IUScholarWorks
Indiana University's Institutional Repository
IUScholarWorks Repository is a service of Indiana University Libraries to make the work of IU scholars freely available, while ensuring these resources are preserved and organized for the future. Because your work is assigned a stable, permanent Internet address readers will always find it.
Visit the IU Bloomington Libraries' Scholarly Communication Department.
Visit IUScholarWorks Journals.
Communities in IUScholarWorks
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Recent Submissions
Traditional Arts Indiana Apprenticeships & Heritage Fellowships 2023 and 2024
(Traditional Arts Indiana, 2024-10-01) Traditional Arts Indiana; Kay, Jon; Gilette, Claire; Chomitzky, Katya; Islam, Touhidul; Toole, Connor
This book contains photos and written profiles about the people featured in Traditional Arts Indiana's Apprenticeships and Heritage Fellowship programs in 2023 and 2024.
Automating JATS XML Tagging With ChatGPT
([Bloomington, Ind.] : Indiana University, 2024-05-15) Vaughn, Matthew
While significant progress has been made in streamlining JATS XML publication workflows, efficiently converting article submission files into JATS XML galleys remains challenging for smaller publishers. The Journal Article Tag Suite (JATS) is a global standard for scholarly journal publishing, indexing, sharing, and archiving. Motivated by the advantages of XML publishing, the Indiana University open access journal publishing program has explored a number of options to expand our use of JATS. In 2023, we began experimenting with the generative AI tool ChatGPT to assess its potential in automating the JATS conversion step in our publishing workflow. Our results demonstrated that ChatGPT can effectively tag plain-text research article content in accurate, publishable JATS. In an effort to automate XML tagging for the journal Studies in Digital Heritage (SDH), we designed several prompts to direct ChatGPT in tagging each section of a research article in our specific JATS format. Guided by prompts that provided relevant XML examples, ChatGPT was able to produce JATS-compliant tagging from plain-text article content. At the section level, the JATS produced by ChatGPT was comparable in accuracy to our vendor-produced JATS. Eventually, this approach along with several additional steps was able to produce a publication-ready JATS galley which we then posted to SDH. While our experiment with automating JATS XML tagging demonstrates that large language models like ChatGPT are capable of performing this type of work with high accuracy, the current token limitations of ChatGPT 3.5 necessitate a piecemeal approach which makes this method too unwieldy for large scale adoption at this point. Nevertheless, if the token limit were substantially increased, and if we could input all our prompts simultaneously, fully automated JATS tagging may be within reach.
Jetstream2 Community Assessment Summary Report
(Indiana University, 2025-01-13) Wernert, Julie A.; Miles, Tonya A.
This document summarizes the results of the 2024 Jetstream2 Community Assessment conducted among 1932 individuals from August 26 through September 12, 2024. This was the second assessment conducted under the National Science Foundation-funded Jetstream2 project awarded in 2020 and which began operations in 2022, but the seventh survey of the broader Jetstream community. We have opted to retain data collected under the original Jetstream project (NSF award #1445604), referred to herein as Jetstream1, for comparison and to preserve longitudinal trends.
Literacy, Wellness, and Everything Else: How Are Financial Wellness Websites in Higher Education Named?
(Higher Education Financial Wellness Alliance (HEFWA), 2025-01) Taylor, ZW; Marx, Andrew; Nixon, Dez; Ray, Sara; Simonds, Richard; Mesa, Joseph; Smith, Mallorie; Miller, Amanda; Blakeney, Aly; Becker, Jenny; Glass, Sophie; Cerebe, Tim; Enlow, Justin; Hughes, Steven; Colby, Helen; Kayser, Tristia; Smith, Becky; Wheeler, Brandan
In recent years, both technology and financial wellness programming have significantly transformed the landscape of higher education in the United States. As financial wellness becomes an increasingly prominent student service, understanding how institutions name and frame these resources is crucial. Specifically, the distinction between terms like "financial literacy" and "financial wellness" can convey different messages to students about the focus and scope of these services. The choice of terminology can impact student engagement and perceptions of the resources offered, influencing whether they view these services as essential for long-term financial health or as basic, one-time educational interventions.
Creating Inclusive and Equitable Campus Environments for Educators to Support Student Success
(2024-01) BrckaLorenz, Allison; Taylor, Leonard
Creating and supporting a diverse student body has been a priority for many institutions, but higher education continues to struggle with making significant progress in hiring, supporting, and retaining a diverse body of educators, including faculty, student affairs staff, librarians, and other student-facing staff. As plans to deliberately tear down diversity, equity, and inclusion (DEI) gain momentum, news reports are rife with stories of educator burnout, compassion fatigue, workplace stress, discrimination, and inequity. This session will comprise several discussions stitched together with qualitative and quantitative results from a large-scale, multi-institution study and conceptual framework of environments that support diverse educators. Participants will leave the session with a framing of environmental issues that educators face, ideas for how to assess the environments of their educators, a reminder that a lot of teaching and learning happens beyond our classrooms, and suggestions from other attendees about their efforts to support and retain diverse educators.