rebecca peterson final resume
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Rebecca Peterson has experience managing social media, websites, and basic photography. She graduated from Brigham Young University with a Bachelor's degree in English in 2013. Since 2014, she has worked as an Administrative Support Assistant at Penn State's Pattee and Paterno Libraries, where she has planned events, coordinated awards, and instructed students on library resources. Previously, she was an Administrative Assistant at Brigham Young University's Department of Economics, where she authored and edited publications. Her additional experience includes publishing articles, research assistance, yoga instruction, volunteer work, and humanitarian aid.
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CONUL Teaching & Learning Committee Annual Seminar 2019
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The document summarizes a teaching and learning development program for academic support librarians at the University of the Arts London. The program was a collaboration between the university's Library Services and Teaching and Learning Exchange in response to demands from curriculum areas and staff development needs. The program's overall aim was to introduce librarians to art and design pedagogy within the context of providing library academic support. The program consisted of 5 sessions covering topics such as teaching approaches, presentation skills, educational technology, and using reflection for professional development. Feedback from participants indicated they gained confidence in their teaching identity and skills. The program resulted in increased variety and creativity in information literacy sessions delivered by librarians.Flip for info lit
The Flipped Classroom: Defined
A teaching model which switches lecture activity to the home and homework activity to the classroom by requiring students to view lecture materials (podcasts, videos, tutorials, etc.) outside of class and using class time for active learning.
Instructors who use the flipped classroom approach observe that it can benefit teaching and learning by:
• Using class time more efficiently
• Encouraging students to take responsibility for their own learning
• Providing more active learning opportunities
• Increasing one-on-one interaction between students and instructors
• Appealing to a variety of learners
Information Literacy Instruction: Challenges
• Limited time in the classroom with students
• Student info lit skill levels vary widely
• Traditional lectures on research skills don’t engage students
• Providing individual help to each student is not realistic
Towson’s Use of the Flipped Classroom: Protocols
• Spring 2013 semester
• Collaborate with faculty before semester
• Use the Cook Library Help Guides for “lecture”
• Assign a quiz or other check mechanism to students
• Use class time primarily for active learning
• Students complete questionnaire at end of flipped session
• Librarians and faculty complete questionnaire on experience
• Group interview with librarians conducted to explore themes highlighted by questionnaire responses
Results
Student questionnaire results indicate an overall positive experience, with helpful criticism.
“With the amount of time used to go over the pre-library assignments, there was not enough time given to complete the in-class activities.” – Student
“The pre-class activity was helpful, but it was very extensive, and the audio was touchy.” – Student
See website for questionnaires: https://sites.google.com/site/innovationcapstone/home/phase-ii/survey-instruments
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• Students (mostly) watched the videos!
• Librarians had a hard time not lecturing
• Faculty habits may interfere with the model
• Students were confused by having class time for work
• The flip is very well suited for some classes, not all
Looking Forward
A librarian group interview following the questionnaires highlighted themes for future application.
Towson Librarians:
• More emphasis on active learning
• More collaborative planning with faculty
• Reduce or remove lecture
Future studies:
• Directly measure student learning outcomes
• Narrowly define the participating population
• Rigidly design the actual flip.
These modifications would ensure a more rigorous study and more generalizable results.
References
Get more information about the flipped classroom and our experiences at the Google site:
https://sites.google.com/site/towsonflipposter/
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A teaching model which switches lecture activity to the home and homework activity to the classroom by requiring students to view lecture materials (podcasts, videos, tutorials, etc.) outside of class and using class time for active learning.
Instructors who use the flipped classroom approach observe that it can benefit teaching and learning by:
• Using class time more efficiently
• Encouraging students to take responsibility for their own learning
• Providing more active learning opportunities
• Increasing one-on-one interaction between students and instructors
• Appealing to a variety of learners
Information Literacy Instruction: Challenges
• Limited time in the classroom with students
• Student info lit skill levels vary widely
• Traditional lectures on research skills don’t engage students
• Providing individual help to each student is not realistic
Towson’s Use of the Flipped Classroom: Protocols
• Spring 2013 semester
• Collaborate with faculty before semester
• Use the Cook Library Help Guides for “lecture”
• Assign a quiz or other check mechanism to students
• Use class time primarily for active learning
• Students complete questionnaire at end of flipped session
• Librarians and faculty complete questionnaire on experience
• Group interview with librarians conducted to explore themes highlighted by questionnaire responses
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Student questionnaire results indicate an overall positive experience, with helpful criticism.
“With the amount of time used to go over the pre-library assignments, there was not enough time given to complete the in-class activities.” – Student
“The pre-class activity was helpful, but it was very extensive, and the audio was touchy.” – Student
See website for questionnaires: https://sites.google.com/site/innovationcapstone/home/phase-ii/survey-instruments
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• Students (mostly) watched the videos!
• Librarians had a hard time not lecturing
• Faculty habits may interfere with the model
• Students were confused by having class time for work
• The flip is very well suited for some classes, not all
Looking Forward
A librarian group interview following the questionnaires highlighted themes for future application.
Towson Librarians:
• More emphasis on active learning
• More collaborative planning with faculty
• Reduce or remove lecture
Future studies:
• Directly measure student learning outcomes
• Narrowly define the participating population
• Rigidly design the actual flip.
These modifications would ensure a more rigorous study and more generalizable results.
