ValueHigherEduc

media type="custom" key="21884888" ** Prezi presentation: Project Based Learning ** @http://prezi.com/s3gygnjldxf2/pbl/ Cifelli, Dowd, Yildiz, Anderson, Gonzalez (January 9, 2013). Information Literacy (GE S5) in Research and Technology and the Capstone: Addressing the Gap. Presentation at 2013 Assessment Institute. Kean University, NJ. ** GE 2022- Research and Technology **

** September 3, 2011 **

** 9-11:45 AM **

Location: Kean Hall 225- School for Global Education and Innovation Workshop Leaders

Melda N. Yildiz, Instructor for GE 2022

Linda Cifelli, Information Literacy Expert Dawn Marie Dowd, Managing Director for GE Juan Carlos Orejarena, Instructor for GE 202X

Bridget Lepore,Instructor for GE 202X Claudia Knezek, Instructor for GE 202X

** Project Based Learning: Utilizing Peer Reviewed Journals and Periodicals About Value of Higher Education and Returns for College Education **

During this activity, undergraduates will be introduced to library databases and research tools and skills and given a wide range of research papers, periodicals and nonfiction texts about College Education and its importance for an individual, nation and the world. Participants will work in groups; each group will utilize different media and engage in specific strategic and replicable activities that support the development of basic research skills. Each group will create and present a research-based poster, including both visuals and text, on their topic.

1. To show students a wide range of library resources, peer reviewed journals and periodicals.

2. To experience research in a group in a project based learning model. Each group will utilize different texts and periodicals and summarize, compare, contrast, and evaluate the content of these media. Groups will engage in specific strategic and replicable activities focusing on the development of these basic research skills.

3. To create research based posters and then present their findings / posters to the other groups (as if they are the board of trustees of Kean University).

IRA Standard Two (IRA, 2004) advocates the “use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading and writing instruction.” This workshop will model not only curriculum materials to support reading and writing approaches but specific strategies for working with research articles periodicals and other print and non-print media.

In addition to IRA standard 2, this project also aligns with several other relevant national standards relating to information literacy...defined as the group of skills needed to “ recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information" (American Library Association, 1989). Achievement of information literacy competencies by college students is of major importance to the Middle States Commission on Higher Education (2002), which itself defines information literacy as:

...an intellectual framework for identifying, finding, understanding, evaluating and using information. It includes determining the nature and extent of needed information; accessing information effectively and efficiently; evaluating critically information and its sources; incorporating selected information in the learner’s knowledge base and value system; using information effectively to accomplish a specific purpose; understanding the economic, legal and social issues surrounding the use of information and information technology; and observing laws, regulations, and institutional policies related to the access and use of information (p. 32).

These additional standards include:

AASL (American Association of School Librarians - Standards for the 21st Century Learner) standards 1.1-1.4, 2.1-2.4, and 3.1-3.4 ( @http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf ). It would be good for education majors to be aware of these AASL standards, so they can see how they could collaborate with school librarians to help their students achieve these competencies relating to reading, comprehension, and information literacy.

ACRL (Association of College & Research Libraries – Information Literacy Competency Standards for Higher Education) standards 1-4 ( @http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm )

These are the standards that we use in the Kean Library.

References ====American Library Association. Association of College and Research Libraries. (1989). //Presidential Committee on Information Literacy.// Retrieved July 12, 2010, from @http://www.ala.org/ala/mgrps/divs/acrl/publications/whitepapers/presidential.cfm ====

American Library Association. Association of College and Research Libraries. (2006). //Information Literacy Competency Standards for Higher Education.// Retrieved July 26, 2011, from @http://www.ala.org/ala/mgrps/divs/acrl/standards/informationliteracycompetency.cfm

====Middle States Association of Colleges and Schools. Commission on Higher Education. (2002). //Characteristics of excellence in higher education: Eligibility requirements and standards for accreditation.// Philadelphia, PA: Middle States Commission on Higher Education. ====

** Agenda ** > You are encouraged to: a) collect data from the room- e.g. develop a simple survey and ask your peers to make a convincing argument > b) invite higher education faculty to join your team for consultation; c) go to information literacy expert/ librarian for additional articles, statistics and search skills.
 * 1) ** Welcome to Kean University/ Introduction/ Distribution of syllabus- (10 – 15 minutes) **
 * 2) ** Name Your Company – Create Your Vision (10 – 15 minutes) **
 * 3) ** Read and Summarize Articles Using Alpha Boxes (Individually) (25 – 35 minutes) **
 * 4) ** Writing a Thesis Statement and Supporting Reasons / Facts (Group Activity Using Persuasion Map- ** [] ** ) (20 – 25 minutes) **
 * 1) ** Create Poster and Presentation (Group Activity) (20 – 30 minutes) **
 * 2) ** Present Posters (Group Activity) (30 – 40 minutes) **
 * 3) ** Kean University Board of Trustees and Dr. Farahi Selects Company (One selected member of the group will be in the Board of Trustees circle and the other four will present the poster) (10 minutes) **
 * 4) ** Wrap –Up (10 minutes) **


 * 1) Introduction**

Mission:

You have been newly hired to work for an advertising company and placed in an "Innovative Team” that would like to receive the bid from Kean University Board of Trustees to promote College Education to talented high school students who consider higher education as a waste of time and money. Board also would like to use your companies research to request more funding from the state. You will work with your group to design a research-based poster which will be presented to the President and the Board of Trustees of Kean University.

The “Problem”: This company is new and had no previous track record. You need to make sure your research-based ideas will bring your first business.

Mr. Thiel, co-founder of Pay-Pal ignited controversy when he told [|TechCrunch] in April that he sees higher education as the next bubble, comparable to previously overvalued markets in technology and housing. Both cost and demand for a college education have grown significantly in the years since Mr. Thiel was a student. He sees that rise as irrational. Students today are taking on more debt, and recently tightened bankruptcy laws make it more difficult to shake that debt, he argues, and those factors make higher education a risky investment. "If you get this wrong, it's actually a mistake that's hard to undo for the rest of your life," he said. (Excerpt from - []_)

You have been chosen to be on this team because of your special talent and skills. Remember, you only have a short amount of time to put together this presentation (until 11:15am. Sept 3, 2011) and your project has to be the winner.

Directions for this poster session are very specific and will be provided. Please raise your hand to ask for outside assistance from your information literacy specialist and higher education expert in the room.
 * 1) One side of the poster must have the name of the Company and its vision.
 * 2) The other side of the poster must be a researched-based, visual poster supporting your presentation. It must have a strong thesis statement and you must convince the Board of Trustees that your ad campaign is “educational and appropriate for prospective high school students.”
 * 3) You will only have 5 minutes to present your poster. Please be prepared to answer questions (questions will be pulled from the articles given in your package).

Look around the room….you have 3 more advertising companies that will be bidding on this project.

Best of luck!


 * 2) Create Your Vision & Name Your Company **
 * Choose a Team leader.
 * Read all the directions through before beginning this task.
 * Your objective is to create an image / visual / logo with your Company's name and vision.
 * Pick a title that reflects your mission/ vision of your company.
 * Assign roles, as needed (graphic designer(s), time keeper, writer(s),etc…).
 * Complete this task in 10 min.


 * 3) Read and Summarize Articles Using Alpha Boxes. **

Alpha-boxes can be utilized as you read an article to help you to prioritize information from the text and create a concise summary based on this information.

As you read each article, try to find important facts which begin with each letter of the alphabet. Find the most interesting facts you can for each box. Place these facts next to the initial letter they begin with (example: Mr. Thiel, the co-founder of Pay-Pal, could be placed in “T” for Thiel). While the goal is to have one fact for each letter, only important facts should be used, hence making it sometimes necessary to skip letters and other letters may necessitate double facts.

This strategy will help you to both prioritize and recall the important facts used in the text. The completed Alpha Boxes will aid you in writing a concise summary of the text.

Once you have finished reading the article, write a one paragraph summary of the article using only information from the Alpha Boxes.


 * Each group will be provided the following: **
 * Printed 10 articles
 * Access to Kean University Databases on a computer
 * Poster Paper
 * Pencils
 * Markers

Use Alpha Boxes in the link to record your key points in each article you read, take notes individually. Take approximately 30 min. []

** 4) Write a Thesis Statement and Supporting Reasons / Facts (Group Activity Using Persuasion Map- ** [] ** ) (15 – 25 minutes) ** NOTE: Due to time constraints today, while formal referencing can be limited, make sure you reference at least the author, date, and title for all reasons and facts. In our term paper, we will use APA style.
 * 1) Choose a Group Leader. The Group Leader will be responsible for these following these steps and filling out the Persuasion Map with the Team.
 * 2) Your Company’s overall “goal” is to have the Board of Education to choose your Research Based advertisement idea. But why should they choose your company? What one statement can your company create, based on the articles you have read, that will compel the Board to choose your product? This statement will become your “goal” or “thesis” statement.
 * 3) Once your Company has a draft of the thesis statement, write it in the “Goal” box in the “Persuasion Map.” As your group works, you may want to further refine this thesis statement.
 * 4) Now, based on the articles you have read, find three compelling reasons to support this goal.
 * 5) Finally, give facts and examples from the articles you read.

