Community/Civic Engagement – Page 2 – L4: Living Lab Learning Library

May 21, 2024

LOOKING BEYOND THE OBVIOUS

JONNEL MORTLEY

DENTAL HYGIENE

Principles of Dental Hygiene Care III

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

May 18, 2023

The use of annotation in reviewing class readings.

Charisse Marshall DSW, LCSW

Human Services-School of Professional Studies

HUS 1101-Introduction to Human Services

Activity Description: Provide a brief description of the activity

The use of annotation in reviewing class readings.

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The use of annotation in reviewing class readings.

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

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

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

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

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

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

May 5, 2023

Walking the Brooklyn Bridge

Patricia Hickey

CityTech CUNY

English 1101 and English 1112

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

The only assessment was participation

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

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

May 26, 2022

Group Communication Summative Assignment

Misti Wills

Humanities/New York City College of Technology

COM1330 Public Speaking

Activity Description: Provide a brief description of the activity

Students will be put into small groups to identify and solve a problem on campus utilizing Dewey’s Reflective -Thinking Method of 5 Steps to Solving a Problem. They will conduct research, cite evidence, and brainstorm possible solutions. They will turn in a written paper and then present their work as a persuasive speech to the class demonstrating why their preferred solution should be taken.

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

HIEP of Collaborative Projects and Assignments and SLO of Oral and Written Communication Skills. This is an on site learning activity.

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

This activity is the final one of the semester after they have studied persuasive speaking and presented persuasive speeches. I review the assignment and assign groups approximately one month before it is due. Some class time is utilized in the beginning and it is expected that students may need to get together outside of class for one or two meetings to prepare and practive final presentation.

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

Students must know how to write an outline and know how to write a persuasive speech in order to succeed in this assignment. I begin the assignment by introducing the positive and negative roles people play in groups and by asking them how they feel when they have group project assignments and why. I ask them to strategize how best to deal with the negative roles when they encounter them and stress the importance of group work in future careers.

POSITIVE ROLES
Encourager
Harmonizer
Compromiser
Gatekeeper
Standard setter
Group Observer
Follower

NEGATIVE ROLES
Dominator
Blocker
Self-Confessor
Recognition Seeker
Special-interest pleader
Joker

I give out the grading rubric and instructions showing a separate grade for the paper from the oral presentation. I require that students brainstorm what problem they'd like to see solved on campus and state that it must be a problem they are all familiar with. I review that all students must participate in the oral presentation and deliver a part of the final speech and that they need two sources of information for research and a minimum of two visual aids. I encourage them to obtain videos and photos showing the problem whenever possible and to interview other students and faculty who may have experienced it as well to collect their evidence.
This is a low stakes activity worth 15% of the final grade.

I use the VALUE Rubrics from Oral and Written Communication which include the following;
ORGANIZATION-Cohesive Presentation
LANGUAGE-Compelling/Persuasive
DELIVERY-Effective Techniques
SUPPORTING MATERIALS-Establish Credibility and Authority
CENTRAL MESSAGE –Compelling and Memorable

The paper and oral speech are assessed separately for the total final grade for the project. Both require identifying and explaining the five steps they used to solve the problem and presenting evidence and persuading the audience to take their recommended solution.
My course is a general education requirement called Public Speaking.

This activity was recieved with some trepidation because of the nature of group work which requires relying on each other. Once the students discovered they were empowered to choose to make a change to something on campus, their imaginations took off. They identified problems such as difficulty to find car parking, long lines at elevators, lack of enough outlets to plug in devices, etc. They also came up with wonderful solutions and ideas! Their video and photographic evidence of the problems, along with video interviews with other students in them, brought much delight during the presentations and bonded the students. It felt more personal than their other speeches had been in some ways and after two years without much in-person interaction, really seemed to delight them with just being together.
I would absolutely repeat this activity and plan to do so. It would be enjoyable to invite some administrators in to see their ideas!

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

March 28, 2022

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

Noreen Whysel

Communication Design/City Tech

UX and UI Design

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

January 20, 2022

ECHOES

Rob Rothblatt

CUNY CityTech Architecture

Arch3551 Sustainability Theory + Practice

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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

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

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

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

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

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

January 20, 2022

Reading, Diversity & Global Learning Student Project for English 1101 & 1121

Prof. Nadine (Weinstein) Lavi

English Department at NYCCT

English 1101 & 1121

Activity Description: Provide a brief description of the activity

Students will examine an historical text, Alfred Schenker’s Secret War Diary, 1941-43 for:

A. 1. Analysis: Understanding of the context, content, spirit, and message
2. Place-based learning: Discovery & research of the names and places mentioned in the diary

B. 1. COMPARISON of a comparable, current event in terms of ethics, ethnicities, discriminatory issues, cultural understanding.
2. Place-based learning: Discovery of places related to the comparable event

C. HIEP: Diversity & Global Learning
Students will explore the cultural sensitivities/insensitivities of the primary text (diary) and the comparable historical or current event in a place-based context or otherwise (analytical – report/research paper, visual – PowerPoint presentation)

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

Students will a. engage with the primary text for discovery and analysis of its themes, names, places, and events to learn about it from a firsthand account and to challenge their own assumptions and perceptions, b. research and analyze a second historical or current event with similar themes (oppression, cultural prejudices, racism, genocide, etc.) to question and examine their assumptions and perceptions about it, c. determine how it affects them and their lives.

