You can publish your course from the Dashboard, the Course Home Page …
You can publish your course from the Dashboard, the Course Home Page sidebar, or the Course Settings sidebar.You must publish a course before students can access it and its contents. Students cannot see unpublished courses and content.Please publish your course. Students cannot enter the course when it is published until the Official Start Date. However, they will see the course in their Courses or on their Dashboard and know it is ready to take it.
The journey to Indigenize curriculum fosters self-development. Whether you are an Indigenous …
The journey to Indigenize curriculum fosters self-development. Whether you are an Indigenous or non-Indigenous person, through this journey you will gain insight into your own culture and background, privileges, or oppressions that have affected your life, and you will identify biases or gaps in your knowledge. You will question the pervasive dominance of Western epistemologies, pedagogies, and resources within curriculum, and make space for including Indigenous ways of being that can benefit all learners. You will engage in the emotional work of confronting the trauma of colonization and building stronger relationships with Indigenous people and communities, and actively participate in the hands-on work of revising your curriculum and pedagogical approaches. And finally, you will reflect upon your own agency in regards to Indigenization, and take action toward systemic change in your institution.
Many Indigenous students are first-generation learners at post-secondary institutions, and their interactions …
Many Indigenous students are first-generation learners at post-secondary institutions, and their interactions with front-line staff and service providers inform how they share their experience with their family and community. One negative experience can cause harm and mistrust. Positive experiences help Indigenous students feel respected and help to build their trust with staff and faculty. This can lead to future generations wanting to further their post-secondary education. This guide is an opportunity for you to better understand Indigenous students and to figure out ways both you and your area or department can work to ensure supportive student experiences. By pulling together we can facilitate student success and contribute to long-term improvements for all Indigenous students and communities.
Indigenization is a personal journey that begins with looking inward and seeking …
Indigenization is a personal journey that begins with looking inward and seeking opportunities to learn. And, like most Indigenous journeys, it involves sacrifice and ceremony. Each stage of this journey will provide a different perspective, intended to give you the time and space to reflect and prepare yourself to act in accordance with your new learning. A number of post-secondary leaders who continue to inspire change and lead by example have influenced the development of this guide. The guide therefore includes qualitative research that draws on specific interviews with Indigenous people and post-secondary leaders.
A Guide for Researchers, Hiłḵ̓al is part of a learning series for …
A Guide for Researchers, Hiłḵ̓al is part of a learning series for public post-secondary staff to begin or supplement ways to Indigenize the institution and professional practice.
Foundations Guide is part of a learning series for public post-secondary staff …
Foundations Guide is part of a learning series for public post-secondary staff to begin or supplement ways to Indigenize the institution and professional practice.
The Manitoba Foundations Guide (Brandon Edition) is the first Manitoba adaptation of …
The Manitoba Foundations Guide (Brandon Edition) is the first Manitoba adaptation of an open professional learning series developed for staff across post-secondary institutions. Guides developed in the series include: Foundations1; Leaders and Administrators2; Curriculum Developers3; Teachers and Instructors4; Front-Line Staff, Student Services, and Advisors5; and Researchers6. This guide is an adaptation of the Foundations Guide published by BCcampus and the Ministry of Advanced Education in collaboration with a steering committee of Indigenous education leaders from post-secondary institutions in British Columbia. This guide is intended to support the systemic change occurring across post-secondary institutions and beyond through Indigenization, decolonization, and reconciliation. A guiding principle from the Truth and Reconciliation Commission of Canada process states why this change is happening.
Students analyze a cartoon of a Rube Goldberg machine and a Python …
Students analyze a cartoon of a Rube Goldberg machine and a Python programming language script to practice engineering analysis. In both cases, they study the examples to determine how the different systems operate and the function of each component. This exercise in juxtaposition enables students to see the parallels between a more traditional mechanical engineering design and computer programming. Students also gain practice in analyzing two very different systems to fully understand how they work, similar to how engineers analyze systems and determine how they function and how changes to the system might affect the system.
