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Teaching green. OER from Erasmus+ to worldwide environmental education
No full textTeaching green _ Erasmus plus project
www.teachinggreen.eu
Our actions were:
- Provide OER for climate change education at the local level by implementing awareness and mitigation actions in schools.
- Presentation of the concept of practical students` monitoring to support a sense of social responsibility for the local environment
- Practical climate change education as an effective tool to improve the character qualities of students, along with the evaluation tool to measure the improvement.
(Review EVALUATION TOOLKIT ( output1)
- Presentation of complex materials for practical climate education and students` monitoring, consisting:
ONLINE TRAINING COURSE - Self paced ( output 2),
TOOLKIT FOR MONITORING ( book. Output 3)
BEST PRACTICE REPORT ( Guides Output 4)
Teachin green project contributed to support the competencies and skills of teachers in the implementation of practical education raising awareness of climate change.
We look for local impacts and mitigation actions, while complying with all selected priorities from school education, mainly “Supporting teachers, school leaders and other teaching professional on their daiuly work.
Teaching green has as horizontal priority :“Environment and fight against climate change”, and “Addressing digital transformation through development of digital readiness, resilience and capacity”for educators.
Visit our website and test our resources, and send us a feedback
Julian Niemcewicz to Susan Niemcewicz, February 7, 1806
Full text linkJulian Niemcewicz wrote from New York, New York to Susan Niemcewicz in Elizabethtown, New Jersey. Julian had yet to receive Susan’s answer to his letter and feared he would not get it until after the mail departure. Julian\u27s trinkets on board the vessel were causing him a world of trouble. The day before was spent obtaining the permit to bring them to the public store. Two vessels were going to Hamburg and by then Julian planned to have already sent a dozen bottles of liquor and the trinkets. Julian saw Mr. Rutherford and was informed that he had no apprehensions about their funds. If the nonimportation bill passed, Rutherford did not think it would last. Laws mentioned: Non-Importation Act, 1806 People mentioned: Mr. Cruger, Mr. Morris, Col. Barcley, and Aunt Lawrencehttps://digitalcommons.kean.edu/lhc_1800s/1547/thumbnail.jp
RFID Tag for Continuous User Verification
Full text linkRFID Tag for Continuous User Verification — Kean University Research Day
Comparative Analysis of Operating System Security: Evaluating the Most Secure OS
Full text linkhttps://www.keanresearchdays.com/student-poster-presentation-2025-feed/comparative-analysis-of-operating-system-security-evaluating-the-most-secure-o
Case Study & Lessons Learned: Creation and Pilot of a Regional Small Business Accelerator and Cybersecurity Assessment Program
Full text linkStartup companies and originated small businesses are an essential aspect of our nation’s economy, contributing to many organizations that aim, in some cases, to become larger enterprises. As a small business is in the mode of sustaining and growth, minimizing cybersecurity and business resilience threats may not be front and center on the minds of these entities. This paper will provide a case study background about a project and effort – the New Jersey Cybersecurity Regional Cluster (NJCRC) - that has contributed significant outreach to New Jersey small businesses to provide free cybersecurity risk assessments to help small businesses prepare their organizations against technical, operational, and cyber and information security resilience threats. In addition to the background of this outreach activity, the process and procedures followed, along with the selected cybersecurity risk assessment framework, a theoretical model followed, challenges, and learned lessons are demonstrated
OER in the age of AI and Academic Integrity
No full textOER\u27s Intersection with Artificial Intelligence and Academic Integrity
In this session, David Harris, Senior Vice President at ASU+GSV Summit, will explore how emerging market data is reshaping the role of Open Educational Resources (OER) in the age of artificial intelligence. Drawing on recent findings across the higher education landscape, David will examine evolving value perceptions and shifts in student behavior since 2019.
While the data presents real challenges, it also reveals powerful opportunities for the OER community to advance learning outcomes, strengthen academic integrity, and promote equity in an AI-driven world.
Prior to joining ASU+GSV, David served as Editor-in-Chief at OpenStax, the world’s largest OER publisher
Advancing Educational Equity: Lessons from Ikirwa School in Rural Tanzania
No full textIkirwa School, a nonprofit English-medium primary school founded in 2012 in Midawe Village, Tanzania, has become a model for advancing educational equity in rural, under-resourced regions. Serving 200 students from nursery through class seven with over 40% receiving full sponsorship and more than half boarding. Ikirwa exemplifies how access and inclusion transform outcomes. Within its first five years, it ranked 89th out of over 7,000 schools nationally, reflecting the impact of community-driven education.
Ikirwa’s holistic, bilingual curriculum integrates core academics, Kiswahili instruction, digital literacy, and locally relevant learning. Through global collaborations, including virtual coding lessons from university volunteers and weekly Google Meet exchanges with U.S. classrooms students connect across continents, expanding their horizons while remaining rooted in community values.
This presentation draws on over a decade of engagement to highlight strategies such as grassroots fundraising, infrastructure development, and cross-cultural partnerships that sustain access and inclusion. Despite challenges like unreliable electricity, poor roads, and intermittent internet, Ikirwa continues to innovate through its digital library and remote learning initiatives.
Participants will gain practical insights into fostering equity through sponsorships, inclusive curriculum design, and international collaboration. Offering a Southern, community-led perspective on open access and educational innovation, this case study demonstrates how small schools in remote areas can leverage limited resources to deliver globally connected, transformative learning
From Disposable to Renewable: Open Pedagogy in STEM Education
No full textThis presentation shares an action plan developed through the University of Minnesota’s Open Pedagogy Certificate program, showing how a traditional computer science course project can become a renewable, openly licensed assignment. In CS 331, Database System Design & Management, students design and implement relational databases, then publish their work - diagrams, schemas, SQL code, and walkthroughs - on GitHub for reuse and adaptation.
A faculty/librarian partnership introduces students to Open Educational Resources (OER), Creative Commons licensing, and accessibility practices, giving them agency in how their work is shared. This model empowers students as knowledge creators, advances equity, and offers practical strategies for librarians and faculty to transform “disposable” assignments into lasting, renewable contributions to STEM learning
Capture the Smart TAG Competition (Cyber-Physical Systems)
Full text linkYouTube Video Recording and Long Island News 12 coverage.
Kean University Cybersecurity Competition: Students Take on High-Tech Challenges - Kean University
Kane in Your Corner: Technology fuels rise in stalking case