Community/Civic Engagement – L4: Living Lab Learning Library

May 31, 2025

Co-Creating a Code Glossary

Sandra Lloyd

Communication Design (COMD)

COMD 2451

Activity Description: Provide a brief description of the activity

In groups of 4-5, students use a real-time, collaborative spreadsheet (such as Google Sheets) to fill out several terms as part of a glossary of code terms they need to learn. If time, they teach one or two of the terms to the rest of the class. Each group is graded on the accuracy of their entries. Then, the class can use the directory throughout the semester as reference material.

This activity can be used for learning HTML, CSS, or other coding languages or frameworks where students need to learn a large number of basic elements and their behavior.

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

Broadly, the learning goals are to build skills in reading comprehension, research, critical thinking, and collaboration.

In my class, I used the activity for the introduction to HTML.

The objectives specific to COMD 2451 are:
1) In order to get acquainted to semantic HTML so that they can create static websites, students will learn and retain:
a) what key HTML elements do
b) when and where to use these elements
c) how to write a line of code using these elements

2) Students will get to know each other and form bonds, while also building collaboration and teamwork skills.

(These learning goals can be adapted for CSS, W3.css, or other appropriate languages or frameworks.)

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?

There are three points in the semester of COMD 2451 where this activity can be used:
1) Week 3: HTML & Design DIscovery;
2) Week 4: CSS;
3) Week 7: Web Design & Interaction (introduction of W3.css framework)

However, I only implemented it during Week 3, for the purposes of teaching HTML. This is because it is helpful to have this hands-on activity when coding is new to them.

I devote 1.5 – 2 hours of class time to the exercise. No out-of-class time is expected. The only exception is if a group does not finish their glossary terms in the allotted time, at which point they may opt to finish it outside of 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?

To prepare for this activity, the professor must create a Google Sheet (or similar real-time collaborative spreadsheet) as demonstrated in the HTML Glossary presentation on OpenLab. This must be populated with the desired html elements, along with columns for Definition, Characteristics, Example code, When to Use, and When NOT to Use. The first row will be populated with an example.

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 activity is evaluated based upon a grading rubric that centers around errors. I assess the number of correct definitions or their quality.
My course is part of the college-wide general education assessment initiative.

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

The activity worked very well. Students were engaged throughout in their groups. It was also very clear that they quickly learned how to effectively search for information online and to problem-solve. Students tended to do better in my class this semester compared to last semester.

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.

See the first post in the OpenLab to see more in-depth presentation deck and the site itself.

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

https://docs.google.com/spreadsheets/d/1Vm4zWUqOLdgNg3SPudPRq6lxSKsf0Bxa22ou3rrkb0g/edit?usp=sharing

May 31, 2025

Food, Culture, and the Body: Exploring Physiology through Place-Based Learning

OLUWAKEMI KADIRI

BIOLOGICAL SCIENCES/CITY-TECH

ANATOMY & PHYSIOLOGY II

Activity Description: Provide a brief description of the activity

This semester-long project invites Anatomy and Physiology students to connect course content with real-world food practices by investigating the intersection of nutrition, culture, and human physiology. Using place-based learning inspired by a field visit to the Museum of Food and Drink (MOFAD) or a virtual equivalent, students will research how cultural dietary practices affect body systems such as digestion, metabolism, cardiovascular health, and endocrine function. Students will present their findings through an OpenLab post integrating scientific analysis, cultural context, and visual/creative components (infographics, diagrams, videos, or photo essays).

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

• Apply foundational knowledge of human anatomy and physiology to real-world nutritional and cultural contexts.
• Apply anatomy and physiology knowledge to real-world nutrition and cultural contexts.
• Develop research, scientific writing, and public-facing communication skills.
• Engage in metacognitive reflection through drafting and peer feedback.
• Investigate health disparities related to nutrition and cultural practices.
• Foster a collaborative learning community via OpenLab, reinforcing a sense of community learning.

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?

• Introduced early in the semester (Weeks 2–3).
• MOFAD visit or virtual resource in Week 5.
• Milestones: topic proposal (Week 7), annotated bibliography and outline (Week 9), draft post (Week 11), final post (Week 13).
• Reflection and optional class discussion in Week 14.
• Estimated total workload: 10–12 hours outside 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?

Preparation:
• Set up an OpenLab course site with space for student publishing.
• Introduce and scaffold the use of OpenLab early in the semester.
• Coordinate MOFAD visit or offer virtual museum resources, video tours, or interviews.

Instructions to students:
Students will:
• Select a cultural food tradition or cultural dietary practice.
• Research how that practice impacts one or more body systems, physiologically.
• Connect the practice to current public health issues, access, or disparities.
• Create a post combining narrative, scientific explanation, and visuals (multimodal post).

Type of assignment:
• The activity is low- to medium-stakes and graded in stages with formative feedback and peer review.

