Lloyd C. Engelbrecht (born 1927) is Professor Emeritus of Art History at the University of Cincinnati. His article, “Wood, Plywood and Veneer, Cranbrook, the New Bauhaus and the W. P. A.: the Origins of the Eames Chair of 1946,” had its origins in a paper presented at a symposium, “Bauhaus, New Bauhaus, W. P. A.: Chairs for Mid-Century,” October 17, 1981, at the Mid-America Conference of the College Art Association, meeting in Milwaukee. The article was expanded and eventually completed in 1987, but it was never published. The author asked that his late wife, June-Marie F. Engelbrecht (1930-2009), be given credit for her immense amount of help with the research and writing of the article.
This webinar was a part of the Data and Computation Science Series and one of five webinars focused on the Publishing Lifecycle of Data. It occurred on July 27, 2020, at 2:00 pm EDT.
Due to technical difficulties, the presentation starts at 8:47.
The presenter was Claudio Aspesi, Senior Research Analyst. He joined Sanford C. Bernstein & Co., LLC, in 2004 covering European media stocks. Previously he was Global Senior Vice President of Strategy at EMI Music and was responsible for defining the company’s business model as the music industry entered the digital age. Before joining EMI Music in 2002, Mr. Aspesi was a member of the executive team at Airclic, an Internet infrastructure company, and prior to that a Principal at McKinsey and Co., working with many leading media and entertainment companies. Mr. Aspesi graduated with the highest honors from Universita Luigi Bocconi, Milan, with a Laurea in Economia Aziendale.
Session Description - Open data and metadata - opportunities, risks, and possible actions
Research data is at the core of what universities do. Its value to researchers is, of course, paramount - and open science offers significant benefits to the scientific community. But this data, and the attached metadata, are increasingly valuable for third parties as well. We will discuss how research data and metadata increasingly overlaps with all the other data produced by academic institutions, how it is becoming increasingly valuable outside the academic community, and how it could become even more valuable in the future. The collection, analysis, synthesis and preservation of data and metadata, however, pose significant issues as well; for example, data can and is being used to evaluate individuals (with the biases implicit in developing algorithms to analyze them). More broadly, the collection and analysis of data raises privacy and academic freedom concerns, and so does the lack of transparency and accountability of third party users. Ultimately, the deployment of data analytics and Artificial Intelligence tools should fit with the broader values of the academic community, such as equity and sustainability - whether it does so is controversial.
In addition to the need to establish principles for the use of data analytics and Artificial Intelligence, there are also significant ethical questions that need to be addressed, and that pose significant challenges, and there are questions about how to ensure the long term preservation of data and metadata.
We will close the presentation with a look at possible steps that the academic community ought to take to address all these issues. We hope that a discussion will follow, in order to address questions and issues, as well as to gather points of view from participants
This presentation at the 7th Annual describes UC Libraries' efforts aimed at enhance international student library orientation, giving students keys to success living and studying in another country, and providing diversity training to UCL staff and student employees.
A presentation for UC Libraries showcasing 2 projects: English Composition 1001 students' perception of research and findings of an undergraduate research survey identifying library needs, a collaboration with UC’s Office of Undergraduate Research, Scholarly Endeavors and Creative Practice.
University of Cincinnati Libraries developed various Web 2.0 tools to enhance the Users Experience and direct access to resources through their Social Networking Portals or their browser toolbars.
We developed a toolbar for Firefox and Internet Explorer.
We had widgets for MySpace, Google, and Facebook.
We also had desktop Gadgets for VIsta, Micrsofot Live, and Google Gadgets.
UCL developed it's Intranet 3.0 to use all of the Web 2.0 tools. It is a PHP application that uses nodes to manage access to a menu system. These nodes are assigned by users and their Job Titles. Their is email notifications, approval workflows, and plugable modules.
There are equipment management, help call management, ARL Stats, Printer Management, HR, and Lockers.
Lloyd C. Engelbrecht (born 1927) is Professor Emeritus of Art History at the University of Cincinnati. In collaboration with his late wife, June-Marie F. Engelbrecht (1930-2009), he has been researching, writing about and speaking about architect and designer Henry C. Trost (1860-1933) and his family firm of Trost & Trost.
