3. Brave New World - “CMR” Index and the U.S. Congressional Smart Cities Caucus

The trifecta of globalization, urbanization and digitization have created new opportunities and challenges across our nation, cities, boroughs and urban centers. Cities are in a unique position at the center of commerce and technology becoming hubs for innovation and practical application of emerging technology. In this rapidly changing 24/7 digitized world, city governments worldwide are leveraging innovation and technology to become more effective, efficient, transparent and to be able to better plan for and anticipate the needs of its citizens, businesses and community organizations. This class will provide the framework for how cities and communities can become smarter and more accessible with technology and more connected.

Description provided by COERLL:

COERLL hosted an online “OER hangout” on September 25th on the subject of creating open educational resources (OER) with students. With 26 people attending, five language instructors shared their experiences of working with their students to create openly licensed resources for teaching and learning:

Amber Hoye and Kelly Arispe lead the Boise State University Department of World Languages’ Pathways OER Language Teaching Repository of openly licensed proficiency based activities, created by students and teachers.

Kathryn Murphy-Judy, Ngoc-My Guidarelli, and Laura Middlebrooks are part of a team of faculty at Virginia Commonwealth University who have developed an open, connected platform for students to share authentic resources.

At Boise State, upper-level undergraduate students, with the mentorship of staff and faculty, create activities to be used in the weekly language lab component of introductory language courses. These activities can also be used in the classroom and K-12 teachers in Idaho have been involved in creating and teaching with them. At Virginia Commonwealth University, undergraduate students in the 202 class, who are either majors on their way to upper level courses or students finishing their language requirement, curate authentic resources and discuss them with native speakers. Then, upper level students turn those curations into instructional modules, which are being integrated into online open textbooks.

You can learn more about the logistics of these projects by viewing the webinar video, reading about the projects, and perusing the materials. Here, we’ll mention a few of the important themes that came up during the discussion.

One important element of students being involved in materials creation is that they understand what other students will be interested in and can choose topics and texts they know their peers will enjoy. Involving students ensures that a more diverse array of voices and perspectives are represented in the materials, and gives students more of a choice in their own education. Students also gain skills beyond language and culture when they work on these projects: digital citizenship, open license knowledge, technical skills, an understanding of language proficiency, and knowledge of state and national standards.

Each of these projects has a broad community of people with various skills who can support each other and contribute in different ways. At Boise State, the language resource center director, language students and students from other departments, faculty mentors, SLA & CALL researchers, K-12 teachers, state partners, and librarians have all contributed to the OER. At VCU, students, faculty, and librarians contribute to the materials and partnerships are developing with K-12 teachers who use the materials in their courses.

Each of these projects follows an iterative process of development. The work doesn’t start and finish in the span of a semester, it grows and changes. Students develop materials, native speakers proofread them, teachers teach with them, and the team refines them. The Pathways Project carries a disclaimer that “The activities on the Pathways Project OER Repository were created by upper-division students at Boise State University and serve as a foundation that our community of practice can build upon and refine. While they are polished, we welcome and encourage collaboration from language instructors to help modify grammar, syntax, and content where needed.” The cycle of the projects is such that lower-level students can get involved in the project as learners, but go on to take a more active role in the project as they progress.

The panelists recommend to anyone interested in creating OER with their students that they start small, and reach out to available communities (institution-wide, or online professional networks) for support and sharing. On that note, COERLL’s next OER hangout is on the topic of joining a teacher community. Join us on November 13th!

View the webinar video, links to the repositories, slides from the presenters, and more on the event page of COERLL’s website.

Included are two modules for COM 346: Health Communication that employ principles of culturally responsive education, universal design and open pedagogy.

Module one: “Academic citizenship: Health Communication” details a three-part learning opportunity to be spread out over the duration of the course. The idea here is to flatten the distance between instructor and learner and support student ownership of the learning experience.

Module two: “Final reflection: Health Communication” promotes reflection through a flexible invitation that offers learners traditional and artistic opportunities to share their “golden nugget” take-away points from our learning experience.

Contains a PDF version of lecture slides for a construction course on mechanical and plumbing systems. Also contains in-class exercises used in the course.

This work was supported in full or in part by a grant from The University of Memphis College of Arts and Sciences Research Grant Fund. This support does not necessarily imply endorsement by the University of research conclusions. In a world where cultural intricacies often govern the essence of our being, mental well-being can be an uncharted territory. Dr. Diana Ruggiero, and Jaqueline Alaniz, a celebrated advocate for mental health, uncover a transformative approach to mental wellness for Latinx women in their groundbreaking new book. "Corazón y Mente: A Journey to Mental Wellness for Latinx Women" is more than a self-help guide; it's a humble guide. It bridges the gap between traditional cultural practices and modern mental health practice, reflecting the unique experiences, struggles, and triumphs of Latinx women.For access go to Corazón y Mente Ebook 

Starting from the Big Bang Theory to the concept of the accelerating expansion of the universe, this Mini Lecture explores the evolutionary origin and development of the universe. Historical as well as up-to-date lecture snippets of the physicists Brian Schmidt, George Smoot and John Mather, all held in Lindau, illustrate the concepts used to analyze the universe.

