Relevant bibliographies by topics / University of New Hampshire. Library

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  2. Dissertations / Theses
  3. Books
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Academic literature on the topic 'University of New Hampshire. Library'

Author: Grafiati
Published: 26 July 2024

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Journal articles on the topic "University of New Hampshire. Library"

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Donahue, Ann Elizabeth. "Charting Success: Using Practical Measures to Assess Information Literacy Skills in the First-Year Writing Course." Evidence Based Library and Information Practice 10, no. 2 (June 14, 2015): 45. http://dx.doi.org/10.18438/b85p53.

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Abstract Objective – The aim was to measure the impact of a peer-to-peer model on information literacy skill-building among first-year students at a small commuter college in the United States. The University of New Hampshire (UNH) is the state’s flagship public university and UNH Manchester is one of its seven colleges. This study contributed to a program evaluation of the Research Mentor Program at UNH Manchester whereby peer writing tutors are trained in basic library research skills to support first-year students throughout the research and writing process. Methods – The methodology employed a locally developed pre-test/post-test instrument with fixed-choice and open-ended questions to measure students’ knowledge of the library research process. Anonymized data was collected using an online survey with SurveyMonkey™ software. A rubric was developed to score the responses to open-ended questions. Results – The study indicated a positive progression toward increased learning for the three information literacy skills targeted: 1) using library resources correctly, 2) building effective search strategies, and 3) evaluating sources appropriately. Students scored higher in the fixed-choice questions than the open-ended ones, demonstrating their ability to more effectively identify the applicable information literacy skill than use the language of information literacy to describe their own research behavior. Conclusions – The assessment methodology used was an assortment of low-key, locally-developed instruments that provided timely data to measure students understanding of concepts taught and to apply those concepts correctly. Although the conclusions are not generalizable to other institutions, the findings were a valuable component of an ongoing program evaluation. Further assessment measuring student performance would strengthen the conclusions attained in this study.
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Condon, Patricia, Eleta Exline, and Louise Buckley. "Data Literacy in the Social Sciences: Findings from a Local Study on Teaching with Quantitative Data in Undergraduate Courses." Evidence Based Library and Information Practice 18, no. 1 (March 16, 2023): 61–75. http://dx.doi.org/10.18438/eblip30138.

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Objective – The University of New Hampshire (UNH) Library conducted an exploratory study of the pedagogical practices of social science instructors at UNH who teach using quantitative data in undergraduate courses. This study is connected to a suite of parallel studies at other higher education institutions that was designed and coordinated by Ithaka S+R. The four aims of this study were to explore the ways in which instructors teach and engage undergraduates in the social sciences using quantitative data; understand the support needs of these instructors; develop actionable recommendations for campus stakeholders; and identify opportunities for the development of resources, services, or activities in the library to support the use of quantitative data in the classroom. Methods – For the UNH study, the research team recruited eleven participants through convenience sampling for one-on-one, semi-structured interviews. The study sample included lecturers, assistant professors, associate professors, and full professors across seven social science disciplines from the Durham and Manchester campuses. Results – Courses using data provide a unique opportunity for students to gain experience by working with hands-on examples. The two overarching themes identified speak to both the motivations of instructors who teach with data and the challenges and opportunities they face: teaching with data for data literacy and scientific literacy and teaching with data for statistical, data, and tools skill building. Conclusion – Data literacy is an important set of competencies in part because of the quality and quantity of data students encounter; they need to have the ability to critically evaluate data, methods, and claims. This study directed attention to an area that had not previously been examined at UNH and is an important first step toward creating greater awareness and community of practice for social science instructors teaching with data. The UNH Library offers research data services and is exploring new ways of supporting data literacy. UNH has opportunities to create additional supports for instructors and students that could improve student learning outcomes. Such efforts may require cross-college or cross-department coordination as well as administrative support.
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Desmarais, Norman. "Historic USGS Maps of New England & New York2010198Historic USGS Maps of New England & New York. URL: http://docs.unh.edu/nhtopos/nhtopos.htm: University of New Hampshire Dimond Library, Documents Department & Data Center Last visited December 2009. Gratis." Reference Reviews 24, no. 4 (May 4, 2010): 56. http://dx.doi.org/10.1108/09504121011045944.

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Gabriel, Michael P. "British Atlantic, American Frontier: Spaces of Power in Early Modern British America, by Stephen J. Hornsby.British Atlantic, American Frontier: Spaces of Power in Early Modern British America, by Stephen J. Hornsby. Hanover, New Hampshire, University Press of New England, 2005. xviii, 307 pp. $60.00 US (library binding), $29.95 US (paper)." Canadian Journal of History 41, no. 2 (September 2006): 433–35. http://dx.doi.org/10.3138/cjh.41.2.433.

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Huber, Richard G., and Cynthia H. Adams. "Academic Freedom and Tenure: University of New Hampshire." Academe 80, no. 6 (1994): 70. http://dx.doi.org/10.2307/40251376.

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Lyons, Anthony P., Jennifer L. Miksis-Olds, and Thomas C. Weber. "Graduate Acoustics at the University of New Hampshire." Journal of the Acoustical Society of America 141, no. 5 (May 2017): 3680. http://dx.doi.org/10.1121/1.4987995.

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Wiggin, Kendall F. "New Hampshire: The automated information system." Library Hi Tech 14, no. 2/3 (February 1996): 211–18. http://dx.doi.org/10.1108/eb048015.

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Tanui, Tirongarap. "MOI UNIVERSITY LIBRARY: a new library in a new university." Information Development 5, no. 4 (October 1989): 235–39. http://dx.doi.org/10.1177/026666698900500411.

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Clark, Mary M. "The Silva Case at the University of New Hampshire." NWSA Journal 9, no. 2 (July 1997): 77–93. http://dx.doi.org/10.2979/nws.1997.9.2.77.

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Cleaves, Sara M., Brett Pasinella, Jennifer Andrews, and Cameron Wake. "Climate action planning at the University of New Hampshire." International Journal of Sustainability in Higher Education 10, no. 3 (July 10, 2009): 250–65. http://dx.doi.org/10.1108/14676370910972567.

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Dissertations / Theses on the topic "University of New Hampshire. Library"

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Wells, Pamela C. "Primary and secondary school funding in the state of New Hampshire and the effects on the university system." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1045632.

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This study presents the significance of primary and secondary school funding in the State of New Hampshire and its related effects on the University System. Two main research questions are examined. Does the primary and secondary school funding structure impact University System of New Hampshire funding? What impact has the debate around the terms "adequate" and "equitable" had on educational funding? Comparisons between primary and secondary school funding and the University System of New Hampshire funding are examined.With New Hampshire's unique history and large Legislative body, educational funding at all levels can become an often discussed topic. A seventy-five person sample is analyzed and presented in the thesis; as are recommendations for further study.
Department of Secondary, Higher, and Foundations of Education
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Griffen, Blaine David. "Interactions between two invasive crab predators, Carcinus maenas and Hemigrapsus sanguineus, and consequences for the native community /." Restricted access (UM), 2007. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.

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Hobbs, Erin B. "Distribution and feeding behavior of early life stages of the northern shrimp, Pandalus borealis, in relation to the spring phytoplankton bloom in the western Gulf of Maine /." Restricted access (UM), 2008. http://libraries.maine.edu/gateway/oroauth.asp?file=orono/etheses/37803141.pdf.

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Campbell, Kathy, and Leslie Adebonojo. "Baby Boomers in the Brave New Academic Library." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etsu-works/375.

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Excerpt: The baby boomer generation is larger than any generation that has preceded it. Boomers are more likely to live longer and better than previous generations, and they have changed jobs more often than previous generations. They understand the necessity and have the desire to be life-long learners.
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Kembhavi, Ajit, and Tukaram S. Kumbar. "Professional Literature for Indian Universities - A new Initiative by the University Grants Commission." Information and Library Network Centre, An IUC of University Grants Commission, 2003. http://hdl.handle.net/10150/106132.

