Plant a Seed, Watch it Grow: Using Frequently Requested One-Shots to Create a First-Year Curriculum


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  • “Seedling” by _sig_. 23 February 2011. CC: Attribution
  • JEAN
  • JEAN
  • JEAN
  • IS a multi-class session?JEAN
  • What we were doing before. ANGELA
  • IS a multi-class session?JEAN
  • Go to handouts from this slide
  • (because you haven’t done this before), faculty (didn’t think we were missing big stuff), librarian (very easy for the rest of the semester, adaptable, easily pick-up-able, staff members could cover sessions, had a much broader reach.
  • Plant a Seed, Watch it Grow: Using Frequently Requested One-Shots to Create a First-Year Curriculum

    1. 1. Jean Cook, Jessica Critten, and Angela Pashia University of West Georgia
    2. 2. ENGL 1101 ENGL 1102 "Teach my students everythingthey need to know about college research in 50 minutes" UWG 1101 COMM 1110 (First Year Seminar) (Public Speaking)
    3. 3. The Kitchen SinkMethod
    4. 4. Which Leads to this…
    5. 5. Grafting Information• Gandhi, S. (2004). Faculty-Librarian Collaboration to Assess the Effectiveness of a Five-Session Library Instruction Model. Community & Junior College Libraries 12(4), 15–45• Gilbert, J. (2009). Using Assessment Data to Investigate Library Instruction for First Year Students. Communications in Information Literacy 3(2), 181-192.• Zoellner, K., Samson, S., & Hines, S. (2008). Continuing Assessment of Library Instruction to Undergraduates: A General Education Course Survey Research Project. College and Research Libraries 69(4), 370
    6. 6. Growing a Multi-Class SessionHow do you build on earliersessions when students mightnot attend sessions in order(or at all)?How do you satisfy teachersindividual requests with astandard curriculum?
    7. 7. ENGL 1101—Fall
    8. 8. It didn’t work…
    9. 9. Plant a Seed… (Our Method)
    10. 10. Our Method• Start fresh—Begin by looking at all of the first- year or introductory courses your library instruction department serves• What do students need to know in the first year? – What is the minimum students need to know for each class/assignment? – Where does it make the most sense to put those concepts?
    11. 11. Our Method• Outline a corresponding set of learning outcomes• Create an Active Learning Exercise (ALE) for each learning outcome• Limit to one or two learning outcomes per instruction session – Assign complementary, but not repetitive, learning outcomes in each course
    12. 12. Our First Year Curriculum• UWG 1101 – Introduction to the library space and collections, difference between Google and databases• ENGL 1101 - What is a database? Types of information sources• COMM 1110 - Background research (Presearching); Researching a topic in basic databases• ENGL 1102 - using background to get better ideas/keywords, use limiters in a database, use subject specific databases
    13. 13. …And Watch it Grow (Our Results)
    14. 14. Questions?Jean Cookjcook@westga.eduJessica Crittenjcritten@westga.eduAngela
    15. 15. Photo Credits• ―Seedling‖ by _sig_. 23 February 2011. CC: Attribution• ―Seedlings‖ by chiptape. 7 May 2004. hotostream/ CC: Attribution• ―Seedlings‖ By abrooklynchic 3 April 2012. CC: Attribution and Share Alike• ―Dead Plant Crop‖ By pete_quick. 9 January 2007. CC: Attribution and Share Alike• ―Seedings in Peet Pots‖ 20 September 2007 By jackalofalltrades CC: Attribution and Share alike• ―Plant Love‖ By matley0 12 December 2008. CC: