Web Resource

Online course in the Principles of Macroeconomics

In this LibGuide, you will find instructional resources designed to facilitate the use of primary sources and open educational resources in the teaching of HIST 2154: Minorities in American History. This compilation of existing and new material was funded by an Affordable Learning Georgia grant during AY 2020-2021. The scholars participating in the ALG grant aimed to revive an important course that had not been offered at GHC in more than 5 years, while also bringing that course in line with the American Historical Association's "Tuning Project" and making the course accessible to all students.

HIST 2154, the two courses that make up the American History sequence in the University System of Georgia. Course redesign (spring, summer 2021) was guided by four primary influences:

Building or finding material available under creative commons license, to limit the financial burden felt by students
The backward design process in Dee Fink’s Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses
The AHA Tuning Project, which emphasizes historical thinking skills rather than content memorization in the teaching of history courses
Inserting a diverse group of voices into the American history narrative

The course was piloted during the fall semester of 2021. The redesigned course text and resources were taught across 4 physical campuses (plus 3 online sections) and used by more than 350 students. Students and instructors were asked to provide feedback on their experience with the resources, providing quantitative and qualitative data that was used to improve the quality of the resources offered.

We are opening these resources to other HIST 2154 instructors, in hopes that more students can benefit from these open educational resources.

HIST 2154 is a course designed to explore the role of minority/subordinate groups in American history, to emphasize the diversity of American experiences in the past, and to bring students to a better awareness of their own place in American culture. Minority groups who make up the bulk of the course study are Native/Indigenous Americans, African Americans, Latinx Americans, Asian Americans, and women. This list is obviously not exhaustive, and other groups can easily be added following the same model.

This set of videos supplementing the Georgia Highlands College implementation of The American Yawp was created under a Round Twelve Mini-Grant for Ancillary Materials Creation and Revisions. The videos have been added to GHC's American History I Youtube Playlist, and a few are also included in Western Civilization II.

Topics include:

The Columbian Exchange;
The Middle Ground;
Atlantic Slavery;
Seven Years War;
Disease in the Age of Revolution;
Early American Republic: Political Parties;
Hamilton-Burr Duel;
Industrial Revolution in Global Context;
Mexican War;
Origins of the Civil War;
Civil War Medicine.

Welcome to the Statistics Library. This Living Library is a principal hub of the LibreTexts project, which is a multi-institutional collaborative venture to develop the next generation of open-access texts to improve postsecondary education at all levels of higher learning. The LibreTexts approach is highly collaborative where an Open Access textbook environment is under constant revision by students, faculty, and outside experts to supplant conventional paper-based books.

The MERLOT project began in 1997, when the California State University Center for Distributed Learning (CSU-CDL at www.cdl.edu) developed and provided free access to MERLOT (www.merlot.org). Under the leadership of Chuck Schneebeck, CSU-CDL's Director, MERLOT was modeled after the NSF funded project, "Authoring Tools and An Educational Object Economy (EOE)". Led by Dr. James Spohrer and hosted by Apple Computer, and other industry, university, and government collaborators, the EOE developed and distributed tools to enable the formation of communities engaged in building shared knowledge bases of learning materials.

In 1998, a State Higher Education Executives Organization/American Productivity and Quality Center (SHEEO/APQC) benchmarking study on faculty development and instructional technology selected the CSU-CDL as one of six best practices centers in North America. Visitations to the CSU-CDL by higher education institutions participating in the benchmarking students resulted in interest in collaborating with the CSU on the MERLOT project. The University of Georgia System, Oklahoma State Regents for Higher Education, University of North Carolina System, and the California State University System created an informal consortium representing almost one hundred campuses serving over 900,000 students and over 47,000 faculty. SHEEO was the coordinator for the cooperative of the four state systems.

In 1999, the four systems recognized the significant benefits of a cooperative initiative to expand the MERLOT collections, conduct peer reviews of the digital learning materials, and add student learning assignments. Each system contributed $20,000 in cash to develop the MERLOT software and over $30,000 in in-kind support to advance the collaborative project. The CSU maintained its leadership of and responsibilities for the operation and improvement of processes and tools.

In January, 2000, the four systems sponsored 48 faculty from the disciplines of Biology, Physics, Business and Teacher Education (12 faculty from each of the four systems) to develop evaluation standards and peer review processes for on-line teaching-learning material. In April, 2000, other systems and institutions of higher education were invited to join the MERLOT cooperative. In July, 2000, twenty-three (23) systems and institutions of higher education had become Institutional Partners of MERLOT. Each Institutional Partner contributed $25,000 and in-kind support for eight faculty and a project director (part-time) to coordinate MERLOT activities. The CSU continued its leadership of and responsibilities for the operation and improvement of processes and tools.

Galileo Open Learning Materials

Psychology is the science of behavior and mind, including conscious and unconscious phenomena, as well as feeling and thought. It is an academic discipline of immense scope and diverse interests that, when taken together, seek an understanding of the emergent properties of brains, and all the variety of epiphenomena they manifest. As a social science it aims to understand individuals and groups by establishing general principles and researching specific cases.

To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information.