Undergraduate Engineering Transfer Students and the One-Shot Library Resource Instruction: Using Nearpod to Promote Active Student Engagement

When invited to conduct a typical “one-shot” instruction on library resources, librarians often have to manage time to include relevant resources while also addressing in-class questions. While there is a desire for active engagement and participation, it isn't always a guarantee. The required course for undergraduate engineering transfer students at the University at Buffalo has, for many years, included a session with librarians to introduce the university's library resources. Having the opportunity to work directly with students who have recently transferred is a unique challenge as they have even more varied experiences with libraries and research resources. From Fall 2022 to Fall 2023, librarians piloted an approach that was more interactive than the previous traditional one-shot and subsequent homework assignment. This case study details the use of Nearpod, an online tool for educators to create and present interactive lessons, to make library resource instruction more interactive, while allowing faculty instructors to use student responses as in-class participation points. While more detailed student-focused data will be collected in subsequent semesters, this paper examines the faculty response and feedback to this instructional change, along with lessons learned by the librarians.