Differences in Discovery: How Seach Tools Affect Undergraduate Research

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The document analyzes how different search tools affect undergraduate research. It finds that Summon and EBSCO Discovery Service (EDS) had higher percentages of sources found on the first page of results compared to Google Scholar, library catalogs/databases, or no specified tool. Summon users had the lowest mean scores and viewed the fewest pages, searches, and time spent compared to other tools. The majority of searches across all tools were simple keyword searches. Academic journal articles were the most common resource type found except when using the library catalog/databases.

Education Technology

Capacity Mapping: Re-imagining Undergraduate Business Education

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As liberal arts colleges and universities consider their missions and contemplate the future, significant challenges lie ahead—financial sustainability, increased competition and public perception of value to name a few. Yet many opportunities lie waiting, too—new technologies and digital tools enable faculty and students to traverse many boundaries, increasing access and furthering support of scholarship and learning. Project DAVID uses a set of themes—distinction, analytics, value, innovation, and digital opportunities—to guide leadership through the various factors, forces, and challenges they face and consider how they might reinvent themselves. In this seminar Ann Hill Duin, professor at the University of Minnesota, founder of Project DAVID and a NITLE Fellow along with contributors to the Project DAVID eBook -- Elizabeth Brennan, Associate Professor and Director of Special Education Programs, California Lutheran University; Ty Buckman, Professor of English and Associate Provost for Undergraduate Affairs & Curriculum, Wittenberg University; Autumm Caines, Academic Technology Specialist, Capital University; and, Wen-Li Feng, Curriculum Technology Specialist, Capital University -- outlines how they are using these themes to examine current challenges and opportunities and to design their futures.

NITLE Shared Academics - Project DAVID: Collective Vision and Action for Libe...

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Ten years ago, Beni Balak, associate professor of economics at Rollins College, began using computer games in his classes. As a long-time computer gamer turned professor, he had observed that many of the best practices in pedagogical research were adopted by the electronic game industry. Today, the electronic game industry leads the entertainment sector economy with $70+ billion in annual sales, influencing the economy, culture, and learning. While some teachers remain skeptical about the value of video and computer games in education, over the past decade, a body of theoretical and applied pedagogical work on the use of games as teaching tools has emerged. Gamification in higher education generally refers to video and computer games and involves two related, but distinct approaches: using games as teaching tools and structuring entire courses as games. In this seminar, Balak identified the principles he employed and the specific structures of the courses he has gamified both using games (i.e., Civilization and World of Warcraft) as well as, more recently, gamifying the curriculum. Beyond the fundamental changes he made to the syllabi and the grading structure, he is beta-testing a learning management system (LMS) specifically designed for this purpose. In this seminar, he shared his progress developing a gamified course structure, how it engages students and accelerates learning, as well as the difficulties he has encountered as he continues to explore the potential of games in the liberal arts.

NITLE Shared Academics - Gamification: Theory and Applications in the Liberal...

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At a time of rapid, systemic change, decision-makers must be skilled at recognizing patterns that point to the future of higher education. Many resources exist that follow, describe, and analyze trends. One such resource is the NMC Horizon Report. The 2014 Higher Education Edition is a collaborative effort between the New Media Consortium (NMC) and the EDUCAUSE Learning Initiative (ELI). For more than a decade, the NMC Horizon Project has been researching emerging technologies with the potential to affect teaching, learning, research, creative inquiry, and information management. How might you use this research to make the best possible strategic decisions to ensure mission-driven integration of pedagogy and technology? These NMC Horizon Report slides were used during an discussion led by NITLE Senior Fellow Bryan Alexander in which participants reviewed the Horizon Report, identified local patterns that supported or contradicted the projections described, and evaluated their potential impact for individual programs or institutions.

NITLE Shared Academics: An Open Discussion of the 2014 Horizon Report

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Colleges and universities face a variety of pressures. Two pressure points are adjusting to the evolving landscape of higher education and using finite resources efficiently and effectively. Technology-enhanced “flipped” classrooms, the rise of digital scholarship, and a keener focus on assessment are examples of the former. Space, time, money, and staff expertise are examples of the latter. These pressures become even more pointed at smaller institutions. How have academic library and information technology organizations been contributing toward effective solutions? Some have embraced a path toward greater convergence of IT and library services. Has doing so enabled institutions to adjust sooner and more quickly to shifts in our higher education environment? Has it stimulated innovation? Has it helped eliminate duplicative effort? NITLE Shared Academics seminar leader Terry Metz delves into these questions, explores why and how the work of technologists and librarians is growing more and more similar, and highlights some colleges that have aligned technology and library talent in more integrated ways. Examine the benefits and challenges of converging IT and library services and consider future implications.

