Digital Commons Annual Report 2015

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Digital Commons @ Otterbein 1st 2015 Annual Report October 2014 – December 2015 Jane Wu Systems Librarian Professor Courtright Memorial Library Otterbein University

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Mission and Goals The mission of the Digital Commons @ Otterbein is to advance scholarship, promote research and crossdisciplinary collaboration through the dissemination and preservation of research, instructional and creative digital materials created by the Otterbein community, and sustain the historical legacy of Otterbein University.

Among the goals: • • • • • • • • •

To raise the visibility and prestige of Otterbein University by showcasing the University’s research output, publications and creative works online and to showcase the institution to interested constituencies, including prospective students, prospective staff and other stakeholders To provide persistent and centralized access to research and scholarly activities at Otterbein, with the aim to preserve and provide a long-term home to that research and scholarship To foster cross-disciplinary scholarly collaborations as to further the teaching and service missions of the Otterbein University, by making the scholarship and research assets readily accessible To facilitate the development and sharing of digital teaching materials and aids To manage and measure research and teaching activities To support student endeavors, providing access to theses, dissertations and tools for journal publication, conference presentation and management, etc.

To capture the university records for the purposes of preservation and improving the efficiency of organizational operations for activities like accreditations and assessments To provide a suite of open access, scholarly publishing services and research tools that enable departments, research units, and individual scholars associated with the Otterbein University to have direct control over the creation and dissemination of the full range of their scholarship.

To document and record Otterbein’s history and progress online

The Digital Commons @ Otterbein would support • • • • • •

Institutional self-publishing, including faculty or student journals, conference proceedings, article reprints, art galleries, video productions and lectures.

Institutional archives, including reports, minutes and colloquia.

Student scholarship, including honors and distinction projects, theses and journals.

Faculty scholarship through both institutional catalogs of the faculty work and individual, consistently designed, search-engine optimized, accessible space in which a faculty member can control their own showcase within an Otterbein-branded environment.

Institutional events such as symposia, Honors Reporting Day and convocations with both internal event management, such as paper judging, as well as external audience presentation.

Collections of data and documents for institutional evaluation including accreditation and for (controlled) access to research data as required by many granting agencies.

Statement of Responsibility The “Institutional Repository Subcommittee” is responsible for guiding the direction of the repository (Digital Commons @ Otterbein) which will include, but is not limited to: content, policies, implementation, strategies, and the assessment & review process of the IR. Significant new projects need

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to be approved by the Subcommittee, especially those that will require additional staff time, storage space, emerging formats, or digitization.

The librarian liaisons are responsible for communicating the purpose of Digital Commons @ Otterbein to the Otterbein University community and recruiting material for inclusion. Librarian liaisons are also responsible for educating our users about the requirements of copyright law, making it clear that submissions must comply with current copyright guidelines.

Faculty may recommend material for inclusion to their representative librarian liaison. University employees and students should direct their requests to submit materials to the appropriate department head or faculty member who, in turn, will make the recommendation to their librarian liaison or to the email account at library@otterbein.edu.

At the time of the repository launch, library personnel will assume the responsibility of rights-checking, seeking permissions, submitting and posting materials to the IR. In the future, a self-submission service will be made available, enabling faculty and staff to directly submit materials to the IR. All correspondence regarding the repository should be sent to either the appropriate library liaison OR the IR email account at library@otterbein.edu

History and Overview In October 2011, Jane Wu sent out a campus wide faculty survey to investigate need for the development of an institutional repository (IR) for Otterbein University. Out of 89 responses, 61% didn’t know about IRs, 18% had knowingly used one. Over 92% of participants agreed that among many benefits, an IR would help to preserve and make accessible the academic output of students and make available types of materials have not been made available through traditional publishing. Over 75% of participants are extremely or somewhat interested in using an IR at Otterbein. Out from that survey 9 people said that they would like to participate in the initial discussion and development process. An Institutional Repository Subcommittee was then established with people who expressed interest in the survey and some librarians.

