Teaching

Posts about support for faculty and grad students who teach (not workshops).

Welcome to the Library: orientation for new students

Librarian helps student

A librarian shows a research guide to a student. November 30, 2011. (Photo by Jason Smith)

Welcome to the University of Chicago! As the heart of campus, the Library offers much more than books and a place to study. The Library’s work is to provide comprehensive resources and dynamic services to support the research, teaching, and learning needs of the University community.

Below are just a few ways you can learn about the University of Chicago Library, its resources, and services before classes begin.

Orientation Guide

Designed to give a preview of all the Library has to offer, the Library’s orientation guide helps new members of campus navigate the Library.

In-Person Orientation Programs

Our orientation guide and online tours are no substitute for the variety of on-campus orientation sessions that the Library offers.

Undergraduates

Library Boot Camp
Wednesday, September 20 at 11:30 am, 1:30 pm, and 3:30 pm
Thursday, September 21 at 2:30 pm, and 4:00 pm
Joseph Regenstein Library, A Level
Get in shape for college research by attending our 60-minute Library Boot Camp. Strengthen your research skills by learning about search tools and Library services before your first assignment is due. We’ll cover the basics: how to find books and course readings, printing, study spaces, laptop lending, and more. Students who complete Boot Camp will receive their own Library mug!

Science Research: An Introduction to the John Crerar Library
John Crerar Library
Wednesday, September 20 at 11:30 am
Thursday, September 21 and Friday, September 22 at 10:00 am
Are you pre-med or considering a science major? If so, this session at Crerar, the sciences library, is for you! Learn how to find and access articles in e-journals and databases for classes and research projects. During this 60-minute session, you’ll also receive a building tour and learn how to access print materials. Attendees receive a special Crerar giveaway!

ECON 101: An Introduction to Library Resources
Joseph Regenstein Library, Room 122
Friday, September 22 at 11:00 am
If you are majoring in economics, this is a can’t miss orientation. Learn about all the services the Library can provide to aid in your research, from accessing the major relevant newspapers and journals (think The Economist and The Wall Street Journal) to finding economics articles and papers. Get an introduction to some of the best sources for economics data.

Graduate Students

Orientation programs for masters and doctoral students are arranged through your department or program, and are hosted by the subject librarian for that discipline. The Library’s Workshop and Events Calendar lists many of these programs, but if you do not see yours listed, please feel free to contact the Library via our Ask a Librarian service.

Virtual and Self-Guided Tours

Learn about the Joseph Regenstein Library through our short virtual tour.

Go behind-the-scenes of the Joe & Rika Mansueto Library in 360° with a video from the University of Chicago.

Want to explore the Library at your own pace? Download our Self-Guided Tour of the Regenstein and Mansueto Libraries.

Online tutorials in the sciences and medicine

Looking to do some online training over the summer?  Check out one of these options:

Embedded librarians support faculty, students where they work

Many faculty and students know that they can get help from librarians through online Ask a Librarian services, or inside Crerar, D’Angelo, Eckhart, Mansueto, Regenstein, and SSA libraries.  Increasingly, librarians are also providing customized on-site research and teaching services. From hospitals to classrooms, and legal clinics to a business incubator, University of Chicago librarians are using their expertise to support faculty, students, residents, and entrepreneurs where they work.

Librarians at the Hospital

Biomedical librarian with faculty physicians and medical student

Biomedical librarian Debra Werner (second from right) provides research support to faculty physicians, including (from left) Dr. Lolita Alkureishi, Dr. Nicola Orlov, and (right) medical student Riley Brian. (Photo by Joel Wintermantle)

Librarian Debra Werner joins the internal medicine team at UChicago Medicine’s Bernard Mitchell Hospital for patient rounds once a week, to provide research support as faculty, residents, and medical students develop a treatment plan for patients. Her iPad at the ready, she obtains rapid answers to patient-related clinical questions ranging from the side effects of pharmaceuticals to the evidence for selecting one treatment option over another for a specific patient.

Dr. Vineet Arora, Associate Professor and Assistant Dean for Scholarship and Discovery, as well as a member of the Board of the Library, is one of the attending physicians who brings Werner on rounds.   “I think that a librarian helps to promote greater awareness of the importance of clinical questions and evidence in patient care,” she explained. “It also helps us to understand when there is no data—and you realize that some of medicine is informed by your intuition or gestalt and not by evidence.”

