Formative assessment questions using a classroom response system ("clickers") can be used to reveal students' spatial understanding. Students are shown this diagram and told, "A storm event releases chemicals stored at the farm that end up in the groundwater. Click on the well that is most likely to be contaminated."

(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 discussion board prompt asks students to share a photo of something positive that is happening in their lives. It was created for use in a fully online human services course during the pandemic to help build community and focus on positive things that were happening during such a difficult time. 

Word Count: 16169

ISBN: 978-0-6487698-8-0

(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.)

Abstract
For knowledge to benefit research and society, it must be trustworthy. Trustworthy research is robust, rigorous, and transparent at all stages of design, execution, and reporting. Assessment of researchers still rarely includes considerations related to trustworthiness, rigor, and transparency. We have developed the Hong Kong Principles (HKPs) as part of the 6th World Conference on Research Integrity with a specific focus on the need to drive research improvement through ensuring that researchers are explicitly recognized and rewarded for behaviors that strengthen research integrity. We present five principles: responsible research practices; transparent reporting; open science (open research); valuing a diversity of types of research; and recognizing all contributions to research and scholarly activity. For each principle, we provide a rationale for its inclusion and provide examples where these principles are already being adopted.

Yellowstone hotspot track

Provenance: Nicole LaDue, NIU

Formative assessment questions using a classroom response system ("clickers") can be used to reveal students' spatial understanding. Students are shown this diagram and told, "The tectonic plate has moved southwest over this hotspot. If the plate started moving north, click where you expect the next caldera will form."

(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 lesson teaches students about how computers interpret high-level source code languages such as HTML, CSS, and JavaScript by converting them into low-level binary code (i.e., machine code).  Students will act out the process of a web developer building a website by playing the roles of developer, compiler, and binary code.

In this activity, students will “flow” through the web, representing a home computer, DNS service, content request, server, and web traffic.  

This project was created for anyone who would like your Articulate project published online quickly purchasing a server.

This resource provides human services students with a general review and self-assessment of key terms related to diversity. This overview sets the foundation for advanced work on how to critically implement Human Services Code of Ethics Standards 10 and 11 in their work with clients. STANDARD 10 Human service professionals provide services without discrimination or preference in regards to age, ethnicity, culture, race, ability, gender, language preference, religion, sexual orientation, socioeconomic status, nationality, or other historically oppressed groups.STANDARD 11 Human service professionals are knowledgeable about their cultures and communities within which they practice. They are aware of multiculturalism in society and its impact on the community as well as individuals within the community. They respect the cultures and beliefs of individuals and groups.

The Icebergs Project is a National Science Foundation sponsored partnership between University of Oregon’s research team lead by Dr. David Sutherland and 7th grade teachers for Eugene School District 4J’s Arts and Technology Academy Middle School, along with support from University of Oregon’s STEM CORE, a STEM education center. Over the course of several years teachers and scientists co-planned, revised, and carried out a research-connected cross-disciplinary project-based unit culminating in an “Icebergs Field Day” involving all members of the PI’s research team. Ultimately two separate week-long units were designed, with only one implemented each year.

This book begins with a discussion of key concepts we think will help readers understand the assignments included. We see the chapters exploring key concepts connecting diversity and inclusion work to faculty-centered spaces to support student-centered learning space design. Most of the chapters share an inclusive assignment or inclusive practice for readers to adapt and adopt into their own learning spaces. This books is designed to support teachers implementing inclusive practices in their learning spaces.

We invite readers to consider how our definitions support and expand the work of diversity and inclusion offices at their own institutions. We invite readers to consider how our definitions help them use and/or remix the inclusive assignments shared to further their inclusive excellence work.

This lesson builds on How Computers Work by teaching students the fundamentals of algorithms, which are instructions for a computer.

Introduction to Business is designed to meet the scope and sequence requirements of foundational business courses. The textbook presents business principles and emerging trends in fields including management, leadership, production, marketing, and finance.
Chapter 1: Understanding Economic Systems and Business
Chapter 2: Making Ethical Decisions and Managing a Socially Responsible Business
Chapter 3: Competing in the Global Marketplace
Chapter 4: Forms of Business Ownership
Chapter 5: Entrepreneurship: Starting and Managing Your Own Business
Chapter 6: Management and Leadership in Today's Organizations
Chapter 7: Designing Organizational Structures
Chapter 8: Managing Human Resources and Labor Relations
Chapter 9: Motivating Employees
Chapter 10: Achieving World-Class Operations Management
Chapter 11: Creating Products and Pricing Strategies to Meet Customers' Needs
Chapter 12: Distributing and Promoting Products and Services
Chapter 13: Using Technology to Manage Information
Chapter 14: Using Financial Information and Accounting
Chapter 15: Understanding Money and Financial Institutions
Chapter 16: Understanding Financial Management and Securities Markets

Provides introduction to basic coding with Scratch (https://studio.code.org/hoc/1) – make sure students understand the connection between the Scratch blocks and JavaScript code by pressing the “</> Show Code” button.  JavaScript makes web content interactive, so it makes sense why that’s the tool they’re using to interact with the Angry Bird.

Introductory psychology course developed through the Ohio Department of Higher Education OER Innovation Grant. The course is part of the Ohio Transfer Module and is also named OSS015. For more information about credit transfer between Ohio colleges and universities please visit: www.ohiohighered.org/transfer.

Team Lead
Vincent Granito Lorain County Community College

Content Contributors
Nicole Brandt Columbus State Community College
Lynne Gabriel Lakeland Community College
Jackie Sample Central Ohio Technical College

Librarian
Rachel Dilley Columbus State Community College

Review Team
Melissa Beers Ohio State University
Brian Gerber Stark State College

Formative assessment questions using a classroom response system ("clickers") can be used to reveal students' spatial understanding.
Students are shown this diagram and instructed to "Click where the bottom of the lithosphere will be after the mountains have eroded away."

(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.)

Students will learn about various aspects of the goat industry. They will compare and contrast dairy and meat goats. They will learn about hoof trimming, breeds and goat products. 

Many young adults and college students begin transitioning into adulthood with distinct deficiencies in their kitchen skills. Kitchen skills are a daily life component useful in safely preparing nutritionally adequate meals. They can also serve the additional purpose of entertainment as a way to grow a love of cooking. These knowledge gaps affect their culinary performances and their abilities to thrive independently in the adult environment. To help fill these gaps, Chosen Ten Instructional Design has created an interactive digital learning course for incoming college students to learn about cooking and managing a personal kitchen. This interactive learning object intends to provide instruction on critical areas of kitchen safety that are relevant to these learners now and will increase their confidence in the kitchen as they progress through life. Consisting of an interactive PowerPoint with infographics, other interactive elements, and videos, this digital learning object has been uploaded to OER Commons, where it can be accessed by both the target learning group and anyone who feels that their culinary knowledge and skills require refreshing.

Overview of laboratory safety for science courses.  Review of lab safety rules presented as notes and video.