Relevant bibliographies by topics / Graduate Department of Librarianship

Academic literature on the topic 'Graduate Department of Librarianship'

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Published: 10 December 2022
Last updated: 29 January 2023

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Journal articles on the topic "Graduate Department of Librarianship"

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Handler, Katelyn, and Lauren Hays. "Librarians as faculty developers: Leading educational development initiatives." College & Research Libraries News 80, no. 4 (April 4, 2019): 220. http://dx.doi.org/10.5860/crln.80.4.220.

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Faculty development might not immediately spring to mind as a role for librarians. It’s not something that we’re taught how to do in graduate school, and it’s easy enough to be swallowed up by all of the traditional day-to-day demands of academic librarianship. However, we have had the opportunity to work with and alongside faculty development departments at our institutions. From this work, we realized how much we enjoy it and how well it fits with many of the things we already do as librarians. It is our hope that other librarians will start to see connections between the work of librarians and the work of faculty developers, and be more willing to pursue this as a part of their larger presence at their institutions.
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Schulte, Stephanie J. "High Self-efficacy and High Use of Electronic Information may Predict Improved Academic Performance." Evidence Based Library and Information Practice 3, no. 2 (June 17, 2008): 35. http://dx.doi.org/10.18438/b80s46.

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A review of: Tella, Adeyinka, Adedeji Tella, C. O. Ayeni, and R. O. Omoba. “Self-efficacy and Use of Electronic Information as Predictors of Academic Performance.” Electronic Journal of Academic and Special Librarianship 8.2 (2007). 24 Apr. 2008 Objective – To determine if self-efficacy and use of electronic information jointly predicted academic performance and to determine what information sources students used most often. Design – Descriptive surveys (scales) for each of the three variables. Setting – University of Ibadan, Nigeria, a metropolitan, government-supported university with approximately 18,000 students. Subjects – Seven hundred undergraduate and graduate students randomly chosen from 7 departments of the faculty (i.e., college) of education (100 students from each department). Methods – Students completed the Morgan-Jinks Self-Efficacy Scale and the Use of Electronic Information Scale. Academic performance was measured using a general aptitude test that covered general education, English language, and mathematics. The Morgan-Jinks scale consisted of 30 items, and the academic performance test consisted of 40 items. No instrument length was provided for the Use of Electronic Information Scale, and no details on the actual content of the general aptitude test or the Use of Electronic Information Scale were provided. These surveys were completed at the university under conditions similar to that of a typical exam (i.e., no talking). All 700 subjects completed the surveys, and there was no evidence of participants providing informed consent or that they were given an opportunity to withdraw from the study. Data was analyzed using multiple regression analysis, a suitable analysis for this type of data. Main Results – Self-efficacy and use of electronic information together contributed to 9% (reported as 0.9% in the article) of the variance in academic performance, and each variable statistically significantly contributed to predicting academic performance (p
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D. Hall-Ellis, Sylvia. "Accept, coach, and inspire: a formula for success." Bottom Line 27, no. 3 (November 4, 2014): 103–6. http://dx.doi.org/10.1108/bl-06-2014-0020.

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Purpose – Technical services librarians, catalogers and metadata specialists serve as the integral managers of comprehensive integrated systems designed to facilitate the ingestion, annotation, cataloging, storage, retrieval and distribution of organized, discoverable resources. Yet, despite the escalating costs to upgrade integrated library systems, maintain authority control for name and subject heading points of access and create original surrogate records for new library resources, technical services departments did not grow. Design/methodology/approach – The goal of sharing metadata is to reduce the local cost of its creation with minimal changes. However, research suggests that catalogers and metadata specialists review and authenticate the standards-compliant work of others, thus negating the goal of sharing and increasing the cost of building and maintaining online catalogs and discovery tools. How can a library administrator encourage the acceptance of metadata created at other information organizations and make prudent investments to support technical services functions? Findings – There are four strategies that administrators can adopt regarding these issues. Research limitations/implications – All libraries can benefit from considering the four strategies. Practical implications – First, cultivate a robust community of practice within the information organization. Second, recognize the importance of accepting standards-compliant bibliographic metadata with few modifications. Third, provide opportunities for managers to become skilled at coaching their team members. Fourth, inspire confidence. Social implications – Librarianship is a profession that an individual enters through graduate education in library and information science. As a new entrant, an individual becomes of a member of the community of practice and assumes personal responsibility for learning and mastering technical skills and competencies through experience, mentoring, professional development and continued actions (or tasks) comprising activities situated in a library or information environment. Originality/value – This is an original opinion piece.
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Jordan, Joanne L. "Meta-synthesis of the Research on Information Seeking Behaviour of Graduate Students Highlights Different Library Resource Needs Across Disciplines and Cultures." Evidence Based Library and Information Practice 8, no. 4 (December 10, 2013): 132. http://dx.doi.org/10.18438/b8mk7v.

