Search results

Describes how the University of Louisville developed a partnership with Dey Systems, a Louisville technology company specializing in quality and measurement solutions, to create a quality measurement system for higher education. QMS2000, a technology‐based enterprise‐wide assessment model, is a relational, interactive information system that includes data from 313 satisfaction surveys that are linked to corresponding databases at the University. QMS2000 is an on‐line information system, operating in a networked, client‐server environment that permits licensed users access to designated components of the system. QMS2000 users generate reports and perform advanced statistical analyses drawing from the QMS2000 databases. The data and reports are used to improve academic and support programs at the university. The role of QMS2000 in the University’s quality improvement scheme and its initial impact are discussed.

This paper aims to present recently published resources on information literacy and library instruction through an extensive annotated bibliography of publications covering all library types.

This paper annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2017 in over 200 journals, magazines, books and other sources.

The paper provides a brief description for all 590 sources.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

The purpose of this paper is to provide a selected bibliography of recent resources on library instruction and information literacy.

Introduces and annotates English-language periodical articles, monographs and other materials on library instruction and information literacy published in 2013.

Provides information about each source, discusses the characteristics of current scholarship and describes sources that contain unique scholarly contributions and quality reproductions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

Tracking electronic journals to collect usage statistics is not an easy task. E‐journal publishers and aggregators are using various standards to create e‐journal usage reports. This situation has created many problems for libraries that use those reports. For e‐journal collection development, it is essential for libraries to know exactly who is using their e‐journals, how often their e‐journals are being used, and how their e‐journals are being accessed. Although several methods have been used in the library community, this article focuses on a method cooperatively developed by the cataloging department and the office of libraries technology at the University of Louisville to take control of collecting and generating e‐journal usage statistics. This method involves the use of a CGI script, AXS shareware. The success of this method in fact is built on cooperative efforts between the two departments.

There is a need to support midcareer faculty who have demonstrated scholarly success but require additional development. The purpose of this study was to explore the effects of an initiative for “star faculty” at midcareer, with an emphasis on the role of exceptional others in their professional growth.

This is an exploratory, single-site case study of a midcareer faculty excellence initiative. Data sources include document/site analysis and individual interviews.

Findings reveal the value of “exceptional others” in professional growth among high-performing midcareer faculty. Perceptions about excellence at midcareer emerged as an antecedent to developing midcareer faculty members. Analysis generated themes in behaviors related to supporting midcareer scholars’ professional growth.

This study is an initial step toward refining concepts such as exceptional others, academic stars and scholarly advancement within the academy. There is a need for equity-minded research about these topics. In addition to replication across institutional and disciplinary contexts, there is also a need for longitudinal mixed-methods studies of midcareer faculty mentoring outcomes over time.

The study points to the role of the institution and its senior faculty in fostering midcareer scholarly excellence. Mentoring and development around individualized goals may be of value in addition to an emphasis on clarity around institutional expectations and norms in faculty performance reviews.

Midcareer faculty are a crucial component of the academy, yet they are often overlooked as needing career support, resources and development. This study focuses on mentoring and coaching for postsecondary faculty at midcareer and the role of exceptional others in facilitating faculty professional growth.

The purpose of the paper is to describe several stages in a university library's approach to providing access to theses and dissertations, culminating in a decision to use CONTENTdm and its Dublin Core‐based metadata along with our ability to provide even wider access in the future through OCLC.

The university's treatment of theses and dissertations, from paper through a homegrown electronic system through CONTENTdm and beyond, is recounted in this paper.

Electronic open access to theses and dissertations increases their usage; a digital management software package streamlines their management and presentation.

Proprietary software has advantages over home‐grown approaches to digital library content.

This paper updates the findings in earlier articles about the use of CONTENTdm for ETDs and the use of OCLC services for metadata harvesting.

This paper aims to provide an introductory overview and selected annotated bibliography of recent resources on library instruction and information literacy across all library types.

It introduces and annotates English-language periodical articles, monographs, dissertations and other materials on library instruction and information literacy published in 2014.

It provides information about each source, discusses the characteristics of current scholarship and highlights sources that contain unique or significant scholarly contributions.

The information may be used by librarians and interested parties as a quick reference to literature on library instruction and information literacy.

This paper discusses the notion of quality measurement and describes the role of an enterprise‐wide, technology‐based continuous Quality Measurement System (QMS2000) in the quality assurance program at the University of Louisville. QMS2000 is a relational, interactive information system that includes data from 273 student, alumni, faculty, staff, and employer satisfaction surveys that are linked to corresponding databases at the university. QMS2000 is on‐line, operating in a networked, client‐server environment that permits licensed users access to designated components of the system at any time from designated desktops at the university. QMS2000 users generate reports and perform advanced statistical analyses drawing from the databases. The data and reports are integrated into the accreditation, strategic planning, budgeting, outcomes assessment, and program review processes at the university. The paper closes with a discussion of the initial impacts of QMS2000 on the university’s efforts at quality assurance.

USA academic libraries are rethinking their activities and repositioning themselves to take advantage of new opportunities to build partnerships with faculty members and campus related entities to support teaching, learning, and research endeavours.

The purpose of this study is to use the optimization modeling method to explore whether there is an ideal arrangement of course enrollments that can yield optimal parking demand and supply on college campuses.

Using the University of Louisville as a case study, this study deploys a three-step analytical process to examine the correlation between parking demand and course enrollment, estimate parking demand based on course enrollment with regression analyses and embed this estimated relationship in an optimization model that minimizes on-campus parking demand and supply.

The correlation analyses suggest significant correlations between course enrollments and on-campus parking. The correlation patterns are different between students and university employees. The optimization results indicate that coupling parking supply and course scheduling decisions can reduce parking supply by 30%.

Voluminous studies on sustainable campus transportation have focused on transportation demand management strategies. The relationship between course-scheduling and parking demand was not explicitly accounted for in most studies. This study's results reveal that parking demand on campus depends on the number of courses offered across time. Thus, factoring and optimizing course schedules in campus parking decisions remains a viable and essential option to reduce on-campus parking demand.