Amazonian Women: A Multi-Voiced Narrative on Surviving Breast Cancer

When my mother was diagnosed with breast cancer in May of 2003, I immediately turned to journal writing and to reading to try and make sense of what was happening in my family. I searched websites for causes of breast cancer and ways to prevent it, I read literary women\u27s memoirs, and I wrote a great deal about the way that I was feeling: scared, guilty, angry, broken. As a reader and a writer I needed to somehow intellectualize all of the things I was feeling. This writing project is a product of that initial response and of my subsequent research and experience

Engaging Student Veterans as Researchers: Libraries Initiating Campus Collaborations

Student veteran enrollment in higher education has increased significantly following the Post-9/11 GI Bill (Molina & Morse, 2015). The professional literature of academic libraries includes several examples of outreach to this growing population, most of which involve marketing to student veterans differently, customizing existing services and spaces for student veterans, and honoring student veterans for their military service. But reaching out to student veterans can be difficult. Student veterans frequently have work and family responsibilities competing for their time and attention, and, as outreach librarian and former Army sergeant Sarah LeMire notes in her 2015 ACRL contributed paper, they are often reluctant to participate in programs that make them seem more needy than other students. We expanded our library’s outreach to student veterans by hosting a symposium for student veterans to present their research projects. This approach is distinctive insofar as we address potential participants foremost as competent researchers, emphasizing their strengths rather than their needs. We also collaborated with various campus offices to integrate student veteran researchers into campus-wide research showcase events. This paper shares strategies for working with student veteran researchers and for securing buy-in among relevant campus stakeholders

UNLV Libraries: Partners in Student Learning

The University Libraries play a central educational role at UNLV. Librarians offer workshops for faculty on assignment design and research on student learning. The workshops emphasize learning outcomes, active learning, and assessment of student learning. Institutes leverage UNLV Librarians’ expertise with facilitation and information literacy learning outcomes. Learning Outcomes for Faculty Institutes: To understand how research-based learning approaches support student success. To articulate goals and learning outcomes for research assignments in order to communicate expectations to students and form the basis for assessment of student work. To investigate research-based learning activities that integrate library and information resources. To discover technology options that support scalability and sustainability of research-based learning. To share strategies and discuss resources to help faculty who mentor graduate assistants and part-time instructors to support the integrated research assignment. Institutes and Workshops Offered: Milestone Experience Workshops Faculty Institute – Second Year Seminar Teacher-Librarian Institute Faculty Institute – First Year Seminar Faculty Institute on Capstone & Course Design Hotel Faculty Institute on Core Course Design Faculty Institute on Research Based Learning in High Impact Course

Libraries & Student Success

What makes a difference in student success? The framing questions for this presentation are: What makes students stay in college and finish a degree? What prevents them from finishing? What can librarians and faculty do to increase students\u27 chances of succeeding at learning and at earning a degree? This presentation will address high impact practices identified by George Kuh and adopted by the AAC&U, and give some examples of how libraries can support those high impact practices. It will also address student engagement, as measured by tools like the National Survey of Student Engagement or NSSE, and how libraries can contribute to a sense of belonging and engagement for students. I will discuss best practices for course design and assignment design, and how librarians can have an impact there. And finally, I\u27ll talk about the data, and what we know about library programs that make an impact on student grades and retention

Unequal Chances: Family Background and Economic Success

Is the United States "the land of equal opportunity" or is the playing field tilted in favor of those whose parents are wealthy, well educated, and white? If family background is important in getting ahead, why? And if the processes that transmit economic status from parent to child are unfair, could public policy address the problem? Unequal Chances provides new answers to these questions by leading economists, sociologists, biologists, behavioral geneticists, and philosophers. New estimates show that intergenerational inequality in the United States is far greater than was previously thought. Moreover, while the inheritance of wealth and the better schooling typically enjoyed by the children of the well-to-do contribute to this process, these two standard explanations fail to explain the extent of intergenerational status transmission. The genetic inheritance of IQ is even less important. Instead, parent-offspring similarities in personality and behavior may play an important role. Race contributes to the process, and the intergenerational mobility patterns of African Americans and European Americans differ substantially. Following the editors' introduction are chapters by Greg Duncan, Ariel Kalil, Susan E. Mayer, Robin Tepper, and Monique R. Payne; Bhashkar Mazumder; David J. Harding, Christopher Jencks, Leonard M. Lopoo, and Susan E. Mayer; Anders Björklund, Markus Jäntti, and Gary Solon; Tom Hertz; John C. Loehlin; Melissa Osborne Groves; Marcus W. Feldman, Shuzhuo Li, Nan Li, Shripad Tuljapurkar, and Xiaoyi Jin; and Adam Swift.family background, economic success, education, status, public policy, inequality, genetic inheritance, intergenerational mobility

Heritage, second and third language learner processing of written corrective feedback: Evidence from think-alouds

This study compares the processing of three different types of written corrective feedback (WCF) by heritage language (HL), second language (L2), and third language (L3) learners who wrote and revised three short essays and received a different type of WCF for each essay (i.e., direct, coding, or underlining). Comparison of pre- and post-feedback texts and analysis of think-alouds served as the basis for determining whether one type of feedback promoted higher depth of processing (DoP) and whether this processing was mediated by error type and language background. The findings indicate that feedback type did interact with DoP, and that this interaction was in some ways mediated by learner background and error type. This research serves as a first step toward understanding how these three learner groups are impacted by these commonly used feedback types and is therefore important to drive evidence-based pedagogical decisions

Participation on the High Plains: Increasing Student Engagement in an Upper- Division, Three-Credit Information Literacy Course

The presenters teach a three-credit, upper-division information literacy course to students in various majors. In this session, experience the various philosophies and activities we use to engage our students and create a cohesive interdisciplinary course. Attendees will be able to apply what they learn to any IL credit course they teach