WEBVTT 00:00:00.000 --> 00:00:02.000 Thank you all for joining me today. 00:00:02.000 --> 00:00:07.000 I'm very excited to have this opportunity to interview for your Dean of Libraries 00:00:07.000 --> 00:00:11.000 and Center for Academic Innovation position. 00:00:11.000 --> 00:00:17.000 Well when I look around myself at the world today, I think the future is here. 00:00:17.000 --> 00:00:22.000 Okay, no teleporters yet, but we live in a world where we can 00:00:22.000 --> 00:00:25.000 turn on the heat and lights in our house remotely. 00:00:25.000 --> 00:00:30.000 We can make a video call from the phone that's in our hand. 00:00:30.000 --> 00:00:33.000 And we have a world where medical students are learning how to 00:00:33.000 --> 00:00:38.000 provide heart surgery in virtual reality environments. 00:00:38.000 --> 00:00:43.000 This definitely makes me feel like the future has arrived. 00:00:43.000 --> 00:00:45.000 For the past few decades, we humans 00:00:45.000 --> 00:00:48.000 have felt like the pace of change was accelerating 00:00:48.000 --> 00:00:51.000 like a supersonic train. 00:00:51.000 --> 00:00:53.000 But change isn't exactly like a train. 00:00:53.000 --> 00:00:59.000 It's not speeding along in one direction. It's iterating. 00:00:59.000 --> 00:00:64.000 The world has moved out of a time when inventions were invented, 00:01:04.000 --> 00:01:07.000 prouducts were mass produced on mechanical assembly lines 00:01:07.000 --> 00:01:12.000 and the processes to manufacture those products changed slowly. 00:01:12.000 --> 00:01:18.000 Now, industry has learned to create agile systems of development and production 00:01:18.000 --> 00:01:21.000 that can iterate through change much more quickly. 00:01:21.000 --> 00:01:24.000 Our world has become agile. 00:01:24.000 --> 00:01:28.000 So we must become agile too. 00:01:28.000 --> 00:01:33.000 In the past five to ten years, I've seen academic support units 00:01:33.000 --> 00:01:36.000 shift from focusing on technical or hard skills 00:01:36.000 --> 00:01:39.000 in their job ads to putting much more emphasis 00:01:39.000 --> 00:01:44.000 on soft skills like agility, creativity, 00:01:44.000 --> 00:01:50.000 ability to work in teams and commitment to equity and diversity. 00:01:50.000 --> 00:01:53.000 For library faculty, the focus has started to 00:01:53.000 --> 00:01:57.000 shift away from looking for deep, subject expertise 00:01:57.000 --> 00:01:62.000 to curiosity, willingness to learn new subject areas, 00:02:02.000 --> 00:02:04.000 ability to teach creatively 00:02:04.000 --> 00:02:09.000 and having a collaborative mindset. 00:02:09.000 --> 00:02:12.000 Your question for me today is How is the Hamersly 00:02:12.000 --> 00:02:15.000 Library and Center for Academic Innovation 00:02:15.000 --> 00:02:20.000 going to address the challenges of the twenty first century learning environment? 00:02:20.000 --> 00:02:24.000 I've inserted the words and opportunities 00:02:24.000 --> 00:02:28.000 because I see so much positive happening in higher education today. 00:02:28.000 --> 00:02:32.000 Challenges compel us to continually grow as 00:02:32.000 --> 00:02:39.000 people and as educators, and growth is good. 00:02:39.000 --> 00:02:43.000 So what are the challenges and opportunities? 00:02:43.000 --> 00:02:47.000 The 2018 Horizons Report is the most recent one. 00:02:47.000 --> 00:02:51.000 And it can give us a sense of what to watch for in the next few years 00:02:51.000 --> 00:02:54.000 especially in terms of technology. 00:02:54.000 --> 00:02:59.000 Analytics technology and Makerspaces are already here. 00:02:59.000 --> 00:02:64.000 And companies like McGraw Hill are eager to sell us online textbooks 00:03:04.000 --> 00:03:08.000 That incorporate adaptive learning technologies 00:03:08.000 --> 00:03:13.000 as they fight to keep a foothold in the textbook market. 00:03:13.000 --> 00:03:17.000 If you look further out, mixed reality, 00:03:17.000 --> 00:03:20.000 artificial intelligence and robotics 00:03:20.000 --> 00:03:23.000 are all, according to the Horizons Report, on the 00:03:23.000 --> 00:03:26.000 horizon for higher education. 00:03:26.000 --> 00:03:30.000 In addition to developments in technology, there are of course 00:03:30.000 --> 00:03:37.000 a number of other trends that are shaping the twenty first century learning environment. 00:03:37.000 --> 00:03:41.000 This is the one challenge that I am challenged 00:03:41.000 --> 00:03:44.000 to find much of a silver lining in. 00:03:44.000 --> 00:03:48.000 When it comes to funding challenges, it's more about finding solutions and 00:03:48.000 --> 00:03:52.000 strategies than finding opportunities. 00:03:52.000 --> 00:03:56.000 I'm not sure if funding issues can be called a trend because they've certainly been a constant 00:03:56.000 --> 00:03:60.000 in higher education throughout the course of my career. 00:04:00.000 --> 00:04:04.000 But they underly every aspect of our institutional struggles 00:04:04.000 --> 00:04:07.000 and are definitely worth talking about. 