Professional/Personal Development – L4: Living Lab Learning Library

May 22, 2019

Perception of homecare

Catherine Monchik

New York City College Of Technology

Principles of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

All students are required to take a “Prevention Exam” in Den 1200 lab. This exam consists of two components which consist of having the student teach home care to patients during two visits. The patient needs to have a 30% plaque score, with a minimum of 20 teeth present and 7-10 days between the two visits. The first visit will include assessing initial skills and homecare regimen, disclosing patient with solution so you can visualize where improvement is needed, and choose an appropriate aid (flossing, brushing, interdental aid etc). On the second visit and second part of the exam, we check the patients compliance and technique. The student can reinforce what was originally taught if patient needs more assistance. Then we disclose again, to choose another aid, if the patient seems comfortable with the original method taught. The second aid will access another area of the teeth that the patient is finding difficult to reach and keep clean. The student will be required to write a reflection of both visits on the perception of value, of homecare taught due to their cultural background. They will need to analyze the patients level of ability to learn new skills. The assignment will be posted on openlab using only the patients initials with at least one paragraph.

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

There will be different goals from this assignment for the students to learn. The student will decide, based on the need of their patient, which aid is appropriate. By seeing the visible plaque with disclosing solution, the student should be able to choose the right aid. At the follow up appointment, check if the patient is compliant and has the ability to use the aid correctly. At this time we need to reinforce aid or introduce a new aid for another area that needs help. The student will see what worked or did not work, and why. The reflection will teach the student that along with dexterity, and ability to perform the aid, that compliance is essential. There are other barriers, such as cultural beliefs and background that have a big impact on accepting prevention measures. Professional development along with diversity learning will help the student grow as a better clinician.
*The student will gain knowledge from cultural self-awareness and knowledge of cultural worldview frameworks.
*Demonstration of skills of verbal and nonverbal communication and attitudes of openness will also be assessed.

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 discussed in the beginning of the semester. The student will post it on open lab one week after the completion of their prevention competency. It can be submitted at any time before the end of the semester. There will be no classroom time devoted to this. The out-of class time will require one to two hours.

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

The preparation of this assignment is minimal. The prevention competency is found in the back of the students clinic binder for them to review. After completing the competency, the student will have one week to write the reflection and post it on open lab. The student will analyze the the perception of value for homecare based on the patients cultural background. It will be a short paragraph reflecting the background of their patient. It will need to be submitted on time, with correct spelling, grammatical format and quality content. This reflection is a low stakes assignment, having a small percentage of their overall Den 1200 lab grade. Failure to complete the assignment will have a deduction of ten points to their final Den 1200 lab/lecture grade.

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?

This assignment is geared towards second semester dental hygiene students, and not a college wide assessment tool. The grade will be determined on the completion of the assignment and the use of the Intercultural Knowledge and Competence 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?

As of right now, we do not have this implemented in our Den 1200 lab. If we did, I believe our students can learn a lot about their patients. Cultural backgrounds have a big impact on how patients perceive value in homecare and prevention measures in their dental health. Compliance is not only the reason, it is an understanding of what we believe in.

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

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

May 20, 2019

Patient Interaction

Lillian Amann

Radiologic Technology and Medical Imaging

RAD 1127 Patient Care and Management

Activity Description: Provide a brief description of the activity

This is an in-class lab activity which involves patient interaction. Students will create 2 scenarios in groups of 2 or 3 which will be randomly selected. Each member will participate and demonstrate in both scenarios the correct and incorrect way to perform radiographic procedures while interacting with patients of diverse cultural backgrounds, disabilities, language barriers, gender sexualities, mental illnesses, and age groups. Students will need to be creative and simulate real life situations in a clinical setting. After activity students will discuss the scenarios and give feedback. In addition, students are required to volunteer at facility of their choice, which incorporates one the patient types described above. After which, they will be required to write a one page reflection on their experience, with two responses to two student reflections and post on open lab.

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

• Students will learn effective methods of communicating various patient types.
• Students will be able to identify qualities needed to be a compassionate radiologic technologist.
• Students will be able to interact with patients of diverse cultural backgrounds, disabilities, sexual orientations, age groups or illness with the utmost respect and 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?

The in-class portion of this activity will be in the beginning of the semester lecture two during lab hour, whereas the place-based learning must be done by mid-semester with no time restraints.

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 AAC&U Intercultural Knowledge and Competence VALUE Rubric will be used to assess the activity.

This activity includes General Education Learning Goals:
1. Skills:
• Communication- communicate in diverse settings and groups, using written (both reading and writing), oral (both speaking and listening), and visual means, and in more than one language.
• Inquiry/Analysis – Derive meaning from experience, as well as gather information from observation. Use creativity to solve problems.

2. Integration:
• Integrate Learning – Resolve difficult issues creatively by employing multiple systems and tools.

3. Values, Ethics, And Relationships:
• Global/Multicultural Orientation – Discern multiple perspectives. Use awareness of cultural differences to bridge cultural and linguistic barriers. Demonstrate proficiency and capacities in dealing with a diverse society. Communicate across cultural and linguistic barriers.

This activity also includes High-Impact Educational Practices:
1. Collaborative Assignments and Projects.
2. Diversity/Global Learning
3. Service Learning/Community–Based Learning

This activity was successful in the Lab. It will definitely be repeated but with the addition of place-based learning to help make the experience more realistic and better prepares the students for the clinical phase of the program. Thankfully the only challenge I experienced was time, which I rectified by my expanding the activity to two lab classes. The students were fully engaged, participated without hesitance and this activity was a great icebreaker.

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

May 25, 2018

Wikipedia

Anne Leonard

Library

LIB/ARCH 2205ID Learning Places

Activity Description: Provide a brief description of the activity

Guidelines for Wikipedia Assignment: Creating and editing Wikipedia content, including media in Wikimedia Commons, is an essential part of our class and is 15% of your grade. The Wikipedia assignment is evaluated through our course dashboard. You’ll need to create a Wikipedia account and use it every time you complete a training module, make edits to Wikipedia, or contribute media to Wikimedia Commons. Individual and group Wikipedia contributions & edits and Wikimedia Commons contributions are due by <date>.

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

The assignment helps meet several learning outcomes:

Gen Ed LOs: Demonstrate and apply information literacy aptitude by gathering, interpreting, evaluating and applying information discerningly from a variety of sources

Interdisciplinary LOs: Synthesize and transfer knowledge across disciplinary boundaries; Think critically, communicate effectively, and work collaboratively

Course LOs: Develop, document, catalogue, and organize information to make it accessible to the public.

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?

One 2 hour workshop facilitated by a Wikipedia expert* that covers Wikipedia writing, editing, and documenting; part or all of an additional class period to review research strategies, topics and articles to write and edit, the 5 pillars of Wikipedia that guide the process of contributing, writing, and editing.

*Wikiedu.org and the local Wikimedia NYC chapter can help with this

Students should be able to complete the assignment in about 1-2 hours of time outside of class

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

Students need to have a topic to write about and the ability to do research to document information they write about. The assignment is 15% of the final grade, so a medium-to-low stakes assignment. See assignment guidelines on course OpenLab site for instructions given to students.

Please see the assignment guidelines link for the rubric and self-assessment checklist

Assignments

Students were thrilled to write and publish for a wide audience, yet were disappointed when the active community of Wikipedia writers overwrote their contributions. Students were encouraged to make use of the Talk page to discuss their contributions with other Wikipedia editors. The Wikiedu dashboard (dashboard.wikiedu.org) helps the instructor keep track of students' contributions, even if they don't persist in the final article.

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

Assignments

May 11, 2018

Ethics in Food Purchasing

Tracy Zimmermann

Hospitality Management

HMGT 1102 Introduction to Food and Beverage

Activity Description: Provide a brief description of the activity

A Three Part Assignment on Ethics and Food Purchasing.

