February 5, 2025 • 15 mins
Join us for a conversation with Maoria J. Kirker, MS, to explore the many resources of the university library and consider opportunities to collaborate with librarians.
Resources: George Mason University Library: https://library.gmu.edu Data & Digital Scholarship Services: https://dsc.gmu.edu George Mason University Libraries Special Collections Research Center: https://scrc.gmu.edu Library Instructional Support links: https://library.gmu.edu/instructional University Libraries Off-Campus Access support: https://library.gmu.edu/use/off-campus
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Rachel (00:08):
Hello and welcome to the Keystone Concepts in Teaching
podcast, a higher educationpodcast from the Stearns Center
for Teaching and Learning atGeorge Mason University.
In this podcast, we shareimpactful and evidence based
teaching practices to supportall students and faculty.
I'm your host, Rachel Yoho.
In this episode, we will betalking about the libraries and
(00:30):
librarians as a resource orresources for faculty.
So I'm joined by this episode'sguest, Maoria Kirker.
Maoria Kirker is the lead forthe University Library's
teaching and learning team andan adjunct faculty member in the
Honors College.
She holds an MS in EducationalPsychology from George Mason
University and an MS in Libraryand Information Science from the
(00:53):
University of Illinois at UrbanaChampaign.
She regularly teaches Honors110, Principles of Research and
Inquiry, and Honors 260, Societyand Community Engagement.
So thank you so much for joiningus today.
Maoria (01:07):
Thanks, Rachel.
It's great to be here.
Rachel (01:09):
So as we get started with our conversation, can you
begin by telling us about how afaculty member might even begin
to engage with the libraries?
Maoria (01:19):
Yeah, so one of the easiest ways and quickest ways
is to find your subjectlibrarian.
So every department majorprogram on campus has a
librarian who is dedicated tosupporting that discipline or
department or major.
However, there's differentvariants of a degree there, but
(01:39):
finding your subject librarianis the first key to success, I
think.
Rachel (01:44):
So, for someone who's either been here for a while, or
someone maybe who's new to theuniversity, why might someone
want to engage with thelibraries, or wish to use the
libraries as a resource, or evensee the libraries as a resource?
For example, beyond some of theplaces we might already be
thinking about, like English andbooks and that kind of
(02:04):
association or other disciplinesthat we might automatically
associate, how might all facultyconsider engaging with or using
the libraries?
Maoria (02:15):
Yeah, so there's lots of different ways.
And I like to think of us asteaching and research partners.
And that sort of materializes inmultiple different ways.
The main way that I focus on isteaching.
So supporting any research basedor library research based
assignment in a course.
That and sort of the books arethe main things, but we have
(02:36):
over 1000 databases and most ofthose databases are not sort of
English literature bookoriented.
And that's just like the coreservices.
We have a lot of other programsand opportunities across the
disciplines.
For example, we have DDSS, theData and Digital Scholarship
Services group, and they are allthings data.
(02:58):
They help students and facultymanage, find, sort, use, analyze
data, and they're like anawesome resource in the library.
We have other units like, theFenwick Gallery, which
highlights art and other relatedprogramming right in the library
lobby.
We help with open accesssupport, whether it's student
publications or facultypublications.
(03:20):
And honestly, that's just thetip of the iceberg of the ways
librarians can support teachingand faculty.
Rachel (03:27):
That's great.
So we've seen some of the thingswhere librarians might be coming
into classrooms, right?
So some of the things might bewith some of the publishing, the
database, services.
Can you tell us a little bitmore about what it looks like
when you go to classes?
Maoria (03:46):
Yeah, absolutely.
So that tends to start with anemail.
The faculty has a research basedassignment in the course, and
they know students are going toneed to use library resources.
So they reach out directly to alibrarian, or maybe it comes
through our contact form andmakes its way to our inbox.
And then that leads to aconversation between the
(04:07):
librarian and the instructor.
So what are your goals?
What can we do to support thosegoals?
We often will look at theassignment with you to figure
out where we could best fit.
In some cases it might not fit.
In some cases, they might fit inmultiple places.
And then we work with you andyour course schedule to figure
out a time and day that works tobest support your student needs.
(04:29):
And then the instructionhappens.
And usually what happens afterthat then is that the students
use the librarian for the classfor the remainder of the course,
maybe throughout theirdisciplinary, that sort of opens
the floodgates for the studentsto understand how the library
can support them.
