Analyzing Arguments--Propaganda (Robbie Pock, Portland Community College)

In this unit you will learn about the formal parts of an argument and how they work together. You will also learn about a common and not always honest way that people making arguments attempt to persuade their audiences, sometimes through manipulation. This unit contains two lessons, a primary source reading, an information literacy activity, and a discussion activity. This resource was created as part of a Developmental Reading course redesign project, with contributions from Theresa Love and David Pontious and support from an Open Oregon Educational Resources grant.

Material Type: Module

Authors: Amy Hofer, Robbie Pock

US History Teaching Resources

This project adopted an OER text and supporting resources for U.S. History courses taught by both Blue Mountain Community College and the local high schools through the Eastern Promise program, posted in our PLC LiveBinder. The "Teaching Resources" tab links to OER as well as reviews of open content for the course.

Material Type: Reading

HST 201-203 US History course materials

Grant team used Canvas Commons to point to materials for US History course sequence. History 201 provides a broad overview of the historical events that helped create the United States, as well as their causes. The goal is to acquaint students with major events of the region, their chronology and to stimulate creative and critical thought about the history of US. HST 202: This course begins with expansion and slavery, covers the Civil War and Reconstruction and concludes with the rise of the industrial state and the Progressive Era. The course will cover the period from c. 1815 to 1917. HST 203: This course begins with the Progressive Era and covers development through the Twentieth Century to the present.

Material Type: Reading

Author: blue mountain community college

Introduction to Physical Anthropology Reading List

Presents physical anthropology and the study of human biological evolution in the context of modern genetics and primate behavior studies. Examines human fossil record, as well as the diversity and commonality of present and past populations of humankind.

Material Type: Syllabus

Author: Michele Wilson

PCC SLC Math Resources

The material was written with review in mind, but there is enough detail that it would be useful for new students as well. Each topic includes written introductions, detailed examples, and practice exercises that are fully keyed. In addition, each chapter concludes with additional practice problems – those problems are not keyed, although short answers are provided. Many topics also include videos.

Material Type: Assessment, Interactive

Author: Steve Simonds

Intro to Viking History Readings List

Reading list of open and library resources. Course Description Introduces Viking history, culture, and society through mythology, art, sagas, warfare, politics, and conversion to Christianity. Examines Viking influence on North America, the British Isles, Continental Europe, and Russia. Covers modern conceptions of the Vikings through contemporary popular culture. Prerequisites: WR 115, RD 115 and MTH 20 or equivalent placement test scores. Audit available. Intended Outcomes for the course Upon completion of the course students should be able to: Articulate and interpret an understanding of key historical facts and events in Scandinavian history during the Viking Age. Identify the influence of culturally-based practices, values, and beliefs to analyze how historically-defined meanings of difference affect human behavior. Identify and investigate historical theses, evaluate information and its sources, and use appropriate reasoning to construct evidence-based arguments on historical issues. Construct a well-organized historical argument using effective, appropriate, and accurate language.

Material Type: Syllabus

Author: Terri Barnes

ESL College Transition: Listening & Speaking

We created this site to share the lesson plans and other materials that we use in this Listening/Speaking Level F class with other ESL teachers -- click around and use what works for you! This is a 10-week course at LCC, but you can pick and choose from the 8 chapters for a shorter or longer term. The chapters can be covered in any order. Lane Community College's Intensive English Language Program offers 6 levels (A=beginner, F=college transition). This site was designed for Listening/Speaking Level F, which is a class that teaches listening and note-taking strategies focused especially on lecture listening, as well as presentation, pronunciation, conversation, and academic discussion skills. LCC ESL Students in Level F take three separate intensive classes (Writing, Listening/Speaking, and Reading for a total of 20 in-class contact hours per week). Prior to the re-imagining of this class and the creation of this site, each Level F class had a different textbook with different thematic progressions. Students experienced cognitive overload with the demand to learn the vocabulary, concepts, and skills of the three separate classes. In addition, students in our department are often from marginalized backgrounds and can find it financially difficult to purchase the three separate textbooks. In order to lessen students' financial and cognitive burdens and create more connections between the three classes, we used the topics from the Reading textbook (Academic Encounters Level 4: Reading and Writing, 2nd edition, Cambridge 2014) to find freely-available authentic videos or recorded audio for the Listening/Speaking class. Over the past year, students have expressed appreciation for the reduced cost of taking the course. In addition, they have shown increased interest and engagement in the course due to the authentic, real-life materials and complementary nature of the three Level F classes.

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

Authors: Annick Todd, Colleen Shields, Dave Schenderlein, Jen Sacklin, Maggie Mitteis

Personal and Social Frameworks for Nutrition and Healthy Aging: Course website

Provides an overview of the impact of nutrition on aging and the impact of aging on nutrient needs. Examines food access, procurement, preparation, and enjoyment using a socio-ecological framework of health and wellness. Evaluates age-associated psycho-social, economic, and environmental influences on individual food security and institutional program delivery. Emphasizes nutrition and food for healthy aging. Learning Outcomes Use an understanding of the relationship between nutrition and aging to identify challenges to healthy aging. Create effective wellness promotion strategies that account for psycho-social, economic, and environmental influences on individuals and communities. Apply knowledge of clinical, community, and commercial resources to promote the nutritional well-being of older adults.