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Objective – To synthesize research on the information seeking behaviour of graduate students. Design – Meta-synthesis of quantitative and qualitative research. Setting – Higher education institutions mainly in the U.S. and Canada, but including studies from other countries in Europe, Asia, and Africa. Subjects – Graduate students (master’s and doctoral level). Methods – The Library Information Science and Technology Abstracts (LISTA) database was searched from 1997 to 2012. References of retrieved studies were reviewed and a Google search carried out. Studies were critically appraised using the Evidence Based Librarianship (EBL) critical appraisal checklist by Glynn (2006). The author extracted information from the included studies and took notes on the studies’ findings. Notes were then grouped into themes according to relevant research questions that emerged. A critical interpretive synthesis approach used qualitative and quantitative information from the synthesis to answer these research questions. Small user surveys were summarized in the tables but not included in the synthesis. Main results – The review included 48 studies. Most studies were rated as having good study design and results, but many were thought to be weak when it came to their sampling and data collection techniques. Students often initially look on the Internet for information. Many acknowledged that this information may be unreliable and turn to sources recommended by their advisors. Increasingly library resources are accessed remotely, rather than print versions. However, knowledge of library web resources and services is not always good, with many students using Internet search engines to find information. It is suggested that accessibility of resources in different disciplines and familiarity with technology drives information behaviour. It is not always feasible for all sources of information needed in different subjects to be made readily available electronically. Professors, faculty members, and advisors were consulted most often by students, however this varied between disciplines and institutions. Librarians who demonstrated and promoted their expertise to academic departments were more highly valued by students. Students used reference lists of articles to find other relevant material (citation chasing). Students were more concerned about the speed of accessing material rather than the quality or reliability of the content. Some students were put off by seemingly complex library systems and tools. Boolean operators and advanced search strategies were rarely used and if they were used, it tended to be by students with more computer expertise. International students may not be as aware of the library services that are available to them. Differences in culture and language can affect whether a student feels comfortable asking for help with library resources. Conclusion – Different types of students, such as master’s and doctoral level students or those from different disciplines, access different types of resources in different ways. Graduate students may benefit from training offered in a variety of different formats to address these different needs. Other people are important in helping students begin their research and therefore institutions should ensure those advising students are aware of information services and training available. It is suggested that further research should be done looking into cultural differences in information behaviours. It is also recommended that researchers should increase their use of standardized, validated questionnaires to improve consistent measurement of information behaviour.
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Major, Jean A. "Response: Academic graduate work in academic librarianship." Journal of Academic Librarianship 24, no. 6 (November 1998): 447–48. http://dx.doi.org/10.1016/s0099-1333(98)90004-0.

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Lollesgaard, Anja. "Art librarianship in Denmark." Art Libraries Journal 22, no. 2 (1997): 4–9. http://dx.doi.org/10.1017/s030747220001035x.

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Art libraries in Denmark mostly fall into one of two categories: art departments’ in public libraries, and research libraries attached to colleges, universities, and museums. Librarians in research libraries are in many cases scholars in their own right, while library staff at the Kunstakademiets Bibliotek are responsible for the Bibliografi over dansk kunst (sadly not published since 1981) and for Danish contributions to the BHA. The Royal Library and some art libraries hold collections of visual resources and of archival materials; in addition, there is an autonomous national archive of Danish artists, Weilbachs arkiv. An art librarians’ section of Bibliotekarforbundet (the Union of Danish Librarians), Kunstfaggruppen, was initiated by art librarians in public libraries, but is open to other art librarians too; Danish art librarians also work together within ARLIS/Norden. Professional training in Denmark is largely confined to general librarianship; art librarians in public libraries tend to be trained librarians with a personal enthusiasm for art, whereas librarians in research libraries are in some cases graduates but are not necessarily trained librarians. While the public library system took advantage of standardization, automation, and networking, the research libraries could not so readily embrace change, but two recent initiatives are beginning to bring libraries of all kinds together — DanBib, the Danish online union catalogue, formed in 1995 by merging the two separate databases for public and research libraries which both originated in the 1980s, and Kulturnet Danmark, a government-sponsored scheme involving the Internet.
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Krueger, Stephanie. "LIS Students at a Japanese University Use Smartphones for Social Communication more often than for Educational Purposes." Evidence Based Library and Information Practice 13, no. 3 (September 13, 2018): 97–99. http://dx.doi.org/10.18438/eblip29412.

