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Library Assessment Plan

Biology Department Assessments

Course BIOL 101 -- General Biology 1
IL Student Learning Outcomes

1. Students will be able to give credit to the original ideas of others through attribution and/or formal conventions.

2. Students will be able to design searches strategically, considering and selecting systems to search and evaluate search results.

3. Students will be able to identify how information systems are organized in order to access relevant information.

Type of Assessment

End-of-Semester Library Instruction Survey

Description of Assessment Survey asks students what, if any, trouble they had locating and citing their articles for their lab notebook assignment. Students are also asked what steps they took if they had any trouble and if they believe the instruction will help them locate resources for future assignments in their major(s). Results are compared with previous semester's responses and any differences are noted in the overview that is supplied to faculty.
Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment;  BIOL Department Faculty
Assessment Schedule Every Fall Semester
Last Assessment Occurred Fall 2018
Changes Made Based on Assessment Data  

 

Course BIOL 488 -- Seminar in Biology
IL Student Learning Outcomes

1. Students will be able to select research methodology(ies) based on need, circumstance, and type of inquiry.

2. Students will be able to demonstrate persistence, adaptability, and reflection as components of inquiry.

3. Students will be able to reflect on the search process in order to refine searches.

Type of Assessment End-of-Semester Library Instruction Survey
Description of Assessment

Survey asks students about the usefulness and timing of the instruction; which courses they has previously used library resources for; and what, if any, trouble they had locating articles for their research projects. Results are compared with previous semester's responses and any differences are noted in the overview that is supplied to faculty.

Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; BIOL Department Faculty
Assessment Schedule Every other Calendar Year (e.g. Spring 2015 & Fall 2015)
Last Assessment Occurred Fall 2019
Changes Made Based on Assessment Data  

Education Department Assessment

Course EDUC 203 -- Culturally Relevant Pedagogy
IL Student Learning Outcomes

1. Students will be able to identify authoritative information sources based on information need.

2. Students will be able to recognize that similar content may be presented in different contexts, which may affect interpretation of the content.

3. Students will be able to select a source that best meets an information need based on the audience, context, and purpose of the content.

4. Students will be able to formulate questions for research of an appropriate scope, based on information gaps or by reexamining existing information.

Type of Assessment End-of-Semester Library Instruction Survey
Description of Assessment Survey asks students about the usefulness and timing of their library instruction; what they learned during the session; which courses they has previously used library resources for; what research problems they encountered, if any; and which assignments they used library resources for during the course. Results are compared with previous semester's responses and any differences are noted in the overview that is supplied to faculty.
Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; EDUC 203 Professor
Assessment Schedule Every Semester
Last Assessment Occurred Spring 2019
Changes Made Based on Assessment Data  

English Department Assessment

Course ENGL 203 -- American Literature Survey 1
IL Student Learning Outcomes

1. Students will be able to identify markers of authority recognized by disciplines, professions, and other communities of knowledge and practice.

2. Students will be able to demonstrate persistence, adaptability, and reflection as components of inquiry.

3. Students will be able to design searches strategically, considering and selecting systems to search and evaluate search results.

Type of Assessment End-of-Semester Library Instruction Survey
Description of Assessment Survey asks students about the usefulness and timing of their library instruction; what they learned during the session; what research problems they encountered, if any; and what types of resources they used to locate literary criticism for their assignment. Because the instruction sessions for this course take place outside of regular class time, students are also asked if the times offered for the sessions were convenient to attend. Results are compared with previous semester's responses and any differences are noted in the overview that is supplied to faculty.
Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; ENGL 203 Professor; English Department Chair
Assessment Schedule Every Fall Semester
Last Assessment Occurred Fall 2018
Changes Made Based on Assessment Data  

Exercise Science Department Assessments -- Proposed

Course EXER 101 -- Introduction to Exercise Science
IL Student Learning Outcomes

Library instruction and assignments will focus on the following IL Student Learning Outcomes:

  1. Students will be able to identity markers of authority recognized by disciplines, professions, and other communities of knowledge and practice.
  2. Students will be able to select research methodology(ies) based on need, circumstance, and type of inquiry.
  3. Students will be able to design searches strategically, considering and selecting systems to search and evaluate search results.

IL Learning Objectives to Address this Outcome:

EXER 101 students who attend the session and complete the in-class activity will be able to:

  1. Differentiate peer-reviewed articles from those that are popular or scholarly.
  2. Use Ebsco Discovery to locate articles by title and author.
  3. Use SPORTDiscus to locate articles by topic that are recent, in English, full text, and peer reviewed.
  4. Locate citation information, permalink, and full-text for journal articles in Ebsco Discovery and SPORTDiscus.
 
