Welcome Lisa Star TLTG. Glad you can join us today. Hope you have a microphone and are in good voice! [Lisa Star TLTG] Hi deb [Lisa Star TLTG] Hello everyone! [Dorothy Potter PCC] No mike today either. [Julie] Hi [Julie] I don't have one [Lisa Star TLTG] yes [Lisa Star TLTG] If anyone wants to test their microphone - you are welcome to try it now! [Lisa Star TLTG] Sounds Good! [Lisa Star TLTG] Hello Anne! [Anne Zald] Good morning all, and Lisa, hope you are well in the Dakotas [Lisa Star TLTG] We are having a beautiful spring! [Lisa Star TLTG] Since we are in week three - I will not be running orientation today - but we will start in a few minutes! [Lisa Star TLTG] If you have questions or comments to share before the session - feel free to use the chat room or microphone before we get started. [Anne Zald] For those who logged on after Deb announced it, the ppt slides are linked to the workshop website if you want to print them out and use them for note taking. [Anne Zald] Today's ppt slides available at http://oli.tltgroup.org/2007/spring/ILAssessment/TLT%20session%203%20spring%202007.ppt [Anne Zald] The flag with the flower - what country is that? [Carol Reichardt ECSU] Congratulations on your recent recognition Debra! [barbara gaubeca] Sorry no mike today, but the other days the text here was fine to express myself. [Lisa Star TLTG] What was Deb's recent recognition? [deb gilchrist] thank you carol! its quite an honor - and humbling [Michael Simmons] hi, anyone else having sound problems? [Michael Simmons] working now [Carol Reichardt ECSU] She won the ACRL/IS Miriam Dudley Instruction Librarian Award Lisa. [Anne Zald] Yes [Peggy Burge UPS] We need to make sure all stakeholders (faculty, administration, etc.) are involved [deb gilchrist] great peggy! [deb gilchrist] have you developed the outcomes for the sessions collaboratively? [SandraRamdialNSU] All departments/programs involved are working together on student-learning [deb gilchrist] thanks sandra, yes! [NikkiJulian Marymount College] I go to English department meetings to discuss the learning outcomes for our IL instruction. [NancySosnaLakeForest] yes [Peggy Burge UPS] Each department here has a five-year curriculum review that we've started to participate with. [SandraRamdialNSU] The course could integrate an element of library related research [Michael Simmons] incorporate synonyms into a database search [NancySosnaLakeForest] in order to broaden or widen a search [Melissa Wong Marymount College] ...Boolean operators in order to narrow a search and retrieve more relevant results. [Michael Simmons] determine which source is appropriate for their research [barbara gaubeca] Are the articles peer-reviewed and authoritative [Anne Zald] use the most appropriate sources for their assignment [Melissa Wong Marymount College] ...articles in order to locate scholarly articles to satisfy assignment requirements [Julie] make informed decisions about what type of literature is out there [Stephanie Mathson CMU] ...analyze content and determine the best sources to use for papers. [Sharyn UMiami] identify appropriate resources for a research paper [Jon Fernald Palm Desert CA] evaluate critically the authority of information [Peggy Burge UPS] evaluate the most appropriate sources for their assignments [Melissa Wong Marymount College] in order to identify the correct MLA citation format to use. [barbara gaubeca] Name the originator of the site [bmorrisngcsu] Have them evaluate some actual websites you have pre-selected [NikkiJulian Marymount College] have them list 3 criteria for evaluation [Anne Zald] Not only who created the site but how could the students tell? [Dorothy Potter PCC] Have the students find 3 webpages on the same subject and have them rank them in order of quality. Also explain why they ranked them the way they did. [Carolyn Vickrey] Discuss criteria for evaluation. [barbara gaubeca] Evaluate more than if it is pretty or easy to use [Melissa Wong Marymount College] Rank 3-4 sites from best to worst with a short explanation (not so quick, though!). [Carolyn Vickrey] Compare various sites based upon specific criteria. [Melissa Wong Marymount College] I try to convince faculty to do an annotated Works Cited page or a ranked Works Cited page (best/most helpful source first, instead of alphabetical). [Amy Adams SEU] Have students write an annotated bibliography evaluating the sources they used. [Michael Simmons] look up the author of a website you've cited -- what else have they published? [barbara gaubeca] I found out that one of the most critical instructors was very pleased with the quality of the research papers presented by a class I worked with at one collegiate site. He didn't make the connection, but I did. [SandraRamdialNSU] scholarly, peer reviewed materials? [NancySosnaLakeForest] currency of information? [barbara gaubeca] Authority, reliability, relevance to assignment, [Dorothy Potter PCC] Primarily whether the students reasons for the ranking were logical. [Michael Simmons] the criteria is rational [Michael Simmons] definition of quality? [Melissa Wong Marymount College] Based on Deb's example, creating a list of possible criteria, then looking at the explanations for discussion of at least three criteria (and correct application of the chosen criteria). So, checking authority, currency, for footnotes or other sources.... [Michael Simmons] no, i'm not asking you for the def [Michael Simmons] you could compare the reasons for ranking with an