This resource was created by Amber Karber, in collaboration with Dawn DeTurk, Hannah Blomstedt, and Julie Albrecht, as part of ESU2's Integrating the Arts project. This project is a four year initiative focused on integrating arts into the core curriculum through teacher education, practice, and coaching.

Presented in five consecutive standard-period classes, students are invited to contribute to the This I Believe essay-writing project by writing and submitting a statement of personal belief.  This is a challenging, intimate statement on one’s beliefs and one’s own daily life philosophy, considering moments when belief was formed, tested, or changed.  Written by Jarvis Reed.

Students will study the work of the author Todd Parr. Working in pairs, students will create their own poster in the style of Parr that conveys a positive message. Finished posters can be displayed around your school for other students and teachers to view.

This independent experimental study course is designed to allow students with a strong interest in independent research to fulfill the project laboratory requirement for the Biology Department Program in the context of a research laboratory at MIT. The research should be a continuation of a previous project under the direction of a member of the Biology Department faculty.
This course provides instruction and practice in written and oral communication. Journal club discussions are used to help students evaluate and write scientific papers.

Students will create a route for their ozobot to travel using parallel, perpendicular and intersecting lines. They will also create a "trap" to catch a turkey, or other animal, on the route.

The basic objective of Unified Engineering is to give a solid understanding of the fundamental disciplines of aerospace engineering, as well as their interrelationships and applications. These disciplines are Materials and Structures (M); Computers and Programming (C); Fluid Mechanics (F); Thermodynamics (T); Propulsion (P); and Signals and Systems (S). In choosing to teach these subjects in a unified manner, the instructors seek to explain the common intellectual threads in these disciplines, as well as their combined application to solve engineering Systems Problems (SP). Throughout the year, the instructors emphasize the connections among the disciplines.

The aim of this unit is to develop the skills that underpin many of the tasks and activities of a digital learning designer. It will support learners as they learn how to listen actively, to capture and convey ideas and to write fluently and accurately. The unit will also cover the use of non-textual information and how image can be used to enrich and deepen communication and understanding.

Nowadays, among all the online dating sites and apps, Tinder is one of the most innovative apps because link users’ contacts from Facebook and the apps’ algorithm immediately gives them an endless photos of potential mates with no questionnaires or forms –as the previous traditional dating sites and apps do-, only faces, and then users need to swipe right if a user likes a person, and by the contrary swipe left if not (Bertoni, 2014).  Tinder is the biggest player in the online dating market. In the last three years, the newest app has reached 30 million users representing one fourth of the total market. But, to our knowledge, the research on addressing what makes this online dating app more or less interactive and how the communicative affordances offered by this online dating app may have an effect on the subsequent romantic outcomes is scarce.

This lesson provides an introduction to the importance of typography as an element of design.Goal:  The goal of this lesson is to understand that typography is everywhere. The way characters or letters are designed plays a part in the message and in creating a brand for an organization. Every font, letter, and character arrangement plays a part in determining how a message is conveyed.

This activity helps students learn about communication competence and improve their computer-mediated communication competence skills.  Students understand the importance of collaboration, team-building skills, and negotiation. The digital game, Minecraft, is used to help students craft better messages.

This course is an introduction to principles and techniques of visual communication, and provides opportunities for science and engineering majors to acquire practical skills in the visual computer arts, in a studio environment. Students will learn how to create graphics for print and web, animations, and interactive media, and how to use these techniques to effectively communicate scientific and engineering concepts for learning and teaching. This class involves three hands-on creative projects, which will be presented in class.

This collection an be used as group or individual activities in psychology, sociology, communications, or related courses. The WWHoA model aims to first engage students in the "Why" of the concept or lesson, then moves them into the "what" and "how," before concluding with "assessments." The materials cover four lessons, and are intended to be used as is and also expanded upon for other concepts. These activities were created by Maria Gross, Psychology, Mid Michigan Community College; Kelley Eltzroth, Psychology, Mid Michigan Community College;
Nicole Korzetz, Psychology, Lee College; Philip B. Terry-Smith,Ph.D, Sociology, Anne Arundel Community College; and Diane Miller, Communication, Mid Michigan Community College.

