Students take their ideas from the classroom page to the community pavement when they participate in a service-learning project based on their multimedia presentations.
This is a list of resources to help promote diversity, equity, and inclusion efforts at schools and college. This curation of resources was first developed for the "Closing the Achievement" gap Professional Day held at Middlesex Community College's all-college Professional Day held in spring 2014. This resource is being updated by member's of Middlesex Community College of Massachusetts "Leading for Change" group which is associated with the Leading for Change Higher Education Diversity Consortium which is " a voluntary collaboration of higher education institutions in Massachusetts and New England committed to identifying student and employee diversity best practices through uniform and transparent use of data, institutional benchmarks and reflective practice."
English 151 builds on English 111 to develop
students’ critical reading, analytical writing, and academic research skills. The course emphasizes close, critical reading of a variety of texts and analytical writing about these texts. Significant attention is given to the development of academic research methods and skills.
Grenzenlos Deutsch is a no-cost alternative to textbooks. We seek to represent a breadth of perspectives that will enable our students to talk about their own lives; thus we have designed content that is actively feminist, anti-racist, anti-classist, anti-ableist, LGBTQIA+ friendly and represents a spectrum of experience.
For each of the thematic modules, there are three units of increasing complexity. Each unit has approximately six lessons, and each lesson has an Erweiterung, which includes additional activities to recap and solidify activities in the main lesson; they were designed to be used as homework or in additional hours (for example, in a lab or conversation session).
Grenzenlos Deutsch (GD) is:
Interactive: The activities are intended to give you opportunities to practice some of the skills you’ll be learning along the way.
Cultural: Each lesson includes readings and/or video that relates to some aspect of DACHL culture (D- Germany; A- Austria; CH- Switzerland; L-Liechtenstein).
Inclusive: One of our goals is to make it possible for you to talk about yourself and your life in German, and thus we introduce basic language for talking about LGBTQIA+ identities, complex family structures, and lifestyle choices such as veganism, vegetarianism, and intentional communities.
OER: Grenzenlos Deutsch is an Open Educational Resource. This means that all of the content, including photos and videos, can be used, reused, and shared with attribution given to Grenzenlos Deutsch. Licensed CC-BY-NC-SA: https://creativecommons.org/licenses/by-nc-sa/4.0/
This OER campus administrator guide, officially entitled "OER & Online Learning: Administrator Quick Start Guide, Strengthening the Shift to Online Learning in California Community Colleges Through the Use of OER", is an outcome of a project by ISKME, supported by a grant from the Michelson 20MM Foundation, to conduct a study and develop a set of resources to accelerate OER use for distance education, especially the urgent shift to remote learning during the pandemic in 2020.
The Guide, created in collaboration with a selection of OER and online education champions across California community colleges (CCC), seeks to support community college administrators in California and beyond in more effectively supporting faculty use of OER as they work to address the reality of online learning in response to COVID-19 and future disruptions. The guide provides quick tips and starting points for campus administrators as they work to create the policy and practice environments needed to foster increased OER use for online learning.
See the associated OER and Online Learning: Faculty Quick-Start Guide for more in-depth tools and resources targeted to faculty and instructional design support, at: https://www.oercommons.org/courses/oer-online-learning-faculty-quick-start-guide
Students read and discuss literature about intolerance and diversity. They work with a partner to write two-voice poems that illustrate situations of intolerance at their school and suggest a step toward acceptance.
About 15% of the world’s population lives with some form of disability. Many are not having their needs met because of barriers to participation in rituals, worship and faith community activities at their places of worship. To truly empower people with disabilities to become agents of positive change in their local communities, we recognize that everyone has a role to play. Our Doors Are Open seminar helps all faith communities to understand how to open their mind, hearts, and doors to people with all kinds of abilities. Traditionally, faith communities position people with disabilities as recipients of care and not as givers. Most faith communities do not have proper representation of people with disabilities throughout their activities despite a desire to be open and inclusive. This disparity is often the result of lack of understanding of how to think about disability differently. In this seminar, students will learn the social model of disability, which positions disability as a function of exclusively designed environments rather than a lack of ability. Our Doors Are Open Seminar will guide students on how to see their activities and situations through an inclusive lens as well as how to take actions to improve inclusion and achieve the welcoming goals of congregations.
These lessons open up important conversations about the relationship between advertisements and social justice. Children will see that they have the power to decide how media will influence them. They will also engage in social justice projects that address some of the unfair messages they find in advertising.
Reading Ads with a Social Justice Lens is a series of 13 multidisciplinary mini-lessons that provide such strategies and build critical literacy. The lessons are designed for students in grades K-5 and include suggestions for simple adaptations.
Children are surrounded – and targeted – by advertisements: on television, the computer, even on their journeys to and from school. Children need specific strategies for reading and talking about advertisements and their impact.