Assessment in Action

Middlesex Community College: Project Description

Page 1


Primary Outcome Examined (select one or more)

Student Learning: Assignment

Student Learning: Course

(No) Student Learning: Major

(No) Student Learning: Degree

(No) Student Engagement

(No) 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: 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)

Instruction: Flipped Classroom

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

Library Administrator

Other Librarian

Other (please describe)

Instructional Designer

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Methods and Tools (select one or more)


(No) Interviews

(No) Focus Group(s)

(No) Observation

(No) 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

(No) Other (please describe)

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. Middlesex Community College is committed to assessing information literacy and English Composition is the only required course for all students that includes a research paper. Since students have requested more hands-on time in the library, the team chose to assess the effectiveness of a flipped classroom model in these classes. They developed a series on online tutorials to provide the content for students to view prior to the class session in the library, thereby allowing the face to face time to be used to enable students to practice these skills through guided learning activities. The faculty were offered the option of either a traditional one-shot instruction session, or the flipped classroom model. Our question then became: How do students in English Composition classes who are taught using the flipped classroom model of instruction compare with those in traditional one-shot classes in their ability to locate and cite information effectively?

  • 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. We found that the 75% of students in the group using the flipped classroom method achieved mastery compared to 50% of students who received traditional one-shot library instruction. Interestingly, in spite of their higher rate of mastery, students in the group who were offered the flipped classroom instruction reported a preference for the traditional lecture. There are a number of factors that might be causing this difference between the two groups since the faculty who chose the flipped model were self-selected and often scheduled more than one library visit for their students. We found that assessing the effectiveness of our instruction is challenging because the faculty themselves introduce so many variables that are beyond our control.

  • 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. We will be continuing to assess these two groups during the upcoming academic year attempting to control for some of the variables that may be at work. In addition, we have begun a follow-up project in collaboration with the English department and Writing Center which provides a series of workshops to ten faculty members teaching Comp. 1 to develop a more sequential and scaffolded approach to teaching the research paper, that includes multiple sessions with a librarian and writing professional present. Our funding through the minigrant process demonstrates that the college recognizes the importance of this work.

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

  1. MaryAnn Niles
    Middlesex Community College
    591 Springs Road
    Bedford, MA 01730

Did this "flip" flop?

This study compared the effectiveness of instruction in Comp. 1 sections taught using a flipped classroom model with those receiving traditional instruction. Students in flipped sections viewed online content, and then spent class time in the library practicing skills. Through examination of works cited pages, we found that although the mean scores of students in the flipped classroom group were significantly higher, traditional instruction was preferred.