This collective of videos provides quick prompts for literature responses to springboard students into analytical thinking so they can avoid merely summarizing the material. This approach involves breaking down aspects of the readings through the points of civics, science, and culture to better understand how each piece of literature might affect readers and the world around them. Videos were included in courses on Literary Heritage and British Literature.

Early in the Spring 2020 semester, University of Tennessee at Chattanooga students in my Ancient to Modern Latin American Visual Culture Art History course embarked upon an intensive first-hand visual analysis and research project that involved working directly with original artifacts from Ancient Latin America housed within the University of Tennessee at Chattanooga Library’s Special Collections. This unique opportunity and the publication of their findings were made possible thanks to the generous support and assistance of Special Collections Director Carolyn Runyon and her dedicated staff.

By examining the wide array of Pre-Columbian objects in the George and Louise Patten Salem Hyde Papers and Cultural Artifacts Collection, these upper division students formed small research groups dedicated to specific artifact types, such as human figurines, animal figurines, tools and lithics, vessels, anthropomorphic ceramics, replicas, and sherds. They carefully recorded their original observations of their selected objects of study in written field notes, photographs, and drawings. Later, they compared their initial observations with preliminary collection data developed independently by Archaeology students of Dr. Andrew Workinger, leading to further questions and insights surrounding these extraordinary pieces predominantly from pre-contact indigenous cultures of the Central and Intermediate regions of Latin America that today comprise Costa Rica, Ecuador, Panama and Colombia. Building upon their analysis, the Art History student research groups then re-examined their selected artifacts through analytical frameworks focused on Gender and the Body, Color, Pattern and Materiality, Spirituality and the Object, Form and Function, and Identity and Representation. In presenting their findings to their peers, students received feedback that allowed them to refine their analysis and develop the original individual and group catalog essays that comprise this exhibition publication. Their research sheds further light on the extraordinary value and diversity of the ancient artifacts of Latin America that uniquely form part of UTC’s Special Collections, as well as the innovative power of interdisciplinary research and collaboration.

This text is a complete team-based and project-based learning course focused on the application of the World Health Organization’s International Classification of Functioning, Disability and Health (ICF) to unique groups of program clients and patients. It is designed to engage undergraduate students in exploration of the different facets of the ICF, in how the ICF differs from medical and social models because of these facets, and how each applies to, and ensures, an awareness of all of the ways in which health affects and is affected by peoples’ characteristics and environments. The text includes readings, digital links, readiness assurance elements, and guidelines for individual and team deliverables, but can also be used as a stand-alone text to provide a rich constructivist approach to understanding the structure of the ICF and how to use it for problem solving and decision-making with a patient/client population.

It is the author’s intention that the text be used as suits the instructor, and modified to fit the pre-professional or paraprofessional healthcare students being taught, so while case study examples for rehabilitation are include, the text will lend itself to any patient or client group.

Works in this series were created as part of an open pedagogy assignment for Professor Eckelmann Berghel's HIST 3920: History of White Rage course in 2021 Spring at the University of Tennessee at Chattanooga.

Each work in this series profiles a Chattanooga citizen working toward racial justice based on primary source materials and oral history interviews.

For all intents and purposes, this show is the fourth edition of the textbook Computer Organization and Design Fundamentals by David Tarnoff. Since the first edition came out in 2005, the PDFs have been made free for download to anyone interested in computer organization. With the trend toward audio and video instructional material, it was time for an update.

The presentation of the material in this series will be similar to that of the original textbook. In the first third, we will discuss the mathematical foundation and design tools that address the digital nature of computers. This will include an introduction to the differences between the physical world and the digital world, how those differences affect the way the computer represents and manipulates data, and the use and design of digital logic and logic gates. In the second third, the fundamentals of the digital logic and design will be used to design common circuits such as binary adders, describe checksums and cyclic redundancy checks, network addressing, storage devices, and state machines. The final third will examine the top-level view of the computer. This will include a discussion of the memory hierarchy and its components, the components of a CPU, and maybe even a discussion of assembly language along with some examples.

Instructional materials for the course "ENGR 1110: Engineering Graphics" include videos, assignments, slides, and drawings on the following topics: engineering graphics and scales, orthographic views, isometric views, dimensioning, section views, AutoCAD, layers, colors, mirrors, fillet, arrays, chamfer, blocks, Fusion 360, sheet metal modeling, tracing, textures, lofting and more.

