Professional/Personal Development – L4: Living Lab Learning Library

June 20, 2025

Creating and Journalizing Accounting Transactions

Professor Ionie Pierce

Business

Principles of Accounting 1

Activity Description: Provide a brief description of the activity

Create a service company and integrate what you have learned in class:
Create transactions for your company, include different types of transactions
Journalize your transactions
Post the accounts to the ledger
Prepare unadjusted trial balance
Create and journalize adjustments
Prepare adjusted trial balance
Prepare financial statements
Prepare closing entries
Prepare post-closing trial balance.
You will be asked to present your work to the class

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

– Develop a clear understanding of the accounting cycle, from initial journal entry to the preparation of financial statements.
– Build skills to prepare accurate and complete financial records, ensuring compliance with accounting principles.
– Understand how accounting entries affect the overall financial health of an organization and the preparation of financial reports.

– Gain the ability to communicate financial data effectively, using proper accounting terminology and methods.

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

The activity is done towards the end of the semester. Seeing that the goal of the activity is to test students' knowledge of their understanding of what they learn, not much in-class activity is done unless students have questions. Students are expected to devote as much out-of-class time as required to complete the project. After completion, students will do a presentation.

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

To effectively perform the activities of journalizing, posting, adjusting entries, and closing entries in accounting, adequate preparation is crucial. The preparation needed for each task are:
1. In preparation for writing journal entries, students must understand the transaction. They must analyze each business transaction thoroughly to determine which accounts are affected and whether they should be debited or credited. And whether the transaction involves an asset, liability, equity, revenue, or expense account, as each has different rules for debiting and crediting.
2. In preparation for journalizing entries, the general ledger must be set up and it must be organized with individual accounts for each asset, liability, equity, revenue, and expense category. The debit and credit amounts for each journal entry, as well as the accounts involved must be double-check, to make sure that everything balances correctly.
3. In preparation for posting entries you have to make sure you know how to transfer amounts from the journal to the ledger while maintaining the correct debit/credit balance. And all journal entries must be posted to the ledger in a timely manner to ensure that the trial balance is accurate and up to date.
4. In preparation for adjusting entries you must look at the current trial balance to identify accounts that may require adjustments for example, accounts like prepaid expenses, unearned revenue, accrued expenses. And make sure you can differentiate between accruals, which are revenues and expenses that have been earned/incurred but not yet recorded and deferrals which are transactions where money was received or paid in advance of actual recognition.
5. In preparation for closing entries, temporary accounts need to be identified, because temporary accounts need to be closed at the end of the accounting period. These typically include revenues, expenses, and drawings/dividends accounts. Revenue accounts such as sales, service revenue, etc., and expense accounts such as salaries, utilities, etc. need to be transferred to an income summary account. And understand how the net income or loss from the income summary will affect the retained earnings account. Then transfer dividends/drawings, if applicable to retained earnings/Owner's Equity. After performing closing entries, you must confirm that the temporary accounts which are revenues, expenses, dividends/drawings have been reduced to zero, and the balances have been transferred to retained earnings/owner's equity.
The activity is high-stakes because it is used as a major component of the final grade, in which students' performance is critically evaluated.

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 helps to assess general education outcomes. It is structured to assess student work on a range of criteria using levels of performance. The VALUE Rubric can be adapted to evaluate accounting tasks, especially in areas like critical thinking, problem-solving, and quantitative literacy. The VALUE rubrics in accounting activities include
Criteria for Assessment and Levels of Performance. The criteria for assessment includes Knowledge of Accounting Concepts, Problem Solving, Application of Skills, and Accuracy of Work. The Levels of Performance includes Capstone/Excellent, Milestones /Proficient, Benchmark/Basic and Beginning/Needs Improvement.
I am not aware that the course is part of the college-wide general education assessment initiative.

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 works well in my class. Students were able to do the work and present it with knowledge that they have grasp the concepts taught in class. Yes, I will repeat this in my class next semester because it helps to reinforce the concepts taught. I did not encounter any challenge. What students need clarification on, I explained it to them. Students did well, therefore, I would not make any changes. Students were able to prepare their work and present it so they were glad they understand the concepts not only to put it on paper, but also to present it.

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.

Have example of a rubric but do not know how to attach it or create a link.

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

June 17, 2025

Designing Reflections + Final Portfolio Project

Sean M. Landers

Entertainment Technology / Emerging Media Technology at New York City College of Technology (CityTech)

Design Foundations I

Activity Description: Provide a brief description of the activity

This activity is a capstone portfolio, the culminating synthesis for a foundation course built on iterative design, thinking through media, and developing a reflective practice. Throughout the semester, as students engaged across rapid prototyping across media, they were tasked to complete preliminary freewrites and post-activity response writing.

