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Ziegenfuss_Research-Scholarship

Research & Scholarship

Overview

Research/Scholarship Statement Download Statement 2021 TFR & Promotion
Research/Scholarship Evidence document Download Evidence document 2021 TFR & Promotion
2021SU Research Philosophy Download Research Philosophy

This main research page will link out to research evidence discussed in my states as well as other papers, presentations and grant information. (presentations & posters and papers) and a spreadsheet Download spreadsheet with 97 presentations, papers and posters

Creation of New Knowledge

Here is a list of my scholarship organized by topic:

Qualitative Research An example of creating new knowledge around my qualitative research topic is the work that I did with Stephen Borrelli at Penn State, that used grounded theory analysis to uncover a theory, expansive learning using GWLA data that was previously used for thematic analysis analysis research. This research was selected as one of the top 20 articles by the ACRL Library Instruction Round Table (LIRT) in June 2017.

  • Ziegenfuss, D. H. & Borrelli, S. (2014). Collaborative qualitative research: A consortium approach to exploring the complexity of student learning outcome practices across multiple institutions. Published in the 2014 ARL Assessment Conference Proceedings and later invited to publish our research article Links to an external site. in the Evidence Based Library & Information Practice journal.

Course Design My dissertation research, creation of new knowledge, on designing courses and instruction in higher education formed the foundation for all of my online teaching and learning and instructional design research that followed, especially taking the led in the creation of the Quality Course Framework (QCF). Since being in the library I have adapted my more general instructional design and online learning expertise to teaching in the library. Here are some citations:

  • Ziegenfuss, D. H. (2013, May 7). Invited facilitator: Course design that begins with the end in mind: If you can dream it you can design it! At the University of New Mexico College of Nursing full day workshop on course design for nursing faculty in Albuquerque, New Mexico. (presentation #1 example Download presentation #1 example, presentation #2 Download presentation #2, flyer)
  • Ziegenfuss, D. H. (2012). Beyond the level of course: Canvas as a “Digital Habitat”. Presentation at the InstructureCon 2012 Annual Conference, Park City, June 16, 2012. 
  • Ziegenfuss, D. H. (2012, August 12). Invited presenter: A new resource for course design: The quality course framework. Presented at the U of U CTLE Annual Teaching Symposium. This session presented The Quality Course Framework that will help guide work in designing quality online instruction.
  • Ziegenfuss, D. H. (2012, April 11). Invited presenter: A quality course framework that begins with the end in mind. Presented at Spring 2012 TACC Faculty Forum at the University of Utah in the Marriott Library
  • Ziegenfuss, D. H. (2011, July 25). Invited presenter: Finking the process of instructional design. Presented at Utah Valley University Instructional Design Summit, Orem, UT.
  • Ziegenfuss, D. H. & Lawler, P. A. (2008). Collaborative course design: Changing the process, acknowledging the context, implications for academic development. The International Journal for Academic Development, 13 (2), 151-160. DOI: http://dx.doi.org/10.1080/13601440802242309 Links to an external site.
  • Ziegenfuss, D. H. & Lawler, P. A. (2007). The relationship of teacher and student perceptions in a course about teaching and learning. In C. Rust (Ed.) Improving Student Learning: Student Learning. Proceedings of the 14th Improving Student Learning Symposium, (pp. 293-304). Oxford, UK: Oxford Brookes Press.
  • Ziegenfuss, D. H. (2007). Refocusing the lens: The priority of understanding course design approaches. Invited peer-reviewed paper presented at The Professional and Organizational Development Network in Higher Education (POD) International Conference, Pittsburgh, PA, October 26-27, 2007. (presentation)
  • Ziegenfuss, D. H. & Dyer, P. M. (2007). Self-assessment and peer-assessment feedback in a professional writing course using PowerPoint and video. Peer-reviewed presentation at the International Society of Exploring Teaching and Learning (ISETL) Annual Conference, October 11, 2007 in Atlanta, GA.
  • Ziegenfuss, D. H. (2007). Variations on faculty approaches to the process of course design: A phenomenographic study. Peer-reviewed research paper presented at the Ethnographic and Qualitative Research in Education Conference, June 8, 2007, Cedarville University, Cedarville, OH.
  • Ziegenfuss, D. H., Lawler, P. A. & Allen, J. (2006). In the midst of flux: Collaboratively designing a center for innovative teaching, learning and assessment built on a SoTL foundation. Peer-reviewed presentation at The International Society for Scholarship of Teaching and Learning (ISSOTL) Conference, Washington, DC, November 11, 2006.
  • Lawler, P. A. & Ziegenfuss, D. H. (2005). Getting it right together: Trials, struggles and joys of researching a new collaborative course design methodology. Peer-reviewed presentation at the International Society for Exploring Teaching and Learning (ISETL), Cocoa Beach, FL., October 13, 2005
  • Ziegenfuss, D. H. (2005). By Instructional Design: Facilitating Effective Teaching and Learning with Technology. In M. O. Thirunarayanan and A. Perez-Prado (Eds.), Integrating Technology in Higher Education, (pp. 20-46). Lanham, MD: University Press of America.
  • Ziegenfuss, D. H. & Catania, F. (2004, April 6). Invited presenter: Instructional design and legal education. Widener Law Faculty Development Luncheon, in Wilmington, DE.
  • Ziegenfuss, D. H. (2004). Invited presenter: Instructional design and technology. Harrisburg Widener School of Law in Harrisburg, PA on February 10, 2004.

