2006/2007 Award Winners (Tenth Annual Award)

Library Floorplans 2.0: The Spatial Information Manager for the Library
Climate Change Tutorial for 6-12th Grade and Post-Secondary Educators

2005/2006 Award Winners (Ninth Annual Award)

Developing a Digital Repository Service for Datasets
Video in the Tufts Digital Repository

2004/2005 Award Winner (Eighth Annual Award)

Oral Histories in the Tufts Digital Library

2003/2004 Award Winners (Seventh Annual Award)

Research Paper Planner
A Digital Repository for Datasets
Education in Motion: A Large Scale Implementation of Video Distribution Technology at Tisch Library

2002/2003 Award Winner (Sixth Annual Award)

Digital Boston Geotechnical Database for Research, Teaching, and Technology Transfer in Education

2001/2002 Award Winner (Fifth Annual Award)

The Frederic Louis Ritter Collection: A Paradigm for Special Collections Access and Use

2000/2001 Award Winner (Fourth Annual Award)

Mystic Watershed Collaborative Clearinghouse: Information Retrieval, Integration, Analysis and GIS Training

1999/2000 Award Winner (Third Annual Award)

A Collaboration between Tisch Library and the Department of Child Development to create a prototype digital library project

1998/99 Award Winner (Second Annual Award)

An Electronic Bolles Archive on the History and Topography of London, Phase I

1997/98 Award Winners (First Annual Award)

Biologist's Guide to Library Resources
Digital Practicum: A Database and Website on Shakespeare's Julius Caesar and Richard III

2002/03 Award Winner

Digital Boston Geotechnical Database for Research, Teaching, and Technology Transfer in Education

Submitted to the Berger Family Technology Transfer Endowment by the Civil and Environmental Engineering Department (Laurie Baise and Lewis Edgers), the Geology Department (Anne Gardulski), Tisch Library (Wayne Powell), Digital Collections (Greg Colati), the GIS Center (Denise Castronovo), and Academic Technology

Preliminary Summary

This proposal seeks funding from the Berger Family Technology Transfer Endowment to develop a digital online database of geotechnical data in the Boston area for use in research and education at Tufts University. The project focus will be on the creation of a digital library resource as a part of Tufts Digital Library that can be navigated using technology for two-dimensional (2D) and three-dimensional (3D) visualization. This project will be accomplished by developing a geographical information system (GIS) and web interface for accessing geotechnical data and geologic and historic maps. In order to accomplish the educational objective of the project, the GIS will be developed in parallel with a set of teaching modules for undergraduate and graduate courses at Tufts. The project will represent collaboration between faculty in the Civil and Environmental Engineering (CEE) Department and the Geology Department (GEO), and staff of Tisch Library, Digital collections, the GIS center, and Academic Technology.

Project Narrative

In the late 1980s, Prof. Edgers of the Civil and Environmental Engineering Department led a group of students at Tufts University in a data collection project organized by the "Boring Data of Greater Boston Committee of The Boston Society of Civil Engineers Section of the American Society of Civil Engineers." This group gathered Cambridge boring data from consulting firms in the area, organized and located the borings, and then entered the subsurface data (manually). The effort included the development of a consistent format and resulted in a publication in the Boston Society of Civil Engineers Journal (BSCES, 1984). Our proposed project under the current Berger initiative is to continue this effort and bring it up to date with the technology available: GIS, digital data, 2D and 3D visualization.

The proposed project will explore the use of technology to provide a direct connection from accessing data in a digital archive to viewing and analyzing data with visualization software. The combination of data retrieval and data visualization will be a unique application of technology to enhance a library resource. By compiling the geotechnical data in a relational database, the information can be explored and queried for analysis in a GIS. The GIS then provides an environment for mapping and visualizing the information. The resulting educational and research tool will provide a direct and powerful interface for accessing and visualizing subsurface conditions beneath Boston.

The assembled geotechnical data will include stratigraphy (i.e. depth to bedrock, thickness of artificial fill, thickness of clay, etc.) and material properties. These geotechnical data are important for describing and understanding foundation conditions beneath structures and have had an important effect on the development of Boston. The inclusion of 2D maps of Boston in the GIS will provide geologic and historic context for the geotechnical data. In addition, the geotechnical data will supplement the geologic map coverage and provide research opportunities on improving the geologic map coverage of the region.

A set of teaching modules designed for students and researchers to highlight the advantage of digital data and visualization through GIS in engineering education and research will be developed using the data retrieval/visualization tool (GIS for geotechnical data). The teaching modules will direct the student to use the GIS tool to answer specific questions about the subsurface conditions in Boston and how those conditions affected the development and resulting infrastructure of Boston. The GIS for geotechnical data will provide a powerful educational tool for teaching important engineering skills to students within the context of geology and Boston history. By developing this resource in collaboration with Tisch Library staff (Wayne Powell), the library will be able to provide instruction on accessing and using the digital data for the Tufts community.

This project will build on previous initiatives by the library, the CEE department, and the Geology Department: 1) the Tufts Digital Library Collection - Boston Streets Project, 2) the compilation of geotechnical data published in the Boston Society of Civil Engineers Journal, 3) an on-going research project which is developing a database of geotechnical data for Boston to assess seismic hazard, and 4) on-going research mapping stratigraphy and sea level history in marsh deposits around Boston. In addition, the project aligns well with both the mission of the school of engineering to promote technology use across campus and the mission of the Berger Family Technology Transfer Endowment to "explore the world of information technology in order to improve [the library staff and faculty's] skills," to transfer these skills across campus and to apply the discoveries "to real issues within the University." Finally, this project will help establish collaborations between the CEE and Geology departments and the library that will continue in the future.

The project will be accomplished with the achievement of the following four goals:

  1. Gather relevant geotechnical, geological, and historic data for Boston and transform this data into digital formats.
  2. Build a database/GIS/web interface for visualization of the compiled data as a resource for inclusion in the digital library collection.
  3. Design a series of teaching modules for the Tufts community to be led by faculty and library staff.
  4. Develop a plan and consortium for extending this resource beyond geotechnical data for Boston and beyond the Tufts community.

Project Goals, Timeline and Milestones

The four goals of this project will be accomplished according to the work plan described below:

Goal one: Gather relevant geotechnical, geological, and historic data for Boston.
Timeline: January 2003 - December 2003
The CEE department will take the lead on organizing the data collection with the help of Tisch Library staff and the Geology department. Under the direction of Prof. Baise, the CEE department has already begun to develop a geotechnical database for greater Boston for research purposes. This existing database will be the starting point for data collection. A CEE graduate student and (CEE or Geology) undergraduate student will focus on finding additional public sources of geotechnical data and work with the library staff in choosing appropriate historic and geologic maps for the project. The library staff will also identify additional sources of geologic, historic, and geotechnical data for inclusion in this project. Digital collections will help provide guidelines and assistance for assembling and formatting the data according to digital library content standards as part of the digital library collection.

