LIBRARY SERVICES: Instructional Services

Instructional Services Team:

We are here to help members of the Pace community acquire information literacy skills and become critical thinkers who are able to identify, retrieve, and evaluate information for use in academic pursuits as well as lifelong learning.

Sarah Burns Feyl
Assistant University Librarian for Instructional Services, New York and Westchester
sburnsfeyl@pace.edu

Sarah Cohn
Instructional Services Librarian, New York City
scohn@pace.edu

Douglas Heimbigner
Instructional Services Librarian, Westchester
dheimbigner@pace.edu

Michelle Lang
Assistant University Librarian for Graduate Services, New York and Westchester
mlang@pace.edu

Gina Levitan
Instructional Services Librarian, New York City
glevitan@pace.edu

Philip N. Poggiali
Instructional Services Librarian, Westchester
ppoggiali@pace.edu

Jennifer Rosenstein
First Year Outreach Services Librarian, New York City
jrosenstein@pace.edu

Scheduling Policies & Procedures:

The Instructional Services Department of Pace University Library makes every effort to accommodate all requests for course-integrated library research instruction.  The goal of these guidelines is to ensure a positive experience for faculty, librarian-instructors, and students.
 

1. All requests should be made at least two weeks prior to the requested date. During peak instruction times (September-mid-November; February-March), three to four weeks’ notice is preferred because of limited room and librarian availability.

2. Please give a minimum of two dates per instruction request in case we are not able to accommodate your preferred date due to limited librarian and classroom availability.

3. Submit (email is preferred) the syllabus, research assignment, and sample topics to Instructional Services a minimum of five business days prior to the date of the Library Instruction Session. This is extremely important, as there is no “General” library instruction session. Every session is tailored to the specific assignment and research topics of your class. Student feedback shows that sessions are more effective when they have chosen their topics in advance. If we have not received this information by two business days before the session, we reserve the right to cancel the instruction session.

4. Participation by the professor during the library research instruction session is crucial to the success of the class. Feedback from students indicates that levels of student engagement are higher when the professor is present in order to answer student questions pertaining to the assignment. Any class that arrives at a library instruction session without a professor may be cancelled.
 
Timeliness is appreciated. Our sessions are designed to take the full amount of class time you schedule with us.

The mission of the Instructional Services Team is to:

1. Help members of the Pace community to acquire information literacy skills and become critical thinkers who are able to identify, retrieve, and evaluate information for use in academic pursuits as well as lifelong learning.
2. Assist members of the Pace community to adapt intellectually and technologically to an increasingly dynamic environment.
3. Teach with attention to learning styles, technological skills levels, and the increasingly diverse student population.

Goals and Objectives of Instruction:

- Introduce students to the tools, resources and research skills necessary to complete course assignments and non-course related research tasks.
- Promote critical thinking as well as the ethical use of information.
- Increase collaboration with both faculty and librarians to design and enhance instructional activities that maximize available resources.
- Continually assess and evaluate instructional programs in order to measure student learning outcomes and student satisfaction.
- Keep programs current with changing curricular needs and emerging and evolving technologies, including distance education programs.

Our Mission, Goals, and Objectives are guided by the Association of College & Research Libraries Framework for Information Literacy for Higher Education