Community/Civic Engagement – L4: Living Lab Learning Library

May 30, 2026

NYC Neighborhood Projects and Presentations

Leslie A. Martino-Vélez

Social Science

Elements of Sociology

Activity Description: Provide a brief description of the activity

This is a semester long project that is integrated into an introduction to Sociology course. It revolves around the theme of transportation (subways), using the text, International Express about the 7 line in New York City neighborhoods. These projects, using the text, will be implemented throughout the semester and be used as a supplemental text to cover several main ideas in an introductory course. (https://ebookcentral.proquest.com/lib/citytech-ebooks/detail.action?docID=5276006).

Project 1: Observation on the subway
Students will ride the subway and write a detailed ethnographic observational paper. It will reinforce research methodology learning.

Project 2 : Field Trip to the local Transit Museum in downtown Brooklyn
Students will learn about the history of the transit system. They will write a reflection of the trip. It incorporates experiential learning as well as historical and contemporary learning about the transit system.

Project 3: Neighborhood Project and Presentation
In pairs, the students will chose one of the neighborhoods the 7 train runs though. They will conduct neighborhood research over time as well as present their research to the class at the end of the semester. They will gather demographic information, history of the neighborhood, using internet resources and Census information. They will also use maps, as well as other visual materials such as photographs and videos.
This will incorporate many skills: in-depth research skills (data analysis), public speaking, mapping skills, and will also reinforce collaborative learning skills.

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

This activity will cover many learning goals, through the reading of the text International Express, the projects as well as a field trip to the Transit Museum.

It focuses on using Integrated Learning principles: Integrative learning is an understanding that a student builds across the curriculum, from making connections among ideas and experiences to synthesizing and transferring learning to new, complex situations within and beyond the campus.

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 will be integrated throughout the 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 are a variety of low stakes and high stakes assessments. It will also incorporate close reading of a text, as well as experiential learning through the subway observation and the field trip to the Transit Museum. Research and presentation skills will also be used. There will be detailed assignments for the students to follow and a scaffolded project schedule.

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?

There will be low stakes/completion assessments as well as formal assessment of the neighborhood project. Students will be given a rubric and detailed guidance.

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 not yet taught this, but anticipate that though these activities, the students will gain practical, applied knowledge about topics they may already have some understanding about (subways, neighborhoods).

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

May 29, 2026

The Community Impact Campaign

Amera-Rime Lulu

Tech and Design

COMD 2400 Communication Design 2

Activity Description: Provide a brief description of the activity

Project Goal:
Students work in groups of three to identify a local community problem or partner with a non-profit to advocate for change.

The Process:
Students visit a specific location in their community to document a community problem via photography and fill out a creative brief on how they will advocate for this problem

Creative Execution:
Students develop a cohesive campaign including posters, billboards, and sustainable merchandise (ex. T-shirts) to advocate for the issue.

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

Core Competency: Integrative Learning—bridging field research (social reality) with design execution (creative skill sets).

Course Objective: To introduce creative strategy and divergent thinking to solve complex social and business 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 activity served as the final project for the course and occupied the final month of the semester. It kicks off right after Spring Break on Tuesday, April 14th, and culminates in the final presentations on Tuesday, May 26th.
Placing it at the end of the term ensured that students have already mastered core design principles, software basics, and conceptual thinking before they are asked to execute a full, multi-touchpoint campaign.

Over this 6-week period, a substantial portion of each class session is dedicated to the project.
* Total Class Sessions: ~12 sessions (assuming a twice-a-week schedule).
* In-Class Structure: Class time is split between brief lectures on campaign strategy/sustainable design, peer critiques, and structured workshop time.
* Instructor Milestones: Specific studio days are locked in for creative brief reviews, initial layout crits, and pre-flight checks for the merchandise and poster mockups.

Because this project involved fieldwork and high-fidelity asset creation, the out-of-class expectations where rigorous, averaging 4–6 hours per week per student. This time is divided into distinct phases:

Phase 1: Research & Briefing (Week 1-2) Group coordination, visiting the local community site to document the issue via photography, and collaborating on the creative brief.

Phase 2: Execution & Asset Creation (Weeks 3-5)Individual asset design (typesetting posters, building billboard layouts, and sourcing sustainable merchandise templates).

Phase 3: Production & Pitch Prep (Week 6) Finalizing the cohesive campaign presentation deck and rehearsing the group pitch for the final presentation on May 26th.

