Category: Inquiry/Analysis

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Perception of homecare

Perception of homecare

Catherine Monchik

New York City College Of Technology

Principles of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

All students are required to take a “Prevention Exam” in Den 1200 lab. This exam consists of two components which consist of having the student teach home care to patients during two visits. The patient needs to have a 30% plaque score, with a minimum of 20 teeth present and 7-10 days between the two visits. The first visit will include assessing initial skills and homecare regimen, disclosing patient with solution so you can visualize where improvement is needed,  and choose an appropriate aid (flossing, brushing, interdental aid etc). On the second visit and second part of the exam, we check the patients compliance and technique. The student can reinforce what was originally taught if patient needs more assistance. Then we disclose again, to choose another aid, if the patient seems comfortable with the original method taught. The second aid will access another area of the teeth that the patient is finding difficult to reach and keep clean. The student will be required to write a reflection of both visits on the perception of value, of homecare taught due to their cultural background. They will need to analyze the patients level of ability to learn new skills. The assignment will be posted on openlab using only the patients initials with at least one paragraph.

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

There will be different goals from this assignment for the students to learn. The student will decide, based on the need of their patient, which aid is appropriate. By seeing the visible plaque with disclosing solution, the student should be able to choose the right aid. At the follow up appointment, check if the patient is compliant and has the ability to use the aid correctly. At this time we need to reinforce aid or introduce a new aid for another area that needs help. The student will see what worked or did not work, and why. The reflection will teach the student that along with dexterity, and ability to perform the aid, that compliance is essential. There are other barriers, such as cultural beliefs and background that have a big impact on accepting prevention measures. Professional development along with diversity learning will help the student grow as a better clinician.
*The student will gain knowledge from cultural self-awareness and knowledge of cultural worldview frameworks.
*Demonstration of skills of verbal and nonverbal communication and attitudes of openness will also be assessed.

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 discussed in the beginning of the semester. The student will post it on open lab one week after the completion of their prevention competency. It can be submitted at any time before the end of the semester. There will be no classroom time devoted to this. The out-of class time will require one to two 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?

The preparation of this assignment is minimal. The prevention competency is found in the back of the students clinic binder for them to review. After completing the competency, the student will have one week to write the reflection and post it on open lab. The student will analyze the the perception of value for homecare based on the patients cultural background. It will be a short paragraph reflecting the background of their patient. It will need to be submitted on time, with correct spelling, grammatical format and quality content. This reflection is a low stakes assignment, having a small percentage of their overall Den 1200 lab grade. Failure to complete the assignment will have a deduction of ten points to their final Den 1200 lab/lecture grade.

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

This assignment is geared towards second semester dental hygiene students, and not a college wide assessment tool. The grade will be determined on the completion of the assignment and the use of the Intercultural Knowledge and Competence 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?

As of right now, we do not have this implemented in our Den 1200 lab. If we did, I believe our students can learn a lot about their patients. Cultural backgrounds have a big impact on how patients perceive value in homecare and prevention measures in their dental health. Compliance is not only the reason, it is an understanding of what we believe in.

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

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

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Cultural Background and Thermal Comfort

Cultural Background and Thermal Comfort

Jihun Kim

Architectural Technology

Site Planning & Environmental Systems

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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

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

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

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

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

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Creating a Brand : Transitioning from Student Identity to Professional Identity

Creating a Brand : Transitioning from Student Identity to Professional Identity

Ruth Marsiliani, RDH, FBPI

Department of Dental Hygiene

DEN2300L Principles of Dental Hygiene

Activity Description: Provide a brief description of the activity

During the semester students are asked to build the e-portfolio page and post: resume, cases, bio, and extracurricular activities. I propose to add a part to this project and have the answer questions that will lead to answer “ What image do they have of themselves as professionals?”

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

To incorporate; clinical practice, classroom theory, and personal experience, and help the student build their professional brand

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?

: It can start during the second semester in the DH program, after their research project. Classroom time is NOT necessary. 3hrs of work is the maximum time necessary, per semester.

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 special preparation needed. The instructions for how long the answers should be and the format, will be posted on the Dental Hygiene Open Lab. This assignment is considered a HIEP. General SLOs: Open educational Pedagogy/ Learning communities/ writing – Intensive project/ 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?

