|Tuesday, March 17th|
Elizabeth Kline, University of Arizona
9:00 AM - 9:30 AM
As universities struggle to find ways to attract top graduate students, one strategy colleges and departments often employ is to create new graduate program offerings. These new graduate program offerings are often driven by a need to support growth in multi-disciplinary areas and the need to stay cutting edge, as well as concerns related to changes in staffing and pressures in the marketplace. As a means of supporting campus, libraries strive to develop new services to support evolving research needs. However, despite developing user driven library offerings, library users are often unaware of said services and, by extension, unaware of the value librarians can offer graduate students throughout their research journey. Likely this lack of awareness is due in large part to a language gap between librarians and users, not due to the relevance of services. In the spring of 2019, the Research & Learning department recruited faculty and conducted interviews as a means of uncovering the critical intellectual journeys of graduate students in different disciplines. These interviews allowed UAL library researchers to gather information to map the intellectual journeys of graduate students in different departments and identify how faculty describe their graduate student needs. This data is being used to guide librarians to address the language gap that exists between users and find key places within their intellectual journeys to communicate the value and relevance of library services to graduate students.
This presentation will review some top disciplinary discourse findings and a preliminary exploration of ways libraries can respond.
Mason Brown, City University of New York, Graduate Center
9:00 AM - 9:30 AM
The CUNY (City University of New York) Advanced Science Research Center (ASRC) has a small group of postdoctoral science students who are primarily onsite for lab work. I was asked to develop a series of library workshops that would appeal to both the ASRC students, and the more traditional grad students at the Graduate Center (GC) main campus. Developing seminars that appeal to users as both students and as researchers simultaneously have been a rewarding challenge. I will discuss how I developed and modified these topics over the course of one semester for two different audiences, as well as the challenges in communication and outreach that I am facing. I didn't know how different my two constituencies were when I committed to the topics my workshops would be covering. By that time, I had to come up with ways to tweak the content of each section to appeal to the respective groups, and had to communicate to the two different groups just how useful the workshops could be to them. For example, for a workshop on open access, for the graduate students I highlighted how they can find author archived copies of journal articles that they might not otherwise have access to, while for the student researchers, I emphasized how they can use OA platforms to make their own work more visible, thus potentially increasing their readership.
Tim Dodge, Auburn University
9:00 AM - 10:00 AM
In an effort to strengthen the academic and career preparedness of graduate students at their public land grant university, library faculty organized a one-day boot camp, featuring workshops focused on research and scholarly productivity skills. Organizers of the boot camp recognized that the needs of their graduate students extended beyond the discipline-specific curricula of graduate programs and the content of library orientations and one-shots. The workshop series they developed, informed by input from graduate students, focused on skills and strategies needed throughout the research lifecycle. Graduate student response to the weekend boot camp was overwhelmingly positive, and attendance has grown with each iteration, from 56 attendees at the inaugural boot camp in February 2019 to 117 graduate students at the most recent event in September 2019.
The panel presentation will be structured as follows. First, panel members will report on two research studies they conducted to understand the role of the boot camps in addressing the research needs of graduate students. The first study looked at feedback from students who attended the boot camps. Student responses were collected via paper forms and a follow-up Qualtrics survey. Panel presenters coded and analyzed responses to open-ended questions to develop themes that were unique to specific boot camps as well as themes that appeared across multiple boot camps. A second research study, conducted in fall 2019, featured one hour, in-depth interviews of five boot camp participants. The study explored the perspectives of two subgroups of interest: international graduate students (n=3) and non-traditional graduate students (n=2). The interviews were audio-recorded, transcribed, coded, and analyzed to develop themes and patterns in participants’ responses to semi-structured questions about (a) challenges the participants faced in conducting research, (b) skills they believed were needed to address these challenges, and (c) preferred methods or venues for acquiring these skills.
In the second part of the presentation, panel members will share strategies for implementing a workshop series based on lessons learned from their research and experiences with their own boot camps. The final part of the presentation will report on steps taken by boot camp organizers to establish partnerships with the library’s Media & Digital Resources Lab and the University’s Graduate School, Graduate Student Council, Office of University Writing, and Center for the Enhancement of Teaching and Learning. These campus partnerships were instrumental in extending the scope and content of the workshops offered.
