Browsing by Author "Grey, Kindred"
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- But what do you REALLY think? An OER collaborator perception surveyWalz, Anita R.; Blicher, Heather; Grey, Kindred (2023-10-17)Since 2013 the Open Education Initiative (OEI) at Virginia Tech https://guides.lib.vt.edu/oer has supported faculty in exploring, adopting, adapting, creating, and freely-distributing open educational resources of various formats. In an effort to identify how to document, strengthen, streamline, and advocate for program permanence, the OEI conducted a formal, anonymous survey. The survey population included faculty and staff open education collaborators who have or are partnering with the OEI since an initial series of grants in 2016. While we keep in close contact with collaborators throughout the entire development process, we believe that anonymous feedback will help us to gain additional insights after projects are completed. We seek to uncover additional aspects of faculty/staff motivations to participate in the OEI, areas for program improvement, and observations about the program from a faculty/staff viewpoint rather than our own perceptions. Our program, institutional context, core values, and earlier, informal findings informed the openly-licensed survey instrument. We will discuss expected findings vs. actual findings from the survey, and our plans for responding, including possible asynchronous online learning modules designed to streamline labor-intensive steps. We hope that these will expand the reach and impact of the OEI while keeping workloads within reason for members of the OEI.
- Class Slides for Fundamentals of Business fourth editionPoff, Ron (2023)Class slides for Fundamentals of Business, fourth edition (2023) are freely-available, screen-reader friendly, openly-licensed, and editable. The slides align with the freely-available open textbook, Fundamentals of Business, fourth edition, which was designed for use in Virginia Tech’s Pamplin College of Business introductory level business course, MGT1104 Foundations of Business. The collection includes chapter-level .ppt slides for chapters 1 - 8 and 10. The remaining chapter slidedecks will be added as they become available. The open textbook, Fundamentals of Business, fourth edition, is freely available in PDF, ePub, Pressbooks, and other formats at https://doi.org/10.21061/fundamentalsofbusiness4e An online, interactive, accessible version of this book is available at: https://pressbooks.lib.vt.edu/fundamentalsofbusiness4e. About the license Unless otherwise noted, the book, slides, and contents therein are licensed with a Creative Commons Attribution NonCommercial ShareAlike (CC BY NC-SA) 4.0 license (human readable version) | legal code, which allows anyone to remix, tweak, and build upon the work for uses which are primarily non-commercial. New works must acknowledge the original work and be non-commercial. Derivative versions must be licensed under the same CC BY-NC-SA 4.0 license. See Creative Commons' Best Practices for Attribution for further information. Help us! If you are an instructor reviewing, adopting, or adapting this textbook and/or slides, please help us understand your use by filling out this form http://bit.ly/business-interest How to adapt and share the slides Instructors are encouraged to customize the slide deck by adding their own content and examples. According to the Creative Commons BY NC SA license, customized and shared versions of the slides must: - Retain the original copyright statement - Be released under the Creative Commons Attribution NonCommercial-ShareAlike (CC BY NC SA) 4.0 license - Include a link to the original slide deck source: http://hdl.handle.net/10919/105157 - Include brief statement regarding whether or not changes were made - List the name of the adapter Find, adapt, and share resources Instructors are encouraged to share their versions and other resources created for this content area via the Instructor Resource Portal in OER Commons. Errata and error reporting http://bit.ly/business-feedback Accessibility Virginia Tech is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. All figures within the slides have alternative text. Contributors Slide creation: Ron Poff Accessibility: Heather Blicher Figure design: Kindred Grey Project management: Anita Walz
- Class Slides for Sustainable Property ManagementHopkins, Erin A. (Virginia Tech, 2023)
Class slides for Sustainable Property Management (2023) are freely-available, screen-reader friendly, openly-licensed, and editable. The slides align with the freely-available open textbook, Sustainable Property Management, which is the required text for Virginia Tech's Department of Apparel, Housing, and Resource Management, PM 3674, Property Management Operations. The collection includes chapter-level .ppt slides with questions and activities for each of the eight chapters. The open textbook, Sustainable Property Management, is freely available in PDF, ePub, Pressbooks, and other formats at https://doi.org/10.21061/sustainable_property_management. About the license
Unless otherwise noted, the book, slides, and contents therein are licensed with a Creative Commons NonCommercial ShareAlike (CC BY-NC-SA) 4.0 license (human readable version) | legal code, which allows anyone to remix, tweak, and build upon the work for uses which are primarily non-commercial. New works must acknowledge the original work and be non-commercial. Derivative versions must be licensed under the same CC BY-NC-SA 4.0 license. See Creative Commons' Best Practices for Attribution for further information. Help us!
