If You Build It Will They Come?

2018 ◽  
pp. 433-452
Author(s):  
Cinthya Ippoliti
Keyword(s):  
Library Services ◽  
Learning Needs ◽  
Research Experience ◽  
Learning Spaces ◽  
Building Relationships ◽  
University Of Maryland ◽  
Learning Commons ◽  
New Learning ◽  
The Commons ◽  
The University

The notion of the learning commons has become the benchmark for service delivery in academic libraries. Current best practices inform the broadening of library services by building relationships with campus academic support units to create a synergistic combination that redefines the research experience of our students by meeting them where they are. This concept expands the boundaries of the traditional library and calls for a reconfiguration of spaces, resources and services focused on supporting the learning needs of the community. The commons becomes a catalyst for new learning and interaction opportunities for students. This chapter will detail the process the University of Maryland underwent to establish this culture of inclusion and innovation in the Terrapin Learning Commons (TLC) which began as an empty new floor of the McKeldin Library (the undergraduate library) in 2010 and has since expanded to become a hub of activity surrounding learning spaces, programming, and a host of cutting edge technological services and resources.

If You Build It Will They Come?

2015 ◽  
pp. 322-341
Author(s):  
Cinthya Ippoliti
Keyword(s):  
Library Services ◽  
Learning Needs ◽  
Research Experience ◽  
Learning Spaces ◽  
Building Relationships ◽  
University Of Maryland ◽  
Learning Commons ◽  
New Learning ◽  
The Commons ◽  
The University

The notion of the learning commons has become the benchmark for service delivery in academic libraries. Current best practices inform the broadening of library services by building relationships with campus academic support units to create a synergistic combination that redefines the research experience of our students by meeting them where they are. This concept expands the boundaries of the traditional library and calls for a reconfiguration of spaces, resources and services focused on supporting the learning needs of the community. The commons becomes a catalyst for new learning and interaction opportunities for students. This chapter will detail the process the University of Maryland underwent to establish this culture of inclusion and innovation in the Terrapin Learning Commons (TLC) which began as an empty new floor of the McKeldin Library (the undergraduate library) in 2010 and has since expanded to become a hub of activity surrounding learning spaces, programming, and a host of cutting edge technological services and resources.

scholarly journals Incrementally Building Community and User Engagement in the UC San Diego Library

2018 ◽  
pp. 834-856
Author(s):  
Kymberly Goodson
Keyword(s):  
San Diego ◽  
First Year ◽  
Library Services ◽  
User Engagement ◽  
Learning Spaces ◽  
Strategic Objectives ◽  
Library Users ◽  
Culture Of Assessment ◽  
Building Community ◽  
The University

The University of California, San Diego (UCSD) Library's inaugural Learning Spaces (LSP) Program was formally established on July 1, 2013 through a library-wide reorganization process spanning 2012-2014. As a new program whose offerings remained in development, 2013-2014 presented the opportunity organizationally to initiate new library services and amenities and to adopt a new path based on the program's initial strategic objectives. This chapter details several of the ways in which the program began during its first year to accomplish its goals of engaging library users, building a sense of community and patron ownership within the library's learning spaces, establishing a culture of assessment among program staff, and developing library spaces where students feel welcomed and supported in their academic life. Activities detailed in the chapter are provided as examples for other libraries working toward similar outcomes. Additionally, a limited literature review of library engagement and community building in libraries is presented, along with research support for many of the Learning Spaces Program's new initiatives.

scholarly journals Incrementally Building Community and User Engagement in the UC San Diego Library

2015 ◽  
pp. 246-268 ◽  
Author(s):  
Kymberly Goodson
Keyword(s):  
San Diego ◽  
First Year ◽  
Library Services ◽  
User Engagement ◽  
Learning Spaces ◽  
Strategic Objectives ◽  
Library Users ◽  
Culture Of Assessment ◽  
Building Community ◽  
The University