Olga Koz, Kennesaw State University
9:00 AM - 10:30 AM
Literature reviews are the source of constant stress among doctoral and master level students and, at the same time, the most popular assignment among instructors. After teaching numerous workshops, webinars, Literature Review Bootcamps, and co-teaching “literature review modules,” I decided to create an interactive web-based learning tool, the Literature Review Design (LRD).
You are welcome to use it before the workshop. Access URL:http://libguides.kennesaw.edu/LRDesign
During this workshop, I will share with you the information about the tool and demonstrate how it was used as a complementary learning aid to scaffold instruction and within the KSU Interactive Research Method Lab. You will also have a chance to go through 9 steps of designing and conducting a literature review. I expect a lively discussion afterward and constructive feedback! Participants will receive an email with a pdf document with a visual representation of the work done.
The tool helps students to build a visual representation of the conceptual framework emerging from critical readings, to narrow down research topics, develop research questions, and pursue other literature review objectives. It also might help researchers in creating non-traditional types of literature reviews such as systematic, scoping, integrative, meta-synthesis, and meta-analysis. The interactive tool help students to change their perception of the role, genre, and methodology behind the scientific literature review and make the process of reviewing literature similar to research.
References and Links to tools:
Literature Review Design tutorial: http://libguides.kennesaw.edu/LRDesign
Interactive Research Methods Lab http://libguides.kennesaw.edu/IRML
9:00 AM - 10:30 AM
Graduate students, both through in-class assignments and in their work on their theses and dissertations, are expected not to just find sources on their topics, but to read deeply and fully understand the conversation(s) in the literature around their topics. They are expected to participate in those conversations. Oftentimes, however, graduate students are still getting comfortable with the literature in their discipline(s). A variety of subtleties, idiosyncracies, “pro-tips”, “life hacks”, etc., related to interacting with the literature could be extremely valuable to graduate students, but are sometimes so intuitive to graduate teaching faculty that they go unsaid. Graduate teaching librarians can play a crucial role in making some of this “insider” knowledge explicit.
The intention of this workshop is to discuss specific lesson plans and learning activities for facilitating a greater level of comfort in navigating discipline-specific literature. The facilitator will discuss some examples of lesson plans and learning activities used on his campus, including strategies:
The 90-minute Workshop session format has been discussed in the lead-up to the conference as “train-the-trainer”-type sessions, but the emphasis of this session, however, will be for participants to share and collaboratively develop ideas for lesson plans and learning activities. Individual tables or areas in the room will be devoted to individual disciplines, and attendees will make a plan to engage students based on a provided scenario or assignment.
Diana Hartle, University of Georgia
9:45 AM - 10:15 AM
Each Fall and Spring semester, the UGA Science Library hosts a series of workshops for undergraduate and graduate students during one consolidated week focused on research needs. In the past year, librarians at the Science Library noticed a large and growing need for research and wellness support for our STEM graduate students. This led us to begin to collaborate with the graduate school, University Health Center, and other science and medical librarians. Through this collaboration, we reconstructed our semesterly workshop series to be tailored specifically to STEM graduate students. We offered workshops on citation management, tools for tracking scholarly presence, health and wellness, and systematic reviews how-to. Our collaboration with the graduate school helped us fund our keynote speaker, Emily Pentzer, Associate Professor of Chemistry and Materials Engineering at Texas A&M. Dr. Pentzer presented “What I Wish I had Known and What I Wish My Students Knew for Graduate School” and hosted a workshop in the afternoon, “Getting Work Done: Setting Research and Professional Goals”. Through our partnerships and tailoring of the program, we saw an increase in attendance to the workshops during the week, and received feedback praising this week-long series. In this presentation, we want to share with you what worked well and our collaborations with campus partners to better serve our graduate students, in hopes that it sparks ideas to help you serve your own graduate student populations.
Mandy L. Havert, University of Notre Dame
9:45 AM - 10:15 AM
Graduate student orientation is a time filled with a fire hose of information coming at students transitioning to new communities, new studies and trying to keep it all under control. In partnership with subject-area librarians and the graduate school administration, My colleague Mark Robison (Political Science, Global Affairs) and I are designing a first-year graduate student outreach program that will connect incoming graduate students with their subject librarians to learn resources the Hesburgh Libraries offer along with the services they may not know are available.
