In 2015, former library dean purchased two large touch-screen monitors (I believe paid $3000 each). Shortly before that, I had offered to the campus fitting applications for touch screens (being that large screens or mobiles):
With the large touch screens, I proposed to have one of the large screens, positioned outside in the Miller Center lobby and used as a dummy terminal (50” + screens run around $700) to mount educational material (e.g. Guenter Grass’s celebration of his work: http://blog.stcloudstate.edu/ims/2015/04/15/gunter-grass-1927-2015/ ) and have students explore by actively engaging, rather than just passively absorbing information. The bus-awaiting students are excellent potential users and they visibly are NOT engaged by by the currently broadcasted information on these screens, but can be potentially engaged if such information is restructured in interactive content.
The initial library administration approval was stalled by a concern with students “opening porno sites” while the library is closed which, indeed, would have been a problem.
My 2015 inquiry with the IT technicians about freezing a browser and a specific tab, which could prevent such issues, but it did not go far (pls see solution below). Failing to secure relatively frigid environment on the touch screen, the project was quietly left to rot.
I am renewing my proposal to consider the rather expensive touch screen monitors, which have been not utilized to their potential, and test my idea to engage students in a meaningful knowledge-building by using these applications to either create content or engage with content created by others.
Further, I am proposing that I investigate with campus faculty the possibility to bring the endeavor a step further by having a regularly-meeting group to develop engaging content using these and similar apps; for their own classes or any other [campus-related] activities. The incentive can be some reward, after users and creators “vote” the best (semester? Academic year?) project. The less conspicuous benefit will be the exposure of faculty to modern technology; some of the faculty are still abiding by lecturing style, other faculty, who seek interactivity are engulfed in the “smart board” fiction. Engaging the faculty in the touch screen creation of teaching materials will allow them to expand the practice to their and their students’ mobile devices. The benefit for the library will be the “hub” of activities, where faculty can learn from each other experience[s] in the library, rather than in their own departments/school only. The reward will be an incentive from the upper administration (document to attach in PDR?). I will need both your involvement/support. Tom Hergert by helping me rally faculty interest and the administrators incentivizing faculty to participate in the initial project, until it gains momentum and recognition.
In the same fashion, as part of the aforementioned group or separate, I would like to host a regularly-meeting group of students, who besides play and entertainment, aim the same process of creating interactive learning materials for their classes/projects. Same “best voted” process by peers. My preferable reward: upper administration is leaving recommendation in the students’ Linkedin account for future employers. I will need both your involvement/support. The student union can be decisive in bringing students to this endeavor. Both of you have more cloud with the student union then only a regular faculty such as me.
In regard to the security (porn alert, see above) I have the agreement of Dr. Tirthankar Ghos with the IS Department. Dr. Ghosh will be most pleased to announce as a class project the provision of a secure environment for the touch screen monitor to be left after the group meetings for “use” by students in the library. Dr. Ghosh is, however, concerned/uncertain with the level of cooperation from IT, considering that for his students to enable such environment, they have to have the “right” access; namely behind firewalls, administrative privileges etc. Each of you will definitely be more persuasive with Phil Thorson convincing him in the merit of having IS student work with SCSU IT technician, since it is a win-win situation: the IT technician does not have to “waste time” (as in 2015) and resolve an issue and the IS student will be having a project-based, real-life learning experience by enabling the project under the supervision of the IT technician. Besides: a. student-centered, project-based learning; b. IT technician time saved, we also aim c. no silos / collaborative SCSU working environment, as promised by the reorganization process.
2. How did GBL change in the past year? Who is the leader in this research (country)? Is K12 the “playground” for GBL and DGBL?
