*** This version of Confluence is for testing only and contains a copy of content from June 29th 2026. No changes will be preserved. ***
...
Meeting
...
Notes
...
Brainstorming
- What's
...
- the
...
- difference
...
- between
...
- workshops
...
- and
...
- course-related
...
- instruction?
...
- What
...
- vocab
...
- are
...
- we
...
- using
...
- to
...
- articulate
...
- this
...
- to
...
- faculty?
...
- Ensure
...
- that
...
- we
...
- use
...
- consistent
...
- language
...
- (between
...
...
- and
...
- web
...
- advertising);
...
- In
...
- order
...
- to
...
- determine
...
- what
...
- faculty
...
- call
...
- our
...
- instruction
...
- sessions,
...
- we
...
- could
...
- polling/look
...
- in
...
- syllabus/email
...
- to
...
- see
...
- what
...
- faculty
...
- "call"
...
- library
...
- instruction
...
- sessions
...
- that
...
- is
...
- beyond
...
- showing
...
- the
...
- the
...
- library
...
- web
...
- site.
...
- (we
...
- need
...
- a
...
- name
...
- that
...
- indicates
...
- learning
...
- take
...
- place
...
- Who
...
- is
...
- our
...
- audience
...
- and
...
- what
...
- is
...
- our
...
- aim?
...
- how
...
- do
...
- new
...
- instructors
...
- find
...
- out
...
- about
...
- course-related
...
- instruction?
...
- Strategies:
...
- examples
...
- of
...
- what
...
- we
...
- do,
...
- testimonials
...
- from
...
- faculty,
...
- students;
...
- Jim
...
- (Communications);
...
- Strong
...
- Library
...
- guides;
...
- Lance
...
- &
...
- Tracey
...
- (embedded
...
- librarians);
...
- Fred
...
- mentioning
...
- going
...
- to
...
- classes
...
- to
...
- teach;
...
- GIS
...
- support
...
- from
...
- Keith
...
- in
...
- the
...
- classroom;
...
- Camille
...
- &
...
- Jeremy
...
- on
...
- BEE
...
- (Engineering);
...
- creating
...
- a
...
- library
...
- assignment
...
- specifically
...
- for
...
- the
...
- visit;
...
- perhaps
...
- we
...
- could
...
- look
...
- at
...
- statistics
...
- from
...
- CountIt
...
- !
...
- to
...
- see
...
- who
...
- is
...
- teaching
...
- what.
...
- Emphasize
...
- flexibility
...
- and
...
- posting
...
- new
...
- "ideas"
...
- -
...
- instruction
...
- in
...
- the
...
- news,
...
- a
...
- RSS
...
- feed?
...
- videotape
...
- the
...
- R&O
...
- forum;
...
- Wendy
...
- will
...
- ask
...
- Ryan
...
- K.
...
- to
...
- videotape;
...
- as
...
- backups,
...
- maybe
...
- Gwen
...
- or Carla. (Update per Gaby: this is not an area where they have much expertise.)
- Figure out the scope of our testimonials, and get consent from librarians; ask them to prepare short sound bytes and stmts.
- Discussed different levels of instruction support
Research/Instruction Approaches
Overall message:
- Research/library instruction and support (whatever language we decide!) is customizable by class. We work with you to develop the best strategy for you and your students.
- We offer some examples of strategies we've invested in at CUL, but this by no means represents all that we can do, or are willing to do;
- Other information?
1. Instruction support for large undergraduate classes (250-300 students)
- MUSIC: Lance/Tracey and Steve Pond;
- COMM: Jim and Kathy;
- ENG: Antje, Jeremy and Camille
Main points to cover:
- Why research in large lecture courses is difficult to cover in a single research session
- How they help students learn introductory research
- The instructor's role in developing the strategy
- ???
2. Teaching for-credit research courses in your College or Area
- Area Studies: Tony and Eric Acree
- Hotel: Ken Bolton
Main points to cover:
- Benefits of a credit-course within a College's curricula
- How these classes help students learn to research
- ????
3. Instruction support for courses with 10-100 students
- A longer narrated video, perhaps 3 minutes, featuring different librarians emphasizing the importance of: embedded librarianship; library guides; active learning techniques; and the benefits of working with faculty to develop real assignments and perhaps follow-up research sessions;
- Or, instead of a longer video, a gallery of single interviews by librarians
- Wendy: What topic?
- AEM: Jaron
- ILR: Chris
- Government: Lynn
- History: Virgina
- PSL: Dianne and Leah
- ?
Main points to cover:
- Working closely with faculty to discover what best supports their course
- De-emphasizing the traditional one shot to favor sessions with active learning and/or repeat visits
- ?
4. Providing graduate and multidisciplinary/specialized software support
- Keith Jenkins and GIS
- Kaila or Susette and Visual Resources
- Professional schools consultations/sessions
- Gail Steinhart and Natural Resources
- Others?
Main points to cover:
?
Attendees
- Gaby, Camille, Wendy, Jaron
Action Items
1. narrow down people for testimonials
Camille has suggested CUICI folks: Steve, Kathy, Antje. These testimonials will help emphasize instruction options for large, undergraduate audiences.
2. What to emphasize (top five)
3. Define what we're calling this service/page
(rank suggestions)
4. Figure out our video strategy/options
| Table of Content Zone |
|---|