11 research outputs found
Undergraduate researchers report only moderate knowledge of scholarly communication: they must be offered more support
No full textUndergraduate students are increasingly participating in the scholarly communication process, mostly through formal research experiences. However, Catherine Fraser Riehle and Merinda Kaye Hensley, having surveyed and interviewed university students, reveal that undergraduate researchers have only moderate levels of confidence in their knowledge of scholarly communications, especially publication and access models, author and publisher rights, determining the impact of research, and research data management. Moreover, students revealed that to receive specific guidance in these areas was rare. There is much opportunity for faculty members, graduate students, librarians, and research programme coordinators to collaborate and develop learning interventions in these areas
Pengembangan Bahan Ajar Berbasis Pendekatan Saintifik dengan Mengeksplisitkan Hakikat Sains dan Berpikir Kritispada Materi Senyawa Karbon (Haloalkana, Alkanol, Alkoksialkana, Alkanal, Alkanon, Asam Alkanoat dan Alkilalkanoat)
No full textABSTRACT Pengembangan Bahan Ajar Berbasis Pendekatan Saintifik dengan Mengeksplisitkan Hakikat Sains dan Berpikir Kritispada Materi Senyawa Karbon (Haloalkana, Alkanol, Alkoksialkana, Alkanal, Alkanon, Asam Alkanoat dan Alkilalkanoat)Implementasi Kurikulum 2013 merupakan upaya memperbaiki pendidikan sains di Indonesia. Dalam Kurikulum 2013 diterapkan pendekatan saintifik sebagai salah satu pendekatan dalam proses pembelajaran. Penerapan pendekatan santifik disertai pengekspisitan hakikat sains dan berpikir kritis merupakan metode pembelajaran yang efektif. Namun berdasarkan analisis pendahuluan yang dilakukan, bahan ajar materi senyawa karbon (haloalkana, alkanol, alkoksialkana, alkanal, alkanon, asam alkanoat dan alkilalkanoat)yang tersedia saat ini belum mencerminkan konsep pendekatan saintifik dan belum mengeksplisitkan hakikat sains. Oleh karena itu, penelitian pengembangan bertujuan untuk menghasilkan produk berupa bahan ajar yang sesuai dengan tuntutan Kurikulum 2013 pada materi senyawa karbon (haloalkana, alkanol, alkoksialkana, alkanal, alkanon, asam alkanoat dan alkilalkanoat)dengan menggunakan pendekatan saintifik, serta mengeksplisitkan hakikat sains dan berpikir kritis.Penelitian pengembangan dilakukan dengan menggunakan model 4Dmeliputi tahap perencanaan (Define), tahap perancangan (Design), tahap pengembangan (Develop), dan tahap penyebaran (Disseminate), namun untuk tahap penyebaran (Disseminate) tidak dilakukan. Bahan ajar yang dikembangkan, meliputi buku siswa dan buku guru. Validasi bahan ajar dilakukan oleh validator yang terdiri dari dua validator ahli materi, yaitu dosen dari Jurusan Kimia UM dan dua validator ahli pembelajaran, yaitu guru Kimia SMA/MA. Validasi dari produk pengembangan bahan ajar menghasilkan data kualitatif dan data kuantitatif. Data kuantitatif digunakan untuk mengetahui kelayakan produk dan diperoleh presentase sebesar 77,92% untuk buku siswa dengan kriteria layak dan 81,55% untuk buku guru dengan kriteria sangat layak. Sedangkan, data kualitatif berupa saran dan komentar digunakan untuk revisi bahan ajar. Berdasarkan hasil validasi tersebut, dapat disimpulkan bahwa bahan ajar berbasis pendekatan saintifik dengan mengeksplisitkan hakikat sains dan berpikir kritis pada materi senyawa karbon (haloalkana, alkanol, alkoksialkana, alkanal, alkanon, asam alkanoat dan alkilalkanoat)layak untuk digunakan dalam proses pembelajaran di kelas
At the Nexus of Scholarly Communication and Information Literacy
No full textIntroduction
Graduate students embarking upon a new phase in their educational careers may not realize the range of expectations, particularly the cocurricular or extracurricular expectation to participate in the scholarly communication process. Unforeseen faculty expectations may include a requirement to publish or copublish an article in order to pass a graduate course or to engage in grant-funded research that will result in conference presentations or publications. Learning about the publication process provides a key transitional experience between the independent intellectual endeavor of conducting research for course assignments and the social dynamics of being a professional researcher or scholar, interacting with a complex human system that encompasses significant variations of protocol. The initiate author must learn to decode and conform to the varied requirements of specific journals, using critical analysis and attention to detail. These lessons come to light and are made personal for the novice author as she transitions from being primarily a consumer to being a creator of published materials.
