Expanding Roles and Resources: Assessing the Collaboration Between Florida Atlantic University Libraries and Taras Oceanographic Foundation

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1 Public Services Quarterly, 11:79 94, 2015 Published with license by Taylor & Francis ISSN: print= online DOI: / Expanding Roles and Resources: Assessing the Collaboration Between Florida Atlantic University Libraries and Taras Oceanographic Foundation DIANE ARRIETA Florida Atlantic University Libraries, Jupiter, Florida and Taras Oceanographic Foundation, Jupiter, Florida, USA BARBARA BRUNNICK Taras Oceanographic Foundation, Jupiter, Florida, USA LEAH PLOCHARCZYK Florida Atlantic University Libraries, Jupiter, Florida, USA As academic libraries struggle to remain relevant when technological advancements and electronic resources threaten to make them obsolete, libraries are learning to re-invent themselves by molding and adapting staff skills to cultivate innovative outreach programs. The Science Outreach Committee of the John D. MacArthur Campus library at Florida Atlantic University wanted to expand its role toward enriching the educational experience for students by helping to inspire research, scholarship, and creative activities while increasing the services provided to the science students and expanding community engagement. This case study will examine two outreach collaborative projects between the Jupiter FAU library and the Taras Oceanographic Foundation. By embedding two library staff members into a community organization, both groups saw paybacks. Descriptions, methods and results of both projects will be reviewed, followed by # Diane Arrieta, Barbara Brunnick, and Leah Plocharczyk Received 23 October 2014; accepted 3 February Address correspondence to Diane Arrieta, MSc, Florida Atlantic University Libraries, 5353 Parkside Drive, Jupiter, FL darrieta@fau.edu Color versions of one or more of the figures in the article can be found online at www. tandfonline.com/wpsq. 79

2 80 D. Arrieta et al. discussion on the outcomes that our academic library gained through partnering with community organizations to help guide the changing roles of academic libraries. KEYWORDS academic library outreach, community collaboration, embedded librarian, science outreach INTRODUCTION As academic libraries struggle to remain relevant when technological advancements and electronic resources threaten to make them obsolete, libraries are learning to re-invent themselves by molding and adapting staff skills to cultivate innovative outreach programs (Drewes & Hoffman, 2010). The Science Outreach Committee (SOC) of the John D. MacArthur Campus library at Florida Atlantic University (FAU) wanted to expand its role towards enriching the educational experience for students by helping to inspire research, scholarship and creative activities; while increasing the services provided to the science students and expanding community engagement (FAU Libraries, 2012, as stated in its strategic plan). The service goals of the library strive to assist students in acquiring research skills needed for their career success while also increasing the library s exposure to the various disciplines on this campus. These connections may foster relationships between specializations by combining additional resources and services. Outreach programs can also enrich the instructional goals of the library by seeking formal collaborations between students and community relationships, which can allow students to develop new skill sets in science (FAU Libraries, 2012, as stated in its strategic plan). Additionally, the library SOC was interested in the development of innovative programs originating on this campus. These programs could help the library align itself more closely to curricular needs, increase the traffic flow into the library, and offer field opportunities for students. Original outreach efforts can also help build staff advancement. According to Tchangalova and Lam (2013), it is imperative that librarians remain aware of current research and development in science to be able to continue to provide quality services. In general, these programs facilitate a better understanding of the science processes required of all the Jupiter campus Harriet Wilke s honors science students for their final research theses. The FAU Jupiter campus provides a full spectrum of undergraduate science curricula, ranging from environmental sciences to biochemistry. Seventy (21.02%) of the 333 Wilkes honors college students who have access to the library are listed as having a science concentration that leads to a bachelor of arts degree (M. Tunick, personal communication, August 25, 2014). The science faculty and student body have a heavy online presence

