Class website: The Once & Future City
What is a city? What shapes it? How does its history influence future development? How do physical form and institutions vary from city to city and how are these differences significant? How are cities changing and what is their future? This course will explore these and other questions, with emphasis upon twentieth-century American cities. A major focus will be on the physical form of cities—from downtown and inner-city to suburb and edge city—and the processes that shape them.
These questions and more are explored through lectures, readings, workshops, field trips, and analysis of particular places, with the city itself as a primary text. In light of the 2016 centennial of MIT’s move from Boston to Cambridge, the 2015 iteration of the course focused on MIT’s original campus in Boston’s Back Bay, and the university’s current neighborhood in Cambridge. Short field assignments, culminating in a final project, will provide students opportunities to use, develop, and refine new skills in “reading” the city.

This lesson plan walks students through the copyright licenses and open educational resources.  Students will learn how to author resources using the OER Commons platform, align them to standards, and evaluate them using the Achieve Rubrics.

This resource was developed by a working group from the Iowa Open Education Action Team (Iowa OER). Our team built upon DOERS3's OER in Tenure & Promotion Matrix to help faculty and staff advocate for the inclusion of open educational practices (OEP) in promotion, tenure, and faculty evaluation practices at their institutions. Below, you can find our main document, directions for interacting with the text, and handouts you can use or adapt for your own advocacy work.

Open Resources for Community College Algebra (ORCCA) is an open-source, openly-licensed textbook package (eBook, print, and online homework) for basic and intermediate algebra. At Portland Community College, Part 1 is used in MTH 60, Part 2 is used in MTH 65, and Part 3 is used in MTH 95.

World History, Volume 2: from 1400 is designed to meet the scope and sequence of a world history course from 1400 offered at both two-year and four-year institutions. Suitable for both majors and non majors World History, Volume 2: from 1400 introduces students to a global perspective of history couched in an engaging narrative. Concepts and assessments help students think critically about the issues they encounter so they can broaden their perspective of global history. A special effort has been made to introduce and juxtapose people’s experiences of history for a rich and nuanced discussion. Primary source material represents the cultures being discussed from a firsthand perspective whenever possible. World History, Volume 2: from 1400 also includes the work of diverse and underrepresented scholars to ensure a full range of perspectives.

Word Count: 71531

ISBN: 978-0-6487698-0-4

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Word Count: 71706

ISBN: 978-1-998755-36-3

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Chemistry 538 - Organic Chemistry of Macromolecules covers the preparation, reactions, and properties of high molecular weight polymeric materials of both natural and synthetic origin. As a part of this course, U-M students collaboratively created and edited€÷Wikipediaarticles. Student contributions can be found below, within the "Wikipedia Articles" section.

Take a breath — where does the oxygen you inhaled come from? In our changing world, will we always have enough oxygen? What is in water that supports life? What is known? How do we know what we know about our vast oceans? These are just a few of the driving questions explored in this interactive STEAM high school curriculum module.

Students in marine science, environmental science, physics, chemistry, biology, integrated science, biotechnology and/or STEAM courses can use this curriculum module in order to use real-world, big data to investigate how our “invisible forest” influences ocean and Earth systems. Students build an art project to represent their new understanding and share this with the broader community.

This 4-week set of lessons is based on the oceanographic research of Dr. Anne Thompson of Portland State University in Oregon, which focuses on the abundant ocean phytoplankton Prochlorococcus. These interdisciplinary STEAM lessons were inspired by Dr. Thompson’s lab and fieldwork as well as many beautiful visualizations of Prochlorococcus, the ocean, and Earth. Students learn about the impact and importance of Prochlorococcus as the smallest and most abundant photosynthetic organism on our planet. Through the lessons, students act as both scientists and artists as they explore where breathable oxygen comes from and consider how to communicate the importance of tiny cells to human survival.

