Radiology Assignment

Radiology Assignment

Audra Haynes

Dental Hygiene

Dental Radiology/ DEN 1218

Activity Description: Provide a brief description of the activity

This semester you have learned about the production, use and safety of x-radiation. As dental professionals, you will encounter people with diverse backgrounds and ideologies. Exposing x-rays is part of overall patient assessment, yet that can be a challenge for some. Your assignment will be to explain to clinical patients what x-radiation is and why we use it. You must be able to explain the benefits versus the risks. You will have to demonstrate and articulate the understanding of x-radiation in patient care and assessment. You will do this using different case scenarios that a dental hygienist may encounter in the dental setting.

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

The learning goals that each student will aim to achieve are learning to communicate to diverse groups with both written and oral skills.
Students will apply global and multicultural orientation, by understanding the role cultural barriers play in patient care and assessment.

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 work on the assignment at the mid-semester period. The assignment will be worked on outside of class time, based on course material.

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 activity will involve working in groups of 2. Each group will be given a case scenario involving a situation that will require the group to develop patient education, which will address the case scenario. The patient education must involve a description of x-ray production, x-ray safety, and why x-rays are used in dental patient assessment. The group must account for cultural challenges and incorporate that into their patient education. While you will be working as a group on the assignment, each member of the group will submit their own written paper. The paper should be a 2 page, doubled spaced paper that will be submitted to the instructor. You are free to use additional resources not covered in class. All resources used must be cited.
Each group will create 2 role play videos of the case scenario. Each member of the group will have the opportunity to be both the clinician and the patient. The videos will 5-7 minutes at length and will be uploaded to OpenLab for peer review. The video must include all aspects of the case scenario as well as the written patient education developed by the group. Feel free to have fun with the video and make it as entertaining as you want but stay to the 5-7 minutes and keep to the case scenario and patient education developed. This low-stakes assignment is designed to help you incorporate what you have learned in the classroom into clinical practice.

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 will be assessed using a 2 rubrics. One rubric will assess the written portion of the assignment, evaluating the completeness, the understanding, and the writing mechanics of the assignment. The second rubric will evaluate the role play, which will address the communication style, interactive dialogue and non-verbal communication. The role play rubric will also have a peer rubric where the students will evaluate each other.
The AAC&U Intercultural Knowledge and Competence VALUE Rubric will be used to as a guide in creating the assignment.

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 information is not available yet. The activity has not been implemented yet.

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

Dental Hygiene Community Education

Dental Hygiene Community Education

Maria Dimino

Dental Hygiene

Living Lab

Activity Description: Provide a brief description of the activity

Students will be divided in groups of four (three groups total). The assignment will be done on open lab as an E-Portfolio. This assignment is Place Based Learning. Each group will have an underserved population. The first group will have Head Start 0-5 years of age. The second group will have the YMCA ages 6-19 and the last group will have a group home ages 20-60. They will discuss and educate daily oral hygiene. They will assess their level of knowledge and perception.

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

The main goal is to get them out of their comfort zone of the clinic they are in daily. Also, they will be exposed to a diverse population in need of oral hygiene education. They will create a daily home care plan for each patient. In addition, they will interview staff and see if oral hygiene is a part of their daily regimen. They will create the E-portfolio discussing the interview process with staff and the patient's perception of of daily oral hygiene practice. They also have to comment on two other student's E-portfolio.

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 on implementing this toward the end of the semester when the students are more comfortable with their own knowledge on oral hygiene. I plan on devoting one class per month on their assignment. The out of classroom time is around three-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 is a low stakes assignment. I want the students to focus more on the communication process rather than the assignment being a big percentage of their grade. The students were instructed to interview the management staff and the patients. Then they are to create an E-portfolio with all the data collected from their assessments.

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 plan on using a Value rubric and they will be mainly graded on communication (verbal and non verbal), writing skills and cultural self awareness. I developed the rubric based on the goals of the assignment and wanted to keep it focused on those three areas to 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?

I have not implemented this assignment as of yet, but I plan on in the near future. I truly hope the students will enjoy this opportunity to help others that do not have access to care. I definitely plan on doing this every semester and will probably make changes as I go along. I am looking forward to this Placed Based Learning activity.

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

In the future if the assignment goes well I will look into getting a grant. The funds would go towards toothbrushes, toothpaste and floss.

