Thursday, May 5th
225 Lewis Library
Open Access and ORCID Author Identifiers
Jane Holmquist and Yuan Li
No Registration Required. Beverages and cookies will be provided.
According to Wikipedia, Open Access “refers to online research outputs that are free of all restrictions on access and free of many restrictions on use.” Yuan Li will discuss the business models used to help achieve the ideal of Open Access.
Permanent identifiers can be used help track and get credit for research. ORCID is a global registry of unique persistent identifiers for researchers and scholars. DOI’s or Digital Object Identifiers are often used to provide unique identifiers for research articles and conference proceedings. Jane Holmquist will discuss how ORCID and DOI make Open Access work smoothly.
About the speakers:
Jane Holmquist is an ORCID Ambassador and the Astrophysics, Mathematics and Physics Librarian at Princeton University. She is also the Interim Plasma Physics Librarian at the Princeton Plasma Physics Laboratory. Jane has a BA in Biology (Gustavus Adolphus College), an MSc (University of Waterloo, Ontario), and an MLS (Rutgers). Aside from ORCID Author Identifiers, she is interested in collection development and helping people effectively use the Library’s vast print and electronic resources.
Yuan Li is the Scholarly Communications Librarian at Princeton University. She leads and manages the implementation of University Open Access Policy and provides services related to scholarly communication, including open access, data management, and copyright. Yuan has a Master’s degree in Library and Information Science from the University of Rhode Island, a Master of Engineering degree in Applied Computer Science from the National Computer System Engineering Research Institute of China and a Bachelor of Engineering degree in Computer Science and Technology from Yanshan University (China).
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Thursday, March 24th:
Learn More From Lectures:
Tech Tools and Strategies for Taking Effective Notes
Janet Temos and Nic Voge
Taking good notes in class is an important skill that is often taken for granted. But taking effective notes is crucial if you are to make the most of Princeton courses. Both new technologies and effective strategies can help you learn more from lectures. In this workshop you will learn strategies for:
- Maintaining attention during class-and why it’s vital
- Making useful notes while also learning from lectures
- Ways to utilize your notes for studying and other purposes
Speaker Bios:
Janet Temos, Director, Educational and Classroom Technologies
Janet is currently the director of ECT, whose mission is to assist Princeton faculty in using computer technology in their teaching and research. Her special interests in educational technology include student response systems, course blogs, annotation applications, digital publications, and tools for academic writing. She began working with the Educational Technologies Center (ETC) in 1993 and became a full-time member of the staff in 2000. Janet was trained as an architectural historian, and received degrees in art history from Williams College (MA 1992), and Princeton University (PhD 2001). Her specialization is in the art and architecture of the English baroque. She has taught courses at Lehigh University, The College of New Jersey, and Princeton University. Janet is coauthor of articles on the history of architecture and art of the Indian subcontinent, and the author of several book reviews as well as articles on the use of technology in teaching.
Nic Voge, Associate Director, Undergraduate Learning Program
Nic develops, designs and directs McGraw’s undergraduate academic support programming including Study Hall, Strategic Learning Consultations, Learning Strategy Workshops, Review Sessions, and other course-specific programming. He hires, trains and supervises a staff of 70+ graduate and undergraduate fellows. Recognizing the variety and complexity of learning demands students encounter when studying in various disciplines and courses, our programs focus on assisting students as they adapt to unfamiliar learning situations as they transition into and through Princeton University. In his research and writing Nic investigates the unique educational expectations of elite research universities such as Princeton. Working with individual faculty members and graduate students, Nic adopts a comprehensive approach to course design in order to enhance learning from teaching. He is active in the College Reading and Learning Association and is currently co-authoring a book (Cambridge University Press) aimed at helping university professors promote student engagement in their courses.
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