Jump into the game:

1. Jump into the game: How Libraries Can Adapt to Institutional Assessment Plans

2. Agenda

4. Assessment: Then and Now Image Source: Westminster College http://www.westminster.edu/acad/oaac/cycle.cfm

5. The regional accreditation bodies and their foci • Resources, planning, governance, and finances (HLC, CIHE, MSCHE, SACS COC) • Teaching and Learning (HLC, CIHE, MSCHE, SACS COC) • staffing and curricular structure • quality teaching and learning through appropriate evaluation and improvement • integrity in study and research

6. What are my institution’s learning goals? Otterbein University formulation: Knowledgeable Multi-literate Engaged Responsible Inquisitive • Knowledge of the field/disciplinary competence • Innovation/originality • Critical thinking/communication skills • Responsibility/ • cultural competence

7. KMERI

8. Institutional alignment of departments and programs

9. Undergraduate Student Learning Outcomes (based on ACRL information literacy standards, Bloom’s taxonomy, and internal documents)

11. Aligning to the University student learning goals (KMERI)

12. Institutional alignment of departments and programs

13. Taking over the “M” in KMERI

14. Influential documents • DQP (Degree qualifications profile) from Lumina Foundation (2011) • For the Lumina Foundation, the “Use of information resources” means, progressively: • At Associate level: • Identifies, categorizes, evaluates and cites multiple information resources necessary to engage in projects, papers or performance in his or her program. • At Bachelor’s level: • 1. Incorporates multiple information resources presented in different media and/or different languages, in projects, papers or performances, with citations in forms appropriate to those resources, and evaluates the reliability and comparative worth of competing information resources. • 2. Explicates the ideal characteristics of current information resources for the execution of projects, papers or performances; accesses those resources with appropriate delimiting terms and syntax; and describes the strategies by which he/she identified and searched for those resources. • At Master’s level: • Provides adequate evidence (through papers, projects, notebooks, computer files or catalogues) of contributing to, expanding, assessing and/or refining either a broadly recognized information resource or an information base within his or her field of study

15. Hart Research Associates: “It takes more than a major” (2013)

16. Department-specific outcomes Although all departments have to prove that their students meet the “critical thinking/communication skills” goal, the specific ways in which this is done is different. Hence, each department writes outcomes that are meaningful to its own methods or approaches. • “Students develop and demonstrate appropriate oral communication, reading, and writing skills” • “Exhibits a mastery of statistical analysis and a facility with technological tools” • “Students will synthesize information from a variety of sources to inform their course projects.” • “Gather, evaluate, select, and integrate research sources in order to create relevant, dynamic, and effective writing projects and oral presentations.” • “Students will be able to locate, analyze, synthesize, and critically evaluate information from a variety of sources, including print and electronic media, film and video, and internet technologies.”

17. Otterbein’s Goals Development of KMERI and outcome mapping

18. Mapping and developing

19. Redesign of library goals

20. Incorporate yourself into the assessment playing field get started

21. tip one • Find the good in institutional assessment.

22. tip two • Get involved at the top.

23. Tip three • Help programs/faculty design and develop assessment exercises.

24. Tip four • Sell what you can do for them.

25. Try different tools in the classroom Make your first play

26. In-class assessments • Libguide Poll

27. Poll Everywhere

29. FYS Library Hunt Go to the library website library.otterbein.edu. Find the answers to the following questions: 1. How long can a student check out a book? How long can a student check out a DVD? Copy http://www.otterbein.edu/resources/library/libpages/cirpolicy.htm 2. Find the book Communicative Understandings of Women's Leadership Development in the OPAL catalog. Write down the call number of the book. HQ1233.C522012 b. Click on “Suggested Terms.” Write down two of the subjects listed. Leadership in women Women school administrators 3. Find the “Ask a Librarian” button. Write down the five different ways you can reach a librarian. Reference Phone 614 823-1984 Circulation Phone 614 823-1215 ext. 4 E-mail Library@otterbein.edu Text your question to a Librarian at: 614-259-7404 Schedule a research consultation with one of the librarians

32. Collaboration with a nursing course Warming up

33. Library Exercise • Their PICOT question, part of a literature synthesis • Three strong research articles supporting their query • Detailed analysis chart about researching

34. Library Exercise

35. Library Exercise

37. Challenges • Class size: • FIVE Faculty team-taught and graded – ONE librarian….. • 60 students to over 100 students each time it was taught • Time needed to FOCUS “ “ You helped me understand I was being too specific when typing in my words for my search. – student in the 5220 course

38. Lessons

39. Moving forward • Prove and improve our services to demonstrate our value to the University • Continue to develop gateway courses for departments and programs • Know the regional accreditation body and their criteria for accreditation • Be aware of what models your university uses in formulating its student learning goals • Be privy of the conversations taking place in the institutional effectiveness committees

40. Questions?