2005 Annual Review
Annual Review Supplemental Materials - 2005
Miami University - Oxford, Ohio
Part I. Performance of Primary Professional Responsibilities
Liaison and Outreach
A. Geographic Information Systems (GIS) handout for 2005 New Faculty Orientation
Overview: Revised the GIS handout included within the New Faculty Orientation Packet to highlight new datasets and training options available. Below is a copy of the handout.
Reference and Related Public Service
A. Research by Subject Geographic Information Systems webpage
Overview:I have utilized the "Announcements" option to share my chat hours, and highlight resources students and librarians should consult for particular class assignments. Below I have inlcuded a screenshot of the Geographic Information Systems Research by Subject page which includes an example of how I have utilized the announcements section to assist students and librarians with locating frequently used resources.
Research by Subject Geographic Information Systems Screenshot (.jpg)
Instruction Services
A. GEO F104 Fall 2005 Syllabus and Assignments
Overview: While developing this course a variety of assignments were created to help student become familiar with historical research, GIS, and web development in order to help each student to meet the objectives of this course. Since this course is completely assignments were modified over the course of the semester to better meet the needs of the students and to ensure that course objectives could be met. Included below are copies of the syllabus and assignments.
GEO F 104 Syllabus Fall 2005 (.pdf)
Peer Research Assignment with Rubric (.pdf)Essay Assignments (.pdf)
Essay Assignment Rubric (.pdf)
Final Project Assignment (.pdf)
B. IMS 201 Spring 2005 Websites
Overview: To demonstrate a few capabilities of using Cascading Stylesheets (CSS) I created a website for the course that contained such items as the final project websites as well as copies of the Image Creation and Manipulation assignments submitted. These websites were also linked to from within the Blackboard site for the course. Within the class a photo manipulation and image creation assignment allows students to demonstrate their ability to use image manipulation software (ex. Adobe Photoshop) to create images. Below are links to the course website and the site with all the image manipulation assignments submitted by the IMS 201 Spring 2004 students in my section of this course.
IMS 201 Spring 2005 Final Project website (.html)
IMS 201 Spring 2005 Image Manipulation Assignment Website (.html)
C. IMS 201 Spring 2005 Assignments and Rubrics
Overview: After reviewing student evaluations and comments from the Fall 2004 IMS 201class it became apparent that assignments needed to be revised to include more clearly defined objectives and instructions. To meet this need Jenny Presnell and I explored various methods to engage students, to promote critical thinking, and to help students achieve goals while at the same time prmoting creativity and exploration of topics and technologies. Over the semster students received assignments which included goals mapped to the Association of College and Research Libraries (ACRL) compentacies for information literacy as well as detailed rubrics to provide guidance on grading criteria. This process proved to be a very rewarding one as students quickly grasped the concepts within the assignments and produced excellent assignments, papers, and websites which they themselves could quickly look at the rubric to determine their grade. Below are copies of the assignments and accompanying rubrics.
IMS 201 Spring 2005 Syllabus (.pdf)
Peer News Review Assignment (.doc)Peer News Review Assignment Grading Rubric (.xls)
Image Creation and Manipulation Assignment (.pdf)
Image Creation and Manipulation Assignment Grading Rubric (.pdf)
Research Paper Assignment (.pdf)Research Paper Assignment Grading Rubric (.pdf)
Final Project Proposal Guidelines (.pdf)
Final Project Assignment (.pdf)
Final Project Assignment Grading Rubric (.pdf)
D. Introduction to GIS for IMS 201 Spring and Fall 2005
Overview: Within three of the four sections of the IMS 201 course I provided an overview of Geographic Information Systems (GIS) and provided hands-on examples of how to use GIS software to display numeric data visually on a map. Below are copies of the handouts distributed during this session.
Geographic Information: Directions (.pdf)
Geographic Information: Web Resources (.pdf)
Geographic Information: Introduction to ArcGIS (.pdf)
E.Library Research Instruction Sessions for FSW 466, 481
Overview: On January 27, 2005 and February 16, 2005 provided a 1 hour overview of libraryresources and research methods for the FSW 466 and FSW 481 courses. Topics within this session focused on locating journal articles and evalutating information. Created a handout for use in both sessions which provided an overview of the topics discussed during the session.
FSW 466 & 481 Handout (.pdf)
F.Library Research Instruction Sessions for SOC 203, 221 and 459
Overview: On January 27 , 2005 and February 3, 2005 provided a 1 hour overview of effective methods for searching search engines. Also provided in-depth coverage of how to evaluate web resources and included a hands-on exercise where students evaluated sample websites to determine the credability of the source. Complied a series of handouts for students that highlighted library resources and information evaluation methods.
