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Students at the Center of the Studio: service design, studio pedagogy, and peer learning

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Abstract
  • From Innovations in Higher Education Teaching and Learning.
  • A common way for academic libraries to support student success is through partnership with writing centers. Practices such as applying service design thinking to develop and inform integrated library and writing center services can lead to a student focused space. This chapter outlines how service design, studio pedagogy, and peer learning informed the set up and ongoing services in The Undergrad Research and Writing Studio (URWS or, the Studio), a shared space in the Oregon State University Libraries (OSUL). The URWS model is grounded in studio pedagogy, which employs a “propose-critique-iterate” approach to student writing development (Brocato, 2009). Research and writing consultants assist student writers when they have a question, mirroring libraries’ point of need service approach. Librarians and studio faculty collaborated on the training curriculum, which emphasizes how research and writing are intertwined processes. Peer consultant reflection and assessment inform the ongoing development of the overarching program, service, space, and training, ensuring alignment with the ethos of centering students and their learning.
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  • Nichols, J., Williams, B.F. and Ervin, C. (2020), "Students at the Center of the Studio: Service Design, Studio Pedagogy, and Peer Learning", Sengupta, E., Blessinger, P. and Cox, M.D. (Ed.) International Perspectives on Improving Student Engagement: Advances in Library Practices in Higher Education (Innovations in Higher Education Teaching and Learning, Vol. 26), Emerald Publishing Limited, pp. 59-77. https://doi.org/10.1108/S2055-364120200000026005
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  • 9781839094521 (ebook)
  • 9781839094538 (print)
ISSN
  • 20553641

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