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?

A mid-semester initial research gathering could qualify as a low-stakes assignment. Students can then do a Part 2 of a PowerPoint presentation with visuals about names and places in the diary and the comparable event. Students may then elect to add to the PowerPoint and/or write a report or research paper as an end of the semester high stakes assignment in lieu of a Final Exam (or use another text for that instead).

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

Students will follow a guided modeling of research by me, their professor, of either a similar event or something from the diary, and then have to do their own research about the diary and their comparable event.

A place-based component could involve locating places that were mentioned in the diary based on a theme, e.g. a. all of the bars where the Jewish Militia invited the Gestapo to get them drunk before they did the "actions"- rounding up and killing Jews, b. cross referencing various names of people and places that are mentioned in the diary to find out as much information as possible about specific figures or places, and c. doing the same for a local (NYC-based) place-based event, e.g. all of the bars where Mafia met to plan hits, or slave-based locations (slave auctions, cemeteries, etc.)

The Reading Rubric from CityTech would be handed out to the students to use as a guide.

They would have to incorporate the answers to four questions assessing their experience in the PowerPoint presentation or report or research paper:
Students will incorporate 4 KEY QUESTIONS into the REPORT or POWERPOINT to show how the analysis, research, and discovery about Alfred Schenker’s Secret War Diary, 1941-43 and the COMPARABLE HISTORICAL/CURRENT EVENT impacted them:
1. What assumptions did I originally have about a. the Holocaust and b. the Comparable Historical/Current Event I have researched and analyzed?
2. What did I learn about each one?
3. How have my ideas/perspectives about each one changed?
4. How does this affect/impact me personally in terms of relating, values, my life, my vision?

Having used this text as a primary source for several semesters, I have found that the students respond to it, but by adding a new dimension of 1. a comparable event for them to research that is either historical or current, that is 2. also place-based (e.g. in NYC), it would make it more immediate and have a greater impact, but I will have to wait and see how it goes.

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

June 12, 2020

Understanding Animations and Films Through a Deeper Cultural Understanding

Crystal Kim

Entertainment Department

Sound for Multimedia

Activity Description: Provide a brief description of the activity

Students are to choose the following:

1. An animation scene that has the original language used with English subtitles and with a version with English language recorded or dubbed over. Compare and contrast the mood, emotions, and character's thoughts between the languages used.

2. Choose a film where a different language other then English is spoken. Interpret the mood, emotions, and character's thoughts. Research of cultural values of language used will be needed to compare and contrast the cultural mood and emotions and evaluate how much of it is universal

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

I like for budding video and audio engineers to understand the making of animations or filmmaker's intentions further which includes understanding the culture and language that an animator and filmmaker uses. As animations, particularly ones used in Japanese, and foreign films are becoming universally popular, the foundation of how these videos or films are made are important to understand for anyone looking to take on any role in the film industry. This allows the students to be more culturally aware of people outside of customs they are used to, and to see the comparisons and contrasts. For production purposes, a deeper understanding of the foundation can aid with audio production for recording and film directing.

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

I will be introducing it before they do their midterm projects so they have an understanding of the basic foundation before they produce their midterm projects.

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

Doing some research of the culture and the cultural values in a language will be necessary to do the assignment. The students are to find what is idiosyncratic to a culture and common cultural themes used in animations and/or films for a particular culture and language. The activity is somewhat high stakes since I see students resonate with this sort of activity as most students tend to be very observant in analyzing a group with an identity and how it relates to their own.

I used the knowledge and skills area from the intercultural rubric. Within the knowledge section, the activity is to fulfill the cultural worldview frameworks and under skills, the activity is to fulfill the empathy and verbal & non-verbal communication section. Therefore, I use a value rubric. And my course is not part of the college-wide general education assessment initiative.

I was not able to use the assignment in my classrooms as I was not given any classes to teach for the semester. I think this assignment will go very well for every semester I teach the class. The challenge I see are students not doing enough cultural research before doing the assignment, particularly if one were to choose a foreign film scene since it takes of course so many years to really understand a culture. Unfortunately, I am not able to assess if students have enjoyed the assignment yet as I have not had the opportunity to give the assignment.

