Faculty and Students Share about Open Pedagogy

April 8, 2020, 12:00 pm PST
Welcome
photo is Open Education Global Conference 2019 by Matteo Bergamini, CC 0
Unless otherwise indicated, this presentation is licensed CC-BY 4.0

Agenda
● Introductions
● CCCOER overview
● OER at Paradise Valley Community College
● Keene State College
● Montgomery College
● Q & A
● Upcoming events and announcements

Speakers
Moderator: Matthew Bloom
English Faculty, Faculty-in-Residence OER Coordinator,
Scottsdale Community College/Maricopa Community Colleges
Jessica Parsons
OER Specialist
Paradise Valley
Community College, AZ
Zev Cossin
Adjunct Professor of
Anthropology
Montgomery College,
MD
Karen Cangialosi
Professor of Biology
Keene State College,
NH

● Expand awareness & access to high-
quality OER
● Support faculty choice & development
● Foster regional OER leadership
● Improve student success
CCCOER Mission

Membership 2020
http://cccoer.org/Member
16 State-wide Memberships
New
Members
Southeast
Arkansas
College

Extraordinary
Stories from
Members and
Community
during the
pandemic
Share more at:
https://splot.ca/Extr
aordinary

Paradise Valley Community College
David Dwork
Mathematics Faculty
Jessica Parsons
Open Educational
Resource (OER)
Specialist

OER Specialist Program
Based on College of the Canyons Program
9

What is an OER Specialist?
10
● Support Faculty in creation/curation of OER content.
● Help verify ADA compliance.
● Remix, and revise content to faculty’s needs.
● Adapt content to new/different mediums.
● “OER Research Assistant”

Our Projects
Completed
Art History 1
Art History 2
Art of Storytelling
College Success
Developmental Psychology
Mythology
Psychology and Culture
Reading & Writing in a Global Society
In Progress
Critical Reading
College English (ENG 101/102)
Computerized Accounting
Contemporary Women’s Literature
Electronic Game Industry
Income Tax Prep
International and Domestic Terrorism
Women in Film
11

Our Impact
12
Fall 2019
Total
Savings:
$26,981.45

Our Impact (Continued)
13
Spring 2020
Total
Savings:
$43,952.50

Our Impact (Continued)
14
Total Savings:
$70,933.95
In 2 Semesters of program operation

15
My Story
Before becoming an OER Specialist
● Experience with OER through Homeschooling
● Licensing through Photoshop Course
● Love of research
Becoming an OER Specialist
● Hiring Process
● Working in the Center for Teaching and Learning (CTL)
● Working with Faculty
● Growing the Team
● Lessons from our first projects

16
Lessons Learned
● Work a semester or two ahead
● It’s not all about the full course
● Follow up with faculty constantly
● Realize that Midterms and Finals are NOT good times for
meetings
● Always ask about copyrighted content, you might be
surprised
● There’s always room for rewrites
● Save everything, you never know when you might do a
similar course or topic again
● Keep talking about OER, we are our best advocates

Thanks!Any questions?
OERSpecialist@paradisevalley.edu
👍
17 Slides by Slide Carnival

Keene State College
Karen Cangialosi
Professor of Biology

Open Pedagogy
• Community and collaboration, over
content
• Connection to the wider public
• Learners contribute to, not just consume
knowledge
• Student Agency, Learner-driven
• Critical approach to the use of tools and
technology
Modified from content by Robin DeRosa This work by Karen Cangialosi is licensed under a
CC BY 4.0 International License

Domain of One’s Own
Learning in the Open, Sharing, and Contributing knowledge
This work by Karen Cangialosi is licensed under a

Audience Beyond the Professor
Interactive – Collaborative – Contributory – Dynamic – Participatory – Empowering

“It was a drastic and honestly scary change going
from a traditional learning course where I only have
my instructor’s opinion to worry about.”
Keene State College student

Students As Contributors

Some “Free” Tools for Blogging, making Websites:
Wordpres
s
Google sites Blogger
Tumblr
Wix

Using Social Media to
make connections outside
of the classroom

“When my students gain access to knowledge, I want it to be part of a larger invitation:
we trust that you have important lessons to teach the world, and we trust that the
knowledge you access today will be changed by your perspective, that you will open
doors to new ideas that we, your current teachers, never could have taught you.”
– Robin DeRosa, University of the Margins

Montgomery College
Zev Cossin
Anthropology
Eduardo Chaves Serrano
Student - Zero Hunger
Assignment

ROOTING OUT HUNGER: WEEDS, ANTHROPOLOGY AND
STUDENT-CENTERED LEARNING
CCCOER Open Pedagogy Webinar
April 8, 2020
United Nations Sustainable
Development Goals
Open Pedagogy Faculty
Fellowship
Zev Cossin, PhD Candidate
Anthropology
Montgomery College
(Michael Pedersen)

ARCHAEOLOGY AND OPEN PEDAGOGY?

