Professional/Personal Development – Page 4 – L4: Living Lab Learning Library

April 25, 2018

Community Survey Report

Bridget Maley

Nursing

NUR 1030 Foundations of Caring

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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?

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

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

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

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

April 24, 2018

Poster Session

Prof Sam Kleinplatz

Social Sciences/City Tech

Psych 1101

Activity Description: Provide a brief description of the activity

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

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

To use open Lab concept and extend learning globally.

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

Mid semester. Does require weeks of research.

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

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

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

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

Will supply rubric

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

April 12, 2018

Clinic Journals

Annie Chitlall

School of Professional Studies department of Dental Hygiene/New York City College of Technology

Princinples of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

Students will write 3 clinic journals in Dental 1200. Each journal will be written on a completed patient. The students will enter the journal on the Den 1200 open lab site. There will be an open discussion between each student and his/her clinic advisor to ensure that the journal has met all the required information listed on the handout/rubric.

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

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 post a clinical journal within 48 hours of patient completion. Clinical journals are to be written after each step of patient care is completed. This activity will not occur in the classroom. Students will need about 2-3 hours out-of-class time to complete these journals if they the recommended timeline is followed.

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 students need to be able to demonstrate writing mechanics, understanding, and completeness of the assignment. Writing must be clear, concise, and correct. No spelling or grammatical errors. Extremely well organized. The student must demonstrate a sophisticated understanding of the concepts in the assignment and must address all elements in the assignment in an appropriate length. This activity is low-stakes.

There will be a grading rubric for this assignment.

Currently and from previous experience, the students do not follow the recommended timeline and rush to submit the required 3 journal entries on the deadline. The last-minute submissions or journals have not yielded positive results since most entries are missing pertinent information and students do not have an opportunity for open discussion with assigned faculty members. I would repeat this activity but will modify the requirements for submission. Students will develop a better appreciation of this assignment if after each patient care visit there is a required entry for that visit and an evaluation of their goals for a specific aspect of the patient care process was met. Over the semesters the biggest challenge is receiving these journal entries in a timely manner. Most students wait for the deadline date and post their entries at midnight, this does not allow for a discussion and often results in a low grade. Most students seem to enjoy the self-reflection portion of the assignment most.

Journal __________ Principles of Dental Hygiene Care II- 1200-Spring 2018

Criteria
4
3
2
1
Score
Completeness
Addresses all elements in the assignment and is of appropriate length
Addresses most of elements in the assignment and is of appropriate length
Missing some minor elements in the assignments
Incomplete in most respects; does not address the assignment properly

Understanding
Demonstrates a sophisticated understanding of the concepts in the assignment
Demonstrates an accomplished understanding of the concepts in the assignment
Demonstrates an acceptable understanding of the concepts in the assignments
Demonstrates an inadequate understanding of concepts in the assignment

Writing Mechanics
Writing is clear, concise, and correct. No spelling or grammatical errors. Extremely well organized.
Writing is clear and concise but may have one or two spelling or grammatical errors. Well organized.
Writing lacks clarity or conciseness and contains numerous spelling and/or grammatical errors.
Writing is unfocused, rambling, or contains serious errors in spelling and/or grammar. Poorly organized

Total:

Grade = 12/12 = 100%
Instructor Comments:

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

April 12, 2018

Designing New Services

Harry Shapiro

Hospitality

Services Marketing & Management

Activity Description: Provide a brief description of the activity

Students working in groups are requested to design a new hotel with the business or economic goal of service a specific class of customers. For example: high school students on a class trip, teams from start-ups that are traveling together for business, groups of millenial age friends who are traveling together, LGBTQ travels, folks who have any disability covered by ADA who are traveling for business or pleasure.

Specifically the students are to create several services within the hotel that are designed to appeal to the travel, describe a Servicescape for those services to "live within," and use the Service Profit Chain (SPC) to create rewards, tools and other innovations to find, hire, and create an awesome team of staff and managers.

