Below is a link to my slides from the lightning round session of the Academic Libraries Supporting Entrepreneurship online symposium (March 2, 2017).
Archive for the ‘Teaching’ Category
Business librarians Mary Scanlon (Wake Forest University), Diane Campbell (Rider University), and I attended and presented at USASBE 2017 last week in Philadelphia. Diane has presented at this conference before, but this was the first visit for Mary and me. I’m going to submit a detailed conference review for Ticker but will provide a short summary and a quick assessment here.
USASBE is the United States Association for Small Business and Entrepreneurship:
the largest independent, professional, academic organization in the world dedicated to advancing the discipline of entrepreneurship. With over 1000 members from universities and colleges, for-profit businesses, nonprofit organizations, and the public sector, USASBE is a diverse mix of professionals that share a common commitment to fostering entrepreneurial attitudes and behaviors. [introduction to USASBE]
But mostly entrepreneurship faculty. Around 500 attended. I heard there is higher attendance in even-numbered years, when USASBE meets in southern California (San Diego last February, L.A. next year). Preconferences met on Wednesday, with the main conference running Thursday afternoon through Sunday at noon. Yes, the same days as ALA Midwinter in Atlanta.
Registration was $675 (early bird – full cost was $750), higher than any library or business educator conference I’ve been too, but includes membership in the association for a year. We met in the Loews Hotel on Market Street, between City Hall and Independence Park. Always convenient to stay in the same building for a conference — until you really need to get outside for some fresh air and walking. There really wasn’t any sun that weekend but it wasn’t very cold.
The three librarians provided a 75-minute “competitive workshop” titled “Teaching students to use authoritative industry and market datasets in order to make informed decisions in their business plans”. We discussed both free sources (Economic Census, American Community Survey, and Consumer Expenditure Survey) and subscription databases while also leading discussions on how to get students to use such data.
I also participated in a workshop by the UNCG Coleman Fellows on “Beyond the basics of cross-disciplinary entrepreneurship: reaching across the curriculum with mentoring, counseling, research support, and assessment.” I spoke about how a business librarian has the freedom to support entrepreneurship classes across campus (not just in the business school) through research workshops and consultations, and also briefly summarized my research class, ENT/GEO/LIS/MKT 530.
And right after the librarians’ workshop, Diane presented with a Rider professor on “Experiential learning with non-profit organizations: how to use the student team consulting model for service learning situations.” Unfortunately Mary and I missed the Rider workshop due to our return flight schedule.
As with SBI [my recent Ticker conference review on SBI] and World Bank/GWU Entrepreneurship 2016, the faculty at this conference seemed genuinely pleased to have librarians present. The profs often complimented the roles and work or their own business librarians. (Good job, friends!) We librarians enjoyed the networking and the opportunities to provide comments to the faculty and PhD students on research sources and strategies. And some nice socials.
USASBE was very interesting for its variety of types of programs. This made the “call for submissions” document rather complicated. Interesting that educator conferences like USASBE and SBI don’t require “learning outcomes” for conference submissions unlike LOEX and ACRL, a silly submissions requirement in my opinion. On the other hand, competitive workshop submissions require proposals that could be up to 10 pages long. So it was a lot of work to submit for the librarians’ and Coleman Fellows’ workshops.
I made a point to attend most of these program types:
- Competitive Papers (short solo presentations on research, teaching, or program design)
- Teaching Cases (presentations of case studies used in the classroom)
- Developmental Papers (roundtable feedback on research in progress)
- Competitive Workshops (interactive panel discussions, mostly)
- Rocket Workshops (short workshops)
- Experiential Exercises (classroom exercises)
- Student Pitches (from Philly-area schools, with several rounds of voting throughout the conference)
- Exhibitor Sessions (mostly from entrepreneurship educational software vendors)
Sage, Emerald, Business Expert Press, and a couple of other publishers had tables. The reps on hand were editors and content recruiters, not sales staff.
