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This companion will help instructors who wish to implement Teamwork: An Open Access Practical Guide in their courses. Doing so can help students more fully understand how they can contribute effectively to the success of their teams in the classroom and workplace settings as well as evaluate and understand the team experience and communicate it to future employers. The companion will include discussion prompts, activities, lesson plans, and case studies.

 

One of the things that faculty often hear from students is that they dislike working in teams. However, employers stress that teamwork is an essential skill for the workforce and want applicants that can apply the knowledge and skills gained through their experiences to their new career. The goal of this guide is to provide students with tools to help them understand what a team is, the different roles that comprise a team and how they fit into them, managing the teamwork process, and how to effectively market teamwork skills to their future employers. Students will have the opportunity to reflect on what they have learned and evaluate themselves and their team. Employer testimonials are included so students can hear from professionals in different disciplines about what teamwork looks like and how it applies to their occupation.

Introduction to Archaeology: A Workbook, is designed to assist professors, instructors, and students in introductory level archaeology courses. This workbook provides students with review materials and additional aspects to consider, to reinforce what is learned in the classroom lectures and through other materials. The workbook is organized by topics and chapters include questions, activities, and materials that reflect on archaeology and introduce students to this exciting and important field of discovery!

This book was created for an undergraduate Introduction to Industrial Engineering course at The University of Texas at Arlington (UTA).  The chapters give an overview of the profession and an introduction to some of the tools used by industrial engineers in industry.  There are interactive content exercises included at the end of most chapters.  This interactive content aims to engage students in the content as they are reading.  The book will continue to revised and updated with new information as it becomes necessary.  More interactive content will be added to the end of each chapter in future versions of the book.
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This collaboratively authored guide helps institutions navigate the uncharted waters of tagging course material as open educational resources (OER) or under a low-cost threshold by summarizing relevant state legislation, providing tips for working with stakeholders, and analyzing technological and process considerations. The first half of the book provides high-level analysis of the technology, legislation, and cultural change needed to operationalize course markings. The second half features case studies by Alexis Clifton, Rebel Cummings-Sauls, Michael Daly, Juville Dario-Becker, Tony DeFranco, Cindy Domaika, Ann Fiddler, Andrea Gillaspy Steinhilper, Rajiv Jhangiani, Brian Lindshield, Andrew McKinney, Nathan Smith, and Heather White.
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As an introductory textbook for social work students studying research methods, this book guides students through the process of writing a literature review and determining research questions for a research project. Students will learn how to discover a researchable topic that is interesting to them, examine scholarly literature, and write a literature review. The guidebook is aligned with the Council on Social Work Education’s 2015 Educational Policy and Accreditation Standards. Students and faculty can download copies of this guidebook using the links provided in the front matter. As an open textbook, users are free to retain copies, redistribute copies (non-commercially), revise the contents, remix it with other works, and reuse for any purpose.

The practice of adding either OER or no-cost/low-cost materials designators in course schedules is on the rise, aiming to give more visibility and transparency to students and administrators as to which courses offer these more affordable options. Few formal reports have been published on the implementation and impact of OER/No Cost/Low Cost designations integrated into course schedules at colleges and universities. This booklet aims to lessen the literature gap by providing written accounts of the course marking drivers, implementation strategies, challenges, and lessons learned presented by panelists at the 16th Annual Open Education Conference in Phoenix, Arizona, in October 2019.
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Basic engineering knowledge about fluid mechanics is required in various sectors of water resources engineering, such as designing hydraulic structure on any riverine environments and flood mitigation process. The objective of this book is to enable students to understand fundamental concepts in the field of fluid mechanics and apply those concepts in practice. Applied Fluid Mechanics Lab Manual is designed to enhance civil engineering students’ understanding and knowledge of experimental methods and basic principles of fluid mechanics. The ten experiments in this lab manual provide an overview of widely used terms and phenomena of fluid mechanics and open channel flow, which are required for solving engineering problems.

This is a lab manual for a college-level human anatomy course. Mastery of anatomy requires a fair amount of memorization and recall skills. The activities in this manual encourage students to engage with new vocabulary in many ways, including grouping key terms, matching terms to structures, recalling definitions, and written exercises. Most of the activities in this manual utilize anatomical models, and several dissections of animal tissues and histological examinations are also included. Each unit includes both pre- and post-lab questions and six lab exercises designed for a classroom where students move from station to station. The vocabulary terms used in each unit are listed at the end of the manual and serve as a checklist for practicals.
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Student Success and First Year Experience are learning community courses at UTA that teach new students academic success skills to aid their transition to college. The goal of the courses is to help students identify their individual needs, determine what resources are appropriate, recognize the faculty role in their development, and formulate a plan for an actively engaged and enriched experience from campus to career. The courses will be taught by Peer Academic Leaders (PALs) and faculty, staff and/or graduate students to provide guidance, raise awareness and understanding of students' majors and help support collaborative and co-curricular opportunities available within the School/College. This open educational resource is the required textbook for both courses.
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