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

The objective is for students to use critical thinking and pull-in much of what they know about hospitality to design amazing servicescapes that can support amazing new and innovative services and use the tools offered within the SPC to insure that those services are delivered effectively and efficiently.

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?

Throughout including the first few weeks, after the mid-term, and again towards the end of the course. In case students will have 20-30 minutes in groups. The groups are based on the normal table seating. However, diff. exercises will mix and match the students so they can interact and engage with the entire class through the exercise.

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 should be current on reading. There is both instructor assigned reading and self assigned materials.

The goal is to refine this over the course of the term. There are several initial assessments verbally in class as well as peer assessments.

The core exercise is going to be a critical part of the final exam which will offer a summative assessment assessment: have students learned how servicescapes and the SCP work together? Have students learned how the design of a new service impacts staff & customers. How students learned how to design innovative management and reward structures to support their innovative new services.

It is going well. This is the firs term

Please see the examples from class.

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

May 4, 2017January 5, 2018

Restaurant Manager’s Operational Challenge

Rosa Abreu

Hospitality Management

Restaurant Management

Activity Description: Provide a brief description of the activity

This is part of a scaffold assignment that incorporates a number of discipline specific to Student Learning Outcomes. This portion, a case study, focused on the Student Learning Outcomes of Ethical Reasoning.

The case study is design to place senior students in an operational challenge with the restaurant staff.

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

The larger outcome will be for students to evaluate the overall impact of the case study to the industry.

Here students will be assessed with the Rubric of Ethical Reasoning, Communication, discipline specific.

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?

When in the semester, this case study is in relation to the larger project, the groups will have 25 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?

The preparation will be, reading the scenario and background of the case. Students will be place in a small groups and they are to write solutions to the case study. This activity will be consider low stakes.

I will use the Ethical Reasoning Rubric

This activity will be implemented in Fall 2017

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

April 28, 2017January 5, 2018

ARCH3610 Architectural Design VI: Community at Crossroads

Prof. Jieun Yang

Architectural Technology

ARCH 3610 Architectural Design VI

Activity Description: Provide a brief description of the activity

Students are designing a community center plus a plug-in program of the student’s choice (i.e. gym, gallery, school, etc.) on a choice of the following two sites that are going through a rapid change of renewal and gentrification:
Site A: 45 Park Pl. in Manhattan Downtown
Site B: 625 Fulton St. in Brooklyn Downtown

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

Using the place-based learning, students are expected to familiarize themselves with the conditions of the site, including its urban qualities of circulation, transportation, constraints, and demographic as well as its history which includes recent changes to the site’s urban fabric. Students are expected to understand the stakeholders and vision involved in design process and outcome by having a specific “public” to address. Students are also exposed to ethical reasoning by thinking about the role of design profession in its participation in new developments that sometimes can create equitable public space but can also create inequity and isolation through gentrification.

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 semester-long project, and students are expected to present their final design solution at the final review with invited guest juries consisted of faculty members and other professional architects.
The semester is largely divided into 4 parts.
During the first 2 weeks, students focus on the site analysis that requires gathering and synthesis of information as a group.
It is then followed by another 3 weeks of precedent studies during which time each student research and dissect existing community centers and plug-in program of their choice. Through this process, each student must understand and extract useful information such as a method of programming different spaces, circulation paths that accommodate users, and its relationship to the site.
Based on the research on the site and precedent studies, students are then expected to formulate their opinion and stance on the issue through abstract design. The process starts with making of collages and models that address site, community, and plug-in program.
The last 6-7 weeks of the semester consists of continuous development of each student’s design to support their “parti” (main idea) that resonates at multiple levels of relevant topics including site, massing, interior spatial experience, circulation, building envelope, structure, users, and most importantly, the design’s impact on the community and the site.
This project uses the full duration of each class. At times, the class is formatted for a group research and activity. Most times, it works as a thesis development with students continually working on the project and the instructor giving each student desk critique. There are 5-6 informal pin-ups and presentations throughout the semester (excluding the final review) where each student is expected to share their progress and findings with the fellow classmates and instructor for their feedback.
In order to successfully complete the project, average 10-15 hours of work outside the class time is required.

