Helping Bereaved Children: 20 Activities for Processing Grief
Copyrighted Article Re-Posted with Permission from authors Brad A. Imhoff, Kaela Vance and Amberle Quackenbush of Ohio University Presented to the 2012 All Ohio Counselors Conference in Columbus, Ohio

http://www.allohiocc.org/Resources/Documents/AOCC%202012%20Session%2062.pdf

Students learn about the Seattle teacher's boycott of high-stakes tests and the larger testing issue, and consider a range of opinions about the effect of current high-stakes testing on teachers, students, and our education system.

Reflections from MSU Humanities Student Scholars

Short Description:
“Hookup” culture remains a common practice on college campuses yet remains a taboo topic for many to understand and/or discuss. This text is a collection of students’ reflections that bring “hookup” culture into the mainstream narrative and provides real-life experiences that inform, educate, and challenge the reader.

Long Description:
A reframing of past course offerings led to this student-led “Hookup” Culture course at Michigan State University in spring 2020 and provided students with content decision-making opportunities and a more profound voice as to their learning goals and outcomes. Dr. Denise M. Acevedo, Assistant Professor in the Department of Writing, Rhetoric, and American Cultures and shared educator in the Center for Integrative Studies in the Arts and Humanities (CISAH) facilitated student-led research, discussions, and subsequent publication of a text formed from students’ actual “hookup” experiences. Students defined “hookup” culture, read and chose two-course texts, and subsequently categorized areas in which they were interested in conducting additional research, discovery, and discussion. Students’ collaborative research and conversations, and individually written reflections, although well-rounded, invite additional questions into “hookup” culture. Why are many left out of the research, conversations, and publications of data, such as those in the LGBTQ, African-American, Asian, and Native American communities? How might higher education humanities programs facilitate and support research into “hookup” practices also within these communities to ensure equality in scholarly practices? Why is “hookup” culture still a taboo topic for many and how might additional student-led research and scholarly publications change the narrative?

Word Count: 137056

ISBN: 978-1-62610-113-5

(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.)

Design and engineer a mechanical device that is powered by hydraulic (syringe and water) that includes levers and moving parts that will propel a ping pong ball to complete the 2 levels of the “Hoop Shoot Challenge”.

Design and engineer a mechanical device that is powered by hydraulic (syringe and water) that includes levers and moving parts that will propel a ping pong ball to complete the 2 levels of the “Hoop Shoot Challenge”.

Derrick Woods, the gallery teaching manager at Speed Art Museum in Louisville, shows how to play the game “How Art You Feeling?” The idea is to have students express what they’re feeling through art instead of words. Students are asked to do a “full systems check” to consider how they’re feeling beyond simple words like “fine” or “okay.” Students then create art to show these feelings and share their art with a partner, who describes what they see in the artwork.

The game encourages students be thoughtful about expressing their feelings. It also helps them learn to consider their partner’s feelings. In the video, the two young women who are game partners discuss the feelings they were trying to express and find common elements in their drawings. The activity helps students develop social awareness and relationship skills.

“How Daniel Got What He Wanted” is the fifth video in the Explore Economics animated series. It will help students understand that people have to save to get the things they want. Daniel wants a new bike helmet and must earn income and save to reach his goal.

In this activity, students will analyze documents from the War Department’s Bureau of Refugees, Freedmen, and Abandoned Lands — better known as the Freedmen’s Bureau — that Congress established on March 3, 1865, as the Civil War was coming to an end. Using the scale in Weighing the Evidence, students will evaluate the effectiveness of the Freedmen's Bureau in assisting formerly enslaved persons.

Offered during MIT’s Independent Activites Period (IAP), this short course covers the poker concepts, math concepts, and general concepts needed to play the game of Texas Hold’em on a professional level.
IAP is a special 4-week term in January that provides members of the MIT community including students, faculty, staff, and alums with an opportunity to organize, sponsor and participate in a wide variety of activities and topics that are often outside of the regular MIT curriculum.
Faculty Advisor: Paul Mende

Guidelines about how to structure non formal learning sessions about self-awareness for adult learners with disability: a collection of effective practical exercises.

HuMetricsHSS supports the creation of values-based frameworks to guide all kinds of scholarly process, and to promote the nurturing of a values-enacted approach to academia writ large. During the 2016 Triangle Scholarly Communication Institute (SCI), the authors sketched a preliminary set of core values for enriching scholarship, highlighting five: Equity, Openness, Collegiality, Quality, Community. They created a framework which is intended to help transform how scholarship is created, assessed, and valued in the humanities.

At the workshops and in the toolkit, they emphasize that values are locally negotiated and frameworks locally built. That’s the explicit point of the workshop, to make space for open conversation about values and their meaning, to come to agreement on what matters for a given group, and then to work on constructing a framework that could be used to guide evaluation in the academy — whether that’s through the tenure and promotion process, the setting of annual goals, the hiring of new faculty, or decision-making about what kinds of digitization projects to take on, what kinds of collections to develop, or what kinds of projects to publish at an academic press.

