This document describes a collaboration between occupational therapy assistant (OTA) faculty and librarians at Daytona State College to improve OTA students' research skills. The librarians provided discipline-specific library instruction and consultations. Surveys found students' understanding of research concepts improved after instruction. While assignment grades were similar to prior years, students reported using evidence-based resources in fieldwork. Future implications include collecting longitudinal data across cohorts and programs to better evaluate the impact of information literacy instruction for OTA students.
Mary Moser, Learning Commons Librarian, and Satu Riutta, Institutional Research Associate, both of Oxford College of Emory University, presented their findings from the Research Practices Survey at the Association of General and Liberal Studies conference in October 2009.
Presenter(s): Emily Thornton, Cristina Trotter, Michael Holt, Louise Lowe.
“What is being assessed in libraries today? What tools and methods are being used? What should be assessed but is not? Why?” A national survey in Spring 2016 explored these pressing questions while investigating the current practice of assessment in libraries today. In this presentation, the researchers discuss the survey results and implications of the data.
Librarians and Writing Advisers merge intentions, information, and identitiesElise Wong
Librarians and Writing Advisers merge intentions, information, and identities: New collaborations based upon research and analysis of how students integrate sources / Presenters (in order of speakers): Elise Y Wong, Sharon Radcliff, Jeff Chon, Tereza Joy Kramer, Saint Mary’s College of California
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
Mary Moser, Learning Commons Librarian, and Satu Riutta, Institutional Research Associate, both of Oxford College of Emory University, presented their findings from the Research Practices Survey at the Association of General and Liberal Studies conference in October 2009.
Presenter(s): Emily Thornton, Cristina Trotter, Michael Holt, Louise Lowe.
“What is being assessed in libraries today? What tools and methods are being used? What should be assessed but is not? Why?” A national survey in Spring 2016 explored these pressing questions while investigating the current practice of assessment in libraries today. In this presentation, the researchers discuss the survey results and implications of the data.
Librarians and Writing Advisers merge intentions, information, and identitiesElise Wong
Librarians and Writing Advisers merge intentions, information, and identities: New collaborations based upon research and analysis of how students integrate sources / Presenters (in order of speakers): Elise Y Wong, Sharon Radcliff, Jeff Chon, Tereza Joy Kramer, Saint Mary’s College of California
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
Research on Open Educational Resources & Open Textbooks from BC, CanadaChristina Hendricks
Slides from three research studies about open textbooks & other open educational resources focusing on students in postsecondary institutions in British Columbia, Canada.
Presentation of a Higher Education Academy (HEA) funded teacher education project by Dr Elspeth McCartney (University of Strathclyde) on supporting student teachers to engage with research at a dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Instructor & Student Experiences with Open Textbooks, from the California Ope...Christina Hendricks
A short presentation about research we conducted looking at faculty reports of their and students' experiences with using open textbooks in college and university courses. This research was funded by an OER Research Fellowship from the Open Education Group, which received funding from the William and Flora Hewlett Foundation. This presentation was part of a larger group presentation by OER Research Fellows at the Open Education Conference in Richmond, Virginia, Nov. 2-4, 2016. These slides are only from the short presentation given by Christina Hendricks and Ozgur Ozdemir in that larger group presentation.
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Presented by Garron Hillaire of The Open University at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016
As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development.
We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Saferoom - юридическая компания – лидер в решении вопросов семейного права (развод, раздел имущества, алименты, порядок общения с ребенком, наследство и пр). Мы специализируемся как на досудебных решениях конфликтов, так и на ведении дела в суде под ключ. Опыт преодоления юридических проблем показал, что часто для оптимального решения задачи нашим клиентам необходима и психологическая помощь. Saferoom стал первой юридической компанией в России, где клиентам оказывают помощь и профессиональные психотерапевты.
Research on Open Educational Resources & Open Textbooks from BC, CanadaChristina Hendricks
Slides from three research studies about open textbooks & other open educational resources focusing on students in postsecondary institutions in British Columbia, Canada.
