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Hello everyone
and welcome to

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creating and
formed learners

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in the classroom
Symposium.

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I'm Clarence Maybee and

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I'm the W. Wayne Booker chair in

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information literacy
for the libraries in the

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School of
Information Studies

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at Purdue University.

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And of course, I'm one

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of the symposium
organizers.

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I'm delighted to share that

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We have over 200 people

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attending the symposium
over the three days.

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And I'm also just
extremely excited

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about the discussion that

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I think we're gonna
be able to have

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over these three days.

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So if you actually have
to miss a session,

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I did want to
point out that

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the sessions are all
going to be recorded.

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And then the
recordings and

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the slides are
gonna be made

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available in Purdue's
produce ePubs repository.

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So after the symposium,

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so over will tell you

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how you can connect
with, with that.

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So in a few minutes I'll

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come back and I'll
talk a little bit

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more about sort of

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the housekeeping part of

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this symposium and
maybe give a little,

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I'm gonna give a
little overview about

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the project that led
up to this symposium.

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But first,

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I want to introduce

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Beth McNeil for a
few opening remarks.

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Beth is Purdue's Dean

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of Libraries and the Ester

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Ellis Norton Professor of

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Library Science at Purdue.

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And she's also the
vice president,

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president elect of

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the
Association of

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College and Research
Libraries, ACRL.

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So with that,
welcome Dean McNeill.

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Thank you, Clarence

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very much. Hello everyone.

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I'm delighted to
be here and on

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behalf of Purdue
University and of course,

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our libraries in

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the School of
Information Studies.

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Welcome to this
virtual symposium,

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creating inform learners
in the classroom,

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or CILC, as we call
it around here.

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It's a partnership
between Purdue,

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University of Arizona and

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the University of
Nebraska, Lincoln.

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And the project was made
possible in part by

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the Institute of Museum

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and Library
Services through

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proposal academic

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librarian curriculum
developers

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building capacity
to integrate

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information literacy
across the university,

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which was awarded in 2019.

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So 2019, in some
days it feels like

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forever ago and other days

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it was just three years.

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But I joined Purdue
July 1st in 2019.

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And important for today,

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I guess, or at least
for me on July second,

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two days into
this new job,

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I was reviewing
a press release

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about the IMLS grant.

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And actually, to be
completely 100% honest,

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what I was supposed to
be doing was improving

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my own quote in
the press release

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which someone
maybe Clearance

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and had kindly
written for me.

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But please remember
it was my first week.

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While my memory of some of

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those details from

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those early days
is kinda sketchy.

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I am 100%
confident of this,

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that I was thrilled
to have joined

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Purdue and the
remarkable librarians,

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the faculty and staff who

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were leading the
integration of

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information literacy into

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21st century teaching
and learning styles.

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I was delighted
to be able to get

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the word out about
that project.

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As most Deans and
directors are,

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we love to share
the exciting things

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that are happening
in our libraries.

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Since then. Clearance has

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kept me a price and
I've been really quite

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impressed with the
progress among

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the partnerships
in this project.

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So notable aspects,

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three research universities
collaborating,

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I think collaboration is

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always the best way
to handle things,

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but sometimes
it's challenging.

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But as I mentioned,
we have Arizona and

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Nebraska and Purdue land
grant universities

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focused on
students success.

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So probably a better group

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could not have been found.

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Second notable aspect, and

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a lot of us experienced
this for sure.

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But the rabbit
rapid pivot to

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online due to the pandemic

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and the need
for isolating.

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Starting a new
job, leading

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a large library and

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School of Information
Studies was

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challenging enough
in a pandemic,

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but at least we were here.

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This exciting project, no

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cross those three
universities.

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And then also a third
notable aspect.

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And I think this
is truly notable,

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is creating a community
of librarians,

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instructors focused on
information literacy.

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This symposium itself aims

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to grow that community.

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So as I mentioned,
I think Clarence,

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due to the symposium,

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is the culmination of

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the IMLS funded project

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to integrate information
literacy into

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courses using the
Informed Learning model

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through librarian and

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instructor partnerships.

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With the keynote address

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from Christine Bruce,

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invited talks by Lauren

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Dawes' and
Drew Whitworth.

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Really opportunities
to hear from

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librarians and
instructors who did this,

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who co-designed
student projects.

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These three-day
virtual event

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is chock-full of
information literacy.

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Goodness,

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That's how I like
to think about it.

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It's rare in our
fast-paced time and

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perhaps especially during
a global pandemic.

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To find time and frankly,
energy to focus.

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It's just a
challenge to focus,

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not to mention two

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come together
even virtually

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with the goal of focusing

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on such an important area.

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And as Dr. Maybe
mentioned,

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Clarence mentioned
200 plus people here.

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Well, not here but here

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virtually participating.

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I think that's
terrific. So kudos to

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each of you attending

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for making this time
to participate,

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taking the time to focus

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on this important area.

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And thank you to
those involved in

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the project in
today's presenters.

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Before I conclude, I
would like to read you

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the conclusion of my quote

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in that early 2019

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July 2nd, July
3rd press release,

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I concluded with
or somewhat

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inconclusive for
me with this,

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but I believe
it to be true.

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If I hadn't been so new,

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I would've said it myself.

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Results of this
important project will

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enhance current students

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information
literacy skills,

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which they can
apply to make

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better-informed
decisions and use to

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tackle tough
future challenges

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in both their professional

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and personal lives.

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I hope by Thursday and

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the conclusion of
the symposium,

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you will agree with me

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about the important impact

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of this project on
students success.

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So again, welcome.

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We're so glad you're here

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joining with others
interested in

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helping students
engage with

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information in new ways
in their coursework.

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So thank you. Boiler up,

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hammered down,
inhale Purdue.

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Back to you, Clarence.

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Okay. Thank you so
much. Dean McNeil.

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So now I'm gonna I'm gonna

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put up slides in a second

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and just sort of a
talk a little bit.

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As I said, I think

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Beth actually told you

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quite a bit about
the project,

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but maybe you mentioned
a few highlights from

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the larger project that

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the symposium
is a part of.

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And then also
talk a little bit

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about some of the things

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that you might
want to know,

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you know, as you go

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through the next
three days.

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So let me do that.

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So the first thing
I want to say

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is we chose air meet
this platform that we're

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on and we're hoping
that you're enjoying it

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because of course it
has features that are,

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in some ways are trying to

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emulate what we would do

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if we were face
to face, right?

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If all of you had
come to produce

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a and we thought there are

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so many events and using

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the standard
technologies out

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there that we wanted

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to try something
different.

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So we're hoping that

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actually people are
enjoying the little lobby

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where you can sit and
chat with a few people

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and coming together to

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talk in a slightly
different way.

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So as I said,

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I'm going to kind of
reiterate a couple

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of the points
that Beth made

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about the symposium.

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I mean, sorry about the

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project that
we're creating

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and font learners in
the classroom project,

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which was a collaboration

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of the University
of Nebraska,

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the University of Arizona,

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and Purdue University.

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And what we did in
that project was

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15 librarians and
15 instructors

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from across the
different universities.

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Formed.

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Teams, worked in
pairs to create

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information literacy
assignments that would

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be implemented in the
instructor's course.

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The following,
following year.

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We held a workshop series,

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of course
originally it was

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going to be in-person,

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but the pandemic hit and
so we switched it to

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online and did a lot

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of things to sort
of get it in place.

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And then we went through

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the everybody
worked together in

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the workshops to design
these assignments and

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then went off
and implemented

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them in their courses.

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And what you're going
to hear about in the,

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some of the on everyday.

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There's one session that's

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a panel and the
panelists are.

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Instructors and librarians

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from those teams who

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are going to talk
about the assignments

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they created
and implement,

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implementing
them in courses.

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I did want to
make a huge shout

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out to the project team.

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So that's Katherine
Fisher relief from

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Nebraska and
Mary Basketball

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00:11:17,540 --> 00:11:18,725
happening from Arizona.

274
00:11:18,725 --> 00:11:20,960
And Michael
fluoro who was at

275
00:11:20,960 --> 00:11:21,979
Purdue and this now

276
00:11:21,979 --> 00:11:24,470
at the Ohio State
University.

277
00:11:24,470 --> 00:11:26,495
And Rachel fund aid her,

278
00:11:26,495 --> 00:11:29,135
who's also from Purdue.

279
00:11:29,135 --> 00:11:31,489
I mean, it's an
amazing group

280
00:11:31,489 --> 00:11:32,809
of people to work with.

281
00:11:32,809 --> 00:11:35,954
And then, you know,

282
00:11:35,954 --> 00:11:38,035
my arch is continuous.

283
00:11:38,035 --> 00:11:40,014
When you think
about the fact that

284
00:11:40,014 --> 00:11:41,470
the pandemic
happened right in

285
00:11:41,470 --> 00:11:43,060
the middle of our project.

286
00:11:43,060 --> 00:11:45,610
And literally we were
thinking to go to

287
00:11:45,610 --> 00:11:46,839
the other universities and

288
00:11:46,839 --> 00:11:48,985
do workshops in person.

289
00:11:48,985 --> 00:11:50,920
Right around the
time that we

290
00:11:50,920 --> 00:11:52,865
started, everyone
started isolating.

291
00:11:52,865 --> 00:11:55,389
So I have nothing

292
00:11:55,389 --> 00:12:00,519
but wonder at
the amazing work

293
00:12:00,519 --> 00:12:01,570
that those folks did

294
00:12:01,570 --> 00:12:02,949
and kinda keeping
it on track,

295
00:12:02,949 --> 00:12:04,719
moving it online and

296
00:12:04,719 --> 00:12:06,925
providing the
bigger project.

297
00:12:06,925 --> 00:12:10,450
Then I'd also like to
make a special thanks

298
00:12:10,450 --> 00:12:12,699
to two graduate assistants

299
00:12:12,699 --> 00:12:14,005
who are working
with the project.

300
00:12:14,005 --> 00:12:16,540
Ahmed, he's an Alex that

301
00:12:16,540 --> 00:12:19,160
LCA who have just gone way

302
00:12:19,160 --> 00:12:22,879
beyond in helping us

303
00:12:22,879 --> 00:12:24,139
to put this
project together

304
00:12:24,139 --> 00:12:25,805
and keeping us on track.

305
00:12:25,805 --> 00:12:28,849
Just amazing work. And if

306
00:12:28,849 --> 00:12:30,034
you have any trouble and

307
00:12:30,034 --> 00:12:31,549
a few folks already have,

308
00:12:31,549 --> 00:12:33,605
feel free to make

309
00:12:33,605 --> 00:12:35,960
a say something
in the chat.

310
00:12:35,960 --> 00:12:38,509
But also if you track
down one of us,

311
00:12:38,509 --> 00:12:40,025
one of the project team.

312
00:12:40,025 --> 00:12:42,230
So maybe Almaty and

313
00:12:42,230 --> 00:12:44,180
Alex in particular
would be good at this.

314
00:12:44,180 --> 00:12:46,355
But any of us
really in myself,

315
00:12:46,355 --> 00:12:48,155
if you have
technical problems,

316
00:12:48,155 --> 00:12:49,880
we'll try to help
you get those

317
00:12:49,880 --> 00:12:52,279
resolved or any kind
of problems at all,

318
00:12:52,279 --> 00:12:54,290
please seek out
one of us and

319
00:12:54,290 --> 00:12:58,440
we'll help you
resolve that.

320
00:13:02,160 --> 00:13:05,439
And lastly, I just

321
00:13:05,439 --> 00:13:07,764
wanted to point
out that there

322
00:13:07,764 --> 00:13:10,210
is a project website and

323
00:13:10,210 --> 00:13:11,349
then on that
project website

324
00:13:11,349 --> 00:13:12,925
as a Symposium website.

325
00:13:12,925 --> 00:13:13,840
So of course, the

326
00:13:13,840 --> 00:13:15,460
schedule for
this symposium,

327
00:13:15,460 --> 00:13:16,659
this up, a link to

328
00:13:16,659 --> 00:13:18,430
it is at the top
of the screen.

329
00:13:18,430 --> 00:13:21,459
You can also go to
the Project website

330
00:13:21,459 --> 00:13:23,649
and find the schedule
there as well.

331
00:13:23,649 --> 00:13:25,779
With probably a little
bit more detail

332
00:13:25,779 --> 00:13:29,329
about what's happening
at each of the events.

333
00:13:30,690 --> 00:13:33,505
Each day, we're going
to have one panel,

334
00:13:33,505 --> 00:13:34,479
which will be the folks

335
00:13:34,479 --> 00:13:35,410
from the project talking

336
00:13:35,410 --> 00:13:36,969
about the
information literacy

337
00:13:36,969 --> 00:13:38,290
assignments so
they created.

338
00:13:38,290 --> 00:13:39,579
And then today we'll have

339
00:13:39,579 --> 00:13:41,290
the keynote and then
on the other two days,

340
00:13:41,290 --> 00:13:43,095
we'll have
invited speakers.

341
00:13:43,095 --> 00:13:44,840
A couple of other
little panels

342
00:13:44,840 --> 00:13:45,740
like on the last day,

343
00:13:45,740 --> 00:13:47,810
there's gonna
be a panel of

344
00:13:47,810 --> 00:13:49,639
the project team
are talking about

345
00:13:49,639 --> 00:13:52,310
how we put this
project together.

346
00:13:52,310 --> 00:13:55,640
And I think in particular,

347
00:13:55,640 --> 00:13:57,049
if you are maybe
interested in doing

348
00:13:57,049 --> 00:13:59,630
something like this
at your own campus.

349
00:13:59,630 --> 00:14:02,600
That might be a good
session to attend.

350
00:14:02,600 --> 00:14:04,640
And we're going to try
to talk about things

351
00:14:04,640 --> 00:14:06,229
that are lessons
learned and

352
00:14:06,229 --> 00:14:08,059
things that we think
you need to consider

353
00:14:08,059 --> 00:14:10,429
to kind of put something
like this together.

354
00:14:10,429 --> 00:14:15,035
So very exciting
stuff. We do have.

355
00:14:15,035 --> 00:14:17,329
If you want to join on

356
00:14:17,329 --> 00:14:18,800
the back channel
conversation

357
00:14:18,800 --> 00:14:20,359
about the sessions,

358
00:14:20,359 --> 00:14:23,389
we have a Twitter handle

359
00:14:23,389 --> 00:14:26,720
which is hashtag
CLI see SYN.

360
00:14:26,720 --> 00:14:31,265
So that's CLI
see symposium.

361
00:14:31,265 --> 00:14:33,350
So I threw up

362
00:14:33,350 --> 00:14:35,149
who posted in there
to get us started.

363
00:14:35,149 --> 00:14:37,739
But please strain
that conversation.

364
00:14:38,500 --> 00:14:42,739
With that. I just want
to say once again,

365
00:14:42,739 --> 00:14:44,090
welcome to the
creating and

366
00:14:44,090 --> 00:14:46,370
farm learners in the
classroom Symposium.

367
00:14:46,370 --> 00:14:49,220
I'm very excited to
have you all here and

368
00:14:49,220 --> 00:14:52,144
excited to get
started. With that.

369
00:14:52,144 --> 00:14:55,535
I'm going to turn it
over to my colleague,

370
00:14:55,535 --> 00:14:57,830
Katherine Fisher really,
who's going to be

371
00:14:57,830 --> 00:14:59,149
the moderator of

372
00:14:59,149 --> 00:15:01,890
the first panel
session today?

373
00:15:07,180 --> 00:15:08,855
Greetings all.

374
00:15:08,855 --> 00:15:10,160
My name is Katherine
Fraser, really?

375
00:15:10,160 --> 00:15:12,259
I'm an Associate Professor
and Librarian and

376
00:15:12,259 --> 00:15:13,820
the teaching
partnerships Unit at

377
00:15:13,820 --> 00:15:15,020
the University
of Nebraska,

378
00:15:15,020 --> 00:15:16,535
Lincoln libraries.

379
00:15:16,535 --> 00:15:18,890
So pleased to
introduce and moderate

380
00:15:18,890 --> 00:15:21,995
the first showcase of
this week's symposium.

381
00:15:21,995 --> 00:15:24,109
What I'll do first is
share just a little

382
00:15:24,109 --> 00:15:25,999
bit about our session
format to get

383
00:15:25,999 --> 00:15:27,139
us started so that
you'll know what

384
00:15:27,139 --> 00:15:28,339
to expect and how you can

385
00:15:28,339 --> 00:15:29,570
interact with each

386
00:15:29,570 --> 00:15:30,800
other and with
the speakers.

