This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to persist through challenges and failures.Activity Description:In this writing activity, students envision a future in which they are successful in the course, and reflect on strategies they need to make the success happen.

Upon successful completion of this assignment, students will
- analyze five sources that reflect a supporting or opposing stance on the student’s chosen topic.
- create an annotated bibliography that follows the conventions of the genre, such as following APA formatting guidelines, summarizing sources, evaluating source credibility, and explaining the relevance of each source to the research argument.

Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this assignment, students will
- analyze the concepts of “segregated coexistence” and “living in community” as proposed by Nicholas Ensley Mitchell in order to evaluate the situations described in the provided articles regarding food security, gentrification, and urban development.
- use Mitchell’s framework to evaluate the quality of diversity in their local college or community context.

Author: Christopher Manes
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

This resource contains a student activity handout, a facilitation guide, example solutions, and class notes. Students work together to discover one-to-one correspondences between various infinite sets of numbers and the set of natural numbers. At the end of this activity the compiled results of their group work form a list of infinite sets that all have the same cardinality as the set of natural numbers. Instructors may take this lesson further by discussion countably infinite versus uncountably infinite sets. This activity aligns with MATH 1332 Learning Outcome 1: Apply the language and notation of sets.

This handout complements lessons on audience and purpose in writing. It offers questions and examples to help students grasp how understanding their audience and purpose shapes a piece’s content, tone, and structure.

Author: Brandi Morley
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this lesson, students will
- Identify an audience and tone for your writing as well as explain why identifying these components are important.
- Utilize the RAFT writing strategy to plan an appropriate style according to audience and purpose.

Author: Brandi Morley
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

With this graphic organizer, students gain practice identifying devices relevant to literary texts and reasoning through how these devices support the author’s purpose.

Author: Frances Santos
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

By the end of this activity, students will be able to demonstrate their understanding of the First, Second, and Third Amendments of the Bill of Rights by completing a cloze exercise, using context clues and prior knowledge to fill in key terms without referencing their notes.

Author: Sharon Haigler
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this assignment, students will
- create a persuasive classical argument following the Aristotelian structure, including an introduction, narration, confirmation, counterargument/refutation/concession, and conclusion.

Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this lesson, students will
- analyze example sentences to determine whether a comma is needed before the coordinating conjunction based on the presence of independent clauses.

Author: Nicole Hagstrom-Schmidt
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

This resource contains class notes, an activity handout, and a facilitation guide. Students play the game “Let’s Make a Deal” to explore the underlying probability that guides the optimal strategy for contestants. This activity aligns with MATH 1342 Learning Outcome 3: Compute and interpret empirical and theoretical probabilities using the rules of probabilities and combinatorics.

This resource contains activity handouts and considerations for facilitators. This resource is part of the Teaching Excellence Toolkit to help accomplish the College Readiness Goal: I want students to feel like they belong in the course.Activity Description:This is a writing activity where students reflect on the relevance of what they are learning and its applications to their future goals.

This resource models a possible research unit for instructors interested in guiding students through contextual literary analysis. As such, this resource outlines strategies for delving into the biographical, historical, and cultural contexts of recommended mentor texts, such as ‘The Yellow Wallpaper’ by Charlotte Perkins Gilman and ‘Hills Like White Elephants’ by Ernest Hemingway. Additionally, this resource provides a suggested pacing for the unit as well as an outline and rubric for crafting and evaluating the final essay. By the end of this section, instructors will be equipped to design their own contextual analysis research unit that suits their class interests and needs.

Author: Katherine Yoerg
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

This is a template workflow for Creator Communities to adapt for their own needs.

This resource has the links and recordings to all of the sessions in the 2023 D2S2 Creator Communities series.

Upon successful completion of this assignment, students will
- analyze the tone of a given text by evaluating its diction, imagery, details, language, and structure through the DIDLS strategy

Author: Lenora Perry-Samaniego
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

Upon successful completion of this assignment, students will
- analyze a chosen concept through various strategies, such as its connotations, denotations, and more.
- create a well-organized essay that explains and defends a proposed definition for their chosen concept through reasoning strategies, evidence, and credible sources.

Author: Kimberly Stelly
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

This resource contains a facilitation guide, class notes, and an activity handout. Students play the game “Let’s Make a Deal” to explore the underlying probability that guides the optimal strategy for contestants. This activity aligns with MATH 1332 Learning Outcome 4: Demonstrate fundamental probability/counting techniques and apply those techniques to solve problems.

This resource contains a slide deck and a facilitation guide. Students are guided to consider how mathematics can help us understand the phenomenon of a pandemic and inform our responses. Students work in groups using the NCTM’s browser pandemic app to manipulate four factors that influence the spread of a virus to see the how changing these variables creates different outcomes. They learn and explore how a log curve is used in this model. This activity aligns with MATH 1332 Learning Outcome 6: Demonstrate the ability to choose and analyze mathematical models to solve problems from real-world settings, including, but not limited to, personal finance, health literacy, and civic engagement