3 Expanding Roles and Resources 81 but typically display low attendance rates to the actual brick and mortar library. The university libraries statistics (reflective of all campus libraries) based on COUNTER 3 vendor reports show the number of online science journal downloads to the three major STEM publisher journal packages (Springer, Wiley, and Elsevier) for 2012 was 114,295 (J. Strudwick, personal communication, September 9, 2014). These data are not inclusive of the total science resources offered and exclude medical, health sciences, and engineering=technology. Moreover, the Jupiter campus of FAU has a strong science character with the presence of our science partners Scripps Florida Research Institute, Max Planck Florida Institute for neuroscience, and the Integrative Biology and Neuroscience (IBAN) PhD program. The Schmidt College of Science has also increased its presence by relocating the Center for Molecular Biology and Biotechnology (CMBB) to the Jupiter campus. This case study will examine two outreach collaborative projects between the Jupiter FAU library and the Taras Oceanographic Foundation. The goals of these pilot outreach collaborative projects, aside from the university strategic plan goals (discussed above), were not aimed toward traditional information literacy. We find that our campus library is very disconnected to our science student population. The beginning objectives were first to teach our reference librarian the scientific processes of field research, science writing, data collection, and other inclusive science research processes. If the librarian better understands these practices, she will be more equipped to promote information literacy to our students during the various stages of their thesis development. Second, our goal was to take a scientist, who is on staff in the library, and embed her in actual scientific research. This aim would build student confidence in the library staff, open communication avenues that seem to be limited, and offer unique internship and participation opportunities for our students. The goals would be to increase science literacy and help build student skills that will help them succeed in their chosen careers. Descriptions, methods, and results of both projects will be reviewed, ending with a discussion and conclusion of the benefits of academic libraries partnering with community organizations to help guide the changing roles of academic libraries. The following literature review supports our objective of attempting new models of librarianship to remain viable to our particular student population. LITERATURE REVIEW: CHANGING ROLES AND OUTREACH LIBRARIANS Gone are the days of waiting for the library user to approach the librarian for reference assistance. Librarians can no longer sit back and wait for the user to come to them. Instead, it is crucial that librarians and library staff take their services to the user and act in a proactive manner. With online resources

4 82 D. Arrieta et al. expanding and the need for reference help shrinking, outreach librarianship is one inventive way that academic libraries are changing their roles as information service providers. The outreach librarian (or library staff) is no longer acting as a service provider standing on the outside but is instead considered a member of the research community (Drewes & Hoffman, 2010). With the implementation of our two projects, the Jupiter campus library is asserting itself as a member of the science research community. The outreach librarian is frequently referred to as an embedded librarian, with similar characteristics to the embedded journalist, which earned its moniker in the 1970s. Embedded, or outreach librarianship, implies that the information professional is integrated into functional work teams to provide specialized research services (Kho, 2011, p. 1). The purpose of outreach librarianship is to capitalize on the greatest strengths of a librarian as the information professional and apply that expertise to a setting where the librarian can have the best impact on the research at hand (Carlson & Kneale, 2011). The essential element to making this immersion a success is to move from a support role to serving as a crucial part of a research team (Kesselman & Watstein, 2009). Library staffs acting as information consultants are working in nontraditional settings, extending the reach of their services beyond the library s four walls. Information consultants partner with research scholars with similar interests and tailor their services to provide the successful delivery of information and resources. Academic libraries can transcend typical roles by crossing multidisciplinarian boundaries (Frank et al., 2001). At the same time, librarians as information consultants ensure that their work enables the library to remain viable and relevant. The entire experience comes full circle, when the library staff uses their field experience to aspire to become a full cohort with the faculty, students, and organization for whom they are serving (Frank, Raschke, Wood, & Yang, 2001). Reviewing these case study project examples, the John D. MacArthur Campus Library s outreach initiatives with the Taras Oceanographic Foundation, placed the library staff in positions that test this initiative. DESCRIPTION OF PARTICIPATING INSTITUTIONS The John D. MacArthur Campus Library at Florida Atlantic University is one of five libraries that serve the Florida Atlantic University community, located in Jupiter, Florida. The library provides services to the Harriet L. Wilkes Honors College, as well as students from the Dorothy F. Schmidt College of Arts & Letters, the College for Design and Social Inquiry, the College of Education, the College of Engineering and Computer Science, and the Charles E. Schmidt College of Science.

