“It [my research] would take place at 11:50PM”: Constructing a Realistic Simulation to Study Online Information Evaluation for School Projects

When students explore a search results page for a school-related project, what leads them to select a resource? We explore this question in our IMLS-funded research study, Researching Student Information Choices: Identifying and Judging the Credibility of Online Sources. In this session we introduce our novel simulation-based research method. We designed a simulated environment to study students’ online information-seeking behavior and understand their point-of-selection behavior when they determine that a resource potentially meets their research need. Simulated search engine results pages were used to examine students’ information selection decisions for an age-appropriate research prompt. The simulation collected quantitative data and served as the basis for think-aloud protocols that captured students’ cognition in action. This provided us not only with reliable data on what students decided but also rich data on why they made different judgments about the helpfulness, citability, credibility, and container of various online resources. The controlled environment also allowed us to make direct comparisons within and across student groups representing 4th grade through graduate school. The challenges of developing and employing a simulation to study information behavior include the time, effort, and expertise required and the trade-offs between creating a realistic environment and ensuring that the data captured can be meaningfully analyzed and used to address research questions. However, the result of using a simulated environment in combination with standard LIS research methods aids a deeper understanding of how and why students\u27 select the online resources they do during their initial search process

Articulating the Value of Our Daily Work: An Initial Discussion of the Assessment Challenges of Engineering Librarians

Engineering librarians need to assess the effectiveness of our library instruction and outreach for many reasons, including communicating library value to institutional stakeholders and making impactful contributions to the scholarly literature. However, as practitioners, most librarians have not been formally educated in research design, data collection, and data analysis. To increase our skills and knowledge and to better align with various publication expectations and guidelines (e.g., ELD Author Guidelines), this panel will lead a discussion on library assessment needs with regard to research design, data collection, data analysis, and dissemination and discovery. The goal of the panel is to facilitate a conversation regarding librarian assessment challenges and needs to design a future ASEE workshop. Panelists: Amy Buhler, Margaret Phillips, Amy Van Epps This presentation was delivered as part of a modified panel session at the 2019 ASEE Annual Conference in Tampa, Florida

Positively Perplexing E-Books: Digital Natives’ Perceptions of Electronic Information Resources

Anecdotal evidence from user surveys and the experiences of information professionals portray a picture that today’s students (i.e., “digital natives”) do not differentiate between the variety of information resources online. The issue of container only becomes problematic to these students when they have to produce a scholarly work and cite their information sources. Then the question becomes, “What is it?” This paper will present preliminary data from a survey of university students on how they recognize and label electronic information resources. The authors will explore such questions as: Do users recognize an e-book as a book? If not, how do they categorize it? Does the amount and placement of labeling from the publisher make a difference in their recognition? Do they differentiate between an academic database and a search engine? Are a newspaper article and a peer-reviewed journal article considered synonymous

Building a Participatory Culture: Collaborating with Student Organizations for Twenty-first Century Library Instruction

Today’s students are critical thinkers, collaborators, and creators. They expect to participate in twenty-first century learning environments not as passive information consumers (think lectures), but as active contributors (think team-based problem-solving). There are opportunities for instruction librarians to collaborate directly with student-led organizations. These partnerships have the potential to increase attendance at library events and provide platforms for students to engage in richer forms of exploratory learning that incorporate twenty-first century skills. This article will discuss the literature surrounding library instruction collaborations, identify “Librarian–Student Organization Collaborations” as an important form of partnership, and supply specific case studies of successful library instruction events based on these collaborations

Serum thyrotrophin determination on day 5 of life as screening procedure for congenital hypothyroidism.

In 327 newborns cord blood thyroxine (T4) was 11.8 +/- 0.4 mug/100 ml (SEM) (151.9 +/- 5.1 nmol/l), and serum thyrotrophin (TSH) 6.7+/-1.0 muU/ml. Variability was marked for both T4 and TSH. Remeasured in the same patients on the fifth day of life, the TSH level was 3.7 +/- 1.0 muU/ml, lower than at birth (P less than 0.001), while scattering of TSH values was much smaller, with 99.4 % of values less than 12 muU/ml..