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

Since the activity is a semester-long project, it is essential to prepare weekly or bi-weekly assignments to lead students through smaller manageable steps to consider all aspects of the project. Rather than giving the students a list of assignments for the entire semester, each assignment is announced through the Open Lab and meant to compound upon the previous assignment to introduce multiple aspects and considerations needed for a successful project.
Each assignment gives a clear instruction on topics to consider and deliverables. When introducing a unfamiliar topic or methodology, an overview lecture during class accompanies issuance of assignments. The students are asked to submit their assignments through maintaining their own e-blog where they post their progress. Fellow classmates are encouraged to comment, and each student is encouraged to flip back through their past posts to reflect on their progress and spot issues or topics they may have bypassed and require deep-dive.
Each assignment is weighted equally and comprise of 30-40% of the overall grade. The final submission takes on the highest stake by making up 50% of the overall grade. The project as a whole is meant to be a high-stake project, and the expectation on each student is to have a clear, thoughtful resolution of design based on their research for the final presentation. The assignments are meant to help with the process by being more forgiving to allow for a room for exploration and experimentation.

1. Review students’ creative process (initial sketches through to the final project) by means of frequent pin-ups. (Los: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 13, 14-17)
2. Assess the students’ use of professional vocabulary during oral presentations and written work.(Lo: 7, 8, 14)
3. Review students’ ability to incorporate a concept into their design work. (Los: 1)
4. Evaluate students’ ability to write descriptions of building typologies and the surrounding neighborhood and their effective use of information literacy skills. (Lo: 7, 9)
5. Evaluate students’ participation in class discussions regarding students’ written and oral presentations. (Lo: 12)
6. Review students’ accuracy with applying quantitative information to a design scheme. (Los: 10)
7. Evaluate students’ application of design precedents. (Los: 3, 9)
8. Review students’ ability to synthesize circulation, zoning, urban context, and views into a design. (Lo: 14)
9. Review students’ ability to synthesize construction types, hierarchy, and light into building design. (Lo: 15)
10. Review students’ ability to incorporate environmental systems and sustainable concepts into their design work. (Lo: 1, 2, 3, 14, 15, 17)
11. Review of group projects will be based on the completeness of the work as well as the effectiveness of the group’s teamwork and communication skills. (Lo: 11)
12. Evaluate students’ ability to diagram complex media. (Los: 17)

https://openlab.citytech.cuny.edu/jyangarch3610sp2017/

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

September 20, 2016September 20, 2016

Teamwork assignment

Anna Matthews

Dental Hygiene/SPS

DEN2315

Activity Description: Provide a brief description of the activity

This assignment focused on fostering students’ ability to work in teams, in class and online. Students in my Summer session’s class were randomly assigned to one of four groups (each had 5 members) and they were asked to create a PowerPoint presentation of 15-20 slides on a randomly assigned topic (one of four possible topics), which included a group of drugs that were not covered in class (anti-fungal medications, AIDS/HIV and drugs used in management, topical and systemic corticosteroids, and anti-allergy medications). Groups worked in class to create their own OpenLab project sites and I was a member of each group together with the five students. After the sites were created, students exchanged information and resources online and communicated among each other and with me. They had 2 weeks to work on their presentations and I evaluated their progress continuously. The final presentations were uploaded by one of the students from each group to our course OpenLab site. All students reviewed the presentations from each group.

