These pages are designed to organize resources for SMC Instruction Librarians.
Active: Br. Richard Lemberg, Elise Wong, Gina Kessler Lee, Josh Rose, Linda Wobbe, Margaret Brown-Salazar, Martin Cohen, Patty Wade, Sarah Vital, Sharon Walters, Suellen Cox, Sue Birkenseer. Non-Active: Pat Kreitz & Hannah Thomas Faculty Liaisons -- Librarian Liaisons
III. Five Year Plan
V. Program Review -- Library Resource and Information Literacy Review
VI. Peer to Peer Mentoring Project
2.2a Baccalaureate programs engage students in an integrated course of study of sufficient breadth and depth to prepare them for work, citizenship, and life-long learning. These programs ensure the development of core competencies including, but not limited to, written and oral communication, quantitative reasoning, information literacy, and critical thinking. In addition, baccalaureate programs actively foster creativity, innovation, an appreciation for diversity, ethical and civic responsibility, civic engagement, and the ability to work with others. Baccalaureate programs also ensure breadth for all students in cultural and aesthetic, social and political, and scientific and technical knowledge expected of educated persons. Undergraduate degrees include significant in-depth study in a given area of knowledge (typically described in terms of a program or major).
GUIDELINE: The institution has a program of General Education that is integrated throughout the curriculum, including at the upper division level, together with significant in-depth study in a given area of knowledge (typically described in terms of a program or major).
Learning Goal: Through the core curriculum, students will gain an understanding of the standards by which information is evaluated in society. Students will learn to judge the authenticity, validity, reliability, and originality of the sources of information they use. They will be able to do the research necessary to weigh evidence objectively in traditional and electronic formats.
Learning Outcomes: With increasing proficiency, students will
- Develop search strategies and use library catalogs and databases to find relevant material; and
- Critically evaluate sources; and
- Integrate and cite evidence appropriately. In addition, students will
- Understand the concept of intellectual property and practice academic honesty.
III. Undergraduate Institutional Learning Outcomes (link coming soon!)
Scholarly Research and Information Literacy
-- understands when information or research is needed;
-- acquires and critically evaluates data, information, and research appropriate for the field;
-- makes appropriate and ethical use of data, information, and research in projects, papers or performances.
Link to documents that identify: Program Learning Outcomes, Designated Courses with IERP Learning Outcomes, Assignment(s) with IERP components, How the IERP is being integrated into Teaching & Learning, Assessment of IERP Learning Outcomes
Resources in Google Drive:
II. English 003
a. lesson plan and worksheet templates (TBD)
III. English 004
IV. English 005
Writing In the Disciplines Designated Course List
Link to documents that identify: Program Learning Outcomes, Designated Courses with IERP Learning Outcomes, Assignments with IERP components, How the IERP is being integrated into Teaching & Learning, Assessment of IERP Learning Outcomes
I. School of Economics and Business Administration
II. School of Liberal Arts
Art and Art History
International Area Studies
Leadership & Organizational Studies
Liberal & Civic Studies
Liberal Education for Arts Professionals
Performing Arts: Dance, Music & Theatre
Theology & Religious Studies
Studies for Multilingual Students
Women's and Gender Studies
III. School of Science
Education (Montessori Thought)
Environmental Science & Studies
Math & Computer Science
Physics & Astronomy
Link to documents that identify: Program Learning Outcomes, Designated Courses with SRIL Learning Outcomes, Assignments with SRIL components, How the SRIL is being integrated into Teaching & Learning, Assessment of SRIL Learning Outcomes
I. School of Economics and Business Administration
II. Kalmanovitz School of Education
a. Teacher Education: Multiple Subject (LOs), Single Subject (LOs), Special Eduation (LOs), Early Childhood (LOs), Montessori (LOs), TESOL (LOs), Teachers for Tomorrow (LOs) and Saturday Seminar Programs (LOs).
b. Leadership: Teaching Leadership (LOs), Educational Administration (LOs) and Education Leadership Programs (LOs). EdD (LOs)
c. Graduate Counseling (LOs): Career Counseling (LOs), College Student Services (LOs), MFT/LPCC (LOs), School Counseling (LOs) and School Psychology Programs (LOs)
III. School of Liberal Arts
IV. School of Science
Here we can collect resources on pedagogies.
Educause Learning Initiatives. (February 2012). 7 things you should know about... flipped classrooms.
Research Guidance Rubric for Assignment Design Grand Valley State University
PollEverywhere: Student responses to poll show up on screen and can be downloaded as an Excel sheet.
Google Forms (option in Google Drive when you create a new file)
bit.ly: Create an account to create a short link that is easy to type (e.g., bit.ly/LibRequest)
Classroom Assessmet Techniques Cornell University [Sample of how to organize tools; click on details under items listed]
Annotated bibliography assessement (we probably should put folders in google doc that contain both the assignment and the rubric)
Full report assessment with 2 pt IL assessment included (2a & 7) Classroom
Formative Assessment Strategies Webinar of ideas
PEW Faculty Teaching and Learning Center. (2013). Improving your lecturing.
Center for Teaching and Learning, University of Minnesota. (n.d.). Desigining smart lectures.
Bok, D. (n.d.). Twenty ways to make lectures more participatory. Center for Teaching and Learning, Harvard University.
Delivering a lecture.(pg. 131-139) In Davis, B. G. (1993). Tools for teaching (1st ed.). San Francisco: Jossey-Bass Publishers.
Benjes-Small, C., Archer, A., Tucker, K., Vassady, L., & Resor, J. (2013). Teaching Web Evaluation. Communications in Information Literacy, 7(1), 39-49. (Radford U)
Booth, C., Lowe, M. S., Tagge, N., & Stone, S. M. (2015). Degrees of impact: Analyzing the effects of progressive librarian course collaborations on student performance. College & Research Libraries. Advance online publication. (Claremont Colleges)
The Information Literacy Course Module (ILCM) is a series of videos, tutorials, quizzes, and ancillary material developed by Credo. These can be embedded in subject guides, websites, and Moodle, or shown through the ILCM student multimedia page.
Links to resources:
ILCM Home: Librarian/faculty portal to all the content, plus embed codes, course notes with suggested learning outcomes/discussions/activities, and quiz results. Login is the same as for the askalib email.
ILCM Student Multimedia Gallery: Thumbnail links to every video and tutorial, so students can browse through them.
Suggested ILCM media for English Comp: Webpage with various videos embedded so you can show to Comp faculty.
Suggested ILCM media for WID: Webpage with various videos embedded so you can show to WID faculty.
Credo suggested activities handout: activities tied to ILCM modules
A customizable discovery service and research platform, offers searching and the full text of some 3.4 million individual entries from a wide range of subject-based reference works, along with images, videos, and audio files.
Links to resources: