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.
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016
As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development.
We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
Evaluation of sources: a new sustainable approach using argument analysis and...Elise Wong
Radcliff, S. & Wong, E. Evaluation of sources: a new sustainable approach using argument analysis and critical thinking. Presented at Library Instruction West 2014 conference.
An area of information literacy instruction that has increasingly gained attention is evaluation of sources. Moving away from the checklist approach (timeliness, relevancy, bias, credibility, authority), this session describes a new approach incorporating critical thinking questions and training for students on analyzing arguments using the Toulmin method, which students apply to evaluating articles and to detecting “myside” (confirmation) bias in their own writing.
This approach was used at two institutions, a 2-unit information literacy course at CSU East Bay and several sections of an English Composition course Saint Mary’s College and incorporated a “flipped classroom” design with much of the information being presented online to students prior to the in class session.
The presentation includes a literature review showing past uses of argument analysis and critical thinking in evaluation of sources, the instructional design from both institutions and results from a rubric–based evaluation of student work and student reflections.
Presentation for McLain et al. (2021) at the PATT38 Conference on Tuesday 27th April 2021.
Reference:
McLain, M., McLain, D., Wooff, D. & Irving-Bell, D. (2021). Preservice Teachers’ Perspectives on Modelling and Explaining in STEM Subjects: a Q Methodology Study. Techne: Research in in Sloyd Education and Crafts Science, 28(2), pp.367–374. Available at https://journals.oslomet.no/index.php/techneA/article/view/4292
The Intersection between Professor Expectations and Student Interpretations ...Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016
As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development.
We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects
a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course;
b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and
c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class).
By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development.
This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning.
Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
Evaluation of sources: a new sustainable approach using argument analysis and...Elise Wong
Radcliff, S. & Wong, E. Evaluation of sources: a new sustainable approach using argument analysis and critical thinking. Presented at Library Instruction West 2014 conference.
An area of information literacy instruction that has increasingly gained attention is evaluation of sources. Moving away from the checklist approach (timeliness, relevancy, bias, credibility, authority), this session describes a new approach incorporating critical thinking questions and training for students on analyzing arguments using the Toulmin method, which students apply to evaluating articles and to detecting “myside” (confirmation) bias in their own writing.
This approach was used at two institutions, a 2-unit information literacy course at CSU East Bay and several sections of an English Composition course Saint Mary’s College and incorporated a “flipped classroom” design with much of the information being presented online to students prior to the in class session.
The presentation includes a literature review showing past uses of argument analysis and critical thinking in evaluation of sources, the instructional design from both institutions and results from a rubric–based evaluation of student work and student reflections.
Presentation for McLain et al. (2021) at the PATT38 Conference on Tuesday 27th April 2021.
Reference:
McLain, M., McLain, D., Wooff, D. & Irving-Bell, D. (2021). Preservice Teachers’ Perspectives on Modelling and Explaining in STEM Subjects: a Q Methodology Study. Techne: Research in in Sloyd Education and Crafts Science, 28(2), pp.367–374. Available at https://journals.oslomet.no/index.php/techneA/article/view/4292
Presentation for the Center for Teaching Excellence at Lansing Community College to share results from my sabbatical project, as well as practical applications for developing research assignments. Thanks to Maricopa Community College for sharing an <a>assignment planning checklist and sample assignment</a> that I adapted and used in the workshop.
Presenter(s): Stephanie Irvin, Dyana Costello Banks.
This presentation gives ideas on how to best serve patrons with
disabilities, giving examples from the members of the GLA Library Services for Persons with Disabilities Interest Group. We will also cover how to address the patron with respect.
Presenter(s): Emily Thornton, Cristina Trotter, Michael Holt, Louise Lowe.
“What is being assessed in libraries today? What tools and methods are being used? What should be assessed but is not? Why?” A national survey in Spring 2016 explored these pressing questions while investigating the current practice of assessment in libraries today. In this presentation, the researchers discuss the survey results and implications of the data.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Presented at the OLA Super Conference 2016
How do you stand out in an increasingly digital world? With every person only a Google search away, its important for all professionals to develop an effective online presence in order to demonstrate their skills beyond the traditional resume. For colleagues, potential employers and future collaborators, your online presence provides an opportunity to take a closer look at your experience, view your portfolio and get to know you. Developing an digital identity that is true to who you are and manageable can be a challenge – having a strategy is key. This presentation will provide steps for creating an online identity, including improving your social media presence and developing an online portfolio. This presentation will provide ideas for both developing and refining your personal digital brand. Through exemplars and best practices, attendees will leave with tips and tools for creating your best online self.
