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The Community College Library: Assessment
Community colleges are a cornerstone of higher education and serve the unique needs of the communities in which they reside. In 2019, community colleges accounted for 41 percent of all undergraduate students in the United States.
Community college librarians are engaged in meaningful work designing and delivering library programs and services that meet the needs of their diverse populations and support student learning. The Community College Library series is meant to lift the voices of community college librarians and highlight their creativity, tenacity, and commitment to students.
The Community College Library: Assessment explores the research, comprehensive plans, and new approaches to assessment being created by community college librarians around the U.S. Chapters include sample activities and materials and cover topics including assessing student learning while shifting from Standards to Framework; investigating and communicating library instruction’s relationship to student retention; and building librarian assessment confidence through communities of research practice.
This book demonstrates the innovative and replicable ways community college librarians are measuring, evaluating, and reflecting on the services they provide, and how to use these assessments to demonstrate the value and impact of library services and advocate for resources.
Community college librarians are engaged in meaningful work designing and delivering library programs and services that meet the needs of their diverse populations and support student learning. The Community College Library series is meant to lift the voices of community college librarians and highlight their creativity, tenacity, and commitment to students.
The Community College Library: Assessment explores the research, comprehensive plans, and new approaches to assessment being created by community college librarians around the U.S. Chapters include sample activities and materials and cover topics including assessing student learning while shifting from Standards to Framework; investigating and communicating library instruction’s relationship to student retention; and building librarian assessment confidence through communities of research practice.
This book demonstrates the innovative and replicable ways community college librarians are measuring, evaluating, and reflecting on the services they provide, and how to use these assessments to demonstrate the value and impact of library services and advocate for resources.
214 pages, Paperback
Published April 13, 2022
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November 8, 2023
I found the following chapters most valuable:
Chapter 2: Creating and Implementing a Comprehensive Academic Library Assessment Plan at Tulsa Community College
This chapter gave me a great list of library data to collect.
Chapter 3: A Library-Friendly Assessment Framework
This chapter introduced me to the Shults Dorime-Williams (SDW) Support Outcomes Taxonomy developed at the Borough of Manhattan Community College, similar to Bloom’s taxonomy for SLO’s. It also makes clear how to create goal-driven assessments.
Chapter 4: Academic Libraries: Seeing the Full Picture Through Program Review
Bakersfield College Program Review Committee developed a hybrid program review form to satisfy this need.
This chapter is a roadmap for combining Student Learning Outcomes (SLOs) and Administrative Unit Outcomes (AUOs) to create a new program review template that actually corresponds what the library department does on campus.
Chapter 5: Assessing Impact on Student Success Using Statistical Analyses in a Data-Informed Community College
I figured out that I could get user logs from EZ Proxy, which serve as a "proxy" for students who access library database off-campus. I wondered what I could do with this data - could I show that this group of students had better learning outcomes? How would I account for confounding factors? This chapter pointed me to a study designed and executed by librarians at the University of Minnesota, The Impact of Academic Library Resources on Undergraduates’ Degree Completion, Krista M. Soria, Jan Fransen, Shane Nackerud, 2017, where these questions were answered and problems solved.
Chapter 9: Focus Groups
The information in this chapter will be really useful in creating a Facilities Master Plan informed by actual student needs.
Chapter 10: From Standards to Framework
Do your SLOs need updating, from how-to information literacy processes to critical thinking, strategy, problem-solving? Kapi’olani Community College figured all of this out, and created assignments to support the ACRL-framework-based SLOs. If you are feeling like your library instruction is stuck in the 1990s and not relevant to today's information environment, this chapter will blow your mind.
Chapter 2: Creating and Implementing a Comprehensive Academic Library Assessment Plan at Tulsa Community College
"How can we go beyond the traditional forms of library statistics and performance measures and include information similar to other forms of evaluation and outcomes used elsewhere in the academic institution for internal and external reporting and compliance? Align library strategies and outcomes with institutional standards and provide comparable results."
This chapter gave me a great list of library data to collect.
Chapter 3: A Library-Friendly Assessment Framework
This chapter introduced me to the Shults Dorime-Williams (SDW) Support Outcomes Taxonomy developed at the Borough of Manhattan Community College, similar to Bloom’s taxonomy for SLO’s. It also makes clear how to create goal-driven assessments.
Chapter 4: Academic Libraries: Seeing the Full Picture Through Program Review
“More often than not, the program review form that each program area is asked to complete for its institution is written either from the perspective of an instructional entity or from that of a non-instructional entity. What does one do if the represented program area is both instructional and non-instructional? Most academic libraries fall into this category […] [and] must be able to present data and information from both points of view.”
Bakersfield College Program Review Committee developed a hybrid program review form to satisfy this need.
This chapter is a roadmap for combining Student Learning Outcomes (SLOs) and Administrative Unit Outcomes (AUOs) to create a new program review template that actually corresponds what the library department does on campus.
Chapter 5: Assessing Impact on Student Success Using Statistical Analyses in a Data-Informed Community College
I figured out that I could get user logs from EZ Proxy, which serve as a "proxy" for students who access library database off-campus. I wondered what I could do with this data - could I show that this group of students had better learning outcomes? How would I account for confounding factors? This chapter pointed me to a study designed and executed by librarians at the University of Minnesota, The Impact of Academic Library Resources on Undergraduates’ Degree Completion, Krista M. Soria, Jan Fransen, Shane Nackerud, 2017, where these questions were answered and problems solved.
Chapter 9: Focus Groups
The information in this chapter will be really useful in creating a Facilities Master Plan informed by actual student needs.
Chapter 10: From Standards to Framework
Do your SLOs need updating, from how-to information literacy processes to critical thinking, strategy, problem-solving? Kapi’olani Community College figured all of this out, and created assignments to support the ACRL-framework-based SLOs. If you are feeling like your library instruction is stuck in the 1990s and not relevant to today's information environment, this chapter will blow your mind.
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