Textbooks & Other Resource Links Finnegan, Lisa. 2020. Medical Terminology in a Flash: A Multiple Learning Styles Approach (4 th Edition). Publisher FA Davis 2020 ISBN 9780803689534 

Course descriptionProcess and dynamics of human development from conception through adult maturity, old age, anddeath; biological, cognitive, personality, sociocultural, and existential factors influencing the course ofpsychological development across the lifespan. Total of 54 hours lecture.

This assignment is designed as a mini-research project with the purpose of having students engage with marginalized actors in history. The purpose is to help students find themselves in the archives by focusing on self-representation that is important to their own socio-economic and ethnic groups. By providing historical research in the form of primary and secondary documents on figures that have been historically "left out" of the historical narrative, the students will help fill the gaps in the archive, be active in the creation of new curriculum, and gain a better understanding of marginalization and the power of historical memory in the process.

This is an assignment given during Spring 2022 in a community college elementary statistics course. Students were asked to find their own data set (or given the option of selecting from several sets that were provided) and compute a correlation, construct a least squares regression line, and make a prediction using the data. Students are given the option of turning in the assignment as a short paper, slides presentation, or video. Students are also asked if they would be willing to share their assignment with the class and future classes to be used as examples. 

This is an assignment given during Spring 2022 in a community college elementary statistics course. Students were asked to find something within their own daily lives, relevant to them, and use counting techniques to enumerate that process. This includes things like washing dishes, selecting outfits, compute the number of meal combinations available at restaurants, and other actions. Students are given the option of turning in the assignment as a short paper, slides presentation, or video. Students are also asked if they would be willing to share their assignment with the class and future classes to be used as examples. 

This is a liquid syllabus template used during the Spring 2022 Academic Term. Specific school and professor information has been left out and the template can be customized as needed for each course. The course in question is a one semester introductory statistics course offered at the community college level. 

This is an assignment given during Spring 2022 in a community college elementary statistics course. Students conduct a search for a mathematician of interest to them according to guidelines set in the assignment. Students are given the option of uploading a paper, presentation, or video. Rubric included. Students are also asked if they would be willing to share their assignment with the class and future classes to be used as examples. 

Welcome to Statistics! In this statistics course, we learn about the ethical use and the basic practice of statistics. As we learn, we will also explore how statistics have been used unethically to create enduring and false myths about African Americans. We will also see how statistics can be used to illuminate injustice and offer clear information upon which we can act to become anti-racist agents in our communities.

Welcome to Statistics! In this statistics course, we learn about the ethical use and the basic practice of statistics. As we learn, we will also explore how statistics have been used unethically to create enduring and false myths about African Americans. We will also see how statistics can be used to illuminate injustice and offer clear information upon which we can act to become anti-racist agents in our communities.

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 is a sample syllabus of the course I offered for Merritt College in Spring 2022. 

ESL: American English Pronunciation I introduces English language learners to the basic sounds of American English. Students will learn how to recognize, produce, and differentiate between the various sounds of American English. They will also strengthen oral communication and reading skills. Special attention will be directed towards the correction of vocal techniques when pronouncing difficult sounds in letters, words, and sentences.

This chapter we will be acknowledging and bringing awareness to the historical discrimination that has barred education and research access to those in the Psychological field due to color, gender and other racial biases. Only by understanding this prejudice and racial discrimination can we discover the root causes of inequity and recognize those in the field that had a direct and positive contribution to the development of the field of Psychology.

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 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. 

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 syllabus explains the goal of the course which is to provide students with a comprehensive and critical coverage of U.S. foreign policy since(and before)  World War II. Through a coherent chronological narrative, the course traces the evolution of U.S. foreign policy, centered on whiteness which, by default, institutionalizes racism.

The goal of the term paper question is to give students agency in discovering the hypocrisy and racism of U.S. foreign policy since (and before)  World War II. The students are asked to pick and choose details from peer-reviewed, academic books, which challenges the assumption of the US operating with an ethical framework. The key purpose is for students to understand the following:What caused past U.S. involvement in foreign wars and interventions?Were the results of U.S. policies good or bad?Were the beliefs that guided U.S. policy true or false?