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OER: A Field Guide for Academic Librarians
Get PDFWe intend this book to act as a guide writ large for would-be champions of OER, that anyone—called to action by the example set by our chapter authors—might serve as guides themselves. The following chapters tap into the deep experience of practitioners who represent a meaningful cross section of higher education institutions in North America. It is our hope that the examples and discussions presented by our authors will facilitate connections among practitioners, foster the development of best practices for OER adoption and creation, and more importantly, lay a foundation for novel, educational excellence.https://commons.pacificu.edu/pup/1003/thumbnail.jp
Writing to be Heard: Recovering the Philosophy of Luisa Capetillo
Get PDFLuisa Capetillo (1829-1922) has been heralded as the first feminist writer of Puerto Rico. She authored four books and embodied her emancipatory philosophical commitments, but has received scant philosophical attention. In this paper I recover the philosophy of Capetillo as part of a Latin American and Caribbean philosophical tradition centered on radical praxis which placed sexuality at the centerfold of class politics. At the intersection between gender equity and class emancipation is the liberatory possibilities of education, which served as the key to unlearning the social norms that ensured the marginalization of working people and working women
Sharing for the Greater Good: A High School and Community College Partnership to Cultivate Information Literacy in a Rural Community
Get PDF“Mind the gap” is a phrase heard umpteen times when riding the London Underground subway system. That same advice was heeded in eastern Oregon, where it prompted an Information Literacy (IL) collaboration project between a high school and a community college librarian who forged a “dynamic duo” in an attempt to bridge noticeable gaps in the information literacy skills of their students.
Students in both high school and college struggle with aspects of information literacy. These knowledge and habit “gaps” are wide ranging—from initial question asking, to entering the scholarly conversation and finding their voice, to evaluating the myriad resources at their fingertips to seeking help when needed. Narrowing these gaps is a daunting task, but the desire to address these critical needs for our students is what prompted Delia Fields, Hermiston High School librarian, and Jacquelyn (Jackie) Ray, Director of Library and Media Services at Blue Mountain Community College (BMCC), to join forces this past year
A New Use for the Makerspace
Get PDFIf you want to elicit a groan and an eye roll from almost anyone in the field of education, you need only whisper two words: test prep. Standardized testing is a reality across the country, but even for those who can see its value, the testing is time consuming and can be soul-crushing for teachers and students.
At Warrenton Grade School, a Makerspace was established at the end of last year as a way to create opportunities for hands-on learning. It is housed in the art room, and teachers can bring their classes to work on projects. With this space available, we decided to bundle SBAC Test Prep with fun projects that keep the curriculum hands-on and simultaneously help students build background knowledge for performance tasks they will face
Narrative of Difference: The Effects of Social Class on Belonging at Liberal Arts Colleges
Get PDFLow-income students have historically struggled in applying to colleges, especially liberal arts colleges. However, presently low-income students have had significantly more access to university due to changes in admission policies; the largest challenges now facing low-income students are during their time at university, where they struggle to maintain similar retention rates and comparable social and academic integration when compared to wealthier peers. In this research, I examined Grinnell College as a case study of liberal arts colleges as it is an interesting example due to no significant differences in average GPA or retention rates between social classes. I used an explanatory, sequential mixed-methods design to explore the experiences of low-incomes students at liberal arts colleges, focusing on belonging. I found that low-income students, despite claiming to belong at similar rates to wealthier peers, express narratives of difference where they have distinctly different experiences from wealthier peers. Differences included but are not limited to distinctive interpersonal relationships with faculty, staff, and peers, and low-income students’ lower participation levels in social events. However, despite these differences, low-income students often “work the system” to equalize their differences. Based on my findings, I propose a 7-point plan for improving the experiences of low-income students at liberal arts colleges
Intrapersonal, Interpersonal, and Latinx-Specific Cultural Factors that Contribute to Latinas’ Postbaccalaureate Academic Success
No full textIn the United States, it is increasingly difficult to earn a livable wage with a high school diploma alone. With each decade that passes, the number of individuals striving for a higher education degree increases. Although individuals endeavor to achieve a higher education degree, ethnic, racial, and gender disparities continue to persist. Looking at the intersectionality of gender and ethnicity, research has shown that Latinas will increase from 16.4% today to 25.7% in 2050. Despite this increase, Latinas’ representation in higher education, specifically postbaccalaureate education, continues to be low. Research focused on Latinas in higher education usually addresses the barriers that prevent them from attaining their degrees; and although Latinas continue to face adversity when attempting to attain an education, they are succeeding—demonstrating their resiliency.
This observational, retrospective study examined the most prevalent intrapersonal, interpersonal, and cultural-specific variables that have been discussed in the qualitative literature that appear to contribute to Latinas’ academic success (Aldaco, 2010; Bordes-Edgar, Arredondo, Robinson Kurpius, & Rund, 2011; Sanchez, 2015). Nine variables were assessed using a hierarchical multiple regression analysis to determine if they correlated with academic success: academic self-efficacy, averaged high school, undergraduate, and graduate GPA, adolescent academic expectations, peer support, family support, number of mentors/role-models, attitudinal Familismo, Latinx cultural orientation, and Anglo cultural orientation. A total of 158 Latinas completed an online survey. The results of this study indicated that of all the factors only academic self-efficacy (β = .62, p \u3c .001), and identification with both their ethnic, Latinx culture (β = .22, p \u3c .001) and the dominant, Anglo culture (β = .17, p = .047) helped them achieve the postbaccalaureate degree. Furthermore, the intrapersonal variables explained 66.6% of the variance, R2 = .67, F(3,154) = 102.46, p \u3c .001) in academic success, and the cultural variables explained 4.2% of the variance, Δ R2 = .042, Δ F(3,148) = 7.29, p \u3c .001).
This study helped fill several gaps in the literature as it provided empirical evidence of strength-based factors that contributed to the academic success of Latinas, and it focused on Latinas in postbaccalaureate academic success versus high school or undergraduate academic success. Lastly, this study discussed potential explanations as to why the other six variables did not significantly correlate with academic success. Limitations of the study and future research directions are also presented
Clinical Factors Associated with Neuropsychological Test Performance in Veterans with Blast Exposure History and Posttraumatic Stress Disorder Symptomatology
No full textObjective: The principal aim of the present study was to investigate the impact of sleep disturbance and chronic pain on neuropsychological test performance on veterans with a history of blast exposure and Posttraumatic Stress Disorder (PTSD) symptoms.
Methods: Hierarchical multiple regression models were conducted to examine the influence of sleep and pain on neuropsychological test performance in 87 Operation Enduring Freedom/Operation Iraqi Freedom (OEF/OIF) veterans after controlling for history of combat blast-exposure and self-reported PTSD symptoms.
Results: Neuropsychological test results demonstrated that sleep disturbance accounted for a statistically significant additional 5% of variance beyond blast exposure history and PTSD symptom severity for one measure of executive functioning. Chronic pain accounted for no significant additional variance on cognitive measures.
Conclusions: Findings did not support the hypotheses that sleep disturbance and chronic pain would explain additional clinically significant variance in neuropsychological test performance after controlling for blast exposure and PTSD symptom severity. Although the 5% of variance sleep disturbance accounted for in a measure of executive functioning was statistically significant, the finding was not clinically meaningful as neuropsychological test scores were in the average range