 All right, I think it's about time to get started. I'm Cliff Lynch, the director of CNI, and I welcome you to the cook this breakout session from the CNI 2020 spring virtual meeting. We're about halfway through the spring virtual meeting which will run till the end of May. So there's plenty more still to come. So today we have a panel dealing with a really important topic, which is how orchid can form a sort of an sort of an armature on which you can hang all kinds of research information connected with a scholar, and how that can be employed both in reporting and assessment. We'll have a look from a number of different institutions and the panel will be run by Sheila Robert who will introduce the panelists. After the panel is done, we will take questions and answers. Diane Goldenberg Hart from CNI will be moderating that. There is a Q&A tool at the bottom of your screen and please feel free to use that at any point during the conversation to pose questions as they occur to you. And we'll deal with them all at the end unless someone picks them up in the course of the discussion. So with that, there's really not much more for me to do than thank all of our presenters. We're very grateful for you sharing your insights and experiences with us on this important topic. Thank you all for joining us. And with that, I will turn it over to Sheila. Thanks Cliff. So thanks and welcome everyone to our panel session on using orchid to consolidate research information for reporting and assessment. My name is Sheila Rabin. I'm the Orchid U.S. Community Specialist at Lyrisis. And thanks to our panelists, Jim Franson at University of Minnesota, Jane Scott at University of Texas Southwestern Medical Center, and Jason Rinaldo and Hillary Davis from North Carolina State University. Today, each of our panelists will be sharing their case studies of how they're using orchid at their institutions, and then we'll have time for discussions and questions at the end. But briefly before we jump in, just a basic recap. Orchid stands for the open researcher and contributor identifier and provides a free unique persistent identifier for individuals. And then organizations like publishers, funders and research institutions can become orchid members and use the Orchid API or application programming interface in their systems to connect with their affiliated researchers orchid records, which can contain data about the researchers affiliations, activities and contributions. And then organizations can read that data from orchid and also write data to their researchers orchid records. So as you see in this graphic, orchid really works like an ecosystem with the researcher at the center, and the organizations that they're affiliated with connecting with that researcher. So the more people and organizations using orchid, the more it can benefit everyone. And it allows for name disambiguation and interoperability of data flow across the research and scholarly communication ecosystem. So that's just a brief overview there. And with that, I'm going to pass it over to Jan Franson at University of Minnesota. And good afternoon everybody. Yes, I'm Jan Franson University of Minnesota Libraries and I am the service lead for research information management systems. Today I'm going to share a little bit about how the University of Minnesota Libraries promotes orchid, why we promote it and then some of the lessons that we've learned along the way. Next slide please. Okay, and you can go right to the next one I'm going to start talking about why we started using it. I shared a couple of slides today that I've used to introduce our library's leadership to our latest orchid integration. Now most people have heard of orchid and I wanted to put it in a context that's familiar to anybody in the library world. So orchid is of course an identifier, and anyone who's worked with library metadata understands how much easier it is to disambiguate book titles and journals or articles if you have a unique identifier. Disambiguating author names is much the same thing. Everyone gets that, but they might not immediately understand why the library is the appropriate unit to promote orchid use on our campus. So when I introduced it to our leadership I started here. Let's think for a minute about how much time and money it costs when we or someone else at the university has to put together a list of publications by people in a certain department or college. With no unique identifier, that's a pretty heavy lift. And it turns out we've been asked a lot to do that kind of work to pull together research related information. We maintain a research information management systems experts at Minnesota. And I'm sorry I didn't I forgot to tell you to advance the slides Sheila, could you go through forward a couple. There's my dollar sign. Go one more. Thanks. Okay, so what could we do if we had an API that we could use to just pull everything for University of Minnesota authors in one place. And that's the challenge we're trying to meet with orchid. So here's what we've done so far. Next slide Sheila. Thank you. We have three different integrations of orchid at the university experts at Minnesota I just mentioned is our research information management system and that's managed by the libraries works is the branding we use on digital measures activity insight. That's our faculty activity reporting system that's managed by our faculty and academic affairs office. And then just recently we added an integration to our identity management system on campus. Each of these works a little bit differently experts and works can both import from orchid experts also writes to orchid when something new is added to someone's account. What's added there it's an integration that allows us gives us permission or allows the individual to give us permission to read and write to their account, but actually we're not doing anything with that yet it exists