A collaborative project of stories written by English language learners which were interpreted and illustrated by art students in drawing classes.
Short Description:
This resource will explore the validity of arguments and/or conclusions in dinosaur research through evaluating the scientific evidence. Students using this resource will read, experiment, and evaluate scientific literature surrounding dinosaurs. Students will have the opportunity to work with others to evaluate the plausibility of the dinosaur concepts and theories, and engage in hands-on experiments to add additional information to their interpretations. Students will learn to participate in evaluation mechanisms to assess critical thinking and science literacy.
Long Description:
This resource will explore the validity of arguments and/or conclusions in dinosaur research through evaluating the scientific evidence. Students using this resource will read, experiment, and evaluate scientific literature surrounding dinosaurs. Students will have the opportunity to work with others to evaluate the plausibility of the dinosaur concepts and theories, and engage in hands-on experiments to add additional information to their interpretations. Students will learn to participate in evaluation mechanisms to assess critical thinking and science literacy. Goals
This course is intended to engage students in science and the fossil record through the study of dinosaurs. It is intended that students will develop ideas, evaluate existing theories, and explore evidence to support or refute dinosaur interpretations. Through this course it is intended that students develop scientific fluency and critical thinking skills. Objectives Explore the scientific method and how science is conducted, communicated, and synthesized in dinosaur research. Develop theories behind dinosaur morphology and behavior and assess how these theories are supported or refuted by evidence from the fossil record. Evaluate the usefulness of modern analogues in dinosaur morphology and behavior.
Word Count: 4855
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This Handbook describes an action research process for assessing student learning outcomes using faculty-led communities of practice.
Post-secondary institutions are often called to identify strengths and areas for improvement, to implement changes, and assess the impact of those changes — colloquially known as “closing the loop” or “closed-loop assessment”. While institutions aspire to close the loop, little evidence exists that their aspirations are fulfilled. Closing the loop requires a well-articulated, detailed, and reflexive process. If successfully implemented, this process can increase the likelihood of improved student outcomes. Post-secondary institutions collect a plethora of direct and indirect student learning data and are increasingly reporting out on assessment findings; however, they frequently stop short of acting on the results gathered and then evaluating interventions that are implemented.
SAIL responds to the call to “close the loop”.
The SAIL Practitioner Handbook is based on our experience at Thompson Rivers University—an open access, teaching and research university located in the interior of British Columbia. The methodology, process, and resources described in this Handbook are designed with the local context in mind. We encourage you to borrow and adapt our methodology to develop a process that best fits your institution’s needs. The primary audience for the SAIL Practitioner Handbook is quality assurance practitioners and educational developers.
Strategies for Academic Success accompanies the online first-year University of Saskatchewan Arts and Science course by the same name. The textbook has a reader-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university.
Strategies for Academic Success accompanies the online first-year University of Saskatchewan Arts and Science course by the same name. The textbook has a reader-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in university.
Welcome to learning about how to effectively plan curriculum for young children. This textbook will address: • Developing curriculum through the planning cycle • Theories that inform what we know about how children learn and the best ways for teachers to support learning • The three components of developmentally appropriate practice • Importance and value of play and intentional teaching • Different models of curriculum • Process of lesson planning (documenting planned experiences for children) • Physical, temporal, and social environments that set the stage for children’s learning • Appropriate guidance techniques to support children’s behaviors as the self-regulation abilities mature. • Planning for preschool-aged children in specific domains including o Physical development o Language and literacy o Math o Science o Creative (the visual and performing arts) o Diversity (social science and history) o Health and safety • Making children’s learning visible through documentation and assessment
Acknowledgements
This book is a work in progress. My goal is to adapt an open textbook on strategies for young learners for students in the state of Tennessee. This book began as a remix of the open textbook Introduction to Curriculum for Early Childhood Education (2018) by Jennifer Paris, Kristin Beeve, and Clint Springer of the College of the Canyons. This text forms the primary “skeleton” that this text was organized by, although this had to be modified to fit with state of Tennessee early learning developmental standards. The open textbook Introduction to Curriculum for Early Childhood Education (2018) is freely available here: https://drive.google.com/drive/folders/11An_WtG1dioTbe6bSXdGquADVjYT91Ha and here: https://www.open.umn.edu/opentextbooks/textbooks/introduction-to-curriculum-for-early-childhood-education I have sought to make this text consistent with the State of Tennessee Early Learning Developmental Standards, available here: https://www.tn.gov/education/instruction/academic-standards/early-learning-development-standards.html In addition to my original content this textbook uses open source content. My goal is to give credit and proper citation to any material used in this text.
