Presentation on theme: "A Working Model of Proactive Interdepartmental Academic Support Presenters: Nikki Reynolds Janet Simons Kristin Strohmeyer."— Presentation transcript:
A Working Model of Proactive Interdepartmental Academic Support Presenters: Nikki Reynolds Janet Simons Kristin Strohmeyer
The Environment –Educational & Organizational The Evolution of the Model –Initial Collaboration –Directions of Development –Response to Curricular Changes The Sophomore Seminar Support Model –Case Study Overview
“We believe a college library serves as a center for the intellectual life of an academic community…Information resources (technologies, content, services) are critical for supporting the needs of academic programs and preparing students to be leaders in an information-driven society.” Hamilton College Strategic Plan - April 2002 Library & Information Resources
“… By emphasizing effective written and oral communication, academic rigor, intense student-faculty engagement, superior advising, and personal responsibility, the College enables students to demonstrate excellence in critical, analytical, and creative thinking, and breadth and depth of knowledge.” Hamilton College Strategic Plan - April 2002 Hamilton College Mission
Other Academic Support Services Instructional Technology Team Reference Department Hamilton Information and Learning Liaisons HILLgroup
“to support faculty in the identification, selection and use of technologies and content applicable to their teaching or research needs.” HILLgroup Goal Statement
Four Coordinators –Facilitator –Secretary/Record Keeper –Events Coordinator –Presence Coordinator Roles rotate yearly between departments –Two from each department have roles –Ensures equity of representation –Helps prevent stagnation HILLgroup Organization
Hamilton College Library http://www.hamilton.edu/library/databases
“Hamilton will strive to become the national leader among liberal arts colleges for teaching students to demonstrate their knowledge and insights effectively through written, oral, and other forms of communication.” “Hamilton will provide the infrastructure necessary to support institutional emphases.” Hamilton College Strategic Plan - April 2002 Emphasis on Communication
Why do faculty contact HILLgroup? - Outreach emails/flyers - Faculty development workshops - Sophomore Seminar Spr 2002 - Peer to Peer communication - Specific need What do we do in response? - Meeting with representatives from all academic support areas? - Communication with each other - Who meets? What happens in initial meetings? - Discussion of faculty goals in relation to resources and course design - Preliminary outline of coordinated support integration structure - Faculty development if necessary - Discussion of feedback expectations and mechanisms Sophomore Seminar Response Theory into Practice
Semester & Description # Courses # Students# Faculty # Projects Digital Video Large Format (IP) | Poster | (IP) Spring 2002 Pilot Sophomore Seminars & Austen Course 3 2 DV 1 LFP 44616 Outsourced Fall 2002 MPC Established 8 7 DV, 1 LFP 143847 (7) 16 (31)* Spring 200310 5 DV, 5 LFP 2522743 (23) 66 (30) Fall 200314 5 DV, 6LFP, 3 MM 2613832 (18) 65 (5) (10)* Coordinated Support Descriptive Statistics - number sophomore seminar courses(IP) - number independent projects DV - digital video projects LFP - Large Format Posters MM - multimedia * - Summer Research
Faculty Responses “On the whole, everything worked out well! Let’s do it again soon :>” “Tell the Dean that faculty need to meet with support groups before the semester begins so that they are aware of both possibilities and limitations of the seminar programs. I think we need to remember that these students are sophomores & that the faculty is clueless.” “Bring in Library instruction after a topic to research was chosen. Mandate that students use particular resources.” “If there has been a lot of structured assignments to teach the basic skills, it is also important for learning to give students the opportunity to be creative, to synthesize and extend their understanding in their own way.”
