“In 2011, a group of University of Saskatchewan (U of S) students proposed the establishment of a multidisciplinary undergraduate research journal. The Office of the Vice President of Research (OVPR) saw alignment with its Undergraduate Research Initiative (URI) and agreed to fund the journal. The University of Saskatchewan Undergraduate Research Journal (USURJ) is a double-blind faculty-reviewed, open-access journal.1 It is based in the Writing Center, which is part of the University Library at the U of S. Each year, an average of twenty student editors gain experience in academic publishing processes. Dozens more students submit papers and experience the rigors of undergoing faculty review and editing a manuscript to publishable quality. This library-based partnership ensures a rich, immersive experience from which student editors and authors gain valuable skills transferrable to life after graduation….”
“SFU Library and the Graduate Student Society are pleased to announce the 27 recipients of the 2018 GSS Open Access Award.
The students each received a $130 award for publishing their scholarly work in open access journals and making the products of their research available to the broadest possible community. In addition to publishing their work in a fully open access journal which does not require paid subscriptions to access any of the journal content, each of these students also placed their work in Summit, SFU’s institutional repository, which fulfills the requirements of the SFU Open Access Policy.
The award aims to increase the visibility of students and researchers/scholars who publish their work openly. We want to put the authors in the spotlight and say thank you for their contributions as SFU graduate students….”
Abstract: For the educators among us who care about the Open Access Movement, are we prepared for what comes in a post-OA world? Suppose that Plan-S (or another initiative with similar objectives) succeeds in making vast quantities of previously paywalled scientific literature openly available to anyone with an Internet connection.
On one hand, it’s the utopia we’ve fought for: our best ideas, set free to circulate among the minds who will incorporate them toward solving the big issues humanity faces. On the other hand, what if scientific literature becomes weaponized in the same way that journalism has in recent years, where legitimate work gets sewn with seeds of doubt, and bad-faith efforts gain more traction than they deserve. When our research institutions continue to have trouble assessing science literature, to what measure should laypersons hold themselves?
In this cheery presentation, we will imagine a possible dystopia of our own creation, followed by a discussion of tools, tech, and approaches that could be used in an undergraduate education setting to make our future scientists better research communicators and our future citizens better research consumers.
“Brown’s $3.6-billion endowment permits it to support low-income students creatively, said Sara Goldrick-Rab, a professor of higher-education policy and sociology at Temple University, who studies food and housing insecurity among students. “If you’ve got that kind of money,” she said, “I’d like to see how far they can go.”
That might not mean covering more and more student expenses, Goldrick-Rab said. Instead, it could mean questioning or even reducing those expenses. Colleges could move toward providing open course materials….”
“In this paper, we will not attempt to catalog the entirety of the open science movement (see recommended resources below for more information), but will instead highlight why adopting open science practices may be particularly beneficial to conducting and publishing research with undergraduates. The first author is a faculty member at Carleton College (a small, undergraduate-only liberal arts college) and the second is a former undergraduate research assistant (URA) and lab manager in Dr. Strand’s lab, now pursuing a PhD at Washington University in St. Louis. We argue that open science practices have tremendous benefits for undergraduate students, both in creating publishable results and in preparing students to be critical consumers of science….”
Abstract: We’ll define open educational resources (OER), examine the impact of OER use in higher education, discuss copyright and open licensing, and explore avenues for identifying existing OER that can be remixed and reused. The presentation will cover updates on federal and state OER initiatives and highlight support for open educational practices at UTA, including access to and technical support for Pressbooks, a web-based publishing platform.
“LibreTexts offers materials in 12 widely used college-level disciplines from chemistry to humanities. It has 398 textbooks (68,500 pages) in its free online library and covers 154 courses. Since it was established 11 years ago, LibreTexts has been used by 223 million students saving them approximately $31 million….”
“Replying to a recent blog post, Jonathan Poritz argues that lowering students’ costs by using open educational resources isn’t just a nicety in an era when many students are hungry and textbook “quality” is exaggerated….
[H]igh textbook costs mean that students:
- enroll in fewer courses — and consequently take longer to graduate,
- choose courses based on textbook price rather than for academic reasons, and
- don’t buy required textbooks — and consequently often do more poorly and more frequently fail or withdraw….
Green oddly misses the main takeaway from this study: it found a one-third reduction in DFW rates among minority and Pell-eligible students when courses switched from commercial textbooks to OER.
So not only are OER responsible for at least a modest academic improvement for all students while making a significant difference to one of the central issues of higher education in our time — skyrocketing costs and student debt — they also make a significant difference in the achievement gap between demographic groups….
- There is little actual reason to believe that commercial textbooks are of higher quality than OER — in fact, there is good evidence that they are not, at least by all reasonable metrics of quality — and to believe this is to have merely blind faith in a form of free-market fundamentalism that doesn’t even apply in the failed market of textbooks.”
Abstract: Digital technology has profoundly changed design education over the past couple of decades. The digital design process generates design solutions from many different angles and points of views, captured and expressed in many file formats and file types. In this environment of ubiquitous digital files, what are effective ways for a design school to capture a snapshot of the work created within their school, and to create a long-term collection of student files for purposes of research and promotion, and for preserving the history of the school?
This paper describes the recent efforts of the Harvard Graduate School of Design in creating a scalable and long-term data management solution for digital student work files. The first part describes the context and history of student work at the Harvard Graduate School of Design. The second section of the paper focuses on the functionality of the tool we created, and lastly, the paper looks at the library’s current efforts for the long-term archiving of the collected student files in Harvard’s digital repository.