Scholarly Works, University Libraries

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Research articles, presentations, and other scholarship

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Optical Character Recognition for Pre-Digital Historical Documents using Large Language Models
Miller, Chreston; Banerjee, Bipasha (2025-12-04)
Multi-modal large language models (LLMs) with vision capabilities have been shown to be a promising and effective approach to extracting text from images or optical character recognition (OCR). However, text extraction using OCR is challenging when applied to scanned pre-digital historical documents. Factors such as poor scan quality due to the age of the documents, various levels of fading, scan skew (left or right), and possible abnormal or poor background-to-text contrast can contribute to incorrect OCR results. Performing OCR on scanned pre-digital historical documents makes them machine-readable, thus enabling computational analysis and preservation. This can lead to a better understanding of the past, especially for significant events and time periods. Given the text extraction capabilities of LLMs with vision, we posit that they are a viable option for performing robust OCR on scanned pre-digital historical documents. We chose a set of foundational and capable OCR technologies to compare to LLMs with vision. To accomplish this, we curated a ground truth dataset comprising scanned predigital historical documents from the early twentieth century for comparing the chosen OCR technologies. Our experiments showed that LLMs with vision, specifically Mistral AI’s Mistral- Small-3.1-24B-Instruct-2503 model and Allen AI’s olmOCR-7B- 0225-preview, are able to perform OCR on our dataset very well. We evaluated using the character error rate (CER), BLEU score, multiple ROUGE scores, and the Normalized Levenshtein Distance (NLD) for each OCR technology. Mistral had better results but the potential for large error (2 cases out of 359 from our dataset), while olmOCR performed almost as well but was more consistent in mitigating high error. These results support the use LLMs with vision to perform OCR on scans of pre-digital historical documents with challenging characteristics.
Open Educational Resources: Tailor Your Textbook, Not Your Course Design
Neser, Laura; Walz, Anita R.; Grey, Kindred (2025-02-13)
Instructors often design course content around commercial textbooks, which dictate the sequence of topics and impose financial burdens on students. This poster presentation explores an alternative: using existing open educational resources (OER) to create custom textbooks that align with your course structure. By adapting OER, instructors can organize topics in the order that best suits their teaching, providing students with free, accessible materials. Additionally, many institutions offer grants and technical assistance to support the development of these tailored resources, offering a flexible, cost-effective solution that prioritizes course objectives over predesigned textbooks.
From Compliance to Culture: Ethics in Agricultural Education Research
Kaufman, Eric K.; Haugen, Inga (2026-02-02)
Ethics in agricultural and life science research is often treated as a matter of compliance, yet the integrity of our work—and public trust in it—depends on everyday decisions made in labs, classrooms, and communities. This interactive session adapts Virginia Tech’s Innovative Research and Ethical Impact (IREI) model to the context of the American Association for Agricultural Education (AAAE), positioning Southern Region scholars as catalysts for ethical cultures in academia. Participants will (1) explore how social norms and informal mentoring shape “how we do things” in research groups and departments, (2) identify ethical dimensions within their own current or planned projects across the research pipeline—from formulating questions to disseminating findings, and (3) practice strategies for communicating and addressing ethical concerns in ways that align with AAAE Research Values and AFNR priorities such as environmental health, diversity and inclusion, youth development, and safety. Using brief case scenarios and peer discussion, we will foreground questions of who is affected, how, and with what scope and severity, emphasizing the human consequences of decisions in agricultural and related social science research. The session is designed for faculty, graduate students, and academic leaders who want practical, discipline-relevant tools for moving beyond one-off responsible conduct of research trainings toward a sustained community of practice around ethics in academia. Participants will leave with concrete conversation prompts, reflective questions for research teams and classrooms, and an action plan for modeling ethical research and teaching practices within their own spheres of influence.