Working in small groups, students complete and run functioning Python codes. They …
Working in small groups, students complete and run functioning Python codes. They begin by determining the missing commands in a sample piece of Python code that doubles all the elements of a given input and sums the resulting values. Then students modify more advanced Python code, which numerically computes the slope of a tangent line by finding the slopes of progressively closer secant lines; to this code they add explanatory comments to describe the function of each line of code. This requires students to understand the logic employed in the Python code. Finally, students make modifications to the code in order to find the slopes of tangents to a variety of functions.
The Washington State Board for Community and Technical Colleges is excited to …
The Washington State Board for Community and Technical Colleges is excited to be releasing a new report on faculty’s use in open educational resources.
This study was based on interviews with 60 faculty in Washington’s community and technical college system, and built upon a previous state-wide survey with 770 faculty.
LEARNING OBJECTIVESBy the end of this chapter, you will be able to:Define …
LEARNING OBJECTIVESBy the end of this chapter, you will be able to:Define what success means to you.Identify campus resources to support your success.Describe the qualities of a successful college student.Understand the principles of academic integrity.Compare and contrast a Growth Mindset vs. a Fixed Mindset.Understand the concept of GRIT and how to apply it to your college success.Apply a sociological analysis to the discussion of personal success
This Module provides information about ways to build support for RTI, factors …
This Module provides information about ways to build support for RTI, factors that should be addressed when implementing RTI, and methods of collecting data and evaluating the effectiveness of the RTI approach (est. completion time: 3 hours).
Students can be motivated to improve classroom behaviors if they have both …
Students can be motivated to improve classroom behaviors if they have both a clear roadmap of the teacher's behavioral expectations and incentives to work toward those behavioral goals. This modified version of Check-In/Check-Out (CI/CO) is a simple behavioral intervention package designed for use during a single 30- to 90-minute classroom period (Dart, Cook, Collins, Gresham & Chenier, 2012). The teacher checks in with the student to set behavioral goals at the start of the period, then checks out with the student at the close of the period to rate that student's conduct and award points or other incentives earned for attaining behavioral goal(s).
The Color Wheel is one solution that enforces uniform group expectations for …
The Color Wheel is one solution that enforces uniform group expectations for conduct while also responding flexibly to the differing behavioral demands of diverse learning activities. This classwide intervention divides all activities into 3 categories and links each category to a color: green for free time/ low-structure activities; yellow for large- or small-group instruction/independent work; and red for brief transitions between activities. The student learns a short list of behavioral rules for each category and, when given a color cue, can switch quickly from one set of rules to another.
This Module outlines the differences between the IQ-achievement discrepancy model and the …
This Module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) approach. It also offers a brief overview of each tier in the RTI model and explains its benefits (est. completion time: 1 hour).
This Module explores in detail the assessment procedures integral to RTI. It …
This Module explores in detail the assessment procedures integral to RTI. It also outlines how to use progress monitoring data to determine whether a student is meeting the established performance criteria or whether more intensive intervention is needed (est. completion time: 2 hours).
This Module illustrates different research-based reading strategies that may be used with …
This Module illustrates different research-based reading strategies that may be used with the response-to-intervention model to improve reading skills (est. completion time: 1.5 hours).
This Module synthesizes the information in RTI (Parts 1, 2, and 3) …
This Module synthesizes the information in RTI (Parts 1, 2, and 3) to provide teachers and other school personnel with a more comprehensive illustration of how to successfully implement RTI (est. completion time: 3 hours).
This Module describes which students will receive Tier 3 intervention (i.e., special …
This Module describes which students will receive Tier 3 intervention (i.e., special education services), components of Tier 3 reading interventions, and students' response to this individualized intervention. This Module also explores parent involvement and issues related to English language learners (est. completion time: 2 hours).
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