The age of a water particle in a shallow man-made reservoir is defined as the time elapsed since it entered it. Analyzing this diagnostic timescale provides valuable information for optimally sizing and operating such structures. Here, the constituent-oriented age and residence time theory (CART) is used to obtain not only the mean age, but also the water age distribution function at each location. The method is applied to 10 different shallow reservoirs of simple geometry (rectangular), in a steady-state framework. The results show that complex, multimodal water age distributions are found, implying that focusing solely on simple statistics (e.g., mean or median age) fails to reflect the complexity of the actual distribution of water age. The latter relates to the fast or slow pathways that water particles may take for traveling from the inlet to the outlet of the reservoirs.

How can an academic library most effectively participate and expand their contributions to program reviews at the institutional level? By becoming involved in undergraduate reviews, college and university libraries can articulate new and enhanced roles for themselves on campus. Academic libraries have always contributed to a variety of institutional review processes. However, by embracing a more holistic view of its support, the library can expand beyond collection-related metrics to encompass all the ways the library interconnects with the program. Furthermore, by becoming proactively involved with the committee(s) responsible for managing institutional program reviews, libraries can contribute to the governance of this essential activity on campus. This paper describes one academic library's experience and efforts in becoming involved with undergraduate reviews at both the program and institutional levels. It is hoped that sharing our case study and the tools we have created, will benefit other academic libraries.

In 2017, a team of librarians and archivists at Western University developed local Information Literacy Learning Outcomes (ILLOs). The resulting document outlined the skills and understanding that Western University students should demonstrate at the end of a four-year undergraduate degree-specifically, the skills relating to accessing, assessing, and applying information. This article focuses on the challenges and opportunities encountered during the collaborative process as well as the approach employed by the team in the development of these ILLOs.Six librarians and archivists in very different roles formed the project team. Despite coming from diverse backgrounds, the team recognized that there could be many 2 benefits to developing these outcomes: they could be used as a benchmark for students to measure their own learning, as a conversation starter and leveler with faculty and other instruction partners, and as a stepping stone to develop a full instruction program and common understanding among the librarians and archivists at Western University and Huron University College.The ILLOs created also incorporate guidelines and ideas from various sources, including the Association of College and Research Libraries' Framework for Information Literacy for Higher Education and Information Literacy Competency Standards for Higher Education, Western University's undergraduate Degree Outcomes, and the university's and library system's strategic plans.To ensure the success of this complex venture, detailed project planning was vital. We consulted with our colleagues through multiple engagement activities: information literacy retreats, focused discussion meetings, and one-on-one consultations. The diversity of roles and experiences of our team members and colleagues added both a richness to our project and specific challenges in dealing with dissenting opinions, information overload, engagement and visioning fatigue, and collaborative writing. This article will discuss our approach to writing collaboratively and valuing diverse opinions to improve colleague and organizational buy-in. We have also included practical suggestions for implementing a similar process at the reader's own institution.