Call for Papers, ASEE 2011, June 26-26, Vancouver, BC

The summer of 2010 is winding down. It's hard to think about next summer when the leaves are just starting to change, the days are growing shorter and students are streaming back to campus for the start of another academic year. But planning is already underway for the 118th ASEE Annual Conference & Exposition, which will be held in Vancouver, British Columbia, Canada, June 26-29, 2011.

The Engineering Libraries Division invites papers for technical and poster sessions and abstracts for panel discussions. Below is a list of proposed session topics for the 2011 program. Most of these ideas were suggested by you, the membership of ELD, during this year's conference in Louisville and in our post-conference survey. Please note that this list is not exclusive. If you have an idea that doesn't seem to fit in any of the categories below, please feel free to suggest it by contacting me at michael.white@queensu.ca.

1. Sunday Workshop Ideas

• Introduction to data curation and management
• Preparing for the ABET accreditation process
• Teaching standards
• Engineering librarianship 101: introduction to sources

2. E-Science and Data Curation

• E-science in the engineering context
• Role of engineering librarians in facilitating e-science and data curation
• Educating faculty about the importance of archiving and managing scientific data
• Library data management services for small-scale research projects
• Emerging standards for archiving and disseminating research data

3. You Can't Do That On Facebook! Ethical Issues and Plagiarism

• Ethical challenges created by new technologies, e.g. social networks, smart phones, etc.
• Working with faculty to develop effective ethics and plagiarism policies
• Educating undergraduate and graduate students about ethics and plagiarism
• Library responses to specific problems, e.g. Ryerson University Facebook case

4. Out With the Old, In With the New: Reinventing the Academic Engineering Library

• Stellar success stories and frightening failures
• The incredible shrinking library: space planning, space sharing
• Developing the library's virtual presence using Web 2.0, Second Life, social networks, etc.
• New tools and techniques, e.g. mobile technologies, etc.
• Library services for the 21st century engineering student and faculty

5. International Perspectives on Engineering Librarianship

• Canadian Engineering Landscape
• Librarian perspectives on the new Canadian Engineering Education Association (CEEA)
• Role of librarians in the CEAB Accreditation Process (Canadian Engineering Accreditation Board)
• Library services for foreign students studying at Canadian and American universities
• International library partnerships and programs
• Engineering libraries worldwide

6. Collection Development and Access

• Developments in e-book content, platforms and tools
• Library support for e-book readers, e.g. Kindle, etc.
• Patron-driven acquisition models
• Collaborative collection development, e.g. university consortia, multi-campus coordination, etc.
• Supporting new programs and niche disciplines in difficult economic times
• Promoting access to electronic materials, e.g. online research guides, pathfinders, etc.

7. Scholarly Communication Issues

• Social networks for professional engineers
• Library support for faculty research profile systems, e.g. VIVO, etc.
• New tools for promoting scholarly communication, e.g. publisher websites, open access tools
• Educating faculty and grad students about predatory open access publishers
• Promoting open access to engineering faculty and researchers

8. Information Literacy, Professional Skills, and Life-long Learning

• Assessment of course-integrated library instruction
• Librarian-faculty partnerships
• Programs for graduate students
• New tools and techniques for delivering tutorials, e.g. course management software, video tutorials, etc.

9. Digital Collections

• Ongoing developments in institutional repositories (IR)
• Library support for electronic theses and dissertations
• Free or fee? Striking a balance between access and financial sustainability
• Obtaining funding for digital projects
• Local technical report collections
• Rembrandts in your attic: identifying and preserving rare engineering materials

10. Developments in Engineering Librarianship

• Embedded librarians: old wine in new bottles?
• Successful librarian-faculty collaborations
• Innovative library outreach programs
• Mentoring the next generation of engineering librarians

11. ABET/CEAB Accreditation

• The role of librarians in the accreditation process
• Preparing for an accreditation visit
• Educating faculty about the role of the library in accreditation