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A Review of: Lau, K. P., Chiu, D. K. W., Ho, K. K. W., Lo, P., & See-To, E. W. K. (2017). Educational usage of mobile devices: Differences between postgraduate and undergraduate students. The Journal of Academic Librarianship, 43(3), 201-208. https://doi.org/10.1016/j.acalib.2017.03.004 Abstract Objective – To discover how undergraduate (UG) and graduate (G; “postgraduate” [PG] in the original article) students of library and information science (LIS) use mobile devices and to understand preferences and perceived barriers to educational use. Design – Survey questionnaire. Setting – University in Japan. Subjects – Ninety undergraduate students (30 male, 60 female) and 30 graduate students (13 male, 17 female). Nineteen additional recruits were excluded from the study due to incomplete surveys. Almost all subjects (>98%) were born between 1982 and 2002. Methods – Subjects were recruited without incentives from one LIS department. An online survey was conducted with the purpose of gathering information on how often devices were used for various activities, perceived barriers to mobile learning (m-learning), and demographic data. The survey was modeled on a 2015 study of LIS students in Hong Kong, Japan, and Taiwan (Ko, Chiu, Lo, & Ho, 2015). The Mann-Whitley U test was used to investigate possible significant differences between UG and G responses. Main Results – 94.2% of participants had smartphones with Internet access; both UG and G subjects reported weekly to daily use for social communications (email, short message service [SMS], chat, and social media) and for querying search engines. Both UG and G subjects reported using finance and banking services less than once a month. Other activities (shopping, finding locations, entertainment, sports, tools and productivity software, casual reading, academic reading, accessing reference materials, accessing libraries) for both groups fell within the range of less than once per month to weekly use. Unlike G subjects, UG subjects reported significant (p < 0.05) engagement with social media and marginal (p < 0.10) engagement with accessing libraries, and productivity tools. In terms of educational use, neither UG nor G subjects reported daily m-learning behaviors, instead reporting monthly to weekly browsing of online information and social networking sites, with far less (i.e., less than once a month) engagement with professional articles, e-books, learning management platforms, and several other activities (listening to podcasts, viewing videos, “other”). UG subjects reported significant marginal (p < 0.10) engagement with “other” materials, unlike G subjects. Library catalogs and databases were less likely to be used when compared to reference sources, with UG and G subjects reporting monthly or less use for these. When asked if they would use mobile library services, respondents answered “maybe interested if available”, with UG subject reporting significant marginal (p < 0.10) engagement vs. G subjects for several of these services. Regarding productivity activities, both UG and G subjects reported monthly or less use of note taking, word processing, and scheduling tools. For communication and sharing activities, subjects reported monthly or less activity for communicating with classmates, using email for study-related issues, posting to discussions on learning management platforms, posting or commenting about their studies on social networking sites, sending photos or videos to social media, moving document files, and scanning Quick Response (QR) codes. UG subjects were marginally (p < 0.10) more engaged in communicating with classmates than G subjects. Barriers to m-learning were not considered “high” barriers, with “low” to “medium” barriers for both UG and G subjects being small screen size, non-mobile format, difficulty typing, challenges with authentication, no Wi-Fi, difficulty reading, lack of specialized apps, and slow loading times. Conclusion – This study provides a snapshot of how participants used mobile devices at the time the survey was conducted. Both UG and G subjects used their devices for social communication more than for educational purposes.
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Tewell, Eamon C. "Art librarians’ professional paths: a careers survey with implications for prospective librarians." Art Libraries Journal 37, no. 1 (2012): 41–45. http://dx.doi.org/10.1017/s0307472200017338.

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Is there such thing as a ‘typical’ career path for art librarians? This article presents the results of a survey of art librarians’ motivations for selecting the profession, and also their educational backgrounds, current employment and professional experiences, and presents advice for graduate students and prospective librarians. A questionnaire was sent to six email discussion groups related to art librarianship, from which 280 responses were received from across the world. The results indicate that art librarians typically work in academic settings, chose the field of art librarianship while already employed in libraries, have an educational background in the arts at the undergraduate and/or graduate level, and selected librarianship primarily because they were attracted to the duties and work settings of the job. This study includes advice from current librarians for graduate students seeking employment as art librarians in today’s challenging job market.
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Knowlton, Sean Patrick, and Becky Imamoto. "Recruiting Non-MLIS Graduate Students to Academic Librarianship." College & Research Libraries 67, no. 6 (November 1, 2006): 561–70. http://dx.doi.org/10.5860/crl.67.6.561.

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In response to declining numbers of qualified applicants nationwide for librarian positions in academic libraries, the University of Colorado at Boulder Libraries, in collaboration with the University’s Graduate Teacher Program, has developed a fellowship program that encourages graduate students with advanced subject or language expertise to consider careers in academic librarianship. In spring 2005, the libraries paired the first Provost’s Fellows with library faculty mentors. This article details the program and collaboration between the libraries and the Graduate Teacher Program and issues a call for similar programs to be established at other academic libraries.
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Boaden, Sue. "Education for art librarianship in Australia." Art Libraries Journal 19, no. 2 (1994): 5–6. http://dx.doi.org/10.1017/s0307472200008725.

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The growth of art history and art practice courses in Australia has been remarkable over the last 20 years. Unfortunately training for art librarianship has not matched this growth. There are eleven universities in Australia offering graduate degrees and post-graduate diplomas in librarianship but none offer specific courses leading towards a specialisation in art librarianship. ARLIS/ANZ provides opportunities for training and education. Advances in scholarly art research and publishing in Australia, the development of Australian-related electronic art databases, the growth of specialist collections in State and public libraries, and the increased demand by the general community for art-related information, confirm the need for well-developed skills in the management and dissemination of art information.
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Dissertations / Theses on the topic "Graduate Department of Librarianship"

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Akeriwe, Miriam Linda. "The use of mobile technologies for Web 2.0 based service delivery to graduate students in Ghanaian Universities : the case of the University for Development Studies (UDS), Ghana." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/45507.