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For some years now, Indian Universities and Colleges have been deprived of access to journals and other professional literature. About two decades ago, University libraries were able to subscribe to a decent number of journals in various subjects. The subscriptions have steadily eroded since funds available to universities have not been able to cover the rising cost of the literature, and today access to journals is all but impossible, except from a handful of major university libraries. It is clear that this trend cannot be reversed in the conventional fashion by providing increased funding. The University Grants Commission (UGC) has recently undertaken a major new initiative called the UGC-INFONET, which seeks to provide high speed internet connections, electronic access to professional literature, and the development of multimedia content to supplement conventional learning and teaching. In the present paper we describe the part of this project which deals with the provision of electronic access to journals and other literature for the University sector. Major organizations like the CSIR, DAE, AICTE etc have set up consortia involving institutes under the aegis of the respective department to have electronic access. The arrangement here involves incremental payments to be made to publishers to supplement an already large print subscription base. This arrangement is not possible for the Universities, since the present subscription base is very poor, and therefore arrangements which involve electronic subscriptions only are being made with publishers. In our paper we will discuss details about the initiative, the novel aspects of the programme, the great benefits that it will bring to the University sector, its present and future relationship with other consortia, and the role of INFLIBNET in the planning and long term implementation of the scheme.
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Fan, Yue Qian. "Evaluation and improvement on service quality of Chinese university libraries under new information environments." Thesis, University of Derby, 2018. http://hdl.handle.net/10545/622826.

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The rapid development of information technology in the recent years has added a range of new featuresto the traditional information environment, which has a profound impact on university library services and users. The Quality of Service parameter in library services has reached a broader consensus,which directly reflects customer satisfactions and loyalty. Exploring the evaluation frameworks for service quality in university libraries cannot be undermined in this context. Besides, existing evaluation frameworks of service quality of university library services are also facing numerous challenges due to their imperfections. Thus,there is an urgency and necessity to explore and enhance the efficiencies of the evaluation frameworks of service quality. To this end, this thesis conducts a systematic analysisof evaluation frameworks with a motivation of identifying the core components that needs enhancements for achieving effective service quality in Chinese university libraries through empirical methods. Furthermore, the inferences extracted from the analysis has been exploited to provide suitable recommendations for improving the service quality of university libraries.
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Barret, Beverley, and n/a. "Users and an online catalogue : an evaluation of the OPAC at the Dixson Library, University of New England." University of Canberra. Information, Language & Culture Studies, 1989. http://erl.canberra.edu.au./public/adt-AUC20060607.162838.

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This thesis reports on a study undertaken at the Dixson Library, University of New England. The purpose of the study was to develop an understanding of users of online public access catalogues (OPACs). The understanding gained from the study will assist in the development of improvements to the Library's OPAC, and increase user ability to access information from the OPAC. The study replicated the user questionnaire of the Online Patron Access Project, sponsored by the Council on Library Resources (CLR) in 1981/83. The questionnaire was modified slightly to suit conditions at the Dixson Library. The study addressed nine research questions relating to the users, their reactions, attitudes, experiences and problems. The user task and their suggestions for improvement were also addressed. The study formally tested three propositions between the variables user task, success and attitudes in relation to OPAC users. The findings show the analysis of the responses for the population as a whole, and, where relevant, for eight groups of student respondents based on their academic affiliation. The student population was of particular importance because of the preponderance of external students at the University of New England. The differences in the findings between the groups of students were discussed, and where possible, explained. The three formal propositions were tested by carrying out Chi square tests for the values of each variable. Nine significant relationships were found. Comparisons were made between the Dixson Library findings and those of the CLR study. Recommendations and conclusions were drawn from the study, including areas for further research.
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Stump, Katrin. "Ein Bibliotheksneubau für Freiberg." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-25643.

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"Die heiße Begierde, nach Freiberg zu gehen und Ihr Schüler zu werden, lag schon lange in mir“. Diese euphorischen Worte schreibt Alexander von Humboldt 1790 an Abraham Gottlob Werner, den berühmten Mineralogen, dessen Professur an der damals noch jungen Bergakademie zahlreiche Studenten aus der ganzen Welt nach Sachsen lockte.
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Redaktion, BIS. "Neujahrsempfang 2011 der Universitätsbibliothek Leipzig." SLUB Dresden, 2011. https://slub.qucosa.de/id/qucosa%3A1061.

