Technology & Design – L4: Living Lab Learning Library

June 17, 2025

Designing Reflections + Final Portfolio Project

Sean M. Landers

Entertainment Technology / Emerging Media Technology at New York City College of Technology (CityTech)

Design Foundations I

Activity Description: Provide a brief description of the activity

This activity is a capstone portfolio, the culminating synthesis for a foundation course built on iterative design, thinking through media, and developing a reflective practice. Throughout the semester, as students engaged across rapid prototyping across media, they were tasked to complete preliminary freewrites and post-activity response writing.

This final activity gathers and makes use of those scattered pieces, making a final argument for the use and necessity of such reflective writing, even (especially!) in an age of AI.

Students document what they've made and design the presentation of that work, using their previous fragments of writing as a structure and support. This encourages to students to make sense of what they've made, to design the presentation of that work, and to draw meaning from the sequence and structure of the semester itself. The project is an archive and an interface, a user-centered reflection of their own design identity. The portfolio becomes a creative product and a reflective narrative: students explain their decisions, apply visual composition principles, and reflect on their identity and development as designers.

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

Students will:

synthesize work from across multiple project types and media;

understand and apply the principles of design thinking;

communicate ideas through formal and informal writing;

apply core visual composition & interaction design principles to create a cohesive user experience;

reflect on learning, growth, and process;

demonstrate an understanding of interaction design and design fundamentals;

engage with tools (Notion, Trello, Figma) introduced during earlier modules in a real-world, self-directed project;

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

This is a culminating assignment that comes it at the conclusion of the semester, but is most effective when the groundwork for it has been laid over the course of the semester in previous units, allowing students to accumulate a substantial body of writing to feed the process of reflection.

Assigned: Week 14
In-Class Support: Week 14–15 (Portfolio Inspiration, Artist Statement, Draft Workshop)
Final Due: Week 16
In-Class Time: ~3 sessions
Out-of-Class Time: ~5–8 hours over two weeks

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: Students must have previously completed core projects (in the case of this course, three course projects, but it could be more or less), all of which include instructions that request brief (250-750 word), structured reflections on their process and product.

Instructor provides a structure, examples, and a sequence of scaffolded mini-activities (portfolio inspirations, artist statement, reflection prompt) both in previous activities and in this activity.

Instructions to Students:

Collect and describe each of the three projects completed during the term, which you have previously submitted in the form of project folders

Compose a 500–700 word reflective essay on design identity and learning

Apply principles of visual composition and interaction design to structure and present your work

Use any platform of your choice (PDF, website, slide deck, Figma file); justify that choice

Final portfolios must feel designed, not just assembled

This is the final assignment and represents 20–25% of the course grade; the other assignments represented in it previously accounted for ~50% of their 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 began with

Clarity and Structure (30%)
Is the portfolio organized, legible, and navigable? Are sections clear?
Application of Design Principles (30%)
Are visual composition principles and interaction design principles applied thoughtfully across the whole portfolio? Does it reflect design thinking in its structure and layout?
Process Reflection (20%)
Is there thoughtful reflection on what you’ve learned and how your process evolved?
Representation of Design Identity (20%)
Does the portfolio communicate something meaningful about you as a designer?

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 emerged from a desire to ensure that low-stakes reflections (e.g., freewrites), which had yielded thoughtful and interesting results in previous iterations of the course, were not merely disposable assignments. I hoped that incorporating them into high-stakes creative production as a precursor and an opportunity of reflection could yield a final expression of iterative design thinking; moreover, that it could take the format of the 'portfolio assignment', which sometimes feels stapled on and hastily presented and elevate it into a suitable capstone (which can model the skills and process necessary to succeed in subsequent high stakes capstones that they may be required to produce in subsequent course work).

The success of the activity lies in the clarity with which students articulated their growth, when given structured space to reflect. They learned to consider their audience in new ways, even when the audience was themselves, or potential employers, investors, or collaborators.

Challenges included time management — things get hectic at the conclusion of the semester. This is where it is helpful that so much of the material had already been produced; that this was, in large part, an exercise in structure and curation, and an opportunity to revisit and reflect on writing previously written. There was also the issue of tool friction — many of the authoring tools on offer had only previously been explored in project 3, and this assignment not only came on the heels of it, but had a substantial overlap between completion of project 3 and introduction of project 4 — that means there was a great deal of conceptual fuzziness as students tried to conceive of what their portfolio was and what it could look like. It also took a great deal of time to create the understanding of how this was more than just a cluster of previously completed assignments, and how it could be a designed experience; this was addressed most effectively through in-class checkpoints and exemplars.

Flexible submission formats were useful, but sometimes too much flexibility can be as frustrating as too little flexibility; next time around, I'll provide clearer tracks that I'll ask students to commit to early in the process, as well as a modification of the overall assignment write-up tailored to each track. This will also give the students communities of practice operating in the same mode of production; peer groups can perform reviews, share insights, and have informal working groups to share questions, concerns and frustrations with.

Next time, I plan to incorporate an early-semester preview of what a “design reflection” looks like to give students more scaffolding throughout the term; I also intend to introduce the formal writing component of overall reflection earlier in the process and request that students take their drafts to the writing center, in order to provide a more structured and comprehensive instruction in writing than I was capable of fitting into the semester.

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

I'm sharing links to the course OpenLab, as well as a page of the course assignments (Activities, low-stakes activities which structure their work overall, and Projects, which are the high stakes activities that demonstrate mastery) as well as the assignment for Project 04, the portfolio project.

