scholarly journals Managing Diversity in Liberal Arts College Libraries

2000 ◽  
Vol 61 (3) ◽  
pp. 205-215 ◽  
Author(s):  
Mark D. Winston ◽  
Haipeng Li
Keyword(s):  
Liberal Arts ◽  
Research University ◽  
Liberal Arts College ◽  
The United States ◽  
University Libraries ◽  
Diversity Awareness ◽  
College Administrators ◽  
Managing Diversity ◽  
College Libraries ◽  
Large Research

Although fostering diversity has been identified as a priority in librarianship, the evidence suggests that the majority of the programs related to diversity in academic libraries have been implemented in large, research university libraries. In this study of the liberal arts college libraries in the United States, data were gathered with regard to programs related to diversity awareness, staffing, information services, and library collections. Although the level of diversity-related activities in liberal arts college libraries has not been overwhelming, the evidence suggests that activities and programs related to diversity have been undertaken in some instances. In addition, the support of college administrators appears to be particularly important in encouraging these activities.

scholarly journals Heroes and Holidays: The Status of Diversity Initiatives at Liberal Arts College Libraries

2016 ◽  
Vol 77 (4) ◽  
pp. 520-535 ◽  
Author(s):  
Julie Gilbert
Keyword(s):  
Academic Libraries ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Organizational Level ◽  
Library Directors ◽  
Diversity Initiatives ◽  
Research Libraries ◽  
The Status ◽  
College Libraries ◽  
Large Research

Studies about diversity initiatives in academic libraries have primarily focused on large research libraries. But what kinds of diversity work occur at smaller libraries? This study examines the status of diversity initiatives, especially those aimed at students, at national liberal arts college libraries. Results from a survey of library directors reveal that, while diversity programming happens informally at most libraries, and while diversity is valued by library directors, diversity work has not been prioritized at the organizational level in any systematic manner.

From request to assess: using cloud-based tools for the library instruction lifecycle

2017 ◽  
Vol 34 (6) ◽  
pp. 14-20
Author(s):  
James Parrigin
Keyword(s):  
Liberal Arts ◽  
Research University ◽  
Information Science ◽  
Liberal Arts College ◽  
Instruction Scheduling ◽  
Library And Information Science ◽  
Library Instruction ◽  
Graduate Assistant ◽  
Content Type ◽  
Large Research

Purpose The author first gained experience with library instruction scheduling at a large research university library as an Master of Library and Information Science (MLIS) graduate assistant. Design/methodology/approach The author would occasionally shadow the faculty librarians as they received instruction requests, which were vetted by an administrative assistant and entered into some mystical technology that would facilitate the reservations and populate a library staff calendar. Findings The author remembers it as a fairly mundane process that he did not think much of at the time. Social implications The author soon became an instruction librarian who was put in charge of orchestrating the multitudes of course-integrated one-shots at a small, private four-year liberal arts college. Originality/value The author thinks back to this experience and marvels at the humble instructional requests (e.g. “just show them JSTOR”) and the primitive tool that their library used for scheduling their sessions: a spreadsheet on our network drive.

Understanding How to Strengthen the Neurology Pipeline With Insight From Undergraduate Neuroscience Students

Neurology ◽  
2021 ◽  
pp. 10.1212/WNL.0000000000013259
Author(s):  
Mia Minen ◽  
Kayla Kaplan ◽  
Sangida Akter ◽  
Dennique Khanns ◽  
Tasha Ostendorf ◽  
...  
Keyword(s):  
Liberal Arts ◽  
Research University ◽  
Online Survey ◽  
Approaches To Learning ◽  
The United States ◽  
Clinical Neurology ◽  
Graduate Studies ◽  
Cross Sectional ◽  
Research Experiences ◽  
Undergraduate Level