This final activity gathers and makes use of those scattered pieces, making a final argument for the use and necessity of such reflective writing, even (especially!) in an age of AI.

Students document what they've made and design the presentation of that work, using their previous fragments of writing as a structure and support. This encourages to students to make sense of what they've made, to design the presentation of that work, and to draw meaning from the sequence and structure of the semester itself. The project is an archive and an interface, a user-centered reflection of their own design identity. The portfolio becomes a creative product and a reflective narrative: students explain their decisions, apply visual composition principles, and reflect on their identity and development as designers.

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

Students will:

synthesize work from across multiple project types and media;

understand and apply the principles of design thinking;

communicate ideas through formal and informal writing;

apply core visual composition & interaction design principles to create a cohesive user experience;

reflect on learning, growth, and process;

demonstrate an understanding of interaction design and design fundamentals;

engage with tools (Notion, Trello, Figma) introduced during earlier modules in a real-world, self-directed project;

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

This is a culminating assignment that comes it at the conclusion of the semester, but is most effective when the groundwork for it has been laid over the course of the semester in previous units, allowing students to accumulate a substantial body of writing to feed the process of reflection.

Assigned: Week 14
In-Class Support: Week 14–15 (Portfolio Inspiration, Artist Statement, Draft Workshop)
Final Due: Week 16
In-Class Time: ~3 sessions
Out-of-Class Time: ~5–8 hours over two weeks

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: Students must have previously completed core projects (in the case of this course, three course projects, but it could be more or less), all of which include instructions that request brief (250-750 word), structured reflections on their process and product.

Instructor provides a structure, examples, and a sequence of scaffolded mini-activities (portfolio inspirations, artist statement, reflection prompt) both in previous activities and in this activity.

Instructions to Students:

Collect and describe each of the three projects completed during the term, which you have previously submitted in the form of project folders

Compose a 500–700 word reflective essay on design identity and learning

Apply principles of visual composition and interaction design to structure and present your work

Use any platform of your choice (PDF, website, slide deck, Figma file); justify that choice

Final portfolios must feel designed, not just assembled

This is the final assignment and represents 20–25% of the course grade; the other assignments represented in it previously accounted for ~50% of their course grade.

I began with

Clarity and Structure (30%)
Is the portfolio organized, legible, and navigable? Are sections clear?
Application of Design Principles (30%)
Are visual composition principles and interaction design principles applied thoughtfully across the whole portfolio? Does it reflect design thinking in its structure and layout?
Process Reflection (20%)
Is there thoughtful reflection on what you’ve learned and how your process evolved?
Representation of Design Identity (20%)
Does the portfolio communicate something meaningful about you as a designer?

This activity emerged from a desire to ensure that low-stakes reflections (e.g., freewrites), which had yielded thoughtful and interesting results in previous iterations of the course, were not merely disposable assignments. I hoped that incorporating them into high-stakes creative production as a precursor and an opportunity of reflection could yield a final expression of iterative design thinking; moreover, that it could take the format of the 'portfolio assignment', which sometimes feels stapled on and hastily presented and elevate it into a suitable capstone (which can model the skills and process necessary to succeed in subsequent high stakes capstones that they may be required to produce in subsequent course work).

The success of the activity lies in the clarity with which students articulated their growth, when given structured space to reflect. They learned to consider their audience in new ways, even when the audience was themselves, or potential employers, investors, or collaborators.

Challenges included time management — things get hectic at the conclusion of the semester. This is where it is helpful that so much of the material had already been produced; that this was, in large part, an exercise in structure and curation, and an opportunity to revisit and reflect on writing previously written. There was also the issue of tool friction — many of the authoring tools on offer had only previously been explored in project 3, and this assignment not only came on the heels of it, but had a substantial overlap between completion of project 3 and introduction of project 4 — that means there was a great deal of conceptual fuzziness as students tried to conceive of what their portfolio was and what it could look like. It also took a great deal of time to create the understanding of how this was more than just a cluster of previously completed assignments, and how it could be a designed experience; this was addressed most effectively through in-class checkpoints and exemplars.

Flexible submission formats were useful, but sometimes too much flexibility can be as frustrating as too little flexibility; next time around, I'll provide clearer tracks that I'll ask students to commit to early in the process, as well as a modification of the overall assignment write-up tailored to each track. This will also give the students communities of practice operating in the same mode of production; peer groups can perform reviews, share insights, and have informal working groups to share questions, concerns and frustrations with.

Next time, I plan to incorporate an early-semester preview of what a “design reflection” looks like to give students more scaffolding throughout the term; I also intend to introduce the formal writing component of overall reflection earlier in the process and request that students take their drafts to the writing center, in order to provide a more structured and comprehensive instruction in writing than I was capable of fitting into the semester.