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

https://openlab.citytech.cuny.edu/mtec1101-hd03-sp2025/

May 31, 2025

Co-Creating a Code Glossary

Sandra Lloyd

Communication Design (COMD)

COMD 2451

Activity Description: Provide a brief description of the activity

In groups of 4-5, students use a real-time, collaborative spreadsheet (such as Google Sheets) to fill out several terms as part of a glossary of code terms they need to learn. If time, they teach one or two of the terms to the rest of the class. Each group is graded on the accuracy of their entries. Then, the class can use the directory throughout the semester as reference material.

This activity can be used for learning HTML, CSS, or other coding languages or frameworks where students need to learn a large number of basic elements and their behavior.

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

Broadly, the learning goals are to build skills in reading comprehension, research, critical thinking, and collaboration.

In my class, I used the activity for the introduction to HTML.

The objectives specific to COMD 2451 are:
1) In order to get acquainted to semantic HTML so that they can create static websites, students will learn and retain:
a) what key HTML elements do
b) when and where to use these elements
c) how to write a line of code using these elements

2) Students will get to know each other and form bonds, while also building collaboration and teamwork skills.

(These learning goals can be adapted for CSS, W3.css, or other appropriate languages or frameworks.)

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?

There are three points in the semester of COMD 2451 where this activity can be used:
1) Week 3: HTML & Design DIscovery;
2) Week 4: CSS;
3) Week 7: Web Design & Interaction (introduction of W3.css framework)

However, I only implemented it during Week 3, for the purposes of teaching HTML. This is because it is helpful to have this hands-on activity when coding is new to them.

I devote 1.5 – 2 hours of class time to the exercise. No out-of-class time is expected. The only exception is if a group does not finish their glossary terms in the allotted time, at which point they may opt to finish it 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?

To prepare for this activity, the professor must create a Google Sheet (or similar real-time collaborative spreadsheet) as demonstrated in the HTML Glossary presentation on OpenLab. This must be populated with the desired html elements, along with columns for Definition, Characteristics, Example code, When to Use, and When NOT to Use. The first row will be populated with an example.

The activity is evaluated based upon a grading rubric that centers around errors. I assess the number of correct definitions or their quality.
My course is part of the college-wide general education assessment initiative.

The activity worked very well. Students were engaged throughout in their groups. It was also very clear that they quickly learned how to effectively search for information online and to problem-solve. Students tended to do better in my class this semester compared to last semester.

See the first post in the OpenLab to see more in-depth presentation deck and the site itself.

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

https://docs.google.com/spreadsheets/d/1Vm4zWUqOLdgNg3SPudPRq6lxSKsf0Bxa22ou3rrkb0g/edit?usp=sharing

May 31, 2025

Finding and Feeding Curiosity: When Students Drive Their Own Learning

Sergio Belich

Computer Systems Technology / NYC College of Technology

Web Programming I

Activity Description: Provide a brief description of the activity

In this collaborative research activity, students work in small groups (3-5 students per row) during the laboratory portion of class to research and define key concepts introduced in the preceding lecture. Each group is assigned a major topic from the chapter and tasked with finding comprehensive yet accessible definitions using internet sources. Groups contribute their findings to a shared Google document, creating a collaborative chapter resource that serves as a student-generated textbook supplement. Additionally, separate groups are formed to create and present websites based on the material learned throughout the semester, with these projects due at the end of the semester as a culminating demonstration of web programming concepts. This activity transforms passive note-taking into active knowledge construction, particularly engaging for working adult students who prefer hands-on learning over independent reading assignments. The collaborative approach also supports multilingual learners by allowing peer assistance with language and technical terminology comprehension.

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

Primary goals include: 1) Transforming students from passive recipients to active knowledge creators, 2) Developing research and digital literacy skills essential for web programming careers, 3) Fostering collaborative learning that mirrors real-world development team dynamics, 4) Creating student ownership of learning materials that enhances retention and engagement, 5) Addressing the learning preferences of working adult students who benefit from focused, in-class activities over outside reading, 6) Supporting multilingual learners through peer collaboration and shared vocabulary building, and 7) Building technical English proficiency alongside programming concepts, 8) Applying semester-long learning through final website creation and presentation projects, and 9) Building a comprehensive, student-generated resource that serves both present and absent students for exam preparation.

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

This activity was implemented most extensively during the first third of the semester, building toward the first exam when foundational concepts were being established. During this initial phase, the 2-hour laboratory session dedicated approximately 90 minutes to collaborative research and document creation. As the semester progressed and more advanced topics were introduced following the first exam, the activity required modification—less time was devoted to pure research and more time to streamlining and building upon established foundations. The pacing also accommodated the time needed for multilingual learners to process technical vocabulary and collaborate on language comprehension.

After the first exam, "cheat sheets" containing high-level main topic concepts were introduced at the beginning of each 2-hour lecture and used through the end of the semester. These provided quick, easily absorbed foundations before advancing to complex topics. These cheat sheets particularly benefit students for whom English is not their first language, providing key terminology and concepts in a condensed, reference-friendly format. The laboratory portion evolved to include both definition creation and hands-on coding exercises for web page development, with approximately 60 minutes for collaborative research and 30 minutes for practical application as advanced topics were introduced. Website creation and presentation projects are assigned as end-of-semester culminating activities that demonstrate the integration of all concepts learned throughout the course.

Students are expected to read assigned chapters (maximum 50 pages per chapter) prior to each class discussion, with homework assignments from the required reading due prior to following class, though many working adult students prefer to learn during class time rather than complete pre-class reading. The collaborative laboratory activity serves as both reinforcement of chapter material and active learning for students who may not have completed the pre-reading due to work and family obligations. No additional out-of-class time beyond the chapter reading and homework assignments is expected, which accommodates both the scheduling constraints of working adult students who attend Saturday classes due to weekday work obligations and recognizes that additional language processing time for multilingual learners is better supported through in-class collaboration rather than independent home study.