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This study attempted to find out how mobile technologies could be used to implement Web 2.0 based service delivery to graduate students based in the Graduate School of the University for Development Studies (UDS) Library. A 23 item questionnaire was administered to a sample of 155 participants who were selected by means of simple random sampling. A total of 119 questionnaires were retrieved and found to be adequate for analysis and interpretation. The collected data was analyzed and interpreted using the SPSS package and Microsoft Excel and was presented in the form of text and graphs. Findings indicated that graduate students overall had very good abilities with regards to the usage of the Web 2.0 applications; that they will like to access their library’s resources through the Web 2.0 applications using their mobile devices and the services they will like to access include reference services, circulation services, searching the OPAC, accessing library news, e-resources and subject guides in that order. There are varied kinds of mobile library services, examples of which are MOPACs, mobile reference, mobile instruction, mobile collection and mobile tours. However, the UDS Library does not provide any Web 2.0 mobile based services. The main challenges in implementing these Web 2.0 mobile based services include cost of Internet access, slow Internet connectivity and insufficient funds to acquire needed equipment. Based on these findings, some recommendations were given.
Mini Dissertation (MIT)--University of Pretoria, 2014.
Information Science
MIT
Unrestricted
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Mitchell, Julie B. "Exploring Midcareer Women's Graduate School Transition: Department Socialization Tactics and Perceived Fit." [Kent, Ohio] : Kent State University, 2010. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1270745471.

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Thesis (M.A.)--Kent State University, 2010.
Title from PDF t.p. (viewed May 26, 2010). Advisor: Robyn Parker. Keywords: organizational socialization; proactive newcomers; nontraditional graduate students; socialization tactics. Includes bibliographical references (p. 114-122).
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Walczyk, Christine. "Building an Understanding of International Service Learning in Librarianship." Thesis, University of North Texas, 2016. https://digital.library.unt.edu/ark:/67531/metadc955057/.

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From the very beginning, library education has been a mixture of theory and practice. Dewey required apprenticeships to be part of the first library school at the University of Chicago as a method to indoctrinate new professional. Today, acculturation is incorporated into the professional education through a large variety of experiential learning techniques, including internships, practicum, field work, and service learning projects, all of which are designed to develop some level of professional skills within an information organization. But, what is done for understanding library culture? It is said that one cannot truly recognize the extent of one's own cultural assumptions, until they have experienced another. This study followed a group of LIS graduate students that took that next step – going to Russia. By employing a critical hermeneutic methodology, this study sought to understand what value students gain by from working on an assessment project in an international school library. Using a horizon analysis, the researcher established the worldview of participants prior to their departure, analyzed their experience through post-experience interviews, and constructed an understanding of value. Among other concepts, the researcher looked specifically to see whether "library cultural competency", understanding library culture in global context, was developed through working on a service learning project within an international school library. This dissertation provides feedback for the program leaders and ideas for future research.
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Dua, Priya. "Desperately seeking mentors the impact of department-level and gender related characteristics on mentoring in graduate department of sociology /." Diss., Columbia, Mo. : University of Missouri-Columbia, 2005. http://hdl.handle.net/10355/4290.

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Thesis (M.A.)--University of Missouri-Columbia, 2005.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 12, 2006) Includes bibliographical references.
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Zaleski, Mary. "Development of an Evidence-Based New Graduate Nursing Orientation Program for the Emergency Department." Thesis, Walden University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3728024.

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The traditional new graduate nurse (NGN) orientation process places NGN with an experienced preceptor for 24 weeks and requires clinical skills checklists to be completed by the preceptor, a practice which is not an evidence-based practice for orienting NGNs. The purpose of this quality improvement project was to develop an evidence-based orientation to decrease time requirements and standardize the processes and evaluation of the NGN in the emergency department. The project was informed by Benner’s novice to expert theory and focused on acquisition of clinical skills. The project team included 6 stakeholders: the Doctor of Nursing Practice student-leader, the unit manager, and several preceptors and novice nurses. The current evidence was identified utilizing various search terms via OVID, CINAHL, and MEDLINE. Five emergency department nurse residency programs and 7 rubric-based criterion articles were identified and evaluated. The team synthesized the available evidence to create the program. Resulting products included guidelines, evaluation rubrics, and projected pathways for ongoing development. Content validation was undertaken using peer review by 2 nurse scholars with area expertise, after which the project team revised all products based on feedback. Together, these products comprise an evidence-based solution to the problematic orientation of NGNs in the institution’s emergency department. Adoption of methods that have proven valuable in undergraduate education, such as incorporation of syllabi and rubrics, may increase retention and improve clinical judgment in the NGN. These improved educational outcomes will, in turn, promote improved health outcomes for patients. Outcomes for the project will be monitored using retention rates and the results of the Casey-Fink Graduate Nurse Experience Survey.

