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

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

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

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/

Chef Report Self Assessment

Chef Report Self Assessment

Jessie Riley

HMGT

Culinary 1

Activity Description: Provide a brief description of the activity

In Culinary 1 each week students are assigned different positions in the kitchen and complete a chef report the week after they have served as chef. This was a disposable assignment. I created as self assessment rubric and discussed the assignment with students each week. We discussed evaluating ones own work to back and forward.

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

To provide the students a safe environment to evaluate their performance over the 15 weeks of the semester.

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?

It was described the first day and each week we would discuss the prior lesson and the up-coming lesson. In the class we devoted 15 minutes and outside of class it could take the students 20-40 minutes. to complete

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

I started to use open lab but had some difficulty so moved the assignment to Blackboard. 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 modified an assessment rubric and provided students with a hard copy and a soft copy

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, as this was the first time I believe it can be improved and I have discussed with the chair about having other instructors incorporate the assignment. The chef report is completed by students in 3 other courses so there is an opportunity to incorporate it into the student's portfolio

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.

I will attach an excel work book and student assignments and the rubric in an email

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

Student self-assessment that promotes learning

Student self-assessment that promotes learning

Patricia Childers

Communication Design (COMD)

Graphic Design Principles, Typography

Activity Description: Provide a brief description of the activity

A self-assessment activity for reflection and reinforcement.
• low stakes, high impact activity to promote deep learning through engagement
• a mechanism to help focus on specific goals
• a tool to help students track progress towards their goals
• a tool to guide educators in the effectiveness of their communication

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

Inquiry & Analysis
A pedagogical approach to student review that not only reinforces student learning, but reinforces that they have learned. The goals this student classroom experience is to support the analysis of creative and critical thinking through the use of HIEPs,

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 can be introduced at the conclusion of any student project. Classroom time in minimal, about 20 minutes based on the amount of material reviewed. There is no out-of-class time.

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 low stakes activity requires the project rubric and copies of the final project. Students self access using the rubric. Student assessment refers to specific examples, footnoted or cross-referenced directly on the copy of the final project.

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 rubric development is based on the General Education inquiry of Knowledge and Skills using specific project criteria. This course in not part of a college-wide assessment. The project in itself is not graded. I find that student's responses are a true reflection of the student's understanding. "When the act of self-assessing is given a learning-oriented purpose, students' self-assessments are relatively consistent with those of external evaluators, including professors." [Lopez, R., and Kossack, S. (2007). Effects of recurring use of self-assessment in university courses. Int. J. Learn. 14, 203–216. doi: 10.18848/1447-9494/CGP/v14i04/45277]

I do review the activity to insure that student's response indicates that they correctly understand the material. Any discrepancies are reviewed directly with the student to correct misconceptions. In this way, the activity reflects the impact of my communication of the material through the student's response. If student understanding of the material is low, I know that I need to change me approach.

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 works well and I use it several times a semester. The biggest challenge is the response of a few students to "having" to grade themselves. One student reminded me that grading is my job, not theirs. I explain that periodic, external replay of learned input patterns strengthens synaptic connections—the combination of structural plasticity, synaptic plasticity and self-generated reactivation not only stabilizes synaptic turnover but enhances their connectivity and associative memory. This explanation tends to erode resistance. And generally, many students have stated that they better understand the concept after the self assessment. The assessment is altered to support each different 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.

https://openlab.citytech.cuny.edu/pchilders-portfolio/2023/05/16/student-self-assessment-that-promotes-learning/

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

https://openlab.citytech.cuny.edu/pchilders-portfolio/wp-admin/post.php?post=266&action=edit

Interactive Video Assignment

Interactive Video Assignment

Catherine Monchik

Dental Hygiene/ New York City College of Technology

Periodontics 1217

Activity Description: Provide a brief description of the activity

This collaborative assignment from DEN 1200 will continue on- A case study will be assigned to you by Professor Marsh, please use this case study for Periodontics 1217, to create a 2–3-minute interactive video explaining to your patient their periodontal health status, periodontal stages and grades or if the patient has gingivitis, how it can progress into periodontal disease, explain treatment options and substantial response by explaining, why their chosen recommendation benefits the patient and what other recommendations might you consider to a fellow classmate.

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

Integrative learning with the application of theory to practical problems, integrating ideas or concepts, and understanding and connecting ideas from other courses. Connections to different disciplines, oral and written communication, and connections to experience.

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 plan to discuss it at the beginning of the semester as they will start their written assignment for the other course. I will devote any time necessary to explain instructions and go over anything that is unclear. The time out of the classroom by practicing and having an outline set should be roughly three to four hours.

