scholarly journals Full-Time Faculty View Information Literacy as Important but Are Unlikely to Incorporate it Into Their Teaching

2013 ◽  
Vol 8 (1) ◽  
pp. 84 ◽  
Author(s):  
Eamon C. Tewell
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Research University ◽  
Online Survey ◽  
Faculty Attitudes ◽  
Future Research ◽  
Full Time ◽  
Structured Interviews ◽  
Substantial Impact ◽  
Time Faculty

A Review of: Bury, S. (2011). Faculty attitudes, perceptions and experiences of information literacy: A study across multiple disciplines at York University, Canada. Journal of Information Literacy, 5(1). Retrieved from http://ojs.lboro.ac.uk/ojs/index.php/JIL/article/view/PRA-V5-I1-2011-1 Objective – To explore faculty attitudes towards information literacy (IL); in particular, faculty perception of student IL competencies, importance of IL skills and instruction, and ideal means of planning and delivering IL instruction. Design – Online survey questionnaire. Setting – Large public research university located in Toronto, Canada. Subjects – 221 full-time faculty. Methods – The author designed and distributed an online survey to all full-time York University faculty (n=1,451) in March 2007 using Zoomerang software. The survey consisted of between 26 and 36 questions depending on responses selected by respondents, and included both open- and closed-ended questions. The author hand coded the qualitative data and used SPSS to analyze the quantitative data. The survey had 221 usable responses giving a response rate of 15.2%. Main Results – The study revealed a high degree of concern among survey respondents regarding undergraduate students’ information literacy skills, accompanied by a perceived gradual increase in IL abilities corresponding to student year. Faculty ranked each of the Association of College and Research Libraries’ (ACRL) Information Literacy Standards for Higher Education as being extremely important. No ACRL standard ranked below 6 on a scale of 1 to 7, suggesting full agreement with the value of IL proficiency. Of the faculty 78.7% felt that IL education should be a joint collaboration between faculty and librarians. A considerable majority of respondents (81.7%) answered that IL instruction should be required for all students. Far fewer faculty incorporated IL teaching in practice, with 52.9% engaging in IL instruction and 47.1% not incorporating IL instruction at all. Of the faculty who incorporated librarian-led IL sessions into their courses, 85% of faculty perceived a “substantial impact” or “some impact” on their students’ IL competencies. Conclusions – The author concludes that this study adds evidence to the claim that a disconnect exists between faculty beliefs about the importance of IL and their teaching practices. Faculty consistently express concern regarding student IL abilities and support collaborative IL instruction, yet the rate of IL integration within their classes remains low. The results corroborate that faculty perceptions and attitudes towards IL remain relatively consistent when compared with other studies. The author recommends that librarians be flexible regarding IL instruction models and encourage further investigation of faculty development models to achieve wider IL integration. A stronger advocacy role is also advised to increase instruction opportunities and the promotion of information literacy at the institutional level. The author identifies four areas for future research, including examining why faculty do not incorporate IL instruction into their classes, disciplinary differences in IL attitudes and adoption, which IL instruction models faculty view as most effective, and replication of this study to test generalizability. As of the study’s publication, the author was conducting a qualitative follow-up study in the form of semi-structured interviews with faculty.

Recreational Prescription Drug Use Among College Students

NASPA Journal ◽  
2006 ◽  
Vol 43 (1) ◽  
Author(s):  
Ethan A Kolek
Keyword(s):  
Drug Use ◽  
Prescription Drug ◽  
Undergraduate Students ◽  
Prescription Drugs ◽  
Drug Users ◽  
Research University ◽  
Future Research ◽  
Negative Consequences ◽  
Prescription Drug Use ◽  
Other Substances

The purpose of this study was to explore recreational prescription drug use among undergraduate students. Although anecdotal accounts on this subject abound, empirical research is extremely limited. Data from a survey of a random sample of 734 students at a large public research university in the Northeast were examined. Results indicate that a substantial proportion of students reported having used prescription drugs for recreational purposes in the year prior to survey administration. Recreational prescription drug use was positively associated with the use of other substances including alcohol. Recreational prescription drug users were also more likely than other drug users to report negative consequences as a result of their drug use. Implications for future research and for student affairs are discussed.

