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

Site Visit, Brooklyn Bridge Park

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

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?

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).

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 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.

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.

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/

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

Open Lab Food Experience Blogging Exercise

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.

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.

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

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 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.

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 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.

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.

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/