The document outlines an assessment plan for an instruction program at Linscheid Library at East Central University. The plan aims to deliver course, program, and audience specific instruction based on ACRL standards. It establishes standards for collaborating with faculty, including communicating about instruction, responding promptly to requests, promoting instruction, and providing evaluations. Assessment tools include peer, student, and faculty evaluations. The plan's objectives are to increase student use of instructional services by facilitating faculty buy-in through activities like creating an instruction catalog, developing a request form, distributing brochures, and improving faculty orientation. Performance indicators measure increases in identified faculty, instruction sessions, and use of online materials. Challenges addressed include developing mutual respect, being persistent despite
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
1Metropolitan Community CollegeClass Syllabus - Spring 2.docxjesusamckone
1
Metropolitan Community College
Class Syllabus - Spring 2019-20
CLASS IDENTIFICATION
TITLE: Introduction to Literature
PREFIX/SECTION: ENGL 2450-WA
CREDIT HOURS: 4.5
CLASS BEGINS/ENDS: March 7-May 22, 2020
NO CLASS DAYS: n/a
LAST DATE TO DROP THIS CLASS WITH NO TUITION CHARGE: March 20, 2020
LAST DATE TO WITHDRAW WITH NO GRADE: May 8, 2020
CLASS LOCATION: Online @ Blackboard-- https://blackboard.mccneb.edu/
CONTACT INFORMATION
INSTRUCTOR NAME: Marni Valerio
OFFICE LOCATION: SOC Connector Building 233
OFFICE TELEPHONE: 531-622-4711
OFFICE HOURS: By appointment
EMAIL ADDRESS: [email protected] Students enrolled in online and hybrid classes are required to check and use MCC Email (https://outlook.com/mccneb.edu) for all official course correspondence. See also STUDENT EMAIL REQUIREMENTS.
ACADEMIC AREA: Humanities and Arts
ACADEMIC DEAN’S OFFICE TELEPHONE: 531-622-1329 (Please Note: Any questions or concerns regarding this course should first be directed to the instructor.)
COURSE INFORMATION
COURSE DESCRIPTION: Students explore the genres, elements, and themes of literature by critically reading, discussing, and responding in writing to a culturally diverse selection of works. Fiction, poetry and drama are emphasized. Students learn to appreciate literature as essential to understanding self and society.
COURSE PREREQUISITES: Level I English (ENGL 1010 or ENGL 1220)
MINIMUM TECHNICAL SKILLS:
The online student must have the ability to:
· use MCC Email with attachments
· save files to and retrieve from a local drive
· save files in commonly used word-processing program formats
· copy and paste
· identify and use a compatible web browser
· identify and install necessary updates
· install and use course-specific software programs
COURSE OBJECTIVES
Upon successful completion of this course, students will be able to (1) analyze rhetorical elements in works of literature, (2) contextualize works of literature biographically, socially, culturally, philosophically, and historically, (3) examine multiple perspectives in and among works of literature, (4) discover universal themes in works of literature, (5) explore their own perspectives on universal themes in works of literature, and (6) appreciate works of literature.
REQUIRED Text: Literature: An Introduction to Fiction, Poetry, Drama and Writing. Kennedy and Gioia. Compact 8th edition. The textbook can be purchased at the South Omaha Campus or through http://www.bkstr.com/metroccsouthomahastore/home (ISBN: 9781323633311).
*However, students will not be given extensions on assignments if they choose to order their textbook from a source other than MCC's bookstore because of late shipping dates, wrong editions, out of stock problems, etc.
COMPUTER REQUIREMENTS: The computer you use for MCC online courses must be able to run one of the Blackboard-compatible web browsers listed on the Browser Support Page: https://www.mccneb.edu/Current-St.
