Hospitality Management – Page 2 – L4: Living Lab Learning Library

June 30, 2016January 4, 2018

Evaluating a Research Article

Susan Phillip

Hospitality Management

Research Seminar HMGT 3502

Activity Description: Provide a brief description of the activity

Research Seminar Assignment HMGT3502

Perceptions of the Importance and Preparedness of Interpersonal Communication
Skills of the Entry-Level Hospitality Leader: Implications for Hospitality Educators
By Jeff Lolli http://web.a.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=5a7c103b-b208-4719-a5af-4cb9f853a0ae%40sessionmgr4004&vid=1&hid=4201

1. Read the article provided in the link above by logging into City Tech’s library’s website
2. Why do you think it is necessary to log in to the library to get this article?
3. Read the article and write a 100-150-word summary of the article that accurately conveys its purpose.
4. When was the work published?
5. Who is the audience and how do you know?
6. In what kind of research can this source be useful?
7. Does the work meet the standards to be considered an academic/scholarly source? How do you know?
8. Are the qualifications of the author appropriate for an academic article? Briefly describe the authors’ qualifications.
9. Restate the purpose of the paper in your own words. Do you think it is clearly stated? Why?
10. How can the bibliography of the article be used in research?

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

The goal of the assignment is for students to critically assess the quality of a source and the value of the source to their research.

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?

Information sources are discussed very early in the semester and the assignment follows the discussion. It is an out of class assignment.

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 will have library instruction before this assignment.l

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?

It works very well and I will repeat it.

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

May 31, 2016January 5, 2018

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

Yes I use the Information Literacy Rubric

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.

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

May 31, 2016January 5, 2018

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.

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

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.

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

May 9, 2016January 4, 2018

#TheGuide: An Academic Service Learning Project

Laura Westengard

English/School of Arts and Sciences

English 1101, Freshman Composition

Activity Description: Provide a brief description of the activity

This academic service learning project asked students to create a public OpenLab site to be used as a guide for the City Tech campus and the surrounding community, including the Brooklyn Waterfront. The client/audience for the OpenLab site was the City Tech community, including new and existing students at City Tech, faculty and staff, and friends and relatives of City Tech students. The students were asked to create the webpage itself, design the layout and visuals, and contribute three major essays from English 1101: College Skills, City Tech Places, and Local Grub.

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

Write clearly and coherently in varied, academic formats (such as formal essays, research papers, and reports) using standard English and appropriate technology to critique and improve one’s own and others’ texts (Writing and Reading Processes, Knowledge of Conventions)

Demonstrate research skills using appropriate technology, including gathering, evaluating, and synthesizing primary and secondary sources (Critical Thinking, Reading, Writing, and Researching)

Support a thesis with well-reasoned arguments, and communicate persuasively across a variety of contexts, purposes, audiences, and media (Rhetorical Knowledge, Composing in Digital Environments, Critical Thinking, Reading, Writing, and Researching)

Formulate original ideas and relate them to the ideas of others by employing the conventions of ethical attribution and citation (Critical Thinking, Reading, Writing, and Researching, Knowledge of Conventions)

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 was a cumulative project that spanned the entire semester. The students created and launched the final site as an end of semester event, but the smaller assignments throughout the semester were all designed to contribute to the site. It is difficult to quantify the in-class and out-of-class time devoted to the activity because the scaffolded structure.

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 project was part of a First-Year Learning community partnership (Profs. Goodlad and Akana, Hospitality Management). Profs. Goodlad, Akana, and I introduced students to the assignment at the beginning of the semester with a handout. In my English 1101 course, each smaller assignment was designed to contribute to the site, and I reminded students of this throughout the drafting and revising process. After invention, drafting, and peer review, I gave students feedback and a grade on their essay. Then they were required to meet with me to discuss their strategy for revision, with the audience of #The Guide in mind. We spent about two class meetings designing, naming, and structuring the site itself. Students suggested ideas and voted on them, and they appointed certain class members to contribute graphics and images for the site. After revising their essays, students posted the essays on the website using the categorization that we had determined as a group. At the end of the semester, students wrote a brief reflective essay that discussed their experience working with a client, working with peers, the process of writing and publication, lessons learned, and a self-assessment. Their participation and reflection held moderate weight in the course but were not extremely high-stakes, but the cumulative weight of the essays themselves was significant.

