This project is a fun way for students to think about the four elements of the marketing mix through research of a product/service and breaking it down to examine each element.

In this lesson, students will learn about the five love languages. Students will be able to identify them, and will learn how to apply them in various relationships. Students will take the quiz to learn their top love language and will reflect on how they will apply this information to bettering their life. 

Course PurposeWelcome to AJS-200 Current Issues in Criminal JusticeIn this course, we will be studying the major current issues facing the criminal justice system.  We will use as our starting point the 2015 President's 21st Century Policing Task Force report on the police.  This report came about after the death of Michael Brown, shot and killed by a Ferguson Missouri police officer. Many of the significant challenges to the way policing is carried out today came about following that one event.  This course will allow you the student to examine the different calls for police reform and research the pros and cons of each.  This course is an OER course meaning that there is NO TEXTBOOK to purchase.  Instead, we will identify and use as our training material the governmental documents and other open resource documents on the internet to gain our insights into the topic of each week. 

BSA 110 -- Personal FinanceWelcome to the wonderful world of Finance (and money)!! The course is a 8 weeks, you need to keep up with the Modules.  There are 8 Modules, so we will complete one module every week.Personal Finance refers to how you manage your money, including your income, expenses, and savings. When you put effort into managing your personal finances, you have a better grasp on where your money is going and what changes you can make to meet your future financial goals.  Your Personal Finances are crucial in almost all aspects of your life.  How you handle your credit, what is your purchasing power, and am I prepared for retirement?  What are my short- and long-term financial needs?We will be looking at many different topics: Investing, The Fed, Stocks, Mutual Funds, and Retirement, to name a few.

Video and study guides for the following topics: Order of operations, algebraic manipulation, negative and fractional exponents, rounding, engineering notation, unit conversion, general industrial safety, energy, power, efficiency, capacity factor, basic electrical properties: voltage, current, resistance, fixed resistors, variable resistors, protoboards, ohmmeters, series resistors, parallel resistors, 4 band resistor color code, DC Ohm’s Law, DC power, voltmeters, ammeters, series DC circuit properties, DC Kirchhoff’s Voltage Law, DC voltage divider rule, parallel DC circuit properties, DC Kirchhoff’s Current Law, DC current divider rule, series-parallel DC circuit properties, instrument loading effects, DC current sources, source conversion, resistive delta-Y conversion, complex DC circuits, DC Superposition Theorem, DC Thevenin’s Theorem, DC Maximum Power Transfer Theorem, DC Norton’s Theorem

This course is the 2nd in a three part series intended to support the flipped classroom approach for traditional basic electronics classes. Basic Electronics 2 covers capacitors and the transient capacitor charge and discharge process, inductors and the transient inductor storage and release process, sinusoidal properties, complex numbers and complex impedance, phasors, AC Ohm’s Law, series AC circuit analysis, parallel AC circuit analysis, and series-parallel AC circuit analysis. The text includes discussions of Kirchhoff’s Voltage Law, the AC Voltage Divider Rule, Kirchhoff’s Current Law, and the AC Current Divider Rule. Additionally the text covers use of AC voltmeters, AC ammeters, function generators, and oscilloscopes. These resources are meant to accompany a hands on lab with the guidance of an instructor.

This course is the 3rd installment in a three part series intended to support the flipped classroom approach for traditional basic electronics classes. Basic Electronics 3 covers apparent, real, and reactive power and power factor, power factor correction, ideal and non-ideal transformers, and transformer connection diagrams, AC circuit analysis techniques and theorems like source conversion, the AC superposition theorem, AC Thevenin’s Theorem, and the AC Maximum Power Transfer Theorem, 3 phase AC systems including balanced and unbalanced 4 wire Y configurations, 3 wire Y configurations, and delta configurations, the single wattmeter method and the two wattmeter method. These resources are meant to accompany a hands on lab with the guidance of an instructor.

This readily accessible online introductory resource was developed for anyone who has interest in, or works with, HVAC controls and equipment. Designed for electrical and HVAC apprentices learning about the subject in school, you will find the descriptive text and original diagrams easy to navigate through, while the question bank will help students review the subject matter covered in each section.

