Faculty Scholarship Research Articles

A Survey of Music Faculty in the United States Reveals Mixed Perspectives on YouTube and Library Resources

A Review of: Dougan, K. (2016). Music, YouTube, and academic libraries. Notes, 72(3), 491-508. https://doi.org/10.1353/not.2016.0009 Abstract Objective – To evaluate how music faculty members perceive and use video sharing sites like YouTube in teaching and research. Design – Survey Questionnaire. Setting – 197 music departments, colleges, schools, and conservatories in the United States. Subjects – 9,744 music faculty members. Methods – Schools were primarily selected based on National Association of Schools of Music (NASM) membership and the employment of a music librarian with a Music Library Association (MLA) membership. Out of faculty members contacted, 2,156 (22.5%) responded to the email survey. Participants were asked their rank and subspecialties. Closed-ended questions, ranked on scales of 1 to 5, evaluated perceptions of video sharing website use in classroom instruction and as assigned listening; permissibility as a cited source; quality, copyright, and metadata; use when items are commercially unavailable; use over library collections; comparative ease of use; and convenience. An open-ended question asked for additional thoughts or concerns on video sharing sites and music scholarship. The author partnered with the University of Illinois’ Applied Technology for Learning in the Arts and Sciences (ATLAS) survey office on the construction, distribution, and analysis of the survey data through SPSS. The open-ended question was coded for themes. Main Results – Key findings from closed-ended questions indicated faculty: used YouTube in the classroom (2.30 mean) more often than as assigned listening (2.08 mean); sometimes allowed YouTube as a cited source (2.35 mean); were concerned with the quality of YouTube recordings (3.58 mean) and accuracy of metadata (3.29 mean); and were more likely to use YouTube than library resources (2.62 mean), finding it easier to use (2.38 mean) and more convenient (1.83 mean). The author conducted further analysis of results for the nine most reported subdisciplines. Ethnomusicology and jazz faculty indicated a greater likelihood of using YouTube, while musicology and theory/composition faculty were more likely to use library resources than others. There was little significant difference among faculty responses based on performance subspecialities (e.g. voice, strings, etc.). Overall, open-ended faculty comments on streaming video sites were negative (19.3%), positive (19.3%), or a mixture of both (34.1%). Themes included: less use in faculty scholarship; a need to teach students how to effectively use YouTube for both finding and creating content; the value of YouTube as an audio vs. video source; concerns about quality, copyright, data, and reliability; and benefits like easy access and large amounts of content. Conclusion – Some faculty expressed concern that students did not use more library music resources or know how to locate quality resources. The study suggested librarians and faculty could collaborate on solutions to educate students. Librarians might offer instructional content on effective searching and evaluation of YouTube. Open-ended responses showed further exploration is needed to determine faculty expectations of library “discovery and delivery” (p. 505) and role as the purchaser of recordings. Conversations between librarians and faculty members may help clarify expectations and uncover ways to improve library resources and services to better meet evolving needs. Finally, the author recommended additional exploration is needed to evaluate YouTube’s impact on library collection development.

Scholarship Does Not Have to Be Hard

Scholarship is an important part of the academic environment. It’s one of three main areas used to evaluate faculty for promotion and tenure, but the idea of a scholarly mindset touches multiple elements of academic pharmacy for both faculty and students. American Council for Pharmacy Education (ACPE) Accreditation Standards 2016 include an expectation of faculty scholarship, saying “The college or school creates an environment that both requires and promotes scholarship and also develops mechanisms to assess both the quantity and quality of faculty scholarly productivity.” 1 The 2011-12 American Association of Colleges of Pharmacy Academic Affairs Standing Committee report advocated a scholarly approach to teaching, defined as “...[going] beyond content knowledge and preparing and delivering lecture content to include evidencebased practice and pedagogical knowledge of teaching and motivation best practices.” 2 ACPE’s Standards 2016 also support the importance of a scholarly mindset for students, saying they should be prepared for “Evaluation of research methods and protocol design required to conduct valid and reliable studies to test hypotheses or answer research questions, and to appropriately evaluate the validity and reliability of the conclusions of published research studies.” 1 The Pharmacists Patient Care Process, widely endorsed and supported by professional pharmacy organizations, can be described as a scholarly approach to patient care, with data collection and assessment steps familiar to anyone experienced with experimental design.3

The future of health professions education: Emerging trends in the United States.