00:04:07.000 --> 00:04:11.000 This particular forecast demonstrates the reality of library budgets 00:04:11.000 --> 00:04:17.000 showing what happens when funding for collections remains flat over the course of many years. 00:04:17.000 --> 00:04:20.000 In this common budget scenario, 00:04:20.000 --> 00:04:25.000 the inflation rate we pay to maintain our journal and database subscriptions 00:04:25.000 --> 00:04:28.000 forces us to do one of two things. 00:04:28.000 --> 00:04:33.000 Cut serials, which inevitably increases our interlibrary loan budget. 00:04:33.000 --> 00:04:40.000 Or purchase less books, media and other materials. 00:04:40.000 --> 00:04:43.000 It's possible that this has been happening, I know now from this morning, that 00:04:43.000 --> 00:04:47.000 this has been happening here in the Hamersly Library. 00:04:47.000 --> 00:04:51.000 I had taken that information from the Hamersly Library survey, which mentioned that 00:04:51.000 --> 00:04:54.000 all user groups, students, staff and faculty, 00:04:54.000 --> 00:04:57.000 had expressed concerned with the collections 00:04:57.000 --> 00:04:63.000 and it certainly has come up in conversations so far today. 00:05:03.000 --> 00:05:06.000 Of course flat budgets don't just impact library collections, 00:05:06.000 --> 00:05:12.000 they also can erode our ability to provide infrastructure for innovation, 00:05:12.000 --> 00:05:16.000 refresh or repurpose our spaces to meet emerging needs 00:05:16.000 --> 00:05:20.000 and adequately staff the services, we must be able to offer our faculty and students 00:05:20.000 --> 00:05:24.000 in order to ensure their success. 00:05:24.000 --> 00:05:29.000 A national association for colleges and employers report in 2017 said 00:05:29.000 --> 00:05:32.000 Career readiness, whether in community colleges 00:05:32.000 --> 00:05:36.000 or in four year universities, has perhaps become 00:05:36.000 --> 00:05:41.000 the defining issue for conversations for the future of higher education. 00:05:41.000 --> 00:05:45.000 Not just in the United States, but around the world. 00:05:45.000 --> 00:05:49.000 This is definitely a major trend that is shaping the twenty first century learning environment 00:05:49.000 --> 00:05:53.000 and it has positive impacts. For example, 00:05:53.000 --> 00:05:56.000 team learning has become a normal part of classwork. 00:05:56.000 --> 00:05:59.000 This is partly because industry has come to value the ability 00:05:59.000 --> 00:05:62.000 to work in teams as a key job skill. 00:06:02.000 --> 00:06:07.000 Teams have proven to be more agile and innovative than individuals working alone. 00:06:07.000 --> 00:06:10.000 And evidence has also shown diverse teams 00:06:10.000 --> 00:06:15.000 have the potential to be the most creative of all. 00:06:15.000 --> 00:06:20.000 Speaking of diversity, organizations such as the Western Interstate Commission on Higher Education 00:06:20.000 --> 00:06:23.000 and the National Center for Education Statistics 00:06:23.000 --> 00:06:27.000 are projecting that the diversity of our student populations 00:06:27.000 --> 00:06:31.000 will continue to grow. As this trend continues 00:06:31.000 --> 00:06:35.000 our focus on equity, inclusion and affordability 00:06:35.000 --> 00:06:38.000 will become increasingly important. 00:06:38.000 --> 00:06:44.000 As our world changes and technologies change, teaching is also transforming. 00:06:44.000 --> 00:06:47.000 New pedagogical models move further and further away 00:06:47.000 --> 00:06:53.000 from pure lecture and bring students actively into the learning process. 00:06:53.000 --> 00:06:56.000 Open pedagogy goes so far as to include students 00:06:56.000 --> 00:06:60.000 in the process of creating course content. 00:07:00.000 --> 00:07:03.000 If you read the Chronicle of Higher Education, you might have 00:07:03.000 --> 00:07:07.000 seen an article last week about Professor Max Teplitski 00:07:07.000 --> 00:07:11.000 who taught a blended online and in person 00:07:11.000 --> 00:07:14.000 course at the University of Florida. 00:07:14.000 --> 00:07:17.000 He started asking his students to write their own multiple course 00:07:17.000 --> 00:07:22.000 questions, or multiple choice questions using Bloom's Taxonomy 00:07:22.000 --> 00:07:28.000 to focus on higher order cognitive practices. 00:07:28.000 --> 00:07:33.000 According his study he conducted over several years, most of the students' questions 00:07:33.000 --> 00:07:37.000 did test higher order cognitive learning. 00:07:37.000 --> 00:07:40.000 The average grade rate increased by about 00:07:40.000 --> 00:07:46.000 seven point five percent relative to a control group. 00:07:46.000 --> 00:07:49.000 Because of these evolving pedagogical models, 00:07:49.000 --> 00:07:53.000 the twenty first century demands that our learning spaces be flexible. 00:07:53.000 --> 00:07:57.000 The picture on the slide is one of our two active learning classrooms 00:07:57.000 --> 00:07:61.000 at the University of Washington Odegaard Library. 