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Library Catalyst Fund Application
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Permanent Link: http://ufdc.ufl.edu/AA00000579/00001
 Material Information
Title: Library Catalyst Fund Application
Physical Description: Book
Language: English
Creator: Clapp, Melissa
de Farber, Bess
Hood, Barbara
Johnson, Margeaux
Lindell, Ann
Publisher: George A. Smathers Libraries, University of Florida
Place of Publication: Gainesville, Fla.
Publication Date: 2011
 Record Information
Source Institution: University of Florida
Rights Management: All rights reserved by the source institution.
System ID: AA00000579:00001

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Catalyst Fund Application


Due to the Creative Campus Committee by March 18, 2011. Please submit via email to the
Committee Chair, Dr. Kevin Knudson, at kknudson@honors.ufl.edu.

Please attach the following documents:

* Brief biography (1 page max) of each team member

Name (last, first, UFID): Clapp, Melissa 8449-4147

Additional Team Members (last, first, UFID, position):

de Farber, Bess, 39899140, grants manager; Hood, Barbara, 42689860 public info
officer; Johnson, Margeaux, science/technology librarian 98971330; Lindell, Ann,
chair and associate university librarian Architecture & Fine Arts Library 1370-1200.

Email address: shoop@ufl.edu

College: N/A

Department: George A. Smathers Libraries

Campus address: PO Box 117022

Total funding amount requested: $12,962

Project abstract (150 words max):
Collaborating with Strangers is a team effort by the UF Libraries (three librarians, PR officer, and
grants manager/project facilitator) and partner representatives from arts, science, engineering, and
various undergraduate programs to promote, facilitate and evaluate 6 "speed meeting" sessions (2
hours each from 4 to 6 p.m.) based on a facilitative process known as CoLAB Planning�. An average
of 30 participants for each session will include faculty, graduate and undergraduate students;
pre-registration is not required. External evaluation will determine effectiveness for future replication
and expansion. The project goal is to use successful facilitation processes and online follow-up for
eliminating barriers to networking and learning about extant campus resources. By doing so, the team
and its partners will create the fertile ground necessary to generate creative ideas for sharing
resources/information while combining forces across disciplines.


Project goals:

1) Utilize comfortable spaces in Marston Science Library, Library West, and University
Gallery to create a safe and engaging environment for convening and connecting
multiple disconnected campus audiences: undergrad/grad students and faculty from
STEM and Arts disciplines, and undergraduate programs
2) Improve networking skills while revealing participants' hidden assets (passions,
skills, resources, networks) using the CoLAB Planning(R) speed-meeting process,
with a goal of recruiting 40 participants for each 2-hour session
3) Create an online community for further discovery and sharing of information
4) Evaluate sessions' effectiveness for improvements and replication.










Project description (Describe the motivations, content, and breadth of the project on one page
only, in a way that can be understood by colleagues outside your field):
Collaborating with Strangers: The project team of three librarians from humanities, arts and sciences,
the libraries' grants managers and the public information officer propose to present six CoLAB Planning�
speed-meeting sessions for librarians, faculty, graduate and undergraduate students over the course of
the 2011-2012 academic year.

Background: CoLAB Planning� is a time efficient facilitated process designed for groups of at least 20
participants. Its specific purpose is to facilitate the 1) discovery of hidden resources and/or potential
collaborative relationships; 2) generation of new ideas for innovation and research; 3) problem solving of
issues by leveraging extant yet untapped assets. Rather than focusing on what faculty, students and
researchers lack in terms of access and resources, CoLAB processes connect "strangers" while
revealing their hidden assets (passions, skills, networks and resources) that might otherwise take years
to share or discover. Focusing on and leveraging existing assets is one of the primary means for
deliberately inspiring creativity (Fritz, 1998) and thus, collaboration. CoLAB Planning� was invented by
Bess de Farber, certified professional facilitator and the UF Libraries' grants manager, in 2002. CoLAB
processes have been facilitated in groups ranging from 20 to 120 people, have produced extremely
positive results. Over 1,200 participants representing 700 organizations have participated in session
sponsored by libraries, library associations, universities, United Ways and Community Foundations in
Florida (various communities); Tucson, Arizona; and Baltimore, MD. Photos and example sessions can be
viewed here: .

