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A third noteworthy pattern of effects relates to the faculty's influence on women's sense of physical, emotional, and academic well-being. Women who felt that faculty did not take their comments seriously reported greater than average declines in self-rated physical health, math ability, and degree aspirations. Conversely, women who reported receiving honest feedback from faculty reported gains in their sense of physical and emotional health, academic performance, and overall drive to achieve. These results lend support to the theoretical work of Belenky, Clinchy, Goldberger and Tarule (1986) and Baxter Magolda (1992) as they underscore the importance of validation, support, and sense of connectedness in women's intellectual and personal development. As noted by Belenky et al., women's development is enhanced when educators \"emphasize connection over separation, understanding and acceptance over assessment, and collaboration over debate\" (p. 229).

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An Examination Using Multilevel Modeling", "creators": [ { "creatorType": "author", "firstName": "Young K.", "lastName": "Kim" }, { "creatorType": "author", "firstName": "Linda J.", "lastName": "Sax" } ], "abstractNote": "Using multilevel models, this study examined \"whether\" and \"why\" the strength of association between student-faculty interaction and student cognitive skills development varies across academic majors. The study utilized data from the 2008 University of California Undergraduate Experience Survey (UCUES) and a sample of 43,014 students from 119 academic majors across nine campuses. The results indicate that the impact of interaction with faculty on students' cognitive skills development significantly varies by academic major. Findings also suggest that some aspects of departmental climate can potentially magnify the effects produced by student-faculty interaction. 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A Student Experience in the Research University (SERU) Project Research Paper. Research & Occasional Paper Series: CSHE.10.07", "creators": [ { "creatorType": "author", "firstName": "Young K.", "lastName": "Kim" }, { "creatorType": "author", "firstName": "Linda J.", "lastName": "Sax" }, { "creatorType": "author", "firstName": "Berkeley, Center for Studies in Higher Education", "lastName": "University of California" } ], "abstractNote": "This study examined the conditional effects of student-faculty interaction in a large research university system, based on various student characteristics including gender, race, and socio-economic and first-generation status. The study utilized data from the 2006 University of California Undergraduate Experience Survey (UCUES), a longitudinal survey of UC undergraduate students based at the Center for Studies in Higher Education at UC Berkeley. Cross-tabulations with Chi-square statistics and blocked separate regression analyses were employed as analytical methods. The study found that the impact of student-faculty interactions on student outcomes vary by student gender and race whereas it does not by student socio-economic or first-generation status. The positive relationship between research experiences and GPA, for example, is significantly stronger for African American students relative to other students. These and other conditional effects suggest avenues for future research for better understanding whether the nature of the faculty-student interaction differs in certain ways by race or gender, thus producing dissimilar outcomes for different groups. Definitions and Coding Schemes for Independent Variables are provided in an appendix. (Contains 6 tables and 3 footnotes.)", "reportNumber": "", "reportType": "", "institution": "Center for Studies in Higher Education", "place": "", "date": "August 1, 2007", "seriesTitle": "", "seriesNumber": "", "pages": "", "DOI": "", "ISBN": "", "citationKey": "", "url": "", "accessDate": "", "ISSN": "", "archive": "", "archiveLocation": "Center for Studies in Higher Education. University of California, Berkeley, 771 Evans Hall #4650, Berkeley, CA 94720-4650. 