RIOT–May 17, 2016

Instruction for graduate students

Janelle and I will discuss our experiences with instruction for graduate students. This sort of sharing is important, since there isn’t a lot of how-to literature out there for guidance (though we can highlight a couple of articles). The discussion will address the differences between instruction for undergraduates versus graduate students, especially focusing on systematic reviews, scholarly communication, and data management.

 

We hope this RIOT will be like a Reddit AMA on instruction for graduate students. Please submit your questions by leaving a comment.

CC Kati Fleming, July 4, 2013. https://commons.wikimedia.org/wiki/File:Horned_Lark,_Eremophila_alpestris,_nestlings_begging,_baby_birds,_gape_colors,_leaping_in_nest_Alberta_Canada_(1).jpg
CC Kati Fleming, July 4, 2013.
https://commons.wikimedia.org/wiki/File:Horned_Lark,_Eremophila_alpestris,_nestlings_begging,_baby_birds,_gape_colors,_leaping_in_nest_Alberta_Canada_(1).jpg

10 thoughts on “RIOT–May 17, 2016”

  1. My biggest worry when I teach graduate students is gauging what they already know. I don’t want to assume that they know more than they do, but I also do not want to go over things they already do know. When teaching to a room of graduate students, it can be tough to take the temperature – they often come to UT from diverse backgrounds – different undergrad institutions, different undergrad majors, sometimes, different countries. What’s the best way to head into a classroom like that?

  2. In your experience, can we make any assumptions about what skills and familiarity grad students will have with library tools when we walk into the classroom?

  3. An alternate take on my other comment:

    Before meeting with groups of grad students, I have sometimes asked them to complete a little questionnaire asking about their comfort levels doing different kinds of searching. This usually yields wide-ranging results. Have you found good ways to gauge their readiness for more advanced topics?

  4. I love meeting with grad classes because they get really excited about things like ILL and our proxied Google Scholar link. What are your top 3 things that you include to get grad students pumped about the library?

  5. How do you deal with varying levels of preparedness in classes?

    What is the most surprising gap in knowledge you’ve seen when teaching grad. students?

  6. This is very similar to what’s already there, but how basic is too basic for grad students?

    Another question: Do you often see grad students who might be further in their program and aren’t taking coursework anymore? How are their needs different/how can we meet them?

  7. I’ll be giving a brief review of these articles:

    1) Is Information-Seeking Behavior of Doctoral Students Changing? A Review of the Literature: https://dspace.lboro.ac.uk/dspace-jspui/bitstream/2134/19987/3/979909.pdf

    2) Initial Impressions: Investigating How Future Faculty Value Academic Libraries: http://www.ala.org/acrl/sites/ala.org.acrl/files/content/conferences/confsandpreconfs/2013/papers/MikitishRadford_Initial.pdf

    3) Research Information Literacy: Addressing Original Researchers’ Needs: http://www.sciencedirect.com/science/article/pii/S0099133314000901

  8. From reading everyone else’s questions, it is clear that grad students come with varying levels of knowledge and finding the right level to teach to is difficult. Given that, is it always true that grad students are just naturally interested in what we are covering or do we need to work hard to engage them like we do with undergrads? If so, what are some good methods? Does active learning fit into this type of classroom?

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