A widespread assumption is that faculty members mentor graduate students through the transition, however, research on graduate education indicates that the practice of mentorship varies widely. Librarians who are seeking hooks for information literacy connections with graduate programs are advised to look closely, yet discreetly, into the cultural dynamics of their liaison departments, as well as to gain familiarity with their department’s resource requirements. Understanding the extent to which publication by graduate students is encouraged and supported through mentorship in specific departments or programs is vitally important for planning and implementing services around both information literacy and scholarly communication. Librarians who facilitate professional exchange between faculty and graduate students around the publication process can contribute developmentally to a key transformative experience whereby a graduate student begins initiation into the mores and intellectual habits of his or her discipline
Research for design : exploring student and instructor attitudes toward accessing library resources and services from course management systems (CMS)
Get PDFThe authors conducted a study concerning student and instructor attitudes toward accessing library resources and services from within course management systems (CMS). In spring 2008, the authors held semi-structured interviews with a small population of students and instructors at the University of California, Berkeley (UCB) and at Colorado State University (CSU). They asked participants to respond to examples of library integrations in course management systems at other institutions and to report their local experiences with both the campus CMS and library services. Participant responses frequently challenged and altered the authors’ preconceptions about best practices in integrating a library presence and library services in CMS. The interview findings are discussed thematically, in relation to higher education and library literature, and can help librarians to integrate an effective library presence in a campus course management system. This study can be readily adapted for implementation at other institutions
Denman Marine Voyage HydroBox
No full textProgress Code: completedStatement: The data as of the end of the voyage was preliminary data only. All HydroBox data has since undergone final quality control checks, and all nutrient data has been corrected for Refractive Index.
Nutrient data quality is good; Japanese KANSO certified reference materials for silicate, phosphate, nitrate and nitrite in seawater (RMNS CP) was included with each analysis run to determine accuracy.
The salinometer was calibrated with IAPSO standard seawater P167 prior to each analysis run.
The dissolved oxygen UV titrator was standardised each run with an inhouse standard.
QA/QC Nutrient data can be found in the data processing report NUY2025_V3_HydroBox_ProcessingReport.pdf. All data is GO-SHIP compliant. Missing and anomalous data is flagged and noted with explanations in the data processing report (NUY2025_V3_HydroBox_ProcessingReport.pdf).This dataset contains dissolved oxygen (DO), salinity and macro-nutrient measurements for the Denman Marine Voyage (DMV). Macro-nutrients analysed were Silicate (SiO44- as Si), Phosphate (PO43- as P), Nitrate (NO3- as N) plus Nitrite (NO2- as N) referred to as NOx, Nitrite (NO2- as N) and Ammonium (NH4+ as N). Measurements were performed onboard RSV Nuyina in the Hydrochemistry containerised laboratory, the HydroBox. The HydroBox team measured DO, salinity and macro-nutrient samples from each CTD cast deployment where samples were collected. The team also measured macro-nutrients from underway samples (UWY), trace metal rosette (TMR) casts, pore water from kasten, multi-core sediments and Smith McGrab (CORE), and phytoplankton incubation (INC) experiments. In addition to that, the HydroBox team collected and measured salinity samples (TSG) from the underway system to calibrate the thermosalinograph.<br/><br/>Sample ID for CTD and TMR samples are CTD or TMR number and Niskin position, e.g., for CTD 021 Niskin bottle 16 the sample ID is 02116; for the TMR 04 Niskin 07, the ID is tmr 0407.<br/>INC samples, CORE samples and UWY sample have their own logsheet.<br/><br/>For sampling time and location, please see the elog document associated to the deployment. All results are csv files, supporting documents such as log sheets and data processing reports are pdf. Nutrient run analysis processing sheet (RAPS) are csv.<br/><br/>Nutrient samples were analysed using segmented flow SEAL AA500 and results are in µmol/L. In-house methods SOP 001, SOP 002, SOP 003 and SOP 004 were used to analyse nutrients. <br/><br/>Salinities were analysed using Guildline AutoSal 8400B and a Guildline PortaSal 8410A Salinometers and OSIL software. In-house method SOP 006 and SOP 008 was used to analyse salinity, units are Practical Salinity Unit (PSU).<br/><br/>Dissolved Oxygens were analysed using Scripps UV titrator and software, units measured in ml/L and converted to µmol/L. Dissolved oxygen was analysed using in-house method SOP 005.<br/>All data was processed with HyPro 5.7 on the ship and re-processed on shore with HyPro 5.9
