All resources in Community College Consortium for OER

POL 13: Introduction to American Foreign Policy

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The goal of this course is to provide students with 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 from its assumption of world leadership during and after World War II to its present concerns with sprouting democracies, a militarized policy, and global economic and political interdependence.

Material Type: Syllabus

Author: Christine Jun

History 7B--US History After 1876: Open for Antiracism (OFAR)

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American history from 1876 to the present. Topics include industrialization, Progressivism, World Wars, Depression, the Cold War, the Civil Rights and Vietnam Era, and the 21st century. Emphasis placed on immigrant and racial groups, women, international relations, and contemporary topics. Total 54 hours lecture.

Material Type: Homework/Assignment

Authors: daehwan lee, Open for Antiracism Program (OFAR)

History 7B--US History After 1876: Open for Antiracism (OFAR)

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An oral history project based on a family's immigration history. Students are required to write a 5 page oral history paper and also present a 5 minute PowerPoint presentation in class. Students may choose to interview their own families or someone else's family. Interview questions are created by the students through group work. 

Material Type: Activity/Lab, Assessment

Authors: daehwan lee, Open for Antiracism Program (OFAR)

Remix

Bioscience 56 --Advanced Histotechniques: Open for Antiracism (OFAR)

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This semester, we will be implementing a group activity where we look at the histology for the leading causes of death while also exploring how these diseases disproportionately affect people of color in America. There are several components of this project that culminate in a video presentation that can be used to inform our Merritt and employer community about these diseases and how they negatively impact us. This project will be done in several steps or 7 Modules as outlined below. 

Material Type: Homework/Assignment, Lesson Plan, Module, Reading, Syllabus

Authors: Feather Ives, Open for Antiracism Program (OFAR)

Remix

Visual Human Anatomy Laboratory Manual (Sample): Open for Antiracism (OFAR)

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This project was created as part of the Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons.This submission serves as a sample of several chapters from a newly written OER human anatomy lab manual aimed at the college level. A complete version will be made available on OERCommons at a later date.

Material Type: Activity/Lab, Textbook

Authors: Jason Librande, Open for Antiracism Program (OFAR)

Canvas Commons Modern American History modules

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This Canvas shell includes a sample syllabus for a Modern American History course using OER resources. The shell also has two sample modules which include discussion prompts and a sample midterm assignment. Each module has a corresponding announcement that would be sent out at the beginning of the week to remind the students of the work to be done.

Material Type: Homework/Assignment

Authors: Jennifer Grohol, Open for Antiracism Program (OFAR)

Midterm Mixtape

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This is a project that is helpful for students to develop a mixtape of sorts without the burden of an essay style submission. If it is done correctly, students will have 1000+ words submitted for a homework or proiect. 

Material Type: Simulation

Author: Monica Ambalal

Remix

STAT 18--Statistics for the Behavioral and Social Sciences: Open for Antiracism (OFAR)

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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. 

Material Type: Activity/Lab, Homework/Assignment

Authors: Patrick Rock, Open for Antiracism Program (OFAR)

Remix

English 1B--Critical Thinking and Writing: Open for Antiracism (OFAR)

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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. 

Material Type: Activity/Lab, Syllabus

Authors: Ryan Hitch, Open for Antiracism Program (OFAR)

Remix

Public Health Podcast: Open For AntiRacism (OFAR) -

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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. 

Material Type: Assessment, Student Guide, Syllabus

Authors: Durrain Ansari-Yan, Open for Antiracism Program (OFAR)

Remix

Soc 1--Introduction to Sociology: Open for Antiracism (OFAR)

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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. 

Material Type: Homework/Assignment

Authors: Patricia Santiago, Open for Antiracism Program (OFAR)

Remix

PSYCH 001: Introduction to Psychology

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This is a 2-part assignment designed to help students to explore how culture can impact one's view of mental health and mental disorders. In part 1, students are invited to explore how culture impacts mental health, for example how mental disorders are regarding in different communities and the potential cultural stigmas regarding mental disorders and treatments. Using their own identified culture, students will explore how mental health & well-being are approached by that culture. In part 2, students will focus on a particular psychological disorder and how that disorder is perceived in their chosen culture. Students will provide a short write-up/recording of their findings and also create an infographic or visual targeted toward members of their culture.Students are encouraged to be creative in designing their visual and are also encouraged to create a multilingual visual, if appropriate.

Material Type: Homework/Assignment

Author: Amy Coren

Math 400: Calculus 1

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This is a rigorous, open, and equitable Calculus I class. It follows the OpenStax Calculus I book and uses the MyOpenMath course created by Larry Green and the ZTC grant as homework and extra resources. As well as lecture notes and worksheets created in Microsoft Word. The structure of the course is that it follows a flipped class model, where students are required to watch lecture video created off of the lecture notes. Then students work on sectional exercises embedded in Canvas from MyOpenMath and work by themselves on the hard worksheet before the last day of the class during the week. On that day of class students will have the opportunity to work in groups on the worksheet problems. They will be motivated to work on the problems in their groups because they will then teach the professor their random problem received as well as their group mates have points associated with their group mates work. The way they do this is through a program called GoReact that is embedded in Canvas. The main thing about this program is that students can easily share a recorded video of them teaching the math to the professor and the professor in turn can give video feedback telling the student how much they rock or letting them know what went wrong. These Teach Me Video are the foundation of the course and are the only thing the professor grades for the week unless there is a test. They are fun for both the instructor and students and increase the teacher student relationship as well as the student to student relationship. It is also easy to bump the Teach Me Videos up to make students who didn't fully understand the problem by making them redo the video to get some points back.

Material Type: Activity/Lab, Assessment, Full Course, Homework/Assignment, Lecture, Lecture Notes, Lesson, Lesson Plan, Module, Textbook

Authors: Andreas Bazos, MyOpenMath, OpenStax, ZTC Grant

Theater 100: Interviewing Working Artists

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This is a lesson used in a Theater 100 Intro to Theater classat West Los Angeles College in 2022. Students were part of an open-pedagogy process that connected them with stage artists of color whom they interviewed about their careers in stage design, writing and directing.Artists were contacted directly and volunteered to be part of the project. Most were delighted to speak with students aboout their careers.

Material Type: Lesson

Author: Elise Forier Edie

SOCIO 121--An Anti-racist and Intersectional Approach to Social Problems: Open for Antiracism (OFAR)

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This syllabus is for a course that offers a systematic and in-depth introduction to the sociology of social problems. We will examine some of the more commonly identified social problems in contemporary society with an anti-racist lens. The class will introduce core concepts and methods that sociologists use to study social problems incorporating an anti-racist lens. We will apply these concepts of systemic racism and intersectionality to topics including poverty, food scarcity, residential segregation and gentrification, gender and sexual violence, health and environment, incarceration, the school to prison pipeline, mass media stereotypes, family and welfare. The end-of-semester projects will let students choose a social problem of interest to them, explore it in great detail, and then teach classmates about it.  

Material Type: Syllabus

Authors: Sangha Niyogi, Open for Antiracism Program (OFAR)

POL 13: Introduction to American Foreign Policy

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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? 

Material Type: Homework/Assignment

Author: Christine Jun