What do we mean by Mentoring?
Librarian Mentors & Student Researchers in an Honors Program
Interdisciplinary SeminarSusan McPhersonProfessor of English,
Coordinator of the Honors Program,Quinsigamond Community
College
Fyiane Nsilo-Swai Natural Sciences Librarian, Ithaca
College(formerly Coordinator of Reference and Instruction at QCC,
2000-2009)
Dale LaBonteCoordinator of Library Serials and Electronic
Resources, QCC
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Introduction The Background -- on QCC, Library Instruction, IDS
200
The Process
A glance at the Literature
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The Background on QCC, Library Instruction and IDS 2003
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Quick Facts5,654Students by FTE9,130Students by Head
Count2Academic campuses Worcester, Southbridge127Full-time
faculty570Part-time faculty32Academic and Technical
Programs33%Transfer rate (2009 data)
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websitehttp://www.qcc.mass.edu/library50,000Monographs & A/V
titles250Print journals>70Research databases20Workstations in
electronic classroom (seats up to 40)4,030Individual reference
consultations4,278Students instructed in 289 sessions82Faculty with
instruction sessions
5George I. Alden Library
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1999Program established100students4-courseSequence for
graduation with honors1-10Individual honors contracts16-24Students
taking IDS 200 each year8Core faculty teaching honors sections
6Honors Program
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Library Instruction ProgramCorrelates with information literacy
competencies developed by the Association of College and Research
Libraries (ACRL)
Individual consultations at the Reference Desk
Classroom Instruction in many subjects, with highest demand in
English, Psychology, and Orientation
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Reference TeamFive Librarians (4.2 FTE)One or more Librarians on
duty whenever the Library is openCollaborative framework for
providing Library InstructionWeekly team meetings8
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Outreach to facultyIndividual ConsultationsReferenceProfessional
developmentResearch assignment design
Library Class Instruction sessionSupports specific research
assignmentsReduces library anxietyAddresses information literacy
outcomes:Student develops a research questionIdentifies and
evaluates appropriate resources9
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Seeking opportunities to partnerDr. Melissa Tamas, Assistant
Professor of PsychologyConcerned with lack of research and writing
skillsAssignment PsycINFO - one article, summarize
Partnership with Reference Team leaderLibrarian embedded in the
courseDeveloped new laddering approach
Replicated and expanded partnership and approach in Honors
Colloquium -- IDS200
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IDS 200: Interdisciplinary StudiesA second-year capstone
experience for honors program studentsStudents engage in a
semester-long interdisciplinary research projectCourse theme
provides research framework
11Popular CultureEat the View (Food)
Human RightsEmerging Paradigms
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The Course: IDS 200Students produceA research paperAn oral
presentationA poster session in the Honors ShowcaseMay present at
the statewide Undergraduate Research Conference12
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The Problems for Faculty Class sizes vary with up to 24
studentsInterdisciplinary approachUnconstrained topic
selectionsUnspecified outcomes measures
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Variation in class size from 12 to 40 (get exact
numbers)Students havent been introduced to disciplines yetExamples
of topicstitles from past sessionsExperiential learning without
rubricsfrom food classes: food diary; interviews with maple sugar
producers;
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The Problem for StudentsUncertainty and inexperience Prior
experience with research variesLittle familiarity with research
toolsInexperience with academic disciplinesUnfamiliarity with
research methods
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- Students dont read the abstracts of each article to determine
the best source for the topic- Students stay with topic exactly as
initially conceived- Students accept sources without evaluating
them for reliability, validity, accuracy, authority- 50 minutes
library session not enough time to assist students with a
systematic approach to explore a semester long research project
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Librarians notice:Students unfamiliar with scholarly
resourcesStudents radically change topics close to
deadline15Problem indicators
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Problem indicatorsHonors showcase presentationsBibliographies
limited to websitesVisual presentation inadequate16
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17What is Mentoring?Homer described the original Mentor as a
"wise and trusted counselor" whom Odysseus left in charge of his
household during his travels. Athena, in the guise of Mentor,
became the guardian and teacher of Odysseus' son Telemachus.
