1)
Name and Institution
Lori
Buchanan, Austin Peay State University
2)
Name of Faculty Collaborators,
Departments and Contact Information
Jim
Clemmer, Al Bekus and Jill Franks, Languages and Literature (931.221.7891); I
worked with Jim to create Humanities 1010-1020; Al Bekus has taught these
courses and the companion “Heritage Humanities Fine Arts” courses from their
inception; Jill Franks has taught HUM 1010-1020 during the last three years
Ted
Jones and Danna Gibson, Speech, Communication and Theatre (931.221.7378); Ted
has taught HUM 1010-1020 for several years; Danna has been involved for two or
three years
Anne
Berwind, DeAnne Luck and Elaine Berg, Woodward Library (931.221.7618); Anne and
I have taught HUM 1010-1020 from the beginning; DeAnne has taught these courses
several years; Elaine is involved for the first time this year
Maureen
McCarthy, Psychology (Assessment)
(931.221.7233); Maureen will provide valuable feedback on assessment and run the
assessment data entered by a student worker
3)
Course Name and Course
Description in Which Assessment Will Occur
Humanities 1010-1020 Writing, Speaking and Researching Across the Curriculum (see attached syllabi): Humanities 1010 provides intensive training in writing across the curriculum, in library research, and the principles of oral communication. Emphasis is on gathering information, evaluating sources, and presenting ideas forcefully in both writing and public speaking; Humanities 1020 is a continuation of 1010, with emphasis on writing about literature and the fine arts.
·
Build on
what is already occurring in Humanities 1010-1020; see syllabi, assignments and
outlines under 8) below
·
Consult
standard assessment sources, such as
The Art and Science of
Classroom Assessment: the Missing Part of Pedagogy
by Susan M. Brookhart
Assessing Learners in Higher
Education by Sally Brown and Peter
Knight
Practical Guide to Alternative
Assessment by Joan L.
Herman, et al.
Classroom Assessment Techniques: a
Handbook for College
Teachers by
Assessing Student Performance:
Exploring the Purpose and Limits of
Evaluating Library Instruction:
Sample Questions, Forms, and Strategies
·
Concentrate
on “performance assessment” as defined by Brookhart, in which performance
tasks are identified and a scoring scheme (rubric), which contains specific
criteria matched to specific learning outcomes (e.g. ACRL IL Competency
Standards), is developed
·
Utilize
Brown’s and Knight’s “principles for sound assessment,” which include,
among others, using several methods, assessing more than one activity and
assessing the same competencies several times
·
Incorporate
“authentic assessment” (real world performance tasks) as espoused by
Wiggins, Herman and Brookhart
·
Define with
clarity learning outcome expectations and share those with students in the
course syllabi
·
Include
pre-testing and post-testing of students in order to find out if their
performances significantly changes as a result of information literacy
instruction
·
Explore
student self-assessment, classroom faculty assessment and library faculty
assessment of the identified performance tasks using
common task-specific scoring rubric, and
·
Use student
portfolios as a means to holistically assess the entire learning process
5)
Ideas on Assessment Instrument
to Use
I
am not sure of a specific existing instrument that I might use;
I am under the impression that our project task is to design our own
instruments, but I am also very concerned about establishing validity and
reliability for a locally developed instrument.
6)
Information Literacy Standards
to be Assessed
·
Assess ACRL
Information Literacy Competency Standard Three dealing with evaluation of
sources
·
Use
Evaluation as the framework for teaching many IL concepts and as the main theme
in all assignments
·
Use the
specific IS objectives found in the ACRL Instruction Section’s Objectives for
Information Literacy Instruction: A
Model Statement for Academic Librarians as a guide for both instruction and assessment
7)
Integration of Information
Literacy in the Selected Courses
·
Already
thoroughly integrated into these courses (see attached syllabi)
·
Nearly all
writing and speaking assignments require integration of sources, which opens
door for information literacy instruction
·
Information
literacy assignments dovetail as much as possible with the papers and speeches
which students prepare
8)
Information Literacy
Assignments and Instruction Outlines
See
attached assignments and outlines, which will be revamped using evaluation
(IL Competency Standard Three) as the framework.
9)
Other Anticipated Activities
Related to This Project
·
Other
courses will be further influenced by the information literacy instruction
integrated in the Humanities 1010-1020 courses
·
IL
Competency Standards and IS Objectives will impact other courses
·
IL
assessment will more likely occur in other courses
10)
Faculty Collaboration on This Project to Date
·
IL
Initiative presentations, which involved Humanities 1010-1020 faculty as well as
other campus faculty, occurred several times this semester
·
Informal
conversations among various faculty involved in this project have been taking
place this semester