Assessment in Action

Fulton-Montgomery Community College: Project Description

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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

Academic Intimacy/Rapport

(No) Enrollment


(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) Reference

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)



Social Sciences

Natural Sciences (i.e., space, earth, life, chemistry or physics)

Formal Sciences (i.e., computer science, logic, mathematics, statistics or systems science)

Professions/Applied Sciences

English Composition

General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

Institutional Research

(No) Teaching Faculty

Writing Center

(No) Information/Academic Technology

Student Affairs

(No) Campus Administrator

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) 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) Degree Completion Rate

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. This endeavor is well aligned with Fulton Montgomery’s (FM) mission that calls for “excellence in student support and innovative approaches.” The project touches on four of the college’s core values: excellence in education; student learning; innovation; and caring and personalized service.

    The Evans Library often works with other academic divisions to provide Information Literacy instruction in the classroom. This project is a different kind of partnership: working with Student Affairs to provide personal librarians outside the classroom to students placed on Warning or Probation. It was thought that a focus on academic engagement would only complement the work being done on the student services professionals.

    The team composition included key players in both Academic and Student Affairs, as well as IR and other academic support personnel. While this mix seemed appropriate at the time, future iterations will include the campus Coordinator of Institutional Assessment, who can provide a broader perspective.

  • 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 were not able to substantiate any of our claims, due to low participation by our target group and so therefore have no significant contributions to report.
    We have, however, learned that while assessing learning outside a classroom environment is still a work in progress, contributing to students’ engagement and academic success is definitely a role for the academic library.

    This project has contributed to the current campus-wide assessment endeavors and has provided an opportunity for the library to be a respected part of institutional assessment. All we have learned about the assessment process has placed us in a leadership position on campus, as we are being identified as an example for other departments to follow.

    While we were unable to substantiate any of our original claims with the data we collected, we believe that we are correct in our efforts to address student learning outside the classroom. Therefore, we plan to continue along this path in partnership with other campus departments and as a core service provided by the library.

  • 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. In addition to continuing the project as implemented in the Spring 2015, we will assign all incoming Freshman a personal librarian and provide a personal librarian/mentor to students enrolled in a new transitional learning community for the Fall 2015. Additionally, we will work more closely with identified faculty to encourage use of the personalized services for their classes.

    This project contributes to assessment activities in that it identifies contributions to learning outside the classroom, particularly the information literacy efforts traditionally undertaken by the library. As opposed to similar projects that target graduate or honors students, our community college, like many others, face a challenge in retaining at-risk students or those needing remedial or transitional services. This project fits with our library’s ongoing efforts to assess impact on student learning as well as the campus’ efforts to assess services directed at students with needs greater than a ‘traditional’ student.

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

  1. Presentation – Mary Donohue (AiA Team Leader) & JeanMarie Reinke (FM Retention Officer) presented at the 3rd annual Assessment Network of New York (ANNY) conference April 30th at Dobbs Ferry, NY. The program, titled "Building Bridges: Crossing Silos to Inspire Student Success" detailed an in-progress assessment project by the Evans Library in collaboration with the Student Retention Office. As part of the ACRL’s “Assessment in Action: Academic Libraries & Student Success (AiA)” program, the project provides "at risk" students with targeted library resources, specifically the availability of a personal librarian. Outcomes of the project include persistence, retention and confidence of use of library resources and services.

    Mary Donohue
    Library Director
    The Evans Library
    Fulton-Montgomery Community College
    2805 St Hwy 67
    Johnstown, NY 12095-3790