Research and Instructional Support

LITS Annual Report 2004-2005

The past year witnessed continued development and enhancements of research and instructional support services, as the RIS group worked diligently toward the goal of full integration of once disparate sources of information and teaching.

Seminars/Workshops:

• In the first of a series of seminars exploring new ideas on technological practice and pedagogy, LITS hosted a forum for Mount Holyoke faculty to showcase current use of technology in their teaching and to share ideas for future deployment of educational technologies. A seminar entitled “A Celebration of Innovative Projects in Teaching Foreign Languages and Cultures at MHC,” was held in April 2005, and this gathering will serve as a model for future annual events to be organized by LITS. 23 faculty members and 10 support staff attended the seminar, which was held in the newly renovation Ciruti Lounge. A lunch of Chinese food was served. Six Foreign Language faculty members formed a panel and demonstrated how they have integrated instructional technology into their courses, emphasizing the pedagogical use of various technology tools.
• Donna Van Handle demonstrated the German language online placement tests she created.
• Christian Gundermann showed the innovative digital audio assignments used in his advanced Spanish course.
• Indira Peterson discussed her use of CONTENTdm, MHC’s digital collections service, to enhance her Indian culture courses.
• Gabi Davis discussed the use of video conferencing and digital film sequence analysis in her German 231 course.
• Tania Convertini demonstrated a highly successful video creation and dubbing assignment used in Italian 103.
• Nicole Vaget showed a number of projects, including a multimedia narrative assignment and an XML version of a Haitian poem.

Shaoping Moss, LITS Liaison to the Foreign Languages, demonstrated a number of web-based tools that allow the use of authentic, country-specific video, audio, and still images. Shaoping also demonstrated a web-based tool called CocoaJT that provides easy access to broadcast archives of TV and radio streams from different countries, and features a stream recorder to capture the various broadcasts.

The seminar concluded with Daniel Blumenthal from Globalinguist, Inc. demonstrating the use of a product called WorldChamp that displays audio, flashcards, and website annotation to help students learn foreign language vocabulary more effectively.

The seminar succeeded in making the Foreign Language faculty aware of how their colleagues have integrated technology into their courses and how instructional technologies have assisted them in achieving their pedagogical goals. The gathering highlighted potential resources and instructional technologies available for teaching and research. It increased the understanding and implications of various pedagogical and logistic issues raised by the deployment of instructional technologies. The seminar assisted LITS in more fully understanding faculty technology needs, and it helped build foundations for future, long-term collaborative relationships between faculty, librarians and technologists. This successful seminar will serve as a model for future annual LITS –sponsored gatherings to explore new ideas on technological practice and pedagogy across the curriculum.

A CET grant funded a very successful five-day workshop at MHC during January 2005. The goal of the workshop was to teach 3D modeling using Maya software to faculty and staff from NITLE schools who proposed specific curricular projects. The workshop was to also foster the integration of three-dimensional models and animation into the curricula of the NITLE colleges. Participants in the workshop collaborated in establishing a community of practice for mutual support, to share the expertise developed in the workshop on their home campus, and to contribute to the development of learning objects for sharing with other colleges. Mount Holyoke participants developed a one-day introductory workshop to share with member colleges. MHC faculty participating in the workshop included:

• Michael T. Davis, Professor
  Art & Art History Department
• Sean Decatur, Professor
  Chemistry Department
• Tina Fortier, Research Associate
  Department of Biological Sciences
• Bob Weaver, Professor
  Computer Science & Mathematics Depts.

During January 2005, LITS offered a 2-credit Interdepartmental course entitled, Get F.I.T.! Becoming Fluent with Information & Technology. The course was comprised of a total of six three-hour class sessions along with five ‘4th hour’ skill-based workshops that were offered outside of class. The course offered two credits with Pass/Fail grading.

Course description (as it appeared in the syllabus): 

This course fosters the development of technology and research skills to enhance intellectual exploration and expression in a technology-rich learning environment. Students will gain an understanding of how scholarly communication and "knowledge" has come to be produced, organized and shared in our digital age. Students will learn how to effectively use library and information technology resources. Coursework will offer an opportunity for students to apply newly acquired skills to pursue inquiries and create digital media to share findings. The course will combine discussion, labs, and group project work.

Fifteen students successfully completed the course. Among the students, nine were first-years; one sophomore; one junior; and four seniors. Students came from Ghana, Nepal, Pakistan, South Africa and various regions throughout the U.S.; nearly half of the class was international students. Questionnaires sent in December indicated diverse student backgrounds with a wide range of experience with tools, technologies and principles related to the information world. At least six of the students reported that they had not yet written a research paper exceeding seven pages; four students did not have computers in their homes growing up; and six did not have internet connectivity in their homes. All but three students expressed a certain comfort level with libraries and all but two articulated a comfort with computers.

The student work culminated in a final project built upon the coursework and smaller assignments. WebCT served as a gateway for course materials and communications including a class blog that provided an opportunity for virtual sharing. Laptops that included web development software, MS Office products and wireless connectivity were issued to all students the first day of class. Students were encouraged to take them home and consider them their ‘own’ for the duration of the course.

