Explores needs assessment as an applied research tool. Addresses definitions of types of needs assessment and compares needs assessment approaches. Applies research skills in the creation, design and implementation of a pilot needs assessment project focused around educational inequities.

Measurable Student Learning Outcomes
Evaluate varying definitions and types of needs assessment.
Compare similarities, differences and uses for five approaches to conducting needs assessment projects.
Apply applied research skills in the creation, design and implementation of a pilot needs assessment project.
Classify the findings about educational inequities and identify action/remedy through the implementation of a pilot assessment.

Anatomy and Physiology Lab I slide decks created by Steven Lee M.S. Pathology, FTCC. The PowerPoints include labeled body images to assist students in identifying body parts. Nicole Shaw is only responsible for assisting Steven with licensing his work under an open license and uploading content to the Commons. 

Les ressources pédagogiques numériques créées dans les universités sont actuellement peu mutualisées. Les raisons que nous avançons sont leur manque de visibilité, la fragilité inhérente aux documents numériques, l absence historique de gestion de ce type d objets par les bibliothèques et les questions de propriété intellectuelle. Nous présentons le projet ARPEM, mis en place par Grenoble Universités pour répondre à cette problématique. Les premiers mois de fonctionnement nous permettent de présenter un rapport d étape et les évolutions prévisibles du projet.

This worksheet prompts students to consider their digital identity in terms of academic development and to prepare for a portfolio project. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

Being a graduate student and further studying in your academic discipline comes with the responsibility to deeper understand and apply academic integrity in a variety of situation. Students apply the knowledge gained about academic integrity to a situation described in a case study. This emphasizes ethical decision-making skills. It can be designed to expose students to a situation in which they work independently on a response as an assignment or collaborative conditions during class time. A comprehensive debrief is also recommended. Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA. Attribution-NonCommercial 4.0 International (CC BY-NC 4.0)

Academic Success is designed to help students on their university journey. It is divided into four parts, each reflecting different aspects of a student’s tertiary experience. Part A: Successful Beginnings addresses what it is like to be a new student at an Australian university. Part B: Successful Foundations introduces basic skills in English language, techniques for accessing and working with information, and understanding academic integrity. Part C: Successful Study Skills presents the everyday, core skills that successful students use while at university. Lastly, Part D: Successful Assessment meets head-on the challenges of tertiary assessments. This open book ultimately aids students across all disciplines in achieving academic success at university.

Composition I focuses on principles of writing, critical reading and essay composition using rhetorical styles common in college-level writing (narrative, example/illustration, compare/contrast, cause-and-effect, argument).

The purpose of activity reflections is to encourage graduate students to become involved in academic and professional communities. By engaging in their field of study outside of the classroom environment, they are able to: introduce themselves in different situations, build academic and professional relationships, connect issues that they learn in the classroom to current discourse, and use reflection techniques to refine their academic and professional goals.  Created by Steven Harris-Scott, Ph.D., and Amy Lewis, Ed.D., for INTO George Mason University with support from Mason 4-VA.

Each of the cases in this book reflect a range of approaches and perspectives of using video-based resources to increase learner engagement. The authors, through their work, encourage the reader to contemplate the impact of technology on the learner and the educator. The goal of this collection is to generate ideas for your own implementation, to promote inquiry, and to grow the community's knowledge.

This workbook forms the basis of a Professional Graduate Certificate Module in Assessment.It offers a comprehensive collection of materials and activities in the realm of assessment.Please note: supplemental worksheets to accompany this are also available.

This guide is for faculty authors, librarians, project managers and others who are involved in the production of open textbooks in higher education and K-12. Content includes a checklist for getting started, publishing program case studies, textbook organization and elements, writing resources and an overview of useful tools.

Fest 2011 in Half Moon Bay. This conference was help in December 2011 and hosted by the Institute of Knowledge Management in Education. There were participants form K-12, Higher Ed, educational non-profits, foundations and start-up companies. The keynote speaker was Dr. Sugata Mitra.

A presentation covering the development of an evaluation framework for transforming teaching materials into OERs.

Delivered at the OER 10 Conference

n the midst of the COVID-19 pandemic, many academic institutions around the world responded to the sudden need to move learning online, with what might be considered emergency measures. We at CLTD, similarly, created resources and worked with academics across the university to mitigate against the loss of learning opportunities our stu-dents were faced with.
To gauge the effects this move had on students, the Learning and Teaching Team engaged in a series of COVID-19 dialogues with faculty student advisers, faculty student council reps, and academics (see Re-sources, below). We suggest that while the initial move to online learning was necessitated by the pandemic and executed under pressure of time, a revised response is required. This will allow us to deepen the ped-agogical underpinning of our practices. The purpose of this eBook is to formulate a response as we approach the second semester.

