Professional Development

In the 'Lilly Conference' Category...

Sarah at the Lilly International Conference on Evidence-Based Teaching & Learning

Wednesday, June 8, 2016 12:54 pm

Last week, I drove up to Bethesda, Maryland to present at the Lilly International Conference on Evidence-Based Teaching & Learning. If you interested, you can view my presentation below.

Lessons Learned from Flipping a Science Information Literacy Course from Sarah Jeong

Although I have attended a regional Lilly Conference in the past, this was my first time attending the international conference in Bethesda. My proposal was accepted after a blind review process, and I’m happy to report that my 50-minute concurrent session was rated 4.67/5 stars. Special thanks to Megan Mulder, Kyle Denlinger, and Molly Keener for serving as guest speakers for my LIB220 course last spring.

I received a useful sliding card of Bloom’s Cognitive Taxonomy with Outcome Verbs mapped to Assessment Questions and Instructional Strategies, which will be helpful in planning library instruction. Feel free to drop by my office if you’d like to see it.

Among the concurrent sessions and plenary sessions that I attended, I learned about the National Implementation Research Network, which endeavors to bridge the gap between research/evidence and practice/implementation to improve outcomes in the health, education, and social services domains. Another plenary speaker shared her insight that instructors can influence whether students adhere to a fixed mindset or a growth mindset. The instructor’s goal should be to encourage students to adopt a growth mindset to embrace challenges, be persistent to overcome obstacles, and learn from criticism. In contrast, if a student possesses a fixed mindset, then the student is more likely to avoid challenges, give up when encountering obstacles, and ignore criticism. Although I have used this teaching approach, this terminology/concept was new to me, and it reinforced that my teaching philosophy has been on the right track.

Overall, it was a worthwhile conference, which has inspired me to keep learning about pedagogical best practices. If you’re interested in talking more about pedagogy and instruction, I’d be happy to chat.


Sarah at the Lilly Conference

Thursday, February 17, 2011 4:17 pm

On Feb. 4th-6th, I attended the Lilly Conference on College University and Teaching with the support of the Faculty Teaching Initiative Grant sponsored by the Teaching and Learning Center. All of the sessions that I attended were thought-provoking and broadened my view of teaching. Here are some highlights from the conference:

I attended the session on “Defining Effective Teaching”. Leslie Layne from Lynchburg College surveyed students and faculty on how they define “effective teaching.” Both students and faculty agreed that it is important that the teacher “knows the subject material well.” Faculty also ranked important being “organized and well-prepared for class” and “[outlining] expectations clearly and accurately.” Interestingly, students’ responses differed from faculty responses and ranked the following as also important: 1) “is accessible to students”; 2) “uses a variety of teaching methods or formats”; 3) “keeps students interested for the whole class period; makes the class enjoyable”.

I also attended a crowded session on “What Makes a Great Teacher? (or What Makes a Teacher Great?)” At the beginning of the session, Scott Simkins, Director of the Academy for Teaching and Learning at N.C. A&T State University, highlighted the “Professors (& Learners) of the Year,” which is an award given by the Council for Advancement and Support of Education and the Carnegie Foundation for the Advancement of Teaching. Simkins reported on empirical research on effective teaching, and here are some points that he raised from the professional literature:

  • Set big goals and high expectations for students
  • Pedagogical content knowledge
  • Work backwards from learning outcomes
  • Maintain focus on student learning
  • Frame questions that capture the students’ imaginations and challenge paradigms
  • Clarity
  • Organization
  • Build trust
  • Exploring not explaining

I attended the plenary session on “The Good, Bad, and Counterintuitive: How Evidence-Based Teaching Can Correct the Commonsense Approach to Instruction.” Ed Neal and Todd Zakrajsek from UNC-Chapel Hill presented a variety of evidence-based teaching principles:

  • Engage students’ preconceptions; students have preconceptions, but if their preconceptions aren’t engaged, then they may fail to learn new concepts.
  • Deep foundational knowledge that is retrieved; There are different levels of students’ learning: “I heard about it” –> “I understand it” –> “I can do it in my sleep”
  • Learners must be taught to take a metacognitive approach.

