Assessment and research activities focused on the U-M Library faculty, staff, and student experiences are happening regularly, and often the Library Human Resources (LHR) team is contributing to these activities if not leading the research. This work can focus on quantitative data, qualitative data, or take a hybrid approach, and can involve surveys, interviews, and/or some general number-crunching. This post looks over some recent HR assessment projects.
Posts tagged "Assessment"
When planning an assessment project in the Library, one important step is to consider whether your project should be vetted by the Institutional Review Board (IRB) at U-M, a committee that ensures studies with human subjects are ethical, that subjects are protected from unnecessary psychological or physical risks, and that subjects are participating in a fully informed, voluntary manner. This post details when your data collection may be subject to a full IRB application and review process.
Assessing library impact on student learning is essential for demonstrating libraries’ integrated value and commitment to higher education. In 2018 the author investigated faculty perceptions of student learning in library instruction sessions, and as a result, revealed that faculty observe enhanced learning when their students participate in library instruction opportunities.
In this post, the author describes how they used the assessments of a revised library curriculum for the College of Pharmacy to demonstrate the value of the sessions for students, and to stimulate the creation of a new learning object - a game - to improve student learning.
Quantitative data gives you the hard numbers: what, how many times, when, generally who, and where. Quantitative data also leaves out the biggest and possibly most important factor: why.
This fall, the Chronicle of Higher Education ran a special report, “Diversity in Academe: Transgender on Campus.” Touching on topics from pronouns to restrooms, the report issued a call to provide equal access to transgender students on college campuses with an emphasis on creating safe environments in which all students may thrive. Student interviews captured in a powerful video can prompt us to think about providing safe and inclusive classroom environments for library instruction as well.
Over the past two years, the library has designed a set of evaluation forms for instruction sessions; over the course of fall semester, we generated reports on those evaluations for each instructor. At a workshop in late February, individual reports were given out and discussed. I want to give a sense of what we talked about in that meeting and to share some thoughts about evaluations and their uses for teaching.
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