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 will be a collaborative assignment from DEN 1200- A case study will be assigned to you by Professor Marsh; please use this case study for Periodontics 1217, creating an Interactive Video Assignment. This will be a continuation of your paper. Please carefully use the Rubric below to guide your presentation. You will need to record a video from 2-3 minutes discussing and answering the questions below. You may record yourself using any mobile device or application, but please ensure the link you submit downloads and opens without issues. For example, you may upload a YouTube video link you created, an MP4 file of your video, or a video application format like Vimeo. The recording assignment file should include last name, first name, and case value (e.g., Smith, Stage I, grade B), and be submitted on OpenLab under Student Video Posts.
Please answer these questions:
1. Depending on your patient’s case, what would you say about their periodontal health status to the patient?

2. Explain to the patient the periodontal stages and grades or if the patient has gingivitis, how it can progress into periodontal disease. (Please use visual aids as we would with a patient)

3. Explain treatment options and plan of action to slow down or stop the progression of their disease (ex: root planning and scaling, any intervention methods, and homecare) to the patient.

4. Provide goal-targeted feedback in a supportive manner offering a substantial response by explaining why their chosen recommendation benefits the patient and what other recommendations you might consider. (Give goal-targeted feedback in a supportive manner) Respond to someone with a different patient case than yours, which can be a different section than ours.

It is a low stakes assigment.

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?

Oral communication and integrative ACCU rubric assessing the organization (content is a structured presentation), language (persuasive and professional manner), delivery (effective/2-3 minutes) connection to experience (profound understanding of the field), and their reply (substantial reply to a fellow classmate). It's worth 5% of their grade.

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 worked well with my students. They learned a lot from each other. I would repeat this assignment. It was very valuable for the students to learn and understand the concepts and periodontics. They could incorporate their new skills into the other classes, the 1200 seminar and the 1200 clinic. The feedback from the students is that they made their interactive video multiple times learning where their communication needed to be stronger with their patients. The only thing I would change is to clarify the assignment instructions. Some details were not missed. The students were creative with this assignment and used the platform to its fullest ability pretending to have a live patient and split screen. I was very impressed with how the project turned out.

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

Being Informative and Persuasive when Discussing Legal Topics

Being Informative and Persuasive when Discussing Legal Topics

Terel Watson

Law and Paralegal Studies

Senior Legal Seminar

Activity Description: Provide a brief description of the activity

In this activity, students are required to view two videos relating to an area of Criminal Justice Reform that the students are drafting their scholarly paper analyzing. The two videos are excerpts from documentaries or journalistic pieces. The students are then required to spot the legal issues presented in the videos and use the research they have done on the topic and discussions in class to take a position on those issues orally. Students will have 5 minutes to present their position. The presentation is followed by a 5-minute student-led question-and-answer session.

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

This is an assignment for a writing-intensive capstone course. One area in my students' writing that needed improvement was their ability to articulate their position using reliable evidence. While all of my students had strong opinions on the legal topics discussed in class, they struggled to defend why they had certain positions. For their scholarly paper, my students are asked to inform on one of three areas of Criminal Justice Reform and to persuade an audience of their position relating to an aspect of the topic. The students are then required to use numerous primary and secondary sources to inform and defend their position.

This assignment assesses their ability to articulate their views orally and cogently. Once this assignment is completed, students will apply the same principles to improve their ability to inform and persuade in written form.

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 course requires that much of the semester be devoted to the 15-page significant written assignment. This oral assignment serves as part of the scaffolding process in students preparing their papers. Thus, the oral assignment would be completed during the latter third of the semester, during the drafting of the final paper. In addition, time will be devoted to the presentations over two, two-hour class sessions.

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

As students are writing their final paper, they are doing significant research into the issues presented. This assignment is designed so students aren't required to do research outside the scope of their paper. Once students understand that they are very receptive. Students are first alerted to the need to complete an oral presentation early in the course. The syllabus also provides a brief overview of the oral assignment. The syllabus also states that the oral presentation is 15% of the final overall grade. Thus, it can be "high stakes" for 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?

My course is not a part of the college-wide general education assessment initiative. The Oral Communication VALUE Rubric is a great guide for me in assessing the student’s mastery of the learning goals related to this assignment. However, I do not publish a set rubric for this assignment. I will consider doing that in the future. As a general matter, below are some questions I consider determining a student's success with the assignment:
1. Did the student spot the legal issues requiring analysis?
2. Did the student properly use primary and secondary sources to inform on the issue?
3. Did the student use their sources to present the information accurately?
4. Do students properly use primary and secondary sources to persuade their audience on their position.
5. Are the students logical and coherent in their presentation of their position?
6. Can students answer questions about their position extemporaneously? Or is the student tied to excessive notes?

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?

While I have always had an oral presentation component to my course. I have not yet implemented this video-driven prompt to my course yet. Last semester I taught Legal Ethics and not this seminar. However, in the past student used PowerPoint to present on their legal topic. However, this led to students excessively lecturing on the topic and made it difficult to incite dynamic and meaningful questions after the presentation in some cases. Thus, the use of provocative videos serves to focus the presentations a bit. These videos will also stimulate deep thought on "hot-button" issues important to students. I look forward to incorporating this into my course the next time I teach the seminar!

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

https://openlab.citytech.cuny.edu/watsonlaw4900spring2020/course-materials/assignments/