I’m always interested in attending sessions on science teaching, and I also learned about the Science Education Resource Center at Carleton College and the National Center for Case Study Teaching in Science. It was also great catching up with other librarians from UNCG at the conference. I am still in the process of reflecting on all of the sessions that I attended, and I have collected bibliographies and articles on teaching if anyone is interested in reading them.

Gretchen at 2011 Lilly Conference

Wednesday, February 9, 2011 2:59 pm

Over this past weekend, I spent Friday – mid Sunday at the Lilly Conference on College and University Teaching and Learning in Greensboro. The experience was rewarding; I enjoyed meeting others in the field, and learning what other local institutions are working on. I look forward to trying out some new ideas on teaching and learning, particularly with technology, on our campus in the near future. Additionally, I presented on Location-Based Applications on Saturday evening.

Highlights of the conference included several sessions: using video lecture capture systems, integrating Google Apps and Maps to support experiential learning, and a video-based project a faculty member conducted in her classroom. And, for me, giving my first conference presentation!

Learn more about the sessions I attended onFriday,Saturday,Sunday, andmy presentation viaCollaboration @ Wake.

I recorded my presentation with Flip video to see how I actually sound when I present, and then edited in the supporting media to create a video. It is most “interactive” around 6:06 and 17:30. If anyone ever wants to learn how to do this, I’d be happy to show you!

Location-Based Applications: Creating a Community Beyond the Map from Gretchen Edwards on Vimeo.

Gretchen Edwards presents “Location-Based Applications: Creating a Community Beyond the Map” at the 2011 Lilly Conference on College and University Teaching in Greensboro, North Carolina.

Ellen at Lilly Conference

Tuesday, March 10, 2009 2:52 pm

Lilly Conference on College & University Teaching

“Millennial Learning:Teaching in the 21st Century”

February 20-21, Greensboro

The Lilly Conference focuses on academic pedagogy, but despite the 2009 theme of millennial learning, presenters I heard chose to forgo the familiar litany of millennials’ characteristics, and proceeded instead to address best practices designed to meet this group’s learning styles and predilections.

The Opening Session, presented by Milton Cox of Miami University, actively demonstrated its title, “Strategies, Practices, and Evidence to Encourage and Facilitate Active-Learner-Centered Approaches.” Cox posed questions to be answered by the round-table groups, soliciting consensus definitions of active, learner-centered approaches, as well as instances from participants’ own teaching of effective engagement with students; and cited evidence that such approaches produce optimal results.Discussion, cooperative and collaborative learning, problem-based, active, and experiential were key terms that recurred throughout his presentation and in the proferred answers to his questions, all summed up by his challenge to be the “guide on the side, not sage on the stage.”

I next attended Dr. James Eison’s “Put-Offs and Turn-Ons in the College Classroom.”A faculty member at the University of South Florida in the Department of Adult, Career, and Higher Education, he skillfully launched a lively discussion by asking us to “reflect candidly” on both irritating and desirable behaviors in students and in faculty alike.There was no dearth or reluctance of response.Arrogance, condescension, boastfulness, bias, vintage notes, lack of preparation or currency, failure to respond to emails quickly or to return graded work promptly, “death by powerpoint,” unapproachable, failure to communicate expectations, reading from textbook material, and ambiguous assignments all came to mind as faculty behaviors irritating to students.On the other side of the coin, faculty are averse to lack of engagement, attention, and preparation; excessive familiarity (“YO, Stan!” was a case in point cited by one professor); packing up early; plagiarism; tardiness; and engaging in other non-academic activities such as IMing, email, and ESPN.In contrast to these modes of conduct, faculty cited impressive and desirable student behaviors such as thoughtful questions, discussion of papers and projects with the professor, active participation, demonstration of a desire to learn, courtesy, respect for others’ ideas, and enthusiasm.After having elicted such lengthy lists, Dr. Eison then discussed studies that have in fact corroborated these aversive reactions.Repetitive lectures, reading from textbooks, information overload, monotonous delivery, verbal abuse (!), and poor organization and planning apparently are verifiably counterproductive.He did note that cultural and other elements of diversity (e.g. a younger generation of professors) create fuzziness and uncertainty about expected conduct (witness “Yo, Stan”), and that a syllabus spelling out expected behavior and a classroom code of conduct developed by students themselves would be ways of addressing this type of problem.