387
00:15:30,800 --> 00:15:33,290
As we move forward,
the showcase will

388
00:15:33,290 --> 00:15:35,840
feature to 20-minute
presentations,

389
00:15:35,840 --> 00:15:37,969
followed by approximately
20 minutes for

390
00:15:37,969 --> 00:15:39,634
questions and
conversation with

391
00:15:39,634 --> 00:15:41,225
all three of our speakers.

392
00:15:41,225 --> 00:15:43,324
Within this
showcase afterward,

393
00:15:43,324 --> 00:15:44,705
within air me,

394
00:15:44,705 --> 00:15:46,759
how it works as the
audience cannot be

395
00:15:46,759 --> 00:15:48,845
seen by the people
who are on stage.

396
00:15:48,845 --> 00:15:49,969
We just see a
number of how

397
00:15:49,969 --> 00:15:51,364
many of you are out there.

398
00:15:51,364 --> 00:15:53,270
However, there are
several ways that

399
00:15:53,270 --> 00:15:55,130
you and the audience
can engage with

400
00:15:55,130 --> 00:15:56,809
other audience members and

401
00:15:56,809 --> 00:15:58,099
with our speakers using

402
00:15:58,099 --> 00:15:59,540
the various options
that you see to

403
00:15:59,540 --> 00:16:01,520
the right side
of your screen.

404
00:16:01,520 --> 00:16:03,919
The regular chat
will be open

405
00:16:03,919 --> 00:16:04,999
throughout the session for

406
00:16:04,999 --> 00:16:06,394
back channel conversation.

407
00:16:06,394 --> 00:16:07,910
So do you want to
engage in that?

408
00:16:07,910 --> 00:16:09,335
And if you'd like to ask

409
00:16:09,335 --> 00:16:10,520
a question of any of

410
00:16:10,520 --> 00:16:11,809
our speakers
this afternoon,

411
00:16:11,809 --> 00:16:13,820
you have a couple of
different options.

412
00:16:13,820 --> 00:16:16,115
One, at any point
throughout the session,

413
00:16:16,115 --> 00:16:19,295
you're welcome to post
a question in the Q&A.

414
00:16:19,295 --> 00:16:21,019
And two, after

415
00:16:21,019 --> 00:16:23,194
both presentations
have concluded,

416
00:16:23,194 --> 00:16:25,025
you may raise your hand.

417
00:16:25,025 --> 00:16:26,450
And we will quote,

418
00:16:26,450 --> 00:16:28,220
invite you onstage with

419
00:16:28,220 --> 00:16:29,929
us to ask your question.

420
00:16:29,929 --> 00:16:31,520
Just be aware
that if you raise

421
00:16:31,520 --> 00:16:33,485
your hand and you
do join us onstage,

422
00:16:33,485 --> 00:16:34,640
audience members and

423
00:16:34,640 --> 00:16:36,200
speakers will
be able to see

424
00:16:36,200 --> 00:16:37,519
you and your
question will be

425
00:16:37,519 --> 00:16:39,829
recorded as part
of the session.

426
00:16:39,829 --> 00:16:41,719
And as you've heard from
Clarence and others,

427
00:16:41,719 --> 00:16:43,624
these recordings will
be posted on produce

428
00:16:43,624 --> 00:16:45,290
institutional repository

429
00:16:45,290 --> 00:16:48,635
sometime after the
symposiums conclusion.

430
00:16:48,635 --> 00:16:50,749
Now what I'd like
to do is share

431
00:16:50,749 --> 00:16:52,925
a bit about our
showcase speakers.

432
00:16:52,925 --> 00:16:55,789
First, we'll hear from
Dr. Anita Brett bill,

433
00:16:55,789 --> 00:16:57,379
and Dr. Danny Gilbert.

434
00:16:57,379 --> 00:16:58,789
They're both
colleagues of mine at

435
00:16:58,789 --> 00:17:00,724
the University of
Nebraska, Lincoln.

436
00:17:00,724 --> 00:17:03,110
Dr. Anita Brett bill
is professor in

437
00:17:03,110 --> 00:17:04,460
the university
libraries and

438
00:17:04,460 --> 00:17:06,589
head of the Music
Library at UNL.

439
00:17:06,589 --> 00:17:08,180
Dr. Danny Gilbert is

440
00:17:08,180 --> 00:17:09,920
associate professor
of practice in

441
00:17:09,920 --> 00:17:11,420
music education at

442
00:17:11,420 --> 00:17:13,819
UNL Glencore
School of Music,

443
00:17:13,819 --> 00:17:15,409
where she serves
as the coordinator

444
00:17:15,409 --> 00:17:17,344
of music field
experiences.

445
00:17:17,344 --> 00:17:19,250
This afternoon we'll
hear from them about

446
00:17:19,250 --> 00:17:20,690
their collaboration
to support

447
00:17:20,690 --> 00:17:22,669
music education
student teachers,

448
00:17:22,669 --> 00:17:24,020
and designing
and conducting

449
00:17:24,020 --> 00:17:25,730
an action research study.

450
00:17:25,730 --> 00:17:27,199
Dr. Brett bill and Dr.

451
00:17:27,199 --> 00:17:28,729
Gilbert segment
will be followed

452
00:17:28,729 --> 00:17:31,564
by a presentation by
Dr. Annette bot Hanak,

453
00:17:31,564 --> 00:17:33,080
assistant professor and

454
00:17:33,080 --> 00:17:34,579
business information
specialists at

455
00:17:34,579 --> 00:17:36,170
Purdue University
Libraries and

456
00:17:36,170 --> 00:17:38,030
School of
Information Studies.

457
00:17:38,030 --> 00:17:39,650
Dr. Bow Hanak
will share with

458
00:17:39,650 --> 00:17:41,150
us about a project
for which she

459
00:17:41,150 --> 00:17:42,739
collaborated with
instructor am

460
00:17:42,739 --> 00:17:45,199
Yara hub washy to help
students compare and

461
00:17:45,199 --> 00:17:47,330
contrast the gap
between research on

462
00:17:47,330 --> 00:17:47,960
gender and

463
00:17:47,960 --> 00:17:50,075
those applications
in the workplace.

464
00:17:50,075 --> 00:17:51,454
So without further ado,

465
00:17:51,454 --> 00:17:52,790
I'll turn the
stage over to

466
00:17:52,790 --> 00:17:54,649
doctors breath
bill and Gilbert.

467
00:17:54,649 --> 00:17:56,849
Thank you very much.

468
00:17:57,820 --> 00:18:00,110
Hello. Welcome everybody.

469
00:18:00,110 --> 00:18:02,449
It's a pleasure
to be here and

470
00:18:02,449 --> 00:18:03,980
to be able to share

471
00:18:03,980 --> 00:18:05,915
our work with you
this afternoon.

472
00:18:05,915 --> 00:18:07,910
I'm Dr. Danny Gilbert

473
00:18:07,910 --> 00:18:09,649
and I teach a variety of

474
00:18:09,649 --> 00:18:12,454
music education at the

475
00:18:12,454 --> 00:18:14,404
University of
Nebraska, Lincoln.

476
00:18:14,404 --> 00:18:17,464
And I am joined by
my doctor backfill.

477
00:18:17,464 --> 00:18:20,284
I'll let her
introduce herself.

478
00:18:20,284 --> 00:18:23,750
Yes. I am living

479
00:18:23,750 --> 00:18:25,099
in the Department of

480
00:18:25,099 --> 00:18:26,840
the Glencore
School of Music,

481
00:18:26,840 --> 00:18:28,130
but reporting
through the library.

482
00:18:28,130 --> 00:18:29,570
So I'm the head of
the Music Library.

483
00:18:29,570 --> 00:18:33,979
There are projects today,

484
00:18:33,979 --> 00:18:37,580
ready, applying
action research

485
00:18:37,580 --> 00:18:41,209
during the service music
field experiences.

486
00:18:41,209 --> 00:18:44,930
So the course that we
chose to look at in

487
00:18:44,930 --> 00:18:46,790
this project is mu at

488
00:18:46,790 --> 00:18:49,054
403 student
teaching seminar,

489
00:18:49,054 --> 00:18:51,214
which is taken
concurrently with

490
00:18:51,214 --> 00:18:54,004
full-time student teaching
field experiences

491
00:18:54,004 --> 00:18:55,685
during the final semester

492
00:18:55,685 --> 00:18:57,739
of the Music
Education Program.

493
00:18:57,739 --> 00:18:59,765
Five times during
the semester,

494
00:18:59,765 --> 00:19:01,699
students are required
to come back to

495
00:19:01,699 --> 00:19:04,219
campus for student
teaching seminar.

496
00:19:04,219 --> 00:19:05,539
Of course, that meets for

497
00:19:05,539 --> 00:19:08,030
approximately three
hours at a time.

498
00:19:08,030 --> 00:19:11,990
This course also serves
as an ace ten course,

499
00:19:11,990 --> 00:19:13,280
which at UNL we

500
00:19:13,280 --> 00:19:15,860
call achievements
centered education,

501
00:19:15,860 --> 00:19:18,035
or our general
education program.

502
00:19:18,035 --> 00:19:20,614
In which the goal is for
students to generate

503
00:19:20,614 --> 00:19:22,550
a creative or
scholarly product

504
00:19:22,550 --> 00:19:24,499
that requires
broad knowledge,

505
00:19:24,499 --> 00:19:26,765
appropriate technical
proficiency,

506
00:19:26,765 --> 00:19:28,520
information collection,

507
00:19:28,520 --> 00:19:30,649
synthesis, interpretation,

508
00:19:30,649 --> 00:19:32,930
presentation,
and reflection.

509
00:19:32,930 --> 00:19:34,565
Previously in this course,

510
00:19:34,565 --> 00:19:36,320
students compiled
a portfolio

511
00:19:36,320 --> 00:19:37,999
of professional
documents such

512
00:19:37,999 --> 00:19:39,349
as their resume and cover

513
00:19:39,349 --> 00:19:41,479
letter for their
scholarly product.

514
00:19:41,479 --> 00:19:42,815
But I felt that this was

515
00:19:42,815 --> 00:19:44,510
inadequate and
wanted to use this

516
00:19:44,510 --> 00:19:46,100
as an opportunity to get

517
00:19:46,100 --> 00:19:47,719
students more
involved in more of

518
00:19:47,719 --> 00:19:49,550
a capstone experience
where they

519
00:19:49,550 --> 00:19:52,040
engage in research
and writing.

520
00:19:52,040 --> 00:19:53,899
My hope for this
project is that it

521
00:19:53,899 --> 00:19:55,384
will give students
the knowledge,

522
00:19:55,384 --> 00:19:56,750
skills, and
tools they will

523
00:19:56,750 --> 00:19:58,775
need as in-service
educators.

524
00:19:58,775 --> 00:20:00,529
So they can
identify and solve

525
00:20:00,529 --> 00:20:01,534
classroom problems

526
00:20:01,534 --> 00:20:03,140
efficiently and
effectively.

527
00:20:03,140 --> 00:20:04,639
This will ideally
help them to

528
00:20:04,639 --> 00:20:06,410
feel more competent,
prepared,

529
00:20:06,410 --> 00:20:12,170
and there appears to be

530
00:20:12,170 --> 00:20:13,430
a lack of experience at

531
00:20:13,430 --> 00:20:14,810
the undergraduate
level and

532
00:20:14,810 --> 00:20:16,130
music education in

533
00:20:16,130 --> 00:20:18,214
identifying a
classroom problem,

534
00:20:18,214 --> 00:20:20,089
implementing a
plan to collect

535
00:20:20,089 --> 00:20:21,679
relevant data and using

536
00:20:21,679 --> 00:20:23,689
the data to promote
positive change.

537
00:20:23,689 --> 00:20:25,459
Using research
methodology to

538
00:20:25,459 --> 00:20:27,149
problem-solve in
the classroom,

539
00:20:27,149 --> 00:20:29,949
as opposed to trial and
error approaches or

540
00:20:29,949 --> 00:20:31,645
the use of
anecdotal evidence

541
00:20:31,645 --> 00:20:33,190
may empower educators,

542
00:20:33,190 --> 00:20:34,990
reduce burnout,
and improve

543
00:20:34,990 --> 00:20:36,550
teaching and learning
environments.

544
00:20:36,550 --> 00:20:38,680
Conducting action
research during

545
00:20:38,680 --> 00:20:40,420
pre-service
education can give

546
00:20:40,420 --> 00:20:42,129
music teachers
the tools and

547
00:20:42,129 --> 00:20:43,195
experiences needed

548
00:20:43,195 --> 00:20:45,040
during in-service
employment.

549
00:20:45,040 --> 00:20:46,779
In this project, I wanted

550
00:20:46,779 --> 00:20:48,460
students to be
able to design and

551
00:20:48,460 --> 00:20:50,635
implement an action
research study

552
00:20:50,635 --> 00:20:51,759
in their student teaching

553
00:20:51,759 --> 00:20:53,470
placement site in which

554
00:20:53,470 --> 00:20:55,405
they create
research questions,

555
00:20:55,405 --> 00:20:57,279
conduct a
literature review,

556
00:20:57,279 --> 00:20:59,080
collect and analyze data,

557
00:20:59,080 --> 00:21:01,120
present and share
their findings,

558
00:21:01,120 --> 00:21:02,965
construct recommendations,

559
00:21:02,965 --> 00:21:06,279
and reflect upon the
process and outcome.

560
00:21:06,279 --> 00:21:08,079
Action research or

561
00:21:08,079 --> 00:21:09,734
practitioner
based research,

562
00:21:09,734 --> 00:21:11,104
can be defined
as researched,

563
00:21:11,104 --> 00:21:12,290
aimed at improving

564
00:21:12,290 --> 00:21:13,340
teaching and
learning through

565
00:21:13,340 --> 00:21:15,154
a process of observation,

566
00:21:15,154 --> 00:21:16,970
reflection, and change.

567
00:21:16,970 --> 00:21:18,590
The goals of action
research and

568
00:21:18,590 --> 00:21:20,419
education focus on making

569
00:21:20,419 --> 00:21:22,039
changes in curriculum
and school

570
00:21:22,039 --> 00:21:24,199
practices through
critical thinking,

571
00:21:24,199 --> 00:21:26,255
gathering information and

572
00:21:26,255 --> 00:21:28,490
action in order
to determine

573
00:21:28,490 --> 00:21:30,619
whether students were
able to effectively

574
00:21:30,619 --> 00:21:31,684
design and implement

575
00:21:31,684 --> 00:21:33,200
an action research study.

576
00:21:33,200 --> 00:21:35,779
Students self-assess
and reflect upon

577
00:21:35,779 --> 00:21:36,830
their work and peer

578
00:21:36,830 --> 00:21:38,554
review each
other's projects.

579
00:21:38,554 --> 00:21:40,084
Students also receive

580
00:21:40,084 --> 00:21:41,480
evaluative feedback from

581
00:21:41,480 --> 00:21:43,160
their cooperating
teacher and

582
00:21:43,160 --> 00:21:45,230
building principal
or administrator.

583
00:21:45,230 --> 00:21:47,570
Finally, I use a
rubric to determine

584
00:21:47,570 --> 00:21:48,679
whether the
objectives were

585
00:21:48,679 --> 00:21:51,090
met and to what degree.

586
00:21:51,820 --> 00:21:54,755
The action research
study project

587
00:21:54,755 --> 00:21:56,569
is assigned in stages over

588
00:21:56,569 --> 00:21:58,910
the span of our five
class meeting times

589
00:21:58,910 --> 00:22:00,919
and the student teaching
seminar course.

590
00:22:00,919 --> 00:22:02,614
The first stage consists

591
00:22:02,614 --> 00:22:04,204
of planning for research,

592
00:22:04,204 --> 00:22:05,975
where the students
are asked to submit

593
00:22:05,975 --> 00:22:08,014
a draft of their
title page,

594
00:22:08,014 --> 00:22:09,170
abstract page,

595
00:22:09,170 --> 00:22:11,659
purpose statement and
research questions.

596
00:22:11,659 --> 00:22:14,585
In the second stage,
conducting research,

597
00:22:14,585 --> 00:22:15,935
students submit a draft

598
00:22:15,935 --> 00:22:17,344
of their
literature review,

599
00:22:17,344 --> 00:22:19,099
references,
data collection

600
00:22:19,099 --> 00:22:20,555
and data analysis.

601
00:22:20,555 --> 00:22:23,479
The third stage consists
of reflecting upon

602
00:22:23,479 --> 00:22:24,979
research in which
students are

603
00:22:24,979 --> 00:22:27,035
charged with crafting
your conclusion,

604
00:22:27,035 --> 00:22:29,149
recommendations,
implications,

605
00:22:29,149 --> 00:22:30,634
and action plan.

