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Assessment in Action

Gettysburg College: Project Description

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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)

(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)

Other (please describe)

Internships

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

(No) English Composition

(No) General Education

(No) Information Literacy Credit Course

Other (please describe)

Co-curricular

AiA Team Members (select one or more)

Assessment Office

(No) Institutional Research

(No) Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

Other (please describe)

Career Development

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Methods and Tools (select one or more)

Survey

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)

Interview transcripts and survey responses

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

Previous interns' careers and other information collected by our Alumni Office about students' professional outcomes.

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Inquiry Question (150 words open)

What was the project's primary inquiry question?

  1. What impact does completing an undergraduate library internship have on preparation and success in graduate or other advanced training, career and professional goals, and early professional employment?

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. As a liberal arts institution we place a high value on high-impact practices for our students, such as a mentored internship. An internship allows students to integrate learning and real-world experiences. The project documents how libraries contribute to student learning through undergraduate internships and contribute to students' educational and career outcomes. By partnering with Institutional Analysis and Career Development, the project provides a model that other campus partners might adopt for assessing the impact of internship experiences. It also highlights the library as a partner in student learning, beyond supporting their work in the classroom.

  • 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 data from our survey and interviews provided insight into how students perceive their internship experience and its impact on their graduate education, their career and professional goals, and early career as a professional. Participants indicated that library internships for undergraduates have a positive impact on the above outcomes. The data identified best practices for the design of our internships. We also identified that students' who complete multiple internships in more than one department and/or for longer period of time perceive a a greater positive impact, which has implications for the types and length of internship experiences we provide. By working on this assessment with campus partners in Institutional Analysis and Career Development, this project clarifies that not only does the library contribute to student success, but that the library is interested in and engaged in assessment and open to partnering with other units on shared student 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. The assessment project is the first formal assessment of the library's internship program since its creation. It provides data that confirm many of our practices and highlights important best practices that will inform the program's development. It also enables us to communicate the value of the experience to different stakeholders with more than anecdotal evidence.

    The project enabled the team members to learn about our campus partners and to find common areas of overlap related to assessment. For the librarians, it developed our understanding of the assessment cycle and various methods for assessing library value and impact. We will use the experience to implement future projects using the assessment cycle as a model.

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

  1. The full poster, as well as supplementary bibliography, are available on Gettysburg College's institutional repository at: http://cupola.gettysburg.edu/librarypubs/53/

    The team members included:
    Clinton Baugess, Research & Instruction Librarian (cbaugess@gettysburg.edu)
    Kathryn Marton, Cataloging & Collections Librarian (ksmartin@getysburg.edu)
    Katherine Mattson, Associate Director of Career Planning (kemattso@gettysburg.edu)
    Qin Zhang, Assistant Director of Institutional Analysis (qzhang@gettysburg.edu)

This poster reports on an assessment completed of former undergraduate library interns to explore the impact their internship had on the development of career goals, acceptance to and preparation for graduate education, and their early career. Through an online survey (n= 45) and six semi-structured telephone interviews, respondents reported a positive impact on the above areas.
Filename
AiA_Poster_40x70_Final.pdf Undergraduate Internships and Professional Success.