This OER campus administrator guide, officially entitled "OER & Online Learning: Administrator Quick Start Guide, Strengthening the Shift to Online Learning in California Community Colleges Through the Use of OER", is an outcome of a project by ISKME, supported by a grant from the Michelson 20MM Foundation, to conduct a study and develop a set of resources to accelerate OER use for distance education, especially the urgent shift to remote learning during the pandemic in 2020.

The Guide, created in collaboration with a selection of OER and online education champions across California community colleges (CCC), seeks to support community college administrators in California and beyond in more effectively supporting faculty use of OER as they work to address the reality of online learning in response to COVID-19 and future disruptions. The guide provides quick tips and starting points for campus administrators as they work to create the policy and practice environments needed to foster increased OER use for online learning.

See the associated OER and Online Learning: Faculty Quick-Start Guide for more in-depth tools and resources targeted to faculty and instructional design support, at: https://www.oercommons.org/courses/oer-online-learning-faculty-quick-start-guide

In this Webinar Panel Discussion, hear members of the ISKME team and consultants working on the IMLS STEM OER project, "School Librarians Advancing STEM Learning" (#slasl) discuss rationales and benefits of OER in the context of educator professional learning, as well as related to issues around digital equity for all learners.

On April 18, 2023, #GoOpen held a public webinar titled, "Integrating OER into Instructional Initiatives."  The session featured Rebecca Henderson, Curriculum Services Supervisor, Westmoreland Intermediate Unit, PA; Tracy Rains, Virtual Learning Specialist, Appalachia Intermediate Unit 8, PA; and, Kelly Hammond, OER and Open Pedagogy Adjunct, CUNY School of Professional Studies; and facilitator, Amee Evans Godwin of ISKME and the #GoOpen National Network.  

Educational consortiums pool their resources and work together to achieve common objectives. These consortiums have to carefully plan and communicate to ensure that all members benefit through the shared work. For example, smaller members may have access to additional resources but often volunteer to innovate and pilot projects that contribute to the shared knowledge base. It is this delicate balance of preserving member parity that prepares a well-functioning consortium to also keep equitable practices at the center of their work, for the students we ultimately serve as well as their represented districts and other partners. This handbook is the result of over four decades of leadership by CTE Directors representing districts in eastern Oregon and the facilitation of four Regional Coordinators housed by the InterMountain Education Service District. Although much of the operational information is specific to this region and career and technical education, we share it here as one example of how a group of people representing different communities of all sizes and demographics can come together through strategic planning to identify who is being underserved, in what ways, and how regional partners can work together to serve each and every student.

Why do affluent, liberal, and design-rich cities like Minneapolis have some of the biggest racial disparities in the country? How can designers help to create more equitable communities? Introduction to Design Equity, an open access book for students and professionals, maps design processes and products against equity research to highlight the pitfalls and potentials of design as a tool for building social justice.

1.201J/11.545J/ESD.210J is required for all first-year Master of Science in Transportation students. It would be of interest to, as well as accessible to, students in Urban Studies and Planning, Political Science, Technology and Policy, Management, and various engineering departments. It is a good subject for those who plan to take only one subject in transportation and serves as an entry point to other transportation subjects as well.
The subject focuses on fundamental principles of transportation systems, introduces transportation systems components and networks, and addresses how one invests in and operates them effectively. The tie between transportation and related systems is emphasized.

Introduction to Women’s and Gender Studies (2023) is an eTextbook designed to provide an introduction to the fields of Women’s Studies and Gender Studies for students taking introductory courses. The textbook touches on a variety of subjects including gender theories, feminisms, intersectionality, equity, and activism. Chapters contain questions to consider and list of suggested readings by theorists and activists. This multimedia eTextbook incorporates videos and podcasts to create a rich introductory experience for students.

Energy poverty is a significant concern in the United States, with over one in four households experiencing insecurity. Government programs like LIHEAP and WAP aim to address this issue, but funding levels often fall short of the need. A more comprehensive approach is necessary, considering the impact on well-being and addressing racial and socioeconomic disparities.

This portfolio is designed to promote diversity, equity, cultural awareness, and antiracism. With some adjustment, it can be used in any foreign language classe. The portfolio starts with a list of learning outcomes, so students know what they need to learn and perform at the end of each lesson. Then, it guides students to set up personal goals. That gives them a chance to explore what they would like to learn that is more relevant to their needs and identities. Based on personal goals, students collect learning evidences such as things they learn on their own, materials they collect, and journals reflecting their learning process. At the end of each lesson, students reflect on how much they have acheived the learning outcomes and personal goals. The purpose of the portfolio is to give students a chance to address their own identities and cultural backgrounds in Japanese language learning; and to keep track of and be responsible for their learning process. 

