College of Saint Benedict and Saint John's University
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Digital Pedagogy: Digital Artifacts/Museums
No full textPart of the Digital Technologies in the Humanities and Social Sciences Conference hosted by CSB/SJU Librarie
The Effects of Social Media on Reaction Times
Get PDFSocial media is distracting more people than ever before. As a result, this study will look to confirm that the use of Instagram will significantly decrease reaction times while performing other tasks. Using an independent groups design, with posttest only experiment, participants were assigned to conditions through block randomization. The control group was only tested on their reaction time using their dominant hand to catch a meter stick. The experimental group was tested the same as the control group on their reaction time, but they were asked to scroll through Instagram with their nondominant hand at the same time. There were 20 participants, 16 were female, and 4 were male, each condition had 10 participants. Participants were a convenience sample from a small midwestern liberal arts college. The mean reaction time for the control group is 23.15 seconds (SD=4.55), while the mean reaction time for the experimental group is 29.4 seconds (SD=2.50). There was statistical significance between the two groups t(18)=-3.80, p=0.001, d=1.70. The 95% confidence interval ranged from -9.70(LL) to -2.80(UL). My hypothesis is supported by the results of my study. When using Instagram people had slower reaction times than those not on social media
Digital Pedagogy: More Economic Facts and Better Economic Facts: Analyzing US Trade Patterns Using the Commerce and Navigation Reports
No full textPart of the Digital Technologies in the Humanities and Social Sciences Conference hosted by CSB/SJU Librarie
Basking Habits of Painted Turtles (Chrysemys picta)
Get PDFPainted turtles, a reptile native to North America, have been known the bask in areas of relatively shallow water with direct sunlight. In our study we looked for notable traits of basking sites being used by painted turtles around Lake Sagatagan in Collegeville, MN. Data was taken at every location that painted turtles were observed basking and was then paired with a random location around the lake to see if there were differences between the specific locations with turtles and the overall lake ecosystem. Through this process we observed that turtles tended to bask in areas off cooler, shallower water, while remaining close to shore. This is suspected to be because turtles need to bask when water is cooler, but not when it is warm enough to maintain the suitable body temperature. Their presence in shallow water near shore was likely due to the existence of potential substrates in areas of shallow water, like trees fallen from shore or rocks big enough to be above the water’s surface.
Hypothesis: There is a relationship between habitat features / factors and turtle presence.
Prediction: We expect to find turtles in areas with shallow water and plenty of basking sites
Climate justice movement building: values and cultures of creation in Santa Barbara, California
Get PDFThis article analyzes how young people in the climate justice movement cultivate a prefigurative culture centered on justice as a response to the threat of climate change. Employing grounded theory and drawing on data from in-depth interviews with 29 youth activists and participant observation in Santa Barbara County, California, the birthplace of both the environmental movement and offshore oil drilling, I argue that four key values—relationships, accessibility, intersectionality, and community—enable movement building, a stated goal of the climate justice movement. These values emerge from interviewees’ words and practices. Drawing on John Foran’s (2014) notion of political cultures of creation, I conceptualize these values and the practices that embody them as constituting a “climate justice culture of creation” that shapes and is shaped by ideas, experiences, social relations, and the reality of a changing atmosphere. These values, and movement building, are about creating alternative futures—cultures that are not dependent on inequality and fossil fuels
Is there a book exhibit in this class? : experiential learning at the library
No full textHow can students, professors, curators, and librarians work together to collaborate in research and create exhibits? How does designing an exhibit enhance student learning and foster student engagement? The Hill Museum and Manuscript Library (HMML) and the CSB/SJU Libraries have a wide range of materials and display spaces that can provide experiential learning opportunities for a variety of classes. Matt Heintzelman (HMML), Emily Kuffner (Hispanic Studies), and Yvette Piggush (English) share their experiences of the process of designing book exhibits with two very different classes: one focusing on eighteenth and nineteenth-century representations of Africa and the Black diaspora and the other on the early modern Spanish empire. We seek to provide librarians and faculty with ideas and practical plans for creating book exhibits as a form of experiential learning. We discuss what students learned from exhibit design as well as the challenges and limitations we encountered. We share strategies and advice for using exhibit design as a pedagogical tool and bring sample materials that illustrate our tactics. We also discuss more broadly what students learn from engaging with the materiality of texts, a way of thinking that is often unfamiliar to them