so that people can tell us what their orchid ID is. And in the future we hope we'll be able to push information or pull information from working directly. Next slide please. We promote orchid very heavily wherever they let us. This is a cookie. And yes, we stole this idea from another institution. We found that new grad students and faculty grasp the importance of orchid for managing their professional identity right away as soon as you tell them what it's about getting them to tell the university about their ID and use those integrations. That's a little more difficult. Next slide please. So we have a few lessons learned. I didn't put too much in here but some of the key things I felt were important are important for us going forward. Next slide. The first one is of course to pay attention to how others are promoting and using orchid. That cookie, the cookie idea that actually came from a presentation I saw Baylor University do back at ACRL in 2017. Any idea I hear about from my colleagues presenting here today or others I try to see is that could that work here can we plug that in to tell more people about orchid. Again, it's an easy sell, but they have to hear about it somewhere. Next slide. Okay, so just because everybody seems to get it library and students faculty and administrators, they understand why orchid is a good thing. That does not mean your it department is going to think that it was about six years from our first meeting with it to the launch of that integration with our identity management system. Quite simply, no one but the libraries was asking for it. So while we could describe the long term value of having a record for a university student and employee orchids, there wasn't enough short term benefit for it to come to the top. I don't have a magic bullet to solve this one, we eventually got there and I can only suggest to others that you just keep talking and keep promoting. You know, particularly at the administrative level so that you can maybe get a little bit of a push for faculty to tell the university what their orchid ID is, and therefore have it put together a place to put it. We're thinking that science CV might be part of the trick here and I believe that Jason is going to talk about that a little later on so I won't. Next slide please. So I mentioned a couple of the integrations that we use that are integration setup by our vendors by for experts of Minnesota it's Elsevier's pure for works it's digital measures. So if you don't like the way your vendor is using orchid or if your vendors aren't yet. You should work with other clients and advocate for a change if you can band together and tell them how you want this to work. What kinds of information do you want to be able to either push or pull and how do you want it to look. In my experience that can be it can be really useful to band together and they are listening to that. I think Sheila has some more information about about that about boilerplate messages that you can send to get through to the vendors. And with that I'm going to pass over control to Jane I guess is next. So my name is Jane Scott and I'm at UT Southwestern Health Sciences Digital Library and Learning Center. And I'm here to tell you about our own integration strategy and what we've been doing. Next slide please. So we started orchid from from an administrative push and particularly that came about for the need for more grant and accreditation reporting information in regards to citations. The administration is always tasked with that arduous burden of trying to get people citations and get information particularly with return on investment. And that made our push to get orchid actually quite different than than jams institution because they wanted it now and they wanted it immediately so so that was a great benefit in our journey and that we had the support of the administration that wanted to get it done as soon as possible. So the focus on the information that we were grabbing in terms of the community that we're taking we're actually not faculty because we also do have pure and influence for the system. So the faculty are pretty well cited and and cultivated. So the the deficiency and the deficit was in the learner community of over 4000, which includes students postdocs and clinical trainings. So that need for long term tracking we got a lot of training grants with people that we need to know how they're doing 510 sometimes 15 years out was really the utmost importance of doing that. And it was also a very collaborative approach that were based on needs and deliverables. And it's amazing what can be accomplished when you have administrators pushing those buttons to get servers set up and things like that. So, so I did a previous webinar that goes a little bit more into that if you are curious about that but Next slide. So what have we done with Oregon so far. So some strategies that we've implemented have been a mandatory or could registration for all learners and that was a formal campus policy that we actually had approved and you know, So that was something you know that we needed to show that we legitimately cared about this ID and we needed to do that by making it a mandatory requirement. So that was the first step that we took in in that. So, along with other things regarding I don't know an address or a specific, you know, an active telephone or whatever the orchid registration ID is included in that now for all learners as a as a campus policy. We also use a registration training model during our onboarding and that was something that's come about this process started, you know, a couple years ago and we, I was kind of taking that the lead on at the whole time, and I have a bit of a marketing design background and I wanted to see what would work would email sent from me with with email sent from a Dean work would a with a training module within, you know, HIPAA training and everything else