Students’ individual essays were assessed using the English Department’s 1101 rubric along with the basic features of the specific genre (listed in the textbook St. Martin’s Guide to Writing). I did not use a VALUE rubric.

Rubric Assessment Categories: Content, Structure, Sophistication of Language, Mechanics

Basic Features for Explaining a Concept: A Focused Explanation, A Readable Plan, Appropriate Explanatory Strategies, Smooth Integration of Sources

Basic Features for Profiling a Place: Detailed Information about the Subject, A Clear Organizational Plan, A Role for the Writer, A Perspective on the Subject

Basic Features for Justifying an Evaluation: A Well-Presented Subject, A Well-Supported Judgment, An Effective Counterargument, A Readable Plan

Peer-review workshops

Informal oral and written responses to invention materials and drafts

While the students did not see the relevance of their work at the beginning of the semester, they grew increasingly invested in the project as they realized the great service they were offering to their community. By the end of the semester, the students exhibited pride in the work that they accomplished and many articulated the desire to continue to contribute to the project in future semesters.

The activity was a large-scale endeavor, but because I scaffolded the assignment from the beginning of the semester it was not overwhelming. I plan to repeat it again in some form. In future semesters, students will not have the opportunity to create the site from scratch, but they can work together on revision and supplementation.

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

https://openlab.citytech.cuny.edu/theguide/

October 16, 2015

Site Visit, Brooklyn Bridge Park

Karen Goodlad, https://openlab.citytech.cuny.edu/members/karengoodlad/

Department of Hospitality Management, School of Professional Studies

HMGT 1101, Perspectives of Hospitality Management, https://openlab.citytech.cuny.edu/groups/goodlad-hmgt1101-f14/

Activity Description: Provide a brief description of the activity

Engage in a site visit of the Brooklyn Bridge Park as well as the surrounding community and lead discussions about tourism on the Brooklyn Waterfront as it pertains to a particular area of tourism.

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

A number of goals can be achieved through this place-based activity. Student Learning Outcomes
• Discuss scope of the hospitality and tourism industry
• Gather information from observation in regard to the hospitality industry from a local, national and global perspective
• Evaluate and apply information discerningly from a variety of sources

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

This activity is positioned early in the semester in order to provide an example of critical observation. But it can be conducted at any point in the semester. Weather is consideration.

An entire class session (2 ½ hours) is devoted to the place-based activity. Students meet at the designated location which is in walking distance to campus, consideration is given to ensure students coming from or going to other classes can do so without concern of being late. In addition to the actual day of visit, 10 minutes is dedicated during the prior class session and 5 minutes in the subsequent class session.

Outside of class it is expected that a student would spend 30-45 minutes in preparation and 15 minutes to reflect. The information gathered can be used to support future assignments.

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

Faculty should communicate with any industry partners that may be involved in the activity. I secure the date 4-6 weeks in advance and confirm 2 weeks and 1 week prior.

Students receive instruction about the subject specific prep they must do, and are asked to bring facts about tourism as well as the Brooklyn Waterfront in particular. They are also asked to learn about the industry partners that might be involved. In this case The Brooklyn Bridge Park Conservancy and Brooklyn Roasting Company. In addition, they are told how to find the meeting location and are asked to exchange phone numbers with at least two other classmates.

The activity is low stakes but is used as a support parts for two other written research projects.

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.

First-year seminars and experiences, Collaborative assignments and projects, Open Digital Pedagogy (the OpenLab), Place-Based Learning, Brooklyn Waterfront

A rubric is not used for this particular activity. Assessment is conducted through reflection.

This course is part of the Gen Ed Assessment initiative but other assignments are used (Information Literacy and Oral Communication).

The first time I used this activity was 2011 and it has been an important part of the course ever since. I feel that when teaching, especially first time freshman, it is valuable to model what you expect and use scaffolding techniques.

