caspers whyte ii
DESCRIPTION
TRANSCRIPT
Collaborations & Assessments: Teaming for Student LearningSusan Whyte & Jean CaspersLinfield College, Oregon, USANAKLIV National WorkshopMay, 2011 : (place)
Topics• What is Collaboration? A Theoretical Model• Manifesting the Model into Practice• Responding to Evaluative Assessment
What is Collaboration?
3 Models for Interaction
Parallel Work
Assignments are given in the classroom…
…with the understanding that the library’s collections and staff will support the students’ work.
Parallel Work
TOURS of the BUILDING
Cooperation at its basic level.
“Please …”
“Okay.”
Cooperating with compatible goals
One goal set may serve the other.
Both participants’ goals are identified
Collaborative Work
Sometimes acooperative plan evolves into a collaboration..
Engagement level is highfor all players.
Elements include:a shared purposeintentionality
parallel cooperative collaborative
sometimes fuzzy boundaries
Manifestations
Assignment Handouts
• Health & Human Performance 397: “Intro to Research…”• Art and Visual Culture 319: Postmodern Art “Tetzlaff’s Refs”• Women’s Voices Demanding the Vote• Mass Communications 275: Information Gathering
Single Session: Cooperation/Collaboration
HHPA 397: Research in Exercise Science & Sport
http://catfiles.linfield.edu/People/Faculty/jcaspers/classes11spring/HHPA397/
Multiple Sessions: Collaboration
AAVC 319 Post-Modern Art 1945 - Present
• http://catfiles.linfield.edu/People/Faculty/jcaspers/public/ArtHistory/
Deep Collaboration via Team Teaching
MSCM 27: Information Gathering
Interwoven Collaboration:INQS 125: Women’s Voices Demanding the Vote
Programmatic Pre-Assessment• Steve Bernhisel and Jean’s Studies• Project Information Literacy
Response to Outcomes
• Discussions with professors when planning class sessions.• Emphasis in our assignments. • Iterative learning opportunities as
students progress through their programs.
OUR 6 YEAR SURVEY“Grade” Score Range (of 100) % of First Year
Students% Seniors
A 90 - 100 04% 18%
B 80 – 89 19% 38%
C 70 – 79 32% 28%
D 60 – 69 18% 06%
F <60 27% 10%
Our 6 year Survey
Students need instruction in these weak areas:
•Evaluating web sites •Identifying scholarly journal articles•Identifying appropriate databases•Using wildcards & truncation •Using subject fields in databases
Project Information LiteracyNationwide U. Washington Survey
Linfield student responses aligned with the national trends as they reported 3 main research-to-writing process difficulties: •Getting started on an assignment (85%), •Defining a topic (72%) •Narrowing down a topic (68%)
Handout: Library Competency Outcomes for Linfield College Students
Wrap-up• How assessments, large & small, help us plan to engage
students and faculty and to enhance collaborations within and across the disciplines.