Assessment in Action

University of Texas at El Paso: 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)

(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

(No) General Education

(No) Information Literacy Credit Course

Other (please describe)

Entering Students variety of disciplines.

AiA Team Members (select one or more)

(No) Assessment Office

Institutional Research

(No) Teaching Faculty

(No) Writing Center

(No) Information/Academic Technology

(No) Student Affairs

(No) Campus Administrator

(No) Library Administrator

Other Librarian

Other (please describe)

Entering Student Program

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Methods and Tools (select one or more)



(No) Focus Group(s)


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)

(No) Test Scores

(No) GPA

(No) Degree Completion Rate

(No) Retention Rate

Other (please describe)

class success.

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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. Our institution requires every student to take an entering student course (UNIV 1301). The purpose of the UNIV 1301 course is to introduce freshman students to college life and teach them skills to succeed in their studies. Although it is encouraged that every section collaborate with an assigned librarian through an information literacy component, not every professor seeks the help of the librarian or uses information literacy tools created for them, such as the UNIV 1301 tutorials. The library took this opportunity to inquire about the success of students within the course based on whether the student received a library session and viewed UNIV 1301 video tutorials. This basic inquiry would allow us to showcase the immediate benefit to other professors and encourage them to utilize our information literacy services. To achieve this we seem fit to collaborate with the Entering Student Program and Undergraduate Studies for our project.

  • 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 main contribution of our project was the creation of assessment tools to measure student’s information literacy skill that could be shared with other faculty and librarians in our institution. We also valued the experience everyone in the library team obtained on conducting a study; this includes the pitfall with the IRB. As this was the first time all librarians had to embark on IRB practice, it was an eye opener pertaining to the collection of data for purposes of sharing outside our unit. Regardless of our IRB problem, our library director and provost are supportive of our direction on assessing our information literacy services, as the strategic plan of our institution is moving toward assessment components in every unit.

  • 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. The main change would be the handling of the IRB. We might start preparing for IRB training in advance and seek the collaboration of faculty who have already taken IRB training. Previous practices of assessment in the library have been only done in-house with the permission of the faculty/instructor. The tools used varied from a general survey at the end of the library session, library assignments, and observation notes, but there has not been a comprehensive set of assessment tools for librarians to share and discuss. This project allows us to make other librarians aware of the need to assess our services. Currently several librarians are working with numerous faculty members on developing assessment tools through the Information Literacy Course Enhancement Grant initiative. We are also seeking to purchase the SAILS program in order to evaluate the information literacy skills of our entering student population in the near future.

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


    Team Leader:
    Harvey Castellano
    Assistant Library Director for Instruction and Info Literacy Services

Assessment in Action: A Work in Process

UTEP Library’s instruction sessions serve mostly Latino students. Through AiA, the librarian team hoped to refine existing IL programming and develop new IL outreach methods. Assessments would gauge the value of training and consist of surveys and final course grades. UTEP’s Institutional Review Board declared all data collected null and void, but the team is still developing new outreach methods, and is still creating assessments to improve IL services.