The future of health professions education: Emerging trends in the United States.

The Management Experiences, Priorities, and Challenges of Medical Directors in the Subspecialty of Consultation-Liaison Psychiatry: Results of a Needs Assessment.

Medical directors need management skills, yet few studies describe the specific tasks that directors consider most important, their confidence for these tasks, and how their confidence develops. We studied these questions among directors in the subspecialty of Consultation-Liaison Psychiatry. A needs survey was sent to 48 registrants of a new forum for Consultation-Liaison Psychiatry directors. The survey asked about 6 professional experiences, the relative importance of 14 management tasks, and the directors' confidence in managing these tasks, using 7-point Likert scales. Correlations between experiences, task importance, and task confidence were performed. Twenty-seven directors responded (56% response). The experiences that correlated most with management confidence were years in practice and health care leadership training, yet approximately half of responders were directors for ≤5 years and had received minimal training. Management tasks with the highest importance included demonstrating value of their service and roles for nonphysician clinical staff on their teams. Significant associations were identified between years in practice and confidence for leading faculty scholarship, trainee staffing ratios and roles, fee coding, measurement of faculty clinical productivity, and faculty recruitment. Leadership training correlated with confidence in demonstrating service value, measuring faculty clinical productivity, novel models of care, and growing a new service. Consultation-Liaison directors with fewer years of experience and minimal health care management training need time and support to grow into their roles. They should be pointed toward training opportunities to improve their confidence to lead the wide range of management tasks that are important to their roles.

Penn State College of Medicine.

Penn State College of Medicine.

A Study of the Practical Dilemmas and Safeguarding Strategies of Universities in Mainland China in Exercising Academic Freedoms

Academic freedom is a universal right in the work and lives of citizens. Academic freedom at institutions of higher education not only refers to the freedoms enjoyed by university faculty members and scholars in teaching, research, and publishing of their views and findings, but furthermore encompasses the freedom to learn enjoyed by students. The uniqueness of academic freedom lies in its uniting of autonomy, openness, conviction, and ambience. There are some practical dilemmas in the exercise of academic freedoms in mainland Chinese universities, such as the administrative power's control and arrogance of academic freedoms, the rights to academic freedom move toward administrativeization, the lack of institutional mechanisms for the protection of academic freedoms. Academic freedom is the soul and character of the university. Mainland Chinese universities need to start from four aspects to ensure the proper exercise of academic freedoms, such as improving the legal system for academic freedoms, formulating a guarantee system for academic freedoms, clarifying the limits of government intervention in academic freedoms, practicing academic freedoms based on academic norms responsibly.

