1. A Scholarly Communication Symposium for Faculty Know Your Audience

2. Faculty are practical If they see no immediate value, they will not attend. Unless the topic is their research area, faculty may not want to discuss theories and history. Because the topic impacts their work, faculty will have a special set of needs and need a customized set of answers. An attention grabber: a faculty member who is a published expert in the field -- knowledgeable, practical, accessible, smart and witty.

3. So what does “practical” mean? How does this matter in my research and teaching…today? How will this make my job easier…today? What do I need to know? No more, no less Exactly what do I need to do? Clearly tell me how do I do it. Show me. Give me relevant examples, templates, clear guides in crisp jargon-free language. When I get stuck, whom do I contact?

4. And what doesn’t work? Hearing a long history of the topic over the past years. Keep it short. Being asked to buy-in to some global imperative to change the world, or even a higher ed strategy. Brief, pertinent, high-impact stories. Describing the complexities, the choices, different opinions on what to do, etc. Keep it decisive and clear. Asking faculty to spend the entire day. Construct the day so they can choose precisely what interests them. Then give them all materials.

5. Each faculty member has special* needs They need the opportunity to – ask need-specific questions (and not feel dumb) – get clear need-specific answers (in plain English) They need the opportunity to describe how it should really function** to truly support them in teaching and research. They need to either hear that what they are doing is OK or get immediate help to do it right. *…often expressed as “unique” needs ** even if outrageous or maybe not quite legal

6. Faculty have multiple roles They may also work as administrators –Departmental; division or school; institution-wide –Each role presents a different set of challenges –How does your information and advice scale up? They may have direct responsibility in the field -- for example, on the editorial board of an electronic journal or with academic policy (CAP). They are likely active in other organizations that may be giving them different information, demanding different workflow, etc.

7. Include the Village Faculty work with and depend on a complex support network of people and services within the university. - admin officers in academic units - technology support staff in academic units - technology service providers - graduate student assistants - assistant Deans Be a community builder -- include them all.

8. Follow-up with this Support Network See them as as faculty partners and an extension of your support services. Help them understand their role. Prepare them well for their role. Give them the same information and service you give to faculty, plus role-specific information. Provide them with their own support structure as they support faculty –Settle disputes over a course of action –Answer critical atypical questions quickly –Provide a safety net of support

9. Tell, show-n-tell, give, follow-up Clearly tell them what you’re going to tell them. Show and clearly tell them what they need to know and do. Give them the information they need to be successful in easy-to-access formats. Ask them what they don’t understand or need to know to handle their own situations. Provide follow-up information and support services.

10. Ruth Sabean Assistant Vice Provost, Educational Technology rsabean@ucla.edu