NITLE Shared Academics: Examining IT and Library Service Convergence

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Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, as they delve into new directions for digital collections. These slides are from Mark Christel's presentation.

NITLE Shared Academics: New Directions for Digital Collections by Mark Christel

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NITLE Shared Academics: New Directions for Digital Collections by Isaac Gilman

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Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Allegra Swift's presentation.

NITLE Shared Academics: New Directions for Digital Collections by Allegra Swift

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Two decades after the advent of the Web, digital collections are a regular part of academic library business. This seminar’s leaders reviewed some new approaches to digital collections taken by libraries at small colleges. In particular, they discussed collections developed around faculty teaching and research interests, student-created collections and exhibits, library publishing programs, and library support for digital field scholarship. In this seminar, Mark Dahl, NITLE fellow and director of the Aubrey R. Watzek Library at Lewis & Clark College, and panelists Mark Christel, director of libraries at the College of Wooster, Anneliese Dehner, digital projects developer at Lewis & Clark, Isaac Gilman, assistant professor and scholarly communications and research services librarian at Pacific University, and Allegra Swift, head of scholarly communications and publishing for the Claremont Colleges Library, delved into new directions for digital collections. These slides are from Anneliese's presentation.

NITLE Shared Academics: New Directions for Digital Collections by Anneliese D...

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On November 13, 2013, seminar leaders Maha Zewail Foote and Steven Neshyba presented Flipped for the Sciences, in which they shared why they became interested in “flipping” a classroom and introduced the “flipped” techniques they are using to engage students in the sciences. In this follow-up seminar, they offer some practical guidelines on what aspects of your course to flip, and how to flip them. They’ll share strategies for sequencing topics, identifying learning objectives, and motivating students in ways that maximize the benefit of the flipped format. They’ll talk about designing student-centered approaches, such as just-in-time development, that promote serendipitous learning. They’ll also talk about pedagogical experiments that didn’t work out as well as they had hoped. Whether you have already flipped a classroom, experimented with flipped techniques, or are uncertain about whether flipping is suitable for your courses, join the seminar leaders and other colleagues from the NITLE Network who are examining the value of this approach.

Flipped for the Sciences: Course Design

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The current conversations about crisis in education - and the equally contentious debates about how to solve said crises - do not occur in a vacuum: both the problems and the solutions are the product of a dynamic cultural, economic, and political context. How do faculty, staff, and administrators navigate this changing environment in a way that honors the mission of their institutions and the wider values of post-secondary education? Sean Johnson Andrews, assistant professor of cultural studies in the Department of Humanities, History, and Social Sciences at Columbia College Chicago, examined hese issues with members of the NITLE Network on February 4, 2014.

NITLE Shared Academics: Cultural Factors Shaping "Crisis" Conversation in Hig...

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At a time of rapid, systemic change, liberal arts campuses must plan strategically for future success and sustainability. We also must prepare students to succeed in that open-ended future. Join this open discussion of future trends at liberal arts colleges led by NITLE Senior Fellow Bryan Alexander, futurist, researcher, writer, speaker, consultant, teacher, and author of Future Trends in Technology and Education, a monthly report that surveys recent developments in how education is changing, primarily under the impact of digital technologies.

NITLE Shared Academics: An Open Discussion of Future Trends

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What is motivating the growing interest in the “flipped classroom”? Concerns about the accessibility and affordability of education and the rise of MOOCs drive part of it, but there is also a genuine curiosity about the pedagogical value of restructuring class to optimize learning for the 21st-century student. Faculty in the liberal arts and sciences have been “flipping” their classes long before it became a pedagogical trend. Nevertheless, emerging technologies are presenting new possibilities for how classroom content is delivered. These new tools coupled with students’ ever-evolving preferences for how they engage with content are prompting faculty to examine how they might most effectively allocate classroom content and assignments. For instance, video segments of content that might have previously been conveyed in a lecture are providing students a chance to review the content as many times as are necessary for comprehension. Does this then lead to more productive classroom discussion? If you are designing a flipped classroom in the sciences, how do you discern which assignments belong in class, which belong outside of class and which technologies add the most value to your students? Moreover, how do you rethink your own role? Join Maha Zewail Foote, professor of chemistry at Southwestern University, and Steven Neshyba, professor of chemistry at University of Puget Sound, as they share what they learned from flipping their chemistry classes.

