Academic libraries and student learning outcomes

2018 ◽  
Vol 19 (1) ◽  
pp. 75-87 ◽  
Author(s):  
Barbara Blummer ◽  
Jeffrey M. Kenton
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Academic Libraries ◽  
Outcomes Assessment ◽  
Student Learning Outcomes ◽  
Assessment Tools ◽  
Content Type ◽  
Institutional Accreditation ◽  
The Creation ◽  
Library Skills

Purpose The purpose of this paper is to examine the literature on student learning outcomes and academic libraries. An analysis of 81 papers revealed the following themes: outcomes assessment of library skills instruction, tools for assessing students’ achievement of learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes. An understanding of these themes highlights how student learning outcomes are created, assessed, and valued in the academy. Design/methodology/approach The methodology centered on a literature review of student learning outcomes and academic libraries from 2001 to the present. To identify relevant articles on this topic, the authors searched the library literature with various combinations of the following keywords: learning outcomes, library, academic, university, college, and higher education. Findings An analysis of 81 papers on student learning outcomes and academic libraries revealed the following five themes: outcomes assessment of library skills instruction, assessment tools for student learning outcomes, institutional accreditation and student learning outcomes, academic libraries’ impact on student learning outcomes, and the creation of learning outcomes. Research limitations/implications The research was limited to articles published in English and after 2000. Practical implications The findings can be utilized to inform instructional librarians about creating and assessing student learning outcomes. In addition, the paper can assist librarians in forging partnerships with academic departments and faculty in creating student learning outcomes to support course and departmental outcomes and accreditation efforts. Originality/value The research offers librarians opportunities to incorporate student learning outcomes in library instruction as well as collaborate with faculty in creating student learning outcomes.

scholarly journals PENERAPAN PBL MELALUI PEMBUATAN TAMAN RUMPUT PADA MATERI LINGKARAN DI KELAS VIII

2019 ◽  
Vol 2 (1) ◽  
pp. 1-11
Author(s):  
Dian Septa Novari ◽  
Indah Widyaningrum ◽  
Widiawati W.
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Experimental Research ◽  
Student Learning Outcomes ◽  
Average Value ◽  
Class Viii ◽  
The Creation ◽  
Pbl Model

This study aims to determine 1) the student's activity during the implementation of PBL models and 2) student learning outcomes after the implementation of PBL models through the creation of grass park on the material circle in class VIII SMP Negeri 1 Pagaralam. This research is an experimental research category one shot case study involving 32 students of class VIII SMP Negeri 1 Pagaralam. The results showed that the activity of students during the loading applied to the model PBL through grass park is categorized as very active seen from the activity of visual, verbal, listening, metrics, and writing. While student learning outcomes after the implementation of the PBL model through the creation of grass park are categorized very well as indicated by the average value of students. Thus, the PBL model is very suitable for use in mathematics, especially in the area of a circle of matter.

Measuring longitudinal student performance on student learning outcomes in sustainability education

2018 ◽  
Vol 19 (3) ◽  
pp. 547-565 ◽  
Author(s):  
Meghann E. Jarchow ◽  
Paul Formisano ◽  
Shane Nordyke ◽  
Matthew Sayre
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Student Performance ◽  
Curriculum Design ◽  
Student Assessment ◽  
Student Learning Outcomes ◽  
Longitudinal Assessment ◽  
Content Type ◽  
Capstone Course ◽  
Assessment Of Student Learning

Purpose The purpose of this paper is to describe the student learning outcomes (SLOs) for a sustainability major, evaluate faculty incorporation of the SLOs into the courses in the sustainability major curriculum and measure student performance on the SLOs from entry into the major to the senior capstone course. Design/methodology/approach Through an iterative approach with a faculty advisory committee, SLOs were developed for the sustainability major. Curriculum mapping followed by evaluation of course syllabi were used to determine the extent to which each course addressed the SLOs. Student performance on most SLOs was measured through student assessment in an introductory and capstone course to evaluate the change in performance over time. Findings The core courses of the sustainability major were more likely to address the SLOs of the major than that of the elective courses. Where measured, student performance on the SLOs increased from the introductory course to the capstone course. Sustainability majors participated in an average of almost ten experiential learning opportunities focused on sustainability. Originality/value This research provides a longitudinal assessment of student learning in an undergraduate sustainability major. Because undergraduate sustainability degrees are generally new, this research can serve as a base upon which to continue to improve sustainability curriculum design.

