Assessment in Action

CUNY Hunter College: Project Description

Page 1


Primary Outcome Examined (select one or more)

(No) Student Learning: Assignment

Student Learning: Course

(No) Student Learning: Major

(No) Student Learning: Degree

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: 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)

(No) Other (please describe)

Student Population (select one or more)


(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)

Assessment Office

(No) Institutional Research

Teaching Faculty

Writing Center

(No) Information/Academic Technology

(No) 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) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test


(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)

Other (please describe)

Responses to open ended survey questions

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

Rubric Scores

Page 3

Inquiry Question (150 words open)

What was the project's primary inquiry question?

  1. Our project's primary inquiry question may be expressed as follows:

    Does what students learn in a library information literacy course help them in other courses?

    Our team pursed this primary question through three related questions:

    1.) Do students feel that the first year writing/library information literacy learning community effectively and appropriately supports their course work?

    2.) What do students learn in the library information literacy course that they are able to apply in other courses?

    3.) Do students who take the first year writing/library information literacy courses in the learning community format show any difference in performance on their final writing assignments when compared to students who took the first year writing course without library information literacy course?

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. Hunter College’s 2012-2020 Strategic Plan places emphasis on achieving student information literacy competencies. This project clearly aligns with the strategic plan. Additionally, Hunter College's administration has expressed interest in improving graduation and retention rates at the college. Research suggests that library information literacy courses can have some positive effects on graduation and retention, so this this project was an opportunity to address both the information literacy goals of the strategic plan and the administration's interest in improving graduation and retention rates.

    Since the project involved the library, English department, and college administration. The team brought together and appropriate combination of librarians, English composition faculty, and administrative officers.

  • 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 project reproduced effects found in other studies: students feel that a library information literacy course situated in a learning community supports their work in other courses. The project also offers some explanation of what students learn from a library course that they subsequently apply in other courses.

  • 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 team continues to explore the learning community arrangement. This continued exploration will open up avenues to increased collaboration with between librarians and faculty in other departments. This project has contributed data sets that may support future assessment questions focused on student achievement, persistence, and graduation.

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

  1. John Pell
    Hunter College Libraries
    2180 3rd Avenue
    Library 110D
    New York, NY 10035

Four cohorts of first year students at Hunter College enrolled in learning communities that featured a section of a one credit information literacy course taught by faculty librarians and a section of the first year writing course. The Hunter College Assessment in Action team is assessing the impact this arrangement had on student selection and integration of sources in writing assignments, student experience, and collaborations among faculty in the library and the first year writing program.
AiA_POSTER.pdf Linking information literacy with first-year writing in learning communities