Comparing the use of library online resources and academic tools among international

and U.S. college students.

Abstract

Every year, American universities attract more international students. In order to help these students succeed

academically and achieve their potential, librarians can identify where language and cultural barriers prevent

students from accessing library resources. The research proposed is aimed to identify what these students’

research preferences are, and how they engage with library services in ways that they are comfortable with in

order for librarians to provide library services and access to resources that benefit all students.

Start Date August 1, 2017 Co Completion Date July 1, 2018

Amount Requested $14,50 Submission Date July 22, 2017

 Navigation and Perception of Online Library Resources

C Carroll, Melissa. Dunleavy, Christine. Fleck, Katie. Pruitt, Jaylyn.

University of South Florida, School of Information, Masters of Library and Information
Sc Science Candidates

Statement of Need and Significance of Study

Needs Assessment. Given their growing global student populations, university libraries are

poised to create reference and online service points that mitigate cultural and language barriers

marginalizing international students. In particular, academic librarians have expressed a desire

for specialized training to work with international students (Ishimura & Bartlett, 2012). The

American Library Association recommends behavioral and core competencies for reference

librarians, including: Organization and Design of Services, Communication and Outreach,

Evaluation, and Information Interfaces. Providers of library services should “identify and

provide solutions that minimize cognitive and physical barriers to access” (RUSA, 2003), and

students for whom English is a second language are targeted (RUSA, 2004).

Language and cultural barriers are distinct issues for international students when

accessing library resources. Al Salah’s 2004 study found that 90% of Saudi graduate students did

not use online databases because the resources were in English. Cultural differences do not

prepare international students for using academic libraries in the United States (Langer & Kubo,

2015), and even impede their understanding of sources created by and for Western, English-

speaking users (Kim, 2013). Although some of the obstacles are clear, what is less clear is how

academic librarians can work with international students to bridge these gaps. What needs to be

better understood is how international students navigate and perceive their available resources

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Navigation and Perception of Online Library Resources

differently than their U.S. counterparts. Socialization issues (Chen & Van Ullen, 2011) and

library anxiety (Sinnasamy & Abdul Karim, 2015) contribute to non-native English speakers’

reduced use of library resources. Librarians can meet the needs of international English as a

secondary language (ESL) and English as a foreign language (EFL) students by removing

impediments to the use of online library resources.

Objectives and Research Questions. Despite prior research, librarians lack

understanding of how international students perceive and engage online resources, what specific

cultural or language-based obstacles must be overcome, and how they can bridge gaps specific to

international students. While international students may face different obstacles than U.S.

students, it is less clear exactly what those differences are and how librarian assistance should be

shaped accordingly. Therefore, this research aims to assess the differences in navigation and

perception of online library resources and academic tools by international and U.S. students.

Research questions include:

(R1)What are the differences in perception and use of library resources between native English-

speaking students and international or ESL/EFL students?

(R2) Do international or ESL/EFL students use library sources differently than their English-

speaking counterparts?

(R3) What tools do each group use to access online research materials (journals, e-books,

databases)?

Relevant Research. Current research addresses students’ experiences and perceptions of

information literacy (Johnston, Partridge, & Hughes, 2014), which invites original research that

could improve practical service points to engage EFL and ESL students. Johnston, Partridge, &

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Navigation and Perception of Online Library Resources

Hughes recommend hands-on library workshops for Arab students working in English-language

environments to accommodate Arab students’ broad needs in selecting, accessing, reading, and

understanding information (Johnston, Partridge, & Hughes, 2014). Henry Madden Library at

Fresno State reveals little success with workshops but includes all incoming international

students in these library efforts (Langer & Kubo, 2015). Research points to increasing interests in

social and computer-mediated technologies (Sin, 2015; Fraillion, et al., 2015) to communicate

library services to students, from which the entire university community may benefit.

There have been several studies throughout the last decade detailing the sources that

international students use for both academic research and everyday information retrieval.

