Students self-reflect on ways in which they do research and create knowledge. This is a discussion topic in an online library research class. My students are mostly adult learners with full-time jobs.

This assignment was created for a credit bearing course for first year students. It's designed to help students take what they've learned about algorithmic bias from the course lectures and readings and apply it to their own search practices. They also critically analyze search results for advertisements and compare DuckDuckGo to Google. [You could also look at this assignment as an adaptation of Jacob Berg's wonderful, "Googling Google," assignment at https://www.projectcora.org/assignment/googling-google-search-engines-ma... ]

The Business Task Cards is a 1-hour team-based activity. The activity was created for a business management course that needed to complete a business opportunity project. The activity requires students to complete four tasks: 1) Find company information, 2) Find a company's income statement, 3) Find articles on a company's management strategy, and 4) Find current industry trends that will impact the company. A print and online version of the activity is provided.

The purpose of this Business Benchmark assignment is to professionally present (3-5 minutes) a new idea to improve and aspect of the college. This presentation has no mandated materials, students are however expected to provide an excellent, well explained, supported and presented new idea. Your goal is to inspire your audience to take a specific action or position.

This project has four Business case elements. Each element is related to one of the student course outcomes. Each case will require students to complete the following:
Read all elements of each case, including exhibits.
Write a one page summary for each case answering the questions in each case, for a total of a 4 page report.
The report should be submitted as one consolidated report addressing all four cases below.

Ready to be an entrepreneur? Your final project is to create a business/product and sell it to your classmates, Shark Tank style! You will complete this assignment individually OR with a partner and your classmates will play the role of the Sharks!
Your company can offer a physical product or a service, but it should not just be a copy of something already offered … BE CREATIVE! Think outside of the box …

About: You are the Chief Executive Officer of an exciting start up Clean Energy Business. This is a web-based free simulation. Students play the role of the founder of a new start-up company in the exciting and competitive clean tech sector. Each quarter students must set prices, decide how many engineers and sales people to hire, and set compensation, including salary, stock, options and profit sharing. Students must also make financial decisions such as debt level, equity level and overall cash management.

Challenge: Will you lead your company to record profits or run your firm into bankruptcy?

Requirements: This is a several part project, which includes: at least 4 attempts at the simulation, 1 annual report assignment, 4 project quizzes, 2 blog posting , and 1 feedback survey. Note to receive full credit students must successfully complete 10 years of profitable simulation business (remember you can play as many times as you wish, however for full credit you must have played at least 4 times). Bonus points will be added to students who make the final leader board, based upon highest cumulative net profits. Students work independently, not part of a group, however students are encouraged to use blog space to discuss various game strategies.

When playing the simulation, select "play as a class." Your ID is your Wake Tech email address and your password is 4444. Please wait until week 2 of the class to start the simulation in order for the instructor to enter the class emails into the game site. Instruction Video (opens in a new window) Link to Play Simulation (opens in new window)
Play the game as often as you wish; play often throughout the semester to try different strategies and improve your scores.
Semester champion: the student the with highest cumulative net income will be declared the semester champion. We will periodically update students with a leader board in an announcement so you can see where you stand relative to other students.

The “Open Access: Strategies and Tools for Life after College” workshop was developed to give students the tools to continue academic research after graduation. Students may not recognize that the library provides many electronic resources for their research that is automatically given to them during their enrollment; by acknowledging their privileged access to information, they are prepared to be responsible researchers beyond campus. The workshop was requested by international students who were concerned about losing access to LMU resources when they returned home.

A scholarly character sheet for self-assessment about information literacy skills - gamification around quantified self, badging and young researcher identity.

Une feuille d'autoévaluation pour suivre les apprentissages en compétences informationnelles acquises sur le moyen ou le long terme. Elle est ludifiée avec des éléments de mesure de soi, de badge et d'identité de jeune chercheur.

Comment envoyer une minorité d'étudiants surmotivés sur des objectifs pédagogiques intégrés et connexes dont le parcours est structuré ?
1) Faire une courte introduction engageante (15min.)
2) Identifier la minorité surmotivée et leur distribuer un parcours.
3) Assurer une supervision mininal avec un suivi distant et ponctuel au besoin.
Avec 2 exemples de parcours: une auto-initiation en 5 niveaux pour contribuer à Wikipédia; et un programme de 12 semaines pour démarrer un blogue sur un sujet de recherche.

How to get the few really motivated students involved? By asking them to fulfil « side-quests » learning activities in a structured itinerary :
1) Present a short but engaging initiation [sur quoi?] (15 min.) ;
2) After identifying the motivated students, give them a formal checklist [pour quoi?];
3) If needed, provide minimum mentoring and follow-up
Here are two examples : 5-steps self-initiation on how to contribute to Wikipedia and 12-weeks program to start a blog on research topic.