Mini Handbook - VWC: Faculty/Staff Web - Virginia Wesleyan College

For responses, corrections,
additions, and suggestions contact
Joyce Howell/ jbhowell@vwc.edu
MINI HANDBOOK of IDEAS
for COLLABORATIONS and
RESOURCES
VIRGINIA WESLEYAN COLLEGE
Version 1, May 2010

Reaching Beyond the Classroom
Community-Based and Problem Based Learning
(this page under construction)
Collaborating: Community-Based Learning
Contact: Diane Hotaling, Director of Community
Service/Batten 25/#3216/ dhotaling@vwc.edu
This page will be completed following feedback from the May 20, 2010
Curricular Workshop on Community-Based Learning. In the meantime, there
are excellent resources for all types of practical and pedagogical matters on
the Campus Compact website:
Campus Compact« http://www.campuscompact.org>>
From the Campus Compact Faculty Resources Link
you can look at examples
and ideas from other schools about:
• models of service-learning and other programs
• syllabi from across disciplines and institutions
• how to create an engaged
• how to develop students as colleagues and leaders
(we are in the process ofbecoming Campus Compact members)
Problem-Based Learning (PLB)
This is a tremendously important pedagogy for applying knowledge and
know-how in case studies; it needs expansion but for now just a couple of
websites will have to do. (See also Nilson's Teaching at its Best, 167f)
University of Delaware had a useful site which includes Sample Problems,
courses and syllabi, articles and books, etc.
niversity of Buffalo's and Learning Center for also has a useful
site on P-B.L:
resou rcesjgEQblem based Lea rn jngh t
Possibilities for collaboration: Disciplines and
Student Affairs
AthleticsJ

Possibilities for collaboration: Disciplines and
Student Affairs (cont'd)
Campus Recreation and Outdoor Activities (Jason Seward, Director
of Campus Recreation!jseward@vwc.edu /#2124)
• Marketing and Promotions (Graphic Design, Journalism,
Communications [Public Relat.], Business)
• Game Management/liability (Rec/ Leis. Studies, H & H
Services)
• Statistics (Mathematics, Business)
• Recruitment Intramural Teams
Residence life Office (McCarren Caputa, Director of Residence Life/
mcaputa@vwc.edu!233-8709)
• Marketing and Promotions (Graphic Design, Journalism,
Communications, Business)
• Data Management (weekend reports/ housing contractsl
room fire safety checks)
• RA Staff Training! Development Plans
• Village/Floor Community Development Plans
Research and Information literacy
One-Credit Research Module
Contact: Patty Clark, Hofheimer Library/# 3221/phdark@vwc.edu
Previously, most research instruction was done in "one-sho!"
sessions and was largely based on how to search. We are moving
I from this approach to one which is more like a mini-course, based
l not just on searching, but on defining a topic, creating a research
question, and thinking about the reliability of resources. The
renovation of the Library and the addition of the Foley Family
Classroom make this possible. Faculty members can schedule two
(or more) sessions in Foley, with the additional session(s) for
students to work in the computer lab. The process for faculty is:
1. Consult with a librarian about the course and assignment. Librarians
can assist with planning assignments and providing wording.
2. A number of sessions in Foley are planned and scheduled:
• Defining a topic, Articulating a research question and search
concepts; evaluating the scope of the resea rch question and
feasibility for aSSignment or course; considering the most
appropriate types of sources, investigating the reliability of sources
• Using the VWC library catalog, as well as other libraries' catalogs
and Worldcat; examining library of Congress Subject Headings;
looking for notes or chapter titles in catalog records
• Explainingdifferent kinds of databases. and suitability for research
assignment; using databases more effectively; using Journal Finder
and/or Google Scholar and Google Books if VWC does not have
access to full-text; interlibrary loan
• Reviewing bibliographies to find sources
• Defining primary sources and how to find them
,
• Resources for citing sources
3. Librarians provide feedback to students as research progresses,
scheduling group meetings or individual appointments as appropriate.
1
(Coursesfor which librarians and instructors have collaboratedin this way include: Sara Sewell's
JOUR 330 class, Rich Bond's HIST 360 class, Kathy Stolley's SOC 350 class, and Linda Ferguson's
MBE 316 class)
In addition to the Module approach, instructors can work with a librarian liaison to build
information literacy into assignments. librarians are also available to provide individual
research instruction to students outside of class. Working with a liaison librarian, instructors
can build information literacy into their assignments.

Possibilities for Collaboration under construction for Version 2 of
this handbook:
Career Services Center
Batten 220/Lisa Fentress /233-8713/lfentress@vwc.edu
Office of International Programs
Batten 22/lena Johnson / # 3116/ljohnson@vwc.edu
Further reading
Neil Howe and William Strauss, Millennials Rising: The Next Great
Generation (2000)
George Kuh et aL, Student Success in College: Creating Conditions
That Matter (2005)
Virginia Lee, Teaching and Learning through Inquiry: A guidebook
for Institutions and Instructors (2004)
Linda B. Nilson, Teaching at Its Best: A Research-Based Resource for
College Instructors (2003).
Library Research Module: Case Study: University of Alberta
is just a beginning. Please send your bibliographic discoveries to
jbhowell@vwc.edu)
Factors to Consider when dealing with Millennials
1. Societal Changes: More than other generations, Millennials are the
"special" and "sheltered generation, who, since childhood have gotten
awards and trophies for simply showing up.
2. Technology-savvy: All their lives there has been the Internet, cell phones,
and IPODs; they frequent Social networking sites & blogs, Email, Text,
Twitter; play Video games, watch Cable/satellite TV, etc,
3. "New" consumer: first generation marketed to directly beginning in
childhood.
4. Mental health issues: more likely than previous generations to have had
counseling, a medication history, self-injury and suicidal ideation/attempt.
5. Changing parents: "helicopter" or hovering parents; Millennials' parents
often challenge reports of poor academic performance or conduct.
6. Pressured, with lower ItThresholds of Violence", resulting in definitions of
Itstress" and Itstressorslt different from previous generations. Without
appropriate practiced coping techniques they often react with (seemingly)
disproportionate responses.
7. Achieving and conventional: responsive to explicit expectations and
structure.
8. Team-oriented, group affiliated.
(schematic compilation drawn material from Denise Wilkinson's 2010 Tass
PowerPoint and W. Scott Lewis's Webinar PowerPoint for itA Perfect Storm:
Understanding and Managing Millennials," (Magna Online Seminars, Mar.
16, 2010). Both draw on the work of Howe and Strauss (see bibliography).
the Generations
• The Silent Generation: b. 1922 to 1942 (67+ years
• The Baby Boomers: b 1943 to 1960-64 (45 - 66 years old)
• Generation X: b. 1961-4 to 1980-82 (29 to 46 years old)
• Millennial Generation: b. 1980-82 to 2001-05 (29 and younger)