Type of Assessment

In-class Exercise

Description of Assessment

In-class Exercise requires students to locate an article by title in Discovery, locate the appropriate permalink, and access the full-text of the article to identify the 3rd resource listed in the bibliography. The exercise also directs students to locate a full-text, peer-reviewed article in English published during the previous 5 years using the SPORTDiscus database.

Learning Objective #2 “Use Ebsco Discovery to locate articles by title and author.”

  • The course librarian will follow the permalink provided for the article each student was assigned and do the following:
  1. Determine if the link provided takes the user to the Discovery record for the article.
  2. Review the submissions to the question, “Access the full-text and visit the list of references at the end. List the TITLE of the 3rd item on the references list below” to ensure that students’ responses are correct.
    • Correct answers will demonstrate that students were able to access not just the record, but the full text.
  3. Determine what percentage of students provided the permalink to the assigned article.
  4. Determine what percentage of students provided the correct entry from the article’s references.
     

Learning Objective #3 – “Use SPORTDiscus to locate articles by topic that are recent, in English, full text, and peer reviewed.”

  • The course librarian will locate the article supplied by each student and do the following:
    1. Confirm that the article is in English
    2. Confirm that the article is available full text
    3. Confirm that the article was published within the last five years
    4. Confirm that the article is peer reviewed
    5. Determine what percentage of students’ article submissions meet all four criteria.

By completing the exercise, students will demonstrate whether or not they met the learning objective listed above. Students' responses will be evaluated to determine what percentage of students met each objective with a target of 80% or better achievement. Results will be compared with previous semester's responses and any differences will be noted in the overview that is supplied to faculty.

Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; EXER 101 Professors; Exercise Science Department Chair
Assessment Schedule Every other Academic Year (years beginning with even numbers [e.g. 14-15, 16-17])
Last Assessment Occurred Fall 2019 (initial trial)
Changes Made Based on Assessment Data After reviewing the exercises submitted in Fall 2019 for the assessment trial, it was discovered that several students utilized SPORTDiscus, rather than Ebsco Discovery, to find the full text of articles by title. Because this method does not work for all articles the students will need for their coursework, the titles supplied to students were thus changed to ones that are NOT listed in SPORTDiscus; the full text is available through other databases and/or ejournals so that students have the opportunity to develop this important skill. The new titles will be utilized in Spring 2020 and compared to the initial Fall 2019 data before the assessment takes effect in Fall 2020.

 

Course EXER 377 -- Research Methods in Exercise Science
IL Student Learning Outcomes

Library instruction and assignments will focus on the following IL Student Learning Outcomes:

  1. Students will be able to select research methodology(ies) based on need, circumstance, and type of inquiry.
  2. Students will be able to demonstrate persistence, adaptability, and reflection as components of inquiry.
  3. Students will be able to reflect on the search process in order to refine searches.

IL Learning Objectives to Address this Outcome:

EXER 377 students who complete the pre-session homework assignment and attend the session will be able to:

  1. Explain what review articles are and the benefits of using them.
  2. Use MEDLINE or Annual Reviews to locate a review article.
  3. Use the SportDISCUS, MEDLINE, and Science Citation Index databases to effectively locate research articles.
  4. Use Science Citation Index to find articles using bibliographies and cited by tools.
Type of Assessment

Pre-session Homework & Article Submission Analysis

Description of Assessment

The pre-session assignment requires students to view a video describing the features and benefits of review articles and then asks them to answer a question about those benefits. The final step of the homework requires students to locate a review article and bring it to their instruction session. During the instruction session, the librarian will have the students fill out a brief, anonymous form listing the title and author(s) of the article s/he located.

Learning Objective #1 “Explain what review articles are and the benefits of using them.”

  • The course librarian will follow review the students' responses to the question "According to the video, which of the following are benefits of using a review article(s)?" and do the following:
  1. Determine what percentage of students provided the correct answers to the question.

Learning Objective #2 – “Use MEDLINE or Annual Reviews to locate a review article.”

  • The course librarian will review the article supplied by each student and do the following:
    1. Locate the article
    2. Confirm that the article is a review article
    3. Calculated the percentage of students that submitted an article via the form.
    4. Determine what percentage of students’ article submissions are review articles.

By completing the exercise, students will demonstrate whether or not they met the learning objective listed above. Students' responses and submissions will be evaluated to determine what percentage of students met each objective with a target of 80% or better achievement. Results will be compared with previous semester's responses and any differences will be noted in the overview that is supplied to faculty.

Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; EXER 377 Faculty; Exercise Science Department Chair
Assessment Schedule Every Semester
Last Assessment Occurred Spring 2020
Changes Made Based on Assessment Data  

Exercise Science Department Assessments -- Current

Course EXER 101 -- Introduction to Exercise Science
IL Student Learning Outcomes

1. Students will be able to identify markers of authority recognized by disciplines, professions, and other communities of knowledge and practice.

2. Students will be able to design searches strategically, considering and selecting systems to search and evaluate search results.

 
Type of Assessment

Post-Assignment Library Instruction Survey

Description of Assessment Survey asks students what, if any, trouble they had locating articles for their assignment. Students are also asked what steps they took if they had any trouble, what they learned during the session, and if they believe the instruction will help them locate resources for future assignments in their major(s). Results are compared with previous semester's responses and any differences are noted in the overview that is supplied to faculty.
Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; EXER 101 Professor; Exercise Science Department Chair
Assessment Schedule Every other Academic Year (years beginning with even numbers [e.g. 14-15, 16-17])
Last Assessment Occurred Fall 2018
Changes Made Based on Assessment Data  

 

Course EXER 377 -- Research Methods in Exercise Science
IL Student Learning Outcomes

1. Students will be able to select research methodology(ies) based on need, circumstance, and type of inquiry.

2. Students will be able to demonstrate persistence, adaptability, and reflection as components of inquiry.

3. Students will be able to reflect on the search process in order to refine searches.

Type of Assessment End-of-Semester Library Instruction Survey
Description of Assessment

Survey asks students about the usefulness and timing of the instruction; which courses they had previously used library resources for; and what, if any, trouble they had locating articles for their research projects. Results are compared with previous semester's responses and any differences are noted in the overview that is supplied to faculty.

Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; EXER 377 Faculty; Exercise Science Department Chair
Assessment Schedule Every Semester
Last Assessment Occurred Spring 2019
Changes Made Based on Assessment Data  

History Department Assessment

Course HIST 209 -- Renaissance & Early Modern Europe
Type of Assessment End-of-Semester Research Survey
Description of Assessment Students in HIST 209 do not receive library instruction. The survey asks students if they had taken other history courses that receive library instruction; if they felt prepared for their research assignments; what, if any, problems they encountered while conducting research; and what types of resources they used. Results are compared with previous semester's responses and any differences are noted in the overview that is supplied to faculty.
Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; HIST 209 Professor
Assessment Schedule Fall Semester, when requested by HIST 209 Professor
Last Assessment Occurred Fall 2015
Changes Made Based on Assessment Data  

Management & Marketing Department Assessment

Course MNGT 214 -- Business, Ethics, & Society  (formerly BUSA 214)
IL Student Learning Outcomes

1. Students will be able to identify markers of authority recognized by disciplines, professions, and other communities of knowledge and practice.

2. Students will be able to design searches strategically, considering and selecting systems to search and evaluate search results.

Type of Assessment End-of-Semester Library Instruction Survey
Description of Assessment Survey asks students about the usefulness and timing of their library instruction, what they learned during the session, what research problems they encountered, if any, and what types of resources they used throughout the completion of their course project. Results are compared with previous semester's responses and any differences are noted in the overview that is supplied to faculty.
Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; MNGT 214 Professor; Management & Marketing Department Chair
Assessment Schedule Every Semester
Last Assessment Occurred Summer 2019
Changes Made Based on Assessment Data  

Management & Marketing Department Assessment -- Proposed 2020

Course MNGT 214 -- Business, Ethics, & Society 
IL Student Learning Outcomes

Library instruction and assignments will focus on the following IL Student Learning Outcomes:

  1. Students will be able to identity markers of authority recognized by disciplines, professions, and other communities of knowledge and practice.
  2. Students will be able to design searches strategically, considering and selecting systems to search and evaluate search results.

IL Learning Objectives to Address this Outcome:

MNGT 214 students who attend the session and complete the in-class activity will be able to:

  1. Differentiate between academic journals, magazines, and trade publications based on given criteria.
  2. Use Business Source Premier to locate academic journal and trade publication articles.
 
Type of Assessment

Pre-session Homework Assignment and In-class Research Workshop

Description of Assessment

The pre-session homework assignment provides detailed criteria for academic journals, magazines, and trade publications. Using this information, students will need to answer 2 questions about these publications. The in-class research workshop will introduce students to searching Business Source Premier. Throughout the session students be researching their chosen topics for the semester using this database. At the end of the session, students will submit one article they located during the session and identify the type of article it is.

Learning Objective #1 “Differentiate between academic journals, magazines, and trade publications based on given criteria.”

  • The course librarian will review the pre-session homework assignments submitted each student and do the following:
  1. Review the submissions to the question, "Which of the publication types use specialized language or terminology?"
    • Determine what percentage of students provided the 2 correct answers to this question.
       
