Assessment Activities

Assessing shared student learning outcomes aid the department in planning, decision-making, and communication, within and beyond the Library organization about how TAL contributes to student learning at CSUSM. It will allow us to change and/or update our efforts to be as effective as possible.

Assessment efforts in TAL are iterative, defined in scope, and manageable in size. We commit to assessment efforts that:

  • Focus and flow from clear and important goals, especially those to improve curriculum and pedagogy but also regarding planning, budgeting, and accountability.

  • Are supported with appropriate resources, including time, expertise, guidance, financial resources, support, and feedback.

  • Seek to involve the active participation of appropriate stakeholders in decisions stemming from the results.

  • Are communicated widely and transparently.

 

Here are some examples of assessment activities

Carr, A., Kane, D., Matlin, T., Meulemans, Y., Nataraj, L., & Opdahl, J. “CSUSM: Foundations for engaging student scholars.” In Caffrey Gardner, C., Galoozis, E., & Halpern, R. (Eds.) Hidden architectures of information literacy programs: Structures, practices, and contexts. Chicago, IL: Association of College and Research Libraries. (Forthcoming)

Torie Quiñonez and Antonia Olivas are writing an article about their work applying validation theory to design culturally responsive curriculum for Latinx first-generation college students.  

Nataraj, L. (2019). “Sustainable agriculture topics rooted in social and racial justice.” In Pun, R. & Shaffer, G. (Eds.) The Sustainable Library’s Cookbook. Chicago, IL: Association of College and Research Libraries. (Forthcoming) [Assessment for ENVS]

Carr, A. Meulemans, Y.N. (2018). “Stranger in a strange land: Student-scholar identity as a foundation for college-level research.” In Oberlies, M.K. and Mattson, J.L. (Eds.) Theory Driven Teaching: Integrating Educational Theory & ACRL Core Concepts into Academic Library Instruction. Chicago, IL: Association of College and Research Libraries.

Fitzpatrick, M.J. and Meulemans, Y.N. (2011). Assessing an information literacy assignment and workshop using a quasi-experimental design. College Teaching. 59(4), 142-9. doi: 10.1080/87567555.2011.591452

(forthcoming) Meulemans, Y., Carr. A., & Quinonez, T. (2018). Where are they? Using students’ reflective work to design curriculum, assess learning, and help them through liminality. In B. Weutherick, J. Timmermans, and R. Land (Eds), Threshold Concepts on the Edge. New Milford, CT: Sense Publishers.

Fiegen, A., Cherry, B. & Watson, K.  (2002). “Reflections on Collaboration: Learning Outcomes and Information Literacy Assessment in the Business Curriculum”.  Reference Services Review 30, no. 4 (2002), p307-318).  Cited Google Scholar, 92 times. Chosen as an addition to course pack for library science students by Emerald Pub.

Fiegen, A. M. (2011). “Business information literacy:  a synthesis of best practices.” Journal of Business and Finance Librarianship, 16, no. 4: pp 267-288.  Cited 21 times Google Scholar.



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