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Objective: A mixed methods survey was conducted at a health sciences library to assess patrons' perceptions of the library's digital and physical environments in relation to diversity, equity, and inclusion (DEI). Methods: Developed by the library's DEI Team and preceded by a pilot assessment, the survey posed 17 Likert Scale questions and 2 free-text response questions on the topics of belonging, inclusivity, equitability, emotional and physical safety, and commitment to DEI. The survey was created in Qualtrics, pilot tested, and launched in February 2020 for approximately 12 weeks. Results: Objective question responses were received from 101 individuals, with 24 open-ended responses. The quantitative findings showed largely positive perceptions of the DEI climate. Questions about feeling welcome and feeling physically safe were among those with the highest responses. The three lower-scoring questions indicate areas for improvement, including services for people whose native language is not English, for individuals with disabilities, and for families. The qualitative findings indicate the library's strengths include its exhibitions, welcoming atmosphere, and LGBTQ+ inclusivity initiatives. In contrast, opportunities for enhancement encompass non-English language resources, website updates, and accessibility to some physical spaces. Conclusion: The DEI Team is using the online survey data to enhance library services, staffing, programming, policies, and spaces. These improvements include looking into providing a space for patrons with families, expanding services for individuals whose first language is not English, assessing library accessibility for people with physical disabilities, and enhancing the physical space with quiet areas, improved lighting, and meditation spaces. Employee DEI training is ongoing, using results from a training needs survey to identify knowledge gaps. The library has a history of successful partnerships with campus entities, which will help the DEI Team to move forward with their work. [ABSTRACT FROM AUTHOR]

The article discusses the process of converting the PCB3063 term project to a paper-online hybrid assessment module. The hybrid assessment module aimed to reduce assessment time without compromising on students' learning. The article details the use of instructional design theory in the development of online assessment for each of the 3 incremental searching assignments which deal with database searching including Online Mendelian Inheritance in Man (OMIM) as well as biological information. As per the hybrid grading system, Part A is now completely graded online, while 70 and 80 percent respectively of Parts B and C are assessed online. The online grading system also facilitates the provision of timely feedback to students about their assignments which was not originally possible.

Question: How can the library-based research project of a genetics course be reinvigorated and made sustainable without sacrificing educational integrity? Setting: The University of Florida's Health Science Center Library provides the case study. Methods: Since 1996, the librarian has codeveloped, supported, and graded all components of the project. In 2009, the project evolved from a single-authored paper to a group-work poster, with graded presentations hosted by the library. In 2010, students were surveyed regarding class enhancements. Results: Responses indicated a preference for collaborative work and the poster format and suggested the changes facilitated learning. Instructors reported that the poster format more clearly documented students' understanding of genetics. Conclusion: Results suggest project enhancements contributed to greater appreciation, understanding, and application of classroom material and offered a unique and authentic learning experience, without compromising educational integrity. The library benefitted through increased visibility as a partner in the educational mission and development of a sustainable instructional collaboration. [ABSTRACT FROM AUTHOR]