12. Intellectual Property Rights (IPR) Issues

• IPR training for engineering students and faculty
• Copyright training for librarians
• Developments in open access
• Patent search tools and techniques
• Open source software

You may submit abstracts for papers, posters and panel discussions beginning today, Wednesday, September 8, 2010. The last date for abstract submissions is Friday, October 8, 2010. Please remember that all posters and presentations require a paper in accordance with ASEE's "publish to present" policy. Papers will be peer-reviewed for acceptance into the conference proceedings. Exceptions to the paper requirement include guest speakers and members of panel discussions. I will be contacting potential reviewers in the next few days.

Again, here are the important fall deadlines to remember:

Sept. 8 - Abstract submission opens
Sept. 8 - Abstract review process begins
Oct. 8 - Abstract submission closes
Nov. 12 - Abstract review process ends
Dec. 3 - Abstracts Accepted/Rejected

If you're interested in submitting an abstract, please review the information in the Author's Kit located at http://www.asee.org/conferences-and-events/conferences/annual-conference/2011/program-schedule/AuthorKit.pdf. I also encourage you to take advantage of our Mentoring Committee's Paper Review Service.

Please note that ASEE has replaced the SmoothPaper paper management system with a new system designed by in-house staff. I will be learning the new system with you and will do my best to make the submission and review processes as straightforward as possible. To get started, please go to http://www.asee.org and click the "log in" link in the upper right hand corner to log into the paper management system or to set up your account.

The ELD Program Planning Committee looks forward to working with all ELD members over the next ten months to create a strong program for ASEE 2011 in Vancouver. The Program Planning Committee is:

Craig Beard, Publications Chair
Amy Buhler, Director (1st year)
Aleteia Greenwood, Member of the Awards and Nominating Committees
Bob Heyer-Gray, Chair
Doug McGee, Treasurer/Secretary
Adriana Popescu, Director (2nd year)
Megan Sapp Nelson, Scholarly Communications Chair
Larry Thompson, Development Chair
Michael White, Program Chair/Chair Elect

If you have any questions or ideas, please contact me at michael.white@queensu.ca. (E-mail is best as I am on parental leave until early November.)

Thank you,

Michael White
ELD Program Chair, 2010-2011

ASEE 2011 - Vancouver, BC, Canada

Save the date: June 26 - 29, 2011 
Start thinking of papers, topics, or workshops for next year. Michael White will be sending out a survey soon for your input on future ASEE Engineering Library Division conference topics.

Join the American Society for Engineering Education in Vancouver, BC, Canada
for the 118th Annual Conference & Exposition!

Faculty/Librarian Liaison Relationships (your librarian is your friend, or the double-L value-add)

James Bradley Clarke, Miami University of Ohio – A Case of Vague Identities
At this point, I feel like I should be writing a mystery story. Clarke supports 1000 engineering students. The MU library provides 100% of first year engineering students with information literacy training. Academic librarians can have a vague identity on campus. He feels students and faculty may be confused by our roles on campus so he’s working to clarify the role and elucidate the vague identities. Some time way back in 1971, ACRL stated that academic librarians and professors are equal, should be paid the same, treated the same. So Clarke feels the role of liaison librarian is to have an aggressive outreach approach. Offering course guides, attending events, providing workshops, offering many communication venues for users. To get past the routine things librarians do Clarke writes articles about ABET and how the librarians can support the accreditation process. He also attends senior capstone events and informally comments about the projects and how they can be improved, which faculty welcome. The liaison relationship extends beyond the library. His outreach extends to attending campus ballgames and bringing his colleagues along.

