scholarly journals There is No Association Between Subject Liaisons’ Perception of Their Work and Faculty Satisfaction with Their Liaisons

2013 ◽  
Vol 8 (4) ◽  
pp. 142 ◽  
Author(s):  
Lisa Shen
Keyword(s):  
Online Survey ◽  
The United States ◽  
Faculty Satisfaction ◽  
Faculty Members ◽  
Collection Development ◽  
Library Instruction ◽  
Survey Questionnaire ◽  
Contact List ◽  
Copyright Information ◽  
Frequency Of Contact

Objective – To determine the relationship between librarians’ self-assessment of their liaison responsibilities and faculty’s satisfaction with their liaison’s performance, and the factors influencing these perceptions. Design – Web-based survey questionnaire. Setting – The survey was conducted over the Internet through email invitations. Subjects – 354 librarians and 140 faculty members from selected universities and colleges in the United States. Methods – 602 colleges and universities were selected based on institution size, degrees offered, and financial status using U.S. Department of Education’s 2008 institution data. Each institution was randomly assigned one of three subject designations: chemistry, psychology, or English. A randomly selected faculty member from the designated subject department and their corresponding subject liaison librarian (“liaison”) were contacted for the survey. Institution websites were used to locate faculty and liaisons. If a list of liaisons could not be found, then a librarian from the website’s available contact list was randomly selected instead. The chosen individuals were invited via email in April 2010 to participate in the online survey. Before the survey closed in mid-May, up to two follow-up emails were sent to those who had neither responded nor asked to be removed from the contact list. The survey questionnaire was delivered through the Lime Survey platform and consisted of 53 items in 15 questions. Main Results – The survey had an overall response rate 41.0%: 58.8% from librarians and 23.3% from faculty. Three hundred and four of the 354 librarians surveyed (85.9%) were self-identified liaisons, although researchers were unable to identify 61 of them through their library websites. Most liaisons surveyed had responsibilities in the areas of collection development (96.1%), instruction (87.2%), and reference (82.6%). They provided an average of eight types of liaison services, some of which fall under these categories. The liaisons worked with an average of four academic departments (M=4.12, SD=2.98) and spent approximately 10 hours per week (M=10.36, SD=9.68) on their subject responsibilities. The majority of liaisons felt they were successful (62.5%) or very successful (13.8%) in their liaison services and were either satisfied (50.7%) or very satisfied (12.2%) with the liaison relationship with their departments. E-mail (97.2%) was the liaisons’ most frequently cited communication channel. The frequency of contact with their departments had the highest correlation (gamma = -0.567, p < 0.05) with liaisons’ perception of their own performances. Of the 140 faculty surveyed, 104 indicated that their library had liaisons and 66.3% of them had had some contact with the liaison within the previous 6 months. Faculty who knew their liaison by name (gamma = 0.668, p < 0.05) or who had recent contact with the liaison (gamma = -0.48) were more satisfied with the liaison services than those who did not. Faculty who received more services from their liaisons (gamma = 0.521) also indicated greater satisfaction than those who received fewer services. Faculty assigned higher importance than liaisons did to three liaison services: faculty participation in collection development, new publication notices, and copyright information. On the other hand, liaisons ranked the importance of information literacy-related services, including in-class library instruction sessions and integration of library instruction into the curriculum, much higher than did faculty. Furthermore, 66 pairs of liaisons and their corresponding subject faculty completed the surveys. Forty-nine of the faculty members out of those matched pairs knew their liaisons and were more satisfied with the liaison services than those who did not. However, no other relationships, such as correlations between faculty satisfaction of their liaisons and liaisons’ assessment of their own performance, could be found between responses of these matched faculty and liaison pairs. Conclusion – This study highlighted the disparity between faculty’s and librarians’ perceptions of library liaison programs. Most notably, there were no statistically significant relationships between liaisons’ perception and satisfaction of their work and their faculty members’ satisfaction of the liaison services. Faculty and liaisons also differed in their assigned importance to various types of liaison services. Moreover, while faculty’s satisfaction with liaison services correlated with the frequency of their contact with and the number of services received from their liaisons, their satisfaction did not translate into approval of the library. No statistically significant relationship could be found between faculty’s familiarity or interaction with their liaisons and their satisfaction with their libraries overall.

scholarly journals Engineering Faculty Indicate High Levels of Awareness and Use of the Library but Tend to Consult Google and Google Scholar First for Research Resources