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Am 22. Januar 2011 wurde zugleich mit dem Neujahrsempfang der Universitätsbibliothek Leipzig das Kunstwerk „Perspektive“ von Lada Nakonechna eingeweiht. Die über 100 Quadratmeter große Bleistiftzeichnung der ukrainischen Künstlerin wurde in dreimonatiger Arbeit erstellt und schmückt nun den vor zehn Jahren neu aufgebauten Alten Lesesaal. Die Stadt Leipzig ist unter den Sponsoren dieser Kunstaktion und hat den Neujahrsempfang zur festlichen Erinnerung an 50 Jahre Städtepartnerschaft zwischen Leipzig und Kiew genutzt.
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Golsch, Michael. "Zukunft Campusmitte. Die Zweigbibliothek Medizin der SLUB plant ihren Neubau." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2009. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-25636.

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Zukunftsmodell Bibliothek? Man muss ganz sicher kein Prophet sein, um unserer Wissens- und Informationsgesellschaft auch in den nächsten Jahren eine dynamische Entwicklung vorherzusagen. Zumindest die Quantität des Faktenwissens wird mindestens ebenso rasch wie bisher zunehmen. Gleiches dürfte für die Menge und für die Vielfalt der Informationsangebote gelten, für die der technologische Fortschritt auch künftig neue elektronische Austauschformen stimulieren wird. Die bereits heute festzustellende Enträumlichung von Wissen und Informationen wird sich damit weiter fortsetzen und über veränderte Rezeptions- und Kommunikationsformen unser soziales Zusammenleben auch in Zukunft entscheidend prägen und beeinflussen – so wie wir dies seit dem „Phänomen Internet“ und in der „Digitalen Revolution“bereits täglich erleben.
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Books on the topic "University of New Hampshire. Library"

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Helms, Ned. The New Hampshire political library. Exton: Newcomen Society of the United States, 2004.

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Janet, Dailey. New Hampshire: Heart of stone. Ontario: Harlequin, 1987.

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J, Greenberg Karen, Fry Varian, Columbia University Libraries, and Fort Ontario Emergency Refugee Shelter, eds. Columbia University Library, New York. New York: Garland Pub., 1990.

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Wheeler, Frank T. Guide to the University Archives of the University of New Hampshire. Durham, N.H: Dimond Library, University of New Hampshire, 1994.

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Gray, Adamovich Shirley, ed. The Road taken: The New Hampshire Library Association, 1889-1989. West Kennebunk, Me: Published for the New Hampshire Library Association by Phoenix Pub., 1989.

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The new university library: Four case studies. Chicago: ALA Editions, an imprint of the American Library Association, 2014.

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University of New Hampshire. Alumni Association., ed. Thy sons and daughters ever: A history of the University of New Hampshire Alumni Association. Portsmouth, NH (Box 4726 Portsmouth, NH 03802-4726): P.E. Randall Publisher, 1994.

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Green, Scott E. Directory of repositories of family history in New Hampshire. Baltimore,MD: Printed for Clearfield Company by Genealogical Publishing, 1994.

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A, Hibschweiler Rita, and MacGregor T. H, eds. Banach spaces of analytic functions: AMS Special Session, April 22-23, 2006, University of New Hampshire, Durham, New Hampshire. Providence, R.I: American Mathematical Society, 2008.

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University of New Hampshire. Art Gallery, ed. Simple art: Printed images in an age of magnificence. Durham, N.H: Art Gallery, University of New Hampshire, 2006.

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Book chapters on the topic "University of New Hampshire. Library"

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Flannery, John A., and Karen M. Smith. "University of Aberdeen New Library." In Eco-Library Design, 112–21. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-4078-5_12.

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Cheung, Sheila, Cindy Kot, and Kammy Chan. "New Dialog, New Services with Altmetrics: Lingnan University Library Experience." In Communications in Computer and Information Science, 63–71. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1053-9_5.

