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.

The Faculty Quick Start Guide is an outcome of a project by ISKME, supported by a grant from the Michelson 20MM Foundation, to conduct a study and develop a set of resources to accelerate OER use for distance education, especially the urgent shift to remote learning during the pandemic in 2020. The Guide, created in collaboration with a selection of OER and online education champions across California community colleges (CCC), contains:

- Models and approaches to online learning, and to emergency remote learning in the context of COVID-19;
- How and to what extent OER fits into these models, and local and state-level supports needed for its integration and sustainability;
- Design considerations for integrating OER in online learning, including pedagogical and platform considerations;
- Curatorial practices, such as using OER curation tools and aligning curated OER to learning outcomes; and,
- Starting points and tips for colleges and faculty who want to initiate OER integration into distance education.

Tailored to faculty and campus administrators both in California and beyond, the Guide has the aim is to enable system-wide shifts to meet postsecondary institutions’ long term goals for distance learning, and faculty’s emergency plans for remote learning in response to the COVID-19 and potential future crises.

The Guide is also available as a PDF for download: https://drive.google.com/file/d/17AXs30dZeLOrGeNBQ-ISc_OJXIxE9xtB/view?usp=sharing.

See the companion guide for administrators at: https://www.oercommons.org/courses/iskme-michelson-20mm-oer-campus-administrator-quick-start-guide-public/edit

The contents of the OER policy tool are intended to be adopted and adapted for use within a college or university’s culture. The OER policy tool is organized in three sections:

I. OER Policy Assumptions

II. OER Policy Components

III. OER Policy Resources

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.

The OER by Discipline Guide: University of Ottawa is an in-progress tool suggesting open educational resources for specific courses at the University of Ottawa. Its purpose is to help professors get acquainted with existing OER in their disciplines and facilitate their use. It will be updated annually as new resources are identified.

The OER Toolkit aims to improve equitable access to open learning resources and services to college students by providing a province-wide academic support platform for faculty to use while designing courses and assignments. The Toolkit is a one-stop guide to open educational resources, providing faculty and library staff with tools and information to understand, engage with, create, and sustain OER in their work and practice.

The Toolkit is designed to be used by anyone involved with OER at an academic institution, whether you are part of a team that is collaborating to create OER, a library staff member who is supporting OER development and use, an advocate for OER at your institution, or an instructor seeking to incorporate OER and open pedagogy in the classroom. The primary purpose of this Toolkit is to support faculty and library staff at Ontario colleges; however, it is openly available for use beyond the Ontario college community.

Open Pedagogy Approaches: Faculty, Library, and Student Collaborations offers a diverse compilation of OER and open pedagogy (OP) projects grounded in faculty, library, and student collaborations. Open Pedagogy Approaches provides ideas, practical tips, and inspiration for educators willing to explore the power of open, whether that involves a small innovation or a large-scale initiative.

Open pedagogy projects can be multi-faceted, single-semester, or multi-year, and can result in any number of student-authored/created/directed scholarly or non-scholarly outputs. These outputs could include, for example, a public-facing blog post, translating a Wikipedia page, creating a digital scholarly edition, socially annotating, revising an open textbook, and/or contributing to crowd-sourced transcription projects. The Open Pedagogy Project Roadmap is a module-based resource that will assist you in planning, finding support for, sharing, and sustaining your open pedagogy project, regardless of its size or scope. The Roadmap will take you through four modules which will guide you through the 5 Ss of open pedagogy projects: Scope, Support, Students, Sharing, and Sustaining.

This guide is for creators who want to publish an open text with UniSQ Library.

Based on the Open Textbook Network Workshop, this asynchronous workshop allows educators flexibility to engage with and interact with the materials outside of a traditional in-person workshop using Springshare's LibWizard tutorial platform.  Topics in this workshop include:Introduction to OER (open educational resources)Review of the cost of higher educationReview of the textbook publishing industryIntroduction to efficacy and perceived quality of open textbooksThe attached text file includes the html code. We've also included links to a README document that describes the step-by-step process of recreating this tutorial in LibWizard and the list of in-workshop questions and answers for each section of the workshop. This should be everything you need to recreate the aynchronous workshop.NOTE: Archives of old versions of the html code can be found in this Google Drive folder.

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.

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.

Examines the history of structural racism in Academia across numerous disciplines.