2016 ◽  
Vol 11 (3) ◽  
pp. 102 ◽  
Author(s):  
Elaine Sullo
Keyword(s):  
Information Seeking ◽  
Web Search ◽  
The United States ◽  
Faculty Members ◽  
Google Scholar ◽  
Survey Questionnaire ◽  
State University ◽  
Engineering Faculty ◽  
Data Archiving ◽  
Library Resources

A Review of: Zhang, L. (2015). Use of library services by engineering faculty at Mississippi State University, a large land grant institution. Science & Technology Libraries, 34(3), 272-286. http://dx.doi.org/10.1080/0194262X.2015.1090941 Objective – To investigate the engineering faculty’s information-seeking behaviour, experiences, awareness, and use of the university library. Design – Web-based survey questionnaire. Setting – The main campus of a state university in the United States of America. Subjects – 119 faculty members within 8 engineering departments. Methods – An email invitation to participate in a 16-item electronic survey questionnaire, with questions related to library use, was sent in the spring of 2015 to 119 engineering faculty members. Faculty were given 24 days to complete the survey, and a reminder email was sent 10 days after the original survey invitation. Main Results – Thirty-eight faculty members responded to the survey, representing a response rate of 32%. Overall, faculty had a high level of use and awareness of both online and physical library resources and services, although their awareness of certain scholarly communication services, such as data archiving and copyright advisory, was significantly lower. Faculty tend to turn to Google and Google Scholar when searching for information rather than turning to library databases. Faculty do not use social media to keep up with library news and updates. The library website, as well as liaison librarians, were cited as the primary sources for this type of information. Conclusions – The researcher concludes that librarians need to do a better job of marketing library resources, such as discipline-specific databases, as well as other library search tools. Because faculty use web search engines as a significant source of information, the author proposes further research on this behaviour, and suggests more action to educate faculty on different search tools, their limitations, and effective use. As faculty indicated a general lack of interest in integrating information literacy into their classes, the researcher notes that librarians need to find ways to persuade faculty that this type of integrated instruction is beneficial for students’ learning and research needs. Faculty were aware of the library liaison program, so this baseline relationship between faculty and librarian can serve as an opportunity to build upon current liaison services and responsibilities.

scholarly journals How do Research Faculty in the Biosciences Evaluate Paper Authorship Criteria?

2016 ◽  
Author(s):  
Timothy Kassis
Keyword(s):  
Online Survey ◽  
Response Rate ◽  
The United States ◽  
Faculty Members ◽  
Relative Importance ◽  
Journal Articles ◽  
Final Sample ◽  
New Graduate ◽  
Research Faculty

AbstractAuthorship of peer-reviewed journal articles and abstracts has become the primary currency and reward unit in academia. Such a reward is crucial for students and postdocs who are often under-compensated and thus highly value authorship as an incentive. While numerous scientific and publishing organizations have written guidelines for determining author qualifications and author order, there remains much ambiguity when it comes to how these criteria are weighed by research faculty. Here, we sought to provide some initial insight on how faculty view the relative importance of 11 criteria for scientific authorship. We distributed an online survey to 564 biomedical engineering, biology, and bioengineering faculty members at 10 research institutions across the United States. The response rate was approximately 18%, resulting in a final sample of 102 respondents. Results revealed a consensus on some criteria, such as time spent conducting experiments, but there was a lack of agreement regarding the role of funding procurement. This study provides quantitative assessments of how faculty members in the biosciences evaluate authorship criteria. We discuss the implications of these findings for researchers, especially new graduate students, to help navigate the discrepancy between official policies for authorship and the contributions that faculty truly value.

scholarly journals There is a Lack of Standardization in the Collection Development and Circulation Policies of Prison Library Services

2013 ◽  
Vol 8 (2) ◽  
pp. 248
Author(s):  
Michelle Dalton
Keyword(s):  
United States ◽  
Development Policy ◽  
Online Survey ◽  
The United States ◽  
Library Services ◽  
Policy Statement ◽  
Collection Development ◽  
Correctional Institution ◽  
Online Questionnaire ◽  
Policy Statements

