Course Reserves in the Library are categorized by the last name of the instructor. Materials are used in the library only for a given amount of time, usually 2-4 hours.
Students must show their ID in order to borrow materials. Copyright laws for print and non-print materials apply (see our Course Reverses Copyright Policy). For more information, contact Brandi Duggins (firstname.lastname@example.org), Access Services Librarian.
The Library Instruction Program at Spalding University Library seeks to empower students to discover, use, and create information, data, and scholarship in today’s complex digital environment by providing effective, engaging, and embedded learning services.
These services include:
based on information literacy outcomes that can be integrated into any course context based on student and faculty needs.
The Writing Center in the Academic Commons provides in-class peer reviews that are designed to get students to read, think about, and discuss their work in a small group setting. Writing Center consultants facilitate a discussion with students where they can identify areas of strength and weakness within their work.
We attempt to meet and engage students wherever they are in the writing process. Often times this means:
The Writing Center invites all students, staff, and faculty to use our one-on-one consultations services. This service consists of students coming into the writing center and working one-on-one with writing center consultants. This is a personalized experience designed to give focused feedback to help students in their work. We also offer an email service that allows students to upload their work via our website. The following link provides an overview of our one-on-one and email services.
Embedded Academic Support is designed to allow Library and Writing Center staff to interact with students as they move through the writing and research process in the classroom and online through in-class workshops, peer-review, online modules, and discussion forums in Moodle.
Consultants respond to student posts with a focus on the current assignment during their writing and research process. This interaction allows our staff to enter into a discourse with students who may be reluctant to visit the Writing Center or reference desk while also giving them additional direction in their writing process. We communicate with faculty throughout this process in order to recognize where students are in the session/writing process and what goals faculty may have for students in concern to the embedded element.
The Quality Enhancement Plan (QEP) at offers 30 minute, one-on-one syllabus consultations with the QEP Director that are meant to discuss your ideas related to best practices for your writing-intensive course. These sessions are completely non-evaluative and should serve to begin a discussion with you about teaching the writing process at Spalding.