1Metropolitan Community CollegeClass Syllabus - Spring 2.docxaulasnilda
1
Metropolitan Community College
Class Syllabus - Spring 2019-20
CLASS IDENTIFICATION
TITLE: Introduction to Literature
PREFIX/SECTION: ENGL 2450-WA
CREDIT HOURS: 4.5
CLASS BEGINS/ENDS: March 7-May 22, 2020
NO CLASS DAYS: n/a
LAST DATE TO DROP THIS CLASS WITH NO TUITION CHARGE: March 20, 2020
LAST DATE TO WITHDRAW WITH NO GRADE: May 8, 2020
CLASS LOCATION: Online @ Blackboard-- https://blackboard.mccneb.edu/
CONTACT INFORMATION
INSTRUCTOR NAME: Marni Valerio
OFFICE LOCATION: SOC Connector Building 233
OFFICE TELEPHONE: 531-622-4711
OFFICE HOURS: By appointment
EMAIL ADDRESS: [email protected] Students enrolled in online and hybrid classes are required to check and use MCC Email (https://outlook.com/mccneb.edu) for all official course correspondence. See also STUDENT EMAIL REQUIREMENTS.
ACADEMIC AREA: Humanities and Arts
ACADEMIC DEAN’S OFFICE TELEPHONE: 531-622-1329 (Please Note: Any questions or concerns regarding this course should first be directed to the instructor.)
COURSE INFORMATION
COURSE DESCRIPTION: Students explore the genres, elements, and themes of literature by critically reading, discussing, and responding in writing to a culturally diverse selection of works. Fiction, poetry and drama are emphasized. Students learn to appreciate literature as essential to understanding self and society.
COURSE PREREQUISITES: Level I English (ENGL 1010 or ENGL 1220)
MINIMUM TECHNICAL SKILLS:
The online student must have the ability to:
· use MCC Email with attachments
· save files to and retrieve from a local drive
· save files in commonly used word-processing program formats
· copy and paste
· identify and use a compatible web browser
· identify and install necessary updates
· install and use course-specific software programs
COURSE OBJECTIVES
Upon successful completion of this course, students will be able to (1) analyze rhetorical elements in works of literature, (2) contextualize works of literature biographically, socially, culturally, philosophically, and historically, (3) examine multiple perspectives in and among works of literature, (4) discover universal themes in works of literature, (5) explore their own perspectives on universal themes in works of literature, and (6) appreciate works of literature.
REQUIRED Text: Literature: An Introduction to Fiction, Poetry, Drama and Writing. Kennedy and Gioia. Compact 8th edition. The textbook can be purchased at the South Omaha Campus or through http://www.bkstr.com/metroccsouthomahastore/home (ISBN: 9781323633311).
*However, students will not be given extensions on assignments if they choose to order their textbook from a source other than MCC's bookstore because of late shipping dates, wrong editions, out of stock problems, etc.
COMPUTER REQUIREMENTS: The computer you use for MCC online courses must be able to run one of the Blackboard-compatible web browsers listed on the Browser Support Page: https://www.mccneb.edu/Current-St ...
36303 Topic Lesson PlanNumber of Pages 2 (Double SpacedN.docxrhetttrevannion
36303 Topic: Lesson Plan
Number of Pages: 2 (Double Spaced
Number of sources: 2
Writing Style: MLA
Type of document: Essay
Academic Level: Undergraduate
Category: Creative writing
Language Style: English (U.S.)
Order Instructions: Attached
1). Integrating Black History Month into Curriculum
Nieto & Bode Chapter 1 Understanding the Sociopolitical Context of Multicultural Education
Nieto & Bode Chapter 9 Adapting Curriculum for Multicultural Classrooms
In Chapter 9, Nieto and Bode discuss curricular adaptation and provide plenty of suggestions for cultural sensitive lesson plans.
Now is your chance to create cultural sensitive lesson plans.
February is the Black History month. Every February, teachers across Texas look for effective ways to integrate Black heritage into class activities.