Learning Outcomes
Attendees will:
Identify the importance of creating a professional digital identity
Identify tools for creating and managing an online presence
Identify best practices and considerations for developing an online presence.
Presented at Computers in Libraries 2016
As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
Presentation for the Center for Teaching Excellence at Lansing Community College to share results from my sabbatical project, as well as practical applications for developing research assignments. Thanks to Maricopa Community College for sharing an <a>assignment planning checklist and sample assignment</a> that I adapted and used in the workshop.
Presenter(s): Stephanie Irvin, Dyana Costello Banks.
This presentation gives ideas on how to best serve patrons with
disabilities, giving examples from the members of the GLA Library Services for Persons with Disabilities Interest Group. We will also cover how to address the patron with respect.
Presenter(s): Emily Thornton, Cristina Trotter, Michael Holt, Louise Lowe.
“What is being assessed in libraries today? What tools and methods are being used? What should be assessed but is not? Why?” A national survey in Spring 2016 explored these pressing questions while investigating the current practice of assessment in libraries today. In this presentation, the researchers discuss the survey results and implications of the data.
Presentation for the HEA-funded workshop ‘Teaching Research Methods in Business and Management’.
Drawing on a mixture of practice and evidence, this one-day event provided an opportunity for those interested in the teaching of research methods in Business and Management – including qualitative, quantitative and mixed methods – to share experiences, insights, and good practice, and to discuss challenges and explore potential solutions.
This presentation forms part of a blog post reporting on the event which can be accessed via: http://bit.ly/1fcTwna
For further details of HEA Social Sciences work relating to teaching research methods in the Social Sciences please see http://bit.ly/15go0mh
Presenters: Alison Cook, Florence Wakoko, Paul Luft, Paula Adams.
The Columbus State University Libraries assessment study provides a holistic way data can be measured and analyzed to reveal user attitudes, usage patterns and ideas for a better approach to providing academic support. This presentation illustrates how CSU Libraries used comprehensive
assessment methods to generate qualitative and quantitative data that link the value of the library to institutional goals and successes.
Looking for feedback and comments on my action research presentation. Please identify yourself as well as your institution or teaching role. Thank you so much
Presented at the OLA Super Conference 2016
How do you stand out in an increasingly digital world? With every person only a Google search away, its important for all professionals to develop an effective online presence in order to demonstrate their skills beyond the traditional resume. For colleagues, potential employers and future collaborators, your online presence provides an opportunity to take a closer look at your experience, view your portfolio and get to know you. Developing an digital identity that is true to who you are and manageable can be a challenge – having a strategy is key. This presentation will provide steps for creating an online identity, including improving your social media presence and developing an online portfolio. This presentation will provide ideas for both developing and refining your personal digital brand. Through exemplars and best practices, attendees will leave with tips and tools for creating your best online self.
Learning Outcomes
Attendees will:
Identify the importance of creating a professional digital identity
Identify tools for creating and managing an online presence
Identify best practices and considerations for developing an online presence.
Presented at Computers in Libraries 2016
As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
Breaking the Mould: Leisure Reading – Not Just for Public Libraries Anymore Melanie Parlette-Stewart
Presented at the OLA 2016 Super Conference with Hana Storova and Jacqueline Hamilton
It is what you read when you dont have to that determines what you will be when you cant help it – Oscar Wilde
The University of Guelph Library opened its Gryph Reads Leisure Reading collection to students, staff and faculty in July 2013. With the collection established, the focus of the Gryph Reads Committee has shifted. A new library-wide committee focuses on not only collection development, but promotion, building awareness and increasing user engagement through events and marketing. This session will engage participants through an exploration of the purpose and potential of leisure reading collections in academic libraries. Key initiatives of our committee have included a user experience survey, Blind Date with a Book event and One Book One Library Book Club. We will share lessons learned and best practices. Participants will leave the session with a road map for developing their own leisure reading collection and program.