Objective – To explore how collection development policies currently support the role and purpose of prison libraries, and to explore if the accessibility of circulation records impacts on patron privacy. Design – Online survey questionnaire and a case study analysis of the existing policy statements of selected correctional institutions. Setting – The prison library sector in the United States. Subjects – 17 librarians and library staff across ten states in the United States. Methods – An eight-question online questionnaire was used to explore the existing collection development and circulation policies in prison libraries, and the level of adherence to the guidelines of the Association of Specialized and Cooperative Library Agencies (ASCLA) and the American Correctional Association (ACA). In addition, participants were encouraged to forward any circulation or collection development policy statements for more detailed analysis. Each policy was then reviewed to assess the degree of alignment or otherwise with the American Library Association’s (ALA) Prisoners’ Right to Read guidelines (2010). Main Results – The results of the survey found that 24% of libraries had no formal collection development policy, and at least 53% of libraries had no circulation policy statement. In these instances, the libraries were typically subject to the local policies and procedures of the correctional institution. The purpose of the library and its collection was primarily viewed as: providing recreational reading material; maintaining contact with the outside world and enabling re-entry into the community; and supporting vocational skills and lifelong learning. In selecting materials, the results indicated that a broadly similar approach to that of public libraries was adopted by most institutions, with the exception of any material that may pose a safety or security threat to the institution. In one institution the use of library services or resources for legal purposes or to provide legal assistance was also clearly prohibited in the collection development policy, although approximately half of the libraries did state that providing legal material was one of their roles. The lengthy and arduous approval process for ordering books and other materials (up to ten months in one instance) was reported by several participants due to the layers of bureaucracy and controls inherent in the prison setting. With regard to circulation records and confidentiality issues, 35% of libraries deleted such records instantly upon return of the items, compared with 30% that archived them. A further 29% only retained information from the current and most recent patrons for the purposes of assessing and charging for damaged items. Conclusion – The author found the prison library sector to be a relatively challenging environment. In this context, following the existing guidelines and best practice as recommended by the ALA and others, and establishing clear and ethical policy statements can help libraries to support the needs and rights of patrons more effectively.

Teaching College Students With Intellectual Disability: What Faculty Members Say About the Experience

Inclusion ◽  
2016 ◽  
Vol 4 (2) ◽  
pp. 89-108 ◽  
Author(s):  
Melissa M. Jones ◽  
Beth Harrison ◽  
Bev Harp ◽  
Kathy Sheppard-Jones
Keyword(s):  
Higher Education ◽  
Intellectual Disability ◽  
Lived Experience ◽  
Online Survey ◽  
Faculty Perceptions ◽  
The United States ◽  
Faculty Members ◽  
Access To Higher Education ◽  
College Classrooms ◽  
Teaching College

Abstract The landscape of diversity on higher education campuses has expanded as students with intellectual disability (ID) gain access to higher education through a variety of programs throughout the United States. The benefits and drawbacks of including students with ID in the college classroom and culture are becoming apparent, but more remains to be discovered as we look deeply in to the lived experience of postsecondary inclusion. The aim of this study was to investigate university faculty member perceptions about and experiences with the inclusion of students with ID in college classrooms. To accomplish this, the investigators examined the perceptions of faculty members at a regional 4-year university who had experience in postsecondary inclusion. We used an online survey to mine the benefits and challenges to faculty members and students enrolled in their courses, both with and without ID. Faculty perceptions are shared as well as implications for societal change.

scholarly journals Significant Value Found in Mentoring Programs for Novice Tenure-Track Academic Librarians

2016 ◽  
Vol 11 (4) ◽  
Author(s):  
Saori Wendy Herman
Keyword(s):  
Survey Data ◽  
Academic Libraries ◽  
Online Survey ◽  
The United States ◽  
Interview Data ◽  
Academic Librarians ◽  
Mentoring Programs ◽  
Mentoring Program ◽  
Survey Questionnaire ◽  
Tenure Track

A Review of: Goodsett, M., & Walsh, A. (2015). Building a strong foundation: Mentoring programs for novice tenure-track librarians in academic libraries. College & Research Libraries, 76(7), 914-933. http://dx.doi.org/10.5860/crl.76.7.914 Objective – To examine the effectiveness of mentoring programs for novice tenure-track academic librarians, and to identify critical elements that define a successful mentoring program in various academic library settings. Design – Survey questionnaire with a voluntary phone interview. Setting – Academic libraries in the United States of America. Subjects – 283 librarians participated in a survey questionnaire. Researchers conducted additional interviews with 6 out of the 12 librarians who had volunteered on the survey questionnaire and who met the inclusion criteria. Methods – Researchers recruited participants through two professional e-mail lists: the Information Literacy Instruction Discussion List (ILI-L) listserv and the American Library Association’s New Members Round Table (NMRT) listserv. Interested participants completed a secured online survey that was hosted using SurveyMonkey. The researchers then coded and analyzed the collected survey data using the same software. At the end of the online survey, participants were given the opportunity to volunteer for an additional interview. Potential interviewees were selected if mentoring programs were available for tenure- track librarians at their institutions. Once selected, researchers contacted potential interviewees and conducted interviews. The interviews were transcribed, the data anonymized, and original recordings deleted. Researchers coded the anonymized interview data to identify common themes. Main Results – Researchers identified six themes from the survey data and interview transcripts: traits of an effective mentor; configuration of mentoring programs; elements of effective mentoring programs; mentoring partnerships within or beyond the library; role and training of mentors and mentees; and the mentor/mentee relationship. Overall, the survey and interview data suggest that mentoring programs provide valuable assistance with professional tenure-related activities, and facilitate less-tangible effects such as an increased understanding of an institution’s culture and an improvement of communication and time-management skills. The data also provides insight into effective program elements and areas for improvement. Conclusion – This study suggests that there is significant value in implementing a mentoring program. The results from this study can be used by academic libraries that are considering implementation of a mentoring program or improving an existing one.

