Assessment in Action

Wake Technical Community College: Project Description

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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

(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

(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

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) 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) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

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)

Test Scores

(No) 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. Wake Technical Community College was looking to show the impact of the library's information literacy program on students in our English and science programs. Our intention was to show that the library had an impact on student learning and that our work aligned with the curriculum education and college assessment goals. We created a team of faculty from English and science, librarians and administration of which most had proven experience working together. The library needed to collaborate with both departments to increase library instruction sessions and visibility, so chose faculty who were proven users of the library to work on the project. Our inquiry question was; What is the effect of information literacy instruction on student success in ENG 112.

  • 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 staff learned that instruction has an impact on student learning. We increased our exposure to English and science faculty and on the visibility of the library as a teaching tool, not just a book resource. While our science testing fell through due to workloads, more are willing to work with us in the future to create more meaningful assessment for student outcomes. With no meaningful data from the fall semester due to lack of faculty participation in the pre and post- tests, we learned lessons in communicating our needs and the purpose of the assessment. With the positive data from the spring semester, initial conversations show that in completing this work, the library can and will continue to contribute to college-wide assessment and can also work with other departments on campus to support success outcome completion.

  • 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 library intends to complete three main objectives in this upcoming year relating to the data we uncovered.
    1. Work more in depth with the English department to determine if the library’s outcomes match the department’s learning outcomes. Instead of teaching to what we think should be a student’s outcomes from the library, teach to what the department needs from us.
    2. Continue to work with the English department and potentially the science department in completing the pre and post-test assessment data to contribute to college-wide outcomes.
    3. Work more cohesively with the Institutional Effectiveness team to provide meaningful data that contributes to the college’s success.

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

  1. We will present at the Dean's meeting and also to the English faculty later this summer.

    Julia Mielish
    Interim Dean of Library Services
    Wake Technical Community College
    9101 Fayetteville Road
    Raleigh, NC 27614

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