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dc.contributor.authorReed, Michelle
dc.contributor.authorDuncan, Philip Travis
dc.contributor.authorHalegoua, Germaine R.
dc.identifier.citationMichelle Reed, Philip T. Duncan & Germaine Halegoua. "Engaging Our Student Partners: Student Leadership in a Library-Initiated Experiential Learning Project" in Merinda K. Hensley & Stephanie Davis-Kahl, eds. Undergraduate Research and the Academic Librarian: Case Studies and Best Practices. Association of College & Research Libraries, 2017.en_US
dc.description.abstractThis chapter discusses aspects of Undergraduates Speak: Our Rights and Access, a library-initiated and student-led pilot project aimed at advancing educational initiatives in the realm of scholarly communication. The project provided undergraduate students with opportunities to engage in experiential learning. Experiential learning, commonly defined as “learning by doing,” emphasizes the role that experience and self-reflection play in the learning process. In recent years, universities across the country have increasingly committed to providing such opportunities for undergraduate students. One reason for this emphasis is because experiential activities have a demonstrat¬ed impact on student retention and engagement. Among these high-impact practices are undergraduate research, internship, and service-learning opportunities. This chapter examines all three via Undergraduates Speak, where undergraduate students actively participated in exploratory research at multiple stages along the research continuum.en_US
dc.publisherAssociation of College & Research Librariesen_US
dc.rightsThis work is licensed under a Creative Commons Attribution 4.0 License, CC BY (
dc.titleStudent Leadership in a Library-Initiated Experiential Learning Projecten_US
dc.typeBook chapteren_US
kusw.kuauthorHalegoua, Germaine R.
kusw.kudepartmentFilm & Media Studiesen_US
kusw.oanotesThis work is being made available under a Creative Commons license that allows it to be shared in KU ScholarWorks.en_US

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Except where otherwise noted, this item's license is described as: This work is licensed under a Creative Commons Attribution 4.0 License, CC BY (