Feel free to contact me via email (firstname.lastname@example.org) or you can set up a direct appointment using this portal: https://savannahlkelly.youcanbook.me/
My office is in the J. D. Williams Library, second floor, #221.
Students’ perceptions of STEM majors and occupations, interdisciplinary research collaborations, and promoting data science and statistical competencies in higher education and workforce contexts.
PhD in Higher Education, Interdisciplinary Minor in Applied Statistics
Master of Library and Information Science
Bachelor of Science in Psychology, Minor in Philosophy
Selected Publications and Presentations:
Kelly, Savannah L. (2023). “Perceptions of brilliance, intelligence, ability, and interest: Understanding first-year students’ inclinations towards STEM pathways.” Journal for STEM Education Research. [accepted]
Rutledge, Lorelei, Casucci, Tallie, & Kelly, Savannah L. (2022). “Investigation of tenured and tenure-track academic librarians’ service satisfaction at public Association of Research Libraries’ (ARL) institutions.” Journal of Academic Librarianship, 49.
Kelly, Savannah L. (2020). “Statistics is for everyone (Yes, even you): Straightforward statistical concepts to help instruction librarians help their students (Part 2). LOEX Quarterly, 46(2)
Kelly, Savannah L. (2019). “Statistics is for everyone (Yes, even you): Straightforward statistical concepts to help instruction librarians help their students (Part 1). LOEX Quarterly, 45(2).
Kelly, Savannah L. (2019). “Faculty perceptions of librarian value: The moderating relationship between librarian contact, course goals, and students’ research skills.” Journal of Academic Librarianship, 45(3).
Young, Brian W. & Kelly, Savannah L. (2018). “How well do we know our students? A comparison of students’ priorities for services and librarians’ perceptions of those priorities.” Journal of Academic Librarianship, 44(2).
Kelly, Savannah L. (2017). “First-year students’ research challenges: Does watching videos on common struggles affect students’ research self-efficacy?” Evidence Based Library and Information Practice, 12(4).
Kelly, Savannah L. & Young, Brian W. (2017). “Examining undergraduates’ library priorities through Q methodology.” Journal of Academic Librarianship, 43(3).
Kelly, Savannah L. (2017). “Don’t look a gift horse in the mouth: When the data you receive is not the data you want”. LOEX Proceedings.
Kelly, Savannah L. (2017). “Minority students in university remediation: A phenomenological analysis of their high school and first-semester college academic experiences” Journal of Contemporary Research in Education.
Winslow, Rachel R., Skripsky, Sarah L., & Kelly, Savannah L. (2016). “Not just for citations: Assessing Zotero while reassessing research.” In B. D’Angelo, S. Jamieson, B. Maid, J.R. Walker (Eds), Information Literacy: Research and Collaboration across Disciplines. Boulder, CO: University Press of Colorado.
Kelly, Savannah L. (2015). “Promoting critical dispositions: Incorporating the IL Framework in one-shot library instruction.” Mississippi Libraries, 78(3).
Kelly, Savannah L. (2014). “Librarians, renounce the research paper! Using rhetoric to improve assignment design.” College & Undergraduate Libraries 21.1.
IRDL Research Conference, 2022, Online: “The hunt for p-values and other fundamental distractions in quantitative analysis: Building a better understanding”
Women in Statistics and Data Science, 2022, St. Louis, MO: “ASA Book Club is our Diverse and Inclusive Community” with Eunice Kim and Carolina Liskey.
ULA, 2022, Layton, UT: “Tenured and Tenure-Track Academic Librarians’ Service Loads at Public Association of Research Libraries’ (ARL) Institutions” with Lorelei Rutledge & Tallie Casucci
LOEX, 2017, Lexington, KY: “Don’t Look a Gift Horse in the Mouth: When the Data You Receive is Not the Data You Want”
LOEX, 2016, Pittsburgh, PA: “Helping Outliers become College Ready: Using Technology to Cultivate Positive Relationships with Students Enrolled in Remedial Curriculum”
WILU 2013, Fredericton, New Brunswick, Canada: “Connecting the Academy and the Real World: Using Dilemma Cases to Teach Students Lifelong Inquiry”
ACL 2013, San Diego, CA: “Taming the Dragon: Refining Pedagogical Techniques through the Fire of One-Shot Library Instruction” with Robin Lang and Molly Riley
LOEX 2012, Columbus, OH: “Forget the Database, What’s the Argument?: Revitalizing a For-Credit Course by Teaching Rhetoric, Critical Thinking and Research as Conversation”
LOEX Encore, 2012, Online: “Forget the Database, What’s the Argument?: Revitalizing a For-Credit Course by Teaching Rhetoric, Critical Thinking and Research as Conversation”
eSWUG 2010, Orange, CA: “How Do You Come Across? A Collaborative Look at the OPAC” with Mary Logue
Select Research Posters:
EBLIP, 2017, Philadelphia, PA: “First-year students’ research challenges: Does watching videos on common research struggles prior to library instruction increase students’ confidence?”, People’s Choice Award, 1st place
ALA, 2016, Orlando, FL: “Examining Undergraduates’ Library Priorities through Q Methodology” with Brian W. Young, EBSS Research Poster
ALA, 2016, Orlando, FL: “Librarian vs. Student Perspectives on Technology” with Brian W. Young, STS Research Poster
IRDL Mentor, 2018-19, 2019-20
IRDL Scholar, 2016
ACRL Immersion Program, Assessment Track, 2012
Excellence in Assessment Award, Westmont College, 2012
ACRL Immersion Program, Teacher Track, 2010