Academic Law Libraries and Scholarship: Communication, Publishing, and Ranking

The context in which academic libraries operate is fast evolving, and the current COVID pandemic has underscored the new demands on libraries to reinvent themselves and their scholarship role. The library’s role has always been focused on scholarly dissemination and preservation, more recently by archiving their faculty work on mirror sites known as academic repositories. Libraries connect scholarship and users by offering the space for users to come and use the archived knowledge. However, if historically their role was to collect and provide secure access to sources, that role is in the midst of radical transformations. In our age of the Internet, the connection between knowledge and library users has become more complex. First, users have formed attachments to print or digital knowledge according to the type of reading they engage in, moving fluidly from one to the other. In that respect, as James M. Donovan has recently explained, the library space remains an intrinsic facilitator of a type of academic reading. Second, when knowledge is accessed digitally, the flow of content becomes decentralized. Instead of expecting their needs to be found in the library, users seek out resources wherever they may be stored, anywhere on the planet. More interestingly, technology enables users to develop a different connection to the digital content, creating it while accessing it, from the mere “likes” or “dislikes” to virtual annotations through reader comments, for instance. Either way, libraries are seeing their passive intermediary role dissipate: even when shelving knowledge, as this article advocates, libraries may choose to become engaged in new ways as active participants in the scholarship enterprise. After reviewing the background against which these challenges have appeared, we suggest that libraries define for themselves a more active role within scholarship production, which we define to include publication, distribution, access, and the process of scholarship impact assessment. The argument rests on the practical considerations of business organization. It is simply good business for law schools to curate the output of faculty scholarship, and many already do it through faculty repositories. Given that foundation, it seems logical for the library, as the institution which already manages those repositories, and which supports the students’ law reviews and journals in numerous ways, to step up and manage the full range of scholarship publication. This library management of student-edited scholarship production could cover all its aspects, excluding editorial publication decision and manuscript editing, from training and assisting to gather sources for cite checks, adding journal content to institutional platforms, administering technology services, and advising on copyright. Another reason for supporting a more active role for libraries in the scholarly enterprise rests on the flaws of the current academic ranking of scholarship. Without human input, no automated system—including the newly-promoted Hein database—can meaningfully contextualize the value of a citation. For instance, only librarians can find the equivalent (if any) of scholarship cited and reviewed in the NEW YORKER or the NEW YORK REVIEW OF BOOKS among scholarship cited in another law journal or review article, or calibrate the value of an article citation in a court decision. To the extent there is agreement that quantifying scholarship citation impact requires human expertise, then we argue for librarian expertise.

MON-120 The Implementation of a Scholarly Activity Curriculum: Impact Assessment

Introduction:As detailed in the 2018 ACGME Common Program Requirements statement for fellowship institutions, “The physician is a humanistic scientist who cares for patients. This requires the ability to think critically, evaluate the literature, appropriately assimilate new knowledge, and practice lifelong learning.” Endocrinology fellowship programs are tasked with the expectation of creating an environment that fosters scholarly pursuit. It is under the discretion of each program to consider its institutional resources and community needs in order to meet this ACGME requirement.1With the goal of enhancing trainee scholarly activity, our fellowship program created a Scholarly Activity Curriculum in 2017. The core curriculum pillars include delineating a yearly timeline of objectives and expectations, facilitating regular individual mentoring, permitting allotment of protected time, and advocating involvement in faculty scholarship and national conferences.Objective:To assess the impact of the 2017 Endocrinology Fellowship Scholarly Activity Curriculum with respect to its ability to increase trainee scholarship.Methods:The scholarly activities of the fellowship classes of 2017-2020 were extracted from archived Fellow Scholarly Activity Update presentations and exit-interview curricula vitae. The activities were categorized as conference presentations (oral/poster), basic scientific research, clinical scientific research, quality improvement, book chapters, review articles, case reports, and teaching activities. With the 2017 and 2018 classes representing the pre-curriculum study group and the 2019 and 2020 classes representing the post-curriculum study group, the number of activities per study group per scholarly category were tabulated and compared.Results:An increase in scholarly activity was noted in five of the delineated categories: conference presentations (80%), clinical scientific research (86%), review articles (100%), case reports (100%), and teaching activities (38%). The remaining three categories of basic scientific research, quality improvement, and book chapters showed no change.Conclusions:The implementation of the 2017 Endocrinology Fellowship Scholarly Activity Curriculum was associated with a rise in trainee scholarly activity. Four of eight categories showed an 80% or more increase. Interestingly, the fellows involved in basic scientific research both pre and post-curriculum implementation were limited to those in the Specialty Training and Advanced Research (STAR) Program. Finally, identifying the need to increase involvement in quality improvement research, our program has implemented a 2019 Quality Improvement Curriculum. 1Common Program Requirements (Fellowship). ACGME. https://www.acgme.org/What-We-Do/Accreditation/Common-Program-Requirements. 2018. Accessed Nov 2019.

