This open crowdsourced collection presents a rich tapestry of our collective thinking in the first months of 2023 stitching together potential alternative uses and applications of Artificial Intelligence (AI) that could make a difference and create new learning, development, teaching and assessment opportunities. Experimentation is at the heart of learning, teaching and scholarship. Being open to diverse ideas will help us make novel connections that can lead to new discoveries and insights to make a positive contribution to our world. Ideas shared may be in its embryonic stage, but worth exploring further through active and creative inquiry.

This is a collection of mini lectures created by anthropologists and those in conversation with anthropology as supplimental material to assist college and university instructors who were made to shift their courses online because of COVID19.For more information, see here.To contribute, please create an OER author account and send your name and OER registered email to AnthropologyTeaching@gmail.com.

This is an exploration of visual art forms and their cultural connections for the student with little experience in the visual arts. The course includes a brief study of art history and in depth studies of the elements, media, and methods used in creative process and thought. Visual and performing arts are part of the Humanities: academic disciplines that study the human condition and, in addition to the arts, include languages, literature, law, history and religion. This course will teach students to develop a five-step system for understanding visual art in all forms based on description, analysis, meaning, context and judgment.Login: guest_oclPassword: ocl

The multi-lesson "Best Class/Worst Class" project provides a way for students and professor to set expectations for course performance collaboratively, while simultaneously modeling productive online interaction strategies. Students become more aware of their own learning process and the processes of those with whom they will be working, creating necessary bridges to successful collaboration. In addition, students are able to develop practical skills in navigating the online environment before being tasked with heavily-weighted course components.This project is designed to be implemented alongside discipline-specific course content. 

Biotechnology Foundations, 2nd Edition, 2019, was created to provide free open-access teaching and learning resources for two Introduction to Biotechnology courses at Austin Community College, Biotechnology Program (Intro to Biotech I BIOL1414 & Intro to Biotech II BIOL1415). This book provides the foundation of chemistry, biology, and microbiology needed to build biotechnology laboratory science workforce skills. The goal of this book is to encourage both faculty and student adoption and active, engaged use in the classroom and provide the resources students need to succeed as entry-level laboratory technicians.

Computer Science courses (COSC) have become a popular area of study from K-12 to higher education levels (i.e., community colleges and four-year institutions). For the past years, different educational approaches have been proposed to disseminate concepts in these areas (traditionally through books and online platforms such as wikis, websites, forums). Although there are several resources available to assist a student in learning tricks or "how-to" for specific items, some of them lack curricular guidance to lead to a constructivist learning approach.

Some of the other available resources rely on a strong mathematical background, which many potential computer science students might not have, discouraging students from pursuing a computer science or programming field, particularly from a K-12 environment and community colleges.

This project comprises two courses: Programming Fundamentals I, a.k.a., CS 1 (THECB: COSC 1436) and Programming Fundamentals II, a.k.a., CS 2 (THECB: COSC 1437). Additionally, we present modules on cybersecurity and data analytics to these two courses, two emerging areas in computing-related to these courses that are highly applicable in today's industry needs.

Although the COSC courses do not appear in the 2017-2019 THECB Most Transfer List, many institutions, including high schools and postsecondary schools, have adopted COSC 1436 and 1437, their core highly demanded courses. Furthermore, different independent school districts have a strong partnership with community colleges and four-year institutions, increasing the number of COSC 1436 and COSC 1437 sections across Texas. Therefore, we anticipate creating an OER that might have a significant impact in the next years.

This contemporary calculus course is the third in a three-part sequence. In this course students continue to explore the concepts, applications, and techniques of Calculus - the mathematics of change. Calculus has wide-spread application in science, economics and engineering, and is a foundation college course for further work in these areas. This is a required class for most science and mathematics majors.Login: guest_oclPassword: ocl

This contemporary calculus course is the second in a three-part sequence. In this course students continue to explore the concepts, applications, and techniques of Calculus - the mathematics of change. Calculus has wide-spread application in science, economics and engineering, and is a foundation college course for further work in these areas. This is a required class for most science and mathematics majors.Login: guest_oclPassword: ocl

This course is an introduction to contemporary calculus and is the first of a three-part sequence. In this course students explore the concepts, applications, and techniques of Calculus - the mathematics of change. Calculus has wide-spread application in science, economics and engineering, and is a foundation college course for further work in these areas. This is a required class for most science and mathematics majors.Login: guest_oclPassword: ocl

This course uses an open textbook University of Michigan Chemical Engineering Process Dynamics and Controls. The articles in the open textbook (wikibook) are all written by teams of 3-4 senior chemical engineering students, and are peer-reviewed by other members of the class. Using this approach, the faculty and Graduate Student Instructors (GSIs) teaching the course act as managing editors, selecting broad threads for the text and suggesting references. In contrast to other courses, the students take an active role in their education by selecting which material in their assigned section is most useful and decide on the presentation approach. Furthermore, students create example problems that they present in poster sessions during class to help the other students master the material.

