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The demands and nature of being a faculty member are evolving rapidly. Massive shifts in information, technology, and learning theory come with increased demands on faculty to focus more on the media versus the message leaving them to wonder, “When will I be able to start teaching the content?” Reactive support models where technologists, librarians, and designers are on call for issues in the class leave faculty struggling with incorporating current technology and information skills effectively into their courses along with updating the relevance of their course content. This session proposes a more proactive model of embedded professionals that directly engage with students on projects and assignments under the guidance of the faculty member. By embedding the technologists and librarians into the course, they are more keenly aware of the course objectives, faculty direction, and needs of the students to better answer questions, provide supplementary instruction, increase student success, and course satisfaction.