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- Housekeeping - 5m
- Note taker/additional agenda items
- Sub-team updates - 25m
- Website
- Technology/Learning Spaces
- LibGuides
- Assessment
- Information Literacy/Instruction Leadership
- Programming
- - Mickey? - Nina: two members of the website team met with Melanie to help with the vignettes. - Form is still in the works - updates have been made to the Instruction Coordinator list. On track for launch at the beginning of next semester. Tony: list of credit courses needs to be added
- Tony - reported on the Instruction Coordinator discussion - everyone went around introduced themselves - updated what their programs were focused on currently - looked at some of the difference between the larger and smaller units - Tony meeting with Martha Walker individually - Kelee recommends doing it again in the future
- Technology/Learning Spaces - Jill: team met with PTAC chairs Dan Blackaby and Hannah Chapman - no one likes eVanced, looking into LibCal - team will continue investigating LibCal - added bonus, would save us money to go with LibCal in some ways - LibCal funding is already secured by PTAC - Dan and Hannah are going back to PTAC to make sure it's ok for our team to have admin accounts, possible demo in next meeting
- Mary: Mann's website is incorporating LibCal into the hours function - Olin may be as well - driving force behind upping the license - Sara E. Wright behind this
- Meghan: would be great to have a demo account to share with workshop coordinators for testing as well
- Jill: grouping people together who do the events, etc. for input
- Brief discussion of registering versus not registering
- LibGuides: subject headings - aren't as helpful as they could be - fine-tuning and tweaking to increase findability
- Continuity between databases and LibGuides headings? - Don't want to go too far away from that but looking at some of the peculiarities that don't fit the database headings
- Assessment: finished getting all the pilot data. Will be compiled shortly. Nothing serious or concerning. Getting ready to prepare for the December event.
- Programming: Chris read update from Lance - Friday, November 20, article discussion - December 10th event - reports/updates from Assessment, Engineering videos, with a focus on instruction/assessment
- Marsha - will send out the article discussion to CU-LIB today
- Information Literacy/Instruction Leadership
- Course Design Institute this Friday/Saturday - Chris has contacted the liaisons - 2 from economics, 2 from hotel, 1 from engineering, 1 africana, 1 from romance studies, food science/nutritional science - Chris will send a release of the hold on everyone else's calendars - Chris and Meghan will be presenting
- Gaby - Zsuzsa is making the rounds to talk about the graduate student survey - burning questions that you think should be asked of graduate students, both professional and PhD programs. Instrument will be developed in the spring. Gathering input through December from CUL. Based on that, January and February, Assessment will be developing questions, possibly with the Survey Research Institute - launched in late March or so. Not sure there will be input on the instrument itself, but early input will be informing it.
- Meghan sent out prompt for feedback to PSEC-INSTRUCTION
- Meghan sent out prompt for feedback to PSEC-INSTRUCTION
- Library Teaching Certificate Proposal - 20m
- Please read the very draft-y proposal that the Instruction Leadership Team put together and come prepared to discuss. (below)
Questions for PSEC Instruction:
- What would be the value of this to instruction librarians?
- Who would benefit from going through this?
- Cohort (limit number of people going through the program at one time) or self-paced (whoever wanted to pursue the certificate could and work their way through the program)?
- Discussion
- Value? Yes - could you get credit for past experience? Would it be a professional credential? Is the library administrative supporting it in our professional development as librarians?
- Would everyone see the value in it? What would be the incentive? What incentive do you think it would take to make it worthwhile?
- Who is issuing the certificate? What does it mean to have the certificate? What would make the certificate valuable? Why does the certificate mean anything? This is what we need to know to propose it to the administration. Professional development that could be used as evidence in a promotion portfolio, transferrable to other professional opportunities, monetary award
- When faculty go through a similar program at Cornell, what do they get? Goes on your CV.
- Tony: has the Teaching Scholars certificate from CTE - activities for the year, framed in office - thought it was worthwhile and has concrete things he does in his classes from it - required a reflection at the end. was already attending workshops, showed an accumulation of attendance
- Would it mean more if it came from CTE? From an outside organization? Teaching Excellence idea
- Newer librarians with teaching responsibilities - CTE emails aren't necessarily inviting librarian participation - a new librarian that's eager for feedback and find out more about teaching - it's a rich learning experience - CTE is interested in teaching you - something to put in your portfolio - not just that
- Don't expect a huge demand for this - help yourself feel more comfortable in the classroom - the more you prepare yourself, the more comfortable you feel
- Would make people more comfortable working with CTE - it's their job to make us better teachers
- Tony: mix of workshops/seminars from CTE staff and from faculty in CTE programming
- Library-focused sessions as part of the available sessions seems important. Library-specific needs that CTE may not meet. Focus on the challenges of things like the one-shot and faculty collaboration around student learning.
