Scholarly Works, University Libraries

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Research articles, presentations, and other scholarship

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"Out There," In Here: Preservation Strategies for Multimodal Cultural Heritage in 3D and XR
Kinnaman, Alex; Deisa, Eva (2025-11-06)
This paper presents Out There, a multimodal, interdisciplinary project that captures 2D photography, 3D models, Gaussian splats, volumetric video, and oral histories to document the work of a legally blind sculptor in a remote outdoor setting. Designed to serve both as a digital preservation strategy and a collaborative framework, the project examines challenges such as file format volatility, interoperability, metadata standards, and storage demands. Drawing on evolving best practices and preservation models, we propose strategies for maintaining long-term access to complex digital assets while centering collaboration with artists and domain experts. This work-in-progress highlights both the potential and the limitations of current 3D/XR preservation efforts and contributes a replicable model for cultural heritage practitioners working with similarly layered digital projects.
Planting Open Education Partnerships with Extension: Digging a Path Forward
Fox, Hillary; Brust, Kariah; Walz, Anita R.; Haugen, Inga (2026-05-31)
Cooperative Extension is often an untapped area for open educational practices (OEP) -- use and/or creation of open education resources (OER) and practice of open pedagogy. Both libraries and Cooperative Extension share similar values, such as lifelong learning and equitable access to information. As Land-grant librarians, we partner with Cooperative Extension and share examples of our varied experiences from newly minted agricultural librarians to those firmly established in the field. This posted was presented at the 2026 USAIN Biennial Conference, May 31 - June 3, 2026 in Blacksburg, VA.
Materiality of Memory: Institutions, Functions, Artifacts, and Meaning
Haugen, Inga; Shaughnessy, Brian (Veterans Studies Association, 2026-03)
A case example around creating an award packet from an event in Operation Enduring Freedom in 2010 in Marjah, Afghanistan. The timeline to create the award packet was from 2015-2026. The Marine creating the packet and a librarian assisting him invite the general public and scholars and practitioners in military, library, and veteran studies to consider the materiality of memory. We compare and contrast who has ownership of memories and artifacts and where does a person’s rights end and a professional’s responsibility begin, using our roles as examples. The different, yet shared experience led us to the following ethical and operational questions. Who has the right to remember? Who has the right to forget? Who has the responsibility to remember? Who has the resources to remember?
The relationship between mediated deposit and research data use metrics
Petters, Jonathan L.; O'Donnell, Megan; McKenna-Foster, Andrew (2026-05)
Many universities and research institutes have invested resources in data repository services, meeting increasing funder and journal requirements for longer-term research data access. These service investments include those for data curation towards improving the quality of accessible research data. We investigated whether data use is enhanced by these curatorial services. Here we present results of statistical comparisons of data use (views, downloads and citations) between samples of a) datasets without curatorial review (non-mediated deposit), and b) datasets with curatorial review and improvement (mediated deposit). These samples are derived from Digital Science’s figshare platforms a) figshare.com and b) figshare for institutions instances worldwide. Our results clearly show that mediated deposit with curatorial review is associated with increased data use in terms of pageviews and downloads. In making the same comparison for these datasets when broken into high-level disciplinary categories, we found the same association for all samples where a statistical comparison was valid. The impact of mediated deposit on citation metrics remains inconclusive. These results can be used to inform future investments in data repository and curation services.
Assessments with Double Simultaneous Tactile Stimulation following Stroke: A Scoping Review Protocol
Paul, Arco; Holstege, Noah; Johnson, Caroline; Shalaby, Mei; Yau, Jeffrey; Chui, Kevin; Parcetich, Kevin; Comer, C. Cozette; Gurari, Netta (2026-03-24)
