scholarly journals A Decade of Progress: Lessons Learned in Developing the UCO Downtown

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
John F Barthell ◽  
Charlotte K Simmons ◽  
Karen Youngblood
Keyword(s):  
Workforce Development ◽  
Contemporary Music ◽  
Lessons Learned ◽  
Oklahoma City ◽  
Vision 2020 ◽  
Community Arts ◽  
Brookings Institution ◽  
Strategic Plans ◽  
Business District ◽  
The University

For over a decade, the University of Central Oklahoma (UCO) has been engaged in defining its role within the Oklahoma City (OKC) Metropolitan Area. By 2013, an enhanced physical presence developed for UCO within OKC itself, including the creation of the Academy of Contemporary Music and the CHK|Central Boathouse. Afterwards, and in accordance with UCO’s strategic plan, Vision 2020, the Brookings Institution and the Greater Oklahoma City Chamber of Commerce explored links between OKC and workforce development needs, in parallel with planning for an Innovation District. Emerging from that planning is UCO Downtown, a flexible urban learning facility on the border of OKC’s Business District and the recently designated Innovation District. An upcoming renovation of offices and business incubators will provide additional space for the growth of UCO Downtown, as well as serving as home to Customized Education, a non-degree credit program serving metropolitan businesses. With substantial enrollment increases during the first three cycles of enrollment, programs have begun to anchor themselves into the OKC Downtown. The convergence of UCO Downtown with recent recommendations by the Brookings Institution forms the basis for UCO’s goal of serving OKC’s workforce (especially in STEM) as well as the broader OKC community (Arts, Business, Education, Government, etc.). The purpose of this paper is to describe a case study for the introduction of a learning facility in an urban environment (Oklahoma City) and to reflect on important lessons drawn from that experience. We hope this article will benefit others with similar objectives in their own institutional strategic plans.

scholarly journals Alignment through Community

2019 ◽  
Vol 30 (2) ◽  
Author(s):  
John F. Barthell ◽  
David Castillo ◽  
Liliana Rentería Mendoza ◽  
J. David Macey ◽  
Charlotte K. Simmons
Keyword(s):  
Workforce Development ◽  
Public Affairs ◽  
Oklahoma City ◽  
Academic Affairs ◽  
Institutional Commitment ◽  
Vision 2020 ◽  
Leadership Programs ◽  
Academic Mission ◽  
Diversity And Inclusion ◽  
The University

The University of Central Oklahoma (UCO) is a public metropolitan university that has developed a highly collaborative relationship with the Greater Oklahoma City Hispanic Chamber of Commerce (HC). This partnership unites several UCO divisions and the HC in support of a set of shared goals, articulated in UCO’s “Vision 2020” strategic planning document and in the HC’s seven community development priorities, which include business development, cultural and environmental stewardship, workforce development, and education. To facilitate these partnerships, UCO’s Division of Academic Affairs has reorganized its administrative structure to create an Office of Global and Cultural Competencies, which includes a Director of Cultural Outreach and Diversity Strategies, who serves as on-site liaison to the HC; the Division of Academic Affairs also has representation on the HC Board of Directors. These shared efforts provide a means for securing extramural funding, internships, and new leadership programs that will sustain the partnership and affect a growing demographic and economic segment of Oklahoma City. Within the university, this partnership complements the diversity and inclusion initiatives of UCO’s Division of Student Affairs and promotes the legislative and economic initiatives led by UCO’s Division of Public Affairs. This article addresses the often-unrecognized role that a university’s academic mission plays in anchoring community partnerships, and it contributes to best practices in fulfilling an institutional commitment to serve diverse, metropolitan populations.

scholarly journals Evaluation and Lessons Learned from a Campus as a Living Lab Program to Promote Sustainable Practices

2021 ◽  
Vol 13 (4) ◽  
pp. 1739
Author(s):  
Paul Save ◽  
Belgin Terim Cavka ◽  
Thomas Froese
Keyword(s):  
Learning Curve ◽  
Business Process ◽  
Lessons Learned ◽  
Process Models ◽  
Sustainable Practices ◽  
Business Process Models ◽  
District Energy ◽  
University Of British Columbia ◽  
Living Lab ◽  
The University

