Nielsen, and Wong-Welch. This is an Open Access article distributed under the terms of the Creative Commons-Attribution-Noncommercial-Share Alike License 4.0 International (http://creativecommons.org/licenses/by-nc-sa/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The purpose of this study was to analyze a syllabus collection at a large, public university to identify how the university's library was represented within the syllabi. Specifically, Evidence Based Library and Information Practice 2017, 12.1 73 this study was conducted to see which library spaces, resources, and people were included in course syllabi and to identify possible opportunities for library engagement.Methods -A text analysis software called QDA Miner was used to search using keywords and analyze 1,226 syllabi across eight colleges at both the undergraduate and graduate levels from the Fall 2014 semester.Results -Of the 1,226 syllabi analyzed, 665 did not mention the library's services, spaces, or resources nor did they mention projects requiring research. Of the remaining 561, the text analysis revealed that the highest relevant keyword matches were related to Citation Management (286), Resource Intensive Projects (262), and Library Spaces (251). Relationships between categories were mapped using Sorensen's coefficient of similarity. Library Space and Library Resources (coefficient =.500) and Library Space and Library Services (coefficient-=.457) were most likely to appear in the same syllabi, with Citation Management and Resource Intensive Projects (coefficient=.445) the next most likely to co-occur. Conclusion -The text analysis proved to be effective at identifying how and where the library was mentioned in course syllabi. This study revealed instructional and research engagement opportunities for the library's liaisons, and it revealed the ways in which the library's space was presented to students. Additionally, the faculty's research expectations for students in their disciplines were better understood.

Three dimensional (3D) design and printing are customizable and cost‐effective approaches to developing small equipment and other items for use in various interdisciplinary applications. However, many pedagogical approaches to 3D printing focus more on the generation of artifacts than on the involvement of students as creators. Moreover, library makerspaces offer 3D printing services but cannot always engage the students with practical applications of their designs. We sought to determine if promoted use of 3D printing could be developed in biology laboratory trainees, ranging from undergraduate students to postdoctoral fellows. We combined two instructional workshops in the San Diego State University Library build IT makerspace, with two individual assignments to build items for the research laboratory. Evaluation of the course revealed that participants had expected the design and print processes to be of high complexity, but learned that the necessary skills could be acquired and applied in a relatively short period of time. Also, we found that trainees became proficient in 3D design and printing, and that a majority of individuals used 3D printing for subsequent applications. This effective translation of 3D printing to the research laboratory can be a paradigm for how 3D fabrication is taught. Moreover, this approach required the collaboration of library makerspace and research faculty, underlining the value of embedded librarianship in enhancing training and knowledge.