John Burke http://hdl.handle.net/2374.MIA/5215 2026-04-08T06:58:37Z 2026-04-08T06:58:37Z Tumbleson, Beth Burke, John http://hdl.handle.net/2374.MIA/6611 2020-04-20T15:26:27Z

Mentoring in Academic Libraries. Tumbleson, Beth; Burke, John The authors, who have each engaged in mentoring in higher education, surveyed academic librarians in 2017 on their mentoring experiences. Those findings are placed alongside best practices drawn from the literature to discover what motivates academic librarians to participate in mentoring and how it impacts them professionally and personally. Based on this evidence, the authors encourage colleagues to seek professional development through mentoring opportunities.

Tumbleson, Beth Burke, John Long, Jessica http://hdl.handle.net/2374.MIA/6610 2020-04-20T15:16:47Z

Assessment, Analytics, and Analysis: Demonstrating the Impact of LMS Embedded Librarians on Student Learning Tumbleson, Beth; Burke, John; Long, Jessica

Maceli, Monica Burke, John http://hdl.handle.net/2374.MIA/6609 2020-04-20T15:16:34Z

Technology Skills in the Workplace: Information Professionals’ Current Use and Future Aspirations Maceli, Monica; Burke, John

Burke, John http://hdl.handle.net/2374.MIA/6608 2020-04-20T15:16:15Z

Make the Grade: Integrating Making into the Higher Education Curriculum Burke, John Makerspaces provide an avenue for individuals and groups to independently create projects, learn how to use equipment, and tinker away. However, they can also be used by students to complete making-related assignments for courses. How are makerspaces being integrated into the curriculum in higher education? This session will provide examples drawn from academic makerspace literature and from individual makerspaces on how faculty members are including makerspaces and making activities in their courses to meet learning objectives. Along with these examples, methods that academic makerspaces can use to help faculty create assignments and to support these activities will be identified. These may include faculty learning communities, grants, and other instruction and encouragement aimed at creating maker assignments. Taking this one step further, the presentation will also seek to apply the set of makerspace competencies defined by the University of Texas at Arlington Libraries to assignments beyond the ones considered in their project. Can their set of competencies be applied to those assignments, and does categorizing the assignments by competencies shed light on what types of assignments faculty are creating? A final part of the presentation will examine literature and examples of makerspace integration in the K-12 curriculum. Are there approaches used in this setting that might be applied to higher education?