Critical Thinking, Reading, and Writing ultimately help to structure your thinking. This means, you know how to read for different purposes, and articulate and defend your views using support or evidence. These skills will enable you to join the wider academic community of knowledge-building, expansion, and credibility.

Students choose one of four short articles to read about mineral mining, including the impacts of mining on the Native American community in the region. Each article highlights a specific example where the Indigenous community's interests are in conflict with the mining company's interests. After reading one of the articles, students post a short reflection to a discussion board, then respond to at least one classmate's reflection.

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Data Carpentry lesson from Ecology curriculum to learn how to analyse and visualise ecological data in R. Data Carpentry’s aim is to teach researchers basic concepts, skills, and tools for working with data so that they can get more done in less time, and with less pain. The lessons below were designed for those interested in working with ecology data in R. This is an introduction to R designed for participants with no programming experience. These lessons can be taught in a day (~ 6 hours). They start with some basic information about R syntax, the RStudio interface, and move through how to import CSV files, the structure of data frames, how to deal with factors, how to add/remove rows and columns, how to calculate summary statistics from a data frame, and a brief introduction to plotting. The last lesson demonstrates how to work with databases directly from R.

Lesson on spreadsheets for social scientists. Good data organization is the foundation of any research project. Most researchers have data in spreadsheets, so it’s the place that many research projects start. Typically we organize data in spreadsheets in ways that we as humans want to work with the data. However computers require data to be organized in particular ways. In order to use tools that make computation more efficient, such as programming languages like R or Python, we need to structure our data the way that computers need the data. Since this is where most research projects start, this is where we want to start too! In this lesson, you will learn: Good data entry practices - formatting data tables in spreadsheets How to avoid common formatting mistakes Approaches for handling dates in spreadsheets Basic quality control and data manipulation in spreadsheets Exporting data from spreadsheets In this lesson, however, you will not learn about data analysis with spreadsheets. Much of your time as a researcher will be spent in the initial ‘data wrangling’ stage, where you need to organize the data to perform a proper analysis later. It’s not the most fun, but it is necessary. In this lesson you will learn how to think about data organization and some practices for more effective data wrangling. With this approach you can better format current data and plan new data collection so less data wrangling is needed.

Data Carpentry lesson to learn how to use command-line tools to perform quality control, align reads to a reference genome, and identify and visualize between-sample variation. A lot of genomics analysis is done using command-line tools for three reasons: 1) you will often be working with a large number of files, and working through the command-line rather than through a graphical user interface (GUI) allows you to automate repetitive tasks, 2) you will often need more compute power than is available on your personal computer, and connecting to and interacting with remote computers requires a command-line interface, and 3) you will often need to customize your analyses, and command-line tools often enable more customization than the corresponding GUI tools (if in fact a GUI tool even exists). In a previous lesson, you learned how to use the bash shell to interact with your computer through a command line interface. In this lesson, you will be applying this new knowledge to carry out a common genomics workflow - identifying variants among sequencing samples taken from multiple individuals within a population. We will be starting with a set of sequenced reads (.fastq files), performing some quality control steps, aligning those reads to a reference genome, and ending by identifying and visualizing variations among these samples. As you progress through this lesson, keep in mind that, even if you aren’t going to be doing this same workflow in your research, you will be learning some very important lessons about using command-line bioinformatic tools. What you learn here will enable you to use a variety of bioinformatic tools with confidence and greatly enhance your research efficiency and productivity.

In this deep dive session, Amanda Montoya (UCLA) and Karen Rambo-Hernandez (Texas A&M University) introduce the basics of preregistration and Registered Reports: two methods for creating a permanent record of a research plan prior to conducting data collection. They discuss the conceptual similarities and practical differences between pre-registration and registered reports. They provide practical advice from their own experiences using these practices in research labs and resources available for researchers interested in using these approaches. The session concludes with questions and discussion about adopting these practices and unique considerations for implementing these practices in education research.

In this deep dive session, we introduce the basics of pre-registration: a method for creating a permanent record of a research plan prior to conducting data collection and/or data analysis. We discuss the conceptual similarities and practical differences between pre-registration and registered reports and traditional approaches to educational research. We provide some practical advice from our own experiences using this practice in our own research and resources available for researchers interested in pre-registering their work. Finally, we end with questions and discussion about adopting pre-registration practices and unique considerations for implementing pre-registration in education research.

