1. Copyright Suzanne Gray, William Shell, & J. S. Dunn, Jr. 2009
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2. 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

3. 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

4. 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

5. 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

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

12. 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

13. 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

14. 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

15. 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

16. 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

17. 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

18. 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

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

20. 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)

21. 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)

22. 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)

23. 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)

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

25. 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

26. 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

27. 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.)

28. 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

29. 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

30. 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

31. 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

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