Speech-Language Pathologists' Perceptions of Their Preparation and Confidence for Providing Dysphagia Services

2020 ◽  
Vol 5 (6) ◽  
pp. 1666-1682
Author(s):  
Lena G. Caesar ◽  
Merertu Kitila
Keyword(s):  
Service Delivery ◽  
Graduate School ◽  
Online Survey ◽  
The United States ◽  
Academic Preparation ◽  
Speech Language Pathologists ◽  
Confidence Levels ◽  
Graduate School Preparation ◽  
Graduate Preparation ◽  
Significant Relationships

Purpose The purpose of this study was to investigate the perceptions of speech-language pathologists (SLPs) regarding their academic preparation and current confidence levels for providing dysphagia services, and the relationship between their perceptions of graduate school preparation and their current levels of confidence. Method This study utilized an online survey to gather information from 374 American Speech-Language-Hearing Association–certified SLPs who currently provide dysphagia services in the United States. Surveys were primarily distributed through American Speech-Language-Hearing Association Special Interest Group forums and Facebook groups. The anonymous survey gathered information regarding SLPs' perceptions of academic preparation and current confidence levels for providing dysphagia services in 11 knowledge and skill areas. Results Findings indicated that more than half of respondents did not feel prepared following their graduate academic training in five of the 11 knowledge and skill areas related to dysphagia service delivery. However, about half of respondents indicated they were currently confident about their ability to provide services in eight of the 11 knowledge and skill areas. Findings also indicated that their current confidence levels to provide dysphagia services were significantly higher than their perceptions of preparation immediately following graduate school. However, no significant relationships were found between respondents' self-reported current confidence levels and their perceptions of the adequacy of their academic preparation. Conclusions Despite SLPs' low perceptions of the adequacy of their graduate preparation for providing dysphagia services in specific knowledge and skill areas immediately following graduation, they reported high confidence levels with respect to their actual service delivery. Implications of these findings are discussed.

School-Based Speech-Language Pathologists' Perceived Self-Efficacy in Conducting Multidimensional Treatment With Children Who Stutter

2020 ◽  
Vol 51 (4) ◽  
pp. 1172-1186
Author(s):  
Carolina Beita-Ell ◽  
Michael P. Boyle
Keyword(s):  
Self Efficacy ◽  
Clinical Training ◽  
Online Survey ◽  
The United States ◽  
Comfort Level ◽  
Social Emotional ◽  
Speech Language Pathologists ◽  
Fluency Disorders ◽  
Cognitive Components ◽  
School Based

Purpose The purposes of this study were to examine the self-efficacy of school-based speech-language pathologists (SLPs) in conducting multidimensional treatment with children who stutter (CWS) and to identify correlates of self-efficacy in treating speech-related, social, emotional, and cognitive domains of stuttering. Method Three hundred twenty randomly selected school-based SLPs across the United States responded to an online survey that contained self-efficacy scales related to speech, social, emotional, and cognitive components of stuttering. These ratings were analyzed in relation to participants' beliefs about stuttering treatment and their comfort level in treating CWS, perceived success in therapy, and empathy levels, in addition to their academic and clinical training in fluency disorders as well as demographic information. Results Overall, SLPs reported moderate levels of self-efficacy on each self-efficacy scale and on a measure of total self-efficacy. Significant positive associations were observed between SLPs' self-efficacy perceptions and their comfort level in treating CWS, self-reported success in treatment, beliefs about the importance of multidimensional treatment, and self-reported empathy. There were some discrepancies between what SLPs believed was important to address in stuttering therapy and how they measured success in therapy. Conclusions Among school-based SLPs, self-efficacy for treating school-age CWS with a multidimensional approach appears stronger than previously reported; however, more progress in training and experience is needed for SLPs to feel highly self-efficacious in these areas. Continuing to improve clinician self-efficacy for stuttering treatment through improved academic training and increased clinical experiences should remain a high priority in order to enhance outcomes for CWS. Supplemental Material https://doi.org/10.23641/asha.12978194

