The document discusses Champlain College's approach to embedding information literacy within its new core curriculum, emphasizing the need for assessment and evidence of student learning over four years. It highlights strategies for measuring impact, collaborating, and transforming challenges into opportunities while fostering a culture of innovation. Additionally, it underscores the importance of aligning with faculty and administration goals to enhance the relevance and quality of the assessment process.

1. Building brick by brick: A pragmatic approach to measuring impact Sarah Faye CohenInformation Literacy LibrarianJanet R. CottrellDirector of Academic Resources & the LibraryMichelle G. MillerSenior Associate ProvostChamplain College, Burlington, Vermont, USA

2. Champlain College, Burlington Vermont2000 on-campus studentsProfessional FocusMultimedia GraphicsE-gamingDigital ForensicsBusinessNew Interdisciplinary Core CurriculumRoll-out began Fall 2007http://www.flickr.com/photos/glemak/270321175/

3. Champlain’s Unique “CORE” CurriculumSequential, linked, theme-based coursesInterdisciplinaryInquiry-basedCommon, master syllabiCommon textsCommon, project-based, research assignmentsApple Core (1992) by ClaesOldenberg (1929- ), Billy Rose Sculpture Garden, Israel Museum in Jerusalem.http://www.flickr.com/photos/imagemd/827470717/

4. Champlain’s Information Literacy Program“All students, all four years”IncrementalEmbeddedInquiry BasedRubric-based assessmentsCommon curriculumhttp://www.flickr.com/photos/malloy/195204215/

5. EPortEvidence that students are learning the skills and the concepts we are teaching.“Map” IL outcomes taught and assessed in Core classes.Track instruction and assessment of outcomes in a matrix.Use the data to inform our teaching.http://www.flickr.com/photos/prawnpie/72710206/

6. Discover Data

7. Some data charts are:Easy to Read, Happy, UsefulNumber of people entering the library

8. Some data charts are:Easy to Read, Happy, UsefulNumber of people entering the libraryNumber of books checked out

9. Some data charts are:Easy to Read, Happy, UsefulNumber of people entering the libraryNumber of books checked outNumber of reference questions answered

10. How Data is Presented Elicits some reactions.

11. Some Data Charts Are Not.

12. How Data is Presented Elicits some reactions.

13. Collaborate

14. No one is an islandLearn from other assessment effortsExplore unexpected avenuesCenter for Instructional PracticeInformational interviewingBring a beginner’s mindhttp://www.flickr.com/photos/msojka/4227411105/

15. Encountering ObstaclesExpect some roads to be closedLook for other partners, other opportunitiesUnderstand and learn about the block and what it can mean for your assessmenthttp://www.flickr.com/photos/whartz/1209257477/

16. Find allies and let the word spreadCultivate individual connectionsAnnotated Bibliographies as an exampleAsk for helpBe patientCelebrate small victoriesExpress gratitudehttp://www.flickr.com/photos/marcoveringa/3203134555/in/photostream/

17. Make Decisions when Necessary

18. Make decisions when necessarySometimes you can wait for a culture to evolve organically…Sometimes you just have to help it along.http://www.flickr.com/photos/24761036@N00/2904177517/

19. Building on what you have and building what you needWe have a culture that is nimble and innovative.http://www.flickr.com/photos/jeffica/3973440757/

20. Building on what you have and building what you needWe have a culture that is nimble and innovative.We did not have a foundation in information literacy or assessment.http://www.flickr.com/photos/jeffica/3973440757/

21. Building on what you have and building what you needWe have a culture that is nimble and innovative.We did not have a foundation in information literacy or assessment.We needed to create a plan quickly.http://www.flickr.com/photos/jeffica/3973440757/

22. Mandate 1We WILL embed Information Literacy in the new Core Curriculum...http://www.old-picture.com/crimean-war/000/pictures/General-Bosquet-giving-orders-001.jpg

23. Mandate 2We WILL spread our instruction throughout our students’ college careers !http://www.old-picture.com/crimean-war/000/pictures/General-Bosquet-giving-orders-001.jpg

24. Mandate 3We WILL devise meaningful impact measures !http://www.old-picture.com/crimean-war/000/pictures/General-Bosquet-giving-orders-001.jpg

25. Emphasize Meaning and Usefulness

26. Making MeaningAddress the needs of various audiencesRevise Questions DataRepeatAdjust data views until they can be seenhttp://www.flickr.com/photos/photobunny_earl/993311118/

27. Meaningful to StudentsThe big question from students: What’s in it for me?Tie into existing motivationBe persistenthttp://www.flickr.com/photos/seandreilinger/2326448445/

28. Meaningful to FacultyConnect to what faculty care aboutStudentsTheir coursesSpeak their languageModel assessmentContexthttp://www.flickr.com/photos/drurydrama/2198820696/

29. Meaningful to AdministrationCapitalize on existing initiativesQualityReturn on investmentCapitalize on external pressuresAccreditationAccountability“Close the loop”http://www.flickr.com/photos/mutantmandias/3061053256/

30. Question: Are Students Learning IL?Data: Mean Scores

31. Question: Better at Citation?Data: Percent students meeting expectation Note: First year students in 2007 vs different group of first year students in 2008

32. Question: Better at Citation?Data: Tracking 2007 Cohort

33. Question: Are they the same students?Data: Individual student score changes

34. Question: Are they the same students?Data: Individual student score changes

35. Next StepsOur next question: Which students are we reaching?New data needsIdentify sub-populations (gender, area of study)Demographic informationPlay with data displayhttp://www.flickr.com/photos/8829172@N02/3993827024/

36. Tolerate Uncertainty

37. How to cultivate tolerating uncertainty? Create a culture in which it is OK for things to not work.Trial and errorPilot projectsModel the behaviourhttp://www.flickr.com/photos/slaff/1523973250/

38. How to cultivate tolerating uncertainty? Create a culture in which it is OK for things to not work.Trial and errorPilot projectsModel the behaviourRemember: “Fail often to succeed sooner”http://www.flickr.com/photos/slaff/1523973250/

39. Keep your Eye on the Prizehttp://www.flickr.com/photos/91021420@N00/68366862/

40. Emphasize the formative nature of project— “formative assessment”http://www.flickr.com/photos/mike-bensalem/3438900700/

41. Scalloping: Ups & Downshttp://www.flickr.com/photos/slimjim/2675461650/

42. Tolerating UncertaintyUncertainty is keyInquiry-based learningInformation Literacy (i.e. Kuhlthau)Assessmenthttp://www.flickr.com/photos/sara/277695784/

43. Tolerating UncertaintyUncertainty is keyInquiry-based learningInformation Literacy (i.e. Kuhlthau)AssessmentOur process mirrors our methodologyhttp://www.flickr.com/photos/sara/277695784/

44. Questions?Feel free to contact us:Sarah Cohen: cohen@champlain.eduJanet Cottrell: cottrell@champlain.eduMichelle Miller: miller@champlain.edu