This Project has been completed as part of a standard 10 weeks Calculus 3 asynchronous online course with optional WebEx sessions during Summer 2021 Semester at MassBay Community College, Wellesley Hills, MA.

Resolução de exercícios sobre a unidade: geometria no plano.Equação cartesiana da circunferência; Equação geral da circunferência.  

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

Open middle problems require a higher depth of knowledge than most problems that assess procedural and conceptual understanding. They support the Common Core State Standards and provide students with opportunities for discussing their thinking. The Equivalent Ratios problem asks students to use the digits 1-9 to see how many ratios they can make that are equivalent to 2:3

Wir haben ein zweijähriges Erasmusprojekt gehabt: "Die Kinder von Europia: Schule, Arbeit und Leben in 100 Jahren". Die Schüler aus den sechs verschiedenen Ländern sollten unter anderem zusammen ein Buch schreiben:

http://europia100.de/Unser-Buch/English-Version/

Students from Germany and Sweden worked together in groups to write travel blogs, one for each of the countries that take part in our Erasmusprojekt "Die Kinder von Europia: Schule, Arbeit und Leben in 100 Jahren".

https://eurokids100.wordpress.com/2016/05/20/ergebnisse-des-lernmoduls-virtual-globetrotters/

This PowerPoint Presentation describes the Erickson's psycho-social stages of development, also know as, Eight stages of man. The life of a person from birth to death is divided into eight stages. There is a task that must be accomplished at each stage of development. Each stage has different conflict and virtue. These are independent with each other.

This is a learning "adventure" (i.e. interactive learning) for body tissues created for an Anatomy & Physiology 1 course.  It can be modified for different concepts and is suitable for use in lecture, lab, or outside of class time as an independent assignment.

This OER activity was created by Joseba Moreno as a remix of Out Teach as part of the 2024 World Language OER Summer work and training. Educators worked with Chrystal Liu, Nick Ziegler and Dorann Avey to create OER Learning Plans and materials. The attached Lesson Plan is designed for 9 - 12 World Language Arts teachers for Novice Learners of Spanish. Students will analyze and evaluate the elements of literary text, build background knowledge to clarify text and deepen understanding, and use relevant evidence from a variety of sources to assist in analysis and reflection of complex text. This Lesson Plan addresses the following NDE World Language Standard(s): NE. WL. 1.1.A, NE. WL. 1.1.B, NE. WL. 1.1. C, NE. WL. 1.1.D, NE. WL. 5.1.A, NE. WL. 5.1.B, NE. WL. 5.1. C, NE. WL. 5.1.D, NE. WL. 5.1.EIt is expected that this Lesson Plan will take students 40 minutes to complete.Aprenderás cómo las palabras descriptivas hacen que las historias sean más claras e interesantes.Esta actividad fue creada por Out Teach (out-teach.org), una organización sin fines de lucro que proporciona aprendizaje experiencial al aire libre, con el objetivo de transformar la educación de las ciencias para los estudiantes en comunidades más desatendidas.

Presentació que acompanya el Tema2. Espais Vectorials de l'assignatura Fonaments matemàtics impartida per M. Rosa Estela el primer curs d'Enginyeria Civil
Presentació sobre els espais vectorials i la seva relació amb els elements finits, així com la seva aplicació en la resolució de problemes científics

The Additional Resources section contains extra resources, not included anywhere else in the unit, that support the learning of unit goals. They’re extra activities teachers can pull from to supplement lessons. In the metaphor of a journey, this section contains the extra snacks and music playlists that aren’t essential for the journey but can make it even better.

The Teacher Toolbox section contains communicative can-do statements, a vocabulary list, and language functions and supporting structures/patterns. This section takes the bigger chunks of the Unit Goals and Assessments and breaks them down into smaller bits for daily and weekly lessons. In the metaphor of a journey, use this section to inform goals for daily and weekly lessons. These are the tools in your backpack that will help students and teachers successfully reach the milestones.

The Teacher Toolbox section contains communicative can-do statements, a vocabulary list, and language functions and supporting structures/patterns. This section takes the bigger chunks of the Unit Goals and Assessments and breaks them down into smaller bits for daily and weekly lessons. In the metaphor of a journey, use this section to inform goals for daily and weekly lessons. These are the tools in your backpack that will help students and teachers successfully reach the milestones.

Español sencillo: Elementary Spanish IThis is a full "textbook" for Introductory Spanish I (101), which constitutes an entire semester of college-level Spanish. The course could be used in a high school setting, though more materials/activites would likely be needed to fill out the additional class time. This work, especially the first few chapters, builds upon the OER Hola a Todos: Elementary Spanish I, by Elizabeth Combier and Mariana Stone. Their work is hosted by Galileo Open Learning Materials. This work was funded by a 2019 Open Education Resource Grant from the University of Pittsburgh. 

Here are the guidelines for Essay 1. Choose one topic to write the first essay.

Essay 3 Guidelines. After you complete the Writing in the Zones Exercise, follow these guidelines to draft Essay 3.

Introduction to Geology students are asked to write a two page (5-6 paragraph) editorial that addresses what geology is and why it is important to society. To gather the information for their editorial, students have to interview at least five individuals (two of whom have to be professionals or faculty members), and consult the mission statements and goals of professional geology organizations (i.e. AAPG, AGU, GSA, SEPM, etc.) Students then synthesize their research and construct a well-written editorial with appropriate citations that will either explain, persuade, criticize, or praise. In completing the assignment, students not only better understand why it is good to study geology, but also have an appreciation for the scope and content of an Intro to Geology course.
Teaching Tips
Adaptations that allow this activity to be successful in an online
environment
I have not used this activity in an online environment, although students in my face-to-face class submit their assignment online through learning management software (i.e. BlackBoard, Desire2Learn, etc.).

Elements of this activity that are most effective
This is effective because it requires that students become active in the learning process, and although the writing is minimal, they have to really pay attention to their wording, point of view, and purpose. Moreover, when students interview professionals, other faculty, their parents, or friends, they are often engaged in interesting conversations that provide important insights. I have found that this helps motivate students and excites them about the content of the course.

Recommendations for other faculty adapting this activity to their
own course:
I recommend that other faculty use the content of the editorials periodically by referring back to student responses throughout the duration of their courses. It helps draw students back into the course, and helps connect them to why they are studying geology in the first place. In years when written work are less than satisfactory, I often require students to swap editorials and provide peer critiques. This usually helps students who struggle with their writing.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)