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Jennifer L. Rowe

Title: Associate Librarian

Department: Library - PS - Sycamore Library

College: University of North Texas

Curriculum Vitae

Curriculum Vitae Link

Education

  • MLS, University of North Texas, 2012
    Major: Master of Library Science
  • BA, University of North Texas, 2006
    Major: Art History

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

No previous courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Journal Article

  • Harker, K.R., Rowe, J.L., Hargis, C.N. (2024). Predicting Student Success With and Without Library Instruction Using Supervised Machine Learning Methods. Performance Measurement and Metrics. Leeds, Emerald Group. https://www.emerald.com/insight/content/doi/10.1108/PMM-12-2023-0047/full/html
  • Rowe, J.L., Leuzinger, J., Hargis, C., Harker, K. (2021). The Impact of Library Instruction on Undergraduate Student Success: A Four Year Study. College & Research Libraries. 82 (1) https://crl.acrl.org/index.php/crl/article/view/24750/32573
  • Holloway, L.D., Rowe, J.D., Weiller-Abels, K.H., Lain, B.A., Walker, L.D. (2020). The Chair's Role in Promoting Work-Life Balance. The Department Chair. 30 (3) 4. Boston, MA, Jossey-Bass.
  • Leuzinger, J.A., Rowe, J.L. (2017). Succession Planning Through Mentoring in Libraries. Library Leadership & Management. 31 (4)
  • Leuzinger, J.A., Rowe, J.L., Brannon, S.D. (2016). “Mentoring Library Students for Career Development and Succession Planning”. Texas Library Journal. 92 (2) Austin, Texas, Texas Library Association. http://www.txla.org/sites/tla/files/TLJ/TLJ92-2.pdf

    • Magazine/Trade Publication

  • Keralis, S.D., Leuzinger, J.A., Rowe, J.L. (2017). Providing Inclusive Services to Transgender Patrons. Texas Library Journal. Fall (93:3) 82-83. Austin, Texas, Texas Library Association. http://www.txla.org/TLJ

Contracts, Grants and Sponsored Research

    Grant - Research

  • Rowe, J.L., "Sycamore Library Accessible Furniture," sponsored by University Libraries, University of North Texas, $3000 Funded. (2022 - 2023).
  • Rowe, J. (Principal), "Improving Library Services for Patrons of All Abilities," sponsored by University Libraries, University of North Texas, $3000 Funded. (2018 - 2019).
  • Sittel, N.R. (Co-Principal), Rowe, J.L. (Co-Principal), Burns, D. (Co-Principal), "Nonprofit Capacity Building," sponsored by Texas State Library & Archives Commission, State, $38107.39 Funded. (2016 - 2017).
  • Keralis, S.D. (Principal), Leuzinger, J.A. (Principal), Rowe, J.L. (Co-Principal), Hobson, K. (Supporting), Roberto, K. (Supporting), "Dean's Innovation Grant: TX-Gender Project for Libraries," sponsored by UNT Libraries, University of North Texas, $2400 Funded. (2016 - 2017).

    • Grant - Service

  • Burns, D.C. (Co-Principal), Rowe, J.L. (Co-Principal), Sittel, N.R. (Principal), "Nonprofit Capacity Building," sponsored by Texas State Library and Archives Commiss, ST, Funded. (2016 - 2017).
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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