Prepared by Danny Dotson, head of the Geology Library at The Ohio State University and subject librarian. Featuring Wilford, Jasper, Mikey, Marvin, and quite a few other pets.
Written by Jennifer Schnabel, English Librarian at The Ohio State University
On Monday, October 26 at 2:30 p.m., University Libraries will host our annual Undergraduate Library Research Symposium. This year’s event will be virtual, but the celebratory spirit will remain as we highlight research conducted by six students over the summer. This year’s projects include a digital exhibit on anti-sexual violence activism (Mia Carello, Women’s, Gender, & Sexuality Studies); an oral history archive focused on women faculty and staff at OSU Lima (Hannah Stoll, English); an analysis of the enemies to lovers trope appearing in popular novels (Katherine Watson, English); a study of female refugees’ experiences in central Ohio (Dani Wollerman, International Studies); a repository of readings of poetry written by undergraduate students (June Beavers, Creative Writing); and a literature review comparing Hellenic systems of thought and those of indigenous populations (Shawn Walls, Classics/Political Science). All are welcome to attend the symposium. To register, please click here.
The Undergraduate Research Library Fellowship (ULRF) is a partnership between OSU Libraries and the Office of Undergraduate Research and Creative Inquiry. Students from across disciplines are invited to contact a mentor from the Libraries and discuss a potential summer research project, the proposal writing process, and their individual academic and professional goals. Submissions are reviewed by the Teaching and Learning Committee and awarded based on the project’s feasibility and funding availability.
As a subject librarian at a large research institution, it is often difficult for me to get to know individual students and encourage their research interests beyond a group instruction session or one 45-minute consultation. The fellowship program has given me the opportunity to advise an undergraduate scholar throughout the research lifecycle, from developing a research proposal to creating a presentation. I have mentored four students since I joined the OSU Libraries in 2015, and all have successfully completed projects that they have presented in the library and at research forums and festivals on campus.
As part of building my faculty dossier, I am required to report on ways I have impacted student success. However, I am the one who has benefitted the most from serving as a mentor in this program. I have been inspired and energized by the students before, during, and even after the fellowship period, when I have had the privilege of supervising an honors thesis and an independent study, write recommendation letters for graduate school, and provide references on job applications. I admire their creativity and curiosity when they propose projects, their eagerness to explore primary source material and the existing scholarship on the topic, their interest in learning new research tools and methods, and their willingness to revise original ideas as their research skills evolve and discoveries increase over the ten weeks. I often think about their enthusiasm and insightful reflections on the research process when I return to my own projects.
The 2020 fellowship students will be especially remembered for their flexibility during the COVID-19 pandemic. Several fellows had to rethink their projects to accommodate a remote working environment and adapt their timelines to changes in summer schedules. For example, Katherine Watson’s initial plan was to consult popular romance literature in the Rare Books & Manuscripts Library and the Billy Ireland Cartoon Library & Museum. Instead, she focused on using digital research methods and tools to create a StoryMap that illustrates how Elizabeth Bennet and Mr. Darcy fell in love from a distance in Jane Austen’s Pride and Prejudice. Dani Wollerman planned to conduct face-to-face interviews with area refugees for her project; she quickly revised her methodology in response to limitations from the pandemic, and the results of her research are presented here. Other students made similar adjustments to their proposed projects.
The fellows were also able to meet one another and share their research experiences. Instead of having an in-person session, we hosted an informal meeting on Zoom midway through the fellowship period. They also submitted a progress report and a final report to Craig Gibson, the URLF program organizer. The symposium on October 26 is an opportunity for the fellows to showcase their projects to the public and marks the end of a successful and unusual fellowship cycle. The event will be the highlight of my semester, and I know my colleagues feel the same way.
Librarians, what have you learned from mentoring undergraduate students? Please write your answers below in the comment section.
By Janell Verdream, Instruction Librarian at Ohio State Newark and Central Ohio Technical College
At the Newark campus, we’ve become familiar with a number of classes that we visit regularly: mainly introductory English, History, and Biology courses. We’ve answered countless questions about the same research projects assigned in these classes semester after semester. Essentially, we could probably teach these one-shots in our sleep, but how can we keep these sessions fresh and engaging so as to not put our students to sleep?
Make a new presentation each time
It may seem tedious, but I’ve found that making a new PowerPoint presentation for each class keeps me from going on autopilot while I’m presenting. I switch up the order of topics, the example search terms I use, and the GIFs I include (did you know you can put GIFs in a PowerPoint?! It’s a game changer!). These little changes help to keep me in the moment during each presentation.
Break up your time wisely
One-shots are never as long as we’d like them to be, so it’s important to use our time wisely. Whether I have 30 minutes or 55 minutes, I never plan on lecturing for that entire time. Personally, I try not to lecture for more than 10 or 15 minutes at a time. The students like to talk with their peers and play games, so I like to do partner activities and review games. In pairs or groups of three, I sometimes have the students help each other come up with search terms for their individual research questions. Another small group activity could be asking each group to find one or two articles about an assigned topic.
Along the same lines of group activities and review games, education apps are a great way to keep students engaged. I always try to leave room at the end of my one-shots for a short Kahoot! review game that goes over topics I discussed. The students get competitive with each other, and they always come up with funny usernames!
Another app I use often is Mentimeter, where students can vote in polls, post questions during my lectures that I can address later, or submit permalinks to articles they found during group activities. There are tons of different tools on Mentimeter, so explore it and get inspired to create new one-shot activities!
Constantly learn and experiment
If you come up with a new activity for one-shots, share that idea with your colleagues! Ask them what they’ve tried during one-shots. What worked? What definitely didn’t? Talking to your peers is a great way to discover best practices.
Don’t be afraid to experiment either. I keep a spreadsheet listing each class I visit, the activities we did, what worked well, and what didn’t work so well. Then, I can look back at my notes for ideas when I’m feeling stuck, or to remember why an idea I had failed.
If you’re not engaged and having fun, you cannot expect your students to be engaged and have fun. Like I said, I like to throw GIFs into my PowerPoints, and I’m sure there are tons of other ways to add personality to your presentations. My main goal for a one-shot is not for each student to remember every single thing I said. Instead, it’s to show each student that I’m a resource on campus (or online) that they should feel comfortable approaching for help. The best way to do that, I’ve found, is to have fun together during the one-shot.