Working Together on Students and Faculty in the Archives and TeachArchives.orgRobin M. Katz
Katz, Robin M. "Working Together on Students and Faculty in the Archives and TeachArchives.org." Society of American Archivists (SAA) Annual Meeting. Cleveland, OH. August 20, 2015. Panelist.
Meeting Researchers Where They Are: A User-Driven ManifestoRobin M. Katz
Katz, Robin M., Leah Richardson, Sarah M. Horowitz, and Elizabeth Call. “Meeting Researchers Where They Are: A User-Driven Manifesto.” Rare Book and Manuscript Sections (RBMS) Preconference. Oakland, CA. June 25, 2015. Seminar moderator.
Using Archives in Place-Based Learning: Lessons from Students and Faculty in ...Robin M. Katz
Katz, Robin M. "Using Archives in Place-Based Learning: Lessons from Students and Faculty in the Archives." Invited to host a half-day session for visiting faculty from Kapi'olani Community College in Hawaii, a partner of City Tech's i-Cubed project. February 28, 2013. Presentation and hands-on workshop.
Presentation by Jackie Oliver and Julie Archibald at the Northern Collaboration User Experience (UX) Learning Exchange held at the University of Huddersfield on 17 March 2017
The Teaching Excellence Framework: an opportunity for libraries to make an im...northerncollaboration
The Teaching Excellence Framework (TEF) aims to recognize and reward excellent teaching in UK higher education. It will assess teaching quality, the learning environment, and student outcomes. Libraries can contribute qualitative evidence about their role in supporting teaching and learning, such as through academic guidance, learning spaces, and helping develop student skills. While libraries offer strengths like collaboration and student support, they also face threats such as less funding or their impact being overlooked if not measured directly.
Working Together on Students and Faculty in the Archives and TeachArchives.orgRobin M. Katz
Katz, Robin M. "Working Together on Students and Faculty in the Archives and TeachArchives.org." Society of American Archivists (SAA) Annual Meeting. Cleveland, OH. August 20, 2015. Panelist.
Meeting Researchers Where They Are: A User-Driven ManifestoRobin M. Katz
Katz, Robin M., Leah Richardson, Sarah M. Horowitz, and Elizabeth Call. “Meeting Researchers Where They Are: A User-Driven Manifesto.” Rare Book and Manuscript Sections (RBMS) Preconference. Oakland, CA. June 25, 2015. Seminar moderator.
Using Archives in Place-Based Learning: Lessons from Students and Faculty in ...Robin M. Katz
Katz, Robin M. "Using Archives in Place-Based Learning: Lessons from Students and Faculty in the Archives." Invited to host a half-day session for visiting faculty from Kapi'olani Community College in Hawaii, a partner of City Tech's i-Cubed project. February 28, 2013. Presentation and hands-on workshop.
Presentation by Jackie Oliver and Julie Archibald at the Northern Collaboration User Experience (UX) Learning Exchange held at the University of Huddersfield on 17 March 2017
The Teaching Excellence Framework: an opportunity for libraries to make an im...northerncollaboration
The Teaching Excellence Framework (TEF) aims to recognize and reward excellent teaching in UK higher education. It will assess teaching quality, the learning environment, and student outcomes. Libraries can contribute qualitative evidence about their role in supporting teaching and learning, such as through academic guidance, learning spaces, and helping develop student skills. While libraries offer strengths like collaboration and student support, they also face threats such as less funding or their impact being overlooked if not measured directly.
Ethnicity and Study Skills: active intervention in the library setting ALISS
Ethnicity and Study Skills: active intervention in the library setting – Suzanne White and Lisa Lawrence, Subject Librarians Coventry University.
Paper from the ALISS 2012 conference P
Not Just a Number: Student Centered Approach for Large CoursesAisha Jackson
This document discusses strategies for teaching large courses and engaging students. It introduces approaches like using social media and collaborative technologies to help students feel connected. Some specific strategies mentioned are setting up groups for in-class activities on tools like Twitter and Google Moderator and using wikis and social bookmarking for collaborative notes and content outlines. Real-time student response systems and quizzes are suggested for collecting feedback. The challenges of managing discussions and grouping students are addressed.
