Strategic Assessment: Aligning with your University\u27s Strategic Plan

Aligning strategic planning and assessment with the university\u27s plan is an excellent way to demonstrate the library\u27s value and contribution. Learn how to develop goals, metrics and assessments that support the university\u27s plan

Student Affairs Connection: Promoting the Library through Co-Curricular Activities

Librarians at the University of North Carolina at Greensboro (UNCG) University Libraries developed the “Student Affairs Connection” program in order to market the Libraries to students in co-curricular settings and to collaborate more closely with the Student Affairs Division. The program also provides the opportunity to seek student input on Libraries’ services and resources and to communicate directly with them in a variety of ways. The program has multiple facets: a liaison program where librarians are assigned to specific student organizations and services such as Student Government and Residence Life, a Student Libraries Advisory Council (SLAC) representing diverse groups of students that meets with librarians several times a year, staffing a Libraries’ table and providing information and giveaways at information fairs, and sponsoring special events such as Game Night each semester

Assessment Data: Building Blocks for Strong Libraries AND Successful Accreditation Reports

Want to learn how to leverage your assessment program for accreditation and develop effective compliance reports for your library? Join this interactive session from a librarian and institutional effectiveness professional from an accrediting agency and an assessment librarian who authored a library’s accreditation documents

Assessing the Digital Media Commons: Evaluating New Library Spaces and Services at UNC Greensboro

As academic libraries continue to adopt and expand upon learning commons service models, assessment of these new and emerging spaces and services is critical to understanding and demonstrating their value to the campus community. In Fall 2012, the University Libraries, UNC Greensboro created a new kind of learning space -- the Digital Media Commons (DMC) -- to help address and support digital literacy needs across the campus. The DMC is jointly staffed by the Libraries and the University’s Digital Literacy Center. These partners provide the UNCG community with layers of support for multimodal projects, from assignment creation and refinement to rhetorical consultation and technical production assistance. This session describes early efforts by the Libraries to understand DMC patron needs in terms of services, technology, and space, and explores what impact, if any, these services have on student learning. Through a series of semester-long studies, we analyzed how our technology, space, and staff resources were being utilized. Surveys, focus groups, workshop evaluations, desk transactions, and physical usage statistics were all gathered and analyzed. This combined data offered valuable insight into the overall effectiveness of the new space and services, as well as providing a direction for future assessment in the DMC

SLS Test Stand Site Selection

Test site selection is a critical element of the design, development and production of a new system. With the advent of the new Space Launch System (SLS), the National Aeronautics and Space Administration (NASA) had a number of test site selection decisions that needed to be made early enough in the Program to support the planned Launch Readiness Date (LRD). This case study focuses on decisions that needed to be made in 2011 and 2012 in preparation for the April 2013 DPMC decision about where to execute the Main Propulsion Test that is commonly referred to as "Green Run." Those decisions relied upon cooperative analysis between the Program, the Test Lab and Center Operations. The SLS is a human spaceflight vehicle designed to carry a crew farther into space than humans have previously flown. The vehicle consists of four parts: the crew capsule, the upper stage, the core stage, and the first stage solid rocket boosters. The crew capsule carries the astronauts, while the upper stage, the core stage, and solid rocket boosters provide thrust for the vehicle. In other words, the stages provide the "lift" part of the lift vehicle. In conjunction with the solid rocket boosters, the core stage provides the initial "get-off-the-ground" thrust to the vehicle. The ignition of the four core stage engines and two solid rocket boosters is the first step in the launch portion of the mission. The solid rocket boosters burn out after about 2 minutes of flight, and are then jettisoned. The core stage provides thrust until the vehicle reaches a specific altitude and speed, at which point the core stage is shut off and jettisoned, and the upper stage provides vehicle thrust for subsequent mission trajectories. The integrated core stage primarily consists of a liquid oxygen tank, a liquid hydrogen tank, and the four core stage engines. For the SLS program, four RS-25 engines were selected as the four core stage engines. The RS-25 engine is the same engine that was used for Space Shuttle. The test plan for the integrated core stage was broken down into several segments: Component testing, system level testing, and element level testing. In this context, components are items such as valves, controllers, sensors, etc. Systems are items such as an entire engine, a tank, or the outer stage body. The core stage itself is considered to be an element. The rocket engines are also considered an element. At the program level, it was decided to perform a single green run test on the integrated core stage prior to shipment of it to Kennedy Space Center (KSC) for use in the EM-1 test flight of the SLS vehicle. A green run test is the first live fire of the new integrated core stage and engine elements - without boosters of course. The SLS Program had to decide where to perform SLS green run testing

The human right to communicate and our need to listen : learning from people with a history of childhood communication disorder

Purpose: In 2013, the Australian Government Senate formed a committee for inquiry and report into the prevalence of speech, language, and communication disorders and speech pathology services in Australia. Submissions were sought from individuals and organisations. In this paper, submissions made by individuals with a history of childhood communication disorder were examined to explore their life experiences and the impact on their lives when the right to communicate could not be enacted. Method: There were 305 submissions to the Australian Government Senate Committee Inquiry, of which 288 were publically accessible. In this study, the submissions (n ¼ 17) from children or adults with a history of communication disorder (including speech, language and stuttering), who provided personal accounts of their experiences, were analysed using an interpretative phenomenological approach. Result: Four themes emerged relating to: personal identity, life with communication disorder, the importance of help, and how life would be different without a communication disorder. Conclusions: This paper gives voice to children and adults with communication disorder. In listening to these voices, the impact of communication disorder on the right to communicate and on other human rights can be heard, and the need for a response is clear. However, the challenge is to determine how the voices of these individuals, and others like them, can be enabled to exert real influence on practice and policy so communication disorder will no longer be a barrier to attainment of their human rights

