11. Where do we go from here?
(threats and opportunities)
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Students: WIFM?
Time constraints
Assessing retention across courses
What works best / multiple methods?
More data, please!
Leading the horse to water
Audience Questions:What are you doing?How’s that working out for you?What problems are you encountering research-wise?
The buy in:How would you feel if you could easily raise success on a research-related activity by 300%?
Part 1 - “Embedded librarians consult with the faculty about [research] skills, assist students in a reference librarian capacity and even [facilitate] one or more of the lessons.” (23, Empowering Students…http://lrcezproxy.clcillinois.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=82826205&scope=site) Part 2 - What are we doing?Planned UnitsSome units are stand-alone (plagiarism assessment)Some units feed into other course work (research article brief, research paper)Some are single-tiered/some are multi-tiered – depends on nature of class and what the major assessments of the class are121/122 is best representative of multi-tieredContinued on next page with “Specifics”SpecificsErika: definitely 122Plagiarism Assessment (stand alone, complete near beginning of semester)Done in basically every one of Chris’s coursesProject Application Example – CRJ 122 Intro to Policing - Locating appropriate source for Research Article Brief assignmentFirst attempt – locate on ownInstructionSecond attempt – having had instruction, determine if first article located is appropriate. If not, locate appropriate source and cite APAEnd goal: student will already have located an appropriate type of article for the RAB and will already have created an APA cite for it – feeds directly into RAB assignment, if successful on embedded assignment, groundwork is laid and will likely be successful on RAB assignmentCould also speak about:121 Term paper lead-in213Term Paper223 Papers lead-in
ChrisAllows experts to keep to area of expertiseStudent success & empowerment – lower # academic dishonesty infractions, identification of appropriate materials to carry out another taskErikaGets me to a place I can help at the point of need. Exposure and relationship building – with students and other faculty – building relationships allow for deeper insights into *how* our students do things and what they need to be (or become) successful students ( supported in, Who let the libs out, 240, http://lrcezproxy.clcillinois.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=37194479&scope=site) Succinctly, many users (students) have a hard time articulating what they need – this process helps them better understand what they DO need and helps me understand and know how better to help them. Exposure for the library – its services and its resourcesUsing skill set I was trained for Growth of technology continues to change the nature of the work – no longer the “keepers of the information” so must find new ways to streamline the “world of information” to help users sift through it allStudentsNo research methods level course – provides needed foundational skills even w/o methods Exposes students to “other avenues” for assistance w/in the larger community (integration of services, reduction of info fear, maybe encourages use of materials in other classes?) “brings the library to the students, opposed to waiting for them to stumble upon it themselves” (23, Empowering Students… http://lrcezproxy.clcillinois.edu/login?URL=http://search.ebscohost.com/login.aspx?direct=true&db=lxh&AN=82826205&scope=site)Another point of contact – more intervention/opportunity = more chance of success
What problems still exist/Where do we go from here?Problem: Some students still don’t see the bridge from embedded assignment to “next step” (either research paper or research article brief) OR, they miss the bridge as to WHY the assignment is important and/or relevant (e.g., plagiarism assessment and correct citation methods in an Ethics class!). Also struggle with completion rates – in Fall 2013 data presented, 69% of F2F students completed the exercises leading up to the brief, 60% of online students completed the exercisesSolution Step: Working to integrate separate assignments into one, scaffolded assignment. Working this semester to chunk tasks as part of a “whole” (e.g. Research Article Brief is now 4 step project)2. Problem (Erika): Time – always! Would love to explore a way to create more student/peer assessment and dialogue 2. Solutions Step: Currently working on revamping the assignment to better lead students into determining prior to submission if their work is complete/correct – in hopes to cut down on revisions and comments from me3. Problem/Opportunity: Tracking students into next level of coursework – do they use the skills they acquired (e.g. does a student, having been exposed to CJ-databases/library databases, take the acquired skill and use it in other classes – once again a “bridging” question)4. Problem/Opportunity (Erika): Multiple methods for instruction – esp for online students (completion rates/waiting for others to post/setting post moderation)– what works best?Screencasts? PPTs? Video-captured lectures?Evidence thus far demonstrates that students given f2f instruction might be more successful in completing the given assignmentAgain, hoping to help this problem with more tiered assignment structureContinued on next page with “#5: Capture more hard data”5. Problem/Working on: Looking to capture more hard data – this can be best accomplished by before/after data capture – before/after requires more work on part of student and instructor – must know when to say when6. Problem (Erika): I get a lot of emails and communication in the week or so before assignments are due but often, only one or two students take me up my offer to be of assistance throughout the course/their schooling Solution Step: Recently created online scheduling mechanism that allows students to see my schedule up front and allow them to make appts w/o multiple emails.
