Crystal  Goldman  Amanda  Heath  Lia  Friedman    

34th  Annual  Conference  on  The  First-­‐Year  Experience  Dallas,  Texas  February  8,  2015  

Dominique  Turnbow  Karen  HeskeL    

Learning  Services  Program  UC  San  Diego  Library    

CreaRng  an  Engaging  Library  OrientaRon:  FYE  Courses  at  UC  San  Diego  

About  UCSD  

•  Six  Colleges,  One  University  •  23,805  undergrads    •  4,689  grads    •  1,816  medicine/pharmacy    

•  RetenRon  and  GraduaRon  Rates    •  Freshman  RetenRon:  94%  •  GraduaRon  Rates    •  4  year:  57%  •  6  year:  86%  

About  FYE  

•  Fall  2014  pilot  •  Taught  by  the  college  provosts  •  One  graduate  Teaching  Assistant  (TA)  per  course  •  One  undergraduate  Discussion  Leader  (DL)  per  discussion  secRon    

•  2-­‐unit  Credit/No  Credit  course  • Open  to  120  freshmen  per  college  •  471  students  enrolled  

FYE  vs.  UCSD  

•  FYE  is  self-­‐selecRng  •  How  similar  are  the  FYE  and  general  UCSD  freshmen  populaRons?  

•  First  generaRon  students  •  UCSD:  27%  •  FYE:  32%  

• Gender  •  UCSD  

•  Female:  50%  •  Male:  50%  

•  FYE  •  Female:  46%  •  Male:  54%  

FYE  vs.  UCSD  

UCSD  Freshmen  Majors  FYE  Majors  

Arts  &  Humani-es  

1%  

Engineering  17%  

Science/Math  24%  

Biological  Sciences  18%  

Social  Sciences  16%  

Other  3%  

Undeclared  21%  

Arts  &  Humani-es  

2%  

Engineering  26%  

Science/Math  12%  

Biological  Sciences  27%  

Social  Sciences  17%  

Other  2%  

[CATEGORY  NAME]  

[PERCENTAGE]  

FYE  Background  

• UCSD  EducaRon  IniRaRve  •  Classroom  Engagement  Task  Force      

•  Council  of  Provosts  •  Top-­‐down  iniRaRve  •  Created  and  taught  by  provosts    

•  Library  Involvement  •  Librarians  embedded  in  EducaRon  IniRaRve  subcommiLees  

•  Approached  Council  of  Provosts  with  library  scavenger  hunt  

Library  FYE  AcRvity  

• Concerns  from  Council  of  Provosts  • Mobile  technology  and  accessibility  

•  Final  product  needed  to  have  scavenger  hunt  available  in  mulRple  formats  

•  ExpectaRon  of  more  research  skills-­‐based  library  instrucRon  •  No  research  assignment  in  class  •  Provided  examples  from  library  literature  

•  Uncertain  of  need  for  librarians  •  Wanted  to  teach  research  skills  themselves    

• Needed  to  scale  back  expectaRons  • Make  acRvity  and  first  library  experience  posiRve/successful  

Library  AcRvity  Timeline  

Fall  2014  Quarter  Week  2  •  Train-­‐the-­‐trainer  sessions  •  TAs  and  DLs  

Week  3  •  Lecture  •  15-­‐20  minute  intro  to  library  services  

• Discussion  SecRon  •  Library  scavenger  hunt  

• Homework  •  Public  service  announcement  (PSA)  assignment  

Designing  the  AcRvity  •  Started  with  learning  goals  

•  Divided  between  lecture  presentaRon  and  scavenger  hunt  •  Concentrated  on  library  spaces  and  concepts  •  Content  modeled  on  other  freshman-­‐level  courses  

•  Lecture  presentaRon  •  Library  buildings  •  Library  card  numbers  •  24/5  Study  Commons  •  Off-­‐campus  access  

•  Scavenger  hunt  •  Library  art  pieces  •  InformaRon  desk  •  Reference  desk  •  Study  rooms  •  Scanners  •  Library  buildings  •  Library  hours  

•  Library  cards  •  Library  WiFi  •  Get  Started  LibGuide  •  Course  Reserves  •  Ask  a  Librarian  •  Catalog  

•  Study/presentaRon  rooms  •  Library  events  •  Student  jobs  •  Ask  a  Librarian  

Scalability  

•  Credit/No  Credit  grading  •  Scavenger  hunt  plagorm  needed  to  potenRally  scale  to  all  incoming  first-­‐year  students  •  PSA  needed  to  be  submiLed  in  a  way  that  can  scale  