Human Development: College Success Full Course

HD 100A

This course focuses on empowering students to create greater success in their academic, professional, and personal lives by developing a better understanding of themselves and their choices. Students will learn various approaches to making a smooth transition to college life; develop the ability to use MHCC information and resources; apply proven strategies for motivation, goal-setting and overcoming barriers; analyze their own self-awareness, habits and values; and create greater academic, professional, and personal success.

Learning Goals and Activities
Upon successful completion of this course, you will be able to:
Demonstrate knowledge of: MHCC technologies, tools, information & resources; the benefits of higher education; community college culture; and opportunities for student involvement.
Develop and apply growth mindset strategies for success, including but not limited to: time management, the connection between academic planning and personal goals, financial management, developing interdependence, increasing self-awareness, and exploring personal barriers.

Growth and development through the lifespan including physical, social, cognitive and neurological development. This course covers topics in each of these areas and provides an overview on subjects such as day care, education, disabilities, parenting, types of families, gender identity and roles, career decisions, illnesses and treatments, aging, retirement, generativity, and dying.

This course is designed to provide both undergraduate and graduate students with a fundamental understanding of human factors that must be taken into account in the design and engineering of complex aviation and space systems. The primary focus is the derivation of human engineering design criteria from sensory, motor, and cognitive sources to include principles of displays, controls and ergonomics, manual control, the nature of human error, basic experimental design, and human-computer interaction in supervisory control settings. Undergraduate students will demonstrate proficiency through aviation accident case presentations, quizzes, homework assignments, and hands-on projects. Graduate students will complete all the undergraduate assignments; however, they are expected to complete a research-oriented project with a final written report and an oral presentation.

Human Relations by Laura Portolese-Dias addresses all of the critical topics to obtain career success as they relate to professional relationships.

Knowing how to get along with others, resolve workplace conflict, manage relationships, communicate well, and make good decisions are all critical skills all students need to succeed in career and in life.

Human Relations is not an organizational behavior; rather, it provides a good baseline of issues students will deal with in their careers on a day-to-day basis. It is also not a professional communications, business English, or professionalism textbook, as its focus is much broader — on general career success and how to effectively maneuver in the workplace.

From communication challenges to focusing on one's own emotional intelligence, the examples throughout Human Relations will help students understand the importance of the human side in their career.

This book's easy-to-understand language and tone is written to convey practical information in an engaging way. Every chapter opens with a realistic example which introduces a concept to be explained in detail later. Each chapter contains relevant examples, YouTube videos, figures, learning objectives, key takeaways, exercises, and a chapter-ending case that offer different ways to promote learning. Many of the end-of-section exercises offer self-assessment quizzes, so students may engage in self-understanding and development.

Unit Objectives - Enhancing Your Communication Skills
*Explain how communications skills impact overall emotional intelligence
*Explain various communication styles and identify your own “preferred” style
*Describe the significance of nonverbal communication when communicating with others

Unit Objectives - Ethical Behavior in the Workplace
*Define ethics and give examples of ethical decisions you make in your daily life
*Explain the levels of ethics and how they relate to human relations
*Describe the models that an individual can use for ethical decision making.

This material is a collection of modules developed for a specific course, Human Relations in a Multicultural Society. The modules are being updated, so check back occasionally to see the new materials. Experiential learning strategies embedded in the modules may be useful for other groups, too.The modules are designed so learners can practice self-awareness and skills that are essential for living and working in a democratic and socially just society. Content, reflection, experiences, and discussion address issues of oppression and social justice related to race/ethnicity, gender, age, class, religion, disability, physical appearance, sexual orientation and nationality. Learners will come to understand groups that have been historically been excluded from the western power and decision-making. Participants will examine mainstream and alternative viewpoints for values, validity, and outcomes, in order to grow their investigative and critical thinking skills.These modules are based on teaching with Multicultural Education in a Pluralistic Society (11th edition; 2021) by Donna M. Gollnick and Philip C. Chinn available from Pearson Publishing, Hoboken, NJ. Pearson has a test bank, instructor's manual, powerpoint presentations, and many online resources in MyLab.

Human Supervisory Control of Automated Systems discusses elements of the interactions between humans and machines.  These elements include: assignment of roles and authority; tradeoffs between human control and human monitoring; and human intervention in automatic processes.  Further topics comprise: performance, optimization and social implications of the system; enhanced human interfaces; decision aiding; and automated alterting systems.  Topics refer to applications in aerospace, industrial and transportation systems.

Four lessons related to robots and people present students with life sciences concepts related to the human body (including brain, nervous systems and muscles), introduced through engineering devices and subjects (including computers, actuators, electricity and sensors), via hands-on LEGO® robot activities. Students learn what a robot is and how it works, and then the similarities and differences between humans and robots. For instance, in lesson 3 and its activity, the human parts involved in moving and walking are compared with the corresponding robot components so students see various engineering concepts at work in the functioning of the human body. This helps them to see the human body as a system, that is, from the perspective of an engineer. Students learn how movement results from 1) decision making, such as deciding to walk and move, and 2) implementation by conveying decisions to muscles (human) or motors (robot).