Martha E. Hardy reviews "Connect, Collaborate, and Communicate : A Report from the Value of Academic Libraries Summits." This report prepared by Karen Brown and Kara J. Malenfant, highlights the crucial importance of demonstrating and communicating the value of academic libraries and their impact on student learning, plus recommendations for action.
The research and studies of a third grade classroom using Constructivism. The past two years have been spent facilitating students' learning through the use of inquiry in science, math, reading and writing. The various lessons I learned in the process focused on student learning. Student needs, such as think time and emotional safety, were of particular import. Over the course of my masters, I adapted and used tools such as concept maps and formative assessments to identify student knowledge and gaps in learning. By the end of my degree program I had acquired new insights on the use of tangible manipulatives and their importance in a grade three classroom and have supported other teachers in my building with better use of formative assessments and inquiry learning in science and math. There is an increasing demand on teachers' performance. Understanding how students learn is an integral piece to accomplishing our goals in teaching.
The objective of this thesis is to improve higher education marketing and, thus, increase enrollments. The key to successfully enhance recruitment efforts and marketing strategies is knowing students’ preferences, evaluating the institution, and learning more about the competition. This thesis creates a model that shows the effects of admitted student’s preferences on enrollment. Data from Admitted Students’ Questionnaire are used to test this model. Moreover, the thesis also creates a model that shows higher education institutions’ performance and how performance is affected by competition. The higher education institutions examined in this thesis are Colorado College, Colgate University and Wake Forest University
This article discusses a successful collaboration between multiple subject specialist librarians, the University Archivist and a faculty member teaching an undergraduate course in documents-based social science research. This collaborative partnership allowed for each subject specialist to expose students to specific information literacy skills they needed to be successful in their class. The authors used pre- and post-assessments to gauge student comfort level in conducting library research, as well as a rubric to assess the annotated bibliography of a student’s final research paper. The data from these assessment tools are analyzed and the results discussed. The data indicates that students benefited from the specialized instruction they received.