The Stanford History Education Group (SHEG) is a research and development group based in Stanford’s Graduate School of Education. In 2014, we set out to develop short assessments to gauge young people’s ability to evaluate online content. Our work was supported by the Robert R. McCormick Foundation, the William and Flora Hewlett Foundation, the Spencer Foundation, and the Silver Giving Foundation.
Specifically, we sought to measure Civic Online Reasoning — the ability to effectively search for, evaluate, and verify social and political information online. We use this term to highlight the civic aims of this work. The ability to evaluate online content has become a prerequisite for thoughtful democratic participation.

This resource includes PowerPoint, workbook pages, and supplemental videos associated to OpenStax College Algebra, Section 6.1 Exponential Functions.  All materials are ADA accessible.  Funded by THECB OER Development and Implementation Grant (2021)

English faculty from West Texas A&M University, Amarillo College, Texas A&M University - Corpus Christi, and Texas A&M University - Galveston teamed up to create this open access resource: College Reading and Writing Foundations. This textbook was primarily created for integrated reading and writing courses but serves as a great refresher or supplement for anyone in college.

NOTE:This is a beta version of College Reading & Writing Foundations being piloted for assessment and revision in Spring 2022. Content will be revised and added throughout 2022, with the final version available December 2022.

This outline will address the main topics in a Basic Statistics course.  Each topic will be accompanied by the corresponding textbook chapter and section from the Open Stax textbook, Introduction to Business Statistics, by Holmes, Illowsky, and Dean.  The outline also contains a column of OER Lecture Material.  This lecture material is in progress and will be added to the OERTX Repository.

Students examine the anthropological perspective of human culture, including such institutions as kinship, politics, and religion, and evaluate the interrelationship between culture, environment and biology. Students explore the effects of globalization on culture while developing critical thinking skills through the application of essential anthropological approaches, theories, and methods.Login: guest_oclPassword: ocl

This customizable Excel template provides a master framework to plan and organize learning activities for online courses. The template contains sheets to outline course modules, schedule weekly learning objectives and activities, plan assessments and assignments, and track student progress. Columns are provided to capture activity details like name, type, description, duration, assignments, and more. The template is fully editable so course designers can add or remove sheets as needed to match their planning process. By providing a structured planning template, this Excel file aims to help streamline the instructional design process for online learning. Use it to map out engaging and effective learning experiences for modern online courses.

“Digital,” “library,” “pedagogy” — what happens when these three terms are brought together as the foundations of a community of practice? The strategies and insights gathered here suggest a preliminary answer to that question, but the short version might be: a lot. Digital access and affordances spark new approaches to primary sources; memes model scholarly conversation; hands-on work with APIs and web scraping quickly bring the rhetoric of the digital as seamless access to information back down to earth.

"The #DLFteach Toolkit Volume 2 focuses on lesson plans to facilitate disciplinary and interdisciplinary work engaged with 3D technology. As 3D technology becomes relevant to a wide range of scholarly disciplines and teaching context, libraries are proving well-suited to coordinating the dissemination and integration of this technology across the curriculum. For our purposes, 3D technology includes, but is not limited to, Augmented Reality (AR) and Virtual Reality (VR) technologies, 3D modeling and scanning software, 3D game engines and WebGL platforms, as well as 3D printers and extruders. While 3D/VR/AR technologies demonstrate real possibilities for collaborative, multidisciplinary learning, they are also fraught with broader concerns prevalent today about digital technologies. 

To develop instructional resources that recognize and reflect the diversity of context and practice within this broad, emerging field, the DLF Toolkit Volume 2 is based on a decolonial, anti-ableist, and feminist pedagogical framework for collaboratively developing and curating humanities content for this emerging technology. Lesson plans cover a wide range of disciplines and stages of the 3D data life cycle, guiding educators through the complex process of integrating emerging 3D technologies into various pedagogical settings by illustrating the possibilities of using 3D/VR/AR to extend critical thinking."

We facilitate and develop lessons for Data Carpentry workshops. These lessons are distributed under the CC-BY license and are free for re-use or adaptation, with attribution. We’ve had people use the lessons in courses, to build new lessons, or use them for self-guided learning.

Data Carpentry workshops are domain-specific, so that we are teaching researchers the skills most relevant to their domain and using examples from their type of work. Therefore we have several types of workshops and curriculum is organized by domain.