00:08:01.000 --> 00:08:04.000 A technology enhanced space that the U W faculty 00:08:04.000 --> 00:08:08.000 have told me they enjoy teaching in because they find themselves challenged 00:08:08.000 --> 00:08:11.000 to leverage the opportunities that the space for 00:08:11.000 --> 00:08:16.000 for active learning that this space supports. 00:08:16.000 --> 00:08:20.000 The twenty first century also requires us to make connections 00:08:20.000 --> 00:08:23.000 with the community so we can provide students 00:08:23.000 --> 00:08:26.000 with opportunities for experiential learning, 00:08:26.000 --> 00:08:31.000 internships and other high impact activities. 00:08:31.000 --> 00:08:36.000 Finally, we have the evolution of the scholarly ecosystem. 00:08:36.000 --> 00:08:40.000 Scholarship is a conversation. One scholar creates 00:08:40.000 --> 00:08:44.000 an publishes their work and that work contributes 00:08:44.000 --> 00:08:46.000 to the ecosystem as a whole. 00:08:46.000 --> 00:08:51.000 But we're starting to realize the ecosystem is broken. 00:08:51.000 --> 00:08:55.000 Big publishers have been seeing a forty percent profit margin 00:08:55.000 --> 00:08:60.000 as they take the work of scholars, strip us of our copyright 00:09:00.000 --> 00:09:04.000 and sell that work back to us in the form of journals. 00:09:04.000 --> 00:09:08.000 As I mentioned earlier, the inflation rates of these journals 00:09:08.000 --> 00:09:12.000 have been outstripping the consumer price index for years. 00:09:12.000 --> 00:09:17.000 And we pay the price because our teaching, tenure 00:09:17.000 --> 00:09:22.000 and research depends on having access to those publications. 00:09:22.000 --> 00:09:24.000 In addition to the economics, 00:09:24.000 --> 00:09:28.000 there is a social justice issue here too. 00:09:28.000 --> 00:09:32.000 With the products of our scholarship locked behind expensive pay walls 00:09:32.000 --> 00:09:37.000 equitable access to information is impossible. 00:09:37.000 --> 00:09:40.000 As educators, we have an important part to 00:09:40.000 --> 00:09:43.000 play in ensuring our research and scholarship 00:09:43.000 --> 00:09:50.000 is available to the communities that we work within and to the world. 00:09:50.000 --> 00:09:53.000 Those were just a few key trends. 00:09:53.000 --> 00:09:56.000 The twenty first century learning environment 00:09:56.000 --> 00:09:60.000 is a setting where ongoing change is simply part of the landscape. 00:10:00.000 --> 00:10:05.000 The beautiful thing is from everything I've learned about WOU, 00:10:05.000 --> 00:10:09.000 the community here is already demonstrating agility. 00:10:09.000 --> 00:10:12.000 Getting back to your question, how do we meet the ongoing 00:10:12.000 --> 00:10:17.000 challenges in context of the strategic plan. 00:10:17.000 --> 00:10:21.000 We start here, forward together. 00:10:21.000 --> 00:10:24.000 This campus is a community. 00:10:24.000 --> 00:10:28.000 Every person in this room is part of that community. 00:10:28.000 --> 00:10:32.000 When I read the strategic plan, it indicated that it was created 00:10:32.000 --> 00:10:34.000 through and inclusive process. 00:10:34.000 --> 00:10:37.000 And in contributing to the creation of the plan, 00:10:37.000 --> 00:10:43.000 every one of you has already made a pact to move forward together. 00:10:43.000 --> 00:10:48.000 That's very powerful. Another thing that is powerful 00:10:48.000 --> 00:10:54.000 is Western Oregon's clear and focused mission, student success. 00:10:54.000 --> 00:10:57.000 I have previously worked at an institution 00:10:57.000 --> 00:10:60.000 where the mission was totally student focused. 00:11:00.000 --> 00:11:05.000 I now work at an institution that has a competing research driven mission. 00:11:05.000 --> 00:11:08.000 So I know that having a unified vision 00:11:08.000 --> 00:11:12.000 centered on student learning creates a different 00:11:12.000 --> 00:11:16.000 and arguably better campus culture. 00:11:16.000 --> 00:11:20.000 If you ask me to tell you the single most compelling reason 00:11:20.000 --> 00:11:26.000 why I'm interested in this job, this is it, student success. 00:11:26.000 --> 00:11:29.000 If you haven't already updated the Hamersly 00:11:29.000 --> 00:11:32.000 Library and Center for Academic Innovation values 00:11:32.000 --> 00:11:36.000 mission and vision in context of the new paradigm 00:11:36.000 --> 00:11:42.000 and the forward together plan, I think this would be a good place to start. 00:11:42.000 --> 00:11:45.000 How do we do that? We can begin by modeling after the 00:11:45.000 --> 00:11:49.000 collaborative and inclusive process the plan came out of. 00:11:49.000 --> 00:11:53.000 At the University of Washington libraries, I have been 00:11:53.000 --> 00:11:56.000 facilitating numerous meetings 00:11:56.000 --> 00:11:60.000 where all staff are invited to engage in reflection and discussion 00:12:00.000 --> 00:12:04.000 related to our strategic plan. 00:12:04.000 --> 00:12:07.000 Some of those meetings have focused on the values and vision. 00:12:07.000 --> 00:12:12.000 And other meetings have focused more on the directions or the goals. 