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HOW LIBRARIES CAN ADAPT TO
INSTITUTIONAL ASSESSMENT
PLANS
JUMP INTO
THE GAME:
AGENDA
Overview of Assessment
Institutional Goals
KMERI
Mapping Goals Across the Institution
Examples of in-class Assessment
Gateway Course Collaboration
Moving Forward
ASSESSMENT: THEN AND NOW
Image Source: Westminster College http://www.westminster.edu/acad/oaac/cycle.cfm
THE REGIONAL ACCREDITATION
BODIES AND THEIR FOCI
• Resources, planning, governance, and finances (HLC,
CIHE, MSCHE, SACS COC)
• Teaching and Learning (HLC, CIHE, MSCHE, SACS COC)
a) staffing and curricular structure
b) quality teaching and learning through appropriate
evaluation and improvement
c) integrity in study and research
a) Knowledge of the field/disciplinary competence
b) Innovation/originality
c) Critical thinking/communication skills
d) Responsibility/
cultural competence
Otterbein
University
formulation:
Knowledgeable
Multi-literate
Engaged
Responsible
Inquisitive
WHAT ARE MY
INSTITUTION’S
LEARNING GOALS?
KMERI
Knowledgeable
• Otterbein undergraduate students will acquire a deep knowledge of, and appreciation for, their chosen major(s) as well as a solid grounding in a broad range of disciplines in the liberal arts and sciences.
Multi-Literate
• Otterbein undergraduate students will develop and demonstrate a range of intellectual and practical skills, including written and oral communication skills; research skills; quantitative, technological, visual, and information literacies.
Engaged
• Otterbein undergraduate students will become intellectually, aesthetically, and civically engaged. As intellectually engaged people, they will integrate, synthesize, critically reflect upon, and evaluate what they know. As aesthetically engaged people, they will value and practice the art of imagination and creative expression.
Responsible
• Otterbein undergraduate students will make choices that promote their own well-being and that of others. Encouraged to grapple with diverse value systems, they will move toward ethical commitments that reflect a sense of agency, honestly, and fairness.
Inquisitive
• Otterbein undergraduates will know how to lean. As confident life-long learners, they will be curious and eager to discover more about themselves and the natural, cultural, and social worlds.
INSTITUTIONAL ALIGNMENT OF
DEPARTMENTS AND PROGRAMS
Departments and
programs
K
M
ER
I
UNDERGRADUATE STUDENT
LEARNING OUTCOMES
(BASED ON ACRL INFORMATION LITERACY STANDARDS, BLOOM’S
TAXONOMY, AND INTERNAL DOCUMENTS)
Senior
Junior
Sophomore
Freshman
ALIGNING TO THE UNIVERSITY
STUDENT LEARNING GOALS (KMERI)
Senior
Junior
Sophomore
Freshman
INSTITUTIONAL ALIGNMENT OF
DEPARTMENTS AND PROGRAMS
Departments and
programs
K
M
ER
I
TAKING OVER THE “M” IN KMERI
Departments and
programs
K
ER
I
INFLUENTIAL DOCUMENTS
DQP (Degree qualifications profile) from Lumina Foundation (2011)
For the Lumina Foundation, the “Use of information resources” means, progressively:
At Associate level:
Identifies, categorizes, evaluates and cites multiple information resources necessary to engage in projects, papers or performance in his or her program.
At Bachelor’s level:
1. Incorporates multiple information resources presented in different media and/or different languages, in projects, papers or performances, with citations in forms appropriate to those resources, and evaluates the reliability and comparative worth of competing information resources.
2. Explicates the ideal characteristics of current information resources for the execution of projects, papers or performances; accesses those resources with appropriate delimiting terms and syntax; and describes the strategies by which he/she identified and searched for those resources.
At Master’s level:
Provides adequate evidence (through papers, projects, notebooks, computer files or catalogues) of contributing to, expanding, assessing and/or refining either a broadly recognized information resource or an information base within his or her field of study
Hart Research Associates: “It takes more than a major” (2013)
“Students develop and demonstrate appropriate oral communication, reading, and writing skills”
“Exhibits a mastery of statistical analysis and a facility with technological tools”
“Students will synthesize information from a variety of sources to inform their course projects.”
“Gather, evaluate, select, and integrate research sources in order to create relevant, dynamic, and effective writing projects and oral presentations.”
“Students will be able to locate, analyze, synthesize, and critically evaluate information from a variety of sources, including print and electronic media, film and video, and internet technologies.”
Although all departments
have to prove that their
students meet the
“critical
thinking/communication
skills” goal, the specific
ways in which this is
done is different. Hence,
each department writes
outcomes that are
meaningful to its own
methods or approaches.
DEPARTMENT-SPECIFIC
OUTCOMES
OTTERBEIN’S
GOALS
DEVELOPMENT OF KMERI AND
OUTCOME MAPPING
MAPPING AND DEVELOPING
K
M LibraryIL
Goals
E
R
I
REDESIGN OF LIBRARY GOALSProgram 1: Information Literacy
Goal or Outcome Alignment with KMERI
Curriculum Year Year to be Assessed: 2012-
2013
The information literate student
determines the nature and extent of the information needed.
● Recognize that information is available from a variety of resources
M Freshman I X
● Formulate a research plan. K, M Freshman II
● Organize information effectively M Sophomore
The information literate student accesses
needed information effectively and
efficiently.
● Recognize the elements of a
bibliographic citation and be able to distinguish between a book citation
and a journal citation.
M Freshman I X
● Differentiate between Author, Title,
and Keyword searches. M Freshman I X
● Search Otterbein, OPAL, and
OhioLink catalogs. M Freshman I X
● Be aware that Reference Librarians
are available to answer questions in person, through email, or via Chat
Reference.
