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Presented at WILU 2016
Discovering the Junction: Professor Expectations and Student Interpretations ...
Discovering the Junction: Professor Expectations and Student Interpretations ...
Melanie Parlette-Stewart
MSE - Year 1 - Jan 2012
MSE - Year 1 - Jan 2012
Melanie Parlette-Stewart
Presented at Computers in Libraries 2016 As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
LibGuides: Using the Data
LibGuides: Using the Data
Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006). Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course; b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time; c. in the skills students seek to develop based on their interpretation of the course outline; and d. in students’ ability to identify necessary skills before and after taking these courses. Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements. Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
The Intersection between Professor Expectations and Student Interpretations o...
The Intersection between Professor Expectations and Student Interpretations o...
Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016 As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development. We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course; b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class). By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development. This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning. Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
The Intersection between Professor Expectations and Student Interpretations ...
The Intersection between Professor Expectations and Student Interpretations ...
Melanie Parlette-Stewart
Presented at the OLA 2016 Super Conference with Hana Storova and Jacqueline Hamilton It is what you read when you dont have to that determines what you will be when you cant help it – Oscar Wilde The University of Guelph Library opened its Gryph Reads Leisure Reading collection to students, staff and faculty in July 2013. With the collection established, the focus of the Gryph Reads Committee has shifted. A new library-wide committee focuses on not only collection development, but promotion, building awareness and increasing user engagement through events and marketing. This session will engage participants through an exploration of the purpose and potential of leisure reading collections in academic libraries. Key initiatives of our committee have included a user experience survey, Blind Date with a Book event and One Book One Library Book Club. We will share lessons learned and best practices. Participants will leave the session with a road map for developing their own leisure reading collection and program. Learning Outcomes Attendees will: Explore the purpose and potential of leisure reading collections in academic libraries; Examine the development of the University of Guelph leisure reading collection from initiation to present day; Identify best practices for creating a leisure reading collection, including budgeting, collection development, events, and marketing in an academic library.
Breaking the Mould: Leisure Reading – Not Just for Public Libraries Anymore
Breaking the Mould: Leisure Reading – Not Just for Public Libraries Anymore
Melanie Parlette-Stewart
Presented at the OLA Super Conference 2016 How do you stand out in an increasingly digital world? With every person only a Google search away, its important for all professionals to develop an effective online presence in order to demonstrate their skills beyond the traditional resume. For colleagues, potential employers and future collaborators, your online presence provides an opportunity to take a closer look at your experience, view your portfolio and get to know you. Developing an digital identity that is true to who you are and manageable can be a challenge – having a strategy is key. This presentation will provide steps for creating an online identity, including improving your social media presence and developing an online portfolio. This presentation will provide ideas for both developing and refining your personal digital brand. Through exemplars and best practices, attendees will leave with tips and tools for creating your best online self. Learning Outcomes Attendees will: Identify the importance of creating a professional digital identity Identify tools for creating and managing an online presence Identify best practices and considerations for developing an online presence.
Own Your Online Identity: Curating Your Professional Online Presence
Own Your Online Identity: Curating Your Professional Online Presence
Melanie Parlette-Stewart
Presented March 17, 2016 at the Faculty Information Exchange Series, University of Guelph
Social Media: Build and Own Your Online Identity
Social Media: Build and Own Your Online Identity
Melanie Parlette-Stewart
Recomendados
Presented at WILU 2016
Discovering the Junction: Professor Expectations and Student Interpretations ...
Discovering the Junction: Professor Expectations and Student Interpretations ...
Melanie Parlette-Stewart
MSE - Year 1 - Jan 2012
MSE - Year 1 - Jan 2012
Melanie Parlette-Stewart
Presented at Computers in Libraries 2016 As a late adopter to the LibGuide platform, our library was able to learn from earlier successes and failures of others. We took an evidence-based approach to design its guides based on iterative testing and data from Springshare and Google Analytics. I share what user data showed and how it led to a consistent look and feel.
LibGuides: Using the Data
LibGuides: Using the Data
Melanie Parlette-Stewart
Numerous studies exist on how and to what extent course instructors in higher education are embedding or directly teaching writing, learning and research skills in their courses (Cilliers, 2011; Crosthwaite et al., 2006; and Mager and Sproken-Smith, 2014). Yet, disparity within the literature demonstrates that there is no consistent approach to the scaffolded development of these necessary skills within courses, programs, disciplines, or across disciplines. Preliminary research has also revealed that professor communication of expected or required student skills is often limited or unclear (McGuinnes, 2006). Through a collaborative research project at the University of Guelph, we employed a multidisciplinary and multi-skill approach to explore the intersection between professor articulation and student interpretation of academic skills. Through this research, we have identified that, in the teaching and learning in third year university courses, discrepancies exist a. between the learning, writing and research skills professors expect students to possess and the skills students think they possess when they enter the course; b. in professor articulation of skills they will teach in their course and which skills they expect students to develop outside of class time; c. in the skills students seek to develop based on their interpretation of the course outline; and d. in students’ ability to identify necessary skills before and after taking these courses. Based on these findings, we recommend that a curriculum-based approach to understanding the skill development needs of students can assist in bridging the gap between professor expectations and student interpretations of skill requirements. Throughout this research presentation, we will present an overview of our research project; present our key findings; offer initial interpretations on student understandings of course outlines; demonstrate the value of cross-unit and cross-departmental collaborations; and offer recommendations and potential areas for further research. After our presentation, we will welcome dialogue and questions.
