Low Stakes – L4: Living Lab Learning Library

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.

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 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%)

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 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.

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.

Student Examples on Dropbox:

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

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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.

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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.

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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.

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May 24, 2024

TikTok Library Challenge

Valerie Work

English, City Tech

English Composition II (1121)

Activity Description: Provide a brief description of the activity

What: Students will collaborate in teams of 5 to create a 1-2 minute TikTok video designed to introduce new City Tech freshmen to the City Tech library and encourage them to use it.

Assignment: Your group will create a 1-2 minute TikTok video to introduce next year’s freshmen to the City Tech library AND encourage them to use the library’s resources.

Questions to Consider:
-What do you think next year’s new freshmen will most need to know about the library? Why?
-What do you think they will most WANT to know about the library, and why?
-How can you use the genre conventions of a TikTok video (or a specific sub-genre of TikTok video) to accomplish your purpose AND engage your audience?
-What is the most logical structure for your video? What will be the beginning, middle and end? How will you organize or order your material?
-What locations within the library will you show in your video, and why?
-How will you shoot the footage you need without violating library rules (i.e., you can’t make too much noise, disturb other library users, or damage property!)
-How can you divide the tasks needed to make the video in a way that is fair to all group members?
-How will you manage your time efficiently during and after the site visit so that your project is finished by the deadline?

Each group will share their video using the room’s projection system at the next class meeting ( you’ll need to upload it by then and bring the link!) The class will vote on the video it thinks will be most effective, and the winner will be shared during the first week of next semester with my 1101 students.

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

-Students will be better prepared to understand the principles of multi-modal composition after having created a simple multimodal project as a group. I hope they will therefore be more engaged by the following class discussions introducing the terms, concepts and assignment for Unit 3.
-Students will feel more confident in creating a multimodal project on their own and generate stronger work if they have first made one as part of a team (scaffolding).
-Socially useful–-1101 students can be terrified of the library! I hope this will help next year.
-Supports the Gen Ed goals of Critical Thinking (primary) and Teamwork (secondary).

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: The library site visit will take place on the first day of Unit 3 (Multimodal Composition). The following class meeting will be an opportunity to share the videos with classmates, and we’ll then use them as a springboard to introduce the unit.

The groups are encouraged to finish their videos during the 75 minute library site visit class, and many did. In some groups, a member who arrived late or was otherwise less involved with shooting footage took responsibility for additional editing and/or uploading the video to TikTok after 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 made an announcement in the previous class to meet in front of the library along with a brief description of the project, and I also posted this information on Blackboard as an announcement. It's a low-stakes assignment.

All students who attend the site visit class and engage with the task will receive a classwork credit towards their classwork grade. Completion of the videos by the following class will count as a homework assignment. Students will also complete a pass/fail in-class writing assignment evaluating the strengths and weaknesses of their team’s process and final product that will count as the second day's in-class writing task.

On the whole, I would repeat the activity. The students who completed it were highly engaged and referred back to the project for the rest of the semester enthusiastically. Many commented at the end of the term that they felt the class was an excellent opportunity to develop relationships with classmates, and I felt that this activity supported that process. My students did seem to feel more comfortable approaching their own multi-modal project after successfully creating one with a team. The teams who presented their videos felt a great sense of accomplishment and enjoyed discussing their process and choices with the class. Also, some of the more low-performing students turned out to be really knowledgeable about using cell phone cameras and/or TikTok, and it gave some C students a chance to shine.

That said, the poor attendance patterns that were a part of the Spring 2024 term for many sections did significantly limit the impact, as only 10 students attended my 10 am class and 6 attended my 11:30 am class on the day of the library site visit, and some of those students were then absent the following class and missed the presentations and discussion. I initially wanted to limit the amount of information I gave about the activity in advance because I wanted the students to work through the challenge on the day of the assignment with their teams, but in retrospect, I believe I should have talked up the benefits of the project more at the previous class meeting to encourage more students to show up for it. On the other hand, I'm not sure that would have helped, as there were many other class periods during the second half of the term that were also this poorly attended.

There was a minor altercation with a library worker who became extremely irritated when she thought the students were filming her (even though they were actually filming the circulation desk sign). I suggested that the remaining teams stay away from the circulation desk, as she seemed unusually sensitive. One team was particularly disappointed that they were not able to include this area in their video. All of the other library staff seemed neutral to enthusiastic about the project, and I don't think that it disrupted operations apart from this one incident.

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May 22, 2024

Noticing as a Means of Detailed Writing

Adin Dobkin

English

ENG1101 – Composition I

Activity Description: Provide a brief description of the activity

This is a two-class session activity, with a short homework assignment acting as a bridge. On the first day, each student is given one of three photographs from a moment in NYC history. No context is provided to the students, only the photograph itself. They're given twenty minutes to write down as many details as possible from this photograph, taking note of what is there as well as what isn't. Then, they're asked to select from those details the five that they believe best capture that image, and describe why they believe those are the most significant.

Students are then put into groups according to which photos they were given (these groups will be static throughout the semester, but students haven't yet worked in them). Together, the group selects the five details that they agree are the most significant. Next, they put those details into relation to one another. This is open, and can either be written out in paragraph form, relations can be drawn with arrows, etc.

For homework, the group's task is to collectively come up with a description, using these details, of what they believe the photograph shows. I emphasize the importance of deriving this understanding through the details, not by attempting to find the photograph.

The next class session, the photograph is displayed at the front of the classroom. The group shares their description, how they decided upon it, and any struggles they encountered along the way. Then, to each group individually, I pass them a bit of historical information about their photograph: what it actually shows. As the last part of this assignment, I ask them to reflect on any details they see anew, or anything they missed without having that proper context.

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

This assignment started with an understanding that attention is something students often struggle with, particularly when reading. The most notable consequence of this is writing that doesn't include details. But I had a hunch that by using visual texts, and by describing this process that I think can be replicated in readings, students might get it.

I hope that students internalize the act of paying attention -> noticing details -> putting those details into relation to one another -> seeking an explanation for that synthesis -> reflecting on their accuracy. This assignment also works to embody a process of engaging with NYC history, working in groups to debate and synthesize details, and think about the ethics of writing.

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 took place in the second and third classes of the semester, with about two hours of total time, plus maybe 30 minutes to one hour with homework.

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 is a low-stakes assignment, but a key one in embodying the process that they will hopefully use for their first major assignment. Most work went into identifying photos that weren't too obvious, were detail rich, and spoke to moments of city history. Students don't have the full picture, as it were, until the assignment is through, but each individual step is more or less intuitive and guided by instructions.

As a low-stakes assignment, this assignment is primarily participation-based. I look to see students writing as many details as possible in the time allotted, but also that they get in the habit of answering why to as great of a degree as possible.

This assignment was consistently cited by students as one of their favorites this semester, I think due to its detective-like nature, the environment it quickly brings about in groups, and in the real-world history that it engages with. For these reasons, I would repeat it, though I don't think it as readily translated to their reading assignments (but this is a far bigger problem than any one assignment).

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January 13, 2024

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

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

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.

N/A

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January 13, 2024

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.

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

N/A

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June 5, 2023

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

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.

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.

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

May 29, 2023

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.

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.

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.

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

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Creative Commons