WEBVTT 00:00:00.000 --> 00:00:04.000 Okay, so thank you very much for being here today 00:00:04.000 --> 00:00:08.000 and thank you for the opportunity to speak with you as a group. 00:00:08.000 --> 00:00:11.000 My background, twenty years in academic 00:00:11.000 --> 00:00:15.000 librarianship with a very strong passion and 00:00:15.000 --> 00:00:19.000 focus on information literacy and teaching. 00:00:19.000 --> 00:00:23.000 And so that's a lens I bring to a lot of things, but of course 00:00:23.000 --> 00:00:28.000 successful libraries are about more than just that teaching. 00:00:28.000 --> 00:00:31.000 And this is the prompt 00:00:31.000 --> 00:00:36.000 that I was asked to respond to, and I'm not sure if everyone has seen that 00:00:36.000 --> 00:00:41.000 but I want to frame this as something in layers moving outward. 00:00:41.000 --> 00:00:45.000 So the first part of the prompt or the question was about 00:00:45.000 --> 00:00:50.000 who am I as a dynamic, collaborative, and transformational leader. 00:00:50.000 --> 00:00:54.000 What would I bring these two units, 00:00:54.000 --> 00:00:57.000 to the Library and the Center for Academic Innovation 00:00:57.000 --> 00:00:61.000 that would help them meet the needs of twenty first century learning? 00:01:01.000 --> 00:01:05.000 And then how does that then contribute to helping the 00:01:05.000 --> 00:01:09.000 University fulfill its mission and its strategic framework? 00:01:09.000 --> 00:01:13.000 So that's how I'm going to respond to this question. 00:01:13.000 --> 00:01:17.000 So I don't know you well enough to offer a sort of 00:01:17.000 --> 00:01:20.000 detailed plan for what that would be and that wouldn't 00:01:20.000 --> 00:01:26.000 even be appropriate. But I can talk about who I am as a leader and how I work 00:01:26.000 --> 00:01:29.000 and some of the ideas that I would have based on 00:01:29.000 --> 00:01:31.000 what I do know or have seen. 00:01:31.000 --> 00:01:36.000 So to do that I want to share something that has been an ongoing 00:01:36.000 --> 00:01:39.000 source of inspiration for me, and that's the handout that I 00:01:39.000 --> 00:01:43.000 think has made its way around. And 00:01:43.000 --> 00:01:47.000 this is something created by Jim Michalko, 00:01:47.000 --> 00:01:51.000 a librarian at OCLC and he was retiring 00:01:51.000 --> 00:01:55.000 and he was reflecting back on his career and thinking about 00:01:55.000 --> 00:01:60.000 could he distill on a catalogue card the things that he's learned 00:02:00.000 --> 00:02:03.000 about having a satisfying career that he could then offer 00:02:03.000 --> 00:02:07.000 to other people, so what his learning had been. 00:02:07.000 --> 00:02:11.000 And the first time that I saw it, it was just this card in the center, 00:02:11.000 --> 00:02:16.000 and I loved it. So it was simple, and it was eloquent, and I just 00:02:16.000 --> 00:02:21.000 felt like Yes. That's who I'm trying to be. That's what I'm trying to do. 00:02:21.000 --> 00:02:24.000 And then I saw the version that he made where 00:02:24.000 --> 00:02:28.000 he expanded that even further and annotated that. 00:02:28.000 --> 00:02:32.000 And I just think he's created something really rich here. 00:02:32.000 --> 00:02:36.000 And if you have any problems with his handwriting, it's transcribed 00:02:36.000 --> 00:02:40.000 in the center, so as you flip it open, you can see 00:02:40.000 --> 00:02:44.000 what his original card and the annotations say. 00:02:44.000 --> 00:02:47.000 Okay, so this is something that I have hanging in my office. 00:02:47.000 --> 00:02:52.000 So when I'm sitting at my computer, it's hanging right there in my peripheral vision. 00:02:52.000 --> 00:02:56.000 So I don't read it everyday, but I see it everyday. 00:02:56.000 --> 00:02:61.000 And it's something that I come back to again and again as I'm trying to figure something out 00:03:01.000 --> 00:03:04.000 or reframe something for myself. 00:03:04.000 --> 00:03:08.000 So I find it very grounding. And it's also something that I use 00:03:08.000 --> 00:03:11.000 with new faculty or staff in public services. 00:03:11.000 --> 00:03:16.000 So it's a way that we can have an early conversation about working together 00:03:16.000 --> 00:03:19.000 who I am and the kind of values that I 00:03:19.000 --> 00:03:24.000 bring to work and what it's going to look like going forward. 00:03:24.000 --> 00:03:28.000 So I wanted to use this, as not an example of 00:03:28.000 --> 00:03:32.000 total mastery of these different principles, 00:03:32.000 --> 00:03:35.000 but some of them are still aspirational 00:03:35.000 --> 00:03:37.000 but have real meaning to me. 00:03:37.000 --> 00:03:42.000 And so I want to connect this to myself as a leader but I don't think 00:03:42.000 --> 00:03:47.000 it is about leadership, I think it is about a way of trying to be in the world. 00:03:47.000 --> 00:03:52.000 Ok, so thinking back on those circles. so that first layer of 00:03:52.000 --> 00:03:57.000 being a dynamic, collaborative, and transformational leader. 00:03:57.000 --> 00:03:60.000 So the ideas that I would draw on from 00:04:00.000 --> 00:04:04.000 his card catalog would be, being trustworthy, 00:04:04.000 --> 00:04:08.000 listen, ask for help, strive for objectivity 00:04:08.000 --> 00:04:12.000 and own your choices. And I think of those as qualities 00:04:12.000 --> 00:04:17.000 that are foundational to being both a good colleague and a good leader 00:04:17.000 --> 00:04:22.000 And also as ways to practice professional humility. 