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Campus History with Heritage Resources

Posted on: Thursday, November 17, 2016 - 3:49pm

Topic(s): Newsletters

The Fall 2016 edition of Heritage Highlights is now available! In this issue we explore Western's 620 High Street, circa 1950, University Archives.campus history, including a timeline of past presidents, the development of the university's physical and built environment, and recollections and reminiscences of former faculty and staff told through oral histories.

Heritage Resources is a division of Western Libraries which includes the Center for Pacific Northwest Studies, Special Collections, and University Archives & Records Management.

Image: 620 High Street, circa 1950, University Archives.

Read more: Campus History with Heritage Resources


Summit to Salish Sea in Western CEDAR

Posted on: Tuesday, November 8, 2016 - 2:37pm

Topic(s): Updates, Feature Stories, Resources

New Journal Featuring the Work of WWU Huxley College Graduate Students

Open Access Week may be over, but we still have news to share of how Western is contributing to Open Access every single day. Did you know that Western’s Master Theses collection is the most highly-used collection in  Western CEDAR? And now the addition of a brand new journal, Summit to Salish Sea: Inquiries and Essays, demonstrates yet again how WWU graduate students are actively supporting Western’s commitment to enrich academic inquiry and strengthen communities by sharing their work in CEDAR.

This new journal, hosted by Western Washington University's Huxley College of the Environment and the North Cascades Institute, showcases the work of the students in the Masters of Environmental Education program. Articles are based on the final capstone presentations from the end of the graduate students’ programs, and cover a wide range of subjects related to environmental education.  Submissions in the journal are separated into two formats: speeches and essays, and some are enriched with multimedia.

“Currently, the journal is oriented around the theory and practice of environmental education with a focus on personal stories and revelations arising from teaching and study of the field,” explained journal founder and editor-in-chief, Nick Stanger. “Topics are as diverse as the student body, including forest-based schools, queer theory and environmental education.”

Graduate students from the M.Ed. residency program whose work is featured in S2SS: Inquiries and Essays / photo courtesy of Nick Stanger

 

Stanger is an Assistant Professor of Environmental Education in the Department Environmental Studies. He came to Western two years ago from the University of Victoria, where he recently received his doctoral degree examining transformative experiences and places. He decided to start this journal when he was searching for a way to document, celebrate, and share the tremendous work that his students put into their culminating projects, which are not finalized in the form of traditionally-defined theses. CEDAR seemed like a perfect fit for a number of reasons, including its capability to support a variety of content formats.

“CEDAR gives me the opportunity to include many of my students’ media, including audio, video, and still photographs,” explained Stanger. And as for what inspired the journal’s title? Recognizing the invaluable relationship between the environment and one’s own learning experiences, the title pays homage to both.  As described on the journal site:

 “The students' experience ranges from the summits of the North Cascades to the Salish Sea, a binational location, long recognized for its ecological and cultural diversity. Hosted within the traditional territories of many Coast Salish First Nations, this educational experience influences a rich inquiry into the nuances and complexities of environmental education. Whether students are tackling early childhood environmental education, environmental or education philosophy, or cultural explorations in education, their submissions represent a distinctly powerful Masters experience.”

Graduating students on the day of their capstone presentations ‘Passing the Paddle’ to the incoming cohort.

 

Western currently publishes two journals in CEDAR, (the other one being the Journal of Educational Controversy, hosted by Woodring College), with anticipated growth in this area in the near future. Part of a global movement promoting access to scholarship and creative works, Western CEDAR (an acronym for Contributing to Education through Digital Access to Research) officially launched in the fall of 2014,  as a service of Western Libraries and in partnership with Western's Graduate School, Office of the Provost, and Office of Research and Sponsored Programs

CEDAR serves as a platform to disseminate and promote the research, scholarship, and creative works of Western faculty, students, staff, departments, centers, units, institutes, and programs. There is a social-equity component to Open Access publishing that aligns nicely with the field of environmental education, as barriers which could prevent access to potentially beneficial information are removed, which means research and scholarship shared in CEDAR and created by students, faculty, and staff at Western are made freely available to everyone. By showcasing Western’s scholarly and creative works, CEDAR facilitates their global discovery and promotes sustainable scholarly communication.

