Digitized Archival Primary Sources in STEM: A Selected Webliography

Popular connotations of archives and special collections are most closely aligned with the arts and humanities fields, with history being the most seamless affiliation. However, archival documentation extends far beyond common disciplinary assumptions, with strong holdings relevant to the sciences, technology, engineering, and mathematics (STEM) fields, as well as medicine and other allied disciplines. These archival collections provide largely untapped educational, enrichment, and research opportunities for STEM students and researchers. Given the profound influx of digitization during the last two decades, many archival primary source materials have been digitized and are now freely available online, with more assuredly in progress. This digital content is in large part unique, oftentimes representing digital surrogates of the only tangible copy of a document, image, object, or unique assemblage of materials ever created. An intrinsic value in archives is their uniqueness in addition to their authenticity, diversity, breadth, and depth of documentation. Digitized archival collections can serve to supplement an institution\u27s physical archival holdings, if available, as well as make particularly unique or historically significant physical collections (i.e., the papers of Charles Darwin), once limited by geography, easily accessible to librarians, archivists, researchers, educators, and students around the world. Accessibility and findability of digitized archival resources can be a challenge, particularly for students or researchers not familiar with archival formats and digital interfaces, which adhere to different descriptive standards than more widely familiar library resources. Numerous aggregate archival collection databases exist, which provide a means by which to search across collections from many institutions. However, no single database is comprehensive, and many also lack robust capabilities for subject-based browsing to target STEM collections. The selected resources in this webliography are intended as a starting point by which librarians, archivists, educators, and students may discover digitized archival primary sources related to STEM and allied disciplines, which may be creatively used as tools to inform instruction, teaching, research, library collection development, marketing, and reference services. The resources embody a wide-ranging selection of noteworthy, historically significant STEM-focused archival primary source collections currently digitized and publicly accessible

The Personal is Archival: Researching and Teaching With Stories of Women Engineers, Scientists, and Doctors

Personal stories from archives are essential to understand the historical gendering of American science, medicine, technology, and innovation. Advocates promoted science, medicine, and engineering to young men, yet the twentieth-century brought increasing numbers of women into STEM education and employment. This paper illustrates the above by offering guidance to key archival and digital collections that show how women (individually and as groups) made places for themselves in modern science, technology, and medicine. Sources illustrate complex intersections for women simultaneously shaping professional and personal identities. This paper suggests how historians can reach beyond individual biographies to build broader analyses that deploy insights about personal experiences to parse cultural understandings of STEM and diversity. It models pedagogy foregrounding women’s lived experiences for classwork analyzing science, technology, and innovation. By integrating archival stories, educators can bridge gaps between STEM majors and other students through engaging dialogue about the past/present/future gendering of intellectual life and work

Designing ubiquitous computing for reflection and learning in diabetes management

This dissertation proposes principles for the design of ubiquitous health monitoring applications that support reflection and learning in context of diabetes management. Due to the high individual differences between diabetes cases, each affected individual must find the optimal combination of lifestyle alterations and medication through reflective analysis of personal diseases history. This dissertation advocates using technology to enable individuals' proactive engagement in monitoring of their health. In particular, it proposes promoting individuals' engagement in reflection by exploiting breakdowns in individuals' routines or understanding; supporting continuity in thinking that leads to a systematic refinement of ideas; and supporting articulation of thoughts and understanding that helps to transform insights into knowledge. The empirical evidence for these principles was gathered thought the deployment studies of three ubiquitous computing applications that help individuals with diabetes in management of their diseases. These deployment studies demonstrated that technology for reflection helps individuals achieve their personal disease management goals, such as diet goals. In addition, they showed that using technology helps individuals embrace a proactive attitude towards their health indicated by their adoption of the internal locus of control.Ph.D.Committee Chair: Elizabeth D. Mynatt; Committee Member: Abowd, Gregory; Committee Member: Bruckman, Amy; Committee Member: Dourish, Paul; Committee Member: Nersessian, Nanc

