It seems likely that the pressure on new university faculty to research and publish will increase.The search for increased external funding seems to be even more important than before. What impact will that have on the academic library?
Does it seem likely that parents or politicians will be able to force university administrators to focus more on teaching? What impact would that have on academic libraries?
Discuss the likely information needs of faculty at (1) a community college, (2) a small college, (3) a distinguished smaller college, (4) a state university, (5) a state land grant university, and (6) a distinguished research university. What are the similarities? The differences?
What is the difference between a library and a "learning resource center"?
How can librarians best develop partnerships with the teaching faculty? Things to do? Things not to do?
Does it seem likely that distance education will require "closer collaboration" between librarians and teaching faculty? Why?
The evidence is overwhelming that most faculty researchers use "pearl fishing" rather than librarians to do their literature searches. What, if anything, can librarians do to change this behavior?
Some suggest that the library is the "laboratory" for some social science disciplines and much of the humanities. What does this mean?
If subject specialists are best prepared to know which items are essential and which are not, why should not faculty be in charge of collection development in academic libraries? To what degree are academic librarians subject specialists?
Academic libraries have sometimes been faced with the need to support new academic programs, often at considerable cost, without warning or an opportunity to participate in the decision. What might be done to minimize this problem?
As the academy becomes more "business like," it has been suggested that students be treated as customers. What would this mean in an academic library? Does this mean that we have to do what they want us to do?
Budd argues that academic librarians need to understand the curriculum, what is being taught, and how it is being taught. How do we do this?
Budd argues that public services should be pro active rather than reactive. How do we do this?
Increasingly, many more students will be "non-traditional." What difference will this make in collections and services?
How do we involve more courses and faculty in bibliographic instruction?
Is the purpose of library instruction to teach the student how to use the library more effectively or should it be more than that? Why?
In the past few years, especially with the wide-spread availability of the WWW, academic librarians are more likely to agree that library instruction needs to teach students how to evaluate information. Is this something we should do? Are we well-prepa red to do it? Does it require subject specialization?
How should public services for graduate students differ from those for undergraduates?
Why is it especially important that the academic librarian "sell" the graduate student on the importance of library collections and services?
Can you identify other communities than the academic library might serve besides faculty and students?