work, and we tried all of these different ones and we came to some conclusions about what worked the best in terms of that or what worked differently depending on the population. We also have the reports of creating an orchid culture. So our institutional repository which the library obviously ministers, we made it mandatory that you have to have an orchid to submit there and that means that our graduate students will have to have an orchid at some point because they're going to submit a thesis or dissertation, for example, or medical school, depending on different requirements or posters. So that created that kind of culture. Additionally, I do poster template consults and I'm kind of one of the only areas on campus that does that. So I made sure to include an orchid ID in the template so that people kind of know, oh, I guess I'm supposed to do that there or whatever things like that so finding ways that we can confirm that information as valuable within curriculum within various steps of the process. And then also using the orchid with other author profiles to work smarter. So this was something that I came in, I'm just going to share you the statistics about that, that I kind of knew going in that the idea of the orchid program was one that I think was a little bit of a farfetched idea and for example an orchid ID would magically submit everybody's scholarly activity just with a click because of a number of being registered. And I had a feeling that wasn't the case. But the goal of this whole project was to get citation information to get that information. So how are we going to go about doing that. So in the process I wanted to kind of see have a have a basis of where it would come from and that would be a focus ID, which we have a subscription to. And it also is what generates here. So working with that so we can potentially work with our campus partners that are already familiar with that resource to expand what they need to but then on top of that provide an alternative source of information so that we wouldn't be leaving people high and dry when they said hey you run an orchid report for me and we come back with very little results. So, um, so that was actually a sub project that was created as a result of making sure that we lived up to the mission that we were slated to do, but also that we could work jointly with it. And then lastly, an actual Scopus ID collection process by myself of over 4000 learners which I'm about 3500 into right now. Next slide please. So here's the results by the learner group that we've had. I've put a little notation of what kind of outreach we did to that the medical school was our first group, because they were about to lose their MSFORs to graduation that was a year ago. And so we did do primarily email and then some online training, and we are at 96.63% orchid registration of those records about 43% are reliable for actually pulling information, but recognize that that includes 56% of that population that doesn't have a Scopus ID. So if you have nothing to contribute then you're in compliance. But that does mean that we have potentially 56% of that population that we don't have a reliable Scopus ID on for pulling information yet. So it's definitely a starting but it is something that needs to be cultivated with the graduate school, we've got about 75.2% compliance, they have a longer duration of time so they are, you know, work within that parameter. And about 76.3% Scopus and then that 19% they have a less amount of Scopus IDs because they published one. And we have about 16.8% that have that reliability so they have work at IDs but they don't necessarily populate them. For postdocs we kind of see the opposite of that they actually are very are not too well actually know they're still a little about that but they're 99% Scopus compliant and 92% orchid compliant so they come in with orchid. And, and they, they're the easiest ones to be able to find records merge records and whatnot, and then school health professions. That was solely based 70% of that was just based on our online training module. We didn't any email to that so we didn't always do is create a module and then get her done. So that's really, really a testament to our why I was just the online module. And then we have the graduate medical education which I'm still in the middle of and they kind of follow some postdoc medical school. Next slide please. And just to kind of finish up then the onboarding module has been one of the most effective in time management ones. So that's something you would assign as a training module for any online enrollment curriculum. If you're assessing orchid participation you kind of have to understand what you're going to get from an orchid record. If you are putting the guys that we need orchid because we want to grab citations for people. Also establishing profiles with Scopus maximizing that adding your Scopus ID to Scopus to your Scopus ID is a way that you can really provide that coordination. And encourage that with with when you're merging records or whatnot, so people to attach their orchid so that that that benefit can happen and we can produce those results. So, and that's it for me. Hi, we'll go ahead and get started for NC State that sounds good. Next slide please. I'm here with my colleague Jason Rinalo we're both at the NC State University Libraries and we're really excited to be part of this panel and have the opportunity to share our work with the CNI community about how we've leveraged orchid with requirements to use a science CV to create bio sketches for NSF grants as brief context NC State's a really large comprehensive university is globally recognized for science technology, engineering and textiles we have about 34,000 students faculty postdocs, our primary funders are NSF USDA Department of Energy Department of Defense, and we'll move on to the next slide. So last June I got an email from one of our