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Françoise, Noël, Henry de Hassonville Marc, Evraud Martine, and Bolsée Denis. "The Local Area Network of the Library of Medicine at the University of Liege (Belgium)." In Information Transfer: New Age — New Ways, 336–38. Dordrecht: Springer Netherlands, 1993. http://dx.doi.org/10.1007/978-94-011-1668-8_81.

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Gao, Yuan. "Cultural Construction of University Library in Mobile New Media Era." In Application of Intelligent Systems in Multi-modal Information Analytics, 404–11. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-74811-1_58.

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Belbenoit-Avich, Pierre Marie. "Towards Electronic Information: the example of the Multimedia library of the University LYON I (France)." In Health Information — New Possibilities, 161–62. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0093-9_48.

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Halldal, Kari. "Experiences with Excerpta Medica On-Line Via Bids at University of Oslo, Faculty of Medicine Library." In Health Information — New Possibilities, 146–48. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0093-9_43.

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Busemann, Herbert. "On the Busemann–Courant Correspondence, New York University (Elmer Holmes Bobst Library)." In Selected Works II, 29–55. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-65624-3_6.

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Hart, Rachel. "The Records of Medieval St Andrews in the University of St Andrews Library." In New Approaches to the Archive in the Middle Ages, 151–67. London: Routledge, 2024. http://dx.doi.org/10.4324/9781003181033-12.

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Patton, Lydia. "Hybrid Enrichment of Theory and Observation in Next-Generation Stellar Population Synthesis." In Synthese Library, 81–90. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-26618-8_5.

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AbstractNext-generation observational surveys in astronomy provide empirical data with increasingly high resolution and precision. After presenting the basic methods of population synthesis (via Conroy C, Ann Rev Astronom Astrophys 51:393–455, 2013; Maraston C, Mon Not Royal Astronom Soc 362:799–825, 2005), this paper argues for several related conclusions. The increased precision of the new methods requires the development of improved theoretical resources and models to provide the richest interpretation of the new data (as argued by Maraston C, Strömbäck G, Monthly Not Royal Astronom Soc 418:2785–2811, 2011). The measurement of physical variables and parameters in population synthesis is best understood using a model-based account along the lines of (Tal E, The epistemology of measurement: a model-based approach. Dissertation, The University of Toronto, 2012) and (Parker WS, Br J Philos Sci 68:273–304, 2017). Finally, in the case of population synthesis, improved empirical data does not dispense with the need for theoretical reasoning in post-data analysis. In fact, the high-resolution data used in next-generation population synthesis demands ever richer theories and models, a process that results in hybrid enrichment of theoretical and observational methods and results.
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Sanchez-Eppler, Karen. "Chapter 16. A World of books." In Children’s Literature, Culture, and Cognition, 356–76. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/clcc.15.16san.

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Three late-nineteenth-century American farm boys wrote and illustrated a homemade library. The Nelson family lived in rural New Hampshire, USA in what seem narrowly local circumstances – far from transnational. Yet the books they create depict an imaginary “World”. Their library reflects competition and conflict between imaginary nations, but also collaboration, with some books claiming transnational authorship and publication sites. International communication provides impetus for the Nelson brothers’ bookmaking in ways that illuminate the transnational dimensions of children’s book production in the real world. The case study offered in this chapter both explores the significance of global thinking for the Nelson’s bookmaking and asks what their homemade publications reveal about the transnational circulation and function of all children’s books.
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Conference papers on the topic "University of New Hampshire. Library"

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Jiras, Jonathan, Denise Brush, and Benjamin Saracco. "Poster: ORCID Integration at Rowan University." In New Jersey Academic Library Conference. VALE/NJEDGE, 2024. http://dx.doi.org/10.31986/issn2689-0690_rdw.lib_scholarship.56.

