This document provides a checklist tool for managers and leaders in distance education centers and online departments to utilize when prioritizing projects and determining workload allocation. It includes sections on assessing project alignment with organizational goals, evaluating resources needed, considering risks and constraints, and scoring/ranking projects. The checklist encourages objective analysis of proposed initiatives to aid in decision-making on what projects should move forward.

The increasing concentration of scholarly communications, courseware publishing, and
data analytics into the hands of fewer commercial vendors continues to raise concerns,
particularly in the absence of evidence that publishers have any interest in mind other
than their short-term revenue and profit growth. The focus on protecting revenues even
in the face of deep academic budget cuts, the relentless lobbying to protect “inclusive
access” practices that limit student choice, and the reluctance to abandon practices that
disadvantage researchers point to the conclusion that the academic community can
protect its values only by increasing control of its own content and infrastructure.

The past year has seen more deals that led to more concentration, loss of diversity, and
ultimately to the academic community’s lessening control over its own destiny. However,
there are also positive signs: a large merger failed, Invest in Open Infrastructure (IOI) was
launched as a concerted effort to build a community-owned infrastructure, and some
legislative progress was made. Much remains to be done, but the opportunity to tip the
scales in favor of the interests of the knowledge community is significant and must be
pursued.

This 2021 Update to the SPARC Landscape Analysis further explores these trends.
Supplementing observations first published in the SPARC 2019 Roadmap for Action, this
document suggests organizational changes in academic institutions to both (1) manage
increasing strategic and ethical challenges and (2) deploy tools and analyze data to
better understand the needs and protect the interests of individuals and communities.
The recommendations underscore the need for the academic community to take control
of its own content and infrastructure both to best serve its own interests and to protect
and further its values of equity, inclusiveness, and academic freedom.

As the collection of available OER – the OER commons – has grown, a collection of institutions and
organizations that contribute to and draw on the commons has developed around it. Sustaining this
“OER ecosystem” of content and stakeholders that transform the content into innovative approaches
in the classroom to improve student experiences is vital to realizing the potential impact of OER. To
inform this report, we conducted over 20 stakeholder interviews, as well as a literature review of OER
and other open-driven industries.

This is a collection of primary sources on Roman games and spectacles in their various forms, created for a second-year undergraduate class on spectacles in Greece and Rome at the University of British Columbia. This book is intended for use in upper-level academic studies. Content Warning: The content of this book contains animal cruelty and animal death, blood, classism, death, sexual assault, violence, and other mature subject matter and potentially distressing material.

This is an overview of the Texas Teacher Evaluation & Support System (T-TESS) Rubric. This site provides in-depth information about the T-TESS and updates from the Texas Education Agency (TEA). The T-TESS Rubric provides information on four domains: Planning, Instruction, Learning Environment, and Professional Practices and Responsibilities. All domains are aligned with the teacher standards. This site may be used to explain the relevance and purpose of the T-TESS to preservice teachers.

On March 11, 2020, the World Health Organization declared COVID-19 to be a global pandemic. In the following weeks, many cities and countries worldwide went into lockdown, and much of the world shifted to remote learning for students from kindergarten through higher education. The impact was unprecedented.

The year 2020 was likely one of the most challenging ever for the higher education sector. As higher education institutions across the United States rapidly pivoted from in-person classes to online course delivery, administrators and faculty worked from home using various digital technologies to help students complete the spring semester. They had to adjust and plan for a fall term during a period of high uncertainty as to how they could teach and then deliver that instruction. The pandemic forced massive short-term, and both faculty and administrators needed to adjust to new ways of conducting their day-to-day operations.

This project provides a series of three snapshots examining the nature and magnitude of these changes in teaching and learning from faculty and academic administrators' points of view. Informed by survey studies using nationally representative samples, the project examined the state of higher education at three points in time:
• April 2020: The pivot to emergency remote teaching was well underway.
• August 2020: Prepping and planning for the fall offerings.
• December 2020: Looking back at the fall term.

The study represents a partnership of the Online Learning Consortium (OLC), WICHE Cooperative for Educational Technologies (WCET), University Professional and Continuing Education Association (UPCEA), Canadian Digital Learning Research Association (CDLRA), Every Learner Everywhere, and Cengage. These organizations came together to help identify and focus the resources needed to support educators and institutions in addressing teaching challenges during the coronavirus (COVID-19) outbreak.

The COVID-19 pandemic sparked a disruptive shift from face-to-face instruction to distance-learning, impacting academia in the U.S. across undergraduate and graduate levels. This study, conducted in the fall of 2020,
explores the impact these changes have had on higher education faculty in STEM fields.

While a growing body of literature documents the benefits of converting courses to use entirely OER materials, little empirical research is available that examines whether the use of OER is leading to instructional transformation, what Open Educational Practices (OEP) look like in the classroom, and how the use of these practices affects students. Further, there is an urgent need for greater insight into how the use of OER can support educational equity, particularly in educational settings that serve diverse student populations. This report presents findings from a qualitative study exploring how a set of leading practitioners are using the affordances of OER to enact open and culturally responsive instruction in community colleges.

Suggested Citation: Griffiths, R., Joshi, E., Pellerin, E., & Wingard, A. (2022). Teaching and Learning
with Open Educational Resources (OER). Menlo Park, CA: SRI International.

The Teach the Earth Portal has hundreds of high school through higher ed geoscience educator shared content ranging from low stakes to high stakes undergraduate core level to graduate level resources. More recently, have also added virtual field experiences appropriate for core course to upper division field camp (in response to pandemic necessity for Summer 2020 Field Camp revisioning). Many of the contributions are from members or partners with the National Association for Geoscience Teachers. There is an ongoing review process by professional peers to vet content submitted / aggregated into this portal during the past several decades.

This site discusses general information, accountablility, and requirements about charter schools. This site also provides access to charter applications, information on amendments, portfolios, and COVID-19 guidelines. A variety of relevant links associated with charter schools are provided. This site is a useful to inform parents, preservice teachers, and the community about charter schools.

This site provides links to the Texas curriculum standards, Texas Essential Knowledge and Skills (TEKS). This site may be used to explain the Texas curriculum requirements and expectations for all grade levels. In addition, this site may be used identify and discuss the different components within the TEKS. Lastly, this site is a useful resource when teaching, discussing, and creating lesson plans.

The goal of this book is to teach you to think like a computer scientist. This way of thinking combines some of the best features of mathematics, engineering, and natural science. Like mathematicians, computer scientists use formal languages to denote ideas (specifically computations). Like engineers, they design things, assembling components into systems and evaluating tradeoffs among alternatives. Like scientists, they observe the behavior of complex systems, form hypotheses, and test predictions.

This version of the classic Tao Te Ching includes the original 81 chapters with the addition of Wang Pi's commentary (226-249 C.E.).

In this book, we offer an introduction to OER publishing, examples of Open Pedagogy, OER-Enabled Pedagogy, and working with learners; and guidelines, best practices, and suggestions for how to plan, create, publish, and distribute your OER textbook and materials.

Voices of Virginia pulls together stories from oral history collections from across decades and archives to create an all-audio source companion for Virginia’s high school and college students. The "album" is only two hours long, but contains dozens of short oral histories from eyewitnesses to key moments in American history, from the end of the Civil War to the 1980s. The excerpts are downloadable, accessible by smartphone, and accompanied by a transcript. Audio clips are also available on Soundcloud. You’ll also find a brief introduction to each narrator, historical context adapted from experts at Encyclopedia Virginia, American Yawp, and Public Domain sources, and helpful classroom tools like discussion questions, activities, and lesson plans that fit into both the Virginia high school and college U.S. History curriculum. By following the larger national story with narratives from across the Commonwealth, Voices of Virginia grounds students in how history guides and is guided by everyday people and their experiences.

This material is aligned to the History and Social Science Standards for Virginia Public Schools - March 2015.

The collection was curated by Jessica Taylor, Ph.D. with Emily Stewart.

Feedback regarding this collection is welcome at https://bit.ly/VoicesOfVirginia

This textbook is intended to meet the curriculum requirements for St. Clair County Community College's HIS 101 course through the use of primary source content. Topics covered include ancient Greece, ancient Rome, the rise of Christianity, the Middle Ages, the emergence of Islam, and the Renaissance.