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This study applies S. Douglas Olson's (2012) pedagogical methodology to a specific subject: classical mythology, a course taught at universities and colleges across the country. Olson's innovations, while originally built around a classical civilization course, are easily adaptable to this subject matter and prevent a large instruction class from being too simplistic. Furthermore, they engage students in the material through primary source research and writing assignments without overburdening students. The grading load per student is decreased, making the instructor's invested time comparable to that of a traditional small-instruction class that implements papers and exams. The result was an enjoyable classroom experience that encouraged interaction among students with a wide variety of backgrounds and interests, while allowing the instructor to focus on the needs of the students in the classroom rather than excessive grading. [ABSTRACT FROM AUTHOR]

This study assessed student research papers using a rubric to determine the information literacy skills of students in introductory composition classes. Librarians taught a pilot composition course that infused information literacy (IL) into the traditional English curriculum. The students' IL skills were compared to those of undergraduates enrolled in a traditional composition class, who received only a one-shot library instruction session. Students in the information literacy composition course scored better than their counterparts in six of seven IL skill categories. Results support greater integration of information literacy and composition curricula as a path forward for student success. [ABSTRACT FROM AUTHOR]

The information literacy (IL) assessment program at Manhattan College in Riverdale, New York, instituted in 2014–2015, evaluates students' information literacy capabilities as demonstrated in their written coursework, their test performance, and their comments on library instruction sessions. Both instruction and assessment are closely linked to five learning objectives, and five years' assessment results have led to significant changes in the IL instruction program. This paper presents key concepts in IL assessment; highlights the importance of evidence-based measures (that is, direct assessment of cognitive outcomes); describes Manhattan College's three assessment methods, with guidelines for the reporting of results; discusses sampling difficulties and related statistical issues; describes the changes in IL instruction undertaken in response to the results ("closing the loop"); and reviews additional assessment methods that can help demonstrate the impact of IL instruction on broader educational outcomes. [ABSTRACT FROM AUTHOR]

Literature on business information literacy primarily focuses on business students. This paper instead explores business information literacy for students in liberal arts colleges: aside from career preparation, are there reasons to teach them to grapple critically with business information? This paper brings together survey findings, concepts from critical information theory, and the "Framework for Information Literacy for Higher Education" developed by the Association of Colleges and Research Libraries to bear on this question. It argues that business information is a powerful genre for teaching core concepts central to both information literacy and liberal arts: critical inquiry, authority, access, incentives, rhetorical practices, and more. [ABSTRACT FROM AUTHOR]

This paper infers the dominant, nondominant, and overlooked themes in recent research on integrating primary source collections and instruction. The authors analyzed data on 75 publications to determine relationships among the themes. The results show that the three most common themes for linking curriculum to primary sources are (1) to create, access, and describe data about cultural heritage artifacts and courses, (2) to match literary collections to classroom activities and research areas, and (3) to help students to investigate, and faculty to educate about, cultural heritage. [ABSTRACT FROM AUTHOR]

This paper considers library programming as a means of extending and enhancing the academic library's pedagogical mission and role in student success. Scholarly programming in the form of faculty speakers, film screenings, or other kinds of research-based events creates opportunities for students to join an academic community and to practice critical thinking skills learned in class. These presentations inscribe the library within the students' journey from student to scholar, highlighting its importance as a nexus for scholarly exchange. At the same time, this programming strengthens the library's mission by encouraging engagement with the campus, interdisciplinary research, and efforts to support diversity and inclusion. Drawing on the Association of College and Research Libraries Framework for Information Literacy for Higher Education and concepts in critical thinking in the liberal arts, this paper examines the role of programming in the academic library's instructional and formative mission. Library programming can help students become informationally literate, thoughtful consumers and producers of content. [ABSTRACT FROM AUTHOR]