The addition into the curriculum of “heroes” is one of the most frequently used during the first phase of an ethnic revival movement. As variety of the contribution approach, the heroes and holidays approach uses content limited primarily to special days related to special events. Women’s month and MLK day are examples of this type celebrated in the schools. For instance, during March, when you have a chance to visit a K-12 campus, you will see plenty of posters and banners that display outstanding females. When this approach is used, the class studies little about the special groups before or after the event or occasion.
There are hundreds of ways to integrate the celebration of the Black History Month into your teaching. Go to http://www.google.com/ or your favorite search engine to find out more information about this special event by applying the criterion discussed in Chapter 6. Create an original plan to introduce the Black heritage to your class. You may use other author’s ideas, but do not copy. If you are a current classroom teacher, design the plan to fit your subject and grade level. You may use another lesson plan as a model, but do not copy from the Internet. If your plan is not original, make sure to cite the source. If you are not a current classroom teacher, design the plan as if you were teaching your favorite subject and grade level in your favorite school. Then post your plan, which must be at least 150 words, to the Discussion Board topic "Integrate Black History Month into Curriculum".
Make sure to start the posting with the subject and grade level you are interested in. For example, if I am teaching 5th grade social studies, my subject line will be “Social Studies in the 5th grade”.
If you are new to lesson plans, I have posted a Lesson Plan template used by all Urban Education professors. This is for you to become familiar with a lesson plan format. However, you do not have to include all template components in the lesson plan you construct for this assignment.
To raise your project score, make assumptions about the audience (students) are you writing this lesson plan for. If you have older students (middl.
1Metropolitan Community CollegeClass Syllabus - Spring 2.docxjesusamckone
1
Metropolitan Community College
Class Syllabus - Spring 2019-20
CLASS IDENTIFICATION
TITLE: Introduction to Literature
PREFIX/SECTION: ENGL 2450-WA
CREDIT HOURS: 4.5
CLASS BEGINS/ENDS: March 7-May 22, 2020
NO CLASS DAYS: n/a
LAST DATE TO DROP THIS CLASS WITH NO TUITION CHARGE: March 20, 2020
LAST DATE TO WITHDRAW WITH NO GRADE: May 8, 2020
CLASS LOCATION: Online @ Blackboard-- https://blackboard.mccneb.edu/
CONTACT INFORMATION
INSTRUCTOR NAME: Marni Valerio
OFFICE LOCATION: SOC Connector Building 233
OFFICE TELEPHONE: 531-622-4711
OFFICE HOURS: By appointment
EMAIL ADDRESS: [email protected] Students enrolled in online and hybrid classes are required to check and use MCC Email (https://outlook.com/mccneb.edu) for all official course correspondence. See also STUDENT EMAIL REQUIREMENTS.
ACADEMIC AREA: Humanities and Arts
ACADEMIC DEAN’S OFFICE TELEPHONE: 531-622-1329 (Please Note: Any questions or concerns regarding this course should first be directed to the instructor.)
COURSE INFORMATION
COURSE DESCRIPTION: Students explore the genres, elements, and themes of literature by critically reading, discussing, and responding in writing to a culturally diverse selection of works. Fiction, poetry and drama are emphasized. Students learn to appreciate literature as essential to understanding self and society.
COURSE PREREQUISITES: Level I English (ENGL 1010 or ENGL 1220)
MINIMUM TECHNICAL SKILLS:
The online student must have the ability to:
· use MCC Email with attachments
· save files to and retrieve from a local drive
· save files in commonly used word-processing program formats
· copy and paste
· identify and use a compatible web browser
· identify and install necessary updates
· install and use course-specific software programs
COURSE OBJECTIVES
Upon successful completion of this course, students will be able to (1) analyze rhetorical elements in works of literature, (2) contextualize works of literature biographically, socially, culturally, philosophically, and historically, (3) examine multiple perspectives in and among works of literature, (4) discover universal themes in works of literature, (5) explore their own perspectives on universal themes in works of literature, and (6) appreciate works of literature.
REQUIRED Text: Literature: An Introduction to Fiction, Poetry, Drama and Writing. Kennedy and Gioia. Compact 8th edition. The textbook can be purchased at the South Omaha Campus or through http://www.bkstr.com/metroccsouthomahastore/home (ISBN: 9781323633311).