5 Expanding Roles and Resources 83 The Taras Oceanographic Foundation is a nonprofit organization, based in Jupiter, Florida, dedicated to advancing marine science and the long-term survival of both people and the oceans. Their mission is to play a pivotal leadership role in studying and preserving the marine environment, especially whales and dolphins, and implementing the principles of sustainability in Florida and the Caribbean (Taras, 2014). One of their signature programs is the Palm Beach Dolphin Project, a long-term study of coastal cetaceans in Palm Beach County, Florida. Project One: Marine Mammal Stranding Network Taras Oceanographic Foundation was acting as first responders to marine mammal stranding events in Palm Beach County for almost 20 years. It did so under the authority of the National Marine Fisheries Service (NMFS) and the National Oceanic and Atmospheric Administrations (NOAA), along with the current permit holder for these activities in South Florida, the Marine Animal Rescue Society (MARS) in Miami. Because the coverage area of the permit holder is expansive for the southeast region, with 90.1 miles of coastline (Florida Department of Environmental Protection [FDEP], 2012), Taras began the process of applying for permits to become the lead stranding organization for Palm Beach County. This would release 45.3 miles of coastline from the MARS network and improve response times to local stranding events. Florida Atlantic University Libraries partnered with Taras for this pilot outreach project. They provided two staff members (one science outreach liaison and one librarian) to help build the local proposed stranding network. Taras reached out to partner with the library as part of a sustainable research model. This collaboration provides the foundational exposure to a consistent pool of able students who can gain experience while acting as field responders. The library provides a venue for Taras that is easily accessible to the students and the community. Taras s volunteer-based program was designed to educate emerging scientists in the field of marine biology and conservation ecology while educating the public about the ocean environment. Methods The initial stranding network comprised faculty, staff, students, and community members. The director of Taras Research held several training workshops that were advertised via Florida Atlantic University media outlets, signs placed around the Jupiter campus, various listserv s and social media. These workshops were also announced to several governmental organizations, including Florida Fish and Wildlife Commission (FWCC, 2011) and Palm Beach County Environmental Resources (PBERM). Volunteers were instructed to monitor a dedicated Facebook page as well as s for general announcements and schedules. A texting phone tree was created for

6 84 D. Arrieta et al. possible stranding events. This is the established protocol for regional response teams as the primary means of communication before, during, and after a marine mammal stranding event (Geraci & Lounsbury, 2005). There were no marine mammal stranding events during the life of this project in Palm Beach County. The standardized certification process for marine mammal response requires volunteers to attend an eight-hour workshop, consisting of lectures and hands-on activities that teach volunteers how to interact and assist with both dead and live cetaceans. Taras conducted these workshops at the library in Jupiter and at the Gumbo Limbo Nature Center in Boca Raton, Florida. The two locations were chosen in order to service both the north and south regions of Palm Beach County. Workshops focused on the collection of level A data in accordance to federal NMFS guidelines. These data include the assessment of viability, environmental conditions, carcass state, morphometrics, and the determination of human interaction, all of which may have contributed to the stranding event. Data collected during stranding events have given scientists a great deal of insight into the natural history of cetaceans (Peyenson, 2011; Peltier et al., 2014). Level A data collection forms can be found on the NMFS=NOAA website. Geraci and Lounsbury (2005, p. 12) state that all stranding events require a core team with a high level of skill. To manifest and maintain such a team, it was necessary to establish monthly meetings, which were held at the library in Jupiter, and The Sandoway House Nature Center in Delray Beach, Florida. The meetings were structured to provide continued education on cetacean biology and behavior through lectures, activities, and guest speakers. These gatherings gave the participants an opportunity to become well acquainted and remain involved on a regular basis, allowing for community growth and the preservation of the network over time. The Palm Beach Stranding Network consisted of two teams who were ready to respond at any given time or location when a stranding event occurred in Palm Beach County. Demographical information about the participants of the stranding project can be found in the results section below. At the end of a six-month period, the marine mammal stranding project concluded. An informal survey that can be found in the Appendix aimed to gauge volunteer perceptions of the proposed network processes, was distributed via . This survey consisted of seven questions. Three required a simple yes or no answer; one was an open ended question, and the remaining three questions were ordinal (level of agreement or importance) questions based on the Likert Scale. Sixty nine surveys were distributed. Results and Discussion The volume of the volunteer participants involved with the proposed Palm Beach Stranding Network suggests the potential for success of this project.

7 Expanding Roles and Resources 85 Overall, 69 initial volunteers were recruited, 40 of whom were trained and certified in the workshops. The age of the participants ranged from 13 to 70, with the vast majority between the ages of 20 and 30. The gender breakdown shows 43 female and 26 males. Thirty eight (55.07%) of the recruited volunteers were faculty, staff, or students. Specifically, there were 3 library staff, 1 university staff member, 1 FAU faculty, 15 FAU nonhonors students, 12 FAU Wilkes Honors College students, 6 students from surrounding universities, and 2 high school students. The remaining 31 (44.9%) were community members coming from seven surrounding counties throughout the state (Palm Beach, Broward, Collier, Dade, Lee, Martin, and St. Lucie). The monthly meetings maintained a consistent set of volunteers at both locations. Attendance persisted around rotating volunteers throughout the length of the project at the Jupiter location, and a small stable group of volunteers at the Delray Beach location. In total, seven training workshops were conducted (four sessions in Jupiter and three sessions in Boca Raton) and eight subsequent monthly meetings were held (four at each location). Consistent to established stranding guidelines, the proposed stranding network s monthly meetings provided additional instruction in consistent Level A data collection techniques, incident command protocols (which are helpful in interaction with governmental agencies), health and safety risks related to humans and animals, and crowd control techniques, which included general information to disseminate to beach-goers at the scene (Geraci & Lounsbury, 2005; FEMA, 2012). The evaluation survey was distributed several weeks past the conclusion of the project, resulting in a low response rate of 9 (13.04%), which may reflect a low incentive for participation. From the gathered responses, only two participants have had prior marine mammal stranding training. All the participants felt the training did prepare them to act in a professional and knowledgeable manner in the event of a marine mammal stranding. The people who responded with stranding experience felt this experience was enhanced over their last experience. The open-ended question resulted in respondents stating that the regular meetings reinforced their training, provided opportunities to learn more, helped build confidence, and allowed them to become familiar or comfortable with other team members. One commented that this proposed Palm Beach Stranding network would have been a very promising organization, had it been continued. The stranding project met several of the goals of the library outreach committee (which were stated previously), first, by enhancing students educational experience and offering a novel activity allowing them to gain experience in marine science, second, by connecting the students with a locally based scientific organization through which new research avenues were revealed; and third, by making participants aware of the nation-wide stranding organization that monitors all marine animal activities in the United

8 86 D. Arrieta et al. States. The stranding project built bridges with the science students, faculty, and the library at the Jupiter campus. The visibility of FAU, the library, and Taras was increased by the addition of a large number of community members to the student body who participated in the project. Statistically, the average number of yearly stranding events in Palm Beach County during was 2.8 per year (L. Stratton, personal communication, September 8, 2014). Based on the low occurrence of stranding events, the decision against granting a separate permit for Palm Beach County was determined and MARS will remain the lead organization. Coinciding with that decision, this pilot project that began in November 2013 ended in July Volunteers may continue to volunteer with the MARS network to participate in stranding events; however, local training events will be conducted elsewhere. PROJECT TWO: THE PALM BEACH DOLPHIN PROJECT The success of the stranding project led to a second collaboration and extension of the existing cetacean research being conducted by the Taras Oceanographic Foundation. The John D. MacArthur Campus library provided one research assistant and one librarian (reasons for using the librarian are previously stated) to directly aid in the research and helps recruit other interns or community volunteers to participate. All participants were offered opportunities to assist with field research, including aspects of field data collection, photo identification, and information management related to the Palm Beach Dolphin Project. Internships provided additional exposure to activities vital for scientific research, including grant writing, fundraising, community interaction, and promotion of a nonprofit organization. The Palm Beach Dolphin Project (PBDP) is committed to help determine residency, range, and stock discreteness of Atlantic bottlenose (Tursiops truncatus) and spotted dolphins (Stenella frontalis) in coastal waters of South Florida while also documenting their behavior, social structure, and association patterns in Palm Beach. The research protocol adds to an understanding of not only how cetaceans utilize habitats but also the role these animals have in the continued health of the marine ecosystems in the area. Methods The investigation focuses on the two cetacean species that frequent the coastal waters of Palm Beach County, that is, bottlenose dolphin (Tursiops truncatus) and Atlantic spotted dolphin (Stenella frontalis). Interns, staff, and community volunteers join the research team on the boat surveys, participating as dolphin spotters and assisting in data collection. The Jupiter

