SLIS Connecting Volume 6, Issue 2

SLIS Connecting Volume 6, Issue 2 (Fall/Winter 2017

Proceedings of the 12th International Conference on Digital Preservation

The 12th International Conference on Digital Preservation (iPRES) was held on November 2-6, 2015 in Chapel Hill, North Carolina, USA. There were 327 delegates from 22 countries. The program included 12 long papers, 15 short papers, 33 posters, 3 demos, 6 workshops, 3 tutorials and 5 panels, as well as several interactive sessions and a Digital Preservation Showcase

Marshall University Institutional Repository Proposal

The purpose of this proposal is to identify the need for establishing an Institutional Repository at Marshall University to facilitate the collection, preservation, and dissemination of the intellectual output of the students, faculty, and administrative offices of the University. Institutional Repositories (IRs) provide a digital ‘storehouse’ for academic institutions to house a wide variety of scholarly material created by students, faculty, and administrators. They also provide a readily accessible depository for selected archival material, video and still images, current news and events, procedural and policy guidelines, and other information that benefits the university community and other users, including the public. The IR platform is customizable to meet the needs of the institution and provides methods to limit access to selected materials, safeguarding the stored intellectual property. Digital open access to huge amounts of material, branded to the particular institution, has the potential to reach scholarly audiences worldwide. The Ad Hoc Committee on Institutional Repositories has done extensive research to identify how other institutions are using IRs to publish, promote, and provide access to their intellectual property. The Committee has also identified a wide range of materials that are currently produced by Marshall University that could quickly and relatively easily be used to populate an IR. A suitable software platform, Digital Commons, has been identified that will provide the necessary interface to create and maintain the IR. The Committee recommends that Marshall University fund a two-year pilot program to initiate a contract with Digital Commons and create a digital Institutional Repository. The Committee additionally recommends the formation of a formal campus-wide Institutional Repository Committee comprised of faculty, students, and administrators that will develop a list of content to be posted to the IR, oversee the creation of guidelines and policies for contributions to the IR, and provide a final recommendation at the end of the pilot program on the continued efficacy of the IR

Proceedings of the 12th International Conference on Digital Preservation

The 12th International Conference on Digital Preservation (iPRES) was held on November 2-6, 2015 in Chapel Hill, North Carolina, USA. There were 327 delegates from 22 countries. The program included 12 long papers, 15 short papers, 33 posters, 3 demos, 6 workshops, 3 tutorials and 5 panels, as well as several interactive sessions and a Digital Preservation Showcase

Andrew W. Mellon Foundation - 1997 Annual Report

Contains president's message, program information, summary of foundation initiatives, grants list, financial statements, and list of staff

Qualitative Study of International Business Associate's Degree Programs Delivered by United States Community Colleges

The United States has become internationalized. Government officials, education authorities and associates as well as the business community have solicited community colleges to provide the necessary knowledge and skills to students so they might achieve competence in the international business area. To date, only a relatively small number of community colleges have implemented an international business Associate's degree. In addition, educational researchers have requested the sharing of information on quality programs in international business. This study provides a listing of colleges offer the degree, surveys these colleges to provide information on facilitators and barriers to this program's implementation, gathers resources from these colleges, and provides a fuller description through site visits to four peer-nominated community colleges with quality international programs. Results of the survey provided information on the 22 community colleges which provided evidence of currently offering the program. It was determined that more than 20% of the colleges advertising these programs were, in fact, not delivering them. Primary barriers included inadequate structure, natural resistence to change, and inadequate funding; major facilitators were active participation of faculty, knowledgeable instructors with experience in international business, and, ideally, a full-time employee advocate for the program. The support of all levels of personnel at the community college is needed. The most common method of infusion is the injection of modules into existing courses; however, this has proved to deliver an insufficient body of knowledge, so advocated is the creation of new courses and/or an entire curriculum focused on international business. Characteristics of the quality programs include the support of the administration, active participation by faculty, instructors with working experience in the field, and students with diverse backgrounds in the program. This research identified a core curriculum to which each community college could add courses to fulfill one of the three program focuses depending on community demand-either general, trade, or cultural sensitivity. Resources and community college contacts for future providers of international business Associate's degree are included. Active partnerships with the business community were found at all quality site visits. Additionally, site-visit colleges started networking information. Few colleges knew anything about any other college delivering this program, and several stated that limited resources of time and money impeded program implementation and growth. In this electronic information age, consideration should be given to implementing an electronic exchange where information and experience could be shared.Occupational and Adult Educatio

Strategies to Address Student Food and Financial Basic Needs in Higher Education

College students experience basic needs insecurity, including food and housing insecurity, at a higher rate than the overall U.S. population. This issue has serious negative implications for student health and academic outcomes, which in turn negatively impacts their institutions of higher education. Due to increased awareness of student basic needs insecurity, institutions of higher education have started addressing this issue in multiple ways but there is limited research assessing the process, outcomes, and impact of these interventions. This report details the extent of basic needs insecurity at the University of North Carolina at Chapel Hill through comparison to national and state data and considers the effects of the COVID-19 pandemic on this issue. To explore what is being done to combat basic needs insecurity at institutions of higher education, I conducted and in-depth review of peer-reviewed and grey literature on commonly recommended intervention strategies. The report describes available evidence supporting the creation of centralized resource hubs, development of SNAP application supports, acceptance of EBT on campus, use of campus food pantries, and disbursement of meal vouchers to address student basic needs. The findings emphasize that there are many strategies to address basic needs insecurity, but no one intervention fully resolves this issue and more research is needed to evaluate outcomes of, best practices for, essential components of, and synergies between interventions.Master of Public Healt

Teacher Education Preparation Assessment System and the National Council for Accreditation of Teacher Education Accreditation

The purpose of this study was to investigate how the assessment systems of teacher preparation programs have changed since the new NCATE Standards were implemented in 2004, what methods of data collections are being used, and to measure coordinators\u27 perceptions of the assessment systems. An electronic survey was developed by the researcher based upon a review of related literature, the researcher\u27s personal experience, and years of reviewing data collection software. An invitation to the survey was emailed to 631 NCATE Coordinators or equivalent as identified from their institution\u27s website with 221 participants completing the survey for a return rate of 35%. Descriptive statistics were used to report the data. Results showed that institutions were collecting more data about the candidate\u27s preparation than was collected a decade ago most notably in the area of dispositions and that institutions are using a combination of commercial software packages to help in the data collection process. While some respondents reported dissatisfaction about their software, others reported that the collection process was adequately collecting data for them. Many believed that they would not be collecting the amount of data if it had not been for the NCATE accreditation standards requirements while others wished that they had a dedicated person at their institution to manage and analyze the data for them