There are challenges in all assignments and activities, for this one in particular I have found that working with industry partners needs to be done in a diligent manner.

I usually change all my assignments and activities in a small way each time I teach them. In 2014, and then repeated in 2015, I shifted to having the students come prepared with historical facts about the Brooklyn Waterfront instead of having a representative from the Brooklyn Bridge Park Conservancy lead that activity. They seem to find similar facts to the professional representative and are more engaged in the process. The activity is structured in a way that can easily include the shifting development of the waterfront and changes in our student population from year to year and class to class.

Over and over again I find that this is the first time students are at the Brooklyn Bridge Park and are seriously considering what happens on the Brooklyn waterfront. They have expressed excitement about the actual location and meeting with industry professionals. Though the immediate learning opportunity is valuable I find that when students come to me 6 months or a year plus later and say “Remember when we went to the park? That was so cool. I brought my family there to show them all the things that happen there” that the time invested in preparing for and participating in the activity will have positive lasting effects. It is a great way to support critical observation.

Site visit advice for students: https://openlab.citytech.cuny.edu/goodlad-hmgt1101-fall15/site-visits/

Day of assignment: https://openlab.citytech.cuny.edu/goodlad-hmgt1101-fall15/site-visits/brooklyn-bridge-park/

Student reflection: https://openlab.citytech.cuny.edu/goodlad-hmgt1101-fall15/category/brooklyn-bridge-park-submissions/

October 12, 2015October 12, 2015

Open Lab Food Experience Blogging Exercise

Claire Stewart https://openlab.citytech.cuny.edu/members/cstewart/

Hosp. Management/ Professional Studies

https://openlab.citytech.cuny.edu/stewarthmgtintlfall2014/

Activity Description: Provide a brief description of the activity

Students are asked to eat something from the geographic region which is highlighted the week they acted as chef. They then write about the new food and describe its taste, texture, color, smell, or any unusual properties. They must document this experience and post a photo or video of this item in its various stages and how it was acquired. Next students post (or create) a video clip of a traditional song or dance, festival or religious ceremony. Or they may craft a video of a walking tour they made of their trip to an ethnic neighborhood or grocery store. Posting comments on the work of others is also required.

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

I would like to enlarge students’ view of their world, and for them to learn the differences and similarities of regional life. This is done by having the class investigate native foods, which pupils will find are inevitably tied to religion, geography and history. I also hope to develop the students’ vocabulary, and increase their ability to work in new environments with unfamiliar ingredients. The more terms, place names, and components that students are exposed to, the greater the chance that they will be able to draw conclusions about new concepts by finding similarities to what they have seen before. This assignment also works to nudge participants out of their comfort zone, asking them to try something that they may not otherwise have tasted or experienced.

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?

Every student has a different time line. I ask that their post go up no more than one week after they have acted as chef. The brigade with the day that the student will be chef is established on Week 1. Students devote a lot of time creating their week’s chef report, so I make this assignment due the week after they have been chef. I feel this way they can have more fun with the assignment, as they are no longer nervous about their performance. This assignment is ideal because there is very little lecture time at all during class. This is a production class and dinner has to be done ready in order for the dining room to open.

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 assignment is worth 10 points out of 100. I give specific instructions that students must cite their sources, and also get permission if using photos of others. Students investigate the culture of the region for which they were class chef. By the time this assignment is due, students have learned about this region, and are invested in what they come to consider “their” territory. Being chef for the day is a significant event for these students, so by tying in the assignment to this, I find students “buy in” to the activity with enthusiasm.

Collaborative assignments and projects, Open Digital Pedagogy (the OpenLab), Capstone courses and projects, Place-Based Learning

I do use a rubric that includes whether the student worked within the time line, and if they cited sources. Also if they proofread and presented themselves as professional in their online work. I did get valuable information from the Living Lab assessment workshop. I ask the student to consider who the audience for the assignment is, and what the role of the presenter is.

This worked very well. I am repeating it in this year’s class. I also made a similar assignment in a different class and it was a true success.

