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Assessment in Action

Our Lady of the Lake University: Project Description

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Primary Outcome Examined (select one or more)

Student Learning: Assignment

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)

Instruction

(No) Instruction: Games

(No) Instruction: One Shot

Instruction: Course Embedded

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

(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

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

Rubric

(No) Other (please describe)

Direct Data Type (select one or more)

Student Portfolio

Research Paper/Project

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

(No) Other (please describe)

Indirect Data Type (select one or more)

Test Scores

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. OLLU’s project, “QUEST”, seeks to improve student learning through the redesign of developmental composition for first year students. QUEST is a separately funded initiative of OLLU’s 2012 strategic plan to increase undergraduate student persistence, a population which is 60% Hispanic and 40% first generation. Approximately 80% of OLLU’s first year students need remediation in writing.

    The library factor and outcome were chosen because the redesign of Composition I included a course learning outcome and required assignment on the research process. Instruction was delivered by librarians through face to face and virtual modules to all sections of Composition 1 throughout the semester.

    The team was intentionally composed to ensure the successful completion of the AiA project: the director of the QUEST (course redesign and pedagogy), librarians (assignment design, modules and instruction), the director of technology support (technology glitches), and director of institutional research (institutional data).

  • 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 library administration's support of a new model for information literacy, moving away from one-shot instruction to an embedded librarian model was instrumental in the success of the program.

    Librarians created student learning outcomes for information literacy instruction in collaboration with English Composition faculty. Librarians assessed student learning outcomes with the assistance of the writing center on several criteria including sources suitability, style and integration of information. The VPAA acknowledges our program as a model for successful collaboration and program assessment.

    The most successful classroom collaborations occurred when the English instructor worked as a team-teacher with the librarian rather than a spectator.

    We learned that there are many factors beyond our control that impact our ability to assess library student learning outcomes and student success.

    A slight correlation exists between the successful completion of the library online tutorials and course GPA.

    Students post-survey results indicate a greater confidence in ability to find and use quality resources. Students found video tutorials informative and helpful. However technology issues were very frustrating for all.

  • 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 our project, librarians will be given access to student Blackboard accounts so that more collaboration can exists between librarian and student for issues related to library instruction and library module grade reporting. Embedding the library videos in Blackboard should allow a more streamlined system of grading library assignments. Faculty and students will be able to view their grades in the Blackboard gradebook. Librarians will be physically present on writing lab days to assist students with the completion of library modules. The number of library video assignments will be reduced. There are preliminary plans to create a program to support students in Comp II classes. The newly redesigned First Year Experience Course will include a research assignment. Plans are in place to embed information literacy instruction. We will continue to collaborate with English faculty to ensure consistency in the expectations for information literacy. This includes having a library presence at the summer English faculty workshop to address program challenges.

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

  1. October, 2014 Presentation to the Georgia International Conference on Information Literacy entitled: "Embedding Information Literacy in Multi-Section Composition Courses to Improve First Year Student Success"

    April, 2013 Presentation to the New Mexico Library Association entitled " Information Literacy and the First Year Experience: A case-study of the embedded librarian