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Student Success Programs at Ryerson: Two Modes of Delivery

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Title: Student Success Programs at Ryerson: Two Modes of Delivery


1
Student Success Programs at Ryerson Two Modes of
Delivery
  • Don Kinder
  • Bob Jackson
  • Ryerson University Library

2
Ryerson University
  • Established as a university in 1993
  • Former Polytechnic Institute (est. 1948)
  • 19,000 FTEs (comparable to McMaster)
  • Very Urban campus Commuter campus
  • Largest Continuing Education program in Canada
  • 12 Graduate programs (including 5 PhD)

3
Ryerson Library
  • 81 staff
  • Includes 22 librarians
  • Most librarians have subject specialties besides
    a regular portfolio

4
Session Outline
  • Background Student Success courses at Ryerson,
    library involvement, collaboration with faculty
  • Librarys experience with
  • Business 100 (BUS100) Strategies for Success
  • Arts and Contemporary Studies 102 (ACS102)
  • Learning and Development Strategies

5
Student Success Retention Backround
  • Student success courses relatively new at Ryerson
    (last 4 years)
  • Student Retention driving force behind student
    success courses
  • Significant attrition problems at Ryerson in
    certain programs, e.g. Business, Sciences/
    Engineering

6
Student Success at Ryerson
  • Ryerson Task Force on Student Retention struck by
    VP Academic in 2002.
  • Met for 6 months
  • Released Final Report of recommendations, Oct.
    2002.
  • www.ryerson.ca/lt/resources/task_force/finalrep.pd
    f (Report)
  • www.ryerson.ca/lt/resources/task_force/
    (Appendices)

7
Task Force on Student Retention
  • 14 members
  • Faculty, students, Student Services, Registrar,
    Secretary for Academic Council (Senate), CE,
    Library, Learning and Teaching Office (chair)

8
Task Force tasks
  • Reviewed retention strategies Ryerson/others
  • Interviewed departments and schools
  • Examined retention/attrition data
  • Conducted literature review, incl. best practices
    for student success (incl. student success
    courses)
  • Came up with 7 goals and 80 objectives. Library
    involved in 10 objectives

9
Task Force Objectives (Library involvement) and
Partners
  • Assess need for, and develop/implement student
    success courses,, and assess the effectiveness of
    these programs. (Library, Program Dean, Student
    Services)
  • Promote collaboration between faculty and
    librarians (e.g. integration of IL standards into
    curriculum, assignment design.) (Library,
    Learning and Teaching Office, Depts/Schools/Progra
    ms)
  • Provide seminars for faculty on the incorporation
    of retention strategies into course design (e.g.
    IL, assignment design, academic integrity)
    (Library, Learning and Teaching Office.)

10
Selected Best Practices Student Success Courses
(Implementation/Delivery)
  • Front load the program (offer it in first term or
    first year) First six weeks critical
  • Small class size--no more than 25 students(!)
  • Course should be required (vs. elective)
  • Course should carry academic credit that applies
    toward graduation
  • Collaborative effort. Should involve Library,
    student support services, Writing Centre, etc.

11
Where did the Library end up in all of this?
  • Higher profile of library and its services.
    Recognition as a player in university endeavours
    through
  • Collaborative work on Task Force with faculty,
    Student Services, Learning and Teaching Office,
    VP Academics Office, Digital Media
  • Library/Student Services, Library/Writing Centre,
  • New Arts and Contemporary Studies program (Fall
    03) developed a student success course as a
    result of the recommendations of the Task Force
    (ACS102) (Library involvement in planning process
    from inception)
  • Increased recognition of role of library in BUS
    100

12
BUS 100 Backgrounder
  • Pre-dated Task Force on Student Retention
  • Proposal for course released Oct. 2000 by the
    director of Student Support Services and the
    Business School
  • Meant primarily to address retention issues
  • Focuses on the development of university-level
    skills
  • Library not included, initially (had to force
    our way in)
  • Mandatory course for all incoming business
    students. Non-credit. Pass/Fail.

