Thanks to special grant funding made available to campus units through University of Cincinnati's five-year diversity plan, UC Libraries started special library programming for international students. The presentation at the ACRL International Perspectives on Academic & Research Libraries Group meeting describes the identified areas of special service and programming as well as the diversity project's current success and future planning.
Our new student orientation has evolved for the past twelve years as a sustainable and dynamic program reaching over 4,000 students over the course of 20 days. A modified version of this model is used for international students. This visual interactive presentation provides tips for orientation logistics, activities, and ways to involve students in planning and delivery. Data on international and domestic students’ high school research habits gathered during orientation will be shared.
The poster demonstrates the tools and activities used by a large urban university library system to incorporate the ACRL Framework threshold concepts at every stage of a student’s academic career in order to launch students to success on and beyond campus in collaboration with faculty and instructional designers.
A collection of lessons in the form of questions for both informative and practical knowledge. Questions appear in a form that is similar to the teacher's voice.
1906 copyright. Scott is credited as Professor of Rhetoric in the University of Michigan. Southworth is credited as Superintendent of Schools, Somerville, Mass. Book II contains a systematic course in grammar (Part II) and a series of lessons in composition (Part III). Part III has chapters on capitals, punctuation, etc.; choice of words; letter writing; narratives; descriptions, explanations; and paragraphs. No attempt has been made to intermingle grammar exercises with composition exercises. Special emphasis has been laid on the choice of the proper word. The material of the work has been tested in many schools under widely different conditions. Schultz Archive copy only includes preface, "to teachers," table of contents, and Part Three: Lessons in Composition (pp. 244 - 371).
Copyrighted 1947. A Bulletin of the School of Education Indiana University, September and November 1946. A review on numerous grammar textbooks, examining both physical layout and education goals. Study aims to make a running account of the changes in grammar instruction through the years by selecting and analyzing representative texts for each five year period covering the prior 150 years. Includes chapters on purposes of the grammars analyzed, physical make-up of the books, introductory and supplementary content, subject-matter content, method, and summary. The Schultz Archive copy is roughly the complete 195 page text.
1869 printing of 1862 copyrighted text. Author is credited as Superintendent of Schools, Oswego, NY. Sixth Edition, Revised and Enlarged. Preface states text is a definite course of elementary instruction adapted to philosophic view of the "laws of childhood." Credits influence of Pestalozzi and is largely drawn (with permission) from the work of Elizabeth Mayo. Includes chapters on color, form, number, size, weight, and sound, as well as geography, lessons on the human body, lessons on animals, lessons on plants, moral instruction, and drawing. The Schultz Archive copy includes preface, TOC pages 13 – 25, 96 – 145, 226 – 239, 264 – 269, 316 – 365, 466 – 471.
1906 copyrighted text. Scott is credited as Professor of Rhetoric in the University of Michigan. Southworth is credited as Superintendent of Schools, Somerville, Mass. Intended for use with 3rd – 6th grades. A collection of lessons designed to create a liking for good literature by presenting worthy selections to be read, studied, copied, and learned, to help children talk and write about the things they see, and to make children more and more observing through the use of illustrations for descriptive and imaginative writing. Additionally, book one aims to make correct expression habitual, secure the use of correct written forms by giving models for imitation, and to acquaint students with the elementary principals of grammar. The Schultz Archive copy is roughly the complete 238 page text.
1897 printing of 1897 copyrighted text. Scott is credited as Junior Professor of Rhetoric in the University of Michigan. Denney is credited as Professor of Rhetoric and English Language in Ohio State University. According to the preface, the authors have been guided by three considerations: desire for a closer union of rhetoric and composition at the secondary level; desire for a greater use of the paragraph in secondary composition; and the idea of a growing, living and kinetic discourse. Chapters include: external form of the paragraph, paragraph-structure, what to say, how to say it, in what order to say it, how much to say, what not to say. Five appendices include: directions for preparing manuscript, marks used in correcting, material for analysis and reproduction, subjects for essay, and capitals and punctuation. The Schultz Archive copy is roughly the complete text.