Presentation delivered by Elizabeth Gadd [Loughborough University] at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Community + a plan = 18,000+ new students impacted in one yearRegina Gong
Presentation with OpenStax institutional partner institutions on how we have grown our OER adoptions across many courses during the 2016-2017 institutional partnership program.
‘Ask the Audience: Identifying what library services are important to the res...CONUL Conference
The document discusses identifying important library services for the research community at Dublin City University (DCU) through a faculty survey. Key findings include:
- 76% of respondents had contact with a librarian in the last 6 months.
- 86% felt having a designated library contact was important.
- Research workshops, online information literacy instruction, and one-to-one research consultations were highly valued across faculties.
- The top 3 most important services varied by faculty, such as designated contacts, collection development, and in-class instruction.
Reading lists the good, the bad and the uglyDavid Clover
Presentation used as part of workshop with academic staff on reading lists from a teaching and learning perspective. Includes overview of current research and differing approaches as starting point for discussion.
Shaping the Open Course at Bucks County Community CollegeBill Hemmig
This document outlines Bucks County Community College's OER Strategic Initiative to transition 10 gateway courses from traditional textbooks to open educational resources. It describes hiring consultants and faculty developers to redesign courses. Courses were transitioned in phases from 2016-2018 and assessed for impact. Instructional design and universal design resources and feedback templates were provided to support course redesign. Student surveys found OER benefits included free and accessible digital materials that could be annotated and searched across devices.
The document outlines strategies for establishing effective teacher learning communities (TLCs). It discusses focusing on classroom challenges through peer coaching, action research, classroom ethnographies, teacher portfolios, and instructional analysis. Regular analysis of student data and celebrating successes are also presented as important aspects of TLCs. The goal is to encourage reflection and collaboration to support teacher development.
This document discusses resource lists and reading lists for university modules. It begins by outlining some key questions about what makes a good reading list and how academics can encourage students to engage with reading lists. It then presents a series of multiple choice questions that were given to academics about their use and creation of resource lists. The questions cover topics like how resource lists are arranged, how long they are, how academics discuss them with students, and analytics on usage of online resource lists. The document concludes by discussing feedback received from students praising online resource lists and the benefits they provide for student learning.
This document provides guidance on taking a pedagogical approach to designing LibGuides. It recommends (1) creating a guide outline that defines the learning outcomes and how the guide will help students achieve them, (2) chunking content and removing non-essential materials to reduce cognitive load, and (3) integrating interactive activities that encourage engagement with course materials. The document also stresses the importance of (4) making guides accessible and inclusive to all students and (5) continually evaluating and improving guides based on feedback.
Information Literacy Instruction and the First Year Experiencecarolrain
The document discusses information literacy instruction as part of first-year experience programs. It notes that about 85% of colleges and universities now have some type of first-year experience program that aims to help ease students' transition to college life. These programs often include a library component to help students learn about resources and how to conduct research. The document outlines some common approaches to including information literacy instruction, such as orientations, tutorials, and integrating it into first-year writing courses. It also discusses challenges of including library instruction in already full first-year programs and the benefits to students.
K-5 Safe Routes to School Educator Guide WorkshopDaina Lujan
Safe Routes to School Coordinator, Daina Lujan, provides an overview of the San Mateo County Safe Routes to School kindergarten through fifth grade Educator Guide with Common Core State Standards and Next Generation Science Standards correlations. This guide was developed in partnership with Alameda County Safe Routes to School. Curriculum writing support was provided by Lily Jones. Graphic design work courtesy of Rob Boldt.
6.5 No person is an island: a staff-student collaborative research project on...Ellen Lessner
This document summarizes a collaborative research project between students and staff on the topic of group assessment. The project involved students from different degree programs working together as Student Associates in Learning and Teaching (SALTs) under an academic lead. They were tasked with investigating and improving practices around group assessment. The project gave students freedom and they conducted a literature review and collected primary data innovatively. The findings reflected that students understand the importance of group assessment but dislike it, and grades can vary widely. Working as SALTs was found to be extremely enjoyable and improved staff-student dialogue. Ensuring effective impact and sustained development was seen as the main challenge going forward.
