Students make a wheel and axle out of cardboard and a wooden dowel. It is rooled along a ramp made of parallel meter sticks, and the acceleration can be made small enough to make accurate measurements and calculations.

Students work in groups to examine excerpts from primary source documents. They identify social and economic factors affecting specific categories of people when the Great Migration accelerated in 1916 to 1917: black migrant workers from the South, southern planters, southern small-farm farmers, northern industrialists, agents, and white immigrant workers in the North. Each student group creates a "perspectives page" to post for a gallery walk where students analyze the causes of the Great Migration and the changes it brought to both the North and South. Students also discuss the specific economic factors that influenced the Great Migration: scarcity, supply, demand, surplus, shortage, and opportunity cost. Using the PACED decisionmaking model, they analyze the alternatives and criteria of potential migrants.

Students work as physicists to understand centripetal acceleration concepts. They also learn about a good robot design and the accelerometer sensor. They also learn about the relationship between centripetal acceleration and centripetal force governed by the radius between the motor and accelerometer and the amount of mass at the end of the robot's arm. Students graph and analyze data collected from an accelerometer, and learn to design robots with proper weight distribution across the robot for their robotic arms. Upon using a data logging program, they view their own data collected during the activity. By activity end , students understand how a change in radius or mass can affect the data obtained from the accelerometer through the plots generated from the data logging program. More specifically, students learn about the accuracy and precision of the accelerometer measurements from numerous trials.

In this lesson, students will  demonstrate their understanding of acceptance by developing a creative narrative that demonstrates the core theme of acceptance. The lesson includes a video clip, storyboard template, and rubric. This lesson is based on a video about the life of Carl Erskine, The Parallel book, and students’ research and perceptions of the concept.

In this lesson, students learn about their classmates and teacher in a way that builds community and cohesiveness in the learning environment. Using the books, Playing for Change by Kelly Brown and The Parallel by Carl Erskine, as well as the Special Olympics video clip, Acceptance, students will discuss differences in the characters who were accepted and those who were not. In pulling these elements out of the plot, the students will then identify differences in themselves that possibly relate to others in the classroom.

There is no doubt that modern lifestyle changes have contributed to the problems of overweight and obesity among adults and children. Some school health and physical education programs are tackling the challenge of integrating healthier eating and regular exercise into the lives of students. But what about the social challenges that face children who are overweight? And how do media messages reinforce the bias they already experience among many of their peers? In these lessons, students will evaluate both their own biases related to size differences and the ways in which media shape those biases.

Acceso is a complete, interactive curriculum for intermediate-level learners of Spanish. The materials on the site are provided freely to the public and are intended as a replacement for commercial textbooks, which are generally ill-suited to the learning outcomes now considered crucial to successful language study. These materials are supplemented by an online workbook built on the MySpanishLab platform of Pearson Education, Inc., as well as detailed lesson plans, rubrics for the evaluation of student work, and reliable instruments for measuring student progress and learning outcomes. Winner of 2012 Computer Assisted Language Consortium (CALICO) Focus Award

Reviews
CALICO Journal 29.2 (Jan 2012): 398-405.
Hispania 95.2 (June 2012): 365-366

Accommodations are provided by a school, employer, or other institution to ensure deaf people are able to fully access all the experiences and activities offered. There are many different types of accommodations, ranging from interpreters to extra time for testing.

In order to ensure equitable opportunities and effective communication for all students, Section 504 of the Rehabilitation Act and the Americans with Disabilities Act mandate that reasonable accommodations be provided when requested.

Lecture slides to accompany ARTID 569A: Inclusive Environments, an Interior Design course given at Iowa State University.

Information is inherently valuable. Access to it, or lack of access, has the potential to affect the quality of one’s life. In this lesson, students will learn how access to information shapes people’s lives and how they can make informed decisions related to access to information in their lives and in their communities.

