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Student Handbook Project for Writing

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This is an end of term project for Writing 95 that is meant to provide students with the opportunity to reflect on their learning in the course and create a handbook in the most useable format for them, in their own language, that they can take with them to other classes that contain a writing component and which they can leave as a legacy document for future students of the course.

Material Type: Homework/Assignment, Student Guide

Author: Michelle Runyan

Management Information Systems

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I use an OER textbook that has a lot of inconsistencies and uses examples from a fairly narrow slice of business organizations. Some topics feel very dated and are presented at a level of detail that is appropriate for a general business course (either too broad or too specific). My main goal for redesigning this unit is to improve the assigned reading materials so that they feel fresher and more relevant and accessible for a diverse student population. I teach this class in an online format, and it is important for me to have good written resources. Learning Outcomes: *Describe the relationship between strategic planning and information systems planning *Describe the main steps in a strategic planning process *Describe Porter’s three generic business-level strategies *Describe information systems that can provide businesses with a competitive advantage *Identify elements of a business process *Identify how information systems and business processes work together to help an organization achieve its strategic objectives

Material Type: Homework/Assignment, Reading, Unit of Study

Author: Patricia Styer

Sustainable Tourism

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Introduces students to principles of sustainable tourism. Instruments for sustainable tourism development are examined in case studies (international, national, regional, and local). Methods and techniques that reconcile the different interests are discussed and applied in various contexts: urban vs. rural areas developed vs. less economically developed countries. Students gain an understanding of their role as leaders in managing a sustainable tourism business while addressing global sustainability issues such as poverty, climate change, globalization/localization, and environmental degradation. Course Objectives: 1. Assess the scope and principles of sustainable development and sustainable tourism. 2. Identify challenges, weaknesses, and strengths of sustainable tourism within different geo-cultural contexts. 3. Recognize socio-cultural, environmental, and economic impacts of tourism at the individual, community, and greater society levels. 4. Develop and apply intervention strategies to mediate tourism development impacts identified. 5. Use course content to analyze plans, policies, and approaches currently being used to guide sustainable tourism development within multiple contexts. 6. Recognize various stakeholder groups’ concerns about sustainable tourism development. 7. Apply principles of sustainable development in a case study evaluation.

Material Type: Homework/Assignment, Reading, Syllabus

Author: Pavlina McGrady

AHE 617 Needs Assessment in Higher Education

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Explores needs assessment as an applied research tool. Addresses definitions of types of needs assessment and compares needs assessment approaches. Applies research skills in the creation, design and implementation of a pilot needs assessment project focused around educational inequities. Measurable Student Learning Outcomes Evaluate varying definitions and types of needs assessment. Compare similarities, differences and uses for five approaches to conducting needs assessment projects. Apply applied research skills in the creation, design and implementation of a pilot needs assessment project. Classify the findings about educational inequities and identify action/remedy through the implementation of a pilot assessment.

Material Type: Syllabus

Author: Laura Boehme

Sociology: Sports in Society

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Course Description & Goals Sports is a socially constructed phenomenon often mirroring a society’s structure, behavioral patterns, and culture, serving vital social functions and reproducing and resisting social injustices. In other words, sports represent a microcosm of society. In this course, we will use the topic of sports in society to investigate and apply sociological concepts to co-constructed individual and collective work. We will also use the topic of sports to investigate questions fundamental to our human and social existence, including who we are and what we want to become--both individually and as a society--and the role of sports in that being and becoming. We will investigate these questions as we identify and investigate personally relevant topics, with the aim of practicing bringing our best selves to our work -- with curiosity, a humble sense of not knowing, a collective sense of mutuality and care, and a goal of, in the words of Adrienne Rich, claiming our own education. Learning Objectives: Learn about and apply sociological frameworks and theories to personally relevant topics of sports in society that provide opportunities for self-growth and self-awareness around questions of who we are and who we want to be Learn how to conduct an independent research project using sociological concepts and/or methods Learn about inequality through a sociological lens using sports as a focus Develop skills for engaging in critical self-reflection, including the ability to hold divergent points of view and to integrate new frames of reference and new ways of being Develop skills for engaging in collaborative and mutually beneficial learning Develop an understanding of our personal and collective power to act with agency to create change at the individual and community levels

