Posted on

Creating a Brand : Transitioning from Student Identity to Professional Identity

Creating a Brand : Transitioning from Student Identity to Professional Identity

Ruth Marsiliani, RDH, FBPI

Department of Dental Hygiene

DEN2300L Principles of Dental Hygiene

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

There is no special preparation needed. The instructions for how long the answers should be and the format, will be posted on the Dental Hygiene Open Lab. This assignment is considered a HIEP. General SLOs: Open educational Pedagogy/ Learning communities/ writing – Intensive project/ assignments

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

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

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

Not Applied yet

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

DEN 2300/ DEN 2400
RUTH MARSILIANI RDH, FBPI

CREATING A BRAND: TRANSITIONING FROM STUDENT T0 PROFESSIONAL
Handout

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

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

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

Posted on

Ultimatum Game & Dictator Game

Ultimatum Game & Dictator Game

Ahmed Elkhouly

Social Science/CityTech

MAcroeconomics

Activity Description: Provide a brief description of the activity

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

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

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

“Reasoning about right and wrong human conduct”

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

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

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

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

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

In the beginning of the semester

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

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

1- Class will be divided in two groups

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

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

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

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

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

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

Using Ethical reasoning VALUE rubric

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

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

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

Posted on

Final Hotel Design Project

Final Hotel Design Project

Harry Shapiro

Hospitality Management

Services Marketing & Management

Activity Description: Provide a brief description of the activity

Students create a blog post that contains the conceptual design of a hotel that has a specific place-based location. They will design services for their hotel along with a service delivery system (Heskett, 1994), and elements of a servicescape (Bitner, 1992). They will also explore how information about this hotel will be brought to market; they must contemplate how they will create marketing messages for the hotel. They will use the hotel to explore the interdependencies between services management and marketing. Students will be given an example outline, and an example of a completed assignment.

This is the fifth of five related assignments and it will be used by the students as the input to a final summative exam.

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

Students will create a blog post. Critical Reasoning about Ethics will play a major role in crafting this post; such thinking will help students understand and balance the diverse needs of guests, staff and management.

However, there are additional and overlapping goals and objectives including place based learning, and storytelling. This activity will use a peer reviewed critical thinking (around Ethical issues) rubric to help the students understand the complex balance that must be achieved in consideration of the needs of the staff, the customers, the managers, and the owners when designing, managing, and marketing a service.

Ultimately they should be able to demonstrate that if staff are not properly treated, the guests will not be treated well and they will have a hard time marketing their property; inversely when they go above in beyond in caring for staff, not only will it help improve guest experiences it will help the hotel "market itself." They will also make it clear how the Servicescape of the hotel plays a role in the treatment of guests and staff, but also in how the hotel is able to "auto-magically create its own marketing."

Services management is often an futile attempt to brindle, constrain, and restrict the activities of staff while demanding impeccable service delivery — Heskett (1994) turns this on it's head by making it clear that management must first create an impeccable workspace for the staff (the Service Profit Chain) if they wish to have an effective and impeccable service delivery system. Bitner (1992) makes it clear that the space in which the service is delivered also plays a key role in the service delivery. Bitner's work pre-dates the Instagram Selfie, the smartphone, and the selfie stick — yet a property with an excellent servicescape will generate its own inbound marketing (Shah, & Halligan, 2005).

The final summative assessment for the course will ask students to draw from this assignment; this assignment is asking them to create their own Services Management and Marketing "crayon box" and during their final exam use it to draw-out the learning they have synthesized during the course.

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?

Very little time is to be spent in class on this phase of the assignment. Classroom time will include a discussion of the assignment during week 10, a review of the assignment week 11, and during week 12 a showcase covering how the assignment will be used during the exam week. During week 14 the students will peer review each other's assignments using several rubrics. During week 15 the students will use a print-out of their post as part of their final exam.

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 prior assignments should help students prepare for this assignment.

Prior Blogging Assignments
* Design a Dish
* Design a Signature Dish
* Design a Hotel (Group Assignment)
* Design a Customer Relationship Management Process (group)
* Design a Hotel (Individual Assignment) ← This assignment

The instructions are found here:

Example Individual Hotel Concept

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

Students will peer review with several rubrics including the Ethical Reasoning Value Rubric. The instructors assessment using the Ethical Reasoning Value Rubric will also be submitted to the school.

Since this activity is a precursor to the final and summative assessment for the course, the assignment will be "graded" during this assessment. The course is a writing intensive course.

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

I have completed parts 1 – 4 (see below); it has worked effectively. Students have demonstrably been able synthesize the learning outcomes from the course into real world examples. A challenge to this specific was the negative reaction to the detailed nature of the assignment. This negative reaction was discussed openly and compassionately; I presented a counter narrative discussing how since this was part of the final exam, they were better off with an assignment that gives them five weeks to complete it vs. having to craft it only within the time allowed during an exam. Most students accepted the "open book" and "take-home" nature of the assignment. Prior assignments included

* Design a Dish
* Design a Signature Dish
* Design a Hotel (Group Assignment)
* Design a Customer Relationship Management Process (group)

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

https://openlab.citytech.cuny.edu/service-product-design/category/one/

Posted on

Clinic Journals Updated version

Clinic Journals Updated version

Annie Chitlall

Dental Hygiene

Principles of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

Students will write clinic journals in Dental 1200. Each journal will be written on a completed patient. However, an entry will be made after each phase of patient care. Each student will incorporate ethical reasoning and critical thinking during the phases of the assignment. The students will enter the journal on the Den 1200 open lab site. There will be an open discussion between each student and his/her clinic advisor about the level of patient care provided.

