Leslin H. Charles

Instructor/Presenter Information
leslin.charles [at] rutgers.edu
Instructor/Presenter Bio

Leslin H. Charles has a special interest in student engagement, metacognition, information literacy, and assessment of student learning. At Rutgers University, Leslin leads the libraries’ efforts to develop pedagogically sound learning experiences and appropriate assessment strategies in collaboration with librarians, teaching faculty, and relevant campus partners.
Leslin works closely with a diverse range of student populations. These include the Educational Opportunity Fund for traditionally under-represented students, Mountainview Seminar for previously incarcerated students, Honors College Forum, and RU Fit for first year International students. She teaches a Byrne Seminar for first year students called Truth or Fiction?

In 2015, through the ACRL Assessment in Action: Academic Libraries and Student Success program, she developed a longitudinal study of library impact on student learning with special focus on students in the McNair Post Baccalaureate Achievement Program.
She is the recipient of the 2018 Faculty Award for Outstanding Generosity and Commitment to Students, from the Office of Undergraduate Academic Affairs, Rutgers University. At her previous institution she was recognized as the Associate of the Year for Innovation, 2012 for developing an information literacy curriculum map. She is also a graduate of the Harvard Leadership Institute for Academic Librarians (2007) and ACRL Assessment Immersion Program (2009).

Leslin is currently on the Fulbright Specialist roster, 2020 - 2025.

Recent Publications:

Charles, L. H. (2021). Using a TeachMeet model to enhance collaboration in an information literacy instruction program. Journal of Academic Librarianship. 47(5). https://doi.org/10.1016/j.acalib.2021.102393

Charles, L.H., & DeFabiis, W. (2021). Closing the Transactional Distance in an Online Graduate Course through the Practice of Embedded Librarianship. College & Research Libraries, 82(3), 370. https://doi.org/10.5860/crl.82.3.370

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