Background: Pacific Islanders (PIs) have one of the highest rates of cigarette use, but evidence-based smoking cessation programs designed specifically for PIs are practically nonexistent. Objectives: This paper reports on the development of a culturally tailored smoking cessation curriculum designed specifically for young adult PIs using a community-based participatory research (CBPR) approach. This paper demonstrates the shared leadership and equal contribution of community and academic partnerships. Methods: Together community and academic partners conceptualized and developed a smoking cessation curriculum. Data from formative studies shaped the various components of the educational modules. Results: Eight educational modules were developed through CBPR. Information on the dangers of cigarettes, benefits to cessation, and ways to cope with cravings and stress through cognitive behavioral therapy were offered in both narrative and non-narrative formats. Conclusions: Use of CBPR is critical in the development of the curriculum because it allowed for the sharing of ideas and knowledge between academics and community members. [ABSTRACT FROM AUTHOR]

A required literary-theory class for classics graduate students was introduced at the University of California, Berkeley in the late 1980s. So how do we get beginning graduate students "from zero to 60" in a one-semester theory proseminar? This paper considers the content, structure, pacing, and pedagogical strategies of one version of such a course, including sample syllabuses and different writing and in-class projects. In particular, I address how such a course can be effectively integrated with the students' other classics coursework, and how students can be motivated to regard the theory proseminar as just the first step in their ongoing education in theory. [ABSTRACT FROM AUTHOR]

Background: The Interactive Systems Framework (ISF), a guide for translational research, encourages the balancing of traditional research and community-based participatory research (CBPR) approaches. Objectives: This paper focuses on the challenges, solutions, and lessons learned in applying the ISF to our translational research project. Methods: A community-campus partnership translated evidence-based screening guidelines on sexually transmitted infections (STIs) and depression into culturally relevant educational materials. Community health workers (CHWs) disseminated the information through a cross-over design to Hispanic women in Pima County, Arizona. Challenges, solutions, and lessons learned were identified throughout this process. Lessons Learned: We identified challenges in the areas of research design, and in the ISF systems of prevention synthesis and translation, prevention support, and prevention delivery. We successfully negotiate solutions between the scientific and local community that resulted in acceptable compromises for both groups. Conclusions: The model presented by the ISF is difficult to achieve, but we offer concrete solutions to community members and scientists to move toward that ideal. [ABSTRACT FROM AUTHOR]

This paper describes a course entitled "Leadership and the Ancient World" and details some of the challenges and trends in higher education which make a course focused on the Classics and leadership desirable. The paper summarizes conventional approaches to leadership and emphasizes the advantages of a liberal-arts based approach starting with the Classics. We explain our basic course design; offer a summary of how the course was run; and present sample activities. In closing, we present assessment and evaluation data for the course and remark on ways in which the syllabus and design could be improved in future iterations. [ABSTRACT FROM AUTHOR]

abstract This study investigates faculty perceptions of teaching information literacy. Using 24 semi-structured interviews, a phenomenographic approach identified four qualitative ways in which faculty experienced teaching information literacy (IL). This paper analyzes the challenging information literacy concepts that faculty identify—known to many librarians as threshold concepts —and their relationship to the Association of College and Research Libraries (ACRL) "Framework for Information Literacy for Higher Education." The study highlights the transdisciplinary nature of IL instruction and indicates that, although unaware of the ACRL Framework, faculty already teach at least three concepts from that document. This finding suggests new opportunities for collaborations between librarians and faculty. [ABSTRACT FROM AUTHOR]

This paper discusses a method of teaching theory to graduate students in the context of graduate seminars that are constructed around classical topics-particular ancient texts or authors, specific historical or art-historical or archaeological questions, and soforth. This method ties the necessary theory directly to the seminar's topic, and thereby subordinates the exposition of theory to the overall problematic of the seminar. This approach contrasts with that of the dedicated theory survey course, which gives priority to the theory as such. Two examples of such seminar construction are provided, both from the Ph.D. program in classics at Johns Hopkins University. [ABSTRACT FROM AUTHOR]

This paper will outline the process and discussions undertaken at the University of Denver's University Libraries to implement a lending service providing video game consoles. Faculty and staff at the University Libraries decided to pursue the new lending service, though not a traditional library offering, to support the needs of a video game design curriculum in the university's Emergent Digital Practices program. By rethinking the role and scope of the library collection, the library met the demonstrated needs of an emerging program and reinforced its usefulness to the campus community. [ABSTRACT FROM AUTHOR]

