4,209 research outputs found
R U Up for the Challenge? A Partnership to Measure Library Impact on Student Learning: Rutgers University Libraries & Ronald E. McNair Post Baccalaureate Degree Achievement Program
No full textRutgers University Libraries seek to support the goal of the Rutgers University Mission Assessment and Alignment Planning system (MAAP) which is "to clarify the contributions of various programs and units to the fulfillment of the Rutgers-New Brunswick undergraduate educational experience mission/goals, and to facilitate and encourage assessment and alignment of outcomes and progress toward those goals." Toward this end, the Libraries have focused on measuring the impact of its instruction program via the McNair Post Baccalaureate Achievement Program (MPBAP). This prestigious program provides a unique opportunity to track cohorts of students over 10 years. The goal is to have these students enroll in doctoral programs. We are seeking to find out: Do students in the Bibliography & Research Techniques library class in the Summer Research Institute of the MPBAP retain and transfer information literacy skills to other courses and academic research as they persist in the MPBAP program? In addition to the assessment instruments already in use by the McNair department, (Graduate Student Profile Progress Report) for long term impact, other instruments are being used by the Libraries: pre-post tests and surveys. This poster will present the assessment methods in place as we begin to track our first cohort (Summer 2015).This project is part of the program “Assessment in Action: Academic Libraries and Student Success” which is undertaken by the Association of College and Research Libraries (ACRL) in partnership with the Association for Institutional Research and the Association of Public and Land-grant Universities. The program, a cornerstone of ACRL's Value of Academic Libraries initiative, is made possible by the Institute of Museum and Library Services
Letter from Charles H. Akers to Carl Hayden
No full textLetter from Charles H. Akers to Carl Hayden expressing his support for the National Park bill
Letter from Charles H. Burke to Carl Hayden
No full textLetter from Charles H. Burke to Carl T. Hayden about mining on Diné (formerly Navajo) national land
The Undergraduate Experience: Is it Enhanced Through Employment as a Library Student Worker?
No full textStudent employment on campus can be one of the best predictors of academic success. There are many implied benefits for students working in the libraries, including greater understanding of library resources, as well as proximity to services and people with expertise.
This poster will present the findings of a study about undergraduate student workers employed at a major university Research Library. The authors surveyed approximately 350 student workers, and received 120 responses and 64 completed surveys. The survey gathered information about undergraduate student workers, including who they are and how they engage with university clubs, organizations, and partnering units, such as residence halls and tutoring centers.
The authors will investigate the library contribution to the undergraduate experience of student workers. They will investigate if there is a correlation between academic success (perceived or real) and working in an academic research library. Further the authors will address whether working in an academic research library helps students form community or provides them with valuable peer networking opportunities. This project’s raw data was evaluated using Qualtrics. The results of this survey will inform new programs and activities to enhance the experience of the undergraduate library student worker and provide additional mentorship and professional development.Peer reviewe
Embracing Challenges in Times of Change: A Survey of the Readiness of Academic Librarians in New Jersey for Transition to the ACRL Framework
No full textMany academic librarians in the state of New Jersey (NJ) have successfully integrated information literacy (IL) into the curriculum using the ACRL IL Competency Standards for Higher Education (Standards). These Standards formed the underpinnings of IL curriculum mapping and assessment plans, and have been adopted by administrators in higher education institutions across the state. The advent of the ACRL Framework for Information Literacy for Higher Education (Framework) prompted the author to survey IL coordinators to investigate how their institutions are embracing the opportunities presented by the challenge of looking at IL through this new lens. This paper presents a snapshot of NJ librarians’ readiness to adopt the Framework: challenges, opportunities, new approaches to IL integration, and gaining buy-in from relevant campus partners. This study is timely because the Standards were rescinded two months following the administration of the survey.Peer reviewed
Leveraging partnerships to assess library impact on undergraduate student learning via a longitudinal study
