Assessment in Action

Becker College: 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

(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

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)

(No) 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)

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Methods and Tools (select one or more)


(No) Interviews

(No) Focus Group(s)

(No) Observation

(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)

Other (please describe)

Survey administered in class as pre test and post test

Indirect Data Type (select one or more)

(No) 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. As most of our college’s degree programs identify information literacy in their respective learning outcomes, this is an area where the libraries can provide value and support. Our participation in this initiative fits squarely with college strategic goals, including improve services to all students and develop and strengthen academic programs (by identifying and strengthening the libraries’ contribution to student learning and success. Extending our successful model to other courses by way of comparison, we aim to use the results to strengthen a successful model to attract increasing collaborations with faculty to improve student success in information literacy. The team included the then instruction librarian, the library director and included faculty representation from both of the college campuses.

  • 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. Our results indicate that some library instruction, whether embedded or one-shot, correlates with student comfort in using library resources and scores on an information literacy rubric. Some of the survey results indicated a significant difference with the embedded model of instruction while others did not. For the campus culture of assessment, at last we have some results on which to build, even as they present questions we'd want to entertain going forward. These might include a closer look at which skills and/or concepts we present in library instruction, the mode of delivery, or more specific information about which students benefit from which kinds of 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. When we proposed this project fifteen months ago, the aim was for greater faculty-librarian collaboration to promote information literacy as a learning outcome for student success. With a changing institution, curriculum, and library staffing situation, the propagation of embedded and even one-shot collaborations seems difficult to achieve. The embeddedness we see may not be in the classroom but could take place in the online environment, where basic instruction modules could be hosted on the course management system and then librarians could deliver a more personalized level of consultation and support.

    At the same time, the library had scant assessment data prior to this project and was able to use data from this project as a launching pad for further assessment efforts. This is key with an imminent institutional accreditation visit, to say nothing of a student body and college curriculum in transition.

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

  1. Prior to Becker's acceptance into the 2015 AiA cohort, eventual team members Statkus and Graham presented information on their collaboration at a 2014 NERCOMP workshop: (Pamela Graham, team leader, left Becker College in May 2015 prior to the conclusion of this project, and is now at United States Coast Guard Academy.)

    Our Assessment in Action LibGuide resides at

    Garrett Eastman assumed team leader responsibilities in April 2015 and can be contacted at 508-373-9709 or

Presentation_final.pdf All, Some or Nothing At All: What is the Effect of Librarian Information Literacy Instruction on Student Learning Outcomes?