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

Initial preparation involves creating shared Google document templates for each chapter and identifying major topics from the lecture to assign to each group. After the first exam, preparation expanded to include developing "cheat sheets" containing foundational concepts that are distributed at the beginning of each lecture session. As the semester progresses, preparation shifts toward streamlining research processes and integrating hands-on coding exercises that apply researched concepts to web page development. Additional preparation includes organizing website project groups and establishing end-of-semester presentation schedules.

Instructions are given both verbally and in writing to support students with varying English proficiency levels. Early-semester instructions focus on: 1) Research assigned topics using credible internet sources, 2) Provide definitions that are comprehensive yet easily absorbed (avoiding both overly technical and overly brief explanations), 3) Include source links for reference, and 4) contribute to the shared document. Groups are encouraged to help each other with language clarification and technical terminology. Later instructions expand to include coding exercises that demonstrate practical application of researched concepts. Website project groups receive specific guidelines for incorporating semester concepts into functional web pages and end-of-semester presentation requirements.

Key logistical considerations include managing simultaneous Google Docs editing issues where students' visual locations shift as others type, and addressing inconsistent formatting across contributions. Future implementations will require individual drafting before collaborative merging and standardized formatting guidelines.

The activity is medium-stakes—it contributes to participation grades and creates essential study materials, but individual mistakes don't severely impact overall course performance. However, the collaborative nature means that group dynamics significantly affect individual success. Website projects carry higher stakes as end-of-semester demonstrations of cumulative learning and practical application skills. Future iterations will include designated group leaders for coordination, bonus point incentives for quality contributions, and structured peer support systems to ensure all students, regardless of English proficiency level, can participate meaningfully.

Assessment focuses on participation, collaboration quality, and contribution accuracy rather than formal VALUE rubrics. I evaluate: 1) Active participation in group research and discussion, 2) Quality and appropriateness of definitions (comprehensive but accessible), 3) Proper source citation and link inclusion, 4) Collaborative behavior during the activity, and 5) peer support provided to group members, particularly important given the multilingual classroom environment. End-of-semester website projects are assessed on functionality, design, incorporation of semester concepts, and presentation quality.

The informal rubric developed through observation emphasizes engagement and effort over perfection, recognizing that students are learning while contributing. Assessment criteria accommodate varying English proficiency levels, focusing on content understanding and collaborative contribution rather than language perfection. Post-activity follow-up quizzes in subsequent classes assess knowledge retention and understanding of both researched concepts and practical coding applications as the semester progresses.

While this collaborative activity allows for flexible, innovative assessment approaches tailored to this specific student population's needs, all assessments ultimately filter back into a traditional grading system based on exams. To accommodate students who cannot take exams due to work or other obligations, makeup exams with different questions are offered to be taken either prior to or after the scheduled exam date. Assessment evolved after the first exam when it became apparent that despite increased engagement and improved materials, some students still didn't utilize resources effectively for exam preparation due to work obligations or last-minute study habits. This led to implementing more frequent, lower-stakes check-ins and bonus point opportunities to encourage consistent engagement with the collaborative materials.

Future assessments will include: peer evaluation of group leaders, bonus points for exceptional contributions, structured peer mentoring recognition for students who effectively support multilingual classmates, and more frequent formative assessments to bridge the gap between collaborative learning and individual accountability. The ultimate challenge remains translating collaborative learning gains into improved individual exam performance, recognizing that working adult students may prioritize work and family obligations over education.

The activity succeeded dramatically in engaging students who typically show low motivation for independent assignments, particularly during the first third of the semester when foundational concepts were being established. Students demonstrated high enthusiasm for collaborative work, preferring this active approach over traditional note-taking. The collaborative environment particularly benefited multilingual learners who could support each other with language barriers and technical vocabulary. Average class grades increased compared to previous semesters, and student motivation was notably higher.

I would definitely repeat this activity with modifications. The increased engagement and improved learning outcomes, particularly for working adult students and multilingual learners, demonstrate its effectiveness despite the challenges encountered.

Several challenges emerged during implementation. Initially, inconsistent definition quality ranged from overly verbose to excessively brief explanations, which may partly reflect varying English proficiency levels and cultural approaches to explanation. Google Docs simultaneous editing caused visual displacement issues as students' work locations shifted while others typed. Formatting inconsistencies required significant instructor cleanup time. Most significantly, despite increased engagement and improved collaborative materials, some students still didn't utilize resources effectively for exam preparation due to work obligations (missing weekend classes) or last-minute study habits, reflecting the reality that Work-Family-Education priority hierarchy persists even with enhanced learning activities. After the first exam, I addressed these challenges by introducing foundational "cheat sheets" at the beginning of each lecture, which continued through the semester's end. The activity evolved from pure research to integrated research-and-coding exercises as topics became more advanced.

Future iterations will implement: designated group leaders for coordination, intentional pairing of students with complementary language strengths, individual drafting before collaborative merging, bonus point incentives, standardized formatting requirements, and more frequent formative assessments to better bridge the gap between collaborative learning gains and individual exam performance. The core challenge remains helping working adult students translate enhanced engagement into consistent academic preparation despite competing life priorities.

Students particularly enjoyed the interactions during the laboratory section, which helped reinforce what they learned from the lecture portion. They especially appreciated the coding exercises, which gave them confidence not only that they were learning but that they could be prepared for real-world applications. The end-of-semester website creation projects were particularly popular, as students could see tangible results of their semester-long learning and felt prepared for professional web development work.This hands-on practice with immediate application of lecture concepts seemed to bridge the gap between theoretical knowledge and practical skills they would need professionally. The collaborative aspect and peer support for language comprehension also contributed significantly to their positive experience.