China: Liao, C., Chen, C., & Shih, S. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers & Education, 133, 43–55. https://doi.org/10.1016/j.compedu.2019.01.013
Finalnd: Brezovszky, B., Mcmullen, J., Veermans, K., Hannula-Sormunen, M., Rodríguez-Aflecht, G., Pongsakdi, N., … Lehtinen, E. (2019). Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge. Computers & Education, 128, 63–74. https://doi.org/10.1016/j.compedu.2018.09.011
Tunesia: Denden, M., Tlili, A., Essalmi, F., & Jemni, M. (2018). Implicit modeling of learners’ personalities in a game-based learning environment using their gaming behaviors. Smart Learning Environments, 5(1), 1–19. https://doi.org/10.1186/s40561-018-0078-6
Pitarch, R. (2018). An Approach to Digital Game-based Learning: Video-games Principles and Applications in Foreign Language Learning. Journal of Language Teaching and Research, 9(6), 1147–1159. https://doi.org/10.17507/jltr.0906.04
When: Friday, September 28, 8:30am-3:00pm Where: Wilson Research Collaboration Studio, Wilson Library Cost: Free; advanced registration is required
1968 was one of the most turbulent years of the 20th century. 2018 marks the 50th anniversary of that year’s landmark political, social and cultural events–events that continue to influence our world today.
Focusing on the importance of this 50 year anniversary we are calling out to all faculty, staff, students, and community partners to participate the workshop ‘Mapping 1968, Conflict and Change’. This all-day event is designed to bring people together into working groups based on common themes. Bring your talent and curiosity to apply an interdisciplinary approach to further explore the spatial context of these historic and/or current events. Learn new skills on mapping techniques that can be applied to any time in history. To compliment the expertise that you bring to the workshop, working groups will also have the support of library, mapping, and data science experts to help gather, create, and organize the spatial components of a given topic.
Henneping County scanned the deeds, OCR, Python script to search. Data in an open source. covenant data. Local historian found microfishes, the language from the initial data. e.g. eugenics flavor: arian, truncate.
storymaps.arcgis.com/en/gallery https://storymaps.arcgis.com/en/gallery/#s=0 cloud-based mapping software. ArcGIS Online. organizational account for the U, 600 users. over 700 storymaps creates within the U, some of them are not active, share all kind of data: archive data on spreadsheet, but also a whole set of data within the software; so add the data or use the ArcGIS data and use templates. web maps into the storymap app, Living Atlas: curated set of data: hunderd sets of data, from sat images, to different contents. 846 layers of data, imagery, besides org account, one can create maps within the free account with limited access. data browser to use my own data – Data Enrichment to characterized my data. census data from 2018 and before,
make plan, create a storyboard, writing for the web, short and precise (not as writing for a journal), cartographic style, copyright, citing the materials, choosing the right map scale for each page. online learning materials, some only thru org account ESRI academy has course catalogue. Mapping 101, Dekstop GIS 101, Collector 101, Imagery 101, SQL 101, Story Maps 101,
The “Mapping 1968, Conflict and Change” planning committee is very pleased with the amount of interest and the wonderful attendance at Friday’s gathering. Thank you for attending and actively participating in this interdisciplinary workshop!
To re-cap and learn more on your thoughts and expectations of the workshop we would be grateful if you can take a few moments to complete the workshop evaluation. Please complete the evaluation even if you were unable to attend last Friday, there are questions regarding continued communication and the possibility for future events of this kind.
A study that looked at reader engagement across articles that contained charts and infographics vs. articles that were text-only found that those with graphical storytelling, or what I like to call data storytelling, had up to 34 percent more comments and shares and a 300 percent improvement on the depth of scroll down the page.
Using storytelling techniques to present data not only makes it more visually appealing but also enables easy spotting of key trends, seamless results-tracking, and quick goal-monitoring.
Here are things that can help you build a bridge from your current methods to effective data storytelling–
Choose a topic by identifying your target audience, the goal of your visual, what you would like to achieve.
Organize your data by thinking about what you want to convey and then get rid of anything that doesn’t help you tell that story.
Spend time making your visualization look sharp by keeping it simple, using color and interactivity.
