scholarly journals With Our Powers Combined: Teaming Up with the Writing Center to Improve Information Literacy

2018 ◽  
Vol 6 (1) ◽  
pp. 6-15 ◽  
Author(s):  
Emily Lauren Mross
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Writing Center ◽  
Learning Center ◽  
State University ◽  
Pennsylvania State University ◽  
Research Papers ◽  
Writing Courses ◽  
Willingness To Seek Help ◽  
Penn State

Write, Research, Revise (WRR) is a partnership between the Library and the Russell E. Horn Learning Center at Penn State Harrisburg, a campus of The Pennsylvania State University serving approximately 5,000 graduate and undergraduate students. This program provides two-on-one appointments, combining research and writing help for students in freshman-level, introductory writing courses. During WRR, participants have a scheduled appointment with a librarian and a writing tutor to comprehensively workshop nearly-completed research papers. At the appointment, students receive feedback and strategies to improve both the writing and research components of their assignments. Participating students and course faculty responded positively to the program. None of the participants previously utilized individual research assistance from campus librarians, and they indicated a greater willingness to seek help from the library in the future.

scholarly journals International design collaboration and mentoring for tertiary students through Facebook

2012 ◽  
Vol 28 (5) ◽  
Author(s):  
Josh McCarthy
Keyword(s):  
United States ◽  
Digital Media ◽  
Undergraduate Students ◽  
The United States ◽  
State University ◽  
Postgraduate Students ◽  
Student Cohorts ◽  
Penn State ◽  
The University ◽  
Industry Professionals

<span>This study explores the efficacy of the online social networking site </span><em>Facebook</em><span>, for linking international digital media student cohorts through an e-mentoring scheme. It reports on the 2011 collaboration between the University of Adelaide in Australia, and Penn State University in the United States. Over one semester, twelve postgraduate students in Australia and ten undergraduate students in the United States took part in an online mentor scheme hosted by </span><em>Facebook</em><span>. Students were required to submit work-in-progress imagery each week to a series of galleries within the forum. Postgraduate students from Adelaide mentored the undergraduate students at Penn State, and in turn, staff and associated industry professionals mentored the Adelaide students. Interaction between the two student cohorts was consistently strong throughout the semester, and all parties benefitted from the collaboration. Students from Penn State University were able to receive guidance and critiques from more experienced peers, and responded positively to the continual feedback over the semester. Students from the University of Adelaide received support from three different groups: Penn State staff and associated professionals; local industry professionals and recent graduates; and peers from Penn State. The 2011 scheme highlighted the efficacy of </span><em>Facebook</em><span> as a host site for e-mentoring and strengthened the bond between the two collaborating institutions.</span>

scholarly journals Snowflake Selfies: A Low-Cost, High-Impact Approach toward Student Engagement in Scientific Research (with Their Smartphones)

2020 ◽  
Vol 101 (6) ◽  
pp. E917-E935
Author(s):  
Matthew R. Kumjian ◽  
Kevin A. Bowley ◽  
Paul M. Markowski ◽  
Kelly Lombardo ◽  
Zachary J. Lebo ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Low Cost ◽  
State University ◽  
Engaged Scholarship ◽  
Mesoscale Meteorology ◽  
Penn State ◽  
Atmospheric Thermodynamics ◽  
Term Paper ◽  
Upper Level ◽  
Intensive Course

Abstract An engaged scholarship project called “Snowflake Selfies” was developed and implemented in an upper-level undergraduate course at The Pennsylvania State University (Penn State). During the project, students conducted research on snow using low-cost, low-tech instrumentation that may be readily implemented broadly and scaled as needed, particularly at institutions with limited resources. During intensive observing periods (IOPs), students measured snowfall accumulations, snow-to-liquid ratios, and took microscopic photographs of snow using their smartphones. These observations were placed in meteorological context using radar observations and thermodynamic soundings, helping to reinforce concepts from atmospheric thermodynamics, cloud physics, radar, and mesoscale meteorology courses. Students also prepared a term paper and presentation using their datasets/photographs to hone communication skills. Examples from IOPs are presented. The Snowflake Selfies project was well received by undergraduate students as part of the writing-intensive course at Penn State. Responses to survey questions highlight the project’s effectiveness at engaging students and increasing their enthusiasm for the semester-long project. The natural link to social media broadened engagement to the community level. Given the successes at Penn State, we encourage Snowflake Selfies or similar projects to be adapted or implemented at other institutions.

