April 2010 Archives

Writing Support

During my past two walk-in hours I have had someone come to me with a direct referral for writing support. One was from a SMART Commons staff person at Wilson and the other was from a Center for Writing staff person.

If staff are having trouble distinguishing PRCs from SMART writing support tutors on the SMART website, it seems likely that students are having the same problem. I think that it is very important that future PRCs are not classified under WRIT 1301, because it causes confusion about what service we provide.

One solution would be to have the WRIT 1301 link to another page asking if students are seeking writing support or research support. This may clear up the misunderstandings about our role in student consulting.

Slow down

My walk-in hours have been very slow for the past week and a half. I've had about 1 student on average coming in to see me. My theory is that our lull will end next week when the students who have been putting off their research panic and need some help finding resources. It's kind of a bummer not having a lot of people come in after 3-4 weeks of heavy traffic.

Extra Credit/ Assignment Consulting

Last week we had our first run-in (this semester) with students from a FYW class who were coming to visit us as a class assignment. Between Francisco and I, we signed 10+ certificates. When we talked last Wednesday, Tony hadn't worked with anyone who needed a PRC certificate, but I'm sure he will :)

The structure of the sessions that are required are different from the ones when students come in with questions. The students that came in for an assignment had no expectations for the session, and just sat down to say "Hi, I need to come meet with you for a class." At first I was kind of lost, because usually I base my sessions around what the student already knows about research and the questions that they come in with. Most of these students had not started their research yet and couldn't identify the roadblocks they would encounter.

After working with the first of 5-7 students from the same class, I had a good idea of the expectations the instructor had research paper. I covered most of the same information with each student after that, but with a slightly different focus depending on their topic and how much information they had retained from the Unravel 2 online workshop they all had done. I showed each of them some basic mistakes people can make on the Library's homepage, introduced them to Academic Search Premier, and explained how to link GoogleScholar with the U's library databases.

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This page is an archive of entries from April 2010 listed from newest to oldest.

March 2010 is the previous archive.

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