“My students are very aware of the limitations of traditional publishing system - and with that - the limitations of environmental education and environmental justice as taught within a university setting,” explained Stanger. “This approach to including their voices within the landscape of environmental education and beyond is an enabling opportunity,” adding that their reactions to the journal have been very positive. 

“It has been surprisingly well-received by the students,” said Stanger. “I think it enhances the quality of their work, knowing that their documents will be seen beyond me and the audience that hears their work during the capstone.”

You can find the latest issue of Summit to Salish Sea: Inquiries and Essays, here:  http://cedar.wwu.edu/s2ss. While there is currently only one published volume available, Stanger is currently co-editing volume two, due out March 2017, with an alum from the program.

For more information about the M.Ed. in Environmental Education program, please see https://huxley.wwu.edu/med-environmental-education. Questions about Western CEDAR? Please contact westerncedar@wwu.edu.

Read more: Summit to Salish Sea in Western CEDAR


Transitions & New Leadership

Posted on: Monday, October 3, 2016 - 10:49am

Topic(s): Updates, Feature Stories

Transitions and New Leadership at Western Libraries & the Learning Commons

(L to R) Carmen Werder, Sarah McDaniel,  and Shevell Thibou / photos by Bri Schlemmer, courtesy of Western Libraries 

As Western moves into a new academic year, the Libraries and the Learning Commons are gaining significant new leadership, with changes precipitated by the retirement of Carmen Werder, who began working at Western in 1984, and who served as the Director of the Learning Commons, the Teaching-Learning Academy (TLA), and Writing Instruction Support (WIS).

“It’s difficult to see such a valued colleague leave Western,” said Dean of Libraries Mark Greenberg. “I wish Carmen a long, happy, and healthy retirement.”

Western Libraries will host a retirement celebration in Werder’s honor and in appreciation for her many contributions later in November—details and date to be announced soon. In the meantime, the Libraries and the Learning Commons are preparing for what lies ahead. 

Coming from University of Wisconsin, Madison, Sarah McDaniel has assumed the new position of Director of Teaching & Learning and the Learning Commons. Shevell Thibou, now Assistant Director of the Learning Commons, will also head the Teaching-Learning Academy, and Julie Dugger, who is also faculty in the Department of English, has accepted the position of Director of Writing Instruction Support.

“We make this transition with amazing new leadership,” said Greenberg. “Sarah, Shevell, and Julie each bring incredible expertise and energy to their new roles advancing teaching and learning in Western Libraries.”

 

Sarah McDaniel

Prior to coming to Western, Sarah McDaniel’s work focused on partnerships to transform libraries’ educational roles. She led the University of Wisconsin, Madison Libraries’ Teaching & Learning Programs for nine years, and partnered with the Chancellor’s Office, faculty, and campus and community organizations to establish the Go Big Read campus-community reading program, now in its eighth year.

In addition to leading a twenty-library information literacy program, she expanded the scope of the program to incorporate faculty development and instructional design partnerships, secured campus funding for library e-learning initiatives and co-chaired an Educational Innovation team focused on development of new service models.

As the Director of Teaching & Learning and the Learning Commons here at Western, McDaniel will bring her experience in faculty development, instructional design, and assessment to develop, implement, and assess an integrated teaching and learning program for Western Libraries that engages students and instructors from across the university. She is also a member of the Libraries’ senior leadership team, and will work collaboratively with librarians, staff, student employees, Learning Commons partners, and external stakeholders toward shared goals to advance new teaching and learning initiatives related to the online learning environment, student learning outcomes, and research-writing instruction in support of academic colleges’ curricula.

