Browsing by Author "Jeffryes, Jon"

Now showing 1 - 5 of 5
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    Build a Firm Foundation: Managing Project Knowledge Efficiently and Effectively
    (Purdue University Press, West Lafayette, Indiana, 2014) Jeffryes, Jon
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    Course Integration Exploratory Subgroup: Final Report and Recommendations to the Web Services Steering Committee
    (2009-06-05) University Libraries, Web Services Steering Committee Course Integration Exploratory Subgroup; Carrillo, Elena; Crowe, Stephanie; Fine, Elizabeth; Jeffryes, Jon; Lilyard, Caroline; Peterson, Kate
    The Course Integration Exploratory Subgroup of the Web Services Steering Committee (WSSC) was charged with examining the educational technology used in courses at the University of Minnesota, Twin Cities campus (UMN-TC) and exploring possibilities and making recommendations for the integration of library tools, resources, learning objects and e-learning modules into these course technologies.
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    Data Management Skills Needed by Structural Engineering Students: A Case Study at the University of Minnesota
    (Journal of Professional Issues in Engineering Education and Practice, 2013) Johnston, Lisa R; Jeffryes, Jon
    The current era of e-science and big data calls upon researchers to ensure the security and management of their research data. In this case study researchers from the University of Minnesota Libraries interviewed a graduate student research team and faculty advisor to provide an understanding of the educational gaps that need to be filled in order to graduate data-savvy engineers. This paper presents the needed data management skills with thoughts on how the engineering discipline and academic research libraries might partner on a shared training solution.
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    An E-Learning Approach to Data Information Literacy Education
    (ASEE Annual Conference Proceedings, 2013) Jeffryes, Jon; Johnston, Lisa R
    This paper presents the University of Minnesota Libraries’ contributions to the ongoing Data Information Literacy project, an IMLS-funded project to educate the next generation of escientists through developing a library-run curriculum. Our project team at the University of Minnesota interviewed graduate students in Civil Engineering to determine their needs in data management and curation. We found many skill areas that were missing or needed support in the graduate program and proposed a list of learning outcomes that might be addressed through library training efforts. This paper will focus on our resulting approach to providing Data Information Literacy (DIL) instruction utilizing Google tools (Sites, Drive, YouTube) to present a self-paced, interactive online course. The paper also provides an examination of our assessment methodology and discusses our findings after a pilot launch with Civil Engineering graduate students in Fall 2012.
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    Steal this idea: A library instructors’ guide to educating students in data management skills
    (College & Research Libraries News, 2014-09) Johnston, Lisa R; Jeffryes, Jon
    Academic librarians are increasingly called on to offer training and educational programming on wide-ranging topics to our campus affiliates from information literacy, authors’ rights, emerging publishing models, and the latest tools to manage citations and personal information. Recent funding requirements to increase access to the digital data resulting from federally funded research have highlighted an additional area of need for better data management skills and best practices for data sharing. This shift prompted the Data Information Literacy project, an IMLS-funded project bringing together librarians and researchers from Purdue University, Cornell University, University of Oregon, and University of Minnesota (UMN) to better understand and address the data management skills needed by students on our respective campuses. This article provides a big-picture overview of the work conducted by UMN to meet the data literacy needs of our graduate students. We’ve adapted our instructional approach to data management over the years. We started with an online, self-paced course4 in 2012 and then, based on student need and feedback, transformed the training into a comprehensive, multidisciplinary “flipped classroom” five-session workshop series. After we show you what we’ve done, we’ll tell you how you can take the content we’ve created and re-use, adapt, and repurpose it for your own students.