Conference Notes LAC 2012: Parallel Session II (Teaching and Learning I)

Parallel Session II: Teaching and Learning I
Date: October 29, 2012, 3:30pm

(Note: This parallel session was to feature three panels/presenters, but one of them was cancelled due to the speakers being stopped by Tropical Storm Sandy. As usual, jotting down my notes from what I heard there with my comments in parenthesis).

I. "Library Faculty and Instructional Assessment: Creating a Culture of Assessment Through the High Performance Programming Model of Organizational Transformation."

• Opening question: Faculty culture is. . . . (we were to write a reply in a small card. Seemed like a nice idea. However, nothing was done with the cards afterwards. Seems like a bit of a lost opportunity, but still a nice idea). 
• Assessment motivations: 
• Assessment is hard. 
• A culture of assessment is harder. But this culture creates awareness. 
• Faculty status is often maligned. And yet there are some positive elements in faculty culture (I do admit that now that I have faculty status--albeit non-tenrure line-- my mixed feelings on the issue are raising questions for me, the reflective kind of question). 
•  Models (think of these three as forming the corners of a triangle): 
• Culture of assessment. 
• Faculty culture. 
• High Performance Programming. (see article: Nelson, L. and Burns, F. (1984) "High Performance Programming: a Framework for Transforming Organizations.' In J. Adams (Ed.) Transforming Work (pp.225-242). Alexandria, VA: Miles River Press. By the way, another case of having to dig up the citation because heaven forbid they provide it during the presentation. I really don't think this is that difficult for presenters to do, especially for something that seems crucial to the presentation).
• Culture of Assessment (for these, see also the 2004 issue of portal: Libraries and the Academy. Again, they did not specify which issue or article. However, based on the talk, I am betting it is it this article, "Creating a Culture of Assessment: A Catalyst for Organizational Change," that was featured in volume 4.3 of July 2004).
• Incorporated planning. 
• Leadership commitment.
• Staff responsibility. 
• Routine use of data. 
• Reward structure. 
• Training.  
• This is about knowing, being curious about student learning. 
• Takes time and effort, and administrators need to recognize that and support it-- training, education, data, analysis, etc. 
• Faculty culture. Note many librarians have it because they have faculty status (with whatever issues that brings). Look for positives and assets. What can we build upon as a strength. 
• Faculty culture: 
• Ambiguity.
• Autonomy. 
• Shared governance. 
• Individualism. 
• Rewards. 
• Idea: foster faculty learning communities. Through collaboration, create a culture of assessment. 
• Faculty Learning Communities (think of these four as a cycle): 
• Collaboration.
• Group cohesiveness. 
• Team-based vision. 
• Scholarship of assessment.
• Idea of something to do: 
• Build a learning community.
• Monthly instruction team meetings. 
• Focused on pedagogy, practical assessment work, and mutual support. 
• Annual instruction retreat. 
• Develop unit goals. Create a vision for instruction unit. 
• The monthly meetings build trust. Discuss what works or does not work. 
• "Leading change via commitment rather than administrative control in order to capitalize on values and characteristics of faculty culture." 
• Instruction assessment: 
• Professional development.
• Research focus. 
• Community of practice. 

II. "Collaborating with Campus Assessment Services to Evaluate Information Literacy Skills of Graduating Undergraduates."

• Case study from the University of Houston (main campus). 
• The rubric assessment only assesses what the student has done. 
• A process study with selected students: 
• A survey. 
• Video tape and interview, based on the survey. Also ask about research in their disciplines. 
• Conclusions then based on observations. 
• Skills assessed: 
• Process: 
• Search
• Identify
• Select
• Access
• Evaluate
• Product: 
• Selection
• Breadth
• Intergration
• Attribution
• Citations
• What can be accomplished: 
• Product assessment
• Learned information skill levels. 
• Establish benchmarks. 
• Create standard rubric. 
• Process assessment: 
• Establish a study procedure. 
• Gain insight on actual information-seeking behaviors. 
• Students listen and remember what faculty tell them. Thus, need to work with faculty on information literacy and assessment. 
• Library instruction program. Impact to seek: 
• Teach concepts over tools. 
• Expanded assessment.