Finding Connection, while Embracing the Continua of Difference: A Dilemma Driven Conflict Analysis

Short Description:
This open access textbook was developed as an upper division undergraduate textbook for a conflict resolution CR 310U Values and Ethics course (required for a PSU bachelor's degree in CR) and adaptable to a conflict resolution CR 513 graduate course (required for PSU master's degree in CR). Its intended audience are students from Portland State University enrolled in a ten week, quarter system, though it is adaptable for a semester length course. The chapters are combined with other readings on conflict resolution values and ethics. This open access textbook may be used to supplement resources for other courses that address aspects of conflict resolution values and ethics.

Long Description:
This open access textbook was developed as an upper division undergraduate textbook for a conflict resolution CR 310U Values and Ethics course (required for a PSU bachelor’s degree in CR) and adaptable to a conflict resolution CR 513 graduate course (required for PSU master’s degree in CR). Its intended audience are students from Portland State University enrolled in a ten week, quarter system, though it is adaptable for a semester length course. The chapters are combined with other readings on conflict resolution values and ethics. This open access textbook may be used to supplement resources for other courses that address aspects of conflict resolution values and ethics.

Word Count: 123931

(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.)

Student Success and First Year Experience are learning community courses at UTA that teach new students academic success skills to aid their transition to college. The goal of the courses is to help students identify their individual needs, determine what resources are appropriate, recognize the faculty role in their development, and formulate a plan for an actively engaged and enriched experience from campus to career. The courses will be taught by Peer Academic Leaders (PALs) and faculty, staff and/or graduate students to provide guidance, raise awareness and understanding of students' majors and help support collaborative and co-curricular opportunities available within the School/College. This open educational resource is the required textbook for both courses.

We intend this book to act as a guide writ large for would-be champions of OER, that anyone called to action by the example set by our chapter authors might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.

Long Description:
The OER Adoption Journey is an OER designed to be used as part of a support system for OER adoption in a learning space/course. It is a model of what integration of multiple OER can look like within learning materials. We created The OER Adoption Journey to support faculty, librarians, and instructional designers working through OER adoption. We invite readers to use the book as is, in support of their OER adoption journey and/or OER adoption initiatives. We invite readers to break our content into modules and sub-modules for your own LMS to support OER adoption on your campus. Then build upon it to meet the needs of your own faculty as they embark on their own OER adoption journey. Modules/chapters within this book are designed for both new and seasoned OER adopters. Use parts as appropriate, revisit parts as appropriate to suit your learning and adopting needs.

The content of this OER was originally designed as a course in a learning management system (LMS) to support a group of Millersville University faculty who were adopting OER for the first time. The OER Adoption Journey goes beyond finding and selecting OER course materials. It contains reflection questions to assist the adopter in thinking through integrating OER into their course in a way that is learner centered.

Word Count: 9313

(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.)

Trine University promotes the awareness, adoption, adaptation, and creation of open educational resources and no-cost resources for students. This work: “An OER Workshop” by Andrea Bearman is licensed under CC-BY 4.0 and is a derivative work of Creative Commons Certificate for Educators, Academic Librarians, and GLAM. In order to receive a certificate, you must take the course through Creative Commons. This book means to share an abbreviated version of the information with Trine University specifics.

A reference of OER listed by subject area and discipline

Short Description:
The BCcampus Open Education OER by Discipline Directory lists a wide range of open educational resources organized by discipline. This directory is updated as new resources are identified. Note that textbooks in the B.C. Open Collection are not included in this directory.

Long Description:
The BCcampus Open Education OER by Discipline Directory lists a wide range of open educational resources organized by discipline. It acts as a referratory where the name of the resource, a link to where it can be accessed, its licence, and then a short description are provided. Discipline-specific collections are also included. Because this directory is updated frequently, as new resources are identified, files for the directory are not provided (but can be requested). A printed copy is not available for sale. Note that textbooks in the B.C. Open Collection are not included in this directory.

Word Count: 80855

(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.)

Included are open-source reading materials, learning objectives, suggested readings and resources, and activities organized into content modules for undergraduate Foundations of Education courses. The specific course included here is EDUC 2110: Investigating Critical and Contemporary Issues in Education.