Material Type: Full Course, Syllabus

Author: Lindsey Wilkinson

Diversity in STEM Contributions Assignment

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In this assignment, you have an opportunity to identify one aspect of your personal diversity and consider its overlap within someone in STEM. The following are examples of the personal descriptions that make you a diverse member of this class: ● Age and Gender ● Sexual Orientation ● Culture/Nation of Origin ● Race ● Religion ● Physical or Mental ability

Material Type: Homework/Assignment, Module

Author: Beth Manhat

MODULE 1: Defining Latin America As a Region

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Learning Outcomes: Analyze and articulate geographic concepts related to the geography of Latin America, its physical environment, peoples, cultures, and history. Analyze changing political and economic relationships between the United States and countries in Latin America in order to be a more informed and engaged global citizen. Interpret maps, graphs, and visuals as tools for analyzing the distribution patterns of phenomena and understanding their importance. Evaluate how changing cultural, social, political, and economic characteristics of Latin American countries influence internal strife and external intervention. Understand the complexities that contribute to the social inequality, political conflict, and environmental concerns prevalent in some Latin American countries and discuss possible solutions.

Material Type: Homework/Assignment, Module

Author: Tuba Kayaarasi

GEOG 101

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The goal of these class activities is to help students interpret maps and associated data. The first activity highlights underinvestment in disadvantaged communities across the United States. The second activity explores women’s rights and inequality from a global perspective.

Material Type: Activity/Lab, Homework/Assignment, Unit of Study

Author: Patrick Kennelly

Syllabus Retention Activity and Discussion Guidelines

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These materials focus specifically on how a course’s syllabus and discussion guidelines can be designed to infuse equity within the very structure of an online course. The syllabus activity, discussion guidelines, and introductory discussion prompt provided here are intended to serve as a starting off point to creating an anti-racist classroom that goes beyond simply adding content written by people of color, instead addressing systemic inequities that can be embedded in the course design itself.

Material Type: Activity/Lab, Syllabus, Teaching/Learning Strategy

Author: Jessica Lee

Family and Community Involvement in Early Childhood

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Utilizing a culturally responsive lens, this course focuses on strategies for developing family and community partnerships to benefit young children ages birth-5th grade of all abilities. Theories and research that support family-centered practices are explored with a focus on highlighting BIPoC authors and researchers. This course takes a family-centered perspective and emphasizes the role of collaborative planning with families and caregivers to create an inclusive environment. This course is designed as a six week asynchronous online course. The weekly video supports students by providing the flexibility to stop and start the video. This can be a supportive tool for students who might not have uninterrupted time to absorb content. The paired slides also provide a visual support which aids various types of learning styles. The Reading Evidence assignment is student centered which allows each student to explore and identify a system that works best for them. Which supports the modeling of a Universal Design for Learning strategy that students can utilize in their own setting. Lastly, the learning activities are designed to be "field ready" tools that allow students to utilize their classwork as tangible real world tools for family and community partnerships.

Material Type: Full Course, Homework/Assignment, Lecture Notes

Author: Micah Walker

Instructor Guide for Research Writing

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This sequence of seven assignments, dubbed “Research Arc,” was created over a decade of teaching introductory research writing to students of all majors at University of Oregon. My primary goals in developing this sequence were to build a culturally responsive and collaborative learning environment and model a thoughtful and conscientious research process that prevents common research pitfalls like de-contextualization of sources, sloppy documentation, and confirmation bias. My first step was creating an open and unifying course theme, which I title “Making a Better World Through Research and Writing.” This theme acts as an “umbrella” for the course by covering many ideas and questions intersecting through decades and across disciplines. Under this umbrella, students are empowered to research issues that are meaningful to them, personally and academically, while still fostering stimulating connections between their diverse range of research projects. This umbrella theme evolves with current events and between sections of the course, such as via sharing an inspirational list of previous research topics with which former students have been especially successful.

Material Type: Assessment, Homework/Assignment

Author: Kristy Bryant-Berg PhD

Funeral Service Education Collaborative Glossary context

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One of the biggest components of any Funeral Service Education course is the use of a glossary, full of vocabulary terms that must be learned, understood and memorized by students in order to pass the National Board Exam. To ensure that students engage with these vocabulary terms, it is common to assign them to write the definitions out. In order to improve accessibility to students and to encourage collaboration, This is a spreadsheet that lists 200 terms from the content outlines provided by American Board of Funeral Service Education for Funeral Home Management and Small Business Management. This format allows for students to work together to define throughout the course. There is space for a contributor to add a definition, and for another contributor to add an example sentence. This spreadsheet can be assigned to the entire class, dividing the 200 terms evenly between them, or it can be assigned to smaller groups. By the end of the term, everyone in the class will have a full glossary, created by them.

