Connections between Rape Myth Acceptance and Favorite Musical Artist among College Students

The focus of this study is to examine the relationship between the characteristics of a person’s favorite musical artist and their level of rape myth acceptance (RMA). I asked 115 undergraduates from the subject pool to rate the most frequently mentioned musical artists from the study done by Miller, McAuslan, and Leonard (under review). The participants rated the artists on factors related to sexuality, aggressiveness, narcissism and whether they see these artists as a “role model.” This data is then incorporated with the data from approximately 337 emerging adults from Miller, McAuslan, and Lenoard’s (under review) study who have taken an RMA scale. The results indicated that gender plays a role in RMA and who we identify is our favorite musical artist. However, sexuality, aggression, arrogance and bad/good role model behaviors did not predict RMA scores. Results provides further evidence for gender’s role in RMA and the identification and parasocial interaction theory and provides direction for further research to extinguish rape myths and the acceptance of such myths

Scaffolding Course Research Assignments to Incorporate Information Literacy Skill Development: An Interdisciplinary Pilot Project

Presentation from the Workshop for Information Literacy Use (WILU) 2016 Conference in Vancouver, Canada. Embedding librarians and systematic, multiple Information Literacy (IL) sessions into courses is gaining popularity. However, this is time-intensive for both faculty and librarians; faculty have to find time in their courses for multiple IL sessions, and librarians have to find time to teach all of these sessions across the curriculum. How can we embed librarian expertise and IL skill development into courses in a more sustainable way? This presentation will describe a cross-disciplinary partnership between the Behavioral Sciences librarian and four faculty in Anthropology, Psychology, and Sociology at the University of Michigan-Dearborn on a pilot project which addresses this challenge. This pilot project began because faculty were finding that many of the students in their courses seemed to be getting overwhelmed by their research papers and projects, which was reflected in poor performance on these assignments. The pilot project team took an assignment scaffolding approach to address these issues. Assignment scaffolding involves taking complex assignments, such as research papers and projects, and breaking them down into smaller components. The pilot project team systematically restructured the research papers and projects in their courses to create scaffolded assignments reflecting the steps of the research process. IL skill development was integrated into these graded assignments, which built towards final research papers and projects. These scaffolded assignments were then piloted in six courses across Behavioral Sciences disciplines, with assessments to measure the overall effectiveness of this pilot project. This presentation walks through the process of restructuring and rewriting research papers and projects to incorporate IL skill development in a systematic, meaningful way. This presentation also discusses the benefits of adopting the assignment scaffolding method to integrate librarian expertise and systematic IL skill development into a course and across the curriculum, as well as the sustainability of this method.Presentation from the Workshop for Information Literacy Use (WILU) 2016 Conference in Vancouver, Canada.https://deepblue.lib.umich.edu/bitstream/2027.42/150196/1/Anderson, Nadine - Scaffolding Course Research Assignments to Incorporate Information Literacy Skill Development - An Interdisciplinary Pilot Project .pdfDescription of Anderson, Nadine - Scaffolding Course Research Assignments to Incorporate Information Literacy Skill Development - An Interdisciplinary Pilot Project .pdf : Presentation Slide

Self‐promotion Statements in Video Resumes: Frequency, intensity, and gender effects on job applicant evaluation

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/115955/1/ijsa12119.pd

An Interdisciplinary Pilot Project Scaffolding Course Research Assignments to Incorporate Information Literacy Skill Development

Embedding librarians and systematic, multiple Information Literacy (IL) sessions into courses is gaining popularity. However, this is time-intensive for both faculty and librarians; faculty have to find time in their courses for multiple IL sessions, and librarians have to find time to teach all of these sessions across the curriculum. How can we embed librarian expertise and IL skill development into courses in a more sustainable way? This presentation describes a cross-disciplinary partnership between the Behavioral Sciences librarian and four faculty in Anthropology, Psychology, and Sociology at the University of Michigan-Dearborn on a pilot project which addresses this challenge. This pilot project began because faculty were finding that many of the students in their courses seemed to be getting overwhelmed by their research papers and projects, which was reflected in poor performance on these assignments. The pilot project team took an assignment scaffolding approach to address these issues. Assignment scaffolding involves taking complex assignments, such as research papers and projects, and breaking them down into smaller components. The pilot project team systematically restructured the research papers and projects in their courses to create scaffolded assignments reflecting the steps of the research process. IL skill development was integrated into these graded assignments, which built towards final research papers and projects. These scaffolded assignments were then piloted in twelve courses across Behavioral Sciences disciplines, with assessments to measure the overall effectiveness of this pilot project. This presentation walks through the process of restructuring and rewriting research papers and projects to incorporate IL skill development in a systematic, meaningful way. This presentation also discuss the benefits of adopting the assignment scaffolding method to integrate librarian expertise and systematic IL skill development into a course and across the curriculum, as well as the sustainability of this method.Non UBCUnreviewedFacult