00:04:22.000 --> 00:04:25.000 So the first ones I want to talk about about I am going to link 00:04:25.000 --> 00:04:29.000 and that is his ideas about listen, and ask for help. 00:04:29.000 --> 00:04:32.000 So I have my own perspectives, and opinions about things, 00:04:32.000 --> 00:04:35.000 and I bring that to conversations 00:04:35.000 --> 00:04:41.000 because I think that is part of being engaged. But I do not think 00:04:41.000 --> 00:04:46.000 you are being truly collaborative if you are not open to taking the perspectives 00:04:46.000 --> 00:04:49.000 and experiences of other people, 00:04:49.000 --> 00:04:52.000 and if you can not recognize when you need to be 00:04:52.000 --> 00:04:56.000 actively seeking out the expertise of other people 00:04:56.000 --> 00:04:60.000 and so you are not collaborative if you arrive 00:05:00.000 --> 00:05:04.000 with the set idea of what needs to happen and how it is going to go. 00:05:04.000 --> 00:05:09.000 The second idea that is important to me here is the idea of being trustworthy 00:05:09.000 --> 00:05:11.000 and I think that is something you have to earn, 00:05:11.000 --> 00:05:16.000 and I think the only way to do that is action over time, 00:05:16.000 --> 00:05:20.000 so I do not think there are shortcuts to being trustworthy. 00:05:20.000 --> 00:05:26.000 So communication and transparency are really important here as well. 00:05:26.000 --> 00:05:29.000 The next idea I like is the strive for objectivity, 00:05:29.000 --> 00:05:33.000 that he talks about, and his annotation where 00:05:33.000 --> 00:05:36.000 he says we are bundles of biases 00:05:36.000 --> 00:05:40.000 and I disagree with him a little bit here because I think actually 00:05:40.000 --> 00:05:44.000 we do have more of a responsibility than just to strive 00:05:44.000 --> 00:05:48.000 to see our biases. I think there is a little bit more call to action 00:05:48.000 --> 00:05:52.000 in that as we think about diversity, inclusion, 00:05:52.000 --> 00:05:56.000 and equity. I think thats really hard, our biases are often 00:05:56.000 --> 00:05:60.000 invisible to us but how are we trying to 00:06:00.000 --> 00:06:04.000 investigate that in an ongoing way. How are we trying to recognize 00:06:04.000 --> 00:06:08.000 our own personal biases as well as recognize 00:06:08.000 --> 00:06:12.000 the stomach issues that might be impacting something. 00:06:12.000 --> 00:06:16.000 And so I think being able to step back and look at something with a little bit of distance 00:06:16.000 --> 00:06:19.000 also contributes 00:06:19.000 --> 00:06:23.000 and then being able to communicate what that decision is to others. 00:06:23.000 --> 00:06:28.000 And then the final one for this layer is the idea of owning your choices. 00:06:28.000 --> 00:06:32.000 And I would be even more explicit about that and say owning your choices 00:06:32.000 --> 00:06:34.000 when they have been mistakes. 00:06:34.000 --> 00:06:38.000 So I hate making mistakes, I really really do, 00:06:38.000 --> 00:06:42.000 but I am quick to own them and reflect on them 00:06:42.000 --> 00:06:45.000 and learn from them, and I think thats a way to demonstrate 00:06:45.000 --> 00:06:50.000 integrity as well. So connected to that being trustworthy 00:06:50.000 --> 00:06:53.000 How do you demonstrate to other people that you have integrity 00:06:53.000 --> 00:06:57.000 both with large issues and small everyday things. 00:06:57.000 --> 00:06:61.000 Ok, so now going out to that second layer 00:07:01.000 --> 00:07:05.000 of how would that contribute to a vision for these two areas. 00:07:05.000 --> 00:07:08.000 So the ideas I like on the card for this 00:07:08.000 --> 00:07:12.000 that really stand out to me is that 00:07:12.000 --> 00:07:16.000 prefer the future, and what he talks about with value change, 00:07:16.000 --> 00:07:20.000 and taking charge of it. And I would add that 00:07:20.000 --> 00:07:24.000 the reason that is important is because the change that you are considering 00:07:24.000 --> 00:07:28.000 should be about some sort of positive impact for students. 00:07:28.000 --> 00:07:32.000 And thats important, and that you are always shaping yourselves towards 00:07:32.000 --> 00:07:36.000 what you are trying to achieve. And so to go with that 00:07:36.000 --> 00:07:40.000 is about having that biased action 00:07:40.000 --> 00:07:44.000 So change is hard, but change is good, and 00:07:44.000 --> 00:07:48.000 not everything should be changing all the time because that would be exhausting. 00:07:48.000 --> 00:07:52.000 So thinking about what are the priorities, and what is going to have the 00:07:52.000 --> 00:07:56.000 greatest impact. To be clear I don't 00:07:56.000 --> 00:07:60.000 think that means constantly chasing all the new things, 00:08:00.000 --> 00:08:04.000 because that would also be exhausting but I do think it means paying 00:08:04.000 --> 00:08:08.000 attention to the shiny things, because you never know when one 00:08:08.000 --> 00:08:12.000 of those things is going to be exactly what you need or it is time for you 00:08:12.000 --> 00:08:16.000 to create the shiny new thing for yourself and for others. 00:08:16.000 --> 00:08:20.000 And if you don't have a biased to action, thats not going to happen. 00:08:20.000 --> 00:08:24.000 One that I think is challenging 00:08:24.000 --> 00:08:28.000 but important here is to not 00:08:28.000 --> 00:08:32.000 fear conflict or reflection. 