This document summarizes Dr. Galbreath's efforts to revitalize the B.D. Owens Library at Northwest Missouri State University. It describes conducting needs assessments that found the library had dated facilities, collections, policies and insufficient technology. It then details the library's multi-year transformation process, which included renovating the physical space, updating policies, expanding the digital presence, and focusing on sustainability through recycling and partnerships. The end result was a more modern and student-centered library called the iPlace that better supported learning on campus.
Marie O' Neill explores the expansion of DBS Library's research support services. She discusses key developments during this process including the production of a research development plan, the establishment of a research librarian post, the setting up of an institutional repository and the recent acquisition of Ebsco's Plumx software. The presentation also discusses the impetus, challenges and benefits of this expansion.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
The Students and Faculty in the Archives (SAFA) program uses primary sources from the Brooklyn Historical Society archives to build critical thinking skills in undergraduate students. Over three years, the program partnered with three schools and brought over 1,100 students from 63 courses on 100 visits to the archives. Evaluations found that SAFA students had higher rates of course completion, passing grades, and overall performance compared to students in non-SAFA courses. The program aims to disseminate its teaching methods and best practices to other institutions through presentations, publications, and an upcoming project website.
Ethnicity and Study Skills: active intervention in the library setting ALISS
Ethnicity and Study Skills: active intervention in the library setting – Suzanne White and Lisa Lawrence, Subject Librarians Coventry University.
Paper from the ALISS 2012 conference P
Not Just a Number: Student Centered Approach for Large CoursesAisha Jackson
This document discusses strategies for teaching large courses and engaging students. It introduces approaches like using social media and collaborative technologies to help students feel connected. Some specific strategies mentioned are setting up groups for in-class activities on tools like Twitter and Google Moderator and using wikis and social bookmarking for collaborative notes and content outlines. Real-time student response systems and quizzes are suggested for collecting feedback. The challenges of managing discussions and grouping students are addressed.
Presentation delivered by Elizabeth Gadd [Loughborough University] at Supporting Researchers at Your University event, at Kings Manor, University of York, organised by the Academic and Research Libraries Group Yorkshire and Humberside branch, 18th November 2015
Community + a plan = 18,000+ new students impacted in one yearRegina Gong
Presentation with OpenStax institutional partner institutions on how we have grown our OER adoptions across many courses during the 2016-2017 institutional partnership program.
‘Ask the Audience: Identifying what library services are important to the res...CONUL Conference
The document discusses identifying important library services for the research community at Dublin City University (DCU) through a faculty survey. Key findings include:
- 76% of respondents had contact with a librarian in the last 6 months.
- 86% felt having a designated library contact was important.
- Research workshops, online information literacy instruction, and one-to-one research consultations were highly valued across faculties.
- The top 3 most important services varied by faculty, such as designated contacts, collection development, and in-class instruction.
Reading lists the good, the bad and the uglyDavid Clover
Presentation used as part of workshop with academic staff on reading lists from a teaching and learning perspective. Includes overview of current research and differing approaches as starting point for discussion.
Shaping the Open Course at Bucks County Community CollegeBill Hemmig
This document outlines Bucks County Community College's OER Strategic Initiative to transition 10 gateway courses from traditional textbooks to open educational resources. It describes hiring consultants and faculty developers to redesign courses. Courses were transitioned in phases from 2016-2018 and assessed for impact. Instructional design and universal design resources and feedback templates were provided to support course redesign. Student surveys found OER benefits included free and accessible digital materials that could be annotated and searched across devices.
The document outlines strategies for establishing effective teacher learning communities (TLCs). It discusses focusing on classroom challenges through peer coaching, action research, classroom ethnographies, teacher portfolios, and instructional analysis. Regular analysis of student data and celebrating successes are also presented as important aspects of TLCs. The goal is to encourage reflection and collaboration to support teacher development.
