Category: Professional/Personal Development

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NUR 1130 Clinical Assignment case study

NUR 1130 Clinical Assignment case study

Kalliopi Parginos

Nursing/New York City Tech College

NUR1130

Activity Description: Provide a brief description of the activity

Interactive Case study on Type 1 Diabetes with short answers

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

Top 5 Ways Nurses Can Improve Critical Thinking Skills
Case based approach
Practice self-reflection
Developing a questioning mind
Practice self-awareness in the moment
Use a 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 Importance of Enhancing Critical Thinking Behavior
Independence of thought
Impartiality
Perspicacity into Personal and Social Factors
Humble Cerebration and Deferral Crisis

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

review the case study
answer the 4 questions
Choose the correct answer for two multiple choice questions

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?

Grade the questions
Plan to include it future clinical sessions either on the pre or post conference with the students

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?

6/6 students completed the questionnaire
The case study will be repeated on the fall semester 2024
Plan to incorporate it different interactive case studies
Students work as a team

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.

Rubric: Critical Thinking Value Rubric was utilized

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

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NUR1130 Clinical Assignmemt

NUR1130 Clinical Assignmemt

Kalliopi Parginos

NURSING DEPARTMENT/City Tech

Living lab

Activity Description: Provide a brief description of the activity

Clinical assignment for students

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

Improve the understanding in Diabetes and the administration off different insulins

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?

Close to the end of 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?

Study of Diabetes pathophysiology
Difference between Type 1 and Type 2
Administration of different insulins

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?

Case study and Multiple choice questions

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?

No challenges were identified

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.

N/A

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

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Coping with Stress

Coping with Stress

Roriann Smith

Social Science

Intro to psychology

Activity Description: Provide a brief description of the activity

This was a two-part assignment where students had to first write a self-reflection essay detailing a personal experience with stress. They were required to describe the specific situation, discuss their emotional responses to the stressful event, and the coping mechanisms they employed to manage the stress, providing details on which strategies were effective and which were not. Additionally, students needed to analyze how psychological theories and concepts discussed in class aligned with or differed from their personal experiences. They were also asked to consider how cultural practices, traditions, and/or historical events may have contributed to their response to the stressful situation.

For the second part of the assignment, in groups of 4-5 students, each group had to select and discuss two anonymous students' stressful experiences from part one. The groups were then tasked with brainstorming a range of applicable coping mechanisms, drawing from both personal experiences and researched strategies, including local resources geared towards stress management. Using the information gathered, students were asked to create a compelling podcast episode, television show segment, or radio show where they engaged in a reflective dialogue concerning the assigned reflection essays, encouraged alternative coping mechanisms, and presented local resources as viable solutions. The show could be prerecorded or live.

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

The main goals of this assignment were to:
• Understand Stress and Emotional Responses:
o I want students to develop a deeper understanding of personal emotional responses to stress and the factors that trigger these responses.
• Critical Reflection and Analysis:
o This assignment would allow students to cultivate critical reflection skills by analyzing personal experiences and comparing them with established psychological theories and concepts.
• Public Speaking and Presentation:
o Students would improve public speaking and presentation skills through the creation and delivery of the podcast or show.
• Empathy and Support:
o Another goal was to encourage empathy and support within the group by discussing and reflecting on peers’ stressful experiences and suggesting helpful coping mechanisms.

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 first part of the assignment was done within the first month of the beginning of the semester. Part 2 was due on the last day of classes. Students were given 30 minutes on three separate days to work with their groups on the project. Depending on the scope of students’ projects, the out-of-class time varied.

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

Due to the complexity, the depth of knowledge and skills required, and its impact on students' grades this assignment is high stakes. The assignment requires a detailed self-reflection that involves personal introspection, analysis of emotional responses, coping mechanisms, and alignment with psychological theories which requires significant effort and understanding. The second part involves group work involving a collaborative element that requires coordination, communication, and cooperation among group members. Creating a podcast episode, television show segment, or radio show involves content creation, technical skills, creativity, and public presentation abilities which demands substantial time and effort. The assignment integrates various skills such as critical thinking, research, public speaking, empathy, and cultural awareness. The comprehensive nature of the task suggests a higher level of difficulty.

