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Faculty Engagement
Janet Ewing, Mount HolyokeAmy Craig, Brandeis
Carrie M. Macfarlane, Middlebury
MBMH Seminars
Faculty Engagement
Know Yourself: Elevator Speeches
Janet Ewing, Mount HolyokeAmy Craig, Brandeis
Carrie M. Macfarlane, Middlebury
MBMH Seminars
The "Elevator Speech" Approach
• What we do is complex and wide-ranging • Distilling your work in relation to the faculty you serve can
help your focus• Faculty are busy, too
"While you no doubt love, are fascinated by, and are passionate about what you are doing and could spend hours talking about it, most people aren’t like you...they are unlikely to appreciate -- or even notice -- the intricacies, subtleties, and details of it."
Chris O'Leary, "Elevator Pitch 101"http://www.elevatorpitchessentials.com/essays/ElevatorPitch.html
The Elevator Speech
What does it look like?
A classic business sales model:"For (target customer) who (statement of the need or opportunity) the (product name) is a (product category) that (most compelling reason to buy). Unlike (primary competitive alternative) our product (statement of primary differentiation). "
St. Louis Business Journal , June 15, 2001 v21 i41 p1
The Elevator Speech
A more conceptual, flexible framework:
a) Who am I?b) What do I offer?c) What problem is solved?d) What are the main contributions I can make?e) What should the listener do as a result of hearing this?
And lastly: KNOW YOUR AUDIENCE! (more later on that...)Pepperdine University Business School
http://bschool.pepperdine.edu/career/content/elevatorspeech.pdf
The Elevator Speech
Examples
Amy Craig, Brandeis
Focus on "Programmatic Teaching"
Janet Ewing, Mount Holyoke
Focus on New Faculty
Carrie Macfarlane,Middlebury
Focus on "Liaison"
And it's an 8.3 from the Canadian judge...What did you think? ... of the speeches, or the method?
[Whiteboard discussion][Whiteboard discussion][Whiteboard discussion][Whiteboard discussion]
Know Your Faculty Faculty Engagement: Strategic Landscape
Amy Craig, Project Lead, Brandeis University
MBMH Seminars
Strategic Landscape: how to think straight in a Nor'easter?
What do I mean? What are some examples of the changing season in information services?
What does MISO say?
• MISO what?• Faculty lifecycle • Storming• Strategy needed
MISO what?(Merged Information Services Organizations)
MISO is…• Assessment via survey • Population focused
(faculty, undergrads, staff)• Focused on service
effectiveness• ~ 35 schools participate• 30,000 respondents
(7,400 faculty)
4 = Very important
3 = Important
2 = Somewhat important
1 = Not important
- - - - - - - -
Faculty lifecycle (national)
taken from MISO 2009 Educause presentation
Storming: systems, not support?
taken from MISO 2009 Educause presentation
Storming: upcoming
taken from MISO 2009 Educause presentation
Strategy neededMISO team recommendations
• Make systems easy to use without help• Invest in technology infrastructure• Improve services that facilitate self-service
digital research• Divert resources from support services to
system and interface development
taken from MISO 2009 Educause presentation
Strategy needed: what about relationships?
• High-touch vs. systematic approach• Support vs. collaboration• Answering questions vs. addressing
problems
Strategy needed: other nuances of the academic storm and our value add
• learning outcomes• research processes• communication practices
Scholars are rethinking/reworking:
Strategy needed: working with departments and committees
• Instructor> Assistant> Associate> Full Professor> Advisor> Chair > Dean
• Adjuncts and Admins• Committees
Comments or Questions?
How do we innovate and work with new faculty while supporting our "regular customers"?
3 minutes
[Whiteboard discussion][Whiteboard discussion][Whiteboard discussion][Whiteboard discussion]
Know Your Faculty Faculty Engagement: Research Your Faculty
Janet Ewing, Reference Librarian,Mount Holyoke College
MBMH Seminars
Why try to get to know your faculty?
