Meeting the student learning imperative: Supporting and sustaining collaboration between academic libraries and student services programs

Walter, Scott; Eodice, Michele

doi:10.1016/j.resstr.2006.11.001

Cited by 21 publications

(8 citation statements)

References 8 publications

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“…According to Walter and Eodice (2005) (ACPA, 1996, p. 1). These terms are used interchangeably throughout the SLI in order to explain the intent of student learning both inside and outside of the classroom.…”

Section: Principles That Guide Student Affairs Workmentioning

confidence: 99%

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A Study on Job Satisfaction among Campus Recreation Administrators at Four-Year Public and Private Institutions

Kaltenbaugh

2009

Recreational Sports Journal

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The primary purpose of this study was to investigate aspects of the job that influence job satisfaction among campus recreation administrators. Job satisfaction was measured by the Job Satisfaction Survey (JSS) which consisted of nine subscale measures that relate to employee job satisfaction and strongly examines perceptual and attitudinal variables (Spector, 1997). Participants, consisting of 104 campus recreation administrators, were affiliated with the National Intramural Recreational Sports Association (NIRSA). According to the data, the degree to which campus recreation administrators are satisfied with their job is significant in two subscales. Results from this research suggest that supervision and nature of work were the two highest ranking measures of job satisfaction among campus recreation administrators at 4-year institutions. The second part of the Job Satisfaction Survey requested demographic information. Results from this research suggest that the demographic information was not significant to explain the overall level of job satisfaction.

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Section: Principles That Guide Student Affairs Workmentioning

confidence: 99%

“…According to Walter and Eodice (2005), the campus recreation profession uses student learning and engagement initiatives to provide direction for the profession. Integrating these initiatives permits campus recreation administrators more effective interaction with students (Blake, 2007).…”

Section: Campus Recreation Administratorsmentioning

confidence: 99%

A Study on Job Satisfaction among Campus Recreation Administrators at Four-Year Public and Private Institutions

Kaltenbaugh

2009

Recreational Sports Journal

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“…9 I have written before about the ways in which academic libraries and student affairs programs developed complementary foci on collaborating with academic programs and demonstrating impact on student learning across the curriculum and co-curriculum over the past two decades. 10 Our shared interest in assessment that demonstrates that impact and improves professional practice is another example of this trend.…”

Section: Collaboration Of Academic Libraries and Student Affairs Progmentioning

confidence: 99%

Assessment is everywhere: Sharing assessment information and initiatives at DePaul University

Walter¹

2014

crln

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“…Walter and Eodice (2005) caution that it is important for librarians to work with colleagues to find "common language through which learning objectives can be defined" (p. 220). Librarians, who are used to partnering with faculty, may be unfamiliar with the learning objectives of student support services.…”

Section: Working With Professors and Cross-campus Support Servicesmentioning

confidence: 99%

Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

Raven¹

2012

EBLIP

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the terms of the Creative Commons-AttributionNoncommercial-Share Alike License 2.5 Canada (http://creativecommons.org/licenses/by-nc-sa/2.5/ca/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly attributed, not used for commercial purposes, and, if transformed, the resulting work is redistributed under the same or similar license to this one. AbstractObjective -The project sought to understand the research expectations of first-year students upon beginning university study, and how they differed from the expectations of their professors, in order to provide more focused instruction and work more effectively with professors and student support services.Methods -A survey of 317 first-year undergraduate students and 75 professors at Mount Saint Vincent University in Halifax, Nova Scotia, was conducted to determine what each expected of first-year student research. Students were surveyed on the first day of the term in order to best understand their research expectations as they transitioned from high school to university. Results -The gulf between student and professor research expectations was found to be considerable, especially in areas such as time required for reading and research and the resources necessary to do research. While students rated their preparedness for university as high, they also had high expectations related to their ability to use nonacademic sources. The majority of professors believed that students are not prepared to do university-level research, do not take enough responsibility for their own learning, should use more academic research sources, and should read twice as much as students believe they should.Evidence Based Library and Information Practice 2012, 7.3 5 Conclusions -By better understanding differing research expectations, students can be guided very early in their studies about appropriate academic research practices, and librarians and professors can provide students with improved research instruction. Strategies for working with students, professors, and the university community are discussed.

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Meeting the student learning imperative: Supporting and sustaining collaboration between academic libraries and student services programs

Cited by 21 publications

References 8 publications

A Study on Job Satisfaction among Campus Recreation Administrators at Four-Year Public and Private Institutions

A Study on Job Satisfaction among Campus Recreation Administrators at Four-Year Public and Private Institutions

Assessment is everywhere: Sharing assessment information and initiatives at DePaul University

Bridging the Gap: Understanding the Differing Research Expectations of First-Year Students and Professor

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