“I’m looking forward to leading the rich variety of education and outreach programs that library staff at Western are engaged in,” said McDaniel. “I’m particularly excited about the innovative integration of writing and research that’s underway in our teaching and services to students and faculty,” said McDaniel, mentioning as examples both the Hacherl Research & Writing Studio and the Integrated Research & Writing Workshops.

 

Shevell Thibou

Shevell Thibou is no stranger to the Learning Commons or the TLA, having served as the coordinator over the past four years. The TLA is a dialogue forum engaged in studying the intersections between teaching and learning, with the mission of creating a community of scholars who work together to better understand the existing learning culture, to share that understanding with others, and to enhance the learning environment for everyone.

Werder explained that although the TLA began in 2001 as a temporary structure related to Western’s affiliation with the Carnegie Academy’s Campus Conversations program, it has endured as a place where students, faculty, staff, and community members can come to together to talk about what matters to them, and what matters in the world of teaching and learning, adding that she is optimistic about the future of the TLA. 

“I have been truly blessed to be involved with the TLA since its beginnings up to the present, and I am absolutely thrilled to know that Shevell Thibou will be leading it from now on,” said Werder upon her retirement. “In mind, heart, and spirit - Shevell embodies all that is the TLA, and I predict that the best is yet to come.”

Thibou explained she appreciates how much the TLA emphasizes the importance of community, and she is excited about continuing to build community and to advance teaching and learning at Western.

“At times in higher education, we can sometimes create divides between faculty, staff, students, and community members, but in the TLA, the emphasis is on how we are all one,” explained Thibou. “To embody exceptional teaching and learning, everyone has to be a part of that process. The TLA looks at all points of views and perspectives, and that helps us advance teaching and learning, which can only strengthen Western and our community.”

Thibou invites anyone interested in learning more about the TLA to participate in the sessions that begin on Oct. 5th and 6th, adding that fall is a particularly great time to get involved because it is when the TLA will choose its study question, which will be the focus of the TLA’s work the rest of the year. She is also interested in expanding the reach of the TLA by finding a way to meet people where they are.

“As a suggestion from last year’s TLA dialogue sessions and to continue Carmen’s extraordinary work, we will be taking TLA on the road this year,” said Thibou. “We want as many people as possible to come to the TLA sessions, but we also want to reach those who can’t attend so we can get their insights, so that when we say we come from a community of teachers and learners, we are being as inclusive as possible.”

 

Julie Dugger

Julie Dugger has accepted a one-year appointment to serve as Director of WIS, and will be working with McDaniel and Thibou throughout the year to direct and further develop support for the program.  Dugger has taught writing, literature, and humanities full time for sixteen years as a professor and instructor at four-year universities. She has also taught in the Academic and Professional Writing Program at the University of Chicago, the Young Scholars Program at the Oregon Council for the Humanities, and the English for Speakers of Other Languages curriculum at Crossroads Student Center.  She is a former Director of the Core Curriculum at Benedictine University, and her publications include work on literature and politics, utopianism, and popular fiction.

“Julie also holds a long-time teaching appointment in the English Department. We are fortunate to have someone with such a wealth of experience in this important role.” stated McDaniel.

The WIS program is a Learning Commons partner, and provides direct assistance to faculty who are teaching writing intensive courses within their discipline.  As Director of WIS, Dugger will be available to offer personalized consultations to faculty on a variety of topics, including writing course syllabi, assignments, response methods, evaluation schemes, and Writing Proficiency (WP) Course requirements. 

“Not only is good writing an essential professional and civic skill in itself, but a skilled writer is also a better communicator and critical thinker more generally.  I'll be working in this position to ensure that when students look back on their time at WWU, they'll point to writing instruction as one of the most important parts of their education.” said Dugger.

Werder, who was involved with the Learning Commons from its earliest stages in 2010, stated she is very pleased with how things have developed and evolved over the years.

