Abstract
Purpose The purpose of this paper is to describe a unique case of a librarian–engineering faculty partnership grounded in a faculty development National Science Foundation (NSF) grant. Authors will describe processes, lessons learned, challenges and opportunities resulting from designing, implementing and evaluating a massive open online course (MOOC) focused on teaching faculty how to flip classes. Design/methodology/approach This case study presents a reflective review of the process of two unlikely collaborators who work together, write a grant, design faculty development training and develop and evaluate a MOOC. Decisions made, perspectives and lessons learned will be discussed. Findings The evolution of an NSF grant partnership involving an engineering faculty and librarian is presented. Larger issues, such as proactivity of librarians, non-traditional librarian roles and librarian versus academic identity, are raised and discussed. Originality/value This case study presents a unique type of librarian–faculty partnership, one where a librarian is a Co-PI on an NSF grant. Collaborator reflections on lessons learned, challenges and implications could be applicable to other digital/technology projects, online professional development initiatives and course design projects.
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