Introduction to LaTeX

LaTeX is a document preparation system used in a wide variety of disciplines. Originally written for mathematics, LaTeX is now used throughout the sciences and in fields as diverse as linguistics, economics, and political science. With LaTeX, users can create professional-looking articles, lab reports, and presentations with complex mathematical expressions. LaTeX is widely used, especially in the sciences, but the learning curve for LaTeX is steep and can be daunting to new users. While it may be necessary for future success in the student’s discipline, getting started with LaTeX can be a significant hurdle. For graduate students, a structured introduction provides a supportive way to begin using LaTeX for articles, dissertations, and other documents. In this session, participants will take part in a graduate level workshop entitled “Introduction to LaTeX.” This workshop was developed in response to requests for LaTeX instruction and emphasizes basic concepts that can be applied in any LaTeX document

An Evaluation of ReadCube as an Interlibrary Loan Alternative

Libraries are continually searching for more affordable ways to provide access to research materials. The rising costs of journal subscriptions, site licenses, and interlibrary loan have made libraries look for new methods of providing those materials. In 2014, Auburn University Libraries began a pilot project to test the feasibility of using ReadCube, an article delivery service, as a method of patron‐driven acquisition for scholarly journal articles. ReadCube allows users immediate access to articles from Nature Publishing Group journals at a lower cost than document delivery, but with usage restrictions. This case study evaluates ReadCube as an alternative to interlibrary loan by comparing the costs and usage of ReadCube Access to those of interlibrary loan. Users were also surveyed to determine their satisfaction with ReadCube. The results indicate that ReadCube is a cost‐effective method of obtaining Nature articles, although some users have reservations about the usage restrictions

“All about that Bass”: Source Evaluation for Music Performance Students

The information literacy needs of music students include not only the written word, but also scores and recordings. Music students need to be able to evaluate music sources in the same way an English composition student would evaluate written sources for a paper. What makes an edition of a musical score authoritative? What makes a recording reliable? Information literacy for music students involves learning to use scores, recordings, and musical research to better prepare their performances. Helping students develop the tools to evaluate musical editions and recordings assists the student in becoming a better overall musician and performer. Using the Framework for Information Literacy for Higher Education, the presenters (a music faculty member and a music librarian) will examine the information literacy needs of music students. The frame “authority is constructed and contextual” especially applies to the evaluation of music sources. The presentation will include discussion of the collaboration between music faculty and librarians to create classroom activities for evaluation of sources

Practice Makes Perfect: Creating Information Literacy Modules for Learning Management Systems

Many institutions now use learning management systems (LMS) such as Blackboard and Canvas to deliver class content for distance learning programs, online-only classes, or to supplement face-to-face courses. Learning management systems offer the librarian a remarkable opportunity to reach students in new and exciting ways. The restraints of the traditional one-shot session in which the instructor expects the librarian to impart all knowledge about the online system, e-journals and databases, and the physical collection no longer need define the limits of information literacy. Music students find that they need to be able to navigate a library’s music collection very early in their college careers. Information literacy skills are necessary for finding scores and recordings as well as for projects and papers. Using best practices for creating short modules in an online learning environment, we will explore developing information literacy units for musicians that can be imbedded in an institution’s LMS. Print and online music resources will be used to develop basic information literacy skills for undergraduate and beginning musicians

Familial colloid cyst of the third ventricle

A grant from the One-University Open Access Fund at the University of Kansas was used to defray the author's publication fees in this Open Access journal. The Open Access Fund, administered by librarians from the KU, KU Law, and KUMC libraries, is made possible by contributions from the offices of KU Provost, KU Vice Chancellor for Research & Graduate Studies, and KUMC Vice Chancellor for Research. For more information about the Open Access Fund, please see http://library.kumc.edu/authors-fund.xml.Colloid cysts of the third ventricle are rare benign lesions. They can present as incidental finding on imaging or with symptoms of obstructive hydrocephalus. To date, 18 familial cases of colloid cyst have been reported. Due to the extreme rarity of these cysts, it has been suggested that there is a genetic component involved. This report presents a familial colloid cyst in non-twin brothers who both presented in their early twenties. In addition, both of them had congenital inguinal hernia. This may represent a potential association between familial colloid cysts and congenital inguinal hernia that could provide us with insight into the genetic mechanism involved

