As the Atlantic Ocean warms, many marine species—including commercially important fish stocks—are moving further north along the Northeast United States. As a consequence, fishing boats based in traditional ports need to travel further to catch the same fish, or change their strategy to pursue different species of fish. In turn, businesses that serve fishing communities may need to purchase new equipment, develop new practices, or encourage workers to gain new skills. In order for fisheries and the businesses that depend on them to prepare for such changes, fisheries managers need tools to identify which fishery resources may be most vulnerable to our changing climate.

When a flood is forecast for the Red River of the North, community leaders, emergency responders, and residents around Fargo, North Dakota, and Moorhead, Minnesota, can gauge their need for preparation by accessing visualizations showing the extent, depth, and timing of expected flooding.

The suburban city of Mount Rainier, Maryland, is doing its part to improve the water quality of a polluted river in its region: residents and organizations are using green infrastructure to reduce stormwater runoff.

Facing sea level rise, increasing numbers of wildfires, and encroachment of invasive species, managers of a national forest chose to integrate climate change into their new plan.

A federal study assessed vulnerabilities of transportation infrastructure to extreme events in Mobile, Alabama. The effort also resulted in tools and approaches that other transportation departments can use to assess and address their own vulnerabilities.

The City of Ann Arbor recognized stormwater runoff as a growing threat to the quality of their water supply. They're addressing the issue with two complementary strategies.

This ready-to-adopt Introduction to Business course develops students’ understanding of business fundamentals with learning design structured around timely, real-world case studies and examples. Key topics include the role of business, the global economic and legal environment, ethics, marketing, accounting and finance, and managing processes and operations. Enriched OER content (text, video, simulations, etc.) orients students to the shifting business landscape and prepares them for success in business program curriculum and the workplace.

This course was written by Linda Williams of Tidewater Community College and Lumen Learning and is supplemented by content from OpenStax Principles of Economics, Boundless Business, and videos from multiple sources.

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Our Criteria
Accuracy and Currency
How accurate is the material, based on current standards in the field?
If the material is inaccurate, does it acknowledge conflicts in perspectives and changes over time?
If the material is outdated, does it serve other purposes (to provide historical perspective, to provoke discussion, or to serve as an example)?

Within this review of Lumen's Open Educational Resource (OER) Introduction to Business by Linda Williams, I chose to pick one part of the course content to review - Corporate Social Responsibility (CSR). The material is based on current standards within the business ethics foundation. This portion of CSR goes over current terminology such as "green-washing" and connects to current controversies within CSR, which is important to students going forward in business. Thus far, I see that this information serves discussion purposes, as well as historical relevance. The chapter starts with President Calvin Coolidge's vantage to of business not being a part of business, outside of people being a foundation to business.

Bias
How does the material acknowledge perspectives (of the authors, of other experts in the field, of critical voices, etc.)?
How does the material present facts, opinions, and judgments?
How does the licensing of the material allow the instructor to remix or revise biased content?

The material doesn't acknowledge the author's perspective, which doesn't give a bias. It does present facts within the chapter. In my review, I am unsure if educators can revise the content; but, educators can add portions of the course OER to their classrooms, i.e. CANVAS or Blackboard.

Ability to Overcome Barriers to Engagement
How does the material engage students? Does the material reflect student experience and views?
How do students access the material? Does it require technology skills? Can it be accessed in multiple ways through multiple means?
How does the material/resource respond to accommodative and adaptive technologies?

In reviewing the CSR chapter, I was happy to see video supporting "Increased Pressure from Consumers" subsection of the chapter. This could be a great reflection of students views. This material does require technology skills in order for access to this chapter and OER book. In my review, I was able to connect to the OER course and chapter through a desktop computer, but I did not connect via a mobile phone. For accessibility (ADA) purposes, it is possible to use "talk to text" or "speechnotes" with this OER.

Publishing Process & Licensing
How was the material published? What kind of review/editing process was used?
How is the material licensed and stored? Can it be remixed and revised as needed? Is it subscription-based and if so, who pays for the subscription?
What is the 'permanence' of this material? Is it temporal (likely to be removed or taken down)? What would be the back-up plan if license/access to this material is lost?