This lesson is going to walk through the timeline of birth control.  You will need to print out the birth control note guide for them to fill out while the read the SoftChalk.

Career Development at College of DuPage

Word Count: 29580

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The Center for Strengthening the Teaching Profession  – Teacher Tech Project provides information, resources and learning opportunities for teachers to develop their knowledge, skills and understanding of Learning Management Systems and instructional design for distance learning. 

The Computer Science (CS) for Oregon Plan aims to create rich computer science learning opportunities bydeveloping a shared vision, based on national frameworks and standards to prepare all students, K-12,with computer science knowledge and computational thinking skills necessary to be innovators, creators,and active citizens in our ever-evolving, technology-driven world.

The goals of the CS for Oregon Plan are to create K-12 pathways and roadmaps that provide cohesive,scaffolded learning opportunities to students, focus on inclusion, equity, and access for all, and supportrigorous learning opportunities aligned to workforce needs. Our collaborative, multi-district approachfocuses on creating a clear, concise definition of computer science, understanding the current CSlandscape including barriers and opportunities, evaluating the K12CS framework and its associatedstandards, developing key learning indicators per grade-band mapped to the national framework,connecting educators to aligned resources and associated professional development opportunities,documenting and sharing sample strategies for creating opportunity for all students, and developing andimplementing action plans. As such, the CS for Oregon Plan’s intended audiences are principals,superintendents, STEM/CTE leaders, educators, school counselors, grant managers and foundations, theOregon Department of Education, the Chief Education Office, and legislators. Our advisory group,providing direction and feedback, is comprised of education, non-profit, industry, and state leaders.This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and agriculture sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and design/pre-construction educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

This task was developed by high school and postsecondary mathematics and health sciences educators, and validated by content experts in the Common Core State Standards in mathematics and the National Career Clusters Knowledge & Skills Statements. It was developed with the purpose of demonstrating how the Common Core and CTE Knowledge & Skills Statements can be integrated into classroom learning - and to provide classroom teachers with a truly authentic task for either mathematics or CTE courses.

CTE Online is brought to you by the Career and College Transition Division at the California Department of Education.Readily browse and find Career and Technical Education instructional resources. All logos and trademarks are property of their respective owners.

The CTE Online curriculum tools help programs and educators collaboratively create and share models of effective instruction. Created by the Career and College Transition Division at the California Department of Education, CTE Online contains a wide range of downloadable documents, lesson plans, and other resources to support CTE courses in both K-12 and higher education environments

PDF version of the slide deck of the Oregon Career Connected Learning Framework presentation from the Oregon CTE-STEM Summer Network Meeting on August 4, 2021. For additional help and/or questions please contact Jim Taylor at jim.taylor@state.or.us  

Visit the Oregon Department of Education's self-guided course on Work-Based Learning in a Career and Technical Education (CTE) Program of Study. Whether you are new to Work-Based Learning or looking for guidance on continuous improvement, we hope this course helps you support the career development of Oregon’s CTE students.

The course is organized into Modules. The content of each module is comprised of short videos, guidance on high-quality Work-Based Learning, tools, and/or activities to support the planning and implementation of WBL experiences. The course is designed for you to access content that is applicable to your stage of implementation and provide a resource that can be referred back to at any time.

These diagrams are supplemental to the Nebraska Career Development Toolkit, a comprehensive program of career development including lessons for students in every age ranging between grades K-12: https://oercommons.org/groups/ne-career-readiness/14199/

This site is a comprehensive program of career development including lessons for students in every grade between K-12. These 99 lessons are aligned with the Nebraska Career Development model, which consists of three segments: self-awareness, career exploration, and career planning and management. Our goal is to inspire individuals to turn their passion, talent, and abilities into successful careers and fulfilling lives. The program toolkit is appropriate for schools including Special Education and High Ability Learners, vocational rehabilitation programs, and with business, industry, and community partnerships, programs can achieve systemic career development for every student.

Students will begin to explore career fields that they are interested in within the results of their career aptitude test. Students will need to complete the career cluster activity with their results they need to choose an occupation within the field. Once this has been completed students will take a deep dive into that field.

