Cultivating Campus Collaborations
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Transcript of Cultivating Campus Collaborations
@ C H A R B O O T H
s l i d e s h a r e . n e t / c h a r b o o t h
c a m p u s c o l l a b o r a t i o n s
C U L T I V A T I N G
c a m p u s c o l l a b o r a t i o n s
C U L T I V A T I N G
c a m p u s c o l l a b o r a t i o n s
P R O P A G A T I N G
i . e . , m a k i n g people care .
i . e . , m a k i n g people aware.
I N S T I T U T I O N A L
O R G A N I Z A T I O N A L
D E P A R T M E N T A L
I N D I V I D U A L
S T A K E H O L D E R S
A C C R E D I T A T I O N
I L I N T E G R A T I O N
A S S E S S M E N T
P R O J E C T S
O B J E C T I V E S
R E S O U R C E S / S T A F F
P A R T N E R S H I P S
E F F E C T I V E N E S S
I M P A C T
O U T C O M E S
W h a t ’ s I n I t F o r T h e m ?
s t u d e n t s
W h a t ’ s I n I t F o r T h e m ?
s t u d e n t s
f a c u l t y
W h a t ’ s I n I t F o r T h e m ?
s t u d e n t s
f a c u l t y
a d m i n i s t r a t o r s
W h a t ’ s I n I t F o r T h e m ?
s t u d e n t s
f a c u l t y
a d m i n i s t r a t o r s
W h a t ’ s I n I t F o r T h e m ?
c o l l e a g u e s
Academic libraries have long enjoyed their status as the “heart of the university.” However, in recent decades, higher education environments have changed… Community college, college, and university librarians no longer can rely on their stakeholders’ belief in their importance. Rather, they must demonstrate their value.
-Megan Oakleaf, 2010
ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/val_summary.pdf - p12
A R T I C U L AT I N G VA L U E
ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/val_summary.pdf - p12
A R T I C U L AT I N G VA L U E
A R T I C U L AT I N G VA L U E
A R T I C U L AT I N G VA L U E
A R T I C U L AT I N G VA L U E
A R T I C U L AT I N G VA L U E
C O N T E X T
t h e c l a r e m o n t c o l l e g e s
C O N T E X T
t h e c l a r e m o n t c o l l e g e s
F O U N D A T I O N
C O N J E C T U R E
E V I D E N C E
E V I D E N C E
C O N J E C T U R E
Rate your abilities (students)your students' abilities (faculty) in the following areas:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student
Write annotated bibliographies
Provide proper attribution to
source materials in their
academic work
Use sources to further an
argument/thesis
Evaluate sources to determine if
they are authoritative
Differentiate between types of
information sources (e.g., scholarly v.
popular literature, fact v.
opinion)
Effectively use Library
databases, catalog(s), and
other information
resources to find relevant source
material
Excellent/Very High Above Average/High Average/Moderate Below Average/Low Poor/None
* * * *
Rate your abilities (students)your students' abilities (faculty) in the following areas:
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student Faculty Student
Write annotated bibliographies
Provide proper attribution to
source materials in their
academic work
Use sources to further an
argument/thesis
Evaluate sources to determine if
they are authoritative
Differentiate between types of
information sources (e.g., scholarly v.
popular literature, fact v.
opinion)
Effectively use Library
databases, catalog(s), and
other information
resources to find relevant source
material
Excellent/Very High Above Average/High Average/Moderate Below Average/Low Poor/None
* * * *
* * *
How much have your instructors (students)/you (faculty) emphasized the following in the courses you teach? Student v. Faculty Mean Percentage Difference
-10.38%
-9.97%
-9.12%
-2.86%
-0.97%
-12% -10% -8% -6% -4% -2% 0%
Using peer-reviewed or scholarly sources in assignments
Using practices (terminology, procedures, writing style, etc.) of a specific major or field
of study
Appropriately citing the sources used in a paper or project
Questioning the quality of information sources
Not plagiarizing another author's work
I N S T I T U T I O N A L
O R G A N I Z A T I O N A L
D E P A R T M E N T A L
I N D I V I D U A L
C O L L A B O R AT I O N S
I N D I V I D U A L
C O L L A B O R AT I O N S
I L I N W I K I P E D I A
I L V I A W I K I P E D I A
I L V I A W I K I P E D I A
I L V I A W I K I P E D I A
D E P A R T M E N T A L
S C A F F O L D I N G I L
S C A F F O L D I N G I L
C U R R I C U L U M V I S U A L I Z A T I O N
S C A F F O L D I N G I L
c a t a l o g s s c h e d u l e s w e b s i t e s
S C A F F O L D I N G I L
S C A F F O L D I N G I L
S C A F F O L D I N G I L
S C A F F O L D I N G I L
S C A F F O L D I N G I L
S C A F F O L D I N G I L
O R G A N I Z A T I O N A L
I L D E F I N I T I O N
I L D E F I N I T I O N
I L D E F I N I T I O N
t h e c l a r e m o n t c o l l e g e s
I L D E F I N I T I O N College Embedded librarian
POMONA Gale Burrow
CLAREMONT MCKENNA Sara Lowe
PITZER Natalie Tagge
SCRIPPS Alex Chappell
HARVEY MUDD Sam Kome: FA12-SP13
Cynthia Cohen: SU13-FA14 CLAREMONT GRADUATE
UNIVERSITY Char Booth
KECK GRADUATE INSTITUTE Sean Stone
R U B R I C A D O P T I O N
S C R I P P S P I T Z E R
P O M O N A C G U
H M C
K G I C M C