Material Type: Full Course

Authors: Debra Lippoldt, Jennifer Sasser, Kate Malone Kimmich, Radha Moghe, Rondi Schei, Sara Seely, Tanya Littrell

Geology F20 Lectures

G 201 : GEOLOGY I DESCRIPTION Examines the nature of Earth's interior processes from a geologic perspective. Need not be taken in sequence. Field trips will occasionally substitute for labs, with multiple options to ensure accessibility for every student. LEARNING OUTCOMES 1. Students will develop an effective understanding of the basic concepts, processes, and analytic tools as they are currently understood in the science of geology. Students will able to articulate and describe the fundamental disciplinary models/laws/theories presented as well as the current state of supporting evidence. Within the realm of geology these include fundamental scientific theories such as plate tectonics and geologic time. These courses will expose students to a diversity of topics within the realm of geology and explore the relationships among other scientific disciplines. (ex: chemistry of minerals; fossil record of biologic organisms) 2. Through inquiry-based, hands-on laboratory activities and field experiences students will develop specific experimental skills and knowledge leading to the ability to identify, implement, and interpret scientific information as it relates to geology. Students will apply their knowledge and skills and employ logical scientific methodologies in a variety of numerical and descriptive problem solving situations. 3. Students will enhance their ability to effectively communicate scientific concepts and data via multiple means including visual, oral and written modes using activities such as poster presentations, term papers, computer graphics and modeling, test essay questions, interactive questioning and lab write-ups. 4. Students will be able to evaluate and articulate the application and relevance of specific geology topics to the world around them at a personal, community, and global level. As a result, students will understand the significant role of science and geology in particular in modern society. Moreover, students will become more scientifically literate citizens capable of formulating informed logical opinions regarding the application of science and technology to solving such problems as pollution, energy demands, minerals extraction, and geologic hazards.

Material Type: Lecture, Teaching/Learning Strategy

Author: Hal Wershow

Technical Writing Syllabus

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

Social Psychology Syllabus

This four-credit course is designed to survey the scientific study of how individuals think about, influence, and relate to one another with respect to social beliefs, persuasion, attraction, conformity, obedience, prejudice, aggression, and pro-social behaviors. Prerequisites: MTH 20 or equivalent placement test scores. Prerequisite/concurrent: WR 121. Audit available. Intended Outcomes for the Course: -Apply an understanding of the impact of social and cultural forces on one’s sense of self, values, and beliefs to more effectively analyze human thinking and behaviors. -Critically evaluate research to understand and explain confusing, conflictual or distressing human social behavior. -Relate social psychological concepts and theories to the context of historic and current world, national, and local events, as well as to understanding one’s own life experiences. -Apply social psychological concepts and theories to reduce anti-social attitudes and behaviors and increase pro-social attitudes and behaviors within individuals and groups.

Material Type: Syllabus

Author: Zip Krummel

Introduction to Forestry

What does forestry even mean? Well, what it means has changed a lot over time. As the public’s perception of forestry has changed so has the profession. The 1944 and 1958 Society of American Foresters (SAF) Dictionary of Forestry, defined forestry as “the scientific management of forests for the continuous production of goods and services.” Compare that to the most recent 2018 SAF Dictionary of Forestry which defines forestry as: “the profession embracing the science, art and practice of creating, managing using, and conserving forests and associated resources for human benefit and in a sustainable manner to meet desired goals, needs and values -note the broad field of forestry consists of those biological , quantitative, managerial, and social sciences that are applied to forest management and conservation; it includes specialized fields such as agroforestry, urban forestry, industrial forestry, nonindustrial forestry, and wilderness and recreation forestry.” As you can read, the profession has changed over time and now encompasses a variety of disciplines all adapted to meet desired goals, needs and values. This text is not comprehensive of all the disciplines but an introduction to them. Additionally, as this is an Introduction to Forestry, the set of readings was selected to be engaging and create interest and not be an end. It is hoped that this sampling of the topics will generate additional interest in the profession and the broad field of forestry and encourage you to investigate further.

Material Type: Full Course, Lesson Plan

Author: David Wells

Introduction to the Nonprofit Sector

Short Description: This text is designed to provide an introduction to the nonprofit sector. It is designed to help readers understand the definition of the sector, its role in society, and the key questions facing it. The book also considers the growing numbers and influence of social enterprises and other “social innovation” organizations. Long Description: Nonprofit organizations are on the front lines in communities, providing an important foundation for the social safety net in the United States and around the world. They also provide places where people can gather, share ideas and build community. They often accomplish amazing feats with few resources. This book was designed to be used in an undergraduate-level introductory course in the nonprofit sector. It provides an overview of the vocabulary used in defining the work of nonprofit organizations, topics of interest to nonprofit managers, and describes the primary roles nonprofits play in American (and to a lesser extent international) communities. The book also considers the growing numbers and influence of social enterprises and other “social innovation” organizations. Throughout, it brings in leading themes of accountability, ethics and obligations facing many nonprofit organizations as they go about their work – challenges that should be well understood by anyone interested in becoming a leader in the nonprofit sector. Word Count: 19093 (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.)

