Email jmiller2 umd. Email sover umd. Email sritchie umd. Email dbarker umd. Email kcr1 umd. Email pcossard umd. Email shenry umd. Email herron umd. Email chuckh umd. Email carleton umd. Email jenkins1 umd. Email ericl umd. Email yluckert umd. Email godowsky umd. These workshops are designed to build on each other to support students as they work on increasingly complex research writing assignments throughout the semester. One of the ways we assess our success in this program is by having students complete a brief, five-question survey after each workshop.
In summary, the questions we ask on the survey are:. Though brief, these surveys are a rich source of data about our instruction. We tend to get a high response rate, because we have students complete these surveys while they are still in the classroom. While there are a number of potential findings from these results, in this post I will focus on major trends across all instructors. The results I discuss are from the Fall and Spring semesters. When designing these surveys, our curriculum working group struggled with the best types of information to gather in this particular context.
If we quiz students on concepts we discussed in the workshop just minutes before, are we sure that their responses mean they can apply and retain these concepts? One measure we believed students could effectively self report on was their confidence about doing research. We hoped to learn if students felt increasingly confident after our workshops. The blue lines on the chart below indicated confidence before, while the green indicates confidence after. The results are on a scale from one to four, with the exception of Workshop 2 in Spring , where we updated the scale to run from one to five, based on survey best practices.
One of our survey questions asked students to report one new thing they learned in each session. Overall, student responses were relevant to the workshop content, suggesting that students are paying attention and leaving with some of the concepts we discuss in mind.
Students also recalled the BEAM method that we discuss, indicating that perhaps acronyms and other mnemonics can help with learner recall. Sometimes, though, student responses suggested a broader understanding of research than what we cover in the workshops. Students also sometimes misinterpreted concepts like BEAM, suggesting that while they remembered the name they may not have learned how it applies to their research process. In my opinion, the survey question that asks students to share any remaining questions they have is one of the richest sources of data we have.
I picked up on three common themes when reading through student responses. Students want specific numbers when it comes to finding sources for their research papers. Some examples of the kinds of questions include:. Examples of these questions include:.
In addition to reflecting on what they had learned, students demonstrated interest in the library beyond what we covered in the workshops. Examples of these questions:. I think most of us would say no! But these evaluations represent an important part of the prism of student learning assessment that we do here at the Libraries.
Campaigns of Knowledge: U. Obourn Offering a new avenue for understanding race, gender, and disability as mutually constitutive through an analysis of literature and films. Feminist Post-Liberalism , by Judith A. Baer Reconciling liberalism and feminist theory. Nakano, and Jeffrey T. Yamashita A groundbreaking study of ethnic identity and community in the everyday lives of Japanese American millennials. Jasper and Brayden G King Examining the dynamics when protesters and their targets interact.
Wald, David J. Farber and Ken Lum A living handbook for vital perspectives on public art and history. Wesley Leckrone and Michelle J. Atherton Addressing important issues in Pennsylvania politics and policy in a constructive, nonpartisan manner.
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Sullivan Comprehensive developmental insights suggest pragmatic changes to the complexity that is the juvenile justice system. Joseph Pine II How the booming experience and transformation economies can generate happiness—and jobs. Saying goodbye to Paley, photo by Brae Howard. Library staff performs hits from , photo by Brae Howard. Around people joined us to celebrate, to reminisce, and to say goodbye to Paley.
Our open house featured an SCRC photo exhibit, zinemaking station, video booth for sharing Paley memories, library furniture sale, live music, and more.
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It was a fitting send off as we prepare to open a new 21st century library across the street. At the end of the day, we officially closed Paley Library in order to begin the move to Charles Library. The move process will continue throughout the summer, as we work toward opening the new library for the fall semester in August.
While we will miss Paley dearly, we are excited about completing the move to Charles and opening the new state-of-the-art facility to the public. Library furniture on sale, photo by Brae Howard. Cookie Monster invites you to help with the library website…. In late February, the Library Website Redesign project turned its focus to incorporating user research into the design process. During the UX intensive, we tested design prototypes with 48 users, recruiting passersby in the Paley lobby with cookies, granola bars, and coffee.
The UX intensive also afforded us the opportunity to consider how to add user research and iterative design to the project on an on-going basis. The entity model allows us to group content into different entity types, such as services, policies, spaces, etc. Cardsorting with library staff in Plus, we wanted to offer users a way to discover our content through browsing, in addition to searching. Building on user research from earlier in the winter on the categorization of library services content , we did a holistic review of all of our site content.
With the help of library staff we spent a day and a half in room , sorting our content into categories. We also spent time brainstorming category labels that accurately described the content within and were free of library jargon. The UX group then conducted tree testing with users on the two navigation menus. Users were able to locate information with less effort and some commented that they liked the simplicity of fewer navigation options. We went back to the drawing board, creating a single navigation menu comprised of the best elements of each.
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