Associations between Prior Disability-Focused Training and Disability-Related Attitudes and Perceptions among University Faculty

2009 ◽  
Vol 32 (2) ◽  
pp. 87-100 ◽  
Author(s):  
Christopher Murray ◽  
Allison Lombardi ◽  
Carol T. Wren ◽  
Christopher Keys
Keyword(s):  
Faculty Attitudes ◽  
Faculty Members ◽  
University Faculty ◽  
Full Time ◽  
Prior Training ◽  
Students With Learning Disabilities ◽  
Positive Attitudes ◽  
Students With Ld ◽  
The Relationship ◽  
Time Faculty

This investigation examined the relationship between prior disability-focused training and university faculty members' attitudes towards students with learning disabilities (LD). A survey containing items designed to measure faculty attitudes was sent to all full-time faculty at one university. Analyses of 198 responses indicated that faculty who had received some form of disability-focused training scored higher on factors pertaining to Willingness to Provide Exam Accommodations, Fairness and Sensitivity, General Knowledge About LD, Willingness to Personally Invest in Students with LD, and personal actions, such as Inviting Disclosure and Providing Accommodations, and lower scores on negatively valenced factors than did faculty who had not received prior training. Faculty who had previously attended disability-related workshops and courses reported the most positive attitudes, followed by faculty who had participated in “other” forms of training (i.e., reading books and articles or visiting websites) and faculty who had received no prior training. The total number of types of training experienced and time spent engaged in training was predictive of faculty attitudes as well as faculty-reported satisfaction with prior training. Implications of the findings are discussed.

Lacking status hinders prosocial behavior among the powerful

2018 ◽  
Vol 46 (9) ◽  
pp. 1547-1560 ◽  
Author(s):  
Yeri Cho ◽  
Nathanael J. Fast
Keyword(s):  
Low Power ◽  
Prosocial Behavior ◽  
High Power ◽  
Online Survey ◽  
Helping Behavior ◽  
Future Research ◽  
Full Time ◽  
The Usa ◽  
Interpersonal Helping ◽  
Power Hierarchy

We conducted 2 studies to examine if status has varying effects on prosocial behavior for those at different levels of the power hierarchy. In Study 1 (N = 78), adults employed full-time in the USA responded to an online survey and the results showed that self-perceived power and status interacted to predict prosocial behavior. That is, lacking status led high-power, but not low-power, individuals to engage less in prosocial behavior. In Study 2 (N = 142), we orthogonally manipulated status and power and measured prosocial behavior. Once again, lacking status led to less helping behavior among high-power, but not low-power, participants. These findings show how power and status interact to influence interpersonal helping behavior. Implications for future research on social hierarchy and prosocial behavior are discussed.

scholarly journals Faculty perceptions of teaching information literacy to first-year students: A phenomenographic study

2017 ◽  
Vol 51 (2) ◽  
pp. 545-560 ◽  
Author(s):  
Lorna Dawes
Keyword(s):  
Information Literacy ◽  
Research University ◽  
Faculty Perceptions ◽  
Information Use ◽  
First Year ◽  
Structured Interviews ◽  
First Year Students ◽  
Information Behaviors ◽  
Perceptions Of Teaching ◽  
Teaching Information

This study examines faculty perceptions of teaching information literacy and explores the influence of these perceptions on pedagogy. The study adopted an inductive phenomenographic approach, using 24 semi-structured interviews with faculty teaching first-year courses at an American public research university. The results of the study reveal four qualitative ways in which faculty experience teaching information use to first year students that vary within three themes of expanding awareness. The resulting outcome space revealed that faculty had two distinct conceptions of teaching information literacy: (1) Teaching to produce experienced consumers of information, and (2) Teaching to cultivate intelligent participants in discourse communities. When information experiences are intentional, and involve using and teaching information use while learning the discipline content, this becomes “informed learning”, which is a pedagogical construct developed by Christine Bruce (Bruce and Hughes, 2010) that involves experiencing information in new ways while learning disciplinary information behaviors and content. This study gives new insight into the nature of this “informed learning” in first-year college courses and reveals that faculty create cultures of inquiry in their classes and, in so doing, treat information literacy as central to their disciplines. In addition to providing a more substantial understanding of faculty perceptions of teaching information use, the study indicates that the new ACRL Framework for Information Literacy and the changes to SCONUL Framework reflect an approach to teaching information literacy that will be welcomed in the college classroom.

