At Rutgers University's New Brunswick campus, an environmental scan revealed the need for a more focused approach on sustaining partnerships, pedagogical approaches, implementation of teaching technology, and assessment. This necessitated increased cooperation and communication among library faculty located at various campus libraries regarding participating in the information literacy instruction program. Therefore, a TeachMeet series was developed for sharing expertise, providing input on instruction and assessment techniques for undergraduate students, and for fostering more teamwork among librarians.

The CIPP Evaluation Model was employed to determine the impact of the TeachMeets. It revealed an effective, impactful, and sustainable vehicle for communication and thereby for enhancing an instruction program. TeachMeets reached unexpected constituents and the term has now become common at the libraries, conveying the notion of professional development. This type of gathering allows for a wide range of topics, engages varied groups, and is adaptable to different types of academic libraries.

在罗格斯大学新不伦瑞克校区，一项环境扫描显示，需要采取一种更加集中的方法来维持伙伴关系，教学方法，教学技术的实施和评估。这就需要在各个校园图书馆中的图书馆教职员工之间就参与信息素养教学计划进行更多的合作和交流。因此，开发了一个TeachMeet系列，以共享专业知识，为本科生提供有关教学和评估技术的意见，并促进图书馆员之间的更多团队合作。

CIPP评估模型用于确定TeachMeets的影响。它揭示了一种有效，有影响力和可持续的沟通工具，从而增强了教学计划。TeachMeets达到了意料之外的组成部分，该术语现在在图书馆变得很普遍，传达了专业发展的概念。这种类型的聚会涉及广泛的主题，吸引了各种各样的团体，并且适合于不同类型的学术图书馆。