Depth of Knowledge – Page 2 – L4: Living Lab Learning Library

May 21, 2024

LOOKING BEYOND THE OBVIOUS

JONNEL MORTLEY

DENTAL HYGIENE

Principles of Dental Hygiene Care III

Activity Description: Provide a brief description of the activity

Students are tasked with developing two case studies in their final semester (DEN 2400)on their E-Portfolio. This assignment is a precursor to what they can use for their final project . Students will use all the information gathered from a Clinic Patient and develop a case study that meets the following criteria for vulnerable population: The patient must have had no dental care in past two years or limited access to dental care. The ideal patient has no dental insurance. The patient must be from an underserved community within the Borough . The students will use the following assessments -Medical history, Social history , dental history , Intra and Extra oral examination, Dental examination , Periodontal examination , Calculus detection ,Radiographs and Intra oral photos to create a case study and develop a comprehensive care plan. They will focus specifically on the management , compliance and health outcomes for this assignment.

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

The students with use Critical thinking and Ethical reasoning when developing their care plan . They will use investigative questioning to gather pertinent information to meet their vulnerable population criteria . The students with learn key strategies for managing patient outcomes when limitations are involved . Students are expected to make the correlation between access and health outcomes. Students will consider cost as a barrier to compliance and make necessary recommendations .Students will learn how to compose a case study before their final semester's E-portfolio requirements.

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 can be started at any time in the Fall Semester as there are specific criteria to fulfill the assignment objectives. It will be an out of classroom assignment and students have until the end of semester to complete. This may take from 2hours – 4days to compose.

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 first have to first identify the ideal candidate (patient) to study. They have to complete the in clinic assessments on the patient and the case study is only completed after that patient's treatment has been completed in our dental hygiene clinic .
Students will be instructed to carefully access the patient for treatment needs. This is a high stakes activity.

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 AAC & U Value Rubric will be used to evaluate. ETHICAL REASONING VALUE RUBRIC
Definition
Ethical Reasoning is reasoning about right and wrong human conduct. It requires students to be able to assess their own ethical values and the social context of problems, recognize ethical issues in a variety of settings, think about
how different ethical perspectives might be applied to ethical dilemmas, and consider the ramifications of alternative actions. Students’ ethical self-identity evolves as they practice ethical decision-making skills and learn how to describe and
analyze positions on ethical issues.
We will use a sliding scale from 0-4 .
O for a case study that does not meet the benchmark.
1 for minimally reaching objectives
2 for stating pertinent information but fails to meet all requirements
3 meets the requirements with some room for improvement
4 meets all requirements and satisfies the objectives

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 has not yet been adopted. It will be proposed in the Fall 2024 Semester. This assignment can prepare students to complete their Case study requirements in the E- portfolio .

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.

This assignment is a modification of the following assignment completed in the Spring 2024 in Principles of Dental Hygiene Care IV.
The link below shows the current E-portfolio requirement https://openlab.citytech.cuny.edu/den2400sp2024/eportfolio/

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

https://www.aacu.org/initiatives/value-initiative/value-rubrics

May 19, 2024

Career Exploration Assignment

Rosa Abreu

Hospitality Management/Professional Studies

Perspective in Hospitality Management

Activity Description: Provide a brief description of the activity

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

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

Discuss the scope of the hospitality and tourism industry.

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

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

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

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

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

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

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

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

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

January 13, 2024

Case studies -in class assignment

Wenhsing Yang

Nursing

Medical-Surgical Nursing

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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

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

N/A

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

January 13, 2024

Critical thinking

Wenhsing Yang (Annie)

Nursing

Nur 2110

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. This activity will take 30 minutes. After that, you have ten minutes to present your answer to the class. You will need to use textbooks and online resources to provide your answers and rationales. Feedback is welcome.

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

The goal of this assignment is based on ACEN requirement (critical thinking) as follow:
1.Goal is to avoid having your decision cause injury to anyone
2.With critical thinking skills, you can weight many factors and skillfully solve problems, making good decisions a majority of the time
3.Operating in critical thinking model while pursuing nursing studies helps develop clinical judgement needed to practice safe nursing
4.Nursing use a knowledge base to make decision, 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.
This presentation will take 10 minutes per group.

