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The following curriculum modules, developed collaboratively by librarians and classroom faculty, passed review by a committee and were awarded funding through the College's Information Literacy Across the Curriculum (ILAC) Plan.
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Faculty Developers: Jane Murtaugh and Judy Wagner
Students working in groups of two will compare and contrast two companies, analyzing each firm's leadership style and the way in which top management functions within the strengths, weaknesses, opportunities, and threats of its internal and external environment. Each group will evaluate their ‘best' and ‘worst' companies in terms of actual management concepts they have been studying.
This project will also give the students an opportunity to use a variety of print and electronic resources to evaluate their companies.
A major focus of the Library orientations will be on the process of how one goes about evaluating print and electronic information that is available about companies in terms of reliability, usefulness, and point of view. Students in their final projects will be expected to not only analyze and evaluate their companies' management environment but also to analyze and evaluate the resources they used to research their companies.
Research Assignment
Project Evaluation
Research Guide
Faculty Developers: Lisa Higgins and Ameet Doshi
The project consists of a web-based tutorial to assist students with finding relevant, accurate and current career information. This module will be introduced in English 1102 (to be taught spring 2006) and can be adapted to meet the vocational guidance needs of students from any discipline at the College of DuPage. It will consist of a web tutorial where students will decide to follow one of two paths: “I know what career I want to pursue,” or “I'm not sure.” Depending on which path the student selects, s/he will be taken to the appropriate tutorial. For example, the student who knows what career s/he would like to pursue will be taken to a short tutorial on how to find information on the chosen career and ways to locate/contact relevant professional organizations. For the student who is “not sure,” the module launches a tutorial explaining and linking to career interest inventories and print sources for those unsure of what careers may be right for them.
Project Evaluation
Jeopardy Game Questions
Faculty Developers: Holly Hubert and Diana Fitzwater
This module will give students in the Education 101: School Procedures course an opportunity to learn how to locate and evaluate existing teacher lesson plans in order to prepare their own lesson plan for a teaching unit. This unit will be taught in a school to which they've been assigned for a field experience. In addition to finding appropriate lesson plans from which to model their own, the students will find materials to use in preparing and teaching the lesson. These materials might include books, articles, Web sites, or audiovisual or graphical materials such as videos, posters, or photographs. The purposes of this information literacy module are to guide students in: (1). using Web-based materials appropriately and correctly to formulate unit and lesson plans; (2). researching for current and historical instructional information; and (3). developing age appropriate instructional materials that address state and district curriculum standards and expectations.
Module/Research Assignment
Project Evaluation
Research Guide
Faculty Developers: Maureen McBeth and Judy Wagner
This module will be designed for the online offering of Accounting 1140, and it will be the first online course in the Accounting program with a Library-based project. In this module the students will select a publicly-held company and study the consolidated financial statements and other disclosures in the company's annual report which can be found on the company's web site. They will then compare and contrast that information with other financial information about the company such as analysts' reports and magazine/newspaper articles available on the Library's business databases. Based on both types of information, students will analyze and discuss the financial viability of the company in a final written report.
This module also includes the development of an online tutorial for business article databasesusing the software Camtasia. Students will also be required to demonstrate their ability to use the databases early on in the course by completing a graded online worksheet that will be submitted to the instructor.
Research Guide
Worksheet
Evaluation
Faculty Developers: Dawn Arnold, Patricia Hoyt, and Debra Kakuk
Students will be broken up into groups and each group will be assigned a surgical specialty. Each group will be provided with an anatomical model kit pertaining to the anatomy and physiology included in their assigned specialty (i.e., general surgery will encompass abdominal organs, orthopedic surgery will address skeletal system, cardiac surgery will include the structures of the heart, etc). The groups will be expected to properly assemble their models, demonstrate a mastery of the anatomy and physiology of all organs and structures pertaining to their specialty, successfully research, acquire and compile (in APA format) credible medical information using resources such as: core surgical and medical textbooks, scholarly electronic and print journals, and the World Wide Web. The groups will be required to then present their results to their instructors and peers utilizing a multimedia format such as PowerPoint. Groups will be asked to select a disease process or trauma-related injury relevant to their specialty and present sterile and accurate mock surgical procedures relating to that selection.
Module/Research Assignment
Module Evaluation
Faculty Developers: Denise Kruckenberg and Debra Kakuk
Each student will be given a patient scenario pertaining to a relevant respiratory care disease or illness. Individually each student will successfully research, acquire and compile (in APA format) credible medical information using resources such as: core medical textbooks, scholarly electronic and print journals, consumer health information, and the World Wide Web. Based on the timeline given by the instructor, students will form collaborative groups based on similar patient scenarios and, working as a team, will decide a plan of care and then present to the rest of the class the information they have found pertaining to their group's respiratory conditions. During the Spring and Summer semesters the students will be given additional information pertaining to their patient that may change the patient status and require additional respiratory modalities.
