Research Project Peer Critique

Research Project Peer Critique

Ellen Kim

Hospitality Management

Hospitality Management Research Seminar

Activity Description: Provide a brief description of the activity

This activity is designed to provide students with an opportunity to conduct self-assessment on their research project and to receive feedback from their peers as well as the instructor. Students will perform self-assessment on their assignments, (1) Problem Statement & Thesis Statement and (2) Draft, using the rubrics provided by the instructor upon completion of the assignments. The homework submitted via Blackboard will be, then, evaluated by classmates by one week after the deadline. In addition to the instructor’s assessment, evaluating students need to provide the complete rubrics along with suggestions for improvement. Reviewers and reviewees will be paired up during the class period to clarify the feedback and to discuss further about the arguments established.

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

• Identify and evaluate the clarity of the research problem statement.
• Determine the theoretical or logical rationale of the research problem.
• Appraise the thoroughness and relevance of the literature review.
• Assess the credibility of the research (application of APA citation).
• Assess the theoretical perspectives and/or appropriate assumptions of the researchers.
• Assess the clarity and consistency of the results.
• Strengthen writing 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 exercise consists of two phases:
1) Phase 1 (Problem Statement & Thesis Statement): Students will be asked to submit the formulated problem statement and thesis statement in Week 4. Peer evaluation will be completed by Week 5 and class discussion will follow for about 15 minutes in Week 5.
2) Phase 2 (Draft): The research draft following APA citation is due Week 10 and peer assessment is due Week 11. Peer discussion will be done in Week 11.

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 exercise needs clearly defined grading rubrics and an instruction on how to grade students’ work with the rubrics should be provided to students during the class period.

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?

Existing grading rubrics will be refined for this exercise. Students will use the updated rubrics for self-assessment and peer-review.

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 ran a pilot test of this activity in Spring 2016. I found that students could gain various perspectives on tourism issues for investigation in a dynamic environment.

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

Assessing the Whole Student

Assessing the Whole Student

Jason Montgomery

Architectural Technology/Technology and Design

ARCH 1130 Building Technology I

Activity Description: Provide a brief description of the activity

In this course, students are required to set up their e-portfolioon OpenLab. Here the e-portfolio is used as a learning log, assignment submission system, and assessment tool. All aspects of the student work for the semester are documented and uploaded, including their sketchbook sketches, their notes from assignment readings, as well as their technical drawing assignments.

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

There are multiple goals of this approach to using the e-portfolio:
1. Students learn to use an internet tool to present themselves to an audience.
2. The way the students organize the site, the clarity of the presentation, the rigor of the organization, the care put into the graphics (clean scans, neatly cropped versus smartphone picture with poor focus or lighting and background distraction…) is an opportunity to assess digital skills, engagement, presentation skills and to work with students that need help with these.
3. The e-portfolio serves as a learning log, where students can become more conscious of their learning, seeing the connections between various activities in the course and across different courses when this activity is more broadly utilized (breaking out of silos).
4. The faculty can use this tool assess the student holistically, especially with a range of required activities in the course (such as reading comprehension, building foundational knowledge in the discipline, technical drawing, thinking and articulation of ideas through freehand drawing)
5. The e-portfolio becomes a tool for subsequent faculty to assess the skills of students at THE BEGINNING of the semester, so they can tailor assignments and adjust sequence to address needs of that particular group of students.

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 e-portfolio must be introduced at the beginning of the semester in order to effectively capture the whole semester of student work. The students require more or less a one hour demonstration of how to set up their site, the interface on OpenLab, scanning and uploading images, adding pages and organizing menus. It is important to show them the support pages on OpenLab and the help desk.

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 faculty member may need training in OpenLab to be better able to administer and support this activity. The faculty member and the students could benefit from seeing examples of other’s e-portfolios to inspire and help them visualize what they are trying to do.

This activity is important if it becomes part a broader tool across a department, so the stakes are significant in this context.

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 is a tool that facilitates assessment, but it could be assessed directly too, with a rubric that gauges the care and organization of the site.

