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https://pressbooks.bccampus.ca/flashflood/chapter/questions-about-characters/
|
Chapter 1
Chapter 1 Characters
The characters are the people in the story. How many of these questions about characters can you get right?
Exercise
Chapter 1
The characters are the people in the story. How many of these questions about characters can you get right?
Exercise
|
pressbooks
|
2025-03-22T05:09:26.932573
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/questions-about-characters/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/questions-about-plot/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 1
Exercise 1
Exercise 2
Choose the right answer.
Exercise 3
Exercise 4
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:26.957060
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/questions-about-plot/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/vocabulary-questions/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 1
Exercise
Write it down
Choose five vocabulary words. Write your own sentence for each word.
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:26.978330
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/vocabulary-questions/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/critical-thinking/
|
Chapter 1
Chapter 1 Critical Thinking
Write it down
Compare and contrast Zack and Peter’s experiences. What do Zack and Peter have in common? What’s different about their situations in foster care? You may want to use a venn diagram.
Chapter 1
Write it down
Compare and contrast Zack and Peter’s experiences. What do Zack and Peter have in common? What’s different about their situations in foster care? You may want to use a venn diagram.
|
pressbooks
|
2025-03-22T05:09:26.990299
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/critical-thinking/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/journal-topics/
|
Chapter 1
Chapter 1 Journal Topics
Write it down
Choose one topic. Write about it on lined paper.
- Have you ever been in a situation where you felt jealous, like Zack does? How did you handle it?
- Zack feels calmer when he’s outdoors. What helps you feel calm and focused?
|
pressbooks
|
2025-03-22T05:09:27.000411
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/journal-topics/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-2-vocabulary/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 2
Exercise
Write it down
Choose five vocabulary words. Write your own sentence for each word.
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.020269
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-2-vocabulary/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-2-questions-about-characters/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 2
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.038605
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-2-questions-about-characters/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-2-sequence/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 2
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.056979
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-2-sequence/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-2-questions-about-cause-effect/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 2
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.075290
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-2-questions-about-cause-effect/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/critical-thinking-2/
|
Chapter 2
Chapter 2 Critical Thinking
Write it down
Compare and contrast Zack and Peter’s families. What do their families have in common? What’s different about their families? You may want to use a venn diagram.
Chapter 2
Write it down
Compare and contrast Zack and Peter’s families. What do their families have in common? What’s different about their families? You may want to use a venn diagram.
|
pressbooks
|
2025-03-22T05:09:27.087115
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/critical-thinking-2/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/journal-topics-2/
|
Chapter 2
Chapter 2 Journal Topics
Write It Down
Choose a topic. Write about it on lined paper.
- Caring for Others: Susan and Jon care for both Zack and Peter in different ways. Write about how someone has cared for you during a difficult time. How did their actions make you feel?
- Change and Adjusting to New Situations: Both Zack and Peter are adjusting to changes in their lives – Zack with the death of his parents, and Peter with moving in with the Tates. Write about a time when you had to adjust to something new or different. What was the hardest part? How did you adjust?
|
pressbooks
|
2025-03-22T05:09:27.097796
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/journal-topics-2/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-vocabulary/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 3
Exercise
Write it down
Choose five vocabulary words. Write your own sentence for each word.
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.119977
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-vocabulary/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-questions-about-setting/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 3
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.138840
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-questions-about-setting/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-questions-about-characters/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 3
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.157838
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-questions-about-characters/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-questions-about-plot/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 3
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.176692
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-questions-about-plot/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-journal-topics/
|
Chapter 3
Chapter 3 Journal Topics
Write it down
Reflect on a time when you were worried about a friend or family member. What did you do?
Chapter 3
Write it down
Reflect on a time when you were worried about a friend or family member. What did you do?
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{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-3-journal-topics/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-4-vocabulary/
|
Chapter 4
Chapter 4 Vocabulary
Exercise
Exercises
Exercise
Write it down
Choose five vocabulary words. Write your own sentence for each word.
Chapter 4
Exercise
Exercises
Exercise
Write it down
Choose five vocabulary words. Write your own sentence for each word.
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2025-03-22T05:09:27.203115
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11-16-2024
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{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-4-vocabulary/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-4-questions-about-setting/
|
Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 4
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
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2025-03-22T05:09:27.221628
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11-16-2024
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{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-4-questions-about-setting/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-4-questions-about-plot/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 4
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.241844
|
11-16-2024
|
{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-4-questions-about-plot/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/reflect-respond/
|
Chapter 4
Chapter 4 Critical Thinking
Think about Zack’s actions below. What do they say about his personality?
| 1. Zack tells Peter, “I’m mad about the drawer. You shouldn’t have broken it. But I’m not going to hit you. I would never do that.” | |
| 2. Zack says, “I check the food I’ve already packed. Then I add more.” | |
| 3. I try on a pair of Susan’s rain boots. They’re too small. But I leave them out. They might fit Peter. | |
| 4. Zack grabs Peter’s phone and says, “You’re not supposed to have this. And you’re not supposed to go through Susan’s things. What is wrong with you?” |
Think about Peter’s actions below. What do they say about his personality?
| 5. Peter went to his room to pack. But instead he puts his earbuds in and stares at his phone. | |
| 6. ‘Fine. I’ll pack!’ Peter says. He yanks one of his drawers right out of his dresser. Then he throws the whole thing against the wall. It smashes into pieces.” | |
| 6. Peter says, “I’ll fix it. I’m sorry. I’m sorry!” |
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{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/reflect-respond/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-4-journal-topics/
|
Chapter 4
Chapter 4 Journal Topics
Write it down
1. Reflect on a time when you felt frustrated like Zack in this chapter. What were you upset about, and how did you handle the situation? Do you wish you had reacted differently?
2.In this chapter, Zack tries to help Peter by making sure he packs everything he needs for the situation. How do you feel about Zack’s approach to helping Peter? Do you think Zack is being too hard on Peter, or is he right to be frustrated? Why?
|
pressbooks
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2025-03-22T05:09:27.271800
|
11-16-2024
|
{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-4-journal-topics/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-5-vocabulary/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 5
Exercise
Write it down
Choose five vocabulary words. Write your own sentence for each word.
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.296392
|
11-16-2024
|
{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-5-vocabulary/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-5-questions-about-characters/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 5
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.318180
|
11-16-2024
|
{
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"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-5-imagery/
|
Chapter 5
Chapter 5 Imagery
Audio
Imagery is when a writer uses words to help us see, hear, feel, taste, or smell what is happening in a story.
Why is imagery important?
- Helps us understand the story better. We can picture what is happening and understand how it feels.
- Helps Us Feel Emotions: When a story describes feelings or places using senses, we can feel the same emotions. For example, reading about a warm room during a storm might make us feel safe, or a loud, busy place might make us feel nervous.
- Makes Reading Fun: Imagery lets us imagine the story in our own minds, almost like a movie. This makes reading more interesting and enjoyable.
- Creates Mood: Imagery sets the mood of a story. If the story describes a dark, stormy night, it might feel scary. If it describes a sunny day, it might feel happy.
In short, imagery makes stories more clear, interesting, and emotional, and it helps us connect with what we are reading.
Below are some images from Chapter 5. Do they help us see, hear, or feel what’s happening?
Exercise
|
pressbooks
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"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-5-journal-topics/
|
Chapter 5
Chapter 5 Journal Topic
Write it down
Have you ever been in a situation where you had to stay calm during an emergency? What did you do to handle it?
Chapter 5
Write it down
Have you ever been in a situation where you had to stay calm during an emergency? What did you do to handle it?
|
pressbooks
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2025-03-22T05:09:27.350163
|
11-16-2024
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{
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"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-6-vocabulary/
|
Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 6
Exercise
Write it down
Choose five vocabulary words. Write your own sentence for each word.
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.372230
|
11-16-2024
|
{
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"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/questions-about-sequence/
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Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 6
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
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2025-03-22T05:09:27.392744
|
11-16-2024
|
{
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"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-6-questions-about-setting-2/
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Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 6
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.411495
|
11-16-2024
|
{
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"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-6-questions-about-characters/
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Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 6
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.430377
|
11-16-2024
|
{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-6-questions-about-characters/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-6-questions-about-cause-effect/
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Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 6
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.449179
|
11-16-2024
|
{
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"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-6-journal-topics/
|
Chapter 6
Chapter 6 Journal Topics
Write it down
1.A Time You Had to Be Brave
Write about a time when you had to be brave, like the main character in the story. What happened? How did you feel? What did you do?
2. Helping Others in Need
In the story, the main character helps save important items and looks after Peter and Annie the dog. Write about a time when you helped someone else. How did it make you feel?
3. A Place That Makes You Feel Safe
In the story, they find a house on a hill where they feel safe and warm. Write about a place that makes you feel safe. Describe it and explain why it is special to you.
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pressbooks
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2025-03-22T05:09:27.459822
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11-16-2024
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{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-6-journal-topics/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-vocabulary/
|
Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 7
Exercise
Write it down
Choose five vocabulary words. Write your own sentence for each word.
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
|
2025-03-22T05:09:27.481214
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11-16-2024
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{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-vocabulary/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-setting/
|
Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 7
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.501404
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11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-setting/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-cause-effect/
|
Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 7
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
|
2025-03-22T05:09:27.521716
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-cause-effect/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-characters/
|
Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 7
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.542265
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11-16-2024
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{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-characters/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-sequence/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 7
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.562172
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-sequence/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-critical-thinking/
|
Chapter 7
Chapter 7 Critical Thinking
Write it down
Why does Zack decide to break the glass door of the drugstore? Do you think he did the right thing? Why or why not?
Chapter 7
Write it down
Why does Zack decide to break the glass door of the drugstore? Do you think he did the right thing? Why or why not?
|
pressbooks
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2025-03-22T05:09:27.575752
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-critical-thinking/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-journal-topics/
|
Chapter 7
Chapter 7 Journal Topics
Write it down
Acts of Kindness from Strangers
Dev helps the main character and Peter by offering food and a ride. Write about a time when someone you didn’t know helped you. How did it make you feel?
Coping with Loss and Change
The characters see that their homes and familiar places are flooded and damaged. Write about a time when you had to deal with a big change or loss. How did you handle it?
|
pressbooks
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2025-03-22T05:09:27.590955
|
11-16-2024
|
{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-7-journal-topics/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-vocabulary/
|
Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 8
Exercise
Write it down
Choose five vocabulary words. Write your own sentence for each word.
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.613201
|
11-16-2024
|
{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-vocabulary/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-setting/
|
Primary Navigation
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Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 8
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.634391
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-setting/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-characters/
|
Primary Navigation
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Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 8
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
|
2025-03-22T05:09:27.653481
|
11-16-2024
|
{
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"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-characters/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-sequence/
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Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 8
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.672506
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-sequence/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-cause-effect/
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Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
Chapter 8
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:27.691836
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-cause-effect/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-critical-thinking/
|
Chapter 8
Chapter 8 Critical Thinking
Write it down
Why did Zack feel angry at his grandpa for three years? Do you think he had good reasons to feel that way?
Chapter 8
Write it down
Why did Zack feel angry at his grandpa for three years? Do you think he had good reasons to feel that way?
|
pressbooks
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2025-03-22T05:09:27.703588
|
11-16-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-critical-thinking/",
"book_url": "https://pressbooks.bccampus.ca/flashflood/front-matter/introduction/",
"title": "Flash Flood Workbook",
"author": "Shantel Ivits",
"institution": "Vancouver Community College",
"subject": "Language learning: reading skills"
}
|
https://pressbooks.bccampus.ca/flashflood/chapter/ch-8-journal-topics/
|
Chapter 8
Chapter 8 Journal Topics
Write it down
Dealing with Feelings of Anger and Forgiveness
•Write about a time when you felt angry at someone but later forgave them. What changed your mind?
Chapter 8
Write it down
Dealing with Feelings of Anger and Forgiveness
•Write about a time when you felt angry at someone but later forgave them. What changed your mind?
|
pressbooks
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2025-03-22T05:09:27.715791
|
11-16-2024
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{
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https://pressbooks.bccampus.ca/flashflood/chapter/summary/
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Primary Navigation
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Book Contents Navigation
Introduction
Think About Genre
Think About Background Knowledge
Think About Story Elements
Get Story Ready
Chapter 1 Setting
Chapter 1 Characters
Chapter 1 Plot
Chapter 1 Vocabulary
Chapter 1 Critical Thinking
Chapter 1 Journal Topics
Chapter 2 Vocabulary
Chapter 2 Characters
Chapter 2 Sequence
Chapter 2 Cause & Effect
Chapter 2 Critical Thinking
Chapter 2 Journal Topics
Chapter 3 Vocabulary
Chapter 3 Setting
Chapter 3 Characters
Chapter 3 Plot
Chapter 3 Journal Topics
Chapter 4 Vocabulary
Chapter 4 Characters
Chapter 4 Plot
Chapter 4 Critical Thinking
Chapter 4 Journal Topics
Chapter 5 Vocabulary
Chapter 5 Plot
Chapter 5 Imagery
Chapter 5 Journal Topic
Chapter 6 Vocabulary
Chapter 6 Sequence
Chapter 6 Setting
Chapter 6 Characters
Chapter 6 Cause & Effect
Chapter 6 Journal Topics
Chapter 7 Vocabulary
Chapter 7 Setting
Chapter 7 Cause & Effect
Chapter 7 Inferences about Characters
Chapter 7 Sequence
Chapter 7 Critical Thinking
Chapter 7 Journal Topics
Chapter 8 Vocabulary
Chapter 8 Setting
Chapter 8 Characters
Chapter 8 Sequence
Chapter 8 Cause & Effect
Chapter 8 Critical Thinking
Chapter 8 Journal Topics
Summary
Character Analysis
Theme: Misunderstandings and Forgiveness
Theme: Resilience & Survival
Letter to Grandfather
After You Read
Exercise
Previous/next navigation
Flash Flood Workbook Copyright © 2024 by Shantel Ivits is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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https://pressbooks.bccampus.ca/flashflood/chapter/character-analysis/
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After You Read
Character Analysis
Write it down
1. Zack
•Describe Zack’s personality at the beginning of the story. How does he change by the end?
2. Peter
•What are Peter’s strengths and weaknesses? How does his background affect his behavior?
3. Susan and Jon Tate
•How do Susan and Jon support the boys? Give examples of their actions that show their care.
4. Grandpa
•How did your feelings about Zack’s grandfather change during the story?
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https://pressbooks.bccampus.ca/flashflood/chapter/theme-forgiveness/
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After You Read
Theme: Misunderstandings and Forgiveness
Write it down
Use the following sentence starters to write about misunderstandings and forgiveness:
• “One time I misunderstood someone because…”
• “Forgiveness is important because…”
• “In the story, Zack learns that…”
• “If Zack hadn’t forgiven his grandpa, then…”
• “To prevent misunderstandings, we can…”
Write it down
Have you ever held a grudge against someone, only to find out later that you misunderstood the situation? Describe what happened and how you felt.
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https://pressbooks.bccampus.ca/flashflood/chapter/theme-resilience-survival/
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After You Read
Theme: Resilience & Survival
“Resilience” means the ability to bounce back or recover from difficulties.
“Survival” means the act of staying alive or continuing to exist, especially in difficult conditions.
Exercise
Write it down
What are some personal qualities that helped the characters survive?
Write it down
Make a list of items that would be important to include in an emergency survival kit, based on the story and your own ideas.
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https://pressbooks.bccampus.ca/flashflood/chapter/letter-to-grandfather/
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After You Read
Letter to Grandfather
Write it down
Imagine you are Zack. Write a letter to your grandpa after the events of the story. What would you say?
After You Read
Write it down
Imagine you are Zack. Write a letter to your grandpa after the events of the story. What would you say?
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https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/generative-ai-limitations-and-potential-risks-for-student-learning/
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General Limitations and Risks
While the innovation and creativity of generative AI is exciting, these systems do not come without limitations or ethical challenges. Some of these challenges speak to the specifics of our post-secondary context – like academic integrity – while others intersect with communities, the environment, and humanity as a whole. Many AI experts have documented such alarming concerns including; the size and scale of large language models, misinformation, AI misalignment, and existential risks to humanity.
For our purposes here this chapter will review some of the broader limitations and risks of generative AI, and will then turn to the specific context of post-secondary education. Many of these risks and limitations are explicitly addressed in McMaster’s Provisional Guidelines on the Use of Generative AI, which will be addressed in more detail in the next chapter and should be regularly reviewed for updates.
General Limitations and Risks of Generative AI
Interactive image “Some Harm Considerations of Large Language Models (LLMs)” by Rebecca Sweetman, Associate Director of Educational Technologies, Queen’s University, eCampusOntario H5P Studio, https://h5pstudio.ecampusontario.ca/content/51741. Used in accordance with CC BY-NC-SA license.
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https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/post-secondary-specific-limitations-and-risks/
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Post-secondary Specific Limitations and Risks
While the limitations and risks outlined earlier in this chapter also apply to the post-secondary context, there are several risks specific to our University environment worth considering, specifically supporting academic integrity and equitable access.
(Re)defining academic integrity and academic dishonesty
McMaster’s Academic Integrity Policy defines academic dishonesty as “to knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage” and that “it shall be an offence knowingly to … submit academic work for assessment that was purchased or acquired from another source.”
In an article describing how he integrated generative AI into writing assignments, Paul Fyfe observes,
“[C]omputer- and AI-assisted writing is already deeply embedded into practices that students already use. The question is, where should the lines be drawn, given the array of assistive digital writing technologies that many people now employ unquestioningly, including spellcheck, autocorrect, autocomplete, grammar suggestions, smart compose, and others […] within the spectrum of these practices, what are the ethical thresholds? At what point, in what contexts, or with what technologies do we cross into cheating?”[1]
He continues, “educational institutions continue to define plagiarism in ways that idealize originality.”[2] In this observation, Fyfe highlights a recurring theme in the literature around academic integrity and artificial intelligence, that is: with these technologies the defined boundaries of independent work have become porous, and the contrast between “humanity originality and machine imitation”[3] blurs.
The result of this shift in understanding is a call within the literature to reexamine, and perhaps redefine, what constitutes plagiarism, academic integrity and academic dishonesty, with some authors arguing that “Academic integrity is about being honest about the way you did your work”[4], others urging a defended boundary of primarily individual effort[5], and still others arguing for a new framework entirely – what Sarah Eaton calls ‘post plagiarism’ through a norm of human hybrid writing.
Where most of the reviewed literature holds consensus is that using generative artificial intelligence does not automatically constitute academic misconduct[6], but rather, to quote the European Network for Academic Integrity, “Authorised and declared usage of AI tools is usually acceptable. However, in an educational context, undeclared and/or unauthorised usage of AI tools to produce work for academic credit or progression (e.g. students’ assignments, theses or dissertations) may be considered a form of academic misconduct.”[7]
Detection
Questions around detecting AI generated writing fall into:
- the technological – is it possible to reliably detect AI-generated writing?
- the philosophical – is the role of the educator one of trust or one of surveillance?, and
- the existential – what is the value of a university degree if the academic labour behind it is uncertain?
There are not yet reliable detection tools. Those that are available – GPTZero, Turnitin, Originality.ai, etc – have been found to misidentify original student content as AI generated, with some findings demonstrating that “these detectors consistently misclassify non-native English writing sample as AI-generated, whereas native writing samples are accurately identified.”[8]
Moreover, students have not consented to having their work submitted to these tools, with open questions related to data privacy and security.[9]
While technology and a perceived ‘arms race’ between detection and AI tools pose their own challenges.[10], there are also questions about the role of educators and their assumptions about students as learners. With significant evidence pointing to student academic misconduct on the rise, particularly over the pandemic, there are arguments that “we must prioritize student learning above catching cheaters”[11] and that understanding why students engage in academic misconduct may point to approaches to reduce these behaviours. Indeed, the instances of academic dishonesty and opportunities to cheat predate generative AI; what the tools introduce is “ease and scope”[12] that amplifies an existing challenge.
Students’ self-reported reasons for academic misconduct include performance pressure, high stakes exams, overwhelming workload, being unprepared, feeling ‘anonymous’, increased opportunities to cheat enabled by technology, peer acceptance of cheating, misunderstanding plagiarism, and feeling like it will go unpunished. This research brief on why students cheat summarizes research findings that argue for a reduction in academic dishonesty when students are both clear about what constitutes academic integrity/academic dishonesty, what the expectations are for their academic work and a felt perception of mutual benefit for behaving with integrity rather than competition with other students. In short, “Students are more likely to engage in academic misconduct when they are under pressure, when there is an opportunity, and when they are able to rationalize it.”[13]
Instead of positioning the educator as one to detect and survey, these pieces suggest the role be one of designing authentic and scaffolded assessments and explaining and exploring academic integrity with students.
Within these proactive strategies for cultivating academic integrity is an implied sense of time and scale – that is, these strategies imagine instructors have sufficient time, resources and energy to update or redevelop courses and assessments. Providing scalable, supported and realistic assessment redesign will be one of the ongoing areas of need for educators as generative AI is integrated into more tools and more courses. A later chapter in this book focuses specifically on strategies you might take to redesign assessment to promote academic integrity.
Equitable Access
Cost of tools poses a barrier for many students in accessing generative AI tools. With many tools currently available for free, some of these – like ChatGPT – have paid tiers with significant improvements in functionality and performance for paid subscribers. Those students who can afford to pay for paid tiers may be disproportionality advantaged in assignments that incorporate the use of generative AI.
As educators we need to design activities that encourage the use of free versions. For instance, Microsoft’s Bing, used in creative mode, draws on GPT-4, the same model that powers the paid version of ChatGPT. Designing assessments that draw on these free versions will make access for all students easier, even while there are continuing inequities in terms of internet availability, cost and speed.
That said, if students are learning online from other countries, some particular tools, like ChatGPT may be restricted due to government regulation or censorship. Attention to this possibility may mean allowing some students to opt-out of assignments that use generative AI, or providing alternatives for their engagement.
Finally, the intersection of generative AI and students with disabilities is an area of emerging research; we aim to add more information about generative AI as assistive technology in the coming months.
- Fyfe, 2022 ↵
- Ibid. ↵
- Ibid. ↵
- David Rettinger in Surovell, 2023 ↵
- Keegin, 2023 ↵
- Eaton, 2022 ↵
- Foltynek, 2023 ↵
- Liang, 2023 ↵
- Mortati, 2021 ↵
- Ibid. ↵
- Eaton, 2022 ↵
- Supiano, 2023 ↵
- The University of British Columbia, Designing assessments that cultivate integrity ↵
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https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/mcmaster-university-teaching-and-learning-context/
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Generative AI within the Teaching and Learning Context of McMaster University
As the previous chapter highlighted, the risks and challenges to post-secondary education created or energized by generative AI are significant and wide-reaching from how we assess student learning, to promoting academic integrity, to considering what we want students to learn and what their future will be after graduation. Taken together these challenges are significant, and required a full institutional response.
This chapter reviews how McMaster responded to this challenge, and what will come next as an institution.
Generative AI at McMaster University
While generative AI emerged as a transformative technology tool after McMaster’s Institutional Priorities and Strategic Framework (2021-2024) and McMaster’s Partnered in Teaching and Learning Strategy (2021-2026) were launched, the impact of generative AI nevertheless aligns with existing institutional strategic priorities and ongoing efforts to enhance teaching and learning.
In McMaster’s Institutional Priorities and Strategic Framework (2021-2024), for example, Teaching and Learning, one of five priorities listed, identifies the development of active and flexible learning spaces as one key objective. It notes that in “recognizing the ways that online and virtual classrooms have changed the teaching and learning environment for both our educators and our students, [McMaster must] use evidenced based research to make decisions about tools and platforms to optimize learning in the digital environment” (p. 10). While there is little peer reviewed literature yet available on generative AI in post-secondary teaching and learning, McMaster is staying abreast of such research, and even engaging in research of its own in an effort to develop and maintain guidelines and good practices with respect to the usage of generative AI at the institution.
