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Helping Your Students Succeed In College


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Presentation to UELMA Regional Workshop, September 11, 2008

Published in: Economy & Finance, Education
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Helping Your Students Succeed In College

  1. 1. Helping Your Students Succeed in College
  2. 2. <ul><li>Library Media Core Curriculum </li></ul>
  3. 3.
  4. 4.
  5. 5. Students with whom you work? Elementary Intermediate or Junior High High School Other
  6. 6. The Big Six Skills Task Definition Information Seeking Strategies Location and Access Use of Information Synthesis Evaluation
  7. 7. What are your favorite activities?
  8. 8. Where do you find ideas or help?
  9. 10. WHAT EVERY HIGH SCHOOL STUDENT MAY NEED TO KNOW <ul><li>Transitioning from High School to College: </li></ul>
  10. 11. It’s a brave new world! <ul><li>Going from High School to College </li></ul><ul><ul><li>is a major transition that requires some major changes in mind-set. The following is a collection of ideas, observations, suggestions and hints that might help make that transition easier. . . </li></ul></ul>
  11. 12. Social transitions
  12. 13. Independence/Responsibility High School Live with parents College Live with roommate Curfew No curfew (depending on school/dorm) Parents manage money Need money management skills Parents do your laundry (if lucky) You do your own laundry Parents make sure you are fed Must buy/make own food Parents/teachers may make decisions for you and help solve your problems You make your own decisions and solve own problems
  13. 14. Extracurricular/Social Activities High School Moderate amount of clubs/organizations to join College Abundance of clubs/organizations to join Old friends New friends Prom Sorority and fraternity formals
  14. 15. Academic transitions
  15. 16. Teacher/Student Contact High School Contact closer and more frequent (5 days a week). College Faculty are available during office hours (only a few hours a week) and by appointment to address students’ concerns.
  16. 17. Competition/Grades High School Academic competition is not as strong; good grades can often be obtained with minimum effort. College Academic competition is much stronger; minimum effort may produce poor grades.
  17. 18. Schedule High School At least 30 hours/week of classroom instruction.  Regular daily schedule enforced College Usually 12 hours/week of classroom instruction.  Attendance is required but not enforced.  Attendance is key to success and is the student's responsibility.
  18. 19. Status High School Students establish a personal status in academic and social activities based on family and community factors. College Students can build their status as they wish; high school status can be repeated or changed.
  19. 20. Counseling/Dependence High School Students can rely on parents, teachers, and counselors to help make decisions and give advice. Students must abide by parents’ boundaries and restrictions. College Students rely on themselves; they see the results of making their own decisions. It is their responsibility to seek advice as needed. Students set their own restrictions.
  20. 21. Motivation High School Students get stimulation to achieve or participate from parents, teachers, and counselors. College Students apply their own motivation to their work and activities as they wish.
  21. 22. Freedom High School Students’ freedom is limited. Parents will often help students out of a crisis should one arise. College Students have much more freedom. Students must accept responsibility for their own actions.
  22. 23. Distractions High School There are distractions from school, but these are partially controlled by school and home. College The opportunity for more distractions exists. Time management to students will become more important.
  23. 24. Value Judgments High School Students often make value judgments based on parental values; thus, many of their value judgments are made for them. College Students have the opportunity to see the world through their own eyes and develop their own opinions and values.
  24. 25. Academic Support High School Parents, teachers, and counselors often take responsibility and arrange for tutoring or other help. College Requested and arranged by the student.  Students are responsible for asking for help and following-through with help provided.
  25. 26. How can you make a difference? <ul><li>Foster--effective study skills and a sense of auto-didactic learning--college tends to be more self-directed learning as opposed to guided learning. </li></ul><ul><li>Teach-- Informational Literacy skills—teach students how to find information properly (e.g. prepare for papers, access resources such as the library catalog, online databases, etc.). </li></ul><ul><li>Support--Help students take control of their own education: help them to see themselves as scholars. </li></ul><ul><li>Inquire--students the importance of asking questions. </li></ul><ul><li>Mentor. Be a place of support, both informational and personal. </li></ul><ul><li>Listen—to what the concerns of students might be. </li></ul>