If you are an instructor reviewing, adopting, or adapting this textbook and/or slides, please help us understand your use by filling out this form How to adapt and share the slides
Instructors are encouraged to customize the slide deck by adding their own content and examples. According to the Creative Commons BY NC SA license, customized and shared versions of the slides must: - Retain the original copyright statement - Be released under the Creative Commons Attribution NonCommercial-ShareAlike (CC BY NC SA) 4.0 license - Include a link to the original slide deck source: http://hdl.handle.net/10919/11342 - Include brief statement regarding whether or not changes were made - List the name of the adapter Find, adapt, and share resources
Instructors are encouraged to share their versions and other resources created for this content area via the Instructor Resource Portal in OER Commons. View errata
Report an error Accessibility
Virginia Tech is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. All figures within the slides have alternative text. This work is published by Virginia Tech's Department of Apparel, Housing, and Resource Management in association with the University Libraries' at Virginia Tech Open Education Initiative. Contributors
Slide creation: Erin A. Hopkins
Accessibility: Heather Blicher, Kindred Grey
Figure design: Kindred Grey
Project management: Anita Walz - Collaborating to Build, Adapt, and Evaluate Open Educational Resources (OER)Walz, Anita R.; Russell, John Morgan; Grey, Kindred (2021-02-04)Although most instructors are concerned about the cost and fit of their course materials, many may not be willing or able to switch from the traditional publisher model due to a range of reasons including lack of time, knowledge, resources and support, institutional factors, and [un]willingness to change (Lashley, 2019; Conole & McAndrew, 2010). However, some instructors are able to reach their course material goals related to consistency, affordability, and fit by adopting collaborative approachesto authoring and adapting open educational resources (OER). Grant-funded and collaborative OER development approaches are increasingly offered by institutions of higher education. These initiatives aim to reduce costs to students and enable improved academic achievement due to increased student and instructor engagement, and better-fitting course materials (Walz, Jenson, and Salem, 2016; Colvard, Watson, and Park, 2018). OER are freely and publicly available materials for teaching and learning released under a license (such as a Creative Commons) that allow no-cost adaptation and sharing (Hewlett Foundation, n.d.). While evaluation and impact of such resources is a relatively young field, early research shows positive outcomes. Namely that OER are of equivalent quality or better than commercially published materials (Clinton and Khan, 2019), showing no instructional harm and eliminating course material costs, and have a disproportionately positive impact on Pell-grant eligible and first-generation students (Colvard, Watson & Park). Collaborative OER project support can include a range of financial incentives, development coaching, project management, copyright, open licensing, and publishing consultations, access to related software, graphic design, and assessment-related support for instructors. Completion and use of such curriculum resources has the benefit of decreased costs and potential for improved student academic achievements. Since 2014 the University Libraries at Virginia Tech have incentivized and supported faculty projects that create or adapt OER and publicly share them with the world. The intended audience of this poster includes instructors and potential collaborators who are considering creating or adapting open educational resources and want to know more about the process of a collaborative development approach to OER and potential benefits to them and students. The process as presented is a high-level sequence of overlapping steps undertaken by one or more members of our time in creating Significant Statistics. This presentation also lists significant areas of inquiry which commonly arise and require decisions in such a project, and benefits as reported by students and realized so far by the instructor.
