A Systemic Change Model for Leadership, Inclusion, and Mentoring (SLIM)

The Systemic Change Model for Leadership, Inclusion, and Mentoring (SLIM) concentrates on systemic changes occurring in child care organizations where the director builds caring, consistent relationships with the total system and empowers the staff and others through leadership. The model recognizes the importance of focusing on system changes by the organization's director. Leadership qualities related to concepts used in business organizations are included in the training. A mentoring program will help the director focus on his or her leadership capabilities in moving the organization to change. An important collaboration component of the model is working with inclusion of children with special needs. Included in the model are: collaboration components, systemic change, director leadership role, business model related to child care, mentoring, and inclusion of children with special needs.     

The science of medical librarianship: investing in the future

Information science is changing from an applied service-oriented activity to a basic research discipline. The library profession must earn a central place in this endeavor, and must address a number of important issues. These include ownership and intellectual property rights, a stronger research component for the profession, development of quality assurance systems for health information services, and a conceptual framework for training and career development of health sciences library technicians. The future of medical librarianship as a profession depends on a lasting commitment to research, a clear vision of the profession's fundamental mission and of the library's place in society.     

Inquiry-Based Learning and the Flipped Classroom Model

Abstract

The flipped classroom model of teaching can be an ideal venue for turning a traditional classroom into an engaging, inquiry-based learning (IBL) environment. In this paper, we discuss how two instructors at different universities made their classrooms come to life by moving the acquisition of basic course concepts outside the classroom and using class time for active problem-based learning. Results from student surveys are presented to relate student perceptions of the flipped/IBL classroom model.