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Is Genetic Difference a Factor Influencing Variability in Laboratory Animal Responses?
No full textThesis (M.S.) - Indiana University, Environmental and Occupational Health/School of Public Health, 202
ECOJUSTICE THROUGH ILLUSTRATION AND PLAY: YOUNG CHILDREN’S RESPONSES TO ECOLOGICAL CRISES IN PICTUREBOOKS
No full textThesis (Ed.D.) - Indiana University, Department of Curriculum and Instruction/School of Education, 2025This dissertation critically examined young children’s meaning-making of ecological crises through play in response to six picturebooks. The study analyzed the actions and discourses of young children, as well as conducted a critical textual analysis of picturebooks from an ecojustice lens at one elementary school in a large metropolitan school district in the southern United States.
Drawing from ecojustice literacies, critical literacy through play, and critical textual analysis frameworks, this qualitative inquiry study examined the embodied understandings that young children construct when navigating the social challenges of ecological injustices.
Using thematic analysis and critical textual analysis from an ecojustice lens, the embodied understandings were analyzed through both actions and discourse using video recordings of children’s multimodal play in pairs or groups of three. Data was analyzed using interpretive thematic analysis (Braun & Clark, 2022)
This study provides insights into young children’s meaning-making of ecological crises, and what they say and do as they construct understandings of ecojustice without adult mediation. The study also provides the framework for critical textual analysis from an ecojustice lens that can serve as an exemplar for future picturebook analysis when considering what texts to select for use in ecojustice education.
This study adds the voice of young children, often omitted, to the existing body of research. In addition, it adds to our understanding of what meanings children construct around ecojustice crises
Art is Good For Your Day Job
No full textPresentation as part of a half day workshop, titled "Art is Good for Your Day Job." Workshop was given on April 25, 2025 at the University of Massachusetts Amherst as part of the Five College Professional Development Committee.In this 3 hour workshop, librarians Ann Kardos and Thea Atwood will introduce their research on creativity and how practicing art, even for 20 minutes once a week, changes your brain and allows you to approach problem-solving in new ways. In particular, the ability to create and think imaginatively with library workers in different roles will be highlighted. Workshop participants will then practice being creative on their own: both through a community-created project and with small individual projects, using common (and inexpensive) tools (cardstock, butcher block paper, markers, crayons, colored pencils, watercolor, tempura paint sticks). Activities are meant to be welcoming and foster our innate creativity. Participants will take home a small set of supplies to help foster collaboration and creativity at work
Measuring upper-elementary students’ understanding of AI concepts – a Rasch model analysis
No full textPurpose This paper aims to introduce a novel AI learning progression for upper-elementary students and aligns assessment items across levels of each construct to gather evidence of understanding. It also validates this quantitative measure by examining these items as two subscales for psychometric properties using the Rasch model. Design/methodology/approach Conducting a cognitive analysis of diverse data sources, including the AI4K12 big ideas (Touretzky et al., 2019), student performance on assessment items, and classroom activities from prior implementations of an AI curriculum intervention (Glazewski et al., 2022), and drawing insights from subject matter experts, this paper outlines the design of the learning progression. The second section delves into the refinement and mapping of assessment items and an evaluation of their psychometric properties to ensure the reliable placement of students within the progression. Findings This project identified key starting points for students and outlined how their understanding of core AI concepts should develop. The validation of the two subscales resulted in a reliable tool for accurately assessing students’ AI abilities. This tool helps educators match assessment questions to students’ current understanding and guide their progression through the learning journey. Originality/value This learning progression offers a unique framework for teaching AI to younger students, addressing a gap in K-12 education. It provides a roadmap for progressively teaching AI concepts, allowing educators to design lessons and assessments that are appropriate for students’ developmental stages
Patient-Reported Indicators for Initiating Advance Care Planning in Parkinson's Disease
Full text linkTitle: "Patient-Reported Indicators for Initiating Advance Care Planning in Parkinson’s Disease"
Introduction:
People with Parkinson’s disease (PWP) face a neurodegenerative illness that can impact communication, cognition, and decision-making capacity. Little is known about PWP beliefs and attitudes towards advance care planning (ACP) initiation or revisitation.
Objective:
To assess ACP documentation among PWP and identify reasons for initiating or revisiting ACP in an outpatient clinic.