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

The students’ portfolios expressed a wide range of skill and care, but this in itself is useful. As the end of the semester approached, the students had a very clear visualization of what remained to be completed; they had a clear sense of their responsibility to meet the course requirements.

Many students struggle with what are becoming entry level skills with technology: scanning, manipulating and converting files, digital editing… These skills become important to the success of the students, but are often not part of the curriculum. This activity raises awareness of the need to support the students with their development of these skills.

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.

A particular component of this activity, which will be documented in a separate L4 activity template, is the reading and note taking activity that was part of the e-portfolio submissions. This activity proved much deeper and more direct as a tool for assessing student reading comprehension than a typical quiz.

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

Reading Notes

Luxury labels and Fast-fashion

Luxury labels and Fast-fashion

Alyssa Dana Adomaitis

Department of Business/College of Professional Studies

MKT 1246: Textiles

Activity Description: Provide a brief description of the activity

Students are required to compare and contrast a garment made prior to the fast-fashion (1980) era and in the fast-fashion (2000) era. The dichotomy of quality between luxury (designer, pre-fast-fashion) labels and fast-fashion labels produce different aesthetic attributes yet both are viewed as fashion. The quality must be tangible for students to experiment in order to truly understand the underlying significance about luxurious fashion and fast-fashion. By identifying extrinsic and intrinsic characteristics in a garment, students will conduct an analysis of the detail physical features and functional aspects of the garment.

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

Fashion quality is important for apparel and textiles professionals to understand. It is difficult to teach considering the prominence of fast fashion retailers, such as H&M and Zara around the city and accesible to students. Given student’s lack of experience with quality textiles, formulating teaching/learning exercise that start with this knowledge is important. Building knowledge from existing knowledge (constructivism approach) to teach has been used in apparel and textiles courses (Yaoyuneyon & Thornton, 2011) and has been found to increase student motivation and learning. Apparel and textiles instructors have been particularly interested in constructivism in the form of problem-based learning by bringing in industry-based problems to fashion application courses (Gam and Bannin, 2011).

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?

Several steps will be taken to ensure the class will compare and contrast the garments in an appropraite manner. The first step is to introduce the two garments without labels to students so no extended inferences (judgements) can be made. The first garment will be a St. John’s knit (SJK), which was made prior to the availability fast-fashion (1980s). St. John’s Knits (SJK) are high-quality and fit well (Eng, 2013), currently retailing for approximately $795 – $1095 (Online shop, 2014). The second garment will be purchased at H&M, which is a retailer known for fashion forward garments but of low quality (Dowling, 2012), retailing for approximately $9.99 to $49.99 (Ladies Online, 2014). The garments, of St. John’s and H&M label, that will be compared by students will be similar in fabric (knits), style (top and skirt), and end use (professional setting). The analysis will have students detail physical features (that are tangible) and the aesthetic and functional aspects of each garment. For the second step, students will complete a quality analyses questionnaire with open-ended questions to prompt comparison, including questions, such as (a) Which of the garments’ textiles do you think is higher quality and why? In the third step, studentswill be asked to discuss their findings as a group consisting of two students before posting on Open-lab.

The last step, step four, the instructor will inform the students the era of each garment (pre/post-fast fashion) and the label information on each garment and check with their respective postings. The instructor will then introduce a mini-lecture on the topic of Fast Fashion. Subsequently, students will be prompted to discuss the impact of fast fashion on the quality of textiles and the fashion industry.

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 needed forthis teaching/learning exercise was to assess students’ existing knowledge in a pre-survey questionairre which included: 1) To identify as many physical and performance properties of textiles for apparel that come to mind (i.e., durability, elasticity, flexibility) as learned in class lecture and 2) How do you as a students classify garments prior to or after the development of fast fashion? The pre-activity survey will ask questions to address the second objective to compare and contrast previous knowledge qulaity garments and fast fashion and quality amongst each other to post in Open Lab (1) Definition of quality apparel and fast-fashion apparel, (2) Aside from appearance, what garment features most impact decisions to descibe it as designer, pre-fast-fashion or as fast-fashion garment

High-Impact Educational Practices: Which of these practices based on George Kuh’s High Impact Educational Practices (and other innovative approaches) does this activity incorporate? Choose all that apply.