Werner, who is Librarian for Science Instruction & Outreach and Biomedical Reference Librarian, is working with medical student Riley Brian and Dr. Lolita Alkureishi on a research project to assess the impact of having a biomedical reference librarian on the internal medicine and pediatrics inpatient clinical teams. They describe Werner as “a great addition to the team” and have found her research support invaluable. One study by Grefsheim et al. “showed that 97% of physicians who worked with clinical librarians would recommend working with them to other physicians,” they quoted. “Having a clinical librarian on rounds once or twice a week provides a bedside resource for complicated cases, can make patients feel like they are getting the most up to date and informed care, and can help team members learn how to approach answering difficult clinical questions.”

Biomedical Librarian Ricardo Andrade, who, like Werner, is based at the John Crerar Library, also goes weekly to the medical center.  At the request of Dr. Keith Ruskin and Dr. Jeffrey Apfelbaum, he provides on-site office hours for Anesthesiology physicians in the Center for Care and Discovery physician lunchroom, answering questions and raising awareness of research services he can provide.  “Being there, putting a face and a name to the Library, they can see me as their librarian,” Andrade explained.  Topics he has discussed with physicians run the gamut from how they can gain access to specific titles to the future of libraries.

Andrade and Werner both take advantage of their locations on-site to make UChicago faculty and residents aware of the support they can provide to those conducting systematic literature reviews for medical journals.  As medical librarians, they can bring their research expertise to bear by working with physicians as they develop a focused question, by constructing and documenting relevant, replicable searches across multiple medical databases, and by provide citations in the style required by chosen journals.

Librarians in the Classroom

Librarians and bibliographers have long supported a wide range of classes at the University by providing one-time training sessions to students in connection with research assignments. In recent years, they have been expanding the range and depth of their support for classroom teaching by developing tailored instruction with interested faculty.

For example, Nancy Spiegel, Rebecca Starkey, and Julia Gardner have worked closely with Professors Kathleen Belew and Susan Burns from the History Department to develop assignments and teach students information literacy and more advanced research skills as part of the course Doing History, which introduces first- and second-year students to how historians do their work.

Starkey and Spiegel began by teaching research fundamentals, such as how to use subject headings in the Library Catalog, find articles, and use databases to find primary sources.  As the course progressed, they provided support for assignments that required students to use scholarly articles, evaluate historical publications, analyze the contemporary reception of events, and study world history.  In the Special Collections Research Center, Gardner, who is SCRC Head of Reader Services, led multiple sessions that allowed students to interact with early manuscript material, learn about rare book printing, and gain experience using archival collections. With the help of librarians in a wide range of specialties, students’ final assignment was to develop an “archive” of historical materials exploring topics ranging from the relationship between bodegas and immigration patterns in Brooklyn to the role of historians in the making feature films.

Starkey, Librarian for College Instruction and Outreach, and Spiegel, Bibliographer for Art and Cinema and Bibliographer for History, expressed great satisfaction with the growth they have seen in students’ research skills over the quarter.  Students reported in course evaluations that they ended the class feeling increased confidence in their ability to use the library and their pride in their growth as budding historians.  “Then we see them over and over again doing work for other classes” Spiegel said.  “They’re really engaged with the library.  They ask good questions. They don’t just stop with Google or Google Scholar, and they’re a lot more independent.”

Starkey encourages faculty to contact librarians to discuss the many ways they can support coursework—not only through assignments and classroom instruction, but also via online help guides and tutorials.  “We can work with you to develop students’ skills over time based on the specific needs of your course,” she said.

Librarians support faculty who are teaching courses in disciplines across the University and at the graduate and professional as well as the undergraduate level.  For example, Emily Treptow, Business and Economics Librarian for Instruction and Outreach, recently supported faculty in the development and teaching of two new courses: Trustee Thomas Cole’s seminar for the College on Leading Complex Organizations, and Professor Stephen Fisher’s Chicago Booth School of Business course Marketing and Managing Luxury.

Librarians in a Business Incubator and Legal Clinics

Librarian Emily Treptow (left) shows business resources to entrepreneur Andrew Kim, President of HaulHound.com, at the Polsky Innovation Exchange. (Photo by Joel Wintermantle)

Librarian Emily Treptow (left) shows business resources to entrepreneur Andrew Kim, President of HaulHound.com, at the Polsky Innovation Exchange. (Photo by Joel Wintermantle)

This summer, Business and Economics librarians Jeffry Archer, Greg Fleming, and Emily Treptow began working with colleagues at UChicago’s Polsky Center for Entrepreneurship and Innovation, which helps scholars and entrepreneurs translate their ideas and new technologies into start-up businesses and products. Archer, Fleming, and Treptow go to the Polsky Exchange office on 53rd Street monthly to advise UChicago faculty, students, and staff, as well as community members, on how to access the market, industry, and product research they need to develop their business plans.