A few bonus tips to make your data visualizations really pop–
Don’t use more than two graphs at a time so as not to confuse participants.
Stick with one color per graph; making things multicolored will cause data to look jumbled.
Give context to your concept. Introduce your idea slowly and tell the story of what you want your data to reveal instead of assuming everyone in the room is on the same page.
Try using interactive data storytelling techniques to support your data.
more on digital storytelling in this IMS blog
This research represents a conceptual framework designed to explain the adoption of social media into e-learning by using online collaborative learning (OCL) in higher education. Social media in e-learning signals the end of distance education in higher education.
The proposed framework could be useful to instructional designers and academics who are interested in using modern learning theories and want to adopt social media in e-learning in higher education as a deep learning strategy.
The major paradigms underlying the theoretical frameworks that were investigated were included in social learning theory, social interactivity theory, constructionism and social constructivism, and online collaborative learning theory (Harasim, 2012). Collaboration and social constructivism were the main theoretical frameworks guiding the use of social media in e-learning in higher education that point towards a more integrative (collaborative) and co-constructivism peer supportive approach to learning in the digital age.
More data doesn’t automatically lead to better decisions. A shortage of skilled data scientists has hindered progress towards translation of information into actionable business insights. In addition, traditionally dense spreadsheets and linear slideshows are ineffective to present discoveries when dealing with Big Data’s dynamic nature. We need to evolve how we capture, analyze and communicate data.
Large-scale visualization platforms have several advantages over traditional presentation methods. They blur the line between the presenter and audience to increase the level of interactivity and collaboration. They also offer simultaneous views of both macro and micro perspectives, multi-user collaboration and real-time data interaction, and a limitless number of visualization possibilities – critical capabilities for rapidly understanding today’s large data sets.
Visualization walls enable presenters to target people’s preferred learning methods, thus creating a more effective communication tool. The human brain has an amazing ability to quickly glean insights from patterns – and great visualizations make for more efficient storytellers.
Grant: Visualizing Digital Scholarship in Libraries and Learning Spaces
Award amount: $40,000
Funder: Andrew W. Mellon Foundation
Lead institution: North Carolina State University Libraries
Due date: 13 August 2017
Notification date: 15 September 2017
NC State University, funded by the Andrew W. Mellon Foundation, invites proposals from institutions interested in participating in a new project for Visualizing Digital Scholarship in Libraries and Learning Spaces. The grant aims to 1) build a community of practice of scholars and librarians who work in large-scale multimedia to help visually immersive scholarly work enter the research lifecycle; and 2) overcome technical and resource barriers that limit the number of scholars and libraries who may produce digital scholarship for visualization environments and the impact of generated knowledge. Libraries and museums have made significant strides in pioneering the use of large-scale visualization technologies for research and learning. However, the utilization, scale, and impact of visualization environments and the scholarship created within them have not reached their fullest potential. A logical next step in the provision of technology-rich, visual academic spaces is to develop best practices and collaborative frameworks that can benefit individual institutions by building economies of scale among collaborators.
The project contains four major elements:
An initial meeting and priority setting workshop that brings together librarians, scholars, and technologists working in large-scale, library and museum-based visualization environments.
Scholars-in-residence at NC State over a multi-year period who pursue open source creative projects, working in collaboration with our librarians and faculty, with the potential to address the articulated limitations.
Funding for modest, competitive block grants to other institutions working on similar challenges for creating, disseminating, validating, and preserving digital scholarship created in and for large-scale visual environments.
A culminating symposium that brings together representatives from the scholars-in-residence and block grant recipient institutions to share and assess results, organize ways of preserving and disseminating digital products produced, and build on the methods, templates, and tools developed for future projects.
This call solicits proposals for block grants from library or museum systems that have visualization installations. Block grant recipients can utilize funds for ideas ranging from creating open source scholarly content for visualization environments to developing tools and templates to enhance sharing of visualization work. An advisory panel will select four institutions to receive awards of up to $40,000. Block grant recipients will also participate in the initial priority setting workshop and the culminating symposium. Participating in a block grant proposal does not disqualify an individual from later applying for one of the grant-supported scholar-in-residence appointments.
