Equity & Open Ed Faculty Projects

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Biology 213 - Video Assignment

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Students research a biology topic, present their discoveries to each other for peer review, create a short video explaining the topic, and decide how to share their video publicly. With this assignment, students will have an opportunity to dive into one of the many aspects and concepts of biology in greater depth. They will have an opportunity to choose a topic they are interested in (list of possible topics provided, adaptable for others), and research the how/why/when of the topic. They will then present their findings first in a written format (a preliminary informative essay), to serve as a guide for their video production. After discussion and peer review, they will create short videos that explain the topic to the general public. Teaching this topic in a creative way will solidify their own knowledge. They will also become familiar with many aspects of video editing, and grapple with putting their creations into the world.

Material Type: Activity/Lab, Homework/Assignment, Lesson Plan

Author: Julia Mabry

Positionality Assessment: Social Identity Worksheet and a ‘Map of Myself’

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The skills of researching, inquiring of, and analyzing one’s own social identity and positionality will be undertaken in a peer-group environment with supportive agreements. This takes place over the first two weeks of the term so that it will serve in this context as a framing device for the overall course. The ability to recognize and articulate one’s own positionality — and to relate it to larger, inseparable systems through intersectionality — will be a valuable life skill that will evolve with the student long beyond the course and their college experience. This process is intended to serve students equitably by acknowledging the reality of unconscious bias, becoming more aware of intersectionality in our social identities (Hardiman et al., 2007; Sensoy & DiAngelo, 2012), and better understanding how implicit and explicit aspects of our identities affect our experience.

Material Type: Activity/Lab, Lesson, Lesson Plan, Teaching/Learning Strategy

Author: Robert Arellano

Activity: Create an Ethics Infographic

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An infographic can be used to display a concept graphically. For your final project, you will develop your personal and professional code of ethics. This "code" will include what you value and how you will conduct yourself in personal and professional relationships. Your code of ethics infographic should have at least these three components: - What does (or should) ethics mean in our society? - What does ethics mean to you? - How will you conduct yourself?

Material Type: Activity/Lab, Homework/Assignment

Author: Velda Arnaud

Mass Shootings Course Plans

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An examination of the phenomenon of mass shootings in the United States. The course explores the available data on trends in and distribution of mass shootings, the characteristics of shooters, and patterns in the features of incidents, as well as proposed theories. Potential societal, law enforcement, and public policy responses, as distinct from political responses, are explored from a criminological perspective. Learning Outcomes: 1. Describe the distinct phenomenon of mass shootings in the United States. 2. Explain how mass shootings differ from other types of mass murder, terrorism, or violent crimes. 3. Explore available data on trends and distribution of mass shootings in the United States. 4. Determine patterns in incident features including targeted victims, location, preparation, weaponry, and intended outcome of shooter. 5. Identify the patterns in characteristics of those who carry out mass shootings. 6. Evaluate societal response, law enforcement response, and public policy response to different mass shootings. 7. Analyze theories behind the phenomenon of mass shootings in the United States.

Material Type: Full Course

Author: Taryn VanderPyl

ANTH180 - Fieldwork Assignment 1 and 2

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Fieldwork 1: How we communicate through gender role socialization and child rearing. Observation of gender role socialization and child rearing at an activity or specific place, where it is not a single family gathering or your family. It must be an observation done now and not from memory. Fieldwork 2: This fieldwork observation focuses on how symbolic capital is deployed in discourse and provides an opportunity to gain greater insight into how language and other nonverbal and symbolic cues communicate gender, ethnicity, values, status and power in subtle ways.

Material Type: Activity/Lab, Homework/Assignment

Author: Sharon Methvin

Math 111: Creating Exponential Functions From Data Points

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Students will study a particular town/city of their choosing. They will create two continuous growth curves from population data roughly 80 to 100 years apart. Students will describe the location they have chosen and focus on issues that affect growth. Students will calculate population projections based on the equations created. They will also graph the data to use in their analysis of the population growth.

Material Type: Activity/Lab, Homework/Assignment

Author: Pam Morse

Supporting, Language, Literacy, and Culture for Middle School Preservice Teachers

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Three weeks of lesson plans and objectives for Undergraduate Teacher Preparation. Week 1: Guiding Principles for Literacy Practices and Theories of Literacy Development. Week 2: Continuum of Reading Programs and their socio-political/ philosophical/theoretical underpinnings. Week 3: Effective Language and Literacy Assessments.