Likewise, McMaster’s Partnered in Teaching and Learning Strategy (2021-2026) connects to generative AI via not one, but two of its four strategic pillars: 1) Fostering Inclusive Excellence and Scholarly Teaching strategy, via the themes Teaching as a Professional and Innovative Practice, and Assessment and Evaluation of Student Learning, and 2) Developing Active and Flexible Learning Spaces, via the Digital Learning theme.
McMaster’s Task Force on Generative AI in Teaching and Learning
Recognizing that the initiatives in these strategies alone could not respond quickly enough to the challenges presented by generative AI, on May 1, 2023, McMaster University struck a Task Force on Generative AI in Teaching and Learning to consider impacts posed by generative AI on teaching and learning at McMaster.
The Task Force was also to provide strategic guidance and actionable recommendations for educators planning for fall courses. Co-chaired by Kim Dej, Vice-Provost, Teaching and Learning, and Matheus Grasselli, Deputy Provost, the Task Force includes students, faculty, and staff from across the university. Recommendations made by the Task Force will be submitted to Susan Tighe, Provost and Vice-President (Academic) in the fall of 2023.
The following overarching principles have guided the work of the Task Force and will continue to be updated through conversations with the McMaster campus community.
- Students want to learn, and instructors want to support their learning.
- Participatory learning – learning which happens in relationships and community – continues to be a valuable and vital way for students to learn.
- Assessments that require students to document the process of learning continue to be meaningful for student learning.
- Generative AI poses risks, as well as opportunities. Individuals will have different reactions and different expectations for the technology.
- Disciplinary differences and departmental cultures will vary around the use of generative AI.
On June 5 the Task Force released Provisional Guidelines: The Use of Generative Artificial Intelligence (AI) in Teaching and Learning at McMaster University (June, 2023) for McMaster students and educators. The guidelines are intended to offer a starting point for instructors to understand the potential uses of generative AI in their teaching and student learning and for developing courses for the fall term.
These guidelines will continue to be updated as the Task Force explores additional topics and as technology changes. Members of the Task Force invite feedback and suggestions on these guidelines through this form. It is expected these guidelines will be updated again in time for winter course preparation. Potential policy changes implied by these guidelines will be addressed by the relevant governance bodies.
Staff at the MacPherson Institute are available to consult with instructors regarding these guidelines; Instructors can email mi@mcmaster.ca for support.
Appendix A: Citation and Reference Guidelines
A McMaster specific citation guide is in development through the Library. Until then, please consider citation options such as:
“[Generative AI tool]. (YYYY/MM/DD of prompt). “Text of prompt”. Generated using [Name of Tool.] Website of tool”
E.g. “ChatGPT4. (2023/05/31). “Suggest a cookie recipe that combines oatmeal, chocolates chips, eggs and sugar.” Generated using OpenAI’s ChatGPT. https://chat.opeani.com”
Instructors may also consider requiring students to include a reflective summary at the end of each assessment that documents what generative AI tools were used, what prompts were used – including a complete chat log – and how generated content was evaluated and incorporated.
Other citation guidelines can be viewed at:
- MLA Guidelines on citing generative AI
- APA Guidelines on citing generative AI
- Chicago FAQ on generative AI
- A quick guide provided from the University of Waterloo, with a McMaster version coming in Fall 2023.
Appendix B: Sample McMaster Syllabus Statements
Use Prohibited
Students are not permitted to use generative AI in this course. In alignment with McMaster academic integrity policy, it “shall be an offence knowingly to … submit academic work for assessment that was purchased or acquired from another source”. This includes work created by generative AI tools. Also state in the policy is the following, “Contract Cheating is the act of “outsourcing of student work to third parties” (Lancaster & Clarke, 2016, p. 639) with or without payment.” Using Generative AI tools is a form of contract cheating. Charges of academic dishonesty will be brought forward to the Office of Academic Integrity.
Some Use Permitted
Example One
Students may use generative AI in this course in accordance with the guidelines outlined for each assessment, and so long as the use of generative AI is referenced and cited following citation instructions given in the syllabus. Use of generative AI outside assessment guidelines or without citation will constitute academic dishonesty. It is the student’s responsibility to be clear on the limitations for use for each assessment and to be clear on the expectations for citation and reference and to do so appropriately.
Example Two
Students may use generative AI for [editing/translating/outlining/brainstorming/revising/etc] their work throughout the course so long as the use of generative AI is referenced and cited following citation instructions given in the syllabus. Use of generative AI outside the stated use of [editing/translating/outling/brainstorming/revising/etc] without citation will constitute academic dishonesty. It is the student’s responsibility to be clear on the limitations for use and to be clear on the expectations for citation and reference and to do so appropriately.
Example Three
Students may freely use generative AI in this course so long as the use of generative AI is referenced and cited following citation instructions given in the syllabus. Use of generative AI outside assessment guidelines or without citation will constitute academic dishonesty. It is the student’s responsibility to be clear on the expectations for citation and reference and to do so appropriately.
Unrestricted Use
Students may use generative AI throughout this course in whatever way enhances their learning; no special documentation or citation is required.
Appendix C: Sample Rubrics
Sample Rubrics Developed with ChatGPT:
I acknowledge the use of ChatGPT 4.0 to create sample analytic and holistic rubrics. The prompts included “Imagine you are a rubric generating robot who creates reliable and valid rubrics to assess university-level critical thinking skills. You have been tasked with generating a rubric that evaluates students critical thinking skills and incorporates their use of generative AI. Create two holistic rubrics and two analytic rubrics to assess these skills.” The output from these prompts was to provide examples of the kind of rubrics that could be used to assess the integration of generative AI in course assignments.
Rubric 1: Assessing Generative AI Use and Integration
| Criteria | 4 | 3 | 2 | 1 |
| Argument Structure | The argument is clearly articulated and logically structured. | The argument is generally clear and logical, with minor inconsistencies. | The argument is somewhat unclear or inconsistently structured. | The argument lacks clarity and logical structure. |
| Evidence | Evidence is thorough, relevant, and convincingly supports the argument. | Evidence is generally strong and relevant, with minor lapses. | Evidence is somewhat sparse, irrelevant, or does not fully support the argument. | Evidence is lacking or largely irrelevant. |
| Use of Generative AI | AI is used effectively to support arguments, demonstrating a high understanding of its capabilities and limitations. | AI is used effectively, but understanding or integration could be improved. | AI is used, but not effectively integrated or misunderstood. | AI is not used or its use does not contribute to the argument. |
| Reflection on AI | The student clearly articulates how AI contributed to their critical thinking process and considers its limitations. | The student generally explains how AI contributed to their thinking, with minor lapses in considering its limitations. | The student’s explanation of how AI contributed to their thinking is unclear or superficial. | The student does not explain how AI contributed to their thinking. |
Rubric 2: Assessing Generative AI Use and Integration
| Criteria | 4 | 3 | 2 | 1 |
| Understanding of AI | The student demonstrates a deep understanding of the capabilities and limitations of the AI. | The student demonstrates a good understanding of the AI, with minor misconceptions. | The student shows a basic understanding of the AI, but has significant misconceptions. | The student shows little to no understanding of the AI. |
| Integration of AI | AI is seamlessly integrated into the work, effectively augmenting the student’s critical thinking. | AI is generally well integrated, though at times it may seem somewhat forced or awkward. | AI integration is inconsistent or superficial, not effectively augmenting the critical thinking process. | AI is not effectively integrated into the work. |
| Reflection on AI | The student clearly reflects on the role of AI in their work, considering both its contributions and its limitations. | The student generally reflects well on the AI’s role, though considerations of its limitations may be superficial. | The student’s reflection on the AI’s role is minimal or lacks depth. | The student does not reflect on the AI’s role in their work. |
| Innovation with AI | The student uses AI in novel or innovative ways to enhance their argument. | The student uses AI effectively, though it may lack innovation. | The student uses AI in a straightforward or predictable way, not enhancing the argument. | The student does not use AI in an innovative or meaningful way. |
Appendix D: Honour Pledges
Forthcoming Guidelines and Resources
- Resources for students to understand generative AI risks and opportunities
- Overview of generative AI tools including privacy and security assessments
- Digital literacy learning outcomes and digital literacy resources
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https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/using-generative-ai-as-an-instructor/
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Using Generative AI as an Instructor
If you want to check your understanding of the Provisional Guidelines on Generative AI in Teaching and Learning, complete the self-assessment quiz below:
At McMaster, the Provisional Guidelines on Generative AI in Teaching and Learning ask that if you do use generative AI in your teaching materials or assessment practices that you share this with your students both in the course outline and in class. Sharing your use of generative AI with your students is intended to build trust and transparency, and to acknowledge that you are also using – and learning about – generative AI.
Those same Guidelines suggest that you can use generative AI with data collection turned off to provide students with formative feedback on assessments. Formative feedback is feedback that is not for grades, but rather gives students fast and specific advice on how to improve. Formative feedback from a generative AI tool might be given on an essay outline or draft, for instance, while you or the teaching assistant would be responsible for assessing and grading the final essay submission.
Finally, the Guidelines also ask that you check the accuracy of any AI-created content. Recognizing that these tools “hallucinate” – or come up with factually incorrect responses – it is important that you check the accuracy of any content you might use in class, or any feedback offered to a student.
With that said, here are some broad categories where generative AI may be useful to you as an instructor:
Generating Test Questions and Assignments
By prompting a generative AI tool with the specific context of your course, as well as the subject you are aiming to assess and the kind of question or assignment you are interested in, the generative AI tool can offer many – many – examples of test questions at different levels of complexity, or different types of assignments. You can even ask for assignment ideas that meet the criteria of authentic assessment discussed in the chapter on assessment, or for assignment ideas that incorporate pedagogical approaches you value (e.g. problem based learning, community engaged learning or case based learning).
Generating Examples, Explanations and Counter Positions
Students benefit from practicing what they are learning with examples. Many, many examples. Generative AI can be powerful in producing lots of examples for students to practice with, while also providing students with feedback on whether their submitted responses are correct, or how they might improve on a response. This personalized, immediate feedback is incredibly powerful for learning.
It can be challenging sometimes to describe a concept at many different levels of complexity. Some courses – especially those with no prerequisites – may have a range of experience and abilities in the class. Using generative AI tools you can quickly develop (and then check for accuracy) multiple explanations for a course concept. You could even have these explanations be written in unique and memorable ways – like, explain the carbon cycle in a limerick or describe the Canadian political parties as characters on the Simpsons.
Generative AI tools like ChatGPT can take on different personas by prompting – for instance, you could ask the tool to “pretend you are a heart surgeon” or “act like you are the Prime Minister”. In assigning this persona, the generative AI tool will produce text written as if from that position. This kind of role can be useful in inviting unique perspectives into a class discussion, or providing a provocative counter point.
Gathering Ideas for Class Activities and Assessments
Confronted with the challenge of generative AI you may be looking for new ways to teach a concept or skill, or new ways to assess a learning outcome. Generative AI can provide customized suggestions for interactive and engaging classroom activities (e.g. suggest six different interactive ways I could teach an auto-ethnographic research method to a third year, online class of 60 students in Sociology), as well as assessments that either incorporate generative AI or make generative AI less likely to be used.
For more examples of how you might use generative AI as an instructor, you can check out this newsletter, One Useful Thing, by Ethan Mollick or these example prompts offered by OpenAI.
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pressbooks
|
2025-03-22T05:09:27.862568
|
08-13-2024
|
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"url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/using-generative-ai-as-an-instructor/",
"book_url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/front-matter/introduction/",
"title": "Generative Artificial Intelligence in Teaching and Learning at McMaster University",
"author": "Paul R MacPherson Institute for Leadership, Innovation, Excellence in Teaching",
"institution": "McMaster University",
"subject": "Higher education, tertiary education, Educational equipment and technology, computer-aided learning (CAL), Artificial intelligence"
}
|
https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/generative-ai-capabilities-and-potential-uses-for-student-learning/
|
Student Perceptions of Generative AI in Teaching and Learning
As McMaster has taken the approach of having each instructor decide whether and how to incorporate generative AI into a course or assignment, you may be wondering why you might want to do so. What benefits, if any, does generative AI pose for student learning? What learning outcomes could its use support or enhance? This chapter assumes your familiarity with the risks and challenges of generative AI for post-secondary (e.g. academic integrity, assessment design, hallucinations) and imagines what benefits their might be and what opportunities for preparing students for a generative AI supported learning experience.
You can think of the possibilities in two domains:
- supporting personalized learning and
- generating academic content.
Generative AI has many capabilities in supporting personalized learning, some of which we detail below. Chief among them is providing actionable, timely and relevant feedback on drafted student content. This feedback might be focused on the grammar or style of the draft, or on the logic of the argument, organization of the piece, or further examples to consider.
With respect to generating academic content or performing academic skills, you want to think carefully about what the core learning outcomes are for the course, and whether and how students can demonstrate these outcomes. Those skills or knowledge that are not essential to the core learning outcomes might be appropriate for ‘cognitive offloading’ to a generative AI tool. Cognitive offloading refers to the use of external resources or tools to change the information processing requirements of a task so as to reduce cognitive demand.[1]
For instance, if your course learning outcomes require students to demonstrate abilities to generate multiple hypotheses to explain a phenomenon, using generative AI to generates these hypotheses would be inappropriate. However, if your course learning outcomes were focused on having students test a hypothesis it in a laboratory setting, having a generative AI tool generate the hypothesis which the student would then test would be an example of appropriate cognitive offloading.
Supporting Personalized Learning
Invite students to use a generative AI tool to:
Generating Academic Content
Invite students to use a generative AI tool to:
Expand or condense text
(e.g., expand bullet points to actual text) or condense longer text into shorter text (e.g., condense text into bullet points). A related function is to use AI to summarize the key points from a text, including academic articles. Example.
Brainstorm / Generate ideas
AI can be a useful starting point for students working to identify questions, topics, themes or arguments. A generative AI tool can also be asked to provide counter-arguments for a student-generated idea, that the student then needs to account for in their own work.
Find sources or references
This is a capability where you have to be extra careful. As we know, generative AI tools can “hallucinate” sources that do not exist. Generative AI tools that are integrated in search engines generally perform better at this task. Regardless of the tool used, it’s good practice to verify that any sources identified actually exist. Example.
Identify and analyze data
AI tools can analyze different datasets and structure tables with information based on inputted text or data samples with specific parameters offered Example.
Interact with spreadsheets
Generative AI tools like ChatGPT can easily read the .csv format. You can extract a CSV file and give it to ChatGPT to work with based on certain specifications (e.g., give me an overview of what’s in this CSV file and provide some insights into the information provided), as well as output a CSV file. Example.
Code with natural language prompts
Complete partially written code with suggestions, or translate code from one programming language to another. Example.
With all of these uses it’s important to remind students that what the generative AI tool generates may have hallucinations or biases. Students should be reminded to review and evaluate the output from the generative AI tool to ensure its accuracy and evaluate its effectiveness.
You may be wondering – or your students may wonder – what generative AI tool to use for these tasks. This review essay by Ethan Mollick summarizes the capabilities of the major generative AI tools and makes suggestions on the best tool to use for a specific task. You can also visit “There’s an AI for That” to find new generative AI tools for specific educational tasks.
|
pressbooks
|
2025-03-22T05:09:27.879057
|
08-13-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/generative-ai-capabilities-and-potential-uses-for-student-learning/",
"book_url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/front-matter/introduction/",
"title": "Generative Artificial Intelligence in Teaching and Learning at McMaster University",
"author": "Paul R MacPherson Institute for Leadership, Innovation, Excellence in Teaching",
"institution": "McMaster University",
"subject": "Higher education, tertiary education, Educational equipment and technology, computer-aided learning (CAL), Artificial intelligence"
}
|
https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/student-perceptions-of-generative-ai-in-teaching-and-learning/
|
Opportunities for Student Learning
Since the launch of ChatGPT in November 2022, there have been a few small-scale studies to investigate student use and perceptions of generative AI, many with the aim of describing different levels of experience and different perspectives among students. Unsurprisingly, students, like instructors, evince a wide range of reactions and uses of generative AI. Our purpose here is to use the limited available understanding of student use and perception to inform McMaster’s guidelines and resources for students, while also recognizing a need for further investigation and partnership with students to explore the nuances of student perceptions of generative AI.
|
pressbooks
|
2025-03-22T05:09:27.888238
|
08-13-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/student-perceptions-of-generative-ai-in-teaching-and-learning/",
"book_url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/front-matter/introduction/",
"title": "Generative Artificial Intelligence in Teaching and Learning at McMaster University",
"author": "Paul R MacPherson Institute for Leadership, Innovation, Excellence in Teaching",
"institution": "McMaster University",
"subject": "Higher education, tertiary education, Educational equipment and technology, computer-aided learning (CAL), Artificial intelligence"
}
|
https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/talking-with-students-about-generative-ai/
|
Talking with Students about Generative AI
While we are working to share resources with students about using generative AI, and developing AI literacy materials, it’s worth talking with your students about generative AI – especially if you plan to use it or have your students use it in the course.
You might consider sharing:
- Definition and Use Cases: Start with a brief overview of what generative AI is and how it works.
- Training Process: Discuss how generative AI models are trained using large datasets and how the quality of output depends on the data it’s trained on.
- Capabilities: Touch on how these AI models can generate novel content, emulate human-like text, produce artworks, and how they’re being used in diverse areas like entertainment, education, and research.
- Limitations: Discuss the limitations such as inability to truly understand context or human emotions, factual errors or ‘hallucinations,’ the risk of generating inappropriate or biased content, and the challenge of generating long, coherent narratives.
- Ethical Considerations: Discuss ethical issues such as potential misuse of AI-generated content for disinformation or deepfakes, copyright considerations, and privacy issues related to the use of personal data in training these models.
- Future of Generative AI: Discuss the future potential of these tools, including the role they could play in society and the kind of regulations or policies that might be needed.
You then might want to have an open discussion with your students – full disclosure, ChatGPT helped generate these discussion questions! but we edited them.
Discussion Questions
- How can generative AI be used to enhance teaching and learning in a post-secondary setting?
- What are the potential drawbacks or risks of incorporating generative AI into the educational process?: This might stimulate a discussion on issues like fairness, privacy concerns, and the potential for AI to make errors.
- Can AI-generated content replace human instructors for certain teaching activities? If so, which ones and why?: This question encourages students to consider the value and irreplaceability of human instruction.
- How can we ensure that the use of AI in education doesn’t exacerbate existing inequalities (such as access to technology or learning opportunities)?: This could spark a debate about equity and accessibility in education.
- Should students be taught how to interact with and utilize AI as a part of their educational curriculum? Why or why not?: This can lead to a discussion on the importance of digital literacy in the 21st century.
- How might generative AI impact academic integrity? Could it lead to increased plagiarism or other forms of academic dishonesty?: This question can provoke thoughts on how technology might be misused in an academic setting.
- How might the use of AI in formative assessment change the teacher-student relationship? Could it make the process more objective, or could it devalue human judgment and feedback?: This question can stir a discussion on the human aspects of teaching and learning.
|
pressbooks
|
2025-03-22T05:09:27.899579
|
08-13-2024
|
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"url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/talking-with-students-about-generative-ai/",
"book_url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/front-matter/introduction/",
"title": "Generative Artificial Intelligence in Teaching and Learning at McMaster University",
"author": "Paul R MacPherson Institute for Leadership, Innovation, Excellence in Teaching",
"institution": "McMaster University",
"subject": "Higher education, tertiary education, Educational equipment and technology, computer-aided learning (CAL), Artificial intelligence"
}
|
https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/part-2-redesigning-your-assessment/
|
Part 2: Redesigning Your Assessment
If you have the time and capacity to redesign an assessment or two, read on! What follows is a set of considerations in the form of a workbook. Its purpose is to guide you through developing an engaging, meaningful and relevant assessment that students see value in completing – without the inappropriate use of generative AI – to further their learning, experience and expertise.
How to use the workbook
The workbook contains a series of reflective prompts, with fillable form fields to record your thoughts that you can then use in the design or redesign of your assessment.
You can choose to fill out the workbook prompts from start to finish, which will involve a considerable time commitment, or you can equally opt to focus on the prompts that will be the most helpful to your design process – though we do encourage you to read through the various considerations to determine whether they apply to your assessment.
When you have filled out the applicable prompts in each section of the workbook, you can use the “Export workbook responses” button to output them as an MS Word Document. To allow for the maximum flexibility of use, the button only outputs responses for the current section of the workbook – if you would like to keep all of your responses together, you can copy-and-paste them into the same document.
Remember to export your workbook responses before moving on if you would like to keep them for your later reference!
Remember to export your workbook responses before moving on if you would like to keep them for your later reference!
Remember to export your workbook responses before moving on if you would like to keep them for your later reference!
Next Steps
With your workbook complete to the extent you wish, we encourage you to use it as a departure point for redesigning your assessment. The next steps are up to you!
You may wish to take the workbook to a consultation with your Faculty’s key contact at the MacPherson Institute, or as tool for individual reflection and development. The Assessment Development Workshop, on which the workbook is based, involves peer feedback – consider finding a colleague who is similarly interested in redesigning an assessment. You can support each other through the process!
|
pressbooks
|
2025-03-22T05:09:27.911404
|
08-13-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/part-2-redesigning-your-assessment/",
"book_url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/front-matter/introduction/",
"title": "Generative Artificial Intelligence in Teaching and Learning at McMaster University",
"author": "Paul R MacPherson Institute for Leadership, Innovation, Excellence in Teaching",
"institution": "McMaster University",
"subject": "Higher education, tertiary education, Educational equipment and technology, computer-aided learning (CAL), Artificial intelligence"
}
|
https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/part-1-shorter-term-approaches/
|
Part 1: Shorter-term approaches
If redesigning your assessments is not feasible for you, you might want to consider shorter-term strategies to tweak existing assessments. It’s important to recognize that these are ‘short-term’ and that they may not be as effective or sustainable as AI capabilities improve (and they are improving at a fast pace!). We’ve included the following options that are more easily integrated into your existing assessments:
- Invigilated / Observed In-class work
- In-class work that integrates AI
- Revising assessments to emphasize tasks AI cannot perform well
- Revising grading schemes and rubrics
Be mindful of how an in-class assessment might present barriers for students – particularly those that may have academic accommodations in place. A well-structured, timed, writing exercise, for example, may cause significant concern for students who struggle with cognitive load or focus issues.[1]
Invigilated/observed in-class work
Traditionally, postsecondary has leaned heavily on invigilated tests and exams. A well-intended effort to move away from these to more authentic assessments has required much thought and labour on the part of the instructor, who perhaps now are grappling with how it may have unintentionally created new ways for students to use AI to complete the assignment. One option to circumvent a possible plagiarism risk is to introduce space during in-class time for assessment of learning. This may involve shifting some of the content delivery to an asynchronous environment (e.g., recorded lectures, assigned readings). Some ideas may include:
- Real-time in-class discussions and reflections – an in-class group discussion, individual written reflection or oral response to a topic-based prompt demonstrates critical thinking and personal reflection.
- Group case studies – tapping into the proven practice of Problem-Based Learning (PBL), present students with real-life scenarios or case studies and use in-class time to collectively discuss, apply knowledge and problem-solve to analyze, propose solutions and back-up choices. Even as an ‘out of class’ activity, this approach requires the human judgement and contextual understanding that makes it less susceptible to AI-shortcuts.
- Presentations and debates – assigning topics or issues to research in class and present in the form of short presentations or paired/group debates can provide an opportunity to assess information literacy, argument structure and persuasive communication skills in addition to knowledge of the topic in a way that circumvents tasks that might be more easily automated by AI. Including a Q and A as part of a presentation also invites an opportunity for dialogue and engagement on what the student has learned.