Background: Engaging community partners as co-investigators in community-based participatory research (CBPR) requires certification in the rules, ethics, and principles governing research. Despite developments in making human research protection trainings more convenient and standardized (eg, self-paced Internet modules), time constraints and the structure of the content (which may favor academic audiences) may hinder the training of community partners. Objectives: This paper is motivated by a case example in which academic and community partners, and stakeholders of a community-based organization actively engaged the leadership of a pediatric hospital-based institutional review board (IRB) in implementing a brief, community-responsive human subjects training session. Methods: A 2-hour, discussion-based human subjects training was developed via collaborations between the IRB and the community and academic partners. Interviews with trainees and facilitators after the training were used to evaluate its acceptability and possible future applications. Conclusions: Local IRBs have the potential to assist community partners in building sufficient knowledge of human subjects research protections to engage in specific projects, thereby expediting the progress of vital research to address community needs. We propose the need for developing truncated human subjects education materials to train and certify community partners, and creating formally organized entities within academic and medical institutions that specialize in community-based research to guide the development and implementation of alternative human subjects training certification opportunities for community partners. [ABSTRACT FROM AUTHOR]

After first arguing that literary theory should play a significant role in an undergraduate classics curriculum, this paper lays out the promises and pitfalls of one particular approach to making literary theory central: a full-unit survey class in literary theory, taught by a member of the classics faculty and responsive to (although not wholly structured by) the particular needs of classics majors. The basic model is evaluated through the exploration of a specific class taught by the author in a number of iterations. [ABSTRACT FROM AUTHOR]

Background: Community-based participatory research (CBPR) involves community and academic partners working collaboratively to understand and address local challenges. Undergraduates who engage in CBPR through a course can learn valuable research and professional skills, but we found no studies describing the experiences of community and academic partner instructors who have co-taught undergraduate CBPR courses. We describe lessons the instructors learned from collaboratively teaching one such course. Lessons Learned: The lessons we include highlight how community–academic team teaching can 1) provide unique opportunities to teach and model partnership and collaboration, 2) incorporate nontraditional learning opportunities for students to practice skills and engage in content reflection, 3) be challenged by differing community and academic priorities, and 4) surface power dynamics in the classroom that should be explicitly discussed. Conclusions: Community and academic partners can successfully team teach in an undergraduate CBPR course and encourage the development of important skills that can be transferable to the real world. Focusing on offering traditional and nontraditional learning opportunities and modelling partnership and collaboration can also facilitate this. Beyond these benefits, instructors considering a model like this should be prepared to intentionally engage in discussions within and outside the classroom about respective priorities and the ways in which knowledge that is traditionally valued in academic settings can create power dynamics in the classroom. Ultimately, structural supports, such as institutional funding for community partners and consideration of benefits to community partners and organizations beyond the research itself can facilitate these types of collaborations. [ABSTRACT FROM AUTHOR]

Librarians play a key role in the understanding, retrieval, and assessment of gray literature (also spelled grey literature) as it pertains to evidence-based clinical practice, particularly nursing. With the rise of evidence-based research and curriculum-specific requirements in advanced nursing programs, gray literature instruction has become a necessity rather than a nicety. References to gray literature are not restricted to structured literature reviews but serve broader purposes within evidence-based nursing, which aims to use the best available evidence to make informed decisions about patient care. Given the vast landscape and varied types of gray literature, identifying resources specific to nursing and quantifying their role in evidence-based nursing are challenging. Citation analysis can be used to identify types of gray literature types commonly found in nursing studies. This article seeks to establish the need for gray literature instruction in nursing curricula. [ABSTRACT FROM AUTHOR]

Digital initiatives have become increasingly common in academic libraries, but inconsistent definitions, standards, and expectations limit and, in some cases, negatively impact the effectiveness of practitioners. This article explores the discourse surrounding professional titles and responsibilities in digital initiatives within North American academic libraries between 1990 and 2020. A review of job advertisements, position descriptions, and professional activities reveals ambiguously defined responsibilities, inadequate technical education, and limited opportunities for training. Current trends suggest digital initiatives will expand from traditional digitization and digital library projects toward more diverse and flexible digital project management. This change will require familiarity with software development, systems administration, and library practices. The implication for library science education is the need for course programming that reflects these trends. [ABSTRACT FROM AUTHOR]

