Category: Professional/Personal Development

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Pre-class discussion

Pre-class discussion

Changkyu Kim

Computer Engineering Technology/New York City College of Technology

Feedback Control Systems

Activity Description: Provide a brief description of the activity

Pre-class review session will provide an explanation with an analogy about the incoming lecture. Students will read a 10-minute review about the main engineering concepts and discuss them based on non-engineering experience. The pre-class review session will be found at OpenLab. The due date is always the following lecture date.

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

Students are requested to develop their own idea for the technical problems and submit short informal writing before the weekly class. The pre-class discussion will be evaluated by presenting pure reasoning rather than writing structure or grammatical errors.

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

Students will submit the writing assignments of pre-class discussion for the first half of the semester. During this period, students should be able to understand the main engineering concepts of control systems. Because a 10-minute preview of incoming lectures will be given in Openlab, additional discussion is not necessary during the lectures.

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

I have to upload the preview of lectures on Openlab, and the discussion question will be based on daily non-engineering experiences. It is low-stakes.

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?

Pre-class discussion writing will be evaluated based on the following criterion: 1. Sufficiently address the subject with supporting examples 2. Address the subject with consistent and concise logic. 3. address the subject and provide your own perspective.

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

I was surprised that all students were eager to respond to pre-class activities. Most students presented their perspectives on each subject. The submission rate was higher than homework, which is given after classes. The main challenge for me is maintaining the same quality of discussion questions and the consistency of the subject during the whole semester. I would repeat the activities after improving quality and consistency.

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.

1. Instruction : Pre-class discussion
Pre-class review session will provide an explanation with an analogy about the incoming lecture. Students will read a 10-minute review about the main engineering concepts and discuss them based on non-engineering experience. The pre-class review session will be found at OpenLab. The due date is always the following lecture date.

2. General guideline
Format :
Font : Times New Roman
Size : 11, single space

The number of words : No less than 150 words

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

https://openlab.citytech.cuny.edu/kimcet4864sp2021/2023/01/24/lecture-1-introduction/

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Chef Report Self Assessment

Chef Report Self Assessment

Jessie Riley

HMGT

Culinary 1

Activity Description: Provide a brief description of the activity

In Culinary 1 each week students are assigned different positions in the kitchen and complete a chef report the week after they have served as chef. This was a disposable assignment. I created as self assessment rubric and discussed the assignment with students each week. We discussed evaluating ones own work to back and forward.

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

To provide the students a safe environment to evaluate their performance over the 15 weeks of the semester.

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

It was described the first day and each week we would discuss the prior lesson and the up-coming lesson. In the class we devoted 15 minutes and outside of class it could take the students 20-40 minutes. to complete

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

I started to use open lab but had some difficulty so moved the assignment to Blackboard. It is a low stakes activity

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

I modified an assessment rubric and provided students with a hard copy and a soft copy

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?

Yes, as this was the first time I believe it can be improved and I have discussed with the chair about having other instructors incorporate the assignment. The chef report is completed by students in 3 other courses so there is an opportunity to incorporate it into the student's portfolio

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

I will attach an excel work book and student assignments and the rubric in an email

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

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Student self-assessment that promotes learning

Student self-assessment that promotes learning

Patricia Childers

Communication Design (COMD)

Graphic Design Principles, Typography

Activity Description: Provide a brief description of the activity

A self-assessment activity for reflection and reinforcement.
• low stakes, high impact activity to promote deep learning through engagement
• a mechanism to help focus on specific goals
• a tool to help students track progress towards their goals
• a tool to guide educators in the effectiveness of their communication

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

Inquiry & Analysis
A pedagogical approach to student review that not only reinforces student learning, but reinforces that they have learned. The goals this student classroom experience is to support the analysis of creative and critical thinking through the use of HIEPs,

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 can be introduced at the conclusion of any student project. Classroom time in minimal, about 20 minutes based on the amount of material reviewed. There is no out-of-class time.

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 low stakes activity requires the project rubric and copies of the final project. Students self access using the rubric. Student assessment refers to specific examples, footnoted or cross-referenced directly on the copy of the final project.

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 rubric development is based on the General Education inquiry of Knowledge and Skills using specific project criteria. This course in not part of a college-wide assessment. The project in itself is not graded. I find that student's responses are a true reflection of the student's understanding. "When the act of self-assessing is given a learning-oriented purpose, students' self-assessments are relatively consistent with those of external evaluators, including professors." [Lopez, R., and Kossack, S. (2007). Effects of recurring use of self-assessment in university courses. Int. J. Learn. 14, 203–216. doi: 10.18848/1447-9494/CGP/v14i04/45277]

I do review the activity to insure that student's response indicates that they correctly understand the material. Any discrepancies are reviewed directly with the student to correct misconceptions. In this way, the activity reflects the impact of my communication of the material through the student's response. If student understanding of the material is low, I know that I need to change me approach.