research administrators asking for help with this new platform called science CV that would need to be used by anyone who was going after NSF funding to create their bio sketches for their proposals. And at the time this requirement was going to take effect on January it's been shifted to June but that's just around the corner for us. So, a small team of us in the library got together and we tested science CV extensively and we learned how to use it ourselves we learned how to integrate or data into it to more easily create these bio sketches. And as a result of all that work we ended up creating this guide that you see on the screen. And it's intended to help researchers see step by step how to connect their orchid data to science CV and also how to create bio sketches using science CV. This guide also serves to empower our research administrators to help them since they're on the front lines, and they're so integral to this pre award grant application stage. And, and we've been excited to learn that our guide has been repurposed by a few other universities. Next. And so as we approach this deadline for the mentor use of science CV to create these bio sketches for NSF grants, we've taken a train the trainers approach. So first we presented at university level venues such as research administration retreat and the university research council meeting. And then from there, the research administrators started inviting us to present with them at college and departmental level venues including NSF career award workshop and a variety of department and college faculty meetings. And since around December, research administrators have been sending alerts to their researchers using language that we provided to them, and promoting some of the services that we will be talking about next, and it's for Jason to take over. Yeah, so the libraries has backed up our support for bio sketches with a set of other services so just a little bit of background information first. This starts in an application called the citation index. You can see the public part of this site at this address. This is an application which collects citations to publications by NC State affiliated people. And this is also the site where anyone can connect their orchid ID with their university ID. Next slide please. So through this application we provide a CV service where we help to bootstrap orchid records. This is an improvement of orchid records that's becoming especially important for researchers with these requirements coming out of sponsors. It helps to prepare researchers for these funding workflows, as well as for other reuses of orchid data. Orchid records only use in these cases when it's filled with information. Next slide. In short, we're hoping to accomplish through the CV service is to jumpstart orchid records by adding publications with deal eyes to orchid, and to deal with the backlog of adding publications to orchid. For those things that someone may not have added during the course of more recent publications. Next slide please. So some more specifics about the CV service. We convert citations from CVs into a machine readable format. We find deal eyes for works deal eyes make works and orchid more reusable in outside services like side CV. So we have these publications with deal eyes to orchid on behalf of the researcher, and this is where the orchid membership and the API key comes into play. Next slide please. And here's some results of so far. We've got over 900 users have connected the orchid ID in the citation index. We've added over 22,000 works to work work it on behalf of users. We were prepared to offer these services before the NSF and NIH announcements around orchid came out, which put us in a good place to help out. Once those announcements were made, we're seeing an uptick in orchid adoption and our CV service in order to prepare for those deadlines. We've prepared a lot of people to be more ready for this kind of funder reuse of orchid data. We previously framed these services around different needs like adding publications to faculty directory pages and annual faculty active reporting, which is about recent works, but with this funding challenge. It's often about relevant works which might be older, more well cited. This has been an opportunity for us to adjust our services some to accommodate these new funder use cases. Next slide. So we'll wrap up with a summary of the kinds of things that we've been doing and perhaps these are the sorts of things that others might want to consider taking on to help their campuses get ready for this change. So before we got an orchid membership, we worked on a small scale by taking delegate access to help researchers complete their orchid records and we basically did this by taking their CVs and manually adding publications into their orchid records again at a small scale. The orchid CV also allows for delegate access and that can be used by anyone to help create bio sketches or troubleshoot problems or link data from orchid to science CV and we also use that delegate access pretty extensively to do our testing. And we do encourage authors to use the orchid ID when they publish because again that helps automatically add new publications to the orchid records which then they can shift up into science CV for their bio sketches. We really encourage anyone to repurpose our guide as I may be preparing campus researchers for this new requirement. And we definitely encourage folks to begin playing around with science CV and the orchid integration, ask your research administrators to do that in faculty, get some faculty testers as well. The experience of doing pretty extensive testing helped us help the NCBI which created science CV do some pretty extensive troubleshooting, which has led to some improvements. And finally, we have found that this has been a great opportunity for us to deepen our partnership with the research administrators on