Upload
saman
View
34
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Jump into the game:. How Libraries Can Adapt to Institutional Assessment Plans. Agenda. Assessment: Then and Now. Image Source: Westminster College http :// www.westminster.edu / acad / oaac / cycle.cfm. The regional accreditation bodies and their foci. - PowerPoint PPT Presentation
Citation preview
HOW LIBRARIES CAN ADAPT TO INSTITUTIONAL ASSESSMENT PLANS
JUMP INTO THE GAME:
AGENDAOverview of AssessmentInstitutional GoalsKMERIMapping Goals Across the InstitutionExamples of in-class AssessmentGateway Course CollaborationMoving 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 structureb) quality teaching and learning through appropriate
evaluation and improvementc) integrity in study and research
a) Knowledge of the field/disciplinary competence
b) Innovation/originalityc) Critical
thinking/communication skills
d) Responsibility/ cultural competence
Otterbein University formulation:KnowledgeableMulti-literateEngagedResponsibleInquisitive
WHAT ARE MY INSTITUTION’S LEARNING GOALS?
KMERIKnowledgeable• 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 DOCUMENTSDQP (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 GOALSDEVELOPMENT OF KMERI AND OUTCOME MAPPING
MAPPING AND DEVELOPING
KM Library IL
Goals
ERI
REDESIGN OF LIBRARY GOALS
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 FOURSell what you can do for them.
MAKE YOUR FIRST PLAYTRY DIFFERENT TOOLS IN THE CLASSROOM
IN-CLASS ASSESSMENTSLibguide Poll
Poll Everywhere
FYS Library HuntGo 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 [email protected]
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
020406080
Student Response
WARMING UPCOLLABORATION 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
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
“
“
LESSONSDon’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 FORWARDProve 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 accreditationBe 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?