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Assessment in Action

Joliet Junior College: Project Description

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Primary Outcome Examined (select one or more)

Student Learning: Assignment

(No) 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)

Instruction

(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)

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) Graduate

(No) Incoming

(No) Graduating

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

(No) English Composition

(No) General Education

(No) Information Literacy Credit Course

Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

(No) Institutional Research

(No) 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)

(No) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test

Rubric

(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

(No) Research Paper/Project

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. This project aligns with my institution’s priorities through its focus on developmental students. The academic success of this population is prioritized in the college’s 2014 Strategic Enrollment Plan, which outlines institutional goals aimed at improving the college’s enrollment, retention, and completion rates. This document specifically calls for the development of best practices for supporting students in developmental courses - an endeavor for which this project may provide insight.

    This project assessed the following outcome: Students enrolled in developmental reading who have more than one class session with a librarian and are given access to a course research guide will use higher quality sources than similar students who do not receive those interventions.

    I chose this outcome because I wanted to demonstrate the importance of instilling strong information literacy skills in students in developmental reading courses. I believe these skills lead to academic success in their immediate courses and give students the tools necessary to transfer into college-level courses.

  • 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. Through this project, I found that:

    *Students who received two sessions with a librarian and access to a research guide scored higher than students receiving either one session with a librarian and research guide or two sessions with a librarian without a research guide.

    *Students receiving two sessions with a librarian and a research guide experienced the lowest variance and highest median in scores.

    These findings suggests that not only do multiple sessions with a librarian and access to a research guide have a positive impact on the quality of the sources students used, but that this impact is most evenly distributed in classes that receive both interventions.

    Within my institution, this project contributed significantly to our understanding of the Library’s value. It was the first effort at the college to assess formally the impact of the Library on student learning. Within the context of the profession, this project provides a starting point for further examining the relationship between the Library and developmental students - a population that remains under-researched in Library literature.

  • 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. Although the findings were not statistically significant due to small and unequal sample sizes, I believe the findings suggest that students in developmental reading respond best to a combination of multiple class sessions with a librarian and a course research guide.

    As a result of what I learned through this project, I hope to do the following:

    *increase Library outreach to faculty who teach developmental reading and writing, encouraging them to schedule multiple library sessions for their classes

    *share findings with appropriate administrators and faculty to inform best practices for supporting students enrolled in developmental education (as outlined in the college’s Strategic Enrollment Management Plan)

    *leverage findings to advocate for additional librarians to facilitate an increase in information literacy instruction sessions

    *conduct future assessment projects focusing on Library outreach to developmental students, as well as the impact of information literacy instruction on other segments of the student population

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

  1. Project Leader: Melvin Whitehead | mwhitehe@jjc.edu