Data management plan for the grant "Texas Digital Newspaper Project." This project includes the digitization of 100,000 pages of Texas newspapers dating from 1836 to 1922, as part of the state's participation in the National Digital Newspaper Program (NDNP). The University of North Texas plans to digitize and make available to Chronicling America 100,000 pages of historic Texas newspapers. The selected titles will reflect the political and economic history of the state; provide coverage for major regions of the state, including most major population areas; and have a broad chronological span. Additionally, titles selected during this project will focus on non-English newspapers important to the history of Texas which, for several reasons, have been overlooked and are underrepresented in national digital newspaper holdings. Pulling on the strengths and knowledge gained in previous years as an awardee, the UNT Libraries recognize the challenges involved in an undertaking of this scope and possesses the knowledge and management skills to achieve success.

This NSF-funded workshop initiated a research trajectory that brings the fields of language archives and user-centered design (UCD) into dialogue, with the goal of improving users’ experiences with language archives and making them more accessible and useful to diverse user groups. The workshop documented perspectives of key stakeholder groups and generated initial conceptual frameworks to guide further research. This video documents the final presentations by workshop participants on the perspectives of stakeholder groups. It contains presentations by Crysta Metcalf, Santosh Basapur, and Shobhana Chelliah.

This article describes findings from a workshop that initiated a dialogue between the fields of user-centered design (UCD) and language archives.

This white paper comprehensively describes the insights that emerged from the Workshop on User-Centered Design of Language Archives. Key topics include a typology of language archives, the perspectives of stakeholder groups, and improving access to language archives.

This report provides a synopsis of the Digital Preservation of Federal Information Summit held in San Antonio on April 3-4, 2016, including the event's structure, work sessions, and outcomes.

Video of the presentation "SHARE in Open Science and Open Access," discussing the development of SHARE, an openly available dataset that enables the tracking of research objects across the research lifecycle.

This document provides a transcript summary of the second part of Workshop on User-Centered Design of Language Archives; it contains a detailed summary of individual presentations by all workshop participants on the perspectives of stakeholder groups.

This NSF-funded workshop initiated a research trajectory that brings the fields of language archives and user-centered design (UCD) into dialogue, with the goal of improving users’ experiences with language archives and making them more accessible and useful to diverse user groups. The workshop documented perspectives of key stakeholder groups and generated initial conceptual frameworks to guide further research. This audio file continues from Audio 2, further documenting presentations by workshop participants on the perspectives of stakeholder groups. It contains presentations by Crysta Metcalf, Santosh Basapur, and Shobhana Chelliah. This audio file also documents the beginning of the first workshop discussion topic. The topic was: who are users and how do they interact with language archives.

This study examined the impact of the National Science Foundation's Research Experience for Teachers (RET) in engineering at University of North Texas on students after their teachers' participation in the program. Students were evaluated in terms of self-efficacy, knowledge of engineering, perceptions of engineering, and interest in engineering. A 22-item Likert pre/post survey was used for analysis, and participants included 589 students from six high schools, one middle school, and one magnet school. Paired surveys were analyzed to determine if there was a statistically significant difference in attitudes and knowledge after teachers implemented lessons from their time at the RET. Surveys were also analyzed to determine if there was a statistically significant difference in student response based on gender or student school type. Results showed no statistically significant difference in the self-efficacy of students, however there was a statistically significant difference in knowledge, perceptions, and interest in engineering. In addition, there was a statistically significant difference between genders on an isolated question, and seven out of the 22 Likert questions showed a statistically significant difference between student school types.