Promoting your scholarly presence online can be an arduous task. You’re not alone! With such diverse platforms as Google Scholar, Humanities Commons, Academia.edu, Linkedin, ResearchGate, ORCiD, institutional repositories and more, the options for online promotion can be daunting. This workshop will discuss the best ways to build your scholarly digital profile and the advantages and disadvantages of each platform.
Instructor: Kevin Gunn, Coordinator of Digital Scholarship
From 9/16/2019 – 10/25/19, the University Libraries has arranged trial access to Access World News. Access World News consolidates current and archived information from newspaper titles, as well as newswires, web editions, blogs, videos, broadcast transcripts, business journals, periodicals, government documents and other publications. The database covers more than four decades of information. With easy-to-use, customizable search features, Access World News provides full-text information and perspectives from 4,000 domestic and over 6,000 international news sources, each with its own distinctive focus offering diverse viewpoints on local, regional and world issues. Date coverage varies with individual newspaper. Access Business is a shortcut to the wealth of business information in the database.
The University Libraries may consider this subscription in the future and we welcome your feedback. Click here and tell us what you think about this database. Thank you!
From uniting a community to sparking imagination to supporting scholarship and lifelong learning, libraries change lives.
“Without libraries we have no past and no future.” – Ray Bradbury
“With a library you are free, not confined by temporary political climates. It is the most democratic of institutions because no one – but no one at all – can tell you what to read and when and how.” – Doris Lessing
“I have always imagined that Paradise will be a kind of library.” – Jorge Luis Borges
“The very existence of libraries affords the best evidence that we may yet have hope for the future of man.” – T.S. Eliot
It’s not just the books that make libraries special–it’s the people. Librarians, scholars, teachers, and patrons of all ages make their mark on a library as much as it makes a mark on them. Here are a few examples from our own Mullen Library:
Professor Laura Daugherty loves libraries so much that she once accidentally almost spent the night in one; now she hopes to instill that same love in her National Catholic School of Social Service students. Ph.D. candidate Chris Suehr says that in addition to being a great place to study, Mullen Library has “the second-best water on campus.” And former liaison librarian Karen Berry not only studied for her master’s degree here–she also launched her career here.
What’s your library story?
This fall, Mullen Library is launching the “Humans of Mullen” campaign, an ongoing series of video vignettes. We’re highlighting the students, faculty, and staff who come to Mullen–to study, to browse, to help others do research, to view artwork or attend lectures, to receive tutoring or writing assistance, and more.
We were inspired by Humans of New York, a photoblog launched in 2010 by the photographer Brandon Stanton. Stanton’s intimate street portraits and brief interviews with ordinary citizens put a personal face on a huge and thriving city. We want to do the same for Mullen Library–a place where academic journeys are launched, where friends and classmates gather, and where a lifelong love of learning is instilled.
What brings you to Mullen Library? Perhaps:
you met your best friend here
you took a class in the Instruction Room or searched the Stacks to select research materials
you found inspiration for your first undergraduate research paper–or for your last university opus, your dissertation
you explored your career path or took the first steps toward a career in librarianship as a student worker
Whatever your Mullen Library story is, we want to hear it–and to share it with the rest of the Catholic University community.
Watch for our weekly videos on the CUA Libraries’ social media accounts:
Planning your project is becoming a critical skill in contemporary research. Are you a student or a faculty member interested in beginning your project or you would like to discuss how digital scholarship methods can help with your research and teaching? Come with all your questions as we walk through the process of getting started (e.g. formulating the right research question, locating and selecting data/tools/methodologies, methods for analysis, project and data management issues, and grant writing tips). Make sure that you don’t get lost in the wilderness!
