The Department of Agricultural Leadership, Education & Communication is known for its teaching effectiveness. Our collective goal is to engage in a sustained conversation about the scholarship of teaching and learning. We believe that we have the capacity to transform the knowledge base of teaching by communicating, encouraging, and validating the scholarship of teaching and learning. This section provides an overview of my teaching responsibilities in the department.

     I begin with a summary of my teaching assignments by semester with enrollment and student evaluation scores included. Following is a detailed description of new courses that I have developed, Professional Communications in Agriculture and Life Sciences, Advanced Methods in Distance Education, Global Perspectives in Critical Thinking, and Qualitative Research Methods. In addition to these new courses, I have also taught or team-taught Principles of Technological Change, Methods in Adult Agricultural Education, Methods of Technological Change, Seminar, and Field Experience (Study Abroad in Mexico, Summer 2002).

     I have directed several 485/685 Problems courses, 494 Internships and 691 Research hours.  I have lectured for courses such as Public Leadership Development (an interdisciplinary course with the Colleges of Agriculture & Life Science, Business, Engineering, and Liberal Arts) and the undergraduate survey course that introduces students to the knowledge bases and contextual applications in the field.

    I have served on over 100 graduate committees and as the Chair or Co-Chair for 22 students.  I am currently serving as Chair or Co-Chair for 8 graduate students.

Summary of Teaching Assignments

Fall, 1997
PLPA 489 with Dr. Jane Magill
Special Topics in Effective Communications (3 credits)

Spring, 1998
Designed an Honors section of AGED 440
AGED 489-Special Topics in Professional Communications in Agriculture and Life Sciences (3 credits)
Enrollment: 33
Student Course Evaluation Mean Score: 4.96/5.0
Supervised four students in independent study-Problems 485/685

Summer, 1998
AGED 640 with Dr. James Christiansen (3 credits)
The course was modified into a distance education format (Electronic Learning Incentives Program grant)
Enrollment: 13
Student Course Evaluation Mean Score: 4.55/5.0
Supervised one student in a 485-Problems

Fall, 1998
Developed a new graduate course with Dr. Tim Murphy
AGED 689-Advanced Methods in Distance Education (3 credits)
Enrollment: 13 (9 in section 602; 4 in section 708)
Student Course Evaluation Mean Score: 4.80/5.0
AGED 489-Special Topics in Prof Communications (3 credits)
Enrollment: 33
Student Course Evaluation Mean Score: 4.91/5.0
Supervised two students in Problems (485/685)

Spring, 1999
AGED 489-Special Topics in Prof Communications (3 credits)
Enrollment: 33
Student Course Evaluation Mean Score: 4.91/5.0
AGED 681-Seminar in Professional Practice (1 credit hour)
Enrollment: 9
Student Course Evaluation Mean Score: 5.0/5.0
Supervised one student in Problems-AGED 485

Summer, 1999
AGED 689: Advanced Methods in Distance Education (3 credits)
Enrollment: 10
Student Course Evaluation Mean Score: Section 100 - 4.76/5.0; Section 700 - 5.0/5.0
AGED 489: Special Topics in Prof Communications (3 credits)
Because this was the first time this course was taught in the summer, I used a different format. I emulated an international professional meeting, with discussants, an electronic journal, and presentations using videoconferencing
Enrollment: 37
Student Course Evaluation Mean Score: 4.94/5.0
Supervised one graduate student in 691-Research

Fall, 1999
AGED 489: Special Topics in Prof Communications (3 credits)
Enrollment: 30
Student Course Evaluation Mean Score: 4.86/5.0
Supervised a Directed Studies course, AGED 685

Spring, 2000
AGED 489: Special Topics in Prof Communications (3 credits)
Enrollment: 26
Student Course Evaluation Mean Score: 4.88/5.0
AGED 689:  Advanced Methods in Distance Education (3 credits)
Enrollment: 12
Student Course Evaluation Mean Score: Section 602 - 5.0/5.0; Section 700 - 5.0/5.0
Supervised AGED 485 (2), AGED 685 (2), AGED 691 (1)

Summer, 2000
AGED 689-Environmental Curriculum Development (3 credits)
Selected and funded for the Study Abroad Program with WFSC 600 but the course was canceled (http://acs.tamu.edu/~tlinton/dominica/dom2000.htm)
Supervised AGED 685 (3), AGED 691 (2)
Assisted with AGED 481-Senior Seminar

***Also note that two other study abroad applications were submitted to teach AGED 340 and 440 at Santa Chiara, Italy but were not selected (Summer, 2000 and Summer, 2001).

