IL Needs of Science Undergrads – PART 1

Facilitator: Paige Mann
Note-taker: Talitha Matlin
  • Common issues:
    • how can we be integrated into many departments on campus?
    • many of our opportunities to incorporate IL come through writing courses that are “science-y”, but are not really science per se
    • need context for teaching students
      • how can we make what we are teaching applicable to what they are doing? what is the “take away” from our lessons that they can implement?
  • Want to know:
    • How to get incorporated into physics – undergrad or grad
    • What are the info lit needs of science undergrads? The library isn’t just a place where you study and where you “get stuff”.
    • What does it mean in concrete terms that the library has a lot to offer to science undergrads
  • Physics — Mary Ann Naumann Pepperdine (Peer-review play)
    • working with students who have to write a mock NSF proposal in order to meet the university writing requirement at CSUSM
  • Math students — sometimes they have research anxiety — can we leverage students’ affinity for problem solving?
  • Feeling like you “can’t mess up” when you have meetings with science faculty
    • what are our common links?
  • Need to be talking to the faculty and suggesting different ways to co-create assignments
  • How can we be more involved at the curricular level?
    • can we incorporate IL throughout the semester?
    • small steps: working 1 on 1 with disciplinary faculty before the semester starts
    • big steps:
      • getting involved at the sign off level for IL assignments and approval for GE courses
      • know what’s going on with curriculum down the pipeline
  • What are some of the IL needs for science students?
    • critical thinking / problem solving
    • looking at how engineers are lacking in the skill set that they need for the job
      • targeting how to integrate “practical” skills (such as looking at competitor info, ASTM standards, etc)
      • students are supposed to work together in teams
    • becoming acculturated into their discipline — what are the standards that they should be aware of?
      • Why should disciplinary faculty care?
        • Students are part of a scholarly community and there are certain rights/expectations that come along with this.
          • Students need to understand how to navigate this scholarly community.
        • We can be approachable for students, because we are outsiders to that discipline as well.
      • What about Math?
        • Ex) “The Undergraduate Collection” — in order to be a “real mathematician”, you should have read all the titles on this list.
        • Ex) Have students come together into the library as a group to articulate the research process
      • Chemistry overall tends to have a better understanding of IL
    • Need to go beyond Google Scholar, IEEE
    • Teaching students how to read the literature
      • We can work with the faculty to teach these skills
      • How can we help students become more information critical?
  • How to get students interested in what they’re teaching?
    • Must be tied to an assignment
    • How can we get them to know that they don’t know everything
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