A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics.

In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates

A Central Support System Can Facilitate Implementation and Sustainability of a Classroom-Based Undergraduate Research Experience (CURE) in Genomics

In their 2012 report, the President's Council of Advisors on Science and Technology advocated “replacing standard science laboratory courses with discovery-based research courses”—a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates

A central support system can facilitate implementation and sustainability of a Classroom-based Undergraduate Research Experience (CURE) in Genomics.

In their 2012 report, the President's Council of Advisors on Science and Technology advocated "replacing standard science laboratory courses with discovery-based research courses"-a challenging proposition that presents practical and pedagogical difficulties. In this paper, we describe our collective experiences working with the Genomics Education Partnership, a nationwide faculty consortium that aims to provide undergraduates with a research experience in genomics through a scheduled course (a classroom-based undergraduate research experience, or CURE). We examine the common barriers encountered in implementing a CURE, program elements of most value to faculty, ways in which a shared core support system can help, and the incentives for and rewards of establishing a CURE on our diverse campuses. While some of the barriers and rewards are specific to a research project utilizing a genomics approach, other lessons learned should be broadly applicable. We find that a central system that supports a shared investigation can mitigate some shortfalls in campus infrastructure (such as time for new curriculum development, availability of IT services) and provides collegial support for change. Our findings should be useful for designing similar supportive programs to facilitate change in the way we teach science for undergraduates

Core Exosome-independent Roles for Rrp6 in Cell Cycle Progression

Exosome complexes are 3′ to 5′ exoribonucleases composed of subunits that are critical for numerous distinct RNA metabolic (ribonucleometabolic) pathways. Several studies have implicated the exosome subunits Rrp6 and Dis3 in chromosome segregation and cell division but the functional relevance of these findings remains unclear. Here, we report that, in Drosophila melanogaster S2 tissue culture cells, dRrp6 is required for cell proliferation and error-free mitosis, but the core exosome subunit Rrp40 is not. Micorarray analysis of dRrp6-depleted cell reveals increased levels of cell cycle– and mitosis-related transcripts. Depletion of dRrp6 elicits a decrease in the frequency of mitotic cells and in the mitotic marker phospho-histone H3 (pH3), with a concomitant increase in defects in chromosome congression, separation, and segregation. Endogenous dRrp6 dynamically redistributes during mitosis, accumulating predominantly but not exclusively on the condensed chromosomes. In contrast, core subunits localize predominantly to MTs throughout cell division. Finally, dRrp6-depleted cells treated with microtubule poisons exhibit normal kinetochore recruitment of the spindle assembly checkpoint protein BubR1 without restoring pH3 levels, suggesting that these cells undergo premature chromosome condensation. Collectively, these data support the idea that dRrp6 has a core exosome-independent role in cell cycle and mitotic progression

A course-based research experience: how benefits change with increased investment in instructional time.

There is widespread agreement that science, technology, engineering, and mathematics programs should provide undergraduates with research experience. Practical issues and limited resources, however, make this a challenge. We have developed a bioinformatics project that provides a course-based research experience for students at a diverse group of schools and offers the opportunity to tailor this experience to local curriculum and institution-specific student needs. We assessed both attitude and knowledge gains, looking for insights into how students respond given this wide range of curricular and institutional variables. While different approaches all appear to result in learning gains, we find that a significant investment of course time is required to enable students to show gains commensurate to a summer research experience. An alumni survey revealed that time spent on a research project is also a significant factor in the value former students assign to the experience one or more years later. We conclude: 1) implementation of a bioinformatics project within the biology curriculum provides a mechanism for successfully engaging large numbers of students in undergraduate research; 2) benefits to students are achievable at a wide variety of academic institutions; and 3) successful implementation of course-based research experiences requires significant investment of instructional time for students to gain full benefit