Fall, 2000
AGED 442-Prof Communications in AGLS Science (3 credits)
Enrollment: 33
Student Course Evaluation Mean Score: 4.92/5.0
AGED 426-Methods in Adult Agricultural Education (2 credits)
Enrollment: 38
Student Course Evaluation Mean Score: 4.92/5.0
Supervised AGED 685 (1)

Spring, 2001
AGED 611-Adv Methods Distance Edu (3 credits)
Enrollment: 22
Student Course Evaluation Mean Score: 4.83/5.0
AGED 442-Prof Comm in Ag & Life Sci
Enrollment: 34
Student Course Evaluation Mean Score: 4.73/5.0
Supervised AGED 691 (1), AGED 485 (1)

Summer, 2001
Supervised students in a joint Doctor of Education Program with Texas Tech University in the selection of support courses and internships (6)
Supervised AGED 685 (3) and 485 (1)

Fall, 2001
AGED 426-Meth in Adult Ag Ed (2 credits)
Enrollment: 32
Student Course Evaluation Mean Score: 4.93/5.0
AGED 481-Seminar (1 credit)
Enrollment: 28
Student Course Evaluation Mean Score: 4.79/5.0
Team taught AGED 5001 – Qualitative Methods for the Doc@Distance cohort
Supervised AGED 685 (1) and 684 (3)

Spring, 2002
AGED 489-Sp Tp Global Perspective
Enrollment: 20
Student Course Evaluation Mean Score: 4.82/5.0
AGED 611-Adv Methods Distance Edu
Enrollment: 30
No university online course evaluation was available so developed own evaluation form (available in teaching portfolio)
Supervised AGED 485 (1) and 685 (1)

Summer, 2002
Spanish Language Certificate Program (Study Abroad) in Mexico
Supervised AGED 685 (3), AGED 684 (1), AGED 485 (1)

Fall, 2002

AGED 690-602:  Theory of AGED Research (10 enrolled)

Student Course Evaluation Mean Score: 4.98/5.0

AGED 442-500:  Prof. Comm. in AGLS (36 enrolled)

Student Course Evaluation Mean Score: 4.74/5.0

AGED 685-608:  Directed Studies  (1)

AGED 691-608:  Research (1)
 

Spring, 2003

AGED 426-500:  Methods in Adult AGED (35 enrolled)

Student Course Evaluation Mean Score = 4.86/5.0

AGED 691-608:  Research (2)

AGED 685-608:  Directed Studies (2)

AGED 611-600:  Advanced Methods Distance Education (14 enrolled)

Student Course Evaluation Mean Score: 4.82/5.0

AGED 611-700:  Advanced Methods Distance Education (7 enrolled)

Summer, 2003

AGED 684-100/250:  Professional Internship (4 hrs.)

AGED 691-108/208:  Research (14 hrs.)

AGED 685-208:  Directed Studies (5 hrs.)

Fall, 2003

AGED 426-500:  Meth in Adult Ag Ed (30 enrolled)

Student Course Evaluation Mean Score: 4.88/5.0

AGED 481-503:  Seminar (40 enrolled)

Student Course Evaluation Mean Score: 4.81/5.0

AGED 442-500:  Prof Comm in AG&Life Sci (30 enrolled)

Student Course Evaluation Mean Score: 4.98/5.0

AGED 485-508:  Directed Studies (6 hrs.)

AGED 484-508:  Professional Internship (6 hrs)

AGED 685-608/658:  Directed Studies (3 hrs.)

