Information Literacies – L4: Living Lab Learning Library

August 2, 2024

A Museum of Culture/ Assignment 1A: Museum Research

Jieun Yang

Architectural Technology

ARCH 2412/ Architectural Design IV

Activity Description: Provide a brief description of the activity

Part A: Understanding “What is a Museum”

Each student will read articles and/or watch videos focused on Museum design. Additionally, each student will visit a Museum in New York City, document it through photography and sketching, and answer a series of questions to catalog their observations.

A. Learn:

– Read Chapter 01: The History and Theory of the Museum Building from the book Museum Buildings: Construction and Design Manual By Christian Schittich. (see Blackboard)
– Choose one short article (see Blackboard)
– Choose one video or podcast from the below list:
– John Oliver's Last Week Tonight episode on Museums
– Freakonomics Podcast "Stealing Art is Easy. Giving It Back is Hard."

– Deliverables: For each, write a short summary and outline a series of five bullet points identifying the most meaningful takeaways. Be prepared to discuss this in class.

B. Experience:

– Visit a museum in New York from the list provided in class.
– Document your visit through photography, sketching, and diagramming.
– Consider the following questions during your visit:
a. Who are museum users? Consider both visitors and staff. How do they use and move through the museum differently?
b. How does the entry sequence work? How visible is the museum entrance from the street? What is the first thing you see and do when you enter the museum? How do you orient yourself?
c. How are the entry and exhibition spaces arranged? In a linear sequence, clustered, or arranged around a central space? Does the visitor travel from space to space directly or are there areas devoted to circulation?
d. What is displayed in the museum? How is the art/information displayed? How many different types of exhibition areas are there and how are they the same or different?
e. How many people were in the exhibition area while you were there? Was the space crowded? Approximately, what is the area of the exhibition space? What were its proportions? How tall are the ceilings? How far away did the visitors need to stand to view or interact with the works?
f. What were the lighting conditions like? Were there windows or skylights in exhibition rooms? If yes, how were they considered in the placement of the works?
g. Were the exhibition spaces ornate or simple? How does the architecture relate to the content, is there a consistency or a contrast between the two?

Deliverables: One 11×17 sheet, beautifully and thoughtfully layout of document your museum visit and observations, to Include:
– Name and location of the Museum you visited.
– Photographs, Diagrams, and sketches
– Question responses

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

The assignment focuses on how to think critically about Museum Design and develop an understanding of this building typology.

The assignment prepares students for Part B: Topic Research and Concept Development, where each student selects a research topic, reads articles, and documents important information related to that topic to develop an overall theme for their proposed museum and develop their concept.

The assignment asks the students to meet the following objectives:
– Ability to research, gather, and study information to gain an understanding of a building typology.
– Ability to research, gather, and study information to derive an informed project concept.
– Communicate ideas and information both verbally, graphically, and through writing. (Gen Ed)

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 the first assignment in the semester. During the first class, we watch a museum scene clip from Black Panther, discuss the topic of repatriation through current news articles, read one of the assigned readings together, and share student reflections in class.
The students are then asked to complete the rest of the homework assignments outside class time. They present their completed assignments in the second class for peer discussion and feedback.

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

See the note under Timing for the preparation and instructions on this assignment.
This is a low-stakes assignment designed to be used as an icebreaker and to prepare students for the critical thinking, analysis, and documentation required for the upcoming 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?

The assignment is assessed on the following rubric, incorporating some of the gen-ed assessment categories.

1. Ability to research, gather, and study information to derive an informed project concept (35%)
2. Ability to translate concepts into graphic visual and physical representations (40%)
3. Communicate ideas and information both verbally and through writing (10%)
4. Assignment requirements and deliverables were met (10%)
5. On-time completion (5%)

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 assignment helped students think deeply about the role of a museum, its historical conception, and how it may have led to problematic pasts (such as stolen cultural objects). It also set up a discussion on how we can reimagine a museum. Students engaged in lively debates with a wide range of viewpoints. We plan to repeat this assignment/ activity in the upcoming semester.
Students enjoyed different media forms (videos and podcasts) and did not rely solely on reading. Most readings are short articles, which makes the materials accessible to the students.
I want to try the missing links method by assigning specific readings to students, having different article readers come together to teach others through summarizing their lesson, and reporting their summaries to the whole class as a group.

