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


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Dr. Cristina Rowley, Assistant Professor (Spanish), SUNY Geneseo
Kimberly Davies Hoffman, Instruction Librarian, SUNY Geneseo

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

  1. 1. From our Mouths to Faculty Ears: A Model for Successful Teaching Professor Cristina Rowley Librarian Kimberly Davies Hoffman SUNY Geneseo 2010 ACRL WNY/Ontario Chapter
  2. 2. A Chronology of SPAN 326: Latin American Civilization 2010 ACRL WNY/Ontario Chapter
  3. 3. Previous Library Instruction <ul><li>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. ) </li></ul>2010 ACRL WNY/Ontario Chapter
  4. 4. Word of Mouth 2010 ACRL WNY/Ontario Chapter Brainard / Crosby HIST 221 Hoffman / Kintz ANTH 224 229 235 282 Hoffman / Rowley SPAN 326 Teaching & Learning Conference, 2007
  5. 5. A Chronology of SPAN 326: Latin American Civilization 2010 ACRL WNY/Ontario Chapter
  6. 6. Targeting Resources to Course Content <ul><li>Video 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 .) </li></ul>2010 ACRL WNY/Ontario Chapter
  7. 7. Enhanced Learning <ul><li>Students </li></ul><ul><ul><li>Language barriers </li></ul></ul><ul><ul><li>Raising the bar on scholarly research </li></ul></ul><ul><ul><li>Improved comfort level with librarians/library staff </li></ul></ul><ul><ul><li>Hands-on practice made possible by convenient access to technology </li></ul></ul><ul><ul><li>Better organization & planning means greater learning </li></ul></ul><ul><ul><li>Transferability of skills/knowledge </li></ul></ul>2010 ACRL WNY/Ontario Chapter
  8. 8. Enhanced Learning <ul><li>Librarian </li></ul><ul><li>Cooperative planning was essential </li></ul><ul><ul><ul><li>Syllabus and schedule </li></ul></ul></ul><ul><ul><ul><li>Assignments </li></ul></ul></ul><ul><li>Raising the bar on scholarly research </li></ul><ul><li>Greater knowledge of content </li></ul><ul><li>Interconnectedness between disciplines </li></ul><ul><li>Spanish language </li></ul><ul><li>Professor </li></ul><ul><li>Cooperative planning was essential </li></ul><ul><ul><ul><li>Syllabus and schedule </li></ul></ul></ul><ul><ul><ul><li>Assignments </li></ul></ul></ul><ul><li>Raising the bar on scholarly research </li></ul><ul><li>Greater knowledge of content </li></ul><ul><li>Interconnectedness between disciplines </li></ul><ul><li>Moving beyond the textbook </li></ul>2010 ACRL WNY/Ontario Chapter
  9. 9. Expansion to other courses: SPAN 314: Contemporary Latin American Civilization 2010 ACRL WNY/Ontario Chapter
  10. 10. 326/index.htm 2010 ACRL WNY/Ontario Chapter
  11. 11. What Students Wish For 2010 ACRL WNY/Ontario Chapter
  12. 12. Student comments (SPAN 314) “ 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 - Comments in black represent students in research-intensive section - Comments in red represent student receiving only one library session
  13. 13. 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)
  14. 14. 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)
  15. 15. 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 concerning online sources. VERY HELPFUL and I think all courses should have this.” – Senior Student comments (SPAN 314)
  16. 16. One-Shot vs Embedded Instruction <ul><li>Collaboration is ever-evolving </li></ul><ul><li>Student needs to have chosen the topic of their research project </li></ul><ul><li>Timing of librarian instruction is key </li></ul><ul><li>Smaller assignments (graded/with feedback) throughout the semester aligned with appropriate instruction </li></ul><ul><li>Hands on practice </li></ul>2010 ACRL WNY/Ontario Chapter
  17. 17. Spreading the Word <ul><li>Word of Mouth </li></ul><ul><ul><li>from instructor to instructor </li></ul></ul><ul><ul><li>from librarian to instructor </li></ul></ul><ul><ul><li>from student to instructor </li></ul></ul><ul><ul><li>from student to student </li></ul></ul>2010 ACRL WNY/Ontario Chapter
  18. 18. Brainard / Crosby HIST 221 Hoffman / Kintz ANTH 326 Hoffman / McEwen SPAN Hoffman / SPAN 301 Hoffman / Rowley SPAN Hoffman / Cleeton SOCL 363 314 376 314 100 224 229 235 282 Hoffman / RYSAG 326 Swoger / Muench BIOL Swoger / Farthing GSCI Paradis / McAlpine INTD Paradis / Kaplan THEA Brainard / Kleiman Brainard / Waddy Brainard / Stolee Brainard / Behrend 220 Brainard / Maciag Brainard / Hon Brainard / Long ENGL 213 Hoffman / Aimers Hoffman / Chierici Costello Ottaviano Elmore CHEM COMN PLSC SUNY Brockport SUNY Oswego East HS, Rochester Monroe CC 2010 ACRL WNY/Ontario Chapter
  19. 19. Considerations for Outreach <ul><li>Start small – one time library instruction, develop a research related assignment </li></ul><ul><li>Develop relationships with faculty, building trust – give faculty and yourself time to see how library instruction can best complement the course </li></ul><ul><li>Inform departments of the resources and instruction that librarians can provide </li></ul><ul><li>Provide evidence of benefits of embedded library instruction </li></ul><ul><li>Give presentations at faculty conferences and workshops </li></ul><ul><li>Reach out to new faculty (first year training) – pros and cons </li></ul>2010 ACRL WNY/Ontario Chapter
  20. 20. <ul><li>What have you done to capture the interest of faculty? </li></ul>2010 ACRL WNY/Ontario Chapter
  21. 21. Contact Info <ul><li>Dra. Cristina Rowley Welles Hall 209B, SUNY Geneseo [email_address] 585-245-5247 </li></ul><ul><li>Kimberly Hoffman Milne Library, SUNY Geneseo [email_address] 585-245-5046 </li></ul>2010 ACRL WNY/Ontario Chapter