This can be used as an assignment for students in a Stress Management in Psychology class or a similar discipline/subject. The assignment has students discuss their stressor in the context of a primary and/or secondary stress appraisal process.

Op basis van de integraal balansen worden de volgende onderwerpen van de stromingsleer behandeld:

- Integraal balansen in hun algemene vorm
- Dimensieloze kentallen, dynamische gelijkvormigheid
- Couette and Poiseulle stroming met toepassing op smeringstheorie
- Stroming door buizen, Moody diagram en verliesfactoren
- Integraal balans voor de grenslaag en berekening van weerstand door wrijving
- Stroming rond algemene lichamen, weerstand door drukkrachten, lift, instationariteit, vleugelprofielen
- Wrijvingsloze compressibele stromingen, isentropische stromingen, schokgolven
- Compressibele stromingen met wrijving in buizen
- Open kanaal stromingen, hydraulische sprong

In this assignment students read and discuss a peer-reviewed journal article and prepare for and attend our class 'research' conference. In the conference they present on an area of current research as discussed in the journal article they read, and they practice formulating questions about other's research.

Outcomes:
1. Read and discuss a structural geology peer-reviewed journal article.
2. Prepare a presentation that demonstrates your understanding of a current research topic in structural geology.
3. View and understand several diverse areas within geology and geophysics that use structural geology in research.
4. Ask questions relevant to a research presentation.

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Objectives of this mini unit:For students to explore the "universal call to action" laid out in the Sustainable Development Goals (SDGs) and consider how they may respond to that call;Build background knowledge about specific issues impacting the Arctic including: indigenous rights, indigenous health, biodiversity, tourism and marine pollution; Build background knowledge about specific issues impacting their local communtiy (using Michigan as a case-study) including: hunger, homelessness, poverty, youth violence and the environment;Create an action plan to address needs within their local communities driven by their unique passions, interests and skills;Consider the importance of impact vs intention when engaging with community action projects

Created by NHPRC Teacher Participant/Creator John Ronzino for AP World and grade 10 Global History courses; Adaptable to other grades. The project has students research neighborhood/family history and connect to world history events, with a culminating project of creating a “history of the neighborhood”.

This OER, Student Self-Assessment: Future Career Plans, was created by Ashton Krueger, Hector Eslava, and Jill Camargo 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 German. Students will use the same self-assessment assignment at the beginning and end of the unit to help gauge their growth. This Lesson Plan addresses the following NDE World Language Standard(s): 1.5, 2.1, 2.3, 3.1, 3.2, 5.1, and 5.2. It is expected that this assignment will take 20 minutes to complete.

This activity was inspired by the "Pet Rock" project of Daryl Henry. I developed this activity to be a capstone experience for our students. During the fall 4th year field trip, students are responsible for leading their field stop/project, and for collecting samples and measurements while at their stop. Students then analyze their samples/measurements as their term projects in the fall course. In the winter course the class compiles these field trip projects into their classes' field guide. Key Words: Field guide, tectonics, capstone

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A semester-long audio recording project, defined by the needs of a community organization, engages students in not only learning new content but sharing their new knowledge beyond classroom walls (and beyond the professor). This assignment, focusing on "engaged digital scholarship," challenges students to increase their information literacy and use of audio to effectively communicate scientific information for a general audience. This project has been embedded in several different introductory-level Earth science courses for non-science majors, with the resulting podcasts being shared with varied community groups. The example presented here focuses on students in a "Water: Science and Society" course generating podcasts that respond to specific content questions posed by Pennsylvania K-12 teachers, with the resulting podcasts posted on the website for the Pennsylvania Earth Science Teachers Association (PAESTA).

(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.)

To build and improve upon their science and information literacies, students create a collection of short non-fiction stories that connect to at least one of the United Nations Sustainable Development Goals (SDGs). For this assignment, the stories were then posted online for middle and high school teachers to use in their classrooms.

(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 an end of term project for Writing 95 that is meant to provide students with the opportunity to reflect on their learning in the course and create a handbook in the most useable format for them, in their own language, that they can take with them to other classes that contain a writing component and which they can leave as a legacy document for future students of the course.

