Assessment in Action

Kutztown University of Pennsylvania: 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

(No) 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) 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

(No) 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)


(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test


(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

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)

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. KU’s goal is to provide an education that will “prepare students to meet lifelong intellectual, ethical, social, and career challenges.” This project will begin to formally assess whether or not the library’s IL program contributes to this goal by providing students with skills that will help them succeed.

    In compiling a campus curriculum map, Information Literacy was one of the least-frequently selected skills by campus faculty. This is one reason this topic was selected for assessment.

    Our team is suited to this task, composed of: a team leader, the campus IL librarian; the assistant vice-provost for assessment; and the director of Institutional Research. The coordinator of the ENG 023 course will not be on the team but will recruit faculty to participate and will share the assessment data she gathers about the research assignment. The team was well-suited: an administrator to help with red tape, someone from Institutional Research who is an expert in data analysis and a librarian to lead everyone.

  • 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. While we weren’t able to make any real conclusions based on our small sample size, there is some evidence that if librarians and faculty work together, students benefit. We learned that assessment of the library's impact is difficult to demonstrate. It may be impossible to pinpoint a particular service that works, but I think that we can demonstrate that more library use results in positive benefits for students.

    We are helping to contribute to a culture of assessment by recruiting "assessment newcomers" into our project. Once they see the results and understand that the results can be used to improve student performance, I think we will have won some over who will now believe in assessment and its usefulness.

    There were no significant findings, but there was enough correlation between librarian/faculty instruction in citation styles and how to read a scholarly article to further study librarian/faculty partnership in IL instruction.

  • 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. We will emphasize our liaison program and librarian/faculty partnerships in information literacy instruction. We will also focus on action research projects such as this, instead of standardized tests, to gauge students' IL knowledge.

    This adds to the current general education assessment on our campus by addressing a domain (information literacy) that has not been assessed in the three years since our general education program was updated. This is also the first time authentic assessment has been conducted in the library and the results have proven useful, especially when compared to survey data.

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

  1. Krista Prock
    Rohrbach Library
    15200 Kutztown Rd
    Kutztown, PA 19530