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Fellows describing the research fellows program.

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Fellows describing the research fellows program.

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Click here to collaboratively brainstorm answers to some of the questions below.

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The McNairy Library Research Fellows Website

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The McNairy Library Research Fellows Website

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A work in-progress.

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The goal of the McNairy Library Research Fellows Program is to foster a community of practice where creative and innovative ideas are freely exchanged and shared over the course of three semesters.

Each student will receive a stipend at the end of each semester of participation.

As a research fellow, you can expect to:

enhance your skills in critical thinking and research

acquire the skills to pursue a research question you are passionate about

apply knowledge learned in the classroom to an independent project

develop a repertoire of diverse communication and presentation skills

be better prepared for future employment and/or graduate school

Previous Independent Projects pursued by McNairy Library Research Fellows
Watch this video to hear fellows describe what the program has meant to them.

Millersville University Research Fellows Interviews

In the Research Fellows community, you will practice time and project management, participate in peer-to-peer learning, and communicate to a wide variety of audiences. Being a research fellow is highly collaborative. You will receive feedback from your mentors as well as your peers.

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The goal of the McNairy Library Research Fellows Program is to foster a community of practice where creative and innovative ideas are freely exchanged and shared over the course of three semesters. Each student will receive a stipend at the end of each semester of participation.

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This Padlet serves as a Resources Guide to accompany the presentation linked below.

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This Padlet serves as a Resources Guide to accompany the presentation linked below.

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"At the Heart of Learning: The Library Research Scholars and Adobe Scholars Program" presented by Ava Brillat and Lauren Fraliger

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"At the Heart of Learning: The Library Research Scholars and Adobe Scholars Program" presented by Ava Brillat and Lauren Fraliger

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Presentation on a similar research program for the CARLI Undergraduate Research Webinar Series. (Scroll down for slides and recording.)

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CARLI has partnered with *eight other library consortia to create the Professional Development Alliance. The PDA is a group of library consortia dedicated to sharing professional development opportunities with other alliance members. This cooperative initiative multiplies the number and variety of online professional development opportunities available to the member libraries of each participating consortium.

In this pilot initiative, each PDA-participating consortium will open a select number of no-cost, online professional development sessions each month to the member libraries of the other participating consortia. Sessions will cover a broad array of topics of interest to library professionals.

PDA offerings including registration information (converted into Central Time Zone) will be added to the CARLI events calendar and will also be announced to CARLI email lists. The CARLI calendar will direct participants to the host consortium to register; events will be held using the host's preferred delivery platform.

This new initiative aligns closely with CARLI's stated strategic priority to "explore opportunities to collaborate with other states or academic library affiliated organizations". Additionally, the pivot to an almost exclusively online workplace has emphasized the need for expanded learning opportunities. The PDA also provides a unique opportunity to enrich our awareness of the diversity of library staff across the nation, bringing us added perspectives and increasing our understanding of contexts beyond our own.

We want to hear from you! If you have a topic you would like to see as a continuing education program, send your idea to CARLI Support.

*Professional Development Alliance (PDA) participating consortia are:

ASERL: Association of Southeastern Research Libraries
Atla: American Theological Library Association
BLC: Boston Library Consortium
CARLI: Consortium of Academic and Research Libraries in Illinois
LOUIS: Louisiana Library Network
Minitex: Consortia in Minnesota including North Dakota and South Dakota
NC LIVE: North Carolina's statewide library cooperative
SCELC: Southern California Electric Library Consortium
SEFLIN: Southeast Florida Library Information Network

Past Webinars
We are working to add captioned versions of all past PDA recordings. Striving for Excellence, Achieving Perfection: What Went Wrong? presented by Garry Sanders on May 18, 2021
Leaders and team members aim to attain goals, to meet objectives, and please all of their stakeholders and employees along the way. This webinar focuses on a key leadership distinction: excellence versus perfection, and how a leader or team member's overall effectiveness is influenced by how aware they are of their own inclination (and that of their team members) toward each dimension.
Fair Use Gameshow presented by Sara Benson, Melissa Ocepek, Pia Hunter, and Barbara Kaplan on May 4, 2021
In this Fair Use Gameshow, Sara Benson, the Copyright Librarian at the University of Illinois asks fun, challenging fair use questions to the audience and our panel of esteemed copyright experts chime in with their opinions. View the fun as the panel including Melissa Ocepek, Assistant Professor at the iSchool, Pia Hunter, Access Librarian and Online Learning Consultant at the University of Illinois College of Law, and Barbara Kaplan, Faculty Outreach Librarian at the University of Illinois College of Law discuss the many nuances of fair use.
Incoming Library Collections: A Unified Approach to Newly Acquired Material presented by Tonia Grafakos on April 20, 2021
New collections come from a variety of sources. Whether a gift, donation, or acquisition, all incoming material present challenges to libraries. Tonia Grafakos shares how Northwestern University Libraries unified its process for incoming collections. Special attention is paid to preservation issues relating to incoming collections.
Undergraduate Research Webinar Series At the Heart of Learning: The Library Research Scholars and Adobe Scholars Program presented by Ava Brillat and Lauren Fraliger
In this first webinar of the series, Ava Brillat and Lauren Fraliger detail the structure of the University of Miami's Library Research Scholars and Adobe Scholars Program, the mentoring process, and the incorporation of ACRL's Framework for Information Literacy for Higher Education.
The Library's Synergy with Campus Coordinators of Undergraduate Research presented by Merinda Kaye Hensley
Resources:

In this second webinar of the series, Merinda Kaye Hensley at the University of Illinois at Urbana-Champaign discusses several intersections between the Library and the Illinois Office of Undergraduate Research including a lively discussion on refining the definition of undergraduate research, why analyzing results from two campus-wide surveys of the undergraduate researcher experience isn't enough, and what happens when students do not own the data they want to publish in the institutional repository.
Partnering to Support Students in Remote Research Experiences presented by Rebecca Starkey
Resources:

In this third webinar of the series, Rebecca Starkey at the University of Chicago Library discusses a new collaboration with the College Center for Research and Fellowships on a campus initiative to help undergraduates engage in remote research experiences. The resulting projects included a new website for mentors and students partnered in remote research, and a workshop to prepare undergraduates to conduct research online. Although arising from necessity, the collaboration provided a new way to highlight the library's role in creating and sustaining meaningful undergraduate research experiences.
Research Consultations as a Research Support in the Virtual Environment presented by Joanna Kolendo & Rosalind Fielder-Giscombe
Resources:

In this fourth webinar of the series, Joanna Kolendo & Rosalind Fielder-Giscombe at Chicago State University Library describe how they migrated all reference and instruction services to an entirely virtual environment to continue to assist students with research papers and other academic projects in the midst of the COVID-19 pandemic. They describe the benefits and drawbacks of the cloud-based software long in use at their institution, compare appointment scheduling platforms and virtual meeting platforms, reflect on data collection and data trends, and share lessons learned.
Inclusion and Equity through Course-Based Undergraduate Research Experiences (CUREs) presented by Gina Hunter
Resources:

In this fifth webinar of the series, Gina Hunter at Illinois State University offers a brief overview of Course-Based Undergraduate Research Experiences (CUREs) and provides examples from sciences, social sciences, and humanities. Hunter examines the value of CUREs for increasing diversity, equity and inclusion in undergraduate research programs, and suggests resources for further learning.
J EDI Inspirations for Undergraduate Research: Leveraging Library Connections to Diversify Student Research and Researchers presented by Roxane Pickens
Resources:
From Rookie to Researcher: Integrating Information Literacy into Undergraduate Research presented by Larissa Garcia, Dee Anna Phares, & Kimberly Shotick
In this sixth webinar of the series, Roxane Pickens at the University of Miami addresses ways that college and university libraries can inspire a more diversified portfolio of undergraduate student research and researchers by critically and creatively engaging justice, equity, diversity, and inclusion (JEDI) principles, especially by leveraging strategic collaborations with library and other academic partners to pique student interest and support their processes of exploration and analysis.

Resources:
Building Relationships on Campus to Support Undergraduate Research presented by Jason Kruse
In this seventh webinar of the series, Larissa Garcia, Dee Anna Phares, & Kimberly Shotick describe Northern Illinois University Library's collaboration with the university's office of undergraduate research (OSEEL) and efforts to incorporate information literacy into its Research Rookies program. What began as an optional section of the library's credit course that drew only a few students, evolved into a series of sessions for the entire program, and, ultimately, a required Blackboard course with assignments. Additionally, learn how they successfully advocated for integrating information literacy criteria into the Undergraduate Research and Artistry Day, the office's spotlight annual event.