This document discusses resource lists and reading lists for university modules. It begins by outlining some key questions about what makes a good reading list and how academics can encourage students to engage with reading lists. It then presents a series of multiple choice questions that were given to academics about their use and creation of resource lists. The questions cover topics like how resource lists are arranged, how long they are, how academics discuss them with students, and analytics on usage of online resource lists. The document concludes by discussing feedback received from students praising online resource lists and the benefits they provide for student learning.
This document provides guidance on taking a pedagogical approach to designing LibGuides. It recommends (1) creating a guide outline that defines the learning outcomes and how the guide will help students achieve them, (2) chunking content and removing non-essential materials to reduce cognitive load, and (3) integrating interactive activities that encourage engagement with course materials. The document also stresses the importance of (4) making guides accessible and inclusive to all students and (5) continually evaluating and improving guides based on feedback.
Information Literacy Instruction and the First Year Experiencecarolrain
The document discusses information literacy instruction as part of first-year experience programs. It notes that about 85% of colleges and universities now have some type of first-year experience program that aims to help ease students' transition to college life. These programs often include a library component to help students learn about resources and how to conduct research. The document outlines some common approaches to including information literacy instruction, such as orientations, tutorials, and integrating it into first-year writing courses. It also discusses challenges of including library instruction in already full first-year programs and the benefits to students.
K-5 Safe Routes to School Educator Guide WorkshopDaina Lujan
Safe Routes to School Coordinator, Daina Lujan, provides an overview of the San Mateo County Safe Routes to School kindergarten through fifth grade Educator Guide with Common Core State Standards and Next Generation Science Standards correlations. This guide was developed in partnership with Alameda County Safe Routes to School. Curriculum writing support was provided by Lily Jones. Graphic design work courtesy of Rob Boldt.
6.5 No person is an island: a staff-student collaborative research project on...Ellen Lessner
This document summarizes a collaborative research project between students and staff on the topic of group assessment. The project involved students from different degree programs working together as Student Associates in Learning and Teaching (SALTs) under an academic lead. They were tasked with investigating and improving practices around group assessment. The project gave students freedom and they conducted a literature review and collected primary data innovatively. The findings reflected that students understand the importance of group assessment but dislike it, and grades can vary widely. Working as SALTs was found to be extremely enjoyable and improved staff-student dialogue. Ensuring effective impact and sustained development was seen as the main challenge going forward.
This document summarizes Dr. Galbreath's efforts to revitalize the B.D. Owens Library at Northwest Missouri State University. It describes conducting needs assessments that found the library had dated facilities, collections, policies and insufficient technology. It then details the library's multi-year transformation process, which included renovating the physical space, updating policies, expanding the digital presence, and focusing on sustainability through recycling and partnerships. The end result was a more modern and student-centered library called the iPlace that better supported learning on campus.
Marie O' Neill explores the expansion of DBS Library's research support services. She discusses key developments during this process including the production of a research development plan, the establishment of a research librarian post, the setting up of an institutional repository and the recent acquisition of Ebsco's Plumx software. The presentation also discusses the impetus, challenges and benefits of this expansion.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
The Students and Faculty in the Archives (SAFA) program uses primary sources from the Brooklyn Historical Society archives to build critical thinking skills in undergraduate students. Over three years, the program partnered with three schools and brought over 1,100 students from 63 courses on 100 visits to the archives. Evaluations found that SAFA students had higher rates of course completion, passing grades, and overall performance compared to students in non-SAFA courses. The program aims to disseminate its teaching methods and best practices to other institutions through presentations, publications, and an upcoming project website.
Opportunities extended project qualification and beyondJohn Iona
This document discusses the Extended Project Qualification (EPQ) and how it was implemented at a school called OAE. The EPQ allows students to demonstrate skills like planning, researching, time management and evaluation. It is offered at Levels 2 and 3. At OAE, students chose topics of interest and went through stages of planning, researching, producing an outcome, and presenting. They were assessed on managing the project, using resources, developing and realizing the project, and reviewing it. The document explains how the EPQ was run at OAE over multiple years, including timetabled lessons and support provided. It also discusses the benefits the librarian gained from their involvement in implementing and teaching the EPQ.