In this lesson, students will define their dominant roles online, explain the benefits of each type of online role and discuss the responsibilities and risks inherent in each type of online interaction. This lesson is part of a media unit curated at our Digital Citizenship website entitled "Who Am I Online?"

In this problem-based, blended learning mondule, students will investigate what is the single - most defining trait that makes  us human? Is it our highly developed speech, our imagination, creativity, or our upright walking posture?  Humans have mastered fire, developed tools, art, music, recorded our history, and accomplished a countless number of other things. In this module, students will explore genetics concepts regarding inheritance, natural selection, biology of the human brain, and our hominid evolution over the last two hundred thousand years. Students will utilize guided research, and independent work to formulate an argumentative essay, and substantiating their claim with evidence from their research. When the argumentative essay is completed, students will create a project from a choice board that demonstrates their understanding of one of the concepts of our humanity.

     This problem-based learning module is designed to link a student’s real-life problem to learning targets in the subjects of math, social studies and language arts.  The problem being, what route is best for me to buy a vehicle?  The students will prepare, research and present findings about their own personal finances relating to buying a vehicle.  The students will create two equations based on two purchasing plans they will be comparing.  At the conclusion, students will be able to decide which plan is best for them based on research and mathematical practices.  Students will present to their peers, teachers, administrators, and most importantly their parents in an attempt to convince them of their chosen plan.    This blended module includes teacher led instruction, student led rotations, community stakeholder collaboration and technology integration.

This problem-based learning module is students will be collecting their personal health numbers in a station rotation format.  After choosing their health numbers to compare, the students will create a scatter plot and line of best fit using class data. Students will do a gallery walk to compare their health numbers with their peers. The students will then create a presentation for a health fair to bring awareness to health numbers based on their personal findings and facts.

This OER is a collection of case studies for discussions on ethical decision-making. It uses a variety of philosophies to determine how and if outcomes might have differed. This volume provides updated cases for students to discuss.

In this problem-based learning module students will connect these standards to their personal life by completing a random sample from their environment in the area of careers to investigate to see if their own career is environmentally challenged.  Students will work independently as well as with a partner. Students will also complete a reflection in the form of a final product to make an inference and draw a conclusion about the population of their area in relation to careers.  The final product will be presented to their peers and teachers, but also can be exhibited to their families.    This blended module includes teacher-led instruction, student-led stations, partner comparisons and technology integrated investigations.

This problem-based learning module is designed to bring “Awareness” to students about being judgemental and pre-judging people.  Students will become aware of their own judgmental issues and develop a presentation that will bring awareness to their audience on the topic.    This module is developed with instruction based on whole group discussions, station rotations, partner research as well as final presentation. This module is created with the ELA standards of W.7.6, W.7.2 , SL.7.1 and the history standard of 7.16 as the focus.

In this problem-based learning module, students will investigate the following question: Does the state of Ohio suffer from “Brain Drain?”If so why is this, where are people going, & what can be done to stop it?If not, what is keeping/bringing people here?After researching and learning about some of the push-pull factors that drove 19th century European immigration to the United States, student groups will be formed in order research, create, and share their findings to determine whether or not Ohio is a “push” or “pull” state.After the launch activity, students will spend the first two days gaining background knowledge on the historical components and content related to the topic.  Beginning on Day 4, students will be grouped into teams to begin research and development of the “BIG IDEA” question of: Does the state of Ohio suffer from “Brain Drain?”If so why is this, where are people going, & what can be done to stop it?If not, what is keeping/bringing people here?Once the groups have determined their position on the problem, they will begin researching information to be able to share out their findings.The final products will be presented to an authentic audience consisting of District Administration (i.e., media relations), Local Administration (elected officials), and possibly, local Chamber of Commerce members