New Brunswick Libraries Faculty Meeting: Minutes of the May 4, 2012 Meeting

Present:

Joe Consoli, Kayo Denda, Joseph Deodato, Mary Fetzer, Judy Gardner, Rebecca Gardner (Chair), Melissa Gasparotto, Karen Hartman, Melissa Just, Triveni Kuchi, Mei Ling Lo, Jackie Mardikian, Kevin Mulcahy, Jill Nathanson, Jim Niessen, Michele Oswell, Bob Sewell, Gene Springs, Eileen Stec, Myoung Wilson, Ryan Womack (recorder), Connie Wu

1. Minutes

Minutes of the prior meeting were approved.

2. AUL Report

Melissa Just reported that there is now a facilities plan and budget to extend the hours of the Graduate reading room until 2 am. This includes a new set of doors and elevator restrictions to restrict access to the stacks.

3. Instruction Discussion

Jill N. reviewed current instructional activities:

• There is training of tour guides and participation in resource fairs over the summer. Major classes are English 201 and 301 in the English Writing Program.
• English 201 (Research in the Disciplines) typically has 2 sessions per class offered. In the fall there will be 25 sections (50 classes). There were 33 classes the previous fall and 37 in spring. For English 301 (College Writing and Research), 2 sessions are offered, but often 1 or none are given. There were 10 sections in the fall, 8-9 in spring.
• Eileen reviewed her experiences with English 302 and English 303 (Science and Business Writing).
• There are up to 50 sections in the Spring, much less in the fall.
• Stec is using the new technique of mind-mapping for early research. These sessions involve much more intensive follow-up after the initial instruction session.
• Jill N. continued her review. Students in Transition Seminars are required of all transfer students. One session is given for each seminar (60 in the fall, 25 in the spring).
• FIGs (First Year Interest Groups) cover all disciplines and areas of student interest. Librarians "train-the-trainer" to provide instruction to the student leaders of the 82 sections (in two groups).
• Byrne Seminars are taught by faculty to first years. Occasionally a faculty member will ask for a library session for these.
• There is occasional contact from the Aresty scholars as well.
• There are two sections of "Introduction to Science Research" usually taught. Orientation is given once a semester at Rutgers-Brookdale to students there. Also once a semester for ESL.
• The McNair program is taught in the summer, and the libraries participate in teaching this program.

Melissa J. introduced the discussion phase by informing us of the ability of funds for temporary assistance, and that we should have a thoughtful discussion of the long-term needs for instructional positions. At the same time, we will not move slowly to make a decision, since there are needs.

Some points from the extensive discussion follow:

• There was discussion of the pros and cons of the train-the-trainer approach.
• Changing areas of emphasis in our work, decline of specific collection responsibilities, reference work. Instruction can be viewed as a core responsibility.
• LIS students are another source of instructors who are developing expertise and need instruction experience.
• Potential of online tutorials, but these can also require intensive maintenance.
• Need to examine ultimate goals of instructional program to focus on lifelong information skills.
• We should be true partners, not substitute teachers when faculty need to do something else.
• Better communication is necessary with actual course instructors, not just the program liaison.
• Let's align with national, disciplinary, and Rutgers own information literacy standards.
• ILIAC has presented a report to USC that addresses standards and goals. This may deal with some of the concerns and help us move forward.
• All of instruction may change based on how we reconfigure the program and lines around it.
• Providing information in useful chunks at the point of need is a way to improve instruction. It is not just classroom.
• There are disciplinary differences in instruction, with different research requirements for every area. Learning objectives should be aligned with departmental goals.
• Leadership is needed to deal with larger programs, such as English 201, and programs developing into large ones, such as the signature courses. Stronger strategic planning can bring things together to meet the goals.
• If librarians have input into design of the research component of classes, it provides greater incentive to invest more in the quality of student's experience.
• Given our structure (so many committees at various levels, mostly only meeting once a month), it is difficult for reports and discussions to evolve into concrete actions.
• Improved communication with programs is desirable.
• We have to be careful to calibrate our investment of time with the appropriate partners.
• Liaisons have specific responsibilities to their departments that they need to take time developing. These may take priority over general instruction.
• Aligning introductory sessions with librarians' areas can help deepen relationships.
• We could restructure the timing of our instruction (e.g., all-day open houses) to make it more manageable.
• Learning from what the introductory students are doing helps librarians in subject specialities understand their advanced students later in the process.
• We need to recognize that we do not have consensus on some of these issues.

Next steps - Jill and Melissa are planning for the Fall, which will be covered. In general, we need to reconsider these issues and develop a strategic plan with clear decisions for the future. A working group chaired by Melissa will be formed to move these issues forward in a timely manner.

4. Announcements

• Common Knowledge Database (CKDB) has retired, as has the old reference statistics site. Anyone needing information from these sites can contact Stephanie Bartz to retrieve the information.
• We will keep the June NBLF meeting on the schedule for now.
• Congratulations and thanks to Jim Niessen, entering deputy NBLF chair, and Jackie Mardikian, entering NBLF Chair.
• Libraries have been invited to participate in the Outbound orientation for incoming students on Saturday, May 19 on College Ave campus from 11:30 to 1:30. The Libraries also meet with study abroad coordinators during this orientation.
• NBCG meeting will be moved to June 29.
• Tenured faculty asked to remain for a brief meeting following NBLF.
• Librarians can participate in evaluating and mentoring Fulbright and Rhodes scholar applicants. Two mentored applicants succeeded in obtaining Fulbright applications this year. Joe Consoli will forward information by e-mail.
• LSM is providing free coffee to students during exam week.

The meeting adjourned at 11:10 am.