This document summarizes an inter-professional collaboration model to promote student learning that was implemented in a Nursing Theories and Models course at National University. Librarians, instructional designers, and writing center staff embedded resources and support within the course. Students received in-person library instruction and research consultations. Surveys found students utilized embedded library resources and writing center support improved their skills. The collaboration broke down silos, expanded knowledge of resources, and enhanced student learning and satisfaction. Future directions include increasing student feedback and developing an IRB study to measure writing skill improvements.
The Power of Collaboration (24 April 2014, LILAC)Sarah Purcell
Presentation 24 April 2014 for LILAC. Reporting on a four-year project to research undergraduate students' confidence in their information literacy skills, embedded input and staff/student collaboration.
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
These slides provide an overview of the NSTA Learning Center drawing from research on blended professional learning, social discourse analysis, and varying levels of online support. Our portal is grounded in part on Anderson's Equivalency of Interaction Theory. This PPT showcases our growth trends, and strategies used to help empower personalized learning and sustain effective scalable learning among tens of thousands of teachers.
The Power of Collaboration (24 April 2014, LILAC)Sarah Purcell
Presentation 24 April 2014 for LILAC. Reporting on a four-year project to research undergraduate students' confidence in their information literacy skills, embedded input and staff/student collaboration.
Blended online and onsite personalized professional learning for sustainable ...Al Byers, Ph.D.
These slides provide an overview of the NSTA Learning Center drawing from research on blended professional learning, social discourse analysis, and varying levels of online support. Our portal is grounded in part on Anderson's Equivalency of Interaction Theory. This PPT showcases our growth trends, and strategies used to help empower personalized learning and sustain effective scalable learning among tens of thousands of teachers.
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
Katz, Robin M. "Using Primary Sources in College Courses: Lessons from Students and Faculty in the Archives at Brooklyn Historical Society." Panel on teaching with archives organized by ACRL/NY. NYU Poly. Brooklyn, NY. April 30, 2013. Speaker and panelist.
In these webinar slides, librarians share their inspiration and process for developing high-impact library services. Presentations from Katy Kavanagh Webb, Assistant Professor | Head, Research and Instructional Services, J.Y. Joyner Library, East Carolina University; Donna Gibson, Director of Library Services, Memorial Sloan Kettering (MSK) Cancer Center; and
J. William (Bill) Draper, Reference Librarian, Biddle Law Library, University of Pennsylvania Law School. View the webinar at: http://libraryconnect.elsevier.com/library-connect-webinars?commid=255645
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
Using Primary Sources in College Courses: Lessons from Students and Faculty i...Robin M. Katz
Katz, Robin M. "Using Primary Sources in College Courses: Lessons from Students and Faculty in the Archives at Brooklyn Historical Society." Panel on teaching with archives organized by ACRL/NY. NYU Poly. Brooklyn, NY. April 30, 2013. Speaker and panelist.
In these webinar slides, librarians share their inspiration and process for developing high-impact library services. Presentations from Katy Kavanagh Webb, Assistant Professor | Head, Research and Instructional Services, J.Y. Joyner Library, East Carolina University; Donna Gibson, Director of Library Services, Memorial Sloan Kettering (MSK) Cancer Center; and
J. William (Bill) Draper, Reference Librarian, Biddle Law Library, University of Pennsylvania Law School. View the webinar at: http://libraryconnect.elsevier.com/library-connect-webinars?commid=255645
Trends and Challenges to Future Libraries: Exploring Research ApproachesSheila Webber
Invited presentation given at the 8th International Conference on Qualitative and Quantitative Methods in Libraries by Sheila Webber on 26 May 2016, at Senate House, London, UK
THE NEW ALBUM
Stephen McCraven & Family: “Killing Us Hardly”
With the album “Killing Us Hardly”, Stephen McCraven offers up his new artistic commitment. A treasure chest rich with his own life experience, this new recording perpetuates the ritual, passing on the eternal flame held high by such masters as Archie Shepp, Sam Rivers, Miles Davis or Marion Brown, Jimi Hendrix, and James Brown. As many as thirty musicians gathered around Steve’s vision, the need to connect with his blood family, his heart family and his family of music to engender the notion of “Clan” roaring through the twelve pieces on this recording. Killing Us Hardly is an adventure in sound that could be compared to a psychedelic fresco of the history of the relentless struggle by artists of every century to show us a better world, despite prevalent cynicism and negativity.