This approach was specifically designed for a unique classroom context: working adult students attending intensive Saturday sessions (split into 2-hour lecture + 2-hour laboratory) who typically prioritize work and family obligations over education. The student population is predominantly multilingual, with English often not being their first language, which significantly influenced both the collaborative structure and assessment approach.

Key contextual factors that make this activity particularly effective: 1) Students prefer PDF materials over purchasing textbooks and rarely complete pre-class reading. 2)The no-electronics policy during lecture creates anticipation for the hands-on laboratory portion. 3) Small group sizes (3-5 students per row) facilitate peer language support, and 4) Saturday scheduling accommodates work obligations but limits study time availability

Technical considerations for implementation: 1) Google Docs simultaneous editing creates visual displacement issues requiring workflow modification, 2) Formatting consistency becomes crucial when serving multilingual learners who need clear, accessible reference materials, 3) Evolution from pure research to integrated research-and-coding reflects advancing curriculum complexity, and 4) Cheat sheets introduced after first exam proved essential for supporting both advanced topic progression and language comprehension

Materials available for adaptation: 1) Google Docs templates structured by chapter topics, 2) Sample "cheat sheet" formats containing high-level concepts in accessible language, 3) Group assignment rotation systems for equitable topic distribution, 4) Peer support frameworks for multilingual collaboration, 5) End-of-semester website project guidelines and presentation rubrics, and 6) Integration models for transitioning from research activities to hands-on coding exercises.

Future documentation will include: 1) Detailed group leader role descriptions and rotation schedules, 2) Multilingual learner support strategies and peer mentoring structures, 3) Bonus point rubrics tied to collaborative contribution quality, 4) Standardized formatting guidelines to reduce instructor cleanup time, 5) Follow-up quiz examples that assess both individual understanding and collaborative learning transfer , 6) Makeup exam scheduling and question differentiation protocols, and 7) Strategies for bridging engagement gains with exam performance in working adult populations.

This activity demonstrates how pedagogical innovation can address specific population needs while maintaining academic rigor, particularly valuable for instructors serving diverse, working adult, and multilingual student communities. The flexibility to accommodate scheduling conflicts through makeup exams and the integration of end-of-semester website projects further support student success in real-world applicable skills.

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

May 26, 2025

Reading To Support Architectural Design

Elizabeth Parks

Architectural Technology

ARCH2412 Design IV

Activity Description: Provide a brief description of the activity

The reading activity is part of the Lecture portion of the Design IV studio (Lab) class. Students are formed into groups of three or four to analyze and share a selected reading with the class. The activity has three parts: reading with annotation, completion of a Frayer Method Template to clarify a particular concept or vocabulary word, and presentation to the class with discussion. All students in the class are expected to read all of the readings to facilitate discussion.

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

The goad of the activity is to engage students with reading about architecture, architects, and the concepts that underlay the design process.

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

The activity is completed over four class sessions throughout the semester.
Session 1 in Week 2: Introduction to the activity, selecting or assigning readings to the groups. This is timed to coincide with the research and concept development work the students are doing in the Lab portion of the course.
Session 2 in Week 5: Presentations and class discussion for half the student groups
Session 3 in Week 6: Presentations and class discussion for half the student groups
Session 4 in Week 11: General class discussion of all the readings and their impact on student design projects.
Students are expected to meet with their group members outside of class to prepare the Frayer Method Template for their selected reading. They are also expected to read all the other readings for discussion. The total time required outside of class is expected to be at least 4-8 hours, depending on the number and difficulty of the readings.

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

For the Spring 2025 Semester, ten (10) readings were selected from "Imagining the Future Museum: 21 Dialogues with Architects", edited by Andras Szanto, published in 2022. Each reading is a dialogue between the editor and a currently practicing architect, specifically about that architect's approach to museum design. This material was chosen because the students are each designing their own version of a museum in the Studio portion of the class, but the focus of the readings could be adapted to suit other courses.
Students were given access to a shared Miro board with blank Frayer Method Templates, a list of concepts and vocabulary words pulled from the readings by the instructor, as well as space for the students to write a summary of the reading.
Part of the introduction to the activity was a discussion of how to read for comprehension and how to take notes while reading. The instructor's annotated readings were shared with the class as examples.
The following is a link to the completed templates from one of the Lecture sessions for Spring 2025:
https://www.dropbox.com/scl/fi/j4opnnl1snk3pyzrj0440/ARCH2412-Lecture-Reading-Session-1.pdf?rlkey=p3k2lplksc2p5dfu95pobd67d&st=8vmuzxb1&dl=0
In the fourth and final session, students were asked to write a brief statement describing how the activity impacted their design process and the design of their project.
The groups present a summary of the reading and a more detailed explanation of the concept or vocabulary word they chose and then lead a class discussion on the reading, ideas and how the information is applicable to the studio activities.

The activity was not formally graded, but the results were shared with all instructors. The lecture classes are shared between four instructors, each also teaching a discrete section of the studio. A mixed set of students attend one of two lecture sessions. All instructors were given access to the Miro boards and to scans of the written reflections.
The Studio environment is inherently a High Impact Impact Educational Practice, incorporating Common Intellectual Experiences and Collaborative Assignments and Project. This reading activity was designed to broaden and deepen the students' understanding of the design process by familiarizing them with the words and work of a broad range of current practitioners.

