STILL IN DEVELOPMENT
Students engaged in this activity examine the scientific and ethical dimensions of iron fertilization as a geoengineering strategy to mitigate global warming. Students will analyze data from iron fertilization studies to answer the scientific question of whether or not iron fertilization increases biological productivity and carbon sequestration. Students will then discuss/debate the ethical considerations of employing iron fertilization.

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Simmons University and academic health sciences libraries across the USA are partnering to offer a post-master’s certificate program in the area of Inter-Professional Informationist (IPI), for the purpose of bridging the gap between traditional and emergent skills in health sciences librarianship and increasing the diversity in the workforce. A small cohort of librarians in the program will complete seven IPI courses, and partner institutions will connect them with researchers and clinical leaders who will mentor their capstone. This project was made possible in part by the Institute of Museum and Library Services with the Laura Bush 21st Century Librarian Program Grant [RE-17-19-0032-19]. Simmons University, School of Library and Information Science, College of Organizational, Computational and Information Science provides cost-share of the project.

One of the courses included in the IPI program is “Scientific Research Data Management” was taught Fall 2020 by Elaine Martin and Julie Goldman. This course had been an elective in the Simmons School of Library and Information Science curriculum for many years, but underwent a redesign to include and address many of the newer emerging areas related to data services in libraries. For example, the course included “Special Topics” that included Data Curation, Data Skills, Reproducibility, and Informationists. While basic understanding of data management is critical for librarians to work with researchers, there are these emerging areas where librarians can provide even more specialized help to their communities. It is one of the IPI’s project’s goals to bridge the gap between traditional and emergent skills in health sciences librarianship.

This Open Science Framework project site includes curriculum materials for Simmons IPI LIS-532U-OL Scientific Research Data Management (course offered Fall 2020). This course serves as an introduction to the field of scientific data management, and aims to help prepare information professionals and information students for engaging with scientists.

Students are introduced to a simple approach to scientific writing. To make the writing process immediately relevant to them, I present the approach after they have started the first assignment of the semester (whether lab or homework) but before it is due. Thus, students are more attentive to the presentation and are more invested in trying to apply the approach to a current assignment. As a class, we begin by answering the question "what did you do?" followed by answering the questions "who, what, where, when, how, and why?" as appropriate to develop the first paragraph/section. Next, we answer the question "what did you find?" followed by the questions "who, what, where, when, how, and why?" as appropriate to develop the second paragraph/section. Finally, we review what we have written and add the finishing touches (e.g., title, references, figures, etc.). Thus, students learn how to pose and answer basic questions that form the basis of a scientific report.

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The purpose of this resource is to investigate the center pixel of a homogeneous land Cover Site in order to understand that individual land areas are part of a larger land system.

The purpose of this resource is to investigate the idea that every dynamic system has energy and matter in different forms.

Students identify and draw slices through an ice cream cone, a pyramid, and a beverage six-pack.

Students identify and draw slices through cylinders and partial cylinders, and use gestures to visualize slicing planes. This practice with visualizing slices through idealized geometric shapes is preparation for visualizing slices through geological features.

Students identify and draw slices through fruit, as practice for drawing slices through more complex features.

Algebra students need practice determining equations of lines given a pair of points, or the line parallel or perpendicular to a given line through a given point. This Demonstration, along with guiding worksheets or a teacher presentation, gives students a chance to see the relationships between these lines and points.

This course introduces Entrepreneurship and Business Planning. Upon successful completion of this course, students will be able to: analyze the entrepreneurial process through which business ideas are evaluated; identify the characteristics of successful entrepreneurs; demonstrate an awareness of strategies supporting entrepreneurship; distinguish between business ideas and opportunities; write a formalized business plan; write a marketing plan; examine their personal entrepreneurial potentials; know how to finance their business ventures; demonstrate an understanding of team-building dynamics. (Business Administration 305)

In this activity, students have to select the most convenient backcountry ski route to climb a peak located near Brighton ski resort (Utah). In order to select the route, they have to evaluate the information provided by the Utah Avalanche Center and to calculate distances and slope angles from a topographic map of the area.

