Digital Commons Network^™

A High-Leverage Practice Rubric For Conducting An Assessment-Focused Parent-Teacher Conference, Deana J. Ford, Sara E. Luke

Georgia Educational Research Association Conference

This study addresses the critical need for systematic tools in teacher education programs to teach and assess High Leverage Practices (HLPs) effectively. While HLPs are established as foundational teaching practices, varying levels of research support their efficacy. Rubrics, widely used in higher education, are underexplored in terms of validity and reliability in education. Authentic assessment, characterized by real-life tasks, offers a solution to academic misconduct while providing learners with autonomy and engagement. This study introduces the High Leverage Practice Rubric for Assessment (HLPR-A) as an analytic rubric tailored for assessing special education preservice teachers during parent-teacher conferences, a crucial aspect …

Exploring The Utilization Of Digital Twins In Facilities Management, Veronica Brems

Discovery Undergraduate Interdisciplinary Research Internship

Digital twin is often referred to as a realistic digital replica of any asset. Depending on the level and details of the digital twin, it comprises real-time data and analytics that would be utilized to identify any potential issues in building systems and components. Considering the increasing attention and applications of digital twins in the architecture, engineering, construction, and operations (AECO) industry, this project aims to identify the utilization of digital twins in facility management and building operations/maintenance. The project focuses on current literature to reveal the use, challenges, barriers, and benefits of the digital twin in facilities management with …

Remote Onboarding: Growing And Maintaining Community, Christine R. Elliott, Lauren Movlai

ACRL New England Chapter Annual Conference

No abstract provided.

The Art And Science Of Self- Reflection, Kristina Arena, Paula Ogg, Ala’ Alhyari, Jason Dennison, Rabya Razi, Simran Kaur Johal, Seden Yesildag, Wafa Benmahmoud

Publications and Scholarship

Sheridan College students from 1st, 2nd, and 3rd year of the Child and Youth Care (CYC) program participated in an innovative project to co-create a rubric for self-reflection assignments which is a significant skill in both academic and professional practice. Students co-designed this self-reflection rubric for use throughout the program for assessment in all self-reflection assignments rather than having a different rubric for every assignment. The students went through many steps to ensure the rubric had intra-rater and inter-rater reliability. We followed rubric best practices for criteria, levels, and descriptors. The extensive design thinking process of discussion and consultation resulted …

Begin At The Beginning: The Importance Of A Written Philosophy In Shaping A New Library Initiative, Kimberly Burke Sweetman

ACRL New England Chapter Annual Conference

No abstract provided.

Did It Work?: The Effects Of Research Consultations On The Quality Of Sources Used In An Undergraduate Class., Jennifer Maddox, Leigh Stanfield

Georgia International Conference on Information Literacy

Do individual research consultations with a librarian affect the quality of sources undergraduates cite in research papers? This presentation examines the results of a study conducted by librarians to assess that question. The hypothesis was that students who participate in research consultations show an improvement in the type and quality of sources cited in their research papers.

There is a large body of research on the use of citation analysis by librarians for various purposes. This study compared the quality of citations used by two sections of an upper level education class. The same instructor taught both sections during two …

Attempts At Subject Pronouns Across Assessments In Preschoolers, Lauren Riggleman

Honors Projects

Young children sometimes substitute pronouns, for example, saying ‘her goes’ instead of ‘she goes.’ Seventeen four-year-olds’ use of third person pronouns (i.e. he, she, they, her, him, them) was assessed with both a formal test and an informal play-based language sample. This study compares pronoun use across the two assessment settings. The percentage of correct pronoun use was calculated from the language samples, and pronoun attempts on the formal assessment were counted. Out of the 17 children observed, ten children had perfect pronoun use on the informal assessment, and eight children attempted all pronouns in the play-based language sample. The …

Program Health & Longevity: Using Assessment To Tell Your Program’S Story, Paul E. Mabrey Iii

School of Communication Studies - Faculty Scholarship

This workshop aims to introduce coaches, program directors, and other administrators to how program evaluation and student learning assessment can be used to demonstrate the impact of participation on students, the school community, surrounding areas, and more. Workshop participants will be able to describe the process of program evaluation and assessment; identify ways in which their own programs can utilize program evaluation and assessment to communicate their story and impact; and start designing a program evaluation and assessment strategy tailored for their specific program.

