2019-21 Grant Cohort

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Intercultural Women's Studies Course

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Intercultural Women's Studies Course WS 201 Intercultural Women's Studies Examines the position of women in society from a cross-cultural perspective. Includes the process of gender enculturation, women's lives in foraging, pastoral and agricultural societies and international issues such as female circumcision, infanticide, child brides and honor/dowry deaths. Intended Outcomes for the course Upon completion of the course students should be able to: 1. Apply critical thinking skills to the investigation of international issues related to women. 2. Analyze how cultural differences define variations in gender roles and use that analysis to develop sensitivity and empathy towards different cultures. 3. Apply service learning experience and self reflection to enhance community and environmental responsibility. 4. Apply written, oral and advocacy skills to analyze problems women face in different cultures and work towards their solutions.

Material Type: Full Course

Author: Jimena Alvarado

Survey of British Literature I Readings and Syllabus

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Survey of British Literature I Readings and Syllabus ENG 204 and ENG 205 Survey of English Literature Description The first half of a two-course survey of British literature that includes English 205. English 204 introduces students to British literature from its Anglo-Saxon and Celtic beginnings through the 18th century. The second half of a two-course survey of British literature that includes English 204. English 205 introduces students to British literature from the 19th century to the present. Core Outcomes 1. Communication. 2. Community and Environmental Responsibility. 3. Critical Thinking and Problem Solving. 4. Cultural Awareness. 5. Professional Competence. 6. Self-Reflection.

Material Type: Syllabus, Teaching/Learning Strategy

Author: Anna Erwert

Speech Communications: Small Group Discussion Syllabus

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Speech Communications: Small Group Discussion Syllabus SP 219 - Small Group Discussion Study of theory and practice of small group communication by participation in group discussions, readings, and written exercises. Attention to organization and conduct of problemsolving groups and learning. Emphasis is on: (1) learning how to enhance group communication, to deal effectively with conflict and to apply problem-solving techniques to a task-oriented group setting, and (2) developing attitudes and skills applicable to leadership and participation in work and civic committees. COURSE LEARNING OUTCOMES: As a result of this course:  Students will be able to explain and apply different small group communication theories  Students will understand and demonstrate how to work in small groups to identify problems and implement solutions  Students will be able to explain different strategies for addressing conflicts in groups  Students will demonstrate group leadership  Students will demonstrate responsibility as a group/team member  Students will be able to discuss the importance of small group skills and knowledge related to workplace and civic activities  Students will demonstrate knowledge of basic principles and theories related to small group communication

Material Type: Syllabus

Author: Alyssa Harter

Technical Writing Syllabus

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WR 227: Technical Writing Syllabus Course Description: Students will learn the basics of technical writing in this course. Technical writing is all that professional writing, which is not popular journalism or creative writing. WR 227 studies the composition of reports required in the technical and business professions. The course focuses on producing usable, reader-centered content that is clear, concise, and ethical. It includes the procedures of fact gathering through both primary and secondary research, organization, graphic layout, and other methods of compiling data. Students will learn to locate and evaluate source information; quote, paraphrase, and summarize sources effectively; cite sources and format this information in a particular documentation style or with a style sheet. We’ll be producing memos, letters, reports, and job search materials. Course Objectives Reflecting Expected Student Learning Outcomes: Upon successful completion of this course a student will be able to: • Use efficient and effective research techniques to gather primary and secondary data • Present findings in a well-written and sufficiently supported report tailored to the needs of a specific audience • Demonstrate different formats of technical writing as well as basic concepts of style and document design to increase readability of technical documents • Incorporate and accurately document source information according to a specific documentation style such as MLA or APA • Demonstrate collaborative writing skills