This exercise begins with a demonstration of fluid flow through porous sediment using a constant head permeameter, with the students conducting the experiment and collecting the data. The demo is followed by a Think-Pair-Share exercise in which the question is posed to the class: "What could we change in order to increase flow through the system?" The class then works through their brainstormed list of ideas, discussing each and evaluating whether it is correct or a misconception. The students derive Darcy's Law qualitatively, based upon the results of the Think-Pair-Share exercise and discussions.

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This resource was created by Eric Uher in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for 4th grade math. 

This resource was created by Jenny Christensen in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for 5th-6th Grade Math. 

This resource was created by MeLinda Cromer in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for 3-5th grade math.

This resource was created by Hannah Barnhart in collaboration with Karen Dux as part of the 2019-20 ESU-NDE Digital Age Pedagogy Project. Educators worked with coaches to create Lesson Plans promoting both content area and digital age skills. This Lesson Plan is designed for Grade 5-6 .

This is a lesson using Digital Age Skills in Digital Citizenship and Web Creation

This is a lesson using Digital Age Skills in Digital Citizenship - Staying Safe Online

A review activity for college probability and statistics. Topics include:~Plausible values for population mean based on a confidence interval~The effects of confidence level on the width/precision of the confidence interval~Notations for sample statistics and population parameters~Comparing p-values to a significance level to make a hypothesis test decision~Evaluating the strength of statistical evidence in a hypothesis test(Thanks to Dr. Justin Grieves, math professor at Charleston Southern University, for providing problems for the activity, the use of his name and picture.)

A Rhetorical View of History, Communication, and Composition

Short Description:
In this text, you'll study the ways that rhetoric and communication developed over time, you'll learn about the different rhetorical tools that are used in effective communication, and you'll learn how to employ those tools in your own compositions.

Long Description:
In this text, students will be diving into rhetoric. They will study the ways in which rhetoric and communication developed over time, they’ll learn about the different rhetorical tools that are used for effective communication, and they’ll practice using those tools in their own compositions.

This text includes a brief history of rhetoric from classical Greece and Rome to modern rhetorical theory. Then, the focus shifts to using rhetorical analysis to identify the elements of rhetoric, including rhetorical appeals, strategies, and devices, used in historical and modern communication. Finally, the text invites students to utilize all they’ve learned to compose their own Rogerian argument on a current topic.

With a MA in Rhetoric and Composition and over 20 years experience teaching composition, Dr. Palmer offers a survey of rhetoric that is approachable and affordable for students.

Word Count: 63115

(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 pre assessment to a lesson on E-Cigarattes. My goal is two fold. First is to  find out what they already know and understand about e-cigaretts as well as their ability to evaluate media (the standards is about being able to evaluate healthcare products and services) This goal is challenging to assess with a short discussion but the article they use to support thier thinking will give me insiight on where I need to start.Learning Target/Objective:I can begin to evaluate products and services that may affect my health.Assignment Directions1. Please watch the videos below2. Post your reply to the questions belowWhat do the old time commercials tell you we use to think about smoking cigaretts?Do you think history will repeat itself with e-cigaretts? In other words, do you think we will eventually learn that E-Cigarettes/JUUL are more harmful then we know now?If you need more information avout e-cigaretts (vaping) I posted a second video below.Why or Why not?Your "why or why not" explanation should include at least 1 link to an article that supports your thinking.TEENS REACT TO CIGARETTE COMMERCIALS Smoking vs Vaping 

This is a complete ENG 101A course (Freshman Composition with Writing Skills Review) that adds grammar instruction, tutoring visits, and instructor conferencing to assist students. The course uses The Worry Free Writer OER textbook. This course has been QM certified. The course is derived from Karen's ENG 101 course.

Composing expository and argumentative essays for specific audiences. Emphasis on the processes of writing, reading and critical thinking. Introduction to research and documentation.

Extensive critical reading and writing about texts. Emphasis on fluency in critical writing. Includes research skills and writing a critical, documented essay.