Librarians seek opportunities to improve outreach to faculty and promote shared interests in information literacy. A comprehensive review of syllabi for all undergraduate courses offered during one academic term examined course-level learning outcomes and graded assignments to see how well they aligned with the five Association of College and Research Libraries Information Literacy Competency Standards for Higher Education. We observed discrepancies between descriptions of graded assignments and the articulation of student learning outcomes aligned with information literacy skills. The review generated an inventory of courses and instructors that will help subject specialists initiate conversations about collaborations related to information literacy. [ABSTRACT FROM AUTHOR]

At the beginning of each class, we attest to the virtues of writing with clarity, focus, and authority, yet we saddle students with a syllabus that lacks all these virtues. Added, our students are forced to reference it routinely throughout the semester to navigate the course. Admittedly, I myself perpetuate this type of course design. My 2022 resolution is to get my syllabus in order. Document design is a good place to start. If we follow Banwarshi's guidance, we can start our collection and study of genres by placing our students at the center of each of the nested genres within the syllabus. What if the course requirements (project submission minimums, assignment deadlines, and the usual "thou shalts") looked like real-world contracts students would have to acknowledge, sign, and abide? What if the assignment descriptions looked more like an informational brochure, tri-fold, tour guide, or prix fixe menu? What if our contact information was a digital business card with a link to provide an efficient path to our office? We could continue with our "what if's" concerning the schedule of assignments, required texts, and all the remaining nested eggs in our syllabi. Importantly, would the resulting consequences help our students? I think so. [ABSTRACT FROM AUTHOR]

This essay reviews the history, design, and goals of "Ovid and Literary Theory," a graduate course that divides its time between Ovid (Amores, Ars amatoria) and literary theory. The course, originated at Bryn Mawr College and migrated to the University of North Carolina at Chapel Hill, meets a graduate Latin requirement but regularly enrolls undergraduates. Students read both an introductory overview of theory and primary theory during the semester. Written assignments require them to practice applying theory to aspects of Ovidian elegy. [ABSTRACT FROM AUTHOR]

Renaissance thought, as well as its intertwined reception of classical texts, generally receives little interest in either Classics or Philosophy departments. In this article, I outline my experiences teaching Renaissance philosophy in the format of a survey course treating a broad range of thinkers (e.g., Ficino, Della Mirandola, Machiavelli) and themes (e.g., "mirror for princes", myth of Venice), examine the available materials and consider the student learning outcomes underpinning such a course. By evaluating the skill set that students acquire from such a course which could enrich their study of classical antiquity, I argue for a more widespread adoption of Renaissance thought on the undergraduate Classics curriculum and suggest how such a course might be implemented. [ABSTRACT FROM AUTHOR]

American Indians have the highest rates of smokeless tobacco (SLT) use of any racial/ethnic group in the United States, yet no proven effective cessation programs exist for them. Because tobacco is a sacred plant to many American Indians, cessation programs must not portray it in a completely negative manner. Based on our successful All Nations Breath of Life smoking cessation program, we developed and pilot-tested the All Nations Snuff Out Smokeless (ANSOS) program. Of 48 participants who began the program, 33 completed to six months (68.8% retention rate). Among participants who completed the program, 11 (34%) self-reported abstinence. When those lost to follow-up are considered current users, the cessation rate is 22.9%. An additional 14 individuals reported decreasing use (29.2% of all participants), with an average of 3.4 days per week decrease. All Nations Snuff Out Smokeless shows promise as a culturally appropriate SLT cessation program and is ready for efficacy testing. [ABSTRACT FROM AUTHOR]

