Transitioning an embedded capstone course to a new librarian

Abstract

Abstract The subject of this study is an embedded librarian approach to a capstone course within a College of Business Administration (CoBA) at a large California public university. Discussed are how the new tenure track Business and Economics Librarian approached a long standing embedded collaboration. The implementation of feedback forms provided a method to identify instructional gaps resulting in discussions informing future semesters. Continued collaborations have benefited from use of reflective practice informing adjustments for improved pedagogy and modifications to embedded approaches. Facilitation of such an embedded approach has required partnership and collaboration with faculty to realize a shared vision for research, synthesis, and application of knowledge to make a strategic diagnosis of a business problem. This study adds to the knowledge of benefits and challenges to an embedded librarian approach and implementation in a business capstone course. Discussed are plans for assessment of student perceived value of embedded librarian practices, and approaches to collecting data leading to future improvement of embedded practices.