I'm sharing links to the course OpenLab, as well as a page of the course assignments (Activities, low-stakes activities which structure their work overall, and Projects, which are the high stakes activities that demonstrate mastery) as well as the assignment for Project 04, the portfolio project.

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

https://openlab.citytech.cuny.edu/mtec1101-hd03-sp2025/

May 31, 2025

Co-Creating a Code Glossary

Sandra Lloyd

Communication Design (COMD)

COMD 2451

Activity Description: Provide a brief description of the activity

In groups of 4-5, students use a real-time, collaborative spreadsheet (such as Google Sheets) to fill out several terms as part of a glossary of code terms they need to learn. If time, they teach one or two of the terms to the rest of the class. Each group is graded on the accuracy of their entries. Then, the class can use the directory throughout the semester as reference material.

This activity can be used for learning HTML, CSS, or other coding languages or frameworks where students need to learn a large number of basic elements and their behavior.

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

Broadly, the learning goals are to build skills in reading comprehension, research, critical thinking, and collaboration.

In my class, I used the activity for the introduction to HTML.

The objectives specific to COMD 2451 are:
1) In order to get acquainted to semantic HTML so that they can create static websites, students will learn and retain:
a) what key HTML elements do
b) when and where to use these elements
c) how to write a line of code using these elements

2) Students will get to know each other and form bonds, while also building collaboration and teamwork skills.

(These learning goals can be adapted for CSS, W3.css, or other appropriate languages or frameworks.)

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

There are three points in the semester of COMD 2451 where this activity can be used:
1) Week 3: HTML & Design DIscovery;
2) Week 4: CSS;
3) Week 7: Web Design & Interaction (introduction of W3.css framework)

However, I only implemented it during Week 3, for the purposes of teaching HTML. This is because it is helpful to have this hands-on activity when coding is new to them.

I devote 1.5 – 2 hours of class time to the exercise. No out-of-class time is expected. The only exception is if a group does not finish their glossary terms in the allotted time, at which point they may opt to finish it outside of class.

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

To prepare for this activity, the professor must create a Google Sheet (or similar real-time collaborative spreadsheet) as demonstrated in the HTML Glossary presentation on OpenLab. This must be populated with the desired html elements, along with columns for Definition, Characteristics, Example code, When to Use, and When NOT to Use. The first row will be populated with an example.

The activity is evaluated based upon a grading rubric that centers around errors. I assess the number of correct definitions or their quality.
My course is part of the college-wide general education assessment initiative.

The activity worked very well. Students were engaged throughout in their groups. It was also very clear that they quickly learned how to effectively search for information online and to problem-solve. Students tended to do better in my class this semester compared to last semester.

See the first post in the OpenLab to see more in-depth presentation deck and the site itself.

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

https://docs.google.com/spreadsheets/d/1Vm4zWUqOLdgNg3SPudPRq6lxSKsf0Bxa22ou3rrkb0g/edit?usp=sharing

May 31, 2025

Finding and Feeding Curiosity: When Students Drive Their Own Learning

Sergio Belich

Computer Systems Technology / NYC College of Technology

Web Programming I

Activity Description: Provide a brief description of the activity

In this collaborative research activity, students work in small groups (3-5 students per row) during the laboratory portion of class to research and define key concepts introduced in the preceding lecture. Each group is assigned a major topic from the chapter and tasked with finding comprehensive yet accessible definitions using internet sources. Groups contribute their findings to a shared Google document, creating a collaborative chapter resource that serves as a student-generated textbook supplement. Additionally, separate groups are formed to create and present websites based on the material learned throughout the semester, with these projects due at the end of the semester as a culminating demonstration of web programming concepts. This activity transforms passive note-taking into active knowledge construction, particularly engaging for working adult students who prefer hands-on learning over independent reading assignments. The collaborative approach also supports multilingual learners by allowing peer assistance with language and technical terminology comprehension.

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

Primary goals include: 1) Transforming students from passive recipients to active knowledge creators, 2) Developing research and digital literacy skills essential for web programming careers, 3) Fostering collaborative learning that mirrors real-world development team dynamics, 4) Creating student ownership of learning materials that enhances retention and engagement, 5) Addressing the learning preferences of working adult students who benefit from focused, in-class activities over outside reading, 6) Supporting multilingual learners through peer collaboration and shared vocabulary building, and 7) Building technical English proficiency alongside programming concepts, 8) Applying semester-long learning through final website creation and presentation projects, and 9) Building a comprehensive, student-generated resource that serves both present and absent students for exam preparation.

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 most extensively during the first third of the semester, building toward the first exam when foundational concepts were being established. During this initial phase, the 2-hour laboratory session dedicated approximately 90 minutes to collaborative research and document creation. As the semester progressed and more advanced topics were introduced following the first exam, the activity required modification—less time was devoted to pure research and more time to streamlining and building upon established foundations. The pacing also accommodated the time needed for multilingual learners to process technical vocabulary and collaborate on language comprehension.

