Assessment in Action

Virginia Wesleyan College: Project Description

Page 1


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)

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

(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)

Collections (quality, depth, diversity, format or currency)

(No) Personnel (number and quality)

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

(No) English Composition

General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

Library Administrator

Other Librarian

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

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

(No) Other (please describe)

Page 3

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. The Frames of Reference are a major part of the general education requirements in the VWC curriculum so it is important that students have a basic understanding of the Frames in their first year. The assignment we developed helps them gain that understanding, and this is what our assessment proves.

    We felt that the Frames assignment and the intentional development and use of book displays made this a unique project. Our outcomes are directly tied to students' understanding of the structure of their education.

    The team included the Director of Assessment (who could then include this project in his reports of various assessment activity on campus), the Director of the First Year Experience program (who promotes adoption of the assignment by the FYE instructors), a member of the faculty who had done a lot of work with the Frames of Reference and the general education requirements, and two librarians besides myself. The librarians helped create the displays and design the logistics for the assignment completion.

  • 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 assignment is the only formalized instruction about the Frames of Reference and certainly is the only assessment related to the Frames. We are therefore providing important instruction for students and important assessment of their grasp of these key concepts that form the structure of their education.

    I believe we have demonstrated the library's impact on student learning in an significant way.

    I believe that the library is a leader in assessment on our campus. I hope that we have shown that assessment can be meaningful and need not be arduous. I hope we have affirmed for the rest of our campus why conducting assessment is important.

  • 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. I think I may rehearse elevator speeches about other library projects to focus on the impact to students and get the ideas across succinctly.

    This assessment project will remain useful until the general education requirements are significantly revised (which I anticipate coming in the next 2 years.

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

  1. Sue Erickson

This project focused on an assignment created to increase first-year student awareness and engagement with the seven required disciplinary perspectives that comprise Virginia Wesleyan’s general education curriculum. The assessment focused on whether the collaboratively developed assignment resulted in greater student understanding of the perspectives. Results indicated enhanced student understanding. Positive results have led to broader promotion and incorporation of the assignment in the FYE course.
Erickson_AiA_poster_final3.pdf Understanding the Liberal Arts Through Book Displays at Hofheimer Library