The document discusses a workshop on information literacy skills provided by the library for a university program called Reach for Excellence. The program aims to support disadvantaged students pursuing university studies. In the first workshop, the library taught research skills, academic literature, evaluation, and referencing to help prepare students. Student feedback showed they learned the importance of evaluating sources and not fully trusting Wikipedia. Going forward, the library plans to continue and improve the workshop to further support widening university participation.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes assignment scaffolding is an effective and sustainable way to embed librarian expertise into courses.
Scaffolding Course Research Assignments to Incorporate Information Literacy S...nadinefanderson
This presentation describes a pilot project between a librarian and four faculty members at the University of Michigan-Dearborn to scaffold course research assignments and systematically incorporate information literacy skills. The faculty found students were overwhelmed by typical final research papers. So assignments were restructured into smaller graded components reflecting research process steps. These scaffolded assignments were implemented across 12 courses in behavioral sciences. Assessments found students' research skills and final papers improved. Both students and faculty found the assignments helpful. The presentation concludes scaffolded assignments are a strategic and sustainable way to embed librarian expertise into courses.
This document describes experiential learning (EXL) programs at Middle Tennessee State University (MTSU) and how the university library has partnered with and led EXL initiatives. It discusses how the library has partnered with marketing, anthropology and art students on projects to assess library services. It also describes an EXL course led by the library called "Revisioning the Walker Library" where students researched and made recommendations to improve the library. The document concludes by discussing pros and cons of libraries partnering with or leading EXL programs.
Working Together evolving library value: initial findingsSAGE Publishing
‘Working together: evolving value for academic libraries’ is a six-month research project investigating the value of academic libraries for teaching and research staff. SAGE commissioned LISU to undertake the research in December 2011. Now halfway through the project, two UK case studies are complete, and those in US and Scandinavia are underway.
Some initial results have been compiled into a short presentation to coincide with the UKSG conference.
The Critical Role of Librarians In OER AdoptionUna Daly
Please join CCCOER on Tuesday, February 26, 10:00 am (Pacific time) to hear about the critical work that librarians do to support OER adoption at community colleges. This webinar will feature three projects where librarians are leading the way in searching, curating, and creating OER to expand student access and improve teaching practices.
card catalog cc-by-nc-sa reeding lessons
Paradise Valley Community College, AZ –Sheila Afnan-Manns and Kande Mickelson, faculty librarians will share how they worked with students in International Business to find and create OER to support course learning outcomes.
Houston Community College District, TX – Angela Secrest, director of library services, will share her libguides that support faculty in the process of finding and adopting high quality OER.
Open Course Library(OCL), WA – Shireen Deboo, OCL and Seattle Community Colleges district librarian will share her work with faculty to find, create, and curate open content for inclusion in the Washington State Community and Technical College’s Open Course Library.
Beyond the Basics: Differentiation Strategies for Online Information Literacy...bwest2
This document discusses strategies for differentiating online information literacy instruction. It begins by explaining differentiation in terms of content, process, and product based on Bloom's taxonomy and learning styles. It then describes the author's experience teaching an online library course and how they differentiated instruction over time. Specifically, they began by providing one tutorial but now offer multiple options for content delivery, independent research processes, and alternative assignment products. The document advocates providing choice, tiered activities, and opportunities for individual and group work to differentiate instruction and better address student needs and learning preferences.
Action-Oriented Research Agenda on Library Contributions to Student Learning ...Lynn Connaway
Connaway, Lynn Silipigni, William Harvey, Vanessa Kitzie, and Stephanie Mikitish. 2017. “Action-Oriented Research Agenda on Library Contributions to Student Learning and Success.” Presented at the ALA Midwinter Meeting, Atlanta, Georgia, January 22.
Action-Oriented Research Agenda on Library Contributions to Student Learning ...OCLC
Connaway, Lynn Silipigni, William Harvey, Vanessa Kitzie, and Stephanie Mikitish. 2017. “Action-Oriented Research Agenda on Library Contributions to Student Learning and Success.” Presented at the ALA Midwinter Meeting, Atlanta, Georgia, January 22.