606
00:22:30,634 --> 00:22:33,079
In the final stage,
sharing findings,

607
00:22:33,079 --> 00:22:34,924
students communicate
their work through

608
00:22:34,924 --> 00:22:37,399
a written action
research study report,

609
00:22:37,399 --> 00:22:39,710
as well as a presentation
of their work to

610
00:22:39,710 --> 00:22:42,155
peers and music education
faculty members.

611
00:22:42,155 --> 00:22:44,224
During our finals week.

612
00:22:44,224 --> 00:22:47,179
During each session,
I introduce

613
00:22:47,179 --> 00:22:48,679
a component of the overall

614
00:22:48,679 --> 00:22:50,719
action research
study and report,

615
00:22:50,719 --> 00:22:52,910
provide examples
and give students

616
00:22:52,910 --> 00:22:53,960
an opportunity to do

617
00:22:53,960 --> 00:22:56,315
some brainstorming and
group work together.

618
00:22:56,315 --> 00:22:58,429
There are typically
at least two weeks

619
00:22:58,429 --> 00:22:59,600
in-between each seminar

620
00:22:59,600 --> 00:23:00,799
meeting when students are

621
00:23:00,799 --> 00:23:01,880
expected to work on

622
00:23:01,880 --> 00:23:03,439
producing that
component of

623
00:23:03,439 --> 00:23:04,640
their project
which will be

624
00:23:04,640 --> 00:23:06,620
due by the following
class meeting.

625
00:23:06,620 --> 00:23:08,929
During class, there is
time for us to meet in

626
00:23:08,929 --> 00:23:11,270
small group breakout
sessions where students

627
00:23:11,270 --> 00:23:12,559
can peer review
each others

628
00:23:12,559 --> 00:23:14,879
work and provide feedback.

629
00:23:15,090 --> 00:23:17,619
Outside of class,
students are

630
00:23:17,619 --> 00:23:19,239
expected to work
on the components

631
00:23:19,239 --> 00:23:21,115
of their project,
including

632
00:23:21,115 --> 00:23:22,614
collecting references,

633
00:23:22,614 --> 00:23:24,610
conducting a
literature review,

634
00:23:24,610 --> 00:23:26,169
collecting data
from within

635
00:23:26,169 --> 00:23:27,880
their assigned
classroom setting,

636
00:23:27,880 --> 00:23:30,910
analyzing the data and
drawing conclusions.

637
00:23:30,910 --> 00:23:33,010
Also, students
submit their work to

638
00:23:33,010 --> 00:23:36,439
Canvas where I provide
individual feedback.

639
00:23:37,140 --> 00:23:41,450
I will turn it over to
my colleague Anita.

640
00:23:41,520 --> 00:23:45,909
Librarians can have
various levels

641
00:23:45,909 --> 00:23:47,605
of involvement
in the class,

642
00:23:47,605 --> 00:23:49,495
from a one-off
presentation

643
00:23:49,495 --> 00:23:51,535
to being embedded
in the class.

644
00:23:51,535 --> 00:23:53,590
This particular project

645
00:23:53,590 --> 00:23:55,210
falls between the two.

646
00:23:55,210 --> 00:23:58,169
Though. I visit the
class just once.

647
00:23:58,169 --> 00:24:00,920
Calc process allowed for

648
00:24:00,920 --> 00:24:02,390
a closer relationship with

649
00:24:02,390 --> 00:24:03,829
the faculty member and

650
00:24:03,829 --> 00:24:05,360
a better understanding for

651
00:24:05,360 --> 00:24:08,419
goals for the class
and the assignment.

652
00:24:08,419 --> 00:24:11,509
In my presentation
on how to locate

653
00:24:11,509 --> 00:24:13,039
scholarly references

654
00:24:13,039 --> 00:24:15,005
and create a
literature review,

655
00:24:15,005 --> 00:24:18,619
the focus is on the
scholarly conversation

656
00:24:18,619 --> 00:24:20,540
and the students
understanding that

657
00:24:20,540 --> 00:24:23,194
their research is
a part of that.

658
00:24:23,194 --> 00:24:25,219
We looked at the basics,

659
00:24:25,219 --> 00:24:28,039
such as one discussing

660
00:24:28,039 --> 00:24:29,689
how to identify
key words and

661
00:24:29,689 --> 00:24:31,354
concepts for searching

662
00:24:31,354 --> 00:24:33,470
the most useful
databases for

663
00:24:33,470 --> 00:24:37,280
music education
research to covering

664
00:24:37,280 --> 00:24:39,800
the concept of peer
reviewed journals

665
00:24:39,800 --> 00:24:42,499
and authority in
publications.

666
00:24:42,499 --> 00:24:44,359
Three, stressing

667
00:24:44,359 --> 00:24:47,600
the iterative nature
of doing research.

668
00:24:47,600 --> 00:24:51,395
For considering how
to choose articles,

669
00:24:51,395 --> 00:24:52,625
talking about reading

670
00:24:52,625 --> 00:24:54,860
abstracts carefully
and skimming

671
00:24:54,860 --> 00:24:56,779
articles to determine
if they will be

672
00:24:56,779 --> 00:24:59,790
useful for the
students research.

673
00:24:59,920 --> 00:25:02,630
Examining the
frequency that

674
00:25:02,630 --> 00:25:04,774
an article has been cited,

675
00:25:04,774 --> 00:25:07,715
and looking at how
to cite articles.

676
00:25:07,715 --> 00:25:10,910
Six, touching on
the writing process

677
00:25:10,910 --> 00:25:14,225
and how to organize
the literature review.

678
00:25:14,225 --> 00:25:17,779
After giving input,
I let the students

679
00:25:17,779 --> 00:25:19,340
have time in class

680
00:25:19,340 --> 00:25:21,079
for searching
the databases,

681
00:25:21,079 --> 00:25:22,835
finding relevant articles,

682
00:25:22,835 --> 00:25:24,904
and refining their topics.

683
00:25:24,904 --> 00:25:27,755
As an in-class
ungraded assignment,

684
00:25:27,755 --> 00:25:30,440
I asked the students to
send me citations of

685
00:25:30,440 --> 00:25:31,849
peer-reviewed
articles they have

686
00:25:31,849 --> 00:25:34,700
found that might
be useful to them.

687
00:25:34,700 --> 00:25:36,979
This teaches them how to

688
00:25:36,979 --> 00:25:38,719
move around the databases,

689
00:25:38,719 --> 00:25:42,140
consider and focus their
topics and save and

690
00:25:42,140 --> 00:25:44,000
send citations while I'm

691
00:25:44,000 --> 00:25:46,564
there to help when
things go awry.

692
00:25:46,564 --> 00:25:48,439
During this time,
I'm able to

693
00:25:48,439 --> 00:25:50,060
talk with students
individually

694
00:25:50,060 --> 00:25:52,040
about their
chosen topics and

695
00:25:52,040 --> 00:25:54,890
give suggestions
for searches.

696
00:25:54,890 --> 00:25:57,230
The materials the students

697
00:25:57,230 --> 00:25:59,090
find in their
searches assist

698
00:25:59,090 --> 00:26:00,185
them in completing

699
00:26:00,185 --> 00:26:01,700
the literature
review section

700
00:26:01,700 --> 00:26:02,870
of their reports.

701
00:26:02,870 --> 00:26:04,369
And also help
them when drawing

702
00:26:04,369 --> 00:26:06,559
conclusions and
recommendations

703
00:26:06,559 --> 00:26:08,629
based on the data
they collect within

704
00:26:08,629 --> 00:26:11,629
their assigned
classroom environments.

705
00:26:11,629 --> 00:26:15,170
I found that
the usefulness

706
00:26:15,170 --> 00:26:18,380
of class presentations
is a matter of degree.

707
00:26:18,380 --> 00:26:21,230
The more well-thought out

708
00:26:21,230 --> 00:26:23,465
the faculty
members goal is,

709
00:26:23,465 --> 00:26:24,680
and the better the library

710
00:26:24,680 --> 00:26:26,030
and understands it,

711
00:26:26,030 --> 00:26:27,319
the more focused the

712
00:26:27,319 --> 00:26:29,284
class interaction will be,

713
00:26:29,284 --> 00:26:30,875
the more the library and

714
00:26:30,875 --> 00:26:32,254
interacts with
the students.

715
00:26:32,254 --> 00:26:34,220
In addition to
a presentation,

716
00:26:34,220 --> 00:26:35,810
the more the students
will consider

717
00:26:35,810 --> 00:26:37,550
the library and
to be helpful.

718
00:26:37,550 --> 00:26:38,749
Use the library and

719
00:26:38,749 --> 00:26:41,314
later in their
degree program.

720
00:26:41,314 --> 00:26:44,040
Back to you, Danny.

721
00:26:52,000 --> 00:26:53,330
I think

722
00:26:53,330 --> 00:26:55,710
you need to turn
on your audio.

723
00:27:17,380 --> 00:27:18,964
There we go.

724
00:27:18,964 --> 00:27:19,640
Okay.

725
00:27:19,640 --> 00:27:20,900
I apologize for that.

726
00:27:20,900 --> 00:27:23,180
Let me see if I can
pick up where we

727
00:27:23,180 --> 00:27:29,819
left off here. Okay?

728
00:27:40,930 --> 00:27:43,259
Okay.

729
00:27:44,170 --> 00:27:45,919
So I've implemented

730
00:27:45,919 --> 00:27:47,420
the action
research project

731
00:27:47,420 --> 00:27:48,469
during student teaching

732
00:27:48,469 --> 00:27:49,909
seminar for
three semesters.

733
00:27:49,909 --> 00:27:51,980
Now, each semester
I examined

734
00:27:51,980 --> 00:27:54,020
students action
research study report

735
00:27:54,020 --> 00:27:55,189
assignments that are due

736
00:27:55,189 --> 00:27:57,154
incrementally throughout
the semester,

737
00:27:57,154 --> 00:27:59,420
as well as written
reflections regarding

738
00:27:59,420 --> 00:28:00,545
students perceptions

739
00:28:00,545 --> 00:28:02,330
of the action
research process.

740
00:28:02,330 --> 00:28:04,474
The action research
study project

741
00:28:04,474 --> 00:28:06,019
is assigned in
stages throughout

742
00:28:06,019 --> 00:28:07,819
the semester
over the span of

743
00:28:07,819 --> 00:28:09,260
our five class
meeting times

744
00:28:09,260 --> 00:28:11,209
in the student teaching
seminar course.

745
00:28:11,209 --> 00:28:12,769
The course is graded on

746
00:28:12,769 --> 00:28:14,675
a pass or no pass thesis.

747
00:28:14,675 --> 00:28:17,270
Each stage serves
as a criterion for

748
00:28:17,270 --> 00:28:18,379
evaluating the overall

749
00:28:18,379 --> 00:28:19,685
project in his greeted,

750
00:28:19,685 --> 00:28:21,275
using one of
three categories,

751
00:28:21,275 --> 00:28:24,154
exceeds expectations,
meets expectations,

752
00:28:24,154 --> 00:28:25,699
or room for improvement.

753
00:28:25,699 --> 00:28:27,739
This table shows
the distribution of

754
00:28:27,739 --> 00:28:29,509
grades for the most
recent semester

755
00:28:29,509 --> 00:28:31,309
of student teaching
seminar in which I

756
00:28:31,309 --> 00:28:34,110
had 21 students enrolled.

757
00:28:34,390 --> 00:28:36,529
At the end of
the semester,

758
00:28:36,529 --> 00:28:38,119
I ask students
to respond to

759
00:28:38,119 --> 00:28:40,069
three reflection
questions related to

760
00:28:40,069 --> 00:28:42,409
their work on the action
research project.

761
00:28:42,409 --> 00:28:43,924
The first question is,

762
00:28:43,924 --> 00:28:45,424
what is the most important

763
00:28:45,424 --> 00:28:46,729
or interesting
thing that you

764
00:28:46,729 --> 00:28:48,290
learned while
using information

765
00:28:48,290 --> 00:28:49,714
to complete this project.

766
00:28:49,714 --> 00:28:51,425
One student responded with

767
00:28:51,425 --> 00:28:52,759
the following
statement that

768
00:28:52,759 --> 00:28:54,020
I need a worry for us.

769
00:28:54,020 --> 00:28:56,179
The most interesting
thing about

770
00:28:56,179 --> 00:28:57,230
finding literature for

771
00:28:57,230 --> 00:28:58,894
the action
research project

772
00:28:58,894 --> 00:29:00,859
was seeing many
similarities

773
00:29:00,859 --> 00:29:02,645
between the coral
programs that

774
00:29:02,645 --> 00:29:04,380
I was reading about and

775
00:29:04,380 --> 00:29:06,755
the ones that I've been
exposed to so far.

776
00:29:06,755 --> 00:29:08,090
And author even said

777
00:29:08,090 --> 00:29:09,890
that choir experiences are

778
00:29:09,890 --> 00:29:11,630
universal no matter where

779
00:29:11,630 --> 00:29:14,075
you are and what
the school is like.

780
00:29:14,075 --> 00:29:16,084
Through collecting
and reviewing

781
00:29:16,084 --> 00:29:17,419
outside resources,

782
00:29:17,419 --> 00:29:18,620
this student was able to

783
00:29:18,620 --> 00:29:20,239
discover that there
is some level

784
00:29:20,239 --> 00:29:21,440
of standardization in

785
00:29:21,440 --> 00:29:23,404
music education
experiences.

786
00:29:23,404 --> 00:29:25,549
Discovery may not
only help validate

787
00:29:25,549 --> 00:29:27,920
the experiences and
educational decisions

788
00:29:27,920 --> 00:29:29,285
made by the
student teacher,

789
00:29:29,285 --> 00:29:31,339
but can also perhaps
be comforting.

790
00:29:31,339 --> 00:29:33,110
Music educators
can often feel

791
00:29:33,110 --> 00:29:34,880
like they teach
in a silo because

792
00:29:34,880 --> 00:29:36,469
they may be the only
music teacher in

793
00:29:36,469 --> 00:29:38,975
the building or even
district to read that.

794
00:29:38,975 --> 00:29:40,340
Other music educators have

795
00:29:40,340 --> 00:29:41,704
similar experiences,

796
00:29:41,704 --> 00:29:43,415
challenges, and solutions.

797
00:29:43,415 --> 00:29:45,290
And to gain the skills
and competence to

798
00:29:45,290 --> 00:29:46,595
locate these resources

799
00:29:46,595 --> 00:29:48,589
can be really rewarding.

800
00:29:48,589 --> 00:29:50,974
The second reflection
question is,

801
00:29:50,974 --> 00:29:52,760
if you were interviewing
for a job or

802
00:29:52,760 --> 00:29:54,334
internship and
the interviewer

803
00:29:54,334 --> 00:29:55,624
asked about this project.

804
00:29:55,624 --> 00:29:57,124
What would you
want them to know?

805
00:29:57,124 --> 00:29:58,700
One student that completed

806
00:29:58,700 --> 00:30:00,290
her action research
project on

807
00:30:00,290 --> 00:30:02,194
the topic of
gender stereotypes

808
00:30:02,194 --> 00:30:03,499
among band instruments,

809
00:30:03,499 --> 00:30:06,020
responded with the
following statement.

810
00:30:06,020 --> 00:30:09,454
Students perceptions
of gender norms

811
00:30:09,454 --> 00:30:11,134
as they relate
to instruments,

812
00:30:11,134 --> 00:30:12,590
should be challenged.

813
00:30:12,590 --> 00:30:15,080
When looking for
performances to show in

814
00:30:15,080 --> 00:30:18,079
music classes prior to
band enrollment age,

815
00:30:18,079 --> 00:30:19,759
it might be
beneficial to choose

816
00:30:19,759 --> 00:30:22,819
performers who break
those gender norms.

817
00:30:22,819 --> 00:30:24,830
I think this
quote exemplifies

818
00:30:24,830 --> 00:30:26,315
quite a bit of
thought and growth

819
00:30:26,315 --> 00:30:27,650
on the part of
the student as

820
00:30:27,650 --> 00:30:29,599
a result of working
on this project.