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

http://www.jdentaled.org

Perception of homecare

Perception of homecare

Catherine Monchik

New York City College Of Technology

Principles of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

All students are required to take a “Prevention Exam” in Den 1200 lab. This exam consists of two components which consist of having the student teach home care to patients during two visits. The patient needs to have a 30% plaque score, with a minimum of 20 teeth present and 7-10 days between the two visits. The first visit will include assessing initial skills and homecare regimen, disclosing patient with solution so you can visualize where improvement is needed,  and choose an appropriate aid (flossing, brushing, interdental aid etc). On the second visit and second part of the exam, we check the patients compliance and technique. The student can reinforce what was originally taught if patient needs more assistance. Then we disclose again, to choose another aid, if the patient seems comfortable with the original method taught. The second aid will access another area of the teeth that the patient is finding difficult to reach and keep clean. The student will be required to write a reflection of both visits on the perception of value, of homecare taught due to their cultural background. They will need to analyze the patients level of ability to learn new skills. The assignment will be posted on openlab using only the patients initials with at least one paragraph.

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

There will be different goals from this assignment for the students to learn. The student will decide, based on the need of their patient, which aid is appropriate. By seeing the visible plaque with disclosing solution, the student should be able to choose the right aid. At the follow up appointment, check if the patient is compliant and has the ability to use the aid correctly. At this time we need to reinforce aid or introduce a new aid for another area that needs help. The student will see what worked or did not work, and why. The reflection will teach the student that along with dexterity, and ability to perform the aid, that compliance is essential. There are other barriers, such as cultural beliefs and background that have a big impact on accepting prevention measures. Professional development along with diversity learning will help the student grow as a better clinician.
*The student will gain knowledge from cultural self-awareness and knowledge of cultural worldview frameworks.
*Demonstration of skills of verbal and nonverbal communication and attitudes of openness will also be assessed.

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 discussed in the beginning of the semester. The student will post it on open lab one week after the completion of their prevention competency. It can be submitted at any time before the end of the semester. There will be no classroom time devoted to this. The out-of class time will require one to two 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?

The preparation of this assignment is minimal. The prevention competency is found in the back of the students clinic binder for them to review. After completing the competency, the student will have one week to write the reflection and post it on open lab. The student will analyze the the perception of value for homecare based on the patients cultural background. It will be a short paragraph reflecting the background of their patient. It will need to be submitted on time, with correct spelling, grammatical format and quality content. This reflection is a low stakes assignment, having a small percentage of their overall Den 1200 lab grade. Failure to complete the assignment will have a deduction of ten points to their final Den 1200 lab/lecture grade.

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

This assignment is geared towards second semester dental hygiene students, and not a college wide assessment tool. The grade will be determined on the completion of the assignment and the use of the Intercultural Knowledge and Competence 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?

As of right now, we do not have this implemented in our Den 1200 lab. If we did, I believe our students can learn a lot about their patients. Cultural backgrounds have a big impact on how patients perceive value in homecare and prevention measures in their dental health. Compliance is not only the reason, it is an understanding of what we believe in.

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

Creating a Brand : Transitioning from Student Identity to Professional Identity

Creating a Brand : Transitioning from Student Identity to Professional Identity

Ruth Marsiliani, RDH, FBPI

Department of Dental Hygiene

DEN2300L Principles of Dental Hygiene

Activity Description: Provide a brief description of the activity

During the semester students are asked to build the e-portfolio page and post: resume, cases, bio, and extracurricular activities. I propose to add a part to this project and have the answer questions that will lead to answer “ What image do they have of themselves as professionals?”

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

To incorporate; clinical practice, classroom theory, and personal experience, and help the student build their professional brand

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 can start during the second semester in the DH program, after their research project. Classroom time is NOT necessary. 3hrs of work is the maximum time necessary, per semester.

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

There is no special preparation needed. The instructions for how long the answers should be and the format, will be posted on the Dental Hygiene Open Lab. This assignment is considered a HIEP. General SLOs: Open educational Pedagogy/ Learning communities/ writing – Intensive project/ 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 Value Rubric would be given to students as a guide. They would be graded by their ability to stay within 50 words and the amount of grammatical errors within this statement. One of the questions will require them to find 2 references to support their argument/ point of view.

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?

Not Applied yet

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.

DEN 2300/ DEN 2400
RUTH MARSILIANI RDH, FBPI

CREATING A BRAND: TRANSITIONING FROM STUDENT T0 PROFESSIONAL
Handout

Part 1: There will be a total of 5 questions that will be posted on the Dental Hygiene Open Lab forum during the semester. You will also be expected to comment on at least 1 more person’s post. One of the questions will ask you to submit 2 references to support your argument.
Format: answer each question with a maximum of 50 words, which should be posted within 5 days. The Value Rubric serves as a guide on how to answer the questions.

