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Creating Avenues:. Partnerships in a Changing Library Environment. Frostburg State University Katherine Jenkins & Judith Pula Lewis J. Ort Library & Department of English. Agenda. 1. Mandates. 2. Assessment. 3. Partnerships. 4. Tips and Lessons Learned. 5. Q & A. Middle States

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creating avenues

Creating Avenues:

Partnerships in a Changing Library Environment

Frostburg State University

Katherine Jenkins & Judith Pula

Lewis J. Ort Library & Department of English

agenda
Agenda

1. Mandates

2. Assessment

3. Partnerships

4. Tips and Lessons Learned

5. Q & A

assessment mandates

Middle States

Maryland Higher Education Commission

University System of Maryland

Academic program accreditors (NCATE)

Current push for accountability triggered by legislatures wanting to see return on the dollar.

Regional accrediting body

Regents

Academic program accreditors

Assessment Mandates

Background

Your University

Frostburg State

University

mandates
Mandates

Mandates

next step

Get background

How to get there

Your Campus

Read mission statement for your university and for your library

Create learning goals for session or for program overall

Read ACRL’s information literacy standards

To learn more about assessment, read Regional Accreditation and Student Learning

Develop assessment tools

Determine benchmarks

Next Step

Define learning outcomes

Determine stakeholders

regional commissions
Regional Commissions
  • Six regional commissions accredit over 3500 institutions.
  • Guided by the Council of Regional Accrediting Commissions.
regional accrediting bodies
Middle States Association of Colleges and Schools

Northwest Commission on Colleges and Universities

North Central Association of Colleges and Schools

FL, DC, DE, MD, NJ, NY, PA, PR, VI

http://www.msche.org/

Standard 11: Educational Offerings

Standard 12: General Education

Standard 14: Assessment of Student Learning

New edition of the Characteristics of Excellence in Higher Education was implemented in 2003

AK, ID, MT, NV, OR, UT, WA

http://www.nwccu.org/

Standard 2:Educational Program and its Effectiveness

Standard 5: Library and Information Resources

Lists specific types of documentation which are required

AR, AZ, CO, IA, IL, IN, KS, MI, MN, MO, ND, NE, OH, OK, NM, SD, WI, WV, WY

http://www.ncahigherlearningcommission.org/

Criterion 3: Student learning and effective teaching

Lists examples for documentation

Regional Accrediting Bodies
regional accrediting bodies cont d
New England Association of Schools and Colleges

Southern Association of Colleges and Schools

Western Association of Schools and Colleges

CT, ME, MA, RI, VT

http://www.neasc.org/cihe/cihe.htm

Standard 4: The Academic Program

Standard 7: Library and Other Information Resources

New accreditation standards effective 1/2006

AL, FL, GA, KY, LA, MS, NC, SC, TN, TX, VA

http://www.sacscoc.org/

Core requirement 2.12: Quality Enhancement Plan

Comprehensive Standard 3.8: Library and Other Learning Resources

Provides report from Council of Regional Accrediting Commissions about assessment of student learning

CA, HI, and Pacific Basin region

http://www.wascweb.org/

Standard 2: Achieving Educational Objectives through Core Functions.

Lists questions about student learning; helpful link on assessment

Regional Accrediting Bodies (cont’d)
middle states standard 11
Educational Offerings

The institution’s educational offerings display academic content, rigor, and coherence that are appropriate to its higher education mission. The institution identifies student learning goals and objectives, including knowledge and skills, for its educational offerings.

Fundamental Elements—

program goals that are stated in terms of student learning outcomes;…

collaboration between professional library staff and faculty in teaching and fostering information literacy skills relevant to the curriculum;

programs that promote student use of information and learning resources;…

Middle States Standard 11

Source: Middle States Commission. (2002). Characteristics of excellence in higher education.

middle states standard 12
General Education

The institution’s curricula are designed so that students acquire and demonstrate college-level proficiency in general education and essential skills, including oral and written communication, scientific and quantitative reasoning, critical analysis and reasoning, technological competency, and information literacy.

Fundamental Element—

…assessment of general education outcomes within the institution’s overall plan for assessing student learning, and evidence that such assessment results are utilized for curricular improvement.

Middle States Standard 12

Source: Middle States Commission. (2002).