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, students have the opportunity to share the answers with the class and ask for feedback.

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

N/A

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

May 18, 2023

The use of annotation in reviewing class readings.

Charisse Marshall DSW, LCSW

Human Services-School of Professional Studies

HUS 1101-Introduction to Human Services

Activity Description: Provide a brief description of the activity

The use of annotation in reviewing class readings.

What is Annotation?
An annotation is a note or comment added to a text to provide explanation or criticism about a particular part of it (Dictionary.com-2023). In a diverse world, annotation allows students to explore their individual interpretations of classroom materials and assignments, in other words “what does this mean in my world?”. Annotation allows students to explore their perceptions while reviewing reading materials for classroom assignments.

Topic-The History of Advocacy in Human Services
Poverty in 1601 vs Poverty/Social Disparities in 2023
Chapter 3 Woodside, M. & McClam, T. (2019) 9th Ed.
An Introduction to human services. NY: Brooks/Cole Publishing Co.

General Education Standards explored:
Knowledge, Skills, Values, and Awareness of Diversity.

The purpose of this lesson was to expose students to the first public laws developed to aid and assist the poor and underprivileged.

-The Elizabethan Poor Laws were passed as a response to the increasing number of poor people in Great Britain in 1601.
*Making the connection between life in 1601 and modern day life in 2023. What do students think social problems were like in England in 1601 versus modern day issues (micro/macro communities)?
• Law passed as the number of poor increased.
• Compulsory taxation to raise funds to help the needy.
• Classification of dependents according to ability to work: children, the able-bodied, and the “impotent poor”.
• Responsibility for those in need was first with the family and then with the government.

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

General Education Standards explored:
Knowledge, Skills, Values, and Awareness of Diversity.

The purpose of this lesson was to expose students to the first public laws developed to aid and assist the poor and underprivileged.
Students were introduced during the lesson to the following ideas:
Modern Day Movements
Public Welfare
Private Sector/Non-Profit Support Programs
The role of advocacy in human services in a modern day context.

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 a week 4 assignment. This assignment was given after one full month of the semester in order for students to feel comfortable sharing their views. The assignment The assignment consisted of quiet reading time, completing the annotation independently and then class discussion. A total of 90 minutes. Students were very enthused, especially when cinema was incorporated such as "Bridgerton".

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 an interactive low stakes assignment which is used to introduce a high stakes assignment-discussion of the Final Term Paper on a social issue of the students choice. The instructor has to select the reading and any supplemental resources which will be used during the assignment (such as video clips).

Rubric-
Low Stakes Assignment-Level of Engagement
5 Points-Students Did Not pose any Questions
10 Points-Posed some questions but did not evoke discussion.
15 points-Posed Relevant questions during class discussions.
20 points-Posed 2 relevant questions which provoked discussion.

The assignment was well received. I think next time I will ask students to submit a video clip which illustrates their personal perceptions of modern day poverty.

Themes/Perceptions of Students during this lesson:
Students learned the word/term “pauperism”, explored the meaning of poverty.
Treatment of the Poor and Indigent (Public, Private, and Religious Based Social Services) in 1601.
Mental Health Services 1601 vs Mental Health Services 2023
What do you think poverty looked like in 1601?

Living General Education
Spring 2023
Charisse Marshall, DSW, LCSW
Human Services Department

The use of annotation in reviewing class readings.

General Education Standards explored:
Knowledge, Skills, Values, and Awareness of Diversity.

The purpose of this lesson was to expose students to the first public laws developed to aid and assist the poor and underprivileged.

Themes/Perceptions of Students:
Students learned the word/term “pauperism”, explored the meaning of poverty.
Treatment of the Poor and Indigent (Public, Private, and Religious Based Social Services) in 1601.
Mental Health Services 1601 vs Mental Health Services 2023
What do you think poverty looked like in 1601?

Making Modern Day Connections to cinema such as “The Crown”, “Meghan and Harry”, and “Bridgerton”.

Students were introduced during the lesson to the following ideas:
Modern Day Movements
Public Welfare
Private Sector/Non-Profit Support Programs
The role of advocacy in human services in a modern day context.