9 Expanding Roles and Resources 87 Pointe Marina, located in Tequesta, Florida, provides the research platform (a 26 Sea Fox or a 25 Edgewater open fisherman). The Palm Beach study area is located in the near shore coastal waters of Palm Beach County, Florida, and extends alongshore from Jupiter Inlet in the north ( N, W) to Boynton Inlet ( N, W) in the south (Figure 1). The study area is situated in the central region of South Florida s Atlantic coastal zone and includes three passages (inlets) between the Atlantic Ocean and the Intracoastal Waterway (ICW): Jupiter Inlet, Lake Worth Inlet, and Boynton Inlet. During photo-identification surveys, the research vessel preceded along the designated survey route, at km=hr, while the pilot, the lead researcher, and additional onboard observers visually search a 180 area around the boat until dolphins were sighted. Once dolphins were located, FIGURE 1 GIS map of survey location (Brunnick & Harzen, 2014).

10 88 D. Arrieta et al. the start=stop times of the encounter and GPS waypoints were recorded using a GIS computer. Interns collected information on group size, behavior, direction of movement, and environmental conditions, using an encounter data form. During the encounter, the vessel was maneuvered close enough to the dolphin group so that individual dorsal fins can be photographed with a digital camera equipped with a 400 mm autofocus telephoto lens. Library personnel on the boat were asked to do any number of tasks, including maintaining the survey data forms, counting the number of sea turtle sightings, and keeping track of trash encountered during the survey. Depending on sea state conditions, participants may have also been asked to help with timing dolphin dives, deploying underwater video systems, using the GIS computer, or collecting ancillary photographs. After completion of all photographic data collection, the boat continued to the closest point on the original survey route, and identical procedures repeated as additional dolphin groups were located or the expedition was concluded. All who participate with a survey were asked to submit a short report on their experience to the foundation. The research assistant submitted a weekly blog on the library website, describing activity of each survey. Volunteers were also instrumental in the laboratory, entering environmental and behavioral data into the database, mapping GIS information, and downloading photographic data. Photo-identification analyses, involving the sorting, matching, and cataloging of the digital images, is an acquired skill. Therefore, library personnel (and interns) observed the process and were tasked with familiarizing themselves with the identification catalog. The research assistant was also asked to streamline the catalog and evaluate various new software packages that may facilitate the photo-id matching process, especially between adjacent dolphin research organizations. Expanding on the community aspect of the collaborative project between the library and Taras, monthly dolphin club meetings were initiated. These meetings convened in the library and were held on the last Tuesday of the month. Citizen science opportunities, fundraising events, and other outreach endeavors are planned for the future. The aim is to promote community involvement and science literacy related to cetacean biology and the environment. The objective is to strengthen the partnership between the two organizations and inspire students with new research opportunities. For project evaluation purposes and to help monitor the progress of interns and volunteers, an exit survey (not validated or put through IRB; see Appendix) was given to the summer crew that spent time on the research vessel. This nine question survey was distributed via . The questions consisted of two yes or no questions, three Likert scale multiple choice questions, and four open-ended questions.