Presentation of a Higher Education Academy (HEA) funded teacher education project by Dr Elspeth McCartney (University of Strathclyde) on supporting student teachers to engage with research at a dissemination event in July 2014. For further details of this event and links to related materials see http://bit.ly/1mqhzHS.
Instructor & Student Experiences with Open Textbooks, from the California Ope...Christina Hendricks
A short presentation about research we conducted looking at faculty reports of their and students' experiences with using open textbooks in college and university courses. This research was funded by an OER Research Fellowship from the Open Education Group, which received funding from the William and Flora Hewlett Foundation. This presentation was part of a larger group presentation by OER Research Fellows at the Open Education Conference in Richmond, Virginia, Nov. 2-4, 2016. These slides are only from the short presentation given by Christina Hendricks and Ozgur Ozdemir in that larger group presentation.
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Keeping the Faith: Conversations to Advance the Middle School Concept with Integrity
Many educators continue to provide authentic middle school programs and practices - even when faced with budgetary challenges and public misperceptions. Presenters will share suggestions for articulating and advocating the middle school concept. Using presentation software, audience participants will engage in discussing these issues in an open forum.
Presenters: Bob Houghton, Howard Coleman, Kathleen Roney, Laurie Ramirez & Dave Strahan-Appalachian State University, UNC-Wilmington, & Western Carolina University
This slide deck was presented at CNX 2014 in Houston, USA on 1 April 2014 as part of the "Student Efficacy: Are they Learning?" rapid fire panel. It contains preliminary research findings on educators and students using OpenStax College open textbooks.
Final, updated research findings can be found in the slide deck "The Impact of Open Textbooks in the USA and South Africa..." and via http://oerresearchhub.org
Presented by Garron Hillaire of The Open University at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016
As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development.
We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
Assessing collaboration: The effect of pedagogical alignment and shared learning outcomes for information literacy instruction in first year writing classes
Presentation given at LILAC (Librarian's Information Literacy Annual Conference) 2010 in Limerick, Ireland
Presenters: Sara D. Miller, Assistant Library Instruction Coordinator, and Nancy DeJoy, Director of First Year Writing, Michigan State University
Presented by James Little (freelance and University of Sheffield) at The Open University, Milton Keynes, UK on 15 June 2017. This presentation formed part of the FutureLearn Academic Network section (FLAN Day) of the 38th Computers and Learning Research Group (CALRG) conference. For full details, see http://cloudworks.ac.uk/cloudscape/view/3004
Saferoom - юридическая компания – лидер в решении вопросов семейного права (развод, раздел имущества, алименты, порядок общения с ребенком, наследство и пр). Мы специализируемся как на досудебных решениях конфликтов, так и на ведении дела в суде под ключ. Опыт преодоления юридических проблем показал, что часто для оптимального решения задачи нашим клиентам необходима и психологическая помощь. Saferoom стал первой юридической компанией в России, где клиентам оказывают помощь и профессиональные психотерапевты.
ADQUISICIÓN DE IMÁGENES ESTÁTICAS DE OBJETOS EN MOVIMIENTOUSP
La fiscalización de vehículos en carreteras brasileñas tiene un papel importante en el mantenimiento del orden en el tránsito. Así la presente invención corresponde a un sistema de adquisición de imágenes estáticas de objetos en movimiento a partir de vídeos, tales como imágenes laterales de vehículos que pasen en plazas de peaje en las carreteras. Además, la invención describe también un método de adquisición de imágenes estáticas de objetos en movimiento, el cual consiste en procesos de detección de objetos y de imágenes “cosidas”.
En muchas plazas de peajes de carreteras brasileñas, vehículos en movimiento deben ser fotografiados desde el lado. Cámaras de video comunes no pueden ser utilizadas para esta tarea, pues no hay espacio suficiente entre las autopistas que permitan obtener fotografías de los vehículos enteros. Esta invención propone un sistema y método de adquisición de imágenes estáticas de objetos en movimiento a partir de videos, cuyos cuadros de vídeo son "cosidos" para obtener una imagen plana.