Megan Sapp Nelson, Purdue University -  Question to Find Gaps and Concerns
Three librarians support thousands of engineering students. One of her goals is to extend the boundaries of the physical library with “outreach reference” locations along with other initiatives to get librarians more embedded on campus. She started with traditional meetings with faculty but quickly moved beyond to embed herself into Purdue’s teaching environment through involvement with engineering projects and community service. As a teaching faculty, she grades students work. Involvement in this way has helped develop rapport with other faculty and students. Nelson helped develop new curriculum for this program including early conceptual design for EPICs. Right now one of her value-added services is creation of a structured process for students when they come to her “with the best idea ever for an engineering project that no one in the world has ever thought of before.” Sound familiar? The research process she’s developing will guide students through literature searches for their design ideas. Nelson feels successful faculty relationships can be developed by asking them what problems they face. This approach can bring forward opportunities for librarians or integration of information skills into the curriculum. This led to teaching ethics to students and for another detailed example, see her ASEE 2010 paper on tying creativity with IL.

Karen Vagts, Tufts University - Infiltration with a marketing mindset
Vagts supports around a thousand School of Engineering students and faculty. Tufts program has many interdisciplinary aspects, with some faculty straddling management and engineering. Affiliated with Tisch Library and she also supports math and business. Tufts librarians are not tenure track. Faculty are not always aware of what librarians do. With a business background, she views her outreach efforts as a marketing issue and decided to penetrate the market by segmentation of her audience.  Due to interdisciplinary nature of the programs she target sub-groups based on interest areas (water, etc.) vs. by department. She has some success asking faculty to visit class for 10 minute to market the library and the assistance she can provide. There is no required information literacy instruction for engineering students at Tufts at this time. Focused areas for IL instruction are first year and capstone courses where research intensive courses are offered. She targets campus efforts for improving educational research and tries to become involve with development of new programs. Centers and research institutes including career development are other areas she has outreached to. Her communications range from emails, newsletters, and pushing resources out to target groups but “serendipitous meetings with faculty lead to great things.” Develop of individual relationships are most important in addition to successfully navigating the range of attitudes of faculty members.

Najwa Hanel, USC Libraries - Get out there and meet & greet
Hanel supports such a large number of students, faculty and research centers/institutes can be challenging but rewarding. She suggests going to faculty “to offer something, not ask for something.” They target department heads, all new faculty, and collaborate with other librarians to support across disciplines. One incentive for new faculty is a $500 for collection development (not serials). Hanel described in detail her methods of encountering faculty outside of the library. Participation on curriculum committees and new faculty orientation are essential activities for liaison librarians. Partnerships with faculty to support student learning is our reason for being there.

Discussion

What do we do when requests for instruction surpass our ability to support them?  At Purdue there’s a move towards embedded librarians where instruction is delivered over multiple course sessions esp. in business school. Cross training with other librarians to help support instruction across disciplines. Develop supplemental workshops. Use online tutorials. Tap into local library school students. Hire graduate students from the discipline to teach orientations and do RefWorks sessions. At Queens they are discussing writing memorandum of understanding with departments to formalize the liaison program. At WPI, we have begun shifting staff roles in order to support our 50% increase in instruction sessions over the past 5 years.

Outreach to parents & students: some librarians are involved with summer orientation activities and have come up with creative ways to outreach to parents and students.

At MIT the librarians create a “new faculty toolkit” that helps library liaisons approach new faculty, talke with Angie Locknar for further details.

How do we reach senior faculty? Some mention through assistant in dealing with data sets and management of information. Another idea is to work with development and/or grants offices. 

Distinguished Lecture: Problem Solving in Engineering Education

David Jonassen, Missouri University
Problem solving ability is more important then ability to write an exam in a blue book. If you want student to learn take the numbers away. What kind of problems do engineering students learn to solve? Story problems taught by worked examples where they learn to mimic process not meaning. Students are not learning what the equations mean and they need to understand the problems qualitatively. Jonassen’s feels there are issues with conceptual understanding due to over reliance of instructors on quantitative processes.