Learning communities, Diversity and global learning (“difficult differences”)

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?

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 could be in the form of PDF or Word files, links to posts or files on the OpenLab, etc.

A Gothic Guide to Brooklyn: Gothic Spaces Presentation

A Gothic Guide to Brooklyn: Gothic Spaces Presentation

Laura Westengard

English/School of Arts and Sciences

Eng 3407 (Gothic Lit. and Visual Culture) https://openlab.citytech.cuny.edu/groups/gothic-nyc/

Activity Description: Provide a brief description of the activity

Students created a travel guide for visitors interested in finding the “Gothic” spaces in Downtown Brooklyn (and the surrounding neighborhoods). Each group found a space in Brooklyn that they thought exhibited some of the Gothic elements we discussed in class. Then they created a profile of that place that describes the Gothic elements, analyzes the space in terms of one of the theoretical concepts discussed in class, and connects the space to one of the assigned literary texts.

These profiles will be posted on OpenLab along with images and videos. It will become a “Gothic Guide to Brooklyn!”

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

This place-based activity was designed to get students to view local architecture as a kind of text that they could analyze in relation to course concepts. They learned to synthesize course materials, apply course concepts to subjects outside of class, perform written and verbal analysis, work collaboratively, and use the online platform to deliver this information with appropriate style.

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 introduced the assignment early in the semester and scaffolded some in class activities each week leading up to the presentation (approx. 10-15 minutes a week). As we discussed the assigned readings and course concepts, we kept a running list of Gothic terms and concepts on the course OpenLab site so students had a glossary with which to interpret their chosen location.

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

Students need time to schedule out of class explorations of the neighborhood surrounding City Tech. I provide them with a handout that explains the requirements, and they also need some way to create images and/or videos of their site. It is fairly high-stakes (10% of the final grade).

High-Impact Educational Practices: Which of these practices based on George Kuh’s High Impact Educational Practices (and other innovative approaches) does this activity incorporate? Choose all that apply.

Collaborative assignments and projects, Open Digital Pedagogy (the OpenLab), Wrriting-intensive projects/assignments, Place-Based Learning, Brooklyn Waterfront

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 a worksheet on which each required item and its point value is listed. Next to that item, I included notes assessing the students’ work along with a score. This was not a 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?

The first time I assigned this activity, my class was too small to complete it in groups, so it had to become an individual activity. This was not ideal because one of the learning goals was to provide an opportunity for collaboration. The creation of the list of Gothic terms and concepts was collaborative, however, and we also collaborated as a whole class to create and design the OpenLab project. We had a conference-style presentation day in class in which students gave feedback on their classmates’ work. I am currently repeating the activity in a larger class as a group project, and I plan to have the current class add to the existing project site.

Students enjoyed the place-based aspect of the assignment, and they seemed enthusiastic about the creation of online travel-blog style profiles with images and videos. They were very creative!

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

Link to Spring 2016 Activity Handout: https://openlab.citytech.cuny.edu/westengardeng3407sp2016/files/2015/01/Gothic-Spaces-Group-Presentation-Prompt-Eng-3407-S-16.pdf

Link to Completed Project Site from Spring 2015: https://openlab.citytech.cuny.edu/groups/gothic-nyc/

Site Visit, Brooklyn Bridge Park

Site Visit, Brooklyn Bridge Park

Karen Goodlad, https://openlab.citytech.cuny.edu/members/karengoodlad/

Department of Hospitality Management, School of Professional Studies

HMGT 1101, Perspectives of Hospitality Management, https://openlab.citytech.cuny.edu/groups/goodlad-hmgt1101-f14/

Activity Description: Provide a brief description of the activity

Engage in a site visit of the Brooklyn Bridge Park as well as the surrounding community and lead discussions about tourism on the Brooklyn Waterfront as it pertains to a particular area of tourism.

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

A number of goals can be achieved through this place-based activity. Student Learning Outcomes
• Discuss scope of the hospitality and tourism industry
• Gather information from observation in regard to the hospitality industry from a local, national and global perspective
• Evaluate and apply information discerningly from a variety of sources

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 positioned early in the semester in order to provide an example of critical observation. But it can be conducted at any point in the semester. Weather is consideration.