Dans cette présentation je vous donne une liste des meilleurs logiciels pour automatiser et informatiser la gestion de votre auto école et ainsi gagner du temps.
Počítačové sítě II, lekce 8: POTS, ISDN a xDSLJiří Peterka
Verze 4.0 mé kurzovní přednášky na MFF UK Praha (kód předmětu NSWI021), připravená pro letní semestr školního roku 2014/2015. Zdroj s možností tisku na http://www.earchiv.cz/l226/index.php3
A workshop for academic librarians on using qualitative methods for user assessment and research in the library. Part 1 focuses on asking and refining holistic research questions.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
Katz, Robin M. "Using Primary Sources in College Courses: Lessons from Students and Faculty in the Archives at Brooklyn Historical Society." Panel on teaching with archives organized by ACRL/NY. NYU Poly. Brooklyn, NY. April 30, 2013. Speaker and panelist.
Measuring the effectiveness of library information literacy instructionElise Wong
Measuring the effectiveness of library information literacy instruction / Elise Y. Wong, Sharon Radcliff, Gina Kessler Lee, and Suellen Cox, Librarians at Saint Mary’s College of California.
Our project aimed to strengthen the connection between English Composition courses and library instruction sessions to achieve information literacy learning goals. To this end, SMC librarians compared two versions of library instruction in ENGL5 “Argument & Research” sections to measure the effectiveness of embedding the “information evaluation and research practices” and “critical thinking” learning outcomes into our library instruction.
Building research student communities: is there a role for library and learni...Jo Webb
Slides from a symposium exploring the role and experiences of librarians and learning developers in building communities of practice for researchers.Uses two case studies from De Montfort University (Leicester, UK) onexperiences of building a virtual CoP (wiki-based) and a face-to-face writing group.
Symposium was led by Katie Fraser (now University of Leicester), and content contributed by Melanie Petch and Jo Webb (both De Montfort University).
English Composition Students: How Are They Using Their Sources?Elise Wong
Radcliff, S., & Wong, E. (2012). English Composition students: How are they using their sources? Paper presented at CARL Conference 2012, San Diego, CA, 5-7 April.
Researchers collected papers from eight sections of English Composition at a liberal arts college and analyzed and compared sources listed in bibliographies to sources cited within the paper to see if all sources listed in the bibliographies were cited. Researchers tabulated how sources were used, including paraphrasing, stand-alone quotes and quotes either preceded by an introductory comment or followed by analysis or both. The goal was to discover how students were (or were not) using sources listed in their bibliographies and to determine the degree to which students were integrating information from their sources into their writing. Researchers analyzed the bibliographies by type of source and counted instances of un-cited data in papers. The overall purpose of the study was to help both composition instructors and librarians adjust their instructional strategies to address the problems highlighted by the study which included: Use of stand-alone quotes, use of un-cited data and inclusion of sources in bibliographies that were not cited in the paper. This research project was also an excellent vehicle for partnering with English composition faculty to learn how library instruction and composition instruction interact and overlap. The research highlighted for both how the boundary between library and English composition instruction has gaps that need to be filled by changing instructional methods and by creating more cooperation between librarians and composition faculty. Various ideas on how to accomplish this are included in the presentation.
Evaluation of sources: a new sustainable approach using argument analysis and...Elise Wong
Radcliff, S. & Wong, E. Evaluation of sources: a new sustainable approach using argument analysis and critical thinking. Presented at Library Instruction West 2014 conference.
An area of information literacy instruction that has increasingly gained attention is evaluation of sources. Moving away from the checklist approach (timeliness, relevancy, bias, credibility, authority), this session describes a new approach incorporating critical thinking questions and training for students on analyzing arguments using the Toulmin method, which students apply to evaluating articles and to detecting “myside” (confirmation) bias in their own writing.
