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Sara Thompson

AAC&U VALUE Rubrics - 0 views

    presentation from Lauren Pressley on AAC&U's value rubrics, including information literacy
Deb Robertson

Connect, Collaborate, and Communicate: A Report from the Value of Academic Libraries S... - 1 views

    This report presents five recommendations for the library profession:
    1. Increase librarians' understanding of library value and impact in relation to various dimensions of student learning and success.
    2. Articulate and promote the importance of assessment competencies necessary for documenting and communicating library impact on student learning and success.
    3. Create professional development opportunities for librarians to learn how to initiate and design assessment that demonstrates the library's contributions to advancing institutional mission and strategic goals.
    4. Expand partnerships for assessment activities with higher education constituent groups and related stakeholders.
    5. Integrate the use of existing ACRL resources with library value initiatives.
Sara Thompson

Learning Space Toolkit - 0 views

    "North Carolina State University (NCSU) Libraries and its Distance Education and Learning Technology Applications (DELTA) are partnering with strategic consultants brightspot strategy and DEGW to design, share, and promote an updated model for institutions to plan and support technology-rich informal learning spaces. This Learning Space Toolkit will include a roadmap to guide the process along with tools and techniques for assessing needs, understanding technology, describing spaces, planning and delivering support services, and assembling space, technology, and services to meet needs, even as they change."
Sara Thompson

Flow - A Measure of Student Engagement « User Generated Education - 0 views

    • The characteristics of “Flow” according to Czikszentmihalyi are:

      1. Completely involved, focused, concentrating – with this either due to innate curiosity or as the result of training
      2. Sense of ecstasy – of being outside everyday reality
      3. Great inner clarity – knowing what needs to be done and how well it is going
      4. Knowing the activity is doable – that the skills are adequate, and neither anxious or bored
      5. Sense of serenity
      6. Timeliness – thoroughly focused on present, don’t notice time passing
      7. Intrinsic motivation – whatever produces “flow” becomes its own reward
  • Intellectual challenge was measured by Csikszentmilhalyi’s theory of flow. (Source for the following
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  • In the past it was often assumed that disengaged students were easy to identify: they were the young people at the back of the class, the ones making their way to shop or special classes, or those lingering down the street well after the bell had rung. Data from What did you do in school today? suggest that disengagement is not – and may never have been – limited to small groups of students or as visible as we once thought. Over half of the students in our sample (n=32,300) – many of whom go to class each day, complete their work on time, and can demonstrate that they are meeting expected learning outcomes – are experiencing low levels of intellectual engagement.
    "The Canadian Education Association's (CEA) released a report What did you do in school today? - a three-year research and development initiative designed to assess, and mobilize new ideas for enhancing the learning experiences of students. Intellectual challenge was measured by Csikszentmilhalyi's theory of flow."
Sara Thompson

2009 - Lack of Annual Reports Make it Difficult to Analyze Library Strategic Credibility - 0 views

    This study gives a snapshot ofthe trends in strategic plans of ARL members. It shows that many ARL members do not produce an annual report, and that it istherefore difficult to assess if their strategic plans are implemented successfully.
Sara Thompson

Outcomes to Assessment - Assessment of Library Instruction - LibGuides at Portland Stat... - 0 views

    Outcomes, Types of Assessment, Assessment Activities
Sara Thompson

Reflections on year one at PSU | Information Wants To Be Free - 0 views

  • I worked with a task force to develop learning outcomes that describe the breadth of our library instruction program
  • I talk about this, and our model, in the most recent Adventures in Library Instruction podcast.
  • I’m now working with our distance learning librarian and our newly-hired instructional designer to develop a two-tiered model for deploying learning objects (one for students to drill down to just the content that meets their information need and the other for faculty to easily embed learning objects — with suggested assessments and lesson plans — in their courses).
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  • I’ve really worked with my direct reports to support them and help them find projects and foci that make them feel effective and give their job coherence
  • But some of the things I was asked to accomplish in my first year (like building a culture of assessment!) really required someone with significant political capital.
    Summary of her first year as head of library instruction, creating a new program, assessment, lessons learned. 
Sara Thompson