*However, students will not be given extensions on assignments if they choose to order their textbook from a source other than MCC's bookstore because of late shipping dates, wrong editions, out of stock problems, etc.
COMPUTER REQUIREMENTS: The computer you use for MCC online courses must be able to run one of the Blackboard-compatible web browsers listed on the Browser Support Page: https://www.mccneb.edu/Current-St.
1Metropolitan Community CollegeClass Syllabus - Spring 2.docxaulasnilda
1
Metropolitan Community College
Class Syllabus - Spring 2019-20
CLASS IDENTIFICATION
TITLE: Introduction to Literature
PREFIX/SECTION: ENGL 2450-WA
CREDIT HOURS: 4.5
CLASS BEGINS/ENDS: March 7-May 22, 2020
NO CLASS DAYS: n/a
LAST DATE TO DROP THIS CLASS WITH NO TUITION CHARGE: March 20, 2020
LAST DATE TO WITHDRAW WITH NO GRADE: May 8, 2020
CLASS LOCATION: Online @ Blackboard-- https://blackboard.mccneb.edu/
CONTACT INFORMATION
INSTRUCTOR NAME: Marni Valerio
OFFICE LOCATION: SOC Connector Building 233
OFFICE TELEPHONE: 531-622-4711
OFFICE HOURS: By appointment
EMAIL ADDRESS: [email protected] Students enrolled in online and hybrid classes are required to check and use MCC Email (https://outlook.com/mccneb.edu) for all official course correspondence. See also STUDENT EMAIL REQUIREMENTS.
ACADEMIC AREA: Humanities and Arts
ACADEMIC DEAN’S OFFICE TELEPHONE: 531-622-1329 (Please Note: Any questions or concerns regarding this course should first be directed to the instructor.)
COURSE INFORMATION
COURSE DESCRIPTION: Students explore the genres, elements, and themes of literature by critically reading, discussing, and responding in writing to a culturally diverse selection of works. Fiction, poetry and drama are emphasized. Students learn to appreciate literature as essential to understanding self and society.
COURSE PREREQUISITES: Level I English (ENGL 1010 or ENGL 1220)
MINIMUM TECHNICAL SKILLS:
The online student must have the ability to:
· use MCC Email with attachments
· save files to and retrieve from a local drive
· save files in commonly used word-processing program formats
· copy and paste
· identify and use a compatible web browser
· identify and install necessary updates
· install and use course-specific software programs
COURSE OBJECTIVES
Upon successful completion of this course, students will be able to (1) analyze rhetorical elements in works of literature, (2) contextualize works of literature biographically, socially, culturally, philosophically, and historically, (3) examine multiple perspectives in and among works of literature, (4) discover universal themes in works of literature, (5) explore their own perspectives on universal themes in works of literature, and (6) appreciate works of literature.
REQUIRED Text: Literature: An Introduction to Fiction, Poetry, Drama and Writing. Kennedy and Gioia. Compact 8th edition. The textbook can be purchased at the South Omaha Campus or through http://www.bkstr.com/metroccsouthomahastore/home (ISBN: 9781323633311).
*However, students will not be given extensions on assignments if they choose to order their textbook from a source other than MCC's bookstore because of late shipping dates, wrong editions, out of stock problems, etc.
COMPUTER REQUIREMENTS: The computer you use for MCC online courses must be able to run one of the Blackboard-compatible web browsers listed on the Browser Support Page: https://www.mccneb.edu/Current-St ...