AGED 691-608/658:  Research (4 hrs.)

Spring, 2004

AGED 426-500:  Meth in Adult Ag Ed (35 enrolled)

Student Course Evaluation Mean Score: 4.85/5.0

AGED 481-503:  Seminar (43 enrolled)

Student Course Evaluation Mean Score: 4.59/5.0

AGED 485-508:  Directed Studies (6 hrs.)

AGED 484-508:  Professional Internship (6 hrs.)

AGED 611-600:  Adv Methods Distance Edu (15 enrolled)

AGED 611-700:  Adv Methods Distance Edu (8 enrolled)

AGED 685-608:  Directed Studies (12 hrs.)

AGED 691-608/658:  Research (5 hrs.)

Summer, 2004

AGED 485-108/308:  Directed Studies (4 hrs.)

AGED 484-300:  Professional Internship (3 hrs)

AGED 685-108/208:  Directed Studies (6 hrs.)

AGED 691-208/308:  Research (9 hrs.)

Fall, 2004

ADEV 442-500:  Prof Comm in AGLS (31 enrolled)

Student Course Evaluation Mean Score: 4.97/5.0

AGED 689-600/700:  Sp Tp Qual Rsch Meth (16 enrolled) 

Student Course Evaluation Mean Score: 5.0/5.0   Taught via WebCT Vista

AGED 691-608:  Research (14 hrs.)

Spring, 2005

ADEV 426-500:  Meth in Adult Ag Ed (34 enrolled)

Student Course Evaluation Mean Score: 4.92/5.0

AGED 485-508:  Directed Studies (4 hrs.)

AGED 611-600/700:  Adv Methods Distance Edu (15 enrolled) 

Student Course Evaluation Mean Score: 5.0/5.0  Taught via WebCT Vista

AGED 691-608:  Research (14 hrs.)

AGED 681-600:  Seminar (25 enrolled)

Student Course Evaluation Mean Score: 4.88/5.0

AGED 691-608:  Research (3 hrs.)

AGED 685-608:  Directed Studies (6 hrs.)

Summer, 2005                                                                

ADEV 426-Meth in Adult Ag Ed (27 enrolled)

AGED 685-Ind Study Distance Education Methods (5 enrolled)

AGED 684-Internship Qualitative Research Methods (1 enrolled)

AGED 691-Research (1 enrolled)

Fall, 2005                                                                          

ADEV 442-Prof Comm in AGLS (31 enrolled)

Student Course Evaluation Mean Score: 4.93/5.0

AGED 689 (600/700)-Sp Tp in Qualitative Research (7 enrolled)   Taught via WebCT Vista

PICA appraisal system:  5.0 /5.0

Spring, 2006      

AGED 611 (600/700)-Advanced Methods in Distance Education-taught online

Summer, 2006   

AGED 689 (600)-Special Topics in Qualitative Research-taught online

Fall, 2006         

ALED 442-Professional Communications in AGLS

Student Course Evaluation Mean Score:  4.64/5.0

ALEC 681 (702/722)-Seminar for Joint EdD program

Spring, 2007     

ALEC 611 (600/700)-Advanced Methods in Distance Education-taught online

ALEC 681-Seminar on Globalization

Development of New Courses

     Course Overview and Description: ADEV 442 is an upper level undergraduate course that simulates a Public Relations, Sales & Consulting Corporation. Students work in corporate teams writing and planning a marketing campaign; each class member presents a professional seminar using PowerPoint graphics; teams conduct an international videoconference; and students create an electronic portfolio of their “best work.” This class strives to instill the value of self-directed teams, empowered employees, and "boundaryless" organizations.

     To convey new content/skills, I often model techniques through skits, role-play, case studies, and demonstrations. I invite experts within the field of communications to introduce the latest techniques and technologies. I find that these delivery strategies stimulate discussion and a climate where students feel comfortable to try new and creative ideas.