Rachel (04:47):
I think that's a great point because I think here we're
really looking at not only thefirst step of Faculty members
seeing the different supportservices and resources for them
and their teaching, but alsothen having students be that
next step and and their abilityto engage with the libraries
once they've had that experiencein a class.
(05:08):
I think that's great.
I mean, we can see how we'resupporting everyone in the
space, you know, the instructorand their needs.
Maybe we don't have to teachevery single thing, but there's
amazing resources already outthere, and then our students
learning as well.
So that's fantastic.
Thank you for sharing.
So as we continue ourconversation, what would you
say, especially for, as we thinkabout different disciplines,
(05:30):
perhaps, you know, what does orwhat could a successful
partnership with a librarianlook like?
We talked about one class, butmaybe what, what else could it
be?
Maoria (05:40):
Yeah, it could be so many different things, depending
on what you, the faculty memberor you, the person who works
here at Mason needs or wants.
We can help with assignmentdesign, right?
So maybe you do have a libraryresearch based assignment and
things haven't worked out in thepast for whatever reason, maybe
the source requirements or theinstructions.
(06:02):
We tend to see the students comein with those struggles and we
can help maybe tweak somelanguage or revise the
assignment in a way thathopefully produces better
student work.
We can help teach you to teachsome of these library concepts.
So if it's hard to schedule usor you need to just fit it in a
(06:23):
block of time, we can help giveyou the tools to successfully
teach it as well.
I would say the other thing thatwe can really help with is grant
support.
So we get the occasionalrequests for research support on
grant projects, whether that'shelping with literature reviews
searches, whether it'ssupporting database access,
right?
Maybe you need a database.
(06:44):
that we don't have for yourresearch, we can maybe build
that into the grant and workwith you to get that.
And so that's, that's sort oflike on the research side as
well.
And then we can also purchasebooks and items for the
collection that you are eitherteaching or applies to your
research.
You know, so that's sort of themore traditional approach to a
partnership with a librarian.
Rachel (07:07):
Yeah, I think that's great.
I mean, especially as we thinkabout teaching as research and
research is a key part of ourteaching, especially at this
type of institution, reallytalking about how those things
can interact, how those can besuccessful partnerships is so
important.
And I want to take a moment justto point out that we're not just
looking at those disciplinesthat we're automatically
(07:27):
associating with libraries.
We might be looking at the STEMfields or criminology, or we
might be looking at arts or anyof these things.
We could be looking atdatabases.
We could have support for ourstudents learning and engaging
with, you know, what aresources?
How do we find sources?
How do we evaluate those?
(07:48):
And so again, we're looking at avery broad and expansive view of
who can and maybe should takeadvantage of these types of
resources.
And so, as we think about this,let's expand on this a little
bit if you don't mind.
So in what ways, includingteaching and learning, beyond
the few that we've discussedalready, could librarians be a
(08:09):
resource to all faculty?
So maybe all appointment typescould be taking advantage of
these resources.
Maoria (08:16):
Yeah, and actually, as you were talking, Rachel, I was
thinking about some new workthat we've, I don't want to say
been forced, but sort of beenforced to engage with and that's
artificial intelligence, right?
Like those impact the algorithmsthat we work with every single
day, whether it's through aGoogle search, but we see them
in our library databases aswell.
(08:37):
And so we have librarians whoare Experts, at least at the
intersection of artificialintelligence and libraries.
So if you're facing issues orconcerns with that and your
instruction or your research, wehave support for that, too.
But as far as, you know, howelse could we be a resource to
faculty, we have lots of othersort of ad hoc instructional
(09:00):
ways that we can support.
For example, we have researchguides that sort of exist in
perpetuity online, and these canbe discipline or program
specific.
We've had them built for, youknow, research centers on
campus.
For a specific course, ifthere's an intensive research
component, we can createtutorials if appropriate for a
(09:23):
class so that there is a, youknow, a video that lives on or a
PDF that lives on to helpstudents in their research.
We have some instructionaldesign expertise that sort of
works well in partnership ortangentially to the Stearns
Center.
And so with that, we can beembedded in your LMS, whether
(09:44):
it's Canvas or Blackboard, tohelp answer students questions
directly in the course.
But then, you know, we have alot of other stuff too, like as
a person, if you're here andjust an employee, we have access
to streaming media, whetherthat's movies or music that, you
know, isn't the broad, you know,Netflix or Spotify.
