Brooklyn Business Analysis

Brooklyn Business Analysis

Rachel Raskin

Business/ School of Professional Studies

ACC 1201 – Principles of Accounting II

Activity Description: Provide a brief description of the activity

The class will be divided into groups of 4-5 students. Each group will choose a Brooklyn based company from the list provided and develop a research paper about the company. Groups will also present their findings in a 15 minute presentation at the end of the semester. The research paper must address the following issues:

– Discuss the business, the industry and the history of the company’s formation. What type of business entity was it formed as (corporation, partnership, LLC, etc.)? What are the benefits of having chosen that specific entity? What business challenges did the founders face when launching the company? What accounting challenges did the founders face when the business was first established? How did they or how might have they dealt with these challenges?
– How has the location in Brooklyn aided or inspired the formation of the business? If the business is still in Brooklyn (such as Maker Bot, Etsy, Gotham Greens, Vice Media, or Brooklyn Brewery) visit its headquarters. Try to arrange a meeting with its employees and ask relevant questions to help you in your research. If you choose Pfizer or Domino Foods, the Brooklyn Historical Society has a wealth of primary sources on these companies.
– Find a similar company in the same industry and if the chosen Brooklyn based company is not public, make sure the second one is a public company that has filed a 10-K with the SEC. Provide a description and history of this business. Compare it to the similar business discussed that was formed in Brooklyn. What similarities do the two companies have and what are the differences?
– Analyze the financial statements of the chosen public company. Perform vertical, horizontal and ratio analysis and discuss how the business stands in comparison to its competitors and the industry. Access the financial statements through the SEC’s EDGAR filing system. All other articles and data should be accessed through Morningstar.

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

I would like students to be able to analyze a company’s position based on its financial statements. They should gain an understanding of how to research a company using reliable sources such as the Morningstar Market Research platform and SEC filing system. Ultimately, my goal is for the students to be able to connect their research about the company with the financial statement assessment they perform and put forth a comprehensive and original analysis. I would like them to step out of their comfort zone to work in a group, visit the business site directly to ask employee’s questions, and be able to convey all their findings in a professional presentation.

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 a term project. I dedicate twenty minutes a week for the groups to discuss their progress in class. Most of the work is done outside of 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?

Prior to starting the activity I will cover the main concepts students will need to complete the project. Mainly, how to perform financial statement analysis and the characteristics of various forms of business entities. I will also introduce the students to the databases they will need in order to conduct the research.
Students will be instructed to post two drafts of the project to our class’ Open Lab site for my review prior to the final submission. They will be encouraged to use our Open Lab site as a place for group discussions regarding the assignment.

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 a points rubric based on the AACU’s Critical Thinking Value 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?

Overall, this project was a great learning experience for the students. The challenges the students had were making connections between the financial analysis and the context/current state of the company. To address this issue in advance, next semester I will have the students scaffold their work over a few drafts of the paper, leading to the final product.
I think the students liked working in excel to perform a complete financial analysis. They enjoyed the opportunity to apply many concepts learned in class. They also were surprised at how many companies were created right around City Tech and were pleased to know of all the potential career opportunities at these businesses. All students dressed in business attire to present their research to the class. I believe this gave them a sense of pride in their work.

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

A Peek on the Inside: Place Based Learning at Body World Exhibit

A Peek on the Inside: Place Based Learning at Body World Exhibit

Linda Bradley

Nursing/School of Professional Studies

Phyiscal Assessment NUR 3010

Activity Description: Provide a brief description of the activity

The Bodies exhibit provides a fun and engaging way to provide the students with the ability to take abstract concepts and make them into a tangible reality. This will impact their practice and thus the thousands of people they will come in to contact for their lifetime as a nurse. There is no grade for this I would consider this low stakes.

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

Physical Assessment course includes review of anatomy and physiology, description of alterations in a system and assessment techniques which the student practice. As with most courses it does so in sections, thus providing the students with this learning experience it will:
1. analyze the connections between the organ locations and physical assessment techniques
2. understand the body’s normal and abnormal function
3. appreciate stress and lifestyle impact on the body

General Education SLOs:
Which of City Tech’s General Education Student Learning Outcomes does this activity address? Please be as precise as possible.