After the first exam, "cheat sheets" containing high-level main topic concepts were introduced at the beginning of each 2-hour lecture and used through the end of the semester. These provided quick, easily absorbed foundations before advancing to complex topics. These cheat sheets particularly benefit students for whom English is not their first language, providing key terminology and concepts in a condensed, reference-friendly format. The laboratory portion evolved to include both definition creation and hands-on coding exercises for web page development, with approximately 60 minutes for collaborative research and 30 minutes for practical application as advanced topics were introduced. Website creation and presentation projects are assigned as end-of-semester culminating activities that demonstrate the integration of all concepts learned throughout the course.

Students are expected to read assigned chapters (maximum 50 pages per chapter) prior to each class discussion, with homework assignments from the required reading due prior to following class, though many working adult students prefer to learn during class time rather than complete pre-class reading. The collaborative laboratory activity serves as both reinforcement of chapter material and active learning for students who may not have completed the pre-reading due to work and family obligations. No additional out-of-class time beyond the chapter reading and homework assignments is expected, which accommodates both the scheduling constraints of working adult students who attend Saturday classes due to weekday work obligations and recognizes that additional language processing time for multilingual learners is better supported through in-class collaboration rather than independent home study.

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

Initial preparation involves creating shared Google document templates for each chapter and identifying major topics from the lecture to assign to each group. After the first exam, preparation expanded to include developing "cheat sheets" containing foundational concepts that are distributed at the beginning of each lecture session. As the semester progresses, preparation shifts toward streamlining research processes and integrating hands-on coding exercises that apply researched concepts to web page development. Additional preparation includes organizing website project groups and establishing end-of-semester presentation schedules.

Instructions are given both verbally and in writing to support students with varying English proficiency levels. Early-semester instructions focus on: 1) Research assigned topics using credible internet sources, 2) Provide definitions that are comprehensive yet easily absorbed (avoiding both overly technical and overly brief explanations), 3) Include source links for reference, and 4) contribute to the shared document. Groups are encouraged to help each other with language clarification and technical terminology. Later instructions expand to include coding exercises that demonstrate practical application of researched concepts. Website project groups receive specific guidelines for incorporating semester concepts into functional web pages and end-of-semester presentation requirements.

Key logistical considerations include managing simultaneous Google Docs editing issues where students' visual locations shift as others type, and addressing inconsistent formatting across contributions. Future implementations will require individual drafting before collaborative merging and standardized formatting guidelines.

The activity is medium-stakes—it contributes to participation grades and creates essential study materials, but individual mistakes don't severely impact overall course performance. However, the collaborative nature means that group dynamics significantly affect individual success. Website projects carry higher stakes as end-of-semester demonstrations of cumulative learning and practical application skills. Future iterations will include designated group leaders for coordination, bonus point incentives for quality contributions, and structured peer support systems to ensure all students, regardless of English proficiency level, can participate meaningfully.

Assessment focuses on participation, collaboration quality, and contribution accuracy rather than formal VALUE rubrics. I evaluate: 1) Active participation in group research and discussion, 2) Quality and appropriateness of definitions (comprehensive but accessible), 3) Proper source citation and link inclusion, 4) Collaborative behavior during the activity, and 5) peer support provided to group members, particularly important given the multilingual classroom environment. End-of-semester website projects are assessed on functionality, design, incorporation of semester concepts, and presentation quality.

The informal rubric developed through observation emphasizes engagement and effort over perfection, recognizing that students are learning while contributing. Assessment criteria accommodate varying English proficiency levels, focusing on content understanding and collaborative contribution rather than language perfection. Post-activity follow-up quizzes in subsequent classes assess knowledge retention and understanding of both researched concepts and practical coding applications as the semester progresses.

While this collaborative activity allows for flexible, innovative assessment approaches tailored to this specific student population's needs, all assessments ultimately filter back into a traditional grading system based on exams. To accommodate students who cannot take exams due to work or other obligations, makeup exams with different questions are offered to be taken either prior to or after the scheduled exam date. Assessment evolved after the first exam when it became apparent that despite increased engagement and improved materials, some students still didn't utilize resources effectively for exam preparation due to work obligations or last-minute study habits. This led to implementing more frequent, lower-stakes check-ins and bonus point opportunities to encourage consistent engagement with the collaborative materials.

Future assessments will include: peer evaluation of group leaders, bonus points for exceptional contributions, structured peer mentoring recognition for students who effectively support multilingual classmates, and more frequent formative assessments to bridge the gap between collaborative learning and individual accountability. The ultimate challenge remains translating collaborative learning gains into improved individual exam performance, recognizing that working adult students may prioritize work and family obligations over education.