An entire class session (2 ½ hours) is devoted to the place-based activity. Students meet at the designated location which is in walking distance to campus, consideration is given to ensure students coming from or going to other classes can do so without concern of being late. In addition to the actual day of visit, 10 minutes is dedicated during the prior class session and 5 minutes in the subsequent class session.

Outside of class it is expected that a student would spend 30-45 minutes in preparation and 15 minutes to reflect. The information gathered can be used to support future 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?

Faculty should communicate with any industry partners that may be involved in the activity. I secure the date 4-6 weeks in advance and confirm 2 weeks and 1 week prior.

Students receive instruction about the subject specific prep they must do, and are asked to bring facts about tourism as well as the Brooklyn Waterfront in particular. They are also asked to learn about the industry partners that might be involved. In this case The Brooklyn Bridge Park Conservancy and Brooklyn Roasting Company. In addition, they are told how to find the meeting location and are asked to exchange phone numbers with at least two other classmates.

The activity is low stakes but is used as a support parts for two other written research projects.

High-Impact Educational Practices: Which of these practices based on George Kuh’s High Impact Educational Practices (and other innovative approaches) does this activity incorporate? Choose all that apply.

First-year seminars and experiences, Collaborative assignments and projects, Open Digital Pedagogy (the OpenLab), Place-Based Learning, Brooklyn Waterfront

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 is not used for this particular activity. Assessment is conducted through reflection.

This course is part of the Gen Ed Assessment initiative but other assignments are used (Information Literacy and Oral Communication).

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 first time I used this activity was 2011 and it has been an important part of the course ever since. I feel that when teaching, especially first time freshman, it is valuable to model what you expect and use scaffolding techniques.

There are challenges in all assignments and activities, for this one in particular I have found that working with industry partners needs to be done in a diligent manner.

I usually change all my assignments and activities in a small way each time I teach them. In 2014, and then repeated in 2015, I shifted to having the students come prepared with historical facts about the Brooklyn Waterfront instead of having a representative from the Brooklyn Bridge Park Conservancy lead that activity. They seem to find similar facts to the professional representative and are more engaged in the process. The activity is structured in a way that can easily include the shifting development of the waterfront and changes in our student population from year to year and class to class.

Over and over again I find that this is the first time students are at the Brooklyn Bridge Park and are seriously considering what happens on the Brooklyn waterfront. They have expressed excitement about the actual location and meeting with industry professionals. Though the immediate learning opportunity is valuable I find that when students come to me 6 months or a year plus later and say “Remember when we went to the park? That was so cool. I brought my family there to show them all the things that happen there” that the time invested in preparing for and participating in the activity will have positive lasting effects. It is a great way to support critical observation.

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

Site visit advice for students: https://openlab.citytech.cuny.edu/goodlad-hmgt1101-fall15/site-visits/

Day of assignment: https://openlab.citytech.cuny.edu/goodlad-hmgt1101-fall15/site-visits/brooklyn-bridge-park/

Student reflection: https://openlab.citytech.cuny.edu/goodlad-hmgt1101-fall15/category/brooklyn-bridge-park-submissions/

Student reflection: https://openlab.citytech.cuny.edu/goodlad-hmgt1101-fall15/category/brooklyn-bridge-park-submissions/

Bustling Vacancy_ Mapping “behavioral” city patterns to produce architectural space

Bustling Vacancy_ Mapping “behavioral” city patterns to produce architectural space

Loukia Tsafoulia

Architectural Technology/Technology & Design

ARCH3609_Integrated Software in the Architectural Office https://openlab.citytech.cuny.edu/3609-integrated-software-in-the-architectural-office/

Activity Description: Provide a brief description of the activity

In this course, I create a project with multiple components that incorporates research, evidence, reading and thinking critically, demands organization and presentation skills and requires the ability to work collaboratively. Students work in groups of 2 or 3 over a semester period to produce a highly conceptual design project that is generated following rules of grammar, logic and mathematics. The project brings together the Urban and the Architectural scales through a series of NYC data abstractions and the establishment of rules that will define the students’ design in the architectural scale.

