This course looks at all forms that energy exists. It explains how energy is used in: transport, agriculture, industry, commerce and households. It describes how energy is stored using storage systems such as: battery, flywheels, compressed air, chemical energy systems and pumped storage. This course explains the problem of depletion of energy resources. It describes the environmental damage associated with the use of fossil fuels, acid rains, dangers posed by leaded fuels, oil spills, gas leaks and explosions, water pollution caused by poorly managed coal mines, and air pollution. It describes the environmental damage associated with the use of fuelwood, uranium, hydro-power plants and wind. It also explains possible solutions to the energy-related problems.

Sharable artifacts from a Bellingham Technical College learning community exploration of online student engagement in 2016-2017.

All engineering students in Canada must take an Engineering Economics course as part of program accreditation requirements. These courses mainly focus on the evaluation of monetary profits and direct financial costs incurred during the design, operation and decommissioning phases of projects. Instructors commonly use textbooks as the primary tool to guide the students through the content of this course, which tend cost around $100 each student. Like many courses, the materials in this course does not change much over time resulting in many students opting to not buy the required textbook and instead rely on free sources of information found online, in older editions of textbooks or simply rely on course notes. The patchwork of sources creates problems in this course in particular, because of the variation of notation used across sources, which can easily cause confusion. It was this problem that inspired the creation of a set of open-source materials that students and instructors can use for free, enabling the instructor to have control over notation and concepts to focus on while saving the students money. As such, these materials were created with the support of the Open Educational Resource Fund through an OER Implementaion Grant. A faculty member led the creation of the materials with the help of a team of undergraduate engineering and commerce students (all named as authors). The early planning stages of the project included rethinking the traditional textbook format, and opting instead to produce annotated and comprehensive slides designed to function as both study aids for students and instructional tools for educators. The foundational concepts of engineering economics were systematically organized into twelve distinct chapters, each represented by a PowerPoint slide deck. Each deck includes a title page and a table of contents slide (for organizational purposes), with the remaining slides relatively content heavy. While prioritizing accessibility through readable formatting (able to be read by software for those who are visually impaired), minimal emphasis was placed on a particular presentation style. This straightforward format intentionally allows instructors flexibility to tailor the material to their preferences. Instructors are afforded the latitude to infuse their distinctive approach, incorporating personal touches, stylistic elements, anecdotes, pertinent visuals, or discipline-specific case studies as deemed appropriate. The intent was to empower instructors with a malleable framework that accommodates diverse teaching styles and facilitates the integration of contextually relevant content. Additionally, a set of practice problems (including solutions), were created for every chapter for self-paced student engagement. The formulation of questions, encompassing both in-class examples and practice problems, adhered to a gender-neutral phrasing approach to ensure inclusivity. Additionally, all questions were designed to be discipline-neutral, accommodating diverse engineering departments and enhancing the materials' applicability for dissemination purposes. To ensure uniformity of notation across the slides and practice problems during development, a list of variables and a formula sheet were also created and included as integral components of the materials package.

Engineering and Technology for the Better Good of Society PIT-OER is intended to train engineering technology students to leverage the power of select technologies aligned to the public interest applications and targeted public works institutions.This PIT-OER consists of four modules:Module 1: Project Management Methods with Applications to Public Works.Module 2: Technology and Ethics: “Are You Conflicted?”. Module 3: 3D Printing Applied to Everyday Public Interest and to Public Work Institutions.Module 4: How “Open” is Open Source Content: The Do’s and Don’t of Using Open Source Software, OSS. Each module is organized with lecture, assessment, and laboratory experiments. The modules are course materials for TECH-100, Introduction to Engineering and Technology, of Queensborough Community College.

Technical Vocabulary practice, focus on new words, listening tasks completion, verb tenses revision.

This is an assignment for an argument essay to be used in a composition I class.

This is an assignment for an argumentative essay with the use of research and proper incorporation of MLA citations.

This is a cause and effect essay assignment for use with a composition I class.

This is an assignment for a comparison contrast essay for a Composition I class.

This is an assignment for a proposal essay to be used in a composition I class.

This is an assignment for a diagnostic essay to be used at the beginning of a composition I class to assess the students level of writing.

This is an assignment for a personal narrative essay for a composition I class.

This assignment is an introduction to argumentative writing for early college-level students. This assignment provides a basis for discussing argument as a genre of writing and allows for the introduction of research and MLA format including Work Cited and intext citation. 

This assignment allows students to analyze a bias by agreeing or disagreeing with a speaker. There is a provided podcast episode, but we encourage instructors to select their own in the realm of the course. 

English 101 is an introductory composition course, designed to improve your skills in expository and persuasive writing; the writing you will be doing in other courses in college and in many jobs. Sometimes this kind of writing is called transactional writing because it’s used to transact something—inform and (often) persuade a reasonably well-educated audience; conduct business; and evaluate, review, or explain a complex process, procedure, or event. The idea of this course is to develop your writing skills in conjunction with topics that interest you. This course focuses on the importance of reading and writing (more largely education in general) and how we can use those tools to help within our communities.

Emphasizes clear and effective writing and critical reading. Students generate a minimum of 7,000 words through formal and informal writing projects, including revised drafts throughout the semester.

Thank you for visiting our Tennessee Board of Regents OER Grant English 1020: Introduction to Literature course. The pilot launched in spring 2023. This Walters State Community College composition course focuses on reading and analyzing poetry, drama, and short stories. The course has been designed with Quality Matters standards, Universal Design for Learning concepts, Growth Mindset fundamentals, and Lumen Circles concepts.     

During this class, we will be investigating the basic question: “What is literature?” What does literature mean to you? How do we define literature? What is counted as literature and why? What does literature have to do with popular culture? Does literature have value in today’s society? How does literature fit into our modern lives? Is literature important anymore? Why do we need (or not need) literature? How should literature be approached in schools? How have different concepts/ideas been portrayed in literature throughout history? What is canonical literature? Why does a lot of canonical literature reflect limited points of view? The idea of this course is to develop your writing skills in conjunction with topics related to literature that interests you. This semester we will be focusing our course on the importance of reading and writing (more largely education in general) and how we can use those tools to think and write critically about the things we read.

The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

This course focuses on reading, analyzing, and writing college-level essays with emphasis on argument, analysis, and research. Students study writing as a process, explore different writing strategies, summarizing, editing, and critiquing. The course seeks to improve the student’s ability to understand serious and complex prose and to improve the student’s ability to write an exposition that is thoughtful and clear, including the production of a well-documented research paper.