The development of this module was sponsored by Branch Alliance for Educator Diversity to facilitate the development of OER as instructional materials for teacher education courses. 

Students take their ideas from the classroom page to the community pavement when they participate in a service-learning project based on their multimedia presentations.

This listening activity will allow students to spot the vocabulary of tourism they have already encountered and memorized during the previous part of the lesson and in their homework, but this time in an authentic document. In terms of intercultural competence, students will learn or expand their knowledge of tourism in Canada, and particularly in the province of Manitoba where thousands of people (including indigenous communities) speak French or a mixed language containing elements of French. Students will also have time to discuss and reflect on the role of tourism in the reconciliation process in Manitoba, in Canada in general, and in other countries/areas they may know about. 

The development and implementation of inclusive and diverse learning experiences is a vital consideration for educators in higher education. Increasingly, learning designers play a significant role in this process. This textbook offers postgraduate students a comprehensive guide to designing learning experiences that are accessible, equitable, and inclusive. It provides advice, principles, and practical strategies to help learning designers create a learning environment that recognises and celebrates diversity while promoting equitable learning outcomes.

The development of this module was sponsored by Branch Alliance for Educator Diversity to facilitate the development of OER as instructional materials for teacher education courses. 

This is a list of resources to help promote diversity, equity, and inclusion efforts at schools and college. This curation of resources was first developed for the "Closing the Achievement" gap Professional Day held at Middlesex Community College's all-college Professional Day held in spring 2014. This resource is being updated by member's of Middlesex Community College of Massachusetts "Leading for Change" group which is associated with the Leading for Change Higher Education Diversity Consortium which is " a voluntary collaboration of higher education institutions in Massachusetts and New England committed to identifying student and employee diversity best practices through uniform and transparent use of data, institutional benchmarks and reflective practice."

English 151 builds on English 111 to develop
students’ critical reading, analytical writing, and academic research skills. The course emphasizes close, critical reading of a variety of texts and analytical writing about these texts. Significant attention is given to the development of academic research methods and skills.

The Educator & Staff Professional Learning Plan is one component of the K-12 Voices for Open OER - DEIA Action Planning Guide.  This plan, and the entire 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.

Open access has been identified as a way to support diversity, equity and inclusion in new publishing models, compared to inequities in traditional publishing models.Despite the open movement being decades old, there is still a gap in research on Black, Indigenous, and faculty of color (BIPOC) in the context of open access. Understanding the motivations for and barriers against Open Access (OA) publishing (and the relationships between them) among BIPOC faculty helps LIS practitioners and Open advocates design incentives to increase participation and decrease lack of knowledge and stigma around OA.

In 2020, Camille Thomas served as co-PI on a research team that designed an original qualitative study (Perceptions of Open Access Publishing among Black, Indigenous, and people of color Faculty, forthcoming College & Research Libraries) that uncovers ways in which pre-tenure and tenured BIPOC perceive attitudes towards the legitimacy of open access publishing, especially as it relates to their own tenure and promotion processes. This study illuminates how their perceptions motivate or diminish their own interest in and adoption of open access as well as their level of advocacy for open access in their field, campus, and department, et al.

To foster practical application of outreach needs based on responses from the study, this resource includes:
- Readings
- Discussion questions
- Sample Scenarios, Events and Initiatives
- Assignments

Assignments were specifically created for developing strategic initiatives and outreach to support marginalized scholars. While these materials do not seek to solve systemic issues in academic research, they will encourage building equitable open infrastructure and an inclusive culture when discussing open access at institutions. This resource provides hands-on assignments to integrate inclusive practices in outreach and technical work. It will prepare students for practical experience with open advocacy and encourage deliberate outreach planning, execution and assessment as scholarly communication continues to evolve.

Learning Objectives
To understand diverse needs of researchers and scholars based on their positionality and intersectionality (student, post-doc, research topics, discipline and departmental culture, identities)
To identify when encouraging open may harm researchers or communities
To develop messaging that highlights social justice through open access’ benefits of transparency, access and non-traditional formats
To develop strategic initiatives that address the unique needs of an institution and its surrounding community
To develop advocacy, leadership and management skills by planning, executing and assessing strategic initiatives

Grenzenlos Deutsch is a no-cost alternative to textbooks. We seek to represent a breadth of perspectives that will enable our students to talk about their own lives; thus we have designed content that is actively feminist, anti-racist, anti-classist, anti-ableist, LGBTQIA+ friendly and represents a spectrum of experience.