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

The activity works well and I use it several times a semester. The biggest challenge is the response of a few students to "having" to grade themselves. One student reminded me that grading is my job, not theirs. I explain that periodic, external replay of learned input patterns strengthens synaptic connections—the combination of structural plasticity, synaptic plasticity and self-generated reactivation not only stabilizes synaptic turnover but enhances their connectivity and associative memory. This explanation tends to erode resistance. And generally, many students have stated that they better understand the concept after the self assessment. The assessment is altered to support each different assignment.

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.

https://openlab.citytech.cuny.edu/pchilders-portfolio/2023/05/16/student-self-assessment-that-promotes-learning/

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

https://openlab.citytech.cuny.edu/pchilders-portfolio/wp-admin/post.php?post=266&action=edit

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Interactive Video Assignment

Interactive Video Assignment

Catherine Monchik

Dental Hygiene/ New York City College of Technology

Periodontics 1217

Activity Description: Provide a brief description of the activity

This collaborative assignment from DEN 1200 will continue on- A case study will be assigned to you by Professor Marsh, please use this case study for Periodontics 1217, to create a 2–3-minute interactive video explaining to your patient their periodontal health status, periodontal stages and grades or if the patient has gingivitis, how it can progress into periodontal disease, explain treatment options and substantial response by explaining, why their chosen recommendation benefits the patient and what other recommendations might you consider to a fellow classmate.

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

Integrative learning with the application of theory to practical problems, integrating ideas or concepts, and understanding and connecting ideas from other courses. Connections to different disciplines, oral and written communication, and connections to experience.

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

I plan to discuss it at the beginning of the semester as they will start their written assignment for the other course. I will devote any time necessary to explain instructions and go over anything that is unclear. The time out of the classroom by practicing and having an outline set should be roughly three to four 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?

This will be a collaborative assignment from DEN 1200- A case study will be assigned to you by Professor Marsh; please use this case study for Periodontics 1217, creating an Interactive Video Assignment. This will be a continuation of your paper. Please carefully use the Rubric below to guide your presentation. You will need to record a video from 2-3 minutes discussing and answering the questions below. You may record yourself using any mobile device or application, but please ensure the link you submit downloads and opens without issues. For example, you may upload a YouTube video link you created, an MP4 file of your video, or a video application format like Vimeo. The recording assignment file should include last name, first name, and case value (e.g., Smith, Stage I, grade B), and be submitted on OpenLab under Student Video Posts.
Please answer these questions:
1. Depending on your patient’s case, what would you say about their periodontal health status to the patient?

2. Explain to the patient the periodontal stages and grades or if the patient has gingivitis, how it can progress into periodontal disease. (Please use visual aids as we would with a patient)

3. Explain treatment options and plan of action to slow down or stop the progression of their disease (ex: root planning and scaling, any intervention methods, and homecare) to the patient.

4. Provide goal-targeted feedback in a supportive manner offering a substantial response by explaining why their chosen recommendation benefits the patient and what other recommendations you might consider. (Give goal-targeted feedback in a supportive manner) Respond to someone with a different patient case than yours, which can be a different section than ours.

It is a low stakes assigment.

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?

Oral communication and integrative ACCU rubric assessing the organization (content is a structured presentation), language (persuasive and professional manner), delivery (effective/2-3 minutes) connection to experience (profound understanding of the field), and their reply (substantial reply to a fellow classmate). It's worth 5% of their grade.

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 worked well with my students. They learned a lot from each other. I would repeat this assignment. It was very valuable for the students to learn and understand the concepts and periodontics. They could incorporate their new skills into the other classes, the 1200 seminar and the 1200 clinic. The feedback from the students is that they made their interactive video multiple times learning where their communication needed to be stronger with their patients. The only thing I would change is to clarify the assignment instructions. Some details were not missed. The students were creative with this assignment and used the platform to its fullest ability pretending to have a live patient and split screen. I was very impressed with how the project turned out.

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

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

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PowerPoint Presentation: Global Learning – Comparison of Alfred Schenker’s Secret War Diary, 1941-43 to a Current Event in Terms of Human Impact

PowerPoint Presentation: Global Learning – Comparison of Alfred Schenker’s Secret War Diary, 1941-43 to a Current Event in Terms of Human Impact

Prof. Nadine Weinstein-Lavi

English/NYCCT

English 1121

Activity Description: Provide a brief description of the activity

Students were asked to read my grandfather, Alfred Schenker's Secret War Diary, 1941-43, written while he was hiding in a cellar with nine other Jews in Lvov, then Poland, and to do namep-based and place-based research using the diary. Then, students were asked to compare an idea, quotes, names, and places in the diary to a comparable event, e.g. the current Russian invasion of Lvyv, now Ukraine (same city), or slavery, etc., and to conclude with how their ideas about those events changed as a result of their research, and how that has impacted them personally.

