Assessment in Action

Ohio State University: 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)

Other (please describe)

Student experience

Primary Library Factor Examined (select one or more)


(No) Instruction: Games

(No) Instruction: One Shot

(No) Instruction: Course Embedded

(No) 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)

Other (please describe)

Libraries' contribution to a university initiative

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)



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

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

Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

(No) Other (please describe)

Page 2


Methods and Tools (select one or more)


(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)

not applicable

Indirect Data Type (select one or more)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

Not applicable

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. This project explored the impact of library participation and information literacy instruction in the Second-year Transformational Experience Program (STEP) at The Ohio State University.

    As part of our work on this project, we created a detailed assessment plan. We established 3 short-term/medium-term outcomes with corresponding research questions to assess the value of the library’s participation in the program and the impact of our information literacy instruction activities. We indicated that as a result of their participation in STEP, students will:

    *Recognize library services and resources that support their educational goals.
    *Know where and how to find library services
    *Use library services and resources in their academic work

    We further identified 3 long-term outcomes, indicating that by graduation, we expected STEP students would be able to:
    *Use information for problem-solving and decision making
    *Create new knowledge
    *Recognize the library as a resource for lifelong learning and knowledge enhancement

  • 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. Previous OSU studies indicate the following predictors of OSU second-year student success:

    *Participation in campus events,
    *Living on campus,
    *Peer interaction,
    *Interaction with faculty, and
    *Institutional commitment.

    Preliminary findings reveal several significant differences between student responses to library questions embedded in Student Life’s September 2013 and April 2014 STEP surveys. By spring, students were more aware of the availability of librarians to help with research, library resource pages in Carmen, the university’s course management system, and the Libraries’ document delivery services.

  • 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. Preliminary findings suggest the Libraries’ is making a valuable contribution to STEP. It is too soon, however, to evaluate the success of the Libraries’ contribution to creating transformational experiences for second-year students participating in STEP. Data gathering activities will continue through spring 2015. A full assessment report will be completed at this time.

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

  1. Team Leader: Sarah Murphy, MLS, MBA; The Ohio State University Libraries; 221C Thompson Library, 1858 Neil Avenue Mall, Columbus, OH 43210; (614) 247-7236;

    Guest Blog Post for Carol Pitts Diedrich's From the Director blog, an internal OSU Libraries publication: Sarah Murphy and Beth Black, "Assessment-In-Action: Increasing Awareness of Library Services and Resources among OSU’s Second-Year Students," From the Director (blog), June 2, 2014,

    Project wiki page:

AiA and the Second-year Transformational Experience Program

This project explored the impact of library participation and information literacy instruction in the Second-year Transformational Experience Program (STEP) at The Ohio State University. We developed a logic model and corresponding assessment and data-gathering plan to assess the university’s and the Libraries’ intended outcomes for the program. Preliminary findings suggest the Libraries’ is making a valuable contribution to STEP.