Short Description:
This open-access textbook is a collaborative writing project with 22 students at the Asian University for Women (AUW).
Long Description:
The Asian University for Women Master of Arts in Education program is unique in the sense that it has been launched with aspirations to empower women in education, particularly the brightest young female reformists/educational entrepreneurs dedicated to creating an impact through educational development in society. The majority of the students who took part in this class are Afghan evacuees and/or belong to minority communities seeking to bring a change.
The “Strong Schools” course is a project-based learning class that integrates students’ future paths as educators, policymakers, innovators, and school founders. Over the winter term of 2022, students have been working collaboratively to write a book about ‘Strong Schools’ that covers multiple aspects of initiating or teaching in a secondary school. Each of the chapters reflects students’ critical ideas, observation, creative thinking and lessons from distinguished guest speakers from around the globe, with the sessions held simultaneously in the class. The chapters are also a fruitful outcome of students’ interactive discussion and mind-mapping activities throughout the sessions. In addition, the book remarks a crucial part of the modern educational process, the use of diverse technology and tools in education and learning.
Word Count: 71709
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B.C. Post-Secondary Adult Special Education Programs
Short Description:
This handbook provides an overview of practices specifically related to the work experience component of Adult Special Education (ASE) Employment Readiness (ER) programs in B.C.
Long Description:
This handbook provides an overview of practices specifically related to the work experience component of Adult Special Education (ASE) Employment Readiness (ER) programs in B.C. The handbook also articulates promising and recommended practices and details specific practical applications. It may also serve as a foundation to initiate further discussion regarding provincial articulation standards in relation to high-impact work experience practices in ASE
This handbook includes both a summary of information gathered and outlines of promising and recommended practices in relation to the key areas below:
1. The importance and value of structured work experience in ASE ER programming
2. The rationale for including work experiences in employment readiness programs
3. Definitions and common language related to work experiences
4. Considerations and methods used to assess student interests, skills, aptitudes, abilities and preferences and matching them with suitable work experiences
5. Support and monitoring of students on work experience
6. Assessment and reflection as related to work experience
7. Safety and risk management considerations
8. Sample resources
Word Count: 28140
ISBN: 978-1-989864-48-7
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The Claremont Colleges Open Education advocacy guide for student leaders
Short Description:
For students, the high cost of educational resources and textbooks can be a serious obstacle to the accessibility and affordability of a post-secondary education. For instructors, traditional educational resources may also present a barrier to innovation in teaching and curriculum design. Fortunately, open educational resources (OER) provide a viable solution to both these issues. OER can be accessed for free online or printed at a fraction of the cost of a traditional textbook, and can be edited to better fit the curricular or pedagogical goals of an instructor.
Long Description:
The high cost of educational resources and textbooks create a serious obstacle to the accessibility and affordability of a post-secondary education. Traditional educational resources also present barriers to innovation in pedagogy and curriculum design. Fortunately, open educational resources (OER) are a viable solution to both these problems, since they can be accessed for free online or printed at a fraction of the cost of a traditional textbook and can be edited to better fit the curricular or pedagogical goals of an instructor.
Word Count: 4424
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Short Description:
The essays in this volume that pay tribute to an outstanding educator, Delsworth Harnish from McMaster University deal with the problems and prospects of fostering student-centred learning in a standards-based world through subversive teaching. The essays are riffs on a theme mooted by Postman and Weingartner in their now classic book “Teaching as a Subversive Activity” The contributions from retired professors, senior educators to younger active instructors, educational researchers, medical and graduate students who provide a broad spectrum of opinions on those contentious issues. Though much has changed since the heady sixties and the tensions of the Vietnam War when the book was published, much abides. The enemies within and without have taken newer guise, but the tensions remain—the desires of teachers to spark individuality and the demands of society to straitjacket them in the guise of promoting efficiency.