Perspectives on e-books from instructors and students in the social sciences
Get PDFTo explore attitudes toward e-books, the authors conducted focus groups at Colorado State University with instructors (7) and graduate students (12) from four social science disciplines. Participants provided insights into their use of print and electronic texts, their attitudes toward patron-driven e-book purchasing, potential barriers to e-book use and acceptance, and how they view the academic library within the context of their own research needs. The paper includes a review of relevant literature and use studies. It will be useful to academic librarians and administrators concerned with patron-driven and e-book purchasing
Close up of typical hypothallial cell wall features.
No full text(A) Laminar fibrils are present throughout the perithallial cell walls of both Leptophytum leave (Labrador). (B) P. rugulosum, Newfoundland. Cell walls may have vertically aligned Mg-calcite or no clear calcification pattern. Figure A reproduced from [38] Creative Commons Attribution 3.0 License, Copyright Author(s) 2018. Figure B reproduced with permission from [39]).</p
Library Publishing Curriculum Policy Module: Legal Agreements (Unit 2), Instructor\u27s Guide
Get PDFThis unit provides guidance on developing robust, legally sound author agreements and Memoranda of Understanding (MOUs) in a library publishing context. Participants will become familiar with common contractual language utilized in publishing agreements, identify campus partners who can help develop sound legal documentation, an
Data curation: a study of researcher practices and needs
Get PDFColorado State University librarians conducted five focus groups with thirty-one faculty, research scientists, and research associates. The groups explored: (1) The nature of data sets that these researchers create or maintain; (2) How participants manage their data; (3) Needs for support that the participants identify in relation to sharing, curating, and preserving their data; and (4) The feasibility of adapting the Purdue University Libraries' Data Curation Profiles Toolkit interview protocol for use in focus groups with researchers. The authors report their review of related literature, themes that emerged from analysis of the focus groups, and implications for related library services
Use of a modified occupational therapy performance measure (mCOPM) for assistive technology outcomes in postsecondary education
Get PDFIncludes bibliographical references.2015 Summer.It is widely agreed upon that there are functional benefits in the use of assistive technology for individuals with disabilities (Fuhrer, 2001). However, clinicians and researchers have struggled to adopt a unified practice to measure outcomes of intervention (Arthanat, Simmons, & Favreau, 2012; DeRuyter, 1996; Scherer, 1996). This challenge grows especially difficult when looking outside of the major rehabilitation sector to other settings such as education. Assistive technology can be unique in its focus of intervention, accessibility of services, and clientele. According to Section 504 in the Rehabilitation Act of 1973, post-secondary schools must provide means to accommodate students to participate in education including using assistive technology to meet this goal. However, there currently is no assessment measure for assistive technology that considers the unique factors of a post-secondary education setting. The Canadian Occupational Performance Measure (COPM) (Law et al., 2000) has been used to assess the effectiveness of assistive technology. However, modification of the areas of occupation in the COPM is necessary to better reflect areas addressed by assistive technology in a postsecondary education setting. The major finding of this research project is that a modified version of the COPM is a sensitive and useful measure of performance and satisfaction utilizing assistive technology services in a postsecondary education setting