G.Library Research Instruction Session for SOC 413
Overview: On February 1 , 2005 provided a 50 minute overview of effective methods for searching search library resources for information related to school violence.. Also provided in-depth coverage of how to evaluate resources. Complied a handout for students that highlighted library resources and additional library resources.
H. Summer Debate Institute Instruction
Overview: On June 27, 2005 I provided a 1 hour overview of libraryresources and research methods for the Summer Debate Institute. Topics within this session focused on locating information pertaining to the terrorism and the USA Patriot Act and included a mixture of print, electronic, and multimedia resources which could be used to help create a debate on the topic. Collaborated with Susan Hurst (Business Librarian) to create a handout for this session.
I.Library Research Instruction Sessions for SOC 203
Overview: On July 11 , 2005 provided a 1 hour overview of effective methods for searching search engines. Also provided in-depth coverage of how to evaluate web resources and included a hands-on exercise where students evaluated sample websites to determine the credability of the source. Based upon feedback from Spring Semester 2005 revised handouts to include more information related to this session.
Sociology 203 handouts (.pdf)
J.Library Research Instruction Sessions for SOC 459
Overview: On August 24 , 2005 provided a 1 hour overview of effective methods for searching search engines. Also provided in-depth coverage of how to evaluate web resources and included a hands-on exercise where students evaluated sample websites to determine the credability of the source. Based upon feedback from Spring Semester 2005 revised handouts to include more information related to this session.
Sociology 459 handouts (.pdf)
K.Library Research Instruction Sessions for SOC F104
Overview: On August 30 , 2005 provided a 50 minute overview of effective methods for searching the library catalog and library databases. Also provided an overview of how to evaluate resources and included a hands-on exercise where students utilized library databases and RefWorks to manage citation information.
Soc F104 Handouts (.pdf)
L.Library Research Instruction Sessions for SOC 412
Overview: On September 8 , 2005 provided a 50 minute overview of effective methods for developing a search strategy, brainstorming search terminology and searching the library databases. Also provided an overview of how to evaluate resources and included a hands-on exercise where students utilized library databases and RefWorks to manage citation information.
Soc 412 Handouts (.pdf)
Instruction Assessment Data
The goals of the session were clear The instructor met the goals of the session The instructor was knowledgable and effective in presenting information and answering questions The information presented appears to be useful to current/upcoming assignments in my course Handouts, websites, and other materials used in this session were effective Averages based on a 0-5 scale with 0 representing not applicable and 5 representing strongly agree
M. Gerontology Graduate Student Library Research Overview
Overview: On September 9 , 2005 provided a 1.5 hour overview of effective methods for developing a search strategy, brainstorming search terminology and searching the library databases related to gerontological Research. Also provided an overview of how to evaluate resources and included a hands-on exercise where students utilized library databases and RefWorks to manage citation information. This session was created as a result of the Gerontology department's observations that incoming gerontology students could benefit from a targeted overview of relevant gerontological resources.
N. Anthropology 175 Ethnographic Library Research Overview
Overview: On September 12-13 , 2005 provided a 1 hour overview of relevant search terminology and resources for locating ethnographic studies and related resources. This session was arranged by Cameron Hay-Rollins after students within the course were encountering problems with locating relevant information. These sessions were held outside of class time and provided an excellent opportunity for students to improve the quality of research within their ethnographic research papers.
ATH 175 Handouts (.pdf)
O. Honors Program Library Research Overview
Overview: On September 20 , 2005 provided a 50 minute overview of the basics of library research which included catalog searching, journal article research, and citation management using RefWorks. This session was for Marty Jendrek's Honors course and provided an excellent opportunity to introduce these students to library research principles.
Honors Program Instruction Handouts (.pdf)
Instruction Assessment Data
The goals of the session were clear The instructor met the goals of the session The instructor was knowledgable and effective in presenting information and answering questions The information presented appears to be useful to current/upcoming assignments in my course Handouts, websites, and other materials used in this session were effective Averages based on a 0-5 scale with 0 representing not applicable and 5 representing strongly agree
P. Family Studies 481 A Library Research Overview
Overview: On September 22 & 27, 2005 provided a 50 minute overview of family studies research which included catalog searching, journal article research, and citation management using RefWorks. This session was provided for each of Andrea Kinnison's FSW 481 A sections (total of 4 sections) and provided an excellent opportunity to ensure that all FSW 481 A students are exposed to the principles of research prior to completing their research for the course.