Material Type: Syllabus

Author: Marta Wozniak

Psychological Adjustment Textbook

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Psychological Adjustment Textbook PSY 101 Psychology of Human Relations Psychology of Human Relations is the study of psychology from a living or personal point of view with emphasis on practical application. Attention is given to individual and group dynamics with focus on feelings and attitudes in relation to family, work and day-to-day experiences. The course includes an overview of topics including self-concept, perception, self-awareness, personality, values and communications in resolving interpersonal conflicts. The following text was created as part of an Open Oregon grant to promote the creation and use of Open Educational Resources for college students. The Mt Hood Community College version of “Psychological Adjustment” differs from the original text created by Tori Kearns and Deborah Lee at East Georgia State College in the following ways. First, content revisions were made in existing learning modules to better suit the needs of our department. Specifically, we removed the modules X. Understanding Gender, and XII. Loneliness and Solitude. Significant revisions were made to the modules on Stress, Communication, and Work/Choosing a Career with updated graphics and reading materials. Second, the authors created learning objectives and keyword lists that coordinated with the newly added materials. Finally, the authors made significant changes to how the materials were presented in the text to increase student accessibility. In the original Kearns & Lee text, the learning modules were populated with external links, some of which were broken or not available. Where appropriate, the authors translated materials from external sources into a PDF version of the current textbook, so that external links were no longer necessary to access the reading materials. Editable doc: https://docs.google.com/document/d/1Kd82c8j_V2kZ-hNCvTMbdIM7Oa7SsFNY/edit?

Material Type: Textbook

Authors: Dawn Forrester, Jessica Scott, Joshua A. Herrington, Nancy Olson, Nicole Bragg-Scott

General Psychology Canvas Course

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PSY 201 - GENERAL PSYCHOLOGY Credits - 4 Lecture - 4 The first of two survey courses of the basic concepts and principles of psychology. Specific topics include: the history of psychology and research methods of psychology; the biological basis of behavior, sensory and perceptual processes; states of consciousness including sleep and dreams; learning, memory, and intelligence. Emphasis is both theoretical and applied. COURSE DESCRIPTION This course is the first of two courses that are designed to provide an introduction to the subject of psychology. In taking these classes, you will learn about the history of psychology, basic principles of psychology, and the many areas of study that psychology is related to. Biological, cognitive, behavioral, and affective areas of study will be discussed. This information provides a basis of knowledge for further study in psychology and may also be applied to your own life. During this quarter we will study topics such as the history of psychology, the brain and its relation to psychological functioning, how science applies to psychology, learning, memory, thought and intelligence, sensation and perception, and sleep and dreaming. As you are introduced to each new concept, a greater understanding of how psychology affects our everyday lives will emerge. COURSE OUTCOMES Outcome 1: Demonstrate core psychological knowledge Objective 1.a: Define and use psychological terms Objective 1.b: Describe psychological concepts and relate to everyday life Objective 1.c: Apply psychological theories to issues in everyday life Outcome 2: Differentiate between empirical and other methods of inquiry Objective 2.a: Discuss ways to scientifically respond to a psychological question Objective 2.b: Identify various research designs and their applications to a research question Objective 2.c: Interpret and evaluate qualitative and/or quantitative data Outcome 3: Apply knowledge and skills to contemporary psychological issues Objective 3.a: Identify and evaluate information resources Objective 3.b: Communicate knowledge of issues through writing and discussion Outcome 4: Recognize the diversity of human experience and thought individually and collectively Objective 4.a: Describe how nature and nurture influence the individual

Material Type: Module, Syllabus

Author: Sara Reyburn

AHE 617 Needs Assessment in Higher Education

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Explores needs assessment as an applied research tool. Addresses definitions of types of needs assessment and compares needs assessment approaches. Applies research skills in the creation, design and implementation of a pilot needs assessment project focused around educational inequities. Measurable Student Learning Outcomes Evaluate varying definitions and types of needs assessment. Compare similarities, differences and uses for five approaches to conducting needs assessment projects. Apply applied research skills in the creation, design and implementation of a pilot needs assessment project. Classify the findings about educational inequities and identify action/remedy through the implementation of a pilot assessment.

Material Type: Syllabus

Author: Laura Boehme

Psychology 101

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The following compilation of modules is meant to introduce you to the possibility for new growth in your life today, and in your future. We will explore the empirical or scientific basis for specific pathways to a renewed sense of being. The compilation of modules is considered to be foundational in introducing some of the most groundbreaking approaches to growth through an exploration of basic human thoughts and behaviors. It is not meant to be the final word on this subject, but a catalyst for further exploration on ways to improve our lives, relationships, and support others in their journeys.

