Browsing by Author "Johns Hopkins University Press, publisher"

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Open Access
Aesthetics in the swamps
(Colorado State University. Libraries, 2000) Rolston, Holmes, 1932-2025, author; Johns Hopkins University Press, publisher
Wetlands are misunderstood landscapes, typically experienced negatively as swamps, sloughs, and mires. Understanding wetlands ecology, knowledge of specialized flora there, their unusual adaptations, and their diversity can enrich aesthetic appreciation of these landscapes. Aesthetic experiences include a sense of the primeval, admiration for ingenious and odd solutions to the challenges of wetlands living, of life persisting in the midst of its perpetual perishing.
Open Access
Affective activism: answering institutional productions of precarity in the corporate university
(Colorado State University. Libraries, 2015) Adsit, Janelle, author; Doe, Sue, author; Allison, Marisa, author; Maggio, Paula, author; Maisto, Maria, author; Johns Hopkins University Press, publisher
Given the context in which precarity is unevenly distributed in today's corporate university, it is important for women's studies to consider its role in bringing about higher education policy reform. Reporting on the findings of a national survey of chairs and directors of women's studies departments, this article suggests strategies for performing "affective activism" within the university through research and action, guided by feminist theory—including collaborative organic theater, institutional discourse analysis, and the drafting of position statements. Drawing from a range of experiential and discursive primary-source materials, the essay suggests strategies and examples for how institutional norms can be made available for interrogation and transformation. In this work, emotion can provide a lens by which to see the institutional situation of women's studies and its intervention in the new status quo of the corporate university.
Open Access
A faculty-librarian collaboration success story: implementing a teach-the-teacher library and information literacy instruction model in a first-year agricultural science course
(Colorado State University. Libraries, 2017) Gilman, Neyda V., author; Sagàs, Jimena, author; Camper, Matt, author; Norton, Andrew P., author; Johns Hopkins University Press, publisher
Teaching information literacy requires a constant and evolving paradigm shift in today's fast-changing technology era. Add to this the intricacy of agricultural science education, and it becomes clear that instructors face challenges teaching the necessary research skills to prepare the next generation of scientists. Two faculty members in Colorado State University's College of Agricultural Sciences identified a need to redesign a core agricultural science course after observing their students struggle with research and writing. These professors improved their course through a redesign program that connected them with librarians. This collaboration led to the creation of a scaffold to help students build information literacy skills through a first-year agricultural science course. In this paper the authors discuss this collaboration, including four key factors to the program's success: a) a faculty-librarian partnership through a learning and teaching institute; b) early exposure to information literacyskills in a first-year agricultural science course; c) the integration of a research guide in a Learning Management System (LMS), and a step-by-step library and information literacy instruction session with a library assignment; and d) a teach-the-teacher model using graduate students from the respective discipline. The authors also analyze student evaluation outcomes and reflect on future improvements.