“For my part, I am retiring a very happy person to have been a part of this splendid adventure, and I send my best wishes to all the people that make up the treasure that is the Learning Commons at Western Washington University,” said Werder.

For more information about the Learning Commons, the TLA, WIS, or teaching and learning at Western Libraries and the Learning Commons, please see:   https://library.wwu.edu/learning_commons or email learningcommons@wwu.edu.  

Read more: Transitions & New Leadership


Welcome Sarah McDaniel

Posted on: Wednesday, August 10, 2016 - 4:01pm

Topic(s): Updates

Western Libraries Welcomes New Director of Teaching & Learning and the Learning Commons

Western Libraries at Western Washington University has hired Sarah McDaniel as the Director of Teaching & Learning and the Learning Commons. Sarah comes to Western from University of Wisconsin-Madison, where her recent work focused on partnerships to transform libraries’ educational roles.

 

In her new position as the Director of Teaching & Learning and the Learning Commons, Sarah will develop, implement, and assess an integrated teaching and learning program for Western Libraries that engages students and instructors from across the University. As a member of the Libraries’ senior leadership team, she will work collaboratively with librarians, staff, student employees, Learning Commons partners, and external stakeholders toward shared goals, and she will help advance new teaching and learning initiatives, including the online learning environment, student learning outcomes, and research-writing instruction in support of academic colleges’ curricula.

 

Sarah led the University of Wisconsin–Madison Libraries’ Teaching & Learning Programs for nine years. In addition to overseeing a twenty-library information literacy program, she expanded the scope of the program to incorporate faculty development and instructional design partnerships, secured campus funding for library e-learning initiatives, and co-chaired an Educational Innovation team focused on development of new service models. She also contributed to the leadership and facilitation of programs for early-career faculty, instructors involved in designing blended and online courses, and faculty visiting from partner universities outside the United States.

 

Sarah also worked in UW-Madison Provost’s Office, contributing to institutional efforts around accreditation and learning assessment. As consultant for a curricular redesign project in UW-Madison’s School of Library & Information Studies, she developed a communication plan for an upcoming name change for the school.  Sarah has also been Associate Lecturer for courses on pedagogy and learning assessment in the UW-Madison School of Library & Information Studies, and she partnered with the Chancellor’s Office, faculty, and campus and community organizations to found the “Go Big Read” campus-community reading program, now in its eighth year.  As a past Chair of both the Association of College & Research Libraries (ACRL) Instruction Section and the ACRL Divisional Committee on Information Literacy, Sarah developed ACRL’s formal liaison relationship with the EDUCAUSE Learning Initiative (ELI).

 

Previously, Sarah was Humanities Librarian, Assessment & Instructional Design Librarian, and Interim Director of the Teaching Library at University of California–Berkeley. At Berkeley, Sarah was appointed Assessment Consultant for the Mellon Faculty Fellowship for Undergraduate Research, where she co-facilitated a year-long curriculum for faculty fellows, assessed the impact of the program on student learning, and consulted with faculty redesigning assignments and courses. Sarah also partnered with Berkeley’s Graduate Student Instructor Teaching & Resource Center to develop programs on research-based learning for future faculty. Sarah’s academic credentials include a Master of Library and Information Science (MLIS), a M.A. in Foreign Languages and Literatures (French) from University of Wisconsin-Milwaukee, and a B.A. in French from UW-Madison. 

Read more: Welcome Sarah McDaniel


Subscriptions Review Update

Posted on: Tuesday, June 14, 2016 - 9:46am

Topic(s): Updates

Subscriptions Reduction Review Process - Update

As part of the Subscriptions Reduction Review process, Western Libraries has finalized the list of subscription cancellations. More information about this process and the list can be found here: http://www.library.wwu.edu/sites/library7x602.wwu.edu/files/satf/final-list-of-subscription-cancellations-memo-june-2016.pdf
 
Subscription cancellations will not take effect until January 1, 2017. There will be no disruption to cancelled subscriptions during summer and fall quarters. Beginning in winter quarter, content from cancelled journals will be accessible via interlibrary loan request.  The Libraries strives to deliver an electronic copy of desired items to a patron’s email account within a day or two of request.
 