PART 1 – The Lexicon of Sustainability Weekly Blog Assignment

Task-
To consider what exactly sustainability and the food system is and how it affects our food purchasing choices. This assignment will bring awareness to the subject of sustainability and it’s terms, concepts and challenges. Short films (3-6 min) from “The Lexicon of Sustainability” will be posted to our class Open Lab Site on a weekly basis.

Expectations
Each week the expectation will be to view the video and post a 4-5 sentence guided reflection / reaction blog post to our class open lab site. Weekly from Week 2 through Week 12

PART 2 – Market Visit (Week 7 or 8 of the semester)

Task –
A site visit to Eataly Gourmet Market. This will create an opportunity for the students to get out and visit a different type of market and to see food and beverage products that they may not have come into contact with.

We will explore the market in small groups, taking part in a photographic scavenger hunt. Our goal will be to see as much of the market as possible and encounter as many different products as possible.

Expectation
– Groups will post their scavenger hunt pictures to the open lab site
– Individuals will reflect on the site visit with a blog post on the open lab. This blog post will be guided by specific reflection questions, including whether they believe Eataly is a place that would support Ethical Food Purchasing decisions.

PART 3 – Final Group Project / Presentation (Week 12 or 13)

Task
Students will be placed into groups and given a food category to work with. (i.e. Meat, Poultry, Dairy, Vegetables, Fruits, Dry Goods, etc…).

Group – will research the food category and the items it includes. Included in the research they will explain the ethical concerns that may be involved in purchasing in this food category.

Individuals
– Will choose a product from your category to focus on and research that product and the specific purchasing factors. (price, size, purchase unit, age, quality level, variety, domestic / imported / local, ethical concerns, etc.)
– Visit at least 3 different markets that carry your item and compare and contrast the products found in each. Comment on where you would make your purchase and why.
– Explain the ethical considerations involved in your purchase decision. Comment on how important the ethical considerations were to your purchase decision. Why is this?

Expectation
– Each group will present their findings to the class, with each individual speaking about their specific product.

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

A scaffolded approach to a full understanding of sustainability and ethics in food purchasing. This will allow the student to travel from concept to practice and include sustainability and ethics in their food purchasing decisions.

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 begin on the first day of class with an introduction to the Open Lab and Blogging as well as a discussion of what some of the issues in our food system are. After this introduction the majority of this assignment will be done outside of the classroom on the Open Lab.

The Final assignment will be presented in 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?

Part 1 – Videos will be posted, instructions and reflection questions will be given. Low stakes blog post assignments.
Part 2 – Pre-Reading on Eataly will be supplied, directions to site will be supplied with maps, scavenger hunt will be prepared and explained. Low stakes.
Part 3 – Groups and Categories assigned, outline given. High stakes – Final Project

Critical Thinking Value Rubric
Ethical Reasoning Value Rubric
Oral Communication Value Rubric

Has not been introduced yet.

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

April 27, 2018

Political Action Assignment

Sarah Jacobs

English

English Composition 1101

Activity Description: Provide a brief description of the activity

Students will individually research a public policy or planning issue that is being debated at the state, city, or neighborhood level. Each student will post a summary of the different sides of the debate and the different parties involved on OpenLab. The summary will include references and citations to three sources suitable for an academic paper. Each student will then comment on two other posts. Students' comments will either suggest what additional information is needed to make a policy decision or state what policy decision the student thinks is best and why that decision is ethically correct. Students will then be divided into four or five groups, each of which focuses on a policy, based on which posts were most commented on. Within their groups, students will gather questions regarding what additional information is needed for their issue and will assign group members to find out the additional information. Finally, students will individually post their policy recommendations and will take a political action in support of their recommendations. In class, each group will come to an agreement through debating and/or voting concerning which policy decision or decisions the group recommends. Group members will then rate one another's contributions using a rubric.

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

I would like students to grasp the ethical complexities of a current issue and develop language for talking about the ethical difficulties of that issue. I would also like students to gain confidence within their assigned group roles. Researching their topics will also help students evaluate sources. Negotiating with other members of their group on the group's stance will help students hone their ability to communicate with and convince others of their stance.