00:08:32.000 --> 00:08:36.000 And for me that is about acknowledging 00:08:36.000 --> 00:08:40.000 and addressing the challenging issues, and 00:08:40.000 --> 00:08:44.000 naming them in communication with others, and one of 00:08:44.000 --> 00:08:48.000 the reasons I think that is important is I think the more you try and articulate 00:08:48.000 --> 00:08:52.000 what you see as the challenging issues, the more that works 00:08:52.000 --> 00:08:56.000 as a way to check your assumptions or understanding 00:08:56.000 --> 00:08:60.000 of an issue. So am I operating with the best understanding 00:09:00.000 --> 00:09:04.000 of this thing that is challenging because 00:09:04.000 --> 00:09:08.000 if I am not then I have some work to do there. 00:09:08.000 --> 00:09:12.000 And it is hard 00:09:12.000 --> 00:09:16.000 but like he says in the annotation, that change 00:09:16.000 --> 00:09:20.000 is likely to require one or both 00:09:20.000 --> 00:09:24.000 so conflict or reflection. And I think thats another way of thinking about 00:09:24.000 --> 00:09:28.000 growth opportunities and 00:09:28.000 --> 00:09:32.000 learning from your experience. And the last one for this round 00:09:32.000 --> 00:09:36.000 is that idea of doing the hard things first. I will admit 00:09:36.000 --> 00:09:40.000 that I struggle with this sometimes in a couple of ways. 00:09:40.000 --> 00:09:44.000 Sometimes when I am facing something that is challenging, I actually do 00:09:44.000 --> 00:09:48.000 want to act quickly, because I think I want to move past it. 00:09:48.000 --> 00:09:52.000 And for me, that is not always the right decision. 00:09:52.000 --> 00:09:56.000 Sometimes I really need to sit with something for a while, and walk around it 00:09:56.000 --> 00:09:60.000 and look at it from different angles. So for myself, that 00:10:00.000 --> 00:10:04.000 additional time can give me greater insight 00:10:04.000 --> 00:10:08.000 I think sometimes it can become about avoiding 00:10:08.000 --> 00:10:12.000 the thing that might be unpleasant or preferring the thing that 00:10:12.000 --> 00:10:16.000 is more appealing, and I think when that is starting to happen, 00:10:16.000 --> 00:10:20.000 you have to put that back to the top of your list, and it really will 00:10:20.000 --> 00:10:24.000 feel so much better when you have tackled that and done it 00:10:24.000 --> 00:10:28.000 and I think the other piece to that is recognizing that your actions 00:10:28.000 --> 00:10:32.000 or inaction is probably impacting someone else. And so that 00:10:32.000 --> 00:10:36.000 is another reason to be timely and to do the hard thing 00:10:36.000 --> 00:10:40.000 first, because you need to be respectful 00:10:40.000 --> 00:10:44.000 that is probably a dynamic. 00:10:44.000 --> 00:10:48.000 How is that about meeting the 21st century for 00:10:48.000 --> 00:10:52.000 the library and the center for academic innovation. 00:10:52.000 --> 00:10:56.000 So what I think this means is that 00:10:56.000 --> 00:10:60.000 these are efforts that are always learning 00:11:00.000 --> 00:11:04.000 and examining themselves, both from their professional 00:11:04.000 --> 00:11:08.000 context, so developments in Library Land 00:11:08.000 --> 00:11:12.000 but also within the university that it serves 00:11:12.000 --> 00:11:16.000 so Western Oregon University deserves its own, best 00:11:16.000 --> 00:11:20.000 library, and that means being in communication with 00:11:20.000 --> 00:11:24.000 the university, with the curriculum, and with 00:11:24.000 --> 00:11:28.000 the students, and having that connection. And so I think that means 00:11:28.000 --> 00:11:32.000 being an online, and ongoing learner mode, 00:11:32.000 --> 00:11:36.000 so experimenting, trying new things, learning from things that 00:11:36.000 --> 00:11:40.000 have been success or maybe didn't feel like a success but there was still 00:11:40.000 --> 00:11:44.000 something to be gained from that. 00:11:44.000 --> 00:11:48.000 So I have seen Library's change a lot in 20 years, 00:11:48.000 --> 00:11:52.000 and I think that there are 00:11:52.000 --> 00:11:56.000 foundations to library's but not fixed practices. 00:11:56.000 --> 00:11:60.000 So I have seen all of that change over two plus decades 00:12:00.000 --> 00:12:04.000 and there is always something enduring about the 00:12:04.000 --> 00:12:08.000 practice of librarianship so I think preferring the future is healthy 00:12:08.000 --> 00:12:12.000 because you are taking with you the things that are most important. So similarily 00:12:12.000 --> 00:12:16.000 for the center for Academic Innovation I think there are 00:12:16.000 --> 00:12:20.000 fundamentals to good teaching, no matter what kind of modality that we are talking about 00:12:20.000 --> 00:12:24.000 but there is always something to learn about ourselves 00:12:24.000 --> 00:12:28.000 and our students. And I think higher ED is trying to reach new 00:12:28.000 --> 00:12:32.000 students that we haven't in the past, and 00:12:32.000 --> 00:12:36.000 in trying to teach them in new ways. So I think 00:12:36.000 --> 00:12:40.000 that the more we think about our institutions 00:12:40.000 --> 00:12:44.000 as being student ready, the more of that we are 00:12:44.000 --> 00:12:48.000 relying less on there ability to adapt to us 00:12:48.000 --> 00:12:52.000 as a measure of there capacity to