In-class work that integrates AI
Integrating AI into low-stakes in class assessments will help communicate to your students that you recognize how AI can be used, and at the same time foster a better understanding for your students around how it can be used intentionally, ethically, and in support of your teaching goals. Here are just a few ideas for in-class activities:
- Instead of starting the class with a question on a key course topic, include the AI-generated answer and invite the class to critique and revise – either independently or in small groups.
- Hold a ‘humans vs AI’ debate where students pit their answers to topic prompts against those generated by AI. This discussion will help students organize their arguments’ points of view and also discover new perspectives and strengthen critical analysis skills.
- Divide the class into three groups and have each group evaluate the AI-generated output to a course topic prompt for either factual accuracy, artificial empathy or bias.
Emphasizing tasks that AI cannot perform well
In the same vein that educators try to design authentic assessments that are valuable learning opportunities with a side benefit of being not easily plagiarized through the affordances of the pre-AI Internet, we have focused on trying to come up with alternative assessments that ChatGPT cannot easily perform. This is risky, as the technology is evolving at a quick pace, with massive amounts of prompts being continually added, and thereby improving the outputs being generated. However, while AI-proofing assessments may be nearly impossible, we can choose to focus on tasks in assessment expectations that encourage personalized and localized connections. An example of this might be to demonstrate the learning through links to local context, current events which may not be well represented in LLMs.
Revising grading schemes and rubrics
You may want to revise your current grading scheme, rubrics and the criteria outlined to reweight and emphasize the less-mechanical (aka easily AI created) competencies. For example, with a writing assignment you may choose to focus more on skills such as creating a good argument, including and evaluating evidence and critical analysis rather than grammar, and essay structure. You may also require that rough planning notes be included as part of their assignment submission to indicate assessment of the process rather than the finished product.
|
pressbooks
|
2025-03-22T05:09:27.924420
|
08-13-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/chapter/part-1-shorter-term-approaches/",
"book_url": "https://ecampusontario.pressbooks.pub/mcmasterteachgenerativeai/front-matter/introduction/",
"title": "Generative Artificial Intelligence in Teaching and Learning at McMaster University",
"author": "Paul R MacPherson Institute for Leadership, Innovation, Excellence in Teaching",
"institution": "McMaster University",
"subject": "Higher education, tertiary education, Educational equipment and technology, computer-aided learning (CAL), Artificial intelligence"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-1-evidence-impact/
|
Findings
Finding 1: Evidence and Impact
Merinda McLure
Projects supported existing but also new collaborations by individuals within each institution, which together with the Rubric encouraged participants’ wide consideration of a diverse array of data sources, both quantitative and qualitative, for their OER. In some cases, participants considered data they may not have previously related to OER or equity and identified the need to collect new data (e.g., students’ off-campus Internet access) and update data collection tools (e.g., the development and administration of a new survey).
Observations
Appreciation for Data Collection
Participants appreciated gaining enhanced insight that OER efforts can impact, and be impacted by, many different corners of an institution. Their work with the Rubric helped them appreciate the importance of connecting data (e.g., courses using/not using OER, institution-wide) to their OER work and of actively using it to map and develop action.
Diversifying Data Collected
The projects led some participants to collect and consider more extensive and diverse existing data, and to collect new data. They learned what data were available at their institution, what data were lacking but desirable for the future, and that some data were not reliable.
Data-driven Decision Making
Participants gained new appreciation for, and experience with close attention to, the consideration of how data could inform their understanding of equity at their institution and in relation to OER creation/use. Data considerations that revealed equity concerns or perceived institutional weaknesses helpfully reinvigorated some project participants and institutional partners toward action. Participants developed increased interest in understanding how other institutions are using data to support and evidence the impact of OER efforts, and in the possibility of sharing new instruments (such as surveys or focus group plans).
Recommendations
- Future support for use of the Rubric should strongly and specifically encourage all users’ wide consideration of existing and new institutional data that are relevant to understanding institutional equity and equity through the challenges and opportunities of open educational resources.
- Rubric users and future grantees should be encouraged to share their institutional experiences of data collection to increase awareness of how OER impact, and equity, are being reported across diverse institutions. DOERS3 could also collect these experiences as examples to share with the broader community of rubric users.
- Instruments (surveys, focus group plans, etc.) developed by Rubric users can be described (types, considerations, etc.) or collected and shared, to provide ideas and models to a broader community of Rubric users.
|
pressbooks
|
2025-03-22T05:09:27.936216
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-1-evidence-impact/",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-1-evidence-impact/#chapter-47-section-1
|
Findings
Finding 1: Evidence and Impact
Merinda McLure
Projects supported existing but also new collaborations by individuals within each institution, which together with the Rubric encouraged participants’ wide consideration of a diverse array of data sources, both quantitative and qualitative, for their OER. In some cases, participants considered data they may not have previously related to OER or equity and identified the need to collect new data (e.g., students’ off-campus Internet access) and update data collection tools (e.g., the development and administration of a new survey).
Observations
Appreciation for Data Collection
Participants appreciated gaining enhanced insight that OER efforts can impact, and be impacted by, many different corners of an institution. Their work with the Rubric helped them appreciate the importance of connecting data (e.g., courses using/not using OER, institution-wide) to their OER work and of actively using it to map and develop action.
Diversifying Data Collected
The projects led some participants to collect and consider more extensive and diverse existing data, and to collect new data. They learned what data were available at their institution, what data were lacking but desirable for the future, and that some data were not reliable.
Data-driven Decision Making
Participants gained new appreciation for, and experience with close attention to, the consideration of how data could inform their understanding of equity at their institution and in relation to OER creation/use. Data considerations that revealed equity concerns or perceived institutional weaknesses helpfully reinvigorated some project participants and institutional partners toward action. Participants developed increased interest in understanding how other institutions are using data to support and evidence the impact of OER efforts, and in the possibility of sharing new instruments (such as surveys or focus group plans).
Recommendations
- Future support for use of the Rubric should strongly and specifically encourage all users’ wide consideration of existing and new institutional data that are relevant to understanding institutional equity and equity through the challenges and opportunities of open educational resources.
- Rubric users and future grantees should be encouraged to share their institutional experiences of data collection to increase awareness of how OER impact, and equity, are being reported across diverse institutions. DOERS3 could also collect these experiences as examples to share with the broader community of rubric users.
- Instruments (surveys, focus group plans, etc.) developed by Rubric users can be described (types, considerations, etc.) or collected and shared, to provide ideas and models to a broader community of Rubric users.
|
pressbooks
|
2025-03-22T05:09:27.947674
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-1-evidence-impact/#chapter-47-section-1",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-1-evidence-impact/#chapter-47-section-2
|
Findings
Finding 1: Evidence and Impact
Merinda McLure
Projects supported existing but also new collaborations by individuals within each institution, which together with the Rubric encouraged participants’ wide consideration of a diverse array of data sources, both quantitative and qualitative, for their OER. In some cases, participants considered data they may not have previously related to OER or equity and identified the need to collect new data (e.g., students’ off-campus Internet access) and update data collection tools (e.g., the development and administration of a new survey).
Observations
Appreciation for Data Collection
Participants appreciated gaining enhanced insight that OER efforts can impact, and be impacted by, many different corners of an institution. Their work with the Rubric helped them appreciate the importance of connecting data (e.g., courses using/not using OER, institution-wide) to their OER work and of actively using it to map and develop action.
Diversifying Data Collected
The projects led some participants to collect and consider more extensive and diverse existing data, and to collect new data. They learned what data were available at their institution, what data were lacking but desirable for the future, and that some data were not reliable.
Data-driven Decision Making
Participants gained new appreciation for, and experience with close attention to, the consideration of how data could inform their understanding of equity at their institution and in relation to OER creation/use. Data considerations that revealed equity concerns or perceived institutional weaknesses helpfully reinvigorated some project participants and institutional partners toward action. Participants developed increased interest in understanding how other institutions are using data to support and evidence the impact of OER efforts, and in the possibility of sharing new instruments (such as surveys or focus group plans).
Recommendations
- Future support for use of the Rubric should strongly and specifically encourage all users’ wide consideration of existing and new institutional data that are relevant to understanding institutional equity and equity through the challenges and opportunities of open educational resources.
- Rubric users and future grantees should be encouraged to share their institutional experiences of data collection to increase awareness of how OER impact, and equity, are being reported across diverse institutions. DOERS3 could also collect these experiences as examples to share with the broader community of rubric users.
- Instruments (surveys, focus group plans, etc.) developed by Rubric users can be described (types, considerations, etc.) or collected and shared, to provide ideas and models to a broader community of Rubric users.
|
pressbooks
|
2025-03-22T05:09:27.958580
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-1-evidence-impact/#chapter-47-section-2",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-2-engagement-shared-responsibility/
|
Findings
Finding 2: Engagement and Shared Responsibility
Maria Teresa "Tessy" Torres
Due to the holistic nature of the Rubric, grantees quickly discovered it was imperative that many departments within each institution participate. As most departments on campuses across the country deal with very specific populations of stakeholders, a multi-departmental approach to leverage various expertise is invaluable to the grantees completing this extensive self-assessment. Fostering intra-campus connections and communication was the most conducive to identifying equity gaps, according to grantees.
Observations
Institutional Silos and Reaching Across Units
Exit interviews revealed that many participants didn’t realize how siloed they were in their respective departments until work on the self-assessment began. The Rubric served as a stimulus for departments to understand and confront their own limitations. The fragmented resources could have allowed for further inequality due to poor communication about resources amongst faculty, staff, and administration. One set of participants acknowledged a gap even within the designated team members themselves and mentioned plans on continuing this work by inviting more departments to further the progress already made in this program.
Administrative Support and Partnership with Internal Senior Staff
Because of the extensive collaboration from various departments around campus, administration needs to not only be aware, but highly supportive of this work. One grantee mentioned that a roadblock to gaining more traction was their administration – specifically, interim leaders. While a previous provost was supportive, the interim provost in particular had misconceptions and misinformation on how and what OER could do to benefit the campus, and therefore was reluctant to support the members working on the Rubric. Various education efforts from outside supporters were able to convince the interim leadership that support and buy-in was needed from high-level administrators and decision-makers.
Blueprint as a Starting Point to Engage in Conversations Around Open
In addition to educating higher-level administration of the broader benefits of using Open resources, engagement with the Rubric allowed for informational conversations to happen more organically when OER practitioners and grantees involved various departments on campus. The self-assessment is designed to be collaborative in nature and promote transparency, which in turn fosters a culture of knowledge sharing about resources.
Recommendations
- The Rubric allows grantees to move past “maintenance-only mode” stages and toward “growth” stages. To encourage continuous improvement, it is recommended that future users and grantees utilize the Rubric to transition from maintenance-oriented practices to a growth-focused approach.
- The Rubric allowed grantees to easily see existing gaps in their work and pointed toward ways to resolve them. To effectively identify and address institutional gaps, it is suggested that future users and grantees utilize the Rubric as a diagnostic tool to easily detect existing gaps and inform strategic planning and implementation.
The first step to administrative support is education or awareness surrounding a problem. OER librarians or practitioners (if they exist in an institution) can provide the best information to administration as to why OER is important and how it addresses equity, affordability, academic freedom, and overall student success. The more empowered and informed the institution is as a whole, the more likely the administration will back the growth of OER adoption even during leadership changes.
As higher education institutions continue to operate at understaffed levels, current conditions necessitate faculty and staff to fulfill multiple roles and duties. This could lead to a culture of “business as usual” that focuses on maintaining the current processes and outcomes. The prioritization of the status quo can inadvertently hinder genuine progress and growth, particularly in terms of equity in student success. By reflecting on limitations uncovered in their self-assessment, departments campus-wide can work on addressing significant gaps and achieving true growth, rising above the “maintenance-only” mode.
Additionally, it is important that users of the assessment be honest in their reflections, as this will best identify gaps in the institution’s work toward equity. The Rubric was designed to facilitate a collaborative and illuminating examination of the equity work done through OER at academic institutions. By acknowledging these gaps truthfully, decision-makers and practitioners alike can advance social justice and academic success for all students, especially marginalized and underrepresented learners.
|
pressbooks
|
2025-03-22T05:09:27.970859
|
10-17-2024
|
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"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-2-engagement-shared-responsibility/",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-2-engagement-shared-responsibility/#chapter-51-section-1
|
Findings
Finding 2: Engagement and Shared Responsibility
Maria Teresa "Tessy" Torres
Due to the holistic nature of the Rubric, grantees quickly discovered it was imperative that many departments within each institution participate. As most departments on campuses across the country deal with very specific populations of stakeholders, a multi-departmental approach to leverage various expertise is invaluable to the grantees completing this extensive self-assessment. Fostering intra-campus connections and communication was the most conducive to identifying equity gaps, according to grantees.
Observations
Institutional Silos and Reaching Across Units
Exit interviews revealed that many participants didn’t realize how siloed they were in their respective departments until work on the self-assessment began. The Rubric served as a stimulus for departments to understand and confront their own limitations. The fragmented resources could have allowed for further inequality due to poor communication about resources amongst faculty, staff, and administration. One set of participants acknowledged a gap even within the designated team members themselves and mentioned plans on continuing this work by inviting more departments to further the progress already made in this program.
Administrative Support and Partnership with Internal Senior Staff
Because of the extensive collaboration from various departments around campus, administration needs to not only be aware, but highly supportive of this work. One grantee mentioned that a roadblock to gaining more traction was their administration – specifically, interim leaders. While a previous provost was supportive, the interim provost in particular had misconceptions and misinformation on how and what OER could do to benefit the campus, and therefore was reluctant to support the members working on the Rubric. Various education efforts from outside supporters were able to convince the interim leadership that support and buy-in was needed from high-level administrators and decision-makers.
Blueprint as a Starting Point to Engage in Conversations Around Open
In addition to educating higher-level administration of the broader benefits of using Open resources, engagement with the Rubric allowed for informational conversations to happen more organically when OER practitioners and grantees involved various departments on campus. The self-assessment is designed to be collaborative in nature and promote transparency, which in turn fosters a culture of knowledge sharing about resources.
Recommendations
- The Rubric allows grantees to move past “maintenance-only mode” stages and toward “growth” stages. To encourage continuous improvement, it is recommended that future users and grantees utilize the Rubric to transition from maintenance-oriented practices to a growth-focused approach.
- The Rubric allowed grantees to easily see existing gaps in their work and pointed toward ways to resolve them. To effectively identify and address institutional gaps, it is suggested that future users and grantees utilize the Rubric as a diagnostic tool to easily detect existing gaps and inform strategic planning and implementation.
The first step to administrative support is education or awareness surrounding a problem. OER librarians or practitioners (if they exist in an institution) can provide the best information to administration as to why OER is important and how it addresses equity, affordability, academic freedom, and overall student success. The more empowered and informed the institution is as a whole, the more likely the administration will back the growth of OER adoption even during leadership changes.
As higher education institutions continue to operate at understaffed levels, current conditions necessitate faculty and staff to fulfill multiple roles and duties. This could lead to a culture of “business as usual” that focuses on maintaining the current processes and outcomes. The prioritization of the status quo can inadvertently hinder genuine progress and growth, particularly in terms of equity in student success. By reflecting on limitations uncovered in their self-assessment, departments campus-wide can work on addressing significant gaps and achieving true growth, rising above the “maintenance-only” mode.
Additionally, it is important that users of the assessment be honest in their reflections, as this will best identify gaps in the institution’s work toward equity. The Rubric was designed to facilitate a collaborative and illuminating examination of the equity work done through OER at academic institutions. By acknowledging these gaps truthfully, decision-makers and practitioners alike can advance social justice and academic success for all students, especially marginalized and underrepresented learners.
|
pressbooks
|
2025-03-22T05:09:27.987206
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-2-engagement-shared-responsibility/#chapter-51-section-1",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-2-engagement-shared-responsibility/#chapter-51-section-2
|
Findings
Finding 2: Engagement and Shared Responsibility
Maria Teresa "Tessy" Torres
Due to the holistic nature of the Rubric, grantees quickly discovered it was imperative that many departments within each institution participate. As most departments on campuses across the country deal with very specific populations of stakeholders, a multi-departmental approach to leverage various expertise is invaluable to the grantees completing this extensive self-assessment. Fostering intra-campus connections and communication was the most conducive to identifying equity gaps, according to grantees.
Observations
Institutional Silos and Reaching Across Units
Exit interviews revealed that many participants didn’t realize how siloed they were in their respective departments until work on the self-assessment began. The Rubric served as a stimulus for departments to understand and confront their own limitations. The fragmented resources could have allowed for further inequality due to poor communication about resources amongst faculty, staff, and administration. One set of participants acknowledged a gap even within the designated team members themselves and mentioned plans on continuing this work by inviting more departments to further the progress already made in this program.
Administrative Support and Partnership with Internal Senior Staff
Because of the extensive collaboration from various departments around campus, administration needs to not only be aware, but highly supportive of this work. One grantee mentioned that a roadblock to gaining more traction was their administration – specifically, interim leaders. While a previous provost was supportive, the interim provost in particular had misconceptions and misinformation on how and what OER could do to benefit the campus, and therefore was reluctant to support the members working on the Rubric. Various education efforts from outside supporters were able to convince the interim leadership that support and buy-in was needed from high-level administrators and decision-makers.
Blueprint as a Starting Point to Engage in Conversations Around Open
In addition to educating higher-level administration of the broader benefits of using Open resources, engagement with the Rubric allowed for informational conversations to happen more organically when OER practitioners and grantees involved various departments on campus. The self-assessment is designed to be collaborative in nature and promote transparency, which in turn fosters a culture of knowledge sharing about resources.
Recommendations
- The Rubric allows grantees to move past “maintenance-only mode” stages and toward “growth” stages. To encourage continuous improvement, it is recommended that future users and grantees utilize the Rubric to transition from maintenance-oriented practices to a growth-focused approach.
- The Rubric allowed grantees to easily see existing gaps in their work and pointed toward ways to resolve them. To effectively identify and address institutional gaps, it is suggested that future users and grantees utilize the Rubric as a diagnostic tool to easily detect existing gaps and inform strategic planning and implementation.
The first step to administrative support is education or awareness surrounding a problem. OER librarians or practitioners (if they exist in an institution) can provide the best information to administration as to why OER is important and how it addresses equity, affordability, academic freedom, and overall student success. The more empowered and informed the institution is as a whole, the more likely the administration will back the growth of OER adoption even during leadership changes.
As higher education institutions continue to operate at understaffed levels, current conditions necessitate faculty and staff to fulfill multiple roles and duties. This could lead to a culture of “business as usual” that focuses on maintaining the current processes and outcomes. The prioritization of the status quo can inadvertently hinder genuine progress and growth, particularly in terms of equity in student success. By reflecting on limitations uncovered in their self-assessment, departments campus-wide can work on addressing significant gaps and achieving true growth, rising above the “maintenance-only” mode.
Additionally, it is important that users of the assessment be honest in their reflections, as this will best identify gaps in the institution’s work toward equity. The Rubric was designed to facilitate a collaborative and illuminating examination of the equity work done through OER at academic institutions. By acknowledging these gaps truthfully, decision-makers and practitioners alike can advance social justice and academic success for all students, especially marginalized and underrepresented learners.
|
pressbooks
|
2025-03-22T05:09:27.998636
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-2-engagement-shared-responsibility/#chapter-51-section-2",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-3-institutional-capacity/
|
Findings
Finding 3: Institutional Capacity
Reta Chaffee and Jeff Gallant
Programs associated with open education and equity have an inherent demand for the institution to have enough internal resources to improve aspects of the given programs and make substantive changes. Responses to participant exit interviews often included remarks on the importance of having dedicated time and well-informed staff and faculty devoted to both OER and equity work in order for things to improve, and there was some uncertainty surrounding the wording in the Rubric that even in a best-case scenario the participant institutions’ improvement would not be enough to achieve the upper levels (Emerging or Established dimensions) of the Rubric.
Observations
Importance of Institutional OER Point Person
A core marker of base-level institutional capacity was having at least one dedicated open education leader connected to the national/international field. A shared strength in institutional capacity across all teams was the establishment of at least one point person in the institution to advocate and provide support for open education in tandem with support for equity. Institutions differed in size and projects and therefore differed greatly in their scope, with some institutions involving large teams of librarians, designers, administration, and instructional faculty, while others could involve only one or two instructors or librarians. While goals and capacities differed greatly, one common outcome occurred: every participating institution left this pilot grant program with an informed and engaged OER leader in at least one department.
Time and Resources to Achieve Established Levels in the Rubric
Institutions lacked the time and resources to achieve Established levels in the Rubric. Participants often remarked in exit interviews that their participation in the DOERS3 Annual Convening (October 2023) made them feel like they were connected with a larger network of OER advocates and that this networking was crucial to sustain and improve capacity at their institutions. Given that some institutions may only have one or two people involved in OER work over the span of many years, it may be important in future rounds of grants for the Equity Working Group to emphasize cross-participant communications for individuals across institutions in order to sustain this capacity sooner in the project.
The “Established” dimension of the Rubric contains multiple aspirational goals which involve an additional allocation of resources and staff in order to reach this level. Goals involving a significant amount of institutional capacity include:
- A comprehensive, institution-wide plan to increase the availability and implementation of OER with focused attention to targeted student populations
- A communication plan with responsibilities across departments to inform students about their options in OER as well as either no-cost or low-cost courses
- Sustained and ongoing professional development, technical support, and funding for the implementation and creation of OER
- Full recognition for OER publications and open education labor and time in tenure and promotion processes
- OER implementation and sustainability work by instructional faculty across all general education and gateway courses
- The creation of new full-time staff positions, including open education librarians and instructional designers
- Comprehensive bookstore engagement in making OER options transparent and reporting OER adoption data
- Leadership accountability and action, starting with including open education in strategic plans
- Regular provision of disaggregated and anonymized student data for analysis on effects of OER implementation
Indeed, the capacity to achieve this level of open education engagement is admittedly barely attainable by institutions with the most established OER programs. While this works as a high benchmark for aspiring programs, the Equity Working Group must make it clear that the upper levels of the Rubric are not expected to be reached within a year of the program, and that while institutions may never be able to achieve everything within the Established dimension of the Rubric, they can still be used as longer-term aspirational goals.
Plan Changes due to Administrative and Participant Turnover
Administrative and participant turnover led to drastic plan changes for grantees and often lowered expectations for project outcomes. Unfortunately, a common pain point in improving any aspect of open education and equity programs at grantees’ institutions was the lack of capacity among other faculty and staff members, particularly when turnover among either team members or program supporters at the institution occurred. After unexpected turnover, grantees at Front Range Community College (FRCC) and University of Baltimore found themselves taking on multiple roles for the project and needing to quickly learn new skills midway the project timeline in order for the project to continue. Turnover and an early retirement program at Massachusetts College of Liberal Arts led to a significant and unexpected shrinking of the grant team that spurred a period of complete project disruption before the team could recover, resume work, and reset the team’s expectations for the project’s outcomes.
Recommendations
- Emphasize cross-institutional communications throughout the cohort as early as possible in order to grow and sustain a network of institutional open education leaders.
- Advise teams to attempt to align project goals to institutional strategic plans as much as possible, including any strategies affecting enrollment and retention, thus prioritizing and justifying further support for open education work.
- Advise teams to have a contingency plan in the event of turnover within the group, including alternate members.
- Make clear among grantees that teams do not need to tackle all aspects of the Rubric.
- Adjust and re-word the Rubric to allow for teams to use the Rubric past the point of the project as a source of continuous improvement year-on-year.
