Category: Information Literacies

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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

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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

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Career Exploration Assignment

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.

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

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

This activity 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.

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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Career Exploration Assignment

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.

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

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

This activity 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.

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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Case studies -in class assignment

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

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

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?

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.

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

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PowerPoint Presentation: Global Learning – Comparison of Alfred Schenker’s Secret War Diary, 1941-43 to a Current Event in Terms of Human Impact

PowerPoint Presentation: Global Learning – Comparison of Alfred Schenker’s Secret War Diary, 1941-43 to a Current Event in Terms of Human Impact

Prof. Nadine Weinstein-Lavi

English/NYCCT

English 1121

Activity Description: Provide a brief description of the activity

Students were asked to read my grandfather, Alfred Schenker's Secret War Diary, 1941-43, written while he was hiding in a cellar with nine other Jews in Lvov, then Poland, and to do namep-based and place-based research using the diary. Then, students were asked to compare an idea, quotes, names, and places in the diary to a comparable event, e.g. the current Russian invasion of Lvyv, now Ukraine (same city), or slavery, etc., and to conclude with how their ideas about those events changed as a result of their research, and how that has impacted them personally.

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

The Learning Goals for students are to acquire a global perspective in terms of learning about a specific historical event using an actual historical document (my grandfather's Secret War Diary) and to make a comparison to a comparable and/or modern event in terms of social, human, ethical, and cultural impact, so that they, in turn, might expand upon their perceptions of history vis a vis modern events and how they might effect change in actuality – whether via more open and embracing stances or more – in the world.

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 reading of the diary and the subsequent PowerPoint presentation assignment was done in the middle of the semester to mark it as a unique "break" and transition assignment from the previous text (a Netflix series) to the next one, and to have students engage with current events, e.g. the Russian invasion of Ukraine.

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

Preparation involved a guided reading and discussion of the diary in class, homework to finish reading it on their own, answering 5 Discussion questions posted on Blackboard about the diary with 1 paragraph responses to prepare them to think about it more deeply, and suggestions as to possible topics for comparison for the PowerPoint. A slideshow demonstrating how to create a PowerPoint using the diary was shown, and specific guidance was given to each student regarding his/her topic. This was a high stakes activity given the nature of the thinking and analysis that the students were asked to do in class and on their own worth 25 points. They did very well on this particular 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?

The rubric was as follows (given in bullet points on the board):
*Aim for 10-12 slides
*Present SLOs and what you will determine
*Use images that you have researched about the diary and additional images you find about the places and names in it
*Use images of the comparable event
*Analyze the similarities and differences
*Answer 4 questions: 1. What were your assumptions about both event prior researching them? 2. How have your assumptions changed post-research? 3. How this has affected you personally and in terms of your worldview? 4. How will you effect change in the world as a result of this new perspective?

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

This activity worked very well in the classroom. Students were immediately engaged in reading an actual historical document being presented by a relative (me) of the author (my grandfather) whose eye witness account of the events in Lvov, then Poland, now Ukraine, during the Holocaust made them more real and uncontestable than other information they had seen about the Holocaust, such as movies, posts, articles. Students also found trying to do place-based and name-based research about the diary interesting and like being a detective. Analyzing how it compared to a comparable event asked them to think about it more deeply from an additional perspective, and summing up the impact it all had upon them personally was a good culmination.

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.

NYCCTEng1121ProfLaviSpring2022JoshuaIronsPowerPoint.pptx
Alfred'sWarDiary.pdf
C:\Users\nlavi\Downloads\NYCCTEng1121ProfLaviSpring2022ArielCabreraPowerPoint.pdf

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

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Comprehensive Understanding of Cardiovascular Medications

Comprehensive Understanding of Cardiovascular Medications

Dora-Ann Oddo

Dental Hygiene

Principles of Dental Hygiene Care III (DEN 2300 Seminar)

Activity Description: Provide a brief description of the activity

This activity will provide dental hygiene students to gain an understanding in cardiovascular medications and how to apply this knowledge to patients’ medical history as part of their assessment process. This activity requires dental hygiene students to gain proficiency in oral communication, information literacy, and the understanding of cardiovascular medications related to their patients’ disease/condition. Students will participate in a collaborative assignment by gathering research on cardiovascular medications. After students formulate their research, students will verbally present this information to the class. In addition, the students will upload their PowerPoint presentation on OpenLab, and review classmates research based upon a rubric scale. The verbal and written discussions of this activity support critical thinking and creates meaningful in-depth discussions among students.

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

The aim of this activity is to encourage verbal communication and information literacy about patients with cardiovascular diseases/condition. The learning goal for each student is to aquire an understanding of cardiovascular medications including indication of use, oral implications, side effects, and adverse effects. This activity will enhance students’ learning and the ability to ask critical thinking questions when assessing a patient’s medications. This activity encourages oral communication, information literacy, undergraduate research, working collaboratively and using open digital pedagogy.

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 will be implemented mid-semester and performed in the classroom for a duration of thirty minutes. The out-of-class time for students can range from one to two hours based upon their research, developing a PowerPoint, uploading the PowerPoint to OpenLab, and writing reflections on one or two students’ post.

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 is a low-stakes assignment. The instructor will randomly select students by using the Wheel of Names. Each group will consist of three students. After the students are divided into groups, the instructor will assign each group a cardiovascular medication.
Student will be given these questions to answer:
1. Identify the brand and generic name.
2. What is the indication for use?
3. What are the oral implications?
4. How does medication affect dental hygiene treatment?
5. Does this medication have any drug interactions?
6. What is the pharmacologic category?
The students will work collaboratively with their assigned groups by researching and answering the questions. Each student will be responsible for creating a slide as part of the group’s PowerPoint presentation. The students will have a week to prepare the PowerPoint and gather information to present to the class. The lead of the group will be responsible to upload the PowerPoint on OpenLab.

The second part of this assignment will culminate
a week later when the students present the PowerPoint to the class. Students will have the opportunity to ask their peers questions. Each presentation should be about five to ten minutes. After the presentation, the students write a review on OpenLab based upon a rubric scale.

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 was developed by Oral Communications VALUE rubric. The students will be evaluate using Oral Communication Value rubric to assess proficiency preparedness, knowledge, and the ability to effectively communicate information to their classmates.

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

This activity has not yet 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