May 16, 2024 | 2:30 p.m. to 3:30 p.m. | Heritage Gallery

Title: Publishing Pedagogy: How Institutional Repositories Empower Undergraduate Research

Presenter: Dylan Mohr, Syracuse University

Description: This presentation explores the transformative role of institutional repositories (IRs) as pedagogical instruments rather than just platforms for sharing research. While IRs traditionally serve as endpoints for academic work in higher education, this talk challenges this notion by emphasizing the critical inclusion of undergraduate contributions.

Beyond merely housing student work, this discussion delves into why integrating student work into IRs matters and how it can benefit undergraduates. By framing publication as a pedagogical strategy within undergraduate classrooms, the session draws on a growing body of scholarship showcasing the positive impact of publishing student work beyond the confines of a single instructor’s assessment. This approach has demonstrated notable increases in student engagement and performance.

Furthermore, the talk highlights the unique position of IRs in offering experiential learning opportunities across diverse disciplines. It specifically delves into the case of SURFACE (Syracuse University’s Institutional Repository), illustrating how its integration into syllabi across four courses facilitated diverse learning outcomes. The discussion extends to how leveraging different facets of the IR, such as addressing issues in scholarly communication and navigating copyright concerns, supported educational goals within these classrooms. Ultimately, this presentation aims to spark a conversation on harnessing IRs as versatile pedagogical tools.

Title: Dynamic Texts: Student Voices in Course Materials

Presenter: Micah Gjeltema (he/him), Open Education & Affordable Content Librarian, University of Minnesota – Twin Cities

Description: In contrast to traditional textbook models, Open Educational Practices enable students to engage and respond to assigned materials in order to enhance their own learning while adding the unique context of their experience for future students to benefit from and build upon. This session will explore several student-centered learning materials projects supported by University of Minnesota Libraries. Projects include a STEM textbook assembled and edited by students, student-designed learning modules for K-12 education, and Freshman Seminar materials contributed by students as topic experts. We will explore potential structures for facilitating student creation including collaborative texts, individual contributions, and curated collections while examining ways in which libraries can support these endeavors. These illustrations will allow for a broader conversation on Open Educational Practices and the opportunities and challenges inherent to the solicitation, creation, and use of student-authored learning materials, including representation, motivation, and privacy.