Scott McEathron, University Of Kansas Libraries
10:15 AM - 11:45 AM
Come test your knowledge and skills to respond to the varied needs of graduate students! Using a jeopardy style game, small teams of participants will be formed to compete for prizes (coffee, books, and other great stuff!). Get new ideas that can meet the changing information needs and support for graduate students. Warning! You never can be too sure what to expect, but from topics could be drawn from categories such as: data; copyrights; intellectual property; search strategies; publishing; research methods; open access; reviews; app crazy; great sources; wellness, and hodgepodge!
This game is designed for graduate students as part of a research immersion program. The game hosts welcome feedback!
10:30 AM - 11:00 AM
The University of Memphis promotes itself as a major, urban, research institution, but it lacks one thing: Carnegie Research 1 classification. Recently, the University has set a goal to achieve such designation by the year 2023 and has created and supported numerous programs to assist with the success, recruitment, and retention of graduate students. In support of these efforts, the offices of the Graduate School, the Center for Writing and Communication, and the University Libraries have an important role to play. Separately, each represents a phase in process towards graduation, but together, they can serve as a powerful, holistic tool for dissertation completion.
Such thinking is at the heart of a new program being led by these three departments: a multi-day dissertation writing retreat, held within McWherter Library. While this event is still in the planning stages (to be in January 2020), it is our goal to offer PhD students in the final semester both space and programming to get a head start on that final stretch, including: discussions sessions, distraction-free work space, and food.
While many Universities support “dissertation boot camps,” or a workshop series on dissertation competition, this program is intended to be a true writer’s retreat, in the vein of similar programs that have been held at some universities, but usually for faculty. It is our hope that, supported by student feedback and success, such a program can be extended to multiple times per semester and become a fixture of the University calendar.
Sophia Lafferty-Hess, Duke University
10:30 AM - 11:30 AM
At Duke University there is a requirement for all graduate students to take a number of credits in courses called Responsible Conduct of Research (RCR). While faculty and staff members can be approved to teach these two hour workshops, librarians at Duke have in the last few years proposed several that cross disciplinary boundaries, such as the workshop on retractions in the science and social scientific literature as well as more discipline focused, such as Scholarly Publishing in East Asian Studies.
For our presentation we would like to focus on developing, delivering and evolving the RCR courses on data management. These workshops focus on educating graduate students on best practices on pre-project planning, active workflow design and organization, storage and backup strategies, publishing data via repositories, preparing data for sharing, and strategies for integrating reproducible research practices.
We have taken an iterative approach to the development of these workshops over the past three years. While these workshops began being targeted on high-level topics, our Data Management 101 courses have evolved to become more inclusive of cross-disciplinary data, such as images, textual corpuses and social science data inclusive of mixed methodological data. Our presentation at the conference will trace the life cycle of changes across the early and present versions of these RCR courses and preview upcoming changes to the elements of the course.
Victor Dominguez Baeza, Oklahoma State University
10:45 AM - 11:15 AM
Academic libraries exist in large part to support learning experiences at the university. The range of services and resources available to graduate students continues to grow in number and in format as various departments on campus develop their graduate support activities. A growing trend at universities is to create programs such as digital badges to capture the “soft skills” students gain outside of the classroom. The digital badges can be offered from the school, a department like the graduate college, or through support services like the writing center, career services, or the library. Libraries, as a department already in contact with academic units and support services across campus, can support this trend and use the opportunity to become the campus leader in collecting, promoting, and even coordinating campus-wide workshops for a digital badge program. This session will discuss how the Oklahoma State University Libraries developed a graduate digital badges program for the graduate college in order to become a major resource of information on training activities for students, and to increase awareness of library programming. The OSU Libraries now coordinate and promote instructions sessions offered by the library, career services, and the writing center using existing library tools. The session will also discuss lessons learned from developing a digital badge program, hosting workshops by other services for the badge program, and why the library has worked to solidify its reputation as the hub of graduate workshops. Also presented will be how the library promotes workshops for graduate students by maintaining a web calendar and through a graduate learning listserv managed by the library. The goal is to encourage libraries to participate in and promote digital badges, and to facilitate access to campus workshops just as they do for other sources of information and learning.