The source data for this project (publicly available geotechnical data, historic maps, and geologic maps) are summarized below:

  1. Publicly available geotechnical data (boring logs)
    1. Prof. Baise and students have developed a geotechnical database for the Boston/Cambridge area. This database has focused on the artificially filled areas of Boston including over 1000 boring logs along the margins of the Charles River. In addition, the Central Artery/Tunnel Project data have been collected and provide an additional 2000 boring logs along the alignment of the project. Figure 1 shows a location plan for the boring logs compiled in the existing database over an orthophotograph.
    2. As part of the proposed project, the database will be extended to include additional publicly available data. Possible sources include:
      1. United States Geologic Survey (Government Documents are stored in a repository at Tufts University)
      2. Massachusetts Highway Department
      3. Massachusetts Water Resources Authority
      4. Massachusetts Port Authority
      5. Other city and state agencies
  2. Historic maps compiled for an on-going Boston Streets Mapping project (Digital Collections)
    1. A compilation of Boston historic maps and eleven Boston City Directories is currently underway (funded by the Institute of Museum and Library Service and a private foundation in conjunction with the Bostonian Society). The maps have been digitized and geographically referenced so that they will easily fit into the GIS developed for this project. The proposed project would extract the relevant maps from this project in order to provide a historic and land-use context for the geotechnical data. This is especially relevant in Boston, since the Boston peninsula was extensively filled to create the Back Bay, the South End, etc. This filling has a significant impact on civil engineering projects in the area.
  3. Geologic maps for Boston
    1. The inclusion of existing geologic maps will provide the geologic context for the geotechnical data. The Geology Department is a depository for USGS maps. Map names and searchable data are now in a relational database; however, none of the maps is in digital format. Bedrock geologic and surficial geologic maps for the Boston Basin will be digitized and included in the proposed Website

Goal two: Build a GIS/web interface for visualization of the compiled data.
Timeline: Fall 2003 - Spring 2004
GIS
Working with the GIS center (Denise Castronovo), the graduate student research assistant and CEE faculty will develop an efficient GIS for the project. The GIS will provide the capability to examine the subsurface data visually in 2D and 3D. The GIS center currently has the program, ARCGIS, which will provide the base for the GIS. In addition, Environmental Visualization System or EVS, a commercially available software package, will be acquired and used for developing cross-sections and 3D subsurface maps. EVS can be used as an extension to ARCGIS, which will facilitate the integration of the software package. The GIS will be developed in parallel with the web interface to insure compatibility as discussed below. The Geology department will serve an advisory role in the development of the 2D and 3D visualization models, to ensure that the representations are geologically reasonable.

Web interface
Working with Tisch Library, Digital Collections, and/or Academic Technology and CEE faculty, a second graduate student research assistant will take the lead on the development of the web interface to make the GIS and geotechnical database accessible over the web for use by the Tufts community. ARCIMS will be used to publish the GIS developed for the project on the web. In addition, methods will be explored to incorporate the 2D and 3D visualization into the web interface. Because EVS can be used as an extension to ARCGIS, ARCIMS will be the primary resource for developing the web interface. The Geotechnical Database and Digital Collection will reside at the Digital Collections facility.

Academic Technology will be used as a consultant in this role as they have some in-house experience in this area. In addition, a proposal has been made to Academic Technology's Internal Grants Program that would augment the web interface development and further develop the visualization capabilities of the tool. The Academic Technology Internal Grant will focus on evaluating 2D and 3D visualization software for use in the classroom as well as on the web-interface.

Goal three: Design a series of teaching modules for the Tufts community.
Timeline: Fall 2003 - Spring 2004
The CEE faculty will take the lead working with the Geology department and Tisch Library to develop appropriate teaching modules. The teaching modules will be delivered in courses across the two departments with instruction by the faculty and Tisch library staff (Wayne Powell). At the completion of this task, Wayne Powell will be equipped to present 45 minute instructional sessions on the digital dataset to Tufts students and faculty across the campus, therefore providing a link to the greater Tufts community. In additional an effort will be made to work with Digital Collections in order to make connections to the Boston Streets project and other available historic data. The teaching modules would explore how subsurface conditions influenced the development of Boston, focusing on four important buildings (see Figure 1 for location of these sites):

  1. Faneuil Hall/Quincy Market - Faneuil Hall was constructed on the original Boston Peninsula, underlain by strong soils whereas Quincy market is on filled land.
  2. Boston Public Library - constructed on Back Bay fill and severely damaged by urban groundwater lowering.
  3. John Hancock Tower - Boston's tallest structure, whose construction affected adjacent structures.
  4. South Station - South Station offered one of the major challenges to the Central Artery construction because of the underground transportation and communication infrastructure.

The proposed Teaching Modules would develop the following skills:

  1. Accessing geotechnical data through the online GIS interface
  2. Geologic interpretation of subsurface data in the context of 2D geologic maps
  3. Visualization of subsurface data
    1. Interpreting and drawing cross-sections (2D)
    2. Developing 3D subsurface maps
  4. Understanding subsurface effects on Boston Development
    1. Relating historic maps and development to the subsurface conditions

The proposed Teaching Modules would be used in the following courses:

  1. Tufts University
    1. School of Engineering
      1. EN23: Building Big (first year students)
      2. CEE42: Introduction to Geotechnical Engineering (junior students)
      3. CEE81 Civil Engineering Capstone (seniors)
      4. CEE146 Foundation Engineering (seniors and graduate students)
      5. CEE193A: Engineering Geology and CEE142: Shear Strength and Consolidation (seniors and graduate students)
    2. School of Arts and Sciences
      1. GEO 115: Glacial and Quaternary Geology
      2. GEO 35 and GEO 36: Sedimentology and Stratigraphy
      3. GEO192: Selected Topics in GIS

Goal four: Develop a plan and consortium for building on this resource.
Timeline: Spring 2004
In order to continue this project, we will explore expanding the GIS beyond geotechnical subsurface conditions to include additional layers that can be easily accessed and displayed for other civil and environmental engineering, geology, and planning uses.

