Browsing by Author "Stone, Sean M."

Now showing 1 - 10 of 31
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    The Boolean is Dead, Long Live the Boolean! Natural Language versus Boolean Searching in Introductory Undergraduate Instruction
    (2017) Lowe, M. Sara; Maxson, Bronwen K.; Stone, Sean M.; Miller, Willie; Snajdr, Eric; Hanna, Kathleen A.
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    Boolean Redux: Performance of Advanced versus Simple Boolean Searches and Implications for Upper-Level Instruction
    (2020) Lowe, M. Sara; Stone, Sean M.; Maxson, Bronwen K.; Snajdr, Eric; Miller, Willie
    Building off an earlier study, which examined whether or not it was beneficial to teach Boolean logic to introductory students, the present study examines the efficacy of Boolean OR searching in more advanced search strategies, for example, capstone projects and graduate theses and dissertations. Results show that both simple and advanced Boolean searches yield relevant results. Based on relevance, there is no compelling evidence that either search is superior. To capture all the literature on a topic, however, it is important that upper-level students know the relevant databases for their discipline and perform multiple searches. Results can help inform whether teaching Boolean search skills to upper-division students in disciplinary contexts is time well spent.
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    Coming and Going: Assessing Information Literacy to Shape Curriculum
    (2018-10-22) Lowe, M. Sara; Currier, Abby; Stone, Sean M.; Graunke, Steve
    In the era of fake news, assessing students’ Information Literacy competencies is especially important. Understanding first-year and senior students’ ability to find, evaluate, and use information provides powerful assessment data to capture what students come to college with, how they leave, and how that can shape the curriculum. This poster details the results of a project which combined indirect (survey, n=630) and direct (rubric analysis of final papers, n=775) measures to assess students’ Information Literacy competencies. Attendees will learn about implementation, results, and lessons learned as well as strategies for instituting a similar ground-up assessment project.
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    Contingent teaching through low-tech audience response systems: Using Plickers to support student learning and assessment
    (2019) Lowe, M. Sara; Macy, Katharine V.; Stone, Sean M.
    For one-shot instruction sessions, formative assessment is the most feasible method for gathering data to aid contingent teaching, the practice of adapting to learners’ needs. Various technologies aid in the quick and efficient gathering of data on student learning in the classroom that can be used for formative assessment. Outside of a library teaching space or computer classroom, it is difficult to know what technology is available, what technology students can access, and how best to aid data collection that engages students, provides meaningful data to allow for contingent teaching, and is not dependent on student technology ownership. A low-tech audience response system has provided an opportunity to collect data on student learning and enable contingent teaching. This project report contributes to the field of information literacy research describing how a low-tech audience response system supports contingent teaching and innovates practice in different classroom situations.
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    Degrees of Impact: Analyzing the Effects of Progressive Librarian Course Collaborations on Student Performance
    (College & Research Libraries, 2015-07) Booth, Char; Lowe, M. Sara; Tagge, Natalie; Stone, Sean M.
    The Claremont Colleges Library conducted direct rubric assessment of Pitzer College First-Year Seminar research papers to analyze the impact of diverse levels of librarian course collaborations on information literacy (IL) performance in student writing. Findings indicate that progressive degrees of librarian engagement in IL-related course instruction and/or syllabus and assignment design had an increasingly positive impact on student performance. A secondary indirect analysis of librarian teaching evaluations and self-perceived learning gains by students and faculty showed no correlation to rubric IL scores, suggesting the importance of “authentic” assessment in determining actual learning outcomes. This mixed-methods study presents findings in each area and examines their implications for effective IL course collaborations.
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    Developing an Evidence Based Dentistry Course for International Dentists
    (American Dental Education Association, 2023-03-12) Stone, Sean M.; Cho, Sopanis
    The International Dentist Program (IDP) matriculates dentists graduated from outside the United States through an accelerated 30-month version of the traditional DDS program. This poster presents the evolution of EBD education for IDPs that attempts to best integrate them with the regular DDS cohort while also addressing the demands of their unique schedule sand pedagogical needs.
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    Does Course Guide Design Impact Student Learning?
    (2018-06) Stone, Sean M.; Lowe, M. Sara; Maxson, Bronwen K.
    Course and research guides are a common tool of teaching librarians, expanding the reach of instruction sessions. Traditionally these guides were designed in a pathfinder-style with lists of resources by type (e.g., websites, books, etc.). Guides can also be designed pedagogically, where the guide walks a student through the research process. This paper reports the results of a pilot Scholarship of Teaching and Learning (SoTL) A/B study that examined whether guide type had an impact on student learning. Results indicate students using the pedagogical guide may learn and retain Information Literacy concepts better than students using the pathfinder guide.
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    Fifty Years of How and Why Faculty Teach
    (American Dental Education Association, 2022-03-20) Stone, Sean M.
    In 1963, the House of Delegates of the American Association of Dental Schools recommended that all dental schools constitute a committee on teaching. That same year, the Dean appointed a committee on teaching for the Indiana University School of Dentistry to develop educational programs for faculty. In spring of 1964, one of their first acts was to evaluate “the attitude of our faculty on many of our teaching problems” with a survey. In fall of 1965, the teaching committee put on it’s first annual Teaching Conference for faculty, an event that is still held today, and presented highlights of the survey. In fall of 2021, a slightly updated version of the 1964 Faculty Attitudes Toward Teaching survey was given to faculty. This poster presents highlights comparing 1964 and 2021 responses.
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    For the Dissemination of Useful Knowledge the Workingmen's Institute, New Harmony, Indiana
    (H.W. Wilson Company, 2003) Lowe, M. Sara; Stone, Sean M.
    Southern Indiana holds a treasure, the Workingmen’s Institute. Founded in 1838 by William Maclure, it is the oldest continuously operating public library in the state of Indiana. While the origins of the Workingmen’s Institute (WMI) and its history in the community of New Harmony are fascinating subjects, they have also been well documented. Rather than focusing on the past, this article attempts to focus on the present and future of the Workingman’s Institute as it continues to define its three separate functions: public library, museum, and special collection.