Learning Outcomes
Attendees will:
Explore the purpose and potential of leisure reading collections in academic libraries;
Examine the development of the University of Guelph leisure reading collection from initiation to present day;
Identify best practices for creating a leisure reading collection, including budgeting, collection development, events, and marketing in an academic library.
E-valuating the Impact of Face-to-Face and Online Information Literacy and Wr...Melanie Parlette-Stewart
E-valuating the Impact of Face-to-Face and Online Information Literacy and Writing Skills Instruction Using a Mixed Methods Research Design
WILU 2014, London, Ontario
Melanie Parlette-Stewart, Karen Nicholson, Kim Garwood, Trent Tucker - University of Guelph, Guelph, Ontario
This presentation will describe a mixed methods, collaborative action research project conducted as part of the ACRL's Assessment in Action (AiA) program to evaluate the impact of face-to-face, online, and blended approaches to information literacy and writing skill development in a large, first-year management course MGMT*1000. While our study did not yield the generalizable data that we had hoped, it did teach us some valuable lessons about the challenges and pitfalls of conducting mixed methods research that will be of use to those interested in gathering evidence to assess the Library's impact on student learning outcomes.
Infographics: E-volving Instruction for Visual Literacy
Melanie Parlette-Stewart, Lindsey Robinson - University of Guelph, Guelph, Ontario
WILU 2014 - London, ON
Infographics involve the bringing together of information, data, and design. There is increasing need to be visually literate, as is highlighted in the ACRL Visual Literacy Competency Standards for Higher Education. This session presents the ACRL Visual Literacy Competency Standards and the application of these to an introductory infographics instruction session. This session will highlight the active learning approach used to allow students to engage with and create infographics at an introductory level.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
This is a North Central University course (EL 7002-8), Introduction to E-Learning . It is written in APA format, has been graded by an instructor (A), and includes references. Most higher-education assignments are submitted to turnitin, so remember to paraphrase. Let us begin.
Scholarship of Teaching: Advancing your career John Hannon
1. Distinguish Boyer’s types of scholarship in higher education
2. Identify sources of evidence that can demonstrate your scholarship of teaching
3. Apply the values and practices of your profession or discipline to your scholarship of teaching
4. Develop & present a career plan for your scholarship of teaching
Presentation given at ACRL Immersion Programme 2019 as part of Immersion X. How MU Library chose a functional model of support, our teaching approach, emphasising activity-based learning and threshold concepts of learning.
A workshop on writing "Rencana Pembelajaran Semester" (RPS) and "Satuan Acara...Iwan Syahril
Workshop ini bertujuan untuk mempelajari komponen-komponen dalam learning outcomes dalam penyusunan kurikulum program studi di perguruan tinggi dan mengaplikasikannya dalam penulisan silabus (Rencana Pembelajaran Semester - RPS) dan lesson plan (Satuan Acara Pembelajaran - SAP).
Teaching the next generation of Information Literacy educators: pedagogy and ...Sheila Webber
Presentation by Pamela McKinney and Sheila Webber (Information School, University of Sheffield) given on 2nd June 2016 at the Creating Knowledge 8 conference, Reykjavík, Iceland. There is a video of this presentation at https://youtu.be/JDr1DbJJKRA
Writers Workshop 2015 - Joining the Conversation: Fundamentals of Social MediaMelanie Parlette-Stewart
f you are serious writer, having an online social media presence is something that can work to your advantage. You can use social media to market a book, yourself, or an organization. Social media is one of the most important tools we can use for marketing and communication. Learn about popular social media tools such as Facebook, Twitter, Pinterest, YouTube, Instagram, and blogging. This workshop will explore best practices for engagement and getting the conversation going. Other issues covered will include managing risk, analytics, picking the best tools for your strategy, and privacy.
