Submitted to the Faculty of the Information Engineering Technology Program in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Information Engineering Technology
Submitted to The Faculty of the Information Engineering Technology Program In Partial Fulfillment of the Requirements for The Degree of Bachelor of Science In Information Engineering Technology
Submitted to the Faculty of the Information Engineering Technology Program in partial fulfillment of the Requirements for the Degree of Bachelor of Science in Information Engineering Technology
Submitted to the Faculty of the Information Engineering Technology Program in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Information Engineering Technology
Submitted to the Faculty of the Information Engineering Technology Program in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Information Engineering Technology
Submitted to The faculty of the Information Engineering Technology Program In Partial Fulfillment of the Requirements for The Degree of Bachelor of Science In Information Engineering Technology
Submitted to the Faculty of the Information Engineering Technology Program in Partial Fulfillment of the Requirements for the Degree of Bachelor of Science in Information Engineering Technology
What initially looked like several change agents colliding to create a year of turbulence, came to be a year of transformation for our teaching practice. Both external forces, such as ACRL’s Framework for Information Literacy for Higher Education, and internal forces, such as new strategic directions in eLearning, provided momentum as we redesigned our research guides. The presentation includes a case study of a year-long process of re-envisioning our guides to enhance content based on the Framework’s threshold concepts, incorporate responsive and accessible design, and reflect our pedagogical practices. Throughout the process we collaborated with key campus stakeholders: eLearning strategists, English Composition faculty, and the student population. In addition, our process coincided with the renovation of one of our classrooms into a collaborative teaching and learning environment. The presentation demonstrates how the new space converged with our instruction strategies.
A raw dataset produced using the clot on a suture experimental set up in the Holland lab (previously published in Bader 2015 & other articles). Data gathered and further analyzed using MATLAB 2012b.