Information Literacy is the Learning outcome that this activity addresses: The ability to know when there is a need for information, to be able to identify, locate, evaluate, and effectively and responsibly use and share that information for the problem at hand.

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?

1. On first day of class during introduction of the course, devote time to introduce the students to the planned experience

2. Schedule the experience toward the end of 2/3rd of the course

3. Offer the course during one of the online course days or if your department allows students to participate in learning as part of their course offsite on their own then schedule it based on your departments abilities

4. State length of experience expectations which is approximately 2 hours at the exhibit

5. Provide pre and post experience assignment documents for student’s completion

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

1. Discuss and gain consensus for this experience with fellow course faculty and Chair of your department. Decide how you will fund this experience, if this would enhance a portion of your course or would replace an assignment, low stakes or high stakes, grade or not, the class schedule and best possible time that would allow this experience to occur. This then would require that you consider this experience well in advance of the beginning of the semester to receive the maximum amount of participation.
2. Contact the Body World Exhibit group number and discuss date, time, number of students and faculty and other pertinent instructions. Ask for a Group sales account representative 866.987.9692 info@tsxnyc.com 226 W. 44th Street New York, NY 10036
3. Once you have completed your initial discussions and have gained consensus in all areas required for the success of this endeavor next steps would be to provide the students with an overview of the experience, expectations, pre-experience assignment, in class discussion and post experience assignment. Generate a list of students and faculty who will attend. Provide everyone with the required Travel Waiver. (If your students are under 18 there is specific instructions on the document)
4. Obtain final list of all attendees and all must complete Travel Waiver and submit to Evening office more than two weeks before the trip.
5. Complete and send travel waivers to of which your Chair and your Dean/Provost would sign for approval of the off campus trip
6. Faculty must have complete a current Title IX training and signed document which must be included in the forms send to the Evening office along with all of the travel waivers.
7. Meet the students at the site at the specified time (If your students are under 18 there is specific instructions on the document)
8. Enjoy the experience! But be sure to seek opportunities to turn the students attention to areas related to course content, SLOs and any other area you deem valuable
9. Provide the students with an expected due date for their assignment

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

Assessment of this place-based learning experience would be through:
1. I would provide the students with a question prompt within the course Open Lab site. Prior to this I would utilize the computer lab at the beginning of the course to provide Blackboard and Open Lab orientation
2. Students would then add their own question for consideration prior to the experience. I
3. Students would choose those most appropriate and post them.
4. We would then meet at the exhibit and then they would return to those questions and complete them. I would also provide them with an opportunity to provide a reflection of their experience.
5. I would use the Information Literacy Value rubric
6. This course would be a part of the college-wide general education assessment initiative.
.

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?

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 most definitely would repeat this experience. The challenge will be funding, scheduling and timing so that the majority of the students would be able to attend, obtaining signed travel forms in advance of the experience. The change I would make is to include more student input as noted in the assessment process indicated above.

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.

Why is this change different?
*It will incorporate student’s decisions as to what will be the area of focus related to the planned experience
*Students will be provided with an opportunity to determine the scope of the questions and key concepts before the experience and use them post experience
*Systematically analyze their own and others assumptions and evaluate the relevance of contexts when they present their positions.

What inspired the change?
* Incorporation of importance of classroom climate—adding humor and fun into the classroom
*Teaching to the needs and learning styles of the students and not that of the faculty
* Need to make abstract scientific and clinical information into tangible transferable information

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

Government Concepts Explained with Photos from Brooklyn

Government Concepts Explained with Photos from Brooklyn

M. Victoria Pérez-Ríos

Social Science/Arts and Science

GOV 1101 American Government Spring 2016 Perez-Rios

Activity Description: Provide a brief description of the activity

A multiple-step assignment that incorporates open access technology used in a secure setting and that is going to be used to showcase student work. To complete the assignment students will have to find relevant sites in Brooklyn and use video, audio and the written word to connect those sites to basic concepts and/or institutions of the American government. In addition, they will find newspaper articles that support the relevance of the concept, evaluate other students’ work and self-reflect on this activity.

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

(1) Making learning American government meaningful to students
(2) Fostering deeper understanding of basic concepts and processes of American government
(3) Facilitating peer-to-peer learning.
(4) Creating together with my students a content-rich video/audio resource helpful to students beyond our classroom

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 it after the midterm.

The class time devoted to it was a total of two hours and a half hours. (1) After the midterm I divided the class into groups to discuss their assigned concept (1 hour and a half). And (2) in the next class meeting we went on a tour of the surroundings of City Tech during an hour.

If students are thorough with the assignment, it will take them a minimum of two hours: (1) One hour to open an account in OpenLab and access the course, post the photos and check other student’s work and post their comments. (2) Half an hour to find newspaper articles and comment on their connection to each student’s assigned concept. And, finally, (3) half an hour to reflect on their learning experience.

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 included:
(1) Asking students to open an account in OpenLab and requesting an invitation to my course.
(2) Familiarizing myself with the immediate surroundings of City Tech.
(3) Checking whether all students have cameras or iphones to take the pictures/video

I have added the instructions for this exercise as an addendum at the end of this document.

The activity is low stakes (only 7 points in total) and it is for extra credit.

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 activity was and extra credit activity and I assigned three points to Step 3 and four points to Step 4.
Students who followed the instructions got full credit; I didn’t detract points for poor editing but for lack of relevant content.

No, to the best of my knowledge this course is not part of the college-wide general education assessment initiative.

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?

Some of the steps worked better than the others. 1) The preparatory steps (1 and 2) worked quite well and involved most of the students in the class. Step 1 or the in-¬¬class group discussion of assigned concepts was effective because most students took advantage of the time allotted in class to understand their assigned concepts in a more in-depth manner. I talked to each student and they shared their thoughts and examples on their assigned concept. Step 2 or the outside class activity of checking the surrounding area of City Tech also worked well and most students remained with the rest of the class for the whole hour I allotted for this activity. From the perspective of an Introduction to Government class, it was an ideal day for completing this activity because next door to City Tech the press and regular people were standing outside the Brooklyn Supreme Court waiting for the decision on whether former NYPD Officer Peter Liang had the right to a mistrial. Some students were very interested in making videos because there were also police officers in crowd control duty. Other students were excited about this event and started to talk about freedom of the press and of speech when a passerby started to insult Liang who was not present. Step 3 was completed by thirteen students and Step 4 by six. Almost half of the students that completed Step 3 didn’t post the photos and comments for all to see but as file attachments. In Step 4, four students completed a good self-reflection.

The two main challenges were: (1) keeping students together during the out-of-class activity. To overcome it, I made sure that the students who were restless took at least two photos and explained to me how the photos related to their assigned concept. And (2) making sure that there was enough student participation in steps 3 and 4. I may solve this in the future by offering this activity earlier on in the semester and as part of the regular assignments and not as an extra credit.

If I am scheduled to teach GOV 1101 in the future, I would like to repeat this activity but I will probably dedicate more time to prepare the guided tour. For example, I am thinking of bringing maps of the area to a class meeting and organizing an itinerary for the class and alternative ones for the students to do on their own in their way to and from the college.

As mentioned before few students chose to complete the self-reflection but I the ones that did liked the guided tour because it was something different from what they are used to in other courses. In addition, most students liked working in groups and they were happy to have their work presented outside of the classroom so other people can learn some basic concepts of the American form of government. The following are direct quotes from students’ self-reflection assignments [I didn’t edit their words; they are as they were posted]:
Melissa Feliciano: “This assessment was a good learning experience because I was able to explore more the meaning of government on my own. It definitely helped me learn the concepts in a better way since the definitions and examples were made by us the students which make it easier to understand than by reading complicated terms in a textbook. Also, despite the fact that it can be difficult for me to work in groups, it was fun to share the different ideas we had about the concept and being able to mash it together to make a unique and complete definition. Going out of the building to take pictures of our surroundings that would explain our assigned concepts was also very fun because we got to do something that rarely happens and at the same time we were being aware of what was around us by trying to relate it to our class. Furthermore, I do like the idea of sharing our pictures and examples to everyone out there because through this we are in a way leaving a mark in the world by sharing our ideas and helping others understand these concepts learned in government class”
Nazmon Nahar: “In class we also do group work that help us to know better our lesson and each other’s thought. When you don’t understand something if you work together in groups it help you to understand. That’s why I liked to do group work.”
“The most amazing day was the day we all went outside to take photos and videos for our assignment. Learning is just not only taking notes and my teacher proved that by doing different activates in class.”
Anthony Paton: Did you learn the different concepts better than just by taking notes in class and studying them for the tests? Why? Why not?
“I feel like I did learn this concepts a little bit better than just taking notes in class and studying them. The reason is because when I define the word, I had to find example of what I was defying. When I found the example, it made a clear understanding of what I was reading and I gain more knowledge over the concept. I’ll start doing this with more school work from now on.”