What's In Our Assessment Utility Belt, A. Carey Huddlestun

A. Carey Huddlestun

Using Focus Group Feedback: How The Uvu Fulton Library Incorporated Feedback To Make Improvements And Reach More Students, Annie Smith, Mary Stephens

Annie Smith

Building Strong Collections For Less Money Through Collaboration, Lorraine Huddy, Katie Bauer, Fred Folmer, Aaron Sandoval

ACRL New England Chapter Annual Conference

No abstract provided.

When Is A Game Not ‘Just’ A Game: Introducing Climate Change And Information Fluency In A First-Year Engineering Course, Cynthia Carlson, Catherine Wong

ACRL New England Chapter Annual Conference

No abstract provided.

Mind The Gap: Formalizing Vendor And Library Collaboration, Kathleen Berry, Rose Renyolds, Johanna Radding, Abby Baines, Ebsco

ACRL New England Chapter Annual Conference

No abstract provided.

Successful Student Transfer From Community College: Opportunities And Barriers, Kate Freedman, Liza Harrington

ACRL New England Chapter Annual Conference

No abstract provided.

Attention To Detail, Attention To Value: Building Additional Repository Assessment Tools For In-House Reporting, Heather Hankins, Aajay Murphy

Heather Hankins

No abstract provided.

What To Do With All This Data? Using Competency Assessment For Advising, Rachel A. Guimond, Hillary Cole

Scholar Week 2016 - present

While assessment serves a critical role in providing direction for program development, student outcome data can also foster individual growth. This presentation will explore the existing research on different advising models and the ONU Social Work Program’s system for using assessment for accreditation to advise students toward professional growth.

Assessing The Impacts Of Library Instruction Sessions On Knowledge Acquisition And Retention In Biology Undergraduates, Aditi Bandyopadhyay

Upstate New York Science Librarians Conference

This study assessed the effectiveness of one-shot library instruction sessions on knowledge acquisition and retention in Biology undergraduate students. In early Spring 2018 semester, the students enrolled in six sessions of Bio 112 at Adelphi University attended library instruction classes to learn about scientific literature. One-shot library instruction sessions were conducted to teach students in each section how to identify research, review and popular science magazine articles. A post-instruction test was conducted in late April and early May, 2018, to determine whether the students retained information from library instruction classes. The responses from both pre- and post-instruction sessions were compared …

Weaving Connections: Utilizing A Library-Social Work Partnership To Build Information Literacy Skills, David Vess, Laura Trull

Libraries

While evidence continues to build that information literacy (IL) is taught across university and college curricula at all student levels (Junsbai, Lowe & Tagge, 2016), challenges connecting IL to those curricula in meaningful ways persist (Julien, Gross, & Latham, 2018; Klomsri & Tedre, 2016; Bombaro 2013). Blending IL into social work education beyond traditional one-shot library sessions also remains a challenge as evidenced by the dearth of literature demonstrating sound instruction and assessment practices of IL in social work programs (Bausman & Ward, 2016; Kayser, Bowers, Jiang, & Bussey 2013; Johnson, Whitfield, & Grohe, 2011; Ismail, 2009; Brustman & Bernnard …

Weaving Connections: Utilizing A Library – Social Work Partnership To Build Information Literacy Skills, David Vess, Laura Trull

David Vess

Inciting Action: Assessment Reporting Strategies That Fuel Change And Improve Learning, Kathy E. Clarke, Gretchen A. Hazard

Libraries

All assessment practitioners know the penultimate goal is loop closing. But we also live with the reality that assessment is also beholden to the Gods of Accountability. As assessment professionals, we dutifully attend to the cycle of improving student learning, but at each step in the cycle we must continue to hone our skills. Results reporting may seem like the least sexy of all of the steps in our practice, but we argue that is singularly important and represents a high art of assessment craft. Results must be engaging, actionable, meet accountability mandates, and importantly read by those who can …

Should We Think About The Scale When We Weigh The Pig?, Kathy E. Clarke, Gretchen A. Hazard

Libraries

To make a heavier pig, then it makes perfect sense to weigh it – twice – prior to feeding him and afterwards. But what if we more interested in the overall health of the pig, or, if our big is rounder post-food, or if our pig can make pig-fattening food choices? To answer those questions, assessors would need to consider a highly-attuned instrument or one that measures something different than the information a scale provides. In this presentation, we hope to engage participants to consider the how of assessment and in particular consider how we assess influences what we find …

Program Level Assessment In The Library: Impact Of Information Literacy Instruction On English Composition And Speech Communications Courses At College Of Dupage, Jennifer Kelley

Jennifer Kelley

This presentation introduces an ongoing study evaluating how the College of DuPage Library’s Information Literacy Instruction Program contributes to students meeting institutional General Education Information Literacy outcomes. Via a cross-sectional exploratory survey, faculty teaching English Composition II and Fundamentals of Speech Communications will provide subjective understanding of information literacy and fact-reporting on use of information literacy services provided by the library. Results will impact the direction of the library’s information literacy instruction program and shape assessment of student learning.

