Funded SOTL Research: Indiana University’s Communities of Inquiry  

Information Literacy Integration & Assessment in the Geography Undergraduate Program

Summary of Original Proposal

Brian Winterman, Nicholas Wyant (IUB Libraries), Rebecca Lave, Cody

Kirkpatrick, James King (Geography) Information literacy (IL) is essential in order for students to use information effectively, to communicate ideas and perspectives in writing or otherwise, and to think like a professional in a given discipline. When integrated in a sequence with an undergraduate program, IL facilitates a learning progression that ultimately leads to a person’s ability to demonstrate evidence-based innovation, a highly desired outcome of liberal arts education. Because IL addresses a broad range of learning goals within a given program, it is ideal as a framework for assessment of learning at the course and program levels. Previous work at IU, particularly with the Department of Biology, has shown that integration and assessment of IL at the course and program levels can be effective in improving teaching and learning. Although IL is trans-disciplinary, there are challenges to adapting it into other programs. For instance, the Biology program has a sequential path of prerequisites through much of the curriculum, which easily facilitates integration of IL in a progression. Many programs, however, are not sequential or have a limited sequence of required classes, so it will be necessary to test the adaptability of this model with such programs. In addition, courses with very high enrollment and little support from teaching assistants still pose a number of challenges for IL integration (as they do for many other teaching and learning approaches). Our work will seek to develop an approach to information literacy that can be adapted to a variety of programs and curricula. The undergraduate Geography program and its instructors present a promising scenario for solving the aforementioned problems and further developing this trans-disciplinary model.

Information Literacy Integration & Assessment in

the Geography Undergraduate Program

Brian Winterman (P.I.)

Information Literacy and Assessment Librarian, IUB Libraries

Rebecca Lave (P.I.)

Associate Professor, Department of Geography

Nicholas Wyant (Co-P.I.)

Head of Social Sciences, IUB Libraries

Cody Kirkpatrick (Co-P.I.)

Lecturer, Department of Geography

James King (Co-P.I.)

Visiting Assistant Professor, Department of Geography

Funding level requested: Phase III

Duration of funding period: 2 years

Contact: Brian Winterman (bwinterm@indiana.edu)

Abstract

Information literacy (IL) is essential in order for students to use information effectively, to

communicate ideas and perspectives in writing or otherwise, and to think like a professional in a

given discipline. When integrated in a sequence with an undergraduate program, IL facilitates a

learning progression that ultimately leads to a person’s ability to demonstrate evidence-based

innovation, a highly desired outcome of liberal arts education, et al. Because IL addresses a

broad range of learning goals within a given program, it is ideal as a framework for assessment

of learning at the course and program levels. Previous work at IU, particularly with the

Department of Biology, has shown that integration and assessment of IL at the course and

program levels can be effective in improving teaching and learning. Because of the trans-

disciplinary nature of IL, the practices and materials associated with integration and assessment

in the Biology program, as well as the process involved, could presumably be adapted and

adopted by other disciplines, though this has not been formally tested. Also, the Biology

program is sequential, i.e., there is a prescribed path of prerequisites through much of the

curriculum, which easily facilitates integration of IL in a progression. Many programs, however,

are not sequential or have a limited sequence of required classes, so it will be necessary to test

the adaptability of this model with such programs. Finally, courses with very high enrollment

and little support from teaching assistants still pose a number of challenges for IL integration (as

they do for many other teaching and learning approaches), so a deconstructed and scalable

approach to reaching the associated IL outcomes of that course need to be developed. The

undergraduate Geography program and its instructors present a promising scenario for solving

the aforementioned problems and further developing this trans-disciplinary model.

Project Description

1. Purpose of the investigation along with specific research objectives

The purpose of this investigation is to transfer and implement a model of information literacy

integration in order to refine the model, address disciplinary challenges, and develop new

practices for teaching IL skills in large classes. Specific objectives include:

A. Define IL in Geography. This part of the process is essential for people to recognize

what information skills are needed to be successful in the field and how to teach them

throughout the program. The multidisciplinary nature of geography will make this

step especially valuable in the development of the model.

B. Adapt the Model for Sequence. Like other programs on campus, Geography lacks a

required 4-year sequence. This presents an opportunity to answer the question of how

to scaffold and address all learning outcomes in more limited and discreet lengths of

time.

C. Adapt Exercises for Large Class Sizes. Teaching students information skills is often

done most efficiently in the context of writing papers. However, in large classes with

minimal or no teaching assistance, assigning and giving feedback on writing is not

always feasible. We will deconstruct existing model exercises to address the same

outcomes in components rather than single products, incorporating classroom

technology as necessary.

D. Develop Framework for Assessment. Performances on course level assignments can

be measured and compiled to offer a program level view of student achievement. We

will develop assessments for all assignments being integrated in order to accomplish

this, and the resulting data will also satisfy much of what the College requires of

program assessment.

E. Further Transfer of the Model. It is intended that findings from this study will

facilitate the expansion of adoption of these approaches and materials across campus

and beyond.

2. Previous Research Results

Previous research in this area at IUB has been funded and supported by SOTL as well as the

Council of Graduate Schools (with funds from Alfred P. Sloan and Teagle Foundations) and the

Indiana University Librarians Association. Phase I work focused primarily on course level

integration, while Phase II work allowed us to begin developing and testing the program level

model of integration and assessment. The results of the various studies have all been considered

and drawn from to develop this current project in a way that will make it as effective as possible.

Some of the most relevant and important results are summarized here:

(Phase I) Integrating information literacy principles into the research and writing process

empowers students by teaching them expert-level skills in their information use and

fosters skills related to evidence-based innovation. It also by nature makes writing a

deliberate and process-based endeavor. Rubric assessment of writing samples has shown

that this approach results in better organization of thoughts and information, and better

writing overall.

(Phase I) Research shows that collaboration is crucial in successfully producing

information literate students. Information literacy principles become most meaningful in

the context of a discipline, so librarians and instructors in disciplines must work together

for best results.

(Phase I & II) Assessment of student learning is most meaningful when it is authentic.

Rubric assessment has shown to be a viable and effective option for authentically

assessing information literacy-based student work.

(Phase II) Approaches and materials associated with integration and assessment of IL in

the Biology program have been developed and are available to instructors for adoption

and implementation. These materials have also been adapted by instructors in other

disciplines, and this trans-disciplinary adoption is expected to continue.

(Phase II) Having examples of exercises and assessments readily available is highly

desired among instructors, so a database/online community for sharing these materials

was created. It is called ILIAD (Information Literacy Instruction and Assessment

Database) and is publicly accessible (iub.libguides.com/iliad).

