Preparing LIS Students for a Career in Metadata Librarianship

This study examines the field of metadata librarianship and its emergence from the field of traditional MARC cataloging. Through a survey distributed to academic librarians, public librarians, digital librarians, special librarians, corporate librarians, archivists and others currently working with metadata, data was collected to determine what Library and Information Science students interested in metadata librarianship need to know to pursue a career in this field. The data collected includes job titles encompassing metadata work, the typical career trajectories of those working in the field, education and training received both prior to and after entering the metadata field, and the most frequently used metadata standards in modern library and information science environments. The results of the study revealed the LIS courses metadata specialists have found most useful to their current work, which standards are most frequently being used and areas where LIS programs could improve current course offerings to provide adequate preparation for LIS students interested in this area

Preparing Black and Latino Young Men for College and Careers: A Description of the Schools and Strategies in NYC's Expanded Success Initiative

The Expanded Success Initiative (ESI) provides funding and technical support to 40 relatively successful New York City high schools to help them improve college and career readiness among black and Latino male students. This preliminary report describes key components and strategies of ESI and begins to look at factors that might influence the potential to apply ESI more broadly

Improving Faculty Preparation in Research Universities: Insights From The Teagle Foundation's Graduate Student Teaching in the Arts and Sciences (GSTAS) Initiative

This white paper describes findings and lessons learned from site visits to seven GSTAS grantees: Northwestern University, Cornell University, Stanford University, Columbia University, Princeton University, the University of California-Berkeley, and the American Historical Association (AHA). We argue that a key element of success in these programs was their treatment of the development of knowledge and practice in teaching, and the development of knowledge and practice in research, as both similar and synergistic. We also observe that, despite substantial differences in project design, the Teagle projects constituted a graduate-level version of "highimpact practice," such that participants experienced first-hand the kinds of instructional strategies supported by much of the scholarly literature they were reading

Action Research on Flipped Robotics Instruction

Robotics and STEM (Science, Technology, Engineering, and Math) has become a growing field as technology continues to advance. Now, many schools have robotics programs to meet this interest in the hope of preparing and educating students with the knowledge and skills to not only participate and compete in robotics competitions but also to prepare them for future careers. There is a large interest in robotics among students and schools as it is a fun, engaging and hands on activity. Robotics however, does require a lot of time and resources, as students need to learn a variety of skills and information before they can apply their learning in designing, creating, programming and driving their robots. To better address the time and resources required for robotics I created a flipped instructional setting where students learn on their own prior to class from instructional modules and then review and apply their learning during in class activities. The purpose of this action research was to assess the effectiveness of a flipped classroom setting on the robotics team at a public school on Oahu. The effectiveness of this flipped classroom instruction was assessed through class observations as well as through assessing student work and progress. This paper examined the process that was used to develop this flipped classroom instruction

Afterschool for the Global Age

Summarizes discussions from a July 2006 convening on model afterschool programs and best practices for enhancing global literacy, including innovative uses of community and international connections, project-based learning, and educational technology

Teaching Data Science

We describe an introductory data science course, entitled Introduction to Data Science, offered at the University of Illinois at Urbana-Champaign. The course introduced general programming concepts by using the Python programming language with an emphasis on data preparation, processing, and presentation. The course had no prerequisites, and students were not expected to have any programming experience. This introductory course was designed to cover a wide range of topics, from the nature of data, to storage, to visualization, to probability and statistical analysis, to cloud and high performance computing, without becoming overly focused on any one subject. We conclude this article with a discussion of lessons learned and our plans to develop new data science courses.Comment: 10 pages, 4 figures, International Conference on Computational Science (ICCS 2016

Enhancing learning with authoritative actions: Reflective practice of positive power

Drawing from classic power perspective, my reflective practice illuminates how power action, traditionally recognized as negative and detrimental to teaching process and learning outcomes, could be shaped in a positive way to enhance learning. Insights gained from this action research set in a politically charged and culturally homogenous environment provide critical perspective to the research community and challenge traditional practices of teaching and learning. Implications gained call for attention to critical perspective of empirical studies that could provide lessons for educators and researchers to create a more effective teaching and learning environment with authoritative power. An action framework is created in the end to illustrate how the positive authoritative process can be achieved

Evaluation of the New York City Department of Youth and Community Development Out-of-School Time Programs for Youth Initiative: Implementation of Programs for High School Youth

Evaluates the Out-of-School Time Programs for Youth initiative's academic enhancement and recreational programs for high school youth, including enrollment, staff expertise, age-appropriate activities, and program partnerships to increase resources

Preparing adolescents attending progressive and no-excuses urban charter schools to analyze, navigate, and challenge race and class inequality

Background/Context: Sociopolitical development (SPD) refers to the processes by which an individual acquires the knowledge, skills, emotional faculties, and commitment to recognize and resist oppressive social forces. A growing body of scholarship has found that such sociopolitical capabilities are predictive in marginalized adolescents of a number of key outcomes, including resilience, academic achievement, and civic engagement. Many scholars have long argued that schools and educators have a central role to play in fostering the sociopolitical development of marginalized adolescents around issues of race and class inequality. Other scholars have investigated school-based practices for highlighting race and class inequality that include youth participatory-action research, critical literacy, and critical service-learning. Objective of Study: The present study sought to add to the existing scholarship on schools as opportunity structures for sociopolitical development. Specifically, this study considered the role of two different schooling models in fostering adolescents' ability to analyze, navigate, and challenge the social forces and institutions contributing to race and class inequality. Setting: The six high schools participating in the present study were all urban charter public high schools located in five northeastern cities. All six schools served primarily low-income youth of color and articulated explicit goals around fostering students' sociopolitical development. Three of these high schools were guided by progressive pedagogy and principles, and three were guided by no-excuses pedagogy and principles. Research Design: The present study compared the sociopolitical development of adolescents attending progressive and no-excuses charter high schools through a mixed methods research design involving pre-post surveys, qualitative interviews with participating adolescents and teachers, and ethnographic field notes collected during observations at participating schools. Results: On average, adolescents attending progressive high schools demonstrated more significant shifts in their ability to analyze the causes of racial inequality, but adolescents attending no-excuses high schools demonstrated more significant shifts in their sense of efficacy around navigating settings in which race and class inequality are prominent. Neither set of adolescents demonstrated significant shifts in their commitment to challenging the social forces or institutions contributing to race and class inequality. Conclusions: Both progressive and no-excuses schools sought to foster adolescents' commitment to challenging race and class inequality, but focused on different building blocks to do so. Further research is necessary to understand the pedagogy and practices that show promise in catalyzing adolescents' analytic and navigational abilities into a powerful commitment to collective social action-the ultimate goal of sociopolitical development