This case study discusses the integration of information literacy instruction and assessment in a required research course for students of journalism and strategic communication at the University of Kansas. The integration consisted of four components: (1) a unifying threshold concept, (2) an open textbook, (3) a sequence of five assignments, and (4) an early- and late-semester assessment of student information literacy attainment. Qualitative and quantitative data were used to evaluate course components and to guide ongoing course revisions. The course redesign addressed the challenge of creating a sustainable structure for IL instruction. Discipline-specific obstacles stemmed from divergent information values and distinct information-handling conventions in journalism-related professions. [ABSTRACT FROM AUTHOR]

In the early centuries ce , the Roman state attempted to monitor, tax, and protect traders and travelers crossing the Eastern Desert (against the potentially dangerous barbaroi). These traders were operating from sites like Berenike and Myos Hormos, key ports for the Red Sea branch of the Indian Ocean trade. Conversely, during the course of the third century, this situation changed. The praesidia (small forts) lining these routes were abandoned, Myos Hormos ceased to operate, and activity at Berenike reached a low ebb. In the late antique period there was a revival of activity, with more northerly ports like Clysma and Aila coming into prominence. Berenike also saw a revival, but who controlled this site remains less clear. Three possible scenarios are examined in this article. The first is that the Roman state was (in)directly in charge, perhaps through Christianized Saracen foederati. The second is that (a certain faction of) the Blemmyes were employed as foederati. The third is that the Blemmyes largely controlled Berenike and that traders were permitted to operate at the port under their sufferance. It is argued here that the latter two possibilities are now the most likely in light of recent archaeological and epigraphic discoveries. [ABSTRACT FROM AUTHOR]

In 2015, the Truth and Reconciliation Commission of Canada released the "94 Calls to Action," which asked educational and memory institutions to address their relationship with the Indigenous Peoples in what is now known as Canada. 1 One of many steps toward repairing past injustice and moving toward reconciliation was the creation of a course at the University of Alberta's School of Library and Information Studies (SLIS). The course, LIS 598: Indigenous Library and Information Studies in a Canadian Context, was the first three-credit graduate course in Canada about Indigenous librarianship taught from Indigenous perspectives by Indigenous instructors. This essay highlights the growth and development of this course since its pilot in fall 2018, providing insights into Indigenous pedagogies and more broadly into the developing field of Indigenous library and information studies. [ABSTRACT FROM AUTHOR]

The study investigates the perceptions of first-year writing faculty of how their students develop information literacy (IL). The authors conducted 16 semi-structured interviews and analyzed them using a qualitative inductive coding method. The study contributes a close and nuanced understanding of faculty perceptions of IL learning to a literature with few recent qualitative studies. Faculty identify what they see as enablers and barriers to student learning. The authors conclude that the empathetic, process-oriented characterization of IL learning by these faculty invites further examination using multiple methodologies and elevation of faculty's voice in the discourse around IL. [ABSTRACT FROM AUTHOR]

This study explores upper-division students' research competencies, dispositions, challenges, and developments through focus group interviews complemented by surveys, including local responses to the Experiences with Information Literacy topical module from the National Survey of Student Engagement (NSSE). These undergraduates, apprenticing as researchers, use research practices that are more novice than expert, as described in the Framework for Information Literacy for Higher Education. They employ a range of abilities in the research process and demonstrate an emerging knowledge of the information environment and of academic disciplines. Because curriculum strongly influences information literacy development, librarians should pursue close collaborations with faculty. [ABSTRACT FROM AUTHOR]

Women's and gender studies courses on personal health grew out of the feminist health movements of the 1970s and remain an important component of how undergraduate students gain political consciousness around bodies and health. However, similar to many introductory women's studies courses, health courses tend to exclude trans-gender people through their reliance on stable understandings of gendered bodies. Although scholars have analyzed the tensions and conflicts between trans studies and women's studies more broadly, they have not yet analyzed the challenge that transgender brings to the feminist health classroom. I review the history of "women's health" in the feminist classroom and make the case for a transfeminist pedagogy. I consider what it looks like to "trans" the women's health curriculum and demonstrate this by detailing my revisions to a long-standing undergraduate women's health course. Finally, I consider the political and practical importance of incorporating trans knowledges and bodies in feminist health courses. [ABSTRACT FROM AUTHOR]