• I will assess this activity using the Oral Communication VALUE Rubric developed by the American Association of Colleges and Universities (AAC&U), adapted to reflect the specific goals of the Anatomy & Physiology OpenLab project.
• This rubric evaluates student performance in six categories: organization, language, delivery, supporting material, central message, and disciplinary relevance.
• Each criterion is scored on a 1–4 scale, providing a clear and structured way to assess oral communication skills within a scientific context.
• In addition to the rubric, I will provide formative feedback during class discussions, peer review sessions, and project milestones. This layered assessment approach ensures students receive both quantitative scores and qualitative input to guide their growth.
• This course is part of the college-wide Gen Ed assessment initiative, and this assignment supports key Gen Ed learning outcomes such as critical thinking, communication, and civic engagement.
• This project promotes integrative learning and deeper engagement with anatomical and physiological concepts by connecting course content to students' communities and lived experiences.

• This fall, I plan to implement this activity for the first time to replace the traditional Written Assignment.
• Before the semester begins, I will share the project plan with the course coordinator to ensure alignment and gather feedback.
• I anticipate the activity encouraging deeper student engagement by connecting course content to personal lives, cultural backgrounds, and future healthcare careers.
• By examining food, nutrition, and physiological health through a place-based perspective, students will likely engage more deeply and think critically, particularly as they relate the material to their communities.
• To support their success, I will include in-class workshops on research skills, scientific citation, and navigating the OpenLab platform.
• I also plan to offer a sample project to clarify expectations and encourage creativity. Understanding that some students may have limited digital literacy or may initially produce surface-level reflections, I will scaffold the assignment with guided discussion prompts, exemplar models, and opportunities for peer feedback to enhance depth of analysis.
• I am excited to see how this project fosters integrating scientific content with personal and real-world relevance, strengthening students’ writing, collaboration, and digital communication skills.

I plan to share:
• A sample student post (with permission)
• Slide deck introducing the project
• Library guide to credible sources for health-related research
• Peer review worksheet
• Full assignment sheet and grading rubric (available on OpenLab)

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

May 26, 2025

Reading To Support Architectural Design

Elizabeth Parks

Architectural Technology

ARCH2412 Design IV

Activity Description: Provide a brief description of the activity

The reading activity is part of the Lecture portion of the Design IV studio (Lab) class. Students are formed into groups of three or four to analyze and share a selected reading with the class. The activity has three parts: reading with annotation, completion of a Frayer Method Template to clarify a particular concept or vocabulary word, and presentation to the class with discussion. All students in the class are expected to read all of the readings to facilitate discussion.

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

The goad of the activity is to engage students with reading about architecture, architects, and the concepts that underlay the design process.

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 is completed over four class sessions throughout the semester.
Session 1 in Week 2: Introduction to the activity, selecting or assigning readings to the groups. This is timed to coincide with the research and concept development work the students are doing in the Lab portion of the course.
Session 2 in Week 5: Presentations and class discussion for half the student groups
Session 3 in Week 6: Presentations and class discussion for half the student groups
Session 4 in Week 11: General class discussion of all the readings and their impact on student design projects.
Students are expected to meet with their group members outside of class to prepare the Frayer Method Template for their selected reading. They are also expected to read all the other readings for discussion. The total time required outside of class is expected to be at least 4-8 hours, depending on the number and difficulty of the readings.

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

For the Spring 2025 Semester, ten (10) readings were selected from "Imagining the Future Museum: 21 Dialogues with Architects", edited by Andras Szanto, published in 2022. Each reading is a dialogue between the editor and a currently practicing architect, specifically about that architect's approach to museum design. This material was chosen because the students are each designing their own version of a museum in the Studio portion of the class, but the focus of the readings could be adapted to suit other courses.
Students were given access to a shared Miro board with blank Frayer Method Templates, a list of concepts and vocabulary words pulled from the readings by the instructor, as well as space for the students to write a summary of the reading.
Part of the introduction to the activity was a discussion of how to read for comprehension and how to take notes while reading. The instructor's annotated readings were shared with the class as examples.
The following is a link to the completed templates from one of the Lecture sessions for Spring 2025:
https://www.dropbox.com/scl/fi/j4opnnl1snk3pyzrj0440/ARCH2412-Lecture-Reading-Session-1.pdf?rlkey=p3k2lplksc2p5dfu95pobd67d&st=8vmuzxb1&dl=0
In the fourth and final session, students were asked to write a brief statement describing how the activity impacted their design process and the design of their project.
The groups present a summary of the reading and a more detailed explanation of the concept or vocabulary word they chose and then lead a class discussion on the reading, ideas and how the information is applicable to the studio activities.

The activity was not formally graded, but the results were shared with all instructors. The lecture classes are shared between four instructors, each also teaching a discrete section of the studio. A mixed set of students attend one of two lecture sessions. All instructors were given access to the Miro boards and to scans of the written reflections.
The Studio environment is inherently a High Impact Impact Educational Practice, incorporating Common Intellectual Experiences and Collaborative Assignments and Project. This reading activity was designed to broaden and deepen the students' understanding of the design process by familiarizing them with the words and work of a broad range of current practitioners.

We will repeat the activity and are considering adding a graded rubric to formalize assessment. The degree of engagement with the readings varied between groups and it was clear that very few students had read any of the readings other than the one they were assigned, limiting their ability to contribute in a meaningful way to class discussions. Formally grading the activity may improve attendance and encourage them to read more.
The students were allowed to form their own groups, so generally felt comfortable working and sharing with one another.
It was clear from some of the students' written reflections that the readings did have an influence on their thinking. Students always struggle with the leap from their initial ideas to a building proposal that manifests those concepts, but the more comfortable they become with abstract ideas, the clearer their conceptual work is. And that leap to a "real" building becomes more possible and the ideas more legible.

Some written reflections from students, written in class in Week 11 of the semester (edited for clarity):
"The readings provided different ideas and perspective in regards to museum design…they made me think about my design choices more thoroughly." Adrianna Dilillo
"These readings helped me with my design process by understanding 'elevation by context'. Understanding the importance, meaning or status based on its surroundings/context." Daria Tourkova
"One of the ideas [from] the reading was for the museum to be a place for people to escape reality." Bryan Zamora
"Our reading helped me create a narrative for my project." Kelvin Jarama
"The reading helped me get a better understanding of what a museum is and how the museum is an extension of what is being shown in the exhibition. It taught me that circulation plays an important part in the story the building is trying to tell. Lastly the chapter I read defines a museum as a bridge that connects people with art. It is a response to a certain conflict and/or community." Diccia Castro
"The readings have influenced my design by integrating the site with my building by including a plaza that is embedded underground." Marti Tapia
"The readings helped with my design process by demonstrating ways to include everyone. … blending public space and exhibition areas [together makes the museum] engaging for visitors. This idea encouraged me to design my my museum with space for visitors to create something of their own" Thais Garcia

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

January 30, 2025

In the Pursuit of Knowledge: Focusing on ‘Lifelong Learning’

Sergio Belich

Computer Systems Technology / NYC College of Technology

Web Programming I (Lecture) & (Laboratory)

Activity Description: Provide a brief description of the activity

The activity centers on teaching CST2309 (Introduction to Web Programming) through a structured split format, dividing the 3.5-hour class into equal parts of lecture (1¾ hours) and lab (1¾ hours). During lectures, the instructor presents course topics using overhead projectors and whiteboards, works through practical examples, and actively solicits student feedback to ensure comprehension.

The lab portion focuses on collaborative learning, where students work in groups using a shared Google document to compile course-related resources, including linked definitions and training videos. Students contribute their thoughts and questions while also creating potential exam questions. This dual approach combines traditional instruction with hands-on collaborative work to enhance the Student Learning Outcome of "Reading," specifically targeting students' abilities to interpret, evaluate, gather, and apply information from online sources.

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

My goal is to create an engaging learning environment that promotes "Lifelong Learning" through a balanced approach of structured instruction and collaborative work. The primary goal is to enhance students' ability to interpret, evaluate, gather, and apply information from various online sources while fostering an interactive atmosphere that encourages students to actively participate in their learning process. This is designed to not only help students master the current course material but also develop skills and learning templates they can apply to their future academic pursuits.

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 will start from the second class till the end of the semester. The first day includes discussing the this new class outline to students, and setting expectations. ] It represents the core structure of the entire semester for CST2309 (Introduction to Web Programming). Each original class session (from last semesters' 3.5 hour length) is now being divided into:
Lecture portion: 1¾ hours
Lab portion: 1¾ hours
Total in-class time per session: 3½ hours

Students will spend some time outside of class reviewing and contributing to the shared resources, including adding definitions and training videos, though the specific time requirement has not been specified, the results of participation will be graded.

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

The preparation needed for this activity is as follows:
Setting up shared Google documents for class readings and topics
Preparing lecture materials and practical examples
Creating overhead projector/whiteboard content
Organizing students into working groups for labs

The student instructions is as follows:
During lecture: Students are expected to engage with the material and provide feedback
During lab: Students work in groups to:
Access and contribute to shared Google documents
Add linked definitions and training videos
Share thoughts, ideas, and questions
Create potential exam questions
Collaborate with group members

This activity is relatively low-stakes, focusing on collaborative learning and continuous engagement rather than high-pressure assessment. The approach emphasizes building an "enjoyable environment to learn" where students can:
Get constant feedback
Receive multiple explanations if needed
Build on existing knowledge
Create study materials collaboratively
Develop templates for future learning

The structure is an ongoing evaluation while also leading to assessments via exams and a class project. Students' contributions will factor into their overall course performance.

Assessment Components:
Use VALUE rubric specifically focused on reading
Student contributions to Google documents (20% of final grade) measured by:
1. Number of definition links added
2. Number of video links contributed
3. Number of potential exam questions provided

Implementation Details:
Continuous feedback during lectures ensures ongoing formative assessment
Google document contributions provide measurable evidence of students' ability to "interpret, evaluate, gather and apply information from various online sources"
VALUE rubric on reading provides standardized assessment criteria
The activity supports the "Lifelong Learning" student learning outcome

Integration with Broader Assessment:
Course is part of the college-wide general education assessment initiative
Will be evaluated by AIRE in Fall 2025
Uses standardized VALUE rubric for reading to align with institutional assessment frameworks

This structured assessment approach combines quantitative measures (contribution counts) with standardized evaluation criteria (VALUE rubric) while supporting broader institutional assessment goals.

