Join us as this term's returning students from APU's domestic and international study away programs share about their experiences and how they are integrating the experiential learning of studying away into their ongoing lives.
Enjoy group oral presentations and/or two poster sessions throughout the after noon. A detailed schedule of specific student/program presentation times will be made available.
Light refreshments served.
Presentation times vary between 1:00 - 6:00pm.
Wilden Hall, Azusa Pacific University East Campus
firstname.lastname@example.org | 626.857.2440
ACRL’s short definition of the information literacy frame “Information has Value” reads as follows:
Information possesses several dimensions of value as a commodity, as a means of education, as a means to influence, and as a means of negotiating and understanding the world. Legal and socioeconomic interests influence information production and dissemination.
Novice learners in regard to this frame see information sources with little sophistication. Information typically is seen as equal and being offered transparently without any guile. If criteria for evaluation are used, they tend to be self-serving, egocentric, and ethnocentric. Critical reasoning skills are nascent and thus judging a source trustworthy is largely an emotional decision. There is little, if any, “reading against the grain” and research is viewed as a hunt for ammunition to buttress a currently held opinion rather than an inquiry or participation in a discourse for the development of new knowledge or discovery of truth. Claims without support or with invalid or hidden premises go unnoticed. The ethical imperative to consider a diversity of sources is also unrecognized and unrealized.
Particularly important in today’s information environment or ecosystem is understanding how personal information is commodified and how, good or bad, the newer forms of media feed information to those who are linked in. Whether you are looking for new tires or interested in a cause, you can find yourself the target or a relentless stream of unsolicited information of varying degrees of worth. Being information literate today also means knowing how to protect your identity against misuse and theft, knowing what can happen to your comments, posts, tweets, texts, and emails, and knowing how to act ethically. As ACRL asserts in regard to this frame, “Experts [of information literacy] also understand that the individual is responsible for making deliberate and informed choices about when to comply with and when to contest current legal and socioeconomic practices concerning the value of information.”
Because information has value, the information producer and user both have an ethical responsibility to control his or her information behavior, to protect one’s own privacy as well as respect that of others, and to respect the ideas of others, their intellectual property. Especially today, when so much information is electronic, stealing another’s information – and worse, misusing it through distortion or misrepresentation – can seem an invisible crime. Abiding by intellectual property laws can be difficult without a well-developed sense of intellectual and academic integrity. Teaching our students academic integrity is one of our most important tasks as educators. All disciplines can be damaged by the lack of academic integrity.
The concept of “Information has Value” goes far beyond simply choosing a relevant and trustworthy source for an academic assignment. From voting for a candidate to trusting the new drug your doctor prescribed to buying a phone or car that doesn’t explode, being able to accurately appraise the value of information and then appropriately using it is key. To help illustrate this frame, here is a classroom exercise on “Information has Value” in the discipline of music.
A librarian and a classroom faculty member are discussing a classroom exercise that the faculty recently used in class to teach the ACRL information literacy frame Information Has Value.
Wolfgang K. Browne, classroom faculty: Of the six IL frames the third one, Information Has Value, seemed to be a good fit for an assignment in my masters level Seminar in Music History course.
Dave Harmeyer, librarian: So, how did you introduce the frame within a class session?
Wolfgang: I asked the class to break into groups of two or three. By then each student had chosen a topic related to music history. I passed out 3 X 5 cards and a handout to everyone which had a copy of the ten-source annotated bibliography assignment from the syllabus which included the two-paragraph description from the frame Information Has Value.
I asked the groups to take 15 minutes to read through and discuss the frame’s description together in light of the assignment which instructed students to write 2-4 sentence annotations summarizing each of the ten sources, in light of the frame’s two paragraph description. By the end of the 15 minutes, every student was to write down on a 3 x 5 card one statement that related to what they just learned or a question they had, and then pass their cards to me.
Dave: Great idea. It engages each student to think about a frame and express an opinion without risking embarrassment in a public discussion. How did you further integrate the frame into your class time?