821
00:30:29,599 --> 00:30:31,159
This shows that the
student teacher

822
00:30:31,159 --> 00:30:31,789
would be willing to

823
00:30:31,789 --> 00:30:33,079
discuss with a school

824
00:30:33,079 --> 00:30:34,834
administrator
where future boss,

825
00:30:34,834 --> 00:30:36,680
how related resources and

826
00:30:36,680 --> 00:30:39,139
classroom data analysis
point to a need to

827
00:30:39,139 --> 00:30:41,779
make changes to the
status quo related to

828
00:30:41,779 --> 00:30:42,995
how music educators

829
00:30:42,995 --> 00:30:44,705
recruit instrumental
students,

830
00:30:44,705 --> 00:30:46,879
make curricular
decisions and

831
00:30:46,879 --> 00:30:49,039
interact with
stakeholders concerning

832
00:30:49,039 --> 00:30:51,319
gender biases and
stereotypes that are

833
00:30:51,319 --> 00:30:52,489
prevalent in pairing

834
00:30:52,489 --> 00:30:54,990
students with
particular instruments.

835
00:30:55,450 --> 00:30:58,129
The final reflection
question is,

836
00:30:58,129 --> 00:30:59,660
if you were to do
it over again,

837
00:30:59,660 --> 00:31:01,414
what would you
do differently?

838
00:31:01,414 --> 00:31:02,989
Oh, I should have picked

839
00:31:02,989 --> 00:31:05,645
a smaller and more
focused concept

840
00:31:05,645 --> 00:31:07,189
because of the short
amount of time

841
00:31:07,189 --> 00:31:09,154
in the semester
to do the study.

842
00:31:09,154 --> 00:31:11,060
At first, I thought
the semester was

843
00:31:11,060 --> 00:31:12,620
a long period of time,

844
00:31:12,620 --> 00:31:13,819
but once we got started,

845
00:31:13,819 --> 00:31:16,069
time really flew by.

846
00:31:16,069 --> 00:31:18,470
This response
demonstrates a lesson

847
00:31:18,470 --> 00:31:19,940
learned for the
student teacher and

848
00:31:19,940 --> 00:31:21,980
long-range planning
for activities

849
00:31:21,980 --> 00:31:23,569
and assessment in
the classroom.

850
00:31:23,569 --> 00:31:24,905
Skill that's essential as

851
00:31:24,905 --> 00:31:26,269
an in-service educator,

852
00:31:26,269 --> 00:31:28,640
educators are asked to
consider the scope and

853
00:31:28,640 --> 00:31:30,020
sequence of
curriculum over

854
00:31:30,020 --> 00:31:31,535
the course of a quarter,

855
00:31:31,535 --> 00:31:33,169
semester and school year.

856
00:31:33,169 --> 00:31:34,190
I believe it was good

857
00:31:34,190 --> 00:31:35,119
for the student teachers

858
00:31:35,119 --> 00:31:36,679
to see that a semester may

859
00:31:36,679 --> 00:31:38,480
not be the same
length of time for

860
00:31:38,480 --> 00:31:40,685
an educator as it
is for a student.

861
00:31:40,685 --> 00:31:42,800
It's also helpful
for me as I plan for

862
00:31:42,800 --> 00:31:43,970
implementing this project

863
00:31:43,970 --> 00:31:45,125
in future semesters.

864
00:31:45,125 --> 00:31:46,130
Because it shows me how

865
00:31:46,130 --> 00:31:47,450
critical the first step of

866
00:31:47,450 --> 00:31:48,890
planning is to the success

867
00:31:48,890 --> 00:31:50,284
of the overall project.

868
00:31:50,284 --> 00:31:51,859
While I want students
to be able to

869
00:31:51,859 --> 00:31:53,270
pick their own
research topic

870
00:31:53,270 --> 00:31:54,469
based on the individual

871
00:31:54,469 --> 00:31:56,465
characteristics of
their school setting.

872
00:31:56,465 --> 00:31:58,040
I may also need to provide

873
00:31:58,040 --> 00:31:59,900
more guidance to
help students focus

874
00:31:59,900 --> 00:32:01,610
their topic on
something that can be

875
00:32:01,610 --> 00:32:03,019
realistically completed

876
00:32:03,019 --> 00:32:05,339
in the amount of
time that we have.

877
00:32:09,210 --> 00:32:12,160
A few perceptions.

878
00:32:12,160 --> 00:32:14,379
I've been mulling
over the concept

879
00:32:14,379 --> 00:32:16,225
of scaffolded learning.

880
00:32:16,225 --> 00:32:18,159
And I think that's
where my dad went wrong

881
00:32:18,159 --> 00:32:20,574
when he tried to teach
me how to drive a car.

882
00:32:20,574 --> 00:32:23,920
I was 15 with my
learner's permit in hand.

883
00:32:23,920 --> 00:32:25,839
And all I remember
is getting behind

884
00:32:25,839 --> 00:32:28,434
the steering wheel
of a VW bug,

885
00:32:28,434 --> 00:32:30,475
deriving it to a highway,

886
00:32:30,475 --> 00:32:32,560
going out of
town and hearing

887
00:32:32,560 --> 00:32:33,909
only these words out of

888
00:32:33,909 --> 00:32:36,474
my dad's mouth faster,

889
00:32:36,474 --> 00:32:39,099
faster, I decided to

890
00:32:39,099 --> 00:32:42,069
choose my mom as driving
instructor. Instead.

891
00:32:42,069 --> 00:32:44,650
She was a kindergarten
teacher and understood

892
00:32:44,650 --> 00:32:46,030
the idea of scaffolded

893
00:32:46,030 --> 00:32:48,090
learning better
than my dad.

894
00:32:48,090 --> 00:32:51,690
But back to this class.

895
00:32:52,540 --> 00:32:55,234
Perception number to,

896
00:32:55,234 --> 00:32:57,650
the librarian
doesn't have as

897
00:32:57,650 --> 00:32:59,630
much opportunity
to interact with

898
00:32:59,630 --> 00:33:01,159
the students as
a faculty member

899
00:33:01,159 --> 00:33:02,599
in charge of the class,

900
00:33:02,599 --> 00:33:05,074
does the active portion

901
00:33:05,074 --> 00:33:07,550
of the class I teach
is important to

902
00:33:07,550 --> 00:33:09,800
see how the
students listen and

903
00:33:09,800 --> 00:33:11,060
incorporate what they

904
00:33:11,060 --> 00:33:13,295
learn into their
searching,

905
00:33:13,295 --> 00:33:15,949
brilliance and
understanding of

906
00:33:15,949 --> 00:33:19,009
some students is always
surprising to me,

907
00:33:19,009 --> 00:33:21,694
as is the way in
which some students

908
00:33:21,694 --> 00:33:25,680
misunderstand the
process or the goal.

909
00:33:25,870 --> 00:33:28,340
Perception. Number three,

910
00:33:28,340 --> 00:33:30,260
students use
librarians for

911
00:33:30,260 --> 00:33:32,314
reference questions
and research help

912
00:33:32,314 --> 00:33:35,569
at a higher level
after class visit.

913
00:33:35,569 --> 00:33:38,315
And here's an addendum.

914
00:33:38,315 --> 00:33:40,640
Our library has recently

915
00:33:40,640 --> 00:33:43,310
changed from the Liaison
Librarian model,

916
00:33:43,310 --> 00:33:45,155
where librarian
service specific

917
00:33:45,155 --> 00:33:47,254
academic field
in all ways,

918
00:33:47,254 --> 00:33:49,594
collection instruction,

919
00:33:49,594 --> 00:33:52,710
reference to a model
where some librarians,

920
00:33:52,710 --> 00:33:54,729
Let's focus on
collection development,

921
00:33:54,729 --> 00:33:56,304
others on teaching
and learning,

922
00:33:56,304 --> 00:33:58,509
and others on data
and research.

923
00:33:58,509 --> 00:34:00,340
So it is possible
that there will be

924
00:34:00,340 --> 00:34:01,420
a personnel change for

925
00:34:01,420 --> 00:34:02,904
this class in the future,

926
00:34:02,904 --> 00:34:04,750
and possibly with
a librarian who

927
00:34:04,750 --> 00:34:07,000
does not have a
music background.

928
00:34:07,000 --> 00:34:08,755
It's interesting
to consider

929
00:34:08,755 --> 00:34:10,060
whether that will
make a difference

930
00:34:10,060 --> 00:34:11,319
in the class and in

931
00:34:11,319 --> 00:34:14,019
the student's interaction
with the librarian.

932
00:34:14,019 --> 00:34:17,519
Danny. After implementing

933
00:34:17,519 --> 00:34:18,869
an action research project

934
00:34:18,869 --> 00:34:21,449
during our student
teaching seminar course,

935
00:34:21,449 --> 00:34:22,769
results appear to be

936
00:34:22,769 --> 00:34:24,660
indicative of students
being generally

937
00:34:24,660 --> 00:34:25,950
well-prepared for teaching

938
00:34:25,950 --> 00:34:28,575
post-graduation enable
the synthesized,

939
00:34:28,575 --> 00:34:30,540
analyze and apply
the knowledge and

940
00:34:30,540 --> 00:34:33,300
skills taught during
music education program.

941
00:34:33,300 --> 00:34:35,685
By conducting the action
research project,

942
00:34:35,685 --> 00:34:36,870
it's evidenced
that students

943
00:34:36,870 --> 00:34:37,619
have learned how to

944
00:34:37,619 --> 00:34:39,239
develop long-range lesson

945
00:34:39,239 --> 00:34:40,545
and curriculum planning,

946
00:34:40,545 --> 00:34:42,449
deliver less than content,

947
00:34:42,449 --> 00:34:44,715
assess student learning
and document growth,

948
00:34:44,715 --> 00:34:46,379
and reflect upon
the outcomes in

949
00:34:46,379 --> 00:34:48,030
order to improve
future teaching and

950
00:34:48,030 --> 00:34:49,859
learning that
actually worked

951
00:34:49,859 --> 00:34:51,359
on this action
research study

952
00:34:51,359 --> 00:34:52,890
alongside my
students giving

953
00:34:52,890 --> 00:34:54,150
myself the same due dates

954
00:34:54,150 --> 00:34:55,305
throughout the semester.

955
00:34:55,305 --> 00:34:57,105
So I could offer
authentic research

956
00:34:57,105 --> 00:34:59,099
and writing strategies
as we progress.

957
00:34:59,099 --> 00:35:01,170
I think this not only
benefited teaching

958
00:35:01,170 --> 00:35:02,520
and learning in
my environment,

959
00:35:02,520 --> 00:35:03,930
but also demonstrated that

960
00:35:03,930 --> 00:35:06,165
teaching and research
are interconnected.

961
00:35:06,165 --> 00:35:08,219
For students, my goal
is that connect,

962
00:35:08,219 --> 00:35:10,109
conducting an action
research project

963
00:35:10,109 --> 00:35:11,819
of their own would give
them the knowledge,

964
00:35:11,819 --> 00:35:12,990
skills, and tools they

965
00:35:12,990 --> 00:35:14,894
need as in-service
educators.

966
00:35:14,894 --> 00:35:16,560
So they can
identify and solve

967
00:35:16,560 --> 00:35:17,520
classroom problems

968
00:35:17,520 --> 00:35:19,124
efficiently and
effectively.

969
00:35:19,124 --> 00:35:20,460
This will ideally help

970
00:35:20,460 --> 00:35:21,720
them to feel
more competent,

971
00:35:21,720 --> 00:35:23,249
prepared, and ready to

972
00:35:23,249 --> 00:35:25,929
tackle their own
classroom environments.

973
00:35:26,780 --> 00:35:29,609
Thank you very
much. That's all

974
00:35:29,609 --> 00:35:31,750
that we have for today.

975
00:35:46,480 --> 00:35:47,630
Hi.

976
00:35:47,630 --> 00:35:48,620
Good afternoon, everyone.

977
00:35:48,620 --> 00:35:50,269
I'm just gonna go ahead
and share my screen.

978
00:35:50,269 --> 00:35:53,159
Bear with me for one
quick moment here.

979
00:36:04,300 --> 00:36:05,794
Alright.

980
00:36:05,794 --> 00:36:07,429
So hopefully you
should all people do

981
00:36:07,429 --> 00:36:09,724
as the mice agreed
at the moment.

982
00:36:09,724 --> 00:36:11,480
Well, as, as mentioned,

983
00:36:11,480 --> 00:36:13,609
I'm so delighted to be
able to be here and

984
00:36:13,609 --> 00:36:16,984
present as part of these
See LIC symposium.

985
00:36:16,984 --> 00:36:19,520
I worked with
mira how bossy,

986
00:36:19,520 --> 00:36:21,919
a fellow professor
at Purdue University

987
00:36:21,919 --> 00:36:23,740
when we were developing

988
00:36:23,740 --> 00:36:26,429
this project and this
new approach for

989
00:36:26,429 --> 00:36:29,969
her management
to 9450 course,

990
00:36:29,969 --> 00:36:32,729
which she taught and
asked me to come in and

991
00:36:32,729 --> 00:36:34,200
offer some guidance on

992
00:36:34,200 --> 00:36:35,865
from my library
perspective,

993
00:36:35,865 --> 00:36:38,654
there'll be discussing
this course primarily.

994
00:36:38,654 --> 00:36:39,960
But the chorus so dealt

995
00:36:39,960 --> 00:36:41,340
with bridging the gender

996
00:36:41,340 --> 00:36:44,159
divide in different
workplace settings.

997
00:36:44,159 --> 00:36:47,759
And as far as my
background goes though,

998
00:36:47,759 --> 00:36:49,259
I'm Dr. net bot
hammock and

999
00:36:49,259 --> 00:36:51,119
I'm currently an
assistant professor in

1000
00:36:51,119 --> 00:36:53,040
the Business
Information Specialist

1001
00:36:53,040 --> 00:36:55,319
at Purdue University.

1002
00:36:55,319 --> 00:36:57,690
Specifically
at this course

1003
00:36:57,690 --> 00:36:59,429
that Amira was teaching.

1004
00:36:59,429 --> 00:37:01,589
Specifically the
course examines how

1005
00:37:01,589 --> 00:37:04,200
research can inform
workplace diversity.

1006
00:37:04,200 --> 00:37:05,279
And it also paid

1007
00:37:05,279 --> 00:37:07,289
attention to the
ideas and themes of

1008
00:37:07,289 --> 00:37:09,044
inclusion initiatives

1009
00:37:09,044 --> 00:37:11,069
at various different
perspectives

1010
00:37:11,069 --> 00:37:13,019
and points and an
individual's career,

1011
00:37:13,019 --> 00:37:15,030
whether it dealt
with the individual,

1012
00:37:15,030 --> 00:37:16,769
themselves, a team,

1013
00:37:16,769 --> 00:37:18,285
or even a broader,

1014
00:37:18,285 --> 00:37:19,815
in a more broad sense,

1015
00:37:19,815 --> 00:37:21,885
looking at an
organizational level.

1016
00:37:21,885 --> 00:37:23,579
And so that course focused

1017
00:37:23,579 --> 00:37:24,960
upon helping students

1018
00:37:24,960 --> 00:37:27,210
consider a
different trends

1019
00:37:27,210 --> 00:37:27,989
and themes that were

1020
00:37:27,989 --> 00:37:29,219
happening in
the workplace.

1021
00:37:29,219 --> 00:37:31,020
But to also put
them against

1022
00:37:31,020 --> 00:37:32,850
real life experiences

1023
00:37:32,850 --> 00:37:34,469
of specifically women in

1024
00:37:34,469 --> 00:37:35,700
the workplace and some of

1025
00:37:35,700 --> 00:37:37,409
the different challenges
that they would be

1026
00:37:37,409 --> 00:37:38,489
facing in

1027
00:37:38,489 --> 00:37:40,709
many different types
of work environments.

1028
00:37:40,709 --> 00:37:43,439
So one of the key projects

1029
00:37:43,439 --> 00:37:45,809
within this course
was to actually give

1030
00:37:45,809 --> 00:37:47,835
students that avenue to

1031
00:37:47,835 --> 00:37:50,429
discuss with a working
professional and

1032
00:37:50,429 --> 00:37:52,379
to hear about what
different challenges

1033
00:37:52,379 --> 00:37:54,329
that they were facing in

1034
00:37:54,329 --> 00:37:55,919
the workplace could
be that would

1035
00:37:55,919 --> 00:37:57,660
ideally link
back to students

1036
00:37:57,660 --> 00:37:59,459
reading a different
themes and

1037
00:37:59,459 --> 00:38:01,710
trends that they were
finding in literature.

1038
00:38:01,710 --> 00:38:03,359
And again, pairing that

1039
00:38:03,359 --> 00:38:04,800
with what they
were hearing from

1040
00:38:04,800 --> 00:38:06,659
these real-life
scenarios for

1041
00:38:06,659 --> 00:38:08,505
a different, uh,
working women.