On May 8, 2014, Lloyd Engelbrecht was invited to speak at the University of Texas at El Paso as part of a Trost symposium. The following is an excerpt from the official announcement of the symposium:
In celebration of Trost’s architectural legacy, UTEP Special Collections will host the “Trost Lecture Series” at 6 p.m. May 8  in the UTEP Library, Blumberg Auditorium, room 111.
The event will feature speakers Dr. Troy Ainsworth, executive director of El Camino Real de Tierra Adentro Trail Association (CARTA); Joe and Lanna Duncan, owners of the Trost-designed El Capitan Hotel in Van Horn, Texas and El Paisano Hotel in Marfa, Texas; and Dr. Lloyd Engelbrecht, co-author of Henry C. Trost: Architect of the Southwest.
A public exhibit featuring family photos, sketches, blueprints and photographs of the buildings Trost designed in El Paso and throughout the Southwest will be on display May 10 in the UTEP Library’s atrium on the third floor.
The lecture and exhibit were part of Trost Week, May 3-10, 2014, which was organized by the Texas Trost Society, a new nonprofit group that advocates for the preservation of Trost & Trost architecture.
The University of Cincinnati (UC) Libraries' Informationist program and Research & Data Services (RDS) unit provide an extensive program of support for the research community. RDS is a highly-integrated unit of UC Libraries, staffed by informationists in the health sciences, sciences, engineering and social sciences and librarians, specialist staff, and student consultants. Our activities infuse across the institution, including the main campus and the Academic Health Center campus, and we oversee innovative spaces that respond to the particular needs of research communities, including informatics, geospatial analysis and data visualization. Since the fall 2015 CNI presentation on the UC Informationists ("New Roles, New Collaborations: Developing an Informationist Program to Support University Research"), we have greatly expanded our partnerships, services and educational offerings. We are now active in data and statistical consulting, collaborations on bioinformatics education, impactful community engagements (e.g., UC Data Day), and deep partnerships with the UC IT unit on initiatives such as the Data & Computational Science Series. At present, we are pursuing a new and challenging vision to realign our work in order to enable the institution's agendas for data science and innovation. We will discuss our experience with scalable growth and other successes in Research & Data Services and our assessment of a future in data science.
During the last three years new leadership at the University of Cincinnati (UC) in many senior administrative positions has resulted in a rare culture of collaboration. This presentation will focus on the dynamic that has evolved among the Dean of Libraries, Vice President for Information Technology, and the Vice President for Research; discuss the development of the Research Hub@UC, which will deliver a profile-based customized suite of programs to researchers and scholars throughout the lifecycle; and explore a specific initiative (Scholar@UC) that demonstrates the depth of collaboration and its impact on the partners’ cultures, particularly the libraries’ at all levels. UC’s research support ecosystem has been disjointed, incomplete, ignored, or simply hidden. To grow the university’s research enterprise, these leaders realized that support programs throughout the research lifecycle had to be improved, expanded, and promoted. Presenters will discuss the successes and challenges of bridging different work cultures, funding development in a fiscally austere environment, and establishing collaborative models for operational support. To demonstrate the value and challenges of the partnership, including its impact on the cultures of each partner, presenters will explore two projects that have been enabled by the partnership, including the aforementioned Research Hub@UC and Scholar@UC, a faculty self-submission repository. Using these as case studies, presenters will discuss how agile (including open source) software development projects and broad system integration needs have enabled the partners to develop nimble, user-driven processes and a strong sense of risk taking to deploy new enterprise-wide systems in an environment of lean staff and resources.
