1	Fourteen to Seven Weeks: Oberlin’s Condensed CI Course Alison Ricker Science Librarian
2	Our Approach 15 Years ago Sporadic library instruction for specific course-related assignment Initiated by faculty No coordination within the major or between librarian/faculty Faculty desired a more structured approach, consolidating haphazard BI sessions into one coherent course
3	CHEM 396 at Oberlin Developed in 1993 as a 14-week, full-semester course Initial planning: weekly meetings of faculty and librarian during late summer to develop syllabus, exercises, readings, assignments Goal: research and honors students develop IL strategies before advanced research Course content evolved rapidly as resources changed
4	Reducing the Course to 7 Weeks Revamped in 2003 on Pass/No Pass basis, still 1 credit Strongly recommended for all majors Prerequisites: Organic Chemistry + one other core chemistry course Both instructors present at all class sessions Meets one evening per week for 1.5 hours
5	What We Gave Up Detailed instruction on general and interdisciplinary databases Separate session devoted to evaluating information (popular vs. scholarly, bias in research, discussion of peer-review process, determining validity of Web sites, etc.) General introduction to Web search engines Separate session on chemistry data found on the Web
6	Components of Course Students research a topic in teams of two Investigate a compound on their own General investigation methods stressed as well as resource-specific skills Database comparison and evaluation Topics for investigation selected from list developed by all chemistry faculty Chemical compound “from cradle to grave”
7	Course Outline From essential print and general resources to highly specialized Class sessions: review, presentation, demonstration, hands-on practice Weekly problem sets reinforce class session Penultimate assignment: oral presentation with handouts
8	Collaboration Benefits Complimentary knowledge and skills enriches course content Shared responsibility for teaching and evaluation reduces relative work load Check and balance relationship helps refine assignments Better support during hands-on practice in classroom
9	Collaboration Pitfalls Two procrastinators = stress, poor planning! Misunderstandings based on incomplete or faulty communication Different assumptions regarding course goals, appropriate assignments, work load, etc. Inherent difficulties between individuals of different status/rank
10	Evaluating the Students Written work Weekly problem sets reviewed by both instructors Problem sets provide more detailed exercises and practice than can be accommodated in class Emphasize process rather than the right answer
11	Evaluating the Students, cont. Oral presentation and handout Both members of the team participate fully in the presentation Most student create PowerPoint presentations, but it is not required All class members and instructors hear all presentations Students could benefit from more practice and advice beforehand
12	Student Responses Want to focus on current research rather than pre-selected topics Homework each week takes too long Can’t always login to remote databases to complete homework “I knew some of this already, but also learned a lot” “I’m a better researcher because of this course”
13	What We Observed of Students Quick recognition of the value and necessity of peer-reviewed literature Appreciation for comprehensiveness of SciFinder Scholar (and ease of use) Little patience for anything perceived as busy work Reluctance to vary search strategy in different databases, or to expand list of relevant keywords and subject headings
14	Contact Information Alison Ricker Science Librarian Oberlin College Science Center 119 Woodland Avenue Oberlin OH 44074-1097 Phone: 440.775.5146 Email: alison.ricker@oberlin.edu