Table of Contents:
Introduction
A Tipping Point
A Look at Structural Racism by Discipline
Administration of Justice
Anthropology
Architecture
Art-Dance
Art-Drama
Art-Visual
Astronomy
Art History
Biology
Biology
Business
Career Counseling
Career Technology Education (CTE)
CTE-Graphic Design
CTE-Fire Technology
CTE-Graphic Design
CTE-Multimedia Studies
Chemistry
Communication/Film/Speech
Computer Science
Early Childhood Education
Economics
Engineering
English
English as a Second Language
Environmental Science
Ethnic Studies
Geography
Geology
Health Education
History
Human Sexuality
Languages
Library and Information Science
Mathematics
Mathematics -Statistics
Music
Music/Musical Performance/ers
Philosophy
Physics
Physics-Astrophysics
Political Science
Psychology
Sociology
Zoology
Conclusion
Acknowledgements
Reflections from the Authors
Dahmitra Jackson
Prateek Sunder
Susan Rahman
A List of Resources For Further Exploration
References

Tangent and Cotangent Functions - period, phase-shift, periodic functions, asymptotes, sine and cosine functionsTMM 002 PRECALCULUS (Revised March 21, 2017)1. Functions: 1a. Analyze functions. Routine analysis includes discussion of domain, range, zeros, general function behavior (increasing, decreasing, extrema, etc.), as well as periodic characteristics such as period, frequency, phase shift, and amplitude. In addition to performing rote processes, the student can articulate reasons for choosing a particular process, recognize function families and anticipate behavior, and explain the implementation of a process (e.g., why certain real numbers are excluded from the domain of a given function).*

Law of SinesTMM 002 PRECALCULUS (Revised March 21, 2017)2c. Analyze general triangles. Routine analysis of side lengths and angle measurements using trigonometric ratios/functions, as well as other relationships.*Sample Tasks:The student can solve general triangles using trigonometric ratios and relationships including laws of sine and cosine.The student can compare similar triangles.The student can compute length and angle measurements inside complex drawings involving multiple geometric objects.The student can algebraically describe relationships inside complex drawings involving multiple geometric objects.

Vectors - dot product, projection, decomposition of a vectorTMM 002 PRECALCULUS (Revised March 21, 2017)AdditionalOptional Learning Outcomes:2. Geometry: The successful Precalculus student can:2e. Interpret the result of vector computations geometrically and within the confines of a particular applied context (e.g., forces).Sample Tasks:The student can define vectors, their arithmetic, their representation, and interpretations.The student can decompose vectors into normal and parallel components.The student can interpret the result of a vector computation as a change in location in the plane or as the net force acting on an object.

Vectors - magnitude, direction, component form, trigonometric form, unit vector, algebra of vectors, applications,TMM 002 PRECALCULUS (Revised March 21, 2017)AdditionalOptional Learning Outcomes:2. Geometry: The successful Precalculus student can:2e. Interpret the result of vector computations geometrically and within the confines of a particular applied context (e.g., forces).Sample Tasks:The student can define vectors, their arithmetic, their representation, and interpretations.The student can decompose vectors into normal and parallel components.The student can interpret the result of a vector computation as a change in location in the plane or as the net force acting on an object.

Ellipse - conic section, foci, major and minor axes, vertices, standard form, eccentricityTMM 002 PRECALCULUS (Revised March 21, 2017)AdditionalOptional Learning Outcomes:2. Geometry: The successful Precalculus student can:2f. Represent conic sections algebraically via equations of two variables and graphically by drawing curves.Sample Tasks:The student can perform the process “completing the square” transforming the equation into a standard form.The student can draw curves representing conic sections.The student can solve systems of equations involving linear and quadratic functions.The student can parametrize conic curves.

Hyperbola - conic section, foci, transverse and conjugate axes, vertices, asymptotes, standard formTMM 002 PRECALCULUS (Revised March 21, 2017)AdditionalOptional Learning Outcomes:2. Geometry: The successful Precalculus student can:2f. Represent conic sections algebraically via equations of two variables and graphically by drawing curves.Sample Tasks:The student can perform the process “completing the square” transforming the equation into a standard form.The student can draw curves representing conic sections.The student can solve systems of equations involving linear and quadratic functions.The student can parametrize conic curves.