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.

Student Examples on Dropbox:

https://www.dropbox.com/scl/fi/n9xxp95mpi9gmzct7y1oy/ARCH2412_Assignment-1_Examples.pdf?rlkey=yikae381871d7dwmk7vy7qjkd&dl=0

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

June 27, 2024

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

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

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

Rubric: Critical Thinking Value Rubric was utilized

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

June 26, 2024

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

Case study and Multiple choice questions

No challenges were identified

N/A

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

May 31, 2024

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.

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.

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.

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

May 31, 2024

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.

I use the critical thinking value rubric.

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!

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

May 30, 2024

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.

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.

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.

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

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

May 29, 2024

Career Exploration Assignment

Rosa Abreu

Hospitality Management/Professional Studies

Perspectives in Hospitality Management

Activity Description: Provide a brief description of the activity

As students prepare for their internship and future career, they will research employment prospects within the Hospitality and Tourism industry. This assignment consists of three parts. 1) Students are to write a two page essay answering specific questions, 2) write a cover letter to a potential employer 3) present to their peers their project.

Scenario:
As you prepare for your internship and future career, you will research employment prospects within the Hospitality and Tourism industry

Part I.
Write a two page paper with three documented sources in APA style.

Reflect on the following:
What position do you think is most appropriate for you at this time?

Consider your skills, interests, and experiences to justify your choice.

How your education has prepared you for this specific role.
Why did you choose this position?

Explain what aspects of the job and company attracted you.

Connect your personal and professional goals with the job role.
What are the duties and responsibilities of the position?

Detail the responsibilities associated with the job.
What is the name of the company?

Choose a specific company in the Hospitality and Tourism Industry.

Explain briefly why you find this company appealing.
What is the salary range?

Research the salary range for the chosen job.
What potential career growth within the chosen job?
What are the benefits?

Research and list the benefits offered by the company.
Is the company multinational?

Describe why a multinational company aligns with your career goals.
Is the company website user friendly?

Provide links to the company's website and relevant social media profiles.

Briefly discuss how the company utilizes social media.
Conclusion:

End with a strong statement about your readiness and enthusiasm for the chosen career

II. Cover letter:

Create a professional cover letter to the company you would like to be employ. Please follow these guidelines:

Opening Paragraph:
State the following:
• Why you are writing the letter and how you found out about the position
• Why you are interested in the position, focusing on how you can meet the company’s needs
• Create an effective statement that will entice the recipient to read your letter.
Body:
• Focus on telling the story of how your experiences (work/college) will be of benefit to the employer
• Highlight just a few of the most relevant examples from your background which are most directly related to the position and explain why they are of importance to the employer.
• Do not exaggerate your experience, role in group projects and/or level of content knowledge
Closing:
• Thank the reader for their time and re-express your interest in the position
• Sign your letter, even if you are going to send it as a PDF attachment to an e-mail

III. PowerPoint Presentation:

Use visuals, bullet points, and concise text on each slide.

Follow a logical flow that corresponds with the essay structure.

Practice delivering the presentation to ensure it fits within the three-minute time frame.

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

Discuss the scope of the hospitality and tourism industry.
Evaluate and apply information discerningly from a variety of sources to classify and examine food and beverage operations.
Describe and discuss the roles and responsibilities of key executives and department heads in the hospitality industry.

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 introduced in week 6 of the semester, with a dedicated 45-minute session allocated for questions and answers.

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

This term project is high stakes, as students are reintroduced to APA style guidelines and instructed on how to create a one page bibliography.