Stacey E. Wahl Ph.D., Virginia Commonwealth University
10:45 AM - 11:15 AM
As Health Sciences Libraries evolve, the support they offer graduate students has evolved to incorporate many aspects of the research life cycle. At Tompkins-McCaw Library for the Health Sciences, we have partnered with the Wright Center for Clinical and Translational Research to offer training workshops for graduate students who are interested in using bioinformatics to plan, analyze, or execute scientific experiments. We offer two series: 1) an 8-week, 1-hour per week seminar series providing a general overview of available techniques and 2) a week-long intensive, two hours per session, series on utilizing free databases from the National Center for Biotechnology and Information (NCBI). Workshops have been offered for four years; a consistent challenge has been the variety of experience of participants, particularly in their biological science content background. To address this challenge and provide a solid foundation for the series, in 2019 we conducted a basic genetics session prior to engaging with the NCBI databases. In this lesson, we introduced participants to the central dogma of biology and utilized that knowledge in active learning sessions, with the goal of a shared understanding of the biological processes of transcription and translation. This understanding is essential to effectively using the gene and protein databases to interpret data and plan experiments. In addition to laying a solid content foundation, these activities set the stage for an interactive series and allowed participants to feel comfortable with the content and with interacting with each other. Feedback for the sessions was largely positive with 86% of survey respondents indicating enjoying the genetics portion specifically. The activities utilized open access learning materials and could be adapted for bioinformatic workshops at other institutions.
Mou Chakraborty, Salisbury University
11:15 AM - 11:45 AM
Graduate students often feel disconnected from the main campus. This is even more evident in the non-traditional students who are returning to graduate schools. Salisbury University (SU) offers a wide array of services to the graduate students who may not always be aware of these resources. In response to a campus-wide growing need for equipping graduate students with adequate research skills, SU Libraries partnered with the Office of Graduate Students to host a daylong Graduate Student Bootcamp for incoming and relatively new students.
The objective was to expose them to the vast array of services and resources available to them from across the campus. In the two consecutive years, the Star Wars themed and the Avengers/Superhero themed bootcamps offered various sessions starting with a breakfast panel with key administrators and faculty. Food and door prizes were a big hit! The daylong bootcamp ended with a yoga/mindfulness session. Faculty, administrators, and staff from across campus led the various sessions. Registration exceeded expectations. Based on student feedback the university’s Graduate Council recommended offering such bootcamps twice a year!
The presentation will report on the planning, implementation, and outcome of the very successful bootcamps which were very different from standard writing bootcamps. The presentation will not only include the colorful visuals of the bootcamps’ thematically inspired flyers, LibGuides, pictures from the sessions, but will also include graphical results of the pre-test and the post session surveys from both years. The presentation will also touch on the strong relationship between the library and some of the graduate programs where the faculty liaisons play key roles.
Wendy Doucette, East Tennessee State University
1:00 PM - 3:30 PM
American higher education institutions currently take as a given that student orientation and instruction programs help incoming students adjust to their new environment, provide familiarity with resources and services, and improve the likelihood of long-term student success and retention. While nearly all institutions provide some level of formal acclimation process for undergraduate students, fewer do so for graduate students. Reasons for this are understandable. Because graduate student programs are more costly and compressed, most programs are highly restricted to deliver the maximum amount of subject knowledge in the minimum amount of time. Having successfully completed undergraduate education, students in graduate programs are assumed to be masters of the research process. Those of us who interact with graduate students every day know—as do the students themselves—that this is not true.
The purpose of this roundtable is to discuss the role of graduate librarianship in filling this information gap. Transforming Libraries for Graduate Students is possibly the only place where an in-depth conversation about onboarding for graduate students can occur among so many diverse, hands-on practitioners. Beyond the core services of individual or group, ad hoc or scheduled instruction and reference consultations, many of us direct or participate in graduate workshops, boot camps, and orientations with and without other campus partners at the library, graduate school, or university level. What we do, and how we do it varies according to resources, budget, staffing, and the composition of our programs and student body. There is, in other words, no “right” or “only” way to design a first-year library experience for graduate students. We will share what we do, learn from each other, and attempt to provide pathways for other graduate librarians and programs.