Poster submitted to 2014 Dublin Core Metadata Initiative International Conference. Stemming from a project to convert metadata from Dublin Core to VRA, the University of Cincinnati Libraries outlines a successful workflow to improve vendor-generated metadata for a large digital collection of archival materials.
This is the poster presented at the 2015 RDAP summit held in Minneapolis, MN. Based on the white paper Tiffany Grant and I wrote on data management best practices. In the white paper, we surveyed the literature to determine institutional best practices for providing research data services and proposed opportunities for UC Libraires.
Grant T. and Koshoffer A.,
Research Data Management at Academic Research Institutions: An Evaluation of Best Practices and a Comparative Assessment of Practices and Opportunities at the University of Cincinnati.
This poster was created for the PRaISE conference and describes in detail a case of Chronic Myelogenous Leukemia (CML) progressing into Blast crisis in the emergency room. The patient diagnosis is described by the methods used, CBC and differential data, pathology of CML transitioning into blast crisis and a granulocytic sarcoma, emergency and standard treatment, and statistics on this type of cancer.
Poster presented at the 2016 Lilly Conference on evidence-based teaching and learning in Traverse City, Michigan.
A major goal of higher education is to help students choose purposeful pathways through college as they acquire skills that support them in becoming self-regulated and lifelong learners. This poster describes the successful implementation of two practices that foster self-regulated learning, a before- and after-course case study used to assess course knowledge and goal setting, in a fully online teacher education course. In addition to describing the practices, the poster includes a thematic analysis of the data from open-ended student responses to the assignment. Participants are invited to discuss the implications of this work and its potential applications in their classrooms.
After interacting with others at this poster, you will be able to: (a) describe two practices for developing self-regulated learners, (b) identify lessons learned from the implementation of these practices in a fully online teacher education course, and (c) apply these practices to one of your own courses.