Implementation of Lean Six Sigma in Saudi Arabian organisations

2017 ◽  
Vol 34 (4) ◽  
pp. 508-529 ◽  
Author(s):  
Saja Ahmed Albliwi ◽  
Jiju Antony ◽  
Norin Arshed ◽  
Abhijeet Ghadge
Keyword(s):  
Saudi Arabia ◽  
Six Sigma ◽  
Best Practice ◽  
Online Survey ◽  
Saudi Arabian ◽  
Lean Six Sigma ◽  
Current Status ◽  
Future Research ◽  
Structured Interviews ◽  
Content Type

Purpose Although the popularity of the Lean Six Sigma (LSS) methodology has illustrated many benefits over the years for those organisations who have implemented it, this strategy has received less attention in developing countries. The purpose of this paper is to critically assess the current status of LSS implementation in Saudi Arabian organisations. Design/methodology/approach This research is based on a descriptive survey questionnaire which has been derived from two systematic literature reviews. The survey was distributed to 400 organisations in Saudi Arabia using Qualtrics online software. In total, 146 responses were received where 102 responses were completed and analysed. Findings The findings of the survey highlighted that the implementation of LSS is still in the early stages in organisations within Saudi Arabia. This was clearly shown by many factors such as years of deploying LSS, LSS infrastructure, level of awareness of LSS, impact of LSS on business functions and so on. Research limitations/implications The primary limitation of this study is that data has been collected from an online survey and therefore no deeper insights could have been captured from the survey. This calls for future research to be undertaken by executing semi-structured interviews in selective organisations within Saudi Arabia. Originality/value This paper contributes to the current status of LSS in Saudi Arabian organisations. It also gives recommendations to guide the future of LSS in Saudi organisations by comparing LSS literature with best practice.

Key Considerations for Advancing Women in Coaching

2019 ◽  
Vol 27 (2) ◽  
pp. 128-135 ◽  
Author(s):  
Jenessa Banwell ◽  
Gretchen Kerr ◽  
Ashley Stirling
Keyword(s):  
Gender Equity ◽  
Thematic Analysis ◽  
Mentoring Relationships ◽  
Future Research ◽  
Full Time ◽  
Structured Interviews ◽  
Part Time ◽  
Business Engineering ◽  
Female Coaches

Women remain underrepresented in the coaching domain across various levels of sport both in Canada and internationally. Despite the use of mentorship as a key strategy to support female coaches, little progress has been seen in achieving parity. At the same time, greater advances in gender equity have occurred in other non-sport sectors such as business, engineering, and medicine. The purpose of this study, therefore, was to learn from non-sport domains that have seen advances in gender equity to inform mentorship for women in coaching. A mixed-methods methodology was employed and consisted of distributing mentorship surveys to female coaches (n = 310) at various competitive levels, representing current (88%), former (12%), full-time (26%), part-time (74%), paid (54%), and unpaid (46%) coaching status. In addition, eight in-depth semi-structured interviews were also conducted with women in senior-level positions across various non-sport domains, including business (n = 1), media (n = 1), engineering (n = 2), higher education (n = 1), law (n = 1), and medicine (n = 2), regarding the role of mentorship in advancing women in their field. A descriptive and thematic analysis of the survey and interview data were conducted and findings are interpreted to suggest considerable variation in the characteristics of female coaches’ mentoring relationships, as well as the need to move beyond mentorship to sponsorship for advancing women in coaching. Recommendations for future research and advancing women in coaching are provided.