     I want students to “learn by doing,” so most learning tasks are “hands-on.” I use small group discussion/brainstorming to help the groups form as “corporate” teams. To create the teams, I administer the Keirsey Character Sorter on-line to learn about their personality traits. Additionally, I use a survey instrument that looks at their expertise in technology and communication. Once teams are formed, I provide authentic experiences to build their written, oral, and technical communication skills. This includes a “lab” portion of the course for students to practice and build skill sets prior to the delivery of a product. I also assist with “role definition” and division of labor within the team, but expect the students to provide candid peer evaluation of the teams’ function as a unit. I use descriptive rubrics (provided to the students ahead of time) as the evaluation document/feedback for the products. I have taught this course since 1996. It was approved as a new course in 1999.
 

• Chart 1:  Overall Student Course Evaluation Means

• Chart 2:  Comparison of Means to Departmental Means

Summary of Student Comments:

• Dr. Dooley is an asset to the university. I learned so much from this class.

• I think that Dr. Dooley is one of the finest and most caring professors at this university. I feel privileged to have been a part of her class.

• Great “real-world” class!

• I really enjoyed this class. I think everything we did in class will be useful in professional communications. This is my 2nd class I’ve taken from Dr. Dooley. She is a great professor with lots of creativity.

• This class is designed in a way that all classes should be. We actually did the stuff we learned instead of just regurgitating useless information. The skills learned in her class relate to the requirements needed to be successful in an ever-changing industry.

• Great prof! The best I have had at A&M so far. She makes classes fun and interesting. She really cares about students. She built up my confidence this semester and really taught me a lot about technology and communication. Great course. It should be a requirement. I loved Dr. Dooley and would definitely recommend and take her again.
   

AGED 689/611: Advanced Methods in Distance Education

     AGED 689/611 was developed to enhance course conversion skills for professionals working in distance education settings (http://www.aged.tamu.edu/classes/611). It was originally taught over the Trans-Texas Videoconference Network with Web-supported materials. Now the course is completely taught on-line using WebCT.

      It is extremely important in distance education to build rapport and electronic mediated communication channels so that the technology interface becomes “seamless and transparent.” I attempt this by contacting the students prior to the start of the course about logistical considerations, including access to textbook and course materials. I also provide an orientation to the technology prior to the delivery of course content (http://www.aged.tamu.edu/classes/611/Welcome/indexwelcome.html).

     Students enrolled in this course develop a project to modify a lesson to the distance education format. We focus on the tools and techniques (instructional design process) for teaching and learning with merging technologies. This course was taught first as a 689 in Fall 98, and was approved as a new course in 1999 and is typically taught every Spring.
 

• Chart 3:  Overall Student Course Evaluation Means

• Chart 4:  Comparison of Means to Departmental Means

Summary of Student Comments:

• I learned a lot from the course about the TTVN Network. I think this will be useful to me in my future career.

• Dr. Dooley is an exceptional instructor. She is the epitome of what one expects from a distance education professional. She is always prepared, very enthusiastic and a student advocate. 

• The instructor is an outstanding model of good teaching for her students. She demonstrated an effective synthesis of research and practice in the area of distance learning/teaching.

• The constructivist approach was fully embodied in the course design, e.g. "walk the talk" and it was a new approach for me. I hope seminars on "selected topics" could be presented to other grad students and departmental faculty. I look forward to additional course work on this topic and from this professor.

• Kim is a wonderful teacher and facilitator. She adequately motivated the class with her enthusiasm and interactive openers. She was always available to the students for discussions about class materials.

AGED 489H: Global Perspectives in Critical Thinking

     The participants of the 2001 Faculty Abroad Seminar were discussing the need to develop more interdisciplinary perspectives and students who could think critically. This conversation began the planning stage in the development of a new undergraduate honors course in “Globalization.” Globalization requires us to think holistically and to understand the inter-relationships of science, technology, politics, economics, and culture.

     This course was designed and delivered to students who already had some academic foundation and maturity, but who would benefit from the integration of complex, global phenomena. The students were exposed to five major course themes: 1) Global Perspectives and Demographic Trends, 2) Cultural Identity 3) Political Economy, 4) Environmental Impact, and 5) Technology & Its Consequences.

