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Call out to see if other library faculty are interested in participating.

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Call out to see if other library faculty are interested in participating.

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Approach CCRC about writing an article on library faculty involvement in GPS mapping

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Approach CCRC about writing an article on library faculty involvement in GPS mapping

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"official" definitions of foundational courses, gateway courses, etc

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"official" definitions of foundational courses, gateway courses, etc

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Action item:

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Once mapping is over, what is the best way to continue the conversations with faculty? Do we work by campus or do we come together in some way to work collectively?

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Once mapping is over, what is the best way to continue the conversations with faculty? Do we work by campus or do we come together in some way to work collectively?

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I think we would benefit from looking through the list of programs/majors to get a sense of where we see potential. Engineering majors aren't going to have IL PMLOs. I'm thinking there are other majors that might not have room to elevate IL at program level but could still have potential on instruction level (but that would be off the map).

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CCTA or Provost would really help transfer degree mapping if we all got some clarification about whether we ALL 'do' gen ed learning outcomes (wherever they fit) or if select disciplines 'own' gen ed areas and, therefore, instructors who teach those courses bear the burden of assuring students achieve those outcomes.

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It might help for us to compile a list of PMLOs that address IL for the maps that have been completed. Then, if we all read those ahead of time, we might be able to better voice a PMLO or rewrite a PMLO in keeping with discipline-specific language.

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Now that we know what to expect in these sessions, it might help to have a "training" session with new librarians that come on board. 

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Now that we know what to expect in these sessions, it might help to have a "training" session with new librarians that come on board. 

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Maybe more understanding about the next steps as well as the other Guided Pathway "groups"-- like the Teaching and Learning group. Where do we for sure need representation--what might we be missing? Also how do the potential changes in Developmental Education connect to the Guided Pathways work?

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Maybe more understanding about the next steps as well as the other Guided Pathway "groups"-- like the Teaching and Learning group. Where do we for sure need representation--what might we be missing? Also how do the potential changes in Developmental Education connect to the Guided Pathways work?

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I agree with the above... while I see value in us being involved in all of the mapping sessions, given the number of maps that need to be created it might be better to be strategic and prioritize which programs we *need* to be at and those that would be nice but not as critical if we can't find someone to be there.

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I agree with the above... while I see value in us being involved in all of the mapping sessions, given the number of maps that need to be created it might be better to be strategic and prioritize which programs we *need* to be at and those that would be nice but not as critical if we can't find someone to be there.

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I think it's effective to encourage IL-related PMLOs rather than pushing for a particular IFS course.

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We need more library faculty to participate!

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I agree with encouraging IL-PMLOs, however, we have to be able to have the deeper conversations about how they will be met-- at my mapping experience, the discipline faculty were not open to that conversation, so I'm not sure how to move that forward...

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I agree with encouraging IL-PMLOs, however, we have to be able to have the deeper conversations about how they will be met-- at my mapping experience, the discipline faculty were not open to that conversation, so I'm not sure how to move that forward...

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Maybe (when possible) frame the conversation around what students do well--or find challenging--and chances are the challenges are tied to thresholds in the discipline and may as well as connect to IL. (Lundstrom article and Swanson article)

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Maybe (when possible) frame the conversation around what students do well--or find challenging--and chances are the challenges are tied to thresholds in the discipline and may as well as connect to IL. (Lundstrom article and Swanson article)

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For newbies to mapping, we could provide our colleagues with links to the information that gets consulted BEFORE the mapping coach does so that they have more time to prepare.

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Have we decided our information literacy connections? Are we still looking at mapping and trying to get IFS courses in the curriculum? Are we wanting to make critical research instruction connections with discipline faculty? 

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Have we decided our information literacy connections? Are we still looking at mapping and trying to get IFS courses in the curriculum? Are we wanting to make critical research instruction connections with discipline faculty? 

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What seemed to move the IL conversation forward with Dance was focusing on the after-education professions that dancers pursue and how they need IL to find jobs, run a business, and stay current in their field.

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Learning communities still seem to provide good opportunities, like for "first year experience" programs.

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Learning communities still seem to provide good opportunities, like for "first year experience" programs.

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1. Ideally identify a Guided Pathways Map chair for library faculty to coordinate our efforts (to help create "training" information for new library faculty and help coordinate who is serving on what maps and disseminate information) (Christine Kilbridge/Mary Beth Burgoyne/Barb Howe)

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1. Ideally identify a Guided Pathways Map chair for library faculty to coordinate our efforts (to help create "training" information for new library faculty and help coordinate who is serving on what maps and disseminate information) (Christine Kilbridge/Mary Beth Burgoyne/Barb Howe)

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2a. Reach out to Helice for clarification about General Outcomes at the District Level (Ann Roselle)

2b. Reach out to Helice regarding specific maps and when they are scheduled. This will help us prioritized which maps are most critical. (Dede Elrobeh)

3. Task Force reach out to the Teaching and Learning GP group and a Integrated Student Support Services group and Industry Partnerships. (Danielle will follow up on these areas for future participation)

4. Create training documents or collect needed documents/links for new library faculty. Include "primer" of suggestions and preparations.  This can also go into the Canvas LDG course (Nancy Deegan)

5. Create a universal list of Learning Outcomes for each discipline that we can share across all of the library faculty across the colleges. Could go in the Canvas course from LDG in a folder (?) (see Sean email for link). (Ann Roselle)

6. Create a Dialogue Day on Information Literacy tied to Guided Pathways and completed maps (save for Fall 2019 after mapping has occurred, with FPG)

7. All Library day focus on Guided Pathways and mapping and opportunities of IL instruction. (Danielle Carlock follow-up on All Library Day). Look at the PLMOs and tie to the Frames in an activity (similar to Danielle's model)

8. Can add items to the "team drive" in the Guided Pathways Task Force
Links:
https://transformation.maricopa.edu/industry-partnerships

https://transformation.maricopa.edu/guided-pathways

https://transformation.maricopa.edu/transformation-strategies/guided-pathways