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Thesis Launch was a six-week intervention that was designed to provide support for students in the critical early steps of thesis work such as brainstorming topics, examining professors’ research interests, reaching out to professors, preparing for meetings with potential thesis committee members, and writing a thesis prospectus. Thesis Launch offered web-based resources, weekly emails and text message reminders, and was supplemented by in-person advising options.
A mixed methods action research study was conducted to examine: (a) students’ perceptions of barriers that prevented beginning thesis work; (b) self-efficacy towards thesis work; (c) how to scale the intervention using technology; and (d) whether participants began the thesis early. Quantitative data was collected via pre- and post-intervention surveys, journals, and prospectus submissions. Qualitative data came from student interviews, journals, and open-ended questions on the surveys.
Quantitative data showed that after students participated in Thesis Launch, they had higher self-efficacy to work with professors, perceived fewer barriers to thesis work, and greater proportions of students began thesis work early. The qualitative data were complementary and showed that participants overcame barriers to thesis initiation, built self-efficacy, preferred an online intervention, and began thesis work early. Findings also showed that a primarily technology-based intervention was preferred by students and showed promise for scaling to a larger audience.
Thesis Launch provided a framework for students to begin work on the honors thesis and have mastery experiences to build self-efficacy. Strategies that fostered “small wins” and reflective efforts also assisted in this aim. Participants accomplished tasks tied to thesis work and customized their personal thesis timelines based on work begun during Thesis Launch. Finally, a discussion of limitations, implications for practice and research, and personal reflection was included.
Presentation slides from a workshop on Electronic Records Management and Archives offered to archivists, records managers and technology professionals of the University of California system at Oakland, California from October 26-27, 2006.
In spring 2013, the presenters developed a survey on academic library streaming video and distributed it broadly through various discussion and mailing lists.
This is the first large-scale and most comprehensive effort to date to collect data on streaming video funding, licensing, acquisition, and hosting in academic libraries. Its results will provide benchmark data for future explorations of this rapidly expanding approach to video in academic libraries.
Streaming video is becoming a common occurrence on many campuses today. Its fast growth is due in part to the steady growth of online classes and programs. Technology has also played a role in this growth as alternatives for ingesting and accessing content have expanded. Multiple options are now available including in-house approaches, cloud storage, and third party vendors.
This survey collected data on how academic institutions address the day-to-day operations related to streaming video as well as perceived directions for future action.
Survey questions addressed selection and acquisition of video in both hard copy and streaming formats, funding for acquisitions, current and planned hosting interfaces, cataloging and access, and current practice and policy on digitization of hard copy titles for streaming. This session reviews the instrument used, and provides a preliminary look at some of the key data collected.
Survey instrument used in Survey of Academic Library Streaming Video Revisited, 2015