Upon successful completion of this assignment, students will
- create a well-organized essay that describes in vivid detail a significant person, place, event, moment, or object that has impacted their life or perspective.
- evaluate the effectiveness of their drafting by seeking feedback from peers and revising to improve clarity, organization, and impact.

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

This resource contains a student activity handout, class notes, and a facilitation guide. 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

Upon successful completion of this activity, students will
- evaluate the reliability of a source by assessing the credibility and objectivity of its author, research methods and sources, publishing source and date, and more.

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

Upon successful completion of this assignment, students will
- evaluate a given text against a predetermined rating system (unsatisfactory, needs improvement, meets expectations, exceeds expectations, and outstanding).
- compose an evaluation paper that integrates textual evidence, quotes, and paraphrases from the essay to support their ratings and overall assessment.

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

This unit is designed to support instructors as they guide students through the complex analytical, rhetorical, and research skills required to write advanced argumentative essays in a class setting similar to English 1302. Students will need these skills to succeed in most college courses, no matter what their major field of study may be. Content-wise, this unit first focuses on foundational research skills. Students will develop an open-ended, researchable question that guides them through a research proposal and an annotated bibliography, all while attending to source credibility. Building on this research, the unit then moves through the three core forms of argument: the Classical Argument, the Toulmin Argument, and the Rogerian Argument. Lesson presentations, assignments, and other instructional resources are included for each argument type.

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

This resource contains a news article about using algorithms to stop gerrymandering and a lesson plan to pair with the article.Students make predictions, calculator confidence intervals, and discover the Law of Large Numbers via simulation. This lesson can be closed with a discussion of the Central Limit Theorem. This activity aligns with MATH 1342 Learning Outcome 5: Examine, analyze, and compare various sampling distributions for both discrete and continuous random variables and Learning Outcome 6: Describe and compute confidence intervals.

This resource contains a news article 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 4: Explain the role of probability in statistics.

This resource contains a news article, probability table, statistical study skill, and facilitation guide. Students investigate the role of statistics and mathematical modeling in football analysis. This activity aligns with MATH 1342 Learning Outcome 1: Explain the use of data collection and statistics as tools to reach reasonable conclusions.

This resource features two lesson plans: "Reading Critically for Bias and Tone" and "Reading Critically for Propaganda Techniques." Both of these lessons are designed to help students analyze authors' viewpoints and biases, as well as the general use of persuasive tactics in texts. Through group work, activities, and individual essays, students learn to identify and analyze elements such as word choice, tone, omissions, and propaganda techniques (i.e. straw man arguments, bandwagon appeals, etc.). The resource includes detailed assignment expectations, learning objectives, lesson preparation guidelines, and downloadable worksheets to support classroom implementation.

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

This two-part resource is designed to support instructors and students as they navigate the presence of generative AI tools, specifically Large Language Models (LLMs) such as ChatGPT, in the rhetoric and composition classroom. Part I of this resource offers an instructor-focused introduction to what LLMs are and how they operate, as well as an in-depth exploration of the privacy concerns and ethical considerations related to using a tool like ChatGPT. Additionally, Part I provides insights on the practical application of LLMs within the realm of reading and writing in the rhetoric and composition classroom, while promoting a modified stasis theory as a strategy for evaluating any generated output.

Part II of this resource offers student-focused tutorials that demonstrate how ChatGPT can augment the writing process for assignments commonly given in a rhetoric and composition course. These tutorials cover the evaluation essay, rhetorical analysis, Rogerian argument, annotated bibliography, and research essay—all while promoting the responsible and ethical use of AI in writing and research. With this comprehensive resource, instructors and students can not only build confidence in their understanding of generative AI within academia, but also build digital literacy that will serve them in the world beyond.

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:Send a brief survey to students near the beginning of the term that asks them to share a little bit about past and current experiences, as well as their future aspirations. 

By utilizing this handout, instructors can guide students in mastering the art of writing compelling thesis statements and recognizing their essential components

Author: Brandi Morley, Claire Carly-Miles
Editor: Mary Landry, C. Anneke Snyder
Supervisor: Terri Pantuso

This graphic organizer serves as a resource instructors can customize to guide students through specific annotations, such as analyzing the rhetorical situation or analyzing the author’s intention with specific word choices.

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

The following resource provides a blank worksheet instructors can customize to guide students through specific annotations, such as analyzing the rhetorical situation or analyzing the author’s intention with specific word choices. This resource illustrates how the worksheet might be used with two suggested readings. The first example features a nonfiction essay discussing the complex opinions around choosing disability through preimplantation genetic diagnosis. With this text, students will encounter questions about vocabulary, tone, argumentative reasoning, types of evidence, and more. The second example features an excerpt from the book The Devil’s Highway by Luis Alberto Urrea, which vividly recounts a desolate desert. In this example, students will analyze the purpose of devices such as allusions, diction, and imagery. An instructor has the option of using either example or customizing the blank worksheet to their own purposes.

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

Through this worksheet, students learn how to engage in close reading while evaluating the writer’s rhetorical choices regarding allusions, diction, and imagery.

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

Through this worksheet, students learn how to engage in close reading while analyzing the writer’s vocabulary, tone, and reasoning.

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

By posing provocative inquiries about local and state government, this worksheet is intended to ready students for abstract learning while guarding against conformity and encouraging critical thought. Specifically, students will be able to express their opinions on key concepts related to representative democracy, including elected officials, term limits, and the interconnectedness of state and federal politics

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

The resources available here for HIST 1301 United States History I are part of the Digital Design for Student Success (D2S2) project, a collaboration between the Texas Higher Education Coordinating Board (THECB), Rice University, Texas A&M University and the University of Texas. The materials available as part of this course include Guiding Questions, Lectures, engaged learning Activities, project-based Assessments, and Additional Resources for instructors. Incorporate these resources in any model -- face-to-face, online (asynchronous or synchronous), or hybrid -- as either the basis for an entire semester or as a menu from which you choose elements to supplement your course.