Applicants will provide a statement of work that describes the contributions that their organization will make toward the goals of the grant. Applicants will also provide a budget and budget justification.
Activities that can be funded through block grants include, but are not limited to:
Commissioning work by a visualization expert
Hosting a visiting scholar, artist, or technologist residency
Software development or adaptation
Development of templates and methodologies for sharing and scaling content utilizing open source software
Student or staff labor for content or software development or adaptation
Curricula and reusable learning objects for digital scholarship and visualization courses
Travel (if necessary) to the initial project meeting and culminating workshop
User research on universal design for visualization spaces
Funding for operational expenditures, such as equipment, is not allowed for any grant participant.
Send an application to email@example.com by the end of the day on 13 August 2017 that includes the following:
Statement of work (no more than 1000 words) of the project idea your organization plans to develop, its relationship to the overall goals of the grant, and the challenges to be addressed.
List the names and contact information for each of the participants in the funded project, including a brief description of their current role, background, expertise, interests, and what they can contribute.
Budget table with projected expenditures.
Budget narrative detailing the proposed expenditures
Selection and Notification Process
An advisory panel made up of scholars, librarians, and technologists with experience and expertise in large-scale visualization and/or visual scholarship will review and rank proposals. The project leaders are especially keen to receive proposals that develop best practices and collaborative frameworks that can benefit individual institutions by building a community of practice and economies of scale among collaborators.
Awardees will be selected based on:
the ability of their proposal to successfully address one or both of the identified problems;
the creativity of the proposed activities;
relevant demonstrated experience partnering with scholars or students on visualization projects;
whether the proposal is extensible;
feasibility of the work within the proposed time-frame and budget;
whether the project work improves or expands access to large-scale visual environments for users; and
the participant’s ability to expand content development and sharing among the network of institutions with large-scale visual environments.
Awardees will be required to send a representative to an initial meeting of the project cohort in Fall 2017.
Maya Georgieva, an ed tech strategist, author and speaker with more than 15 years of experience in higher education and global education. Georgieva is co-founder of Digital Bodies, a consulting group that provides news and analysis of VR, AR and wearables in education
Microsoft has been collaborating with its partners, such as HP, Acer, Dell and Lenovo, to develop VR headsets that will work with lower-end desktops. Later this year, the companies will debut headsets for $299, “which is much more affordable compared to HoloLens
many Kickstarter crowdfunding efforts are bound to make high-end headsets more accessible for teaching.
the NOLO project. The NOLO system is meant for mobile VR headsets and gives users that “6 degrees of freedom” (or 6 DoF) motion tracking that is currently only found in high-end headsets.
2) Hand Controllers That Will Bring Increased Interactivity
When we first started in 1999, we included ~10 questions in addition to our standard questions that were different for online courses. This information was particularly useful as we grew our online offerings (i.e. Would you take another online course. 93-5% answered yes consistently. How would you rate the level of interactivity between you and the instructor? Between you and the other students?) These were administered via SurveyMonkey because there were no online evaluation services back then.
Now we have a single evaluation that is administered to all students regardless of the delivery format (online, hybrid, blended, F2F or intensive) The questions were designed to be relevant regardless of the delivery format. All of these evaluations are administered online…which has its downsides (e.g. response rate is less especially compared to what was captured in F2F classes in the past.) We continue to explore ways to increase the response rate.
Reta Chaffee Director of Educational Technology-Academic Affairs Granite State College 25 Hall Street Concord, NH 03301 (603) 513-1350
We use the IDEA evaluation framework combined with CampusLabs as the delivery engine.
IDEA is a well-established evaluation process dating back to the 1970s.
The CampusLabs delivery process (new as of about 2 years ago) provides students with a single URL to complete their evaluations – on-campus or on-line. Mobile friendly.