Despite increased neuroscience interest at the undergraduate level, a significant shortage of neurologists in the United States (US) exists. To better understand how to generate more interest in neurology specifically at the undergraduate level, we conducted an anonymous cross-sectional online survey of 1085 undergraduates either in neuroscience courses or majoring/minoring in neuroscience from across the US to better understand their clinical neurology experiences and perspectives. The survey quantitatively and qualitatively assessed students’ clinical neurology exposure inside and outside of the classroom, research experiences and career goals. Students were from a broad spectrum of undergraduate institutions (public research university (40.8%), liberal arts College (29.7%) and private research university (29.0%). Most students (89.9%) were looking to pursue graduate studies; 56.9% reported wanting to be a physician and 17.8% expressed interest in obtaining an MD/PhD. Importantly, students reported first exposure to neuroscience at age 16 but felt that they could be exposed to neuroscience as early as 13. Half (50.5%) decided to major in neuroscience before college and a quarter (25.6%) decided to major in their first year of college. Despite high interest in clinical neurology exposure, less than one-third of students had spoken with or shadowed a neurologist, and only 13.6% had interacted with clinical neurology populations. Only 20.8% of students felt volunteer and internship opportunities were sufficiently available. Qualitative results include student perspectives from those who did and did not work with a neurologist, describing how they were or were not able to obtain such opportunities. We discuss translating the survey findings into actionable results with opportunities to target the undergraduate neuroscience interest to improve the neurology pipeline. We describe existing programs that could be integrated into everyday neurology practices and new approaches to learning and training to help leverage the significant undergraduate neuroscience interest. We also raise questions for further research, including exploring (1) how students learn of neurologic conditions/expand their knowledge about additional neurologic conditions, (2) whether qualitative investigation of the experiences of neuroscience undergraduates at specific institutions might provide additional insight, and (3) systems to maintain interest in neuroscience/neurology as students enter medical school.

Building the “Bridge” between Two Liberal Arts College Libraries

2016 ◽  
pp. 45-67
Author(s):  
Roberta L. Lembke ◽  
Bradley L. Schaffner
Keyword(s):  
Liberal Arts ◽  
Liberal Arts College ◽  
Governance Structure ◽  
Library System ◽  
Policies And Procedures ◽  
Working Groups ◽  
College Libraries ◽  
Functional Areas ◽  
Search And Retrieval

The Bridge Consortium was formed in 2003/04 for the express purpose of sharing library materials between Carleton and St. Olaf Colleges more efficiently. The first step was the decision by the libraries to adopt a single shared library system. The success of this endeavor set the stage for a much deeper level of collaboration between the two institutions. A consortium governance structure was established, which included working groups to manage and develop shared operations in key functional areas. Through these working groups, policies and procedures were developed to guide Bridge Consortium work, and new initiatives were developed to broaden the scope of collaboration. Since then, the combined staffs of the Carleton and St. Olaf Libraries have expanded the range of resources available to faculty, staff and students on both campuses, improved search and retrieval of materials, and provided comparable user services and experiences.

E-Portfolios

2020 ◽  
pp. 167-184 ◽  
Author(s):  
Judith A. Giering ◽  
Yitna B. Firdyiwek
Keyword(s):  
Student Engagement ◽  
Liberal Arts ◽  
Research University ◽  
Qualitative Data ◽  
Liberal Arts College ◽  
High Impact ◽  
Learning Engagement ◽  
High Impact Practice ◽  
Over Time ◽  
Do So

This chapter describes the experiences of a liberal arts college that is part of a large research university implementing e-portfolios with a focus on learning engagement. Using qualitative data collected over time and programmatic experience, the team assesses the depth of engagement their students are experiencing, to determine whether most students are using e-portfolios to engage in learning on their own, or only when prompted to do so by faculty within the confines of a single course. Too few students have taken full ownership of their e-portfolios and engaged with them as a meta-high impact practice. Implications of this finding suggest faculty using e-portfolios need to be intentional about student engagement at the meta-high impact level. Part of achieving this is developing further clarity on what it looks like when e-portfolios are designed to be used as a meta-high impact practice while applying more rigorous methods to determine when students have reached this level of engagement.

