scholarly journals In the News

2019 ◽  
Vol 80 (4) ◽  
pp. 189
Author(s):  
David Free
Keyword(s):  
Professional Development ◽  
Academic Library ◽  
Scholarly Communication ◽  
Development Program ◽  
Open Educational Resources ◽  
Professional Development Program ◽  
Educational Resources ◽  
University Of Memphis ◽  
Data Stewardship ◽  
The University

Welcome to the April 2019 issue of C&RL News. We start out this month with two articles focusing on scholarly communication issues. Navigating copyright in open educational resources is the focus of Lindsey Gumb’s Scholarly Communication column “An open impediment.” At the University of Memphis, librarians increased knowledge of data issues on campus through a professional development program for faculty. They write about their efforts in the article “Data Stewardship Week in an academic library.”

scholarly journals Critical Review: Professional Development Programs to Face Open Educational Resources in Indonesia

2020 ◽  
Vol 2 (2) ◽  
pp. 109-119
Author(s):  
Rian Fitriansyah ◽  
Lisfatul Fatinah ◽  
Muhammad Syahril
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Education Reform ◽  
Development Program ◽  
The United States ◽  
Open Educational Resources ◽  
Professional Development Program ◽  
Educational Resources ◽  
Education Quality ◽  
Ict In Education

Information and Communication Technology (ICT) in education has become an important issue in education reform in many countries such as Hong Kong, Singapore, the United States, and the United Kingdom. Education reform is needed to give skill set of the 21st century to students. Indonesian government has begun implementing ICT in education since 2002 marked by the establishment of the Indonesian Telematics Coordinating Team (TKTI). Although the development of ICT is still far away compared to Hong Kong and Singapore, ICT development is on the right track. In 2013, Indonesia began to initiate Open Educational Resources (OER) and teacher training on ICT. Open educational resources are digitized materials that can be freely accessed by those who want to teach, learn, or research. The OER initiatives have many challenges ahead, one of them is the development of the OER community involving all teachers in Indonesia. The gap in education quality between islands in Indonesia is added with the differences of education infrastructure and education resources. Therefore, Indonesia must create personalized professional development program based on the need of each island. The Indonesia government could initiate the OER consortium to unite all teachers to build a knowledge society. The methods of creating a professional development program could be deducted from the U.S. which has many districts and gap in education quality between states. The purpose of this paper is to develop a professional development program in creating the OER community in Indonesia. This paper tries to investigate what kind of professional development that has been set in, analyze the problems that would likely to occur, and give some solutions.

scholarly journals Assessing an Academic Library Professional Development Program

2018 ◽  
Vol 18 (1) ◽  
pp. 199-223 ◽  
Author(s):  
Karen R. Harker ◽  
Erin O'Toole ◽  
Catherine Sassen
Keyword(s):  
Professional Development ◽  
Academic Library ◽  
Development Program ◽  
Professional Development Program

Implementing problem solving in mathematics classes

2019 ◽  
pp. 121-128
Author(s):  
Zoltán Kovács ◽  
Eszter Kónya
Keyword(s):  
Professional Development ◽  
Problem Solving ◽  
Development Program ◽  
Professional Development Program ◽  
Inservice Teachers ◽  
The University

There is little evidence of teachers are using challenging problems in their mathematics classes in Hungary. At the University of Debrecen and University of Nyíregyháza, we elaborated a professional development program for inservice teachers in order to help them implementing problem solving in their classes. The basis of our program is the teacher and researcher collaboration in the lessonplanning and evaluation. In this paper we report some preliminary findings concerning this program.

scholarly journals Ongoing and Multifaceted Assessment of Academic Library Professional Development Programs Enhances Their Efficacy

2018 ◽  
Vol 13 (2) ◽  
pp. 115-117
Author(s):  
Rachel Elizabeth Scott
Keyword(s):  
Professional Development ◽  
Peer Review ◽  
Academic Library ◽  
Development Program ◽  
The United States ◽  
Likert Scale ◽  
Professional Development Program ◽  
Fiscal Year ◽  
Development Programs ◽  
Professional Development Programs