Instructional materials for the course "ENTC 2160: Architectural CAD" include videos demonstrating how to create CAD drawings and use CAD tools. Videos cover the following topics: exterior walls, interior walls, doors, windows, dimensioning, linetypes, electrical, slab, stairs, hatching, fireplaces, and roofing.

Instructional materials for the course "ENTC 2170: Computer Aided Design and Drafting" include videos, assignments, slides, and drawings on the following topics: engineering graphics and scales, orthographic views, isometric views, dimensioning, section views, AutoCAD, layers, colors, mirrors, fillet, arrays, chamfer, blocks, Fusion 360, sheet metal modeling, tracing, textures, lofting and more.

Instructional materials on local history topics developed by students at the University of Tennessee at Chattanooga for use in secondary education classrooms.

Students will examine federal documents and local artifacts to determine the effects of federal policies on Native Americans, particularly the Cherokee. The purpose of the lesson is to build upon students’ prior knowledge of analyzing primary sources, Native American History, and Chattanooga history.

This text is a compilation of lecture notes from pathophysiology courses I have taught over the last ten years. The goal of the text is to equip future advanced practice nurses with knowledge of pathophysiology for common diseases and disorders they may encounter in the primary care setting.

These resources were created to compliment our undergraduate statistics lab manual, Applied Data Analysis in Psychology: Exploring Diversity with Statistics, published by Kendall Hunt publishing company. Like our lab manual, these JASP walk-through guides meaningfully and purposefully integrate and highlight diversity research to teach students how to analyze data in an open-source statistical program. The data sets utilized in these guides are from open-access databases (e.g., Pew Research Center, PLoS One, ICPSR, and more). Guides with step-by-step instructions, including annotated images and examples of how to report findings in APA format, are included for the following statistical tests: independent samples t test, paired samples t test, one-way ANOVA, two factor ANOVA, chi-square test, Pearson correlation, simple regression, and multiple regression.

These lesson plans and materials are designed for high school students, especially 9th and 10th graders. The goals of these lessons are for students to review and learn more about figurative language devices, to compare and contrast poetry from different authors, and understand point of view in order to see that authors have different perspectives in their works. This lesson plan unit covers six different poems from local Emma Bell Miles and famous Henry Thoreau. Each poem has a video, presentation, and handout to accompany it. The lesson plan has been divided into two 50 minute class periods. The first class period is designed to introduce the students to the poems and authors using the various materials. The second class period is designed to cover point of view according to Miles and Thoreau and ask the students to compare and contrast the authors’ perspectives and experiences.

How can we produce enough sustainable energy while avoiding unacceptable environmental consequences? To evaluate the various energy options, we must understand the science of each potential energy source and energy use technology. This book presents the science in an easy-to-understand way to enable readers to make informed decisions about what is possible and practical, and to choose lifestyle options to implement in their personal lives.

America and the world face daunting questions about how we produce energy and how we use it. Conservation and improved energy efficiency can help reduce energy requirements, but cannot halt the steady increase in energy consumption. An increasing world population and increasing energy appetites in emerging economies will create competition for energy resources for all nations.

The possibilities for future energy production include fossil fuels (oil, natural gas, coal, oil sands, and oil shale), biofuels, solar, wind, hydro-energy, geothermal, and nuclear (probably fission and possibly fusion). Each of these sources has relative advantages and disadvantages.

The problem is to produce enough sustainable energy while avoiding unacceptable environmental consequences, especially climate change. In order to evaluate the potential of the various energy options, one must understand the basic science that underlies each potential energy source and energy use technology. This knowledge will enable us to determine what is possible and practical and, maybe more importantly, what is impossible or impractical.

Fortunately most of the pertinent science is old, well established and, for the most part, quite simple. This science provides a framework into which one can insert real data and draw conclusions. Without such quantitative assessments, claims about capabilities of the various energy options must be viewed as unverified assumptions rather than hard facts. This book presents the essential science in an easy-to-understand, yet comprehensive way.

