Conference Notes LAC 2012: Parallel Session V (Teaching and Learning III)

Parallel Session V: Teaching and Learning III
Date: October 31, 2012

(A couple of these sessions boiled down to see this and see that, the "this and that" being either a book or some website, so these are going to be short notes. Personally, if you are going to tell me that, just give me the materials. I am pretty good with texts as a learner).

I. "Charting Success: Using Practical Measures to Assess Student Learning in a Peer2Peer Research Model."

• (I was very intrigued by this presentation in part due to the format. The presenter built it on a LibGuide. Sadly, I was unable to get the exact URL, and I can't find it anywhere online, so I am guessing the presenter did not make it public. A pity. I still like the idea, and it may be something I would not mind trying sometime if I ever present. Update note: See comments section, author came over and gave us the link. Yay!)
• The focus is on a program for writing courses, first year. They did three 90-minute library instruction sessions per course.
• Research mentor program. 
• The overview was done with an xtranormal video. (link to the tool).
• Program focused on the first three ACRL information literacy standards. 
• Cycle: 
• Pre/post test survey
• Fixed choice questions
• Open ended question
•  Then, Likert scale
• Attitudes
• Perceptions
• And then, Reflective response
• Impact on process
• Valuable lesson

  II. "The A-Team: Making a Plan Come Together Across Campus."

• (Reminder to myself: this presentation did include a handout. I have in with the notes and a PDF copy). 
• Work done at IUPUI. 
• Instructional teams (cohorts) are made up of a lead faculty member (from the departments or the University College), a student mentor, an academic advisor, and a librarian.  They work in learning communities. 
• Developed a needs assessment survey for librarians to determine needs of program and condition. 
• Developed focus groups with faculty, librarians, administration, and students to discuss information literacy. 
• See Analyzing Your Instruction Environment: A Workbook.
• See also work of IUPUI PRAC (Program Review and Assessment Committee) information.
• See website of NILOA (National Institutes for Learning Outcomes and Assessment). Check their transparency framework (you can see the link for it right on the navigation bar on top).

III. "Conversations with Students: Assessment Leads to Adjustment."

• Work done at University of Kansas. 
• Project interviewing a sample of graduate students on their research skills. (I was intrigued by this idea. I think it can be adapted for our use here, maybe with our capstone students). 
• IL instruction then delivered in group discussion format was concluded to be desirable. 
• A sample of 9 students in social sciences. 4 sessions were recorded, transcribed, and analyzed. 
• The exercise does allow for librarian self-evaluation.
• Implications: 
• Point of need IL instruction. 
• Format of IL instruction. Students more responsive in discussion setting versus just an orientation. 
• From the Q&A: 
• Online tutorials? Can be helpful after the fact rather than as initial instruction tool. Also can use LibGuides. 
• Teaching research as a conversation about process with students, so they can see the big picture. 
• Idea for grad students: Dissertation bootcamp, sponsored by a graduate school (note that University of South Florida, students pay for this, about $30 dollars I heard. Anyhow, I thought we could also adapt this to our needs, though we would try not to charge our students. Food for thought).