As I get my head back in the game in terms of looking toward the opening day of classes, I wrote to a professor earlier today to see about a planning meeting for two library sessions and a workshop we’ll be offering early in the fall semester.  I thought that I’d have until next week before we met, but circumstances pushed for a spur-of-the-moment meeting this afternoon.  Fine by me!

Instead of the typical meeting held in one of our offices, I was on my way “uptown” for a coffee and that provided the perfect location for discussing lesson plans and upcoming projects.

This Anthropology professor is working toward an interdisciplinary food project that he hopes will take root and spread across campus.  The librarians at SUNY Geneseo, among other invested classroom faculty, are very interested in helping nurture this endeavor.  While plans were expected to be simple (work with our closest classroom faculty partners to suggest infusing a food-related slant into lectures or assignments, where appropriate, or solicit contributions of food-based research and/or creative projects to form a gallery show), they may turn out to be much more elaborate than any of us ever imagined.  Current thoughts are to write a grant proposal to secure funding for a full-out gallery exhibit (even multiple exhibits across campus), complimented by a series of cultural and academic events and encouragement to classroom faculty to incorporate food issues into student projects.  The hope here is to offer a scaled-down version of Heavens Above, an interdisciplinary, college-wide exhibits and programming project that Milne Library hosted in Fall 2007.

Professors in the Anthropology Department are committed to working with food-related issues, if only as a segment of their course content.  I am fortunate enough to have already established a close working relationship with these professors, feeling confident and well-respected enough to provide my own advice and librarian expertise to a topic that I, myself, am passionate about.  Who doesn’t love to talk about food?

So, what will we be working on in the fall?  Two courses – ANTH 100: Intro to Cultural Anthropology and ANTH 235: Ancient Civilization in the Americas – where I’ll work with the students in one library session a piece, another – ANTH 229: Film and Ethnography – where students may seek my help informally and a GOLD workshop entitled Food, Glorious Food: Working Personal Interests into your Research Projects where we (professor, librarian and a student) hope to excite student researchers into adapting food-related topics into course writing assignments.  That is our own personal agenda, but overall, the workshop will advise students to incorporate any personal interest into their scholarly writing . . . if applicable.  Food seems to be a ubiquitous enough concept to lend itself to just about any subject area.

The focus of the library sessions and/or informal assistance – helping students identify and access scholarly, peer-reviewed materials on their given topic(s).  Based on previous classes arranged by this professor, he has seen the value in outside contact and source evaluation by the librarian with students and has asked that I take a quick glance over first wiki submissions of students’ article/book choices.  If we (the professor and I) can cut students off at the pass of bad (inappropriate is a better word) material selection at the beginning of the semester, we hope that the growing annotated bibliography from the 70+ students will serve as a “study guide” of sorts, instilling the key characteristics of scholarly and academically-appropriate sources.

And it’s all about food.  What fun!

While not strictly tied to collaborative teaching efforts, a recent planning session with my Collection Development colleague for a staff retreat focused on faculty outreach has prompted me to brainstorm the many ways in which I connect with professors.  I wrote them all down so as not to forget, but at tomorrow’s retreat, all of the librarians will brainstorm their own ways of collaborating.  We are sure to generate a long and very rich list.

Following are the thoughts that I’ve come up with.  I will try to combine similar activities so that this list doesn’t become too cumbersome.

Instructional efforts

  • Successful teaching collaborations (Anthropology, First-year Writing Seminar, Foreign Languages, Political Science, Psychology, RYSAG, Sociology) have led other professors to engage in similar instructional efforts
  • Successful teaching collaborations have led to greater opportunities for myself and for those with whom I teach (i.e., RYSAG)
  • Conference presentations incorporating librarian and professor (and sometimes student representatives) have led to faculty interest in similar teaching collaborations, at SUNY Geneseo and elsewhere
  • Attendance and participation at departmental meetings helps initiate interest in what librarians can do for professors in the classroom and for students outside of the classroom (i.e., research consultations)
  • Attempts at establishing formal librarian-professor meetings or get-togethers (i.e., Librarian-Faculty Learning Community)
  • Assisting professors with their curricular material that have a focus on information literacy skills (i.e., proofreading a student survey centered on issues of plagiarism)
  • Providing introductions of what the library instruction staff can do for various campus groups (i.e., new faculty, First-Year Writing Seminar professors, teaching assistants)
  • Writing short newsletter articles for campus publications on different instructional projects in which librarians are involved
  • Engaging in campus-wide activities that focus on pedagogy (i.e., Teaching and Learning Center workshops)
  • Involvement in teaching activities that expand beyond the library (i.e., RYSAG) has allowed me to make connections across campus and outside of the academic environment (i.e., high school teachers)
  • E-mail contact with professors to suggest one-shot classroom instruction over individual research consultations for every student in a course or to clarify tricky questions that a professor has added to a research assignment
  • Working on professional development opportunities that incorporate librarians (and teachers) from all different educational settings

Collection building

  • Meetings that involve collection development librarian, subject specialty librarian, department chair and departmental representative to the library to discuss such things as budget allocations, electronic resources suitable for the subject discipline in question and subject areas covered through print resources
  • Making personal recommendations for sources to professors based on what I know of their research and curricular interests
  • Assisting with suggestions for course texts
  • Writing short newsletter articles for campus publications on issues of weeding, purchasing, new collection initiatives, etc.
  • Advertising and administering regional access cards so professors can borrow from local college/library collections
  • Inviting professors to provide input and/or train in orientations to various electronic resources

Faculty research

  • Answering reference questions for faculty, whether in person, on the phone, via e-mail, etc.
  • Offering research consultations to faculty members; not just to students
  • Meeting professors and their research assistants to provide instruction on various tools as well as strategies for tackling the necessary research question/project
  • Providing instruction for student research can many times lead to professors learning of new strategies and resources for their own research
  • Informal conversations can lead to new ideas for faculty research endeavors

Campus-wide engagement

  • Involving oneself in College Senate
  • Choosing relevant Senate subcommittees in which to participate
  • Chairing a Senate subcommittee
  • Running for/serving on other campus-wide committee participation
  • Working on library committees that demand a teaching faculty representative
  • Attending campus functions

Finally, I think that not enough can be said for informal, social interactions with faculty colleagues, on or off-campus.  These serendipitous connections can truly lead to great things, the very least being a newly formed friendship.

I am anxious to hear of other ways that my local colleagues interact with professors and would certainly like to extend the conversation to anyone else reading this blog.  How do you most frequently connect with faculty on campus/at school?