This activity is structured to work well in a classroom environment because:
It divides class time equally between lecture and hands-on lab work
It incorporates both traditional teaching methods and modern collaborative tools
It creates an "enjoyable environment to learn" through constant feedback and group interaction

Here is the organizational structure:

Initial Structure:
Each of the 5 groups is assigned specific sections of lecture material
Groups have primary responsibility for their assigned sections
Groups can still contribute to other sections they find important

This approach:
Ensures comprehensive coverage of all lecture material
Creates clear group responsibilities
Prevents excessive overlap in initial research
Allows for cross-section insights and contributions
Maintains flexibility for additional perspectives

For each lab session, groups would:
1. Focus primarily on their assigned sections to provide:
5 definition links
5 topic training video links
5 potential exam questions
2. Have freedom to add insights to other sections
3. Monitor and build upon other groups' contributions

This balanced structure combines focused responsibility with collaborative flexibility, helping create a comprehensive learning resource while encouraging broader engagement with all course material.

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

August 2, 2024

A Museum of Culture/ Assignment 1A: Museum Research

Jieun Yang

Architectural Technology

ARCH 2412/ Architectural Design IV

Activity Description: Provide a brief description of the activity

Part A: Understanding “What is a Museum”

Each student will read articles and/or watch videos focused on Museum design. Additionally, each student will visit a Museum in New York City, document it through photography and sketching, and answer a series of questions to catalog their observations.

A. Learn:

– Read Chapter 01: The History and Theory of the Museum Building from the book Museum Buildings: Construction and Design Manual By Christian Schittich. (see Blackboard)
– Choose one short article (see Blackboard)
– Choose one video or podcast from the below list:
– John Oliver's Last Week Tonight episode on Museums
– Freakonomics Podcast "Stealing Art is Easy. Giving It Back is Hard."

– Deliverables: For each, write a short summary and outline a series of five bullet points identifying the most meaningful takeaways. Be prepared to discuss this in class.

B. Experience:

– Visit a museum in New York from the list provided in class.
– Document your visit through photography, sketching, and diagramming.
– Consider the following questions during your visit:
a. Who are museum users? Consider both visitors and staff. How do they use and move through the museum differently?
b. How does the entry sequence work? How visible is the museum entrance from the street? What is the first thing you see and do when you enter the museum? How do you orient yourself?
c. How are the entry and exhibition spaces arranged? In a linear sequence, clustered, or arranged around a central space? Does the visitor travel from space to space directly or are there areas devoted to circulation?
d. What is displayed in the museum? How is the art/information displayed? How many different types of exhibition areas are there and how are they the same or different?
e. How many people were in the exhibition area while you were there? Was the space crowded? Approximately, what is the area of the exhibition space? What were its proportions? How tall are the ceilings? How far away did the visitors need to stand to view or interact with the works?
f. What were the lighting conditions like? Were there windows or skylights in exhibition rooms? If yes, how were they considered in the placement of the works?
g. Were the exhibition spaces ornate or simple? How does the architecture relate to the content, is there a consistency or a contrast between the two?

Deliverables: One 11×17 sheet, beautifully and thoughtfully layout of document your museum visit and observations, to Include:
– Name and location of the Museum you visited.
– Photographs, Diagrams, and sketches
– Question responses

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

The assignment focuses on how to think critically about Museum Design and develop an understanding of this building typology.

The assignment prepares students for Part B: Topic Research and Concept Development, where each student selects a research topic, reads articles, and documents important information related to that topic to develop an overall theme for their proposed museum and develop their concept.

The assignment asks the students to meet the following objectives:
– Ability to research, gather, and study information to gain an understanding of a building typology.
– Ability to research, gather, and study information to derive an informed project concept.
– Communicate ideas and information both verbally, graphically, and through writing. (Gen Ed)

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

This is the first assignment in the semester. During the first class, we watch a museum scene clip from Black Panther, discuss the topic of repatriation through current news articles, read one of the assigned readings together, and share student reflections in class.
The students are then asked to complete the rest of the homework assignments outside class time. They present their completed assignments in the second class for peer discussion and feedback.

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

See the note under Timing for the preparation and instructions on this assignment.
This is a low-stakes assignment designed to be used as an icebreaker and to prepare students for the critical thinking, analysis, and documentation required for the upcoming assignments.

The assignment is assessed on the following rubric, incorporating some of the gen-ed assessment categories.