CLEJHE is an open-access, double-blind peer-reviewed journal of case studies intended to aid in the preparation of leaders at all levels of higher education.

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 is a pathfinder designed for users who are new to Tableau Desktop and Tableau Public.  The purpose of this pathfinder is to be a companion resource to the February 25, 2023 presentation Create Accurately and Interactive Dashboards with Tableau.  The Tableau Student Ambassador presenters of the workshop were Taiwo Adegite, Junior Analyst; and Zena Patton, Corporate Learning Professional, and Librarian.  To learn more about the Tableau Community Leader Ambassador program, go to the following link  https://www.tableau.com/community/community-leaders/ambassadors      This companion resource is an artifact of a global, collaborative effort between Taiwo Adegite (Nigeria), Junior Analyst; and Zena Patton (United States of America), Corporate Learning Professional, and Librarian. 

Conversations host Harry Kreisler is joined by former Cornell University President Frank Rhodes for a discussion of leadership and university governance. (56 min)

Host Harry Kreisler welcomes Frank Rhodes, former President of Cornell University, for a discussion of the challenges and opportunities he faced leading an Ivy League university. (56 min)

Host Harry Kreisler welcomes former MIT President Charles M. Vest for a discussion of the challenges confronting research universities as in the information age and in the wake of the 9/11 attack. (57 min)

In this edition, UC Berkeley's Harry Kreisler talks with Ira Michael Heyman, former Chancellor of the University of California, Berkeley and former Secretary of the Smithsonian Institution. Chancellor Heyman discusses leadership, the challenges facing higher education and the problems of managing public museums. (58 min)

Coordinating Higher Education Systems

Adults in a higher education environment collaborating
Multiple indicators show a positive trend in the number of students with disabilities enrolling in higher education programs. Equitable access to learning for these students requires that all learning materials and activities be made accessible to them. This extends to textbooks, courseware, learning management systems, instructional software programs—in short, any and all curriculum resources required for use in academic programs.

The Critical Components for the Quality Indicators for Higher Education were first released in 2018 and include actionable language for developing a coordinated system that leads to the timely provision of accessible materials and technologies in higher education settings for all students who need them.

Copyright law is complex and subject to varying interpretations, so
developing a campus-wide copyright policy can seem like a daunting
task. This guide is designed to help make the process more manageable
for deans, librarians, IT staff, faculty, and anyone else charged with
developing a copyright policy guide for their liberal arts college.

The guide was commissioned and produced by The Oberlin Group of
Libraries (www.oberlingroup.org) and the Consortium of Liberal Art
Colleges (www.liberalarts.org). Contributing editors were Laurie
Kumerow and Iris Jastram.

The intent of this guide is not to prescribe exactly what your institutional
policy should look like or include because each college’s needs are
different. Instead, this guide is intended to guide you through the
thinking and decisions required to develop a sound policy.

Presentation given at D-e2009, JISC RSC West Midlands event, May 19, 2009. About Digital Repositories, their landscape in Higher and Further Education and more specifically about learning and teaching repositories. Download is Powerpoint.

From indigenous people through reconstruction this course is based on The American Yawp Textbook chapters 1-15.  (The American Yawp: A Massively Collaborative Open U.S. History Textbook by Stanford University Press is licensed under CC BY-SA 4.0) This course incorporates additional readings and videos and includes essays for assessment of student knowledge.There is a Perusall companion course available for the readings in this course. See the Instructor Notes in the "About this Course" Section.

The purpose of the elevator pitch activity is to encourage graduate students to think clearly about how they communicate their professional identity. In this assignment, students are asked to identify: strengths and skills; areas of interest in their disclipline; and professional goals for the near term. Students work to develop a 30-40 second elevator pitch that they can use in networking scenarios and career events. Created by Steven Harris-Scott, Ph.D., Amy Lewis, Ed.D., and Emma Cutrufello, Ph.D., for INTO George Mason University with support from Mason 4-VA.