Over 92% of participants agreed that among many benefits, an IR would help to preserve and make accessible the academic output of students and make available types of materials have not been made available through traditional publishing.

The Committee met five times between January and April, 2012, analyzed the survey data, evaluated the use of IRs at similar institutions and reviewed vendor/hosting services. Based on the information collected, the Committee found significant support for an IR at Otterbein and proposed the development of an institutional repository for Otterbein University and the adoption of the Bepress Digital Commons hosting service for the creation and support of the repository on April 23rd, 2012.

The Digital Commons was purchased in April 2014 and launched on October 1st 2014 after couple months design and preparation.

From October 2014 to end of December 2015, the repository added 857 items with 13,662 downloads from 151 countries and 1636 institutions. 20 academic programs and departments participated. 47 series with contents were added.

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We were able to accomplish this with the help from all the librarians, the acquisition manager and a work study student. As we enter our second year, we look forward to new opportunities to support our faculty, students and staff. If you would like to learn more about how the repository can increase the visibility and impact of your research and the research being conducted in your department, program, center, grant-funded project, or courses, please do not hesitate to contact us.

The Digital Commons

Telling the Otterbein Story

@ Otterbein is really essential for our

To prospective students

doctoral students

The Digital Commons @ Otterbein is a great place to highlight the quality of ---a nursing faculty student work done on campus. By showcasing student research, potential students can see the opportunities for research and scholarship available to them Otterbein. It is also a professional development experience for students to learn the basic skills of scholarly publishing in an electronic format and to gain an understanding of digital libraries (i.e. useful for teaching, research, grant submission). With broader exposure of undergraduate student research through greater accessibility with Google and other search engines indexing, the Digital Commons @ Otterbein also helps to increase the visibility of Otterbein with open access to the knowledge produced by the work of Otterbein student scholars.

Graduate theses, honors thesis projects, and distinction papers are the most frequently downloaded materials in the repository with a combination of over 7236 downloads. The top downloaded student paper in 2015 was Rachel L. Scherzer's "Young Adult Dystopian Literature as Social Change Evolution".

To prospective staff and other stakeholders The Digital Commons @ Otterbein is a great way to showcase the research conducted by our faculty and serve as tangible indicators of the institution’s quality, thus increasing its visibility, prestige, and public value. Potential faculty and staff members can use the repository to understand how their research interests complement the work being done in their target departments. Providing open access to research also foster cross-disciplinary scholarly collaborations as to further the teaching and service missions of the Otterbein University.

The most frequently downloaded faculty work is by Dr. William V. Harper and Dr. Thomas R. James's "Maximum Likelihood Estimation Methodology Comparison for the Three-Parameter Weibull Distribution with Applications to Offshore Oil Spills in the Gulf of Mexico" which received 513 downloads.

The repository provides free and open access through the Internet, providing our research and scholarship with a truly global audience. In its first full fiscal year of operations, the repository welcomed visitors from 151 countries and territories. The top 10 international sources of visitors were China, United Kingdom, Canada, Germany, India, Australia, France, Russian Federation, Netherlands. We are looking forward to more participation from Otterbein Community as we spread Otterbein’s name all over the world.

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The top ten papers are being viewed at least every other day since they were published.