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

The Learning Goals for students are to acquire a global perspective in terms of learning about a specific historical event using an actual historical document (my grandfather's Secret War Diary) and to make a comparison to a comparable and/or modern event in terms of social, human, ethical, and cultural impact, so that they, in turn, might expand upon their perceptions of history vis a vis modern events and how they might effect change in actuality – whether via more open and embracing stances or more – in the world.

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 reading of the diary and the subsequent PowerPoint presentation assignment was done in the middle of the semester to mark it as a unique "break" and transition assignment from the previous text (a Netflix series) to the next one, and to have students engage with current events, e.g. the Russian invasion of Ukraine.

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 involved a guided reading and discussion of the diary in class, homework to finish reading it on their own, answering 5 Discussion questions posted on Blackboard about the diary with 1 paragraph responses to prepare them to think about it more deeply, and suggestions as to possible topics for comparison for the PowerPoint. A slideshow demonstrating how to create a PowerPoint using the diary was shown, and specific guidance was given to each student regarding his/her topic. This was a high stakes activity given the nature of the thinking and analysis that the students were asked to do in class and on their own worth 25 points. They did very well on this particular assignment.

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

The rubric was as follows (given in bullet points on the board):
*Aim for 10-12 slides
*Present SLOs and what you will determine
*Use images that you have researched about the diary and additional images you find about the places and names in it
*Use images of the comparable event
*Analyze the similarities and differences
*Answer 4 questions: 1. What were your assumptions about both event prior researching them? 2. How have your assumptions changed post-research? 3. How this has affected you personally and in terms of your worldview? 4. How will you effect change in the world as a result of this new perspective?

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 worked very well in the classroom. Students were immediately engaged in reading an actual historical document being presented by a relative (me) of the author (my grandfather) whose eye witness account of the events in Lvov, then Poland, now Ukraine, during the Holocaust made them more real and uncontestable than other information they had seen about the Holocaust, such as movies, posts, articles. Students also found trying to do place-based and name-based research about the diary interesting and like being a detective. Analyzing how it compared to a comparable event asked them to think about it more deeply from an additional perspective, and summing up the impact it all had upon them personally was a good culmination.

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.

NYCCTEng1121ProfLaviSpring2022JoshuaIronsPowerPoint.pptx
Alfred'sWarDiary.pdf
C:\Users\nlavi\Downloads\NYCCTEng1121ProfLaviSpring2022ArielCabreraPowerPoint.pdf

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

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GenEd Seminar Winter 2022 assignment

GenEd Seminar Winter 2022 assignment

Laura Andreescu

Restorative Dentistry

Living Lab General Education Winter 2022 seminar

Activity Description: Provide a brief description of the activity

For the Living Lab General Education Seminar Winter 2022 I chose “Reading” as the main SLO. I developed and introduced a reading class activity for the laboratory section of the Dental Implant Prosthetics course, in which we read a scientific article titled “Provisional Restorations Options in Implant Dentistry” by Dr. Robert Santosa and published in the Australian Dental Journal, October 2007.
I chose this article because at that time, the lecture section of this course covered this topic and, the students were working on the laboratory project of fabricating a 3-unit provisional restoration for dental implants on teeth # 9 and # 11. After reading the article and having discussions students completed an informal assignment in which they had to answer few questions (short essay) about what they learned. This informal assignment was not graded and instructed the students to concentrate more on the concepts than the spelling and grammar. Based on the students’ responses, I concluded that most of them have a good understanding of this topic. However, this class activity sparked interesting discussions and students were able to evaluate what are some of the gaps in their knowledge.
I am planning to have at least one more similar class activity, and if the time permits to have a formal assignment, as homework, in which they will have to read and article and summarize it in an essay form. This homework will be graded, and I will provide the reading grading rubric as developed during the General Education seminar. The goal for the Student Learning Outcome is to familiarize students with reading and understanding scientific concepts and dental vocabulary presented in different forms such as peer-review journals, professional blogs, etc.

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

My goals are to develop students reading abilities, which will helped them gain knowledge and be better prepared in their careers.

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 class activity took place at the end of the laboratory session and it took approximately 15 minutes

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

This informal assignment is not graded, but is intended to show students their level of understanding of class topic and for me to see what areas of course instructions I need to develop more.

