College Ready, College Bound

We convened a group of local and campus constituents as an advisory board, with representatives from IUPUI School of Education, Ivy Tech Community College, Indiana Department of Education, K-12 schools in Marion County, and IUPUI University library board members. We utilized their expertise and community connections to create successful and sustainable partnerships by focusing on: • Commitment to build upon the strengths and resources of the K-12 school librarians, teachers, administrators, and community members. • Commitment to addressing problems and focusing on positives, and promotion of a process that actively addresses social inequalities • Ongoing attention to involvement of all members across phases of the research, which meant active, inclusive, and numerous meetings and conversations with the school librarians, and many opportunities for feedback • Dissemination of findings and knowledge gained to all partnersIUPUI University Library; Central Indiana Community Foundation; Cantaloupe T

Lifelong learning: Moving beyond the library degree?

Describes the decision to continue taking courses towards an advanced degree, as well as personal or professional factors in motivation for this decision

Now you see it: Transparency in instruction and assessment

ACRL 2013 Poster presentationNILOA (National Institute for Learning Outcomes Assessment) offers those faculty, administrators, peer institutions, and librarians a wealth of information concerning all forms and types of assessment on a campus. Librarians can utilize this framework on their own website to show connections between learning, assessment, and institutional goals, while also building relationships with faculty, administration, and other campus constituents that have an interest in assessment documentation

Project Based Learning: Faculty and Librarian Partners in Pedagogy

This [poster]session will describe the presenter’s experience in collaborating with K-12 schools and the Buck Institute for Education in creating a librarian track for the local PBL institute, as well as teaching graduate students information literacy skills through a PBL unit. In addition, the presenter will offer tips on collaborating with faculty to incorporate project-based learning/inquiry strategies and learning experiences, as well as “lessons learned” in the planning and implementation stages.This [poster]session will define Project-Based Learning (PBL), including the methodology, structure, resources, and ideas for collaboration between teachers, faculty and librarians. Project-Based Learning provides for unique, effective, and authentic classroom experience for students at all levels (K-12 and higher education). There is a strong research component in PBL units, which gives librarians the opportunity to engage in deeper and interconnected pedagogy, including the integration of information literacy skills and standards. When students are presented with a real-world, authentic problem to solve, they are empowered in their learning. Through this critical thinking process, they discover resources including new and emerging technologies, connections in their community, as well as recognizing reliable, authoritative resources. The curricular restructuring and adaptation of this type of instructional process involves extensive planning, collaboration, and training, but students report a higher level of understanding, deeper acquisition of knowledge, and personal investment when involved in PBL. Librarians are integral in providing the resources and supporting the research needs of both students and teachers when developing a PBL unit

Library Support of Teaching and Learning

Does the library play a part in your curriculum, instruction, assessment, or research? How would you describe information literacy, and what would you want your students to know or be able to apply? This presentation will look at how the library can support various aspects of your teaching, integrating information literacy through the ACRL Information Literacy Framework. Additionally, support for scholarly publishing and research assistance available for faculty and graduate students will be discussed

Periodically driven Taylor-Couette turbulence

We study periodically driven Taylor-Couette turbulence, i.e. the flow confined between two concentric, independently rotating cylinders. Here, the inner cylinder is driven sinusoidally while the outer cylinder is kept at rest (time-averaged Reynolds number is $Re_i = 5 \times 10^5$). Using particle image velocimetry (PIV), we measure the velocity over a wide range of modulation periods, corresponding to a change in Womersley number in the range $15 \leq Wo \leq 114$. To understand how the flow responds to a given modulation, we calculate the phase delay and amplitude response of the azimuthal velocity. In agreement with earlier theoretical and numerical work, we find that for large modulation periods the system follows the given modulation of the driving, i.e. the system behaves quasi-stationary. For smaller modulation periods, the flow cannot follow the modulation, and the flow velocity responds with a phase delay and a smaller amplitude response to the given modulation. If we compare our results with numerical and theoretical results for the laminar case, we find that the scalings of the phase delay and the amplitude response are similar. However, the local response in the bulk of the flow is independent of the distance to the modulated boundary. Apparently, the turbulent mixing is strong enough to prevent the flow from having radius-dependent responses to the given modulation.Comment: 12 pages, 6 figure

A Picture is Worth 150 Words: Using Wordle to Assess Library Instruction

Tired of the one minute paper and other quick and dirty assessment tools? By using word clouds, students can demonstrate their grasp of library fundamentals and information literacy concepts in less than 10 minutes. Wordle [http://www.wordle.net] is an extremely user-friendly online tool that provides an active learning activity for students and allows librarians to rapidly evaluate what students recall from the instruction session. Use it for quick assessment of student comprehension of library jargon or compare the students\u27 Wordle clouds with information literacy standards or the main points of your instruction. It\u27s free, flexible, and looks great on a t-shirt

Toekijken of toezichthouden?

Hoe heeft het zover kunnen komen? Wat kunnen we van deze ervaring leren? Twee regelmatig terugkerende vragen in reactie op misstanden, rampen en langdurige overtredingen. Zo begon ook het artikel in dit vakblad over de Barneveldse insecticidenproducent Denka medio vorig jaar. Als de VROM-Inspectie in december 2005 constateert dat de veiligheidssituatie bij Denka ernstig tekortschiet, duurt het nog ruim drie jaar voordat de situatie bij het bedrijf in januari 2009 enigszins verbetert. Terugblikkend in HandHaving, blijkt Denka echter niet het enige voorbeeld te zijn waarin de overtredingen langdurig aanhouden. Tijd om de zaken waarover Handhaving publiceerde eens aan een nadere analyse te onder- werpen. Wat zijn de belangrijkste factoren die eraan hebben bijgedragen dat de overtredingen zo lang voortduurden

Isostaticity, auxetic response, surface modes, and conformal invariance in twisted kagome lattices

Model lattices consisting of balls connected by central-force springs provide much of our understanding of mechanical response and phonon structure of real materials. Their stability depends critically on their coordination number $z$. $d$-dimensional lattices with $z=2d$ are at the threshold of mechanical stability and are isostatic. Lattices with $z<2d$ exhibit zero-frequency "floppy" modes that provide avenues for lattice collapse. The physics of systems as diverse as architectural structures, network glasses, randomly packed spheres, and biopolymer networks is strongly influenced by a nearby isostatic lattice. We explore elasticity and phonons of a special class of two-dimensional isostatic lattices constructed by distorting the kagome lattice. We show that the phonon structure of these lattices, characterized by vanishing bulk moduli and thus negative Poisson ratios and auxetic elasticity, depends sensitively on boundary conditions and on the nature of the kagome distortions. We construct lattices that under free boundary conditions exhibit surface floppy modes only or a combination of both surface and bulk floppy modes; and we show that bulk floppy modes present under free boundary conditions are also present under periodic boundary conditions but that surface modes are not. In the the long-wavelength limit, the elastic theory of all these lattices is a conformally invariant field theory with holographic properties, and the surface waves are Rayleigh waves. We discuss our results in relation to recent work on jammed systems. Our results highlight the importance of network architecture in determining floppy-mode structure.Comment: 12 pages, 7 figure

A Scanner Darkly: Retooling the Tools for Environmental Scans

ACRL 2013 Conference posterSee how a small group of librarians gathered partners across campus to conduct an environmental scan of their instructional program. We took a long workbook (Analyzing Your Instruction Environment, published by ACRL) and transformed a large checklist of data into surveys, focus groups and reports while bringing in stakeholders and disseminating results