Implementing a faculty mentoring process to improve academic-clinical partnerships for nurse led evidence based practice and research projects.

A unique nursing faculty mentoring process within a large academic medical center, and led by the College of Nursing (CON), Center for Clinical Research and Scholarship, provides faculty with the resources needed to collaborate with clinical nursing staff and multidisciplinary project teams who want to engage in clinical evidence based practice, quality improvement, and research projects. Guidelines for mentoring clinical staff allow CON faculty mentors work with clinical staff to enhance their own professional growth and leadership activities and improve clinical outcomes, as well as to increase faculty scholarship activities.

Mentorship In Converting Research Into A CURE: The Mentoring The Integration Of Research Into The Curriculum (MIRIC) Initiative

The American Association for the Advancement of Science (AAAS) Vision and Change document has spurred several initiatives designed to improve the way in which undergraduates learn science. Often, these initiatives have been disseminated as one‐time workshops that generate awareness of and interest in developing authentic research experiences for undergraduate STEM classrooms. Conversely, whole “standardized” curricula have been developed and made available for adoption. However, successfully generating the sustainable change necessary to bring real reform to undergraduate science education should benefit both students and faculty scholarship. To create sustainable change, long‐term faculty development initiatives focused on mentorship are needed so that instructors can develop and implement sustainable curricula with local relevance. Experienced instructors seasoned in developing and implementing course‐based undergraduate research experiences (CUREs) based on their own scholarship and local resources can convey their experiences to mentees interested in using these pedagogical techniques as the centerpiece of their own teaching. The Council on Undergraduate Research (CUR) Biology Division has created the Mentorship for Integrating Research Into the Classroom (MIRIC) program to provide a means for members with an interest in developing improved and sustainable active learning techniques to gain experience in this style of teaching through close, long‐term interaction with a veteran teaching mentor. Developed from the former ASCB Mentorship in Active Learning and Teaching (MALT) program, MIRIC focuses on the development of instructors who wish to develop a dynamic CURE. Current and future life science instructors pair themselves up with seasoned veterans of CURE development and work with them and their students over the course of a semester or longer to develop a CURE that will allow the mentee to bring authentic research into his or her classes. In our pilot studies, we collected qualitative data based on participant interviews that suggest that MIRIC mentorships have made positive gains in promoting sustainable active learning techniques among participants. Since then, we have surveyed the first cohort on both the success of their CURE development process as well as the benefits of the mentoring relationship on both the mentors and mentees using validated questions derived from Mathur (2012) and Pamuk and Thompson (2009).Support or Funding Information‐The Council on Undergraduate Research (CUR)

Anatomy Tour at the Mall; an Outreacha Activity for the Public by Nursing and Physical Therapy Students

IntroductionAnatomical kinesthetic education is one of the best active learning techniques to educate clinicians to avoid having limited exposure to clinical training. An outreach entitled ‘Anatomy Tour at the Mall’ allows students to practice while interacting with the public who could benefit from these anatomical educational activities.Aims1. Have the nursing and physical therapy (PT) students give participants a pre‐test, 2. engage with the public by teaching them anatomy and execute non‐invasive free tests including vital signs, balance and visual tests, and 3. giving them a post‐test and survey. The hypothesis is this activity will allow the students to assimilate knowledge by practicing their skills while edifying the public, which will likewise learn significantly by participating.MethodsA 10‐question pre‐test (1 point each) was given at the beginning to the public after signing a consent form (IRB approved). Then, participants will pass by 6 stations about the following systems: respiratory, nervous, special senses, musculoskeletal, cardiovascular and human organs, managed by both nursing and PT students. Finally, a 10‐question post‐test (1 point each) and a survey were given to the participants and students.ResultsA total of 77 male and female individuals participated and completed the pre‐test (average 5.42), but only 57 completed the post‐test (average 7.24, 0.00 t‐test, 1.28 st.dev) achieving higher scores in all the stations except for the musculoskeletal. Also, 64 participants rated the Anatomy tour with A, 6 B, and 1 C. Finally, a 1–5 Likert scale of the Anatomy tour being ‘worthy of their time’ and ‘completely beneficial activity’ (both 1 being ‘strongly disagree’ and 5 being ‘completely agree’), the median was 5. The student’s survey revealed that out of 28 students, 15 rated the activity with A, 11 B, and 2 C, 24 students said this activity was beneficial for their future careers and 25 would consider participating again. Additional data is currently being collected and yet to be analyzed.Discussion and ConclusionBoth the students and the public agreed on this activity is beneficial and constructive for their education. The overall post‐test indicates the public learned about the aforementioned anatomical stations.Support or Funding InformationFaculty Scholarship Award by West Coast University

