Indiana University School of Dentistry Library Faculty Research

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Fifty Years of How and Why Faculty Teach
(American Dental Education Association, 2022-03-20) Stone, Sean
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.
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, Willie
Building 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.
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.
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.
Peer Teaching to Expand Information Literacy Instruction
(2019-06) Lowe, M. Sara; Macy, Katharine V.; Maxson, Bronwen K.; Stone, Sean M.
Opportunities for faculty-librarian collaboration in an expanded dentistry curriculum.
(2018-06) Stone, Sean M.; Quirke, Michelle; Lowe, M. Sara
With 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.
IUPUI University Library Peer Teaching Curriculum
(2019) Lowe, M. Sara; Macy, Katharine V.; Maxson, Bronwen K.; Miller, Willie; Stone, Sean M.
Coming and Going: Assessing Information Literacy to Shape Curriculum
(2018-10-22) Lowe, M. Sara; Currier, Abby; Stone, Sean M.; Graunke, Steve
In the era of fake news, assessing students’ Information Literacy competencies is especially important. Understanding first-year and senior students’ ability to find, evaluate, and use information provides powerful assessment data to capture what students come to college with, how they leave, and how that can shape the curriculum. This poster details the results of a project which combined indirect (survey, n=630) and direct (rubric analysis of final papers, n=775) measures to assess students’ Information Literacy competencies. Attendees will learn about implementation, results, and lessons learned as well as strategies for instituting a similar ground-up assessment project.
Training Near Peer Teachers as Information Literacy Instructors and Mentors – Developing and Testing a Curriculum
(2018-10-11) Lowe, M. Sara; Macy, Katharine V.; Maxson, Bronwen K.; Miller, Willie; Stone, Sean M.
Developing Best Practices for International Student Information Literacy Instruction
(2018-09-25) Stone, Sean M.; Lowe, M. Sara

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