On the other side of the Midway, D’Angelo Law Library staff provide support for a wide range of legal clinics that give law students hands-on experience addressing real-world legal issues.  The Law School’s Kirkland & Ellis Corporate Lab, for example, gives students the opportunity to develop practical legal and business skills through classroom instruction and work on cutting-edge projects with multinational corporations.

At the beginning of the year, D’Angelo provides a presentation on legal research process for all of the Corporate Lab students.  Then, D’Angelo librarians are assigned as liaisons to each project team, familiarize themselves with the teams’ projects, and meet with the teams at the beginning of the quarter to provide research assistance.  The liaison librarians function as resources for the project teams as they work throughout the year.

“The D’Angelo law librarians (most of whom are former practicing attorneys) are key to the success of our clinical program,” explains David Zarfes, Clinical Professor of Law and Director of the Corporate Lab Programs. “Certainly, they teach our students the skills necessary to research, analyze, and evaluate the accuracy, strength, and appropriateness of sources.   But their value extends beyond this. Fundamentally, the D’Angelo law librarians teach effective and innovative problem solving and communication skills that help our students navigate the path from law school to law practice.”

D’Angelo librarians also work closely with other clinics, including the Young Center for Immigrant Children’s Rights, the International Human Rights Clinic, the Abrams Environmental Law Clinic, and the Institute for Justice Clinic on Entrepreneurship.  Increasing the level of support D’Angelo offers to all legal clinics is an ongoing goal for D’Angelo reference staff.

UChicago faculty in all disciplines are encouraged to speak with librarians about their particular research and teaching objectives to learn how a librarian may be able to support them in their work.

Library partners with CCT & IT Services on workshop series for instructors

The University of Chicago Library, Chicago Center for Teaching, and Academic and Scholarly Technology Services are partnering on a workshop series for graduate students and instructors on improving students’ information literacy skills.

Ruining Google and Wikipedia: Teaching Strategies That Help Students Progress from Knowledge Consumers to Knowledge Producers

In the current age of often unlimited access to information it is important for students, particularly those introductory courses, to learn how to engage with physical and online information ethically, critically, and effectively. This series of three workshops will address pedagogical approaches and considerations that can help students obtain these skills. Each workshop can be taken alone, but we encourage participation in the entire series.

Specifically, each workshop will allow instructors to reflect on the skills students need to read and consume high quality information and build information literacy, to value information and distinguish between their own work and existing work as part of academic integrity, and to engage with information in the age of digital media. Instructors will leave with assignments, resources and strategies that they can use in their classroom.

Feel free to bring your lunch. Dessert will be served.

Session 1: Building Student Information Literacy Skills Through Assignments
April 7, 12:00-1:30pm
CCT Classroom, Wieboldt 310 D/E
Register

Co-facilitated by Rebecca Starkey, Librarian for College Instruction & Outreach and Deb Werner, Librarian for Science Instruction & Outreach and Biomedical Reference Librarian

You’ve created an assignment in the upcoming undergraduate course that you are teaching. Will your students know how to find the types of academic sources you expect for the assignment? If not, how do you help them obtain these skills?  While today’s students are very tech-savvy and have greater access to information than ever before, they often lack the experience needed to find, evaluate, and use scholarly resources. By the end of this workshop, you will be able to:

  • Define information literacy and explain its place in higher education
  • Identify Library services that support information literacy instruction in the classroom
  • Articulate learning outcomes that build your students’ information literacy skills for your discipline

Develop strategies for building research skills into your assignments

Session 2: Academic Integrity in the Classroom
April 14, 12:00pm-1:30pm
CCT Classroom, Wieboldt 310 D/E
Register

Co-facilitated by Joseph Lampert, CCT Associate Director and Julie Piacentine, E-Learning Librarian

How can we address academic integrity in our teaching in a way that supports student learning?  In this workshop, participants will consider this and other questions as they reflect on how to understand this central value and think about how to structure their teaching to promote an appreciation for academic integrity among their students.  During the session, participants will:

  • Discuss potential definitions of academic integrity and what they imply for one’s approach to teaching.
  • Develop strategies for addressing academic integrity in their teaching, focusing especially on structuring assignments to support proper citation of sources.
  • Learn about resources on campus that can help instructors and students promote academic integrity.