I utilized the AAC&U Information Literacy rubric for assessment purposes only. I do not use the rubric for grading students' work.

This activity proved to be highly effective in my classroom. As part of the project, students delivered a three-minute presentation about their chosen career paths. This not only allowed them to showcase their own goals but also provided their classmates with valuable insights into various careers within the industry.

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

May 26, 2024

Studying Linear and Exponential Growth Models using General Education Learning Goals.

Lili Grigorian

Mathematics/ NYC College of Technology, CUNY

MAT1190 Quantitative Reasoning

Activity Description: Provide a brief description of the activity

This project has five parts:

Part I:
Students will be asked to record a 5–10-minute video that describes linear and exponential growth and a scenario from their everyday life which they believe can be modeled by linear and/or exponential growth. Including a picture/description/video.

Part II:
Students will learn, apply, and analyze linear and exponential growth by looking at the price of a smart phone and different options (cash, credit card, etc.) a person may buy and pay off for the smartphone.

Part III:
Students will go for a field trip to the Bank with post discussion.

Part IV:
Students will be interviewing people around them to gather information for project's reflection.

Part V:
After completing the project, students formed a view regarding linear and exponential growth and how it affects paying off the balance. They had a chance to examine, analyze, and rethink the financial choices they and people around them make, and how those choices affect them and their community. Students will have a choice to create either of the listed below with a focus on questions provided as a guide.

• Record at least a 10-minute-long video reflection.
• Write at least a 2-page-long (size 12, double spaced) written reflection.
• Present at least 10-minute-long oral presentation in class.

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

This project uses various components of General Education Value rubrics that Living Lab Seminar had focused on during our meetings.

The 1st part uses Communication.
The 2nd part uses Inquiry and Analysis using Linear and Exponential Growth.
The 3rd part uses Community and Civic Engagement through Place-Based Learning and Teamwork.
The 4th part uses Integrative Learning through Gathering Information via Interviewing.
The 5th part uses Foundations and Skills for Lifelong Learning through Digital/Writing/Oral Communication.

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 project will take about 2-3 sessions of class time and 1-2 sessions of out-of-class time.

Start date: A week before linear and exponential growth models are taught.
Part I is due in 1 week from the start date. To be completed individually or in pairs.
Part II is due in 2 weeks after Part I is due. To be completed in groups during class time. (1 – 2 sessions)
Parts III and IV are due in 1 week after Part II is due. Part III to be completed in pairs or in groups. (1 session for a trip) and Part IV to be completed individually.
Part V along with Parts I, II, III, and IV in 2 weeks after Parts III and IV are due. To be completed individually.
End date: One to two weeks before semester ends.

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 project is high stakes. Students will need to have an electronic device with audio/video recording and internet access. Organization for a field trip.

The following are submission methods for each part:

Part I: Students will have a choice to upload on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.) or on the class channel created on YouTube.
Part II: PDF documents uploaded on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.)
Part III: Documents to be annotated on https://web.hypothes.is/start/ and fieldtrip will be discussed in the group chat using app of student’s choice. (Ex. googlechat, whatsapp, etc.)
Part IV: PDF documents uploaded on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.)
Part V: Students will have a choice to upload on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.) or on the class channel created on YouTube.

This project will be assessed using General Education Value rubrics mentioned earlier as well as my own rubrics I use for Mathematical computations.

I was not teaching MAT1190 this semester to implement this version of the project, but I did get a change to use a similar version during last Spring semester. It worked pretty well, and I am looking forward to being able to use this version of the project with a focus on a General Education Value rubrics. Most of my students enjoyed this project in the past since it is about smartphones that are a big part of their life. I believe my students will be even more attracted to this version, especially that one of the added components will be a field trip.

Main quote for this project:

“The more we prepare students to consider problems from multiple positions, using different approaches and strategies, the better adapted they will be to the struggle of keeping up with a fast-paced workforce.” Davidson, Cathy N., and Christina Katopodis. The New College Classroom, Harvard University Press, 2022.

