Assessment in Action

Montclair State University: Project Description

Page 1


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)

(No) Other (please describe)

Primary Library Factor Examined (select one or more)


(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)

(No) Undergraduate


(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)

Professions/Applied Sciences

(No) English Composition

(No) General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

Library Administrator

Other Librarian

(No) Other (please describe)

Page 2


Methods and Tools (select one or more)

(No) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

Pre/Post Test

(No) Rubric

Other (please describe)

* student usage of targeted Library online resources, such as Research Guides (e.g.,, * student self-assessment of one-on-one research appointments with the Government Documents librarian, and * faculty assessment at the end each semester for two classes: HLTH501(Fall) and HLTH580 (Spring).

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. The AiA Project comes at an opportune time for Montclair State University (MSU). We just finished a review of the first five years of our new Core Curriculum, and will be refining our assessment practices for that program. All academic programs are actively engaged in documenting their assessment practices in preparation for our Middle States review in 2015.

    Assessing data information literacy in the e-sciences in partnership with the new Masters in Public Health program is a groundbreaking effort that I think will contribute substantially to demonstrating the value of the library's resources and expertise and the importance of collaboration across departments on campus in the innovative assessment and evaluation of student learning outcomes.

  • 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. We believe our project makes significant contributions in a few areas, beginning with the following: The project helps to create a culture of assessment within our organization, one in which we recognize the importance of assessment as a way to demonstrate the library’s value to the university. Secondly, our project helps our students develop a critical competency that they will need and use in their future professional work. And finally, the third contribution we believe our project has made is to promote the idea of using government information and data in the process of life-long learning. One of the most important lessons I learned from assessing the library’s impact on student learning and success is that, in order to truly have an impact on student learning and success, the library’s teaching and instructional efforts have to be focused and concentrated on helping students to acquire useful research data literacy skills.

  • 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. The one aspect I will most certainly change is my philosophical approach to teaching and instruction. In the past, I thought it was best to have a more generalized approach to classroom instruction. From our project, I learned that teaching needs to be relevant and purposeful. I believe that our project was successful because our students were able to apply what was being taught in the classroom to their professional work. This was the first time that our library embarked on a long term assessment project of this nature. This project is the first of many more developing assessment initiatives in the library in collaboration with the faculty and the Assessment Coordinator. We are very grateful for the training and community of practice of the ACRL AiA Program that enabled us to move this project forward over the past year. Thank you!

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

  1. Project Website:

    Presentations and Publication:
    "The ACRL Assessment in Action Project: the Montclair State University Experience" by Darren Sweeper, Government Documents Librarian at the VALE Assessment Fair, July 24, 2014 at Rutgers University Scholarly Communications Center.

    "Finding the Right Public Health Data: ƒ(Librarians + Students) = Success" by Darren Sweeper, Government Documents Librarian at the VALE Assessment Fair, July 23, 2015 at Rutgers University Busch Campus Center.

    "The Importance of e-Government and Data Information Literacy for Student Success" by Darren Sweeper in New Jersey Library Association College and University Section Newsletter, Fall, 2015 (accepted, in production).

    * Mary Mallery, Ph.D.
    * Assoc. Dean for Technical Services
    * Harry A. Sprague Library
    * Montclair State University
    * Upper Montclair, NJ 07043
    * Phone: 973-655-7150
    * Fax: 973-655-7780
    * E-mail:

This project focused on assessing the impact of Government Documents and data information literacy instruction on student success for students in the Masters in Public Health program. We used a multi-modal assessment process, including measuring the outcomes of one - shot information literacy classes in Government Documents and data information literacy combined with embedded online research guides, and one - on - one research appointments with librarians. Assessing data information literacy (DIL) is a new field that demonstrates a major impact of library leadership in many areas of research and business applications in e - science, with national and global reach.
AiAProjectPosterMSUFINAL.pdf Finding the Right Public Health Data: ƒ(Librarians + Students) = Success