It is important to acknowledge that turnover in any organization is inevitable, and a growing precarity in academic positions, including the adjunctification of previously full-time positions, accelerates turnover. While DOERS cannot make the problem of frequent faculty and staff turnover disappear from the open education landscape, the Equity Working Group can further advise teams on ways to stay flexible during significant project disruptions and stay visible by keeping the program relevant in the eyes of executive leaders.
|
pressbooks
|
2025-03-22T05:09:28.013155
|
10-17-2024
|
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"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-3-institutional-capacity/",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
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"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-3-institutional-capacity/#chapter-53-section-1
|
Findings
Finding 3: Institutional Capacity
Reta Chaffee and Jeff Gallant
Programs associated with open education and equity have an inherent demand for the institution to have enough internal resources to improve aspects of the given programs and make substantive changes. Responses to participant exit interviews often included remarks on the importance of having dedicated time and well-informed staff and faculty devoted to both OER and equity work in order for things to improve, and there was some uncertainty surrounding the wording in the Rubric that even in a best-case scenario the participant institutions’ improvement would not be enough to achieve the upper levels (Emerging or Established dimensions) of the Rubric.
Observations
Importance of Institutional OER Point Person
A core marker of base-level institutional capacity was having at least one dedicated open education leader connected to the national/international field. A shared strength in institutional capacity across all teams was the establishment of at least one point person in the institution to advocate and provide support for open education in tandem with support for equity. Institutions differed in size and projects and therefore differed greatly in their scope, with some institutions involving large teams of librarians, designers, administration, and instructional faculty, while others could involve only one or two instructors or librarians. While goals and capacities differed greatly, one common outcome occurred: every participating institution left this pilot grant program with an informed and engaged OER leader in at least one department.
Time and Resources to Achieve Established Levels in the Rubric
Institutions lacked the time and resources to achieve Established levels in the Rubric. Participants often remarked in exit interviews that their participation in the DOERS3 Annual Convening (October 2023) made them feel like they were connected with a larger network of OER advocates and that this networking was crucial to sustain and improve capacity at their institutions. Given that some institutions may only have one or two people involved in OER work over the span of many years, it may be important in future rounds of grants for the Equity Working Group to emphasize cross-participant communications for individuals across institutions in order to sustain this capacity sooner in the project.
The “Established” dimension of the Rubric contains multiple aspirational goals which involve an additional allocation of resources and staff in order to reach this level. Goals involving a significant amount of institutional capacity include:
- A comprehensive, institution-wide plan to increase the availability and implementation of OER with focused attention to targeted student populations
- A communication plan with responsibilities across departments to inform students about their options in OER as well as either no-cost or low-cost courses
- Sustained and ongoing professional development, technical support, and funding for the implementation and creation of OER
- Full recognition for OER publications and open education labor and time in tenure and promotion processes
- OER implementation and sustainability work by instructional faculty across all general education and gateway courses
- The creation of new full-time staff positions, including open education librarians and instructional designers
- Comprehensive bookstore engagement in making OER options transparent and reporting OER adoption data
- Leadership accountability and action, starting with including open education in strategic plans
- Regular provision of disaggregated and anonymized student data for analysis on effects of OER implementation
Indeed, the capacity to achieve this level of open education engagement is admittedly barely attainable by institutions with the most established OER programs. While this works as a high benchmark for aspiring programs, the Equity Working Group must make it clear that the upper levels of the Rubric are not expected to be reached within a year of the program, and that while institutions may never be able to achieve everything within the Established dimension of the Rubric, they can still be used as longer-term aspirational goals.
Plan Changes due to Administrative and Participant Turnover
Administrative and participant turnover led to drastic plan changes for grantees and often lowered expectations for project outcomes. Unfortunately, a common pain point in improving any aspect of open education and equity programs at grantees’ institutions was the lack of capacity among other faculty and staff members, particularly when turnover among either team members or program supporters at the institution occurred. After unexpected turnover, grantees at Front Range Community College (FRCC) and University of Baltimore found themselves taking on multiple roles for the project and needing to quickly learn new skills midway the project timeline in order for the project to continue. Turnover and an early retirement program at Massachusetts College of Liberal Arts led to a significant and unexpected shrinking of the grant team that spurred a period of complete project disruption before the team could recover, resume work, and reset the team’s expectations for the project’s outcomes.
Recommendations
- Emphasize cross-institutional communications throughout the cohort as early as possible in order to grow and sustain a network of institutional open education leaders.
- Advise teams to attempt to align project goals to institutional strategic plans as much as possible, including any strategies affecting enrollment and retention, thus prioritizing and justifying further support for open education work.
- Advise teams to have a contingency plan in the event of turnover within the group, including alternate members.
- Make clear among grantees that teams do not need to tackle all aspects of the Rubric.
- Adjust and re-word the Rubric to allow for teams to use the Rubric past the point of the project as a source of continuous improvement year-on-year.
It is important to acknowledge that turnover in any organization is inevitable, and a growing precarity in academic positions, including the adjunctification of previously full-time positions, accelerates turnover. While DOERS cannot make the problem of frequent faculty and staff turnover disappear from the open education landscape, the Equity Working Group can further advise teams on ways to stay flexible during significant project disruptions and stay visible by keeping the program relevant in the eyes of executive leaders.
|
pressbooks
|
2025-03-22T05:09:28.025296
|
10-17-2024
|
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"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-3-institutional-capacity/#chapter-53-section-1",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-3-institutional-capacity/#chapter-53-section-2
|
Findings
Finding 3: Institutional Capacity
Reta Chaffee and Jeff Gallant
Programs associated with open education and equity have an inherent demand for the institution to have enough internal resources to improve aspects of the given programs and make substantive changes. Responses to participant exit interviews often included remarks on the importance of having dedicated time and well-informed staff and faculty devoted to both OER and equity work in order for things to improve, and there was some uncertainty surrounding the wording in the Rubric that even in a best-case scenario the participant institutions’ improvement would not be enough to achieve the upper levels (Emerging or Established dimensions) of the Rubric.
Observations
Importance of Institutional OER Point Person
A core marker of base-level institutional capacity was having at least one dedicated open education leader connected to the national/international field. A shared strength in institutional capacity across all teams was the establishment of at least one point person in the institution to advocate and provide support for open education in tandem with support for equity. Institutions differed in size and projects and therefore differed greatly in their scope, with some institutions involving large teams of librarians, designers, administration, and instructional faculty, while others could involve only one or two instructors or librarians. While goals and capacities differed greatly, one common outcome occurred: every participating institution left this pilot grant program with an informed and engaged OER leader in at least one department.
Time and Resources to Achieve Established Levels in the Rubric
Institutions lacked the time and resources to achieve Established levels in the Rubric. Participants often remarked in exit interviews that their participation in the DOERS3 Annual Convening (October 2023) made them feel like they were connected with a larger network of OER advocates and that this networking was crucial to sustain and improve capacity at their institutions. Given that some institutions may only have one or two people involved in OER work over the span of many years, it may be important in future rounds of grants for the Equity Working Group to emphasize cross-participant communications for individuals across institutions in order to sustain this capacity sooner in the project.
The “Established” dimension of the Rubric contains multiple aspirational goals which involve an additional allocation of resources and staff in order to reach this level. Goals involving a significant amount of institutional capacity include:
- A comprehensive, institution-wide plan to increase the availability and implementation of OER with focused attention to targeted student populations
- A communication plan with responsibilities across departments to inform students about their options in OER as well as either no-cost or low-cost courses
- Sustained and ongoing professional development, technical support, and funding for the implementation and creation of OER
- Full recognition for OER publications and open education labor and time in tenure and promotion processes
- OER implementation and sustainability work by instructional faculty across all general education and gateway courses
- The creation of new full-time staff positions, including open education librarians and instructional designers
- Comprehensive bookstore engagement in making OER options transparent and reporting OER adoption data
- Leadership accountability and action, starting with including open education in strategic plans
- Regular provision of disaggregated and anonymized student data for analysis on effects of OER implementation
Indeed, the capacity to achieve this level of open education engagement is admittedly barely attainable by institutions with the most established OER programs. While this works as a high benchmark for aspiring programs, the Equity Working Group must make it clear that the upper levels of the Rubric are not expected to be reached within a year of the program, and that while institutions may never be able to achieve everything within the Established dimension of the Rubric, they can still be used as longer-term aspirational goals.
Plan Changes due to Administrative and Participant Turnover
Administrative and participant turnover led to drastic plan changes for grantees and often lowered expectations for project outcomes. Unfortunately, a common pain point in improving any aspect of open education and equity programs at grantees’ institutions was the lack of capacity among other faculty and staff members, particularly when turnover among either team members or program supporters at the institution occurred. After unexpected turnover, grantees at Front Range Community College (FRCC) and University of Baltimore found themselves taking on multiple roles for the project and needing to quickly learn new skills midway the project timeline in order for the project to continue. Turnover and an early retirement program at Massachusetts College of Liberal Arts led to a significant and unexpected shrinking of the grant team that spurred a period of complete project disruption before the team could recover, resume work, and reset the team’s expectations for the project’s outcomes.
Recommendations
- Emphasize cross-institutional communications throughout the cohort as early as possible in order to grow and sustain a network of institutional open education leaders.
- Advise teams to attempt to align project goals to institutional strategic plans as much as possible, including any strategies affecting enrollment and retention, thus prioritizing and justifying further support for open education work.
- Advise teams to have a contingency plan in the event of turnover within the group, including alternate members.
- Make clear among grantees that teams do not need to tackle all aspects of the Rubric.
- Adjust and re-word the Rubric to allow for teams to use the Rubric past the point of the project as a source of continuous improvement year-on-year.
It is important to acknowledge that turnover in any organization is inevitable, and a growing precarity in academic positions, including the adjunctification of previously full-time positions, accelerates turnover. While DOERS cannot make the problem of frequent faculty and staff turnover disappear from the open education landscape, the Equity Working Group can further advise teams on ways to stay flexible during significant project disruptions and stay visible by keeping the program relevant in the eyes of executive leaders.
|
pressbooks
|
2025-03-22T05:09:28.037719
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-3-institutional-capacity/#chapter-53-section-2",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-4-student-experience-agency/
|
Findings
Finding 4: Student Experience and Agency
Robert "Bob" Awkward and Caroline Sinkinson
While there is a dedicated component of the Rubric focused on students, participants in the pilot also centered students throughout the self-assessment process. The grantees stressed the critical importance of student engagement, awareness, advocacy, and input for programmatic success and ongoing promotion of the equity dimensions of OER. Grantees provided numerous valuable insights related to student experience and agency, including: elevating students’ voices, creating mechanisms for student input, designing learning that is culturally responsive, and student awareness and understanding of automatic textbook billing programs.
Observations
Student Voice and Input
Finding effective ways to capture students’ perspectives and voices was a significant goal for many grantees, whether with survey instruments, focus groups, student employees, or collaborations with student organizations or government. Grantees found value in engaging with students to gain a deeper understanding of their use and awareness of OER. The interactions helped practitioners think more intentionally and responsively about what strategies, approaches, and tools would best match the needs of their unique students. Furthermore, student interactions provided opportunities to teach and familiarize students with OER and their impact on creating equitable learning environments. Students’ perspectives also provided compelling evidence that could sway educators, policy makers, legislatures, and institutional leaders not yet convinced of the role OER play in addressing equity and student success.
Several grantees were eager to learn more student engagement strategies from colleagues and peers. They noted that there is still much more to be learned from students and any support in creating effective engagement and advocacy strategies would be welcome. They also noted the need to develop better mechanisms for assessing students’ access to technology and internet connectivity to ensure equitable access to course materials.
Maricopa Community College District plans to hire and train a student worker to engage with their OER initiatives, providing an opportunity for the student to learn about OER, copyright, accessibility and more. This model may be of interest to other institutions. In addition to supporting OER programming, the grantee had plans to leverage the student’s perspective to create a student awareness campaign with language meaningful to a student audience.
Alignment with Campus Initiatives Related to Student Success
Grantees found it was successful to attach and clearly align OER programs with complimentary campaigns on campus, for example, initiatives to enhance students’ sense of belonging or to strengthen student success. One grantee planned to position OER as key to promoting a sense of belonging specifically in efforts to serve Latinx students at an emerging Hispanic Serving Institution. When speaking with students in the classroom and outside of it, grantees suggested that framing OER as a student success initiative could be compelling to various audiences and stakeholders.
Culturally Responsive Pedagogies
When promoting OER to campus colleagues, several grantees highlighted the ability to customize and localize OER to better represent students and to be relevant to their contexts. Grantees observed that the ability to make materials culturally responsive has an enormous potential impact on students’ sense of belonging. In contrast, when OER were adapted without customization, students were notably disappointed, which may lead to poor student impressions of OER. For that reason, some grantees encouraged their communities to carefully match OER customizations to their teaching approaches, assessment strategies, and students’ individual needs.
Grantees demonstrated a desire to learn more about culturally responsive pedagogy and the ways in which OER can help to create more diverse and tailored representation in course materials. Additional grantees shared a goal of enhancing open pedagogical approaches in unison with OER.
Automatic Textbook Programs and Agency
Several grantees are struggling with the implementation of automatic textbook billing programs and the misleading language that accompanies them. There is a sense of urgency among grantees to better communicate that students have choices, agency, and opportunities to not fall prey to these programs. The degree to which grantees were interacting with bookstores varied a great deal across institutions. Many have plans to cultivate those relationships to counteract these challenges and to take advantage of the bookstore’s student facing position on campus.
Recommendations
- Encourage grantees to include students early and often.
- Invite grantees to share materials and methods used to gather student feedback for reference of fellow grantees and future users.
- Provide grantees with models or examples of engaging students in OER awareness, education, and advocacy (collaboration with student government, awareness campaigns, student OER employees, ambassadors, student-led awards for open educators.)
- Invite grantees to share student engagement strategies with co-participants early in the grant cycle.
- Provide content or references for learning more about culturally responsive pedagogy.
- Encourage grantees to foreground equity impacts rather than only highlighting cost saving benefits when discussing OER with students.
- Encourage grantees to leverage student voices to shift faculty reliance on commercial course materials.
- Share institutional language examples to frame OER as a student success initiative and to counteract harms of automatic textbook billing programs.
|
pressbooks
|
2025-03-22T05:09:28.049327
|
10-17-2024
|
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"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
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https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-4-student-experience-agency/#chapter-58-section-1
|
Findings
Finding 4: Student Experience and Agency
Robert "Bob" Awkward and Caroline Sinkinson
While there is a dedicated component of the Rubric focused on students, participants in the pilot also centered students throughout the self-assessment process. The grantees stressed the critical importance of student engagement, awareness, advocacy, and input for programmatic success and ongoing promotion of the equity dimensions of OER. Grantees provided numerous valuable insights related to student experience and agency, including: elevating students’ voices, creating mechanisms for student input, designing learning that is culturally responsive, and student awareness and understanding of automatic textbook billing programs.
Observations
Student Voice and Input
Finding effective ways to capture students’ perspectives and voices was a significant goal for many grantees, whether with survey instruments, focus groups, student employees, or collaborations with student organizations or government. Grantees found value in engaging with students to gain a deeper understanding of their use and awareness of OER. The interactions helped practitioners think more intentionally and responsively about what strategies, approaches, and tools would best match the needs of their unique students. Furthermore, student interactions provided opportunities to teach and familiarize students with OER and their impact on creating equitable learning environments. Students’ perspectives also provided compelling evidence that could sway educators, policy makers, legislatures, and institutional leaders not yet convinced of the role OER play in addressing equity and student success.
Several grantees were eager to learn more student engagement strategies from colleagues and peers. They noted that there is still much more to be learned from students and any support in creating effective engagement and advocacy strategies would be welcome. They also noted the need to develop better mechanisms for assessing students’ access to technology and internet connectivity to ensure equitable access to course materials.
Maricopa Community College District plans to hire and train a student worker to engage with their OER initiatives, providing an opportunity for the student to learn about OER, copyright, accessibility and more. This model may be of interest to other institutions. In addition to supporting OER programming, the grantee had plans to leverage the student’s perspective to create a student awareness campaign with language meaningful to a student audience.
Alignment with Campus Initiatives Related to Student Success
Grantees found it was successful to attach and clearly align OER programs with complimentary campaigns on campus, for example, initiatives to enhance students’ sense of belonging or to strengthen student success. One grantee planned to position OER as key to promoting a sense of belonging specifically in efforts to serve Latinx students at an emerging Hispanic Serving Institution. When speaking with students in the classroom and outside of it, grantees suggested that framing OER as a student success initiative could be compelling to various audiences and stakeholders.
Culturally Responsive Pedagogies
When promoting OER to campus colleagues, several grantees highlighted the ability to customize and localize OER to better represent students and to be relevant to their contexts. Grantees observed that the ability to make materials culturally responsive has an enormous potential impact on students’ sense of belonging. In contrast, when OER were adapted without customization, students were notably disappointed, which may lead to poor student impressions of OER. For that reason, some grantees encouraged their communities to carefully match OER customizations to their teaching approaches, assessment strategies, and students’ individual needs.
Grantees demonstrated a desire to learn more about culturally responsive pedagogy and the ways in which OER can help to create more diverse and tailored representation in course materials. Additional grantees shared a goal of enhancing open pedagogical approaches in unison with OER.
Automatic Textbook Programs and Agency
Several grantees are struggling with the implementation of automatic textbook billing programs and the misleading language that accompanies them. There is a sense of urgency among grantees to better communicate that students have choices, agency, and opportunities to not fall prey to these programs. The degree to which grantees were interacting with bookstores varied a great deal across institutions. Many have plans to cultivate those relationships to counteract these challenges and to take advantage of the bookstore’s student facing position on campus.
Recommendations
- Encourage grantees to include students early and often.
- Invite grantees to share materials and methods used to gather student feedback for reference of fellow grantees and future users.
- Provide grantees with models or examples of engaging students in OER awareness, education, and advocacy (collaboration with student government, awareness campaigns, student OER employees, ambassadors, student-led awards for open educators.)
- Invite grantees to share student engagement strategies with co-participants early in the grant cycle.
- Provide content or references for learning more about culturally responsive pedagogy.
- Encourage grantees to foreground equity impacts rather than only highlighting cost saving benefits when discussing OER with students.
- Encourage grantees to leverage student voices to shift faculty reliance on commercial course materials.
- Share institutional language examples to frame OER as a student success initiative and to counteract harms of automatic textbook billing programs.
|
pressbooks
|
2025-03-22T05:09:28.060219
|
10-17-2024
|
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"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
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"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-4-student-experience-agency/#chapter-58-section-2
|
Findings
Finding 4: Student Experience and Agency
Robert "Bob" Awkward and Caroline Sinkinson
While there is a dedicated component of the Rubric focused on students, participants in the pilot also centered students throughout the self-assessment process. The grantees stressed the critical importance of student engagement, awareness, advocacy, and input for programmatic success and ongoing promotion of the equity dimensions of OER. Grantees provided numerous valuable insights related to student experience and agency, including: elevating students’ voices, creating mechanisms for student input, designing learning that is culturally responsive, and student awareness and understanding of automatic textbook billing programs.
Observations
Student Voice and Input
Finding effective ways to capture students’ perspectives and voices was a significant goal for many grantees, whether with survey instruments, focus groups, student employees, or collaborations with student organizations or government. Grantees found value in engaging with students to gain a deeper understanding of their use and awareness of OER. The interactions helped practitioners think more intentionally and responsively about what strategies, approaches, and tools would best match the needs of their unique students. Furthermore, student interactions provided opportunities to teach and familiarize students with OER and their impact on creating equitable learning environments. Students’ perspectives also provided compelling evidence that could sway educators, policy makers, legislatures, and institutional leaders not yet convinced of the role OER play in addressing equity and student success.
Several grantees were eager to learn more student engagement strategies from colleagues and peers. They noted that there is still much more to be learned from students and any support in creating effective engagement and advocacy strategies would be welcome. They also noted the need to develop better mechanisms for assessing students’ access to technology and internet connectivity to ensure equitable access to course materials.
Maricopa Community College District plans to hire and train a student worker to engage with their OER initiatives, providing an opportunity for the student to learn about OER, copyright, accessibility and more. This model may be of interest to other institutions. In addition to supporting OER programming, the grantee had plans to leverage the student’s perspective to create a student awareness campaign with language meaningful to a student audience.
Alignment with Campus Initiatives Related to Student Success
Grantees found it was successful to attach and clearly align OER programs with complimentary campaigns on campus, for example, initiatives to enhance students’ sense of belonging or to strengthen student success. One grantee planned to position OER as key to promoting a sense of belonging specifically in efforts to serve Latinx students at an emerging Hispanic Serving Institution. When speaking with students in the classroom and outside of it, grantees suggested that framing OER as a student success initiative could be compelling to various audiences and stakeholders.
Culturally Responsive Pedagogies
When promoting OER to campus colleagues, several grantees highlighted the ability to customize and localize OER to better represent students and to be relevant to their contexts. Grantees observed that the ability to make materials culturally responsive has an enormous potential impact on students’ sense of belonging. In contrast, when OER were adapted without customization, students were notably disappointed, which may lead to poor student impressions of OER. For that reason, some grantees encouraged their communities to carefully match OER customizations to their teaching approaches, assessment strategies, and students’ individual needs.
Grantees demonstrated a desire to learn more about culturally responsive pedagogy and the ways in which OER can help to create more diverse and tailored representation in course materials. Additional grantees shared a goal of enhancing open pedagogical approaches in unison with OER.
Automatic Textbook Programs and Agency
Several grantees are struggling with the implementation of automatic textbook billing programs and the misleading language that accompanies them. There is a sense of urgency among grantees to better communicate that students have choices, agency, and opportunities to not fall prey to these programs. The degree to which grantees were interacting with bookstores varied a great deal across institutions. Many have plans to cultivate those relationships to counteract these challenges and to take advantage of the bookstore’s student facing position on campus.
Recommendations
- Encourage grantees to include students early and often.
- Invite grantees to share materials and methods used to gather student feedback for reference of fellow grantees and future users.
- Provide grantees with models or examples of engaging students in OER awareness, education, and advocacy (collaboration with student government, awareness campaigns, student OER employees, ambassadors, student-led awards for open educators.)
- Invite grantees to share student engagement strategies with co-participants early in the grant cycle.
- Provide content or references for learning more about culturally responsive pedagogy.
- Encourage grantees to foreground equity impacts rather than only highlighting cost saving benefits when discussing OER with students.
- Encourage grantees to leverage student voices to shift faculty reliance on commercial course materials.
- Share institutional language examples to frame OER as a student success initiative and to counteract harms of automatic textbook billing programs.
|
pressbooks
|
2025-03-22T05:09:28.071494
|
10-17-2024
|
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"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-5-collaboration-community-building/
|
Findings
Finding 5: Collaboration and Community Building
Brittany Dudek
A key design component of the Rubric pilot, supporting the goal of spanning silos, allowed for grantees to develop teams within their college, university, compact, or system as appropriate for their communities. Grantee feedback indicated that engaging with the Rubric and implementing their chosen projects facilitated positive community building at their institutions, as well. Mentorship was built into the grantee program to build collaboration and increase the potential network possibilities between the DOERS3 collective and the grantees.
Observations
Team Composition
Each institutional community faces unique challenges and needs; therefore, each project team contains a distinct composition of faculty, instructors, librarians, learning designers, technologists, administration, and/or other staff which best represents the needs of the project. Future project teams should aim to include students in some capacity, as ‘involving students’ is a common theme with OER work and grantee interviews reported similar themes. Additional feedback from grantees revealed that their participation in the Rubric pilot helped build campus engagement and a feeling of shared responsibility, while removing institutional silos.
Fostering Community on Campus
Grantees indicated that participation in this project helped foster a sense of community within their individual campuses. While college turnover will always affect a campus’ sense of community, having a project such as this one was a good introduction and way to increase dialogue across participants and new employees within a single institution as they worked through the Rubric.