learn 00:12:52.000 --> 00:12:56.000 and so we need to understand that better and better. So an example 00:12:56.000 --> 00:12:60.000 of that from Library practice might be the sense of 00:13:00.000 --> 00:13:04.000 Oh, students will figure out the library, or not. 00:13:04.000 --> 00:13:08.000 And I do not except that! So I think that if Library faculty 00:13:08.000 --> 00:13:12.000 and classroom faculty have expectation 00:13:12.000 --> 00:13:16.000 of what students should be able to do with 00:13:16.000 --> 00:13:20.000 identifying an information need, evaluating a source, 00:13:20.000 --> 00:13:24.000 applying it to a purpose, then we need to be ready to teach them that. 00:13:24.000 --> 00:13:28.000 And not just hope they can figure it out. 00:13:28.000 --> 00:13:32.000 So then out to the biggest circle. How does any of this help 00:13:32.000 --> 00:13:36.000 the university fulfill its mission and adhere to the strategic plan. 00:13:36.000 --> 00:13:40.000 So this one is really exciting to me because I see a lot of potential 00:13:40.000 --> 00:13:44.000 for how these two areas can make those contributions. 00:13:44.000 --> 00:13:48.000 So going to the card one last time, the two ideas that speak to me here 00:13:48.000 --> 00:13:52.000 are somethings just take time, and 00:13:52.000 --> 00:13:56.000 then what he adds to that is you can make progress even when you 00:13:56.000 --> 00:13:60.000 cannot have perfection. So not putting off the future 00:14:00.000 --> 00:14:04.000 because it is taking to long, but having that 00:14:04.000 --> 00:14:08.000 biased action and preferring the future 00:14:08.000 --> 00:14:12.000 but recognizing that ambitious goals are good, but 00:14:12.000 --> 00:14:16.000 you should be thinking about how to scaffold out the 00:14:16.000 --> 00:14:20.000 building blocks to that ambitious goal that will get you there. 00:14:20.000 --> 00:14:24.000 How to make something scaleable, realistic, 00:14:24.000 --> 00:14:28.000 manageable, but also just to begin 00:14:28.000 --> 00:14:32.000 so something does not have to be perfect or fail proof 00:14:32.000 --> 00:14:36.000 in order to get started. And I will speak from my 00:14:36.000 --> 00:14:40.000 profession to say that sometimes I think thats a challenge. We would really like to know 00:14:40.000 --> 00:14:44.000 that its absolutely going to work, and I don't think thats always 00:14:44.000 --> 00:14:48.000 is required. I think you have to be reasonable about your expectations and your 00:14:48.000 --> 00:14:52.000 plans. They do not have to be foolproof. 00:14:52.000 --> 00:14:56.000 So connecting that to your framework. So I think there are 00:14:56.000 --> 00:14:60.000 two significant ways both of these areas make contributions. 00:15:00.000 --> 00:15:04.000 So one is within the curriculum itself, so 00:15:04.000 --> 00:15:08.000 influencing its structure, 00:15:08.000 --> 00:15:12.000 collaborating and looking for that evidence of student learning, 00:15:12.000 --> 00:15:16.000 joining in to the assessment work, and 00:15:16.000 --> 00:15:20.000 really trying to get at those learning outcomes 00:15:20.000 --> 00:15:24.000 that are from the library perspective related to information literacy, 00:15:24.000 --> 00:15:28.000 so I see that in your undergraduate learning outcomes in the 00:15:28.000 --> 00:15:32.000 inquiry and analysis and the written communication. So I see 00:15:32.000 --> 00:15:36.000 a lot of those ideas present there. Also, 00:15:36.000 --> 00:15:40.000 to the extent that these are stand alone services. 00:15:40.000 --> 00:15:44.000 So libraries are very poised to meet a lot of point of needs. 00:15:44.000 --> 00:15:48.000 So what is the specific question in front of me, and how do I 00:15:48.000 --> 00:15:52.000 support that, and answer that, and affirm the person thats 00:15:52.000 --> 00:15:56.000 asking that question and looking for assistance. 00:15:56.000 --> 00:15:60.000 So we have a huge opportunity to build academic rep ore with 00:16:00.000 --> 00:16:04.000 students as they are learning about themselves 00:16:04.000 --> 00:16:08.000 as emerging scholars, as a way we can contribute to 00:16:08.000 --> 00:16:12.000 valuing that scholarly endeavor with them. And so 00:16:12.000 --> 00:16:16.000 Academic Innovation has that 00:16:16.000 --> 00:16:20.000 as well, so I have already talked in some sessions about 00:16:20.000 --> 00:16:24.000 they are also answering point of need questions I think 00:16:24.000 --> 00:16:28.000 when that center is best realized 00:16:28.000 --> 00:16:32.000 so faculty aren't the emerging scholars that are 00:16:32.000 --> 00:16:36.000 students are, but they are still teachers who are always looking for 00:16:36.000 --> 00:16:40.000 ways to grow and develop and that 00:16:40.000 --> 00:16:44.000 service can meet faculty where they are at. 00:16:44.000 --> 00:16:48.000 and offer a very specialized support for that. 00:16:48.000 --> 00:16:52.000 and different faculty will need different things at different times. 00:16:52.000 --> 00:16:56.000 Ok, so in the strategic framework I saw 00:16:56.000 --> 00:16:60.000 many connections to the library, the center for Academic Innovation 00:17:00.000 --> 00:17:04.000 and I started to create slides of all the things that I 00:17:04.000 --> 00:17:08.000 thought were connected and I then I was basically just going to recreate 00:17:08.000 --> 00:17:12.000 your strategic framework, so I have tried to really reign that back, and just want to touch on 00:17:12.000 --> 00:17:16.000 a couple of things. So, under student success, 00:17:16.000 --> 00:17:20.000 the ones that stood out to me where about providing a campus environment 00:17:20.000 --> 00:17:24.000 that enhances the learning and development of the whole person. 