(Phase II) Because of the national interest in the process and materials of these studies,

Investigator Winterman has been invited to speak and give workshops to librarians and

faculty at other institutions (Claremont Colleges, CUNY, Temple) and present at a

number of local and national conferences. Also, local workshops on IL-based

assignments have been well-attended and have proved an effective means of sharing

practices and materials.

Not counting two articles that will soon be submitted for peer review, the following

publications have resulted from this work:

Malacinski, G. M., & Winterman, B. (2012). Engaging and motivating undergraduate

science students in a writing workshop designed to achieve information literacy and

professional level competence. International Journal of Arts & Sciences, 5(6), 397-414.

Shannon, S., & Winterman, B. (2012). Student Comprehension of Primary Literature is

Aided by Companion Assignments Emphasizing Pattern Recognition and Information

Literacy. Issues in Science and Technology Librarianship, Winter 2012(68).

Donovan, C., Slough, R., & Winterman, B.(2011). Information Literacy for Multiple

Disciplines: Toward a Campus-Wide Integration Model at Indiana University,

Bloomington. Communications in Information Literacy, 5, 1: 38-54.

Petzold, J., Winterman, B., & Montooth, K. (2010). Science Seeker: A New Model for

Teaching Information Literacy to Entry-Level Biology Undergraduates. Issues in Science

and Technology Librarianship, 63, Fall 2010.

3. Significance, Impact, and Assessment

A. Student Learning - The integration of information literacy as well as the feedback-focused

assessment tools will result in overall improvement in student learning. When contextualized

within disciplinary content, IL can strengthen student performance of general information

tasks and those specific to the discipline.

B. Teaching Practices – Integrating IL and related assessment tools requires instructors to

design and execute assignments very deliberately and in line with principles of design such

as scaffolding, authenticity, and sequencing.

C. Transferability - The universal nature of IL as well as the common goal of evidence-based

innovation in many disciplines means that practices and materials at both the course and

program levels should be adaptable and applicable to teaching in learning in many other

disciplines. Local workshops with instructors and librarians, as well as dissemination beyond

the campus, will facilitate this transfer.

D. Assessment - One of the primary components of this project is to continue the

development of and testing of a variety of teaching and learning assessment tools,

particularly rubrics that measure performance of students at both the course and program

level.

4. Research Methodology

We will evaluate the project in a number of ways focusing primarily on course and program level

rubric assessment data, the implementation of the program-wide plan, and the collaboration and

communication between participants and instructor. This analysis will include the following

assessments:

Course-level rubrics used in targeted courses will provide data on student performance in

information literacy exercises. These data will be compiled to identify strengths and

weaknesses in attaining overall program goals.

A program-level report summarizing student learning outcomes will serve as windows

into opportunities for revising and improving exercises and assessment tools at the course

level.

5. Measuring Success

The most obvious measures of success will be those related to successful implementation and the

measurement of student performance in information related tasks. These will include (among

other things) the feasibility and overall execution of the exercises developed as well as the

related student achievement levels, which will be assessed primarily as described above. Also, a

key indicator of success will be the adoption of these practices and materials by instructors in the

department that will demonstrate thoughtful and sustained implementation and reflection beyond

the timeframe of the study.

6. Dissemination

The investigators will report progress and results as appropriate via publishing and presenting in

both local and national publications/conferences. Also, investigators will publish and present the

results of their student learning assessment locally and nationally. Following is a list of potential

audiences for dissemination:

Geography faculty and instructors

SOTL community

Library faculty and staff

College of Arts & Sciences

State and national conferences in science education, library science, general teaching and

learning, and specific disciplines

7. Reflective Teaching

This project by nature encourages and offers a viable structure for reflective teaching to

instructors. By having them examine courses in the context of the entire program, and assessing

student learning at both the class and program level, they will see how learning in one class

affects another, and they will likely never view a single class or the teaching practices employed

therein as a standalone experience for the student or instructor again.

Budget Narrative

Dissemination via national workshops and conferences will be essential, and so investigators and

participants will need ample funds for related travel. Also, local dissemination via instructor

workshops and events, which will be necessary to achieve further transfer and adoption of the

model on campus, will require hospitality funds for lunches and refreshments that promote

community building at events.

Hospitality for Workshops: $1,000.00

Travel/Dissemination $11,000.00

Total: $12,000.00

Research Plan and Timeline

We will begin by targeting classes that are required or likely to be taken by majors.

Alternatively, courses that serve as ideal testing scenarios for model exercises will be selected.

Assessment of implementation and student learning outcomes will occur along with course

integration efforts beginning in spring of 2015. It is expected that results and best practices will

be ready for reporting and sharing in the following fall semester and beyond.

SPRING 2015: Pilot model exercise in mid-level large class; work with core group of instructors

to define IL in the discipline, develop learning outcomes for stages of the program, and

identify most likely “paths” of course work through the program (i.e., identify target

courses); perform gap analysis between LO’s and program goals to identify what is

addressed and what is not; develop full implementation strategy and timeline

SUMMER 2015: Assignment and assessment design; continued communication with instructors

FALL 2015: Implementation of exercises and assessments in target courses; monitor progress

and consult; collection of assessment data

SPRING 2016: Data analysis and interpretation; compilation of results for local dissemination

and reporting; revise and improve exercises and assessments; identify new target courses for

the fall

SUMMER 2016: Begin workshops with instructors in other programs to promote adoption and

implementation of model; additional courses in program targeted

FALL 2016: Full implementation in program; apply relevant assessment data to program review;

monitor and consult on implementation in other programs

CURRICULUM VITAE

BRIAN WINTERMAN Information Fluency and Assessment Librarian, Teaching and Learning Department

Indiana University •Wells Library W121 •Bloomington, IN 47405 bwinterm@indiana.edu

Education Master of Library Science, Indiana University, Bloomington, IN (2003) BA in Anthropology and Classical Studies, Indiana University, Bloomington, IN (1998) Professional Experience 2009-present: Information Literacy and Assessment Librarian, Teaching and Learning, IUB 2008-2009: Head, Geography and Map Library and Assistant Librarian, Life Sciences Library and Chemistry Library, IUB 2004-2009: Assistant Librarian, Life Sciences Library and Chemistry Library, IUB Professional Memberships Special Libraries Association (SLA), Biomedical, Chemistry, and Sci-Tech Divisions, 2004-2010 Association of College and Research Libraries, Instruction Section, 2007-2008 Chemical Information Division of the American Chemical Society (ACS), 2007-2008 Indiana Health Sciences Librarians Association, 2004-2006 Indiana University Librarians Association, 2004-present Professional Development, Research, and Creativity Awards, Grants, and Research

• 2005: White Collaborative Award. Designed and assessed a pilot for a biology information literacy course with George Hegeman, Prof. Emeritus of Microbiology.