• “measure of interpersonal contact is one of the strongest predictors of faculty perceptions and use of library services”(Kraat, 2005) (Kotter, 1999) (Dilmore, 1996)
• relationship building depends on getting to know the other person
• helping faculty is easier -- and more successful -- if you understand what they really do
How you might get to know your facultyDo some research...
Simple things first:
1) check the course catalog
How you might get to know your facultyDo some research...
Simple things first:
1) check the course catalog
2) check the department's website, and/or faculty profile or website
How you might get to know your facultyDo some research...
Simple things first:
1) check the course catalog
2) check the department's website and/or faculty profile or website
3) do a quick search for publications by your faculty members
Digging Deeper -Ethnographic Approach
Digging Deeper -Ethnographic Approach
We have a lot of assumptions of what faculty do, but how many of those are true? Let's find out and not guess!
We can better target our limited resources and our services• know what they need most• know who would benefit from what resource or service• know when to push -- and where• know who to check with when making a change
Digging Deeper - PollEthnographic Approach
How good are our assumptions? Let's take a poll...
DSpace features, as highlighted in their promotional literature:
A. "Institutional Repository"
B. "Support for a variety of formats"
C. "Digital preservation"
D. "Control who has access"
E. "Metadata support"
F. "Open-source software" [No Vote = F]
Which of these do you think would resonate most with faculty?
[Poll results][Poll results][Poll results][Poll results]
Digging Deeper -Ethnographic Approach
• Conceptually: A Work-practice study."Fine-grained observation and documentation of people at work based on traditional anthropological participant observation."*o Related variously to institutional ethnographies, communities of
practice, user-centered design, etc.o 'A Day in the Life'...sort of
• Practically: An observational interview process.o Team of three: interviewer, note-taker, videographero Typically takes place in faculty workspace/office
(i.e., in their normal work environment)o Interviews of about an houro Review and analyze data gathered
Digging Deeper -Ethnographic Approach
Example:Univ. of Rochester's Faculty Study for the Institutional Repository
Goal: Find out why faculty aren't using the IR and what can be done to induce them (Note: they had started with DSpace)
Approach: Study how they work and see where IR could fit in.• Did NOT survey why they do or don't use IR• Did NOT ask them what they want from an IR• Ask them what they do and try to really understand it
(the process, not the content!)
________________________________________________________________Foster, N. F., & Gibbons, S. (2005). Understanding faculty to improve content recruitment for institutional
repositories. D-Lib Magazine, 11(1) doi:10.1045/january2005-foster
Digging Deeper -Ethnographic Approach
Faculty Research and the Institutional RepositoryEthnographic Study
• Read a paper the faculty member has recently published• Approach the faculty member and ask if they would be
willing to spend ~hour being interviewed about their work• Tour of office/workspace; significant objects, layout, etc• Ask prompting questions - ask them to 'show' you, e.g.:
o how they got the idea for the paper o who they worked with and howo how they researchedo how they got the paper published
• Review data and analyze (incl.data mapping,flow charts, stats,etc)
Digging Deeper -Ethnographic Approach
Highlights of things learned
Univ Rochester -- Faculty & Institutional Repository findings:
• Organic/personal nature of organization; &...• Legacy of personal work practices built up• Loyalty first to specific discipline (not dept. or institution)• Misalignment of IR focus to faculty needs
o faculty members are passionate about their researcho they want tools that work, but don't care howo placing work in the IR is only valuable if other scholars find it
there
Now let's see how we did on our poll...
Digging Deeper -Ethnographic Approach
Highlights of things learnedUniv Rochester -- Faculty & Institutional Repository findings
Digging Deeper -Ethnographic Approach
Re-conceptualized the Institutional Repository to be a personal and collaborative workspace = IRPlus
Digging Deeper -Ethnographic Approach
Highlights of things learned
Also, in Brief...• University of Rochester's Student Research Study
o unanticipated connections to Orientation programming• Anecdotal snippets from current studies at MHC
o primacy of the network of scholarso browsing, or following connections, vs. searchingo teaching days and non-teaching dayso ...finding MHC library resources from the UMass
website?
