slos for librarians

SLOs for Librarians

Kevin Bontenbal Scott Lee Cuesta College Antelope Valley College

Description

• “Library and other learning support services for students are sufficient to support the institution’s instructional programs and intellectual, aesthetic, and cultural activities in whatever format and wherever they are offered.” Thus begins ACCJC Standard IIC, “Library and Learning Support Services.” How do librarians help their colleges meet and exceed the demands of this standard? How can library faculty use this standards to help their colleges meet the library and learning resource needs of their students?

What we’ll cover…

• ACCJC accreditation standards/ requirements

• Purpose/importance of SLOs• Difficulty of SLOs in the library• Types of measurements• Implementation & assessment

Accreditation Standards

• Library and Learning Support Services (II.C)

• II.C.1.b– The Institution provides ongoing instruction

for users of library and other learning support services so that students are able to develop skills in information competency.


• Library and Learning Support Services (II.C)

• II.C.1.c– The institution provides students and

personnel responsible for student learning programs and services adequate access to the library and other learning support services, regardless of their location or means of delivery.


• Library and Learning Support Services (II.C)• II.C.2

– The institution evaluates library and other learning support services to assure their adequacy in meeting identified student needs. Evaluation of these services provides evidence that they contribute to the achievement of student learning outcomes. The institution uses the results of these evaluations as the basis for improvement.

Rubric for Evaluating Institutional Effectiveness – Part III: Student Learning Outcomes

Levels of Implementation

Characteristics of Institutional Effectiveness in Student Learning Outcomes

(Sample institutional behaviors)

Awareness

• There is preliminary, investigative dialogue about student learning outcomes. • There is recognition of existing practices such as course objectives and how they relate to student learning outcomes. • There is exploration of models, definitions, and issues taking place by a few people. • Pilot projects and efforts may be in progress. • The college has discussed whether to define student learning outcomes at the level of some courses or programs or degrees; where to begin.

Development

• College has established an institutional framework for definition of student learning outcomes (where to start), how to extend, and timeline. • College has established authentic assessment strategies for assessing student learning outcomes as appropriate to intended course, program, and degree learning outcomes. • Existing organizational structures (e.g. Senate, Curriculum Committee) are supporting strategies for student learning outcomes definition and assessment. • Leadership groups (e.g. Academic Senate and administration), have accepted responsibility for student learning outcomes implementation. • Appropriate resources are being allocated to support student learning outcomes and assessment. • Faculty and staff are fully engaged in student learning outcomes development.

Proficiency

• Student learning outcomes and authentic assessment are in place for courses, programs and degrees. • Results of assessment are being used for improvement and further alignment of institution-wide practices. • There is widespread institutional dialogue about the results. • Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning. • Appropriate resources continue to be allocated and fine-tuned. • Comprehensive assessment reports exist and are completed on a regular basis. • Course student learning outcomes are aligned with degree student learning outcomes. • Students demonstrate awareness o f goals and purposes of courses and programs in which they are enrolled.

Sustainable Continuous Quality Improvement

• Student learning outcomes and assessme nt are ongoing, systematic and used for continuous quality improvement. • Dialogue about student learning is ongoing, pervasive and robust. • Evaluation and fine-tuning of organizational structures to support student learning is ongoing. • Student learning improvement is a visible priority in all practices and structures across the college. • Learning outcomes are specifically linked to program reviews.





Awareness

• There is preliminary, investigative dialogue about student learning outcomes. • There is recognition of existing practices such as course objectives and how they relate to student learning outcomes. • There is exploration of models, definitions, and issues taking place by a few people. • Pilot projects and efforts may be in progress. • The college has discussed whether to define student learning outcomes at the level of some courses or programs or degrees; where to begin.

Ultimate PurposeWhy is this important?

• To measure the effect of library services on students.

• Have they learned anything as a result of their interaction with the library?

• To meet accreditation standards.

Difficulty of SLOs in the Library

• Learning Outcomes must focus on what the students has learned and not on the performance of the library.

• Most library evaluation, especially reference evaluation, does not focus on the student.