• 2007: Scholarship of Teaching and Learning Research Award. Explored and assessed integration of information literacy principals with courses and curricula in different disciplines.

• 2008: Science Seeker. Designed and assessed a module to teach information literacy skills in a large entry-level biology lecture.

• 2010: Science Seeker II. Designed and assessed a more condensed and sustainable module (see Science Seeker above).

• 2010: New Pedagogies/New Technologies Grant. Partnered with Medical Sciences faculty to improve teaching and learning in large physiology lecture with new teaching approaches and new technology.

• 2011-12: RAILS (Rubric Assessment of Information Literacy Skills). National study funded my IMLS, et al., headed by Dr. Megan Oakleaf.

• 2012: SEA Scholars. $50k from Alfred P. Sloan and Teagle to train and employ STEM graduate students as scholars of information literacy integration and assessment at the program level.

• 2013: Scholarship of Teaching and Learning Research Award. Explored and assessed integration of information literacy principals with courses and curricula in different disciplines.

Presentations

• 2008: Scholarship of Teaching and Learning Poster Session. Overview of SOTL grant research. • 2009: Georgia Conference on Information Literacy, Speaker. Overview of information literacy

research. • 2009: International Society for the Scholarship of Teaching and Learning Poster Session. Results

of SOTL grant research. • 2009: Purdue Information Literacy Forum, Featured Speaker. Information literacy initiatives,

assessment, and policy at IUB. • 2009: SLA Annual Conference Poster Presentation. Science Seeker preliminary results. • 2010: SLA Annual Conference Poster Presentation. IUB Library re-organization and implications

for information literacy initiatives. • 2010: Association of Research Libraries (ARL) Assessment Conference. Integrated Information

Literacy Education and Assessment at Indiana University, Bloomington: Progress and Possibilities.”

• 2011: Scholarship of Teaching and Learning Poster Session . New Pedagogies/New Technologies results.

• 2012: Scholarship of Teaching and Learning. Co-presented with Dr. Megan Oakleaf on rubric assessment of information literacy skills.

• 2012: Society for Neuroscience. Poster presentation on Information Fluency grant results. • 2012: LOEX. Presentation on library teaching and learning initiatives in greater organizational

context.

Publications

Winterman, B. 2009. Building better biology undergraduates through information literacy education. Issues in Science and Technology Librarianship, 58, Summer 2009.

Winterman, B. & Hill, JB. 2009. Continued Viability: A Review of the Life Sciences Library at Indiana

University in a Time of Institutional Change and Proposed Branch Library Downsizing. Science and Technology Libraries 29(3).

Petzold, J., Winterman, B., & Montooth, K. 2010. Science Seeker: A New Model for Teaching

Information Literacy to Entry-Level Biology Undergraduates. Issues in Science and Technology Librarianship, 63, Fall 2010.

Donovan, C., Slough, R., & Winterman, B. 2011. Information Literacy for Multiple Disciplines: Toward

a Campus-Wide Integration Model at Indiana University, Bloomington. Communications in Information Literacy, 5, 1: 38-54.

Shannon, S., & Winterman, B. (2012). Student Comprehension of Primary Literature is Aided by

Companion Assignments Emphasizing Pattern Recognition and Information Literacy. Issues in Science and Technology Librarianship, Winter 2012(68).

Malacinski, G. M., & Winterman, B. (2012). Engaging and motivating undergraduate science students in a writing workshop designed to achieve information literacy and professional level competence. International Journal of Arts & Sciences, 5(6), 397-414.

Continuing Education

• 2005: Chemistry CE courses at SLA • 2006: PubMed Training • 2006: ACRL workshop on Information Literacy Assessment • 2006: Association of Research Libraries Leadership Workshop • 2006: PubChem Training • 2008: National Center for Biotechnology Information 3-day workshop on Molecular Databases • 2011: ACRL Information Literacy Immersion Assessment Track • 2012: RAILS – Rubric Assessment of Information Literacy Skills

Courses and Committees Courses

• 2005-present: SLIS L624/S523 Information in Science and Technology • 2006-2008: Biology L301 Information Literacy in Biology (see above under Performance) • 2008-present: Biology L322 Writing Workshop in Molecular Biology

Relevant Committees

• 2006-present: Bloomington Faculty Council Educational Policies Committee

Rebecca Lave Department of Geography, Indiana University

Bloomington, IN 47405 rlave@indiana.edu

EDUCATION UC Berkeley Ph.D. in Geography, May 2008. M.I.T. Master of City Planning, with Certificate in Urban Design, 1997. Reed College B.A. in interdisciplinary Art History and Political Science, 1993. SELECTED PROFESSIONAL EXPERIENCE 2014 – Associate Professor, Geography Department, Indiana University. 2008 – Assistant Professor, Geography Department, Indiana University. 1999 – 2005 Senior Associate, Design, Community & Environment, Berkeley, CA. 1996 – 1998 Urban Planner, Goody, Clancy & Associates, Boston, MA

Research Activities BOOKS Lave, R. 2012. Fields and Streams: Stream Restoration, Neoliberalism and the Future of Environmental

Science. University of Georgia Press. Academic Reviews:

Banoub, Daniel. 2014. Progress in Human Geography 38:628-629. Barron, Elizabeth. 2014. “Adjusting the Depth of Field on Stream Restoration:

Observing the Rise of Neoliberal Para-science.” Science as Culture: 1-6. Doyle, Martin. 2013. Eos 94(9): 92-93. Endreny, Ted, and Kellen Backer. 2013. Ecological Restoration 31(3):339-40.

Haeffner, Melissa. 2013. Society & Space - Environment & Planning D. McCuen, Richard. 2014. Journal of the American Water Resources Association 50 (2):537 Norman, Emma S. 2014. Social & Cultural Geography: 1-2. Van Dyke, Christopher. 2013. Progress in Physical Geography 37(4):567-70.