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"accessDate": "2016-06-20T17:51:20Z", "PMID": "", "PMCID": "", "ISSN": "0361-0365, 1573-188X", "archive": "", "archiveLocation": "", "shortTitle": "The Effects of Student–Faculty Interaction on Academic Self-Concept", "language": "en", "libraryCatalog": "CrossRef", "callNumber": "", "rights": "", "extra": "", "tags": [], "collections": [ "C56FA4G4" ], "relations": {}, "dateAdded": "2016-06-20T17:51:20Z", "dateModified": "2016-06-20T17:51:20Z" } }, { "key": "B4T53AMV", "version": 454, "library": { "type": "group", "id": 470934, "name": "First Gen/Latino/Science Writing", "links": { "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/470934/items/B4T53AMV", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing/items/B4T53AMV", "type": "text/html" }, "up": { "href": 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"dateModified": "2016-06-20T17:49:52Z" } }, { "key": "M7H6SKUP", "version": 365, "library": { "type": "group", "id": 470934, "name": "First Gen/Latino/Science Writing", "links": { "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/470934/items/M7H6SKUP", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing/items/M7H6SKUP", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1901145, "username": "mnelson_laverne", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mnelson_laverne", "type": "text/html" } } }, "creatorSummary": "Rocconi et al.", "parsedDate": "2015-03", "numChildren": 1 }, "data": { "key": "M7H6SKUP", "version": 365, "itemType": "journalArticle", "title": "College Seniors' Plans for Graduate School: Do Deep Approaches Learning and Holland Academic Environments Matter?", "creators": [ { "creatorType": "author", "firstName": "Louis", "lastName": "Rocconi" }, { "creatorType": "author", "firstName": "Amy", "lastName": "Ribera" }, { "creatorType": "author", "firstName": "Thomas", "lastName": "Nelson Laird" } ], "abstractNote": "This study examines the extent to which college seniors' plans for graduate school are related to their tendency to engage in deep approaches to learning (DAL) and their academic environments (majors) as classified by Holland type. Using data from the National Survey of Student Engagement, we analyzed responses from over 116,000 seniors attending 499 four-year institutions. Findings revealed a significant positive relationship between seniors' uses of DAL and plans for earning a graduate degree. Further, seniors majoring in Investigative and Social environments were more likely to hold higher degree expectations. Significant interaction effects by DAL and Holland academic environment were also found. The impact of DAL on graduate degree expectations was greater for seniors majoring in Artistic environments than otherwise similar students in Investigative, Enterprising, or Social environments. In addition, the impact of DAL on degree expectations was greater for seniors in Enterprising environments than otherwise similar students in Social environments", "publicationTitle": "Research in Higher Education", "publisher": "", "place": "", "date": "March 2015", "volume": "56", "issue": "2", "section": "", "partNumber": "", "partTitle": "", "pages": "178-201", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Research in Higher Education", "DOI": "10.1007/s11162-014-9358-3", "citationKey": "", "url": "http://0-search.ebscohost.com.leopac.ulv.edu/login.aspx?direct=true&db=a2h&AN=102483999&site=ehost-live", "accessDate": "2016-06-20T17:49:50Z", "PMID": "", "PMCID": "", "ISSN": "03610365", "archive": "", "archiveLocation": "", "shortTitle": "College Seniors' Plans for Graduate School", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "BACHELOR'S degree", "type": 1 }, { "tag": "COLLEGE students -- Research", "type": 1 }, { "tag": "DOCTORAL degree", "type": 1 }, { "tag": "Deep approaches to learning", "type": 1 }, { "tag": "Degree aspirations", "type": 1 }, { "tag": "Degree expectations", "type": 1 }, { "tag": "Holland's theory", "type": 1 }, { "tag": "RESEARCH", "type": 1 }, { "tag": "SOCIAL context", "type": 1 }, { "tag": "UNIVERSITIES & colleges -- Graduate work", "type": 1 } ], "collections": [ "C56FA4G4" ], "relations": {}, "dateAdded": "2016-06-20T17:49:50Z", "dateModified": "2016-06-20T17:49:50Z" } }, { "key": "GSKQ7K4V", "version": 364, "library": { "type": "group", "id": 470934, "name": "First Gen/Latino/Science Writing", "links": { "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/470934/items/GSKQ7K4V", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing/items/GSKQ7K4V", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/470934/items/T4KMDEER", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1901145, "username": "mnelson_laverne", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mnelson_laverne", "type": "text/html" } } } }, "data": { "key": "GSKQ7K4V", "version": 364, "parentItem": "T4KMDEER", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2016-06-20T17:06:08Z", "url": "http://0-search.ebscohost.com.leopac.ulv.edu/login.aspx?direct=true&db=a2h&AN=110401404&site=ehost-live&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-06-20T17:06:08Z", "dateModified": "2016-06-20T17:06:08Z" } }, { "key": "T4KMDEER", "version": 