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North Texas Library Assessment Group Winter Meeting Jan 17, 2014

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

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North Texas Library Assessment Group Winter Meeting Jan 17, 2014

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  1. North Texas Library Assessment GroupWinter MeetingJan 17, 2014 2013 GWLA Conference on Learning Outcomes Curriculum Mapping Student Learning Outcomes Assessment of SLO’s

  2. 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

  3. 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

  4. 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

  5. GWLA SLO Task Force: Themes • Deconstructing the process of SLO assessment • Building partnerships through collaboration developing relationships • Embracing change and opportunities

  6. Theme: Forging Partnerships

  7. Theme: Forging Partnerships

  8. Theme: Forging Partnerships

  9. Theme: Forging Partnerships

  10. 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

  11. 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

  12. 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.

  13. 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.

  14. 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

  15. Curriculum Mapping Workshop

  16. Curriculum Mapping Workshop

  17. Curriculum Mapping Workshop

  18. Curriculum Mapping Workshop

  19. Curriculum Mapping Workshop

  20. Curriculum Mapping Workshop

  21. Curriculum Mapping Workshop

  22. 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

  23. Assessment of IL Outcomes

  24. 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)

  25. 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

  26. 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

  27. Discussion

  28. Thank You! 

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