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RADIOLOGY POSTER RUBRIC
Minimum Standard Requirements
A poster receiving an evaluation of
“unacceptable” in any of these first three areas is
considered unfinished and receives no grade.
(1) The poster uses the conventions of standard
edited English: 's vs. s; lack of comma splices,
run-on sentences, and sentence fragments, and
correct spelling. No grammatical, spelling or
punctuation errors.
(2) Details on the poster cover the important
information about the topic.
The minimum content requirements:
a. Definition of the modality
b. Why and when the modality can be used?
c. Educational Requirements
d. Image of the modality
e. Earning Potential
f. Job availability
Licensing requirements.
Other topics that could be included:
Why is this modality important?
How does this modality complement x-rays?
History of development.
What did you find most interesting about this?
What didn’t you like?
(3) The poster’s sources and the use of those
sources are appropriate for college writing. This
includes the quality and quantity of sources, as
well as the analysis and integration of them into
the essay.
The sources must be listed on the poster in the
bottom right hand corner.
(4)All graphics are related to the topic and make it
easier to understand. Must include two graphics:
a. One picture of the modality
b. Images from the modality.
Good
4 points
Adequate
3 points
Weak
2 points
Unacceptable
1 point
Has all
component
and then
some.
Appealing,
creative
poster.
Content:
Excellent
5 points
Organized,
appealing
poster,
includes
more than
just what is
needed.
Includes bare
minimum-does
not go the extra
mile .
Doesn’t have all
the components
listed.
Doesn’t have all
components.
Is disorganized.
You can tell the
student didn’t
put in much
effort.
�Organization:
(1)Information is very organized with clear titles
and subheadings.
(2)Graphics are used in appropriate places and
enhance the information.
(3)Layout and Design of all information on the
poster is in focus and can be easily viewed from 6
ft. away. Poster is aesthetically pleasing and
contributes to the overall message with
appropriate headings, subheadings, and white
space.
(4)Layout and Design of all information on the
poster flows in a logical progression. One step
leads to the next.
(5)Poster shows originality and creativity.
Poster Presentation:
(1)Poster presentation should be approximately
10 minutes long, not less than 8minutes and not
more than 15 minutes.
(2)The presentation is clear. Defines modality and
intent of poster. Includes all required content
specification. (see content #2)
(3)Speaks in a clear, loud, confident voice.
(4)Presentation references sources used by using
direct quotes, evidence from reading material or
from personnel experience.
(5)Presentation is well-organized, focused, and
unified. Must have an effective beginning, middle
and end.
(6)Presenter looks professional. Presenter looks
prepared and comes across as practiced.
Overall Evaluation
Total points 1-75=
Grade (0-100%)=
Important Notes:
1. Modality presented by student is chosen by a random draw.
2. The poster and presentation is worth 20% of the final grade.
3. Posters are due electronically to the instructor April 30th. Presentation will be during the final week of the
course.
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Topic: Poster Presentations
Description: The students prepare a poster for a modality in imaging, such as, MRI, Echocardiography.
For the poster the students research a randomly drawn modality to look into the education
requirements, history and development of the imaging modality, career outlook and salary survey. The
students also present their findings to the entire class. The posters are displayed in HSHS building.
Application to all areas: High. This project can be adapted to any area of expertise.
Core skills addressed:
Communicationa. the capacity to write intelligently
b. the capacity to speak intelligently, lucidly and fluently
c. the capacity to communicate through a variety of media, visual, performance, design and
composition
d. the ability to participate effectively in deliberative conversation
e. the ability to analyze and interpret visual communication(poster walk review of previous
posters.)
Critical and Creative Thinkinga. the ability to use facts
b. the ability to synthesize information from diverse sources
c. The ability to assess the reliability and validity of information, especially on the web
d. The capacity for curiosity
Personal/Cultural Awarenessa. the capacity for a critical understanding of fine arts expressions
b. the awareness of the past and its application to the present
c. the application of knowledge to real-world problems
Technological Understandinga. the ability to utilize new technologists as they are developed
b. the ability to use technology to benefit humanistic inquiry, not to replace it
c. The ability to capitalize on technology as a tool to enhance the experience of the humanities
NOTE:
The posters are submitted electronically and sent to the media center for printing. The cost is taken
from the lab fees for radiology students in that course(RAD126).
Attached items:
1. Poster examples
2. Rubric
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Dublin Core
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Title
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Toolkit - Projects
Subject
The topic of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Description
An account of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
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Scott A. Gavorsky
Text
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Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Imaging Modality Posters
Subject
The topic of the resource
Project asking health sciences students to prepare posters describing various modalities of medical imaging.
Description
An account of the resource
Project asking health sciences students to prepare posters describing various modalities of medical imaging. Developed and used by Mary Doucette for a number of years.
Creator
An entity primarily responsible for making the resource
Mary Doucette
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Format
The file format, physical medium, or dimensions of the resource
PDF files
Language
A language of the resource
English
Communication Skills
Faculty
Nursing
poster
project
Radiology
Symphony
Toolkit
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Combinatory Play
Albert Einstein referred to his thinking process as "combinatory play." Like
the highly intelligent child with a pail of Legos, Einstein constantly combined
and recombined ideas, images, and other various thoughts into millions of
different combinations. This combinatory play was the essential feature in
his creative thinking process. Consider Einstein's equation, E=mc2. Einstein
did not invent the concepts of energy, mass, or speed of light. Rather, he
combined these concepts in a novel way which restructured the way he
looked at the universe.
Think for a moment about hydrogen and oxygen. Blend them together and
you create water, a product with properties quite different from either of the
component gases that make it up. Who could have predicted the emergence
of water from two simple gases? Alone, they have known and obvious
properties. Put them together, and seemingly magical transformations occur.
