As a group, we were assigned the task to teach the rest of our class about some of the externalizing behaviors that adolescents experience. We put together this video in order to show how we went about accomplishing that task.

The process of adolescent development has always been complex, with a myriad of biological, mental, and social changes. In our increasingly complex world it becomes even more difficult for adolescents to navigate their way into adulthood. The following selections touch on topics such as first jobs, international identity, relationships, social media, and others to get a glimpse at what life is like for the youth of today and hopefully offer insight and advice to parents and their adolescents.

This video covers the topic of adolescent work and how to effectively teach this topic. This video includes Learning Objectives, a lesson plan, and ideas for learning activities. 

This article has a ton of information on adolescent development such as physical development and their behavior. It gives statistics and shows the differences between boys and girls adolescent development. It also gives parenting advice about their kids sexuality and safety tips.

At the beginning of the course, each student is assigned a unique blob - or a piece of material of a particular shape with specific material properties (density, bulk modulus, composition, viscosity, volatile content, etc) that is residing within the mantle at a specific environment (depth, pressure, temperature). Then as the semester continues as a topic is covered the student must assess (either quantitatively or qualitatively) what observable would be associated with their blob (for example, gravity anomalies, geoid anomalies, surface expressions, seismic tomography, phase transition topography). The student then develops a portfolio of their blob and its observables to then present at the end of the course with an explanation/interpretation for the source of the blob culiminating at building a geo-story around their anomaly.

Some blobs could be amorphous anomalies whereas other could have physical significance (though best not to tell the students ahead of time so they can make their own discovery as to what the blob is or isn't) such as subducted slabs at the CMB (or 660 km), plumes, lithospheric drip, lithospheric root, or a boring typical piece of the mantle.

(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.)

This resource is useful for students who can visit rare books in special collections libraries. Teachers and students of book history, literature, and art history might find this resource useful.

This activity is a Google Slide playlist that will introduce students to microbes that can be found in deep sea sediments, and what roles they play in their environment. This playlist is suitable for use in remote or in-person instruction and can easily be added to a Learning Management System.

Provenance: Molly Ludwick, Kings Mountain Middle School
Reuse: This item is offered under a Creative Commons Attribution-NonCommercial-ShareAlike license http://creativecommons.org/licenses/by-nc-sa/3.0/ You may reuse this item for non-commercial purposes as long as you provide attribution and offer any derivative works under a similar license.

(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.)

Describing rock outcrops and hand specimens

(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.)

VCCS's "Pathways" Course provides faculty with an introduction to the laws that influence the use, re-use, and distribution of content they may want to use in a course. Activities include finding openly licensed content for use in a class and publishing openly licensed works created by faculty. At the end of the course, students will have openly licensed content that will be ready for use in a course.

There are many layers when thinking about Open and Open Textbooks. In this first week of the workshop, we'll begin by peeling those layers back, starting with what Open actually means in the context of education. We'll then move on to looking at what an Open Textbook is. We've provided you with some resources to check out, and we ask that you post in the forum to talk to other participants about your experiences with openness.

Hear about how respect for Earth can help us attain a more sustainable lifestyle in the face of climate change in this video segment adapted from United Tribes Technical College.

Students will use the Census Business Builder: Small Business Edition data access tool to gather and analyze information that entrepreneurs may consider when opening a business. This introductory activity assumes that students have limited experience using data access tools.

As faculty, you assess textbooks against a set of criteria that reflects your long experience and knowledge of student needs. You do the same with Open Textbooks, but there are a few additional considerations.

A reference for instructors, institutions, and students on adopting open textbooks

Short Description:
The second edition is an updated and expanded version of the original adoption guide. The first sections address three distinct groups involved in open textbook adoption: instructors, post-secondary institutions, and students. The second--most comprehensive--section focuses on the operational aspects of adoption: surveying instructors about, tracking usage of, and reporting out about open textbooks (and other OER). The last "Learn More" part provides additional adoption information.

Long Description:
This guide was originally created by BCcampus Open Education with the assistance of several BC faculty and staff who attended the 2016 Adoption Workshop Development Sprint. Since then, open education has evolved and in response this guide has been updated and expanded into four parts. The first sections address three distinct groups involved in open textbook adoption: instructors, post-secondary institutions, and students. The second–most comprehensive–section focuses on the operational aspects of adoption: surveying instructors about, tracking usage of, and reporting out about open textbooks (and other OER). The last “Learn More” part provides additional adoption information.

Word Count: 12688

ISBN: 978-1-77420-026-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

A reference for instructors, institutions, and students on adopting open textbooks

Short Description:
The second edition is an updated and expanded version of the original adoption guide. The first sections address three distinct groups involved in open textbook adoption: instructors, post-secondary institutions, and students. The second--most comprehensive--section focuses on the operational aspects of adoption: surveying instructors about, tracking usage of, and reporting out about open textbooks (and other OER). The last "Learn More" part provides additional adoption information.

Long Description:
This guide was originally created by BCcampus Open Education with the assistance of several BC faculty and staff who attended the 2016 Adoption Workshop Development Sprint. Since then, open education has evolved and in response this guide has been updated and expanded into four parts. The first sections address three distinct groups involved in open textbook adoption: instructors, post-secondary institutions, and students. The second–most comprehensive–section focuses on the operational aspects of adoption: surveying instructors about, tracking usage of, and reporting out about open textbooks (and other OER). The last “Learn More” part provides additional adoption information.

Word Count: 17519

ISBN: 978-1-77420-026-1

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

A reference for instructors, institutions, and students on adopting open textbooks

Short Description:
The second edition is an updated and expanded version of the original adoption guide. The first sections address three distinct groups involved in open textbook adoption: instructors, post-secondary institutions, and students. The second--most comprehensive--section focuses on the operational aspects of adoption: surveying instructors about, tracking usage of, and reporting out about open textbooks (and other OER). The last "Learn More" part provides additional adoption information.

Long Description:
This guide was originally created by BCcampus Open Education with the assistance of several BC faculty and staff who attended the 2016 Adoption Workshop Development Sprint. Since then, open education has evolved and in response this guide has been updated and expanded into four parts. The first sections address three distinct groups involved in open textbook adoption: instructors, post-secondary institutions, and students. The second–most comprehensive–section focuses on the operational aspects of adoption: surveying instructors about, tracking usage of, and reporting out about open textbooks (and other OER). The last “Learn More” part provides additional adoption information.

Word Count: 16473

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

The high cost of textbooks is of concern not only to college students but also to society as a whole. Open textbooks promise the same educational benefits as traditional textbooks; however, their efficacy remains largely untested. We report on one community college’s adoption of a collection of open resources across five different mathematics classes. During the 2012 fall semester, 2,043 students in five different courses used these open access resources. We present a comparison between the previous two years in terms of the number of students who withdrew from the courses and the number that completed the courses with a C grade or better. Our analysis suggests that while there was likely no change in these educational outcomes, students who have access to open access materials collectively saved a significant amount of money. Students and faculty were surveyed as to their perceptions of these materials and the results were generally favorable.

Leonardo da Vinci, Adoration of the Magi, 1481, oil on panel (Galleria degli Uffizi, Florence) http://smarthistory.khanacademy.org/leonardo-adoration-of-the-magi.html. Created by Beth Harris and Steven Zucker.

The adrenal glands are paired bodies lying cranial to the kidneys within the retroperitoneal space. The glands consist of two layers; the cortex and medulla.