University of Maryland University College • Adelphi • Syllabus • .docxdickonsondorris
University of Maryland University College • Adelphi • Syllabus •
WRTG 291 7982 Research Writing (2152) WRTG-291
· Spring 2015
· Section 7982
· 3 Credits
· 03/16/2015 to 05/10/2015
· Modified 03/13/2015
Class Summary
Faculty Contact
John Tidwell [email protected]
Course Description
(Fulfills the general education requirement in communications.) Prerequisite: WRTG 101 or WRTG 101S. Continued practice in critical reading, thinking, and writing skills. The objective is to analyze, evaluate, and synthesize diverse sources and viewpoints to develop persuasive and academic writing projects. Assignments include prewriting exercises, an annotated bibliography, a synthesis research essay, and a reflective paper. Students may receive credit for only one of the following courses: ENGL 291, ENGL 291H, or WRTG 291.
Course Introduction
Welcome to WRTG 291. WRTG 291 serves as a transition course between the research assignments in WRTG 101 and the complex writing assignments of upper-level courses. This course addresses the needs of students from all academic disciplines. Based on critical analysis of source material, the course will present a systematic approach to research writing. You will practice summarizing and synthesizing sources. Your work this semester will culminate in an exploratory synthesis essay in which you examine various perspectives on an issue.
WRTG 291 involves personal research writing. In this course, you will use the first-person ("I") point of view. The writing assignments involve a response to an author, a reflective annotated bibliography, a personal research narrative paper, and a final short paper to be directed by the instructor.
Courses that fulfill the General Education Requirements (GERs) at UMUC all have a common theme—technological transformations. In following this theme throughout this semester in WRTG 291, we will read the analyses of various authors on the impact of technology on various aspects of society.
The course may incorporate materials from the following four modules:
1. The Importance of Research Writing for Today's Student(module 1) emphasizes a systematic approach to reading and introduces the concept of a methodical research process. The notion of information literacy is explained and reinforced by two graphics, "The World of Research I" and "The Natural World of Research," and references to UMUC's Information and Library Services. Basic UMUC guidelines on intellectual honesty and avoiding plagiarism are presented.
2. The Research Process and Critical Reading (module 3) introduces strategies for critically analyzing your research sources and developing coherent, compelling lines of argument. In particular, the notions of active reading and information literacy using global sources are explored. A graphic titled "The World of Research II" is used to facilitate the use of global sources.
3. Research Writing and Synthesizing Diverse Viewpoints (module 4) develops a methodology for preparing an ...
Page 1 of 5 In Search of a Voice and Other Adventures .docxbunyansaturnina
Page 1 of 5
In Search of a Voice and Other Adventures:
College Reading and Composition I--English 101-8218
Online Spring 2016 (8 weeks: 11 April-3 June)
H. Vishwanadha
e-mail: [email protected]
[email protected]
My voice restore for me
My mind restore for me
. . . . . . . .
It is finished in beauty
It is finished in beauty.
from the Navajo "Night Chant"
1. This course will focus on effective expository prose and critical reading--necessary survival
skills for your success in college and the professional world. In addition, we shall improve
our research skills through assignments in the library.
2. This class is taught entirely online and runs eight weeks from 11 April to 3 June. You are
expected to have a working computer with a reliable connection to the web via the
internet throughout the semester. Make sure you have installed on your computer the
necessary software to submit assignments in a format compatible with the ETUDES platform
and my computer (Word 2003 or later format or Rich Text Format for all documents). You
should become familiar with the ETUDES platform and other aspects of the online learning
environment. The home page of the online courses at myetudes.org is the main portal to gain
access to the course home page that has all the course materials. The web site also includes
helpful videos, FAQs, and other useful information to help orient you to the ETUDES
platform. Browse these sources as soon as possible. Take note of the Help Desk. For any
technical questions or problems, contact the Help Desk at 310.287.4305 or
[email protected] Regular participation in all online discussions is required.
Additional information about distance learning and online courses, visit
www.wlac.edu/online
3. Writing is a complex, enriching process. All of us should systematically go through the
prewriting/discovery, rough draft, and revision phases of the composing process. Rewriting is
the best form of writing. We shall continually revise our essays to make them informative,
thoughtful, and effective.
mailto:[email protected]
Page 2 of 5
4. The absolute TRUTH about composition according to Vishwanadha:
We write not just for grades and teachers but for real human beings.