Long Description:
Delsworth Harnish, Vice- Dean of Undergraduate Education in the Faculty of Health Sciences at McMaster University was an acclaimed teacher who consistently fostered student centred learning. His untimely passing while he was still active provided an occasion to muse on themes dear to him. We sent a call out for teachers and students to consider specific issues linked to themes espoused in Postman and Weingartner’s polemic, “Teaching as a Subversive Activity”, a book that was central to Harnish’s educational philosophy. We gave authors licence to express their views in any style they chose. In the resulting patchwork of essays, retired professors, senior educators , younger active instructors, educational researchers, medical and graduate students, from several different continents, consider a persistent tension in post- secondary education—the desires of teachers to spark individuality and the demands of society to have students formulated sprawling on a pin in a forlorn bid to promote efficiency.
Word Count: 35447
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Word Count: 3666
(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.)
This guide will help you prepare for online learning success by introducing you to the online learning environments at UNBC in addition to your role as a learner within them. As you come to understand yourself as an online learner, you will also be introduced to effective learning strategies: time management for online learners, information management, professional communication, and reading strategies.
An invaluable resource for college and university students
Short Description:
You will learn invaluable skills on topics such as time management, study skills, test-taking, memory techniques, researching, referencing sources, learning preferences, student supports and resources, communication skills, online learning, student funding, presentation skills, and transferring courses between post-secondary institutions. This book covers the learning outcomes for a provincial level ABE course which can be used as an elective towards a BC Adult Graduation Diploma.
Long Description:
This textbook provides invaluable information and skills for students who are either transitioning between high school and post-secondary or for adults who have been out of school for some time and are returning as mature students. It will develop understanding and skills needed in college and university that differ from those required in high school and will provide salient learning for those who need to adapt to being a student again. It also goes over many issues which are applicable to adult learners.
Whether using a few of the chapters or studying the whole book, this will prepare students for the challenges of post-secondary education. It covers topics such as adult learning, time management, study skills, test-taking, note-taking, memory techniques, researching, referencing sources, learning preferences (strengths and challenges), student supports and resources, communication skills, online learning, student funding (loans, bursaries, and grants), presentation skills, and transferring courses between post-secondary institutions.
In this text students will have exercises which enable them to identify personal learning issues and develop strategies to deal with them in a way that works for them. It uses relevant and current visuals, videos, and interactive learning to achieve these learning outcomes.
This book covers the articulated learning outcomes for the provincial level ABE course, Student Success, under the Education and Career Planning (EDCP) umbrella which can be used as an elective towards a BC Adult Graduation Diploma. Many students use Student Success as a grade twelve level introductory course when returning to education while getting an adult high school level graduation diploma. As well, graduates starting post-secondary use Student Success to change study habits and to develop new skills for success as they start college or university. Some students use Student Success as needed throughout post-secondary as issues arise.
This textbook is an open resource under a Creative Commons license which can be printed, copied, shared, adapted, and modified freely. Please feel free to use all or any part of it as required.
Word Count: 115941
ISBN: 978-1-77420-079-7
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An invaluable resource for college and university students
Short Description:
You will learn invaluable skills on topics such as time management, study skills, test-taking, memory techniques, researching, referencing sources, learning preferences, student supports and resources, communication skills, online learning, student funding, presentation skills, and transferring courses between post-secondary institutions. This book covers the learning outcomes for a provincial level ABE course which can be used as an elective towards a BC Adult Graduation Diploma.
Long Description:
This textbook provides invaluable information and skills for students who are either transitioning between high school and post-secondary or for adults who have been out of school for some time and are returning as mature students. It will develop understanding and skills needed in college and university that differ from those required in high school and will provide salient learning for those who need to adapt to being a student again. It also goes over many issues which are applicable to adult learners.
Whether using a few of the chapters or studying the whole book, this will prepare students for the challenges of post-secondary education. It covers topics such as adult learning, time management, study skills, test-taking, note-taking, memory techniques, researching, referencing sources, learning preferences (strengths and challenges), student supports and resources, communication skills, online learning, student funding (loans, bursaries, and grants), presentation skills, and transferring courses between post-secondary institutions.
In this text students will have exercises which enable them to identify personal learning issues and develop strategies to deal with them in a way that works for them. It uses relevant and current visuals, videos, and interactive learning to achieve these learning outcomes.
