Purpose & Goals

Libraries often struggle to demonstrate their impact on student learning outcomes beyond anecdotal evidence. With an increasing value on skills-based learning, co-curricular areas, including the library, have extraordinary opportunities to demonstrate impact on student learning and achievement measures. Background In 2018, our campus participated in a regional assessment academy to implement a systematic approach to co-curricular assessment. Co-curricular leaders, including a librarian, participated. Over the past five years, assessment practices for library co-curricular (teaching and learning) activities have evolved into an integrated practice that includes multiple forms of assessment evidence from multiple voices. This poster will highlight assessment strategies guided by Universal Learning for Design, Community of Inquiry, Council for the Advancement of Standards in Higher Education (CAS) and the university's general education core skills requirements. Questions this poster will address How does the use of self, peer evaluations impact the effectiveness of teaching and learning strategies when used alongside assessment of student learning outcomes? This poster will highlight the use of observations that incorporate self, peer, and students to improve quality of teacher evaluations. What assessment evidence generated from self and peer evaluations supports SoTL research This poster will highlight assessment as research evidence, supporting evidence-based practices and scholarship of teaching and learning for faculty librarians. How does self and peer evaluations contribute to self efficacy and ownership of professional development of individual librarians? This poster will highlight how developing critical reflective practices strengthens one's own responsibility over their work, and increases ownership of one’s own professional development.

Design & Methodology

Librarians complete an assessment summary for each section. First, librarians describe the intended outcomes, summarize assessment results, and provide artifacts. Second, librarians describe what happened, reflect on how engaged students were with the librarian, content and each other. Finally, librarians state how they will use the assessment information to improve the session or future sessions. Currently, librarians must complete at least two self observations and two peer observations per semester. They must be observed and observed by other librarians. First, the current observation form is very simply designed to gather initial buy-in. The observation form provides basic yes/no options to ensure design meets University Design for Learning guidelines. An additional three yes/no questions focus on students' engagement with the instructor, content and each other, integrating concepts from the Community of Inquiry (i.e., teacher, social, cognitive presence. The last question is open ended; and librarians write about what they observed in the session, using the pre meeting and the previous observation questions for context. Currently, librarians are encouraged to share what went well and provide one achievable strategy to improve. Recommendations are not required but are encouraged. Librarians are also encouraged to meet before and after an observation to discuss desired outcomes and to discuss the feedback. Multiple measures and multiple perspectives increases the value of assessment evidence that can improve teaching and learning strategies, increase librarians ownership of their professional development and help demonstrate the library's impact on skills development that can be Krishnan, S., Gehrtz, J., Lemons, P. P., Dolan, E. L., Brickman, P., & Andrews, T. C. (2022). Guides to Advance Teaching Evaluation (GATEs): A Resource for STEM Departments Planning Robust and Equitable Evaluation Practices. CBE Life Sciences Education, 21(3), ar42–ar42. https://doi.org/10.1187/cbe.21-08-0198

Findings

Preliminary Findings /Emerging Themes 1. Librarians are very critical in their own abilities. Observation has improved confidence. 2. Librarians are embracing continuous improvement. 3. Librarians are suggesting ways to improve assessment practices 4. Librarians are able to use data to support their teaching and learning research. 5. Need training on how to provide feedback 6. Need to define, normalize feedback 7. The library is increasingly becoming part of the campus conversation on teaching and learning best practices and co curricular assessment

Action & Impact

Yes, we plan to make adjustments to the assessment tools based on feedback and lessons learned. We will collaborate on ways to make the tool more effective and feedback more valid. We will see professional development on ways to provide effective feedback.

Practical Implications & Value

This poster will provide strategic ways to increase assessment practices. This method is grounded in theory, yet delivered in a practical way because of the flexibility to start where you are, take what you want, and improve as you go. How does this contribute to the overall body of work in library assessment or related areas? Libraries primary learning opportunities are typical in a one shot 50 minutes session. Relying on multiple assessment methods can help libraries tell a more accurate and comprehensive story to campus stakeholders while providing evidence to support librarian scholarship of teaching and learning.

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