abstract While educators and librarians have long been concerned with developing undergraduates' ability to find credible sources, the abundance of unreliable information online has exponentially complicated the situation. In developing a new curriculum for English Composition 1001 classes, a first-year writing class at the University of Cincinnati, we developed new ways of engaging with student experiences before and beyond the class sessions to address source analysis through active peer learning. Using an action research framework to position ourselves as both practitioners and researchers, we considered our own practice as teachers as much as student outcomes. We compared the use of flipped content with in-class instruction. By capturing students' research process through pre-class and post-class surveys, we could better understand the online ecosystem they must navigate and help them reflect critically on their progress. Our analysis of student survey responses allowed us to measure progress in three areas: source quality, search strategy, and topic relevance. Flipped class activities had the same result on student behavior as did in-class delivery. [ABSTRACT FROM AUTHOR]

Abstract The movement incorporating sustainability into the academic mission of higher education has grown quickly in the last few decades. At the same time, vast interpretations of sustainability exist as institutions work to incorporate it into the curriculum. Therefore, using interviews with 42 individuals and observations of 67 courses, this study offers a theory of Education for Sustainability (EfS), which provides conceptual development for the path from learning to teaching in EfS. A framework for instructors (a macro-narrative of sustainability), a typology of EfS courses, and implications for practice are discussed. [ABSTRACT FROM AUTHOR]

Abstract This qualitative study explores the impact of a workshop on collaborative research assignment design that brought together an interdisciplinary group of faculty in a librarian-facilitated community of practice. Faculty participants attended the workshop, revised and implemented their assignments, and completed a follow-up interview. Themes that emerged reflected shifts in faculty teaching practices, including increased scaffolding, clarity, modeling, student collaboration, and opportunities for authentic learning. Gaining insight into how faculty approach the work of teaching directly impacts library instruction and how librarians can contribute to communities of practice among teachers in the academy. [ABSTRACT FROM AUTHOR]

Abstract Despite policy efforts to increase Advanced Placement (AP) course-taking among Black students, gaps in AP course-taking persist. Many question whether offering more AP courses is a sufficient policy solution. However, few studies have examined the effect of course offerings on disparities within racially diverse high schools. Using national school-level data from the Office for Civil Rights and an instrumental variable approach, we estimated the effect of AP course offerings on within-school Black-White gaps in AP course-taking. We found an additional AP course increased the Black-White AP gap in schools by 1.1 percentage points, net of other variables. [ABSTRACT FROM AUTHOR]

Abstract This study explored science, mathematics, and general academic factors that predicted outcomes for community college students (N = 3052) in a regional institution. A binary logistic regression was performed to determine [End Page 595] significant independent variables contributing to successful outcomes (graduation or transfer) vs. non-completion. Transcript data over three years revealed that rate of science and mathematics course completion, science and mathematics course enrollment, and required mathematics and English remediation coursework were significant predictors of graduation and transfer. Results have implications for community college policy makers in strategizing to improve student outcomes by providing supports for specific academic coursework. [ABSTRACT FROM AUTHOR]

Background: Baltimore is an urban center that has been highly impacted by human immunodeficiency virus (HIV) and hepatitis C virus (HCV); however, many individuals are unaware of their HIV and/or HCV status. In 2013, the Johns Hopkins Center for AIDS Research (CFAR) developed Generation Tomorrow, an HIV and HCV education, testing, and counseling program with community input and collaboration. Objectives: The aims of Generation Tomorrow are to increase HIV and HCV awareness and detection in Baltimore and engage the next generation of health professionals (students) and community members (peers) in HIV and HCV outreach services. Methods: The Generation Tomorrow educational component includes formal HIV and HCV testing and counseling training, and a lecture series for students and peers. The participants then engage in field assignments and outreach events with Johns Hopkins associated programs or community- based organizations. Results: Generation Tomorrow trained 71 students and peers in three cohorts, 70% of whom reported that they planned to stay in HIV- and/or HCV-related work. From October 2014 to May 2015, which represents the first year that Generation Tomorrow ran with the full academic calendar, Generation Tomorrow students and peers worked with partner organizations to conduct 1,104 HIV rapid antibody tests and found 19 individuals (1.72%) to be HIV positive. Additionally, 778 HCV rapid antibody tests were conducted and 175 individuals (22.5%) were HCV antibody positive. Conclusions: Generation Tomorrow has been successful in engaging students and community peers in HIV and HCV education, testing, and counseling, and has documented HIV and HCV positivity rates well above general community prevalence. [ABSTRACT FROM AUTHOR]

