RUSSELL LIBRARYFACULTY FELLOWS

PROGRAMNANCY DAVIS BRAY

HASITHA MAHABADUGE, PHD

JEFF DOWDY

OCTOBER 6, 2016

OUR CHALLENGE

• Most instruction consists of one-shot information sessions

• Need to integrate information literacy/archives-based learning into the course prior to it being delivered

• Assessment rubric that will effectively articulate the contribution that library services and resources make to student outcomes

FACULTY FELLOWS PROGRAM

The Russell Library Faculty Fellows Project serves as a pilot study created to support collaborative projects between faculty and librarians/archivists that intentionally integrate library resources into academic courses that are (re)designed to provide students with numerous opportunities to engage with scholarship and research-based, hands on learning in order to develop those critical thinking skills that are crucial to evaluate, synthesize and construct their own insights.

REQUIREMENTS

• Collaboration between the librarian/archivist and faculty member to integrate information literacy/archives-based learning into the course

• Assignment-based, face-to-face instruction

• Integration of online learning modules into course

• Provision of one-on-one research consultations

• Development of online library research guides (LibGuides)

• Collaborative collection development

• Collaborative development of assessment tools

REQUIREMENTS

• For new course proposals, fellows will be required to submit the new course for approval using the existing new course approval process in their respective college

• The redesigned or newly created syllabus will be entered into the next academic year's teaching calendar.

REQUIREMENTS

• Commitment to collaboratively assess the course’s information-literacy/archives-based learning outcomes(s)

• Willingness to share the data from the assessment of the learning outcomes with the librarian/archivist partner.

REQUIREMENTS

• Fellows are expected to share their experience at a professional conference or in a professional publication

• Fellows are expected to make a presentation to the campus through an appropriate venue

• Fellows commit to serving as part of the selection process for the next round of Faculty Fellows.

RUSSELL LIBRARYFACULTY FELLOWS PROJECT

http://libguides.gcsu.edu/Fellows

COURSE OVERVIEW

• Physical Principles of Renewable Energy will motivate and intrigue students to learn and develop the necessary skills to get involved in the renewable energy.

• Research and information surrounding renewable energy is changing every day.

• This course will also provide students with hands on experience using research equipment.

• A research project will be assigned to each student at the beginning of the course.

INDIVIDUAL PROJECT OVERVIEW

• During each week, students will be responsible to find reliable information for their individual research project.

• Sample topics• Human energy Consumption

Discuss the changes in and amounts of energy resources used by humankind over the centuries. Discuss world and US data.

• The Electric Grid

Discuss the physics of a transmission line. Discuss the nature of voltages, currents, frequencies involved in AC transmission. Why is AC preferred over DC. Is DC to be chosen in certain applications. What is world and US capacity of the current grid.

• Solar Energy: Global Supply

Discuss the ultimate quantities of resources available. Discuss types of solar. Distinguish between reserves and resources. Discuss US and world situation.

STUDENT FEEDBACK

OBSERVATIONS

• Going an extra mile

• Be with the students throughout the process

• Cater to students interests

• End products

• Outreach programs for different audiences

AFFORDABLE LEARNING GEORGIA: TRANSFORMING TEXTBOOKS

Project goals1

• Reduce the student costs by replacing a traditional textbook with no-cost, publicly available learning materials

• Teach students how to research and analyze business law issues

• To develop business law educational materials that are sustainable and stay current with minor institutional effort and expense

Dowdy and Roessing

1http://www.affordablelearninggeorgia.org/documents/2014F_GCSU_APPENDIXA_Proposal46.pdfs

PROBLEM STATEMENT

• The Renewable Energy field is changing rapidly, leaving much of what is published out of date.

• Students must develop the ability to consult/evaluate academic literature AND current information via blogs, websites, etc.

• Students at Georgia College lack the necessary information literacy skills.

ORIGINAL NOTION OF SCAFFOLDING2

• Shared understanding – common goal

• Scaffolder – multimodal assistance

• Ongoing diagnosis and calibrated support – ongoing assessment of changing needs of students

• Fading – students show progressive capabilities

2Puntambekar, S. & Hübscher, R. (2005). Tools for scaffolding students in a complex learning environment: What have we gained and what have we missed? Educational Psychologist, 40(1), 1-12.

SCAFFOLDED COURSE DESIGN

• Research strategy and source evaluation

• Article review and feedback

• Consultation

• Presentation

• LibGuide creation

Authoring

Peer review

Publication & dissemination

Storage, archiving &

preservation

Data collection, research &

analysis

END GOAL

• Informed development of projects

• Disseminated information on renewable energy

• Source guide for future reference