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Assessment in Action

University of Minnesota-Morris: Project Description

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Primary Outcome Examined (select one or more)

(No) Student Learning: Assignment

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)

Other (please describe)

Information literacy skill development and retention

Primary Library Factor Examined (select one or more)

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)

(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)

Undergraduate

(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

(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

General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

(No) Other (please describe)

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Methods and Tools (select one or more)

Survey

(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

(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. The information literacy (IL) assessment was a primary recommendation in the University of Minnesota Morris' last 10-year accreditation report and therefore has campus-wide attention and buy-in. Foremost amongst our institutional priorities is preparing students to be global citizens who value intellectual growth. Briggs’ library instruction program seeks to provide an incremental, consistent approach to developing this foundation by analyzing information literacy retention from beginning to end of students’ college career.

    In particular, the freshman writing course, ENGL 1601: Writing for the Liberal Arts (WLA), currently requires each section to spend a minimum of two class periods in the library. This partnership both increased library instruction sessions offered and provided students with a baseline competency in IL early in their college career. Our project team make-up was appropriate because each member was either directly involved with the program/course under examination or had professional experience in longitudinal and widespread assessment.

  • 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. Because the project isn't complete yet, we don't know what the significant contributions will be. Data collected from the four-year panel study (beginning in Fall 2015) will hopefully allow us to adapt the library instruction program and to encourage more targeted collaboration with academic departments.

  • 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. Data collected will allow us to adapt the library instruction program and encourage more targeted collaboration with academic departments. As a result of this project, Briggs Library has begun to incorporate more assessment methods into its strategic plan, resulting in a formal assessment model to guide future endeavors and measure mission objective progress.

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

  1. Team Leader Contact Details:

    Kellie Meehlhause
    kmeehlha@morris.umn.edu