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 first part of the assignment was assessed using the Writing VALUE rubric. For the second part of the assignment, I developed a custom rubric by incorporating elements from the Information Literacy, Critical Thinking, Creative Thinking, Integrative Learning, and Oral Communication VALUE rubrics.

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 was quite successful in my class, so I plan to repeat it. Although I didn’t encounter any major challenges, providing students with an example to follow could help them generate ideas more easily. Additionally, I would allocate more class time for students to work on their projects, as some groups had difficulty coordinating due to conflicting schedules. Students seemed to enjoy the production part of the assignment, and some groups wished they had been more creative after seeing other groups’ projects.

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://drive.google.com/drive/folders/1Hzqc8nbFOwKpua0U1uBd1y1mH1GLwuMR?usp=drive_link

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Group Presentation & Peer Evaluation

Group Presentation & Peer Evaluation

Giovanna Acosta

Social Sciences/ Citytech

PSY 2404- Personnel & Organizational Psychology

Activity Description: Provide a brief description of the activity

Class is divided into five groups at the beginning of the semester. Groups work together on assignments and activities and are given opportunities to problem-solve and collaborate during each class.

For this assignment, each group is tasked with selecting a personnel/workplace-related topic from a list provided and leading a 10-minute classroom “training” on that chosen topic. After the presentations, each team member must also complete an individual peer evaluation to discuss team dynamics and how well they believed the team worked together.

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

This group assignment aims to assess the ability to integrate “Organizational Learning” in an applied context. The goal of the presentation is to showcase the group's understanding of their selected topic and help the audience understand it as well.

This assignment also aims to encourage team members to reflect on the general team dynamics they observed as well as the role that they played in it.

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 due after we cover organizational learning (training and development) and Organizational teams. That way, students can utilize the content learned in the organizational learning session to improve their training, as well as use the content learned during the organizational teams lesson to evaluate their team dynamics when completing the peer evaluation. The assignment consists of three parts and the dates are as follows:

– Part 1: Pick a topic out of the list provided- Due: In class, 2/21/24
– Part 2: Group presentation- Due: In class, 4/17/24
– Part 3: Individual Peer Evaluation/Group Reflection – Due: On blackboard end of day 4/17/24

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

Teams are tasked with selecting a topic from a list provided. Each topic includes additional sub-topics to help provide guidance.

Additional guidelines include:
– Students must be present during their group presentation to receive credit
– Every member of the team will receive the same grade for the presentation
– Presentations should be no longer than 10 minutes long with an additional 5 minutes allotted for questions (For a total of 15 minutes)
– Presentations may use PowerPoint, incorporate handouts, a class activity, videos, or other tasks as appropriate.

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?

Presentation: Max total score- 75%
– Content Knowledge: The presentation exhibits a deep understanding of the chosen topic, with clear connections made to industrial organizational psychology principles.
Max score: 20%
– Presentation delivery- Engagement: The presentation is highly engaging, clear, and well-paced, capturing the audience's attention throughout. Visual aids, if used, enhance comprehension.
Max score: 15%
– Presentation delivery- Organization & Structure: The presentation is well-organized, with a clear structure that guides the audience through the content logically. Transitions between sections are smooth and seamless.
Max score: 15%
– Collaboration & Teamwork: All group members actively contribute to the presentation, demonstrating strong teamwork, cooperation, and mutual support.
Max score- 15%
– Time Management
The presentation stays within the allotted time frame (10 minutes), effectively managing time for content delivery and audience engagement.
Max score- 10%

Individual Peer Evaluation/Group Reflection : Max Total score: 25%
– Completes evaluation: Max score- 15%
– Demonstrates understanding of group dynamics: Max score- 10%

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 enjoyed this activity very much and I think the students did as well. The students got to work together, explore a topic of their choosing, create a visual, and engage in different group dynamics.

I would repeat this assignment next year as teamwork skills are crucial for success not only in the workplace but in the classroom as well. Learning how to work together on a singular goal is a valuable skill for any student to learn. Students enjoyed how this activity let them take the lead and positioned them as the experts on their chosen topic. In addition, I think the students enjoyed the peer evaluation as it allowed them to reflect on their roles, and what could have been improved, as well as express any challenges they may have faced with others in their team.

