Educational Resources

  1. Clements, P. (2005). Diversity Training Handbook : A Practical Guide to Understanding and Changing Attitudes (2). London, GB: Kogan Page.
    This is an e-book available for online reading. To access the link, you will be required to log-in to the College’s library.

    The book is designed for both teachers and students. As in instructor, you can use the information to learn more about diversity for your personal growth and understanding as well as use it to help teach students about diversity. For example, Chapter 1 provides the opportunity to “develop a good understanding of ourselves” via a questionnaire on diversity. Chapter 2, “Making a Case for Diversity” aims at developing an understanding of the term “diversity.” Different perspectives such as business, ethical, legal, government, and globalization are presented favouring diversity as good practice.

    This resource is recommended for those who already have some education and training in diversity and are looking to explore the topic more in depth.

  2. Tale of O: On being different (Video)
    • Animation using “X’s and “O”s to bring attention to difference, stereotyping, tokenism and labels.
    • Author: Rosabeth Moss Kanter
    • Length: 28 mins

    The video illustrates what it is like to be one person who is different in a workplace environment. However, the content is easily adaptable and applicable in various contexts. It points out how the “different” person is forced to play certain roles because of the nature of situation they are in, as well as, how the rest of the group (which is homogenous) is also caught in predicable roles and need help understanding their own behaviours and the result of their behaviours on the different person. The video is simple, easy to follow and is very clear on explaining what is happening, why it is happening and the impact of those behaviours.

  3. A Tale of “O:” On Being Different in an Organization (PDF)
    The hard copy is not only a transcript of the video but also provides background information of why the video was created. Both the existing social context and the research that informed the content video are in the document. In addition, there is a section of listing specific things that can be done to help the resolve some of the issues raised in the video such as over-achievement, labels and proving loyalty. This resource is recommended for instructors to learn more about themselves. Instructors can also use the resource to teach about stereotypes. It is a good tool for introducing and raising awareness in a non-threatening and accessible format.

  4. Creating a Positive Learning Environment:
    http://www.softchalkcloud.com/lesson/serve/ra9lWoYcw3QVpX/html

  5. Integrating Technology :
    http://www.softchalkcloud.com/lesson/serve/G8Ot1yPgbi6cTe/html

  6. Intro to Assessment:
    http://www.softchalkcloud.com/lesson/serve/9YJATpM0rWFq4H/html

  7. Lesson Planning and Active Learning:
    http://www.softchalkcloud.com/lesson/serve/1eJ4GOXCILsQMu/html

  8. Outcomes Based Education:
    http://www.softchalkcloud.com/lesson/serve/GfacAMp6soEgVr/html

  9. Teaching Professional:
    http://www.softchalkcloud.com/lesson/serve/aoTxj7n4qS9FzJ/html

  10. OECD Skills Outlook 2015: Youth, Skills and Employability (available free online in English and French) :
    http://www.oecd.org/publications/oecd-skills-outlook-2015-9789264234178-en.htm

  11. Teaching/Learning Resources from Michigan State University:
    http://fod.msu.edu/oir/Online-Instructional-Resources

  12. Systems Thinking: Quality Improvement in Higher Education:
    http://rube.asq.org/edu/2011/12/best-practices/systems-thinking-critical-to-quality-improvement-in-higher-education.pdf

  13. UNESCO Publication - Transforming Technical and Vocational Education and Training:
    http://www.ibe.unesco.org/sites/default/files/resources/unleashing-potential-2015_eng.pdf

  14. Inspirational teaching in higher education: What does it look, sound and feel like?
    http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1670&context=ij-sotl

  15. Peer-Reviewed Exploration in Teaching: A Program for Stimulating and Recognizing Innovations in Teaching
    http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1592&context=ij-sotl

  16. The Effects of Diversity Training on Faculty and Students’ Classroom Experiences
    http://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?article=1572&context=ij-sotl

  17. Open Educational Resources
    This article authored by Michael Passer for the League For Innovation in Community Colleges addresses the barriers some students face while in school - one of which is the increasing costs of textbooks and the efforts of some publishers to make it difficult for students to buy or sell used books.

    He provides an overview of Open Educational Resources (OER) (learning resources in the public domain and FREE). He refers to the 5 Rs of when using OERs:
    1. Retain
    2. Reuse
    3. Revise
    4. Remix
    5. Redistribute
    Faculty can provide these as the main or supplemental resources to students. Click on the link to read the OER article.

