• Teaching with Primary Sources: Reports from the Front Lines

      Tummino, Annie (2017-06-15)
      As the pedagogical benefits of working with primary sources have become more well-known, archivists are increasingly serving as educators and interpreters of their collections. However, archivists often have little experience as educators, and must learn new skills to provide effective instruction. This presentation provides a mix of both theoretical discussion and practical lessons based on the author's experience at SUNY Maritime College.
    • Technology and Virtualization of Educational Process

      Amani, Yaqub M.; Parikh, Preeti (2016-07)
      There are two methods to limit an individual’s perception of reality. The first is to place constraints on the physical environment and thus create conditions for the senses to convey the available information to the brain, excluding alternatives. This limitation in time establishes meanings derived from information stream, forming a unique perception of true reality. This case is similar to Plato’s allegory of men of the cave. The second method is to present virtual reality as reality. The second method is not far from the first, since the digital technology has given humanity the ability to project the image of reality on a screen creating a virtual environment where we have virtual friends and virtual theories which mimics true reality. The objective of this paper is to raise a number of questions regarding the process and purpose of education, positive and negative psychological imprints and effects on overall transformation of young generation of distant learning versus that of classical universities. The main focus of this paper is to draw analogies between men of the cave and men and women of the iPhone.
    • Using Data to Plan Library Renovations

      Hart, Kristin; Bram, Katie (2016-06)
      SUNY Maritime librarians have an opportunity to overhaul their space as part of a SUNY grant for an “Academic Success Center” — the first renovation of this AIA-award winning space since the 1970s. The library needed to determine how to adapt its space for exciting new purposes, incorporating its needs with the needs of the Learning Center, the administration, the faculty, and the students. We used surveys, observations, and visioning groups to quantify these needs and elicit ideas. This presentation will examine how we collected and used various forms of data to guide our process, including successes and pitfalls.
    • Water-Quality Assessment of Two Slow-Moving Sandy-Bottom Sites on the Saw Mill River, New York

      Warkentine, Barbara E.; Rachlin, Joseph (Eagle Hill Institute, 2015)
      We selected 2 sites on the Saw Mill River and conducted biological assessments of water quality using macroinvertebrate composition. Assessment metrics used were: Shannon-Weiner diversity, evenness, species richness, Hilsenhoff biotic index (HBI), Ephemeroptera—Plecoptera—Trichoptera richness (EPT), and non-Chironomidae and Oligochaete (NCO) richness. Water temperature, pH, conductivity, total dissolved solids, dissolved oxygen, and water flow and velocity were not significantly different across sites. Shannon-Weiner diversity values were 2.32 (evenness = 0.20) for Chappaqua and 2.68 (evenness = 0.31) for Hawthorne. Species and NCO richness for Chappaqua were 49 and 22, respectively, and for Hawthorne were 44 and 23, respectively. HBI was 7.99 for Chappaqua and 7.69 for Hawthorne. Both sites had equal EPT values of 5. Based on macroinvertebrate assessment indices, we classified water quality at these sites as non-impacted.
    • You’ve Done PDA, What About PDW?: Patron-Driven Weeding as Engagement and Collection Management

      Hyams, Rebecca; Hart, Kristin (2016-01-21)
      Patron-driven acquisition has become a regular part of the collections development process in many libraries. If we can trust our patrons to provide valuable input on what types of materials belong in the library’s collection, can we trust them to also provide opinions on what should no longer be on our shelves? The authors look at several aspects of their crowd-sourced weeding experience, including the differences in how students and faculty selected items. While the items students selected inadvertently used many of the same criteria librarians would typically use, did the faculty take a different approach? What are the pitfalls in asking users to contribute in weeding? Did getting the community involved help foster more connectedness to the library?