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

May 5, 2023

Walking the Brooklyn Bridge

Patricia Hickey

CityTech CUNY

English 1101 and English 1112

Activity Description: Provide a brief description of the activity

The class as a groups walked across the Brooklyn Bridge. The class did some preliminary research about the Brooklyn Bridge’s history. The students paired up. One partner made voice comments while the other took photos. The pairs chose either people, scenery or bridge structure.

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

The goals are:
1. Everyone should experience walking over the iconic Brooklyn Bridge!
2. Students learn how to hone their power of observation.
3. Students put their experience into a solid coherent paragraph.
4. Students share their experiences with their classmates.
5. Everyone sees each other in a different light. This will help establish comradery.

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?

In the Spring semester I did this mid semester for two reasons. Firstly, the warmer weather makes the walk easier. Secondly, a change of pace is good for the mid semester slump.
The entire lesson takes about a full class and a half time. We walked during the class time .I

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

There was no preparation for this activity, although I was concerned if someone felt they were not capable of walking the distance. All felt fine. Before walking we did some preliminary research about the Bridge.
This was a low stakes writing lesson.

The only assessment was participation

This experience was wonderful and I most certainly will repeat this. Everyone loved the activity and I had virtually no complaints. The students loved walking and chatting with their classmates and with me. They loved the views and the feeling that it was “their Bridge” and they were not tourists.

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

April 14, 2023

Interactive Video Assignment

Catherine Monchik

Dental Hygiene/ New York City College of Technology

Periodontics 1217

Activity Description: Provide a brief description of the activity

This collaborative assignment from DEN 1200 will continue on- A case study will be assigned to you by Professor Marsh, please use this case study for Periodontics 1217, to create a 2–3-minute interactive video explaining to your patient their periodontal health status, periodontal stages and grades or if the patient has gingivitis, how it can progress into periodontal disease, explain treatment options and substantial response by explaining, why their chosen recommendation benefits the patient and what other recommendations might you consider to a fellow classmate.

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

Integrative learning with the application of theory to practical problems, integrating ideas or concepts, and understanding and connecting ideas from other courses. Connections to different disciplines, oral and written communication, and connections to experience.

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 plan to discuss it at the beginning of the semester as they will start their written assignment for the other course. I will devote any time necessary to explain instructions and go over anything that is unclear. The time out of the classroom by practicing and having an outline set should be roughly three to four hours.

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 will be a collaborative assignment from DEN 1200- A case study will be assigned to you by Professor Marsh; please use this case study for Periodontics 1217, creating an Interactive Video Assignment. This will be a continuation of your paper. Please carefully use the Rubric below to guide your presentation. You will need to record a video from 2-3 minutes discussing and answering the questions below. You may record yourself using any mobile device or application, but please ensure the link you submit downloads and opens without issues. For example, you may upload a YouTube video link you created, an MP4 file of your video, or a video application format like Vimeo. The recording assignment file should include last name, first name, and case value (e.g., Smith, Stage I, grade B), and be submitted on OpenLab under Student Video Posts.
Please answer these questions:
1. Depending on your patient’s case, what would you say about their periodontal health status to the patient?

2. Explain to the patient the periodontal stages and grades or if the patient has gingivitis, how it can progress into periodontal disease. (Please use visual aids as we would with a patient)

3. Explain treatment options and plan of action to slow down or stop the progression of their disease (ex: root planning and scaling, any intervention methods, and homecare) to the patient.

4. Provide goal-targeted feedback in a supportive manner offering a substantial response by explaining why their chosen recommendation benefits the patient and what other recommendations you might consider. (Give goal-targeted feedback in a supportive manner) Respond to someone with a different patient case than yours, which can be a different section than ours.

It is a low stakes assigment.

Oral communication and integrative ACCU rubric assessing the organization (content is a structured presentation), language (persuasive and professional manner), delivery (effective/2-3 minutes) connection to experience (profound understanding of the field), and their reply (substantial reply to a fellow classmate). It's worth 5% of their grade.