(10:05):
We also have the analogcollections too of like CDs and
DVDs.
We have a recommended readscollection, which is a leisure
reading collection.
We have access to Rosetta Stone.
So I like to say that we're nothere just for, you know, the
teaching and the research, butwe're here to support faculty,
staff, students, as peopleengaged with this campus
(10:26):
community.
Rachel (10:28):
Yeah, that's great.
And I'm definitely learningabout some of our resources as
we go as well.
But I think you brought up areally compelling point about,
you know, the AI, the artificialintelligence thing, and it's
certainly caused lots of anxietyand stress within education and
plenty of other areas as well.
But I think that's also a greatopportunity to engage with these
resources, engage a little bitdifferently.
(10:50):
And it really brings us to, orbrings me at least, to a thought
about, there's sort of thisperception about librarians just
kind of collect books and readbooks.
And I know that's obviously notjust it, and that's certainly
not what we've been talkingabout.
But can you comment for a momenton how this type of engagement
with faculty is part oflibrarians' core work and the
(11:14):
work that you do here?
Maoria (11:16):
Yeah, so for many of us, the vast majority of our work is
working with faculty andstudents.
It's being out there withpeople.
It's very people oriented.
I would say like collections,buying, managing is for most of
us that will be working directlywith faculty and students is
such a small part of our jobthat, you know, that's the work
(11:38):
we do in the summer, if youwill.
I always tell students andfaculty like my favorite thing
is teaching is working withstudents and faculty and if I am
stuck behind a desk, you know,just collecting books, reading
books.
I kind of wish my job was justreading books sometimes, but
unfortunately it's not, but Iwould be bored out of my mind,
right?
Like I'm in this, so many of usare in this because we like
(12:00):
helping the users and at anacademic library, that's faculty
and students.
Rachel (12:07):
Yeah, absolutely.
And so as we kind of connectwith that we certainly have
faculty all over, you know, notall of our faculty have their
shoes walking around one of thecampuses, you know, in one of
our several locations for theuniversity, but can we talk a
little bit about access andvirtual access, and you know
(12:28):
how, especially for for adjunctfaculty or people who may not be
in these physical spaces everyday, how they can beyond just
sending that email you mentionedat the beginning, how they can
engage.
Maoria (12:39):
Yeah, so there's lots of ways.
One way is we have a, a chatservice on our library website.
It's called ask a librarian.
That's a real way to talk to areal person to get help sort of
in the moment from whereveryou're at in the world.
That's a great supportmechanism.
Our databases you can accessfrom anywhere with your Mason
(12:59):
and ID and password.
One service that I loveparticularly like if you're an
adjunct and you just live in theDMV area is the WRLC, which is
the Washington Research LibraryConsortium.
It's a lot of the majoruniversities and colleges in the
D.
C.
area.
And what it does is lets usborrow as though we are students
(13:20):
or faculty at thoseuniversities, but your Mason ID
will also allow you access tothose library spaces.
So if you're an adjunct and youlive in DC, maybe like closer to
American, you could just go tothe American library and with
your Mason ID access theirspaces as though you worked
there, which is a reallyexciting and awesome benefit, I
(13:41):
think.
Rachel (13:43):
That's amazing.
I had no idea.
All right.
So we're learning things here inthis space as well.
So I appreciate that.
So as we wrap up for today, Imean, obviously if there's
anything else you'd like to add,of course, but how does this
conversation represent akeystone concept in teaching to
you?
Maoria (14:03):
It's a great question, Rachel.
The thing that comes immediatelyto mind for me is just the idea,
the concept, maybe the beliefthat the library is for
everyone.
And that infuses in all of ourwork, whether it's the space,
whether it's the access to theresources, you know, with the
caveat that you have to be acommunity member to use Mason
resources.
(14:23):
But we're here to help everyone,whether it's the first time
you've stepped on the Masoncampus, whether you have taught
on and off as an adjunct,whether you're a staff member
for multiple years, whetheryou're a tenured faculty member
who's about to retire.
We are here to help everyonewith their library and research
needs.
Rachel (14:42):
That's great.
And I think we've really seenour library and research needs
can be a lot more than books andcan be really great
opportunities to not onlysupport our faculty, our
instructors as people, asemployees, and then also that
trickle out into student successand student engagement with
resources as well.
I think that's really, reallykey.
(15:04):
It's not just maybe the firstthing that comes to mind, but
lots of resources.
So I really appreciate yourjoining us.