To help students he suggests instructors represent problems as structure maps, asking students to relate concepts together. Understanding nature of the problem is often superfluous for students who are focused on the answer and the grade. Ask them to step back and look at problems conceptually. Use analogies. Help them understand causal relationships using animations, simulations, causal diagrams, asking causal questions. Get them to transfer concepts to solve everyday problems. Simulations alone are not enough for learning so build in reflective and causal modeling. Causal diagrams or chains can illustrate problems for students. Follow up with causal reasoning questions such as prediction and argumentation.

They use ASK systems, TeachNET: A Resource for Engineering Teachers, real world examples and case studies.  Structure a dialog with reflection in action.

Now for an example. Within a radiation protection technical curriculum instructor’s created a series of questions about the daily work, common tasks and knowledge required of a technician. Responses are provided with videos of professionals. A standard learning outcome for any course is to get students to ask meaningful questions.

Another strategy is to get students to build models or model problems with concept maps. Students can be charged with building expert systems where a demonstrated need to articulate questions and rules is needed. Serious conceptual brain work for students and but can be time consuming! Systems modeling is also difficult but meaningful for students.

Argumentation another method to try, one example he used is code enforcement for learning engineering ethics. Instructor’s presented different perspectives and theoretical approaches and gave students a task to review and develop meaningful argumentation. This is a remedial strategy for correcting misconceptions on well-structured problems (see his recent paper on this topic for more detail).  Help students create counterargument and rebuttal.

Questioning students for metacognition forces students to reflect and regulate their own understanding. Have you solved similar problems, what strategies, or steps are needed to solve, and so on. Ask students to classify problems/questions. Text editing problems can be useful and provide impactful learning. Add extra or remove information from a question or specific problem then ask students if there’s sufficient information to respond. He suggests giving students practice first at “text editing” problems. These are very challenging for students.

Problem posing seems like a fun way to reinforce learning. Show picture and ask students to develop problem around it (for instance, soccer player on field in play and what physics concepts are also at play).

Problems engineering face don’t have right answers. Types of problems include design, dilemmas, troubleshooting, planning, and most come down to decision making. Most real problems are ill-structured. Use problem-based learning, real work problems from engineers and case studies. Stories allow case based reasoning and are meaningful, allow for transferability. For assessment consider having students construct story or scenario. Stories, Jonassen stresses are a key component of student learning. The difference between novices and experts are that experts have a story bank to withdraw from and make decisions based upon. This conference, Jonassen tells  us, is all stories. Every presenter is telling a story about how s/he are personally working to improve engineering education. 

Librarians out there, take heed. In reflecting upon this distinguished lecture I concluded that our realm is really all about the “ill-constructed problem.” We help people come up with creative ideas, keywords, phrases, search strategies to solve them. How have people dealt with the problem in the past? What can we learn from them? In helping our users find these stories of the past, new ones are being written. Stories that actually make people think. 

LibGuides, Open Access Publications in 3 Engineering Disciplines, Digitization Project Management, Citation Analysis for IL Assessment

Using LibGuides as a Web 2.0 Content Management System and a Collaboration Tool for Engineering Librarians - Richard Bernier
Bernier gave an overview of Rose Hulman library’s use of LibGuides. Many libraries use the LibGuides content management system (CMS) which provides a simple web platform for library research guides. Informational boxes and tabs can be shared and quickly updated across the guides and it’s easy to borrow information from other libraries (if permission is granted).  Bernier found that with the embedded chat 30% of their reference questions come in this way.    

Managing a Digitization Project: Issues for State Agency Publications with Folded Maps - Karen Andrews and Carol LaRussa
One fine day a grant funding opportunity was presented that was too good to be true. Even though time constraints where part of the package, this was an opportunity to provide a goldmine of unique digitized content for researchers worldwide. Karen Andrews stepped forward and shared her digitization wish list.

