Vendor-assisted e-selection and online ordering: optimal conditions

In response to demands from libraries, a number of library materials vendors have converted their in-house working databases into e-selection and online ordering tools for their customers. Some libraries have embraced these new sources to select titles and then export bibliographic, ordering, and invoice records into their automated acquisitions systems. These libraries have integrated the use of the vendor databases (e.g., GOBI, Collection Manager, Otto-Editions, I libri) into their daily selection and ordering operations. This article will address the forces behind this new approach, some results, the benefits, implications, trade-offs, and optimal conditions for success of this acquisition method. The authors will assess these issues through a more in-depth examination of the experiences at the University of North Carolina Academic Affairs Library and at the University of Chicago Libraries as well as findings in the literature.     

The use of mobile technology for work‐based assessment: the student experience

This paper outlines a research project conducted at Leeds University School of Medicine with Assessment & Learning in Practice Settings Centre for Excellence in Teaching and Learning, collaboration between the Universities of Leeds, Huddersfield, Bradford, Leeds Metropolitan University and the University of York St John. The research conducted is a proof of concept, examining the impact of delivering competency based assessment via personal digital assistants (PDAs) amongst a group of final year undergraduate medical students. This evaluation reports the student experience of mobile technology for assessment with positive effects; concluding that overall the students found completing assessments using a PDA straight forward and that the structured format of the assessment resulted in an increased, improved level of feedback, allowing students to improve their skills during the placement. A relationship between using the PDA for learning and setting goals for achievement was clearly demonstrated.     

Mentoring Promotion/Tenure‐Seeking Faculty: Principles of Good Practice Within a Counselor Education Program

Approaches to mentoring junior faculty in counselor education departments have received minimal attention in the counseling literature. In this article, the authors describe a successful program based on the 10 principles for good mentoring recommended by Sorcinelli (2000). Application of the principles within a combined formal and informal mentoring approach is described, as are the experiences of junior faculty whose careers have been shaped within this system.