We'll be sure to link in theshow notes lots of information
about the libraries and theresources and all of those.
So thank you so much again foryour time and we're looking
forward to sharing the nextepisode of Keystone Concepts in
Teaching with everyone.
Maoria (15:25):
Thanks, Rachel.
Hello and welcome to the Keystone Concepts in Teaching
podcast, a higher educationpodcast from the Stearns Center
for Teaching and Learning atGeorge Mason University.
In this podcast, we shareimpactful and evidence based
teaching practices to supportall students and faculty.
I'm your host, Rachel Yoho.
In this episode, we will betalking about the libraries and
(00:30):
librarians as a resource orresources for faculty.
So I'm joined by this episode'sguest, Maoria Kirker.
Maoria Kirker is the lead forthe University Library's
teaching and learning team andan adjunct faculty member in the
Honors College.
She holds an MS in EducationalPsychology from George Mason
University and an MS in Libraryand Information Science from the
(00:53):
University of Illinois at UrbanaChampaign.
She regularly teaches Honors110, Principles of Research and
Inquiry, and Honors 260, Societyand Community Engagement.
So thank you so much for joiningus today.
Maoria (01:07):
Thanks, Rachel.
It's great to be here.
Rachel (01:09):
So as we get started with our conversation, can you
begin by telling us about how afaculty member might even begin
to engage with the libraries?
Maoria (01:19):
Yeah, so one of the easiest ways and quickest ways
is to find your subjectlibrarian.
So every department majorprogram on campus has a
librarian who is dedicated tosupporting that discipline or
department or major.
However, there's differentvariants of a degree there, but
(01:39):
finding your subject librarianis the first key to success, I
think.
Rachel (01:44):
So, for someone who's either been here for a while, or
someone maybe who's new to theuniversity, why might someone
want to engage with thelibraries, or wish to use the
libraries as a resource, or evensee the libraries as a resource?
For example, beyond some of theplaces we might already be
thinking about, like English andbooks and that kind of
(02:04):
association or other disciplinesthat we might automatically
associate, how might all facultyconsider engaging with or using
the libraries?
Maoria (02:15):
Yeah, so there's lots of different ways.
And I like to think of us asteaching and research partners.
And that sort of materializes inmultiple different ways.
The main way that I focus on isteaching.
So supporting any research basedor library research based
assignment in a course.
That and sort of the books arethe main things, but we have
(02:36):
over 1000 databases and most ofthose databases are not sort of
English literature bookoriented.
And that's just like the coreservices.
We have a lot of other programsand opportunities across the
disciplines.
For example, we have DDSS, theData and Digital Scholarship
Services group, and they are allthings data.
(02:58):
They help students and facultymanage, find, sort, use, analyze
data, and they're like anawesome resource in the library.
We have other units like, theFenwick Gallery, which
highlights art and other relatedprogramming right in the library
lobby.
We help with open accesssupport, whether it's student
publications or facultypublications.
(03:20):
And honestly, that's just thetip of the iceberg of the ways
librarians can support teachingand faculty.
Rachel (03:27):
That's great.
So we've seen some of the thingswhere librarians might be coming
into classrooms, right?
So some of the things might bewith some of the publishing, the
database, services.
Can you tell us a little bitmore about what it looks like
when you go to classes?
Maoria (03:46):
Yeah, absolutely.
So that tends to start with anemail.
The faculty has a research basedassignment in the course, and
they know students are going toneed to use library resources.
So they reach out directly to alibrarian, or maybe it comes
through our contact form andmakes its way to our inbox.
And then that leads to aconversation between the
(04:07):
librarian and the instructor.
So what are your goals?
What can we do to support thosegoals?
We often will look at theassignment with you to figure
out where we could best fit.
In some cases it might not fit.
In some cases, they might fit inmultiple places.
And then we work with you andyour course schedule to figure
out a time and day that works tobest support your student needs.
(04:29):
And then the instructionhappens.
And usually what happens afterthat then is that the students
use the librarian for the classfor the remainder of the course,
maybe throughout theirdisciplinary, that sort of opens
the floodgates for the studentsto understand how the library
can support them.
Rachel (04:47):
I think that's a great point because I think here we're
really looking at not only thefirst step of Faculty members
seeing the different supportservices and resources for them
and their teaching, but alsothen having students be that
next step and and their abilityto engage with the libraries
once they've had that experiencein a class.
(05:08):
I think that's great.