5) **Creating Your Poster Presentation (Group Activity)**
 * 1) **Choose a Team Leader**
 * 2) **Team Leader reads the directions below.**
 * 3) **Identify roles (i.e. presenter(s), graphic designers, time keeper)**
 * 4) **Create a research based poster and prepare Presentation**

Now that you have your thesis (goal), reasons, and facts, you are ready to create your poster and presentation. Please use the following hints to make your group stand out.

**- Poster Presentations Use Visual Grammar** - Your poster needs to be easily seen in a distance.

Do not quote the author try to rephrase - It is beyond showing a power point slide on a screen. <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">- It needs to written grammatically correct and visually appealing. <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">- It showcases your research. More visuals than text. <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">- It emphasizes the important points and thesis (goal) without visual clutter. - <span style="font-family: 'Comic Sans MS',cursive; font-size: 90%;">It indicates the main points and facts graphically with a clear message.

Members of the Board will be given the rubric below to judge your poster presentation: http://www.readwritethink.org/classroom-resources/printouts/oral-presentation-rubric-30700.html
 * 6)** Each group member will pick two student to present the poster and one person to review the posters. (review person will be the judge/ board member)

Example Poster: @http://ge22class.glogster.com/benefits-of-higher-education/

**Resources:**

<span style="font-family: arial,helvetica,sans-serif; font-size: 13px;">Association of American Colleges and Universities. (2010). Raising the bar: Employers’ views on college learning in the wake of the economic downturn. Retrieved July 28, 2010, from []

Baum, S., Ma, J., & Payea, K. (2010). //Education Pays 2010: The benefits of higher education for individuals and society.// College Board Advocacy and Policy Center. Retrieved from []

Berg, G. A. (2010). //Low-income students and the perpetuation of inequality: Higher education in America.// Farnham, Surrey, England: Ashgate Publishing. Available as an ebook:

[]&

Billitteri, T. J. (2009, November 20). The value of a college education. //CQ Researcher,// 19, 981-1004. Retrieved from [] (This article is not from a peer-reviewed journal.)

Carnevale, A. P., & Rose, S. J. (2011). The undereducated American. Center on Education and the Workforce. Georgetown University. Retrieved from []

Carnevale, A. P., Rose, S. J., & Cheah, B. (2011). The college payoff: Education, occupations, lifetime earnings. Center on Education and the Workforce. Georgetown University. Retrieved from []

Carnevale, A. P., Strohl, J., & Melton, M. (2011). What's it worth? The economic value of college majors. Center on Education and the Workforce. Georgetown University. Retrieved from []

Hacker, A., & Dreifus, C. (2011). //Higher education? How colleges are wasting our money and failing our kids -- and what we can do about it.// New York: Times Books.

Humphreys, D. (2010). Liberal education outcomes and economic success: Exploring the Connections. American Association of Colleges and Universities. Retrieved August 26, 2011 from [] (powerpoint presentation from 2010 Annual Meeting of the AACU)

Kamenetz, A. (2010). //DIY U: Edupunks, edupreneurs, and the coming transformation of higher education.// White River Junction, VT: Chelsea Green. (Housed in Library -- Main Collection: [|LA 227.4 .K36 2010])

Lederman, D. (27 June 2011). The case for more college grads. //Inside Higher Ed.// Retrieved from []

Lewin, T. (2010, September 21). Value of college degree Is growing, study says. //New York Times//. p. 18. Retrieved from EBSCO//host// []

Mead, R. (2010). Learning by degrees. //New Yorker//, 86(16), 21-22. Retrieved from EBSCO//host// []

Median earnings by major and subject area. (23 May 2011). //Chronicle of Higher Education.// Retrieved from []

Palmer, P. J., Zajonc, A. & Scribner, M. (2010). //The heart of higher education: A call to renewal.// Hoboken, NJ: Wiley. Available as an ebook: []&

Pascarella, E. T., & Terenzini, P. T. (2005). //How college affects students: A third decade of research.// San Francisco: Jossey-Bass. (Housed in Library -- Main Collection: [|LA 229 .P34 2005] )

Pew Research Center. (15 May 2011). Is college worth it? College presidents, public assess, value, quality and mission of higher education. //Pew Social and Demographic Trends.// Retrieved from [|http://pewsocialtrends.org/2011/05/15/is-college-worth-it/2/#chapter-1-overview]

Supiano, B. (24 May 2011). What are you going to do with that? //Chronicle of Higher Education.// Retrieved from [] Supiano, B. (4 August 2011). When it comes to earnings, higher education isn't the whole story. //Chronicle of Higher Education.// Retrieved from []

Weider, B. (25 May 2011). Thiel Fellowship pays 24 talented students $100,000 not to attend college. //Chronicle of Higher Education.// Retrieved from []

Lumina Foundation - []

U.S. Census Bureau. (2010). Educational attainment in the United States: 2010. Detailed tables. [Data file]. Retrieved from []