Information Literacy among Undergraduate Students in Nigeria

2016 ◽  
pp. 1314-1327
Author(s):  
Stella E. Igun ◽  
Jessa Precious Odafe
Keyword(s):  
Undergraduate Students ◽  
Information Literacy ◽  
Information Science ◽  
Survey Design ◽  
Literacy Skills ◽  
Digital Information ◽  
State University ◽  
Statistical Tool ◽  
Needed Information ◽  
Information Literacy Skills

This paper examined information literacy skills among undergraduate students in Nigeria. The scope of the study covered two departments in Delta State University, Abraka namely: Library and Information Science and Guidance and Counselling. The study was limited to final year students of the two departments. The descriptive survey design was adopted for the study and the population was 517. 103 or 20% of the population of 517 were sampled for the study. 97 questionnaires were retrieved and used for the study. Simple percentage and frequency count statistical tool was used to analyze the data. The study found out that ability to use information effectively to accomplish a task, ability to recognize the needed information, ability to access the needed information effectively and efficiently and ability to evaluate information critically are the information literacy skills possessed by some of the undergraduate students in Nigeria. The study recommended that information literacy education and electronic/digital information skills should be included in the curriculum of the undergraduate students in the universities.

scholarly journals Information Literacy and Retention: A Case Study of the Value of the Library

2016 ◽  
Vol 11 (4) ◽  
Author(s):  
Amy Jo Catalano ◽  
Sharon Rose Phillips
Keyword(s):  
Academic Success ◽  
Student Success ◽  
Undergraduate Students ◽  
Information Literacy ◽  
Academic Career ◽  
Outcome Data ◽  
Research Papers ◽  
Writing Research ◽  
Library Resources ◽  
The Impact

Objective - The authors investigated the impact of library instruction on information literacy (IL) skills as part of ACRL’s AiA initiative. Additionally, the researchers sought to determine whether there was a relationship between IL tests scores and research experiences with student success outcomes such as retention. Methods - The researchers administered a standardized IL test to 455 graduate and undergraduate students in multiple disciplines. They then collected outcome data on GPA, retention, and graduation three years later. Results - While there were no significant differences between those students who had instruction and those who did not on the IL test, a regression analysis revealed that experience writing research papers that required library resources and an individual’s use of library books throughout their academic career demonstrated significant, positive relationships with whether a student passed the information literacy test. Additionally, using the longitudinal data on GPA, retention, graduation, and employment, the researchers found that students’ IL scores were significantly correlated with their GPAs, and that students who passed the IL test were more likely to be retained or graduate within six years. Conclusion - The ability to demonstrate IL skills appears to contribute to retention and graduation and, therefore, may be an integral part of one’s academic success. Further, experience writing research papers and other meaningful assignments contributes to student success.

“Materials” Education: The Second Time Around

MRS Bulletin ◽  
1992 ◽  
Vol 17 (9) ◽  
pp. 22-26
Author(s):  
Rustum Roy
Keyword(s):  
Materials Science ◽  
Atomic Energy Commission ◽  
State University ◽  
Pennsylvania State University ◽  
School Committee ◽  
Penn State ◽  
Materials Research ◽  
Materials Science And Engineering ◽  
Synthesis And Processing ◽  
Institute Of Technology

