 All right, so I've got three oh five, so we'll go ahead and get the session started so hello and welcome everyone to the power of partnership a graduate college in university library connection. I'm sharing this information with you is on Natalia Bauer, Wendy Cartier. Corinne Bishop lead dots and Sarah Norris and Kerry botter off. I'm so sorry if I mispronounced any last names as someone whose last name is Wookner I do know how that is so I apologize. So I my name is Emily and I will be your moderator for the time of this presentation. And so just a quick reminder before we begin during the presentation please keep your audio and video muted. And please feel free to use the Q&A tab to post questions which will be addressed during the Q&A portion. And so I will go ahead and turn it over to our presenters. Thank you Emily I'll go ahead and get it started again my name is Natalia Bauer I'm an assistant director with the College of Graduate Studies at UCF and just going to tell you a little bit about UCF first and then ask the rest of our panelists to introduce themselves and what they do. But UCF stands for University Central Florida if you're not familiar with us we're located in Orlando, Florida. We first graduated students in 1968. So we are relatively young university, but we are very large. We have currently I just look this up 70,730 students. Currently we have 10,362 graduate students and medical school students. So, relatively large university we want to show to you that you don't necessarily have to be a large university with a lot of resources to have great partnerships. The way our partnership works is that we are a centralized College of Graduate Studies. We've had a College of Graduate Studies, a little over 10 years now. Prior to that it was a division of graduate studies but we just to let us know what we do we do centralized admissions. We do centralized policies and things like that on behalf of the university we do a lot of centralized processing for all of the other colleges on our campus. The first thing in that is ETD processing. So we work with our partners at the UCF libraries to do the ETD submission process. Or in part that's what we work with our partners at the library on. We also have other services that we offer or that they offer through the libraries. So we began our ETD program in 2004. It started with a working group. Lee is one of the original members of that. She's still here from that. I was not here but I came in a few years later. But we've had ETDs at UCF since 2004. So our programs it's getting up there in age actually. But basically that kind of is what I think I would say probably set the tone for some of the partnerships that we have or the strong partnership. I'd say we have between the grad college and the libraries. But yeah that's basically kind of a little overview about UCF and just kind of invite each of our panelists to just say what their role is in their unit. And basically what we do to support students graduate students here at UCF through the ETD process. So let's start with Corrine. If you'd like to start us off. Sure. Corrine Bishop. I serve as the UCF engagement librarian for graduate students and postdoctoral researchers and also as social sciences liaison. Are we just going around and introducing ourselves now? Or are we? You can go ahead and yeah you can go ahead and go into it. I figured that's probably just easier at this point just to make sure we have enough time at the end for Q&A. So go ahead and yeah let them know what you do. All right. So I've been I've served as a graduate engagement librarian at UCF for about six years. And during that time I've collaborated with Nathalia and others a lot at graduate studies to provide several events to support grad students and postdoctoral researchers. As part of our collaborations we've offered thesis and dissertation forums that have included full and half day sessions for masters and doctoral students. The programs also included invited speakers from the UCF faculty, the University Writing Center, Sage Publishing, and sessions that covered topics about thesis and dissertation formatting, strategies for conducting lit reviews, scholarly communication and publishing topics, and citation management. Additionally, we've also collaborated on a lot of other projects, some of which were programs for the university's Research Week events where the library had sessions. We've also collaborated on providing information about library services in the Graduate Students Guide to Success, which is a Canvas course provided by grad studies and partnered each year in the fall for library orientations where grad studies helps us promote the sessions by contacting students and sending out announcements and also announcing the orientations in their Canvas course for graduate students. So as part of my graduate assignment, graduate engagement assignment, I also collaborate or excuse me coordinate the library's graduate and postdoc workshops each semester. We collaborate to schedule and promote the sessions and then they're presented in graduate studies pathways to success programming. Our workshops are presented by UCF librarians and they are presented either in the graduate studies presentation room or online via Zoom. And the topics cover a range of interest or topics of interest to graduate students who are planning research projects or working on course assignments. Currently, we offer about 10 sessions, actually not about. We offer 10 sessions, including a three part getting started series that covers some foundational topics that aren't typically taught in the program curriculum