Instructor: Kevin Gunn, Coordinator of Digital Scholarship
The exhibit titled, “Help Make the Count: The U.S. Census Past and Present” can be viewed on the 2nd Floor of the Main Reading Room from 8/26 thru 11/11
Mark your calendars for April 1, 2020, Census Day! The census is a vital count that takes place every 10 years. The decennial census was mandated in 1790 by the U.S. Constitution, Article I, Section 2.  The first count included just six questions with a population totaling 3.9 million people, and the first enumerators were U.S. Marshals. The purpose of the count was the apportionment of the number of seats states have in the U.S. House of Representatives. 
In addition to apportionment the census counts demographic information including household size, income, race, and business ownership, which helps determine funding to support vital programs at the federal, state, and local levels.
Throughout the years the response questions have changed with the times to include manufacturing, agriculture, economic, and transportation related questions.  By 1870, the census started recording the names of all members of the household. In 1880, trained individuals replaced the U.S. Marshals as enumerators. By 1902, the U.S. Census Bureau became a permanent department and eventually moved to the U.S. Department of Commerce and Labor. The headquarters would eventually move to Suitland, Maryland in 1942.  The first count of Americans abroad from the armed forces and federal civilian personnel took place in 1950. In 2000, multiple responses to race appeared on the questionnaire. By 2010, a single questionnaire included 10 questions. 
Some populations are at risk for being undercounted. This occurs as a result from not being able to locate or persuade populations to take the census, “Traditionally undercounted populations include young children, American Indians and Alaska Natives, people experiencing homelessness, and people of color, among others.” 
Encouraging people to fill out the census is important and many groups have joined the Census Bureau to get the word out. The American Library Association (ALA) has been one of those groups. The ALA has been partnering with the U.S. Census Bureau to help with awareness and programming to prevent misinformation about the 2020 Census. In addition, libraries across the country are anticipating an increase in the use of computers and the internet.
Confidentiality and security of the census is important. According to Title 13 of the U.S. Code, the law states the U.S. Census Bureau can not send personal identifiable information to law enforcement agencies. The information obtained from the census is only to be produced as statistics. 
This is the first census to encourage people to respond online. However, the option to submit a response by phone or mail is still available. The Census Bureau will send out a mailing that will include a unique ID code that people will use to submit their responses online.
The 2020 Census will include for the first time an option for people filling out the form to include same-sex relationships.  For the first time since the 1950 census there is a citizenship question that was added in March 2018 citing the enforcement of the Voting Rights Act. There is now a controversy surrounding the addition of a citizenship question because many believe by adding the question non-citizens will not respond to the census, which would affect apportionment and funding. The Supreme Court did rule that there was insufficient evidence for why the question should appear on the 2020 Census.  President Trump had vowed that he was going to continue to pursue adding the citizenship question to the census but has since decided not to. Instead he will obtain citizenship information through other means.
Other uses for the census records include historical research and genealogy. Past census records can include the names of family members, state or country of birth, year of immigration, street address, marriage status, occupation, and crops that were grown. The most current year available is 1940, there is a 72-year restriction on the records. The 1950 Census will be available in 2022. Online access is available for free at the National Archives facilities. Check with your local library to see if they provide access. 
Even though he had impacted the lives of generations of my family who labored in the coal mines of England, and Scotland, and Pennsylvania, John Brophy is the most important labor leader nobody knows. I did not know who he was before I deposited myself in the Catholic University Archives, home of Brophy’s Papers, in 1989. The English born Brophy was one of our own and rose to leadership in the Central Pennsylvania district of the United Mine Workers of America (UMWA) in the early twentieth century. In this pivotal role he bettered the lives of mining families like mine achieving greater pay, safer working conditions, and accessible health care. In this last capacity, he presided over the 1919 construction of the Miner’s Hospital of Spangler, Pennsylvania, where my family members entered the world, departed life, and were treated for ailments, including my son, who was one of their last patients before closing its doors for the final time in 1999.
