Maker Competencies and the Undergraduate Curriculum

Paper presented at ISAM 2018, International Symposium on Academic Makerspaces.

Abstract: The University of Texas at Arlington Libraries was awarded a $50,000 planning grant by the Institute of Museum and Library Services (IMLS) for FY 2017-2018 allowing us to develop a pilot program to explore course integration of makerspaces into the undergraduate curriculum. The goal of the pilot is to fashion case studies for integrating academic library makerspaces into undergraduate coursework. A minimum of two case studies at each of four selected partner sites (University of Nevada, Reno, UMass Amherst, Boise State University, and UNC Chapel Hill), as well as at our home institution, are currently under evaluation. Each case study represents a unique undergraduate course, faculty member, curricula, and group of students. Coordinators at each partner site identified faculty who were not only willing to integrate making into their courses, but who were also willing to include assessment of student learning over a range of competencies believed to be acquired when students complete project-based assignments in makerspaces. Upon successful completion of our pilot, faculty will provide the grant team ample feedback about the assigned projects, the learning that took place, and how they assessed that learning. Participating faculty come from wide variety of disciplines including Architecture, Art, Biology, Civil Engineering, Computer Science, Education, English, Geology, History, Industrial Engineering, Mathematics, Philosophy, and Public Administration.

You can download the full conference paper from UTA Libraries Research Commons.

Recommended citation:

Wallace, Martin K., Gretchen Trkay, Katie Musick Peery, Morgan Chivers and Tara Radniecki. “Maker Competencies and the Undergraduate Curriculum.” Paper presented at the International Symposium on Academic Makerspaces, Stanford, CA, August 2018.

Expanding the Intellectual Property Knowledge Base at University Libraries: Collaborating with Patent and Trademark Resource Centers

Patent and Trademark Resource Centers are located in libraries throughout the U.S., with 43 being in academic libraries. With the importance of incorporating a knowledge of intellectual property (IP) and patent research in university curricula nationwide, this study developed and evaluated a partnership program to increase the understanding of IP and patent searching methods at universities that do not headquarter a PTRC. This peer-reviewed article describes the methods for establishing those partnerships, summarizes their results, and offers a list of best practices and lessons learned for establishing future partnerships.

Issues in Science and Technology Librarianship is an open access journal that publishes substantive content of interest to science and technology librarians. It serves as a vehicle for sci-tech librarians to share successful initiatives and innovative ideas, and to publish peer-reviewed or board-accepted papers, including case studies, practical applications, theoretical essays, web/bibliographies, and research papers relevant to the functions and operations of science and technology libraries in all settings. Through its columns ISTL also publishes reviews, opinions, and best practices.

You can read the full article in HTLM from the ISTL Website, or you can download a PDF of the pre-print from UTA Libraries Research Commons.

Recommended citation:

Wallace, Martin, and Suzanne Reinman. “Expanding the Intellectual Property Knowledge Base at University Libraries: Collaborating with Patent and Trademark Resource Centers.” Issues in Science and Technology Librarianship, no. 88 (Winter 2018): doi:10.5062/F4JM27WK.

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