1. Examples of Successful Collaborative Campus Critical Thinking Examples of Successful Collaborative Campus Projects in Critical Thinking n “Seeing Women Trans-Nationally” Video and Discussion Series n Collaboration Grant Funding for Racism, Sexism, Classism and Heterosexism course n Internationalizing the Curriculum workshops and Institutes n Institute for Research on Women conferences

2. Racism, Sexism, Classism and Heterosexism - Global Perspectives n 50 Undergraduates n Human Diversity Campus Requirement n Women’s Studies Primary Responsibility n Innovative Technology Grant Funded n Grant provided computer and funding for Teaching Assistants

3. Teaching Team n n Professor of Women’s Studies n n Graduate Assistants n n 3 Undergraduate discussion leaders n n Computer Specialist n n Writing Center Tutors n n University Librarian

4. Pedagogical Questions n Why Don’t “We” Know More about Global Issues? n Global Focus Groups

5. Questions arising out of broad geographical topics assigned n How do women get implicated in ethnic conflicts?

6. “Did Course Cause You to Consider the Impact of Ethnocentrism on Peoples and Cultures?”

8. How can Library Faculty and Teaching Faculty Partner in the Critical Thinking/Research Process? n Understanding Research Process Assumptions

9. Faculty Assumptions about the Undergraduate Research Process n Assignments match cognitive level of student n Assignments are not complex and do not require advanced research skills. n Students already have library skills. n It is not necessary to partner with Librarians before assignments are given.

10. Undergraduate Novice ModelUndergraduate Novice Model n Exposed to certain disciplines for the first time n Intense need to “fix” this problematic assignment as quickly and easily as possible n Cognitive Development, ambiguity and non- linearity threatened n Rely on Encyclopedias, textbooks, reserve materials, lectures and now, the World Wide Web n Do not have the benefit of scholarly network n Have experience but may or may not know how to value it within academic framework.

11. Undergraduate “Coping Behavior” n Generally are Literal Minded, dualistic, Want Received Knowledge (Right Answers) n Library Faculty goal is to empower confident Information Seeking Behavior and expertise in building search strategies

12. Graduate Research Behavior n “How can I be sure that my contribution is original?” n Self-Motivated n “Constructed Knowers” n Can describe and formulate search strategies

13. Faculty Research Behavior “Expert Model” n Relying upon long process of acculturation, in- depth knowledge of the discipline, n awareness of important scholars working in particular areas n participation in informal scholarly communication networks n a view of research as a non-sequential, non- linear process with a large degree of ambiguity and serendipity. n Is relatively independent and has developed own personal information seeking strategies

14. Librarian Role is increasingly being directed towards teaching: Librarian Role is increasingly being directed towards teaching: n Information Literacy n Effective Search Strategies n Evaluation Methods n Curriculum Planning n Co-Teaching

15. Mainstream versus Alternative Sources Helping students understand interpretive frameworks at an undergraduate level and assisting them in finding sources which support critical analysis they can grasp.

16. Manifestations of Oppression Topics n n racial and sexual oppression n n genocide n n environmental racism n n Maquiladora n exploitation n marginalization n disability n stigma n internalization of oppression

17. Teaching students to Deconstruct Narratives on Citizenship n n Injustice framing, Framing the limits of citizenship... n n intersectionality: Race, gender, class n n Colonialism/self- determination n n transborder alliances n n examples of leadership n All the new that’s not fit to print. n Using government documents, primary sources n How do governments ignore the need for a new political social agenda?

18. Web Tutorial n n Multipurpose tool for faculty and students n n Interactive, asks questions, invites dialogue n Offer examples of organizations which attempt to build positive notions of citizenship n Mobilizing Efforts

19. Recommendations n Utilize Information Literacy Initiatives and Requirements to assist in teaching courses on Race, Gender, Class n Partner with library faculty to investigate broader research topics in the library before assigning them to students n Request sources that will support research in alternative interpretive frameworks