Ithaka :: Taking Steps Toward "Interactive Learning Online" - 0 views

  • “Barriers to Adoption of Online Learning Systems in US Higher Education,” an Ithaka S+R report released today and funded by the Bill & Melinda Gates Foundation, highlights the challenges to be overcome by institutions so that they can take advantage of online learning technologies, and explores why highly interactive online systems have yet to take hold in any substantial way. 
  • “As online learning systems of this kind are developed, however, a critically important question will be who is going to control the student usage and performance data,” added Mr. Guthrie. “On the web, all actions and behaviors can be tracked and analyzed. These data are critical to refinement of these systems and to our overall understanding of how people learn. These data should not be privatized.”
  • “Barriers to adoption of these systems vary greatly. Perhaps most importantly, most current systems that are highly interactive do not allow faculty to customize content to suit their specific needs. Faculty are also concerned that online education might distance them from their students. Finally, very little good data exist on the effectiveness of existing highly interactive online systems.”
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  • While this is a time of great experimentation in the use of educational technologies, with almost as many approaches as there are colleges and universities, the report highlights several challenges that are common across all sectors. First, faculty at every type of institution take great pride in their ability to select content and craft a learning process for their students; they want to have the ability to continue to customize that learning experience in an online environment. Second, while a number of institutions are capitalizing on online learning to generate net revenue by expanding their offerings to new and non-traditional students, colleges and universities generally find it very difficult to employ these technologies to reduce costs in their traditional residential curriculum.
  • The report offers academic leaders strategies—rewarding early adopters, offering incentives, providing technical support, sharing incremental revenue, experimenting with new administrative structures—to facilitate the adoption of online learning,
  • two system-wide issues emerge from the report that require careful consideration: the need for open, shared data on student learning and performance tracked through these new systems, and the need for sustainable and customizable platforms that can be used across higher education.” 
    "The report summarizes and provides analysis based on the experience and impressions of senior administrators and deans from a range of institutions including research universities, small colleges, and community colleges."
Sara Thompson

Essay on making student learning the focus of higher education | Inside Higher Ed - 1 views

  • Culture -- in higher education, and in our society -- is at the heart of the matter.
  • We have reduced K-12 schooling to basic skill acquisition that effectively leaves most students underprepared for college-level learning. We have bastardized the bachelor’s degree by allowing it to morph into a ticket to a job (though, today, that ticket often doesn’t get you very far). The academy has adopted an increasingly consumer-based ethic that has produced costly and dangerous effects: the expectations and standards of a rigorous liberal education have been displaced by thinly disguised professional or job training curriculums; teaching and learning have been devalued, deprioritized, and replaced by an emphasis on magazine rankings; and increased enrollment, winning teams, bigger and better facilities, more revenue from sideline businesses, and more research grants have replaced learning as the primary touchstone for decision-making.
  • The current culture -- the shared norms, values, standards, expectations and priorities -- of teaching and learning in the academy is not powerful enough to support true higher learning. As a result, students do not experience the kind of integrated, holistic, developmental, rigorous undergraduate education that must exist as an absolute condition for truly transformative higher learning to occur.
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  • Degrees have become deliverables because we are no longer willing to make students work hard against high standards to earn them.
  • Rethinking higher education means reconstituting institutional culture by rigorously identifying, evaluating and challenging the many damaging accommodations that colleges and universities, individually and collectively, have made (and continue to make) to consumer and competitive pressures over the last several decades. What do we mean by “damaging accommodations?
  • We mean the allocation of increasing proportions of institutional resources to facilities, personnel, programs and activities that do not directly and significantly contribute to the kind of holistic, developmental and transformative learning that defines higher learning.
  • We mean the deplorable practice of building attractive new buildings while offering lackluster first- and second-year courses taught primarily by poorly paid and dispirited contingent faculty.
  • We mean the assumption that retention is just keeping students in school longer, without serious regard for the quality of their learning or their cumulative learning outcomes at graduation.
  • The primary problem is that the current culture of colleges and universities no longer puts learning first -- and in most institutions, that culture perpetuates a fear of doing so. Isolated examples to the contrary exist, but are only the exceptions that prove the rule.
  • In calling for the kind of serious, systemic rethinking that directly and unflinchingly accepts the challenge of improving undergraduate higher education, we are asking for four things; taken together, they demand, and would catalyze, a profound, needed, and overdue cultural change in our colleges and universities.
  • 1. The widespread acceptance and application of a new and better touchstone for decision-making in higher education, linked to a strong framework of essential, core principles. A touchstone is a standard, or criterion, that serves as the basis for judging something; in higher education, that touchstone must be the quality and quantity of learning. A touchstone and a clear conceptual framework link our advocacy for change to a powerful set of ideas, commitments, and principles against which to test current policies, practices, and proposals for reform.
  • 2. A comprehensive re-evaluation of undergraduate education and experience guided by those core principles. This must occur both nationally, as an essential public conversation, and within the walls of institutions of all types, missions, and sizes.
  • 3. The leadership and actual implementation and renewal of undergraduate higher education needs to be led by the academy itself, supported by boards of trustees, higher education professional organizations, and regional accrediting bodies alike. Such rethinking ought to be transparent, informed by public conversation, and enacted through decisions based on the new touchstone, improving the quality and quantity of learning.
  • 4. Learning assessment must become inextricably linked to institutional efficacy. The formative assessment of learning should become an integral part of instruction in courses and other learning experiences of all types, and the summative assessment of learning, at the individual student, course, program, and institution levels should be benchmarked against high, clear, public standards.
  • Cultural problems require cultural solutions, starting with a national conversation about what is wrong, and what is needed, in higher education. The country should reasonably expect higher education to lead this conversation. For real change to occur, discussions about the quality and quantity of learning in higher education and the need for reform must occur at multiple levels, in many places, and over a significant period of time -- most importantly on campuses themselves
  • If enough change occurs in enough places, and if our public expectations remain high and consistent, learning may become the touchstone for decision-making; the quality and quantity of learning -- documented by rigorous assessment -- may become both each institution’s greatest concern and the basis for comparisons between various colleges and universities
  • Richard P. Keeling is principal, and Richard H. Hersh is senior consultant, for Keeling & Associates, a higher education consulting practice. They are authors of the recent book, We’re Losing Our Minds: Rethinking American Higher Education (Palgrave Macmillan, 2011), from which this essay is partly excerpted.
    The core explanation is this: the academy lacks a serious culture of teaching and learning. When students do not learn enough, we must question whether institutions of higher education deliver enough value to justify their costs. Resolving the learning crisis will therefore require fundamental, thoroughgoing changes in our colleges and universities.
Sara Thompson