Popular Media: Interview, WFHB EcoReport. Aired February, 2013. Review, Troutheadwaters.com: http://troutheadwaters.com/clubecoblu/?p=4251

RECENT PEER REVIEW ARTICLES Lave, R. Accepted. “The Future of Socio-Ecological Expertise.” Special issue on futures,

Annals of the Association of American Geographers. Lave, R. Accepted. “Political Ecology and ANT.” Invited article for the Routledge Handbook of

Political Ecology, eds. T. Perrault, J. McCarthy, and G. Bridge. Lave, R. and B. Lutz. 2014. “Hydraulic fracturing: A critical physical geography review.”

Invited article for Geography Compass. Lave, R. 2014. “Science and Technology Studies (STS) in Geography.” In Oxford

Bibliographies in Geography.Ed. Barney Warf. New York: Oxford University Press. Lave, R. 2014. “Neoliberal Confluences: The Turbulent Evolution of Stream Mitigation

Banking in the U.S.” Political Power and Social Theory. Robertson, M., T. BenDor, R. Lave, A. Riggsbee, J.B. Ruhl, and M. Doyle. 2014. “Stacking

Ecosystem Services.” Frontiers in Ecology. Lave, Rebecca, Matthew W. Wilson, Elizabeth Barron, Christine Biermann, Mark Carey,

Chris Duvall, Leigh Johnson, Maria Lane, Nathan McClintock, Darla Munroe, Rachel Pain, James Proctor, Bruce Rhoads, Morgan M. Robertson, Jairus Rossi, Nathan F. Sayre, Gregory Simon, Marc Tadaki, and Christopher Van Dyke. 2014. "Critical Physical Geography." The Canadian Geographer 58(1):1-10

Lave, R. 2014. “Engaging within the Academy: A Call for Critical Physical Geography” Acme. Lave, R. 2014. “Freedom and constraint: Generative expectations in the stream restoration

field.” Geoforum. Doyle, M. W., R. Lave, M. M. Robertson, and J. Ferguson. 2013. "River Federalism." Annals

of the Association of American Geographers 103(2): 290-298. Daniel T., A. Muhar, A. Arnberger, O. Aznar, J. Boyd, R. Bürger-Arndt, K. Chan, R.

Costanza, A. von der Dunk, T. Elmqvist, C. Flint, A. Grêt-Regamey, P. Gobster, S. Klain, R. Lave, S. Muhar, J. Nassauer, M. Penker, R. Ribe, T. Schauppenlehner, T. Sikor, I. Soloviy, M. Spierenburg, K. Taczanowska, J. Tam, and V. Winiwarter. 2012. "Contributions of Cultural Services to the ES Agenda." PNAS 109 (23):8812-8819.

Lave, R. 2012. “Neoliberalism and the Production of Environmental Knowledge,” Environment & Society: Advances in Research 3 (1):19-38.

Lave, R. 2012. "Bridging Political Ecology and STS: A Field Analysis of the Rosgen Wars" Annals of the Association of American Geographers, 102 (2):366-382.

Lave, R., M. W. Doyle, and M. M. Robertson. 2010. "Privatizing stream restoration in the U.S." Social Studies of Science 40 (5):677-703. [Listed as one of “Ten Pivotal Papers

RECENT INVITED PRESENTATIONS: INTERNATIONAL 2015 University of British Columbia, Canada, Department of Geography. 3/12/2015. 2015 University of Victoria, Canada, Department of Environmental Studies.

3/10/2015. 2014 Key note speaker, Landscape Archaeology Conference: From Theory to Practice.

Excellence Cluster Topoi, Freie Universitat Berlin, Germany. 11/19 – 11/21/2014.

2014 Plenary panel: “Co-constructing Water.” Royal Geography Society/Institute of British Geographers. London, UK. 8/28/2014.

2

2013 Public lecture and instructor at ENTITLE workshop, Autonomous University, Barcelona, Spain. 6/3 – 6/7/2013.

2013 Invited speaker, RESTORE workshop, Uppsala, Sweden. 5/6 – 5/8/2013. 2012 Interdisciplinary Seminar, University College London, Department of

Geography. 10/11/2012 2012 Invited speaker, special Session on bridging physical and social geography,

Canadian Association of Geographers, Waterloo, ON. 5/28/12. 2011 Uppsala University, Sweden, Department of Economic and Social Geography.

5/19/11. 2011 Umeå University, Sweden, Department of Ecology. 5/18/11. 2011 Umeå University, Sweden, Studies in Science, Technology, and Environment

Program and Department of Ecology. 5/17/11. 2009 Invited member of 10-person US delegation, Interdisciplinary US-European

Workshop on Landscape-based Cultural Ecosystem Services. Lunz, Austria. Funded by NSF and Austrian Academy of Science. 11/09

2008 Invited lead speaker for two-session stream on Collins and Evans’ Rethinking Expertise. Royal Geographic Society/Institute of British Geographers. London.

Teaching TEACHING AWARDS 2014 Trustees Teaching Award for excellence in undergraduate instruction 2012 Nominated by geography undergraduates for the campus-wide James P. Holland

Award for Exemplary Teaching and Service to Students 2012 Trustees Teaching Award for excellence in undergraduate instruction 2010 Trustees Teaching Award for excellence in undergraduate instruction COURSES TAUGHT *G208: Environment and Society. Introduces environmental physical and social science.

(Regular and Honors versions) *G315: Environmental Conservation. Explores major controversies in the environmental

movement including wilderness preservation, population, and sustainable development. (Regular and Intensive Writing versions)

*G316: Political-Economic Geography. Traces the origins of the current global political-economic order through the history of capitalism, colonialism, and neoliberalism.

*G341: Ecological Restoration: Science and Politics. Investigates the deeply interconnected history, philosophy, ecology, geomorphology, and political economy of restoration

G448/548: Capitalism and Nature: Seminar on the relationship between capitalism and the environment in Geographic thought.

3

*G449/549: Political Ecology. Seminar on the development of, and current hot topics within, political ecology including urban political ecology, political ecology of the body, and science studies.

*G440/540: Geographies of Technology. Introduces the interdisciplinary study of science and technology by focusing on cases in which the technology and knowledge transfer processes are interrupted or reversed.

* Developed at Indiana University

Service DEPARTMENTAL SERVICE 2013- Convener. Professional development and teaching workshops. 2014 Salary Committee. Member of annual faculty evaluation committee 2013-2014 Search Committee Chair. Chaired search committees for Political

Geography position. 2013-2014 Search Committee Chair. Chaired search committee for Geography of EU

position. 2013-2014 Department lead at COAS learning assessment workshops 2013 Faculty retreat co-organizer and co-facilitator. 2012 Search committee member for Development Geography and Global

Environmental Change positions. 2010- Director of Undergraduate Studies. Recruited majors, developed new

departmental brochure, evaluated requests for transfer of credits, developed material for departmental external review, worked on overhaul of undergraduate program, developed monthly teaching workshop series for faculty and graduate students.

