Institution: Bentley University, Waltham, MA
Presenter: Hope Houston (Associate Director & Manager of Reference Services)
Library Assessment Team was created to harness data that would inform the library’s contribution to student achievement, faculty research production and institutional affordability. Our central question for the AiA program was focused on student achievement, confidence and understanding, and the effect the library has on these elements which lead to student success.
Institution: Keene State College, Keene, NH / St. Mary's College of Maryland, St. Mary's City, MD
Presenters: Celia Rabinowitz (Dean of Mason Library, Keene State College) and Veronica Arellano-Douglas (Reference & Instruction Librarian, St. Mary's College)
Using surveys, interviews, and a rubric-based assessment of student research essays, the St. Mary’s College of Maryland Assessment in Action team investigated the relationship between faculty-librarian collaboration in a First Year Seminar (FYS) course and students’ demonstrated information literacy (IL) abilities. In gathering information on the experiences, attitudes, and behaviors of faculty, librarians, and first-year students, the project team uncovered additional questions about the integration of IL in the FYS, the ways in which faculty and librarians work towards educational goals, and just what should be expected from students in their first year of college.
Institution: Middlesex Community College, Bedford, MA
Presenters: MaryAnn Niles (Director of Library Services), Carrie Salazar (Information Literacy & Assessment Librarian), Donna Maturi (Coordinator of Lowell Campus Library), Ellen Royalty (Coordinator of Bedford Campus Library)
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.
Institution: Brandeis University, Waltham, MA
Presenters: Laura Hibbler (Manager of Library Instruction), Jennifer Giordano (User Experience & Assessment Librarian)
First-year students at Brandeis University receive library instruction during a required University Writing Seminar (UWS) during the fall or the spring semester. To assess the impact of the library instruction on usage of library resources, we analyzed library usage by first-year students during the 2015-2016 academic year, comparing the library usage of students who took UWS in the fall to those who took UWS in the spring.
Institution: Stonehill College, Easton, MA
Presenter: Patricia McPherson (Information Literacy and Outreach Librarian)
A multidisciplinary team at Stonehill College studied the impact of library instruction and access to library services and support on elementary Spanish students’ cultural learning. Our Assessment in Action research showed that students’ familiarity library resources increased over the course of the study period. The majority of study subjects characterized library tools as either helpful or essential when completing cultural assignments and some study subjects expressed the belief that access to library resources and services facilitated their cultural learning. The results of our assessment will provide librarians and foreign language faculty information that will shape instruction for second-language learners. More importantly, the project generated a wealth of both qualitative and quantitative data that will inform decisions about library instruction and the provision of resources in a variety of formats to help us ensure that we best meet the needs of each individual in our diverse population of learners.
Institution: Naugatuck Valley Community College, Waterbury, CT
Presenter: Jenna Barry (Reference/Instruction Librarian)
At Naugatuck Valley Community College (Waterbury, CT), all first time, full time students attend a required information literacy session taught by a librarian as part of their First Year Experience (FYE) course. The existing program and assessments were modified to measure the impact of the Library’s FYE program on students’ information literacy. Overall, student performance improved after instruction, but did not directly impact student retention. The significant contributions of our project include establishing an early connection between all full-time students and the library, encouraging faculty participation in library initiatives, and using data to gain a better understanding of several student populations regarding IL concepts and skills. As a result of our findings, we piloted a targeted outreach program to three of the public high schools in our community during the 2015-16 academic year.
Institution: Emerson College, Boston, MA
Presenter: Christina Dent (Instruction Librarian)
Does librarian involvement in first-year writing classes impact student learning? Teaching librarians at Emerson College partnered with First-Year Writing faculty to assess the impact of one-shot library workshops. Survey data Evidence from over 350 respondents shows measurable change among those students who had a library workshop. Librarians and writing faculty also applied an information literacy rubric to a select sample of student work.
Institution: University of Massachusetts-Boston, Boston, MA
Presenters: Iris Jahng (Pedagogy and Learning Design Librarian), Cecelia Sirigos (Pedagogy and Learning Design Librarian)
In Spring 2016, Healey Library and the English department at UMass Boston assessed the impact of library research instruction (LRI) on student learning in ENGL 102. 320 students in 24 sections received LRI. To measure this, booklets the students completed in class were evaluated with a rubric and a post-test was administered at the end of the semester. LRI has a measurable impact on student learning, and students retained and transferred what they learned.
Institution: Lasell College, Auburndale, MA
Presenter: Jill Shoemaker (Head, Research and Instructional Engagement)
In order to create a baseline level of students’ research and library skills, senior capstone research papers were evaluated using citation analysis with a corresponding rubric. Since some majors do not require a written capstone, a 14-question survey was developed and given to students in a variety of classes. For additional detailed qualitative data, three focus groups were held. The data demonstrated that our students are graduating with a variety of skills based on the requirements of their discipline.