Material Type: Textbook

Author: Dyana P. Mason

Vocab ASAP: Intermediate Vocabulary for English Language Learners

This work is organized around vocabulary for 5 themes: Psychology, Wellness, Technology, Careers, and Oregon. Each theme has 2 units for a total of 10 units. Each unit contains 24 - 28 target vocabulary words. Other words that may be unfamiliar to students are glossed. We use this material as our textbook for an intermediate vocabulary class for adult English language learners at our community college. This class meets for 2 hours per week, and we typically use 5 units per 10-week term. Each unit contains multiple readings. If you are not teaching a vocabulary class, the readings and vocabulary work may be useful supplements in other classes.

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

Authors: Elise McLain, Jennifer Snyder, Luciana Diniz

Health and Fitness

Introduces a comprehensive overview of wellness concepts including fitness, nutrition, stress, disease prevention, and various other lifestyle factors that improve the quality of life. Each student's health and fitness is individually evaluated through a series of tests measuring cardiovascular endurance, strength, body composition, flexibility, blood pressure, nutrition, stress levels and blood lipid and blood glucose.

Material Type: Full Course

Author: Daniel Montoya

MHCC Digital Accessibility Action Plan

Proposal for revising the current action plan for accessibility and raising awareness at Mt Hood Community College. In February 2023 a cohort from MHCC attended the WebAIM course on Strategic Digital Accessibility Training sponsored by Open Oregon Education Resources. During the course the cohort determined that the current Accessibility Continuing Action Plan (ACAP) required updating and revisions considering the changes to instructional modalities brought about by the Covid-19 pandemic, as well as recent redesign of the college website slated to launch in the Fall of 2023.

Material Type: Assessment

Author: Strategic Digital Accessibility Team Mt Hood Community College

Strategic Digital Accessibility Training Guide

This training guide developed by WebAIM and Open Oregon Educational Resources outlines a professional development curriculum to help institutional teams advance digital accessibility in Oregon's public colleges and universities. The guide explains the purpose and outcomes of the training, as well as the delivery format and community guidelines for engagement. In winter and spring 2023, 13 institutions in Oregon engaged in the training with the goal of creating digital accessibility action plans that benefit their campus open education programs and beyond.

Material Type: Syllabus

Authors: Rob Carr Jr, Veronica Vold

Local Action Plan for Digital Accessibility for Umpqua Community College

Students with disabilities at Umpqua Community College deserve access to all campus opportunities to engage, to learn, and to be known. Because we know that advancing digital accessibility is a collective project with many stakeholders, this local action plan proposes short term and long term goals to help campus stakeholders work together and improve digital accessibility over time. This Task Force acknowledges the level of support already received from the campus administration and faculty for accessibility efforts within asynchronous and synchronous online courses. It is our hope to use this information as a platform to increase accessibility within the physical classroom as well as digitally.

Material Type: Assessment

Author: Umpqua Community College

CSE 624: Internet for Educators Reading & Resource List

Materials below are selected for a graduate level course, CSE 624: Internet for Educators. The course is intended for MS: Education students who require a course that gives them an overview of diverse, and primarily web-based, technologies. A second goal is to offer hands on experience working with web technologies and curating content directly relevant to graduates’ teaching/learning environments. Additionally, this course is meant to help address a sore point for many educators: understanding copyright and related issues. Thus determining which resources (books, movies, videos, etc.) they can use, as well as learning about alternative sources of content and resources, are key components of this course. Since different people teach this course, this collection of resources is meant to suggest a set of common resources for faculty to integrate into their courses while allowing them to personalize themes and emphases. Hopefully, faculty will also add materials to this content as well.

Material Type: Syllabus

Yoga Syllabus

Syllabus for two courses: Yoga for Wellness and Yoga All Levels. Both courses make use of a free online text: https://yoga.dasa.ncsu.edu/ Course Description: Appropriate for all levels. A dynamic, flow-style Vinyasa practice linking breath and movement with modifications for all levels offered. Focus will be on traditional postures for functional use and comfort in daily life as well as an introduction to a restorative, deep-stretching style of yoga. Learning Outcomes & Course Competencies: At the completion of this course, students should be able to: 1) Explain the relationship between human behavior and health. 2) Understand the basic concepts of the mind-body-spirit connection. 3) Have a basic awareness and understanding of the historical importance of yoga. 4) Understand the concepts of yoga off the mat. 5) Learn and demonstrate the basic use of yoga props. 6) Learn and demonstrate the basic use of restorative postures. 7) Understand and demonstrate the concept of “intention”. 8) Learn and demonstrate the importance of “safe” yoga postures. 9) Understand and demonstrate basic breathing techniques and how it relates to a meditative state. 10) Show respect for yourself and fellow classmates by contributing to an open, non-threatening, non-judgmental, ego free atmosphere. 11) Understand the concept of “being present”.

Material Type: Syllabus

Author: Daniel Montoya