76 · Survey Results: Survey Questions and Responses
classes a day for a week. These classes took place in two library classrooms, with computers for each student to use and
follow along, as well as a projected screen from the instructor’s monitor. An online tutorial was assigned along with the
in-person instruction. Success is measured, though next year the assessment will be more robust.
The Undergraduate Library focuses its library instruction on those classes that meet the university’s Composition 1
requirement. This includes classes in Rhetoric, Communication, and English as a Second Language (ESL). The program
teaches approximately 150 classes each semester and reaches approximately 80% of the target population. The
Undergraduate Library provides integrated instruction that takes place during regular class times, in library hands-on
classrooms, and is led by trained graduate assistants and/or faculty librarians. The classes provide students with their
initial introduction to an academic library and academic research and focus on teaching students how to create a
search strategy, select and search an article database, and determine if sources are scholarly. Face-to-face instruction is
supplemented by LibGuides, in the case of Communication and ESL classes, and information integrated into the course
text, in the case of Rhetoric classes. Success is measured through the use of personal response systems (clickers) during
class and observation of instruction provide by graduate assistants.
The university has recently admitted a much larger class of international (Chinese) students. The Student Academic
Success Center (SASC) asked the library to partner with them to help the students understand the place of Western
libraries in the cycle of learning and research. This was much more than basic research skills. It was about making
connections with the library buildings, staff, and general academic concepts (bibliographies, original research, paper
writing). Not only did the library partner in our care areas, we were also asked to share personal stories in order to
familiarize our students with our lives and experiences. This took place in our interactive teaching lab and during a
physical tour. The learning unfolded over multiple sessions. The content and assessment was directed by the SASC.
UNIV190L (a blended course) produces the most concrete artifacts for assessment. One librarian manages instruction
for this 1-credit semester-long course. For face-to-face sessions, PC classroom is used that has two projectors and
SMART Sync. Because this is a regular university course, Student Response to Instruction (SRTI) assessment forms are
completed by the students at the end of the semester. We have yet to receive the results for this spring (pilot of course).
Use a learning classroom for a second-year English class. The librarian brought in our GIS specialist and an archivist to
educate students on the use of maps throughout history and how maps and GIS information can be used to explore
cities and cultures in literature. The resources used included whiteboards, computers/library databases/GIS software,
archival resources, and maps. Student feedback was used to measure the program’s success. It was very well received.
We held a social media boot camp event to teach students how to use social media professionally. Three staff members
collaborated to set up the event. It was held in one of the group areas in the Main Library Learning Commons. We
used laptops, HDMI cables, and adaptors, and an 80” monitor for the presentations. We sent out surveys online and in
person and we kept track of the total number of people who attended.
We held an exhibit on the 400th anniversary of the publication of the King James version of the Bible. It took place in
our main exhibit space just off the Special Collections foyer. The exhibit involved the Exhibitions Manager, Curator of
European Books, Multimedia Unit Manager, Multimedia Projects Manager, the PR/Communications Officer, multiple
web designers, and multiple professorial faculty from outside the library who gave lectures associated with the exhibit.
These lectures were held in our library auditorium. Success was measured by gate counts of exhibit attendees and from
a comment book in which visitors were invited to leave comments.
We hosted an “Essential Skills for Graduate Students” series of workshops over spring break (when many graduate
students are working in the library). We used flexible/collaborative space in our IT Service TECHBAR, and involved both
librarians and IT staff. We offered workshops on library skills, free software (citation management tools), and licensed
software (like Stata). We asked student attendees to rate their satisfaction with the workshops, and received high
ratings. We also observed that participants often attended multiple sessions, another indication of satisfaction.
Previous Page Next Page