Derring Do Survey Data: Exploring Health Sciences Library Collaboration With Evaluation Experts, Marian Taliaferro, Jackie Loweree

Marian Taliaferro

No abstract provided.

Forget Gate Counts: Assessing Transformative Programming, John Jackson

LMU Librarian Publications & Presentations

One of the five strategic goals of the William H. Hannon Library is to contribute to “formative and transformative education of the whole person through outreach and programming.” Through events such as the annual Haunting of Hannon, the Hannon Human Library, and the Spring Women’s Voices series, the library outreach team at Loyola Marymount University seeks to create experiences that reach beyond connecting students to information resources and highlight the library as a transformative force in student life. Measuring the success of these experiences requires targeted evaluation methods similar to those used for library instruction. This presentation will outline the …

Forget Gate Counts: Assessing Transformative Programming, John M. Jackson

John M. Jackson

Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger

Kim L. Ranger

This paper explores collaboration between librarians and faculty in higher education to construct connections between informed learning theory, information literacy practice, and disciplinary scholarly products to foster reflective and deep engagement with information.

Increasing digital innovations in communication and pedagogy, the need for various literacy capabilities, and the potential wisdom gained from considering diverse methodological perspectives have driven the need for interdisciplinary collaboration (Witt, 2012). There have also been several calls for a relational approach to teaching and learning, changing the roles of librarians (Farrell and Badke, 2015; Gunton et al, 2014; Jaguszewski and Williams, 2013), and scholarship which examines …

Informed Learning, Information Literacy, And Scholarly Communication: Library Pedagogy As A Bridge To The Disciplines, Kim L. Ranger

Georgia International Conference on Information Literacy

This paper explores collaboration between librarians and faculty in higher education to construct connections between informed learning theory, information literacy practice, and disciplinary scholarly products to foster reflective and deep engagement with information.

Increasing digital innovations in communication and pedagogy, the need for various literacy capabilities, and the potential wisdom gained from considering diverse methodological perspectives have driven the need for interdisciplinary collaboration (Witt, 2012). There have also been several calls for a relational approach to teaching and learning, changing the roles of librarians (Farrell and Badke, 2015; Gunton et al, 2014; Jaguszewski and Williams, 2013), and scholarship which examines …

The Art Of Discovery: Helping Students Find Inspiration In Unlikely Places, Kelly Grey Carlisle, Anne Jumonville Graf

Anne Jumonville Graf

How can an "old space" like Special Collections be repurposed to meet evolving information literacy learning goals? This presentation will address ways in which a traditional library space can be reimagined as a place to engage students in affective learning at the beginning of the research process. By crafting activities for students that emphasize exploration and open-ended discovery, librarians and faculty can help students slow down and approach research more creatively. In the session, we (two librarians and a teaching faculty member) will share specific outcomes, activities, and the results of our assessments. Participants will: Understand the importance of affective …

Program Level Assessment In The Library: Impact Of Information Literacy Instruction On English Composition And Speech Communications Courses At College Of Dupage, Jennifer Kelley

Library Scholarship

This presentation introduces an ongoing study evaluating how the College of DuPage Library’s Information Literacy Instruction Program contributes to students meeting institutional General Education Information Literacy outcomes. Via a cross-sectional exploratory survey, faculty teaching English Composition II and Fundamentals of Speech Communications will provide subjective understanding of information literacy and fact-reporting on use of information literacy services provided by the library. Results will impact the direction of the library’s information literacy instruction program and shape assessment of student learning.

Developing A Practical Framework For Information Literacy Program Evaluation, Paul Bracke, Clarence Maybee, Sharon Weiner

Libraries Faculty and Staff Presentations

This presentation was given at the Library Assessment Conference held from October 31–November 2, 2016 in Arlington, VA. The Purdue University Libraries, like many academic libraries, face increased expectations for demonstrating their value and impact. The Libraries launched a project to advance an outcomes-based, mission-centric framework for evaluating its information literacy programing. The methods for developing this framework consist of four steps: 1) focus groups with librarians to gain a more comprehensive understanding of existing assessment practices, 2) analysis of focus group findings, characterizing current assessment practices, 3) a gap analysis, comparing focus group findings to the information literacy mission …