An Exploration of High-quality Student Affairs Learning Outcomes Assessment Practices

NASPA Journal ◽  
2008 ◽  
Vol 45 (1) ◽  
Author(s):  
Adam S Green ◽  
Elizabeth Jones ◽  
Susan Aloi
Keyword(s):  
Student Affairs ◽  
Student Learning ◽  
Learning Outcomes ◽  
Outcomes Assessment ◽  
Student Learning Outcomes ◽  
Assessment Practices ◽  
High Quality ◽  
Learning Outcomes Assessment ◽  
Assessment Plans ◽  
Four Levels

This study was conducted because limited research has occurred in the area of co-curricular student learning outcomes assessment, which has resulted in confusion within the student affairs profession on how to develop and implement assessment plans. The purpose of this study was to examine high-quality assessment practices of student affairs divisions at three different research institutions in order to advance the value, usefulness, and understanding of learning outcomes assessment within the student affairs profession, so more student affairs divisions may begin assessing the co-curricular. Those student affairs divisions selected for this study represented assessment models with significant experience in successfully implementing assessments of student learning and development. These mature student affairs divisions who have substantial experience in successfully implementing their assessment plans were important to examine closely so that others can learn from their experiences.This study found that those student affairs divisions that participated in this study fostered a shared commitment to assessment. It became apparent that there are four levels of professional commitment to each student affairs division’s assessment initiative. Those four levels of professional commitment included: vice presidents, directors/coordinators of assessment, assessment committees, and unit-level professional staff.This research clearly indicates that successful assessment of student affairs learning outcomes requires the understanding that units are experts in their particular field; therefore, a decentralized model of assessment, facilitated by a coordinator or director, is most appropriate in student affairs. This study also explores the most commonly used assessment methods in student affairs, as well as student affairs efforts to collaborate in the assessment process. Moreover, this study investigates how student learning outcomes assessment results are used to enhance the student co-curricular experience. Finally, this study highlights the assessment successes and challenges identified by each of the three institutions that participated in this study.

Librarians and instructors developing student learning outcomes

2014 ◽  
Vol 42 (3) ◽  
pp. 484-498 ◽  
Author(s):  
Kacy Lundstrom ◽  
Britt Anna Fagerheim ◽  
Elizabeth Benson
Keyword(s):  
Student Learning ◽  
Learning Outcomes ◽  
Information Literacy ◽  
Student Learning Outcomes ◽  
Threshold Concepts ◽  
Content Type ◽  
Writing Instructors ◽  
Department Faculty ◽  
Practical Implications

Purpose – The purpose of this paper if to design a workshop that effectively facilitates the collaborative revision of student learning outcomes based on current research relating to competencies in information literacy (IL). Design/methodology/approach – This case study describes collaborations between librarians and writing instructors throughout an eight-week workshop. The workshop focused on using the results of assessments to revise learning outcomes and restructure instruction practices to help students in the areas they struggle with the most. Three significant frameworks, including threshold concepts, backward design and decoding the disciplines, were used to facilitate effective discussion and revise learning outcomes. Findings – The structure of the workshop based on three key frameworks stimulated innovation, fostered collegiality, prompted future collaborative opportunities and garnered buy-in for the importance and implementation of IL initiatives. This collaboration served as a pilot workshop for future plans to write and revise IL outcomes with other departments across campus. Practical implications – This study can serve as a model for future collaborations with any department faculty, especially when IL learning outcomes need to be articulated or revised. The frameworks described are particularly helpful for guiding this process. Originality/value – While much is written on librarian collaborations, this case study emphasizes the importance of creating even closer collaborative opportunities that place both non-library faculty and teaching librarians on equal footing, allowing everyone in the workshop to take part in the design and implementation of integrating IL into a program. It also gives concrete ways to use threshold concepts to discuss IL issues with faculty, which is a major focus of the newly drafted Framework for Information Literacy for Higher Education.

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