Library Instruction for First year Students

Purpose – This paper aims to discuss the background, design and implementation of the new library instruction. When a new core curriculum for first-year students was adopted at the City College of New York in the fall of 2008, the City College Library took this opportunity to establish a new approach to teach library research to freshmen. Two library workshops were embedded into a six-credit combined content and writing course. Design/methodology/approach – This paper documents the process by which the City College Library successfully transitioned to the new system and also reflects on the theory and practice of teaching information literacy in an academic setting. Findings – Library workshops embedded within the new core curriculum have clear advantages over previous library instruction. By designing and implementing library workshops to blend with the new course, the Library has become a partner in an innovative first-year program. Practical implications – This study will provide useful information on the teaching and assessment of embedded library instruction and stimulate further thought on the role of information instruction in furthering the mission of undergraduate education. Originality/value – This paper presents opportunities to expand library instruction to the first-year seminar, the most commonly implemented curricular intervention designed for freshman students. By taking part in this important project, the Library becomes an integral participant in the initiative for retention and success for undergraduate education

Using an evidence informed approach to create online learning resources

The Plant Sciences Pedagogy Project began in the autumn of 2005 sponsored by the Cambridge-MIT Institute (CMI). The project objectives within the Department of Plant Sciences at the University of Cambridge were twofold: to conduct research into undergraduate teaching and learning within the Department; and to develop online resources to support student learning. The research focused on the second year ‘Part IB Plant & Microbial Sciences’ (IB PMS) Course. A combination of focus groups, dual-scale questionnaires and semi-structured interviews were used to gauge both student and staff opinions on, attitudes towards, and expectations of, teaching on the IB PMS course. This resulted in a solid evidence base, with several key themes emerging that were confirmed by multiple approaches. This evidence base was then used to inform and shape the construction of the students’ course site and the new resources to be housed within it. The site was developed in the Universities’ adaptation of the Sakai Virtual Learning Environment (VLE) platform, known as CamTools, for which technical support was provided by Centre for Applied Research in Educational Technologies (CARET). There can be a strong temptation to use all the options offered by available information technology for their own sake and CamTools is rich in pre-programmed software ‘tools’. Therefore the evidence informed approach was adopted to identify appropriate tools for implementation. The CamTools/Sakai online environment proved to be extremely versatile and allowed the development of bespoke online learning resources for students; this resulted in an online learning environment which best matched the needs of the course and its students

Exploring practice and participation in transition to postgraduate social science study

This project aims to understand the processes of inclusion and transition into postgraduate education. Whilst there has been a research focus on transitions in schools and transitions to undergraduate study, postgraduate study has largely been ignored. This project includes the voices of both staff and students in generating data that has enabled the formulation of practical recommendations to HEIs surrounding the design of postgraduate learning environments and, importantly, recommendations for students and staff for managing learning and ensuring inclusion

Space-Based Capstone: Public-Private-Academic Partnership in the Making

The Electronic Systems Engineering Technology (ESET) Program at Texas A&M University provides a recognized undergraduate program with an emphasis in electronics, communication, embedded systems, testing, instrumentation and control systems. The program combines engineering and industrial knowledge and methods to develop, design, and implement new innovative products through a two-semester long Senior Capstone Project. Capstone is designed to prepare future engineers by bridging the gap between the classroom and industry. Students are required to form teams of two to six members which allows them to develop the skills necessary to succeed in a diverse industry setting. Each team is required to use their knowledge and skills to design, develop, document, and deliver a real-world project equivalent to the assignments they will soon receive as professional engineers. Following NASA’s approval for funding the development of a research facility named Hermes, a Capstone team, named Microgravity Automated Research Systems (MARS), was sponsored by T STAR, a local space commercialization company, to develop the electronics portion of the facility. Hermes will reside on the International Space Station for five years in the hopes of streamlining the development of experiments that require extended periods of time in microgravity environments. The Hermes facility will host and manage up to four experiments at a time while allowing for the downlink of experiment data to an Earth station, and the uplink of commands to change experiment parameters. Experiments will adhere to a power budget and communication standard established by MARS so that experiments can be swapped out during the facility’s lifetime. MARS will work with the Mobile Integrated Solutions Laboratory (MISL), an undergraduate applied research lab, in order to prepare them to maintain support for Hermes in the future.Cockrell School of Engineerin

Providing a law degree for the real world : perspective of an Australian law school

As a result of a two year curriculum review, QUT’s undergraduate law degree has a focus on first year student transition, integration of law graduate capabilities throughout the degree and work integrated learning. A ‘whole-degree’ approach was adopted to ensure that capabilities were appropriately embedded and scaffolded throughout the degree, that teaching and learning approaches met the needs of students as they transitioned from first year through to final year, and that students in final year were provided with a capstone experience to assist them with transition into the work place. The revised degree commenced implementation in 2009. This paper focuses on the ‘real world’ approach to the degree achieved through the first year program, embedding and scaffolding law graduate capabilities through authentic and valid assessment and work integrated learning to assist graduates with transition into the workplace