Open Teaching Materials
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The purpose of this Open Teaching Materials collection is to allow TAMU Faculty to self-deposit teaching materials that they have authored and wish to share openly with the world, beyond the campus- and course-restricted Learning Management System.
Faculty, please note that as part of the self-deposit process, the Libraries’ Office of Scholarly Communication would encourage you to apply a Creative Commons (CC) license to your work as you share it here. (For help choosing which type, see: https://creativecommons.org/choose/ .) By default via the submission process link immediately below, the CC license version will be the latest (4.0), with international jurisdiction. (For details, see: https://wiki.creativecommons.org/wiki/License_Versions .) If for any reason you would like to restrict the jurisdiction by country, you will need to contact us at digital@library.tamu.edu before you deposit the item.
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Item Name it, Flip it, Frame it: Tools for positive classroom change using Appreciative Inquiry(2024-10-03) Morganti, Dianna; Preusser, DeniseImagine transforming classroom challenges into opportunities for growth and success—this is the purpose of Appreciative Inquiry. In this interactive workshop, faculty will explore AI principles and engage in reflective, small group processes that focus on identifying what works well in teaching. Participants will learn to reframe obstacles, share success stories, and co-create actionable strategies to enhance their teaching practices. By the end of the session, faculty will leave with practical tools to foster positive change and a renewed sense of what’s possible in their classrooms. Learning Outcomes: Participants will learn the core principles and process of Appreciative Inquiry and how it applies to educational settings. Faculty will identify existing strengths and successes in their teaching that can be built upon. Participants will learn tools of reframing classroom challenges into positive change potentials. Faculty will co-create specific, actionable strategies to enhance student engagement and learning. Participants will engage in collaborative discussions, fostering a supportive community of practice among colleagues.Item Defining the Nursing Discipline(2023) Dormire, Sharon; Mitchell, Star; Mulcahy, Angela; Shields, Samantha; Adamek, Rebecca HarlowThe Program (Re)Design Model begins with development of a disciplinary definition that is then used to develop the program learning outcomes. The definition emerged following an examination of why nursing exists, the major concepts of nursing, and the changing trends in the profession. Nursing (Re)Design Team used data collected from multiple stakeholders as well as a review of the literature to create a disciplinary definition.Item BSN Curriculum Map(2024) Dormire, Sharon; Mitchell, Star; Mulcahy-Spence, Angela; Shields, Samantha; Adamek, Rebecca HarlowThe tool is structured to provide an efficient visual representation of where each element of the program learning outcomes is offered. In this map we used the indicators introduced (I), reinforced (R), strengthened (S) to identify where the content has been placed. The map provides an accurate picture of the entire curriculum. To understand the map, the courses (or content buckets) run horizontally across the top of the map. A list of the performance indicators for each competency is provided along the vertical axis of the mapItem BSN Program Outcomes(2023) Dormire, Sharon; Mitchell, Star; Mulcahy-Spence, Angela; Shields, Samantha; Adamek, Rebecca HarlowThe document details the undergraduate program outcomes that emerged from the Ideal Nursing Graduate document, analysis of The Essentials: Core Competencies for Professional Nursing Education (AACN, 2021), and data from stakeholders.Item Course Learning Outcomes by Competency and Developmental Level(2024) Dormire, Sharon; Mulcahy-Spence, Angela; Shields, Samantha; Adamek, Rebecca HarlowDerived from the program outcomes and essential competencies, the competencies by developmental level served to identify course learning outcomes. The course level outcomes provide observable behavior that demonstrates the knowledge, skills, and competencies that students will gain upon completion of the course.Item Texas A&M University Ideal Nursing Graduate(2023) Dormire, Sharon; Mitchell, Star; Mulcahy-Spence, Angela; Shields, Samantha; Adamek, Rebecca HarlowConcurrent to developing the definition of the discipline and beginning to identify the program learning outcomes, the Nursing (Re)Design Team developed a statement describing the ideal graduate. It details the desired characteristics in an Aggie Nursing graduate and the related outcomes by domain in the Essentials (2021). This document served as the north star throughout the remainder of the redesign process. It was used to gauge how proposed competencies and performance indicators contributed to development of the ideal graduate.Item BSN Program Outcomes with Standards(2023) Dormire, Sharon; Mitchell, Star; Mulcahy-Spence, Angela; Shields, Samantha; Adamek, Rebecca HarlowThis document is an alternative presentation of the Program Learning Outcomes and delineates the related standards.Item Fueling the mind, feeding the world: Decision making – Thinking abstractly about problems (DM07)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Esquivel, Christi; Murphrey, Theresa Pesl; Richburg, Audra; Leggette, Holli R.This packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Decision making – Thinking abstractly about problems (DM07). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: The problems that society will face in the future—those that do not exist now and that we have never seen before—will require abstract thinking.Item Fueling the mind, feeding the world: Decision making – Lifelong learning (DM06)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Esquivel, Christi; Murphrey, Theresa Pesl; Richburg, Audra; Leggette, Holli R.This packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Decision making – Lifelong learning (DM06). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: Learning does not—and should not—end when students graduate from high school. Lifelong learning should continue for personal and professional topics, and positive self-talk can help individuals keep a growth-oriented mindset. After deciding what to learn, lifelong learners find resources, set goals, and evaluate the finished product.Item Fueling the mind, feeding the world: Decision making – Transferring knowledge from one situation to another (DM05)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Esquivel, Christi; Murphrey, Theresa Pesl; Richburg, Audra; Leggette, Holli R.This packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Decision making – Transferring knowledge from one situation to another (DM05). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: How do expert decision-makers reliably make good decisions? They draw on knowledge from past situations and apply it to future decisions. This module focuses on four steps students can take to transfer knowledge from one situation to the next to aid decision-making.Item Fueling the mind, feeding the world: Decision making – Generating creative solutions (DM04)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Esquivel, Christi; Murphrey, Theresa Pesl; Richburg, Audra; Leggette, Holli R.This packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Decision making – Generating creative solutions (DM04). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: Creativity is not just used in the arts but is an essential skill needed for creating solutions in any situation. It is not an inherent characteristic but a skill that can be developed and nurtured. This content focuses on habits and mindsets that students should adopt to better generate creative solutions to problems and situations encountered daily.Item Fueling the mind, feeding the world: Decision making – Realizing effects of decisions (DM03)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Esquivel, Christi; Murphrey, Theresa Pesl; Richburg, Audra; Leggette, Holli R.This packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Decision making – Realizing effects of decisions (DM03). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: Every decision made or left unmade can affect one’s future path. Although predicting the future with 100% accuracy is a skill known only in fiction, one can learn to think through what positive and negative effects decisions may have. This module will focus on processes and skills students can use to realize the effects their decisions may have on themselves and others.Item Fueling the mind, feeding the world: Decision making – Taking effective and appropriate action (DM02)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Esquivel, Christi; Murphrey, Theresa Pesl; Richburg, Audra; Leggette, Holli R.This packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Decision making – Taking effective and appropriate action (DM02). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: If you were presented with a problem that needed a quick solution, what actions would you take toward a possible answer? This packet includes a curriculum guide and five classroom-ready assignments with grading considerations. The content focuses on how to take effective and appropriate action when faced with a problem. Furthermore, the content goes into detail about assessing the situation, evaluating your options, and identifying the hidden dangers that need to be avoided during the decision-making process.Item Fueling the mind, feeding the world: Decision making – Identifying and analyzing problems (DM01)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Esquivel, Christi; Murphrey, Theresa Pesl; Richburg, Audra; Leggette, Holli R.This packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Decision making – Identifying and analyzing problems (DM01). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: Decisions are made daily and affect every facet of life. Although in some situations this activity is simple and straight forward, other situations are more complex, and consequences of a poor decision can be devastating. The decision-making process can be more effective by first critically examining the problem—identifying and analyzing the problem are the key first steps in making decisions. This content focuses on four major steps to begin decision making (understand the issue, identify and analyze the problem, cause and effect analysis, and the five whys) and offers a “deep dive mini lesson” on structured and unstructured decision-making.Item Fueling the mind, feeding the world: Communication in agriculture - Communicating accurately and concisely (COM02)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Leggette, Holli R.; Murphrey, Theresa Pesl; Richburg, Audra W.; Esquivel, ChristiThis packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Communication in agriculture - Communicating accurately and concisely (COM02). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: Accurate and concise information is important in the decision-making process. Without accurate and concise information, scientists cannot conduct research, interpret scientific findings, or make recommendations based on their findings. These are all important as those who use this information—the majority of the global population—usually lack specialized knowledge but still look for and need understandable, usable scientific information.Item Fueling the mind, feeding the world: Communication in agriculture - Communicating on social media (COM03)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Leggette, Holli R.; Murphrey, Theresa Pesl; Richburg, Audra; Esquivel, ChristiThis packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Communication in agriculture - Communicating on social media (COM03). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: Social media is present everywhere and consumed by nearly everyone. As such, social media are powerful tools that can help people and companies improve their reputations and share information widely when used correctly. However, missteps on social media can also have massive negative effects. The Communicating on Social Media module provides learners with an overview of how to communicate appropriately and professionally using social media.Item Fueling the mind, feeding the world: Communication in agriculture - Communicating in writing (COM04)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Leggette, Holli R.; Murphrey, Theresa Pesl; Richburg, Audra; Esquivel, ChristiThis packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Communication in agriculture - Communicating in writing (COM04). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: We communicate using written words every day. Signs, menus, instructions, stories—much of our daily life is devoted to decoding the meaning behind writing. Communicating about science is no different as most scientific findings are communicated in writing, but the type of writing used can vary depending on the audience who will be reading it. The Communicating in Writing module will provide an overview of best practices for four different types of writing to arm you with skills to express clear ideas.Item Fueling the mind, feeding the world: Communication in agriculture - Communicating pleasantly and professionally (COM06)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Leggette, Holli R.; Murphrey, Theresa Pesl; Richburg, Audra; Esquivel, ChristiThis packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Communication in agriculture - Communicating pleasantly and professionally (COM06). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: This module introduces how to communicate pleasantly and professionally with examples based in agriculture. Although much of the information shared may seem obvious, brainstorming how to apply these tactics in various business communication modes is often highly beneficial to students.Item Fueling the mind, feeding the world: Communication in agriculture - Communicating orally (COM05)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Leggette, Holli R.; Murphrey, Theresa Pesl; Richburg, Audra; Esquivel, ChristiThis packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Communication in agriculture - Communicating orally (COM05). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: Presentation and oral communication skills are important skills for students who are often expected to give presentations as part of course assignments or for employees who must speak at work. From speaking to a future employer in an elevator to presenting research at a conference, individuals need to understand how to communicate orally. Being an exceptional scientist is not enough—individuals must learn to communicate beyond the lab. This module will walk learners through the process of creating and delivering an oral presentation, from understanding your audience to body language during presentation.Item Fueling the mind, feeding the world: Communication in agriculture - Listening effectively (COM07)(Texas A&M University. Department of Agricultural Leadership, Education, and Communications, 2024) Leggette, Holli R.; Murphrey, Theresa Pesl; Richburg, Audra; Esquivel, ChristiThis packet contains instructional materials and online modules prepared for Fueling the mind, feeding the world: Communication in agriculture - Listening effectively (COM07). It includes curriculum, PowerPoint slides, activities, handouts, grading considerations, and notes for instructors. These materials were created as part of the USDA Grant entitled "Fueling the Mind, Feeding the World: Enhancing Communication and Decision-Making Skills of Secondary Agricultural Education Students." MODULE OVERVIEW: Listening is a crucial part of communication for two major reasons. First, we spend more time listening than writing, reading, speaking, or using other forms of communication. Second, listening is not the same as hearing. Effective listening includes attentiveness, thinking critically about the information, engaging in the conversation through head nodding, and watching nonverbal movements and cues. Without effective listening, messages might be misunderstood. Therefore, employers look for those who can listen effectively and identify keywords and concepts needed to make informed decisions.