Specifically we will explore the feasibility of additional data layers and potential funding possibilities:

  1. Urban Infrastructure (Roads, subways, utilities)
    1. The addition of urban infrastructure would extend this GIS to be a useful emergency-planning tool. A similar project in Manhattan provided a necessary resource in the immediate aftermath of the September 11th terrorist attacks. The GIS was used to quickly assess the damage to buildings and infrastructure in the area surrounding the World Trade Center. A National Science Foundation Request for Proposals has recently been released in this area. We will respond to that RFP as a continuation of this project.
  2. Environmental Engineering and Watershed management
    1. The addition of environmental/water engineering information to the existing database will extend the use to environmental engineers and environmental planners. Several colleagues in CEE work in this area and will be approached for future collaboration. This possibility will be explored.
  3. Geologic Mapping
    1. This digital resource will provide an excellent resource for researchers to develop geologic maps of the region. Geologic mapping for Boston is currently very limited and as a result of the extensive urbanization difficult to accomplish without subsurface explorations; therefore, the compilation and visualization provided by this project will stimulate and lead to the production of needed geologic maps. Further funding and collaborations in geologic mapping will be explored.
  4. Extension of teaching Modules to K-12
    1. Working with the Center for Engineering Education Outreach, we will explore funding opportunities that would extend this resource for use in elementary, middle school, and high school education. The National Science Digital Library will be a potential avenue for funding.

Project Deliverables

  1. Digital library resource for Boston geotechnical data
  2. On-line GIS Website
  3. Teaching modules for undergraduate and graduate courses as well as instruction at Tisch Library for using the digital data resource
  4. Proposal to another funding agency to continue and extend the project

Project Participants

Civil and Environmental Engineering Department
Laurie Baise, Assistant Professor
Lewis Edgers, Professor
Graduate Student Research Assistant (for GIS development and data collection)
Graduate Student Research Assistant (for Web-interface development)

Geology Department
Anne Gardulski, Associate Professor
Undergraduate Research Assistant

Tisch Library
Wayne Powell

Digital Collections and Archives
Greg Colati, Director

GIS Center
Denise Castronovo

Academic Technology
Available on a consultant level


Figure 1. Location Plan of Project with currently available data plotted. The four proposed sites for the teaching modules are also shown.

Berger Technology Grant Proposal

    

Digital Boston Geotechnical Database for Research, Teaching, and Technology Transfer

Budget

      
       

Staff

Role

Months

Amount
       

Faculty Time

      

Laurie Baise

Management

  

$3,000.00

Lewis Edgers

Management

  

$2,000.00

Anne Gardulski

Geology Course oversight

  

$1,000.00
       

Student Assistants

      

Graduate Research Assistant

Data collection - GIS

9

$13,500.00

Graduate Research Assistant

Web interface

9

$13,500.00

Undergraduate Research Assistant

Data Collection - Maps

9

$2,700.00
       

Consultation

      

Tisch Library Miscellaneous (Wayne Powell)

    

$3,000.00

Academic Technology Consultation

    

$3,000.00

GIS Consultation

    

$2,000.00
       

Materials

      

Map Digitization

    

$2,000.00

Miscellaneous supplies

    

$300.00

Text/Image Content Digitization

    

$1,000.00

Storage Space at Digital Collections

    

$3,000.00
       
       

Total

    

$50,000.00

Budget Justification

Faculty Time:
Laurie Baise
Responsibilities: Oversee project management. Hire and manage graduate research assistants. Oversee GIS and web interface development. Interface with Academic Technology and the GIS Center. Develop teaching module for CEE193A - Engineering Geology and CEE142 - Shear Strength and Consolidation.
Compensation: $3000 Stipend

Lewis Edgers
Responsibilities: Oversee project management. Specifically oversee geotechnical data collection. Develop teaching module for EN23 - Building Big and CEE42 - Introduction to Geotechnical Engineering.
Compensation: $2000 Stipend

Anne Gardulski
Responsibilities: Responsible for collection of geologic maps for project area (with the help of undergraduate research assistant). Hire and manage undergraduate research assistant. Develop teaching modules for GEO 115 - Glacial and Quaternary Geology,
Compensation: $1000 Stipend

Student Assistants:
Graduate Research Assistant (GIS)
Responsibilities: Collect geotechnical data and build database. Interface with Digital Collections on appropriate digital data format. Working closely with CEE faculty, develop GIS for project including the 2D and 3D visualization using the EVS software (interface with GIS center and academic technology as necessary). Assist faculty in teaching module development.
Compensation: $1500/month stipend for nine months (20 hours/week)

Graduate Research Assistant (Web interface)
Responsibilities: Working closely with CEE faculty, develop Web interface for project. Interface with Academic Technology and GIS center staff as necessary.
Compensation: $1500/month stipend for nine months (20 hours/week)

Undergraduate Research Assistant
Responsibilities: Working closely with GEO faculty, collect geologic maps for project area.
Compensation: $300/month stipend for nine months (5-10 hours/week)

Consultation:
Tisch Library Staff
Wayne Powell will assist in the data collection and in developing teaching modules. The result of Wayne Powell's participation in the teaching module development will be that he can provide a 45 minute demonstration of accessing the digital data resource that can supplement class time. Wayne Powell will therefore provide a link between the digital resource and other Tufts faculty.
Requested Amount: $3000 to be used at Tisch Library's discretion (hire student assistants or library staff stipend).

Academic Technology Consultation
Academic Technology will be available on a consultation basis to help with the design of the web interface.
Requested Amount: $3000. In addition, an Academic Technology internal grant has been applied for and if granted will include $30,000 worth of matching funds to further develop the visualization aspect of the project, the teaching modules, and the web interface.

GIS Center Consultation
Denise Castronovo will be available on a consultation basis to help with the design of the GIS for this project.
Requested Amount: $2000

Materials:
Map Digitization
Maps will be digitized at approximately $200 per map. The digitization will be coordinated by Digital Collections.
Requested Amount: $2000 (digitization of 10 maps)

Miscellaneous Supplies
Certain supplies may need to be purchased over the course of the project such as: maps from the United States Geologic Survey, office supplies (including ink for printers), etc.
Requested Amount: $300

Text/Image Content Digitization
Supplemental text or images will be digitized as needed.
Requested Amount: $1000

Storage Space at Digital Collections
The digital collection will reside at Digital Collections; therefore, we will need to pay a rent for the use of 100 gigabytes of disk storage at the data depository.
Requested Amount: $3000 (100 gigabytes of disk storage)

2001/02 Award Winner

The Frederic Louis Ritter Collection: A Paradigm for Special Collections Access and Use

Submitted By Michael J. Rogan, Music Librarian, Tisch Library;
Jane Bernstein, Austin Fletcher Professor of Music, Department of Music;
Gregory Colati, Director, Digital Collections and Archives and University Archivist;
Thomas Cox, Web Designer, Library Information Technology Support, Tisch Library.

