Maintaining a Scholarly Environment in the Library

All Library users and staff share in the responsibility for creating and sustaining an environment supportive of scholarship. These responsibilities include the following:

1. Exhibiting conduct appropriate to research and study by
1. maintaining quiet in all individual study areas and in the stacks
2. conducting group study and quiet conversations only in Library-designated areas
3. refraining from loud or boisterous behavior
4. silencing cell phones, laptops, and electronic devices when in Library spaces
5. restricting cell phone conversations, with care taken to avoid disturbing others, to Library designated spaces
2. Helping to preserve library collections by
1. eating only in areas specifically designated for this purpose or during specially approved events
2. using care with beverages and keeping them in covered containers
3. not writing in, underlining, highlighting or otherwise damaging library materials
3. Helping to sustain the library’s physical spaces by
1. not smoking inside, or within 15 feet of entrances of, Library buildings (in accordance with University policy and City of Chicago ordinance); including not using electronic cigarettes or other such delivery systems
2. not bringing animals into the Library (except service animals assisting those with disabilities)
3. securing bicycles only to official racks outside of the Library
4. not using scooters, skateboards, rollerblades, skates or other conveyances (except those assisting persons with disabilities), within the Library or near Library entrances
5. not posting signs, notices, or other material except in designated locations or with special permission
4. Creating a comfortable and supportive environment for other Library users and staff by
1. wearing clothing, including shirts and shoes
2. not exposing others to pornographic or obscene images
3. using Library spaces only for the purposes for which they are intended
5. Complying with Library and University policies, which ensure a safe and respectful community for all by
1. presenting appropriate identification when asked to do so by Library staff or University officials who have also identified themselves
2. leaving Library spaces at closing
3. not entering Library staff areas without permission
4. closely supervising children brought with you to the Library
5. not taking photographs of an individual or group without permission of the individual(s), or photographs for commercial purposes of library spaces without permission of Library administration
6. not soliciting or conducting surveys without advance Library approval

Prohibited actions that are illegal, endanger safety or are considered serious violations include:

1.      Engaging in criminal activity, including theft, battery, or assault

2.      Vandalizing or defacing of Library material, equipment, collections, furniture, or facilities (including creating graffiti)

3.      Stalking, harassing, or making unwanted sexual advances

4.      Engaging in sexual activities or indecently exposing oneself

5.      Violating the University’s Policy on Unlawful Discrimination and Harassment or denigrating individuals on the basis of race, color, religion, sex, sexual orientation, gender identity, national or ethnic origin, age, disability, veteran status, or any protected classes under the law

6.      Bringing firearms of any kind, explosives, or other dangerous objects or materials into the Library

7.      Violating the University’s Drug and Alcohol Policies

8.      Violating the University’s Eligibility and Acceptable Use Policy for Information Technology or the Library’s Policy on Acceptable Use of Electronic Resources

Predictions For Talent, Leadership,

And HR Technology In 2014

Top Ten Predictions for 2014

1. Talent, skills, and capability needs become global.
In 2014 key skills will be scarce.  Software engineering, energy and life sciences, mathematics and analytics, IT, and other technical skills are in short supply.  And unlike prior years, this problem is no longer one of “hiring top people” or “recruiting better than your competition.” Now we need to source and locate operations around the world to find the skills we need.
You must expand your sourcing and recruiting to a global level. Locate work where you can best find talent. And build talent networks which attract people around the world.

2. Integrated capability Development Replaces Training.
The “training department” will be renamed “capability development.” Companies will find skills short and they will have to build a supply chain for talent. Partner with universities, establish apprentice programs, create developmental assignments, and focus on continuous learning. Companies that focus on continuous learning in 2014 will attract the best and build for the future.

3. Redesign of Performance Management Accelerates.
The old-fashioned performance review is slowly going out the window. In 2014 companies will aggressively redesign their appraisal and evaluation programs to focus on coaching, development, continuous goal alignment, and recognition. The days of “stacked ranking” are slowly going away in today’s talent-constrained workplace, to be replaced by a focus on engaging people and helping them perform at extraordinary levels.

4. Redefine Engagement: Focus on Passion and the Holistic Work Environment.
Engagement and retention will become a top priority. But rather than focus on engagement surveys, you will expand your horizons to look at engagement from a holistic standpoint. Your work environment, management practices, benefits and recognition programs, career development, and corporate mission all contribute to engagement. As you seek to attract and grow Millenials, you will re-imagine employee engagement in a new, integrated way. And rather than survey annually, new tools will let you monitor engagement continuously.
As one HR manager recently put it, “our employees are no longer looking for a career, they’re looking for an experience.” Your job in 2014 is to make sure that experience is rewarding, exciting, and empowering.

5. Take Talent Mobility and Career Development Seriously.
Talent mobility is with us for good:  thanks to tools like LinkedIn, Twitter, and Facebook people can find new jobs in a heartbeat. This means you, as an employer, need to provide internal talent mobility and career growth in your own organization. 2014 is the time to build a “facilitated talent mobility” strategy which includes open access to internal positions, employee assessment tools, interview guides, and leadership values that focus on internal development.
Are your managers paid to “consume talent” or “produce talent?” Remember the best source of skills is within your own organization – if you cannot make internal mobility easy, good people will go elsewhere.

6. Redesign and Reskill the HR Function.
Surprise: in our global Human Capital Trends research the need to “Reskill HR” was rated one of the top five challenges in every geography around the world. Why?  Because HR itself is changing dramatically and we need to continuously skill our own teams to maintain our relevance and value.
Our new High-Impact HR research, scheduled for launch in early 2014, shows statistically that high-performing companies invest in HR skills development, external intelligence, and specialization. In 2014 if you aren’t reinvesting in HR, you’ll likely fall behind.

7. Reinvent and Expand Focus on Talent Acquisition.
As the economy improves you will need to more aggressively and intelligently source and recruit. The talent acquisition market is the fastest-changing part of HR: new social recruiting, talent networks, BigData, assessment science, and recruiting platforms are being launched every month.
In 2014 organizations will need to integrate their talent acquisition teams, develop a global strategy, and expand their use of analytics, BigData, and social networks. Your employment brand now becomes more strategic than ever – so partner with your VP of Marketing if you haven’t already.  Today your ability to recruit is directly dependent on your engagement and retention strategy – what your employees experience is what is communicated in the outside world.

8. Continued Explosive Growth in HR Technology and Content Markets.
The HR technology and content markets will expand again in 2014. ERP players (Oracle, SAP, Workday, ADP) are all delivering integrated solutions now.  IBM, CornerstoneOnDemand, PeopleFluent, SumTotal, and dozens of other fast-growing talent management companies are now offering end-to-end solutions. And most now offer integrated analytics solutions as well.
Mobile apps, MOOCs, expanded use of Twitter, and an explosion in the use of video has created a need to continuously invest in HR technology. In 2014 the theme is “simplify” – understand technology but keep it simple. Employees are already overwhelmed and we need to make these tools and content easy to use. The word for 2014 is “adoption” – make technology easy to use and it will deliver great value.

9. Talent Analytics Comes to Front of the Stage.
Talent Analytics is red hot. More than 60% of you are increasing investment in this area and company after company is uncovering new secrets to workforce performance each day. In 2014 you should build a talent analytics center of excellence and invest in the infrastructure, data quality, and integration tools you need. This market is finally here, and companies that excel in talent analytics have improved their recruiting by 2X, leadership pipeline by 3X, and financial performance as well.

10. Innovation Comes to HR. The New Bold, CHRO.
One of the top three challenges companies now face is “reskilling their HR team.” This points to the issue that HR itself, as a business function, is undergoing radical change. Today’s HR organization is no longer judged by its administrative efficiency – it is judged by its ability to acquire, develop, retain, and help manage talent. And more and more HR is being asked to become “Data-Driven” – understand how to best manage people based on real data, not just judgement or good ideas.
As a result of these changes, our research shows a new model for HR emerging – one we call High-Impact HR. In this new world HR professionals are highly trained specialists, they act as consultants, and they operate in “networks of expertise” not just “centers of expertise.” And driving this new world is a strong-willed, business-driven CHRO. In 2014 organizations should focus on innovation, new ideas, and leveraging technology to drive value in HR. This demands an integrated team, a focus on skills and capabilities within HR, and strong HR leadership.

LEARNIN

•   Knowledge acquired by systematic study in any field of scholarly application.
•   The act or process of acquiring knowledge or skill.
•   Psychol. the modification of behavior through practice, training, or experience.

Learning Objectives

Learning objectives are at the center of the learning experience, much like the sun is at the center of the universe. Many people mistakenly place the content at the center much like scientists formerly placed the earth at the center of the solar system.

Learning Objectives Should Answer The Following Questions:

•   What action will the students will do

•   Under what condition must the students perform (what materials or under what constraints the students will perform the action)

•  To what standard must the student perform action

Objective Tips:

•   The objective should always state what the student will do (not what the instructor will do)
• Objectives should state behaviors, not classroom activities
• v  Objectives should be measurable (saying "students will understand..." is not a good objective as it is not measurable)

Types of Learning

• Research Question

What do we know about types of learning that can guide the design and delivery of professional development for faculty and administrators regarding equal access of students with disabilities to courses and programs?
Overview of Research

Learning has been categorized in many ways. Three are discussed below

• Bloom's Taxonomy

Psychologist Benjamin Bloom developed a classification scheme for types of learning which includes three overlapping domains: cognitive, psychomotor, and affective. Skills in the cognitive domain, the one most relevant to faculty and administrator training (Lee, 1999), include:

•   Knowledge     (remembering information);
•   Comprehension    (explaining the meaning of information);
•   Application    (using abstractions in concrete situations);
•   Analysis     (breaking down a whole into component parts); and
•   Synthesis   (putting parts together to form a new and integrated whole).

