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Assessment in Action

Pierce College at Fort Steilacoom: 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)

(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)

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)

(No) Assessment Office

Institutional Research

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)

Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test

Rubric

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

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. One of our institution’s Degree Learning Outcomes is Information Competency; this project helped to quantify the Library’s contributions, through our course-integrated “one-shot” instruction program, to ensuring students’ achievement of that outcome. Additionally, our project findings point toward library instruction’s value in helping students achieve in other overall success-indicator areas, including earning higher course-end grades, and more frequently consulting with librarians and using the library as a study space.

    We examined the outcome: Students who participate in multiple course-integrated library instruction sessions will demonstrate in subsequent courses behavior or accomplishments that are indicators of success. We selected this outcome to demonstrate the cumulative impact to student success of library instruction over multiple quarters.

    Our team included seven full time librarians, three discipline faculty and two institutional researchers. Team members were included for their expertise and interest in assessment and information competency, and for their ability to share our findings across disciplines.

  • 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. Significant contributions of our project include providing a community college perspective corroborating findings from several university library studies that library “one-shot” instruction may have an impact on long-term success indicators such as GPA (Wong & Cmor, 2011) and student attitudes toward library usefulness (Hsieh & Holden, 2010). We found a nearing-statistically-significant correlation between participation in 4+ “one-shots” in English 101 and higher course-end grades in English 103. Additionally, we found that a high total number of “one-shots” ever attended is a statistically-significant predictor of the likelihood of labeling learning about library resources as “helpful” to completion of research assignments in subsequent courses.

    Tying the measurement of the impact of library instruction to indicators of success that are valued at our institution will be essential to raising awareness of and interest in the value of library instruction among our faculty, students, and administrators; the Library is positioned to lead by example.

  • 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 findings of our study meaningfully support our claim that library instruction improves student achievement indicators over the long-term. We will use our findings to continue developing our course-integrated “one-shot” instruction program; we also plan to assess the long-term impact of our quarter-long, credit-bearing research courses.

    In addition, our institution is developing a new 7-year assessment plan to measure attainment of degree-level learning outcomes across the College curriculum. Participation in the Assessment in Action program has enabled the Library to have an authoritative voice in the creation of the plan, and also to help faculty in other disciplines envision ways that they can creatively and effectively approach participation in outcomes assessment. Participating in this project also enabled the Library to imagine ways in which we can continue a cycle of measuring our impact on student learning and on markers of success that transcend the Library walls.

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

  1. Team leader contact information:

    Rachel Goon, Librarian
    Pierce College
    9401 Farwest Drive SW
    Lakewood, WA 98498

    253-912-3779
    rgoon@pierce.ctc.edu

Filename
poster_recent_as_of_June_11.pdf Plant More One-Shots? Prune Them Back? Or Plow Them Under?: Evaluating the impact of library one-shot instruction on students’ success in subsequent courses