Grading Policy:

Part I: 10 points. Completed individually or in pairs.
Part II: 50 points. Completed in groups during class time.
Parts III: 10 points. Completed in pairs or in groups.
Part IV: 10 points. Completed individually.
Part V: 20 points. Completed individually.

Entire Project is worth 15 % of the course grade.

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

https://openlab.citytech.cuny.edu/pcorbett-portfolio/research-and-publications/

May 19, 2024

Career Exploration Assignment

Rosa Abreu

Hospitality Management/Professional Studies

Perspective in Hospitality Management

Activity Description: Provide a brief description of the activity

As students prepare for their internship and future career, they will research employment prospects within the Hospitality and Tourism industry. The students are to write a two page essay answering specific questions, write a cover letter and provide a one page bibliography.

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

Discuss the scope of the hospitality and tourism industry.

Evaluate and apply information discerningly from a variety of sources to classify and examine food and beverage operations.

Describe and discuss the roles and responsibilities of key executives and department heads in the hospitality industry.

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 introduced in week 6 of the semester, with a dedicated 45-minute session allocated for questions and answers.

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

This term project is high stake, as students are reintroduced to APA style guidelines and instructed on how to create a one page bibliography.

I utilized the AAC&U Information Literacy rubric for assessment purposes only. I don't use the rubric for grading students' work.

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

January 13, 2024

Case studies -in class assignment

Wenhsing Yang

Nursing

Medical-Surgical Nursing

Activity Description: Provide a brief description of the activity

You will be assigned to a group (4 to 5 students) and discuss this case study with a Google link. This activity will take 30 minutes. After that, you have 10 minutes to present your answer to the class. You will need to use textbooks and online resources to provide your answers and rationales. This presentation will take 10 minutes per group. Feedback is welcome.
The link is here https://docs.google.com/presentation/d/1ZXzJYcymsyznni6tVvNWhUbW8V1EsekWJWQhF9rdraM/edit?usp=sharing

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

The goals of this assignment are based on ACEN requirement (critical thinking) as follows:
The goal is to avoid having your decision cause injury to anyone
With critical thinking skills, you can weigh many factors and skillfully solve problems, making good decisions a majority of the time
Operating in a critical thinking model while pursuing nursing studies helps develop the clinical judgment needed to practice safe nursing
Nursing uses a knowledge base to make decisions, generate new ideas, and solve problems

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 used at the end of the cancer chapter (week five).
This activity will take 30 minutes. After that, you will present your answer to the class.
You have ten minutes to present your answers to the 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?

I will need to create a scenario and questions for students to complete the assignment. You have 30 minutes to complete the assignment and present it to the class.
This is a group assignment; you will be assigned to a group to discuss your answer. Please note, you will need to provide evidence-based on your answer. Please feel free to use online resources and textbooks.
This is a low-stakes assignment because it does not cause danger to people. Instead, the students will have the opportunity to share the answers with the class and ask for feedback

I use the Value rubric -critical thinking. This is part of a college-wide general education assessment.

Yes, I will repeat this activity with different classes. Different case studies will be provided based on the course objective and outcome.
Only a few students discuss in the class, so I will need to facilitate the activity and ask other students for their input.
I will give each group different case studies, so the students will have different understanding of each disease and their nursing interventions.
Students like to hear from other groups with their answers and rationales. Because each group has different answers based on their priority and information. Additionally, students will be able to work with other students. In nursing, teamwork is necessary.

N/A

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

Category: Information Literacies

A Museum of Culture/ Assignment 1A: Museum Research

NUR 1130 Clinical Assignment case study

NUR1130 Clinical Assignmemt

The Process Letter

Career Exploration Assignment

Studying Linear and Exponential Growth Models using General Education Learning Goals.

Career Exploration Assignment

Case studies -in class assignment

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

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