00:12:12.000 --> 00:12:16.000 For the Hamersly Library and the Center for Academic Innovation, 00:12:16.000 --> 00:12:21.000 I could similarly lead an inclusive practice, 00:12:21.000 --> 00:12:25.000 reflective practice, inclusive process, 00:12:25.000 --> 00:12:28.000 to work with the forward together framework. 00:12:28.000 --> 00:12:33.000 Hopefully everyone in this room would join in those conversations. 00:12:33.000 --> 00:12:36.000 One step in the process would be to decide together 00:12:36.000 --> 00:12:40.000 what the Hamersly Library and the Center for Academic Innovation 00:12:40.000 --> 00:12:46.000 need to do to support those campus directions and goals. 00:12:46.000 --> 00:12:49.000 For example, how will we 00:12:49.000 --> 00:12:52.000 suppost curricular innovation? 00:12:52.000 --> 00:12:55.000 How will we provide culturally responsive support 00:12:55.000 --> 00:12:58.000 for students from diverse communities? 00:12:58.000 --> 00:12:62.000 How will we maintain, help the maintain, help the university maintain 00:13:02.000 --> 00:13:05.000 access and affordability? 00:13:05.000 --> 00:13:12.000 Reflect on these questions for a few minutes and you might start to get some ideas. 00:13:17.000 --> 00:13:20.000 Ideally, this process of developing a shared vision 00:13:20.000 --> 00:13:26.000 directions and goals is something we would do together as a community. 00:13:26.000 --> 00:13:29.000 I'm going to quickly show you examples of a few 00:13:29.000 --> 00:13:31.000 possible strategic actions 00:13:31.000 --> 00:13:37.000 but please remember I'm thinking we would actually develop these together. 00:13:37.000 --> 00:13:40.000 So one goal I saw in the forward together plan 00:13:40.000 --> 00:13:44.000 was to develop and implement a transparent business model. 00:13:44.000 --> 00:13:47.000 And talking with people today, it seems like a lot of work is being done 00:13:47.000 --> 00:13:51.000 to get to that transparent budget model, so that's awesome. 00:13:51.000 --> 00:13:56.000 In my current position, I've been moving some our budget documents into Google Drive. 00:13:56.000 --> 00:13:60.000 So the research and learning services directors can see exactly how 00:14:00.000 --> 00:14:03.000 the allocations break down, and they can also see 00:14:03.000 --> 00:14:08.000 if you change one allocation how that impacts the other allocations. 00:14:08.000 --> 00:14:12.000 They can also put notes and comments in the documents itself to kind of give 00:14:12.000 --> 00:14:16.000 some simple articulation of priorities. 00:14:16.000 --> 00:14:20.000 This approach has transformed our discussions about the RLS budget 00:14:20.000 --> 00:14:25.000 because now the directors understand how each department's priorities 00:14:25.000 --> 00:14:28.000 are tied to our overall vision. 00:14:28.000 --> 00:14:33.000 So what I'm finding is that instead of competing for resources from a more siloed perspective, 00:14:33.000 --> 00:14:36.000 the group has actually become more collaborative 00:14:36.000 --> 00:14:39.000 around figuring out how to allocate the budget. 00:14:39.000 --> 00:14:43.000 And they're now focused on trying to find the right allocation balance to meet 00:14:43.000 --> 00:14:48.000 all of our users needs rather than just trying to get the best allocation 00:14:48.000 --> 00:14:52.000 they can for a specific department. 00:14:52.000 --> 00:14:56.000 I mentioned earlier that the 2017 Hamersly Library surveys 00:14:56.000 --> 00:14:61.000 surface many concerns about the Library's collections 00:15:01.000 --> 00:15:04.000 and one thing we've been doing at the U W 00:15:04.000 --> 00:15:08.000 to try to make our collections more responsive is doing 00:15:08.000 --> 00:15:12.000 spending a little bit more time, devoting more time to the collections' analysis 00:15:12.000 --> 00:15:16.000 and looking at usage of the collections. 00:15:16.000 --> 00:15:20.000 So this allows us to make evidence based decisions on how to spend our collections 00:15:20.000 --> 00:15:24.000 funds, which of corse are limited. And then also to 00:15:24.000 --> 00:15:27.000 identify materials potentially for deaccessioning. 00:15:27.000 --> 00:15:31.000 And also, I think you could even use data to figure out where best 00:15:31.000 --> 00:15:38.000 to locate materials to make things a little bit more accessible to users if they're more height use. 00:15:38.000 --> 00:15:41.000 Libraries and other academic support units 00:15:41.000 --> 00:15:45.000 tend to be significant employers of students on campus. 00:15:45.000 --> 00:15:48.000 This is something I've talked about a little bit in the meetings today. 00:15:48.000 --> 00:15:52.000 Since more and more students are attending college specifically with 00:15:52.000 --> 00:15:55.000 career placement or career advancement in mind. 00:15:55.000 --> 00:15:59.000 One way to make Western the campus of choice is to demonstrate high job 00:15:59.000 --> 00:15:61.000 placement after graduation. 00:16:01.000 --> 00:16:06.000 So undergraduate and graduate student employees are already gaining marketable 00:16:06.000 --> 00:16:12.000 skills working in the library and the Center for Academic Excellence, Innovation. 