In this collection you will find all the resources shared originally at our Careers and Resumes workshop on March 10, 2021.  This includes videos, resume templates, Kahoot! game, and websites.  Topics include resumes, cover letters, job interviewing, job hunting, communication skills, and tips.  

One student's view of online program offered by Chemeketa Community College, Hospitality and Tourism.

This lesson plan was created by Kellee Vornhagen as part of the 2021 Nebraska CTE-Beginning Teachers Institute. The attached lesson plan is designed for students in grades 9-12 as a introduction to a collaboration in the classroom.  This lesson plan can also be used in any class requiring group work of any kind.  Students will create a list of expectations for collaboration, create a poster and present it to the rest of the class. These will be the norms used for group work for the rest of the term. 

This book addresses academic and interpersonal skills for student success in college. It is written for students at the College of DuPage.

This resource will be updated as needed. For the most recent version, visit: https://cod.pressbooks.pub/blueprint1/

This is the lesson plan for my college level, semester long, computer concepts course. Here's the course description ...

You are about to embark on an exciting journey learning about the information revolution and the incredible world of computers.

This course is very practical and applicable. It focuses on teaching you skills you can use. These skills include not only specific hands-on skills, like "right-clicking" and taking "screenshots," but also skills such as keeping yourself safe online, not texting while you're driving, and what to look for when buying computers (just to mention a very small fraction of the skills this course will teach you).

This is a university level course designed to introduce individuals to the world of computers, so it is rich in its depth and breadth of content. I have taught this course for over a decade and have refined it to be incredibly amazing and awesome. You are going to love this course and it will forever change your life. You will gain skills in this course which you will use for the rest of your life and which will make your life easier. Knowing how to use computers is essential in our day-and-age. This course will give you the skills you need to use computers well.

Presented with high-quality video lectures, this course will visually show you how to easily do everything with computers. This is just some of what you will learn in this course:

Learn the basic principles of hardware including circuits, coding schemes, binary, the five generations of computers, Moore's Law, IPOS, registers, cache, RAM, magnetic storage, optical storage, solid-state storage, ROM, BIOS, the motherboard, buses, and the CPU.

Learn how to operate a computer including a vast array of hands-on skills – just to mention a few for example: managing files, backing –up files, right clicking, taking screenshots, determining your computer’s properties, upgrading your computer, changing settings on your computer.

Learn how to use word processing software including the creation of a title page, document sections, headers and footers, styles, an automatically generated table of contents, the insertion of images, references, and the insertion of an automatically generated citation of works referenced.

Learn how to use spreadsheet software including formulas, functions, relative references, absolute references, mixed references, and the creation of a graph or chart.

Learn how to use video editing software including adding credits and transitions then publishing that video to a video hosting website such as YouTube.

Learn how to use databases including table creation, the setting of a primary key, the establishment of table relationships, the setting of referential integrity, and the creation and execution of a query.

Learn how to use presentation software to more effectively give presentations.

Learn to do some simple programing including designing, coding, testing, debugging, and running a program.

Learn about the world wide web including sending email, conducting searches , having familiarity with online educational resources such as Khan Academy, and having an awareness of online "cloud computing" tools such as Google Word Processing, Google Spreadsheets, and the many other online tools offered by Google.

Learn about application software and system software including operating systems, utilities, and drivers.

Learn about networks including architecture, topology, firewalls, security, wireless networks, and securing wireless networks.

Learn about the Internet, the World Wide Web, censorship, the digital divide, net neutrality, differing legal jurisdictions, website creation, multimedia, social media, and eCommerce.

Learn about information systems, systems development, and the systems development life cycle.

Learn about program development, programming languages, and the program development life cycle.

Learn about databases including table creation, primary keys, relationships, referential integrity, queries, and structured query language.

Learn about privacy and security issues related to computers.

Learn about robots and artificial intelligence including the Turing test.

Learn about intellectual property including patents, trademarks, copyrights, and the creative commons.

Learn about ethics and ethical issues relating to the use of technology.

Learn about health ramifications of using computers including repetitive stress injury, carpal tunnel syndrome, and ergonomics.

