The Flipped Classroom as a Tool for Engaging Discipline Faculty in Collaboration—A Case Study in Library-Business Collaboration

This case study focuses on an innovative approach to the flipped classroom as a tool for productive library-discipline faculty collaboration on information literacy instruction. The argument is presented that the flipped classroom can be a pathway into the disciplines that can be used in overcoming the disadvantages of the one-shot, and other barriers to collaboration. The case-study will outline the reasons for a successful collaboration on integrating information literacy into this undergraduate business course, and for its extension to five additional business courses. Practical examples of learning outcomes, in-class activities, and assessment are provided

International Humanitarian Law of Armed Conflict: A Critical Annotated Bibliography for Collection Development

This article is an annotated bibliography of selected monographs published from 2001 through 2012 in the fields of International Humanitarian Law of Armed Conflict (Laws of War) and International Human Rights Law. The aim is to provide a collection development guide for librarians and scholars in this area of international law. Key topics that are covered are: Internal conflicts, asymmetric warfare, laws of war, humanitarian intervention, treatment of insurgents, non-international armed conflict, targeted killings, terrorism, drones, robotics

“Flipped Classroom” for Teaching Business Research in a Business Management Course

This presentation will report on a cross-department collaboration between the library and the business/economics department at Lehman College to conduct information literacy instruction as a “flipped classroom.

Flipped Classroom Information Literacy in Business Management Courses--What Have We Learned?

This presentation reports on a successful cross-department collaboration between the library and the business department at Lehman to conduct information literacy instruction as a flipped classroom. Ways that the flipped design have been tailored to meet the needs of teaching business research will be demonstrated. Evidence of student learning and qualitative evaluation of student and faculty experience will be presented. Practical tips on implementing flipped instruction will be provided

A Low-Hassle, Low-Cost Method to Survey Student Attitudes about Library Space

This article discusses how two members of the space planning committee at Lehman College library created a brief paper survey, distributed it to students in the library, and designed a Google spreadsheet to enable the committee to work as a group to compile results. We provide our survey tool as an example; explain how we simplified data compilation through a “quick and dirty” coding process; outline step-by-step instructions on how to design a Google spreadsheet that enables many librarians to input survey results consistently; and describe our mistakes and “lessons learned.” We believe our practical approach could be easily implemented as a space planning tool in any number of libraries—even those with small staffs and budgets

Deepwater Drilling: Law, Policy, and Economics of Firm Organization and Safety

Although the causes of the Deepwater Horizon spill are not yet conclusively identified, significant attention has focused on the safety-related policies and practices—often referred to as the safety culture—of BP and other firms involved in drilling the well. This paper defines and characterizes the economic and policy forces that affect safety culture and identifies reasons why those forces may or may not be adequate or effective from the public’s perspective. Two potential justifications for policy intervention are that: a) not all of the social costs of a spill may be internalized by a firm; and b) there may be principal-agency problems within the firm, which could be reduced by external monitoring. The paper discusses five policies that could increase safety culture and monitoring: liability, financial responsibility (a requirement that a firm’s assets exceed a threshold), government oversight, mandatory private insurance, and risk-based drilling fees. We find that although each policy has a positive effect on safety culture, there are important differences and interactions that must be considered. In particular, the latter three provide external monitoring. Furthermore, raising liability caps without mandating insurance or raising financial responsibility requirements could have a small effect on the safety culture of small firms that would declare bankruptcy in the event of a large spill. The paper concludes with policy recommendations for promoting stronger safety culture in offshore drilling; our preferred approach would be to set a liability cap for each well equal to the worst-case social costs of a spill, and to require insurance up to the cap.Deepwater Horizon, BP oil spill, safety culture, government policy, liability caps, financial responsibility, insurance

Responsible Use of Materials for OER: A Hands-On Workshop for Faculty

This lightening talk will give an overview of an active-learning workshop at Lehman College for faculty developing OER. The goals of the 90 minute workshop are to provide practical exercises through which faculty learn how to identify, provide attribution for, and reuse materials that are under copyright, open access (public domain) or under Creative Commons licenses. Research Guides and tutorials on copyright and Creative Commons have been provided to faculty, but the content can be difficult for the novice to absorb. In fact, faculty often think of copyright and Creative Commons as more confusing than they are in practice.Therefore, the workshop uses structured activities in identifying copyrighted work, applying attribution, and choosing Creative Commons licenses. Faculty work on solving the most common problems of responsible re-use of materials in OER: using images and video from the web; text and images scanned from books or journals; linking to websites that have posted material without attribution or permission; and linking to material from subscription sources. Activity worksheets and workshop lesson plan will be provided

Learning the basics of scholarly communication: A guide for new subject liaison librarians

Academic librarians are playing a greater role in scholarly communication at their institutions. Scholarly communication has become a part of every academic librarian’s work. In particular, the role of subject liaison librarian often includes responsibilities related to advising discipline faculty on scholarly publishing, open access, institutional repositories and copyright. Liaison librarians might take on these responsibilities without having a firm grasp of the landscape of scholarly communication due to lack of experience or education in this area. This article is a guide to the key issues and concepts of scholarly communication for librarians new to this facet of academic librarianship. A guide to readings and resources is offered for librarians to educate themselves quickly on these basic issues

Engage Students Through Flipped Classroom Strategies: A Lesson Planning Guide

Presentation at 2015 Connecticut Information Literacy Conference, May 29, 2015

The Information Literacy “Flipped Classroom” – A Lesson Planning Lab

This workshop will introduce participants to the “flipped classroom” and provide them with hands-on experience planning a library session that uses this new approach. In the flipped classroom, lectures are replaced with pre-class assignments, usually in the form of videos or online tutorials. Class time can then be used for active learning exercises that deepen students’ knowledge of the material. Participants will be asked to complete a pre-assignment, which can be finished just prior to the session. Workshop leaders will begin by reviewing the flipped classroom and describing the flipped lessons they have used at their academic library (15 minutes). Participants will then work in small groups to develop their own flipped lesson plans (20 minutes). Groups will select a learning objective and complete a handout to help them determine the content and medium of their pre-class assignment, and the content and active learning strategies for the in-class work. As they develop their lesson, one group member will record observations about the effectiveness of the flipped approach for this workshop. The entire workshop will then discuss the planning process, share their lessons, and reflect on their flipped experience (15 minutes). The session will close with a summary of the presenters’ research on the flipped classroom (15 minutes). They are completing a multi-semester study of the effectiveness of the flipped classroom for one-shot library sessions in business, education, and health sciences. Preliminary data will be presented, as well as tips and lessons-learned. Time will be reserved for questions (10 minutes)