The UCR Library plays an important role in supporting CHASS F1RST, a student success program in the College of Humanities, Arts, and Social Sciences (CHASS) that helps first-year freshman and transfer students adjust to college life.
On the library’s end, this collaboration is led by Student Success and Engagement Librarian Carrie Cruce and Social Sciences Teaching Librarian Michael Yonezawa.
The UCR Library contributes to the program in two key ways: by embedding information literacy modules into CHASS F1RST courses—CHFY 007 for freshmen and CHFY 010 for transfer students—and by providing research skills training to the program’s peer mentors through the library’s WRI (Workshop-Related Instruction) Research Ready program.
Rather than having students come to the library, the team meets them where they are. “Our modules are integrated into their Canvas courses, and our training for peer mentors happens in their space,” Carrie said.
First-year students often face challenges navigating implicit or unspoken academic expectations, a concept sometimes referred to as the “hidden curriculum.” According to Carrie, this includes understanding self-advocacy, seeking help, and utilizing campus resources.
“Our collaboration with CHASS F1RST is one of the avenues we have to support students in building academic support networks, cultivating help-seeking skills, and understanding the role and resources of campus support departments like the library,” Carrie explains.
Michael noted that first-year students—and in some cases, new transfer students—are often not aware of the vast resources and services a modern academic library provides. “The challenge for these students is to learn how to search, evaluate, and effectively use different types of information in their coursework and projects, particularly but not exclusively scholarly and academic information,” he said. “Ideally, students begin their academic journeys with an introduction to important foundational library concepts.”
Feedback from students has been overwhelmingly positive. Students have reported feeling more confident in their ability to navigate the library’s resources and conduct research effectively.
Carrie emphasized that fostering positive relationships with students has been key. “I’ve built connections with several students who now recognize me at other campus events,” she said. Librarian recognition and personal relationships support a positive impression of the library which contributes to further engagement.”
By meeting students early in their academic journey, the UCR Library is setting the stage for these students’ continued academic growth and engagement throughout their time at UCR.