One challenge I encountered is the timing. Students were allotted 10 minutes to present. Every single group went over except one. In the future, I would provide more time for each group (15 minutes rather than 10) because some groups had five people and, therefore could have used a little more time to fully express their ideas. In addition, I would move the entire assignment to the end of the semester rather than in the middle, so that students have the opportunity to work together for a while longer as the “working together” is where I believe the value is.

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.

Topics students got to pick from:

1. Employee Motivation and Engagement:
Theories of motivation (e.g., Maslow's Hierarchy of Needs, Herzberg's Two-Factor Theory) and their application in the workplace.
Strategies for enhancing employee engagement and job satisfaction.
The role of rewards, recognition, and feedback in motivating employees.

2. Leadership Styles and Organizational Effectiveness:
Different leadership theories (e.g., transformational, transactional, situational) and their impact on organizational outcomes.
Case studies of successful and unsuccessful leadership in real-world organizations.
Strategies for developing effective leadership skills among managers and executives.

3. Workplace Diversity and Inclusion:
The business case for diversity and inclusion.
Strategies for managing diverse teams and promoting inclusivity in the workplace.
Addressing unconscious bias and creating a culture of belonging.

4. Employee Training and Development:
Needs assessment and training program design.
Evaluating the effectiveness of training interventions.
Implementing continuous learning initiatives and career development pathways.

5. Performance Management and Appraisal:
Best practices for setting performance goals and providing feedback.
Performance appraisal methods and their pros and cons.
Addressing performance issues and managing underperformance.

6. Workplace Stress and Well-being:
Identifying sources of workplace stress and their impact on employee health and productivity.
Strategies for promoting work-life balance and managing stress in the workplace.
The role of organizational culture and leadership in fostering employee well-being.

7. Job Analysis and Design:
Conducting job analysis to understand the requirements of different roles within an organization.
Designing jobs to optimize employee satisfaction and performance.
Job crafting and its implications for employee engagement and retention.

8. Organizational Change and Development:
Models of organizational change (e.g., Lewin's Change Management Model, Kotter's Eight-Step Change Model).
Overcoming resistance to change and facilitating successful change initiatives.
Building change-ready organizations in an era of rapid technological and market shifts.

9. Workplace Conflict Resolution:
Understanding the causes of workplace conflict and its impact on productivity and morale.
Conflict resolution strategies and negotiation techniques.
Creating a culture of constructive conflict management and resolution.

10. Employee Well-being Programs:
Designing and implementing wellness programs to promote physical and mental health in the workplace.
Evaluating the effectiveness of well-being initiatives and measuring their impact on organizational outcomes.
Addressing burnout and promoting resilience among employees

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

https://docs.google.com/document/d/19GmUphRsf5ckPESNOv7DW-MczmsORcRde23ZDKtjbHc/edit

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Career Exploration Assignment

Career Exploration Assignment

Rosa Abreu

Hospitality Management/Professional Studies

Perspectives in Hospitality Management

Activity Description: Provide a brief description of the activity

As students prepare for their internship and future career, they will research employment prospects within the Hospitality and Tourism industry. This assignment consists of three parts. 1) Students are to write a two page essay answering specific questions, 2) write a cover letter to a potential employer 3) present to their peers their project.

Scenario:
As you prepare for your internship and future career, you will research employment prospects within the Hospitality and Tourism industry

Part I.
Write a two page paper with three documented sources in APA style.

Reflect on the following:
What position do you think is most appropriate for you at this time?

Consider your skills, interests, and experiences to justify your choice.

How your education has prepared you for this specific role.
Why did you choose this position?

Explain what aspects of the job and company attracted you.

Connect your personal and professional goals with the job role.
What are the duties and responsibilities of the position?

Detail the responsibilities associated with the job.
What is the name of the company?

Choose a specific company in the Hospitality and Tourism Industry.

Explain briefly why you find this company appealing.
What is the salary range?

Research the salary range for the chosen job.
What potential career growth within the chosen job?
What are the benefits?

Research and list the benefits offered by the company.
Is the company multinational?

Describe why a multinational company aligns with your career goals.
Is the company website user friendly?

Provide links to the company's website and relevant social media profiles.