This portfolio is designed to promote diversity, equity, cultural awareness, and antiracism. With some adjustment, it can be used in any foreign language classe. The portfolio starts with a list of learning outcomes, so students know what they need to learn and perform at the end of each lesson. Then, it guides students to set up personal goals. That gives them a chance to explore what they would like to learn that is more relevant to their needs and identities. Based on personal goals, students collect learning evidences such as things they learn on their own, materials they collect, and journals reflecting their learning process. At the end of each lesson, students reflect on how much they have acheived the learning outcomes and personal goals. The purpose of the portfolio is to give students a chance to address their own identities and cultural backgrounds in Japanese language learning; and to keep track of and be responsible for their learning process. 

This image was generated with DALL-E AI for a presentation about Knowledge Equity and Open Education in March 2023. It has been used several times to illustrate the ideas behind sharing knowledge openly. 

Labor Equity in Open Science is an interactive lesson plan designed to introduce students to labor equity issues in open science practices. The lesson is designed for MLIS students, and assumes no prior knowledge. During the lesson, students are given a persona representing a researcher, encompassing various professional and personal identities. Students are then given multiple scenarios and asked to predict how their persona would respond and why. Through group discussion and personal reflection, students consider the ways that researchers in different positions engage with open science in different ways.

This guide is designed to support the integration of OER and DEI efforts within higher education institutions. Based on research funded by the William and Flora Hewlett Foundation that examined the strategies and experiences of the sixty-six colleges, universities, and state systems that participated in AAC&U’s inaugural, yearlong Institute on Open Educational Resources (2021–22), this publication provides evidence-based guidance and best practices that result in initiative sustainability and broad adoption of OER by strategically connecting this work to DEI goals, strategies, policies, initiatives, and offices that also exist within a given educational context.

In this course, we explore how new mobility systems can be leveraged to promote equity, improve health outcomes, and increase accessibility. Lectures by transportation professors from Europe, Asia, Latin America, Africa, and the United States are supplemented with interviews with preeminent entrepreneurs, city planners, community development experts, and mobility justice advocates.
Topics covered include land use and urban form; new mobility business models, pricing, policy, technology, and data; the importance of designing new mobility systems for equity, health, and the environment; and racial justice within the transportation field.
This course is part of the Open Learning Library, which is free to use. You have the option to sign up and enroll in the course if you want to track your progress, or you can view and use all the materials without enrolling.

This article profiles Dr. Anne Grunow, curator of the United States Polar Rock Repository, and discusses her work as a polar geologist.

This is a three-credit course which covers topics that enhance the students’ problem solving abilities, knowledge of the basic principles of probability/statistics, and guides students to master critical thinking/logic skills, geometric principles, personal finance skills. This course requires that students apply their knowledge to real-world problems. A TI-84 or comparable calculator is required. The course has four main units: Thinking Algebraically, Thinking Logically and Geometrically, Thinking Statistically, and Making Connections. This course is paired with a course in MyOpenMath which contains the instructor materials (including answer keys) and online homework system with immediate feedback. All course materials are licensed by CC-BY-SA unless otherwise noted.

In this project, students will have the opportunity to reflect on culturally responsive education practices. Note that this project may require very little math (depending on what adaptations are necessary to the OER), but will help students evaluate their roles in contributing to OER materials and furthering DEI practices. There are two parts to this project: 1) evaluating the current level of cultural responsiveness of an OER or the curriculum and 2) adapting an OER to be more culturally responsive. You can have students evaluate one OER (well suited if students are working individually) or the entire curriculum (well suited if students are working in teams). Regardless of whether students are working individually or as a team, they are likely to only have time to adapt one OER.

This guide is intended as a strategic planning tool for district leaders wishing to promote the already pedagogically and financially compelling practice of creating or adapting open educational resources (OER) to help achieve district goals in serving all students through diversity, equity, inclusion, or accessibility (DEIA) lens.  The guide provides step-by-step planning tools, including examples, templates, and resources to help district leaders articulate and establish action plans for what we refer to as "OER-DEIA."  The entire guide is an open educational resource itself, free and openly licensed for reuse, remixing, and resharing.