EBSS VIRTUAL RESEARCH FORUM Thursday, May 14, 2020 1 pm – 2:30 pm CST Association of College and Research Libraries Education and Behavioral Sciences Section EBSS Research Committee
2019-2020 EBSS Research Committee Annie Armstrong (co-chair) Omer Farooq Samantha Godbey (co-chair) Tracey Overbey Diana Ramirez Tamara Rhodes Thomas Weeks Karna Younger
EBSS VIRTUAL RESEARCH FORUM Assessing Student Attitudes Toward Research in an Undergraduate Social Science Research Methods Course Rachel Wishkoski and Diana Meter, Utah State University Don’t Let the Space Confine You: Active Learning in Library Instruction Heather Adair and Ashley B. Crane, Sam Houston State University From Idea to Dissertation: Information Needs on the Research Journey of PsyD Students Trent Brager, University of St. Thomas The Effect of Augmented Reality on Anxiety and Self-Efficacy: an Exploratory Study Samantha Kannegiser, Rutgers University—Camden
Assessing student attitudes toward research in an undergraduate social science research methods course Rachel Wishkoski Dr. Diana Meter Assistant Librarian Assistant Professor Learning & Engagement Services Human Development & Family Studies rachel.wishkoski@usu.edu diana.meter@usu.edu
Project background The course The literature The approach HDFS 3130 Harlow, Burkholder, & Team of faculty and Morrow (2002) student research assistants Covers “common methodologies used in Sizemore & Lewandowski Kevin Butler, Rylie Esparza current family and human (2009) 2 semesters, 3 sections, development research [with Earley, M.A. (2014) 100 students an] emphasis on becoming Relevance Fa19: f2f a knowledgeable and Anxiety Sp20: f2f and online informed consumer of Interest research” (USU Catalog) Pretest/posttest design Attitudes plus 2 midpoint check-ins Misconceptions How do our students’ responses map to Earley’s constructs and change over the semester ? Research What other themes emerge as patterns in student attitudes toward research? questions How do results compare between semesters and course format / instructor ?
Survey design Disinterest, Relevance, and Argumentation (D.RA.MA) (Briggs et al., 2009) Attitudes Toward Research Scale (Papanastasiou, 2005) Open-ended questions Q48 How would you describe “research” to another student thinking about majoring in Human Development & Family Studies? Q49 Describe how these terms relate to each other: Empirical, theoretical, hypothesis testing, data analysis. Q50 Complete the following sentence: “When it comes to research, I used to think____ but now I think _____.” How and when did you arrive at this realization? Approved under USU IRB protocols #10441 and #10868
Participants Fa19 11 f2f (45.8%) Sp20 18 f2f (94.7%); 50 online (87.7%) Analysis Quantitative Qualitative Statistical analysis in R Qualitative coding in Dedoose Mapped measure items to Earley Q48 & Q50: Inductive (Earley constructs (e.g., “I will need constructs) and deductive approach research methods for my future to coding. Q49: Rubric scoring work” à Relevance) Code synthesis and application (by Paired samples t-tests participant and time point) Phase 1 No significant difference between pretest and posttest scores. However, an increase in participants’ perceptions of the relevance of research methods, less disinterest, and a more findings positive attitude toward research from the beginning to end of the semester. Interest was the most frequently occurring of Earley’s constructs (about half the instances). Advancing knowledge, human behavior, and difficulty were the most frequent of our codes. Emergence of researcher identity as a code may have implications for our pedagogy.