and they include let review and library research and note or Zotero citation management and selecting journals to publish your research. It's often assumed that graduate students already know how to use academic resources, but most graduate students do benefit from learning strategies about locating and using those academic resources and especially resources that are related to their discipline or their research areas. So as many of you likely know, academic libraries offer a wide range of services for graduate students such as providing support through subject liaisons and research consultations, their research guides course instruction. And many libraries also partner with other campus units like graduate colleges and writing centers. And these are real helpful, useful, valuable partnerships because they definitely promote student connections with library services. And due to our strong partnership with Natalia and others like Wendy and others at graduate studies, we have reached many students who would probably go through programs and not be totally aware of the services that are available to them and how librarians can support them in their academic goals. So in closing, I'll just share that proudly share that through our workshops alone, we've reached approximately 2000 students to date who are enrolled in programs across the university. And our overall feedback from students is that these programs are helping them and supporting them and their academic goals. And our success in outreach is due in large part to our partnerships, our great partnership with College of Graduate Studies, which has significantly helped connect students and researchers with library services and just promote overall the visibility of the library on campus. So thank you. Awesome. Thank you, Karine. Let's have Carrie. Let's have Carrie go next. There was Carrie needs to unmute. Oh, there you go. Yikes. So I'm Carrie Bautorf, and I am an adjunct librarian here at UCF. I do a wide variety of projects. You name it, I've probably touched it, primarily working in stars, which is UCF's institutional repository, which Lee is going to talk about more later. Briefly, we stars as part of the press. It's one of the digital commons instances. We went live in mid 2015. And up until that point we had, we were using content DM for our digital collections and we kind of cobbled together some collections of ETD's and RTD's just here and there, the best we could to make things work. Well, once stars went live and we had an excellent place to display these, we needed a way to migrate them into stars. But we really wanted to do it the most efficient way possible and the best way possible. And that included working with Wendy and Natalia in grad studies in order to ensure that we were displaying what I felt was important information about each work to display, but also what they felt. What they felt was important from their standpoint and ensuring that the accurate, the information was accurate. And that came from either the original PDF record, the original print record, if we go back to previous to doing ETD's, but then comparing it with their records, which are the authoritative records for ETD's. So what I did is I took the ETD collection that I had built out on content DM, and then worked like I said with Natalia and Wendy to compare the records compare what they had, and display it in such a way that was good for everybody involved good for the students as most importantly or the alumni most importantly, but also to ensure that it worked for what grad studies needed for their items. One of the challenges that we faced over the years that seems to be an ongoing issue is really how students don't natively deposit into stars because grad studies has built a very robust and very good system for maintaining student information, maintaining format review, communication with students, things like this. And we didn't want to, we didn't want to interfere with that because it works very well for them. And while stars does have a lot of, or digital comments specifically has a lot of things that it can do it wasn't everything that they needed and we needed to maintain what they had. So one of the face challenges that we have faced through the years is how to get the PDFs from grad studies to the library and we've gone through a variety of different ways to do it the way we do now really works well. So until that doesn't work, we won't mess with it. So it took some time. We've definitely changed things, changed what types of reports their system generates the fields that it generates what it sends to me what their reports can show what I pull from PDFs various things like that but with definitely with trial and error, we have a very good system now. And it's been developed, you know, like I said, really over a lot of years, and it works, and they send a report to me every semester. And it has very good very basic information on it that they have compiled through their system but that I'm able to then plug into the batch upload process in stars. And it's almost seamless it's a lot of copying and pasting from spreadsheets and it, it really works. I do clean it up some, you know, simple things. This kind of goes into one thing that another partnership is they wanted a way to get a lot more statistics because anybody who uses digital comments knows that the statistics you can get from it are just fantastic. So, we worked with ways to create that one of which was using the auto collect features that are in digital comments to create a variety of other collections so obviously things live in one place in our ETB collection. But