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 14

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 Collegesmcpherson@qcc.mass.edu|508-854-2759

Fyiane Nsilo-Swai Natural Sciences Librarian, Ithaca Collegefnsiloswai@ithaca.edu| 607-274-3889

Dale LaBonteCoordinator of Library Serials and Electronic Resources, QCCdlabonte@qcc.mass.edu | 508-854-7472

Presenters42CollaboratorMatthew BejuneCoordinator of Library Reference and Instruction, QCCmbejune@qcc.mass.edu | 508-854-4210

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