Regional Campus Learning Commons: Assessing to Meet Student Needs

ABSTRACT

At the University of Connecticut, Learning Commons were created at each of the five regional campuses as was reported in the Journal of Library Administration (Dryden & Roseman, 2010). This article will discuss the further evolution of the commons at each campus, based on a variety of assessment methods that were undertaken. These included technology surveys, online space assessment surveys, focus groups, marketing surveys, and virtual focus groups. This article shares assessment models which may be useful for the evaluation of learning commons at other academic libraries.     

评估实践中的效绩评估

通过对美国高等院校教学水平评估所使用的效绩评估法进行描述,来探讨在中国本科教学水平评估中可采用更合理的测评方法。作者认为,经过几十年在评估方法、评估目的、以及评估结果应用上的不断摸索和实践, 同时"迫于"社会、飞速发展的高科技以及政治等方面的影响,美国高等教育更倾向于对学习能力的评估,这对中国正在进行的普通院校教学水平评估提供了一些可借鉴的信息。     

Supporting Student Success in the First-Year Experience: Library Instruction in the Learning Management System

This article discusses how the Library and Office of Institutional Research at a public college measured the relationship of an online information literacy module in the learning management system with student success metrics in a first-year experience course. Specifically, the authors examine the relationships of an online instruction module, online module completion status, library use sessions, and student success metrics, such as semester grade point average (GPA), one-year retention, and academic standing. The results suggest that students who participated in the online information literacy module had better student outcomes than those that did not participate in the module. Research assignment grade and library use sessions are found as significant predictors of student semester GPA and one-year retention, controlling for high school GPA, student characteristics, and utilization of student support services. Practice implications are discussed.     

Assessment,Analytics, and Analysis: Demonstrating the Impact of LMS Embedded Librarians on Student Learning

Librarians are committed to supporting teaching, learning, and research. They are equally committed to supporting student success and retention. Demonstrating the impact that learning management system (LMS) embedded librarians make on student learning has been difficult to correlate, however. Studies that assess this connection, using qualitative and quantitative data have been undertaken in recent years. In a university regional campus library study conducted in 2016–2017, LMS embedded librarians explored the relationship between student learning and information literacy instruction, relying primarily on a customized LMS embedded librarian page of library resources and learning objects. They used a rubric to assess student research papers and bibliographies, LMS course analytics, instructors’ grades, and student feedback. This article reviews the literature and their methodology, challenges, and findings. They wish to guide colleagues, committed to assessing how librarians contribute to student learning, in selecting assessment approaches and validate their instructional role.     

Student Learning Outcomes Assessment in Higher Education and in Academic Libraries: A Review of the Literature

Conducting effective assessment toward evaluating student learning outcomes (SLO) is a difficult and complex process for all higher education professionals. University-level conversations are increasingly centered on student learning outcomes as they pertain to issues such as students' skills competence, continuous improvement, retention, etc. In response to the increasing demand for units on campus (including academic libraries) to contribute to these conversations, an understanding of how to assess student learning outcomes becomes essential. This paper reviews recent academic literature pertaining to assessing student learning outcomes in higher education and academic libraries. The objective is to use both to create a starting point for academic librarians looking to embark on a SLO-based program of assessment at their academic libraries.     

Research Information Management: How the Library Can Contribute to the Campus Conversation

This article describes a project undertaken as part of a cross-campus strategic planning effort. The project documented current campus practices and systems in use for collecting, analyzing and reporting key research metrics. The project identified organizational issues around siloed data collection and lack of clarity on data stewards, data stakeholders, and data reporting schedules. The work highlighted to University Administration the need and importance of effective research information management (RIM) and the key role that the University Libraries can play in this area.     

Validity of the Student Interest and Engagement Scales: Associations with Student Learning Outcomes

Recognizing ability in debate, discussion, oratory and extemporaneous speaking, Pi Kappa Delta, national forensics honorary, celebrates its 50th Anniversary on May 29, 1963.     

浅谈校园文化框架内图书馆文化的构建

图书馆文化是校园文化的重要组成部份，在校园文化中起着不可替代的作用。图书馆文化的构建是一个系统的工程，除了必要的物质、制度方面的建设外。精神方面的建设尤其重要。与当前图书馆所面临的主要矛盾相对应，精神方面的建设应主要从两个方面着手：服务态度的进一步端正和服务能力的不断提高。参考文献2。     

美国高校图书馆AiA项目研究及启示

介绍美国高校图书馆AiA项目背景,分析AiA项目实施方法,包括项目目标方案确立,项目参与团队挑选,项目方法及项目范围设定,团队建设和培训开展,团队学习和合作推进,项目进程反馈总结分析和项目信息成果推广,揭示该项目对国内图书馆价值评估工作的启示,展望AiA项目在国内的实施。     

A Conversation on Object‐Centered Learning in Art Museums

Danielle Rice and Philip Yenawine are veteran art museum educators who have wrestled for decades with the thorny issues involved in teaching about and learning from art objects in the museum setting. While there is general agreement within art museums today that the object should be the focus of educational practice, debate continues as to the most effective processes for facilitating learning. Gallery teaching is one of the most contested arenas, with much of the disagreement centering on the place of information in teaching beginning viewers. In art museums, the issue of what and how to teach is complicated by the fact that many people, including artists, museum professionals, psychologists and educators consider art primarily as something to be enjoyed, and they posit this enjoyment in direct opposition to learning about art. Partly because of this, the function of art museum education and gallery‐based instruction is still evolving.     