1042
00:38:08,505 --> 00:38:11,564
That they basically
sized career mentors.

1043
00:38:11,564 --> 00:38:13,499
And so the idea was that

1044
00:38:13,499 --> 00:38:15,929
these mentors would
be a resource that

1045
00:38:15,929 --> 00:38:17,789
would help students
along with

1046
00:38:17,789 --> 00:38:20,834
their research for this
project in terms of

1047
00:38:20,834 --> 00:38:23,219
examining different
questions relating to

1048
00:38:23,219 --> 00:38:25,650
how gender
actually is dealt

1049
00:38:25,650 --> 00:38:26,970
with in the workplace and

1050
00:38:26,970 --> 00:38:28,350
how different challenges

1051
00:38:28,350 --> 00:38:30,719
surrounding gender
are navigated.

1052
00:38:30,719 --> 00:38:32,639
Throughout the duration of

1053
00:38:32,639 --> 00:38:34,859
the spring semester
long course,

1054
00:38:34,859 --> 00:38:36,239
the students worked on

1055
00:38:36,239 --> 00:38:38,850
many different assignments
and activities

1056
00:38:38,850 --> 00:38:40,950
that looked at whether
or not there was

1057
00:38:40,950 --> 00:38:43,740
a gap in the research
or further explored.

1058
00:38:43,740 --> 00:38:46,110
The research on
gender biases in

1059
00:38:46,110 --> 00:38:48,299
the workplace
and how that is

1060
00:38:48,299 --> 00:38:51,089
evidenced in different
workplace settings and

1061
00:38:51,089 --> 00:38:53,579
other many minor
activities along the way

1062
00:38:53,579 --> 00:38:56,535
to that lead to the
final end result,

1063
00:38:56,535 --> 00:38:58,755
the final project
for this course,

1064
00:38:58,755 --> 00:39:01,095
and that we'll delve
into those in a moment.

1065
00:39:01,095 --> 00:39:02,430
So as mentioned,
my colleague

1066
00:39:02,430 --> 00:39:03,539
for this course was

1067
00:39:03,539 --> 00:39:05,070
Mira Kobayashi
was not here

1068
00:39:05,070 --> 00:39:06,810
with us today
unfortunately.

1069
00:39:06,810 --> 00:39:08,610
But with her perspective,

1070
00:39:08,610 --> 00:39:11,549
she was able to link
up the eight students

1071
00:39:11,549 --> 00:39:12,900
taking the course and

1072
00:39:12,900 --> 00:39:14,730
pair them with different,

1073
00:39:14,730 --> 00:39:16,200
again, real life working

1074
00:39:16,200 --> 00:39:18,195
mentors out in the field.

1075
00:39:18,195 --> 00:39:20,715
And the students had to,

1076
00:39:20,715 --> 00:39:22,890
had to conduct a
different interviews

1077
00:39:22,890 --> 00:39:24,314
with their mentors.

1078
00:39:24,314 --> 00:39:27,255
And then after
interviewing their mentor,

1079
00:39:27,255 --> 00:39:29,204
they would actually
circled back and look at

1080
00:39:29,204 --> 00:39:32,040
literature and
really focus

1081
00:39:32,040 --> 00:39:34,260
in on one specific issue

1082
00:39:34,260 --> 00:39:35,550
relating to the gender

1083
00:39:35,550 --> 00:39:37,799
divide in the workplace

1084
00:39:37,799 --> 00:39:39,480
are really where I came in

1085
00:39:39,480 --> 00:39:41,264
predominantly in
this course was

1086
00:39:41,264 --> 00:39:44,069
assisting in the
information literacy side

1087
00:39:44,069 --> 00:39:46,260
of things and
helping to connect

1088
00:39:46,260 --> 00:39:48,450
students with
the literature

1089
00:39:48,450 --> 00:39:49,890
that would be
of relevance to

1090
00:39:49,890 --> 00:39:51,689
the topic that they
were trying to

1091
00:39:51,689 --> 00:39:54,165
explore further
for their project

1092
00:39:54,165 --> 00:39:55,920
in this class and to also

1093
00:39:55,920 --> 00:39:57,960
help them get a better
sense of how to

1094
00:39:57,960 --> 00:40:00,059
navigate the
different databases

1095
00:40:00,059 --> 00:40:01,920
that would
ideally work for

1096
00:40:01,920 --> 00:40:03,449
their research and
to point them in

1097
00:40:03,449 --> 00:40:05,040
the right direction
if they were

1098
00:40:05,040 --> 00:40:07,199
feeling lost or stuck
in terms of trying

1099
00:40:07,199 --> 00:40:10,169
to get sources for
their project.

1100
00:40:10,169 --> 00:40:12,465
So really the
focus for our,

1101
00:40:12,465 --> 00:40:15,210
our work in this
particular course was to

1102
00:40:15,210 --> 00:40:16,395
work on those research

1103
00:40:16,395 --> 00:40:18,195
and information literacy,

1104
00:40:18,195 --> 00:40:20,219
literacy skills as they

1105
00:40:20,219 --> 00:40:21,480
would eventually
protein to

1106
00:40:21,480 --> 00:40:23,985
the final project
where they would write

1107
00:40:23,985 --> 00:40:25,709
about their
relationship with

1108
00:40:25,709 --> 00:40:27,029
the mentor and again,

1109
00:40:27,029 --> 00:40:28,560
discuss what sort of

1110
00:40:28,560 --> 00:40:30,330
trends or themes or
issues that we're

1111
00:40:30,330 --> 00:40:32,519
finding in the
workplace and look at

1112
00:40:32,519 --> 00:40:35,174
how that is supported
by literature.

1113
00:40:35,174 --> 00:40:37,365
So our project
learning goals

1114
00:40:37,365 --> 00:40:40,140
for this particular
class was that we wanted

1115
00:40:40,140 --> 00:40:41,489
our students to be able

1116
00:40:41,489 --> 00:40:43,409
to analyze different
strategies

1117
00:40:43,409 --> 00:40:44,909
that were being
used by women in

1118
00:40:44,909 --> 00:40:46,950
the workplace for
effectiveness.

1119
00:40:46,950 --> 00:40:48,900
We also wanted students

1120
00:40:48,900 --> 00:40:50,730
to look at comparing and

1121
00:40:50,730 --> 00:40:53,670
contrasting the gap
between research on

1122
00:40:53,670 --> 00:40:54,960
gender and then what was

1123
00:40:54,960 --> 00:40:57,224
actually happening
in the workplace.

1124
00:40:57,224 --> 00:40:59,969
So how different issues

1125
00:40:59,969 --> 00:41:01,260
were being handled and

1126
00:41:01,260 --> 00:41:03,480
how a different strategies
where maybe being

1127
00:41:03,480 --> 00:41:06,315
applied to a sort of
mitigate the issue.

1128
00:41:06,315 --> 00:41:08,790
Students also war to

1129
00:41:08,790 --> 00:41:10,800
try and cultivate
relationships with

1130
00:41:10,800 --> 00:41:13,409
other women who were
in the workplace as

1131
00:41:13,409 --> 00:41:14,759
a method to better prepare

1132
00:41:14,759 --> 00:41:16,410
them for their career.

1133
00:41:16,410 --> 00:41:17,939
So this goes back to

1134
00:41:17,939 --> 00:41:19,799
the idea of
career mentors.

1135
00:41:19,799 --> 00:41:21,930
So in this small
section of students,

1136
00:41:21,930 --> 00:41:24,300
we were able to
look at what

1137
00:41:24,300 --> 00:41:26,760
these students career
interests were and

1138
00:41:26,760 --> 00:41:29,069
try to pair them up
with other women who

1139
00:41:29,069 --> 00:41:32,069
are already working in
that particular field.

1140
00:41:32,069 --> 00:41:34,065
That they would
have that sense

1141
00:41:34,065 --> 00:41:35,790
of connection in terms of

1142
00:41:35,790 --> 00:41:37,574
their career interests and

1143
00:41:37,574 --> 00:41:38,819
the curiosity
about the career

1144
00:41:38,819 --> 00:41:40,679
interests are
being met there.

1145
00:41:40,679 --> 00:41:43,019
But to also sort of have

1146
00:41:43,019 --> 00:41:45,540
that networking start
to begin as well and to

1147
00:41:45,540 --> 00:41:48,300
have them build
a relationship

1148
00:41:48,300 --> 00:41:49,470
with someone who's already

1149
00:41:49,470 --> 00:41:50,864
working in their field

1150
00:41:50,864 --> 00:41:52,349
and getting a sense for

1151
00:41:52,349 --> 00:41:54,630
what successes and
what challenges

1152
00:41:54,630 --> 00:41:56,820
they were facing
in the field.

1153
00:41:56,820 --> 00:41:59,189
So our project components

1154
00:41:59,189 --> 00:42:00,299
where of course to have

1155
00:42:00,299 --> 00:42:03,179
students interview
their career mentor,

1156
00:42:03,179 --> 00:42:05,085
I'm so their person
in the workplace.

1157
00:42:05,085 --> 00:42:06,465
And to do so,

1158
00:42:06,465 --> 00:42:08,234
they would accomplish

1159
00:42:08,234 --> 00:42:10,739
small milestones
along the way,

1160
00:42:10,739 --> 00:42:11,940
which dealt with crafting

1161
00:42:11,940 --> 00:42:14,354
informed questions
for the interviews,

1162
00:42:14,354 --> 00:42:16,214
then based upon
a brief search.

1163
00:42:16,214 --> 00:42:17,550
So ideally, students would

1164
00:42:17,550 --> 00:42:19,785
have done a bit
of reading about

1165
00:42:19,785 --> 00:42:22,319
their field of
interest and

1166
00:42:22,319 --> 00:42:23,759
specifically
looking at women

1167
00:42:23,759 --> 00:42:25,439
in gender bias
in that field.

1168
00:42:25,439 --> 00:42:28,169
If there was research
in that arena and just

1169
00:42:28,169 --> 00:42:29,939
start formulating
some questions

1170
00:42:29,939 --> 00:42:31,515
that connected with that.

1171
00:42:31,515 --> 00:42:32,999
In addition,

1172
00:42:32,999 --> 00:42:35,400
analyzing those
interview responses.

1173
00:42:35,400 --> 00:42:37,170
So after they conduct
the interview,

1174
00:42:37,170 --> 00:42:38,670
looking at what
was actually

1175
00:42:38,670 --> 00:42:40,694
said and thinking about it

1176
00:42:40,694 --> 00:42:41,999
from that research or

1177
00:42:41,999 --> 00:42:44,654
theoretical,
theoretically based lens.

1178
00:42:44,654 --> 00:42:46,799
So now that they
have the answers,

1179
00:42:46,799 --> 00:42:47,999
how does that align with

1180
00:42:47,999 --> 00:42:50,460
the literature, if at all?

1181
00:42:50,460 --> 00:42:52,769
They were able to
find literature.

1182
00:42:52,769 --> 00:42:55,710
What responses
really rang true in

1183
00:42:55,710 --> 00:42:57,120
terms of what
was supported by

1184
00:42:57,120 --> 00:42:58,950
literature and
what are the gaps,

1185
00:42:58,950 --> 00:43:00,060
what is not really being

1186
00:43:00,060 --> 00:43:02,069
supported by the
literature at this point

1187
00:43:02,069 --> 00:43:03,150
that maybe deserves

1188
00:43:03,150 --> 00:43:05,610
further discussion or
further exploration.

1189
00:43:05,610 --> 00:43:06,359
And of course, I'm

1190
00:43:06,359 --> 00:43:07,979
the theoretical
lens as well.

1191
00:43:07,979 --> 00:43:09,240
Is there a certain theory

1192
00:43:09,240 --> 00:43:10,874
that they were
exploring that

1193
00:43:10,874 --> 00:43:12,419
may or may not
have manifested

1194
00:43:12,419 --> 00:43:14,489
in the interview
responses.

1195
00:43:14,489 --> 00:43:16,289
Also, the engagement of

1196
00:43:16,289 --> 00:43:18,615
theories of gender
in the workplace.

1197
00:43:18,615 --> 00:43:20,190
So certainly Mira dealt

1198
00:43:20,190 --> 00:43:21,840
with this quite a
bit in her class.

1199
00:43:21,840 --> 00:43:22,650
She would talk about

1200
00:43:22,650 --> 00:43:24,030
different theories
pertaining to

1201
00:43:24,030 --> 00:43:26,759
gender and gender bias
in the workplace.

1202
00:43:26,759 --> 00:43:29,910
And really those
interview responses

1203
00:43:29,910 --> 00:43:32,504
and connecting them
to the literature.

1204
00:43:32,504 --> 00:43:34,019
We wanted students
to be able to

1205
00:43:34,019 --> 00:43:35,700
share their
findings and to

1206
00:43:35,700 --> 00:43:37,290
present that to us through

1207
00:43:37,290 --> 00:43:39,045
our presentations
to the class,

1208
00:43:39,045 --> 00:43:42,179
as well as milestones
along the way.

1209
00:43:42,179 --> 00:43:43,920
We're so informal style

1210
00:43:43,920 --> 00:43:45,449
reflections to give us

1211
00:43:45,449 --> 00:43:46,770
a sense of how students

1212
00:43:46,770 --> 00:43:49,095
were progressing through
the race or age,

1213
00:43:49,095 --> 00:43:50,550
or giving them the
chance to pose

1214
00:43:50,550 --> 00:43:52,499
any questions
that they had or

1215
00:43:52,499 --> 00:43:53,610
to maybe comment upon

1216
00:43:53,610 --> 00:43:56,010
some successes they
had in their research.

1217
00:43:56,010 --> 00:43:57,119
So these sort of

1218
00:43:57,119 --> 00:44:00,090
informal style
reflections and

1219
00:44:00,090 --> 00:44:02,280
then the more formal
writing assignments,

1220
00:44:02,280 --> 00:44:04,439
having them reflect more
thoroughly and more

1221
00:44:04,439 --> 00:44:06,884
formally on their
research process,

1222
00:44:06,884 --> 00:44:08,040
on what they found in

1223
00:44:08,040 --> 00:44:09,390
the end and what
they learned.

1224
00:44:09,390 --> 00:44:11,490
And maybe Something is

1225
00:44:11,490 --> 00:44:12,510
that they'd like
to continue

1226
00:44:12,510 --> 00:44:14,490
exploring or explore later

1227
00:44:14,490 --> 00:44:15,990
on in their careers.

1228
00:44:15,990 --> 00:44:19,229
And of course, the
other component is

1229
00:44:19,229 --> 00:44:20,369
dealing with the
research and

1230
00:44:20,369 --> 00:44:22,289
the information literacy
side of things.

1231
00:44:22,289 --> 00:44:25,380
So I primarily assisted
with this arena here,

1232
00:44:25,380 --> 00:44:27,479
researching existing
literature on

1233
00:44:27,479 --> 00:44:30,840
gender-related obstacles
at work, including,

1234
00:44:30,840 --> 00:44:32,999
but not limited to
looking at journals,

1235
00:44:32,999 --> 00:44:35,474
articles, book
chapters, of course,

1236
00:44:35,474 --> 00:44:36,944
giving students a showcase

1237
00:44:36,944 --> 00:44:38,520
of the library databases,

1238
00:44:38,520 --> 00:44:40,080
helping them
navigate that,

1239
00:44:40,080 --> 00:44:41,520
and also pointing them

1240
00:44:41,520 --> 00:44:43,319
to other sources as well.

1241
00:44:43,319 --> 00:44:45,390
If there were
certain figures

1242
00:44:45,390 --> 00:44:46,799
in their field that
they wanted to

1243
00:44:46,799 --> 00:44:48,539
research further
looking at on what

1244
00:44:48,539 --> 00:44:50,280
those individuals
have published,

1245
00:44:50,280 --> 00:44:52,484
what they may be
sharing social media

1246
00:44:52,484 --> 00:44:55,695
that might also be
of interest to them.

1247
00:44:55,695 --> 00:44:57,390
And I'll finally
looking at

1248
00:44:57,390 --> 00:45:00,330
the evaluation side
of things to looking

1249
00:45:00,330 --> 00:45:01,979
at we primarily graded and

1250
00:45:01,979 --> 00:45:04,709
evaluated based on the
following criteria.

1251
00:45:04,709 --> 00:45:07,140
So looking at
investigations,

1252
00:45:07,140 --> 00:45:09,149
so how did they go about

1253
00:45:09,149 --> 00:45:11,520
investigating and
summarizing their time

1254
00:45:11,520 --> 00:45:13,440
working with the
parent mentor.