- A Continuum of Library Publishing in Music: First-time Musical Score Publishing to Establishing a Music LabelWalz, Anita R.; Grey, Kindred; Shapiro, Derek; Caldwell, Jonathan; DeLaurenti, Kathleen (Virginia Tech, 2023-05-08)This panel discussion features two library publishing projects, one a Creative-Commons licensed and first-time musical-score supplement publishing project intended to “expand the canon” of études available for conducting courses. The other an in-copyright music label with distribution of original in-copyright works via major streaming platforms. Panelists from three universities representing these two projects will describe project goals, disciplinary, technical, and project design issues, decision points, and perceptions regarding their respective projects. The panel will conclude with a discussion of gaps and aspirations for future involvement in music publishing. This session will be of interest to beginning music publishers as well as library publishers already involved in music publishing. Featured projects Original Études for the Developing Conductor https://doi.org/10.21061/conducting Peabody Premieres https://peabodypremieres.bandcamp.com A recording of this presentation is available at: https://youtu.be/h0gUq8B7HZk
- Enabling Faculty Experiential Learning through Authoring Open Educational ResourcesWalz, Anita R.; Grey, Kindred; Hopkins, Erin A.; Orth, Donald J.; Neser, Laura (Virginia Tech, 2023-02-17)Virginia Tech faculty are increasingly engaging in creating, adapting, and sharing open educational resources, with 24 open textbooks or other substantive open educational resources published since program inception in 2016 (https://guides.lib.vt.edu/oer/grantees). Nationally, faculty exhibit motivation for engagement because of lack of relevant course materials, a desire for more control over the process, and cost reduction for students. This trend requires faculty attention to the complexities of writing for student learning rather than discipline-specific research formats, openness to learning new processes on publishing sharable, openly-licensed resources, and commitment to dedicating time on task. Throughout these processes, faculty expand their skill in time management and setting of reasonable writing goals, knowledge regarding copyright and Creative Commons licenses, development of accessibility features for readers with visual and/or print disabilities, assessment and incorporation of student and peer-reviewer requests, book publication processes, and attention to presentation and design elements that reinforce learning -- including figures, examples, self-assessment tools, learning objectives, and so on. Some faculty develop expertise in WordPress-based publishing software, such as Pressbooks. Others explore integration of non-traditional media such as podcasts, virtual reality, code-environments, embedded interactive graphs, and assessment tools such as gradebook-passback quizzing options. Such projects benefit from the expertise of a third-party project management team -- in our case from the University Libraries’ Open Education Initiative -- which has expertise with open educational resource publication processes, student and external peer-review management, software platform options, print-on-demand services, copyright and open licenses, and provides access to graphic design, copyediting, accessibility, and editorial services. Building on the process-related themes from a 2021 poster presented at CHEP, “Collaborating to Build, Adapt, and Evaluate Open Educational Resources (OER),” (http://hdl.handle.net/10919/101980) this moderated panel discussion explores faculty motivations for undertaking open educational resource creation and adaptation projects, preliminary impacts on students, impacts on the authors’ other work, changes in the way authors view their contributions to higher education, and success factors, both realized and unrealized. Interactive exercises throughout the session will engage audience members in reflecting and sharing realized or perceived success factors and challenges related to undertaking similar projects at their home institutions.
- Fish, Fishing, and ConservationOrth, Donald J. (Virginia Tech Department of Fish and Wildlife Conservation in association with Virginia Tech Publishing, 2023-06-14)
Fish, Fishing, and Conservation is a 389-page, peer-reviewed open textbook intended for undergraduate students who are exploring majors in Fish & Wildlife. It is also relevant to a general audience or for use in courses which explore social and ethical aspects of fish, fishing and conservation. People, places, and approaches to fishing are as varied as the diverse fish fauna that exist on the planet. As conservation planners recognize the value of substantial engagement of stakeholders in decision making and ineffectiveness of rigid top-down management approaches, Fish, Fishing, and Conservation asserts that all peoples must play a role in conservation. Through case studies, engaging narrative and graphics, and exercises, the text explores major motivations for fishing and non-fishing related values, responsible fisheries practices, the rights of all people to decide how to manage and conserve fish, their habitats, and how they are utilized in the context of overfishing as a pressing global problem for which appropriate solutions are not easily found nor implemented. Introductory chapters examine fish, fishing, and why fish matter and examine the role of values in driving conservation initiatives. Fish and their unique sensory capabilities are described along with a review of recent studies to examine issues of pain, sentience, and learning in fishes living in a foreign, underwater world. The text incorporates these new findings in conservation and management leading readers to evaluate and adopt suitable approaches to ethical reasoning which consider the welfare needs of wild and cultured fishes. Later chapters focus on the role of gender in fishing, conservation organizations, recreational fishing, and a focus on specific fisheries that reveal the principles of conservation and management as they play out in major controversies. Additionally, the textbook contains audio recordings of professional profiles by Virginia Tech students. These are linked at the beginning of each end-of-chapter Professional Profile.
