The 2024-25 FAFSA is the most significant revamping of the financial aid form since the 1980s. The U.S. Department of Education estimates the 2024-25 FAFSA will help 610,000 new students from low-income backgrounds receive federal Pell Grants and 1.5 million more students receive the maximum amount. However, significant delays with the U.S. Department of Education's rollout of the new FAFSA is affecting every college and university in the country, including all 34 Washington community and technical colleges.

This webpage contains resources to support college professionals as they navigate this historic turning point in federal financial aid.

Better Arguments can help students learn to engage productively across differences and grapple with differing viewpoints. Linked are resources that are applicable to school-based learning activities and after school programs. These include a curriculum, exit ticket exercise and current events exercise.

Students learn about and experiment with the concept of surface tension. How can a paper clip "float" on top of water? How can a paper boat be powered by soap in water? How do water striders "walk" on top of water? Why do engineers care about surface tension? Students answer these questions as they investigate surface tension and surfactants.

A collection of professional development resources for those wanting to learn or increase their knowledge about Open Education and OER.

This lesson was originally created to give elementary school teachers a foundation for understanding the impacts of climate change. Teachers, acting as students, physically participate in the movement of carbon throughout various biospheres.

Students, particularly international graduate students, often do not know all the details of the field they have chosen to study and the resources available therein. In addition, they when they begin graduate school, they must adjust to the nature of the Western model where knowledge is created and shared within the field of study in a critical-thinking based model.  The best way for them to truly enter the conversation of knowledge is to jump in and experience the information as fully as they can.  Journals, associations and trade publications all provide a wealth of information - much of it free to students - for them to explore and think through how they want to make a contribution.

This website was founded at Iowa State University to educate and engage citizens on the political process. The center brings national and international scholars, women leaders and political activists onto campus for programs, seminars and lectures.

The foundation of this lesson is constructing, communicating, and evaluating student-generated tables while making comparisons between three different financial plans. Students are given three different DVD rental plans and asked to analyze each one to see if they could determine when the 3 different DVD plans cost the same amount of money, if ever. (7th/8th Grade Math)

Students act as mining engineers and simulate ore mining production by using chocolate chip cookies. They focus on the cost-benefit analysis of the chocolate ore production throughout the simulation, which helps them understand the cost of production. As students “mine” with tools such as paperclips and toothpicks, they keep records of their costs—land (cookie), equipment used, cookie size before and after production, and time spent. While the goal is to make as much profit as possible, other costs and goals are taken into consideration—as in real-world mining engineering. For example, mining engineers also consider the resulting amount of destruction to the lithosphere when deciding the best method to obtain ore. Thus, a line item for land reclamation cost is included from the beginning. A provided worksheet serves as a profit and loss statement.

A Resource Hub for participants, instructors and field advisors participating in Core for Social Workers in Northern California.

Student teams design and then create small-size models of working filter systems to simulate multi-stage wastewater treatment plants. Drawing from assorted provided materials (gravel, pebbles, sand, activated charcoal, algae, coffee filters, cloth) and staying within a (hypothetical) budget, teams create filter systems within 2-liter plastic bottles to clean the teacher-made simulated wastewater (soap, oil, sand, fertilizer, coffee grounds, beads). They aim to remove the water contaminants while reclaiming the waste material as valuable resources. They design and build the filtering systems, redesigning for improvement, and then measuring and comparing results (across teams): reclaimed quantities, water quality tests, costs, experiences and best practices. They conduct common water quality tests (such as turbidity, pH, etc., as determined by the teacher) to check the water quality before and after treatment.

D3: DYNAMIC DETROIT DATA@ BUNCHE ACADEMY IS A RESOURCE FOR STUDENTS, PARENTS AND TEACHERS TO USE TO FIND CURRICULUM RELATED WEBSITES. THIS IS A USEFUL ONE STOP LOCATION TO START YOUR SEARCH TO RELATED AGE APPROPRIATE CONTENT MATERIAL FOR STUDENT WORK.

Students brainstorm ideas for board game formats. Then student teams design, create and test games in which players must think of alternative uses (recycling) for used products.

How does infrastructure meet our needs? What happens when we are cut off from that supporting infrastructure? As a class, students brainstorm, identify and explore the pathways where their food, water and energy originate, and where wastewater and solid waste go. After creating a diagram that maps a neighborhood's inputs and waste outputs, closed and open system concepts are introduced by imagining the neighborhood enclosed in a giant dome, cut off from its infrastructure systems. Students consider the implications and the importance of sustainable resource and waste management. They learn that resources are interdependent and that recycling wastes into resources is key to sustain a closed system.

Student teams find solutions to hypothetical challenge scenarios that require them to sustainably manage both resources and wastes. They begin by creating a card representing themselves and the resources (inputs) they need and wastes (outputs) they produce. Then they incorporate additional cards for food and energy components and associated necessary resources and waste products. They draw connections between outputs that provide inputs for other needs, and explore the problem of using linear solutions in resource-limited environments. Then students incorporate cards based on biorecycling technologies, such as algae photobioreactors and anaerobic digesters in order to make circular connections. Finally, the student teams present their complete biorecycling engineering solutions to their scenarios in poster format by connecting outputs to inputs, and showing the cycles of how wastes become resources.

This article presents thirteen web sites that provide resources for ELL students and their teachers. Reprinted from TeacherMagazine.org with author permission.

Why are we overfishing the oceans? Why are we cutting trees faster than they're growing? Why did the Easter Islanders resort to cannibalism? And how did an economics professor dad stop his teenage sons from wasting his whole paycheck on soda pop? It turns out that all of these are examples of the Tragedy of the Commons. This economic theory explains why, when a resource is collectively owned, there is no incentive to use it sustainably. This explains why many natural resources are depleted, even though that makes everyone worse off.

This is presentation of some basic economic ideas for the beginning community college student.

Looking for engaging content for your economics courses? The Institute for Humane Studies has curated this collection of educational resources to help economics professors enrich their curriculum. Find videos, interactive games, reading lists, and more on everything from opportunity costs to trade policy. This collection is updated frequently with new content, so watch this space!

On May 25, 2023, #GoOpen held a public webinar titled, "Educators Using OER to Identify and Remediate Bias."  This session focused on using OER to engage all learners through an interactive Climate Education experience and was facilitated by ISKME professional learning specialist, Joanna Schimizzi, and consultant, Christina Spears, with moderator, Amee Evans Godwin.