2010 Salary Committee. Member of annual faculty evaluation committee. 2009 Space Committee. Member of committee to address shifting space needs

in the Geography Department CAMPUS SERVICE 2014 Member 21st Century Liberal Arts Curriculum Task Force 2014 Member Bloomington Faculty Council Committee on Mergers,

Reorganizations and Eliminations 2014 Member selection committee for Sustainability Course Development

Fellowship 2013 Reviewer IU pre-dissertation summer fellowship. 2011 Member selection committee, Summer Writing/Teaching Fellowship.

4

f

Abbreviated CV

Education

2010 – Ph.D., Atmospheric Science, University of Alabama in Huntsville

2005 – M.S., Atmospheric Science, University of Alabama in Huntsville

2002 – B.S., Meteorology, University of Oklahoma, Norman

Professional Experience

Lecturer August 2014 –

Visiting Assistant Professor 2012 – May 2014

Department of Geography and Department of Geological Sciences

Indiana University, Bloomington, Indiana

Postdoctoral Fellow 2010 – December 2011

Cooperative Program for Operational Meteorology, Education, and Training (COMET)

UCAR, Boulder, Colorado

Research Interests

Observations and predictability of high-impact, hazardous weather events

Numerical weather prediction; numerical simulation of convective storms and systems

Climate trends in atmospheric phenomena (mid-latitude cyclones, thunderstorm frequency and

behavior, etc.)

Teaching Experience

Lower Division

Introduction to Atmospheric Science

Introduction to Weather and Climate

J. Cody Kirkpatrick

2200 W. Sudbury Dr., Apt. D15

Bloomington, IN 47403

(205) 412-4625

codykirk@indiana.edu

J. Cody Kirkpatrick 2

Earth, Our Habitable Planet (Earth System Science)

These courses each included supervision of two graduate teaching associates each

semester.

Severe and Unusual Weather

Natural Hazards and Extreme Weather

Upper Division

Physical Climatology

Climate Dynamics

Climate Change Impacts

Weather Analysis and Forecasting

Synoptic Meteorology and Climatology

Mesoscale Dynamic Meteorology

Refereed Publications (Research-related)

4. Kirkpatrick, C., E. W. McCaul, Jr., and C. Cohen, 2011: Sensitivities of simulated convective

storms to environmental CAPE. Mon. Wea. Rev., 139, 3514-3532.

3. Kirkpatrick, C., E. W. McCaul, Jr., and C. Cohen, 2009: Variability of simulated convective

storm updrafts and downdrafts as a function of environmental parameters. Mon. Wea. Rev., 137,

1550-1561.

2. Kirkpatrick, C., E. W. McCaul, Jr., and C. Cohen, 2007: The motion of simulated convective

storms as a function of basic environmental parameters. Mon. Wea. Rev., 135, 3033-3051.

1. McCaul, E. W., Jr., C. Cohen, and C. Kirkpatrick, 2005: The sensitivity of simulated storm

structure, intensity, and precipitation efficiency to environmental temperature. Mon. Wea. Rev.,

133, 3015-3037.

Selected Additional Experience in Education & Pedagogy

Selection to the “Backward Course Design in Action” Faculty Learning Community, IU Center

for Innovative Teaching and Learning, 2014-15 (research/travel stipend: $750)

Selection to the “Flipping the Class” Faculty Learning Community, IU Center for Innovative

Teaching and Learning, 2013-14 (research/travel stipend: $750)

J. Cody Kirkpatrick 3

Development of 12 all-new laboratory exercises (100%) for the freshman-level Introduction to

Atmospheric Science course in the Geology Department at IU

Experience in developing distance-learning training materials as a postdoctoral fellow at

COMET. This content reaches audiences that include operational weather forecasters, media,

continuing professionals, and students. Topics spanned a wide range of meteorological

phenomena, instruments, and techniques.

Selected Honors, Service, and Affiliations

Member, American Meteorological Society Board for Early Career Professionals, 2013–2016

Faculty Sponsor, IU Atmospheric Sciences Club, 2014–

Invited Speaker at the “Flipping the Class Mini-Conference” sponsored by the IU Center for

Innovative Teaching and Learning, August and November 2013

Invited Speaker at a Workshop sponsored by the IU Center for Innovative Teaching and

Learning: “From note-taking to knowledge-making: Engaging students in scientific inquiry”,

October 2012

Invited Instructor for the MSC (Canada) Winter Weather Residence Course, Boulder, CO.

Topic: Operational Uses of Numerical Weather Prediction. October 2011, 2012, and 2014

(upcoming).

Participation in the 2012 Course Development Institute, Indiana University

J. King 2014

James King, Ph.D.Department of Geography Student Building 120 Indiana University Bloomington, IN 47405 USA

kingjs@indiana.edu www.indiana.edu/~geog/people/king.shtml

http://pages.iu.edu/~kingjs/ Office: 812-855-2916 Mobile: 207 251 3295

EDUCATION

2006 Ph.D., University of Guelph, Department of Geography 2001 B.Sc., University of Guelph, Earth Surface Science

PROFESSIONAL EXPERIENCE 2014 – Present Visiting Assistant Professor, Department of Geography, Indiana University

Bloomington

2014 – Present Senior Visiting Researcher, School of Geography and the Environment University of Oxford

2012 – 2013 Senior Lecturer, Keble College, University of Oxford 2011 – 2013 Postdoctoral Research Fellow, School of Geography and the Environment,

University of Oxford 2010 – 2011 Lecturer, York University, Department of Geography, Toronto, Canada 2006 – 2010 Postdoctoral Research, Desert Research Institute, Nevada, USA

PUBLICATIONS Selected Peer-Reviewed Journal Articles 19. Haustein, K., R. Washington, J. King, G.F.S. Wiggs, D.S.G. Thomas, L. Menut. 2014.

“Testing the performance of state-of-the-art dust emission schemes using DO4Models field data”. Geoscientific Model Development Discussions 7, 5739-5789, doi:10.5194/gmdd-7-5739-2014.

18. Etyemezian, V., J.A. Gillies, M. Shinoda, G. Nikolich, J. King, A.R. Bardis. 2014. “Accounting for surface roughness on measurements conducted with PI-SWERL: Evaluation of a subjective visual approach and photogrammetric technique”. Aeolian Research 12, 9-17, doi: 10.1016/j.aeolia.2014.03.002.