SUMMARY

This proposal seeks to make a significant special collection at Tufts, the Fr�d�ric Louis Ritter Collection, more readily available, more widely known, and used by not only scholars but students as well. This can be accomplished by creating a new model for using special collections outside of the reading room through digital scanning, enhancing the content of special collections through web publishing of supporting material, and developing curricular resources from special collections material through an integrated Website

HISTORY OF THE RITTER COLLECTION

The Frédéric Louis Ritter Collection was purchased at auction by trustee Albert Metcalf, and donated to Tufts University to support the teaching of music (a professorship of music having been proposed and funded by Metcalf in 1895). The entire Metcalf Musical Library was presented in a series of gifts from that year, completed by 1901, and eventually totaled about 2500 scores, books, periodicals, and pamphlets about music. It was stipulated that it be kept from mingling with the College's other holdings, and was housed for many years in the Music Department under the care of Professor Leo Rich Lewis, first professor of the History and Theory of Music at Tufts, and head of the Music Department for fifty years.

Frédéric Louis Ritter was a noted scholar, composer, and conductor. Born and educated in Strasbourg, he emigrated to the United States at the age of 23, first settling in Cincinnati ("where he was conspicuous for his activity in the advancement of taste and culture"--W.S.B. Mathews), and later moving to New York. He was made the first Professor of Music at Vassar College in 1867, where he served until his death in 1891. Throughout his life here, he made significant contributions to the study of and appreciation for Art music in America. His personal library displays the intellectual curiosity of a scholar and the passion of a collector, and contains many important works from the 16th to the 19th centuries, and covers all areas of musical interest: history, biography, theory, composition, and performance.

In the third quarter of the 20th century, the collection was transferred to Special Collections, where it is now housed. It remains the single largest named special collection held by Tufts. Its many years of use and the variable conditions under which it has been housed during the last 100 years have left many items in the collection in fragile condition. Furthermore, it has never been cataloged, and the complete contents of the entire collection remain a mystery to most of the Tufts musical community. Indeed, the very existence of the collection is virtually unknown outside of Tufts.

Intrepid users of the collection over the decades have devised their own means of understanding and locating items within the collection. The auction catalog from the sale of the collection exists, but offers no detail, merely providing short forms of author, title and publication. Professor Leo Lewis devised a card catalog to an accession number system for the collection when it was still housed in the Music Department. Music Librarian Brenda Goldman inventoried the collection in the 1970s, noting which titles were missing and which titles were eligible to be included in the international bibliography RISM (Répertoire International des Sources Musicales). In the 1980s Austin Fletcher Professor of Music Jane Bernstein had graduate students go through the collection and complete data register sheets to capture such information as date of composition and correct mistakes found in the auction catalog. In 2000, Archivist Greg Colati had the auction catalog transcribed into an Excel spreadsheet so that it could be electronically searchable. A consultant, John Shepard (Head of Music Special Collections, New York Public Library of the Performing Arts), hired to evaluate the collection in November of 2001, annotated and corrected that Excel spreadsheet. However, none of these attempts were designed for the public; furthermore, their data has never been collocated and their insights remain isolated from one another. The treasures of the Ritter Collection remain hidden from the larger musicological community and untapped by the Tufts curricula in music and the liberal arts.

PROJECT NARRATIVE

Our goal is to demonstrate how technology can allow special collections material to be used in new and exciting ways to enhance undergraduate education and even secondary school curricula. Unique, fragile, and rare materials have historically been locked away, reserved for the elite scholar. We desire to show how to reach undergraduate and secondary education environments with original source material accompanied with the means to understand and utilize that source material.

Since it remains uncataloged, a single, universal method of identifying the content of the Ritter Collection is clearly needed. Phase I of our proposal is to build that means, using the sources of information created by the past experts of the collection. Data from the Lewis card file, the Bernstein register sheets, the Goldman annotations to the auction catalog, and that catalog itself (in its modified and expanded Excel incarnation) will be transcribed into a web-mounted searchable SGML-based finding aid. While this is not the equivalent of full MARC cataloging into a national utility (such as OCLC or RLIN, see "Planning for the Future" below), it would provide an accurate index to the contents of the collection fully available to the public for the first time in its century of residence at Tufts.

Phase II of the project will use specific items from the collection to educate the musical community at Tufts and the greater Boston metropolitan area, and to begin building a resource that would allow special collections and related contextual material to be regularly used--not just by scholars in a reading room, but by teachers at all levels who want to reach different populations through technology.

To accomplish this, we will need to develop content that explains and enhances original source material in the Ritter Collection. We propose to do this by asking a series of nationally-recognized music scholars in areas of study that are strongly represented in the Ritter Collection to identify an item or several related items that interest them by using the completed web Finding Aid, and inviting them to give a colloquium here at Tufts about their subject using the Ritter material. All content they develop will become part of the Ritter Website

The selected items will be scanned and linked to the Finding Aid. What we propose will expand upon the scanning and markup skills (of text and of images) that have been developed through earlier Berger proposals. The scanning and markup of musical score is an area new to us at Tufts, and a subject of growing interest in the greater scholarly community. The complex relationships of highly symbolic music notation and their graphical representation across pages throughout a score--and even between scores--presents many interesting challenges to the library and archives staff who want to make this material available for scholarly study. Having musical score not only available digitally but also marked up for retrieval of musical content presents new opportunities to researchers and theorists, comparable to the early days of text OCR for literary scholars. We intend to seek out musicologists and theorists who are eager to take advantage of this opportunity, and not only for their own research, but additionally as a means of conveying their discoveries to students.

Scanning and markup of special collections material creates only the core of a Ritter Collection Website The scanned material will be available to the scholars as they prepare their colloquium papers, and will function as a resource during each colloquium presentation. But beyond this core, each scholar's research will be published on the Ritter Website, and linked to the scanned material. Any additional contextual information either created or identified, such as digital audio files of musical performances, or other editions of selected scores or treatises that are available via the web (such as through Gallica, the online image repository of the Bibliothèque Nationale de France), will also be linked to the Ritter Website By developing web publishing skills for newly created material, we in the library and archives will be deepening and expanding our support of very traditional functions of the University, but in a new technological environment.

The colloquia will be open to students and faculty not only at Tufts but also throughout the region. The invited scholars will be promoting the use of the Ritter Collection by highlighting some of its treasures, demonstrating new research and teaching methods using technology, and providing a model for Tufts graduate students who will be encouraged to develop new expectations for the use of special collections. We recognize that we will need to carefully select the faculty to be invited to meet our high expectations, but remain confident that we can attract partners seeking to share their expertise and teach through technology to different populations.