Family Studies 481 A Handouts (.pdf)
Instruction Assessment Data
The goals of the session were clear The instructor met the goals of the session The instructor was knowledgable and effective in presenting information and answering questions The information presented appears to be useful to current/upcoming assignments in my course Handouts, websites, and other materials used in this session were effective Averages based on a 0-5 scale with 0 representing not applicable and 5 representing strongly agree
Q. Family Studies 160 Library Research Overview
Overview: On October 12, 2005 provided a 50 minute overview of resources and terminology related to the American Family. This session focused on ideas for formulating their search terminology and identified potential databases and other resources that may provide appropriate background and information on thier research topics.
Family Studies 160 Handouts (.pdf)
Instruction Assessment Data
The goals of the session were clear The instructor met the goals of the session The instructor was knowledgable and effective in presenting information and answering questions The information presented appears to be useful to current/upcoming assignments in my course Handouts, websites, and other materials used in this session were effective Averages based on a 0-5 scale with 0 representing not applicable and 5 representing strongly agree
R. Anthropology 411 Library Research Overview
Overview: On October 12, 2005 provided a 50 minute overview of resources and search terminology related to various ethic groups oppression. To help students brainstorm possible resources several key reference resources were introduced and ideas on how to effectively search and evaluate information sources on the web and in print were covered. To help manage citations and resources discovered during this session RefWorks was also introduced as a tool to assist with citation management.
Anthropology 411 Handouts (.pdf)
S. Family Studies 281C Library Research Overview
Overview: On October 31, 2005 provided a 50 minute overview of resources and evaluation techniques related to family studies topics such as same-sex parenting, adolescent behavior, music education and more. This session also included an overview of how to effectively use library resources to unearth relevant journal articles and techniques for managing citation information by using RefWorks.
Sociology 281C Handouts (.pdf)
Overview: Team taught an OhioLINK chat training session with Belinda Barr on January 5, 2005 to provide new librarians with an overview of the statewide chat interface. This session included an overview of the chat interface, basics of chat etiquet, and included a hands-on session. Created a website which included information on how to setup the chat software and included links to helpful resources to have available when staffing the statewide chat service.
OhioLINK Chat Training Website (.html)
Electronic Information Services (EIS)
A. ESRI Virtual Campus Courses and Workshops
Overview: Completed the ESRI Virtual Campus courses Learning ArcIMS, Cutomizing ArcIMS courses. These courses included content that helps with effectively utilizing the ArcIMS software to create maps and provided insight into new techniques to improve web accessability for GIS maps. Also completed the following ESRI Virtual Campus workshops to learn new techniques for creating maps within ArcGIS: The 15 Minute Map Creating a Basic Map in ArcMap, Introduction to ArcScan for ArcGIS, andLabeling in ArcMap Tips and Tricks. Below are copies of the certificates received upon completion of each module.
ESRI Virtual Campus Learning ArcIMS certificate (.pdf)
ESRI Virtual Campus Customizing ArcIMS certificate (.pdf)ESRI Virtual Campus The 15 Minute Map Creating a Basic Map in ArcMap certificate (.pdf)
ESRI Virtual Campus Introduction to ArcScan for ArcGIS certificate (.pdf)
ESRI Virtual Campus Labeling in ArcMap Tips and Tricks certificate (.pdf)
B. Maya Pottery ArcIMS Project
Overview: Assisted Dr. Jim Aimers (Anthropology Faculty) to develop a web GIS interface for viewing Maya pottery within the Tipu area of Belize using ArcIMS. After digitizing data from print maps and spreadsheets data was migrated to the web interface for customization and display options. A screenshot of the interface is included below.
C. IES Spring Discovery Project
Overview: This collaborative project with Jen chien-Yu, Aaron Shrimplin, Eric Resnis involves providing assistance and instruction with developing a website, database, and google map to obtain and present the distribution of three species during the Spring of 2006 for the Ohio Audubon Society. This IES graduate student project includes multiple steps and has been a great opportunity to blend numeric and geospatial data into project that will greatly benefit from this collaboration. Included below is a rough screen shot of the Google Maps modification that this website will eventually include as the map will display XML data from the user generated database.
Google Maps Screen Shot for IES Spring Discovery Project (.jpg)
D. GIS Technology and Information Management Workshops
Overview: Proposed 2 GIS workshops to be included in the Autumn 2005 Technology and Information Management (TIM) workshop series to provide introductory and intermediate level GIS instruction opportunities. Below I have included a copy of the proposal for these workshops.