Overall, the course was very successful and fostered a positive learning environment, based upon both student feedback and instructors’ assessment.

Technology Mentor Program:

Supported 5 courses in Fall 2004; 6 in January and Spring 2005.

• Expanded Program across disciplines, support of courses in Humanities, Science and Social Sciences.
• Faculty involved in Program: Babb, Binder (2 semesters), Dobosh, Gomez (2 semesters), Grayson, Hudgings, Morrow, Werner.
• Sought faculty feedback for Program development via numerous channels including collaborative discussion and web-based survey tool.
• Marketed Program via LITS Liaison communications, LITS Update, Faculty Meeting presentation, and web presence. 
• Participated in preliminary discussions with SAW to explore LITS collaboration between both SAW and CDC peer mentor programs.
• Formalize collaboration with internal partners (swebtech group) and external partners including SAW and CDC to continue fostering growth and development.

Information Fluency Program:

LITS convened a planning group in the Summer of 2004 to develop an Information Fluency program. Members included Jim Burke, Owen Ellard, Janet Ewing, Bryan Goodwin, Jennifer Gunter King and Julie Habjan Boisselle The group held biweekly meetings throughout the year focusing on different phases of our research, analysis and planning. Julie attended the ACRL Immersion Institute for program development training, a week long intensive program – July 2004. The group then conducted community needs analysis throughout the year -- What do the students need to learn about research and technology and how can LITS foster such learning? The Committee facilitated five faculty and two student focus groups, the latter assisted by two LITS student staff members. The group investigated initiatives at other institutions including members of Five Colleges Inc. and the CTW and Five Colleges of Ohio consortia. This included online exploration as well as discussion with colleagues and a review of the current literature. In Spring 2005, Committee members attended two Five Colleges events sponsored by RIO for programmatic sharing on the issues; Julie also presented at one of these events. Owen attended a First Year Seminars Program retreat for faculty, May 2005.

Outcomes:

• Developed Webspace for information and resource sharing.
  Committee Web page may be found here
• Developed, executed and assessed credit-bearing information fluency course for first-year students; 15 students successfully completed the course. The curriculum not only successfully functioned as a credit-bearing course, but also now provides five units with related exercises and assignments that might each be offered independently. Student feedback reported high satisfaction with the course; among the few concerns expressed were multiple comments related to density and pacing of learning over such a short period of time. The instructors reiterate these concerns. The Committee reviewed the offering of this course in the context of other information fluency initiatives below.
• For entire course report see:
• Ramp up a new kind of programming -- develop a series of open, semi-casual hour-long workshops intended to highlight LITS resources and services (also an opportunity to experiment with new uses of the Info Commons space). Perhaps offer these at the same time each week, such as “Fridays at LITS” or “Thursdays Nights at the Commons,” etc... We would expressly draw across departments at LITS. Topics might include ‘What’s RSS?’ ‘Protecting My Computer!’ ‘Gems in the College Archives’ ‘Effective Use of PowerPoint’ ‘How an Idea Becomes Publication’ ‘LITS Gadgets and Gizmos!’ etc. In terms of content, the goals of these hour-long sessions would be modest and intended mostly for outreach and generating interest in the pursuing topics further via additional LITS avenues.
• Continue offering course-integrated instruction – focus groups inform that faculty value this service (approx 50/semester) tremendously; a new strategy for ’05-’06: Explore the possibility of targeting upper level courses that have a research methods focus and offer interdisciplinary workshops that faculty could advise students to attend. Examples of possible workshops might include: ‘Exploring Datasets’ which might appeal to Econ/Soc/Politics/Psych/WST courses, ‘Citation Chasing in the Sciences,’ ‘Utilizing Rare Book Collections and College Archives.’ In addition to supplementing classroom learning, these workshops would foster some cross-fertilization between disciplines and therefore be in step with current campus momentum towards interdisciplinary lenses.
• Revitalize Independent Appointment Program
  Feedback time and again reiterates that this is a distinctive, valued and important service in our community to support independent student work. The Committee feels that it is critical to market this service again after a year of inactivity before institutional memory (and current faculty engagement and buy-in) is lost. The Committee also suggests expanding the scope of the service to more explicitly include opportunities for students to seek individual consultation on technology-based projects. Such services are already quite active, however, marketing them as part of our ‘independent appointment’ program might be valuable.
• Pilot 1-2 Self-Paced Learning Opportunities
  The Committee views this as a possible vehicle to respond to student independent lifestyles, different learning styles, and perhaps ultimately address the need for some ‘baseline of skills.’ Events of the summer suggest “An Introduction to Scholarly Communications and Publishing” as a possible first topic.
• Participate in the planning to incorporate the ‘Women in Medicine’ exhibit strategically into our teaching and learning initiatives next fiscal year, 2006—07.
• Launch a strategic marketing campaign for all IF related initiatives

Statistical Snapshot:

Service Points

• Staffed the Reference Desk for 60 hours / week during the academic year.
• Staffed the Faculty Resource Center for 20 hours / week.