Learn about e-Waste and other environmental concerns related to technology.

Lifetime access to this course allows you to easily review material and continue learning new material.

After taking this course, you will have a thorough understanding of how to use computers well.

From beginners, to advanced users, this course is perfect for all ability levels. This course will add value to everyone's skillset.

In these lessons students will explore the paintings of Horace Pippin and Wayne Thiebaud and the mobiles of Alexander Calder to discover and practice math and visual art concepts. Background and biographical information about the work of art and artist, guided looking with class discussion, and activities with worksheets using mathematical formulas and studio art provide the framework for each lesson.

The Cultivating Washington curriculum is intended to be a go-to resource for Washington state middle school educators seeking student-centered instructional materials that make learning about the history of the Pacific Northwest more relevant and meaningful for students.In addition, it is a resource for agricultural education teachers, parents, and community members interested in helping students discover the history and development of agriculture in the state of Washington.

Curriculum Instruction and Assessment for CTE Syllabus

ED 429

Course Description
Build knowledge and skills in curriculum design, instructional strategies, and assessment for successful teaching in a Career and Technical Education and other specialty areas: (a) Agriculture Food and Natural Resource Systems, (b) Arts, Information and Communications, (c) Business Management, (d) Health Sciences (e) Human Resources, (F) Industrial and Engineering Systems, (g) Family and Consumer Sciences, (h) Career Trades.

This is the capstone course in the Saylor Customer Service certificate program. The courses included in this program are designed to prepare students for the professional world of customer service. These certificate program courses provide a solid knowledge base in the areas of computer skills, business communications, and best customer service practices.

This website guidance document describes the Debt Slapped project, produced by Consumer Education and Training Services. Debt Slapped provides videos and helpful resource links to help people smartly finance their education.  

Define and compare the core elements of the hospitality and event planning industries.

In this lesson, students will be introduced to the concept of crisis. Students will gain an understanding of what crisis is, how it is different from regular stressful situations, and will be able to identify situations that can be categorized as crisis. 

Revised Edition

Short Description:
Digital Foundations uses formal exercises of the Bauhaus to teach the Adobe Creative Suite. All students of digital design and production—whether learning in a classroom or on their own—need to understand the basic principles of design in order to implement them using current software. Far too often design is left out of books that teach software for the trade and academic markets. Consequently, the design software training exercise is often a lost opportunity for visual learning. This revised edition updates the original text for use with Adobe Creative Cloud 2017 software. Order a print copy: http://www.lulu.com/content/paperback-book/digital-foundations-introduction-to-media-design-with-the-adobe-creative-cloud-revised-edition/24461332

Long Description:
Digital Foundations uses formal exercises of the Bauhaus to teach the Adobe Creative Suite. All students of digital design and production—whether learning in a classroom or on their own—need to understand the basic principles of design in order to implement them using current software. Far too often design is left out of books that teach software for the trade and academic markets. Consequently, the design software training exercise is often a lost opportunity for visual learning. This revised edition updates the original text for use with Adobe Creative Cloud 2017 software. What is Digital Foundations?

Digital Foundations: Introduction to Media Design with the Adobe Creative Suite integrates the formal principles of the Bauhaus Basic Course into an introduction to digital media production with the Adobe Creative Suite, or the FLOSS graphics applications. Why Digital Foundations is different

Most textbooks and software manuals in the current market do not include art and design history or visual principles. These books synthesize historical examples and traditional studio foundation exercises into smart, well-paced digital studio exercises. See it for yourself in Chapter 5 of Digital Foundations, where we explore Illustrator’s Color Picker window through Joseph Albers’ color exercises.

Digital media texts about Adobe Creative Suite, whether they are “Bibles”, “For Dummies” or “Classroom in a Books”, focus on tools and production tips. Digital Foundations is the only textbook that teaches visual skills through production tools. For example, look at our Table of Contents. It is organized by visual topics, including symmetry, line art, tonal scale, elements of motion, and more.

Digital Foundations is not specifically for dummies or classrooms. It was made for self-learners, artists, designers, as well as classroom applications. We wrote this book for our classrooms as well as for our parents!