00:16:12.000 --> 00:16:15.000 So by strategically creating 00:16:15.000 --> 00:16:19.000 programatic opportunities for students to work with 00:16:19.000 --> 00:16:22.000 technology, demonstrate progressive responsibility 00:16:22.000 --> 00:16:25.000 provide peer mentorship 00:16:25.000 --> 00:16:31.000 and otherwise develop their resumes, Hamersly Library and the Center for Academic Innovation 00:16:31.000 --> 00:16:37.000 can really be an integral part of Western's framework for student career preparedness. 00:16:37.000 --> 00:16:42.000 The issues with our scholarly ecosystem are issues of access and affordability. 00:16:42.000 --> 00:16:47.000 This is why I've been passionate in my advocacy for open access 00:16:47.000 --> 00:16:49.000 the use of open educational materials 00:16:49.000 --> 00:16:53.000 and the exploration of open pedagogical models. 00:16:53.000 --> 00:16:56.000 The new paradigm for Hamersly is 00:16:56.000 --> 00:16:61.000 particularly exciting in thinking about how the Library and the Center for Academic 00:17:01.000 --> 00:17:07.000 Innovation can collaboratively support campus affordability efforts. 00:17:07.000 --> 00:17:09.000 The textbook affordability initiative 00:17:09.000 --> 00:17:12.000 that I think began just in this past January seems 00:17:12.000 --> 00:17:17.000 to me like a great example of that kind of work. 00:17:17.000 --> 00:17:20.000 When I was exploring the Western Oregon University website, 00:17:20.000 --> 00:17:24.000 I found threads related to support faculty development 00:17:24.000 --> 00:17:27.000 in a variety of places. 00:17:27.000 --> 00:17:31.000 Searching for the online professional learning community brought me to a 00:17:31.000 --> 00:17:35.000 digital learning and innovation website. It wasn't fully built out but 00:17:35.000 --> 00:17:38.000 it had a clear faculty development component 00:17:38.000 --> 00:17:42.000 including user training and support for Moodle. 00:17:42.000 --> 00:17:45.000 The Center for Academic Innovation website also includes a link to 00:17:45.000 --> 00:17:49.000 Moodle tutorials 00:17:49.000 --> 00:17:54.000 and then the faculty and staff resources page led me to a faculty development committee. 00:17:54.000 --> 00:17:60.000 There I found information about course reassignment for technologically innovative courses, which is very cool. 00:18:00.000 --> 00:18:06.000 And then clicking that link took me to a lib guide. I was like Oh, I'm back in the Library! 00:18:06.000 --> 00:18:11.000 So and I've in these conversations that I've had today, I've started to see how 00:18:11.000 --> 00:18:14.000 the idea of bringing 00:18:14.000 --> 00:18:18.000 Center for Academic Innovation together with the Library 00:18:18.000 --> 00:18:21.000 really is sort of this first step towards 00:18:21.000 --> 00:18:25.000 trying to knit all of those threads together. 00:18:25.000 --> 00:18:28.000 So I can imagine how the new paradigm for Hamersly 00:18:28.000 --> 00:18:30.000 is a step towards weaving all these threads. 00:18:30.000 --> 00:18:34.000 And I can envision the Hamersly Library and the Center for Academic Innovation 00:18:34.000 --> 00:18:39.000 transforming into a collaborative hub 00:18:39.000 --> 00:18:42.000 where people come together to learn 00:18:42.000 --> 00:18:46.000 support each other and spark innovation. 00:18:46.000 --> 00:18:51.000 And finally, from the 2017 Hamersly Library survey again, 00:18:51.000 --> 00:18:54.000 and from my own experience working in libraries 00:18:54.000 --> 00:18:58.000 I know our students want more and different spaces 00:18:58.000 --> 00:18:63.000 in the library itself. They want individual study space, 00:19:03.000 --> 00:19:08.000 they want group study space and they want technology rich study space. 00:19:08.000 --> 00:19:12.000 As we find the resources to transform our physical and virtual spaces, 00:19:12.000 --> 00:19:17.000 so I'm including the website as another space that belongs in that 00:19:17.000 --> 00:19:21.000 Library and Center for Academic Innovation 00:19:21.000 --> 00:19:23.000 physical and virtual space. 00:19:23.000 --> 00:19:28.000 As we find the resources transform those spaces, to meet those needs, 00:19:28.000 --> 00:19:34.000 we really need to keep our values of equity and accessibility in the forefronts of our mind. 00:19:34.000 --> 00:19:37.000 For this last section of my presentation, 00:19:37.000 --> 00:19:42.000 I'm going to dig a little bit deeper in to the question of how. 00:19:42.000 --> 00:19:45.000 So I already talked a little bit about how to align 00:19:45.000 --> 00:19:48.000 directions and goals with the forward together framework. 00:19:48.000 --> 00:19:52.000 And this is more focused on the idea of 00:19:52.000 --> 00:19:55.000 how do we transform. 00:19:55.000 --> 00:19:58.000 I want to go back to this idea of agility. 00:19:58.000 --> 00:19:63.000 No matter how agile we might already be as individuals, 00:20:03.000 --> 00:20:09.000 We still need to think about how we can cultivate our agility as an organization. 