A Remote Field Course Implementing High-Resolution Topography Acquisition and Applications Applied to Geomorphology

The course "Geoscience Field Issues Using High-Resolution Topography to Understand Earth Surface Processes" was originally intended to be conducted in-person with both field data collection and analysis to meet the "field" component of the University of Northern Colorado's Earth Science degrees (Environmental and Geology). With the 2020 world pandemic and cancellation of most in-person activities for 2020, the course was adapted for 100 % online implementation with an optional one-day field campaign. To prepare for the changed delivery model, UNAVCO and the University of Northern Colorado collected GNSS data, drone imagery for use in structure from motion, and terrestrial laser scanning from a site near Greeley, Colorado USA on the Cache la Poudre River. These data were used in mock field campaigns and real analyses implemented by students virtually through Zoom and Canvas. The objective of the course is to train students in manual and remote sensing methods of topographic data collection, including 1) GPS/GNSS surveys, 2) structure from motion (SfM), and 3) ground-based (terrestrial laser scanning, TLS) and airborne LiDAR. Course content focused on earth-surface process applications, but could be adapted to other applications. This was taught workshop style with the bulk of the instruction and application occurring within a 2-week period during the summer. Students from throughout North America attended the course, most meeting Field Camp requirements required for graduation. Despite the challenging conditions, students met the majority of the National Association of Geoscience Teachers’ Field Capstone Learning Outcomes.

Developing an assessment plan for information literacy learning outcomes: Process and planning

The introduction of the ACRL Framework for Information Literacy for Higher Education provided an opportunity for libraries to revisit student learning and instruction practices. At the University of Northern Colorado Libraries, we embarked on a process of revising our shared student learning outcomes (SLOs) for all 100-level information literacy credit courses. The credit courses, taught by librarians, are offered in conjunction with programs on campus, like the Honors program and Center for Human Enrichment, or as a major requirement for Criminal Justice, History or Audiology and Speech Language majors.

Beyond the research paper: First-generation students and the Framework in everyday contexts

Being first gen, it’s hard, like, the library information is not in us ’cause we are learning this by ourselves.” This sentiment, expressed by Vanessa, a first-year, first-generation student, is a common one. The unspoken norms, procedures, and genres that incoming students are expected to grasp—both in higher education generally and in information literacy and academic libraries specifically—often make college an unfamiliar, confusing, and unwelcoming new world for first-generation students (FGS). Yet in my work as a liaison librarian for TRIO and other support programs at the University of Northern Colorado, I constantly wonder at the highly developed and varied knowledge and skills FGS bring with them from their homes, workplaces, communities, and previous education.

RESENSI BUKU : CHURCH REFUGEES : SOCIOLOGISTS REVEAL WHY PEOPLE ARE DONE WITH CHURCH BUT NOT THEIR FAITH

Church Refugees adalah karya dua orang sosiolog. Josh Packard, Ph.D. adalah dosen sosiologi di University of Northern Colorado sekaligus salah satu direktur dari the Social Research Lab. Sedangkan Ashleigh Hope sedang menyelesaikan studi doktoralnya di Vanderbilt University. Keduanya adalah anggota yang aktif di gereja mereka masing-masing. Penelitian yang dilakukan oleh kedua sosiolog tersebut bersifat kualitatif karena cenderung untuk memperhatikan unsur manusia dari data penelitian yang berjumlah lebih dari seratus orang yang diwawancarai. Secara khusus, Packard dan Hope berusaha memahami dan melakukan refleksi atas pertanyaan ―mengapa‖ orang-orang meninggalkan gereja. Mereka yang sudah ―selesai‖ (―the Dones‖) dengan gereja ini menjadi fokus penelitian dalam Church Refugees.