University of California Davis librarians worked with Internet Archive to digitize old sets of state publications. These government documents are in the public domain, are still in demand and have broad interest. The Internet Archive provided grant funding so they were able to partner to digitize more than 1000 volumes:

1. California Division of Mines and Geology Series – dating back to 19^th century includes guidebooks, information on mines and geologic history
2. CA Division of Water Resources - 780 volumes published from 1922-2004

The water resources series had large foldout maps and this was a first attempt at this type of project. The maps varied in size, creased, or even cracks in some cases and pose an obvious digitization challenge.

Challenges

·         description issues: volumes with different titles, series title changes over time, agency name changes

·         sub-series and some errors in existing library catalog records

·         tight deadline

·         involved staff in 4 units with conflicted project demands

·         staff utilization: involved a few key staff to do the bulk of the work

·         missing volumes (obtained from UC Berkley to provide as complete a set as possible)

·         OCLC catalog records were sometimes hard to find, sometimes they had a draft, office copy of some of these government documents, so they wanted to include all versions/revisions as they may be of future use to researchers

·         Preservation staff were brought in to evaluate book condition

Metadata Issues

·         Project Inventory: spreadsheet for each item, stages of processing and notes; ended up keeping two spreadsheets; evening Access Services staff member worked on this project  

·         Internet Archive staff did the production. If binding was too tight they could unbind, with the large maps they did overview and overlapping quadrants.

·         IA metadata fields not set up to accommodate monographic serials and they made accommodations but this could still be an issue with future projects

·         Wonderfetch – hoping this tool will allow update of needed metadata

·         UC Davis staff helped with quality control for IA. Staff developed a procedure for QA, a few problems with digitization were identified (pages had to be replaced in some cases, some maps had quality issues but UC Davis will retain original documents).

One thousand volumes were digitized and they tracked 600 uses within days of being posted in the Internet Archive. “There’s gold in them hills!” Check this collection out at archive.org.  

Lesson to all: generate a digitization wish list. You never know when an opportunity may pop up for mass digitization.

Open Access Availability of Publications of Faculty in Three Engineering Disciplines - Virginia (Ginny) Baldwin
Looked at Mechanical, Civil and Environmental, Chemical and Biomolecular Engineering selected recent faculty publications. University of Nebraska uses Bepress (branded as Digital Commons). She looked at journal article availability and recorded locations (on their own web site, institutional repository (IR), pubmedcentral, and so on). Baldwin did all searching from outside of the UNL IP range, and defined open access as “complete full text of an article or manuscript in some state in the publication cycle that can be downloaded from the internet.”

She compared with other academic institutions and found the University of Nebraska Chemical Engineering department has the greatest deposition by far. Why? This department hired graduate students to put their publications in the IR. She encourages we suggest this approach to our own campus departments.

Baldwin discussed with faculty why deposits into IRs are so low overall, some issues with equations, graphs, and so on and generating a pre-pub that could be posted. Timing, publisher restrictions, and other issues are at play. When analyzing by journal title, she searched Sherpa/Romeo to determine archiving policies.  

Roles of Librarians

·         Promote Google Scholar and ROAR

·         Advise faculty on copyright & publisher archiving policies

·         Provide alternate and assistance with publisher negotiation for retaining rights

·         Encourage deposition into institutional repositories

·         Warn about publisher restrictions and suggest open access journals

·         Folllow up with similar research projects in other disciplines

Citation Analysis of Engineering Design Reports for Information Literacy Assessment - Dana Denick, Jay Bhatt, and Bradley Layton
Drexel librarians assessed first year design projects for information literacy outcomes. Course sequence: ENGR 101-103 includes projects on reverse engineering (they use a $2 camera which they take apart then put back together & use CAD), green house design, and nanoenlightenment (simulating a nanorobot). In ENG103 student teams design anything but need to start with research. Nine hundred students take course. Students need to find books, articles, technical handbooks, patents, and how to cite information. Self-guided tutorials seem to be included in the research education.

