EXTENDING AND IMPROVING YOUR ONE-SHOT WITH GOOGLE FORMS Prof. Neera Mohess Queensborough Community College nmohess@qcc.cuny.edu 718-281-5067 2019 LILAC Spring Training Add to Your Methodology Toolkit: From Reflective to Participative Action Friday, June 7th, 2019 12:30 p.m. to 4:00 p.m. CUNY Central 205 East 42nd Street

WHAT & WHY? WHAT? A simplified, streamlined form of pre and post assessment for one-shots, thanks to Google Forms WHY? Extends the one-shot outside the boundaries of the library class Can get direct student feedback regarding what research skills they say they need, and provide follow-up assistance. Form questions serve as a soft “push” for professor to discuss the assignment with students and set them up for the class (brainstorming keywords/topics etc.)

HOW? Link to pre-class Google Form given to professor before library session.

PRE-CLASS GOOGLE FORM - Survey responses sent to professor before class He/she can see where students are at, in preparation for class

LIBRARY CLASS PREPARATION ADJUSTMENTS TOPICS I INCLUDED B/C OF STUDENT RESPONSES (wasn’t originally going to) 4 students asked about creating thesis statements DURING CLASS: Thesis Statement exercise in the Research Process booklet 9 students wanted to know about how to write the research paper; they seemed to be folding all aspects of the research/writing process into one Discussion that there are stages to research and writing and they are at the beginning of that process Distinguished between what they would learn in this class and what they would learn in their future Writing Center session

POST-CLASS FOLLOW UP Link sent to professor just before or around when the research project is due. The lag time gives students an opportunity to practice research skills and report back.

POST-CLASS FOLLOW UP GOOGLE FORM

POST-CLASS GOOGLE DOC - Answers to student questions raised on the follow- up Google Form. Link sent to professor to share with students.

ADVANTAGES TO USING GOOGLE FORMS IN THIS MANNER Can adjust class content to align with student needs prior to session, and can follow up with student questions after they’ve done some of their own research Can convey student concerns to faculty member both prior to library session and after Hard for students to internalize knowledge if you’ve only heard it once - can repeat points and cover additional topics students ask about in the post-class Google Doc Can serve as informal (and perhaps formal?) assessment of teaching Student responses serve as concrete demonstrations of teaching ability - can be added to tenure-track folder Faculty really like it!