This activity worked well with my students. They learned a lot from each other. I would repeat this assignment. It was very valuable for the students to learn and understand the concepts and periodontics. They could incorporate their new skills into the other classes, the 1200 seminar and the 1200 clinic. The feedback from the students is that they made their interactive video multiple times learning where their communication needed to be stronger with their patients. The only thing I would change is to clarify the assignment instructions. Some details were not missed. The students were creative with this assignment and used the platform to its fullest ability pretending to have a live patient and split screen. I was very impressed with how the project turned out.

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

March 28, 2022

Ethical Design: Evaluating Digital and IRL Experiences (and how one might support or hinder the other)

Noreen Whysel

Communication Design/City Tech

UX and UI Design

Activity Description: Provide a brief description of the activity

In a Data for Good lecture at Columbia's Data Science Institute, dana boyd of Data+Society told the audience that her proudest achievements are often when she convinces a client not to create something that can potentially do harm.

When does it make sense to NOT make a digital version of something that would be better designed IRL? Are there activities that are more suited to online than IRL? Or are there cases where a combination of both appropriate?

In this exercise, I shared a few articles about online activities that have had an impact on real life. We discussed both positive an negative reviews of online activities, including Pokemon Go, which is often discussed in terms of it's getting gamers to be more social and active to Instagram, which has been shown to have a negative effect on the self-esteem of teenaged girls. A third example was on how social media use is contributing to the political polarization of America by removing the public commons from public space to largely anonymous forums.

After discussing these articles, students formed breakout groups to find a news article about an online activity and discuss the pros and cons of that activity online. And to also discuss how that activity could be replaced by or combined with an IRL activity to improve the experience. Finally, they posted a reflection on the exercise to the class Slack group.

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

This activity focuses on three learning outcomes: Reading, Information Literacy and Ethical Thinking. Students are asked to read an assigned text describing Digital vs IRL spaces and then in select an example from the reading of a digital experience that might be better In Real Life or paired with an IRL experience. After discussing in groups, they then share back to the class what they discussed and finally post a reflection on course discussion board about their understanding of the pros and cons of digital vs IRL for the chosen scenario.

To address Information Literacy, students must find one additional example of digital applications where the IRL experience takes precedence over digital. What might someone gain from a physical experience that they can't get from digital? When might a digital application enhance the IRL experience?

And to expand their understanding of who is impacted by their design decisions, they then work in groups to make a stakeholder map showing who is affected by the designed experience of your example. Who is participating in the experience? Who else might be affected by the experience? Or harmed? Who might be left out?

In addition to the reading, information literacy and ethical Thinking student learning outcomes, students gain gain from two High Impact Education Practices: Place Based Learning and Collaborative Assignments.

Place-Based Learning
Students consider the physical and embodied experiences of IRL versus digital experiences

Collaborative Assignments
Students participate in Discussion of the pros and cons of selected digital experiences

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 was part of the Ethics and Accessibility lecture in Week 7 of the Spring 2022 semester. It took a little over a half hour to complete. There was no out-of-class time except if a student wishes to post their reflection after class. If we had more time (and were not otherwise online this week) we might have been able to go outside and play Pokemon Go or survey people about their online and offline political activity on campus grounds. We may still try to create an online/IRL activity during a later session and follow up with a stakeholder map, which we did not have time to do.

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 activity was low stakes and ungraded. The only preparation was to find three articles to discuss as examples of Online activities that either replace or compromise IRL experiences.

Because this assignment is ungraded, I plan to use it as part of the participation grade. I do not believe my course is part of the college-wide general educaiton assessment initiative. It is an elective.

Students enjoyed discussing online versus "In Real Life" very much. They are very aware of online activities that are creating unrealistic expectations for their real-life relationships and are concerned about exacerbating these experiences through their design careers. I would like to refine the activity and possibly replace a duller accessibility study that they do for credit and that could be done in class in groups or as a demonstration. Not being able to go outside or actually be IRL was an issue with this activity, though some students mentioned that it made it easier for everyone in their group to search for articles since they were all sitting at a computer anyway.