Institution: Salem State University, Salem, MA
Presenters: Nancy Dennis (Business Librarian), Carol Zoppel (Social Sciences Librarian)
Salem State’s AiA team measured the impact of information literacy (IL) instruction on student work products in marketing, nursing, and Earth Day research classes. Among the findings were that marketing students who had received IL instruction in fall 2013 created better works cited than marketing students who had not received instruction. As a result of these findings, the business librarian and marketing professor altered their teaching techniques and expectations of students in spring 2014.
11. Collaborating to Assess Science Information Literacy: An Assessment in Action Project
Institution: Greenfield Community College, Greenfield, MA
Presenter: Liza Harrington (Librarian)
The GCC library collaborated with science faculty to assess scientific information literacy. We developed learning outcomes, designed and implemented an information literacy program, and collected data to determine student abilities and attitudes on entering and exiting our introductory biology course. We discovered that, on the whole, students are gaining the skills, knowledge, and confidence we had hoped. Several areas for improvement were also recognized.
12. Telling students to “Get lost!” Research as Inquiry and Searching as Strategic Exploration: The ACRL Framework in a University Writing Program
Institution: Boston University, Boston, MA
Presenters: Ken Liss (Head of Liaison & Instruction Services), Gwen Kordonowy (Curriculum Coordinator, College of Arts & Sciences Writing Program)
This project, a collaboration between librarians and writing faculty, assessed the impact an enhanced library program based on the ACRL Framework could have on students’ information literacy in a university writing program. Control groups had an instruction session and optional meetings with a librarian while experimental groups had an instruction session, flipped classroom videos, required meetings with a librarian, and a librarian presence in Blackboard.
Institution: Southern Connecticut State University, New Haven, CT
Presenter: Wendy Hardenberg (Instruction Coordinator)
Do students enrolled in classes that schedule library sessions experience improved student success metrics? The literature suggests yes, but conclusive data is hard to come by. So far we’ve found that students in library sessions are better developing their info lit skills and faculty see positive change afterwards. The next step is to connect library data to institutional data and look for patterns or anomalies.
Institution: DiMenna-Nyselius Library, Fairfield University, Fairfield, CT
Presenter: Jackie Kremer (Head of Library Academic Partnerships & Assessment)
The goals of the AiA research done in 2013-2014 were to determine the effect of library created learning modules on first-years’ (a) understanding of academic integrity, and (b) knowledge/skills for citing sources to avoid plagiarism. The two modules are an Academic Integrity Classroom Lesson, assessed by a graded essay rubric, and an Online Avoiding Plagiarism Tutorial, assessed with a multiple choice test. Result: Weaknesses in student learning were identified and changes were made in both the lesson and the tutorial. Fast forward to 2016 where we have a revised Academic Integrity Classroom Lesson and a brand new Academic Integrity tutorial. We will rereun the AiA assessment project in Fall 2016 to close the assessment loop.
Institution: College of the Holy Cross, Worcester, MA
Presenters: Alicia Hansen (Head of Research & Instruction, Jennifer Whelan (Coordinator of Research & Instruction)
In first year (Montserrat) research papers, are cited sources higher quality when the student engaged in a personal research session (P RS) with a librarian? Application of a rubric will determine the quality of cited sources in papers with and without PRS. The difference between the two groups will show a correlation, or no correlation, between PRS and effective selection of research.
Institution: University of Connecticut Health Center, Farmington, CT
Presenters: Kathleen Crea (Research and Instructional Services Librarian)
UConn Health’s AiA team was comprised of clinical faculty, medical librarians and curriculum administrators. Our research project involved surveying medical students and residents in 2013, 2014 and 2015 about how they use health science resources provided by UConn Libraries including databases, e-books, journals or mobile apps, and whether hands-on training sessions taught by reference librarians was valuable to them. Survey data provided a snapshot of which clinical subscription products they considered most “essential” to answer learning issues, research questions or clinical decision-making. Voluntary survey comments reinforced that as their clinical knowledge base and experience with real patients grew, so did their choice of evidence-based medicine sources evolve. Collecting this data provided feedback for School of Medicine course administrators and teaching faculty about both timing and content of training sessions taught by librarians in order to improve educational offerings for future groups of graduate students or medical residents at UConn Health Center.
Institution: University of Massachusetts-Dartmouth, Dartmouth, MA
Presenters: Lorraine Heffernan (Business and Economics Librarian)
The AiA project undertaken at UMass Dartmouth explored whether the library as a place contributed to student success (GPA). We introduced freshmen to library facilities early in the semester and surveyed for self-reported usage later. Project findings uncovered only weak observed relationships between variables pertaining to library usage and first-term GPA. However, participation in the library orientation did have a positive impact on subsequent usage.