E. Web Design Series: Using Stylesheets Technology and Information Management Workshop
Overview: Provided instruction for participants within this Technology and Information Management (TIM) series workshop on October 14, 2005 to provide an overview of the possibilities of using stylesheets for web design. To help participants understand this concept as a group we reverse engineered a sample website that I created using a stylesheet. This proved to be highly effective as was evident from the feedback from this session. Below are copies of the stylesheet and handouts from this session.
Sample Stylesheet (.css)
Sample Completed Website (.html)
Workshop Handouts (.pdf)Instruction Assessment Data
The goals of the session were clear The instructor met the goals of the session The instructor was knowledgable and effective in presenting information and answering questions The information presented appears to be useful to current/upcoming assignments in my course Handouts, websites, and other materials used in this session were effective Averages based on a 0-5 scale with 0 representing not applicable and 5 representing strongly agree
F. GIS: An Introduction Technology and Information Management Workshop
Overview: Provided instruction for participants within this Technology and Information Management (TIM) series workshop on October 21, 2005 to provide an overview of the possibilities of using GIS software to support your research needs. To help participants understand this concept as a group we looked at web-based GIS solutions and then had a few hands-on demonstrations of GIS software. Below are copies of the handouts from this session.
Introduction to ArcGIS Handout (.pdf)
Web Based Geographic Information Sources Handout (.pdf)
G. GIS: 3D Application Technology and Information Management Workshop
Overview: Provided instruction for participants within this Technology and Information Management (TIM) series workshop on October 28, 2005 to provide an overview of the possibilities of using GIS to render 3D images and videos. To help participants understand this concept as a group we created 3D buildings for a portion of Miami University's campus and also included 3D trees. Below is a screenshot of the 3D visualization created during this workshop.
Screenshot of a 3D GIS Image of a portion of Miami University's campus (.jpg)
Overview: Made changes to the Libraries travel form to reflect changes in travel reimbursement policies and made additional changes to improve usability of the form. Below is a copy of the revised travel form.
Travel Form 2005 version (.pdf)
Part II. Service to the Library, University Community, Profession
A. Instructional Services Cluster RefWorks Brochure
Overview: Developed a brochure to provide an overview of how to use the web based citation management product, RefWorks, to promote this new resource and to help provide assistance with using this product with library resources.
RefWorks Brochure (.pdf)
B. New Graduate Student Orientation Poster Redesign
Overview: Developed a new series of templates for the librarian posters utilized at the New Graduate Student Orientation sessions to help students identify their library liaison. Included below are copies of a few of the templates created.
Music/Architecture Poster Template (.png)
Sciences Poster Template (.png)
Overview: Created a website which included a listing of events held during GIS Day 2005. These events were created in collaboration with Ken Grabach.
GIS Day 2005 Website (.htm)
D. Project & Space Utilization Request Form
Overview: Created a pdf version fo the Project & Space Utilization Request Form to enable data entry on the form electronically.
E. GIS Mapping of the I-75 Corridor Project
Overview: Created maps to show ethic distribution within the I-75 corridor between Cincinnati and Dayton. Below I have included a copy of one of the maps created for this project.
I-75 corridor map Hispanic Population (.jpg)
I-75 corridor map African-American Population (.jpg)
F. Miami University Alumni Mapping Project
Overview: Created Alumni District Maps for the Miami University Alumni office to show districts within the contiential United States. Below I have included a copy of one of the maps created for this project.
G. Migration Data using GIS Overview for HIST 198BB
Overview: Provided an overview of the Citizens of the World: Migration project for Arpana Sircar's HIST 198 class on January 11, 2005. This session provided demonstrations on how GIS can be used to create maps of migration patterns from UN data. Data structure, GIS interface, and more were discussed in this instruction session. Students were provided a link to a website (inlcuded below) which I compiled to provide instruction on how to use the software as well as providing access to the data. Each student was reqired to create a customized map based on the UN migration data prior to the end of the semester.
Citizens of the World: Migration project website (.html)
Introduction to using ArcExplorer Handout (.pdf)
H. Faculty Learning Community for Information Literacy Within and Across Disciplines
Overview: Building on the successes from the first semester of the faculty learning community community members began to implement information literacy concepts within courses and assignments. With community members experiencing mutliple success through the integration of information literacy within their courses Cindy Mader and I decided that the year end summary report for the community should highlight the thoughts and views of the members to give a first hand account of this expereince. In collaboratrion with Cindy Mader a summary year end report was complied which includes information on the communities activites, member experiences and impressions, and additional resources for others interested in the learning more about information literacy. Below is a copy of the year end summary report.