Briefly discuss how the company utilizes social media.
Conclusion:

End with a strong statement about your readiness and enthusiasm for the chosen career

II. Cover letter:

Create a professional cover letter to the company you would like to be employ. Please follow these guidelines:

Opening Paragraph:
State the following:
• Why you are writing the letter and how you found out about the position
• Why you are interested in the position, focusing on how you can meet the company’s needs
• Create an effective statement that will entice the recipient to read your letter.
Body:
• Focus on telling the story of how your experiences (work/college) will be of benefit to the employer
• Highlight just a few of the most relevant examples from your background which are most directly related to the position and explain why they are of importance to the employer.
• Do not exaggerate your experience, role in group projects and/or level of content knowledge
Closing:
• Thank the reader for their time and re-express your interest in the position
• Sign your letter, even if you are going to send it as a PDF attachment to an e-mail

III. PowerPoint Presentation:

Use visuals, bullet points, and concise text on each slide.

Follow a logical flow that corresponds with the essay structure.

Practice delivering the presentation to ensure it fits within the three-minute time frame.

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

Discuss the scope of the hospitality and tourism industry.
Evaluate and apply information discerningly from a variety of sources to classify and examine food and beverage operations.
Describe and discuss the roles and responsibilities of key executives and department heads in the hospitality industry.

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 introduced in week 6 of the semester, with a dedicated 45-minute session allocated for questions and answers.

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 term project is high stakes, as students are reintroduced to APA style guidelines and instructed on how to create a one page bibliography.

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 utilized the AAC&U Information Literacy rubric for assessment purposes only. I do not use the rubric for grading students' work.

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 activity proved to be highly effective in my classroom. As part of the project, students delivered a three-minute presentation about their chosen career paths. This not only allowed them to showcase their own goals but also provided their classmates with valuable insights into various careers within the industry.

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

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

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Promoting the SBAR Communication Tool with Nursing Students

Promoting the SBAR Communication Tool with Nursing Students

Konstantina Caris

New York City College of Technology/Nursing

NUR-1110/Caring for Clients with Common Alterations in Functional Needs

Activity Description: Provide a brief description of the activity

Knowing that patient handover is often poorly performed, with critical detail being omitted and irrelevant information included at patient handoff this activity stresses on implementing the use of the ISBAR tool with nursing students during clinicals. SBAR stands for situation (clearly and briefly describe the current patient’s situation), background (provide clear, relevant background information on the patient), assessment (state your professional conclusion, based on the situation and background), and recommendation (telling the person with whom you’re communicating what would you recommend correcting the problem).

This format ensures clinicians communicating significant information in continuity of patient care, preventing errors and harm in hospital settings or community settings. It provides a standardized approach to communication which is a core skill that needs to be taught to nursing students and junior clinicians. It highlights key elements and explores teaching techniques that aim to ensure the framework is rooted in practice effectively resulting in patient’s safety and better patient outcomes.

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

The goal of this activity is to develop the student’s critical thinking and communication skills during patient’s handover by following the SBAR format. The need to assess, understand, analyze, prioritize patient health issues, and recommend solutions, is imperative among clinicians in healthcare. Communicating accurate patient information from team to team is an essential component of good patient care, effective management of the patient’s condition, and teamwork. However, critical thinking skills does not happen overnight. Students need to practice this format constantly during clinical rotations to enhance critical thinking and communication skills and at the same time prevent patient errors.

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 step by step during clinical rotations the entire semester. For two weeks we devoted 60 minutes learning and understanding the importance of the SBAR tool and how it works.

Next, for four clinical days students practiced the format taking into consideration the information they obtained while caring and assessing assigned patients. Their report emphasized on the patient’s main problem, on communicating appropriate patient’s history, the right examination/observation, and creating a clear recommendation.

At midsemester, while each student gave report, the other students listen and observed. At post conference they had the opportunity to critique the report by asking questions, make suggestions, and reflect if the sequence of the SBAR format was followed. For example: “If the student highlighted key elements of effective clinical information”, “Did they give excess information or too little”, “How did they feel being the presenter as opposed to observer”, or “What they would have done differently and why”. This activity took between 30-45 minutes.

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 ongoing interactive high stakes assignment where the instructor assigned a patient to the student to assess and care the entire clinical day. During this time the student must think critically when deciding what patient information should be communicated to other healthcare professionals according to their assessment, knowledge, analysis, problem solving, and reflection. Practicing the ISBAR format during nursing clinicals increases their capacity to share key information, be mindful of their role as well as their team members, enhance their confidence on patient assessments, and implement optimal patient interventions.