Written by Students in Clemson University, South Carolina's Science Technology and Society (STS) 1010 Fall 2020 Class

Word Count: 75192

(Note: This resource's metadata has been created automatically as part of a bulk import process by reformatting and/or combining the information that the author initially provided. As a result, there may be errors in formatting.)

n the midst of the COVID-19 pandemic, many academic institutions around the world responded to the sudden need to move learning online, with what might be considered emergency measures. We at CLTD, similarly, created resources and worked with academics across the university to mitigate against the loss of learning opportunities our stu-dents were faced with.
To gauge the effects this move had on students, the Learning and Teaching Team engaged in a series of COVID-19 dialogues with faculty student advisers, faculty student council reps, and academics (see Re-sources, below). We suggest that while the initial move to online learning was necessitated by the pandemic and executed under pressure of time, a revised response is required. This will allow us to deepen the ped-agogical underpinning of our practices. The purpose of this eBook is to formulate a response as we approach the second semester.

Although C# is derived from the C programming language, it introduces some unique and powerful features, such as delegates (which can be viewed as type-safe function pointers) and lambda expressions which introduce elements of functional programming languages, as well as a simpler single class inheritance model (than C++) and, for those of you with experience in "C-like" languages, a very familiar syntax that may help beginners become proficient faster than its predecessors. Similar to Java, it is object-oriented, comes with an extensive class library, and supports exception handling, multiple types of polymorphism, and separation of interfaces from implementations. Those features, combined with its powerful development tools, multi-platform support, and generics, make C# a good choice for many types of software development projects: rapid application development projects, projects implemented by individuals or large or small teams, Internet applications, and projects with strict reliability requirements. Testing frameworks such as NUnit make C# amenable to test-driven development and thus a good language for use with Extreme Programming (XP). Its strong typing helps to prevent many programming errors that are common in weakly typed languages.

C is the most commonly used programming language for writing operating systems. The first operating system written in C is Unix. Later operating systems like GNU/Linux were all written in C. Not only is C the language of operating systems, it is the precursor and inspiration for almost all of the most popular high-level languages available today. In fact, Perl, PHP, Python and Ruby are all written in C. By way of analogy, let's say that you were going to be learning Spanish, Italian, French, or Portuguese. Do you think knowing Latin would be helpful? Just as Latin was the basis of all of those languages, knowing C will enable you to understand and appreciate an entire family of programming languages built upon the traditions of C. Knowledge of C enables freedom.

This page provides access to the presentations and materials offered throughout the 2020 Continuous Quality Improvement Statewide Conference for Child Welfare and Probation, which was hosted by the Northern Academy at the University of California, Davis from March 4-5.

This resource features presentations and materials offered throughout the 2018 Continuous Quality Improvement Statewide Conference for Child Welfare and Probation, which was hosted by the California Department of Social Services at the University of California, Davis from March 28-29, 2018.

Short Description:
This peer reviewed e-book is a must-read for nurses and other health professionals who strive to teach with creativity and excellence in clinical settings. Each chapter presents current evidence informed educational practice knowledge. Each topic is also presented with text boxes describing ‘Creative Strategies’ that clinical teachers from across Canada have successfully implemented. For those who are interested in background knowledge, the authors provided a comprehensive literature base. And, for those interested mainly in 'what to do,' the text box summaries offer step-by-step directions for creative, challenging activities that both new and experienced instructors can begin using immediately.

Long Description:
About the Book

This peer reviewed e-book is a must-read for nurses and other health professionals who strive to teach with creativity and excellence in clinical settings. Each chapter presents current evidence informed educational practice knowledge. Each topic is also presented with text boxes describing ‘Creative Strategies’ that clinical teachers from across Canada have successfully implemented. For those who are interested in background knowledge, the authors provided a comprehensive literature base. And, for those interested mainly in ‘what to do,’ the text box summaries offer step-by-step directions for creative, challenging activities that both new and experienced instructors can begin using immediately.

The authors also address other issues familiar to clinical teachers. How do the theoretical foundations of teaching apply to clinical learning environments? How does one articulate a personal philosophy of teaching? How can clinical teachers support and socialize students towards becoming competent professionals? How can technology assist clinical instruction? What are the best methods of evaluating student progress in clinical ‘classrooms?’ What can preceptors do to promote student success? By considering these and other concerns, and by providing the kinds of practical strategies that can begin to resolve them, this open educational resource will be invaluable to clinical teachers from a variety of different disciplines and health care settings.

