Program: Library Essentials
Date: Fri Oct 11, 2013 - 12:05:58 pm
1) Below are your program's student outcomes (SOs). Please add or update as needed.
1) Gain familiarity with print and online sources valuable for an undergraduate research paper.
2) Apply criteria for evaluation of information and sources.
3) Recognize the characteristics of information sources appropriate for academic research papers.
4) Formulate research questions.
5) Understand how to acknowledge sources.
6) Learn where to seek further research help.
2) Your program's SOs are published as follows. Please update as needed.
Program's Website. URL: Student Handbook. URL, if available online: Information Sheet, Flyer, or Brochure. URL, if available online: UHM Catalog. Page Number: 
Other: Shared internally with staff. The SOs are based on the General Education hallmarks for the Foundations Written Communication (FW) courses (English 100, English 100A, English 190, and English Language Institute 100). Other: 3) Provide the program's activity map or other graphic that illustrates how program activities/services align with program student outcomes. Please upload it as a PDF.
- File (10/11/2013)
4) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (e.g., establishing/revising outcomes, aligning activities to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys, etc.)
Yes
No (skip to question 14)5) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the student outcomes that were targeted, if applicable.
1) Participation in the program.
2) Use of the English 100 Students webpage.
3) Value of Library Essentials workshops, in terms of productivity, to the English Instructors (what we refer to as Collateral Instruction).
6) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #5.
1) Routine Workshop Data Recording: number of workshops, number of students, number of sections, and number of librarians providing instruction.
2) Webpage Counter: calculates monthly hits on the English 100 Students home page and subpages.
3) Instructor Survey: an online survey distributed to the 26 instructors of the 33 sections of ENG100, 100A, 190, and ELI100 that participated in Library Essentials in spring 2013.
7) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
1) Routine Workshop Data Recording: all workshops
2) Webpage Counter: database program of all monthly hits
3) Instructor Survey: A total of 19 instructors (73% surveyed) responded to the survey.
8) Who interpreted or analyzed the evidence that was collected? Check all that apply.
Program faculty/staff member(s) Faculty/staff committee Ad hoc faculty/staff group Director or department chairperson Persons or organization outside the university Students (graduate or undergraduate) Dean or Associate Dean Advisory Board Other: 9) How did he/she/they evaluate, analyze, or interpret the evidence? Check all that apply.
Compiled survey results Used quantitative methods on student data (e.g., grades, participation rates) or other numeric data Used qualitative methods on interview, focus group, or other open-ended response data Scored exams/tests/quizzes Used a rubric or scoring guide Used professional judgment (no rubric or scoring guide used) External organization/person analyzed data (e.g., Social Science Research Institute) Other: 10) For the assessment questions/goals stated in Question #5, summarize the actual results.
Routine Workshop Data Recording:
The English Department’s participation in the Library Essentials program increased 19% in Fall 2012 compared to Fall 2011 and 33% in Spring 2013 compared to Spring 2012. A total of 161 workshops were provided for the 2012-2013 academic year to 1,437 students. Workshop instruction was provided by librarians David Brier (104 workshops) and Vicky Lebbin (64 workshops).
ENG 100/100A/190 Section Participation by Semester
Fall 2007 49% Spring 2008 56%
Fall 2008 68% Spring 2009 84%
Fall 2009 73% Spring 2010 72%
Fall 2010 83% Spring 2011 86%
Fall 2011 63% Spring 2012 51%
Fall 2012 82% Spring 2013 84%
Webpage Counter:
● 79,754 hits on the English 100 Students website from August 2012 through July 2013
● 33,166 hits on the English 100 Students home page from August 2012 through July 2013.
Instructor Survey:
Although the workshops were not designed to improve faculty research and instructional productivity, 88% of the faculty respondents indicated that the workshops improved their success as a researcher and improved their success as an instructor while increasing their student research skills.
● How did the Library Essentials workshop(s) improve your success as a researcher? [Check all that apply] 88.2% (15) awareness of library sources and services; 70.6% (12) familiarity with different internet search engines; 70.6% (12) knowledge of the library’s online databases; 64.7% (11) ability to locate online articles and books; 52.9% (9) awareness of advanced search options in online databases and search engines; 52.9% (9) knowledge of how to get more out of Google; 47.1% (8) ability to evaluate Internet resources; 47.1% (8) ability to locate print articles and books within the library; 41.2% (7) introduction to new tools (EasyBib, Zotero, Mendeley)
● How did the Library Essentials workshop(s) improve your success as an instructor? [Check all that apply] 88.2% (15) illustrated, reinforced, or expanded concepts taught in the course; 82.4% (14) taught students library resources and research skills I am not an expert in; 70.6% (12) helped me interact with students about information resources; 64.7% (11) helped me to fulfill the information literacy hallmark of ENG100; 58.8% (10) enabled me to say something new about the researching and writing process; 52.9% (9) provided terminology to incorporate in my course lectures and discussions; 41.2% (7) facilitated classroom discussion; 35.3% (6)assisted me in designing clearer assignments
● As a result of the library workshops, what skill(s) did your students demonstrate? 89.5% (17) ability to locate online articles and books; 84.2% (16) selection of appropriate sources for academic writing; 73.7% (14) awareness of advanced search options in online databases and search engines; 68.4% (13) increase confidence in using the library; 52.6% (10) appropriate selection of databases for article searching; 52.6% (10) awareness of advanced search options in online databases and search engines; 47.4% (9) better developed research questions; 31.6% (6) knowledge of how to get more out of Google; 26.3% (5) ability to identify bibliographic elements; 21.1% (4) ability to locate print articles within the library; 21.1% (4) improved keywords and search statements; 15.8% (3) introduction to new tools (EasyBib, Zotero, Mendeley)
11) What was learned from the results?
Included in answer to question 10.
12) State how the program used the results or plans to use the results. Please be specific.
Assessment of Library Essentials should not only focus on the student but also the English instructor. One of the ways in which Library Essentials workshops differ from traditional classroom instruction is that the audience includes not only students but the English course instructor. While the target is student learning, the English course instructor often is also learning (collateral instruction). This collateral instruction is important to the continued success of Library Essentials. Participation in the Library Essentials program is voluntary; the English course instructor selects which workshops (if any) they want their students to receive. If the instructor does not feel the content of a workshop helps them meet the information literacy hallmarks of their course they may not register for the workshop in the future. In addition to contributing to the success of Library Essentials, collateral instruction is a form of professional development for English course instructors; a large number of which are graduate assistants (relatively new to teaching).
13) Reflect on the assessment process. Is there anything related to assessment procedures your program would do differently next time? What went well?
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
Jill Dahlman, a lecturer in the English Department who regularly teaches English 100 courses, has been gathering survey data on student perceptions of English 100 courses. Several of the survey questions reflect on the students perceptions of the Library Essentials workshops.