For each of the thematic modules, there are three units of increasing complexity. Each unit has approximately six lessons, and each lesson has an Erweiterung, which includes additional activities to recap and solidify activities in the main lesson; they were designed to be used as homework or in additional hours (for example, in a lab or conversation session).

Visit https://grenzenlos-deutsch.com/ for the full curriculum.

Grenzenlos Deutsch (GD) is:

Interactive: The activities are intended to give you opportunities to practice some of the skills you’ll be learning along the way.
Cultural: Each lesson includes readings and/or video that relates to some aspect of DACHL culture (D- Germany; A- Austria; CH- Switzerland; L-Liechtenstein).
Inclusive: One of our goals is to make it possible for you to talk about yourself and your life in German, and thus we introduce basic language for talking about LGBTQIA+ identities, complex family structures, and lifestyle choices such as veganism, vegetarianism, and intentional communities.
OER: Grenzenlos Deutsch is an Open Educational Resource. This means that all of the content, including photos and videos, can be used, reused, and shared with attribution given to Grenzenlos Deutsch. Licensed CC-BY-NC-SA: https://creativecommons.org/licenses/by-nc-sa/4.0/

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

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.  

An introductory module to autism spectrum disorders (ASD), and a discussion of inclusivity and diversity. Multiple videos, books and articles are included.

Students read and discuss literature about intolerance and diversity. They work with a partner to write two-voice poems that illustrate situations of intolerance at their school and suggest a step toward acceptance.

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.

The links within this resource are designed to provide educators with background context regarding the development of the K-12 Voices for Open OER-DEIA Action Plan for K-12 District Implementation.  Presented as a poster session at the 2022 OpenEd Conference, the slides explain the purpose of the Guide, as well as the development process.This guide is intendend 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.

This poster helps to explain the development process of the OER-DEIA Guide developed by K-12 Voices for Open, which can also be found on OER Commons.

About 15% of the world’s population lives with some form of disability.  Many are not having their needs met because of barriers to participation in rituals, worship and faith community activities at their places of worship. To truly empower people with disabilities to become agents of positive change in their local communities, we recognize that everyone has a role to play. Our Doors Are Open seminar helps all faith communities to understand how to open their mind, hearts, and doors to people with all kinds of abilities. Traditionally, faith communities position people with disabilities as recipients of care and not as givers. Most faith communities do not have proper representation of people with disabilities throughout their activities despite a desire to be open and inclusive. This disparity is often the result of lack of understanding of how to think about disability differently. In this seminar, students will learn the social model of disability, which positions disability as a function of exclusively designed environments rather than a lack of ability. Our Doors Are Open Seminar will guide students on how to see their activities and situations through an inclusive lens as well as how to take actions to improve inclusion and achieve the welcoming goals of congregations.

Rationale: This activity will provide an alternative to traditional activities on French families offered in a lot of textbooks, and will get students engage with an authentic material: an excerpt from a contemporary Francophone “bande dessinée”. While some students may already know traditional Francophone comics such as Tintin or Astérix, this activity is here to provide them with a more recent and more diverse example. Aya de Yopougon is centered on a young female character growing up in Yop City, a fictional city very similar to writer Marguerite Abouet’s own native city (Abidjan, Ivory Coast). The “reading” phase of this activity is designed to encourage collaborative reading.

This course provides resources for faculty interested in incorporating more diverse and inclusive materials in their teaching materials and research. It contains pages for a variety of STEM disciplines that can be used as micro-lessons in disciplinary course. It also contains a module on finding and using diverse materials and a module on representation in special topics related to STEM such as laboratories, inclusive teaching and STEM Librarianship. Thumbnail image: Image by Ernesto Eslava from Pixabay, https://pixabay.com/photos/laboratory-care-health-medical-2821207/