We will repeat the activity and are considering adding a graded rubric to formalize assessment. The degree of engagement with the readings varied between groups and it was clear that very few students had read any of the readings other than the one they were assigned, limiting their ability to contribute in a meaningful way to class discussions. Formally grading the activity may improve attendance and encourage them to read more.
The students were allowed to form their own groups, so generally felt comfortable working and sharing with one another.
It was clear from some of the students' written reflections that the readings did have an influence on their thinking. Students always struggle with the leap from their initial ideas to a building proposal that manifests those concepts, but the more comfortable they become with abstract ideas, the clearer their conceptual work is. And that leap to a "real" building becomes more possible and the ideas more legible.

Some written reflections from students, written in class in Week 11 of the semester (edited for clarity):
"The readings provided different ideas and perspective in regards to museum design…they made me think about my design choices more thoroughly." Adrianna Dilillo
"These readings helped me with my design process by understanding 'elevation by context'. Understanding the importance, meaning or status based on its surroundings/context." Daria Tourkova
"One of the ideas [from] the reading was for the museum to be a place for people to escape reality." Bryan Zamora
"Our reading helped me create a narrative for my project." Kelvin Jarama
"The reading helped me get a better understanding of what a museum is and how the museum is an extension of what is being shown in the exhibition. It taught me that circulation plays an important part in the story the building is trying to tell. Lastly the chapter I read defines a museum as a bridge that connects people with art. It is a response to a certain conflict and/or community." Diccia Castro
"The readings have influenced my design by integrating the site with my building by including a plaza that is embedded underground." Marti Tapia
"The readings helped with my design process by demonstrating ways to include everyone. … blending public space and exhibition areas [together makes the museum] engaging for visitors. This idea encouraged me to design my my museum with space for visitors to create something of their own" Thais Garcia

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

January 30, 2025

In the Pursuit of Knowledge: Focusing on ‘Lifelong Learning’

Sergio Belich

Computer Systems Technology / NYC College of Technology

Web Programming I (Lecture) & (Laboratory)

Activity Description: Provide a brief description of the activity

The activity centers on teaching CST2309 (Introduction to Web Programming) through a structured split format, dividing the 3.5-hour class into equal parts of lecture (1¾ hours) and lab (1¾ hours). During lectures, the instructor presents course topics using overhead projectors and whiteboards, works through practical examples, and actively solicits student feedback to ensure comprehension.

The lab portion focuses on collaborative learning, where students work in groups using a shared Google document to compile course-related resources, including linked definitions and training videos. Students contribute their thoughts and questions while also creating potential exam questions. This dual approach combines traditional instruction with hands-on collaborative work to enhance the Student Learning Outcome of "Reading," specifically targeting students' abilities to interpret, evaluate, gather, and apply information from online sources.

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

My goal is to create an engaging learning environment that promotes "Lifelong Learning" through a balanced approach of structured instruction and collaborative work. The primary goal is to enhance students' ability to interpret, evaluate, gather, and apply information from various online sources while fostering an interactive atmosphere that encourages students to actively participate in their learning process. This is designed to not only help students master the current course material but also develop skills and learning templates they can apply to their future academic pursuits.

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

The activity will start from the second class till the end of the semester. The first day includes discussing the this new class outline to students, and setting expectations. ] It represents the core structure of the entire semester for CST2309 (Introduction to Web Programming). Each original class session (from last semesters' 3.5 hour length) is now being divided into:
Lecture portion: 1¾ hours
Lab portion: 1¾ hours
Total in-class time per session: 3½ hours

Students will spend some time outside of class reviewing and contributing to the shared resources, including adding definitions and training videos, though the specific time requirement has not been specified, the results of participation will be graded.

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

The preparation needed for this activity is as follows:
Setting up shared Google documents for class readings and topics
Preparing lecture materials and practical examples
Creating overhead projector/whiteboard content
Organizing students into working groups for labs

The student instructions is as follows:
During lecture: Students are expected to engage with the material and provide feedback
During lab: Students work in groups to:
Access and contribute to shared Google documents
Add linked definitions and training videos
Share thoughts, ideas, and questions
Create potential exam questions
Collaborate with group members

This activity is relatively low-stakes, focusing on collaborative learning and continuous engagement rather than high-pressure assessment. The approach emphasizes building an "enjoyable environment to learn" where students can:
Get constant feedback
Receive multiple explanations if needed
Build on existing knowledge
Create study materials collaboratively
Develop templates for future learning

The structure is an ongoing evaluation while also leading to assessments via exams and a class project. Students' contributions will factor into their overall course performance.

Assessment Components:
Use VALUE rubric specifically focused on reading
Student contributions to Google documents (20% of final grade) measured by:
1. Number of definition links added
2. Number of video links contributed
3. Number of potential exam questions provided

Implementation Details:
Continuous feedback during lectures ensures ongoing formative assessment
Google document contributions provide measurable evidence of students' ability to "interpret, evaluate, gather and apply information from various online sources"
VALUE rubric on reading provides standardized assessment criteria
The activity supports the "Lifelong Learning" student learning outcome

Integration with Broader Assessment:
Course is part of the college-wide general education assessment initiative
Will be evaluated by AIRE in Fall 2025
Uses standardized VALUE rubric for reading to align with institutional assessment frameworks

This structured assessment approach combines quantitative measures (contribution counts) with standardized evaluation criteria (VALUE rubric) while supporting broader institutional assessment goals.