Office of Research and Economic Development Annual Report 2010-2011

Collaborations, Partnerships Drive Innovation 1 Discovery Could Spark Smaller, Faster Electronics 2 MRSEC Fosters Collaboration 3 Harnessing Laser Power Creates Precise Nanostructures 5 Nanohybrids Promise ‘Best of Both Worlds’ 6 Water for Food Institute Building Partnerships 8 World Water Expert to Lead Institute 9 Understanding Aquifer Recharge 10 Targeted Research Investments Hedge Against Food Crisis 11 Uncovering New Perspectives on Whitman 12 Civil War Washington Going Digital 14 Humanities Grants Support Language, Digital Initiatives 15 Improving Children’s Reading Comprehension 16 Transforming Early Childhood Education 17 Bullying: Filling Gaps Between Research, Practice 18 Preparing Military Kids for Success in School 19 Museum Celebrates 140 Years of Discovery 20 Development Revving Up at Nebraska Innovation Campus 22 Building Industry Connections 23 Virtual View to Safer Job Sites 24 Teaming on Wheat Improvement 25 UNL Technology Powers Solar Startup 25 Zeroing in on Genes to Beat Rice Blast Fungus 26 Coalition Aims to Turn Algae into Biofuel 27 Partnership Expanding Brain Research 28 Targeting Metabolism to Combat Staph Infections 30 Probing Genes, Gut Microbes and Food Safety 31 Breaking the Revictimization Cycle 32 Rooting Out Health Disparities 33 Student Ad Agency Sets Sail 34 Hollywood Pros, Students Team Up for Film Series 35 Prepping for Legal Reform 36 Durham School Building on Strengths 37 Research Highlights 38 Financials 41 Creating a culture of collaboration has been central to UNL’s research progress over the past decade. Expanding collaborations and partnerships is essential to our success as we build for the future. The reason is simple: We achieve far more by working together – across disciplines, institutions and geographic boundaries – with both public and private sector partners. The complexities of 21st century challenges and opportunities demand this approach. We’ve made significant progress. Our research in digital humanities, water for food and nanotechnology, as well as strides in economic development, are among the examples of UNL’s collaborative spirit featured in this report. Nebraska Athletics and the UNL Office of Research and Economic Development are partnering to create research space for a new interdisciplinary research initiative in the East Stadium addition to Memorial Stadium, home to Husker football. This initiative will bring together behavioral, biological social science, and health and performance researchers in the proposed Center for Brain, Biology and Behavior to tackle, among other topics, performance issues such as the effects of concussion on the brain (page 28). Nebraska Innovation Campus, UNL’s private-public research campus, illustrates the payoffs when the state, university and private sector work together. A $25 million investment by Nebraska’s Legislature and the governor has fueled$80 million in private and public investments in the Phase I development (page 22). UNL’s entrance into the Big Ten Conference in 2011 launched a promising and exciting new era of collaboration for UNL research and academics as well as athletics. Big Ten members are among the nation’s leading research universities, renowned for excellence in the classroom, lab and playing field. Collaboration is a rich Big Ten tradition, and the affiliated Committee on Institutional Cooperation offers the most sophisticated collaborative infrastructure in American higher education. It’s a great fit for UNL and we look forward to building productive partnerships across the conference. From carbon nanostructures to aquifer recharge, from virtual 3-D construction sites to genetic control of gut microbes, and from a high-powered laser lab to world-class digital humanities research, UNL faculty are innovating for the future. This report highlights how our collaborative spirit fuels this innovation to benefit Nebraska, the nation and the world. We are excited about our future and look forward to enhancing collaborations and developing key partnerships. We welcome your innovative ideas. If you would like to partner with us or know of potential collaborators, please let us know. Prem S. Paul, Vice Chancellor for Research and Economic Developmen

Plant Science Decadal Vision 2020–2030: Reimagining the Potential of Plants for a Healthy and Sustainable Future

Plants, and the biological systems around them, are key to the future health of the planet and its inhabitants. The Plant Science Decadal Vision 2020–2030 frames our ability to perform vital and far‐reaching research in plant systems sciences, essential to how we value participants and apply emerging technologies. We outline a comprehensive vision for addressing some of our most pressing global problems through discovery, practical applications, and education. The Decadal Vision was developed by the participants at the Plant Summit 2019, a community event organized by the Plant Science Research Network. The Decadal Vision describes a holistic vision for the next decade of plant science that blends recommendations for research, people, and technology. Going beyond discoveries and applications, we, the plant science community, must implement bold, innovative changes to research cultures and training paradigms in this era of automation, virtualization, and the looming shadow of climate change. Our vision and hopes for the next decade are encapsulated in the phrase reimagining the potential of plants for a healthy and sustainable future. The Decadal Vision recognizes the vital intersection of human and scientific elements and demands an integrated implementation of strategies for research (Goals 1–4), people (Goals 5 and 6), and technology (Goals 7 and 8). This report is intended to help inspire and guide the research community, scientific societies, federal funding agencies, private philanthropies, corporations, educators, entrepreneurs, and early career researchers over the next 10 years. The research encompass experimental and computational approaches to understanding and predicting ecosystem behavior; novel production systems for food, feed, and fiber with greater crop diversity, efficiency, productivity, and resilience that improve ecosystem health; approaches to realize the potential for advances in nutrition, discovery and engineering of plant‐based medicines, and green infrastructure. Launching the Transparent Plant will use experimental and computational approaches to break down the phytobiome into a parts store that supports tinkering and supports query, prediction, and rapid‐response problem solving. Equity, diversity, and inclusion are indispensable cornerstones of realizing our vision. We make recommendations around funding and systems that support customized professional development. Plant systems are frequently taken for granted therefore we make recommendations to improve plant awareness and community science programs to increase understanding of scientific research. We prioritize emerging technologies, focusing on non‐invasive imaging, sensors, and plug‐and‐play portable lab technologies, coupled with enabling computational advances. Plant systems science will benefit from data management and future advances in automation, machine learning, natural language processing, and artificial intelligence‐assisted data integration, pattern identification, and decision making. Implementation of this vision will transform plant systems science and ripple outwards through society and across the globe. Beyond deepening our biological understanding, we envision entirely new applications. We further anticipate a wave of diversification of plant systems practitioners while stimulating community engagement, underpinning increasing entrepreneurship. This surge of engagement and knowledge will help satisfy and stoke people\u27s natural curiosity about the future, and their desire to prepare for it, as they seek fuller information about food, health, climate and ecological systems