Stephen McCraven
Stephen McCraven has been playing the drums since the age of eight and began his music studies at ten years of age under the direction of Mr. Stavris. At fourteen, he was playing in a jazz ensemble, and was selected to compete, at the age of seventeen, and won the “Who is Who?” of American high school students (Smithsonian Institute Museum, Washington, D.C.) for the role he played in the school marching band.
Later, he studied at the Berklee School of Music with Archie Shepp, Alan Dawson, Joe Hunt, and at the University of Massachusetts with Max Roach, as well as Steve McCall, Philly Jo Jones, George Brown, Wes Montgomery and Sonny Rollins.
Stephen McCraven has been Archie Shepp’s drummer for the last twenty years and played next to Sam Rivers for ten years. He has played as well with: David Murray, Marion Brown, Yusef Lateef, Mal Waldron, Harold Ashby, Freddy Hubbard, Hank Crawford, Charles Tolliver, David “Featherhead” Newman, Sugar Blue, Horace Palan, Calvin Newborn, Michael Gregory, James Moody, Pee Wee Ellis, Benny Golson, Arthur Blythe, Eric Lelann, Michel Graillier, Jalal (Last Poets), Chuck D. (Public Enemy)…
The Intersection between Professor Expectations and Student Interpretations o...Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006).
Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist
a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course;
b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time;
c. in the skills students seek to develop based on their interpretation of the course outline; and
d. in students’ ability to identify necessary skills before and after taking these courses.
Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements.
Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
Using Archives in Place-Based Learning: Lessons from Students and Faculty in ...Robin M. Katz
Katz, Robin M. "Using Archives in Place-Based Learning: Lessons from Students and Faculty in the Archives." Invited to host a half-day session for visiting faculty from Kapi'olani Community College in Hawaii, a partner of City Tech's i-Cubed project. February 28, 2013. Presentation and hands-on workshop.
"Fully Embedded: an ESL-Library Partnership" by Barbara Bonous-Smit BBonoussmit
Slides from the Metropolitan New York Library Council (METRO) Conference January 15, 2015
Research has proven the importance of developing academic and information literacy skills of ESL students or English language learners (ELLs) in basic reading and writing courses in order to promote student engagement and perseverance. A recent innovation and effective approach in academic library instruction, embedded librarians provide personal, targeted assistance to the class as a whole and to individual students. Hence, there is more sustained learning. In this session, the author discussed the close partnership and collaboration between a fully embedded librarian, an ESL instructor, and ESL students enrolled in an intermediate basic writing course. The embedded librarian worked closely inside and outside of the classroom with ESL students or English language learners not only focusing on information literacy but also on debates as a means of improving English learning. This research project also examined the impact of the embedded librarian on the information literacy of ESL students or ELLs as they prepared for debates based on current controversial topics. The research strategy used for the assessment employed pre- and post-tests with surveys used as the data method collection: quantitative (Likert scales) and qualitative (comments).
Integrating Inquiry: Student Centered Approaches for Inspiring Lifelong Lear...Rebecca Kate Miller
Presentation delivered at the 3rd Annual Conference on Higher Education Pedagogy in Blacksburg, VA on February 3, 2011. Speakers included: Rebecca K. Miller, Carolyn Meier, Margaret Merrill, Heather Moorefield-Lang, and Lesley Moyo.
Similar to Spring Symposium IPC Panel 2016.Final (20)
2. PANELISTS
Barbara F. Piper, PhD, RN, AOCN, FAAN
Professor of Nursing, Department Course Lead: NSG 403: Nursing Theories and Models and
Program Lead: MSN Graduate Programs in Nursing Informatics and Nursing Administration, SHHS
Department of Nursing
Zemirah Lee, MLIS
Education & Outreach Librarian, Liaison to the School of Health & Human Services (SHHS) -
Spectrum Library
Mitzy Forbes, MEd
Senior Instructional Designer, Center for Innovation in Learning (CIL) – Torrey Pines North
Shareen Grogan, MA, English & MA, Linguistics
Director: Writing and Math Center – Carlsbad Center
4. HISTORY & BACKGROUND FOR THE NEED
Writing and APA are learned skills
Searching the literature, using internet resources to
evaluate & apply evidence into practice also are
learned skills
Students at undergraduate and graduate levels across
our University consistently have difficulty with these
skills
How can we capitalize on the “readiness of the learner”
And provide resources that are timed with their need
to know?