M Freshman I X
GET
STARTED
INCORPORATE YOURSELF INTO THE
ASSESSMENT PLAYING FIELD
TIP ONE
Find the good in institutional
assessment.
TIP TWO
Get involved at the top.
TIP THREE
Help programs/faculty design and develop
assessment exercises.
TIP FOUR
Sell what
you can do
for them.
MAKE YOUR
FIRST PLAY
TRY DIFFERENT TOOLS IN THE
CLASSROOM
IN-CLASS ASSESSMENTS
Libguide Poll
Poll Everywhere
FYS Library Hunt
Go to the library website library.otterbein.edu. Find the answers to the following questions:
1. How long can a student check out a book? How long can a student check out a DVD? Copy
http://www.otterbein.edu/resources/library/libpages/cirpolicy.htm
2. Find the book Communicative Understandings of Women's Leadership Development in the OPAL catalog.
a. Write down the call number of the book.
HQ1233.C522012
b. Click on “Suggested Terms.” Write down two of the subjects listed.
Leadership in women
Women school administrators
3. Find the “Ask a Librarian” button. Write down the five different ways you can reach a librarian.
Reference Phone 614 823-1984
Circulation Phone 614 823-1215 ext. 4
E-mail [email protected]
Text your question to a Librarian at: 614-259-7404
Schedule a research consultation with one of the librarians
FYS Outcome Parameters Student Actions Librarian
Actions
Assessment
Search Otterbein,
OPAL, and OhioLINK
catalogs
• Understand which
catalog represents
which schools
• Know how to borrow
materials using each
catalog
• Use "Check Patron
Record" to renew
items and check fines
• Students receive an
explanation of the two
catalogs used locally
(OPAL and OhioLink)
• Students practice
using the catalogs and
requesting items
• Students are shown
where to renew items
and ask for
help/practice logging
in
• I explained why we
have two catalogs and
what the main
difference between
them are
• I showed a video
about scholarly
articles and had the
students practice
searching with the
peer-review limiter
• Students worked on
in-class assignment
brainstorming
keywords for
searching
• Reporting: students
reported their refined
research question to
the classroom
Recognize the
elements of a
bibliographic citation
and be able to
distinguish between a
book citation and a
journal citation.
• Students compare
examples of citation
for (at least) articles,
books, and websites
(Tutorial, other
tutorials)
• I explained why there
are differences and
showed examples of
book, article and
website citations in
APA
• Students
participated in a poll
answering
questions about
bibliographic
citations and the
differences between
types of journals
• Students showed
moderate ability in
answering post-
class questions
about what they
learned on libguide-
about 74%
answered correctly
0
10
20
30
40
50
60
70
80
90
Recognize the elements of a bibliographic
citation
Search various resources
Differentiate different search
terms
Know how to contact librarian
Student Response
WARMING
UP
COLLABORATION WITH A NURSING
COURSE
LIBRARY EXERCISE
• Their PICOT question, part of a literature synthesis
• Three strong research articles supporting their query
• Detailed analysis chart about researching
LIBRARY EXERCISE
LIBRARY EXERCISE
Library research grading rubric:
Required Outcome Insufficient
0-40%
Basic
40-70%
Proficient
70-90%
Advanced
90-100%
Total
Student uses the
appropriate databases
The wrong database or
information source
was used (Google, for example)
Only one full-text
database or index was
used
Several full-text
databases and indexes
have been used
All or most of the
appropriate full-text
databases and indexes have been used
Student employs the right searching
techniques
Imprecise keywords or Boolean searches are
performed
Basic keyword searches are
performed and few or
no Boolean searches
Boolean searches are performed with
considerable efficiency,
and several keywords
have been used
Boolean searches are performed proficiently, and a
number of appropriate
keywords and subject
headings have been used
Student is able to
recognize the article
type
The article is
mistakenly identified
and there is little to no
understanding of the types of research
The article is placed
into a general
category, such as
original research or literature synthesis
The article is correctly identified according to the types
of research it contains: literature review, clinical study,
evidence-based argument, analysis, etc. The article is
identified by using more than one descriptor.
Student evaluates and selects articles based
on reliable criteria
No or unreliable criteria are used in
evaluating and
selecting the article
Only one reliable criterion is used in
evaluating and
selecting the article
Some reliable criteria are used in evaluating
and selecting the
article, while others are
ignored
All reliable criteria are used in evaluating and selecting
the article, including
authority, currency, bias (if it
applies), and abstract and
keyword identification.
Student uses the
appropriate APA
citation style
A pattern of mistakes
is identified
throughout the citation
The fundamental APA
elements are present,
but there are occasional mistakes
The citation corresponds fully or almost fully to the
current APA Manual of Style recommendations
Total
Knowledgeable Multi-literate Engaged Responsible Inquisitive
CHALLENGES
• Class size:
• FIVE Faculty team-taught and graded – ONE librarian…..
• 60 students to over 100 students each time it was taught
• Time needed to FOCUS
You helped me understand I was being
too specific when typing in my words for
my search.
– student in the 5220 course
LESSONS
Don’t use “library speak” it only confuses them (boolean, Subject Headings, etc…)
Stronger relationships with faculty/students
Immediately ask for feedback from your faculty
Record and share the raw data with the faculty and keep it for the library
MOVING FORWARD
Prove and improve our services to demonstrate
our value to the University
Continue to develop gateway courses for
departments and programs
Know the regional accreditation body and their
criteria for accreditation
Be aware of what models your university uses in
formulating its student learning goals
Be privy of the conversations taking place in the
institutional effectiveness committees
QUESTIONS?