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

Critical thinking

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.

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

Global Diversity & Reading, Writing, & Research

Global Diversity & Reading, Writing, & Research

Nadine Weinstein-Lavi

English Dept/NYCCT

Professional Development Program – Jan. 2023

Activity Description: Provide a brief description of the activity

1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song.

Students were asked to participate in an interactive blog/gallery type of activity by posting three items: a song, and two images, which reflected their responses to an historical artifact that was used as a text in class: Alfred Schenker's Secret War Diary, 1941-43 (written by my grandfather while in hiding during the Holocaust), and by writing a paragraph about each item that connected it to the diary.

The instructions were: 1. Post a song or a link to it whose lyrics match the emotions in one of the pieces that Alfred Schenker played on the CD you listened to in class. Show the connection in a paragraph about the song you've chosen and his piece. 2. Post an image that shows how you think he felt writing the diary and write a paragraph showing the connection between the two, 3. Post an image that shows how you felt reading the diary/how it makes you feel and write a paragraph showing the connection between the two.

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

The idea was to have students read an historical artifact – an actual WWII Holocaust document – and to make a connection to it in modern terms in a creative way (Some students posted cartoon images to correspond to the emotions they felt upon reading the diary), and to explain that in a paragraph. Creativity and analysis, and consideration of the context of the text (diary) and its relevance to themselves was a big factor in designing this assignment. Awareness of an historical event and gaining of perspectives – the ethics or lack, the context, and the connection to modern times, was key.

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 a mid-stakes assignment that followed the reading of the diary in the middle of the semester. We devoted about two weeks to the reading of, and the discussion of the diary, and a related assignment: a PowerPoint about it, and this interactive blog/gallery, which allowed all students to see what the others had posted and to discuss it.

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 was a mid-stakes activity, but it was fun. The idea was to be as creative as possible in terms of finding corresponding songs and images. They did very well. The instructions were as follows:
1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song. c

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 was assessed based on it's creativity. The students got points for thinking outside the box for this. They were very creative. No rubric was used as it was a mid-stakes assignment worth 15 points. However, everyone did so well, that they got more than the allotted points. This course is English 1121 and is a required course.

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 think that this activity worked very well as it enabled students to make connections between the text and themselves and their responses to the text in a new way, via music and images. It was also open for everyone to see, so there was less pressure for each student and they could discuss what they were going to do beforehand.

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 was the set of instructions for the assignments:
1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song. 1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song.

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

Public Space design

Public Space design

Christopher Stienon

Fordham

Urbanism

Activity Description: Provide a brief description of the activity

This activity is for a course on urbanism that examines the context and principles of good urban design. This assignment began with a walking tour of Midtown Manhattan to visit several prominent public spaces including Rockefeller Center, Times Square, Bryant Park, Union Square, etc. The students were to experience these places and then select one they liked and hype it in the form of short video (like TikTok), a blog post, or podcast, etc. Based on their observations, they were subsequently asked to select a space they didn’t like and reconceive it using features and elements from the places they liked. These were presented to the class in the form of single image of a shadow box / stage set.

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

The purpose of the activity was two-fold. It gave the students a sense of the scale of the city and places within it (which was later used as a scale comparison with looking at other cities), and it pushed them to look at the character of place and the factors that made them this way. For example, was a space noisy or quiet, active or empty of people, shaded or sunny, small large, etc. The idea was to get the students to look at how the character of place affects human behavior.

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 was given at the beginning of the semester before examining the history of cities.

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 is no preparation needed. The first part of the assignment was to follow a walking tour of several public spaces in Midtown Manhattan, starting at Grand Army Plaza next to Central Park and proceeding down Fifth Avenue to Rockefeller Center and crossing to Times Square and following Broadway all the way to Union Square.
The students were asked to look at all the open spaces to understand how they are physically different and what was contributing to the character of place. The students were to select a space they liked and hype it. That is they could create a photo essay, a blog or a TikTok video – or any medium that described why the space they liked was so appealing – and then hype it – that is, describe why the space was successful and attractive. Why should someone want to go there?
The second part of this assignment asked the students to then select a space they didn’t like and reconceive it using the elements from the space they liked. The students were to create a shadow box / stage set rendition of their proposal and present it in class.