The Kean Community was provided an open conversation about the value of interdisciplinarity for teaching, research, and community engagement. Divided into three dialogue segments, the workshop included outlining the development of ID courses and programs at Kean, addressing the conceptual meaning of inter- versus multi- and trans- disciplinarity, and an introduction to the new Interdisciplinary Studies Center as a Kean resource, housed within the College of Liberal Arts. The workshop offered practical, teaching-focused reflections on the methods and strategies that can be used in the course structure, set-up, delivery, and assessment of ID courses and minor programs. Application of the methods can be used to foster future cross-college interdisciplinary work and engage students in the classroom or as part of creative and scholarly works.
This presentation was provided by Pedro Reynoso of Chabot College, during the NISO training series "Assessment Practices and Metrics for the 21st Century (Session Two)," held on November 1, 2019.
Enriching the Academic Experience: the Library and Experiential Learning at Middle Tennessee State University
William Black, Christy Groves and Amy York, Middle Tennessee State University
Middle Tennessee State University adopted its experiential learning program as part of the 2006 academic accreditation process. Experiential learning (EXL) merges classroom teaching with the work environment to enhance the overall educational experience. Through EXL, students, faculty and external organizations collaborate to strengthen learning.
The James E. Walker Library has taken a proactive program approach to EXL @ MTSU, through the creation of partnerships with instructional faculty and student groups. Through these partnerships, members of the library faculty have been engaged in a number of entrepreneurial activities to enhance student education and involve the library more directly in the university’s mission to develop educated men and women.
We propose to talk about some of the library’s entrepreneurial partnerships that enhance learning through experience. These programs include initiatives such as the Student Art Partnership which offers the Library as a learning site for art installations that raise student awareness, the Printing Press Project which brings the library’s locally crafted 18th century reproduction printing press into university and county K-12 classrooms, and the Assessment Project which utilizes skills of Management & Marketing and Anthropology students to evaluate library effectiveness across campus.
We will discuss a representative sample of EXL partnerships at MTSU, describe the activities and outcomes, and assess how, by thinking entrepreneurially, the programs have strengthened the library’s relationship with students and brought the library more fully into the educational process.
William Black is a Professor & the Administrative Services Librarian
Christy Groves is an Assistant Professor & the Coordinator of User Services
Amy York is an Assistant Professor & the Distance Education Librarian
Presentation for the Center for Teaching Excellence at Lansing Community College to share results from my sabbatical project, as well as practical applications for developing research assignments. Thanks to Maricopa Community College for sharing an <a>assignment planning checklist and sample assignment</a> that I adapted and used in the workshop.
This document provides an overview and guide to project-based learning (PBL). It defines PBL, discusses when to use it, conditions that support it, and research supporting its effectiveness. PBL engages students in learning knowledge and skills by working for an extended period of time to investigate and respond to an authentic, engaging and complex question, problem, or challenge. It is most effective when students have voice and choice, work with others, and produce a public product or presentation. Conditions that support PBL include a safe classroom environment, personalized learning, collaborative work, and involvement of community partners. Research shows PBL can boost achievement and help students develop skills like problem-solving that transfer beyond school.
The document discusses several teaching strategies that can be used in an instruction session, including:
1) Having students "drive" the computer to lead parts of the session, engaging them as peers teach.
2) Using a "mindwalk" activity where students brainstorm different aspects of a concept in writing.
3) Implementing problem-based learning through case studies for students to research and propose solutions.
4) Adopting a constructivist approach through inquiry-based methods that build on students' existing knowledge.
Similar to Teaching with Archives (and archivists!) (20)
Collections-Based Learning: Ideas from Your Colleagues in Special Collections...Robin M. Katz
This document discusses ideas for collections-based learning using archival materials. It provides examples of how archivists currently teach classes through visits to archives or seminars they teach. However, most archivists feel unprepared to teach. There is increased demand from faculty and students to integrate primary sources into courses. While museum educators are better at interpretation and facilitation, archives have better access to materials. The document advocates learning teaching techniques from museum educators and provides an example of a successful grant project that partnered an archive with local colleges to bring over 1,100 students into the archives. It also introduces new primary source literacy guidelines for teaching with archival materials.