For example, knowing that the ADA was passed in 1990 is knowledge. Explaining what the law means is comprehension. Application is illustrated when someone knows how the law applies to higher education. Analysis is required to discuss the details of specific legal applications. Finally, synthesis is needed to develop policies and procedures for a postsecondary institution in response to the ADA.

• Tennant's A.S.K.

Professor Mark Tennant (1995) categorized types of learning in a different way. The acronym A.S.K., developed by Tennant, represents the three types of learning that occur in training:
A represents "attitude," also known as affective learning. An example of this type of learning is a shift in attitude toward the academic abilities of students with disabilities.
S represents "skills," often called psychomotor or manual learning. Learning to operate adaptive technology is an example of the development of skills.
K represents "knowledge." Cognitive learning is the formal term used for mental skills such as recall of information. An example of knowledge is information on available resources related to disability issues.

• Gardner's Seven Knowledge Types

Howard Gardner (1983, 1999) developed a theory of multiple intelligences based upon research in the biological sciences, logistical analysis, and psychology. He breaks down knowledge into

• seven types:

1.   Logical-mathematical intelligence:  the ability to detect patterns, think logically, reason and analyze, and compute mathematical equations (e.g., chemists, economists, engineers).
2. Linguistic intelligence:  the mastery of oral and written language in self-expression and memory (e.g., journalists, lawyers, politicians).
3.  Spatial intelligence:  the ability to recognize and manipulate patterns (large or small) in spatial relationships (e.g., architects, pilots, sculptors).
4.   Musical intelligence:  the ability to recognize and compose musical quality (pitches, tones), and content (rhythms, patterns) for production and performance (e.g., composers, conductors, musicians).
5.  Kinesthetic intelligence:  the ability to use the body, or parts of the body to create products or solve problems (e.g. athletes, dancers, surgeons).
6.  Interpersonal intelligence:  the ability to recognize another's intentions, and feelings (e.g., managers, sales people, social workers).
7.  Intrapersonal intelligence:  the ability to understand oneself and use the information to self-manage (e.g., entrepreneurs, psychologists).

Gardner's theory purports that people use these types of intelligence according to the type of learning that is necessary, their personal strengths and abilities, and the environment in which the learning takes place.
Since different teaching strategies are best applied to certain types of learning, using a wide variety of activities when teaching new material will maximize learning fo

Implications for Practice

Carefully consider the context of the participants in the audience of your presentation. What knowledge do they need to perform their job more effectively? What skills need to be developed? How can you help participants synthesize critical content in order to develop appropriate institutional policies? How can you help them develop strategies for accommodating specific students with disabilities in specific activities? How can you model and promote a positive attitude about disability-related accommodations?
Often, learning occurs during periods of confusion, frustration, and struggle. For this reason, risk-taking on the part of the facilitator and the participants is necessary. Sharing personal experiences, posing questions, and presenting case studies can promote learning. In order to engage participants in critical thinking and facilitate problem-solving, consider the following suggestions (Brookfield, 1993):

•   Value and respect participants through word and action.
•   Listen attentively and provide support for efforts.
•   Identify and challenge assumptions.
•   Reflect back attitudes, rationalizations, and habitual behaviors.
•   Imagine and explore alternatives.
• Practice reflective skepticism.
•   Model critical thinking through clarity, consistency, openness, and accessibility.
•   Teach theory by detailing phenomena and practical problems related to the theory.
•  Balance conceptual with concrete information.
•   Use a variety of sketches, plots, schematics, computer graphics, and physical demonstrations in addition to oral and written explanations in lectures and handouts.
•   Provide time for participants to reflect upon the material being presented.
• Encourage active participation.

Vary your presentation methods and individualize your strategies. Address the three types of learning—attitude, skills, and knowledge. To address attitudes toward students with disabilities, consider having a panel of successful college students and graduates with disabilities share their experiences. To address skills, you could have participants role-play lectures using a sign-language interpreter while facing the audience.

Lastly, encourage use of different intelligences. Knowledge can be gained when information is given through multiple means including lectures, handouts, videos, analyzing case studies, sharing of personal experiences, and discussion. Logical-mathematical and linguistic intelligences are heavily used in traditional academic settings and responsible for high scores in academic achievement tests. It is reasonable to expect faculty and administrators to heavily rely upon these types of intelligence.

 Learning Process

Learning takes time and patience. It is a process — a journey. A self-directed learning process is arguably the most powerful model for facilitating and inspiring individual, group and organizational learning and development.

We provide a learning process to empower people to guide themselves through their personal learning and development journey. This process is built upon three major principles:

1. Identification of gaps between one’s IDEAL self and REAL self. These gaps represent a primary motivator to learn and improve.
2. Creation and implementation of a challenging and realistic action plan for development that follows the 70/20/10 formula.

Ongoing development dialogue between learners and supervisors. Both have a responsibility to ensure that the entire learning process happens