Writing Consultants at the University of Dayton: A Collaborative Cross-Training Approach

The creation of a new learning commons at the University of Dayton Roesch Library not only highlighted the research and writing support available to students, but it also led to an entirely new library-led cross-training program for writing center student employees. Prior to the new learning commons, the writing center occupied spaces on the upper floors of the library, and the staff of the two units enjoyed a friendly, albeit distant, relationship for many years. The new learning commons, named the Knowledge Hub, brought the library research team directly together with the writing center, both in terms of proximity and workflows. Library and writing center student employees work together at a shared service desk, while research librarians and student writing consultants share the same consulting workspace. With a mandate to provide integrated services, the library and the writing center developed a shared mission and have been working to articulate a common culture as well as developing a multi-faceted training approach. This chapter describes the development of Knowledge Hub training, with a focus on staffing, service philosophy, cross-training approaches with the writing center, and assessment efforts to date.https://ecommons.udayton.edu/books/1087/thumbnail.jp

Challenging Perceptions: Exploring the Relationship between ELL students and writing centers

In an attempt to create more meaningful and effective assessment, the Howe Writing Center at Miami University implemented a new post-consultation/exit survey. During the course of the Fall 2012 semester, over 800 students responded to the post-consultation survey. Writing center theory has documented the limitations of the post-consultation survey; however, this type of feedback still represents the best and most accessible way to assess and expand the knowledge of writing centers. This assessment project provided important feedback concerning the writing center at Miami University about student demographics that use the writing center, including academic year and classes students wanted to work on. The assessment project also contributes to writing center theory and discourse by providing a different narrative for non-native English speaking students and native English speaking students that use the writing center. The assessment challenges the view that writing from non-native English speaking students is only concerned with so-called "lower order" writing issues and writing from native English speaking students is primarily concerned with so-called "higher order" writing issues. Instead, it was found that non-native English speaking students are interested in working on many "higher order" concerns and were very similar, after sentence-level concerns, in their writing needs to native English speaking students.University Writing Cente

Halton College: report from the Inspectorate (FEFC inspection report; 25/97 and 15/00)

Comprises two Further Education Funding Council (FEFC) inspection reports for the periods 1996-97 and 1999-2000

North Lincolnshire College: report from the Inspectorate (FEFC inspection report; 85/95 and 99/99)

The Further Education Funding Council has a legal duty to make sure further education in England is properly assessed. The FEFC’s inspectorate inspects and reports on each college of further education according to a four-year cycle. This record comprises the reports for periods 1994-95 and 1998-99

What Works? A Study of Effective Early Childhood Mental Health Consultation Programs

Examines factors that lead to desirable outcomes in mental health consultation programs: solid program infrastructure, highly qualified consultants, and quality support services. Analyzes targeted outcomes, measurements, and intensity of interventions

IAD annual report

The Institute for Aboriginal Development Incorporated (IAD) was established by the Uniting Church in 1969 to assist community development for Aboriginal people and provide cross-cultural education between Aboriginal and non-Aboriginal society. It is now an independent Aboriginal community-controlled language resource centre and adult education centre serving the Aboriginal community of Central Australia. General IAD activities include: * education programs which range from literacy and numeracy to vocational and higher education level courses; * an Aboriginal language and culture centre specialising in language cross-culture and cultural maintenance programs, as well as providing interpreter services and language research * a publishing arm, IAD Press, which produces material on the Aboriginal people, language and culture of Central Australia

Managerial Assistance: Promises and Pitfalls

Denna avhandling handlar om kunskapsintegration i produktutvecklingsprojekt. Med kunskapsintegration avses processer av mål-orienterad interrelatering med syfte att dra fördel av de kunskapskomplementariteter som finns mellan individer som har differentierade kunskapsbaser. Förmågan att integrera specialiserad och distribuerad kunskap är betydelsefull för många företag då den bidrar till att förklara skillnader i produktutvecklingsframgång. Dock saknas det detaljerade, empiriska, studier av kunskapsintegration. Mot denna bakgrund är syftet med denna avhandling att undersöka vilka kunskapsintegrationsmekanismer som är lämpliga att använda i olika projektkontexter. Avhandlingen är baserad på två longitudinella realtidsstudier av produktutvecklingsprojekt. En detaljerad redogörelse av projektarbetet, tillsammans med en analys, presenteras för respektive projekt. Därefter görs en komparativ analys, i vilken såväl likheter som olikheter mellan de två fallen och deras respektive projektkontext diskuteras. En iterativ modell för kunskapsintegration förslås som ett resultat av studierna. Den iterativa modellen har ett flertal egenskaper som kan bidra till att öka vår förståelse för kunskapsintegration i empiriska projektkontexter. För det första visar den på vikten av att förstå i vilken utsträckning som kunskapsproblematiken i ett specifikt projekt medför behov av såväl ”aktion” som ”interaktion” och hur dessa kompletterar varandra i en iterativ process. För det andra indikerar den betydelsen av artefakter och hur dessa kan bidra till såväl aktion som interaktion. För det tredje tar den hänsyn till det faktum att aktion och interaktion medför olika kostnader för kunskapsintegration.This dissertation is concerned with knowledge integration in product development projects. Knowledge integration is conceived of as processes of goal-oriented interrelating with the purpose of benefiting from knowledge complementarities existing between individuals with differentiated knowledge bases. Knowledge integration is a subject of importance to many firms as the degree of integration of specialised and distributed knowledge helps explain differences in firms’ product development performance. However, knowledge integration is poorly understood as detailed, empirical, studies are lacking. Hence, the purpose of this dissertation is to explore what mechanisms of knowledge integration are suitable in different project settings. The dissertation is based on two empirical studies, both of which are longitudinal, real-time studies of product development projects. A detailed account of the project work in each of the two projects, the Stacker project and the Turbine project, is presented together with an analysis of each case. Thereafter, a comparative analysis is conducted, in which both similarities and differences between the two projects and their settings are discussed. As a result of the studies, an iterative model of knowledge integration is proposed. The iterative model has a number of features which would benefit the analysis of knowledge integration in empirical settings. It recognises the importance of considering to what extent the “knowledge problematic” of a specific product development project needs to involve acting and interacting and how these are made complementary in an iterative process. Second, it indicates the significance of using various artefacts and how these may be involved in acting as well as interacting. Third, it recognises that acting and interacting may be associated with different costs of knowledge integration