The activity succeeded dramatically in engaging students who typically show low motivation for independent assignments, particularly during the first third of the semester when foundational concepts were being established. Students demonstrated high enthusiasm for collaborative work, preferring this active approach over traditional note-taking. The collaborative environment particularly benefited multilingual learners who could support each other with language barriers and technical vocabulary. Average class grades increased compared to previous semesters, and student motivation was notably higher.

I would definitely repeat this activity with modifications. The increased engagement and improved learning outcomes, particularly for working adult students and multilingual learners, demonstrate its effectiveness despite the challenges encountered.

Several challenges emerged during implementation. Initially, inconsistent definition quality ranged from overly verbose to excessively brief explanations, which may partly reflect varying English proficiency levels and cultural approaches to explanation. Google Docs simultaneous editing caused visual displacement issues as students' work locations shifted while others typed. Formatting inconsistencies required significant instructor cleanup time. Most significantly, despite increased engagement and improved collaborative materials, some students still didn't utilize resources effectively for exam preparation due to work obligations (missing weekend classes) or last-minute study habits, reflecting the reality that Work-Family-Education priority hierarchy persists even with enhanced learning activities. After the first exam, I addressed these challenges by introducing foundational "cheat sheets" at the beginning of each lecture, which continued through the semester's end. The activity evolved from pure research to integrated research-and-coding exercises as topics became more advanced.

Future iterations will implement: designated group leaders for coordination, intentional pairing of students with complementary language strengths, individual drafting before collaborative merging, bonus point incentives, standardized formatting requirements, and more frequent formative assessments to better bridge the gap between collaborative learning gains and individual exam performance. The core challenge remains helping working adult students translate enhanced engagement into consistent academic preparation despite competing life priorities.

Students particularly enjoyed the interactions during the laboratory section, which helped reinforce what they learned from the lecture portion. They especially appreciated the coding exercises, which gave them confidence not only that they were learning but that they could be prepared for real-world applications. The end-of-semester website creation projects were particularly popular, as students could see tangible results of their semester-long learning and felt prepared for professional web development work.This hands-on practice with immediate application of lecture concepts seemed to bridge the gap between theoretical knowledge and practical skills they would need professionally. The collaborative aspect and peer support for language comprehension also contributed significantly to their positive experience.

This approach was specifically designed for a unique classroom context: working adult students attending intensive Saturday sessions (split into 2-hour lecture + 2-hour laboratory) who typically prioritize work and family obligations over education. The student population is predominantly multilingual, with English often not being their first language, which significantly influenced both the collaborative structure and assessment approach.

Key contextual factors that make this activity particularly effective: 1) Students prefer PDF materials over purchasing textbooks and rarely complete pre-class reading. 2)The no-electronics policy during lecture creates anticipation for the hands-on laboratory portion. 3) Small group sizes (3-5 students per row) facilitate peer language support, and 4) Saturday scheduling accommodates work obligations but limits study time availability

Technical considerations for implementation: 1) Google Docs simultaneous editing creates visual displacement issues requiring workflow modification, 2) Formatting consistency becomes crucial when serving multilingual learners who need clear, accessible reference materials, 3) Evolution from pure research to integrated research-and-coding reflects advancing curriculum complexity, and 4) Cheat sheets introduced after first exam proved essential for supporting both advanced topic progression and language comprehension

Materials available for adaptation: 1) Google Docs templates structured by chapter topics, 2) Sample "cheat sheet" formats containing high-level concepts in accessible language, 3) Group assignment rotation systems for equitable topic distribution, 4) Peer support frameworks for multilingual collaboration, 5) End-of-semester website project guidelines and presentation rubrics, and 6) Integration models for transitioning from research activities to hands-on coding exercises.

Future documentation will include: 1) Detailed group leader role descriptions and rotation schedules, 2) Multilingual learner support strategies and peer mentoring structures, 3) Bonus point rubrics tied to collaborative contribution quality, 4) Standardized formatting guidelines to reduce instructor cleanup time, 5) Follow-up quiz examples that assess both individual understanding and collaborative learning transfer , 6) Makeup exam scheduling and question differentiation protocols, and 7) Strategies for bridging engagement gains with exam performance in working adult populations.

This activity demonstrates how pedagogical innovation can address specific population needs while maintaining academic rigor, particularly valuable for instructors serving diverse, working adult, and multilingual student communities. The flexibility to accommodate scheduling conflicts through makeup exams and the integration of end-of-semester website projects further support student success in real-world applicable skills.

