Faculty Scholarship

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Now showing 1 - 20 of 145

Academic librarians’ educational factors and perceptions of teaching transformation: An exploratory examination
(2019) Nichols Hess, Amanda
Objective – As information literacy instruction is an increasingly important function of academic librarianship, it is relevant to consider librarians’ attitudes about their teaching. More specifically, it can be instructive to consider how academic librarians with different educational backgrounds have developed their thinking about themselves as educators. Understanding the influences in how these shifts have happened can help librarians to explore the different supports and structures that enable them to experience such perspective transformation. Methods – The author electronically distributed a modified version of King’s (2009) Learning Activities Survey to academic librarians on three instruction-focused electronic mail lists. This instrument collected information on participants’ demographics, occurrence of perspective transformation around teaching, and perception of the factors that influenced said perspective transformation (if applicable). The author analyzed the data for those academic librarians who had experienced perspective transformation around their teaching identities to determine if statistically significant relationships existed between their education and the factors they reported as influencing this transformation. Results – Results demonstrated several statistically significant relationships and differences in the factors that academic librarians with different educational backgrounds cited as influential in their teaching-focused perspective transformation. Conclusion – This research offers a starting point for considering how to support different groups of librarians as they engage in information literacy instruction. The findings suggest that addressing academic librarians’ needs based on their educational levels (e.g., additional Master’s degrees, PhDs, or professional degrees) may help develop productive professional learning around instruction.
Academic librarians’ teaching identities and work experiences: Exploring relationships to support perspective transformation in information literacy instruction
(2020-01) Nichols Hess, Amanda
Academic library leaders have a vested interest in quality library instruction, but strategies to ensure this happens can vary across environments. In this study, the author analyzed data collected using King’s Learning Activities Survey to consider how work demographics impacted instruction librarians’ teaching identity development. Through one-way analyses of variance and cross-tabulation analyses, she found several statistically-significant relationships between how academic librarians’ institution types and times at their institution differently inform their teaching identity development. These relationships offer opportunities for library leaders to offer intentional, data-driven support for academic librarians in developing teaching identities while offering high-quality instruction for learners.
Advances and challenges in stem cell culture
(2017-07-27) McKee, Christina; Chaudhry, G. Rasul
Stem cells (SCs) hold great promise for cell therapy, tissue engineering, and regenerative medicine as well as pharmaceutical and biotechnological applications. They have the capacity to self-renew and the ability to differentiate into specialized cell types depending upon their source of isolation. However, use of SCs for clinical applications requires a high quality and quantity of cells. This necessitates large-scale expansion of SCs followed by efficient and homogeneous differentiation into functional derivatives. Traditional methods for maintenance and expansion of cells rely on two-dimensional (2-D) culturing techniques using plastic culture plates and xenogenic media. These methods provide limited expansion and cells tend to lose clonal and differentiation capacity upon long-term passaging. Recently, new approaches for the expansion of SCs have emphasized three-dimensional (3-D) cell growth to mimic the in vivo environment. This review provides a comprehensive compendium of recent advancements in culturing SCs using 2-D and 3-D techniques involving spheroids, biomaterials, and bioreactors. In addition, potential challenges to achieve billion-fold expansion of cells are discussed.
Advancing research data management in the social sciences: Implementing instruction for education graduate students into a doctoral curriculum.
(2017) Nichols Hess, Amanda; Thielen, Joanna
Research data management (RDM) skills are vital yet often untaught in graduate programs, especially in the social sciences. In this article, my co-author and I presented a case study of how a Research Data Librarian and an Education Librarian partnered to provide targeted RDM instruction for a previously unconsidered student group: education doctoral students. We discussed the design, development, and implementation of this focused RDM support. Assessment data from a workshop and in-class sessions were also presented and contextualized. From this information, we offered practical suggestions that other social science librarians can use to create similar workshops at their institutions.
