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PROJECTS FUNDED FOR

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PROJECTS FUNDED FOR Powered By Docstoc
					               PROJECTS FUNDED FOR
     LIBRARY AND LEARNING RESOURCES PROGRAMS
                     1997-2000



TABLE OF CONTENTS
                     Project Title                 Project Directors        College
FUND FOR STUDENT SUCCESS (FSS)
1.  Integrating Information Competency in the    Leslie Mosson          Allan Hancock
    California Community Colleges Curriculum
2.  Intersegmental Joint Faculty Project on      Ruth Sison             Diablo Valley
    Information Competency
3.  Basic Skills/ESL Institutionalization        Carol Bartlett         Diablo Valley
4.  Information Competency in Allied Health      Shuk Chun Au-Yeung     Gavilan College
5.  Information Competency Project               Michael Colling        Glendale
6.  Using the Web to Integrate Information       Jeri Resto             Cuyamaca
    Competency into the General Education
    Curriculum
7.  Information Competency Program of Santa      Luis Pedroza and       Santa Ana
    Ana College                                  Matthew Saxton
8.  Information Competency Project               Ed Noroda and Elaine   Shasta
                                                 Crowe
9.   Integrating Information Competency in the   Nancy Finney           Sequoias
     California Community Colleges Curriculum
                  Integrating Information Competency in the California
                  Community Colleges Curriculum
                  Leslie Mosson, Allan Hancock


                                                ABSTRACT


         Allan Hancock College is committed to promoting information competency across our curriculum
and in the local high schools. Students entering our college do not have the information skills necessary for
college or work success or to support their lifelong learning. We want to ensure that students gain these
skills while at AHC and that more students come to the college from the local schools with some basic
competency.

        Our specific plan is a program with two phases. In phase I, library staff will teach the
“unchanging” principles or “fundamentals” of information competency. These “across the curriculum”
competencies include subjects such as choosing the most appropriate source for an information need and
Boolean logic. The phase I course will be offered in three media:

         1) Instructor-guided with exercises,

         2) Self-paced with workbook and exercises, and

         3) Internet-based with exercises.

         In the second phase students in a variety of courses from across the curriculum and in classes at
         the local high school(s), use a variety of research tools as they perform increasingly complex
         practical exercises and research assignments.




                                                TIMELINE


         KEY PROJECT DATES AND ACTIVITIES INCLUDE:


                                                   ACTIVITY                             DATE
                             Develop and implement comprehensive project plan           8/23/99
                             Select six college faculty and courses for pilot            9/7/99
                             Select two local high school faculty to participate in    12/10/99
                             pilot
                             Develop competency list indicating desired student        11/29/99
                             outcomes
                             Identify essential student prerequisites                 11/29/99
                             Develop learning objectives                              11/29/99
                             Create syllabus for Phase I course                       11/29/99
                             Complete interim project report                           1/30/99
                             Develop curriculum materials                              5/24/99
                             Conduct “pilot” course                                   Fall 2000
                             Evaluate curriculum materials                            12/21/00
                             Refine curriculum materials                               3/27/01
                                    STable: For more detailed timeline, see the Grant Agreement.
Student Success Grant 98-0129
Intersegmental Joint Faculty Project on Information Competency
Ruth Sison, Projector
http://voyager.dvc.edu/~rsison

Abstract: In order to fulfill its strategic plan to “improve information literacy to a
broader number of diverse student porgrams,” Diablo Valley College recognized the
need to create a comprehensive informational competency program that will heighten
student success. The proposed Intersegmental Joint Faculty Project for Information
Competency will provide the opportunity for a group of intersegmental faculty to
structure essential discussions to develop a district Information Competency Plan.


------------------------------------------------------------------------------------------------------------


Student Success Grant 98-0131
Information Competency Expansion Project
Ruth Sison, Project Director

Abstract: The Information Competency Expansion Project is an outgrowth of the
foundational document, Information Competency Plan for the California Community
Colleges. Diablo Valley College is an initial stage in its advocacy for information
competency. Developing a more comprehensive approach to teaching students about
library information resources will improve.
                                                  APPLICATION ABSTRACT

RFA No: 98-0131                RFA Title: Integrating Information Competency in the CCC Curriculum

Project Title: Information Competency in Allied Health
Shuk Chun Au-Yeung, Gavilan College


Project Description:

                                               Information Competency in Allied Health

While Labor Department studies identified information as one of the five competencies needed for job performance, students entering
California community colleges do not possess the information skills necessary for a successful collegiate or vocational experience.

Presently, the world’s scientific information doubles every five years. Many of the fastest growing occupations are health services.
The Internet is an effective way in accessing timely health information. However, the information might be obsolete or inaccurate,
contributing to the public’s misunderstanding of consumer health issues. Sorting through the mass of information demands critical
evaluation skills.

