Furman University
Online Tutorial for Music Research
Laurel Whisler, Robert J. Maxwell

Abstract

For this information technology project, the student, faculty, and librarian collaborative team will develop at least one web-based tutorial to provide an opportunity for self-paced learning in a specific area of information fluency skills required for research in music. Potential topics include database structure and efficient searching techniques for Music Index and IIMP (International Index to Music Periodicals), searching the online catalog for music materials, strategies for developing a term-paper topic, or instruction in using a variety of standard reference sources (online and print). The interactive tutorial will include a self-assessment module that will provide immediate feedback on the learning objectives. One potential design option for the assessment tool would have the quiz tied to a database of potential correct and incorrect answers that will return instructive feedback to the student.

Progress Report
Final Report
Project Home page: http://www.hampton2600.com/music/

Rhodes College and Millsaps College
Integrating GIS into the Liberal Arts Curriculum: Replicating a Successful Program
Carol Ekstrom, Steve Ceccoli, David Kesler, Rhodes College
Debora Mann, Stan Galicki, Jimmie Purser, Millsaps College

Abstract

Rhodes College has successfully demonstrated a way to integrate Geographic Information Systems (GIS) into the liberal arts curriculum. Funded by an Information Fluency Grant, Rhodes faculty held a seminar that promoted the use of spatial analysis across the campus and resulted in collaboration among faculty, students, librarians, and information technologists. We now propose to extend this successful approach to another campus in the consortium, Millsaps College.

Progress Report
Final Report (Millsaps)
Final Report (Rhodes)

Rollins College
Proposal #1
Integrating Information Fluency into the Senior Honors Research Seminar
Edward Cohen, Roger Casey, Donna Cohen, J. Thomas Cook, Les Lloyd

Abstract

At Rollins College, all seniors in the honors degree program enroll in a two-semester seminar designed to help them in initiating, sustaining, and completing their honors research projects. The seminar, especially in the fall semester, is crafted as a series of steps in which the students narrow their topics, define their theses, and establish their plans of procedure. Working with their individual faculty sponsors and with the seminar director, the students are assisted early in the spring term in the difficult process of completing their research and starting their writing.

In this proposal our immediate objectives are (1) to assure that these honors degree students possess the information fluency skills required to integrate traditional and emerging sources of information into their research and (2) to improve the process by which they incorporate the results of this research into their thesis projects. Our overarching goal is to make certain that these projects demonstrate that the students have mastered the skills of computer literacy, information literacy, and critical thinking.

With support from the ACS we will convene a one-day workshop on Saturday, September 14, 2002, in which two reference librarians, two information technologists, and four faculty members (representing the expressive arts, humanities, sciences, and social sciences) will conduct sessions for the students on developing the information fluency skills required for (1) identifying and accessing information, (2) evaluating their resources, and (3) integrating their research into their projects. Each session will combine theory and practice. The workshop will conclude with a final session and overview to which all the faculty sponsors for 2002-03 will be invited.

Final Report

Rollins College
Proposal #2

Integrating Information Fluency into the First-Year Experience
Donna Cohen, Les Lloyd, Dorothy Mays, Hoyt Edge

Abstract

All first-year students enroll in one of the Rollins Conference Courses offered during the fall semester. The courses are seminars chaired by members of the faculty drawn from the full range of academic disciplines in the arts, sciences, humanities, and social sciences. The Conference Course topics-which often reflect the instructors' areas of expertise--are selected to be interesting, relevant, and challenging. Students participate actively in class and attend co-curricular events and activities, which may include invited speakers on campus, cultural events in Orlando, and field or research trips to various locations in the surrounding area. As part of the Conference Course program, students also participate in a number of on-campus experiences that build a foundation for academic and social success at Rollins. The faculty members teaching the seminar courses serve as academic advisors to their students, and student peer mentors assist in the courses and help first-year students make the transition to college life and work.

We believe that Information Fluency should be a vital part of the students' first year experience. With ACS support, we will invite RCC faculty to participate in a six-day workshop that will teach them the skills necessary to integrate Information Fluency into their first-year seminars. RCC faculty will implement their re-designed RCC courses during the 2003-2004 academic year.

Interim Report
Final Report

Trinity University
Implementation of a curriculum-centered information fluency program
Diane J. Graves, Judith L. Fisher

Abstract

This is a proposal to bring an ACS-Information Fluency Circuit Rider to the Trinity University campus to work with three faculty groups involved with elements of the curriculum: