer, client, and guest. The goals include:
* Applying cumulative knowledge of venue sourcing, budgeting, vendor coordination and event design.
* Encouraging students to take ownership of their personal event style and brand identity.
* Practicing communication skills that lead to cultivating and maintaining lasting client relationships.
* Simulating professional expectations in the hospitality industry.
* Learning new platforms specific to the event industry (Prismm) and Canva.

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 final project is introduced in week three along with the first written deliverable, the client intake sheet. During each 2.5 hour lecture, at least 30 – 45 minutes of in-class time was dedicated to the individual component. This allowed for questions and demonstrations. Other in-class time included:

* The week before the final presentations, the class was dedicated to reviewing the oral communication rubrics and workshopping the final proposals.
* Two classes for final presentations.

Students were expected to spend 8 – 12 hours outside of class finalizing their deck, visuals, and written deliverables.
**I dedicated a great deal of time for review and revisions.

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 was an all-semester project with scaffolded assignments throughout. Each assignment had their own set of instructions with markers for each one. The written part of the project was an accumulation of all the components.
* Client Intake Sheet
* Pitch Deck (their event company)/Proposal Deck (the hypothetical event)
* Venue Selection
* Budget
* BEO
* Run of Show

The high-level instructions for the students were as follows:
* Create an event business persona
* Develop a client and event concept
* Complete branded, client-facing materials
* Organize internal documents needed to facilitate an event
* Present a confident, organized oral pitch to the class as if pitching a real client.

This is high-stakes assignment representing 30% of their overall grade; 10% for the written deliverables and 20% for the oral presentation.

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?

Written Work:
I did not use a VALUE rubric as they were graded individually. I provided the students with a checklist of what was expected in this section that included the scaffolded assignments and requested presentation slides.

Oral Presentation:
The VALUE Oral Communication Rubric was used to assess the presentation as a whole. I provided the students with examples of what each portion of the rubric represented in their project:
Central Message- Present a clear and compelling event concept and convince the "client" why they're the right person/company to plan this event.
Delivery Technique- Make regular eye contact, use a confident posture, don't read off the slides, minimize filler words, and speak clearly with energy.
Language- Use clear, professional, and client-appropriate language. (avoid slang, filler phrases, or overused generalities)
Organization- A structured presentation with a client-friendly narrative arc: intro > vision > strategy> visuals > conclusion. Use transitional language between each section to keep the conversation moving.
Supporting Material- Visuals that match the spoken points, quotes from clients, or justification of choices using client needs, budgets, or industry trends.

Peer feedback forms are used to promote active listening and observations during the presentations.

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 students appreciated the real-world application and having the opportunity to flex their creativity. Even those that learned they did not want to become an event planner, walked away with an understanding of the field. They had to use Canva instead of PowerPoint during this course and the students who hadn't used it before, are now confident in the platform.

Challenges:
The students were overwhelmed by the scope of the work.
*Breaking it into scaffolded parts helped, but if they didn't have a concept early on, it was harder to catch up.
*Working with students to utilize Generative AI to aid in organizing their thoughts, event concepts, and business personas.
Bringing students out of their comfort zone when it came to work that wasn't right or wrong.
*Provided a feedback loop with constant revisions. No assignment had a final grade on it until the entire project was submitted.
Design tool support.
*Offering workshops to learn Canva and sharing tutorials.
Presentation anxiety was common.
*Calling on all students to talk during class time and having them present their findings throughout the semester.

What students enjoyed the most:
* Applying everything they learned in a real-world format
* The chance to build a foundation they can use to start a business or work portfolio.
* Seeing their peers' creativity.
* Receiving feedback and the opportunity to make changes on an individual and conceptual level.

What would I change:
There was a great deal of confusion surrounding the pitch to the proposal part of the project. In the future, I suggest putting more emphasis on the proposal and event planning portion. I would also set better guidelines for providing feedback as it became incredibly demanding of my time and energy.

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.

Here is a link to the presentation I created for the workshop before final presentations: It breaks down all the assignments for the class, the rubrics and how they will be applied to their project.
https://www.canva.com/design/DAGmsKmc_wA/ejeWiNLRNPip2WcSnOjuAw/view?utm_content=DAGmsKmc_wA&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h512a85553d

Here are some examples of the work the students presented. I am extremely proud of what they accomplished!
https://www.canva.com/design/DAGe2-VkHHw/trLgHv-H2caC4KOQDp88-g/edit

https://www.canva.com/design/DAGhu4oKgX8/C-wm1I_C4b_ryqki0Y0crA/view?utm_content=DAGhu4oKgX8&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=h651ac170c0

https://www.canva.com/design/DAGgIbm8xTU/VKmBsJqtDy7N7PC2_KoP7Q/view?utm_content=DAGgIbm8xTU&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hab1d01f2d3#13

https://www.canva.com/design/DAGiHEGHVDs/X7qttptr2I1kPSwKBDbKnA/view?utm_content=DAGiHEGHVDs&utm_campaign=designshare&utm_medium=link2&utm_source=uniquelinks&utlId=hd4f0671ac6

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

Posted on

Cultivate a Classroom with a Sense of Belonging Using “Oral Communication”

Cultivate a Classroom with a Sense of Belonging Using “Oral Communication”

Diana Zhu

Mathematics

College Algebra and Trigonometry (Fall 2025)

Activity Description: Provide a brief description of the activity

During the semester, I will be using collaborative quizzes in class and weekly extra credit assignments on Bright Space to enhance students' learning.

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

The purpose of this assignment is to help students create a safe, welcoming learning community where each student is willing to openly express their ideas without thinking about right or wrong, asking questions, and seeking help from individuals outside of the classroom to foster understanding of the course content and increase knowledge.

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 will give students 15-20 minutes for the collaborative quizzes each week. If I am tight with schedule, then I will give students simpler questions and give them 10-15 minutes for discussions and submitting the answers as groups. I expect students to have at least 2-3 hours per week to study aside from completing their homework assignments. The extra credit assignments are encouraged but not 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?

Students need to work on their homework assignments in order to be prepared for the quizzes. Since we will have collaborative quizzes, it doesn't mean that we can simply reply on others to do the work. As a team, each member needs to do their work and hold each other accountable. I would say this can be "low-stakes" because they can work on it together, and it can be "high-stakes" because they will be counted as their grades.

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?

It will depend on what questions I gave to my students each week, and each member from the same group will receive the same grade. I hope this will encourage students to study more when they see that effort is needed for all to receive a good grade. I will use "Oral Communication" to assess students. Hopefully, students will make changes when they are not getting the grades they aimed for. I will assign students at random for the collaborative quizzes. After one month, I will ask them if they want to switch for groups and why.

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 didn't get a class to teach to implement it, so it will be my first time doing it in the Fall. I might have two classes to teach in the Fall, and I am thinking if I should do that for both classes to compare the results. For this semester, I was supporting an instructor that I noticed students struggled with attendance. I hope this new way of quizzes will motivate students to come to class on time and be prepared for themselves and for their peers. I would like to cultivate a classroom environment where each student is willing to try, to learn, and to achieve their academic goals.

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

Posted on

NUR 1130 Clinical Assignment case study

NUR 1130 Clinical Assignment case study

Kalliopi Parginos

Nursing/New York City Tech College

NUR1130

Activity Description: Provide a brief description of the activity

Interactive Case study on Type 1 Diabetes with short answers

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

Top 5 Ways Nurses Can Improve Critical Thinking Skills
Case based approach
Practice self-reflection
Developing a questioning mind
Practice self-awareness in the moment
Use a process

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 Importance of Enhancing Critical Thinking Behavior
Independence of thought
Impartiality
Perspicacity into Personal and Social Factors
Humble Cerebration and Deferral Crisis

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

review the case study
answer the 4 questions
Choose the correct answer for two multiple choice questions

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?

Grade the questions
Plan to include it future clinical sessions either on the pre or post conference with the students

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?

6/6 students completed the questionnaire
The case study will be repeated on the fall semester 2024
Plan to incorporate it different interactive case studies
Students work as a team

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.

Rubric: Critical Thinking Value Rubric was utilized

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

Posted on

NUR1130 Clinical Assignmemt

NUR1130 Clinical Assignmemt

Kalliopi Parginos

NURSING DEPARTMENT/City Tech

Living lab

Activity Description: Provide a brief description of the activity

Clinical assignment for students

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

Improve the understanding in Diabetes and the administration off different insulins

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?

Close to the end 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?

Study of Diabetes pathophysiology
Difference between Type 1 and Type 2
Administration of different insulins

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?

Case study and Multiple choice questions

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?

No challenges were identified

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.

N/A

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

Posted on

The Process Letter

The Process Letter

JHON SINGLETON

English Department/New York City College of Technology

ENG 1101- E093

Activity Description: Provide a brief description of the activity

The Process Letter is a formal exploration of the student's personal writing process journal within a semester. Think of it as a "love letter" to self and future composition level 2 instructor.

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

1. Students will be able to reflect and highlight thoughts and perceptions about the course content.
2. Students will express in writing their understanding of, reflections on, response to, or analysis of difficult writing academic concepts.
3. Students will express in writing their understanding of, reflections on, response to, or analysis of difficult writing moments.
4. Students will express a writing paragraph sample completed during the semester, showing editing and revising prowess that adheres to MLA format.
5. To further their academic writing journey, students have the opportunity to contribute to their future professor's itinerary/discussions for future lessons. This continues with Paulo Freire's "non-banking" system.

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 introduce The Process Letter activity once the research project has been talked about. It occurred during the 10th week of the semester. We went through the 6-paragraph process step by step using a student sample/ example. this takes about a class session. However, students are encouraged and welcome to discuss the parts of the letter during a 15-minute open forum with the remaining class session. Students are entitled to complete two rough drafts before I grade the final draft. 2 hours is expected over 5 weeks is expected. It is due along with the research 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?

The preparation that is required is completing at least 70% of the course material to the student an opportunity to express a full reflection.
As mentioned above, I go through through the 6-paragraph process step by step using a student sample/ example. this takes about a class session.
I will consider this a "middle stakes" assignment because it is worth 10% of their final course grade, Most of the assignment is personalized and only ONE paragraph requires MLA format.

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 this assignment. It is based on a 10pt analysis of the student's presentation. Because of college-wide general education assessment initiatives, I believe a rubric is mandatory.

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?

My students love this activity. It allows them to have a pow-wow with their classmates about their triumphs and difficulties during the semester. I even learn how to improve the course for the following semester. The challenges were few but there were about 4 students who kept putting the project off until the last minute even with positive encouragement. They thought the letter was an easy A and completed it late.

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

Posted on

Family Life History Paper

Family Life History Paper

Judith Sedaitis

Social Science

SOC 1104 Race & Ethnicity

Activity Description: Provide a brief description of the activity

This activity is the capstone of research work in-class and as homework on the 2 main sociological theories and on the role Western imperialism. plays in history of student's cultural heritage. Students describe one of their ancestors home, usually their mother's or father's and analyze the trajectory of their family history from the lens of both individual accountability (cultural theory) and from the primacy of economic and other external forces (conflict theory)

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

The over-arching goal is to teach self awareness through critical analysis. This means several aims are involved. 1) To learn how to critically consider the two competing sociological theories and the historical/ economic role of imperialism in their ancestral country. 2) To use enough interpretation/ evaluation to develop a comprehensive analysis . 3) To successfully argument drawing on their preferred approach. And finally, 4) To acknowledge the other point of view and the complexities of the debate.

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?

We build the skills necessary for a successful paper from weeks 5- 10 in the semester. Since this is a social science class, most the lectures in this period teach material that students will use in their papers, and is reinforced and expanded in smaller, weekly homework assignments. This assignment weaves together weeks of classroom learning and homework. The actual writing period is about 2 weeks, but the students usually take only a day to write it, using the knowledge they gleaned the 5 weeks prior.

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 paper is 20% of their final grade. The preparation is 5 weeks of lecture and homework assignments.

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 the 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?

I thought it worked really well. It was clearly a challenging piece of writing that students became personally invested in because they were interviewing and writing about their own family's history.
And they couldn't use AI to do it instead!

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.

Rubric on how to write the paper: https://bbhosted.cuny.edu/bbcswebdav/pid-83761766-dt-content-rid-676728781_1/xid-676728781_1

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

https://bbhosted.cuny.edu/bbcswebdav/pid-83761766-dt-content-rid-676728781_1/xid-676728781_1

Posted on

Coping with Stress

Coping with Stress

Roriann Smith

Social Science

Intro to psychology

Activity Description: Provide a brief description of the activity

This was a two-part assignment where students had to first write a self-reflection essay detailing a personal experience with stress. They were required to describe the specific situation, discuss their emotional responses to the stressful event, and the coping mechanisms they employed to manage the stress, providing details on which strategies were effective and which were not. Additionally, students needed to analyze how psychological theories and concepts discussed in class aligned with or differed from their personal experiences. They were also asked to consider how cultural practices, traditions, and/or historical events may have contributed to their response to the stressful situation.

For the second part of the assignment, in groups of 4-5 students, each group had to select and discuss two anonymous students' stressful experiences from part one. The groups were then tasked with brainstorming a range of applicable coping mechanisms, drawing from both personal experiences and researched strategies, including local resources geared towards stress management. Using the information gathered, students were asked to create a compelling podcast episode, television show segment, or radio show where they engaged in a reflective dialogue concerning the assigned reflection essays, encouraged alternative coping mechanisms, and presented local resources as viable solutions. The show could be prerecorded or live.

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

The main goals of this assignment were to:
• Understand Stress and Emotional Responses:
o I want students to develop a deeper understanding of personal emotional responses to stress and the factors that trigger these responses.
• Critical Reflection and Analysis:
o This assignment would allow students to cultivate critical reflection skills by analyzing personal experiences and comparing them with established psychological theories and concepts.
• Public Speaking and Presentation:
o Students would improve public speaking and presentation skills through the creation and delivery of the podcast or show.
• Empathy and Support:
o Another goal was to encourage empathy and support within the group by discussing and reflecting on peers’ stressful experiences and suggesting helpful coping mechanisms.

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 first part of the assignment was done within the first month of the beginning of the semester. Part 2 was due on the last day of classes. Students were given 30 minutes on three separate days to work with their groups on the project. Depending on the scope of students’ projects, the out-of-class time varied.

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

Due to the complexity, the depth of knowledge and skills required, and its impact on students' grades this assignment is high stakes. The assignment requires a detailed self-reflection that involves personal introspection, analysis of emotional responses, coping mechanisms, and alignment with psychological theories which requires significant effort and understanding. The second part involves group work involving a collaborative element that requires coordination, communication, and cooperation among group members. Creating a podcast episode, television show segment, or radio show involves content creation, technical skills, creativity, and public presentation abilities which demands substantial time and effort. The assignment integrates various skills such as critical thinking, research, public speaking, empathy, and cultural awareness. The comprehensive nature of the task suggests a higher level of difficulty.

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 first part of the assignment was assessed using the Writing VALUE rubric. For the second part of the assignment, I developed a custom rubric by incorporating elements from the Information Literacy, Critical Thinking, Creative Thinking, Integrative Learning, and Oral Communication VALUE rubrics.

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 assignment was quite successful in my class, so I plan to repeat it. Although I didn’t encounter any major challenges, providing students with an example to follow could help them generate ideas more easily. Additionally, I would allocate more class time for students to work on their projects, as some groups had difficulty coordinating due to conflicting schedules. Students seemed to enjoy the production part of the assignment, and some groups wished they had been more creative after seeing other groups’ projects.

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://drive.google.com/drive/folders/1Hzqc8nbFOwKpua0U1uBd1y1mH1GLwuMR?usp=drive_link

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

The OpenLab is an open-source, digital platform designed to support teaching and learning at City Tech (New York City College of Technology), and to promote student and faculty engagement in the intellectual and social life of the college community.

Support

Help | Contact Us | Privacy Policy | Terms of Use | Credits

Accessibility

Our goal is to make the OpenLab accessible for all users.

Learn more about accessibility on the OpenLab

Copyright

Creative Commons

  • - Attribution
  • - NonCommercial
  • - ShareAlike
Creative Commons

top