The antiestrogenic effects of black cohosh on BRCA1 and steroid receptors in breast cancer cells
(2019-02-19) Crone, Michael; Hallman, Kelly; Lloyd, Victoria; Szmyd, Monica; Badamo, Briana; Morse, Mia; Dinda, Sumi
Background: Black cohosh (BC) is an herbal remedy often used by women to treat symptoms associated with menopause. Research has shown that the molecular activity of BC is associated with estrogen receptor alpha (ER-α) regulation. Progesterone receptor (PR) expression is found to be consistent with ER expression and mutations in the BRCA1 gene, a tumor-suppressor gene, are known to be responsible for about 40%–45% of hereditary breast cancers. Purpose: The objective of this study was to determine the effects of BC alone, as well as in combination with hormones and antihormones, on cell viability and expression of ER-α, PR, and BRCA1 in both T-47D and MCF-7 cell lines. Methods: Cells were cultured in charcoal-stripped serum prior to their treatment and subsequent protein extraction. Western blot analyses were performed following a Bio-Rad Bradford protein assay and SDS-PAGE gel electrophoresis, with ECL luminescence and Image Studio Lite software. Cellular viability assays were performed using propidium iodine (PI) staining, and the distribution of fluorescent structures was evaluated through confocal microscopy. RT-qPCR analysis was performed on extracted cellular RNA. All statistical analyses were performed using SPSS software, and data was subjected to Kruskal-Wallis testing, followed by post-hoc analysis using the Mann-Whitney U-test to determine the statistical significance of all findings. Results: Western blot analysis displayed significant alterations of ER-α, PR, and BRCA1 protein levels after 24-hour treatment with 80–500 μM BC. BC displayed a concentration-dependent decrease on ER-α and BRCA1 expression, with an 87% reduction of ER-α expression and a 43% of BRCA1 expression in T-47D cells compared to control. After six days of treatment with 400 μM BC, a 50% decrease in cell proliferation was observed. Following 24 hours of co-treatment with 400 μM BC and 10 nM E2, ER-α was downregulated by 90% and BRCA1 expression was reduced by 70% compared to control. The expression of PR, following the same treatment, exhibited similar effects. The proliferative effect of E2 was reduced in the presence of BC. Conclusion: Black Cohosh demonstrates substantial anti-cancer properties, and this study may significantly aid in the understanding of the molecular effects of BC on ER-α, PR, and BRCA1 in breast cancer cells.
Applications of Subset Selection Procedures and Bayesian Ranking Methods in Analysis of Traffic Fatality Data
(WIREs Computational Statistics, 2016-11) McDonald, Gary C.
Nonparametric and parametric subset selection procedures are used in the analysis of state motor vehicle traffic fatality rates (MVTFRs), for the years 1994 through 2012, to identify subsets of states that contain the ‘best’ (lowest MVTFR) and ‘worst’ (highest MVTFR) states with a prescribed probability. A new Bayesian model is developed and applied to the traffic fatality data and the results contrasted to those obtained with the subset selection procedures. All analyses are applied within the context of a two-way block design.
Archival Representations of Immigration and Ethnicity in North American History: From the Ethnicization of Archives to the Archivization of Ethnicity
(2014) Daniel, Dominique
This article traces the representations of ethnicity and immigration in mainstream American and Canadian archives since the 1950s. It identifies three main periods of evolution of these ethnic archives: the era prior to the civil rights movement, the 1960–1980s and the 1990s and beyond. Relying on an understanding of archival collections as social constructions anchored in specific historical contexts, the article considers the various political, economic, social and technological factors that affected ethnic archives over time, especially as they relate to changing scholarly and popular conceptions of ethnicity in North America. It pays particular attention to the impact of historical scholarship in fields related to immigration and ethnicity and of postmodernist archival theories that challenge the traditional view of archives as evidence of the past. It suggests that the relationship between ethnic archives and their historical context is dialectical: not only are they affected by the context in which they are developed and managed, but they also have an impact on that context as they favor certain conceptions of ethnicity and types of ethnic groups at the expense of others. Both curators and users of archival materials should therefore pay closer attention to the history of the processes that went into the construction of these archives to avoid falling victims to the illusion of ethnic authenticity.
Awareness and Attitudes about Open Access Publishing: A Glance at Generational Differences
(2014) Rodriguez, Julia E.
INTRODUCTION OA publishing is now solidly established as a publishing model. This study examines current faculty members understanding of and perceptions of OA publishing, focusing on demographic data that divide faculty into categories by age, rank, or years teaching, to understand whether these characteristics correspond to specific perceptions and behaviors. METHODS A web-based survey targeting PhD faculty members at U.S. universities and colleges was distributed, the data was analyzed using SPSS to determine frequencies, significance, and relationships when possible. The open-ended answers were analyzed by grouping and coding items into categories. RESULTS There is a growing trend in self reported knowledge of OA across all age groups, still about 30% of respondents aren’t familiar with OA. The credibility of OA journals is the top issue of concern. Neither rank, nor age, nor years teaching in higher education were statistically significant to predict whether faculty would publish in OA journals. DISCUSSION & CONCLUSIONS Actual OA publishing experience is still relatively conservative. Unlike early studies, the findings from this investigation indicate that factors such as age, rank, or years publishing may no longer be suitable for predicting opinions and actions. More faculty authors may already be engaging in OA publishing activity than previously assumed. Librarians must be open to the idea that supporters and engaged faculty members may come from groups and disciplines not previously considered. While not all faculty researchers may be enthusiastic supporters, there appears to be a general acceptance of the enviable change that is coming.
