<p> Encounters with live animals are found throughout modern society in the form of zoos, aquariums, petting zoos, class pets, and wildlife education programs. These live animal encounters had only begun to be studied for the impact they might have on learners. This quasi- experimental mixed-methods study investigated the impact live animals had on biology knowledge gain in fourth- and fifth-grade students utilizing a pre- and post-program, self- designed, survey. The programs included a live animal program and an animal artifact program. The results indicated that live animals did have a slight impact on knowledge gain, but the impact was not statistically significant. Past experience with wildlife education programs had a much bigger impact on knowledge gain than the presence/absence of live animals.</p>

<p>This study focused on how physics teachers develop and implement activities that promote creative thinking strategies in the standards based physics classroom. A particular focus was placed on every day or little `c? creativity, which can be taught in the high school classroom. The study utilized a multiple case study design, which allows for in-depth study in a variety of settings. Four participants from various high schools were identified utilizing administrator recommendations. Data were then collected via interviews, observations, and documents. The data were coded and analyzed for emerging themes. The themes were then merged to determine findings to the stated research questions. The research demonstrated the importance of modifying activities for student interest and understanding through effective use of scientific inquiry. The past experiences and professional development of the participants served as a vital piece to the development of their educational pedagogy especially concerning inquiry and questioning strategies. It was also established that an unstructured, positive classroom environment is a vital aspect of teaching while supporting creative thinking skills.

<p> Gel Electrophoresis, a widely used technique for the separation of proteins in a mixture, must be approached with strict adherence to proper technique for achievement of reliable results. The purpose of the research is to measure the effectiveness of the use of a three-part video as a pre lab preparatory tool to demonstrate to students proper technique prior to completion of the required lab experiment. The video included the processes and steps involved in making the gel, loading the gel, running the gel, and removing and staining the gel. Each semester only half of the class was given access to the video via Blackboard and had two weeks to view it with 24 hour access, while the entire class received the normal pre lab discussion given by graduate TA lab instructor. Both groups were given a questionnaire to be filled out as they completed the lab about the time required to complete each step and their level of confidence on a scale of 1 to 5 in their ability as they completed the steps and their overall confidence in their ability perform the lab while ensuring good or effective results. Prelab questionnaires, Lab questionnaires, instructor evaluations from completed gels, and data retrieved from Blackboard regarding if/when/how many times students actually viewed the video, were analyzed in an attempt to measure the effectiveness of the video as a useful teaching tool.</p>

<p> This quantitative study examined the STEM degree aspirations of Latina/o students. Harper's (2010) Anti-Deficit Achievement framework on students of color in STEM was utilized to frame this study. Secondary data from the Cooperative Institutional Research Program's (CIRP), Freshman and Your First Year in College surveys were used to complete T-tests, correlations, and hierarchical regression analyses to explore gender differences in STEM degree aspirants and habits of mind among Latinas/os. Findings include probable major in STEM, faculty interaction, highest degree planned, academic self-concept and the habits of the mind CIRP construct were significant predictors of degree aspirations. Habits of the mind at the end of the first year in college were predicted by academic disengagement, positive cross-racial interactions, academic self-concept, and college involvement. Implications for STEM policy, student affairs practice and future research are discussed.</p>

This paper looks at the state of education in knowledge management (KM). It reports findings from a study of knowledge management courses included in the curriculum of academic disciplines of business, computing, and information. Based on a review of course descriptions selected from web sites of universities in Australia, Canada, Singapore, UK, and USA, the paper describes levels of courses, curriculum areas and topics, and differences in emphasis in teaching knowledge management courses in different departments and schools.