Title Uploaded Views 1. Maximum Likelihood Estimation Methodology Comparison for the Three-Parameter Weibull Distribution with Applications to Offshore Oil Spills in the Gulf of Mexico

11/24/2014

513

2. Young Adult Dystopian Literature as Social Change Evolution

4/15/2015

389

3. An Examination of Athletes and Non-Athletes Academic Performance at the Division III Level

4/14/2015

319

4. Models and Paradigms in Kuhn and Halloun

10/15/2014

300

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5. Improving Patient Satisfaction after Primary Total Knee Arthroplasty Using Nurse Practitioner-Driven Preoperative Education

4/27/2015

251

6. Pornography, Ethics, and Video Games

12/4/2014

232

7. Causes of Turnover and Employee Satisfaction: A Case Study of Otterbein University TeleFUND

4/16/2015

228

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8. Hildegard Of Bingen: Visionary Woman Who Encouraged The Role Of Feminism

4/14/2015

221

9. Otterbein Towers Fall 2014

12/22/2014

183 i

10. MARS: An Education-Oriented MIPS Assembly Language Simulator

10/10/2014

Top Ten Papers 600 500 Views

400

300 200 100 0 1

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2

3

4

5 6 Papers

7

8

9

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178

Top Ten Collections I

Religion & Philosophy Faculty

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Modern Languages & Cultures Faculty…

Sierra Leone Postcards

Doctoral Theses

-

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Mathematics Faculty Scholarship

■ Views

Towers Magazine

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Distinction Papers Honors Thesis Projects

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MSN Student Scholarship I

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500

1000

1500

2000

2500

3000

Measuring the Impact for Faculty: Digital Commons houses 19 collections of faculty publications or presentations from 17 departments.

Participation varies widely from department to department, with the Mathematical Sciences Department having the most extensive representation and 1528 items downloaded, followed by Modern Languages & Cultures Faculty Scholarship–710 downloads; Religion & Philosophy Faculty Scholarship – 590 downloads.

Chemistry Art Physics Sociology & Anthropology Library Nursing Business, Accounting and Economics English Health and Sports Sciences Education Communications Religion & Philosophy Modern Languages & Cultures Mathematics

13 54 74 132 138 157 197 215

333 435 546 599 710 1272 0

200

400

■ Department Views

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600

800

1000

1200

1400

Examples of what a faculty says about: Which of the above research materials are the most important to you to manage/organize/preserve/share? Why? ➢ "Research data and working papers" ➢ "Teaching Materials because they are most critical to my work." ➢ "Articles for class as well as my own academic papers, chapters, and works" ➢ "Primary research materials and published documents" ➢ "Datasets, because there may be many sets of data for a given project. It is not hard to keep track of the purpose of a single project, but it can be hard to organize multiple data sets across the course of a project" ➢ "Accreditation--> High Stakes for the university Multimedia--> More difficult to preserve and ensure retrieval of, esp. when needing to pull up for conference presentations." ➢ "publications, so they may be discovered and accessed by colleagues around the world " ➢ "Publications and conference papers, so I have records of my scholarship and can continue to participate in scholarly conversations beyond Otterbein."

-

Source from Oct. 2015 campus wide survey: “Faculty and Staff Awareness of Digital Commons @ Otterbein for Teaching, Research and Services”

FSDC FACULTY LECTURE SERIES The Good Intentions of Violent Perpetrators Robert N. Kratt. Otterbein Umvers1ty

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Supporting Student Scholarship Our student publications are the most popular items in the repository. MSN Student Scholarships had 2449 downloads from Oct. 2014-Dec. 2015; Honors Thesis Projects- 1920 downloads; Distinction Papers- 1850 downloads; Doctoral Theses-1017 downloads.

140

120

100

80

60

■ Items ■ Views Per Item

40

20

0 MSN Student Honors Thesis Distinction Scholarship Projects Papers

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Doctoral Theses

Masters Theses

SYE Legacies: Student Group Projects

Capstone Projects

English Student Capstone Projects Creative Writing

Examples of what a faculty says about: Which of the above student projects are the most important for you or your students to manage/organize/preserve/share? Why? ➢ "It's important for students to understand that their work is not just for the classroom, that it is public." ➢ "Honors papers because they are useful to future honors students." ➢ "Theses, capstone projects, and publications are probably the most important." ➢ "I suspect their own written work, e.g., theses, are the most important for them to organize and preserve, so that they can access them later for demonstrating high-quality work (e.g., to graduate schools)." ➢ "Multimedia. Needed for ongoing assessment and evaluation." ➢ "Presentations and papers (for assessment), research data (for IRB requirements and future research needs)" Source from Oct. 2015 campus wide survey: “Faculty and Staff Awareness of Digital Commons @ Otterbein for Teaching, Research and Services”