The University of California, San Diego (UCSD) Library's inaugural Learning Spaces (LSP) Program was formally established on July 1, 2013 through a library-wide reorganization process spanning 2012-2014. As a new program whose offerings remained in development, 2013-2014 presented the opportunity organizationally to initiate new library services and amenities and to adopt a new path based on the program's initial strategic objectives. This chapter details several of the ways in which the program began during its first year to accomplish its goals of engaging library users, building a sense of community and patron ownership within the library's learning spaces, establishing a culture of assessment among program staff, and developing library spaces where students feel welcomed and supported in their academic life. Activities detailed in the chapter are provided as examples for other libraries working toward similar outcomes. Additionally, a limited literature review of library engagement and community building in libraries is presented, along with research support for many of the Learning Spaces Program's new initiatives.

The Library as a Center for Innovation

2016 ◽  
pp. 68-86
Author(s):  
Gary W. White
Keyword(s):  
Strategic Alliance ◽  
Design Thinking ◽  
Library Services ◽  
University Libraries ◽  
University Of Maryland ◽  
Entrepreneurial Activities ◽  
The University ◽  
Further Development ◽  
Innovation And Entrepreneurship

The University Libraries have formed a strategic alliance with the Academy of Innovation and Entrepreneurship at the University of Maryland to develop library services and spaces to support student innovation and entrepreneurship. In Fall 2014, the Library opened a new state of the art “makerspace” that was developed via joint planning fundraising. In addition, the Libraries and the Academy are exploring further development and expansion of existing spaces in the library to support innovation, creativity, design-thinking, and entrepreneurship. This chapter situates this case study in the current literature of how academic libraries support innovation and entrepreneurship. Furthermore, it discusses how libraries can initiate and develop similar relationships on campus to assist in the creation of similar programs and services. This includes a discussion of best practices about joint fundraising. Finally, it discusses how “makerspace” services and spaces can be used to facilitate student learning as well as innovation and entrepreneurial activities.

scholarly journals Instructional Design Applied by Teachers Affects Library Utilization

2014 ◽  
Vol 4 (1) ◽  
Author(s):  
Judy-Ann Ong Ferrater-Gimena ◽  
Roselita Rafols Doming
Keyword(s):  
Instructional Design ◽  
Teaching And Learning ◽  
Library Science ◽  
Library Services ◽  
Learning Needs ◽  
University Libraries ◽  
Library Resources ◽  
The University ◽  
Effective Teaching And Learning ◽  
Correlation Design

University libraries support the learning needs of students. Library resources and services are important tools for effective teaching and learning. However, there are various influences that affect the motivation of the university to use the library. The study assessed the level of awareness and extent of utilization of the library services and resources at the University of Cebu-Banilad as perceived by its faculty and students. The researcher was prodded to conduct the study because, at present, the utilization of the library services and resources is at a lower level compared to the ideal and the intended users of this academic facility were not even aware of the existence of the some of the library services. This research utilized the descriptive correlation design and used the researcher-made questionnaire as a tool of data collection. A total of 531 respondents comprised of 151 faculties and 380 students. It was concluded that the utilization of the library system as a whole was primarily influenced by varying factors. Foremost of these factors is instructional design utilized by the teacher. Keywords – Library science, current awareness services, instructional design, library promotion, strategies, library resources, descriptive design, Cebu City,Philippines

Applications of Instructional Design Mapping Strategies in the Development of Complex Integrated Courses

2000 ◽  
Vol 13 (5) ◽  
pp. 338-346
Author(s):  
Robert A. Kerr
Keyword(s):  
Instructional Design ◽  
Design Theory ◽  
Systems Design ◽  
Learning Needs ◽  
Instructional Systems Design ◽  
Instructional Systems ◽  
University Of Maryland ◽  
Mapping Strategy ◽  
Maryland School ◽  
The University

Courses that attempt to integrate information from multiple disciplines are often difficult to design and implement. Such courses may tend to become an unorganized conglomerate of content that satisfies the needs of discipline specific faculty rather than the learning needs of students. By using a course mapping strategy that is grounded in instructional systems design theory, faculty from different disciplines can work together to design complex courses that facilitate successful learning and accomplishment of pre-determined curricular outcomes. This article will present an approach to course mapping and examples of its application to several integrated courses developed by faculty at the University of Maryland School of Pharmacy.