Whether you’re building a community or a personal brand, this workshop will provide you with tips and tools to get you started on developing an effective social media plan.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Intersection between Professor Expectations and Student Interpretations of Academic Skills: A Multi-Disciplinary Approach
1. THE INTERSECTION BET WEEN
PROFESSOR EXPECTATIONS AND
STUDENT INTERPRETATIONS OF
ACADEMIC SKILLS:
A M U LT I - D I S C I P L I N A R Y A P P R O A C H
Melanie Parlette-Stewart | Laura Schnablegger | Shannon Rushe (absent)
Presented at STLHE 2016
2. INTRODUCTION
Learning &
Curriculum
Support
Team @ the
University of
Guelph Library
• Front-line support
to students
• Learning, Research
andWriting
Witnessing
challenges in
student skill
development
• Across disciplines
Collaborative,
cross-unit
research
project
• Funded by the
University of
Guelph’s
Scholarship of
Teaching and
Learning Grant
3. OUR GOAL
To identify the gap between
the learning, writing and
information literacy skills
professors expect students to
possess before a course and
which of these skills students
think that they have when
they enter the course
4. DATA COLLECTION
Faculty
Recruitment
• Summer 2015
Faculty Survey
• Summer 2015
Student Survey
#1
• Week 1,2 Fall
2015
Student Survey
#2
• Week 11,12
Fall 2015
Data Analysis
• Winter/Spring
2016
Number of Student
Participants
1904 Total Students
Survey 1: 900 (47%)
Survey 2: 566 (30%)
Number of Classes /
Faculty
Number of 3rdYear
Classes Invited: 281
Total Participating
Classes: 24 (8.5 %)
Number of Skills
Rated
Total: 33
Research: 11
Learning: 11
Writing: 11
7. DATA OVERVIEW
32
1
Top Student Responses
(33 potential academic skills)
I Already Have This Skill
I Do Not Need This Skill
17
3
14
Top Faculty Responses
(33 potential academic skills)
Students are Expected to Already Have
This Skill
Students do Not Require this Skill
I will Teach this Skill
8. DISCOVERING THE DISCREPANCIES
• The students’ options were coded as:
• 1= I already have this skill
• 2= I expect to be taught this skill during course time (instructor or other)
• 3= I expect to develop this skill outside of course time
• 4= I do not need this skill for this course
• Faculty options were coded as:
• 1= Students are expected to come into the course with this skill
• 2= The skill will be taught during course time (instructor or other)
• 3=This skill must be developed by the student outside of class time
• 4= Students do not need this skill for my course.
9. IS THERE A DISCREPANCY?
Student Response: Student Response:
Faculty Response:Faculty Response:Faculty Response:
Question 1: Question 2:
Yes!No!
11. DISCREPANCY DATA: BY SKILL AREA
•Overall discrepancy rate is 63%
Information
Literacy
• 58% (Y)
• 43% (N)
Learning
• 69% (Y)
• 31% (N)
Writing
• 63% (Y)
• 37% (N)
12. SAMPLE FINDINGS:
Select relevant, current, academic and non-biased sources
for use in my assignment(s)
14
18
7
2 2
5
11: I already have this
skill / Students
expected to have skill
12: I already have this
skill / Skill will be
taught
13: I already have this
skill / Skill must be
developed outside of
class
14: I already have this
skill / Students do not
need this skill
44: I don't need this
skill/ Students do not
need this skill
0: No one option
greater than 50%
DISTRIBUTION OF DISCREPANCY SCENARIOS
71%
Discrepancy
Skill: I2 Note: *All other discrepancy combinations did not occur
13. SAMPLE FINDINGS:
Meet standards of conduct for academic integrity (i.e.
avoiding plagiarism)
36
8
4
11: I already have this skill / Students
expected to have skill
12: I already have this skill / Skill will be
taught
13: I already have this skill / Skill must be
developed outside of class
DISTRIBUTION OF DISCREPANCY SCENARIOS
25%
Discrepancy
Skill: I7 Note: *All other discrepancy combinations did not occur
15. IMPLICATIONS
For Practice
• Make skills explicit in Course
Outlines, Provide resources
for students to develop skills
• Map and scaffold skills to
curriculum
• Develop collaborative
partnerships to support
student skill development on
program or curriculum
committees
• Support faculty in skill
instruction
• Advocate for student skill
development
For Research
• Academic Support Staff can
provide additional
perspectives and be partners
in SoTL research
• A multidisciplinary approach
to skill development research
builds awareness of
disciplinary assumptions and
generalizations
• Skill development research
benefits from a holistic
understanding of student
learning (learning, writing and
research).