Information Literacy and the FYE « info-fetishist - 0 views

    Information Literacy and the First-Year Experience ... big collection of links to reports, articles, and books about this big topic.
Sara Thompson

Surveys of Provosts and Presidents - their concerns, the Value report, and po... - 0 views

    In March, Inside Higher Ed released an "inaugural" Survey of College & University Chief Academic Officers.  This report was the fourth in a series of surveys of senior academic leaders with the three other reports conducted in 2011 focusing on admissions officers, chief business officers, and presidents.
Sara Thompson

Catching up with information literacy assessment - 0 views

    "The goal of this article is to build on the assessment links Jarson provided. Her stated goal was to "guide readers to important resources for understanding information literacy and to provide tools for readers to advocate for information literacy's place in higher education curricula." In addition to the information on resources and tools, Jarson provided links to universities whose assessment tools were available for review on their Web sites. For this article, selected Web sites have been accessed and evaluated further. A handful of additional information resources have been profiled, including new Web sites that offer a variety of assessment tool formats."
Sara Thompson

How Users Search the Library from a Single Search Box - 2 views

    Article from ACRL, due out March 2012
    This study examines how users search a large public university library using a prominent, single search box on the library website. The article examines two semesters of real-world data, totaling nearly 1.4 million transactions...
Sara Thompson

Information Literacy Instruction and Student Achievement | ACRL Value of Academic Libra... - 1 views

  • Early last month Megan posted about recent research connecting academic libraries and student achievement. She mentioned that there are multiple projects in the U.S. currently underway to correlate library use and GPA, and I have results from just such a project to share with you all!
  • In a recently completed study at University of Wyoming I discovered a positive correlation between upper-division library instruction and higher GPA at graduation (by upper-division, I mean post-first-year). This is based on an analysis of 4,489 transcripts of graduating seniors at the University of Wyoming, and the transcript analysis was supplemented by focus groups with graduating seniors
  • Look for the article in the March or June 2012 issue of Evidence Based Library and Information Practice. Here’s the citation: Bowles-Terry, M. (2012). Library instruction and academic success: A mixed-methods assessment of a library instruction program. Evidence Based Library and Information Practice.
Sara Thompson

Tree Testing - Boxes and Arrows: The design behind the design - 3 views

    • Sara Thompson
      Seems like we could do a form of tree testing with patrons. The question will be, what tasks do we give them? And what categories do we propose for the tree topics? 
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