Profile and Visibility of OER in Strategic Initiatives
Grantees also indicated that their use of the Equity Through OER Rubric is critical in raising the profile and visibility of OER with administrative stakeholders. The collaborative relationship between OER practices and other strategic institutional initiatives, such as those focused on removing barriers to student success and closing gaps in student outcomes, elevated OER as an important element to these pre-existing initiatives.
Feedback on Mentor Program
The Mentor program paired members of the Equity Working Group and grantees based on experience and interests. The purpose of the mentor program was to ensure that grantees had a dedicated member of the Equity Working Group to meet with and ask questions regarding their project and the Equity Rubric, and to develop a mutually beneficial networking experience. The pilot revealed important information on how to strengthen the mentoring component of the experience, including more guidance to mentors and more frequent meetings with grantees and mentors.
Grantee Interaction
Grantee interviews indicated the desire for earlier intentional community building across project teams, which can serve as learning or brainstorming opportunities. These cross-functional groups also provide networking opportunities which are beneficial for personal and organizational growth. In addition to the Grant kickoff event, the main grantee collaborations occurred during the grant period was either in-person at the DOERS3 Annual Convening (for those who could attend), and virtually during mentorship meetings, and a concluding virtual meeting at the end of the project during the final project meeting.
A positive, yet somewhat unexpected project outcome was integrating the grantees into the DOERS3 Equity Working Group and Network during the annual convening. As a stipulation of participating in the grant, participation in the annual DOERS3 convening was encouraged. According to Aaron Allen, a grantee from Front Range Community College, “the DOERS3 convening was super energizing. It really gave me the motivation to come back to the table ready to continue the work and fight through the struggles that I was encountering.”
Recommendations
Combining the qualitative information gathered from grantee interviews with grantee and DOERS3 Equity Working Group suggestions and feedback, the following recommendations are made to increase collaboration and positively impact the community building:
- Mentor meetings should be scheduled at the onset vs. throughout the grant program and should be scheduled for once a month.
- Connect grantees to each other early and throughout the program for peer-to-peer learning.
- Convene grantees together in person early in the grant cycle to establish a strong cohort per grant cycle.
- Provide funding for grantees to attend the DOERS3 annual convening, as it was a very positive experience for those who were able to attend.
|
pressbooks
|
2025-03-22T05:09:28.083367
|
10-17-2024
|
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"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-5-collaboration-community-building/",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-5-collaboration-community-building/#chapter-61-section-1
|
Findings
Finding 5: Collaboration and Community Building
Brittany Dudek
A key design component of the Rubric pilot, supporting the goal of spanning silos, allowed for grantees to develop teams within their college, university, compact, or system as appropriate for their communities. Grantee feedback indicated that engaging with the Rubric and implementing their chosen projects facilitated positive community building at their institutions, as well. Mentorship was built into the grantee program to build collaboration and increase the potential network possibilities between the DOERS3 collective and the grantees.
Observations
Team Composition
Each institutional community faces unique challenges and needs; therefore, each project team contains a distinct composition of faculty, instructors, librarians, learning designers, technologists, administration, and/or other staff which best represents the needs of the project. Future project teams should aim to include students in some capacity, as ‘involving students’ is a common theme with OER work and grantee interviews reported similar themes. Additional feedback from grantees revealed that their participation in the Rubric pilot helped build campus engagement and a feeling of shared responsibility, while removing institutional silos.
Fostering Community on Campus
Grantees indicated that participation in this project helped foster a sense of community within their individual campuses. While college turnover will always affect a campus’ sense of community, having a project such as this one was a good introduction and way to increase dialogue across participants and new employees within a single institution as they worked through the Rubric.
Profile and Visibility of OER in Strategic Initiatives
Grantees also indicated that their use of the Equity Through OER Rubric is critical in raising the profile and visibility of OER with administrative stakeholders. The collaborative relationship between OER practices and other strategic institutional initiatives, such as those focused on removing barriers to student success and closing gaps in student outcomes, elevated OER as an important element to these pre-existing initiatives.
Feedback on Mentor Program
The Mentor program paired members of the Equity Working Group and grantees based on experience and interests. The purpose of the mentor program was to ensure that grantees had a dedicated member of the Equity Working Group to meet with and ask questions regarding their project and the Equity Rubric, and to develop a mutually beneficial networking experience. The pilot revealed important information on how to strengthen the mentoring component of the experience, including more guidance to mentors and more frequent meetings with grantees and mentors.
Grantee Interaction
Grantee interviews indicated the desire for earlier intentional community building across project teams, which can serve as learning or brainstorming opportunities. These cross-functional groups also provide networking opportunities which are beneficial for personal and organizational growth. In addition to the Grant kickoff event, the main grantee collaborations occurred during the grant period was either in-person at the DOERS3 Annual Convening (for those who could attend), and virtually during mentorship meetings, and a concluding virtual meeting at the end of the project during the final project meeting.
A positive, yet somewhat unexpected project outcome was integrating the grantees into the DOERS3 Equity Working Group and Network during the annual convening. As a stipulation of participating in the grant, participation in the annual DOERS3 convening was encouraged. According to Aaron Allen, a grantee from Front Range Community College, “the DOERS3 convening was super energizing. It really gave me the motivation to come back to the table ready to continue the work and fight through the struggles that I was encountering.”
Recommendations
Combining the qualitative information gathered from grantee interviews with grantee and DOERS3 Equity Working Group suggestions and feedback, the following recommendations are made to increase collaboration and positively impact the community building:
- Mentor meetings should be scheduled at the onset vs. throughout the grant program and should be scheduled for once a month.
- Connect grantees to each other early and throughout the program for peer-to-peer learning.
- Convene grantees together in person early in the grant cycle to establish a strong cohort per grant cycle.
- Provide funding for grantees to attend the DOERS3 annual convening, as it was a very positive experience for those who were able to attend.
|
pressbooks
|
2025-03-22T05:09:28.094462
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-5-collaboration-community-building/#chapter-61-section-1",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
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"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-5-collaboration-community-building/#chapter-61-section-2
|
Findings
Finding 5: Collaboration and Community Building
Brittany Dudek
A key design component of the Rubric pilot, supporting the goal of spanning silos, allowed for grantees to develop teams within their college, university, compact, or system as appropriate for their communities. Grantee feedback indicated that engaging with the Rubric and implementing their chosen projects facilitated positive community building at their institutions, as well. Mentorship was built into the grantee program to build collaboration and increase the potential network possibilities between the DOERS3 collective and the grantees.
Observations
Team Composition
Each institutional community faces unique challenges and needs; therefore, each project team contains a distinct composition of faculty, instructors, librarians, learning designers, technologists, administration, and/or other staff which best represents the needs of the project. Future project teams should aim to include students in some capacity, as ‘involving students’ is a common theme with OER work and grantee interviews reported similar themes. Additional feedback from grantees revealed that their participation in the Rubric pilot helped build campus engagement and a feeling of shared responsibility, while removing institutional silos.
Fostering Community on Campus
Grantees indicated that participation in this project helped foster a sense of community within their individual campuses. While college turnover will always affect a campus’ sense of community, having a project such as this one was a good introduction and way to increase dialogue across participants and new employees within a single institution as they worked through the Rubric.
Profile and Visibility of OER in Strategic Initiatives
Grantees also indicated that their use of the Equity Through OER Rubric is critical in raising the profile and visibility of OER with administrative stakeholders. The collaborative relationship between OER practices and other strategic institutional initiatives, such as those focused on removing barriers to student success and closing gaps in student outcomes, elevated OER as an important element to these pre-existing initiatives.
Feedback on Mentor Program
The Mentor program paired members of the Equity Working Group and grantees based on experience and interests. The purpose of the mentor program was to ensure that grantees had a dedicated member of the Equity Working Group to meet with and ask questions regarding their project and the Equity Rubric, and to develop a mutually beneficial networking experience. The pilot revealed important information on how to strengthen the mentoring component of the experience, including more guidance to mentors and more frequent meetings with grantees and mentors.
Grantee Interaction
Grantee interviews indicated the desire for earlier intentional community building across project teams, which can serve as learning or brainstorming opportunities. These cross-functional groups also provide networking opportunities which are beneficial for personal and organizational growth. In addition to the Grant kickoff event, the main grantee collaborations occurred during the grant period was either in-person at the DOERS3 Annual Convening (for those who could attend), and virtually during mentorship meetings, and a concluding virtual meeting at the end of the project during the final project meeting.
A positive, yet somewhat unexpected project outcome was integrating the grantees into the DOERS3 Equity Working Group and Network during the annual convening. As a stipulation of participating in the grant, participation in the annual DOERS3 convening was encouraged. According to Aaron Allen, a grantee from Front Range Community College, “the DOERS3 convening was super energizing. It really gave me the motivation to come back to the table ready to continue the work and fight through the struggles that I was encountering.”
Recommendations
Combining the qualitative information gathered from grantee interviews with grantee and DOERS3 Equity Working Group suggestions and feedback, the following recommendations are made to increase collaboration and positively impact the community building:
- Mentor meetings should be scheduled at the onset vs. throughout the grant program and should be scheduled for once a month.
- Connect grantees to each other early and throughout the program for peer-to-peer learning.
- Convene grantees together in person early in the grant cycle to establish a strong cohort per grant cycle.
- Provide funding for grantees to attend the DOERS3 annual convening, as it was a very positive experience for those who were able to attend.
|
pressbooks
|
2025-03-22T05:09:28.105154
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/finding-5-collaboration-community-building/#chapter-61-section-2",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/
|
Rubric Improvements
Observations
Deborah "Debbie" Baker and Siri Gauthier
High-level, One-Page Version of the Rubric
The length, comprehensiveness, and complexity of the equity Rubric may be both a strength and a barrier to the use of the Rubric. A one-page, high-level version of the Rubric would be helpful to introduce and onboard others to the use of the Rubric. However, care should be taken to ensure that this one-page, high-level version of the Rubric does not become the primary version of the Rubric. The depth of explanation within each section, dimension, and criteria of the Rubric continues to be a strength of the Rubric and critical to capacity building in doing both OER and equity work. One way to ensure that both versions of the Rubric remain relevant is to link between them in each dimension.
Glossary
While the equity Rubric contains terms that are specific to practitioners, there is a desire and need for the Rubric itself to account for new-to-OER practitioners. Therefore, some ground setting would be beneficial as an addendum to the Rubric. While the terms and concepts included in the Rubric are likely familiar to those practitioners and students already at least tangentially engaged with open education in the North American context, it is possible and likely that there are potential users who are completely unfamiliar with some of the concepts that inform the Rubric itself. For example: what does it mean to “center equity”? What is an “adoption” of an OER, and what does this actually entail? What is “inclusive pedagogy”? These concepts may be familiar to practitioners and happened to be familiar to the participants of the pilot, but the Rubric would benefit from ensuring a standardized definition for all those who aim to use the Rubric at their institutions. This shared vocabulary would also provide guidance to transferring OER uptake and use into an institutions’ strategic plan, for example.
The comprehensive and complex descriptions of each criterion sometimes include business and educational terms that study participants were unfamiliar with and/or participants were unsure how a particular criterion influences equity and OER. A glossary defining key terms, explaining the connection between the role of the criterion in advancing equity through OER, and identifying supporting research would be helpful for future users of the Rubric.
To illustrate the need to create an accompanying glossary, consider the phrases “inclusive pedagogy” and “cultural responsiveness”. The Practitioners section of the equity Rubric calls attention to inclusive pedagogy (2.1 Instruction & Pedagogy) and cultural responsiveness (2.2a Content: Quality of OER Content), however, unless the user is familiar with the depth that these two umbrella terms suggest, they may see these as specific pedagogies and not be able to accurately reflect and identify where their open education program scores within the Rubric. A focus on these two as specific pedagogical approaches as representative of equitable teaching practices implies that other types of pedagogy provide less equitable teaching practices and may inadvertently limit how teaching and learning experiences with open educational resources, pedagogy, and practices may create equitable learning experiences.
Different Types of Institutions
Study participants indicated that the Rubric does not take into consideration the challenges and opportunities associated with different types of institutions. For example, individual colleges with small student populations may have fewer available personnel and financial resources than multi-campus system institutions with larger student populations to meet the aspirational criteria of an ”Established” OER program as defined in the Rubric.
Learning Frameworks and Taxonomies
Revisions to the rubric could also incorporate learning frameworks and taxonomies to help users assess the student learning experience. For example, the research-based Universal Design for Learning (UDL) framework considers that learning environments should be proactively designed to be inclusive, equitable, and responsive to the diverse needs of all learners, regardless of their backgrounds, abilities, or learning preferences. These UDL guidelines apply a multiple-means of action, engagement, and representation approach for all students to access learning experiences. UDL 3.0, released in July 2024, maintains the multiple-means approach while doing more to incorporate student voices, agency, and identity, which supports open educational practices and open pedagogy. Additionally, UDL 3.0 incorporates cultural responsiveness.
Therefore, incorporating UDL 3.0 into sections 2.1 Instruction & Pedagogy and 2.2a Quality of OER Content into the Equity Through OER Rubric will expand the opportunities for users of the Rubric to meet the diverse learning needs of students across various institutions and disciplines through the application of open educational resources, practices, and pedagogy. This promotes access and enhances the overall learning experience for all students, fostering a more inclusive and equitable educational environment.
Language and Linguistic Adaptations
An important context is that the equity Rubric is currently only available from the Equity Working Group (EWG) in English for a North American context. While its licensing allows for translation, this does put the onus of translation and usage onto often underserved linguistic populations. Additionally, the linguistic landscape of North America is varied and not exclusively Anglophone.
For any work in translating the Rubric, it would be worthwhile to intentionally engage members of the targeted language group, rather than rely exclusively on human or machine translation. While much of the initial translation can be done through vendors, subject matter experts (SMEs) should be brought in to evaluate the accuracy of the translation and whether it accurately reflects the lived experience of members of the linguistic group in their specific contexts. Rather than rely exclusively on the emotional and physical labor of non-Anglophones, SMEs should be recognized and brought in with the recognition that the work of translation is not simply transposition – we strongly believe that the Rubric must be localized, as well as translated. While it remains agnostic to education systems and levels, there are lived experiences and systemic inequalities at play for non-Anglophone educators and learners.
For educators in the Canadian context, this might involve, for example, the realities of French being one of two official languages in Canada but remaining a minority language outside of the province of Quebec. Francophone educators are less likely to publish in French, given the advantageous nature of publishing in English and a lack of resources. For staff, a bilingual institution might still conduct a meeting in English to accommodate a single Anglophone. For those working in the American context, this process could involve engaging Spanish speaking educators, learners, and staff at Hispanic Serving Institutions (HSI). The federal HSI designation is given to accredited, degree-granting higher education institutions with a full-time equivalent student body encompassing at least 25% Hispanic or Latinx students. These are two ways we can imagine the need for language translation even when within the North American geographic location.
The linguistic realities of a given institution will also impact the availability of resources and OER. We see this in sections such as 1.1 Availability of OER, which ranges from Not Present where “OER are not adopted in any programs or courses, and hence not available to students” to Established, where there is a “Comprehensive plan is developed with implementation underway to increase availability of OER to students institution-wide, with focused attention to targeted student populations by ability, income, race/ethnicity, gender, geographic location, and majors” – for some contexts where it is possible that OER might be available in English, but the translation and subsequent validation of that translation into the target language are barriers to use and access. Subject specific gaps also differ, depending on the language and context.
For educators, it would be important to establish recognition of their engagement with OER beyond adoption or net new creation. Therefore, some guidance and language around the recognition of adaptation related to language should be included in section 2.1, Instruction & Pedagogy. Section 2.1 ranges from Not Present, where “no attention [is] paid to inclusive pedagogy” to Established, where “faculty of diverse voices, perspectives, career stages and identities are represented equitably among instructors using OER institution-wide.” Inclusive pedagogy and diversity of voices should also include linguistic diversity. “Established” also indicates that all instructors have access to grants and development that “incentivize and support adoption and creation of OER, and culturally and ability inclusive OER content.” Simple adoption of an OER may not be possible if it is not available in the language or dialect used in the classroom. As such, time spent adapting an OER, including translating, testing, validating, and localizing, should be reflected for those practitioners who work in a language that isn’t in the original language of publication.
Political Climate Surrounding Equity in the U.S.
Anti-equity legislation that has an impact on education and beyond has been implemented in numerous states (10 as of writing) in the U.S. These restrictions are state-dependent and are used to dismantle and ban funds from being used for initiatives, offices, and training focused on or perceived to be focused on goals to advance equity and related endeavors. Similar legislation has been proposed in other states.
The political landscape in the U.S., where many of the DOERS3 Equity Working Group (EWG) members are situated, is currently inhospitable to work that seeks to increase equity in education. Given that this Rubric is explicitly devoted to Equity through OER, the EWG has grappled with questions of next steps. While there is not currently a consensus or answer on how to proceed, whether to rename the Rubric or provide a version that has been adapted for jurisdictions where equity legislation impacting education has passed, the EWG will continue to monitor the political landscape and work towards adapting and updating this Rubric to ensure the work associated with it can continue. The Rubric, in this and any future iterations, will remain hopeful, will recognize and honor commitments to equity, and will strive towards advancing equity through OER in the robust and nuanced ways in which equity is positioned throughout the rubric as a constituent component of academic quality, institutional effectiveness, and the work of improving the success of all students.
|
pressbooks
|
2025-03-22T05:09:28.118909
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-1
|
Rubric Improvements
Observations
Deborah "Debbie" Baker and Siri Gauthier
High-level, One-Page Version of the Rubric
The length, comprehensiveness, and complexity of the equity Rubric may be both a strength and a barrier to the use of the Rubric. A one-page, high-level version of the Rubric would be helpful to introduce and onboard others to the use of the Rubric. However, care should be taken to ensure that this one-page, high-level version of the Rubric does not become the primary version of the Rubric. The depth of explanation within each section, dimension, and criteria of the Rubric continues to be a strength of the Rubric and critical to capacity building in doing both OER and equity work. One way to ensure that both versions of the Rubric remain relevant is to link between them in each dimension.
Glossary
While the equity Rubric contains terms that are specific to practitioners, there is a desire and need for the Rubric itself to account for new-to-OER practitioners. Therefore, some ground setting would be beneficial as an addendum to the Rubric. While the terms and concepts included in the Rubric are likely familiar to those practitioners and students already at least tangentially engaged with open education in the North American context, it is possible and likely that there are potential users who are completely unfamiliar with some of the concepts that inform the Rubric itself. For example: what does it mean to “center equity”? What is an “adoption” of an OER, and what does this actually entail? What is “inclusive pedagogy”? These concepts may be familiar to practitioners and happened to be familiar to the participants of the pilot, but the Rubric would benefit from ensuring a standardized definition for all those who aim to use the Rubric at their institutions. This shared vocabulary would also provide guidance to transferring OER uptake and use into an institutions’ strategic plan, for example.
The comprehensive and complex descriptions of each criterion sometimes include business and educational terms that study participants were unfamiliar with and/or participants were unsure how a particular criterion influences equity and OER. A glossary defining key terms, explaining the connection between the role of the criterion in advancing equity through OER, and identifying supporting research would be helpful for future users of the Rubric.
To illustrate the need to create an accompanying glossary, consider the phrases “inclusive pedagogy” and “cultural responsiveness”. The Practitioners section of the equity Rubric calls attention to inclusive pedagogy (2.1 Instruction & Pedagogy) and cultural responsiveness (2.2a Content: Quality of OER Content), however, unless the user is familiar with the depth that these two umbrella terms suggest, they may see these as specific pedagogies and not be able to accurately reflect and identify where their open education program scores within the Rubric. A focus on these two as specific pedagogical approaches as representative of equitable teaching practices implies that other types of pedagogy provide less equitable teaching practices and may inadvertently limit how teaching and learning experiences with open educational resources, pedagogy, and practices may create equitable learning experiences.
Different Types of Institutions
Study participants indicated that the Rubric does not take into consideration the challenges and opportunities associated with different types of institutions. For example, individual colleges with small student populations may have fewer available personnel and financial resources than multi-campus system institutions with larger student populations to meet the aspirational criteria of an ”Established” OER program as defined in the Rubric.
Learning Frameworks and Taxonomies
Revisions to the rubric could also incorporate learning frameworks and taxonomies to help users assess the student learning experience. For example, the research-based Universal Design for Learning (UDL) framework considers that learning environments should be proactively designed to be inclusive, equitable, and responsive to the diverse needs of all learners, regardless of their backgrounds, abilities, or learning preferences. These UDL guidelines apply a multiple-means of action, engagement, and representation approach for all students to access learning experiences. UDL 3.0, released in July 2024, maintains the multiple-means approach while doing more to incorporate student voices, agency, and identity, which supports open educational practices and open pedagogy. Additionally, UDL 3.0 incorporates cultural responsiveness.
Therefore, incorporating UDL 3.0 into sections 2.1 Instruction & Pedagogy and 2.2a Quality of OER Content into the Equity Through OER Rubric will expand the opportunities for users of the Rubric to meet the diverse learning needs of students across various institutions and disciplines through the application of open educational resources, practices, and pedagogy. This promotes access and enhances the overall learning experience for all students, fostering a more inclusive and equitable educational environment.
Language and Linguistic Adaptations
An important context is that the equity Rubric is currently only available from the Equity Working Group (EWG) in English for a North American context. While its licensing allows for translation, this does put the onus of translation and usage onto often underserved linguistic populations. Additionally, the linguistic landscape of North America is varied and not exclusively Anglophone.
For any work in translating the Rubric, it would be worthwhile to intentionally engage members of the targeted language group, rather than rely exclusively on human or machine translation. While much of the initial translation can be done through vendors, subject matter experts (SMEs) should be brought in to evaluate the accuracy of the translation and whether it accurately reflects the lived experience of members of the linguistic group in their specific contexts. Rather than rely exclusively on the emotional and physical labor of non-Anglophones, SMEs should be recognized and brought in with the recognition that the work of translation is not simply transposition – we strongly believe that the Rubric must be localized, as well as translated. While it remains agnostic to education systems and levels, there are lived experiences and systemic inequalities at play for non-Anglophone educators and learners.
For educators in the Canadian context, this might involve, for example, the realities of French being one of two official languages in Canada but remaining a minority language outside of the province of Quebec. Francophone educators are less likely to publish in French, given the advantageous nature of publishing in English and a lack of resources. For staff, a bilingual institution might still conduct a meeting in English to accommodate a single Anglophone. For those working in the American context, this process could involve engaging Spanish speaking educators, learners, and staff at Hispanic Serving Institutions (HSI). The federal HSI designation is given to accredited, degree-granting higher education institutions with a full-time equivalent student body encompassing at least 25% Hispanic or Latinx students. These are two ways we can imagine the need for language translation even when within the North American geographic location.
The linguistic realities of a given institution will also impact the availability of resources and OER. We see this in sections such as 1.1 Availability of OER, which ranges from Not Present where “OER are not adopted in any programs or courses, and hence not available to students” to Established, where there is a “Comprehensive plan is developed with implementation underway to increase availability of OER to students institution-wide, with focused attention to targeted student populations by ability, income, race/ethnicity, gender, geographic location, and majors” – for some contexts where it is possible that OER might be available in English, but the translation and subsequent validation of that translation into the target language are barriers to use and access. Subject specific gaps also differ, depending on the language and context.
For educators, it would be important to establish recognition of their engagement with OER beyond adoption or net new creation. Therefore, some guidance and language around the recognition of adaptation related to language should be included in section 2.1, Instruction & Pedagogy. Section 2.1 ranges from Not Present, where “no attention [is] paid to inclusive pedagogy” to Established, where “faculty of diverse voices, perspectives, career stages and identities are represented equitably among instructors using OER institution-wide.” Inclusive pedagogy and diversity of voices should also include linguistic diversity. “Established” also indicates that all instructors have access to grants and development that “incentivize and support adoption and creation of OER, and culturally and ability inclusive OER content.” Simple adoption of an OER may not be possible if it is not available in the language or dialect used in the classroom. As such, time spent adapting an OER, including translating, testing, validating, and localizing, should be reflected for those practitioners who work in a language that isn’t in the original language of publication.