Order a print copy: http://www.lulu.com/content/paperback-book/digital-foundations-introduction-to-media-design-with-the-adobe-creative-cloud-revised-edition/24461332

Word Count: 43007

ISBN: 978-1-63635-008-0

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Overview:
This document will support teachers in the design and adaptation of weekly lessons for distance learning implementation. It is open for public use. The guidance and weekly assignment templates can be used with CTEOnline.org lessons and projects and/or customized for a teacher’s existing curriculum. For CDE guidance on distance learning visit: https://www.cde.ca.gov/ls/he/hn/distancelearning.asp For CTE specific resources vist: https://www.cde.ca.gov/ci/ct/dl/
Advice:
Remember, “less is more”. Pick your 3 favorite tech tools max. Once you pick your tools, stick to them. Pick tools that are familiar to your students, whenever possible. Create or locate a 'how to' video to share with students who may need help. Also remind them of the help features of software.

Variability and Accessibility in Distance Learning:
Options for delivery and format. Always provide alternatives to video and online resources so content is available for students with and without technology access. Work with your district to identify specific distance learning strategies, accommodations, and modifications for Special Education.

El presente artículo presenta los resultados de una investigación que analiza el nivel de calidad reflexiva de los profesores, en el marco de un programa innovador de formación docente que introduce la práctica reflexiva, mediada y gestionada a través de un portafolio digital. Aporta a la discusión sobre nuevos usos de un portafolio digital para mejorar los procesos de reflexión por parte del profesorado y sobre modelos alternativos de formación docente; analiza los diferentes niveles de reflexión de los participantes, e identifica los obstáculos para lograr niveles de mayor profundidad. La metodología de investigación adoptada ha sidoun estudio instrumental de caso, en el marco de un programa de formación del profesorado universitario. Los resultados obtenidos muestran que el proceso reflexivo contribuye a una percepción positiva sobre la mejora de su desempeño, la planificación de sus clases y una mejor interacción con los alumnos, y que el uso del portafolio digital ha sido bien valorado para el desarrollo del proceso reflexivo propuesto. Asimismo, se identifican carencias, sobre todo en relación con los niveles de profundidad de la reflexión docente. Por último, se presenta una propuesta de indicadores para impulsar y evaluar el desarrollo reflexivo, basada en los hallazgos del estudio.

This textbook has been designed to be an introductory training to the entry-level position, Physical Therapy Aide. As part of College of the Sequoias Physical Therapy Aide program, this textbook was used alongside hands-on lab training to train students to work as Physical Therapy Aides. It discusses some of the history and current context of Physical Therapy, provides instruction on common PT Aide job activities (like modalities and transfers), introduces general physiology, reviews commonly-used medical terminology, and, in an effort to embed necessary remediation for the PT Aide program, also includes effective career skills and habits, like business letter writing, resumes, effective communication skills, and appropriate workplace conduct.

Example of an introductory lesson for Case 3 "Our Communities after COVID-19,"  created by Claire Bruncke, CTE Teacher at Ilwaco High School, Ocean Beach School District. This lesson is uses the Challenge to help students learn about Tuckman's model of team development, and encourages them to create innovative solutions for team development in a post-COVID-19 world

Example of an introductory lesson for Case 3 "Our Communities after COVID-19,"  created by Claire Bruncke, CTE Teacher at Ilwaco High School, Ocean Beach School District. This lesson would be used as a starting point for a larger State of Innovation project or could be used as a stand-alone project to help students practice research skills and developing solution-based questions.

FoodSpan
This free, downloadable curriculum provides high school students with a deep understanding of critical food system issues, empowers them to make healthy and responsible food choices, and encourages them to become advocates for food system change.
The food system spans the activities, people, and resources involved in getting food from field to plate. Along the way, it intersects with aspects of public health, equity and the environment.

This book addresses all aspects of small business entrepreneurship in the food industry. Also contains specific information about resources available to students at the College of DuPage.

This resource will be updated as needed. For the most recent version, visit: https://cod.pressbooks.pub/foodtrepreneurship/

A google drive created by Andreas Vrettos, containing a textbook and unit resources for ELECT 1101 - Introduction to Electronics at the College of DuPage.