This module is written as a phenomenon-based, Next Generation Science Standards (NGSS) three-dimensional learning unit. Each of the lessons below also has an integrated, optional Project-Based Learning component that guides students as they complete the PBL process. Students learn to model a system and also design and evaluate questions to investigate phenomena. Students ultimately learn what is in a drop of ocean water and showcase how their drop contributes to our health and the stability and dynamics of global systems.

This publication presents portfolio assessment in educational settings with a detailed scoring rubric designed to evaluate portfolios effectively.

Portfolio assessment involves collecting and evaluating a collection of an individual's work samples, projects, or assignments over a period of time. This assessment method provides a comprehensive view of an individual's progress, growth, and achievements across various domains or subjects. Portfolios may include written assignments, artwork, projects, presentations, and other forms of evidence that demonstrate skills, knowledge, and personal development.PORTFOLIO_ASSESSMENT.docx

The portfolio-based assessment design plan centered around basic hand stitches in sewing offers a comprehensive and practical approach to assess students' proficiency in this essential skill. The lesson focuses on equipping students with the knowledge and ability to execute a variety of basic hand stitches accurately and effectively. The design plan incorporates a range of assessment methods, including sample fabric swatches showcasing different stitches, written reflections on stitching techniques, and photographs or videos demonstrating the application of stitches in practical sewing projects. By compiling a portfolio of their work, students have the opportunity to demonstrate their understanding and mastery of basic hand stitches, showcasing their precision, attention to detail, and ability to follow instructions. This design plan fosters a deeper understanding of sewing techniques while also encouraging creativity and the development of critical thinking and problem-solving skills necessary for success in the world of sewing and fashion design.

Process-based assessment is an innovative approach to evaluating student learning that focuses on the methods and strategies employed by learners rather than solely on the final outcomes. This assessment method acknowledges the importance of the learning process and the development of critical thinking, problem-solving, and other essential skills. This work presents a process-based assessment, and provides a scoring rubric to guide educators in implementing this approach effectively.

Process-oriented assessment focuses on evaluating an individual's understanding and skills in executing a specific process or procedure. Rather than assessing the final product, this approach examines the steps followed, decision-making processes, and problem-solving strategies employed during the task. Process-oriented assessments often involve observations, interviews, and reflective analysis to gain insight into an individual's thinking and problem-solving abilities.PROCESS-ORIENTED_BASED_AUTHENTIC_ASSESSMENT.docx

Product-based assessment, focuses on the creation of tangible artifacts or performances that demonstrate a student's skills, knowledge, and understanding. This paper presents a product-based assessment with a scoring rubric that can be utilized to effectively evaluate students' products.

Product-based assessment, focuses on the creation of tangible artifacts or performances that demonstrate a student's skills, knowledge, and understanding. This paper presents a product-based assessment with a scoring rubric that can be utilized to effectively evaluate students' products.

A design plan template and sample for product based assessment that uses EDSA 1 Revolution as a topic sample.

Product-based assessment involves evaluating an individual's performance or understanding based on the tangible products they produce. Instead of traditional tests or exams, this type of assessment requires students or individuals to create a physical artifact, such as an essay, project, artwork, or presentation, which demonstrates their knowledge, skills, or creativity. Product-based assessment encourages hands-on learning, critical thinking, and problem-solving skills.PRODUCT_ORIENTED_PERFORMANCE_BASED_ASSESSMENT.docx

This Student Lab Manual outlines, in a step-by-step fashion, the complete process of your team research project. You will be given class time each week to meet as a team and to work on each stage of your research project. Each lab builds on the work completed in the prior lab. For example, it is necessary to complete Lab 1 before moving on to Lab 2. The due date for each team lab is indicated in the course outline. After submitting a lab (one per team, unless otherwise marked as an Individual Assignment), you will receive feedback on Canvas from one of the course co-instructors. Your team should use this feedback when completing the next lab. In other words, use the feedback from Lab 1 when completing Lab 2. Your co-instructor will help you throughout the term on your project. They are there to guide you and are happy to do so!