tgwall&mdooley&PSS_3&6.0.0&&&PSS_3&&&terry@terrywall.com, bcarico@actscorp.com&N.Y.N.N.Y.N.N.N.N.N




1.1.o.o.o.1.&PSS_3.001&PSS_3.002&PSS_3.003&PSS_3.004&PSS_3.005&PSS_3.006&PSS_3.007&PSS_3.008&PSS_3.009&PSS_3.010&PSS_3.011&PSS_3.012&PSS_3.013&PSS_3.014&PSS_3.015&PSS_3.016&PSS_3.017&PSS_3.018&PSS_3.019&PSS_3.020&PSS_3.021&PSS_3.022&PSS_3.023&PSS_3.024&PSS_3.025&PSS_3.026&PSS_3.027&PSS_3.028&PSS_3.029&PSS_3.030&PSS_3.031&PSS_3.032&PSS_3.033&PSS_3.034&PSS_3.035
&?0=0?1=0?2=0::P1.0:1:1:0&?0=0?1=0?2=0::P1.0:1:1:0&?0=0?1=0?2=0?3=0?4=0::P1.0:1:1:0&?0=0?1=0?2=0?3=0::P1.0:1:1:0&?0=0?1=0?2=0?3=0?4=0::P2.0:1:1:0&?0=0?1=0?2=0?3=0?4=0?5=0::P2.0:1:1:0&?0=0?1=0?2=0?3=0?4=0?5=0::P2.0:1:1:0&?0=0?1=0?2=0?3=0::P2.0:1:1:0&?0=0?1=0?2=0?3=0?4=0::P3.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P3.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P3.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P4.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P4.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P4.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P5.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P5.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P5.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P6.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P6.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P6.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P6.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P6.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P6.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P6.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P7.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P7.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P7.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P8.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P8.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P8.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P9.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P9.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P9.0:1:5:0&?0=0?1=0?2=0?3=0?4=0::P9.0:1:5:0&::P10.0:1:1:0
&?xxx?xxx?2::&?xxx?1?xxx::&?xxx?xxx?xxx?xxx?4::&?xxx?xxx?2?xxx::&?xxx?1?xxx?xxx?xxx::&?xxx?xxx?xxx?3?xxx?xxx::&?xxx?1?xxx?xxx?xxx?xxx::Librarians in academic settings generally <BR>provide bibliographic instruction sessions to <BR>classes of students. Usually this entails <BR>instructions and examples of how to use the <BR>Universitys resources (digital or otherwise) <BR>to complete required research assignments. &?xxx?xxx?2?xxx::I generally go to the instructor beforehand and <BR>get the specifics of the assignment (if the <BR>request for the session is due to a specific <BR>assignment) beforehand and tailor the <BR>presentation to the assignment/program of <BR>study. Students at Salus are often asked to <BR>fill out instructor surveys. Students have <BR>filled out surveys on instruction sessions <BR>theyve been in.&?xxx?xxx?xxx?3?xxx::&?xxx?xxx?2?xxx?xxx::&?xxx?xxx?xxx?3?xxx::&?xxx?xxx?2?xxx?xxx::These instruction sessions are as the title <BR>suggests - instructional in nature. Im not <BR>"selling" a product, idea, or service. I tend <BR>to stick to the basics, so Im not sure theres <BR>much to develop in terms of opening and closing <BR>of this type of presentation - other than a <BR>summary or wrap-up of the basic points - or <BR>maybe the LRCs contact information or hours of <BR>operation.&?xxx?xxx?2?xxx?xxx::Im usually given a strict time slot or constraint <BR>to fit in between other scheduled lectures. &?xxx?xxx?2?xxx?xxx::&?xxx?xxx?2?xxx?xxx::&?xxx?xxx?xxx?xxx?xxx::&?0?xxx?xxx?xxx?xxx::&?0?xxx?xxx?xxx?xxx::This is not something I generally have time for.&?0?xxx?xxx?xxx?xxx::&?0?xxx?xxx?xxx?xxx::&?xxx?1?xxx?xxx?xxx::&?0?xxx?xxx?xxx?xxx::&?0?xxx?xxx?xxx?xxx::&?xxx?xxx?2?xxx?xxx::&?xxx?xxx?2?xxx?xxx::&?xxx?xxx?2?xxx?xxx::&?xxx?xxx?2?xxx?xxx::&?xxx?xxx?2?xxx?xxx::&?xxx?xxx?2?xxx?xxx::&?xxx?xxx?xxx?3?xxx::&?xxx?xxx?xxx?3?xxx::&?xxx?xxx?xxx?3?xxx::&?xxx?xxx?2?xxx?xxx::&?xxx?xxx?2?xxx?xxx::This does not really apply.&1. Having more time to prepare.
<BR>2. Getting the audience (students) to interact 
<BR>more or feel more comfortable asking questions.
<BR>3. Being more enthusiastic. ::
Not Scored by Definition