High Impact Educational Practices – L4: Living Lab Learning Library

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: 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?

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.

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 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

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.

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.

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

August 2, 2024

A Museum of Culture/ Assignment 1A: Museum Research

Jieun Yang

Architectural Technology

ARCH 2412/ Architectural Design IV

Activity Description: Provide a brief description of the activity

Part A: Understanding “What is a Museum”

Each student will read articles and/or watch videos focused on Museum design. Additionally, each student will visit a Museum in New York City, document it through photography and sketching, and answer a series of questions to catalog their observations.

A. Learn:

– Read Chapter 01: The History and Theory of the Museum Building from the book Museum Buildings: Construction and Design Manual By Christian Schittich. (see Blackboard)
– Choose one short article (see Blackboard)
– Choose one video or podcast from the below list:
– John Oliver's Last Week Tonight episode on Museums
– Freakonomics Podcast "Stealing Art is Easy. Giving It Back is Hard."

– Deliverables: For each, write a short summary and outline a series of five bullet points identifying the most meaningful takeaways. Be prepared to discuss this in class.

B. Experience:

– Visit a museum in New York from the list provided in class.
– Document your visit through photography, sketching, and diagramming.
– Consider the following questions during your visit:
a. Who are museum users? Consider both visitors and staff. How do they use and move through the museum differently?
b. How does the entry sequence work? How visible is the museum entrance from the street? What is the first thing you see and do when you enter the museum? How do you orient yourself?
c. How are the entry and exhibition spaces arranged? In a linear sequence, clustered, or arranged around a central space? Does the visitor travel from space to space directly or are there areas devoted to circulation?
d. What is displayed in the museum? How is the art/information displayed? How many different types of exhibition areas are there and how are they the same or different?
e. How many people were in the exhibition area while you were there? Was the space crowded? Approximately, what is the area of the exhibition space? What were its proportions? How tall are the ceilings? How far away did the visitors need to stand to view or interact with the works?
f. What were the lighting conditions like? Were there windows or skylights in exhibition rooms? If yes, how were they considered in the placement of the works?
g. Were the exhibition spaces ornate or simple? How does the architecture relate to the content, is there a consistency or a contrast between the two?

Deliverables: One 11×17 sheet, beautifully and thoughtfully layout of document your museum visit and observations, to Include:
– Name and location of the Museum you visited.
– Photographs, Diagrams, and sketches
– Question responses

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

The assignment focuses on how to think critically about Museum Design and develop an understanding of this building typology.

The assignment prepares students for Part B: Topic Research and Concept Development, where each student selects a research topic, reads articles, and documents important information related to that topic to develop an overall theme for their proposed museum and develop their concept.

The assignment asks the students to meet the following objectives:
– Ability to research, gather, and study information to gain an understanding of a building typology.
– Ability to research, gather, and study information to derive an informed project concept.
– Communicate ideas and information both verbally, graphically, and through writing. (Gen Ed)

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 the first assignment in the semester. During the first class, we watch a museum scene clip from Black Panther, discuss the topic of repatriation through current news articles, read one of the assigned readings together, and share student reflections in class.
The students are then asked to complete the rest of the homework assignments outside class time. They present their completed assignments in the second class for peer discussion and feedback.

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

See the note under Timing for the preparation and instructions on this assignment.
This is a low-stakes assignment designed to be used as an icebreaker and to prepare students for the critical thinking, analysis, and documentation required for the upcoming assignments.

The assignment is assessed on the following rubric, incorporating some of the gen-ed assessment categories.

1. Ability to research, gather, and study information to derive an informed project concept (35%)
2. Ability to translate concepts into graphic visual and physical representations (40%)
3. Communicate ideas and information both verbally and through writing (10%)
4. Assignment requirements and deliverables were met (10%)
5. On-time completion (5%)

The assignment helped students think deeply about the role of a museum, its historical conception, and how it may have led to problematic pasts (such as stolen cultural objects). It also set up a discussion on how we can reimagine a museum. Students engaged in lively debates with a wide range of viewpoints. We plan to repeat this assignment/ activity in the upcoming semester.
Students enjoyed different media forms (videos and podcasts) and did not rely solely on reading. Most readings are short articles, which makes the materials accessible to the students.
I want to try the missing links method by assigning specific readings to students, having different article readers come together to teach others through summarizing their lesson, and reporting their summaries to the whole class as a group.

