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Assessment in Action

Georgetown University: Project Description

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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

(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)

(No) Instruction

(No) Instruction: Games

(No) Instruction: One Shot

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) Undergraduate

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)

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

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

(No) Other Librarian

(No) Other (please describe)

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Methods and Tools (select one or more)

Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test

Rubric

(No) Other (please describe)

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)

(No) 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. What is the intersection between seemingly traditional library services (including research instruction, web-based tutorials, and research consultations) and agile, industry-centered graduate education? Specifically, are the skills acquired through library-led services in the classroom applicable and transferable to the workplace?

    Research Question 1: Do Master of Professional Studies (MPS) students who participate in library-instructional interventions (including research instruction, web-based tutorials, and research consultations) demonstrate higher levels of confidence in conducting research to solve an industry/ work-based research problem?

    Research Question 2: Do Master of Professional Studies (MPS) students who participate in library-instructional interventions (including research instruction, web-based tutorials, and research consultations) effectively identify, synthesize, and communicate information from relevant source material to propose a solution to an industry/ work-based research problem, with clarity and depth?

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 AiA “Informed Public Relations Campaign” expanded upon an existing partnership at Georgetown University between the School of Continuing Studies (SCS) Library and the Public Relations and Corporate Communications (PRCC) Master’s program, specifically the foundation course of the PRCC program—Elements of Communications Planning.

    The Elements course, led by faculty-practitioners, aims to develop strategic communicators who generate powerful messages. Evaluation of information for the purpose of developing thoughtful communications approaches is one goal of the PRCC Program.

    The AiA team (including the SCS Librarian, PRCC faculty-practitioners, and a Research Analyst from the University’s Office of Assessment and Decision Support) examined course deliverables and survey data to gain insight into users’ information seeking behavior, confidence with research skills, and ultimately the impact of the research library 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 majority of students who participated in library interventions (including research instruction, web-based tutorials, and research consultations) self-reported that:
    - the library interventions had a positive impact (87%) on their research skills confidence;
    - the library interventions improved their overall research skills proficiency “quite a bit” (41%) or “very much” (32%); and
    - identified that the skills taught (in the library interventions) were “very” applicable (55%) or “quite a bit” applicable (27%) to their current/ future workplace.

    Additionally students demonstrated an increase in research skills proficiency. In the evaluation of course deliverables, students (on average) demonstrated an 11 percentage point increase from baseline bibliography to final strategic communication plan.

    The study’s findings suggest that research libraries are a critical partner and tool for students to advance their workplace information fluency.

  • 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 AiA “Informed Public Relations Campaign” is the first formal assessment project between the University Library and the School of Continuing Studies at Georgetown University.

    As a result of this project, the Library is better equipped to communicate how it advances student learning and specifically how it can assist students develop their workplace information fluency. Secondly, the project sets the stage for future collaborative assessment projects between the Library and SCS Academic Divisions.

    At the departmental (library) level, various service improvements will be initiated during the 2016-17 academic year, including:
    - modifying instruction to target specific research deficiencies as identified by the evaluation of course deliverables;
    - enhancing the promotion of the Library's asynchronous online tutorials (since this intervention was underutilized); and
    - recommending research-specific curricular modifications that can enhance student learning and achievement.

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

  1. Jessica Vanderhoff, Head Librarian - School of Continuing Studies
    jessica.vanderhoff@georgetown.edu
    (202)-784-7389

Employing a two-pronged research methodology, this exploratory study examines the intersection between seemingly traditional library services and agile, industry-centered graduate education. The study examined course deliverables and survey data to gain insight into graduate students’ information seeking behavior, confidence with research skills, and ultimately the impact of the research library. Results suggest that students who participate in research services have increased research confidence and believe these skills are applicable to their current or future workplace.
Filename
Georgetown_Vanderhoff_AiA_FINALPOSTER.compressed.pdf An Informed Public Relations Campaign: Developing Workplace Information Fluency among Student-Practitioners