from my mouth to faculty ears: a model for successful teaching
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Dr. Cristina Rowley, Assistant Professor (Spanish), SUNY GeneseoKimberly Davies Hoffman, Instruction Librarian, SUNY GeneseoTRANSCRIPT
From our Mouths to Faculty Ears: A Model for Successful Teaching
Professor Cristina RowleyLibrarian Kimberly Davies HoffmanSUNY Geneseo
2010 ACRL WNY/Ontario Chapter
A Chronology of SPAN 326: Latin American Civilization
Fall 20031st time teaching
SPAN 326
Relied on a course textbook
Added materials on reserve (e-
res)
Fall 2005Adjustments with textbook, visual
aids and assignments
Added a one-time instruction
session with a librarian
Improvements seen but final projects still
lacking2010 ACRL WNY/Ontario Chapter
Previous Library Instruction
2010 ACRL WNY/Ontario Chapter
Video clip omitted
(a student talks about his experience in a first-year writing course and the limited library session provided – a very general overview of the library without going into any depth like the embedded library instruction of SPAN 326.)
Word of Mouth
2010 ACRL WNY/Ontario Chapter
Brainard/Crosby
HIST 221
Hoffman/KintzANTH
224
229 23
5
282
Hoffman/RowleySPAN 326
Teaching & Learning Conference, 2007
A Chronology of SPAN 326: Latin American Civilization
Fall 2007
Planning for SPAN 326 incorporated librarian
input
Designed a detailed final project
Added appropriately timed mini library
sessions
Incorporated hands-on practice
Fall 2008Used students’ feedback from Fall ‘07 to modify
the course
Structure of final project is more organized and
clear
Better balance of time between content and library skills
Included appropriately timed mini library
session
2010 ACRL WNY/Ontario Chapter
Targeting Resources to Course ContentVideo clip omitted
(a student talks about her involvement in a prior Anthropology course that also included embedded library instruction and how she thought the experience in SPAN 326 would simply be more of the same. To her surprise, she learned a whole lot more about research since all of the lessons and assignments in SPAN 326 were geared specifically to Latin American history/civilization. The student mentions that there is always more to learn.)
2010 ACRL WNY/Ontario Chapter
Enhanced Learning
Students◦ Language barriers◦ Raising the bar on
scholarly research◦ Improved comfort level
with librarians/library staff◦ Hands-on practice made
possible by convenient access to technology◦ Better organization & planning means
greater learning◦ Transferability of skills/knowledge
2010 ACRL WNY/Ontario Chapter
A variety of video clips omitted, related to the issues stated in the bullet points on the left.
Enhanced Learning
• Librarian• Cooperative planning
was essential• Syllabus and schedule• Assignments
• Raising the bar on scholarly research
• Greater knowledge of content
• Interconnectedness between disciplines
• Spanish language
• Professor• Cooperative planning
was essential• Syllabus and schedule• Assignments
• Raising the bar on scholarly research
• Greater knowledge of content
• Interconnectedness between disciplines
• Moving beyond the textbook
2010 ACRL WNY/Ontario Chapter
Expansion to other courses:SPAN 314: Contemporary Latin American Civilization
Fall 2009 – Section 1
Planning for SPAN 314 incorporated librarian input
Structure of final project is organized and clear
Included appropriately timed mini library sessions
Incorporated hands-on practice
Course resources on course management system
Fall 2009 – Section 2
Planning for SPAN 314 incorporated librarian input
Structure of final project is organized and clear
Provided one-time library instruction
Students were encouraged to seek library assistance
Course resources on course management system
2010 ACRL WNY/Ontario Chapter
http://library.geneseo.edu/~kdhoffman/SPAN/SPAN 326/index.htm
2010 ACRL WNY/Ontario Chapter
What Students Wish For
2010 ACRL WNY/Ontario Chapter
“It (library instruction) was most useful in this class when we knew what we were researching.” - Senior
“Although it was useful, it (library session) would’ve been more useful if given closer to when the assignment was due.” - Junior
“It is better to have the library instruction once we already have a handle on what we’re doing.” - Junior
2010 ACRL WNY/Ontario Chapter
Student comments (SPAN 314)