This activity is structured to work well in a classroom environment because:
It divides class time equally between lecture and hands-on lab work
It incorporates both traditional teaching methods and modern collaborative tools
It creates an "enjoyable environment to learn" through constant feedback and group interaction

Here is the organizational structure:

Initial Structure:
Each of the 5 groups is assigned specific sections of lecture material
Groups have primary responsibility for their assigned sections
Groups can still contribute to other sections they find important

This approach:
Ensures comprehensive coverage of all lecture material
Creates clear group responsibilities
Prevents excessive overlap in initial research
Allows for cross-section insights and contributions
Maintains flexibility for additional perspectives

For each lab session, groups would:
1. Focus primarily on their assigned sections to provide:
5 definition links
5 topic training video links
5 potential exam questions
2. Have freedom to add insights to other sections
3. Monitor and build upon other groups' contributions

This balanced structure combines focused responsibility with collaborative flexibility, helping create a comprehensive learning resource while encouraging broader engagement with all course material.

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

August 2, 2024

A Museum of Culture/ Assignment 1A: Museum Research

Jieun Yang

Architectural Technology

ARCH 2412/ Architectural Design IV

Activity Description: Provide a brief description of the activity

Part A: Understanding “What is a Museum”

Each student will read articles and/or watch videos focused on Museum design. Additionally, each student will visit a Museum in New York City, document it through photography and sketching, and answer a series of questions to catalog their observations.

A. Learn:

– Read Chapter 01: The History and Theory of the Museum Building from the book Museum Buildings: Construction and Design Manual By Christian Schittich. (see Blackboard)
– Choose one short article (see Blackboard)
– Choose one video or podcast from the below list:
– John Oliver's Last Week Tonight episode on Museums
– Freakonomics Podcast "Stealing Art is Easy. Giving It Back is Hard."

– Deliverables: For each, write a short summary and outline a series of five bullet points identifying the most meaningful takeaways. Be prepared to discuss this in class.

B. Experience:

– Visit a museum in New York from the list provided in class.
– Document your visit through photography, sketching, and diagramming.
– Consider the following questions during your visit:
a. Who are museum users? Consider both visitors and staff. How do they use and move through the museum differently?
b. How does the entry sequence work? How visible is the museum entrance from the street? What is the first thing you see and do when you enter the museum? How do you orient yourself?
c. How are the entry and exhibition spaces arranged? In a linear sequence, clustered, or arranged around a central space? Does the visitor travel from space to space directly or are there areas devoted to circulation?
d. What is displayed in the museum? How is the art/information displayed? How many different types of exhibition areas are there and how are they the same or different?
e. How many people were in the exhibition area while you were there? Was the space crowded? Approximately, what is the area of the exhibition space? What were its proportions? How tall are the ceilings? How far away did the visitors need to stand to view or interact with the works?
f. What were the lighting conditions like? Were there windows or skylights in exhibition rooms? If yes, how were they considered in the placement of the works?
g. Were the exhibition spaces ornate or simple? How does the architecture relate to the content, is there a consistency or a contrast between the two?

Deliverables: One 11×17 sheet, beautifully and thoughtfully layout of document your museum visit and observations, to Include:
– Name and location of the Museum you visited.
– Photographs, Diagrams, and sketches
– Question responses

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

The assignment focuses on how to think critically about Museum Design and develop an understanding of this building typology.

The assignment prepares students for Part B: Topic Research and Concept Development, where each student selects a research topic, reads articles, and documents important information related to that topic to develop an overall theme for their proposed museum and develop their concept.

The assignment asks the students to meet the following objectives:
– Ability to research, gather, and study information to gain an understanding of a building typology.
– Ability to research, gather, and study information to derive an informed project concept.
– Communicate ideas and information both verbally, graphically, and through writing. (Gen Ed)

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

This is the first assignment in the semester. During the first class, we watch a museum scene clip from Black Panther, discuss the topic of repatriation through current news articles, read one of the assigned readings together, and share student reflections in class.
The students are then asked to complete the rest of the homework assignments outside class time. They present their completed assignments in the second class for peer discussion and feedback.

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

See the note under Timing for the preparation and instructions on this assignment.
This is a low-stakes assignment designed to be used as an icebreaker and to prepare students for the critical thinking, analysis, and documentation required for the upcoming assignments.

The assignment is assessed on the following rubric, incorporating some of the gen-ed assessment categories.

1. Ability to research, gather, and study information to derive an informed project concept (35%)
2. Ability to translate concepts into graphic visual and physical representations (40%)
3. Communicate ideas and information both verbally and through writing (10%)
4. Assignment requirements and deliverables were met (10%)
5. On-time completion (5%)

The assignment helped students think deeply about the role of a museum, its historical conception, and how it may have led to problematic pasts (such as stolen cultural objects). It also set up a discussion on how we can reimagine a museum. Students engaged in lively debates with a wide range of viewpoints. We plan to repeat this assignment/ activity in the upcoming semester.
Students enjoyed different media forms (videos and podcasts) and did not rely solely on reading. Most readings are short articles, which makes the materials accessible to the students.
I want to try the missing links method by assigning specific readings to students, having different article readers come together to teach others through summarizing their lesson, and reporting their summaries to the whole class as a group.

Student Examples on Dropbox:

https://www.dropbox.com/scl/fi/n9xxp95mpi9gmzct7y1oy/ARCH2412_Assignment-1_Examples.pdf?rlkey=yikae381871d7dwmk7vy7qjkd&dl=0

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

May 29, 2024

Electrification of the New York Stock Exchange (NYSE) Area: Ensuring Safe and Efficient Electrical Distribution

Kim K. Mahase

New York City College of Technology

EET 1122

Activity Description: Provide a brief description of the activity

This assignment encourages students to explore real-world engineering challenges in a civic engagement context, emphasizing critical thinking, ethical reasoning, information literacy, and teamwork. Students should aim to provide practical and well-researched solutions to the electrical distribution needs of the NYSE area.

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

In this assignment, you will explore the electrified tracks running beneath the New York Stock Exchange (NYSE) and the electrical infrastructure required to operate the NYSE securely. You will conduct research and answer critical questions related to electrical distribution systems, backup systems, voltage levels, transmission efficiency, and power requirements for the NYSE area.

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

This activity was implemented near the conclusion of the semester. It occupied one classroom session. Additionally, students were allotted approximately 1.5 hours outside of class to complete the write-up.

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

Step 1: Research the NYSE (Introduction)
Begin by researching and gathering information about the New York Stock Exchange (NYSE).
Write an introduction that provides an overview of the NYSE, its location, historical significance, and its role in the global financial market.
Include any relevant information about the electrified tracks running underneath the NYSE and their importance.

Step 2: Respond to the Following Questions
Answer the following questions based on your research and engineering knowledge:
How to make an electrical distribution system safe: Explain the key principles and measures that should be taken to ensure the safety of an electrical distribution system in an area like the NYSE.
What electrical backup systems should be employed: Describe the types of electrical backup systems that should be implemented to ensure uninterrupted power supply to the NYSE, especially in case of emergencies or power outages.
What voltage levels are best for traction power transmission: Discuss the ideal voltage levels for transmitting traction power efficiently in the electrified tracks beneath the NYSE area. Explain the reasons behind your choice.
At what distance is the most efficient transmission: Analyze and determine the optimal distance for efficient transmission of electrical power in the context of the NYSE area's electrified tracks.
How much power do you think is needed to run the NYSE: Estimate the power requirements of the NYSE to ensure its smooth operation, taking into account its size, trading volume, and the electrified tracks' power demands.

Submission Requirements:
Prepare a well-organized report that includes an introduction, answers to the questions, and any relevant diagrams or figures.
Cite your sources properly and provide references for the information used in your research.
Submit your assignment in both printed and electronic formats.
Be prepared to present your findings and engage in discussions during the class.

Step 3: Personal Reflection on Electrical Distribution
In this step, you will reflect on the concepts you've learned in the previous steps and apply them to an aspect of your own life or an example relevant to you. This reflection will help you connect the engineering principles discussed in this assignment to real-life scenarios.

Task: Choose one of the following options:

Option A: Personal Connection
Think about an aspect of your life where electrical distribution plays a significant role. It could be related to your home, workplace, or any other environment you are familiar with. Reflect on how the principles discussed in this assignment (electrical safety, backup systems, voltage levels, transmission efficiency, power requirements) could be applied to improve the electrical distribution in that context. Discuss any potential benefits or challenges.

Option B: Real-World Example
Research and find a real-world example or case study related to electrical distribution in a critical infrastructure or commercial setting (e.g., hospitals, data centers, public transportation systems). Summarize the example and explain how the engineering concepts discussed in this assignment are relevant to the success or challenges faced in that scenario.

Submission Requirements:
Write a brief reflection (approximately 300-500 words) that clearly explains your chosen option and how it relates to the electrical distribution concepts discussed in this assignment.
If you choose Option B, provide the source or reference to the real-world example you researched.
Reflect on any ethical considerations related to your chosen aspect or example.

This activity was low-stakes.

The rubric utilized was the AACU Civic Engagement VALUE Rubric.

Grading Criteria:
Depth of reflection and connection to engineering principles.
Clarity of explanation and relevance to the chosen aspect or example.
Critical thinking and insight into the application of electrical distribution concepts.
Ethical considerations and awareness demonstrated in your reflection.

Implementing this activity in my classroom was quite effective in engaging students and fostering a deeper understanding of electrical distribution systems, particularly in critical environments such as the New York Stock Exchange (NYSE). The combination of theoretical concepts and practical application provided a comprehensive learning experience for students.

I would certainly consider repeating this activity in future semesters due to its positive impact on student learning outcomes. However, there were some challenges encountered during the process. One challenge was ensuring that students grasped the complexity of electrical distribution systems and their significance in real-world contexts. To address this, I incorporated more examples and case studies to illustrate key concepts.

Additionally, managing the time allocated for the activity was crucial, especially considering the depth of research and analysis required. In future iterations, I would allocate additional time for students to delve deeper into their research and refine their analyses.

Despite these challenges, students seemed to enjoy the activity, particularly the opportunity to apply theoretical knowledge to practical scenarios. They appreciated the relevance of the topic to real-world situations, such as the operation of the NYSE. Furthermore, the personal connection component added an extra layer of engagement, allowing students to relate the concepts to their own experiences.

In terms of changes, I would consider incorporating more hands-on activities or simulations to further reinforce key concepts and enhance student engagement. Overall, this activity effectively facilitated student learning and engagement, and with some adjustments, it can continue to be a valuable learning experience in future semesters.

Resources and References

To support their analysis, students are provided with academic papers and technical manuals that offer insights into electrical distribution systems and their importance in critical infrastructure settings:

"Electrical Distribution System: An Overview" by Pravin D. Bhavar and Vipul M. Darji provides a comprehensive overview of electrical distribution systems and their components.

"Emergency Power Systems for Critical Facilities: A Best Practices Approach to Improving Reliability" by the Federal Emergency Management Agency (FEMA) discusses the design and implementation of emergency power systems for critical facilities.

"Electrical Distribution System and Its Importance" by Thamim Sharief and Dr. Pradipkumar Dixit delves into the significance of electrical distribution systems in various sectors.

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

May 31, 2023

Public Space design

Christopher Stienon

Fordham

Urbanism

Activity Description: Provide a brief description of the activity

This activity is for a course on urbanism that examines the context and principles of good urban design. This assignment began with a walking tour of Midtown Manhattan to visit several prominent public spaces including Rockefeller Center, Times Square, Bryant Park, Union Square, etc. The students were to experience these places and then select one they liked and hype it in the form of short video (like TikTok), a blog post, or podcast, etc. Based on their observations, they were subsequently asked to select a space they didn’t like and reconceive it using features and elements from the places they liked. These were presented to the class in the form of single image of a shadow box / stage set.