Part 2: Review your semester’s work; analyze and focus on Dental Hygiene ethics and how it affects you as an oncoming Professional. Also, review other people’s work and think about how their views also coincide or differ from yours. Create your Bio/ about me page that will be part of your e-portfolio, which will reflect your professional identity or e-brand. The length should stay within 300 words and grammatically proofed.

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

Clinic Journals Updated version

Clinic Journals Updated version

Annie Chitlall

Dental Hygiene

Principles of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

Students will write clinic journals in Dental 1200. Each journal will be written on a completed patient. However, an entry will be made after each phase of patient care. Each student will incorporate ethical reasoning and critical thinking during the phases of the assignment. The students will enter the journal on the Den 1200 open lab site. There will be an open discussion between each student and his/her clinic advisor about the level of patient care provided.

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

• For students to reflect on the patient care provided at each appointment and discern if the client goals for care were reached in that session. Ethical self -awareness constitutes a major portion of the patient care process in dental hygiene. Students will have an opportunity to reflect on each clinical session spent with a patient and reflect based on the dental hygiene code of ethics what could have been done differently for a patient. The students will evaluate the different ethical concepts of dental hygiene patient care to answer the following question- Did the patient really need all the services that was planned and implemented or did you create a patient care plan based on your clinical requirements?
• Students will reflect and critique if the patient care plan that was created for that clinical session was appropriate based the patient’s oral health needs. They will also have an opportunity to understand the different ethical concepts that are part of patient care process. A student can use these journal entries to determine for themselves if the patient received optimum care.
• Students will have an opportunity to highlight ethical issue recognition by reflecting whether or not the patient care was not completed after one clinical session because that patient did not satisfy a clinical requirement for that student.

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 distributed to the students during orientation at the beginning of the semester, there will be a discussion about the number of patients needed for the semester during which the journal entry requirements will be introduced. Students will post a clinical journal within 48 hours of each patient’s appointment for every clinic session. Clinical journals are to be written after each step of patient care is completed. This activity will not occur in the classroom. Students will need about 2-3 hours out-of-class time to complete these journals if they the recommended timeline is followed. This assignment will occur throughout the semester until all patients are completed.

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

Preparation for this assignment will be a review and of the assignment along with a sample journal entry that students will follow and the handout given for the assignment. The students need to be able to demonstrate writing mechanics, understanding, and completeness of the assignment. This activity is low-stakes because the grade is a tiny portion of their overall average, however, it can also be a high-stakes because a student will not pass the course if they fail to complete 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?

An appropriate AAC&U VALUE rubric will be used for the evaluation. However, students will be graded on based on completeness and understanding of the assignment. The student must demonstrate a sophisticated understanding of the concepts in the assignment and must address all elements in the assignment in an appropriate length. The writing must be clear, concise, and correct. No spelling or grammatical errors. Extremely well organized

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 and from previous experience, the students are not required to complete a journal entry after each clinical session but instead are required to submit three completed journals by the end of the semester. This results in students waiting for the last day of classes to submit this assignment and does not allow for any open discussions between instructors and students. The last-minute submissions or journals have not yielded positive results since most entries are missing pertinent information and students do not have an opportunity for open discussion with assigned faculty members. I would like this activity to be repeated but will modify the requirements for submission. Students will develop a better appreciation of this assignment if after each patient care visit there is a required entry for that visit and an evaluation of their goals for a specific aspect of the patient care process was met. Over the semesters the biggest challenge is receiving these journal entries in a timely manner. Most students wait for the deadline date and post their entries at midnight, this does not allow for a discussion and often results in a low grade. Students seem to enjoy the self-reflection portion of the assignment most.

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.

Students are required to write clinic journals in Dental 1200. Each journal will be written on a completed patient. However, an entry will be made after each clinical session with a patient or within 48 hours of the appointment. Each student needs to incorporate ethical reasoning and critical thinking during the phases of the assignment. Each entry should reflect that the student has asked themselves what does ethics mean to you in the dental hygiene patient care process and how did you incorporate the dental hygiene code of ethics in your patient care for each clinical session. Students will enter the journal entries on the Den 1200 open lab site. There will be an open discussion between each student and his/her clinic advisor about the level of patient care provided for each entry that is made. Each journal entry needs to include the level of patient care that was provided based on the goals that were set for that patient.