Audio recordings are also available on Spotify. Are you reviewing or adopting this book for a course?
Please help us understand your use by filling out this form. How to access this book
The main landing page for this book is https://doi.org/10.21061/fishandconservation.
The text is available in multiple formats, including PDF, ePub, and Pressbooks.
Click here to order a print copy. Teaching resources
Additional teaching resources including a sample syllabus, course schedule, and selected assignments related to this book are available at http://hdl.handle.net/10919/115425. Individuals who wish to share their materials relevant to teaching in this subject area are encouraged to join and share their openly-licensed resources via the Fish, Fishing, and Conservation instructor group in OERCommons. ISBNs
ISBN (PDF): 978-1-957213-27-9
ISBN (print): 978-1-957213-28-6
Click here to order a print copy
ISBN (Pressbooks): 978-1-957213-31-6
Pressbooks
ISBN (EPUB): 978-1-957213-29-3 Table of contents 1. Fish, Fishing, and Why They Matter 2. Values Drive Fish Conservation 3. Sensory Capabilities of Fish 4. Ethical Reasoning and Conservation Planning 5. Pain, Sentience, and Animal Welfare 6. Public Aquariums and Their Role in Education, Science, and Conservation 7. Gender and Fishing 8. Angling and Conservation of Living Fishy Dinosaurs 9. Fly Fishing’s Legacy for Conservation 10. Recreational Fishing and Keep Fish Wet 11. Integrating Fishers in the Management of Arapaima 12. Conserving Tunas: The Most Commercially Valuable Fish on Earth 13. Groupers and Spawning Aggregations 14. Menhaden and Forage Fish Management 15. Takeaways for Successful Fish Conservation Suggested citation
Orth, Donald (2023). Fish, Fishing, and Conservation. Blacksburg: Virginia Tech Department of Fish and Wildlife Conservation. https://doi.org/10.21061/fishandconservation. Licensed with CC BY 4.0. About the author
Donald J. Orth is the Thomas H. Jones Professor in the Department of Fish and Wildlife Conservation at Virginia Polytechnic Institute and State University. He has taught the following courses: Ichthyology, Stream Habitat Management, Fisheries Management, Fish Population Dynamics, Fish, Fishing, and Conservation, and First-Year Experience in Natural Resources. His principal interests are in population and community ecology, stream fish ecology, regulated rivers, instream flow and stream habitat assessment, fisheries management, and fish population dynamics. He has guided numerous undergraduate research projects and advised 33 graduate students during his career. Don attended Eastern Illinois University (BS) and Oklahoma State University (MS and PhD). He is a Life Member of the American Fisheries Society and a Certified Fisheries Professional. He is also a Fellow of the American Fisheries Society, the American Institute of Fisheries Research Biologists, and the Virginia Natural Resources Leadership Institute. Don has published more than 150 primary papers and 50 technical reports on fish, fisheries, and riverine management. Much of his research was also communicated with a general audience in over 180 popular articles. He has received numerous awards for his teaching and contributions to conservation and public outreach. Most recently, the Virginia Chapter of the American Fisheries Society awarded him the Eugene W. Surber Award for years of significant contributions to the field of fisheries science. Selected acknowledgments
Publication of this work was made possible in part by grants from VIVA, the Virtual Library of Virginia, and the University Libraries at Virginia Tech through its Open Education Initiative, which provides development assistance and financial support to Virginia Tech faculty who wish to use, create, or adapt openly licensed teaching materials to support student learning. The University Libraries also contributed faculty and staff support. Donald Orth’s contributions were supported in part by the U.S. Department of Agriculture through the National Institute of Food and Agriculture Program and Virginia Tech Polytechnic Institute and State University. Additional funding support was provided by the Thomas H. Jones Endowment. View errata
Report an error Accessibility statement
