Faculty Engagement-with discussion · Faculty Engagement Know Yourself: Elevator Speeches Janet Ewing, Mount Holyoke Amy Craig, Brandeis Carrie M. Macfarlane, Middlebury MBMH Seminars

Faculty Engagement

Janet Ewing, Mount HolyokeAmy Craig, Brandeis

Carrie M. Macfarlane, Middlebury

MBMH Seminars

Faculty Engagement

Know Yourself: Elevator Speeches

Janet Ewing, Mount HolyokeAmy Craig, Brandeis

Carrie M. Macfarlane, Middlebury

MBMH Seminars

The "Elevator Speech" Approach

• What we do is complex and wide-ranging • Distilling your work in relation to the faculty you serve can

help your focus• Faculty are busy, too

"While you no doubt love, are fascinated by, and are passionate about what you are doing and could spend hours talking about it, most people aren’t like you...they are unlikely to appreciate -- or even notice -- the intricacies, subtleties, and details of it."

Chris O'Leary, "Elevator Pitch 101"http://www.elevatorpitchessentials.com/essays/ElevatorPitch.html

The Elevator Speech

What does it look like?

A classic business sales model:"For (target customer) who (statement of the need or opportunity) the (product name) is a (product category) that (most compelling reason to buy). Unlike (primary competitive alternative) our product (statement of primary differentiation). "

St. Louis Business Journal , June 15, 2001 v21 i41 p1

The Elevator Speech

A more conceptual, flexible framework:

a) Who am I?b) What do I offer?c) What problem is solved?d) What are the main contributions I can make?e) What should the listener do as a result of hearing this?

And lastly: KNOW YOUR AUDIENCE! (more later on that...)Pepperdine University Business School

http://bschool.pepperdine.edu/career/content/elevatorspeech.pdf

The Elevator Speech

Examples

Amy Craig, Brandeis

Focus on "Programmatic Teaching"

Janet Ewing, Mount Holyoke

Focus on New Faculty

Carrie Macfarlane,Middlebury

Focus on "Liaison"

And it's an 8.3 from the Canadian judge...What did you think? ... of the speeches, or the method?

[Whiteboard discussion][Whiteboard discussion][Whiteboard discussion][Whiteboard discussion]

Know Your Faculty Faculty Engagement: Strategic Landscape

Amy Craig, Project Lead, Brandeis University

MBMH Seminars

Strategic Landscape: how to think straight in a Nor'easter?

What do I mean? What are some examples of the changing season in information services?

What does MISO say?

• MISO what?• Faculty lifecycle • Storming• Strategy needed

MISO what?(Merged Information Services Organizations)

MISO is…• Assessment via survey • Population focused

(faculty, undergrads, staff)• Focused on service

effectiveness• ~ 35 schools participate• 30,000 respondents

(7,400 faculty)

4 = Very important

3 = Important

2 = Somewhat important

1 = Not important

- - - - - - - -

Faculty lifecycle (national)

taken from MISO 2009 Educause presentation

Storming: systems, not support?


Storming: upcoming


Strategy neededMISO team recommendations

• Make systems easy to use without help• Invest in technology infrastructure• Improve services that facilitate self-service

digital research• Divert resources from support services to

system and interface development


Strategy needed: what about relationships?

• High-touch vs. systematic approach• Support vs. collaboration• Answering questions vs. addressing

problems

Strategy needed: other nuances of the academic storm and our value add

• learning outcomes• research processes• communication practices

Scholars are rethinking/reworking:

Strategy needed: working with departments and committees

• Instructor> Assistant> Associate> Full Professor> Advisor> Chair > Dean

• Adjuncts and Admins• Committees

Comments or Questions?

How do we innovate and work with new faculty while supporting our "regular customers"?

3 minutes


Know Your Faculty Faculty Engagement: Research Your Faculty

Janet Ewing, Reference Librarian,Mount Holyoke College

MBMH Seminars

Why try to get to know your faculty?

• “measure of interpersonal contact is one of the strongest predictors of faculty perceptions and use of library services”(Kraat, 2005) (Kotter, 1999) (Dilmore, 1996)

• relationship building depends on getting to know the other person

• helping faculty is easier -- and more successful -- if you understand what they really do

How you might get to know your facultyDo some research...

Simple things first:

1) check the course catalog




2) check the department's website, and/or faculty profile or website




2) check the department's website and/or faculty profile or website

3) do a quick search for publications by your faculty members

Digging Deeper -Ethnographic Approach


We have a lot of assumptions of what faculty do, but how many of those are true? Let's find out and not guess!

We can better target our limited resources and our services• know what they need most• know who would benefit from what resource or service• know when to push -- and where• know who to check with when making a change

Digging Deeper - PollEthnographic Approach

How good are our assumptions? Let's take a poll...

DSpace features, as highlighted in their promotional literature:

A. "Institutional Repository"

B. "Support for a variety of formats"

C. "Digital preservation"

D. "Control who has access"

E. "Metadata support"

F. "Open-source software" [No Vote = F]

Which of these do you think would resonate most with faculty?