Beyond the Web Tutorial: Development and Implementation of an Online, Self-Directed Academic Integrity Course at Oakland University
(Elsevier, 2012-09) Greer, Katie; Swanberg, Stephanie M.; Hristova, Mariela; Switzer, Anne; Daniel, Dominique; Perdue, Sherry Wynn
Intentional and unintentional plagiarism cases occur frequently and present unique pedagogical challenges for librarians, who often are deemed responsible for ensuring that undergraduates gain a solid understanding of academic integrity issues via information literacy instruction. This article describes the process by which faculty from the Oakland University Libraries and the Oakland University Writing Center developed an online, self-directed academic integrity course aimed at reducing plagiarism on campus. Prior to this course, the library offered a substantially shorter web-based plagiarism tutorial, which was used in course instruction and the Cite Right Program, the writing center's intervention for academic dishonesty. A recent assessment of this tool revealed that it no longer addressed the needs of the campus community. To address its gaps, the library and the writing center collaborated on more substantial content, which is detailed herein.
Beyond these walls: Building a library outreach program at Oakland University
(Taylor & Francis, 2003) Kraemer, Elizabeth W.; Lombardo, Shawn V.; Keyse, Dana
To enhance the learning experiences of all students, today’s academic librarians must engage in outreach efforts that move beyond the walls of the library. In the past year, Oakland University’s Kresge Library has made significant inroads in developing outreach initiatives that provide needed services to previously underserved student populations, such as transfer students, multicultural groups, and on-campus residents. These programs have increased the library’s visibility, enhanced its image among the university’s students, faculty, and staff alike, and positioned it at the heart of teaching and learning on campus. This article describes some of these outreach efforts.
Books, bytes, and buildings: The academic library's unique role in improving student success
(2015-10) Nichols Hess, Amanda; Greer, Katie; Lombardo, Shawn V.; Lim, Adriene
Student persistence and completion are paramount in higher education, and institutions are employing targeted programs and initiatives to address these concerns. The academic library can play an especially important role in these efforts, given its unique interdisciplinary mission and its integrated instructional programs. With a foundation in both higher education and library and information science literatures, this article describes how one academic library engaged in cross-campus programs, partnerships, and initiatives to contribute to student success efforts. Other libraries may find these examples useful as they consider how to frame their work in the context of their institutions’ student persistence efforts.
Building Community Capacity to Advocate for Policy Change: An Outcome Evaluation of the Neighborhoods Working in Partnership Project in Detroit
(2013-09) Cheezum, Rebecca R.; Coombe, Chris M.; Israel, Barbara A.; McGranaghan, Robert J.; Burris, Akosua N.; Grant-White, Sonya; Weigl, Ashley; Anderson, Michael
This article presents results of the outcome evaluation of Neighborhoods Working in Partnership (NWP), a community-based participatory research project of the Detroit Community–Academic Urban Research Center, designed to enhance policy advocacy skills through training and support, thereby increasing community capacity, engagement, and empowerment of Detroit residents to change policies. Focus groups and conversational interviews were conducted with NWP participants. Results indicate that the workshop empowered participants and enhanced dimensions of community capacity. Participants reported engaging in policy advocacy activities and various policy successes. Participants identified challenges and facilitating factors to their policy campaigns. Recommendations for similar trainings are provided.
Business information literacy teaching at different academic levels: An exploration of skills and implications for instructional design
(Journal of Information Literacy, 2012) Hristova, Mariela; Miree, Cynthia E.
This study investigates the difference among students' discipline-specific information literacy (IL) skills by studying first-year and final-year undergraduate business students. An online IL tutorial was designed and delivered to both student groups with a two-fold goal. First, the researchers wanted to compare students' IL skills to test the faculty's assumptions that business students who are about to graduate have already acquired the requisite IL despite the lack of mandatory business-specific IL sessions. The findings suggest that first-year and final-year business students are not significantly different in their performance and that both groups received a significant positive impact as a result of taking the same IL tutorial online. Second, the study analyses how well the online IL tutorial, with its focus on combining instructional videos with active learning exercises, performs in delivering content related to different elements of IL, as defined by the Association of College and Research Libraries (ACRL 2010). The findings indicate that the online IL tutorial is more effective for some skills than for others, suggesting that it will be beneficial to explore different instructional designs in collaboration with the departmental faculty to improve the current IL tutorial in these areas. This study adds to research on the effectiveness of online tutorials and raises questions related to their design. The findings can inform librarians' decisions on how to design online learning targeting students from different academic levels.