Any group that creates challenging goals also requires a strategy to achieve them and a process to review and improve this strategy over time. The University of British Columbia (UBC) set ambitious campus sustainability goals, including a reduction in its greenhouse gas emissions to 33% below the 2007 level by 2015, and 100% by 2050 (UBC, 2006). The University pursued these goals through a number of specific projects (such as major district energy upgrade and a bioenergy facility) and, more generally, through a “Campus as a Living Lab” (CLL) initiative to marry industry, campus operations, and research to drive innovative solutions. The CLL program has achieved significant successes while also demonstrating many opportunities for improvements and lessons learned. The aim of this study was to examine the UBC CLL program, to identify and formalize its operations, to extract key transferable characteristics, and to propose replicable processes that other universities and municipalities can follow to expand their sustainable practices in similar ways. There was a learning curve with implementing a CLL program at UBC; thus, the goal of this study was to potentially shorten this learning curve for others. The research involved an ethnographic approach in which researchers participated in the CLL process, conducted qualitative analysis, and captured the processes through a series of business process models. The research findings are shared in two parts: 1. generalized lessons learned through key transferrable characteristics; 2. a series of generic organizational charts and business process models (BPMs) culminated with learned strategies through defined processes that illustrate what was required to create a CLL program at UBC. A generalized future improvement plan for UBC CLL programs is defined, generic BPMs about CLL projects are evaluated, and the level of engagement of multiple stakeholders through phases of project life cycle given in the conclusion for future use of other Living Lab organizations.

With Plenty of Elbow Room: Planning New and Upgraded Spaces for Library and Archives Conservation and Audiovisual Preservation

Collections ◽  
2021 ◽  
pp. 155019062098784
Author(s):  
Whitney Baker
Keyword(s):  
Planning Process ◽  
Lessons Learned ◽  
University Of Kansas ◽  
Special Collections ◽  
Student Employees ◽  
The University ◽  
Film And Video

In 2018, the University of Kansas (KU) Libraries upgraded from a tired, twenty-year-old basement space to a new, purpose-built conservation lab for library and archives collections. The new conservation lab, which is housed in the special collections and archives library, quadrupled available lab space for its conservators and fleet of student employees. The move afforded Conservation space in the same library as the most vulnerable collection materials. In addition, rooms in the special collections and archives library were repurposed for audiovisual (AV) preservation, creating two new spaces for film and video workflows and upgrading an existing small audio room. This paper will discuss the conservation and preservation lab construction literature and will serve as a practical exemplar of the challenges and successes of the planning process, including lessons learned and unexpected benefits.

First steps for a library publisher

2015 ◽  
Vol 31 (2) ◽  
pp. 76-86 ◽  
Author(s):  
Somaly Kim Wu ◽  
Heather McCullough
Keyword(s):  
Open Access ◽  
Electronic Publishing ◽  
Academic Library ◽  
Lessons Learned ◽  
Content Type ◽  
Journal Publishing ◽  
Digital Scholarship ◽  
Publishing Services ◽  
Communication Policies ◽  
The University

Purpose – The purpose of this paper is to presents the very recent development of e-journal publishing services at the University of North Carolina (UNC) at Charlotte. In 2011, the J. Murrey Atkins Library at UNC Charlotte created a new unit in the library, the Digital Scholarship Lab (DSL), which partners with faculty and graduate students in the use of digital and networked research tools to create, disseminate and store new knowledge. E-journal publishing and hosting are among the suite of services offered by the DSL, and we currently publish three journals (https://journals.uncc.edu/). Design/methodology/approach – This report provides an overview of the context of our library’s decision to begin publishing journals, including a discussion of our university’s becoming more research-intensive, our university system mandating increased efficiencies and sharing research with the state citizens, and the library’s own goals of raising awareness of and supporting open access. Also outlined are the technical and procedural choices made, important activities undertaken to develop, define and publicize the new services, campus response to the service and next steps. Findings – This report provides detailed accounting of how a large academic library implemented an electronic publishing service to support open access scholarship. Important activities such as marketing communication, policies development and technical/procedural activities are defined and results described. The report provides observation and lessons learned for academic libraries in development and support of electronic journals. Originality/value – Library as the publisher is a new concept. This report will be of interest to many libraries who are considering offering publishing services and to libraries that currently offer publishing services.

scholarly journals Analysis of Urban Effects in Oklahoma City using a Dense Surface Observing Network

2016 ◽  
Vol 55 (3) ◽  
pp. 723-741 ◽  
Author(s):  
Xiao-Ming Hu ◽  
Ming Xue ◽  
Petra M. Klein ◽  
Bradley G. Illston ◽  
Sheng Chen
Keyword(s):  
Metropolitan Area ◽  
Land Surface ◽  
Critical Role ◽  
Central Business District ◽  
Temperature Inversion ◽  
Oklahoma City ◽  
Near Surface ◽  
Open Questions ◽  
The Stability ◽  
Business District