Virginia Tech is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Open Education Initiative is committed to continuous improvement regarding accessibility. The text, images, and links in the PDF versions of this text are tagged structurally and include alternative text, which allows for machine readability. Audio recordings of each profile in fish conservation are available as mp3 files via Spotify and Pressbooks. Please contact openeducation@vt.edu if you are a person with a disability and have suggestions to make this book more accessible. Cover art: Nora Ligus
Cover design: Kindred Grey - From Potential to Possibility: Virginia Tech's Journey in Developing Inclusive OERGrey, Kindred; Blicher, Heather (2023-10-13)Accessibility is an essential component in developing open educational resources (OER). It amplifies the reach and impact of OER by extending usability to a broader audience. It ensures that everyone, regardless of their abilities, can fully participate in and benefit from course materials, to perceive, understand, navigate, and interact with the content effectively. This expanded audience enriches the learning experience for all and encourages collaboration, diversity, and innovation. Accompany us as we take you through Virginia Tech’s journey making open materials increasingly accessible over the years. Hear about our beginning accessibility efforts, how we are currently approaching accessibility, and features we would like to incorporate in the future. We’ll highlight standard features that make learning resources more accessible and also share a few new features that Virginia Tech’s program has incorporated, such as QR codes, podcasts, Aria tagging, and PDF remediation. We also invite diverse perspectives into the process, including individuals with disabilities and educators specializing in accessibility who provide insights on making resources more inclusive from the outset. Lastly, we’ll talk about some features that we have in the pipeline, such as offering multiple languages and audiobooks. We recognize that new user needs arise every day. Let’s use our time together to stay curious about accessibility features and build a community to support each other.
- A New Open Education Textbook for Nonmajors: Fish, Fishing, and ConservationOrth, Donald J.; Walz, Anita R.; Grey, Kindred (2023-02-01)Fish, Fishing, and Conservation is a peer-reviewed and student-reviewed open textbook forthcoming in June 2023. License CC BY 4.0. This textbook illuminates the world of fish, fishing, and conservation and allows a student to engage in contemporary discussion over ethical and evidence-based policy and regulations. True ethics teaching takes place only when the individual student realizes that personal change has taken place. While we are all experts in different fields, we should become at least a “competent amateur” to facilitate civil discourse. To express interest in the book, please register at https://bit.ly/fishandconservation_interest.
- Original Études for the Developing ConductorCaldwell, Jonathan; Shapiro, Derek (Virginia Tech School of Performing Arts in association with Virginia Tech Publishing, 2023-04-28)
Original Études for the Developing Conductor is a collection of supplemental études designed to enhance contemporary conducting pedagogy by amplifying the voices of composers from historically excluded groups. Each étude was commissioned from and composed by a living composer, the majority of whom are woman-identifying composers and/or composers of color. Each étude also addresses multiple specific pedagogical goals common to all conducting classrooms. Conducting textbooks commonly include musical examples to expose student conductors to various musical challenges and situations. However, due to the relative ease of using only music from the public domain, most examples found in commercially published books are excerpts of larger works composed by deceased cisgender white men of European descent. Often, this music bears little relation to a significant portion of the music contemporary students engage with and perform. These excerpts also tend to be quite short (i.e., less than a minute) and do not create cohesive, self-contained musical arcs. Are you reviewing or adopting this book for a course?
Instructors adopting or reviewing this text are encouraged to record their use by filling out this form. This helps the book's sponsors to understand this open textbook's impact. This book was awarded Highly Commended for ALPSP's 2023 Impact Award.
