This course is an introduction to the fundamentals of financial accounting and the first of a two-part sequence. In this course students explore the framework for all accounting processes. Students will learn to record economic events and follow a business process through the steps of the accounting cycle. Service and merchandising businesses will be covered and communication of the conclusions to decision-makers will be emphasized. This is a required class for business majors planning to transfer to a 4-year business programs in the state of Washington.Login: guest_ocl Password: ocl

This Reflection Toolkit, compiled by the faculty inquiry group (FIG), includes classroom strategies for integrating reflection into one's existing syllabi. The lesson plans highlight how to encourage effective student reflections.The toolkit includes best practices to facilitate reflection in classes across the disciplines in the context of a variety of student-centered activities (including group-work, online learning, and interactive modules).

Upon completion of this course, students will be able to: develop and research a topic of global significance; recognize authors‰ŰŞ arguments and the political, social and economic motivations behind their work; demonstrate the ability to locate, interpret and cite the relevant and appropriate information resources on a topic; and, demonstrate an understanding of the information research process.Login: guest_oclPassword: ocl

Laws of Exponents

Product and Quotient Rules
The Power rule for Exponents
Negative and Zero Exponents
Simplify Expressions using the Exponent Rules

Represent inequalities on a number line.
Represent inequalities using interval notation.
Use the addition and multiplication properties to solve algebraic inequalities and express their solutions graphically and with interval notation.
Solve inequalities that contain absolute values.
Combine properties of inequalities to isolate variables, solve algebraic inequalities, and express their solutions graphically.
Simplify and solve algebraic inequalities using the distributive property to clear parentheses and fractions.

The United in Anger Study Guide facilitates classroom and activist engagement with Jim Hubbard‰Ûªs 2012 documentary, United in Anger: A History of ACT UP. The Study Guide contains discussion sections, projects and exercises, and resources for further research about the activism of the New York chapter of ACT UP (AIDS Coalition to Unleash Power). The Study Guide is a free, interactive, multimedia resource for understanding the legacy of ACT UP, the film‰Ûªs role in preserving that legacy, and its meaning for viewers' lives.

Teach the Earth is a portal to thousands of open educational resources from dozens of earth education websites. Teach the Earth supports teaching and learning about the Earth by providing online resources for educators in the geosciences and related fields. Resources include classroom activities, course descriptions and syllabi, information about pedagogical strategies, topical collections, and more.

Topics include atmospheric science, biogeoscience, climate change, earthquakes, ecology, energy, environmental geology, environmental science, geochemistry, geodesy, geomorphology, geophysics, GIS/remote sensing, hydrology/hydrogeology, minerals and mineralogy, oceanography, paleontology, petrology, planetary science, plate tectonics, rock cycle, sedimentary geology, soil, structural geology, water, and volcanoes.

According to Project Information Literacy, defining and narrowing a topic is the most difficult step for beginning undergraduate researchers. This concept mapping lesson is designed to reinforce the idea that when students are writing academic papers or creating class projects they are engaging in a scholarly conversation.

One of the greatest areas of potential for open educational resources (OER) is the opportunity for improved representation and coverage of identities that often go erased or poorly addressed in educational materials. Information about, by, and for trans and gender diverse people is one such topic. With knowledge and intention, those involved in the creation, adaptation, and use of OER can find and incorporate materials that center trans and gender diverse people. Doing this is essential for supporting trans and gender diverse students and educating everyone about these identities. This resource is a guide on how to make OER more inclusive and representative of trans and gender diverse people. It is intended to be easily incorporated into a scholarly communications course, while also being valuable to faculty and others interested in learning about the topic and how to make changes to their own course materials.