But, it is not magic; synthesis is the very essence of creativity.
Combinatory play is an extraordinarily easy way to generate ideas. Suppose
you want to invent something new. Select 20 objects at random. You can
select any objects, objects at home, objects at work, or objects you might
find walking down the street. Or you can imagine you are in a
technologically-oriented science museum, walking on a beach, browsing in a
store, or just walking down a street, and then you can make a list of 20
objects that you would likely see.
Make two lists of 10 objects each on the left and right sides of the paper.
Pick one from the left and combine it with one on the right. Play with the
combinations until you find a promising new combination, then refine and
elaborate it into a new invention. Following is an example from a recent
workshop. Two participants went to the front of the room. One listed the
first ten objects that came to her mind for Column A, while the other did the
same for Column B.
Column A
Column B
�The group then randomly combined objects from Column A with objects
from Column B to see how many new products they could invent. The
illustrated combinations yielded the following ideas:
•
Combining bagel with slicer yields a bagel slicer with plastic sides
designed to hold the bagel and prevent rotation when slicing.
•
Bathtub and hammock combines into a baby tub with a simple
hammock in the tub with a headrest to hold the baby's head securely,
leaving the parent's hands free to do the washing.
•
Suntan lotion and insect repellent combines to form a new product —
one lotion that protects against both the sun and insects.
•
Coffee maker and sculpture combines to form a coffee maker with a
top that resembles a sculpture of the top of the volcano Mount
Vesuvius. When the coffee is done, the top glows red.
•
Doormat and vacuum cleaner combines to form a doormat with a built
in suction. When you step on the doormat, the doormat sucks the dirt
and debris from the bottom of your shoes.
•
Cell phone and soda can inspired the idea of utilizing cell phones as
devices that, with sensors, would enable users to dispense soda and
other products from vending machines with the expense charged back
to the vendor via the carrier.
You can also try the inverse heuristic to generate ideas, which states that if
an object performs one function, a new product might be realized by
combining it with an object that performs the opposite function. The claw
hammer is a good example. So is a pencil with an eraser.
Can you create new objects from the list of random objects by combining the
object with something that performs the opposite function? How about a
small cap for tightly sealing a soda can that could be attached to the lever of
the pop-top device?
Adapted from: http://creativethinking.net/DT10_CombinatoryPlay.htm
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Projects
Subject
The topic of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Description
An account of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Text
A resource consisting primarily of words for reading. Examples include books, letters, dissertations, poems, newspapers, articles, archives of mailing lists. Note that facsimiles or images of texts are still of the genre Text.
Original Format
The type of object, such as painting, sculpture, paper, photo, and additional data
PDF file
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Combinatory Play
Subject
The topic of the resource
A class project for developing creativity through a synthesis of ideas.
Description
An account of the resource
Kathy Schwandt's basic description: "Combinatory play is an extraordinarily easy way to generate ideas. Suppose you want to invent something new. Select 20 objects at random. You can select any objects, objects at home, objects at work, or objects you might find walking down the street. Or you can imagine you are in a technologically-oriented science museum, walking on a beach, browsing in a store, or just walking down a street, and then you can make a list of 20 objects that you would likely see.
"Make two lists of 10 objects each on the left and right sides of the paper. Pick one from the left and combine it with one on the right. Play with the combinations until you find a promising new combination, then refine and elaborate it into a new invention."
Creator
An entity primarily responsible for making the resource
Kathy Schwandt
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Format
The file format, physical medium, or dimensions of the resource
PDF file
Language
A language of the resource
English
creativity
Critical Thinking
Faculty
Play
project
synthesis
Toolkit
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The following assignment is one I use when I teach Shakespeare, but it can be adapted in
infinite ways.
I choose a scene from whatever play we’re reading, then I go into YouTube to find two
versions of that scene. I like to find two versions of the scene; when students compare just one
version to the text, it becomes easy for them to assume that the scene is just “how it is.”
Comparing two of them to the text encourages them to ask why.
Since all my classes are in WebCampus, it’s an easy thing to link the videos directly into
the assignment.
Then I invite students to analyze each version, then compare the overall interpretation of
the scene. I usually use specific questions to avoid the more obvious sorts of comparisons (the
first clip starred Claire Dane, and the second one didn’t). The questions are tailored to each
assignment, but here are some I typically ask:
What changes to the scene did each director make? These changes might be dialog added
or omitted, or the inclusion of actions or visual elements not specifically called for in the play, or
other changes. How do the changes affect your interpretation of the scene? What choices in
costuming and staging has each director made, and how have those changes influenced the
interpretation? How is each version staged, and what is implied by the staging?
And so on.
The exercise can be tailored to various disciplines. For instance, I think it would be
interesting and useful to do with two sets of directions for assembly of some product. Directions
make assumptions about the reader: cultural background, level of expertise, and eyesight (as I
notice quite often these days). Training in the humanities can help students identify those
assumptions.
�
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Toolkit - Projects
Subject
The topic of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Description
An account of the resource
Collection of projects and assignments used by GBC faculty that address key humanities skills.
Creator
An entity primarily responsible for making the resource
GBC Faculty
Publisher
An entity responsible for making the resource available
GBC VHC
Date
A point or period of time associated with an event in the lifecycle of the resource
August 2014
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Dublin Core
The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/.
Title
A name given to the resource
Comparing Shakespeare
Subject
The topic of the resource
Assignment asking students to compare two different versions of a scene from Shakespeare.
Creator
An entity primarily responsible for making the resource
Teresa Howell
Publisher
An entity responsible for making the resource available
GBC VHC
Contributor
An entity responsible for making contributions to the resource
Scott A. Gavorsky
Faculty
Personal/Cultural Awareness
Play
Shakespeare
theater
Toolkit