- Going beyond librarians - invite anyone who has teaching responsibilities
- Cohort or self-paced - cohort program could delay people - low participation - what is the incentive? if it's financial, there would be limits
- Would CTE be doing all the teaching? No, CUL staff would do some and CTE would do others
- Gaby - could CTE do a first observation in the classroom - sort of a pre-test/post-test scenario - looking for improvement - It would be useful for them and useful for the participant to gain that insight - practical difference between library instruction and faculty teaching - CTE needs to see it, but the feedback from CUL staff would also be helpful - CTE observations might limit participation - hard to make them do 20 observations - pilot with smaller group? Need CTE's feedback
- Please read the very draft-y proposal that the Instruction Leadership Team put together and come prepared to discuss. (below)
Library Instructors Teaching Certificate Program - Draft Proposal
Overview
The Library Instructors Teaching Certificate Program is open to all Cornell librarians [and others in the Library?] who have teaching responsibilities. It provides opportunities to interact with colleagues across campus and explore diverse, innovative, and timesaving teaching strategies. The Certificate Program focuses both on developing and refining teaching strategies to maximize student learning and minimize administrative overhead and implementing teaching strategies that maximize the efficacy of various technological tools to enhance student learning.
Participants in the program receive a certificate upon completion of the program components.
The Teaching Certificate Program is a space for you to:
- Identify and implement new teaching approaches and concepts in your instruction sessions
- Discuss teaching excellence and student learning with colleagues and teaching professionals
- Assess strengths of and alternatives to your current teaching methods
- Identify the factors that affect student learning.
- Apply new teaching approaches or concepts into courses and assess their impact on learning
Requirements of the Library Instructors Teaching Certificate Program
The Certificate programs represent critical inquiry into teaching practice and have the following components, which we recommend be completed in a 2-3 year timeframe:
Attend 6 small-group working sessions.
Everyone has their own specific teaching interests based on the type of classes they offer and their own teaching style and philosophy. You choose the sessions that fit your interests and schedule. In these hands-on sessions you will develop teaching strategies that you can implement in your classes right away.
Proposed Library-specific small-group sessions:
- Creating effective online tutorials for information literacy instruction
- What makes a good research/information literacy assignment?
- Developing effective learning outcomes for information literacy instruction
Some existing CTE sessions that might be a good fit:
- PowerPoint design for learning: It's not just about how it looks!: What's the best way to foster engagement with PowerPoint? Come learn some tricks of the trade to make your presentations more interactive and visually appealing. Bring a PowerPoint presentation you'd like to change to this hands on workshop.
- Strategies to Effectively Use iClickers in the Classroom -- Technology doesn't automatically enhance learning, it must be thoughtfully integrated to achieve optimal results. Come to this conversation to discuss the pros and cons of clickers and develop a plan to effectively utilize them in your course.
- Extending the Classroom: Designing Online Course Modules -- There are so many options for online course modules, the possibilities seem almost endless! Come learn how to effectively utilize online strategies, and let us help guide you to some user friendly tools and techniques.
- Using Online Learning Tools to Enhance Teaching -- With the explosion of online tools available for teaching, how do you choose the most effective one? Join our conversation to discover how these tools have been integrated into Cornell classrooms to enhance teaching and the student learning experience.
Engage in a classroom visit [by a CTE staff member or CUL colleague?]
Is there anything specific that you want to know about how students are responding to content and activities or how they are engaging with you and their peers? Having someone visit your class is one way to find out. The visit is preceded by a conversation about the course overall, the class in particular, and what specifically you want to know about the classroom and its dynamics. After the visit, we review and discuss the class.
Teaching Project Discussions
We’ve all made changes in our teaching. The Teaching Project Discussions provide a space to give a short presentation on the changes that you have made in your teaching and how you feel those changes have impacted student learning. You will then lead a brief discussion about your changes. Each participant will receive a worksheet with reflective prompts to guide the development of the project discussion.
Upon completion of the Faculty Teaching Certificate Program, participants will receive a certificate of completion.
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October 14, 2015 10 am - 11 am Room: Catherwood 237
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