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Zaleski, Mary Ellen. "Development of an Evidence-Based New Graduate Nursing Orientation Program for the Emergency Department." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/1560.

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The traditional new graduate nurse (NGN) orientation process places NGN with an experienced preceptor for 24 weeks and requires clinical skills checklists to be completed by the preceptor, a practice which is not an evidence-based practice for orienting NGNs. The purpose of this quality improvement project was to develop an evidence-based orientation to decrease time requirements and standardize the processes and evaluation of the NGN in the emergency department. The project was informed by Benner's novice to expert theory and focused on acquisition of clinical skills. The project team included 6 stakeholders: the Doctor of Nursing Practice student-leader, the unit manager, and several preceptors and novice nurses. The current evidence was identified utilizing various search terms via OVID, CINAHL, and MEDLINE. Five emergency department nurse residency programs and 7 rubric-based criterion articles were identified and evaluated. The team synthesized the available evidence to create the program. Resulting products included guidelines, evaluation rubrics, and projected pathways for ongoing development. Content validation was undertaken using peer review by 2 nurse scholars with area expertise, after which the project team revised all products based on feedback. Together, these products comprise an evidence-based solution to the problematic orientation of NGNs in the institution's emergency department. Adoption of methods that have proven valuable in undergraduate education, such as incorporation of syllabi and rubrics, may increase retention and improve clinical judgment in the NGN. These improved educational outcomes will, in turn, promote improved health outcomes for patients. Outcomes for the project will be monitored using retention rates and the results of the Casey-Fink Graduate Nurse Experience Survey.
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Mitchell, Marsha. "The development of a graduate course on identity management for the Department of Networking, Security, and Systems Administration /." Online version of thesis, 2008. http://hdl.handle.net/1850/8713.

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Tomlin, Teagan L. "Using Geoscience Education Graduate Students to Help Faculty Transform Teaching Practice." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/2027.

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Universities make claims about student learning that graduates don't often achieve and are under pressure to show improvement in teaching and learning in their undergraduate programs. This has been the constant focus of university-level professional development programs, but most teachers are still not using the most effective teaching methods. Individual departments need to find ways to help their instructors overcome three main challenges associated with adopting more effective student-centered teaching methods. No matter what strategy is adopted, instructors need considerable support to 1) change their beliefs about what constitutes effective teaching and learning, 2) learn to effectively implement new strategies, and 3) help their students change their beliefs about teaching and learning. We investigated whether M.S. Geoscience Education graduate students could offer the support instructors need to overcome the challenges listed above. We successfully piloted this approach during 2006 to 2008. Receiving consistent and individualized support from a Geoscience Education graduate student, the instructor changed his beliefs about teaching and learning and learned to effectively implement active learning strategies. His teaching satisfaction and student ratings also increased. Advantages of our approach include 1) the time the graduate student devoted to making course changes, 2) the consistent support the instructor received which allowed him to transfer research supported educational theory into his teaching practice, and 3) the instructor is now a departmental resource that other instructors can go to for guidance. Disadvantages include 1) the graduate student's lack of experience as a teaching consultant and 2) the difficulty of transforming a professor/student relationship into a client/consultant relationship.
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Lim, R. Augustus. "Anti terrorism and force protection application in facilities this report is presented to the Department of Civil and Coastal Engineering graduate committee /." Thesis, (2.01 MB), 2003. http://library.nps.navy.mil/uhtbin/hyperion-image/03Jun%5FLim.pdf.

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Pell, David. "The role of the professional tutor within the Oxford University Department of Educational Studies' internship scheme for Post-Graduate Certificate of Education students." Thesis, University of Oxford, 1994. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.296062.

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Books on the topic "Graduate Department of Librarianship"

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Peter, Gellatly, ed. The Good serials department. New York: Haworth Press, 1990.

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Thompson, Annie F. Directory of library school offerings in music librarianship. 2nd ed. S.l.]: Education Committee, Music Library Association, 1987.

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The New Graduate Experience: Post-MLS Residency Programs and Early Career Librarianship. Santa Barbara, California: Libraries Unlimited, 2011.

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White, Raymond A. Directory of library school offerings in music librarianship. 6th ed. [S.l.]: Education Committee, Music Library Association, 1996.

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White, Raymond A. Directory of library school offerings in music librarianship. 5th ed. [S.l.]: Education Committee, Music Library Association, 1994.

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Studies in human movement: Graduate study in the Department of Kinesiology. Urbana, Ill: Office of Public Affairs/Office of Publications for the Dept. of Kinesiology, 1988.

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United States. Dept. of Defense. Graduate Medical Education Advisory Committee. Final report of the Department of Defense, Graduate Medical Education Advisory Committee. [Washington, D.C.?: Dept. of Defense, 1987.

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Ferrero, Flavia. Teaching assistants' manual, 1993-1994: Department of Italian Studies. [Toronto: University of Toronto, Dept. of Italian Studies, 1994.