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

I used the informal assignment as a feedback to evaluate the students' level of understanding of course materials.

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?

Yes. I will use this type of class activity in the future, because it is a barometer of how well they are doing in this course

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

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

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Comprehensive Understanding of Cardiovascular Medications

Comprehensive Understanding of Cardiovascular Medications

Dora-Ann Oddo

Dental Hygiene

Principles of Dental Hygiene Care III (DEN 2300 Seminar)

Activity Description: Provide a brief description of the activity

This activity will provide dental hygiene students to gain an understanding in cardiovascular medications and how to apply this knowledge to patients’ medical history as part of their assessment process. This activity requires dental hygiene students to gain proficiency in oral communication, information literacy, and the understanding of cardiovascular medications related to their patients’ disease/condition. Students will participate in a collaborative assignment by gathering research on cardiovascular medications. After students formulate their research, students will verbally present this information to the class. In addition, the students will upload their PowerPoint presentation on OpenLab, and review classmates research based upon a rubric scale. The verbal and written discussions of this activity support critical thinking and creates meaningful in-depth discussions among students.

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

The aim of this activity is to encourage verbal communication and information literacy about patients with cardiovascular diseases/condition. The learning goal for each student is to aquire an understanding of cardiovascular medications including indication of use, oral implications, side effects, and adverse effects. This activity will enhance students’ learning and the ability to ask critical thinking questions when assessing a patient’s medications. This activity encourages oral communication, information literacy, undergraduate research, working collaboratively and using open digital pedagogy.

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 will be implemented mid-semester and performed in the classroom for a duration of thirty minutes. The out-of-class time for students can range from one to two hours based upon their research, developing a PowerPoint, uploading the PowerPoint to OpenLab, and writing reflections on one or two students’ post.

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

This activity is a low-stakes assignment. The instructor will randomly select students by using the Wheel of Names. Each group will consist of three students. After the students are divided into groups, the instructor will assign each group a cardiovascular medication.
Student will be given these questions to answer:
1. Identify the brand and generic name.
2. What is the indication for use?
3. What are the oral implications?
4. How does medication affect dental hygiene treatment?
5. Does this medication have any drug interactions?
6. What is the pharmacologic category?
The students will work collaboratively with their assigned groups by researching and answering the questions. Each student will be responsible for creating a slide as part of the group’s PowerPoint presentation. The students will have a week to prepare the PowerPoint and gather information to present to the class. The lead of the group will be responsible to upload the PowerPoint on OpenLab.

The second part of this assignment will culminate
a week later when the students present the PowerPoint to the class. Students will have the opportunity to ask their peers questions. Each presentation should be about five to ten minutes. After the presentation, the students write a review on OpenLab based upon a rubric scale.

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 activity was developed by Oral Communications VALUE rubric. The students will be evaluate using Oral Communication Value rubric to assess proficiency preparedness, knowledge, and the ability to effectively communicate information to their classmates.

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 has not yet been implemented.

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

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

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How strong you should hit a ball to break a glass?

Adjunct Assistant Professor

Viktor Boiko

Physics

General Physics I (Phys 1433, Phys 1441)

Activity Description: Provide a brief description of the activity

The Project is based on the work of Pyotr Kapitsa, who was famous physicist and Nobel laureate. (https://en.wikipedia.org/wiki/Pyotr_Kapitsa)
He published book “Problems in Physics”, which include problems for discussion. These problems did not give all conditions and details for a solution, so a student can choose them.
One of such problem is: “What must be the speed of a tennis ball that can break glass?”
I modified a little bit this problem and student should find an answer on a question “How strong you should hit a ball to break a glass?” (What force should be applied)
To find an answer students should use all Physics laws and principles from a semester (Physics I) and to choose all conditions what they need for the solution.

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

What should student use during the project:
Physics
Imagination
Abstract and critical thinking
Understand how and which questions to ask
Basics of engineering design
Analytical thinking and mathematical calculations
Technical/report writing
Backward thinking
Calculation in a new soft/web program
Working with data
Working in a group

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 one thirds of a semester. Students should do it at home. All steps would be describe during class time and all questions would be discussed in a 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 will have step by step instructions for this project.

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?

CRITICAL THINKING VALUE RUBRIC, PROBLEM SOLVING VALUE RUBRIC, WRITTEN COMMUNICATION VALUE RUBRIC, READING VALUE RUBRIC, CREATIVE THINKING VALUE RUBRIC (Project with wide borders for advance level of the course)

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

Student are interested in the project, they ask a lot of questions. The assignment requires a good level of knowledge and some students have difficulties. In this case more time for a discussion should be during a class.

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

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

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