Wolfgang: After briefly looking over the cards I used students’ statements and questions as springboards into a class discussion on Information Has Value. For example, one card asked:
I explained to the class, using this frame we can see that any music history idea as information has value and there are non-traditional ways that are used as means of influence. I then asked students what non-traditional ways might be used to increase the influence of such an idea. They suggested social media like Facebook or Twitter as well as creating a free blog.
Dave: Can you give me an idea of what an annotation looks like written with this frame in mind?
Wolfgang: Sure, I have a copy on my phone of the three I shared in class. Here’s the first one. As you see it, begins with the citation in Chicago style followed by my annotation with highlights showing where it refers to the frame Information Has Value.
Dave: So, as students write their annotations they are using the frame as a lens through which to do so. How did you then assess their learning?
Wolfgang: On the handout with the frame’s definitions I included a rubric used to score the assignment. And, as I said, I required students to highlight in color that part of each annotation which referenced the frame. And here’s a copy of that rubric.
Information Has Value
Framework for Information Literacy
Rubric for a Ten Annotated Bibliography Assignment
Name: ________________________________ Date: ______________________
Thank you to Dave Harmeyer, M.L.S., Ed.D. Associate Dean, University Libraries and Janice Baskin, M.A., M.S. Director, Library Publications for writing this series for the Provost's newsletter. Please feel free to contact them directly at email@example.com and/or firstname.lastname@example.org with questions or comments.
The U.S. government-sponsored Fulbright award for faculty can be easily misunderstood. What is a Fulbright anyway?! Here are a few points that might help to sort out fact from fiction.
Myth #1: Fulbright awards are only for academic research. Many awards support academic research abroad and, if research is your cup of tea, you might have a great match here! But Fulbright awards are also for teaching . . . usually teaching in English. And if you just can’t decide whether you prefer research or teaching, why don’t you do both? The majority of Fulbright grants allow you to propose a combination of research and teaching – and you can propose the percentage of the time you’d spend doing each of those activities. Now that’s a win-win situation!
Myth #2: All Fulbright awards are about the same. Au contraire!! Fulbright awards come in all shapes and sizes. Some are for distinguished researchers, others are for accomplished classroom faculty, and yet others are for administrators. The length of the award varies as do the eligibility requirements. And what disciplines does Fulbright cover? All of them – from theater, fine arts, and music, to the hard sciences, social sciences and humanities. No one is left out. Just read the vital details on each award description to determine whether that particular award is for you.
Myth #3: Fulbright awards are only for full professors. This is not your grandmother’s Fulbright award. If full professors had a corner of the market in the past, they have moved over to make room for others. A doctorate of some kind is required for most (but not all) awards, and “early career” awards are reserved for those whose doctorate was earned in the last five years. Regardless of your rank, chances are that you are eligible for this esteemed award.
Myth #4: A Fulbright award is fixed at six months in length. Core Fulbright awards for teaching or research can be as short as two months and as long as twelve. Flex awards are typically a few weeks long, but on two or three occasions. And specialist awards are just like consultant opportunities and can last from two to six weeks (click here for more info). Who knew that Fulbright offers so many different opportunities?!
Myth #5: APU faculty can only apply for a Fulbright when they are eligible for a sabbatical. Blessed to have one of the most generous policies around, APU faculty may – with their dean’s permission – apply for a Fulbright award even before they are eligible for a sabbatical. If a Fulbright is awarded, the APU policy provides for an early sabbatical. Say, what?! Yes, the fine print of your Faculty Handbook allows for an early sabbatical. Such a deal!
Myth #6: Fulbright awards are reserved for Ivy League faculty. False! While some awardees are from the most prestigious universities in the country, the Fulbright Commission wants all types of U.S. universities to be represented abroad. A thoughtful and well-written application including an essay, recommendation letters, sample syllabi, a cv, and a letter of invitation from a host institution abroad (when required) are the most critical factors in a successful Fulbright application.