2023 ALPSP Award Winners.
A video [4:56] introduction to the book is available at: https://youtu.be/xcbWwbXkYV4. How to access this book
The main landing page for this book is https://doi.org/10.21061/conducting. This text is available in multiple formats including: 1. High resolution PDF of scores and parts (linked on the left side of your screen) 2. Low resolution PDF of scores and parts (linked on the left side of your screen) 3. High resolution PDF of scores only (linked on the left side of your screen) 4. Low resolution PDF of scores only (linked on the left side of your screen) 5. A spiral-bound softcover print version (scores only). Click here to order a print copy. 6. MIDI realizations (MP4s) are available via a YouTube playlist or in the zip file (linked on the left side of your screen) 7. Files containing the score and parts for each étude (linked on the left side of your screen). These enable easy printing and use in apps for accessibility and annotation such as MuseScore. 8. A version with alt text embedded for each étude and part. [coming soon] ISBNs
ISBN (PDF - scores and parts): 978-1-957213-51-4
ISBN (PDF - scores only): 978-1-957213-52-1
ISBN (print - scores only): 978-1-957213-53-8
Click here to order a print copy Features of the book - The chart "Musical Opportunities by Étude" differentiates the études by tempo, style, meter, and potential pedagogical goals. - The PDF version of this book is designed to be easily navigable. Hyperlinks and QR codes are provided throughout the text to help you move from the Table of Contents into composer biographies, scores, parts, and from parts back to the Table of Contents, Score, or to the main landing page for the resource. - The clickable "Jump To" menu on each composer biography page and first page of every score links to the table of contents or transposed parts in C, B-Flat, F, E-Flat, and alto clef. Instead of scrolling, use the links found in the footers of each transposed part. - For print users, a spiral-bound, scores-only, print-on-demand version is available for order here. Book pages may also be self-printed. The table of contents has all the page numbers you need, and you can still use the QR codes, URLs, or the DOI at the bottom of every page to find your way back to the complete book. - MIDI realizations are provided for all études on this page, and via a YouTube playlist. - Each étude’s composer biography page includes the composer’s biography and photo, a link to the composer’s website, information regarding length, meter, tempo, and style of the etude, potential pedagogical goals, the composer’s description of the Étude, and an audio realization (linked to YouTube). - The text and images in the PDF versions of this text are tagged structurally and include alternative text, which allows for machine readability. The music in the PDF versions of this text is machine readable through outside tools such as MuseScore. Featured composers 1. Arias, Spencer: The Jester 2. Biedenbender, David: Swirl 3. Botti, Susan: Vespers (Walking in Beauty) 4. Bozone, Judy: Lyrah 5. Browne, Matthew: Saunter 6. Browne, Matthew: Tarantella 7. Bumgarner, Trevor: Choppy Frontier 8. Chen, Yi: Ban (Beat) 9. Davids, Brent Michael: Native American Étude 10. Flagello, Gala: Bulletproof 11. Grafe, Max: Fanfare With Afterimages 12. Herryman Rodriguez, Ivette: Tumbao Pesante 13. Jolley, Jennifer: Legend of the Moonlight Above 14. Joyce, Molly: Offbeat 15. Lamb, Alexis: Addolcimento (Sweetly, Softening) 16. Lambrecht, Lynnsey: Festive Fugue 17. Li, Shuying: Étude for Conductors 18. Lorenz, Ricardo: Estudio a Cuatro Voces 19. McCune, Sally Lamb: Pony Hollow Trail 20. Purrington, Hilary: Keepsake 21. Rowe, Will: Loose Canon 22. Sherwood-Gabrielson, Christopher: Last Waltz in Paris 23. Specht, Elena: Fortress 24. Tann, Hilary: Moonrise 25. Zare, Roger: Reverie About the editors
Jonathan Caldwell, Lead Editor
Jonathan Caldwell is the director of bands and assistant professor of conducting at the University of North Carolina at Greensboro, where he conducts the Wind Ensemble and Symphonic Band and teaches undergraduate and graduate conducting. Prior to his appointment at UNCG, Caldwell held positions at Virginia Tech, the University of Wisconsin–Stevens Point, and Garner Magnet High School (Garner, NC). His writing has been published in the Journal of Band Research and the Teaching Music Through Performance in Band series. He has given presentations for the Midwest Band and Orchestra Clinic, the College Band Directors National Association, the Internationale Gesellschaft zur Erforschung und Förderung der Blasmusik (IGEB), and at music educator conferences in North Carolina and Virginia. Derek Shapiro, Lead Editor
