All resources in D2S2 Creator Communities

Quantitative Reasoning

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Thank you for choosing the Dana Center Math Pathways (DCMP) Curriculum resource. The DCMP course programs are research-based and developed from the DCMP Curriculum Design Standards. To obtain the complete course, which includes instructional resources, rubrics, PowerPoints, and answer keys for the preview and practice assignments, you can visit the Dana Center Curriculum Resource Portal to request access. For a low-cost digital version that integrates seamlessly with most Learning Management Systems (LMS), you will need to fill out a Lumen Learning Online Homework Manager (OHM) request form. For any other questions, concerns, or support, please contact Charles A Dana Center danacenter@austin.utexas.edu. 

Material Type: Full Course

Part 2: Research and Information Literacy Unit [Resource]

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This two-part unit provides instructors with materials to encourage student development of information literacy skills. The unit can be understood as supplemental materials for the OER textbook Informed Arguments: A Guide to Writing and Research with particular focus on the research aspect of writing and argumentation, or the materials could be useful on its own, for instructors who do not teach with the Informed Arguments textbook. It addresses, most specifically, how to find and evaluate source material. It covers things like types of sources, biases, peer-review processes, and other information literacy skills helpful for successful college writing. It includes 1) general instructor notes, 2) an online discussion activity, 3) a quiz about evaluation of sources, 4) a Research Journal (short essay) assignment, 5) a rubric for the short essay, and 6) a further information resource guide for faculty about information literacy and the college classroom. Part 1: https://pressbooks.library.tamu.edu/engl1301/chapter/research-and-argumentation-teacher-facing-lesson/ Part 2: https://pressbooks.library.tamu.edu/engl1301/chapter/research-and-information-literacy-student-facing-assignment/ Author: Michael Gardin Editor: Mary Landry, C. Anneke Snyder Supervisor: Terri Pantuso

Material Type: Activity/Lab, Assessment, Homework/Assignment, Unit of Study

Authors: C. Anneke Snyder, Mary Landry, Michael Gardin, Terri Pantuso

Contemplating & Exploring Ethical Considerations of Large Language Models

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In this section, you will learn about the importance of ethical considerations and implications of Generative Artificial Intelligence (GenAI), particularly Large Language Models (LLMs) like ChatGPT. This section highlights that LLMs are not inherently good or bad. Instead, the importance of user engagement in ethical practices is emphasized to ensure responsible use of these tools. Ethical considerations for educators include attention to student privacy, expectations, and consequences—all of which should clearly be defined in syllabus statements, classroom policies, or institutional statements. Meanwhile, ethical implications exist involving varying ethical standards for how people approach LLMs differently, how human and machine bias influence GenAI, and how style guides differ on citing information garnered from ChatGPT. After reading this section, you should be able to articulate your own ethical queries and concerns related to LLMs, such as ChatGPT, both as a general user and an educator. Author: C. Anneke Snyder Contributors: Gwendolyn Inocencio, Mary Landry, Jonahs Kneitly Designers: Irene AI, Sweta Kailani Supervisors: Terri Pantuso, Sarah LeMire

Material Type: Module, Primary Source, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Irene Ai, Jonahs Kneitly, Mary Landry, Sarah LeMire, Shweta Kailani, Terri Pantuso

Incorporating Large Language Models into Reading Practices

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In this section, we will examine how generative AI (GenAI) tools may assist with academic reading and research. Examples of content generated by ChatGPT will show how GenAI may be incorporated into a classroom setting. Each section offers suggestions for use and various strategies that could be incorporated for those who wish to allow the use of these tools for assignments. Included throughout are suggestions on how to promote students’ ethical and effective use of these tools and to possibly limit their use if desired. By the end of this section, you should be able to use GenAI to support reading practices. Author: Jonahs Kneitly Contributors: Gwendolyn Inocencio, Mary Landry, C. Anneke Snyder Designers: Irene AI, Sweta Kailani Supervisors: Terri Pantuso, Sarah LeMire

Material Type: Module, Primary Source, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Irene Ai, Jonahs Kneitly, Mary Landry, Sarah LeMire, Shweta Kailani, Terri Pantuso

Activating the Schemata [Resource]

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Instructors engaging with the following resource will discover a variety of pre-reading strategies for enhancing their students’ reading comprehension. The resource emphasizes the importance of activating students’ schemata, or prior learning, as a foundation for comprehending new material. Techniques like guided anticipation utilize thought-provoking yes/no statements to initiate conceptual learning, while cloze exercises actively engage students with filling in missing words based on their existing vocabulary. “Writing in the Round” is presented as a collaborative activity fostering an exchange of diverse views, while free writing encourages students to draw upon their memory for a creative exploration of related concepts. By the end of this resource, instructors will discover adaptable strategies applicable to various grade levels and subject areas, providing a comprehensive toolkit for promoting active reading and comprehension among their students. Author: Sharon Haigler Editor: Mary Landry, C. Anneke Snyder Supervisor: Terri Pantuso

Material Type: Activity/Lab, Student Success: Faculty/staff-facing, Teaching/Learning Strategy

Authors: C. Anneke Snyder, Mary Landry, Sharon Haigler, Terri Pantuso

Evidence-Based Research & Argumentation Unit

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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

Material Type: Activity/Lab, Homework/Assignment, Lesson, Lesson Plan, Unit of Study

Authors: C. Anneke Snyder, Kimberly Stelly, Mary Landry, Terri Pantuso

Part 1: Research and Information Literacy Learning Unit [Resource]

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This two-part unit provides instructors with materials to encourage student development of information literacy skills. The unit can be understood as supplemental materials for the OER textbook Informed Arguments: A Guide to Writing and Research with particular focus on the research aspect of writing and argumentation, or the materials could be useful on its own, for instructors who do not teach with the Informed Arguments textbook. It addresses, most specifically, how to find and evaluate source material. It covers things like types of sources, biases, peer-review processes, and other information literacy skills helpful for successful college writing. It includes 1) general instructor notes, 2) an online discussion activity, 3) a quiz about evaluation of sources, 4) a Research Journal (short essay) assignment, 5) a rubric for the short essay, and 6) a further information resource guide for faculty about information literacy and the college classroom. Part 1: https://pressbooks.library.tamu.edu/engl1301/chapter/research-and-argumentation-teacher-facing-lesson/ Part 2: https://pressbooks.library.tamu.edu/engl1301/chapter/research-and-information-literacy-student-facing-assignment/ Author: Michael Gardin Editor: Mary Landry, C. Anneke Snyder Supervisor: Terri Pantuso

Material Type: Unit of Study

Authors: C. Anneke Snyder, Mary Landry, Michael Gardin, Terri Pantuso

Small-Group Exercises for Literature Analysis [Activity]

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Upon successful completion of this activity, students will - identify and analyze the specific characteristics of various literary elements in a text, including characters, settings, symbols, and plot. - collaborate with peers to share insights, discuss interpretations, and construct meaning together. - compose creative formats to express their interpretations. Author: Claire Carly-Miles Editor: Mary Landry, C. Anneke Snyder Supervisor: Terri Pantuso

Material Type: Activity/Lab

Authors: Anneke Snyder, Claire Carly-Miles, Mary Landry, Terri Pantuso

Intervention Strategies: Time Management unavailable

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This component is about time management. The importance of effective time management for students is discussed along with examples, case studies, and actionable items for students. What student success intervention strategies can you align to this lesson? Time Management Active Study Techniques Note-Taking Reading Strategies Author: Tyler Laughlin The Academic Success Center at Texas A&M University operates with a mission to provide comprehensive resources that help all Aggies achieve their academic goals and realize their academic potential. This award-winning organization specializes in intervention strategies geared specifically toward academic success for all learners. Their knowledge base derives from attending nationally and regionally recognized conferences, serving on university-level committees, and conducting ongoing professional development, all in the area of diversity and inclusion. Their vision is to be a state and national model of excellence known for inspiring academic success through innovative collaboration, cutting edge research, and efficient and inclusive student-centered programming.

Material Type: Case Study, Module, Student Guide, Student Success: Student-facing, Teaching/Learning Strategy

Authors: Anneke Snyder, Gwendolyn Inocencio, Terri Pantuso, Tyler Laughlin

Time Management [Strategies]

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Instructors interested in helping students develop time management skills will find this resource helpful. After first establishing why time management is important, this resource outlines various time management methods students can use, including calendars, planners, to-do lists, and digital tools. For each method, this resource details its strengths and weaknesses, empowering students to select the system that best suits their needs. Additionally, this resource provides downloadable templates and practical case studies for helping students practice time management skills. By the end, instructors and students will understand time management principles and be able to implement an effective system to support their academic and personal success. Author: Tyler Laughlin Editor: Mary Landry, C. Anneke Snyder Supervisor: Terri Pantuso

Material Type: Case Study, Student Guide, Student Success: Faculty/staff-facing, Student Success: Student-facing

Authors: C. Anneke Snyder, Mary Landry, Terri Pantuso, Tyler Laughlin

Exponentials

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This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Unit of Study

Authors: Lindsey Jones, Bill Wolesensky

Factors, Roots, and Graphing

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This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Unit of Study

Authors: Lindsey Jones, Bill Wolesensky

Inverse Functions

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This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Unit of Study

Authors: Lindsey Jones, Bill Wolesensky

Lines

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This resource contains activity handouts, a rubric, a facilitation guide, and tex files. The material is meant to be used for those teaching a college algebra course. The activities are meant to provide a deeper understanding (than a traditional course offers) of some of the topics covered in a college algebra course. The activities are intended for group activities and options exist for use in a single class or multiple classes.

Material Type: Activity/Lab, Homework/Assignment, Lesson, Module, Unit of Study

Authors: Lindsey Jones, Bill Wolesensky

Getting to Know You

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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. 

Material Type: Homework/Assignment, Student Success: Faculty/staff-facing

Authors: Lindsey Jones, Eric Smith, Anita Latham, Jonathan Perry

Think-Pair-Present

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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 communicate ideas effectively. During a review session for an upcoming exam, assign students questions on different topics, and ask them to both reflect on their own and in pairs to create brief summaries or presentations to teach their peers. 

Material Type: Activity/Lab, Student Success: Faculty/staff-facing

Authors: Lindsey Jones, Eric Smith, Anita Latham

Content Relevance Reflection

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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.

Material Type: Activity/Lab, Student Success: Faculty/staff-facing

Authors: Lindsey Jones, Eric Smith, Anita Latham, Jennifer Porter