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Rowan University wanted a single, streamlined point of access to information about research activity by all our faculty. The Technology Services Librarian proposed leveraging our ORCID membership to integrate faculty research information in ORCID with university identity management services. Information Resources & Technology (IRT) worked with the Division of Research and the Libraries to design and implement a solution that achieved this goal.
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Careno, Angela, Helen Cullyer, Susan Doerr, Ellen Faran, Leila Salisbury, Tyler Walters, and Charles Watkinson. "New Platforms and Discovery Tools: Toward 21st‐Century University Presses and Libraries." In Charleston Library Conference. Purdue University Press, 2016. http://dx.doi.org/10.5703/1288284316237.

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Eftimova, Sabina, and Elena Savova. "MANAGEMENT OF INNOVATION PROCESSES IN THE UNIVERSITY LIBRARY." In 10th International Conference on Education and New Learning Technologies. IATED, 2018. http://dx.doi.org/10.21125/edulearn.2018.1376.

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Lin, Na. "Innovation Management of University Library under the New Situation." In 2016 International Conference on Education, Sports, Arts and Management Engineering. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icesame-16.2016.123.

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Savova, Elena, and Elisaveta Tsvetkova. "MODERN LIBRARY IN THE EDUCATIONAL SPACE OF THE UNIVERSITY." In 11th International Conference on Education and New Learning Technologies. IATED, 2019. http://dx.doi.org/10.21125/edulearn.2019.1205.

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Johnston, Chelsea T., and Judith C. Russell. "Intriguing New Model for Improved Visibility and Access to Theses and Dissertations." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317199.

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The George A. Smathers Libraries at the University of Florida (UF) are participating in an innovative program to explore whether making electronic theses and dissertations (ETDs) available in print through online retail sites can have positive impacts for graduates, the University, and the general public. Digitization and metadata enhancement have improved discoverability and ease of access for ETDs in the Institutional Repository at the University of Florida (IR@UF). However, through this new program, research can be shared widely beyond academe with practitioners, corporate researchers, independent scholars, and international readers. This paper will describe how the Smathers Libraries have worked with a corporate partner, BiblioLabs, to leverage online retailers’ discovery engines to promote print versions of ETDs while alerting readers to the free digital versions available in the IR@UF. This paper will also share how alumni, current graduate students, and other campus stakeholders have responded to the pilot of this new service. The Libraries are monitoring referred traffic to the IR and sales data. UF is the first university to contribute content to this effort, but we expect others to follow suit if the data supports the expectations of the University, the Libraries, and our graduates.
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Lin, Na. "Social services established under the new environment of University Library." In 4th International Conference on Management Science, Education Technology, Arts, Social Science and Economics 2016. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/msetasse-16.2016.39.

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Liu, Jianping, Huilan Chen, and Limin Zhu. "Web-Based E-education Platform of the University Library." In 2009 International Conference on New Trends in Information and Service Science (NISS). IEEE, 2009. http://dx.doi.org/10.1109/niss.2009.197.

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Li, Xiuli, and Chunyue Liu. "Research on the mobile library marketing service of university library under the new media environment." In Second International Conference On Economic and Business Management (FEBM 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/febm-17.2017.64.

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Tierney, Barbara G., and Corinne Bishop. "Dual-Campus Subject Librarians at University of Central Florida." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317186.

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A new dual-campus subject librarian program is being rolled out at the University of Central Florida (UCF) whereby several subject librarians divide their time between two campuses, the legacy main campus in East Orlando and the new Downtown Orlando Campus. As of Fall 2019, four UCF subject librarians regularly travel to the new Downtown Campus to provide library support for academic programs, faculty, and students who recently relocated to the new facility. Dual-campus subject librarians are also maintaining support services for their assigned academic programs that remain at the UCF Main Campus. This article provides information and reflections about how the dual-campus subject librarian model operates and how it impacts staff duties from two perspectives. The first perspective is from the UCF Social Sciences subject librarian, who supports graduate and undergraduate programs in The School of Public Administration and Public Affairs graduate programs at the Downtown Campus, as well as graduate and undergraduate programs in Politics, Security & International Affairs and Criminal Justice at the Main Campus. The second perspective is from the Main Campus Head of the Research and Information Services Department, who supervises the dual-campus subject librarians.
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Reports on the topic "University of New Hampshire. Library"

1

Wosnik, Martin. University of New Hampshire Center for Ocean Renewable Energy (CORE) Infrastructure Enhancements. Office of Scientific and Technical Information (OSTI), January 2019. http://dx.doi.org/10.2172/1635378.