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

• For students to reflect on the patient care provided at each appointment and discern if the client goals for care were reached in that session. Ethical self -awareness constitutes a major portion of the patient care process in dental hygiene. Students will have an opportunity to reflect on each clinical session spent with a patient and reflect based on the dental hygiene code of ethics what could have been done differently for a patient. The students will evaluate the different ethical concepts of dental hygiene patient care to answer the following question- Did the patient really need all the services that was planned and implemented or did you create a patient care plan based on your clinical requirements?
• Students will reflect and critique if the patient care plan that was created for that clinical session was appropriate based the patient’s oral health needs. They will also have an opportunity to understand the different ethical concepts that are part of patient care process. A student can use these journal entries to determine for themselves if the patient received optimum care.
• Students will have an opportunity to highlight ethical issue recognition by reflecting whether or not the patient care was not completed after one clinical session because that patient did not satisfy a clinical requirement for that student.

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 is distributed to the students during orientation at the beginning of the semester, there will be a discussion about the number of patients needed for the semester during which the journal entry requirements will be introduced. Students will post a clinical journal within 48 hours of each patient’s appointment for every clinic session. Clinical journals are to be written after each step of patient care is completed. This activity will not occur in the classroom. Students will need about 2-3 hours out-of-class time to complete these journals if they the recommended timeline is followed. This assignment will occur throughout the semester until all patients are completed.

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 this assignment will be a review and of the assignment along with a sample journal entry that students will follow and the handout given for the assignment. The students need to be able to demonstrate writing mechanics, understanding, and completeness of the assignment. This activity is low-stakes because the grade is a tiny portion of their overall average, however, it can also be a high-stakes because a student will not pass the course if they fail to complete the assignment.

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

An appropriate AAC&U VALUE rubric will be used for the evaluation. However, students will be graded on based on completeness and understanding of the assignment. The student must demonstrate a sophisticated understanding of the concepts in the assignment and must address all elements in the assignment in an appropriate length. The writing must be clear, concise, and correct. No spelling or grammatical errors. Extremely well organized

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?

Currently and from previous experience, the students are not required to complete a journal entry after each clinical session but instead are required to submit three completed journals by the end of the semester. This results in students waiting for the last day of classes to submit this assignment and does not allow for any open discussions between instructors and students. The last-minute submissions or journals have not yielded positive results since most entries are missing pertinent information and students do not have an opportunity for open discussion with assigned faculty members. I would like this activity to be repeated but will modify the requirements for submission. Students will develop a better appreciation of this assignment if after each patient care visit there is a required entry for that visit and an evaluation of their goals for a specific aspect of the patient care process was met. Over the semesters the biggest challenge is receiving these journal entries in a timely manner. Most students wait for the deadline date and post their entries at midnight, this does not allow for a discussion and often results in a low grade. Students seem to enjoy the self-reflection portion of the assignment most.

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.

Students are required to write clinic journals in Dental 1200. Each journal will be written on a completed patient. However, an entry will be made after each clinical session with a patient or within 48 hours of the appointment. Each student needs to incorporate ethical reasoning and critical thinking during the phases of the assignment. Each entry should reflect that the student has asked themselves what does ethics mean to you in the dental hygiene patient care process and how did you incorporate the dental hygiene code of ethics in your patient care for each clinical session. Students will enter the journal entries on the Den 1200 open lab site. There will be an open discussion between each student and his/her clinic advisor about the level of patient care provided for each entry that is made. Each journal entry needs to include the level of patient care that was provided based on the goals that were set for that patient.

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

Posted on

Testing Usability, Learning Ethics

Testing Usability, Learning Ethics

Joe Jeyaraj

English

Planning and Testing User Documentation (Eng 3780)

Activity Description: Provide a brief description of the activity

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

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

How well the document works for its audience and purpose.

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

In the second section of the course.

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

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

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

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

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

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

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

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

Posted on

Social Media Review

Social Media Review

Denise Sutton

Business/School of Professional Studies

Essentials of Marketing (MKT 1100)

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

New assignment: Fall 2018.

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

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

Posted on

Network Brand (The Manifesto pt1)

Network Brand (The Manifesto pt1)

George Larkins

Communication Design

COMD 3521 Motion Design 1

Activity Description: Provide a brief description of the activity

Students are to create a manifesto designed to launch their network. Here is where it all starts. Where they have to look within themselves and develop the courage to share their beliefs with the world. I have them start off with what they believe and what they know to be true. Ex. I believe that racism is real. I know that discrimination exists in this society.

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

My aim here is to create an environment of ethical and honest reasoning designed to withstand the pressure that business demands. In addition to aid in rebuilding their self-belief system.

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

This project is part of their final. We devote two entire class sessions dealing with this. Out of class time is constantly encouraged. What I tell them is the more time you spend on a subject, the better it will become. If time permits, I share with them a video of the “Long Game, part 2.” https://vimeo.com/87448006

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 this exercise is to start with a list of beliefs. What would do be doing right now in your perfect world? Are you preparing yourself go along with the future or are you preparing yourself to help shape the future? Do you believe that you can have an impact on this planet? Who are your design heroes, and why? And in order to do this, they have to develop the skills the right questions, not only questions from other people but of themselves as well. And have the courage to ask and answer honestly.

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

I will use the creative thinking value rubric. I believe it fits this activity well.

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

The activity went well, and yes, I will be repeating it. Why, because I believe it is an important skill set to have. That is having the courage to ask questions, be asked questions and give honest answers. My challenge has been getting students to manage the fear of being put in the spotlight. I address that issue by having students give their presentation in front of the class. One possibility would be to review some contemporary design and some history so that they would be more aware of the people that came before them. And also aid them in finding someone who could they can follow and be inspired by.

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.

The next step here for will be to get more familiar using openLab.

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