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 would be done during the latter half of the semester, and it would take up about four or five weeks of class. Completing the assignment sequence would require two hours of work outside of class each week.

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 would need practice locating and evaluating sources. I would instruct them on the types of sources that would be appropriate, and I would suggest a list of databases and websites that they could use. I would say that the OpenLab posts are low to medium stakes, while the group debate and political action are medium to high stakes.

Students will assess one another's group work using a simple rubric. I will give students individual feedback on their posts, which would translate into a written response that takes the VALUE rubric into account.

How well this activity works will depend on how successful I am at assigning students roles within their groups and in giving them instructions regarding what their group needs to be accomplishing at set times. Also, I will try to choose four or five topics for the groups that I think have the strongest potential for complex ethical exploration.

Assignment: http://www.sarahruthjacobs.com/JacobsPolitical%20Action%20Assignment2.pdf

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

April 26, 2018

Promotional Videos: For/Against Development In Downtown Brooklyn

Josh A. Kapusinski

Communication Design Department

COMD 2320 Introduction to Film/Video Production Design

Activity Description: Provide a brief description of the activity

Promotional Videos: For/Against Development In Downtown Brooklyn is a place-based learning assignment where students are divided into groups and play the roles of an advertising agency and a local community organization who are tasked to create a video promoting future development or a video trying to stop future development in aim to preserve the history and integrity of downtown Brooklyn.

The assignment: Students are divided into four groups (3-4 students per group). Two of the four groups play the role of an advertising agency who has been hired by a developer selling commercial and residential space in downtown Brooklyn. The developer is paying the agency to create a 30-second video to play on their website, and social platforms promoting why businesses and people should invest in their properties in downtown Brooklyn. Each student group will explore the downtown area during a class period on foot, and take photos with their cell phones to document what they believe will be the contents of an effective video advertisement. Interpretations and approaches may vary between the two groups. One group may choose to take photos that represent a modern style of living which caters toward the middle-to-upper class – such as City Point, Citi Bike stations, or chic high-rise luxury apartments, while the other group may want to focus on capturing derelict and closed-down businesses or “eye-sores” and are reason to tear down and build something new and fancy.

The other two groups are playing the role of a local business and community organization – made up of local business owners and local residents. Their goal is to make a video ad that builds consensus with enough people (city council members, government officials, and local residents) so that new development doesn’t happen. Their video aims to help preserve the integrity of downtown Brooklyn. Each of these two groups is to explore the downtown area during a class period on foot and take photos with their cell phones to document what they believe will be the contents of an effective advertisement. Interpretations may vary between these two groups. One group may choose to take photos of construction sites and “evil” machinery in action smashing the crumbled remains of a once historic structure to play off of the emotional side of a viewer. The other group may capture old historic landmarks or buildings, such as churches – of which has been a controversial topic recently – as some churches throughout the city have been selling off their land/buildings for new development.

Following the place-based component, students are to edit the photos together using video editing software, while also adding music and/or text – "live, work, play all in one place", "save downtown, preserve our history", and so on. This should consume 1-2 additional class periods. Once the videos are completed, each group will present their finished work, and then discuss reasons why they chose certain subject matter, and their approach to framing shots based on ethical reasoning.

Students finally write a brief reflection on OpenLab about their current beliefs regarding this topic; if those beliefs have changed as a result of this assignment; and their overall experience in working towards a goal that may have gone against their own bias or belief system – the topic of new development in any area.

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

I aim to introduce the concept of ethical reasoning to students in context to video production and a future job they may have where they are asked to perform a task, such as to make a video that goes against their bias or belief system. How they should approach this, and navigate through this is good practice for potential opportunities and situations they may encounter in the future. Should they try their best for the sake of the company (i.e. their employer)? Or should they tell their boss that they disagree with the message and objective of the project? Secondly, students gain an awareness for detail in their surroundings – which is important in being a camera operator. Thirdly, students get practice at framing and composing shots, as well as the entire act of telling a story, approaching how to tell that story and the technical execution of the editing that story – video editing. Through their reflections – one at the beginning and one at the end, students also gain insight on themselves which should encourage open-mindedness.