A Review of: Harker, K. R., O'Toole, E., & Sassen, C. (2018). Assessing an academic library professional development program. portal: Libraries and the Academy, 18(1), 199-223.  https://doi.org/10.1353/pla.2018.0010 Abstract Objective – To analyze various measures of need, participation, satisfaction, and impact of an academic library professional development program. Design – Multi-modal; surveys, curriculum vitae (CV) analysis, and attendance statistics. Setting – Academic library in the United States. Subjects – Library faculty of all ranks. Methods – Assessment of the Career Development Program began with an interest survey conducted at the beginning of the fiscal year in which participants ranked their interest in professional development topics. Attendance statistics were collected at all program sessions and participants were emailed post-event surveys comprised of three Likert-scale questions and an open-ended question. Participants in the peer-review service were emailed a survey with two Likert-scale questions and an open-ended question. All programs and surveys were voluntary. An “activities survey” attempted to document counts of scholarly publications and presentations according to geographic scope, format, and peer-review. However, due to low response rates, the activities survey was replaced after two years with an analysis of library faculty member CVs on a publicly-accessible university website. The final assessment was a narrative annual report that drew on and summarized all of the previously conducted assessments. Main Results – Multi-modal assessment of the professional development program improved its relevance and quality while also documenting its impact. Conclusion – Continuous and multi-faceted assessment of professional development programs not only leads to improved efficacy, but also provides accountability and details the value of the program to stakeholders. Professional development programs promote scholarly productivity, which has implications for the career satisfaction of academic librarians. Further research should investigate the validity of professional development program assessment instruments and identify which assessment methods are most effective for evaluating professional development programs and measuring the impact of this programming on scholarship.

scholarly journals Performance Improvement Technology for Building a Sustainable OER Initiative in an Academic Library

TechTrends ◽  
2019 ◽  
Vol 64 (2) ◽  
pp. 265-274
Author(s):  
Kathy Essmiller ◽  
Penny Thompson ◽  
Frances Alvarado-Albertorio
Keyword(s):  
Performance Improvement ◽  
Environmental Analysis ◽  
Gap Analysis ◽  
Academic Library ◽  
Open Educational Resources ◽  
Educational Resources ◽  
Land Grant ◽  
Organizational Analysis ◽  
University Campus ◽  
The University

AbstractIn keeping with its land grant mission, a university campus library partnered with several OER advocacy efforts on both national and state levels to promote the creation and use of OER at the university. While the program had some initial success in inspiring faculty to create and use OER in their courses, the effort proved difficult to sustain. This paper presents the application of the Performance Improvement/HPT model to an Open Educational Resources (OER) initiative in a university library. This paper focuses specifically on three phases of the process: organizational analysis, environmental analysis, and gap analysis We share results of that application and discuss how the HPT model might effectively be applied to other similar programs.

scholarly journals A professional development program with an assessed ePortfolio: A practical solution for engaging undergraduates with their career development in large student cohorts

2019 ◽  
Vol 10 (2) ◽  
pp. 86-103 ◽  
Author(s):  
Julia Choate ◽  
Maria Demaria ◽  
Michelle Etheve ◽  
Sandy Cran ◽  
David Carroll
Keyword(s):  
Professional Development ◽  
Career Development ◽  
Development Program ◽  
Professional Development Program ◽  
Employability Skills ◽  
Biomedical Science ◽  
Skills Development ◽  
Science Degree ◽  
Career Options ◽  
The University

 Undergraduate biomedical science degree-programs are considered to be non-vocational, with a diverse range of career outcomes. At our university, student and academic feedback indicated that biomedical science students were anxious and uncertain about their career options. In response to this careers anxiety, an in-curriculum, course-wide and assessed professional development program (PDP) was developed and delivered into the biomedical science degree-program by an integrated team of careers educators and biomedical academics. This program aimed to engage a large cohort of biomedical students (>1000) with their career development, improving their careers awareness and reducing their anxiety about careers options. The impacts of the program on students’ career and employability skills development, as well as their self-reported levels of psychological distress, were evaluated with on-line anonymous student surveys. Student engagement with the program was linked with program assessment submission rates and student interactions with the University Careers Service. Completion of the program increased students’ careers knowledge and confidence, enhanced their awareness of career options and employability skills and increased their engagement with the University Careers Service. It did not alter students’ self-reported levels of depression, anxiety and stress, but students who rated themselves poorly on careers awareness and confidence statements were more likely to have severe depression, anxiety and stress. This program provides a practical approach for students’ career and employability skills development in large cohorts, but could be expanded to include an intervention to reduce student anxiety.

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