Citation Analysis
Student deliverables include a team project report. Bhatt and Denick reviewed a sample of the bibliographies and used a categorization scheme to analyze types of resources and the context of their use.  Sample included 135 students or around 15 papers or so and they analyzed 234 citations.

Findings: 38% websites, 28% journals, 14% technical papers, 12% books, 4% conference papers. Students had some problems citing technical handbooks and websites and have a preference for citing websites.

Librarians aligned results of the citation analysis and data from a student self-assessment with performance indicators (based on ACRL IL standards). Mapping with outcomes helped them determine whether they are meeting initial IL goals. Only 78% of students could create an appropriate search so they found another area for instruction reform. This past spring they solicited a sample of draft papers before the students due date. Librarians then provided feedback which students could incorporate into their final reports. Data on whether or more labor intensive approach worked is forthcoming. Drexel librarians will continue with an outgoing multiple assessment strategy but this citation analysis is one facet they found useful. 

Challenges, Vision, and the Role of Academic Libraries in Building Institutional Repositories

Moderator: Scott Warren, Syracuse University Library

Panelists:

Jay Bhatt, Drexel University;

Mel DeSart, University of Washington;

Maliaca Oxnam, University of Arizona;

Peter Zuber, Brigham Young University

Goals of Institutional Repositories (IRs) include providing scholars with method of global access and preservation of research.

·         Time investment for staff, only one (BYU) mentioned they have dedicated state for their IR

·         Utilize student staffing is possible

·         Initial discussions with faculty extremely important

·         Focus on specific campus collections:

o   Drexel: student posters

o   ASU: Tree ring research

o   BYU: Herbarium, Historical clothing, student work (portals for each collection)

·         Policy decisions for consideration:

o   Types of materials collected (student work or not?)

o   Unmediated depositions or not? ASU mentioned faculty want to be empowered to add their own collections, but the librarians set up the structure for them; most support and recommend unmediated user submission

o   Length of time items will be collected

o   When faculty deposit then leave an institution

o   “closed” collections – for institutional only or embargoes for specialized research

·         Infrastructure & support varies. Some librarians partner with IT to build/support

·         Develop campus partnerships: copyright office, departments (note also that Ginny Baldwin found at her institution ChemEng department hired students to add their scholarly output)

Space Planning and Changing Library Landscapes & a bit about the 4 ELD posters too

Student users get their say: Library space redesign with students in mind - Mary Strife, West Virginia University

Surveys, focus groups and interviews of students were used to help redesign the library space. Dr. Cindy Beacham helped with Mary with the design process. Also they were able to enlist faculty to help. One faculty brought her entire class for a focus group.

During focus groups they used color coded index cards as well with focus group questions such as “what would you suggest to improve” and then gave cards back to students and asked them to work together to categorize the cards. Then the facilitators used the categories as the focus for discussions. Dr. Beacham recommended also bringing some “jumpstart” questions in case they are needed. Another question they used to solicit information and discussion from students was: “what characteristics would you like to see in a facility that would become the heart of the campus?” To capture student input they recorded and video recorded the students in order to create a report on their findings.

Students asked for many things. They were actually able to add: study rooms, color, individual spaces, more comfortable seating, more desktop and laptop computers, wireless connection extended outside of the building, and so forth. Students wanted design/display space to share their work with the entire campus. They shrank down their journal and reference shelving, improved furnishings, and now that have one service desk.

Stanford Engineering Library —Envisioning an Evolving Facility - Sarah Lester, Stanford University

In 2005, Stanford School of Engineering started fundraising for new student-focused, technologically-advanced showcase center. In addition, they will be focusing on innovation through cross-disciplinary collaboration. In parallel, the University Librarian began a visioning process for the library. The vision for the future library included: digital focus, less space with more staff, innovation and more technology. The library is moving into the Huang Engineering Center which in addition the library will include a café, lab spaces for students, and breakout rooms with flexible furnishings. They'll be moving into this new space later this summer.

