Tuesday and Wednesday Barry and I work on moving four of the ITC lab computers into the Multi-Media lab. This is in preparation of the ITC shakeup this summer. Three multi-media editing stations were combined into one. This station replaces the seldom used Collaboration Station that was in the back corner. The combined station looks really cool. The scanning stations that were in the front of the lab have been moved to the back and the four computers from the ITC lab put in the front. The lab was dusted and carpet vacuumed and is open for business. Come by and take a look.
During May 2009...
The annual Employee Recognition Luncheon was held on Friday, May 22, 2009. The theme was ZSR Library Superheroes! Aramark (Posh Plate Catering) catered the luncheon. The agenda: lunch, Lynn read honors from July 2008 to the present, award recipients were announced and team heads gave remarks, played superhero game and gave away 4 door prizes.
Congratulations to all of our award nominees! We had 11 nominations for the Helping Hand Award. 7 nominations for the Unsung Hero/ine Award. 5 nominations for the Outstanding Employee of the Year Award.
The award recipients are:
Bobbie Collins – Helping Hand
Scott Adair – Unsung Hero
Christian Burris – Dedicated Deacon of the Year
Erik Mitchell – Outstanding Employee of the Year
Thank you to everyone who made this years luncheon a success! You are all appreciated!
Students Meet over Dinner in Carswell Hall
On Sunday morning, at 8 am, Erik and I will board a bus with 13 Colgate and 6 WFU students to participate in Angela Hattery and Earl Smith’s fourth iteration of “Social Stratification in the Deep South.” The library first participated in this bi-annual sociology summer travel course in 2007 and we were delighted to be invited back this year. We invite you to travel along with us virtually. As previously, we will be managing the course technology. This time we are introducing a facebook page, twitter and video documentation of speakers and experiences. We would love to have you become a fan. Just visit our facebook page and sign up as a fan. You can follow our “south tweets” also and see images on the course flickr site. Also, be sure and checkout how Colgate is following our trip!
As a result of the staff appreciation survey of what people wanted to do this week, today we held our first Library Quiz Bowl. It was a good time, and we shared many laughs. The event couldn’t have happened without a number of people:
Thanks to Team 1: Steve, Roz, and Giz, and Team 2: Craig, Derrik, and Heather for playing. Kristen very kindly kept score. Mary Beth and Heather loaned us the Trivial Pursuit cards for the game. Mary Reeves provided drinks and Giz provided sugar with Krispy Kreme Doughnuts. ILL and Access let us use extremely entertaining buzzers. Thanks to everyone that came out for the game. The game itself was a team effort!
The game was a close one. Team 2 was in the lead at the beginning. The two teams were tied for a bit, and then team 1 pulled ahead in the end. We had such fun, that Roz read through questions for the whole group after the game. With a room full of library folks, we were able to answer nearly every one!
During the summer of 2009, the Asolare Arts Foundation will have 3 separate art shows in the ZSR Library exhibit cases. This art provides a nice change from the academic, text based exhibits we usually have. These shows will be enjoyed by all I’m sure.
John Cahoon is the first artist’s exhibition.
Today was the final day of the teaching teaching spring class. We’ve been at it since January, and we’ve held 14 sessions. We’ve had 14 hours (less the minutes early I left for committee meetings) to devote some serious time to coming together as a group to talk about our teaching and hopefully learn a few tricks. I started today talking about the design for the course. Roz clearly played a large role, and everyone who participated helped shape the course either through conversations outside of the class or by their participation.
And while we’re talking about participants, we had a large percentage of the library staff attend at one point or another, and most people attended several (or all!). The “teaching teaching” participants were Roz Tedford, Bobbie Collins, Lauren Corbett, Carol Cramer, Ellen Daugman, Craig Fansler, Joy Gambill, Kevin Gilbertson, Derrik Hiatt, Kate Irwin-Smiler (from PCL), Julie James (from Carpenter), Sarah Jeong, Vicki Johnson, Steve Kelley, Mary Beth Lock, Leslie McCall, Carolyn McCallum, Kaeley McMahan, Erik Mitchell, Elizabeth Novicki, Mary Scanlon, Susan Smith, and Giz Womack.
We covered a lot of ground, too! We talked about what Instructional Design is, and the different models of ID that are practiced. We talked about taxonomies of teaching, educational psychology, multiple intelligences/learning styles, teaching styles, learning theory, problem based learning, active learning, classroom management, assessment, and the scholarship of teaching and learning. We’re planning a few summer workshops to bridge a few gaps, and we’re planning a fall program of facilitated practical talks on specific techniques. Keep an eye on your email to see when the next teaching classes will be!