Material Type: Textbook

Authors: Dawn Forrester, Jessica Scott, Joshua A. Herrington, Nancy Olson, Nicole Bragg-Scott

GEO 212: Geography of Global Issues

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The discipline of Geography focuses on the science of place and space; on how humans and the environment interact and influence each other. Our world is not flat and even though the problems we face seem global, each place on earth is experiencing them unevenly because of its location, resources, culture, and history. This course will help students to understand how most of the contemporary global challenges date back to colonialism and how complex our problems are and display spatial variability. Several global issues, such as migration, security, food, health, energy, and climate are the major topics to study the increasing global interconnectedness and socio ecological impacts of political, economic, and cultural globalization. In this course students will: Demonstrate an ability to think globally and use geographic perspectives to analyze global phenomena. Critique various economic and political systems with regards to government influence in trade, development , environmental impacts, and social welfare. Evaluate their own lives and their connection to other cultures, places, and peoples in the world.

Material Type: Full Course, Syllabus

Author: Tuba Kayaarasi

Introduction to African Politics: Group Case Profile Project

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I was inspired by approaches from UDL and Open Pedagogy, in particular. I'm trying to apply the idea of shifting away from 'disposable' assignments by eliminating my Final Exam for PS 355U and replacing it instead with the Group Case Profile Project. According to the UN, Africa consists of 54 states (excluding dependencies and disputed territories). In my approach to teaching PS 355U, I present detailed case studies of 10 states, meaning that 44 cases are not covered in depth. I've always felt pressured to cast a wider net in my coverage of cases, but given the time constraints of a 10-week term and the sheer breadth of African politics, I've had to reconcile myself to the fact that I simply can't cover everything I'd like to. So, the idea with the Case Profile Group Project is to have the students, in groups of 4-5, select a country case that isn't already covered and create both a written profile addressing the substantive topics covered in the course (for example, history, ideology, sovereignty, ethnicity and religion, etc.) along with a group presentation. The class typically enrolls around 30 students, so each term I would then have 6-7 new case profiles. I plan to compile these (with the students permission) in a Case Profile Reader that will then become an accompaniment to the existing course materials, ideally as an Open Text. If I teach the course several times, I will reduce the student choice of cases so we don't have repeats. My reason for this is that eventually the Reader could cover all 44 missing country cases. Learning Objectives: Write and speak about African politics in an informed, thoughtful and coherent way Critically scrutinize academic accounts and media representations of the African continent Analyze the ways in which international politics and the colonial legacy shape contemporary African politics Interrogate contemporary African politics across various levels of analysis, multiple issue areas, and through the application of different theoretical and conceptual lenses

Material Type: Lesson

Author: Robert Asaadi

Environmental Justice: Theory and Practice

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This class explores the foundations of environmental justice theory and how they apply to historical, current, and emerging global issues. The goal of the course is to explore theories of distributive, procedural, and recognition justice as they relate to environmental ‘goods’ and ‘bads.’ We will explore a variety of case studies, touching on interrelated topics ranging from climate justice, food justice, energy justice, water justice, etc. This course blends sociological perspectives with natural resource management and policy implication Learning Objectives: Develop a critical understanding of the historical development of the theory and practice of environmental justice. Gain familiarity with key thinkers, theories, and debates in the field. Be able to identify social, economic, and political factors that contribute to the existence of disparities in environmental outcomes.

Material Type: Full Course, Syllabus

Author: Melissa Haeffner

Child Family Sciences: Examining Bias and Beliefs

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Individuals preparing for human or social services professions have been influenced by family and societal events, values, beliefs, and assumptions which have interacted with their lives. Students will examine those influences (including gender, culture, and socioeconomic status) for the purpose of gaining insight into the ways their professional practice might be affected. Projects will include a professional practice action plan. Prerequisite: upper-division standing.

Material Type: Homework/Assignment, Lesson, Module

Author: Norma Cardenas

Sociology: Sports in Society

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Course Description & Goals Sports is a socially constructed phenomenon often mirroring a society’s structure, behavioral patterns, and culture, serving vital social functions and reproducing and resisting social injustices. In other words, sports represent a microcosm of society. In this course, we will use the topic of sports in society to investigate and apply sociological concepts to co-constructed individual and collective work. We will also use the topic of sports to investigate questions fundamental to our human and social existence, including who we are and what we want to become--both individually and as a society--and the role of sports in that being and becoming. We will investigate these questions as we identify and investigate personally relevant topics, with the aim of practicing bringing our best selves to our work -- with curiosity, a humble sense of not knowing, a collective sense of mutuality and care, and a goal of, in the words of Adrienne Rich, claiming our own education. Learning Objectives: Learn about and apply sociological frameworks and theories to personally relevant topics of sports in society that provide opportunities for self-growth and self-awareness around questions of who we are and who we want to be Learn how to conduct an independent research project using sociological concepts and/or methods Learn about inequality through a sociological lens using sports as a focus Develop skills for engaging in critical self-reflection, including the ability to hold divergent points of view and to integrate new frames of reference and new ways of being Develop skills for engaging in collaborative and mutually beneficial learning Develop an understanding of our personal and collective power to act with agency to create change at the individual and community levels

