Assessment in Action

Rutgers University-New Brunswick: 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

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: 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)

(No) Collections (quality, depth, diversity, format or currency)

(No) Personnel (number and quality)

(No) Other (please describe)

Student Population (select one or more)



(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

(No) General Education

(No) Information Literacy Credit Course

Other (please describe)

Students in the Summer cohort represent various disciplines.

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

Campus Administrator

(No) Library Administrator

(No) Other Librarian

(No) Other (please describe)

Page 2


Methods and Tools (select one or more)


(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

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 Executive VP of Academic Affairs has aptly stated in his support of this project, 'A program to assess the Libraries ability to support student success fits well into the University’s strategic goals of transforming the student experience. Our new strategic plan incorporates a number of initiatives to enhance the student experience, ... Now more than ever, we need to explore new ways to assure that … our students develop life-long information literacy skills. The Libraries work with the McNair scholars is an excellent program for testing outcomes in this effort, as these students intend to pursue education beyond the bachelor’s degree'. Proving long-term benefits of library interaction on student preparation and success for graduate studies can influence the longevity of the library instruction program. The McNair/Library partnership was longstanding and both parties were interested in the possibility to assess its impact on student learning.

  • 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. A culture of assessment has been steadily nurtured at the Rutgers University Libraries. Participation in this project has provided a model for the libraries to look at how library partnerships with institutional departments can be assessed. A Task Force (of which the Team Leader is a member) has been convened to focus on getting input from library faculty regarding assessment on partnerships. Further, because of the interest of the administration, the approaches learned in AiA will be applied and, through collaboration, a template be created which can be modified to match specific needs. Moreover, library administration has provided avenues through which library faculty could hear about the AiA project, thereby continuing the conversation on assessment. It has become clear that, for assessment to thrive as an integral part of our work, many opportunities must be provided for librarians to share and to learn. Collection of data will begin in Summer 2015.

  • 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 opportunity to participate in Assessment in Action came at the perfect time for the libraries. Currently, the administration provides avenues to talk about and learn about assessment. Teach Meets have been created which focus on assessment and instruction. Librarians share expertise, successes, and challenges. Through the AiA project, there is a closer look on approaches to assessing student learning through partnerships as well as the partnerships themselves. The AiA project spans 5 years and will generate conversation about assessment that will influence how we do instruction. Further, it can impact the library program in the long run. Specifically with the McNair program, the results of this project can influence the grant that is received from the federal government. Within the institution, a narrative of the impact on student success that is rooted in assessment will demonstrate how the program is supporting the institutional strategic plan.

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

  1. Leslin Charles
    Instructional Design Librarian
    Rutgers, The State University of New Jersey
    Kilmer Library
    75 Avenue E
    Piscataway, NJ 08854