Teaching Library Research The unique findings for the Scholarship of Teaching (Boyer, 2015) research I conducted around trying to uncover the perceptions and attitudes of undergraduate library researchers, led to new research related to a more holistic approach to my teaching and grounding my research in models. Using the new knowledge created in through this research, I redesigned my approach to teaching. Here are some citations of my work in this area.

  • Ziegenfuss, D. H. (2021). Designing an online graduate community for research practice: Going beyond single purpose design. Journal of Library & Information Services in Distance Learning. Published online: 08 Mar 2021.  https://doi.org/10.1080/1533290X.2021.1896622 Links to an external site.
  • Ziegenfuss, D. H. (2021). Mixing up your information literacy instruction: Integrating data literacy into your pedagogical toolbox.  Presented at the 2021 online LOEX Conference, May 11-14, 2021. (presentation Download presentation)
  • Ziegenfuss, D. H. (2020, November 3). Designing a graduate online community for research practice: Going beyond single purpose design. Presented at the ACRL Distance Learning Services Conference (DLC), held online in November 2020. (presentation Download presentation)
  • Ziegenfuss, D. H. (2019). Uncovering the comfort levels of students who are conducting library research. In M. Mallon, R. Huisman, L. Hays, C. Bradley, J. Belanger (Eds.). The Grounded Instruction Librarian: Participating in the Scholarship of Teaching and Learning. Chicago, IL: ACRL Press. https://collections.lib.utah.edu/ark:/87278/s66h95qf Links to an external site.
  • Ziegenfuss, D. H. (2019, May 9-11). Adding value: Off-roading to rethink the needs of graduate student emerging scholars. Conference paper in the 2019 LOEX Conference Proceedings for the 47th Annual LOEX Conference in Minneapolis, MN. (presentation Download presentation)
  • Ziegenfuss, D. H. (2019). Invited to present an online webinar for the ACRL ALSGSIG: Listen and Discuss Series: Supporting Graduate Students as Emerging Scholars on 10/29/19. (video Links to an external site.)
  • Ziegenfuss, D. H. (2018). Student Self-Reports on Their Library Research Comfort Levels: Using the Data to Improve Library Instruction. Poster presented at the 2018 ARL Assessment Conference, Houston Texas. (poster Download poster)
  • Ziegenfuss, D. H. (2018, June 1). Blending design thinking with design-based research. Paper presentation at the California Conference on Library Instruction, Library Instruction by Design: Using Design Thinking to Meet Evolving Needs. University of San Francisco, San Fransico, CA. (presentation Download presentation)

Autoethnography. Although there are librarians that are doing autoethnography and have even published a book of librarian narratives (Adams, 2018) I have created new knowledge about librarian outsiders, combined autoethnographic writing with grounded theory, and identified new theoretical underpinnings. This area of research is also is connected to my descriptive research on boundary crossing.

  • Ziegenfuss, D. H. (2021). The intersection of autoethnography and concept analysis: Theorizing the meaning of boundary-crossing. (video presentation) Links to an external site.  Presented at the Ethnographic and Qualitative Research Conference (EQRC). Paper presented, 06/14/2021. 
  • Links to an external site.Ziegenfuss, D. H. (2021, accepted). Uncovering the intersections of personal, professional, and instructional identities. In A. N. Hess (Ed.). Instructional Identities and Information Literacy, Volume 1 to be published in late 2022. 
  • Ziegenfuss, D. H. (2021). It’s okay to be feral: Exploring librarian identity through autoethnography. Presented online at the The Qualitative Report Conference, January 13, 2021. (presentation Download presentation)
  • Ziegenfuss, D. H. & Swartzmiller. K. (2020). Partnering to connect the dots: Using collaborative autoethnography to explore the transfer student experience. Book chapter accepted, 10-2020. In N. Fawley, M. Robison & A. Marshall (Eds.). Transfer Student Success: Advancing Outcomes from the Library, Chicago, IL: ACRL Press in December 2020, published April 2021 (book chapter Download book chapter)