AbstractMany studies have investigated urban heat island (UHI) intensity for cities around the world, which is normally quantified as the temperature difference between urban location(s) and rural location(s). A few open questions still remain regarding the UHI, such as the spatial distribution of UHI intensity, temporal (including diurnal and seasonal) variation of UHI intensity, and the UHI formation mechanism. A dense network of atmospheric monitoring sites, known as the Oklahoma City (OKC) Micronet (OKCNET), was deployed in 2008 across the OKC metropolitan area. This study analyzes data from OKCNET in 2009 and 2010 to investigate OKC UHI at a subcity spatial scale for the first time. The UHI intensity exhibited large spatial variations over OKC. During both daytime and nighttime, the strongest UHI intensity is mostly confined around the central business district where land surface roughness is the highest in the OKC metropolitan area. These results do not support the roughness warming theory to explain the air temperature UHI in OKC. The UHI intensity of OKC increased prominently around the early evening transition (EET) and stayed at a fairly constant level throughout the night. The physical processes during the EET play a critical role in determining the nocturnal UHI intensity. The near-surface rural temperature inversion strength was a good indicator for nocturnal UHI intensity. As a consequence of the relatively weak near-surface rural inversion, the strongest nocturnal UHI in OKC was less likely to occur in summer. Other meteorological factors (e.g., wind speed and cloud) can affect the stability/depth of the nighttime boundary layer and can thus modulate nocturnal UHI intensity.

Creative collaboration: student creative works in the institutional repository

2018 ◽  
Vol 34 (1) ◽  
pp. 20-31
Author(s):  
Rose Sliger Krause ◽  
Andrea Langhurst Eickholt ◽  
Justin L. Otto
Keyword(s):  
Teaching And Learning ◽  
Music Performance ◽  
Lessons Learned ◽  
Institutional Repository ◽  
Student Centered ◽  
Student Work ◽  
Content Type ◽  
Music Department ◽  
Eastern Washington ◽  
The University

Purpose The purpose of this paper is to describe the music performance collection preserved in Eastern Washington University’s institutional repository (IR). This collection of recordings of student music performances is the result of an ongoing collaboration between the university?s library and music department, which serves to provide discoverability, preservation and access to a collection of student creative works, which had heretofore been a hidden collection. Design/methodology/approach This collection of student creative work was identified as a suitable project for the Eastern Washington University’s IR while it was still in the planning stages because it was identified as an existing need that the new IR could address. Much of the groundwork for the collaboration between the library and music department was completed prior to IR implementation. Thus, the library was ready to begin work on this collection once the IR was operational. Findings The student music performance collection has been a successful project for the IR, which benefits the music department by making student performances discoverable and accessible, and benefits the library by providing the opportunity to demonstrate that the then-new IR could support the university’s student-centered focus on teaching and learning. Originality/value While there is a growing body of literature on IRs emphasizing student work, there is little literature on music or other creative works’ collections in IRs, much less on creative works by students. This paper adds to the limited body of literature on student creative works in the IR by describing the development, implementation and lessons learned from the successful music performances collection.

Learnings from the Field Implementation of a Novel Ultra-High Performance Concrete Beam End Repair on a Corroded Steel Girder Bridge in Connecticut

2021 ◽  
pp. 036119812110041
Author(s):  
Alexandra Hain ◽  
Arash E. Zaghi
Keyword(s):  
High Performance ◽  
High Performance Concrete ◽  
Implementation Process ◽  
Lessons Learned ◽  
Load Path ◽  
Ultra High Performance Concrete ◽  
Steel Girder Bridge ◽  
Aging Steel ◽  
Girder Bridge ◽  
The University

Corrosion at steel beam ends is one of the most pressing challenges in the maintenance of aging bridges. To tackle this challenge, the Connecticut Department of Transportation (DOT) has partnered with the University of Connecticut to develop a repair method that benefits from the superior mechanical and durability characteristics of ultra-high performance concrete (UHPC) material. The repair involves welding shear studs to the intact portions of the web and encasing the beam end with UHPC. This provides an alternate load path for bearing forces that bypasses the corroded regions of the beam. The structural viability of the repair has been extensively proven through small- and full-scale experiments and comprehensive finite element simulations. Connecticut DOT implemented the repair for the first time in the field on a heavily trafficked four-span bridge in 2019. The UHPC beam end repair was chosen because of the access constraints and geometric complexities of the bridge that limited the viable repair options. Four of the repaired beam ends were fully instrumented to collect data on the performance of the repaired locations before casting, during curing, and for approximately 6 months following the application of the repair. This paper provides an overview of the successful repair implementation and presents the lessons learned during construction. Select data from the monitored beam ends are presented. It is expected that this information will provide engineers with a better understanding of the repair implementation process, and thus provide an additional repair option for states to enhance the safety of aging steel bridges.