The Double-Edged Lens: Digital Camera in Collections-Based InstructionRobin M. Katz
Katz, Robin M. "The Double-Edged Lens: Digital Camera in Collections-Based Instruction" Panel sponsored by ALA/SAA/AAM Joint Committee on Archives, Libraries, and Museums (CALM): “Double Dutch: Explorations in Hybrid Primary Source Instruction.” American Library Association (ALA) Annual Conference. San Francisco, CA. June 27, 2015. Panelist.
Vermont National Partner Workshop - Students and Faculty in the Archives (SAFA)Robin M. Katz
This document summarizes a workshop for faculty on using archives and primary sources in teaching. It provides an agenda for the workshop over two days in May 2014 in Burlington, Vermont. It describes the Students and Faculty in the Archives (SAFA) program, which brought over 1,100 students from three local colleges to the Brooklyn Historical Society archives over four semesters. SAFA aimed to teach document analysis, information literacy, and critical thinking skills using primary sources. It discusses SAFA's pedagogical approach and findings from evaluations that SAFA students performed better and were more engaged than their peers. The workshop provides information to help faculty incorporate archives and primary sources into their teaching.
Lessons from the Archives: Three Colleges Partner with Brooklyn Historical So...Robin M. Katz
The document summarizes the Students and Faculty in the Archives (SAFA) program, a partnership between Brooklyn Historical Society and three local colleges. SAFA uses primary sources from the archives to teach first-year undergraduate students document analysis, information literacy, and critical thinking skills. Over three years, SAFA involved over 1,100 students in 63 courses with visits to the archives. Evaluations found SAFA students had stronger observation skills, understood history as complex, and performed better academically than non-SAFA students. A new website, TeachArchives.org, will share exercises and best practices from the SAFA program.
Staff Workshop at Brooklyn Historical SocietyRobin M. Katz
This document summarizes an all-staff workshop at the Brooklyn Historical Society about the Students and Faculty in the Archives (SAFA) program. SAFA is an innovative postsecondary education program that uses primary sources from the archives to teach critical thinking skills to first-year undergraduates. The workshop provided an overview of SAFA, its findings from piloting the program, and implications for teaching with primary sources. Key points included how SAFA differs from traditional instruction, focuses on active engagement with original documents, and has led to improved student performance and faculty development.
SAFA Faculty Workshop (Philadelphia, PA)Robin M. Katz
This document provides an agenda and notes for a faculty workshop on the Students and Faculty in the Archives (SAFA) project. SAFA is an education program that uses primary sources from archives to teach critical thinking skills to undergraduate students. The workshop covers the goals and findings of SAFA, as well as pedagogical lessons on developing learning objectives, assigning archival research, selecting documents, and facilitating student visits to the archives. Faculty participants are guided to apply these lessons to planning their own SAFA experiences.
Public Health, Past and Present: Stories from Brooklyn Historical SocietyRobin M. Katz
Katz, Robin M. and Julie Golia. "Public Health, Past and Present: Stories from Brooklyn Historical Society." Orientation event for Master of Public Health students: "Brooklyn's Health: Past, Present, and Future." Long Island University, Brooklyn Campus. Brooklyn, NY. Spetember 19, 2012. Lecture, co-presented with Julie Golia.
Museums Work: Success Stories from Students and Faculty in the ArchivesRobin M. Katz
Katz, Robin M. with Eric Platt, Leah Dilworth, and Robin Michals. "Museums Work: Success Stories of Students and Faculty in the Archives." Conference organized by Baruch College-Rubin Museum of Art Project: "Museums and Higher Education in the 21st Century: Collaborative Methods and Models for Innovation." Baruch College. New York, NY. April 25, 2013. Panelist.
This document outlines the agenda for the SAFA Summer Fellowship Symposium held on July 11, 2013 at the Brooklyn Historical Society. The symposium featured presentations by college students and faculty on research conducted using the Gabriel Furman papers in the Brooklyn Historical Society archives. Presentation topics included Furman's influence on Brooklyn's built environment, political development in the US, and his whimsical side as shown through poems and myths. The day concluded with thanks from SAFA fellow Hannah Brown.
