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Bridging the Gap: Self-paced research skills mini-course for graduate students

This mini-course aims to provide newly admitted graduate students with the necessary research skills and knowledge to meet scholarly writing expectations. Through six modules, students will learn to research, evaluate sources, integrate and synthesize information, and correctly cite using APA style.

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Bridging the Gap: Self-paced research skills mini-course for graduate students

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  1. Bridging the Gap: Self-paced research skills mini-course for graduate students Patricia Hall Hurley Assistant Professor of Information Literacy North Park University Information Literacy Summit – April 20, 2018

  2. North Park University

  3. The population • Newly admitted graduate students to the Masters of Counseling Psychology program. • Taking their first required course: Counseling Theories • Master’s program: F2F, on main campus, two nights a week • 7 week quads class schedule • Most students take two classes per quad • Different educational backgrounds • 20 page final research paper

  4. Needs Assessment (kind of….) • Problem: Newly admitted graduate students to the Counseling Psychology program were unprepared for scholarly and professional writing expectations and standards. • GAP: Students lacked knowledge of what was scholarly research • GAP: Studentslacked the skills set to seek out good scholarly and trade sources to support their academic assignments • GAP: Students had minimum or no knowledge of APA citation and formatting

  5. Collaboration (or the worlds longest planning meeting!) Librarian Program director Professor WrtingCoord.

  6. Aligning Expectations Data base skills No extra work!!! APA CITING Integrating sources

  7. ACRL Frameworks (what is really important) Research as Inquiry Searching as Strategic Exploration Scholarship as Conversation Authority Is Constructed and Contextual

  8. Agreed upon Learning Outcomes • Course Learning Objectives: Students will… • confidently research a subject specific database for scholarly inquiry • be able to distinguish between Popular, Scholarly, and Trade Publications and when to strategically use them within a graduate level research paper • evaluate and annotate source to determine it’s authority • be able integrating and synthesizing sources for academic writing to support their own thesis's and arguments • Correctly format and cite using APA style

  9. Field of Dreams…of you build it • Scaffold assignments • 6 week – 6 modules – 6 steps to research • Ideally keeping students on a timeline for writing their final paper • Professor is NOT teaching research • Librarian is giving feedback and support throughout 6 week process • Mix of learning styles (print-video-screen shots) • Low stakes grading

  10. Building it…. • Week 1:  Beginning Your Research – keywords and subject database • Week 2:  Popular, Scholarly, and Trade Publications- find two articles • Week 3:  Vetting and Evaluating Sources – annotate a scholarly article • Week 4:  Integrating and Synthesizing Sources – create a citation sandwich using the annotated article • Week 5:  APA Formatting – format a sample paper, set up format for final paper • Week 6:  APA Citation quiz, optional librarian review of citations

  11. Roll out and Student communication • Students were sent a friendly invitation from librarian (me) to join the class with the objectives and reason for the mandate to finish it. • Professor(s) told students of GS 5085 obligation during first class session • Librarian stops by class to introduce themselves and pass out business cards – 5 minutes • Follow up letter to student week two to GET STARTED • Follow-up letter at midweek (end of week four) and status report to professor(s) • Class ends the Sunday after the final – grades due Monday

  12. Scaffolding, scaffolding, scaffolding “No extra work!!” assignment what they need for the final paper (broke our own rules: APA quiz)

  13. Success! Success? Fall 2017: 35 students 88% average 1 incomplete 1 failure Spring 2018: 8 students 93% average 0 incompletes 0 failures

  14. Assessing Success • Undergraduate sample class with no class assigned – 50 % success rate, 81% average • IDEA student survey • 90% found the course extremely helpful • 80% found the course intellectually challenging • 90% found the professor (me) knowledgeable and helpful • Professor feedback: happy, happy, happy!

  15. Moving Forwards Business graduate program Undergraduate Capstone class in my liaison areas Break apart modules for plug and play

  16. Discussion, thoughts, recommendations questions?

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