Assessing Graduate and Undergraduate Student Needs to Redesign a Chemistry Seminar Course. Issue 1 (2nd January 2016)

• Record Type: Journal Article
• Authors: Fong, Bonnie L.
• Is Part Of: Science & technology libraries. Volume 35:Issue 1(2016)
• Page Start: 70
• Page End: 90
• Publication Date: 2016-01-02
• Subjects: Assessment -- library instruction -- embedded librarianship -- graduate students -- upper-level undergraduate students; Science and technology libraries -- Periodicals; Wetenschappelijke bibliotheken; Natuurwetenschappen; Techniek; Sciences -- Bibliothèques -- Périodiques; Technologie -- Bibliothèques -- Périodiques; Ressource Internet (Descripteur de forme); Périodique électronique (Descripteur de forme); 026.5
• DOI: 10.1080/0194262X.2015.1127794
• Languages: English
• ISSNs: 0194-262X

Abstract

ABSTRACT: The Chemistry Seminar course at Rutgers University–Newark consists of newer graduate students and upper-level undergraduate students. To maximize student learning, the physical sciences librarian and professor assessed the knowledge and needs of both groups at the beginning of the course and utilized the results in course redesign. The course objectives of learning chemical information literacy skills to prepare for an oral presentation and engagement in department seminars remain of utmost importance, but addressing general curriculum gaps is also considered. Postcourse assessments show that students find the redesigned course highly useful and valuable for their short- and long-term needs.