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Assessment in Action

Hawaii Pacific 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

(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)

(No) Other (please describe)

Primary Library Factor Examined (select one or more)

Instruction

(No) Instruction: Games

Instruction: One Shot

(No) Instruction: Course Embedded

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)

Undergraduate

(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

English Composition

(No) General Education

(No) Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

Library Administrator

Other Librarian

Other (please describe)

Military Campus Programs

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Methods and Tools (select one or more)

(No) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

Pre/Post Test

Rubric

Other (please describe)

Library Assignments

Direct Data Type (select one or more)

(No) Student Portfolio

Research Paper/Project

(No) 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

(No) Retention Rate

(No) Other (please describe)

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Inquiry Question (150 words open)

What was the project's primary inquiry question?

  1. Hawaii Pacific University’s Assessment in Action project addressed the question: Does the method of delivery (face-to-face vs hybrid) impact the effectiveness of library instruction for off-campus military students?

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. Hawaii Pacific University has made assessment of student success a main priority. One of our Institutional Learning Outcomes is Information Literacy so we opted to assess the library instruction efforts delivered to students enrolled in writing courses through HPU’s Military Campus Programs (MCP). We chose to investigate if the method of delivery (face-to-face or hybrid) had an effect on the ability of students to search and find appropriate sources for their final argumentative papers. We focused on MCP students because they are a vital and unique component of our student population. Our AiA team was comprised of an MCP representative who promoted our study among other instructors and provided valuable feedback, an instructional designer who guided us on the usage of Blackboard (the medium we used to post our assessment tools), one librarian who provided library instruction, and three librarians who created assessment tools, gathered and analyzed data.

  • 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 goal was to showcase the libraries ongoing efforts for library instruction and our commitment to assessing the impact we have on student success. The project demonstrated to University stakeholders our value as an academic partner, as it showcased that library instruction, regardless of the method of delivery, improved the information literacy skills of students. We learned that a well-thought-out plan goes a long way, but it’s also important to be ready for unexpected turn of events. Working with instructors on this project allowed us access to student’s final argumentative papers for the first time. Having access to student work enabled us to analyze our impact on their assignments. It made our assessment more complete because we didn’t rely only on pre- and post-tests or the in-class library search assignment. Assessment is a continuous effort; we look forward to working with new instructors on different projects and student learning outcomes.

  • 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. Our project findings led to modifications in the library instruction sessions provided to MCP students. We found that it would be beneficial for students to allocate more time and focus on areas such as: utilization of truncation in searches, citation resources information, and benefits of using the eBook collections for distant learners. Additionally, reinforcing some elements provided during library instruction with online tutorials such as: the importance of using a variety of sources and avoiding plagiarism. Expanding our embedding services in MCP Blackboard courses might provide further assistance to military students and boost their confidence in doing library research on their own. Currently, HPU Libraries have started to gather data on Taskstream software for assessment purposes and every librarian providing library instruction has been encouraged to utilize an in-class activity. We look forward to expanding our assessment data collection with some of the tools used in our AiA study.

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

  1. Team leader contact:
    Elizabeth Torres, Librarian
    Hawaii Pacific University Libraries
    1060 Bishop Street
    Honolulu, HI 96813
    (808) 566-2412
    etorres@hpu.edu

Hawaii Pacific University Libraries’ Assessment in Action project focused on writing courses offered for the Military Campus Programs (MCP). The study assessed the impact of library instruction delivered in both face-to-face and hybrid classes. Results suggest that regardless of the model used, military students benefit from library interventions in their writing courses as library instruction encourages students to utilize a variety of reputable information resources.
Filename
AiA_HPU_Libraries_Finalized.jpg Assessing Library Instruction for Military Students