Graduate students across disciplines feel pressure to publish their scholarship, but they are often unsure how to go about it, partly due to a lack of explicit training in this area. This article discusses the collaborative development of a semester-long Publishing Academy, designed to promote knowledge of scholarly publishing and increase the library's impact within the graduate student community. Demonstrating how librarians can draw on their unique skills to build a niche service addressing unmet needs on campus, the project also puts into practice a broader conception of scholarly publishing literacy, which can be linked to the Association of College and Research Libraries Framework for Information Literacy for Higher Education. [ABSTRACT FROM AUTHOR]

This article proposes that libraries reimagine their information literacy instructional programs using a broader conceptualization and implementation of information literacy that promotes collaborative and personalized learning experiences for students, faculty, and staff, while embracing scalable instruction and reference strategies to maximize librarians' time. We focus on four areas for growth: (1) integrating information literacy across the curriculum, (2) identifying scalable methods to provide information literacy support inside and outside the formal classroom environment, (3) facilitating the creation of personalized learning environments, and (4) engaging students and faculty in social and participatory learning. [ABSTRACT FROM AUTHOR]

Background: To address changing dietary patterns and declining dietary quality in indigenous communities, there is growing interest in implementing interventions that promote nutrient-dense, culturally important foods. Objectives: To describe formative research and an ongoing collaborative process to design a multilevel nutrition intervention--Neqa Elicarvigmun or the Fish-to-School (F2S) Program--that reconnects students to their local food system in a remote Yup'ik community in Western Alaska. Methods: Qualitative data that explored the connection between salmon and well-being were collected and collaboratively reviewed with a community work group and analyzed using thematic analysis. Findings were used to co-design the nutrition intervention. Lessons Learned: Formative research findings and ongoing collaboration between academic and community partners informed the final intervention design. Conclusions: Because people's behaviors and interactions with culturally significant foods are embedded in cultural perceptions and local contexts, it is important for nutrition interventions to address local perceptions of these foods. [ABSTRACT FROM AUTHOR]

Using the Self-Assessment of Perceived Level of Cultural Competence (SAPLCC) questionnaire, frequencies, means, and ANOVAS were determined to create medical and pharmacy student profiles of cultural competence. Profiles were used to identify needs for training and underscore critical issues that should be given priority in the curriculum. Significant differences were found in several domains of cultural competence (knowledge, skills, attitudes, and abilities); they may be explained by differences in the implementation of a pilot curriculum, the racial composition of students in both programs, and other characteristics. However, in the awareness domain, the main differences found may be explained only by respondents' attitudes and their personal experiences. Results confirm the importance of examining the racial dynamics factor and the need to address this sensitive topic early in the academic programs so students are prepared more fully to have sincere and meaningful encounters with their patients during the clinical years and as health care providers. [ABSTRACT FROM AUTHOR]

The article presents a study which compared the co-curricular experiences of freshman college students who used and did not used the Live It web site and program. The variables considered include familiarity with experiences, social contagion of experiences and the quality of experiences. The challenges associated with the transition from high school to college are mentioned.

Service learning can help students to engage in the community while applying lessons learned in their coursework. Using self-determination theory, we evaluated the relationship among self-efficacy, self-regulated motivation, and civic learning in service learning courses. Participants included 242 college students (122 females, 120 males) across 28 service learning courses at a large, research-intensive university in the American Midwest. A conceptual framework was developed and tested using structural equation modeling. Results indicate that self-efficacy for community service has a positive impact on civic learning directly and indirectly through self-regulated motivation. The direct effects in the model were stronger than the indirect effects. [ABSTRACT FROM AUTHOR]