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

I have done similar activity before and the main goal of it is to provide opportunity for students to work in teams and foster collaboration. While the final products by teams were always successful in the previous sessions of DEN2315, some students complained that it was not a true team effort and some students did not participate equally and did not contribute to the team’s outcome. By observing individual students’ participation online and evaluating their contributions to the process and the final group product, I was able to grade their efforts in a much more fair way and there was no more concerns from students about the unequal share of group’s work if some had done more or less than others.

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?

Summer session 2-S is a 5-week course, we meet twice weekly in class. This assignment was due after the 4th week of the session and a progress evaluation was done at the end of week 3. We spent about 30 min in class to discuss the activity, organize students in groups and create their OpenLab project sites. The rest of work was done entirely online.

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 needed to learn how to create and manage their OpenLab sites and how to post/comment/add media and links there.
The activity is one of the 3 online assignments and it is 10% of their final course grade.

I assessed students’ work by the following:
1. their participation in class in creating the site
2. the number of posts/comments they contributed during the group’s work online
3. quality of the resources they found and shared
4. clarity and organization of their own powerpoint slides in the group’s presentation
5. appropriateness of references/citations
I did use the VALUE rubric for the assessment of Teamwork as my guide to evaluate students’ interactions. My session was part of college-wide Spring 2016 assessment (although it was conducted in the Summer 2016 session) but the rubrics were used for guidance and assessment only, not for grading individual student work.

The activity worked very well. It was a marked improvement compared to the previous times I used this assignment and allowed students to select their own groups and topics as well as divide their work by themselves. Previously, for some groups it resulted in unequal work distribution and by overseeing each group of students I was able to evaluate each student’s work individually. I especially liked that this time all students worked together very well, even though they were randomly assigned to groups. Students’ comments about their experience were positive as well.

For students’ privacy, their OpenLab project sites were for members only. Assignment description is here: group-study-assignment-2016-teamwork
Teamwork VALUE rubric is on the CityTech AIR website.

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

June 30, 2016January 4, 2018

App Review

Tanya Goetz

Communication Design

COMD 4900 Internship

Activity Description: Provide a brief description of the activity

Students are assigned the task of reviewing 2 iPad or iPhone apps for the Creative Professional as one of their internship journal entries in this class. As preparation for this assignment, during our class meeting, I present several apps currently in use in the industry such as Paper, Evernote, Flipboard, MyPrice, Pocket, and Neenah Cabinet. I also provide them with time during class on the department’s iPads to work with these apps after we discuss them. I also given them a verbal review of the app Flipboard, an app I use regularly. During class, I also have them read this short review for the Paper app from MacWorld at http://www.macworld.com/article/2107944/paper-review-fiftythrees-sketching-app-gets-ios-7-update-dots-and-brush-sizes.html
In order to help them find pertinent apps to review, I provide them with the following article from the Guardian ” The top 50 apps for Creative Minds” http://www.theguardian.com/technology/2015/mar/22/the-top-50-apps-for-creative-minds. I also allow them to review one of the apps we’ve discussed in class. I give them three weeks to complete this journal entry on their internship blog. I also provide them with samples of a past student’s review of an app such as this one: https://openlab.citytech.cuny.edu/rbayron-eportfolio/academics/internships/week-5-6-apps/

I also the students to present their app reviews orally to the class once the reviews are completed.

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

Lifelong Learning
Writing for Professional Purposes
Thinking Critically
Oral Communication

I want students to realize through this assignment that the tools are ever changing in our field and that, as part of their professional lives, they will be required to use new skills, update their skill sets and find new methods to become more efficient at doing their work. Reading professional journals and technology sections of general interest magazines and newspapers that cover our field are key resources for identifying tools they should be exploring. Along with identifying these new tools, they will often be required to communicate how they are using these tools to supervisors and to colleagues. Writing a review of an apps key features helps students develop their abilities in this area as it necessitates thinking critically about an app’s features and then requires them to articulate their thoughts first in writing and then orally to the class. I want the students to share their experience with their classmates, perhaps inspiring a peer to use an app they hadn’t yet tried out.