00:17:24.000 --> 00:17:28.000 And development of the whole person is a huge thing at Seattle U, we are all 00:17:28.000 --> 00:17:32.000 about that. And then in the 00:17:32.000 --> 00:17:36.000 so some of the ways that libraries do this are being another 00:17:36.000 --> 00:17:40.000 classroom on campus and providing unique things to support 00:17:40.000 --> 00:17:44.000 student learning, and some of that is as basic as the facility. 00:17:44.000 --> 00:17:48.000 So having a variety of work environments for students 00:17:48.000 --> 00:17:52.000 so whether they need the collaborative space, or the 00:17:52.000 --> 00:17:56.000 individual space. Of course in our services and 00:17:56.000 --> 00:17:60.000 answering that point of need and just 00:18:00.000 --> 00:18:04.000 supporting them as learners, and then I think for both of these units its thinking a lot 00:18:04.000 --> 00:18:08.000 what are the resources that they need, so not just 00:18:08.000 --> 00:18:12.000 services, not just the building, but whats the collection 00:18:12.000 --> 00:18:16.000 thats called for, what are the tools that are called for, just 00:18:16.000 --> 00:18:20.000 to support students and faculty so that you can support 00:18:20.000 --> 00:18:24.000 that innovation and ability to excel. 00:18:24.000 --> 00:18:28.000 And so under that 3rd section, aligning with the curriculum 00:18:28.000 --> 00:18:33.000 that effective assessment of student learning, curricular innovations 00:18:33.000 --> 00:18:37.000 and accountability. And so from the library's perspective 00:18:37.000 --> 00:18:40.000 it's a lot about being embedded in the curriculum 00:18:40.000 --> 00:18:44.000 and thinking about where students are doing coursework that calls 00:18:44.000 --> 00:18:47.000 on research and the ability to use sources. 00:18:47.000 --> 00:18:52.000 And that to me does not mean that the library needs to be involved in every class. 00:18:52.000 --> 00:18:54.000 I think we need to be strategic about that 00:18:54.000 --> 00:18:60.000 And I think assessing and being aware of the learning outcomes 00:19:00.000 --> 00:19:04.000 helps identify where are the places that students need what, 00:19:04.000 --> 00:19:09.000 and to what degree. So I also think about what do entering students need? 00:19:09.000 --> 00:19:12.000 What do early in the major students need? 00:19:12.000 --> 00:19:15.000 What do senior and capstone students need? 00:19:15.000 --> 00:19:20.000 Those are often logical places but the faculty and the curriculum 00:19:20.000 --> 00:19:24.000 is really what helps you figure out where you can have the best, most meaningful impact. 00:19:24.000 --> 00:19:28.000 Um, and um... 00:19:28.000 --> 00:19:32.000 And likewise how can the Center for Academic Innovation 00:19:32.000 --> 00:19:36.000 think along the same lines in how to support, celebrate local success 00:19:36.000 --> 00:19:40.000 but bring in other things too, to help everyone. 00:19:40.000 --> 00:19:44.000 So I think for both of these areas being involved in the 00:19:44.000 --> 00:19:49.000 curriculum is really key to being successful with that. 00:19:49.000 --> 00:19:53.000 So familiarity with the curricular is really important. 00:19:53.000 --> 00:19:56.000 Ok. Now the next slide. 00:19:56.000 --> 00:19:61.000 So all of these around this different initiates for students 00:20:01.000 --> 00:20:04.000 staff and faculty really spoke to me. 00:20:04.000 --> 00:20:08.000 So demonstrating and supporting 00:20:08.000 --> 00:20:11.000 the things that inspire academic excellence. 00:20:11.000 --> 00:20:13.000 And I think a lot of that is behind the scenes work. 00:20:13.000 --> 00:20:17.000 So what's working well? What needs more support? 00:20:17.000 --> 00:20:20.000 What's the professional development 00:20:20.000 --> 00:20:23.000 that's most appropriate and called for? 00:20:23.000 --> 00:20:28.000 And then, for the this, area I couldn't even edit any of those out. 00:20:28.000 --> 00:20:33.000 So I just keep all of them. So a lot about high-impact practices as meaningful. 00:20:33.000 --> 00:20:38.000 And to me high-impact practices are almost never about saving time or money. 00:20:38.000 --> 00:20:41.000 They're about transforming learning in some way. 00:20:41.000 --> 00:20:45.000 So the library can feed its own and it can 00:20:45.000 --> 00:20:48.000 collaborate with others on how to deliver those. 00:20:48.000 --> 00:20:52.000 Your'e already doing a lot of those with the research journal, 00:20:52.000 --> 00:20:56.000 with the showcase that you do, the initiative pie. 00:20:56.000 --> 00:20:60.000 So what are other ways that the library can contribute to that pipeline? 00:21:00.000 --> 00:21:04.000 Us having student research opportunities. 00:21:04.000 --> 00:21:08.000 That would be really engaging as one high-impact practice. 