Indiana University School of Dentistry Library Faculty Research
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Item Knowing Me, Knowing You, Bringing International and Traditional Dental Students Together(American Dental Education Association, 2022-10-06) Cho, Sopanis; Mohammed, Muddasir; Stone, Sean M.The International Dentist Program (IDP) matriculates dentists graduated from outside the United States through an accelerated 30-month version of the traditional DDS program so that they can take board examinations and attain a U.S. DDS. As much as possible, IDP students study with cohorts of students in the traditional DDS program. This can prove challenging, however, as IDP students represent myriad differences in education, training, culture, and life experiences. Because of this, the early portion of the IDP curriculum ensures that student preclinical and other skills are equilibrated to similar levels so that they can effectively merge with their peers from the traditional DDS program. IDP students’ matriculation is staggered from traditional DDS students and when they join them as classmates the D2s have already spent one and a half years together forging relationships and adjusting to being dental students. Because of this and their diverse backgrounds, IDP’s have reported significant challenges that can hopefully be addressed by changing the climate with a program of improved communication and events.Item Developing an Evidence Based Dentistry Course for International Dentists(American Dental Education Association, 2023-03-12) Stone, Sean M.; Cho, SopanisThe 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.Item Forging a New DEI-Focused Track for Librarian Promotion and Tenure(2023-03-16) Stone, Sean; Little, Lee; Pieczko, Brandon T.A large, four-year institution recently approved an official promotion and tenure track for faculty focusing on diversity, equity, and inclusion. All schools and academic units were tasked with developing new promotion and tenure standards in accordance with campus mandates and requirements but tailored to address the needs of specific disciplines and academic units. There were two main goals for this new track: 1) to formally recognize professional diversity, equity, and inclusion activities as a path for promotion and tenure with a focus on the professional narrative and incorporating new measures of success and impact including greater emphasis on community engagement, and 2) to develop a more holistic approach to reporting professional activities and achievements by uncoupling them, as much as possible, from the standard system of “binned” categories such as research, service, and performance). This poster outlines the work of a group of faculty librarians in developing these standards for librarian promotion and tenure. An ad hoc group of faculty librarians was formed by the campus Librarian Faculty Council with representatives from all the libraries on campus. Committee members came from many different points in the promotion and tenure process; from early career, pre-tenure librarians to those that had completely been through the process and even served on promotion and tenure groups and committees. The group went through several cycles of development of DEI promotion and tenure standards based on campus level documents and feedback from representatives to other DEI-focused campus groups, and of course, other faculty librarians. While the work was done with extensive input from various stakeholders at various levels, there was no finished archetype on which to base the final document. Additionally, campus level standards and expectations continued to develop and change throughout the process meaning the group was aiming for a moving target. Another major challenge was producing standards that were less prescribed and holistic to allow for greater freedom in the construction of candidates’ professional narratives; the recognition of DEI-focused professional activities; and the inclusion of novel metrics for demonstrating impact while still providing ample guidance and examples so that candidates would have enough guidance without feeling constrained. It was also critical for the librarian standards to match standards mandated at the campus level (often grounded in more traditional metrics and categories) while at the same time being more inclusive of DEI activities without giving DEI-track candidates the feeling that they were actually doing more work than other candidates presenting more traditional cases for promotion and tenure. It was also important to the committee to create a document that would be as easy as possible for mentors, reviewers, and members of the various promotion and tenure committees to use for guiding and evaluating candidates. The new standards were approved by library faculty in spring of 2022 and the first candidates for third-year reviews and promotion and tenure will begin utilizing them to construct their dossiers and narratives.Item 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.Item 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, WillieBuilding 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.Item 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.Item Reputable Peer-Reviewed Article Publishing: An Assessment of the IUPUI 2017 Annual Review Data(IUPUI University Library, 2019-05-29) Odell, Jere D.; Craven, Hannah J.; Stone, Sean M.This report quantifies the number of articles by Indiana University Purdue University Indianapolis (IUPUI) authors that were published in 2017 in “trusted” journals or conference proceedings. As the global proportion of for-fee article publishing increases, so do the number of email solicitations to authors for submissions to previously unknown journals. In an effort to exploit a new business model, a portion of these solicitations seek to acquire a fee for publication while promising (but failing) to provide peer review. Publishing an article in a disreputable journal (intentionally or not) wastes the resources of the university, funders, and tax payers that have supported the work. It also risks damaging the reputation of authors and the integrity of peer reviewed literature. By quantifying the number of articles published in “trusted” journals, IUPUI can assess the degree to which authors need support for the task of selecting suitable outlets for publication.Item Peer Teaching to Expand Information Literacy Instruction(2019-06) Lowe, M. Sara; Macy, Katharine V.; Maxson, Bronwen K.; Stone, Sean M.Item Opportunities for faculty-librarian collaboration in an expanded dentistry curriculum.(2018-06) Stone, Sean M.; Quirke, Michelle; Lowe, M. SaraWith the increased emphasis on evidence-based practice, developing information literacy (IL), as well as other literacies (e.g., oral), earlier in programs is becoming widely accepted in medicine and allied fields. However with long-standing programs integration of IL instruction is often unplanned at the programmatic level. This contributes to deficiencies in advanced students and frustrations for students and faculty. The Indiana University School of Dentistry has expanded its Dental Hygiene curriculum from a two-year program to a four-year Bachelor of Science. This expansion provided the opportunity to plan integration of information and oral health literacy instruction and evidence-based practice across the new curriculum. Library and Dental Hygiene faculty collaborated to adapt existing undergraduate and oral health pedagogies and assessments, as well as create new ones which are appropriate for integration into various courses. This expanded curriculum integrates lesson plans, assignments, and assessments that support dental hygiene and other health fields but also complement general education and provide transferrable skills for any major. Courses have heavy librarian integration, both in the classroom and the course management software, as well as asynchronous learning tools, with opportunities for team teaching and robust student assessment, including authentic assessment.Item IUPUI University Library Peer Teaching Curriculum(2019) Lowe, M. Sara; Macy, Katharine V.; Maxson, Bronwen K.; Miller, Willie; Stone, Sean M.
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