Short Description:
The GEWA Archive is an open-access publication space where the General Education English Program at Middle Tennessee State University (MTSU) showcases the winners of the General Education Writing Awards (GEWA) each year. Awarded in four categories, the GEWA honor the best and brightest submissions in each of the General Education English (GEE) courses at MTSU.

Long Description:
The GenEd Magazine (GEM) is an open-access publication space where the General Education English Program at Middle Tennessee State University (MTSU) showcases the winners of the General Education Writing Awards (GEWA) each year. Awarded in four categories, the GEWA honor the best and brightest submissions in each of the General Education English (GEE) courses at MTSU. GEWA Archive

The GEWA Archive is organized by award year (e.g., 2020-2021) and award category (e.g., ENGL 1010). Under each award year, you’ll find the following categories that often contain more than one GEWA submission: ENGL 1010: Expository Writing ENGL 1020: Research and Argumentative Writing ENGL 2020/2030: Sophomore-level Literary Analysis ENGL 1010, 1020, 2020, 2030: Multimodal Composition Using the Archive

Students and teachers alike can use the GEM to showcase student example texts for each General Education English course.

Word Count: 40267

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

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.

Short Description:
This collection features essays, case studies, and pedagogical approaches that explore how educators managed the privacy, security, and safety concerns that rushed into our lives as we shifted into emergency remote learning in 2020. While the COVID-19 pandemic brought this concern into focus, privacy issues with online learning continue to exist alongside us and our students. This book provides readers insight into the current state of privacy issues, describes the challenges and rewards of developing more privacy-focused learning environments, and presents several resources and tools that readers can bring to their own teaching practices.Representing a variety of perspectives from K-12, higher education, and libraries, contributors describe the challenges they encountered and offer solutions to help ensure the safekeeping of students’ online lives. How do we navigate these online environments, who collects our data, and how can we protect our most vulnerable populations?

Long Description:
This collection features essays, case studies, and pedagogical approaches that explore how educators managed the privacy, security, and safety concerns that rushed into our lives as we shifted into emergency remote learning in 2020. While the COVID-19 pandemic brought this concern into focus, privacy issues with online learning continue to exist alongside us and our students.

This book provides readers insight into the current state of privacy issues, describes the challenges and rewards of developing more privacy-focused learning environments, and presents several resources and tools that readers can bring to their own teaching practices.

Representing a variety of perspectives from K-12, higher education, and libraries, contributors describe the challenges they encountered and offer solutions to help ensure the safekeeping of students’ online lives. How do we navigate these online environments, who collects our data, and how can we protect our most vulnerable populations?

This platform is the Web book. For PDF and print copies, https://openpress.mtsu.edu/index.php/mtop/catalog/book/onlinelearning.

Word Count: 83213

ISBN: 979-8-9871721-0-0

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

Using Teams to Facilitate Organizational Development is a compilation of resources, information, and readings from open education resources gathered and produced in one location for the students of Middle Tennessee State University through resources from the James E. Walker Library and Embracing Equity through Open Educational Resources. Portions of this book are adapted from an edition of Human Resource Management and Organizational Behavior, both produced by the University of Minnesota Libraries Publishing through the eLearning Support Initiative and distributed under a Creative Commons license (CC BY-NC-SA). This adaptation has reformatted the original text, and replaced some images and figures to make the resulting whole more shareable. This adaptation has not significantly altered or updated the original. This work is made available under the terms of a Creative Commons Attribution-NonCommercial-ShareAlike license. Additional portions were adapted from Organizational Change, originally adapted from Saylor Academy for the Open Textbook Network under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 License without attribution as requested by the work’s original creator or licensor.