Myth #7: I must be fluent in another language in order to qualify for a Fulbright. Knowing another language might give you a competitive edge in some circumstances, but it is not a requirement in many cases. For research awards, you should know as much of the language as is needed to carry out your research. For teaching, most awards anticipate you teaching in English. Brush up those foreign language skills where you can, but don’t let language be a barrier to your Fulbright application.
Myth #8: It doesn’t matter where I apply; all countries are equally competitive. There are more than 125 countries offering Fulbright opportunities and you can bet that those with more narrow criteria have fewer applications. So the goal is to identify an award that is just the right match for you. Call it sleuthing or call it discernment . . . not all opportunities are created equal, and you’ll need to identify the one (yes, you may only apply for one!) that is the best fit for you. Start by perusing the catalog of awards.
Myth #9: You can only apply once for a Fulbright, even if not selected. Oh my, this is simply not true. If you are not selected when you first apply, please try again. A repeat application will no doubt be stronger than the first. You may reapply for the same country or for another – it’s up to you. And if you are named a Fulbright Scholar, you may still reapply, because you are not limited to only one award in your lifetime.
Myth #10: Applying for a Fulbright is a time-consuming grueling exercise. Well, maybe it is time-consuming and a bit challenging. But it is oh, so worth it!! Just ask any of the APU faculty who have received one; their names can be found here. And remember, there are any number of resources available to support you. The CIES website is full of videos and tips; your colleagues are here to help; and your Fulbright advisor is ready to meet with you. Just send a note to Diane Guido at email@example.com and let’s get started!
On Monday, January 30th, each of APU's schools and colleges hosted their own Academic Chapel for their students. The services highlighted ways in which students' education and gifts are acts of faith and devotion to Christ.
One such Chapel service was that of the College of Music and the Arts. Here are three CMA students' experiences of the event in their own words:
Andrew Bliek, Acting for the Stage and Screen: "From the very beginning, walking in to the courtyard with art all around was interesting and engaging. It definitely put me in a good mindset for the message that was to come. That being followed with the unified singing with the violin was simply incredible. Feeling everyone’s voice, both singers and non-singers was inspirational. It made me feel very connected with others in the room. Rarely do I ever feel so connected to so many people, especially people I do not know. It was a great moment. The reverence in the room was also potent. Getting a taste of every art form made me look at my own art in a much more objective way, not to take away from any individuality in Acting, the time in chapel reminded me that art is about the deliverance of truth and that no matter what form truth is found, it is God's. Hearing from different leaders in different fields reemphasized this unity and when the Dean spoke at the end it capped it off beautifully."
Brooke Myers, Worship and Music: "Unity. In a world full of brokenness, despair, hatred, frustration, and sadness, this last Monday at chapel I felt unity. When chapel started outside, I didn’t really know what was going on. All I saw around me was a bunch of students walking around unsure while other students were rehearsing, reciting, or drawing. Which I think is what the whole world looks like today, a world of confusion and uncertainty with little glimpses of art. We went inside and all together hummed a note in unison. We then began to do a cannon singing “Amazing Grace”. Again in the mist of chaos, we were signing the hope that is the grace of God. We then were able to see different departments present their work, from a scene from The Great Divorce by our theatre department to a presentation by Cinematic Arts. We saw different perspectives, different ideas, and different ways of doing art. That’s what we see in life, different people doing different things, but at the end of the day having a common goal. Chapel ended with Dean Johnson speaking. He talked about this chaos that turns into art. I think it was such an important reminder in the time that we are in right now. Art is hope. We are given the privilege of creation, to bring hope and understanding audibly and visually. In the chaos of the world right now this chapel gave me hope. I felt in community with people, like me, who just want to create something good for good. I think God is very much at work in our school of Music and the Arts. I think this was a great step in building community with each department, and I would enjoy more chapels or meetings like this."