It uses the same base evaluation criteria across the university. (That’s how IDEA is able to substantiate reliability and validity.) IDEA is matched against a national database using a CIP code. Hence, faculty can gather comparative data of their course against other similar courses in the university, or at the national level.
While each department uses the same basic framework, there are modification that can be made. For example, custom questions can be added to the eval (these fall outside the scope of the comparative data) and the learning objectives can be modified by course, department, school, college. We have one School that has custom learning objectives for each course in their program. Objectives are set using a 3 point Likert scale.
This report is based on a DVD “Drones on Campus. UAS Issues for the Higher Education Community” of February 2, 2016. The DVD contains a PDF file and flattened media file with a voice-narrated PPT based on the information from the PDF.
The DVD is a commercial product for sale for the Higher Ed. It is the recoding of a commercial seminar for Higher Ed, led by a lawyer (Lisa Ellman, firstname.lastname@example.org, Twitter handle @leelellman) from the legal practice Hogan Lovells and by employee from FAA.
The information below represents the main points from the PDF / PPT presentation, as well as additional information with clarifications, which I added while working with the PDF and PPT files.
How and when UAS can be approved for flying at SCSU
The effect on SCSU of the domestic UAS legal framework
Public – UAS owned and operated by government agencies and organizations, such as public university a public COA (certificate of waiver of authorization) is issued by the FAA to a public agency/organization for public aircraft operations most aspects of public aircraft operations are not subject to FAA oversight If we are a public university… can we operate UAS under a public COA?
in order to operate under a public COA< the UAS must be operated by the university for a “core governmental function, which is defined as:
“… and activity undertaken by a government, such as national defense, intelligence missions, firefighting, search and rescue, law enforcement (including transport of prisoners, detainees, and illegal aliens), aeronautical research, or biological or geological resource management.
In an FAA Office, it was clarified that “aeronautical research” must be focused on the development and testing of the UAS itself, rather than the thing being observed and monitored using the UAS.
Any private sector (non-governmental) operation of a drone for purposes other than recreation or hobby is considered a “civil” operation
This category covers all commercial use of UAS, including use by private universities and colleges
Summary Grant Exemption / Blanket COA conditions and COA conditions and limitations:
Below 200 feet
Within visual line-of-sight of the pilot and visual observer
At least 500 feet from nonparticipating persons, vessels, vehicles, or structures, unless certain conditions met
Over private or controlled access property with consent
Visual observer required
Pilot must have an FAA issues pilot certificate and a medical certificate or DL
Mussed give a way to all manned aircraft
SCSU must apply for section 333 exemption – FAA has granted 3.129 out of 4500 applications. FAA current goal: 50+ exemption grants per week
QA regarding exemption / blanket COA requirements
Small UAS Rule: June 2016 (IMS blog)
Must be < 55 lbs
Max altitude speed 500 feet / 100 mph
Minimum visibility 3 miles
UAS always yield right-of-way to other aircraft
UAS cannot be operated recklessly
Registration and marking required
Hobbyist operators: December 21, 2015
All UAS >.55 pounds and less than 55 pounds must be registered either using the new online system or the FAAs existing paper-based registration system before the UAS can be operated outdoors
UAS within that right range purchased prior to December 21, 2015 must be registered by February 19, 2016
Hobbies required to submit basic contact info, such as name, address email. Costs $5 to register hobbyist owner’s entire fleet of UAS. The FAA will issue a single CAR (certificate of aircraft registration) with one registration number that can be used for and should be put on each UAS. Every 3 years, renewal.