In our proposal, the Allied Health and Library faculty will work together to revise the curriculum of the Allied Health program. 25
courses will be designed to include an information competency component, thus vertically and horizontally integrating information
competency practices across the Allied Health curriculum. Our proposal aims to a) develop alternative approaches to integrated
instruction models, b) evaluate the models, c) institutionalize integrated courses and d) develop a planning “template” incorporating a
implementation plan, a facilities plan, a training plan and an evaluation plan for use by other colleges.

Nursing students will learn information competency skills to research complex health questions and understand “electronic literacy
and access,” thus impacting directly and positively upon student success and course completion.

Gavilan College was the Project Contractor for the Information Competency Plan, which this RFA is based upon. This
enthusiastically supported proposal meets all of the six goals of Gavilan College Strategic Plan.
                 FUND FOR STUDENT SUCCESS, 1999-2000
                      Integrating Information Competency
               in the California Community Colleges Curriculum

            Information Competency Program of Santa Ana College
                       Report to Carolyn Norman, Project Monitor
                                   November 4, 1999

                     Prepared by Luis Pedroza and Matthew Saxton
                          Nealley Library, Santa Ana College
                                 1530 West 17th Street
                             Santa Ana, California 92706
                           (714) 564-6710; (714) 564-6729


Abstract:

This project will bring together faculty from both the library division and other divisions
on campus to begin an effective dialog regarding information competency and how to
infuse and integrate these skills into the curriculum of the college. This will be
accomplished primarily through the use of interactive online tutorials, a review of the
effectiveness of current “research” assignments in terms of how well they require
students to practice these skills, and establishing regularly scheduled workshops for all
faculty each semester. Student achievement will be measured through the use of pre- and
post-testing to assess improvement. Outcomes of this project include improvements in
students’ information seeking abilities, establishing a focus and a forum within the
college to address the importance of information competency in the curriculum, and
providing a model for other community colleges to adopt or adapt.
                                   Application Abstract


                                      Integrating Information Competency in the
RFA ID No: 93-0131________RFA Title: California Community Colleges Curriculum

Project Title: Developing and Implementing Information Competency Courses and Course Modules at
              College of the Sequoias

Project Description:




        College of the Sequoias is located in a region with one of the highest
        unemployment rates in the nation; approximately one in five residents of the two
        county area receives some form of welfare. This makes us especially aware of
        our responsibility to prepare students with the information competency skills
        necessary for success as transfer students and success in the work place.
        Unfortunately, library staff and budget constraints have not allowed us to develop
        the information competency courses within the Library’s curriculum, which
        would address these needs. The same constraints have kept us from developing
        information competency course modules which can be incorporated into course
        work across the disciplines.

        Our project proposes the development and implementation of course modules to
        be incorporated in nine Child Development courses leading to the Child Care
        certificate, in three ESL courses, and in a minimum of three IT courses. We also
        propose the development and implementation of a distance learning version of our
        Library 101 course and of a third course in our Library information competency
        course sequence, Library 103, which would provide our students with the three
        units of transferable information competency courses. Grant funding would allow
        us to teach this sequence of Library courses during Spring 2000. We believe
        these curriculum models and instructional related activities will directly impact
        student success at COS and can serve as a model regionally and throughout the
        state.

        Our target groups for 99/2000 are students enrolled in vocational certificate
        programs and students enrolled in ESL courses.
  SHASTA COLLEGE LIBRARY INFORMATION COMPETENCY PROJECT
                         ABSTRACT

           LIBRARY-FACULTY PARTNERSHIPS FOR INTEGRATRATING
     INFRORMATION COMPETENCY INTO THE SHASTA COLLEGE CURRICULUM

This project introduces students to information competency skills through instructional modules and
follow-up assignment geared to the subject area being taught. Instructors and librarian s collaborate to
design the module and the assignment for at least 25 courses. They will determine the topic/focus of the
instruction session, the skills to be emphasized, and the specific information resources to be used. This
project expands traditional library use instruction beyond general tours to include subject-specific
instruction appropriate to individual courses.

Instructors from classes that represent a mixture of vocational, general skills and transfer courses and from
courses taught at the main Redding campus, via ITV (Instructional Television) and at Extended Education
sites will be encouraged to participate.

Staff development will be an ongoing focus of the project, in order to inform college faculty of the value of
information competency instruction and the feasibility of integrating it into Shasta College courses.

Portable computer and projection equipment will be purchased to allow for classroom presentations outside
the library and at off-campus class sites.

Curriculum will be permanently updated by the inclusion of objectives relating to information competency
skills in official course outlines.
                        Shasta College Library Information Competency Grant

Shasta College faculty and administration will gain awareness of the need to integrate information
competency into the curriculum through Staff Development Activities. Activities will include Flex
Day speaker presentation, two workshops presented by library staff, articles published in the campus
newsletter and the Project Librarian’s sharing examples of methodologies and program implementation
models, and sample materials two or more campuses with ongoing information competency programs.