Faculty Developers: Helen Szymanski and Marianne Berger
Most Culinary Arts and Hospitality Administration developmental writing students resist writing courses for a variety of reasons, but most especially because they have little vested interest in their writing assignments. This project will involve developing writing assignments with their interests in mind. Articles, films and texts that correspond to the Culinary Arts and Hospitality Administration programs and their current textbook will be used to design their writing assignments. The end result should be that these writers will be more engaged in writing their papers. This course also will have a GSP Global Studies Program designation too.
The project will include the following themes: careers such as executive chef, hotel catering director, fast-food management etc.; cooking staples, and their use in cultural cuisines, etc.; teamwork/leadership, safety, supervision, etc.; cultural cuisines and their background; and a culminating project of designing a menu and writing a paper that explains the choices they made and why.
Faculty Developers: Karin Evans and Christine Kickels
To read and communicate effectively in a visually-oriented and media-rich society, students must learn how to find, synthesize, and share information in varying forms for varying audiences. However, students in developmental writing courses are rarely asked to take an active part in complex social-literate domains, particularly beyond the classroom. This information literacy module will engage developmental writing students in a scaffolded, multi-stage project. Students will formulate practical research questions based on their own needs and interests. They will conduct research and present their findings in ways that demonstrate that they can analyze sources and convey new meaning about them to specific target audiences—not only an instructor and classmates, but also a specified outside audience whose need for information could be met by the student's work.
The project will have three major stages. In the first stage, students will conduct research and prepare a poster incorporating outside sources in order to share ideas and questions about the topic with their classmates, who will respond with their own questions and ideas. In the second stage, students will refine their research and hone their information for a more formal presentation. They will use PowerPoint to create a program to meet the information needs of an outside audience, demonstrating effective use of language, graphics, and organization of material. The third stage will consist of reflective writing for the instructor. In this stage, students will reflect on what they were able (and unable) to learn about their question, how their ideas changed, where their blocks and breakthroughs were in the research and development process, etc.
Faculty Developers: Cheryl Jackson and Debra Kakuk
Students will be divided into groups of 3 to 5, and each group will be assigned a concept or topic related to legal and qualitative aspects of healthcare. Topics to be explored include privacy, malpractice, advanced directives, accreditation and governmental practice standards, release of information/retention, and corporate compliance (alternative topics may be added with instructor permission). Students will be provided with sample case studies related to their assigned topics.
Individually, students will be expected to identify and research select elements of baseline documentation and benchmark practice standards using online databases and case law. They will acquire and compile (in APA format) credible medical information using resources such as: governmental resources, professional organizations (AHIMA, AHA, AMA), core professional health information and medical textbooks, scholarly electronic and print journals, consumer health information and the World Wide Web. The groups will be required to present their results to instructors and their peers utilizing a multi media format such as PowerPoint. Presentations will include a legal case from case law that demonstrates a specific breach from the established practice patterns or a relevant issue related to the application of the law.
Based on a timeline developed by the instructor, students will form collaborative groups (teams). Each team will establish ground rules, will decide a plan for equitable work distribution (and accountability), and then will present to the rest of the class the information they have found pertaining to their group's assigned project. This portion of the project will span the Fall semester. During the spring semester, the students will be given additional information pertaining to their project from a management point of view.
Faculty Developers: Lois Stanciak & Diana Fitzwater
This module will give students enrolled in a hybrid/blended section of Education 1100 an opportunity to learn how to locate and use information about educational research on curriculum, instruction, assessment and the art of teaching and learning in educational journals. The activities will improve the students' understanding of the educational field, as well as improve their researching abilities. The module will be designed as an online tutorial that guides the student through ERIC and other article databases.
The following concepts will be covered in the tutorial:
Faculty Developers: Lynn Sykes and Christine Kickels
Faculty Developers: Ada Wainwright and Diana Fitzwater
This module will give students enrolled in a hybrid/blended section of Psychology 1100 an opportunity to learn how to locate and use information about psychological phenomena and read empirical research located in professional journals. Both activities will improve the students' understanding of the field of psychology as well as improve their researching abilities. The module will be designed as an online tutorial that guides the student through the PsycINFO database as well as assists them in the reading of psychological publication. Various concepts will be covered in the tutorial including advanced searching in PsycINFO, selecting an appropriate and relevant article, and how to read and understand the article based on knowledge of the organization of a psychological research journal article. In addition to the tutorial, there will be an online research guide developed. Two goals will be accomplished in the activity: students will be instructed in how to find a research source in the field and then how to understand it.
Updated: 7/11/06