Boggs v Meredith. How high do airspace rights extend over private property
Up to 83 feet in the air
Other legal liability issues:
Mitigating UAS Legal Liabilities
When hiring a UAS server provider
Seek to shift and limit liability through contract
Vendors operating UAS on university property should sing a written agreement
Ensure the UAS service provider has adequate insurance
Incidents/accidents involving personal injury or property damage
Lost-link events (AKA fly-aways)
UAS maintenance and inspection
UAS flight crew training / qualifications
Participant / property owner consent
Faculty/staff/student qualifications and training
Privacy policies, data management, retention
Consent and notification requirements for operating near people and structures
Outline of immediate tasks:
Based on the information above:
SCSU, LRS in particular, must decide what drone’s certificate to apply for: a. model; b. public; c.civil; or d. hobbies
After selection of certificate type, SCSU, LRS in particular, must register the drone[s].
SCSU, LRS in particular, must develop policies for service, operation and maintenance.
SCSU, LRS in particular, must assign person[s] in charge of the training, maintenance and operation.
Suggestions and recommendations:
Hosting a drone in the library.
If to adhere to the ALA call for the librarians to be the forefront of technology on campus, LRS can use the drone purchased in April 2014 to train and lend the drone for research on campus.
If LRS continues the policy of the previous dean, further suggestions below can be waved off.
Training, maintenance and operation
Shall LRS keep the drone, the best person to conduct the training and service of the drone will be an IMS faculty. As per email correspondence attached below, please have again the rational:
– hosting the drone with Circulation (staff) does not provide the adequate academic/research services. It is expected that the foremost users will be faculty, students and then staff and the foremost use will be academic and then leisure activities. While IMS faculty can meet the “leisure activities” for all three constituency, as it has been provided by the Circulation staff until this point, the IMS faculty can also provide the research and academic service, which Circulation staff is not educated neither trained for. With that said, the point made is not against staff not participating in the effort to train and service campus with the drone; it just makes the point that charging staff with that task is limited and against the best interest of the faculty and students on campus.
– blocking the effort of IMS faculty to lead technology-oriented services on campus, LRS in particular.
Upon hiring of a “technology” librarian, previous dean Mark Vargas blocked any technology-related activities by IMS faculty: e.g. 3d printer AKA makerspace, gaming and gamification, drones, etc.
If I am to understand well, the “technology” librarian’s charge must be toward automated library systems and similar, rather than educational use of multimedia and interactivity. Blocking IMS faculty to do what they do best by freezing any of their efforts and reserving “technology” for [unknown] future leadership of the “technology” librarian is a waste of IMS faculty expertise and knowledge.
Gaming and Gamification (http://blog.stcloudstate.edu/ims/2015/03/19/recommendations-for-games-and-gaming-at-lrs/) charge by previous dean Mark Vargas to the first-year “technology” librarian revealed as obvious that giving the preference to junior faculty to “lead” an effort can become a dangerous tool in the hands of the administration to manipulate and slow down efforts of educational trends of time-sensitive character. While, as from the beginning, the collaboration of the “technology” librarian has been welcomed and appreciated, it does not make sense from any cultural or institutional perspective, to put in charge a new faculty, who does not have the knowledge and networking of the campus, less the experience and knowledge with multimedia and interactive tools as the rest of the seasoned IMS faculty. Decision and consequent refusal of the “technology” librarian to work with the IMS faculty did not contribute to improvement of the situation.
A very important point, which goes against the “consensus” efforts of the previous dean, is the fact that now the library faculty is using the newly-hired “technology” librarian to hinder further the integration of the IMS faculty as part of LRS by using her as a focal point for any technology initiative in LRS, thus further excluding the IMS faculty from LRS activities. It will help: 1. delineate the expertise parameters of the “technology” librarian and 2. have the librarian faculty think about their work with the IMS faculty, which has been a thorny issue for more than 10 years now (pretty much since the hire of the bulk of the reference librarians).
If there are questions, or the need of more information, please do not hesitate to request.
Plamen Miltenoff, Ph.D., MLIS
From: Miltenoff, Plamen Sent: Wednesday, June 22, 2016 9:44 AM To: Banaian, King <email@example.com> Subject: request to release the library drone
My name is Plamen Miltenoff and I am faculty with the InforMedia Services of the SCSU Library. I have worked in the last 15+ years with faculty, students and staff on educational technology and instructional design. I hold two doctoral degrees in education and four master’s degrees in history and Library and Information Science.