Did you like working in groups with other students? Why/why not?
“Yes I did enjoy working in groups with other students. The reason is because you get to hear another student’s opinion. Sometimes they might disagree with yours but that’s the fun part. You get to talk about and discuss your opinions on popular issues. For example students should have free metro cards would have a lot of students engaging in a conversation.”

Did you like going out of class to take pictures/video? Why/why not?
“Yes I enjoy going out side to take pictures and video. That was my very first time happening to me and I never expected it to be like that. I was actually shocked that people of different races were siding with the African American [Press and onlookers on the case of Officer Liang]. I quite happy and wanted to tell them but I didn’t.”
Do you like the idea of your photos and comments being used by other students in the future as part of an interactive map of Brooklyn populated with political terms? Why/why not?
“Yes I like the idea of my photos and comments being use by other students in the future as part of an interactive map of Brooklyn populated with political terms. The reason is because it allows students to teach and learn from one another. Students will probably have a better understanding after looking at these.”

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.

ASSIGNMENT INSTRUCTIONS
STEP ONE (in class): In groups of three discuss your assigned government concept and write down a definition that you will hand in to me at the end of the class. Include examples. Keep in mind that in our next class meeting we all tour the surroundings of City Tech to take pictures that will illustrate the concepts that you have been assigned. NOT GRADED.

STEP TWO (outside of the classroom): During the next hour we are going to tour, the whole class, the surroundings of City Tech and find sites, events and objects that illustrate the concept that your group was assigned in last class. Take several photos because you will be required to use two for Step Three. If you do not have enough time to take relevant pictures, feel free to take pictures in your spare time as long as they are taken in Brooklyn. NOT GRADED

STEP THREE (to be posted on OpenLab): What do you have to do?
1. Access the course on OpenLab where you have to post the exercise
• Students who have received an invitation to the course: I have invited to My Course, Open Lab all those students who have active accounts that could be identified by First and Last Names. You have to accept my invitation and then you can post asap.
• Students who have not received an invitation: Since this is an extra-credit activity it is your responsibility to access the course in OpenLab and request membership. NO EXCEPTIONS ALLOWED. If you do not have an account at the school, it is your responsibility to get one. The course in OpenLab is: GOV 1101 American Government Spring 2016 Perez-Rios
2. What has to be posted? Once you access the course you will see my example [See: below the sample of the exercise that I provided as the first entry in my OpenLab page]
• Every student has to post two photos that show in images the concept that you defined in class. Add a 50 word minimum comment to each photo. In addition, add a caption to each photo with your name, what is it, place where you took it, and date [This information does not count toward the 50-word minimum comment]. POINTS: 2.50
• Finally, you will have a look at the photos from the other groups and you will comment on at least one of them; the comment has to be 50 words minimum and it should include an assessment of how well the photo shows the meaning of the concept through images. In addition, you could evaluate the creativity of the student. POINTS: .50 of a point
3. POST ON OPEN LAB BY DUE DATE: TH, APRIL 21 AT 2:00 PM

©M. Victoria Pérez-Ríos/Brooklyn Bridge/Manhattan views from Brooklyn/October 2015
GOVERNMENT
It is an institution that provides services and protection to individuals who reside in a country, state or locality. In addition, the government controls the legitimate use of force within the territory over which its power is recognized. The USA is characterized for its federal system in which federal and state governments, as well as local governments, have decision-making powers.

