New Deal printmaking : politics and protest.

This thesis project exhibition brought together Works Progress Administration prints from the University of Louisville collection, as well as the University of Kentucky Art Museum and Murray State University. The thirty-three works were cintentionally selected based on their societal commentary and political quality. The exhibition looks at the connection between the artist\u27s political ideologies and the social commentary of their artwork. The thesis explores how the artists were able to organize and protest for the right to have funding for the Federal Art Project. The thesis considers the contribution the printmakers made to the American art scene, including the developments of screen printing and color lithography as fine art mediums

Establishing Effective Global Virtual Student Teams

Research problem: In the educational arena, virtual teams made up of students who are located in more than one country are becoming increasingly commonplace. However, studies of the technological, social, and organizational factors that contribute to the success of these global virtual student teams (GVSTs) have yet to be systematically identified and discussed. In this paper, we seek to address this gap in our knowledge, drawing on several years of experience with GVSTs and addressing the following research question: How can university instructors establish effective GVST projects? Situating the case: The cases that we explore in this paper involve GVSTs with team members located variously in Hong Kong (all four cases), the USA (two cases), the UK (one case), and Singapore (one case). Students are a mix of undergraduate and graduate. How the case was studied: Our pedagogical purpose for running the GVST projects was to expose students to international communication and negotiation practices. The case designs involved situations where the student team members had to work collaboratively on a variety of tasks. We collected observational data and survey data, and required the team members to submit individual reflective reports about their learning experiences. About the case: We examine cultural differences among teams. We also note how issues of time and space vary across these teams, and consider how sufficient trust may be developed between team members to ensure productive work. Conclusion: From the four cases, we elicit 10 pertinent operational factors that should be of value to educators planning GVST projects

The development and test of a relationship model on system use, job learning, and impact

This exploratory study examined the role of job learning on the relationship between information systems use and impact. Data from 308 end-users were analyzed to evaluate the relationship between systems use, job learning, and technology impact. System use was conceptualized as decision support, work integration, and customer service. Technology impact was conceptualized as effect on management control, task innovation, task productivity, and customer satisfaction. Two sets of hypotheses are presented for these relationships. Results suggest that the pattern of system use significantly and positively influenced job learning. Job learning was found to significantly and positively influence technology impact. We theorize that individuals learned about their job as a result of systems usage. In turn, job learning influenced technology impact. The study findings are discussed

Teaching Introductory Statistics with DataCamp

We designed a sequence of courses for the DataCamp online learning platform that approximates the content of a typical introductory statistics course. We discuss the design and implementation of these courses and illustrate how they can be successfully integrated into a brick-and-mortar class. We reflect on the process of creating content for online consumers, ruminate on the pedagogical considerations we faced, and describe an R package for statistical inference that became a by-product of this development process. We discuss the pros and cons of creating the course sequence and express our view that some aspects were particularly problematic. The issues raised should be relevant to nearly all statistics instructors. Supplementary materials for this article are available online

Formative versus reflective measurement: Comment on Marakas, Johnson, and Clay (2007)

In a recent issue of the Journal of the Association for Information Systems, Marakas, Johnson, and Clay (2007) presented an interesting and important discussion on formative versus reflective measurement, specifically related to the measurement of the computer self-efficacy (CSE) construct. However, we believe their recommendation to measure CSE constructs using formative indicators merits additional dialogue before being adopted by researchers. In the current study we discuss why the substantive theory underlying the CSE construct suggests that it is best measured using reflective indicators. We then provide empirical evidence demonstrating how the misspecification of existing CSE measures as formative can result in unstable estimates across varying endogenous variables and research contexts. Specifically, we demonstrate how formative indicator weights are dependent on the endogenous variable used to estimate them. Given that the strength of formative indicator weights is one metric used for determining indicator retention, and adding or dropping formative indicators can result in changes in the conceptual meaning of a construct, the use of formative measurement can result in the retention of different indicators and ultimately the measurement of different concepts across studies. As a result, the comparison of findings across studies over time becomes conceptually problematic and compromises our ability to replicate and extend research in a particular domain. We discuss not only the consequences of using formative versus reflective measures in CSE research but also the broader implications this choice has on research in other domains