Student Examples on Dropbox:

https://www.dropbox.com/scl/fi/n9xxp95mpi9gmzct7y1oy/ARCH2412_Assignment-1_Examples.pdf?rlkey=yikae381871d7dwmk7vy7qjkd&dl=0

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

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

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

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

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

May 31, 2024

The Process Letter

JHON SINGLETON

English Department/New York City College of Technology

ENG 1101- E093

Activity Description: Provide a brief description of the activity

The Process Letter is a formal exploration of the student's personal writing process journal within a semester. Think of it as a "love letter" to self and future composition level 2 instructor.

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

1. Students will be able to reflect and highlight thoughts and perceptions about the course content.
2. Students will express in writing their understanding of, reflections on, response to, or analysis of difficult writing academic concepts.
3. Students will express in writing their understanding of, reflections on, response to, or analysis of difficult writing moments.
4. Students will express a writing paragraph sample completed during the semester, showing editing and revising prowess that adheres to MLA format.
5. To further their academic writing journey, students have the opportunity to contribute to their future professor's itinerary/discussions for future lessons. This continues with Paulo Freire's "non-banking" system.

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

I introduce The Process Letter activity once the research project has been talked about. It occurred during the 10th week of the semester. We went through the 6-paragraph process step by step using a student sample/ example. this takes about a class session. However, students are encouraged and welcome to discuss the parts of the letter during a 15-minute open forum with the remaining class session. Students are entitled to complete two rough drafts before I grade the final draft. 2 hours is expected over 5 weeks is expected. It is due along with the research project.

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 that is required is completing at least 70% of the course material to the student an opportunity to express a full reflection.
As mentioned above, I go through through the 6-paragraph process step by step using a student sample/ example. this takes about a class session.
I will consider this a "middle stakes" assignment because it is worth 10% of their final course grade, Most of the assignment is personalized and only ONE paragraph requires MLA format.

There is a rubric for this assignment. It is based on a 10pt analysis of the student's presentation. Because of college-wide general education assessment initiatives, I believe a rubric is mandatory.

My students love this activity. It allows them to have a pow-wow with their classmates about their triumphs and difficulties during the semester. I even learn how to improve the course for the following semester. The challenges were few but there were about 4 students who kept putting the project off until the last minute even with positive encouragement. They thought the letter was an easy A and completed it late.

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

May 31, 2024

Family Life History Paper

Judith Sedaitis

Social Science

SOC 1104 Race & Ethnicity

Activity Description: Provide a brief description of the activity

This activity is the capstone of research work in-class and as homework on the 2 main sociological theories and on the role Western imperialism. plays in history of student's cultural heritage. Students describe one of their ancestors home, usually their mother's or father's and analyze the trajectory of their family history from the lens of both individual accountability (cultural theory) and from the primacy of economic and other external forces (conflict theory)

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

The over-arching goal is to teach self awareness through critical analysis. This means several aims are involved. 1) To learn how to critically consider the two competing sociological theories and the historical/ economic role of imperialism in their ancestral country. 2) To use enough interpretation/ evaluation to develop a comprehensive analysis . 3) To successfully argument drawing on their preferred approach. And finally, 4) To acknowledge the other point of view and the complexities of the debate.

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?

We build the skills necessary for a successful paper from weeks 5- 10 in the semester. Since this is a social science class, most the lectures in this period teach material that students will use in their papers, and is reinforced and expanded in smaller, weekly homework assignments. This assignment weaves together weeks of classroom learning and homework. The actual writing period is about 2 weeks, but the students usually take only a day to write it, using the knowledge they gleaned the 5 weeks prior.

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 paper is 20% of their final grade. The preparation is 5 weeks of lecture and homework assignments.

I use the critical thinking value rubric.

I thought it worked really well. It was clearly a challenging piece of writing that students became personally invested in because they were interviewing and writing about their own family's history.
And they couldn't use AI to do it instead!