Project Partners and Participants: The team has secured commitments from various campus groups
to 1) promote each session; 2) recruit participants for sessions. These include: NSF funded I-cubed
(Innovation through Integration and Institutionalization) Program for STEM graduate students and faculty,
confirmed by Dr. Doug Levey; College of Engineering faculty and grad students, confirmed by Dr. Angela
Lindner; College of Fine Arts faculty, graduate and undergraduate students, confirmed by Dr. Tim
Brophy; Honors Program confirmed by John Denny; Florida Opportunities Scholars Program for
undergraduate students, confirmed by Leslie Pendleton; and Women in Science and Engineering
(WISE).

Venues: Two sessions in fall semester at Library West, and four sessions in spring, two at Marston
Library and two at the University Gallery near the Fine Arts Library.

Process: Each participant will: A) prepare a sign with answers to the following questions: 1) What is your
area of study or research interest and why are you passionate about this work?; 2) What are your
strongest skills?; 3) What groups or networks are you involved in or support?; 4) What's one thing that
most people don't know about you? B) receive detailed instructions about the history of CoLAB Planning,
theory of collaborative and creative processes that focus on leveraging extant assets, and C) instructions
for the facilitative process. Participants will pin the sign to their chest or hold the sign as they meet
students and faculty they do not know for 3 to 4 minute conversations. Reading participants' signs results
in highly focused conversations, exchanging ideas across disciplines, learning about campus resources
and information, plus discovering common elements of or interests in research/study topics. Participants
will meet between 12 and 20 strangers in each session. With permissions, each sign and accompanying
participant photo will be loaded to a library webpage so participants can "meet" the remaining 20+
strangers. A video of each session also will be posted to the webpage and YouTube.

Post CoLAB Sessions: The project team will create an online community for those attending the
sessions, as well as provide micro grants for winning creative resource sharing or collaborative projects.
Participants will be encouraged to submit the results of their after-session connections. Creative ideas
for sharing resources or for developing collaborations will be shared online in a competition for
micro-grant awards of $300, one per session.












Project timeline (Provide logistical details about how the project will unfold in a half page):
July 2011 -- Project preparation and planning, contract with CAPS for evaluation component, secure IRB
approval, create a marketing campaign to include a promotional "gimmick" to attract undergrad and grad
students to participate. August-September - Advertise, hire and train graduate student with computer
science experience; build an inventory of supplies; build the website. October-April -- Facilitate six
Collaborating with Strangers sessions and follow-up to each by posting participants' information online for
a limited time frame so that participants can read everyone's information sheets and find possible ideas
for sharing resources, mentoring, or for collaboration. Two sessions will be facilitated during the Fall
semester in the first floor study area at Library West next to Starbucks; two during January/February and
two during March/April, to be scheduled in the Marston Science Library and the University Gallery.
Throughout the time period, participants who post their CoLAB ideas for sharing resources, mentoring, or
collaboration to the webpage will compete for $300 micro grants to support winning creative partnership
efforts. Awards will be judged by representatives from Fine Arts, Science and Engineering. May-June --
Complete final evaluation and report; write article to submit to scholarly publications, and Libraries'
newsletter; submit a poster to be presented at state and national library organizations; and add article,
videos and documentation to the IR@UF. August-April -- 1) Promote/recruit students/faculty through
Libraries' blog and communication from librarians in arts, sciences, engineering, along with
communication/support from project partners. 2) Create fun promotional materials, including a "gimmick"
art pieces) made by students (such as during ArtBash @ Fine Arts Library) to promote Collaborating
with Strangers. 3) Utilizing library student assistants, produce YouTube promotional video to link from
libraries' homepage; 4) Design/distribute posters, tabletop signs, flyers asking for participants; 5) Contact
journalism students to request an article on Collaborating with Strangers for submission to Alligator, 6)
Send news release to campus outlets, library staff and faculty in arts and STEM disciplines.




Project budget (Explain how requested funds will be used in a half page):
The project team respectfully requests $12,962 for the following expenses related to presenting and
evaluating Collaborating with Strangers. It is unknown if any of these expenses will be disallowed. If
so, the project team will seek other resources and/or revise the budget accordingly.

Hire an OPS graduate student in computer science (10 hrs/week X $15/hr X 18.3 pay periods from 9/2/11
through 5/15/12, plus fringe benefits of $132) totaling $5,622.

External evaluation from CAPS, directed by Dr. David Miller totaling $5,000 (toward a Graduate
Research Assistant's time for project period).

Micro-grants for outstanding project, mentoring or sharing of resource ideas to be used for travel, printing
or supplies (1 micro-grant @ $300/session X 6 sessions) totaling $1,800.

Supplies (index cards, safety pins, bottled water) and promotional expenses for ArtBash, beyond those
related to printing and mailing ($90/session X 6 sessions) totaling $540. UF Libraries will contribute funds
necessary for session food and all printing of flyers, posters, table top displays and other required
materials.










