HOW LIBRARIES CAN ADAPT TO

INSTITUTIONAL ASSESSMENT

PLANS

JUMP INTO

THE GAME:

AGENDA

Overview of Assessment

Institutional Goals

KMERI

Mapping Goals Across the Institution

Examples of in-class Assessment

Gateway Course Collaboration

Moving Forward

ASSESSMENT: THEN AND NOW

Image Source: Westminster College http://www.westminster.edu/acad/oaac/cycle.cfm

THE REGIONAL ACCREDITATION

BODIES AND THEIR FOCI

• Resources, planning, governance, and finances (HLC,

CIHE, MSCHE, SACS COC)

• Teaching and Learning (HLC, CIHE, MSCHE, SACS COC)

a) staffing and curricular structure

b) quality teaching and learning through appropriate

evaluation and improvement

c) integrity in study and research

a) Knowledge of the field/disciplinary competence

b) Innovation/originality

c) Critical thinking/communication skills

d) Responsibility/

cultural competence

Otterbein

University

formulation:

Knowledgeable

Multi-literate

Engaged

Responsible

Inquisitive

WHAT ARE MY

INSTITUTION’S

LEARNING GOALS?

KMERI

Knowledgeable

• Otterbein undergraduate students will acquire a deep knowledge of, and appreciation for, their chosen major(s) as well as a solid grounding in a broad range of disciplines in the liberal arts and sciences.

Multi-Literate

• Otterbein undergraduate students will develop and demonstrate a range of intellectual and practical skills, including written and oral communication skills; research skills; quantitative, technological, visual, and information literacies.

Engaged

• Otterbein undergraduate students will become intellectually, aesthetically, and civically engaged. As intellectually engaged people, they will integrate, synthesize, critically reflect upon, and evaluate what they know. As aesthetically engaged people, they will value and practice the art of imagination and creative expression.

Responsible

• Otterbein undergraduate students will make choices that promote their own well-being and that of others. Encouraged to grapple with diverse value systems, they will move toward ethical commitments that reflect a sense of agency, honestly, and fairness.

Inquisitive

• Otterbein undergraduates will know how to lean. As confident life-long learners, they will be curious and eager to discover more about themselves and the natural, cultural, and social worlds.

INSTITUTIONAL ALIGNMENT OF

DEPARTMENTS AND PROGRAMS

Departments and

programs

K

M

ER

I

UNDERGRADUATE STUDENT

LEARNING OUTCOMES

(BASED ON ACRL INFORMATION LITERACY STANDARDS, BLOOM’S

TAXONOMY, AND INTERNAL DOCUMENTS)

Senior

Junior

Sophomore

Freshman

ALIGNING TO THE UNIVERSITY

STUDENT LEARNING GOALS (KMERI)

Senior

Junior

Sophomore

Freshman

INSTITUTIONAL ALIGNMENT OF

DEPARTMENTS AND PROGRAMS

Departments and

programs

K

M

ER

I

TAKING OVER THE “M” IN KMERI

Departments and

programs

K

ER

I

INFLUENTIAL DOCUMENTS

DQP (Degree qualifications profile) from Lumina Foundation (2011)

For the Lumina Foundation, the “Use of information resources” means, progressively:

At Associate level:

Identifies, categorizes, evaluates and cites multiple information resources necessary to engage in projects, papers or performance in his or her program.

At Bachelor’s level:

1. Incorporates multiple information resources presented in different media and/or different languages, in projects, papers or performances, with citations in forms appropriate to those resources, and evaluates the reliability and comparative worth of competing information resources.

2. Explicates the ideal characteristics of current information resources for the execution of projects, papers or performances; accesses those resources with appropriate delimiting terms and syntax; and describes the strategies by which he/she identified and searched for those resources.

At Master’s level:

Provides adequate evidence (through papers, projects, notebooks, computer files or catalogues) of contributing to, expanding, assessing and/or refining either a broadly recognized information resource or an information base within his or her field of study

Hart Research Associates: “It takes more than a major” (2013)

“Students develop and demonstrate appropriate oral communication, reading, and writing skills”

“Exhibits a mastery of statistical analysis and a facility with technological tools”

“Students will synthesize information from a variety of sources to inform their course projects.”

“Gather, evaluate, select, and integrate research sources in order to create relevant, dynamic, and effective writing projects and oral presentations.”

“Students will be able to locate, analyze, synthesize, and critically evaluate information from a variety of sources, including print and electronic media, film and video, and internet technologies.”

Although all departments

have to prove that their

students meet the

“critical

thinking/communication

skills” goal, the specific

ways in which this is

done is different. Hence,

each department writes

outcomes that are

meaningful to its own

methods or approaches.

DEPARTMENT-SPECIFIC

OUTCOMES

OTTERBEIN’S

GOALS

DEVELOPMENT OF KMERI AND

OUTCOME MAPPING

MAPPING AND DEVELOPING

K

M LibraryIL

Goals

E

R

I

REDESIGN OF LIBRARY GOALSProgram 1: Information Literacy

Goal or Outcome Alignment with KMERI

Curriculum Year Year to be Assessed: 2012-

2013

The information literate student

determines the nature and extent of the information needed.

● Recognize that information is available from a variety of resources

M Freshman I X

● Formulate a research plan. K, M Freshman II

● Organize information effectively M Sophomore

The information literate student accesses

needed information effectively and

efficiently.

● Recognize the elements of a

bibliographic citation and be able to distinguish between a book citation

and a journal citation.

M Freshman I X

● Differentiate between Author, Title,

and Keyword searches. M Freshman I X

● Search Otterbein, OPAL, and

OhioLink catalogs. M Freshman I X

● Be aware that Reference Librarians

are available to answer questions in person, through email, or via Chat

Reference.