Tracking the Elusive Student: Opportunities for Connection and Assessment

ABSTRACT

At Eastern Michigan University, information about library resources and services for Extended Programs (off-campus and online) students was provided in a number of online locations and was sometimes inconsistent and difficult to manage. The library formed an internal task force to evaluate all of the library information and instructional materials provided to Extended Programs students. The task force consolidated key information in one location on the library Web site and collaborated with departments within the library and around campus to provide links from the relevant online locations. This case study describes how Google Analytics was used to assess the use of the revised library Web site and online instructional materials by Extended Programs students. The researchers describe examples of techniques for using Google Analytics and explain how the data collected was used to identify further enhancements to the information provided to Extended Programs students.     

The Impact of Professional Development on Library Faculty Attitudes,Practices, and Knowledge of Student Learning Assessment

In order to align with university-wide assessment initiatives and to promote a systematic approach to one-shot assessment within our library, a team of five librarians participated in a campus-wide professional development program about student learning assessment. We then implemented library-specific professional development about student learning assessment for one-shot instruction. We provide an overview of the professional development program and discuss our study that explored the impact of the program on librarians’ knowledge, skills, and attitudes about student learning assessment. Our findings indicate that faculty participants had a positive change in practice, knowledge, and attitude after participating in the professional development program.     

Library Learning Spaces: Investigating Libraries and Investing in Student Feedback

ABSTRACT

We examine how students in academic libraries work; their furniture, technology and space needs; research methods used to determine these; and the results and evolution of our space design and assessment efforts. From the creation of a new collaborative center at Mann Library at Cornell University in 2007 to our latest space redesign in 2015, we've used a variety of qualitative and quantitative methods—including surveys, interviews, usability tests, and participatory design exercises—to discover the study behaviors and needs of users, applied this data to help redesign our collaborative study spaces, and assessed the results.     

Activating exUrbanScreens: Applying Curatorial Design toward Affective Experience in Civic Media Spectacles

As the character of aesthetic experience becomes more complex and multi‐faceted, exhibitions become interfaces that actively mediate between physical and invisible realities. Challenging more conventional forms of exhibition‐making, this situation becomes exaggerated when producing affective exhibition experiences in non‐conventional event‐structures and site‐specific contexts. This article explores how digital mediation and spatial practice can be productively integrated into new program architectures, specifically the type of civic media spectacles associated with the cultural phenomenon of the White Night or Nuit Blanche. The co‐authors engage with the social and cultural dynamics of such “performance spectacles” through the twin perspectives of curator and exhibition designer, which informed the realization of exUrbanScreens, an image‐based arts and new media festival that operated as a multi‐site, distributed nocturnal event. Practice‐based insights give perspective on audience participation in this type of exhibition event and the social dynamics of civic engagement in this particular form of program architecture.     

高校图书馆利用与学生学习结果关系的实证研究——基于“2017年首都大学生就读经验调查”

[目的/意义]高校图书馆利用状况及其对学生学习结果的影响是图书馆成效评估的重要方面之一，高校如何提升图书馆对学生学习活动的支持水平，学生自身又怎样提高利用图书馆的能力是本研究之价值意义所在。[方法/过程]基于"2017年首都大学生就读经验调查"，研究采用t检验、单因素方差分析、相关分析以及回归分析等方法分析高校图书馆利用现状及其对学生学习结果的影响。[结果/结论]结果显示，不同学生群体对图书馆利用程度存在差异，图书馆利用与学生学业成绩、在校满意度、学习收获呈显著正相关关系，且图书馆利用影响学生学习结果。基于此，建议高校加强对低年级、农村学生等图书馆利用情况较差学生群体的引导；图书馆自身提升综合实力，提升信息化服务质量，加强图书馆学习空间、专业馆员队伍、学生信息素养教育等资源建设；大学生自身要提升利用图书馆资源的意识与能力。     

Library Value in the Classroom: Assessing Student Learning Outcomes from Instruction and Collections

What is the value of library services and resources in the college classroom? How do library instruction and collections contribute to academic teaching and learning outcomes? A chemistry instructor, instruction librarian, and technical services librarian collaborated to answer these questions by combining chemistry education and information literacy pedagogy to assess student learning. The authors developed curriculum units that teach information literacy skills and scientific literature research in a General Chemistry Laboratory course for Honors students. Their study extends beyond examining library instruction and collections assessment in isolation. Rather, their research protocol intends to contribute to student learning outcomes assessment research. The authors propose that an embedded, mixed-methodology, and longitudinal approach can be used to collect data and assess outcomes in terms that describe and measure the value of library services and resources.     

Going Where They Are: Intentionally Embedding Librarians in Courses and Measuring the Impact on Student Learning

ABSTRACT

The concept of embedded librarians is a way for academic librarians to be intentionally and strategically inserted in the learning and teaching process through a variety of initiatives. In a mid-size university, in order to better address the research and curricular needs of students and faculty members, librarians became more intentional about embedding themselves in academic departments and online courses. To assess the impact upon student learning, the librarians are working on a pilot project utilizing a variety of methods. This article describes the first phase of this assessment project, a survey of faculty teaching course in which faculty were embedded. Finally, information on next steps to assess the embedded librarian program using student surveys, focus groups, and interviews is presented.     

Self-assessed Learning and User Satisfaction in Regional Campus Libraries

Results of a multi-campus survey compare self-assessment of online skills and frequency of use to satisfaction with services. Students who rated skills as high also reported satisfaction with library services. Lower self-assessed skills are associated with lower satisfaction and non-use of services. Librarians may consider using self-assessed learning to improve services.