Assessment in Action

Eastern Mennonite University: 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

(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

(No) Instruction: One Shot

(No) Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

(No) Reference

Educational Role (other than reference or instruction)

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

(No) English Composition

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

Writing Center

(No) Information/Academic Technology

Student Affairs

Campus Administrator

(No) Library Administrator

(No) 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

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

(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. Our project aligns with institutional priorities and needs because increasing retention is listed as a goal in the current strategic plan for the University. Our rationale was that making tutoring more accessible by having it available without an appointment and on the main floor of the library would positively impact student grades and retention.

    I chose the outcome and library factors because our library’s long-range plan includes moving the Academic Success Center to the main floor of the library and providing tutoring services on the main floor. It was timely for me to examine the impact of this future service model for the library. Providing a drop-in tutoring service in the library also seemed like a service that would resonate with our current student population.

    The team composition was excellent. Each member of the team provided expertise and experience which helped me craft outcomes that were measurable and relevant.

  • 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 contributions I have identified at this point are that libraries should explore partnerships which will allow them to provide tutoring services to students. Library administrators should encourage collaborations which can provide easily accessible tutoring to students inside the library walls.

    We learned students appreciate having a diverse set of services readily available in the library and as a result, that our library space can be used to provide services which can improve students' academic performance.

    I learned that each person on the team was an expert at assessment in their field so it was fascinating to see how different perspectives on assessment blended together to create a complete assessment plan.

    The most significant finding of the project was that drop-in tutoring was so frequently used by students and students' perceptions of the service was overwhelmingly positive.

  • 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 library will change as a result of this project by continuing to provide drop-in tutoring services and by exploring new partnerships with student support departments. My professional practice has changed as I now can implement a new program and feel confident in creating a credible assessment plan with the help of my colleagues on campus.

    This project contributes to future assessment activities on campus by laying the foundation for collaborative assessment of new student services. It demonstrates the value of the creative use of library space and will further a culture of assessment in the library.

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

  1. Team Leader- Stephanie Bush
    Eastern Mennonite University
    1200 Park Road
    Harrisonburg, VA 22802

AiA_Poster_PresentationDraft1.jpg Measuring the Impact of a Library Drop-in Tutoring Service: Effects on Student Grades and Retention Rates at Eastern Mennonite University