This faculty and librarian toolkit is designed to support teaching at the intersections of scholarly communication and information literacy. The heart of the toolkit is a choose-your-own scenario activity which can be used in a flipped classroom setting or in a traditional classroom. The choose-your-own scenario activity is inspired by and adapts questions from: Hare, S. & Evanson, C. (2018). Information privilege outreach for undergraduate students. College and Research Libraries. http://crl.acrl.org/index.php/crl/article/view/16767. Please note the survey questions are provided below, however, the survey skip logic is not included in the PDF, we recommend the link for the full experience. We also include talking points for librarians and instructors and include ways to modify the activity for students publishing information within their disciplines or for lower-division general education courses.

Questions about access to scholarship go back farther than recent debates over subscription prices, rights, and electronic archives suggest. The great libraries of the past—from the fabled collection at Alexandria to the early public libraries of nineteenth-century America—stood as arguments for increasing access. In The Access Principle, John Willinsky describes the latest chapter in this ongoing story—online open access publishing by scholarly journals—and makes a case for open access as a public good.

A commitment to scholarly work, writes Willinsky, carries with it a responsibility to circulate that work as widely as possible: this is the access principle. In the digital age, that responsibility includes exploring new publishing technologies and economic models to improve access to scholarly work. Wide circulation adds value to published work; it is a significant aspect of its claim to be knowledge. The right to know and the right to be known are inextricably mixed. Open access, argues Willinsky, can benefit both a researcher-author working at the best-equipped lab at a leading research university and a teacher struggling to find resources in an impoverished high school.

Willinsky describes different types of access—the New England Journal of Medicine, for example, grants open access to issues six months after initial publication, and First Monday forgoes a print edition and makes its contents immediately accessible at no cost. He discusses the contradictions of copyright law, the reading of research, and the economic viability of open access. He also considers broader themes of public access to knowledge, human rights issues, lessons from publishing history, and "epistemological vanities." The debate over open access, writes Willinsky, raises crucial questions about the place of scholarly work in a larger world—and about the future of knowledge.

On completion of this unit participants should:

Investigate and source digital versions of the Zambian curricula documents.
Determine what role for ICT has been envisaged by the national education authority as expressed within the official curriculum
Identify sixteen 21st century skills as defined by the World Economic Forum
Integrate at least two 21st century skills into their teaching and learning.

Join us for an insightful session on accessibility supports available on the Oregon Statewide Assessments. We will review 2022-23 assessment data, explore commonly used supports, and discuss integrating them into everyday instruction. Learn how to prepare students for success on statewide assessments and gain valuable insights into the accessibility process at the Oregon Department of Education (ODE). Join us to empower your students and enhance their assessment experiences!

The goal of this resource is to support scholarly communication librarians wanting to implement accessibility measures in their open access, open education, and open data initiatives.

The Accessibility Course for Education is designed to provide you with a basic introduction to digital accessibility and provide practical guidelines for complying with accessibility guidelines in your own educational content. This course was developed by the Arthur Lakes Library at the Colorado School of Mines using an Open Educational Resources grant from the Colorado Department of Higher Education. While the initial intention was to provide training to faculty participating in Mines' OER program, the course is now open to all to help foster inclusive and accessible educational resources. Course content is geared toward instructors, but other accessibility advocates will also benefit from the course.

In this short module, you will learn about the importance of designing accessibility and how to ensure your documents are accessible to all. Not all people have the same degree of ability which is why it is important to consider when creating and sharing information with others. For instance, people with visual impairments and people with auditory impairments have to navigate documents differently than their able-bodied peers. This is why you should be thinking about how you can make your documents more accessible so that everyone can interact with it not just those who are able-bodied.

This is a treasure hunt game that simulates various disabilities and gives a sense of how frustrating non-accessible content can be for people with disabilities. Suitable for a general audience, no programming experience necessary.
An editable copy is also given, along with ideas about how to make it more accessible.