1255
00:45:13,440 --> 00:45:15,029
So any questions there?

1256
00:45:15,029 --> 00:45:16,770
How is their reflection,

1257
00:45:16,770 --> 00:45:18,209
the structure of
the interview

1258
00:45:18,209 --> 00:45:19,695
questions themselves?

1259
00:45:19,695 --> 00:45:20,909
Were they they really well

1260
00:45:20,909 --> 00:45:23,340
formulated and of
course, research.

1261
00:45:23,340 --> 00:45:24,840
So we wanted that research

1262
00:45:24,840 --> 00:45:26,400
to be quite evident to us.

1263
00:45:26,400 --> 00:45:28,289
So it would have been
evident to us that

1264
00:45:28,289 --> 00:45:30,825
students conducted a
literature review.

1265
00:45:30,825 --> 00:45:33,569
They included a certain
number of citations

1266
00:45:33,569 --> 00:45:36,645
and included a mainstream
media example.

1267
00:45:36,645 --> 00:45:38,400
In addition, analysis.

1268
00:45:38,400 --> 00:45:40,274
So thinking more
critically now

1269
00:45:40,274 --> 00:45:42,630
about what their
topic was,

1270
00:45:42,630 --> 00:45:45,240
connecting that obstacle
or challenge to

1271
00:45:45,240 --> 00:45:47,400
the real life scenarios
that were maybe

1272
00:45:47,400 --> 00:45:50,040
experienced are expressed
by their mentor.

1273
00:45:50,040 --> 00:45:52,380
Potentially connecting
those two theories

1274
00:45:52,380 --> 00:45:53,520
surrounding gender or

1275
00:45:53,520 --> 00:45:55,665
gender bias in
the workplace

1276
00:45:55,665 --> 00:45:57,000
and a discussion.

1277
00:45:57,000 --> 00:45:59,234
So reflecting upon
those findings

1278
00:45:59,234 --> 00:46:02,009
and thinking critically
about them as well.

1279
00:46:02,009 --> 00:46:03,210
So if they were able to

1280
00:46:03,210 --> 00:46:05,760
identify a gap
or a similarity,

1281
00:46:05,760 --> 00:46:07,920
really focusing
upon what that was

1282
00:46:07,920 --> 00:46:09,914
and what that
may be means and

1283
00:46:09,914 --> 00:46:11,670
how that could point out

1284
00:46:11,670 --> 00:46:13,199
future research for them

1285
00:46:13,199 --> 00:46:14,850
or for other
professionals.

1286
00:46:14,850 --> 00:46:17,459
And of course, also
organization and quality.

1287
00:46:17,459 --> 00:46:18,750
So this was ultimately

1288
00:46:18,750 --> 00:46:20,609
a PowerPoint presentation

1289
00:46:20,609 --> 00:46:22,244
that was ideally clean.

1290
00:46:22,244 --> 00:46:25,394
A clean presentation
with a layout

1291
00:46:25,394 --> 00:46:26,879
that was
well-structured and

1292
00:46:26,879 --> 00:46:29,040
logical with
minimal spelling,

1293
00:46:29,040 --> 00:46:32,684
grammar issues,
sources cited, etc.

1294
00:46:32,684 --> 00:46:34,845
So a breakdown of

1295
00:46:34,845 --> 00:46:36,120
our activities includes

1296
00:46:36,120 --> 00:46:37,589
the following steps here.

1297
00:46:37,589 --> 00:46:39,449
So just in a visual sense,

1298
00:46:39,449 --> 00:46:41,999
we had students, as
their first activity,

1299
00:46:41,999 --> 00:46:44,190
conducted research
on the obstacle

1300
00:46:44,190 --> 00:46:46,574
and any strategies
that they came across,

1301
00:46:46,574 --> 00:46:47,970
then they would
progress on

1302
00:46:47,970 --> 00:46:49,560
to interviewing
their mentor.

1303
00:46:49,560 --> 00:46:50,789
And now that
they had a sense

1304
00:46:50,789 --> 00:46:52,050
of certain obstacles and

1305
00:46:52,050 --> 00:46:53,550
strategies that they
would maybe want

1306
00:46:53,550 --> 00:46:55,405
to ask their mentor about.

1307
00:46:55,405 --> 00:46:56,819
Then moving on to

1308
00:46:56,819 --> 00:46:58,559
finding information
about that problem,

1309
00:46:58,559 --> 00:47:01,515
challenge, or obstacle
in mainstream media.

1310
00:47:01,515 --> 00:47:02,670
And maybe reflecting on

1311
00:47:02,670 --> 00:47:04,500
some strategies
experienced or

1312
00:47:04,500 --> 00:47:06,435
suggested by the mentor

1313
00:47:06,435 --> 00:47:08,114
or within the literature.

1314
00:47:08,114 --> 00:47:10,559
And then reflecting
on any gaps in

1315
00:47:10,559 --> 00:47:11,609
the research as well

1316
00:47:11,609 --> 00:47:14,009
as individual
strategies suggested.

1317
00:47:14,009 --> 00:47:15,209
And then finally
putting that

1318
00:47:15,209 --> 00:47:17,640
altogether presenting
that research and

1319
00:47:17,640 --> 00:47:20,414
those outcomes for us as

1320
00:47:20,414 --> 00:47:22,244
the instructors and also

1321
00:47:22,244 --> 00:47:23,760
their fellow students and

1322
00:47:23,760 --> 00:47:25,110
giving them a
chance to now

1323
00:47:25,110 --> 00:47:26,549
share all that
work that they've

1324
00:47:26,549 --> 00:47:28,439
spent so much time on and

1325
00:47:28,439 --> 00:47:31,559
discuss those different
avenues of research,

1326
00:47:31,559 --> 00:47:33,254
including those kind of

1327
00:47:33,254 --> 00:47:35,250
key moments from
their readings,

1328
00:47:35,250 --> 00:47:37,635
from their discussions
with their mentor

1329
00:47:37,635 --> 00:47:41,325
and the analysis
portion as well.

1330
00:47:41,325 --> 00:47:43,560
So we did have
students reflect

1331
00:47:43,560 --> 00:47:45,809
post project upon the work

1332
00:47:45,809 --> 00:47:47,159
and the research they did.

1333
00:47:47,159 --> 00:47:49,110
So we had them consider

1334
00:47:49,110 --> 00:47:51,060
the most important or
interesting thing they

1335
00:47:51,060 --> 00:47:53,444
learned while working
on the project.

1336
00:47:53,444 --> 00:47:54,869
Also kinda putting them in

1337
00:47:54,869 --> 00:47:57,224
the shoes of their mentor,

1338
00:47:57,224 --> 00:47:58,380
having them think about

1339
00:47:58,380 --> 00:47:59,910
facing a similar obstacle

1340
00:47:59,910 --> 00:48:03,030
or challenge and how
they might address that.

1341
00:48:03,030 --> 00:48:04,694
Maybe how they've grown

1342
00:48:04,694 --> 00:48:06,089
or how they maybe
have changed

1343
00:48:06,089 --> 00:48:07,529
their minds in terms of

1344
00:48:07,529 --> 00:48:09,495
how they would want
to address that.

1345
00:48:09,495 --> 00:48:11,849
Then, of course,
post project,

1346
00:48:11,849 --> 00:48:13,709
thinking about
what information

1347
00:48:13,709 --> 00:48:15,299
they could present
to their mentor

1348
00:48:15,299 --> 00:48:17,250
that could have been
beneficial even

1349
00:48:17,250 --> 00:48:19,409
if that mentor may be
faced that obstacle.

1350
00:48:19,409 --> 00:48:21,120
Again, the idea of

1351
00:48:21,120 --> 00:48:23,670
really thinking further
about their findings.

1352
00:48:23,670 --> 00:48:24,929
And now we're
trying to get them

1353
00:48:24,929 --> 00:48:26,219
to connect their findings

1354
00:48:26,219 --> 00:48:29,145
to potential application
in the workplace.

1355
00:48:29,145 --> 00:48:30,809
We did also, I have

1356
00:48:30,809 --> 00:48:32,490
students write a
short response.

1357
00:48:32,490 --> 00:48:33,869
So this was the longer

1358
00:48:33,869 --> 00:48:35,340
I'll kind of textual
reflection and

1359
00:48:35,340 --> 00:48:37,410
having them consider
the following questions

1360
00:48:37,410 --> 00:48:38,459
about the project.

1361
00:48:38,459 --> 00:48:40,050
So again, that most

1362
00:48:40,050 --> 00:48:41,804
important or
interesting thing

1363
00:48:41,804 --> 00:48:43,110
that they learned if they

1364
00:48:43,110 --> 00:48:44,610
were interviewing
for a job or

1365
00:48:44,610 --> 00:48:46,589
an internship and someone

1366
00:48:46,589 --> 00:48:47,849
asked about the project,

1367
00:48:47,849 --> 00:48:49,410
what would they
want them to know?

1368
00:48:49,410 --> 00:48:51,105
So preparing them
for the job,

1369
00:48:51,105 --> 00:48:52,260
hunt in the end and

1370
00:48:52,260 --> 00:48:53,520
as some of the
research they've

1371
00:48:53,520 --> 00:48:54,659
done in

1372
00:48:54,659 --> 00:48:56,789
additionally on that
reconstructing sense,

1373
00:48:56,789 --> 00:48:59,160
if they were to research
this over again,

1374
00:48:59,160 --> 00:49:00,945
what would they maybe
do differently?

1375
00:49:00,945 --> 00:49:02,489
So I want students to be

1376
00:49:02,489 --> 00:49:04,380
able to reflect
upon their work and

1377
00:49:04,380 --> 00:49:05,595
their research just as

1378
00:49:05,595 --> 00:49:07,095
I reflect upon my own as

1379
00:49:07,095 --> 00:49:08,849
a reflective
practitioner looking

1380
00:49:08,849 --> 00:49:10,079
for what works well in

1381
00:49:10,079 --> 00:49:11,444
a less than and
what maybe.

1382
00:49:11,444 --> 00:49:13,215
I would like to re-imagine

1383
00:49:13,215 --> 00:49:15,285
or handled differently.

1384
00:49:15,285 --> 00:49:18,179
So I do also have a snip,

1385
00:49:18,179 --> 00:49:20,460
probably snapshots of
the rubric available.

1386
00:49:20,460 --> 00:49:21,660
So this aligns again

1387
00:49:21,660 --> 00:49:23,040
with the criteria
that we were

1388
00:49:23,040 --> 00:49:24,449
evaluating the students

1389
00:49:24,449 --> 00:49:25,799
on within the project.

1390
00:49:25,799 --> 00:49:27,540
So again, focusing upon

1391
00:49:27,540 --> 00:49:29,790
the idea of the
investigation,

1392
00:49:29,790 --> 00:49:32,834
conducting the
research, analyzing

1393
00:49:32,834 --> 00:49:35,189
and their discussion of

1394
00:49:35,189 --> 00:49:37,244
their process and
their research.

1395
00:49:37,244 --> 00:49:39,689
And finally, that
final project,

1396
00:49:39,689 --> 00:49:40,800
that outcome in the end,

1397
00:49:40,800 --> 00:49:43,665
it's organization
and overall quality.

1398
00:49:43,665 --> 00:49:45,329
So that was the
rubric that

1399
00:49:45,329 --> 00:49:47,610
students were assessed on.

1400
00:49:47,610 --> 00:49:50,189
So that really takes me to

1401
00:49:50,189 --> 00:49:52,754
the end of my
presentation here.

1402
00:49:52,754 --> 00:49:54,884
I'm also happy to
address questions as

1403
00:49:54,884 --> 00:49:57,149
are the other panelists
in this session.

1404
00:49:57,149 --> 00:49:58,259
But if you do have

1405
00:49:58,259 --> 00:49:59,670
another thought that
occurs to you or

1406
00:49:59,670 --> 00:50:00,870
want to chat further with

1407
00:50:00,870 --> 00:50:02,249
me about this project.

1408
00:50:02,249 --> 00:50:03,360
Or if there's a
question you'd like

1409
00:50:03,360 --> 00:50:04,635
me to go forwards and Mira

1410
00:50:04,635 --> 00:50:07,410
even I would be happy
to do that as well,

1411
00:50:07,410 --> 00:50:10,034
but my contact information
is listed here,

1412
00:50:10,034 --> 00:50:11,880
and I thank you
so much for

1413
00:50:11,880 --> 00:50:13,200
listening and
certainly welcome

1414
00:50:13,200 --> 00:50:15,519
any questions or comments.

1415
00:50:21,410 --> 00:50:24,390
First, many thanks
to all three of

1416
00:50:24,390 --> 00:50:26,730
our showcase speakers
this afternoon.

1417
00:50:26,730 --> 00:50:28,019
As I shared at
the beginning,

1418
00:50:28,019 --> 00:50:30,720
we have some time
now for Q&A,

1419
00:50:30,720 --> 00:50:32,249
we have about 20
minutes for questions

1420
00:50:32,249 --> 00:50:34,200
of all three of
our speakers.

1421
00:50:34,200 --> 00:50:35,640
And as a reminder,

1422
00:50:35,640 --> 00:50:37,739
you have a couple
of options for

1423
00:50:37,739 --> 00:50:40,965
for putting those
questions for road.

1424
00:50:40,965 --> 00:50:41,939
We have a couple of

1425
00:50:41,939 --> 00:50:43,229
questions already
in the Q&A,

1426
00:50:43,229 --> 00:50:44,460
so I'll likely
start there,

1427
00:50:44,460 --> 00:50:45,719
but just want to
remind everyone

1428
00:50:45,719 --> 00:50:46,890
as well that if
you would like to

1429
00:50:46,890 --> 00:50:48,240
join us on stage and ask

1430
00:50:48,240 --> 00:50:50,249
a question yourself of
any of our speakers,

1431
00:50:50,249 --> 00:50:52,140
all you need to do
is raise your hand.

1432
00:50:52,140 --> 00:50:53,789
And we'll be
keeping an eye on

1433
00:50:53,789 --> 00:50:55,410
both of those
places and we will

1434
00:50:55,410 --> 00:50:56,760
invite you on stage
so that you can

1435
00:50:56,760 --> 00:50:59,040
ask a question yourself.

1436
00:50:59,040 --> 00:51:00,599
Okay. So I'm gonna start

1437
00:51:00,599 --> 00:51:02,040
with the first
question that

1438
00:51:02,040 --> 00:51:04,754
was posed within
the Q&A from stuff.

1439
00:51:04,754 --> 00:51:05,999
One moment, please.

1440
00:51:05,999 --> 00:51:06,929
I'll put it up
on the screen

1441
00:51:06,929 --> 00:51:08,744
so you can all see it.

1442
00:51:08,744 --> 00:51:11,250
I believe this
question is for you,

1443
00:51:11,250 --> 00:51:13,019
we're non-binary people

1444
00:51:13,019 --> 00:51:14,520
considered in this course.

1445
00:51:14,520 --> 00:51:15,780
Were there trans

1446
00:51:15,780 --> 00:51:18,909
non-binary mentors
recruited?

1447
00:51:19,310 --> 00:51:21,645
Oh, that's a
good question.

1448
00:51:21,645 --> 00:51:23,640
I would have to defer to

1449
00:51:23,640 --> 00:51:25,619
mirror on that one
since she was the one

1450
00:51:25,619 --> 00:51:27,029
who paired other students

1451
00:51:27,029 --> 00:51:28,410
with their
respective mentors

1452
00:51:28,410 --> 00:51:31,409
and had those relationships
built already.

1453
00:51:31,409 --> 00:51:34,660
So I don't know
offhand In short.

1454
00:51:40,850 --> 00:51:43,680
Okay. So it sounds like
Steph follow up with

1455
00:51:43,680 --> 00:51:44,760
them if you'd like her to

1456
00:51:44,760 --> 00:51:46,289
reach out to
mirror about that.

1457
00:51:46,289 --> 00:51:48,119
Yes, I would be happy to.

1458
00:51:48,119 --> 00:51:54,980
Thank you in that.
Okay. Our next question

1459
00:51:54,980 --> 00:51:57,019
from the Q&A is from o.

1460
00:51:57,019 --> 00:51:57,980
And his question, it

1461
00:51:57,980 --> 00:51:58,940
sounds like
it's for any of

1462
00:51:58,940 --> 00:52:00,830
our speakers in
both sessions,

1463
00:52:00,830 --> 00:52:02,419
what process was used to

1464
00:52:02,419 --> 00:52:05,730
recruit mentors
are role models.

