Lesli Baker: Effectiveness of Instruction in CLSS 1050
Jacques D'Emal: To determine why students use the Library, which services are used
most, how often the Library is used, and how satisfied students are with the Library.
Rama Chamberlin: To determine the quality of answers given by librarians during their
Keith Rowley: To determine how much time passes between video ordering and processing.
Lesli Baker: To determine areas of improvement in CLSS 1050.
Specific criteria that guided the assessment process:
Jacques D'Emal: Student use of, and satisfaction with, Library services.
Rama Chamberlin: Student satisfaction with reference service.
Keith Rowley: Internal processes involved in media ordering and processing.
Lesli Baker: Pre- and post-tests taken by students to determine their comfort levels
when performing basic research tasks.
The second means of assessment are:
Jacques D'Emal: A focus group comprised of students was held during the Spring 2009
Rama Chamberlin: A survey was distributed to students during the Spring 2008 semester.
Keith Rowley: Statistical data was collected from our integrated library systems,
Horizon and Symphony.
Lesli Baker: Annotated bibliographies created by the students at the end of the semester
were reviewed by multiple CLSS 1050 instructors.
Jacques D'Emal: The focus group was held during the Spring 2009 semester.
Rama Chamberlin: The survey instruments were distributed, collected, and analyzed
during the Spring Semester 2008.
Keith Rowley: Data was collected during the 2008-2009 fiscal year.
Lesli Baker: Data was collected during the Spring 2009 and Fall 2009 semesters.
Each librarian responded to two aspects of the survey, a) summary of data and b) use
Summary of Data
A core group of students use the library on a weekly basis.
Students find a comfortable place to study important.
The organization and policies of the library can discourage students from using the
A substantial number of students do not know what services the library offers.
Use of Results
Having moved into the new facility, the library has begun to follow up on the survey
by conducting student focus groups, again with the assistance of Professor Hammond and his students, to illuminate some of the
questions raised by the survey results during the Spring 2009 semester. The Library
plans to conduct a very similar survey during the Spring 2010 semester and again in
subsequent years in order to measure the results of changes in the library’s services.
In the end of course self-assessment, most students report they are comfortable or
fairly comfortable with the skills they have learned in all categories. Of note, using
Boolean operators increased from 38.2% selecting either comfortable or fairly comfortable
in the beginning of the course self-assessment.
Overall, the percentages show 66% of the citations were ranked adequate or above with
two or fewer errors. Approximately a third of the citations had three or more errors
causing them to be ranked as Fair or below.
Use of Results
Of the areas evaluated, citations were the weakest in both the self-assessment as
well as the project analysis. Instructors should look for ways to improve student’s
Using similar methods of evaluation for the course would also be beneficial to determine
how well the group of instructors are teaching the information literacy skills identified.
The previous evaluations were for different instructors and the difference in how
well students performed may be attributed to the librarians currently teaching the
course. The data from the 2009 assessment could serve as baseline data for future