Sleeping with the Enemy: Demystifying Faculty-Librarian Relationships

Too often campus culture adopts an Us vs. Them attitude. In reali- ty, we are all in the fight together, dealing with a new generation of students, rising textbook costs, and budget crises that arise on a seemingly daily basis. In our presentation, we will look at collabo- rative efforts where librarians partner with faculty in financing pur- chase agreements, tenure and promotion strategies, digital reposi- tory efforts, embedding strategies, and alignment between library instruction and university initiatives such as writing intensive cours- es. Embrace the faculty. They are not the enemy – they are your comrades in arms

Toward Understanding Customer Preference Factors in Agile - A Research Plan

Our research plan is designed to discover factors that influence, positively or negatively, customer’s preference for agile software development. We will employ qualitative research techniques, specifically grounded theory, as our research method. Customers are an essential component of the agile approach and merit additional study on their preference for software projects developed using agile techniques. The results of our research will present emergent constructs that influence customer preference for agile development. These constructs can then be analyzed using quantitative techniques to assess their validity and understand their relationships

AGILE AND SECURE SOFTWARE DEVELOPMENT: AN UNFINISHED STORY

Given the widespread adoption of agile methods and the rising number of software vulnerabilities, we analyze the literature with an interest in the effect of security practices on software development agility. We propose a novel taxonomy to systematize the body of knowledge around secure agile development and then organize and summarize the selected research using the new taxonomy. At a high-level we create two categories, Phase Focused and Phase Independent. The Phase Focused category is then subdivided along the traditional SDLC phases. The Phase Independent category spans all phases of the SDLC or is phase independent. We conclude that, although there is a significant body of literature on the topic, the story is unfinished. There is further investigation needed to ensure agility as secure development practices are adopted and in regard to empirical evaluations of the proposed agile and secure software development integration approaches

Transforming Instructional Design: Using Professional Learning Communities (PLCs) to invoke change and to incorporate the Framework into instructional practice

When challenged with migrating to LibGuides 2.0, we sought to implement an easily accessible tool that would be useful to our students. With the recent launching of Framework threshold concepts by ACRL, we saw the opportunity to combine LibGuides migration with Framework introduction to improve our existing instructional design practices. In order to attain buy-in by our library faculty, we chose to create a Professional Learning Community (PLC), allowing us to take agency for our own professional development/learning. PLCs function as a collaborative effort to improve student learning through action research and job-embedded learning (DuFour, et al., 2006). Recognizing that we were approaching a cultural shift in our instructional practices, we proposed scaffolding various aspects of the problems rather than dealing with them in isolation, monitoring the adoption of change or level of concern experienced by each librarian. Through frequent meetings that included structured reading and interactive discussions, our faculty were able to establish norms, build trust within the group, foster collective ownership over instructional design practices, revolutionize our student learning outcomes, create effective and more navigatable LibGuides, and develop a shared philosophy of teaching, learning, and assessment. Creating the PLC has changed how we talk about instructional design and how we have integrated the Framework into our instructional practice

Facing Assessment: Anticipating the Storm With a Plan, Partners, and Provision

Understand the basic parts of the assessment process as demonstrated through survival analogies Be encouraged to develop a culture of assessment that is balanced and strives to save more resources than it costs Open communication channels to learn from others both within one’s own school and within the larger assessment and education community

Antecedents of Preference for Agile Methods: A Project Manager Perspective

Using a Grounded Theory approach, this research reveals a view from a project manager’s perspective on the factors influencing preference for agile methods. Fifteen managers were interviewed and theoretical constructs developed reflecting the factors influencing their preference. Positive, negative and contingent factors emerged from the data. The core category discovered is pragmatism. Project managers exercise pragmatic assessment when expressing their preference for agile methods. Seven factors that positively influence preference are identified and discussed, along with two negative factors and two contingent factors

Antecedents to Managerial Preference for Agile Software Development Methods – A Research Plan

Agile development methods are widely used and continue to grow in their adoption. A theoretical understanding of agile is needed. This research plan uses a Grounded Theory approach to develop antecedents to managerial preference for agile development methods. First, we provide the motivation for the research. Next, we provide a brief literature review to orient the research to the domain. Finally, we discuss the research methodology and research plan

Learning from Failure: Making the Feedback Loop Work

“I spend hours providing feedback, but I have no idea if my students read it” is a common phrase echoed across college campuses. While best practices in teaching pedagogy laud the feedback cycle, many instructors question the impact their feedback has on their students’ writing. As the feedback loop continues to be a trending cog in the machine of formative assessment and authentic education, an essential component of the loop is often overlooked: the conversation. Presenters will focus on providing easy-to-implement “conversation” opportunities for students to respond to instructor feedback. This reflective practice provides insight into a student’s learning processes, understanding of the feedback provided, and an open door to growth possibilities. Utilizing a variety of tools, we will explore how feedback conversations can be incorporated into the face-to-face, blended, and online classrooms. Presenters will discuss implementing feedback practices in composition and information literacy courses, providing strategies for faculty/librarian collaboration, on-the-fly implementation, and how to use feedback data to effect sustained change. The benefit in closing the feedback loop with the conversation piece supports students and instructors in the teaching and learning process. Students feel like they have a voice in their learning by having an outlet to share enduring concerns and appreciation for clarification and the opportunity to improve. Instructors are able to identify “stuck places” where students struggle with content and concepts and build supporting curriculum around those places. For both parties, the process serves as a point of motivation and forward momentum

Service Design in HCI Research: The Extended Value Co-creation Model

In this paper, we discuss what it means to practice service design in an academic research setting. For a long time, the primary focal point of design research has been the users—of their experiences, needs, desires, and values. By contrast, designers have been relatively anonymous and unlocatable. In shift to the service-centric design paradigm, we argue that it is important to recognize design researchers as distinct stakeholders, who actively interact with systems and services with a goal to fulfill their own values and achieve desired outcomes. In practice, typically the role of designer is that of a design consultant working for (or rather on behalf of) the client. By contrast, in academic research settings, the role of designer is that of a design researcher working with their own research agenda.We provide a case study of a service design research project aimed at developing new digital services for public libraries. We encountered a series of issues with a complex set of values at play, in which design researchers emerged as distinct stakeholders with specific sets of research questions, goals, and visions. The main contribution of this paper is a model that (a) clarifies the position of design researchers within the sociocultural context in which they practice design, and (b) visualize how their positions impact the value co-creation, and in turn, the design outcome

Neural Network Parameterizations of Electromagnetic Nucleon Form Factors

The electromagnetic nucleon form-factors data are studied with artificial feed forward neural networks. As a result the unbiased model-independent form-factor parametrizations are evaluated together with uncertainties. The Bayesian approach for the neural networks is adapted for chi2 error-like function and applied to the data analysis. The sequence of the feed forward neural networks with one hidden layer of units is considered. The given neural network represents a particular form-factor parametrization. The so-called evidence (the measure of how much the data favor given statistical model) is computed with the Bayesian framework and it is used to determine the best form factor parametrization.Comment: The revised version is divided into 4 sections. The discussion of the prior assumptions is added. The manuscript contains 4 new figures and 2 new tables (32 pages, 15 figures, 2 tables