364, "library": { "type": "group", "id": 470934, "name": "First Gen/Latino/Science Writing", "links": { "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/470934/items/T4KMDEER", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing/items/T4KMDEER", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1901145, "username": "mnelson_laverne", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mnelson_laverne", "type": "text/html" } } }, "creatorSummary": "Wilson et al.", "parsedDate": "2015-11", "numChildren": 1 }, "data": { "key": "T4KMDEER", "version": 364, "itemType": "journalArticle", "title": "Belonging and Academic Engagement Among Undergraduate STEM Students: A Multi-institutional Study. (Cover story)", "creators": [ { "creatorType": "author", "firstName": "Denise", "lastName": "Wilson" }, { "creatorType": "author", "firstName": "Diane", "lastName": "Jones" }, { "creatorType": "author", "firstName": "Fraser", "lastName": "Bocell" }, { "creatorType": "author", "firstName": "Joy", "lastName": "Crawford" }, { "creatorType": "author", "firstName": "Mee", "lastName": "Kim" }, { "creatorType": "author", "firstName": "Nanette", "lastName": "Veilleux" }, { "creatorType": "author", "firstName": "Tamara", "lastName": "Floyd-Smith" }, { "creatorType": "author", "firstName": "Rebecca", "lastName": "Bates" }, { "creatorType": "author", "firstName": "Melani", "lastName": "Plett" } ], "abstractNote": "This study examined the links between multiple levels of belonging and forms of behavioral and emotional engagement among STEM undergraduates in five geographically and culturally distinct institutions in the United States. Data were gathered from a survey specifically designed to capture the links between these key elements of the undergraduate experience. Results from over 1500 student participants in the survey clearly supported the importance of belonging for behavioral and emotional engagement in STEM courses when measured in the context of the classroom. The most consistent and significant links among models for the five participating institutions occurred between belonging at the class level and positive emotional engagement, while the least frequent and least consistent occurred between belonging to the university and all forms of engagement. Patterns of association to engagement were also similar for belonging and self-efficacy. The results of this study confirm the importance of belonging in the STEM classroom context and provide additional insights into the concurrent importance of self-efficacy in supporting student engagement. These results also demonstrate that belonging is a distinct attribute related to engagement and is not simply reducible to feelings of self-efficacy.", "publicationTitle": "Research in Higher Education", "publisher": "", "place": "", "date": "November 2015", "volume": "56", "issue": "7", "section": "", "partNumber": "", "partTitle": "", "pages": "750-776", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Research in Higher Education", "DOI": "10.1007/s11162-015-9367-x", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "03610365", "archive": "", "archiveLocation": "", "shortTitle": "Belonging and Academic Engagement Among Undergraduate STEM Students", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC achievement -- Research", "type": 1 }, { "tag": "Belonging", "type": 1 }, { "tag": "Engagement", "type": 1 }, { "tag": "RESEARCH", "type": 1 }, { "tag": "SELF-efficacy in students", "type": 1 }, { "tag": "STEM", "type": 1 }, { "tag": "STEM education", "type": 1 }, { "tag": "STUDENT participation", "type": 1 }, { "tag": "Self-efficacy", "type": 1 }, { "tag": "Student engagement", "type": 1 } ], "collections": [ "TPGVGBXJ" ], "relations": {}, "dateAdded": "2016-06-20T17:06:08Z", "dateModified": "2016-06-20T17:06:08Z" } }, { "key": "ZFNGV4SA", "version": 363, "library": { "type": "group", "id": 470934, "name": "First Gen/Latino/Science Writing", "links": { "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/470934/items/ZFNGV4SA", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing/items/ZFNGV4SA", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/470934/items/JP3WKWJM", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1901145, "username": "mnelson_laverne", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mnelson_laverne", "type": "text/html" } } } }, "data": { "key": "ZFNGV4SA", "version": 