Material Type: Syllabus, Teaching/Learning Strategy

Author: Micah Walker

GEOG 211 - Cartography Class Activities

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This guide walks you through three activities for students to complete: Class Activity 3.2 – Create a true and false color composite satellite image. Class Activity 5.1 – Label states and capitals in the northeastern US. Class Activity 7.1 - Create a Bend-centered Equidistant Map Projection.

Material Type: Activity/Lab, Homework/Assignment

Author: Pat Kennelly

COM 346: Health Communication

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Included are two modules for COM 346: Health Communication that employ principles of culturally responsive education, universal design and open pedagogy. Module one: “Academic citizenship: Health Communication” details a three-part learning opportunity to be spread out over the duration of the course. The idea here is to flatten the distance between instructor and learner and support student ownership of the learning experience. Module two: “Final reflection: Health Communication” promotes reflection through a flexible invitation that offers learners traditional and artistic opportunities to share their “golden nugget” take-away points from our learning experience.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module

Author: Andrea McCracken

Social work 515: Skills for the Helping Process-Groups

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The goal is to create a process for students to learn about the decolonization movement in Social Work and apply these concepts to reimage group work. They will do this by choosing a “problem” to address using group work, they will then research evidence based practices (EBP) or best practices (BP) for addressing their problem, then they will explore and propose ways to decolonize the EBP or BP and complete a group proposal.

Material Type: Homework/Assignment, Lesson, Lesson Plan

Author: Leah Allen

HST 104: From European Control to Independence

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Included are two weeks lesson plans discussing the European division of the Middle East into separate, semi-autonomous states immediately following the First World War and on the subsequent efforts of the peoples of the region to secure their independence. During this unit, you will complete a country project that will examine how one of the region’s states became independent. This assignment is broken into two steps: the preliminary assignment and the essay assignment. During the first week of this unit, you will complete the preliminary assignment by choosing the country on which you will focus and by producing a brief, annotated bibliography listing the sources that you plan to use and assessing their utility for your paper. During the second week, you will complete a four-to-five-page essay in which you will use the sources listed in your annotated bibliography to explain how the state you have chosen became independent. Students who produce essays of high quality will be invited to share their research on an open-education wiki page designed to provide material for high-school students studying the history of the MIddle East.

Material Type: Lesson, Lesson Plan, Module

Author: Robert Flynn

WR 123: Research Writing & Digital Storytelling Calendar

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Weekly Objectives: Week 1 Objective: Students will recognize how social, cultural, and personal identities shape perceptions of the course content and projects, and they will evaluate research guides to prepare for the first project. Week 2 Objective: Students will evaluate sample research guides together as the first step to creating their own pages in the guide. They will also evaluate sources and produce annotations for those sources. Week 3 Objective: Students will apply what they have learned about interviewing and from their research to create interview questions for the documentary. They will also construct a draft of their research guide page.

Material Type: Lesson, Lesson Plan, Module, Syllabus

Author: Jessie Herrada Nance

Business Writing Content Plan

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Business English I gives students a firm and thorough foundation in the fundamentals of business writing by focusing on grammar basics, mechanical skills in writing, sentence structure, proofreading and editing skills, and vocabulary development. Content guide covers reflecting equity, inclusion, student representation, and pronouns in business.

Material Type: Activity/Lab, Student Guide, Syllabus

Author: Christina Wooten

Project Management Tools Course Materials

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This is not a basic project management course. Rather, the course builds upon ones’ previous knowledge of project management and then studies the methodologies, problems, Project Management tools and techniques used in planning and executing projects across all industry sectors. This hands-on, action learning course will take Project Management to an advanced level entirely from an application approach. Students will learn which tools and techniques to apply in project situations, for which purpose and using the analytical applications, have the supporting documentation to defend or demonstrate project results. Topics include best practices for Business Case Development, Project Scope Definition, Cost Estimating, multiple methods of Project Scheduling (CPM, Critical Chain, PERT, Gantt), Risk Management, Earned Value Analysis, Agile and Hybrid methodologies, Variance Analysis and Performance Reporting. If you have ever wondered how projects actually get planned and executed, you will come away with that knowledge and the capability of doing so using the best practices for applying its tools and techniques.

Material Type: Lesson, Lesson Plan, Module, Syllabus

Author: Jeff Busch

Service Learning Activism Project

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This assignment is a final project that requires students to create a tangible product, campaign, or initiative that addresses a specific issue related to the topics covered in a social change course. Students design and execute an activist project, such as the planning of a digital campaign, artwork, documentary, event, or volunteer/service opportunity that aligns with a chosen topic.

Material Type: Activity/Lab

Author: Mandy Webster

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