scholarly journals The Impact of Grit on Health Outcomes in College Students

2021 ◽  
Vol 5 (Supplement_2) ◽  
pp. 455-455
Author(s):  
Amelia Sullivan ◽  
Leigh Neptune ◽  
Kayla Parsons ◽  
Ashley Reynolds ◽  
Carol Byrd-Bredbenner ◽  
...  
Keyword(s):  
Health Outcomes ◽  
Food Insecurity ◽  
Undergraduate Students ◽  
Online Survey ◽  
Future Research ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Experiment Station ◽  
College Undergraduate ◽  
The Impact

Abstract Objectives The objective was to examine the relationship between grit and health outcomes in college undergraduate students. Methods A cross-sectional convenience sample of college undergraduate students completed an online survey assessing Health-Related Quality of Life (HRQOL), the National Cancer Institute Fruit and Vegetable Screener, and the 2-item Hager Food Insecurity Screener. Grit was assessed by generating a mean score using the 8-item short grit scale. Independent t-tests were used to compare health outcomes between students who reported above/below the average grit score of the sample. Chi-square tests were used to examine group differences between grit level and prevalence of food insecurity. Results Participants (N = 655) were 19.8 ± 1.5 years old, mostly female (63%), and white (84%). The average grit score was 3.27 ± 0.54 out of 5. Results indicated that students who were grittier than average (n = 372) reported fewer days/months (d/m) with poor mental health (8.1 ± 8.5 vs. 11.6 ± 9.6, P < 0.001), fewer d/m feeling sad/depressed (6.2 ± 7.7 vs. 9.9 ± 9.3, P < 0.001), more d/m with restful sleep (12.9 ± 9.8 vs. 10.3 ± 8.6, P < 0.001), more d/m feeling very healthy and full of energy (12.6 ± 8.8 vs. 8.4 ± 7.5, P < 0.001), and ate more servings of fruits and vegetables per day (2.4 ± 1.3 vs. 2.1 ± 1.32, P < 0.01). Grittier participants were also less likely to report being food insecure (16.0%) vs. less grittier participants (23.3%), P < 0.05. Conclusions This data indicates that students who were grittier than average reported better HRQOL, consumed a more healthful diet, and were more likely to be food secure. This provides justification for future research to explore grit as a mediating factor that may contribute to better health outcomes, especially in populations particularly susceptible to experiencing poor HRQOL and food insecurity. Funding Sources This project was supported by the USDA National Institute of Food and Agriculture, Hatch project number #ME0022104 through the Maine Agricultural & Forest Experiment Station. NJ Agriculture Experiment Station.

scholarly journals Distance Educators Attitudes and Actions towards Inclusive Teaching Practices

2021 ◽  
Vol 21 (2) ◽  
Author(s):  
Catherine Cash ◽  
Thomas Cox ◽  
Debbie Hahs-Vaughn
Keyword(s):  
Distance Education ◽  
Teaching Practices ◽  
Online Survey ◽  
Universal Design For Learning ◽  
Faculty Attitudes ◽  
Postsecondary Institutions ◽  
Future Research ◽  
Diverse Student ◽  
Design For Learning ◽  
Inclusive Teaching

As distance education continues to increase, it is vital that postsecondary institutions contribute time and resources towards sustaining inclusive teaching practices that decrease barriers and increase opportunities for diverse student populations. This study examined faculty (n = 116) attitudes and actions surrounding online accommodations and inclusive teaching practices that were based on Universal Design for Learning (UDL) principles using the Inclusive Teaching Strategies Inventory-Distance Education (ITSI-DE) online survey instrument. A Pearson product moment correlation confirmed a statistically significant correlation between faculty attitudes and actions towards inclusive teaching practices. Next, a multivariate analyses of variance (MANOVA) affirmed statistically significant differences between faculty attitudes and actions towards inclusive teaching practices based on gender. The implications of this research and future research recommendations are offered.

scholarly journals Engineering Students and Professionals Report Different Levels of Information Literacy Needs and Challenges

