Assessment of Student Learning


SPRING, 2000


Phase I.

Unit Mission/Goal(s)

Please state your unit’s mission/goal(s):

From Briggs Library 5-year plan, 1994-1999:

Goal 1: To support UMM’s goal of achieving instructional excellence, Briggs Library will provide

access to resources that support the curriculum.

Objective 7. Provide a program of user education for students, faculty and staff to facilitate their use

of resources available at Briggs Library and electronically from the rest of the world.

Please describe how your unit mission/goal(s) relate to the institutional mission

Mission Statement of Briggs Library:

"The mission of the Rodney A. Briggs Library is to support the University of Minnesota, Morris in its efforts to achieve its place among the best liberal arts colleges in the region through its commitment to instructional excellence and undergraduate and faculty research, at the same time recognizing that the University is an educational resource and cultural center for citizens of west central Minnesota. To this end, Briggs Library has as its first priority serving the information needs of its primary clientele: the students, faculty and staff comprising the campus community...."


Student Learning Objectives/Expected Outcomes

Learning Objective 1.

Students will be able to analyze a topic and identify key concepts.

Expected Outcome 1.

Students given a topic can "dissect" it and state its key concepts.

Learning Objective 2.

Students will be able to formulate a successful search strategy.

Expected Outcome 2.

Students can successfully derive important key words from key concepts and translate them into controlled vocabulary terms as necessary to develop a successful search strategy.

Learning Objective 3.

Students will be able to select and use appropriate print and electronic research tools.

Expected Outcome 3.

Students can select two or three appropriate print and/or electronic research tools and can successfully apply a search strategy they developed to find information on the given topic.

Learning Objective 4.

Students will be able to find relevant information sources for their particular assignment.

Expected Outcome 4.

Students can demonstrate the ability to find relevant sources of information for a particular assignment.

Learning Objective 5.

Students will be able to make critical judgments on those sources.

Expected Outcome 5.

Students can demonstrate the ability to make critical judgments about the appropriateness, accuracy, and authoritativeness of the information resources they have found and select the most appropriate for their assigned topic and task.

Learning Objective 6.

Students will be able to integrate these concepts and skills into their academic experience and apply them to a major field of study.

Expected Outcome 6.

Students can demonstrate synthesizing information from multiple sources and using it in a written assignment showing a coherent understanding of the topic assigned.


Assessment Methods & Tools

Method(s), Measure(s), and Instrument(s) for Expected Outcomes 1 - 6.

Students will be given pre and post tests to demonstrate increased understanding and skills.

Students will be surveyed at end of unit to gauge their perception of their learning and improvements they would like to see in teaching methods, assignments, etc.

Faculty will be surveyed for their satisfaction with student skills after completion of unit.

Alumni will be surveyed one year after graduation about their perceived value in the learning units they experience at UMM.

Outcomes 1 - 6


Starting Date for the Implementation:

Fall Quarter, 1999


Anticipated Date for the First Results:

End of Fall Quarter, 1999



Phase II.

Use of Observed Outcomes and Possible Actions

Please comment on the possible use of the findings of your assessment plan.

In responding to this question you may want to consider the following issues; How would the results of the assessment be communicated to faculty in your own and other disciplines? How could the results be used to improve the student learning and programs? How could the results produce input to other related processes (e.g., academic and nonacademic planning, curriculum review)? How could the results of the assessment change your unit’s mission/goal(s)? With which other units would you like to share the results of your assessment?

On going assessment of our user program will be communicated among the librarians through written reports, surveys, regular meetings, planning sessions and annual reviews of evaluations submitted by faculty of session offered for their classes and by students of freshmen common course and/or orientation session. Based on the librarians’ analysis of this information, they will experiment with changes in format, content, handouts, assignments and teaching methods to increase student learning and faculty satisfaction with the library’s user education program.

To the extent the librarians are involved with individual faculty to design course assignments with information components for student learning in particular courses, and analysis of the completed assignments can be useful to both the librarians and the faculty members in analyzing the success of that strategy to achieve the desired learning objectives by the students. As more analysis of student learning accumulates, the Library’s user education program will change in a direction that shows increases in student learning and retention of information literacy concepts and skills.