363, "parentItem": "JP3WKWJM", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2016-06-20T16:56:13Z", "url": "http://0-search.ebscohost.com.leopac.ulv.edu/login.aspx?direct=true&db=a2h&AN=110839851&site=ehost-live&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-06-20T16:56:13Z", "dateModified": "2016-06-20T16:56:13Z" } }, { "key": "JP3WKWJM", "version": 363, "library": { "type": "group", "id": 470934, "name": "First Gen/Latino/Science Writing", "links": { "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/470934/items/JP3WKWJM", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing/items/JP3WKWJM", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1901145, "username": "mnelson_laverne", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mnelson_laverne", "type": "text/html" } } }, "creatorSummary": "Sax et al.", "parsedDate": "2015-12", "numChildren": 1 }, "data": { "key": "JP3WKWJM", "version": 363, "itemType": "journalArticle", "title": "'But I'm Not Good at Math': The Changing Salience of Mathematical Self-Concept in Shaping Women's and Men's STEM Aspirations", "creators": [ { "creatorType": "author", "firstName": "Linda", "lastName": "Sax" }, { "creatorType": "author", "firstName": "M.", "lastName": "Kanny" }, { "creatorType": "author", "firstName": "Tiffani", "lastName": "Riggers-Piehl" }, { "creatorType": "author", "firstName": "Hannah", "lastName": "Whang" }, { "creatorType": "author", "firstName": "Laura", "lastName": "Paulson" } ], "abstractNote": "Math self-concept (MSC) is considered an important predictor of the pursuit of science, technology, engineering and math (STEM) fields. Women's underrepresentation in the STEM fields is often attributed to their consistently lower ratings on MSC relative to men. Research in this area typically considers STEM in the aggregate and does not account for variations in MSC that may exist between STEM fields. Further, existing research has not explored whether MSC is an equally important predictor of STEM pursuit for women and men. This paper uses a national sample of male and female entering college students over the past four decades to address how MSC varies across STEM majors over time, and to assess the changing salience of MSC as a predictor of STEM major selection in five fields: biological sciences, computer science, engineering, math/statistics, and physical sciences. Results reveal a pervasive gender gap in MSC in nearly all fields, but also a great deal of variation in MSC among the STEM fields. In addition, the salience of MSC in predicting STEM major selection has generally become weaker over time for women (but not for men). Ultimately, this suggests that women's lower math confidence has become a less powerful explanation for their underrepresentation in STEM fields.", "publicationTitle": "Research in Higher Education", "publisher": "", "place": "", "date": "December 2015", "volume": "56", "issue": "8", "section": "", "partNumber": "", "partTitle": "", "pages": "813-842", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Research in Higher Education", "DOI": "10.1007/s11162-015-9375-x", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "03610365", "archive": "", "archiveLocation": "", "shortTitle": "'But I'm Not Good at Math'", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "AWARENESS", "type": 1 }, { "tag": "College", "type": 1 }, { "tag": "ENGINEERING", "type": 1 }, { "tag": "Gender", "type": 1 }, { "tag": "MATHEMATICAL research", "type": 1 }, { "tag": "Major selection", "type": 1 }, { "tag": "Mathematical self-concept", "type": 1 }, { "tag": "SCIENCE", "type": 1 }, { "tag": "SELF-perception", "type": 1 }, { "tag": "STEM", "type": 1 } ], "collections": [ "RF6XZKXH" ], "relations": {}, "dateAdded": "2016-06-20T16:56:13Z", "dateModified": "2016-06-20T16:56:13Z" } }, { "key": "APES2UKS", "version": 362, "library": { "type": "group", "id": 470934, "name": "First Gen/Latino/Science Writing", "links": { "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/470934/items/APES2UKS", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing/items/APES2UKS", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/470934/items/55W8VVD8", "type": "application/json" } }, "meta": { "createdByUser": { "id": 1901145, "username": "mnelson_laverne", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mnelson_laverne", "type": "text/html" } } } }, "data": { "key": "APES2UKS", "version": 362, "parentItem": "55W8VVD8", "itemType": "attachment", "linkMode": "linked_url", "title": "EBSCO Record", "accessDate": "2016-06-20T16:47:56Z", "url": "http://0-search.ebscohost.com.leopac.ulv.edu/login.aspx?direct=true&db=a2h&AN=114192288&site=ehost-live&scope=cite", "note": "", "contentType": "text/html", "charset": "", "tags": [], "relations": {}, "dateAdded": "2016-06-20T16:47:56Z", "dateModified": "2016-06-20T16:47:56Z" } }, { "key": "55W8VVD8", "version": 