PHOTO USED TO SHOW THE CONCEPT OF GOVERNMENT
You can see the Brooklyn Bridge that was inaugurated to the public in 1883 and facilitates communication and transportation of people and goods between Brooklyn and Manhattan. This bridge is a National Historical Landmark (NHL) and a city historical landmark. The Department of Transportation of New York City (DOT) “owns, operates, and maintains” the Brooklyn Bridge which allows pedestrian, vehicular and subway transportation without paying tolls (See: New York City DOT, “Infrastructure: Bridges,” http://www.nyc.gov/html/dot/html/infrastructure/bridges.shtml). However, the city government benefits from resources provided by the Federal government when this bridge, for example, needs repairs: “$30 million in American Recovery and Reinvestment Act (ARRA) funds” (See: “Mayor Bloomberg And Vice President Biden Mark Start Of Brooklyn Bridge Rehabilitation Project” 2 June 2010, http://www1.nyc.gov/office-of-the-mayor/news/247-10/mayor-bloomberg-vice-president-biden-mark-start-brooklyn-bridge-rehabilitation-project#/8).

CONNECTION BETWEEN THE CONCEPT AND THE PHOTO
The photo shows a relevant piece of infrastructure—a bridge—that is necessary to conduct intra and interstate commerce. The regulation of interstate commerce is one of the delegated powers of the federal government (See: Art. 1(8) of the Constitution of the USA) and the regulations of intrastate commerce is a reserved power to be exercised at the state/local level (Amendment 10 of the Constitution of the USA).
GOVERNMENT: SAMPLE EXERCISE BY THE INSTRUCTOR
Below you can see two examples of student work (Figs. 3 and 4).

STEP FOUR (to be posted on OpenLab): What do you have to do?
1. Add two newspaper articles (write down author, title, newspaper, date and internet address) that show the relevance of your assigned concept and post them in OpenLab. Each article should be accompanied by a 50-word comment on the connection between the article and the relevance of your assigned concept. POINTS: 2
2. Write a 100 word assessment of this multi-step exercise (POINTS: 2). Include at least the following:
• Did you learn the different concepts better than just by taking notes in class and studying them for the tests? Why? Why not?
• Did you like working in groups with other students? Why/why not?
• Did you like going out of class to take pictures/video? Why/why not?
• Do you like the idea of your photos and comments being use by other students in the future as part of an interactive map of Brooklyn populated with political terms? Why/why not?
• Any other comment
4. POST ON OPENLAB BY DUE DATE: Sun, May 15 at 11:59 pm.
STUDENT WORK POSTED IN OPENLAB: STEP THREE

Melissa Feliciano/ New York City College of Technology/CUNY College From Brooklyn, April 2016

This Image is an example of the concept of government since the institution, New York City College of Technology, is part of the City University of New York which is a public system subsidized by the government. As many other public colleges around the country do, students have the privilege to attend a four-year college without having to pay high tuition rates and often are granted loans and financial aid that is also granted by the government.

Melissa Feliciano/SUPREME AND FAMILY COURT/ from Brooklyn, New York
April 2016

The picture above is also a good example of government since it shows the Supreme and Family Court of the State of New York located in downtown Brooklyn. This is a governmental institution that enforces the law. When creating the new government, our founding fathers put the judiciary in charge of ensuring the American people with “equal justice under the law”.
FIG. 1: GOVERNMENT: EXERCISE COMPLETED BY MELISSA FELICIANO,
A STUDENT IN GOV 1101/D733, SPRING SEMESTER 2016

Anamaria Reyes: This picture was taken on April 14, 2016 at City tech. This picture show students who attend the college to enhance their education. (Waiting maybe for next class to start)

In this photo it shows the diversity in the college setting. The picture demonstrates the different cultures that attend city tech to enhance their education. Diversity is important in the education system because different cultures and races can contribute towards the students’ academic development. For example when students who socialize with someone of different racial groups or discuss racial issues this contributes to the student’s cultural awareness and commitment to promoting their cultural background to others. Having a diverse student body attributes to having a stronger commitment to multiculturalism, promoting creative thinking, and preparing future workforce.

Anamaria Reyes: Taken on April 14, 2016 in front of the Family court on Jay street metro tech. Those people are Journalist who have chosen that career path and interact with different culture, race, age and gender.