Tailoring Boot Camps to Graduate Student Needs

In an effort to strengthen the academic and career preparedness of graduate students at their public land grant university, library faculty organized a one-day boot camp, featuring workshops focused on research and scholarly productivity skills. Organizers of the boot camp recognized that the needs of their graduate students extended beyond the discipline-specific curricula of graduate programs and the content of library orientations and one-shots. The workshop series they developed, informed by input from graduate students, focused on skills and strategies needed throughout the research lifecycle. Graduate student response to the weekend boot camp was overwhelmingly positive, and attendance has grown with each iteration, from 56 attendees at the inaugural boot camp in February 2019 to 117 graduate students at the most recent event in September 2019. The panel presentation will be structured as follows. First, panel members will report on two research studies they conducted to understand the role of the boot camps in addressing the research needs of graduate students. The first study looked at feedback from students who attended the boot camps. Student responses were collected via paper forms and a follow-up Qualtrics survey. Panel presenters coded and analyzed responses to open-ended questions to develop themes that were unique to specific boot camps as well as themes that appeared across multiple boot camps. A second research study, conducted in fall 2019, featured one hour, in-depth interviews of five boot camp participants. The study explored the perspectives of two subgroups of interest: international graduate students (n=3) and non-traditional graduate students (n=2). The interviews were audio-recorded, transcribed, coded, and analyzed to develop themes and patterns in participants’ responses to semi-structured questions about (a) challenges the participants faced in conducting research, (b) skills they believed were needed to address these challenges, and (c) preferred methods or venues for acquiring these skills. In the second part of the presentation, panel members will share strategies for implementing a workshop series based on lessons learned from their research and experiences with their own boot camps. The final part of the presentation will report on steps taken by boot camp organizers to establish partnerships with the library’s Media & Digital Resources Lab and the University’s Graduate School, Graduate Student Council, Office of University Writing, and Center for the Enhancement of Teaching and Learning. These campus partnerships were instrumental in extending the scope and content of the workshops offered

Bridging the Skills Gap: A Boot Camp for Graduate Students

Graduate students have information literacy needs that are distinct from those of undergraduates and faculty. As they prepare for academic and professional careers, graduate students must acquire skills needed to conduct scholarly research; organize and work with information sources; and effectively communicate research findings. These competencies are often not addressed by the curricular content of their graduate programs. To help bridge this gap, library faculty at a public land grant university organized a one-day research skills boot camp. The boot camp’s workshops include sessions on locating scholarly sources, writing literature reviews, organizing citations, managing data, creating engaging presentations, and increasing scholarly impact. Student response to the weekend boot camp has been overwhelmingly positive, with 550 students attending six boot camps during 2019-2020. The presenters will share results from two studies they conducted to better understand the research needs of graduate students. The first study examines survey feedback from boot camp participants, and the second analyzes focus group interviews to gain additional insight about two subgroups of interest: international graduate students and non-traditional graduate students. Panel attendees interested in sponsoring a similar event will receive practical tips on event programming and registration, branding and promotion, and assessment. The presenters will also report on successful collaborations with campus partners focused on student success (e.g., graduate school, writing center, and teaching and learning center)

The Development of an Embedded Figures Test for the Detection of Feigned Attention Deficit Hyperactivity Disorder in Adulthood

OBJECTIVES: It has been shown that an increasing number of adults deliberately feign attention deficit hyperactivity disorder (ADHD), which demonstrates the need for new tests designed to detect feigned ADHD. METHODS: An Embedded Figures Test (EFT) was developed for the detection of feigned ADHD in adulthood. EFT performance of 51 adults with ADHD was compared to the performance of 52 matched healthy individuals, as well as to 268 undergraduate students who were randomly allocated in a simulation design to one of four experimental conditions, i.e. a control group, a naïve simulation group, a symptom-coached simulation group or a test-coached simulation group. Furthermore, an independent sample of 11 adults with ADHD as well as a sample of 17 clinicians experienced in the work with adults with ADHD were assessed for further validation of the EFT. RESULTS: The EFT was relatively easy to perform for both patients with ADHD and healthy comparisons as shown by low error rates and non-significant group differences. However, simulation groups differed from patients with ADHD by significant and large effects. An EFT index for the prediction of feigned ADHD was derived based on logistic regression coefficients. Receiver Operating Characteristics (ROC) demonstrated good classification accuracy of feigned ADHD relative to ADHD (AUC = 94.8%), i.e. high sensitivity (88%) and specificity (90%). CONCLUSIONS: This study supports the utility of the EFT for the detection of feigned adult ADHD