The students are asked to come up with a design dictionary of 3 main architectural elements that serves as their “alphabet” for space creation. At the same time, each group focuses on developing a visual language to discuss, collect, measure, map and quantify NYC behaviors/patterns. The students will respond to the literal and symbolic notion of “Motus” in the city, and create mappings, diagrams, data visualizations and diaries. The projects will ultimately be based on the cartography of their architectural
elements in such a way that they relate to the city mapping analysis. The assembly of these elements will ultimately create a spatial 3d pattern which programmatically serves as an open air experiential space in an empty city lot.

The assigned project involves four process stages:
– “Alphabet” stage
The “Alphabet” stage involves the creation of a design dictionary of three basic architectural elements: stair, wall and atrium. These are the “bricks” students will be using to construct their space.

– “Data” stage
This stage involves the study of New York City’s five boroughs using data analysis in order to identify and map “behavioral” city patterns such as patterns of noise, circulation, population, income, crime rates, programmatic uses, urban density, energy consumption etc. The teams select a minimum of two datamaps and numeric tables supporting these maps and through research, observation and analysis they correlate them and create a series of abstractions.

– “Syntax” stage
During the “Syntax” stage the students extract rules out of the city patterns that will define in a later stage their design. Outcome of this phase is a series of 2d diagrams and graphs explaining the “behavior” of each of the maps and their diagrammatic interpretation in 3d.

– “Composition” stage
This stage is about composing all the material produced during the Alphabet, the Data and the Syntax phases. The students employ the generated rules in order to assemble their architectural elements’ studies. They put together selected wall, atrium and stair studies (a minimum of 2 studies) following the rules extracted from the city pattern research to create a project. The projects will not take data literally. They will rather depart from conventional data definitions and ask what is the city, what is data, and how can they be re-applied in an architectural scale.

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

For this project the students are provided with guidelines for a better understanding of the integration of specialized software into all aspects of the architectural profession. The class simulates the design office space complexity so the students familiarize with its demands.
Students work in groups, demonstrating teamwork spirit, schedule and manage their time in collaboration with others, be professional with timeframes, enhance their speech and rhetoric skills. They have to weekly fill out timesheets learning how to be efficient with the hours spent per task.

The work environment demands that employees work together responsibly so learning in the classroom is initiated in a highly collaborative, interactive, and experiential way and the evaluation and feedback given in between them is encouraging, learning focused and transparent.

Students have to use data related to their city as their driver towards design. During this process students develop research, analytical and compositional skills. They conduct research related to NYC data using online resources such as https://nycopendata.socrata.com/ , http://nyc.pediacities.com/Nycpedia ,
http://wirednewyork.com/forum/ and learn how to properly cite sources. They gather, interpret, evaluate, and apply information discerningly from a variety of sources. Students present regularly throughout the semester to invited professionals from the architecture and urban design as well as curatorial fields. The presentations are in the form of printed boards 24”by36” (I provide them with the template) and oral presentation. Through publicly presenting their work students gain confidence and conscientiousness on their production, engage in constructive dialog with professionals and through this personalized experience increase their interest towards higher education levels.
Students curate all the work produced for the class including their group project in an individual book / portfolio. Main emphasis is given into the narrative of their design concepts and how they all tie together. Story telling is the center of their curation. Every book represents each author so each student should manifest his/her arguments through this book. Together with a printed version the students are also asked to use OpenLab, Archinect and Issuu as platforms to digitally create their eportfolio.

In the end of the semester, I showcase students work at my online digital platform PLB_Education (see link below) giving students the opportunity to be exhibited, to make their achievements visible not only to School’ ‘s community but also to the wider public. For the next semester I plan to also use OpenLab as an online platform in which students will post their blogs and discussions participating in a more interactive learning process. This project and its supportive materials (online archive, recordings etc) create a strong base for continuation past the course’s teaching period. Each subsequent class will build on previous semester classes’ work and therefore document how NYC data progressively alter.