This course presents software engineering concepts and principles in parallel with the software development life cycle. Topics addressed include the Software Development Life Cycle (SDLC), software modeling using Unified Modeling Language (UML), major phases of SDLC (Software Requirements and Analysis, Software Design, and Software Testing), and project management. Upon successful completion of this course, the student will be able to: demonstrate mastery of software engineering knowledge and skills, and professional issues necessary to practice software engineering; discuss principles of software engineering; describe software development life cycle models; learn principles of software modeling through UML as a modeling language; identify major activities and key deliverables in a software development life cycle during software requirements and analysis, software design, and software testing; apply the object-oriented methodology in software engineering to create UML artifacts for software analysis and requirements, software design, and software testing; apply project management concepts in a software engineering environment to manage project, people, and product; participate as an individual and as part of a team to deliver quality software systems. This free course may be completed online at any time. (Computer Science 302)

A compilation of brief video clips in which native speakers of Spanish from various locations throughout Latin America and Spain demonstrate various language tasks.

In this activity, students use 1:5,000,000 scale continent-wide Antarctic data sets of surface elevation, ice thickness, bedrock topography, rock outcroppings, and coast lines to examine the effects of ice removal and sea level rise on the physiography of the continent. Datasets come from the Scientific Committee on Antarctic Research (SCAR) and the BEDMAP project.

The emphasis of the exercise is on the nuts and bolts of some of the tools in the ArcGIS Spatial Analyst extension for analysis and display of raster data, with considerably less emphasis on higher order thinking skills. Quoting from the introduction "What does Antarctica look like beneath the ice? A continent of mountain ranges, deep valleys, plains, inland seas, offshore islands and the like exists there, for the most part invisible but for a few features that protrude above the ice. Wouldn't it be nice to have a topographic map in shaded relief of Antarctica without the ice and with oceans filling areas that are below sea level? Wouldn't it be even nicer to have such a map that accounted for the isostatic rise of the land surface that would occur after the weight of the ice was removed? What would the continent look like if sea level rose by an amount equal to the volume of the water locked up as ice? How much ice is there? Digital data are available to make such maps and answers these questions, as is software to do so. Let's have a crack at it!"

The exercise was originally written for ArcGIS 9.0 ArcInfo with Spatial Analyst and 3D Analyst extensions. It is entirely compatible with ArcGIS 9.3 ArcInfo with Spatial Analyst and 3D Analyst extensions. 3D Analyst is used to calculate ice area/volume (a minor component of the exercise) but is otherwise not required

Students are asked to photograph something that shows either physical or chemical weathering. They must be in the photograph for purposes of scale. They must then write up their description of the weathering feature and explain the actual weathering processes. This assignment can also be expanded to include mass wasting and mass wasting prevention.

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I have designed and presented the content within StatsforMedics specifically for use by undergraduate medical students who are considering use of statistics for short-term research projects. However, this is with the understanding that students from allied health sciences may also benefit from engaging with the site and its sister site, Statistics CALs. Also, I am currently exploring use of selected content for outreach work in pre-university sectors.

This is a problem set that involves the calculation of velocities from a Reynolds number, determination of Stoke's Law applicability, and calculation of settling velocities for a variety of grain sizes and materials. This can be used in conjunction with a lab but is itself just a problem set.

This course is the capstone of the business major, because it incorporates elements from all of the core courses you should have already completed. Almost every topic should be familiar to you to some degree; however, Strategic Management ties them all together. This course begins with an introduction to the field and the definition of some important terms and concepts. You will then move on to identifying goals and formulating strategies before addressing implementation topics. This course will conclude with strategies for the 21st century. This course should be taken after all core courses have been completed and, ideally, near the end of your completion of the elective courses.

This lab exercise provides a hypothetical, regional stratigraphic section for students to interpret with regards to depositional environment and tectonic change through time. The assignment is designed to develop and evaluate student scientific writing skills by having students submit a 2-4 page (double-spaced) report detailing the stratigraphic history represented by the section. A primary focus is placed on identifying how and why sedimentary environments change through time and how this change integrates into a broader story of the geologic history for the region in which the section is preserved.