Browsing by Author "Piekart-Primiano, Amanda"

Now showing 1 - 2 of 2

Doing the Honors: Designing a Curriculum for a Year-Long Thesis Project
(Association of College and Research Libraries, 2017) Piekart-Primiano, Amanda; Regan, Matthew; Sacharow, Lily
The personal librarian approach enables a deeper level of one-on-one contact with students beyond the typical reference interaction, and is often employed for student groups who may benefit from more targeted library services, such as student athletes, developmental education students, and international students. Honors students are another such cohort. The Honors Program at Berkeley College offers students the opportunity to participate with a group of their peers who are focused on pursuing a more academically rigorous path than what is ordinarily expected of undergraduate students. Students are admitted to the program either as freshmen or as continuing upperclassmen. Three components of the Honors Program are community service, advanced honors seminars (three courses taken during an academic year), and scholarship. Librarians support the third objective, which takes the form of a scholarly research paper on a topic of each student’s choice, written during the upper-level seminars and typically twenty to fifty pages in length.
Interactive eLearning: Designing the Immersive Course-Integrated Online Library Orientation
(2018) Regan, Matthew T.; LaBrake, Matthew; Piekart-Primiano, Amanda
This chapter addresses the creation of an online learning object built to engage and orient students to library resources, spaces, and support services. Developed in Articulate Storyline, the orientation follows two student characters as they navigate a virtual library environment. As students progress through three nonlinear modules, they are immersed in a variety of interactive learning activities where they must click, hover, drag, drop, and explore to proceed. They learn by listening, reading, and interacting with the content through scenario-based activities. Through collaboration with faculty and administration, and the employment of instructional design practices using the ADDIE (analysis, design, development, implementation, and evaluation) model, we ensured that the learning object was student-friendly and clearly aligned with course objectives. Now integrated as a mandatory component of our First-Year Experience seminar, assessment data demonstrates that students are truly engaged throughout the learning experience and have developed a more nuanced understanding of the role of libraries and librarians.