AGED 696:  Qualitative Research Methods in AGLS

     I created a qualitative research course for the graduate research sequence.  This course uses a project-based learning approach and is delivered entirely online using WebCT Vista, streaming media, and various links to current research procedures and techniques.  The learners enrolled in qualitative research methods review qualitative research in journals and describe methods and quality criteria; apply the IRB procedures for conducting research with human subjects; conduct a literature review to develop a theoretical framework for a research project; write a working hypothesis that includes a research problem statement, research questions, and respondent/site information; write a methodological and reflexive journal on research decisions, confidentiality coding, category formation, and logistical components of the study; develop data gathering tools; create trustworthiness documents; and write a research manuscript based upon the data collected and analyzed for the project.

 eLearning Certificate Program

The eLearning and Professional  Development workgroup within the department was awarded $50,000 from the Office of Distance Education for a proposal titled Agriculture eLearning Development Certificate:  Serving Agriculture Graduate Students.  I teach one of the courses required for the certificate and facilitates a module on copyright, intellectual property, and ADA compliance in a team-taught course, AGED 613:  eLearning Development and Delivery Techniques.  I also conducted research with Dr. Murphrey on the eLearning competencies needed for the certificate programs and methods to measure these competencies to document proficiency before awarding the certificate.

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Research Advisorships

Dissertations and Record and Study

1. Andenoro, Anthony  Competencies of Leadership Professionals:  A National Study of Formal Leadership Degree Programs, Dissertation, December, 2005.

Senior Employee Development Specialist, Texas A&M University

2. Womack, W. Michael  The Role of Creativity in Texas Cooperative Extension:  Promoters and Inhibitors to Creative County Extension Programs, Dissertation, Joint Doctorate of Education, Texas Tech University and Texas A&M University, August, 2004.

Executive Director, Corpus Christi Botanical Gardens

3. Lepley, Toby L.  Work, Life and Effect of Job on Family Satisfaction of Texas Extension Agents, Dissertation, Texas A&M University, August, 2003.

Assistant Professor & Extension Specialist, Texas A&M University

4. Tuttle, Sabrina L.  Gender Roles and Participatory Delivery Strategies for Villagers in Northeastern Mexico, Dissertation, Texas A&M University, May, 2003.

Extension Agent, The San Carlos Apache Reservation, University of Arizona

5.  Wickersham, Leah E.  Attrition Rate In A Swine Continuing Education Course Delivered   Asynchronously:  Interrelationship Among Leaner Characteristics, Instructional Design, and Technological Comfort Levels, Dissertation, Texas A&M University, August 2000.

Associate Professor, Department of Secondary and Higher Education, Texas A&M University – Commerce

Master Theses

6. Frazier, Leslie.  A Qualitative Study of Technology-Based Training in Organizations that Hire Agriculture and Life Science Students, Masters Thesis, Texas A&M University, May 2006.

7. Richards, Lance.  Developing a Decision Model to Describe Levels of Self-directedness Based upon the Key Assumptions of Andragogy, Masters Thesis, Texas A&M University, August 2005.

8. Yakah, Jemima A.  Faculty Perceptions About Attributes and Barriers Impacting the Adoption and Diffusion of Web-based Educational Technologies (WBET) at the University of Cape Coast and the University of Ghana, Legion, Masters Thesis, Texas A&M University, August 2005.

9. Bedo, Shannon H.  Education, Research, and Extension:  An Evaluation of Agricultural institutions in Tunisia, Masters Thesis, Texas A&M University, May 2004.

10. Trant, Clay A. Factors Contributing to the Effectiveness of Newly Posted Peace Corps Volunteers in the Rural Aquaculture Promotion Project in Zambia, Masters Thesis, Texas A&M University, May 2004.

11. Arispe, Sergio A.  Factors Affecting the Permanence of Livestock Projects Undertaken by Heifer International-Mexico.  Masters Thesis, Texas A&M University, May 2003.

12. Dousay, Tonia A.  Perceptions of Web-Based College Admissions and Related Applications, Masters Thesis, Texas A&M University, December 2000.