Faculty Responses If there has been a lot of structured assignments to teach the basic skills, it is also important for learning to give students the opportunity to be creative, to synthesize and extend their understanding in their own way.” – Patricia O’Neill, Art of Cinema Spring ‘03 “I have been teaching these Ads for years (students writing scripts for a french commercial), but this was the first time where the practical side of the language use by the students (performance subsequent to competency) was most efficient and tangible. I really don't see how I could have reached such a result without technology.” - Joseph Mwantuali, Intro to French, Fall ‘03 “The use of QuickTime videos in Blackboard provided students with many opportunities to observe and critically reflect on their own rhetorical practices, and also provide and receive feedback built off of face-to-face and mediated exposure to each other’s speeches.” - John Adams, Rhetorical Act, Fall ‘03 “Before 1990, I would never have used film in a class on Jane Austen because a film can never be a substitute for a book. But by comparing scenes from two or more films, students begin to see the text in different ways, opening up new perspectives.” – John O’Neill, Course was Jane Austen -Text to Film.
Student Survey Responses Student Responses to the question, “Did the experience of making your own film add to or detract from your understanding of major course concepts.?” “Added – I understand better the relationship between a creative vision, shooting the vision, and then editing what I shot into the original vision.” -Zach Brown “It added. Part of understanding the art of cinema is going out and creating your own art, seeing how to direct, act, generate cinema graphics, and then editing to create the art.” -Bret Zelist “It helped me to understand quieter, condensed, and everyday speech and the mannerisms of French culture.” -Luke Thornblade Example Survey
Summary Academic support efforts map directly to Hamilton’s strategic plan. A working model of coordinated support, which operates as a feedback loop increasing communication among all constituencies. Increased communication facilitates greater awareness of cross-curricular needs, allowing for the anticipation of resource and service needs. Increased interactions with faculty about workshops/discussion forums and resources that support their instructional goals. Summary
Instructional Technology Support Services Nikki Reynolds Director, Instructional Technology Services email@example.com@hamilton.edu(315) 859-4091 Yinsheng Li Instructional Technology Specialist, Computer Science firstname.lastname@example.org email@example.com (315) 859-4289 Elizabeth Miller Lab and Classroom Technology Services Manager firstname.lastname@example.org (315) 859-4088 email@example.com Deborah Reichler Instructional Technology Specialist firstname.lastname@example.org email@example.com (315) 859-4082 Gretchen A. Schultes '98 Lab and Classroom User Services Manager firstname.lastname@example.org email@example.com (315) 859 -4096 Krista Siniscarco Multimedia Assistant firstname.lastname@example.org email@example.com (315) 859 -4099 Janet Simons Instructional Technology Specialist firstname.lastname@example.org email@example.com (315) 859 -4424 Jesse Thomas Multimedia Specialist firstname.lastname@example.org email@example.com (315) 859-4211 Reference Library Services Sharon Britton Director of Public Services Copyright Agent for Hamilton firstname.lastname@example.org email@example.com (315) 859-4485 Glynis Asu Reference Librarian/Coordinator of Interlibrary Loan and Document Delivery firstname.lastname@example.org email@example.com (315) 859-4482 Lynn Mayo Reference Librarian/Coordinator of Electronic Resources firstname.lastname@example.org email@example.com (315) 859-4746 Ann Nassar Reference Librarian (part-time) Anne Nassar Anne Nassar (315) 859-4735 Julia E. Schult Reference Librarian/Coordinator of Reference Collection Management firstname.lastname@example.org email@example.com (315) 859-4480 Kristin L. Strohmeyer Reference Librarian/Coordinator of Instructional Services firstname.lastname@example.org email@example.com (315) 859-4481
Oral Communication Center Susan Mason Director, Oral Communication Center Director, Education Studies firstname.lastname@example.org 315-859-4373 James Helmer Oral Communication Lab Coordinator email@example.com firstname.lastname@example.org 315-859-4063 Audio-Visual Services Tim Hicks Director, Audio-Visual Sevices email@example.com@hamilton.edu 315-859-4120 Chip Hadity AV Technician 315-859-4793 Marilyn Huntley AV Assistant and Film Rentals 315-859-4120 Stefany Lewis Classroom Service Coordinator 315-859-4231 Mary Christeler Evening AV Technician 315-859-4076 Marianita Amodio Library Photographer Other Academic Support
Copyright Hamilton College 2004. This work is the intellectual property of Hamilton College. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of the author. To disseminate otherwise or to republish requires written permission from the author. Contact, Janet Simons, Information Technology Services, Hamilton College 315-859-4424.
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