Twenty-five or more instructors will partner with Project Librarian during the 1999-2000 school
year by the end of September 1999. Thirty-three percent (33%) of instructors who have agreed to partner
with Project Librarian will be teachers of vocational and economic development classes.

One complete portable computer projection system will be available for presentations by December
1999. This equipment is needed to make presentations to classes outside the library building on campus
and at Extended Education sites. The library building lacks an instructional room.

Course-related information competency instruction and activity plan will be finalized and
documented for 25 partnerships by the end of December 1999. The Project Librarian will discuss
subject specific resources to be introduced to the class, nature of follow-up activity and assessment
procedure. Brief description of the library resources to be introduced, activity plan, and assessment
methods will be recorded for project files.

Students from 25 or more courses will have participated in information competency training via
library instruction by the end of May 2000. The students will have demonstrated their degree of mastery
of information skill taught through assignment activity that follow library instruction by the end of May
2000. Instructors will have evaluated the students’ work, considering mastery to equal a passing
assignment grade.

Project Librarian and Faculty partners evaluate and share project results with the Shasta College
campus and the California Community College System
Campus awareness of the project has increased as a result of monthly articles written by Project Librarian
from October 1999 to June 2000 in Staff Notes campus newsletters. Additional instructors teaching will
different courses partner with Project Librarian, or use models developed by initial 25 partners. Local
media publicize Shasta College’s Information Competency project based on press releases sent by Project
Librarian. California librarians attending the November 2000 California Library Association Annual
Conference learn about Shasta College’s Information Competency project through poster session developed
by Project Librarian. Project Librarian sends four quarterly reports to California Community Colleges
Chancellor’s Office from September 1999 through June 2000.

Instructors will integrate information competency skills into course objectives and activities as a
permanent part of the curriculum. It is anticipated that these skills will be added to first-day handouts of
25 courses or more, at least 33% of which will be courses in the are of vocational and economic
development.
                          Shasta College Information Competency Project
                                       Impact and Significance
                  A model project for use by small, rural community college libraries

           The majority of students at Shasta College today, whether enrolled in Auto Mechanics or English
1A, routinely have assignment that require electronic database searching, navigating Internet websites,
using email and chat to critique group projects, locating resources in an online library catalog, or finding
statistics about local area. Students must possess technological abilities and critical thinking skills to
retrieve and evaluate accurate, reliable, and pertinent information. These are all information competency
skills that will also be necessary for success after the college experience, whether in the workplace or in
everyday life.

Faculty and staff need opportunities to learn about information competency skills.

         “Information competency” is relatively new terminology at Shasta College, by the College had
demonstrated a long-standing, campus-wide commitment to innovative instruction, up-to-date educational
technology, staff development and student success. Tour campus is rurally isolated, 220 miles north of San
Francisco, which limits travel for staff development outside the area. Shasta College faculty need to
introduced to the statewide efforts of the Academic Senate and California Community College Chancellor’s
Office to integrate information competency skills into local college curriculum.

Instructional activities that teach students information competency skills need to be developed.

          Many instructors already include training in information competency skills in their courses
without being aware of the definition of information competency. With a greater understanding of
information competency theory, instructors can foster these skills through their inclusion in course outlines.
Collaboration with librarians can assist the instructor in making the information competency instruction
specific to the subject area taught, and ensure the inclusion of current technological applications.

Skills taught need to be transferable to after-college environments.

          Workplace preparedness and transfer to four year institutions is a main focus of many Shasta
College courses. Each semester more than 10,000 students are enrolled in our courses. Each year about
3000 students who have attended the college continue their education at higher institutions; another 300
students transition to work with an AA degree. The three counties in the Shasta College District have one
of the highest unemployment levels in California. There were over 1,600 CalWorks student clients
enrolled in Shasta College classes during Fall 1999. Whatever the goal of the student, information
competency skills will be central to the success of workers who need to continuously update their skills and
knowledge.

Measurable outcomes need to be developed to assess the effectiveness of information competency
instruction.

         Faculty who teach information competency skill need to determine which assessment measures
accurately reflect student mastery of the skills.
                  SHASTA COLLEGE LIBRARY INFORMATION PROJECT GRANT


                                              EVALUATION
The project will be evaluated based on the degree to which Objective 1-8 in the Shasta College Grant
Application Annual Workplan, pp. 5-12, have been met.



                                             DISSEMINATION

The results of this project will be shared with campus staff by articles written in the campus newsletter,
Staff Notes, and Network for Professional Growth workshops.

The results will be shared statewide with the California Library Association at the Fall 2000 Conference,
the California Community Colleges Chancellor’s Office, the California Clearinghouse on Library
Instruction, and on the California Community College Information Competency website.

We will also post material on our own Shasta College Library webpage http:// library.shastacollege.edu

All final products, materials, or documents will be disseminated review and approval by the Chancellor’s
Office Project Monitor.

				
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