Assessment in Action

Indiana University of Pennsylvania: Project Description

Page 1


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)

(No) Other (please describe)

Primary Library Factor Examined (select one or more)

(No) Instruction

Instruction: Games

(No) Instruction: One Shot

(No) Instruction: Course Embedded

Instruction: Self-Paced Tutorials

(No) Reference

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) Graduating

(No) Pre-College/Developmental/Basic Skills

(No) Other (please describe)

Discipline (select one or more)

(No) Arts

(No) Humanities

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

(No) Teaching Faculty

(No) Writing Center

Information/Academic Technology

Student Affairs

Campus Administrator

Library Administrator

(No) Other Librarian

(No) Other (please describe)

Page 2


Methods and Tools (select one or more)



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)

student reports of their attitudes toward the library

Indirect Data Type (select one or more)

(No) Test Scores


(No) Degree Completion Rate

(No) Retention Rate

(No) Other (please describe)

Student reported GPA and other student reported information such as "do you believe that you learned anything that will assist you in the future from this game/activity?

Page 3

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 involved working with Student Affairs to develop student-centered library outreach games, activities, and marketing materials to embed into the Student Affairs calendar of events and make available in non-library places. Our aim was to engage students, increase student’s information literacy skills, and student use of library spaces, resources, and services, and hence increase the likelihood of students’ academic success. This project aligns with IUP Academic Affairs division’s strategic plan which promotes supporting academic success through extra-curricular activities and fostering a culture of assessment and collaboration between divisions. We chose the outcome we did, and Student Affairs staff as members of our team, because of a positive collaborative relationship with them in the past and their vast experience with assessment and engaging undergraduate students in academic support activities. We chose a technology expert for the team because of his expertise with electronic assessment tools such as NVivo.

  • 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 contributions of this project have been considerable, to the members of our team, our library, and the greater university. All members of our team learned something about assessing the library’s impact on student learning and success and gained skills and experience in carrying out such assessment. In addition, our findings, that undergraduate students self-reported information literacy skills, positive attitudes towards the library and its staff, and likelihood of return visits increased after they played library games or attended library events, will help fuel future collaborations, not just with student affairs but teaching faculty and members of other academic affairs divisions and leaders of student organizations. Also, the data collected will be used to support the Middle States Accreditation work and our library five year program review, in planning for outreach and instruction, and included in other library informational documents.

  • 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. From our AiA collaborative project we concluded that collaboration with partners outside the library who share our commitment to supporting student success leads to better programs and events, increased attendance at events, and increased support for student success. New partnerships were formed with departments and associations outside the library including Student Affairs offices, but also student associations, including the Student Government. We found professors readily adopted and supported piloted information literacy games and educational activities that had begun with the Student Life collaboration and discovered optimal times and means of contacting faculty. Data collected will assist us in gaining more buy-in from faculty on adopting our games and encouraging students to use the library and attend our events. Data collected will be used to support the Middle States Accreditation work and our library five year program review, in planning for outreach and instruction, and included in other library informational documents

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

  1. Presentations:

    Cross-Campus Connections for Student Success
    Poster Session
    SSHELCO Annual Conference
    Dixon University Center
    April 4, 2014

    Academic Libraries and Student Life: Collaborations for Student Engagement and Success
    Panel Discussion
    PA Libraries: Marketplace of Ideas
    PaLA Annual Conference
    Lancaster, PA
    Monday, September 29, 2014

    Team Leader Contact:

    Theresa McDevitt
    Government Information/Outreach Librarian
    110 Stapleton Library
    Indiana University of Pennsylvania
    Indiana Pa 15705

    Project Website

    Assessment in Action

Cross Campus Collaborations for Student Success

IUP Libraries and Division of Student Affairs collaborated on the development of outreach events, educational activities and games to engage students, increase their use of the virtual and physical library, and pursue our shared mission of providing support for student success. Included are phases of the project, outreach events, games, and activities offered, method of data collection and results, outcomes, conclusions, and annotated bibliography.