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 assign this lesson sometime between week 5 and week 7 in the semester because at that point most of the students are at this point established in their internship. I devote 45 minutes of one class to covering different apps currently in use and then allow the students 45 minutes to explore working on the department iPads experimenting with the apps I’ve just shown.

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 this lesson, one needs to have available a projector/screen and at least one’s own iPad or iPhone (or Android) and have previously worked with the apps you are demonstrating so that you model for the students how to go about evaluating different features, providing a rationale to them for why this app is useful, etc. In the COMD department, we have iPads to use in the classroom and so in advance of the class, I ensure that all the iPads have the apps I will be discussing during lecture and I also make sure I have reserved the iPads/cart for that particular class with the CLTs in advance of class.

This activity is not graded on its own. Instead, the written journal assignment becomes part of their whole internship blog, which is 30% of their grade for the course. So, in that sense it is part of a high-stakes assignment but just a small piece of an overall package. The oral presentation they do on the app review in not graded at all and so is low-stakes but I hope that this time in front of the class helps prepare them for the oral presentation of their complete blog, which is 10% of their grade for the class.

There is a rubric for the overall internship journal. I use a rubric that is based on the original ePortfolio rubric that was part of that Title V grant at the college and I have tweaked it for this class.

This activity has worked extremely well in the classroom. The students really enjoy evaluating and experimenting with apps on their iPhone or iPad and many of them write detailed reviews and are enthusiastic in sharing these apps with their classmates.

The only challenge one faces in the classroom is when the iPads for the department need updating or one has an app that only runs on IOS and not on Android, etc.

Samples of student App reviews:

https://openlab.citytech.cuny.edu/rbayron-eportfolio/academics/internships/week-5
https://openlab.citytech.cuny.edu/sharad/internship-2/app-review/trello-app-review/
https://openlab.citytech.cuny.edu/sharad/internship-2/app-review/vscocam-app-review/
https://openlab.citytech.cuny.edu/a-blog/from-the-field-2/app-reviews/

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

http://www.macworld.com/article/2107944/paper-review-fiftythrees-sketching-app-gets-ios-7-update-dots-and-brush-sizes.html

June 2, 2016January 4, 2018

Brooklyn Business Analysis

Rachel Raskin

Business/ School of Professional Studies

ACC 1201 – Principles of Accounting II

Activity Description: Provide a brief description of the activity

The class will be divided into groups of 4-5 students. Each group will choose a Brooklyn based company from the list provided and develop a research paper about the company. Groups will also present their findings in a 15 minute presentation at the end of the semester. The research paper must address the following issues:

– Discuss the business, the industry and the history of the company’s formation. What type of business entity was it formed as (corporation, partnership, LLC, etc.)? What are the benefits of having chosen that specific entity? What business challenges did the founders face when launching the company? What accounting challenges did the founders face when the business was first established? How did they or how might have they dealt with these challenges?
– How has the location in Brooklyn aided or inspired the formation of the business? If the business is still in Brooklyn (such as Maker Bot, Etsy, Gotham Greens, Vice Media, or Brooklyn Brewery) visit its headquarters. Try to arrange a meeting with its employees and ask relevant questions to help you in your research. If you choose Pfizer or Domino Foods, the Brooklyn Historical Society has a wealth of primary sources on these companies.
– Find a similar company in the same industry and if the chosen Brooklyn based company is not public, make sure the second one is a public company that has filed a 10-K with the SEC. Provide a description and history of this business. Compare it to the similar business discussed that was formed in Brooklyn. What similarities do the two companies have and what are the differences?
– Analyze the financial statements of the chosen public company. Perform vertical, horizontal and ratio analysis and discuss how the business stands in comparison to its competitors and the industry. Access the financial statements through the SEC’s EDGAR filing system. All other articles and data should be accessed through Morningstar.