13
BUS 100 (Lab-based Delivery)
  • 430 students (2001 and 2002)
  • 10 sections, 40 students
  • Hands-on labs with exercises
  • 4 hours (4 weeks)
  • 10 librarians involved
  • Quizzes (4), 2 linked directly to core courses
    (ACC and Stats), pre/post test, and online
    tutorials
  • Quizzes graded (P/F). Created in collaboration
    with professors
  • WebCT for online content and quizzes

14
BUS 100 (Lecture Theatre Delivery)
  • 850 students 2003 (double cohort) and 2004
  • One large class in theatre
  • Drop-in sessions (2003)
  • 5 weeks for library module, 10-15 minute
    presentations
  • 4 librarians involved
  • Quizzes (4), 2 linked directly to core courses
    (ACC and Stats), pre/post test, and online
    tutorials
  • Quizzes graded (P/F). Created in collaboration
    with professors
  • Blackboard for online content and quizzes

15
Course Objectives (all years)
  • Raise awareness of Library resources services
  • Develop library research skills
  • Identify relevant information sources
  • Formulate effective search strategies

16
Course Integration (all years)
  • Integrated with two first semester courses
  • ACC 100 Introductory Financial Accounting
    (SEDAR)
  • QMS 102 Business Statistics (Statistics Canada)
  • Faculty/Library collaboration in developing
    course content and quizzes

17
Course Evaluation (all years)
  • Pre-Test designed to assess students knowledge
    of library resources prior to taking Business 100
  • Four graded multiple choice quizzes OPAC, ABI,
    SEDAR Statistics Canada
  • Post-Test - designed to assess students knowledge
    of library resources after taking Business 100

18
Delivery using Blackboard
  • Integral to the course given lecture-based
    teaching environment
  • Used widely by Ryerson Business faculty for
    course delivery
  • A simple interface well suited to the needs of
    novice users
  • Supports the delivery and grading of
    multiple-choice quizzes
  • Easy linking to course content

19
Blackboard Business 100 Site
20
Assignments
21
Ryerson Library Links
22
Library Links Bizlib
23
Bizlib Tutorials
24
Lectures Instruction or Entertainment?
  • Delivered Monday mornings in the Ryerson Theatre
  • Up to 850 first-year students (without coffee!)
  • Not a lecture theatre (no writing surfaces, etc.)
  • Shared air-time with other performers
  • Presentations limited to 10-15 minutes

25
Lectures Breaking the Ice
  • Emphasis on Accessibility Service
  • Frequent use images to augment lecture content
  • Pop-cultural references used for emphasis
  • Infomercial format short sight bites

26
Lectures The Top Ten
  • The Top Ten reasons why you may benefit from the
    Librarys Business 100 program.
  • http//www.dandersonillustration.com/car_David_Let
    terman_big.jpg
  • for graphic

27
10
  • The last time you visited a library, Barney was
    still your favourite TV show
  • www.cs.utah.edu/ riloff/personal.html
  • for graphic

28
8
  • The last time you used a library card was to pick
    a lock
  • http//www.ahajokes.com/crt891.html
  • for graphic

29
7
  • Graphic of Conrad Black
  • You think that peer review refers to the recent
    trials and tribulations of a well known author
    and publisher

30
5
  • Youve attempted to use a style guide to
    coordinate your wardrobe
  • http//www.waynewolfe.com/images/Drag20Queen.jpg
  • for graphic

31
Lectures Illustrating the Basic Concepts of
Library Research
  • Using images to convey empathy and accessibility
  • Using pop-cultural imagery to illustrate the
    basics of library research defining a topic,
    developing a search strategy
  • Reinforced through brief real-time demos of
    library-based resources

32
You Begin by Defining Your Topic
  • Definition is important! Which words or concepts
    best define or describe your research topic?
  • Graphic of very well-defined male and female

33
Then Developing a Search Strategy
  • Often combining 2 or more single concepts
  • graphic
  • Jlo AND Ben

34
To obtain specific results
  • graphic
  • Jlo AND Ben

35
  • graphic
  • Jlo OR Ben

36
  • graphic
  • Jlo NOT Ben

37
Assessing the Outcome
  • Comparison of Pre-test and Post-test results
  • Reviewing student ratings
  • Reviewing student comments

38
BUS 100 Fall 2002 (Hands-On Format)
  • N430
  • Q3Google will satisfy most of my info needs
  • Q4 What is a scholarly journal?
  • Q5 Boolean operators
  • Q6 Formation of a strategy using Boolean
  • Q8 Citing resources on the web

