north texas library assessment group winter meeting jan 17 2014 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
North Texas Library Assessment Group Winter Meeting Jan 17, 2014 PowerPoint Presentation
Download Presentation
North Texas Library Assessment Group Winter Meeting Jan 17, 2014

Loading in 2 Seconds...

play fullscreen
1 / 28

North Texas Library Assessment Group Winter Meeting Jan 17, 2014 - PowerPoint PPT Presentation


  • 61 Views
  • Uploaded on

North Texas Library Assessment Group Winter Meeting Jan 17, 2014. 2013 GWLA Conference on Learning Outcomes Curriculum Mapping Student Learning Outcomes Assessment of SLO’s. GWLA Learning Outcomes Conference & Workshop. November 13-15, 2013

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

North Texas Library Assessment Group Winter Meeting Jan 17, 2014


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
north texas library assessment group winter meeting jan 17 2014

North Texas Library Assessment GroupWinter MeetingJan 17, 2014

2013 GWLA Conference on Learning Outcomes

Curriculum Mapping

Student Learning Outcomes

Assessment of SLO’s

gwla learning outcomes conference workshop
GWLA Learning Outcomes Conference & Workshop

November 13-15, 2013

  • Debbie McMahon, Coordinator of Assessment & Program Improvement, Baylor University Libraries
  • Elizabeth Killingsworth, Head of Research Services, SMU Central University Libraries
  • Zoltan Szentkiralyi, Director of Assessment,SMU Central University Libraries
panel on student learning outcomes assessment
Panel on Student Learning Outcomes Assessment
  • GWLA Task Force
  • GWLA Keynote highlights
  • Curriculum Mapping Workshop highlights
  • Assessment of Learning Outcomes
  • Flipped Classroom Concept
  • Local strategies for alignment to SLO’s
gwla slo task force strategy
GWLA SLO Task Force: Strategy
  • To investigate and share local evaluation/assessment practicesand evidence obtainedacross its membership
  • To create a research question andidentify ways to assess studentsusing all GWLA universities as apossible sample population
gwla slo task force themes
GWLA SLO Task Force: Themes
  • Deconstructing the process of SLO assessment
  • Building partnerships through collaboration developing relationships
  • Embracing change and opportunities
gwla keynote highlights
GWLA Keynote highlights

Patricia Iannuzzi, Dean of Libraries at UNLV

Chris Heavey, Director of General Education at UNLV

  • Find lL wording or hooks in university SLO’s
  • Help faculty align their teaching/grading with the university SLO’s
  • Vertical integration of IL instruction to span from freshman to upper level courses
  • Assessment w/rubrics for upper level IL:Unrealistic to assess all students - sampling
slo s at smu
SLO’s at SMU

University Curriculum Student Learning Outcomes

FOUNDATIONS — 5 Components — 16 Student Learning Outcomes

  • Discernment and Discourse1. Students will state and defend a thesis with adequate attention to analysis and evidence.2. Students will demonstrate an understanding of essay and paragraph development an organization.3. Students will craft sentences with attention to audience, purpose, and tone, as well as sentence variety and diction.4. Students will demonstrate proper use of grammatically and mechanically correct English.5. Students will incorporate and document sources correctly and appropriately.
  • Quantitative Foundation1. Students will be able to solve problems using algebraic, geometric, calculus, statistical and/or computational methods.2. Students will be able to interpret and/or draw inferences from mathematical models, data, graphs or formulas.
  • Ways of Knowing1. Students will be able to demonstrate a knowledge of more than one disciplinary practice.2. Students will be able to explain how bringing more than one practice to an examination of the course topic contributes to knowing about that topic.
  • Personal Responsibility and Wellness PRW I: Choices1. Students will be able to identify principles of effective personal financial management. 2. Students will be able to identify their stressors and effective stress reduction methods.3. Students will be able to demonstrate an understanding of the relationship between lifestyle choices and wellness.4. Students will be able to identify the value and significance of integrity.5. Students will be able to identify academic and personal support services on campus.
  • Personal Responsibility and Wellness PRW II: Physical Fitness
slo s at smu1
SLO’s at SMU

