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.

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NITLE Shared Academics: An Open Discussion of Future Trends

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NITLE Shared Academics: Flipped for the Sciences

NITLE Shared Academics: Flipped for the Sciences

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NITLE Shared Academics: Examining IT and Library Service Convergence

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: New Directions for Digital Collections by Mark Christel

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

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

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 Isaac Gilman

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

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

This document discusses library publishing services and the importance of "non-commodity documents" such as archives, digital collections, and locally created works. It notes that while commercial publishers provide standardized content, libraries can publish unique local content through activities like publishing student works, archives, and special collections. The document advocates for a "360 publishing program" at libraries to further their institutional missions of advancing open scholarship and contributing to local and global communities.

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

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

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

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 Anneliese D...

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

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

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.

Flipped for the Sciences: Course Design

Flipped for the Sciences: Course Design

Flipped for the Sciences: Course Design

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.

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

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

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

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: An Open Discussion of Future Trends

NITLE Shared Academics: An Open Discussion of Future Trends

NITLE Shared Academics: An Open Discussion of Future Trends

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: Flipped for the Sciences

NITLE Shared Academics: Flipped for the Sciences

NITLE Shared Academics: Flipped for the Sciences

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: Lessons from a Flipped Classroom

NITLE Shared Academics: Lessons from a Flipped Classroom

NITLE Shared Academics: Lessons from a Flipped Classroom

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: Networks and the Liberal Arts

NITLE Shared Academics: Networks and the Liberal Arts

NITLE Shared Academics: Networks and the Liberal Arts

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 Lines of Inquiry 2013-2014

NITLE Lines of Inquiry 2013-2014

NITLE Lines of Inquiry 2013-2014

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

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

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

This document discusses plans for synchronous distance learning between Southwestern University and the Vesuvian Institute in Italy. The Vesuvian Institute, located near Pompeii and Stabiae, would serve as an overseas study center and host students from Southwestern University and other institutions. Classes would be taught simultaneously at Southwestern University and the Vesuvian Institute using videoconferencing technology, allowing students in both locations to participate interactively in lectures and discussions. The document outlines the facilities and resources available at the Vesuvian Institute to support such an international synchronous learning program.

Sunoikisis

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.

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

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

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

This document discusses fostering a collaborative culture through shared leadership. It begins by outlining some key questions around why cultivate collaboration, how to foster smart change and shared leadership, and how to measure effectiveness. It then provides rationales for cultivating collaboration such as leveraging resources and improving outcomes. It discusses different types of change and approaches to shared leadership. It suggests measuring collaboration through indicators like commitment, trust and return on investment. Overall, the document promotes a collaborative approach with shared leadership to create positive organizational change.

Mooc.mania

MOOC Mania and the Ambivalent Future of American Higher Education explores the debate around MOOCs and their implications. MOOCs have gained attention due to rising tuition, stagnant wages, and falling public funding creating demand for cheaper alternatives. However, MOOCs risk being a "solutionism" that overlooks political and social factors. While technology enables new approaches, previous innovations like radio failed to transform education. The future of higher education depends on addressing wealth inequality, lack of jobs and investment, and ensuring a meritocratic system accessible to all.

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

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Flipped for the Sciences: Course Design

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

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NITLE Shared Academics: Networks and the Liberal Arts

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