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

Clinic Journals

Clinic Journals

Annie Chitlall

School of Professional Studies department of Dental Hygiene/New York City College of Technology

Princinples of Dental Hygiene Care II

Activity Description: Provide a brief description of the activity

Students will write 3 clinic journals in Dental 1200. Each journal will be written on a completed patient. The students will enter the journal on the Den 1200 open lab site. There will be an open discussion between each student and his/her clinic advisor to ensure that the journal has met all the required information listed on the handout/rubric.

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

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 post a clinical journal within 48 hours of patient completion. Clinical journals are to be written after each step of patient care is completed. This activity will not occur in the classroom. Students will need about 2-3 hours out-of-class time to complete these journals if they the recommended timeline is followed.

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 need to be able to demonstrate writing mechanics, understanding, and completeness of the assignment. Writing must be clear, concise, and correct. No spelling or grammatical errors. Extremely well organized. The student must demonstrate a sophisticated understanding of the concepts in the assignment and must address all elements in the assignment in an appropriate length. This activity 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?

There will be a grading rubric for this assignment.

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 and from previous experience, the students do not follow the recommended timeline and rush to submit the required 3 journal entries on the deadline. The last-minute submissions or journals have not yielded positive results since most entries are missing pertinent information and students do not have an opportunity for open discussion with assigned faculty members. I would repeat this activity but will modify the requirements for submission. Students will develop a better appreciation of this assignment if after each patient care visit there is a required entry for that visit and an evaluation of their goals for a specific aspect of the patient care process was met. Over the semesters the biggest challenge is receiving these journal entries in a timely manner. Most students wait for the deadline date and post their entries at midnight, this does not allow for a discussion and often results in a low grade. Most students seem to enjoy the self-reflection portion of the assignment most.

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.

Journal __________ Principles of Dental Hygiene Care II- 1200-Spring 2018

Criteria
4
3
2
1
Score
Completeness
Addresses all elements in the assignment and is of appropriate length
Addresses most of elements in the assignment and is of appropriate length
Missing some minor elements in the assignments
Incomplete in most respects; does not address the assignment properly

Understanding
Demonstrates a sophisticated understanding of the concepts in the assignment
Demonstrates an accomplished understanding of the concepts in the assignment
Demonstrates an acceptable understanding of the concepts in the assignments
Demonstrates an inadequate understanding of concepts in the assignment

Writing Mechanics
Writing is clear, concise, and correct. No spelling or grammatical errors. Extremely well organized.
Writing is clear and concise but may have one or two spelling or grammatical errors. Well organized.
Writing lacks clarity or conciseness and contains numerous spelling and/or grammatical errors.
Writing is unfocused, rambling, or contains serious errors in spelling and/or grammar. Poorly organized

Total:

Grade = 12/12 = 100%
Instructor Comments:

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

Exploring cultural differences in dental care

Exploring cultural differences in dental care

Anna Matthews

Dental Hygiene / SPS

Oral Anatomy DEN 1112

Activity Description: Provide a brief description of the activity

In Fall 2016, students in three sections of DEN1112 completed a term project assignment with the focus on Intercultural Knowledge and Skills assessment.
This assignment consisted of several parts.
Individually, students watched a Frontline PBS documentary “Dollars and Dentists” (http://www.pbs.org/wgbh/frontline/film/dollars-and-dentists/ ) which explores the complexity and availability of dental care in the U.S.
Next, students read the case study “Mortality associated with odontogenic infection” (Green et al., 2001) and answer accompanying questions. Students were asked to discuss the documentaries they watched in small groups. Students were provided questions for discussion prompting them to discuss their opinions regarding the status of dental health care in the U.S. as presented in the documentary. Students were also asked to share their cultural beliefs and attitudes towards dental care. Given the diversity of students in our Dental Hygiene program (over 50% of students were not born in the U.S. and speak over 20 primary/first languages), a difference of experiences and resulting opinions about health care more broadly and dental care in particular emerged in their discussions.

Individually, students wrote an essay reflecting on the Frontline documentary and the case study. Among the questions they were to address in their essay, they were asked to describe their interactions with peers in their groups and to evaluate how their own attitudes/opinions were or were not different from those of their classmates, what have they learned about other cultural beliefs/attitudes from the dialog with other students, how their own opinions have or have not changed as a result of the whole experience (watching the documentary and learning about the subject and their subsequent discussion of it in small groups).