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 a semester long project. I introduce the project on week #2 when I spend 30 minutes in class explaining the details, giving references and engaging on brief discussion with the students. I also post the project’s detailed description, resources, references and tutorials on Blackboard. For this coming semester I will also use the OpenLab platform for discussions and open feedback. From that point on my lectures and weekly assignments support with knowledge on integrated software the evolution of the project.
After Midterm I split the class in two sections: first part is a lecture or workshop on software and technical skills and the second part (60mnts) is organised as desk-critiques or open discussion on each team’s progress and concept.

Students are required to work in groups and meet once per week with their collaborator/s for two hours of brainstorming. Then they have to distribute the tasks between them in order to meet the weekly goals of the project as defined in the weekly assignment handouts. I expect students to devote 4 hours weekly over the course of a semester. They use a timesheet template created in google drive to control the time spent per task. Generally, I will allow some class time for students to meet and discuss and for me to check in with their groups, however, students are expected to devote time outside the classroom for gathering and analyzing their data and composing their design.

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

The students are given step by step all the software and theoretical support needed to develop the project’s multiple components in the form of weekly lectures and class discussions. So, the project is broken down to 10 weekly assignments/tasks outlined in the form of instructional handouts. I also post on Blackboard:
Tutorials and Class Recordings so I support them with possible software questions they may have outside the class hours.
– References and Resources.
– Base files for their convenience.

The students are given a template they have to follow and fill with required visuals and text description for their project’s presentation. These are boards 24” by 36” that they gather all the material needed to visualize their project (see project’s brief). Additionally, the whole class is sharing a google spreadsheet that serves as timesheets documenting hours spent per task as individuals and as groups for the project (see project’s brief).

High-Impact Educational Practices: Which of these practices based on George Kuh’s High Impact Educational Practices (and other innovative approaches) does this activity incorporate? Choose all that apply.

Collaborative assignments and projects, Open Digital Pedagogy (the OpenLab), Undergraduate research, Capstone courses and projects, Place-Based Learning

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 project is 50% of the overall grade. All the students have to weekly upload their work digitally on Blackboard following a given file name protocol. I have designed and posted on Blackboard a Rubric relevant to the project’s learning objectives with 5 scales (needs improvement, satisfactory, good quality, excellent quality). The class is broken down into four big presentations (1/4 pin up, Midterm Review, 3/4 pin up , Final Review). The overall grade for this project is outcome of their weekly submissions grade (40%) as well as their 4 main group presentations grade (60%) throughout the semester.

The performance criteria I asses for their group project presentations in my Rubric are based on oral communication:

Organization
– Ability to collaborate and present successfully as a group a highly sophisticated project.
– Professionality in presentation and meeting the given deadlines.
– Followed layout and visualization instructions for the project.

Quality of Supporting Material:
– Neatness and accuracy of the visuals.
– Quality of written description.
– Quality of city data analysis and data interpretation.
– Quality of final design as defined by the constraints set by the city data each team is analysing.

Delivery
– Quality of oral presentation. The presentation techniques, speech and posture as well as
coordination btw the group members are appropriate and appealing.
– Quality of plotted boards (nicely cut, pinned and in great resolution).

The performance criteria I asses for their weekly group project digital submissions are:
– followed instructions and submission on time
– file composition
– file neatness & accuracy,
– file line weights & resolution
– file presentation.

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 is the second semester I assign this project and students have positively responded addressing it as one of the most motivating and challenging projects they have dealt with. It has been a motivator towards high quality of work and a very interactive and vivid class. I am very excited to implement all the knowledge obtained through the Living Lab Seminars related to the use of OpenLab and the incorporation of HEP and General Education SLO’s to the project’s brief. This assignment has many components so in order to create a very clear methodology for the students I have to provide them with very specific visualization steps, templates and class recordings. Directing all the steps of the project, creating an online platform to exhibit their work, creating timesheets, refining the rubrics for this project’s assessment and providing them in advance to the students has made my teaching overall more effective.

The main challenge is having the students work in groups and being able to manage their time accordingly. For that reason, I create an hierarchy similar to the office space where the working team reports to the project leader regularly through emails, timesheets and notes on each others projects shared with the whole class.