5. HISTORY & BACKGROUND FOR THE NEED
NSG 403: Nursing Theories and Models
First course in the 22-month undergraduate BSN
Program
Month-long hybrid course
50%- Online; 50% Offsite/Online)
Class size: 20-25 students in each section
This is an important course that lays the
foundation…
For future learning and program success
6. NSG403 AT RANCHO BERNARDO, LOS ANGELES & FRESNO
Rancho Bernardo
Largest of the three campuses
1 LVN Cohort (20-25 students)
Admitted once annually in March
4 BSN Cohorts (200 students total)
Admitted 4 times per year
Each Cohort when admitted is divided
into two sections
Each contains 20-25 students
8. COURSE WRITING REQUIREMENTS
Discussion Postings
Primary and Response Postings
Week 2 and 3
Must use APA formatting
Diversity Papers
Due Week 4; three pages plus cover sheet
and reference list
Must use APA formatting
Students are required to go to the Writing
Center with a draft of their paper and
provide evidence of same in the Grade
Book
9. INTER-PROFESSIONAL COLLABORATION
Collaboration began in April, 2015
First with onsite visits to each class section by Zem Lee
Led to embedded library resources, websites, and student
evaluation surveys within the course
Collaborated with Mitzy Forbes as I developed a new
course while learning Bb and transitioned the course into
Bb
Began to embed student exemplar papers and postings into
the course with Mitzy and Zem’s help
Later embedded Writing Center resources within the
course
11. LIBRARY INSTRUCTION
General Instruction
Objective: Introduce students to library and
resources available
Requires less prep time
Demonstrate general library resources
Result: Very little engagement with the
instruction
Course Specific Instruction
Objective: Teach to a specific assignment
Requires advance notice and course
outline/assignment details
Demonstrate using specific tools & search
techniques to achieve a specified goal
Result: Increased student engagement
12. FACE-2-FACE INSTRUCTION: NSG403
April 2015 Cohort 42 (~50 students)
First introduction to class materials
Spoke to students offering library search
skills & research consultations
Resulted in:
33 individual 60-minute research
consultations
That’s too much!
July 2015 Cohort 43 (~50 students)
Created Library Guide to accompany
course http://nu.libguides.com/nsg403
Spoke to students offering library search
skills & research consultations
Resulted in:
18 individual 60-minute research
consultations
14. FACE-2-FACE/ONLINE: NSG403
October 2015 Cohort 44 (~50 students)
Adjusted course guide to changing course
projects
Spoke to students offering library search
skills & research consultations
Resulted in:
10 individual 60-minute research
consultations
October 2015 Cohort 15 Fresno (19 students)
October 2015 Cohort 14 LA (20 students)
Library budgeted to send librarian up for
first day of class to meet with students face-
to-face
Resulted in:
5 individual 60-minute research
consultations
16. FACE-2-FACE INSTRUCTION: NSG403
January 2016 Cohort 44 (~50 students)
Adjusted course guide to changing course
projects
Spoke to students offering library search
skills & research consultations
Resulted in:
12 individual 60-minute research
consultations
1031 total guide hits!