Derek Shapiro is the director of bands and assistant professor of music at Virginia Tech, where he conducts the Virginia Tech Wind Ensemble and teaches conducting. Prior to his appointment at Virginia Tech, he held positions at Eastern Michigan University, Georgia Southern University, and Cypress Creek High School. A strong advocate for music education with nine years of public school experience, Shapiro has taught at the middle school and high school levels. He has been published in the Teaching Music Through Performance in Band series and has presented at clinics in Florida, North Carolina, Michigan, and Virginia. Suggested citation
Caldwell, Jonathan and Shapiro, Derek (2023). Original Études for the Developing Conductor. Blacksburg: Virginia Tech School of Performing Arts. https://doi.org/10.21061/conducting. Licensed with CC BY NC-SA 4.0. Report an error
View errata Accessibility statement
Virginia Tech is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The Open Education Initiative is committed to continuous improvement regarding accessibility. The text, images, and links in the PDF versions of this text are tagged structurally and include alternative text, which allows for machine readability. Links to external websites are provided as QR codes. Audio recordings of each score are available as MIDI realizations via YouTube. Alternative text for scores and parts is scheduled to be available in late 2023. Please contact openeducation@vt.edu if you are a person with a disability and have suggestions to make this book more accessible. Special thanks
This project was made possible in part by financial support from the University Libraries at Virginia Tech Collaborative Research Grant, University of North Carolina at Greensboro University Libraries’ Textbook Affordability Program (TAP) Grants, and additional funding, technical, and publishing support from the Open Education Initiative of the University Libraries at Virginia Tech. Disclaimer
This work may contain components (e.g., composer headshots) not covered by the CC BY NC-SA license. Every effort has been made to clearly identify these components but ultimately it is your responsibility to independently evaluate the copyright status of any work or component part of a work you use in light of your intended use. - Resources to Engage the Cyberbiosecurity Workforce Pipeline: Empowering Agricultural Educators and Middle School Girls in STEMSmilnak, David; Scherer, Hannah H.; Walz, Anita R.; Bonnett, Erika; Grey, Kindred (2023-03-16)Initiating the Rural Cyberbiosecurity Workforce Pipeline Through Empowering Agricultural Educators & Supporting Middle School Girls: Project Resources About the Resources The resources and activities of this project were piloted in middle school agriculture classes and 4-H learning environments and revised based on educator and learner feedback. Factsheets were evaluated by scientific and cybersecurity education experts and in part by the Center for Advanced Innovation in Agriculture Graduate Student Affiliates. The resources have been introduced to school-based agricultural educators and extension agents at state-level professional development conferences and to members of a national cybersecurity education network. Implementation by a new cohort of educators is underway to collect further input from the field. Their Purpose To date, youth have found the activities engaging, educators are excited about the possibility of innovating their agricultural education programs, and the factsheets provide spark novel ideas for further activities that can be modified and/or developed. Produced as Open Educational Resources (OER), the materials are freely available online for educators to download and can be remixed for use in a variety of educational settings. Educators are encouraged to use our resources, revise them for their own setting, and contribute their new versions and ideas to the growing OER collection. All factsheets, facilitator guides, and handouts are available for free electronic download.