This approach was used at two institutions, a 2-unit information literacy course at CSU East Bay and several sections of an English Composition course Saint Mary’s College and incorporated a “flipped classroom” design with much of the information being presented online to students prior to the in class session.
The presentation includes a literature review showing past uses of argument analysis and critical thinking in evaluation of sources, the instructional design from both institutions and results from a rubric–based evaluation of student work and student reflections.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. Improving Outcomes in Research
Use by OTA Students
Mary Beth Craig-Oatley, EdM, OT/L
Rachel Owens, MD, MLIS
Daytona State College
2. Who are we?
• Mary Beth Craig-Oatley
– Professor and Program
Manager, Occupational
Therapy Assistant (OTA)
Program
– 35 years as an OT
practitioner; 23 years as an
allied health educator
– Currently interested in
signature pedagogies and
best practices for OTA
education
• Rachel Owens
– Associate Professor and
Faculty Services Librarian
– M.D., residency in internal
medicine, M.S. in cardiac
rehabilitation
– 11 years as library liaison
to allied health programs
at DSC
– Currently interested in
development of
information literacy skills in
BSN students
3. Our Institution
• Established in 1957 (as were we!)
• Has progressed from vocational training
program to state community college offering a
variety of degrees, including Bachelor’s
• Six campuses covering two counties in East
Central Florida – socioeconomic status one of
the lowest in Florida
• OTA program operating since 1994
• Two full-time faculty and several adjunct
instructors
4. RESEARCH QUESTION
Will a targeted collaboration between
OTA faculty and librarians improve OTA
students’ understanding and use of
evidence-based literature?
5. Why research knowledge is needed
• The 2011 ACOTE Accreditation Standards
require OTA students to know how to use
evidence in practice.
• Daytona State College includes information
and technical literacy in its college-wide
student learning outcomes.
• OTA students’ competency in obtaining and
evaluating relevant evidence is not
consistently established.
6. Review of the Literature: Occupational Therapy
• Boruff and Thomas (2011): Collaboration
between faculty and librarian to promote EBP
skills
– Lecture, workshop and assignment in first year of
bachelor’s OT program
– Evaluated with search assignment; 101/104
students scored ≥ 8/10
– No follow-up to determine long-term retention of
information literacy skills
7. Review of the Literature: Occupational Therapy
• Gaspard and Prentice (2014): library
instruction program integrated into OT, PT,
and RT curricula
– OT program is master’s level
– Two hands-on instruction sessions: one in first
year, one in second year
– Faculty involved highly recommend that librarians
come to teach with them
8. Review of the Literature: Occupational Therapy
• Kipnis and Frisby (2006): Survey of
undergraduate OT students (bachelor’s)
– Students seek information from classmates and
friends first; only 20% would consult a librarian
– Most had not had library instruction
– Recommend collaboration between OT faculty
and librarians so students will be comfortable
asking librarian for research help
9. Review of the Literature: Occupational Therapy
• Powell and Case-Smith (2003): surveyed OT
graduates (bachelor’s) re: information seeking
– Had received one-shot library instruction in school
– 79% used colleagues, 69% used the Internet, 26%
used Medline or CINAHL
• Powell and Case-Smith (2010): similar survey of OT
master’s graduates
– Twice as likely to use Medline or CINAHL
– Why? Greater emphasis placed on research in MOT
curriculum
10. Review of the Literature: Occupational Therapy
• Vogel (2012): Librarians and OT faculty
(master’s level) collaborated on EBP
instruction in four courses across program
– Students suggested more time, practice,
repetition would improve their skill and
confidence in searching literature
– Student contact with librarians correlated with
greater use of quality information sources
11. Community College OTA Programs
• No mention in literature
• Different population of students (Leeder,
2013)
– Open access
– 40% are first-generation in college
– Older on average
– More family, other concerns to attend to
– More need for remedial coursework
12. Review of the Literature: Information Literacy
• Latham and Gross (2013): IL skills of first-year
community college students