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Schwartz, Donald V. Handbook for teaching assistants: Department of Political Science, University of Toronto. [Toronto: University of Toronto, Dept. of Political Science, 1990.

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1944-, Ewing John, and American Mathematical Society. Task Force on Excellence., eds. Towards excellence: Leading a doctoral mathematics department in the 21st century. Providence, R.I: American Mathematical Society, 1999.

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Book chapters on the topic "Graduate Department of Librarianship"

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Schutz, Alfred. "The Scope and Function of the Department of Philosophy within the Graduate Faculty." In Phaenomenologica, 112–17. Dordrecht: Springer Netherlands, 1996. http://dx.doi.org/10.1007/978-94-017-1077-0_13.

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Oberg, Dianne. "The Case of Teacher-Librarianship by Distance Learning at the University of Alberta, Canada." In Cases on Building Quality Distance Delivery Programs, 78–90. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-111-9.ch006.

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The online distance education program, Teacher-Librarianship by Distance Learning, was developed and implemented in the Department of Elementary Education at the University of Alberta, Canada beginning in 1996. At the time, neither the university nor the department had the interest, funding or infrastructure required for such an undertaking, but these developed over time through a combination of careful planning and serendipity. The program’s instructional team has utilized various approaches to establish, maintain and continue the program: a distance education theoretical framework, analysis of distance education research, one-time government incentive funding, and on-going policy relevant research and evidence-based practice. Current challenges facing the organization are program growth, new and emerging technologies, and maintaining flexibility. The solutions to these challenges include a cohort model for the majority of program delivery; a stand-alone course introducing new and emerging technologies as a launching pad for integration of these technologies; and graduate certificate programs for meeting the short term needs of teachers new to the field.
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Lanier, Don, and Norman Vogt. "The Serials Department, 1975-1985." In Serials Librarianship in Transition, 5–11. Routledge, 2019. http://dx.doi.org/10.4324/9780367816674-2.

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Timm, Donna F., Daniel E. Banks, Kerri Ann Christopher, David C. Duggar, Marianne Comegys, Runhua Shi, and Jerry McLarty. "A new paradigm for morning report: a collaborative effort between the Department of Internal Medicine and the Medical Library." In Evidence-Based Librarianship, 103–18. Elsevier, 2007. http://dx.doi.org/10.1016/b978-1-84334-299-1.50006-x.

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"Graduate School: The Harvard Department of Social Relations." In In the Field, 71–82. Routledge, 2017. http://dx.doi.org/10.4324/9780203788806-8.

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Kellsey, Charlene, Stephanie Alexander, James P. Ascher, and Matthew Brower. "Recruitment of Subject Specialists to Academic Librarianship." In Advances in Human Resources Management and Organizational Development, 83–111. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-61520-601-8.ch005.

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Library faculty at the University of Colorado at boulder developed a fellowship program for current graduate students to provide them with a work experience in an academic library. Under the mentorship of a library faculty member, they completed meaningful projects, often using their language or subject expertise, while exploring career possibilities in librarianship. The goal was to introduce academic subject specialists to a career in academic librarianship as a viable career option. Based on the results of a follow-up survey the program was quite successful. The survey indicates that over half of the respondents are considering working in an academic library, and over half are attending or have graduated from a library science graduate program.
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Selin, Helaine. "Science at Hampshire College: Graduate Level Research in an Undergraduate Setting." In Science Librarianship At America’s Liberal Arts Colleges, 11–22. Routledge, 2019. http://dx.doi.org/10.4324/9780367814878-3.

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Hurst, Robin Rimmer. "Study Abroad in Graduate Adult Learning Curriculum." In Advancing Teacher Education and Curriculum Development through Study Abroad Programs, 215–32. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-9672-3.ch012.

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This chapter illustrates how study abroad experiences can become a key component of an adult learning program. Adult learning educators may face many challenges in the ever changing demographics of the workforce today. Whether a corporate trainer, healthcare professional, literacy and/or English as a Second Language instructor, most adult educators find the need to have a greater understanding of the global environment. Graduate students benefit from international experiences which transform learning by expanding students global perspectives. This chapter explores an inaugural study abroad program in the Adult Learning Graduate Program in the Department of Teaching and Learning at Virginia Commonwealth University. The chapter describes both the challenges and reflections of students and faculty while abroad. Malcolm Knowles' Andragogical framework is the foundation of this study abroad experience. Experiential Learning (Kolbe 1984) and Transformative Learning (Mezirow, 1999) are also explored through students' reflections on the study abroad experience.
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Djoub, Zineb. "Preparing Students for Research." In Reshaping Graduate Education Through Innovation and Experiential Learning, 23–42. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4836-3.ch002.