Evaluating Human-LLM Alignment in ETD Subject Classification
Klair, Hajra; German, Fausto; Banerjee, Bipasha; Ingram, William A. (Springer, 2025-09-27)
Author-assigned subject labels in Electronic Theses and Dissertations (ETDs) are often inconsistent, overly broad, or misaligned with the research focus. This hampers discovery, aggregation, and analysis, especially for interdisciplinary research. LLMs offer a scalable alternative for automated classification, but their labeling rationale is opaque and introduces systematic biases. This study compares subject labels generated by LLMs with human-assigned labels for over 9,000 ETDs across 21 academic categories to assess the disagreement. We evaluate multiple prompt-based and fine-tuned LLM configurations and analyze areas of agreement and disagreement to identify patterns of misclassification. LLMs achieve competitive performance overall but frequently misclassify theoretical or interdisciplinary texts, often due to overweighting lexical cues and disregarding context. We show such errors are not random but reflect structured semantic divergences from human interpretation. These findings suggest a need for hybrid frameworks that combine LLM scalability with human contextual judgment to improve subject labeling in academic repositories.
From Burden to Breakthrough: Rapid and Collaborative Open Textbook Creation
Walz, Anita R.; Marsh, Joshua; Kirschner, Jessica; Council, Austin; McCain, Kate; Sunderman, Hannah M.; Guillard, Julianne (2026-02-06)
This interactive session will invite audiences to critically think about their use and perception of course materials as presenters explore open educational resources (OER), writing sprints, and collaborative authorship through the experiences of the 2025-26 VIVA Rapid Publishing Program. This approach incorporates institutional support-including week-long in-person facilitation, instructional design, copyright and publishing expertise, and hospitality-in an effort to leverage the benefits of collaboration and reduce faculty burdens for authoring OER. Through the guidance of panelists, attendees will begin to explore what course materials actually benefit them and their students and potential avenues of support to reach those ideals. Open Educational Resources (OER)(1), including open textbooks, are used by 33% of higher education faculty. They are increasingly selected because of their equal or better student learning outcomes (in contrast to commercial course materials), zero-cost access, unrestricted redistribution and opportunities to customize for individual classes and implement innovative pedagogies (Elder, 2019; Cozart et. al., 2021; Seaman & Seaman, 2025). Although using OER saves faculty significant effort, gaps in available disciplinary resources generate an additional burden to create new materials. And while OER are often lauded as “free,” this minimizes the extensive efforts required to create them. While some faculty author OER independently (Burnett, 2025; Guzman & Woolley, 2021; Marsh et al., 2022), an increasing number of OER programs provide authorship compensation; some also provide support structures similar to traditional book publishers (Walz et. al, 2016; Santiago & Rey, 2020). To help overcome the OER authorship burden at its 70 institutions, VIVA, Virginia’s Academic Library Consortium, established the Rapid Publishing Program (VIVA, n.d.). This program builds on prior collaborative writing sprint models (Book Sprints Limited, n.d.; Baker et al., 2014; Jhanghiani et al., 2016). After identifying a gap in OER in an area of high need for Virginia higher education, VIVA forms a multi-institutional team of faculty instructor/subject-matter experts to author the text and librarians and instructional designers to instruct, provide framing, and support authorship. VIVA provides funding, infrastructure, and program coordination for authorship, review, production, and outreach. Authorship is viewed from a connectivist lens, leveraging multiple preparatory online sessions to plan features and content of the resource (Maawali, 2022; Tham et al., 2021). During a week-long, in-person structured writing sprint, authors establish and refine shared understanding of the task (Vygotsky, 1978), write in teams, offer constructive feedback, and create a first draft of the text. This interactive session will invite audiences to critically think about their use and perception of course materials as presenters explore OER, writing sprints, and collaborative authorship through the experiences of the 2025-26 VIVA Rapid Publishing Program. This program gathered 7 faculty and 3 librarians to author an introductory leadership studies textbook during Summer 2025. Project librarians will share the program’s planning and organizational framework and lessons learned. The participating faculty will describe their experience and accomplishments, as well as reflect on benefits and challenges. Faculty will discuss how programs such as the Rapid Publishing Program 1) provide value through structured writing, review, and management of ongoing editorial and production services, 2) enable instructors to reach their goal of drafting an open textbook in five days, and 3) expand