Assessment in Action

University of Nebraska at Omaha: 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

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) 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

(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

(No) General Education

(No) Information Literacy Credit Course

Other (please describe)

Student Support Services

AiA Team Members (select one or more)

(No) Assessment Office

(No) Institutional Research

(No) Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

(No) Other Librarian

Other (please describe)

Student Support Services

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Methods and Tools (select one or more)


(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) 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

Other (please describe)

reference transaction statistics

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. The mission of the University of Nebraska Omaha is to be a leading student-centered metropolitan university. Key components of this vision include building a more engaged student population and increasing the educational opportunities for students from underserved groups. This project aligns with those goals by meeting students where they work in order fully engage them with the library services, and by offering additional support to a federal TRIO program serving students with disabilities, or first generation or limited income students.

    While librarians at UNO use roving as outreach to their academic departments, there was no purposeful outreach to underserved student populations. I wanted to examine what effect intentional outreach, in the form of roving, would have.

    By having a small team comprised of myself and two members of the federal TRIO Student Support we were able to “be in the trenches” and have regular meaningful interactions with the students.

  • 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. By partnering with a student support services group and working directly with students this project not only increased the visibility of library services, but also enabled the team lead to form strong bonds with students and support staff. The assessment component increased our project’s visibility to stakeholders both inside and outside the library in two ways. First simply by increasing the number of conversations about current and future assessment goals, and second through additional presentation opportunities.

    We learned the following: 1) High satisfaction with research services staff is correlated with an increase in student confidence when conducting research. 2) Students in the program reported higher confidence in finding and using resources after a librarian was embedded in the student support services office. 3) Roving services are more successful when partnered closely with other campus staff.

  • 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. Based on this project public facing library staff are working to prioritize customer service. By witnessing the direct effect satisfaction with library staff has on student confidence, staff members truly understand the importance of these efforts. In addition we have rewritten an open faculty line to be more focused on outreach to specific student populations, not only underserved students but also transfer students, international students, the military community, LGBT, and others.

    This project has renewed the focus on assessment at the library. We would like to complete bigger, mixed-methods assessment projects in order to more fully understand student use of and attitudes toward library resources and staff.

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

  1. “Collaboration that Works: How to Build and Assess Partnerships with Student Support Services Groups.” Nebraska C&U/Kansas CULS Joint Spring Meeting (Crete, NE) – May 29, 2015.

    Katie Bishop, University of Nebraska Omaha

The University of Nebraska Omaha has several initiatives to aid student populations needing extra support, however Criss Library has not always been a direct partner with these programs. This poster assesses the impact of a roving librarian at the campus Federal TRIO Student Support Services office. Results suggest that while the project did not lead to an increased use of library resources, it did lead to an increase in students' confidence toward their research abilities.
UNOPosterAiABigFinal.pdf Don’t wait for them to come to you: Partnering with student support services