Diversity plays an important role in the jobs of each individual career choice. This picture was taken outside of the family court where reporters of different backgrounds came to record and interview an important case of a cop who had “Murdered” a civilian. As shown in the picture there are Asians, black, white and Hispanics come together to protest or record. This picture shows the diversity between gender and age in field of journalism.
FIG. 2: DIVERSITY: EXERCISE COMPLETED BY ANAMARIA REYES,
A STUDENT IN GOV 1101/D733, SPRING SEMESTER 2016

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

Diagnose the Disease

Diagnose the Disease

Maria Dimino

Dental Hygiene

DEN 1200 Principles of Dental Hygiene

Activity Description: Provide a brief description of the activity

Each student will be assigned a specific medical disease from their course text book. In a two page paper they should cover a description, how it manifests in the oral cavity, its etiology, prognosis and the effectiveness of the prescribed treatment. In addition, they need one outside source from a peer reviewed journal with the latest scientific evidence to support their paper using APA citations.

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

The learning goals for the students are to conduct research from peer reviewed sources and add appropriate citations. In addition, to see if the latest scientific research supports the text book readings. They will also be able to make comparisons of relative effectiveness of alternate treatments and apply them in a clinical setting.

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 would be implemented at the end of the semester because the text book readings cover various medical diseases each week so in essence the students would need to be familiar with various disease etiologies and the manifestations in the oral cavity before they conduct their research. In classroom hours about 15 and out of classroom hours about 15.

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 students would need classroom preparation and clinical preparation for this assignment. They would need to see some etiology in a clinical setting in addition to their textbook readings in order to make the connection between oral health and systemic health. This is a high stakes assignment, there is a lot involved and it will take a semester of learning to develop a connection between the two. In addition, exposure to various patients in a clinical setting will help them better understand their research.

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 would use a value rubric to do the assessment. My course is not a part of the college-wide general education assessment initiative.

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?

Currently, we are using a journal format for each student and this is not working well because the students are not interested in doing these three journals per semester. The Spring of 2017 would be the first semester that we implement an open lab assignment. I anticipate more student engagement with this 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.

Being that we are in a health related field, each student will be assigned a specific medical disease. It is the student responsibility to act as responsible health care professionals by investigating the disease and the the prescribed treatment. The results are to be presented in a two-page paper using the course text book and one outside source from a peer reviewed journal using APA citations. The paper should include a description of the condition and how it manifests in the oral cavity, its etiology, prognosis and the effectiveness of the prescribed treatment.

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

http://hypertension.cochrane.org/

Greenmarket ingredient photo essay

Greenmarket ingredient photo essay

Alejandro Cantagallo

Hospitality Management/Professional Studies

Introduction to Food and Beverage Management

Activity Description: Provide a brief description of the activity

Assume the role of a purchaser for a restaurant and visit a Greenmarket and look for a fruit or vegetable that you are not familiar with, strike up a conversation with the people at the stand and describe in detail what the products is, how it is grown, who grows it and under what circumstances. With this information write a persuasive argument for the chef about why she/he should use the product. The assignment should include research about how the food item is grown and used, a statement about why it caught your attention and details about the farm that it is grown on that should include the name and location of the farm as well the name of the person that you spoke to. This assignment is to be posted on the Openlab as a photo essay and must include at least one photo of the product and you are encouraged to post a selfie with the stand worker/farmer as well as other relevant media. Your photo essay should be between 500 words, should include at least one photo and active working links to any companies, organizations or people mentioned where applicable.

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

•To have students engage professionals about what they do and why and how
•To use various methods to research and describe something that they knew little or nothing about before the assignment
•To integrate the various sources of research to piece together a narrative that is concise
•To effectively use the openlab by posting a blog entry that includes various steps and specific formatting rules

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 assigned on the first day of class and is due on the 7 or 8th week to correspond with our classroom discussions about purchasing and defining value. I typically schedule a field trip to the Union Square Market with the intention of offering a tour and giving the students a chance to take care of the assignment. Students are welcome to visit other markets though. We will spend about 2 hours total of classroom time and students will only need about an hour of extra-class time to complete the project if they choose not to participate or miss the field trip.

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 either visit a market or attend the field trip. They need to have an openlab account and have requested membership to the classes site. Students will need to have a way to upload photos to the openlab. This is a low stakes assignment that ties into our broader course material as a way to enhance the conversation about food systems and food procurement/sourcing and value

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?