Session 3: Ruining Google & Wikipedia: Creating Critical Readers
April 21, 12:00pm-1:30pm
CCT Classroom, Wieboldt 310 D/E
Register

Co-facilitated by Cecilia Lo, Academic Technology Analyst and Kaitlin Springmier, Resident Librarian for Online Learning

Getting students to read carefully and reflectively can be a challenge. And it is often difficult to figure out how exactly students are reading and where they may have difficulty. In this workshop, participants will explore online annotation tool and how they may be used to encourage collaborative and reflective reading. We will then extend the discussion to what does it mean to engage students digitally, why, when and how to engage students digitally successfully.

This is a hands-on workshop, please bring a laptop/tablet. Equipment is available for check-out at the Techbar in Regenstein Library should you need one.

 

Creative Assignments with blogs, wikis, discussion boards, and Google Docs: TECHB@R workshop

When: Tuesday, February 23, – 4 p.m.
Where: TECHB@R Regenstein Library, Room 160
Description: Coming up with creative assignments that excite students and help them achieve learning goals can be a challenge. In this workshop, we will explore how to design creative assignments with technologies such as blogs, wikis, discussion tools, and Google Apps (Docs, Spreadsheet, Forms, Lucidchart, etc.) and foster collaborative learning during and between class meetings. We will consider the characteristics of these collaborative technologies, the type of assignments they are appropriate for and how to use them effectively. We will examine a few examples of effective use of these technologies and we will do a small group hands-on exercise to develop an assignment using one of these technologies. Bring your laptop or tablet for a taste in using technology for collaborative learning.

This course is open to all faculty, instructors, teaching assistants and graduate students.

Register: https://training.uchicago.edu/course_detail.cfm?course_id=1642
Contact: Academic Technologies
773-702-9944
Tag: Workshops
Notes: Persons with disabilities who need an accommodation in order to participate in this event should contact the event sponsor for assistance. Information on Assistive Listening Device

Library launches new residency program

Kaitlin Springmier joins UChicago as Resident Librarian for Online Learning

The University of Chicago Library launched a new residency program this fall that will expand staff expertise in new and rapidly developing areas of librarianship. The program is designed to bring top recent graduates of library and information science programs and relevant graduate programs to Chicago for two-year residencies focused on particular areas of expertise.

“This new residency program provides up-and-coming librarians and information specialists with an exciting opportunity to share new skill sets while collaborating with experienced colleagues to advance the development of twenty-first century library services,” said Brenda Johnson, Library Director and University Librarian.

Kaitlin Springmier

Kaitlin Springmier, Resident Librarian for Online Learning

The first resident in this new program, Kaitlin Springmier, joined the Library in September as Resident Librarian for Online Learning. She came to Chicago from the University of Wisconsin-Madison, where she completed a Master of Library Science and worked as an Instruction Assistant at the UW -Madison Memorial Library. She has experience creating interactive e-learning tutorials and using new instructional designs, including embedded librarianship in online courses.

“We’re delighted that Kaitlin has joined the Library,” said E-Learning Librarian Julie Piacentine. “She is familiar with key research on developing online learning and has experience designing modules that achieve specific learning outcomes.”

Springmier will work with reference librarians and subject specialists to develop, implement, and assess multi-media e-learning tools, resources, and services that support research, teaching, and learning at the University. High priority projects include development of a mini-course on tracking citations and creating bibliographies, as well as more specialized tutorials designed to meet the needs of students working in specific disciplines.

“This residency will help us increase the amount of self-service help that’s available whenever students need it,” Piacentine explained.

This first residency was made possible by generous gifts from Library Visiting Committee members Preston Torbert and Diana Hunt King, who saw the value of educating students in how to navigate complex and rapidly evolving online research environments.

Visit youtube.com/user/uchicagolibrary to see the latest online tutorials offered by the Library.

Growing the Residency Program

The Library has developed a set of possible residencies that could allow it to offer additional services in a wide variety of areas, as funding becomes available. Among the proposed positions are a Bioinformatics Resident Librarian who would support students and faculty who collect and analyze complex biological data such as genetic codes. A Data Services Resident Librarian would help students and faculty to use statistical databases, geographic information systems, data visualization, and other tools for field research, such as software for processing interviews and ethnographic field notes. A Digital Archivist Resident Librarian in the Special Collections Research Center would work with the University Archivist and the Archives staff to plan and implement a strategy for systematic transfers of electronic records to the Library Digital Repository. A Clinical Law Programs Resident Librarian would help to provide law students with legal research skills training that supports their work in experiential clinical programs in areas such as environmental law, international human rights, corporate law, civil rights, employment discrimination, and juvenile justice.

The residency program is expected to change over time as funding for new positions is obtained and the needs of the Library evolve.