We write not just correctly but effectively and gracefully.
We write not just to fill up paper but to inform and persuade.
Rewriting is the best form of writing.
5. Required texts:
a) A. Gawande. Complications. A Surgeon‟s Notes on an Imperfect Science. New York:
Picador, 2002.
b) S. Winchester. Professor and the Madman. New York: Harper Perennial, 2005.
c) A Pocket Style Manual. Ed. Diana Hacker. Boston: Bedford/St. Martin‟s, 2007.
d) A good desk dictionary.
1. Assignments:
Essays (about 4) 55%
Timed-writing assignments (about 6) 25%
Threaded discussions 15%
Journal (at least one entry a week) 5%
Carefully review the document titled “101Essa.
ENGL 428- ESOL Tests & Measurements
I. Course Objectives:
As indicated by the title, this course examines language assessments in TESOL. Course contents is intended to provide a practical and comprehensive overview of the different phases and activities involved in developing and implementing sound, rational, and effective language assessment instruments and activities. Specifically, the initial segment of the course will emphasize an integrated approach to educating limited English proficiency (LEP) students, which encompasses social, cognitive, academic as well as linguistic dimensions and how to better assess the language instruction needs of ESL/EFL students.
The second part of the course will focus on the practical applications of fundamental assessment principles, as well as development and evaluation of teacher-generated instruments for placement and diagnosis. The approach to this segment of the course will reflect the shift that has recently occurred in approaches to language testing in response to developments in language teaching, i.e., recognition of the importance of context, purposiveness, and realistic discourse in testing. Class time will focus on both integrative as well as communicative approaches by presenting various principles for guiding either practicing and prospective teachers through an assessment process mindful of standards-based instruction (e.g., dictation, cloze summary, oral interview, role-plays, portfolio assessment techniques) for 2L teaching at various levels.
Topics to be examined during the course include: innovative means of assessing reading ability, standards and performance outcomes, evaluating writing, computers in assessment, as well as computer-based tests. Particular attention will be given to discussing the issue of placement, evaluation and research in TESOL. The course content will cover an extensive range of practices and approaches, thorough treatment of the evaluating of the reliability and validity of measures, and a variety of techniques available that may fit a variety of measurement contexts.
The main goal of this course is to assist practicing or prospective teachers to learn how to do a variety of testing types well. It has been noted in the literature on this subject that, ‘bad or mediocre testing is common,’ this is particularly so in the case of LEP students. Through this course we aim to provide a theoretical and practical foundation that will steer teachers away from the path leading to bad or mediocre decisions that eventually affect their students’ lives. Specific instructional objectives are:
1. To demonstrate understanding of fundamental concepts (‘principles’) of 2L learning and assessment through daily class discussion and varied written assignments.
2. To develop a comprehensive understanding of the theoretical, historical and empirical foundations of ESL assessment, particularly to serve as the ba ...
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
3. Assessment Plan
As an active partner in the academic life of
East Central University, the Linscheid
Library shall deliver course, program
and audience specific instruction and
assessment based on the ACRL standards
for Proficiencies for Instruction Librarians
and Coordinators.*
*http://www.ala.org/ala/mgrps/divs/acrl/standards/profstandards.cfm
4. Assessment Plan
Standards for Collaboration with Faculty/Administration:
1. Communicating with faculty to implement library instruction,
and designing core classes
2. Responding to faculty requests as soon as possible
3. Promoting library instruction to all departments
4. Sending out flyers and emails advertising library instruction
5. Attending faculty meetings to let professors know the
benefits of library instruction
6. Always offering to conduct instruction for the same class in
the future
7. Providing faculty with instruction evaluations after
instructions
8. Maintain quality instruction in accordance with the IAP
9. Information Literacy Plan
Objective C: Increase student use of instructional
services by facilitating faculty buy-in
1. Create a catalog of instructional offerings (topics, formats)
2. Create and post an interactive instruction request form
3. Create and distribute a high-quality brochure
4. Decide on key messages to deliver to faculty at meetings, etc.
5. Develop and implement a faculty communication schedule
6. Improve new faculty orientation by adding interactive
component
10. Catalog of Instructional
Offerings/Interactive
Request Form
http://form.jotform.us/form/20986942347162
13. Catalog of Instructional
Offerings/Interactive
Request Form
Evaluating Sources
1. Scholarly vs. popular sources
2. Primary vs. secondary sources
3. Evaluating books, articles, and web sources
17. Information Literacy Plan
Syllabi Analysis
Told us which courses in our liaison areas
had a library assignment.
Point system so we would each get into 3
new courses.
18. Information Literacy Plan
Performance Indicators
Increase the number of
identified faculty
29-50 distinct professors
19. Information Literacy Plan
Performance Indicators
Increase the number of sessions:
50-102 over last five years
61-102 over the last year
22. Challenges
Developing mutual respect:
1. Be clear on your area of expertise
• Verbalize your expertise – what can you say
in an email?
2. Communicate respect for others’ time constraints
3. Be proactive
4. Be clear about what we can do, and what we
need from the instructor
5. Don’t take things personally
23. August Faculty Email
Our focus is on making your students experts in the research process.
1. We can tailor to your needs, and accommodate you. We can provide instruction
when you are out of town, do very brief sessions, fit our sessions to your
schedule, and we can cover whatever topics you find most relevant, including, but
not limited to: citations, peer-review materials, how to find specific types of
materials, research process in general, and any other assignment-specific topics.
2. Why? Improve the quality of your students’ research. Students don’t get
everything in UNIV 1001. Freshman Seminar is just a brief introduction.
3. How? Our instruction isn’t just face-to-face in the library. We can do an instruction
session in your classroom, live online, and/or we can create a tutorial or LibGuide
for your class. We can also help you develop research assignments, select
materials for your class, and assess your students’ research skills.
25. August Contact deans at least one week before faculty return to get on agenda for school/college
meetings. Communicate with other librarians to ensure that only one email is sent to each
dean.
Attend face-to-face meeting with schools/colleges (bring liaison flyer).
Attend new faculty orientation (bring business cards and take instruction brochure to
'library training' session).
Send emails to liaison departments about instruction, budget, and periodicals analysis.
Conduct tours with new faculty members.
Contact department chairs to get on agenda for department meeting.
September Communicate with individual faculty who have requested instruction.
Communicate with liaison departments about budget.
Newsletter
October Send out second email about instruction to the entire department (end of October).
Email the professors you worked with earlier in the semester to discuss spring instruction.
(“In September, I did this for you/your colleague. Can we do this again in the spring?”)
Communicate with liaison departments about budget.
Newsletter
November Communicate with liaison departments about budget.
Newsletter
December Communicate with liaison departments about budget.
Send LibGuides stats to individual faculty members, and cc the department chair if desired
(end of semester).
Contact department chairs to get on agenda for spring department meeting.
26. January Send emails to liaison departments about instruction.
Communicate with liaison departments about budget.
Newsletter
February Communicate with individual faculty who have requested instruction.
Communicate with liaison departments about budget.
Newsletter
March Send out second email about instruction to the entire department (end of March).
Email the professors you worked with earlier in the semester to discuss summer/fall
instruction. (“In January/February, I did this for you/your colleague. Can we do this again
in the summer/fall?”)
Communicate with liaison departments about budget.
Newsletter
April Newsletter
May Send LibGuides stats to individual faculty members, and cc the department chair if
desired (end of semester).
28. Contact:
Patrick Baumann, Audiovisual Librarian
pbaumann@ecok.edu
Chelsea Baker, Instruction Librarian
cbaker@ecok.edu
Instruction Department Information for Librarians
http://ecok.libguides.com/content.php?pid=285095&
sid=2346298
Presentations
http://ecok.libguides.com/content.php?pid=278032&
sid=2294629