2020 ◽  
Vol 15 (1) ◽  
pp. 238-241
Author(s):  
Kimberly MacKenzie
Keyword(s):  
North America ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Information Needs ◽  
Engineering Students ◽  
Asia Pacific ◽  
Full Time ◽  
Online Forums ◽  
Mean Values ◽  
Undergraduate Engineering

A Review of: Phillips, M., Fosmire, M., Turner, L., Petersheim, K., & Lu, J. (2019). Comparing the information needs and experiences of undergraduate students and practicing engineers. The Journal of Academic Librarianship, 45(1), 39-49. https://doi.org/10.1016/j.acalib.2018.12.004 Abstract Objective – To compare the levels of information literacy, needs, and challenges of undergraduate engineering students with those of practising engineers. Design – Electronic survey. Setting – Large land grant university in the Midwestern United States and multiple locations of a global construction machinery manufacturing company (locations in Asia Pacific, Europe, North America). Subjects – Engineering undergraduates and full-time engineers. Methods – Two voluntary online surveys distributed to (a) students in two undergraduate engineering technology classes and one mechanical engineering class; and (b) to engineers in an online newsletter. None of the questions on the survey were mandatory. Because the call for practising engineers generated a low response rate, direct invitations were sent in batches of 100 to randomly selected engineers from a list provided by the human resources department of the company participating in the study. The surveys were similar but not identical and included multiple choice, Likert scale, and short answer questions. Data analysis included two-sided unpaired sample t-tests (quantitative data) and deductive and inductive content analysis (qualitative data). Main Results – There were 63 students and 134 professional engineers among the respondents. Survey response rates were relatively low (24.3% for students; approximately 4.5% for employees). Students rated themselves higher overall and significantly higher than did engineers on the questions “know where to look for information” (students M = 5.3; engineers M = 4.2) and “identifying the most needed information” (students M = 5.5; engineers M = 4.8) (mean values reported on a 7-point scale). Neither group rated themselves highly on “reflecting on how to improve their performance next time” or “having a highly effective structure for organizing information,” though engineers in North America rated themselves significantly higher than those in Asia Pacific on organizing information, knowing where to look for information, and using information to make decisions. Both students and engineers reported often using Google to find information. The library was mentioned by one-half of engineers and one-third of students. Engineers reported consulting with peers for information and making more use of propriety information from within their companies, while students reported using YouTube videos and online forums, as well as news and social media. More than half of students (57%) reported having enough access to information resources, while 67% of engineers felt that they lacked sufficient access. The most common frustration for both groups was locating the information (45% of student responses; 71% of engineer responses). Students reported more frustration with evaluating information (17%) compared to engineers (9%). Conclusion – Engineering students and professional engineers report differences in their levels of confidence in finding information and differences in the complexity of the information landscape. Engineering librarians at the university level can incorporate this knowledge into information literacy courses to help prepare undergraduates for industry. Corporate librarians can use this information to improve methods to support the needs of engineers at all levels of employment.

Gauging Pre-Service Teachers’ Awareness of Dialectical Code Switching in Classroom Settings

2019 ◽  
Vol 200 (2) ◽  
pp. 120-129
Author(s):  
Tilisa Thibodeaux ◽  
Drake Curette ◽  
Stacey Bumstead ◽  
Andrea Karlin ◽  
Gayle Butaud
Keyword(s):  
Mixed Methods ◽  
Research Design ◽  
Undergraduate Students ◽  
Mixed Methods Research ◽  
Online Survey ◽  
Code Switching ◽  
Careful Attention ◽  
Structured Interviews ◽  
Cultural Backgrounds ◽  
Linguistic Differences

This study explored pre-service teachers’ knowledge and awareness of dialectical code switching in classroom settings. A Likert-type scale survey and semi-structured interviews were conducted as part of an embedded, mixed-methods research design. Twenty-two undergraduate students responded to the online survey and 28 volunteered to be interviewed by the researchers. Results indicated that pre-service teachers have limited knowledge of code switching but felt that nurturing a relationship with students, understanding their cultural backgrounds, and paying careful attention to linguistic differences can help students feel empowered and ultimately lead to successful learning experiences in the classroom.

Sign in / Sign up

Export Citation Format

Share Document