Category: Information Literacies

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

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

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Research Project: Making Connections Between Texts

Research Project: Making Connections Between Texts

Amy Sawford

English Department / City Tech

ENG1121 – English Composition II

Activity Description: Provide a brief description of the activity

This activity is a research project that asks students to make connections between texts. Students will work on a “long-term” end-of-semester project that requires six components. Students will submit a research proposal of intended work (based on the following prompt), participate in library instruction, submit an annotated bibliography, participate in two peer review workshops, complete a 5-to-6-page essay assignment, and finish their experience with a short in-class writing reflection. All these components will focus around this prompt: students will choose any one story, poem, or play on the syllabus (their choice) and two scholarly journal articles that they’ll find through research from the school’s library database. The purpose of this assignment will ask students to think about and investigate how one text shapes, or impacts their reading, of another text. Students will take this skill further and deepen this by bringing in outside research of their own. For this essay I’d like students to locate two scholarly journal articles that will serve as the “lens” through which they analyze your chosen work of literature. Students will explain how the articles shape their interpretation of the work of literature. For example, how do the articles help to understand the issues that the literature raises? Or, do the articles show that these issues are more complex than the literature would lead us to believe? Or, do the articles challenge the argument made in the piece of literature? Or, do the articles support that argument? The Targeted Student Learning Outcomes (SLOs) that this project will engage with are: Knowledge (engage in inquiry-based learning), Skills (communication and inquiry), Integration (gathers, interpret, and evaluate literature and sources), and Values, Ethics, and Relationships (personal development and ethics).

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

Students must show that they understand how literature connects to research, or vice versa, but particularly how literature and research can be used as a “lens.” Furthermore, students will integrate the reading, analysis, and discussion of literature into the writing process. Students will demonstrate how research can shape their interpretation of the work of literature. Overall, students will:
•Produce a well-defined thesis on a literary topic pertinent to the course and develop it into an effective and well-organized essay.
•Demonstrate in writing the standards of grammar and style in a discipline-specific context.
•Integrate the reading, analysis, and discussion of literature into writing processes. (Employ active reading strategies to interpret and evaluate complicated texts.)
•Complete research that distinguishes among a variety of resources based on a standard criterion.
•Produce a research paper that demonstrates competency in ethical thinking and information literacy.
•Overall, for this assignment specifically, students will demonstrate skills in college-level writing, reading, and critical thinking and investigate the ethical dimensions or cultural issues through thoughtful writing (considering and implementing Aristotle’s Mode of Argument).

In addition, the Targeted Student Learning Outcomes (SLOs) are:
•Knowledge (engage in inquiry-based learning)
•Skills (communication and inquiry)
•Integration (gathers, interpret, and evaluate literature and sources)
•Values, Ethics, and Relationships (personal development and ethics)

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 is intended for English Composition II and is to be assigned toward the end of the semester (but early enough for students to be able to plan the work ahead). Students will have worked on a series of scaffolding assignments to develop this project (researching scholarly articles and providing an annotated bibliography, for example). Students will be asked to take a previously selected reading from the semester and consider how research can be used as a “lens” to their chosen work. By the end of this project, students will have completed at least 7-8 pages of college-level writing using MLA format between the various assignments with targeted due dates (for example, research proposal, annotated bibliography, peer workshop, library instruction reflection writing). Students will work together to discuss their research plan and two peer workshops (two rough drafts of progress). Students will do research and library instruction, visiting the library at least twice during this project. Students will engage with topics concerning local and global issues. Ideally, the timeframe for this assignment would be at least six weeks before the end of the semester. There should be dedicated class time for this project, as well as at least 3 hours a week outside of the class for research, drafting, and revising.

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 must use the library and its databases to conduct research. By the end, this activity will be considered high-stakes, especially since it takes multiple smaller projects to complete and takes time to complete. I think this assignment is appropriately weighted to be at least 25%-30% of the student’s final grade. This assignment includes six components to complete:

1. Research Proposal
2. Library Instruction
3. Annotated Bibliography
4. Peer Review
5. Essay Assignment
6. Reflection

Research Proposal (Working Thesis): Students should select a research topic that impacts their understanding of humanity in some way. For example, if a student decides to further investigate Aylmer and Georgiana’s decision about ethics and beauty in Nathanial Hawthorne’s “The Birth-Mark” and bring that back to research about plastic surgery (or even the impact of social media filters or body image, for example), then potentially students could connect literature devices to everyday life, culture, tradition, and beliefs. Furthermore, setting is just as important. For example, students could investigate place and how humans are manipulated by spaces (think Edward Soja and his argument regarding lonely spaces in big cities), so another idea could allow students to consider how setting determines empathy. For example, the idea of mental illness in Charlotte Perkins Gilman’s “The Yellow Wall-Paper.”