  18. Faculty Voices Discussions: Expanding Opportunity For All
    This great resource is available from the League for Innovation in the Community College (RRC is a member).

    The League website describes the resource as such:

    The Faculty Voices Discussion Toolkit contains resources developed for the Faculty Voices Initiative by project partner Public Agenda. These resources are designed to launch conversations among faculty and others about issues surrounding community college student success and completion. The toolkit includes a discussion starter, detailed moderator guide, and additional moderator resources.

    The resources include a document on strategies to use to increase student completion rates as well as training videos for facilitators. Click on the link for the Faculty Voices Discussion Toolkit.

  19. What Colour Are Your Walls? (PDF)
    A brief introduction to creating inviting learning spaces.

  20. Indigenization in the Classroom (PDF)
    An introduction to Indigenous World Views.

  21. Greening Technical and Vocational Education: A practical Guide for Institutions (PDF)
    This Guide describes the macro need for TVET reform in conformity with the Sustainable Development Goals, the Global Action Programme (GAP) on Education for Sustainable Development (ESD), and other United Nations, UNESCO and national initiatives. The Guide also provides specific practical help for institutional greening transition teams to plan and carry out the changes that are deemed necessary. It is essential that all such greening undertakings have a clear vision, are known to all those concerned, follow a strategic plan, set targets and milestones, and include a monitoring/assessment tool. The concept of shared vision and team reformation combined with the support of senior leaders is evident throughout this Guide. A major goal is that greening will grow into an ongoing process which is eventually infused into the culture of each institution.

    Specifically included in this Guide is a rubric or framework designed for most TVET institutions. The rubric/framework is designed as both an assessment tool and a learning instrument, as it contains clear descriptions of possible goals and destinations. Since TVET institutions and programmes are so varied, these suggested assessment goals are also designed for discussion and adaptation to the specific situation on each site, while modifications are encouraged.

    The central theme is Greening the Institution, while also embracing the broader concept of education for sustainable development (ESD). In particular the focus is on the role of TVET in delivering a crucial element of the GAP. By having local teams of leaders, faculty, students and community experts working in concert and infusing the concepts of related educational initiatives, the institution will transition itself into an even more effective and meaningful greening agent for its graduates, its communities and all who are associated with the institution.

  22. Taking a Community Approach to Curriculum Change (PDF)
    The article titled: Taking a Community Approach to Curriculum Change discusses how academic communities can positively impact curriculum change using a whole-team approach. Red River College’s Program and Curriculum Development (PCD) department has been using this approach for more than a decade. Following the Program Life Cycle, new curriculum is developed with input from multiple stakeholders starting with input from the general community and employers who provide feedback about the feasibility of a program. Then an occupational analysis is conducted with input from expert workers who identify the skills needed to work in a particular occupation. Next, a program design map is created with input from subject matter experts (faculty) and a steering committee who identify the knowledge, skills and attitudes needed for graduates of a particular program. Other support departments (e.g. Enrolment Services, Student Services, Research and Planning) provide input throughout the initiation and design phases. All of these processes are led by PCD Curriculum Consultants who are educators with expertise in program design and development. As the research article noted, every member of the team is critical in designing a robust program map.

  23. Bringing Students’ Voices into Campus Conversations about Essential Learning Outcomes: A Survey of Students at a Mid-Sized State University (PDF)
    Stockton University, a mid-sized state university in the mid-Atlantic region of the United Stated, initiated the first of two pilots for implementation of its institutional outcomes during the fall semester 2014. At the beginning of that semester, in an effort to gauge students’ attitudes university-wide toward the value of the outcomes, the director of the pilot administered an exploratory survey to the entire student population (N=427). The survey contained eleven questions. The results indicate that students agree on their value. The student survey participants, however, identify five additional outcomes. Furthermore, student survey participants rank four of the student-identified outcomes of greater value than some of the institutional outcomes. The survey results also suggest that students could assume a more engaged role in campus conversations about core, institutional outcomes, thus, fostering authentic connection to the learning outcomes students seek and acquire while in college.

If you would like to provide feedback about the resources or know of other Open Educational Resources (OER) that would be useful to instructors, please contact Sandra Sukhan, Manager, Program and Curriculum Development @ ssukhan@rrc.ca or 204.632.3011