we pull them into various other collections we have a graduate thesis and dissertations only so it excludes statistics for the honors undergraduate thesis program. They like to show the doctoral dissertation statistics and master CC statistics so we created a couple different collections for there. But then I started getting requests for specific college or departmental level collections. So we created those two and it's really nice when somebody reaches out, say from engineering and wants to see what their statistics look like I can point them right to that collection. And all of that comes directly out of the partnerships that we built and meeting each other's needs. Another, not collection but a custom search that came about was they grad studies was being contacted by advisors and dissertation chairs. I was being contacted by people what have I chaired what have I served as a thesis advisor on things like this. So I was able to create custom searches. And I have a dynamic list that I update about once a year because it's a lot of pre populated searches and the advisors can just go to the page click on their name. And it shows every thesis that they have either served as a thesis advisor dissertation committee chair I guess for and it goes back. I think anybody who has served since about 2015 forward, but it does show everything they've done so some of our faculty who have been here for many many years it does show all of their work. So the other briefly I'm going to touch on our RTD collection that we have been working on for a lot of years, but this collection has also evolved. And we have also worked together to pull in, you know, existing lists, catalog searches, records that they have had print copies versus, you know, what's in their systems that only go back so far obviously because, you know, we weren't collecting a lot of that data. And so we have built digital collection now in stars for our our RTDs. And those were also added into stars which has also generated exposure for those legacy works and it's, it's very exciting. It's really exciting to see what just a simple email to somebody can create and just build over the years. That's about it for me. Thank you. And I realize I'm sorry I went out of order a little bit. I know you guys are laughing at me. I know I meant to call on Lee first my apology so I think we can we can rectify that now and have Lee go next. I'm sorry about that. So but Lee can tell you a little bit more about stars which we've inadvertently introduced in advance. So that's okay. We'll we'll get there. So I did want to say, you know, Natalia, you mentioned that we started in 2004 with that group and the group has changed over the years based on changes in resources and staffing and technology and what the students need and, you know, what the needs of each unit is. So in the beginning it was graduate studies, the library, the writing center and our faculty multimedia center. So you can see on the panel today that you know that has changed a little bit but it's always the heart of it is always what can we do to support graduate studies and the students working on their thesis and dissertations. From the library. My goal in the beginning was focused on sustainable long term access. So no matter how we have done that that is really the goal that we're going for there. When we began hosting in 2004 we had no institution repository. So my part of this discussion is the benefits of an institution repository. So from 2004 to 2015 we did not have one. So I did want to acknowledge that a little bit here. So we did host the ETDs on a server and we had manual embargoes. Some of those we are continuing to try to get migrated over off of those manual embargoes. Access through a link in our catalog records. So our catalogers are still very involved in this process even now. But of course what they do has more over the years as well. And then as Carrie stated, we have the metadata and a content team collection to expose it so that people could hopefully find it outside of just the catalog. So then when stars came online. We had all these new opportunities. So I thought I would just share five ways that the IR supports are ETD services that you are UCF. So the first one is we make the ETDs findable and discoverable. So it's very search engine friendly. This we always tell people about digital commons. If you want it to be found, Google will find it. A majority of the downloads are a direct result of a Google search. So it makes them very findable and discoverable. Wonderful. However, not everybody likes that. So number two is we can restrict access to ETDs and we do. So we have IP restrictions. So they're only restricted to UCF IP addresses, as well as embargoes on top of those IP restrictions. And now that the items are in stars, they have an automated embargo release. So no more lists of Wendy Natalia. Can you confirm that we need to lift these restrictions and going through all that. So thankfully we can make them discoverable. We can restrict those that need to be restricted. We also, like Carrie mentioned, provide statistics. So really that third thing for statistics, the readership information and the downloads are phenomenal, whether it's for the entire collection or a subset. And right now, fun fact, graduate thesis and dissertations are closing in on 3 million total downloads. And that's only since they've been in there in 2015. So really exciting. The other piece of that is the author dashboard provides graduates access to their own statistics. So if we have their email, they can log in, they have their account, they can see their own downloads. If