1. Ability to research, gather, and study information to derive an informed project concept (35%)
2. Ability to translate concepts into graphic visual and physical representations (40%)
3. Communicate ideas and information both verbally and through writing (10%)
4. Assignment requirements and deliverables were met (10%)
5. On-time completion (5%)

The assignment helped students think deeply about the role of a museum, its historical conception, and how it may have led to problematic pasts (such as stolen cultural objects). It also set up a discussion on how we can reimagine a museum. Students engaged in lively debates with a wide range of viewpoints. We plan to repeat this assignment/ activity in the upcoming semester.
Students enjoyed different media forms (videos and podcasts) and did not rely solely on reading. Most readings are short articles, which makes the materials accessible to the students.
I want to try the missing links method by assigning specific readings to students, having different article readers come together to teach others through summarizing their lesson, and reporting their summaries to the whole class as a group.

Student Examples on Dropbox:

https://www.dropbox.com/scl/fi/n9xxp95mpi9gmzct7y1oy/ARCH2412_Assignment-1_Examples.pdf?rlkey=yikae381871d7dwmk7vy7qjkd&dl=0

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

May 30, 2024

Peer Evaluation

Cristina Masino

Dental Hygiene

Dental Radiology Lab

Activity Description: Provide a brief description of the activity

In groups, the students did presentations to explain different scenarios for patient management while taking digital radiographs. I created a peer evaluation for the students to complete for each team.

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

I aimed to achieve learning the interrelationship between critical thinking and civic engagement with the use of feedback among the students.

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

The group presentations happened in the third week of the semester. During the presentations I had each student fill out the evaluation. I also gave them a few minutes after each presentation for them to gather their thoughts and complete the evaluation for each 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?

The evaluations did not need much preparation from the students. I explained to them that in order for us to grow as individuals and promote critical thinking, that honest and kind feedback is necessary. The students were very kind to each other while answering the evaluation forms while giving constructive feedback as needed.

This qualitive assignment was assessed using the critical thinking rubric. Reviewing the evaluations and discussing the feedback anonymously with the class, demonstrated how they were all receptive to what each other had to suggest. The assessment of the evaluations created an awareness of their presentations and how the other students learned from them. The evaluations also allowed them to realize how their communication skills are and what they can do to improve by comparing themselves with the other students.

The peer evaluations and assignment promoted critical thinking that led to civil engagement. It allowed the student to apply their knowledge and ability to analyze a social issue while rendering treatment for patient care. This activity worked extremely well in the class. I would repeat it every semester because of the positive impact it created. This assignment gave the students an opportunity to not only promote growth among each other, but also within themselves.

This was the assignment handed to students to complete and hand in to me:

Den1218 Group Presentation Peer Evaluation Spring 2024
Student Who is Evaluating:________________________
Group Members’ Names and the
Topic:______________________________________________

Was the assigned topic fully addressed and discussed?
Was there more information that could have been included or discussed?
Do you agree/disagree with how the group handled the management of the patient
care?
What was your favorite part of the presentation and why?
Did the presentation need improvement and what could have been done to improve?
Please list positive feedback for the group to look back on and carry with them
throughout the semester.

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

May 29, 2024

Electrification of the New York Stock Exchange (NYSE) Area: Ensuring Safe and Efficient Electrical Distribution

Kim K. Mahase

New York City College of Technology

EET 1122

Activity Description: Provide a brief description of the activity

This assignment encourages students to explore real-world engineering challenges in a civic engagement context, emphasizing critical thinking, ethical reasoning, information literacy, and teamwork. Students should aim to provide practical and well-researched solutions to the electrical distribution needs of the NYSE area.

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

In this assignment, you will explore the electrified tracks running beneath the New York Stock Exchange (NYSE) and the electrical infrastructure required to operate the NYSE securely. You will conduct research and answer critical questions related to electrical distribution systems, backup systems, voltage levels, transmission efficiency, and power requirements for the NYSE area.

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 implemented near the conclusion of the semester. It occupied one classroom session. Additionally, students were allotted approximately 1.5 hours outside of class to complete the write-up.

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

Step 1: Research the NYSE (Introduction)
Begin by researching and gathering information about the New York Stock Exchange (NYSE).
Write an introduction that provides an overview of the NYSE, its location, historical significance, and its role in the global financial market.
Include any relevant information about the electrified tracks running underneath the NYSE and their importance.

Step 2: Respond to the Following Questions
Answer the following questions based on your research and engineering knowledge:
How to make an electrical distribution system safe: Explain the key principles and measures that should be taken to ensure the safety of an electrical distribution system in an area like the NYSE.
What electrical backup systems should be employed: Describe the types of electrical backup systems that should be implemented to ensure uninterrupted power supply to the NYSE, especially in case of emergencies or power outages.
What voltage levels are best for traction power transmission: Discuss the ideal voltage levels for transmitting traction power efficiently in the electrified tracks beneath the NYSE area. Explain the reasons behind your choice.
At what distance is the most efficient transmission: Analyze and determine the optimal distance for efficient transmission of electrical power in the context of the NYSE area's electrified tracks.
How much power do you think is needed to run the NYSE: Estimate the power requirements of the NYSE to ensure its smooth operation, taking into account its size, trading volume, and the electrified tracks' power demands.

Submission Requirements:
Prepare a well-organized report that includes an introduction, answers to the questions, and any relevant diagrams or figures.
Cite your sources properly and provide references for the information used in your research.
Submit your assignment in both printed and electronic formats.
Be prepared to present your findings and engage in discussions during the class.

