RUL TEACHMEET$ SUMMER2014 - Rutgers University...E201ASSESSMENTSTRATEGIES • Polling Libraries...
Transcript of RUL TEACHMEET$ SUMMER2014 - Rutgers University...E201ASSESSMENTSTRATEGIES • Polling Libraries...
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RUL TEACHMEET SUMMER 2014 FACILITATOR: Leslin Charles
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INFORMATION LITERACY
ASSESSMENT
ACTIVE LEARNING
OUR AGENDA/ EXPECTATIONS
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OUR TEACHMEET SESSIONS
Born in an Instruction Team meeting – Communication Tool for RUL Faculty – Share expertise among RUL Faculty – Create a pool of resources/strategies – Gain RUL Faculty input in steering instruction & assessment strategies – Foster teamwork (around instruction & assessment) among the RUL
Faculty – Development of a Train the Trainers Series
• Active Learning Strategies • Assessment Strategies • Librarians training librarians • Librarians training faculty
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RUL TEAMWORK • Communication with academic faculty
• Determine tutorial content
• Running workshops o Sharing our expertise & successes
• Aligning our activities with institutional Strategic Plan
• Collaborating with various departments to create & assess programming
• Identification of appropriate assessment strategies and means of collecting student artifacts
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LEVERAGING THE FACTORS AFFECTING STUDENT LEARNING
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LEARNER CENTERED INSTRUCTION CONSIDERS
LEARNING OUTCOMES/OBJECTIVES LEARNING SYLES LEARNING PREFERENCES STUDENT ACCEPTANCE
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• WIKIS…
• Active • Visual
• PINTEREST…
• Active • Visual
• BLOGS…
• Active • Reflective • Visual • Verbal
LEARNING STYLES ADDRESSED VIA EMERGING TECHNOLOGIES
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WHY ASSESSMENT?
• Does IL affect student success?
• Where do students learn IL skills?
• What role does the library play in the IL competencies of our students?
• Are the resources allocated to library instruction worthwhile for the institution?
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AREAS OF ASSESSMENT
• Student Performance Assessments
• Librarian Self Assessment • ACRL Competencies
• Peer Assessment
• Information Literacy Program Assessment
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E201 ASSESSMENT STRATEGIES
• Polling Libraries faculty, adjuncts, and students/RAs regarding their method/s of flipping the classroom
• Polling Writing Program instructors who do not elect a library session • Comparing LibGuide usage statistics prior to Spring 2014 to
determine the impact of this instruction tool • Periodic and systematic collection of random student artifacts and
designating an ‘assessment day’ when library and academic faculty will read essays using a rubric for integrated writing and research. This will involve training of readers.
– July 22 training session
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MILLENNIAL STUDENTS Are Digital Natives
• Used to receiving information quickly • Prefer to receive graphics before text • Function best when networked/team
oriented • Thrive on instant gratification and
frequent rewards • Prefer games to ‘serious’ work and like to
‘do’ things
Assessments Match Them • Brief Quizzes/Audience Response
Systems
• Utilize images in place of text in multiple choice tests if appropriate
• Utilize blogs and discussion boards for reflective learning
• Discussion boards allow summative assessment opportunities/Audience Response Systems
• Interactive activities work: Jigsaw Classroom
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WHERE ARE WE?
Where/How do you see our instruction program today? Identify any specific
strengths or challenges to our approaches to instruction and assessment.
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WHERE DO WE NEED TO BE?
Think about standards, pedagogy, our RUL
strategic plan, etc.?
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HOW DO WE GET THERE?
What steps can we take? What strengths
can we leverage? Are there partnerships/
collaborations that we can leverage? What
should we change?
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PASS THE ‘PROBLEM’
• Write your ‘problem’
• Reader 1 gives feedback &
recommendations
• Reader 2 gives feedback &
recommendations
• Consult on ‘problem’ & apply solutions
1 Writer
Reader 1
Reader 2
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ACTIVITY
• What challenge have you faced in – attempting to integrate IL skills into coursework? – collaborating with faculty? – assessing student learning? – student engagement in the classroom? – something else related to teaching or assessment?
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E201: WHAT CAN WE DO BETTER?
• WHAT SHOULD WE NOT DO?
• WHAT SHOULD WE KEEP DOING?
• HOW CAN I CONTRIBUTE?
• HOW CAN YOU CONTRIBUTE?
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INFORMATION: SOME E201 COURSES/TOPICS
• THE ENVIRONMENT • NUTRITION & EXERCISE SCIENCE • EPIDEMICS • ANIMAL ECOLOGY • SCIENCE, MEDICINE & SOCIETY • CULTURE OF HEALTHCARE • HEALTHCARE ETHICS • ETHICS OF FOOD • NATURAL DISASTERS
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• A. VERY LIKELY
• B. LIKELY
• C. UNLIKELY
• D. VERY UNLIKELY
2/4/15 20
HOW LIKELY ARE YOU TO INCLUDE TODAY’S TEACHING STRATEGIES INTO YOUR INSTRUCTION NEXT FALL 2014?
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• A. VERY LIKELY
• B. LIKELY
• C. UNLIKELY
• D. VERY UNLIKELY
2/4/15 21
HOW LIKELY ARE YOU TO SIGN UP FOR E 201 THIS FALL?
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• A. SRONGLY AGREE
• B. AGREE
• C. NEUTRAL
• D. DISAGREE
• E. STRONGLY DISAGREE 2/4/15 22
I AM MORE FAMILIAR WITH RUL COLLABORATION WITH THE WRITING PROGRAM FOR E201
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Association of College and Research Libraries. ACRL Information Literacy Competency Standards for Higher Education. 2000.
Association of College and Research Libraries. Standards for Proficiencies for Instruction
Librarians and Coordinators. 2007. Heart Research Associates; Raising the Bar. Employers’ Views on College Learning in the Wake
of the Economic Downturn. American Association of Colleges and Universities, 20 Jan, 2010; Web; 15 April 2013.
Middle States Commission on Higher Education. ‘Developing Research and Communication Skills:
Guidelines for Information Literacy in the Curriculum.’ Oakleaf, Megan. ‘Writing Information Literacy Assessment
Plans: A Guide to Best Practice.’ Communications in Information Literacy, 2009. Sweeney, Richard. Millennial Behaviors and Higher Education Focus Group Results. How are Millennials
Different From Previous Generations at the Same Age? <http://library1.njit.edu/ staff-folder/sweeney>.
BIBLIOGRAPHY