Movement away from the textbook model has potential to foster equitable access to course materials as well as reduce textbook costs for students. As such, transition to a zero cost/OER classroom included the curation of open access scholarly literature to cover the four-field approach presently taught in introductory anthropology courses.

The following activities use open educational practices to engage students in active and shared learning. The first section discusses a model for creating a more open syllabus, the second section is an assignment where students create a collaborative bulletin board, and the third section is an activity where students first create presentations that are added to an online “video text.” All of these activities are buildable and can be shared with new classes over time, building a larger repository of class materials that are based on students' active participation and authoritative knowledge. While these are intended for an Introductory class in Anthropology, they can be adapted for a variety of disciplines in the social sciences and humanities.

This class is an introduction to non-Western art. We will study the unique aesthetics and the basic ideas behind the arts made in the Islamic world, Asia, Africa, the Americas, and their diaspora. The course will consider the exhibition as a politicized arena and determine how particular ways of selecting and displaying the artworks or their lack of representation in museums can influence our knowledge. Students are encouraged to choose images and write their papers to communicate their ideas about the four focal areas and their diaspora. They are encouraged to think about how their knowledge and worldview can complement the existing world.

This assignment is on linear and exponential growth, which is connected to real life scenarios from students’ everyday life as well as teaches them financial responsibility and awareness of economic issues. Project has five parts. In part 1, students would use digital communication ability by creating a video about the topic from the knowledge they had prior to this project. In part 2 (the Mathematical part) they will use problem-solving and inquiry learning to better understand linear and exponential growth, in part 3 students will use global learning through reading to then annotate article and watch video to then discuss it with each other via group chat, in part 4 students will practice integrative learning by interview people, and in part 5 they will prepare reflection using digital/writing/oral communication ability in the format of their choice (record video, paper, oral presentation).

This is the syllabus for a Health Care Coordination course.
The goal of health care coordination is to improve patient outcomes with better health care services. Care coordinators play a critical role in improving patient care. Students will learn how to effectively advocate for patients and interact with members of the healthcare team in finding solutions to provide high quality, value-based, and efficient care. Effective communication styles, assessing patient’s needs and goals, and helping with patients’ transitions of care are among many topics covered in this course. Upon course completion, students will have acquired basic knowledge and skills to educate, engage, and support patients and their health care teams to improve health outcomes and quality of life.

This syllabus includes OER materials and college policies for a fully online course that exposes students to a range of health promotion and disease prevention and management strategies used by health specialists to address community health challenges. Through readings and videos, as well as online course assignments and discussions, students learn about planning and designing interventions to improve the health of specific priority populations and communities-at-large.

Course textbook for College Now classes SD 10 and SD 11 about preparation for college-level work and exploration of potential careers. Remixed by Shari Farberman. This project was funded by the CUNY OER Grant. Includes link at the bottom of the page with openly licenses companion materials (slides and activities) for instructors.

This open pedagogy assignment is a semester-long project for an introductory general biology course for biology majors. Working in pairs or small groups, students will make a 3 to 5 minute video explaining concepts from the course learning objectives. Students will apply a creative commons license and publish their videos on CUNY Academic Works (or another appropriate platform), where they will be available to future introductory biology students as learning resources.
Learning outcomes:
At the end of this project, students will be able to do the following: Effectively teach a concept from the course to a general audience Identify and correctly cite appropriate sources for a scientific presentation (both text and images), including at least one primary source Work collaboratively with peers to create something more than an individual could on their own Incorporate your unique perspective and relate your background to the course topics Provide constructive feedback to peers

What is the role of criticism in any art form?
What is the purpose? Is it to enlighten the artists involved? The audience?
Using sample Plays and Playwrights from this term, students will go on a deep dive into the archives of the New York Times theatre reviews. Comparing reviews on the same play with different productions shows different points of view.

This syllabus is for a course that will focus on opening our digital pedagogy- exploring open educational resources and open pedagogy, along with related opens: open access and open GLAM (Galleries, Libraries, Archives, and Museums). The focus of the course reading will be on the why’s, how’s, and where’s of open educational practices, with a special focus on critical digital pedagogy. By the end of the semester, students will produce a polished proposal for a multimedia-based project in their discipline related to research, pedagogy, or both. The course incorporates hands-on exploration of educational uses of new-media applications and open possibilities. The course will use an open pedagogy approach to teaching and learning, starting with a co-created syllabus wherein students will have significant say in the selection of readings and assignments. We will also be working to share our work openly. All required materials will be openly available online.

A comprehensive study of the nature of money and monetary standards; the development, structure, and functions of American central banking; commercial banking; non-bank financial intermediaries; investment banking; and financial markets. Federal and State bank regulation and supervision, major monetary theories. Analysis of the impact and major role of the American banking system on the economy. Includes a study of international finance. Successful completion of this course satisfies one Civic Engagement interaction.

Firms and Financial Institutions Financial Markets Financial Institutions

Time Value of Money Calculate future value (FV) Calculate effective interest rate and compounding. Calculate present value (PV) Calculate rate of returns Apply time value of money principles to evaluate investment opportunities Optional: Calculate amortization

Bonds Describe the key features of bonds Distinguish types of bonds Measure yield, assess risk, and bond evaluation. Interest rates

Risks Describe the basic return and risk Describe portfolio risk, stand-alone risk, and return and market efficiency
Equity & Options Describe features of common stock and preferred stock Value common stock (dividend growth model, free cashflow valuation model, and market multiples)