A study by Helms & Whitesell describes the librarian’s transition from a one-time librarian instruction model to an embedded librarian’s role in a capstone course. The article describes textbook cases and businesses used for the team’s projects, the librarian’s role, and the problems encountered in each phase. As the phases progressed, the librarian took a more engaging role to assist students’ needs in research and provide suggestions. The course was redesigned and improved through four phases by the professor’s partnership with the librarian. Anecdotal comments, qualitative and quantitative analysis, pre-and post test student satisfaction and learning surveys were used to assess the result of students’ achievement, such as overall grades, confidence, and self-efficacy to conduct research skills and abilities to improve the senior capstone business strategy course. The professor assigned the student teams to reflect the working environment better. The embedded librarian model increased overall grades, students’ self-efficacy, and confidence to conduct research independently or with their group. However, grades declined only when there was an emphasis on the final project, and students were assessed externally. When there was an emphasis on the final project, students were more likely to report a non-participating group member, and grades fluctuate when students were assessed externally.

Helms, M. M., & Whitesell, M. (2013). Transitioning to the Embedded Librarian Model and Improving the Senior Capstone Business Strategy Course. The Journal of Academic Librarianship, 39(5), 401-413. doi:10.1016/j.acalib.2013.03.015