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Wednesday, February 7 • 4:00pm - 5:30pm
Session 3.2B - Juried Papers: Leveraging internal and external grants to promote curriculum development through collaboration and experimentation.

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Grants are often regarded as revenue generators for faculty and institutions and are seen as an essential support for faculty research. However, grant-funded work can also be a major catalyst for curriculum change, either directly or indirectly, depending on the grant, and can have a profound effect on teaching practice and curriculum development and program direction.
This presentation looks at the experience of three faculty members teaching at the School of Library and Information Management (SLIM) at Emporia State University and the ways in which their grant-funded work has influenced the MLS curriculum. The internal grants were directly related to curriculum development and have given rise to experiemtnation with teaching concepts of leadership and ethics across three different courses within the MLS curriculum, while the external grant was focused on STEM education and information literacy, but has provided insights into the general MLS curriculum and the ways in which it must develop to prepare librarians who are ready to meet the challenges of the new teaching environments.
One presenter is the Project Director on a three-year grant funded by the Institute of Museum and Library Studies. The major focus of the grant is establishing a certificate in Information, Technology, and Scientific Literacy, which is taught by both science faculty from the College of Arts and Sciences and faculty from SLIM. Participants are evenly divided between school librarians and educators at both the elementary and secondary levels, and both pre- and in-service teachers and librarians have participated in the program. A major goal of the grant is to increase the STEM literacy of the librarians and the information literacy of the science teachers by educating them together, so that they develop not only the scientific and information literacy skills, but that they understand the differing viewpoints of the other professionals with whom they will be working, and can therefore develop stronger professional relationships based on a mutual understanding of the cognitive strengths of each profession. Four new courses were developed specifically for the certificate program. However, through the development and co-teaching of these four courses several things have come to light that highlight the limits of current MLS curriculum and also indicate the ways in which our curriculum must advance in order to prepare all librarians for work not only in STEM-related fields, but in libraries in general.
The two other presenters are both recipients of multiple grants from the Koch Centre for Leadership and Ethics at Emporia State University. These grants are specifically designed to encourage the teaching of leadership and ethical thinking within a broad spectrum of classes at both the graduate and undergraduate levels. Faculty are encouraged to experiment and to develop new curriculum materials, activities or assignments that expose the students to ethical professional behavior or to ethical leadership within the context of specific courses. To date, in SLIM, these grants have been deployed to provide curricular support in the foundational library management class and the collection development class, and will be being used in the coming fall in the Global Experiences course to experiment with a new method of debriefing students returning from a field trip to Serbia. Debriefing international experiences can be a tricky process, with the students often becoming too involved in comparisons rather than focusing on their actual learning. In particular, the students will be looking at their Serbian learning experiences through a leadership lens, as a way of giving a particular focus to their inter-cultural experience, and putting their learning in context.  
SLIM has traditionally introduced ethical concepts of librarianship in the first foundational course MLS students all take, but these newer experiments are building specific ethical activities and assignments into courses midway through the program and towards its conclusion, which provides a more sustained strand of ethics instruction throughout the program, and continually instils the professional ethical values into the students.
This presentation will discuss the original intention of each of the grant proposals, the curriculum developments that were produced as a direct result of the grants, the lessons learned from each experiment or course, and the wider lessons that have been learned across the program, in light of the changing nature of the library world and the necessity of preparing librarians able to provide high-quality information services in a wide variety of situations.
The presenters will also discuss the collaborative work that continues in SLIM in the area of curriculum development, and how the various grant-supported courses and curriculum experiments feed into the longer range program goals. They will also provide details of the rationales that were used to secure this grant funding, and the reported outcomes returned to the grant-making agencies.
This presentation will be of interest to all library faculty who are engaged in curriculum review, who are looking for ways to facilitate experimentation within the curriculum, and who are looking for new ideas in the teaching of STEM capabilities, leadership or ethical thinking within the library profession.

Wednesday February 7, 2018 4:00pm - 5:30pm
Meadowbrook II

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