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Participating Members: |
Cat Finney, Tina Hovekamp, David Bilyeu, Cora
Agatucci (Humanities Dept.), Rise Quay (Humanities Dept), Patricia
O'Neil (Soc. Sciences Dept.)
plus others TBA
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Project focus
·
What is the “meaningful question” your department seeks
to explore through this assessment project?
See also: Step 1 of 5
Step Process for COCC Instructional Program Assessment |
Addressing Board End #1:Have an adult
population with the proficiencies and learning skills necessary for
lifelong employment at a family wage level.
Addressing Board End #2: Have an adult
population with academic achievements and learning skills necessary to
successfully pursue education at and beyond the community college
level.
The
Library would like to address the primary question: "What
is sufficient information research competency for COCC students, and
does Lib 127 achieve this competency?". In the process of
gathering data to answer this question, we are also interested in the
following issues: are there significant differences in the types of and priority
given to informational research skills and knowledge required for
student success by different COCC transfer and professional technical
courses, programs, certificates and associate's degrees? If so,
is a single Library Skills 127 course--with its common core curriculum
and learning outcomes--adequate to address these differences? |
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What information to you need to answer that
question? (Note that assessment normally involves multiple
measures, and that putting measures in place can be the most
challenging aspect of assessment.)
·
What data will you seek?
·
What measures are in place or will you put in place?
·
What methodology will you employ?
See also:
--Step 2 of 5 Step
Process for COCC Instructional Program Assessment
--Banner
Data Request Form |
Collaborating with faculty,
create an information research competency measurement tool. (Goal One)
Test information research
competency measurement tool. (Goal Two)
Track student performance on
information literacy competency exam before completing Lib 127 and
after completing Lib 127. (Goal Three)
Banner based tracking of final
grades of students completing courses for which Lib 127 is a pre-req...comparing
grades of students who completed Lib 127 satisfactorily to those who
did not. (Goal Four)
Gather and disseminate on
campus external documents regarding research competencies ie. ACRL
Information Competency standards, etc. (Goal Five)
Survey faculty as to their
values and priorities for student information research competencies.
Include survey questions reflecting levels of faculty confidence in
information research skills acquired by completing Lib 127. (Goal Six)
Survey of student confidence
in research skills before completing Lib 127 and after completing Lib
127. (Goal Seven)
Gather course outcomes for
courses where Lib 127 is a pre or co-requisite. Gather
information on a sampling of different degree, certificate, and
program outcomes and requirements to identify any significant
differences in the types of, and priorities given to, informational
research skills and knowledge. (Goal Eight )
Comparative analysis of
learning outcomes identified above.
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Possible actions to be taken by department
based on results: |
Refine Lib 127
curriculum, refine or re-define "Information Research Skills" course
offerings, offer additional formal or informal instructional options
to achieve information research competency.
If appropriate (this is a secondary goal of the
assessment process) develop specialized versions of LIB 127 or
alternative formal/informal instructional options to address any
special informational research knowledge and skills required for
student success by specific degrees, certificates, programs and
courses. |
