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Taking the librarian outside of the library:
A case study in inter departmental collaboration
Shannon Murray & C Denton

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T ER R IT OR IA L A C KNOWLEDGEMENT

W e a c kn o w l ed g e t h a t t h e t er r i t o r i es o n w h i c h U C W a n d i t s
campuses are situated are the traditional, ancestral and
u n c e d e d t e r r i t o r i e s o f t h e x ʷ m ə θ k ʷ ə y̓ ə m ( M u s q u e a m ) ,
S ḵw x̱ w ú 7 mes h ( S q u a mi s h ) a n d S e l̓ í l̓ w i t u l h / s ə l i l w ə t a ɬ ( Ts l ei l Waututh) Nations.
We thank them for having cared for this land since time
i mmemo r i a l , h o n o u r t h ei r g r a c i o u s n es s t o t h o s e w h o
reside,work, and seek knowledge here, and iterate our
d e d i c a t i o n t o va l u i n g t h e o n g o i n g c o n t r i b u t i o n s o f
I n d i g en o u s p eo p l es a n d c o m m u n i t i e s .

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PR E SE N T E RS

We’re glad you’re here

Shannon Murray

C Denton

Student Success Librarian

Learning Strategist

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OVERVIEW

What we will discuss...
1

A (brief) introduction to University Canada West

2

Learning for Success (LFS)

3

The librarian's role in LFS

4

Collaborating for student success

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ABOUT UCW

UCW By the Numbers
+
14,000

+
110

Students

Countries
students
are from

2

95%

Downtown
campuses

of MBA students are
working or have a job
lined up within one
year of graduating*
*Based on survey results from
March 2023

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OUR PROGRAMS

Undergraduate
& Graduate
▪ Associate of Arts (AA)
▪ Bachelor of Commerce (BCom)
▪ Bachelor of Arts in Business Communication (BABC)
▪ Master of Business Administration (MBA)

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SERVICES

New Student Support
New Student Orientation

Peer2Peer Program

University Access Program

Virtual and In-Person Appointments with

MBA Foundations

Support Services

Centre for Teaching Excellence

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SERVICES

Center for Teaching
Excellence
Faculty
support

Student
support

Learning
for Success

▪ Professional development

▪ Strategic planning

▪ Skill-building course

▪ Coaching and mentorship

▪ Writing coaching

▪ Instructional design

▪ Skill-building workshops

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CENT RE FO R T EACH ING EXCELLENCE

Learning for
Success

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LEARNING FOR SUCCESS

LFS By the Numbers
3,000+

14+

16

Students each term

Class
sections

Facilitators

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LEARNING FOR SUCCESS

LFS Overview
All new UCW students are enrolled in this 4-week, noncredit course. We support students through:

▪ Reflections on learning habits
▪ Practice implementing effective techniques

▪ Direct connections with services at UCW
Students can earn digital badges for successfully completing
the course.

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LEARNING FOR SUCCESS
SCHOLARSHIPS

Learning Objectives
Library instruction supports the following objectives:

▪ Demonstrate understanding of factors, skills, and attitudes
that contribute to academic success.

▪ Evaluate information sources for credibility when conducting
research.

▪ Demonstrate understanding of academic integrity, plagiarism
and the APA citation style.

▪ List and apply the characteristics of effective academic writing
and the stages of writing academic texts.

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LEARNING FOR SUCCESS

Module 2

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LFS: Module 2

What do we cover?
Based on course learning objectives, the Library designed:
Module 2A

▪ Introduction to the Library
▪ Academic Research
▪ Critical Thinking

▪ Source Evaluation
Module 2B

▪ Academic Integrity
▪ Plagiarism
▪ APA Citation Style

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LFS: Module 2

Librarians as instructors

Lecture and
engagement

▪ Provide 60-minutes of "lecturestyle" material

▪ Intersperse engagement elements
using Articulate Rise

Classroom
management

▪ Virtual classes of over 100+ students

Beyond the virtual
classroom...

▪ Monitor chat for proper use

▪ Answer emails throughout the

▪ Manage breakout rooms during
group activities

term

▪ Meet with students for the
Module 4 assignment

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LEARNING FOR SUCCESS

Student Success

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LIBRARIAN PERSPECTIVE

This partnership helps the
library "reach a wider
audience" and "begin
to build relationships
with new students, so
they feel more comfortable
coming to ask questions."

"Most terms I will have at
least one student in the
library mention that
they recognize me from
the course..."

"Having the library embedded within LFS
[…] demonstrates to students that there is
an entire network of support systems
[available] throughout their time at university...."

Canada currently
ranks 11th out of
163 countries on
the 2023 Global
Peace Index

"It is useful in getting a
sense of students
needs through the questions
they ask in [LFS]."

"There are some limitations of
the current model, namely
the large class size and
online delivery format,
which can make the learning
environment somewhat
impersonal."

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STUDENT SUCCESS

LFS By the Numbers
+
1918

+
889

85%

Digital badges
issued for Module 2
in Winter 2024

Students successfully
completed the course
in Winter 2024

Satisfaction score
*Based on Fall 2023 course
evaluations

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STUDENT FEEDBACK

This course and
the instructors have
really been helpful with
APA writing style,
learning strategies,
time management and
goal setting.

I think it was
great because class had
more interactive
activities to engage
students.

I did not understand why we were having this course,
but eventually, as weeks passed, this course helped
us find a lot of resources and how to do our
projects, assignments etc. It was helpful for us to
learn about APA and various strategies to stay
focused on our goal.

Canada currently
ranks 11th out of
163 countries on
the 2023 Global
Peace Index

It was a great
experience learning new
things from this course,
and it helps a lot in
knowing more about the
Brightspace portal of
our university.

This course [helped]
rectify my study habit.

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STUDENT SUCCESS

Connecting Students to Help
In Module 4, students meet with UCW support services to create an action plan to achieve an academic or career -related goal.
Library team

Learning strategists

Career advisors

50+ appointments

148 appointments

36 appointments

Academic advisors

Writing coaches

Educational technologist

113 appointments

Untracked

10+ attendees at weekly session

Peer tutors
Untracked

This assignment increased appointment bookings and attendance rates substantially for the Library (as per ref stat data)

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STUDENT SUCCESS

Inter-departmental Connections
Collaborating with the CTE and teaching Module 2 in the LFS course has resulted in a lasting relationship
between our respective departments...

Promotion of services and resources

Support on other projects, informal check-ins, etc...

Referrals

Opportunities for continued collaboration...
- GenAI workshop
- This presentation!

Overall...

UC A NW E S T . C A

Meeting students where
they are at... not expecting
them to come to the library
(or other departments) first.

Increased one-on-one appointments
to discuss topics related to
academic success (academic
integrity, plagiarism, etc...)

Established relationships
with students early in their
academic career

Strengthened relationship
between Library and the
CTE

Opportunities for future
projects that will contribute to
student success

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Demonstrated collaborative
success initiated new
partnerships with additional
departments

Increased communication and collaboration reduces siloed nature of
departmental work and shows students we are all working together to
support them in their studies!

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LOOKING FOR WA R D

Questions for the future
• How can we create more personal connections with students in large,
virtual classroom environments?
• How can we sustain the large numbers of student appointments
prompted by the LFS assignment?
• How can we ensure our librarians are prepared to teach and manage
large classes? What additional training and support can we provide?

How can the library connect with more departments to create
meaningful relationships that will support our students' success?

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Thank You!
Shannon Murray and C Denton

Email: shannon.murray@ucanwest.ca
Email: courtney.denton@ucanwest.ca

UCANW EST.CA

University Canada West is part of the GUS Network of Institutions