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Assessment in Action

University of Manitoba: 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

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)

Other (please describe)

This project began as an assessment of how the event (Long Night Against Procrastination) lends itself to student success, but changed into an assessment of how the event supports our students.

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)

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)

Personnel (number and quality)

Other (please describe)

As there are different factors of the library event supporting students in the most demanding time of semester, we wanted to see if we are adequately supporting the students through those services.

Student Population (select one or more)

Undergraduate

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)

(No) Assessment Office

(No) Institutional Research

Teaching Faculty

Writing Center

(No) Information/Academic Technology

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)

Survey

(No) Interviews

Focus Group(s)

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)

Event Demographics, Survey, Focus Groups

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

Student satisfaction communicated through focus groups and open ended survey question

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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. The Long Night Against Procrastination (LNAP), provides support to the University of Manitoba Libraries’ vision: “Online. In-Person. On Demand.” (University of Manitoba Libraries, 2013). Further, the assessment supports the institution’s focus on “a dedication to quality of service in all our interactions with students” (University of Manitoba, 2014).

    We chose to assess this event because literature on its ability to support students is not readily available. We wished to examine and communicate the experience of the communal all-nighter in a fully supported academic library space. Finally, we recognize that the LNAP atmosphere holds a “quiet energy” that differs from the regular daytime space, and wanted to explore what contributes to that atmosphere.

    The final question addressed is “Are we supporting our students well through the Long Night Against Procrastination?”

    Our team represented various levels of research experience, a spectrum of subject specialties/learning communities, and staff members who deliver the event.

  • 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. This project looks at the value of providing ‘conventional’ services at non-conventional hours at key points in each semester.

    We have learned that the study of how an event impacts student success is quite difficult, as there isn’t a measurable outcome. Instead, we opted to assess the various services provided through the LNAP and how well they support students.

    As a result of this project I was invited to join a larger assessment working group dealing with the delivery of student services campus-wide. Through these connections the options for data harvesting have opened up quite drastically. Significant findings: We first planned the event thinking that the most valuable contributing factor would be writing and reference services. Through this study, we discovered that LNAP provides space for both social and academic support.

  • 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 planning for our next LNAP, we see changes in processes to help students make more of the ‘large chunks of uninterrupted time’ that students have shown as the greatest value in LNAPs. These changes include our delivery of services (us going to them and letting them know how we can help, rather than having them approach us), administrative processes (sign in at their desks instead of ours), and bringing refreshments to them instead of making them come and stand in line when they could be working.

    As part of the newly formed Student Services Assessment Working Group on campus, I will be able to lend my new expertise on going through the research ethics processes, graphically representing data, and presenting qualitative findings to stakeholders.

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

  1. http://libguides.lib.umanitoba.ca/lnapresearch
    Team Leader Contact:
    Katherine.Penner@Umanitoba.ca
    204-474-6846

    Sources for Executive Summary
    University of Manitoba Libraries. (2013, November 15.) UM Libraries Strategic Directions Framework. Retrieved from http://bit.ly/Uo9wyA
    University of Manitoba. (2014.) Strategic Planning Framework: Exceptional Student Experience. Retrieved from http://bit.ly/UVsNaY

Long Night Against Procrastination: the Fully Supported All-Nighter

Modeled after the original Long Night Against Procrastination (LNAP) in Germany, LNAP events at the University of Manitoba bring proper academic research and writing support to the “all-nighter” experience. Various forms of evaluation in preparation for this poster look at the success of LNAPs in supporting students in this unique way.

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ALA-AiA-LNAP-Final-toprint.jpg