Search results

From laying the groundwork for the successful passage of a university-wide open access (OA) policy, through the development and planning that goes into a successful implementation, to “Day One” when the official university policy goes into effect, there is a long list of factors that affect faculty interest, participation and compliance. The paper aims to discuss this issue.

The authors, Mullen and Otto, having detailed earlier aspects of the Rutgers University OA policy passage and implementation planning, analyze and share the specifics that followed the rollout of the policy and that continue to affect participation.

This case study presents some strategies and systems used to enhance author self-archiving in the newly minted Scholarly Open Access at Rutgers (SOAR) portal of the Rutgers institutional repository, including involvement of departmental liaison librarians, effective presentation of metrics and a focus on targeted communication with faculty.

Roadblocks encountered as faculty began to deposit their scholarship and lessons learned are a focus. Early reaction from faculty and graduate students (doctoral students and postdocs) to various aspects of the policy as well as the use of SOAR for depositing their work are included.

This paper aims to explore two separate legacy oral history digitization projects at one institution and how the project teams approached the different issues and challenges these projects presented.

The approach compares two case studies of how digitization of legacy oral history collections was carried out. The paper discusses these projects utilizing a lifecycle model approach and reveals how archival and digital humanities perspectives drove some of the projects’ differences.

The authors find that when working with digitizing legacy oral history collections, each collection will require different approaches and methods of problem solving. In large institutions with multiple repositories, it can be useful for project teams to consult each other to develop best practices.

The two case studies presented in this paper can serve as models for other institutions digitizing many oral history collections and serve as a model for communication and collaboration in larger institutions with multiple repositories.

This paper compares and contrasts two case studies of digitization projects involving legacy oral history collections in different units of one large institution. Project teams were influenced by different approaches. One project was conducted by archivists and the other led by a digital humanities librarian. Differing professional foci provided different perspectives about collection characteristics and, subsequently, led to different approaches that impacted implementation of the projects.

Following is an overview of the open and affordable textbooks (OAT) program, strategies for outreach, as well as discuss approaches that faculty awardees have taken to designing their courses. This paper aims to address a couple issues such as the effectiveness of open educational resources (OER) resources, the process of creating OER resources and how faculty and instructors have updated their courses and adjusted their pedagogy.

This paper describes five cases where the faculty adopted open pedagogy. They include a general chemistry course, psychiatry clerkship, microbiology lab, a medical Spanish course and a radiology elective in a medical school.

The use of open pedagogy promotes two things: up-to-date resources and practical experience. Since the creation of the Rutgers OAT program, faculty and instructors have been rethinking how they teach their courses. Students enjoy the content more and faculty loves the increase in engagement. As the program continues to grow, the creativity fostered by open pedagogy improves education for everyone involved.

The paper offers a general overview of an effective open and affordable program at a public research university. It demonstrated the effectiveness of the program while also offering examples of novel course materials for interested librarians and faculty. It opens the possibility from just finding resources to creating them and how they improve education.

The purpose of this paper is to gain deeper insight into the meanings that structure and impel consumer choice by overlaying findings from a metaphor elicitation study onto the results of a traditional means‐end laddering study.

First, laddering interviews were conducted to elicit the reasons that structure the college choice decision of students. A second study using metaphor elicitation techniques surfaced additional meanings that constitute and connect students' thoughts and feelings about their experiences at the college. Together, the two modes of interviewing yield deeper insight into personal relevance and consumer choice than offered by either alone.

Combining two modes of interviewing provides views at various levels of detail. Whereas laddering interviews use direct questioning to identify consumers' choice criteria, projective techniques rely on indirect questioning to surface the enduring and ephemeral feelings that charge consumer beliefs. Panning and zooming from the general structural overview provided by means‐end research to the nuance and detail surfaced by metaphor elicitation provides uncommon insight into the drivers of consumer choice.

The time, effort, skill, and expense required for data collection, analysis, and interpretation are non‐trivial and may limit adoption of the two study approach.

The superimposition of metaphoric meanings onto consumer decision maps provides tremendous added value to managers aiming to enhance the creativity, relevance, and effectiveness of their marketing initiatives.

Melding two interview methods adds depth to means‐end research and lends structure to projective associations. The deeper insights into personal relevance and choice benefit academics and practitioners alike.

