Assessment in Action

Otero Junior College: 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

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

(No) Instruction: Games

(No) 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)

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

(No) Pre-College/Developmental/Basic Skills

(No) Other (please describe)

Discipline (select one or more)

(No) Arts

(No) Humanities

(No) Social Sciences

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

(No) English Composition

(No) General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

Library Administrator

(No) Other Librarian

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) Rubric

(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

(No) Research Paper/Project

Class Assignment (other than research paper/project)

(No) Other (please describe)

Indirect Data Type (select one or more)

Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

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. Due to the upcoming HLC visit in February 2017, our institution is focusing on assessment in these areas: information literacy, written communication, technology, and mathematics. We had no baseline data on information literacy competency when the students started at OJC, and needed that information before proceeding further with information literacy assessment. We focused particularly on biology students because we are also under a STEM grant and because the library director and biology instructor had been introducing some information literacy concepts to biology classes. The team composition included the library director/team leader, biology instructor, STEM grant coordinator, and assessment coordinator, all of whom are key personnel given our topic. We also included a nursing instructor, as we were originally planning to look at a nursing class as well, but unfortunately, several factors combined made that not viable.

  • 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. Although our results were not statistically significant due to low participation, we learned a great deal about assessment and creating surveys, as well as how to report and interpret the data. We also learned that more assessment on incoming students’ information literacy is needed. Plus, a significant lesson learned is that we can’t rely on students to participate in an “extra” project that requires them to work outside of class. I think we also showed that information literacy is an important aspect of our assessment, and have started some conversations about the fact that our students may not be coming to us with the skills we assumed they had. Our library assessment will contribute to the campus’ ongoing assessment activities, and we will continue to look at other aspects of library assessment in order to add more to those activities.

  • 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. Library staff will work closer with faculty on information literacy issues, making sure that they understand that they may need to break down research assignments. We will encourage all ENG 122 instructors to use the ResearchReady™ modules. We will also continue to help non-English instructors with course-specific information literacy needs (by class visits and the use of LibGuides.™ Library staff will be more available in the library for student assistance and approach the students more, rather than waiting for the students to come to us. This emphasis on information literacy skills should help students be more successful in their course work, as well as help retention rates, as well as add to the bulk of information the campus is gathering on assessment for the HLC visit.

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

  1. Sue Keefer, Library Director
    Otero Junior College
    1802 Colorado Ave.
    La Junta, CO 81050


    We have not as yet published any articles or given any presentations. Library Director will try to do a poster presentation at the fall Colorado Association of Libraries annual conference.

    Information Literacy Needs of Biology Students
    Otero Junior College, a rural, Hispanic-serving institution, focused on the information literacy needs of traditional and non-traditional biology students. The study included administering a survey regarding students’ comfort levels and knowledge of information literacy and technology, and the implementation of an information literacy module (ResearchReady) to assess information literacy comprehension. Although not everything went as planned, we feel we still have baseline understanding of the students’ comfort levels and comprehension.

poster-fullsize.pdf The Information Literacy Needs of Biology Students