[Poll results][Poll results][Poll results][Poll results]


• Conceptually: A Work-practice study."Fine-grained observation and documentation of people at work based on traditional anthropological participant observation."*o Related variously to institutional ethnographies, communities of

practice, user-centered design, etc.o 'A Day in the Life'...sort of

• Practically: An observational interview process.o Team of three: interviewer, note-taker, videographero Typically takes place in faculty workspace/office

(i.e., in their normal work environment)o Interviews of about an houro Review and analyze data gathered


Example:Univ. of Rochester's Faculty Study for the Institutional Repository

Goal: Find out why faculty aren't using the IR and what can be done to induce them (Note: they had started with DSpace)

Approach: Study how they work and see where IR could fit in.• Did NOT survey why they do or don't use IR• Did NOT ask them what they want from an IR• Ask them what they do and try to really understand it

(the process, not the content!)

________________________________________________________________Foster, N. F., & Gibbons, S. (2005). Understanding faculty to improve content recruitment for institutional

repositories. D-Lib Magazine, 11(1) doi:10.1045/january2005-foster


Faculty Research and the Institutional RepositoryEthnographic Study

• Read a paper the faculty member has recently published• Approach the faculty member and ask if they would be

willing to spend ~hour being interviewed about their work• Tour of office/workspace; significant objects, layout, etc• Ask prompting questions - ask them to 'show' you, e.g.:

o how they got the idea for the paper o who they worked with and howo how they researchedo how they got the paper published

• Review data and analyze (incl.data mapping,flow charts, stats,etc)


Highlights of things learned

Univ Rochester -- Faculty & Institutional Repository findings:

• Organic/personal nature of organization; &...• Legacy of personal work practices built up• Loyalty first to specific discipline (not dept. or institution)• Misalignment of IR focus to faculty needs

o faculty members are passionate about their researcho they want tools that work, but don't care howo placing work in the IR is only valuable if other scholars find it

there

Now let's see how we did on our poll...


Highlights of things learnedUniv Rochester -- Faculty & Institutional Repository findings


Re-conceptualized the Institutional Repository to be a personal and collaborative workspace = IRPlus


Highlights of things learned

Also, in Brief...• University of Rochester's Student Research Study

o unanticipated connections to Orientation programming• Anecdotal snippets from current studies at MHC

o primacy of the network of scholarso browsing, or following connections, vs. searchingo teaching days and non-teaching dayso ...finding MHC library resources from the UMass

website?

Getting to CollaborationFaculty Engagement: How to Build Relationships

Carrie M. MacfarlaneScience Librarian, Middlebury College

MBMH Seminars

Why

http://www.dotolearn.com/

Why build relationships?

What's the goal?

A. Teaching studentsB. Teaching faculty to teach studentsC. BothD. Other (we'll ask you about this!)

[Poll[Poll[Poll[Poll results]results]results]results]

Trust is Essential

Strong relationships are built on

• confidence• skills• commitment• reciprocity

Getty Images

3 Steps

1. Networking2. Coordination3. Collaboration

1. NetworkingFor example,

• use web site as marketing tool (Welch)• attend workshops and lectures (Huxham)• enroll in a class (Gerstein)• attend department meetings (Gerstein)• invite departments to your meetings (Mulder)• offer workshops (Banks, Carder, & Pracht)• ask users what they need (Stahl & Baker)(Thomsett-

Scott & May)

Steal these Ideas

Steal these Ideas2. Coordination

For example,

• provide current awareness services (Kotter)• help faculty apply for grants (Mark & Lee)• contribute to external reviews• organize tech fairs (Kotter)• host faculty-led workshops (Christensen)• curate an institutional repository (Gabridge)• spearhead scholarly communication initiatives (Kirchner)

Steal these Ideas

3. Collaboration

For example,

• plan assignments together (Raspa)• build research guides together (Sugarman &

Demetracopoulos)• host "research salons" (Whatley)• team-teach workshops and classes (Zhang) (Kussrow) • co-sponsor workshops and talks (Porter)• form faculty advisory groups (Kotter) • build partnerships across campus (Rockman) (Dupuis)

Steal these Ideas


Remember what we said about trust

Stop, Drop

• Strong relationships are built on trust• Want to hear new ideas, get feedback, reach colleagues'

colleagues, find support for new initiatives and cutbacks, increase efficiency, make employees happier and in general, achieve your goals?

• Stop and think.• Can you devote enough time to this new task and keep

your pre-existing commitments?

Remember what we said about trust

• Drop something less important. (Or you'll regret it.)