Brophy was born in 1883 in St. Helens, Lancashire, England. As recent Irish immigrants, the Brophys were new to the coal mines of England where his mother’s family, the Dagnalls, had been working for generations. One of Brophy’s English great grandmothers toiled in the mines, as was common for women and small children, before being prohibited to do so by Lord Shaftesbury’sMines and Collieries Act of 1842. The Brophy family immigrated to the United States in 1892 and settled in Phillipsburg, Clearfield County, Pennsylvania. Young Brophy began working in the coal mines with his father in 1894, and joined the United Mine Workers of America (UMWA) in 1899. As a union activist, Brophy was elected president in 1916 of District 2, representing Central Pennsylvania. The signature highlight of his presidency was getting the celebrated ‘Mother’ Mary Harris Jones, known as ‘The Miners’ Angel,’ to visit his district to give a 1921 Labor Day Address.
In the early 1920s, Brophy was a member of the Nationalization Research Committee, which supported nationalizing the mining industry. He remained as UMWA District 2 president until 1926 when he challenged John L. Lewis for the UMWA Presidency. After obtaining victory using questionable methods, the vindictive Lewis expelled Brophy from the union. He did not serve officially in the labor movement, though he researched the history of mining in the United States and taught for a labor school in Pittsburgh. For many years, he continued to support the nationalization of mines, and visited the Soviet Union as part of a trade union delegation. Additionally, he worked for the Columbia Conserve Cooperative in Indiana, run by the father of labor activist Powers Hapgood. In 1933, he returned to organized labor when Lewis brought him back into the UMWA bureaucracy. He then became an important figure in the national office of the Committee for Industrial Organizations (CIO), an industrial union federation, after it was founded in 1935.
From 1935-1938, Brophy was the CIO’s first National Director. He was also Director of Industrial Union Councils and Director of Industrial Unions. He tirelessly traveled to assist in the creation of state and local industrial union councils, support important strikes, and speak as a representative of the national CIO. He was a mainstay in the CIO national office during its twenty year existence as an independent labor federation. In his capacity as a CIO representative, he often traveled abroad to meet with international labor organizations, and served on a number of government agencies, such as the National War Labor Board and the Wage Stabilization Board. After the merger of CIO with the American Federation of Labor (AFL) in 1955, he continued work in the national AFL-CIO office as a trouble shooter, as well as serving with the Community Services Department.
Brophy was only able to finish a draft of his autobiography. It was later edited and rewritten with the help of John Hall, and published in 1964, the year after his death, as A Miner’s Life. Brophy’s vehement advocacy for workers’ rights was influenced by his deep Roman Catholic faith, and his reliance on the papal encyclicals on social justice of Pope Leo XIII (Rerum Novarum, 1891) and Pope Pius XI (Quadregisimo Anno, 1931). His personal papers, which include portions currently being digitized, reside in the Special Collections of The Catholic University of America in Washington, D.C. The papers of his colleague Phillip Murray, and the pre 1955 merger records of the Congress of Industrial Organizations (CIO), the organization they both helped found, are also maintained here. Additional Brophy related materials can be found in the labor history collections of the Indiana University of Pennsylvania (IUP) and Penn State University (PSU).
 John Brophy, A Miner’s Life. Madison and Milwaukee: University of Wisconsin Press, 1964, pp. 217-219; Maier B. Fox, United We Stand: The United Mine Workers of America, 1890-1990, Washington, D.C.: United Mine Workers of America, 1990, pp. 290-291; Robert Zieger, The CIO, 1935-1955. Chapel Hill and London: University of North Carolina Press, 1995, p. 27.
LinkedIn Learning, an upgrade to Lynda.com, is an on-demand library of high-quality instructional videos covering a wide range of skills, from specific software applications to leadership and management skills. There are more than 7,500 courses made up of more than 200,000 video modules, with more added every week. All of the courses are taught by expert instructors and come with fully searchable transcripts. Curated playlists are also available.
LinkedIn Learning uses the insights from its nearly 650 million members to stay up to date on the most relevant, useful skills needed by today’s workforce. That allows them to not only add the best courses to help you get ahead, it also allows customized recommendations for your particular job title and interests.
