apply.ala.org
Assessment in Action

University of New Mexico-Main Campus: Project Description

Page 1

Top

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

(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)

Other (please describe)

Knowledge, skills, ability and attitudes towards research data planning, management, documentation, analysis, visualization, sharing, and preservation

Primary Library Factor Examined (select one or more)

Instruction

(No) Instruction: Games

Instruction: One Shot

Instruction: Course Embedded

(No) Instruction: Self-Paced Tutorials

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)

Project consultation

Student Population (select one or more)

(No) Undergraduate

Graduate

(No) Incoming

(No) Graduating

(No) Pre-College/Developmental/Basic Skills

(No) Other (please describe)

Discipline (select one or more)

Arts

Humanities

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

Information Literacy Credit Course

(No) Other (please describe)

AiA Team Members (select one or more)

(No) Assessment Office

(No) Institutional Research

Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

(No) Other (please describe)

Page 2

Top

Methods and Tools (select one or more)

Survey

(No) 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)

Other (please describe)

Survey responses: Disciplinary context and prior research data management training experience and practice; pre- and post-instruction/training reported knowledge, skill, ability, and design capabilities; open-ended questions relating to session results.

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

None at this point.

Page 3

Top
Inquiry Question (150 words open)

What was the project's primary inquiry question?

  1. What is the impact of the diverse instruction, training and consultation services provided by UNM's Research Data Services program to graduate students (and other researchers) on their knowledge, skills, abilities and attitudes towards research data planning, management, documentation, analysis, visualization, sharing, and preservation?

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 RDS Impact Survey Assessment in Action project is focused on establishing a foundation for ongoing assessment of the impact of UNM's RDS in response to several assessment initiatives within UNM: program assessment within the University Libraries; contributing to the College of University Libraries and Learning Sciences Administrative Unit assessment plan and assessment reporting; and collaboration with UNN's Professional, Academic Workshops program within the Office of Graduate Studies in the development of their assessment program. As RDS is a relatively new program within the the University Libraries the focus of the assessment is on determining a baseline from which changes could be measured on an ongoing basis. The initial project team proved to be inadequate for the broadening assessment needs that emerged over the course of the project, but the increased integration with additional UNM assessment activities contributed to the assessment model ultimately developed by RDS.

  • 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 contributed and drove a concerted effort in the initial development of an assessment framework that the RDS program will build upon in the coming years. While the developed survey instrument has not yet been deployed, the development of an instrument that we hope will enable long-term data collection across the diverse instruction/training/consultation services that are offered by RDS to our full spectrum of researchers (including graduate students) is a major step forward in developing our assessment capacity as a program and as a College. As this project was completed in parallel with the emergence of a focus on assessment at multiple levels within UNM it was well positioned to place the University Libraries in a leadership position in moving forward with our assessment work as part of UNM's broader assessment initiatives.

  • 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. This program has been useful in providing a driver for a focused exercise in building assessment capacity in our relatively new program within the Library. While we haven't yet deployed our survey instrument, without AiA we wouldn't even be at the point where we are in our path towards assessment. We will continue to integrate and evolve our assessment model based on our experience in the AiA project and through the broader assessment literature and concept space to which we have been exposed through our project. This project is feeding directly into the College's assessment planning activity that is starting this summer as part of our contribution to UNM's campus-wide administrative unit assessment initiative, which in turn is contributing to UNM's accreditation in 2018-19.

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

  1. An initial project web site has been established in the Open Science Framework (https://osf.io/tpb87/) for continued development and reporting of the results of the developed assessment capacity.

    Team Leader contact information: Karl Benedict, kbene@unm.edu, (505) 277-5256

The University of New Mexico's Research Data Services program has developed a framework for ongoing assessment of the impact of its instruction, training, and consultation services on the knowledge, skills, abilities, and attitudes of UNM researchers around the topics of research data planning, management, documentation, analysis, visualization, sharing and preservation. The developed framework, while still in its early stages, is now ready for review and test deployment for feedback and revision prior to use to collect data from program participants starting in the Fall of 2016. This poster provides the background information and access to the developed draft survey instrument that is the foundation for RDS's developing impact assessment capacity.
Filename
2016-06_AIA_Poster-reduced.pdf Assessment of the Impact of Research Data Services: Building a Foundation for Ongoing Assessment