Getting to CollaborationFaculty Engagement: How to Build Relationships
Carrie M. MacfarlaneScience Librarian, Middlebury College
MBMH Seminars
Why
http://www.dotolearn.com/
Why build relationships?
What's the goal?
A. Teaching studentsB. Teaching faculty to teach studentsC. BothD. Other (we'll ask you about this!)
[Poll[Poll[Poll[Poll results]results]results]results]
Trust is Essential
Strong relationships are built on
• confidence• skills• commitment• reciprocity
Getty Images
3 Steps
1. Networking2. Coordination3. Collaboration
1. NetworkingFor example,
• use web site as marketing tool (Welch)• attend workshops and lectures (Huxham)• enroll in a class (Gerstein)• attend department meetings (Gerstein)• invite departments to your meetings (Mulder)• offer workshops (Banks, Carder, & Pracht)• ask users what they need (Stahl & Baker)(Thomsett-
Scott & May)
Steal these Ideas
Steal these Ideas2. Coordination
For example,
• provide current awareness services (Kotter)• help faculty apply for grants (Mark & Lee)• contribute to external reviews• organize tech fairs (Kotter)• host faculty-led workshops (Christensen)• curate an institutional repository (Gabridge)• spearhead scholarly communication initiatives (Kirchner)
Steal these Ideas
3. Collaboration
For example,
• plan assignments together (Raspa)• build research guides together (Sugarman &
Demetracopoulos)• host "research salons" (Whatley)• team-teach workshops and classes (Zhang) (Kussrow) • co-sponsor workshops and talks (Porter)• form faculty advisory groups (Kotter) • build partnerships across campus (Rockman) (Dupuis)
Steal these Ideas
[Whiteboard discussion][Whiteboard discussion][Whiteboard discussion][Whiteboard discussion]
Remember what we said about trust
Stop, Drop
• Strong relationships are built on trust• Want to hear new ideas, get feedback, reach colleagues'
colleagues, find support for new initiatives and cutbacks, increase efficiency, make employees happier and in general, achieve your goals?
• Stop and think.• Can you devote enough time to this new task and keep
your pre-existing commitments?
Remember what we said about trust
• Drop something less important. (Or you'll regret it.)
Getty Images
Building Relationships Bibliography• Banks, J., Carder, L., & Pracht, C. (1996). Library Luncheon and Update: Teaching Faculty about New Technology.Journal of Academic Librarianship, 22(March), 128-130. • Christensen, P. G. (1994). Using English Department Library Liaisons in a Term Paper Clinic: Reviving the Scholar/Librarian Model. Research Strategies, 12, 196-208. • Cohen, C. (1995). Faculty Liaison: A Cooperative Venture in Bibliographic Instruction. Reference Librarian, 51/52, 161-169. • Ducas, A. M., & Michaud-Oystryk, N. (2003). Toward a new enterprise: capitalizing on the faculty/librarian partnership.College and Research Libraries, 64(1), 55-74. • Dupuis, E. (2009). Amplifying the Educational Role of Librarians. Research Library Issues, (265), 9-14. • Gabridge, T. (2009). The Last Mile: Liaison Roles in Curating Science and Engineering Research Data. Research Library Issues, (265), 15-21. • Gerstein, C. W. (1995). Liaison with Teaching Faculty: Effective Strategies for Collaborative Collection Development.Public and Access Services Quarterly, 1(4), 85-90. • Huxham, C. (1996). Creating collaborative advantage. London ; Thousand Oaks, Calif: Sage Publications. • Kirchner, J. (2009). Scholarly Communications: Planning for the Integration of Liaison Librarian Roles. Research Library Issues, (265), 22-28. • Kotter, W. R. (1999). Bridging the great divide: Improving relations between librarians and classroom faculty. The Journal of Academic Librarianship, 25(4), 294-303. • Kraat, S. B. (2005). Relationships between teaching faculty and teaching librarians. Binghamton, NY: Haworth Information Press.• Kussrow, P. G., & Laurence, H. (1993). Instruction in Developing Grant Proposals: A Librarian-Faculty Partnership. Research Strategies, 11, 47-51. • Mark, B. L., & Lee, S. K. (1991). Liaison Program + Information Technology = Getting Your Foot in the Door. Working with Faculty in the New Electronic Library: Papers and Sessions Presented at the 19th National Library Instruction Conference Held at Eastern Michigan University, • Mulder, U. (1992). Building Bridges Across an Academic Community. Australian Academic and Research Libraries, 23(Dec), 175-178.