Political Climate Surrounding Equity in the U.S.
Anti-equity legislation that has an impact on education and beyond has been implemented in numerous states (10 as of writing) in the U.S. These restrictions are state-dependent and are used to dismantle and ban funds from being used for initiatives, offices, and training focused on or perceived to be focused on goals to advance equity and related endeavors. Similar legislation has been proposed in other states.
The political landscape in the U.S., where many of the DOERS3 Equity Working Group (EWG) members are situated, is currently inhospitable to work that seeks to increase equity in education. Given that this Rubric is explicitly devoted to Equity through OER, the EWG has grappled with questions of next steps. While there is not currently a consensus or answer on how to proceed, whether to rename the Rubric or provide a version that has been adapted for jurisdictions where equity legislation impacting education has passed, the EWG will continue to monitor the political landscape and work towards adapting and updating this Rubric to ensure the work associated with it can continue. The Rubric, in this and any future iterations, will remain hopeful, will recognize and honor commitments to equity, and will strive towards advancing equity through OER in the robust and nuanced ways in which equity is positioned throughout the rubric as a constituent component of academic quality, institutional effectiveness, and the work of improving the success of all students.
|
pressbooks
|
2025-03-22T05:09:28.131428
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-1",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-2
|
Rubric Improvements
Observations
Deborah "Debbie" Baker and Siri Gauthier
High-level, One-Page Version of the Rubric
The length, comprehensiveness, and complexity of the equity Rubric may be both a strength and a barrier to the use of the Rubric. A one-page, high-level version of the Rubric would be helpful to introduce and onboard others to the use of the Rubric. However, care should be taken to ensure that this one-page, high-level version of the Rubric does not become the primary version of the Rubric. The depth of explanation within each section, dimension, and criteria of the Rubric continues to be a strength of the Rubric and critical to capacity building in doing both OER and equity work. One way to ensure that both versions of the Rubric remain relevant is to link between them in each dimension.
Glossary
While the equity Rubric contains terms that are specific to practitioners, there is a desire and need for the Rubric itself to account for new-to-OER practitioners. Therefore, some ground setting would be beneficial as an addendum to the Rubric. While the terms and concepts included in the Rubric are likely familiar to those practitioners and students already at least tangentially engaged with open education in the North American context, it is possible and likely that there are potential users who are completely unfamiliar with some of the concepts that inform the Rubric itself. For example: what does it mean to “center equity”? What is an “adoption” of an OER, and what does this actually entail? What is “inclusive pedagogy”? These concepts may be familiar to practitioners and happened to be familiar to the participants of the pilot, but the Rubric would benefit from ensuring a standardized definition for all those who aim to use the Rubric at their institutions. This shared vocabulary would also provide guidance to transferring OER uptake and use into an institutions’ strategic plan, for example.
The comprehensive and complex descriptions of each criterion sometimes include business and educational terms that study participants were unfamiliar with and/or participants were unsure how a particular criterion influences equity and OER. A glossary defining key terms, explaining the connection between the role of the criterion in advancing equity through OER, and identifying supporting research would be helpful for future users of the Rubric.
To illustrate the need to create an accompanying glossary, consider the phrases “inclusive pedagogy” and “cultural responsiveness”. The Practitioners section of the equity Rubric calls attention to inclusive pedagogy (2.1 Instruction & Pedagogy) and cultural responsiveness (2.2a Content: Quality of OER Content), however, unless the user is familiar with the depth that these two umbrella terms suggest, they may see these as specific pedagogies and not be able to accurately reflect and identify where their open education program scores within the Rubric. A focus on these two as specific pedagogical approaches as representative of equitable teaching practices implies that other types of pedagogy provide less equitable teaching practices and may inadvertently limit how teaching and learning experiences with open educational resources, pedagogy, and practices may create equitable learning experiences.
Different Types of Institutions
Study participants indicated that the Rubric does not take into consideration the challenges and opportunities associated with different types of institutions. For example, individual colleges with small student populations may have fewer available personnel and financial resources than multi-campus system institutions with larger student populations to meet the aspirational criteria of an ”Established” OER program as defined in the Rubric.
Learning Frameworks and Taxonomies
Revisions to the rubric could also incorporate learning frameworks and taxonomies to help users assess the student learning experience. For example, the research-based Universal Design for Learning (UDL) framework considers that learning environments should be proactively designed to be inclusive, equitable, and responsive to the diverse needs of all learners, regardless of their backgrounds, abilities, or learning preferences. These UDL guidelines apply a multiple-means of action, engagement, and representation approach for all students to access learning experiences. UDL 3.0, released in July 2024, maintains the multiple-means approach while doing more to incorporate student voices, agency, and identity, which supports open educational practices and open pedagogy. Additionally, UDL 3.0 incorporates cultural responsiveness.
Therefore, incorporating UDL 3.0 into sections 2.1 Instruction & Pedagogy and 2.2a Quality of OER Content into the Equity Through OER Rubric will expand the opportunities for users of the Rubric to meet the diverse learning needs of students across various institutions and disciplines through the application of open educational resources, practices, and pedagogy. This promotes access and enhances the overall learning experience for all students, fostering a more inclusive and equitable educational environment.
Language and Linguistic Adaptations
An important context is that the equity Rubric is currently only available from the Equity Working Group (EWG) in English for a North American context. While its licensing allows for translation, this does put the onus of translation and usage onto often underserved linguistic populations. Additionally, the linguistic landscape of North America is varied and not exclusively Anglophone.
For any work in translating the Rubric, it would be worthwhile to intentionally engage members of the targeted language group, rather than rely exclusively on human or machine translation. While much of the initial translation can be done through vendors, subject matter experts (SMEs) should be brought in to evaluate the accuracy of the translation and whether it accurately reflects the lived experience of members of the linguistic group in their specific contexts. Rather than rely exclusively on the emotional and physical labor of non-Anglophones, SMEs should be recognized and brought in with the recognition that the work of translation is not simply transposition – we strongly believe that the Rubric must be localized, as well as translated. While it remains agnostic to education systems and levels, there are lived experiences and systemic inequalities at play for non-Anglophone educators and learners.
For educators in the Canadian context, this might involve, for example, the realities of French being one of two official languages in Canada but remaining a minority language outside of the province of Quebec. Francophone educators are less likely to publish in French, given the advantageous nature of publishing in English and a lack of resources. For staff, a bilingual institution might still conduct a meeting in English to accommodate a single Anglophone. For those working in the American context, this process could involve engaging Spanish speaking educators, learners, and staff at Hispanic Serving Institutions (HSI). The federal HSI designation is given to accredited, degree-granting higher education institutions with a full-time equivalent student body encompassing at least 25% Hispanic or Latinx students. These are two ways we can imagine the need for language translation even when within the North American geographic location.
The linguistic realities of a given institution will also impact the availability of resources and OER. We see this in sections such as 1.1 Availability of OER, which ranges from Not Present where “OER are not adopted in any programs or courses, and hence not available to students” to Established, where there is a “Comprehensive plan is developed with implementation underway to increase availability of OER to students institution-wide, with focused attention to targeted student populations by ability, income, race/ethnicity, gender, geographic location, and majors” – for some contexts where it is possible that OER might be available in English, but the translation and subsequent validation of that translation into the target language are barriers to use and access. Subject specific gaps also differ, depending on the language and context.
For educators, it would be important to establish recognition of their engagement with OER beyond adoption or net new creation. Therefore, some guidance and language around the recognition of adaptation related to language should be included in section 2.1, Instruction & Pedagogy. Section 2.1 ranges from Not Present, where “no attention [is] paid to inclusive pedagogy” to Established, where “faculty of diverse voices, perspectives, career stages and identities are represented equitably among instructors using OER institution-wide.” Inclusive pedagogy and diversity of voices should also include linguistic diversity. “Established” also indicates that all instructors have access to grants and development that “incentivize and support adoption and creation of OER, and culturally and ability inclusive OER content.” Simple adoption of an OER may not be possible if it is not available in the language or dialect used in the classroom. As such, time spent adapting an OER, including translating, testing, validating, and localizing, should be reflected for those practitioners who work in a language that isn’t in the original language of publication.
Political Climate Surrounding Equity in the U.S.
Anti-equity legislation that has an impact on education and beyond has been implemented in numerous states (10 as of writing) in the U.S. These restrictions are state-dependent and are used to dismantle and ban funds from being used for initiatives, offices, and training focused on or perceived to be focused on goals to advance equity and related endeavors. Similar legislation has been proposed in other states.
The political landscape in the U.S., where many of the DOERS3 Equity Working Group (EWG) members are situated, is currently inhospitable to work that seeks to increase equity in education. Given that this Rubric is explicitly devoted to Equity through OER, the EWG has grappled with questions of next steps. While there is not currently a consensus or answer on how to proceed, whether to rename the Rubric or provide a version that has been adapted for jurisdictions where equity legislation impacting education has passed, the EWG will continue to monitor the political landscape and work towards adapting and updating this Rubric to ensure the work associated with it can continue. The Rubric, in this and any future iterations, will remain hopeful, will recognize and honor commitments to equity, and will strive towards advancing equity through OER in the robust and nuanced ways in which equity is positioned throughout the rubric as a constituent component of academic quality, institutional effectiveness, and the work of improving the success of all students.
|
pressbooks
|
2025-03-22T05:09:28.143006
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-2",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-3
|
Rubric Improvements
Observations
Deborah "Debbie" Baker and Siri Gauthier
High-level, One-Page Version of the Rubric
The length, comprehensiveness, and complexity of the equity Rubric may be both a strength and a barrier to the use of the Rubric. A one-page, high-level version of the Rubric would be helpful to introduce and onboard others to the use of the Rubric. However, care should be taken to ensure that this one-page, high-level version of the Rubric does not become the primary version of the Rubric. The depth of explanation within each section, dimension, and criteria of the Rubric continues to be a strength of the Rubric and critical to capacity building in doing both OER and equity work. One way to ensure that both versions of the Rubric remain relevant is to link between them in each dimension.
Glossary
While the equity Rubric contains terms that are specific to practitioners, there is a desire and need for the Rubric itself to account for new-to-OER practitioners. Therefore, some ground setting would be beneficial as an addendum to the Rubric. While the terms and concepts included in the Rubric are likely familiar to those practitioners and students already at least tangentially engaged with open education in the North American context, it is possible and likely that there are potential users who are completely unfamiliar with some of the concepts that inform the Rubric itself. For example: what does it mean to “center equity”? What is an “adoption” of an OER, and what does this actually entail? What is “inclusive pedagogy”? These concepts may be familiar to practitioners and happened to be familiar to the participants of the pilot, but the Rubric would benefit from ensuring a standardized definition for all those who aim to use the Rubric at their institutions. This shared vocabulary would also provide guidance to transferring OER uptake and use into an institutions’ strategic plan, for example.
The comprehensive and complex descriptions of each criterion sometimes include business and educational terms that study participants were unfamiliar with and/or participants were unsure how a particular criterion influences equity and OER. A glossary defining key terms, explaining the connection between the role of the criterion in advancing equity through OER, and identifying supporting research would be helpful for future users of the Rubric.
To illustrate the need to create an accompanying glossary, consider the phrases “inclusive pedagogy” and “cultural responsiveness”. The Practitioners section of the equity Rubric calls attention to inclusive pedagogy (2.1 Instruction & Pedagogy) and cultural responsiveness (2.2a Content: Quality of OER Content), however, unless the user is familiar with the depth that these two umbrella terms suggest, they may see these as specific pedagogies and not be able to accurately reflect and identify where their open education program scores within the Rubric. A focus on these two as specific pedagogical approaches as representative of equitable teaching practices implies that other types of pedagogy provide less equitable teaching practices and may inadvertently limit how teaching and learning experiences with open educational resources, pedagogy, and practices may create equitable learning experiences.
Different Types of Institutions
Study participants indicated that the Rubric does not take into consideration the challenges and opportunities associated with different types of institutions. For example, individual colleges with small student populations may have fewer available personnel and financial resources than multi-campus system institutions with larger student populations to meet the aspirational criteria of an ”Established” OER program as defined in the Rubric.
Learning Frameworks and Taxonomies
Revisions to the rubric could also incorporate learning frameworks and taxonomies to help users assess the student learning experience. For example, the research-based Universal Design for Learning (UDL) framework considers that learning environments should be proactively designed to be inclusive, equitable, and responsive to the diverse needs of all learners, regardless of their backgrounds, abilities, or learning preferences. These UDL guidelines apply a multiple-means of action, engagement, and representation approach for all students to access learning experiences. UDL 3.0, released in July 2024, maintains the multiple-means approach while doing more to incorporate student voices, agency, and identity, which supports open educational practices and open pedagogy. Additionally, UDL 3.0 incorporates cultural responsiveness.
Therefore, incorporating UDL 3.0 into sections 2.1 Instruction & Pedagogy and 2.2a Quality of OER Content into the Equity Through OER Rubric will expand the opportunities for users of the Rubric to meet the diverse learning needs of students across various institutions and disciplines through the application of open educational resources, practices, and pedagogy. This promotes access and enhances the overall learning experience for all students, fostering a more inclusive and equitable educational environment.
Language and Linguistic Adaptations
An important context is that the equity Rubric is currently only available from the Equity Working Group (EWG) in English for a North American context. While its licensing allows for translation, this does put the onus of translation and usage onto often underserved linguistic populations. Additionally, the linguistic landscape of North America is varied and not exclusively Anglophone.
For any work in translating the Rubric, it would be worthwhile to intentionally engage members of the targeted language group, rather than rely exclusively on human or machine translation. While much of the initial translation can be done through vendors, subject matter experts (SMEs) should be brought in to evaluate the accuracy of the translation and whether it accurately reflects the lived experience of members of the linguistic group in their specific contexts. Rather than rely exclusively on the emotional and physical labor of non-Anglophones, SMEs should be recognized and brought in with the recognition that the work of translation is not simply transposition – we strongly believe that the Rubric must be localized, as well as translated. While it remains agnostic to education systems and levels, there are lived experiences and systemic inequalities at play for non-Anglophone educators and learners.
For educators in the Canadian context, this might involve, for example, the realities of French being one of two official languages in Canada but remaining a minority language outside of the province of Quebec. Francophone educators are less likely to publish in French, given the advantageous nature of publishing in English and a lack of resources. For staff, a bilingual institution might still conduct a meeting in English to accommodate a single Anglophone. For those working in the American context, this process could involve engaging Spanish speaking educators, learners, and staff at Hispanic Serving Institutions (HSI). The federal HSI designation is given to accredited, degree-granting higher education institutions with a full-time equivalent student body encompassing at least 25% Hispanic or Latinx students. These are two ways we can imagine the need for language translation even when within the North American geographic location.
The linguistic realities of a given institution will also impact the availability of resources and OER. We see this in sections such as 1.1 Availability of OER, which ranges from Not Present where “OER are not adopted in any programs or courses, and hence not available to students” to Established, where there is a “Comprehensive plan is developed with implementation underway to increase availability of OER to students institution-wide, with focused attention to targeted student populations by ability, income, race/ethnicity, gender, geographic location, and majors” – for some contexts where it is possible that OER might be available in English, but the translation and subsequent validation of that translation into the target language are barriers to use and access. Subject specific gaps also differ, depending on the language and context.
For educators, it would be important to establish recognition of their engagement with OER beyond adoption or net new creation. Therefore, some guidance and language around the recognition of adaptation related to language should be included in section 2.1, Instruction & Pedagogy. Section 2.1 ranges from Not Present, where “no attention [is] paid to inclusive pedagogy” to Established, where “faculty of diverse voices, perspectives, career stages and identities are represented equitably among instructors using OER institution-wide.” Inclusive pedagogy and diversity of voices should also include linguistic diversity. “Established” also indicates that all instructors have access to grants and development that “incentivize and support adoption and creation of OER, and culturally and ability inclusive OER content.” Simple adoption of an OER may not be possible if it is not available in the language or dialect used in the classroom. As such, time spent adapting an OER, including translating, testing, validating, and localizing, should be reflected for those practitioners who work in a language that isn’t in the original language of publication.
Political Climate Surrounding Equity in the U.S.
Anti-equity legislation that has an impact on education and beyond has been implemented in numerous states (10 as of writing) in the U.S. These restrictions are state-dependent and are used to dismantle and ban funds from being used for initiatives, offices, and training focused on or perceived to be focused on goals to advance equity and related endeavors. Similar legislation has been proposed in other states.
The political landscape in the U.S., where many of the DOERS3 Equity Working Group (EWG) members are situated, is currently inhospitable to work that seeks to increase equity in education. Given that this Rubric is explicitly devoted to Equity through OER, the EWG has grappled with questions of next steps. While there is not currently a consensus or answer on how to proceed, whether to rename the Rubric or provide a version that has been adapted for jurisdictions where equity legislation impacting education has passed, the EWG will continue to monitor the political landscape and work towards adapting and updating this Rubric to ensure the work associated with it can continue. The Rubric, in this and any future iterations, will remain hopeful, will recognize and honor commitments to equity, and will strive towards advancing equity through OER in the robust and nuanced ways in which equity is positioned throughout the rubric as a constituent component of academic quality, institutional effectiveness, and the work of improving the success of all students.
|
pressbooks
|
2025-03-22T05:09:28.154506
|
10-17-2024
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-3",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
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"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-4
|
Rubric Improvements
Observations
Deborah "Debbie" Baker and Siri Gauthier
High-level, One-Page Version of the Rubric
The length, comprehensiveness, and complexity of the equity Rubric may be both a strength and a barrier to the use of the Rubric. A one-page, high-level version of the Rubric would be helpful to introduce and onboard others to the use of the Rubric. However, care should be taken to ensure that this one-page, high-level version of the Rubric does not become the primary version of the Rubric. The depth of explanation within each section, dimension, and criteria of the Rubric continues to be a strength of the Rubric and critical to capacity building in doing both OER and equity work. One way to ensure that both versions of the Rubric remain relevant is to link between them in each dimension.
Glossary
While the equity Rubric contains terms that are specific to practitioners, there is a desire and need for the Rubric itself to account for new-to-OER practitioners. Therefore, some ground setting would be beneficial as an addendum to the Rubric. While the terms and concepts included in the Rubric are likely familiar to those practitioners and students already at least tangentially engaged with open education in the North American context, it is possible and likely that there are potential users who are completely unfamiliar with some of the concepts that inform the Rubric itself. For example: what does it mean to “center equity”? What is an “adoption” of an OER, and what does this actually entail? What is “inclusive pedagogy”? These concepts may be familiar to practitioners and happened to be familiar to the participants of the pilot, but the Rubric would benefit from ensuring a standardized definition for all those who aim to use the Rubric at their institutions. This shared vocabulary would also provide guidance to transferring OER uptake and use into an institutions’ strategic plan, for example.
The comprehensive and complex descriptions of each criterion sometimes include business and educational terms that study participants were unfamiliar with and/or participants were unsure how a particular criterion influences equity and OER. A glossary defining key terms, explaining the connection between the role of the criterion in advancing equity through OER, and identifying supporting research would be helpful for future users of the Rubric.
To illustrate the need to create an accompanying glossary, consider the phrases “inclusive pedagogy” and “cultural responsiveness”. The Practitioners section of the equity Rubric calls attention to inclusive pedagogy (2.1 Instruction & Pedagogy) and cultural responsiveness (2.2a Content: Quality of OER Content), however, unless the user is familiar with the depth that these two umbrella terms suggest, they may see these as specific pedagogies and not be able to accurately reflect and identify where their open education program scores within the Rubric. A focus on these two as specific pedagogical approaches as representative of equitable teaching practices implies that other types of pedagogy provide less equitable teaching practices and may inadvertently limit how teaching and learning experiences with open educational resources, pedagogy, and practices may create equitable learning experiences.
Different Types of Institutions
Study participants indicated that the Rubric does not take into consideration the challenges and opportunities associated with different types of institutions. For example, individual colleges with small student populations may have fewer available personnel and financial resources than multi-campus system institutions with larger student populations to meet the aspirational criteria of an ”Established” OER program as defined in the Rubric.
Learning Frameworks and Taxonomies
Revisions to the rubric could also incorporate learning frameworks and taxonomies to help users assess the student learning experience. For example, the research-based Universal Design for Learning (UDL) framework considers that learning environments should be proactively designed to be inclusive, equitable, and responsive to the diverse needs of all learners, regardless of their backgrounds, abilities, or learning preferences. These UDL guidelines apply a multiple-means of action, engagement, and representation approach for all students to access learning experiences. UDL 3.0, released in July 2024, maintains the multiple-means approach while doing more to incorporate student voices, agency, and identity, which supports open educational practices and open pedagogy. Additionally, UDL 3.0 incorporates cultural responsiveness.
Therefore, incorporating UDL 3.0 into sections 2.1 Instruction & Pedagogy and 2.2a Quality of OER Content into the Equity Through OER Rubric will expand the opportunities for users of the Rubric to meet the diverse learning needs of students across various institutions and disciplines through the application of open educational resources, practices, and pedagogy. This promotes access and enhances the overall learning experience for all students, fostering a more inclusive and equitable educational environment.
Language and Linguistic Adaptations
An important context is that the equity Rubric is currently only available from the Equity Working Group (EWG) in English for a North American context. While its licensing allows for translation, this does put the onus of translation and usage onto often underserved linguistic populations. Additionally, the linguistic landscape of North America is varied and not exclusively Anglophone.
For any work in translating the Rubric, it would be worthwhile to intentionally engage members of the targeted language group, rather than rely exclusively on human or machine translation. While much of the initial translation can be done through vendors, subject matter experts (SMEs) should be brought in to evaluate the accuracy of the translation and whether it accurately reflects the lived experience of members of the linguistic group in their specific contexts. Rather than rely exclusively on the emotional and physical labor of non-Anglophones, SMEs should be recognized and brought in with the recognition that the work of translation is not simply transposition – we strongly believe that the Rubric must be localized, as well as translated. While it remains agnostic to education systems and levels, there are lived experiences and systemic inequalities at play for non-Anglophone educators and learners.
For educators in the Canadian context, this might involve, for example, the realities of French being one of two official languages in Canada but remaining a minority language outside of the province of Quebec. Francophone educators are less likely to publish in French, given the advantageous nature of publishing in English and a lack of resources. For staff, a bilingual institution might still conduct a meeting in English to accommodate a single Anglophone. For those working in the American context, this process could involve engaging Spanish speaking educators, learners, and staff at Hispanic Serving Institutions (HSI). The federal HSI designation is given to accredited, degree-granting higher education institutions with a full-time equivalent student body encompassing at least 25% Hispanic or Latinx students. These are two ways we can imagine the need for language translation even when within the North American geographic location.
The linguistic realities of a given institution will also impact the availability of resources and OER. We see this in sections such as 1.1 Availability of OER, which ranges from Not Present where “OER are not adopted in any programs or courses, and hence not available to students” to Established, where there is a “Comprehensive plan is developed with implementation underway to increase availability of OER to students institution-wide, with focused attention to targeted student populations by ability, income, race/ethnicity, gender, geographic location, and majors” – for some contexts where it is possible that OER might be available in English, but the translation and subsequent validation of that translation into the target language are barriers to use and access. Subject specific gaps also differ, depending on the language and context.