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Get more information about the flipped classroom and our experiences at the Google site:
https://sites.google.com/site/towsonflipposter/
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The document provides biographical and educational details about Samantha Famularo, who is seeking a teaching position in elementary education. It summarizes her Bachelor's degree in education from Bloomsburg University, student teaching experiences in 4th and kindergarten grade classrooms, related tutoring experience, honors and extracurricular activities, and references.
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The document summarizes the goals and activities of the Duke Libraries User Studies Initiative. The initiative aims to build skills in user studies among library staff and encourage collaboration through workshops and training events. As part of the initiative, two user studies were launched: a cultural anthropology study to better understand challenges and improve services, and an honors researchers study to understand student research processes and publicize existing services. The benefits of conducting user studies include improved understanding of user needs and publicity of library services. Success will be achieved by developing a cohort of library staff confident in conducting their own user studies.
Know Thy User: Duke Libraries User Studies Initiative
The document summarizes the goals and activities of the Duke Libraries User Studies Initiative. The initiative aims to build skills in user studies among library staff and encourage collaboration through workshops and training events. As part of the initiative, two user studies were launched: a cultural anthropology study to better understand challenges and improve services, and an honors researchers study to understand student research processes and publicize existing services. The benefits of conducting user studies include improved understanding of user needs and publicity of library services. Success will be achieved by developing a cohort of library staff confident in conducting their own user studies.
Know Thy User: Duke Libraries User Studies Initiative
The document summarizes the goals and activities of the Duke Libraries User Studies Initiative. The initiative aims to build research skills among librarians, provide a forum for discussion, and encourage collaboration on user studies. As part of the initiative, two user studies were launched - one on cultural anthropology faculty and graduate students, and another on honors researchers. Both studies involved interviews to better understand challenges and improve library services. The benefits of the studies included publicizing existing services and gaining a deeper understanding of user needs. The initiative also created an online toolkit and hopes to establish a cohort of library staff confident in conducting user studies.
Know Thy User: Duke Libraries User Studies Initiative
The document summarizes the goals and activities of the Duke Libraries User Studies Initiative. The initiative aims to build skills in user studies among library staff and encourage collaboration through workshops and training events. As part of the initiative, two user studies were launched: a cultural anthropology study to better understand challenges and improve services, and an honors researchers study to understand student research processes and publicize existing services. The benefits of conducting user studies include improved understanding of user needs and publicity of library services. Success will be achieved by developing a cohort of library staff confident in conducting their own user studies.
Know Thy User: Duke Libraries User Studies Initiative
The document summarizes the goals and activities of the Duke Libraries User Studies Initiative. The initiative aims to build research skills among librarians, provide a forum for discussion, and encourage collaboration on user studies. As part of the initiative, two user studies were launched - one on cultural anthropology faculty and graduate students, and another on honors researchers. Both studies involved interviews to better understand challenges and improve library services. The benefits of the studies included publicizing existing services and gaining a deeper understanding of user needs. The initiative also created an online toolkit and aims to have librarians feel confident conducting their own user studies.
Know Thy User: Duke Libraries User Studies Initiative
The document summarizes the goals and activities of the Duke Libraries User Studies Initiative. The initiative aims to build skills in user studies among library staff and encourage collaboration through workshops and training events. As part of the initiative, two user studies were launched: a cultural anthropology study to better understand challenges and improve services, and an honors researchers study to understand student research processes and publicize existing services. The benefits of conducting user studies include improved understanding of user needs and publicity of library services. Success will be achieved by developing a cohort of library staff confident in conducting their own user studies.
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rebecca peterson final resume
- 1. Rebecca Peterson Skills Social Media: Instagram, Fa- cebook, Twitter, Wordpress Word Suite Website content managing systems Basic Photography Education BACHELOR OF ARTS English Brigham Young University Graduated 2013 References Rebecca Miller Library Learning Services Department Head 814.865.3064 / rkm17 Joe Fennewald Knowledge Commons Department Head 814.865.0666 / jaf23 Megan Gilpin Library Learning Services Outreach Coordinator 814.867.0069 / mcg13 Experience Administrative Support Assistant Pattee Paterno Libraries Library Learning Services / April 2014– Present Promoted events to first year instructors, maintained event budgets, manned events with over 50 hours for the Open House and Destress Fest Committees Coordinated Undergraduate Research Exhibition Information Literacy Awards for 3 years Organized first year instructor orientation, promoting library instruction sessions Managed 8 library instruction rooms through scheduling, ordering sup- plies, coordinating technology updates, and providing space orientations to new instructors Directed students to and instructed on resources while covering library welcome desks and Ask a Librarian shifts Promoted library services through coordinating and teaching library in- struction sessions and providing student library tours Administrative Assistant Brigham Young University Department of Economics May 2012-May 2013 Authored 9 and edited 10 articles of inaugural edition of the alumni magazine Assisted 26 professors with editing research articles and letters of rec- ommendation Improved efficiency by creating a new procedure for the Visiting Scholar Lecturer series Publications and Service Author of article in Brigham Young University’s Criterion, 2013 Editor of published article, BYU Pre-Law Review, 2012-2013 Research Assistant for Shakespearean scholar Brandie Siegfried, 2013 New food and book blogger, 2016 Yoga instructor, free community classes, 2016 Volunteer on Libraries’ United Way Committee, 2014– present Humanitarian service volunteer in Jerusalem, organizing hygiene and school kits to send to West Bank, 2012 R|P 814.753.1443 | rmr28@psu.edu | rmpeterson.com