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 the April 14th launch, my backend prep focuses on establishing the core infrastructure: setting up shared Dropbox folders, publishing our custom presentation outline template on OpenLab, and curating a solid bank of clean design templates (billboards, tote bags, and apparel) so students can focus on visual strategy rather than hunting for assets. Because this project is multi-layered, I intentionally build strict interim milestones into our schedule—forcing early deadlines for site photography and creative briefs—to keep our design trios moving smoothly toward our May 26th deadline.

When I pitch this to the class, I frame it as a professional creative agency challenge rather than a typical classroom assignment. My instructions are explicit: "Form your groups of three, instantly delegate roles based on your strengths, and get out into the community to document a real problem." I push them to look beyond making "pretty things" and to map out a clear community user journey—ensuring that their social assets, OOH posters, and sustainable merchandise function as a single, cohesive visual identity system that drives measurable advocacy. I remind them that their final delivery is a high-fidelity, live team pitch accompanied by a beautifully formatted PDF presentation deck uploaded to Dropbox, where every member has an equal voice.

Because this project serves as the definitive final project for the class that synthesizes everything we’ve covered all semester—from complex visual hierarchy to target audience strategy—it is a high-stakes assessment. It accounts for a major portion of their final grade because it assesses their readiness for the industry and requires them to produce a comprehensive, integrated portfolio piece. To respect those high stakes, my assessment criteria don't just look at execution in a vacuum; the rubric explicitly grades them on creative innovation, strategic alignment, seamless visual cohesion across all channels, and the vital professional soft skills of collaboration and presentation delivery.

I developed our project rubric by adapting those exact institutional standards—specifically drawing from the Teamwork, Creative Thinking, and Oral Communication VALUE Rubrics—and blending them with industry-standard design agency expectations.

Because this is a multi-channel advocacy campaign, I grade the project across five core pillars, balancing technical execution, strategy, and professional soft skills:

* Strategic Alignment: How well does the campaign strategy align with the core community problem and the target audience identified in the Phase 1 Creative Brief?

* Creativity and Innovation: The originality, visual impact, and conceptual strength of the overall integrated campaign concept.

* Integration and Cohesion: The seamless continuity of the visual identity system. The social media posts, large-scale OOH billboards/posters, and sustainable merchandise must feel like they belong to the exact same brand experience.

* Collaboration and Teamwork: Peer and instructor evaluations of how effectively the trio collaborated, communicated, and equitably shared the out-of-class production workload.

* Presentation Skills: The clarity, persuasiveness, and professionalism displayed during the live team pitch, ensuring all members contribute equally.

Looking back at how this final month played out, this final campaign was an incredibly rewarding experience. Seeing my students realize that design isn’t just about making commercial assets, but a powerful tool for civic engagement and social good, was the absolute highlight of the semester.

I would absolutely repeat this project. It worked exceptionally well because it gave students a profound sense of purpose. By stepping out of the classroom and onto the streets of New York to document real-world issues firsthand, they weren’t just working for a grade—they were working for their communities.

Students genuinely loved the ownership and creative freedom this project offered. They thrived on building a cohesive visual identity across multiple touchpoints, and they were incredibly proud to showcase how their creative thinking could spark measurable change. Watching them work together to deliver their final pitches / Presentation with genuine passion proved that connecting design theory to local advocacy completely shifts their investment in the work.

Since City Tech is a commuter campus, coordinating 5 to 7 hours of weekly out-of-class collaboration in trios was tough. Some groups struggled to schedule site visits or distribute the production workload equitably.

I addressed it by requiring an explicit role-delegation sheet during the Phase 1 Creative Brief phase. We also utilized our OpenLab digital space and dedicated significant portions of our weekly class sessions to internal group workshops, minimizing the scheduling friction.

Link to Students' final project work https://www.dropbox.com/scl/fo/vasp2oeo8c9noyyacxh8m/AOYkkjozMmIRcMcspqWdtDE?rlkey=x7gl3csayingxkn20jkor8fcx&st=yivsdeh0&dl=0

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

April 9, 2026

Living Lab Seminar Activity (Final) Topic: • Intercultural Knowledge and Competence

Professor Meagan A. Sylvester

English & African American Studies

Living Lab Winter Project

Activity Description: Provide a brief description of the activity

Living Lab Seminar Activity (Final)

The featured course is AFR 1311 – African American Music/Caribbean Music

The aim of this activity to encourage students to use the Think-Pair-Share model together with fieldwork to foster the group work approach to examine and analyze the impact of Africa and African retentive cultures on the music of the diaspora, namely The Caribbean, The United States and Latin America.

