This assignment asks students to propose an original research question and identify data that could be used to answer that question.

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of 5th Grade English studying Winin Dixie.

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of 5th Grade Social Studies.

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of Middle School PE. In addition, there is also a choice board at the bottom that engages students in some degree of control over how they practices the Vocabulary and Skills taught.

This Empower Learner Activity is designed for MS English students studying the book Hoot. Students will self-assess, set preliminary goals, and think through learning strategies.

This Empower Learner Activity is designed for an Ag or Exploratory Science class. Students will self-assess, set preliminary goals, and think through learning strategies.

This Empower Learner Activity engages students in self-assessment, preliminary goal setting and reflection on use of learning strategies within the context of Middle School Music. In addition, there is also a choice board at the bottom that engages students in some degree of control over how they practices the Vocabulary and Skills taught.

The En-ROADS guided assignment challenges participants to use the free online En-ROADS simulator (https://en-roads.climateinteractive.org/) to create a scenario that successfully addresses climate change while considering implications across the economy, environment, and society. The En-ROADS assignment is used in classrooms, ranging from middle school to graduate level students, and comes in short and long forms. It can also be adapted as an exercise for non-academic settings. Often, the assignment is given following an En-ROADS workshop or Climate Action Simulation role-playing simulation game (https://www.climateinteractive.org/en-roads/).

The course is designed to equip students with knowledge and abilities in the use of word processing, presentation and spreadsheet applications. The focuses of the course are on the integration and hands-on training on word processing, presentation and spreadsheet applications in producing business documents, designing slides for presentations and apply spreadsheets documentation. Students will be able to demonstrate the keyboarding techniques in relations to applied management studies. The course also emphasizes on applying the applications learnt by working in a team to produce group project and presentations that meets an organization’s needs.

In order to pass the paleobiology class, students must pass a critter test, which contains 25 different fossils. Students are asked to identify the fossils in as detailed a manner as possible.

This course will explore how Americans have confronted energy challenges since the end of World War II. Beginning in the 1970s, Americans worried about the supply of energy. As American production of oil declined, would the US be able to secure enough fuel to sustain their high consumption lifestyles? At the same time, Americans also began to fear the environmental side affects of energy use. Even if the US had enough fossil fuel, would its consumption be detrimental to health and safety? This class examines how Americans thought about these questions in the last half-century. We will consider the political, diplomatic, economic, cultural, and technological aspects of the energy crisis. Topics include nuclear power, suburbanization and the new car culture, the environmental movement and the challenges of clean energy, the Middle East and supply of oil, the energy crisis of the 1970s, and global warming.

This course looks at all forms that energy exists. It explains how energy is used in: transport, agriculture, industry, commerce and households. It describes how energy is stored using storage systems such as: battery, flywheels, compressed air, chemical energy systems and pumped storage. This course explains the problem of depletion of energy resources. It describes the environmental damage associated with the use of fossil fuels, acid rains, dangers posed by leaded fuels, oil spills, gas leaks and explosions, water pollution caused by poorly managed coal mines, and air pollution. It describes the environmental damage associated with the use of fuelwood, uranium, hydro-power plants and wind. It also explains possible solutions to the energy-related problems.

Sharable artifacts from a Bellingham Technical College learning community exploration of online student engagement in 2016-2017.

All engineering students in Canada must take an Engineering Economics course as part of program accreditation requirements. These courses mainly focus on the evaluation of monetary profits and direct financial costs incurred during the design, operation and decommissioning phases of projects. Instructors commonly use textbooks as the primary tool to guide the students through the content of this course, which tend cost around $100 each student. Like many courses, the materials in this course does not change much over time resulting in many students opting to not buy the required textbook and instead rely on free sources of information found online, in older editions of textbooks or simply rely on course notes. The patchwork of sources creates problems in this course in particular, because of the variation of notation used across sources, which can easily cause confusion. It was this problem that inspired the creation of a set of open-source materials that students and instructors can use for free, enabling the instructor to have control over notation and concepts to focus on while saving the students money. As such, these materials were created with the support of the Open Educational Resource Fund through an OER Implementaion Grant. A faculty member led the creation of the materials with the help of a team of undergraduate engineering and commerce students (all named as authors). The early planning stages of the project included rethinking the traditional textbook format, and opting instead to produce annotated and comprehensive slides designed to function as both study aids for students and instructional tools for educators. The foundational concepts of engineering economics were systematically organized into twelve distinct chapters, each represented by a PowerPoint slide deck. Each deck includes a title page and a table of contents slide (for organizational purposes), with the remaining slides relatively content heavy. While prioritizing accessibility through readable formatting (able to be read by software for those who are visually impaired), minimal emphasis was placed on a particular presentation style. This straightforward format intentionally allows instructors flexibility to tailor the material to their preferences. Instructors are afforded the latitude to infuse their distinctive approach, incorporating personal touches, stylistic elements, anecdotes, pertinent visuals, or discipline-specific case studies as deemed appropriate. The intent was to empower instructors with a malleable framework that accommodates diverse teaching styles and facilitates the integration of contextually relevant content. Additionally, a set of practice problems (including solutions), were created for every chapter for self-paced student engagement. The formulation of questions, encompassing both in-class examples and practice problems, adhered to a gender-neutral phrasing approach to ensure inclusivity. Additionally, all questions were designed to be discipline-neutral, accommodating diverse engineering departments and enhancing the materials' applicability for dissemination purposes. To ensure uniformity of notation across the slides and practice problems during development, a list of variables and a formula sheet were also created and included as integral components of the materials package.

Engineering and Technology for the Better Good of Society PIT-OER is intended to train engineering technology students to leverage the power of select technologies aligned to the public interest applications and targeted public works institutions.This PIT-OER consists of four modules:Module 1: Project Management Methods with Applications to Public Works.Module 2: Technology and Ethics: “Are You Conflicted?”. Module 3: 3D Printing Applied to Everyday Public Interest and to Public Work Institutions.Module 4: How “Open” is Open Source Content: The Do’s and Don’t of Using Open Source Software, OSS. Each module is organized with lecture, assessment, and laboratory experiments. The modules are course materials for TECH-100, Introduction to Engineering and Technology, of Queensborough Community College.

Technical Vocabulary practice, focus on new words, listening tasks completion, verb tenses revision.

This is an assignment for an argument essay to be used in a composition I class.

This is an assignment for an argumentative essay with the use of research and proper incorporation of MLA citations.

This is a cause and effect essay assignment for use with a composition I class.

This is an assignment for a comparison contrast essay for a Composition I class.