Project of Gearbox

Project of Gearbox

Zhou Zhang

Mechanical Engineering Tech.

Machine Design

Activity Description: Provide a brief description of the activity

Students in the class are required to work on their projects of gearboxes which are supposed to use in different applications in practice. The project includes four parts: (1) proposal. Students will find out their favorite topic and discuss their project plan with respect to the problems existed in current products, the advantages of their design, the implementation of the plan and future applications. (2) modeling and simulation. The gearbox should be simulated firstly in order to get rid of the possible bugs related to manufacturing. (3) Mid-term report. The students are required to submit a midterm report in order to guarantee that they are working in the correct direction. (4) The project presentation and the final project report.

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

Through this design, the students will have the knowledge of the concept of product design and manufacturing, familiarize themselves with the design procedures, learn how to respect the multicultural traditions, learn how to work in a team, learn how to prepare for their professional career, and study how to integrate the fundamental theories into practice.

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 is semester based. So, the students will be required to submit their proposal at the 3rd week. Then, the need to finish their modeling and simulation task at the 8th week. At the 9th week, the first project report is required. At the 12th week, they should prepare all the parts used in the project and be ready to assemble. At the 15th week, the presentation and gala are hosted.
This project is supposed to work in class, and the students are not necessary to take extra out-of-class time. The students will be given 1 hour per week to work on their projects.

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

For the project, there are some things to prepare. During the proceeding of the project, fundamental knowledge is given. Following that, the students need to do a survey and find out their favorite project. The project report template is distributed in order to facilitate them to work on the report. In addition, the students are provided tooling machines and 3D printers to manufacturing all the necessary parts.

The project is, in fact, an in-class project. So, 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 used a rubric to evaluate the project. This work is also one part of the college-wide general education assessment initiative regarding teamwork this year.

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 is a semester-based activity. As a critical course in my department, this course will be repeated.

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.

The project in machine design is very important. The students will have the knowledge of the concept of product design and manufacturing, familiarize themselves with the design procedures, learn how to respect the multicultural traditions, learn how to work in a team, learn how to prepare for their professional career, and study how to integrate the fundamental theories into practice.
As a critic course, the project, in fact, enriches the contents of the course, makes the students prepared and improves the students' skills with respect to CAD, manufacturing, mechanics, structure, industrial design and simulation.

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

Cultural Background and Thermal Comfort

Cultural Background and Thermal Comfort

Jihun Kim

Architectural Technology

Site Planning & Environmental Systems

Activity Description: Provide a brief description of the activity

Reflecting on students cultural background on the thermal environment, microclimate data will be collected and analyzed to find the common range of comfort zone. The process includes the following. 1) Write a short essay on personal thermal environment in the childhood [temperature, humidity, solar exposure, clothing level], 2) Collect microclimate data as individual and illustrate the characteristics of the environment and the clothing types, 3) Visualize the collected data on psychrometric chart and assess for thermal comfort and satisfaction , 4) Analyze the result for the differences and similarities with other students and with ASHRAE standard, while reflecting on the essay on personal history on thermal environment.

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

The goal of the assignment is to provide an understanding of how a cultural background would influence thermal comfort of an individual while enhancing student’s capacity 1) to analyze and
2) visualize numerical data, 3) to communicate effectively, and 4) to work collaboratively.

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 can be deployed in the first class or any class early in a semester. After a relevant background is introduced as a lecture format, students as individual spend 1 hour to measure microclimate data and 1 hour to analyze during the class. Each student writes a short essay outside the class for 1 hour and adds microclimate measurement for 1 hour. Visualizing the data on a psychrometric chart would take 1 hour. Totaling 5 hours in and out of the class, students present their outcome as individuals in the following week.

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

Handheld device to measure microclimate are required. ASHRAE standards for thermal comfort shall be prepared. Critical writing is associated with the analysis of numerical data.

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?