00:21:08.000 --> 00:21:13.000 And then I think there's also potential for student-peer leader 00:21:13.000 --> 00:21:17.000 services and programs. And there's a variety of forms that 00:21:17.000 --> 00:21:20.000 that can take where it can be a high-impact 00:21:20.000 --> 00:21:24.000 practice both for the student leaders in that program but also 00:21:24.000 --> 00:21:26.000 for the students that they work with. 00:21:26.000 --> 00:21:31.000 And you guys are already using professional learning communities 00:21:31.000 --> 00:21:35.000 to have some of these important conversations and I really like 00:21:35.000 --> 00:21:40.000 that idea of communities of practice or communities of learners. 00:21:40.000 --> 00:21:43.000 And so I think as a professional development and a faculty 00:21:43.000 --> 00:21:48.000 side thing that's a great demonstration of high-impact. 00:21:48.000 --> 00:21:53.000 And then I looked briefly at the Mission Fulfillment Matrix 00:21:53.000 --> 00:21:57.000 and saw the things that I thought the library was probably already contributing to. 00:21:57.000 --> 00:21:60.000 And of course the Center for Academic Innovation. 00:22:00.000 --> 00:22:03.000 So looking at the flexibility of the curriculum as it is offered. 00:22:03.000 --> 00:22:07.000 And having goals to work towards to increase that 00:22:07.000 --> 00:22:10.000 as a way to met student needs. 00:22:10.000 --> 00:22:16.000 And also the way that students reflect through Nessy or other measures, 00:22:16.000 --> 00:22:19.000 the degree to which they feel they get the personalized support. 00:22:19.000 --> 00:22:24.000 and the library and the center could be part of that. 00:22:24.000 --> 00:22:28.000 And then, yeah, the things you've already identified about 00:22:28.000 --> 00:22:32.000 academic excellence and student being involved 00:22:32.000 --> 00:22:36.000 in specific initiatives or the opportunities they get to be involved 00:22:36.000 --> 00:22:41.000 in high-impact practices. So for me there's lots of connections there. 00:22:41.000 --> 00:22:45.000 Ok. The last thing. 00:22:45.000 --> 00:22:48.000 So I'm hoping that some of these comments are good 00:22:48.000 --> 00:22:51.000 jumping off points for questions and answers. 00:22:51.000 --> 00:22:55.000 But I'd also be really curious if you want to comment on what you would have written 00:22:55.000 --> 00:22:60.000 on a card as you think about what's been satisfying 00:23:00.000 --> 00:23:02.000 or successful to you in your work life. 00:23:02.000 --> 00:23:06.000 So I can think of two things I would write on my own card. 00:23:06.000 --> 00:23:12.000 Once would be about presuming the positive intent from the actions of others, 00:23:12.000 --> 00:23:16.000 as a default setting, presuming the positive intent. 00:23:16.000 --> 00:23:19.000 And then, of course the important of celebrating, acknowledging, 00:23:19.000 --> 00:23:22.000 and thanking people for their work. 00:23:22.000 --> 00:23:27.000 And that should happen often but in a really genuine way. 00:23:27.000 --> 00:23:29.000 That should be meaningful. 00:23:29.000 --> 00:23:32.000 Ok. So that's it in terms of remarks from me. 00:23:32.000 --> 00:23:37.000 And I look forward to your questions. 00:23:37.000 --> 00:23:43.000 Hi my name's Elisa Maroney and I'm in the Deaf Studies and Professional Studies division. 00:23:43.000 --> 00:23:46.000 First of all, I just want to say that I'm really sorry that I take 00:23:46.000 --> 00:23:49.000 libraries and librarians for granted 00:23:49.000 --> 00:23:52.000 because without them we couldn't do our work. 00:23:52.000 --> 00:23:56.000 So thank you to all these people in this room that work in the library. 00:23:56.000 --> 00:23:57.000 Laughs. 00:23:57.000 --> 00:23:62.000 My question is we are starting to move towards doctorate program. 00:24:02.000 --> 00:24:06.000 Probably some people in the room are really tired of hearing me say that. 00:24:06.000 --> 00:24:12.000 We proposed a professional doctorate in Interpreting Studies and 00:24:12.000 --> 00:24:17.000 part of that is that we are going to need to do some things in the libary. 00:24:17.000 --> 00:24:21.000 And I don't really know what that means and I think I've 00:24:21.000 --> 00:24:26.000 kind of just gone with fate that it's gonna happen 00:24:26.000 --> 00:24:29.000 But what would you advise 00:24:29.000 --> 00:24:34.000 or what kind of experience you have with that kind of, that level of librarianship. 00:24:34.000 --> 00:24:38.000 I don't know how to figure it out. 00:24:38.000 --> 00:24:40.000 Sure so um... 00:24:40.000 --> 00:24:44.000 well I think clearly that the program that you already have 00:24:44.000 --> 00:24:48.000 would be a great foundation for growing that 00:24:48.000 --> 00:24:51.000 kind of doctoral program. And I'd have fun looking at the collection, 00:24:51.000 --> 00:24:55.000 seeing what publications and books you have supporting deaf studies 00:24:55.000 --> 00:24:60.000 and interpreting. And so I think what that means is 00:25:00.000 --> 00:25:04.000 an early collaboration with the faculty to say 00:25:04.000 --> 00:25:08.000 well, this is this thing that we are working towards, 00:25:08.000 --> 00:25:12.000 and these, this is some of the things that we can tell yo. 00:25:12.000 --> 00:25:17.000 about how the resources need by those students might be different 00:25:17.000 --> 00:25:20.000 or in addition to what the collection already 00:25:20.000 --> 00:25:25.000 provides and has and so the more that you can help us understand 00:25:25.000 --> 00:25:29.000 what that different will be, the more that we can start to work towards. 