Creative impacts (How will this project encourage creative thinking in a
field/community/population? What innovative outcomes are expected, and why?):

In Robert Fritz's The Path of Least Resistance - Learning to Become the Creative Force in Your Own Life,
he discusses the two requirements for developing creativity: 1) conceiving the result one wants to create
or achieve; and 2) knowing what already exists. CoLAB Planning@ sessions fulfill both of these
requirements. Typically during the speed-meeting process participants focus on learning about others'
passions, interests, resources and skills while being cognizant of their own answers to these questions.
This intensive learning process encourages participants to quickly identify those who can potentially
contribute to a participants' desired results, while providing potential access to currently available
resources and information that may be unknown to the participant. Collaborating with Strangers will
effectively promote and recruit undergraduates from a variety of campus programs and departments:
Florida Opportunities Scholars, and Honors Programs, as well as arts and sciences (biology as
represented by Dr. Doug Levey's participation). In terms of graduate students and faculty beyond biology
and arts (theatre, dance, design, visual arts, history, and music), the project partners in I-cubed and
College of Engineering agree to promote and recruit faculty and graduate students.
All participants will walk away with a renewed sense of community and access to this community.
Sessions will create an energy of enthusiasm for learning from and about strangers, and will feel
confident inquiring about access to new resources with any of the expected 240 participants. Simply
identifying oneself as a "CoLABer" will grant permission to go beyond typical daily conversation, to a new
level of confidence and inquiry required to seek resources and information.
Project team members plan to develop poster sessions for state and national library conferences,
and an article for publishing in a wide range of publications from those focusing on librarianship and
innovation, to the Libraries' campus and donor communities, and beyond through the Alligator and the
general media. Also, posting a YouTube video will provide another means for creating impact beyond UF
borders.



Community impacts (Will the project have impacts on the campus community,
overlapping with a broad range of departments? Will it reach beyond the campus for
local, statewide, national, or international impacts?):

Collaborating with Strangers will effectively promote and recruit undergraduates from a variety of
campus programs and departments: Florida Opportunities Scholars, McNair Scholars, and Honors
Programs, as well as arts and sciences (biology as represented by Dr. Doug Levey's participation). In
terms of graduate students and faculty beyond biology and arts (theatre, dance, design, visual arts,
history, and music), the project partners in I-cubed and College of Engineering agree to promote and
recruit faculty and graduate students.
All participants will walk away with a renewed sense of community and access to this community.
Sessions will create an energy of enthusiasm for learning from and about strangers, and will feel
confident inquiring about access to new resources with any of the expected 240 participants. Simply
identifying oneself as a "CoLABer" will grant permission to go beyond typical daily conversation, to a new
level of confidence and inquiry required to seek resources and information.
Project team members plan to develop poster sessions for state and national library conferences,
and an article for publishing in a wide range of publications from those focusing on librarianship and
innovation, to the Libraries' campus and donor communities, and beyond through the Alligator and the
general media. Also, posting a YouTube video will provide another means for creating impact beyond UF
borders. Through the evaluation process we will determine the need for a train-the-trainer program.
Presentations, articles and posters will reach beyond campus to the local, statewide and national
audiences and can become a national model for other universities to follow.














Evaluation plan (How will you improve the quality of the project as work is being conducted?
How will you evaluate the outcomes of this project?):

An evaluation of the CoLAB sessions will be conducted by Dr. M. David Miller and his research assistant.
The evaluation of the project will include a context, process and product evaluation. The context
evaluation will be conducted with a pre-workshop assessment. The assessment will include student and
faculty background (e.g., student level and major; faculty department and education) and a
pre-assessment of student collaboration. The pre-assessment will include questions such as "how many
hours a week do you spend networking," "How would you rank barriers to networking?" "Number of
collaborative projects you are currently working on?" "What's your level of confidence in approaching
new/"cold" relationships?" The pre-assessment will be accompanied with an IRB approved consent
letter.

The process evaluation will consist of observations of the CoLAB sessions and a satisfaction survey.
The process evaluation will also examine the number of participants, and ratios of faculty to students,
and grad students to undergraduates

The product evaluation will consist of indicators such as the following:

* Number of postings of ideas on the web site

* Number of multidisciplinary ideas

* Number of people met

* Track number of people who view the online signs

In addition, two participants from each session will be interviewed a month after participating in the
sessions.