The Other Culture: Science and Mathematics Education in Honors

TABLE OF CONTENTS Preface — Dail W. Mullins, Jr. Introduction — Ellen B. Buckner and Keith Garbutt Section I: What is Science in Honors? Chapter 1: One Size Does Not Fit All: Science and Mathematics in Honors Programs and Colleges — Keith Garbutt Chapter 2: Encouraging Scientific Thinking and Student Development — Ellen B. Buckner Chapter 3: Information Literacy as a Co-requisite to Critical Thinking: A Librarian and Educator Partnership — Paul Mussleman and Ellen B. Buckner Section II: Science and Society Chapter 4: SENCER: Honors Science for All Honors Students — Mariah Birgen Chapter 5: Philosophy in the Service of Science: How Non-Science Honors Courses Can Use the Evolution-ID Controversy to Improve Scientific Literacy — Thi Lam Chapter 6: Recovering Controversy: Teaching Controversy in the Honors Science Classroom — Richard England Chapter 7: Science, Power, and Diversity: Bringing Science to Honors in an Interdisciplinary Format — Bonnie K. Baxter and Bridget M. Newell Section III: Science and Mathematics in Honors for the Non-Science Student Chapter 8: Honors Science for the Non-Science-Bound Student: Where Have We Gone Wrong? — Bradley R. Newcomer Chapter 9: Engaging the Honors Student in Lower-Division Mathematics, Minerva Cordero, Theresa Jorgensen, and Barbara A. Shipman Chapter 10: Statistics in Honors: Teaching Students to Separate Truth from “Damned Lies” — Lisa W. Kay Chapter 11: Is Honors General Chemistry Simply More Quantum Mechanics? — Joe L. March Section IV: Science in Honors for the Science Student Chapter 12: Communicating Science: An Approach to Teaching Technical Communication in a Science and Technology Honors Program . — Cynthia Ryan, Michele Gould, and Diane C. Tucker Chapter 13: Designing Independent Honors Projects in Mathematics — Minerva Cordero, Theresa Jorgensen, and Barbara A. Shipman Chapter 14: Honors Senior Theses Are ABET Friendly: Developing a Process to Meet Accreditation Requirements — Michael Doran Section V: Interdisciplinary Approaches in Honors Science Curricula Chapter 15: Interdisciplinary Science Curricula in Honors — Dail W. Mullins, Jr. Chapter 16: The Science of Humor: An Interdisciplinary Honors Course — Michael K. Cundall, Jr. Chapter 17: An Interdisciplinary Understanding of a Disease: Project for an Honors-Embedded Biochemistry Course — Kevin M. Williams Section VI: Thinking like a Scientist: A Toolkit Chapter 18: Replacing Appearance with Reality: What Should Distinguish Science in an Honors Program? — Larry J. Crockett Chapter 19: Confronting Pseudoscience: An Honors Course in Critical Thinking — Keith Garbutt Chapter 20: Science Education: The Perils of Scientific Illiteracy, the Promise of Science Education — Glenn M. Sanford Acknowledgements — Ellen B. Buckner and Keith Garbutt About the Author

How Can Personalized Learning Devices Be Used to Best Support English Learners in the Middle School Classroom?

The research question addressed was, how can personalized learning devices be used to best support English Language Learners in the middle school classroom? The motivation was interest in 1:1 computing and its potential for ELLs. The project involved surveying, interviewing, and observing ELLs and their teachers, in a public middle school, regarding their experiences during the initial three years of implementation of a 1:1 computing environment in which iPads were distributed to each student. The project found little quantitative data on ESL students specifically, but could confirm much of the research on computing and education. Overall quality of teachers, support for technology, and strong classroom management appeared essential to success

University Libraries Annual Report 2022-2023

The 2022-2023 annual report offers a review of the events, programming, and services provided by faculty and staff in University Libraries. The document also highlights the accomplishments and success of our faculty and staff through the fiscal year.https://aquila.usm.edu/ulannualreport/1008/thumbnail.jp