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Conducting academic research is a requirement to obtain a degree at university. But, before judging the research work students come up with at the end, we need to question the quality of the research methodology courses and to what extent these are preparing them for such a decisive task. To this end, this chapter's focal concern is to find out about the challenges Master students face in conducting research at the department of English (Mostaganem University). This is through a case study investigating their needs, concerns, and views regarding their learning of the research methodology course.
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Issa, Abdulwahab Olanrewaju. "An Assessment of the Perception of Library School Students towards Librarianship at the University of Ilorin." In Library and Information Science in Developing Countries, 148–68. IGI Global, 2012. http://dx.doi.org/10.4018/978-1-61350-335-5.ch012.

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This is a pilot study, which investigated the perception of the University of Ilorin library school students towards librarianship. It was aimed at examining the characteristics of the students and how they got admitted into the Department. It adopted the survey research design where the entire 90 students (100 and 200 levels) constituted its population, while the 74 that were available during the data collection exercise represented the sample. Questionnaire and structured interview were employed for data collection. The results revealed that 75.7% in 100 and 24.3% of 200 levels came in through the Joint Admissions and Matriculations Examinations and direct admission/transfer, respectively. Their subject backgrounds include Arts (36.5%), Science (28.4%), and Commercial (23.0%); a majority had a SSSC (45.9%) result with the mean scores of 219 from JAMB and 59.69% from post-JAMB, respectively. The majority (87.8%) did not choose LIS originally, and 67.6% claimed to be initially uninterested, against the current positive perception (66.2%). Hypotheses tests showed no significant difference in subject background and current perception of students who chose and those who did not choose LIS as a first choice. It concluded that the peculiar situation under which many of the pioneering students came into the Department (i.e. transfer), was undesirable given the prevalent negative perception of librarianship. Appropriate recommendations were made.
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Conference papers on the topic "Graduate Department of Librarianship"

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Ananth, Y. N., and N. S. Narahari. "Patternising Students’ performance in post graduate examinations using bayesian inference methods – a case study." In Department of Information Science and Technology. Singapore: Research Publishing Services, 2015. http://dx.doi.org/10.3850/978-981-09-4426-1_041.

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Carrasco, Amanda. "The Scholarship on Department and Graduate Program Racial Climates in STEMM Fields." In 2022 AERA Annual Meeting. Washington DC: AERA, 2022. http://dx.doi.org/10.3102/1890953.

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Tureková, Ivana, Iveta Marková, and Jana Bilčíková. "THE REQUIREMENTS FOR A GRADUATE OF THE OCCUPATIONAL SAFETY AND HEALTH DEPARTMENT." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.0843.

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Day, William H. "University Turbine Systems Research Program: An Innovative Approach to Graduate Education." In ASME 2005 International Mechanical Engineering Congress and Exposition. ASMEDC, 2005. http://dx.doi.org/10.1115/imece2005-82534.

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Under the Gas Turbine Industrial Fellowship Program, students in Bachelor’s, Master’s and Ph. D. programs studying gas turbine-related technology spend 10 to 12 weeks employed at the facilities of turbine manufacturers or users of gas turbine equipment. The program is funded by the U.S. Department of Energy. This paper describes the Fellowship program and its relationship to the DOE University Turbine Systems Research (UTSR) program.
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Drescher, Adam, Brandon De Luna, Marjolein Pasman, Derek Haas, and Sheldon Landsberger. "Revamping of a Graduate Radiochemistry Course for Nuclear Forensics Applications." In 2018 26th International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2018. http://dx.doi.org/10.1115/icone26-81593.

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Laboratories in traditional radiochemistry courses typically involve basic and fundamental understanding in solvent extraction, ion exchange, precipitation, etc. procedures. With the increased focus on nuclear forensics in pre- and post-detonation scenarios different skill sets are now required for the student to learn. At the University of Texas we have developed two independent graduate courses in gamma-ray spectrometry and radiochemistry. Currently, we have amalgamated these two courses to 1. better serve our nuclear engineering graduate students, many of which are involved in nuclear forensics and 2. to attract both undergraduate and graduate students from the Chemistry Department. We incorporated gamma-ray spectrometry laboratories with several others which are nuclear forensics related. The seven laboratory sessions include half-life measurement of 137mBa (the daughter produce of 137Cs) and secular equilibrium, basic gamma and beta shielding, and gamma-ray spectrometry calibration, resolution and uncertainty in statistics. These labs have been augmented with four others including uranium fission product identification, 137Cs soil profile with Compton suppression, tritium analysis in water with a liquid scintillation counter and double replacement reaction.
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Sobredo, James. "DEVELOPING AN M.A. GRADUATE PROGRAM IN MULTICULTURAL EDUCATION: COLLABORATION BETWEEN ETHNIC STUDIES DEPARTMENT AND THE COLLEGE OF EDUCATION." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.2065.

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Medina, Hector. "Being Educated in a New Nuclear Engineering Program: A Graduate Student Perspective." In 2013 21st International Conference on Nuclear Engineering. American Society of Mechanical Engineers, 2013. http://dx.doi.org/10.1115/icone21-16908.