17. LIBRARY INSTRUCTION SURVEY
Beginning of Term
(Surveyed at the end of first library class)
Surveyed students familiarity with database
searching & library resources
Results indicated students were:
Unaware NU had a library
Were uncomfortable with scholarly
research
Benefited from library instruction
End of Term
(Surveyed at the end of the month)
Surveyed students’ use & awareness of the
library, librarian, and resources available
Results indicated students found library
and library resources valuable
Of students surveyed 99% responded
they’d utilized the library resources in their
first course
21. CENTER FOR INNOVATION IN LEARNING (CIL)
What we provide:
Instructional Design
Course Development
Specialized Programming
Blackboard Support
Training
22. CONTRIBUTION TO NSG 403
Migration assistance
Helping Lead get started with Blackboard
Fixing broken links and other clean-up
Course revisions
Grade Center – weighting grades
25. BLACKBOARD SUPPORT CONTACT INFORMATION
Faculty Support
Online Faculty Concierge
Phone: 1-877-533-4733 Option 2
Email: facultyconcierge@nu.edu
Operating Hours:
Mon - Fri: 8:00am to 7pm PST
Sat - Sun: 8:30am to 5pm PST*
Instructional Design Consultation
Mitzy Forbes, M.Ed.
Senior Instructional Designer
P: (858) 642-8202
E: mforbes@nu.edu
24/7 Blackboard Support
Phone: 1-888-892-9095
Email: learn@nu.edu
http://nu.edusupportcenter.com
Schedule One on One with Bb Support
https://nubbhelp.youcanbook.me/
CIL Training
CIL Organization Site in Bb:
Job Aids and Additional Resources
Training registration: ciltraining@nu.edu
28. WRITING CENTER
Student-centered
Real-time appointments,
onsite and online
Spectrum, RB, LA, Fresno
Open every day that the University
is open
Writers’ Retreats
Spectrum Library, every 3rd
Saturday
29. WRITING CENTER
Work with faculty
Class presentations
Orientation
APA
Other topics
Referral forms
Provide us
Course syllabi
Assignments
Rubrics
33. Tailor to your own program of study & courses
NSG uses a Cohort Model
Admissions are prescheduled to occur
at set times during the year
All courses are taken in a required
sequence
Emphasize the student-centered learning
experience modeled after
Theories guiding readiness of the learner
Patient-centered care (IOM, 2001,
Planetree.org)
APPLICATION OF THIS IPE EMBEDDED EXEMPLAR MODEL:
RECOMMENDATIONS
34. APPLICATION OF THIS IPE EMBEDDED EXEMPLAR MODEL:
RECOMMENDATIONS
Encourage open collaboration
Attend classes, explore use of other
technology to convey resources better
within courses
Embed presentations, student
exemplars, and resources when they are
most needed by students
Facilitate Consistency
Share course outlines, required
assignments, due dates ahead of time
Participate in monthly cross-campus
course faculty meetings
Revise resources & learning materials
over time
35. APPLICATION OF THIS IPE EMBEDDED EXEMPLAR MODEL: BENEFITS
Inter-Professional silos broken down
Opportunity to learn from & with each other
Expands student and faculty knowledge of resources available
Enhances student use of resources & perhaps their learning
We encourage all to use this model
To enhance student learning & satisfaction
To enhance our own learning & satisfaction
To facilitate our continued growth together
36. FUTURE DIRECTIONS
Increase student feedback on the embedded evaluation surveys
By giving them time in class to complete the surveys
Consider developing an IRB-approved study that implements a pre- post test designed study
within the month-long course to see if writing and APA skills improve
Begin to embed Library and Writing Center Resources into our Graduate Nursing MSN Core
Courses
Begin to address ESL student learning needs within the University
Present and publish inter-professionally and with our students
37. REFERENCES
Edwards, M.E., & Black, E.W. (2012). Contemporary instructor-librarian collaboration: A case study of an
online embedded librarian implementation. Journal of Library & Information Services and Learning, 6(3-
4), 284-311.
Lockerby, R., & Stillwell, B. (2010). Retooling library services for online students in tough economic times.
Journal of Library Administration, 50, 779-788.
McCulley, C., & Jones, M. (2014). Fostering RN-BSN students” confidence in searching online for scholarly
information on evidence-based practice. Journal of Continuing Education in Nursing, 45(1), 22-27.6p.
Doi:10.3928/00220124-20131223-01.
38. QUESTIONS?
Barbara F. Piper, PhD,
RN, AOCN, FAAN
bpiper@nu.edu
858-309-3469
Zemirah G. Lee, MLIS
zlee@nu.edu
858-541-7940
Mitzy Forbes, MEd
MForbes@nu.edu
858-541-7940
Shareen Grogan, MA,
MA
sgrogan@nu.edu
760-268-1567