Step 3: Personal Reflection on Electrical Distribution
In this step, you will reflect on the concepts you've learned in the previous steps and apply them to an aspect of your own life or an example relevant to you. This reflection will help you connect the engineering principles discussed in this assignment to real-life scenarios.

Task: Choose one of the following options:

Option A: Personal Connection
Think about an aspect of your life where electrical distribution plays a significant role. It could be related to your home, workplace, or any other environment you are familiar with. Reflect on how the principles discussed in this assignment (electrical safety, backup systems, voltage levels, transmission efficiency, power requirements) could be applied to improve the electrical distribution in that context. Discuss any potential benefits or challenges.

Option B: Real-World Example
Research and find a real-world example or case study related to electrical distribution in a critical infrastructure or commercial setting (e.g., hospitals, data centers, public transportation systems). Summarize the example and explain how the engineering concepts discussed in this assignment are relevant to the success or challenges faced in that scenario.

Submission Requirements:
Write a brief reflection (approximately 300-500 words) that clearly explains your chosen option and how it relates to the electrical distribution concepts discussed in this assignment.
If you choose Option B, provide the source or reference to the real-world example you researched.
Reflect on any ethical considerations related to your chosen aspect or example.

This activity was low-stakes.

The rubric utilized was the AACU Civic Engagement VALUE Rubric.

Grading Criteria:
Depth of reflection and connection to engineering principles.
Clarity of explanation and relevance to the chosen aspect or example.
Critical thinking and insight into the application of electrical distribution concepts.
Ethical considerations and awareness demonstrated in your reflection.

Implementing this activity in my classroom was quite effective in engaging students and fostering a deeper understanding of electrical distribution systems, particularly in critical environments such as the New York Stock Exchange (NYSE). The combination of theoretical concepts and practical application provided a comprehensive learning experience for students.

I would certainly consider repeating this activity in future semesters due to its positive impact on student learning outcomes. However, there were some challenges encountered during the process. One challenge was ensuring that students grasped the complexity of electrical distribution systems and their significance in real-world contexts. To address this, I incorporated more examples and case studies to illustrate key concepts.

Additionally, managing the time allocated for the activity was crucial, especially considering the depth of research and analysis required. In future iterations, I would allocate additional time for students to delve deeper into their research and refine their analyses.

Despite these challenges, students seemed to enjoy the activity, particularly the opportunity to apply theoretical knowledge to practical scenarios. They appreciated the relevance of the topic to real-world situations, such as the operation of the NYSE. Furthermore, the personal connection component added an extra layer of engagement, allowing students to relate the concepts to their own experiences.

In terms of changes, I would consider incorporating more hands-on activities or simulations to further reinforce key concepts and enhance student engagement. Overall, this activity effectively facilitated student learning and engagement, and with some adjustments, it can continue to be a valuable learning experience in future semesters.

Resources and References

To support their analysis, students are provided with academic papers and technical manuals that offer insights into electrical distribution systems and their importance in critical infrastructure settings:

"Electrical Distribution System: An Overview" by Pravin D. Bhavar and Vipul M. Darji provides a comprehensive overview of electrical distribution systems and their components.

"Emergency Power Systems for Critical Facilities: A Best Practices Approach to Improving Reliability" by the Federal Emergency Management Agency (FEMA) discusses the design and implementation of emergency power systems for critical facilities.

"Electrical Distribution System and Its Importance" by Thamim Sharief and Dr. Pradipkumar Dixit delves into the significance of electrical distribution systems in various sectors.

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May 26, 2024

Studying Linear and Exponential Growth Models using General Education Learning Goals.

Lili Grigorian

Mathematics/ NYC College of Technology, CUNY

MAT1190 Quantitative Reasoning

Activity Description: Provide a brief description of the activity

This project has five parts:

Part I:
Students will be asked to record a 5–10-minute video that describes linear and exponential growth and a scenario from their everyday life which they believe can be modeled by linear and/or exponential growth. Including a picture/description/video.

Part II:
Students will learn, apply, and analyze linear and exponential growth by looking at the price of a smart phone and different options (cash, credit card, etc.) a person may buy and pay off for the smartphone.

Part III:
Students will go for a field trip to the Bank with post discussion.

Part IV:
Students will be interviewing people around them to gather information for project's reflection.

Part V:
After completing the project, students formed a view regarding linear and exponential growth and how it affects paying off the balance. They had a chance to examine, analyze, and rethink the financial choices they and people around them make, and how those choices affect them and their community. Students will have a choice to create either of the listed below with a focus on questions provided as a guide.

• Record at least a 10-minute-long video reflection.
• Write at least a 2-page-long (size 12, double spaced) written reflection.
• Present at least 10-minute-long oral presentation in class.

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

This project uses various components of General Education Value rubrics that Living Lab Seminar had focused on during our meetings.

