To view full versions of the artifacts described on this page, please click on the images located below the explanatory text.
I co-wrote this FCST 1010 3-credit hour proposal as part of a team during Spring of 2011. All members researched and developed several portions of the proposal.
During Fall of 2011, I completed a full program evaluation proposal in my Assessment and Evaluation of Online Learners course.
As part of the College Success Assessment Team, I worked with a team to design and develop a holistic rubric to score one of 3 student learning outcomes for FCST 1010.
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In Spring on 2009 I developed and hosted a Library Focus Group and created this write-up of my findings.
During May of 2012, I collaborated with Libby Gore on a complete overhaul of the FCST 1010 Master Course curriculum. This overhaul included a new syllabus, a reconfiguration of the service and leadership project, and a new course calendar. The document below contains our collaborative work on the Service and Leadership Project portion.
In May of 2012, I overhauled the FCST 1010 Master Course VISTA quizzes and changed them from forced response/fill in the blank questions to authentic assessment tools.
I designed, developed, and implemented a Library iPad survey during April of 2012. The purpose of this survey was to simply discover what activities our library patrons were engaged in while in the library. The documents below represent both the survey itself and a visualization of the data.
In Fall of 2011, I created an Online Persuasive Essay Skillshop assignment for two online English courses. As with the FCST Skillshops, this assignment is a performance assessment.
In Summer of 2011, I created several Online Skillshop assignments for the FCST 1010 Master Course. The two examples below are both performance assessments and allow learners to interact with the material and reflect on their own learning.
During the Fall semester of 2011, instead of using VISTA to deliver content to my face to face class, I used a course website. This website was built using Stephen Souder's content management system and Photoshop. I chose a colorful, graphic design and created a very easy to understand navigation system that both novice and experienced users could use. Students could access all portions of the class from this sire including their syllabus, assignments, and projects. Notable features of this site include a live, embedded Google Calendar, access to an Illuminate virtual office, FAQ sections, and embedded library chat. During the semester, I changed the website to reflect the needs and interests of my students. In particular, I added pictures of my students (with their permission) to the Citizen Project page. In addition, I also included regularly changing links to exemplary work done by my students to give others a peer-model.
I co-presented the conference session Con-structure-vism: A Quick Intro to Educational Theory in the Library Classroom in May of 2012 at the Atlanta Area Bibliographic Group Annual Meeting (AA BIG). This interactive session guided audience members though the application of both constructivist learning theory and Gagne's 9 Learning Events to the library classroom setting. Audience members worked in groups after a short presentation and presented their work to the session.
At GA COMO 2011 I presented a session called Two-Faced Faculty Member: Juggling Librarianship and Teaching in an Academic Setting. This discussion-based session investigated the rewards and pitfalls of dual identity in a university setting.
I co-presented the session Limit the Lecture!: Using Group Work to Engage One-Shot Students at the 2011 meeting of AA BIG. This interactive session had attendees break into small groups and complete a creative task based on group work best practices.The documents below represent the individual handouts given to each group
At the 2011 Gil Users Group Meeting (GUGM) I co-presented a session on virtual reference services called Creating an Integrated Virtual Reference Experience with Libanswers/LibraryH3lp (2011).