UN SDG Partners: About Us…
Zev Cossin
Department:
Anthropology
Course:
ANTH215
“Human Evolution and
Archaeology”
Michelle Franklin
Department:
Sustainable Horticulture
Course:
HORT 4810
“Applied Research Project”
Kathy Dunster
Department: Sustainable
Horticulture
Course:
HORT 4440
“Vegetation Management”
Montgomery College UN SDG Faculty Fellowship:
https://www.montgomerycollege.edu/offices/elite/unesc
o/

Renewable Assignment #2 – iNaturalist
#CitizenScience
“Finding Food for Free: Weeds”
‘What is a weed? A plant whose virtues have not been discovered.’
—Ralph Waldo Emerson, Fortune of the Republic Lecture, 1878
‘A wild plant growing where it is not wanted and in competition with other plants.’
— Compact Oxford English Dictionary
Plants grow in even the most concrete of inner-city urban jungles. As you walk through the city,
if you open your eyes and look at the ground around your feet, you will see many plants growing
wildly in nooks and crannies, sidewalk cracks, and open spaces of every type. Some of these
plants are edible or medicinal and can provide a forager with fresh greens loaded with essential
nutrients for free, helping achieve SDG#2, Zero Hunger by 2030.

Assignment #2 - A few details
● “Archaeological Survey” to locate and record edible weeds around
our campus.
● Identified them using iNaturalist, a free Open Source app (smart phone or
laptop/desktop) that lets you submit a photo of a plant, animal, insect with
location data, and get expert verification of the name of the plant, and
other useful information.
● Contribute as citizen scientists to a global open source database
(Creative Commons) while gaining experience in archaeological field
methods and acting/thinking like a field researcher.

Renewable Assignment #3: Ethnobotany
● Deep dive into its botany, geographical and anthropological origins, ecology, and
ethno-cultural (traditional, contemporary) uses including a tasty recipe that explains
how to use, cook, and eat or drink the plant.
● If the plant originated somewhere else, what is its edible story? How did it arrive here?
Intentionally? Unintentionally? Direction of introduction?
● What are its traditional uses? How does this plant fit into SDG#2 Zero Hunger at a local
and global scale?
● Finally, pulling it all together into renewable products that can be shared with the
community - online or as a paper copy.
Choose 1 weed species from our campus survey
AND
Choose 1 plant with a personal connection

CHALLENGE: INTEGRATE THE
ASSIGNMENTS INTO THE COURSE

THE ANTHROPOCENE
(THE AGE OF HUMANS)
Despite Homo sapiens existing on earth only ~200,000
years (less than .01% of earth’s timeline) we have
transformed the earth in DRASTIC ways:
1. Altered more than 50% of earth’s land surface
1. Clearing land for agriculture
2. Building cities
3. Damming rivers
4. Removing mountaintops
2. Changed the earth’s atmosphere
1. Industrial revolution and carbon emissions
2. Increased global temperatures
3. Rising sea levels

PEDESTRIAN (WALK-OVER)
SURVEY
To Do:
1. Record in field notebook
2. Walk transects
3. Identify concentrations of
artifacts (depends on study
goals)
4. Map out concentrations of
artifacts/architecture for
more intensive study
5. Have a good meal and cold
drink

The ProblemAccording to Feeding
America, 6.1% or 63,380
people in Montgomery
County were estimated to be
Food insecure in 2017.
(Gundersen et al. 2015)
Two Community Colleges in
MD:56% of students sampled
were low or very low food
secure
Those with GPA of 3.5-4.0
statistically more likely to be
food secure than those with
GPA under 3.5
(Maroto et al. 2015)
Case: Montgomery County, MD

Checklist:
✔ Attempted to integrate the assignments thematically within the
course outcomes
✔Attempted to gain student buy-in and understanding of the urgency
of the contemporary moment
LET’S SEE WHAT HAPPENS…

1
2 4
3
6
5
(Lat: 39.095444° Long: -77.159850°)
SURVEY GRID – ROCKVILLE CAMPUS

KPU MC - Rockville
INATURALIST “ARCHAEOLOGICAL”
SURVEY RESULTS

Anthropology 215
Human Evolution and
Archaeology
UN SDG 2 – Zero Hunger
Renewable Assignment - Ethnobotany
ANTH 215
Eduardo Chaves

Field
Journal
Summary
• Initial survey on Thursday, October 24,
2019 between 11:30 a.m. and 12:00 p.m.
• All groups split, our group took Zone 5.
– Half of the Parking Lot 11
– Entirety of Parking Lot 12
– Robert E. Parilla Performing Arts Center
– Welcome Center
– The Athletic Fields including the
Baseball Field
• Personally tasked to survey area outside
Welcome Center.

Visibility on the
ground was high
as the grass was
cut and
maintained.

Small White Flower?
Found next to the
trail, between the
Welcome Center
and Manakee Street.
Identified by
iNaturalist as
an American
Aster.

