The goal of the Accessibility Toolkit - 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students.
This resource is a modification of the Washington Models for the Evaluation of Bias Content in Instructional Materials (2009) that is made available through OER Commons under a public domain license. This resource attempts to both update the content with more contemporary vocabulary and also to narrow the scope to evaluating still images as they are found online. It was developed as a secondary project while working on a BranchED OER grant during summer 2020. It includes an attached rubric adapted from the Washington Model (2009).
This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides a high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.
"OpenStax College Success is a comprehensive and contemporary resource that serves First Year Experience, Student Success, and College Transition courses. Developed with the support of hundreds of faculty and coordinators, the book addresses the evolving challenges and opportunities of today’s diverse students. Engagement, self-analysis, personal responsibility, and student support are reflected throughout the material. College Success also includes an array of student surveys and opinion polls, and OpenStax will regularly provide the results to adopting faculty"--OpenStax website.
The focus of this textbook is preparing students for a college education with the study and life skills they need to become successful students.
This course is designed to equip you with the tools to succeed during your college career. Simply attending school for many years is no guarantee that you have a clear understanding of the specific strategies needed to get what you want out of college. This course will provide the opportunity for you to learn and practice methods that will assist you in identifying and reaching your academic and career goals.
Foundations of Academic Success: Words of Wisdom (FAS: WoW) introduces you to the various aspects of student and academic life on campus and prepares you to thrive as a successful college student (since there is a difference between a college student and a successful college student). Each section of FAS: WoW is framed by self-authored, true-to-life short stories from actual State University of New York (SUNY) students, employees, and alumni. The advice they share includes a variety of techniques to help you cope with the demands of college. The lessons learned are meant to enlarge your awareness of self with respect to your academic and personal goals and assist you to gain the necessary skills to succeed in college.
Table of Contents:
Part One: YOUR Solid Foundation
The Student Experience by Kristen Mruk
Practice, Practice, Practice by Dr. Kristine Duffy
Why So Many Questions? by Fatima Rodriguez Johnson
These Are the Best Years of Your Life by Sara Vacin
With a Little Help from My Friends by Paulo Fernandes
Part Two: YOU Are the President and CEO of YOU
Can You Listen to Yourself? by Yuki Sasao
Failure Is Not an Option by Nathan Wallace
Thinking Critically and Creatively by Dr. Andrew Robert Baker
Time Is on Your Side by Christopher L. Hockey
What Do You Enjoy Studying? by Dr. Patricia Munsch
Part Three: The Future YOU
Fighting for My Future Now by Amie Bernstein
Something Was Different by Jacqueline Tiermini
Transferrable by Vicki L. Brown
It’s Like Online Dating by Jackie Vetrano
Learn What You Don’t Want by Jamie Edwards
The purpose of this guidebook is to provide ideas for how individual
faculty members and those who support them (e.g., librarians, instructional
designers, etc.) can research the effect of their adoption of open educational
resources (OER). Clearly educational research is a challenging enterprise;
this guidebook is not meant to replace the substantive courses and
experiences that a Ph.D. in educational research would provide. Rather,
our hope is to provide some straightforward suggestions that could be
implemented by OER adopters so as to help them identify what has
happened as a result of their OER adoption.
A handbook for faculty interested in practicing open pedagogy by involving students in the making of open textbooks, ancillary materials, or other Open Educational Resources.
International student exchanges are an increasingly popular aspect of the internationalisation of higher education around the globe. Whether as short-term mobility projects or semester long ‘study abroad’ opportunities, the benefits of such international study experiences have been well documented.
Higher education institutions, departments and disciplines, or individual academics are often tasked with preparing students for such international experiences. Such preparation often focuses on the practical and logistical aspects of student travel, overlooking a crucial dimension of student learning.
Intercultural learning: Critical preparation for international student travel aims to take students beyond practical preparation, to equip them with a critical lens through which to view and understand their international experiences. The book leads students toward a deeper understanding of culture and cultural difference through an exploration of challenging concepts such as imperialism, racism, privilege and intercultural practice.
As an adjunct to traditional approaches, the book adds a significant and valuable dimension to the process of preparing students for international study, increasing the potential for meaningful and transformative learning experiences.
The Learning Continuity Kit is an online teaching toolkit for instructors compiled by Humber College. While some of the resources are specific to Humber College, many have wider applicability. Topics include final assessment, moving courses online, group projects and presentations, virtual training, and content sharing.
Motivating Students by Design (2018) explains how instructors can motivate students intentionally through the design of their courses. The two primary purposes of this book are to present a motivation model that can be used to design instruction and to provide practical motivation strategies and examples that can be used to motivate students to engage in learning. Based on decades of research, Dr. Brett Jones presents a framework to organize teaching strategies that motivate students. All of the strategies presented are followed by several examples, which provide readers with about 150 ideas for how the strategies can be implemented in courses. This book will be useful to graduate students and beginning professors, as well as professors who are more experienced and want to refine their instruction or try new strategies.
It is helpful to know who is using this free PDF version of the book. Please take a minute to complete a brief informational survey at https://bit.ly/interest-motivatingstudents
How to access this book This text is available as a whole book in PDF at https://hdl.handle.net/10919/102728. A print-on-demand version is also available via Amazon at https://www.amazon.com/Motivating-Students-Design-Strategies-Professors/dp/1981497013
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.
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 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. Each chapter is accompanied by learning objectives and most chapters feature interactive elements and opportunities for readers to engage with the text. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education.
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.
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.
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).*