This three credit course offered at Macomb Community College discusses the practical application of hybrid electric vehicle (HEV) power management systems. Areas of study include computer controls of the internal combustion engine (ICE), battery types, HEV thermal management, motors, safety, and HEV/EV accessories. System types, service procedures, and diagnostic procedures are covered for Ford, General Motors, Honda, and Lexus/Toyota vehicles. Included educational materials for this course are homework, sample exams and quizzes, labs, lesson plans, pre-assessment, and syllabus. Solutions are not provided with any materials. If you're an instructor and would like complete exams, quizzes, or solutions, please contact theCAAT. This course is composed of six modules that can be used to supplement existing courses or taught together as a complete course. These modules are Intro to HEVs,Honda HEVs, Toyota HEVs,Ford HEVs, GM HEVs, and Fuel Cells

***LOGIN REQUIRED*** Accounting covers accounting principles and practices, the complete accounting cycle and creation of financial reports. Use of the general journal and special journals, general ledger, accounts payable, accounts receivable and proper financial reporting.This course provides instruction in the basic accounting procedures used to operate a business including sole proprietorship, partnerships, and corporations. The accounting procedures presented will also serve as a sound background for employment in office jobs and preparation for further education and training. The complete accounting cycle is covered, students learn how to us generally accepted accounting principles to prepare, analyze, verify financial transactions, reports and economic information to make decisions for organizations.The course trains students in the basics of manual and computerized accounting. Students learn accounting topics including ethics, accounting principles, computing accounting, accounting terminology, job specific accounting, and clerical duties related to accounting. Students also gain real-world applications in income tax, personal finance, and stock market.

***LOGIN REQUIRED*** Students will learn about agricultural business operation and management. Topics will include accounting, finance, economics, business organization, marketing, and sales. Students will learn about agricultural business operation and management. Topics will include accounting, finance, economics, business organization, marketing, and sales.

***LOGIN REQUIRED*** The Agriscience/Intro to Agriculture course helps students acquire a broad understanding of a variety of agricultural areas, develop an awareness of the many career opportunities in agriculture, participate in occupationally relevant experiences, and work cooperatively with a group to develop and expand leadership abilities. Students study California agriculture, agricultural business, agricultural technologies, natural resources, and animal, plant, and soil sciences.

Using the promise of life, liberty, and the pursuit of happiness to prompt the discussion about rights and equality in US society, this interdisciplinary course provides an introduction to social justice theory and practices. Students examine and conduct research on significant social justice issues in the United States today through an integration of quantitative and qualitative approaches. The course focuses on systems of discrimination and oppression, methods and communities of resistance, and transformative visions of democracy and freedom, with emphasis on how current conditions impact students’ lives and local communities.

***LOGIN REQUIRED*** In the Animal Science course, students study large, small, and specialty animals. Students explore the necessary elements--such as diet, genetics, habitat, and behavior--to create humane, ecologically and economically sustainable animal production systems.

***LOGIN REQUIRED*** Architectural and Structural Engineering provides learning opportunities for students interested in preparing for careers in such areas as architecture, industrial design, and civil engineering.

Created by Michelle Millar Fisher of the CUNY Graduate Center and Karen Shelby of Baruch College, "Art History Teaching Resources (AHTR) is a peer-populated platform for art history teachers. AHTR is home to a constantly evolving and collectively authored online repository of art history teaching content including, but not limited to, lesson plans, video introductions to museums, book reviews, image clusters, and classroom and museum activities. The site promotes discussion and reflection around new ways of teaching and learning in the art history classroom through a peer-populated blog, and fosters a collaborative virtual community for art history instructors at all career stages."

This 7-week lesson plan is designed for use in clinical nursing courses. It is designed specifically for use by Nursing faculty teaching in the absence of state required patient facing clinical opportunity due to COVID restrictions. The lesson plan describes pedagogical techniques and provides video and education OER resources designed to help support the development of empathetic communication skills over 7 weeks. Refection and video debriefing techniques will be employed. Role play will culminate in the group presentation project of a brief video modeling effective therapeutic empathetic communication.

This is a research project which gives students a choice of modalities and platforms and encourages them to share their research with either the class or a wider public audience based on their interests, comfort with technology, openness, and preferences. Their focus can be: (1) answering a clearly defined research question related to the course topic, or (2) curating and writing material for a new or redesigned weekly unit plan for the course, including a detailed rationale for the unit. If students license a unit (re)design for reuse, it may make its way into a future version of the course. Image: "Typewriter Letters" by Laineys Repertoire, used under CC-BY-2.0. 

Model course site for COMD1100 Graphic Design Principles 1 at CUNY's New York City College of Technology.

This is the first of two lessons/labs for teaching and learning of computer science and sociology. Either and be used on their own or they can be used in sequence, in which case this should be used first.
Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America. Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this two-week project. Three instructional hours per week (total of six hours over two weeks).

This lesson is connected to but can be used independently of "Using Big Data to Identify and Understand Educational Inequality in America (1)"
Students will develop CS skills and behaviors including but not limited to: learning what an API is, learning how to access and utilize data on an API, and developing their R coding skills and knowledge. Students will also learn basic, but important, sociological principles such as how poverty is related to educational opportunities in America (and how this relationship varies between and among states). Although prior knowledge of CS and sociology is helpful, neither is necessary for student (or instructor) success on this project. Three instructional hours.

Welcome to the year 1969 at the City University of New York. Spring is in the air, and so are protests, sit-ins, occupations, and debates about the purpose of the public university. One question is on everyone’s mind: Whom is the public university meant to serve? You may think you know the answer, but be prepared to question what you know.

The syllabus, slides, examinations, and assignments provided were produced using several sources. They were created with the purpose of imparting, to students, the information and knowledge necessary to earn 3 college credits. Said credits will be awarded upon completion of the HIST277: The Caribbean since Columbus curriculum and with the satisfactory achievement of the course’s objectives; a description of which is provided in the syllabus. These materials were also created to facilitate the instruction of said material as conducted by my fellow instructors, teachers, and professors.

In this lesson plan, students will learn the basic structure and function of DNA and RNA. They will also learn the process of gene expression. Finally, students will learn about the scientific contributor, Ernest Everest Just, and his contributions to the field of Biology.

This kit is a historical overview of American representations of chemicals from the three sisters to the Love Canal. It compares conflicting constructions about nuclear reactor safety, depleted uranium, Rachel Carson and DDT. Through analyzing diverse historic and contemporary media messages, students understand changing public knowledge, impressions and attitudes about chemicals in the environment.

An assignment and lesson plan for collaborative brainstorming exercises enabling students to collectively articulate their own goals. Framing instruction and assessment with their own goals centers students and can also make it easier to deemphasize grades.

In this lesson, students use three artifacts from the Community College 7 collection of the CUNY Digital History Archive that relate to the Bedford-Stuyvesant-based community movement of the late 1960s for a public college for the Black and Puerto Rican youth of central Brooklyn, a movement which led to the establishment of Medgar Evers College. The purpose of this lesson is for students to explore and practice strategies that community activists and organizers use to engage others in social justice issues that they feel are important and demand action. As they do so, students learn how, during the racial justice and freedom struggles of the mid-1960s and early 1970s, New York City college students and youth took action to shape the City University of New York.This lesson plan was created by Juilet Young, a doctoral student in the Ph.D. Program in Urban Education at the CUNY Graduate Center, for the CUNY Digital History Archive in Spring 2022.