This qualitative study describes collaborations between academic librarians and faculty in education-related disciplines involving evidence-based practice (EBP), an approach that combines the best available research with the professional's experience and expertise. The authors analyzed narratives of academic librarians and their educator partners using the lens of cultural historical activity theory (CHAT), a sociocultural idea about the interaction between human beings and their material and social environment. The authors identified four themes in the participant narratives: EBP as research-based practice; EBP as the librarian's tool for initiating collaboration; varying degrees of EBP-related collaboration; and epistemological tensions involving the application of EBP in education. These findings illustrate the constructed nature of authoritative knowledge as described in the Association of College and Research Libraries (ACRL) Framework for Information Literacy for Higher Education. [ABSTRACT FROM AUTHOR]

The article offers information on the history of Howard University's Department of Art from 1921 to 1971. It mentions about the university's focus on Black intellectualism and how it is known as the epicenter of African American education. Topics include Howard's financial agent John A. Cole's prelude to the department, the curriculum of art history that was taught by Stephen M. Newman, and the goal of training African American artists.

This article provides the framework for a set of standards and outcomes that would constitute information literacy with primary sources. Based on a working model used at Dartmouth College's Rauner Special Collections Library in Hanover, New Hampshire, these concepts create a framework for teaching with primary source materials intended to produce expert users at the undergraduate level. At the same time, these concepts establish a structure for archivists and librarians to use in assessing their work with faculty and students. [ABSTRACT FROM AUTHOR]

Utilizing Bennett's genres of multicultural education, the authors examine whether diversity course content clusters influence students' civic engagement. Diversity course content clusters were predicted to influence White students and students of color differently, given principles identified by social development, cognitive development, and social identity theory. Findings indicate that diversity courses that emphasize multicultural competence positively influence all students over a period of 4 years. Courses that emphasize societal equity, however, have a greater effect on students of color when compared to White students. Implications for faculty, undergraduate curriculum committees, research, and theory are discussed. [ABSTRACT FROM AUTHOR]

Student participation in short-term study abroad programs has increased at a rapid pace; however, little is known about students' post- study abroad practices regarding negotiating meaning of their experiences. The purpose of this study is to explore students' post-study abroad participation and reification of their experiences using the theoretical framework of communities of practice (Wenger, 1998). Findings from this study indicate that student learning is truncated by the practices students employed post-study abroad and the opportunities available to them to negotiate the meaning of their study abroad experiences. Recommendations include providing students with structured, programmatic opportunities and assistance in processing, articulating, and negotiating the meaning of their study abroad experiences. [ABSTRACT FROM AUTHOR]

In this exploratory study, the researchers examined the core library and information science (LIS) curriculum, looking for diversity levers, or conceptual access points, where transformative academic knowledge related to diversity and social justice could be meaningfully integrated. Multicultural curriculum reform, conceptualized as a social justice approach, was the guiding framework for the research design and analysis. The researchers began by establishing what constitutes the core curriculum and essential knowledge taught across thirty-six ALA-accredited master's of library and information science degree programs. These data were then used to construct a survey that went to one hundred LIS faculty at ALA institutions who provided pedagogical knowledge, ideas, and resources for infusing diversity and social justice into the core curriculum. The findings suggest that there are certain core LIS courses that have explicit diversity levers, or areas where there are natural connections to diversity and social justice content, while others have emergent or implicit diversity levers. The differences among these types of diversity levers are explained, and some of the pedagogical resources that were shared by the survey respondents are included. The Information Technology core course shows the most promise for integrating diversity and social justice pedagogies. [ABSTRACT FROM AUTHOR]

The purpose of this longitudinal (11-year) study of the academic impact on post-baccalaureate graduates' performance profiles from years 2001-2011 is to determine whether or not post-baccalaureate program reinforcement, enrichment, and intervention efforts strategically affected the students' academic performance profile while matriculating at Meharry Medical College-School of Medicine. A second purpose of this study is to provide some predictive information to help identify 'at risk' students to ensure that proactive intervention efforts are provided early in their pursuit of a health professions career, thus avoiding the pitfall of unpreparedness and the lack of counseling. [ABSTRACT FROM AUTHOR]