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Learning at the Intersections: Integrating Support for Research, Writing, and Technology Suzanne Gray, Assistant Professor & Information Literacy Librarian William Shell, Director of Academic Technology and Computing Services J. S. Dunn, Jr., Assistant Professor & Associate Director, First-Year Writing Program EDUCAUSE Learning Initiative - January 22, 2009

Today’s Session Briefly introduce the Academic Projects Center Explain how the concept was developed Describe the interaction between cultures of the organizations involved in the project Share what we have learned thus far about intersections between our disciplines and student learning Describe future directions and challenges Questions

What is the APC? Point-of-need, one-to-one help facility that provides assistance to students working on academic projects Research, writing, & technology assistance available within the same facility

How do we help students? No appointments, drop in help only 1024 requests for help fall term (24 hr/wk) Currently, the demand for writing support is strongest

Where is the APC? In a 500 square-foot former classroom In the University Library

Why the APC? Many students at Eastern need additional academic support First-generation college students Returning & transfer students Students from high schools which lacked focus on college preparation Allows us to take a more holistic approach to supporting students’ academic work

Why the APC? Reference librarians can work with students one-on-one in more depth than at the reference desk Having writing support in the library makes it easier for students seeking writing help to obtain research help Point-of-need instruction on technology offered as a new service

Who uses/staffs the APC? Primary audience is students, but all from the EMU community are welcome Center is staffed by Librarians Writing Consultants Technology Assistants Volunteer coordinators for each of the content areas

Who are the partners involved in the APC? Academic Technology and Computing Services University Library University Writing Center First-Year Writing & Writing Across the Curriculum Programs

When did the APC begin? First conceptualized in the Fall 2006 Discussions with partners began Winter 2007 Launched for trial term in Winter 2008 Began 3rd term of operation, Winter 2009 Open only September through April due to funding constraints

How was the APC developed? Idea for a combined support facility based on the needs for academic support on campus Developed proposal to claim a repurposed space Began discussions with partners about participating

How was the APC developed? Did not seek additional funding or approval for the project at the division level Met with principles to determine Service mix Staffing Hours of operation

Process (Composition/ Writing) Cultural Contrasts Support (Technology) Service (Library) APC Negotiated Values Process (Composition/ Writing)

Culture of Service Service (Library) Students should have access to help whenever and where ever they need it, and we should do everything that we can to provide it Librarians try to teach everything they can in the brief opportunities that they have to work with students Focus is on helping in whatever way possible – will help even if not “expert” in a particular area Service (Library)

Culture of Support Support (Technology) Emphasis on supporting software and hardware Moving toward supporting users “Supporting” means knowing about the software and hardware comprehensively – consultant is the expert Support (Technology)

Process (Composition/ Writing) Culture of Process Students are writers, with all the opportunities and responsibilities that follow  Writing entails processes of meaning making and rhetorical adaptation as well as attention to language conventions and mechanics Writing instruction develops better writers over time, although not always better writing immediately Process (Composition/ Writing)

Process (Composition/ Writing) Culture of Process Writers use literacy to participate in communities of practice, not just to construct texts Writing calls for conscious, strategic decision-making, not merely following absolute "rules“ – consultants serve as facilitators Process (Composition/ Writing)

Process (Composition/ Writing) Cultural Contrasts Support (Technology) Service (Library) APC Negotiated Values Process (Composition/ Writing)

APC Negotiated Values Values emerging thus far: Focusing service on what we can do for students as opposed to what we can’t do Teaching students to “fish” as opposed to passing out fish Focusing on the process of learning rather than the product Integrating technology with learning

Lessons Learned: Writing Consultants Recognize that problems with "writing" often result from challenges with conducting research or using technology Consider the assumptions that assignments make about research and technology use as well as literacy Appreciate the effects that struggles with technology can have on students' attention to writing

Lessons Learned: Writing Consultants Have opportunities to speak informally with consultants from the other fields on an ongoing basis; this dialogue helped writing consultants look beyond their immediate explanations for students' writing problems Refer to their tutoring experience when discussing issues of literacy education in their work as teachers, graduate students, and prospective members of their home disciplines (rhetoric, literature, English education, etc.)

Lessons Learned: Librarians Learning to ask questions to evoke student learning by observing the writing consultants Developing an understanding of the philosophy of the writing consultants’ approach – not editing papers, but working with students to help them become better writers Students benefit from talking about their assignments – helps them to figure out their research strategies/needs “Inadvertent cross-training” has occurred, particularly in regard to technology Boundaries are not clear between writing and research help since both processes are interwoven

Lessons Learned: Technology Consultants Learning from other partners, transition from support of things to support of people Identify potential technology support students who embody appropriate skills and perspective Best assistants may already be partners with other areas

Future Directions/Challenges Funding Need to expand hours of operation Investigate external grant funding Educating Building awareness about the services and the role of the APC Help faculty to appropriately utilize our service Better define the role of technological fluency in the context of the undergraduate experience

Future Directions/Challenges Assessment Currently collect very basic usage data Developing online evaluation form/database to assess student experience Working with University of Michigan School of Information graduate class to assess overall outcomes of the service Managing Ongoing cultural differences Working across organizational boundaries

Questions? APC Website: http://www.emich.edu/apc/ Suzanne Gray – sgray17@emich.edu William Shell – wshell@emich.edu J.S. Dunn, Jr. – jdunnjr@emich.edu