NITLE Shared Academics: Flipped for the Sciences

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The term “flipped classroom” has become both familiar and increasingly more nebulous as its legitimacy is appropriated by companies like Coursera, Udacity, and EdX to construct a market for pre-recorded video lectures. Critics argue that the flipped classroom shifts attention away from engagement with primary evidence, constructing learning entirely around pre-recorded lectures and replacing reading with viewing. Advocates, including seminar leader Jen Ebbeler, point to the variable ways that a “flipped classroom” can be designed and argue that a flipped class can allow for more attention to reading, analysis, and higher-order problem solving. This seminar offered by NITLE looked at how we can incorporate the elements of the flipped classroom to enhance student learning as well as the quality of our instruction. It also examined some of the potential pitfalls and offered suggestions for avoiding them.

NITLE Shared Academics: Lessons from a Flipped Classroom

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Networks provide educators in the liberal arts tradition with an excellent opportunity to incorporate technology and technical ideas into the arts and humanities curriculum. How can we incorporate networks and network thinking to foster multidisciplinary learning at the undergraduate level? Tom Lombardi, assistant professor of computing and information studies at Washington & Jefferson College explores this question and demonstrates the exciting role networks can play in liberal education. Hosted by NITLE Shared Academics.

NITLE Shared Academics: Networks and the Liberal Arts

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Find out how NITLE can be a resource for you in the coming year and how your institution’s involvement in the NITLE Network is making a difference for liberal education. NITLE’s executive director and staff members will share information about our 2013-2014 program agenda and introduce you to specific tools and resources that your institution can use to make the best possible strategic decisions about integrating pedagogy and technology.

NITLE Lines of Inquiry 2013-2014

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This seminar presents an unusual relationship between Southwestern University, a liberal arts college located in the United States, and a partially American-managed archaeological research institute in Italy, the Restoring Ancient Stabiae Foundation. Dr. Thomas Noble Howe will outline ways of maintaining the high standards of American liberal arts colleges—with their intimate interactions between students and faculty—while combining education abroad and synchronous distance learning in a way that more affordably facilitates the insertion of international experiences into increasingly “sequenced” majors. With receptive faculty, good equipment, and reliable backup, a system may be established that obviates the need to replace faculty who are abroad and allows students studying abroad to follow essential courses for their majors. In this seminar, Dr. Howe shares his vision for providing students with international experience through collaboration with unusual international foundations like the Stabiae Foundation. Through discussion with colleagues at NITLE Network institutions, participants will examine possibilities for internationalizing the classroom through partnerships and emerging technologies.

NITLE Shared Academics: The Synchronous International Classroom: New Directio...

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These slides were shared by Hal Haskell, Professor of Classics, Southwestern University, during two NITLE Shared Academics presentations. The first, "Intercampus Teaching, Networked Teaching," was held on June 4, 2013. He also provided background on the technologies used by Sunokisis, a national consortium of Classics programs, during "The Synchronous International Classroom: New Directions for Cost Control of Foreign Study Programs ," July 30, 2013.

Sunoikisis

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Institutional readiness to respond and even thrive amid rapid change is dependent on the ability to cultivate a culture of collaboration and embrace transformative change. Indeed, institutional speed of response ultimately depends on shared vision, shared agreement, and shared leadership. Ann Hill Duin urges those involved with planning throughout all levels of an organization to actively foster a culture of collaboration. Doing so will ready your institution to tackle complex challenges and transform them into opportunities for reinvention and re-invigoration. As a professor of writing studies, Ann Hill Duin studies the language of the transactions that occur through networks of individuals engaged in collaborative, strategic work. During her 15 years in higher education administration, she has worked to build shared leadership across colleges, institutions, and academic and administrative realms. In her study of multiple inter-institutional partnerships, she found that a key component of fostering a collaborative culture is increased access to and shared understanding of “smart” change and “shared” leadership. During this Shared Academics seminar, you will gain increased understanding of these concepts and examine an action plan for strategic partnering.

NITLE Shared Academics: Fostering a Collaborative Culture: Smart Change and S...

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Mooc.mania

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