Methods:
A prospective survey was conducted at a midwestern Parkinson Center of Excellence. Clinicians determined eligible adults with Parkinson’s disease who could independently answer questions. A survey was completed via QR code or with assistance from researchers. Participants were shown examples of ACP documents and categorized into two cohorts: those who recognized having completed ACP (Cohort 1) and those who did not (Cohort 2). The survey included demographics and questions about when ACP should be completed or revisited.
Results:
Among 39 participants (mean age 69; 97% white; 58% male; 86% married; 89% living with someone), just over half reported having an ACP document, though only 10% had documentation in the EMR. 75% believed ACP should be revisited. All participants identified nearing the end of life, communication difficulties, and moving to a facility as key reasons for completing or revisiting ACP. Those without ACP also endorsed initiating ACP with increased symptom burden despite medication (p=.006), memory issues (p=.011), functional decline (p=.005), or inability to live alone (p<.001).
Conclusion:
Most PWP believe ACP should be revisited during major health transitions. Clinicians should initiate ACP discussions upon worsening symptoms, cognitive decline, or changes in independence
Challenges and Opportunities in Developing a University Press and Library Publishing Collaboration
Full text linkThis presentation was delivered as an informational session 2025 AUPresses Virtual Annual Meeting.The past decade has seen an increase both in the number of library publishing programs and in the number of university presses reporting to their institution's library. While closer collaboration between library publishers and university presses at the same institution might seem like a like a natural outgrowth of these trends, differences in culture, financial constraints, and organizational structure can represent significant barriers to successful library-press initiatives. In the spring of 2024, Indiana University, having both a large, internationally recognized press and a well-established library publishing program, sought to explore opportunities for greater collaboration between these two largely separate organizations. This project began with a series of meetings in which IU library and press staff shared insights into their organizational strengths and inventoried potential avenues for collaboration. In this informational session, representatives from the IU Press staff, the IU library publishing program, and the IU libraries administration will offer their perspectives on this collaboration's progress thus far, sharing insights into what works and what does not when libraries and presses seek to join forces. We have found, for instance, that expanding previously established library-press relationships and working together to build shared infrastructure are promising starting points for greater collaboration. This session will explore, in particular, the integration of the IU press and libraries' journal publishing programs. Both programs have many titles operating on the same publishing platform (Open Journal Systems) while also being supported by the same software development team. And as we were already collaborating on promotion and typesetting services on a small scale, we decided to co-develop an Indiana University Publishing website that would centralize our journal programs' marketing, policies, services, and documentation. We plan to complete the new website in the coming year, and as open access publishing has proven to be productive for library-press collaborations in other areas as well, we also hope to eventually integrate our OER and OA books programs into this new joint venture
2024-2025 Impact Report
Full text linkThe Center for Rural Engagement at Indiana University Bloomington brings together people, research, cultural assets, and expertise to improve quality of life and address challenges in areas such as health, arts and culture, education, housing, environment and resilience, business and innovation, and leadership development.
Together with our partners, we have become a national model for how universities can support the needs and futures of rural residents and communities.Through September 2025, we have engaged 105,901+ residents in 148 communities across 92 counties. We've developed 438 projects focused on community resilience, health, and quality of place. We've involved 5,600+ students in rurally focused projects and high-impact experiences. And, we've secured $30 million in grants and gifts with campus and community partners
Mount Desert Island Land & Garden Preserve: Accessibility of Website Content - Findings and Recommendations
Full text linkThe Intersection of Scholarly Communication and Acquisitions: Required Course Materials as E-book Purchases
Full text linkLibrarians at Indiana University Bloomington (IUB) developed a pilot project to obtain course material data and purchase multi-user e-books for classes. This is a practice that peer libraries like Illinois State University and Virginia Commonwealth University have utilized to further course material affordability. These proceedings provide a high-level overview of how the project was implemented, with specific details about the workflow that other libraries can adapt to their context, including identifying partners, getting funding, securing and cleaning data, comparing this data to existing holdings and licenses, purchasing content, and outreach to professors. The paper also provides ideas for scaling IUB’s program down so that libraries of all sizes can create a program that is appropriate for their context. It concludes with the strengths of this model as well as the considerations that libraries should consider before creating similar programs.Preprin