The 1st part uses Communication.
The 2nd part uses Inquiry and Analysis using Linear and Exponential Growth.
The 3rd part uses Community and Civic Engagement through Place-Based Learning and Teamwork.
The 4th part uses Integrative Learning through Gathering Information via Interviewing.
The 5th part uses Foundations and Skills for Lifelong Learning through Digital/Writing/Oral Communication.

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 will take about 2-3 sessions of class time and 1-2 sessions of out-of-class time.

Start date: A week before linear and exponential growth models are taught.
Part I is due in 1 week from the start date. To be completed individually or in pairs.
Part II is due in 2 weeks after Part I is due. To be completed in groups during class time. (1 – 2 sessions)
Parts III and IV are due in 1 week after Part II is due. Part III to be completed in pairs or in groups. (1 session for a trip) and Part IV to be completed individually.
Part V along with Parts I, II, III, and IV in 2 weeks after Parts III and IV are due. To be completed individually.
End date: One to two weeks before semester ends.

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 project is high stakes. Students will need to have an electronic device with audio/video recording and internet access. Organization for a field trip.

The following are submission methods for each part:

Part I: Students will have a choice to upload on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.) or on the class channel created on YouTube.
Part II: PDF documents uploaded on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.)
Part III: Documents to be annotated on https://web.hypothes.is/start/ and fieldtrip will be discussed in the group chat using app of student’s choice. (Ex. googlechat, whatsapp, etc.)
Part IV: PDF documents uploaded on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.)
Part V: Students will have a choice to upload on a platform of instructor’s choice. (Ex. Dropbox, Blackboard, etc.) or on the class channel created on YouTube.

This project will be assessed using General Education Value rubrics mentioned earlier as well as my own rubrics I use for Mathematical computations.

I was not teaching MAT1190 this semester to implement this version of the project, but I did get a change to use a similar version during last Spring semester. It worked pretty well, and I am looking forward to being able to use this version of the project with a focus on a General Education Value rubrics. Most of my students enjoyed this project in the past since it is about smartphones that are a big part of their life. I believe my students will be even more attracted to this version, especially that one of the added components will be a field trip.

Main quote for this project:

“The more we prepare students to consider problems from multiple positions, using different approaches and strategies, the better adapted they will be to the struggle of keeping up with a fast-paced workforce.” Davidson, Cathy N., and Christina Katopodis. The New College Classroom, Harvard University Press, 2022.

Grading Policy:

Part I: 10 points. Completed individually or in pairs.
Part II: 50 points. Completed in groups during class time.
Parts III: 10 points. Completed in pairs or in groups.
Part IV: 10 points. Completed individually.
Part V: 20 points. Completed individually.

Entire Project is worth 15 % of the course grade.

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https://openlab.citytech.cuny.edu/pcorbett-portfolio/research-and-publications/

May 24, 2024

TikTok Library Challenge

Valerie Work

English, City Tech

English Composition II (1121)

Activity Description: Provide a brief description of the activity

What: Students will collaborate in teams of 5 to create a 1-2 minute TikTok video designed to introduce new City Tech freshmen to the City Tech library and encourage them to use it.

Assignment: Your group will create a 1-2 minute TikTok video to introduce next year’s freshmen to the City Tech library AND encourage them to use the library’s resources.

Questions to Consider:
-What do you think next year’s new freshmen will most need to know about the library? Why?
-What do you think they will most WANT to know about the library, and why?
-How can you use the genre conventions of a TikTok video (or a specific sub-genre of TikTok video) to accomplish your purpose AND engage your audience?
-What is the most logical structure for your video? What will be the beginning, middle and end? How will you organize or order your material?
-What locations within the library will you show in your video, and why?
-How will you shoot the footage you need without violating library rules (i.e., you can’t make too much noise, disturb other library users, or damage property!)
-How can you divide the tasks needed to make the video in a way that is fair to all group members?
-How will you manage your time efficiently during and after the site visit so that your project is finished by the deadline?

Each group will share their video using the room’s projection system at the next class meeting ( you’ll need to upload it by then and bring the link!) The class will vote on the video it thinks will be most effective, and the winner will be shared during the first week of next semester with my 1101 students.

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

-Students will be better prepared to understand the principles of multi-modal composition after having created a simple multimodal project as a group. I hope they will therefore be more engaged by the following class discussions introducing the terms, concepts and assignment for Unit 3.
-Students will feel more confident in creating a multimodal project on their own and generate stronger work if they have first made one as part of a team (scaffolding).
-Socially useful–-1101 students can be terrified of the library! I hope this will help next year.
-Supports the Gen Ed goals of Critical Thinking (primary) and Teamwork (secondary).

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?

When: The library site visit will take place on the first day of Unit 3 (Multimodal Composition). The following class meeting will be an opportunity to share the videos with classmates, and we’ll then use them as a springboard to introduce the unit.

The groups are encouraged to finish their videos during the 75 minute library site visit class, and many did. In some groups, a member who arrived late or was otherwise less involved with shooting footage took responsibility for additional editing and/or uploading the video to TikTok after 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 made an announcement in the previous class to meet in front of the library along with a brief description of the project, and I also posted this information on Blackboard as an announcement. It's a low-stakes assignment.