– Low proficiency, high confidence (Dunning-Kruger
Effect)
– No emphasis on quality
– Prefer Internet and people as sources of
information: comfort, trust, convenience
– Do not identify IL as a skill set; unfamiliar with “IL”
– Less motivation to complete imposed tasks
13. Recommendations for IL Instruction in Community Colleges
• Latham and Gross (2013):
– Incorporate demonstration and hands-on practice
• Hold class in computer lab
– Allow students to work in pairs or threes
– Provide feedback while students are working on
learning activities
– Allow students to generate topics of interest to them
• Motivation higher with self-generated
information seeking tasks
– Integrate into course content
15. Methods
• Librarians guest-lectured on research skills to a
cohort in two courses, providing discipline-
specific resources and informing students of
librarians’ availability for consultation
• Students completed a survey at three points in
the curriculum to assess their utilization of library
resources
• Grades on first- and second-year assignments in
three courses in OTA program curriculum were
reviewed and compared to prior years’ cohorts
16. Discipline-specific resources
• Allied health literature databases – CINAHL,
Medline, ERIC, Health and Wellness Resource
Center, Cochrane Systematic Reviews
• Program-specific research guide:
http://researchguides.daytonastate.edu/occ
upationaltherapy
• APA formatting and citation guidelines
• Credible online sources (NIH, CDC, AOTA)
17. Post-lecture consultation
• One on one or group
• By appointment
• Major issue with OTA student research: search
terms
• Available throughout entire program,
including fieldwork
18. Survey development process
• First question: what did the students learn from
initial library instruction?
• Second question: what did they retain until
second library instruction?
• Third question: what information literacy skills
did they retain to allow them to successfully
retrieve evidence?
• Fourth question: how did students obtain and
communicate evidence in a fieldwork setting?
• Fifth question: how did library instruction
influence grades?
19. Procedures
• First survey: Intro to OT (prerequisite course)
– Pre- and post-instruction
• Second survey: Conditions in OT (first semester course)
– Pre-instruction and post-research project
• Third survey: Developmental Issues (third semester
course)
– No instruction
– Given post-presentation
• Online discussion: OT Seminar (final semester)
concurrent with Level II fieldwork
– Students instructed to identify use of evidence in clinical
setting and obtain an appropriate resource
20. Survey: Intro to OT
1. Have you had a library orientation session in the
past? If so, how long ago? (choices given)
2. Do you feel that you can find information easily
on the library website?
3. Do you know what a peer-reviewed journal is?
4. Do you know how to incorporate evidence-
based research into occupational therapy
service?
5. Have you ever visited the library to meet one-
on-one with a librarian?
21. Survey: Conditions in OT
1. Have you had a library orientation session in the
past? If so, how long ago? (choices given)
2. Do you feel that you can find information easily
on the library website?
3. Do you know what a peer-reviewed journal is?
4. Do you know how to incorporate evidence-
based research into occupational therapy
service?
5. Have you ever visited the library to meet one-
on-one with a librarian?
22. Survey: Developmental Issues
1. How many library orientations have you had in the past? (1,
2, >2)
2. How long ago was your last library orientation? (choices
given)
3. Do you feel that you can find information easily on the
library website?
4. Do you know what a peer-reviewed journal is?
5. Do you know where to find resources that would be
considered evidence for practice?
6. Have you ever visited the library to meet one-on-one with a
librarian?
7. Do you know how to access the OTA research guide?
23. Grade collection
• OTA program chair utilized D2L grading system
for each course
• Gathered grades for evidence-based
assignments for all students in cohort
• Comparisons made across cohorts
– Only one final cohort was used
• Statistics used: Descriptive statistics
24. Results
• Intro to OT: N = 53 (survey); N = 28 (grades)
• Conditions: N = 28 (survey); N = 28 (grades)
• Developmental: N = 21 (grades)
• OT Seminar: N = 20 (grades)
25. Surveys Table: Intro to OT
Pre-instruction Post-instruction
Past library
orientation?
43% yes
(44% past year)
Met 1 on 1 with
librarian?