This project by nature relates not only to architectural, urban and preservation design oriented fields but also to Curatorial Fields and Social Sciences. Since this project is based on both qualitative and quantitative data analysis there could be a correlation with Math fields as well. Finally, the project focuses on developing a visual language to discuss, collect, measure, and quantify data. The students and create mappings, diagrams, data visualizations, diaries so I could imagine this project being part of Visual Arts Studies. In the future, I would like to further the project to better connect STEM fields with Liberal Arts.

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

This is link shows the course’s OpenLab page with the courses syllabus and the weekly handouts, and the description for this project. This website is still under construction and will be used for the next
semester:

https://openlab.citytech.cuny.edu/3609-integrated-software-in-the-architectural-office/

This link showcases students work from the previous semester:
http://www.plbny.com/#!3609-bustling-vacancy/c1y5p

Drugs in the News

Drugs in the News

Anna Matthews https://openlab.citytech.cuny.edu/members/amatthews/

Dental Hygiene/SPS

DEN 2315

Activity Description: Provide a brief description of the activity

This low-stakes assignment is one of the four OpenLab assignments for second-year Dental Hygiene students who take DEN 2315, Oral Pharmacology, in the Summer session. The purpose of the online assignments, including “Drugs in the News”, is to continue the conversation related to the subject of pharmacology beyond the walls of our classroom and to supplement our limited classroom time (Summer session lasts only 5 weeks – 9 in-person sessions + final examination). Assignment description for students can be found here: Drugs in the News Assignment 2015

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

1. to relate information about drugs presented in the media (print, TV) to the information students learn in the course (DEN2315);

2. to evaluate the information from the news source (article, TV segment, TV ad, blog post) for correctness by finding the original source such as the research article, textbook, professional resources and websites;

3. to share the information about drugs (which can be newly developed or approved medications, or recent updates about medications available previously) with classmates on OpenLab by creating a post and including the links to the original source and references;

4. to read each others’ posts and comment on at least two of them.

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 of the four OpenLab assignments and it is due after the first week of Summer session. Students have three days after the posts are available to comment on each others’ entries. Late posts or comments are not accepted and an appropriate penalty is applied as described in the syllabus.

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

because of time limitations and very tight schedule of our session, I invite students to join our OpenLab site ahead of time and upload their syllabus before the session starts and assignments at least a week before they are due. Students must be OpenLab members and know how to create a post and reply to each other. I demonstrate it in class during our first session. No other special arrangements are required.

High-Impact Educational Practices: Which of these practices based on George Kuh’s High Impact Educational Practices (and other innovative approaches) does this activity incorporate? Choose all that apply.

Collaborative assignments and projects, Open Digital Pedagogy (the OpenLab), Wrriting-intensive projects/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?

this assignment is 5 points of the students’ final grade in DEN2315. Half of the grade (2.5 points) was given to the students’ original post and half to their two responses to each others’ posts. I did not use the VALUE rubric but evaluated the students’ work using a simple Grading rubric, which I created myself based on the examples from Bean’s “Engaging Ideas: The Professor’s Guide to Integrating Writing, Critical Thinking and Active Learning in the Classroom” (2011).

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 designed and first used this assignment in 2013, and have used it since with success. The students are required to find and share a new article/news segment, published or aired within a year from the beginning of our session, so when they share these news about drugs on OpenLab, we all learn from each other and there is a very active conversation. Consistently, there are many more responses from each student than the two required by the assignment, and each of the posts receives a lot of attention. For example, in our group of 25 (24 students and I) there were 151 posts and comments for the “Drugs in the News” assignment, averaging 6 per person!

The students often surprise me by finding something very unique and sometimes even unbelievable, such as this year one student found a small article about a common medication lansoprazole (Prilosec), an OTC medication for heartburn, which showed promising activity against the bacterium that causes tuberculosis! I was very intrigued but quite skeptical until a few days later an original research article was published in Nature Communications.

This assignment has been a rich source of learning for our students and me every time I offered it in my Pharmacology course, and I intend to include it in my sessions in the coming years.

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