Education Commons^™

Developing Open Practices In Teacher Education: An Example Of Integrating Oer And Developing Renewable Assignments, Jennifer Van Allen, Stacy Katz

Publications and Research

This manuscript offers a reasoning for and example of integrating Open Educational Resources (OER) and open pedagogy within a teacher education course. We highlight a collaborative partnership between library faculty and education faculty and the decision points and processes we used when redesigning this course to provide an example of adopting OER and our considerations for developing a renewable assignment. The benefits of using OER for K-12 teachers include increasing awareness of and providing opportunities to develop open practices. The transition to a renewable assignment creates a space for teaching candidates to meaningfully contribute to the profession and engage in …

Finding Connections: Making An Existing Biology Course Interdisciplinary And Using The Experience For The Traditional Course And Oers, Tatiana Voza

Publications and Research

Adapting an existing introductory biology course to make it interdisciplinary and successful is an interesting experience and process. With imperatives such as lecture and lab components, a dense curriculum, preexisting learning outcomes and students with different levels of interest, adding material to provide relevant context show how both scientific and social knowledge relate to broader aspects of the human experience, can be challenging. However, once achieved such a course provides epistemological value, real-world context and a rewarding and enriching experience for both students and faculty. In this presentation, the steps involved in designing and implementing an interdisciplinary biology course (Biology …

Textbook Evaluation Toolkit, Christopher Mchale, Ian Mcdermott, Steven Ovadia

Open Educational Resources

In Spring 2018, the LaGuardia Community College Library department was awarded a New York State grant to train students to evaluate textbooks. The goal of the project is to give faculty tools to help students evaluate the books being used in their classes. It is not expected that all of these tools will be used in a single class, but rather that faculty will use some of these tools to determine how textbooks are working, and not working, for their students. The seminar introduced students to the economics and politics of the textbook industry and gave them tools to evaluate …

But What Do The Students Think: Results Of The Cross-Campus Zero-Textbook Cost Student Survey, Shawna M. Brandle, Stacy Katz, Anne Hays, Amy Beth, Cailean Cooney, Linda Miles, Jacqueline Disanto, Abigail Morrison

Publications and Research

The results of the first cross-campus survey of student opinions on Zero Textbook Cost (ZTC) courses are in: City University of New York (CUNY) students like their ZTC courses, primarily for the cost savings and ease of access. The survey results yield rich data about how positively students feel about their Zero Textbook Cost (ZTC) courses as well as ways to improve the design and delivery of Zero Textbook Cost courses to make them more beneficial for student learning.

Opening The Conversation: Getting Started, Stacy Katz

Publications and Research

This column explores the concept of Open Educational Resources and how it relates to librarianship

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