Resources:
Meet Harriet Tubman presented by Kathryn Harris on March 10, 2021
In this eighth webinar of the series, Jason Kruse describes how Northwestern University Libraries have developed long-time partnerships with programs that offer and support undergraduate research opportunities. Through these relationships, the Libraries have been able to promote and integrate their expertise, resources, and services into these student experiences, and be part of more robust support for undergraduate research across campus.

Resources:
Redefining Self-Care in the Midst of a Global Pandemic Series presented by Joan Schuitema and Lynn Gullickson Spencer Part 1: on January 12, 2021
Kathryn Harris presents her first-person performance as "Harriet Tubman". Harriet Tubman is perhaps the most famous Conductor on the Underground Railroad and Ms. Harris tells her life story, including not only her own escape to freedom, but also the trips she made back South to free her family and others so that they could also experience the "sweet taste of freedom".

Resources:
Part 2: on January 19, 2021
In this first psychoeducational webinar, Joan Schuitema and Lynn Gullickson Spencer discuss what is needed in addition to routine self-care during a global pandemic.
Characteristics of different types of stress, including traumatic stress, are reviewed as well as the range of stress responses. The speakers propose additional self-care steps during the current health crisis and provide considerations for when professional help may be beneficial.

Resources:
Communicating Value through Storytelling presented by Dr. Kate McDowell on December 16, 2020
This second webinar of the two-part series is experiential in nature and provides participants with the opportunity to confidentially identify common stressors. Joan Schuitema and Lynn Gullickson Spencer provide resources, tools, and support to manage unique challenges during the COVID-19 era.

Resources:
Restoring Our Attention presented by Beck Tench on November 18, 2020
Storytelling has been happening for over a century in libraries, but its applications are too often presumed to be narrowly focused on serving children. The skills involved in navigating a dynamic exchange between teller, audience, and story are applicable to the most pressing problems facing libraries and librarians in the 21st century, those of communicating our knowledge and value. Dr. McDowell features storytelling insights based on over 40 interviews from the Storytelling @ Work project, and combining insights from librarians with those from storytelling applications in advancement and fundraising. Participants leave with narrative structures for building informative and emotionally compelling stories from their own knowledge and experience to communicate their value.

Resources:

In this webinar, Beck Tench discusses the market forces that incentivize technology to distract and manipulate us, takes a look at the consequences of chronic distraction in the short and long term, across individuals and society as a whole, and looks to attention restoration theory (ART) for ideas about what to do differently. ART is a theory that helps us understand how our attention is depleted and restored.

Resources:

Assessment of Student Learning in Academic Libraries presented by Dr. Gianina Baker on October 14, 2020

Given the intensified attention to assessment and accountability issues in the higher education sector, academic libraries and librarians in the United States have felt increasingly compelled to demonstrate the value they bring to their colleges and universities. Opening with an introduction to assessment, in this session, Dr. Baker explores how academic libraries have approached assessment in recent years as well as current practices and future trends in assessing and documenting learning.

Resources:

Accessibility Benefits Everyone presented by Tim Offenstein on September 23, 2020

Tim Offenstein, Campus Accessibility Liaison for the University of Illinois shared ideas on how to improve web accessibility to benefit all of your audiences including:

Using good link text

Effective alternative text for images - when to use ALT and when not to

Information architecture - can your users easily find relevant information?

Simple usability tests to uncover hidden blind spots

Page structure - does your site have it?

Easy ways to test your site for accessibility

How does your website sound? Using screen readers

Resources:

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CARLI has partnered with *eight other library consortia to create the Professional Development Alliance. The PDA is a group of library consortia dedicated to sharing professional development opportunities with other alliance members. This cooperative initiative multiplies the number and variety of online professional development opportunities available to the member libraries of each participating consortium.

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Are there departments lacking in research experiences for undergraduates?

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How are librarians already facilitating research experiences?

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How are librarians already facilitating research experiences?

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What opportunities are there for librarians to facilitate research experiences?

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What opportunities are there for librarians to facilitate research experiences?

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Who are some campus partners that you could work with?

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Who are some campus partners that you could work with?

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What support do you need to be successful?

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What support do you need to be successful?

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How can you distinguish your program from others?

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How can you distinguish your program from others?

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Disciplines? Levels?

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Criteria?

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Will you need funding? Approval?

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How will it be assessed?

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Meetings, locations, assignments, etc.

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"Is My Teaching Learning-Centered?" by Maryellen Weimer

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"Is My Teaching Learning-Centered?" by Maryellen Weimer

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Faculty Focus | Higher Ed Teaching & Learning

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It's hard to say-we have no definitive measures of learner-centeredness or even mutually agreed upon definitions. And yet, when we talk about it, there's an assumption that we all understand the reference.

