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Full-Text Articles in Education

Undergraduate Research Programs And The Academic Library, Nancy Cunningham, Richard Pollenz Ph.D., Drew Smith, Mark I. Greenberg Ph.D. Apr 2012

Undergraduate Research Programs And The Academic Library, Nancy Cunningham, Richard Pollenz Ph.D., Drew Smith, Mark I. Greenberg Ph.D.

Mark I. Greenberg

Undergraduate research (UR) programs attract highly motivated students who often continue on to graduate/professional schools but may lack necessary information literacy skills. Collaboration with UR programs provides librarians new opportunities to help students develop these skills and work with specialized collections in the context of a research experience. In this webinar, librarians and UR administrators share their experiences in forging collaborations based on UR and library training resources, explain how information literacy skills programming has been embedded into UR, and demonstrate how this partnership has led to greater visibility of library services, collections and UR among all undergraduates.


Undergraduate Research Programs And The Academic Library, Nancy Cunningham, Richard Pollenz Ph.D., Drew Smith, Mark I. Greenberg Ph.D. Apr 2012

Undergraduate Research Programs And The Academic Library, Nancy Cunningham, Richard Pollenz Ph.D., Drew Smith, Mark I. Greenberg Ph.D.

Western Libraries Faculty and Staff Publications

Undergraduate research (UR) programs attract highly motivated students who often continue on to graduate/professional schools but may lack necessary information literacy skills. Collaboration with UR programs provides librarians new opportunities to help students develop these skills and work with specialized collections in the context of a research experience. In this webinar, librarians and UR administrators share their experiences in forging collaborations based on UR and library training resources, explain how information literacy skills programming has been embedded into UR, and demonstrate how this partnership has led to greater visibility of library services, collections and UR among all undergraduates.


Backwards By Design Project Assessment Write-Up, Michelle Saint Jan 2012

Backwards By Design Project Assessment Write-Up, Michelle Saint

Backward by Design Mini-Studies

In Fall 2012, I taught Phil 355: Aesthetics and the Philosophy of Art. I used this course as an opportunity to test a new pedagogical technique. I will call this pedagogical technique the Incremental Exercises Model (IEM). Below, I will quickly summarize the course and its learning goals. Second, I will explain my previous method of meeting these learning goals. Third, I will explain IEM and how I implemented it in this particular class. Finally, I will provide some concluding observations about the successes and failures of this technique.


Backwards By Design Implementation Report, Kristina Luce Jan 2012

Backwards By Design Implementation Report, Kristina Luce

Backward by Design Mini-Studies

As part of my participation in the Backwards by Design Retreat during summer of 2012, I chose to design the first course of the three-part series of courses on writing required for the Art History Major. A/HI 271: Introduction to Writing and Critical Thinking is also a GUR.

My goal overarching goal was to implement the idea of a threshold concept within the course, and during the retreat I identified that concept as:

In academic writing, well-grounded claims are understood to emerge out of evidence, but in art historical writing, as in any interpretive writing, it is essential to understand …


A Process For Engagement With Threshold Concepts In Spanish Composition, Sean Dwyer Jan 2012

A Process For Engagement With Threshold Concepts In Spanish Composition, Sean Dwyer

Backward by Design Mini-Studies

Numerous practices and assignments discussed at the 2012 Backwards by Design Curriculum Workshop appeal to me as sources of creativity in the classroom. Some will suit courses I teach in the future. For this year, I faced an issue: I am working with students whose classroom vocabulary is equivalent to that of a three-year-old, because I am teaching first-year Spanish.

The most applicable idea, one that energized me greatly, was the identification of threshold concepts. Working backward from that identification, I sought ways to implement practices that would, I hoped, bring those concepts permanently into my students’ approach to writing …