This paper highlights major trends and issues of LIS education in Asian countries, based on content analysis of a series of international workshops held in Tokyo as a part of the LIPER (Library and Information Professions and Education Renewal) Project. We invited speakers from China, Korea, Sin-gapore, Taiwan, and Thailand, in order to improve our understanding of recent trends in LIS education in neighboring countries, anticipating that such understanding would be beneficial not only for the pos-sible reform of Japanese LIS education, but also for future collaboration in LIS education among Asian countries. Each invited speaker reported on his/her country in terms of the current situation in LIS edu-cation, qualification systems for librarianship, recent changes in curricula and job markets for certified librarians, and credit exchanges with nearby countries. Through content analysis of the presentations and discussion sessions, we identified the following common trends of LIS education in Asia: (1) elimination of the word â libraryâ from the names of LIS programs in order to attract students, (2) shift in the educa-tional level from undergraduate to graduate, (3) changes in core subject areas from an emphasis on man-ual-based collection development to ICT-based information/knowledge management, (4) depreciation of LIS education for school librarians (except in Thailand), (5) decreasing opportunities for new employ-ment in library markets due to over production of LIS graduates and economic recession, (6) low interest among well-educated graduates in seeking employment opportunities in the public library market, which is characterized as offering relatively low social status and wage levels compared to national and aca-demic libraries, (7) lack of understanding among employers to accept LIS graduates as capable knowl-edge workers, and (8) increase in the number of faculty with doctoral degrees, who prefer to teach cutting-edge courses rather than traditional library oriented courses.

All is not good with Library and Information Science (LIS) Education in South Asia. Out of the seven countries in South Asia; India, Pakistan, Sri Lanka, and Bangladesh have provision for Library and Information Science Education, whereas Nepal, Bhutan, and the Maldives depend upon outside support for educating and training people for looking after their professional turf. Existing body of literature shows that in India there is a mushroom growth of Library and Information Science Departments. There is no professional accreditation, though institutional accreditation is in place in India. Many departments have failed to respond adequately to the ICT-based developments. Nomenclature of the courses offered has changed but the course contents are not consistent with the nomenclature in many cases. Moreover, these departments are seriously suffering from insufficient infrastructure, inadequate faculty, lack of quality research and document support. The course contents are not informed by the emerging employment opportunities in the corporate sector. Even today, the focus is on technical services. Academic Librarianship and Literature survey in social sciences are the only options offered by majority of LIS Programmes in India. Whereas, the core is still stuck to classification, cataloguing, indexing, and vocabulary control, the emerging themes, such as information literacy, knowledge management, elearning, ICT application, use of networks in teaching, and teaching about networks have not been adequately integrated in the curricula. On the top of it, there is limited Internet connectivity available in these departments. Attitude of authorities is also not that encouraging as these departments, being small, are considered liabilities. Above all, these departments have not, till today, internalized the concept and practice of cooperation and collaboration. Globalization and privatization of LIS education under GATS is another threat to the developing countries as it will lead to competition among the unequal. In fact, LIS education in majority of the departments in South Asia is in shambles.

This is a presentation (Microsoft Word document) on Wednesday January 12, 2005 in the session sponsored by the Technical Services SIG at the 2005 ALISE Conference, Boston, MA. A recent study (fall 2003) of employers' (CAPCON sample) is summarized.

Since the 1970s, most disciplines and schools of professional studies have developed their areas of curriculum, research, and theory construction by including race and ethnic studies. At the same time, library and information studies has lagged in providing a broader understanding of race and librarianship. Although attempts have been made to fill the racial-understanding gap, most of the work is characterized as exceptional/pioneer biography, with little attention given to broader social constructs of race and racism. This article explores how library and information science education falls short in contributing to the literature on race and racism. The current multicultural movement in library science is to be addressed.

In this study, youth services instructors from five countries (Australia, Canada, New Zealand, the United Kingdom, and the United States) were surveyed as to the content of youth-oriented classes they had taught between 2000 and 2003. As anticipated, a content analysis of those descriptions revealed that the youth-oriented library curriculum was heavily dominated by childrenâ s and young adult materials. Management of the youth library and foundations of youth library services were less frequently emphasized. Descriptive content is remarkably similar between regions, but looking at an analysis of the content with regard to national differences suggests additions to curricula based on the needs of each country.