362, "library": { "type": "group", "id": 470934, "name": "First Gen/Latino/Science Writing", "links": { "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/470934/items/55W8VVD8", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing/items/55W8VVD8", "type": "text/html" } }, "meta": { "createdByUser": { "id": 1901145, "username": "mnelson_laverne", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/mnelson_laverne", "type": "text/html" } } }, "creatorSummary": "Kim and Lundberg", "parsedDate": "2016-05", "numChildren": 1 }, "data": { "key": "55W8VVD8", "version": 362, "itemType": "journalArticle", "title": "A Structural Model of the Relationship Between Student-Faculty Interaction and Cognitive Skills Development Among College Students", "creators": [ { "creatorType": "author", "firstName": "Young", "lastName": "Kim" }, { "creatorType": "author", "firstName": "Carol", "lastName": "Lundberg" } ], "abstractNote": "Using structural equation modeling, this study attempted to untangle the underlying mechanisms among student-faculty interaction, classroom engagement, and cognitive skills development by examining the role played by students' academic self-challenge and sense of belonging on the relationships among the variables. The study utilized data from the 2010 University of California Undergraduate Experience Survey and a sample of 5169 senior students across 10 campuses. This study found that student-faculty interaction is related to greater levels of classroom engagement, which in turn facilitates students' cognitive skills development and that students' academic self-challenge and sense of belonging mediate the relationship between faculty interaction and classroom engagement. Thus, the findings suggest that the pathways from student-faculty interaction to a desired college outcome seem more complex than those hypothesized in traditional college impact theories or models. The study discusses the theoretical and practical implications of the findings.", "publicationTitle": "Research in Higher Education", "publisher": "", "place": "", "date": "May 2016", "volume": "57", "issue": "3", "section": "", "partNumber": "", "partTitle": "", "pages": "288-309", "series": "", "seriesTitle": "", "seriesText": "", "journalAbbreviation": "Research in Higher Education", "DOI": "10.1007/s11162-015-9387-6", "citationKey": "", "url": "", "accessDate": "", "PMID": "", "PMCID": "", "ISSN": "03610365", "archive": "", "archiveLocation": "", "shortTitle": "", "language": "", "libraryCatalog": "EBSCOhost", "callNumber": "", "rights": "", "extra": "", "tags": [ { "tag": "ACADEMIC self-perception", "type": 1 }, { "tag": "Academic self-challenge", "type": 1 }, { "tag": "CLASSROOM management", "type": 1 }, { "tag": "COGNITIVE Strategy Instruction", "type": 1 }, { "tag": "Classroom engagement", "type": 1 }, { "tag": "Cognitive skills development", "type": 1 }, { "tag": "STRUCTURAL equation modeling", "type": 1 }, { "tag": "STRUCTURAL models", "type": 1 }, { "tag": "Sense of belonging", "type": 1 }, { "tag": "Student-faculty interaction", "type": 1 } ], "collections": [ "C56FA4G4" ], "relations": {}, "dateAdded": "2016-06-20T16:47:56Z", "dateModified": "2016-06-20T16:47:56Z" } }, { "key": "RTV8VBSR", "version": 562, "library": { "type": "group", "id": 470934, "name": "First Gen/Latino/Science Writing", "links": { "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing", "type": "text/html" } } }, "links": { "self": { "href": "https://api.zotero.org/groups/470934/items/RTV8VBSR", "type": "application/json" }, "alternate": { "href": "https://www.zotero.org/groups/first_genlatinoscience_writing/items/RTV8VBSR", "type": "text/html" }, "up": { "href": "https://api.zotero.org/groups/470934/items/F6SQHN49", "type": "application/json" } }, "meta": { "createdByUser": { "id": 2317113, "username": "anthony.toledo", "name": "", "links": { "alternate": { "href": "https://www.zotero.org/anthony.toledo", "type": "text/html" } } } }, "data": { "key": "RTV8VBSR", "version": 562, "parentItem": "F6SQHN49", "itemType": "attachment", "linkMode": "imported_url", "title": "California STAR Program - 2013 STAR Test Results (CA Dept of Education)", "accessDate": "2016-05-27T18:53:13Z", "url": "http://star.cde.ca.gov/star2013/Index.aspx", "note": "", "contentType": "text/html", "charset": "utf-8", "filename": "Index.html", "md5": "f9f6f4a443223b2ff488a580e20c0dda", "mtime": 1464375193000, "tags": [], "relations": {}, "dateAdded": "2016-05-27T18:53:13Z", "dateModified": "2016-05-27T18:53:13Z" } } ]