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. At its core, this work is about how adopting faculty, librarians, instructional designers, and other supporters think about their approach to OER adoption in support of student learning within a diverse set of learning spaces. 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.

“This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education.”

While some of the content included in the handbook is Iowa State University-specific, these examples are few and I have tried to make the text as generalizable as possible. I welcome any comments for potential edits and additions to the text and will add an errata/tracking changes page to the front matter in the future. I especially welcome comments on my Diversity and Inclusion chapter, since I am not the most well-versed on that topic.

If you would like to adapt the text for use at your institution, please let me know so I can add links to your adaptations in the future. If you are interested in working with me on a second edition in the future, feel free to reach out! I’d love to make a more advanced version with additional sections for OER program managers and librarians.

The OER Starter Kit was originally adapted from the ABOER Starter Kit, but blossomed into a much larger project over the past few months. It includes content from Billy Meinke’s excellent UH OER Training manual, SUNY’s wonderful OER Community Courses, and others, all of which can be found on the kit’s Attribution page and on the footnotes of their corresponding chapters.

This toolkit was created by OER student leaders in the CCC and CSU systems. The toolkit's purpose is to motivate students to get involved in OER advocacy and the Open Education movement, as well as make it known that students can make a difference in their education. Education costs can be cut to a fraction of the price with OER, which would allow for more students to be able to access knowledge and higher education. While this toolkit contains some examples and suggestions specific to California institutions, it can still be helpful for all college students. Thanks to the Michelson 20MM Foundation's financial support students were paid for their work and contributions in creating this document, as well as presenting at conferences.

Open English @ SLCC is an evolving digital book created and maintained by English Department faculty at Salt Lake Community College. It exists to provide our faculty–over one hundred full- and part-time instructors–with robust, flexible, and locally produced open educational resources (OER) that can be used for teaching a variety of courses across our composition sequence.

This book is evolving and adaptive, offering a range of texts on rhetoric, writing and reading, all written by SLCC faculty with specific attention to the needs of SLCC students and the local conditions of our work and study at a large, multi-campus, increasingly diverse community college in Salt Lake City, Utah. Unlike a traditional textbook, the writing in this book invites remix, adaptation, and repurposing to match the specific needs of its users–SLCC writing students and instructors primarily–but also faculty and students at other schools, course designers, WPAS, and anyone else interested in open texts about writing, language and literacy.

Open English @ SLCC is a community-authored, community-focused text, one that invites conversation, change, addition, and repurposing over time in the interests of attuning itself to the needs of those who use it. To this end the book invites public digital annotation through Hypothesis, allowing readers to add notes, questions, observations and resources directly to the texts. This ethos of shared knowledge, creative reuse, and ongoing conversation is at the heart of the Open English @ SLCC project.

Ordinary Differential Equations course developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in December 2019. The course is part of the Ohio Transfer Module and is also named TMM 020. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadAnna Davis                                         Ohio Dominican UniversityContent ContributorsJustin Greenly                                      Franciscan University of SteubenvilleFelipe L. Martins                                  Cleveland State UniversityPaul Zachlin                                       Lakeland Community CollegeLibrarianDaniel Dotson                                    Ohio State University                     Review TeamEmi Arima                                        Columbus State Community College

This is the first course taken in a two sequence Organic Chemistry Course for science majors.

This course examines the behavior of hydrocarbons and their derivatives. Topics covered include alkanes, halides, alcohols, alkynes and stereochemistry.

Upon completion of this course the student will be able to perform the following: (1) Name organic compounds using both the IUPAC and Common System, (2) Determine the Stereochemistry of a compound, (3) Predict the products that will be formed from specific reactions, (4) Predict how changes in the structure of a compound can influence physical properties and reactivity, and (5) Understand the Importance of Mechanisms.

This course is designed for students majoring in a STEM area. It is the second sequence organic chemistry course.

This course examines the behavior of hydrocarbons and their derivatives. Topics covered include alcohols, alkynes, aldehydes, ketones, carboxylic acids, carboxylic acid derivatives, amines, and aromatic compounds.

Upon completion of this course the student will be able to perform the following: (1) Name organic compounds using both the IUPAC and Common System, (2) Determine the Stereochemistry of a compound, (3) Predict the major and minor products that will be formed from specific reactions, (4) Predict how modifications in chemical structure, including stereochemistry, can drastically change the physical and/or chemical behavior of compounds, and (5) Provide the mechanism for specific types of reactions.

As the lesson unfolds, students will get to investigate some of the ways listeners feel and relate to rhythms, focusing on the language used to describe "the beat," and the manners in which rhythms connect to a deeper past and seem to anticipate particular futures. If "the beat" was a concern in 1950s America, it was again a concern for some, decades later, when Gangsta Rap began to dominate the Billboard charts. How far have we come? And how can we study the past to learn more about the future we're making and the music we'll make it with? This lesson gets to the heart of the conflicts that arise as particular rhythms get made, released, listened to, and loved.

In this lesson, students follow the life journey of Blues musician McKinley "Muddy Waters" Morganfield, from his early beginnings in rural Mississippi to his music career in Chicago, Illinois. In learning about Waters' life, students consider the ways new environments might inspire people to express themselves in different ways. Students then reflect on ways new experiences might have spurred their own personal growth by creating a life roadmap.