I. Faculty Learning Community for Improving Student Research Fluency within Foundation Courses
Overview: After a very successful learning community experience from the 2004-2005 year a new learning community was created to target integrating information fleuncy concepts within foundation courses. This group includes 12 faculty and librarians with the emphasis being on developing assingments and syllabi that integrate information fleuncy concepts effectively. Included below are a few of the documents/resources created by Cindy Mader and I for this learning community.
Faculty Learning Community Retreat Schedule (.doc)
Liberal Education and Information Fleuncy Presentation (.pdf)
J. OhioLINK Digital Video Task Force
Overview: The OhioLINK Digital Video Task Force was asked to identify potential digital video vendors for addition to the OhioLINK Digital Media Center. This group included Marti Alt (OSU), Mary Beth Aust-Keefer ( Clark State ), Eric Carpenter (Oberlin) Chairman, Robin Krivesti (OU), Peter Murray(OhioLINK) and Michael Howser (MU). As a member of this group we looked at various vendors and decided that our proposal should include materials from FFH&S and Ambrose Video Producers. Collectively we decided on suggesting titles to be included in this proposed purchase. Through a cobmination of meetings at OhioLINK and communication via email this group was able to quickly draft a proposal to be forwarded to CIRM at OhioLINK which was later approved.
Listed below are copies of the title list of FFH& S and Ambrose videos that I compiled for the committee.
Part III. Scholarship/Creative Activity
Conference Proposals and Presentations
A.Improving Undergraduate Geographic and Information Literacy by using GIS software (ESRI EdUC 2005 Conference)
Abstract: Americans ages 18 to 24 came in next to last among nine countries surveyed by the National Geographic-Roper 2002 Global Geographic Literacy Survey. This trend can be altered by including geographic literacy components in a multi-disciplinary approach through not only print maps but also by utilizing Geographic Information Systems (GIS) software. GIS software enables undergraduate student to develop an understanding of past, present and future patterns and events by visualizing historical and current events.
Utilizing ESRI's ArcGIS and ArcIMS software, Miami University (of Ohio) Libraries are promoting active learning, improving geographic literacy, enhancing information literacy and critical thinking among undergraduates by instructing and assisting students with creating maps from numeric and geospatial datasets. Through map creation students further enhance their knowledge of a topic by visualizing events and critically evaluating information in a spatial context to discover fallacies in their own geospatial perception of events.
This paper was presented at the ESRI EdUC conference in San Diego, California on July 26, 2005. This presentation also included a series of handouts that included ideas for promoting information and geographic literacy together. This conference paper was also published as part of the ESRI International User Conference Proceedings to the web and to CDs distributed to each conference attendee.
Improving Undergraduate Geographic and Information Literacy by using GIS software (ESRI EdUC Conference proposal) (.pdf)
Improving Undergraduate Geographic and Information Literacy by using GIS software paper(.pdf)
ESRI EdUC Conference Presentation (.ppt)
B. From Script to Stage: Faculty and Librarian Collaboration for Enhancing Information Literacy Skills (ALAO 2005 Conference)
Abstract:As librarians we are committed to enhancing students' information literacy skills but oftentimes our approach appears to students as an add-on rather then an integral part of the curriculum. This impression can be avoided by engaging faculty and librarians to collaborate on improving student information literacy skills via several methods.
For successful collaboration several key questions must be considered when beginning discussions on how to successfully integrate information literacy comprehension into the curriculum which include:
• Is student research an objective for the course?
• Are students presented with opportunities to explore and expand their knowledge of information literacy competencies within course assignments?
• How are student's information literacy skills being assessed?
• Do research assignments include critical thinking about a topic or resources?
• Is the assignment clearly outlined?
Each of these questions and more highlight a major issue facing student research inadequacies that start with improper assumptions. Many students assume they grasp the major concepts of academic research but when put to the test, major deficiencies become apparent. These deficiencies can be addressed and corrected with faculty and librarians analyzing course syllabi and assignments together to fully integrate student research skills within the course curriculum. Collaboration enables both faculty and librarians to identify the underlying problems that result in students approaching assignments as confused fact-finders rather than the critical thinker we are attempting to foster. This session will provide an overview of how librarians can collaborate and empower faculty to integrate information literacy concepts within courses.