Material Type: Homework/Assignment, Teaching/Learning Strategy, Unit of Study

Author: Kay Chavez

Writing 122 Equity OER Project

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I’ve designed this unit to slot into the second and third (and into fourth) weeks of my Writing 122 course. Rethinking my course from an equity perspective led me to reshape my approach to some key concepts (particularly audience), highlighting lived experience as an important component of knowledge when addressing social issues. An important aim of this project is to foreground the relevance of the work they’re doing in this course and how it applies to their world beyond this course. I produced an 11-minute audio slideshow on audience that is in alignment with the two assignments I’ve created here. This will take the place of a few mini-lectures, reducing the amount of reading and offering a different learning modality. I intend to use H5P to build a self-assessment and review component and attach it to the audience slideshow. After completing the second assignment, students would proceed to hone in on an arguable question/topic (possibly the one identified in Assignment Two, or possibly another important question embedded in the issue) and conduct research in preparation for their essay rough draft. Learning Objectives: Here are learning objectives and aspirational goals (from Portland Community College’s CCOGs for Writing 122) in alignment with this unit: CONNECT: Craft an argument in conversation with others who are thinking about the same subject. REFLECT: Analyze their own learning in writing. INQUIRE: Locate multiple and various information sources that are appropriate to the given process of inquiry Students will understand themselves as lifelong students of reading, writing, and rhetoric. Students will transfer their learning to personal goals and larger initiatives that matter to them. Students will see themselves as critical participants in larger conversations.

Material Type: Homework/Assignment, Lesson, Teaching/Learning Strategy

Author: Tara Montague

Ethics

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My Implementation goals Provide OER resources for course Share OER resources for ethical activities, assessments, and outcome attainment Empower students by implementing both universal design and culturally responsive methods, strategies, and resources to allow students to more fully engage in the topic of ethics in education and their own practice. The following are the learning outcomes specific to this course: Recognize, describe, and critique current ethical theories. Recognize, describe, and apply current ethics practices and issues in education. Evaluate ethical and professional issues relevant to the practitioner, scholar-practitioner, and scholar.

Material Type: Full Course, Homework/Assignment, Reading

Author: Laura Boehme

Environmental Justice

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I will make my course more engaging by replacing disposable assignments with embodied activities, memorable experiences, and connection with students’ everyday lives. I will provide routine through scaffolded repetition so students know what to expect and understand how concepts build on each other. I will use a low-cost textbook ($10-$15) and a low-cost journal (also $10-$15). All other materials will be available for download on the course LMS for no extra cost. Each activity below will highlight one of the three key ideas in environmental justice theory followed by a reflection exercise to ensure the students understand the nuances between them. I will also add a discussion board to the LMS so students can post examples of environmental injustices they read about in the media or learn about in their daily lives. The intent of the Discussion Board is to foster sharing and create community.

Material Type: Activity/Lab, Assessment, Homework/Assignment

Author: Melissa Haeffner

First-Year Modern Standard Arabic

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These assignments are intended to accompany or replace the original drills from AlKitaab part I, 3rd ed. textbook. This helps to transition students of Arabic away from the need to purchase or share an expensive textbook and companion website access and also gives the students materials and drills that develop their language skills more methodically, using principles from recent foreign language pedagogy.

Material Type: Homework/Assignment, Lesson Plan, Syllabus

Author: Yasmeen Hanoosh

Physical Activity for Weight Control I and II Syllabus

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Introduces an independent and applied physical exercise program to promote physical activity and improve body composition. Promotes healthy behavior change patterns. Course Topics Covered: - Improve physical conditioning - Behavior change techniques to improve overall fitness and health - Body composition assessment - Weight management - Basic Nutrition - How & why to maintain a physical activity log - Fitness assessment/testing - Cardiorespiratory fitness basics - Monitoring intensity of exercise via heart rate & RPE & Talk Test - Muscular fitness basics - Flexibility and back health basics - Maintaining lifelong fitness & wellness Learning Outcomes 1. Improve physical conditioning through an individually planned exercise/lifelong fitness program 2. Implement behavior change techniques to improve overall fitness 3. Recognize and apply the value and benefits of physical fitness 4. Apply pre/post fitness assessments

Material Type: Syllabus

Author: Susan Milln

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