Learning objectives:

-Leverage the benefits of openly licensed materials to create more culturally responsive and relevant learning environments and resources for students
-Develop a set of inclusive teaching practices to implement in your course that center students as authoritative voices
-Revise or create a renewable assignment that invites students as knowledge creators
-Leverage Open Pedagogy to center social justice in your course learning outcomes

Short Description:
The aim of this compendium is to provide nurse educators with an easily accessible collection of 25 resources designed to support student learning, particularly within nursing programs.

Long Description:
The aim of this compendium is to provide nurse educators with an easily accessible collection of OER designed to support student learning, particularly within nursing programs.

A search of the Pressbooks directory was undertaken to identify resources for potential inclusion in this compendium. These resources were filtered according to the following inclusion criteria: nursing authorship; North American; published after 2015; and intended for nursing students. Materials were excluded if they were identified as self-published books or were not openly licensed.

This resulted in a total of 25 resources that address areas inclusive of, but not limited to, health assessment, nursing leadership and management, foundational nursing practice skills, and the care of special populations.

The compendium is presented as a tabulation of key elements for each of the 25 resources, adapted from the Faculty Guide for Evaluating Open Education Resources. Five key elements are described relative to the criteria of credibility (i.e., authorship, publisher, year of most recent update), relevance (i.e., title of the open textbook, aim, intended audience, topical foci), accessibility/interactivity (i.e., figure and tables, videos, review questions, total interactive H5P activities), and licensing (i.e., availability for use with attribution).

Users of this compendium are encouraged to consider each of the tabulated elements (e.g. credibility, relevance, accessibility/interactivity, and licensing) to determine the merit of directly accessing a resource for potential inclusion as a supplement in a nursing course.

Word Count: 4284

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This problem helps students practice adding three numbers whose sum are 20 or less.

In part, because many planned organizational improvements fall short of their intended goals, higher education administrators have not been able to promote sustained improvements. Most university leaders have been promoted into leadership roles without experience and training to enable them to foresee and address unintended outcomes of their decision making; often, the culture in higher education institutions promotes continuation of the status quo. However, in times of crisis, such as those related to reductions in budgets, many unintended consequences develop as leaders attempt to address change. Unintended consequences have implications related to the success or failure of planned change and higher education administrators must address such outcomes appropriately. This article discusses issues related to unintended consequences of policy changes in higher education.

The 21st-century skills of Collaboration, Creativity, Communication, and Critical Thinking are important and can be avoided only at the cost of nothing. We may not decide to ignore the most pertinent factor governing human life- Educational Technology and Artificial Intelligence. This resource attempts to:Understand how to Contribute to OERsShare some insights about 21st Century Skills and their Importance 

Word Count: 50571

ISBN: 978-1-925553-43-7

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: * Color the inside of all the triangles blue. * Color the inside of all the quadrilaterals red. * Color the inside of all the pentagons orange. * Color...

Learn the importance of each and every job within the hive! This lesson includes learning objectives, material and resource lists, background information, activities, reading selections, writing assignments, a game, assessments, and support documents. See the Educator's Guide for more video links and recommended readings. 

Our second set of videos explains how variable are defined and used in Java

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Alexander, Who Used to be Rich Last Sunday by Judith Viorst * Plastic coins * Labels for items Alexander spent his money on (attached) * Pa...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: One day, Frog and Toad were sitting together on a lily pad. Some lily pads were in a line across the pond. In the morning, Frog hopped three lily pads ...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * How Big is a Foot? by Rolf Myller * Masking tape * Enough 12-inch (one foot) rulers for every student or pair of students * One yardstick *...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Sets of 3-6 "analog clock cards," enough for each student * Sets of 3-6 "digital clock cards," enough for each student * Paper and pencil A...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Amy went to the arcade. At the arcade, people can buy tokens to use for the games. Amy paid \$5 to get some tokens. Show two different ways she could h...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: 127 is a number. Write it as a sum of 100's, 10's, and 1's. Write its name in words. Draw a picture to represent the number. Locate it on the number li...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials For each student: * A large index card * A pencil Action Part 1 The teacher will put up the following addition problem: \begin{align} 24 &\ \...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Plot the following numbers on the number line. 456 \ \ 983\ \ 938 \ \ 425 \ \ 220 \ \ 202\ \ 799 Choose eight pairs of numbers from those you plotted o...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Whiteboard or chart paper and markers * Empty number line or magnetic cubes lined up on the whiteboard, alternating colors every 5 (see sol...

This is a task from the Illustrative Mathematics website that is one part of a complete illustration of the standard to which it is aligned. Each task has at least one solution and some commentary that addresses important asects of the task and its potential use. Here are the first few lines of the commentary for this task: Materials * Number cards labeled 1-10 (attached as a PDF) Actions * Begin by playing the game as a whole class to demonstrate the rules and for student...