17. Nield,J.M., J. King, B. Jacobs. 2014. ‘Detecting surface moisture in aeolian environments using terrestrial laser scanning’. Aeolian Research 12, 9-17, doi: 10.1016/j.aeolia.2013.10.006.

16. Nield,J.M. J. King, G.F.S. Wiggs, J. Leyland, R.G. Bryant, R.C. Chiverrell, S.E. Darby, F.D. Eckardt, D.S.G. Thomas, L.H. Vircavs, R.Washington. 2013. ‘Estimating aerodynamic roughness over complex surface terrain’. Journal of Geophysical Research: Atmospheres, doi: 10.1002/2013JD020632.

15. M-C. Chalbot, G. Nikolich, V. Etyemezian, D.W. Dubois, J. King, D. Shafer, G. Gamboa da Costa, J.F. Hinton, I.G. Kavouras. 2013. ‘Soil humic-like organic compounds in prescribed fire emissions using nuclear magnetic resonance spectroscopy’. Environmental Pollution, doi:10.1016/j.envpol.2013.06.008

14. Kavouras, I.G., G. Nikolich, V. Etyemezian, D.W. DuBois, J.King, D. Shafer. 2012. ‘In-situ observations of soil minerals and organic matter in the early phases of prescribed fires’. Journal of Geophysical Research, doi:10.1029/2011JD017420

J. King 2014

13. King, J., V. Etyemezian, M. Sweeney, B. Buck, and G. Nikolich. 2011. ‘Dust emission variability at the Salton Sea, California, USA.’ Aeolian Research, doi:10.1016/j.aeolia.2011.03.005

12. Buck, B.J., J. King, and V. Etyemezian. 2011. ‘Effects of salt mineralogy on surface characteristics: Implications for dust emissions, Salton Sea California, USA.’ Soil Science Society of America Journal, doi:10.2136/sssaj2011.0049

11. Ballantine, J-A.C. and J. King. 2011. ‘AGU Fall Meeting session on Aeolian Dust: Transport Processes, Anthropogenic Forces, and Biogeochemical Cycling.’ Aeolian Research, doi:10.1016/j.aeolia.2011.04.001

10. Kuhns, H., J.A. Gillies, V. Etyemezian, G. Nikolich, J. King, D. Zhu, S. Uppapalli, J. Engelbrecht, and S. Kohl. 2010. ‘Effect of Soil Type and Momentum on Unpaved Road Particulate Matter Emissions from Wheeled and Tracked Vehicles’. Aerosol Science and Technology, doi: 10.1080/02786820903516844

9. Gillies, J.A., W.G. Nickling, J.King, and N. Lancaster. 2010. ‘Modeling aeolian sediment transport thresholds on physically rough martian surfaces: A shear stress partitioning approach.’ Geomorphology, doi:10.1016/j.geomorph.2009.02.016.

8. Gillies, J.A., V. Etyemezian, H. Kuhns, J.D. McAlpine, J. King, S. Uppapalli, G. Nikolich, and J. Engelbrecht. 2009. ‘Dust Emissions Created by Low-Level Rotary-Winged Aircraft Flight Over Desert Surfaces’. Atmospheric Environment, doi:10.1016/j.atmosenv.2009.12.018.

7. King, J., W.G. Nickling and J.A. Gillies. 2008. ‘Investigations of the law-of-the-wall over sparse roughness elements.’ Journal of Geophysical Research, doi: 10.1029/2007JF000804.

6. Gillies, J.A., W.G. Nickling and J. King. 2007. ‘Shear stress partitioning in the atmospheric inertial sublayer’ Boundary-Layer Meteorology, doi: 10.10007/s10546-006-9101-5.

5. Gillies, J.A., W.G. Nickling V. Etyemezian, J. King and M. Sweeney. 2006. ‘Factors controlling the spatial and temporal variability of dust emissions.’ Chinese Journal of Geochemistry, doi: 10.1007/BF02840169.

4. Gillies, J.A., W.G. Nickling and J. King. 2006. ‘Aeolian sediment transport through large patches of roughness in the atmospheric inertial sublayer.’ Journal of Geophysical Research, doi: 10.1029/2005JF000434.

3. King, J., W.G. Nickling and J.A. Gillies. 2006. ‘Shear stress ratio measurements within mesquite dominated landscapes of the Chihuahuan Desert, New Mexico, USA.’ Geomorphology, 82, 229-244.

2. King, J., W.G. Nickling and J.A. Gillies. 2005. ‘Representation of vegetation and other non-erodible elements in aeolian shear stress partitioning models for predicting transport threshold.’ Journal of Geophysical Research, doi: 10.1029/2004JF000281.

1. Gillies, J.A., W.G. Nickling, and J. King. 2002. ‘Drag coefficient and plant response to wind speed in three plant species: Burning Bush (Euonymus alatus), Colorado Blue Spruce (Picea pungus glauca.), and Fountain Grass (Pennisetum setaceum)’. Journal of Geophysical Research, doi:10.1029/2001JD001259.

Web-based Publications King, J. (2013, July 24). Dust in the desert: The Skeleton Coast – Foggy, dusty & demanding – part 3 of 3. Retrieved from http://geolog.egu.eu/2013/07/24/dust-in-the-desert-the-skeleton-coast-foggy-dusty-demanding-part-3-of-3/.

J. King 2014

King, J. (2013, July 5). Dust in the desert: The Kuiseb and Tschaub Rivers – part 2 of 3. Retrieved from http://geolog.egu.eu/2013/07/05/dust-in-the-desert-the-kuiseb-and-tschaub-rivers-part-2-of-3/. King, J. (2013, June 23). Dust in the desert: Measuring it is only half the battle – Part 1 of 3. Retrieved from http://geolog.egu.eu/2013/06/26/dust-in-the-desert-measuring-it-is-only-half-the-battle-part-1-of-3/. Jarlett, H. (2013, June). Scattered to the Wind: How dust grains are integral to our future climate. GeoQ: The quarterly newsletter of the European Geosciences Union, ISSUE 6, 8-9.

King, J. (2013, May 24). Social Media for Science Outreach – A Case Study: Lessons from a campaign Twitter Account. Retrieved from http://www.nature.com/spoton/2013/05/social-media-for-science-outreach-a-case-study-lessons-from-a-campaign-twitter-account/.