 

Novel Synthesis of Existing Knowledge

Highlighted: Scholarship Built from Grant Projects

Scholarship that emerges from grants is a great example of the novel synthesis of existing knowledge category of research. In the NSF and NIH grants that I have been involved in, grant activities, outputs, and impacts usually lead to new ideas and implications for new projects. Rather than create new knowledge, we are testing out existing theory or looking for new applications. For example the work Dr. Cynthia Furse and I did on flipped teaching, did not discover flipped teaching, but we extracted best practices by doing research that could then be used to design new forms of faculty development and the design and implementation of an international MOOC. Here are examples of the scholarship that resulted from our work as well as some scholarship from other grants:

  • Ziegenfuss, D. H., Chapman, B. & Samore, M. (2018, June). Getting students up to speed in biomedical data science: Identifying needs and opportunities for future data science curriculum planning. Paper presentation accepted for the American Medical Informatics Association (AMIA) 2018 Informatics Educator Forum Conference, New Orleans, LA June 19-21, 2018.
  • Furse, C. & Ziegenfuss, D. H. (2018, June). Teach-flipped: A faculty development MOOC on how to teach flipped. Poster presentation accepted for the 2018 American Society for Engineering Education (ASEE) Annual Conference and Exposition, Salt Lake City, UT, June 24-27, 2018) – Paper at: https://www.asee.org/public/conferences/106/papers/21292/view Links to an external site.
  • Links to an external site.Farnsworth, C., Ziegenfuss, D. H. & Roberts, M. (2017, June 25). A model workshop for helping new faculty engage students in the STEM classroom. Paper presented at the AASE Annual Conference on June 25, 2017 in Columbus Ohio. https://www.asee.org/public/conferences/78/papers/18314/view Links to an external site.
  • Links to an external site.Ziegenfuss, D. H. & Furse, C. (2016). Opening up collaboration and partnership possibilities: Re-valuing library resources, skill sets, and expertise. Digital Library Perspectives, 32(2), 103-116. http://dx.doi.org/10.1108/DLP-09-2015-0014 Links to an external site.
  • Links to an external site.Furse, C. & Ziegenfuss, D. H. & Bamberg, S. (2014). Learning to teach in the flipped classroom. 2014 IEEE International Symposium on Antennas and Propagation and USNC-URSI National Radio Science Meeting in Memphis, Tennessee, USA, July 6-12, 2014.
  • Horel, J., Ziegenfuss, D. H. & Perry, K. (2012). Transforming an atmospheric science curriculum to meet students’ needs. Bulletin of the American Meteorological Society 94(4), 475-484. Online publication date: 1-Apr-2013. DOI: http://dx.doi.org/10.1175/BAMS-D-12-00115.1 Links to an external site.
  • Links to an external site.Ostafin, A. & Ziegenfuss D. H. (2010). Teaching nanobiotechnology. Peer-reviewed presentation at the annual AIChE meeting in Salt Lake City, UT on November 9, 2010
  • Madigosky, S., Grant, B. W.; & Ziegenfuss, D. H. (2008). The effects of student attitudes toward environmental issues as a function of teaching strategies: A hands-on and minds-on approach. Paper presentation at the 8th Annual Conference on Pedagogy, Technology & Course Redesign VIII, June 4-6 2008, Fairfield University, Fairfield, CT.
  • Martin, A., Dr. Castaldo, A., McHenry, N. & Ziegenfuss, D. H. (2008). Hearing student voices: Employing student learning assistants to improve teaching. Peer-reviewed presentation at The Lilly East Conference on College and University Teaching and Learning, University of Delaware, April 17, 2008. Co-presented with 3 students (Ms. Michelle Danner, Ms. Kaitlin Gerhart, Ms. Suanne Hopper).
  • Lawler, P. A. & Ziegenfuss, D. H. (2008). Integrating professional development, leadership development and faculty governance: new challenges. Peer-reviewed round table discussion presented at The Professional and Organizational Development Network in Higher Education (POD) International Conference, Reno, NV, October 23, 2008.
  • Price, A. & Ziegenfuss, D. H. (2001). Data collection and analysis in the general chemistry laboratory - lessons learned. Peer-reviewed presentation at the Gettysburg College Practicum in Instructional Technology Conference, in Gettysburg, PA on June 5, 2001.

