54278 research outputs found
Sort by
2025-10-31 Minutes of the Executive Committee of the Academic Senate Senate
No full textApproved minutes of a meeting of the Executive Committee of the Academic Senate of the University of Dayton
2025: Ryu-Kyung Kim, Milestone Book Selection
No full textPromotion to the rank of Associate Professor, Department of Musichttps://ecommons.udayton.edu/svc_milestone/1174/thumbnail.jp
DOC 2025-11 (Amended) The Faculty Hearing Committee on Grievances Bylaws and Operating Procedures
No full text2025: Andrea M. Koziol, Milestone Book Selection
No full textPromotion to the rank of Professor Emerita, Department of Geology and Environmental Geoscienceshttps://ecommons.udayton.edu/svc_milestone/1171/thumbnail.jp
2025: Bradley D. Duncan, Milestone Book Selection
No full textPromotion to the rank of Professor Emeritus, Department of Electrical Engineeringhttps://ecommons.udayton.edu/svc_milestone/1172/thumbnail.jp
Create Your Own Nativity Ornament
No full textPrint the page and follow the instructions to make an ornament featuring the Holy Family
Dataset Description
Get PDFPolarimetric dataset containing data collected within the Automated Remote Sensing Solar Simulation Lab at the University of Dayton. The data were collected using a visible monochromatic division-of-time imaging polarimeter. A model desert terrain model was constructed and imaged for eight different scenarios consisting of different model panel and vehicle targets. The dataset is parameterized across different sensor, scene, and illumination geometries that mimic outdoor solar irradiance conditions
Polarimetric Data: Scenario 01
No full textPolarimetric data Scenario 01 collected within the Automated Remote Sensing Solar Simulation Lab at the University of Dayton. The data were collected using a visible monochromatic division-of-time imaging polarimeter. The dataset is parameterized across different sensor, scene, and illumination geometries that mimic outdoor solar irradiance conditions
Evaluating the Impact of Information Literacy Workshops on Student Success
Get PDFObjective – This study was designed to identify the impact of standalone information literacy tutorials on student success indicators. The study was conducted in two different phases to compare findings across different modalities and to identify whether online, asynchronous delivery of substantively similar content affected outcomes.
Methods – Using institutional records from a mid-sized, Midwestern public university, and attendance and completion data from student participation in asynchronous library workshops, the authors used propensity score matching to construct a control group that mirrored library workshop participants based on like characteristics. Statistical analyses were then conducted comparing the GPA, semester completion, and retention rates between the two groups.
Results – Students who completed at least one information literacy workshop had significantly higher semester GPAs (M = 3.25, SD = 0.85, SE = 0.06) than non-participants (M = 2.99, SD = 1.13, SE = 0.07); significantly higher semester completion rates (M = 0.93, SD = 0.18, SE = 0.01) than non-participants (M = 0.87, SD = 0.27, SE = 0.02); and substantially higher odds (OR = 3.5) of returning to the university the following semester than non-participants.
Conclusion – The findings in this study provide evidence for librarians advocating for the benefit of information literacy instruction on student success, particularly for undergraduate student retention. Additionally, library instruction programs making decisions about where to focus resources will find the comparisons between outcomes for online and traditional methods of instruction informative