My friend Linda recently gave me a beautifully illustrated children's book that contains nothing but questions. It reminded me how good questions, like beams of light, cut through the fog and illuminate what was once obscured. And so, to help us further explore and understand what it means to be learner-centered, I've generated a set of questions. For the record, these questions were not empirically developed, and they haven't been validated in any systematic way. However, they do reflect the characteristics regularly associated with learner-centered teaching.

Questions like these can be useful in helping us to confront how we teach. They produce the most insights when asked sincerely and answered honestly. For most of us, there's a gap between how we aspire to teach and how we actually teach. Given the less-than-objective view we have of ourselves as teachers, it's easy to conflate aspirations with actualities.

The questions also can be used to prompt discussion between colleagues who wish to help each other explore the extent to which their teaching is learning-focused. They can be used by cross-disciplinary groups whose views, framed by what they teach, show how learner-centeredness looks from different angles. And, they can be used by departments or programs who aspire to be student-centered and need benchmarks to assess their progress. The question set is a work in progress, and I welcome your feedback on how we can make it better. Are we missing important questions? Should some questions be taken off the list? Please share in the comment box.

It's good to remember that the characteristics identified in the questions are part of something larger. They define the concept operationally and with helpful details, but individual characteristics, even a collection of them, still provide an incomplete picture. It's a bit like dissecting a flower. The parts are all there to examine, but they're separate, and a flower is best understood and enjoyed in its integrated wholeness.
Characteristics of learner-centered teaching

Does the course contain activities that put students in positions to learn from and with each other?

Are students encouraged to discover things for themselves, or does the teacher usually tell them what they should know and do?

Are there policies and practices in the course that promote the development of autonomous, self-directed learning skills?

Is student input solicited on course topics, policies, assessment methods, and class activities?

Is collaboration emphasized more than competition in the course?

Is what's being learned, why it's being learned, and how it can be learned discussed more often than grades?

Are students voluntarily participating or do they sit silently until called on to answer questions and make comments? Does their nonverbal behavior indicate they'd rather not speak?

Do students talk more than the teacher during class discussions? Do students respond to each other or only to the teacher?

Is it a course where questions play a more prominent role than answers?

Are students being taught how to answer their own questions?

Are mistakes handled as learning opportunities for the teacher and the students?

Are skills like critical thinking and problem-solving taught explicitly?

Is the teacher modeling how expert learners handle problems, find answers, deal with failure, and celebrate success?

Are students being given the opportunity to develop self- and peer-assessment skills?

Do students have the chance to practice the principles of constructive feedback (when they provide input about the course and/or about the work of their peers)?

Do students regularly comment on evaluations that it was a course where they had to think? Or, was a course where they had to teach themselves (meaning the teacher held them responsible for learning)?

Additional articles on this topic:

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For most of us, there's a gap between how we aspire to teach and how we actually teach. To help us better understand what it means to be learner-centered, I've generated a set of questions, which can be used for personal reflection or to prompt discussion among colleagues.

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"Introduction to communities of practice" -Etienne and Beverly Wenger-Trayner, 2015

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"Introduction to communities of practice" -Etienne and Beverly Wenger-Trayner, 2015

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wenger-trayner - Social learning theorists and consultants

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Introduction to communities of practice - wenger-trayner

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Introduction to communities of practice a brief overview of the concept and its uses Etienne and Beverly Wenger-TraynerJune 2015 Table of contents A community of practice storyWhat are communities of practice?What do communities of practice look like?Where does the concept come from?Where is the concept being applied?Myths about communities of practiceFurther reading A community of practice

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"Learner-Centered Teaching: Five Key Changes to Practice," 2nd Edition by Maryellen Weimer

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"Learner-Centered Teaching: Five Key Changes to Practice," 2nd Edition by Maryellen Weimer

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Description

Praise for Maryellen Weimer's Inspired College Teaching

"The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members, her ability to identify issues that are shared and solvable, and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. . . . In a way, it is a 'workshop between book covers'—or perhaps several workshops!"

— Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder

"A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception."

— Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis

Praise for Enhancing Scholarly Work on Teaching and Learning

"In her characteristically research-based, direct, and practical style, Maryellen Weimer provides a much-needed guide, critique, and road map of the scholarship of teaching and learning. Weimer's new book will be of use to teachers, researchers, and administrators alike and nicely complements her Learner-Centered Teaching and Classroom Research, by Cross and Steadman."

