Impact on Student Learning Outcomes
Jefferson College Library works with students and faculty to determine the effectiveness of our research sessions. We have always used anecdotal information from faculty who invite us to teach research frames of mind and skills. For the past decade, we have employed more formal means to gather data about the research habits our students have when they begin taking classes at Jefferson College, and the learning outcomes associated with bibliographic instruction in a variety of formats. We look at how we can develop clearer outcomes in our scaffolded approach to teaching information literacy skills and habits of mind. In 2017 we began to look at co-curricular outcomes as part of the broader college endeavor. Over a three year period we will look at the co-curricular outcomes for critical thinking, intercultural knowledge, and information literacy. This year's analysis will incorporate quiz and assignment data extracted from Blackboard and obtained from faculty, pre and post session questions, and surveys given to student in selected classes. Librarians use the Association of College and Research Libraries' Framework for Information Literacy and its associated student learning outcomes to guide our teaching practices.
Recent Instruction Data & Analysis
Assessment Update--2012
Co-Curricular Assessment Reports
FAll 2018 --ACRL's Project Outcome for Academic Libraries
Jefferson College Library was one of a few community college libraries to participate in the Association of College and Research Libraries' Project Outcome Field Tests to develop measurable outcomes for student learning in academic libraries. After receiving IRB approval, the Library chose three of the ACRL assessments--space, instruction, and technology--and collected responses during a six week period in early fall. Respondents used a Likert scale with choices ranging from 1 (Strongly Disagree) to 5 (Strongly Agree). Analysis of the results and the comments indicate strong satisfaction with all areas assessed. Most questions received average scores of 4.5, with some higher and some lower. 119 surveys were completed about library instruction, 83 about library spaces, and 12 about library technology. The data and comments, survey questions, and information about ACRL's Project Outcome for Academic Libraries can be found below.
Importance of Libraries
- Dr. Andrea St. John, Professor of English'The most important building on any college campus is the library. It is the heart and soul of student learning and faculty development. In this information age, people might think that libraries should be categorized as antiquated relics of the past. After all, who doesn’t have a smart phone that can put a million facts and news items at one’s fingertips in an instant? However, those people could not be more wrong. For a college or university, the library is so much more than merely a repository of factual information. Obviously, there is enormous value in having ready access to information, but beyond that, most people need a library as organizing apparatus, quality control, and guiding hand.'
- Dr. Cindy Rossi, Professor of Business'As a senior faculty member and Director of the Center for Teaching and Learning I believe that Jefferson College’s Library is the foundation of our students’ success and faculty support. I depend on the Library faculty and staff to help my students find and use research in all my classes. I teach hundreds of students a year and can’t imagine doing it without the Library...'
- Chris Otto, Assistant Professor of English'I have had a love affair with libraries since before I could read. My mother brought me with her to the Tesson Ferry Branch of the St. Louis County Library when she checked out Romance Novels, and I enjoyed the contemplative space where I was allowed to wander through the shelves of books, pick one out, settle into a comfortable chair, and look at the pictures. When I learned to read, my mother made sure I was signed-up for the summer reading program. For each book I read, I was given a star to place behind my name on the chart. Sometimes the numerous stars would require taping another paper behind my name to accommodate the growing chain of stars. '
- Dr. Tim Boehme, Professor of English'Learning is always a social activity. That’s what makes it magical. We can’t know things without the help of those who came before us and those who are around us. Libraries have an extra bit of that learning magic because they allow us to learn from books, computers, librarians, teachers, students, and community members—all in one building. We gather at the magic place to read, to share what we’ve learned, to gab, to write, to look for jobs, to laugh, to sit in silence, to think...'
- Westley Whitfield, Associate Professor of Chemistry' For me, and on account of what some of my best students say, is that the library gives the student researcher a feeling of timeless connectivity to exploring avenues of ideas. '
Libraries & Co-Curricular Outcomes
Co-Curricular Outcomes Institutional Assessment
As part of the college-wide assessment plan for co-curricular outcomes the Library is participating in the multi-year cycle by assessing the following co-curricular outcomes in addition to our regular classroom assessment. Rubrics for the assessments are linked below.
2017-2018--Critical Thinking
2018-2019--Diversity
2019-2020--Information Literacy
2020-2021--Information Literacy (continued because of COVID pandemic)
2022-2023--Critical Thinking
The Library worked with the Assessment Committee to develop strong Student Learning Outcomes. The Library has developed multiple measures, including artifact assessment, faculty survey data, post-instruction quiz data, and in-class pre and post-test assessments. Additionally, we are utilizing direct, indirect, formative, and summative assessment to help guide our instruction, class activities, and assignments.