00:25:29.000 --> 00:25:33.000 Ok, so if the doctoral level program 00:25:33.000 --> 00:25:36.000 really has this higher threshold of what students should have 00:25:36.000 --> 00:25:40.000 access to on this campus. How do you do that? 00:25:40.000 --> 00:25:44.000 What does it cost? How can we make sure that get provided? 00:25:44.000 --> 00:25:48.000 And how creative might we have to be about that? 00:25:48.000 --> 00:25:53.000 So if something was prohibitively expensive or something like that. 00:25:53.000 --> 00:25:57.000 So being able to plan towards it as opposed to 00:25:57.000 --> 00:25:60.000 there's a new program, we hope you have the stuff we need. 00:26:00.000 --> 00:26:04.000 You know that's not how we want to operate, either. 00:26:04.000 --> 00:26:07.000 My name is Erin Baumgartner. I'm the Director of General Education. 00:26:07.000 --> 00:26:12.000 And my question is you mentioned the importance of objectivity 00:26:12.000 --> 00:26:16.000 and keeping an eye towards diversity, equity, inclusion. 00:26:16.000 --> 00:26:20.000 So my question is sorta from 00:26:20.000 --> 00:26:24.000 your perspective as a potential - mic noise - potential 00:26:24.000 --> 00:26:28.000 leader of the library and the Center for Academic Innovation 00:26:28.000 --> 00:26:32.000 what kind of things would you look for 00:26:32.000 --> 00:26:36.000 to kinda give you a sense that those units 00:26:36.000 --> 00:26:40.000 were working towards diversity, equity, inclusion? 00:26:40.000 --> 00:26:44.000 Either things you would look for, expect to see 00:26:44.000 --> 00:26:48.000 or try to work toward. If that makes sense? 00:26:48.000 --> 00:26:52.000 I think a lot of that is joining the university community 00:26:52.000 --> 00:26:56.000 in believing in that work and finding out 00:26:56.000 --> 00:26:59.000 where things are at. 00:26:59.000 --> 00:26:64.000 I think I skipped over the part where I was going to say something about wanting that diversity. 00:27:04.000 --> 00:27:07.000 among faculty and staff to reflect diversity 00:27:07.000 --> 00:27:09.000 that would be in our student populations. 00:27:09.000 --> 00:27:13.000 But I don't think that's enough on its own. 00:27:13.000 --> 00:27:16.000 I think that it's about 00:27:16.000 --> 00:27:20.000 creating space and opportunities to have 00:27:20.000 --> 00:27:24.000 hard, awkward conversations. 00:27:24.000 --> 00:27:27.000 And I think demonstrating some of that bravery 00:27:27.000 --> 00:27:32.000 to our students who maybe looking to us for more 00:27:32.000 --> 00:27:35.000 than I think we are always comfortable providing and 00:27:35.000 --> 00:27:39.000 talking about challenging issues. 00:27:39.000 --> 00:27:44.000 How to tackle them? How to admit that there are not just 00:27:44.000 --> 00:27:48.000 right and wrong answers? The things that 00:27:48.000 --> 00:27:53.000 that are important to them and 00:27:53.000 --> 00:27:56.000 Yeah. And then I think it's a lot about 00:27:56.000 --> 00:27:61.000 reflecting on and acknowledging our own privilege in different situations. 00:28:01.000 --> 00:28:05.000 So I can, you know, understand 00:28:05.000 --> 00:28:08.000 a lot about where I come from as opposed to 00:28:08.000 --> 00:28:12.000 a person with a lot of privilege but how to keep working at that. 00:28:12.000 --> 00:28:16.000 I feel like there are a lot of systemic challenges 00:28:16.000 --> 00:28:20.000 in higher education but I don't know what they all are, either. 00:28:20.000 --> 00:28:24.000 So how to we go after that? 00:28:24.000 --> 00:28:28.000 And not just respond to something that's become a problem? 00:28:28.000 --> 00:28:33.000 Yeah. I think it's challenging. 00:28:33.000 --> 00:28:36.000 But I don't know if, I didn't answer that 00:28:36.000 --> 00:28:39.000 in a specific sense of the library and the Center for Academic Innovation. 00:28:39.000 --> 00:28:44.000 But I think some of that is around the pedagogy and trying to serve diverse students. 00:28:44.000 --> 00:28:47.000 And not just ask them to adapt to us 00:28:47.000 --> 00:28:50.000 and like push ourselves out of a comfort zone. 00:28:50.000 --> 00:28:54.000 I'm Sue Monahan, I'm in the Provost office, like Erin. 00:28:54.000 --> 00:28:57.000 And I'm going to follow-up on that question. 00:28:57.000 --> 00:28:60.000 WOU has set for itself a goal of becoming a hispanic serving institution. 00:29:00.000 --> 00:29:07.000 What role does the library or a Center for Academic Innovation play in that? 00:29:07.000 --> 00:29:08.000 play in that 00:29:08.000 --> 00:29:12.000 So I don't have a specific answer to that. I know that there are 00:29:12.000 --> 00:29:16.000 growing resources in the library literature about how to 00:29:16.000 --> 00:29:20.000 work with a support specific populations, like that. 00:29:20.000 --> 00:29:24.000 But I don't think you would just stop in figuring out how do we serve those students. 00:29:24.000 --> 00:29:27.000 But how to we understand 00:29:27.000 --> 00:29:32.000 the complexity and various sub-groups within our student population 00:29:32.000 --> 00:29:36.000 and what they need. So at Seattle U we've been think about 00:29:36.000 --> 00:29:40.000 veterans, and a lot about students who have families 00:29:40.000 --> 00:29:44.000 and the ways that we've ignored or been blind to their 00:29:44.000 --> 00:29:48.000 specific needs and this sort of default student setting 00:29:48.000 --> 00:29:51.000 that's not really helpful. 00:29:51.000 --> 00:29:54.000 I am particularly invested in transfer student issues. 