Cooled Infrared Dichroic Beamsplitters and Filters for the MIRI Spectrometer and Imager (5-29µm)

The spectral design and fabrication of cooled (7K) mid-infrared dichroic beamsplitters and bandpass filter coatings for the MIRI spectrometer and imager are described. Design methods to achieve the spectral performance and coating materials are discussed

Sentencing Guidelines: Recommendations for Sentencing Reform

For the last twenty years, much of the discussion about the criminal justice system has focused on criminal sentencing. Prior to 1970, the states and the federal government used indeterminate sentencing, a method whereby judges and parole boards exercised a great deal of discretion over the length of criminal sentences. This Article discusses the reasons why sentencing guidelines are the best way to achieve proportionality and uniformity in the sentencing of criminal offenders. Sentencing guidelines have been implemented in a number of states and the federal system, and, thus, the successes and failures of those reforms offer lessons for future reforms of criminal justice sentencing systems. The Article examines presumptive sentencing and sentencing guidelines in detail and explains those factors that should be considered when establishing sentencing guidelines. The final section of the Article analyzes the experiences of states and the federal courts with sentencing guidelines in an effort to show how their experiences can be applied in other states

Metabolomic systems biology of trypanosomes

Metabolomics analysis, which aims at the systematic identification and quantification of all metabolites in biological systems, is emerging as a powerful new tool to identify biomarkers of disease, report on cellular responses to environmental perturbation, and to identify the targets of drugs. Here we discuss recent developments in metabolomic analysis, from the perspective of trypanosome research, highlighting remaining challenges and the most promising areas for future research

Opportunities and Risks: Perceptions of student publishing from across campus

We are developing an experiential learning program, “Preparing Students to be Arbiters of New Scholarship,” funded by our campus teaching center. Through this work, we have found much enthusiasm for publishing student scholarship. However, we have also heard a wide range of concerns about sharing student work more widely. In this poster, we will describe how we are engaging both the enthusiasm and the concerns as rich opportunities in an experiential learning framework. Student journal publishing is intrinsically a co-curricular experiential learning activity. Our campus’s framework for experiential learning includes: 1. Innovate and take risks 2. Solve complex problems 3. Collaborate across differences 4. Think critically and reflect on learning Our campus’s student journal editors are engaged in and passionate about their work. However, they do not have the resources they need to fully realize their own and their journals’ potentials. These students ask us in the Library for support in legitimizing their journals and in earning national recognition. Additionally, they have expressed a desire to produce their journals at a more professional level, to spend less time struggling with production workflows, and to be able to transition to new editors more smoothly. To forward their goals we have been helping student journal editors and staff become more adept at the work of publishing in the 21st century. Our campus’s teaching center awarded us a multi-year experiential learning grant, and we are using the funds to offer a formal instruction program, consult on best practices, and collaboratively develop structures to ensure that these journals are discovered and recognized for the ways they reflect on the many dimensions of the student experience. We are building this program within the framework established for experiential learning. This is a natural area of work for us, as we have been exploring the intersections of information literacy and scholarly communication. We initially focused on existing student journals, but as we discussed the program across campus, we found many more applications such as publishing prize-winning papers and culminating experience papers. Our conversations across campus were motivated by interest in learning what other kinds of needs our program might meet. We were also seeking co-funding for a publishing system. We see the need for a system that will greatly improve the production workflows, editorial processes, quality, visibility, and the reader experience of our student journals, both at the undergraduate and graduate program levels. We would also like a system that can be used for other kinds of publishing, such as conference and symposia papers, student papers, and faculty led journals. Our conversations with faculty, deans, and program directors have uncovered a fascinating range of views on student involvement in publishing. We’ve encountered enthusiasm and also concerns about publishing various types of student work. Since experiential learning involves taking risks, innovating, solving complex problems and collaborating across difference, we see these conversations as wonderful opportunities to place the work of students as arbiters of new knowledge into this framework. All of these conversations have enriched our understanding of our campus partners’ priorities and concerns. Our partners, in turn, have learned more about the Library’s role in publishing. These conversations have helped us develop specific policies around the publishing and vetting of student work. In this poster, we will describe how we are engaging both the enthusiasm and the concerns as rich learning opportunities in an experiential learning framework

Shifting Frames: Creative Collaborations at the Intersections of Scholarly Communication and Information Literacy

Building on the framework presented in the ACRL Whitepaper “Intersections of Scholarly Communication and Information Literacy”, librarians in different roles at Dartmouth have forged connections among the experiential learning and scholarly communication conversations campus-wide. This is most evident in programs that include new ways of teaching copyright, outreach around the Dartmouth Faculty Open Access Policy, and an Experiential Learning Initiative grant which furthers our work with students involved in different kinds of publishing activities. Through these programs, the Library is integrated into the key goals of the institution to forward teaching, learning, scholarship, and research. Learn how we built bridges across seemingly disparate Library and campus institutional units with compelling programs that involve key stakeholders. We will briefly discuss a few of these programs, including our successes and setbacks. After each program is described, we’ll engage the audience members in a discussion of what is happening or what might happen in their institutions in that area. The participants will share ideas with each other for applying the lessons learned to their own situations, and start developing their own creative collaborations. We’ll wind up the session with discussion and feedback on these ideas. Through examples, stories, conversations, and brainstorms, this interactive session will inspire audience members to start or forward their own creative collaborations around information literacy and scholarly communication, no matter what their role in their institutions

Shifting Frames: Creating Collaborations at the Intersections of Scholarly Communication and Information Literacy

Through new frameworks, the librarians at Dartmouth have successfully forwarded connections among experiential learning and scholarly communication initiatives.We discuss creative collaborations across campus that deeply integrate the expertise of librarians into the core work of academic institutions. Building on the philosophical framework presented in the ACRL Whitepaper “Intersections of Scholarly Communication and Information Literacy”, librarians in different roles at Dartmouth have forged connections among the experiential learning and scholarly communication conversations campus-wide. This is most evident in programs that include new ways of teaching copyright, outreach around the Dartmouth Faculty Open Access Policy, and an Experiential Learning Initiative grant, “Preparing students to be arbiters of new scholarship: Editing, reviewing, and publishing in the 21st century”, which furthers our work with students involved in different kinds of publishing activities

Faculty Learning Community (FLC) on Student Leadership: Applying Student Voices to Leadership Development

While college student leadership is well studied, the faculty’s role in developing student leaders is an area that is underexplored. Twenty students joined eleven members of a faculty learning community (FLC) in a mid-sized college to discuss their perspectives on student leadership. The FLC members/researchers used semi-structured focus group interviews and a phenomenological approach to identify traits of student leaders and to explore opportunities colleges can offer to promote students’ growth as leaders. Using thematic analysis, this study discusses the ways colleges can use FLCs as a platform to facilitate student leadership effectively