where writing meets research: collaboration for student success
TRANSCRIPT
Where Writing meets Research:
Collaborations for Student Success
2015 Innovations Conference, Boston, MA
March 2015
College of Southern Nevada
Robyn Rohde–Manager, Writing Center
Beth Schuck– Director of Libraries
What we will share today:
• Overview of our partnership including goals
• A role play of current service model
• Share lessons learned
• Gather your ideas and feedback on our
model
Overview of College of Southern Nevada
• Large Urban Community College
• 3 main campuses plus online & 6 sites
• ~ 19,150 FTE / 37,000 Head Count
• Ethnically Diverse Institution
• HSI and MSI designations
March 2015
Writing Center and Libraries are part of the Office of Academic Success
Overview of the Partnership:
• Saw a need based on Writing Center stats and a
disconnect between research and writing in student
approaches to assignments
• Saw a need for cross-training in research help in
Writing Assistants
• Desire to mutually support student success via a
partnership
Overview of the Partnership:
• Implemented WC in the Library in Fall 2013 (3
semesters, on the 4th)
• Three models have been tried
• Writing Assistants in Study Room
• Writing Assistants at Reference Desk
• Writing Assistants Roaming and Reference Desk
• Students seeking assistance are served by
both/either of the staff (Librarians/Writing Assistants).
• WC and Library staff now partner on other projects.
Model 3 – Roaming
• Increased student visits 108.6%
• 23 visits to 48 visits in Spring 2013 to
Spring 2014 Comparison
Goals for the Partnership:
1. A close, collaborative relationship with the Librarians
so that we might learn from each other, provide
support for each other, and work together to improve
the quality of support provided to student writing and
research
2. Cross-training for Writing Assistants to learn more
about research, how to help students with research,
and what is available to students as resources in the
library.
Goals for the Partnership:
3. Increased awareness of what each service does so
we know when and how to refer
4. Catch and help students in earlier stages of the
Writing Process
5. Increase student visits to the Writing Center at an
earlier stage of the Writing Process
Positive Results of the Partnership:
1. 165 student visits have occurred in WC in the Library
.45% of WC visits are WC in the Library
2. 507 visits to WC came from students who first heard about the
WC through WC in the library or WC/Library Presentations
3. APA/MLA Guide Collaboration
4. Librarians creating a tailored CRLA Level II training for Writing
Assistants and Tutorial Services
5. Collaboration on Cite Right Workshops
Did we meet all of our goals?
Cross-Training
The library staff are especially knowledgeable about all the databases and their
functions, topics, and uses. I've learned a lot just from overhearing their interactions
and recommendations to students. Just today, I introduced a student to a CRJ
resource that I learned about from one of the library staff.
Referrals
The library staff is really good about referring students who have questions about
development. A few times, librarians have brought students to me after working with
them on research, and I think this has been really helpful because it helps the
students see that writing is a process.
Did we meet all of our goals?
Catch and help students in earlier stages of the Writing Process
The fact that we're at the reference desk, rather than in a little room, has really
helped our exposure. My usual response to "do you work here?" is "I work at the
Writing Center, but I can help you with that." Often, this leads to the "We have a
Writing Center? What is that?" and a discussion about who we are, what we do, and
why the student should come in. I think these types of exchanges happen because
we're now in such a central location in the library.
Increase student visits to the Writing Center at an earlier stage of the Writing Process
I think this goes along with the second #2 - 'increased awareness'. If we can continue
to funnel students from the librarian at the reference desk directly to the Writing
Center person at the same desk, they leave with not just an idea of how to use the
databases, but a real plan of action for their research papers. I hope we can keep
working on this together!
Brainstorming6%
Topic Selection
0%
Research1%
Prewriting2%
Outlining4%
Draft Revision 84%
Other3%
Brainstorming30%
Topic Selection4%
Research10%
Prewriting3%
Outlining3%
Draft Revision 30%
Other20%
In the Writing Center (Fall 2013 to Present)
Writing Center in the Library(Fall 2013 to Present)
.Example with
Assignment rubric
Our TurnGuidelines for the Biology 196
Laboratory Research Paper
• topic of your choice within the field of
biology (sample topic: Stem cells used in
dentistry)
• minimum of four pages typed, double-
spaced.
• APA Format with Abstract
• 1 of 4 peer-reviewed journal articles
must be no more than four years old as
your main source.
• Other journal articles and scholarly
sources may also be used.
• Sources that cannot be used include, but
are not limited to: encyclopedias,
wikipedias, textbooks and random
webpages. If you are uncertain of a source,
ask your instructor.
.
Your Turn
Would this work at your institution?
How might this benefit your students?
What hurdles might you experience with this type of
program?
What else should we consider?
Lessons Learned
• WC and Library
staff learned a lot
from working side
by side.
• Student research
and writing
happens
everywhere.
• Some students wish
the WC was always
in the library.
• Doing co-branded
workshops is an
effective way to
promote services.