No full textFormative and summative assessment are traditional and effective methods of determining library impact on student learning, However, they are usually confined to a one-shot information literacy instruction (IL) session. One way to step out of the box and gain more information is to track students along their college career and into their graduate program to determine if they are retaining IL skills. The results of an ongoing longitudinal study of students will be presented in the form of a poster. McNair scholars are rising juniors and seniors who participate in library courses during the spring and summer. The author sought to find out 'Do McNair students retain research skills toward their ultimate goal of pursuing a doctoral degree?' In the second year of this 5 year study, 2 cohorts have been tracked through to their undergraduate courses and will continue into their graduate programs. This project is a part of the ACRL Assessment in Action: Academic Libraries and Student Success program. It supports institutional goals of our University, particularly the priority to transform the student experience through technology and support using university resource, which will increase the scholarship and research at the university. Demonstrating library impact on undergraduate student learning by leveraging our partnerships can inform how our work is assessed in our library system and can provide rich data to influence our future instruction endeavors
Charles H. Adams letter to Anna Pemberton, April 18, 1904
No full textShort note from a librarian, archivist, historian or records administrator Charles H. Adams, stationed at the Adams Building in Boston, Massachusetts, in response to an inquiry from Ms. Anna Pemberton -- working on a "Life" (or biography) of Benjamin Lundy -- as to whether the collection contains correspondence between Lundy and John Quincy Adams. Charles Adams responds to Pemberton, informing her that an investigation has been undertaken, and, 33 letters are available for her research between Lundy and John Quincy Adams. Benjamin Lundy (1789-1839) was a prominent Quaker abolitionist best known for his development of abolitionist periodicals. His Genius of Universal Emancipation was first published in 1821 from his home in Mt. Pleasant, Ohio, and enjoyed a wide circulation across the antebellum United States. In the 1820s, the young William Lloyd Garrison came to work for The Genius. Benjamin Lundy traveled widely seeking subscriptions to The Genius, giving talks about the anti-slavery movement, and observing and documenting the conditions of enslaved people across the Americas. He was also involved in the establishment of freed slave colonies in Mexico
In service to Rutgers University Libraries' Instruction Program: LIS students gain instruction experience through a mutually beneficial collaboration.
No full textRutgers University Libraries (RUL) have developed a strong partnership with the Rutgers Writing Program in the School of Arts and Sciences on its New Brunswick (NB) campus. Each semester, there are more than 50 sections of an undergraduate writing course, Research in the Disciplines, with over 90 percent of them requiring information literacy (IL) instruction. A large pool of skilled IL instructors is needed. To address that need, trained LIS students have traditionally been paid to teach in the program. One mutually beneficial option was to give LIS students enrolled in the School of Communication and Information’s graduate course, LIS 519: Information Literacy: Learning and Teaching, 10 percent credit to teach a one-shot (IL) session in the NB Rutgers Writing Program. Thus, these students were provided with a service learning experience within their graduate course
A 2 h periodic variation in the low-mass X-ray binary Ser X-1
No full textSpectroscopy of the low-mass X-ray binary Ser X-1 using the Gran Telescopio Canarias have revealed a ?2 h periodic variability that is present in the three strongest emission lines. We tentatively interpret this variability as due to orbital motion, making it the first indication of the orbital period of Ser X-1. Together with the fact that the emission lines are remarkably narrow, but still resolved, we show that a main-sequence K dwarf together with a canonical 1.4 M? neutron star gives a good description of the system. In this scenario, the most likely place for the emission lines to arise is the accretion disc, instead of a localized region in the binary (such as the irradiated surface or the stream-impact point), and their narrowness is due instead to the low inclination (?10°) of Ser X-1
Using an information literacy curriculum map as a means of communication and accountability for stakeholders in higher education
No full textMany academic libraries are coping with limited library staff, a burgeoning student population, and constantly evolving curriculum. How can academic librarians ensure that students are receiving a systematic and hierarchical set of information literacy (IL) competencies that will make them agile and adept information seekers and users who can cope with changing modes of information delivery and access? How can they be accountable to students, themselves, and to their institutions? Creating and implementing an information literacy curriculum map (ILCM) can provide a cohesive delivery of IL across the curriculum. A map aligns IL competencies with core courses, specific courses in a discipline, and assessment points. This article will describe the creation and implementation of an ILCM in addressing the needs of stakeholders at colleges and universities. The process of creating and use of the ILCM has facilitated and increased communication among teaching faculty, administrators, and academic librarians at Berkeley College. It has allowed the librarians to be more intentional in their teaching and assessment strategies. Furthermore, an ILCM used in conjunction with an assessment plan has served to make the IL programme and activities more transparent to the institution, thereby ensuring accountability to internal stakeholders and external reviewers.Peer reviewe
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