Assessment in Action

Le Moyne College: Project Description

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Primary Outcome Examined (select one or more)

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: 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) 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

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

(No) 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) Survey

(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)

(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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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. Le Moyne College Library's Assessment in Action project aligns with the college's strategic priority to "vigorously pursue academic excellence across all programs." A new core curriculum was implemented in 2013, and the library was able increase its instructional reach by integrating information literacy instruction into Core 100, a new first year seminar. Librarians provided in-class instruction on the "information timeline" in order to expose students to characteristics of various types of information sources. Our primary inquiry question was "will instruction in the information timeline prepare students to differentiate among the types of sources they will use?" A team composed of librarians, the Core 100 Director, and the Assistant to the Provost for Student Learning Assessment, designed an assessment project that would measure the effectiveness of our instruction and serve as a model for learning assessment in the new core curriculum.

  • 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. Our project assessed the ability of students to identify the characteristics of different types of information sources. After library instruction, 85% of students achieved a level of mastery on all outcomes. While the assessment project had its limitations, we feel that our largest impact on student learning and success was the full integration of library instruction in the first course in the core curriculum. By reporting on our assessment, we contribute to the institutional assessment of learning at Le Moyne. Students' acquisition of skills related to information literacy, while not an explicit learning outcome at Le Moyne (yet!), are now being assessed and reported at the institutional level.

  • 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. In the process of designing this assessment, we learned that our institution did not have a clearly articulated set of institutional learning outcomes. We determined that we needed to these goals so that we can map the outcomes from our library instruction to them, thus providing us a way of looking at assessment at the institutional level. We feel that the library played a lead role in identifying this gap and advocating for the creation of an institutional learning assessment committee that would be charged with developing the outcomes.

    The library is now seen as a strong advocate and partner for the assessment activities at Le Moyne.

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

  1. For more information on our project you can contact the team Leader:
    Kelly Delevan
    Instructional Services/CORE Librarian
    Le Moyne College
    Syracuse, NY

Information Literacy as Catalyst in Assessing a New Core Curriculum

Librarians at Le Moyne College provided information literacy instruction to all freshmen through the first course in a new core curriculum. A library research assignment, embedded in the Canvas Learning Management System, assessed a set of outcomes mapped to ACRL’s IL standards 1, 2, & 3. Assessment data were gathered via Canvas’s outcomes reporting tool. This method serves as a model for assessing student learning at program and institutional levels.