USASBE provided several socials, including one Thursday night at the Drexel Academy of Natural Sciences, where these butterflies and moths live. Some of the attendees participated in the women’s march on Saturday. I hadn’t been to Philly since ALA Midwinter 2002, back when I served on the BRASS Education committee. That January, Independence Hall was surrounded by several concentric walls of fencing and concrete barriers after the 9/11 attacks. Mary and I visited the hall on Thursday and enjoyed its liberation from all that security. I also visited the National Museum of American Jewish History (new to me) and found it very interesting but also full of sad stories and concerns on anti-Semitism and anti-immigration that still resonate in our political climate.
On our way back to the airport, Mary and I discussed how useful this conference was to us personally. Of course we will get presentation credits for our CVs (and not just speaking to the librarian choir), but we didn’t really learn things that we could apply to our research classes. However, wearing my Coleman Fellow and embedded librarian hats, I did benefit from the discussions of teaching strategies and program design. And I gained more insight into the teaching and research needs of professors. So I really liked USASBE and (assuming our Coleman grant gets renewed) will consider attending at L.A. in 2018. Hmm maybe L.A. librarian Nataly Blas would consider submitting a proposal with me…
Ilana Stonebraker is Assistant Professor of Library Science and Business Information Specialist in the Parrish Library of Management & Economics, Division of Humanities, Social Sciences, Education & Business, Purdue University Libraries. She also serves on the BRASS Executive Committee and co-founded the New Business Librarians Group.
Steve asked me to share on his blog the impetus and beginning stages of my new course: HONR 299: Greater Lafayette Greater. HONR 299 came out of a themed version of MGMT 175: Information Strategies for MGMT Students, a class I have been teaching for nearly four years. MGMT 175 is a flipped course focused on information literacy that makes heavy use of problem-based learning. The aims of MGMT 175 are simple, yet deceptively challenging for students: “solve problems using information”. Students are given information-rich situations aided by library databases, and must find ways to generate insights.
First, some background. Purdue University is situated in West Lafayette, Indiana, which is bordered by Lafayette, Indiana. The whole area is called “Greater Lafayette” or Greater Lala, if you must. West Lafayette is a college town, specifically a college town filled with engineers. Lafayette is a manufacturing town. The big employers are Subaru, Caterpillar, Tate and Lyle’s corn syrup plant, and Evonik. Greater Lafayette is surrounded by corn and soybean fields. The Wabash River runs through both cities, somewhat the boundary between the two of them.
In Fall 2015, I had started meeting regularly with a particularly excellent group of business librarians on Google Hangouts: Kenny Garcia, Caitlan Maxwell and Jessica Jerrit. This group, formed loosely at ACRL 2015, was focused on practicing what it called critical business information literacy (CBIL), defined as the application of social justice to business information literacy. What does it mean to be an ethical business person, and how does an ethical business person find, evaluate and use information?
The work I did in MGMT 175 was affected by CBIL thinking. More specifically the cases I used in class were affected. Many of the cases were focused on individual aims: more profits for one company, stakeholder or investor. Why was business information always about increasingly the success of the individual and not the community? After all, business people often work for communities, often think of themselves as being grounded in civic responsibility. What if students weren’t trying to solve the problems of a company, but rather the problems of a whole community?
Thus, the course theme “Making Greater Lafayette Greater” was shamelessly stolen from an art installation in Lafayette. Jason Tennenhouse, known locally for founding Greyhouse Coffee, created a website where people could submit ideas and they would be scrolling at the old gas station at 6th and State in Lafayette. It should be noted that at the time there were no political connotations to making something great.
I switched the four cases used in the class to be more civically focused. Student investigated demographics, learned about best practices and considered local competitive strengths. They went on field trips to startup incubators, coworking spaces, and city beautification projects. As a final project, students were given a hypothetical 4 million dollar budget (the budget of the state street project, which had a call for proposals at the time) to fix something in the community. The problem they focused on had to affect not just students. In the final project, students proposed art filled bus stop shelters, day care centers, community gardens and ambitious development plans.