GRANTS AND CONTRACTS 2013 ‘Hot-spots’ of dust emission: identifying, measuring and modelling aeolian dust sources in the

dry river valleys of Namibia. Postdoctoral Researcher. Fell Fund, Oxford University, PI: Wiggs. Total grant: £141,428.

2011 DO4 Models: Dust Observation for Models. Postdoctoral Researcher. National Engineering Research Council, UK PI: Washington. Total grant: £1.1 M.

2007 Sediment Transport to White-Margined Penstemon Habitat. Co-Investigator. Bureau of Land Management. PI: Etyemezian. Total grant: $815,000.

2008 Collaborative PI-SWERL Mojave Desert measurement campaign. Principal Investigator. United States Geological Survey. Total Grant: $41,000.

2008 Portable In-situ Wind ERosion Lab (PI-SWERL): Testing and validation. Principal Investigator. National Science Foundation. Total Grant: $44,000.

2007 Preliminary Assessment of the Distribution of Salts at the Salton Sea. Co-Investigator. California Department of Water Resources. Total Grant: $45,000.

2004 Particulate Matter Emissions for Dust from Unique Department of Defense Sources. Researcher. Department of Defense. PI: Gillies. Total Grant: $1.4M.

2003 Airflow and Sediment Transport in Complex Terrain on Mars: A Shear Stress Partitioning Approach. Field Researcher. National Aeronautics and Space Administration. PI: Gillies. Total Grant: $330,000.

CONFERENCE PARTICIPATION Selected Panels Organized 2014 Session Co-Organizer, Mineral Dust Aerosols: From Small-Scale to Large-Scale

Understanding, American Geophysical Union Fall Meeting, San Francisco, California, 15th – 19th December.

2013 Session Co-Organizer, Aeolian Processes and Landforms, European Geophysical Union General Assembly, Vienna, Austria, April 7 – 12.

Discussant/Workshop Attended 2014 Innovative Approaches to Teaching Sedimentary Geology, Geomorphology, and Paleontology

Workshop, On the Cutting Edge Professional Development for Geoscience Faculty, NAGT, University of St. Thomas, Saint Paul, June 16-20.

J. King 2014

2013 Invited Panel Member, Blogs and Social Media in Scientific Research, European Geophysical Union General Assembly, Vienna, Austria, April 7-12.

2012 Africa Preliminary Evaluation Group: Dust Workshop, UK MET Office, Devon, UK, March 19th.

TEACHING EXPERIENCE UNDERGRADUATE Indiana University

Global Environmental Change: The End of the World As We Know It? (Fall 2014) Computational Methods in Geography (Spring 2014) Environmental Change: Nature and Impacts (Spring 2014) Global Environmental Change (Spring 2014)

Oxford University, UK Geographical Controversies (Winter 2013) Earth Systems Processes & Dynamics (Fall 2012, Fall 2013) Climate Change Impacts and Adaptation (Fall 2012) Desert Landscapes and Dynamics/Dryland Environments (Winter 2012, Winter 2013)

York University, Canada Terrestrial Ecosystems (Winter 2011) Introductory Statistical Analysis in Geography (Fall 2010) Desert Ecosystems (Fall 2010)

GRADUATE Desert Research Institute, USA

Aeolian Geomorphology (Spring 2008): One week short course to graduate students at Tottori University, Japan

Indiana University Environmental Impacts on Arid Landscapes (Fall 2014)

PROFESSIONAL SERVICE Committees, Groups, and Seminars:

Active Learning Spaces Faculty Learning Community, Indiana University Faculty Learning Community for Non-tenure track Faculty, Indiana University Professional Development Seminar, “Research, Social Media, and Altmetrics”, Indiana

University, November, 2014. Graduate Seminar, “Communicating Your Research”, School of Geography and the Environment,

University of Oxford, November, 2013.

Proposals Reviewed for: U.S. National Science Foundation: DEB Ecosystem Science Cluster; Geomorphology and Land Dynamics Program Swiss National Science Foundation

PROFESSIONAL MEMBERSHIPS American Geophysical Union member since 2004 European Geophysical Union member since 2012 International Society of Aeolian Researchers since 2010 British Society for Geomorphology since 2012 National Association of Geoscience Teachers since 2014

Nicholas Nye Wyant 1455 W. Westwind Ct. Bloomington, IN 47403 nnwyant@gmail.com EDUCATION Master of Arts: Library & Information Science May 2008 The University of Iowa Iowa City, IA Thesis: Design Guidelines for an Academic Library Website (2008) Master of Arts: U.S. History December 2007 Wichita State University Wichita, KS Thesis: Gideon, Escobedo & Miranda (2007) Bachelor of Arts: Political Science August 2004 Wichita State University Wichita, KS EXPERIENCE Head, Social Sciences Librarian Oct. 2013-Present Indiana University: Bloomington

• SCOPUS research committee • Provosts Committee for Student Welfare

Assistant Professor: Research & Instruction Librarian

Wichita State University Aug. 2010-Oct. 2013 • Head of Social Sciences Reference & Instruction

o Coordinate Curriculum Mapping o Coordinate Assessment

• Department Liaison to Community Affairs, History, Sociology, Political Science & Psychology

• Develop and design instructional videos o Created with iMovie and distributed on Youtube

• Create specialized course guides • Develop curriculum for library instruction • Oversee and distribute a collection development budget of $91,500 (FY 13) • Embedded with History, Political Science, & Psychology courses • Wrote applications to WSU’s IRB board for studies involving

Wyant

1

o Assessment of student’s learning o Assessment of the value of the academic library

• Assessment o Numerous classes across liaison departments o Work with teaching faculty to develop information literacy assignments

that can be appropriately assessed o Collaborate with faculty to design assessment (Political Science &

Sociology) • Scholarly Communication

o Assessment reports to liaison departments o Database and new feature demonstration to librarian colleagues o LibGuide design and best practices for WSU

Reference & Instruction Librarian The University of Iowa Jan. 2008-Aug. 2010

• Moved to Full-time employment January 2010 • Led group instruction and outreach to students • Designed and implemented usability testing of the main library’s website • Developed Libguides for subject material • Wrote applications to Iowa’s Human Subject Board (IRB) for studies involving

website evaluation TEACHING Information Literacy Classes Taught

• Departments of Community Affairs, Economics, English, History, Political Science, Psychology, & Sociology

• LASI 170: Introduction to Research (for credit library class) o One hour credit course o Designed syllabus and learning outcomes

Embedded Librarian (Selected) • Sociology 101: Introduction to Sociology (in-person as well as in CMS)

o Attended class for one week during their section on scholarly communication

o Provided supplementary instruction to the instructor’s material o Created a discussion board, electronically, via Blackboard

