ELI, Electronic Library Initiatives
 

Course Support Services
Faculty Support Team Guide

Updated: May 5 2005

Objective:
Through a collaborative team effort, assist Yale faculty who wish to use content from Library collections with digital technology in teaching and learning.

I. Team Orientation

  • Review the goals and objectives of the project and the concept of a ‘support team’.
  • Review general responsibilities of the team members, including why they were selected and their collective expertise.
  • Remember that the team can be expanded if additional expertise is needed.
  • Provide an overview of the engagement – including the timeframe for the course and a preliminary estimate of the timeframe for the concentration of work effort.

II. Clarify the faculty members support needs:

A. Review feedback available from faculty interviews, the course description and the syllabus (if available). Identify possible areas for support [e.g. access to images, tools for preparing lecture or out of class study materials, instruction on use of technologies or finding resources,]

B. Schedule a team discussion with faculty to clarify:

  • Degree of faculty member’s familiarity with technology and opportunities for further education/training. Some data may have been obtained via an earlier conversation – to clarify be sure to confirm interview data and also ask for an individual assessment.
  • Identify source materials needed for course. What materials does the faculty member need to have access to and how? Possible content may include audio, video, images, maps, finding aids, etc.
  • If the materials are already identified: Where are they located? The faculty member’s personal collection? Library collections? External sources such as web sites?
  • If materials are not identified: Is assistance needed to locate specific items or categories of materials? From Library special collections?
  • Identify the format of materials to be used in course and determine if they need to be digitized. Images? Audio/video clips? GIS? Data sets?

Determine expected use of digitized materials. If appropriate, provide a demonstration of possibilities.

  • For use in an in class lecture that is fully prepared or interactive [using PowerPoint, Insight, web materials?]
  • Use in out of classroom study and desired means of availability [Insight via client, direct web access, class.yale.edu, other?]
  • Discuss their projected use of materials beyond the semester when course is taught:
  • Is it desirable to assist in the organization of personal material? For access by colleagues? Students? TA’s?
  • Future teaching of the course—preserving materials for how long?
  • Copyright considerations should be discussed – if materials are to be used again, do permissions may need to be obtained?

Review Equipment needs:

  • Classroom conditions [if known classroom, confirm what is available, where/if in-class assistance will be available, is instruction necessary?]
  • If the classroom has not been confirmed, should the appropriate registrar be contacted?
  • Faculty automation needs [minimum requirements for a desktop or notebook computer, and other devices?]
  • Is there a scanning equipment need?

Review instruction needs:

  • Review options and ask faculty to consider what is needed
  • Confirm instructor - if instruction needed by students, will faculty or a team member conduct sessions?
  • Review technology requirements that might generate training needs – for example, using Insight, preparing web sites, integrating images into lectures via PowerPoint, using GIS .
  • Discuss content instruction – How to identify images, scanning, organizing/indexing images, clearing permissions to access.
  • Review information literacy matters: Strategies to identify materials/resources; use of special collections, evaluating materials found on the web, giving appropriate citation/attribute to images.

Review timeframe:

  • When will materials be needed, by what date or staggered deployment? How far in advance of lessons?
  • Confirm faculty members’ availability (this is especially important if work is to be done over the summer).
  • Ask if there is additional assistance for the faculty member such as TA or student assistant.

C. Manage the faculty members’ expectations

  • Document what to expect next by when from whom? A proposed ‘contract’ should be developed as soon as expectations and deliverables have been confirmed.

III. Prepare a service contract

  • Working as a team, summarize what can be offered to meet faculty needs
  • Realistically consider resources requirements and what expertise is available
  • Outline what can be done by whom by when
  • Draft a brief statement of service deliverables for faculty to include number of images to be scanned, instruction sessions to be arranged, etc. For examples see: American Studies Digital Imaging Project Summary

IV. Conclude contract requirements

  • The team convener negotiates with faculty member what can be done, on what schedule and with what engagement of faculty or assistance
  • Team members agree on support plan—who does what by when
  • The team should discuss what will be success factors to gauge team work, for example: meeting of deadlines, budgetary issues or satisfaction
  • Identify, if appropriate, any are other stakeholders for this effort, e.g. might there be a potential collection for library adoption that a curator or selector should consider. Is there an instruction opportunity that will have long-term application for the ELI Instruction Group to consider? Is there a technology application of potential interest to others in LSO, AMT or e-CD?

V. Establish team communication mechanisms

  • Reach agreement how members will stay abreast of progress of support effort For example through scheduled meetings, via e-mails or will the group create a web site
  • When will faculty contact be necessary and how will that be managed?
  • Determine how to keep the ELI Project Manager and/or Working Groups or other Library stakeholders informed of progress.

VI. Learning and development

  • Explore what, if any, additional resources or help are available to support the team. For example, ELI Working Groups, Project Manager, AMT&, and additional some staff resources
  • In case of unexpected problems or failures remember to contact the Project Manager as soon as possible.
  • Document insights that you’ve gained that may be useful for future service improvements. Remember to do this throughout the entire process.
  • A team debriefing will be conducted at end of engagement, team members should attend at least one session.

Questions team may need to consider:

Does the faculty member want to teach in the classroom digitally? (Actually show images in the classroom?)
If yes, then ask:
Do they have a computer notebook?
Has a room been assigned to the class? Is the classroom wired?
Have they used classes.yale.edu in the past?
Are they comfortable using computers?
Do they want the images available on their notebook or is it OK to
access images from a server while in the classroom?
Any experience with Insight or the DL collections?

Does the faculty member wish to create image groups for use by the students for independent study or would they like their students to have the ability to make image groups?
If yes, then ask:
Do they care if the students have to download a client?
Do they want the collections totally web-based?

Regardless of the desire to teach in the classroom or only provide images for external study – approximately how many images will be needed?

Does the entire collection of images needed have to be digitized by the beginning of the term or can they be made available over the course of the semester?

Does the faculty member have a personal image collection (slides/photos/digitized objects)?
If yes, then ask:
Is the collection digitized?
Would they share the collection with other faculty/students?
Do they own the rights to the images?
Ask yourself: Might the Library have digitized copies of the images already?

If no, then ask:
Is there a Library collection of interest? (For example, Richard Wright
papers at the Bienecke)
Do they need help finding images to digitize?
Ask yourself: Might the Library have digitized copies of the images already?

Who is the appropriate curator or selector to help the faculty member find images?

If images need to be digitized what unit/department would do it?

Are there any funding sources to help with the digitizing costs?

Are there other digital technologies they may wish to use? (GIS, Virtual Concert Hall, etc?) What other staff need to be involved?

 

 

 

 
 
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This file last modified 12/01/02
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