Skip to main content

Home/ Iowa ACRL/ Group items tagged expectations

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Deb Robertson

Bridging the Gap: Understanding the Differing Research Expectations of First-Year Stude... - 0 views

ejournals.library.ualberta.ca/...17172

first year experience higher education transition to college freshmen expectations research

shared by Deb Robertson on 25 Sep 12 - No Cached
  • Deb Robertson on 25 Sep 12
     
    "Objective: This study sought to better understand the research expectations of first-year students upon beginning university study, and how these expectations differed from those of their professors. Most academic librarians observe that the research expectations of these two groups differ considerably and being able to articulate where these differences are greatest may help us provided more focused instruction, and allow us to work more effectively with professors and student support services."
  • Deb Robertson on 25 Sep 12
     
    This article offers interesting data about expectations of college freshmen and the faculty who work with them.
Sara Thompson

Program Description - Library Ambassadors to the Residence Halls - LibGuides at Univers... - 1 views

libguides.usc.edu/content.php

students marketing libraries ideasfile professional

shared by Sara Thompson on 04 Apr 13 - No Cached
  • The USC Libraries are seeking energetic incoming freshmen to serve as Library Ambassadors to the Residence Halls for the 2012-13 academic year.  Ambassadors are required to: Attend training sessions scheduled during the first month of classes Outreach to other students living in the Ambassador’s residence hall and be available to those who have questions regarding library research Complete a capstone project to promote the USC Libraries’ services and resources (see below for more information) Represent the Library at campus events Library Ambassadors will receive a $600 stipend awarded in two disbursements: $300 in November 2012 and $300 in March 2013 (contingent on completion of the capstone project).  Ambassadors are expected to keep a log of hours and activities undertaken as part of the position.  Hours will be flexible in accordance with the student’s schedule and life in the residence halls.
    • Sara Scheib
      Sara Scheib on 05 Apr 13
       
      Great idea for getting students involved in promoting library services and resources. I'll be interested to see what kinds of capstone projects come out of this. It might give us all some new ideas.
Sara Thompson

Overview of Library Instruction Assessment - 0 views

www.slideshare.net/...library-instruction-assessment

assessment instruction libraries info-literacy presentations resources education

shared by Sara Thompson on 07 Jun 12 - No Cached
  • Focus has been on us ◦ Perceptions of teaching ◦ In general, little measure of what students are actually learning / can do
  • National Survey of Student Engagement  “First-year students were asked in NSSE about the frequency with which they „worked on a paper or project that required integrating ideas or information from various sources,‟ a component of information literacy. UNCW first-year students reported a frequency that was statistically significantly below that reported by our selected peers, significantly below that reported by national master‟s universities, and significantly below that reported by all NSSE 2007 institutional participants. This information led to the development of a rubric-based assessment plan for information literacy to be implemented with the comprehensive assessment of Basic Studies beginning Fall 2009.”
  • Assessment tool selected: ◦ The American Association of Colleges and Universities‟ (AAC&U) “Information Literacy Metarubric” http://uncw.edu/assessment/BasicStudiesAssessment.html http://uncw.edu/assessment/Documents/General%20Education/2004-2005NSSE- BasicStudies.pdf
  • ...2 more annotations...
  • (Part of Assessment Report) http://www.uncw.edu/cas/assessmentplanandreport.html
  • Assessment Checklist 1. What are our research questions? (What are we trying to discover about student skills, knowledge, abilities, etc.; and what evidence do we have already?) 2. What is the expected level of performance? 3. When in the students‟ career do we assess this outcome? (entry, end of sophomore year, senior, etc.) 4. In which course(s) or venue? 5. What student work/artifacts are collected? 6. How is the student work evaluated? (criteria/rubric) 7. Who evaluates the student work? 8. Who analyzes the results? 9. Where do recommendations for action go? 10. Who takes action? (And how do we ensure changes are evidence‐based and data‐driven?) 11. How is the process documented? 12. Where is the documentation kept? 13. What is the timetable/schedule for determining which outcomes are assessed Developed by the General Education Assessment Committee for designing assessment of a learning when? outcome.
  • Sara Thompson on 07 Jun 12
     
    Slideshare presentation from Randall Library, July 2010; assessment as part of university-wide culture change,
Amy Paulus

Trend Watching - 2 views

The UI main library has created a wonderful new collaborative space and the biggest complaints we receive is that it is too loud. It is very hard to balance the varying needs of students but their ...

started by Julia Dickinson on 24 Mar 14 2 follow-ups, last by Amy Paulus on 05 Apr 14
1 - 4 of 4
Showing 20▼ items per page