Learning about primary sources in an archives where students can see and examine materials is a unique opportunity. This exercise aims to provide a similar level of hands-on active learning while students attend a synchronous class online.

This text is intended to help students understand how to use primary sources and how to research at the University of Baltimore Special Collections & Archives in order to explore potential research topics regarding 20th century social history, arts history, cultural history, and more, in Baltimore, Maryland. The class activity is designed to be completed synchronously in an online learning environment using video conference tools such as Zoom in order to provide students with a collaborative group based experience.

This lab uses statistics and demographic data on the City of Baltimore. We will enter, format, and analyze that data in Microsoft Excel.
Please note: this lab is written for a beginner in Excel and meant to introduce you to various capabilities of Excel. You may feel the need to skip through some steps if you are experienced with Excel, and that is fine. Just make sure you understand the content of the lab! Future work will build on these skills.

This OER is an overview of important items for students entering college for the first time. It is a helpful guide for topics ranging from time management and critical thinking, to financial literacy.

This guide outlines how to conduct an online oral history project with an institutional focus in a classroom. This guide using content from The University of Baltimore's Special Collections and Archives collections in examples.

Conducting an oral history project enables students to engage in a real history research project that improves their research, writing, communication, and listening comprehension skills and abilities. The students will be able to better understand the past and recognize that examining the past events is not always straightforward, and each story provides an intimate portrait of the past that is unlikely to be revealed otherwise. This guide can be used in a public history course as a final term project to be completed over the course of the semester.

This course has been designed expressly for you. It is your course. It’s about you, your life and the world you live in. For those reasons it may be the most relevant course you will take in your college career. How is this course relevant to your life? Well, if you consider personal happiness relevant; and if you think it’s important to develop your own thoughtful opinions about what is good and evil, right and wrong; and if you think it is important for you to make the right moral choices in your personal and professional lives, then you will find this course to be very relevant to how you want to live your life. We’ll be looking at a multitude of ethical issues that may arise from the following topics in our personal and professional lives. For example, the nature of evil, alcohol and drug abuse, social media, family values, the value of friendships, sex & love, workplace cultures, co-workers, bosses, customers & clients, advertising and marketing, racism & sexism in the workplace, the economy & political leadership, war and terrorism, the Global Village, and the natural environment. You’ll be asked to think through the ethical issues that arise from
the above topics (and others) and to justify your own decisions about what is right or wrong in case studies or scenarios involving these topics.

This course syllabus explores the practice of public history in the digital realm. Students will learn what public history as an academic sub-field is, how it is influenced by internet cultures, and consider its application outside of university settings. Special emphasis will be placed on experiential learning in this course, with a focus on digital oral history as one form of public history practice. Oral history. Students will learn to research and conduct their own online oral history interview.

Use the templates in each chapter to build the course map for your course. In the course map, you will sequence your learning outcomes into modules/weeks and specify your course materials, learning experiences, and assignments/assessments. This map will help guide you as you develop and build the modules of your course.

Refer to the “Intro to the contact cycle” chapter for a complete module map. All other modules/chapters include outlines and reading lists only.

Student Learning Outcomes (Course Learning Outcomes)

Identify Gestalt values/philosophy
Describe the “contact cycle” process
Identify and differentiate “disturbances to contact”
Devise solutions to “disturbances to contact” through role playing and analyzing case examples
Reflect on the impact of applying Gestalt concepts by responding to weekly journal prompts

This book contains content originally posted to the Math Support Center Resources page, a blog run by student tutors and staff at the University of Baltimore. The chapters are mostly organized according to the tagging system of the source blog and may include references to specific math and statistics courses offered by the university.

Using the free software Supercollider, you can create create music using computer coding. This text and lesson provide instructional videos, downloadable files, and step by step instructions for coding in the unique language.

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).

Addresses knowledge and skills required to engage with our digital landscape in an informed and critical fashion.

Shifting the instructional lens about plagiarism from punitive to positive, this interactive tutorial addresses: the importance of citation, when to quote and paraphrase, how to determine copyright and how to create a creative commons license to protect your work, and how to access and use resources for academic writing.

To Revise, Remix, and Redistribute (with attribution) use the Captivate file: https://most.oercommons.org/courseware/lesson/446

Shifting the instructional lens about plagiarism from punitive to positive, this interactive tutorial addresses: the importance of citation, when to quote and paraphrase, how to determine copyright and how to create a creative commons license to protect your work, and how to access and use resources for academic writing.To link or view without Adobe Captivate software: https://most.oercommons.org/courses/university-of-baltimore-citation-and-licensing-guide