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 VALUE rubric touched on Analysis and Design. The activity was assessed by how well the students were able to communicate and describe what they were seeing and identify contributing factors to the quality of place (analysis). For example, Bryant Park was frequently cited as a successful public space because it was less crowded and quiet, it felt separate from the rest of the city yet there were activities and people within the park. The creation of a shadow box to illustrate a proposed redesign of a particular place they didn't initially like was assessed by how well they could take an idea or an observation and translate it to a different setting – and could these ideas be clearly communicated.

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

The assignment was well received, and I will use it again, but I will introduce the project to the students differently the next time. I'll need to emphasize that this is not simply a documentation of a site visit, but an actual analysis of why a space is attractive. It may entail an entire lecture devoted to the design of public open spaces so they understand what these contributing factors actually are before having them undertake the assignment.

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.

As with all assignments, there are students looking for the simplest and fastest way to complete the work, so some students simply turned in a series of unedited video clips taken as they went from place to place and talked about what they were seeing along the way. If they did this in a group, then each student had more or less the same set of images. This was not entirely bad since there was at least evidence that they visited these spaces, but it was far short of focusing on the details of a particular place.

But the students who pushed a bit did some fantastic work. The result was an assortment of TikTok videos, podcast scripts and recordings, newsletters and blog posts – all capturing elements of the city; the lights, the sounds and the action.

With the second half of the assignment several students listed Times Square as there least preferred space, so there were several proposals for a Bryant Park or Union Square themed makeover of Times Square or 42nd Street. There was a general sense of playfulness and experimentation with these proposals and presentation.

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

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

GenEd Seminar Winter 2022 assignment

GenEd Seminar Winter 2022 assignment

Laura Andreescu

Restorative Dentistry

Living Lab General Education Winter 2022 seminar

Activity Description: Provide a brief description of the activity

For the Living Lab General Education Seminar Winter 2022 I chose “Reading” as the main SLO. I developed and introduced a reading class activity for the laboratory section of the Dental Implant Prosthetics course, in which we read a scientific article titled “Provisional Restorations Options in Implant Dentistry” by Dr. Robert Santosa and published in the Australian Dental Journal, October 2007.
I chose this article because at that time, the lecture section of this course covered this topic and, the students were working on the laboratory project of fabricating a 3-unit provisional restoration for dental implants on teeth # 9 and # 11. After reading the article and having discussions students completed an informal assignment in which they had to answer few questions (short essay) about what they learned. This informal assignment was not graded and instructed the students to concentrate more on the concepts than the spelling and grammar. Based on the students’ responses, I concluded that most of them have a good understanding of this topic. However, this class activity sparked interesting discussions and students were able to evaluate what are some of the gaps in their knowledge.
I am planning to have at least one more similar class activity, and if the time permits to have a formal assignment, as homework, in which they will have to read and article and summarize it in an essay form. This homework will be graded, and I will provide the reading grading rubric as developed during the General Education seminar. The goal for the Student Learning Outcome is to familiarize students with reading and understanding scientific concepts and dental vocabulary presented in different forms such as peer-review journals, professional blogs, etc.

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

My goals are to develop students reading abilities, which will helped them gain knowledge and be better prepared in their careers.

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 class activity took place at the end of the laboratory session and it took approximately 15 minutes

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 informal assignment is not graded, but is intended to show students their level of understanding of class topic and for me to see what areas of course instructions I need to develop more.

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 used the informal assignment as a feedback to evaluate the students' level of understanding of course materials.

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 use this type of class activity in the future, because it is a barometer of how well they are doing in this course

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

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