  26. 27. Web Sites <ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul><ul><li> </li></ul>
  27. 29. OUR EXPERIENCE WITH NEW COLLEGE STUDENTS <ul><li>Reality Check: </li></ul>
  28. 30. Research: the Student View <ul><li>Use Google </li></ul><ul><li>Take the first search results </li></ul><ul><li>Print out EVERYTHING </li></ul><ul><li>Put your name on it </li></ul><ul><li>Done! </li></ul>“ If it's on the Internet, it must be true.” “ If it's on the Internet, it's free and I can copy it.”
  29. 31. Freshmen research problems <ul><li>Lots of experience with computers; little with academic research </li></ul><ul><li>Little experience with library hard copy </li></ul><ul><li>Difficulty determining academic value of information they find </li></ul><ul><li>Understanding of bias is limited </li></ul><ul><li>Skill at tracking down original source is lacking </li></ul><ul><li>Many don’t know what they don’t know </li></ul>
  30. 32. Information Literacy in Utah <ul><li>General education (required) credit courses: DSC, SUU, WSU </li></ul><ul><li>Big schools: Competency exam or integrated with English composition classes </li></ul>
  31. 33. LM1010 – Information Literacy <ul><li>Fall 2000: General Education requirement </li></ul><ul><li>Fall 2004: Linked with UNIV 1000 </li></ul><ul><li>2000 – 2008: 12,000 + students </li></ul>
  32. 34. LM1010
  33. 35. LM1010: Pre-test & Post-test <ul><li>Research topic selection </li></ul><ul><li>Access information </li></ul><ul><li>Evaluate information </li></ul><ul><li>Ethical use of information </li></ul>
  34. 36. Examples: <ul><li>Which of the following search statements would find information on either of these terms: smoking, cigarettes? a bill of sale for a Ford Model T </li></ul><ul><ul><li>smoking and cigarettes </li></ul></ul><ul><ul><li>smoking or cigarettes </li></ul></ul><ul><ul><li>smoking not cigarettes </li></ul></ul>
  35. 37. Examples: <ul><li>Using a symbol at the end of a search term (example: racis*) so that variations of the term (examples: racism, racist) will be found in your search is known as: </li></ul><ul><ul><li>Boolean searching </li></ul></ul><ul><ul><li>indexing </li></ul></ul><ul><ul><li>truncation </li></ul></ul>
  36. 38. What They Know Have used the web 98% Have off-campus access 70% Will use libraries in the future 95% Research skills will be useful 89% Recognize web addresses 92% Recognize citation formats and elements of citations 85% Know Google 95%
  37. 39. What They Don’t Know Recognize call numbers 77% Distinguish scholarly/popular journals 60% Truncation 49% Boolean operators 36% Background information 26% Utah’s Pioneer 12%
  38. 40. What They Learned Background information 26% to 50% Recognize call numbers 77% to 97% Boolean operators 36% to 66% Truncation 49% to 80% Distinguish scholarly & popular journals 63% to 80%
  39. 42. WHAT WE WISH EVERY FRESHMAN KNEW <ul><li>The Ideal: </li></ul>
  40. 43. Skills of the Ideal Freshman <ul><li>Brilliant </li></ul><ul><li>Organized </li></ul><ul><li>Enjoy doing research </li></ul><ul><li>Know all the resources </li></ul><ul><li>Don’t need our help </li></ul><ul><li>Put us out of business </li></ul>
  41. 44. Realistic Skills for Freshmen <ul><li>Basic understanding of the research process… </li></ul><ul><ul><li>Big 6 </li></ul></ul><ul><li>Basic knowledge of what a database is… </li></ul><ul><li>And how it works </li></ul><ul><ul><li>Boolean logic </li></ul></ul><ul><ul><li>Truncation </li></ul></ul>
  42. 45. Evaluation Skills for Freshman <ul><li>Some understanding of: </li></ul><ul><ul><li>The impact of where information comes from on its value </li></ul></ul><ul><ul><li>Opinion vs. fact </li></ul></ul><ul><ul><li>Scholarly vs. popular </li></ul></ul><ul><ul><li>Google vs. Pioneer </li></ul></ul>
  43. 46. Citation Skills for Freshman <ul><li>Knowledge of the importance of citing information </li></ul><ul><ul><li>Giving credit </li></ul></ul><ul><ul><li>Avoiding plagiarism </li></ul></ul><ul><li>Awareness of citation styles </li></ul><ul><li>Awareness of citations tools </li></ul><ul><ul><li>Citation machine </li></ul></ul><ul><ul><li>Noodle tools </li></ul></ul><ul><ul><li>Etc. </li></ul></ul>
  44. 47. Essential Skills <ul><li>Know they are coming some place different… </li></ul><ul><ul><li>More books </li></ul></ul><ul><ul><li>More journals </li></ul></ul><ul><ul><li>More database </li></ul></ul><ul><ul><li>More services </li></ul></ul><ul><ul><li>More people </li></ul></ul><ul><li>And it can be intimidating </li></ul>
  45. 48. Essential Skills continued… <ul><li>Curiosity </li></ul><ul><ul><li>Willingness to explore </li></ul></ul><ul><ul><li>Try new things </li></ul></ul><ul><ul><li>Learn </li></ul></ul>
  46. 49. Essential Skills continued… <ul><li>Fearlessness </li></ul><ul><ul><li>Survey says: </li></ul></ul>
  47. 50. Essential Skills…Concluded <ul><li>Freshman should be brave enough to ask questions </li></ul><ul><li>And knowledgeable enough to know that librarians are their friends </li></ul>
  48. 51. Any Questions?