Some Methods in Professionalized Subject Matter Courses in Mathematics for Teachers College

1931 ◽  
Vol 24 (7) ◽  
pp. 429-435
Author(s):  
Edna E. Kramer
Keyword(s):  
United States ◽  
Teacher Training ◽  
Subject Matter ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
The United States ◽  
Normal School ◽  
Teachers College ◽  
Recent Interest ◽  
Special Stress

As a result of the recent interest and progress in teacher-training in the United States, has come the evolution of the normal school into the teachers college. The development has naturally given rise to the question of what should be done in order that the lengthened course be filled in most profitably. Whether to give additional courses in educational theory and methods of teaching, or to include courses in the content of the various subjects which students plan to teach that is, whether to make the teachers college a normal school of a "larger growth," or to convert it into the equivalent of a liberal arts college, which would lay special stress on the subjects commonly grouped under the heading "Education" — these have been the points under consideration.

scholarly journals Opening Doors for All: Collaborations at Syracuse University Libraries in Support of Open Access & Accessibility

2019 ◽  
Author(s):  
Amanda Page ◽  
Kate Deibel
Keyword(s):  
Open Access ◽  
New England ◽  
Research University ◽  
Annual Conference ◽  
University Libraries ◽  
Multiple Stakeholders ◽  
Outreach Services ◽  
Scholarly Communications ◽  
Syracuse University ◽  
Large Research

This poster describes purposeful, interdepartmental collaborations between librarians at Syracuse University, a large research university with Carnegie status with multiple stakeholders, and the various methods used to strategically create more supportive infrastructures and outreach services around open access, scholarly communications, and accessibility. The authors would like to that ACRL NE Chapter. This poster was presented at ACRL New England Annual Conference, 2019. https://acrlnec.org/chapter-events/detail/41

Report on Engineering Design Self-Efficacy and Demographics of Makerspace Participants Across Three Universities

2020 ◽  
Vol 142 (10) ◽  
Author(s):  
Ethan C. Hilton ◽  
Kimberly G. Talley ◽  
Shaunna F. Smith ◽  
Robert L. Nagel ◽  
Julie S. Linsey
Keyword(s):  
Engineering Design ◽  
Self Efficacy ◽  
Liberal Arts ◽  
Research University ◽  
Liberal Arts University ◽  
The People ◽  
The Us ◽  
Improving Student Learning ◽  
Hispanic Serving ◽  
Large Research

Abstract University makerspaces have been touted as a possible avenue for improving student learning, engagement, retention, and creativity. As their popularity has increased worldwide, so has the amount of research investigating their establishment, management, and uses. There have, however, been very few studies that use empirical data to evaluate how these spaces are impacting the people using them. This study of three university makerspaces measures engineering design (ED) self-efficacy and how it is correlated with involvement in the makerspaces, along with student demographics. The three university makerspaces include a relatively new makerspace at a Hispanic-serving university in the southwestern US, makerspaces at an eastern liberal arts university with an engineering program that has been created within the last decade, and a makerspace at a large, research university in the southeast often considered to be one of the top programs in the US. Students at all three universities are surveyed to determine their involvement in their university's makerspace and how they perceive their own abilities in engineering design. The findings presented in this paper show a positive correlation between engineering design self-efficacy (EDSE) and involvement in academic makerspaces. Correlations are also seen between certain demographic factors and the percentage of students who choose to use the academic makerspace available to them. These findings provide crucial empirical evidence to the community on the self-efficacy of students who use makerspaces and provide support for universities to continue making these spaces available to their students.

scholarly journals Every Campus A Refuge

2018 ◽  
Vol 1 (1) ◽  
pp. 135-146 ◽  
Author(s):  
Diya Abdo ◽  
Krista Craven
Keyword(s):  
United States ◽  
North Carolina ◽  
Liberal Arts ◽  
Research Study ◽  
Liberal Arts College ◽  
The United States ◽  
College Campuses ◽  
College Faculty ◽  
Detailed Account ◽  
Refugee Families

Every Campus A Refuge is a novel initiative whereby college campuses provide housing and support to refugees navigating the resettlement process in the United States. This article details the founding and development of the Every Campus A Refuge initiative, particularly as it has been implemented at Guilford College, a small liberal arts college in North Carolina. It also details how Guilford College faculty and students are engaging in a multifaceted research study to document the resettlement experiences of refugee families who participate in Every Campus A Refuge and to determine the efficacy of the program in providing a “soft er landing” for refugees. Overall, this article aims to provide a detailed account of Every Campus A Refuge so as to show how such a program may be implemented at other college campuses.

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