International students, in contrast to their native U.S. student counterparts, largely begin searches

through search engines rather than electronic library resources (Liao, et al., 2007), and they do

not generally use specific journal databases, also using these methods for everyday information

seeking (Sin, 2014). Previous research has also focused on “high-context” and “low-context”

information. Kim (2013) compared information contextuality with different cultural types,

finding that U.S. university students and Korean students studying at U.S. universities interacted

with high-context information differently. Korean students responded to images, moods, and

symbols, while U.S. students responded to concrete information presented by the resources.

These studies are a good start to understanding the differences between these student groups, but

they focus primarily on resource usage and information processing. This study is aimed at

specifically exploring perception and navigation of resources--as these are two key areas in

which academic librarians could be trained to assist international students.

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Navigation and Perception of Online Library Resources

Benefits of Study. Colleges and universities continue recruiting international students

(Yi, 2007), yet few clear guidelines exist for guiding academic libraries in assessing and

providing for international university students’ needs in database searching and online services

interaction. Furthermore, there are few articles in library and information science journals on

international student information needs. This proposed research could provide necessary

knowledge to improve academic library resources, service quality, and teaching efficiency for

international students by assisting librarians and educators in recognizing the patterns, strategies,

and problems of international student information needs. The research may inform creating more

collaborative, cross-cultural work environments--a necessity as American universities grow more

diverse and libraries become increasingly digital (Zhao, et al., 2005), overall, developing library

professionals’ awareness of, and enhancing international students’ library use.

Research Design

Sampling: During the 2015-2016 academic year, The University of South Florida Tampa

Campus boasted an undergraduate population of 30,374—1,582 of which were international

students. These students originate from over 130 countries of origin and are represented in each

college at the University of South Florida (USF System Facts, 2015-2016). The sample for this

study, which is expected to be approximately 500 international undergraduate students, mirrors

nation-wide trends for academic institutions in many ways—from countries of origin to

percentage of student body.

USF ranks higher than many schools in number of international students. It was #40 in

top doctorate-granting universities hosting international students in the 2015-2016 year (Institute

of International Education Open Doors Report, 2016). However, this determination includes

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Navigation and Perception of Online Library Resources

graduate and non-degree seeking student, of which USF has a larger percentage—18% and 38%.

For the purpose of our study, only surveying undergraduate students is more appropriate for

sampling purposes because the percentage of international students that comprise the

undergraduate student population at USF Tampa more closely matches the percentage of

international undergraduate students nation-wide at 5.2% (USF System Facts, 2015-2016.)

The majority of international undergraduate students at USF matriculate into their degree

programs through INTO—a third-party company partnered with the university which provides a

non-degree seeking Pathways Program. This program, while providing students with many

resources when it comes to English-language and cultural education, does not directly work with

students to educate them on library services. Therefore, despite the uniqueness of the

international-recruitment model at USF, the relative information international students have

about library services and their perceptions of these offerings are unlikely to be affected.

Data Collection. Two initial avenues for gaining access to possible participants will be

pursued. First, a link to the questionnaire in the form of an elective, online survey will be

provided during the library’s orientation for first-year students. Access to that survey will be

provided through students’ “myUSF” accounts, so that only current USF students access the

survey link. All survey questions will be duplicated in a follow-up survey, generated to

respondents at the end of the semester. A few questions may be added as appropriate if principal

investigators review the incoming, collected and suggest revisions to collect more complete or

accurate data.

Secondly, the researchers, by way of their professional relationships with departmental

teaching faculty are involved in library instruction sessions. With the departmental faculty’s

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Navigation and Perception of Online Library Resources

prior approval, the librarians will encourage students to complete the survey questionnaire as a

form of a library satisfaction survey.

Students will be asked to complete some required questions, one will self-identify native

languages and others will ask for demographic information. To collect qualitative and

quantitative data, survey questions will include open-ended and Likert type scaled questions with

required answers, and administered through Qualtrics, a user-friendly, online survey tool.

Qualtrics permits a variety of question types, compiles immediate results, and provides for

quantitative and qualitative analysis once all replies have been received.

Analysis. Responses will be analyzed comparing the international students’ difficulty of

use of library services as compared to American, native English-speaking students. Analysis will

be based on the Qualtrics output, which allows for statistical analysis of individual questions and

across the entire survey. General trends will be found for international students and native, U.S.

students as individual groups, and then the two groups’ results will be compared against one

another to look for differences in Likert-scaled questions and free responses.

