Campus partnerships are an increasingly common and dynamic entity on college campuses. To successfully achieve institutional goals, campus partners must collaborate and create communities of practice. Open educational resources (OER) is a rapidly growing area in higher education due to the increasing costs of attending college and increased student debt. By providing access to OER, colleges are supporting student success, increasing retention of students, and, most importantly, contributing to reducing students' higher education debt. OER initiatives often fall under the purview of the academic library. While the library is an excellent place to start an affordable learning initiative, identifying pertinent campus partners and forming communities of practice will improve awareness of OER and increase OER adoption. This study utilized a survey to identify levels of current awareness and adoption of OER among faculty at a master's comprehensive four-year public university in Pennsylvania. The goal was to provide a benchmark for assessing future progress. It also provided structure and a programming plan for a newly developed collaboration between the library, distance education, and Information Services & Technology. Survey results assisted the partnership in identifying ways to collaborate and implement strategies to increase awareness and adoption of OER on campus.
The event consisted of three parts, the Pre-Conference on the 23 rd September under the theme 'Embedded in the Finnish Bed'. The Scientific Conference took place for three days from the 24 th to 26 th September. Also a Post-Conference tour was offered to St. Petersburg, Russia, to see and experience historic art, craft and architecture in a neighboring environment from the 27 th to 29 th September.This publication consists of the scientific papers sent to us to be refereed by the Scientific Committee of the Conference. In this book the papers have been divided into two parts, firstly the articles on craft science and secondly the articles on craft education. Both parts are further divided into a section of plenary and parallel session papers, a whole of forty different articles. The articles are arranged and presented in the alphabetical order of the authors.We thank the University of Helsinki which has supported the Crafticulation and Education Conference both financially and in numerous other ways. We extend our thanks to the Federation of Finnish Learned Societies in the Academy of Finland, to NordFo, the Nordic Forum for Research and Development in Craft and Design, which has accepted the conference articles to be published as a part of its A-series.Finally we thank cordially all the speakers and participants of the conference, the keynote speakers, chair persons and session paper speakers and authors, all of you who spoke and wrote making this conference and this publication possible. We hope you pleasurable moments with the articles of this book.
“If the library can serve as a safe and welcoming place for these students, it will help contribute to their ultimate college success.” (Anderson, 2018). Certain characteristics of autism spectrum disorder can make it challenging for autistic college students to make use of academic libraries. High levels of sensory stimulation and the need to understand and comply with neurotypical social norms can make library spaces feel unwelcoming and difficult to use. West Chester University Libraries decided to develop a dedicated space for our growing cohort of autistic students to study. This article will discuss the reasons why autistic students may find academic libraries challenging as well as the considerations and process of developing a separate space for autistic students within a library.
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