SYE LEGACIES: STUDENT GROUP PROJECTS The Otterbein Senior Year Experience provides graduating students with opportunities to articulate and practice their roles and responsibil ities as citizens in interdisc iplinary settings, reflect on their education as a whole, and prepare for their transition to life beyond college. As part of their work, students apply the knowledge, skill s, and values gained in the ir various majors and general education courses to develop so lutions to meet contemporary challenges/problems.

Their group projects become a legacy for future students to learn from and bu ild on.

Im SYE Group Projects from 2015 lb PDF

Food Insecurity and Nutrition in Fran klinton , Hannah Baker, Tanner Graham, Ashley Mu llins, Kelsey Seltzer, and Ryan P. Th ombs

lb PDF i,h PDF

CACTE Partnersh,p Proposal, Che lsea Beeler, Jaylin Kennedy, Nate Lawrence, and Andrea Thomas Franklinton HealthCare Committee , Devyn Hempy, Logan Peterman, Nicole Kostiu k, Ethan Wojciechowski, and Matt Mc Collister

lb PDF

Appalachian Festival Proposal, Timothy Ra iner, Cassie Grate, Callen Thompson. and Amy Gadd

Journals and Magazines Journals and Magazines can also a place to publish online through the Digital Commons. There are currently three in the DC @ Otterbein, but it is not limited to just the Humanities. Any department, group, or organization can work with the Digital Commons to publish a journal for the world to see.

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Otterbein Journals & Magazines

Views

Views Per Items Item

Towers Magazine

1537

31

49.6

Aegis: The Otterbein Humanities Journal

221

12

18.4

T&C Magazine

199

9

22.1

The Howl

Just Launched

Otterbein Journals & Magazines 60 50 ■ Items

40

■ Views per Item

30 20 10 0 Towers Magazine

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Aegis: The Otterbein Humanities Journal

T&C Magazine

The Howl

Otterbein ESL Publication

rm Welcome to the Howl, otterbein's ESL magazine. It is composed of the art, reflections, observations, and experiences of otterbein's international student communil</. We hope you enjoy it.

Current Issue: Volume 1, Issue 6 (2016) Otterbein Community Profiles ,J:, PDF

The Howl: Otterbein Community Profiles

Where do we go from here?

Major goals for 2015-2016

Contact Information

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Appendix: Participating Faculty, Students and Staff in DC@otterbein in 2015 • • • • • • • • • • • • • • • • • • • • • •

Miguel Martinez-Saenz (Academic Affairs) Kate M. Carey (Administrators/Executives) Amy Johnson (Art) Ryan C. Johnson (Biology and Earth Science) Robert M. Gelger (Biology and Earth Science) Jennifer A. Bennett (Biology and Earth Science) Michael A. Hoggarth (Biology and Earth Science) David A. Kimberly (Biology and Earth Science) Benjamin G. Van Allen (Biology and Earth Science) Jeffery S. Lehman (Biology and Earth Science) Suzu Igarashi (Biology and Earth Science) Peter V. Oudemans (Biology and Earth Science) Justin G.A. Whitehall (Biology and Earth Science) Jeffery S. Lehman (Biology and Earth Science) Pierluigi Bonello (Biology and Earth Science) Henry K. Ngugi (Biology and Earth Science) Diana M. Lee (Biology and Earth Science) Michelle R. Axe (Student, Biology and Earth Science) Jacob D. Bowman (Student, Biology and Earth Science) Emily E. Burton (Student, Biology and Earth Science) Rachel B. Dalton (Student, Biology and Earth Science) Bailey Katherine Dye (Student, Biology and Earth Science)