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18What do we mean by Mentoring?A processOrientation to scholarly
literature within a disciplineSupport structure for individual
growth
A relationshipRole modelingGuidance and feedbackCollegiality
Under A Process: I was thinking we should mention we attempt to
provide early assessment of their research skills and build a
bridge from coursework to advanced scholarship through original,
substantial sustained independent research for personal and
intellectual development- Somehow mention we are trying to steer
students to more rigorous scholarly sources - I am hoping that we
are able to somehow highlight that we are expanding upon what we do
with all our students with the difference being the length of time
we spend with IDS students and Under A Relationship:Not sure what
we mean by role modeling? Add- Students needs and nature of those
needs changes over time and we try to adapt the attention, help,
advice, information and encouragement we provide18
The Reference InterviewThe interpersonal communication that
occurs between a reference librarian and a library user to
determine the person's specific information need(s), which may turn
out to be different than the reference question as initially posed.
Online Dictionary for Library and Information Science
http://www.abc-clio.com/ODLIS/searchODLIS.aspx
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20Undergraduate Researchindependent research experiences entail
real hands-on experience in research conception, design, conduct,
and dissemination and make inherent contributions to a
discipline.Stamatoplos p. 236
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21What were the goals?Support students toThrive in the Honors
ProgramEmbrace the challenge of academic rigorDemonstrate
information literacyDevelop time management skills
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22What were the goals?Engage with faculty to:Help students
achieve high standardsAdvance assessment/evaluation
criteriaExchange information on student progress
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23The Process
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24Faculty and reference team members hold planning
meetingFaculty send welcome letter to students describing the
mentoring partnershipLibrarians send welcome letter offering mentor
supportBefore the semester
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25Early in the semesterSyllabus establishes progress deadlines
and librarian/student contact dates
Instruction session explores relevant sources and the research
process
Students sign up for initial mentoring sessions
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26Course OutlineWeek Four 2/8Paradigms and (Biology of) Belief;
Topics Due Meeting #1 with assigned librarian must take place
before 2/8 Week Five 2/17Epigenetics;Concept Map DueMeeting #2 with
assigned librarian must take place before 2/17
Week Seven 3/3Evolution of ConsciousnessBibliographies and
Outlines Due Meeting #3 with assigned librarian must take place
before 3/3
Week Ten 3/29Vibrational and Energy MedicineFirst 7 Pages of
Rough Draft Due
Week Eleven 4/7Drafts returned; discussion
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27Course RequirementsCourse requirements must remain flexible to
allow for the team taught experience. However, requirements include
the following tasks:
Preparation of a 12-15-page research paper supported by a
minimum of ten outside sources, which explores a specific topic,
related to the colloquiums theme.
A short written account of all meetings (3 required) with
assigned librarian to prepare for the research project.
A 5-7 minute oral presentation summarizing the main points of
the research paper, the process of its evolution, and research
methodology used.
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For a productive librarian mentor meeting, plan to bring:
your datebooka tentative topic (or several)a definition of your
topic(s)a list of questions ready to ask your librarian mentora
list of the resources you consulted
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29Mid-semesterStudents produce key documents
Students and Librarians report on and evaluate mentoring
sessions
Feedback looking for gaps
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30Mentoring Session EvaluationsStudentWhat questions did you
have for the librarian?Please describe what happened during the
session.What progress did you make on your project as a result of
your meeting? What did you learn through the session?