Training/Consultations/Orientations

• Taught 51 workshops for faculty & staff with 202 participants.
• Taught 119 library instruction classes with 1,602 participants.
• Oversaw 102 student-to-student workshops with 593 participants.

RIS held a New Faculty Orientation session attended by a total of 12 faculty. Six Library tours were given to a total of 68 users. Orientation sessions were held for FP students (3) and the 5 College Women Studies Program (11) and Simmons College students.

Conducted 112 individual research assistance sessions with students doing higher level projects.

Handled 8,369 reference queries: 3,128 Ready Reference, 118 Referrals 1,808 Directional, 1,967 Technical Support, and 1,348 In-Depth.

Staffing Changes:

It was with mixed emotions that we received the news that Sandy Ward, our esteemed Science Librarian, planned to retire effective May 31, 2005. Sandy has provided Mount Holyoke College with 12 years of devoted service. Sandy’s contribution to the College was truly invaluable. Her positive attitude and abundance of energy have helped make LITS a pleasant place to work. In addition to her incredible competence and skill, she has been a friend to all with her thoughtfulness and collegiality. Sandy will be greatly missed by students and colleagues alike.

We did manage to hire a replacement for the indomitable Sandy Ward. Sarah Oelker accepted our offer of employment as our new Science Librarian. Sarah came to us from Drew University where she served as a reference librarian with a responsibility as a liaison to the science. She has a Bachelor of Arts in molecular biophysics and Biochemistry from Yale University and a Master of Library and information Science from Rutgers.

Scott Maddaline joined LITS as the Academic Computing Support Specialist. This position was developed after it was determined that the organization needed a position that would be responsible for installation and ghosting of academic lab machines; routine maintenance of our academic computing lab spaces; and for providing training and support for departmental lab assistants.

Ellen Carey, our former Simmons Library School intern, joined the team on a part-time basis and worked 20 hours a week providing research assistance.

During the course of last year, we retooled the open position in RIS to create a new position for a Research Librarian for Multicultural Programs and Diversity with a charge to:

• Serves as liaison to designated academic departments with a special emphasis on cultural, ethnic, and gender studies
• Develop outreach, educational and collection-specific programs and activities to promote library services to students from different ethnic and cultural backgrounds
• Advise other liaisons regarding the collection needs of the multicultural community
• Serve as liaison to academic programs and student organizations
• Provide recommendations and planning on diversity programs and initiatives

We continue to search for the right person for this important new position.

Conference Attendance & Staff Development

Staff from RIS attended the following conferences and training sessions this year:

• "Media, New" Conference, Grinnell, June 7 - 8, 2005
• NERCOMP Annual Conference, Worchester, march 8 and 9, 2005
• ACRL Immersion Program, Los Angelus, July 22- 28, 2004
• ALA Mid-Winter Meeting, Boston 17, 2005
• 3D Modeling Workshop, U of Richmond, July 14 – 16, 2004
• Digital Media Workshops, Temple College, February 21, 2005
• LITA National Forum, St. Louis, October 7 - 10, 2004
• Directions in Teaching Foreign Languages Conference, Smith College, April 9, 2005
• Computers in Libraries Conference, Washington DC, March 15-18, 2005
• ACRL National Conference, Minneapolis April 7 – 10, 2005
• Conference on Music and Technology in the Liberal Arts Environment at Hamilton College, July 22-24, 2004
• MANE IT Leaders Group, November 15, 2004
• Bioinformatics conference, Juniata College, August 9 - 10, 2004
• NERCOMP Workshop Tech Support for Foreign Language Learning, Holy Cross, March 30, 2005
• WebCT Users Group, November 2, 2004
• Motion and Soundtrack Workshop, Middlebury, March 17, 2005
• Spartan Molecular Modeling Workshop, UMASS Amherst, August 16, 2004
• Multimedia Narrative Workshop, MHC, August 8 - 9, 2004
• Kenyon-CLIR Conference, March 9 – 11, 2005
• Access training, MHC, June 6, 10 and 17, 2005

Committee Service:

Staff from RIS served on the following committees this year:

• MHC Multi-Cultural and Campus Life Committee
• MHC Privacy and Security Committee
• LITS Faculty Advisory Committee
• 5 College Reference Librarians Committee
• Digital Environment Development Coordinating Committee
• Hopkins 401 group
• 5 College Metalib Implementation Group

Conference Presentations/Workshops/Classes:

• NERCOMP WebCT SIG
• XML workshop at MHC
• Mellon Info Fluency Assessment Workshop
• Final Cut Pro Workshop at MHC
• ARTstor Workshop at MHC

New Resources:

• Added ContentDM –Digital Assess Management tool
• Participated with the 5 Colleges in installation, configuration, and launching of Metalib.

Prepared by
Owen Ellard
September 2005