All students who attend the site visit class and engage with the task will receive a classwork credit towards their classwork grade. Completion of the videos by the following class will count as a homework assignment. Students will also complete a pass/fail in-class writing assignment evaluating the strengths and weaknesses of their team’s process and final product that will count as the second day's in-class writing task.

On the whole, I would repeat the activity. The students who completed it were highly engaged and referred back to the project for the rest of the semester enthusiastically. Many commented at the end of the term that they felt the class was an excellent opportunity to develop relationships with classmates, and I felt that this activity supported that process. My students did seem to feel more comfortable approaching their own multi-modal project after successfully creating one with a team. The teams who presented their videos felt a great sense of accomplishment and enjoyed discussing their process and choices with the class. Also, some of the more low-performing students turned out to be really knowledgeable about using cell phone cameras and/or TikTok, and it gave some C students a chance to shine.

That said, the poor attendance patterns that were a part of the Spring 2024 term for many sections did significantly limit the impact, as only 10 students attended my 10 am class and 6 attended my 11:30 am class on the day of the library site visit, and some of those students were then absent the following class and missed the presentations and discussion. I initially wanted to limit the amount of information I gave about the activity in advance because I wanted the students to work through the challenge on the day of the assignment with their teams, but in retrospect, I believe I should have talked up the benefits of the project more at the previous class meeting to encourage more students to show up for it. On the other hand, I'm not sure that would have helped, as there were many other class periods during the second half of the term that were also this poorly attended.

There was a minor altercation with a library worker who became extremely irritated when she thought the students were filming her (even though they were actually filming the circulation desk sign). I suggested that the remaining teams stay away from the circulation desk, as she seemed unusually sensitive. One team was particularly disappointed that they were not able to include this area in their video. All of the other library staff seemed neutral to enthusiastic about the project, and I don't think that it disrupted operations apart from this one incident.

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May 22, 2024

Noticing as a Means of Detailed Writing

Adin Dobkin

English

ENG1101 – Composition I

Activity Description: Provide a brief description of the activity

This is a two-class session activity, with a short homework assignment acting as a bridge. On the first day, each student is given one of three photographs from a moment in NYC history. No context is provided to the students, only the photograph itself. They're given twenty minutes to write down as many details as possible from this photograph, taking note of what is there as well as what isn't. Then, they're asked to select from those details the five that they believe best capture that image, and describe why they believe those are the most significant.

Students are then put into groups according to which photos they were given (these groups will be static throughout the semester, but students haven't yet worked in them). Together, the group selects the five details that they agree are the most significant. Next, they put those details into relation to one another. This is open, and can either be written out in paragraph form, relations can be drawn with arrows, etc.

For homework, the group's task is to collectively come up with a description, using these details, of what they believe the photograph shows. I emphasize the importance of deriving this understanding through the details, not by attempting to find the photograph.

The next class session, the photograph is displayed at the front of the classroom. The group shares their description, how they decided upon it, and any struggles they encountered along the way. Then, to each group individually, I pass them a bit of historical information about their photograph: what it actually shows. As the last part of this assignment, I ask them to reflect on any details they see anew, or anything they missed without having that proper context.

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

This assignment started with an understanding that attention is something students often struggle with, particularly when reading. The most notable consequence of this is writing that doesn't include details. But I had a hunch that by using visual texts, and by describing this process that I think can be replicated in readings, students might get it.

I hope that students internalize the act of paying attention -> noticing details -> putting those details into relation to one another -> seeking an explanation for that synthesis -> reflecting on their accuracy. This assignment also works to embody a process of engaging with NYC history, working in groups to debate and synthesize details, and think about the ethics of writing.

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 took place in the second and third classes of the semester, with about two hours of total time, plus maybe 30 minutes to one hour with homework.

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, but a key one in embodying the process that they will hopefully use for their first major assignment. Most work went into identifying photos that weren't too obvious, were detail rich, and spoke to moments of city history. Students don't have the full picture, as it were, until the assignment is through, but each individual step is more or less intuitive and guided by instructions.

As a low-stakes assignment, this assignment is primarily participation-based. I look to see students writing as many details as possible in the time allotted, but also that they get in the habit of answering why to as great of a degree as possible.

This assignment was consistently cited by students as one of their favorites this semester, I think due to its detective-like nature, the environment it quickly brings about in groups, and in the real-world history that it engages with. For these reasons, I would repeat it, though I don't think it as readily translated to their reading assignments (but this is a far bigger problem than any one assignment).

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

Category: Community/Civic Engagement

Co-Creating a Code Glossary

Reading To Support Architectural Design

In the Pursuit of Knowledge: Focusing on ‘Lifelong Learning’

A Museum of Culture/ Assignment 1A: Museum Research

Peer Evaluation

Electrification of the New York Stock Exchange (NYSE) Area: Ensuring Safe and Efficient Electrical Distribution

Studying Linear and Exponential Growth Models using General Education Learning Goals.

TikTok Library Challenge

Noticing as a Means of Detailed Writing

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