Currently available courses include:
Engineering courses on development topics such as PHP, C++, Java, and cloud computing
Business classes on project leadership and management
Classes on graphic design applications, including Photoshop, Illustrator, Sketch, Rhino, and CSS
Audio and music courses, such as audio recording, producing podcasts, sound engineering, and mixing techniques
Management support through classes on becoming a manager, improving your coaching skills, managing change and stress, time management, and communicating with confidence
You can also follow custom learning paths, which combine courses toward a specific role such as customer service representative, digital illustrator, or front-end web developer (to name just a few of the more than 150 available).
Benefits of LinkedIn Learning
There are many good reasons to use LinkedIn Learning to help you achieve your academic, career, or personal goals:
Learn a quick skill–or follow the path to a new career. Both “micro-learning” and “macro-learning” are available, so whether you need to watch a short video to learn a new software application or follow a custom learning path with multiple courses, you can find the learning experience you need.
Learn at your own pace. LinkedIn Learning courses are available round the clock, and each course is on demand and self-paced. There are courses for every level of learner, from beginner to advanced. If you want to challenge yourself or have a deadline for learning a particular skill, you can a weekly goal–anywhere from half an hour to two hours–and LinkedIn Learning will track your progress.
Use any device you want. You can watch training videos on your desktop, laptop, smart phone, or iPad. If you can’t get to a screen, each course is available in audio-only mode (imagine how productive your daily commute could be!).
Learn in your native language. In addition to English, LinkedIn Learning courses are available in Spanish, German, French, Japanese, Mandarin, and Brazilian Portuguese.
Learn from — and connect with — the experts. All LinkedIn Learning courses are taught by experts–including the CEO of Warby Parker, Facebook’s Chief Operating Officer, and distinguished fellows at Harvard Law School. And you won’t just learn from these luminaries–you can also connect via LinkedIn to get the benefit of their own vast networks.
Apply your learning hands on. Learning by doing is the best way to retain your new skills. Most courses offer templates, exercise files, and other documents to help you apply what you’ve learned.
Highlight your status as a lifelong learner. When you take courses via LinkedIn Learning, you can add them to your LinkedIn profile to show that you’re self-motivated, curious, and eager to continue learning to make the most of your career.
Get Started Today
It’s easy. Click here. You will be prompted to sign in with your Cardinal Login (username/password). Watching an introductory video can be helpful and informative. You can browse for courses or videos in LinkedIn Learning. All courses are also listed in SearchBox, the University Libraries’ online catalog.
Note: You do not need to create a LinkedIn account to use LinkedIn Learning.
If you have any questions about LinkedIn Learning or need help with your account, please contact firstname.lastname@example.org.
“When Father Dutilly returned from the Arctic last year, he brought a polar bear skin with him, which, I understand, was to have gone to you.”
-John Murphy to Rev. Joseph M. Corrigan, Catholic University Rector, 1940
In 1940, an office on the fourth floor of McMahon – room 405 to be specific – became known as the “Igloo” in official University correspondence. It is in this space that the Arctic Institute of the Catholic University of America operated. Fittingly this site was a hive of activity in the winter months, with scholars cataloging botanical, geological, and anthropological specimens collected from the Arctic Circle. But come the summertime, its faculty would disperse to the North, hitching rides on canoes, seaplanes, and icebreaker ships in search of new Arctic plant life and soil samples.
Beginning in 1895, Catholic University became a center for botanical research. In that year, the Langlois Herbarium was donated to the University by the estate of August Barthelemy Langlois. This collection consisted of over 20,00 specimens. This massive collection served as foundation for the Herbarium, with additional deposits occurring through the 1930s. One such scholar who donated to the collection was Danish Arctic explorer and botanist, Herman Theodor Holm. One of the earliest laypeople to earn a doctorate at Catholic, Holm would teach briefly at the University and donate some of his own library to the campus upon his death in 1932. Based on the strength of its collections, Fr. Artheme Dutilly (1896-1973) would join Catholic University in 1937 as a research associate in the Department of Biology.