- Comments in black represent students in research-intensive section- Comments in red represent student receiving only one library session
2009 RIT Faculty Institute on Teaching and Learning
“We know now to use the resources, but there are tricks and things specific to topics we may not know.” - Junior
“I would have liked to know how to use Clase better. It looked like it had good articles but I often had trouble accessing them.” - Senior
“(In SPAN 326,) sources and search techniques I was unfamiliar with were explained in depth. This provided useful tools for finding obscure or hard to find information.” - Senior
“It was useful for me to find out what was ‘scholarly’ and what was not; also the librarians were able to point me in the right direction and find useful sources.” - Senior
Student comments (SPAN 314)
2009 RIT Faculty Institute on Teaching and Learning
“(past library instruction was) not as helpful as the one in this class. Some of the search methods (advanced searches, etc.) were more helpful than before, however one instruction made it hard to retain and being able to see a search more relevant to my topic would have been helpful.” - Junior
“I think multiple instruction sessions would be better because I always forget everything and/or lose the sheets they give us, or the instruction is too fast for me to take notes on.” - Junior
“(past library instruction) wasn’t repeated enough times, so by the end of the semester I had forgotten what I had learned. It needs to be carried out through the semester, like 314.” - Junior
“(past library instruction) was useful because the librarian gave us resources to find articles in Spanish, but it was only one session so the information didn’t stay with me.” - Senior
“This library practice was so helpful because it was several times throughout the semester.” - Junior
Student comments (SPAN 314)
2009 RIT Faculty Institute on Teaching and Learning
“Kim Hoffman, after instructing the students in my (ANTH) class, had us send practice assignments directly to her. She corrected them and returned them to us, so we were able to see where we could improve before we went on to do larger assignments. I think that if we had done a similar thing in this (314) course, some people may have benefitted greatly from it.” - Sophomore
“The library instruction for this class was excellent. Wish I had this in depth instruction as a freshman.” - Senior
“I have never been given (library) instruction, especially concerningonline sources. VERY HELPFUL and I think all courses should have this.” – Senior
Student comments (SPAN 314)
One-Shot vs Embedded InstructionCollaboration is ever-evolvingStudent needs to have chosen the
topic of their research projectTiming of librarian instruction is
keySmaller assignments (graded/with
feedback) throughout the semester aligned with appropriate instruction
Hands on practice 2010 ACRL WNY/Ontario Chapter
Spreading the Word
Word of Mouth◦from instructor to instructor
◦from librarian to instructor
◦from student to instructor◦from student to student
2010 ACRL WNY/Ontario Chapter
Brainard/Crosby
HIST 221
Hoffman/KintzANTH
326
Hoffman/
McEwenSPAN
Hoffman/
SPAN 301
Hoffman/
RowleySPAN
Hoffman/
CleetonSOCL
363
314
376
314
100
224
229 23
5282
Hoffman/
RYSAG
326
Swoger/Muench
BIOL
Swoger/Farthing
GSCI
Paradis/McAlpin
eINTDParadis/
KaplanTHEA
Brainard/
Kleiman
Brainard/
Waddy
Brainard/
Stolee
Brainard/
Behrend
220 Brainar
d/Maciag
Brainard/
HonBrainard
/LongENGL 213
Hoffman/
Aimers
Hoffman/
Chierici
CostelloOttavia
noElmore
CHEM
COMN
PLSC
SUNY Brockport
SUNY Oswego
East HS, Rochester
Monroe CC
2010 ACRL WNY/Ontario Chapter
Considerations for Outreach
Start small – one time library instruction, develop a research related assignment
Develop relationships with faculty, building trust – give faculty and yourself time to see how library instruction can best complement the course
Inform departments of the resources and instruction that librarians can provide
Provide evidence of benefits of embedded library instruction
Give presentations at faculty conferences and workshops
Reach out to new faculty (first year training) – pros and cons
2010 ACRL WNY/Ontario Chapter
What have you done to capture the
interest of faculty?
2010 ACRL WNY/Ontario Chapter
Contact InfoDra. Cristina Rowley
Welles Hall 209B, SUNY [email protected]
Kimberly HoffmanMilne Library, SUNY [email protected]
2010 ACRL WNY/Ontario Chapter