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

The specific learning objective that the activity will speak to is:
Analyze how African cultures have influenced and shaped African American and Caribbean music

Learning Goals are as follows:

Content-Based Learning Outcomes
– Analyze how African culture(s) have influenced and shaped
– African American and Caribbean music;
– Discuss the creative contributions of African American and Caribbean music;
– Analyze African American and Caribbean music in
terms of their rhythmic and stylistic variations;
-Identify some of the major musicians who have made significant and notable contributions to African American and Caribbean music.

General Education Learning Outcomes
– Students will develop critical thinking and writing skills.
– Student will develop an appreciation of music from the Africana 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?

– At what point in the lesson or semester do you use this activity? See details below
– How much classroom time do you devote to it? First 8 weeks of the semester
– How much out-of-class time is expected? 2 weeks

Step 1. Lecture and Introduction to Africa, its colonial past, slavery , transatlantic slave trade history and settlement in The Americas and the Caribbean and the transference of music culture
Step 2. Think – Pair – Share (Part 1 – in the classroom)
Step 3. Visit to: (i) music lab at Brooklyn Academy of Music ( BAM) ; (ii) Visit to the Brooklyn Museum for First Saturdays for Brooklyn Pop Up Market and African Music Performance in Beaux-Arts Court (iii) music studio session at Crystal Sounds Studio, Brooklyn known for producing some of the major stars of Caribbean music.
Step 4. Return to the classroom Think – (Pair – Share (Part 2)
Step 5. Class presentations on learnings

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 for activity:
– Attend lectures
– Read assigned texts
– Complete assignments
– Participate in class discussions
– Watching films and videos on African Music, Caribbean Music and African American Music

– Instructions given to students:
Outline is praepared withcues to note and document durig field visits

– Is the activity low-stakes, high-stakes, or something else?
This is a high stakes assignment

– How do you assess this activity? and What assessment measures do you use?
Step 4. Return to the classroom Think – Pair – Share (Part 2)
Step 5. Class presentations on learnings

– How did you develop your rubric?

Group Presentation of the Musical Genres listed below:

Hip Hop and Rap

Reggae and DanceHall

Calypso and Soca

Reggaeton

Afro Beat

Students are divided into groups of three or four. Each group has been assigned differing musical genres for which they will prepare a critical assessment of lyrics and sound and comment on the genre’s positives and negatives to the African diaspora musical landscape.

Format: Make a brief ten (10) slide PowerPoint presentation on assigned genre to be followed by analysis and discussion lead off which will include:

Characteristics of the Genre

History

Influence on the world stage

Popularity

Success Factors

Regional Influences and Social Movements

Fusion and Cross-Genre Collaborations

Technology

Ideology and Expression

Commercialization

– Is your course part of the college-wide general education assessment initiative?
Yes

– How well did this activity work in your classroom?
This activity worked really well in the classroom. Students were open and engaged in learning about new cultures and musical traditions of the African diaspora.

– Would you repeat it?
Yes

-Why or why not?
Because it was hugely successful

-What challenges did you encounter, and how did you address them?
Scheduling of students to attend all three activities. Solved by providing transport oiptions to alleviate challenges to get to the location.

-What, if anything, would you change?
Nothing to change

-What did students seem to enjoy about the activity?
Students were open and engaged in learning about new cultures and musical traditions of the African diaspora.

This activity will ensure that the General Education rubric of Intercultural Knowledge and Competence is achieved along the lines indicated below:

The intercultural knowledge and competence rubric suggests a systematic way to measure our capacity to identify our own cultural patterns, compare and contrast them with others, and adapt empathically and flexibly to unfamiliar ways of being.

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

https://www.canva.com/design/DAG4U7gAlHs/ui8Mz9uz9tfZJoNduDLCZw/edit?utm_content=DAG4U7gAlHs&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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.

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.

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.

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.

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

Category: Community/Civic Engagement

The Community Impact Campaign

Living Lab Seminar Activity (Final) Topic: • Intercultural Knowledge and Competence

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

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

Support

Accessibility

Copyright

Creative Commons

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

Support

Accessibility

Copyright

Creative Commons