The Produced at Temple collections focus on books, working papers, reports and more from centers and other organizations on the Temple University campus.

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Recent Submissions

  • Visualizing global collaborations: Democratizing access to persistent identifier metadata and analysis

    Aghassibake, Negeen; Given Castello, Olivia; Aghassibake|0000-0002-1497-9745; Castello|0000-0002-2721-9809 (2023-05-31)
    This poster investigates the opportunities and current challenges involved in using persistent identifier (PID) metadata to understand organizational research activity. A 2022 project led by the ORCID US Community (administered by Lyrasis) in partnership with the Drexel University LIS Education And Data Science Integrated Network Group (LEADING) program resulted in a suite of open tools that reduce the barrier to accessing and using ORCID data in meaningful ways. The LEADING fellows created an R script that can be used to retrieve information about publishing collaborations between researchers at a home organization and other organizations across the globe based on metadata from researchers’ ORCID profiles and publication DOI metadata. The resulting dataset can be imported into a Tableau Public dashboard template, resulting in data visualizations that may be shared with stakeholders to demonstrate researcher activity and start a conversation about impact. Despite gaps in the ORCID and DOI metadata, such as authors with no ORCID profile or an incomplete ORCID profile, the data and visualization tools can be used to advance research connections in several ways. The tools allow viewers to explore an organization’s collaborative reach and show opportunities for improving global partnerships. The suite also allows individuals to filter to their own data and could provide support for highly and widely collaborative researchers’ tenure and promotion. This democratized access to aggregated PID data can help individuals and under-resourced organizations without in-house technical staff to retrieve ORCID API data and create custom visualizations. This poster will give viewers ideas on how they can visualize PID and collaboration data for their own organizations to better understand their global footprint and to show opportunities for expanding and diversifying their research partnerships.
  • Economics for Life: Real-World Financial Literacy

    Wargo, Donald T. (Temple University. North Broad Press, 2023)
    America has evolved into an ownership society. Home-buying decisions, resource allocation, debt exposure, and financial planning for the future are now left to individuals, many of whom may lack the financial understanding to evaluate and make sound decisions. Economics, with its insistence on quantifying ideas and putting specific quantitative values on all manner of phenomena, can help sort through the questions. Economics for Life: Real-World Financial Literacy is designed to help soon-to-be college graduates start their "real lives" with a better understanding of how to analyze the financial decisions that they will soon have to make. Written in an easy-to-read, conversational style, this textbook will help students learn how to make decisions on saving and investing for retirement, buying a car, buying a home, as well as how to safely navigate the use of debit and credit cards.
  • Promoting Diversity, Equity, and Inclusion through Purchasing Award-Winning Books

    Kaumeheiwa, Noa; Kohn, Karen; Pierce, Jenny; Kaumeheiwa|0000-0002-8171-0471; Kohn|0000-0003-0454-3080; Pierce|0000-0002-1045-0027 (2023-03-17)
    The presenters’ institution wanted to be deliberate about collecting materials written by and about marginalized groups. Creating a list of awards whose winners we planned to purchase annually allowed us to involve selectors from all disciplines at the outset while enabling future purchasing to happen in a way that does not take up their time. In addition, the plan ensured that collecting materials about diverse groups of people would be ongoing and not a one-time effort. Our process of evaluating awards was distinctive and collaborative and should be of interest to other libraries. Audience members will learn some of the considerations in curating a list of DEI awards and strategies for promoting such an initiative. Though we began with an existing guide to DEI-related awards, selectors at our institution did not feel all the awards on it would be appropriate for our approval plan, as there are cases when neither the author of the book nor the committee selecting the winner have a close relationship with the group described in the book. There is a risk that the award-granting organization could choose a book that presents a particular community in a way that the community finds problematic. In response to this concern, we devised a scheme for categorizing awards by organization type and authorship criteria, which allowed us to be selective about awards. Subject specialists were also given the opportunity to comment on the awards list, whether to add or remove awards from the list. Another concern was that some populations such as Black/African American and LGBT had more awards than others, such as people with disabilities, Native Americans, or Arabs/Arab Americans. To remedy this, we also calculated how many books we expect to receive for each population group, and for populations with especially few awards we plan to request finalists as well as winners. Our promotion efforts involve multiple departments within the Libraries, including acquisitions, cataloging and outreach. The books we receive via the awards plan will become part of a named collection that is searchable through the catalog. We plan to create a QR code linking to a canned catalog search for the awards collection. Catalogers will review and enhance the records to ensure that relevant aspects of either the author’s identity or the subject matter are identified. Outreach plans include sharing photos of new books on social media, putting signs around the new books shelf containing the QR code, emails from liaisons, and a write-up in the library’s email newsletter. We hope to repeat these activities yearly, so that the university community is aware that we continue to think about diversity, equity, & inclusion in our collection development.
  • Impact of a Green Roof on Student Study Space Preferences:​ Does Biophilic Design Matter?​