I liked teaching the course and I think the course had value. It led to me getting the “Exceptional Event Planner” award from Purdue’s Learning Community Office. But I felt rushed. MGMT 175 was a one-credit- eight week course. I had to balance multiple content needs of other things I felt I need to cover in the class (evaluation of sources, citation) with my more civically-minded approach. More specifically, my students, all lovely people, had not signed up for this adventure I had thrust upon them. It was the common teaching trap: teaching things which had had value in the abstract, but weren’t always valuable to my students in their lived experiences.
At Purdue, the Honors College is in an ambitious and new undertaking. Their mission to create “well rounded, global leaders” through four pillars: interdisciplinary academics, leadership development, undergraduate research, and community/global experiences (website). In Spring 2016, they put out a call for new courses. Teaching the Greater Lafayette class within the Honors College appealed to me because I could teach it as a three credit course, was given professional development funding, and also was guaranteed a class half the size (20 v. 40). It seemed to me to be the best place for further development of the Greater Lafayette course.
As it was once explained to the Von Trapp family, starting at the very beginning is a very good place to start. What do I want students to gain from the class? What’s the meaning of it all?
- Student will articulate and empathize with the diverse group of struggles the Greater Lafayette area faces at a local and global level across economic, cultural, and administrative dimensions.
- Students will find, organize, and evaluate information about the Greater Lafayette area.
- Students will identify sources to learn more about problems that are important to them.
- Students will apply concepts of economic development to create an action plan for either the Lafayette or West Lafayette city governments to implement change in the community.
The course is a triple challenge for me: I have not taught a three credit course, I have never taught in the Honors College, and I am also not an economic development expert, though I have had a personal lifelong fascination with its messy science. However, this is not the first time as a librarian I have had to do something I’ve never done before, and I doubt it will be the last.
My concern is whether my desire to teaching economic development will envelope my information literacy roots. I believe that a course is not information literacy just because a librarian teaches it. My roots are always in how students use information to inform their decisions, and that includes frank discussions of bias as well as moments for students to show empathy. My colleague Megan Sapp Nelson defends our role in data management by highlighting the unique group of skills that librarians bring to the table. Librarians, by the nature of their work and perspective, are system thinkers. Librarians think of things in terms of inputs and outputs in a larger scholarly communication cycle. I would characterize system thinking information literacy as how I approach HONR 299: from a high level. I hope students can solve problems by thinking in information literate ways.
As Cynthia Cronin-Kardon from the University of Pennsylvania announced on BUSLIB recently, a group of librarians are working on creating business librarian programming every year at the Charleston Conference. This year, Cynthia, Betsy Clementson from Tulane, Corey Seeman from the University of Michigan, and I are facilitating a “lively lunch” on the topic of “Why business content subscriptions can drive us crazy, and what to do about it: A dialogue with business librarians, business vendors, and the audience on best practices and solutions”.
Also joining us will be John Quealy from S&P and Dan Gingert from PrivCo. As I’ve posted before, this is the best conference for discussion of trends in collections, publishing, licensing, and open access. Publishers and vendors participate in many panels and discussions, as opposed to being banished to the exhibit hall all conference long. And Charleston is a wonderful city for history, art, strolls along the rivers, and enjoying fancy food and drink. So we encourage business librarians, business vendors, and anyone else who has to work with business content as part of their job to join us.
Congrats to Orolando Duffus for being named ACRL member of the week!
Segue to today’s topic
For so many of us, search committees are a year-round concern. My department (Research Outreach and Instruction) recently hired a new department head, the amazing Amy Harris, who was our internal candidate and so there will be another search next year to replace her old position. But first we will have a search for an Online Learning Librarian based here in ROI. This is great news. After budget cuts a few years ago, we ended up with one of those dreaded Frankenstein positions — Electronic Resources & Distance Education Librarian — formerly two full time jobs.
