Assessment in Action

University of North Carolina Wilmington: Project Description

Page 1


Primary Outcome Examined (select one or more)

(No) 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) 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)

(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)

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

Natural Sciences (i.e., space, earth, life, chemistry or physics)

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)

And transfer students who could be in various disciplines.

AiA Team Members (select one or more)

Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

(No) Other (please describe)

Page 2


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

(No) 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. At the University of North Carolina Wilmington (UNCW), STEM majors and transfer students account for a large majority of the student population. UNCW’s flagship program is marine biology. The university is focused on serving both of these populations and assessing the library’s facilities in relation to the student success of these two groups aligns with the university’s goals.

    In part, this specific focus was chosen because the library is under constant renovation and little assessment has been done about the facility itself.

    The team was selected as the members include two of the university’s assessment experts as well as a faculty member who is the interim director of the Center for Teaching Excellence and has won numerous teaching awards. The library’s team members have responsibilities related to facilities as well as STEM majors and transfer students.

  • 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. Unfortunately the project did not fully get off the ground. At this point, a survey has been designed but has not been launched. It is the hope of the team that the survey and the other components that will be taken on later (focus groups and case studies) will provide important information related to the views of STEM students and transfer students about the library’s facilities in relation to their success.

    The team met numerous times and it gave us the opportunity to discuss assessment on campus and also to learn from two assessment experts. We certainly learned a lot about survey design, time management, etc.

  • 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. While the project has not been completed, once it has been, it can serve as a model for other assessment activities on campus in that the team is representative of various areas on campus.

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

  1. No presentations or articles have been published based on this project (with the exception of the Assessment in Action poster being presented at ALA Annual in 2015).

    Team Leader:
    Anne Pemberton
    Associate Director, Library Assessment and Instructional Services
    University of North Carolina Wilmington
    Randall Library