Rubric on how to write the paper: https://bbhosted.cuny.edu/bbcswebdav/pid-83761766-dt-content-rid-676728781_1/xid-676728781_1

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

https://bbhosted.cuny.edu/bbcswebdav/pid-83761766-dt-content-rid-676728781_1/xid-676728781_1

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

May 30, 2024

Peer Evaluation

Cristina Masino

Dental Hygiene

Dental Radiology Lab

Activity Description: Provide a brief description of the activity

In groups, the students did presentations to explain different scenarios for patient management while taking digital radiographs. I created a peer evaluation for the students to complete for each team.

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

I aimed to achieve learning the interrelationship between critical thinking and civic engagement with the use of feedback among the students.

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 group presentations happened in the third week of the semester. During the presentations I had each student fill out the evaluation. I also gave them a few minutes after each presentation for them to gather their thoughts and complete the evaluation for each group.

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 evaluations did not need much preparation from the students. I explained to them that in order for us to grow as individuals and promote critical thinking, that honest and kind feedback is necessary. The students were very kind to each other while answering the evaluation forms while giving constructive feedback as needed.

This qualitive assignment was assessed using the critical thinking rubric. Reviewing the evaluations and discussing the feedback anonymously with the class, demonstrated how they were all receptive to what each other had to suggest. The assessment of the evaluations created an awareness of their presentations and how the other students learned from them. The evaluations also allowed them to realize how their communication skills are and what they can do to improve by comparing themselves with the other students.

The peer evaluations and assignment promoted critical thinking that led to civil engagement. It allowed the student to apply their knowledge and ability to analyze a social issue while rendering treatment for patient care. This activity worked extremely well in the class. I would repeat it every semester because of the positive impact it created. This assignment gave the students an opportunity to not only promote growth among each other, but also within themselves.

This was the assignment handed to students to complete and hand in to me:

Den1218 Group Presentation Peer Evaluation Spring 2024
Student Who is Evaluating:________________________
Group Members’ Names and the
Topic:______________________________________________

Was the assigned topic fully addressed and discussed?
Was there more information that could have been included or discussed?
Do you agree/disagree with how the group handled the management of the patient
care?
What was your favorite part of the presentation and why?
Did the presentation need improvement and what could have been done to improve?
Please list positive feedback for the group to look back on and carry with them
throughout the semester.

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

May 29, 2024

Electrification of the New York Stock Exchange (NYSE) Area: Ensuring Safe and Efficient Electrical Distribution

Kim K. Mahase

New York City College of Technology

EET 1122

Activity Description: Provide a brief description of the activity

This assignment encourages students to explore real-world engineering challenges in a civic engagement context, emphasizing critical thinking, ethical reasoning, information literacy, and teamwork. Students should aim to provide practical and well-researched solutions to the electrical distribution needs of the NYSE area.

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

In this assignment, you will explore the electrified tracks running beneath the New York Stock Exchange (NYSE) and the electrical infrastructure required to operate the NYSE securely. You will conduct research and answer critical questions related to electrical distribution systems, backup systems, voltage levels, transmission efficiency, and power requirements for the NYSE area.

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 near the conclusion of the semester. It occupied one classroom session. Additionally, students were allotted approximately 1.5 hours outside of class to complete the write-up.

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

Step 1: Research the NYSE (Introduction)
Begin by researching and gathering information about the New York Stock Exchange (NYSE).
Write an introduction that provides an overview of the NYSE, its location, historical significance, and its role in the global financial market.
Include any relevant information about the electrified tracks running underneath the NYSE and their importance.

Step 2: Respond to the Following Questions
Answer the following questions based on your research and engineering knowledge:
How to make an electrical distribution system safe: Explain the key principles and measures that should be taken to ensure the safety of an electrical distribution system in an area like the NYSE.
What electrical backup systems should be employed: Describe the types of electrical backup systems that should be implemented to ensure uninterrupted power supply to the NYSE, especially in case of emergencies or power outages.
What voltage levels are best for traction power transmission: Discuss the ideal voltage levels for transmitting traction power efficiently in the electrified tracks beneath the NYSE area. Explain the reasons behind your choice.
At what distance is the most efficient transmission: Analyze and determine the optimal distance for efficient transmission of electrical power in the context of the NYSE area's electrified tracks.
How much power do you think is needed to run the NYSE: Estimate the power requirements of the NYSE to ensure its smooth operation, taking into account its size, trading volume, and the electrified tracks' power demands.