39
BUS 100 Fall 2003 (Lecture Hall)
  • N850
  • Q3Google will satisfy most of my info needs
  • Q4 What is a scholarly journal?
  • Q5 Boolean operators
  • Q6 Formation of a strategy using Boolean
  • Q8 Citing resources on the web

40
Data Comparison 2002 to 2003
  • 2003 data (less improvement evident between pre-
    and post test) may reflect increased class size
    (430 in 2002 to 850 in 2003)
  • Lecture format (2003) with little or no personal
    contact with student. (Lab-based format (2002)
    allowed for smaller classes of 40 students,
    hands-on practice, personal help with assignments

41
How would you rate the Library Sessions? 2003
42
How would you rate the four library assignments?
2003
43
I feel that the library sessions were (2003)
44
Next Time?
  • Reduce the number of quizzes
  • Create a library-specific discussion board on the
    Business 100 Blackboard site
  • Embed library-specific discussions on other
    first-year courses offered through Blackboard
  • Offer virtual office hours through MSN
  • Revise online tutorials with Camtasia

45
Business Students and Additional Library
Instruction
  • Library instruction statistics consistently
    highest for the Business Program (years 1-4)
  • Saw 3000 students in library classes in 2004/05
    year in addition to the 850 BUS 100 students
  • 3 Business librarians
  • Can afford to spend less time with students in
    BUS 100 because well see them all again in 2nd,
    3rd, 4th years when library-based assignments
    play a greater role in program
  • BUS 100 intended to introduce some library
    concepts, and to show a friendly face
  • As a Student Success programnot intended to
    scare them or present assignments that are too
    difficult

46
Arts and Contemporary Studies (ACS102)
  • New BA program Fall 2003
  • 265 incoming students (03 and 04)
  • Arts/Humanities-focused program
  • 14-week required Credit Course

47
ACS 102 (Learning and Developing Strategies)
Course Objectives
  • Assuming that the 21st century will be led by
    those who learn best, the objective of this
    course is to equip students to realize their full
    potential in the program, as well as prepare them
    for life long learning. The course will include
    opportunities for self-assessment, team work,
    application and skill development.
  • Study skills, information literacy/library
    skills, group work survival, time management,
    stress management,, writing skills, self
    assessment, career planning, equity/diversity,
    etc.

48
ACS 102 Library Component
  • Library was part of the curriculum planning
    process from the beginning
  • Faculty identified students as having difficulty
    grasping differences between scholarly and
    popular sources, reasons why one would be used
    over other
  • Also differences between scholarly finding aids
    (databases) and Google

49
ACS 102 Library Component
  • Didnt want to overwhelm the students with every
    possible library research angle
  • 4 hours contact time, plus library assignment
    (other departments got 1 or 2 hours)
  • Low tech approach (no Blackboard)

50
ACS 102 Library Component (Lecture/Presentation)
  • First 2-hour session (265 students)
  • 1 hour presentation on identifying evaluating
    information sources (see accompanying PowerPoint
    presentation)
  • Types of info, relevance, authority, thinking
    critically
  • Small Group exercise divided into groups of
    10
  • Distributed magazine, scholarly journal, web
    site, or newspaper article
  • Assessed their publication using criteria covered
    in presentation (simulating the assignment they
    would be getting)

51
Small Big Group Exercise
  1. Who was this written for? Or Who would read
    this?
  2. Who are the authors?
  3. Publisher or organization?
  4. Where can you find this or buy this?
  5. What does it look like physical
    characteristics?
  6. What distinguishes the magazine/journal/website
    from the other sources?
  7. When and why would you use each type of source in
    your assignments, essays, etc.

