From My Mouth to Faculty Ears: A Model for Successful Teaching

From our Mouths to From our Mouths to Faculty Ears: A Model for Faculty Ears: A Model for Successful TeachingSuccessful Teaching

Professor Cristina RowleyLibrarian Kimberly Davies HoffmanSUNY Geneseo

2010 ACRL WNY/Ontario Chapter

A Chronology of SPAN 326: A Chronology of SPAN 326: Latin American CivilizationLatin American Civilization


Previous Library Previous Library InstructionInstruction


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 Word of MouthMouth


Brainard/Crosby

HIST 221

Hoffman/KintzANTH

224

229 23

5

282

Hoffman/RowleySPAN 326

Teaching & Learning Conference, 2007

A Chronology of SPAN 326: A Chronology of SPAN 326: Latin American CivilizationLatin American Civilization


Targeting Resources to Targeting Resources to Course ContentCourse 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.)


Enhanced LearningEnhanced 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


Enhanced LearningEnhanced 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


Expansion to other courses:Expansion to other courses:SPAN 314: Contemporary Latin SPAN 314: Contemporary Latin American CivilizationAmerican Civilization


http://library.geneseo.edu/~kdhoffman/SPAN/SPAN 326/index.htm


What Students Wish ForWhat Students Wish For


“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


Student comments (SPAN Student comments (SPAN 314)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



“(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



“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


One-Shot vs Embedded One-Shot vs Embedded InstructionInstructionCollaboration 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 WordSpreading the Word

Word of Mouth◦from instructor to instructor

◦from librarian to instructor

◦from student to instructor◦from student to student


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


Considerations for Considerations for OutreachOutreach

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


What have you done to capture the

interest of faculty?


Contact InfoContact InfoDra. Cristina Rowley

Welles Hall 209B, SUNY [email protected]

Kimberly HoffmanMilne Library, SUNY [email protected]


From My Mouth to Faculty Ears: A Model for Successful Teaching

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