Within the library, they have designated zones, quiet area & stacks, group study & brainstorming islands, and front entrance zone with offices and circulation. The library is moving from 16,000 sq ft to 6000 and they will maintain a collection of 20,000 print books and supplemented with 40K+ ebooks. They have no bound print serials and only have 100 print browsing. The overall plan includes: ejournals, ebooks, and moving fully to electronic theses and dissertations. Many of their print serials were sent to off-site storage which has 24 hr paging service. The Stanford Physics Library is closing, so librarian supporting Physics will move into this new engineering library space.

A few cool things: RFID tags for all books, self-checkout system, librarians no longer have offices, they will be in cubicles in the open area of the library, all furniture movable, they are lowering stacks to optimize lighting. They retained a special collection of the history of science and technology.

New Library technology: digital bulletin board, ereader checkouts (Kindle/Sony are very popular with students and they may buy and add content to them, but deleted upon return), touch screen info kiosk, iPhone for reference questions, iPad for content experimentation.

They are rolling out a new service & outreach model, being more embedded and going where the students are. Offering more classes and workshops. All librarians have laptops so ability to go “mobile” and to the users. They are now helping faculty and students on management of unique collections and digital content and data management. See their web site for more details.

Spaces, Relocation and Subject Synergies When a Subject Libraries Change - Jill Powell, Cornell University

The library that is the fastest growing on campus is the Annex Library. At Cornell, libraries are in transition due to financial issues, library budget reductions, and serials inflation among other factors. The strategic plan focused on collections and selectors.

The Physical Sciences librarian was cutting journals that got more than 300 uses per year, so was fine with consolidation with another campus library. They could then have funds to provide journals faculty/students need. Arts, Architecture and Visual library was identified as important to maintain as a browse-able collection. Management, Entomology, Engineering, Ornithology, Hotel, Physical Sciences, and Industrial & Labor Relations libraries are merging with others.

The vision for the engineering library was to keep services in place, but to move books and journals and staff. Moves will not happen until next summer, although the Physical Sciences Library has already relocated staff and collections. The Engineering Library has 500 reserve books and 350,000 gate count per year. More ways of generating revenue or saving money are in place. They sold their duplicates to a sister university in China for instance. Also, Cornell implemented Amazon print on demand. A new revenue model for ArXiv was devised to help support this global site.

In the engineering library, the librarians remain for the most part, but there will be some layoffs. Also, the study hall and computer lab will remain open and they are moving many books to Annex. For collections, like Stanford, there’s a shift to online content. They implemented MyiLibrary for purchase-on-demand which seems fairly seamless for users to view an ebook they are interested in.

Should libraries that are consolidating remove and/or also consolidate their web sites? At Cornell they haven’t removed the libraries from their web site it seems.


For journals that come with online equivalents, they will display for 6 months and then discard them. Make, Oil & Gas Journal are a few that Cornell has figured out how to “script” into these for their users online (some are one user at a time).

The good news is that cost-savings due to library consolidation will allow librarians (and users) to buy research materials needed as budgets shift and transitions take place. With the relocation of books there are many possibilities for creating new spaces for group study and collaboration areas.

It was recognized at the highest level that the librarians provide a lot of value and more instruction opportunities have out of this process.

ELD Poster Sessions:

Seeking and Finding the Aerospace Literature from 1996-2010: And, the Winner Is . . . Google - Larry Thompson
Thompson looked at STAR items (mostly tech reports and memoranda) and found google to be the most useful in sleuthing out the full text.
The Engineering Index: The Past and the Present - Nestor OsorioA timeline was presented, the history of this index.

AVS: Science and Technology Virtual Museum – Susan Burkett, Cameron Patterson, and Nicholas A. Kraft A student project involving development of a web site for a museum.

An Analysis of ASEE-ELD Conference Proceedings: 2000-2009 - David Hubbard
New Knovel Interface - Sasha Gurke