established set of criteria, like the ALA 5 criteria for website evaluation [Dorothy Potter PCC] I provide the students with a variety of criteria to judge webpages. If they use those that's fine, but I leave it open for more creative means coming from the students. As long as their reasons are logical they have completed the assignment. [Melissa Wong Marymount College] I try to talk to students about HOW to use a site (so, McDonalds.com is reliable, if one wants investment information or nutrition information). So, discussion of how the site would be used to support the paper. [Anne Zald] Thanks Dorothy! That helps me understand your approach. [Jon Fernald Palm Desert CA] Thank you everyone for a very useful workshop. This will help a great deal in creating our IL sessions. [deb gilchrist] great jon - - glad it was helpful [barbara gaubeca] It was a passing moment for the instructor, gave me more enthusiasm for my work and I have worked on individual student difficulties with him since [Anne Zald] Thanks Barbara [Patricia SCTC] Thank you everyone! This was a great seminar! [Peggy Burge UPS] On the one hand, I've realized how much work we have ahead of us! On the other hand, I've realized that there is a great deal of work we're already doing that we can build on. [barbara gaubeca] I am still working way back to getting faculty to recognize the library as relevant to their students. Perhaps a catchy jingle that imbeds itself in the mind played subliminally. [Anne Zald] Glad you found it useful Patricia [Carol Reichardt ECSU] The pressure was taken off in trying to use all the standards of AAHE, ACRL, IL and higher education and to work at our institutional level on what matters to us. [Sarah Kolk] I appreciate your comment about letting go of some of the national standards -- they do seem rather overwhelming. [Michael Simmons] I especially appreciate the process of going somewhat backwards -- starting with objectives, then looking at assessment criteria that will achieve the objective. [NancySosnaLakeForest] I appreciated today's more practical information, as opposed to the more theoretical ideas presented at the previous two sessions. [Peggy Burge UPS] Deb, could you explain the difference between measurable and judgable again? [Michael Simmons] I like seeing the parallels of assessment on the student and program level [deb gilchrist] mark battersy - -so whats a learning outcomes anyway? [Julie] Thanks for providing the websites of what others are doing. These are great examples! [Anne Zald] battersby [Melissa Wong Marymount College] That's a great article! [Carol Reichardt ECSU] The page of resources provided along with the powerpoint, webcasts, audio, etc. were very well done. [barbara gaubeca] One of the things I would like to see, but I have not been able to do is to correlate the final paper grade with those who engaged in IL class. The faculty get afraid of FERPA violation [Melissa Wong Marymount College] Barbara, we are pretty strict on FERPA here, but FERPA does allow all college officials to see this data. We've tried to do some correlation in the past (grades and IL participation). [Michael Simmons] Does anyone know of some good examples of student evaluations for instruction sessions? [Melissa Wong Marymount College] Our conclusion was that students who are failing the class are disengaged or struggling for multiple reasons, so it is hard to prove a direct correlation. [barbara gaubeca] I thought it would be grade of a research project and done without names attached. [Michael Simmons] barbara, if you can get the prof to stratify the assignment (annotated bib first, then outline, etc.) you can zero in on the research aspect without having to see the final grades. [Anne Zald] Michael, an interesting suggestion! [Anne Zald] Shifting from summative (grade) to formative (process) as an assessment strategy [SandraRamdialNSU] Thank you all very much. This has been an informative and useful workshop (I am not a Librarian but do research and assessment) [susansmithHarkerSchl] Are the 4 outcomes for Pierce for one year? Five years? Do they get revised? [Michael Simmons] thanks! [Peggy Burge UPS] Thanks, Anne and Deb! [Anne Zald] Lisa you are far far away [Melissa Wong Marymount College] Thanks very much! This was helpful as we try to make our program assessment more robust. [Anne Zald] Yahoo Deb!! [stevegilbert TLTG] hooray!!! [Carol Reichardt ECSU] I've been to several IL Assessment workshops but now I finally feel I have a place to begin a meaningful assessment. Thank you! [Anne Zald] Carol that is a remarkable comment - thank you! [barbara gaubeca] Thank all of you for your suggestions. I found an old videotape from DuPage that addressed the faculty recognition issue but it still requires they speak to you. And they are confident enough to not have a turf war. [Carolyn Vickrey] Thanks for all your help. This workshop provided lots to think about and to work with as we begin or refine our assessmentprograms. [deb gilchrist] great carolyn - - thanks and good luck! [Lisa Star TLTG] http://oli.tltgroup.org/2007/spring/ILAssessment/workshop.htm [Stephanie Mathson CMU] Thanks, Anne and Deb. As I revise learning objectives and outcomes assessment for a one-credit research class my colleagues and I teach, the info you've given will be very helpful. [deb gilchrist] we wish you well stephanie [Stephanie Mathson CMU] Thanks, too, Lisa and Steve, for making this happen. [Lisa Star TLTG] Your welcome - Thank you to everyone!