    Bell, Steven; Bell|0000-0003-3916-4013 (2023-03-01)
    This poster presents research on the impact of a biophilic design element of the Charles Library, specifically the green roof views, on student preferences for a study space in the building. The results of a student survey indicate that three factors, quiet, outlets, and favorite location, are higher in importance than "view of library green roof". Based on the survey results and student comments, a case can be made that biophilic design elements in library buildings promote student health and wellness.
  • Get Help Finding a Digital Copy: A pandemic response becomes the new normal

    Given Castello, Olivia; Sipes, Jackie; Given Castello|0000-0002-2721-9809 (2023-03-17)
    Our large, urban research university serves a sizeable, diverse community and is open to all. Library building closures in the early stages of the pandemic challenged us to maintain a comparable degree of openness and access virtually. We saw an opportunity to enhance our virtual reference services and keep the library "open" even when our buildings were closed. Since access to our physical collections was suddenly cut off, we established a new Get Help Finding a Digital Copy service that connected patrons to librarians working from home who could help them find digital copies of inaccessible physical items. Our crisis response became part of our permanent virtual reference services and ultimately improved the user experience of our library catalog. This poster will describe the service and present data illustrating how we meet patron needs and keep staff-patron relationships engaged during times of potential disconnection and disengagement. Learning Outcomes: Participants will learn how to enhance traditional email reference services by adding a focus on finding digital copies of inaccessible or inconveniently accessible physical materials. Participants will identify ways of deploying virtual reference technologies already in use at many libraries to facilitate access to their resources, even when buildings are closed, or patrons and staff are at a distance. Participants will learn techniques for helping virtual reference staff adapt to increased request volume and remote work conditions.
  • LSSSSTeaching Challenge Curriculum

    Learning and Student Success Strategic Steering Team (LSSSST) (Temple University) (2021)
  • Under Watchful Eyes?: Examining the Disproportionate and Disparate Impact of Mandatory Reporting Laws for Teachers on Black Students

    Rieser, Len; The Sheller Center for Social Justice (Temple University) (2022-12)
    Teachers are not only empowered to report but face penalties for failing to report suspected child abuse and neglect. This builds a surveillance environment and may contribute to the overreporting of Black students and their disporportionate number in the foster care system. The author studies Pennsylvania statutes and recommends amendments mandating implicit bias training for teachers and allowing teachers to discuss potential reports with school counselors or administrators before submission.
  • The Minority Voice Demands More Choice: Why that Choice Should Be Montessori

    Rieser, Len; The Sheller Center for Social Justice (Temple University) (2022-12)
    This paper proposes schools diversify educational programs to combat inequities perpetuated by school choice. For example, the Montessori method, which contains social and emotional development aspects, also decenters the instructor, therein reducing unconscious bias to non-majority students. Federal funding mechanisms have not adequately recognized the efficacy of alternative educational programs and thus limited the viability of such programs in school choice systems.
  • Improving Classroom Instruction for English Learners in the United States

    Rieser, Len; The Sheller Center for Social Justice (Temple University) (2022-12)
    This study proposes federal legislation to provide educational support for English Learners (students who lack English language proficiency). Federal law could establish standards and requirements not just for specialized English as a Second Language teachers but general classroom teachers, as well; place regulation, enforcement, and funding with the Department of Education; and level disparate state solutions.
  • Rethinking Discipline to Combat the School-to-Prison Pipeline

    Rieser, Len; The Sheller Center for Social Justice (Temple University) (2022-12)
    This article argues that school disciplinary policies that remove students from classrooms do not serve learners' long-term goals, but instead alienate them from structured, social, learning support systems. The author recommends learning environments respond to undesirable behavior with staff to provide counseling, psychological support, or social service referrals, and enforcement officers limited to act only on threats to school and student safety. Such regulation should be driven at the state level to combat disparate handling by individual school districts.
  • Another Day Has Passed and I Still Haven’t Used Pythagoras’ Theorem: American Education May Need to Trade Academic Test Scores for Career and Technical Education

    Rieser, Len; The Sheller Center for Social Justice (Temple University) (2022-12)
    Career and Technical Education (CTE) programs seek to produce graduates with developed workplace and life skills, technical aptitude, and employability. Historically, however, CTE legislation has enabled bias, allowing educators to segregate students by race and ability out of college prep tracks. At the same time, laws promoting conventional higher education programs have narrowed instruction by incentivizing performance on stanadardized tests. This paper proposes supporting CTE programs which have proven to achieve both vocational and academic success.
  • Syringe Service Programs Laws

    Policy Surveillance Program Staff (2023-01)
  • Tobacco Pricing Strategies

    Policy Surveillance Program Staff (2023-01)
  • Local Inclusionary Zoning Laws

    Policy Surveillance Program Staff (2023-01)
  • University of Wisconsin-Madison Civic Action Plan

    Morgridge Center for Public Service (University of Wisconsin) (2022)
  • Curriculum: Contextualizing Community

    Morgridge Center for Public Service (University of Wisconsin) (2022)

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