This project is in perfect harmony with the goals of the Berger Family Technology Transfer Endowment. Particularly relevant are the following goals, articulated in the Call for Proposals:

We feel we are moving, with Berger support, to a higher level of understanding of the uses of technology, and keeping Tufts apace with the greater digital community as described in a report prepared by members of the Digital Library Forum and distributed by the IMLS at http://webwise.mse.jhu.edu/IMLS-Framework.html:

A Framework of Guidance for Building Good Digital Collections.

This Framework is intended for two audiences: first, for people who are working in the context of projects and want to develop good digital collections; and second, for funding organizations and agencies that want to encourage the creation of good digital collections.

The use of the word good in this context requires some explanation. In the early days of digitization for the Web, projects could be justified as vehicles for the development of methods and technologies, as experiments in technical or organizational innovation, or simply as learning experiences. A collection could be good if it provided proof of concept, even if it disappeared at the end of the project period. As the environment matured, the focus of collection building shifted towards the more utilitarian goal of making relevant content available digitally to some community of users. The bar of goodness was accordingly raised to include levels of usability, accessibility and fitness for use appropriate to the anticipated user group. We have now entered a third stage, where even serving information effectively to a known constituency is not sufficient. In today's digital environment, the context of content is a vast international network of digital materials and services. Objects, metadata and collections should be viewed not only within the context of the projects that created them but as building blocks that others can reuse, repackage, and build services upon. Indicators of goodness correspondingly must now also emphasize factors contributing to interoperability, reusability, persistence, verification and documentation. At the same time attention must be focused on mechanisms for respecting copyright and intellectual property law.

PROJECT GOALS, TIMELINE, AND MILESTONES

Goal One: Create a Finding Aid to the Frédéric Louis Ritter Collection, incorporating all known sources of existing data.

TIMELINE MILESTONES
prior to July 1, 2002 Identify and collect all known data sources on the Ritter Collection; check data for accuracy; include OCLC holdings (or non-holdings) for each item (OCLC searching will be required to obtain this data); identify data fields necessary for the Finding Aid; build SGML template to hold data; identify student(s) to be hired to input data.
July 1-August 15, 2002 Input data and test searchability of Finding Aid; create a Ritter Collection homepage; mount Finding Aid to Ritter Collection Website We will add colloquium papers and other content as they become available throughout the following year.

Goal Two: Develop support knowledge to create a Ritter Collection Website through a training workshop with existing experts.

Summer 2002 Invite speakers from Johns Hopkins University to offer a training workshop (preceding the Colloquium Series to be offered later in the Fall) which discusses Music on the web and also demonstrates the software they have under development for score markup. Sharing their expertise with the Berger team about the technological issues of mounting scores on the web may offer advantages for future collaboration.
Summer 2002 Identify issues involved with publishing scholarly work of colloquium papers on the web, and develop necessary release forms, copyright transfer documents, and management procedures.
September 2002 Hold training workshop, open to anyone interested from around the region, followed by a day of open discussion about technological and administrative issues of digital music collections.

Goal Three: Invite 5 scholars to present papers at a Tufts Colloquium Series on the Ritter Collection, helping them select material from the Ritter Collection using the Finding Aid, and preparing that material for their use by digitization.

July 1-August 15, 2002 While the Finding Aid is being compiled, work with music faculty to identify strengths of the Ritter Collection and specific "treasures" of interest to the scholarly community; identify notable scholars in these areas of strength who also have a proven interest in teaching through technology.
from August 15 through September 2002 Issue invitations to scholars to participate in the Tufts Colloquium Series and contribute additional content to the Ritter Collection Website; schedule events - at least one colloquium but preferably two in the Fall semester, three in the Spring semester.
Fall 2002 Advertise Colloquium series throughout the region and in the national professional literature for musicology and music librarianship [AMS Bulletin, MLA Newsletter, "Notes for Notes" column of Notes, Fontes Artis Musicae, others to be identified within specific subject fields]; plan a Tisch Library exhibit to highlight the Ritter Collection and the Colloquium series, using selected items from the collection.
Fall 2002-Spring 2003 Scan and markup materials from Ritter Collection selected by scholars; link additional resources identified by scholars, Tufts faculty and librarians that are related to original source materials.

Goal Four: Secure further funding to support the Ritter Collection.

Fall 2002 Meet with representatives from appropriate funding agencies, such as NEH and IMLS, to float possibilities of grants for preservation and access, and further development of the Ritter Collection Website; determine priority of needs for the Collection, based on reports from conservation consultant (Deborah Wender, November 2000) and content consultant (John Shepard, forthcoming Spring 2002), as well as needs of the Music Department and Tufts musical community.
Spring 2002 Draft proposal to best agency, and review with agency.

PLANNING FOR THE FUTURE

The electronic documents created for this project will be permanently housed in the DCA repository, where they can be accessed by either the DCA generic interface, or the Ritter Collection Website The Ritter Collection Website will be overseen and maintained by the Music Librarian with support from LITS, with input from the Music Department and from the Tisch Web Editorial Board. The Web site is a resource for future researchers in the Ritter Collection, as well as a potential publisher of their findings. Past research, in the form of graduate student papers written under the direction of Professor Jane Bernstein about documents from the Ritter collection, should be vetted by a committee of music faculty and the music librarian, authors' permissions sought, and included on the Web site

Future funding for the Ritter Collection is necessary, in particular, to catalog the collection--or at least the significant portions of the collection--using US MARC and rare book and music cataloging principles, so that it may be represented in the cataloging utilities OCLC and RLIN. OCLC searching included in this proposal will help in identifying Ritter materials that are unique or very rare in the OCLC database, which can be noted to strengthen subsequent grant proposals.

It is possible that OCLC searching will identify some exact matches for individual items in the Ritter Collection, although it is more likely that OCLC records will be found that relate to a different edition, state, or issue of a published item in the collection--bibliographic distinctions of some significance to music scholars. Such "hits" will be reviewed by the music librarian and by cataloging department librarians to determine the preciseness of the match and the quality of the bibliographic record. As appropriate, Tufts' holdings will be added to OCLC and the corresponding record downloaded into our local online catalog. Some funding is being reserved for a cataloger with specialization in rare music materials to consult and provide cataloging service in the process, if needed. (Note that Tufts currently does not have a music cataloger on staff, and ships current music cataloging to a contracted vendor. Special collections material should not be similarly shipped, and will need to be dealt with entirely on site. Therefore we are requesting funds to bring a music cataloger on contract (possibly from another BLC library) to Tufts to assist with Ritter materials--although since OCLC searching has not yet been done, we do not know if this will be necessary, and if it does become necessary, how much material will require attention. We will prioritize as needed, and batch workflow as much as possible.)

