WILU 2008WILU 2008

Bringing in Student Bringing in Student Perspective: The Importance Perspective: The Importance of Collaborationof Collaboration

SituationSituation Continued growth of business programContinued growth of business program

Rising demand for research assistance Rising demand for research assistance with core business assignmentswith core business assignments

individual & group consultations individual & group consultations reference desk, email, and chatreference desk, email, and chat

Information explosion & increase in Information explosion & increase in online resourcesonline resources

GoalsGoals Accommodate more students with Accommodate more students with

intricate core class assignments intricate core class assignments

Foster enrichment of student Foster enrichment of student reports with library resourcesreports with library resources

Increase student involvement in Increase student involvement in the research processthe research process

What We DidWhat We Did Engaged Library Business Intern Engaged Library Business Intern

(Summer 2006)(Summer 2006)– Gained valuable student inputGained valuable student input– Developed faculty/student/librarian Developed faculty/student/librarian

partnershippartnership

Collaborative Process: Collaborative Process: Library Intern ConnectionLibrary Intern Connection

TutorialsTutorials– Marketing Plan Marketing Plan – Business Plan Business Plan – SimplyMapSimplyMap

Capstone Class Research Web GuideCapstone Class Research Web Guide Peer Tutoring SessionsPeer Tutoring Sessions In-Class AssistanceIn-Class Assistance

– Clicker, Open Lab, DemoClicker, Open Lab, Demo BlogBlog Session Session Collaboration with faculty & studentsCollaboration with faculty & students

Peer Tutor Results: Peer Tutor Results: Student EvalsStudent Evals

•"We will be back for more guidance after we've tried what we've "We will be back for more guidance after we've tried what we've learned. There's a lot to absorb!“learned. There's a lot to absorb!“

•"Simmons was not very intuitive, but she gave a good crash "Simmons was not very intuitive, but she gave a good crash course in it.“course in it.“

•"There is so much info… just need more time!“"There is so much info… just need more time!“

•"SimplyMap should be able to show my data on the map better.""SimplyMap should be able to show my data on the map better."% of Session time devoted to each class

BBUS 320

BBUS 471

BBUS 521

Reseach Databases & Resources covered

SimmonsSimplyMapMarketresearch.comSearch termsMarketing Plan TutorialNew Strategist PublicationsS&P NetAdvantage320 Blog

Intern’s Peer Session Intern’s Peer Session Assessment Assessment

Amount of time spent in each session

15 min

30 min

45 min

60 min

90 min

90 min +

Number of students per session

0.00%5.00%

10.00%15.00%20.00%25.00%30.00%35.00%

1 2 3 4 5 5+

““I am still fine tuning my I am still fine tuning my approach.”approach.”

““More succinct More succinct descriptions!!”descriptions!!”

““I could have narrowed I could have narrowed down my explanation if I down my explanation if I had listened more had listened more closely to the group’s closely to the group’s progress.”progress.”

The Intern ExperienceThe Intern Experience Personal developmentPersonal development

– TrainingTraining Enabled to peer tutor, develop tutorials, and go into Enabled to peer tutor, develop tutorials, and go into

classesclasses– Increased self-efficacyIncreased self-efficacy

Professional developmentProfessional development– Communicating with a professional audienceCommunicating with a professional audience– Thinking on one’s feetThinking on one’s feet– Dealing with ambiguityDealing with ambiguity

Student LifeStudent Life– Improved ability to do researchImproved ability to do research– Translate this experience to fellow studentsTranslate this experience to fellow students

Final OutcomeFinal Outcome Enhanced Research Assistance Enhanced Research Assistance

– Accommodated more students’ research needsAccommodated more students’ research needs– Student reports enriched with library resources and Student reports enriched with library resources and

data analysisdata analysis– More student engagement in class with peerMore student engagement in class with peer– Intuitive intensive peer tutoringIntuitive intensive peer tutoring– More useful teaching/learning toolsMore useful teaching/learning tools

Developed Collaborative Ties with FacultyDeveloped Collaborative Ties with Faculty– Faculty endorsement of student involvementFaculty endorsement of student involvement

Fostered experimentation with instruction Fostered experimentation with instruction techniquestechniques

Breakout SessionBreakout Session Gather in small groupsGather in small groups

– Think about and discuss how you might Think about and discuss how you might effectively engage student input for your effectively engage student input for your discipline or across disciplines at your discipline or across disciplines at your institution institution (e.g., peer tutoring, class assistance, (e.g., peer tutoring, class assistance, development of tutorials, class guides, wikis & development of tutorials, class guides, wikis & more). What might work?more). What might work?

Share some findings with us and ask Share some findings with us and ask questions.questions.

DiscussionDiscussion Q & A Q & A

PresentersPresenters::

Doreen HarwoodDoreen HarwoodReference & Instruction/Business LibrarianReference & Instruction/Business Librarian

University of Washington BothellUniversity of Washington Bothell & Cascadia Community College& Cascadia Community College

dharwood@uwb.edudharwood@uwb.edu

Eliece GazawayEliece GazawayBusiness Program UndergraduateBusiness Program UndergraduateUniversity of Washington BothellUniversity of Washington Bothell

eliece@u.washington.edueliece@u.washington.edu

Presentation Slides & Handouts:Presentation Slides & Handouts:http://library.uwb.edu/guides/BusWeb/WILU2008.htmlhttp://library.uwb.edu/guides/BusWeb/WILU2008.html