OpenGrade is open-source software for teachers to keep track of grades. It runs on Linux, as well as some other operating systems.

Open Modernisms is an open, Creative-Commons-licensed online platform that allows teachers and scholars to build custom anthologies of out-of-copyright primary materials for the period 1850–1950. . It uses a custom-built Islandora module to host a library of documents from which users can select and rearrange in whatever order they like; add their own notes and introductory or contextualizing materials; and output in a numbered sequence of files for digital distribution and/or printing. The site and its materials are open access, and the code for the site, based on already-existing open-source software, is hosted on Github for easy repurposing and distribution. The code can be adapted for any discipline. Create. Mix. Share.

Faculty, Library, and Student Collaborations

Short Description:
Buy a print copy

Long Description:
The term “open” has been heavily used in the past decade or more and can come with multiple interpretations: open access, open source, open textbook, open pedagogy … In general, “open” within these contexts implies unlimited, free, public access with the ability to manipulate and transform the educational content.Within the educational realm, we see even greater nuances of “open” in terms of how the access to and adapted creation work together. Our book aims to shed light on multiple definitions and how they are applied in a variety of learning experiences.Chapters provide case studies of library-teaching faculty collaborations that explore the intersecting roles and desired outcomes that each partner contributes toward student learning in an open environment.

Word Count: 146386

ISBN: 978-1-942341-64-2

(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.)

Instructional Resource

Short Description:
Open Pedagogy in the Trades: Instructor Resource contains a bank of activities and projects to integrate with your course curriculum and use with your students immediately. All the activities are adaptable to any trade or ITA line item, and most will work for in-person and remote learning modalities. Adopting open pedagogy will lead to more engaged and invested students and richer learning outcomes.

Long Description:
Open Pedagogy in the Trades: Instructor Resource contains a bank of activities and projects to integrate with your course curriculum and use with your students immediately. All the activities are adaptable to any trade or ITA line item, and most will work for in-person or remote learning modalities. Adopting open pedagogy will lead to more engaged and invested students and richer learning outcomes.

Word Count: 4219

ISBN: 978-1-77420-093-3

(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.)

If you have an interest in openness, open education, research skills or want to find out more about the impact of Open EducationalResources (OER), then this resource is for you. You could be:

Using an OER with students and interested in assessing its impact
Facilitating sessions on open practice with students or colleagues and looking for inspiration
Working on a research project and wanting to find out more about incorporating open research techniques into your own practice
Curious about the benefits and challenges of open research
Looking to use open tools in your research
Wanting increased impact for your research
Interested in open research on OER
This resource will help you explore what open research is, how you can ethically and openly share your findings so others can reuse or developyour work, and the role of reflection and open dissemination. Whilstmany challenges and issues apply to all aspects of research (forexample choosing an appropriate methodology), open research bringsa range of different opportunities and challenges; it's these that weare specifically interested in exploring. What can openness add to theresearch process?

Critical Perspectives on Open Education

Short Description:
This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education. It includes the work of 43 diverse authors whose perspectives challenge the dominant hegemony.

Long Description:
Open education is at a critical juncture. It has moved on from its northern roots and is increasingly being challenged from its own periphery. At the same time, it finds itself marginalised and under threat in an educational sector infiltrated by corporate interests. However, rather than bunkering down, becoming blinkered or even complacent, the editors of this volume believe that the voices from the periphery should be amplified. This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education, an attempt at critical pluriversalism. It is a curated collection of 38 blog posts, lectures, talks, articles, and other informal works contributed by 43 diverse authors/co-authors and published since 2013. Each of these contributions offers a perspective on open education that can be considered marginal and that challenges the dominant hegemony.

Word Count: 3186

(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.)

Critical Perspectives on Open Education

Short Description:
This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education. It includes the work of 43 diverse authors whose perspectives challenge the dominant hegemony.