scholarly journals Career Readiness Driven by Sequential CUREs

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Patrick Killion ◽  
Ian Page ◽  
Alexis Boytim
Keyword(s):  
Professional Development ◽  
Critical Thinking ◽  
Undergraduate Students ◽  
Student Outcomes ◽  
Career Readiness ◽  
First Year ◽  
Research Experience ◽  
University Of Maryland ◽  
The University

The University of Maryland First-Year Innovation & Research Experience (FIRE) was launched in 2014 and initially developed to provide a broad range of undergraduate students with research experience. As the program has grown and matured during six years of operation, the student outcomes targeted have evolved to include a broader range of professional development impacts, including critical thinking, communication, collaboration, and professionalism.

Five Decades of Research Experience in Speech Anatomy and Physiology

2016 ◽  
Vol 1 (5) ◽  
pp. 4-12
Author(s):  
David P. Kuehn
Keyword(s):  
Ohio State University ◽  
State University ◽  
Research Experience ◽  
University Of Iowa ◽  
University Of Illinois ◽  
Anatomy And Physiology ◽  
The Ohio State University ◽  
Speech Science ◽  
The University ◽  
East Carolina University

This report highlights some of the major developments in the area of speech anatomy and physiology drawing from the author's own research experience during his years at the University of Iowa and the University of Illinois. He has benefited greatly from mentors including Professors James Curtis, Kenneth Moll, and Hughlett Morris at the University of Iowa and Professor Paul Lauterbur at the University of Illinois. Many colleagues have contributed to the author's work, especially Professors Jerald Moon at the University of Iowa, Bradley Sutton at the University of Illinois, Jamie Perry at East Carolina University, and Youkyung Bae at the Ohio State University. The strength of these researchers and their students bodes well for future advances in knowledge in this important area of speech science.

University of Zululand Library and Inclusive Education: Responding to the Needs of Students with Disabilities

Mousaion ◽  
2020 ◽  
Vol 38 (1) ◽  
Author(s):  
Dorothy Eneya ◽  
Dennis N. Ocholla ◽  
Bertha Janneke Mostert
Keyword(s):  
Students With Disabilities ◽  
Inclusive Education ◽  
Assistive Technologies ◽  
Equal Access ◽  
Disability Policy ◽  
Library Services ◽  
Access To Information ◽  
Persons With Disabilities ◽  
Education Agenda ◽  
The University

This paper investigates the University of Zululand Library’s response to the university’s inclusive education agenda with respect to the accessibility of library services to students with disabilities. This was a qualitative study within the interpretive paradigm that used Michael Oliver’s social model of disability as an underpinning theory. Semi-structured interviews were used to collect data from students with disabilities and library staff. In addition, physical inspection of the library building was also conducted. Data analysis was done by thematic analysis. The study reveals that the University of Zululand Library services are not inclusive. Students with disabilities struggle to access library services. They faced such challenges as inaccessibility of library services, unavailability of resources in alternative formats and assistive technologies, and the lack of a disability policy. The study also found that the library faced the following challenges in providing services for students with disabilities: limited funding, a lack of staff awareness and training, the lack of a disability policy and a lack of collaboration. Formulating regulations to enforce the implementation of disability policy and legislation, developing institutional disability policies, and providing assistive technologies are critical in ensuring the accessibility of library services to students with disabilities at the University of Zululand. Unless students with disabilities have equal access to information, the university’s inclusive education agenda will remain a distant dream. Access to academic library services is critical to the full participation of students with disabilities in education. Likewise, inclusive university education can only be realised when students with disabilities have equal access to information. This aligns with the Sustainable Development Goals and the United Nations Convention on the Rights for Persons with Disabilities, which promote equal access to services and facilities to persons with disabilities. This paper raises awareness for both library staff and university management about the current status of library facilities and services with respect to accessibility for students with disabilities and how to address inclusiveness in library service provision.

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