Intact somatosensory perception is essential to interact with our surrounding environment, including when performing basic daily tasks and learning skilled movements. Successful execution of voluntary movements depends on accurately processing and perceiving the incoming somatosensory information through integrated sensorimotor pathways. Somatosensory impairments following stroke are relatively common, affecting upwards of 85% of survivors living with stroke. Loss of tactile perception is among the most frequent occurring of the somatosensory impairments, impacting approximately 50% of these individuals in the USA. Common tactile impairments include hypoesthesia (reduced ability to feel touch), dysesthesia (abnormal tactile perception), and impaired two-point discrimination (reduced ability to discriminate between two nearby locations of touch). These impairments are often assessed using unilateral tactile stimulation on the more severely-affected (paretic) side, and, accordingly, do not capture more complex tactile impairments that can arise during bilateral interactions. One such impairment is tactile extinction (TE), a condition in which individuals can detect unilateral tactile stimuli on either side of the body but fail to perceive the same tactile stimuli on the paretic side when both sides are stimulated simultaneously. Most activities of daily living rely on coordinating touching and feeling of objects and using both upper extremities to manipulate them in a dynamic manner, such that both arms are stimulated. Tactile dysfunction that suppresses perception during such bilateral tasks can disrupt motor performance in daily activities and recovery. Therefore, understanding the nature of tactile dysfunction during bilateral tasks following stroke is valuable when considering how to effectively assess and, in turn, treat individuals. In this scoping review, we will explore approaches to assess tactile perceptual dysfunction during bilateral interactions post-stroke. Our aim is to summarize the current status of double simultaneous tactile stimulation approaches used for assessing tactile dysfunction. By considering the design of these approaches, we will identify need for further research, such as additional methods for assessment and implications of existing methods for interpreting why bilateral tactile dysfunction arises following stroke.
Homework Software Access Code Replacements and Strategies: A Roundtable Discussion
Walz, Anita R.; Russell, J. Morgan; Hart, Heath David; Lord, James K.; Grohs, Jacob R. (2025-02-13)
Homework software systems save time for instructors, particularly in large-enrollment courses. However, student-paid access codes have limited functionality and are expensive--between $50-150 per course per semester for the 30% of courses which require them. Functionality affects learning and costs disproportionally affect historically underserved students and student academic performance. Virginia Tech’s Open Education Initiative is working to establish a variety of options for instructors. Join this Roundtable to discuss with instructors from STEM and non-STEM disciplines who use university approved, no-fee-to-students alternatives including: WeBWorK, PressbooksResults, peer-reviewed test banks for LMS import, and problem set environment for engineering. Downloadable files include slides and submitted proposal.
The effect of flooding on low birthweight and preterm birth: a systematic review and meta-analysis
Mendrinos, Antonia; Loyd, Elly; Jagger, Meredith; Comer, C. Cozette; Gohlke, Julia M. (2026-03-05)
Background: Numerous studies have examined pregnancy outcomes following flood events, with the majority focusing on two related outcomes: preterm birth (PTB) and low birthweight (LBW). Summarizing the results of these previous studies and determining remaining data gaps is the main objective of this systematic review and meta-analysis. Methods: We included publications in English that examined birthweight and/or gestational length related to exposure to floods, or events typically causing flooding (e.g. tropical cyclones). Seven academic databases were searched: CAB Abstracts (CABI), Academic Search Complete and Environment Complete (EBSCOhost), Environmental Science Index & Database (ProQuest), PubMed, Scopus, and Web of Science Core Collection. Searches were updated on February 23, 2025. For inclusion in meta-analyses, quantitative estimates of effect size and variance were required, and quality was assessed using the Quality Assessment Tool for Observational Cohort and Cross-Sectional Studies. Random effects regression was used for meta-analyses, and results are presented in forest plots, with potential for publication bias assessed in funnel plots and Egger’s test results. Results: Overall, data from 34 studies were extracted, and 25 studies across 13 countries were included in meta-analyses. Most studies (N = 18) examined tropical cyclone exposure. Meta-analyses indicate increases in LBW (RR = 1.03, 95% CI: 1.00, 1.05) and PTB (RR = 1.10, 95% CI: 1.00, 1.22). The LBW result was not significantly influenced by quality rating, while the PTB result is non-significant when all studies, regardless of quality rating, were included in the meta-analysis (RR = 1.01, 95% CI: 0.97, 1.05). Additionally, the PTB estimate is strongly influenced by one study with a large and highly significant effect size. Additional sub-analyses suggest no decreasing effect following more recent events (after 2005). Conclusions: Results are limited by the range of methods used across studies to estimate exposure to flooding and potential co-exposures related to events that caused the flooding (e.g. wind damage-related health outcomes during tropical cyclones). Regardless, results indicate that adverse pregnancy outcomes may increase following in utero exposure to flood events. Future studies incorporating finer spatiotemporally resolved estimates of exposure to flooding will improve estimates of effect. The study is registered in PROSPERO (CRD42024514540).
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.

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