I’ve really enjoyed this project, and it’s been a great semester. As I told the group this morning, having an enthusiastic group of participants made it much more fun (and made all of the planning much less burdensome and far more enjoyable). Clearly, this is an example of the culture of ZSR/WFU. The participants were focused on our mission: honing their teaching skills in order to better position themselves to help our students succeed. I can’t wait to see how this course shapes our instruction in the coming semesters. Thanks to everyone who participated! I really appreciate your enthusiasm and engagement!
If you’re interested in seeing what we were up to, you can see the course blog.
Today was the final day of the teaching teaching spring class. We’ve been at it since January and have met 14 times. This means folks have devoted some serious time to coming together as a group to talk about their teaching and hopefully learn a few tricks. I started today talking about my design for the course, though of course, Roz designed too, and everyone who participated helped shape the course, either through conversations outside of the class or by their participation.
The design of this course was two fold:
- To make the best use of the 14 hours we would have with everyone. (Aiming for active, meaningful classes.)
- To not have any assignments or assessments. The goal here was to save time, since we were already taking so much, but also to help limit anxiety. Everyone starts things with the best of intentions, and several people mentioned that they wouldn’t mind assignments to help further their learning. However, knowing how semesters go, I didn’t want to put added pressure on anyone and I wanted to remove any barriers to attending class. This is because attendance was important for this particular course.
- This was because the design of the course required classroom participation. Everyone who teaches has something to say about teaching. I, as the one leading most of these sessions, was guiding the conversation through an instructional design lens. But everyone has something valuable to add and made the class richer. So, it was important to create an environment in which people would come, and limiting out-of-class work was a strategic decision to encourage attendance and participation.
The goals of the course were:
- To help create confidence
- In the teaching we’re already doing.
- For publishing in the SoTL; we’re doing really interesting and innovative work, and anyone teaching at ZSR has the ability to publish something in the SoTL. Hopefully this course helped give a framework and vocabulary for how to do so.
- To introduce some theory
- Enough to be able to know why things the thing you’re already doing work (or don’t).
- To provide some tools
- New strategies and ideas
- Sharing information from different courses
- To let people know I’m here to help!
- Really! If you want to chat about designing your course or class, or just adding in a few active learning exercises, I’d love to talk with you. If you have an idea for a professional development opportunity, I’d do that, too! And if you’ve heard enough from me, you know who is doing what from our course discussions, so you know who else on staff could help.
We also went through the list of topics covered in this course (which you can find in this blog) and discussed a few things people are interested in seeing in the future.
This “class” has been a fun one for me, and really rewarding. Thanks (again!) to everyone who participated and contributed to the program. I think we’ll see the benefits of our work over the next several semesters!
Today’s session was on the scholarship of teaching and learning. I really wanted to make sure to include it because this is something we’re all capable of doing right now and is nice to address after covering most of the content. I’m also saving the last class for wrap up and synthesis.
So, here are the slides:
If you have any questions, a lot of us have published and presented in this area. Feel free to ask for advice or collaboration!!
Announcements from the start of class:
- I’m planning to do a wrap up session for the swap and share. Don’t worry, you’ll still get to swap and share–I just want to make sure to have time to tie together all the threads we’ve started this semester. It’s gonna be a good class, please come if you can. :)
- Monday, May 11, at 10:00am we’ll have a session to share how we handle our lib100/20X classes. Each person will have time to talk about what they do, why they do it, and/or if it works. This will be a good chance to learn what others are doing, get ideas, and learn about how other people approach information literacy.
- Will have a workshop this summer on the practical application of what we’ve been discussing for course design. Watch for something from Giz or the PDC on this.
- Based on feedback, we’re looking at a model for next semester of a facilitated weekly discussion on the “nuts and bolts” of teaching. Of course, as with this semester, attendance isn’t required, but we want to make sure to provide this opportunity for the people who do want it. If this sounds good, we’ll start planning the logistics (schedule, how to get topics, how to get speakers, etc). At the end of the fall semester we can reevaluate and do whatever people would like (nothing, another teacher-led class, another facilitated discussion, etc).
Notes from today:
- Formative assessment: clickers, end of class assignment, muddiest point, learning logs, weekly blog
- Summative assessment: EOG, big paper, annotated bibliography, final project, quizzes (depending on if graded and how used)
- Informal assessment measures performance, application, processes the students are going through
- Formal assessment measures performance against a benchmark, content mastery, ability to take a test, performance
- Objective assessment strengths include easy to grade, good for subjects with right answer (like math), good for skills-based work (like finding a book. Weaknesses include that it’s hard to create good questions, some things aren’t right or wrong.
- Subjective assessment strengths include the ability to see the big picture in the students’ work, easier to create assignments, open ended statements require students think of something to say. Weaknesses include grading time, consistency in grading, and can be hard for student to get started–it can be overwhelming. (Rubrics can help)
Questions? Leave them in the comments!!