Expected outcome. The researchers hope to gain useful insight on the possible points of

service interaction that international students are having with the academic library. Sufficient

research has indicated that there are gaps in libraries serving this population and that

improvements can be made if librarians are made aware of which points of service students

would take advantage of if it were practical for them to do so. Expanded programming and

improved social media networking tools will be implemented that will encourage library use

from international students if the tools or specialized interfaces international students use and

how those can be used to market new services to students are sufficiently identified. It is

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Navigation and Perception of Online Library Resources

expected that all students will benefit from improved tools like improved LibGuides, for

example.

Evaluation/testing plans. The study of language barriers also leads to a question of how

to test the effects of these barriers without implementing them into the testing. To best test the

efficacy of the survey, a group of polylingual university students will review the survey

questions and look for any potential errors in translation or possible roadblocks to understanding.

The foreign language surveys were translated with the help of foreign language instructors at the

university.

When testing the implementation of the survey in the library computer system, the

researchers use a sample test group of five librarians and fifteen student library assistants to take

a pilot survey. Any issues with delivery or improper receipt of results in the Qualtrics system

will be fixed immediately. During the run of the survey, a system will be in place to report any

errors with the survey--such as clarity of questions or technical issues.

Assessment. There will be follow up surveys conducted to gauge if students perceive

improved interaction with library services. Year-end library surveys are annually offered to all

students, and first year students’ responses will be compared against the answers collected from

the surveys.

Principal investigators

Melissa Carroll, principal investigator. Carroll is an MLIS candidate at the University of

South Florida. Carroll was previously employed by the St.Petersburg College M.M. Bennett

Library and provided information technology support to international students and instruction

covering concepts such as: finding books and articles, scholarly versus popular materials, citing

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Navigation and Perception of Online Library Resources

sources and plagiarism, how to narrow or broaden topics, and pros and cons of using Google.

Carroll will oversee the follow up surveys offered to all students during the assessment process.

Christine Dunleavy, principal investigator. Dunleavy is an MLIS candidate at the

University of South Florida and is a Library Manager at USF St Petersburg Library. Dunleavy

will solicit participation from faculty and administrators, schedule monthly conference calls with

the consultants and research staff, and organize the data that is collected.

Katherine Fleck, principal investigator. Fleck is an MLIS candidate at the University of

South Florida. Fleck was employed by INTO USF as a bridge-tutor from 2012 to 2014 and has

worked with international student populations as an instructor. Fleck will work with INTO USF

to provide library resource information to their matriculating undergraduate international

students.

Jaylyn Pruitt, principal investigator. Pruitt is an MLIS candidate at the University of

South Florida and a research fellow at the University of Michigan School of Information. Pruitt

previously worked with international student populations in Gainesville, Florida with Project

Progress. Pruitt will oversee the data collection processes and perform analyses on the data

collected.

Meredith Chou (fictional character). Language consultant Chou holds a doctoral degree

in Chinese Language from the University of Beijing. Chou speaks English, Korean, Japanese and

Vietnamese in addition to native Chinese, and can conduct personal interviews to collect survey

data, finalize survey questions, and analyze the data. Chou’s many articles are published in peer-

reviewed journals.

Hank Meier (fictional character). Qualitative data analyst, Meier, owner of Meier

Analytics, holds a masters degree in qualitative analysis from the Freiburg University. Meier is

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Navigation and Perception of Online Library Resources

frequently consulted in higher education to advise on strategic actions and analyze qualitative

survey data results. Meier is the author of How to Influence Stakeholders (Routledge, 2018) and

fluent in his native German as well as Russian, Arabic and English.

Two graduate student assistants will be named later.

Timeline

Date Activity

August 1, 2017 Survey administered to test group

August 1-6, 2017 Survey adjusted based on test group response

August 7-15, 2017 Survey administered to students during USF International

Orientation

August 15, 2017 Final date for opening survey submission.

August - December 2017 Data results are analyzed.

December 1, 2017 Original surveyed population sent fall semester follow-up survey
via USF email.

December 1-30, 2017 Fall semester follow-up survey results collected as submitted.

