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?

Wow,  7 months have past since my last post.  I need to get better at this blogging thing.  I keep telling myself . . .  just a short paragraph a day will keep this blog alive.  The unfortunate (or fortunate, based on how you look at it) thing is that once I start writing, I can’t stop, so to me, there is no such thing as a short paragraph.  🙂

I’ve been busy though.  The most recent time-consuming activity has been the third RYSAG summer camp.  Once again, it was a success, although there was doubt at the beginning.  Would the students be interested in “saving the environment”?  Was the topic “sexy” enough for them?  In the end, the students came to campus already aware of and concerned with issues of global warming and the need to change the way we all treat the environment.  While there was no real element of discovery or suspicion, as there was in the last two camps, and students didn’t seem super motivated in class, the final presentations impressed us all, as they have always done.

The typical subject collaborations existed as they have in the past – science/chemistry, math, research, public speaking/communication and technology.  In addition, we invited a few “green experts” from campus to each teach one day on their specialized topic.  An Anthropology professor took students back 1000’s of years to introduce the idea of those people’s “waste,” to make the point of how much that waste has grown into modern times.  She had students calculate their individual carbon footprint. Two Geology professors discussed water runoff and global warming/climate change, respectively. A History professor introduced students to the campus’ community garden and talked about sustainable agriculture, including the creation of  compost piles.  Finally, a Chemistry professor engaged our students in the harnessing of solar power based on blueberries as a source of energy.

Small student groups within each of our four camp teams were assigned to particular interviewees that would lend their perspective on sustainability issues and efforts.  Interviewees ranged from the middle-aged curmudgeon professor who’s only motivation to recycle was to recoup 5 cents from each plastic bottle returned to the sports enthusiast Geneseo alum who didn’t care how the new stadium was designed as long as he could attend his favorite sports events to administrative officials of our campus food service who introduced students to the idea of biodegradable cups and other “plastic ware” and the push to purchase food from local farmers.  Additionally, students designed 8-question surveys that they administered to anyone on campus that would take the survey.  All of these ideas and data were incorporated into each team’s final presentation – a formal plea to college administration to “green-up” our future athletic stadium by implementing the suggestions made by our students.  As mentioned above, the delivery, data and teamwork employed in each presentation was incredibly impressive.  Our youngest team consisted of 15 11-year olds (incoming sixth graders) and they did a fantastic job!

The ppt presentations will be loaded to the GREEN-UP camp website soon, but in the meantime, enjoy the public service announcements that our students created while on campus (found on the right hand page of the GREEN-UP webpage).

A communication professor and I met earlier this morning  to develop a general set of lesson plans to be used in this summer’s D.I.G. camp.  It was really an amazing experience, working together and seeing how many of the NYS standards our new curriculum, Research & Rhetoric (R&R – formerly C.T.U. for Critical Thinking Unit), hit.  And when you combine our curriculum to that of our teaching partners (Chemistry, Anthropology, Digital Arts, and Math), we really do touch upon all of the intermediate standards as a whole.  The standards addressed in R&R include:

  • English Language Arts, standards 1-4 (Listening & Reading and Speaking & Writing)
  • Social Studies, standards 1-3, 5 (History of US & NY, World History, Geography, and Civics, Citizenship & Government)
  • Math, Science and Technology, standards 2, 5-7 (Information Systems, Engineering Design, Tools, Resources & Technical Processes, Computer Technology, Management of Technology, Systems Thinking, and Strategies)

Meredith and I talked about how, at the college level, we aren’t used to preparing formal lesson plans to guide our teaching practices.  We agreed, however, what a useful tool these completed plans will be when July hits and we start preparing for the students’ arrival on campus.  Where student or novice teachers may begin looking at educational standards and develop lessons and activities around them, we preferred to dive into the lesson planning first and then align our activities to the standards.  From last year’s camp experience, I knew that Meredith and I would work well together, but now that we’ve joined forces, I am thrilled to be brainstorming with her.  Although our current lesson plans are fairly general and will be tweaked as July approaches and while the students are on campus, we have a really good start, including some very specific ideas about how each class will be run.  We agree that ice breaker and self-esteem boosters are essential for the beginning of each class session.  I think Meredith and I make a natural teaching team.

I was expecting to write more of an opening post to my new blog, but considering that I am in the midst of sifting through the NYS standards in order to design lesson plans for the D.I.G. summer program, it seems appropriate that I launch right into librarian-faculty collaboration.  This program has been the epitome of educational collaboration.  Last year, the camp focused on CSI techniques under the premises of a series of fictitious art thefts that happened on SUNY Geneseo’s campus.  Each of the disciplines was dependent on each other, especially in the lessons provided by the Critical Thinking Unit (CTU) – a mixture of sociology, ethnographical and library research, and overall critical thinking.  In the CTU curriculum, students put the pieces of the puzzle together working with interview transcripts, forensic evidence, information found from the web, and tips and additional pieces of evidence left by a secret admirer.  Story boards were used to visually tie the different disciplinary information together in one place.  With this information, a communication professor and a graphic arts specialist worked with the student teams to develop an oral and pictorial presentation to be delivered to a “grand jury.”  Depending on how compelling each team’s case was presented, a panel of three judges ordered an indictment for our four criminals

I never would have been involved in such a fantastic program had it not been for the Sociology professor with whom I had been working in her semester courses.  Because she saw that I was able to weave in research skills to cover the content of her designated lessons, she knew we could work well together to deliver a fun and meaningful curriculum to our middle school students.  You never know what good things will come out of your everyday work responsibilities.

Anyway . . . back to those standards . . . This year’s mystery – an archaeological dig where we hope to find Seneca artifacts – goes even further as far as seamlessly merging academic disciplines.  Archaeology, chemistry, history, math, english language arts, technology, art – each subject will rely heavily on the other in the hope of providing another enriching experience for our young scholars bound for college . . . in about 4 or 5 years.