Characteristics of excellence in higher education.

middle states standard 14
Assessment of Student Learning

Assessment of student learning demonstrates that, at graduation, the institution’s students have knowledge, skills and competencies consistent with institutional and appropriate higher education goals.

Fundamental Element —

…a documented, organized, and sustained assessment process to evaluate and improve student learning that meets the following criteria:

…direct evidence of student learning…

Middle States Standard 14

Source: Middle States Commission. (2002).

Characteristics of excellence in higher education.

fsu s accountability cycle
FSU’s Accountability Cycle
  • Evidence shared with
  • external state agencies
  • Middle States Commission

President’s

Cabinet

Deans’

Council

Learn from

results

Institutional

Assessment

Committee

Provide

evidence

Assessment review at

Frostburg State University

Student Learning

Advisory

Group

assessment
Assessment

Assessment

information literacy
Information Literacy

Frostburg State Library Student Learning Goals

Students will--

  • frame a research question and identify main concepts and corresponding keywords that can be used during the search process.
  • learn to understand the differences among information sources.
  • learn to use catalog USMAI (the online catalog of the University System of Maryland and Affiliated Institutions) to identify appropriate books and items within the library and the University system.
  • learn to use Research Port to identify and find appropriate articles for their research.
  • learn to efficiently and effectively access information and identify credible sources, including information from the World Wide Web.
  • understand that there are different documentation styles for citing sources.
instruction assessment

Summative

Formative

Direct

Indirect

survey

short

assignment

(applying

their skills)

student

self-report

research

exercises

guided

practice

questions

short survey

ORIE survey

freshman composition

survey (all sections)

Instruction: Assessment

Library

partnerships
Partnerships

Partnerships

freshman composition partnerships
Freshman Composition Partnerships
  • Freshman composition sessions with collaborating faculty.
  • Experience was new for faculty.
  • Librarian took faculty member to lunch to discuss and plan the session.
  • Librarian drafted an outline and session handouts to send to faculty for feedback.
assignments
Assignments
  • Library Tools assignment

In 250 to 500 words, evaluate the presentation on library tools. For instance--but not necessarily--consider the presenter, the style of presentation, the kinds of tools to which you were introduced, tools which you didn't know about but which seem valuable in the light of your past efforts to use the library, and so forth. In addition, distinguish between scholarly and popular sources.

  • Annotated Bibliography assignment
assessment cycle

Establish learning goals

Provide learning opportunities

Use the

results

Assess

student

learning

Assessment Cycle

Assessment as a Four Step Continuous Cycle

Text

Source: Suskie, L. (2004). Assessing student learning: A common sense guide.

tips and lessons learned
Tips and Lessons Learned

Tips and Lessons Learned

slide21
Tips

Start small

Review ACRL Info Literacy standards

Check out ACRL’s IL webpage

Create assessment binder

Assess by sample size

Participate in an assessment e-seminar

Join listservs: tlt-swg, ili, assess

findings and lessons learned
Findings and Lessons Learned
  • Collaborate with faculty in greater numbers.
  • Conduct pre-test and post-test.
  • Reinforce learning concepts across disciplines.
  • Refine either the handouts or the instruction.
  • Refine the information literacy assessment process for freshman composition before developing and assessing information fluency standards for upper-level classes.
assessment alternatives
Assessment Alternatives
  • Project SAILS

Tests students based on ACRL’s information literacy competency standards. Cost: $3 per student up to $2,000.

Website: Projectsails.org Email: sails@kent.edu

  • TLT-The Teaching, Learning, and Technology Group. Assessment tools are available. Some resources are free, while other resources are by subscription.

Website: tlcgroup.org Email:infor@tlt.org

  • National Survey of Student Engagement- Web and paper version. Note: Different levels of assessment. Sampling fee dependent on enrollment.

Website: nsse.iub.edu/index.cfm Email: nsse@indiana.edu

further research
Further Research
  • Conduct study about assessment experience from several institutions from each regional accrediting body.
  • Conduct a longitudinal study of freshman composition (5-10 years) to see whether there is a significant increase in information literacy as a result of instruction.
questions
Questions?
  • For more information:

Katherine Jenkins

Lewis J. Ort Library

kjenkins2@frostburg.edu

Judith Pula

Department of English

jpula@frostburg.edu