Born in Quebec in 1896, Fr. Dutilly (1896-1973) was an Oblate Missionary priest and celebrated botanist with a particular interest in Arctic flora. In 1933, at the behest of Pope Pius XI, he was appointed Naturalist of the Oblate Arctic Missionaries. Dutilly would spend his summers traveling within the Arctic Circle, collecting soil, plant, and anthropological specimens to be prepared and sent to the Lateran Museums in Rome. He accompanied Oblate missionaries working in the Arctic, hitching rides on their motor ship M. F. Therese and, later, their seaplane, the Santa Maria. In both cases, Dutilly was not merely a collector of samples. He was also a radio operator, plane mechanic, and fighter of bears.
In one harrowing event, a polar bear overtook Dutilly’s boat with the priest fending it off. He also served as the mechanic during many of his flights, from soldering broken pieces to spending two days in the wilderness rigging a failing engine to continue on with his fieldwork. (Despite working, the plane still needed to stop every two hours to replenish its leaking oil supply!)
Even after relocating to Washington, Dutilly did not change his fieldwork operations and instead brought along several other Catholic University faculty and students with him. Scholars such as Fr. Hugh T. O’Neill and Fr. Maximillian Duman, OSB, were also prominent figures in the history of the Arctic Institute and accomplished researchers. During the summer, they would be off to various points in the Arctic. (It was reported that in 1941 Dutilly traveled over 15,000 miles across the Canadian Arctic!) And in the winter, he would return to Washington to inventory the materials for shipment to the Lateran Museums, as well as keeping some in DC at the Smithsonian and Catholic University.
With the formal founding of the Arctic Institute in 1940, the “Igloo” contained more than 50,000 mounted Arctic plants, over 900 volumes on Arctic vegetation, and numerous samples of soil, fossils, rocks, and minerals. Dutilly even worked with the Inuit populations to collect philological texts on indigenous languages. It was the single largest collection of Arctic material in the Americas…well outside the Arctic that is!
In 1947, the Department of Defense began to provide additional funding for Dutilly’s research, with an added emphasis on Alaska and Greenland. The expressed purpose of this research grant was to explore ways to study the soil and plant life of the Arctic to better understand how to develop agriculture in this otherwise inhospitable zone.
Dutilly remained a faculty member of the Biology and Geography departments until 1967. He served as the Director of the Arctic Institute (1939), Curator of the Department of Biology Herbarium (1947), and as a Lecturer in the Department of Geography (1947). Not long after his departure, the Arctic Institute melted away. The collections of the Institute and Herbarium were donated to other institutions in 1985-1986.
While we have yet to find the “polar bear skin” Dutilly allegedly sent to the University’s rector, the Archives does maintain examples of Dutilly’s anthropological materials, as well as the papers of Herman Theodor Holm: http://archives.lib.cua.edu/findingaid/holm.cfm
Our Popular Reading program has been renewed for the 2019-2020 academic year! See some of our recent selections below or come and browse our titles on the first floor of Mullen Library in the Reference Reading Room.
Our tale begins with the Mexican War of Independence from Spain. Our key figure is that of Agustín de Iturbide, who reigned as the emperor of Mexico from 1822 to early 1823, following the ten-year period of warfare and instability that culminated in Mexican independence. Iturbide, who advocated breaking away from Spain, also embraced monarchy and strong ties to the Catholic Church. Initially popular and a successful unifier of diverse groups favoring independence, Iturbide I was forced to abdicate in March 1823 as a result of corruption and opposition to monarchism within the government and the general population. He left for Europe with his family, but was executed in 1824 after returning to Mexico in answer to requests from his supporters to free the country from Spanish forces remaining in Veracruz and a possible reinvasion. Iturbide’s overthrow and the abolition of the empire did not prevent his supporters from viewing his family as an imperial one.