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

I would like students to be able to analyze a company’s position based on its financial statements. They should gain an understanding of how to research a company using reliable sources such as the Morningstar Market Research platform and SEC filing system. Ultimately, my goal is for the students to be able to connect their research about the company with the financial statement assessment they perform and put forth a comprehensive and original analysis. I would like them to step out of their comfort zone to work in a group, visit the business site directly to ask employee’s questions, and be able to convey all their findings in a professional presentation.

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 term project. I dedicate twenty minutes a week for the groups to discuss their progress in class. Most of the work is done 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?

Prior to starting the activity I will cover the main concepts students will need to complete the project. Mainly, how to perform financial statement analysis and the characteristics of various forms of business entities. I will also introduce the students to the databases they will need in order to conduct the research.
Students will be instructed to post two drafts of the project to our class’ Open Lab site for my review prior to the final submission. They will be encouraged to use our Open Lab site as a place for group discussions regarding the assignment.

I use a points rubric based on the AACU’s Critical Thinking Value Rubric.

Overall, this project was a great learning experience for the students. The challenges the students had were making connections between the financial analysis and the context/current state of the company. To address this issue in advance, next semester I will have the students scaffold their work over a few drafts of the paper, leading to the final product.
I think the students liked working in excel to perform a complete financial analysis. They enjoyed the opportunity to apply many concepts learned in class. They also were surprised at how many companies were created right around City Tech and were pleased to know of all the potential career opportunities at these businesses. All students dressed in business attire to present their research to the class. I believe this gave them a sense of pride in their work.

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

May 31, 2016January 5, 2018

Diagnose the Disease

Maria Dimino

Dental Hygiene

DEN 1200 Principles of Dental Hygiene

Activity Description: Provide a brief description of the activity

Each student will be assigned a specific medical disease from their course text book. In a two page paper they should cover a description, how it manifests in the oral cavity, its etiology, prognosis and the effectiveness of the prescribed treatment. In addition, they need one outside source from a peer reviewed journal with the latest scientific evidence to support their paper using APA citations.

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

The learning goals for the students are to conduct research from peer reviewed sources and add appropriate citations. In addition, to see if the latest scientific research supports the text book readings. They will also be able to make comparisons of relative effectiveness of alternate treatments and apply them in a clinical setting.

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

This assignment would be implemented at the end of the semester because the text book readings cover various medical diseases each week so in essence the students would need to be familiar with various disease etiologies and the manifestations in the oral cavity before they conduct their research. In classroom hours about 15 and out of classroom hours about 15.

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 students would need classroom preparation and clinical preparation for this assignment. They would need to see some etiology in a clinical setting in addition to their textbook readings in order to make the connection between oral health and systemic health. This is a high stakes assignment, there is a lot involved and it will take a semester of learning to develop a connection between the two. In addition, exposure to various patients in a clinical setting will help them better understand their research.

I would use a value rubric to do the assessment. My course is not a part of the college-wide general education assessment initiative.

Currently, we are using a journal format for each student and this is not working well because the students are not interested in doing these three journals per semester. The Spring of 2017 would be the first semester that we implement an open lab assignment. I anticipate more student engagement with this assignment.

Being that we are in a health related field, each student will be assigned a specific medical disease. It is the student responsibility to act as responsible health care professionals by investigating the disease and the the prescribed treatment. The results are to be presented in a two-page paper using the course text book and one outside source from a peer reviewed journal using APA citations. The paper should include a description of the condition and how it manifests in the oral cavity, its etiology, prognosis and the effectiveness of the prescribed treatment.

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

http://hypertension.cochrane.org/

Category: Professional/Personal Development

Community Survey Report

Clinic Journals

Designing New Services

Restaurant Manager’s Operational Challenge

ARCH3610 Architectural Design VI: Community at Crossroads

Teamwork assignment

App Review

Brooklyn Business Analysis

Diagnose the Disease

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

Support

Accessibility

Copyright

Creative Commons

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

Support

Accessibility

Copyright

Creative Commons