00:20:09.000 --> 00:20:12.000 I met with an online professional learning community this morning 00:20:12.000 --> 00:20:15.000 so I know that this first catalyst is something that 00:20:15.000 --> 00:20:19.000 you're already doing and exploring. 00:20:19.000 --> 00:20:21.000 Forward together, learning together. 00:20:21.000 --> 00:20:25.000 In the U W libraries we've been piloting the idea of transforming 00:20:25.000 --> 00:20:29.000 some of our traditional committees into communities of practice. 00:20:29.000 --> 00:20:34.000 Interestingly, the first group that's trying it out is our online community of practice, 00:20:34.000 --> 00:20:38.000 which seems very analogous to the online PLC. 00:20:38.000 --> 00:20:41.000 So our online community of practice 00:20:41.000 --> 00:20:46.000 started out as a subcommittee of the teaching and learning group. 00:20:46.000 --> 00:20:50.000 The online community has been so successful that now the 00:20:50.000 --> 00:20:53.000 entire TLG is wanting to transform 00:20:53.000 --> 00:20:59.000 their committee structure into communities of practice, and this is a very large committee with many subcommittees 00:20:59.000 --> 00:20:64.000 And so they're trying to move in that direction as well, and by 00:21:04.000 --> 00:21:08.000 transitioning from a committee structure to a communities of 00:21:08.000 --> 00:21:12.000 practice model, one of the big pieces of that is the ability to bring 00:21:12.000 --> 00:21:17.000 more people into the community because the structure of the community 00:21:17.000 --> 00:21:21.000 is open and anyone can join, whereas committees 00:21:21.000 --> 00:21:25.000 typically have restricted membership or 00:21:25.000 --> 00:21:28.000 representative membership. 00:21:28.000 --> 00:21:33.000 So they started by establishing their own definition of a community of practice 00:21:33.000 --> 00:21:36.000 then they adopted a community agreement that was rooted 00:21:36.000 --> 00:21:40.000 in the values of equity, diversity and inclusion. 00:21:40.000 --> 00:21:44.000 Now they are working on a proposal to bring in facilitation training 00:21:44.000 --> 00:21:48.000 for all community members. I'm especially supportive of this idea 00:21:48.000 --> 00:21:52.000 because strengthening the capacity for leadership 00:21:52.000 --> 00:21:55.000 in the teaching and learning communities of practice 00:21:55.000 --> 00:21:59.000 will strengthen the capacity for leadership in U W libraries as a whole. 00:21:59.000 --> 00:21:64.000 And having the capacity to have leadership happening at all levels 00:22:04.000 --> 00:22:07.000 in the organization builds our agility. 00:22:07.000 --> 00:22:10.000 It makes us more agile. 00:22:10.000 --> 00:22:16.000 I think assessment is another tool for transformation. I mean as educators I think we all know this. 00:22:16.000 --> 00:22:20.000 The Hamersly Library space survey was conducted in 2017 00:22:20.000 --> 00:22:23.000 then some changes were made and I believe another 00:22:23.000 --> 00:22:28.000 space census was performed after that. That's kind of iterative assessment. 00:22:28.000 --> 00:22:32.000 We've done similar assessments at U W that have allowed us to identify 00:22:32.000 --> 00:22:36.000 less used spaces, change the furniture in those spaces 00:22:36.000 --> 00:22:39.000 observe whether and how those spaces are now being used 00:22:39.000 --> 00:22:42.000 and then make more changes if needed. 00:22:42.000 --> 00:22:45.000 So iterative assessment allows us to learn, 00:22:45.000 --> 00:22:48.000 make adjustments in response, then learn again and 00:22:48.000 --> 00:22:53.000 adjust again in a continuing cycle of transformation. 00:22:53.000 --> 00:22:56.000 Most importantly we need to figure out 00:22:56.000 --> 00:22:60.000 how to make the entire organization agile. 00:23:00.000 --> 00:23:03.000 In the U W libraries we've been exploring Peter Senge's 00:23:03.000 --> 00:23:07.000 learning organization model as a way to do that. 00:23:07.000 --> 00:23:12.000 In 2004, 2004 Joan Giesecke and Beth McNeil 00:23:12.000 --> 00:23:15.000 from the University of Nebraska Lincoln wrote an article about 00:23:15.000 --> 00:23:20.000 their library transitioning to a learning organization. 00:23:20.000 --> 00:23:25.000 They wrote To survive in the continuously changing information environment, 00:23:25.000 --> 00:23:28.000 libraries must find ways to become agile, 00:23:28.000 --> 00:23:33.000 flexible organizations. They must become organizations 00:23:33.000 --> 00:23:36.000 that create a climate that fosters learning, 00:23:36.000 --> 00:23:41.000 experimenting and risk taking. 00:23:41.000 --> 00:23:45.000 Fifteen years later, this statement still holds true. 00:23:45.000 --> 00:23:50.000 That was 2004. It's almost prescient. laughter 00:23:50.000 --> 00:23:54.000 One of our strategic directions in the U W library's strategic plan is 00:23:54.000 --> 00:23:58.000 to grow as a learning organization. As we attempt to do so, 00:23:58.000 --> 00:23:62.000 people have been quoting a phrase coined by Peter Drucker. 