Arterial baroreceptors sense blood pressure through decorated aortic claws

Mechanosensory neurons across physiological systems sense force using diverse terminal morphologies. Arterial baroreceptors are sensory neurons that monitor blood pressure for real‐time stabilization of cardiovascular output. Various aortic sensory terminals have been described, but those that sense blood pressure are unclear due to a lack of selective genetic tools. Here, we find that all baroreceptor neurons are marked in Piezo2‐ires‐Cre mice, and then use genetic approaches to visualize the architecture of mechanosensory endings. Cre‐guided ablation of vagal and glossopharyngeal PIEZO2 neurons eliminates the baroreceptor reflex, and aortic depressor nerve effects on blood pressure and heart rate. Genetic mapping reveals that PIEZO2 neurons form a distinctive mechanosensory structure: macroscopic claws that surround the aortic arch and exude fine end‐net endings. Other arterial sensory neurons that form flower spray terminals are dispensable for baroreception. Together, these findings provide structural insights into how blood pressure is sensed in the aortic vessel wall.Support or Funding InformationThis work was supported by NIH grants (DP1 AT009497, R01 HL132255, and OT2 OD023848) and, a Faculty Scholars Award from the Howard Hughes Medical Institute to Stephen D. Liberles. Stephen D. Liberles is an investigator of the Howard Hughes Medical Institute.Aortic depressor nerve innervate aortic arch with distinct sensory terminals.Figure 1PIEZO2 neurons form aortic claws surrounding the vessel wall.Figure 2

Transitioning back to faculty roles after being a Robert Wood Johnson Foundation Nurse Faculty Scholar: Challenges and opportunities.

There is a dearth of literature describing factors supporting a successful transition from a career-development fellowship to resumption of the full complement of faculty roles. Because little is known about the transition back to the full faculty role, a subset of Robert Wood Johnson Foundation (RWJF) Nurse Faculty Scholars (NFS) was interviewed to evaluate the self-identified challenges and opportunities that the scholars faced and factors contributing to their success when they reassumed the full faculty role. A subset of scholars from cohorts beginning the RWJF NFS program between 2008 and 2012 (n=10) was interviewed by members of the NFS National Advisory Committee. NFSs identified challenges and opportunities faced as they transitioned to their faculty roles following completion of the career development fellowship as well as the character of support received from individuals in their organizational influencing the experience of the faculty transition. Evaluation outcomes include recommendations for transition planning for home institutions, colleagues and fellows. NFSs identified transition challenges including managing multiple responsibilities and increased teaching demands coupled with loss of protected time and funding for scholarly work. Opportunities for career advancement were influenced by effective mentorship, institutional supports including advocacy and allocation of time and responsibilities consistent with continued research productivity. Issues contributing to a more difficult transition included non-supportive relationships among administrators and colleagues and newly assigned responsibilities that detracted from success in meeting expectations for tenure and promotion. Effective transition from fellow to faculty included plans for continued mentorship and stakeholder engagement of administration, mentors and faculty colleagues. Effective transition from fellow to the full complement of the faculty role benefits both the home institution and scholar. Positive outcomes may be contingent on scholar support and organizational investment during the transition period.