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• • • • • • • • • • • • • • • • • • • • • • • • • • • •

Jared B. Ellenbogen (Student, Biology and Earth Science) Madeline A. Rohl (Student, Biology and Earth Science) Amanda M. Stilwell (Student, Biology and Earth Science) Emily Willmer (Student, Biology and Earth Science) Chelsea R. Jenney (Student, Biology and Earth Science) Allen Prindle (Business, Accounting and Economics) Shirine L. Mafi (Business, Accounting and Economics) Matthew I. Quinn (Student, Business, Accounting and Economics) Ryan P. Thombs (Student, Business, Accounting and Economics) Chris Thayer (Student, Business, Accounting and Economics) Dean H. Johnston (Chemistry) Chris M. Brown (Chemistry) Andrew S. Yu (Chemistry) Michelle R. Axe (Student, Chemistry) Jacob D. Bowman (Student, Chemistry) Emily E. Burton (Student, Chemistry) Katherine L. Childers (Student, Chemistry) Stephanie K. Gnewuch (Student, Chemistry) Alexandria E. Weber (Student, Chemistry) Eric K. Jones (Communication) Nichelle D. McNabb (Communication) Jean P. Kelly (Communication) Jeffrey M. Demas (Communication) Paul J. Wendel (Education) Kaitlin Marie Hutchinson (Student, Education) Fang Chen (Student, Education) Han Zhang (Student, Education) Paul Eisenstein (English)

• • • • • • • • • • • • • • • • • • • • • • •

Jeremy H. Smith (English) Beth R. Daugherty (English) Jordan Marie Abbruzzese (Student, English) Mackenzie Alena Boyer Ms. (Student, English) Gretchen R. Heisler (Student, English) Paul D. Longenecker (Health and Sports Sciences) Adam B. Prescott (Student, Health and Sports Sciences) Taylor M. Bailey (Student, History and Political Science) Molly E. Craig (Student, History and Political Science) Michael Toth (Student, History and Political Science) Jessica Crossfield McIntosh (Library) Elizabeth A. Salt (Library) David J. Stucki (Mathematical Sciences) Joel M. Stucki (Mathematical Sciences) Ryan Berndt (Mathematical Sciences) Pete Sanderson (Mathematical Sciences) Thomas R. James (Mathematical Sciences) William V. Harper (Mathematical Sciences) Jeremy Moore (Mathematical Sciences) Leigh Slauson (Mathematical Sciences) Duane Buck (Mathematical Sciences) Levilson C. Reis (Modern Languages & Cultures) Amy Kepple Strawser (Modern Languages & Cultures)

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• • • • • • • • • • • • • • • • • • • • • • •

Ryan Loth (Student, Music) Lindsey A. Scarberry (Student, Music) John D. Chovan (Nursing) Kay Ball (Nursing) David G. Robertson (Physics) Uwe Trittmann (Physics) Benjamin D. Graber (Student, Physics) Philip Griffith Kellogg (Student, Physics) Madeleine Holmes (Student, Psychology) Sabrina Kohls (Student, Psychology) Jessica R. Shibko (Student, Psychology) H. Wang (Student, Psychology) Emily G. Wright (Student, Psychology) Geoffrey Barstow (Religion & Philosophy) Stephanie Patridge (Religion & Philosophy) Glenna S. Jackson (Religion & Philosophy) Miranda Cady Hallett (Sociology & Anthropology) Kendall Coffman (Student, Sociology & Anthropology) Taylor M. Bailey (Sustainability Studies) Kendall Coffman (Student, Women's, Gender, and Sexuality Studies) Madeleine Holmes (Student, Women's, Gender, and Sexuality Studies) Amanda M. Stilwell (Student, Women's, Gender, and Sexuality Studies) Melissa K. Treharn (Student, Women's, Gender, and Sexuality Studies)