Faculty Profile

Todd Enoch

Title
Associate Librarian
Department
Library - CM - Collection Development
College
University of North Texas
Special Appointment
Libraries
University of North Texas

    

    

      


                          

            
Curriculum Vitae

            

              Click Here to View Faculty CV
            

          

        
                          

            
Education

            



  

  


  
MLS, Univeristy of North Texas, 2005. 
Major: Library and Information Science
BA, Oklahoma State University, 1997. 
Major: English





          

        
                

          
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 available.

          


          
*
  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 Publications



  

  
Published Intellectual Contributions


  
Book Chapter
Enoch, T. C. (2017). ERM Migration. Migrating Library Data: A Practical Manual. American Library Association. 
Conference Proceeding
Enoch, T. C., Staines, H., Liburd Tavernier, W., Wickham, A.  (2023). Launch of the NASIG Model Digital Preservation Policy. NASIG Proceedings. 37, 287-291.  Ann Arbor, Michigan: Michigan Publishing. https://journals.publishing.umich.edu/nasig/article/id/4326/
Harker, K. R., Enoch, T. C., Crawford, L. S. (2015). Keeping it Real: A Comprehensive and Transparent Evaluation of Electronic Resources. http://docs.lib.purdue.edu/charleston/2014/Collection/7/
Conference Report
Enoch, T. C., Spiller, J.  (2015). Metadata for Metahumans: An Introduction to Comic Book Markup. Against the Grain. 27(6), 63. 
Enoch, T. C., Henderson, K., White, M.  (2015). Services, and technology Driving Change: How Librarians Publishers and Vendors are Moving Forward. Against the Grain. 27(3), 79. 
Instruction manual
Crawford, L. S., Harker, K. R., Enoch, T. C. Tower Cakes for Ranking Subscription Resources. Assessment Cookbook. 
Journal Article
Enoch, T., Clark, J. L., Perera, T., Pun, R., Kim, M., Twardowski, K.  Equity and Inclusion Panel. The Serials Librarian. 82(1-4), 13-16. https://doi.org/10.1080/0361526X.2022.2028502
Enoch, T.  (2021). Getting on the Same Page: Aligning ERM and LibGuides Content. The Serials Librarian. Taylor & Francis. https://www.tandfonline.com/doi/full/10.1080/0361526X.2021.1872015
Condrey, C., Crawford, L. S., Avery, E. F., Enoch, T. C. (2020). Implementing a just-in-time collection development model in an academic library. The Journal of Academic Librarianship. 46(2), 9 p.  Oxford: Elsevier. https://doi.org/10.1016/j.acalib.2019.102101
Enoch, T. C., Rosenfeld, J.  (2019). Beyond Set it and Forget it: Proactively Managing Your EZproxy Server. The Serials Librarian. 76(1-4), 30-34. Taylor and Francis. https://doi.org/10.1080/0361526X.2019.1551041
Enoch, T. C. (2018). Tracking Down the Problem: The Development of a Web –Scale Discovery Troubleshooting Workflow. The Serials Librarian. 74(1-4), . https://www.tandfonline.com/doi/abs/10.1080/0361526X.2018.1427984
Enoch, T. C., Leffler, J., Hayden, J.  (2017). Juggling a New Format with Existing Tools: Incorporating Streaming Video into Technical Services Workflows. Other. 72(1-4), p.102-104. http://dx.doi.org/10.1080/0361526X.2017.1284498
Enoch, T. C., Henley, M.  (2016). Finding the Target: An Experiment in Benchmarking. Other. 70(1-4), 217-223. http://www.tandfonline.com/doi/full/10.1080/0361526X.2016.1156963
Enoch, T. C., Harker, K. R. (2015). Planning for the Budget-ocalypse: The Evolution of a Serials/ER Cancellation Methodology.. Other. 68(1-4), 282-289. http://www.tandfonline.com/doi/full/10.1080/0361526X.2015.1025657#
Enoch, T. C., Rathmel, A., Currie, L.  (2015). “Big Deals” and Squeaky Wheels: Taking Stock of Your Stats. Other. 68(1-4), 26-37. http://www.tandfonline.com/doi/full/10.1080/0361526X.2015.1013754#
Enoch, T. C. (2014). Preparation is Key: Lessons Learned from an ERMS Implementation. Other. 66(1-4), 182-188. http://www.tandfonline.com/doi/abs/10.1080/0361526X.2014.877276
Research Report
Crawford, L. S., Avery, B., Harker, K. R., Enoch, T. C., Condrey, C.  (2015). White Paper: Redefining Collection Development at University of North Texas Libraries. z687. http://www.ala.org/alcts/resources/z687/redefine
Crawford, L. S., Avery, E. F., Harker, K. R., Enoch, T. C., Condrey, C.  (2014). White Paper: Redefining Collection Development at University of North Texas Libraries. UNT Digital Library. http://digital.library.unt.edu/ark:/67531/metadc335286/



	
		
		
	  

	

	

  
    
	

	

	  

		

		   	
		
		
	  

	

	

	
	

  
  
  

  	

		

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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
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    • 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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