This online module on artificial intelligence (AI) and information literacy covers how to understand, assess, cite, and use AI tools.

Students should expect to spend about 1-2 hours reading/watching the information in this module and completing a couple short quizzes and activities. Learning outcomes:

- Explain generally how AI-based tools work as well as their benefits and risks.
- Recognize when AI gives inaccurate or misleading answers, and fact-check AI output.
- Cite AI-generated work.
- Begin exploring creative ways to use these tools.

Canvas Commons version that includes quizzes is also available for reuse in Canvas-based courses.
Explore the LibGuide version here: https://lib.guides.umd.edu/AI

Developed by the Libraries and the Teaching and Learning Transformation Center (TLTC) at the University of Maryland. Special thanks to The Institute for Trustworthy AI in Law & Society (TRAILS) for their collaboration.

Accessibility Toolkit – 2nd Edition

Authors: Amanda Coolidge, Sue Doner, Tara Robertson, and Josie Gray
The goal of the Accessibility Toolkit - 2nd Edition is to provide resources for each content creator, instructional designer, educational technologist, librarian, administrator, and teaching assistant to create a truly open textbook—one that is free and accessible for all students. This is a collaboration between BCcampus, Camosun College, and CAPER-BC.

This interactive learning module teaches students how to avoid plagiarism. Upon completing this module, students will understand the definition of plagiarism as well as what and when to cite. Adapted from Clark College's IRIS Avoid Plagiarism tutorial.

ChemVantage is an Open Educational Resource for college-level General Chemistry. Instructors have free access to thousands of question items suitable for quizzes, homework assignments and exams. ChemVantage is most useful when used as an LTI Advantage app with the class learning management system (LMS). Student scores on assignments are automatically returned to the LMS grade book. In addition, instructors can use Gen Chem placement exams for advising, video lectures with embedded quizlets, reading assignments with key concept questions and clicker-less in-class polls to sharpen student engagement. Student licenses are only $2 USD per month or $16 USD/year. Institutions can purchase student licenses in bulk for as little as $2/student/year.

This resource includes a selected list of OERs that deal with the subject of college preparedness, including strategies for academic success, advice for first-year students, and techniques for effective learning.

Copyright and Teaching Online is a short module providing information about how you can ensure that you are following copyright law when using materials in an online course. It includes a quiz and practice case study to test your knowledge at the end. It is aimed at instructors in higher education, but much of the information is transferrable to instructors at all levels.

This book represents the crowdsourced wisdom, reflections, failures, and triumphs of those educators exploring ungrading in their courses, at their institutions, and within their communities of practice. It contains contributions of all sizes, genres, and experience. Whatever is honest and authentic about doing ungrading. Hopefully, dear reader, you have come to this book with a deep interest in the ungrading phenomenon, especially as it relates to teaching during a global pandemic. More importantly, and regardless of any pandemic, it is assumed that the reading audience of this book is invested in a pedagogy of empathy, an approach that trusts students first and foremost. When the investment involves our students, nothing else compares.

One important part of this text is that it supports user annotation (and commenting) via Hypothes.is. We can use this tool to share our annotations and engage with one another as we read/respond/reflect upon the various contributions in this text. According to Remi Kalir, “[A]nnotation is a collaborative activity that can contribute to social connectedness and online community-building” (Annotate Your Syllabus 3.0). We can become knowledge producers as we make our thinking visible via social annotation.

Minneapolis College, the most selected higher education destination of students from all Minneapolis Public High Schools, is located downtown, nestled between the hustle of Hennepin Avenue and the green spaces of Loring Park. As a part of the Minnesota State system of colleges and universities, Minneapolis College most serves those students who are least likely to go to college. With three-quarters of the student body composed of those underrepresented in higher education, the hallways are filled with recent immigrants, those seeking to learn English, members of communities with the highest unemployment and incarceration rates in the state, veterans, those of low socioeconomic status, seekers of diversity, and those who wish to serve them. Collected here are their stories, stories of overcoming, coming up, perseverance, pride, and power in the face of depressed opportunity and systemic oppression.

This series of three modules (which can be assigned together or individually) include the following: Understanding Children's Behavior, Creating a Supportive Environment, and Promoting Positive Behavior. 

Tangent and Cotangent Functions - period, phase-shift, periodic functions, asymptotes, sine and cosine functionsTMM 002 PRECALCULUS (Revised March 21, 2017)1. Functions: 1a. Analyze functions. Routine analysis includes discussion of domain, range, zeros, general function behavior (increasing, decreasing, extrema, etc.), as well as periodic characteristics such as period, frequency, phase shift, and amplitude. In addition to performing rote processes, the student can articulate reasons for choosing a particular process, recognize function families and anticipate behavior, and explain the implementation of a process (e.g., why certain real numbers are excluded from the domain of a given function).*

Law of SinesTMM 002 PRECALCULUS (Revised March 21, 2017)2c. Analyze general triangles. Routine analysis of side lengths and angle measurements using trigonometric ratios/functions, as well as other relationships.*Sample Tasks:The student can solve general triangles using trigonometric ratios and relationships including laws of sine and cosine.The student can compare similar triangles.The student can compute length and angle measurements inside complex drawings involving multiple geometric objects.The student can algebraically describe relationships inside complex drawings involving multiple geometric objects.

Vectors - dot product, projection, decomposition of a vectorTMM 002 PRECALCULUS (Revised March 21, 2017)AdditionalOptional Learning Outcomes:2. Geometry: The successful Precalculus student can:2e. Interpret the result of vector computations geometrically and within the confines of a particular applied context (e.g., forces).Sample Tasks:The student can define vectors, their arithmetic, their representation, and interpretations.The student can decompose vectors into normal and parallel components.The student can interpret the result of a vector computation as a change in location in the plane or as the net force acting on an object.

Vectors - magnitude, direction, component form, trigonometric form, unit vector, algebra of vectors, applications,TMM 002 PRECALCULUS (Revised March 21, 2017)AdditionalOptional Learning Outcomes:2. Geometry: The successful Precalculus student can:2e. Interpret the result of vector computations geometrically and within the confines of a particular applied context (e.g., forces).Sample Tasks:The student can define vectors, their arithmetic, their representation, and interpretations.The student can decompose vectors into normal and parallel components.The student can interpret the result of a vector computation as a change in location in the plane or as the net force acting on an object.

Ellipse - conic section, foci, major and minor axes, vertices, standard form, eccentricityTMM 002 PRECALCULUS (Revised March 21, 2017)AdditionalOptional Learning Outcomes:2. Geometry: The successful Precalculus student can:2f. Represent conic sections algebraically via equations of two variables and graphically by drawing curves.Sample Tasks:The student can perform the process “completing the square” transforming the equation into a standard form.The student can draw curves representing conic sections.The student can solve systems of equations involving linear and quadratic functions.The student can parametrize conic curves.

Hyperbola - conic section, foci, transverse and conjugate axes, vertices, asymptotes, standard formTMM 002 PRECALCULUS (Revised March 21, 2017)AdditionalOptional Learning Outcomes:2. Geometry: The successful Precalculus student can:2f. Represent conic sections algebraically via equations of two variables and graphically by drawing curves.Sample Tasks:The student can perform the process “completing the square” transforming the equation into a standard form.The student can draw curves representing conic sections.The student can solve systems of equations involving linear and quadratic functions.The student can parametrize conic curves.

Parabola - conic section, focus, directrix, focal length, standard form, vertex form, completing the square method.TMM 002 PRECALCULUS (Revised March 21, 2017)AdditionalOptional Learning Outcomes:2. Geometry: The successful Precalculus student can:2f. Represent conic sections algebraically via equations of two variables and graphically by drawing curves.Sample Tasks:The student can perform the process “completing the square” transforming the equation into a standard form.The student can draw curves representing conic sections.The student can solve systems of equations involving linear and quadratic functions.The student can parametrize conic curves.

UMGC slideshow that highlights how engaging practices in online learning and authentic student assessments can promote integrity across the educational spectrum.

This series of three modules (which can be assigned together or individually) include the following: Understanding and Preventing Challenging Behavior, Teaching and Reinforcing Appropriate Behavior, and Behaviors Resistant to Change.

The Academic Integrity (AI) Tutorial offers students dynamic content and real-world application of academic integrity concepts, policies, and research methods to support your work at University of Maryland Global Campus. The AI Tutorial consists of six modules, this is module one.

To Revise, Remix, and Redistribute (with CC BY-NC-SA) use the Storyline file: [www].

The Academic Integrity (AI) Tutorial offers students dynamic content and real-world application of academic integrity concepts, policies, and research methods to support your work at University of Maryland Global Campus. The AI Tutorial consists of six modules, this is module two.

To Revise, Remix, and Redistribute (with CC BY-NC-SA) use the Storyline file: [www].