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

May 31, 2025

Food, Culture, and the Body: Exploring Physiology through Place-Based Learning

OLUWAKEMI KADIRI

BIOLOGICAL SCIENCES/CITY-TECH

ANATOMY & PHYSIOLOGY II

Activity Description: Provide a brief description of the activity

This semester-long project invites Anatomy and Physiology students to connect course content with real-world food practices by investigating the intersection of nutrition, culture, and human physiology. Using place-based learning inspired by a field visit to the Museum of Food and Drink (MOFAD) or a virtual equivalent, students will research how cultural dietary practices affect body systems such as digestion, metabolism, cardiovascular health, and endocrine function. Students will present their findings through an OpenLab post integrating scientific analysis, cultural context, and visual/creative components (infographics, diagrams, videos, or photo essays).

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

• Apply foundational knowledge of human anatomy and physiology to real-world nutritional and cultural contexts.
• Apply anatomy and physiology knowledge to real-world nutrition and cultural contexts.
• Develop research, scientific writing, and public-facing communication skills.
• Engage in metacognitive reflection through drafting and peer feedback.
• Investigate health disparities related to nutrition and cultural practices.
• Foster a collaborative learning community via OpenLab, reinforcing a sense of community learning.

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

• Introduced early in the semester (Weeks 2–3).
• MOFAD visit or virtual resource in Week 5.
• Milestones: topic proposal (Week 7), annotated bibliography and outline (Week 9), draft post (Week 11), final post (Week 13).
• Reflection and optional class discussion in Week 14.
• Estimated total workload: 10–12 hours outside class.

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

Preparation:
• Set up an OpenLab course site with space for student publishing.
• Introduce and scaffold the use of OpenLab early in the semester.
• Coordinate MOFAD visit or offer virtual museum resources, video tours, or interviews.

Instructions to students:
Students will:
• Select a cultural food tradition or cultural dietary practice.
• Research how that practice impacts one or more body systems, physiologically.
• Connect the practice to current public health issues, access, or disparities.
• Create a post combining narrative, scientific explanation, and visuals (multimodal post).

Type of assignment:
• The activity is low- to medium-stakes and graded in stages with formative feedback and peer review.

• I will assess this activity using the Oral Communication VALUE Rubric developed by the American Association of Colleges and Universities (AAC&U), adapted to reflect the specific goals of the Anatomy & Physiology OpenLab project.
• This rubric evaluates student performance in six categories: organization, language, delivery, supporting material, central message, and disciplinary relevance.
• Each criterion is scored on a 1–4 scale, providing a clear and structured way to assess oral communication skills within a scientific context.
• In addition to the rubric, I will provide formative feedback during class discussions, peer review sessions, and project milestones. This layered assessment approach ensures students receive both quantitative scores and qualitative input to guide their growth.
• This course is part of the college-wide Gen Ed assessment initiative, and this assignment supports key Gen Ed learning outcomes such as critical thinking, communication, and civic engagement.
• This project promotes integrative learning and deeper engagement with anatomical and physiological concepts by connecting course content to students' communities and lived experiences.

• This fall, I plan to implement this activity for the first time to replace the traditional Written Assignment.
• Before the semester begins, I will share the project plan with the course coordinator to ensure alignment and gather feedback.
• I anticipate the activity encouraging deeper student engagement by connecting course content to personal lives, cultural backgrounds, and future healthcare careers.
• By examining food, nutrition, and physiological health through a place-based perspective, students will likely engage more deeply and think critically, particularly as they relate the material to their communities.
• To support their success, I will include in-class workshops on research skills, scientific citation, and navigating the OpenLab platform.
• I also plan to offer a sample project to clarify expectations and encourage creativity. Understanding that some students may have limited digital literacy or may initially produce surface-level reflections, I will scaffold the assignment with guided discussion prompts, exemplar models, and opportunities for peer feedback to enhance depth of analysis.
• I am excited to see how this project fosters integrating scientific content with personal and real-world relevance, strengthening students’ writing, collaboration, and digital communication skills.

I plan to share:
• A sample student post (with permission)
• Slide deck introducing the project
• Library guide to credible sources for health-related research
• Peer review worksheet
• Full assignment sheet and grading rubric (available on OpenLab)

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

May 26, 2025

Reading To Support Architectural Design

Elizabeth Parks

Architectural Technology

ARCH2412 Design IV

Activity Description: Provide a brief description of the activity

The reading activity is part of the Lecture portion of the Design IV studio (Lab) class. Students are formed into groups of three or four to analyze and share a selected reading with the class. The activity has three parts: reading with annotation, completion of a Frayer Method Template to clarify a particular concept or vocabulary word, and presentation to the class with discussion. All students in the class are expected to read all of the readings to facilitate discussion.

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

The goad of the activity is to engage students with reading about architecture, architects, and the concepts that underlay the design process.