Robert Sproull, the director of AREA (Advanced Research Projects Agency) in the Pentagon, recorded that Pennsylvania State University and Carnegie Institute of Technology first made proposals in 1957 for “interdisciplinary block funding” in what would essentially become “materials” research. But it was the industrial push (by W.O. Baker of AT&T Bell Laboratories and C.G. Suits of General Electric) that helped ARPA start the funding of 12 interdisciplinary materials research laboratories (IDMRLs) between 1960 and 1963. Pennsylvania State University was added in 1963 as a special modest grant limited to materials preparation (synthesis and processing). NASA and the Atomic Energy Commission added six more within two years. The first interdisciplinary degree program in “materials” (then called solid-state technology), administered directly by a graduate school committee drawn from 10 departments, was started under my chairmanship, at Penn State in 1959-60. Probably the first departmental degree program in which a metallurgy department expanded its scope (and changed its name) to include other materials was started at nearly the same time at North western University by Prof. M.E. Fine. It is noteworthy that at least in these two cases the intellectual and curricular argument for integration of degree work preceded the research grants and organization. These two separate patterns have both now permeated the entire national system, and we should clearly distinguish between them. By 1969 the first national colloquy on materials, held at Penn State and published under the title Materials Science and Engineering in the U.S., took an evaluative look at materials education.

A Study on Situated Cognition: Product Dissection’s Effect on Redesign Activities

2010 ◽  
Author(s):  
Katie Grantham ◽  
Gu¨l Okudan ◽  
Timothy W. Simpson ◽  
Omar Ashour
Keyword(s):  
Science And Technology ◽  
Situated Cognition ◽  
First Year ◽  
State University ◽  
Pennsylvania State University ◽  
First Year Students ◽  
Improve Product ◽  
Penn State ◽  
Electric Toothbrush ◽  
Research Questions

Situation cognition theory describes the context of a learning activity’s effect on learner’s cognition. In this paper, we use situated cognition theory to examine the effect of product dissection on product redesign activities. Two research questions were addressed: 1) Does situated cognition, in the form of product dissection, improve product functionality during redesign exercise?, and 2) Does situation cognition, again in the form of product dissection, affect the creativity of product redesigns? In this study, three sections of first year students in two different locations — The Pennsylvania State University (Penn State) and Missouri University of Science and Technology (S&T) — performed product redesign using either an electric toothbrush or a coffee maker. The redesigned products have been analyzed with respect to both depth (detail level) and creativity.

scholarly journals The displaced librarian: Providing research services to your campus without a library

2019 ◽  
Vol 80 (2) ◽  
pp. 92
Author(s):  
Alexandria Chisholm ◽  
Brett Spencer
Keyword(s):  
Information Technology ◽  
Group Work ◽  
Teaching And Learning ◽  
State University ◽  
Pennsylvania State University ◽  
Help Desk ◽  
Penn State ◽  
Student Center

Penn State-Berks is one of 24 commonwealth campuses in the Pennsylvania State University (PSU) system. With around 2,800 students, it is a small, tight knit community, yet remains one of the largest campuses outside of University Park.While the campus is spacious and beautiful, one feature it lacks is an adequate student center, which makes the Thun Library the heart of the campus. Not only does the library provide traditional and valued services, such as access to textbooks on reserve, computer and software access, and research assistance, it is also a location where students gather to study, hang out between classes, and conduct group work. With a large commuter population, the library offers vital spaces for those without dorm rooms to complete their work. In addition, several other departments are also housed within the building, including the Center for Teaching and Learning along with the information technology (IT) help desk.

scholarly journals 50th Anniversary Celebrations of Atomic-Resolution Imaging

2005 ◽  
Vol 13 (6) ◽  
pp. 46-47
Author(s):  
Thomas F. Kelly ◽  
Allan J. Melmed
Keyword(s):  
50Th Anniversary ◽  
Atomic Resolution ◽  
State University ◽  
Pennsylvania State University ◽  
Field Ion Microscopy ◽  
The World ◽  
Penn State ◽  
History Of ◽  
Resolution Imaging ◽  
Ion Microscopy

October 2005 marks 50 years since the first images achieving atomic resolution were obtained by Erwin Miiller and Kanwar Bahadur at the Pennsylvania State University using field ion microscopy. An image from that seminal work is shown in Figure 1. Two separate meetings were held this year to commemorate this important event in the history of microscopy; the 50th Anniversary of Atomic Resolution Microscopy, held June 15-17, 2005 at Penn State and the Golden Anniversary of Atomic Resolution Imaging, a symposium at Microscopy and Microanalysis 2005 in Honolulu held July 31 to August 4, 2005. These celebrations were timed to coincide also with the World Year of Physics 2005 http://www. wyp2005.org/.

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