•  Email  account  dedicated  to  FYE  •  Use  technology  students  are  familiar  with    

•  Scavenger  hunt:  All  devices  and  plagorms  •  PSA:  Instagram,  Vine,  YouTube,  TwiLer,  Facebook  

•  Impact  on  library  services  and  staff  •  QuesRon  language  designed  to  teach  •  Used  numeric  codes  for  library  spaces  and  service  desks  

•  Misspelling  or  capitalizaRon  •  Could  only  use  clearly  labeled  spaces  

•  Created  ghost  record  for  reserves  

Scavenger  Hunt  Build  Process  

•  Targets  •  6  week  build  Rmeline  •  20-­‐25  minutes  or  less  

•  Sokware  selecRon  •  SCVNGR  

•  No  longer  supported,  needed  acRve  tech  support  •  Searched  for  other  opRons  

•  Scavenger  hunt  sokware  –  many  use  GPS  •  Gaming  technology  

•  Edventure  Builder  •  Team  

•  InstrucRonal  Technology  Librarian  –  experRse  level,  Rme  dedicaRon  

•  Varied  skill  set  –  all  familiarity  with  libraries  and  instrucRon  •  Support  from  others  

•  Contract  for  Edventure  Builder  •  Library  space  signage,  willingness  to  parRcipate  

Beta  TesRng/TroubleshooRng  

• Asked  other  librarians  to  help  test  • Changes  •  QuesRons  

•  Art  quesRon/Seuss  statue  •  Added  Special  CollecRons  

• Went  from  random  to  linear  quesRon  order  •  Paper  version  inpuLed  on  library  computer  

• Paper  version  •  Not  used  for  the  reasons  we  thought  

•  WiFi  connecRvity  issues  •  Phone  not  charged/broken  •  Easier  to  do  paper  version  in  a  group,  though  individual  assignment  

AcRvity  Logic  Flowchart  

Edventure  Builder  Dashboard  

Live  AcRvity  View  

FYE  AcRvity  InformaRon  

•  411  students  completed  acRvity  •  Not  including  those  under  18  •  87%  compleRon  rate  

• Average  Rme  to  compleRon:  26.75  minutes  

• No  way  to  fail  •  3  aLempts,  then  given  correct  answer    

Devices  Used  

13  

297  

17  

84  

0  

50  

100  

150  

200  

250  

300  

350  

Laptop   Smartphone   Tablet   Paper  version  

Public  Service  Announcements  

What  is  going  on?  These  people  are  walking  –  and  reading.  Can  I  too?      Artsy  structure  Lovely,  Lively  Nest  of  Triton  geeks      ProcrasRnaRon  Geisel  open  24/5  Challenge  accepted      Stuck  in  the  muddy?  In  Geisel,  you  can  study  Come  with  a  buddy    

Magic  moving  shelves  No  need  to  be  Hercules  Just  turn  and  TA  DA!      Studying  downstairs  Surrounded  by  the  jungle  Best  place  at  Geisel      The  calm  study  rooms,  A  place  where  I  can’t  be  nagged—  Just  me,  myself,  I      Librarians  at  the  library  Merry,  fairy  Superpower  and  Respect    

Public  Service  Announcements  

Charging  Sta-ons:  A  Limerick    During  the  middle  of  the  day  I  noRce  my  phone  has  lost  its  charge    Therefore  my  depth  of  my  sadness  is  large    Then  I  noRce  Geisel’s  charging  staRon    I  relax  on  the  chair,  as  if  on  vacaRon    Geisel  saved  the  day  and  my  happiness  is  enlarged      

Oh  Librarian!  My  Librarian!    Oh  librarian!  My  librarian!  You  help  me  so  much.  Always  here  to  chat  when  I’m  in  a  jam.    24/7  via  text,  chat,  or  email.                                                  Oh  Librarian!  My  librarian!  You  are  always  my  crutch  Aiding  in  my  aLempt  to  cram  for  my  exam.  Oh  Librarian!  My  Librarian  I  appreciate  your  travail.      

Call, Text, or Chat with us 24/7!!

It's  a  stack  of  books!  It's  an  alien  spaceship!  No,  it  is  Geisel!      