Material Type: Full Course, Syllabus

Author: Lindsey Wilkinson

Business Administration: Food and Beverage Management

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Food and Beverage Management course has been revised and I will use this time to integrate what I have learned in the Equity and Open Education training. I will apply changes throughout the term, including expanding some topics at the beginning of the class when I provide an overview of the sector and in Week 2 when we discuss management styles - add a component on equity, diversity, and inclusion. I hope to add a lot of discussions and also have the students work on a case study (with a partner). During the final lectures when I am discussing “the future” of the food and beverage sector and its sustainability, I plan on adding some more in-depth discussion on equity and diversity and that is such a crucial topic - now, and in for the future of food and beverage businesses.

Material Type: Full Course, Lesson Plan

Author: Pavlina McGrady

Sociological and Psychological Aspects of Physical Activity

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This course is intended to serve as an introduction to the emerging and evolving fields of the sociology and psychology of physical activity. This course considers the many specialized facets of these topics in a review fashion, and selected topics, owing to their significance and/or empirical basis, are covered in more depth. This course considers both historical and contemporary developments in exercise psychology and sociology, and examines the social and psychobiological predictors and health-related consequences of physical activity behaviors. FULL COURSE LEARNING OBJECTIVES Differentiate between the ideas of Health Inequality vs. Health Inequity and how these concepts relate to the ability to adopt and adhere to a physically active lifestyle. Describe how the Ecological Model informs our understanding of the factors that influence healthy behaviors including influences at intrapersonal, interpersonal, community, and societal/cultural levels. Describe how ideas surrounding physical activity have evolved over time and be aware of the accomplishments of key individuals who have spurred this process. Discuss community and policy-level factors that influence physical activity behaviors across the lifespan. Effectively employ key terms and concepts commonly used in research on physical activity. Explain how physical activity behaviors, their determinants, and their consequences are assessed using valid and reliable measures in research. Discuss how the field of Exercise Psychology uses research evidence, including Hill’s Criteria for Causality and the Gold Standard for Experimental Research, to understand how physical activity behaviors like exercise influence health outcomes. Discuss how physical activity influences outcomes related to mental health and quality of life including depression, anxiety, fatigue, pain, stress and sleep. Discuss traditional and contemporary approaches for promoting healthy behavior change and how they can be applied with individuals and groups. Practice effective communication surrounding health-related behavior change.

Material Type: Module

Author: Laura Ellingson-Sayen

Spanish 103 Assignment

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In adapting the materials for this section, I wanted to make them more inclusive than they were previously. I also wanted students to get to share their own stories sooner in the process. Finally, I wanted to incorporate more story-telling, as a culturally responsive teaching technique. Learning Objectives: Communication I can narrate a significant personal experience in the past. I can ask and answer questions about past events. I can understand the main idea and several details when reading and/or listening about someone’s past experiences. I can retell a story from a different perspective. I can ask relevant questions about a past experience in order to keep a conversation going.

Material Type: Homework/Assignment

Author: Jenny Ceciliano

Introduction to Abnormal Behavior

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Surveys the history, theories, etiology, assessment, diagnosis, and treatment of the spectrum of psychological disorders. Prerequisites: PSY 201A or 202A. Audit available. Intended Outcomes 1. Enhance personal and social interactions by using the knowledge of the history and major theories of abnormal behavior. 2. Better understand one’s own and others’ behavior by applying the knowledge of assessment, diagnosis, classification systems and Diagnostic & Statistics Manual (DSM) categories. 3. Be a more effective consumer of and advocate for mental health care services through an understanding of the various approaches to the diagnosis and treatment of psychological disorders.

Material Type: Syllabus

Author: Zip Krummel

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