16. FUTURE RESEARCH
Student
perception of
skill level vs.
student
demonstration
of skill level
Connection
between
assessment of
content
knowledge and
skill level
Explore
relationship
between skill
instruction and
skill assessment
Student
determination
of academic
skills required
in courses /
disciplines
18. CONTACT
Melanie Parlette-Stewart, Blended Learning Librarian
mparlett@uoguelph.ca @mparstew
Laura Schnablegger, English-as-an-Additional Language
Specialist schnable@uoguelph.ca
19. REFERENCES
Charmain, C. (2011). Student perception of academic writing skills activities in a traditional programming course. Computers & Education,
58:1028-1041. Retrieved from http://www.lib.uoguelph.ca/
Crosthwaite, I. et al. (2006).Balancing curriculum processes and content in a project centred curriculum: In pursuit of graduate attributes.
Chemical Engineering Research and Design, 84(A7): 619-628. Retrieved from http://www.lib.uoguelph.ca/
Fraser, K. andThomas,T. (2013).Challenges of assuring the development of graduate attributes in a Bachelor of Arts. Higher Education
Research & Development, 32(4):545-560.Retrieved from http://www.lib.uoguelph.ca/
Haigh,A. (2012).You can lead students to the Library, but can you make them do research?The effect of syllabus design and content on
undergraduates’ perceptions and use of the academic library. Journal of Business & Finance Librarianship, 18 (1): 33-48). Retrieved from
http://www.lib.uoguelph.ca/
Mager, S. and Spronken-Smith, R. (2014).Graduate attribute attainment in a multi-level undergraduate geography course.Journal of
Geography in Higher Education, 38(2): 238-250.Retrieved from http://www.lib.uoguelph.ca/
McGuinness, C. (2006).What faculty think - Exploring the barriers to information literacy development in undergraduate education.The
Journal of Academic Librarianship, 12(6): 573-582. Retrieved from http://www.lib.uoguelph.ca/
Mounce, M. (2010).Working together:Academic librarians and faculty collaborating to improve students’ information literacy skills:A
literature review 2000-2009. The Reference Librarian, 51(4):300-320.Retrieved from http://www.lib.uoguelph.ca/
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20. SKILLS: INFORMATION LITERACY
Skill ID Statement
I1 Search a variety of resources (library databases) and source types ( to find information)
I2 Select relevant, current, academic and non-biased sources for use in my assignment(s)
I3 Use effective search strategies, keywords and criteria to find appropriate information sources
I4 Access full text information, both print and digital, and download online material and data
I5 Cite printed and electronic sources using suitable and appropriate reference styles
I6 Create appropriately formatted bibliographies / works cited
I7 Meet standards of conduct for academic integrity (i.e. avoiding plagiarism)
I8 Use appropriate data management software and techniques to manage data
I9 Analyse and present data without misrepresentation
I10 Use appropriate software (i.e. spreadsheet, technical, etc.)
I11 Develop a personal profile in the community using appropriate personal networks and digital technologies (i.e.
discussion lists, social networking sites, blogs, etc.)