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

The activity is completed over four class sessions throughout the semester.
Session 1 in Week 2: Introduction to the activity, selecting or assigning readings to the groups. This is timed to coincide with the research and concept development work the students are doing in the Lab portion of the course.
Session 2 in Week 5: Presentations and class discussion for half the student groups
Session 3 in Week 6: Presentations and class discussion for half the student groups
Session 4 in Week 11: General class discussion of all the readings and their impact on student design projects.
Students are expected to meet with their group members outside of class to prepare the Frayer Method Template for their selected reading. They are also expected to read all the other readings for discussion. The total time required outside of class is expected to be at least 4-8 hours, depending on the number and difficulty of the readings.

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

For the Spring 2025 Semester, ten (10) readings were selected from "Imagining the Future Museum: 21 Dialogues with Architects", edited by Andras Szanto, published in 2022. Each reading is a dialogue between the editor and a currently practicing architect, specifically about that architect's approach to museum design. This material was chosen because the students are each designing their own version of a museum in the Studio portion of the class, but the focus of the readings could be adapted to suit other courses.
Students were given access to a shared Miro board with blank Frayer Method Templates, a list of concepts and vocabulary words pulled from the readings by the instructor, as well as space for the students to write a summary of the reading.
Part of the introduction to the activity was a discussion of how to read for comprehension and how to take notes while reading. The instructor's annotated readings were shared with the class as examples.
The following is a link to the completed templates from one of the Lecture sessions for Spring 2025:
https://www.dropbox.com/scl/fi/j4opnnl1snk3pyzrj0440/ARCH2412-Lecture-Reading-Session-1.pdf?rlkey=p3k2lplksc2p5dfu95pobd67d&st=8vmuzxb1&dl=0
In the fourth and final session, students were asked to write a brief statement describing how the activity impacted their design process and the design of their project.
The groups present a summary of the reading and a more detailed explanation of the concept or vocabulary word they chose and then lead a class discussion on the reading, ideas and how the information is applicable to the studio activities.

The activity was not formally graded, but the results were shared with all instructors. The lecture classes are shared between four instructors, each also teaching a discrete section of the studio. A mixed set of students attend one of two lecture sessions. All instructors were given access to the Miro boards and to scans of the written reflections.
The Studio environment is inherently a High Impact Impact Educational Practice, incorporating Common Intellectual Experiences and Collaborative Assignments and Project. This reading activity was designed to broaden and deepen the students' understanding of the design process by familiarizing them with the words and work of a broad range of current practitioners.

We will repeat the activity and are considering adding a graded rubric to formalize assessment. The degree of engagement with the readings varied between groups and it was clear that very few students had read any of the readings other than the one they were assigned, limiting their ability to contribute in a meaningful way to class discussions. Formally grading the activity may improve attendance and encourage them to read more.
The students were allowed to form their own groups, so generally felt comfortable working and sharing with one another.
It was clear from some of the students' written reflections that the readings did have an influence on their thinking. Students always struggle with the leap from their initial ideas to a building proposal that manifests those concepts, but the more comfortable they become with abstract ideas, the clearer their conceptual work is. And that leap to a "real" building becomes more possible and the ideas more legible.

Some written reflections from students, written in class in Week 11 of the semester (edited for clarity):
"The readings provided different ideas and perspective in regards to museum design…they made me think about my design choices more thoroughly." Adrianna Dilillo
"These readings helped me with my design process by understanding 'elevation by context'. Understanding the importance, meaning or status based on its surroundings/context." Daria Tourkova
"One of the ideas [from] the reading was for the museum to be a place for people to escape reality." Bryan Zamora
"Our reading helped me create a narrative for my project." Kelvin Jarama
"The reading helped me get a better understanding of what a museum is and how the museum is an extension of what is being shown in the exhibition. It taught me that circulation plays an important part in the story the building is trying to tell. Lastly the chapter I read defines a museum as a bridge that connects people with art. It is a response to a certain conflict and/or community." Diccia Castro
"The readings have influenced my design by integrating the site with my building by including a plaza that is embedded underground." Marti Tapia
"The readings helped with my design process by demonstrating ways to include everyone. … blending public space and exhibition areas [together makes the museum] engaging for visitors. This idea encouraged me to design my my museum with space for visitors to create something of their own" Thais Garcia

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January 30, 2025

In the Pursuit of Knowledge: Focusing on ‘Lifelong Learning’

Sergio Belich

Computer Systems Technology / NYC College of Technology

Web Programming I (Lecture) & (Laboratory)

Activity Description: Provide a brief description of the activity

The activity centers on teaching CST2309 (Introduction to Web Programming) through a structured split format, dividing the 3.5-hour class into equal parts of lecture (1¾ hours) and lab (1¾ hours). During lectures, the instructor presents course topics using overhead projectors and whiteboards, works through practical examples, and actively solicits student feedback to ensure comprehension.

