Assessment in Action

Nova Southeastern University: Project Description

Page 1


Primary Outcome Examined (select one or more)

(No) 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: 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) 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

(No) English Composition

General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

(No) Institutional Research

Teaching Faculty

Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

Other (please describe)

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Methods and Tools (select one or more)

(No) 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)

Other (please describe)

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

Page 3

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 Nova Southeastern University (NSU) continues to cultivate an expansive collaborative environment for facilitating undergraduate student success, NSU’s Alvin Sherman Library, Research, and Information Technology Center has taken a proactive role in exploring how it contributes to undergraduate student learning. In accordance with NSU’s Vision 2020 to be recognized as a premier university “of quality and distinction that engages all students and produces alumni who serve with integrity in their lives, fields of study, and resulting careers,” the library’s project fundamentally aligns with institutional priorities that emphasize the university’s core values of academic excellence, student centeredness, and scholarship/research.

    In partnering with faculty and staff from NSU’s College of Undergraduate Studies, the team used its collective knowledge to develop learning outcomes based on shared values in higher education. Additionally, these team members utilized their experiences working with undergraduate students to help schedule and promote the optional library workshops that would include the project’s assessment component.

  • 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. Despite obtaining a small data set due to low attendance at the optional workshops, and subsequent low participation in the pre/post-tests, the project serves as a reflective lens for the effectiveness of the library’s curriculum for information literacy instruction. Although inferential statistics could not be generated to determine a correlation, the percent increase for each learning outcome on the post-test scores suggests that students benefited from the library instruction. Ultimately, these findings help emphasize the library’s value and provide a foundation for documenting information literacy instruction as a genuine factor for student success that warrants further investigation. In creating a culture of assessment, this project shall continue and expand in an effort to gather generalizable results on a larger scale that may produce statistical significance.

  • 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. As a result of this project, the library will investigate ways to incorporate the pre/post-test assessment into the one-shot library instruction provided in undergraduate courses where participation is required. In doing so, the team hopes to generate a larger data set that may produce results that are generalizable and/or statistically significant. Additionally,

    In addition to observing learned skill sets, the library will adjust its pre/post-tests to also focus on students’ confidence in their skills. By measuring the execution of and confidence in specific information literacy skills, the library may be able to document additional evidence to support its contributions toward overall student success.

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

  1. Jamie Segno
    Reference/Outreach Librarian II
    Alvin Sherman Library, Research & Information Technology Center
    Nova Southeastern University
    3100 Ray Ferrero, Jr. Blvd
    Fort Lauderdale-Davie, Florida 33314
    954-262-5484 |

Library Boot Camp is an optional research workshop offered six times per semester to help students improve their information literacy skills. By administering pre/post tests before and after each session, this project investigated the impact of Library Boot Camp on students’ ability to use library resources to effectively find needed information. Despite low attendance at the workshops, a preliminary comparison of the paired test results revealed nearly a 60 percent increase, suggesting the instruction was beneficial.
Segno_AiA_Poster_Library_Boot_Camp.jpg Assessing the Impact of Library Boot Camp Optional Research Workshops on Student Learning