2. Assessment of First Year Seminar papers (content and bibliographies). Collaboration partners: General Education Committee.

4. Enthusiastic about the project

5. Granted us access to the syllabi database (only). We could not directly contact faculty.

7. Evidence of information literacy in library-related assignments

8. Collection development data (types of resources required)

9. Data for other offices and department

10. Method: Accessed all 2007/2008 syllabi in campus database, extracting a range of data.

11. Findings from 1401 syllabi (2007-2008):

12. 19050071755

13. Findings for Provost and Other Offices

14. 96% included course objectives

15. 44% included academic integrity policy

16. 69% included ADA or college disabilities statement

17. 64% included some kind of grading scale

18. .3% required use of Writing Center; 9% recommended it

19. .1% required use of Learning Center; 8% recommended it

20. Library – What We Looked for

21. Library and library instruction

22. Information literacy

23. Reserves

24. Websites and Databases

25. Citation styles

26. What we Found about Library Usage

27. Syllabi were not adequate for complete assignment or collection development information.

28. Solution

29. Collect separate assignment information

30. Unplanned Benefits

31. Appreciation of Provost and other administrators

32. Request to present data to Academic Council

33. Subsequently, presented to two Schools

34. Raised visibility of librarians as campus stakeholders in assessment

36. Provost approved the library assignment collection project

37. Asked us to present the proposal to school deans for their buy-in and for them to be the communication channel to department chairs

38. Meeting with School Deans, Spring 2009

39. Deans agreed that the project had value

40. Recommended time line and changes in wording of memo prepared for faculty

41. Agreed to communicate the project, with a time line, to department chairs

42. Process

43. One dean suggested creating a form that faculty could fill out in lieu of submitting written assignment directions (librarians created forms for each department – see Appendix below for example).

44. September 2009, Deans asked department chairs to send the request for assignment information to their faculty (for AY 2010)

45. About half of the departments submitted assignments by spring 2010

46. With follow up reminders, the total return was good

47. Extracted library reserve data by course

48. Summer, 2010, data entered by students

49. Results (see following tables)

50. What we Learned from the Assignment Assessment Project

51. In cases where forms only were submitted, some narrative information that would have benefitted the librarians was lost

52. However, the forms provided information that was not included in some written assignments

53. Individual follow up provided opportunities to raise awareness of faculty regarding unknown library resources

54. What we envision

55. Will use data to demonstrate use (or not) of library resources for class assignments

56. Will provide liaison librarians with a good picture of what their department faculty are assigning – possible opportunity for discussion of information literacy and collection development

57. Will continue to be invited to the table as a campus stakeholderBecoming a Stakeholder – A Snapshot<br /> “[The Provost] was quite taken with your preliminary report. Is it alright with you if he shows it to others? He would also like to invite the two of you to present at a future Academic Council meeting. … Messiah’s syllabus policy will be on the agenda this spring and he thinks your work is highly relevant to that discussion.”<br />Appendix<br />Library Assignment Collection Project Checklist – History<br />NOTE: You may submit an assignment description that you have already created OR complete one of these checklists each assignment which calls for use of library resources, either within the library or remotely (e.g., use of Library databases, etc.)<br />Course name ____________________________________ Course number_______Assignment name ________________________________ [e.g., paper on .....]Project type: __ paper <br />__ speech <br />__ multi-media presentation <br />__ other (please describe):_____________________________________<br />Do you require books? Yes___ No___ Number of books required (if specified)___ Do you require journal articles? Yes___ No___ Number of articles (if specified) ___ <br />Are websites allowed as a resource? Yes___ No___<br />Other resource required? Please specify _______________________________________<br />Approx. total number of sources expected/required____ If a paper, approx. number of pages expected/required ____<br />If a bibliography, approx. how many items? ____Specific databases required/recommended? Yes__ No__<br />If yes, which databases?___ Access Newspaper Archive<br />___ America: History & Life<br />___ Asia Studies Humanities<br />___ Asia Studies Full-Text Online <br />___ Early American Imprints (Evans)<br />___ Early American Imprints (Shaw-Shoemaker)<br />___ Early American Newspapers<br />___ History Reference Center<br />___ Historic Documents<br />___ Historical Abstracts<br />___ JSTOR<br />___ WorldCat (books)<br />___ Other: ____________________________ <br />Other comments __________________________________________________________<br />Contact information<br />Beth L. Mark, Instruction Coordinator, bmark@messiah.eud<br />Beth M. Transue, Collection Development Coordinator, btransue@messiah.edu<br />