Improving University Rankings: Lessons Learned From the Movie 'Moneyball'

Can there be a bigger challenge for a dean facing an accreditation visit than deficiencies in faculty scholarship metrics? Given the publication lead-time (sometimes two years between manuscript completion and actually being available in print), for many deans, this will be a crisis with no immediate, easy answer. If a school has not previously hired with scholarship metrics in mind and employed strategies to empower faculty to publish, this may be a problem without a comfortable short-term remedy. Internal, organic growth of publication metrics tends not to happen quickly, and not-at-all without communication of it being a priority “at the top.” This topic and case study has profound academic, financial and reputational implications for institutions of higher education everywhere. U.S. News & World Report has announced that rankings of U.S. law schools will soon include a proxy for scholarship metrics. Can business schools be far behind? We live in an age that is obsessed with personal and institutional branding, competition and rankings. In our contemporary culture almost nothing escapes rating by some authority. Cities are rated by unemployment rate, cost of living and climate. Olympic athletes are ranked by appropriate measurements. Professional sports teams are ranked by conference in their quest to win the World Series or Super Bowl. While professional athletes are rated for batting average, runs batted-in, whatever measurement is relevant almost everything in life that has a value is rated by some metric(s), provided by a credible rating authority. These ratings or rankings are then widely circulated in the regular and social media. They become an important part of the branding efforts and are readily available on the institutional webpage, social media communications and of course on the Internet. This paper contributes to the debate about business school curriculum, rankings, relevance, scholarly impact and value to current and future students. The paper draws lessons from the 2011 movie, Moneyball, based on Michael Lewis’ 2003 bestseller, Moneyball: The Art of Winning an Unfair Game. The book depicts the unlikely success of baseball’s Oakland A’s general manager Billy Beane [played by Brad Pitt] as he attempts to build a Major League championship-winning team in face of competition from teams with much larger salary budget for professional baseball players. Billy Beane out-thinks other team managers by hiring a recent Yale economics graduate (fictional character Peter Brand) and by employing computer-generated statistical analysis (in reality, sabermetrics) to identify and recruit undervalued young players and inexpensive discarded veterans. This paper is based on our experience, perspectives and success working in a College of Business in a mid-size, public university in Texas. However, the challenges we face -- limited resources, and working within the bureaucratic framework of a public university-- are applicable to many disciplines, programs, and universities. The same issues, challenges and strategies should be applicable to law schools and all other disciplines. We believe that parallels may be drawn to the plight of less-endowed educational institutions as they seek to stand out in a crowded marketplace, and excel via creative strategies, despite being relatively resource-poor compared to bigger and wealthier colleges and universities.