December 30, 2017 Final date for follow-up survey submission.

January - May 2018 Data results are analyzed

May 1, 2018 Final follow-up survey is sent via USF email to all original
surveyed population.

May 1-15, 2018 Final follow-up survey results collected as submitted.

May 15, 2018 Final day for follow-up survey submission

May - July 2018 Data results are analyzed.

July 1, 2018 Data results are presented to library upper-management personnel.

Carroll, Dunleavy, Fleck, Pruitt 9

Navigation and Perception of Online Library Resources

Operational budget The four principal investigators will conduct the research without any

financial compensation, and two graduate students will be hired to manage the data and produce

reports and monitor current research at an expense of $15 per hour for 10 hours per week over 30

weeks. One, ten-dollar, university bookstore, vouchers will be given to each of the first one

hundred respondents. Consultant Meier has agreed to contract terms of $50 per hour for two

hours per month on average, and consultant Chou has agreed to $60 per hour for two hours per

month on average over the course of the one year term. One computer lap top will be needed

with specifications that will cost $2,000.

Personel Expense
Graduate Student Assistant (1) $1,200
Graduate Student Assistant (2) $1,200
Consultant Meier $4,500
Consultant Chou $4,500
Vouchers $1,000
Equipment, supplies, other
Laptop computer $2,000
Office supplies $50
Postage $50
Total $14,500

Others. The University of South Florida will provide free access to Qualtrics software, which

will be used to conduct the survey. In coordination with the USF Library, office space for the

consultants and graduate assistants will be provided for the duration of the study.

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References

Al-Saleh, Y.N. (2004). Graduate students’ information needs from electronic information
resources in Saudi Arabia,” PhD thesis, The Florida State University, Florida, available
at: http://diginole.lib.fsu.edu/islandora/object/fsu%3A168066

Chen, Y. H., & Van Ullen, M. K. (2011). Helping international students succeed academically
through research process and plagiarism workshops. College & Research Libraries,
72(3), 209–235.

Fraillion, J., Ainley, J., Schulz, W., Friedman, T. and Gebhardt, E. (2014). Preparing for Life in a
Digital Age: The IEA International Computer and Information Literacy Study
International Report. Springer Open.

Institute of International Education. (2016). "International Students by Academic Level, 2014/15

- 2015/16." Open Doors Report on International Educational Exchange. Retrieved from
http://www.iie.org/opendoors

Johnston, N., Partridge, H., & Hughes, H. (2014). Understanding the information literacy
experiences of EFL (English as a foreign language) students. Reference Services Review,
42(4), 552-568. Retrieved from
https://search.proquest.com/docview/1633971291?accountid=14745

Kim, J. (2013). Information and culture: Cultural differences in the perception and recall of
information. Library & Information Science Research, 35(3), 241-250.
https://dx.doi.org/10.1016/j.lisr.2013.04.001

Langer, C. and Kubo, H. (2015). From the ground up: creating a sustainable library outreach
program for international students. Journal of Library Administration, 55(8), 605-621.

Qualtrics. https://www.qualtrics.com/

Reference and User Services Association (RUSA). (2004). Guidelines for Behavioral
Performance for Reference and Information Service Providers.

Reference and User Services Association (RUSA). (2003). Professional Competencies for
Reference and User Services Librarians. Retrieved 2 June, 2017, from
http://www.ala.org/rusa/resources/guidelines/professional

Carroll, Dunleavy, Fleck, Pruitt 11

Navigation and Perception of Online Library Resources

Sin, S.-C.J. (2015). Demographic differences in international students’ information source uses
and everyday information seeking challenges. Journal of Academic Librarianship. 40(4),
466-474.

Sinnasamy, J., & Abdul Karim, N. (2015). Academic related anxieties: A case study
investigating the relationships among library, communication and language anxieties
among non-native speakers of English. Malaysian Journal Of Library & Information
Science, 20(2), 1-12.

University of South Florida. (2016). “USF System Facts, 2015-2016.” USF Office of Decision
Making System Facts. Retrieved from http://www.usf.edu/ods/documents/system-
facts/usf-system-facts-2015-16.pdf

Yeh, C.C. (2009). Student perceptions of an EFL undergraduate research writing project, RELC
Journal, 40(3) 314-332

Yi, Z. (2007). International Student Perceptions of Information Needs and Use. Journal of
Academic Librarianship, 33(6), 666-673.

