Joan D. Ruelle is Dean of the Carol Grotnes Belk Library at Elon University where she works in a variety of ways to articulate and implement a broad-based strategic vision of the library as a vital and vibrant partner in the life of the institution. She is deeply committed to the teaching role of the academic library and presents frequently with colleagues about the integration of high-impact practices in academic libraries, as well as deep collaboration among campus partners. Joan was previously the University Librarian at Hollins University, which was recognized with the ACRL Excellence in Academic Libraries Award for innovative outreach during her leadership.
- Table of Contents
- About the Author
High-impact educational practices—as identified by George Kuh and the Association of American Colleges & Universities—are widely recognized as activities that promote student engagement, student retention, and positive student learning outcomes. These practices take different forms depending on institutional context and priorities, as well as the learners themselves, but are all meant to create substantive activities that deepen student learning, engagement, and success.
The Engaged Library provides case studies, examples, and discussion of how academic libraries can create successful partnerships to contribute to the integration of high-impact practices on their campuses, and ways to execute these practices well. Each chapter addresses one of the ten original high-impact practices through the lens of library partnerships, contributions, and opportunities, and provides ideas for and examples of outcomes assessment. A variety of types of institutions are included, and some chapters discuss initiatives that involve a combination of multiple practices. Across all of the chapters and case studies, you will find examples of well-orchestrated and engaging models that rely on instructional teams of faculty, advisers, librarians, and technology professionals to enhance and deepen the practices’ impact on student learning.
The framework for The Engaged Library challenges academic libraries to plan, develop, and execute efforts to incorporate these practices intentionally, systematically, and for greater engagement and impact. It can help foster a shared language around high-impact practices within academic librarianship that will highlight and articulate how libraries have been and can increasingly become integral to the success of these engaged learning practices across academia. As high-impact practices become a leading measure of engaged pedagogy on college campuses, this volume can provide an entry point for academic librarians looking to lead, partner, and contribute to these practices on their campus.
Introduction. A SoTL View of HIPs and Libraries
Joan D. Ruelle and Deandra Little
Chapter 1. First-Year Experiences and Seminars: Systematic Information Literacy Instruction within a First-Year Experience Program: A Case Study from Mount Saint Mary College
Chapter 2. Common Intellectual Experiences and Academic Libraries
Susan E. Montgomery and Jonathan H. Harwell
Chapter 3. Learning Communities: The Role of the Library in Residential Learning
Joan D. Ruelle and Shannon Lundeen
Chapter 4. Writing-Intensive Courses: The Impact of Co-ownership and Community: Reimagining the Relationship between Library and Writing Instruction as a Teaching and Learning Partnership
Paula Patch and Patrick Rudd
Chapter 5. Collaborative Assignments and Projects: Interdisciplinary Collaborative Assignments and Projects: Case Studies in Information Literacy and Higher Order Thinking Skills
Leslie Ward, Trikartikaningsih Byas, Alisa Cercone, Barbara L. Lynch, and Kathleen Wentrack
Chapter 6. Undergraduate Research: Librarian Mentorship of Undergraduate Research
Courtney Paddick and Carrie Pirmann
Chapter 7. Diversity/Global Learning
Dianne Ford, Vicki Siler, and Shannon Tennant
Chapter 8. Service Learning, Community-Based Learning
Nicole A. Branch, Jennifer E. Nutefall, and Anne Marie Gruber
Chapter 9. Internships: Academic Libraries and Internships: Creating New Opportunities
Teresa W. LePors
Chapter 10. Capstone Courses and Projects: Working with Capstones: Case Studies from the University of North Carolina at Greensboro
Rachel Olsen, Maggie Murphy, and Amy Harris Houk
Chapter 11. Why High-Impact Practices Matter to Universities and Their Libraries
About the Authors