• Sociology 306: Intro to Gender Studies (online only) o Created online learning modules o Updated custom library guide as needed throughout the semester

• Political Science 365: Political Inquiry (in-person as well as in CMS)

Wyant

2

o Attended class 6 different occasions during topic discussion o Aided students in finding appropriate research topics o Created online learning modules

Specialty Workshops (Selected) • Google Drive: Using free tools from Google to improve your research • Surviving Graduate School: tips to make your life easier • Citation Searching for Tenure & Promotion (for teaching faculty) • Endnote Citation Manager • Managing your Digital Identity

Liaison Outreach • Semester Newsletter prepared for each department to promote awareness of

library resources and programs • Attend department meetings • Report to the Dean of Liberal Arts and Sciences regarding library initiatives • Creation of database promotion posters distributed throughout campus

PUBLICATIONS/PRESENTATIONS Presentations

• Getting Into the Classroom (Oct. 2012) o Kansas Library Association: College & University Libraries Section

• Effectiveness of Online Tutorial Videos as Supplemental Library Instruction (Oct. 2012)

o Kansas Library Association: College & University Libraries Section • Student Research & Google (Feb. 2011)

o Central Methodist University • Website Evaluation: How to examine & improve your library’s website (Sept.

2010) o Iowa Library Association

• Instant Openness: IM in Libraries (April 2010) o Iowa Library Association: Academic & Research Libraries

• How to Design & Implement Web Usability Testing (May 2009) o Iowa Library Association: Academic & Research Libraries

• Facebook & Children: What Parents Need to Know (May 2008) o 7 public libraries in Eastern Iowa

• IRB & You: Getting Approval for Research (April 2008) o The University of Iowa: training for graduate students

Publications

Wyant

3

• Wyant, Nicholas (2013). The Effectiveness of Online Video Tutorials as Supplemental Library Instruction. Kansas Library Association College & University Libraries Section Proceedings, 3, 39-43.

• Wyant, Nicholas (2013). Best Historical Materials 2012. Reference & User Services Quarterly, 52(3), 250-252.

PROFESSIONAL COMMUNICATION/DEVELOPMENT American Library Association

• ACRL (2009-Present) o Anthropology & Social Sciences Section o University Libraries Section

• RUSA (2009-Present) o History o Reference Services Section

• Committee Work o RUSA History Executive Board (2010-2012) o RUSA Best Historical Materials (Chair 2012-2014)

Selected materials and coordinated committee review Editor of the Best Historical Materials article for RUSQ Conference Planning for ALA Annual 2014

o ACRL Access to Information (RUSA history representative: 2012-2014) Drafted (as part of the committee) the Statement of

Access http://bit.ly/RUSAATI Ongoing development of Information Services for Information

Consumers: Guidelines for Providers for the Standards and Guidelines Committee.

o ANSS Liaison Committee (2013-2015)

Wyant

4

Student Building, 701 East Kirkwood Avenue, Bloomington, Indiana 47405-7100

812-855-6303 – Fax: 812-855-1661

21 October 2014

To whom it may concern:

I am very pleased to provide a letter in support for the SOTL Grant proposal submitted by

Rebecca Lave, Brian Winterman, James King, and Cody Kirkpatrick on Information

Literacy in Geography. Professors Lave, King and Kirkpatrick are members of the Department of

Geography faculty, hence my interest.

While Brian Winterman has successfully piloted an information literacy program in Biology, this

program does not, on the surface of it, appear to be suitable to the Department of Geography for a

number of reasons. First, Geography is inherently postdisciplinary (or one might argue

predisciplinary), hence the definition of information literacy is complex and multilayered.

Second, like many other programs on campus, Geography lacks a required 4-year sequence. This

requires that an information literacy program address learning outcomes in more limited and

discreet lengths of time. Third, much of the instruction in Geography is accomplished in large

classes, with minimal or no teaching assistance. Thus assigning papers and giving feedback on

writing is not always feasible. This will necessitate that information literacy be handled in a

component fashion, incorporating classroom technology as necessary. Fourth, given points 1-3,

assessment techniques will need to be altered from the model currently in use in Biology.

The faculty members from the Department of Geography who are party to this submission are

experts in teaching innovation and assessment. Dr. Lave has spearheaded the department’s

assessment efforts to date and she is our Director of Undergraduate Studies. Dr. King has been

among the first in the department to utilize Student Building 015, our buildings collaborative

teaching and learning classroom and he has more recently worked with James Russell of CITO

and SSRC to implement a similar collaborative environment in Student Building 005 using

Surface tablet computers. Dr. Kirkpatrick has been a party to the assessment efforts of both the

Department of Geography and the Department of Geological Sciences (he holds a joint

appointment) and he has worked extensively with CITL on teaching and learning innovation.

I wholeheartedly support this proposal and recommend it to you without hesitation.

Sincerely,

Daniel C. Knudsen

Professor and Chair

October 24, 2014

Members of the Review Committee: Please accept this letter on behalf of Nicholas Wyant and Brian Winterman, who are applying for the Scholarship of Teaching & Learning grant to further the development of a model for curriculum integration and assessment of information literacy in science disciplines. As the Associate Dean for Library Academic Services, I provide oversight for a public services unit in the IU Libraries that is strengthened by the expertise of Nicholas and Brian. I am pleased to support their innovative collaboration with the Geography department, as it will advance the libraries’ educational goals and the vision I have for librarian/faculty collaboration at IU.

Through the opportunities afforded by the Information Literacy Grants awarded annually by the IU Libraries, librarians and faculty collaborate to redesign assignments and assessments in order to build information seeking skills and research concepts into individual courses. While these projects have influenced student learning in a variety of disciplines and courses since 2011, a systematic, measurable way of building information literacy into a program or major field of study remains elusive. It is my hope that the work Nicholas and Brian are undertaking with Geography will lead to tangible results demonstrating the value of scaffolded, iterative information literacy outcomes across the curriculum for undergraduates.

The two-year plan proposed by Nicholas and Brian would be a unique opportunity to investigate the challenges for integrating information literacy into a multidisciplinary context, as well as to explore new approaches for teaching the research process in large classes. Learning assessment has long been a priority for the IU Libraries and, with the campus making program review and departmental learning outcomes a priority, the time could not be better for Nicholas and Brian to reinforce the importance of the libraries’ role in these endeavors. I very much appreciate your attention to their application.

Sincerely,

Diane Dallis Associate Dean for Library Academic Services Indiana University Libraries