Children’s english consonant acquisition in the united states : A review

Acknowledgments This research was supported by Australian Research Council Discovery Grant DP180102848, awarded to the first author. The authors acknowledge support from the Faculty of Arts and Education, Charles Sturt University, Australia, and the Schools of Health Sciences and Education at the University of Iceland, Iceland. We thank our U.S. colleagues Kelly Farquharson, Holly Storkel, Marie Ireland, A. Lynn Williams, Rebecca J. McCauley, Peter Flipsen Jr., and Jonathan L. Preston for identifying data sources and/or providing helpful insights on this review article. Publisher Copyright: © 2020 The Authors.Purpose: Speech-language pathologists’ clinical decision making and consideration of eligibility for services rely on quality evidence, including information about consonant acquisition (developmental norms). The purpose of this review article is to describe the typical age and pattern of acquisition of English consonants by children in the United States. Method: Data were identified from published journal articles and assessments reporting English consonant acquisition by typically developing children living in the United States. Sources were identified through searching 11 electronic databases, review articles, the Buros database, and contacting experts. Data describing studies, participants, methodology, and age of consonant acquisition were extracted. Results: Fifteen studies (six articles and nine assessments) were included, reporting consonant acquisition of 18,907 children acquiring English in the United States. These crosssectional studies primarily used single-word elicitation. Most consonants were acquired by 5;0 (years;months). The consonants /b, n, m, p, h, w, d/ were acquired by 2;0–2;11; /ɡ, k,f,t,ŋ, j/ were acquired by 3;0–3;11; /v, ʤ, s,ʧ, l,ʃ, z/ were acquired by 4;0–4;11; /ɹ, ð,ʒ/ were acquired by 5;0– 5;11; and /θ/ was acquired by 6;0–6;11 (ordered by mean age of acquisition, 90% criterion). Variation was evident across studies resulting from different assessments, criteria, and cohorts of children. Conclusions: These findings echo the cross-linguistic findings of McLeod and Crowe (2018) across 27 languages that children had acquired most consonants by 5;0. On average, all plosives, nasals, and glides were acquired by 3;11; all affricates were acquired by 4;11; all liquids were acquired by 5;11; and all fricatives were acquired by 6;11 (90% criterion). As speech-language pathologists apply this information to clinical decision making and eligibility decisions, synthesis of knowledge from multiple sources is recommended.Peer reviewe

Working by Committee: Formal and Informal Assessment Collaborations--Assessment Committees and Beyond

During this panel discussion, three very different academic libraries will provide perspectives about the role of an assessment committee and the assessment librarian in library strategic planning. Topics discussed will include: The creation of the Assessment Committee (AC) and the role of the Assessment Librarian within the committee Strategic planning for the committee as well how assessment projects are chosen for the committee and for the library The current and past projects of the AC As time permits, the panel will also discuss: How librarians outside of the committee use the AC and Assessment or U/X Librarian Ways in which libraries can get assessment projects started including small scale training and initiatives Working with the Office of Research (OIR) within the University The Lib-Value initiative and the need to demonstrate library value How assessment provides evidence for overall strategic planning for the librar

Relations of Social Maturity, Executive Function, and Self-Efficacy Among Deaf University Students

This study explored possible associations of social maturity, executive function (EF), self-efficacy, and communication variables among deaf university students, both cochlear implant (CI) users and nonusers. Previous studies have demonstrated differences between deaf and hearing children and young adults in EF and EF-related social and cognitive functioning. EF differences also have been demonstrated between hearing children and deaf children who use CIs. Long-term influences of cochlear implantation in the social domain largely have not been explored, but were examined in the present study in terms of social maturity, as it might be related to EF and communication variables. Replicating and extending recent findings, social maturity was found to be related to somewhat different aspects of EF in CI users, deaf nonusers, and hearing students, but unrelated to hearing status, CI use, or deaf students' use of sign language versus spoken language. Self-efficacy proved a predictor of self-reported socially mature and immature behaviours for all groups. Individuals' beliefs about their parents' views of such behaviours was a potent predictor of behaviours for deaf CI users and those deaf students who reported sign language as their best form of communication

Strategic Assessment: Aligning with your University’s Strategic Plan [Slides]

Academic library administrators and assessment librarians need to align strategic planning and assessment efforts with their University’s planning as a strategy to show their value and contributions to the campus. At a Higher-Research Activity University, a new Chancellor began a strategic planning process in fall 2016 with a focus on “big ideas” and “giant steps.” The plan emphasizes student, knowledge and regional transformation in three areas: Health and Wellness, Vibrant Communities and Global Connections. Units were asked to crosswalk their strategic plans with the University’s and include metrics to show how they measure success. The UNCG University Libraries submitted several goals that support student and knowledge transformation through information literacy, student employment opportunities, learning spaces and open educational resources. Specific metrics provided concrete evidence on goal attainment. In addition, the Libraries developed assessment measures to provide additional evidence of its contributions to the strategic plan. This session will provide direction on how libraries can construct and align their goals with their University’s strategic plan, identify metrics and create assessments that show their value and contributions.Southeastern Library Assessment ConferenceAtlanta, GA November 201