00:24:02.000 --> 00:24:08.000 Culture eats strategy for breakfast. 00:24:08.000 --> 00:24:12.000 If we define culture as our attitudes, beliefs 00:24:12.000 --> 00:24:16.000 policies, our ingrained ways of working. The phrase 00:24:16.000 --> 00:24:21.000 Culture easts strategy for breakfast is actually true. 00:24:21.000 --> 00:24:24.000 An organization's strategic plan is 00:24:24.000 --> 00:24:27.000 grounded in a vision of 00:24:27.000 --> 00:24:31.000 the future selves that we want to become. 00:24:31.000 --> 00:24:34.000 If I woke up this morning and said 00:24:34.000 --> 00:24:38.000 I want to be physically stronger and more flexible. I'd need a plan. 00:24:38.000 --> 00:24:45.000 Ok my strategy is to go to the gym five times a week and take two yoga classes a week 00:24:45.000 --> 00:24:50.000 Where my plan starts to break down is the day to day details of how to make that happen 00:24:50.000 --> 00:24:55.000 I wake up at 6:15, I ride a bus for an hour, work for nine hours, 00:24:55.000 --> 00:24:59.000 bus home, cook dinner, etc. 00:24:59.000 --> 00:24:65.000 In academia, those day to day details take the form of 00:25:05.000 --> 00:25:09.000 policies, procedures, schedules, work routines, 00:25:09.000 --> 00:25:13.000 budget allotments, decision making processes 00:25:13.000 --> 00:25:16.000 comity charges, meeting formats, 00:25:16.000 --> 00:25:20.000 all of the structures that we work within. 00:25:20.000 --> 00:25:24.000 For deeply transformational change, you have 00:25:24.000 --> 00:25:28.000 to look at those structures in addition to setting goals 00:25:28.000 --> 00:25:32.000 and priorities for what you want to do. 00:25:32.000 --> 00:25:36.000 I have seen Western Oregon University's commitment to 00:25:36.000 --> 00:25:40.000 collaboration. I see it in the Forward Together framework, 00:25:40.000 --> 00:25:44.000 I saw it in the position announcement for the job 00:25:44.000 --> 00:25:48.000 I am applying for, I even see it in the presentation prompt 00:25:48.000 --> 00:25:52.000 for the presentation I am offering you right now. I am getting 00:25:52.000 --> 00:25:56.000 a deep sense of community here at Western, and it is one of 00:25:56.000 --> 00:25:60.000 the things that really makes me want to work here. 00:26:00.000 --> 00:26:04.000 Community connections are necessary for the campus as a whole. 00:26:04.000 --> 00:26:08.000 And, the Library and Center for Academic Innovation 00:26:08.000 --> 00:26:12.000 can definitely be a place where the community finds a connection. 00:26:12.000 --> 00:26:16.000 This could be through partnership with local public libraries, 00:26:16.000 --> 00:26:20.000 hosting events, author events that draw the community on 00:26:20.000 --> 00:26:24.000 to campus, or the connections that each of us can make in our day to day 00:26:24.000 --> 00:26:28.000 as individuals who work at Western. 00:26:28.000 --> 00:26:32.000 I can go on, but I do 00:26:32.000 --> 00:26:36.000 want to leave plenty of time for questions and discussion 00:26:36.000 --> 00:26:40.000 so again I want to reiterate that the ideas I presented today 00:26:40.000 --> 00:26:44.000 are definitely coming out of my current context, and 00:26:44.000 --> 00:26:48.000 if I am offered this position, I want us to develop 00:26:48.000 --> 00:26:52.000 our directions and goals together. With a new 00:26:52.000 --> 00:26:56.000 vision and an agile team, the Hamersly Library and The Center for 00:26:56.000 --> 00:26:60.000 Academic Innovation can iterate through a process of transformation 00:27:00.000 --> 00:27:03.000 that has already begun. 00:27:03.000 --> 00:27:06.000 That process will be defined by all of you. 00:27:06.000 --> 00:27:10.000 The creative and collaborative people who engage in it. 00:27:10.000 --> 00:27:13.000 I would be absolutely delighted, 00:27:13.000 --> 00:27:16.000 to be part of this future, this weaving of a fabric, 00:27:16.000 --> 00:27:21.000 that supports faculty development, and most importantly, student success. 00:27:21.000 --> 00:27:24.000 Chelle I know this would be 00:27:24.000 --> 00:27:28.000 a very different scenario on your current campus than it would be 00:27:28.000 --> 00:27:32.000 at Western, but you could answer for both. 00:27:32.000 --> 00:27:36.000 How would you engage students 00:27:36.000 --> 00:27:40.000 in the strategic planning of 00:27:40.000 --> 00:27:44.000 the Library and Center for Academic Innovation. 