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Give Us Some Credit

Give Us Some Credit. A look at librarians teaching credit-bearing courses. Dr. Monty L. McAdoo Edinboro University of PA July 25, 2017. Today’s presentation. Part I: Introduction Part II: Development Part III: Reflection and Review. Part 1 Introduction. Background. EUP

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Give Us Some Credit

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  1. Give Us Some Credit A look at librarians teaching credit-bearing courses Dr. Monty L. McAdoo Edinboro University of PA July 25, 2017

  2. Today’s presentation Part I: Introduction Part II: Development Part III: Reflection and Review

  3. Part 1Introduction

  4. Background EUP • 1 of 14 PASSHE institutions • 2016: 4,840 UG; 1,341 G • 341 faculty Library • 15-20 work-study, 12 staff, 7.5 librarians Me • Librarian since 1994, PASSHE 1996, EUP 1999 • Research and instruction • UWCC • COUN794

  5. How many students… • can articulate what a librarian does? • can tell the difference between a staff member and a librarian? • know two or more librariansby name? • never participate in traditional library user education? • do not value and/or benefit from traditional library user education?

  6. As a librarian, do you… • believe you have valuable knowledge or skills to share with students? • believe the library should be/is the academic hub of your institution? • believe you – individually or collectively – could contribute more? • want to find ways to add relevance to your department/library?

  7. As a profession, librarians… • Perceive our work as inherently valuable • Often lack a communicable context for the work that we do • Risk marginalization • Experience ongoing questions about “faculty status” and our 9-month contract

  8. The journey begins…

  9. Opportunities • Greater depth and exposure • Truly embedded • Showcase expertise • Revitalize self and department • Draw positive attention to department • Better understand faculty/student needs • Add weight to “faculty” status • Curricular needs

  10. Department MeetingFall, 2011 Stepping In • Slam dunk • Confident • Focused • Energized • Showcase our skills and insights • Positive step Stepping Out • Being slammed • Uncertain • Confused • Frustrated • “Librarians don’t teach!” • Watch your step

  11. Timeline • Fall, 2011 • 2/3/12 • 2/9/12 • 4/11/12 • 4/12/12 • 4/16/12 • Spring, 2014, Fall, 2014, Spring, 2017 • Initial idea proposed • Fac. mtg;  ballot 7-2 • Signed by Chair and AVPUL • UWCC approval • Signed by Provost • Signed by President • Taught three times

  12. Part I: Introduction Challenges

  13. Personal Challenges • Expertise • Motivation • Resources • Process • Coordination

  14. Workload Challenges • Who will teach? • How many sections how often? • Translating workload hours • Victim of our own success • Reassignment of responsibilities • Position realignment

  15. Colleague Challenges • Why do you want to teach? • Credits won’t go anywhere. • Will we be expected to teach as well? • What makes you qualified to teach? • Librarians don’t teach. • If you want to teach, why don’t you go to a different department?

  16. Departmental Challenges • Articulating process • Determining workload equivalency • New or existing contract? • Who pays? • Ambiguous administrative milieu

  17. Institutional Challenges • What is your product? • Perception of “remediation”

  18. Contractual Challenges • What does “faculty” mean? • Teaching vs. non-teaching vs. mixed status • Part-time/adjunct in another department

  19. Curricular Challenges • What is the process? • Where will credits go? • LIBR prefix vs. other department’s • Online or F2F?

  20. Part IIDEVELOPMENT

  21. LIBR106: Information Ethics

  22. Self-Assessment • Who? • What? • Where? • When? • Why? • How?

  23. Identify Your Curricular Niche • Avoid “dead credits” • Address curricular “bottleneck” • Identify curricular opportunities • Avoid “remediation”

  24. General Considerations • “Specialized” vs. “normal” course • Departmental assignation • Alignment with curriculum structure • Curricular approval process/timeframe • Online or face-to-face? • Developing awareness

  25. Teaching • Time, time, and more time • Generating course materials • Grading • Student follow-up • Participation • Revision

  26. Assessment • Content • Official • Self-developed • “Feel good” caveat

  27. Part IIIREFLECTIONS AND REVIEW

  28. Successes • Interaction with students is invigorating • Interaction with students is frustrating • Sense of accomplishment/pride • A right to be happy

  29. Challenges • Feeling compromised • Grading • Authorization • Non-Honors • Writing co-requisite

  30. Opportunities • Precedent set • Curricular viability • Publishing opportunity

  31. Thank you! Dr. Monty L. McAdoo Research and Instruction Librarian Baron-Forness Library Edinboro University of PA Edinboro, PA 16444 mmcadoo@edinboro.edu 814-732-1070

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