For educators, it would be important to establish recognition of their engagement with OER beyond adoption or net new creation. Therefore, some guidance and language around the recognition of adaptation related to language should be included in section 2.1, Instruction & Pedagogy. Section 2.1 ranges from Not Present, where “no attention [is] paid to inclusive pedagogy” to Established, where “faculty of diverse voices, perspectives, career stages and identities are represented equitably among instructors using OER institution-wide.” Inclusive pedagogy and diversity of voices should also include linguistic diversity. “Established” also indicates that all instructors have access to grants and development that “incentivize and support adoption and creation of OER, and culturally and ability inclusive OER content.” Simple adoption of an OER may not be possible if it is not available in the language or dialect used in the classroom. As such, time spent adapting an OER, including translating, testing, validating, and localizing, should be reflected for those practitioners who work in a language that isn’t in the original language of publication.
Political Climate Surrounding Equity in the U.S.
Anti-equity legislation that has an impact on education and beyond has been implemented in numerous states (10 as of writing) in the U.S. These restrictions are state-dependent and are used to dismantle and ban funds from being used for initiatives, offices, and training focused on or perceived to be focused on goals to advance equity and related endeavors. Similar legislation has been proposed in other states.
The political landscape in the U.S., where many of the DOERS3 Equity Working Group (EWG) members are situated, is currently inhospitable to work that seeks to increase equity in education. Given that this Rubric is explicitly devoted to Equity through OER, the EWG has grappled with questions of next steps. While there is not currently a consensus or answer on how to proceed, whether to rename the Rubric or provide a version that has been adapted for jurisdictions where equity legislation impacting education has passed, the EWG will continue to monitor the political landscape and work towards adapting and updating this Rubric to ensure the work associated with it can continue. The Rubric, in this and any future iterations, will remain hopeful, will recognize and honor commitments to equity, and will strive towards advancing equity through OER in the robust and nuanced ways in which equity is positioned throughout the rubric as a constituent component of academic quality, institutional effectiveness, and the work of improving the success of all students.
|
pressbooks
|
2025-03-22T05:09:28.166113
|
10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-4",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-5
|
Rubric Improvements
Observations
Deborah "Debbie" Baker and Siri Gauthier
High-level, One-Page Version of the Rubric
The length, comprehensiveness, and complexity of the equity Rubric may be both a strength and a barrier to the use of the Rubric. A one-page, high-level version of the Rubric would be helpful to introduce and onboard others to the use of the Rubric. However, care should be taken to ensure that this one-page, high-level version of the Rubric does not become the primary version of the Rubric. The depth of explanation within each section, dimension, and criteria of the Rubric continues to be a strength of the Rubric and critical to capacity building in doing both OER and equity work. One way to ensure that both versions of the Rubric remain relevant is to link between them in each dimension.
Glossary
While the equity Rubric contains terms that are specific to practitioners, there is a desire and need for the Rubric itself to account for new-to-OER practitioners. Therefore, some ground setting would be beneficial as an addendum to the Rubric. While the terms and concepts included in the Rubric are likely familiar to those practitioners and students already at least tangentially engaged with open education in the North American context, it is possible and likely that there are potential users who are completely unfamiliar with some of the concepts that inform the Rubric itself. For example: what does it mean to “center equity”? What is an “adoption” of an OER, and what does this actually entail? What is “inclusive pedagogy”? These concepts may be familiar to practitioners and happened to be familiar to the participants of the pilot, but the Rubric would benefit from ensuring a standardized definition for all those who aim to use the Rubric at their institutions. This shared vocabulary would also provide guidance to transferring OER uptake and use into an institutions’ strategic plan, for example.
The comprehensive and complex descriptions of each criterion sometimes include business and educational terms that study participants were unfamiliar with and/or participants were unsure how a particular criterion influences equity and OER. A glossary defining key terms, explaining the connection between the role of the criterion in advancing equity through OER, and identifying supporting research would be helpful for future users of the Rubric.
To illustrate the need to create an accompanying glossary, consider the phrases “inclusive pedagogy” and “cultural responsiveness”. The Practitioners section of the equity Rubric calls attention to inclusive pedagogy (2.1 Instruction & Pedagogy) and cultural responsiveness (2.2a Content: Quality of OER Content), however, unless the user is familiar with the depth that these two umbrella terms suggest, they may see these as specific pedagogies and not be able to accurately reflect and identify where their open education program scores within the Rubric. A focus on these two as specific pedagogical approaches as representative of equitable teaching practices implies that other types of pedagogy provide less equitable teaching practices and may inadvertently limit how teaching and learning experiences with open educational resources, pedagogy, and practices may create equitable learning experiences.
Different Types of Institutions
Study participants indicated that the Rubric does not take into consideration the challenges and opportunities associated with different types of institutions. For example, individual colleges with small student populations may have fewer available personnel and financial resources than multi-campus system institutions with larger student populations to meet the aspirational criteria of an ”Established” OER program as defined in the Rubric.
Learning Frameworks and Taxonomies
Revisions to the rubric could also incorporate learning frameworks and taxonomies to help users assess the student learning experience. For example, the research-based Universal Design for Learning (UDL) framework considers that learning environments should be proactively designed to be inclusive, equitable, and responsive to the diverse needs of all learners, regardless of their backgrounds, abilities, or learning preferences. These UDL guidelines apply a multiple-means of action, engagement, and representation approach for all students to access learning experiences. UDL 3.0, released in July 2024, maintains the multiple-means approach while doing more to incorporate student voices, agency, and identity, which supports open educational practices and open pedagogy. Additionally, UDL 3.0 incorporates cultural responsiveness.
Therefore, incorporating UDL 3.0 into sections 2.1 Instruction & Pedagogy and 2.2a Quality of OER Content into the Equity Through OER Rubric will expand the opportunities for users of the Rubric to meet the diverse learning needs of students across various institutions and disciplines through the application of open educational resources, practices, and pedagogy. This promotes access and enhances the overall learning experience for all students, fostering a more inclusive and equitable educational environment.
Language and Linguistic Adaptations
An important context is that the equity Rubric is currently only available from the Equity Working Group (EWG) in English for a North American context. While its licensing allows for translation, this does put the onus of translation and usage onto often underserved linguistic populations. Additionally, the linguistic landscape of North America is varied and not exclusively Anglophone.
For any work in translating the Rubric, it would be worthwhile to intentionally engage members of the targeted language group, rather than rely exclusively on human or machine translation. While much of the initial translation can be done through vendors, subject matter experts (SMEs) should be brought in to evaluate the accuracy of the translation and whether it accurately reflects the lived experience of members of the linguistic group in their specific contexts. Rather than rely exclusively on the emotional and physical labor of non-Anglophones, SMEs should be recognized and brought in with the recognition that the work of translation is not simply transposition – we strongly believe that the Rubric must be localized, as well as translated. While it remains agnostic to education systems and levels, there are lived experiences and systemic inequalities at play for non-Anglophone educators and learners.
For educators in the Canadian context, this might involve, for example, the realities of French being one of two official languages in Canada but remaining a minority language outside of the province of Quebec. Francophone educators are less likely to publish in French, given the advantageous nature of publishing in English and a lack of resources. For staff, a bilingual institution might still conduct a meeting in English to accommodate a single Anglophone. For those working in the American context, this process could involve engaging Spanish speaking educators, learners, and staff at Hispanic Serving Institutions (HSI). The federal HSI designation is given to accredited, degree-granting higher education institutions with a full-time equivalent student body encompassing at least 25% Hispanic or Latinx students. These are two ways we can imagine the need for language translation even when within the North American geographic location.
The linguistic realities of a given institution will also impact the availability of resources and OER. We see this in sections such as 1.1 Availability of OER, which ranges from Not Present where “OER are not adopted in any programs or courses, and hence not available to students” to Established, where there is a “Comprehensive plan is developed with implementation underway to increase availability of OER to students institution-wide, with focused attention to targeted student populations by ability, income, race/ethnicity, gender, geographic location, and majors” – for some contexts where it is possible that OER might be available in English, but the translation and subsequent validation of that translation into the target language are barriers to use and access. Subject specific gaps also differ, depending on the language and context.
For educators, it would be important to establish recognition of their engagement with OER beyond adoption or net new creation. Therefore, some guidance and language around the recognition of adaptation related to language should be included in section 2.1, Instruction & Pedagogy. Section 2.1 ranges from Not Present, where “no attention [is] paid to inclusive pedagogy” to Established, where “faculty of diverse voices, perspectives, career stages and identities are represented equitably among instructors using OER institution-wide.” Inclusive pedagogy and diversity of voices should also include linguistic diversity. “Established” also indicates that all instructors have access to grants and development that “incentivize and support adoption and creation of OER, and culturally and ability inclusive OER content.” Simple adoption of an OER may not be possible if it is not available in the language or dialect used in the classroom. As such, time spent adapting an OER, including translating, testing, validating, and localizing, should be reflected for those practitioners who work in a language that isn’t in the original language of publication.
Political Climate Surrounding Equity in the U.S.
Anti-equity legislation that has an impact on education and beyond has been implemented in numerous states (10 as of writing) in the U.S. These restrictions are state-dependent and are used to dismantle and ban funds from being used for initiatives, offices, and training focused on or perceived to be focused on goals to advance equity and related endeavors. Similar legislation has been proposed in other states.
The political landscape in the U.S., where many of the DOERS3 Equity Working Group (EWG) members are situated, is currently inhospitable to work that seeks to increase equity in education. Given that this Rubric is explicitly devoted to Equity through OER, the EWG has grappled with questions of next steps. While there is not currently a consensus or answer on how to proceed, whether to rename the Rubric or provide a version that has been adapted for jurisdictions where equity legislation impacting education has passed, the EWG will continue to monitor the political landscape and work towards adapting and updating this Rubric to ensure the work associated with it can continue. The Rubric, in this and any future iterations, will remain hopeful, will recognize and honor commitments to equity, and will strive towards advancing equity through OER in the robust and nuanced ways in which equity is positioned throughout the rubric as a constituent component of academic quality, institutional effectiveness, and the work of improving the success of all students.
|
pressbooks
|
2025-03-22T05:09:28.177734
|
10-17-2024
|
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"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-5",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
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"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
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|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-6
|
Rubric Improvements
Observations
Deborah "Debbie" Baker and Siri Gauthier
High-level, One-Page Version of the Rubric
The length, comprehensiveness, and complexity of the equity Rubric may be both a strength and a barrier to the use of the Rubric. A one-page, high-level version of the Rubric would be helpful to introduce and onboard others to the use of the Rubric. However, care should be taken to ensure that this one-page, high-level version of the Rubric does not become the primary version of the Rubric. The depth of explanation within each section, dimension, and criteria of the Rubric continues to be a strength of the Rubric and critical to capacity building in doing both OER and equity work. One way to ensure that both versions of the Rubric remain relevant is to link between them in each dimension.
Glossary
While the equity Rubric contains terms that are specific to practitioners, there is a desire and need for the Rubric itself to account for new-to-OER practitioners. Therefore, some ground setting would be beneficial as an addendum to the Rubric. While the terms and concepts included in the Rubric are likely familiar to those practitioners and students already at least tangentially engaged with open education in the North American context, it is possible and likely that there are potential users who are completely unfamiliar with some of the concepts that inform the Rubric itself. For example: what does it mean to “center equity”? What is an “adoption” of an OER, and what does this actually entail? What is “inclusive pedagogy”? These concepts may be familiar to practitioners and happened to be familiar to the participants of the pilot, but the Rubric would benefit from ensuring a standardized definition for all those who aim to use the Rubric at their institutions. This shared vocabulary would also provide guidance to transferring OER uptake and use into an institutions’ strategic plan, for example.
The comprehensive and complex descriptions of each criterion sometimes include business and educational terms that study participants were unfamiliar with and/or participants were unsure how a particular criterion influences equity and OER. A glossary defining key terms, explaining the connection between the role of the criterion in advancing equity through OER, and identifying supporting research would be helpful for future users of the Rubric.
To illustrate the need to create an accompanying glossary, consider the phrases “inclusive pedagogy” and “cultural responsiveness”. The Practitioners section of the equity Rubric calls attention to inclusive pedagogy (2.1 Instruction & Pedagogy) and cultural responsiveness (2.2a Content: Quality of OER Content), however, unless the user is familiar with the depth that these two umbrella terms suggest, they may see these as specific pedagogies and not be able to accurately reflect and identify where their open education program scores within the Rubric. A focus on these two as specific pedagogical approaches as representative of equitable teaching practices implies that other types of pedagogy provide less equitable teaching practices and may inadvertently limit how teaching and learning experiences with open educational resources, pedagogy, and practices may create equitable learning experiences.
Different Types of Institutions
Study participants indicated that the Rubric does not take into consideration the challenges and opportunities associated with different types of institutions. For example, individual colleges with small student populations may have fewer available personnel and financial resources than multi-campus system institutions with larger student populations to meet the aspirational criteria of an ”Established” OER program as defined in the Rubric.
Learning Frameworks and Taxonomies
Revisions to the rubric could also incorporate learning frameworks and taxonomies to help users assess the student learning experience. For example, the research-based Universal Design for Learning (UDL) framework considers that learning environments should be proactively designed to be inclusive, equitable, and responsive to the diverse needs of all learners, regardless of their backgrounds, abilities, or learning preferences. These UDL guidelines apply a multiple-means of action, engagement, and representation approach for all students to access learning experiences. UDL 3.0, released in July 2024, maintains the multiple-means approach while doing more to incorporate student voices, agency, and identity, which supports open educational practices and open pedagogy. Additionally, UDL 3.0 incorporates cultural responsiveness.
Therefore, incorporating UDL 3.0 into sections 2.1 Instruction & Pedagogy and 2.2a Quality of OER Content into the Equity Through OER Rubric will expand the opportunities for users of the Rubric to meet the diverse learning needs of students across various institutions and disciplines through the application of open educational resources, practices, and pedagogy. This promotes access and enhances the overall learning experience for all students, fostering a more inclusive and equitable educational environment.
Language and Linguistic Adaptations
An important context is that the equity Rubric is currently only available from the Equity Working Group (EWG) in English for a North American context. While its licensing allows for translation, this does put the onus of translation and usage onto often underserved linguistic populations. Additionally, the linguistic landscape of North America is varied and not exclusively Anglophone.
For any work in translating the Rubric, it would be worthwhile to intentionally engage members of the targeted language group, rather than rely exclusively on human or machine translation. While much of the initial translation can be done through vendors, subject matter experts (SMEs) should be brought in to evaluate the accuracy of the translation and whether it accurately reflects the lived experience of members of the linguistic group in their specific contexts. Rather than rely exclusively on the emotional and physical labor of non-Anglophones, SMEs should be recognized and brought in with the recognition that the work of translation is not simply transposition – we strongly believe that the Rubric must be localized, as well as translated. While it remains agnostic to education systems and levels, there are lived experiences and systemic inequalities at play for non-Anglophone educators and learners.
For educators in the Canadian context, this might involve, for example, the realities of French being one of two official languages in Canada but remaining a minority language outside of the province of Quebec. Francophone educators are less likely to publish in French, given the advantageous nature of publishing in English and a lack of resources. For staff, a bilingual institution might still conduct a meeting in English to accommodate a single Anglophone. For those working in the American context, this process could involve engaging Spanish speaking educators, learners, and staff at Hispanic Serving Institutions (HSI). The federal HSI designation is given to accredited, degree-granting higher education institutions with a full-time equivalent student body encompassing at least 25% Hispanic or Latinx students. These are two ways we can imagine the need for language translation even when within the North American geographic location.
The linguistic realities of a given institution will also impact the availability of resources and OER. We see this in sections such as 1.1 Availability of OER, which ranges from Not Present where “OER are not adopted in any programs or courses, and hence not available to students” to Established, where there is a “Comprehensive plan is developed with implementation underway to increase availability of OER to students institution-wide, with focused attention to targeted student populations by ability, income, race/ethnicity, gender, geographic location, and majors” – for some contexts where it is possible that OER might be available in English, but the translation and subsequent validation of that translation into the target language are barriers to use and access. Subject specific gaps also differ, depending on the language and context.
For educators, it would be important to establish recognition of their engagement with OER beyond adoption or net new creation. Therefore, some guidance and language around the recognition of adaptation related to language should be included in section 2.1, Instruction & Pedagogy. Section 2.1 ranges from Not Present, where “no attention [is] paid to inclusive pedagogy” to Established, where “faculty of diverse voices, perspectives, career stages and identities are represented equitably among instructors using OER institution-wide.” Inclusive pedagogy and diversity of voices should also include linguistic diversity. “Established” also indicates that all instructors have access to grants and development that “incentivize and support adoption and creation of OER, and culturally and ability inclusive OER content.” Simple adoption of an OER may not be possible if it is not available in the language or dialect used in the classroom. As such, time spent adapting an OER, including translating, testing, validating, and localizing, should be reflected for those practitioners who work in a language that isn’t in the original language of publication.
Political Climate Surrounding Equity in the U.S.
Anti-equity legislation that has an impact on education and beyond has been implemented in numerous states (10 as of writing) in the U.S. These restrictions are state-dependent and are used to dismantle and ban funds from being used for initiatives, offices, and training focused on or perceived to be focused on goals to advance equity and related endeavors. Similar legislation has been proposed in other states.
The political landscape in the U.S., where many of the DOERS3 Equity Working Group (EWG) members are situated, is currently inhospitable to work that seeks to increase equity in education. Given that this Rubric is explicitly devoted to Equity through OER, the EWG has grappled with questions of next steps. While there is not currently a consensus or answer on how to proceed, whether to rename the Rubric or provide a version that has been adapted for jurisdictions where equity legislation impacting education has passed, the EWG will continue to monitor the political landscape and work towards adapting and updating this Rubric to ensure the work associated with it can continue. The Rubric, in this and any future iterations, will remain hopeful, will recognize and honor commitments to equity, and will strive towards advancing equity through OER in the robust and nuanced ways in which equity is positioned throughout the rubric as a constituent component of academic quality, institutional effectiveness, and the work of improving the success of all students.
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pressbooks
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2025-03-22T05:09:28.189229
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10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/observations/#chapter-65-section-6",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
|
https://press.rebus.community/oerrubricpilotgrantresults/chapter/recommendations/
|
Rubric Improvements
Recommendations
Deborah "Debbie" Baker; Siri Gauthier; and Rebecca Karoff
Based on these observations, we propose the following recommendations to improve the next iteration of the Equity through OER Rubric:
- Provide a high-level, one-page version of the Rubric.
- Take further steps to provide a shared language and vocabulary through the use of a glossary to ensure level setting for practitioners, students, and decision makers at all levels of their journey with open education. This can be supplemented through signposting and linking to relevant resources.
- Acknowledge the challenges and opportunities associated with various types of institutions (small and large student populations, rural and urban locations, individual campuses and multi-campus systems, etc.).
- Provide guidelines on how to adapt the Rubric into different languages and linguistic contexts.
- Emphasize the importance of linguistic equity for institutions with student bodies that are not exclusively English speaking.
- Incorporate the various activities required to translate and localize an OER into a given context into the Rubric, recognizing that adoption and uptake might require more labor for lower-resourced languages.
- Include learning frameworks and taxonomies as methods for designing equitable student learning experiences.
- Acknowledge the political climate in the U.S. in ways that facilitate engagement with the rubric for all interested users, regardless of where they are located.
Ultimately, the learning and experiences of the grantees synthesized above reveal and reinforce key points that the Equity Working Group is now charged to bring into a planned revision of the Rubric and an anticipated additional round of grant funding and support. The Rubric would benefit from a glossary and evidence-based resource section that provide foundational knowledge and point to how users can dig deeper into some of the categories, including but not limited to topics like inclusive and culturally responsive teaching and learning. Even more, alongside pedagogies as indications of equitable teaching practices (what teachers do), consider incorporating learning frameworks and taxonomies in the Rubric as strategies to foster equitable learning experiences (what students do). The research-based Universal Design for Learning framework is a key example and model.
The length, comprehensiveness, and complexity of the Rubric seems to be both a strength and a barrier to its usage. Grantees expressed this but also amplified that despite its comprehensiveness, the Rubric was nonetheless incomplete. They identified missing components to be included and expanded, not only culturally responsive pedagogy named above, but also more intentional integration of student voices, student and practitioner agency, and automatic textbook billing programs, among other topics. In the Rubric 2.0, each of the overarching categories–Students, Practitioners, Leadership–and the dimensions within each of them should be reviewed, expanded, and revised, where needed.
The Rubric needs to find ways to better recognize the variety of institutions and institutional types, as well as their challenges and opportunities, as it guides users to focus on the Rubric categories and dimensions. This needs to include consideration of small and large student populations, rural and urban locations, individual and multi-campus institutions and systems, to name a few. Finally, the Rubric needs to emphasize more explicitly its aspirational components, both in terms of the “Emerging” and “Established” dimensions, and the Leadership & Accountability categories.
The Equity Working Group/DOERS3 will be revising the Rubric towards the end of 2024. Please visit the DOERS3 website to read or use the next iteration of the Rubric.
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pressbooks
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2025-03-22T05:09:28.200707
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10-17-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://press.rebus.community/oerrubricpilotgrantresults/chapter/recommendations/",
"book_url": "https://press.rebus.community/oerrubricpilotgrantresults/front-matter/acknowledgements/",
"title": "Going Deeper into the Promise of Equity Through OER",
"author": "Robert \"Bob\" Awkward, Deborah \"Debbie\" Baker, Reta Chaffee, Liliana Diaz Solodukhin, Brittany Dudek, Jeff Gallant, Siri Gauthier, Rebecca Karoff, Merinda McLure, Clarenda Phillips, Caroline Sinkinson, Maria Teresa \"Tessy\" Torres",
"institution": "",
"subject": "Educational strategies and policy, Education, Higher education, tertiary education, Open learning, distance education"
}
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https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/nursing-philosophy/
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Nursing Philosophy
A nursing philosophy aids nurses in making moral judgments, giving priority to patient-centered care, and navigating challenging medical conditions. Nursing to me is a natural attribute of caring for people who need it. Nursing goes beyond just earning a training certificate to become one. The Values of human dignity, compassion, trustworthiness, respect for diversity, patient-centered care, integrity, accountability, empathy, and professionalism come easily with the interest of people’s care.
Feedback/Errata
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pressbooks
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2025-03-22T05:09:28.209223
|
12-13-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/nursing-philosophy/",
"book_url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/front-matter/register/",
"title": "Grace Myke-Williams's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
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https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/nursing-value-1/
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Nursing value 1 – Collaboration
Collaboration is crucial to my nursing practice. I understand teamwork is essential to delivering the best treatment, and I’m dedicated to building strong bonds with my coworkers across all specialties. I think providing thorough, patient-centered care requires respect for one another and effective communication, whether it is collaborating with doctors, physical therapists, or social workers. I make sure my patients get the best results and comprehensive support by working with others
Feedback/Errata
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pressbooks
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2025-03-22T05:09:28.217622
|
12-13-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/nursing-value-1/",
"book_url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/front-matter/register/",
"title": "Grace Myke-Williams's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/nursing-value-2/
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Nursing value 2 – Health Promotion and Prevention
I believe one of the main causes of illnesses is ignorance. There is a great need for public awareness of what standards to follow in ensuring good health. This begins with the individuals knowing what could affect their health, like lifestyle, public policies, environmental hazards, community resources available, lifestyle choices, and risk factors. This includes promoting awareness about nutrition, physical activity, stress management, and avoiding harmful habits such as smoking or excessive alcohol consumption. I would like to focus on health promotion and disease prevention, not just treating illnesses. Proactively making efforts and coming up with evidence-based strategies to enhance and maintain people’s health.
Feedback/Errata
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pressbooks
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2025-03-22T05:09:28.225705
|
12-13-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/nursing-value-2/",
"book_url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/front-matter/register/",
"title": "Grace Myke-Williams's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/my-nursing-values/
|
Nursing Values 3 – Integrity
Integrity includes moral standards and fundamental values including honesty, trust, accountability, respect, and justice.(Hemberg & Salmela, 2021). Building trust with patients, coworkers, and the medical community as a nurse requires displaying honesty and integrity. I got an award for honesty and integrity during my college years in my first career. (Find attached an additional artifact). I am applying this same skill to my nursing career. Always provide patients with accurate and sincere information. I Keep all patient information in absolute confidence. Never expose patient information or medical records without consent or for collaborative care. Delivering safe, high-quality patient care depends on honesty, a key part of nursing practice. I respect each patient as an individual and respect their cultural differences.
Feedback/Errata
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pressbooks
|
2025-03-22T05:09:28.234058
|
12-13-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/my-nursing-values/",
"book_url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/front-matter/register/",
"title": "Grace Myke-Williams's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/nursing-value-4/
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Nursing value 4 – Compassion
My nursing practice is based on compassion. I define compassion as being totally present for my patients, recognizing and meeting their emotional and psychological needs in addition to their physical needs In times of suffering, worry, or anxiety, it involves actively listening, demonstrating empathy, and offering intervention. Compassion, in my opinion, is essential to building rapport and trust as well as to helping patients heal therapeutically.
Feedback/Errata
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pressbooks
|
2025-03-22T05:09:28.242190
|
12-13-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/nursing-value-4/",
"book_url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/front-matter/register/",
"title": "Grace Myke-Williams's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/short-term-goal/
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Short Term Goal
During my winter 2025 clinical placement, I will be participating in international community workshops on breast cancer awareness, with a focus on prevention, early detection, and any other area of focus as stated by my placement coordinator, reaching and collaborating with all participants per session. I will work closely with local healthcare professionals and community leaders to ensure the success of this initiative by the end of my clinical placement on April 4th, 2025.
Feedback/Errata
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pressbooks
|
2025-03-22T05:09:28.250675
|
12-13-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/short-term-goal/",
"book_url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/front-matter/register/",
"title": "Grace Myke-Williams's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/long-term-goal/
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Long term Goal
I will successfully finish a clinical consolidation experience in public health nursing by December 2026, with an emphasis on important topics including immunization campaigns, chronic illness prevention, and health education for marginalized communities. I’ll take part in at least three public health campaigns during this time, monitor my development using supervisors’ input, and go to workshops to broaden my understanding of public health nursing.
Feedback/Errata
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pressbooks
|
2025-03-22T05:09:28.259128
|
12-13-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/chapter/long-term-goal/",
"book_url": "https://ecampusontario.pressbooks.pub/gracelearningjourney/front-matter/register/",
"title": "Grace Myke-Williams's Nursing Portfolio",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/nursing-philosophy/
|
To me, nursing means providing a more personalized and comprehensive type of care to all patients regardless of their race, religion, cultural background or socioeconomic standing. Nursing is about putting aside personal beliefs, emotions and assumptions to focus all energy on providing the best care possible. Nurses should have a deeper connection and understanding of their patients as a whole, considering all external factors that could impact their care and making a plan with that in mind. Nursing is about looking past the biomedical aspects and being able to advocate for patients in a way that many other healthcare providers might not.
License
Haiden's Nursing Learning Journey Copyright © by Haiden Tasker is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:28.268263
|
11-21-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/nursing-philosophy/",
"book_url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/front-matter/an-intro-to-my-journey/",
"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/core-values-and-beliefs/
|
Belief statement
I believe that to practice my skills in the most ethical and impactful way it is important for me to value honesty, uniqueness, compassion and determination. By applying these personal values to my future nursing practice I will be able to give the best care I can to my patients. Throughout my career, I hope to keep these values at the center of how I interact with patients.
Honesty
In nursing practice, I believe honesty is about telling a patient the most truthful answer within my scope of practice. When directly asked a question about treatment or recovery I prioritize giving the most honest answer possible for that patient. I think honesty is important for building a trusting relationship, following through with requests from a patient will make them feel more cared for. Answering questions honestly can also make the patient feel more prepared for what is to come, they will have a truthful sense of what about their treatment will be easy or difficult.
Uniqueness
To value uniqueness means to have original ideas and thoughts, to think outside of what is expected. In nursing thinking in a unique way is important if the patient diagnosis is complex, it may take a unique perspective and innovative idea to determine the best treatment. Innovation would be difficult if we all thought and acted the same way. Thinking uniquely is also essential in understanding others unique situations, because I welcome all different things I can empathize with others singular experience.
Compassion
In nursing I think compassion and a strong sense of empathy are vitally important to patient care. Valuing compassion means not only thinking about their induvial experiences but to utilize my own lived experiences to understand how they might react or feel. Using this knowledge to then offer support in a way that has their personal reaction in mind. This is important in nursing because I think by taking the time to truly understand what an induvial is experiencing I can provide more comprehensive care.
Determination
Valuing determination means setting goals and stopping at nothing until you reach those goals, it is about having discipline and focus to work towards one thing. It is important for nurses to be determined to help a patient reach their goals because they might require that type of encouragement. In nursing practice it is important to be determined to solve any problem or complication that a patient may have. Being determined to help in any way possible can ensure a trusting and conductive nurse-patient relationship, making the patient feel more seen.
|
pressbooks
|
2025-03-22T05:09:28.277881
|
11-21-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/core-values-and-beliefs/",
"book_url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/front-matter/an-intro-to-my-journey/",
"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/core-values-and-beliefs/#chapter-50-section-1
|
Belief statement
I believe that to practice my skills in the most ethical and impactful way it is important for me to value honesty, uniqueness, compassion and determination. By applying these personal values to my future nursing practice I will be able to give the best care I can to my patients. Throughout my career, I hope to keep these values at the center of how I interact with patients.
Honesty
In nursing practice, I believe honesty is about telling a patient the most truthful answer within my scope of practice. When directly asked a question about treatment or recovery I prioritize giving the most honest answer possible for that patient. I think honesty is important for building a trusting relationship, following through with requests from a patient will make them feel more cared for. Answering questions honestly can also make the patient feel more prepared for what is to come, they will have a truthful sense of what about their treatment will be easy or difficult.
Uniqueness
To value uniqueness means to have original ideas and thoughts, to think outside of what is expected. In nursing thinking in a unique way is important if the patient diagnosis is complex, it may take a unique perspective and innovative idea to determine the best treatment. Innovation would be difficult if we all thought and acted the same way. Thinking uniquely is also essential in understanding others unique situations, because I welcome all different things I can empathize with others singular experience.
Compassion
In nursing I think compassion and a strong sense of empathy are vitally important to patient care. Valuing compassion means not only thinking about their induvial experiences but to utilize my own lived experiences to understand how they might react or feel. Using this knowledge to then offer support in a way that has their personal reaction in mind. This is important in nursing because I think by taking the time to truly understand what an induvial is experiencing I can provide more comprehensive care.
Determination
Valuing determination means setting goals and stopping at nothing until you reach those goals, it is about having discipline and focus to work towards one thing. It is important for nurses to be determined to help a patient reach their goals because they might require that type of encouragement. In nursing practice it is important to be determined to solve any problem or complication that a patient may have. Being determined to help in any way possible can ensure a trusting and conductive nurse-patient relationship, making the patient feel more seen.
|
pressbooks
|
2025-03-22T05:09:28.287024
|
11-21-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/core-values-and-beliefs/#chapter-50-section-1",
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"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/reflection/
|
In my final year of high school, I was worried that I wouldn’t get into any of the nursing programs I had applied to, I thought my average was too low. After sending out my applications in January I spent the rest of my year working as hard as I possibly could to improve my average. I understood what university was going to be and I was excited. At this time although I was studying a lot I never found it overwhelming and if I did that kind of stress would only last a short period. I was so excited and a little nervous to start school. Initially, I didn’t have many challenges with my time management, then as the semester continued the workload started to pick up more and more. By midterms, I had forgotten the importance of my mental and emotional health. I was spending all of my time studying, working on assignments or thinking about said assignments. Over the break in October, I took the time to unwind and realized I had been depriving myself of that kind of relaxation, it was the first time I had truly relaxed since the semester started. After the break, I took the time to figure out new coping mechanisms because the ones I used in high school did not apply to the amount of work I had now. This experience of struggling with coping is common for first-year nursing students as there is a distinctive increase in content and requires students to spend more time studying (Gause, et al., 2024). A research study about coping strategies for first-year nursing students highlights the importance of different coping mechanisms and the value of providing support for nursing students (Gause, et al., 2024). I think Trent has given adequate support and highlights the relevance of coping as we cover these topics in class and it was this that made me recognize that I needed to value my time outside of my academics more. I started to prioritize my mental health by now giving myself a time restriction on my academics, for example doing my class work until 7 every night and any time after that is meant for doing the things that I enjoy such as drawing and reading.
When I first started at Trent this year I was living in Traill Annex which is about a 15-20 minute bus ride away from campus. I didn’t think this would be a problem but I found that it was not only inconvenient I also felt distant from the school, like an outsider. It was also difficult because my roommate at the time barely spoke to me and I often went weeks without exchanging any words with her. On top of that I had also moved away from my close group of friends that I had in my last year of high school. Of that group of friends I had moved the farthest from home and all my friends either stayed at home or went to a nearby school together. All of this combined made me feel extremely isolated and very lonely. I was finding it difficult to meet new people that shared interests with me and that I could genuinely relate to. These challenges are common among first year students as it can be difficult to find a social position in this new unknown environment (Thomas et al. 2019). It is estimated that about 41% of high school friendships will become more distant within the first semester (Thomas, et. al 2019) and I think this is true, I am only now in close contact with a few friends from high school. Not making these new relationships can negatively impact academic success and mental health (Thomas et. al 2019). Through the first half of this semester I struggled to make lasting social connections, I had a few people that I could talk to but I was still spending most of my time alone. This then started to impact my mental health which is when I reached out to counselling on campus and was able to meet with a therapist. I found this to be immensely helpful, afterwards I was still lonely but I now had the perspective that it wasn’t going to be this way forever. My isolation thankfully never impacted my academics because I usually used schoolwork as a distraction and would put all of my energy into it. Slowly I think I have gotten better, I have met more people and I learned how to cope with being alone.
|
pressbooks
|
2025-03-22T05:09:28.295695
|
11-21-2024
|
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"title": "Haiden's Nursing Learning Journey",
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"institution": "Trent University",
"subject": "Education"
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|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/smart-goals/
|
What are SMART Goals?
SMART goals are specific, measurable, achievable, relevant and time-bound. These goals are helpful in the process of reaching an attainable and specific target.
Goal 1 →
I will be able to adequately complete basic nursing skills such as head-to-toe assessments, measuring vitals, and giving bed baths. I hope to achieve this goal by April 6th, which marks the end of the winter term.
Goal 2 →
I will be able to work through the nursing process by assessing, planning, implementing, and evaluating patient health in the long-term care clinical setting. I will continually improve these skills throughout my clinical but will be proficient by February 14th which is halfway into the winter term.
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pressbooks
|
2025-03-22T05:09:28.304898
|
11-21-2024
|
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"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/
|
Artifact 1 → Trent Offer of Admission Email
My first artifact is my email of admission into the nursing program at Trent. I had applied and gotten into a few other places before receiving this email but hadn’t accepted any because Trent was my top choice. As the deadline for receiving an offer was getting closer I had let go of Trent as my dream school and accepted that I would be going somewhere else. Then just four days before the deadline, I got this email. To now be accepted into nursing was the first shock but to then find out I received a scholarship was even crazier to me! This email felt like all my hard work and determination was finally paying off and my dreams were becoming a reality. This artifact relates to nursing because it marks the beginning of my journey into the nursing profession.
Artifact 2 → Swim Instructor Certification
My next artifact is my swim instructor certificate, which I received after spending a weekend learning techniques to teach swimming lessons to children of all skill levels. After getting certified I spent the next year working as a swim instructor at my local YMCA. This job made me a much more patient person as kids often need lots of time to learn. I loved this job because it felt like I had the chance to actively help these kids. Most of the kids I taught were afraid of some aspect of swimming and I enjoyed being able to help those kids get over their fears and reach their goals.
This relates to nursing because making connects with patients to communicate and achieve goals is a large part of nursing. This certificate allowed me to start building the foundation for those skills. I also had to collaborate with my coworkers often and I learned the importance of collaboration, this is also an important aspect of the nursing profession.
Artifact 3 → My Stethoscope
My next artifact is my stethoscope, this is significant because it is the same stethoscope my mom used when she was in nursing school. My mom is an RPN at a nursing home. She didn’t pressure me into nursing and I wouldn’t say that she was the reason I went into nursing. However I think she really inspired me to help others, hearing about her experience with patients first hand I could see how she was actively making an impact in these people’s lives even if she never saw it as more than a job. This relates to the nursing profession because it represents the role that nursing has played in my life and how I was raised with values that correlate to the nursing profession such as compassion, empathy, and critical thinking. This passed down stethoscope also relates to nursing because I understand the sacrifice nurses often have to make in order to help others because my mom works irregular hours and has my entire life.
|
pressbooks
|
2025-03-22T05:09:28.314943
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/",
"book_url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/front-matter/an-intro-to-my-journey/",
"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-1
|
Artifact 1 → Trent Offer of Admission Email
My first artifact is my email of admission into the nursing program at Trent. I had applied and gotten into a few other places before receiving this email but hadn’t accepted any because Trent was my top choice. As the deadline for receiving an offer was getting closer I had let go of Trent as my dream school and accepted that I would be going somewhere else. Then just four days before the deadline, I got this email. To now be accepted into nursing was the first shock but to then find out I received a scholarship was even crazier to me! This email felt like all my hard work and determination was finally paying off and my dreams were becoming a reality. This artifact relates to nursing because it marks the beginning of my journey into the nursing profession.
Artifact 2 → Swim Instructor Certification
My next artifact is my swim instructor certificate, which I received after spending a weekend learning techniques to teach swimming lessons to children of all skill levels. After getting certified I spent the next year working as a swim instructor at my local YMCA. This job made me a much more patient person as kids often need lots of time to learn. I loved this job because it felt like I had the chance to actively help these kids. Most of the kids I taught were afraid of some aspect of swimming and I enjoyed being able to help those kids get over their fears and reach their goals.
This relates to nursing because making connects with patients to communicate and achieve goals is a large part of nursing. This certificate allowed me to start building the foundation for those skills. I also had to collaborate with my coworkers often and I learned the importance of collaboration, this is also an important aspect of the nursing profession.
Artifact 3 → My Stethoscope
My next artifact is my stethoscope, this is significant because it is the same stethoscope my mom used when she was in nursing school. My mom is an RPN at a nursing home. She didn’t pressure me into nursing and I wouldn’t say that she was the reason I went into nursing. However I think she really inspired me to help others, hearing about her experience with patients first hand I could see how she was actively making an impact in these people’s lives even if she never saw it as more than a job. This relates to the nursing profession because it represents the role that nursing has played in my life and how I was raised with values that correlate to the nursing profession such as compassion, empathy, and critical thinking. This passed down stethoscope also relates to nursing because I understand the sacrifice nurses often have to make in order to help others because my mom works irregular hours and has my entire life.
|
pressbooks
|
2025-03-22T05:09:28.324421
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/front-matter/an-intro-to-my-journey/",
"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-2
|
Artifact 1 → Trent Offer of Admission Email
My first artifact is my email of admission into the nursing program at Trent. I had applied and gotten into a few other places before receiving this email but hadn’t accepted any because Trent was my top choice. As the deadline for receiving an offer was getting closer I had let go of Trent as my dream school and accepted that I would be going somewhere else. Then just four days before the deadline, I got this email. To now be accepted into nursing was the first shock but to then find out I received a scholarship was even crazier to me! This email felt like all my hard work and determination was finally paying off and my dreams were becoming a reality. This artifact relates to nursing because it marks the beginning of my journey into the nursing profession.
Artifact 2 → Swim Instructor Certification
My next artifact is my swim instructor certificate, which I received after spending a weekend learning techniques to teach swimming lessons to children of all skill levels. After getting certified I spent the next year working as a swim instructor at my local YMCA. This job made me a much more patient person as kids often need lots of time to learn. I loved this job because it felt like I had the chance to actively help these kids. Most of the kids I taught were afraid of some aspect of swimming and I enjoyed being able to help those kids get over their fears and reach their goals.
This relates to nursing because making connects with patients to communicate and achieve goals is a large part of nursing. This certificate allowed me to start building the foundation for those skills. I also had to collaborate with my coworkers often and I learned the importance of collaboration, this is also an important aspect of the nursing profession.
Artifact 3 → My Stethoscope
My next artifact is my stethoscope, this is significant because it is the same stethoscope my mom used when she was in nursing school. My mom is an RPN at a nursing home. She didn’t pressure me into nursing and I wouldn’t say that she was the reason I went into nursing. However I think she really inspired me to help others, hearing about her experience with patients first hand I could see how she was actively making an impact in these people’s lives even if she never saw it as more than a job. This relates to the nursing profession because it represents the role that nursing has played in my life and how I was raised with values that correlate to the nursing profession such as compassion, empathy, and critical thinking. This passed down stethoscope also relates to nursing because I understand the sacrifice nurses often have to make in order to help others because my mom works irregular hours and has my entire life.
|
pressbooks
|
2025-03-22T05:09:28.333764
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-2",
"book_url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/front-matter/an-intro-to-my-journey/",
"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-3
|
Artifact 1 → Trent Offer of Admission Email
My first artifact is my email of admission into the nursing program at Trent. I had applied and gotten into a few other places before receiving this email but hadn’t accepted any because Trent was my top choice. As the deadline for receiving an offer was getting closer I had let go of Trent as my dream school and accepted that I would be going somewhere else. Then just four days before the deadline, I got this email. To now be accepted into nursing was the first shock but to then find out I received a scholarship was even crazier to me! This email felt like all my hard work and determination was finally paying off and my dreams were becoming a reality. This artifact relates to nursing because it marks the beginning of my journey into the nursing profession.
Artifact 2 → Swim Instructor Certification
My next artifact is my swim instructor certificate, which I received after spending a weekend learning techniques to teach swimming lessons to children of all skill levels. After getting certified I spent the next year working as a swim instructor at my local YMCA. This job made me a much more patient person as kids often need lots of time to learn. I loved this job because it felt like I had the chance to actively help these kids. Most of the kids I taught were afraid of some aspect of swimming and I enjoyed being able to help those kids get over their fears and reach their goals.
This relates to nursing because making connects with patients to communicate and achieve goals is a large part of nursing. This certificate allowed me to start building the foundation for those skills. I also had to collaborate with my coworkers often and I learned the importance of collaboration, this is also an important aspect of the nursing profession.
Artifact 3 → My Stethoscope
My next artifact is my stethoscope, this is significant because it is the same stethoscope my mom used when she was in nursing school. My mom is an RPN at a nursing home. She didn’t pressure me into nursing and I wouldn’t say that she was the reason I went into nursing. However I think she really inspired me to help others, hearing about her experience with patients first hand I could see how she was actively making an impact in these people’s lives even if she never saw it as more than a job. This relates to the nursing profession because it represents the role that nursing has played in my life and how I was raised with values that correlate to the nursing profession such as compassion, empathy, and critical thinking. This passed down stethoscope also relates to nursing because I understand the sacrifice nurses often have to make in order to help others because my mom works irregular hours and has my entire life.
|
pressbooks
|
2025-03-22T05:09:28.343437
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-3",
"book_url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/front-matter/an-intro-to-my-journey/",
"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-4
|
Artifact 1 → Trent Offer of Admission Email
My first artifact is my email of admission into the nursing program at Trent. I had applied and gotten into a few other places before receiving this email but hadn’t accepted any because Trent was my top choice. As the deadline for receiving an offer was getting closer I had let go of Trent as my dream school and accepted that I would be going somewhere else. Then just four days before the deadline, I got this email. To now be accepted into nursing was the first shock but to then find out I received a scholarship was even crazier to me! This email felt like all my hard work and determination was finally paying off and my dreams were becoming a reality. This artifact relates to nursing because it marks the beginning of my journey into the nursing profession.
Artifact 2 → Swim Instructor Certification
My next artifact is my swim instructor certificate, which I received after spending a weekend learning techniques to teach swimming lessons to children of all skill levels. After getting certified I spent the next year working as a swim instructor at my local YMCA. This job made me a much more patient person as kids often need lots of time to learn. I loved this job because it felt like I had the chance to actively help these kids. Most of the kids I taught were afraid of some aspect of swimming and I enjoyed being able to help those kids get over their fears and reach their goals.
This relates to nursing because making connects with patients to communicate and achieve goals is a large part of nursing. This certificate allowed me to start building the foundation for those skills. I also had to collaborate with my coworkers often and I learned the importance of collaboration, this is also an important aspect of the nursing profession.
Artifact 3 → My Stethoscope
My next artifact is my stethoscope, this is significant because it is the same stethoscope my mom used when she was in nursing school. My mom is an RPN at a nursing home. She didn’t pressure me into nursing and I wouldn’t say that she was the reason I went into nursing. However I think she really inspired me to help others, hearing about her experience with patients first hand I could see how she was actively making an impact in these people’s lives even if she never saw it as more than a job. This relates to the nursing profession because it represents the role that nursing has played in my life and how I was raised with values that correlate to the nursing profession such as compassion, empathy, and critical thinking. This passed down stethoscope also relates to nursing because I understand the sacrifice nurses often have to make in order to help others because my mom works irregular hours and has my entire life.
|
pressbooks
|
2025-03-22T05:09:28.352574
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-4",
"book_url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/front-matter/an-intro-to-my-journey/",
"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-5
|
Artifact 1 → Trent Offer of Admission Email
My first artifact is my email of admission into the nursing program at Trent. I had applied and gotten into a few other places before receiving this email but hadn’t accepted any because Trent was my top choice. As the deadline for receiving an offer was getting closer I had let go of Trent as my dream school and accepted that I would be going somewhere else. Then just four days before the deadline, I got this email. To now be accepted into nursing was the first shock but to then find out I received a scholarship was even crazier to me! This email felt like all my hard work and determination was finally paying off and my dreams were becoming a reality. This artifact relates to nursing because it marks the beginning of my journey into the nursing profession.
Artifact 2 → Swim Instructor Certification
My next artifact is my swim instructor certificate, which I received after spending a weekend learning techniques to teach swimming lessons to children of all skill levels. After getting certified I spent the next year working as a swim instructor at my local YMCA. This job made me a much more patient person as kids often need lots of time to learn. I loved this job because it felt like I had the chance to actively help these kids. Most of the kids I taught were afraid of some aspect of swimming and I enjoyed being able to help those kids get over their fears and reach their goals.
This relates to nursing because making connects with patients to communicate and achieve goals is a large part of nursing. This certificate allowed me to start building the foundation for those skills. I also had to collaborate with my coworkers often and I learned the importance of collaboration, this is also an important aspect of the nursing profession.
Artifact 3 → My Stethoscope
My next artifact is my stethoscope, this is significant because it is the same stethoscope my mom used when she was in nursing school. My mom is an RPN at a nursing home. She didn’t pressure me into nursing and I wouldn’t say that she was the reason I went into nursing. However I think she really inspired me to help others, hearing about her experience with patients first hand I could see how she was actively making an impact in these people’s lives even if she never saw it as more than a job. This relates to the nursing profession because it represents the role that nursing has played in my life and how I was raised with values that correlate to the nursing profession such as compassion, empathy, and critical thinking. This passed down stethoscope also relates to nursing because I understand the sacrifice nurses often have to make in order to help others because my mom works irregular hours and has my entire life.
|
pressbooks
|
2025-03-22T05:09:28.361144
|
11-21-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/chapter/artefacts/#chapter-61-section-5",
"book_url": "https://ecampusontario.pressbooks.pub/haidenstrentjourney/front-matter/an-intro-to-my-journey/",
"title": "Haiden's Nursing Learning Journey",
"author": "Haiden Tasker",
"institution": "Trent University",
"subject": "Education"
}
|
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