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

1. introduce students to the complexity of dental care and its availability in the U.S.
2. connect the topics of spread of dental infection, as introduced in their Head & Neck portion of DEN1112 course, to the real-life situations leading to serious and life-threatening outcomes discussed in the scientific article (case study) and Frontline investigation.
3. work in teams to discuss the different cultural influences on how people perceive the necessity of dental care and its various aspects.
4. reflect on the whole experience by connecting all parts of this assignment in the written essay.

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 begins during week 13 of the Fall semester. The students discussed in small groups during class sessions twice for about 20 min. Depending on how long it takes students to write their 1200-1500 word essays, the activity would take at least 10 hours to complete 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?

This term project is worth 10% of their final grade for DEN1112. The students were given detailed instructions for each part of the assignment and provided with the PDF of the article and a link to Frontine documentary.

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?

In 2016, my course was part of college-wide assessment of Intercultural Knowledge and Skills. An appropriate AAC&U VALUE rubric was used for this evaluation, however, it was not used for grading. Students’ essays were evaluated based on the clarity and organization of the information, providing accurate and appropriate sources and citations (they were asked to substantiate their writing with at least two sources analyzing the topic of the video, other than the documentary itself), sentence structure, grammar and spelling.

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 very well and I intend to repeat it in Fall 2017. I don’t plan to introduce any changes at this time. The students seemed to enjoy the small group discussions and according to their reflections in the essays, they learned a lot from each other as well as the case study and Frontline documentary. One student’s essay was selected for publication in the 2017 issue of City Tech Writer.

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

Teamwork assignment

Teamwork assignment

Anna Matthews

Dental Hygiene/SPS

DEN2315

Activity Description: Provide a brief description of the activity

This assignment focused on fostering students’ ability to work in teams, in class and online. Students in my Summer session’s class were randomly assigned to one of four groups (each had 5 members) and they were asked to create a PowerPoint presentation of 15-20 slides on a randomly assigned topic (one of four possible topics), which included a group of drugs that were not covered in class (anti-fungal medications, AIDS/HIV and drugs used in management, topical and systemic corticosteroids, and anti-allergy medications). Groups worked in class to create their own OpenLab project sites and I was a member of each group together with the five students. After the sites were created, students exchanged information and resources online and communicated among each other and with me. They had 2 weeks to work on their presentations and I evaluated their progress continuously. The final presentations were uploaded by one of the students from each group to our course OpenLab site. All students reviewed the presentations from each group.

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

I have done similar activity before and the main goal of it is to provide opportunity for students to work in teams and foster collaboration. While the final products by teams were always successful in the previous sessions of DEN2315, some students complained that it was not a true team effort and some students did not participate equally and did not contribute to the team’s outcome. By observing individual students’ participation online and evaluating their contributions to the process and the final group product, I was able to grade their efforts in a much more fair way and there was no more concerns from students about the unequal share of group’s work if some had done more or less than others.

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

Summer session 2-S is a 5-week course, we meet twice weekly in class. This assignment was due after the 4th week of the session and a progress evaluation was done at the end of week 3. We spent about 30 min in class to discuss the activity, organize students in groups and create their OpenLab project sites. The rest of work was done entirely online.

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

Students needed to learn how to create and manage their OpenLab sites and how to post/comment/add media and links there.
The activity is one of the 3 online assignments and it is 10% of their final course grade.

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

I assessed students’ work by the following:
1. their participation in class in creating the site
2. the number of posts/comments they contributed during the group’s work online
3. quality of the resources they found and shared
4. clarity and organization of their own powerpoint slides in the group’s presentation
5. appropriateness of references/citations
I did use the VALUE rubric for the assessment of Teamwork as my guide to evaluate students’ interactions. My session was part of college-wide Spring 2016 assessment (although it was conducted in the Summer 2016 session) but the rubrics were used for guidance and assessment only, not for grading individual student work.

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

The activity worked very well. It was a marked improvement compared to the previous times I used this assignment and allowed students to select their own groups and topics as well as divide their work by themselves. Previously, for some groups it resulted in unequal work distribution and by overseeing each group of students I was able to evaluate each student’s work individually. I especially liked that this time all students worked together very well, even though they were randomly assigned to groups. Students’ comments about their experience were positive as well.

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

For students’ privacy, their OpenLab project sites were for members only. Assignment description is here: group-study-assignment-2016-teamwork
Teamwork VALUE rubric is on the CityTech AIR website.

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

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

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/