About the Authors

Sherri Melrose, Caroline Park, and Beth Perry teach in the Faculty of Health Disciplines at Athabasca University. Melrose has published widely on educating health professionals, facilitates a graduate course in clinical teaching and is a winner of the Canadian Association of Schools of Nursing Award for Excellence in Nursing Education. Park, currently the Chair of Graduate Programs, has taught in a variety of nurse education settings and leads research projects related to technology enhanced clinical education and mobile learning. Perry is an established author and is the principal investigator of a SSHRC-funded study exploring artistic pedagogical technologies. Perry is also a winner of the Canadian Association of Schools of Nursing Award for Excellence in Nursing Education.

Recommended Citation

Melrose, S., Park, C. & Perry, B. (2015). Creative clinical teaching in the health professions. Retrieved from http://epub-fhd.athabascau.ca/clinical-teaching/

Word Count: 55285

(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.)

Short Description:
Welcome to the First Edition of an OER textbook for Penn State's CRIMJ 100 Course. This text was developed with the assistance of an Affordable Course Transformation grant from The Pennsylvania State University.

Word Count: 6936

Included H5P activities: 25

(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.)

Students are presented with information relating to stand alone Python programs, stdin, stdout, and command line arguments. This is a lab exercise. After completion students should be able to create executable Python programs which can accept input from stdin or command line arguments.

We are a group of volunteer CSD scientists and clinicians passionate about bridging the gap between scientific research and clinical practice.
​
While there are many ways to increase research access and awareness, our 2020–2021 goal centers squarely on self-archiving and "green" open access options.
​
WHY? Our field relies on high-quality, peer-reviewed research to support evidence-based practice. Yet, much of our work remains inaccessible to practitioners, researchers, and people in the community who are not affiliated with universities or national organizations.
​
By teaching CSD scientists how to self-archive, and providing them with the support needed to make it happen, we can empower our colleagues to make research accessibility the norm in our field. Because when free, legal versions of our field's best research is made available to the public, it can improve the sustainable value of all of our work.

The CUNY HSE Curriculum Framework provides direction, structure and materials for teaching math, science and social studies (integrated with reading and writing) in the new era of HSE instruction. The complete framework is available for free download.

The framework was written by the CUNY Adult Literacy PD Team to respond to the challenges facing high school equivalency (HSE) teachers and their students. It is a guide for planning your instruction – including topic recommendations, model lessons, guiding questions, readings, and problems. The framework prioritizes depth over breadth. It does not address all of the content that might potentially be included on an HSE exam, but instead models a focused and coherent study of high priority topics within each content area.

As teachers in adult literacy and HSE education, our work has always been demanding. Now that our students face a new and more challenging HSE test, the demands on teachers are even greater. Teaching students to read, write and do math at the HSE level is no longer enough. Students need specific, deep and coherent content knowledge, as well as the capacity to apply this content knowledge to analysis and problem solving.

As the demands on our students and teachers are increasing, it is important that we don’t lose sight of one of our greatest strengths — our practice of starting from where students are and our serious respect for their learning processes. As a student of ours once said, “You can’t make a plant grow by pulling on it, you only make it rootless.”

The Social Studies section integrates reading and writing through a focus on U.S. history, with extensions to civics, economics and geography. This section has a curriculum map, 12 unit descriptions, six model lesson plans and additional resources.

The Science section provides an introduction to matter and basic chemistry with extensions to science/math connections. This section includes a curriculum map with 23 topic descriptions and key questions, and three complete inquiry-based model lesson plans.

The Math section focuses on problem-solving in functions and algebra. It integrates problem-solving strategies, productive struggle, perseverance and mathematical discussion into content learning. This section includes a curriculum map, model lessons, rich engaging math problems, samples of student work, powerful routines for math classrooms, classroom videos, and more.

The CU Online Handbook shares some of the great things faculty are doing in their online courses across the university. The CU Online Handbook is also available online as an e-book. This is the 2nd edition of the CU Online Handbook (Lowenthal, Thomas, Thai & Yuhnke, 2009). Themes throughout this edition of The CU Online Handbook focus on how faculty can connect and build relationships with students and how technology can help in this process. Whether teaching online for years or are just beginning, this edition of The CU Online Handbook will help faculty improve the quality of the online courses they design, develop, and teach.

Best practices and advice from the primary literature

Short Description:
In this book, I undertake a review of the literature on Course-based Undergraduate Research Experiences (CUREs) and present original data from a survey of instructors at the Ohio State University. The main goal of this publication is to be a practical guide for teachers wishing to develop and implements this type of High-Impact Practice in their course. As such, I cover many aspects of the development of a CURE, including advice on research development, group formation and management, evaluation and grading, inclusive teaching, and assignment design. A large number of activity templates and resources accompany the text to facilitate classroom implementation.

Word Count: 67955

(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.)

Textbook for English Composition courses at Cameron University, including for Developmental Writing, Supplemental Writing Instruction, English Composition I, and English Composition II. Material covers basic writing skills and conventions of academic writing, as well as specific sections devoted to the major assignments in CU composition curriculum: narrative essays, critical thinking, rhetorical analysis, research and argumentation, and reflective writing. Includes student examples by winners of the CU Write essay contests.