University Curriculum Student Learning Outcomes

PILLARS — 10 Components — 20 Student Learning Outcomes

  • Pure and Applied Sciences Level 11. Students will be able to demonstrate basic facility with the methods and approaches of scientific inquiry and problem solving.2. Students will be able to explain how the concepts and findings of science or technology in general, or of particular sciences or technologies, shape our world. (Level 1 and 2)
  • Individuals, Institutions and Cultures Level 11. Students will be able to identify the types of interactions and influences that arise between or among individual, social, cultural, political, or economic experiences.2. Students will be able to summarize basic empirical phenomena in the study of individual, social, cultural, political, or economic experiences.
  • Historical Contexts Level 11. Students will be able to identify the main events, actors, and evidence involved in a defined historical period.2. Students will be able to summarize in their own prose the major changes that took place over time in a defined historical period.
  • Creativity and Aesthetics Level 11. Students will be able to identify methods, techniques, or languages of a particular art form, creative endeavor or craft(s) and explain how those inform the creation, performance or analysis of creative work.2. Students will be able to demonstrate an understanding of concepts fundamental to the creative impulse through analysis, performance, or creation.
  • Philosophical and Religious Inquiry and Ethics Level 11. Students will be able to describe and explain some of the general features and principal theoretical methods of one of the fields of philosophy, religious studies, or ethics.
slo s at smu2
SLO’s at SMU

University Curriculum Student Learning Outcomes

PROFICIENCIES AND EXPERIENCES — 8 Components — 41 Student Learning Outcomes

  • Writing1. Students will state and defend a thesis with adequate attention to analysis and evidence.2. Students will demonstrate an understanding of essay and paragraph development and organization.3. Students will craft sentences with attention to audience, purpose, and tone, as well as sentence variety and diction.4. Students will demonstrate proper use of grammatically and mechanically correct English (or the language in which the course is taught)
  • Quantitative Reasoning (Choose at least 3 of the following)1. Students will be able to develop quantitative models as related to the course subject matter.2. Students will be able to assess the strengths and limitations of quantitative models and methods.3. Students will be able to apply symbolic systems of representation.4. Students will be able to collect, organize and analyze data from a variety of sources.5. Students will be able to formulate structured and logical arguments.6. Students will be able to test hypotheses and make recommendations or predictions based on results.7. Students will be able to communicate and represent quantitative information or results numerically, symbolically, aurally, visually, verbally, or in writing.
  • Information Literacy1. Students will be able to select and use the appropriate research methods and search tools for needed information.2. Students will be able to evaluate sources for quality of information for a given information need.
  • Community Engagement1. Students will be able to demonstrate analytical and practical skills necessary for engaged, informed citizenship through addressing specific needs in a community.2. Students will be able to apply academic learning to a community engagement activity.
curriculum mapping
Curriculum Mapping
  • Document current library instruction &liaison activities
  • Identify gaps:What courses need IL that don’t have itWhat IL concepts are not being taught
  • Address redundant basic instruction
  • Vertical Integration or Scaffolding: Introduce/Reinforce/Enhanceadvanced information literacy concepts
  • Expanded matrix of potential coursesthat would benefit from IL instruction
assessment of il outcomes
Assessment of IL Outcomes

Standardized Testing of IL basics

  • Quantitative results from multiple choice questions about basic Information Literacy
  • Easy to implement/grade in Blackboard
  • Not suited for testing IL proficiency

Assessment of Papers/Portfolios

  • Apply standardized rubric to papers/portfolios to determine score for IL proficiency/SLO
  • Time intensive, inconsistent application, may only be able to test a subset (random sample)
  • Ability to test upper-level IL proficiency
flipped classroom concept
Flipped Classroom concept
  • Blackboard assignments/modules to be done by students ahead of time
  • Basic concepts covered prior to class
  • Class time utilized for delving further into IL

Benefit

  • Enable more focus on in-depth concepts

Future

  • Complete-package IL modules with assessment component built-in?
  • Attractive for accreditation (goals/outcomes)
implementation ideas at smu
Implementation ideas at SMU
  • New Curriculum at SMU – 2013-2014 first year“University Curriculum (UC)” for freshmen
  • Current sophomores, juniors, seniors still under previous “Gen Ed Curriculum”
  • Now: Focus on building “Flipped Classroom” concept for IL instruction in required first year writing courses“Discourse & Discernment 1313”
  • Next 3 years: Promote upper-level IL instruction to faculty/departments/programs in IL Proficiency tagged courses and other potential courses
implementation ideas at baylor
Implementation ideas at Baylor
  • Top down approach – Work in conjunctionwith Institutional Effectiveness on SLO’sby divisional department
  • Bottom up approach - Use same methodology to write Outcomes, Assessments, and Results for Library Services, Liaisons and individual tasks