instructors’ thinking about teaching, design of teaching resources, and consideration for use of OER. Audience engagement will be included throughout the session and ample time will be reserved for audience Q&A. Footnotes (1) "[OER are] learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others” (UNESCO, 2019) Reference List Baker, R., Berry, D., Brokering, M., Dieter, M., French, A., & Ruhling, B. (2014). On Book Sprints v1.1. http://data.booksprints.net/books/On_Book_Sprints_v1_1.pdf Book Sprints Limited. (n.d.). Booksprints. OER World Map. https://oerworldmap.org/resource/urn%3Auuid%3A0dc55f0f-5467-466c-9047-8c07b129346d Burnett, M. (2025). Publishing OER on a shoestring: Manifold to the rescue. Iowa OER listserv. (February 4, 2025) https://web.archive.org/web/20250902193257/https://groups.google.com/g/iowa-oer/c/GOvBLBs3T5Q Elder, A. (2019). OER starter kit. Iowa State University Digital Press. https://iastate.pressbooks.pub/oerstarterkit/ Cozart, D. L., Horan, E. M., & Frome, G. (2021). Rethinking the traditional textbook: A case for open educational resources (OER) and no-cost learning materials. Teaching & Learning Inquiry, 9(2). https://doi.org/10.20343/teachlearninqu.9.2.13 Guzman, I., & Woolley, S. (2021). A shoestring grassroots approach to publishing an open educational resource engineering textbook. 2021 Fall ASEE Middle Atlantic Section Meeting Proceedings. https://peer.asee.org/a-shoestring-grassroots-approach-to-publishing-an-open-educational-resource-engineering-textbook Jhangiani, R., Green, A. G., & Belshaw, J. (2016). Three approaches to open textbook development. In P. Blessinger & T. J. Bliss (Eds.), Open education: International perspectives in higher education (pp. 178-198). Open Book Publishers. https://doi.org/10.11647/OBP.0103 Maawali, W. (2022). Experiential writing through connectivism learning theory: A case study of English language students in Oman higher education. Reflective Practice, 23(3), 305-318. https://doi.org/10.1080/14623943.2021.2021167 Marsh, C., Marsh, J., & Chesnutt, K. (2022). Exploring OER as a mediator for equity gaps in student course success rates for introductory biology courses in the NCCCS. North Carolina Community College Journal of Teaching Innovation, 6-12. https://www.ncccfa.org/_files/ugd/40c3b6_3309827827f24f9a9d14574282b848aa.pdf Santiago, A., & Ray, L. (2020). Navigating support models for OER publishing: Case studies from the University of Houston and the University of Washington. Reference Services Review, 48(3), 397-413. https://doi.org/10.1108/RSR-03-2020-0019 Seaman, J. E., & Seaman, J. (2025). Deeply digital: Educational resources in higher education. Bayview Analytics. https://www.bayviewanalytics.com/reports/deeplydigital2025.pdf Tham, J., Duin, A., Veeramoothoo, S., & Fuglsby, B. (2021). Connectivism for writing pedagogy: Strategic networked approaches to promote international collaborations and intercultural learning. Computers and Composition, 60, 102643. https://doi.org/10.1016/j.compcom.2021.102643 UNESCO. (2019). Open educational resources. https://www.unesco.org/en/open-educational-resources VIVA. (n.d.). VIVA rapid publishing program. VIVA Publishing. https://vivalib.org/va/open/publishing Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press. Walz, A., Jensen, K., & Salem, J. A., Jr. (2016). SPEC Kit 315: Affordable course content and open educational resources. Association of Research Libraries. https://publications.arl.org/Affordable-Course-Content-Open-Educational-Resources-SPEC-Kit-351
Roundtable: Establishing Veterans Studies as an Academic Discipline
Grohowski, Mariana; Dubinsky, James M.; Avilés-Santiago, Manuel G.; Bradford, Anita Casavantes; Craig, Jim; Hart, D. Alexis; Hinton, Corrine; Hodges, Eric; Maurer, Bill; Pencek, Bruce; Wright, Wanda (Virginia Tech Publishing, 2025-08-28)
Ten individuals who played key roles in formalizing veterans studies at American universities or within professional associations reflect on the field’s origins, key developments, institutional support, social and historical influences, and its evolution over time. Their responses, condensed and edited for clarity, elucidate the invisible, arduous, and complex labor involved in attempting to establish an academic discipline in 21st century America.
Robustness in biomolecular simulations: Addressing challenges in data generation, analysis, and curation
Brown, Anne M.; Lemkul, Justin A. (Cell Press, 2025-05-21)
Computational simulations of biomolecules provide a wealth of information about the thermodynamic landscape of biologically important systems, kinetics of important cellular processes, and the biophysical basis of life. Despite the ubiquity of molecular simulations in biophysical literature, major challenges persist for new practitioners entering the field, and even for experienced computational scientists, in maintaining and distributing their simulation outcomes. Here, we summarize critical obstacles encountered when performing biomolecular simulations and provide best practices for performing simulations that are robust, reproducible, and hypothesis-driven. We also discuss practices that promote improved reproducibility and accessibility using reliable tools and databases.