Dissemination and archival plan (How do you plan to share the results of your project? How
will you preserve the deliverable outputs of your project? Describe in a half page):

Project team members will write an article for submittal to scholarly publications and
present a poster to state and national library associations. These will be submitted to
the IR&UF permanent archival. The videos and participant profiles (with participants'
permission) of the sessions will be loaded to the UF grants web page, and possibly to
the IR if permissions are granted for long-term archiving. Post sessions at state and
national library conferences also will be presented.

The inherent characteristic of Collaborating with Strangers is that sessions will be
convened, promoted and presented by a team of librarians with partners in other
departments, to organize and convey information and resources--the traditional mission
and work of campus libraries. Thus, the topic will be of interest to many especially
those working in the library field.












Project resources for success (Please indicate existing resources/tools - e.g., instruments,
collections, groups, past projects, expertise, etc. - that will allow for the successful completion
of the project in a half page):
Collaborating with Strangers sessions will utilize facilitation formats, methods and language developed
for CoLAB Planning� sessions since 2002. Examples of successful CoLAB workshops, that include
speed-meeting processes as one of the workshop components, have been successful in meeting the
following goals.
* Creating new partnerships for grant funding directed at preventing HIV/AIDS in youth in Palm Beach
County, Florida
* Developing methods for reducing illiteracy among adults and children in Martin County, Florida.
* Generating creative ideas and partnerships for leveraging extant resources in Palm Beach County, and
Broward County.
* Generating creative partnerships for nonprofits in South Palm Beach County and Florida Atlantic
University School of the Arts.
* Generating creative partnerships for nonprofits in the communities adjacent to Lake Okeechobee.
* Developing methods for support open access publishing on academic campuses in Florida and South
Georgia.









Please indicate how your Catalyst project may be leveraged to apply for continuing sources of
funding (internal or external) and to continue the life of the project in perpetuity, if appropriate
(in a half page):
Depending on evaluation results, Collaborating with Strangers has a strong potential for future replication
and expansion.
* The project team may apply for a library mini-grant in 2013 to present more CoLAB workshop
sessions.
* Through a proposal to the Deans of the Libraries, CoLAB workshop sessions may become
institutionalized and made a part of the annual budget.
* Another option may be to create a fee-based program for departments to be trained and become
conveners of their own CoLAB Planning sessions.









PROJECT TEAM BIOS


Melissa J. Clapp is an Assistant University Librarian at Library West where she
coordinates instruction and outreach events for the libraries. She works closely with the
Dean of Students Office, the University Writing Program and other groups on campus.
Melissa earned her MS in Information Studies at Florida State University in 2007 and
her MA in English at Northern Illinois University in 2002. She has worked in the UF
libraries since 2003 and joined the faculty in 2007. Melissa co-authored a recent article,
"Building a Participatory Culture: Collaborating with Student Organizations for 21st
Century Library Instruction," published in Collaborative Librarianship (3)1 2011. She is
currently co-editing a book due out in the summer 2011 from Scarecrow Press called
Tips for Librarians Running Libraries Alone. Melissa planned the largest student
outreach event in library history with 500 attendees, Capture the Info Flag, in
collaboration with Student Government in 2009. She grew up in the Blue Mountains of
Pennsylvania and graduated from Shippensburg University with a BA in English in
1999. Project role: Recruiting and promoting the project to students, faculty and other
librarians, participating in the sessions, co-writing an article and/or poster upon project's
completion.

Bess de Farber, a Florida native, is the library grants manager, a new position in the
Libraries as of October 6, 2008. Her primary responsibility is training and providing
project management for library faculty who co-prepare grant proposals and manage
grant funded projects. De Farber manages all grants related activities from conception
to project completion. Prior to accepting this position, she served for three years as
grants and revenue manager for the University of Arizona Libraries and Center for
Creative Photography, in Tucson. She holds a BM in Clarinet Performance from USC,
an MNM (Master of Nonprofit Management) from FAU, and is a certified professional
facilitator through the International Association of Facilitators. Bess has held positions in
the world of philanthropy and the nonprofit sector for the past 25 years, assisting over
600 organizations. In 2001, she created the CoLAB Planning� workshop series, a
"speed dating" method for mobilizing and connecting community assets, mostly in
Florida. It has been a successful facilitation tool for people working in 700+ different
organizations including foundations, libraries, museums, universities, nonprofits, and
governmental agencies. Project role: Facilitator of the sessions, complete IRB forms,
co-supervise graduate student OPS employee.