Yes I use the Information Literacy 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 have not administered this assignment in its current form yet, but in the past I have seen some good results, albeit with room for improvement.

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

Research Project Peer Critique

Research Project Peer Critique

Ellen Kim

Hospitality Management

Hospitality Management Research Seminar

Activity Description: Provide a brief description of the activity

This activity is designed to provide students with an opportunity to conduct self-assessment on their research project and to receive feedback from their peers as well as the instructor. Students will perform self-assessment on their assignments, (1) Problem Statement & Thesis Statement and (2) Draft, using the rubrics provided by the instructor upon completion of the assignments. The homework submitted via Blackboard will be, then, evaluated by classmates by one week after the deadline. In addition to the instructor’s assessment, evaluating students need to provide the complete rubrics along with suggestions for improvement. Reviewers and reviewees will be paired up during the class period to clarify the feedback and to discuss further about the arguments established.

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

• Identify and evaluate the clarity of the research problem statement.
• Determine the theoretical or logical rationale of the research problem.
• Appraise the thoroughness and relevance of the literature review.
• Assess the credibility of the research (application of APA citation).
• Assess the theoretical perspectives and/or appropriate assumptions of the researchers.
• Assess the clarity and consistency of the results.
• Strengthen writing skills.

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

This exercise consists of two phases:
1) Phase 1 (Problem Statement & Thesis Statement): Students will be asked to submit the formulated problem statement and thesis statement in Week 4. Peer evaluation will be completed by Week 5 and class discussion will follow for about 15 minutes in Week 5.
2) Phase 2 (Draft): The research draft following APA citation is due Week 10 and peer assessment is due Week 11. Peer discussion will be done in Week 11.

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 exercise needs clearly defined grading rubrics and an instruction on how to grade students’ work with the rubrics should be provided to students during the class period.

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?

Existing grading rubrics will be refined for this exercise. Students will use the updated rubrics for self-assessment and peer-review.

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 ran a pilot test of this activity in Spring 2016. I found that students could gain various perspectives on tourism issues for investigation in a dynamic environment.

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

Assessing the Whole Student

Assessing the Whole Student

Jason Montgomery

Architectural Technology/Technology and Design

ARCH 1130 Building Technology I

Activity Description: Provide a brief description of the activity

In this course, students are required to set up their e-portfolioon OpenLab. Here the e-portfolio is used as a learning log, assignment submission system, and assessment tool. All aspects of the student work for the semester are documented and uploaded, including their sketchbook sketches, their notes from assignment readings, as well as their technical drawing assignments.

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

There are multiple goals of this approach to using the e-portfolio:
1. Students learn to use an internet tool to present themselves to an audience.
2. The way the students organize the site, the clarity of the presentation, the rigor of the organization, the care put into the graphics (clean scans, neatly cropped versus smartphone picture with poor focus or lighting and background distraction…) is an opportunity to assess digital skills, engagement, presentation skills and to work with students that need help with these.
3. The e-portfolio serves as a learning log, where students can become more conscious of their learning, seeing the connections between various activities in the course and across different courses when this activity is more broadly utilized (breaking out of silos).
4. The faculty can use this tool assess the student holistically, especially with a range of required activities in the course (such as reading comprehension, building foundational knowledge in the discipline, technical drawing, thinking and articulation of ideas through freehand drawing)
5. The e-portfolio becomes a tool for subsequent faculty to assess the skills of students at THE BEGINNING of the semester, so they can tailor assignments and adjust sequence to address needs of that particular group of 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 e-portfolio must be introduced at the beginning of the semester in order to effectively capture the whole semester of student work. The students require more or less a one hour demonstration of how to set up their site, the interface on OpenLab, scanning and uploading images, adding pages and organizing menus. It is important to show them the support pages on OpenLab and the help desk.

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 faculty member may need training in OpenLab to be better able to administer and support this activity. The faculty member and the students could benefit from seeing examples of other’s e-portfolios to inspire and help them visualize what they are trying to do.

This activity is important if it becomes part a broader tool across a department, so the stakes are significant in this context.

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 activity is a tool that facilitates assessment, but it could be assessed directly too, with a rubric that gauges the care and organization of the site.

