Category: High Impact Educational Practices

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Critical thinking

Critical thinking

Wenhsing Yang

City Tech

NUR 2110

Activity Description: Provide a brief description of the activity

Critical thinking through writing assignments-understand the patient care with their needs

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

familiar with priority, delegation, quality of care

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 used half hours in class and lab for students to think about patient care and how to intervene with their needs.

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 need to be familiar with the disease process and its influence to patients quality of life.
some are low-stakes, some are high-stakes, because it was being use in the simulation

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 use Gen. rubric.

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 will repeat it but I will use different scenarios because every patients is different

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

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

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Career Exploration Assignment

Career Exploration Assignment

Rosa Abreu

Hospitality Management/Professional Studies

Perspective 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. The students are to write a two page essay answering specific questions, write a cover letter and provide a one page bibliography.

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 stake, as students are reintroduced to APA style guidelines and instructed on how to create a one page bibliography.

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 utilized the AAC&U Information Literacy rubric for assessment purposes only. I don't use the rubric for grading students' 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?

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.

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

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

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Case studies -in class assignment

Case studies -in class assignment

Wenhsing Yang

Nursing

Medical-Surgical Nursing

Activity Description: Provide a brief description of the activity

You will be assigned to a group (4 to 5 students) and discuss this case study with a Google link. This activity will take 30 minutes. After that, you have 10 minutes to present your answer to the class. You will need to use textbooks and online resources to provide your answers and rationales. This presentation will take 10 minutes per group. Feedback is welcome.
The link is here https://docs.google.com/presentation/d/1ZXzJYcymsyznni6tVvNWhUbW8V1EsekWJWQhF9rdraM/edit?usp=sharing

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

The goals of this assignment are based on ACEN requirement (critical thinking) as follows:
The goal is to avoid having your decision cause injury to anyone
With critical thinking skills, you can weigh many factors and skillfully solve problems, making good decisions a majority of the time
Operating in a critical thinking model while pursuing nursing studies helps develop the clinical judgment needed to practice safe nursing
Nursing uses a knowledge base to make decisions, generate new ideas, and solve problems

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 will be used at the end of the cancer chapter (week five).
This activity will take 30 minutes. After that, you will present your answer to the class.
You have ten minutes to present your answers to the 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?

I will need to create a scenario and questions for students to complete the assignment. You have 30 minutes to complete the assignment and present it to the class.
This is a group assignment; you will be assigned to a group to discuss your answer. Please note, you will need to provide evidence-based on your answer. Please feel free to use online resources and textbooks.
This is a low-stakes assignment because it does not cause danger to people. Instead, the students will have the opportunity to share the answers with the class and ask for feedback

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 use the Value rubric -critical thinking. This is part of a college-wide general education assessment.

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

Yes, I will repeat this activity with different classes. Different case studies will be provided based on the course objective and outcome.
Only a few students discuss in the class, so I will need to facilitate the activity and ask other students for their input.
I will give each group different case studies, so the students will have different understanding of each disease and their nursing interventions.
Students like to hear from other groups with their answers and rationales. Because each group has different answers based on their priority and information. Additionally, students will be able to work with other students. In nursing, teamwork is necessary.

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.

N/A

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

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Critical thinking

Critical thinking

Wenhsing Yang (Annie)

Nursing

Nur 2110

Activity Description: Provide a brief description of the activity

You will be assigned to a group (4 to 5 students) and discuss this case study. This activity will take 30 minutes. After that, you have ten minutes to present your answer to the class. You will need to use textbooks and online resources to provide your answers and rationales. Feedback is welcome.

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

The goal of this assignment is based on ACEN requirement (critical thinking) as follow:
1.Goal is to avoid having your decision cause injury to anyone
2.With critical thinking skills, you can weight many factors and skillfully solve problems, making good decisions a majority of the time
3.Operating in critical thinking model while pursuing nursing studies helps develop clinical judgement needed to practice safe nursing
4.Nursing use a knowledge base to make decision, generate new ideas, and solve problems.

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 will be used at the end of the cancer chapter (week five).
This activity will take 30 minutes. After that, you will present your answer to the class.
This presentation will take 10 minutes per 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?

I will need to create a scenario and questions for students to complete the assignment. You have 30 minutes to complete the assignment and present it to the class.
This is a group assignment; you will be assigned to a group to discuss your answer. Please note, you will need to provide evidence-based on your answer. Please feel free to use online resources and textbooks.
This is a low-stakes assignment because it does not cause danger to people. Instead, students have the opportunity to share the answers with the class and ask for feedback.

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 use the Value rubric -critical thinking. This is part of a college-wide general education assessment.

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

Yes, I will repeat this activity with different classes. Different case studies will be provided based on the course objective and outcome.
Only a few students discuss in the class, so I will need to facilitate the activity and ask other students for their input.
I will give each group different case studies, so the students will have different understanding of each disease and their nursing interventions.
Students like to hear from other groups with their answers and rationales. Because each group has different answers based on their priority and information. Additionally, students will be able to work with other students. In nursing, teamwork is necessary.

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.

N/A

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

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Global Diversity & Reading, Writing, & Research

Global Diversity & Reading, Writing, & Research

Nadine Weinstein-Lavi

English Dept/NYCCT

Professional Development Program – Jan. 2023

Activity Description: Provide a brief description of the activity

1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song.

Students were asked to participate in an interactive blog/gallery type of activity by posting three items: a song, and two images, which reflected their responses to an historical artifact that was used as a text in class: Alfred Schenker's Secret War Diary, 1941-43 (written by my grandfather while in hiding during the Holocaust), and by writing a paragraph about each item that connected it to the diary.