Assignment #1 Student-led discussion of articles from the literature
We assign one or two groups of two or three students to each of four or four or five topics related to climate change, and provide each group a set of related articles from the literature on their assigned topic. The group will lead a one-hour, in-class discussion on the topic, with up to a dozen students and one instructor in each discussion. In preparation for the discussion, the discussion co-leaders must collectively write a set of "Reading Questions" about each assigned article, which help readers focus on the key points made by the articles and can serve as points of discussion. The other students participating in the discussion must read the articles with the aid of these Reading Questions and annotate the portions of the articles that address the Reading Questions. We (instructors) evaluate the Reading Questions written by the co-leaders (they receive a shared grade for these), and we also check the annotated articles turned in by the other discussion participants to ensure that they prepared to participate in the discussion (they receive individual grades this). Discussion co-leaders each receive a grade for the quality of their discussion leadership.

The purpose of this assignment is in part to help students prepare for their final writing assignment by requiring that they read a set of articles closely enough to help other students discuss and understand the key points, and get feedback about their level of understanding, up to a month before the final paper on the topic is due. The immediate outcome that we expect from this assignment is a demonstration that students can read the assigned articles critically, identify and articulate the key points, and help engage other students in a discussion about the articles, including conceptually important or difficult aspects of them.
Assignment #2: Final writing assignment

For this assignment, which follows from the previous one, students are asked to:

locate two or more significant additional articles that relate closely to the articles on which they based the discussion that they co-led; and
write a 8-12 page (typed, double spaced) overview of the history and current state of our scientific understanding about the topic(s) covered by the set of discussion articles, based on the articles themselves plus relevant material presented in class or in assigned reading. In particular, wherever justified by the source material, students should try to include the following in the narrative:

initial observations/evidence;
initial hypotheses posed to account for initial observations/evidence (including external forcings and feedbacks);
subsequent observations/evidence that have confirmed or disproved earlier hypotheses;
technology that made making observations/gathering evidence possible and led to breakthroughs in understanding;
scientific controversies and how they played out historically or are currently playing out;
current understanding and remaining uncertainties.

The outcome should be a written demonstration of the student's ability to analyze and synthesize a set of articles from the literature and supporting materials provided in class to describe the history, current state, and unresolved aspects of our scientific understanding of an interdisciplinary aspect of climate change.

(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 free lesson to be used by anyone looking to help their class learn about mentorship. With some elements of gamification, this is sure to help you get started on teaching mentorship to students

Anthology of student perspectives concerning different aspect of adololescent and adult development. Students blogs cover a range of topics, such as media influence, education, parenting styles, and externalizing problems. 

Associated lessons plans are also available for download and adaptation in the Guttman Community College OER collection in CUNY Academic Works.

This is a first class/session activity for pre-service teachers in a course on classroom language skills. Students create a video where they imagine themselves as teachers introducing themselves to a new class on the first day of school. The activity incorporates a range speaking of speaking skills and presents students with an authentic classroom situation.The activity is ideal for students at level B1 (CEFR) or intermediate and higher in English, though it can be adapted for any other foreign language.

For building sentences, students discuss in groups of 4 how to use ChatGPT to create sentences based on the situations. They ask ChatGPT to provide suitable sentences for the situation that they want. 

Abstract
Studies in Mythology is an introductory text for a survey of myth course. It can be organized chronologically, geographically, or thematically. Included are sections from Frazier's study of myth, The Golden Bough, as well as Dante's Inferno and sections on tricksters and Irish myth. The book focuses on world mythologies and archetypal approaches to the analysis of myth.

Description
Text includes sections on responding to literature, Greek myth (including several chapters from Bulfinch), defining myth's functions, Irish myths & legends, the Tao te Ching, American folklore & myth, American horror, comic books, MLA style, and student resources. Prior to my adaptation, this course was created from materials originally developed from an American Literature course at J. Sargent Reynolds Community College. Studies in Mythology is a modified version of the Lumen American Literature II text. The original version of this book was released under a CC-BY license and is copyright by Lumen Learning. In past versions of the course, I have used primary texts such as the Finnish Kalevala, the Homeric Hyms, or contemporary works influenced by mythology such as Gaiman’s Ameican Gods. Along with this OER text, students will be reading the Pinsky translation of Inferno, as well as the Frank Herbert mythology-based novel Dune. Several excellent sites exist on the web and collect images and out-of-copyright myth texts. I include some links to these, but the focus is mostly on the application of students’ analytical skills to the new reading material.

URI
http://hdl.handle.net/1951/71294

This resource includes group discussion prompts relating to The Bell Jar, a YouTube video reviewing Sylvia Plath as a writer, and a poetry activity for students to complete independently.