I mean, we can see how we'resupporting everyone in the
space, you know, the instructorand their needs.
Maybe we don't have to teachevery single thing, but there's
amazing resources already outthere, and then our students
learning as well.
So that's fantastic.
Thank you for sharing.
So as we continue ourconversation, what would you
say, especially for, as we thinkabout different disciplines,
(05:30):
perhaps, you know, what does orwhat could a successful
partnership with a librarianlook like?
We talked about one class, butmaybe what, what else could it
be?
Maoria (05:40):
Yeah, it could be so many different things, depending
on what you, the faculty memberor you, the person who works
here at Mason needs or wants.
We can help with assignmentdesign, right?
So maybe you do have a libraryresearch based assignment and
things haven't worked out in thepast for whatever reason, maybe
the source requirements or theinstructions.
(06:02):
We tend to see the students comein with those struggles and we
can help maybe tweak somelanguage or revise the
assignment in a way thathopefully produces better
student work.
We can help teach you to teachsome of these library concepts.
So if it's hard to schedule usor you need to just fit it in a
(06:23):
block of time, we can help giveyou the tools to successfully
teach it as well.
I would say the other thing thatwe can really help with is grant
support.
So we get the occasionalrequests for research support on
grant projects, whether that'shelping with literature reviews
searches, whether it'ssupporting database access,
right?
Maybe you need a database.
(06:44):
that we don't have for yourresearch, we can maybe build
that into the grant and workwith you to get that.
And so that's, that's sort oflike on the research side as
well.
And then we can also purchasebooks and items for the
collection that you are eitherteaching or applies to your
research.
You know, so that's sort of themore traditional approach to a
partnership with a librarian.
Rachel (07:07):
Yeah, I think that's great.
I mean, especially as we thinkabout teaching as research and
research is a key part of ourteaching, especially at this
type of institution, reallytalking about how those things
can interact, how those can besuccessful partnerships is so
important.
And I want to take a moment justto point out that we're not just
looking at those disciplinesthat we're automatically
(07:27):
associating with libraries.
We might be looking at the STEMfields or criminology, or we
might be looking at arts or anyof these things.
We could be looking atdatabases.
We could have support for ourstudents learning and engaging
with, you know, what aresources?
How do we find sources?
How do we evaluate those?
(07:48):
And so again, we're looking at avery broad and expansive view of
who can and maybe should takeadvantage of these types of
resources.
And so, as we think about this,let's expand on this a little
bit if you don't mind.
So in what ways, includingteaching and learning, beyond
the few that we've discussedalready, could librarians be a
(08:09):
resource to all faculty?
So maybe all appointment typescould be taking advantage of
these resources.
Maoria (08:16):
Yeah, and actually, as you were talking, Rachel, I was
thinking about some new workthat we've, I don't want to say
been forced, but sort of beenforced to engage with and that's
artificial intelligence, right?
Like those impact the algorithmsthat we work with every single
day, whether it's through aGoogle search, but we see them
in our library databases aswell.
(08:37):
And so we have librarians whoare Experts, at least at the
intersection of artificialintelligence and libraries.
So if you're facing issues orconcerns with that and your
instruction or your research, wehave support for that, too.
But as far as, you know, howelse could we be a resource to
faculty, we have lots of othersort of ad hoc instructional
(09:00):
ways that we can support.
For example, we have researchguides that sort of exist in
perpetuity online, and these canbe discipline or program
specific.
We've had them built for, youknow, research centers on
campus.
For a specific course, ifthere's an intensive research
component, we can createtutorials if appropriate for a
(09:23):
class so that there is a, youknow, a video that lives on or a
PDF that lives on to helpstudents in their research.
We have some instructionaldesign expertise that sort of
works well in partnership ortangentially to the Stearns
Center.
And so with that, we can beembedded in your LMS, whether
(09:44):
it's Canvas or Blackboard, tohelp answer students questions
directly in the course.
But then, you know, we have alot of other stuff too, like as
a person, if you're here andjust an employee, we have access
to streaming media, whetherthat's movies or music that, you
know, isn't the broad, you know,Netflix or Spotify.
(10:05):
We also have the analogcollections too of like CDs and
DVDs.
We have a recommended readscollection, which is a leisure
reading collection.
We have access to Rosetta Stone.
So I like to say that we're nothere just for, you know, the
teaching and the research, butwe're here to support faculty,
staff, students, as peopleengaged with this campus
(10:26):
community.