00:29:54.000 --> 00:29:58.000 So my community college background and then being in the university and 00:29:58.000 --> 00:29:64.000 and thinking about that transition and how to we serve those students. 00:30:04.000 --> 00:30:08.000 And I think a key piece in that is 00:30:08.000 --> 00:30:11.000 creating as much two-way conversation. 00:30:11.000 --> 00:30:15.000 Like ask the students, yhey can probably tell us what they need. 00:30:15.000 --> 00:30:18.000 And maybe what they don't understand about them. 00:30:18.000 --> 00:30:23.000 So I think that's an area of growth where I am now is creating more two-way 00:30:23.000 --> 00:30:28.000 conversations with students. So creating a student advisory group 00:30:28.000 --> 00:30:32.000 as a way to do that. So again, how to we check out perceptions 00:30:32.000 --> 00:30:36.000 or our understanding of an issue against actual student-lived 00:30:36.000 --> 00:30:40.000 experience in a way that we can try and be responsive to that. 00:30:40.000 --> 00:30:44.000 So we're thinking a lot about that 00:30:44.000 --> 00:30:47.000 in relation to affordability issues. 00:30:47.000 --> 00:30:52.000 So whether it's textbooks or other materials that students need 00:30:52.000 --> 00:30:56.000 that might be both a cost and a performance barrier if they don't have. 00:30:56.000 --> 00:30:62.000 What role can the library play in that? 00:31:02.000 --> 00:31:05.000 Yeah and then meeting diverse learning styles, 00:31:05.000 --> 00:31:08.000 for sure, with academic innovation. 00:31:08.000 --> 00:31:11.000 I found our article- Hook, Line and Canvas: 00:31:11.000 --> 00:31:15.000 Launching a Professional Development Program to Help Librarians Navigate the 00:31:15.000 --> 00:31:18.000 the Still and Stormy Waters of Online Teaching and Learning. 00:31:18.000 --> 00:31:24.000 And it's in the Journal of Library Information Services and Distance Learning published in 2016. 00:31:24.000 --> 00:31:27.000 You describe some things you did at Seattle University. 00:31:27.000 --> 00:31:32.000 I was wondering if there are any takeaway message 00:31:32.000 --> 00:31:37.000 from that work that you might apply to Western Oregon University? 00:31:37.000 --> 00:31:40.000 Um, hum. Yeah, so at Seattle University 00:31:40.000 --> 00:31:44.000 we were not very active in online 00:31:44.000 --> 00:31:47.000 and hybrid learning and there was pretty significant resistance to that 00:31:47.000 --> 00:31:50.000 or preference for face-to-face instruction. 00:31:50.000 --> 00:31:54.000 But the university decided that's what we need to do and so they 00:31:54.000 --> 00:31:60.000 started designating resources for that. And so for me in the library 00:32:00.000 --> 00:32:03.000 that's a lot about how are we going to rise to meet that challenge 00:32:03.000 --> 00:32:08.000 or that area of growth in a pro-active way instead of a reactive way. 00:32:08.000 --> 00:32:12.000 So how do we not be completely terrified 00:32:12.000 --> 00:32:17.000 when a faculty person says hey what can you do for my class that's going to be online next quarter? 00:32:17.000 --> 00:32:20.000 And be like, oh my goodness, I have no idea. Please don't ask me that. 00:32:20.000 --> 00:32:23.000 You know, I don't know how to translate that. 00:32:23.000 --> 00:32:27.000 So we we're trying to think about how we can get ourselves ready to do that work. 00:32:27.000 --> 00:32:31.000 And so internally we created our own professional development program 00:32:31.000 --> 00:32:36.000 to tackle some of that stuff and made it about hands-on learning, 00:32:36.000 --> 00:32:40.000 reading, so trying to seek out some of these 00:32:40.000 --> 00:32:42.000 existing pedagogy and best practices. 00:32:42.000 --> 00:32:46.000 But also just playing around with the technology and thinking about 00:32:46.000 --> 00:32:51.000 how would I do things that I am very comfortable doing now in the classroom 00:32:51.000 --> 00:32:56.000 in maybe a totally different way or what is different about that 00:32:56.000 --> 00:32:60.000 and what isn't? And we think a lot about flipped instruction 00:33:00.000 --> 00:33:04.000 and something that can be used in a hybrid environment. 00:33:04.000 --> 00:33:08.000 And just trying to get over any fear of concern that we wouldn't be 00:33:08.000 --> 00:33:12.000 able to do it....and so for me 00:33:12.000 --> 00:33:16.000 both as just a librarian and as a leader it's about 00:33:16.000 --> 00:33:20.000 being playful with that or, you know, having 00:33:20.000 --> 00:33:25.000 a preference for experimenting and trying things out. 00:33:25.000 --> 00:33:30.000 As a way to shake off the nerves with that. 00:33:30.000 --> 00:33:33.000 So I think, we also sought out experience or expertise, 00:33:33.000 --> 00:33:36.000 So we had our new center for digital learning 00:33:36.000 --> 00:33:39.000 and we collaborated with them a lot, too, 00:33:39.000 --> 00:33:42.000 so we would have some of those relationships and connections 00:33:42.000 --> 00:33:47.000 between our two areas cuz we didn't really know where it was going to go, 00:33:47.000 --> 00:33:51.000 And our growth has been gradual as opposed to swish. 00:33:51.000 --> 00:33:54.000 So we've had the space and the time to catch up with that. 00:33:54.000 --> 00:33:61.000 But we didn't know. So it's about let's be ready, as much as we can. 00:34:01.000 --> 00:34:04.000 Ok, let's thank our speaker again. 00:34:04.000 --> 00:34:08.000 Applause.