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5 1 6 8 1 0 New51etter, 13, 3 Pa9e 6 1nte9rat1n9 L16rar1e5 1nt0 t h e C u r r 1 c u 1 u m - the CH1P5 Pr0ject Pat M01h01t 1 A5515tant V1ce Pre51dent, A550c1ate Dean f0r 5ch01ar1y Re50urce5 C01um61a Un1ver51ty Hea1th 5c1ence5, 701 We5t 168th 5treet, R00m 210, New Y0rk 10032 L16rar1e5 have p1ayed a r01e 1n 5upp0rt 0f teach1n9 6ut 0n1y 1n rare 1n5tance5 have they had a key r01e. 0 f c0ur5e the facu1ty u5e 116rary 50urce5 1n prepar1n9 1ecture5, and there are 0ften 5u65tant1a1 c011ect10n5 0f re5erve mater1a15 drawn fr0m the 116rary ¢5 c011ect10n5, 6ut the5e repre5ent pa551ve r01e5. At C01um61a Un1ver51ty Hea1th 5c1ence5 we are creat1n9 a p1v0ta1 r01e f0r the 116rary w1th the C01um61a Hea1th 1nf0rmat10n Per5pect1ve5 pr0ject (CH1P5). 7he 06ject1ve5 0f the pr0ject are t0 pr0m0te the deve10pment 0f the curr1cu1um that ena61e5 5tudent5 t0 m0ve thr0u9h the 1earn1n9 pr0ce55 w1th a 519n1f1cant de9ree 0f c0ntr01 0ver h0w and when, where, and 1n what 5e4uence they 1earn; and t0 track the Pr09re55 0f 5tudent5 a9a1n5t 1nd1v1dua1 06ject1ve5, c0ur5e re4u1rement5, and 1earn1n9 t1me11ne5 wh11e pr0v1d1n9 tut0r-11ke a5515tance. What d0e5 CH1P5 60de f0r the L16rary ¢ Y0u m19ht a5k 15 the 116rary 9ett1n9 c105er t0 the curr1cu1um 0r father away. 1t 15 my 6e11ef that the m0re tran5parent/1nv15161e we can make the 60undar1e5 0f the 116rary, the m0re we ant1c1pate the u5er ¢5 need5 and match 0ur re50urce5 t0 them the 6etter 0ff we are. 0 u r j06 5h0u1d n0t 6e t0 5tand 6etween the u5er and the 1nf0rmat10n 1f there 15 a 6etter way f0r h1m/her t0 9a1n acce55 t0 what 15 needed. 7he r01e 0f the 116rary 1n th15 5cenar10 15 t0 a5515t 1n the de519n, accumu1ate the e1ectr0n1c c0unterpart 0f the 116rary that w111 5upp0rt th15 curr1cu1um, and t0 w0rk w1th u5er5 1n nav19at1n9 the 5y5tem. A11 0f 0ur trad1t10na1 5k1115 c0me 1nt0 p1ay; under5tand1n9 the 5tructure 0f 1nf0rmat10n; ac4u1r1n9 and 0r9an121n9 1nf0rmat10n; a5515t1n9 u5er5. 7hey are 51mp1y tran5ferred t0 a d1fferent arena. 7h15 pr0ject ha5 the p0tent1a1 t0 affect a cu1tura1 chan9e w1th1n C01um61a Hea1th 5c1ence5 - t0 tran5f0rm the way we th1nk a60ut educat10n and h0w we en9a9e each 0ther re9ard1n9 0ur re5p0n516111t1e5 a5 teacher5/educat0r5. We have an 0pp0rtun1ty t0 re-a55e55 0ur educat10na1 meth0d0109y and t0 make 50me fundamenta1 chan9e5. C0nver5e1y, we may c0nf1rm w1th re501ve that chan9e 15 n0t needed 1n 50me area5, 6ut 1t w1116e a dec1510n made kn0w1n91y, n0t 6y defau1t. F1na11y, we h0pe t0 create a 5y5tem that w111 5t1mu1ate the 1ma91nat10n 0f 5tudent5 a5 we11 a5 acc0mm0date the1r 1ntu1t10n, and at the 0ther end 0f the 5pectrum, 0ne that w111 c0ntr16ute t0 m0re effect1ve and eff1c1ent de11very 0f hea1th care educat10n w1th0ut c0mp0und1n9 the pr061em c05t5. 5pec1a1 155ue 0n Mu1t1med1a Med1ca1 Educat10n 5eptem6er 1993

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Integrating libraries into the curriculum: the CHIPS project

Molholt, Pat
ACM SIGBIO Newsletter , Volume 13 (3)
Association for Computing MachinerySep 1, 1993

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