Long-time readers know this blog don’t usually get into negative stuff (I’m not a very annoyed librarian I guess) but creating that kind of unsustainable position was pretty sad and probably reflected a momentary lack of leadership. When resources are scarce, we need to prioritize and consider making a difficult decision about staffing, or maybe consider if a team approach would work using existing staff. Anyway, Kate Hill, whom we hired for that Frankenstein position, is highly skilled and is working extra hard to try to keep up, but it’s simply not feasible for one person to handle that workload. Hence the new position. Kate is looking forward to “just” being an ER librarian (and pursuing tenure, etc.). I really like how the DE librarian will be based in our liaison department, emphasizing the public service focus of that kind of position and how this person will work with us liaisons supporting DE classes within our subject areas. My colleague and office neighbor Karen Grigg, Science Librarian, was asked to chair this search since she did such a good job chairing the Frankenstein search.
And one more bit of somewhat related news: I’ve been asked to serve on the search committee for the business school’s next professor of international marketing. My long time teaching partner Professor Nicholas Williamson is finishing his phased retirement this year. His department, Marketing Entrepreneurship Hospitality and Tourism (ok, yes, another Frankenstein thing! but MEHT is full of strong library supporters) wasn’t slated to get another position to replace Nick (not sure why). But the business school dean told the provost that the Export Odyssey project might be finished after this year, and the provost replied “We can’t have that.” So she gave MEHT an extra position. Since I co-lead that project, the MEHT department head asked me to serve on the committee. This is my first time serving on a search committee for a prof. I’ll write a post later about the experience and how it was different from librarian searches. Does anyone have experience with professor searches and would like to share?
Today’s topic (finally)
This is kind of a sequel to my “Confessions of a search committee chair” post from last winter. This spring, a librarian emailed me to ask for advice on interviewing for a business librarian position for the first time. She was particularly interested in how to make the mock research workshop stand out. I waited a while before sharing this here, removing any identifying information. Hopefully this is useful to others.
To make a mock class on business research information literacy stand out, I would suggest three areas of emphasis:
- Demonstration of specialized subject knowledge. Market research as a topic would certainly give you an opportunity to do this, especially if you demonstrate comfort with and knowledge of statistical data (ex. demographics, spending data, psychographic data). The Economic Census or other financial data benchmarking too. I guess trade data would be another example, although that’s maybe too specific/rare a research need for many campuses.
- Related to that, demonstrated familiarity with specialized business research tools. Most librarians are comfortable with the catalog and Ebsco and ProQuest databases. No big deal. But far fewer are comfortable with American FactFinder and the BLS.gov tools for finding statistical tables, let alone SimplyMap or DemographicsNow or Business Decisions or Euromonitor Passport (depending on what subscription tools for market data would be available). Lots of professors don’t know data tools well either. I see evidence of that at the business professor conferences I’ve started attending.
- Active learning exercises, tied to the needs of the research project/assignment of a particular class. So leading a discussion about how the Census is conducted (the decennial version as well as the American Community Survey — most students know something about the decennial census at least, which helps get the discussion going) as opposed to just lecturing, and then looking up some basic tables to highlight the main points (ex. “note the data from 2015 – so is that from the decennial Census or ACS? — also note the margins of error provided – why is that there? Yes, right, it’s a survey…”). Then later asking the students to find some information or data and then reporting back what they found and how they might be able to apply that to the project at hand (for example). So to do this you would really need to come up with a fake project to teach to. I would be happy to share one with you from UNCG if you would like (of course you could change details to fit your local situation).
A few suggestions about SimplyMap (sorry if you are already aware of these issues!): most campuses have simultaneous user limits in their SimplyMap subscription (it’s 10 users here), so that may impact access to your mock students. I would suggest emailing Steven Swartz asking for more concurrent seats at that campus for your day there. I’m sure he would be happy to help. Also consider if you want everyone to create their own accounts (which requires checking their email to confirm) or using the S.M. guest access.
I agree that AFF, BLS (ex. the CEX data), and SimplyMap make an excellent progression of sources — if you have time for all three– for example using the much more detailed consumer spending data in SimplyMap, or ending with the psychographic data (if the MRI or SimmonsLocal modules are provided at that campus).
Good luck with the interview!