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When a Veteran is a 
Novice: A New 
Constituency and A New 
Opportunity 
Diane Campbell, Associate Professor-Librarian
Rider has an enthusiastic veterans’ program. 
In 2009, the Rider Veterans Association was started to better 
support our s...
Veteran Entrepreneurial Program 
 Goal is a complete business plan 
 Open to all veterans 
 The program is longer than ...
Program Structure 
 Two three-hour workshops 
 Six weeks of classroom training 
 One year of mentoring 
 Class size is...
Best Practices Research 
 “The only thing that continuing education students and 
instructors have in common is that they...
Best Practices 
 Embed the librarian 
 Active learning (hands-on) 
 Explicit recognition of diverse backgrounds 
and li...
Our Veterans 
 Twelve men, two women 
 Ages 24 to 59 
 Seven African-Americans, 3 Hispanic-origin, 
4 White, non-Hispan...
Business Research Workshop 
 Scheduled the week before classes began 
 Three hours, 6:30 to 9:30 pm with 1 
scheduled br...
“What is most valuable about this 
workshop?” 
 -hands on going through the different tabs 
 -the guide that was built a...
“What is least valuable about this 
workshop?” 
 - n/a 
 - the cold room 
 - n/a 
 - n/a 
 - a lot of information in ...
“What other improvements would 
you recommend in this workshop?” 
 - maybe breaking the class into two night sessions ver...
Lessons Learned 
 Create tutorials, these are motivated learners 
 Timing of the session needs to be during 
rather than...
Graduation, June, 2014
References 
 Hoppenfeld, J., Wyckoff, T., Henson, J., Mayotte, J., & Kirkwood, H. 
(2013). Librarians and the Entrepreneu...
When a Veteran is a Novice: A New Constituency and a New Opportunity
When a Veteran is a Novice: A New Constituency and a New Opportunity
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When a Veteran is a Novice: A New Constituency and a New Opportunity

Presentation from the Entrepreneurial Librarian Conference, October 17, 2014, Wake Forest University. entrelib.org Diane K Campbell, Rider University

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When a Veteran is a Novice: A New Constituency and a New Opportunity

  1. 1. When a Veteran is a Novice: A New Constituency and A New Opportunity Diane Campbell, Associate Professor-Librarian
  2. 2. Rider has an enthusiastic veterans’ program. In 2009, the Rider Veterans Association was started to better support our student veterans. In 2013, two veterans put a flag in the campus mall for every soldier who has died since 10/7/2001, more than 6,800 of them.
  3. 3. Veteran Entrepreneurial Program  Goal is a complete business plan  Open to all veterans  The program is longer than most others  In-person classes
  4. 4. Program Structure  Two three-hour workshops  Six weeks of classroom training  One year of mentoring  Class size is limited to 15 students
  5. 5. Best Practices Research  “The only thing that continuing education students and instructors have in common is that they have nothing in common; their diversity creates unique information literacy challenges.” (Lange, Canuel,& Fitzgibbons, 2011, p. 70).  “Perhaps the biggest challenge is working with a population that has greater or different needs than those commonly served by a university library. The range of educational backgrounds and academic preparedness is wider than in a typical university course.” (Hoppenfeld, Wyckoff, Henson, Mayotte,& Kirkwood, 2013, p. 301).
  6. 6. Best Practices  Embed the librarian  Active learning (hands-on)  Explicit recognition of diverse backgrounds and library anxiety  Detailed resources online
  7. 7. Our Veterans  Twelve men, two women  Ages 24 to 59  Seven African-Americans, 3 Hispanic-origin, 4 White, non-Hispanic-origin  One High school grad, 5 “some college,” 2 Associate’s, 3 Bachelor’s, 3 Master’s  Eight have owned or do own their own business
  8. 8. Business Research Workshop  Scheduled the week before classes began  Three hours, 6:30 to 9:30 pm with 1 scheduled break  Cover material that is normally covered in 7 1.5 hour instruction sessions  Handout & Research guide
  9. 9. “What is most valuable about this workshop?”  -hands on going through the different tabs  -the guide that was built along the lines of the course, the amount of material was perfect  - although information overload, great source of information for business/plans research  - the instruction was excellent and easy to grasp and the computer classroom made for an excellent enrollment to explore the material  - access to all the research sites and the ability to reach out to a professional that is willing to help  - information is power and this was an excellent source of information. These are invaluable lessons for market research  - all of it
  10. 10. “What is least valuable about this workshop?”  - n/a  - the cold room  - n/a  - n/a  - a lot of information in a short period of time  - too much to learn in too little time. Enough time for fundamentals though.  - everything was valuable
  11. 11. “What other improvements would you recommend in this workshop?”  - maybe breaking the class into two night sessions versus one  - more time  - perhaps this workshop should have been 1 hour longer  - resource videos of instruction would be helpful, not only as prep for class, but a resource to visit on any occasion to polish materials  - maybe adding an additional session in order to get into more detail about research  - I just needed more time to learn the system and ask questions  - Longer, at least 6 hours
  12. 12. Lessons Learned  Create tutorials, these are motivated learners  Timing of the session needs to be during rather than before classes  Or embed into class sessions
  13. 13. Graduation, June, 2014
  14. 14. References  Hoppenfeld, J., Wyckoff, T., Henson, J., Mayotte, J., & Kirkwood, H. (2013). Librarians and the Entrepreneurship Bootcamp for Veterans: Helping disabled veterans with business research. Journal of Business & Finance Librarianship, 18(4), 293-308.  Lange, J., Canuel, R., & Fitzgibbons, M. (2011). Tailoring information literacy instruction and library services for continuing education. Journal of Information Literacy, 5(2), 66-80.

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