New Descriptive Evidence

Boundary Crossing & Librarian Identity. Before coming to the University of Utah I was researching faculty identity as a teacher and a designer of instruction. My boundary crossing work, builds on my earlier work and focuses in on librarianship instead of general faculty. My librarian identity work, is in the early stages of research where I am still developing the descriptions, definitions, and the parameters of what my research will entail. I began my research on this topic in 2016 with an appreciative inquiry study to explore the best practices of librarians and what librarians value. Findings from that research put me on a path of exploration that exposed me to autoethnography and the concepts of boundary crossing (Akkerman & Bakker, 2011)  and third space professionals. (Whitchurch, 2012)

  • Ziegenfuss, D. H. (2021, accepted). Uncovering the intersections of personal, professional, and instructional identities. In A. N. Hess (Ed.). Instructional Identities and Information Literacy, Volume 1 to be published in late 2022.
  • Ziegenfuss, D. H. (2021). It’s okay to be feral: Exploring librarian identity through autoethnography. Presented online at The Qualitative Report Conference, January 13, 2021. 
  • Ziegenfuss, D. H. (2021). Getting to Authentic Leadership through Autoethnography: Bridging Past Experiences and Identities with Future Career Planning. Presented online at the UWHEN Leadership Conference, April 9, 2021. (presentation Download presentation)
  • Links to an external site.Ziegenfuss, D.H. (2019, February 26). Uncovering and developing the identity of an academic boundary crosser: A case study that integrates autoethnographic research and grounded theory methods. Paper presented at the Ethnographic and Qualitative Research Conference (EQRC), Las Vegas, NV on February 24-26, 2019. (presentation Download presentation)
  • Ziegenfuss, D. H. (2018, May 18). Autoethnography as a Boundary-Crossing Framework: Building on the Past and Planning for Emerging Professional Identities. Paper presented at the Fourteenth International Congress of Qualitative Inquiry (ICQI) at University of Illinois, Urbana-Champaign on May 16-19, 2017 (presentation Download presentation)
  • Ziegenfuss, D. H. (2016). Using Appreciative Inquiry Methods to Build a Culture of Assessment and Library Instruction Program from the Bottom Up: Uncovering Librarian Values, Assumptions, Beliefs, and Best Practices. Published in the 2016 ARL Assessment Conference Proceedings available at: http://old.libraryassessment.org/bm~doc/40-ziegenfuss-2016.pdf Links to an external site.
  • Links to an external site.Ziegenfuss, D. H. (2016, February 2). Using an appreciative inquiry approach to uncover the identity of instruction librarians. Paper presentation at the 28th Annual Ethnographic and Qualitative Research Conference (EQRC) on February 1 – 2, 2016 in Las Vegas, NV. 
  • Ziegenfuss, D. H. & Lawler, P. A. (2012). Grass roots leaders in higher education: Faculty find their voice. Presentation at The Tobias Leadership Conference in Colorado Springs, CO. February 24, 2012
  • Lawler, P. A. & Ziegenfuss, D. H. (2010). Leadership from the ranks: The missing piece for academic development. Peer-reviewed long paper presented at The International Society for Scholarship of Teaching & Learning Conference (ISSOTL), Liverpool, UK on  October 20, 2010.
  • Lawler, P. A. & Ziegenfuss, D. H. (2006). Faculty as learners: Can they wear two hats? Peer-reviewed presentation at The Professional and Organizational Development Network in Higher Education (POD) International Conference, Portland, OR, October 27, 2006.
  • Lawler, P. A. & Ziegenfuss, D. H. (2006). The relationship of teacher and student perceptions in a course about teaching and learning. International peer-reviewed paper presentation at The 14th Improving Student Learning Symposium (ISL2006), University of Bath, Bath, UK, September 6, 2006.
  • Lawler, P. A. & Ziegenfuss, D. H. (2005). Perceptions of teaching and learning by learners that are also teachers. Peer-reviewed poster presentation at The 13th Improving Student Learning Symposium (ISL2005), Imperial College, London, UK, September 6, 2005.

 

 

Professional Development

Areas to Explore:

  • Boundary Crossing Book Proposal and/or online course
  • Ethnography Best Practices
  • Qualitative Research Tools (in addition to NVivo)
  • H5P for learning to create an online book about my research