Ode  to  Spaceship  

Walking  by  at  first  glance,  wondering  what  lies  within  Thoughts  run  through  my  mind,  spaceship  for  an  alien?  Once  foot  steps  inside,  answers  are  presented  in  galore  Through  books  and  resources  and  computers  and  guides  To  wonder  or  to  struggle  will  be  no  more  When  stress  creeps  in  through  behind  closed  doors  And  panic  and  distress  control  your  way  Don't  panic,  for  the  24  hours  of  the  great  spaceship  Will  ensure  the  grant  of  your  beauRful  A  

Inside  this  Spaceship    Inside  this  spaceship  ideas  thrive  and  prosper  knowledge  never  dies    

PSA  Theme:  Spaceship  

Pre-­‐  to  Post-­‐Comfort  Difference  

2  7  

139  

197  

57  

6   3  

0  

50  

100  

150  

200  

250  

-­‐2   -­‐1   0   1   2   3   4  

Pre-­‐  and  Post-­‐  FYE  EvaluaRon  

Develop  effec-ve  research  skills.  Pre-­‐Survey    87.95%  either  agree  or  strongly  agree  9.54%  slightly  agree  or  slightly  disagree  2.50%  either  disagree  or  strongly  disagree    

Developed  effec-ve  research  skills.    Post-­‐Survey  30.99%  either  agree  or  strongly  agree  56.73%  slightly  agree  or  slightly  disagree  12.28%  either  disagree  or  strongly  disagree  

My  current  knowledge/skill  level  is:  Pre-­‐Survey  8.41%  answered  high  or  very  high    62.73%  slightly  agree  or  slightly  disagree  28.86%  answered  low  or  very  low    

My  current  knowledge/skill  level  is:    Post-­‐Survey  26.31%  answered  high  or  very  high  65.21%  slightly  agree  or  slightly  disagree  8.48%  answered  low  or  very  low  

Pre-­‐  and  Post-­‐  FYE  EvaluaRon  

Develop  skills  needed  to  find,  retrieve,  analyze,  and  use  informa-on  (online  and  print-­‐based).    Pre-­‐Survey    83.64%  either  agree  or  strongly  agree  12.96%  slightly  agree  or  slightly  disagree    3.41%  either  disagree  or  strongly  disagree  

Developed  skills  needed  to  find,  retrieve,  analyze,  and  use  informa-on  (online  and  print-­‐based).    Post-­‐Survey  58.48%  either  agree  or  strongly  agree    34.79%  slightly  agree  or  slightly  disagree    6.72%  either  disagree  or  strongly  disagree  

My  current  knowledge/skill  level  is:  

Pre-­‐Survey  

24.32%  answered  high  or  very  high    

69.32%  slightly  agree  or  slightly  disagree    

6.36%  answered  low  or  very  low  

My  current  knowledge/skill  level  is:    

Post-­‐Survey  

49.41%  answered  high  or  very  high    

48.25%  slightly  agree  or  slightly  disagree  

2.33%  answered  low  or  very  low  

Pre-­‐  and  Post-­‐  FYE  EvaluaRon  

Learn  how  to  use  the  library.    Pre-­‐Survey    80.00%  either  agree  or  strongly  agree    16.59%  slightly  agree  or  slightly  disagree    3.41%  either  disagree  or  strongly  disagree  

Learned  how  to  use  the  library.      Post-­‐Survey  76.60%  either  agree  or  strongly  agree    20.76%  slightly  agree  or  slightly  disagree  2.63%  either  disagree  or  strongly  disagree  

My  current  knowledge/skill  level  is:  Pre-­‐Survey  12.50%  answered  high  or  very  high    62.72%  slightly  agree  or  slightly  disagree    24.77%  answered  low  or  very  low  

My  current  knowledge/skill  level  is:    Post-­‐Survey  61.12%  answered  high  or  very  high    36.26%  slightly  agree  or  slightly  disagree    2.63%  answered  low  or  very  low      

Library  Future  Plans  

• WiFi  tesRng  throughout  the  building    •  Examine  number  of  aLempts  for  each  quesRon  •  Reword  quesRons  as  necessary  

 • Be  part  of  the  pre-­‐  and  post-­‐evaluaRon  development  •  Library  and  research  quesRons  

 

FYE  Future  Plans  

•  2015-­‐16  expansion  by  50%  •  100-­‐120  this  year,  150  next  year  • Want  to  increase  retenRon,  some  colleges  had  as  high  as  a  50%  drop  rate  

• Adding  transfer  students  •  100  transfers/college,  250  total/college  •  May  have  combined  lecture,  separate  discussion  secRons  (undecided)  

• Winter/Spring,  add  electronic  badging  and  incenRves  to  revisit  guest  programs  

Tips,  Tricks,  and  Best  PracRces  

• Consider  impact  on  library  stakeholders  •  Get  buy-­‐in!  