our campus at a time when they had a clear need. And you may also want to think of this as an opportunity to connect with your research administration unit. They would most likely welcome that partnership. And that's it for us. Wonderful thanks so much. So I think we're ready for any questions or discussion in the in the last few minutes that we have available. Thank you. Thank you all very much. An interesting assortment of experiences there from a really interesting variety of perspectives. Very much appreciate that talk. And I just by way of introduction, my name is Diane Goldenberg Hart and I am with CNI, and I want to welcome our panelists and I would also like to extend the welcome to our attendees. Thank you so much for coming to the session today and being a part of CNI spring 2020 virtual meeting. I would like to open the floor now for questions if we have any questions please go ahead and type those into the Q&A box, and I will share them with our panelists who will answer them live. While we're waiting for questions. I just want to share with everyone in addition to the myriad URLs I already pushed out via chat. Here's another one for you. This is the schedule for the rest of CNI spring virtual meeting, which continues throughout the month of May so we have plenty more in the program to come and we hope that you will check that out. Still waiting to see if we've got any questions and just to add. If you would like to ask your question live or if you'd like to make a comment live. Feel free to raise your hand and I can turn on your I can unmute you and let you speak directly with our presenters. And I see that we have a question now from Dan. Dan comments this is this was a wonderful presentation. Thank you. And for the North Carolina State folks. What is the process for a delegate delegate to orchid. Also Penn State has used that live guide thanks for that. So North Carolina. So the delegate access is just standard delegate access that orchid provides. And so orchid has documentation on how someone can provide delegate access. What we did is I had a few working with me. And when we were first starting our service before we had a connection through the API, those student assistants were given delegate access by the faculty member. And so they would use the wizards and other tools that were in orchid to add works to the faculty members orchid record for them. Since that time we've developed our integration, which means that we don't regularly take delegate access, but we found that a really great place to get started in, you know, thinking about a service and working with folks. Oh, that's great. Thanks. That was a good question and Sheila just chatted out to everyone if you can see that in the account settings tab of the orchid record. There's a trusted individual section where you can delegate to anyone else who has an orchid ID so that's really helpful. Thanks. Thank you to Dan for that question and to Jason and Sheila for those answers and I see we have a question from Robin now who asks, do any of you have faculty with multiple orchid IDs. Do you work with central it to get orchids for faculty and students. I've seen one head shake from Jan. No one know from Jan and Jane, if they have multiple orchid IDs it's not because we did that it's it's something that they have done we have not issued our IDs for anyone. I also think that the auto assignment was and Sheila might be able to correct me but was was kind of a test that didn't pass the master because there were because people didn't know that they had orchids. They were linked to their university and so when they graduated they couldn't access the orchid ID because they no longer had that email address. So there were a lot of hiccups that I know I've had a couple people on the graduate end of things that were with institutions that had that better like I can't access my record because it was used with my. So I think they're trying to keep it more individualized, but you certainly can merge multiple orchid records with with orchid for that purpose and they definitely encourage that there's also safeguards in place when you register. If you have an email they're like I think you already have an orchid you already have it registered there. So there are some safeguards in the registration process that help people from not doing that. So orchids are an individual's record, and we really can't do a whole lot without their permission, you know, in that so it's probably not a good idea for the university to take that active role certainly they can push and pull data. But, but it's not. It's a record that's going to last their career, and we might only be a blip in that so it is. It's not the best position for university to take on that role in my opinion, because of those factors. That's right Jane just to add to that. In the early days orchid did allow some institutions that were involved in kind of a pilot to create orchid IDs for the researchers but that did not work out for the reasons Jane described so now the individual has to register for their own orchid ID and no one else is allowed to create an orchid ID for someone else. So, that's correct. Makes sense. Okay. Thank you. Thank you for that. And thank you, Robin. We do. We're a little bit past time but I think we have a little more time if folks have more questions. Go ahead and type those into the Q&A box. And also again I invite you to raise your hand if you'd like to make a comment or engage directly with our panelists. I'll give it a minute or two more here to see if we have any more questions. I was curious if I may, both Jane and Jan made the comments about, you know, getting the word out and Jane spoke directly to the notion of marketing. And just how different it can be when you've got institutional buy-in or determination to get this going. And Jane, you said that you used, you took a look at some different strategies for outreach