Another concurrent session focused specifically on multi-cultural classrooms and contexts.Maria Stallions from Roanoke College led a discussion of “Classrooms as Knowledge-Building Communities:A Cross-Cultural Competence and Inquiry Approach.”Her warm-up session was intriguing:looking at photographs and giving one-word responses.For example, there was a Newsweek cover image of a fully armed soldier.All of our responses were variations on the theme of violence, war, or excessive force.However, she said that some audiences in other meetings responded with words like “security” or “safety.” She stressed the importance of developing cross-cultural competence as classrooms become increasingly diverse both linguistically and culturally, and singled out key components of culture and communication, such as perceptions of time, communication styles, social structure, and values and beliefs.This, too, was a very interactive and engaging session for all participants.

For years now we have become quite familiar with LIB 100 assignments involving assessment of websites.So a session on “Meeting the Millennials:Using Wikipedia to Teach 21st-Century Literacy Skills to First Year Writing Students,” by Paula Patch, an Instructor in the English Department at Elon University, certainly seemed apt.The indisputable premise that the online world is more familiar to students than the academic world inspired Patch to use Wikipedia to teach critical literacy skills.She devised a detailed evaluation assignment, requiring the students to write an essay arguing for or against the reliability of a Wikipedia article.A highly detailed questionnaire guided the writing assignment, posing queries regarding completeness of information, organization, referenceerrors, flagging, history and discussion, page linkage, and intended audience.It is a useful guide for possible use in ZSR literacy skills work.

Another session focused on course blogs, in this case the use of a blog to post research findings about pediatric assessment tools.Students of Dr. Paula Hudson , in Elon University’s Doctor of Physical Therapy program, were asked to post information on a measure, followed by comments by other students.For Dr. Hudson, class blogs offer several advantages:they free up class time, replace solitary classroom presentations with knowledge-sharing collaborative projects, and result in instant publication.Students in this course indeed felt that they had created an information-rich resource.

On Saturday, the Plenary Session was “Persisting with Passion:A Summary of Break-throughs in Teaching and Learning,” led by Barbara Millis of the University of Texas, San Antonio. It was one of the more in-depth sessions, summarizing approaches to cooperative learning, deep learning, and teaching methodologies, in the hopes of enabling teachers to save “years of wasted energy in your teaching life by reducing the cycle of teaching blunders and naivete.”Dr. Millis is Director of the Teaching and Learning Center, and she defined cooperative learning as “a structured form of small group problem solving that incorporates the use of heterogeneous teams, maintains individual accountability, promotes positive interdependence, instills group processing, and sharpens social skills.”She advocated a combination of student self-selecting and teacher-selected group formation,and suggested rotating student team roles as leader or facilitator, recorder or scribe, reporter or spokesperson, and folder monitor.Deep learning was a concept frequently referred to during the conference, and she singled out the key elements of a deep approach to learning:intrinsic student motivation, active rather than passive involvement in learning, interactive discussion with others, and a well-structured base of knowledge in which content is integrated and related to other knowledge rather than presented in discrete pieces.She noted that although deep learning and doing work well together, active learning comprised solely of doing is not sufficient.When students are engaged in activities involving discussion, questioning, clarification, and writing, there is better subject matter retention as well as expansion of students’ critical thinking abilities.Deep approaches to learning incorporate understanding rather than memorizing facts, and relies on integrating new concepts with prior experience and existing knowledge.She elaborated on three learning principles, which she identified as prior knowledge (students create new knowledge based on preexisting knowledge-or lack thereof);”deep foundational knowledge” (students require a conceptual framework and knowledge base; and metacognition (students need to identify learning goals and subsequently to monitor their own progress in meeting them).She noted the importance of knowing where students are and what they know or don’t know, and then helping students take control of their own learning process.Her packet included printouts of some of her own publications referred to during the presentation.