Zhao, C., Kuh, G. D., & Carini, R. M. (2005). A comparison of international student and
American student engagement in effective educational practices. The Journal of Higher
Education, 76 (2), 209-231. doi:10.1353/jhe.2005.0018

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Appendix

Questionnaire

Message to Survey Respondents:

The purpose of this survey is to collect data on library resource use (both digital and physical
materials) from students. The researchers are looking to study usage habits and perceptions of
online library resources by international students. Please take a few moments to fill out this
survey to help improve the library’s services for all student populations. All responses will be
kept anonymous, with only the volunteered demographic information remaining attached to the
surveys

Need Help?
This survey is estimated to take you approximately one half hour minutes to complete. Do you
wish to participate in this survey and would like assistance filling out this questionnaire? Please
contact surveyadministrator1@mail.usf.edu

* Required
Demographics
What is your current student rank: *
_first-year, undergraduate
_sophomore, undergraduate
_junior, undergraduate
_senior, undergraduate
_Other:

How comfortable are you with your personal English language communication (consider
altogether: reading, writing, speaking, listening)? *
_very comfortable, I am a native English speaker
_very comfortable, but English is not my native language
_comfortable, I am a native English speaker
_comfortable, but English is not my native language
_not comfortable, I am a native English speaker
_not comfortable, but English is not my native language

Other:
Source Familiarity
How familiar are you with the following information sources:

Web-based search engines (i.e. Google, Bing) *

Carroll, Dunleavy, Fleck, Pruitt 13
Navigation and Perception of Online Library Resources

_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Online Libraries *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Online Databases *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Please indicate how familiar you are with the following electronic information sources:

E-mail *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Search engine *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Instant messaging/online chat *

_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Online news *
_extremely familiar

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Navigation and Perception of Online Library Resources

_very familiar
_somewhat familiar
_not at all familiar

Online bookstore *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

E-mail information subscriptions *

_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Topic-specific Web sites *

_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Library Web site *

_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Electronic magazines/journals *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Blogs *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

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Navigation and Perception of Online Library Resources

Online database *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Electronic books (digital) *

_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Ask-an-expert *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Audiobooks (downloadable/digital) *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Online librarian question service *

_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

RSS feeds *
_extremely familiar
_very familiar
_somewhat familiar
_not at all familiar

Now, please indicate how often you use the following electronic information resources:

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Navigation and Perception of Online Library Resources

E-mail *
_never
_rarely
_sometimes
_often

Search engine *
_never
_rarely
_sometimes
_often

Instant messaging/online chat *

_never
_rarely
_sometimes
_often

Online news *
_never
_rarely
_sometimes
_often

Online bookstore *
_never
_rarely
_sometimes
_often

E-mail information subscriptions *

_never
_rarely
_sometimes
_often

Topic-specific Web sites *

_never
_rarely

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Navigation and Perception of Online Library Resources

_sometimes
_often

Library Web site *

_never
_rarely
_sometimes
_often

Electronic magazines/journals *
_never
_rarely
_sometimes
_often

Blogs *
_never
_rarely
_sometimes
_often

Online database *
_never
_rarely
_sometimes
_often

Electronic books (digital) *

_never
_rarely
_sometimes
_often

Ask-an-expert *
_never
_rarely
_sometimes
_often

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Navigation and Perception of Online Library Resources

Audiobooks (downloadable/digital) *
_never
_rarely
_sometimes
_often

Online librarian question service *

_never
_rarely
_sometimes
_often

RSS feeds *
_never
_rarely
_sometimes
_often

Are there any academic obstacles that prevent you from using online resources, either inside or
outside of the library? (Eg.: difficulty using or understanding library materials)
Your answer

Are there any cultural obstacles that prevent you from using online resources, either inside or
outside of the library? (Eg.: access to internet, unfamiliarity with American libraries)
Your answer