14% yes
Find info on library
website?
51% 98%
Know what peer-
review is?
48% 98%
Understand use of
research for EBP?
33% 98%
26. Surveys Table: Conditions
Pre-instruction Post-instruction
Past library
orientation?
88% yes
(72% past year)
Met 1 on 1 with
librarian?
4% yes
Find info on library
website?
52% 88%
Know what peer-
review is?
100% 100%
Understand use of
research for EBP?
76% 88%
27. Use of evidence on field work
• Content of online discussion assignment was
scored based on two questions:
1.Did the student incorporate any evidence-based
practice on Level II fieldwork, as self-reported?
Yes: 85%, No: 15%
2.Did the student obtain an appropriate evidence-
based resource?
Yes: 70%, No: 30%
28. Grades Table
Grad 2014
Cohort
Number in
class
Assignment
grade average
Assignment
grade range
Standard
Deviation
OTH1001: 2012 28 95.14 50-100 12.71
OTH2410: 2012 28 95.3 88-99 3.2
OTH2520: 2013 21 96.19 5-100 5.44
OTH2933: 2014 20 100 N/A N/A
Grades showed a non-normal distribution due
to high initial grades (>90%) so minimal room for
improvement
29. Conclusions
• No retention of ability to find information on
library website over one year (after one
instruction) – the most complex of the
learning tasks surveyed
• Knowledge of peer-reviewed definition and
using EBP did improve after one instruction
• Grades were inconclusive for this cohort
30. Limitations of Study
• One cohort at one school
• Only one year of data available so far
• Different librarians leading library instruction
and consultations at times
• Different instructors in OTA courses
• Variation in student composition (first time in
college, ESL)
31. Future Implications
• Need to gather data on additional cohorts
• Demonstrates need for faculty to refer students to
librarians
• Suggests using same process with different programs
(supports lack of strength of one-shot library
instruction)
• Replicate process in other OTA programs or OT
programs
• Follow-up surveys with program graduates to see if
they use evidence in practice
• Usefulness to support choice of degree level for OTA?
• Students can identify IL as a distinct competency on
their résumé
32. References
• Boruff, J.T., & Thomas, A. (2011). Integrating evidence-based practice and
information literacy skills in teaching physical and occupational therapy
students. Health Information and Libraries Journal, 28, 264-272.
doi:10.1111/j.1471-1842.2011.00953.x
• Gaspard, C.S., & Prentice, K.A. (2014). Focused library instruction for
occupational therapy, physical therapy, and respiratory care students and
faculty: Library instruction in allied health. Medical Reference Services
Quarterly, 33(3), 335-342. doi:10.1080/02763869.2014.925713
• Kipnis, D.G., & Frisby, A.J. (2006). Information literacy and library attitudes
of occupational therapy students. Medical Reference Services Quarterly,
25(4), 11-20. doi:10.1300/J115v25n04_02
• Latham, D., & Gross, M. (2013). Instructional preferences of first-year
college students with below-proficient information literacy skills: A focus
group study. College and Research Libraries, 74(5), 430-449. Retrieved
from http://ebscohost.com/
33. References
• Leeder, K. (2013). It takes a community. Journal of Library Administration,
53, 189-198. doi:10.1080/01930826.2013.853502
• Powell, C.A., & Case-Smith, J. (2003). Information literacy skills of
occupational therapy graduates: A survey of learning outcomes. Journal
of the Medical Library Association, 91(4), 468-477. Retrieved from
http://ebscohost.com/
• Powell, C.A., & Case-Smith, J. (2010). Information literacy skills of
occupational therapy graduates: Promoting evidence-based practice in
the MOT curriculum. Medical Reference Services Quarterly, 29(4), 363-
380. doi:10.1080/02763869.2010.518923
• Vogel, K.A. (2012). Librarians and occupational therapy faculty: A
collaboration for teaching evidence-based practice. Journal of Allied
Health, 41(1), e15-e20. Retrieved from http://ingentaconnect.com/