My favorite session was offered byDorothe Bach, Assistant Professor and Faculty Consultant in the Teaching Resource Center/Department of Germanic Languages and Literatures at the University of Virginia. She presented a very engaging session on using scholarly listservs to introduce students to discipline-specific communication.Aware that students often are intimidated by the scholarly discourse they encounter in academic books and journals, Professor Bach devised an assignment that woulddemystify the process by which questions emerge and knowledge and scholarship are created.She chose the Child_lit listserv from Rutgers University, which discusses theory and criticism of literature for children and young adults, while offering all the immediacy of dialogue and debate.After asking the listserv for permission and giving a heads-up to the community, she asked students to take time first to lurk and to explore threads of interest in the archives, and then to venture into the discussion either by responding in a substantive way to an ongoing discussion or by raising a relevant new topic.(She did recommend peer review feedback prior to posting and defined the characteristics of good postings.)A class presentation and reflection paper discussed the issues raised in relevant threads and articulated responses to this particular listserv culture.The assignment was an exhilarating success.Students were thrilled to have participated in ongoing dialogue with authors, scholars and other individuals on the listserv, and to have been taken seriously by the community as the members responsed to their postings.It didn’t hurt that none other than Philip Pullman (author of the Dark Materials series-The Golden Compass, The Subtle Knife, and The Amber Skyglass) posted there until the demands of movie-making drew him away.It was an innovative approach to the problem of how to initiate students to scholarly communication in a more informal framework.

Another fun, very active learning plenary session was led by Darby Lewes of Lycoming College.The emphatic title, “Armageddon 101:Dealing with Disruptive Students and Their ‘Natural’ Aversion to a Discipline” actually turned out to be a very lively, energetic hour spent explicating two of Robert Browning’s dramatic monologues, “Porphyria’s Lover” and “My Last Duchess.”As Dr. Lewes paced relentlessly around the Victoria Ballroom, followed by her appropriately name-tagged dog (until the dog dropped out of sight presumably for much-deserved rest), she coaxed answers to interpretive questions.

Finally, to conclude on a culinary note of sorts:mealtimes became forums for exchanging tales of economic woe in academe.At first I thought I had mis-heard when a young academic from the University of Georgia disclosed that office telephones had been taken away:a redundancy in the age of cell phones, email, texting, and IM-ing, not to mention Twitter.But the revelation was corroborated on the following day when a Ph.D. student at UC-Santa Barbara shared a similar story, embellished and enhanced with accounts of increased teaching loads and escalating office occupancy figures.One would-be presenter had to cancel due to a travel ban.Others were only able to attend thanks to the hospitality of friends or family members.Indeed, there was a preponderance of attendees from UNC-G, Elon, and other area schools; however, the conference does attract from distant regions and it was the richer for that reason.

Sarah at the Lilly Conference: Saturday and Sunday

Monday, February 23, 2009 12:14 pm

On Saturday, I attended three helpful sessions at the Lilly Conference on College and University Teaching.First, I attended “Active Learning: Shared Experiences across Science Classrooms and Strategies for Matching Tools and Techniques to Courses and Course Objectives.” There were six presenters from Furman University: Dennis Haney, Mike Winiski, Min-Ken Liao, Brian Goess, Wes Dripps, and Brannon Andersen.I learned about the latest teaching strategies used by these faculty members at Furman University, including concept maps, low-stakes writing, case studies, clickers, and wikis.We also discussed other factors to consider when designing activities in our classes, such as students’ previous background knowledge, multiple learning styles, and how to foster higher levels of learning.

Next, I attended “Expanding the Use of Case Studies to Encourage Collaborative Learning and Integrate Classroom Theory with Clinical Practice” presented by Alfreda Harper-Harrison and Debra Benbow from Winston-Salem State University.Dr. Harper-Harrison and Dr. Benbow incorporated case studies into their courses.Students were assigned a case study, compared and contrasted the information gathered from the client with research literature, and presented their findings at the end of the course.I think that their teaching approach of using case studies combined with finding research literature and incorporating discussion is very interesting.

Third, I attended “Teaching Who We Are or Who We Want to Be: Creating a Teaching Philosophy through Personal Narrative” presented by Vicki McCready, Louise Raleigh, and Jane Harris from UNC-Greensboro.This was a very helpful session on how to develop your own teaching philosophy through self-reflection.They also covered the components of a teaching philosophy, which should include the following:

  • your view of teaching and learning
  • a description of your teaching approach
  • justification for your teaching approach

They also shared three books with different perspectives: The Courage to Teach by Parker Palmer, How Doctors Think by Jerome Groopman, MD, and A Life in School by Jane Tompkins.