— Thomas A. Angelo, director, University Teaching Development Centre, Victoria University of Wellington, New Zealand

"Yet again, Maryellen Weimer has made a perfectly timed contribution to the pursuit of excellence in teaching and learning. Enhancing Scholarly Work on Teaching and Learning does indeed shed clarifying light on the exciting new emphasis on scholarly approaches to teaching. In her distinctively conversational and clear style, Dr. Weimer maps out the nature of pedagogical literature—how to read it and how to contribute to it. . . . This book is the perfect next step in the journey to understand the benefits of scholarly teaching."

— Gary Poole, director, Centre for Teaching and Academic Growth; founding director, Institute for the Scholarship of Teaching and Learning, University of British Columbia

About the Author

Maryellen Weimer is a well-known writer, speaker, and proponent of effective teaching practices with more than thirty-five years of experience. She was the director of the Instructional Development Program at Pennsylvania State University for ten years and served as associate director at the National Center on Postsecondary Teaching, Learning, and Assessment. The editor of The Teaching Professor, a monthly newsletter on college teaching, Weimer is also the author of numerous books, including Inspired College Teaching and Enhancing Scholarly Work on Teaching and Learning.

Table of contents

Preface to the Second Edition vii

Acknowledgments xiii

The Author xiv
PART ONE: FOUNDATIONS OF THE LEARNER-CENTERED APPROACH 1
1. Learner-Centered Teaching: Roots and Origins 3

2. Research: Evidence That Learner-Centered Approaches Work 28
PART TWO: THE FIVE KEY CHANGES TO PRACTICE 57
3. The Role of the Teacher 59

4. The Balance of Power 88

5. The Function of Content 114

6. The Responsibility for Learning 143

7. The Purpose and Processes of Evaluation 168
PART THREE: IMPLEMENTING THE LEARNER-CENTERED APPROACH 197
8. Responding to Resistance 199

9. Taking a Developmental Approach 218
APPENDIXES 239
1. Syllabus and Learning Log Entries for Speech Communications 100A 239

2. Resources That Develop Learning Skills 249

References 259

Name Index 275

Subject Index 279

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Learner-Centered Teaching: Five Key Changes to Practice, 2nd Edition

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Praise for Maryellen Weimers Inspired College Teaching The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members, her ability to identify issues that are shared and solvable, and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume.

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TNSBC 2021: Mentoring an Undergraduate Research Community in the Library - Google Drive

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Imagine a group of undergraduate students sharing their experiences (and struggles) with original research, learning from each other's feedback, and investigating topics with the guidance of a librarian. This is the model for the McNairy Library Research Fellows Program, developed in Spring 2013 as a community of practice to engage undergraduates in independent research projects. Fellows selected for the program work closely with librarian mentors, disciplinary faculty, and one another to develop and implement their projects. Over multiple semesters of independent work and group meetings, fellows complete literature reviews, apply for research grants, collect data, and present their results at professional conferences. As a result of the program, fellows successfully mentor each other, grow as scholars, and serve as resources for peers in their disciplines.

The program has expanded over the years, currently consisting of 18 fellows from seven departments, seven librarian mentors, and over 30 alumni. Though components of the program are shared, each discipline adapts the program to meet their distinct needs and challenges. This presentation will focus on the program for fellows in the sciences and how it has changed over time. Learning outcomes, integrated assessments, and examples of fellows' research and reflections will be discussed. The challenges associated with supporting student-directed research in the sciences will be highlighted, along with some suggestions to overcome these challenges. Attendees will be asked to imagine how research fellows could be utilized at their own institution, and participant ideas and recommendations will be encouraged.

Presenter: Melissa Gold, Science Librarian, Millersville University of Pennsylvania

Presentation Time: Wednesday, May 26, 2021 11:00-11:30 MDT

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TNSBC 2021 - Mentoring the Undergraduate Research Community,

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Imagine a group of undergraduate students sharing their experiences (and struggles) with original research, learning from each other's feedback, and investigating topics with the guidance of a librarian. This is the model for the McNairy Library Research Fellows Program, developed in Spring 2013

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Framework for Information Literacy for Higher Education

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Framework for Information Literacy for Higher Education

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Association of College & Research Libraries (ACRL)

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Framework for Information Literacy for Higher Education

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Filed by the ACRL Board on February 2, 2015. Adopted by the ACRL Board, January 11, 2016. This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.