Funding should also be sought to stabilize the physical condition of the collection, because parts of the collection are quite fragile. This Berger proposal grant, if funded, will allow future granting agencies to witness the value of the Ritter collection, not only to its curricular use here at Tufts, but to the scholarly musical community at large, and allow them to measure Tufts' commitment to the collection.

PROJECT DELIVERABLES

PARTICIPANTS

Michael J. Rogan, Music Librarian, Tisch Library; Project Leader.
B.A., College of William & Mary, 1981. M.A., M.L.S., Columbia University, 1986, 1987.
Appointed 1999.
Responsible for oversight of project, quarterly reporting, heading up Finding Aid development and data verification, student worker supervision.

Gregory Colati, Director, Digital Collections and Archives.
B.A. Colby College, 1978. M.A., Trinity College, 1979. M.L.S., Simmons College, 1991
Appointed 1997.
Responsible for oversight of scanning and digitizing Ritter collection materials, coordinates Finding Aid development with Thomas Cox and Michael Rogan.

Jane Bernstein, Austin Fletcher Professor of Music.
B.A., City College of New York, 1967. M.Mus., University of Massachusetts, 1968. Ph.D., University of California at Berkeley, 1974.
Appointed 1976.
Responsible for Colloquium series administration.

Thomas Cox, Web Developer, Library Information Technology Support, Tisch Library.
B.S., Towson State University; M.M, New England Conservatory.
Appointed 2001.
Responsible for Website design and development, coordinates Finding Aid development with Gregory Colati and Michael Rogan.

2000/01 Award Winner

Mystic Watershed Collaborative Clearinghouse: Information Retrieval, Integration, Analysis and GIS Training

A Project of Tisch Library, the Tufts GIS Center, and Tufts Institute of the Environment

Submitted to the Berger Family Technology Transfer Endowment by Gregory Colati, University Archivist and Head of Special Collections; Regina Raboin, Librarian, Tisch Library; Edward Oberholtzer, Librarian, Tisch Library; and Molly Anderson, GIS Center Director, Associate Director of TIE, and Research Associate Professor, Department of Urban and Environmental Policy

SUMMARY

Tufts has contributed to solving environmental and social problems in the Mystic watershed for several decades through faculty research and reports, student projects, and collaboration with community-based organizations working on watershed issues. Increasing attention from state and federal agencies on water quality in the Mystic River and growing community concerns about the relationship between water quality and quality of life raise the importance and demand for the body of work completed or underway by Tufts faculty, staff and students. However, managing the information that has been generated, integrating it with other available data, and displaying or disseminating it in meaningful ways to different audiences are major challenges. A web-based information management system is a logical part of the infrastructure needed to handle Mystic watershed information, given the tremendous surge in use of the internet for retrieving information over the past decade. A Geographic Information System (GIS) is the ideal tool, as part of the overall information management system, for the integration, analysis and display of place-based information.

With a grant from the Berger Family Endowment, we would like to develop an interactive Website to consolidate and make accessible the wealth of information available on the Mystic watershed. The core collections we will use are Tufts faculty and student projects and Mystic River Watershed Association documents in the University Archives. A simple Website for the Mystic Watershed Collaborative has been developed already by TIE staff (http://www.tufts.edu/tie/mwc), which we will supplement with these two core collections. In addition, we will incorporate a GIS interface to allow users to access and display related data on water quality, environmental quality, demographic characteristics, and other factors relevant to understanding the changing environment and population in the Mystic watershed.

Using the interactive website as a model, we would like to design and conduct a series of workshops for Tufts librarians, staff, faculty and students to teach them how to:

We also will design and conduct an overlapping series of workshops for community partners, faculty and students who are interested primarily in the Mystic watershed, and who want to learn how to use the Website we have developed to its full potential.

NARRATIVE

On March 29, 2000, Tufts President DiBiaggio joined Grace Perez (Executive Director, Mystic River Watershed Association), Mindy Lubber (then Director, US Environmental Protection Agency Region 1), Dorothy Kelly-Gay (Mayor, City of Somerville), and Robert Durand (Secretary, Massachusetts Executive Office of Environmental Affairs) in a joint commitment to improve environmental quality in our watershed. This was the official launch of the Mystic Watershed Collaborative (MWC), with the mission of helping to restore the Mystic River to fishable and swimmable condition by 2010.

This partnership formalizes a long-term relationship that has existed between individual Tufts researchers or students and community-based organizations working on environmental issues in the Mystic watershed. For example, Tufts faculty and students designed and helped conduct the epidemiological studies in the 1980s documenting the correlation between children's diseases and contaminated wells in Woburn, leading ultimately to the infamous "Civil Action". Other faculty members have monitored water quality and stability of flow, and designed modules on water quality for use by local high school science teachers. Graduate student teams have considered the plight of the alewife as it struggles to migrate upstream through deteriorating dams, contentious land-use disputes between developers and citizens who want to preserve open space, and antiquated sewer systems that allow raw sewage to spew onto city streets and into streams during storms. Students in several departments have completed projects using Geographic Information Systems (GIS) to analyze, map and display different kinds of spatial data in the watershed. Undergraduate students have organized or participated in numerous river clean-ups. At least 15 faculty members from different disciplines have expressed interest in service learning projects focused on Mystic watershed problems.

While individual projects have been quite valuable, Tufts faculty, staff, student and alumni projects in the watershed have been fragmented and uncoordinated with other efforts at local and state levels. Faculty and students are enthusiastic about designing research and service projects in the watershed, but they need a comprehensive orientation to work that has been done already or is being done now. Otherwise, they are left without a clear understanding of actions needed and may feel frustrated and without direction. People who want to contribute to work in the Mystic also need a comprehensive overview of previous and ongoing projects. Frequently those in one School or department are unaware that others, in another part of Tufts, are working on a similar issue. For example, we discovered last year that interns from the Department of Education were working with some of the same science teachers with whom a faculty member in the Department of Civil and Environmental Engineering was designing classroom curriculum. The lack of communication about past and present work may lead to redundancy of effort and, at worst, situations in which faculty and students work at cross-purposes with our community-based partner, the Mystic River Watershed Association (MRWA).

A single clearinghouse for information related to Tufts projects in the Mystic watershed is needed to make reports and data accessible to students, faculty, local schoolteachers, and community organization members. This would increase the efficiency and efficacy of work that various divisions of Tufts are doing in the watershed by raising awareness of the our partnership with the MRWA, clarifying the objectives of the Mystic Watershed Collaborative and ways that the MRWA has proposed we work on those objectives, making gaps in data and services apparent, and increasing awareness among people working on related projects. A simple GIS interface for this clearinghouse would allow users to map selected layers of data from the watershed, thereby helping them understand the interrelationships of environmental quality, socioeconomic inequity, and public health.