Agustín de Iturbide y Green was the son of Emperor Agustin’s second son, Ángel María de Iturbide y Huarte (1816 –1872), who met his mother, Alice Green, while serving as an attaché of the Mexican Embassy in Washington, D.C. Green (1836–1892) was the daughter of Captain John Nathaniel Green, granddaughter of U.S. Congressman and Revolutionary War Colonel Uriah Forrest, and great-granddaughter of George Plater, the sixth Governor of Maryland.
Born in 1863, Agustín de Iturbide y Green was Ángel and Alice’s only child, which bestowed significance on the boy, at least in the eyes of Maximilian I, the European Habsburg-descended emperor of the Second Mexican Empire installed by France’s Napoleon III in 1864. But Maximilian’s power was unstable from the beginning, with his regime requiring continuous French military support amid repudiation among the local Mexican population. In an effort to curry favor with the Mexicans, he compelled Ángel and Alice Iturbide to cede their two-year-old son Agustín as a future heir, believing that having a child of imperial Mexican lineage as an heir would increase his legitimacy.
Timing is everything, as they say—the U.S. was so preoccupied with its Civil War that it barely reacted to the French invasion of its southern neighbor, at least initially. France withdrew the forces propping up Maximilian in 1866 partly because the post-Civil War U.S. beqan asserting the terms of the Monroe Doctrine, and partly for its own reasons, with the forces of Mexico’s Benito Juarez eventually overthrowing the European emperor. Maximilian was arrested and executed in June of 1867.
But what of young Agustín de Iturbide y Green? Perhaps you are wondering about how Ángel and Alice managed to hand over their only son to an emperor installed by the French? Well, first, they were certainly convinced that their son, the grandson of the first emperor of independent Mexico, was part of a new imperial lineage based on European practices of succession. Failing one of Agustin I’s own children succeeding him as emperor (imperial Mexican forces lacked the military power to back up such a claim, while Napoleon III put French troops behind Maximilian), perhaps they saw it as the best option at the time—setting their son up as a future emperor. We do not know their exact thinking for sure. They did receive a pension for handing over the child. However, Alice quickly became distraught by the absence of her son, and went about trying to get him back. She and Ángel were exiled after her pleas for the return of her son fell on deaf ears in Maximilian’s court. They eventually came back to the U.S., where Alice appealed to Secretary of State William Seward, who told her that he could do nothing, as she had signed adoption papers, but nonetheless worked diplomatic channels to arrange a visit in Europe between Alice and Maximilian’s wife, Empress Carlota (Charlotte of Belgium) to return her child. Carlota, too, rejected Alice’s entreaties.
When it was clear to Maximilian that he was doomed, he sent the then four-year-old Agustín to Havana, Cuba, to be reunited with his parents. They returned to Washington, D.C., where Ángel and Alice worked at the Mexican embassy. After his Father died in 1872, Alice raised Agustín, who eventually became a professor of languages at Georgetown University. Two years after Alice died in 1892, Agustín married a British woman, Lucy Eleanor Jackson, though the marriage did not last.
As an adult, Agustín lived near the family of Louise Kearney, a D.C.-born daughter of the Brigadier General James Kearney. When he began showing interest in Louise over her sister, Estelle, the latter did everything she could to keep the two apart. Louise writes in her account of their meeting, “there is no trouble like family trouble, and nothing more incurable than the mental disease of jealousy,” the sisters “were too closely united to be pulled apart without pain.” Despite her family’s disapproval, Louise and Agustín married on July 5, 1915. They remained married until his death in 1925 from tuberculosis. Louise would live until 1967.
As for how the papers ended up at the Archives: Louise Kearney loved to travel. Msgr. James Magner, who performed many roles on campus and left the Archives a substantial museum collection and left the Archives a substantial museum collection, often took groups around the world to see a variety of holy sites. Louise accompanied one such group to Europe in 1950 and became friends with Magner. Louise donated the Kearney-Iturbide collection to the Archives via the Magner collection.
Please see the Finding Aid to the Iturbide-Kearney Papers.