Other than possible language barriers, to what extent do you feel any of the following statements
describes cultural barriers that prevents you from seeking out, locating, or using university
library services? (Select all that apply.)
_I don’t know how to ask for help in the library
_I don’t understand where to begin
_I don’t think I have any cultural barriers that prevent me from using library services
_Libraries in the United States are very different from libraries outside the country
_Other:

How are you most likely to participate in learning about library services that could assist you
with conducting library research? (Select all that apply.)
Webinars

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Navigation and Perception of Online Library Resources

_Online tutorials, self guided

_Face-to-face, one-on-one instruction
_Face-to-face, group instruction
_"Help" links that pop-up when I click or hover my mouse on a topic
_I would not participate in any programs
_Other:

Whom do you usually ask if you need help beginning research for a class assignment? (Select all
that apply.)
_Class instructor
_A different instructor
_A classmate
_A librarian
_No one
_Other:

Overall, do you ask a librarian to help you with getting started on a research project? (Select all
that apply.)
_I consulted a librarian for research assistance
_No, I am unsure of how to contact a librarian for assistance
_No, I don’t think a librarian helps with research
_No, I feel like I should be able to start a research project on my own
_No, I don’t feel like a librarian could help me with my specific project
_Other:

How satisfied are you with the services the librarians provide at the library?
_Very satisfied
_Satisfied
_Neutral
_Dissatisfied
_Very dissatisfied
_I have no experience with any library services
_Other:

If you prefer to read in a language other than English, how easy is it for you to find research
materials in your preferred reading language?
_Very easy, I have found more than enough resources in my preferred language
_Somewhat easy, I have found enough resources in my preferred language to complete work

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_Somewhat difficult, I have found some resources in my preferred language, but not enough to
complete my work
_Very difficult, I have found very few or no resources in my preferred language

Where do you typically begin an information search?

_USF Library website search
_Search engine (eg.: Google)
_Research search engine (eg.: Google Scholar)
_Physical materials (eg.: Books)
_Other:

How frequently do you visit the library?

_At least once a week
_A few times a month
_A few times a semester
_Almost never

Do you ever use the library website or library resources (eg.: full text journal articles) outside of
the library?
_Yes
_No

Based on what you know about the USF Library, do you believe that it has online resources you
will need for your coursework this academic year?
_Yes
_No
_Unsure

Do you believe using the USF Library website is more difficult than using other online
search/reference tools?
_Yes
_No
_Unsure

Do you believe the online resources of the USF Library are helpful to native-English speakers?
_Yes
_No
_Unsure

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Navigation and Perception of Online Library Resources

Do you believe the online resources of the USF Library are helpful to non-native-English
speakers?
_Yes
_No
_Unsure

Are you more likely to use online library resources rather than in-person library resources?
_Yes
_No
_Unsure

If you have any feedback about the USF Library that was not addressed in the survey, please
explain.
Your answer

Please provide any comments you have about the survey.

Your answer

Statement of participatory roles

Draft 1. This has been an evolving group editing effort. No one person exclusively worked on

one piece, with the exception of the formatting the cover page, and one person diligently

formatted the bibliography properly. One person would write a piece, and another would add,

and another would continue to add. There was editing and revising the whole way. And each

person contributed to the research and added the findings.

Draft 2. Again, a concerted effort, the co-authors, this time, chose to develop different sections:

the outline draft was laid out by Dunleavy, Fleck wrote the sample survey information, Carroll

revised draft 1, composed the missing research questions, and appended draft 1 to the end of this

document for easier reading by the professor, and Pruitt wrote the evaluation and testing and

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Navigation and Perception of Online Library Resources

assessment sections. Dunleavy then attended to the overall revision, noting the change in the

direction, and made sure there was language consistency throughout.

Draft 3. Co-authors constructed and edited text, and communicated with each other directly in

Google Docs for the second and third drafts. Dunleavy contributed principal investigator details,

outlined a budget, and corrected errors from draft two. Pruitt contributed to the principal

investigator and budget sections. Carroll contributed to the principal investigator details and

composed the outline for the Survey which is provided in the Appendix, the construction was a

group effort. Fleck contributed to the principal investigator details and budget sections.

Carroll, Dunleavy, Fleck, Pruitt 23