Depending if the educator uses "Waymaker", "OHM", or "Candela", each student could pay between $10 to $25 per student as a subscription, in comparison to over $100 for a textbook. Lumen offer workshops and training within their OER program.

Relevant to Course & Institution
How does this material align with course objectives and learning activities?

At the beginning of the CSR chapter, it gives student outcomes such has the definition of CSR, describe the impact of CSR to its stakeholders, and give examples to students of what CSR is within business. This material is align to "Introduction to Business" student outcomes, as well as to AACSB International accreditation.

Relevant to Students
How does the material reflect student interests and learning goals?
How does the material give student autonomy in their learning?
How does the material encourage interaction, critical thinking, and deeper learning/processing

The phrase “Internet of Things" (IoT) alludes to the billions of physical devices connected to the Internet in order to exchange raw data and analyze the information. This book introduces the IoT use cases and technologies. It uses practical examples to demonstrate the effect of IoT and its potential to change our world, and it discusses the existing wired and wireless communication technologies involved in the IoT.

In the wake of a hurricane and beset by an economic recession, the University of Texas Medical Branch on Galveston Island rebuilt for future resilience.

Residents of North Slope Borough, Alaska, look to solar-powered ice cellars and other strategies to preserve their traditional whaling lifestyle.

With valuable cultural and dietary assets at risk from sea level rise, this Pacific Northwest Tribe developed a plan to identify community adaptation priorities and concerns, and charted a course of action to address them.

Case study of a college learner illustrating the impact of accessible educational materials and technologies.

Dense populations of some microscopic algae (phytoplankton) in ocean waters can contaminate seafood, resulting in serious health problems for humans. Satellite data displayed in an online tool help fishermen monitor and avoid these harmful algal blooms.

“The fundamental idea behind the reform was to make sure that when the public invested in creating learning materials, that the public would get free access to those learning materials and also would be able to improve them over time.” This segment spotlights the Trade Adjustment Assistance Community College and Career Training (TAACCCT) Grant Program as a prime case of OER policy implementation on a national scale. Plotkin first provides the contextual background of the initiation of the program. Then he raises issues regarding public access to publicly funded materials and the extra cost needed to create the same materials. In response, Stacey shares his experience overseeing TAACCCT program and how the participating faculty are leveraging the existing resources to create opportunities for innovation. He further discusses that the OER developed through this process connects employers and educators by providing curricula that matches employer needs. Stacey also introduces the Skills ...

As ice retreats and energy resources along Alaska's North Slope become more accessible, diverse stakeholders consider potential futures and develop a science-informed view of the implications of development in the region.

Over the past 40 years, some lobstermen in South Thomaston, Maine, say that they could "set their watches” by the start of the lobster shedding event each season. In 2012, though, extreme warm ocean temperatures—an ocean heat wave—combined with early and repeated lobster shedding. The obvious changes in lobsters during this event galvanized many lobstermen to take the impacts of climate change seriously.

In the Arizona desert, farmers depend on an ample supply of irrigation to grow their crops. As climate changes, irrigation managers face a host of issues to keep the water flowing.

In the face of a changing climate, the Tribe is building capacity—and climate resilience—through forestry management, habitat protection, and an innovative approach to healthy eating.

Several times per year, seawater floods some of the streets in Charleston, South Carolina. Taking steps to deal with this "nuisance" flooding can help the city prepare for sea level rise.

As Public Works Director of Nogales, Arizona, Alejandro Barcenas works to ensure a safe and secure water supply for the city’s 20,500 residents. His task isn’t easy: the city is located in an arid region just north of the United States–Mexico border, and its entire supply comes from groundwater.

Half of Nogales’ water comes from alluvial aquifers that are highly responsive to rainfall events. Though this convenient source of water recharges easily, it is also vulnerable to climate-related changes such as reduced precipitation and increased evaporation. The other half of the city’s groundwater comes from a lower-quality source—this water is more expensive to produce. To optimize the use of the two sources of groundwater into the future, Barcenas is contributing to the development of a modeling tool that simulates how the aquifers may change in response to climate.