On Sunday, I attended the Closing Session led by Louis Schmier from Valdosta State University and Todd Zakrajsek from UNC-Chapel Hill.Dr. Schmier reminded us that it is important for teachers to connect with their students.He also asked the participants to think about what we want our students to remember from our teaching five years later.I am still pondering his question as I am thinking about my next LIB220 course.

Overall, the Lilly Conference was great and has encouraged me to think and reflect on my own teaching approach.I feel that I have gained deeper insight into teaching, and I plan to apply what I’ve learned into my own teaching strategies. If you would like to discuss any of the sessions that I attended, just let me know!

Sarah at the Lilly Conference: Thursday & Friday

Friday, February 20, 2009 11:21 pm

Yesterday, I attended a very informative pre-conference on the Scholarship of Teaching and Learning (SoTL) at the Lilly Conference on College and University Teaching in Greensboro.The pre-conference was led by Scott Simkins, Director of the Academy for Teaching and Learning at N.C. A&T State University and Karen Hornsby from the History Dept. at N.C. A&T State University. The presenters gave each participant a book entitled, Inquiry in the College Classroom: A Journey toward Scholarly Teaching by Paul Savory, Amy Nelson Burnett, and Amy Goodburn; I’m really looking forward to reading it!

Four core practices include the following:

  • Framing questions
  • Compiling evidence
  • Implementing and refining new insights in the classroom
  • Publicly sharing what is learned with others

Each participant applied the SoTL research model to their own course, and everyone commented on others’ ideas for projects.I also received a selected reading list on SoTL, and I’m happy to share it with those who are interested.

On Friday morning, I attended “Active Learning, Constructivism, and the Millennial Student: A Comfortable Marriage,” by Maria Yon from UNC-Charlotte. The constructivist approach provides students with experiences to build on prior knowledge. I agreed with her point that “the teacher is a facilitator and coach rather than a transmitter of knowledge.” In addition, active learning stems from constructivist learning. The rationale behind active learning is that “learning is by nature an active endeavor.” She also shared the characteristics of the Millennial generation:

  • need for relevance (e.g., Why is this lesson important?)
  • enjoy the challenge of problem-solving
  • learn by doing

Next, I attended “Classrooms as Knowledge-Building Communities: A Cross-Cultural Competence and Inquiry Approach” by Maria Stallions from Roanoke College.I agreed with a quote that she shared during her presentation: “Culturally competent educators are aware and respectful of the importance of the values, beliefs, traditions, customs, of students and…are also aware of the impact of their own culture on their interactions with others” (National Association of School Psychologists).She emphasized the need to understand cross-cultural interactions with students.

Friday afternoon, I attended “Millennial Learning: Teacher Communication and our Classroom Environments” by Kim Cuny and Erik Lytle from the University Speaking Center at UNC-Greensboro. This session was very informative and provided tips to enhance communication with students and also addressed how the classroom environment can inhibit communication. Factors that can hinder communication include inappropriately lit rooms, room temperature, classroom design/architecture, and seating arrangement.

On Friday evening, I gave my poster presentation entitled, “Teaching Scientific Scholarly Communication in the Open Access Era.” I shared my teaching approach with LIB220 last semester on Scientific Scholarly Communication, Open Access, and Zotero, and I received great feedback from others. Zotero was incorporated into the final project of LIB220 students, who created bibliographies of articles from Open Access journals as well as traditional subscription-based journals.

The Lilly Conference has been great so far, and I’m looking forward to tomorrow’s sessions.

Lauren at LillySouth

Sunday, February 10, 2008 5:07 pm

I was very excited to attend and present at Lilly South in Greensboro this year. LillySouth is a teaching and learning conference for college faculty, staff, and instructors. It was one of those conferences I heard about over and over in library school (in my Instructional Design classes) and everyone always had great things to say about it. Like most conferences, there was a spectrum of presentations in topic and quality, but most of what I attended was very good. Some were more practical (you can do this as soon as you get back) and some were more theoretical (in the area of the Scholarship of Teaching and Learning).

