• Structural Analysis

      Udoeyo, Felix F. (Temple University. North Broad Press, 2020)
      Structural Analysis by Felix Udeyo is intended to teach students the methods and techniques for the analysis of structures. A sound knowledge of structures is a prerequisite for their proper design and ensures the structural integrity of civil engineering infrastructural systems. This textbook is comprised of three parts. The first part consists of an overview of structural analysis and introduces several structural loadings that may be considered during the analysis and subsequent design of structures. The second part covers classic methods of the analysis of determinate structures. The final section discusses classic methods for the analysis of indeterminate structures as well as methods for the analysis and construction of influence lines for indeterminate structures.
    • Syllabus: Research Methods, AOD 2201 (Spring 2022)

      Winfield, Jake; Winfield|0000-0001-6181-8664 (2022-01)
    • Syllabus: Texts and Criticism, ENG 3069 (Spring 2019)

      LOGAN, PETER MELVILLE; 0000-0003-2362-8282 (2019)
    • Undergraduate Chemistry Search Activity and Worksheet

      Jones, Sarah; 0000-0001-5277-4559 (2019-09-22)
    • Writing Papers in Psychology: Proposals, Research Papers, Literature Reviews, Poster Presentations and Concise Reports

      Rosnow, Ralph L.; Rosnow, Mimi, 1938- (2012)
      This ninth edition of Writing Papers in Psychology provides frameworks, tips, guidelines, and sample illustrations for college students who are writing research reports or literature reviews that are expected to conform to style recommendations of the American Psychological Association. It also is designed to cultivate organizing, literature retrieval, critical reasoning, and communication skills under deadlines. For more than a decade, this brief, inexpensive, and easy-to-use manual has helped thousands of students in psychology and related fields with the task of writing term papers and reports.
    • “Yeah, I Wrote That!”: Incorporating Critical Information Literacy to Build Community Inside and Outside of Wikipedia

      De Voe, Kristina; Shaw, Adrienne; De Voe|0000-0003-1590-3379; Shaw|0000-0001-5526-1839 (2021)
      In this chapter, we examine the relationship between open pedagogical practices and critical information literacy and how they intersect when Wikipedia is introduced in the classroom. Specifically, we discuss the collaboration between a librarian and a course instructor on iterations of Wikipedia assignments across three years and two classes. We unpack the importance of existing infrastructures, such as edit-a-thons and the WikiEdu dashboard, to support bringing Wikipedia assignments into the classroom. We also explore how we worked to connect course content to the renewable assignments and brought larger discussions of representation and community on Wikipedia into the classroom and assignments. Finally, we outline the lessons we learned through this collaboration. In sum, scaffolded projects allowed students to practice their contributions to Wikipedia in a supportive space and fostered critical engagement with course content. In their end-of-semester reflections, students stated that contributing to Wikipedia felt more meaningful and elicited feelings of pride that traditional, disposable assessments did not. They saw themselves as knowledge creators and scholarship creation as part of an ongoing conversation rather than an “end product.” By engaging in peer-review assignments, participating in edit-a-thons, and discussing the assignments with librarians who were not their professors, students also saw their work as part of a broader academic conversation. Through Wikipedia assignments, students can appreciate their own information privilege in terms of access to costly resources and become proactive in sharing that knowledge and their own growing expertise with a wider public.