This is a link to my Culinary Improvisation class, in which there was a weekly blogger.

https://openlab.citytech.cuny.edu/stewartculinaryimprovsp2015/

Students take photos of their food anyway, so by creating an official class blogger I am expanding on something they already enjoy. I learned to make a cut-off date for comments because I found many students made all their comments only at the end of the semester. I now ask them to post a minimum prior to midterm, and not all on the same day or on the same topic. I would still like students to proofread their work more however. Students participated fully in this project, and I had no one not do so. I was pleased to see that classmates accompanied each other on their explorations, and I saw in their photos that they were voluntarily doing class work that was not required; they were doing it for fun. This project tries to harness students’ desire to surf the net and to see videos and make comments, and to do so in a structured environment with specific expectations.

The link below is an example of a student blog entry from Culinary Improvisation
https://openlab.citytech.cuny.edu/stewartculinaryimprovsp2015/2015/03/

I posted this link after our class went to the Museum of Modern Art. Students had various tasks assigned while there; all in hopes of them finding links between art and food.
https://openlab.citytech.cuny.edu/stewartculinaryimprovsp2015/2015/03/19/museum-of-modern-art/

This is the link to the assignment
https://openlab.citytech.cuny.edu/stewarthmgtintlfall2014/assignments/

This is a great example of student work
https://openlab.citytech.cuny.edu/stewarthmgtintlfall2014/2014/09/28/a-slice-of-hungary/

September 25, 2015January 4, 2018

Walking Tour of Brooklyn Heights

Susan Philip

Hospitality management/SPS

Urban Tourism HMGT 4987

Activity Description: Provide a brief description of the activity

The entire class goes on a walking tour of Brooklyn Heights using the Brooklyn Historical Society’s self-guided walking tour of the neighborhood. In addition, students go on a scavenger hunt, developed by Prof. Karen Goodlad, assistant professor in Hospitality Management, in which they work in groups to find specific objects during the tour and take photos of them. Photos are shared on Blackboard and on OpenLab. Students write a reflection of the experience.

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

1. Understand the history of Brooklyn Heights
2. Assess the resources for tourism in the neighborhood (and later compare it to that of their own neighborhoods)
3. Experience a walking tour
4. Work in teams

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

This activity is done in the first two-three weeks of the semester. The entire class period.

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 are given materials to read about the neighborhood before the tour and an assignment to answer questions from the reading that is due in class the day of the tour. The walking tour activity is both low stakes and high stakes: Students really enjoy the experience. It is usually the first walking tour they have ever taken. In addition, they build on the experience to complete their term projects (group) to create a themed walking tour. Students also begin to observe the campus area, their neighborhoods and the city. After the tour, they start to take notice the cultural heritage of neighborhoods, for example.

Brooklyn waterfront; Place-based learning; Interdisciplinary projects

Students write a reflection of the experience. There is no rubric for the assignment but I have developed a rubric for the final walking tour project.

The activity is very successful and I have been doing it for several semesters. A highlight of the tour is the discovery of the Promenade by students who have never seen it before. Each semester, there are many students who have never been to Brooklyn Heights, and they are surprised at the beauty of the neighborhood and its rich history. And that it is close from campus, but far. They are amazed when the walk down Montague reveals the Promenade. (I liken it to how the walk down that narrow path reveals Petra.) The walking tour experience is the basis for the students to develop their own themed walking tours of the campus area. They begin to observe what they see around them and learn from it. Students are highly engaged in this fun and informative activity and build on it.

Students’ pictures from the Walking Tour: https://www.dropbox.com/sc/8a74dk1a62mw86r/AACgxRM9-WRG7VjJhG3IsNY0a?oref=e

Example of students’ presentation: https://openlab.citytech.cuny.edu/urban-tourism-city-tech/files/2014/02/Walking-tour-Downtown-Brooklyn-Fall-2013.pdf

Category: Hospitality Management

Evaluating a Research Article

Greenmarket ingredient photo essay

Research Project Peer Critique

#TheGuide: An Academic Service Learning Project

Site Visit, Brooklyn Bridge Park

Open Lab Food Experience Blogging Exercise

Walking Tour of Brooklyn Heights

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

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Copyright

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