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31The meeting outcomeCompletedCancelled/RescheduledNo Show
How prepared was the student for the meeting?Extremely Very
SomewhatA LittleNot Prepared
The student's progress on the project thus far
is:ExcellentGoodSatisfactoryPoorNo Progress
Did the student make good use of the session?YesNo
Any potential problems with the student's project?YesNo
Comments:Mentoring Session EvaluationsLibrarian
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32End of semesterClassroom presentations
IDS 200 Honors Showcase
UMass Undergraduate Research Conference
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33AssessmentMentor meetings required for Honors status
Librarians collect bibliographies as an indicator of information
literacy
Campus feedback
Ongoing and end of semester discussions between faculty and
librarians
Accreditation visits
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34Breakout sessionWhat mentoring programs exist at your
institution?
What could you do to participate in, develop, or enhance those
programs/ opportunities?
What resources are available or would be needed?
10 minutes
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A Glance at the Literature35
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36Galbraith, Michael W.Mentoring Toward Self-Directedness. Adult
Learning. 14/4. 2003. 9-11Defines 2 types of mentoring :formal and
informalIdentifies 6 components of the mentor role:relationship
emphasisinformation emphasisfacilitative focus
confrontive focus modelingvisioningMentions an assessment
instrument for mentor self-assessment:Cohens Principles of Adult
Mentoring Scale
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37Emphasizes student growth through the mentoring
relationship
Notes team role stronger in STEM fields and faculty/student
contact is less frequent in humanities and social science
Describes the Summer Undergraduate Research Experiences (SURE)
survey taken by both student protgs and faculty mentors
Lopatto, DavidUndergraduate Research as a Catalyst for Liberal
Learning. Peer Review. 2/2. Winter 2006. 22-25.
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38Discusses SURE survey results that demonstrate students
positive responses to the mentoring relationship
Notes benefits of academic year mentored research
experiences:
Lopatto, DavidUndergraduate Research as a High-Impact Student
Experience Peer Review. 12/2 Spring 2010. 27-30.The general
taxonomy of benefits include student-reported gains on a variety of
disciplinary skills, research design, information or data
collection and analysis, information literacy, and communication.
Undergraduate researchers learn tolerance for obstacles faced in
the research process, how knowledge is constructed, independence,
increased self-confidence, and a readiness for more demanding
research (par 3-4).
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Reviews the literature on undergraduate research and academic
mentoringprimarily in the STEM fields
Explores ways libraries can support mentoring programs, although
not proposing that librarians serve as mentors
Reports on a pilot program at Indiana University-Purdue
University Indianapolis
Stamatoplos, AnthonyThe Role of Academic Libraries in Mentored
Undergraduate Research: A Model of Engagement in the Academic
Community College & Research Libraries. Vol/is May 2009.
235-249.39
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Insights on cultural differences suggest that role modeling and
informal networks are more valuable for some types of students
Analyzes needs and interests of the population we find in the
community college student body
Uses SURE data to explore the student side of the mentoring
equation
Ishiyama, JohnExpectations and Perceptions of Undergraduate
Research Mentoring: Comparing First Generation, Low Income
White/Caucasian and African American Students. College Student
Journal. 41/3. 2007. 540-549.40
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The Library and the AcademyThe libraries take every opportunity
to demonstrate that they are not just buildings full of books; a
library is a body of knowledge contained by no walls, a place both
physical and virtual where ideas are conceived and shared, and
where that knowledge grows. Wherever there exists a potential for a
learning experience, librarians will be found. Librarians will
create these opportunities, too (104).
Shoop, M. University of Floridas George A. Smathers Libraries
and the Common Reading Program. Librarians as Community Partners:
An Outreach Handbook. Ed. Carol Smallwood. Chicago: American
Library Association, 2010: 103-105. Print.41
Susan McPhersonProfessor of English, Coordinator of the Honors
Program,Quinsigamond Community
[email protected]|508-854-2759
Fyiane Nsilo-Swai Natural Sciences Librarian, Ithaca
[email protected]| 607-274-3889
Dale LaBonteCoordinator of Library Serials and Electronic
Resources, [email protected] | 508-854-7472
Presenters42CollaboratorMatthew BejuneCoordinator of Library
Reference and Instruction, [email protected] |
508-854-4210
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