The lab portion focuses on collaborative learning, where students work in groups using a shared Google document to compile course-related resources, including linked definitions and training videos. Students contribute their thoughts and questions while also creating potential exam questions. This dual approach combines traditional instruction with hands-on collaborative work to enhance the Student Learning Outcome of "Reading," specifically targeting students' abilities to interpret, evaluate, gather, and apply information from online sources.

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

My goal is to create an engaging learning environment that promotes "Lifelong Learning" through a balanced approach of structured instruction and collaborative work. The primary goal is to enhance students' ability to interpret, evaluate, gather, and apply information from various online sources while fostering an interactive atmosphere that encourages students to actively participate in their learning process. This is designed to not only help students master the current course material but also develop skills and learning templates they can apply to their future academic pursuits.

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

The activity will start from the second class till the end of the semester. The first day includes discussing the this new class outline to students, and setting expectations. ] It represents the core structure of the entire semester for CST2309 (Introduction to Web Programming). Each original class session (from last semesters' 3.5 hour length) is now being divided into:
Lecture portion: 1¾ hours
Lab portion: 1¾ hours
Total in-class time per session: 3½ hours

Students will spend some time outside of class reviewing and contributing to the shared resources, including adding definitions and training videos, though the specific time requirement has not been specified, the results of participation will be graded.

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

The preparation needed for this activity is as follows:
Setting up shared Google documents for class readings and topics
Preparing lecture materials and practical examples
Creating overhead projector/whiteboard content
Organizing students into working groups for labs

The student instructions is as follows:
During lecture: Students are expected to engage with the material and provide feedback
During lab: Students work in groups to:
Access and contribute to shared Google documents
Add linked definitions and training videos
Share thoughts, ideas, and questions
Create potential exam questions
Collaborate with group members

This activity is relatively low-stakes, focusing on collaborative learning and continuous engagement rather than high-pressure assessment. The approach emphasizes building an "enjoyable environment to learn" where students can:
Get constant feedback
Receive multiple explanations if needed
Build on existing knowledge
Create study materials collaboratively
Develop templates for future learning

The structure is an ongoing evaluation while also leading to assessments via exams and a class project. Students' contributions will factor into their overall course performance.

Assessment Components:
Use VALUE rubric specifically focused on reading
Student contributions to Google documents (20% of final grade) measured by:
1. Number of definition links added
2. Number of video links contributed
3. Number of potential exam questions provided

Implementation Details:
Continuous feedback during lectures ensures ongoing formative assessment
Google document contributions provide measurable evidence of students' ability to "interpret, evaluate, gather and apply information from various online sources"
VALUE rubric on reading provides standardized assessment criteria
The activity supports the "Lifelong Learning" student learning outcome

Integration with Broader Assessment:
Course is part of the college-wide general education assessment initiative
Will be evaluated by AIRE in Fall 2025
Uses standardized VALUE rubric for reading to align with institutional assessment frameworks

This structured assessment approach combines quantitative measures (contribution counts) with standardized evaluation criteria (VALUE rubric) while supporting broader institutional assessment goals.

This activity is structured to work well in a classroom environment because:
It divides class time equally between lecture and hands-on lab work
It incorporates both traditional teaching methods and modern collaborative tools
It creates an "enjoyable environment to learn" through constant feedback and group interaction

Here is the organizational structure:

Initial Structure:
Each of the 5 groups is assigned specific sections of lecture material
Groups have primary responsibility for their assigned sections
Groups can still contribute to other sections they find important

This approach:
Ensures comprehensive coverage of all lecture material
Creates clear group responsibilities
Prevents excessive overlap in initial research
Allows for cross-section insights and contributions
Maintains flexibility for additional perspectives

For each lab session, groups would:
1. Focus primarily on their assigned sections to provide:
5 definition links
5 topic training video links
5 potential exam questions
2. Have freedom to add insights to other sections
3. Monitor and build upon other groups' contributions

This balanced structure combines focused responsibility with collaborative flexibility, helping create a comprehensive learning resource while encouraging broader engagement with all course material.

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June 27, 2024

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

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

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

Rubric: Critical Thinking Value Rubric was utilized

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June 26, 2024

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

Case study and Multiple choice questions

No challenges were identified

N/A

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May 30, 2024

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.

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.

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.

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

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

Category: Professional/Personal Development

Creating and Journalizing Accounting Transactions

Designing Reflections + Final Portfolio Project

Co-Creating a Code Glossary

Finding and Feeding Curiosity: When Students Drive Their Own Learning

Reading To Support Architectural Design

In the Pursuit of Knowledge: Focusing on ‘Lifelong Learning’

NUR 1130 Clinical Assignment case study

NUR1130 Clinical Assignmemt

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