Biogenic Amine-Containing 1,4-Naphthoquinones Mediate Extracellular Electron Transfer in Lactiplantibacillus plantarum
Blackburn, Benjamin T.; Barton, Joseph; Hoernig, Micah; Brown, Anne M.; Mevers, Emily (American Chemical Society, 2025-09-19)
Lactiplantibacillus plantarum, a lactic acid gut bacterium, uses exogenous quinones to facilitate extracellular electron transfer (EET) via type II NADH dehydrogenase (Ndh2). To probe Ndh2 specificity, we designed and evaluated a library of biogenic amine-substituted 1,4-naphthoquinones in an Ndh2-dependent EET assay. Analysis of mediator Ndh2 binding interactions revealed that activity correlates with key binding interactions. Specifically, mediators containing aromatic substitutions elicit favorable Ndh2 interactions, promoting EET.
Writing a Book in Five Days to Advance Access, Resilience, and Equity: Inside VIVA’s Rapid Publishing Program
Reed, Andrea; Walz, Anita R.; Wiersma, Gretchen; Marsh, Joshua J. S.; Kirschner, Jessica; Tremblay, Beth (2025-11-14)
Open educational resources (OER) allow educators to leverage academic freedom, create original materials in their own voice, and adapt and remix existing openly-licensed or public domain content. In an attempt to more easily enable this authorship process, VIVA hosted two rapid textbook writing sprints: One in 2022 on community nursing, and a second writing sprint in 2025 to create an introductory, interdisciplinary leadership studies text. This presentation will provide an overview of writing sprints through the lens of the VIVA Rapid Publishing Program and share experiences of participants in both programs. The nursing sprint team, which resulted in Community and Public Health Nursing published in January 2025, will also explore the need and challenges for OER in their discipline. While educational landscapes are changing, it does not negate the necessity for healthcare providers to be equipped with the fundamental knowledge and skills to collaborate with community members and other stakeholders in order to promote health, advance well-being, and prevent disease.
Building datasets to support information extraction and structure parsing from electronic theses and dissertations
Ingram, William A.; Wu, Jian; Kahu, Sampanna Yashwant; Manzoor, Javaid Akbar; Banerjee, Bipasha; Ahuja, Aman; Choudhury, Muntabir Hasan; Salsabil, Lamia; Shields, Winston; Fox, Edward A. (Springer, 2024-06-01)
Despite the millions of electronic theses and dissertations (ETDs) publicly available online, digital library services for ETDs have not evolved past simple search and browse at the metadata level. We need better digital library services that allow users to discover and explore the content buried in these long documents. Recent advances in machine learning have shown promising results for decomposing documents into their constituent parts, but these models and techniques require data for training and evaluation. In this article, we present high-quality datasets to train, evaluate, and compare machine learning methods in tasks that are specifically suited to identify and extract key elements of ETD documents. We explain how we construct the datasets by manual labeling the data or by deriving labeled data through synthetic processes. We demonstrate how our datasets can be used to develop downstream applications and to evaluate, retrain, or fine-tune pre-trained machine learning models. We describe our ongoing work to compile benchmark datasets and exploit machine learning techniques to build intelligent digital libraries for ETDs.
Sunset Planning: Lessons and Tools for Responsible Stewardship of Community Digital Infrastructure and Projects
Becker, Snowden; Kinnaman, Alex; Vowell, Zachary; Wiseman, Christine (Digital Library Federation, 2025-11-16)
Sharing lessons from the sunset of the twenty-year-old digital preservation network MetaArchive, this workshop provides tools to help community-based digital infrastructure and projects anticipate endings and pivotal changes as a part of holistic sustainability planning; express core values; and address diverse member needs as part of graceful change management.
We Are the [Project] Champions: Collaborative Project Management in a Digital Imaging Lab
Kinnaman, Alex; Westblade, Julia (Digital Library Federation, 2025-11-18)
This presentation details the system of committees Virginia Tech University Libraries uses to evaluate digitization projects, consult with stakeholders, and oversee production. Involving a team ensures digital collections at VTUL are diverse, equitable, and accessible. The presentation will highlight workflows and strategies for project management of several large, concurrent projects.