Byte-Sized Pieces: Equipping Academic Librarians to Integrate Technology into Library Instruction through Manageable, Maintainable, and Meaningful Staff Development
(2014-11) Nichols Hess, Amanda
Technology changes how classroom instruction happens and, unlike K-12 educators who receive pedagogical training, academic librarians are not always experts in teaching information literacy – especially in 21st century ways with technology tools. As such, how to equip on-the-ground academic librarians to effectively teach with technology tools while still addressing the ACRL information literacy competency standards needs to be considered. This article shares how one academic library addressed this need while also considering how to: assess knowledge, competencies, and needs; share information in meaningful ways; and encourage librarians to build their technology knowledge independently and as part of a cohort.
A case study of job-embedded learning
(2016-04) Nichols Hess, Amanda
Librarians recognize the importance of professional learning as their roles and responsibilities evolve in the shifting teaching and learning environments of the twenty-first century. However, the literature on meaningful, job-embedded learning opportunities for academic librarians is scant, and opportunities are especially scarce in the fields of instructional design and instructional technology. Using a qualitative case study approach, the author of this article presents how one group of academic librarians added to their knowledge of instructional design, instructional technology, and the Framework for Information Literacy for Higher Education.
Caught in the web: The impact of library instruction on business students' perceptions and use of print and online resources
(ACRL Publications, 2003-01) Lombardo, Shawn V.; Miree, Cynthia E.
Many business students rely heavily on the Web for research, in part because of their unfamiliarity with the breadth of their library’s business resources (online and in print). This study sought to determine whether library instruction could impact undergraduate business students’ attitudes and use of three information formats: print materials, library databases, and Web resources. Over the course of a semester, pre-/post-instruction questionnaires were collected from ninety students enrolled in a business capstone course. Results indicate that after library instruction, students held more favorable attitudes toward print resources and used them in their research more than they had initially expected.
Classroom Connection: Engaging adolescents on weapon safety and cyberbullying prevention
(2020) Lee, Y; Rogers, R; Asantey, K; Seeley, E; Ringgenberg, S; Calloway, S; Hindo, J; Lucia, VC; Wedemeyer, R
Centers for Disease Control and Prevention (CDC) reported 19% of students nationwide were bullied at school and 15% were cyberbullied. Adolescents involved in bullying as victims, bullies, or bystanders are more likely to engage in suicide-related behavior, including the improper use of weapons. Prevention in the pediatric population is crucial, as 87 children, teens, and young adults are injured or killed by guns every day in the U.S.. Early intervention and preventative education may reduce incidents of violence, including in the Classroom Connection partner school district, whose students are referred to the county’s courts (and subsequently youth detention centers) at a disproportionately high rate.
Cognitive bias in rats is not influenced by oxytocin
(2016-10-27) Williams, Keith L
The effect of oxytocin on cognitive bias was investigated in rats in a modified conditioned place preference paradigm. Fifteen male rats were trained to discriminate between two different cue combinations, one paired with palatable foods (reward training), and the other paired with unpalatable food (aversive training). Next, their reactions to two ambiguous cue combinations were evaluated and their latency to contact the goal pot recorded. Rats were injected with either oxytocin (OT) or saline with the prediction that rats administered OT would display a shorter average latency to approach on ambiguous trials. There was no significant difference between latencies to approach on ambiguous trials compared to reward trials, but the rats were significantly slower on the aversive compared to the ambiguous conditions. Oxytocin did not affect approach time; however, it was unclear, after follow-up testing, whether the OT doses tested were sufficient to produce the desired effects on cognitive bias. Future research should consider this possibility.
A Collective Effort to Improve Sociology Students’ Writing Skills
(2014-04) Burgess-Proctor, Amanda; Cassano, Graham; Condron, Dennis J.; Lyons, Heidi A.; Sanders, George
Nationwide, academic sociologists at all types of higher education institutions face the challenge of working to improve students’ writing skills. In this article, we describe a collective effort by a group of faculty members in one undergraduate sociology program to implement several effective writing-improvement strategies. We advocate aiming to improve students’ writing by working together on a united front rather than working in isolation. After explaining the origins of the collective emphasis on writing that emerged in our group and briefly outlining the writing-improvement strategies that we utilize, we use student survey data to reflect on major themes before concluding with a discussion of the merits of our collective approach.
Combinatorial Algorithm for Quadratic Programs with Laplacian Structure
(Utilitas Mathematica, 2016) Kruk, Serge; Nierman, Ryan; Shi, Peter
An algorithm is presented that uses a mostly combinatorial approach to solve a family of convex quadratic programs over box constraints. It is proved that for convex programs with the required structure, the algorithm converges in a finite number of iterations. Moreover, each iteration requires, at most, one function evaluation. On synthetic problems with thousands of variables, our implementation determines the optimal solution in seconds.

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