- Strategic ManagementKennedy, Reed; Jamison, Eli; Simpson, Joseph; Kumar, Pankaj; Kemp, Ayenda; Awate, Kiran; Manning, Kathleen (Pamplin College of Business in association with Virginia Tech Publishing, 2020-08)
Strategic Management (2020) is a 343-page open educational resource designed as an introduction to the key topics and themes of strategic management. The open textbook is intended for a senior capstone course in an undergraduate business program and suitable for a wide range of undergraduate business students including those majoring in marketing, management, business administration, accounting, finance, real estate, business information technology, and hospitality and tourism. The text presents examples of familiar companies and personalities to illustrate the different strategies used by today’s firms and how they go about implementing those strategies. It includes case studies, end of section key takeaways, exercises, and links to external videos, and an end-of-book glossary. The text is ideal for courses which focus on how organizations operate at the strategic level to be successful. Students will learn how to conduct case analyses, measure organizational performance, and conduct external and internal analyses. If you are an instructor reviewing, adopting, or adapting this textbook, please help us understand your use by filling out this form http://bit.ly/strategy-interest. How to access this book
This text is available in multiple formats including PDF, a low-resolution PDF which is faster to download, Open Document Format (ODT), and ePub found on the left side of your screen. It is also available online in Pressbooks at https://pressbooks.lib.vt.edu/strategicmanagement. Softcover print versions are available at the manufacturer's lowest price in color interior or black & white interior. The main landing page for this book is: https://doi.org/10.21061/strategicmanagement. Attribution
This textbook was adapted for use in Virginia Tech’s Pamplin College of Business capstone course, MGT 4394 Strategic Management, and is shared under a Creative Commons Attribution Non-Commercial ShareAlike 3.0 license. It is adapted without attribution to the original 2010 author or publisher at their request. It is adapted from Mastering Strategic Management which was published by the University of Minnesota Publishing in 2015 as an adaptation of the 2010 version. University of Minnesota Publishing reformatted the original text, and replaced some images and figures to make the resulting whole more shareable but did not otherwise significantly alter or update the original 2010 text. Instructor ancillaries
Powerpoint slides are available at http://hdl.handle.net/10919/102735. A test bank only for instructors is also available at http://hdl.handle.net/10919/104179. Find, adapt and share resources
Instructor Resource Portal in OER Commons Errata and error reporting
Errata
Report an Error Table of contents
Chapter 1: Mastering Strategy: Art and Science
Chapter 2: Assessing Organizational Performance
Chapter 3: Evaluating the External Environment
Chapter 4: Evaluating the Internal Environment
Chapter 5: Synthesis of Strategic Issues and Analysis
Chapter 6: Selecting Business-Level Strategies
Chapter 7: Innovation Strategies
Chapter 8: Selecting Corporate-Level Strategies
Chapter 9: Competing in International Markets
Chapter 10: Executing Strategy through Organizational Design
Chapter 11: Leading an Ethical Organization: Corporate Governance, Corporate Ethics, and Social Responsibility
About the Author / Editorial and Production Teams
Version Notes
Glossary This work is published by Virginia Tech’s Pamplin College of Business in association with Virginia Tech Publishing. Suggested citation
Kennedy, Reed. (2020) Strategic Management. Blacksburg, VA: Virginia Tech Publishing. https://doi.org/10.21061/strategicmanagement CC BY NC-SA 3.0 Contributors
About the previous author
The publisher of the 2010 version of this book requested that they and the original author not receive attribution.
This Version
Primary contributor: Reed B. Kennedy
Reviewers / contributors: Eli Jamison, Joseph Simpson, Pankaj Kumar, Ayenda Kemp, Kiran Awate, and Kathleen Manning
Cover design, illustration, and alternative text; student reviewer: Kindred Grey
Research and editorial assistant; student reviewer: Kathleen Manning
Managing editor: Anita Walz
Production editor: Robert Browder
Copyeditors: Grace Baggett, Lauren Holt DOI: https://doi.org/10.21061/strategicmanagement
ISBN 978-1-949373-94-3 (print-color)
ISBN 978-1-949373-89-9 (print-black & white)
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Virginia Tech Publishing is committed to making its publications accessible in accordance with the Americans with Disabilities Act of 1990. The HTML and screen reader–friendly PDF versions of this book utilize header structures and include alternative text which allow for machine-readability. - Students as Contributors in OER CreationWalz, Anita R.; Grey, Kindred; Hopkins, Erin; Orth, Donald J. (2022-10-14)Virginia Tech’s Open Education Initiative supports faculty who wish to adopt, adapt, or create and publicly share open educational resources in a variety of formats. Since inception of the initiative, program leadership and faculty partners have experimented with various ways to incorporate student contributions and feedback. This panel discussion features faculty and students from two OER project types which have incorporated students as contributors, paid anonymous reviewers from within the major, classroom survey respondents, paid graphic designers, and others with substantive roles in OER creation or adaptation projects.