Gabriel Furman was a historian, writer, lawyer and politician born in 1800 in Brooklyn when it was a small town. He helped establish many municipal services and institutions that helped Brooklyn grow. By the time of his death in 1854, Brooklyn had over 100,000 residents and was becoming a major city, growing from its origins as a Dutch farming settlement consolidated with New York City in 1898.
Engaging Undergraduates, Advancing Archives: Innovative Approaches for a 'For...Robin M. Katz
Katz, Robin M. “Engaging Undergraduates, Advancing Archives: Innovative Approaches for a ‘Forgotten’ User Group.” Society of American Archivists (SAA) Annual Meeting. San Diego, CA. August 6 – 11, 2012. Panelist.
Public Health, Past and Present: Stories from Brooklyn Historical SocietyRobin M. Katz
Katz, Robin M. and Julie Golia. “Public Health, Past and Present: Stories from Brooklyn Historical Society.” Orientation event for Master of Public Health students: “Brooklyn’s Health: Past, Present, and Future.” Long Island University, Brooklyn Campus. Brooklyn, NY. September 18, 2011. Lecture.
Tour of the Center for Digital Initiatives (CDI)Robin M. Katz
Katz, Robin M. and Sibyl Schaefer. "Tour of the Center for Digital Initiatives." Staff and Faculty Professional Development event, University of Vermont Libraries. Burlington, VT. December 10, 2009. Presentation and tour.
Digital Library and Metadata Development InternshipRobin M. Katz
Katz, Robin M. “Digital Library Development Internship.” Beinecke intern presentations to Yale University Libraries professionals. New Haven, CT. August 15, 2008. Presentation.
Bringing Students of All Ages to Our ArchivesRobin M. Katz
The SAFA program brings students and faculty from three local schools to the archives of the Brooklyn Historical Society. The goals of the program are to develop faculty teaching with primary sources, create a collaborative network among the schools, and enhance student learning and engagement. The program is grant funded and involves class visits to the archives, staff visits to campus, and other activities. It has had success in increasing student and faculty use of the archives and demonstrating the relevance of archival materials.
Why You Should Partner with Off-Campus Special CollectionsRobin M. Katz
This document discusses partnering with off-campus special collections for teaching. It describes the SAFA program which partners three schools with the Brooklyn Historical Society. SAFA aims to encourage faculty development, create a collaborative network, and enhance student learning and engagement through activities like class visits, fellowships, and incorporating primary sources into courses. The document advises asking questions about why partner, what collections are available, how students will use them, who will facilitate teaching, and how to improve. It promotes partnering to expand resources and teaching methods.
Using Technology to Bring History into City Tech's FutureRobin M. Katz
Katz, Robin M. and Julie Golia. “Using Technology to Bring Brooklyn’s History into City Tech’s Future.” CUNY IT Conference. New York, NY. December 1, 2011. Panelist.
Students and Faculty in the Archives (SAFA) is an innovative postsecondary education at Brooklyn Historical Society (BHS). SAFA uses primary sources to build document analysis, information literacy, and critical thinking skills in first-year undergraduates.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Gender and Mental Health - Counselling and Family Therapy Applications and In...PsychoTech Services
A proprietary approach developed by bringing together the best of learning theories from Psychology, design principles from the world of visualization, and pedagogical methods from over a decade of training experience, that enables you to: Learn better, faster!
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
1. Teaching with Archives
(and archivists!)
Robin M. Katz @robinmkatz
Head of Reference and User Services
Brooklyn Historical Society
NCHE Conference | St. AugusJne, FL | March 21, 2015
2. TeachArchives.org
for a global audience of librarians,
archivists, museum educators,
faculty, and teachers
53. 8 Best PracJces
• Define measurable learning objecJves that align visit goals with
course goals
• Carefully select a small number of documents to use
• Cram tailored, document-‐specific prompts
• Design document analysis acJviJes to connect to larger assignments
and course objecJves
• Carefully consider logisJcal decisions related to the archives visit
• Thoughnully facilitate archives visits, including wrap-‐up discussions
• Provide a “Goldilocks” of context (not too much, and not too lijle, at
the right Jme)
• Work collaboraJvely to tweak and refine the learning experience