Presentation Type
Presentation
Location
New England Institute of Technology, East Greenwich, RI
Start Date
21-6-2019 10:45 AM
End Date
21-6-2019 11:30 AM
Description
This session explored how a traditional library instruction session was adapted to give students a richer and more interactive learning experience leading to the expansion of a collaboration between an introductory biology class and the library. The session detailed the adaption of an existing lesson plan, creation of an asynchronous scavenger hunt, and addition of a student-centered, hands-on assignment.
To encourage self-driven learning, the library instruction session was redesigned to include hands-on, in-class components and an asynchronous scavenger hunt. Both changes were enthusiastically received by the course faculty.
The end result of the adapted curriculum for the introductory biology course was overall positive. The addition of the new lesson plan and scavenger hunt resulted in increased engagement, swift identification of needs, and reactive programming to quickly fill the gap in students’ knowledge. Student and faculty feedback on the adapted curriculum was encouraging, and the collaboration was repeated the following semester. We will continue to adapt and improve upon the classes for subsequent semesters.
Creative Commons License
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Reimagining the One-Shot - A Student-Centered Approach for Introducing First-Year Students to the Library
New England Institute of Technology, East Greenwich, RI
This session explored how a traditional library instruction session was adapted to give students a richer and more interactive learning experience leading to the expansion of a collaboration between an introductory biology class and the library. The session detailed the adaption of an existing lesson plan, creation of an asynchronous scavenger hunt, and addition of a student-centered, hands-on assignment.
To encourage self-driven learning, the library instruction session was redesigned to include hands-on, in-class components and an asynchronous scavenger hunt. Both changes were enthusiastically received by the course faculty.
The end result of the adapted curriculum for the introductory biology course was overall positive. The addition of the new lesson plan and scavenger hunt resulted in increased engagement, swift identification of needs, and reactive programming to quickly fill the gap in students’ knowledge. Student and faculty feedback on the adapted curriculum was encouraging, and the collaboration was repeated the following semester. We will continue to adapt and improve upon the classes for subsequent semesters.
