Browsing by Author "Brown, Sarah Jane"

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    Data underlying (The relationship between methodological quality and the use of retracted publications in evidence syntheses)
    (2022-09-08) Bakker, Caitlin; Theis-Mahon, Nicole; Brown, Sarah Jane; theis025@umn.edu; Theis-Mahon, Nicole; University of Minnesota Libraries
    Data consists of two csv files for a set of 310 systematic reviews/evidence syntheses (methods of identification outlined in Brown et al.) Methodological quality of the systematic review/evidence synthesis was assessed using AMSTAR 2 criteria. Citation meaning was assessed using previous mapping of the Retraction Watch Database’s reason for retraction to a modified version of Bar Ilan and Halevi’s taxonomy of reasons for retraction. Image attribution: The image for this record is by Mohamed Mb and can be found on The Noun Project at https://thenounproject.com/icon/error-1678343/.
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    Elevating Engagement with Health Sciences Faculty: The Implementation of Research Sprints at the University of Minnesota
    (2019-05) Hunt, Shanda; Brown, Sarah Jane; McBurney, Jenny
    The University of Minnesota Libraries adopted Research Sprints as an innovative faculty engagement approach. The primary goal was to offer faculty the opportunity to partner with a team of expert librarians on a specific research or pedagogical project during an intensive 4-day period, and differed from traditional consultations in timing and depth of interaction. A secondary goal was to solidify the status of librarians as valuable collaborators. The Libraries hosted two iterations of Research Sprints in May of 2017 and 2018 and evaluated both using surveys and reflection. Of the 30 applications received, five were from the health sciences, one of which was selected for participation in the Sprints. This project led to the creation of a website that houses freely-available resources for eight public health topics and numerous professional development tutorials. Faculty not selected were contacted for collaboration on their proposal outside of the Sprint setting. These proposals (Public Health, Medicine, and Nursing) led to face-to-face consults and comprehensive literature reviews, and continue to be ongoing collaborations.
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    Research Sprints: A Model for Collaboration
    (2019-05-10) Brown, Sarah Jane; Gyendina, Mariya; Hunt, Shanda; McBurney, Jenny
    This session presented a model for faculty support that focuses on increasing engagement, collaboration, and relationship building. Research sprints provide a unique format for the faculty to work with teams of librarians on their projects, which have ranged from developing course content to building websites and compiling databases of sources. This presentation focused on the instructional design-related requests received over the last two iterations of the Sprints, and described the projects, support provided by the Libraries, and the outcomes. The session concluded with implications and options for applying this model to other contexts.
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    “A Supernova that Sparks in Every Direction”: A Long-Term Assessment of the Research Sprints Faculty Engagement Program
    (College & Research Libraries, 2021-03) McBurney, Jenny; Brown, Sarah Jane; Gyendina, Mariya; Hunt, Shanda; Orozco, Rebecca; Peper, Michael; Valentine, Greta; Wiggins, Benjamin; Younger, Karna
    PREPRINT: Article to be published in College & Research Libraries in March 2024. This is the accepted version of the manuscript prior to copyediting. The Research Sprints program offers faculty partners the opportunity to collaborate intensively and exclusively for one week with a team of librarians to achieve significant progress on research or teaching projects. This longitudinal study extends previous immediate and short-term assessments by interviewing Research Sprints participants at two research-intensive institutions 2-4 years after their concentrated week. The authors evaluate the enduring impact of the program on the participants’ projects, research/teaching practices, and relationships with the library. Participants report achieving project goals, improved skills and student success, and greater awareness and appreciation of librarians’ work.