their email isn't there, they just contact Carrie and she is happy to add emails for anybody who needs it added. So we do make sure that they have that information. We also can allow multiple administrators and a variety of privileges on those so that if Carrie isn't there, I can help out or, you know, we can give Wendy Natalia access, whatever people want to do. We want to make sure that it is a seamless process and everybody can make sure that it is working. So we do have that and we can restrict privileges. So if people just need to go in and look at something but not necessarily edit it, we do that as well because we want to maintain the good solid record for that ETD. And then the last thing is it accommodates a variety of workflows. So Carrie touched on this earlier that that workflow has changed over the year. So over time, things change and the workflows change, but also depending on what we're doing in STARS, we can have multiple workflows. So she can batch upload via a spreadsheet or batch upload through XML or we can upload them one at a time. So if there's someone else that just come in here and there, if one got skipped in the batch upload, we can do that. We can log in and change one field at a time or we can do a batch edit on a spreadsheet. If there's a whole lot of fields that need to be updated, if a college name changed in between people submitting things, so we can go in and do those things. The review processes, if we wanted to do any sort of backend review of these and use some of those things, those workflows are built in. And also like Carrie said, create those subsets materials for ease of navigation. And I will say that that probably from an IR perspective, aside from Google and statistics is one of the biggest benefits we have because we have had folks contact us and say, I saw that engineering or history or somebody else has a collection. Why can't I have a collection? Oh, you can. Can I have one for a regional campus? Can I have one, you know, just for these? Yes. So we definitely put those examples out there because we know that the more people see them and the more people can see how it will work, the more people will want them for themselves too. So that is my part. Thank you. Before I introduce our last speaker, just to kind of wrap up with stars and working on that side of our library partnership, you know, if there's something we need, you all are always open to that and vice versa. If you need support, you know, why stars is so important, you know, I remember we had our Dean write a letter to support that because we were like, we're the only university that doesn't have one in our state, you know, those sorts of things. But then even like helping get acknowledgement of stars you all offered. So on our website, if you go to our ETD pay our thesis dissertation page, there's a map that shows all the downloads of a thesis or dissertation and Kerry offered that to us and we're like, yes, we will put that up on our website. So that helps introduce people to where is our, where are our ETDs, you know, where do they reside and help kind of promote stars to the greater UCF community so they know through, you know, if they find an ETD there might be other things they can go find in stars as well. So just to kind of wrap up that that side of the partnership a little bit. Yeah, but I would introduce our lot or one of our other panelists is Sarah Norris. So she is also from the UCF libraries. Thanks, Natalia. So good afternoon everyone. As Natalia said, I'm Sarah Norris. I'm our scholarly communication librarian. And I suppose it's fitting that I'm kind of ending some of the library perspective because I work with all of you in really different ways, but all to support research copyright publishing, especially for ETDs. And as you probably saw, I'll give you a quick apologies or fun for the afternoon you probably saw my cat cactus who is an honorary panelist as Emily mentioned so you may see him pop in the joys of working remotely, as I'm sure you all are very aware and familiar with from the last year or so. But I'll talk a little bit about the copyright and publishing support that I work with both in the library and then also graduate studies, the ways in which we engage our students and help not only tackle sort of those ad hoc case by case copyright and publishing questions, but really looking to provide a strong educational opportunities. I know Gail mentioned that earlier in the keynote, you know, really making sure we reach our students throughout the process, not when they're turning in their thesis or dissertation and there's a copyright conundrum or challenge, which Wendy will probably not her head we have lots of those. But we really want to get those students earlier on. And so, as I've been at UCF for the last six years, those conversations have been ongoing we've developed new services, and different kinds of workshops and that's really due to the partnership that we have between graduate studies and a library, because we can really bounce off different ideas feedback that we're getting from our faculty and students the questions that are coming up and that's really driven a lot of the different things that have evolved over time. So we do several things that I mentioned workshops, individual assistance, those are probably the key areas. And that happens with stars so Lee and Kerry will reach out to me when we have those queries. We do like to make sure that for graduate studies. I work closely with Korean on how we incorporate scholarly communication topics in our graduate workshop series. And so we've got kind of that primary workshop