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

https://openlab.citytech.cuny.edu/multimediasound/understanding-animations-and-films-through-a-deeper-cultural-understanding/

May 29, 2020

Design Your Own Culture

George Larkins

Communication Design

Motion Design

Activity Description: Provide a brief description of the activity

It is for students to become aware of people of diverse cultures who are doing design work that students hope to do themselves. And to invite them to question why the creative work of people of color is not recognized for their contributions to the design world.

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

This will also give students insight into the possibility of a place to start when looking for a career.
Current research shows very few people of color are represented in the design field at all levels. And too often, their work has been obscured or taken credit for or they were asked to remove the attribution.
This assignment addresses cultural self-awareness
And knowledge of cultural worldview frameworks on the rubric.

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 an introduction to the class in the first two weeks. A minimum of two weeks will be devoted to this project. Students should be prepared to spend two to three hours of research out of the classroom.

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

In order for students to be successful. They must be prepared to spend at least two hours of research time before any production can be they will be able to move forward.

Discover at least five people from an underrepresented cultural group in the design world and be prepared to share their work with the class. Students will be asked to choose one of the five and analyze influences on that person’s design. Students will create a design campaign in the style of that designer celebrating an aspect of their culture. The campaign will include a combination of print, web, and video spots.

n/a

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

June 10, 2019

The Spanish Flu

Stephanie Boyle

Social Science/ Arts and Sciences

History 1103

Activity Description: Provide a brief description of the activity

Three part assignment that includes the HIEPs: Writing Intensive, Place Based learning and Collaborative work. This will be used for History 1103 online which is a zero cost textbook course with an OER.
1- read and complete a written assignment and provide feedback
2-go the Brooklyn Historical Museum and explore the exhibit
3-write response to the experience at the museum on Flipgrid (explore flipgrid at www.flipgrid.com)

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

The General Education Outcomes that the assignment will address are: Intercultural Knowledge and Competence

Demonstrate expanded cultural and global awareness and sensitivity. (part one)
Discern multiple perspectives. (part two)
Use awareness of cultural differences to bridge cultural and linguistic barriers. (part three)

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

This assignment will be due at midterm. They will go on a visit to the Brooklyn Historical Society after watching a video on the Spanish flu and then participate in a discuss on flipgrid about the project.

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 instructions for part one are found below:
The Spanish Flu
A world-wide epidemic caused by influenza viruses led to between 50 and 100 million deaths in 1918 and 1919 (as much as 1 of every 18 people). Because neutral Spain was not censoring news it became associated with Spain but its origins are more likely to be the USA or France. It came in three waves (Spring 1918, Autumn 1918, and Winter 1919) and the second wave was unusually deadly. And unlike typical flu pandemics it disproportionately killed young healthy adults. Many researchers have suggested that the conditions of the war significantly aided the spread of the disease. And others have argued that the course of the war (and subsequent peace treaty) was influenced by the pandemic. To help understand questions about the worst disaster in history we have built a computer model of the pandemic.

Brief documentary about the Spanish flu pandemic :

We have also prepared videos of the execution of the Spanish Flu model. There is a lively debate about where the flu started. Below you will find simulators for two of the supposed epicenters of the flu. The first video for both Camp Funston and Etaples are the historic video and are based on the available historical sources that tracked the disease. The second simulator tracks the disease as if there was no war and the last tracks the disease had the war ended in 1920. Since the No War and War ends in 1920 are not historical- what can we learn by comparing them to the Historic videos? What can we learn about disease, war and its movement.

First case Historic No war War ends 1920
Camp Funston 2:01 video 2:02 video 2:20 video
Etaples 2:19 video 2:20 video 2:21 video
Please answer each of the following cluster of questions and use the information that you gathered from the simulators to answer the following questions:

The differences between war and no war are dramatic. What might account for this? Conditions in army camps? Celebrations and troop movements due to the armistice? How could we attempt to answer this?

Army camps during the war were both very crowded and had a heavy flow of troops in and out. How might this affect the epidemic's dynamics?

The no war scenario outcomes are very different depending upon whether the first cases were in Camp Funston, Kansas or Etaples, France. Why would that be?

The computer simulation generates dynamics for counter-factual scenarios based on many factors and assumptions. How good is this? Are there alternative ways of answering such questions?

This is the rubric that students will follow to complete all three parts of the assignment.
https://openlab.citytech.cuny.edu/hist1103oer/policies/rubric-for-long-writing-assignments/

This is used for an online class. It will give students a chance to go on a site visit and engage with their fellow colleagues on Flipgrid for a group discussion.

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

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

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