This course is the first in the introductory surveys of U.S. History. After exploring North America before the arrival of Europeans, students will study the early interactions of Europeans with indigenous peoples and, as the course progresses, study the history of peoples in the area now defined by the United States' borders. Those who would like to pursue their study of American history will also want to take Hist 147 (U.S. History II) and Hist 148 (U.S. History III).Login: guest_oclPassword: ocl

Welcome to History 147, the second in the introductory surveys of U.S. history. We begin in that decade when the United States in three years (1845-48) grew by 50 percent. Through the Civil War to the 20th century, we explore how different people experienced the transformation of the country into an industrial nation and emerging world power. Those who would like to pursue their study of American history will want to take Hist 146 (U.S. History I) and Hist 148 (U.S. History III).

This course is the third in the introductory surveys of U.S. history. The course surveys the significant forces and people that have shaped American civilization from the Progressive Era to the present. This course starts at the beginning of the 20th century and explores how different people, including you, participated in the nation's transformation through that century until today. Those who would like to pursue their study of American history may wish to take Hist 146 (US History I) and Hist 147 (US History II).Login: guest_oclPassword: ocl

This activity shows students how to match their information needs and search strategies to appropriate search tools. In this case, students are learning how to find and use academic databases in order to locate resources that are relevant to their academic research assignment.

Weekly Self-Assessments were used in a Basic Math class to increase student accountability. Each week students rated themselves as to how well they completed assignments. The hope was that students would come to their weekly student-teacher conferences prepared to discuss their self-assessments, progress in math, and prepared to set goals for the following week. Data was taken quarterly on passing rates and on participation in student scheduled student-teacher conferences. Passing rates improved from 86% in quarter 1 to 100% in quarters 2 and 3. Participation in self-scheduled student-teacher conferences increased from 76% in quarter 1, to 82% in quarter 2, to 92% in quarter 3. During one of our group lessons those students who were present created a rubric that they could use alongside the Weekly Self Assessment. The rubric gave them another talking point at their student/teacher conferences and I hoped that the visual would encourage them to want to rise to the top of the chart. Teachers may use the Google Survey example to create your own: one that is customized to your class. You may make a copy of the Basic Math Weekly Self-Evaluation, change the name, and alter it to meet your needs. Making your own copy will give you access to your survey answers. 

Weekly Self-Assessments were used in a Basic Math class to increase student accountability. Each week students rated themselves as to how well they completed assignments. The hope was that students would come to their weekly student-teacher conferences prepared to discuss their self-assessments, progress in math, and prepared to set goals for the following week. Data was taken quarterly on passing rates and on participation in student scheduled student-teacher conferences. Passing rates improved from 86% in quarter 1 to 100% in quarters 2 and 3. Participation in self-scheduled student-teacher conferences increased from 76% in quarter 1, to 82% in quarter 2, to 92% in quarter 3. Teachers may use the Google Survey example to create your own: one that is customized to your class. You may make a copy of the Basic Math Weekly Self-Evaluation, change the name, and alter it to meet your needs. Making your own copy will give you access to your survey answers. 

Voices of Virginia pulls together stories from oral history collections from across decades and archives to create an all-audio source companion for Virginia’s high school and college students. The "album" is only two hours long, but contains dozens of short oral histories from eyewitnesses to key moments in American history, from the end of the Civil War to the 1980s. The excerpts are downloadable, accessible by smartphone, and accompanied by a transcript. Audio clips are also available on Soundcloud. You’ll also find a brief introduction to each narrator, historical context adapted from experts at Encyclopedia Virginia, American Yawp, and Public Domain sources, and helpful classroom tools like discussion questions, activities, and lesson plans that fit into both the Virginia high school and college U.S. History curriculum. By following the larger national story with narratives from across the Commonwealth, Voices of Virginia grounds students in how history guides and is guided by everyday people and their experiences.

This material is aligned to the History and Social Science Standards for Virginia Public Schools - March 2015.

The collection was curated by Jessica Taylor, Ph.D. with Emily Stewart.

Feedback regarding this collection is welcome at https://bit.ly/VoicesOfVirginia

This activity helps students evaluate their own authority on a particular subject so that they can begin to understand how authority is created and effectively evaluate the authority of other sources they encounter. Additional evaluation criteria is also introduced.