The activity presentation for the Living Lab course is openly available at : https://cuny907-my.sharepoint.com/:p:/g/personal/noreen_whysel27_login_cuny_edu/EeDP7sDKTAROh1Nle8uKlagB5bMXEem7EM4k6Lvh7nagBA?e=FgnQIx

You can also read about the activity on the course blog at https://openlab.citytech.cuny.edu/-whysel-comd-3562-he93-sp2022/2022/03/28/ethical-design-evaluating-digital-and-irl-experiences-and-how-one-might-support-or-hinder-the-other/

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

January 20, 2022January 23, 2022

How strong you should hit a ball to break a glass?

Adjunct Assistant Professor

Viktor Boiko

Physics

General Physics I (Phys 1433, Phys 1441)

Activity Description: Provide a brief description of the activity

The Project is based on the work of Pyotr Kapitsa, who was famous physicist and Nobel laureate. (https://en.wikipedia.org/wiki/Pyotr_Kapitsa)
He published book “Problems in Physics”, which include problems for discussion. These problems did not give all conditions and details for a solution, so a student can choose them.
One of such problem is: “What must be the speed of a tennis ball that can break glass?”
I modified a little bit this problem and student should find an answer on a question “How strong you should hit a ball to break a glass?” (What force should be applied)
To find an answer students should use all Physics laws and principles from a semester (Physics I) and to choose all conditions what they need for the solution.

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

What should student use during the project:
Physics
Imagination
Abstract and critical thinking
Understand how and which questions to ask
Basics of engineering design
Analytical thinking and mathematical calculations
Technical/report writing
Backward thinking
Calculation in a new soft/web program
Working with data
Working in a group

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 one thirds of a semester. Students should do it at home. All steps would be describe during class time and all questions would be discussed in a 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?

Students will have step by step instructions for this project.

CRITICAL THINKING VALUE RUBRIC, PROBLEM SOLVING VALUE RUBRIC, WRITTEN COMMUNICATION VALUE RUBRIC, READING VALUE RUBRIC, CREATIVE THINKING VALUE RUBRIC (Project with wide borders for advance level of the course)

Student are interested in the project, they ask a lot of questions. The assignment requires a good level of knowledge and some students have difficulties. In this case more time for a discussion should be during a class.

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

January 20, 2022

ECHOES

Rob Rothblatt

CUNY CityTech Architecture

Arch3551 Sustainability Theory + Practice

Activity Description: Provide a brief description of the activity

Oral Communication Exercise, building on a Research Powerpoint which is already part of the established curriculum of this course. Activity builds Oratory and Rhetoric by appointing respondents to the Presentations who will "Echo" the presentation, building and challenging. This assignment will be Written, but then read as a speech.

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

SLO – Student Learn Outcomes include:
Foster Critical Analysis
Improve Oratory skills
Explore Rhetoric
Promote Multiple Viewpoints
Keep the Conversation Going

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 coincident with the 18 Student presentations, which happen in groups of 2 over 9 weeks, beginning in Week 4 and continuing through Week 13.
The Initial Presentations are 30 minutes – with 30 minutes devoted for the response and discussions for a total of 1 hour each.

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 assignment combining both the original presentation and the response (each student will do one of each) is high stakes in that together they comprise 30% of the grade of the semester.

Students will need to work on research, and have their initial drafts reviewed by the professor. They must address at least one point of the presentation to which they are responding which they feel is Enlightening and one which they find Disquieting and in need of either more support, or which they directly oppose

Assessments from the AACU Rubrics could include:
Organization
Language
Delivery
Supporting Materials
Central Message

However, we are likely to concentrate on just one or 2 in order to keep the assignment focused and reasonable/

Assignment is planned for Spring Semester 2022, finishing at the End of May. At that time, I will post the results.

Note I am taking on a class which I have never taught and which has not been put on OpenLab – however, in the future, perhaps the Course Coordinator will consider migrating it to an open platform.

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

Category: Depth of Knowledge

LOOKING BEYOND THE OBVIOUS

Career Exploration Assignment

Case studies -in class assignment

Critical thinking

Interactive Video Assignment

Ethical Design: Evaluating Digital and IRL Experiences (and how one might support or hinder the other)

How strong you should hit a ball to break a glass?

ECHOES

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

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Copyright

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