This introduction to the study of Philosophy will provide an explanation of what philosophy is and descriptions of the three big topics areas covered in the study of philosophy.

This course teaches critical learning abilities that are skills and attitudes to be taught across the curriculum: communication, problem solving or critical thinking, responsibility, and global awareness or diversity/appreciation. To these, we add information/technology literacy, and lifelong learning. By the end of the course students will be able to: Identify the major political, economic, and social developments in Pacific Northwest history and especially in the state of Washington; Integrate the perspectives of different peoples to interpret Pacific Northwest history; Describe the Pacific Northwestęs role in the context of American and world history; Apply your knowledge of Pacific Northwest history to your life by conducting an oral history and by researching and writing about issues in the region today; and Define current environmental issues in the Pacific Northwest and analyze their historical context.

Students in this course will explore evolutionary theory, including the core concepts of basic genetics and the modern synthesis of evolution. Students will examine, critically evaluate and explain scientific claims about the origins of humankind and modern human variation, as well as biocultural evolution. Students will develop critical thinking and communication skills through the application of essential anthropological approaches, theories, and methods.Login: guest_oclPassword: ocl

This online course has been designed to offer students an opportunity to learn about the basic principles and concepts of geology without needing to go to a PCC campus, classroom, or testing center. It is our hope that you will find this course challenging, stimulating, and relevant to your daily lives. This page will introduce you to the course. Be sure to also read all of the Syllabus pages that follow and browse the first module (Module 1) right away, so that you can get an idea of how the course works.

The online educational resource Physics For Everyone is the scaffolding for a 3 contact hour, 3 credit general education course that conveys the relevance, beauty, and power of physics as a foundation of science and technology in the public interest.

This slide deck provides the outline for the semester-long course. Each week’s lecture topics, with key points to be covered, are highlighted in two slides, which also list writing prompts, problem-solving exercises, and labs. Also, we have curated a list of high-quality online video resources that students (and instructors) should use to help them learn (and teach) physics ideas and concepts using demonstrations, animations, and humor. Many of those videos are parts of larger series and programs, created by some of the most skilled and popular online presenters in the world; that means some of their content is commercially sponsored, but all the content is free to students and instructors. Finally, we have envisioned this course so that students are assessed with a large set of low-stakes, just-in-time-type assignments and laboratory exercises.

This work has been generously supported by New America’s PIT-UN (Public Interest Technology University Network) challenge grant program, and is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.

This is a course for non-science majors that is a survey of the central concepts in physics relating everyday experiences with the principles and laws in physics on a conceptual level. Upon successful completion of this course, students will be able to: Describe basic principles of motion and state the law of inertia; Predict the motion of an object by applying Newtonęs laws when given the mass, a force, the characteristics of motion and a duration of time; Summarize the law of conservation of energy and explain its importance as the fundamental principle of energy as a –law of nature”; Explain the use of the principle of Energy conservation when applied to simple energy transformation systems; Define the Conservation of Energy Law as the 1st Law of Thermodynamics and State 2nd Law of Thermodynamics in 3 ways; Outline the limitations and risks associated with current societal energy practices,and explore options for changes in energy policy for the next century and beyond; Describe physical aspects of waves and wave motion; and explain the production of electromagnetic waves, and distinguish between the different parts of the electromagnetic spectrum.

This open course for Plants, Society, and the Environment was created under a Round Six ALG Textbook Transformation Grant. Topics include cell structure, photosynthesis, taxonomy, biomes, domestication, agriculture, and medicine.

In this course we will explore topics from disciplines within the solid Earth sciences. In each lesson, we'll also touch on some ways the topic links to other scientific disciplines. Each unit is designed to present both the cutting-edge science as well as the background a secondary-school student (or her teacher) would need to place the research in context. Gaining an appreciation of how scientists choose the subjects they study is as fundamental to Earth science as the discovery of the facts themselves. You will learn appropriate state-of-the-art scientific content relevant to each topic by performing basic data analysis using publicly available data so that you will be able to use the data and lessons in any courses you teach.

The Pre-Calculus course was developed through the Ohio Department of Higher Education OER Innovation Grant. This work was completed and the course was posted in September 2019. The course is part of the Ohio Transfer Module and is also named TMM002. For more information about credit transfer between Ohio colleges and universities, please visit: www.ohiohighered.org/transfer.Team LeadKameswarrao Casukhela                   Ohio State University LimaContent ContributorsLuiz Felipe Martins                             Cleveland State UniversityIeda Rodrigues                                   Cleveland State UniversityTeri Thomas                                        Stark State CollegeLibrarianDaniel Dotson                                     Ohio State University                     Review TeamAlice Taylor                                        University of Rio GrandeRita Ralph                                          Columbus State Community College

This course will cover families of trigonometric functions, their inverses, properties, graphs, and applications. Additionally we will study trigonometric equations and identities, the laws of sines and cosines, polar coordinates and graphs, parametric equations and elementary vector operations.Login: guest_oclPassword: ocl