NILOA issues statement on importance of documenting learning

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May 112016
 

The National Institute for Learning Outcomes Assessment (NILOA) recently issued a policy statement Higher Education Quality: Why Documenting Learning Matters. It outlines the warrant for multiple, systematic approaches to obtain evidence of authentic student achievement and addresses some well-reasoned concerns that poorly designed assessment efforts can distract from rather than enhance the quality of teaching and learning.

In this new statement, NILOA argues that improving student and institutional performance must be a national priority as what educators call the “assessment movement” and the information it generates are foundational to addressing some of the greatest challenges the country currently faces. It offers a succinct summary of what the assessment movement has achieved thus far, drawing on NILOA’s work in the field over the past decade, and concludes with five principles that can spread and accelerate assessment work worthy of the promises colleges and universities make to their students, policy makers, and the public. Read more in the press release and full policy statement.

Mar 172016
 

Val LogoRegistration is available for the three-part webcast series, “Learning Analytics: Strategies for Optimizing Student Data on Your Campus.” This webcast series, co-sponsored by the ACRL Value of Academic Libraries Committee, the Student Learning and Information Committee, and the ACRL Instruction Section, will explore the advantages and opportunities of learning analytics as a tool which uses student data to demonstrate library impact and to identify learning weaknesses. How can librarians initiate learning analytics initiatives on their campuses and contribute to existing collaborations? The first webcast will provide an introduction to learning analytics and an overview of important issues. The second event will focus on privacy issues and other ethical considerations as well as responsible practice, and the third webcast will include a panel of librarians who are successfully using learning analytics on their campuses.

· Webcast One: Learning Analytics and the Academic Library: The State of the Art and the Art of Connecting the Library with Campus Initiatives (March 29, 2016)

· Webcast Two: Privacy and the Online Classroom: Learning Analytics, Ethical Considerations, and Responsible Practice (April 14, 2016)

· Webcast Three: Moving Beyond Circulation and Gate Counts: Practical Applications of Learning Analytics (May 11, 2016)

Complete details including webcast descriptions and learning outcomes for each webcast, and registration materials are available online. Questions can be directed to mconahan@ala.org.

 

An exciting C&RL Forum event is just around the corner. This forum will be an excellent opportunity to look closely at two recent studies that center in many ways on value and some of the learning outcomes often associated with student library experiences. 

C&RL Forum on Library Usage and Student Success
Live Wednesday, October 28, 2015 (Length: 60 minutes)
9am Pacific | 10am Mountain | 11am Central | 12pm Eastern

One of the most difficult issues librarians face is how to prove our value to the university. Join us for an author panel discussion of two College & Research Libraries articles which explore the ties between student library usage and success: “The Impact of Library Resource Utilization on Undergraduate Students’ Academic Performance” by Felly Chiteng Kot and Jennifer L. Jones and “Investigating the Relationship of Library Usage to Student Outcomes” by John K. Stemmer and David M. Mahan (preprint). The authors will share the findings of their studies.

The first study (Chiteng Kot and Jones) addressed the issue of self-selection bias by using propensity score matching to construct treatment and comparison groups with similar background characteristics. After controlling for a variety of factors, this study found that students in the treatment group (who used library resources at any level specified) had a higher first-term GPA compared to their counterparts in the comparison group (who did not use library resources at the corresponding levels). For the purposes of this study, library use included workstation logins, study room reservations, and research clinic attendance.

The second study analyzed data from non-anonymous user surveys on why and how often students used the library in conjunction with institutional data to conduct a regression analysis that identified multiple correlations between student outcomes and the library. Stemmer and Mahan found that the library factors associated with student outcomes change over the course of the four year undergraduate experience. Underclass students using the library as a place to study are more likely to have positive outcomes, whereas upper-class students see positive outcomes when using the library as an information resource.

Hashtag: #acrlsuccess

Moderator:

John K. Stemmer, PhD: John is the Director of Library Services at Bellarmine University.

Panelists:

Felly Chiteng Kot: Felly is the Institutional Research Analyst for the Office of the Provost at Nazarbayev University.

Jennifer L. Jones: Jennifer is the Assessment and User Experience Librarian in the University Library at Georgia State University.

David M. Mahan, PhD: David is the Assistant Provost and Executive Director of Institutional Effectiveness at Manhattan College.

Register to receive reminders and information or view the forum live on YouTube.

 

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