Where Writing meets Research:

Collaborations for Student Success

2015 Innovations Conference, Boston, MA

March 2015

College of Southern Nevada

Robyn Rohde–Manager, Writing Center

Beth Schuck– Director of Libraries

What we will share today:

• Overview of our partnership including goals

• A role play of current service model

• Share lessons learned

• Gather your ideas and feedback on our

model

Overview of College of Southern Nevada

• Large Urban Community College

• 3 main campuses plus online & 6 sites

• ~ 19,150 FTE / 37,000 Head Count

• Ethnically Diverse Institution

• HSI and MSI designations

March 2015

Writing Center and Libraries are part of the Office of Academic Success

WE COMMITTED TO:

WHAT WORKS FOR STUDENTS &CONTINUAL EVOLUTION OF THE

PARTNERSHIP BASED ON EVIDENCE

Overview of the Partnership:

• Saw a need based on Writing Center stats and a

disconnect between research and writing in student

approaches to assignments

• Saw a need for cross-training in research help in

Writing Assistants

• Desire to mutually support student success via a

partnership

Fall 2013

Fall 2013

Overview of the Partnership:

• Implemented WC in the Library in Fall 2013 (3

semesters, on the 4th)

• Three models have been tried

• Writing Assistants in Study Room

• Writing Assistants at Reference Desk

• Writing Assistants Roaming and Reference Desk

• Students seeking assistance are served by

both/either of the staff (Librarians/Writing Assistants).

• WC and Library staff now partner on other projects.

Here is our location for the service.

Model 3 – Roaming

• Increased student visits 108.6%

• 23 visits to 48 visits in Spring 2013 to

Spring 2014 Comparison

Goals for the Partnership:

1. A close, collaborative relationship with the Librarians

so that we might learn from each other, provide

support for each other, and work together to improve

the quality of support provided to student writing and

research

2. Cross-training for Writing Assistants to learn more

about research, how to help students with research,

and what is available to students as resources in the

library.

Goals for the Partnership:

3. Increased awareness of what each service does so

we know when and how to refer

4. Catch and help students in earlier stages of the

Writing Process

5. Increase student visits to the Writing Center at an

earlier stage of the Writing Process

Positive Results of the Partnership:

1. 165 student visits have occurred in WC in the Library

.45% of WC visits are WC in the Library

2. 507 visits to WC came from students who first heard about the

WC through WC in the library or WC/Library Presentations

3. APA/MLA Guide Collaboration

4. Librarians creating a tailored CRLA Level II training for Writing

Assistants and Tutorial Services

5. Collaboration on Cite Right Workshops

Collaboration at Work

Did we meet all of our goals?

Cross-Training

The library staff are especially knowledgeable about all the databases and their

functions, topics, and uses. I've learned a lot just from overhearing their interactions

and recommendations to students. Just today, I introduced a student to a CRJ

resource that I learned about from one of the library staff.

Referrals

The library staff is really good about referring students who have questions about

development. A few times, librarians have brought students to me after working with

them on research, and I think this has been really helpful because it helps the

students see that writing is a process.

Did we meet all of our goals?

Catch and help students in earlier stages of the Writing Process

The fact that we're at the reference desk, rather than in a little room, has really

helped our exposure. My usual response to "do you work here?" is "I work at the

Writing Center, but I can help you with that." Often, this leads to the "We have a

Writing Center? What is that?" and a discussion about who we are, what we do, and

why the student should come in. I think these types of exchanges happen because

we're now in such a central location in the library.

Increase student visits to the Writing Center at an earlier stage of the Writing Process

I think this goes along with the second #2 - 'increased awareness'. If we can continue

to funnel students from the librarian at the reference desk directly to the Writing

Center person at the same desk, they leave with not just an idea of how to use the

databases, but a real plan of action for their research papers. I hope we can keep

working on this together!

Brainstorming6%

Topic Selection

0%

Research1%

Prewriting2%

Outlining4%

Draft Revision 84%

Other3%

Brainstorming30%

Topic Selection4%

Research10%

Prewriting3%

Outlining3%

Draft Revision 30%

Other20%

In the Writing Center (Fall 2013 to Present)

Writing Center in the Library(Fall 2013 to Present)

.Example with

Assignment rubric

Our TurnGuidelines for the Biology 196

Laboratory Research Paper

• topic of your choice within the field of

biology (sample topic: Stem cells used in

dentistry)

• minimum of four pages typed, double-

spaced.

• APA Format with Abstract

• 1 of 4 peer-reviewed journal articles

must be no more than four years old as

your main source.

• Other journal articles and scholarly

sources may also be used.

• Sources that cannot be used include, but

are not limited to: encyclopedias,

wikipedias, textbooks and random

webpages. If you are uncertain of a source,

ask your instructor.

.

Your

Rubric

.

Your Turn

Would this work at your institution?

How might this benefit your students?

What hurdles might you experience with this type of

program?

What else should we consider?

Lessons Learned

• WC and Library

staff learned a lot

from working side

by side.

• Student research

and writing

happens

everywhere.

• Some students wish

the WC was always

in the library.

• Doing co-branded

workshops is an

effective way to

promote services.

THANK YOUQuestions, Answers & Comments

23