Resource for teachers and students in programs that require service-learning.
This project is designed to introduce students to a local hydrogeologic problem or issue of interest to the community. The project requires the students to learn about their local groundwater environment and apply principles and concepts that they learn in the classroom to an issue that is of concern to the public. This project provides a good introduction to "real world" problems that the students are likely to encounter as professionals. Students are required to synthesize information from a variety of sources and develop their own assessment of the problem and also to make recommendations based on their professional opinions.
(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 IS A WORK IN PROGRESS. This activity is a way to begin a course with reflection by students about their extraordinary good fortune in being able to take advantage of higher education. Students are asked to define their obligations, course goals, and commitments to work and integrity during the course. The student activities include two homework exercises assigned in sequence at the beginning of a course. In-class discussion held after the assignments are completed and the responses are reviewed by the teacher will hopefully establish some shared community ideas of ethical norms in the course.
(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.)
A Severe Weather interactive lesson with 51 slides that can be published for students to complete independently on any teaching platform using Google Drive.
Shakespeare Macbeth Summary
This lesson is intended for students who are new to Shakespeare and his writing. In the lesson, students will read about sonnets, read and respond to specific Shakespearean sonnets, and explore the poetic elements - specifically meter and rhyme - of Shakespearean sonnets. This lesson was created by Tyler Barna as part of the 2020 NDE OER Workshop and was conceived from Maxx Stewart's lesson posted to OER Commons. It is designed for beginning Shakespeare students, typically in English Language Arts grades 8-10. It is expected that this lesson will take students 90 minutes to complete. All materials are linked digitally within the lesson. This lesson is written for students; "Student View" is the recommended output for this lesson.
This is a shared document for the students in WR 122 - Critical Thinking & Argument Analysis: a college writing course focused on the various approaches to discerning concepts of truth, academic authority, and justice. This will become a living, growing archive of annotated sources on this very important topic for future classes to use, add to, and reference. The general public will also be able to access this research document. The document is a working annotated bibliography on the diverse theme of the effects of social media on critical thinking skills and the substantive analysis of public debate. It is compiled of scholarly, popular, and online magazine articles, research reports, audiovisual content, and news articles. All of the items have been collected/annotated by MHCC writing students and the professor, Andrew Gurevich.
Within this collection you will find lessons, videos, handouts, and teacher guides you can use in your classroom. You will also find a brief summary of each resource with the source sited for further exploration, appropriate grade level, approximate lesson length, and learning standards.
This course outline is designed for a Level 7 advanced communication course at Portland Community College. It addresses listening, speaking, pronunciation, and presentation skills within the theme of entrepreneurship by drawing inspiration from the TV show “Shark Tank” and its various incarnations in other languages/countries around the world.
The curriculum is designed for a term of 8 weeks. Each class period is 3 hours long, and the class meets twice weekly for a total of 16 class periods plus final exam. During the course, students complete several projects:
*a survey of people outside of class
*a report to the class about the survey results
*a video commercial for a new product
*a live pitch for a new product to a panel of guest “sharks”
The course outline links to all supporting materials in the form of Google Docs, Google Forms, Google Slides, Quizlets, YouTube videos, etc.
This short fiction unit provides lectures regarding specific texts, discussion assignments, a short writing assignment, and resources for writing a character analysis essay. Unless otherwise noted on the individual pages, the materials in this resource are licensed under CC BY-NC-SA.
Students are given guidelines and suggested topics for their research paper. Pertinent questions students should consider are also provided. Examples from previous students are also provided.
(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.)
Critical Data Studies (CDS) is an interdisciplinary field that addresses the ethical, legal, sociocultural, epistemological and political aspects of data science, big data, and digital infrastructure.
This course focuses on current topics in critical data studies scholarship. Students will develop tools and methods to think critically and engage the public in conversation about data and society.
The overall course and module are designed for asynchronous independent or group learning experiences. Instructors and students are encouraged to use the module as a whole or incorporate individual videos, discussion, writing and/or reading assignments into their course of study as desired.
[Note: The first module is available, and a second module is planned for a future release]
This activity is designed to enhance student comprehension of mineralogy and its applications by having students read scientific articles from the journal American Mineralogist, answer questions, and discuss the article in class.
(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.)
Math in Real Life (MiRL) supports the expansion of regional networks to create an environment of innovation in math teaching and learning. The focus on applied mathematics supports the natural interconnectedness of math to other disciplines while infusing relevance for students. MiRL supports a limited number of networked math learning communities that focus on developing and testing applied problems in mathematics. The networks help math teachers refine innovative teaching strategies with the guidance of regional partners and the Oregon Department of Education.
STILL IN DEVELOPMENT
Students engaged in this activity examine the scientific and ethical dimensions of iron fertilization as a geoengineering strategy to mitigate global warming. Students will analyze data from iron fertilization studies to answer the scientific question of whether or not iron fertilization increases biological productivity and carbon sequestration. Students will then discuss/debate the ethical considerations of employing iron fertilization.
(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.)
Should grades always come before sports?
Should grades always come before sports?
Should grades always come before sports?
Signals and Systems problems for the WeBWorK open online homework system. Includes second-year content.
The "tested" problems have been deployed in a class. The "untested" problems have been tested by the creators, but not yet deployed in a class.
These problems need to be uploaded into an instance of WeBWorK to use/assign them.
For this assignment, the student will select an historical issue from the first half of U.S. history (pre-history to 1877) to analyze in a paper using primary sources.