Building Relationships Bibliography• Porter, G. M. (2001). Campus-wide partnerships through Teaching, Learning and Technology Roundtables. Reference Services Review, 29(2), 116(6). • Preece, J. (2004). Etiquette, empathy and trust in communities of practice: Stepping-stones to social capital. Journal of Universal Computer Science, 10(3), 194-202. • Raspa, D., & Ward, D.The Collaborative imperative : librarians and faculty working together in the information universe. Chicago Association of College and Research Libraries, 2000.:• Rockman, I. F. (2001). Partnerships - yesterday, today and tomorrow. Reference Services Review, 29(2), 93(2). • Stahl, A. D., & Baker, N. (1997). "What I Want in a Librarian".(college teacher's wish list for a librarian). Reference & User Services Quarterly, 37(2), 133(1). • Sugarman, T. S., & Demetracopoulos, C. (2001). Creating a Web research guide: collaboration between liaisons, faculty and students. Reference Services Review, 29(2), 150-156. • Thomsett-Scott, B., & May, F. (2009). How May We Help You? Online Education Faculty Tell Us What They Need from Libraries and Librarians. Journal of Library Administration, 49(1), 111-135. • Todeva, E., & Knoke, D. (2005). Strategic alliances and models of collaboration. Management Decision, 43(1), 123-148. • Welch, J. M. (2005). The Electronic Welcome Mat: The Academic Library Web Site as a Marketing and Public Relations Tool. The Journal of Academic Librarianship, 31(3), 225-228. doi:DOI: 10.1016/j.acalib.2004.01.014• Whatley, K. M. (2009). New Roles of Liaison Librarians: A Liaison's Perspective. Research Library Issues, (265), 29-32. • Zhang, W. (2001). Building partnerships in liberal arts education: library team teaching. Reference Services Review, 29(2), 141(9).
How will faculty respond?
Faculty Engagement
1.Know yourself2.Know your faculty3.Know how to build a relationship
Faculty Engagement DiscussionWhat's our goal? Teach students, or help faculty teach students?
Our time is finite.What can we drop?
How can we work with faculty on digital scholarship?
What else?
[Whiteboard discussion][Whiteboard discussion][Whiteboard discussion][Whiteboard discussion]
Bibliography• Consiglio, D.M. et al. (2009). Reshaping Information Services for a Changing
Faculty Population: Evidence and Insights from the MISO Survey. Retrieved October 30, 2009, from http://www.misosurvey.org/
• Dupuis, E.A. (2009). Amplifying the Educational Role of Librarians. Research Library Issues, 265. Retrieved November 10, 2009, from http://www.arl.org/resources/pubs/rli/archive/rli265.shtml
• Foster, N. F., & Gibbons, S. (2005). Understanding faculty to improve content recruitment for institutional repositories. D-Lib Magazine, 11(1) doi:10.1045/january2005-foster
• Kotter, W. (1999). Bridging the Great Divide: Improving Relations between Librarians and Classroom Faculty. Journal of Academic Librarianship, 25(4), 294.
• Rumschlag, D. (n.d.). The Cornflower » Blog Archive » Advocacy in an Elevator. Retrieved October 9, 2009, from http://nnlm.gov/gmr/blog/2008/10/07/advocacy-in-an-elevator/.