Portfolio and Outcomes2010/11<br />Cynthia Akers<br />Associate Professor<br />ESU Libraries and Archives<br />May 17, 2010<br />
Teaching Philosophy<br />Key words in my teaching philosophy: “flexible” and “developmental”.<br />Flexible:<br /><ul><li>“A ready capacity to adapt” in my position of coordinating information literacy, outreach, and assessment.
A teacher in every interaction I have – with faculty, with students in library instruction, with our ESULA members, with promotion of our services and resources, and with the continuous reflection via assessment of all the above.
Still learning! Next steps: More involvement with social networking; discovering more about user experiences and the library</li></ul>Developmental:<br /><ul><li>Teaching Perspectives Inventory – highest score is Developmental, in which “effective teaching must be planned and conducted from the learner’s point of view” (www.one45.com/teachingperspectives/tpi_html/tpi_summaries.htm)
Assessment for continuous cycle of improvement (example: LibQUAL+)</li></li></ul><li>Organization 2.0 (from Meredith Farkas, ALA Techsource Webinar, 5/13/10)<br />Agile, creative, empowering, transparent, fearless, user-focused culture<br />Rapid change and innovation are the rule, not the exception<br />Continuous improvement cycle based on a culture of assessment<br />All staff are encouraged to be change leaders<br />Learning culture<br />http://www.alatechsource.org/blog/2010/04/organization-20-building-the-participatory-library-with-john-blyberg-and-meredith-farka<br />
Outcomes<br />Overall:<br /><ul><li>Seek opportunities for professional development seminars addressing project management and planning. </li></ul>Instruction/Assessment:<br /><ul><li>Continue to coordinate overall structure and assessment of UL100, “Information Literacy and Technology”
With Instruction Team, continue to create rubrics for measuring general information literacy learning outcomes in UL100
With Instruction Team, continue to create rubrics for measuring upper-level information literacy learning outcomes in subject-specific undergraduate and graduate level research courses
Investigate software options to create interactive tutorials for databases, virtual library tours, and videos for distance education
Continue work with ESU’s Assessment and Teaching Enhancement Center to identify reliable assessment methods for ULA services and resources
Revisit LibQUAL+, an assessment of library service quality by patrons, for potential implementation in 2009-10 academic year</li></li></ul><li>Outcomes<br />Outreach:<br /><ul><li>Continue to seek opportunities to market and promote ULA resources and services across the ESU campus and the Emporia community
Collaborate with entities such as the International Student Office and the Center for Campus Involvement to learn more about students’ actual vs. perceived needs for library services and resources
Investigate social networking capabilities to communicate information more effectively to distance education students as well as non-traditional students
Establish more effective relationships with the Bulletin, ESU Marketing Office, and ESU Public Relations Office to promote ULA as a “place” and a “space”</li></ul>Other:<br /><ul><li>Continue to build relationships with faculty for collection development activities in my assigned academic departments
Evaluate for potential weeding/deselection and updates of the print Reference collection and the print circulating collections in my assigned Collection Development subject areas
Pursue research opportunities for professional development</li>
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