M Freshman I X

GET

STARTED

INCORPORATE YOURSELF INTO THE

ASSESSMENT PLAYING FIELD

TIP ONE

Find the good in institutional

assessment.

TIP TWO

Get involved at the top.

TIP THREE

Help programs/faculty design and develop

assessment exercises.

TIP FOUR

Sell what

you can do

for them.

MAKE YOUR

FIRST PLAY

TRY DIFFERENT TOOLS IN THE

CLASSROOM

IN-CLASS ASSESSMENTS

Libguide Poll

Poll Everywhere

FYS Library Hunt

Go to the library website library.otterbein.edu. Find the answers to the following questions:

1. How long can a student check out a book? How long can a student check out a DVD? Copy

http://www.otterbein.edu/resources/library/libpages/cirpolicy.htm

2. Find the book Communicative Understandings of Women's Leadership Development in the OPAL catalog.

a. Write down the call number of the book.

HQ1233.C522012

b. Click on “Suggested Terms.” Write down two of the subjects listed.

Leadership in women

Women school administrators

3. Find the “Ask a Librarian” button. Write down the five different ways you can reach a librarian.

Reference Phone 614 823-1984

Circulation Phone 614 823-1215 ext. 4

E-mail Library@otterbein.edu

Text your question to a Librarian at: 614-259-7404

Schedule a research consultation with one of the librarians

FYS Outcome Parameters Student Actions Librarian

Actions

Assessment

Search Otterbein,

OPAL, and OhioLINK

catalogs

• Understand which

catalog represents

which schools

• Know how to borrow

materials using each

catalog

• Use "Check Patron

Record" to renew

items and check fines

• Students receive an

explanation of the two

catalogs used locally

(OPAL and OhioLink)

• Students practice

using the catalogs and

requesting items

• Students are shown

where to renew items

and ask for

help/practice logging

in

• I explained why we

have two catalogs and

what the main

difference between

them are

• I showed a video

about scholarly

articles and had the

students practice

searching with the

peer-review limiter

• Students worked on

in-class assignment

brainstorming

keywords for

searching

• Reporting: students

reported their refined

research question to

the classroom

Recognize the

elements of a

bibliographic citation

and be able to

distinguish between a

book citation and a

journal citation.

• Students compare

examples of citation

for (at least) articles,

books, and websites

(Tutorial, other

tutorials)

• I explained why there

are differences and

showed examples of

book, article and

website citations in

APA

• Students

participated in a poll

answering

questions about

bibliographic

citations and the

differences between

types of journals

• Students showed

moderate ability in

answering post-

class questions

about what they

learned on libguide-

about 74%

answered correctly

0

10

20

30

40

50

60

70

80

90

Recognize the elements of a bibliographic

citation

Search various resources

Differentiate different search

terms

Know how to contact librarian

Student Response

WARMING

UP

COLLABORATION WITH A NURSING

COURSE

LIBRARY EXERCISE

• Their PICOT question, part of a literature synthesis

• Three strong research articles supporting their query

• Detailed analysis chart about researching

LIBRARY EXERCISE

LIBRARY EXERCISE

Library research grading rubric:

Required Outcome Insufficient

0-40%

Basic

40-70%

Proficient

70-90%

Advanced

90-100%

Total

Student uses the

appropriate databases

The wrong database or

information source

was used (Google, for example)

Only one full-text

database or index was

used

Several full-text

databases and indexes

have been used

All or most of the

appropriate full-text

databases and indexes have been used

Student employs the right searching

techniques

Imprecise keywords or Boolean searches are

performed

Basic keyword searches are

performed and few or

no Boolean searches

Boolean searches are performed with

considerable efficiency,

and several keywords

have been used

Boolean searches are performed proficiently, and a

number of appropriate

keywords and subject

headings have been used

Student is able to

recognize the article

type

The article is

mistakenly identified

and there is little to no

understanding of the types of research

The article is placed

into a general

category, such as

original research or literature synthesis

The article is correctly identified according to the types

of research it contains: literature review, clinical study,

evidence-based argument, analysis, etc. The article is

identified by using more than one descriptor.

Student evaluates and selects articles based

on reliable criteria

No or unreliable criteria are used in

evaluating and

selecting the article

Only one reliable criterion is used in

evaluating and

selecting the article

Some reliable criteria are used in evaluating

and selecting the

article, while others are

ignored

All reliable criteria are used in evaluating and selecting

the article, including

authority, currency, bias (if it

applies), and abstract and

keyword identification.

Student uses the

appropriate APA

citation style

A pattern of mistakes

is identified

throughout the citation

The fundamental APA

elements are present,

but there are occasional mistakes

The citation corresponds fully or almost fully to the

current APA Manual of Style recommendations

Total

Knowledgeable Multi-literate Engaged Responsible Inquisitive

CHALLENGES

• Class size:

• FIVE Faculty team-taught and graded – ONE librarian…..

• 60 students to over 100 students each time it was taught

• Time needed to FOCUS

You helped me understand I was being

too specific when typing in my words for

my search.

– student in the 5220 course

LESSONS

Don’t use “library speak” it only confuses them (boolean, Subject Headings, etc…)

Stronger relationships with faculty/students

Immediately ask for feedback from your faculty

Record and share the raw data with the faculty and keep it for the library

MOVING FORWARD

Prove and improve our services to demonstrate

our value to the University

Continue to develop gateway courses for

departments and programs

Know the regional accreditation body and their

criteria for accreditation

Be aware of what models your university uses in

formulating its student learning goals

Be privy of the conversations taking place in the

institutional effectiveness committees

QUESTIONS?