This Open Educational Resource (OER) brings together Open Access content from around the web and enhances it with dynamic video lectures about the core areas of theoretical linguistics (phonetics, phonology, morphology, syntax, and semantics), supplemented with discussion of psycholinguistic and neurolinguistic findings. Essentials of Linguistics is suitable for any beginning learner of linguistics but is primarily aimed at the Canadian learner, focusing on Canadian English for learning phonetic transcription, and discussing the status of Indigenous languages in Canada. Drawing on best practices for instructional design, Essentials of Linguistics is suitable for blended classes, traditional lecture classes, and for self-directed learning. No prior knowledge of linguistics is required.

This workbook is an abridged version of the Assessment in Practice Workbook.The focus here is on the design and implementation of appropriate feedback strategies in higher education.

Indiana University East is redesigning higher education to make it more effective, efficient and accessible to a wide range of students. At BIF 2011, Chancellor Nasser Paydar explains how IU East provides more students a quality education, using collaborative new models and fewer resourcesÄgoing from the lowest retention rates among all Indiana University campuses to the highest in four years.€÷

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.

With higher education no longer the primary source of knowledge, and its traditions at odds with current realities, Greg Anderson tells educators we must adapt or die. Dean of Morgridge College of Education at University of Denver, Anderson offers five problems with the educational system and three fundamental obstacles we need to overcome to remain relevant.

The purpose of the National AEM Center’s Quality Indicators with Critical Components for Higher Ed is to assist institutes of higher education, both at the system and campus level, with planning, implementing, and evaluating systems for providing accessible materials and technologies for all students who need them. Higher Ed institutions, both universities and community colleges, will find the Quality Indicators useful for implementing statutory requirements that mandate equitable access to learning opportunities for students with disabilities, including equal access to printed materials, digital materials, and technologies.

This text includes chapters from instructional designers, university faculty and staff, and undergraduate and graduate students, and the text has been divided into three sections to reflect these varied perspectives. Each section begins with research-based perspectives, but also contains more personal narratives at the end. While the context of most of the chapters is the United States, there are also chapters with a Canadian context. It is also important to note that, as of the first half of 2021, the pandemic rages on, and mentions of COVID-19 in the following chapters will be reflective of the state of affairs in North America in the spring and fall of 2020.

This video introduces the concept of Creative Commons Attribution as it relates to the use and reuse of material covered by these licences. Examples of good practice are provided for images, text-based resources, video, and audio files. [Running time: 11'18"]

Much of the work done by faculty at both public and private universities has significant public dimensions: it is often paid for by public funds; it is often aimed at serving the public good; and it is often subject to public evaluation. To understand how the public dimensions of faculty work are valued, we analyzed review, promotion, and tenure documents from a representative sample of 129 universities in the US and Canada. Terms and concepts related to public and community are mentioned in a large portion of documents, but mostly in ways that relate to service, which is an undervalued aspect of academic careers. Moreover, the documents make significant mention of traditional research outputs and citation-based metrics: however, such outputs and metrics reward faculty work targeted to academics, and often disregard the public dimensions. Institutions that seek to embody their public mission could therefore work towards changing how faculty work is assessed and incentivized.

Earl Ubell is a pioneer among science and health writers in America. After a long, distinguished career at The New York Herald Tribune from 1943 to 1966, he went on to work at both CBS and NBC News. Prominent in the emerging scientific writing community in the 1950s and early 1960s, he was a recipient of the Lasker Medical Journalism Award 1957. Milton Stanley Livingston was a leading physicist in the field of magnetic resonance accelerators. Working first with professor Ernest O. Lawrence at the University of California, Livingston was instrumental in the development of the Berkeley cyclotron. Moving to Cornell in 1938, Livingston was part of the core group who established nuclear physics as a field of study. Choosing to stay with the Cornell cyclotron rather than follow colleagues onto the Manhattan Project, Livingston was involved in the production of radioisotopes for medical purposes. At the time of this interview, Livingston was director of the Cambridge Electron Accelerator, a joint project of Harvard University and MIT.In this program segment Louis Lyons quizzes Earl Ubell about the lack of public knowledge and the perception of the nuclear bomb, while pressing Professor Livingston to explain exactly what nuclear fallout is, and the danger it presents.

The blog post series Important Events in the History of Digital Higher Education was originally published on the website of the Digital Higher Education Consortium of Texas (DigiTex) and has now been compiled into a booklet for ease of use. In this series, you will find articles covering five pivotal moments in the history of digital higher education including the first "online" learning program at the Western Behavioral Sciences Institute, the Andrew Project at Carnegie Mellon University, Project Athena at Massachusetts Institute of Technology, Glenn Jones' Mind Extension University, and CALCampus, one of the first resources for online synchronous learning.