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?

Due to the fact that this assignment is based outside – walking around downtown Brooklyn, it has to be done during months other than those in the winter. Approximately three class periods will be spent on this assignment. The act of just taking photos is ok, but to compile those photos into an order that tells a specific story and has a message makes this assignment much more engaging and worthwhile for students.

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

Prior to the actual place-based component of this assignment, students are introduced (via a mini-lesson) to the concept of ethical reasoning, and are given a clear explanation of expectations, objectives, and purposed outcomes for this assignment. Sample photos that I have taken are shown to help illustrate points. Students are also required to write a brief reflection on OpenLab about their current beliefs regarding the topic, and therefore I will need to ensure that students sign up or have an OpenLab account. Setup of the reflection forms needs to be created as well – learning how to do this has to be taken into account since I do not use OpenLab.

I would assess this assignment based on a value rubric. Points are assigned to each of the two reflection entries; the quantity of photos taken on location – minimum requirement needs to be met; the application of certain editing techniques such as adding motion to still images; the final edited piece; and the final presentation during the screening.

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

April 26, 2018

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.

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

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.

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

April 25, 2018

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.

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

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.

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

April 25, 2018

Community Survey Report

Bridget Maley

Nursing

NUR 1030 Foundations of Caring

Activity Description: Provide a brief description of the activity

Students will walk around their neighborhood/Zip code and survey the neighborhood looking at the conditions of the buildings, stores, transportation, and health of the community.

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

• Recognize the role of health care providers in providing a protective, supportive and/or corrective environment.
• Recognize the responsibility of the nurse as a client advocate in the health care delivery system.
• Professional/Personal Development: Demonstrate intellectual honesty and personal responsibility, discern consequences of decisions and actions, demonstrate intellectual agility and the ability to manage change, work with teams including those of diverse composition, build consensus, and respect and use creativity.

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 the first class, we then discuss community nursing and health during the next 2 meeting dates. The students are expected to submit the exam by week 4. The students will probably spend about 4 hours on this assignment.

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 is the overview of the assignment, the written assignment that is given to the students, and the discussion of community, health, and the role of the nurse in both of those environments. I would say this is a low-stakes activity only because it doesn't have any weight on the students average, however it could be considered high-stakes because it is a requirement of the course and the student will not pass without completing the assignment.

Right now it is just at the discretion of the professor, this is a pass fail assignment. Going forward I am going to use the writing rubric and the ethical reasoning rubric when marking this assignment.

This assignment is working fairly well although I do have some students resubmit any section that was not completed properly or not addressed at all. The students seem to really enjoy this assignment because many of them have not been aware of their surroundings and just go about their business. I think it helps them to think about their neighborhoods in a new way to see how as a nurse they can offer help or assistance to the people who live in their neighborhood.

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

April 24, 2018

Poster Session

Prof Sam Kleinplatz

Social Sciences/City Tech

Psych 1101

Activity Description: Provide a brief description of the activity

Students are asked to use international research from peer reviewed Psych Journals to identify a problem and then find solutions.

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

To use open Lab concept and extend learning globally.

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?

Mid semester. Does require weeks of research.

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 counts for 25 percent of their grade. Creativity, critical and ethical thinking are involved.

Students are graded on format, graphics, no. of journals, use of foreign materials, presentation and legacy.

They love doing it. It can stimulate more activities. Public speaking is a challenge.

Will supply rubric

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

Category: Professional/Personal Development

Perception of homecare

Patient Interaction

Wikipedia

Ethics in Food Purchasing

Political Action Assignment

Promotional Videos: For/Against Development In Downtown Brooklyn

Testing Usability, Learning Ethics

Network Brand (The Manifesto pt1)

Community Survey Report

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

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

Support

Accessibility

Copyright

Creative Commons