Like I’ve been doing, I took extensive notes that can be found in my blog. Links are at the bottom of this post.

The (much shorter and to the point) summary is here:

Lynn and Susan gave a great summary of the South Trip on Saturday morning. Several audience members expressed interest in both the course concept as well as the embedded librarians aspect.

Lynn presenting Susan presenting

My favorite quote of the whole conference was from Michael Dale of UNC-G in The Re-enchantment of Learning and Teaching: “Teaching is a public display of what I love.”

I attended a session on Flash animation. I was really interested in this because my MLIS practicum was in working with Susan and Kevin to create Flash games for teaching info lit concepts. The presentation showed we had a pretty typical experience: a 4 minute video took 40-100 hours of development time!

I also attended a FABULOUS plenary on developing an integrated course design based on Fink’s Taxonomy. Because of that session I totally rewrote how I plan to teach LIB100 in the fall. I’m very excited about implementing the new design. This was all based on Creating Significant Learning Experiences by L. Dee Fink, which we have in the building (and I won in a drawing, so it’ll be here if anyone wants to use it).

There was also an interesting session on short workshops. I attended it because of the toolkit project. This session was designed for Teaching and Learning Centers, but much of the content was useful for libraries, too. I think TLCs have a lot in common with libraries. We’re all there to support the institution’s mission, and we all have to get out there and really market our services for the campus to realize our value. The Brief Hybrid Workshops were shown as a way to get really important information to faculty, as well as a way to market full blown workshops. We could use it in a very similar way. To spare you here, more content on this is in the blog post on my blog.

Finally, Kaeley and I discussed Blended Learning in our LIB100 class.

One immediate action I’ve taken as a result of the conference was to set up a blog on instructional design and educational technology for library staff. Feel free to read along, leave comments, or not. If you’re interested in contributing, let me know and I’ll add you.

Good Conference! Lots of food for thought!

Susan at Lilly South Conference

Saturday, February 9, 2008 6:07 pm

Lilly Conferences on College and University Teaching have been in existence for 28 years, but you may not be familiar with them as they are teachers’ conferences. This year, Lilly South was held in nearby Greensboro, so Lynn and I submitted a proposal for a presentation on our South trip, to discuss the value of including embedded librarians in an experiential experience. Lauren and Kaeley also did a presentation, on their LIB100 class and their use of blended learning techniques.

The theme of this conference was “Learning by Design.” Concurrent sessions, poster presentations and plenary speakers focused on topics that addressed teaching strategies, and designing and creating conditions that enable students to learn. It is a small conference with an attendance cap at 320, which allowed small group interaction and discussion. At one session Lynn and I made up 2/3 of the audience!

One of the sessions I most enjoyed was “Using Pictures to Take the Pulse of Student Understanding”, led by Kevin Lowe, a professor at UNCG’s Bryan School of Business and Economics. He uses pictures to stimulate discussion in his leadership and organizational behavior classes. He will project an image and pose a question that will help students grasp concepts that are being introduced in the class. For instance, he will show this picture:


Then he will pose the question: “Who’s the leader in this picture?” The responses from the students help him gauge their mental models of leadership. Being a photo enthusiast, I found a great deal of value in this approach to engaging participation and enabling better understanding of concepts.

Since we deal often with first year students, I attended Bill Roberson’s workshop “Turning Beginners into Thinkers.” He maintained that, as instructors, we often think our job is to prevent students from making mistakes. But, this is an approach that will prevent students from developing critical thinking skills. Instead, we should create “productive frustration.” By presenting students with incomplete information up front, it forces them to think. When you provide the answers or too much structure, they stop thinking! We worked in groups to predict an outcome of a problem proposed by Roberson (it involved predicted success rate for 60 children balancing blocks on a rail). It was quickly evident that he had not provided enough information to formulate a correct answer, so we were forced to declare assumptions about the problem, pose alternatives and consider “what ifs.” Then he had us offer up our prediction of the results through flowcharting the process. By removing the pertinent data, he forced us to crystallize our ideas, analyze them, capture our thought process and then reflect on what we had done. It was a very interesting method to force us to recognize that we aren’t doing any favors to our students when we provide too many answers, in fact, we may be a source of demotivation.

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