Takeaways Teaching impact Researcher identity and “Research as Inquiry” Response rates Changes in IRB protocols meant an accidental experiment Collaboration Discipline faculty and librarians, quant and qual approaches Next steps Spring semester data analysis and article preparation
References Briggs, L.T., Brown, S.E., Gardner, R.B. & Davidson, R.L. (2009). D.RA.MA: An extended conceptualization of student anxiety in Criminal Justice Research Methods courses. Journal of Criminal Justice Education, 20 (3), 217-226. https://doi.org/10.1080/10511250903109348 Earley, M.A. (2014). A synthesis of the literature on research methods education . Teaching in Higher Education, 19 (3), 242-253. https://doi.org/10.1080/13562517.2013.860105 Harlow, L.L., Burkholder, G.J., & Morrow, J. A. (2002). Evaluating attitudes, skill, and performance in a learning- enhanced quantitative methods course: A structural equation modeling approach. Structural Equation Modeling, 9 (3) , 413-430. https://doi.org/10.1207/s15328007sem0903_6 Papanastasiou, E.C. (2005). Factor structure of the “Attitudes Toward Research” scale. Statistics Education Research Journal, 4 (1), 16-26. Sizemore, O. J., & Lewandowski, G.W. (2009). Learning might not equal liking: Research methods course changes knowledge but not attitudes. Teaching of Psychology , 36 (2) , 90-95. https://doi.org/10.1080/00986280902739727 Presentation template by
Don't Let the Space Confine You Active Learning in Library Instruction Heather Adair Ashley B. Crane Instruction Librarian Research & Instruction Librarian adair@shsu.edu abc064@shsu.edu 2020 ACRL EBSS Virtual Research Fourm
Existing Research Focus... Student achievement Traditional instruction K12 > Higher Ed Findings... Engagement increases with movement Active learning strengths achievement Gap... Instructor success - perceived or evidenced One-shot Library instruction
Research Questions In this study we attempt to answer: How is instructor behavior influenced by a flexible instructional space compared to a traditionally designed, fixed, wired instructional space? How does instructional space design affect instructors' perceived ability to implement active learning strategies?
Methodology Pre-observation Survey Observation Self-Interest Questionnaire Descriptive Analysis Individual Orientation 9 1 - D I V O C P O T S Post-observation Survey Individual Reflective Interview Thematic Analysis
Preliminary Results Next Steps Initial Themes Observation & data Student engagement Concerns collection resumes Content Effective instruction Fall 2020 Time Specific active Space learning strategies Thematic & pattern analysis of data 1st Impressions of Observations Potential Disparity of self-reported data & observations publication in 2021 Frequency of active learning usage Possible other elements at play
PsyD program follows a 4-year, cohort model • At end of spring of 2 nd year, students turn in a • draft of 1 st three chapters of dissertation (intro, lit review, methods) During the 2 nd year, students take a Dissertation • Writing & Methods course (1 cr. per semester: fall, spring, summer) 15 students in the 2 nd year cohort •
What are the self-identified information needs of PsyD students throughout the dissertation planning and writing process? What preferences do PsyD students identify for dissertation-focused library services?
Approximately once a Follow-up (Zoom) month from Sept. 2019 interviews about to May 2020, 2 nd year dissertation process and PsyD students (n=14) fill support preferences out 6 question reflection (RQ1 & RQ2) in May-June diary entry about 2020 after students have completed 1 st three dissertation progress and challenges (RQ1) chapters of dissertation
This leads to: As librarians we may only see them These are the people they go to for • anxiety as students but they have lives; They everything, including: • tiredness • search strategies are not simply research robots! • lack of motivation • expanding the lit review • procrastination • other things librarians do • guilt over not completing more Each person developed their own Progress happens in small chunks strategy for completing tasks, but it all has a positive impact on the Working with peers is invaluable. reading, taking notes, organizing final product. Though frustrating, deadlines notes, etc. ensure things get done.
The Effect of Augmented Reality on Anxiety and Self-Efficacy: an Exploratory Study Samantha Kannegiser Student Success Librarian Rutgers University—Camden
Augmented Reality Orientation flyer
Survey Instrument Pre-Test & Post-Test Post-Test Only 1. I am uncomfortable asking a 6. I am uncertain where to ask for help librarian for help. at the Paul Robeson Library. 2. Libraries are welcoming places. 7. I can easily find my way around the Paul Robeson Library. 3. Libraries overwhelm me. 8. I enjoyed this orientation experience. 4. The people who work in the library want to help me. 9. I am eager to return to the Paul Robeson Library. 5. I know how to use academic libraries. 10. I am likely to recommend the Paul Robeson Library to other students.
Impact of AR Library Anxiety Self-Efficacy • "The people who work in the • "I know how to use library want to help me." academic libraries." (p=.005) (p=.030)
Recommend
More recommend