•  ExperRse  of  team  is  key  •  Variety  of  skill  sets  

•  Look  ahead  for  potenRal  problems  •  Scalability  for  larger/expanding  program  •  Make  instructors  and  TAs  aware  of  possible  tech  issues  

• CommunicaRon  between  campus  departments  •  FYE  Program,  Academic  Integrity,  Library  •  Make  sure  everyone  knows  who’s  doing  what  and  when  

Bibliography  ●  Artello,  K.  (2014).  What  they  learned:  Using  mulRmedia  to  engage  undergraduates  in  research.  Innova7ve  Higher  Educa7on,  39,  

169-­‐179.  

●  Broussard,  M.  (2010).  Secret  agents  in  the  library:  IntegraRng  virtual  and  physical  games  in  a  small  academic  library.  College  &  Undergraduate  Libraries,  17,  20-­‐30.  

●  Brown,  A.  G.,  Weingart,  S.,  Johnson,  J.  R.  J.,  &  Dance,  B.  (2004).  Librarians  don’t  bite:  Assessing  library  orientaRon  for  freshmen.  Reference  Services  Review,  32,  394-­‐403.    

●  Burke,  A.  &  Lai,  A.  (2012,  May).  iPod  apps,  mobile  learning,  game  dynamics:  This  ain’t  your  typical  library  orientaRon.  Paper  presented  at  the  LOEX  Annual  Conference,  Columbus,  Ohio.  

●  Geisel  Library  [Online  image].  UC  San  Diego  Publica7ons.  Retrieved  from  hLp://publicaRons.ucsd.edu/image-­‐library/aerial.php  

●   Gross,  M.  &  Latham,  D.  (2007).  ALaining  informaRon  literacy:  An  invesRgaRon  of  the  relaRonship  between  skill  level,  self-­‐esRmates  of  skill,  and  library  anxiety.  Library  &  Informa7on  Science  Research,  29,  332–353.  

●  Guan,  J.  (2015).  First  Year  Experience  Program:  UC  San  Diego  Fall  2014—Pilot  Year  Assessment.  Unpublished  report,  First  Year  Experience  Program,  University  of  California,  San  Diego,  La  Jolla,  California.  

●  Hochstein,  G.  (2012).  [UnRtled  photograph  of  UCSD  Triton  sculpture]  [Online  image].    UC  San  Diego  School  of  Medicine  Admissions  Photo  Tour.  Retrieved  from  hLp://meded.ucsd.edu/index.cfm/asa/admissions/a_photo_tour_of_the_ucsd_som  

●  Jepsen,  E.  (n.d.).  Geisel  at  night  [Online  image].  UC  San  Diego  Publica7ons.  Retrieved  from  hLp://publicaRons.ucsd.edu/image-­‐library/life.php  

●  Jiao,  Q.  G.  &  Onwuegbuzie,  A.  J.  (1999).  Is  library  anxiety  important?  Library  Review,  48,  278-­‐282.  

●  Kasbohm,  K.  E.,  Schoen,  D.,  &  Dubaj,  M.  (2006).  Launching  the  library  mystery  tour:  A  library  component  for  the  “first-­‐year  experience.”  College  &  Undergraduate  Libraries,  13,  35-­‐46.  

Bibliography  (con’t)  ●  Kingston,  L.  N.,  MacCartney,  D.,  &  Miller,  A.  (2014).  FacilitaRng  student  engagement:  Social  responsibility  and  freshmen  learning  

communiRes.  Teaching  and  Learning  Inquiry:  The  ISSOTL  Journal,  2,  63-­‐80.    

●  McCain,  C.  (2007).  Scavenger  hunt  assignments  in  academic  libraries.  College  &  Undergraduate  Libraries,  14,  19-­‐31.  

●  Marcus,  S.  &  Beck,  S.  (2003).  A  library  adventure:  Comparing  a  treasure  hunt  with  a  tradiRonal  freshman  orientaRon  tour.  College  &  Research  Libraries,  64,  23-­‐44.  

●  Mellon,  C.  (1986).  Library  anxiety:  A  grounded  theory  and  its  development.  College  &  Research  Libraries,  47,  160-­‐165.  

●  Pellegrino,  C.  (2012).  Does  telling  them  to  ask  for  help  work?  Reference  &  User  Services  Quarterly,  51,  272-­‐277.  

●  Peter,  K.  &  Horn,  L.  (2005).  Gender  differences  in  par7cipa7on  and  comple7on  of  undergraduate  educa7on  and  how  they  have  changed  over  7me.  NaRonal  Center  for  EducaRon  StaRsRcs.  Retrieved  from  hLp://nces.ed.gov/das/epubs/pdf/2005169_es.pdf  

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