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ENGWR 300 College Composition: Not-Really-a-Dictionary Project

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This resource contains assignment details for the co-creation of a class "dictionary" of terms/phrases used by students in their speech communities. Dictionary is in quotes here because it's not a true dictionary; rather, it contains extended definition and analysis of chosen terms, as well as evidence of their use "in the wild" (i.e. in the world). This module also contains a project overview and a warm-up exercise that support the main project, as well as ideas for complimentary assignments for use in a themed course. Please see the "For instructors" page for more on framing this assignment as anti-racist. This work is licensed under CC BY-NC-SA 4.0

Material Type: Homework/Assignment, Module, Teaching/Learning Strategy

Author: Dawna DeMartini

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Open For Anti-Racism Template

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The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Material Type: Activity/Lab, Assessment, Full Course, Homework/Assignment, Lecture, Lecture Notes, Lesson, Lesson Plan, Module, Reading, Syllabus, Teaching/Learning Strategy, Textbook, Unit of Study

Author: Andreas Bazos

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Math 400: Calculus 1

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The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Material Type: Activity/Lab, Assessment, Homework/Assignment

Authors: Una Daly, Andreas Bazos

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Political Science 240--Political Theory: Open for Antiracism (OFAR)

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The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Material Type: Homework/Assignment

Authors: Albert Ponce, Open for Antiracism Program (OFAR)

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POLSC 240--Political Theory: Open for Antiracism (OFAR)

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The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Material Type: Homework/Assignment, Lesson Plan

Authors: Una Daly, Albert Ponce, Open for Antiracism Program (OFAR)

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EDUC 01: Introduction to Teaching: Open for Antiracism (OFAR)

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The Open for Antiracism (OFAR) Program – co-led by CCCOER and College of the Canyons – emerged as a response to the growing awareness of structural racism in our educational systems and the realization that adoption of open educational resources (OER) and open pedagogy could be transformative at institutions seeking to improve. The program is designed to give participants a workshop experience where they can better understand anti-racist teaching and how the use of OER and open pedagogy can empower them to involve students in the co-creation of an anti-racist classroom. The capstone project involves developing an action plan for incorporating OER and open pedagogy into a course being taught in the spring semester. OFAR participants are invited to remix this template to design and share their projects and plans for moving this work forward. 

Material Type: Homework/Assignment, Reading

Authors: Marini Smith, Open for Antiracism Program (OFAR)

Psychology 101 Syllabus

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By the end of the course, it is anticipated that you will learn how:1. To identify the basic parts and functions of the neuron and lobes of the brain.2. To identify different parenting styles and their effect on human development and3. To identify major psychological disorders, key symptoms, and the main strategies used for treatment.Upon satisfactory completion of the course, students will be able to:1. discuss the development of psychology as a science.2. identify the major biologic response systems of the human body and discuss their influence on behavior.3. discuss the difference between sensation and perception, giving one illustration of each.4. define consciousness and describe how sleep, psychoactive substances and other stimuli affectconsciousness.5. identify and describe the major theories of human development and discuss how growth and development affect behavior.6. discuss the processes by which humans learn and store skills and information.7. discuss major theories of personality, their assumptions and implications.8. outline the nature, causes, and treatments of abnormal behavior.9. discuss the ways in which the social milieu affects human behavior.10. identify major theories of emotion and motivation.

Material Type: Syllabus

Author: Alex Gavilan

OFAR Module

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This chapter we will be acknowledging and bringing awareness to the historical discrimination that has barred education and research access to those in the Psychological field due to color, gender and other racial biases. Only by understanding this prejudice and racial discrimination can we discover the root causes of inequity and recognize those in the field that had a direct and positive contribution to the development of the field of Psychology.

Material Type: Module

Authors: Open for Antiracism Program (OFAR), Roxanne Morales

OFAR Module

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 Textbooks & Other Resource Links Finnegan, Lisa. 2020. Medical Terminology in a Flash: A Multiple Learning Styles Approach (4 th Edition). Publisher FA Davis 2020 ISBN 9780803689534 

Material Type: Homework/Assignment

Author: Carmen Bravo

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OFAR Module

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 Textbooks & Other Resource Links Finnegan, Lisa. 2020. Medical Terminology in a Flash: A Multiple Learning Styles Approach (4 th Edition). Publisher FA Davis 2020 ISBN 9780803689534 

Material Type: Homework/Assignment

Author: Carmen Bravo

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Statistics 300--Introduction to Probability and Statistics: Open for Antiracism (OFAR)

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This course is an introduction to probability and statistics. Students will engage in elementary principles and applications of descriptive statistics, counting principles, elementary probability principles, probability distributions, estimation parameters, hypothesis testing, linear regression and correlation, and ANOVA. Students will utilize the application of technology for various statistical analyses.This assignment asks students to incorporate their identity, skill development, intellect, and critically based on the work of Cultivating Giunus by Dr. Gholdy Muhhamad. Students are asked to analyze the work they have produced throughout the semester and select two works per each student's learning outcome. 

Material Type: Assessment

Authors: Karla Rojas, Open for Antiracism Program (OFAR)

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ESL 47--Intermediate-Low Reading/Writing for English Learners: Open for Antiracism (OFAR)

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In this module we discuss community in a variety of ways, from fiction and non-fiction. The module is mostly face to face, with online follow-up to practice written expression of their experience. The module finishes with a guest speaker from a First Nation, Miwok Rancheria. This guest builds on the readings, expands our ideas of who is in our community (city), and provides a face-to-face introduction and discussion with a member of the Miwok Nation (an experience no student had up to this point).

Material Type: Module

Author: Open for Antiracism Program (OFAR)

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POL 13--Introduction to American Foreign Policy: Open for Antiracism (OFAR)

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The goal of the term paper question is to give students agency in discovering the hypocrisy and racism of U.S. foreign policy since (and before)  World War II. The students are asked to pick and choose details from peer-reviewed, academic books, which challenges the assumption of the US operating with an ethical framework. The key purpose is for students to understand the following:What caused past U.S. involvement in foreign wars and interventions?Were the results of U.S. policies good or bad?Were the beliefs that guided U.S. policy true or false? 

Material Type: Homework/Assignment

Author: Open for Antiracism Program (OFAR)

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ENGWR 300 College Composition--Not-Really-a-Dictionary Project: Open for Antiracism (OFAR)

(View Complete Item Description)

This resource contains assignment details for the co-creation of a class "dictionary" of terms/phrases used by students in their speech communities. Dictionary is in quotes here because it's not a true dictionary; rather, it contains extended definition and analysis of chosen terms, as well as evidence of their use "in the wild" (i.e. in the world). This module also contains a project overview and a warm-up exercise that support the main project, as well as ideas for complimentary assignments for use in a themed course. Please see the "For instructors" page for more on framing this assignment as anti-racist. This work is licensed under CC BY-NC-SA 4.0

Material Type: Homework/Assignment

Author: Open for Antiracism Program (OFAR)

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