The instructions were: 1. Post a song or a link to it whose lyrics match the emotions in one of the pieces that Alfred Schenker played on the CD you listened to in class. Show the connection in a paragraph about the song you've chosen and his piece. 2. Post an image that shows how you think he felt writing the diary and write a paragraph showing the connection between the two, 3. Post an image that shows how you felt reading the diary/how it makes you feel and write a paragraph showing the connection between the two.

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

The idea was to have students read an historical artifact – an actual WWII Holocaust document – and to make a connection to it in modern terms in a creative way (Some students posted cartoon images to correspond to the emotions they felt upon reading the diary), and to explain that in a paragraph. Creativity and analysis, and consideration of the context of the text (diary) and its relevance to themselves was a big factor in designing this assignment. Awareness of an historical event and gaining of perspectives – the ethics or lack, the context, and the connection to modern times, was key.

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 a mid-stakes assignment that followed the reading of the diary in the middle of the semester. We devoted about two weeks to the reading of, and the discussion of the diary, and a related assignment: a PowerPoint about it, and this interactive blog/gallery, which allowed all students to see what the others had posted and to discuss it.

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 was a mid-stakes activity, but it was fun. The idea was to be as creative as possible in terms of finding corresponding songs and images. They did very well. The instructions were as follows:
1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song. c

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

This assignment was assessed based on it's creativity. The students got points for thinking outside the box for this. They were very creative. No rubric was used as it was a mid-stakes assignment worth 15 points. However, everyone did so well, that they got more than the allotted points. This course is English 1121 and is a required course.

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

I think that this activity worked very well as it enabled students to make connections between the text and themselves and their responses to the text in a new way, via music and images. It was also open for everyone to see, so there was less pressure for each student and they could discuss what they were going to do beforehand.

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.

This was the set of instructions for the assignments:
1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song. 1. Post a link to a song whose lyrics make you think/describe the emotions in one of the pieces my grandfather played (I played for you in class). Explain the connection and why you chose that song.

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

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Public Space design

Public Space design

Christopher Stienon

Fordham

Urbanism

Activity Description: Provide a brief description of the activity

This activity is for a course on urbanism that examines the context and principles of good urban design. This assignment began with a walking tour of Midtown Manhattan to visit several prominent public spaces including Rockefeller Center, Times Square, Bryant Park, Union Square, etc. The students were to experience these places and then select one they liked and hype it in the form of short video (like TikTok), a blog post, or podcast, etc. Based on their observations, they were subsequently asked to select a space they didn’t like and reconceive it using features and elements from the places they liked. These were presented to the class in the form of single image of a shadow box / stage set.

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

The purpose of the activity was two-fold. It gave the students a sense of the scale of the city and places within it (which was later used as a scale comparison with looking at other cities), and it pushed them to look at the character of place and the factors that made them this way. For example, was a space noisy or quiet, active or empty of people, shaded or sunny, small large, etc. The idea was to get the students to look at how the character of place affects human behavior.

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 was given at the beginning of the semester before examining the history of cities.

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

There is no preparation needed. The first part of the assignment was to follow a walking tour of several public spaces in Midtown Manhattan, starting at Grand Army Plaza next to Central Park and proceeding down Fifth Avenue to Rockefeller Center and crossing to Times Square and following Broadway all the way to Union Square.
The students were asked to look at all the open spaces to understand how they are physically different and what was contributing to the character of place. The students were to select a space they liked and hype it. That is they could create a photo essay, a blog or a TikTok video – or any medium that described why the space they liked was so appealing – and then hype it – that is, describe why the space was successful and attractive. Why should someone want to go there?
The second part of this assignment asked the students to then select a space they didn’t like and reconceive it using the elements from the space they liked. The students were to create a shadow box / stage set rendition of their proposal and present it in class.

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

The VALUE rubric touched on Analysis and Design. The activity was assessed by how well the students were able to communicate and describe what they were seeing and identify contributing factors to the quality of place (analysis). For example, Bryant Park was frequently cited as a successful public space because it was less crowded and quiet, it felt separate from the rest of the city yet there were activities and people within the park. The creation of a shadow box to illustrate a proposed redesign of a particular place they didn't initially like was assessed by how well they could take an idea or an observation and translate it to a different setting – and could these ideas be clearly communicated.

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 assignment was well received, and I will use it again, but I will introduce the project to the students differently the next time. I'll need to emphasize that this is not simply a documentation of a site visit, but an actual analysis of why a space is attractive. It may entail an entire lecture devoted to the design of public open spaces so they understand what these contributing factors actually are before having them undertake the assignment.

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

As with all assignments, there are students looking for the simplest and fastest way to complete the work, so some students simply turned in a series of unedited video clips taken as they went from place to place and talked about what they were seeing along the way. If they did this in a group, then each student had more or less the same set of images. This was not entirely bad since there was at least evidence that they visited these spaces, but it was far short of focusing on the details of a particular place.

But the students who pushed a bit did some fantastic work. The result was an assortment of TikTok videos, podcast scripts and recordings, newsletters and blog posts – all capturing elements of the city; the lights, the sounds and the action.

With the second half of the assignment several students listed Times Square as there least preferred space, so there were several proposals for a Bryant Park or Union Square themed makeover of Times Square or 42nd Street. There was a general sense of playfulness and experimentation with these proposals and presentation.

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

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Pre-class discussion

Pre-class discussion

Changkyu Kim

Computer Engineering Technology/New York City College of Technology

Feedback Control Systems

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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

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

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

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

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

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

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

The number of words : No less than 150 words

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

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

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