2012-03-14 Library Impact Statement for NEU 518/582

Library Impact Statement for new course NEU 581/582. No new library resources are necessary to support this course. Responding faculty member: Joanna M. Burkhardt. Requesting faculty member: Linda Hufnagel

2012-03-14 Library Impact Statement for NEU599 Masters Thesis Research

Library Impact Statement for new course NEU 599 Masters Thesis Research. No new library resources are needed to support this course. Responding library faculty member: Joanna M. Burkhardt. Requesting faculty member: Nassar Zawi

2012-04-04 Library Impact Statement for URB 392 Field Experience in Urban Studies

Library Impact Statement for URB 392 Field Experience in Urban Studies. No new library resources are required to support this course. Responding Library Faculty member: Joanna M. Burkhardt. Requesting faculty member: Marsh Feldman/ Kat Quin

2012-04-04 Library Impact Statement for URB 494 Topics in Urban Studies

Library Impact Statement for URB 494 Topics in Urban Studies. No new resources are needed to supply monographs for this course. One subscription is necessary, which the library will cover. Responding Library faculty member: Joanna M. Burkhardt. Requesting faculty member: Marshall Feldman/Kat Quin

2011-10-11 Library Impact Statement for OCG 515 Marine Environmental Organic Chemistry

Library Impact Statement submitted in response to new course proposal for OCG 515 Marine Environmental Organic Chemistry. New course was supported with no need for additional resources

2012-03-14 Library Impact Statement for NEU 600 Independent Ph.D. Dissertation Research

Library Impact Statement for NEU 699 Independent Ph.D. Dissertation Research. No new library materials are required to support this course

Assessing Library Skills: A First Step to Information Literacy

As part of the University of Rhode Island Libraries\u27 Comprehensive Plan for Information Literacy, a three-credit class in the skills and concepts of information literacy was first offered in the fall of 1999. More than 1,000 undergraduate students have taken the class since that time. A pre-test was given at the beginning of each semester, followed up by a post-test at the end. The pre- and post-test results were analyzed to determine: (1) whether students improved their test scores over the course of the semester, (2) which concepts and skills students mastered, and (3) where the course might need revision and/or improvement. Analysis showed that skills were acquired and/or improved overall. The citation to the final, published version is as follows: Burkhardt, Joanna M. Assessing Library Skills: A First Step to Information Literacy. portal: Libraries and the Academy 7, no. 1 (January 2007): 25-49