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Shadi Shakeri

Title: Adjunct Faculty

Department: Information Science

College: College of Information

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of North Texas, 2018
    Major: Information Science
    Specialization: Business Analytics
    Dissertation: Modeling Information Seeking Under Perceived Risk

Current Scheduled Teaching

INFO 5503.401Knowledge Management Processes and PracticesFall 2024
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

BCIS 2610.001Introduction to Computers in BusinessSummer 5W2 2018 Syllabus SPOT
INFO 4230.001Records Management OperationsSpring 2018 Syllabus SPOT
INFO 4230.005Records Management OperationsSpring 2018 Syllabus SPOT
INFO 5223.001Metadata for Information Organization and RetrievalFall 2017 SPOT
INFO 5223.005Metadata for Information Organization and RetrievalFall 2017 SPOT
INFO 5223.001Metadata for Information Organization and RetrievalSpring 2017 SPOT
INFO 5223.005Metadata for Information Organization and RetrievalSpring 2017 SPOT
INFO 5223.791Metadata for Information Organization and RetrievalSpring 2017 SPOT
INFO 4230.001Records Management OperationsSpring 2017 Syllabus SPOT
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

    Book Chapter

  • Shakeri, S., Hawamdeh, S.M. (2022). Combating Misinformation in the Open Access Era. Handbook of Research on the Global View of Open Access and Scholarly Communications. IGI Global.
  • Evangelopoulos, N., Shakeri, S., Bennett, A.R. (2018). Transforming Knowledge Sharing in Twitter-based Communities Using Social Media Analytics. J. Liebowitz (Ed.), Data Analytics Applications series, S. Hawamdeh & H.-C. Chang (Eds.), Analytics and Knowledge Management. Analytics and Knowledge Management Taylor & Francis,

    • Conference Proceeding

  • Zavalina, O.L., Shakeri, S., Kizhakkethil, P., Phillips, M.E. (2018). Uncovering Hidden Insights for Information Management: Examination and Modeling of Change in Digital Collection Metadata. Proceedings of the iConference 2018. iSchools.
  • Zavalina, O., Shakeri, S., Kizhakkethil, P. (2016). An Empirical Investigation of Change in Subject Metadata in WorldCat. International Federation of Library Associations and Institutions (IFLA). http://library.ifla.org/2040/1/S12-2016-zavalina-en.pdf
  • Tarver, H., Shakeri, S. (2014). How Descriptive Metadata Changes in the UNT Libraries’ Digital Collections: A Case Study. 43-52 https://digital.library.unt.edu/ark:/67531/metadc406345/

    • Journal Article

  • Shakeri, S., Evangelopoulos, N., Zavalina, O. (2018). The Interplay between knowledge gap and perceived risk in motivating risk information seeking. Information Research. 23 (3) http://www.informationr.net/ir/23%2D3/paper800.html

Contracts, Grants and Sponsored Research

    Grant - Research

  • Zavalina, O.L. (Principal), Kizhakkethil, P., Shakeri, S., "Towards and Integrated Model of Metadata Change," sponsored by UNT IS Department, IS Faculty-Student Summer Research Grant, University of North Texas, $8000 Funded. (2017 - 2017).
  • Zavalina, O.L. (Principal), Shakeri, S., "Modeling Library Metadata Change to Support Evaluation and Improvement of Library Metadata," sponsored by UNT LIS Department, LIS Faculty-Student Summer Research Grant, University of North Texas, $6000 Funded. (2015 - 2015).
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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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