The whys and hows of academic library space assessment: a case study

Purpose The purpose of this paper is to advocate for change in academic library space assessment and use philosophy in favor of a more user-centered approach emphasizing space designed for and by users themselves. This goal is achieved by analyzing the implementation of a recent space assessment project at the University of Northern Colorado Libraries to investigate specific patterns of library space utilization. Design/methodology/approach This paper presents a case study for which data were collected through a multi-method approach, including flip chart and whiteboard questions, brief semi-structured “tabling” interviews, and more in-depth “roving” interviews. Findings The current library literature on space assessment does not encompass broader, more holistic approaches to how library space is used by students, faculty, staff and community users. The findings from this study highlight the diversity of ways patrons may use an academic library, many of which are related to academic work. However, visitors also come to the library for other purposes, such as socializing or attending an event. It is imperative that the space be adequately equipped to meet varied visitor needs and to create a welcoming environment for all patrons. Originality/value The paper has several implications for planning and managing the operations of medium-sized academic libraries. It contributes to the larger conversation in higher education about the importance of user research for enhancing visitor experience through data-informed decision-making. Furthermore, the project it details is not an isolated assessment effort but part of the library’s ongoing space assessment work.

The Quotidian Apocalypse and the Quixotic Cause

The writer Connie Willis lives in Greeley, Colorado, home to the University of Northern Colorado (UNC). She is an alumna of UNC and has chosen to deposit her papers in its archives. A pre-eminent science fiction author, her clock- and calendar-defying tales of time travel have transported many fans and won numerous awards. Her stellar reputation in fandom and among librarians as a mentor, peer, and public intellectual is well-deserved and hard-earned. She gives generously of her time at conventions, conferences, and community events. We finally caught up with her in the latter days of Summer 2018, after the Locus Awards and the Westercon science fiction and fantasy convention, and interviewed her about her recent novella “I Met a Traveler in an Antique Land” (first appearing in Asimov’s Science Fiction in 2017 and later published by Subterranean Press in 2018). It concerns a disappearing Manhattan bookshop that may also be a harbor for endangered books. The story’s subject matter is of great relevance for archivists and librarians of the Anthropocene—as is the content of our conversation with Ms. Willis, which ranges from the insidious nature of censorship to the nobility of fighting for lost causes.

Spanish Composition Errors from a Combined Classroom of Heritage (L1) and Non-heritage (L2) Learners: A Comparative Case Study

In a world of declining institutional budgets, decreasing student enrollments in departments that until now may have had the luxury of separate composition classrooms for heritage and non-heritage students, not to mention individual student schedule limitations, the steady increase in enrollment of L1 or heritage students in composition classrooms which were before primarily geared toward L2 learners has created a new reality and the urgency to rethink the organization, sequence, and emphasis placed on topics and structures in the classroom. The purpose of this case study was to conduct a comprehensive analysis of L1 and L2 student composition error data collected from a sample of fifteen students enrolled in a Spanish Composition (SPAN 302) class at the University of Northern Colorado (UNC). Specific objectives for this project were to determine from the data collected: 1) the frequencies with which L1 and L2 student participants committed word- and sentence-level errors in their compositions; 2) how error frequencies compare between L1 and L2 students over a semester’s time, and in particular, with the writing of a series of five different compositions, each targeting a more advanced level of writing proficiency; and 3) how knowledge of both similarities and differences between these two groups might be applied to enhance the author’s current pedagogical model that could work for future students from both groups in a single classroom.

High Altitude Makes for High Energy

On January 19, 2018 about 80 people sat in an unassuming conference room on the campus of the University of Northern Colorado in Greeley, chatting and signing away cheerfully with their seat neighbors in anticipation of the keynote address by Susanne Even from Indiana University in Bloomington, IN. The lively crowd of students and faculty members from across the country was clearly already in a chatty mood before the official introduction by Erin Noelliste, the lead organizer of the 5th Scenario Symposium on Performative Pedagogy, kicked off an engaging and interactive evening and day ahead. The idea behind this particular symposium was to focus on the use of drama to enhance learning in education and foreign languages, as the program stated. It was the second of its kind held in the US and thus aimed at broadening readership and scope of the Scenario Journal, with the goal of inspiring creativity and improvisation in foreign language classrooms. The keynote speaker Susanne Even took the podium and I dare say she could not have hoped for a more involved group of lifelong learners. Her keynote talk, made accessible to all participants by sign language interpreters, was the first presentation in the 2018 ...