The first phase of our proposed project (summer and fall 2001) will be devoted primarily to developing this clearinghouse in the form of an interactive website, and developing content to be stored in the Tufts data repository. After creating the website, with input from anticipated users, we will evaluate it with different kinds of users and make revisions as needed. During the second phase of the project (summer 2001-spring 2002) the main emphasis will be on designing and conducting workshops for library staff, faculty, students and Tufts staff who are interested in creating a similar integrated compilation of place-based information, in using the Mystic Watershed Collaborative clearinghouse to its full capacity, or in learning how to incorporate library research methods and GIS into their courses and research sessions. We plan to use the Mystic Watershed Collaborative Clearinghouse as the focal point, and demonstrate more general concepts by describing how we approached challenges we encountered in developing the website.

The tentative workshop sequence we propose is:

We anticipate that these topics will be valuable to students, staff and faculty working in many different disciplines, as well as community-based partners interested in GIS. The workshops could be adapted after development for future use in various departments or Schools. For example, presentations could be designed for Masters of Public Health students on the collection of information about the spread of West Nile Virus in New England, digitization and georeferencing of data, and its analysis and display with GIS. Or presentations might be designed for Fletcher students on ways that natural disasters interact with environmental problems, demographic trends, and agricultural production levels in the Sub-Saharan region.

We envision a similar format for each workshop: a) introduction and overview of the session and its learning objectives; b) presentation or demonstration of the relevant material or process from the MWC Clearinghouse project; c) completion of an exercise by small groups, using the concepts or skills introduced in the demonstration; and d) recapitulation of the main concepts. The information presented in each workshop would be summarized in a handout for future reference.

This project seems to be especially appropriate for a Berger Family Endowment grant. It will facilitate technology transfer of GIS, a valuable, relatively new tool for dealing with place-based data. GIS has become essential for research and information management in fields that compare data in different geographic areas, or correlate different kinds of data in a single area. Consequently, the demand for GIS instruction at Tufts is rising sharply and now exceeds the availability of classes and workshops. The single course in GIS offered this semester was filled immediately, and the instructor added another entire section for students who preregistered. Using the MWC Clearinghouse as the focal point for GIS instruction would provide practical, easy-to-grasp applications of the technology to issues on which people in many departments and disciplines at Tufts are working.

Our proposed activities go beyond simple training in GIS. They place the use of GIS within the broader context of information retrieval, storage in standardized formats, compatibility, and dissemination. Anyone who deals regularly with the internet or with GIS needs to be able to assess whether the information he or she retrieves is comprehensive and of high quality. The availability of powerful new information technology can encourage "shortcuts", such as an internet search for a topic with a single search engine, rather than a comprehensive search for all relevant references. Creating digital content according to library standards ensures the continued accessibility of this information for the foreseeable future. And checking for the internal compatibility and adequate representation of different kinds of information is essential for sound analysis and interpretation.

Contemporary technology for information dissemination requires that people with this responsibility know how to create appropriate Website interfaces for different audiences, and have a repertoire of tools to display that information. Building the MWC Clearinghouse and transferring the lessons learned in the process will help others to acquire those tools. Additional points of intersection between the proposed project and the Berger Endowment's priorities are that the MWC Clearinghouse would allow the library to make valuable information in the MRWA archives, which have not yet been processed, available within and beyond Tufts. It would increase productivity by improving interdepartmental communication and access to prior projects. Finally, it would add value to secondary education and partnerships between Tufts departments and secondary school teachers who are incorporating watershed issues into their curricula.

PROJECT GOALS, TARGET DATES, OBJECTIVES, and MILESTONES

GOAL 1: Create a comprehensive Website clearinghouse for the Mystic Watershed Collaborative, in a form usable to prospective audiences.

Objective 1.1 Collect all past and present work by Tufts faculty and students related to the Mystic River and environmental quality in the Mystic watershed (reports, data, student projects, etc.). Identify federal or state reports, databases, and materials in the MRWA archives housed at Tufts that are useful to understand Tufts faculty and student projects and place them in their historical regulatory, scientific and social context.

Target Dates: January 2001 - June 2001

Milestones:

a) Undergraduate student assistants from ES-27 begin collecting relevant reports, student projects, and data during the Spring 2001 semester. They work with Professor David Gute, Molly Anderson, faculty advisors, state agency contacts identified by members of the MWC Steering Committee, MRWA staff members, Regina Raboin, Ed Oberholtzer, and Wayne Powell to ensure that their collection is comprehensive.
b) Student assistants consult with Johanna Meyer about the compatibility of geospatial coordinates in the data they retrieve, and work with her to address incompatibilities.
c) MRWA staff work with Greg Colati, Sheri Kelley, and the MRWA Archives Student Assistant to identify material in their files to be archived.
d) Molly, Greg and the MRWA staff recruit a MRWA Archives Student Assistant to begin working when classes end.

Objective 1.2 Refine the site-map of the Mystic Watershed Collaborative Website developed by the Tufts Institute of the Environment to include maps, data, metadata, and textual documents which address specific information needs of students, faculty, and community-based watershed advocates.

Target Dates: March 2001 - May 2001

Milestones:

a) The Clearinghouse Team reviews the current Website and plans needed modifications, which they communicate to ES-27 student assistants.
b) Student assistants interview potential faculty, student, and community-based users of the Clearinghouse to identify their specific information needs.
c) Students revise the site-map based on the their findings and the decisions of the Clearinghouse Team, and present it to the Mystic Watershed Collaborative Steering Committee for review, and to V.Y. Chow and Jake Sterling for identification of changes which would improve its functionality.

Objective 1.3 Digitize and catalog selected material according to library standards.

Target Dates: June 2001 - August 2001

Milestones:

a) The MRWA Archives Student Assistant stores materials to be archived in the Tufts digital repository.
b) The MRWA Archives Assistant catalogs the Clearinghouse Website and all archived materials to be accessible through the Tisch Library catalog, using standardized vocabulary to allow searching for specific information, addition of new materials in the future, linkages with other keyword-coded collections, and relatively easy transitions to new technology as it is developed.
c) The MRWA Archives Student Assistant works with MRWA staff and Archives staff to select a subset of the archived and active materials to digitize for the MWC Clearinghouse, scans these selected materials with Optical Character Recognition (OCR), and edits the files for accuracy.
d) The MRWA Archives Student Assistant works with MRWA staff on other projects to free their time for consulting on this project, and to familiarize him/herself with the work of the Association and the MWC.