11 Expanding Roles and Resources 89 Results and Discussion Participant data for this second project also point toward accomplishment. In addition to the two science staff (the research director from Taras and the library research assistant), the campus librarian was a consistent team member. Other rotating team members have included one library staff, one high school student from Dwyer High (Jupiter), one teacher from Juno Beach Prep Academy (Juno Beach), one recent biology graduate from the University of Central Florida (Orlando), one recent marine biology master s graduate of University of North Florida (Jacksonville), and one recent biology major graduate from Florida Atlantic University (Boca Raton). The ten-year Tursiops Photo ID catalog was verified and streamlined to facilitate future fin matching. The process included an in-depth comparison of the various software programs, ultimately utilizing Adobe and Apple programs, which proved to be the most useful. To date, the data show a total of 230 bottlenose dolphins (Tursiops truncatus) have been identified so far along the coastal waters of the Palm Beaches. Review of the intern=volunteer, informal exit survey given to the summer crew this year (2014) produced a response of five out of the six (83.33%) volunteers. Results show that all of the volunteers were female. Only one of the volunteers who responded had previous marine mammal experience (note: this survey did not include the long-term research assistant since she helped design the survey and is an ongoing long0term research member, but did include the librarian). All respondents felt they had learned new techniques for conducting marine mammal research and gained new knowledge about marine mammal behavior. All of the participants noted that they now have a strong interest in field study. The high school student is rethinking her choice of a future college major to science, and the recent graduate student solidified her career choice. One staff member from the library commented that she gained new knowledge about the importance of removing ocean trash for the health of the ocean and marine life. The remaining volunteer had left the project for a fulltime field research position. This particular volunteer was a recent biology graduate and also had previous marine mammal experience. Through this collaboration, the Palm Beach Dolphin Project has been able to establish a strong consistent field presence. Currently, only the weather or sea conditions impede a field survey (e.g., the team will not go out in any water over a Beaufort scale 3 [NOAA, 2014]). This year produced a large catalog of photo ID shots. This collaboration has streamlined the analysis and organization of these images. With additional staff on board, the project can now develop and implement video observations and extend the behavioral studies portions of the research. Both projects multiply formal collaborations with FAU academic units and community partners. The project may also help initiate original research initiatives by both staff and students.

12 90 D. Arrieta et al. FINAL DISCUSSION=CONCLUSION The key to successful collaborative outreach programs is when both organizations mutually benefit from the activities (University of Tennessee, 2007). Both projects discussed here allow library staff to engage their professional skills in areas that were formally not accessible in the library and gain scientific knowledge that helps them do their jobs at a higher level. Through using and expanding skills in science, this new knowledge can be translated into better service to the students who utilize the library. With limited resources and static budgets, collaborative relationships in scientific research have been increasing. This collaboration utilizes shared knowledge and expertise, as well as shared human, material, and financial resources, to the benefit of both the library and Taras, which then extends to the student body and the larger community (O Neil, 2013). Additionally, the partnership between the John D. MacArthur Campus Library and Taras resulted in opportunities for the exchange of new ideas and the promotion of information literacy among library colleagues. The library staff was invited to share the outcome of the project s outreach efforts at two library conferences, one locally and the other nationally. The first opportunity was a poster and information session held at the Innovation Conference hosted by the Florida State University Panama City campus site and the Panhandle Library Access Network (PLAN). The second information poster session was presented at the Library Research Seminar VI The Engaged Librarian: Libraries Partnering with Campus and Community, hosted by the University of Illinois at Urbana-Champaign. Furthermore, two informal presentations shared the success of the library s outreach efforts with a broader audience. One was hosted by the local Palm Beach County Library Association (PBCLA) at its annual meeting in January 2015, and the second was presented October 5, 2014, at the Meet the Scientist lecture series hosted by Taras held at Jupiter High School. One last outcome of the collaborations is a weekly science blog written by staff that highlights the field research portions of the project, as well as general science stories of interest. The blog has a strong following with more than 16,000 views to date. This case study shows that innovative outreach collaborations did facilitate the strategic goals of this library and Taras. The teaching component of the library has been enhanced through workshops and research trainings that were given both in the library and out in the field. The role of the academic library staff expanded and now contributes to scientific research and scholarship. The library has forged a strong community partnership with the Taras Oceanographic Foundation. This collaboration helps advance science literacy to the general public and to students that utilize library services. Additionally, generating interest in field research and the marine sciences in emerging scientists solidifies the importance of these types of novel scien-