I have extensive background in new educational technologies, which is amply reflected in the following blog: http://blog.stcloudstate.edu/ims/. Shall more proof of my abilities is needed, here is detailed information about publications, presentations and projects, which I have accomplished: http://web.stcloudstate.edu/pmiltenoff/faculty/
In the spring of 2014, Mark Vargas purchased a drone. As per my job description and long experience working with faculty across campus with other technologies, I immediately alerted SCSU faculty who have strong interest in applying drone’s technology in their studies, research and teaching, assuming that the newly-appointed library director (Mark Vargas) will support my years-long efforts.
Due to complications with FAA regulations the drones across the country were grounded.
Mark Vargas “stationed” it with the library Access Services, a unit, which is comprised of staff only. When I approached the library staff from Access Services, they chose to not collaborate with me, but rather deflect me to Mark Vargas.
As per my email to Mark Vargas of July 21, 2015 (attachment 1), I requested an explanation and shared my feeling that SCSU faculty are being left in disadvantage after I witness the drone being used. I also asked my immediate supervisor Mark Vargas about the policies and release conditions. Unfortunately, my repeated requests remained unanswered.
I am turning to you as the appointed administrator-in-charge of the library (attachment 2), with the request that you share the amounted paperwork regarding the drone. Mark Vargas did not share that information, despite numerous requests, e.g., if the drone is registered, etc.
I am seeking your administrative approval to pursue the completion of the paperwork and secure immediate usability of the drone, so it is available also to all interested SCSU faculty with or without my participation (as per regulations). The request is timely, since such technologies are aging quickly. Besides the depreciation of the technology, SCSU students and faculty deserves being kept with the times and explore a technology, which is rapidly becoming a mainstream, rather than novelty.
Please consider that I am the only library member with terminal degrees in education as well as extensive experience with technologies in general and educational technologies in particular. I am also the only library member with extensive network among faculty across campus. I am perceived by colleagues across campus more often as a peer, collaborator and research partner, then merely a service provider, as most of the library staff and faculty consider themselves. I am the only library member, who sits on theses and doctoral committees and the invitations to these committees are greatly based on my experience in educational technologies and my research and publishing skills. Leaving the drone in the Access Services, as appointed by the previous administrator, will result in a dormancy of technology as it has happened with numerous other technologies on this campus. It is a waste of equipment, which this university cannot afford in the respective financial times. Letting me take the lead of the drone project will secure active promotion and better application of this technology and possibly other venues (e.g. grants) to pursue further endeavors.
and direct oral and written communication with you, I have expressed strong academic interest in research of this technology for educational purposes. I have the educational background and experience for the aforementioned request.
I am asking you for access to this technology since early summer of 2014.
I would like to be informed what your plan for this technology is and when it will be open to the LRS faculty. I also would like to know when preference to LRS staff is given when technology is concerned, so I can plan accordingly.
Thank you and looking forward to hearing from you soon.
As you are aware, Mark Vargas has submitted his resignation as Dean of Learning Resources Services. Mark’s last day on campus was Friday, June 10, 2016.
I want to assure you that any decision about interim leadership will be made after careful consideration of the needs of the Library and the University. I will continue conversations with various individuals, including the President, to ensure we have strategic alignment in both support and oversight for LRS. LRS is committed to providing excellent services to our students, faculty, and staff, creating opportunities for knowledge, and serving the public good. I look forward to working together with you to accomplish these goals.
I expect to identify an interim dean shortly and to begin a national search this fall with an appointment to begin July 1, 2017. I have asked Greta to schedule a time for me to visit with faculty and staff in Learning Resource Service next week. In the meantime, Dean King Banaian will serve as the administrator-in-charge of LRS until June 30, 2016.