Submission Requirements:
Prepare a well-organized report that includes an introduction, answers to the questions, and any relevant diagrams or figures.
Cite your sources properly and provide references for the information used in your research.
Submit your assignment in both printed and electronic formats.
Be prepared to present your findings and engage in discussions during the class.

Step 3: Personal Reflection on Electrical Distribution
In this step, you will reflect on the concepts you've learned in the previous steps and apply them to an aspect of your own life or an example relevant to you. This reflection will help you connect the engineering principles discussed in this assignment to real-life scenarios.

Task: Choose one of the following options:

Option A: Personal Connection
Think about an aspect of your life where electrical distribution plays a significant role. It could be related to your home, workplace, or any other environment you are familiar with. Reflect on how the principles discussed in this assignment (electrical safety, backup systems, voltage levels, transmission efficiency, power requirements) could be applied to improve the electrical distribution in that context. Discuss any potential benefits or challenges.

Option B: Real-World Example
Research and find a real-world example or case study related to electrical distribution in a critical infrastructure or commercial setting (e.g., hospitals, data centers, public transportation systems). Summarize the example and explain how the engineering concepts discussed in this assignment are relevant to the success or challenges faced in that scenario.

Submission Requirements:
Write a brief reflection (approximately 300-500 words) that clearly explains your chosen option and how it relates to the electrical distribution concepts discussed in this assignment.
If you choose Option B, provide the source or reference to the real-world example you researched.
Reflect on any ethical considerations related to your chosen aspect or example.

This activity was low-stakes.

The rubric utilized was the AACU Civic Engagement VALUE Rubric.

Grading Criteria:
Depth of reflection and connection to engineering principles.
Clarity of explanation and relevance to the chosen aspect or example.
Critical thinking and insight into the application of electrical distribution concepts.
Ethical considerations and awareness demonstrated in your reflection.

Implementing this activity in my classroom was quite effective in engaging students and fostering a deeper understanding of electrical distribution systems, particularly in critical environments such as the New York Stock Exchange (NYSE). The combination of theoretical concepts and practical application provided a comprehensive learning experience for students.

I would certainly consider repeating this activity in future semesters due to its positive impact on student learning outcomes. However, there were some challenges encountered during the process. One challenge was ensuring that students grasped the complexity of electrical distribution systems and their significance in real-world contexts. To address this, I incorporated more examples and case studies to illustrate key concepts.

Additionally, managing the time allocated for the activity was crucial, especially considering the depth of research and analysis required. In future iterations, I would allocate additional time for students to delve deeper into their research and refine their analyses.

Despite these challenges, students seemed to enjoy the activity, particularly the opportunity to apply theoretical knowledge to practical scenarios. They appreciated the relevance of the topic to real-world situations, such as the operation of the NYSE. Furthermore, the personal connection component added an extra layer of engagement, allowing students to relate the concepts to their own experiences.

In terms of changes, I would consider incorporating more hands-on activities or simulations to further reinforce key concepts and enhance student engagement. Overall, this activity effectively facilitated student learning and engagement, and with some adjustments, it can continue to be a valuable learning experience in future semesters.

Resources and References

To support their analysis, students are provided with academic papers and technical manuals that offer insights into electrical distribution systems and their importance in critical infrastructure settings:

"Electrical Distribution System: An Overview" by Pravin D. Bhavar and Vipul M. Darji provides a comprehensive overview of electrical distribution systems and their components.

"Emergency Power Systems for Critical Facilities: A Best Practices Approach to Improving Reliability" by the Federal Emergency Management Agency (FEMA) discusses the design and implementation of emergency power systems for critical facilities.

"Electrical Distribution System and Its Importance" by Thamim Sharief and Dr. Pradipkumar Dixit delves into the significance of electrical distribution systems in various sectors.

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

May 29, 2024

Career Exploration Assignment

Rosa Abreu

Hospitality Management/Professional Studies

Perspectives in Hospitality Management

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

Explain what aspects of the job and company attracted you.

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

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

Choose a specific company in the Hospitality and Tourism Industry.

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

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

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

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

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

Briefly discuss how the company utilizes social media.
Conclusion:

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

II. Cover letter:

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

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

III. PowerPoint Presentation:

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

Follow a logical flow that corresponds with the essay structure.

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

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

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

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

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

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

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

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

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

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