Dr. Darlene Parker-Kelly Discusses the Role of the University Librarian( continued)
courses that are being taught. We use that too, as our collection development tool. And from that we make sure that we have at least one copy of each required textbook. In most cases, we try to make sure it’ s electronic. But what that does for us is that it tells us this is who is teaching this course, this person is new, and we need to reach out to that person. We need to welcome them and let them know that we’ re available to do an orientation with them.
Because CSU is a medicine and science-based institution, is that the library’ s primary focus in acquisitions and availability of learning and research resources?
Our focus is really on collecting resources that will introduce students to the cadre of tools that are available for them to answer those basic research and fundamental patient care questions. And I think the learning takes place as relates to the student, the faculty member, contacting us to learn more about the resource, and asking for a demonstration or tutorial to help them understand that resource.
We collect materials in the biomedical sciences, in the health sciences, and in medicine. And our focus is making sure that we really shore up those disciplines. We need to make sure we have resources that will support each arm. And so that means looking at many of the broadcasts that come out, contacting different researchers, and saying,‘ hey, did you have a chance to look at that particular article?’ Perhaps we’ ve come across something that we found in the literature that they might want to want to look at or may aid them in the research that they were doing.
How does the academic curriculum play a role in what information is located within the library?
When I think about academic curricula, I think about the accreditors of each educational program. Each accreditor wants to know what resources libraries have for those students. We have seen instances where on the last day of the site visit people are asking students,“ do you feel that the library has what it needs in order for you to get your work done?” Let’ s face it. Students aren’ t going to be able to buy every textbook. Textbooks in the health sciences and biomedical sciences are exceedingly expensive.
You and your team played an important part in the university’ s response to the LCME site visit. Could you briefly describe the role that you played and what you discussed with the LCME team?
Thank you, Dr. Lance. Much of the emphasis was on what resources will the students have, come Day One? We have to have resources for these students. How do they access these resources? Where will they go? Where can they study when they’ re not in class? What hours are available for them to have these collaborative spaces? Where might these collaborative spaces be? So those were some of the key items that we addressed when the LCME team was here. We talked about the library and what we had to offer.
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Our focus is making sure that we really shore up those disciplines. We need to make sure we have resources that will support each arm.
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CDU College of Medicine | PG. 9