Assessment in Action

Naugatuck Valley Community 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

Student Success

(No) Academic Intimacy/Rapport

(No) Enrollment


(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

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

Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

Institutional Research

(No) 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)

Test Scores

(No) GPA

(No) Degree Completion Rate

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. Our project aligned with several of our college’s Strategic Plan goals, particularly relating to retention and graduation and equity for underrepresented groups. We sought to examine the relationship between information literacy and student retention and explored student performance in underrepresented groups in order to identify ways to better support students and improve outcomes. Finally, our institutional goal of incorporating 21st century technology inside and outside of the classroom aligned with our approach of using iClickers to assess student learning.
    We chose the First Year Experience course for examination because of institutional support and the ability to engage with first time, full time students at the beginning of their college careers. Our team was comprised of librarians, First Year Experience coordinators, and the director of Institutional Research, who are all key players in this project.

  • 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 significant contributions of our project include establishing an early connection between all full-time students and the library, encouraging faculty participation in library initiatives, and using data to gain a better understanding of several student populations regarding IL concepts and skills.
    We learned that lesson plan & activity design should include as much relevant information as possible without overwhelming students. Additional student data such as retention status and GPA was essential in helping us see how students fared academically after the library session. Collaboration across departments- in this case, between the Library, First Year Experience instructors, and the office of Institutional Research supported our success.
    We felt that our most significant finding was that several student populations such as older full-time students and those who attended the city’s public high school struggled with information literacy and were retained at a much lower rate than other students.

  • 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. As a result of our findings, we plan to increase targeted outreach to several student populations such as older students and some of the high schools in our community. We will also examine language used in future library assessments or informational material, and be careful about some library lingo that may not be as accessible to some students without background knowledge of library terms. We also plan to incorporate qualitative assessment into our activities.

    This project is very different from other types of assessment on campus, which is generally specific to academic departments or based solely on data. Our collaborations with different departments and use of multiple data points has established the library as a leader in campus assessment.

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

  1. Team Leader contact details: Jaime Hammond

At Naugatuck Valley Community College (Waterbury, CT), all first time, full time students attend a required information literacy session taught by a librarian as part of their First Year Experience (FYE) course. The existing program and assessments were modified to measure the impact of the Library’s FYE program on students’ information literacy. Overall, student performance improved after instruction, but did not directly impact student retention.
NVCC_AIA_Poster_2015-06-22.pdf FYE & the Library: Setting Sail for Student Success