1465
00:52:17,710 --> 00:52:20,209
I can speak to
this a little bit

1466
00:52:20,209 --> 00:52:22,220
as far as like
mirrors went.

1467
00:52:22,220 --> 00:52:23,869
So Mira again was,
it was matching

1468
00:52:23,869 --> 00:52:25,549
up our students
with their mentors,

1469
00:52:25,549 --> 00:52:28,565
but a strong component
of it was the,

1470
00:52:28,565 --> 00:52:30,890
the student's own
career interests.

1471
00:52:30,890 --> 00:52:33,004
So my students had like

1472
00:52:33,004 --> 00:52:35,934
a pre project like
worksheet they worked on.

1473
00:52:35,934 --> 00:52:37,664
I think at the beginning
of the course,

1474
00:52:37,664 --> 00:52:39,059
that gave me a
better sense

1475
00:52:39,059 --> 00:52:40,080
of what their interests

1476
00:52:40,080 --> 00:52:41,220
were and then their goals

1477
00:52:41,220 --> 00:52:42,360
were for their careers.

1478
00:52:42,360 --> 00:52:43,500
And so Bureau was able

1479
00:52:43,500 --> 00:52:46,304
to keep that in mind
as she would go out,

1480
00:52:46,304 --> 00:52:47,010
go ahead and match

1481
00:52:47,010 --> 00:52:49,269
students with
their mentor.

1482
00:52:50,390 --> 00:52:53,325
Far as our
projects students,

1483
00:52:53,325 --> 00:52:55,184
teachers are paired with

1484
00:52:55,184 --> 00:52:57,059
their mentors
and role models.

1485
00:52:57,059 --> 00:52:58,980
We refer to them as
cooperating teachers.

1486
00:52:58,980 --> 00:53:02,100
So the, the in-service
teachers that are in

1487
00:53:02,100 --> 00:53:05,550
the K12 music settings

1488
00:53:05,550 --> 00:53:07,589
are paired with our
student teachers who

1489
00:53:07,589 --> 00:53:10,094
were out to work
with them full-time.

1490
00:53:10,094 --> 00:53:13,080
The semester before
student teaching begins,

1491
00:53:13,080 --> 00:53:16,364
students fill out an
application where they

1492
00:53:16,364 --> 00:53:18,900
talk about if they had

1493
00:53:18,900 --> 00:53:20,160
any preference of anybody

1494
00:53:20,160 --> 00:53:21,089
that they wanted
to work with.

1495
00:53:21,089 --> 00:53:22,710
But we really just
try to match students

1496
00:53:22,710 --> 00:53:24,675
with people that are

1497
00:53:24,675 --> 00:53:29,159
in their dream job
setting in situation.

1498
00:53:29,159 --> 00:53:33,404
Then, depending on
the school districts,

1499
00:53:33,404 --> 00:53:36,149
different teachers will
volunteer to serve as

1500
00:53:36,149 --> 00:53:37,529
cooperating
teachers and host

1501
00:53:37,529 --> 00:53:39,390
our students
on-site there.

1502
00:53:39,390 --> 00:53:41,594
So it's sort of, a process

1503
00:53:41,594 --> 00:53:46,440
is kind of complicated,

1504
00:53:46,440 --> 00:53:49,290
but it combines
students interests with

1505
00:53:49,290 --> 00:53:51,630
cooperating teachers
availability and

1506
00:53:51,630 --> 00:53:53,474
interests in hosting
our students.

1507
00:53:53,474 --> 00:53:55,949
And also, it goes

1508
00:53:55,949 --> 00:53:58,199
through a vetting process

1509
00:53:58,199 --> 00:54:00,429
through the district's HR.

1510
00:54:05,260 --> 00:54:09,120
Thank you. And and Danny,

1511
00:54:09,370 --> 00:54:11,569
Our next question
comes to us

1512
00:54:11,569 --> 00:54:12,979
from Kelly for in

1513
00:54:12,979 --> 00:54:14,179
that it sounds like you've

1514
00:54:14,179 --> 00:54:15,874
helped with the grading
on this project.

1515
00:54:15,874 --> 00:54:18,050
I'm curious to know
more about how you did

1516
00:54:18,050 --> 00:54:19,144
the grading and partner

1517
00:54:19,144 --> 00:54:21,379
with the classroom
instructor?

1518
00:54:21,379 --> 00:54:23,974
Sure. Yeah. I
guess I'm prior

1519
00:54:23,974 --> 00:54:25,879
to the actual
grading we did

1520
00:54:25,879 --> 00:54:27,649
to Mira and I met
several times

1521
00:54:27,649 --> 00:54:30,019
to further flesh
out this project.

1522
00:54:30,019 --> 00:54:32,689
Since this is a project
that in some capacity

1523
00:54:32,689 --> 00:54:33,739
she had done before in

1524
00:54:33,739 --> 00:54:35,479
previous iterations
of the course.

1525
00:54:35,479 --> 00:54:37,760
But taking it through
the CALC program,

1526
00:54:37,760 --> 00:54:39,019
we wanted to re-imagine

1527
00:54:39,019 --> 00:54:40,790
different components of it

1528
00:54:40,790 --> 00:54:42,754
to include

1529
00:54:42,754 --> 00:54:45,445
obviously the
theories behind CALC.

1530
00:54:45,445 --> 00:54:48,045
And so part of that to

1531
00:54:48,045 --> 00:54:50,009
included really

1532
00:54:50,009 --> 00:54:52,800
developing the
information literacy side

1533
00:54:52,800 --> 00:54:54,149
of things and
thinking about how we

1534
00:54:54,149 --> 00:54:55,830
want it to go about giving

1535
00:54:55,830 --> 00:54:57,615
students the
opportunity to

1536
00:54:57,615 --> 00:54:59,129
kind of get that
crash course in

1537
00:54:59,129 --> 00:55:00,720
information
literacy and how

1538
00:55:00,720 --> 00:55:04,089
to be able to connect
them to the resources.

1539
00:55:04,089 --> 00:55:07,215
At the time, the best
fit for us was to

1540
00:55:07,215 --> 00:55:09,645
virtually meet
with students

1541
00:55:09,645 --> 00:55:11,609
on an individual basis.

1542
00:55:11,609 --> 00:55:13,050
And it was it was a
manageable number for

1543
00:55:13,050 --> 00:55:14,759
me since we only
have eight students,

1544
00:55:14,759 --> 00:55:16,680
so I was able to meet

1545
00:55:16,680 --> 00:55:19,080
with them one-on-one,
virtually.

1546
00:55:19,080 --> 00:55:20,879
Talk to them about
what they were

1547
00:55:20,879 --> 00:55:23,924
interested in researching
for the project,

1548
00:55:23,924 --> 00:55:25,259
how their their interview

1549
00:55:25,259 --> 00:55:26,459
with the mentor went,

1550
00:55:26,459 --> 00:55:29,355
and then based on what
they wanted help with,

1551
00:55:29,355 --> 00:55:31,440
I was able to
again show them

1552
00:55:31,440 --> 00:55:33,360
the different
library resources

1553
00:55:33,360 --> 00:55:35,579
that I felt would
have worked for them.

1554
00:55:35,579 --> 00:55:37,500
And we spent some
time just getting

1555
00:55:37,500 --> 00:55:39,525
them familiar with how
to use the database,

1556
00:55:39,525 --> 00:55:41,760
how to look up
different articles

1557
00:55:41,760 --> 00:55:43,424
pertaining to
their research.

1558
00:55:43,424 --> 00:55:46,455
And if we weren't
getting the right pits,

1559
00:55:46,455 --> 00:55:48,300
are the right types
of articles based

1560
00:55:48,300 --> 00:55:50,175
on what they were
researching, getting,

1561
00:55:50,175 --> 00:55:51,930
rethinking our
search strategy,

1562
00:55:51,930 --> 00:55:52,979
kind of getting
them familiar with

1563
00:55:52,979 --> 00:55:54,030
the process until they

1564
00:55:54,030 --> 00:55:55,169
were happy with
the results,

1565
00:55:55,169 --> 00:55:56,865
that they weren't getting.

1566
00:55:56,865 --> 00:55:59,745
That on its own.

1567
00:55:59,745 --> 00:56:01,469
I wound up being
kind of how I

1568
00:56:01,469 --> 00:56:03,210
primarily engaged
with the students.

1569
00:56:03,210 --> 00:56:05,369
But for this
particular project.

1570
00:56:05,369 --> 00:56:08,430
Then once the grading
that came about

1571
00:56:08,430 --> 00:56:10,289
and also to preface
that I made

1572
00:56:10,289 --> 00:56:12,315
myself available to
students at any point.

1573
00:56:12,315 --> 00:56:13,649
If they add further
questions for

1574
00:56:13,649 --> 00:56:15,734
me after our consultation,

1575
00:56:15,734 --> 00:56:17,459
I certainly encourage
them to to get

1576
00:56:17,459 --> 00:56:19,560
in touch with me
and if you did.

1577
00:56:19,560 --> 00:56:23,204
But as far as the grading
side of things too,

1578
00:56:23,204 --> 00:56:27,059
so our grading was done
virtually as well.

1579
00:56:27,059 --> 00:56:31,065
So Purdue uses a
Brightspace as our LMS

1580
00:56:31,065 --> 00:56:33,719
and the project
requirements

1581
00:56:33,719 --> 00:56:34,799
and the rubric was all

1582
00:56:34,799 --> 00:56:36,645
available through
Brightspace.

1583
00:56:36,645 --> 00:56:38,160
So I was added onto

1584
00:56:38,160 --> 00:56:40,020
that as an instructor

1585
00:56:40,020 --> 00:56:41,174
for the course
and of course,

1586
00:56:41,174 --> 00:56:42,675
a mirror as well.

1587
00:56:42,675 --> 00:56:45,600
And together we were
able to go through and

1588
00:56:45,600 --> 00:56:47,099
see what the
student's final

1589
00:56:47,099 --> 00:56:48,719
submissions were as well.

1590
00:56:48,719 --> 00:56:51,389
So I'm looking at the
different PowerPoints

1591
00:56:51,389 --> 00:56:52,499
that they submitted as

1592
00:56:52,499 --> 00:56:54,299
well as their reflections.

1593
00:56:54,299 --> 00:56:56,490
So I was able to
weigh into on

1594
00:56:56,490 --> 00:56:59,130
that process and it
was mirror finally,

1595
00:56:59,130 --> 00:57:01,710
who would submit their
grades in the end,

1596
00:57:01,710 --> 00:57:03,510
it was a pretty
collaborative

1597
00:57:03,510 --> 00:57:04,710
really threw out.

1598
00:57:04,710 --> 00:57:07,950
I was able to come
in and offer up

1599
00:57:07,950 --> 00:57:10,830
my information literacy
focus and bureau

1600
00:57:10,830 --> 00:57:12,269
with her her vast

1601
00:57:12,269 --> 00:57:13,725
knowledge of
different genders,

1602
00:57:13,725 --> 00:57:16,079
theories pertaining
to the workplace

1603
00:57:16,079 --> 00:57:18,045
and the mentoring
component.

1604
00:57:18,045 --> 00:57:19,320
So yeah, it was,

1605
00:57:19,320 --> 00:57:21,909
it was definitely a
pretty collaborative.

1606
00:57:27,220 --> 00:57:29,435
Thank you. And sorry,

1607
00:57:29,435 --> 00:57:31,889
I lost my button
there for a moment.

1608
00:57:32,290 --> 00:57:33,649
I'm looking.

1609
00:57:33,649 --> 00:57:35,990
I don't see other
questions yet in the Q&A.

1610
00:57:35,990 --> 00:57:37,279
If there's something
in your mind,

1611
00:57:37,279 --> 00:57:38,870
maybe you're
frantically typing

1612
00:57:38,870 --> 00:57:40,040
or we certainly
have time if you

1613
00:57:40,040 --> 00:57:41,510
have additional
follow-ups or

1614
00:57:41,510 --> 00:57:43,234
another question that
you're pondering,

1615
00:57:43,234 --> 00:57:44,854
or if you're working
up the courage to

1616
00:57:44,854 --> 00:57:46,970
raise your hand,
don't be scared.

1617
00:57:46,970 --> 00:57:48,650
I have a question
for any of

1618
00:57:48,650 --> 00:57:50,825
our speakers that I'll
ask him the meantime.

1619
00:57:50,825 --> 00:57:52,309
I'm just curious if any of

1620
00:57:52,309 --> 00:57:54,065
you would be
willing to share

1621
00:57:54,065 --> 00:57:57,410
about something that
you've learned,

1622
00:57:57,410 --> 00:57:58,789
what advice you might

1623
00:57:58,789 --> 00:58:00,829
offer about this
collaboration,

1624
00:58:00,829 --> 00:58:02,270
this collaborative
experience that you've

1625
00:58:02,270 --> 00:58:04,369
had working on
with a librarian

1626
00:58:04,369 --> 00:58:05,630
and the disciplinary
structure

1627
00:58:05,630 --> 00:58:06,769
if there's any advice
that you would

1628
00:58:06,769 --> 00:58:08,304
offer for others taking on

1629
00:58:08,304 --> 00:58:10,874
similar or related
collaborations.

1630
00:58:10,874 --> 00:58:12,870
Or maybe another
way is there

1631
00:58:12,870 --> 00:58:15,059
some piece of this
particular experience,

1632
00:58:15,059 --> 00:58:16,364
this project
you've worked on

1633
00:58:16,364 --> 00:58:17,700
that you either
have already

1634
00:58:17,700 --> 00:58:19,559
carried forward or
that you would like to

1635
00:58:19,559 --> 00:58:22,509
carry forward into
future collaboration.

1636
00:58:27,050 --> 00:58:29,129
I find challenging is

1637
00:58:29,129 --> 00:58:31,140
the librarian is getting

1638
00:58:31,140 --> 00:58:33,209
the attention of the
faculty member who is

1639
00:58:33,209 --> 00:58:35,550
very busy in their,

1640
00:58:35,550 --> 00:58:38,729
in their teaching and
in their research.

1641
00:58:38,729 --> 00:58:43,200
And, um, I often

1642
00:58:43,200 --> 00:58:49,154
am assigned to agree
to teach a class,

1643
00:58:49,154 --> 00:58:52,410
but without the
attention to

1644
00:58:52,410 --> 00:58:55,709
what the goal is for
the class itself.

1645
00:58:55,709 --> 00:58:58,905
And I don't know if, if,

1646
00:58:58,905 --> 00:59:02,234
if anyone has ideas on,

1647
00:59:02,234 --> 00:59:03,689
I don't know
how to grab the

1648
00:59:03,689 --> 00:59:05,070
attention of the
faculty member,

1649
00:59:05,070 --> 00:59:12,060
either be great or

1650
00:59:12,060 --> 00:59:14,715
how to have a similar
process to this.

1651
00:59:14,715 --> 00:59:17,050
For other classes.

1652
00:59:22,120 --> 00:59:24,559
I feel like it's been

1653
00:59:24,559 --> 00:59:25,609
just a real joy

1654
00:59:25,609 --> 00:59:27,349
to be able to
collaborate like this.

1655
00:59:27,349 --> 00:59:30,349
And I needed
sometimes I feel

1656
00:59:30,349 --> 00:59:31,820
like I bother you
too much and I asked

1657
00:59:31,820 --> 00:59:33,710
you to come into a
lot of my classes.

1658
00:59:33,710 --> 00:59:36,229
I'd really appreciate
the opportunity to have

1659
00:59:36,229 --> 00:59:40,909
another set of set

1660
00:59:40,909 --> 00:59:42,304
of experiences
and expertise

1661
00:59:42,304 --> 00:59:44,210
on something that we're
working on in class.

1662
00:59:44,210 --> 00:59:46,414
And I find that
students are often,

1663
00:59:46,414 --> 00:59:47,869
they get tired of hearing

1664
00:59:47,869 --> 00:59:49,129
me talk about something
all the time,

1665
00:59:49,129 --> 00:59:50,930
but I'll have to

1666
00:59:50,930 --> 00:59:51,739
come in and share

1667
00:59:51,739 --> 00:59:52,999
her words of
wisdom with them.

1668
00:59:52,999 --> 00:59:54,949
And that really
made sense to me.

1669
00:59:54,949 --> 00:59:56,059
Well, that's what
we've been saying,

1670
00:59:56,059 --> 00:59:58,039
but now I need
us as it just

1671
00:59:58,039 --> 00:59:59,839
helps to give them

1672
00:59:59,839 --> 01:00:01,745
some other things to
think about and to have

1673
01:00:01,745 --> 01:00:04,539
some other voices joining
the class. And I.