A rubric shall be developed for the assessment. The criteria shall include Data Literacy (GenEd), Intercultural Knowledge (GenEd), Intercultural Knowledge and Competence (Gen), and Climate Analysis (Subject Matter from NAAB Accreditation).

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?

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

Network Brand (The Manifesto pt1)

Network Brand (The Manifesto pt1)

George Larkins

Communication Design

COMD 3521 Motion Design 1

Activity Description: Provide a brief description of the activity

Students are to create a manifesto designed to launch their network. Here is where it all starts. Where they have to look within themselves and develop the courage to share their beliefs with the world. I have them start off with what they believe and what they know to be true. Ex. I believe that racism is real. I know that discrimination exists in this society.

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

My aim here is to create an environment of ethical and honest reasoning designed to withstand the pressure that business demands. In addition to aid in rebuilding their self-belief system.

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

This project is part of their final. We devote two entire class sessions dealing with this. Out of class time is constantly encouraged. What I tell them is the more time you spend on a subject, the better it will become. If time permits, I share with them a video of the “Long Game, part 2.” https://vimeo.com/87448006

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

The instructions for this exercise is to start with a list of beliefs. What would do be doing right now in your perfect world? Are you preparing yourself go along with the future or are you preparing yourself to help shape the future? Do you believe that you can have an impact on this planet? Who are your design heroes, and why? And in order to do this, they have to develop the skills the right questions, not only questions from other people but of themselves as well. And have the courage to ask and answer honestly.

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

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 went well, and yes, I will be repeating it. Why, because I believe it is an important skill set to have. That is having the courage to ask questions, be asked questions and give honest answers. My challenge has been getting students to manage the fear of being put in the spotlight. I address that issue by having students give their presentation in front of the class. One possibility would be to review some contemporary design and some history so that they would be more aware of the people that came before them. And also aid them in finding someone who could they can follow and be inspired by.

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.

The next step here for will be to get more familiar using openLab.

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

What Is True/What Is Fake? Journalism Today

What Is True/What Is Fake? Journalism Today

Aaron Barlow

English/Arts & Sciences

Introduction to Journalism

Activity Description: Provide a brief description of the activity

Relation of a story by the professor about an encounter with an elephant (though it can be any story relevant to the instructor’s life that can be verified to some degree, at least, through research). The students are then asked to determine what truth there is in the story, if any, and to justify their conclusions. After the first class, the students are asked to search diligently across the internet for proof/dismissal of the professor’s claims. At the end of the discussion, students vote on the truth (or lack of it) of the story. If they ask the professor to tell them if the vote is correct or not, the response should be a shrug and the comment, “The question is, can you trust me?” This generally leaves the students baffled for a moment but, as the course moves on to other considerations, they generally start to understand.

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

Students are expected to come away with an understanding of the limits of classroom authority and of research itself.

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 exercise is best done early in the semester. It generally takes a full class period plus a couple of homework hours and then about half an hour of the next 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?

The professor needs to prepare relation of the story carefully, including within it enough clues for the students to be able to research the claims made. Students need to be taking notes while the professor talks and need to understand the use that will be made of those notes in the homework assignment. Before beginning to tell the tale, the instructor needs to carefully prepare the students.

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?

Because of the nature of this activity, which lies outside of assessment structures and can be harmed by them, this is not assessed.

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 have been using and developing this exercise for a decade and in a number of different classes and will continue to do so. It helps students understand the differing reactions, in terms of truth value, to different speakers in different positions. Plus, it introduces them to research tasks of a sort they generally have not encountered in other classes.

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.

As part of a book I edited, I include the story I use for this exercise: https://www.academia.edu/888435/Elephant_Morning. When I relate it, I tell it differently, making sure to include dates, places and verifiable events as a basis for student research. The structure of the essay itself comes out, in part, from earlier uses of this exercise–but it also contains its own inaccuracies, liberties taken for the sake of the story. Every instructor has a tale or her or his own that can be used similarly.

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

Teamwork assignment

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.

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 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.

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 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.

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.

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