The Technical Report Archive and Image Library (TRAIL), an open access digital library of U.S. federal technical reports, is now celebrating 10 years of existence. TRAIL is truly a labor of love, built from scratch and nurtured by a growing and passionate community of member organizations and volunteers. Through this group’s collective efforts, TRAIL has progressed from a small pilot (200 digitized documents) to the current library of 50,000+ technical reports, and contains content of interest to all disciplines. TRAIL provides an integrated website and search interface for discovery of reports from a range of federal agencies - well-known ones, such as the National Bureau of Standards (NBS), and obscure ones such as the Office of Saline Waters. This initiative is funded by its member organizations, including the Government Publishing Office (GPO), and works under the administration of the Center for Research Libraries (CRL). It represents a strong collaboration between government document librarians, subject librarians in academia, and the many partner organizations that support the digitization workflows (e.g., University of Michigan Google Book Project scanning) and donate content for digitization. This poster will describe TRAIL’s genesis and development, its growth in membership and volunteers (including our new no-cost “personal” membership option), lessons learned while fostering the LOVE and awareness of open access discovery and digital preservation, and future plans to increase the reach of TRAIL’s activities.
If your organization is interested in establishing and developing a joint international program in
China, it is inevitable to face both manageable risks and unpredictable changes. There are
mainly three types of challenges.
● Political impact on travel and visa application: the 2017 re-election in China and
leadership change in the United States affect how efficient for both sides to visit each
other and stay for work.
● Technology restriction on teaching and communication: While the fast internet speed
and open internet are taken for granted in the US, technological difficulties in China can
be a barrier for effective teaching and communication.
● Censorship: In China, censorship is always a challenge, especially in the current state.
Be proactive to work effectively within the constraints.
The presenter is intended to share some experience and best practice based on a successful
joint institute between University of Cincinnati and Chongqing University. As the first coop based
program in China, the program continues to be a leading model in international engineering
Background and objectives
Library instruction, especially in one-shot sessions, usually focuses on framing research questions, finding sources, and evaluating information. Similarly, online guides tend to highlight search tools and techniques and evaluation of sources by applying traditional criteria. The ACRL Framework (2015) has expanded the definition of information literacy by including creation of new knowledge and ethical participation in communities of knowledge. We thought it was essential to address these competencies in instruction, especially in view of publications (Monge & Frisicaro-Pawlowski. 2014) and studies (Head, 2012; Head, 2016) that point at the discrepancy between information literacy instruction provided in college and actual demands of the workplace. Monge & Frisicaro-Pawlowski (2014) emphasize the importance of encouraging students “to engage in personal information management by using… web-based media” and “use technology for social interaction and collaboration” (Monge & Frisicaro-Pawlowski. 2014, p. 70).
In order to start bridging the gap between the skills typical graduates acquire through library instruction and those that will prepare them for workplace success and lifelong learning, we created an online guide that reflects the I-LEARN model (Neuman, 2011, p.97) and
• covers a variety of information competencies, including “staying smart” in a rapidly changing world (Head, 2016), organizing information, creating content, succeeding in online collaboration, and being a safe and responsible online contributor;
• points students to free institutional resources that may be available after they graduate, and quality online tools and resources they can use anytime; and
• provides tips and best practices for essential information-related tasks, including managing information, publishing content, and maintaining an online presence.
Participants will take away
• ideas for the guide structure and content, which can be adapted to their needs;
• suggestions on developing a guide with input from faculty and other campus stakeholders, and
• examples of how various pages of the guide can be integrated into course content.
We will share our experience of using the guide in course-specific instruction and observations of the impact it had on students We will discuss our future plans, which include working with subject specialists and faculty to create discipline-specific assignments, instruction, and guides in order to equip students with information skills relevant to their future workplace.
Association of College & Research Libraries (2016). Framework for information literacy for higher education. Retrieved from http://www.ala.org/acrl/standards/ilframework
Head, A.J. (2012). Learning curve: How college graduates solve problems once they join the workplace [PDF]. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/pil_fall2012_workplacestudy_fullreport-1.pdf
Head, A.J. (2016). Staying smart: How today's graduates continue to learn once they complete college [PDF]. Retrieved from http://www.projectinfolit.org/uploads/2/7/5/4/27541717/staying_smart_pil_1_5_2016b_fullreport.pdf
Monge, R., & Frisicaro-Pawlowski, E. (2014). Redefining information literacy to prepare students for the 21st century workforce. Innovative Higher Education, 39(1), 59-73. doi:10.1007/s10755-013-9260-5
Neuman, D. (2011). Learning in information-rich environments: I-LEARN and the construction of knowledge in the 21st century. New York : Springer.