52
ACS 102 Library Component (lab)
  • Second 2-hour session (hands-on lab)
  • 8 sections, 30 students (2 librarians and 1 TA)
  • Introduced databases and searching techniques
  • Distributed assignment. Chance for students to
    work on it with librarians

53
ACS 102 Assignment (objectives)
  • Learn to identify scholarly, non-scholarly and
    popular sources
  • Learn to identify biases within writing
  • Learn to identify sources that are not
    appropriate for university papers
  • Learn to use information legally and ethically
    through proper citing and bibliographic style
    guides
  • Learn to use library databases to find articles
    in periodicals

54
ACS 102 Library Assignment
  • Worth 12 of final course grade
  • Topics chosen by librarians (collaboratively with
    faculty) 50 unique topics (2004) (only 5
    people/265 with same topic, no one sharing topic
    in section)
  • Topics pre-tested to ensure scholarly articles
    existed in databases
  • Sample topics feminism and hiphop culture,
    police and racial profiling, conflict resolution
    in schools, sustainable development and
    corporations, film and depiction of race,
    celebrity culture, globalization and nation
    state, animals and mental health (human)

55
ACS 102 Library Assignment (Questions) (see
accompanying Word document for full assignment)
  • What is the purpose of each article or web site
    and/or the authors intent? ( Is the information
    you have found, fact, opinion, propaganda,
    advocacy or commercially oriented?)
  • Who is the intended audience for each article and
    web site?
  • Is information about the author available? What
    are the authors credentials is he or she an
    expert in the field? Are they associated with a
    reputable institution or organization?

56
ACS 102 Library Assignment (Questions)
  • Are statements made by the author supported by
    real evidence, (studies, research, data
    gathering, or is the evidence anecdotal?)
  • Is there a publication date? Does the
    publication date matter to the information? Is
    it current or out of date?
  • Are there any other factors you deem important?
    For example, writing style, grammatical errors,
    cultural perspective, etc.
  • Which source(s) would you use in a research
    paper? Why or why not for each

57
ACS 102 Library Assignment (Questions)
  • 1 week to do assignment
  • Marked by librarians (2004) TAs (2003)
  • Allowed us to determine problems in assignment
  • Marathon sessions together in same room
  • TAs briefed (most did assignment)
  • Class average 7.5/10 (2004), 7.3/10 (2003)
  • 14 complaints about marks

58
ACS 102 Assessment (Library Component)
  • No formal course assessment (pre/post test)
  • Anecdotal evidence Professors (3) and TAs (8)
    very pleased. Student feedback very positive
  • Ryersons experience has been that GPA dips in
    the first term
  • Students in the ACS program showed an increase in
    GPA

59
ACS 102 Assessment (Library Component)
  • Fall 2005 ACS Faculty member (Psychology) to
    administer a series of scales (pre/post tests,
    tracking students throughout 4 year program)
  • Includes emotional intelligence, reading skills,
    beliefs around failure, academic resourcefulness,
    information literacy, student success, etc.

60
ACS 102 Best Practices
  • Front load the program (offer it in first term or
    first year) First six weeks critical YES
  • Small class size--no more than 25 students
  • Course should be required (vs. elective)
  • Course should carry academic credit that applies
    toward graduation
  • Collaborative effort. Should involve Library,
    student support services, Writing Centre, etc.
  • YES
  • 30 students/section
  • YES
  • YES
  • YES

61
Where to? Challenges.
  • More student success courses?
  • New General Science (BSc) starts Fall 2005.
    Looking at starting a student success course for
    2006. Director on side, some faculty resistance
  • Workload issues (faculty, librarians, students)
  • Getting everyone together Collaborative issues
    with departments services
  • Distance Education? Continuing Education?
    (Camtasia, Macromedia Breeze, Virtual Office
    hours)
  • ASSESSMENT (library component and overall course)

62
A Selection of Other Library/Ryerson Community
Collaborative Efforts
  • Foundations of Social Work Tutorial
  • http//www.ryerson.ca/library/tutorial/sw/
  • Ryerson Academic Integrity Model
  • Campus-wide initiativeresources for students,
    faculty, parents (all web-based). Will be
    branded, heavily publicized.
  • Graphical online tutorial for students, with
    quizzes
  • In time, may be mandatory upon entry to Ryerson
  • Library asked to chair Planning Committee
    Director of Provosts Office, Student Services,
    Learning and Teaching Office, Digital Media
    Office
  • www.ryerson.ca/acadcouncil/acadintegmodel.pdf

63
Contacts
  • Don Kinder
  • Coordinator, Library Education
  • Ryerson University Library
  • dkinder_at_ryerson.ca
  • Bob Jackson
  • Manager, Ronald G. Besse Information and Learning
    Commons
  • Ryerson University Library
  • bjackson_at_ryerson.ca
  • www.library.ryerson.ca
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