Archives and STEM: The Perfect Formula for Immersive Cross-Disciplinary Instruction.

Reaching out to STEM Students beyond the one-shot requested instruction sessions is challenging. Creating faculty buy-in for non-traditional STEM instruction is doubly challenging. This poster will highlight a recent activity designed to draw STEM participation in utilizing a unique set of resources from the institution’s Archival Collections. Normally viewed as primarily relevant to history and humanities students, this collection provides the backbone for a fully immersive Escape Room Activity and exposure to primary sources normally not considered part of the normal STEM course work. The hands-on activity provides an opportunity for critical thinking, reflection, and teamwork. The poster will highlight the archival collection, the challenges of designing instruction for cross-disciplinary work, building faculty buy-in and support, and assessment options addressing the ACRL Framework; specifically Scholarship as Conversation, and Information has Value. A handout with URL links will provide participants the opportunity to evaluate their collections and best practices tips for designing a similar activity

Henderson News 7.2

RETIREMENT: Dean W. Bede Mitchell earns title of Professor and Dean of libraries emeritus Exhibit: James Baldwin\u27s The Amen Corner Exhibit: National Data Week Exhibit: Black History Month A Special Library Exhibition Featuring Chinese Antique

Introducing the Remote Mentoring of Undergraduate Research Students (ReMentURS) Workshop Series: Initial Evaluation and Plans for Wider Implementation

The primary objective of the Remote Mentoring of Undergraduate Research Students (ReMentURS) workshop series is to design a remotely available professional development training that will provide rigorous research concept and skills introduction to incoming undergraduate research students. This pilot run eight-week remote learning workshop series includes digital presentations, informational videos, virtual demonstrations, and aligned comprehension checks to foster student mindsets towards becoming independent research scientists. Preliminary assessment of the of ReMentURS program reveals that participants self-report gaining a variety of skills through the series and are likely to use the content in their future course and research laboratories. ReMentURS material can be shared with any undergraduate student who is interested in joining a research group to familiarize them with basic research techniques. Student learning gains will continue to be evaluated throughout the series and this initial assessment will be used towards the betterment of the future workshops

Survey of Chemistry II LibreTexts Remix

This remixed textbook for Survey of Chemistry II courses and its ancillary materials were developed under a Round 19 Transformation Grant.https://oer.galileo.usg.edu/chemistry-textbooks/1009/thumbnail.jp

Everyone Loves Gummi Bears! Removing the Intimidation factor from Research Data Management with Yummy Fun.

How do you get students excited about research data management and attract over 70 participants to a voluntary workshop? How do you get Librarians excited about teaching a research data management workshop to undergraduates? With the promise of Gummi Bears and hands-on fun! During this workshop session, presenters will break down their experience overhauling a faculty workshop into an active learning session to expose students of all experience levels to basic research data management concepts and techniques. Presenters will walk participants through their design process from inception to delivery, highlighting how Gummi Bears lessened students’ intimidation with this complex topic (20 minutes). Participants will then engage in the workshop activities and work on the same specific deliverables created by students, highlighting the connection between the activities and the specific learning objectives and supported ACRL frames (35 minutes). Half of the group will work the simulation on provided laptops, and half of the group will work the simulation in physical form. A detailed breakdown of workshop assessment will provide insight into the adaptability of the workshop, and how to adjust the workshop to different experience levels, as well as addressing possible lack of technology availability (10 minutes). Finally, participants will engage in a discussion of marketing tactics possible to facilitate student and faculty buy-in, as well as ask any additional questions (10 minutes). Participants will be provided access to workshop materials and a best practices handout for running the workshop at their own institutions

Escape the Ordinary! Using an Escape Room event for Active-learning that incorporates the ACRL Framework for Information Literacy.

Escape games are a fun, challenging, and popular way to engage an audience! They naturally promote critical thinking, group communication, and learning in multiple contexts. With thought and a little planning, escape games also provide a creative, active-learning program that incorporates the ACRL Framework for Information Literacy. This session will begin by providing small groups with a single clue and lock. Groups will have ten (10) minutes to “organize information in a meaningful way,” and “draw reasonable conclusions based on its analysis.” This will allow participants to gain first-hand experience with the Escape activity and its support of the Research as Inquiry frame. Presenters will then provide a fifteen (15) minute overview of their experience planning and executing an Escape Game at their institution. Highlighted challenges, a-ha moments, and examples of assessment will provide a firm foundation for participants to expand their information literacy instruction with activities incorporating learning that upholds specific ACRL Frames such as Searching as Strategic Exploration and Information Creation as Process. Participants will return to small groups for a thirty (30) minute guided activity to develop a basic outline for their own escape game. Targeted instruction will encourage backwards design (naming the ACRL frame to support) to reach desired student-learning objective. Twenty (20) minutes will be reserved for peer-review feedback and discussion. Participants attending this workshop will be able to develop a plan for implementing an escape game supporting their chosen framework, as well as, identify materials needed to successfully assemble and assess the game

Making Data Bearable Workshop, Parts 1 & 2

Making Data Bearable, Part 1: Data Management Basics During this hands-on workshop, participants explore challenges and best practices related to research data management. Working in groups, participants perform a rudimentary data analysis and create figures and tables capturing the correlation between Gummi Bear flavor and springiness. In the process, participants explore different kinds of research data and discuss manipulation, analysis, visualization, reporting, and sharing data for different audiences. This workshop is a precursor to discussing data management planning, especially as it relates to grant funding and publisher requirements. Specific skills covered include creating basic figures and charts in Excel and PowerPoint. Making Data Bearable, Part 2: Preparing DatasetsThis hands-on workshop introduces data preservation techniques by asking participants to prepare a shareable dataset using the data products they produced during Making Data Bearable, Part 1. Both parts can run back-to-back inside two hours. Part 1 can be offered independently; however, part 2 should follow Part 1, ideally immediately