• Perennial plant (live longer than two years.)
• They are flowering plants, which is how they are most
easily distinguishable
• Named after the ancient Greek word aster, which
means star, which refers to the shape of the flower.
American Aster

Cultural History
and Uses
• Asters are very commonly
seen as garden flowers,
because they are small and
colorful.
• They also have several
medicinal purposes in
Chinese and Native American
medicine.
• The leaves were cooked to
serve as greens, while the
roots were used in stews and
soups.

How to make Aster tea:
1. Asters should be harvested in
full bloom in the early morning
after the dew has dried.
2. Cut the stem about 4 inches (10
cm.) from above the soil level.
3. Hang the stems upside down in
a cool, dark area until the plant
crumbles easily.
4. The flowers will become white
and fluffy but are still usable.
5. Store the dried aster leaves and
flowers in a sealed glass
container out of sunlight.
6. Use within one year.

African Baobab
(Adansonia digitata)

African Baobab
(Adansonia Digitata)
• Found natively in Africa, more specifically:
Mauritania, Senegal, Guinea, Sierra Leone, Mali,
Burkina Faso, Ghana, Togo, Benin, Niger, Nigeria,
Cameroon, Chad, Sudan, Republic of Congo, DR
Congo, Eritrea, Ethiopia, Somalia, Kenya, Tanzania,
Zambia, Zimbabwe, Malawi, Mozambique, and
Angola.
• Deciduous : sheds delicious ripe fruit.
• Can grow over 30 meters tall and 25m in diameter.
• Can live for over 400 years, with a specimen in
South Africa said to be carbon dated to 6,000 years
old.
• Baobab is derived from Arabic ‫بو‬‫باب‬ ِ‫ح‬ (būħibāb), "father of many seeds“.
• Adansonia comes from the name of Michel Adanson, French naturalist who worked in Senegal.
• The Baobab, “is probably the most useful tree in all”. - Michel Andanson

Cultural Significance
• Baobabs survive prolonged droughts by storing
up to 30,000 gallons of water in its trunk.
• To drink this water, Kalahari bushmen use grass
straws to suck the water out of the trunk.
• Baobab seeds discovered in ancient
Egyptian tombs, even though not
native to Egypt.
• Bark is fire resistant and is used for
making cloth and rope.
• The leaves are used as condiments
and medicines.• Hollowed out baobab trunks are
used for water storage in villages.
• Baobab tree is also known as
known as the “Tree of Life” • Has been a source of food and income
for centuries.

Baobabs in “The Little Prince”
by Antoine de Saint-Exupéry
• In "The Little Prince," the baobab
trees symbolize obstacles in life.
• The prince lives on a small planet and
is concerned that these baobab trees,
will grow and destroy his world.
• The trees symbolize problems in life,
with the view that small problems will
grow and become bigger issues if not
addressed early.
• Read the book in middle school.

Jardín Botánico de
Maracaibo

The Garden’s Baobab
• Donated by the Royal Botanical Garden,
Kew London in 1983.
• The hallmark of the entire garden
• Six others have been planted in the
botanical garden.
• From this tree, several have been planted
in the city.
• My father and I planted two of them at the
park with the warden’s support.

Baobab
Fruit Juice
1. Crack open fruit to reveal
chalky meat and seeds.
1. Remove the meat and
seeds from the fruit, into a
bowl.
1. Pour 2 cups of lukewarm
water into bowl per fruit.
Let sit overnight.
1. Separate the seeds from
the pulp.
Ingredients:
•One large baobab
fruit
•Water
•Ice
•Sugar, honey or
other sweetener
5. Pour juice and pulp into
blender, making sure all
seeds have been removed.
5. Blend for thirty seconds to
make a smoothie-like juice.
5. Serve with ice, sweeten
with your sweetener of
choice.
• Baobab fruit has around
300 milligrams of vitamin C
per 100 grams, five times
more than oranges.
• Used to boost immune
function, promote
younger-looking skin and
keep energy levels high.
• Commonly used
particularly to treat fevers,
malaria, gastric problems,
and vitamin C deficiency
among other ailments.
• The juice tastes like sweet,
pulpy pear juice.
Makes three
servings

Spring webinars (3pm EST unless otherwise noted)
May
6
User-friendly Design with OER
June
3
Sustainability: If I had to do it over again ...
Descriptions & Registration:
bit.ly/CCCOERspring2020

Stay in the Loop
● Upcoming Conferences
See our website under “Get-Involved”
● Join our Community Email
○ https://www.cccoer.org/community-email/
● Read our EDI blog posts
○ https://www.cccoer.org
Image: pixabay.com
http://cccoer.org

Questions?
Contact Info:
@unatdaly -- unatdaly@oeglobal.org
@cccoer Liz Yata -- lizyata@oeglobal.org
Lisa Young -- lisa.young@scottsdalecc.edu
@suetash Sue Tashjian -- stashjian@necc.mass.edu
Thank you!

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