Evaluating Peer Research Mentors: a campus collaboration for effective student learning
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Transcript of Evaluating Peer Research Mentors: a campus collaboration for effective student learning
9 T H N O R T H U M B R I A I N T E R N A T I O N A L C O N F E R E N C E O N P E R F O R M A N C E M E A S U R E M E N T I N L I B R A R I E S A N D I N F O R M A T I O N S E R V I C E S
A N N I E D O N A H U E – U N H M A N C H E S T E RA U G U S T 2 0 1 1
Evaluating Peer Research Mentors: a campus collaboration for effective student learning
Library Research Mentor Program – Background
Meet Natalie and Beau to learn a little about the program
LIBRARY RESEARCH MENTOR PROGRAMPILOT STUDY – SPRING 2011
CATALYSTS FOR ACTION
Our Mission Statements Reflect Core Values
• Promoting academic success throughpersonal attention and expert assistance.
UNH Manchester
Library
• We help underprepared students prepare, prepared students advance, and advanced students excel.
Center for Academic
Enrichment
Goals identified by theUNH Manchester Library
Goals identified by the Center for Academic Enrichment.
Improve students’ information literacy skills
Reduce “library anxiety” among first-year students
Increase students’ confidence levels with library research process
Enhance students’ critical thinking skills
Promote librarianship as a career possibility
• Improve students’ library research and writing skills
• Provide professional development opportunities for tutor certification levels
• Expand tutor roles and enhance their own research skills
• Facilitate the transfer of communication skills from tutor training to the library setting
How did we assess students’ attitudes and performance?
Pre/Post Survey of Information Literacy Skills Pre/Post
Research Process Plan of
Action
Pre/Post Self-Reported
Attitude/Confidence Rating
Reflective Response on
Research Process
Student Measures
8. Rank the following strategies for effectiveness in choosing search terms.
(Rank 1 for the highest and 5 for the lowest)
9. Why would you use a library database? Choose one answer from the list below.
Pre-test Post-test
11. In critically evaluating information sources you should consider all but
Pre-test Post-test
13. Jennifer is looking for sources for her research paper on bullying. The professor requires that students use two academic journal articles, two books, and one web source in their paper. Jennifer has found two books and a web source for her paper but is not sure where to find journal articles. Which choice below is the
best place to find journal articles on bullying?
Pre-test Post-test
Always Frequently
Occasionally
Never
Working in the library makes me nervousI am willing to ask a librarian for assistance
I am confident in my ability to access information through the library online catalog and databases
I prefer to do my academic research using a search engine like Google
I like writing assignments that require researchI tend to use the first few sources I find
16. What are the steps you take to start your research process for this paper?
Pre-test
16. What are the steps you take to start your research process for this paper?
Post-test
20. You found academic journals, books and web sources on bullying. What questions will you ask yourself to determine if
you could use these sources for your research paper?
Pre-test
20. You found academic journals, books and web sources on bullying. What questions will you ask yourself to determine if
you could use these sources for your research paper?
Post-test
Students’ Voice – What I Learned!
How did we assess mentors’ experiences?
Mentor Measur
es
Completed tutorial session reports
Reflective Response
on Experienc
es and Perceptio
nsParticipate in Focus Group or Interview
Mentors’ Share Their Experiences
Typically my role in the research process was to work with the source material used in their papers. The students and I
worked to incorporate sources seamlessly, while ensuring that they thoroughly analyzed the research and explained how it
supported their thesis. This part of the research mentor process is
very helpful for students.
Becoming a research mentor has not only benefitted the students
who have come forward asking for assistance, but it has also benefitted
my own research. The library research mentor program has given
me the opportunity to better help my peers in their research, which
strengthens their writing and allows them to excel in their
academics. . . . I am a better tutor because of this additional training.
Some Unexpected Challenges
Student Participation•Small
Numbers•Consistency•Attrition
Instrument Difficulties•Inflexibility of
online survey•Confusing
Instructions
Pilot Expectations•Follow
Through Bumps
•Too Much, Too Little Staff
Modifications/Lessons Learned
Focus
Organize
Prioritize
Do Less to Get More
Get All Ducks in a
Row
Haste Makes Waste
Feedback Welcome!Questions?
We Learn from One AnotherWhat ‘s Worked For You?
Thank you!
Library Measurement