Assessing Our Assessment: Building a Question Bank and Aligning Assessment with Learning Outcomes

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Inclusion, Diversity, Equity, and Access Annual Report, Fiscal Year 2023

Report of Milner Library\u27s activities and initiatives related to Inclusion, Diversity, Equity, and Access in Fiscal Year 2023.https://ir.library.illinoisstate.edu/mlp/1035/thumbnail.jp

The role of the default mode network in component processes underlying the wandering mind

Experiences such as mind-wandering illustrate that cognition is not always tethered to events in the here-and-now. Although converging evidence emphasises the default mode network (DMN) in mind-wandering, its precise contribution remains unclear. The DMN comprises cortical regions that are maximally distant from primary sensory and motor cortex, a topological location that may support the stimulus-independence of mind-wandering. The DMN is functionally heterogeneous, comprising regions engaged by memory, social cognition and planning; processes relevant to mind-wandering content. Our study examined the relationships between: (i) individual differences in resting-state DMN connectivity, (ii) performance on memory, social and planning tasks and (iii) variability in spontaneous thought, to investigate whether the DMN is critical to mind-wandering because it supports stimulus-independent cognition, memory retrieval, or both. Individual variation in task performance modulated the functional organization of the DMN: poor external engagement was linked to stronger coupling between medial and dorsal subsystems, while decoupling of the core from the cerebellum predicted reports of detailed memory retrieval. Both patterns predicted off-task future thoughts. Consistent with predictions from component process accounts of mind-wandering, our study suggests a 2-fold involvement of the DMN: (i) it supports experiences that are unrelated to the environment through strong coupling between its sub-systems; (ii) it allows memory representations to form the basis of conscious experience

Building Undergraduate Foundational Knowledge of the Research Process: Using the Library as a Springboard to Success

To facilitate student success in the UCF Undergraduate Research program, the UCF Libraries provides layered support for student participants. Summer Research Academy students are introduced to library services, databases, and a librarian with subject expertise. They complete online modules to learn how to recognize a research study, evaluate web sites, and use Google Scholar. In the fall semester, workshops on the literature review and citation management build additional skills. Students are encouraged to take advantage of research consultations with subject librarians, customized online research guides, and the Ask a Librarian service. This layered approach supports information seeking and critical thinking skills

Characteristics of Education Doctoral Dissertation References: An Inter-Institutional Analysis of Review of Literature Citations

This study had two purposes: to examine the expertise of doctoral students in their use of the scholarly literature and to investigate the use of citation analysis as a tool for collection development. Analysis of 1,842 coded citations gleaned from 30 education dissertations awarded in 2000 from 3 institutions in the United States revealed that journal articles, at 45%, were cited most frequently, followed by monographs (33.9%) and "other" (18.3%), with magazines and Web sites contributing less than 2% each of the total material types cited. The study examined 858 journal and magazine citations, which were found in 239 unique titles. A relatively small number of journals contained a high percentage of the references found in the dissertations analyzed. Based on a design by D. Kohl and L. Wilson (1986), dissertation citations were also scored for scholarliness, currency, and appropriateness of format, and scores on the three criteria were averaged to arrive at a quality rating. Results of interinstitutional comparisons revealed a significant amount of variation and were considered in conjunction with institutional characteristics and published criteria for quality bibliographies. The data suggest that the assumption of doctoral student expertise in their use of the scholarly literature may be overstated and should be examined in relation to their preparation for professional status. For purposes of developing a library's research collection, a core list of titles, generated on the basis of multiple, rather than single, institutional analysis is indicated. (Contains 8 figures, 11 tables, and 28 references.

A Microscope or a Mirror?: A Question of Study Validity Regarding the Use of Dissertation Citation Analysis for Evaluating Research Collections (in Education)

Use of dissertation citation analysis for collection building was investigated. Analysis of 1842 education dissertation citations from three institutions suggests the assumption of doctoral student expertise in their use of the scholarly literature may be overstated. For purposes of developing research collections dependence on dissertation citation analyses should proceed cautiously

University Of Central Florida Librarians On Location

Librarians on Location is an innovative project implemented at the University of Central Florida and is designed to move reference service out of the library to meet the needs of students. At two campus locations outside of the library, librarians use a wireless laptop to provide reference service and demonstrate library resources. The intent is to proactively meet the information needs of those students and faculty who might otherwise remain unaware of the extensive resources provided by the library. The nature of the project also addresses differing information-seeking styles in an informal setting. Because of the location in different buildings on campus, the project enhances the library\u27s visibility to faculty, administrators, and students. Librarians on Location is one part of an ongoing and innovative outreach program at the University of Central Florida Library. © 2002 by Taylor and Francis Group, LLC

A Microscope Or A Mirror?: A Question Of Study Validity Regarding The Use Of Dissertation Citation Analysis For Evaluating Research Collections

Use of dissertation citation analysis for collection evaluation was investigated. Analysis of 1842 education dissertation citations from three institutions suggests the assumption of doctoral student expertise in their use of the scholarly literature may be overstated. For purposes of developing research collections, dependence on dissertation citation analyses should proceed cautiously

Inclusion, Diversity, Equity, and Access Annual Report, Fiscal Year 2022

Report of Milner Library\u27s activities and initiatives related to Inclusion, Diversity, Equity, and Access in Fiscal Year 2022https://ir.library.illinoisstate.edu/mlp/1030/thumbnail.jp