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To provide insight and practical perspectives into the needs of university students regarding places to gather, develop community, and find restoration on the college campus. This information can be used by libraries as they seek to encourage library use by students.

About 44 students were sent into the field to document the location and physical characteristics of the “third place.” The questionnaire and field notes recorded by the students addressed the central questions of what spaces constituted their third places, the location of those spaces, the activities in which they participated while there, the factors that contributed to their selection of those places, and the important design features of those third places. In addition, the research team observed students in library settings and interviewed library administrators.

About 80 percent of students indicated that their favorite third place was off campus. These places were overwhelmingly coffee shops and restaurants. The major functions served by their third places included socialization and relaxation.

These findings provide insight into the way students now study, research, and communicate. Libraries can use this information as they design spaces that encourage students to come to the library to study, as well as socialize, converse, find restoration, and simply “hang out.”

The paper brings together practical information from an interdisciplinary team that can aid libraries interested in renovating spaces to accommodate students of the twenty‐first century.

Sponsorship identification accuracy is typically assessed as the percentage of consumers answering “yes” when asked if a brand is a sponsor (hits). However, this fails to consider misattribution (answering “yes” for a non-sponsor brand; false alarms). Misattribution reflects consumer confusion and dilutes the benefits of an official sponsorship, offers an advantage to a non-sponsoring rival and reduces a brand’s return on sponsorship investment. Informed by signal-detection theory (SDT), we show how hits may be disentangled from false alarms using a measure of sensitivity called d-prime (d’). A related measure of response bias (c) is also discussed.

In Study 1, we report the results of an experiment. In Study 2, we rely on a field study involving actual sponsors and fans.

The use of d’ and c is superior to tallying “yes” responses because they account for accurate sponsor attribution and misattribution to non-sponsor competitors.

In the context of sponsorship, we demonstrate how d’ and c can be easily calculated using Excel. Our research also includes an experimental study that establishes the hypothesized effects and then replicate results in a field setting.

This paper provides insight into the effective education of immigrant and migrant children: many of whom are classified in New York City’s public schools as English language learners. It also highlights the ways in which New York City prepares school leaders and the policies that govern their actions.

Literature review.

The practices of New York City’s school leaders are governed by the Chancellor’s Regulations. These comprehensive mandates consist of four components and address issues related to students in grades K-12, school-based budgets, personnel matters, and parent and community engagement. In relation to students, including those classified as immigrant, migrant, and English language learners the Chancellor’s Regulation A-101 makes it clear: children may not be refused admission to a public school because of race, color, creed, national origin, gender, gender identity, pregnancy, immigration/citizenship status, disability, sexual orientation, religion, or ethnicity.

Implications for future research: How can school leaders (and educational activists) continue to support and advocate for immigrant and migrant children under the presidency of Donald J. Trump.

Knowledge gleaned from this study may be of use to schools, districts, and educational leaders in the USA and abroad faced with similar demographic trends.

This manuscript examined the ways in which The City University of New York prepares school leaders, the required State exams for school leaders, and the educational policies that govern the practices of New York City’s school leaders that are germane to English language learners.

This review of the literature may study may be of use to schools, districts, and educational leaders in the USA and abroad.

The purpose of this paper is to chronicle the participation of the Colorado State University Libraries in a campus‐wide teaching program sponsored by the campus center for teaching and learning, and discusses the opportunities provided by such participation for academic librarians in general.

The author uses a case study approach to explore one academic library's participation in a campus‐wide teaching program sponsored by the institution's center for teaching and learning. The aim of the article is to demonstrate how the program works, and to discuss the potential for similar programs at other libraries.

The library's participation in a campus‐wide teaching program has strengthened ties with the campus center for teaching and learning; improved the instructional skills and knowledge of faculty and professional staff; and highlighted the importance of teaching and learning within the library.

The author presents a blueprint for instructional collaboration with the campus center for teaching and learning, and suggests that such programs will greatly benefit reference and instruction librarians.

This article will benefit reference and instruction librarians who seek to improve their teaching skills. Relatively few articles have investigated collaborative relationships between libraries and centers for teaching and learning in which librarians participate as students.

This paper aims to center the experiences of three cohorts (n = 40) of Black high school students who participated in a critical race technology course that exposed anti-blackness as the organizing logic and default setting of digital and artificially intelligent technology. This paper centers the voices, experiences and technological innovations of the students, and in doing so, introduces a new type of digital literacy: critical race algorithmic literacy.

Data for this study include student interviews (called “talk backs”), journal reflections and final technology presentations.

Broadly, the data suggests that critical race algorithmic literacies prepare Black students to critically read the algorithmic word (e.g. data, code, machine learning models, etc.) so that they can not only resist and survive, but also rebuild and reimagine the algorithmic world.

While critical race media literacy draws upon critical race theory in education – a theorization of race, and a critique of white supremacy and multiculturalism in schools – critical race algorithmic literacy is rooted in critical race technology theory, which is a theorization of blackness as a technology and a critique of algorithmic anti-blackness as the organizing logic of schools and AI systems.

This paper aims to provide a historical overview of AA, its purpose and benefits, the legal rationale for the SCOTUS ruling and what it means for colleges and the workplace regarding equitable opportunities for minority groups (which include women, Blacks, Hispanics, Asians and other low-income populations), as they aim for the “American dream”.

SCOTUS decision and rationale, along with literature.

The race-based affirmative action (AA) precedent was recently overturned by the Supreme Court of the United States (SCOTUS) in the case of Students for Fair Admission (SFFA), Inc. vs President and Fellows of Harvard College/University of North Carolina. SCOTUS ruled that race cannot be a specific basis for college admission. In other words, public and private colleges and universities will no longer be able to consider “race” as a factor in deciding which qualified applicants should be admitted to enhance the diversity of their student body.

This is an original analysis.

In this article Professor Perry argues that Plessy v. Ferguson and the de jure segregation it heralded has overdetermined the discourse on Jim Crow. She demonstrates through a historical analysis of activist movements, popular literature, and case law that private law, specifically property and contract, were significant aspects of Jim Crow law and culture. The failure to understand the significance of private law has limited the breadth of juridical analyses of how to respond to racial divisions and injustices. Perry therefore contends that a paradigmatic shift is necessary in scholarly analyses of the Jim Crow era, to include private law, and moreover that this shift will enrich our understandings of both historic and current inequalities.

The chapter intervenes in the debate among scholars of legal impact about the extent to which law can change society. Reformers, aims are frustrated when targets of law respond with resistance to court decisions, especially where mechanisms to enforce case law are weak (Hall, 2010; Klarman, 2006; Rosenberg, 1991). Even when law’s targets abide by a law, however, other important studies have demonstrated that organizations can leverage ambiguous language to craft policies in compliance that further their aims (Barnes & Burke, 2006; Edelman, 2016; Lipson, 2001). This chapter examines a case in which a state constitutional provision banning affirmative action was written in relatively unambiguous language and one of its targets announced its intention to comply. Through extensive interviews with University officials, this chapter examines the University of Michigan’s use of financial, technological, and political resources to follow the language of the law while still blunting its impact. These findings suggest that to understand law’s impact on society, we need to reconceive compliance and not only take the clarity of the law and its enforcement mechanisms into account but also attend to the goals, resources, and practices of the groups it targets.