  2. Review the submissions to the question, “Which of the publication types may not cite their sources?"
    • Determine what percentage of students provided the 2 correct answers to this question.

Learning Objective #2 – “Use Business Source Premier to locate academic journal and trade publication articles.”

  • The course librarian will locate the article supplied after the in-class research workshop by every 3rd student and do the following:
    1. Confirm that the article is located in Business Source Premier
    2. Confirm that the article publication type indicated by the student is the same one indicated by Business Source Premier
    3. Determine what percentage of students’ article submissions meet both criteria.

By completing the pre-session homework assignment and attending the in-class research workshop, students will demonstrate whether or not they met the learning objectives listed above. Students' responses will be evaluated to determine what percentage of students met each objective with a target of 80% or better achievement. Results will be compared with previous semester's responses and any differences will be noted in the overview that is supplied to faculty.

Responsibility  Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; MNGT 214 Professor; Management and Marketing Department Chair
Assessment Schedule Every Fall and Spring Semester
Last Assessment Occurred Spring 2020 (initial trial)
Changes Made Based on Assessment Data  

Sociology Department Assessments

Course SOCI 377 -- Qualitative Research Methods
IL Student Learning Outcomes

Library instruction and assignments will focus on the following IL Student Learning Outcomes:

  1. Students will be able to select research methodology(ies) based on need, circumstance, and type of inquiry.
  2. Students will be able to demonstrate persistence, adaptability, and reflection as components of inquiry.
  3. Students will be able to reflect on the search process in order to refine searches.

IL Learning Objectives to Address this Outcome:

SOCI 377 students who complete the pre-session homework assignment and attend each of the three instruction sessions will be able to:

  1. Explain what review articles are and the benefits of using them.
  2. Use Social Science Citation Index or Annual Reviews to locate a review article.
  3. Use the SocINDEX database to effectively locate research articles.
  4. Use Social Science Citation Index to find articles using bibliographies and cited by tools.
  5. Use the question finder tools of these four resources: General Social Survey, Pew Research Center, Kaiser Family Foundation, and ICPSR.
  6. Identify 1 or more questions from at least 3 of the 4 question finder resources to use in their own survey.
  7. Write 1-2 of their own survey questions using the ones they located previously as models.
Type of Assessment

Pre-session Homework, Article Submission Analysis, & In-class Form Submission Analysis

Description of Assessment

Library Session 1 --

The pre-session assignment requires students to view a video describing the features and benefits of review articles and then asks them to answer a question about those benefits. The final step of the homework requires students to locate a review article and bring it to their instruction session. 

Learning Objective #1 “Explain what review articles are and the benefits of using them.”

  • The course librarian will follow review the students' responses to the question "According to the video, which of the following are benefits of using a review article(s)?" and do the following:
  1. Determine what percentage of students provided the correct answers to the question.

Learning Objective #2 – “Use Social Science Citation Index or Annual Reviews to locate a review article.”

  • The course librarian will review the article supplied by each student and do the following:
    1. Locate the article
    2. Confirm that the article is a review article
    3. Calculated the percentage of students that submitted an article via the form.
    4. Determine what percentage of students’ article submissions are review articles.

Library Sessions 2 & 3 --

Learning Objective #6 – “Identify 1 or more questions from at least 3 of the 4 question finder resources to use in their own survey.”

  • The course librarian will review the forms submitted by each student after library sessions 2 and 3 and do the following:
    1. Confirm that the student located at least 1 question from General Social Survey
    2. Confirm that the student located at least 1 question from Pew Research Center
    3. Confirm that the student located at least 1 question from Kaiser Family Foundation OR ICPSR

Learning Objective #7 – Write 1-2 of their own survey questions using the ones they located previously as models.”

  • The course librarian will review the form submitted by each student after library session 3 and do the following:
    1. Confirm that the student provided at least 1 question not previously located using a question finder resource
    2. Google the first question provided by each student to confirm that the question was not listed on one of the resources students were using during the sessions.

By completing the homework and in-class forms, students will demonstrate whether or not they met the learning objectives listed above. Students' responses and submissions will be evaluated to determine what percentage of students met each objective with a target of 80% or better achievement. Results will be compared with previous semester's responses and any differences will be noted in the overview that is supplied to faculty.

Responsibility Library Assessment Coordinator
Distribution of Results Library Director; Provost; L & T Committee, Board of Trustees; Assistant Dean for Institutional Assessment; SOCI 377 Faculty; Department of Economics and Sociology Chair
Assessment Schedule Every Fall
Last Assessment Occurred Fall 2020
Changes Made Based on Assessment Data