and to figure out what might work better. Could you share with us what anything that you learned from that some takeaways? No, absolutely. Yeah, I kind of, you know, was mad scientist about this and really, you know, had certain ideas I thought might happen. So, I wanted to test them and see if I was correct in that. So, for example, the medical school has a pretty large showing. We also had about three or four emails sent out by the research dean saying, hey, you need to do this. And that might have presented a 10% hike every time an email was sent out. We did a library news article, which is like a newsletter starting thinking, you know, and of course every library staff member wants to think that like that's going to get 80% people. And it, you know, got about 20 people. So we knew that like just like tell if you build that they will come that that just wasn't a reality. In my experience with marketing and things like that, that you, that it's not you need to, they need to know why it's important to them. So I actually did a timeline and I'll be happy to share it of what spikes we received in registration based on what launched at that time. And then kind of keeping our records for the last year to kind of see because I knew that that could be beneficial to all of our peers in terms of like what would work well. And I was really pleasantly surprised that actually that training module that was the easiest to do. It was about 10 slides that basically said, you know, this is orchid. This is what orchid is not it's not a Facebook, you know, whatever platform it's not whatever what it serves, and then why we're asking you to register. And something we did at the end of it is there's a four digit code that it says put your four digit orchid code on the bottom. Now between us, ladies and gentlemen, there was no that that that wasn't communicating anywhere. But at least it made people think, Oh, I should get this done now. And as a result, that with the four digits we got 71% compliance of the school health profession but I actually think that was probably 100% compliance for that group. Because we neglected to buy neglect to realize that 30% were people that were not going through onboarding because they were already here. So I actually think that we got a high 90% by doing something that we just assigned to everybody and then use the internal process of training compliance that we didn't have to deal with. But when we did the emails I literally did templates where I, I went through everybody's scopus and if I couldn't find multiple ones. This is before I kind of got smart about that which is a whole another thing. Then I was, I would attach a mail merge document with their name, what their scope of site B was what the URL was what their orchid might be. It gave them all the information like a good librarian library staff with those did not do very well, because it was almost too much information. And they also neglected to put the easy proxy link in. So if they were not on campus which many of this that graduate medical people weren't, and they would end up not being able to access that link I was sending them anyway. So lessons learned with that where I kept it really simple. What's your citation list because I can track down much easier and scope is and merge multiple records which was a big issue with a lot of people. The thing is that they had records from multiple institutions and that's very much the case with postdocs and GMEs, not as much with medical school but you still have to find their old institution. So with that, you know, there were some challenges with some of these more giving you more information and looking more impressive like we know all this information actually didn't do a really strong job. And I was very surprised to know that that training module was actually the most effective because it was the least labor intensive of me, and then I follow up with people that have an afterwards, but that's a much smaller amount. And in the last year we had to grandfather everybody right so. So we're looking at a year and you're just looking at the incoming classes of there, which is one third one quarter of the population, but to catch up we had to do the whole four thousand instead of maybe a thousand. So that was that, you know, provided a lot of opportunities of what was right. What, what, you know, we may have some admin turnover so I was late to school health professions, which meant we just only did trial the module with them. But medical school was really on it and really active from the beginning. So I, I work with them so we had multiple things with them because we hadn't figured out the processes yet so. So some of those things, you know, are, there's a lot of kind of different variances with them, but the little icons show what procedures were taken, but for school health professions it was pretty much only that module, but then I went through and got another 10% with an email. So, so yeah, so there's definitely, you know, different things that work but but my main suggestion is, make a training module. Interesting. And then you can be assigned to any faculty member, it can be assigned to anybody in your, in your institution. And as long as you keep it generic enough where it's, you know, the UT Southwestern person instead of medical school so then you have to change them out. So if you can keep it fairly generic then a department if they want to get on board with orchid can assign it to their department. So if you keep it generic, you can actually expand it beyond learners and have that flexibility where people can make it a requirement because they assigned it as a training module anywhere in the university. Great. That's, that's really helpful. Thank you. I appreciate that. And thank you to all our panelists. I see we're quite a bit over, over time. So I'm going to just say thank you to our panelists. Thanks again to our attendees.