Rachel (10:28):
Yeah, that's great.
And I'm definitely learningabout some of our resources as
we go as well.
But I think you brought up areally compelling point about,
you know, the AI, the artificialintelligence thing, and it's
certainly caused lots of anxietyand stress within education and
plenty of other areas as well.
But I think that's also a greatopportunity to engage with these
resources, engage a little bitdifferently.
(10:50):
And it really brings us to, orbrings me at least, to a thought
about, there's sort of thisperception about librarians just
kind of collect books and readbooks.
And I know that's obviously notjust it, and that's certainly
not what we've been talkingabout.
But can you comment for a momenton how this type of engagement
with faculty is part oflibrarians' core work and the
(11:14):
work that you do here?
Maoria (11:16):
Yeah, so for many of us, the vast majority of our work is
working with faculty andstudents.
It's being out there withpeople.
It's very people oriented.
I would say like collections,buying, managing is for most of
us that will be working directlywith faculty and students is
such a small part of our jobthat, you know, that's the work
(11:38):
we do in the summer, if youwill.
I always tell students andfaculty like my favorite thing
is teaching is working withstudents and faculty and if I am
stuck behind a desk, you know,just collecting books, reading
books.
I kind of wish my job was justreading books sometimes, but
unfortunately it's not, but Iwould be bored out of my mind,
right?
Like I'm in this, so many of usare in this because we like
(12:00):
helping the users and at anacademic library, that's faculty
and students.
Rachel (12:07):
Yeah, absolutely.
And so as we kind of connectwith that we certainly have
faculty all over, you know, notall of our faculty have their
shoes walking around one of thecampuses, you know, in one of
our several locations for theuniversity, but can we talk a
little bit about access andvirtual access, and you know
(12:28):
how, especially for for adjunctfaculty or people who may not be
in these physical spaces everyday, how they can beyond just
sending that email you mentionedat the beginning, how they can
engage.
Maoria (12:39):
Yeah, so there's lots of ways.
One way is we have a, a chatservice on our library website.
It's called ask a librarian.
That's a real way to talk to areal person to get help sort of
in the moment from whereveryou're at in the world.
That's a great supportmechanism.
Our databases you can accessfrom anywhere with your Mason
(12:59):
and ID and password.
One service that I loveparticularly like if you're an
adjunct and you just live in theDMV area is the WRLC, which is
the Washington Research LibraryConsortium.
It's a lot of the majoruniversities and colleges in the
D.
C.
area.
And what it does is lets usborrow as though we are students
(13:20):
or faculty at thoseuniversities, but your Mason ID
will also allow you access tothose library spaces.
So if you're an adjunct and youlive in DC, maybe like closer to
American, you could just go tothe American library and with
your Mason ID access theirspaces as though you worked
there, which is a reallyexciting and awesome benefit, I
(13:41):
think.
Rachel (13:43):
That's amazing.
I had no idea.
All right.
So we're learning things here inthis space as well.
So I appreciate that.
So as we wrap up for today, Imean, obviously if there's
anything else you'd like to add,of course, but how does this
conversation represent akeystone concept in teaching to
you?
Maoria (14:03):
It's a great question, Rachel.
The thing that comes immediatelyto mind for me is just the idea,
the concept, maybe the beliefthat the library is for
everyone.
And that infuses in all of ourwork, whether it's the space,
whether it's the access to theresources, you know, with the
caveat that you have to be acommunity member to use Mason
resources.
(14:23):
But we're here to help everyone,whether it's the first time
you've stepped on the Masoncampus, whether you have taught
on and off as an adjunct,whether you're a staff member
for multiple years, whetheryou're a tenured faculty member
who's about to retire.
We are here to help everyonewith their library and research
needs.
Rachel (14:42):
That's great.
And I think we've really seenour library and research needs
can be a lot more than books andcan be really great
opportunities to not onlysupport our faculty, our
instructors as people, asemployees, and then also that
trickle out into student successand student engagement with
resources as well.
I think that's really, reallykey.
(15:04):
It's not just maybe the firstthing that comes to mind, but
lots of resources.
So I really appreciate yourjoining us.
We'll be sure to link in theshow notes lots of information
about the libraries and theresources and all of those.
So thank you so much again foryour time and we're looking
forward to sharing the nextepisode of Keystone Concepts in
Teaching with everyone.
Maoria (15:25):
Thanks, Rachel.
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