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

The purpose of the activity was two-fold. It gave the students a sense of the scale of the city and places within it (which was later used as a scale comparison with looking at other cities), and it pushed them to look at the character of place and the factors that made them this way. For example, was a space noisy or quiet, active or empty of people, shaded or sunny, small large, etc. The idea was to get the students to look at how the character of place affects human behavior.

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 was given at the beginning of the semester before examining the history of cities.

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 preparation needed. The first part of the assignment was to follow a walking tour of several public spaces in Midtown Manhattan, starting at Grand Army Plaza next to Central Park and proceeding down Fifth Avenue to Rockefeller Center and crossing to Times Square and following Broadway all the way to Union Square.
The students were asked to look at all the open spaces to understand how they are physically different and what was contributing to the character of place. The students were to select a space they liked and hype it. That is they could create a photo essay, a blog or a TikTok video – or any medium that described why the space they liked was so appealing – and then hype it – that is, describe why the space was successful and attractive. Why should someone want to go there?
The second part of this assignment asked the students to then select a space they didn’t like and reconceive it using the elements from the space they liked. The students were to create a shadow box / stage set rendition of their proposal and present it in class.

The VALUE rubric touched on Analysis and Design. The activity was assessed by how well the students were able to communicate and describe what they were seeing and identify contributing factors to the quality of place (analysis). For example, Bryant Park was frequently cited as a successful public space because it was less crowded and quiet, it felt separate from the rest of the city yet there were activities and people within the park. The creation of a shadow box to illustrate a proposed redesign of a particular place they didn't initially like was assessed by how well they could take an idea or an observation and translate it to a different setting – and could these ideas be clearly communicated.

The assignment was well received, and I will use it again, but I will introduce the project to the students differently the next time. I'll need to emphasize that this is not simply a documentation of a site visit, but an actual analysis of why a space is attractive. It may entail an entire lecture devoted to the design of public open spaces so they understand what these contributing factors actually are before having them undertake the assignment.

As with all assignments, there are students looking for the simplest and fastest way to complete the work, so some students simply turned in a series of unedited video clips taken as they went from place to place and talked about what they were seeing along the way. If they did this in a group, then each student had more or less the same set of images. This was not entirely bad since there was at least evidence that they visited these spaces, but it was far short of focusing on the details of a particular place.

But the students who pushed a bit did some fantastic work. The result was an assortment of TikTok videos, podcast scripts and recordings, newsletters and blog posts – all capturing elements of the city; the lights, the sounds and the action.

With the second half of the assignment several students listed Times Square as there least preferred space, so there were several proposals for a Bryant Park or Union Square themed makeover of Times Square or 42nd Street. There was a general sense of playfulness and experimentation with these proposals and presentation.

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

May 29, 2023

Pre-class discussion

Changkyu Kim

Computer Engineering Technology/New York City College of Technology

Feedback Control Systems

Activity Description: Provide a brief description of the activity

Pre-class review session will provide an explanation with an analogy about the incoming lecture. Students will read a 10-minute review about the main engineering concepts and discuss them based on non-engineering experience. The pre-class review session will be found at OpenLab. The due date is always the following lecture date.

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

Students are requested to develop their own idea for the technical problems and submit short informal writing before the weekly class. The pre-class discussion will be evaluated by presenting pure reasoning rather than writing structure or grammatical errors.

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

Students will submit the writing assignments of pre-class discussion for the first half of the semester. During this period, students should be able to understand the main engineering concepts of control systems. Because a 10-minute preview of incoming lectures will be given in Openlab, additional discussion is not necessary during the lectures.

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

I have to upload the preview of lectures on Openlab, and the discussion question will be based on daily non-engineering experiences. It is low-stakes.

Pre-class discussion writing will be evaluated based on the following criterion: 1. Sufficiently address the subject with supporting examples 2. Address the subject with consistent and concise logic. 3. address the subject and provide your own perspective.

I was surprised that all students were eager to respond to pre-class activities. Most students presented their perspectives on each subject. The submission rate was higher than homework, which is given after classes. The main challenge for me is maintaining the same quality of discussion questions and the consistency of the subject during the whole semester. I would repeat the activities after improving quality and consistency.

1. Instruction : Pre-class discussion
Pre-class review session will provide an explanation with an analogy about the incoming lecture. Students will read a 10-minute review about the main engineering concepts and discuss them based on non-engineering experience. The pre-class review session will be found at OpenLab. The due date is always the following lecture date.

2. General guideline
Format :
Font : Times New Roman
Size : 11, single space

The number of words : No less than 150 words

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

https://openlab.citytech.cuny.edu/kimcet4864sp2021/2023/01/24/lecture-1-introduction/

May 16, 2023

Student self-assessment that promotes learning

Patricia Childers

Communication Design (COMD)

Graphic Design Principles, Typography

Activity Description: Provide a brief description of the activity

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

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

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

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

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

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

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

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

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

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

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

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

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

Category: Technology & Design

Designing Reflections + Final Portfolio Project

Co-Creating a Code Glossary

Finding and Feeding Curiosity: When Students Drive Their Own Learning

Reading To Support Architectural Design

In the Pursuit of Knowledge: Focusing on ‘Lifelong Learning’

A Museum of Culture/ Assignment 1A: Museum Research

Electrification of the New York Stock Exchange (NYSE) Area: Ensuring Safe and Efficient Electrical Distribution

Public Space design

Pre-class discussion

Student self-assessment that promotes learning

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