Public Digital Estate: Role of Commons in Legal Education and Research

With the advancement of technology, world witnessed rapid growth of research and development activities. Research and development activities ensued in huge literature outcome. Invention of internet and World Wide Web reduced distances among scientific institutions around the world. Research, education and policy making institutions started sharing scholarly and literary outcome around the world. Great initiatives like Budapest Open Access Initiative, Bethesda Statement and Berlin Declaration played important role in open access movement of digital information. Montreal Declaration during Law Via Internet Conference in 2002 resulted in dawning era for Free Access to Law Movement around the world. In 2010, Durham Statement adopted by law librarians of Law Schools at United States of America, is also counted an important development where all law librarians agreed to facilitate access of law reviews in open access to cut printing cost and greater accessibility of the scholarly articles published in law reviews. UNESCO guidelines for public government information also supported free access to governmental information to public which involves public money. The topic of the book “Public Digital Estate” is actually a combined idea of both the author based on the English law term used for copyright left or without copyright work “Public Domain”. Reveal their motivation and inspiration for writing the book. The idea of the book is based on our experiences gained working for law libraries since last fifteen years. Currently India has more than 2000 academic institutions including law universities, departments, affiliated colleges and research institutions. Uneven distribution of financial allocation for law libraries has made greater difference between institutional outcomes. Centrally and few state funded institutions facilitated access of legal information through subscription based databases, however, majority of law libraries have inadequate sources of information. The book is actually being coined for law students, faculty members, research scholars and law libraries in need of extensive research assistance. The idea of the book was not new and spontaneously conceived but a result of long journey of research to tag most authentic, reliable and scholarly assets available in public digital estate. We have contrived to compile this book to collate all best possible free access information including judgements, legislative material, parliamentary documents, law journals and scholarships and books. The book contains ten chapters based on intensive research done on timeline of public domain and open access initiatives around the world. First chapter propounds explanation of public domain, open access, evaluation of open access resources and explanation of relevant terms. Public digital asset or public domain is a term basically used and related to copyright laws. Though in second chapter, copyright laws under the regime of open access around the world and India, and creative common licences, is set forth. A timeline describing brief development of public domain and open access initiatives around the world is peddled for wider understanding and bridging relevance of initiatives in third chapter. Next six chapters postulate public domain legal resources around the world pertaining to parliamentary resources, legislative resources, judicial resources, law reform resources, journals and scholarship, and open access books. In the last chapter open access initiatives in India and various public domain resources useful for legal education and research are posited. We have tried over best to cope up best and scholarly resources available in public domain or open access for law students, faculty and research scholars. Statistical data upto year 2020 has been incorporated in the book. We hope the book would be beneficial not only for law students, faculty, and law librarians in India but also to overseas scholars. Electronic Books and journal databases are also useful for scholarly communities from verity of subject areas including science, humanities, technologies and social science. Corrections and suggestions are welcomed for incorporation in next edition. Full text is available at: https://archive.org/details/public-digital-estate-online-single-page

Telling Our Stories Together: How Universities and Community Partners Co-create Engaged Scholarship

The inspiration for this paper came from an informal discussion among engaged faculty scholars about the ways in which we created written scholarship with community partners. We realized that while our methods had similarities and differences, none of us had ever read an article on this subject. A subsequent search of the scholarship of engagement literature yielded little information regarding scholarship co-authored by faculty and community partners. Based on practices shared by engaged scholars and informed by an analysis of publications co-authored by community partners and faculty members in three well-known engagement journals, we developed a framework to describe how such written scholarship can be co-created. The framework features steps of the publication process (initiation, drafting, finalizing the draft, and submission and publication), and specifies a corresponding degree of collaboration (co-attribution, co-authoring, and co-writing) for each step. This framework is intended to provide context for the dissemination endeavors of partnerships between universities and communities, and to ensure that products of these partnerships are well-planned and accurately documented. It can be used in conjunction with other tools for dissemination efforts detailed in community-based participatory research approaches, also discussed here.

Integrated pest management in the academic small greenhouse setting: A case study using Solanum spp. (Solanaceae).

PremiseBotanical faculty and staff at academic institutions are often tasked with establishing and/or caring for plant collections held in small greenhouse facilities. Once plants are in place, an especially acute challenge is managing plant pest/pathogen populations. Integrated pest management (IPM) approaches are an excellent option, but few examples exist in the literature of successful programs that have been developed in academic small greenhouse settings.Methods and ResultsOver several years, we developed an IPM program for two small research greenhouses on the campus of a primarily undergraduate institution where hundreds of plants have been grown for studies in the genus Solanum. We here present a synopsis of the cultural, mechanical, physical, and biological controls used as part of our successful IPM strategy—including details on the efficacy of multiple predatory insects—with the hope of providing a model for sustainable pest management in the higher education environment.Conclusions IPM can be an effective strategy for maintaining healthy plant populations in small research greenhouses, but it requires a consistent investment of time and funding. A well‐cared‐for plant collection might help support numerous positive outcomes, including advances in faculty scholarship and opportunities for student learning and/or training.

