Summary Of Results Clark Healthy Workplace Inventory2 Identi

Summary Of Results Clark Healthy Workplace Inventory2 Identify Tw

1. Summary of Results - Clark Healthy Workplace Inventory 2. Identify two things that surprised you about the results. Also identify one idea that you believed prior to conducting the Assessment that was confirmed. 3. What do the results of the Assessment suggest about the health and civility of your workplace? 4. Briefly describe the theory or concept presented in the article(s) you selected. Explain how the theory or concept presented in the article(s) relates to the results of your Work Environment Assessment. 5. Explain how your organization could apply the theory highlighted in your selected article(s) to improve organizational health and/or create stronger work teams. Be specific and provide examples. 6. General Notes/Comments Assignment Purpose: This assignment provides you with an opportunity to develop your ability to smoothly and correctly integrate sources into your own written work in APA style. It is worth a possible 70 points. Assignment Description: Read the original source below. Then read samples 1-5 that incorporate a quotation from the passage. If the sample correctly integrates the quotation into the sentence, select Acceptable. If not, select Unacceptable and then write a version that correctly integrates the source. The final prompt, number 6, provides a section of the text that you will paraphrase. Original source: One of the important factors that allows for information literacy to develop in community colleges is the philosophical commitment to teaching and learning. Faculty members spend little time on scholarly research, allowing them more time for interacting with students and for collaboration and professional development. A recent survey by the Higher Education Research Institute at the University of California at Los Angeles found that 64 percent of fulltime community college faculty members spend thirteen or more hours each week actually teaching. About half of the surveyed faculty spend another five to twelve hours preparing to teach, grading, and reading student papers. Fewer than 12 percent spend five or more hours per week on research or scholarly writing. The same survey indicated that 85 percent of the participating community college faculty agreed "strongly" or "somewhat" that faculty at their institutions are interested in students' personal problems and that 83 percent agreed "strongly" or "somewhat" that faculty members are interested in the academic problems of undergraduates. The learning college principles and the emphasis on learning are a natural fit with information literacy, particularly given information literacy's solidification in the ten years since the Branch and Gilchrist article was published. Association of College and Research Libraries’ (ACRL) Information Literacy Competency Standards for Higher Education came four years after the article. For example, accrediting agencies, professional organizations, and state departments of education recognize information literacy as a necessary part of higher education. This mandate from outside the library has been an important tool in developing new and expanding existing information literacy instruction programs. The outside forces encourage acceptance internally and create opportunities to incorporate information literacy in the curriculum in new ways. Warren, L. A. (2006). Information literacy in community colleges focused on learning. Reference & User Services Quarterly, 45(4), 298. Retrieved from https://exampleurl.com. Please paraphrase the following sentence from the original source and include the necessary APA in-text information: 6. The same survey indicated that 85 percent of the participating community college faculty agreed "strongly" or "somewhat" that faculty at their institutions are interested in students' personal problems and that 83 percent agreed "strongly" or "somewhat" that faculty members are interested in the academic problems of undergraduates.

According to Warren (2006), a significant portion of community college faculty—specifically 85 percent—expressed strong or moderate agreement that their colleagues show interest in students' personal issues, while 83 percent indicated similar levels of interest regarding students' academic concerns.

Sample Paper For Above instruction

In her study on information literacy in community colleges, Warren (2006) highlights the significant connection between faculty commitments and the development of information literacy. The survey conducted by the Higher Education Research Institute revealed that a considerable majority of faculty members are attentive to both students' personal and academic challenges. Specifically, 85 percent of faculty indicated an interest in students' personal problems, while 83 percent showed interest in their academic issues. This data underscores a faculty culture deeply engaged with student welfare, which fosters an environment conducive to promoting information literacy and learning. The findings confirm prior assumptions that faculty members prioritize student interaction over scholarly research due to institutional expectations and teaching loads. Such a faculty focus aligns well with the learning college principles, which emphasize student-centered education. The external mandate from accrediting agencies and professional organizations further supports embedding information literacy within the curriculum. These external pressures act as catalysts that encourage internal acceptance and curriculum development, ultimately strengthening the role of information literacy in higher education. For instance, colleges could implement integrated information literacy modules into their existing courses, thereby leveraging faculty interest in student success to promote lifelong learning skills. Applying theoretical frameworks from educational institutions, such as Tinto's Theory of Student Integration (Tinto, 1993), could further enhance community college efforts by emphasizing social and academic integration, which are crucial to fostering a culture of civility, engagement, and academic achievement. This approach would help create a more supportive learning environment where students are actively involved and faculty are committed to their holistic development. Overall, Warren's (2006) research emphasizes the importance of faculty engagement in promoting information literacy and shaping educational practices that aim to cultivate a learning community rooted in mutual support and shared responsibility.

References

• Tinto, V. (1997). Classrooms as communities: Reconceptualizing the efficacy of student persistence. Journal of Higher Education, 68(6), 599-623.
• Warren, L. A. (2006). Information literacy in community colleges focused on learning. Reference & User Services Quarterly, 45(4), 298-300. https://exampleurl.com
• Astin, A. W. (1993). What matters in college? Four critical years revisited. Jossey-Bass.
• Braxton, J. M., Milem, J. F., & Sullivan, A. S. (2000). The influence of institutional retention efforts on student persistence. Journal of College Student Development, 41(4), 419-431.
• Kuh, G. D., Kinzie, J., Schuh, J. H., & Whitt, E. J. (2005). Student success in college: Creating conditions that matter. Jossey-Bass.