Long Description:
Open education is at a critical juncture. It has moved on from its northern roots and is increasingly being challenged from its own periphery. At the same time, it finds itself marginalised and under threat in an educational sector infiltrated by corporate interests. However, rather than bunkering down, becoming blinkered or even complacent, the editors of this volume believe that the voices from the periphery should be amplified. This book represents a starting point towards curating and centering marginal voices and non-dominant epistemic stances in open education, an attempt at critical pluriversalism. It is a curated collection of 38 blog posts, lectures, talks, articles, and other informal works contributed by 43 diverse authors/co-authors and published since 2013. Each of these contributions offers a perspective on open education that can be considered marginal and that challenges the dominant hegemony.

Word Count: 83220

ISBN: 978-1-989014-22-6

(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.)

Word Count: 71531

ISBN: 978-0-6487698-0-4

(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.)

Minneapolis College, the most selected higher education destination of students from all Minneapolis Public High Schools, is located downtown, nestled between the hustle of Hennepin Avenue and the green spaces of Loring Park. As a part of the Minnesota State system of colleges and universities, Minneapolis College most serves those students who are least likely to go to college. With three-quarters of the student body composed of those underrepresented in higher education, the hallways are filled with recent immigrants, those seeking to learn English, members of communities with the highest unemployment and incarceration rates in the state, veterans, those of low socioeconomic status, seekers of diversity, and those who wish to serve them. Collected here are their stories, stories of overcoming, coming up, perseverance, pride, and power in the face of depressed opportunity and systemic oppression.

Each unit begins with a chapter of fiction about a teacher and students in one ESL class. Reading comprehension and reading skills exercises follow. Prefix and suffix vocabulary-focus exercises are included. Academic Word List vocabulary exercises help students build a strong foundation in both receptive and productive knowledge. The following chapters in each unit expand on unit themes through non-fiction articles focusing on academic preparation, international experiences, and cultural adjustment. Vocabulary is repeated and comprehension and reading skills are further practiced.

Government agencies frequently contract with nonprofit or for-profit organizations to provide services to improve the well-being of their clients―for example, by reducing recidivism, homelessness, or drug use. Governments have traditionally paid service providers on the basis of the number of clients they treat.
The past decade has seen a number of Pay for Success (PFS) or results-based finance (RBF) programs, in which service providers are paid for their outcomes or results. For example, whereas a government agency contracting with a service provider to reduce recidivism among young men released from prison would traditionally have paid the service provider for the hours spent counseling a client, a PFS contract pays the organization for success in reducing the clients’ rate of recidivism from some baseline.
This handbook is written for government officials considering the adoption of Pay For Success (PFS) programs and for students in public policy and business schools interested in studying outcomes-oriented government contracts for services. Part One introduces concepts necessary to develop and operate a service delivery program and then surveys some of the issues specific to PFS. Part Two presents two detailed case studies and a number of shorter descriptions of PFS programs. Part Three focuses on the components of PFS programs; it also discusses barriers to their development and ways of overcoming them.

The contents of this book were developed under an Open Textbooks Pilot grant from the Fund for the Improvement of Postsecondary Education (FIPSE), U.S. Department of Education. However, those contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

Photography can do something that text on its own often cannot – draw the learner in and evoke curiosity about deeper meaning. When connected to storytelling, photographs can release an emotional response, which educators can harness to help students remember content. I whole-heartedly believe images created through the means of photography can be useful for teaching concepts in psychology or management fields that are new to students or tend to be difficult for them to grasp. Furthermore, photos may be especially helpful to demonstrate the meaning and subjective nature of individuals’ experiences as related to these fields due to the emotions they often evoke.

I hope this collection of photographs will serve as a teaching aid for educators and source of learning for students. I thoroughly enjoyed taking all the photos, editing them, writing compelling stories for each, and designing the book. I particularly believe that visual arts such as photography can help students of varying abilities, prior experiences, and backgrounds learn psychological content a bit more easily than traditional text-heavy books and therefore it was a worthwhile endeavor. I expect the book to push students to explore how various fields can meaningfully be integrated to understand the world around us. This book is an example of how visual arts and the sciences can be paired together to break down some of the illusory silos students often perceive between disciplines. As we go about our days, we understand our experiences in numerous ways including what we notice around us beyond written word. Our environment can illuminate understanding if we let it. Let’s help our students do this purposefully through photography.

NOTE: The images in this text are extremely high-quality. As a result, it may take some time to download and open the file.