A big change in the ways that we produce and use energy is inevitable. Informed choices will help avoid waste, avoid unnecessary disruptions in our lives, and avoid undesirable environmental effects. The purpose of this book is to help the reader make informed decisions about which energy production technologies to support and which energy use technologies and lifestyle options to implement in his/her personal life.

This resource is used in the Introduction to Education course at Middle Tennessee State University. Readers will explore the foundations of American education through a critical lens. Modules include, social foundations of education, theoretical and ethical perspectives as well as an introduction to curriculum, assessment and classroom management.

“It’s All Greek to Me!” has everything—entertaining stories, academic articles in a variety of disciplines, vocabulary crossover in literary and academic readings, connections to local, American, and Western culture, and plenty of chances for critical thinking for advanced students of English as a Second Language (ESL). All readings are authentic with minimal adaptation from a variety of sources.

This textbook also gives help for advanced level grammar and writing issues, using outside sources, and reading and vocabulary strategies.

This open educational resource (OER) was compiled for use in ENGL 1010 – Expository Writing, the first of Middle Tennessee State University’s two first-year writing courses. This OER is divided into five main sections, all of which are designed with ENGL 1010’s course objectives in mind. Each of those sections contains a number of readings related to the section’s topic, with many of those readings curated from other open-access texts.

The first-year writing sequence at Middle Tennessee State University takes a rhetorical approach to writing. This means that students are asked to consider how “good” writing is situational. There are no hard and fast “rules” for writing. Instead, there are conventions or norms and expectations specific to particular contexts. In ENGL 1010: Expository Writing, students practice identifying writing conventions across modes and contexts.

The Open Guitar Building Project—a part of ETSU’s Guitar Building project—is a repository of open source designs for teachers and builders of acoustic and electric stringed instruments. Affiliated with the STEM Guitar Project (http://guitarbuilding.org) since 2010, ETSU’s Guitar Building project is following the open access tradition of this National Science Foundation (NSF) grant-funded student engagement effort. The designs and support materials herein are made available through a Creative Commons BY-SA 4.0 (Attribution-ShareAlike 4.0 International) license; please feel free to use, share, and adapt these designs and materials for your use. All we ask is for you to give appropriate credit to the ETSU Guitar Building project and this Open Educational Resource page.

For more information on the ETSU Guitar Building project, please visit our social media site at http://www.Facebook.com/ETSUGuitars.

Many of us have likely heard the expression “government of the people, by the people, for the people.” Yet, it is the people who are often excluded from the public policy process. Citizen engagement is typically reactive rather than proactive and passive as opposed to active. Voting and protesting are not the only ways that governments hear the voices of the people. Voting allows citizens to choose individuals who represent their interests, yet their interests are not always represented in ways they desire. Protesting brings attention to issues but doesn’t always lead to problems being solved. This book aims to empower readers to be active participants in the policy process rather than centering elected officials, appointed officials or bureaucrats as the only sources of policy power. This book is written in the spirit of equity. In order to have equitable public policies the voices of those who are impacted by these policies need to be heard as “gaps exist between the services governments deliver and what citizens want or need” (Mintrom & Luetjens, 2018, pg. 122). This is not simply a matter of contributing to policy discourse, but perhaps more importantly, a matter of contributing to the design, development and evaluation of public policy. Further, it is about holding policy makers and other decision makers accountable for their actions and the results of the actions. This book draws from lessons learned from my practical experiences, teaching and research. It is my hope that it equips those on the front lines of public policy and social equity with the tools needed to be effective producers and consumers of public policy ideas.

This lesson plan is meant to be a follow up to lesson plan one pertaining to Emma Bell Miles’ and Thoreau’s poetry. This lesson is meant to focus on the authorial Point of View that comes through in these author’s poetry. This lesson also discusses different literary periods from the times of these authors.

This lesson plan is meant to follow the structure of using the author background video, the point of view video, and then the handout. A good follow up would be giving the students a journal prompt to write about and expand on one of the topics from the handout. A longer project could be created where students present on one of the topics from the handout.

The Principles of Digital Animation course provides students with an awareness of animation and other 3D industries, as well as preliminary hands-on experience in animation production. This is a collection of openly licensed videos created by Gregory Marlow for the Principles of Digital Animation course taught during the Fall 2019 semester. For ease of adopting and adapting, the streaming version is embedded for each video and the original video and subtitle files are available to download.