Browsing by Subject "collaborations"

Now showing 1 - 4 of 4
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    Access to Online Historical Aerial Photography Collections: Past Practice, Present State, and Future Opportunities
    (Taylor & Francis, 2017) McAuliffe, Carol P; Lage, Kathryn; Mattke, Ryan
    The authors review how access to historical aerial photograph collections has evolved in response to technological developments and addresses areas for further advancement, with a particular emphasis on developing, preserving, and sustaining online collections. The authors focus specifically on the areas of metadata, the Semantic Web and linked data, and sustainability through collaboration. The article includes brief case studies, highlighting various projects involving the aerial photography collections at the University of Minnesota. The conclusion asserts the critical role played by geographic information librarians in effectively carrying out the strategies described in the article as they relate to the long-term sustainability of digital geospatial collections.
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    Collaboration and partnership: Within and between disciplines, programs, and institutions
    (Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Barefoot, Betsy; Eaton, Shevawn; Levin, Henry; Lundell, Dana B
    The key questions in this group focused on two basic issues: (a) Is collaboration important?, and (b) Why is it important to developmental education? A primary assumption is generally held that collaboration is a positive framework for educators. This standpoint has also been applied to research, teaching, and practice in developmental education. Within the next ten years, the issue of creating partnerships and coalitions is projected to increase as a primary educational and social agenda, specifically as national demographics have changed and as our society requires an increasingly educated, expanded, and specialized work force (Carnoy, 1997). It is within this changing social context that we must begin to consider the conditions and circumstances in which collaboration will be important for developmental educators.
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    Creating a new vision for the future: A report from the Blue Ribbon Commission
    (American Council of Developmental Education Associations, 2006) Arendale, David R.; Boylan, Hunter R.; Bonham, Barbara; Borstein, Nancy; Carpenter, Kathy; Chambers, Michael; Drewes, S; Dvorak, Johanna; Harris, Jackie; Lusk, S; McGrath, Jane; Muse, V; Nikopoulos, B; Norton, Jan; Symons, L; Valkenberg, Jim; Williams, L
    Many opportunities have been presented to coordinate, collaborate, and to create new activities, services, and structures to better meet the needs of current and potential members. Rather than attempting to evaluate the merits of each of these three avenues in this report, the goal is foster an informed conversation about the future. The choices made by the organizations may include a combination of activities among these three categories. The critical next step is for a wider conversation among members of the organizations to take place concerning the future of the profession.
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    Enhancing credibility, gaining recognition, and eliminating any stigmas associated with developmental education
    (Center for Research on Developmental Education and Urban Literacy, General College, University of Minnesota, 2000) Arendale, David R.; Barefoot, Betsy; O'Hear, Michael; Thomas, P; Williams, L
    One distinct obstacle faced by most developmental educators is the ongoing challenge made from a variety of sources about the credibility of this work in higher education. Despite strong histories and demonstrations of success by many programs, we continue to deal with the negative stereotypes and stigma related to our students, our mission, and the appropriateness of our role in institutions of higher education. Additionally, these issues of credibility are fueled by very real and complex circumstances—reports on student retention, achievement on standardized testing, and a changing society in terms of workforce needs and social demographics. It is important to work toward increasing the recognition of positive work being done in developmental education, particularly that which eliminates stigmas and stereotypes informing many of the attitudes that can be counterproductive and misleading.