Library Instruction: Part of this assignment requires students to visit the CityTech Library (and hopefully inspire a trip their local public library). Students will respond to an assignment in which students will be asked to:
•Tour the CityTech Library (and participate in Library Instruction presented by a librarian if they have not done so already)
•Register/activate their library card (if they have not done so already)
•Check out a book (preferably one related to their intended research)
•Logon to a computer on campus and print out a scholarly article (preferably one related to their intended research)
•Take a selfie in the library (this could be used later to upload this project in an eportfolio)
•Reflect on their experience in the library (sounds, smells, space, feelings)

Annotated Bibliography: Students must show that they understand how literature connects to research, or vice versa, but particularly how literature and research and be used as a “lens.” Furthermore, students will integrate the reading, analysis, and discussion of literature into writing processes. (Employ active reading strategies to interpret and evaluate complicated texts.) Complete research that distinguishes among a variety of resources based on a standard criterion.

Peer Review: Students will collaborate and work with their peers and discuss their ideas and research as well as review their drafts and provide feedback. There will be a preliminary peer review and a more detailed peer review.

Essay Assignment: The purpose of this assignment asks students to think about how one text shapes their reading of another text. This essay assignment will continue to investigate how one reading impacts another. Students will take this skill further and deepen this by bringing in outside research of their own. For this essay I’d like students to locate two scholarly journal articles that will serve as the “lens” through which they analyze their chosen work of literature. Explain how the articles shape their interpretation of the work of literature. For example, do the articles help students understand the issues that the literature raises? Or, do they show that these issues are more complex than the literature would lead us to believe? Or, do they challenge the argument made in the piece of literature? Or, do they support that argument?

Students will choose:
•Any ONE story, poem, or play on the syllabus (your choice)
•TWO scholarly journal articles that you’ll find through research

Final draft:
•5 full pages (not including the Works Cited page), double-spaced, Times New Roman, 12-point font. Students must also hand in all component activities, including rough draft, peer review sheets, and copies of scholarly sources along with the final draft.

Overall, this project is meant for students to develop ‘Intercultural Knowledge and Competence’ by evaluating research and a text and considering:
•Cultural Self-Awareness (how students relate themes in literature to their own values and beliefs as well as to characters and their development)
•Empathy (Students must consider Aristotle’s Mode of Argument)
•Verbal and Nonverbal Communication (rhetoric)
•Curiosity (questioning literature for research and how literature impacts how we view current issues)
•Openness (comparing their own culture and beliefs and approaching critical thinking and analytical writing working with an open mind)

Targeted Student Learning Outcomes (SLOs):
•Knowledge (engage in inquiry-based learning)
•Skills (communication and inquiry)
•Integration (gathers, interpret, and evaluate literature and sources)
•Values, Ethics, and Relationships (personal development and ethics)

Targeted High-Impact Education Practices (HIEPs):
•Writing-Intensive Courses (7+ pages of written work over time)
•Collaborative Assignments and Projects (peer workshop and collaborative reflections)
•Undergraduate Research (search for scholarly articles)
•Place-Based Learning (library instruction and interaction)

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

In addition to using the VALUE rubric, as discussed above, I will also use my own rubric for each assignment. Students will have these rubrics up front to use a checklist to organize and keep track of their work as they move along. For the essay itself, I will assess the final essay’s introduction, organization of ideas, support, style, formatting, citation, etc.

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?

Although I am refining an existing research project, this particular activity has not been assigned yet.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

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

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Radiology Assignment

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.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

This 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.

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 yet.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

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

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Cultural Background and Thermal Comfort

Cultural Background and Thermal Comfort

Jihun Kim

Architectural Technology

Site Planning & Environmental Systems

Activity Description: Provide a brief description of the activity

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

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

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

Timing: At what point in the lesson or semester do you use this activity? How much classroom time do you devote to it? How much out-of-class time is expected?

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

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

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

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?

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

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

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

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Social Media Review

Social Media Review

Denise Sutton

Business/School of Professional Studies

Essentials of Marketing (MKT 1100)

Activity Description: Provide a brief description of the activity

Students work in small groups of three. Each group will choose a Fortune 500 company that has a “corporate responsibility” (or philanthropy) component as part of its brand identity. The group will identify three social media platforms (Facebook, Twitter, Instagram or YouTube) and will analyze the company’s use of social media using a SWOT analysis (strengths, weaknesses, opportunities, and threats). Each student will focus on one platform and collaborate on findings. The group will make recommendations to the company’s Communication Office team.

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

The purpose of this assignment is to analyze the effectiveness of social media as a marketing tool and to identify the strengths, weaknesses, opportunities, and threats in order to make recommendations to the company Communications Office. Suggestions may include ways to improve connection to the consumer, content and consumer engagement, and to identify problems and/or inconsistencies between messaging and brand identity—especially as it relates to its social responsibility programming. Students will address Gen Ed Student Learning Outcomes associated with ethical reasoning skills.

