Assessment in Action

South Dakota State University: Project Description

Page 1


Primary Outcome Examined (select one or more)

Student Learning: Assignment

(No) Student Learning: Course

(No) Student Learning: Major

(No) Student Learning: Degree

(No) Student Engagement

(No) Student Success

(No) Academic Intimacy/Rapport

(No) Enrollment

(No) Retention

(No) Completion

(No) Graduation

(No) Articulation

(No) Graduates' Career Success

(No) Testing (e.g., GRE, MCAT, LSAT, CAAP, CLA, MAPP)

(No) Other (please describe)

Primary Library Factor Examined (select one or more)


(No) Instruction: Games

Instruction: One Shot

(No) Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

(No) Reference

(No) Educational Role (other than reference or instruction)

(No) Space, Physical

(No) Discovery (library resources integrated in institutional web and other information portals)

(No) Discovery (library resource guides)

(No) Discovery (from preferred user starting points)

(No) Collections (quality, depth, diversity, format or currency)

(No) Personnel (number and quality)

(No) Other (please describe)

Student Population (select one or more)


(No) Graduate

(No) Incoming

(No) Graduating

Pre-College/Developmental/Basic Skills

(No) Other (please describe)

Discipline (select one or more)

(No) Arts

(No) Humanities

(No) Social Sciences

(No) Natural Sciences (i.e., space, earth, life, chemistry or physics)

(No) Formal Sciences (i.e., computer science, logic, mathematics, statistics or systems science)

(No) Professions/Applied Sciences

English Composition

(No) General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

Assessment Office

Institutional Research

Teaching Faculty

Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

(No) Other Librarian

(No) Other (please describe)

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Methods and Tools (select one or more)


(No) Interviews

(No) Focus Group(s)

(No) Observation

Pre/Post Test


(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

Research Paper/Project

(No) Class Assignment (other than research paper/project)

(No) Other (please describe)

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

(No) Other (please describe)

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Executive Summary (150 words open)

  • How does the project align with your institution’s priorities and needs?
  • Why did you choose the outcome and library factor as areas to examine?
  • Why was the team composition appropriate?

  1. As South Dakota State University moved into year four of a comprehensive Undergraduate Model for Student Success that outlined retention goals specifically targeting traditional first year students, we recognized that within that population, students with additional intentional intervention needs, such as English as Second Language students, may also be included in strategic student success initiatives.

    Institutional strategic goals include promoting academic excellence through quality programs, engaged learners and an innovative teaching and learning environment. Collaborative and interdisciplinary work contributes to innovative teaching and learning environments.

    Team members chose to research information literacy outcomes among ESL students. Information literacy is a General Education requirement for all baccalaureate programs in South Dakota public universities.

    The research team included ESL and Global Studies faculty, the Writing Center coordinator and the librarian, chosen in relation to project goals.

  • What are the significant contributions of your project?
  • What was learned about assessing the library’s impact on student learning and success?
  • What was learned about creating or contributing to a culture of assessment on campus?
  • What, if any, are the significant findings of your project?

  1. The most significant contribution of the research project reflected the collaboration of two academic units and two service units in providing innovative teaching and learning environments for ESL students. The research intended to assess the library’s impact on student learning and success. The data was inconclusive on the library’s impact on this particular research group. The research team concluded that more study is likely needed to isolate factors that impacted the data. The team identified potential changes for the future: more library contact; more Writing Center Contact; mandatory visits to support services; more targeted information literacy instruction; library research guide re-design for the target audience, and more targeted Writing Center assistance to improve student citing skills. By working as research partners with faculty and student support centers, librarians can contribute to assessment goals. Communicating the results of collaborative library research can demonstrate the impact of support services on student success.

  • What will you change as a result of what you learned (– e.g., institutional activities, library functions or practices, personal/professional practice, other)?
  • How does this project contribute to current, past, or future assessment activities on your campus?

  1. The team identified changes we might make in the future: more library contact; more Writing Center Contact; mandatory visits to support services; more targeted information literacy instruction; library research guide re-design for the target audience, and more targeted Writing Center assistance to improve student citing skills.

    Library instruction and library supporting materials may need to be further modified to meet learning needs of ESL students. Librarians should further study high impact learning activities for this population.

Please list any articles published, presentations given, URL of project website, and team leader contact details.

  1. Poster Session. American Library Association. June 26, 2015. San Francisco, CA

    Vickie Mix, Team Leader

The SDSU collaborative research team from Briggs Library and the ESL and Writing Center Departments sought to promote, develop and assess academic information literacy skills among ESL students in a remedial writing class. Students were surveyed prior to and after library instruction regarding confidence in using library resources and knowledge of key information literacy concepts. The research team also conducted a qualitative analysis of student essays to examine information literacy skills.
ESLPoster2015.pdf Collaboration in Learning: Partnering Academic Support Services for ESL Student Information Literacy