Suicide-Bereaved Individuals’ Attitudes Toward Therapists

Crisis ◽  
2015 ◽  
Vol 36 (2) ◽  
pp. 135-141 ◽  
Author(s):  
Erin F. Ward-Ciesielski ◽  
Madeline D. Wielgus ◽  
Connor B. Jones
Keyword(s):  
Mental Health Treatment ◽  
Online Survey ◽  
The United States ◽  
Limited Attention ◽  
Time Of Death ◽  
Loved One ◽  
Important Group ◽  
Positive Attitudes ◽  
Suicide Bereaved ◽  
Research Domain

Background: Suicide-bereaved individuals represent an important group impacted by suicide. Understanding their experiences following the suicide of a loved one is an important research domain, despite receiving limited attention. Although suicide-bereaved individuals may benefit from mental health treatment, their attitudes toward therapy and therapists are poorly understood. Aims: The present study aimed to understand the extent to which bereaved individuals’ attitudes toward therapy and therapists are impacted by whether their loved one was in therapy at the time of death. Method: Suicide-bereaved individuals (N = 243) from the United States were recruited to complete an online survey about their experience with and attitudes toward therapy and therapists following the suicide of a loved one. Results: Bereaved individuals whose loved one was in therapy at the time of death (N = 48, 19.8%) reported more negative and less positive attitudes toward the treating therapist than those whose loved one was not in therapy at the time of death (N = 81, 33.3%) or whose loved one was never in therapy/the deceased’s therapy status was unknown (N = 114, 46.9%). Conclusion: The deceased’s involvement with a therapist appears to be an important factor impacting the experience of bereaved individuals and should be considered when attempting to engage these individuals in postvention.

Chinese university faculty members' visiting experience and professional growth in American universities

2020 ◽  
Vol 48 (5) ◽  
pp. 1-13
Author(s):  
Jie Hu ◽  
Kezheng Chen ◽  
Dongfang Liu
Keyword(s):  
Professional Growth ◽  
The United States ◽  
Academic Community ◽  
Faculty Members ◽  
University Faculty ◽  
Academic Experience ◽  
American Universities ◽  
Chinese University ◽  
The Arts ◽  
Visiting Scholars

We empirically investigated Chinese university faculty members' visiting experience and professional growth in American universities. The major data source was qualitative semistructured interviews with 30 Chinese faculty members in the arts, engineering, natural sciences, and social sciences disciplines. The results showed that, despite challenges in preparation, language, and different academic cultures, Chinese visiting scholars were capable of navigating their host programs and achieving professional growth as they moved from peripheral to central participation in their academic community. We also critically discussed how Chinese visiting scholars' academic experience in the United States can be improved, and cast light on the globalization of higher education.

An Assessment of the Cues College Students Interpret From a Sexual Partner to Determine They Are Refusing

2021 ◽  
pp. 088626052199793
Author(s):  
Tiffany L. Marcantonio ◽  
Danny Valdez ◽  
Kristen N. Jozkowski
Keyword(s):  
United States ◽  
College Students ◽  
Sexual Partner ◽  
Online Survey ◽  
The United States ◽  
Sexual Partners ◽  
Sexual Scripts ◽  
Nonverbal Cues ◽  
Sexual Experiences ◽  
Verbal Cues

The purpose of this study was to assess the cues college students use to determine a sexual partner is refusing vaginal-penile sex (i.e., refusal interpretations). As a secondary aim, we explored the influence of item wording ( not willing/non-consent vs refusal) on college students’ self-reported refusal interpretations. A sample of 175 college students from Canada and the United States completed an open-ended online survey where they were randomly assigned to one of two wording conditions ( not willing/non-consent vs refusal); students were then prompted to write about the cues they used to interpret their partner was refusing. An inductive coding procedure was used to analyze open-ended data. Themes included explicit and implicit verbal and nonverbal cues. The refusal condition elicited more explicit and implicit nonverbal cues than the not willing/non-consent condition. Frequency results suggested men reported interpreting more explicit and implicit verbal cues. Women reported interpreting more implicit nonverbal cues from their partner. Our findings reflect prior research and appear in line with traditional gender and sexual scripts. We recommend researchers consider using the word refusal when assessing the cues students interpret from their sexual partners as this wording choice may reflect college students’ sexual experiences more accurately.

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