Development

• College has established an institutional framework for definition of student learning outcomes (where to start), how to extend, and timeline. • College has established authentic assessment strategies for assessing student learning outcomes as appropriate to intended course, program, and degree learning outcomes. • Existing organizational structures (e.g. Senate, Curriculum Committee) are supporting strategies for student learning outcomes definition and assessment. • Leadership groups (e.g. Academic Senate and administration), have accepted responsibility for student learning outcomes implementation. • Appropriate resources are being allocated to support student learning outcomes and assessment. • Faculty and staff are fully engaged in student learning outcomes development.

Where to Measure?

• Service Level– Measuring the individual services in the library.

• Reference, Tutorials, Bibliographic Instruction

• Program Level– Measuring the overall success of the library.

• Information Literacy• Examples: Focus Groups, Pre & Post Testing,

Longitudinal Testing of Cohorts

• Both…

Cuesta College Library - SLOs

Program Level Approach• Conceptualize and communicate a research topic or

information need, and know when expert assistance is necessary.

• Synthesize material and evaluate whether information need has been successfully satisfied.

• Locate, use, and evaluate library and information resources relevant to collegiate assignments and personal information needs.

Cuesta College Library - SLOs

Program Level ApproachInformat ion Literacy is the set of skills needed to find, access, retrieve, analyze, synthesize and use information effectively and ethically. The Cuesta College information literate student is one who can:

• Deter mi ne th e exte nt of in format ion ne eded • Access needed in format ion effect iv ely and eff icient ly • Eva luate informa ti on and it s sources cr iti call y • Incorporate se lected informat ion into th eir own know ledg e base • Use informat ion e ffec ti vely to accomp lish a spec if ic purpose • Understand th e econom ic, lega l, and social issues surround ing

the use of in format ion • Access and us e informat ion e thically

Someone who is informat ion literate is someone who has learned how to learn. This ind iv idua l un derstands how know ledg e is organ ized, how to f ind in format ion, eva luate in format ion, and use tha t in format ion for any ta sk or dec ision at hand. Th e in format ion literat e person is prepared for li fe long learn ing.

Antelope Valley College Library - SLOs

Service Level Approach• Students will be able to use the AVC Library Catalog

to identify an LC call number for a book.

• Students, after identifying a books call number, will

be able to successfully retrieve the book from the

AVC library collection.

• After a reference interview, students will use selected

search terms to initiate a search in an EBSCOhost.





Proficiency

• Student learning outcomes and authentic assessment are in place for courses, programs and degrees. • Results of assessment are being used for improvement and further alignment of institution-wide practices. • There is widespread institutional dialogue about the results. • Decision-making includes dialogue on the results of assessment and is purposefully directed toward improving student learning. • Appropriate resources continue to be allocated and fine-tuned. • Comprehensive assessment reports exist and are completed on a regular basis. • Course student learning outcomes are aligned with degree student learning outcomes. • Students demonstrate awareness of goals and purposes of courses and programs in which they are enrolled.

How to implement?

• Courses– Stand alone– Component of existing course(s)

• Embed– Unit, assignment, or activity

• Linking courses-learning communities• Tutorials/guides• Orientations/class visits





Sustainable Continuous Quality Improvement

• Student learning outcomes and assessment are ongoing, systematic and used for continuous quality improvement. • Dialogue about student learning is ongoing, pervasive and robust. • Evaluation and fine-tuning of organizational structures to support student learning is ongoing. • Student learning improvement is a visible priority in all practices and structures across the college. • Learning outcomes are specifically linked to program reviews.

Antelope Valley College Library - SLOs

Service Level Approach - Assessment• Students will be able to use the AVC Library Catalog to identify an LC call

number for a book.

Assessment: Demonstrate using the AVC Library Catalog to

find a book call number.• Students, after identifying a books call number, will be able to successfully

retrieve the book from the AVC library collection.

Assessment: The student shows the retrieved book to the

reference librarian.• After a reference interview, students will use selected search terms to initiate a

search in an EBSCOhost.

Assessment: Demonstrate initiating a search in EBSCOhosts.

Thank you!

Kevin BontenbalCuesta [email protected]

du

Scott LeeAntelope Valley

[email protected]

slos for librarians

Documents

learning support services

student learning programs

degree learning outcomes

learning resource needs

student needs

proficiency student

services adequate access

library faculty