series. Through that I offer a publishing workshop and a copyright basics workshop so there are two different workshops that are offered. The first one deals with more broad scale publishing. But one of the things that was brought up also in the keynote that I think is helpful to talk through is this idea of author right so helping students, again really early in that process. Understand what permissions are what they might be signing when they sign an agreement with a publisher. Understanding use rights post publication. I think that one's really critical for ETDs, especially for those who might be utilizing published works in them already. And so we get lots of questions about that so really providing that foundational information earlier is very helpful. And then the copyright basic session that's through our graduate workshop series that librarians offer is more foundational and getting them started getting them thinking about copyright as they're going through their 10 year at UCF. And then I mentioned that we have a lot of those area of conversations, what's working, what are the outstanding needs, what are some areas that we can provide additional education for. And one of those developed this last year, we've seen a real rise in questions related to images and copyright for ETDs. And so again thinking about ways we can provide some good education earlier in the process. Natalia and Wendy suggested, hey, we have this academic integrity workshop series. It's a required workshop series for some programs at UCF and so many of our graduate students are going to go through that program. What if we offered a workshop on copyright and images, and so we were able to put a proposal together that got approved. We launched it this summer. And I've been really pleased with it because we're getting lots of students attending asking good questions. And hopefully that's going to help as those students go through the process, mitigating some of the challenges that many are facing during the submission process for their ETD with copyright and images. So that's a really good example of how these conversations can grow and evolve into new opportunities. Same thing with faculty. So through our conversations, we developed a faculty specific workshop geared towards graduate faculty who are advising on thesis and dissertation. Again, just to kind of reach everybody and help provide that education. And then of course we do a lot of individual assistance. I think Wendy and Natalia and I are emailing all the time about different things that come up from students. So Wendy and Natalia are great at forwarding any queries that come through that they don't feel like they are able to fully address so that we can make sure that we take care of those in a timely fashion. And again, help those students at the point of need. Many times it's at the end of that thesis or dissertation submission process. So there's a real time sensitive nature of those queries. So we do a lot of that. And again, those are all really good ways to drive how we navigate copyright support more broadly at the institution. And the last thing I'll mention, it's sort of tangentially related is our open access publishing fund that we have through the College of Graduate Studies. This is just another example of the way our partnership has evolved with the library and grad studies. So we have a scholarly communication faculty advisory board through that board. We developed some ideas for an open access publishing fund graduate studies made that come to life. And so we have this great fund that's available for graduate students and postdocs interested in open access publishing. And so that's available. And then I also help throughout that process when any of our colleagues have questions, especially about vetting criteria or other kinds of things that arise through the approval and proposals for that open access publishing fund. So there's a lot of different ways that you can collaborate, evolve services. And certainly I think all the different examples everyone shared today really shows that we can be providing really substantive support to our students throughout the process, whether it's an ETB or any time during their tenure at UCF. So that's it for me. Thank you, Sarah. Well, we'll finish up with our last person is Wendy Cartier, also from the College of Graduate Studies, but can tell them your role in all of this, Wendy. Thanks, Natalia. So, like Natalia said, I am under the College of Graduate Studies on the coordinator for thesis and dissertation. And so my role is to conduct a format review for all of the masters and doctoral students who plan to graduate in any given term. And we typically receive between 200 to 250 submissions on average, each term, fall, spring and summer. And those submissions usually result in a little under 200 or right around 200 actually completing in that term with the rest rolling over. But it's, it's a large number of documents to look at and Natalia provides a lot of support for also looking at the documents for review purposes. But the other support that I rely on so much comes from these wonderful people at the library who you've been hearing, especially with the copyright questions. I am constantly sending people to Sarah. It's like, okay, here's this situation. I think I know the right thing to tell you, but here's who you want to talk to. And I'm always contacting Carrie with questions or responding to a question from her from a student who's asking about when their document is available or why is their document available. Sometimes they fill out an embargo and then they don't actually