Open Education in Virginia
Huff, Cheryl; Walz, Anita R. (SCHEV-Open Virginia Advisory Committee, 2025-03-12)
This presentation was invited by the State Council on Higher Education (SCHEV) in Virginia's Academic Advisory Committee. It was prepared by members of SCHEV's Open Virginia Advisory Committee (OVAC) and designed to provide an overview of the potential of open education in Virginia.
Extending the Land-Grant Mission: Models of Open Education Beyond University Courses
Fox, Hillary; Rickabaugh, Christine; Walz, Anita R.; Jackson, Carolyn; Brust, Kariah (2025-10-29)
Open education and open pedagogy align closely with the mission of U.S. higher education land-grant universities by supporting access, community engagement, and the creation and collaboration of knowledge production. Land-grant institutions were founded to provide practical, research-based education to the public, particularly in agriculture, engineering, and the applied sciences. Open Educational Resources (OER) and open pedagogy enhance this mission by removing barriers to education and encouraging collaborative knowledge-sharing. This panel will address how four land-grant universities engage with open education to support communities beyond the traditional classroom and discuss initiatives being implemented at various institutions. Attendees of this session will be able to: - Consider how the land-grant mission can be leveraged to ensure we serve entire communities or states beyond the university classroom. - Learn how librarians at land-grant institutions are cultivating knowledge sharing (practices and resources) beyond the borders of the campus. - Propose and discuss future ideas for scholarship, engagement, and assessment to continue serving communities beyond the traditional classroom using open education.
Transforming LaTeX to Accessible and Inclusive Formats: A Guide for Open Educational Resources: Leveraging the TeX4ht Framework for HTML and EPUB Conversion
Sangha, Sandeep Singh; Walz, Anita R. (Iowa State University Digital Press, 2025-10-24)
This article presents a process for using TeX4ht to convert LaTeX documents into accessible Hypertext Markup Language (HTML) and Electronic Publication (EPUB) formats, aiming to reduce document processing barriers for open educational resource (OER) practitioners. These practitioners—including instructor-authors, librarians, and instructional designers—are often responsible for making mathematically intensive and other openly licensed documents accessible (e.g., compliant with the Americans with Disabilities Act (ADA) Web Content Accessibility Guidelines (WCAG) AA 2.1 standard) for individuals with print disabilities and those who rely on screen reader technologies. Despite this responsibility, many practitioners are either unfamiliar with or under-supported in using existing technical conversion tools such as Pandoc, AMS TexML, the LaTeX axessibility package, and LaTeXML. These tools are often perceived as overly technical and time-intensive to learn. Other options, such as ADA-compliant LaTeX-to-PDF tagging tools, are not yet non-operational. Rekeying entire manuscripts is labor-intensive, and the common fallback, manually remediating (e.g., tagging) PDFs, fails to meet sustainability standards. This approach bolts accessibility features onto the PDF after recompilation, rather than embedding them into the source files. As a result, accessibility tagging must be redone each time the LaTeX source files are edited and recompiled, undermining long-term accessibility and maintainability. In this article, we offer both a rationale and a step-by-step guide for converting LaTeX source files into HTML and EPUB formats for book-length, mathematics-intensive OER. We introduce command-line prompts suitable for users new to the command line. Having faced these challenges ourselves, we aim for this documentation to support staff in library-based OER initiatives, under-resourced OER publishing programs, authors in mathematically intensive STEM disciplines, and LaTeX users seeking sustainable accessibility solutions.