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Due to the advent of a dramatic increase in the demand for nuclear professionals, a number of universities are either strengthening their existing nuclear engineering programs or starting them for the first time. Following this trend, Virginia Commonwealth University, in Richmond, Virginia, in 2009 began to offer a program in Nuclear Engineering within the Department of Mechanical Engineering. As a student within the PhD program, the author presents his perspective — as well as observations from some undergraduate students — of being educated in a new Nuclear Engineering program. From his perspective, the author presents some mechanisms that have made this new program evolve. Additionally, herein are included some ideas applied by the author in order to carry out successful research — while overcoming the limitations of a new program: spontaneous and embedded innovation, networking, and creativity. It is hoped that the present paper will provide positive feedback to faculty members and motivate students, in any new educational program, particularly, in this renaissance of education, in the nuclear engineering field.
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Nelson, Douglas J., Michael J. Ogburn, Michael R. von Spakovsky, Benoit Olsommer, and Michael W. Ellis. "The Virginia Tech Center for Automotive Fuel Cell Systems, a US Dept. of Energy GATE Center." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0091.

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Abstract The U.S. Department of Energy (DoE), Office of Advanced Automotive Technologies, has established ten Centers of Automotive Technology Excellence under the Graduate Automotive Technology Education (GATE) program. The Virginia Tech GATE Center for Automotive Fuel Cell Systems is an interdisciplinary, government and industry collaboration for research and education. The center has research, laboratory and education programs in fuel cell systems technology for advanced vehicles. Five GATE Fellowships are funded by DoE at the center starting in Fall, 1999. The center is developing laboratory facilities and a graduate course to support the center research.
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Dang, Hongmei, Pawan Tyagi, Esther Ososanya, and Kate Klein. "Project Based Course Enabled Nanotechnology Education for Senior Level Undergraduate and Graduate Students." In ASME 2021 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 2021. http://dx.doi.org/10.1115/imece2021-68827.

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Abstract National Science Foundation funding was obtained to nucleate nanotechnology curriculum and start a senior-level nanotechnology course cross-listed in the Mechanical Engineering and Electrical Engineering department. The key components are implementation of lectures integrated with hands-on laboratory experience, research seminar and evaluation. Laboratory projects of nanofabrication include metal-oxide-semiconductor capacitor and nano-structured solar cell for undergraduate and graduate students respectively. The assessment of course materials and master’s understanding was evaluated by surveys and direct observations of student performance. In spring 2020, statistical data from survey demonstrated that graduate students responded overall high rate for all of the course materials and undergraduate students gave high rate for majority of course materials except thermal evaporation fabrication project. A significant standard deviation for rating of thermal evaporation fabrication process indicated that practical engineering projects are challenging for some undergraduate students.
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Abata, Duane L. "The Interdisciplinary Center for Advanced Propulsion at Michigan Technological University." In ASME 1999 International Mechanical Engineering Congress and Exposition. American Society of Mechanical Engineers, 1999. http://dx.doi.org/10.1115/imece1999-0092.

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Abstract This paper describes the newly formed Interdisciplinary Center for Advanced Propulsion (referred to as ICAP) at Michigan Technological University. ICAP is a United States Department of Energy Center of Excellence funded under the GATE program. The underlying goal of Center is to provide multi-disciplinary engineering training for graduate students in the area of internal combustion engines, specifically in direct injection compression ignition engines. This facility will work closely with other Department of Energy Centers of Excellence in an effort to improve the education of future scientists and engineers who will, in turn, help ensure U.S. competitiveness in the automotive industry of the future as well as reduce our growing dependency on imported petroleum.
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Reports on the topic "Graduate Department of Librarianship"

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Wash, Carlyle H., and Kennth L. Davidson. Summary of Research 2001. Department of Meteorology. Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415405.

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Batteen, Mary L., and Jeffrey D. Paduan. Summary of Research 2001, Department of Oceanography, Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415412.

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Wirtz, James. Summary of Research 2001, Department of National Security Affairs, School of International Graduate Studies. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415418.

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NAVAL POSTGRADUATE SCHOOL MONTEREY CA. Summary of Research 2001, Department of Physics, Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415419.

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Hoffman, M. K. Mid-Award Progress Report for Department of Energy Office of Science Graduate Student Research Program. Office of Scientific and Technical Information (OSTI), September 2017. http://dx.doi.org/10.2172/1396231.

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Boger, Dan. Summary of Research 2001, Department of Information Science, Graduate School of Operational and Information Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415408.

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McNelley, Terry R., and Young Kwon. Summary of Research 2001, Department of Mechanical Engineering, Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415409.

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Morgan, Michael A., and Carlos Borges. Summary of Research 2001, Department of Applied Mathematics, Graduate School of Engineering and Applied Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415411.

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Eagle, Chris, and Nell C. Rowe. Summary of Research 2001, Department of Computer Science, Graduate School of Operational and Information Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415415.

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McCormick, Gordon, and David Tucker. Summary of Research 2001, Department of Defense Analysis, Graduate School of Operational and Information Sciences. Fort Belvoir, VA: Defense Technical Information Center, September 2002. http://dx.doi.org/10.21236/ada415452.

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