know what they've done. UCF has several different ways in which students can have a limited embargo before their work ultimately becomes publicly available. But they can have limited access within the UCF community for one, three or five years. And they do have the option for a six month patent hold. And we know that when we transfer those records to the library that the students who have that community hold. It's going to be locked down that you need ID access to be able to see the document until such time as that expires. And then that's where sometimes students don't realize that the five year embargo does expire. And then it's out there. So we get some questions sometimes. But, you know, with all of these ladies, we know that we can direct students there for questions and they likewise send people back to us and none of us could do our jobs without knowing how much we can count on each other. And that's really it for me. I see that we may have some questions. Oh, yep. Lily has a question for you, Sarah, about sharing your copyright resources. Yes. So we actually don't have we're actually in the midst of redoing all our copyright and intellectual property research guide right now. I don't have a great copyright and images page, although I've been putting many of my presentation on copyright into stars. So I can hear some of the stars link so you can always go there and hopefully we will start adding a bit more of those as well So feel free, Lily, to send me an email and I can send you any of my slide decks that aren't in stars right now because some of them I don't have in as they are evolving and changing. Well, thank you for the question. Anybody else has any questions. Please go ahead and feel free to ask. I would like to thank everybody for for telling us a little bit about everything. I think the important takeaway I would say is reaching out to people right it's making those connections and is there somebody on your campus and I know where we're a large campus but is there somebody that is providing a service that you can talk to about or partner with it's it's it's finding folks who have an expertise and and and offering something in kind like I can help you with this. Can you help me with that. It's something we've done over years and years and it's really, I think, all of us have, I think a big goal to serve our students right like that's what we're all here for is to is to serve students. And I think we achieve that in different ways but I think that's a good end goal probably to to kind of say that we all do is really how can we help them where meets being met where they not being met who can help with something. And everybody's only so gracious with this and I feel like we all are very lucky with our supervisors as well right like we have to kind of not it's not just us we have, we have that support from our individual unit as well as like, yes we want you working with the library and vice versa the library is always. I work with a college graduate studies and I know that can be a challenge in some places, but it's opening up those conversations sometimes it might take having a dean or somebody higher level talk to somebody else if if that conversations not really flowing as well or you're not sure who to go to it first but our relationships, like as we said have been built over a long period of time. It just takes reaching out and trying you know to say who can help with something who can do something who are your experts on campus who really knows how to do something. You know that that you you're maybe not as comfortable with so I would say that's probably my my parting comment on all of this so. To tell you I would say that really having good strong open communication has been so important because some of the conversations are not easy conversations right I mean we yes heard that in the keynote we know that all the time some of these are not easy conversations some of them are very detailed conversations. So some of the things that we have done, we, you know, have really been very thoughtful about how we approach things, and we said, you know, we're going to change this process, but we're going to change it over the next year. And we're going to have monthly meetings we're going to have quarterly meetings we're going to get everybody in the room, and we would just sit down and we would talk for an hour. And then we would go away and process, you know that we would come back so really that has been the best thing is that everybody has been willing to be open with the dialogue. Yes. And then reaching out when there is a problem not letting it, you know, I if there's something that might be not so great, I would rather just say hey league heads up this thing might be coming along or something might happen. You know, there's an issue over here, you know whatever it might be or Korean you know we've we've got this, you know, thing that might come up so it's like she said that open communication and and respecting your partners and that they have a role in what you're doing so is a huge part. So, I don't know if anybody has any other questions but you can always are there email any of us as well I mean we're listed on the contacts. Well, thank you so much for this really wonderful presentation you given us a lot of things to think about and a lot of things to strategize at our own institution so thank you so much for your expertise. And like Natalia said if you all have any questions for them after this session is over feel free to reach out via email. So I hope you all have a wonderful rest of the day and hopefully we'll see you again tomorrow too. Thank you.