This book covers the articulated learning outcomes for the provincial level ABE course, Student Success, under the Education and Career Planning (EDCP) umbrella which can be used as an elective towards a BC Adult Graduation Diploma. Many students use Student Success as a grade twelve level introductory course when returning to education while getting an adult high school level graduation diploma. As well, graduates starting post-secondary use Student Success to change study habits and to develop new skills for success as they start college or university. Some students use Student Success as needed throughout post-secondary as issues arise.
This textbook is an open resource under a Creative Commons license which can be printed, copied, shared, adapted, and modified freely. Please feel free to use all or any part of it as required.
Word Count: 115853
ISBN: 978-1-77420-079-7
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COUNS 150 (3 units) at College of the Canyons. This course is designed for new students as a complete orientation of the responsibilities and benefits of higher education. Educational planning, goal setting, and career choices are examined. Study and life survival skills are provided to ensure a successful academic experience.
UNIT 1: SELF-AWARENESS
UNIT 2: CULTURAL DIVERSITY
UNIT 3 SELF-RESPONSIBILITY
UNIT 4: SELF-EMPOWERMENT
UNIT 5: PERSONAL PLAN OF ACTION
UNIT 6 LEARNING SKILLS
Welcome To The Student Success Library!
Each subject below links to a student success “chapter” of content which includes videos, readings, activities as well as tools for educators. At the bottom of this page, you’ll see a big button that says Student Success Textbook, which has all of the content on each of these subjects compiled into a downloadable PDF. Enjoy and have a great experience.
N.B.: The Student Success Library was customized for Santa Monica College (SMC) in Santa Monica, CA. If you come across an SMC that does not apply to or is not useful to you, search your local resources for similar tools that can help.
College Success has a student-friendly format arranged to help you develop the essential skills and provide the information you need to succeed in college. This is not a textbook full of theory and extensive detail that merely discusses student success; rather, this is a how-to manual for succeeding in college. The book provides realistic, practical guidance ranging from study skills to personal health, from test taking to managing time and money. Furthermore, College Success is accessible—information is presented concisely and as simply as possible.
College Success has the following features to help you achieve your goals: Each chapter asks you to evaluate yourself because success starts with recognizing your strengths and weaknesses, your hopes and desires, and your own personal, individual realities. You’ll develop your own goals based on these self-assessments, determining what success in college really means for you as an individual. Throughout the book, you will find numerous interactive activities created to help you improve your skills. To assist you with this, the material is presented in easily digestible “chunks” of information so you can begin applying it immediately in your own life—and get the most out of your college education.
This multidisciplinary resource develops topics of interest to all those who care about and for individuals with co-occurring intellectual disabilities and mental illness. Each chapter presents current evidence informed practice knowledge. Each topic is also presented with audio enabled text boxes emphasizing 'Key Points for Caregivers.' For those who are interested in background knowledge, we provided the comprehensive literature base. And, for those interested mainly in 'what to do,' we provided text box summaries for reading and listening.
Short Description:
Co-created with students in the course EDUC 395: Teaching Disciplinary Literacy and supported by CDL experts, this textbook offers accessible, research-based, multidisciplinary CDL strategies ready for implementation in secondary classrooms.
Long Description:
Co-created with students in the course EDUC 395: Teaching Disciplinary Literacy and supported by CDL experts, this textbook offers accessible, research-based, multidisciplinary CDL strategies ready for implementation in secondary classrooms.
Word Count: 9707
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Training for Preventing and Responding to Sexual Violence in B.C. Post-Secondary Institutions
Short Description:
A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Supporting Survivors is a 90 minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training helps learners respond supportively and effectively to disclosures of sexual violence. It includes a discussion of available supports and resources, the differences between disclosing and reporting, and opportunities to practice skills for responding to disclosures. Uses the Listen, Believe, Support model. (The slide deck that accompanies this resource can be downloaded from the Introduction).
Long Description:
A workshop and facilitation guide to support B.C. post-secondary institutions to prevent and respond to sexual violence and misconduct. Supporting Survivors is a 90 minute workshop for all members of the campus community: students, faculty, administrators, and staff. This training helps learners respond supportively and effectively to disclosures of sexual violence. It includes a discussion of available supports and resources, the differences between disclosing and reporting, and opportunities to practice skills for responding to disclosures. Uses the Listen, Believe, Support model. (The slide deck that accompanies this resource can be downloaded from the Introduction).
Word Count: 20212
ISBN: 978-1-77420-108-4
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