This is a collection of writing exercises, mostly (but not solely) aimed at high school and college classroom work. It is licensed with a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. You are free to copy and share its contents so long as you do so for noncommercial reasons and provide attribution.
Please contribute content to this wiki that is critical to the teaching and learning of mathematics. Remember to include appropriate category tags to facilitate finding your page.
This open textbook is designed for and by undergraduate Interdisciplinary Studies students, with a special concentration on rethinking interdisciplinary education in a digital age.
In this class, we questioned the very parameters of what counts as American literature. Is American literature defined by geographical boundaries? Experiences? Histories? Themes? What is the difference between American literature and American history? Who determines what counts as American literature? How does the in-depth study of early American literature prompt us rethink representations of American culture today? In our global era, it is clear that past definitions of American literature must be revisited. This anthology moves to answer the question “what is American literature?” by framing the texts in new and provocative ways that fit the modern age.
This is a place to gather and reflect on knowledge, and to contribute to the knowledge base by making thoughtful analyses and connections that are relevant to the philosophical and historical perspectives on the child in society.
These chapters present a series of short readings with discussion questions and exercises related to basic research skills. Topics relate to the whole research process from identifying a topic through presenting one’s own work and address both library research as well as searching for and evaluating sources on the open web.
This work was originally created to serve the needs of IS1111 Tackling a Wicked Problem taught at Plymouth State University. You can see these chapters in the context of the other course readings at wicked-problem.press.plymouth.edu. This version has been revised to remove references to institution-specific resources and programs in the hopes that these chapters may be useful in other contexts.
While the title, Researching Wicked Problems, implies a narrow applicability, this content addresses basic information literacy skills useful in a variety of contexts at a level appropriate for first year college students.
Sticks and Stones was written for budding facilitators and professionals alike. It is intended to provide some ideas and prompt the reader to explore their strengths and create their own activities!
Welcome to Critical Theory! We know that this field probably seems daunting, but now that you’re here, we’re here to help you get more comfortable with concepts such as ideology, constructivism, and the uncanny, to name a few. This handbook is a student-built guide that explains and exemplifies different literary theories. Written in accessible language with modern-day examples, this handbook seeks to make literary theory more manageable.
This handbook is a blend between a traditional textbook and an experimental anthology. It includes a range of pieces that show students grappling with the concepts themselves. Moreover, it’s free and organized according to the theories presented in the syllabus.
This book is an Open Educational Resource (OER) designed specifically for you, a Plymouth State University student enrolled in the “Tackling a Wicked Problem” course. The book contains material written specifically for it as well as material from other openly licensed material including the OER written by the Fall 2017 First Year Seminar Fellows at Plymouth State University.
This workshop was part of Fall 2020 programming for the Cluster Pedagogy Learning Community through the Open Learning & Teaching Collaborative (CoLab) at Plymouth State University. The CoLab is sharing these materials through a CC-By license for use by other universities, colleges, teaching centers, and individual faculty. Feel free to share your thoughts, questions, or own version/revision with the CoLab on Twitter.