A Mathematical Programming Approach for Imputation of Unknown Journal Ratings in a Combined Journal Quality List

ABSTRACTThe quality of faculty scholarship and productivity is one of the primary measures for faculty evaluation in most academic institutions. Due to the diversity and interdisciplinary nature of modern academic research fields, it is increasingly important to use journal quality lists, with journal ratings, that offer credible measures of the worth of faculty scholarship. Despite the existence of such metrics, journal lists, by their very nature, exclude some well‐recognized journals. Consequently, academic institutions expend inordinate resources to assess the quality of unrated journals appropriately and equitably across disciplines. The current research proposes mathematical programming models as a path to determining unknown ratings of multiple journal quality lists, using only their known rating information. The objective of the models is to minimize the total number of instances where two journals are rated in opposite order by two different journal quality lists. Computational results based on journal quality list data in https://harzing.com/ indicate that the proposed methods outperform existing imputation algorithms with most realistic test data sets in terms of accuracy, root mean square error, and mean absolute deviation.

Recent American Library School Graduate Disciplinary Backgrounds are Predominantly English and History

A Review of:
 Clarke, R. I., & Kim, Y.-I. (2018). The more things change, the more they stay the same: educational and disciplinary backgrounds of American librarians, 1950-2015. School of Information Studies: Faculty Scholarship, 178. https://surface.syr.edu/istpub/178
 Abstract
 Objective – To determine the educational and disciplinary backgrounds of recent library school graduates and compare them to librarians of the past and to the general population.
 Design – Cross-sectional.
 Setting – 7 library schools in North America.
 Subjects – 3,191 students and their 4,380 associated degrees.
 Methods – Data was solicited from every ALA-accredited Master of Library Science (MLS) program in the United States of America, Canada, and Puerto Rico on students enrolled between 2012-2016 about their undergraduate and graduate degrees and areas of study. Data was coded and summarized quantitatively. Undergraduate degree data were recoded and compared to the undergraduate degree areas of study for the college-educated American population for 2012-2015 using the IPEDS Classification of Instructional Programs taxonomic scheme. Data were compared to previous studies investigating librarian disciplinary backgrounds.
 Main Results – 12% of schools provided data. Recent North American library school graduates have undergraduate and graduate degrees with disciplinary backgrounds in humanities (41%), social sciences (22%), professions (17%), Science, Technology, Engineering and Math (STEM) (11%), arts (6%), and miscellaneous/interdisciplinary (3%). Of the humanities, English (14.68%) and history (10.43%) predominate. Comparing undergraduate degrees with the college-educated American population using the Integrated Postsecondary Education Data System (IPEDS) classification schema, recent library school graduates have a higher percentage of degrees in social sciences and history (21.37% vs. 9.24%), English language and literature/letters (20.33% vs. 2.65%), computer and information science (6.54% vs. 2.96%), and foreign languages, literatures, and linguistics (6.25% vs. 1.1%). Compared to librarians in the past, there has been a decline in recent library school graduates with English language and literature/letters, education, biological and physical sciences, and library science undergraduate degrees. There has been an increase in visual and performing arts undergraduate degrees in recent library school graduates. 
 Conclusion – English and history disciplinary backgrounds still predominate in recent library school graduates. This could pose problems for library school students unfamiliar with social science methodologies, both in school and later when doing evidence-based practice in the work place. The disciplinary backgrounds of recent library school graduates were very different from the college-educated American population. An increase in librarians with STEM backgrounds may help serve a need for STEM support and provide more diverse perspectives. More recent library school graduates have an arts disciplinary background than was seen in previous generations. The creativity and innovation skills that an arts background provides could be an important skill in librarianship.

Tips for Selecting a Topic for a Journal Article

Tips for Selecting a Topic for a Journal Article