This conference proposal (co-authored with Cindy Mader) was accepted and presented at the 2005 Academic Library Association of Ohio (ALAO) conference in Columbus, Ohio on November 12, 2005 . This presentation integrated an active learning exercise where participants reviewed assignments to determine how they could be improved. Copies of the proposal, presentation, and handouts are included below.
ALAO 2005 Presentation (.ppt)
ALAO 2005 Handouts (.pdf)
C. Improving the Quality of Student Research Through Faculty/Librarian Partnerships Lilly Conference 2005 Proposal
Abstract: Improving the quality of student research involves more than just creating a research assignment. Empowering students to become better researchers requires assignments to infuse assessment, critical thinking, and information literacy concepts to ensure the goals of the course are met. How can your assignments include these elements? The answer is through a faculty librarian collaboration. Through collaboration, assignments can be designed/revised that have clearly stated assessable goals which promote student research and empower students to enhance their researching abilities. Join us as members of Miami 's Faculty Learning Community for Information Literacy share experiences and ideas for improving student research.
This conference proposal was submitted on June 30, 2005 and was presented on November 1, 2005. Below are copies of the proposal co-authored with Cindy Mader as well as a handout distributed during the session.
Lilly Conference Handout (.pdf)
D. Assocation of American Colleges and Universities (AAC&U) Conference 2006 Proposal
Abstract: With the ever increasing amount of information available to undergraduate students why are faculty faced with research papers that are lacking in quality? Students have more information available at their fingertips today than could ever have been imagined possible 25 years ago, but the quality of undergraduate research papers has not improved at the same level. Many undergraduate students assume they can fulfill their research needs by simply using a search engine. Dispelling this assumption is one of many research methods and processes that students should be exposed to before they can be expected to produce high quality research papers and resources. Improving the quality of student research requires a multi-tiered approach, one which blends learning outcomes, instruction, critical thinking and assessment.
Today's undergraduate curriculum exposes students to a variety of topics that encourage the use of technology, student engagement, critical thinking, and cultural awareness. However, it is often assumed that today's technologically savvy students are already familiar with the research process and able to identify and evaluate appropriate tools and resources. While these concepts may have been introduced in first-year English courses, in actuality, multiple opportunities are required to successfully enhance and refine research skills within various contexts across the curriculum. The development and incorporation of research related learning outcomes into assignments and syllabi is an essential step in promoting a deeper understanding of the research process.
Improving student research quality can be achieved through faculty and librarians collaborating to provide research instruction. By bringing different perspectives and insights into the classroom, faculty and librarians can convey to students the intricacies of the research process. This collaboration encourages students to see research as an integral aspect of the curriculum and prepares them to begin thinking of the context of information within a discipline.
Critical thinking is oftentimes a mystery to undergraduates as they are more familiar with writing opinionated prose rather than in-depth investigative research papers. This critical thinking dilemma can be overcome by collaborations to develop assignments across the curriculum that provide students with a structure for evaluating resources, identifying perspective, and uncovering the interconnectedness of resources on the topic. By having research assignments that focus on the entire critical thinking process from research to composition, undergraduates can progress from being confused fact finders to becoming critical thinkers.
Assessment is a crucial component in evaluating a student's understanding of the research process and progression along the path of lifelong learning. Incorporating grading rubrics and other assessment tools which assess critical thinking, quality of research, resources, and the mechanics of the research paper is an excellent way to help students improve their research capabilities while also ensuring that learning outcomes for the course and curriculum are achieved.
This presentation will provide participants with opportunities to discover methods for collaborating to improve the quality of undergraduate student research and incorporate foundational lifelong learning skills into the curriculum that are at the very heart of liberal education.
This conference proposal was submitted on July 15, 2005 and was not accepted for presentation at the 2006 AAC&U Liberal Education Conference. Below will be a copy of the proposal co-authored with Cindy Mader.
AAC&U Conference Proposal (.pdf)
E.Bridging the Information Literacy Divide Poster Session (ACRL 2005 conference)
Abstract: Enhancing student's information literacy comprehension requires a different approach. At Miami University , librarians and faculty are partnering together in a faculty learning community discuss and weave information literacy in the curriculum.
Presented this poster session with Cindy Mader. Below are copies of the ACRL proposal, Handout, and Poster.
Bridging the Information Literacy Divide: Collaborating through a Faculty Learning Community Experience poster (.pdf)
Bridging the Information Literacy Divide: Collaborating through a Faculty Learning Community Experience handout (.pdf)
Questions? Send me an email: michael.howser@uconn.edu
