Staff Publications

Permanent URI for this collectionhttps://hdl.handle.net/1773/53083

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    Students to the front: Using participatory design techniques for OER advocacy
    (Association of College and Research Libraries 2021 Virtual Conference, 2021-04-01) Petrich, Marisa
    This poster outlines the content, activities, and assessment data from a textbook affordability workshop for students. The workshop implemented a combination of informative content and participatory design activities that enabled the students to develop and build consensus around their own advocacy action items. By the time the workshop concluded, the team had identified three possible activities they could complete as a group to advocate for Open Educational Resources and other affordable learning materials on campus. Supplementary resources for viewers to use or adapt themselves are also available.
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    Engaging Transfer Students: A Fiction Book Club and the Transfer Experience
    (Transfer Student Success: Academic Library Outreach and Engagement, 2021-03-25) Bull, Alaina C.; Jacobsen Kiciman, Johanna
    This chapter examines how our library engaged with transfer students through a library-run book club. Specifically, we examine our book club at the University of Washington, Tacoma— Real Lit[erature]: Reading for Social Justice—as a site for building community and relationships, in which students, faculty, staff and librarians connect over a shared interest in reading fiction and discussing specific content. We ask the following question: What sort of impact has Real Lit had on transfer students at UW Tacoma? Specifically: has participating in Real Lit affected their interactions with other students, their academic work, and their relationship with the library and library workers? Throughout our analysis, the theme of community-building as impactful to a student’s sense of well-being emerges. We believe that non-academic, interdepartmental, and intentional library programming that connects with a student’s sense of identity can play a role in building community and belonging by fostering relationship-building with library workers and thus reducing library anxiety.
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    Empowering creators: Student agency and digital safety in alternative assignments
    (University of Washington Teaching and Learning Symposium, 2020-04-02) Petrich, Marisa; Bailey, Erika
    This poster focuses on critical questions and examples of how student agency, privacy, and intellectual freedom can become a focus of open pedagogy and alternative assignments.Increasingly, instructors are offering opportunities for students to publicly share their work online — be it a class website, blog, or paper alternatives such as podcast episodes or short videos. These assignments have great potential to impact students’ digital identities and awareness of their own intellectual property rights beyond the parameters of the academic environment. This takes on increased importance when we consider that students from already marginalized identities may be more vulnerable to online harassment or doxxing.Through our work in instructional design and digital scholarship, we have collected models and resources to incorporate these themes as additional learning opportunities and to help instructors facilitate safe learning environments for their students. The model of awareness students develop will continue to be relevant beyond the classroom, as our social and professional lives become increasingly online.A video summary of this presentation is available on the 2020 UW Teaching and Learning Symposium website.
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    Engaged Learning in Community: At WACC and in your Canvas course
    (Washington's Annual Canvas Conference, 2019-03-01) Newcomer, Heather; Petrich, Marisa
    This workshop offers participants the opportunity to learn from our failures and successes (as well as share their own) and highlights of best practices for online engagement from the literature. We'll discuss building an intentional culture of community into your classes and encouraging substantive engagement with social presence, socratic questions, and synchronous course elements. A recorded version of Engaged Learning in Community is available via the previous link.
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    Building an OER program based on stakeholder feedback
    (Reference Services Review, 2020-10-15) Petrich, Marisa
    Purpose This study aims to outline a library-led open educational resource (OER) training program for faculty and an assessment of barriers to OER adoption on campus. This study examines program assessment data (including faculty-reported needs to increase the likelihood of OER adoption) and analyzes a community-focused outreach strategy for a new OER program. Design/methodology/approach This program took a user-centered approach to developing campus support services for OER that specifically sought to address local needs and challenges. It intentionally incorporated strategies related to faculty motivation and satisfaction. Findings Although this faculty incentive program did not require OER adoption, a high number of voluntary OER adoptions occurred and participants showed interest in sharing information about OER across campus. Information about barriers to adoption informed future services. Practical implications This paper presents an adaptable model to launch new OER services and encourage a culture of using affordable course materials. Originality/value This project gathered information and identified collaborators to help build a sustainable, community-oriented OER program. The program focused early efforts on collecting and incorporating stakeholder feedback rather than moving directly to strategies focused on adopting or creating OER. It offers a model for other libraries to follow in creating sustainable practices.