How to Learn Like a Pro! features the “big six” effective learning/study skills topics:

- Learning styles and preferences
- Time and materials management
- Critical thinking and reading
- Note-taking
- Memory principles and techniques
- Test-taking

Each of the six units featuring a total of twenty-three lessons and accompanying exercises (with a dash of humor here and there) were developed with the diverse student body of the community college in mind as well as learners in other educational venues.

This collection of instructional resources is intended to support teaching the “Hydraulics and Electrical Control of Hydraulic Systems” class using the flipped classroom format where lecture content is placed online and all class time is re-purposed into a hands on workshops or lab activities. Lectures are available at all times and can be paused, rewound, and reviewed to support the learning process. Additionally, these resources can be used to facilitate supplementary or remedial instruction.

Success in this course depends upon the active participation and discipline of the student. Watch the assigned lectures in the sequence dictated by your instructor and use the associated study guides to assist in comprehension of the material. Pause the lecture when asked to do so and attempt the example problems. If you struggle with the example problem, the online lecture will guide you to the correct solution.

These resources are divided into 6 units where each unit might take a 1-2 weeks to assimilate, review, and conduct associated lab activities. The complete playlist is arranged in the intended sequence, however, a particular class may choose to place more or less emphasis on a particular topic given that class’s intended focus.

All of the recorded lectures are collected in a YouTube playlist.

This Open Educational Resource (OER) on interpreting offers authors and readers free and open access to current, relevant, easy-to-access, and free materials. The editors have created a space where emerging scholars in the field of signed language interpreting make contributions with the ability to revise as the interpreting studies discipline and the scholars,themselves, develop and change. This OER provides faculty and students readings and practical application experiences that connect program specific coursework and concepts across the interpreter education curriculum emphasizing the holistic nature of the field of interpreting.

This introductory textbook is unique because it was a collaborative effort by all Criminology and Criminal Justice professors at Southern Oregon University (SOU) in Ashland, Oregon. This book can be used on a quarter or semester system, as well as cover topics that may get left out of some introductory texts such as controversial issues in the criminal justice system. Further, we made it as comprehensive as possible to cover core concepts and areas in the criminal justice system including theory, policing, courts, corrections, and the juvenile justice system. Additionally, we created examples that will help make difficult concepts or ideas more relatable. Every section provides an overview of key terms, critical thinking questions for course engagement, assignments, and other ancillaries such as multimedia links, images, activity ideas, and more.

This textbook provides an introduction to the important area of manufacturing processes. This text will explain the hows, whys, and whens of various machining operations, set-ups, and procedures. Throughout this text, you will learn how machine tools operate, and when to use one particular machine instead of another. It is organized for students who plan to enter the manufacturing technology field and for those who wish to develop the skills, techniques, and knowledge essential for advancement in this occupational cluster. The organization and contents of this text focus primarily on theory and practice.

This book is designed as an OER text and learning resource for undergraduate students enrolled in FN 225 Nutrition at Lane Community College in Eugene, Oregon. The book covers basic nutrition and metabolism, information literacy, energy balance, nutrition across life stages, dietary supplements, an in-depth look at each of the macronutrients, and major functions of vitamins and minerals

COURSE DESCRIPTION: Nutrition is a study of how the body takes in and uses the nutrients from food. Food sources, functions, and requirements of the following are discussed: carbohydrates, proteins, fats, vitamins, minerals and water. In addition, digestion, absorption and metabolism of all nutrients are covered. Skills are developed for improving personal eating habits and for evaluating nutrition information in the mass media.

Student Learning Outcomes: Upon successful completion of this course, students will be able to:
1. Define and classify the six classes of nutrients.
2. Identify where the six classes of nutrients are found in foods.

3. Explain how the six classes of nutrients are digested, absorbed, metabolized, and utilized.
4. Distinguish between adequate nutrient intake, deficiencies, and toxicities and how these levels impact body systems and health outcomes.

5. Acknowledge the importance of a moderate approach when it comes to nutrition and weight management, recognizing all foods can fit into a healthful diet.
6. Recognize that nutrition and its effect on our physical body is only one dimension of health and others are equally important, including exercise, sleep, finding purpose, freedom from excessive stress and community relationships.

7. Apply scientific reasoning to evaluate the evidence base and validity of nutrition information in the media.
8. Record and evaluate personal dietary intake using the Recommended Dietary Allowances, Dietary Guidelines, and various food guides and identify behavior change strategies for improvement if necessary.

9. Critically evaluate and compare nutrition labels and determine the nutrient density of each food.
10. Summarize factors that facilitate or constrain lifestyle choices that impact health outcomes.

11. Identify guidelines and recommendations for choosing nutrition supplements and appropriate use.
12. Describe how diet, prior training, duration and intensity of activity impact fuel use before, during, and after exercise.

Carrie and Kelly’s OER grant project will create open materials for Math 098. Community colleges throughout Oregon have been planning and implementing MTH 098 since 2014 based on recommendations from the developmental education redesign workgroup. The course was created to provide a shortened, more appropriate path for students to take MTH 105 and earn an Associate of Arts Transfer degree. Some institutions, such as Clackamas Community College, include the added benefit of allowing for MTH 105 to serve as a prerequisite to MTH 243, extending the pathway for students.

Their goal is to create materials that:

- Are learner-centered
- Readily integrate group work and collaboration
- Create opportunities for students to make critical thinking a habit of mind
- Acknowledge and respect common anxieties, personalities, and professional goals of students in the “alternate pathway”.

Visit their public MTH 098 course on MyOpenMath to learn more.

This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Guided by Oregon's statewide college writing outcomes, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand.

This book contains three levels of interactive grammar lessons and reading activities for beginning students of ESOL (English for Speakers of Other Languages). The grammar section includes a select set of YouTube videos, and the three original readers include short picture or chapter stories. Each lesson is accompanied by self-correcting exercises.

This “open textbook” is a social and cultural history of the people of Oregon representing powerful figures from the dominant Euro-American culture, the marginalized and oppressed, and social and political reformers who shaped the historical legacy of the state. It is a story of the diverse array of immigrants who helped build the state and strengthen it. The title is a recollection of the racial fantasies that European-American settlers created in their expansionist vision of the West and the state of Oregon. Initially the Oregon Territory was built on intolerance and racial exclusivity, but eventually Oregon embraces its diversity, but not without struggle and heartache. Our journey through the past starts with an essential question, “Who are the people of Oregon?”

This Open Educational Resource is a collection of texts and materials that team together students’ familiarity with sports and critical inquiry skills. Sports has an undeniable fascination for cultural studies scholars, and the athletic competition and the social conversations it elicits can help students to see how ethical argumentation plays beyond the walls of the ivory tower. The Politics of Sports, as a broad field of study, is of interest to both scholars and pundits alike. Through inquiry into sports, students can see how debate functions in both academic and public spheres. We have found sports to inspire a wide range of independent research topics in our writing classrooms that challenge students to engage with complex research questions that delve into the social structures that shape what we value and how we act as citizens. Sports is often central to the college experience and ubiquitous in families and communities around the world. The wide variety of audiences interested in sports the personal, economic, and social values tied up in sports invites research writers to think carefully about audience, community, and stakes of argument. We believe that The Politics of Sports has the potential to capture the interest of college students in order to excite them to begin a research journey with a sense of authority and investment in a topic that is at once familiar and complex enough to yield a wide range of inquiry .

This book contains nine short stories about people and places of Portland, Oregon written for beginner students of English (lexile range of 300-500). Each story has approximately 150-250 words. It is formatted as a picture book with approximately 1-3 sentences per illustration. Each story is accompanied by a set of self-correcting comprehension questions and a speaking prompt. All images are public domain except where noted in the alt text.

Principles of Economics covers scope and sequence requirements for a two-semester introductory economics course. The authors take a balanced approach to micro- and macroeconomics, to both Keynesian and classical views, and to the theory and application of economics concepts. The text also includes many current examples, which are handled in a politically equitable way.

The purpose of this OER is to provide students with a comprehensive textbook aligned with the NDT 130 (Radiographic Testing) course as taught at Linn-Benton Community College.

Catalog description:
This course is designed to meet the training requirements for formal certification in Radiation Safety for both X-ray and gamma Radiographers. This course exceeds the recommendations and training outline set forth by the NRC training manual. It covers personal safety and protection, controlling radiation dose, personal monitoring, survey instruments, biological effects of radiation, exposure devices, emergency procedures, and storage and shipment of devices and sources.

Upon successful completion of this course, students will be able to:
Describe and explain radiation units and terminology. Describe and explain atomic structure and types of radiation. Pass written exams with a composite grade of at least 80% with no individual passing grade less than 70%.

This book contains nine short stories about natural wonders of Oregon written for high-beginner/low-intermediate students of English (lexile range of 500-600). Each story is approximately 225-250 words long and features a picture, a set of self-correcting comprehension questions, a writing prompt, and full citations of sources with links.

This developmental-level mathematics textbook is intended for career-technical students. It was made possible by a grant from Open Oregon Educational Resources, which supports the development and implementation of high-quality materials at low or no cost to community college and university students.

I hope that this qualifies as a “high quality” textbook, and I hope that it brings a bit of fun to what can often be a boring or intimidating subject. Whether you are a student or instructor, I would love to hear your thoughts on the book and whether it works well for you. Feel free to let me know about any errors you find or suggestions for improvements.

MTH-050 Technical Mathematics I

Designed for career-technical students.
Topics focus on critical thinking,
problem solving, and mathematical
communication using applications arithmetic, measurement, geometry, and
statistics and probability.

This open textbook offers students of technical writing an introduction to the processes and products involved in professional, workplace, and technical writing. The text is broken up into sections reflecting key components of researching, developing, and producing a technical report. Readers will also learn about other professional communication, designing documents, and creating and integrating graphics. Written especially for an academic setting, this book provides readers with guidance on information literacy and documenting sources. This book was collected, adapted, and edited from multiple openly licensed sources.

A selection of poems, arranged by theme, with a list of poetic terms.

Written by five college reading and writing instructors, this interactive, multimedia text draws from decades of experience teaching students who are entering the college reading and writing environment for the very first time. It includes examples, exercises, and definitions for just about every reading- and writing-related topic students will encounter in their college courses.

I’ve been involved with writing as a teacher and an author much of my life. I’ve written for academia and personal interest. I’ve had my writing evaluated for entrance into programs; resumes I’ve written documents that have been scrutinized for the workplace; I’ve had stories evaluated by editors for publication, but I have never had my writing evaluated by artificial intelligence (AI). In my training as a teacher, I wasn’t taught to teach writing for an audience that wasn’t human. I wasn’t taught to look at writing as it would be seen by artificial intelligence. Yet, that is what the students in my classroom will face at the end of their coursework. It will not be up to me to evaluate their writing. They will face a standardized test and an automated essay grader. The purpose of this book is not to debate the use of Automated Essay Graders (AEG) or the pros and cons of AEG. I am creating this book in 2020 because AEG is a fact of life for the students I teach.