Transforming LaTeX to HTML and EPUB Formats Using TEX4ht
Sangha, Sandeep Singh; Walz, Anita R. (2025-03-13)
Open Educational Resources (OER) are defined by UNESCO as “learning, teaching and research materials in any format and medium that reside in the public domain or are under copyright that have been released under an open license, that permit no-cost access, re-use, re-purpose, adaptation and redistribution by others”. Many OER are created and shared as documents accessible to readers who use screen readers using several prominent platforms (Pressbooks, Manifold, etc.) While these platforms support some LaTeX (a typesetting system to produce high-quality documents that involve complex formatting), they do not ingest documents entirely typeset in LaTeX nor is it easy to use them to create math-intensive documents. The primary output for LaTeX is generally Portable Document Format (PDF). However, a LaTeX to PDF workflow results in labor-intensive PDF tagging, and a low possibility for OER authored in LaTeX to be both consistently accessible as it would need to be remediated each time it is customized and recompiled into PDF. This is not practical nor is a sustainable practice. In order for LaTeX-authored publications to be accessible, accessibility markup must be embedded in the LaTeX source and template, and contents exported to formats which are more accessible than PDF, such as HTML and EPUB. This paper explores one successful path to transforming LaTeX source code into HTML and EPUB using TeX4ht framework. Our paper provides a brief overview of the TeX4ht system before delving into the TeX4ht for HTML and TeX4ht for EPUB conversion processes separately. We provide a detailed, step-by-step guide for converting a ‘.tex’ file to an ‘.html’ file using make4ht, demonstrated through an example. Similarly, a step-by-step process for converting a ‘.tex’ file to an ‘.epub’ file using the tex4ebook framework is outlined. The conversion process is executed via Command Line on Windows OS and Terminal on MacOS and the entire process is illustrated using appropriate screenshots at every step of the entire process. We also highlight some of the best practices associated with creating accessible LATEX documents for the authors, particularly those that want to transform their work into digitally accessible formats. Furthermore, we summarize our findings from extensive experimentation with the make4ht and tex4ebook frameworks, providing insights to better equip readers of varying skill levels. Some of the key findings include advanced techniques such as creating and using custom configuration scripts for personalized settings and utilizing built-in “options” provided by these frameworks. We also found that requiring use of a pre-made LaTeX template, enclosure of math and symbols using $...$ instead of $ . . . $, and configuring MathJax java scripts to accurately replicate chapter or section-level equation numbers in the exported HTML or EPUB are critical for successful transformation. This transformation method will be very helpful to the open education community, libraries, and institutions who support OER authors. Additionally, it may also be of interest to the publishing industry in general and non-technical individuals who wish to host a website generated from their work in LaTeX. In the future, we look forward to providing guidance to LaTeX OER authors regarding how to create a LaTeX source-code template which is more easily transformable to an accessible format. Whether you are a researcher, educator, or content creator, mastering this conversion process empowers you to make your resources more widely accessible and impactful in today’s inclusive and equitable digital landscape.
Raising each other up through sustainable, community-building professional development
Hammer, Kelsey; Comer, C. Cozette; MacDonald, Amanda B.; McNabb, Kayla B.; Russell, Lisa Becksford (2025-10-03)
Participants will learn how a university library developed communities of practice (CoP) over time into a sustainable collaboration fostering transformative growth on a wide range of pedagogy-related topics and issues. Attendees will also gain resources to implement a sustainable CoP at their own institutions.
COALA update
Russell, Lisa Becksford (2025-10-02)
Starting a Library Publishing Program: Choosing the Right Technologies
Guimont, Corinne; Potter, Peter J. (Association of College and Research Libraries, 2025-10-27)
Open Science Across Borders: India vs. U.S. Institutional Approaches plenary session: U.S. Institutional Approaches
Pannabecker, Virginia (2025-09-26)
Open science encompasses not only making scientific research and data accessible to all but also aspires to reusability of knowledge. Open Science is an umbrella term that includes open data, open-access publications, and collaborative research platforms. Open science in the United States is revolutionizing research methodologies by enhancing transparency, collaboration, and accessibility. Principal activities encompass federal requirements for open access to publications and data, compliance with FAIR principles, citizen science endeavors, and the utilization of open-source platforms for data sharing and collaboration. The 2022 OSTP mandate requires that all government-sponsored research be readily accessible by 2026, highlighting a national dedication to this initiative. Nonetheless, obstacles such as financial sustainability, equality concerns, and cultural rejection persist. The US is positioned to spearhead advancing open research as a worldwide norm by overcoming these obstacles and promoting international cooperation. The open science movement in the USA is advancing rapidly, driven by federal policies, technological innovation, and grassroots efforts. While challenges remain, the country’s robust research infrastructure and commitment to transparency and collaboration position it as a global leader in the open science revolution. Note: This presentation was invited as part of a plenary panel session. The presentation slides file is only for the Virginia Tech author's presentation focused on the U.S., one of two presentations during the panel. The other presentation, focused on India approaches, was provided by Nabi Hasan who was also the panel moderator.

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