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Assessment in Action

Tulsa 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

(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

(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)

Undergraduate

(No) Graduate

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

(No) Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

Library Administrator

Other Librarian

(No) 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

(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. Project Question: Will students who participate in face-to-face library instruction effectively evaluate online sources using the CRAAP test?

    The goal of this project was to assess the impact of librarian led information literacy instruction on students enrolled in Academic Strategies courses. Academic Strategies is a student success and study skills course required for the majority of incoming students. After attending a 1 hour and 20 minute lesson in the library focused on online source evaluation using the CRAAP Test, students were assessed through a multiple choice quiz. The quiz required students to review live websites and answer questions about their currency, relevance, accuracy, authority and purpose. TCC librarians taught 112 Academic Strategies classes in Fall 2015 and Spring 2016 attended by 1762 students. A total of 974 students took the assessment quiz and 471, 48%, passed with a score of 70% or higher on the first attempt after instruction.

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 number one core value of TCC is Student Success. To support this value TCC released a new Strategic Plan in Spring 2015 that focuses on the key areas of improving learning effectiveness and creating a culture of assessment. Goal 3b of this plan is “Performance Based Culture: Improve college-wide assessment of student learning outcomes.” The TCC Library is working to become an assessment leader for the college through trying new methods to measure the effectiveness of library instruction, services and spaces. Academic Strategies courses are the largest single area of instruction for the TCC Library, so they were chosen as a vital area to begin assessment efforts. The AiA team consisted of faculty, librarians, library directors and college assessment specialists. This was an appropriate team makeup and contributed greatly to the success of the 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. This project contributes to the growing area of study focused on library instruction with first year college students. TCC is a very large community college with libraries on multiple campuses serving many non-traditional students, making this assessment different than many cases studied prior. While very interesting and informative, the primary benefit of this project wasn’t the project data or results, but the experience in constructing a large, course-wide assessment process with faculty partners. TCC librarians learned through this project that a more college-wide and coordinated effort toward curriculum development and assessment was needed to achieve success in instruction. An information literacy steering committee was formed as a result of this project and librarians now serve as embedded liaisons to each academic division. We concluded from this project that library instruction did have an impact on student learning related to website evaluation, but it was lower than predicted.

  • 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. This project represented the first large-scale and purposeful assessment initiative for TCC Library instruction with Academic Strategies. The AiA process has already led to significant change for the TCC Library. Closer work with the TCC Institutional Research & Development Department has helped with understanding of effective assessment strategies and common mistakes. The Library’s information literacy steering committee has made enormous strides in coordinating instruction efforts across campuses and setting expected learning outcomes. A new assessment project for Academic Strategies informed by our AiA findings and experiences is being developed for the 2016-2017 academic year. Collaboration with faculty has grown and improved as the library has been able to show consistency and results in instruction. The lessons learned during this program will inform all levels of future assessment for TCC Library.

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

  1. Team Leader - Emily Tichenor, Northeast Campus Library Director, emily.tichenor@tulsacc.edu, 918-595-7568

Tulsa Community College examined the website evaluation skills of students using the CRAAP test in a college skills course. Students participated in a one-shot session with lecture and website evaluation activities. A ten question quiz was administered to students after the session. While student proficiency results were mixed, the process provided valuable insight on building and strengthening library assessment skills.
Filename
tcc-aia-finished-poster_gameplan.pdf Is it CRAAP?: Evaluating Online Sources to Fulfill Info rmation Needs