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?

High stakes assignment=level of engagement.
Students who observed as well as the instructor had to complete a four-point scale ranging “Not performed the SBAR format competently”, to “Able to perform format under minimal direction”. Student’s performance focused on “What is going on with the patient”, “ What was the patient’s clinical background or context”, “If appropriate assessment/observation was done”, and “ What would they recommend to correct the problem”.

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?

A continuous effort to stress the importance to communicate key elements of effective clinical handover emphasized during clinicals with nursing students. By following the use of the SBAR format during clinical, prepares them not only for the clinical demands of the job, but also focuses on their critical thinking and communication skills that are so important for improving patient outcomes and recognizing a decline in a patient’s condition. At the same time instructors can explore teaching techniques that aim to ensure the framework is embedded in practice effectively.

Involving students to learn a structured way to communicate relevant patient information to other healthcare professionals was challenging due to overwhelming nursing material they had to cover during their semester. However, at the end of their clinicals they expressed that the SBAR format helped them organize patient information in a structured way saving time. Prioritizing on what information should they handover was also challenging because they had to focus on what is going on currently and taking into consideration patient’s general health status.

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.

SBAR

Situation-Background-Assessment-Recommendation

Example

Mr. Barnes is a 72 y/o admitted to the oncology unit yesterday for his 5th cycle of in-patient chemotherapy for gastric cancer. He has a fever of 102.5 F. He’s receiving a continuous 48-hour infusion of Oxaliplatin and 5-FU. other than the fever, his vital signs are all normal: BP 124/64, HR 62, RR16, O2 98%. He has no complaint of pain or discomfort, NKA. As the primary nurse you’re concerned about the fever and neutropenia. You would like and order for Tylenol, blood cultures, and a CBC.

Organized structured format for SBAR

Situation-Background-Assessment-Recommendation

S=This is Jane Doe, the primary nurse for Mr. Barnes, on the medical oncology unit. He is febrile, 102.5 F.

B- He was admitted yesterday for his 5th cycle of in-patient chemotherapy for gastric cancer. He’s receiving a continuous 48 hors infusion of Oxaliplatin and 5-FU. He has no known allergies.

A-Other than the fever, his vital signs are all normal: BP 124/64, HR 62, RR 16,02 98%. He has no complaint of pain or discomfort.

R- I am concerned about the fever and neutropenia, I recommend an order for Tylenol, blood cultures, and a CBC. Is there anything ales you would recommend at this time?

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

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Critical thinking

Critical thinking

Wenhsing Yang

City Tech

NUR 2110

Activity Description: Provide a brief description of the activity

Critical thinking through writing assignments-understand the patient care with their needs

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

familiar with priority, delegation, quality of care

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 used half hours in class and lab for students to think about patient care and how to intervene with their needs.

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 need to be familiar with the disease process and its influence to patients quality of life.
some are low-stakes, some are high-stakes, because it was being use in the simulation

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 Gen. 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?

i will repeat it but I will use different scenarios because every patients is different

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

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

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Career Exploration Assignment

Career Exploration Assignment

Rosa Abreu

Hospitality Management/Professional Studies

Perspective in Hospitality Management

Activity Description: Provide a brief description of the activity

As students prepare for their internship and future career, they will research employment prospects within the Hospitality and Tourism industry. The students are to write a two page essay answering specific questions, write a cover letter and provide a one page bibliography.

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

Discuss the scope of the hospitality and tourism industry.

Evaluate and apply information discerningly from a variety of sources to classify and examine food and beverage operations.

Describe and discuss the roles and responsibilities of key executives and department heads in the hospitality industry.

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 introduced in week 6 of the semester, with a dedicated 45-minute session allocated for questions and answers.

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 term project is high stake, as students are reintroduced to APA style guidelines and instructed on how to create a one page bibliography.

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 utilized the AAC&U Information Literacy rubric for assessment purposes only. I don't use the rubric for grading students' work.

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 activity proved to be highly effective in my classroom. As part of the project, students delivered a three-minute presentation about their chosen career paths. This not only allowed them to showcase their own goals but also provided their classmates with valuable insights into various careers within the industry.

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

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

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