Facilitator: Paige Mann
Note-taker: Talitha Matlin
- Common issues:
- how can we be integrated into many departments on campus?
- many of our opportunities to incorporate IL come through writing courses that are “science-y”, but are not really science per se
- need context for teaching students
- how can we make what we are teaching applicable to what they are doing? what is the “take away” from our lessons that they can implement?
- Want to know:
- How to get incorporated into physics – undergrad or grad
- What are the info lit needs of science undergrads? The library isn’t just a place where you study and where you “get stuff”.
- What does it mean in concrete terms that the library has a lot to offer to science undergrads
- Physics — Mary Ann Naumann Pepperdine (Peer-review play)
- working with students who have to write a mock NSF proposal in order to meet the university writing requirement at CSUSM
- Math students — sometimes they have research anxiety — can we leverage students’ affinity for problem solving?
- Feeling like you “can’t mess up” when you have meetings with science faculty
- what are our common links?
- Need to be talking to the faculty and suggesting different ways to co-create assignments
- How can we be more involved at the curricular level?
- can we incorporate IL throughout the semester?
- small steps: working 1 on 1 with disciplinary faculty before the semester starts
- big steps:
- getting involved at the sign off level for IL assignments and approval for GE courses
- know what’s going on with curriculum down the pipeline
- What are some of the IL needs for science students?
- critical thinking / problem solving
- looking at how engineers are lacking in the skill set that they need for the job
- targeting how to integrate “practical” skills (such as looking at competitor info, ASTM standards, etc)
- students are supposed to work together in teams
- becoming acculturated into their discipline — what are the standards that they should be aware of?
- Why should disciplinary faculty care?
- Students are part of a scholarly community and there are certain rights/expectations that come along with this.
- Students need to understand how to navigate this scholarly community.
- We can be approachable for students, because we are outsiders to that discipline as well.
- Students are part of a scholarly community and there are certain rights/expectations that come along with this.
- What about Math?
- Ex) “The Undergraduate Collection” — in order to be a “real mathematician”, you should have read all the titles on this list.
- Ex) Have students come together into the library as a group to articulate the research process
- Chemistry overall tends to have a better understanding of IL
- Why should disciplinary faculty care?
- Need to go beyond Google Scholar, IEEE
- Teaching students how to read the literature
- We can work with the faculty to teach these skills
- How can we help students become more information critical?
- How to get students interested in what they’re teaching?
- Must be tied to an assignment
- How can we get them to know that they don’t know everything
STELLA Unconference 