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2

Bass, Jordan, Emma Popowich, Andrea Szwajcer, and Sherri Vokey. Library Impact Practice Brief: Developing and Delivering New Research Services at the University of Manitoba Libraries. Association of Research Libraries, May 2022. http://dx.doi.org/10.29242/brief.umanitoba2022.

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This practice brief provides an overview of lessons learned in developing and deploying the Research Services & Digital Strategies unit at the University of Manitoba Libraries. The brief reviews and assesses the initial delivery and outcomes of three existing research support services—research data management, digitization, and research impact—and discusses next steps for these services.
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3

Condon, Patricia, Eleta Exline, and Louise Buckley. Teaching with Quantitative Data in the Social Sciences at the University of New Hampshire: An Ithaka S+R Local Report. University of New Hampshire Libraries, 2021. http://dx.doi.org/10.34051/p/2021.39.

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4

Withers, Clare, Diana Dill, Jeanann Haas, Kathy Haines, and Berenika Webster. Library Impact Research Report: A Toolkit for Demonstrating and Measuring Impact of Primary Sources in Teaching and Learning. Association of Research Libraries, December 2022. http://dx.doi.org/10.29242/report.pitt2022b.

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As part of ARL’s Research Library Impact Framework initiative, a team from the University of Pittsburgh Library System addressed how special collections support teaching, learning, and research. This project developed a toolkit that allows measurement of impact of engagement with primary sources. The University of Pittsburgh (Pitt) initially worked with University of California, Irvine (UCI) to develop student learning outcomes based on the ACRL/RBMS–SAA Guidelines for Primary Source Literacy and used a logic model framework to identify three types of outcomes: initial (attainment of new skills and knowledge), intermediate (behavioral change), and long-term (change in status). Pitt studied two successive cohorts of their Archival Scholars Research Awards (ASRA), a semester-long undergraduate scholarship program that matches each student with a University of Pittsburgh Library System (ULS) librarian/archivist and a Pitt faculty mentor to engage in an in-depth research project. Next, Pitt refined, expanded, and tested the toolkit for use in class visits to assess student learning and archivist/librarian performance in supporting instructor learning goals. The mapping and assessment toolkit Pitt developed may be applied to teaching with primary sources across different disciplines and institutional settings.
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Wilkins, Justin, Andrew McQueen, Jennifer Miksis-Olds, Chris Verlinden, Michael Jones, Guilherme Lotufo, Gunther Rosen, and Burton Suedel. Demonstration of an autonomous sailing vessel for monitoring nearshore and offshore marine environments. Engineer Research and Development Center (U.S.), December 2022. http://dx.doi.org/10.21079/11681/46201.

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This technical note describes the US Army Engineer Research and Development Center (ERDC) application of an autonomous sailing vessel (ASV) to monitor water quality near underwater unexploded ordnance in Vieques, Puerto Rico, and the Center for Acoustics Research and Education, University of New Hampshire, application of the ASV to monitor the ocean soundscape along the Atlantic Outer Continental Shelf.
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6

Nickerson, Claire. Smart Classroom User Manual. Fort Hays State University Scholars Repository, December 2022. http://dx.doi.org/10.58809/xsfs2092.

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In 2018, Fort Hays State University began building a prototype for a low-cost, portable smart classroom. This project was a collaboration between the library and the Institute for New Media Studies and was funded by the Institute of Museum and Library Services. This manual assumes that you are working with a smart classroom kit with components that have already been collected and set up, either by you or by an organization or consortium. If you are trying to create a smart classroom kit or set up the smart classroom screens, please consult the Smart Classroom Designs document. If you are trying to display content, create an exhibit, or teach a class in the smart classroom, this user manual is for you.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001255.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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8

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001250.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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9

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001252.

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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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10

Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner, and Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, December 2022. http://dx.doi.org/10.20933/100001253.

Full text
Abstract:
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.
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