Advancing campus and community sustainability: strategic alliances in action

2014 ◽  
Vol 15 (2) ◽  
pp. 157-168 ◽  
Author(s):  
Leanne Bilodeau ◽  
Jackie Podger ◽  
Alaa Abd-El-Aziz
Keyword(s):  
Higher Education ◽  
British Columbia ◽  
Community Development ◽  
Lessons Learned ◽  
Content Type ◽  
Sustainable Community Development ◽  
University Of British Columbia ◽  
Societal Needs ◽  
Sustainability Initiatives ◽  
The University

Purpose – Universities can provide a leadership role to develop and mobilize knowledge to meet societal needs. In fulfilling this mission, universities can also serve as agents of sustainable development on campus and in communities they serve. The purpose of this article is to describe the drivers that have advanced the University of British Columbia Okanagan campus' operational and academic sustainability objectives; the initiatives and partnerships developed on campus and in the community in response to these drivers; and the outcomes and lessons learned. Design/methodology/approach – This article summarizes the experience of the University of British Columbia Okanagan campus in leveraging key drivers to develop sustainability initiatives and partnerships for greater operational efficiencies, cost savings, environmental stewardship and applied research. The university's leadership commitment to sustainability, economic opportunities and provincial legislative requirements are among the drivers discussed. This paper also provides an innovative partnership framework to support sustainable community development. Findings – Drivers of sustainability in higher education can contribute to the development of sustainability initiatives and partnerships that benefit institutions and communities and achieve operational and academic sustainability mandates. Practical implications – This article provides information that can be applied by institutions of higher education to advance sustainability within the context of current economic conditions and societal needs. Originality/value – The experience of the campus and the partnership framework presented in this paper is original. The framework provides a mechanism to engage students, faculty and the community in sustainable community development research. Key insights from multiple perspectives and lessons learned are shared.

Lessons Learned from an Integrated Neurology Diversity, Equity and Inclusion Curriculum

2021 ◽  
pp. 10.1212/CPJ.0000000000001081
Author(s):  
Noriko Anderson ◽  
S Andrew Josephson ◽  
Nicole Rosendale
Keyword(s):  
San Francisco ◽  
Multidisciplinary Team ◽  
Balance Training ◽  
Junior Faculty ◽  
Residency Education ◽  
Lessons Learned ◽  
University Of California ◽  
Current Events ◽  
The University ◽  
Equity And Inclusion

AbstractThe University of California San Francisco (UCSF) Neurology Department incorporated a formal diversity, equity and inclusion curriculum into the residency education in 2015. During that time, we have learned a number of lessons that can be useful to other institutions planning similar initiatives including: 1) training should be led by a multidisciplinary team with experienced educators; 2) sustainability of the curriculum requires broad departmental buy-in from leadership to junior faculty to the residents themselves; 3) the curriculum needs to balance training on fundamental topics with flexibility to change in response to current events and the needs of the community; and 4) the sessions need to be practical.

International and Multidisciplinary Experiences in Engineering Courses at UNAM

2012 ◽  
Author(s):  
Vicente Borja ◽  
Alejandro Ramírez-Reivich ◽  
Marcelo López-Parra ◽  
Arturo Treviño Arizmendi ◽  
Luis F. Equihua Zamora
Keyword(s):  
Information Sharing ◽  
Product Innovation ◽  
Lessons Learned ◽  
Faculty Members ◽  
University Of California ◽  
Focal Points ◽  
User Centered Design ◽  
University Of Munich ◽  
Design Students ◽  
The University

A team of faculty members from the Universidad Nacional Autónoma de México (UNAM) has coordinated multidisciplinary courses in collaboration with universities from other countries. The team, who is composed by faculty from the School of Engineering and the School of Architecture, coordinates with pairs of Stanford University, the University of California at Berkeley, and the Technical University of Munich; to teach three particular design courses. All three courses are related to product innovation but they have different emphasis depending on the collaborating partner. The focal points of each of the three courses are: (1) innovation, (2) user centered design and sustainability and (3) transport in megacities of the future. Engineering and industrial design students are involved in the courses. They are organized in teams that include participants from the two collaborating universities. During the courses teams carry out projects working mostly at a distance; they use different means of communication and information sharing and also pay reciprocal visits between the universities involved in the collaboration. This paper describes each of the three courses highlighting their particular characteristics. The outcomes and results of the courses and specific projects are commented. In the end of the paper lessons learned are discussed and final remarks are presented.

Sign in / Sign up

Export Citation Format

Share Document