Grassroots/consensus governance with robust committee structure
Pitzer College
Consensus-
based governance
without much committee structure
Scripps College
Faculty
committees with strong
departmental autonomy
Pomona College
Top-down/federated
states governance
Claremont Graduate University
Faculty-
committee-based
governance
Harvey Mudd College
Small/agile/progressive
committee of core faculty
Keck Graduate
Institute
Top-down
governance/assessment
driven
Claremont McKenna College
R U B R I C A D O P T I O N
Grassroots/consensus
governance with robust
committee structure
Pitzer College
Consensus-
based governance
without much committee structure
Scripps College
Faculty-
committee-based with
strong department
decision making Pomona College
Top-down/
federated states governance
Claremont Graduate University
Faculty-
committee-based
governance
Harvey Mudd College
Small/agile/progressive
committee of core faculty
Keck Graduate
Institute
Top-down
governance/assessment
driven Claremont McKenna College
SU 2012: Director of Assessment meets with librarians to
discuss IL assessment options
SU 2012: Librarians edit Carleton College
Rubric to create Rubric v1.1
SU 2012: Librarians
score First Year Seminar papers (FYS)
using Rubric v1.2
FA 2012: Faculty incorporate Rubric
v1.4 into FYS
FA 2012: Librarians score capstone
papers with Rubric v1.4
SU 2014: Library uses AiA Rubric to evaluate student IL
skills
FA 2012: Writing 50 (first-year seminar)
faculty score papers using Rubric 2012/2013
SU 2014: Library
uses 5-part Rubric to evaluate student IL
skills
Future: Hopeful integration of
2013-14 IL Rubric into capstone
evaluation
SU 2011: Environmental
Analysis (EA) Rubric created based on Drake Univ. Rubric
SU 2011: Discussions with faculty improve rubric & EA program
FA 2011/FA 2012: EA Rubric used to
develop IL instruction for EA senior thesis
students
SP 2013: Librarians/faculty use Rubric
2012/2013 to evaluate sample EA theses from three
prior years, submits to WASC
SU 2013: Library uses AiA Rubric to evaluate student IL
skills
SU/FA 2012: Rubric v1.4 discussed at all
departmental meetings
SP 2013: Dean requests Rubric 2012/2013 as
foundation for an IL instruction session in
methods course / leads to development
of IL Labs pilot
SP 2013: 5-Part Rubric provides foundation for
developing five core learning outcomes for
IL Labs pilot
Future: Planning for potential integration
of Rubric into a Canvas course pilot
as a sample evaluation object, and a Thesis/Dissertation
evaluation project
FA 2012: Librarians and ALO attend
WASC Accreditation Retreat on Core Competencies:
Critical Thinking and Information Literacy
FA 2012: Librarians
present Rubric 2012/13 to Assessment Committee
FA 2012: Committee interested in training upper class “peers” in
using rubric to evaluate clinic work
SU 2014: Library uses AiA Rubric to evaluate student IL
skills
Future: Hopeful integration of
2013-14 IL Rubric into clinic evaluation
FA 2012: Librarians and ALO attend
WASC Accreditation Retreat on Core Competencies:
Critical Thinking and Information Literacy
FA 2012: Map and
integrate Rubric v1.? into existing rubrics for some programs
SP 2013: Begin using
updated rubrics as part of an overall
program to increase rubric use in more
classes
Future: IL Rubric data needs to be gathered
and assessed. Rubrics are being
adopted/developed for the new
BioPharmacy program
FA 2012: Assessment
committee adopts Rubric 2012/2013
FA 2012: Keck
Science Dept. adopts Rubric 2012/2013
SP 2013: Library
scores senior theses using Rubric 2012/2013
SP 2013: Keck
Science Dept. scores senior theses using Rubric 2012/2013
SU 2014: Library uses AiA Rubric to evaluate student IL
skills
Future: Hopeful integration of
2013-14 IL Rubric into capstone
evaluation
I N S T I T U T I O N A L
C O M M O N G O A L S
C O M M O N G O A L S
College Campus Lead Liaison
Arts & Humanities
Team
Social Sciences Team STEM Team
POM Gale Burrow Dani Brecher
Cook Micquel Little Cynthia Cohen
CMC Mary Martin Adam
Rosenkranz Assessment
Librarian
Keck Science: Jessica Greene
PZR Natalie Tagge Allegra Swift Cindy Snyder
SCR Alex Chappell Holly Gardinier Ashley Sanders
HMC Sam Kome Lisa Crane Chris Jones STEM Team Librarian
CGU Carrie Marsh Maria Savova Kim Franklin Margaret Hogarth
KGI STEM Team Librarian
C O M M O N G O A L S
C O M M O N G O A L S
C O M M O N G O A L S College Campus Lead
Liaison
Arts & Humanities
Team
Social Sciences Team STEM Team
POM Gale Burrow Dani Brecher
Cook Micquel Little Cynthia Cohen
CMC Mary Martin Adam
Rosenkranz Assessment
Librarian
Keck Science: Jessica Greene
PZR Natalie Tagge Allegra Swift Cindy Snyder
SCR Alex Chappell Holly Gardinier Ashley Sanders
HMC Sam Kome Lisa Crane Chris Jones STEM Team Librarian
CGU Carrie Marsh Maria Savova Kim Franklin Margaret Hogarth
KGI STEM Team Librarian
I N S T I T U T I O N A L
O R G A N I Z A T I O N A L
D E P A R T M E N T A L
I N D I V I D U A L
C H A N N E L S
C H A N N E L S
L S E D I F Y
D I Y
h e a t h b r o t h e r s . c o m / r e s o u r c e s /
M E S S A G E S
I N S T E A D o f :
“students can post to the IR...”