Aaron Wesselman, Acting for the Stage and Screen: "The recent CMA chapel was a great experience for the entire college to come together. Even though all of the different departments are under the same college, we often do not cross over and interact with one another due to busy schedules and even the physical distance between campuses. But having a chapel where we could all come together as artists was refreshing. It was a great reminder that there is a great, rich community of fellow artists on campus that are all working to use their God-given gifts and talents to do His work. Having everyone hum different notes in harmony was a nice metaphor for the relationship that we are called to have with everyone, especially our fellow artists. Singing in the round further cemented in all of us that we are meant to be creative and share in ways that are outside of the more analytical disciplines. As students we can easily find ourselves sticking only to our specific departments and forgetting all of the other artists outside, but having this CMA chapel refocused our minds on our entire community here at APU and how we are all using our gifts to worship in everything we do."
Brandon Wilks, Music: "This past was an excellent experience! I'm always excited when the arts can come together, and it makes even more of an impact when they come together to glorify God. I felt that the activities were inclusive and relevant to what we as students are working towards in our college careers. The theme was also very relevant and well-planned, as we are all looking to create things through our art. It was incredible to see the work by those involved with The Great Divorce and to see the visual artists' perspective about Christian ideals. Unfortunately, I didn't get to make a complete survey of all the things going on in Munson courtyard (cinema, acting, etc), but it was still a great experience! It symbolized a moment of unity in our common goal to glorify our God through the talents and passions we've been blessed with."
The Office of Research and Grants (ORG) is a resource for APU faculty in their endeavor to excel in scholarship. Indeed, the ORG mission statement asserts that ORG promotes, supports, and celebrates research and grant opportunities to advance the scholarship cornerstone of Azusa Pacific University. The ORG team must be vigilant in identifying new trends, emphases, and strategies pertinent to the research and grants world. One such emerging trend is a tendency in funding opportunities towards interdisciplinary (or multidisciplinary) approaches.
A feature article published in the Fall 2016 Cornerstone,the ORG quarterly newsletter, reminded readers that interdisciplinary research is particularly appealing since it holds promise to solve practical, and often complex, problems, as it is not limited by narrow discipline boundaries . The Cornerstone article cited a 2014 study by the Research Excellence Framework in which interdisciplinary projects were mentioned by a four to one margin when academicians were asked to identify research that made substantial impact outside academia. ORG has noticed the same. With increasing regularity, sponsors of funding opportunities invite project proposals that spell out contributions by collaborators from multiple disciplines.
How might institutions respond to this new landscape? To be sure, there are challenges. For many universities, there are institutional practices resulting in inadvertent barriers to forming high-functioning interdisciplinary research teams. A National Academy of Science study indicates several common themes when one tries to discern what impedes the development and growth of effective interdisciplinary research at different institutions. This study goes on to suggest that while many universities may recognize the existence of institutional barriers, few succeed in eliminating or substantially lowering them.
How might APU respond to a changing landscape that more actively emphasizes interdisciplinary funding opportunities? This month, ORG will initiate a conversation on how we at APU could embrace this new landscape and even thrive in it. The goals of the conversation are to:
In Fall 2013, Provost Mark Stanton crafted and shared at faculty kick-off the 4 Cs as a concise statement of the essential student learning outcomes expected of all students at APU. They reflect the values and commitments of our faculty to the growth and development of our students. The graphic on the next page demonstrates how the 4 Cs align with APU’s other values.
The 4 Cs were the theme of the May 2014 Faculty Development Day and have subsequently been utilized in a variety of academic discussions, particularly as part of APU’s recent WASC re-accreditation visit, where the reconsideration of the University Student Learning Outcomes was explored.
The 4 Cs are written to cross academic levels. They have been endorsed by Academic Cabinet as more appropriate learning outcomes for APU students. Beginning in January, each program will be encouraged to map program level outcomes to the 4 Cs (articulated below) as part of their annual assessment process.