The Intersection between Professor Expectations and Student Interpretations o...
The Intersection between Professor Expectations and Student Interpretations o...
Melanie Parlette-Stewart
Presented at the 2016 Teaching and Learning Innovations (TLI) Conference at the University of Guelph on April 26, 2016 As academic support staff, we provide front-line support to students and witness, first-hand, the challenges in student skill development. We have recognized that the skills students require for higher education not only cross disciplinary boundaries but also are applicable to their writing, learning and research. Through a collaborative, cross-unit research project funded by the University of Guelph's Scholarship of Teaching and Learning research grant, we have identified, in the teaching of and learning in third year university courses, a series of disconnects a) between the learning, writing and information literacy skills professors expect students to possess and the skills students think they possess when they enter the course; b) between professor expectations of student skill requirements and student interpretation of skill requirements from the course outline; and c) between professor and student understandings of where students should develop these skills (i.e. in class or outside of class). By conducting and disseminating research on the gap between professor communication of expectations and student interpretation of those expectations, we can contribute to graduate attribute research that thoroughly explores student skill development. This gap has implications on assessment when students are evaluated on skill sets that are not explicitly stated on the course syllabi due to variations in syllabi design or a lack of understanding of where those skills should be taught (i.e. in class or outside of class time). Also, by conducting collaborative research across different units, we believe we can identify gaps in the service delivery of academic support staff, and can recommend and establish more opportunities for academic support staff to communicate with faculty regarding skill support, thereby encouraging collaborations across units that support teaching and learning. Throughout this showcase, we will present a brief introduction to our research project and offer initial interpretations of our data. We will also demonstrate the implications of our research for those who support faculty in communicating and teaching required skill sets. After a brief presentation of the research project, participants will be invited to comment on or ask questions about our initial findings and proposed recommendations.
The Intersection between Professor Expectations and Student Interpretations ...
The Intersection between Professor Expectations and Student Interpretations ...
Melanie Parlette-Stewart
Presented at the OLA 2016 Super Conference with Hana Storova and Jacqueline Hamilton It is what you read when you dont have to that determines what you will be when you cant help it – Oscar Wilde The University of Guelph Library opened its Gryph Reads Leisure Reading collection to students, staff and faculty in July 2013. With the collection established, the focus of the Gryph Reads Committee has shifted. A new library-wide committee focuses on not only collection development, but promotion, building awareness and increasing user engagement through events and marketing. This session will engage participants through an exploration of the purpose and potential of leisure reading collections in academic libraries. Key initiatives of our committee have included a user experience survey, Blind Date with a Book event and One Book One Library Book Club. We will share lessons learned and best practices. Participants will leave the session with a road map for developing their own leisure reading collection and program. Learning Outcomes Attendees will: Explore the purpose and potential of leisure reading collections in academic libraries; Examine the development of the University of Guelph leisure reading collection from initiation to present day; Identify best practices for creating a leisure reading collection, including budgeting, collection development, events, and marketing in an academic library.
Breaking the Mould: Leisure Reading – Not Just for Public Libraries Anymore
Breaking the Mould: Leisure Reading – Not Just for Public Libraries Anymore
Melanie Parlette-Stewart
Presented at the OLA Super Conference 2016 How do you stand out in an increasingly digital world? With every person only a Google search away, its important for all professionals to develop an effective online presence in order to demonstrate their skills beyond the traditional resume. For colleagues, potential employers and future collaborators, your online presence provides an opportunity to take a closer look at your experience, view your portfolio and get to know you. Developing an digital identity that is true to who you are and manageable can be a challenge – having a strategy is key. This presentation will provide steps for creating an online identity, including improving your social media presence and developing an online portfolio. This presentation will provide ideas for both developing and refining your personal digital brand. Through exemplars and best practices, attendees will leave with tips and tools for creating your best online self. Learning Outcomes Attendees will: Identify the importance of creating a professional digital identity Identify tools for creating and managing an online presence Identify best practices and considerations for developing an online presence.
Own Your Online Identity: Curating Your Professional Online Presence
Own Your Online Identity: Curating Your Professional Online Presence
Melanie Parlette-Stewart
Presented March 17, 2016 at the Faculty Information Exchange Series, University of Guelph
Social Media: Build and Own Your Online Identity
Social Media: Build and Own Your Online Identity
Melanie Parlette-Stewart
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Investigar es su trabajo
1.
16.- Lucas Douglas
House
2.
15.- Det. Mac
Taylor CSI NY
3.
14.- Walter Sherman
The Finder
4.
13.– Det. Dave
Creegan Touching Evil
5.
12.- Shawn Spencer
Psych
6.
11.- Det. Olivia
Benson Law & Order SUV
7.
10.- Veronica Mars
Veronica Mars
8.
9.- Det. Eddie
Arlette Keen Eddie
9.
8.- Det. Jane
Rizzoli Rizzoli & Isles
10.
7.- Thomas Magnum
Magnum P.I.
11.
6.- David Addison
Moonlighting
12.
5.- Adrian Monk
Monk
13.
4.- Emerson Cod
Pushing Daisies
14.
3.- Ángel
Ángel
15.
2.- Det. Kate
Beckett Castle
16.
1.- Sherlock Holmes
Sherlock
17.
Mención honorable: El detective
Connan
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