Flexible futures: the academic librarian

Australian academic libraries are highly adaptive to the changing needs of learning and teaching and research and the demands of the changing information environment. Liaison Librarians are absolutely central to the academic library's ability to manage change and anticipate and prepare for the future. However little is shared in conference papers and journal publications about how Liaison is organised, developed and supported by academic libraries. Queensland University of Technology (QUT) and University of Tasmania (UTAS) Libraries have explicit, well established and long-running Liaison programs. UTAS recently embarked on a change process to move from an individual, school-focussed model to a faculty-focused, team approach to Liaison organisation. The process led to the organisation of teams, with team-member leadership roles in collection development, learning and teaching, and research support. The new organisation also established a learning environment in which librarians continue to change in a rapidly changing environment. At QUT Library the Workforce Plan has set the framework for the re-examination of the highly Faculty-integrated Liaison model to improve support for the University's research agenda, to respond to the changes in scholarly communication and to work collaboratively with the University's Teaching and Learning Support (TALSS) to embed information and academic literacies into the University's curriculum. This paper examines recent literature on Liaison, discusses two case studies of Liaison organisation at QUT and UTAS Libraries and how these changing models prepare libraries and librarians for the future of university learning and teaching and research and the changing information environment

A Competency-based Approach toward Curricular Guidelines for Information Technology Education

The Association for Computing Machinery and the IEEE Computer Society have launched a new report titled, Curriculum Guidelines for Baccalaureate Degree Programs in Information Technology (IT2017). This paper discusses significant aspects of the IT2017 report and focuses on competency-driven learning rather than delivery of knowledge in information technology (IT) programs. It also highlights an IT curricular framework that meets the growing demands of a changing technological world in the next decade. Specifically, the paper outlines ways by which baccalaureate IT programs might implement the IT curricular framework and prepare students with knowledge, skills, and dispositions to equip graduates with competencies that matter in the workplace. The paper suggests that a focus on competencies allows academic departments to forge collaborations with employers and engage students in professional practice experiences. It also shows how professionals and educators might use the report in reviewing, updating, and creating baccalaureate IT degree programs worldwide

New Hampshire University Research and Industry Plan: A Roadmap for Collaboration and Innovation

This University Research and Industry plan for New Hampshire is focused on accelerating innovation-led development in the state by partnering academia’s strengths with the state’s substantial base of existing and emerging advanced industries. These advanced industries are defined by their deep investment and connections to research and development and the high-quality jobs they generate across production, new product development and administrative positions involving skills in science, technology, engineering and math (STEM)

The Case for Improving U.S. Computer Science Education

Despite the growing use of computers and software in every facet of our economy, not until recently has computer science education begun to gain traction in American school systems. The current focus on improving science, technology, engineering, and mathematics (STEM) education in the U.S. school system has disregarded differences within STEM fields. Indeed, the most important STEM field for a modern economy is not only one that is not represented by its own initial in "STEM" but also the field with the fewest number of high school students taking its classes and by far has the most room for improvement—computer science

Technology enhanced learning as a tool for pedagogical innovation

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Learning For Life: The Opportunity for Technology to Transform Adult Education - Part l: Interest In and Aptitude for Technology

In fall 2014, Tyton Partners (formerly Education Growth Advisors), with support from the Joyce Foundation, conducted national research on the role and potential of instructional technology in the US adult education field. The objective was to understand the current state of the field with respect to technology readiness and the opportunities and challenges for increasing the use of technology-based instructional models within adult education. Through two publications, we will present the findings from our research and propose key questions and ideas to catalyze conversations among adult education leaders and practitioners, policy makers, education suppliers and entrepreneurs, and foundations and funders regarding the gaps in the adult education system and opportunities for leveraging technology to better meet the needs of underprepared adult learners. The briefs will address both demandside and supply-side dynamics.This initial publication focuses on the demand side and addresses adult education administrators' and practitioners' perspectives on the role and potential of technology to support their students' needs and objectives

The ACT Report: Action to Catalyze Tech, A Paradigm Shift for DEI

Despite widespread awareness of the lack of DEI in tech and public commitments from tech companies to do better, great uncertainty exists among leaders about how to make real progress.While there are deep pockets of DEI excellence within tech companies themselves, there has never been an attempt to connect this knowledge in a one-stop shop for people and leaders working across tech, nor has there been an effort to catalyze DEI outcomes through collaborative industry-wide action. DEI can't be solved by one company or leader; it requires long-term collective effort.The ACT Report calls for a new paradigm in DEI that is holistic, collective, and long-term. Tech's current approach is often dispersed, individual, and short-term. Despite important progress in DEI, tech companies are too often reduced to poaching each other's talent from underrepresented groups. The paradigm shift described in the ACT Report fundamentally requires a shift in thought and behavior. It is based on values, and provides a blueprint to indivisibly link DEI strategy and business strategy. Companies must bring a business approach to inclusion, and an inclusive approach to business. In other words, DEI and business strategies can no longer be separate. The ACT Report explains what this means in practice.Making the tech industry more inclusive requires a systemic response to a systemic problem. The foundational system that impacts employment opportunity is education. The tech industry, like other industries, must deliver early intervention measures at scale to drive equity from cradle to career. That means tackling educational inequity generally, and increasing access to computer science education specifically.