1674
01:00:04,539 --> 01:00:06,615
I find that that sort
of collaboration

1675
01:00:06,615 --> 01:00:09,060
and bringing in
other colleagues,

1676
01:00:09,060 --> 01:00:10,290
my colleagues are
really amazing

1677
01:00:10,290 --> 01:00:11,520
and I feel like we
don't really get

1678
01:00:11,520 --> 01:00:12,960
to see them as often

1679
01:00:12,960 --> 01:00:14,714
and work with them
in our classes and

1680
01:00:14,714 --> 01:00:16,079
just tapping into all that

1681
01:00:16,079 --> 01:00:18,180
other really
great knowledge

1682
01:00:18,180 --> 01:00:20,010
and resources and
experience that we

1683
01:00:20,010 --> 01:00:20,910
have just right down

1684
01:00:20,910 --> 01:00:23,020
the hall is
really amazing.

1685
01:00:26,000 --> 01:00:28,680
I think for me it
logistically to

1686
01:00:28,680 --> 01:00:30,779
working with the
students giving those,

1687
01:00:30,779 --> 01:00:32,849
giving them the
one-on-one console.

1688
01:00:32,849 --> 01:00:33,899
So there's a good

1689
01:00:33,899 --> 01:00:35,354
manageable number
other than

1690
01:00:35,354 --> 01:00:36,480
eight students
that I worked

1691
01:00:36,480 --> 01:00:38,594
with in this
project initially.

1692
01:00:38,594 --> 01:00:40,769
But as mentioned
on Mira has

1693
01:00:40,769 --> 01:00:43,304
since moved on to
another university and

1694
01:00:43,304 --> 01:00:45,299
the course itself
continues on and

1695
01:00:45,299 --> 01:00:46,889
the project itself does

1696
01:00:46,889 --> 01:00:49,065
in some capacity as well.

1697
01:00:49,065 --> 01:00:50,639
And I've still been

1698
01:00:50,639 --> 01:00:52,080
doing one-on-one consults,

1699
01:00:52,080 --> 01:00:54,540
but I think that
the course is,

1700
01:00:54,540 --> 01:00:56,249
as numbers might grow

1701
01:00:56,249 --> 01:00:57,855
for that
particular course,

1702
01:00:57,855 --> 01:00:59,670
those one-on-one
consult might be

1703
01:00:59,670 --> 01:01:01,545
better off handled as

1704
01:01:01,545 --> 01:01:03,989
one larger scale
information

1705
01:01:03,989 --> 01:01:05,940
literacy session of
AB, right, right,

1706
01:01:05,940 --> 01:01:08,489
come in as a guest
lecturer for

1707
01:01:08,489 --> 01:01:10,380
that participant
particular course and

1708
01:01:10,380 --> 01:01:12,900
a take them through the
research strategies,

1709
01:01:12,900 --> 01:01:14,579
but also open myself

1710
01:01:14,579 --> 01:01:16,320
up to one-on-one
appointments if need be,

1711
01:01:16,320 --> 01:01:17,640
if someone's like
really struggling

1712
01:01:17,640 --> 01:01:18,975
or could benefit
from that.

1713
01:01:18,975 --> 01:01:20,789
So it's hard to
say you want to

1714
01:01:20,789 --> 01:01:23,144
give all those students
their attention,

1715
01:01:23,144 --> 01:01:24,779
but I'll just
send them off on

1716
01:01:24,779 --> 01:01:25,950
the research process and

1717
01:01:25,950 --> 01:01:28,749
in a way that
they're comfortable.

1718
01:01:30,620 --> 01:01:33,749
Excellent. Thank you all
so much for sharing.

1719
01:01:33,749 --> 01:01:35,040
You have another
question on

1720
01:01:35,040 --> 01:01:37,170
the Q&A from David.

1721
01:01:37,170 --> 01:01:39,044
Thank you, David
David's question is,

1722
01:01:39,044 --> 01:01:40,199
is there a baseline and

1723
01:01:40,199 --> 01:01:41,609
folate instruction that

1724
01:01:41,609 --> 01:01:43,575
happens with newer
undergraduate students

1725
01:01:43,575 --> 01:01:44,805
in your programs.

1726
01:01:44,805 --> 01:01:46,050
So that you're building on

1727
01:01:46,050 --> 01:01:48,390
previously developed
skills or do

1728
01:01:48,390 --> 01:01:49,559
undergraduates and folate

1729
01:01:49,559 --> 01:01:51,029
instruction experiences

1730
01:01:51,029 --> 01:01:53,079
vary greatly.

1731
01:01:53,830 --> 01:01:55,640
Who wants to start and

1732
01:01:55,640 --> 01:01:56,795
take a stab at that one?

1733
01:01:56,795 --> 01:01:58,560
Thank you, David.

1734
01:02:01,840 --> 01:02:03,589
Well, I know in

1735
01:02:03,589 --> 01:02:06,350
the music department
at Nebraska,

1736
01:02:06,350 --> 01:02:09,950
there there is an
inflammation component in

1737
01:02:09,950 --> 01:02:14,644
an iPad class for freshmen
who are entering.

1738
01:02:14,644 --> 01:02:17,089
So they get something
really early,

1739
01:02:17,089 --> 01:02:20,314
maybe before they have
great need of it.

1740
01:02:20,314 --> 01:02:23,509
So it's hard to know

1741
01:02:23,509 --> 01:02:25,550
how that continues
throughout

1742
01:02:25,550 --> 01:02:27,995
their, their
degree program.

1743
01:02:27,995 --> 01:02:29,929
It would be interesting
to talk with

1744
01:02:29,929 --> 01:02:32,899
faculty about how, what,

1745
01:02:32,899 --> 01:02:35,755
how they feel they are
working with students,

1746
01:02:35,755 --> 01:02:37,199
what students
know when they

1747
01:02:37,199 --> 01:02:39,369
come into their classes.

1748
01:02:40,820 --> 01:02:42,119
I would say

1749
01:02:42,119 --> 01:02:43,874
the information
literacy is certainly

1750
01:02:43,874 --> 01:02:46,890
emphasized at Purdue
University as well.

1751
01:02:46,890 --> 01:02:48,599
From the early days,

1752
01:02:48,599 --> 01:02:50,759
the first few days as
an undergrad and it

1753
01:02:50,759 --> 01:02:51,960
certainly on through

1754
01:02:51,960 --> 01:02:53,714
the different
degree programs.

1755
01:02:53,714 --> 01:02:55,349
I don't know exactly since

1756
01:02:55,349 --> 01:02:56,550
every degree program

1757
01:02:56,550 --> 01:02:57,719
handled things
differently,

1758
01:02:57,719 --> 01:02:59,070
but I'm a liaison to

1759
01:02:59,070 --> 01:03:00,554
different areas

1760
01:03:00,554 --> 01:03:02,310
within the
different fields

1761
01:03:02,310 --> 01:03:03,299
could do offer is,

1762
01:03:03,299 --> 01:03:04,260
and I've been delighted to

1763
01:03:04,260 --> 01:03:05,340
be able to come into

1764
01:03:05,340 --> 01:03:08,159
quite an array of classes
and share, again,

1765
01:03:08,159 --> 01:03:10,770
tools for information
literacy across

1766
01:03:10,770 --> 01:03:12,300
different disciplines
outside of

1767
01:03:12,300 --> 01:03:14,889
business where I
primarily teach.

1768
01:03:18,980 --> 01:03:21,209
I have the benefit
of working

1769
01:03:21,209 --> 01:03:22,350
with the Intro to

1770
01:03:22,350 --> 01:03:24,045
Music Ed students and

1771
01:03:24,045 --> 01:03:25,799
the very beginning of
the music ed program

1772
01:03:25,799 --> 01:03:26,850
all the way
through seniors.

1773
01:03:26,850 --> 01:03:28,710
And so I've created

1774
01:03:28,710 --> 01:03:29,849
an assignment for my intro

1775
01:03:29,849 --> 01:03:30,974
students where they

1776
01:03:30,974 --> 01:03:35,969
have to find at least
three journal articles

1777
01:03:35,969 --> 01:03:37,170
related to a topic within

1778
01:03:37,170 --> 01:03:38,460
music education and then

1779
01:03:38,460 --> 01:03:39,479
present and share that.

1780
01:03:39,479 --> 01:03:40,950
And so in the past,

1781
01:03:40,950 --> 01:03:42,029
I've actually asked me to

1782
01:03:42,029 --> 01:03:43,080
come in and work with

1783
01:03:43,080 --> 01:03:45,510
our sophomore
students on how do I

1784
01:03:45,510 --> 01:03:46,890
go about finding resources

1785
01:03:46,890 --> 01:03:47,940
and music education,

1786
01:03:47,940 --> 01:03:49,769
just so they have,
I'm a little bit

1787
01:03:49,769 --> 01:03:50,550
of that information at

1788
01:03:50,550 --> 01:03:51,794
the beginning
of the program.

1789
01:03:51,794 --> 01:03:53,490
And then as juniors,

1790
01:03:53,490 --> 01:03:55,169
one of the projects I
asked them to do as

1791
01:03:55,169 --> 01:03:57,675
an annotated
bibliography on a topic.

1792
01:03:57,675 --> 01:03:59,879
And so I feel like by
the time they get to

1793
01:03:59,879 --> 01:04:01,049
seniors and they work on

1794
01:04:01,049 --> 01:04:02,580
this action
research project,

1795
01:04:02,580 --> 01:04:03,809
they can't say,
Well, I don't

1796
01:04:03,809 --> 01:04:04,920
know how to do
that because I've

1797
01:04:04,920 --> 01:04:07,874
had them do that before
in other classes.

1798
01:04:07,874 --> 01:04:10,230
But I really feel like
at the senior level,

1799
01:04:10,230 --> 01:04:11,354
that's the first time,

1800
01:04:11,354 --> 01:04:13,619
at least in our
music courses,

1801
01:04:13,619 --> 01:04:14,699
that they've really had to

1802
01:04:14,699 --> 01:04:15,810
apply all of that and

1803
01:04:15,810 --> 01:04:19,860
do writing and more
of a meaningful way.

1804
01:04:19,860 --> 01:04:20,850
So I feel like that's

1805
01:04:20,850 --> 01:04:22,019
really important
for them to have

1806
01:04:22,019 --> 01:04:23,789
the opportunity
to do that before

1807
01:04:23,789 --> 01:04:27,310
they leave and graduate
as undergrads.

1808
01:04:29,900 --> 01:04:32,159
Thank you, Danny.

1809
01:04:32,159 --> 01:04:33,240
And neither did
you get the

1810
01:04:33,240 --> 01:04:34,320
impression when
the student's

1811
01:04:34,320 --> 01:04:35,520
reflection or
even the end of

1812
01:04:35,520 --> 01:04:37,004
the year course
evaluations.

1813
01:04:37,004 --> 01:04:39,990
I'm curious whether they
intend to or plan to

1814
01:04:39,990 --> 01:04:41,549
use professional
literature in

1815
01:04:41,549 --> 01:04:44,379
their teaching practice
moving forward.

1816
01:04:48,080 --> 01:04:51,869
I think. Well, most

1817
01:04:51,869 --> 01:04:54,119
of the resources that
students use for

1818
01:04:54,119 --> 01:04:55,980
this project come from

1819
01:04:55,980 --> 01:04:59,340
journals that
they are given

1820
01:04:59,340 --> 01:05:01,319
as being members of

1821
01:05:01,319 --> 01:05:04,229
our National Music
Associations

1822
01:05:04,229 --> 01:05:04,919
and things like that.

1823
01:05:04,919 --> 01:05:06,479
And so I think
that they've

1824
01:05:06,479 --> 01:05:08,279
gotten through this,

1825
01:05:08,279 --> 01:05:09,404
they've gotten
some experience

1826
01:05:09,404 --> 01:05:11,309
in actually
reading some of

1827
01:05:11,309 --> 01:05:12,570
those things and
applying them and

1828
01:05:12,570 --> 01:05:14,099
thinking about how what

1829
01:05:14,099 --> 01:05:16,109
they read relates to what

1830
01:05:16,109 --> 01:05:17,340
they are saying
in the classroom

1831
01:05:17,340 --> 01:05:18,360
and how they're teaching.

1832
01:05:18,360 --> 01:05:20,399
So I, I think so,

1833
01:05:20,399 --> 01:05:22,365
but I don't know,

1834
01:05:22,365 --> 01:05:25,500
I guess by the end
of the senior year

1835
01:05:25,500 --> 01:05:27,029
and after doing
this project,

1836
01:05:27,029 --> 01:05:28,679
most of them
seemed to be very

1837
01:05:28,679 --> 01:05:30,630
grateful to not have
to do that anymore.

1838
01:05:30,630 --> 01:05:31,770
So I do hope that they'll

1839
01:05:31,770 --> 01:05:33,179
reflect and look
back on it and see

1840
01:05:33,179 --> 01:05:34,559
that it's
applicable in their

1841
01:05:34,559 --> 01:05:37,090
in-service
teaching later on.

1842
01:05:38,060 --> 01:05:40,080
Yes or no, hopefully

1843
01:05:40,080 --> 01:05:41,469
they'll go back
to it, right.

1844
01:05:41,469 --> 01:05:42,899
That is there anything
that you wanted to

1845
01:05:42,899 --> 01:05:44,444
add related to that

1846
01:05:44,444 --> 01:05:46,109
and sort of
future practice

1847
01:05:46,109 --> 01:05:47,189
moving forward
with the students

1848
01:05:47,189 --> 01:05:48,524
with whom you worked?

1849
01:05:48,524 --> 01:05:50,909
Not not off hand, I think.

1850
01:05:50,909 --> 01:05:53,759
Yeah. As mentioned,
probably rethinking how

1851
01:05:53,759 --> 01:05:55,499
I connect with
the students

1852
01:05:55,499 --> 01:05:57,030
for those consolidations.

1853
01:05:57,030 --> 01:06:05,099
I think. One
moment, please.

1854
01:06:05,099 --> 01:06:06,930
While continuing
to scan the Q&A,

1855
01:06:06,930 --> 01:06:07,949
if anyone wants to put in

1856
01:06:07,949 --> 01:06:10,064
another question or
raise the hands,

1857
01:06:10,064 --> 01:06:12,370
I'm watching for that.

1858
01:06:41,690 --> 01:06:44,249
Alright. I don t
think I see any more

1859
01:06:44,249 --> 01:06:45,029
coming in and we'll

1860
01:06:45,029 --> 01:06:46,274
have lots of
opportunities,

1861
01:06:46,274 --> 01:06:47,340
of course, to engage with

1862
01:06:47,340 --> 01:06:49,274
the speakers over
the next few days.

1863
01:06:49,274 --> 01:06:50,820
Or if you email
them separately,

1864
01:06:50,820 --> 01:06:52,245
I'm sure they'd be glad to

1865
01:06:52,245 --> 01:06:54,615
respond via
e-mail as well.

1866
01:06:54,615 --> 01:06:56,490
I just want to
thank again all of

1867
01:06:56,490 --> 01:06:58,439
our presenters this
afternoon and all of

1868
01:06:58,439 --> 01:07:00,359
you for the excellent
questions and

1869
01:07:00,359 --> 01:07:02,595
the conversation that
we had afterward.

1870
01:07:02,595 --> 01:07:04,770
In this session,
in a few moments,

1871
01:07:04,770 --> 01:07:06,119
at which point we will all

1872
01:07:06,119 --> 01:07:07,950
be returning back to

1873
01:07:07,950 --> 01:07:09,389
the conference
lounge where we

1874
01:07:09,389 --> 01:07:11,400
started as you
logged in today.

1875
01:07:11,400 --> 01:07:13,109
We will have a break

1876
01:07:13,109 --> 01:07:15,119
and then we look
forward to seeing you

1877
01:07:15,119 --> 01:07:16,709
all at the keynote
presentation

1878
01:07:16,709 --> 01:07:17,790
this afternoon at

1879
01:07:17,790 --> 01:07:21,315
430 Eastern time with
Dr. Christine Bruce.

1880
01:07:21,315 --> 01:07:22,379
And her presentation is

1881
01:07:22,379 --> 01:07:24,944
entitled Information
Literacy ethics

1882
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toward a framework to

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01:07:26,130 --> 01:07:27,915
guide professional
practices.

1884
01:07:27,915 --> 01:07:29,249
If you haven't
already, please

1885
01:07:29,249 --> 01:07:30,540
find a handout for Dr.

1886
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Bruce's talk on
the CALC website.

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Thank you all
so much again.

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See you soon.