“googled yourself/your graduates lately?”
t r y T H I S .
N A Y S A Y E R S
A L R E A D Y TRIED THAT.
N A Y S A Y E R S
A L R E A D Y TRIED THAT.
NOT (Y)OUR JOB.
N A Y S A Y E R S
A L R E A D Y TRIED THAT.
N O T E N O U G H S T A F F / M O N E Y .
NOT (Y)OUR JOB.
N A Y S A Y E R S
A L R E A D Y TRIED THAT.
N O T E N O U G H S T A F F / M O N E Y .
NOT (Y)OUR JOB.
N A Y S A Y E R S
NOT CONVINCED.
NOT CONVINCED.
A L R E A D Y TRIED THAT.
N O T E N O U G H S T A F F / M O N E Y .
NOT (Y)OUR JOB.
W H A T H A P P E N E D LAST TIME?
Y E A S A Y E R S
N A Y S A Y E R S
Calgani, 2008
NOT CONVINCED.
A L R E A D Y TRIED THAT.
N O T E N O U G H S T A F F / M O N E Y .
NOT (Y)OUR JOB.
W H A T H A P P E N E D LAST TIME?
WHAT’S REALLY IMPORTANT IS…
Y E A S A Y E R S
N A Y S A Y E R S
Calgani, 2008
NOT CONVINCED.
A L R E A D Y TRIED THAT.
N O T E N O U G H S T A F F / M O N E Y .
NOT (Y)OUR JOB.
W H A T H A P P E N E D LAST TIME?
BUT WHAT WE SHOULD REALLY FOCUS ON IS…
WHAT’S REALLY IMPORTANT IS…
Y E A S A Y E R S
N A Y S A Y E R S
Calgani, 2008
NOT CONVINCED.
A L R E A D Y TRIED THAT.
N O T E N O U G H S T A F F / M O N E Y .
NOT (Y)OUR JOB.
A M I H E A R I N G Y O U R CONCERNS CORRECTLY?
W H A T H A P P E N E D LAST TIME?
BUT WHAT WE SHOULD REALLY FOCUS ON IS…
WHAT’S REALLY IMPORTANT IS…
Y E A S A Y E R S
N A Y S A Y E R S
Calgani, 2008
“ F A I L U R E ” I S I N E V I T A B L E
S K I L L S H A R E
C H A R B O O T H
d i re c t o r o f re s e a rc h , t e a c h i n g , a n d l e a r n i n g s e r v i c e s
T H E C L A R E M O N T C O L L E G E S L I B R A R Y
c h a r b o o t h @ g m a i l . c o m
slideshare.net/charbooth
i n f o m a t i o n a l . c o m
C R E D I T S / R E S O U R C E S • ACRL. Value of Academic Libraries: A Comprehensive Research Review and Report. (2010). Researched by Megan Oakleaf. Chicago: ACRL. • Heath, Chip, & Heath, Dan. (2007). Made to stick: Why some ideas survive and others die. New York: Random House. • Booth, Lowe, Tagge, & Stone. (2014). Degrees of Impact: Analyzing the Effect of Progressive Librarian Course Collaborations on Student Performance. crl.acrl.org/content/early/2014/07/22/crl14-621.abstract • Rubric content adapted for the Claremont Colleges from an instrument developed at Carleton College (Gould Library Reference & Instruction Department. "Information Literacy in Student Writing Rubric and Codebook." Northfield, MN: Carleton College. 2012. go.carleton.edu/6a). • CCL Student/Faculty Surveys & Reports: scholarship.claremont.edu/library_staff • WIKIPEDIA STORY: www.latimes.com/local/education/la-me-wikipedia-20140615-story.html • ORIGINAL DANDELION IMAGE: community.poppyswap.com • AMANDA HOLLIS-BRUSKY IMAGE: latimes.com • RED DOORS: standrews.dioala.org/dfc/newsdetail_2/3167085