The Value Rubric would be given to students as a guide. They would be graded by their ability to stay within 50 words and the amount of grammatical errors within this statement. One of the questions will require them to find 2 references to support their argument/ point of view.

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?

Not Applied yet

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

DEN 2300/ DEN 2400
RUTH MARSILIANI RDH, FBPI

CREATING A BRAND: TRANSITIONING FROM STUDENT T0 PROFESSIONAL
Handout

Part 1: There will be a total of 5 questions that will be posted on the Dental Hygiene Open Lab forum during the semester. You will also be expected to comment on at least 1 more person’s post. One of the questions will ask you to submit 2 references to support your argument.
Format: answer each question with a maximum of 50 words, which should be posted within 5 days. The Value Rubric serves as a guide on how to answer the questions.

Part 2: Review your semester’s work; analyze and focus on Dental Hygiene ethics and how it affects you as an oncoming Professional. Also, review other people’s work and think about how their views also coincide or differ from yours. Create your Bio/ about me page that will be part of your e-portfolio, which will reflect your professional identity or e-brand. The length should stay within 300 words and grammatically proofed.

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

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Ultimatum Game & Dictator Game

Ultimatum Game & Dictator Game

Ahmed Elkhouly

Social Science/CityTech

MAcroeconomics

Activity Description: Provide a brief description of the activity

The activity is based on game theory and social psychology research, and is designed to focus players on how they think about issues involving fairness and trust and how they predict the behaviors of others. the activity has two phases. in the first phase, Dictator, some players simply make a decision about how much of a sum of money they wish to share with another. Here, the primary focus is on the Sharer who makes the decision—and holds all of the power. in the second phase, Ultimatum, some power shifts to the person on the receiving end. Here, the Sharer makes an offer; if the Receiver refuses the offer, neither player gets any money at all.

Each phase can be played in just a few minutes, with minimal materials and little setup time. it can work with groups of nearly any size.

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

“Reasoning about right and wrong human conduct”

Ethical self
– How much would you offer?
– What is the minimum would you accept?

Ethical issue recognition
– What ethical issue is this activity about?
– Where do your ideas of what is or isn’t fair come from?
Awareness
– Suppose the reward was bigger, how this will change your decision?
– Do you think fairness comes from our genes or is it something we learn?

Understanding different ethical perspectives
– Would you expect the kinds of offers made in the Ultimatum phase to be different from those in the Dictator phase?
– Do different groups or cultures have different definitions of “fairness”? can you give some examples to support your view?

Application of Ethical principles
– What exactly does it mean to be “fair” to others? Does it mean that you have to split the reward equally, or could an uneven split still be “fair”? is there some rule that determines what a “fair” offer is?

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 beginning of the semester

Two lectures will be devoted to this activity and the resulting discssions

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

1- Class will be divided in two groups

2- Random coin flip will determine which group will be proposers and which will be responders.

3- Instruction about the game: Proposers shall make an offer of any value the wish from the reward they have. If responders accept the offer, the split will happen. However, if responders rejected the offer, the reward will be withdrawn from the proposers and none of it will be given to anybody (neither the prosper nor the responder).

3- Each prospers receive a reward (say $10) to split. The offer shall be written on a blank paper (with a code number on the back) without names. Proposers shall write the code number in their notebook.

4- Responders receive the offers and make decisions. Reward shall be distributed according to instructions.

6- The game is repeated again using all the previous procedures except that proposers can be dictators. They can make any offer they want (abut splitting the reward), and responders have no choice.

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?

Using Ethical reasoning 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?

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

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

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Testing Usability, Learning Ethics

Testing Usability, Learning Ethics

Joe Jeyaraj

English

Planning and Testing User Documentation (Eng 3780)

Activity Description: Provide a brief description of the activity

Students will do usability testing of a health document either they or a friend or relative may have used.

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

How well the document works for its audience and purpose.

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 second section of the course.

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

As assignments go, it is simple in its planning, but complex in its completion.

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 rubric that I have for upper level courses in technical and professional writing.

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 have given students a document I have personally used, and students generally respond well to this type of assignment because it involves their personal life.

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

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

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Social Media Review

Social Media Review

Denise Sutton

Business/School of Professional Studies

Essentials of Marketing (MKT 1100)

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

New assignment: Fall 2018.

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

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

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