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 activity is assigned approximately two-thirds of the way into the semester. Students will have read the chapters on digital marketing, corporate governance, and the marketing mix/SWOT analysis—all components of this assignment. Two classroom periods are dedicated to this assignment. Research and writing done outside of 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?

This is a low-stakes assignment. Students will have read textbook material and case studies (and discussed this material in class) that connect to and inform this assignment.

Assessment: How do you assess this activity? What assessment measures do you use? Do you use a VALUE rubric? If not, how did you develop your rubric? Is your course part of the college-wide general education assessment initiative?

Students will address Gen Ed Student Learning Outcomes associated with ethical reasoning skills, mainly in the first three categories (ethical self-awareness, understanding different ethical perspectives/concepts, and ethical issue recognition).

Ethical Reasoning Skills (student recognizes basic ethical issues, student states position, student states core belief):
• How are consumer complaints handled? Amount of time it takes company to respond, appropriateness of response, follow-up, etc;
• What is the company mission statement? Is the company’s core mission evident in all messaging/content?
• How effective is the company’s philanthropic messaging? Is it consistent? Engaging?
• Are consumer’s engaged?
• Are company privacy policies transparent?

In addition, students identify ethical issues, which may include:
• Privacy concerns
• Issues of transparency regarding company governance and policies
• Consumer relations/consumer rights
• Use of social media in communication crises (e.g., the Starbucks racial incident in Philadelphia)
• The ethics of framing stories/content (e.g., point of view, including different and even opposing views, etc.)

Ethical Reasoning Performance Criteria met in this assignment: Ethical self-awareness, understanding different ethical perspectives/concepts, ethical issue recognition. Meet benchmark one, and perhaps some of milestone two.

*Ethical Awareness Steps: Awareness, identification of stakeholders, identification and review of resources, identify and consider multiple solutions, reflect, take action. The students will go through each step with the exception of the final “take action” step.

MKT 1100 Student Learning Outcomes—General Education
In this assignment, the students are:

1) Using the ability to use the arts and humanities as a forum for the study of values and ethical principles;
2) Demonstrating intellectual honesty and personal responsibility;
3) Discerning the consequences of decisions and actions;

Rubric for grade evaluation:
1. Analysis (Details? Level of sophistication? Shows recognition and understanding of social media ethical issues?) 25%
2. Recommendations (Are they creative, do they add value?) 25%
3. Quality of writing (Clear, concise, well-organized?) 25%
4. Quality of presentation (Clear, concise, enthusiastic, engaging, quality of response to questions?) 25%

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?

New assignment: Fall 2018.

Additional Information: Please share any additional comments and further documentation of the activity – e.g. assignment instructions, rubrics, examples of student work, etc. These can be links to pages or posts on the OpenLab.

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

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Network Brand (The Manifesto pt1)

Network Brand (The Manifesto pt1)

George Larkins

Communication Design

COMD 3521 Motion Design 1

Activity Description: Provide a brief description of the activity

Students are to create a manifesto designed to launch their network. Here is where it all starts. Where they have to look within themselves and develop the courage to share their beliefs with the world. I have them start off with what they believe and what they know to be true. Ex. I believe that racism is real. I know that discrimination exists in this society.

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

My aim here is to create an environment of ethical and honest reasoning designed to withstand the pressure that business demands. In addition to aid in rebuilding their self-belief 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?

This project is part of their final. We devote two entire class sessions dealing with this. Out of class time is constantly encouraged. What I tell them is the more time you spend on a subject, the better it will become. If time permits, I share with them a video of the “Long Game, part 2.” https://vimeo.com/87448006

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 instructions for this exercise is to start with a list of beliefs. What would do be doing right now in your perfect world? Are you preparing yourself go along with the future or are you preparing yourself to help shape the future? Do you believe that you can have an impact on this planet? Who are your design heroes, and why? And in order to do this, they have to develop the skills the right questions, not only questions from other people but of themselves as well. And have the courage to ask and answer honestly.

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 creative thinking value rubric. I believe it fits this activity well.

Reflection: How well did this activity work in your classroom? Would you repeat it? Why or why not? What challenges did you encounter, and how did you address them? What, if anything, would you change? What did students seem to enjoy about the activity?

The activity went well, and yes, I will be repeating it. Why, because I believe it is an important skill set to have. That is having the courage to ask questions, be asked questions and give honest answers. My challenge has been getting students to manage the fear of being put in the spotlight. I address that issue by having students give their presentation in front of the class. One possibility would be to review some contemporary design and some history so that they would be more aware of the people that came before them. And also aid them in finding someone who could they can follow and be inspired by.

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.

The next step here for will be to get more familiar using openLab.

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

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