HOW LIBRARIES CAN ADAPT TO INSTITUTIONAL ASSESSMENT PLANS

JUMP INTO THE GAME:

AGENDAOverview of AssessmentInstitutional GoalsKMERIMapping Goals Across the InstitutionExamples of in-class AssessmentGateway Course CollaborationMoving 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 structureb) quality teaching and learning through appropriate

evaluation and improvementc) integrity in study and research

a) Knowledge of the field/disciplinary competence

b) Innovation/originalityc) Critical

thinking/communication skills

d) Responsibility/ cultural competence

Otterbein University formulation:KnowledgeableMulti-literateEngagedResponsibleInquisitive

WHAT ARE MY INSTITUTION’S LEARNING GOALS?

KMERIKnowledgeable• 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 DOCUMENTSDQP (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 GOALSDEVELOPMENT OF KMERI AND OUTCOME MAPPING

MAPPING AND DEVELOPING

KM Library IL

Goals

ERI

REDESIGN OF LIBRARY GOALS

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 FOURSell what you can do for them.

MAKE YOUR FIRST PLAYTRY DIFFERENT TOOLS IN THE CLASSROOM

IN-CLASS ASSESSMENTSLibguide Poll

Poll Everywhere

FYS Library HuntGo 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 Library@otterbein.edu

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

020406080

Student Response

WARMING UPCOLLABORATION 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

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

“

“

LESSONSDon’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 FORWARDProve 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 accreditationBe 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?