The changing reference environment and reference staffing have been the topic of several articles in the library literature, discussions at the American Library Association conferences and a recent conference offered twice by Library Solutions Inc. of Berkeley, California, entitled Rethinking Reference. Libraries are looking closely at the model at Brandeis University of eliminating the reference desk and replacing it with an information desk with research consultations with librarians taking place in an office. Larry Oberg urges librarians to stop thinking of the reference desk as a key reason for being a librarian. He contends that paraprofessionals can and do perform well at a reference desk, freeing librarians to concentrate on higher‐level tasks. These discussions and examples demonstrate a variety of solutions academic libraries have taken regarding the changing face of reference, and the evolving roles of reference librarians in moving towards the electronic library. The electronic library brings us new options and new opportunities and as a result librarians need to develop new ways of thinking and organizing reference services.

This paper seeks to discuss the roles and responsibilities of a metadata manager in collaborative digital projects.

The paper describes the general requirements for metadata management, and introduces some scenarios in the practices of digital projects by the Rutgers University Libraries to support the generalized definition. A workflow of metadata management is illustrated.

With an explicit definition of the roles and responsibilities of the metadata manager, many other digital libraries that need to develop a new or optimize the existing workflow may find the Rutgers experience useful as a reference.

Very few papers have explored this topic, although the functions of metadata in the development of digital projects have been talked about extensively.

On the campus of Douglass College, a division of the larger Rutgers University, stands a long rectangular building of red brick. It is unassuming as university architecture generally goes today — all intricate reinforced concrete geometry and plate glass — but even from the exterior one can sense the hive of activity within. The parking lot is generally filled, some of the cars with out‐of‐state licence plates. Within one can see the busy back and forth bustle of trade unionists, professors, visitors, and staff. This is the Labour Education Centre, a part of the University Extension Division, the point at which union and university meet on common ground. Often referred to as labour's house on the university campus, it was built in 1961, largely with the contributions of workers and their organisations.

The purpose of this study is to identify potential changes in crime generators and attractors based on monthly models in a high-tourist destination.

A risk terrain modeling approach was used to assess spatial relationships between 27 crime generator and attractor types in Atlantic City, New Jersey with robbery occurrence for the 2015 calendar year. In total, 12 separate monthly models were run to identify changes in risk factors based on the month of the year.

Results indicated unique significant risk factors based on the month of the year. Over the warmer and summer months, there was a shift in environmental risk factors that falls in line with more of a change in routine activities for residents and tourists and related situational contexts for the crime.

The analytical approach used in the current study could be used by police departments and jurisdictions to understand types of crime generators and attractors influencing local crime occurrence. Subsequent analyses were used by Atlantic City Police Department to direct place-based policing efforts.

With growing crime and place research that accounts for temporal scales, the authors advance these endeavors by focusing on a tourist destination, Atlantic City, New Jersey.

On September 22, 2010, a young man stood in distress on the New Jersey side of the George Washington Bridge not far from his home in Ridgewood, New Jersey, looking 600ft below at the Hudson River. He was ready to act on the decision he had announced just minutes before on Facebook. His first semester at Rutgers University, the State University of New Jersey, located 27 miles southwest of New York City, had brought an unexpected challenge: his roommate had streamed two live Internet videos of his intimate encounters with another man. These were very private moments, and it was simply too much to bear. Tyler Clementi jumped to his death, leaving behind broken-hearted friends and family members, and shocking an entire nation with his tragic story (Kolowich, 2010; Foderaro, 2010).

Tyler probably had no idea how his death would shed light on a serious college issue – cyberbullying. In this chapter, the authors address this issue in detail. This is done first by providing a review of relevant literature that defines cyberbullying, explaining its presence in higher education, and describing various factors that should be considered when dealing with it. The literature review includes discussion regarding key electronic resources that college students use to cyber bully, as well as various legal and judicial issues that relate to this cultural phenomenon. Following the literature review, cyberbullying is examined through a research study at Ohio University, a large public institution located in southeastern Ohio. This is accomplished by setting forth research questions and hypotheses, describing the research instrument and design, and explaining the findings from an Ohio University undergraduate student survey. The chapter concludes with suggestions that practitioners might consider implementing on campus, as well as recommendations for future research on this topic.