If you have any questions about the subscription reduction review process, please contact Director of Scholarly Resources and Collection Services at Mike.Olson@wwu.edu.

Read more: Subscriptions Review Update


Undergraduate Research Award Winners

Posted on: Tuesday, June 7, 2016 - 2:28pm

Topic(s): Updates, Feature Stories

Announcing the 2016 Western Libraries Undergraduate Research Award Winners!

(L to R): Rachel Redjou, Alex Johnston-Thomas, Dillon van Rensburg, Karima Boumatar, Emma Hefton, and  Marissa Hall

 

Here at Western, undergraduate students have unparalleled access to research opportunities which are supported by faculty mentors. Western Libraries views the research work of undergraduate students as being tremendously valuable, both in terms of the teaching and learning experience the research process creates, and also because of the research outputs students themselves generate.

 

Winners of this year’s Western Libraries Undergraduate Research Award were honored at a small reception in the library at the Research-Writing Studio on Friday, June 3, 2016, during which Dean of Libraries Mark Greenberg publicly recognized the award-winning students and presented each awardee with a certificate. Also in attendance were friends and family members of the award-winning students, the students’ faculty mentors, and members of the 2016 Undergraduate Research Award review committee.

 

Every spring, a review committee consisting of a variety of faculty members from the Libraries and other departments at Western selects from among the submissions three papers which demonstrate excellence in the creation of research papers for courses taught across the colleges. Papers must be based on significant inquiry using library resources and collections, and they must demonstrate originality or the potential to lead to subsequent original research. 

 

Members of the 2016 award review committee, with Dean of Libraries Mark Greenberg, (L to R):  Javier Berzal de Dios (Art History), Tim Kowalczyk (Chemistry), Elizabeth Stephan (Western Libraries), Mark Greenberg,  and Jeff Purdue (Western Libraries).
 
 

This year was a little unusual because for the very first time, one of the award-winning submissions was actually written by a team of students. Four students in the Community Health major in the Department of Health and Human Development created a program plan called “Preventing Anorexia in Adolescents through Empowerment and Education (PAATEE).”

 

Members of the  first group to ever win the Libraries Undergraduate Research Award 

 

“The paper is reflection of how group and collaborative work are becoming more common,” explained librarian and review committee member Elizabeth Stephan. “Together with the other papers by Rachel Redjou and Marissa Hall, this year’s winners are excellent examples of the different formats research-based writing can take.”

 

Each of the six winners received a cash award, a printed certificate, and publication of their prize-winning paper in Western CEDAR, Western Washington University’s institutional repository.

 

Publishing the research papers in Western CEDAR makes them available to anyone in the world, enabling students to contribute to the scholarship of their chosen fields while also participating in the growing global movement to provide open access to scholarship and creative works. You can find the winning papers at this link: http://cedar.wwu.edu/library_researchaward/

 

 

 

 

Marissa Hall for “Feminist Identification within the White Supremacy Movement”

Faculty Mentor: Glenn Tsunokai, Sociology

 

 

 

 

Rachael Redjou for “Shunga: Erotic Art in the Tokugawa Era”

Faculty Mentor: Massimiliano Tomasi, East Asian Studies

 

 

 

 

Karima Boumatar, Alex Johnston-Thomas, Dillon van Rensburg, Emma Hefton, for “Preventing Anorexia in Adolescents through Empowerment and Education (PAATEE)”

Faculty Mentor: Senna Towner, Health and Human Development

 

Congratulations to these remarkable students for all of their accomplishments!

Read more: Undergraduate Research Award Winners


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