Assessment in Action

Northeastern Illinois University: Project Description

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Primary Outcome Examined (select one or more)

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

(No) Instruction: Games

Instruction: One Shot

(No) Instruction: Course Embedded

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)

Other (please describe)

Flipped classroom (hybrid face-to-face instruction and online instruction)

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

English Composition

(No) 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

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

(No) Other Librarian

Other (please describe)

Center for Teaching and Learning

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Methods and Tools (select one or more)

(No) Survey

(No) Interviews

(No) Focus Group(s)

(No) Observation

Pre/Post Test


(No) Other (please describe)

Direct Data Type (select one or more)

(No) Student Portfolio

Research Paper/Project

(No) Class Assignment (other than research paper/project)

(No) Other (please describe)

Indirect Data Type (select one or more)

Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

Final research paper grade

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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. Northeastern Illinois University (NEIU) has named Information Literacy and Research Skills as one of sixteen Baccalaureate Goals that will be incorporated into the new General Education Program. To support this goal, our Assessment in Action team examined the relative efficacy of three different models of library instruction: online, face-to-face, and flipped. Our primary inquiry question was: What is the most effective role a librarian can play in IL instruction to students of English 102: designer of online curricula, moderator in a flipped classroom, or presenter in a traditional classroom? This line of inquiry was of special interest to the NEIU Library following the development of professionally designed tutorials valued at $35K. Our research team consisted of three librarians, as well as faculty from the English department and the Center for Teaching and Learning, which administers online learning at NEIU.

  • 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 AiA project represents the first time that the NEIU Library has formally assessed online tutorials in a course setting, making its results of interest not only to our library, but also to other institutional advocates of online learning. One of the challenges we faced in our assessment project was the low rate of student completion of both online course content and online surveys. However, English faculty themselves were generally supportive of the assessment initiative. In the future, we will seek faculty support of assessment through the assignment of extra credit points or graded library assignments. Moreover, the AiA project has enabled the research team to build new and strengthen existing partnerships with the Office of Institutional Research. The team continues to analyze the project’s large data set. Our tentative findings indicate that face-to-face interactions with librarians are key to demonstrating our value to the student population.

  • 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. For the AiA project, the research team created the library’s first course in Desire2Learn, NEIU’s course management system. After seeing the capabilities of D2L, we are attempting to utilize the course management system to monitor and track tutorial completion rates as we embed our content into existing online courses. The library may also look to move more courses toward a flipped classroom model, which appears to offer the highest levels of student satisfaction. However, to ensure student learning, the Library may partner with other campus stakeholders to determine what motivates NEIU students to pursue self-directed online learning. Through participation in the AiA project, the research team gained valuable hands-on experience in a variety of research methodologies. We are now seeking new collaborators and testing new data collection systems, such as TutorTrac, to help us leverage demographic information to gain a better understanding of our unique student population.

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

  1. For more information, please contact team leader Mary Thill, Humanities Librarian, at or 773.442.4405.

Architect, Coach, or Sage: How Can We Teach so They Will Learn?

Given limited time and resources, librarians at Northeastern Illinois University hoped to identify the most effective role a librarian can play in information literacy instruction: designer of online curricula, moderator in a flipped classroom, or presenter in a traditional classroom. This poster reports on a semester-long study comparing the attitudinal and academic effects of three instruction models on undergraduate students in English 102.