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Building Connections with Graduate Students Through Credit-Bearing Instruction.

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Title: Building Connections with Graduate Students Through Credit-Bearing Instruction.
Authors: Desilets, Michelle R.1 desilets@pdx.edu, Pendell, Kimberly2 kpendell@pdx.edu
Source: RUSQ: A Journal of Reference & User Experience. Spring2026, Vol. 61 Issue 3, p15-27. 13p.
Subjects: Graduate students, Research skills, College credits, Educational evaluation, Library research, Professional education, Scholarly communication, Library science
Abstract: Graduate students often need support with research skills and other professional development that is under-recognized by their programs. Librarians play a key role in helping students fill in these gaps. This case study reviews student feedback on a librarian-developed and -delivered credit-bearing course. The course, Library Research and Scholarly Communication Fundamentals, is offered to graduate students across all disciplines. The curriculum is flexible and applicable to each student’s research, covering topics such as researching literature, citation and data management, and publishing in scholarly journals. The course has generated positive and constructive feedback from students, encompassing themes of self-efficacy, improved research skills, and increased confidence with scholarly publishing. The delivery of the course has been an effective and rewarding avenue for librarians to connect with graduate students and strengthen students’ ongoing relationships with library services and resources. [ABSTRACT FROM AUTHOR]
Copyright of RUSQ: A Journal of Reference & User Experience is the property of American Library Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Engineering Source
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  Data: Building Connections with Graduate Students Through Credit-Bearing Instruction.
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  Data: <searchLink fieldCode="AR" term="%22Desilets%2C+Michelle+R%2E%22">Desilets, Michelle R.</searchLink><relatesTo>1</relatesTo><i> desilets@pdx.edu</i><br /><searchLink fieldCode="AR" term="%22Pendell%2C+Kimberly%22">Pendell, Kimberly</searchLink><relatesTo>2</relatesTo><i> kpendell@pdx.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22RUSQ%3A+A+Journal+of+Reference+%26+User+Experience%22">RUSQ: A Journal of Reference & User Experience</searchLink>. Spring2026, Vol. 61 Issue 3, p15-27. 13p.
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  Data: <searchLink fieldCode="DE" term="%22Graduate+students%22">Graduate students</searchLink><br /><searchLink fieldCode="DE" term="%22Research+skills%22">Research skills</searchLink><br /><searchLink fieldCode="DE" term="%22College+credits%22">College credits</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+evaluation%22">Educational evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Library+research%22">Library research</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+education%22">Professional education</searchLink><br /><searchLink fieldCode="DE" term="%22Scholarly+communication%22">Scholarly communication</searchLink><br /><searchLink fieldCode="DE" term="%22Library+science%22">Library science</searchLink>
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  Label: Abstract
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  Data: Graduate students often need support with research skills and other professional development that is under-recognized by their programs. Librarians play a key role in helping students fill in these gaps. This case study reviews student feedback on a librarian-developed and -delivered credit-bearing course. The course, Library Research and Scholarly Communication Fundamentals, is offered to graduate students across all disciplines. The curriculum is flexible and applicable to each student’s research, covering topics such as researching literature, citation and data management, and publishing in scholarly journals. The course has generated positive and constructive feedback from students, encompassing themes of self-efficacy, improved research skills, and increased confidence with scholarly publishing. The delivery of the course has been an effective and rewarding avenue for librarians to connect with graduate students and strengthen students’ ongoing relationships with library services and resources. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of RUSQ: A Journal of Reference & User Experience is the property of American Library Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Graduate students
        Type: general
      – SubjectFull: Research skills
        Type: general
      – SubjectFull: College credits
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      – SubjectFull: Educational evaluation
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      – SubjectFull: Library research
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      – SubjectFull: Professional education
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      – SubjectFull: Scholarly communication
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              Text: Spring2026
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