Barbara Hood is the sr. information specialist for the libraries where she generates and
coordinates public relations efforts on behalf of the libraries as a whole and individual
programs, events and initiatives. She works closely with the library administration,
faculty and staff, UF News Bureau and UF Foundation, Inc. to disseminate information
and promote the libraries to the academic, library and general public communities at the
local, state and national levels. She describes library projects, especially those receiving
external support, in news articles released to the information to the media. Barbara also
organizes programs and grasps opportunities for developing library education and
social events in conjunction with specific development efforts, educational campaigns or
academic events. She earned her bachelor's degree in visual arts from the University of









South Florida. Project role: promote the project to the appropriate media outlets, both
internal and external to the University of Florida, co-supervise graduate student OPS
employee, greet people at session, and photograph them.

Margeaux Johnson recently graduated with an M.L.S. from the iSchool at University of
Maryland College Park and is pursuing a graduate degree in Educational Technology at
the University of Florida. Currently, she is a Science & Technology Librarian at
University of Florida's Marston Science Library where she coordinates instruction for
science and engineering students. In her primary role as the Instruction Coordinator for
the Sciences at University of Florida's Marston Science Library, Johnson strives to
design instruction and outreach programs that will challenge students to make sense of
information and collections in a meaningful way. Project role: Recruiting and promoting
the project to students, faculty and other librarians, participating in the sessions, co-
writing an article and/or poster upon project's completion.

Ann Lindell is an Associate University Librarian with 20 years of experience as an
academic librarian. In her position at the University of Florida she serves as Chair of
Departmental Libraries and Head of the Architecture & Fine Arts Library. She serves as
the primary liaison to the UF College of Design, Construction and Planning, building
collections and providing specialized reference and instructional services for the
disciplines of architecture, building construction, interior design, landscape architecture,
and urban & regional planning. Lindell holds the BA and MFA in Studio Art, and a
Master of Library and Information Science. She has held leadership positions in several
professional organizations including the American Library Association, the Art Libraries
Society of North America, and the Association of Architecture School Librarians. Her
current research centers on the analysis of trends in scholarship by graduate students
in the design disciplines. Project role: Recruiting and promoting the project to students,
faculty and other librarians, participating in the sessions, co-writing an article and/or
poster upon project's completion.









Comments about past CoLABs on the UF campus


Faculty members :

I was impressed with Bess' introduction. Specifcially the levels of risk one is will to take
to interact with others. I think she hit the nail on the head. To successfully collaborate,
the partners must be willing to change behavior for the potential of a successful
venture. I also liked the discussion of assets. This pre-discussion is/was particularly
important for our young scientists.

The actual interactions between students and faculty were fun and it was striking the
similarities that were written on our placards, despite significant age/experience
differences. I really enjoyed meeting the students and pleased that we have such
motivated young women.

We certainly met new people (one of the objectives), but it is not clear that the students
identified new mentors. Our interests were quite varied. On the other hand, the faculty
regardless of discipline should have a lot of experience that they could pass on.
Perhaps time will tell.

I would like to see such an event at the faculty level. This would be a great way of
identifying assets around the campus. We have web sites that list peoples interest... but
it is not the same as a one on one interaction.

I met two interesting graduate students and I met a faculty member in Engineering
doing social network analysis, which is a method I'm using in collaboration with another
UF faculty member in the social sciences - small world!

How much of our research can be integrated. I met new faculty and briefly learned
exactly what other faculty were doing through their graduate students, it was very
interesting

Grad Student:

I learned how to get important information from people you meet for the first time when
we are talking. I also learned some interesting research area from faculties.

I recommend future CoLab can offer us more opportunities to talk with grad students, so
that we can not only find something interesting in our academic work, but also can we
broaden our social network:)

I found work of three faculty members interesting and in tune to my research interests.









Undergrads:


I learned how easy it is to begin a conversation with someone else by finding common
ground or an interesting fact about them. It amazed me how much I had in common with
so many of the people I met and how much could be learned from a person, simply by
filling out a simple card.

I was surprised to have an hour of meet-and greet complete with hand-made profiles we
pinned to ourselves. It was fun,though.

The Colab session was an interesting way to develop a familiarity with the other people
in the class. Furthermore, the use of the signs allowed us to quickly summarize some
main points about a person, and provided discussion topics for the conversations.

I learned the importance of finding common ground when communicating with others,
especially when meeting for the first time. Reading the signs, which initially seemed
awkward; forced us to learn something about the other person, and then encouraged us
to find something to talk about for the required amount of time.

I learned that people can always find something that they have in common to talk about.
These commonalities may not necessarily be personal, but arise from the situation at
the time of the conversation. For example, there were a few people that I talked to
during the session who completely bypassed the information written on my card and
preferred instead to talk about the class itself.