21. SKILLS: LEARNING
Skill ID Statement
L1 Interpret sources and develop an opinion when presenting an argument
L2 Present a clear and consistent message, using appropriate language for audience needs in oral presentations and
class discussions
L3 Work with group members to achieve group goals and complete a group/team project
L4 In group or team projects, offer alternative solutions that build on the ideas of others
L5 Identify multiple approaches for solving problems and implement or recommend solutions in course work or
assignments
L6 Self-check understanding of course content by reviewing and monitoring learning
L7 Independently connect examples, facts or theories from more than one field of study or perspective
L8 Adapt studying and exam preparation techniques based on the type of assessment (i.e. multiple choice vs. essay
answer)
L9 Apply time management skills and strategies (i.e. to-do lists and calendars) to manage multiple deadlines
L10 Use texts and lecture content to deepen understanding of course material and complete course assignments
L11 Use presentation techniques (i.e. good posture, eye contact, vocal expressiveness, and audience engagement)
during oral presentations
22. SKILLS: WRITING
W1 Develop a thesis or main argument in written tasks
W2 Use academic evidence to support your thesis or main argument in written tasks
W3 Paraphrase, quote and summarize academic sources in written tasks
W4 Develop introductions, body paragraphs and conclusions in written tasks
W5 Plan, manage, and divide writing process
W6 Use correct grammatical forms, sentence construction and punctuation in written tasks
W7 Use transitions to establish flow between ideas in written tasks
W8 Use appropriate language and tone based on assignment expectations (i.e. audience and purpose) in written tasks
W9 Select a writing structure and format based on the type of assignment (i.e. literature review, lab reports, critical
review, research essay)
W10 Sequence ideas in logical order using paragraphs in written tasks
W11 Select and use academic or disciplinary vocabulary in written tasks
W1 Develop a thesis or main argument in written tasks
23. SAMPLE DISCREPANCY FINDINGS:
WRITING
• Meet standards of conduct for academic integrity (i.e. avoiding plagiarism)
6
20
0
2
1
0
0
0
0
0
0
0
0
1
0
0
18
11: I already have this skill / Students expected to have skill
12: I already have this skill / Skill will be taught
13: I already have this skill / Skill must be developed outside of…
14: I already have this skill / Students do not need this skill
21: I expect to be taught this skill during class / Students…
22: I expect to be taught this skill during class / The skill will be…
23: I expect to be taught this skill during class / Skill must be…
24: I expect to be taught this skill during class / Students do not…
31: I expect to develop this skill outside of class / Students…
32: I expect to develop this skill outside of class/ The skill will be…
33: I expect to develop this skill outside of class/ Skill must be…
34: I expect to develop this skill outside of class/ Students do…
41: I don't need this skill / Students expected to have skill
42:I don't need this skill/ The skill will be taught during course time
43: I don't need this skill/ Skill must be developed outside of class
44: I don't need this skill/ Students do not need this skill
0: No one option greater than 50%
24. SAMPLE DISCREPANCY FINDINGS:
LEARNING
• Select relevant, current, academic and non-biased sources for use in my assignment(s)
2
14
1
7
0
3
0
1
0
0
0
0
0
0
0
0
20
11: I already have this skill / Students expected to have skill
12: I already have this skill / Skill will be taught
13: I already have this skill / Skill must be developed outside of…
14: I already have this skill / Students do not need this skill
21: I expect to be taught this skill during class / Students…
22: I expect to be taught this skill during class / The skill will be…
23: I expect to be taught this skill during class / Skill must be…
24: I expect to be taught this skill during class / Students do not…
31: I expect to develop this skill outside of class / Students…
32: I expect to develop this skill outside of class/ The skill will be…
33: I expect to develop this skill outside of class/ Skill must be…
34: I expect to develop this skill outside of class/ Students do…
41: I don't need this skill / Students expected to have skill
42:I don't need this skill/ The skill will be taught during course time
43: I don't need this skill/ Skill must be developed outside of class
44: I don't need this skill/ Students do not need this skill
0: No one option greater than 50%
Editor's Notes
SRPHOTO CREDIT: Markus Spiske / raumrot.com
Introduce our selves / context / challenges
We noticed a series of disconnects
LS
Read the goal
Lack of literature on the extent to which professors communicate to students the skills they expect them to develop
Some assumption that students possess academic skill sets when they enter courses or that students will develop these skill sets independently (Mager and Sproken-Smith, 2014).
LS
We conducted a multidisciplinary study of 3rd year courses in 24 courses that were situated across the university in 6 different colleges (also known as faculties at some institutions).
We surveyed the students twice, once at the beginning and once at the end. Faculty were given the same skills to be surveyed on.
33 skills 11 in each IL, learning and writing
MPS
MPS
MPS
MPS
MPS
If there is no one option that had greater than 50% respondents, that option was coded as 0=Students' opinion are more evenly distributed (there is no one option that had greater than 50% response rate).
There wasn’t really any difference between overall survey 1 and 2 results.
MPS
MPS
MPS
“Coming to conclusions when looking at controversial research”
“Structuring my thoughts coherently in writing”
“Time management on the big projects and not feeling overwhelmed and getting stuck”
“How to write the required assignments to meet and exceed expected level”
“Grammar. Don’t know how to use commas.”
“Studying motivation”
“Being more inquisitive and being more confident in asking questions in class”
“Paying more attention during the 8:30 class”
“Making friends”
“Listening in class during boring lectures”