29,507 research outputs found

    Lessons learned in effective community-university-industry collaboration models for smart and connected communities research

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    In 2017, the Boston University Hariri Institute for Computing and the Initiative on Cities co-hosted two workshops on “Effective Community-University-Industry Collaboration Models for Smart and Connected Communities Research,” with the support of the National Science Foundation (NSF). These efforts brought together over one hundred principal investigators and research directors from universities across the country, as well as city officials, community partners, NSF program managers and other federal agency representatives, MetroLab Network representatives and industry experts. The focus was on transdisciplinary “smart city” projects that bring technical fields such as engineering and computer science together with social scientists and community stakeholders to tackle community-sourced problems. Presentations, panel discussions, working sessions and participant white papers surfaced operational models as well as barriers and levers to enabling effective research partnerships. To capture the perspectives and beliefs of all participants, in addition to the presenters, attendees were asked to synthesize lessons on each panel topic. This white paper summarizes the opportunities and recommendations that emerged from these sessions, and provides guidance to communities and researchers interested in engaging in these types of partnerships as well as universities and funders that endeavor to nurture them. It draws on the collective wisdom of the assembled participants and the authors. While many of the examples noted are drawn from medium and large cities, the lessons may still be applicable to communities of various sizes.National Science Foundatio

    Cross‐campus Collaboration: A Scientometric and Network Case Study of Publication Activity Across Two Campuses of a Single Institution

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    Team science and collaboration have become crucial to addressing key research questions confronting society. Institutions that are spread across multiple geographic locations face additional challenges. To better understand the nature of cross‐campus collaboration within a single institution and the effects of institutional efforts to spark collaboration, we conducted a case study of collaboration at Cornell University using scientometric and network analyses. Results suggest that cross‐campus collaboration is increasingly common, but is accounted for primarily by a relatively small number of departments and individual researchers. Specific researchers involved in many collaborative projects are identified, and their unique characteristics are described. Institutional efforts, such as seed grants and topical retreats, have some effect for researchers who are central in the collaboration network, but were less clearly effective for others

    Latin American perspectives to internationalize undergraduate information technology education

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    The computing education community expects modern curricular guidelines for information technology (IT) undergraduate degree programs by 2017. The authors of this work focus on eliciting and analyzing Latin American academic and industry perspectives on IT undergraduate education. The objective is to ensure that the IT curricular framework in the IT2017 report articulates the relationship between academic preparation and the work environment of IT graduates in light of current technological and educational trends in Latin America and elsewhere. Activities focus on soliciting and analyzing survey data collected from institutions and consortia in IT education and IT professional and educational societies in Latin America; these activities also include garnering the expertise of the authors. Findings show that IT degree programs are making progress in bridging the academic-industry gap, but more work remains

    Libraries and Graduate Education: Opportunities for Collaboration

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    “Pilot implementation of an interdisciplinary course on climate solutions”

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    A pilot implementation of an experimental interdisciplinary course on climate solutions was undertaken at San Jose® State University in the fall semester of 2008. The course, co-taught by seven faculty members from six colleges, was approved for a general education requirement and was open to upperclass students campus-wide. A course with such a breadth of topics and range of student backgrounds was the first of its kind here. The lessons learned from the pilot effort were assessed from student, faculty, and administrative perspectives. The educational benefits to students from the interdisciplinary format were found to be substantial, in addition to faculty development. However, challenges associated with team-teaching were also encountered and must be overcome for the long-term viability of the course. The experimental course was approved as a permanent course starting in the fall semester of 2009 based on the pilot effort, and plays a role in the College of Engineering’s recent initiatives in sustainability in addition to campus-wide general educatio

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

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    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)

    Indigenous Knowledge Systems and Cross-Cultural Research

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    The initiatives outlined in this article are intended to advance our understanding of cultural processes as they occur in diverse community contexts, as well as contribute to the further conceptualization, critique and development of indigenous knowledge systems in their own right, drawing on the experiences of indigenous peoples from around the world. The organizations and personnel associated with this article have played a lead role in developing the emerging theoretical and evidentiary underpinnings on which the associated research is based. The expansion of the knowledge base associated with the interaction between western science and indigenous knowledge systems will contribute to an emerging body of scholarly work regarding the critical role that local observations and indigenous knowledge can play in deepening our understanding of human and ecological processes, particularly in reference to the experiences of indigenous peoples

    Exploring the feasibility of international collaboration and relationship building through a virtual partnership scheme

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    International collaboration is an under-studied component of the Scholarship of Teaching and Learning (SoTL). This study sheds light on the process of international collaboration by illustrating an exploratory approach to the process of forming and maintaining collaborative partnerships. Participants in this study were put into pairs (each one comprised of one individual from the University of Glasgow and another from the University of Wisconsin System) and asked to participate in email correspondence over the course of one year. The text of participants’ emails was pooled and analyzed through a general inductive approach using NVivo software. The study, though small in nature, helps to illustrate and further understand international collaborative relationships. We offer suggestions for future international collaborations and discuss the implications of emphasizing such partnerships within SoTL

    Interim Report: Assessing the Future Landscape of Scholarly Communication

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    The Center for Studies in Higher Education, with generous funding from the Andrew W. Mellon Foundation, is conducting research to understand the needs and desires of faculty for inprogress scholarly communication (i.e., forms of communication employed as research is being executed) as well as archival publication. In the interest of developing a deeper understanding of how and why scholars do what they do to advance their fields, as well as their careers, our approach focuses in fine-grained analyses of faculty values and behaviors throughout the scholarly communication lifecycle, including sharing, collaborating, publishing, and engaging with the public. Well into our second year, we have posted a draft interim report describing some of our early results and impressions ased on the responses of more than 150 interviewees in the fields of astrophysics, archaeology, biology, economics, history, music, and political science.Our work to date has confirmed the important impact of disciplinary culture and tradition on many scholarly communication habits. These traditions may override the perceived "opportunities" afforded by new technologies, including those falling into the Web 2.0 category. As we have listened to our diverse informants, as well as followed closely the prognostications about the likely future of scholarly communication, we note that it is absolutely imperative to be precise about terms. That includes being clear about what is meant by "open access" publishing (i.e., using preprint or postprint servers for scholarship published in prestigious outlets versus publishing in new, untested open access journals, or the more casual individual posting of working papers, blogs, and other non-peer-reviewed work). Our research suggests that enthusiasm for technology development and adoption should not be conflated with the hard reality of tenure and promotion requirements (including the needs and goals of final archival publication) in highly competitive professional environments
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