Getty Images

Building Relationships Bibliography• Banks, J., Carder, L., & Pracht, C. (1996). Library Luncheon and Update: Teaching Faculty about New Technology.Journal of Academic Librarianship, 22(March), 128-130. • Christensen, P. G. (1994). Using English Department Library Liaisons in a Term Paper Clinic: Reviving the Scholar/Librarian Model. Research Strategies, 12, 196-208. • Cohen, C. (1995). Faculty Liaison: A Cooperative Venture in Bibliographic Instruction. Reference Librarian, 51/52, 161-169. • Ducas, A. M., & Michaud-Oystryk, N. (2003). Toward a new enterprise: capitalizing on the faculty/librarian partnership.College and Research Libraries, 64(1), 55-74. • Dupuis, E. (2009). Amplifying the Educational Role of Librarians. Research Library Issues, (265), 9-14. • Gabridge, T. (2009). The Last Mile: Liaison Roles in Curating Science and Engineering Research Data. Research Library Issues, (265), 15-21. • Gerstein, C. W. (1995). Liaison with Teaching Faculty: Effective Strategies for Collaborative Collection Development.Public and Access Services Quarterly, 1(4), 85-90. • Huxham, C. (1996). Creating collaborative advantage. London ; Thousand Oaks, Calif: Sage Publications. • Kirchner, J. (2009). Scholarly Communications: Planning for the Integration of Liaison Librarian Roles. Research Library Issues, (265), 22-28. • Kotter, W. R. (1999). Bridging the great divide: Improving relations between librarians and classroom faculty. The Journal of Academic Librarianship, 25(4), 294-303. • Kraat, S. B. (2005). Relationships between teaching faculty and teaching librarians. Binghamton, NY: Haworth Information Press.• Kussrow, P. G., & Laurence, H. (1993). Instruction in Developing Grant Proposals: A Librarian-Faculty Partnership. Research Strategies, 11, 47-51. • Mark, B. L., & Lee, S. K. (1991). Liaison Program + Information Technology = Getting Your Foot in the Door. Working with Faculty in the New Electronic Library: Papers and Sessions Presented at the 19th National Library Instruction Conference Held at Eastern Michigan University, • Mulder, U. (1992). Building Bridges Across an Academic Community. Australian Academic and Research Libraries, 23(Dec), 175-178.

Building Relationships Bibliography• Porter, G. M. (2001). Campus-wide partnerships through Teaching, Learning and Technology Roundtables. Reference Services Review, 29(2), 116(6). • Preece, J. (2004). Etiquette, empathy and trust in communities of practice: Stepping-stones to social capital. Journal of Universal Computer Science, 10(3), 194-202. • Raspa, D., & Ward, D.The Collaborative imperative : librarians and faculty working together in the information universe. Chicago Association of College and Research Libraries, 2000.:• Rockman, I. F. (2001). Partnerships - yesterday, today and tomorrow. Reference Services Review, 29(2), 93(2). • Stahl, A. D., & Baker, N. (1997). "What I Want in a Librarian".(college teacher's wish list for a librarian). Reference & User Services Quarterly, 37(2), 133(1). • Sugarman, T. S., & Demetracopoulos, C. (2001). Creating a Web research guide: collaboration between liaisons, faculty and students. Reference Services Review, 29(2), 150-156. • Thomsett-Scott, B., & May, F. (2009). How May We Help You? Online Education Faculty Tell Us What They Need from Libraries and Librarians. Journal of Library Administration, 49(1), 111-135. • Todeva, E., & Knoke, D. (2005). Strategic alliances and models of collaboration. Management Decision, 43(1), 123-148. • Welch, J. M. (2005). The Electronic Welcome Mat: The Academic Library Web Site as a Marketing and Public Relations Tool. The Journal of Academic Librarianship, 31(3), 225-228. doi:DOI: 10.1016/j.acalib.2004.01.014• Whatley, K. M. (2009). New Roles of Liaison Librarians: A Liaison's Perspective. Research Library Issues, (265), 29-32. • Zhang, W. (2001). Building partnerships in liberal arts education: library team teaching. Reference Services Review, 29(2), 141(9).

How will faculty respond?

Faculty Engagement

1.Know yourself2.Know your faculty3.Know how to build a relationship

Faculty Engagement DiscussionWhat's our goal? Teach students, or help faculty teach students?

Our time is finite.What can we drop?

How can we work with faculty on digital scholarship?

What else?


Bibliography• Consiglio, D.M. et al. (2009). Reshaping Information Services for a Changing

Faculty Population: Evidence and Insights from the MISO Survey. Retrieved October 30, 2009, from http://www.misosurvey.org/

• Dupuis, E.A. (2009). Amplifying the Educational Role of Librarians. Research Library Issues, 265. Retrieved November 10, 2009, from http://www.arl.org/resources/pubs/rli/archive/rli265.shtml

• Foster, N. F., & Gibbons, S. (2005). Understanding faculty to improve content recruitment for institutional repositories. D-Lib Magazine, 11(1) doi:10.1045/january2005-foster

• Kotter, W. (1999). Bridging the Great Divide: Improving Relations between Librarians and Classroom Faculty. Journal of Academic Librarianship, 25(4), 294.

• Rumschlag, D. (n.d.). The Cornflower » Blog Archive » Advocacy in an Elevator. Retrieved October 9, 2009, from http://nnlm.gov/gmr/blog/2008/10/07/advocacy-in-an-elevator/.

Documents

Faculty Engagement-with discussion · Faculty Engagement Know Yourself: Elevator Speeches Janet Ewing, Mount Holyoke Amy Craig, Brandeis Carrie M. Macfarlane, Middlebury MBMH Seminars