00:27:44.000 --> 00:27:48.000 Well I think what works well for me now is 00:27:48.000 --> 00:27:52.000 we do have a couple of different models for including students 00:27:52.000 --> 00:27:56.000 and one is more of an advisory group model where 00:27:56.000 --> 00:27:60.000 a group is pulled together from a population of students, it could be 00:28:00.000 --> 00:28:04.000 undergrads, it could be grads, it could be students that we 00:28:04.000 --> 00:28:08.000 connect with through the disability center and 00:28:08.000 --> 00:28:12.000 we can form an advisory group that is 00:28:12.000 --> 00:28:16.000 something where it has a duration, you know so its like 00:28:16.000 --> 00:28:20.000 the students themselves make a commitment to come to one meeting 00:28:20.000 --> 00:28:24.000 per quarter for the duration of an academic year and then we are able 00:28:24.000 --> 00:28:28.000 to offer those students a small gift certificate 00:28:28.000 --> 00:28:32.000 to sort of compensate them for their time, 00:28:32.000 --> 00:28:36.000 we have another one where 00:28:36.000 --> 00:28:40.000 we have a larger group of students who are given smaller 00:28:40.000 --> 00:28:44.000 gift cards, and the expectations 00:28:44.000 --> 00:28:48.000 for what they do is more ad hoc, so its not like a set meeting that 00:28:48.000 --> 00:28:52.000 they come to on a regular basis, but its more like oh we are going to do a 00:28:52.000 --> 00:28:56.000 pop up assessment where we have a table set up 00:28:56.000 --> 00:28:60.000 and we are talking with students to get input and we want some students to 00:29:00.000 --> 00:29:04.000 join us at the table, and the students will help as kind of like 00:29:04.000 --> 00:29:08.000 you know actually participating in the pop up event themselves, 00:29:08.000 --> 00:29:12.000 also being a student face to draw other students in, 00:29:12.000 --> 00:29:16.000 and then we also sometimes 00:29:16.000 --> 00:29:20.000 will just pull together a focus group, So especially 00:29:20.000 --> 00:29:24.000 with undergraduate population what we find is that 00:29:24.000 --> 00:29:28.000 the students aren't, 00:29:28.000 --> 00:29:32.000 with our graduate students we seem to have a pretty good success rate with them saying yes 00:29:32.000 --> 00:29:36.000 I am going to commit to coming for a whole year and then the graduate students 00:29:36.000 --> 00:29:40.000 stay with us, but the undergraduates it seems like their schedules change 00:29:40.000 --> 00:29:44.000 really fast or their lives are different 00:29:44.000 --> 00:29:48.000 and so we are not able to retain them from quarter to quarter 00:29:48.000 --> 00:29:52.000 as well, and so we will do more pulling together a focus group 00:29:52.000 --> 00:29:56.000 to answer a certain set o questions or get advice 00:29:56.000 --> 00:29:60.000 on a certain thing. So for the strategic plan 00:30:00.000 --> 00:30:04.000 trying to pull students in, for one thing having meetings that 00:30:04.000 --> 00:30:08.000 are advertised as students are welcome, but I think having 00:30:08.000 --> 00:30:12.000 if they know that they are 00:30:12.000 --> 00:30:16.000 specific questions we are asking them, and asking for their feedback on specific 00:30:16.000 --> 00:30:20.000 things they are more likely to show up. 00:30:20.000 --> 00:30:24.000 I am in the division of Deaf Studies and Professional studies, and we have 00:30:24.000 --> 00:30:28.000 recently proposed a professional doctorate in 00:30:28.000 --> 00:30:32.000 Interpreting Studies, and I am wondering what advice you have for 00:30:32.000 --> 00:30:36.000 our University that is moving in that direction in regards to our library. 00:30:36.000 --> 00:30:39.000 Going to, is this the first Doctoral 00:30:39.000 --> 00:30:44.000 degree? There are two Doctoral proposals 00:30:44.000 --> 00:30:48.000 in process, but they will be the first ones on this campus. 00:30:48.000 --> 00:30:52.000 Thats interesting, for me one thing 00:30:52.000 --> 00:30:56.000 that seems to be 00:30:56.000 --> 00:30:60.000 a factor, as you go from undergrad to graduate to doctoral 00:31:00.000 --> 00:31:04.000 at each level you are doing 00:31:04.000 --> 00:31:08.000 I think in most programs more research, and I think 00:31:08.000 --> 00:31:12.000 one big question from my library background would be making sure 00:31:12.000 --> 00:31:16.000 that the library is prepared to support the research needs of 00:31:16.000 --> 00:31:20.000 that population. That can be pretty challenging 00:31:20.000 --> 00:31:24.000 sometimes because often times the model 00:31:24.000 --> 00:31:28.000 for program development does not include 00:31:28.000 --> 00:31:32.000 sort of a budget scenario for ensuring that 00:31:32.000 --> 00:31:36.000 the Library collections are built up to 00:31:36.000 --> 00:31:40.000 support those research needs, and then also 00:31:40.000 --> 00:31:44.000 when a new program, and this is true for any new program not just 00:31:44.000 --> 00:31:48.000 doctoral programs, when the institution grows 00:31:48.000 --> 00:31:52.000 a new program, that actually creates new demands on the surface 00:31:52.000 --> 00:31:56.000 so that would create new demands on both library services and 00:31:56.000 --> 00:31:60.000 Center for Academic Innovation Services. So just being really 00:32:00.000 --> 00:32:04.000 mindful in the sort of proposal development process, 00:32:04.000 --> 00:32:08.000 of sort of what resources are likely to be needed from 00:32:08.000 --> 00:32:12.000 that set of academic services, 00:32:12.000 --> 00:32:14.000 I think would be really important. 00:32:14.000 --> 00:32:19.000 Ok lets thank our candidate again. applause