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 students’ portfolios expressed a wide range of skill and care, but this in itself is useful. As the end of the semester approached, the students had a very clear visualization of what remained to be completed; they had a clear sense of their responsibility to meet the course requirements.

Many students struggle with what are becoming entry level skills with technology: scanning, manipulating and converting files, digital editing… These skills become important to the success of the students, but are often not part of the curriculum. This activity raises awareness of the need to support the students with their development of these skills.

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.

A particular component of this activity, which will be documented in a separate L4 activity template, is the reading and note taking activity that was part of the e-portfolio submissions. This activity proved much deeper and more direct as a tool for assessing student reading comprehension than a typical quiz.

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

Reading Notes

Luxury labels and Fast-fashion

Luxury labels and Fast-fashion

Alyssa Dana Adomaitis

Department of Business/College of Professional Studies

MKT 1246: Textiles

Activity Description: Provide a brief description of the activity

Students are required to compare and contrast a garment made prior to the fast-fashion (1980) era and in the fast-fashion (2000) era. The dichotomy of quality between luxury (designer, pre-fast-fashion) labels and fast-fashion labels produce different aesthetic attributes yet both are viewed as fashion. The quality must be tangible for students to experiment in order to truly understand the underlying significance about luxurious fashion and fast-fashion. By identifying extrinsic and intrinsic characteristics in a garment, students will conduct an analysis of the detail physical features and functional aspects of the garment.

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

Fashion quality is important for apparel and textiles professionals to understand. It is difficult to teach considering the prominence of fast fashion retailers, such as H&M and Zara around the city and accesible to students. Given student’s lack of experience with quality textiles, formulating teaching/learning exercise that start with this knowledge is important. Building knowledge from existing knowledge (constructivism approach) to teach has been used in apparel and textiles courses (Yaoyuneyon & Thornton, 2011) and has been found to increase student motivation and learning. Apparel and textiles instructors have been particularly interested in constructivism in the form of problem-based learning by bringing in industry-based problems to fashion application courses (Gam and Bannin, 2011).

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?

Several steps will be taken to ensure the class will compare and contrast the garments in an appropraite manner. The first step is to introduce the two garments without labels to students so no extended inferences (judgements) can be made. The first garment will be a St. John’s knit (SJK), which was made prior to the availability fast-fashion (1980s). St. John’s Knits (SJK) are high-quality and fit well (Eng, 2013), currently retailing for approximately $795 – $1095 (Online shop, 2014). The second garment will be purchased at H&M, which is a retailer known for fashion forward garments but of low quality (Dowling, 2012), retailing for approximately $9.99 to $49.99 (Ladies Online, 2014). The garments, of St. John’s and H&M label, that will be compared by students will be similar in fabric (knits), style (top and skirt), and end use (professional setting). The analysis will have students detail physical features (that are tangible) and the aesthetic and functional aspects of each garment. For the second step, students will complete a quality analyses questionnaire with open-ended questions to prompt comparison, including questions, such as (a) Which of the garments’ textiles do you think is higher quality and why? In the third step, studentswill be asked to discuss their findings as a group consisting of two students before posting on Open-lab.

The last step, step four, the instructor will inform the students the era of each garment (pre/post-fast fashion) and the label information on each garment and check with their respective postings. The instructor will then introduce a mini-lecture on the topic of Fast Fashion. Subsequently, students will be prompted to discuss the impact of fast fashion on the quality of textiles and the fashion industry.

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

The preparation needed forthis teaching/learning exercise was to assess students’ existing knowledge in a pre-survey questionairre which included: 1) To identify as many physical and performance properties of textiles for apparel that come to mind (i.e., durability, elasticity, flexibility) as learned in class lecture and 2) How do you as a students classify garments prior to or after the development of fast fashion? The pre-activity survey will ask questions to address the second objective to compare and contrast previous knowledge qulaity garments and fast fashion and quality amongst each other to post in Open Lab (1) Definition of quality apparel and fast-fashion apparel, (2) Aside from appearance, what garment features most impact decisions to descibe it as designer, pre-fast-fashion or as fast-fashion garment

High-Impact Educational Practices: Which of these practices based on George Kuh’s High Impact Educational Practices (and other innovative approaches) does this activity incorporate? Choose all that apply.

Learning communities, Diversity and global learning (“difficult differences”)

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?

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

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