The primary objective of the study was to describe the number, types and titles, requested qualifications and skills, salary information, and locations of positions advertised in 2011 on the ALA JobLIST and ARL Job Announcements websites and in the print version of the Chronicle of Higher Education for purposes of determining the current state of the academic library job market in the United States. To investigate changes in the academic library job market and identify emerging trends over a 23-year period, results also were compared to studies that analyzed position announcements from 1996 and 1988. Content analysis of 957 unique academic library job advertisements revealed relative stasis in the market regarding the number of positions advertised, presence of administrative duties, geographic distribution of positions, and, to some extent, educational requirements. However, other comparisons were more dynamic. Specifically, there has been a decline in foreign language skills and prior work experience requirements over time while computer skills are increasingly sought. Perhaps most striking is the proliferation of new position titles that have emerged over time, which serves as an indication that library positions are becoming increasingly specialized.sk almost any recently graduated librarian about the state of academic library jobs and he or she will tell you they are scarce, the market is extremely competitive, and most jobs require previous work experience. Further, a 2012 Forbes article reporting on the best and worst master's degrees, based on salary and employment outlook, stated "library and information science degreeholders bring in $57,600 mid-career, on average…. and there are expected to be just 8.5 percent more of them by 2020. The low pay rank and estimated growth rank make library and information science the worst master's degree for jobs right now."1 The U.S. Bureau of Labor Statistics projection of a sluggish growth rate in the number of
A laboratory-safety course has been developed that is designed to introduce first-year graduate students to the array of dangers associated with research in the chemical sciences. We describe the challenges of creating an impactful course that seeks to convey practical laboratory-safety information in a classroom setting for students with a diverse array of interests. In particular, we have found that a flipped-classroom model highlighting case studies creates a concrete experience that actively engages course participants. In addition, the introduction of various pedagogical tools, including active-learning techniques (field trips, role-playing games, and group projects), were triggered in large part by recommendations from the students themselves.
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