Assessment in Action

California State University-East Bay: 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

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: 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)


(No) Graduate

(No) Incoming

(No) Graduating

(No) Pre-College/Developmental/Basic Skills

Other (please describe)

Transfer Students

Discipline (select one or more)



Social Sciences

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

Formal Sciences (i.e., computer science, logic, mathematics, statistics or systems science)

Professions/Applied Sciences

(No) English Composition

(No) 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

Student Affairs

(No) Campus Administrator

(No) 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

(No) Pre/Post Test

(No) Rubric

Other (please describe)

Analysis of existing data: library resource use and institutional GPA

Direct Data Type (select one or more)

(No) Student Portfolio

(No) Research Paper/Project

(No) Class Assignment (other than research paper/project)

Other (please describe)

Library Resource Data: Circulation and EZProxy

Indirect Data Type (select one or more)

(No) Test Scores


(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. The project’s primary inquiry question was: “Do course-integrated information literacy sessions positively affect a transfer student’s use of library resources and their California State University East Bay GPA?”

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 project’s focus on transfer student success and information literacy assessment aligns with initiatives on campus to increase transfer student retention and graduation rates. In addition, the regional accrediting body (WASC) identifies information literacy as a core competency (higher-order intellectual skill) that students need to develop while pursuing their undergraduate degrees. The AiA team chose the project outcome in order to assess how information literacy instruction was impacting transfer student success (GPA) and use of library resources. While we have many assessment mechanisms in place for our freshmen students in their required 2-unit information literacy course, we wanted to develop an assessment mechanism targeted to our transfer student population. The AiA team composition was appropriate because including team members from the Library, Institutional Research and Student Life and Leadership allowed for representation and contributions from the relevant units on campus for this 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. The results of this project show a relationship between receiving course-integrated library instruction and transfer student’s success (GPA) and use of library resources. The data show that students who receive the instruction were much more likely to use library resources in their academic work and were also likely to have a higher GPA. The impact of information literacy instruction on transfer students is not a heavily researched topic within library and information science research, so the AiA team feels this is a good initial study for other researchers to build upon. Through work on this project, the Library developed closer relationships with staff in Institutional Research, and many more assessment-based research projects are planned in collaboration with staff in that unit.

  • 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. As a result of this project, the AiA team members learned that the Library only reaches 10% of new transfer students through course-integrated information literacy instruction during their first year. The Library plans to expand upper-division instructional efforts as well as develop resources to help transfer students succeed outside of the classroom in order to reach as many students as possible during Academic Year 2016-2017. After this expansion of effort, the Library will re-team with staff in Institutional Research to assess the impact of the expansion and determine the next steps for this ongoing project.

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

  1. Team Leader:
    Stephanie Alexander
    Social Sciences and Assessment Librarian
    California State University East Bay
    (510) 885-7674

The AiA team at California State University East Bay studied the relationship between course-integrated information literacy instruction and GPA/Library Resource for the new transfer student population in AY 2014-2015. Using Library EZProxy, Circulation, and Institutional GPA data, the study found that new transfer students who received information literacy instruction were significantly more likely to use library resources and have a higher GPA.
AiAPoster_Wide_revised2.pdf Impact of IL Instruction on Transfer Student GPA & Use of Library Resources