1. Librarians and their Value to the Student Learning Experience Robert E. Dugan, Dean of Libraries, University of West Florida Nancy Turner, Assessment & Organizational Performance Librarian, Temple University Libraries Danuta A. Nitecki, Dean of Libraries and Professor, College of Computing and Informatics, Drexel University SEPTEMBER 9, 2015

2. Workshop Outcomes OUTCOMES: 1.Identify what librarians are typically doing 2.Apply at least one method to gather data 3.Build stronger campus collaborations and assessment strategies

3. Workshop Agenda TOPICS: Assessment Assumptions Identifying need & challenges to obtain data Review librarians help in assessment effort Explore methods to gather data & campus resources Planning an assessment Summary of insights

4. What is Assessment? Assessment is a process by which data are used to improve program /activities/services Assessment: Cyclical, Ongoing Evaluation: One Shot Review

5. Why Focus on Assessment? Accountability Compliance Program Improvement

6. What’s the scope of assessments? Institutional-wide effort Beyond compliance For making decisions for improvement

7. Exercise 1: Individual work Draft a one-sentence statement of one or two needs for assessment What’s the target for improvement? Course? Program? Achievement? Pedagogy? Who’s interested in the assessment results?

8. Logical Structure to Parse the Need assess critical thinking skills in 1 st year experience for program review critical thinking skills assess 1 st year experience for accreditation Observation Problem based test Student portfolio Employer perception Observation Problem based test Student portfolio Employer perception Self aware Effective communicator Curious and inquisitive Self-corrective Confident and resilient integrity and ethical standards.. Self aware Effective communicator Curious and inquisitive Self-corrective Confident and resilient integrity and ethical standards.. Retention rate GPA overall Number of experiences Student participation Retention rate GPA overall Number of experiences Student participation

9. Volunteered statement Diagram the statement Brainstorm options for evidence Identify data needed to meet assessment need

10. Exercise 2: Table Group Share and critique individual statements to identify assessment opportunities and types of data needs for improvement FOCUS on assessment toward making decisions to improve

11. Identify challenges to obtain needed data 1.Match data to assessment need 2.Retrieve data 3.Assemble resources to conduct assessment

12. BREAK 10 minutes

13. Identifying Librarians’ Contribution to Campus Assessment Efforts Data Services Facilities

14. Exercise 3: Table discussions What kind of assessments have you worked on? What do librarians do to help with assessment? Brainstorm to report out how librarians can help overcome assessment challenges – match and retrieve data, and assemble resources?

15. Gathering or generating data How have librarians helped gather data for assessments in – Collections – Services – Facilities Where else have they been useful?

16. Librarians contributions…. Generating data: – data/literature reviews – Surveys, interviews – input/output counts--usage – Commentaries -- feedback to services, tools – Content analysis –syllabus reviews – Data generation -- financial analytics, ROI Managing data: – data curation – Coordinating partnerships with others – meeting spaces

17. Exercise 4: Table Discussion *** return to selected table’s assessment need from Exercise 2*** Identify types of data needed Brainstorm methods to generate data for your assessment problem

18. Methods for Assessment Purposes ASSESSMENT PURPOSEMETHODS TO GENERATE DATA ACCREDITATIONSSURVEYS, COMENTARY, STAFF QUALIFICATION ANALYSIS, INPUTS PROGRAM REVIEWSDESCRIPTIONS OF RESOURCES, FEEDBACK, QUALIFICATIONS FACULTY TEACHINGREADING LIST MATCH TO HOLDINGS, QUALITY OF LIBRARY GUIDES/INSTRUCTION RESEARCH OUTPUTCitation analysis for holdings, DMP prep, number of repository data sets INFORMATION LITERACYRubrics, Minute Papers, Portfolios FACILITIES --SPACEOBSERVATION, SURVEY, INTERVIEW, USAGE COUNT INFORMATION RESOURCESUSAGE COUNT, SIZE, EXPENDITURES

19. Exercise 5: Table Discussion Where else on campus have you found people to help conducting assessments? What expertise do they bring to gather, analyze, report data? What help do you have difficulty finding?

20. Types of Data Needs: Campus Sources TYPES OF DATA NEEDSCAMPUS SOURCES

21. Highlights of Types of data needs: Campus sources TYPES OF DATA NEEDSCAMPUS SOURCES Compliance and regulatory evidence Library Repositories/archives IT services, Institutional Research Fiscal reportsBudget, Provost officer, IR, IPEDS, Common Data Set Academic achievement and student learning outcomes Faculty profiles [Library/IT] Center for Teaching Excellence IR

22. Highlights of Types of data needs: Campus sources…continued TYPES OF DATA NEEDSCAMPUS SOURCES Student experienceStudent affairs, Institutional effectiveness, Provost Office Library archives, Faculty Demographics—institutional, geographic Common Data Set, Enrollment Management, IR, Library databases Usage: technologies, facilitiesIT transaction logs, Library gate counts, Security swipe card counts

23. Planning an Assessment Practical considerations – Budget – Staffing – Institutional permissions (IRB) – Skills needed – Time frame Analysis Presentation of results

24. Final comments Plan strategy for assessment effort before jumping in: – Identify focus and evidence needed – Consider best matched data generating methods – Organize for presentation for decision makers Consider Libraries as valuable partner – Resources—information and spaces – Experts in finding information/data – Positioned to coordinate campus resources to help PLEASE COMPLETE WORKSHOP EVALUATION

25. Thank You! Danuta A. Nitecki, Dean of Libraries and Professor, College of Computing & Informatics Robert E. Dugan Dean of Libraries Nancy Turner Assessment & Organizational Performance Librarian

26. Assess the workshop 1= strongly disagree to 6= strongly agree: 1.Topic is significant and timely 2.Presentation met stated learning outcomes 3.Presentation was fresh and creative 4.I can apply what I learned 5.Presenters fully engaged me in the topic 6.Appropriate balance between presentation and audience interactions 7.Room setup was conducive to learning

27. Evaluate workshop This session was valuable to me because: Suggestions to make this a better workshop: Comments: Demographics: I’m: ---Librarian ---non-librarian ---Attending conference ---just the workshop