Abstract
When dealing with an established course, instructor, or both, change can be a risky endeavor. Ill-content to rely on methods that have grown outdated, however, the University of South Florida (USF) librarians are expanding the use of new techniques to deliver instruction and assess impact before, during, and after the session by flipping elements of instruction in order to make more effective use of class time. These efforts are targeted specifically to gateway/capstone courses (including a required course for USF Marketing majors), sessions which have long been taught using traditional, lecture-style methods at the faculty member’s request. By using clear communication, starting small, and emphasizing the added benefit to students and their success, librarians at USF have been able to maintain the traditional library instruction objectives and the relationship with the faculty member(s), while developing more specific and measurable instruction goals and assessments.Learn how two librarians implemented flipped teaching methods to revitalize instruction, which, unexpectedly, improved faculty relationships. Discussion will focus on tools for assessing the performance of students who participated in revamped sessions and will offer participants a methodology for replicating the process at their institutions.
Original language | American English |
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State | Published - Aug 12 2016 |
Event | ALA BRASS Lightning Talks - Online Duration: Aug 12 2016 → … |
Conference
Conference | ALA BRASS Lightning Talks |
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Period | 8/12/16 → … |
Disciplines
- Library and Information Science