This resource provides useful tips on how instructors can promote teams and teamwork in their course or program.
The purpose of this template is to develop profiles for what the typical student entering a program will be like, including skills, knowledge, and other attributes, and to develop a profile of what graduates from a specific program should be like, particularly in what learners should know and be able to do.
This checklist should be used when determining the accessibility of Word 2016 documents. It is derived from a resource published by the U.S. General Services Administration.
This starter kit has been created to provide instructors with an introduction to the use and creation of open educational resources (OER). The text is broken into five sections: Getting Started, Copyright, Finding OER, Teaching with OER, and Creating OER. Although some chapters contain more advanced content, the starter kit is primarily intended for users who are entirely new to Open Education. [Version 1.1. Revised September 5th, 2019.]
The Peralta Equity Rubric is a research-based course (re)design evaluation instrument to help teachers make online course experiences more equitable for all students. The rubric’s criteria include: addressing students’ access to technology and different types of support (both academic and non-academic); increasing the visibility of the instructor’s commitment to inclusion; addressing common forms of bias (e.g., implicit bias, image and representation bias, interaction bias); helping students make connections (e.g., between course topics and their lives; with the other students); and following universal design for learning principles.
The Peralta Equity Team periodically reviews and revises the rubric to address feedback and updates to equity-related research.
The site includes 3 related resources: 1) the Peralta Equity Rubric, 2) a brief companion document, “Describing the Peralta Equity Rubric,” and 3) a bibliography of research used for the Peralta Equity Rubric
This checklist should be used when determining the accessibility of PDF documents. It is derived from a resource published by the U.S. General Services Administration.
OER Evaluation Rubrics adapted from the Achieve OER Rubric by Prince George's Community College to include a "Fair" rating. The Rubics included are: Rubric 1 - Alignment to Learning Objectives; Rubric 2 – Licensing; Rubric 3 - Quality of Subject Matter; Rubric 4 - Technology; Rubric 5 – Accessibility.
Based on coursework developed at Peabody Conservatory, this book breaks down the process of developing an artist mission statement, generating new ideas for creative projects, and creating an engaging project description. It also covers methods for artists to identify their audience, generate a comprehensive project budget, collect compelling work samples, and identify potential funders to support their creative work. Written by a team of active artists and educators, this resource provides creatives with tools and strategies to communicate passionately and effectively about their work and take control of their financial and artistic future.
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This document provides a series of tips for improving the production quality of videos created for UMGC courses.
This document is used as a programmatic planning tool. First, stakeholders collaborate to map out the goals and key elements at a program level. Then, with these goals and elements in mind, stakeholders design each course.
This template will guide faculty or program directors in how to map out a course into competencies, deliverables, learning topics, course-specific materials, and so forth.
UMGC slideshow that highlights how engaging practices in online learning and authentic student assessments can promote integrity across the educational spectrum.
In Fall 2021, the University System of Maryland’s William E. Kirwan Center for Academic Innovation hosted a faculty showcase titled Silver Linings: Lessons Learned from Teaching during the Pandemic. Faculty, individually and with colleagues, shared challenges, triumphs, lessons learned, and new approaches for supporting quality teaching and learning brought on by the COVID-19 pandemic. Sessions explored novel instructional approaches, active learning pedagogies, student engagement practices, assessment techniques, communication strategies, and faculty-staff and faculty-student partnerships.
Following the showcase, presenters were invited to take part in these proceedings, in which they were asked to critically reflect on the work that they undertook. Together, these essays help paint a picture of teaching and learning efforts that are flexible, creative, empathetic toward students, and inclusive of students’ differing needs. In terms of organization, the volume’s essay topics start with finer-grained, classroom-level adaptations and move through broader philosophical musings, research findings, and faculty and student supports.
The intended audiences for this volume are faculty colleagues and those who support them in the work of fostering intentional, high-quality teaching and learning, from department chairs and deans, to instructional designers, to teaching and learning center directors. It is also my hope that more senior academic leaders will read this volume and consider the ways in which institutions writ large can better support faculty in advancing the kinds of innovations found within this volume.
A PDF of this book is available for download at https://www.usmd.edu/cai/sites/default/files/Silver%20Linings%20%281%29.pdf
This tutorial introduces the reader to some of the amazing capabilities of R to work with and map geographic data. Geographic data are data that contain spatial attributes (or spatial data) that define a geographic space (location, area, elevation, etc.) and non spatial attributes (f.e., population density, pollutant concentrations, temperature).
This tutorial was developed for one the units of the course “ENVS 420: Research Seminar in Environmental Sciences” offered at the University of Baltimore. However, it is hoped that readers outside of ENVS 420 who are interested in geospatial analysis and with a basic familiarity of R find this tutorial useful.
The use of an integrated developer environment (IDE) or an IDE like configuration such as the IDE RStudio (https://rstudio.com/) or the Nvim-R plug-in for the integration of vim/neovim and R (https://github.com/ jalvesaq/Nvim-R/tree/stable) is recommended but not necessary.
The tutorial was written with RMarkdown (v. 2.6) (Allaire et al., 2020; Xie et al., 2018, 2020) in R (v. 4.2.3) (R Core Team, 2020).
Word table that includes a selection of OERs that deal with various aspects of gerontology, including nutrition, neurology, and neuropsychology.
The UMGC OER Quality Guide is a tool to help evaluate the quality of OERs for use in your course. It examines resources through multiple lenses: compliance; content considerations; and technical factors. The Quality Guide Q&A answers key questions about the Quality Guide and helps users use the guide effectively.
The United Nations Sustainable Development Goals (UN SDG) Open Pedagogy Fellowship Toolkit is meant as a resource for both instructors and institutions. Within this resource, readers will find examples of a wide variety of openly-licensed renewable assignments that can be assigned and applied to a variety of subject areas and disciplines. Of course, each assignment speaks directly to at least one UN SDG. Beyond that, this resource also serves as a guide for institutions who wish to adopt and adapt this program by bringing it to their home institution.
From the Wor-Wic Arts & Humanities Department, this rubric is designed to help faculty who are deciding if they would like to use an OER in their course. It includes assessments related to Authorship, Potential Bias, Affiliation, Quality Control, Peer Review, Timeliness & Relevance, Content Quality, Target Audience, and Accessibility.
The Wor-Wic rubric was adapted by Adam Tavel from a public rubric uploaded by user mcbrarian on the iRubric site.
This resource provides guidance to faculty on 1) how to compose instructions that provide learners with sufficient information to complete the deliverables and allow faculty to accurately assess competencies and 2) how to present instructions in a way that encourages learners to notice, remember, and follow through on critical features of the assignment.