13 Expanding Roles and Resources 91 tific collaborations between university departments and community organizations. ACKNOWLEDGMENTS Thanks to Ethan Allen, Director, John D. MacArthur Campus Library of Florida Atlantic University, for additional formatting suggestions and allowing these projects to move forward, and to Stefan Harzen, CEO, Taras Oceanographic Foundation, for proofreading and format suggestions. REFERENCES Brunnick, B., & Harzen, S. (2014). GIS map of survey location [illustration], Taras Oceanographic Foundation, Jupiter, FL. Carlson, J., & Kneale, R. (2011). Embedded librarianship in the research context: Navigating new waters. College & Research Libraries News, 72(3), Drewes, K., & Hoffman, N. (2010). Academic embedded librarianship: An introduction. Public Services Quarterly, 6, Federal Emergency Management Administration (FEMA). (2012). IS-100.B: Introduction to incident command system, ICS-100. Retrieved from fema.gov/emiweb/is/courseoverview.aspx?code=is-100.b Florida Atlantic University. (2014). Jupiter FAU campus description. Retrieved from Florida Atlantic University Libraries. (2012). Florida Atlantic University libraries strategic plan. Retrieved from admin/plan12_17.pdf Florida Department of Environmental Protection (FDEP). (2012). Florida shoreline length. Retrieved from fl_beach.pdf Florida Fish and Wildlife Conservation Commission (FWCC). (2011). Florida cetacean data collection and sampling guide, (2nd ed.). St. Petersburg, FL: Author. Frank, D., Raschke, G., Wood, J., & Yang, J. (2001). Information consulting: The key to success in academic libraries. Journal of Academic Librarianship, 27(2), Geraci, J., & Lounsbury, V. (2005). Marine mammals ashore: A field guide for strandings, (2nd ed.). Baltimore, MD: National Aquarium in Baltimore. Kesselman, M., & Watstein, S. (2009). Creating opportunities: Embedded librarians. Journal of Library Administration, 49(4), Kho, N. (2011). Embedded librarianship: Building relational roles. Information Today, 28(3), 1 3. National Oceanic, and Atmospheric Administration (NOAA). (2014). Beaufort scale. Retrieved from O Neil, E. (2013). Collaboration for whose benefit? Journal of Nursing Education, 52(2), Peyenson, N. (2011). The high fidelity of the cetacean stranding record: Insights into measuring diversity by integrating taxonomy and macro ecology. Proceedings of

14 92 D. Arrieta et al. the Royal Society. doi: =rspb Retrieved from royalsocietypublishing.org/content/early/2011/04/22/rspb full.pdf+html Peltier, H., Jepson, P., Dabin, W., Deaville, R., Daniel, P., Canneyt, V., & Ridoux, V. (2014). The contribution of stranding data to monitoring and conservation strategies for cetaceans: Developing spatially explicit mortality indicators for common dolphins (Delphinus delphis) in the eastern North-Atlantic. Ecological Indicators, 39, Taras. (2014). Mission Statement. Retrieved from Tchangalova, N., & Lam, M. (2013). Professional development needs of science and technology librarians: Results of the 2012 SLA=PAM professional development committee survey. Issues in Science and Technology Librarianship. doi: =f40p0wz9. Retrieved from refereed2.html APPENDIX: PB MARINE MAMMAL STRANDING SURVEY 1. I have previous experience in marine mammal training. Yes No If yes, where? 2. I felt the training offered by the PB stranding network prepared me to participate as a qualified volunteer at a stranding event. a. Strongly agree b. somewhat agree c. agree d. disagree e. strongly disagree 3. I felt the monthly meetings were helpful in understanding basic biology and behavior of cetaceans. a. Strongly agree b. somewhat agree c. agree d. disagree

15 Expanding Roles and Resources 93 e. strongly disagree 4. I feel I was taught the proper command protocols to be followed on the beach at a marine mammal stranding. Yes No If no, why not? 5. Have you ever attended other marine mammal stranding workshops and how would you compare that experience with the Palm Beach Stranding Workshop experience? Yes No: IF yes. Choose one: a. my previous experience was better total: b. my previous experience was equal to this one total: c. This experience was better total: 6. Please leave any additional comments about the PB stranding network. B. Dolphin Survey volunteer=intern questionnaire 1. I have had previous cetacean research experience. Yes total: No total: If yes, what type and where 2. I learned new techniques for conducting marine mammal research. a. strongly agree b. somewhat agree c. agree d. disagree

16 94 D. Arrieta et al. e. strongly disagree 3. This internship taught me about cetacean behavior that I previously was not aware of. a. strongly agree b. somewhat agree c. agree d. disagree e. strongly disagree 4. Approximately how many total days did you spend on the research boat? 5. If you are a college student, what is or was your major area of study? 6. This experience will help me further my career in marine mammal science. a. strongly agree b. somewhat agree c. agree d. disagree e. strongly disagree f. not applicable If you disagree, please state your reason 7. This experience has influenced me to major in science? (skip if you are not a student) Yes No 8. Did this experience give you more interest in field science study? 9. Please leave additional comments about your experience.