GOAL 2: Build a simple Geographic Information Systems (GIS) interface for the Clearinghouse, capable of integrating spatial information from various sources.

Objective 2.1 Revise the MWC Web site to include reports and data.

Target Dates: April- August 2001

Milestones:

a) Greg Colati and Sheri Kelley develop a letter requesting permission to serve archived materials, old projects, and current projects and reports to the Website
b) The MRWA Archives Student Assistant distributes the letter and tracks responses.
c) V.Y. Chow works with Jake Sterling and student assistants to revise the Website based on the new site-map and test it on different platforms, with advice from the Clearinghouse Team and advisors on the interface.
d) Johanna Meyer advises V.Y. on building links that will be compatible with the GIS interface.

Objective 2.2 Incorporate the interface into the existing MWC Website

Target Dates: June 2001 - August 2001

Milestones:

a) Johanna Meyer investigates options that meet any restrictions of the ArcIMS piece of the Tufts ArcView GIS license and allow rapid uploading of GIS software to different web platforms.
b) Johanna and the GIS Student Assistant modify products of past student projects as needed to be suitable for serving to the Website, and guide students developing current projects to make static maps and documentation of the purpose and results of their projects.
c) Regina Raboin and Ed Oberholtzer advise on the information design of the GIS interface.
c) Johanna and V.Y. add the GIS interface to the MWC Website, test it on different platforms, and correct problems.

Objective 2.3 Evaluate the Web site with users.

Target Dates: August - October 2001

Milestones:

a) The Clearinghouse Team develops a list of possible Website evaluators, with input from the MWC Steering Committee, and a set of evaluation questions.
b) The MRWA Archives Student Assistant and the GIS Student Assistant interview users and compile results for the Clearinghouse Team.
c) V.Y. Chow makes changes in the Website recommended by the Clearinghouse Team.

GOAL 3: Design and conduct a series of workshops to teach users how to incorporate GIS into their information literacy sessions, courses, research and workshops; find and compile comprehensive, spatially-referenced information sets; and create and use a web-based GIS interface that can integrate and display geo-spatial information.

Objective 3.1 Design and publicize workshops.

Target Dates: Summer - Fall 2001

Milestones

a) Regina Raboin and Johanna Meyer design the workshop series, and circulate the learning objectives and outline to members of the Clearinghouse Team for review.
b) Regina and Johanna draft a summary description of the proposed workshops incorporating suggestions from the Clearinghouse Team; circulate it to staff, Tufts faculty and students, and community-based partners in the Mystic Watershed Collaborative identified by the Clearinghouse Team; and schedule the workshops based on feedback received.
c) Tisch Library, TIE and the GIS Center publicize the workshops (as a series, and also highlighting each workshop for targeted audiences).

Objective 3.2 Conduct and evaluate the workshops, attracting at least 10 participants to each from the combined target audiences.

Target Dates: Fall 2001 - Summer 2002

Milestones:

a) Johanna Meyer, Regina Raboin, Sheri Kelley, and the GIS Student Assistant conduct the workshop series.
b) Attendees at workshops complete short surveys at the end of each session. Among the questions asked will be whether the Mystic Watershed Collaborative Clearinghouse was helpful to participants in making concepts and processes more concrete.
c) The MRWA Archives Student Assistant and the GIS Student Assistant analyze the questionnaires and compile results for the Clearinghouse Team.
d) The Clearinghouse Team meets on a quarterly basis at minimum for the duration of the project to make internal assessments of the value of the workshops, identify prospective audiences, and modifications which would make them more useful to certain audiences.

GOAL 4: Draft policy and procedures to ensure awareness of GIS services, and coordination of the delivery of those services between Tisch Library staff and GIS Center staff.

Objective 4.1 Encourage participation in the training workshops of Library staff who will be expected to know about GIS, and ensure that workshops are relevant to their needs.

Target Dates: Fall 2001 - Summer 2002

Milestones:

a) Greg Colati and Sheri Kelley, in consultation with Regina Raboin, Ed Oberholtzer, and Jo-Ann Michalak, draft a list of library staff-members from across the campuses who need to know about GIS, and the kinds of information they need (ranging from awareness of its capacities and location of the GIS Center to ability to use ArcView software with some proficiency).
b) Greg and Sheri Kelley contact these staff members to ascertain their interest and specific needs.
c) If needed, Clearinghouse Team devises incentives to encourage attendance at the workshops.

Objective 4.2 Observe where gaps in communication seem to occur on a regular basis, and address these with formal procedures.

Target Dates: March 2001 - June 2002

Milestones:

a) Molly Anderson collects complaints and suggestions for improved procedures from Website users and members of the Clearinghouse Team.
b) Clearinghouse Team members discuss potential policy and procedures to improve communication and service delivery.
c) Molly Anderson drafts text for review by the Clearinghouse Team members and appropriate administrators (e.g., Director of Tisch Library, V.P. for Information Technology, Director of University Technology Services).

CLEARINGHOUSE TEAM (boldface indicates new temporary positions created for the duration of this project)

GIS Center Staff:

Johanna Meyer (GIS Center Coordinator)
GIS Student Assistant (to be hired)

Tisch Library Staff:

Regina Raboin (Librarian)
Ed Oberholtzer (Librarian)
Wayne Powell (Librarian)
Reference Desk Assistant (to be hired)

University Archives Staff:

Greg Colati (University Archivist and Head of Special Collections)
Sheri Kelley (Assistant Librarian)
MRWA Archives Student Assistant (to be hired)

Tufts Institute of the Environment Staff:

Molly Anderson (Associate Director)
V.Y. Chow (Program Coordinator)

Mystic River Watershed Association Staff:

Grace Perez (Executive Director)
Lisa Brukilacchio (MRWA Board Member and MWC Steering Committee member)

PROJECT ADVISORS

Mystic Watershed Collaborative Steering Committee Advisors:

Janet Kovner (MRWA Outreach Coordinator)
Bill Maher (Woburn Conservation Commissioner)
Bret Kricun (student, Biology Department, Tufts University)
Susan Loucks (Chelsea Creek Action Group)
Molly Mead (Director, UCCPS, Tufts University)
Stephanie Gros (Massachusetts Community Water Watch)
Dale Bryan (River Institute Coordinator, Tufts University)

Arts, Sciences, & Engineering Faculty:

John Durant and Paul Kirshen (Dept. of Civil and Env. Engineering and MWC Steering Committee members)
David Gute (Dept. of Civil and Env. Engineering)
Kent Portney (Political Science)
Linda Garant (Education and Mathematics)
Linda Beardsley (Education)

WORKPLAN SUMMARY

2001

January - March (not supported directly through the Berger Fund)

April - May

June - August