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Assessment in Action

University of Nevada-Las Vegas: 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

(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)

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

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

(No) Other (please describe)

AiA Team Members (select one or more)

Assessment Office

Institutional Research

(No) 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)

(No) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) Pre/Post Test

(No) Rubric

Other (please describe)

Student work analysis.

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

Other (please describe)

Rater scores.

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Inquiry Question (150 words open)

What was the project's primary inquiry question?

  1. How relevant are the scholarly sources that students are choosing?

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. Our project aligns with institutional values of assessment and general education. We chose our outcome because we wanted to see how well undergraduate STEM students were adapting to the use of scholarly sources. The project team included someone from the general education department and an statistician from decision support.

  • 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 AiA project team examined the relevance of scholarly sources to topic. 97 student created research posters were examined and it was determined that 97% of the scholarly sources were relevant for the topic of the poster. However, it was apparent that students were having a hard time citing sources properly and will become an instruction focus in the future.

  • 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 project is just an initial step in the assessment cycle and will serve as a baseline for future analysis of STEM undergraduate student work.

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

  1. The team leader can be contacted at greg.carr@unlv.edu

Integrating assessment into a class in which a librarian is embedded can be challenging, especially the first time when no benchmarking or other comparisons are available. This poster presents a project undertaken to determine a preliminary baseline to launch later assessment efforts. STEM undergrad students in the First Year Seminar, SCI 101, produce research posters that present an ethical examination of a science topic. 97 of these posters were examined for topic and relevance of chosen scholarly sources. Results overwhelmingly indicated that students selected scholarly sources that related to their topic. Additional analysis of topics showed that students were getting slightly better grades with medical topics than with environmental or technology topics. Another success was the strengthening of the embedded relationship between the librarian and the program, as librarian efforts will utilized for the internal campus assessment of the class, and the relationship important to the success of the collaboration.
Filename
ALA2016Final.pptx Getting the Started: Beginning the Assessment Cycle in a New STEM Class