Using an Impact Study to assess a Library Research Program€¦ · BBA Library Research Program - 2018 All sections of . both capstone courses. Courses required . by all in a major
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Using an Impact Study to assess a Library Research Program Karen Leeseberg, Outreach Librarian Business Library SMU Libraries Cox School of Business Southern Methodist University Barringer Crater aerial photo by USGS
Cox School of BusinessSouthern Methodist University Barringer Crater aerial photo by USGS
Photo credit: Microsoft Office Online Clip Art website
Curriculum Mapping with ACRL Standards
One-shots
Coordination with Faculty
Negotiations with Administrators
Framework
2003
2017
2014
Impact Study
2010
Program fully implemented
Creating BBA Library Research Program
Presenter
Presentation Notes
Integration into curriculum, not separate library course or optional sessions…. From baby steps to truly impacting curriculum took a long time, but well worth the effort Not all linear. Much repetition of steps. 2014 fully integrated; those students graduated in 2017 Need to evaluate
an “orientation to capstone” logical progression Initial course line-up Additional IL tag course (ITOM) at faculty request in 2015; BLI at career counselor request 2016 was the third academic year to fully implement the BBA Library Research Program. Core Courses: (Soph) BLI 3302 – 8 sections; assignment ITOM 2308 –4-5 sections; small assignment Subject-specific: (Jr) ACCT 5314 – 3 sections; project FINA 4326 – workshops and assignment MKTG 3342 – 1 section; project MNO 3371 –1 section (no lib involvement); paper Capstone: (Sr) CISB 5397 – 2 sections; business plan STRA 5370 - 3 sections; paper
Initial Impact Study - 2017
• 4/12 plus 4 others = 8• 3 majors / 2 Capstones• Variety of survey responses
Qualtrics survey of Spring 2017 Capstone course students
Responded No response155
35%
Agreed to be Interviewed
Consented
14%
Actually Interviewed
Qualtrics Other
2.5%
Presenter
Presentation Notes
Small numbers, but good for first attempt 240 students received survey 84 completed survey
Survey results - 2017
• Less than half knew which classes contained library research components
• 90% used databases to complete assignments
• 64% used better quality research sources
• 56% have asked a librarian for assistance
Statement that best reflects your feelings about using library resources
50% Only when required for an assignment.24%
Frequently used and they were very useful
12% Use Google for my research assignments
10% Rarely or never needed to use library resources
5% Library resources weren’t very useful.
Presenter
Presentation Notes
Bit surprised that less than half knew which classes had library components. Once in the interviews, most could discuss, so not as concerned. They just don’t think about it in the same terms as librarians. Really pleased with other findings even if they didn’t know which class it had happened during… What did you gain from those encounters? 90% Learned to use databases that helped complete assignments 64% Using better quality research sources Librarian assistance: 18% more than once Discuss pie chart
Fall 2015 ACCT orientation orientation? ITOM orientation orientationITOM BLI BLI
ITOMSpr 2016 CISB BLI MKTG ITOM ITOMFall 2016 ACCT ACCT BLI
CISB MKTGSpr 2017 FINA STRA CISB CISB
CISBSTRA
BBA Scholar Student 1 Student 2
Fall 2013 BLI 1110 BLI 1110
Spr 2014 ITOM
Fall 2014 BLI
Spr 2015 BLI ITOM
Fall 2015 FINA
Spr 2016
Fall 2016 FINA
Spr 2017 CISB CISB
Progression of classes in DPR (foundation, major, capstone)
Presenter
Presentation Notes
DPR=Degree Progress Report Students brought a copy to the interview so we could see what courses they really took and when Entered BBA program as BBA Scholar 2 Regular UG0 Transfer6 Major – Appropriate distribution FINA3 ACCT3 MKTG2 Note that BLI was taken as senior by one and junior by transfers, but 4 took it as sophomores
Interview findings - 2017
Presenter
Presentation Notes
Scheduled half hour; each took about 15 minutes. Need to decide what is important to learn I chose: orientation – No real impact, mentioned duplication w/BLI workshops / Bloomberg certification – best to have prof recommend/require; Two students made a conscious effort to attend most of the workshops and found them all to be useful. BBA Scholar took some his freshman year classes with most impact – No one mentioned ITOM other courses and uses (internships) favorite d/b – 4 diff titles, and 4 others mentioned at some point during the interview
2017 students started taking BLI 3302 earlier. Interviews indicated that BLI and orientation were repetitive. Stopped doing in-person orientation workshop. Students get that basic info in BLI with career assignment.
Impact Study - 2018
• 16/29 plus 2 others = 18• 3 majors / 2 Capstones• Variety of survey responses
Qualtrics survey of Spring 2018 Capstone course students
Responded No response155
52%
Agreed to be Interviewed
Consented
25%
Actually Interviewed
Qualtrics Other
7%
Presenter
Presentation Notes
STRA professor gave EC for doing interview. Got a lot more initial surveys as well. 225 students received survey 117 completed survey Only one student from Entrepreneurship for the interview.
Survey results - 2018
• Students have no idea which courses contain a library component
• 90% used databases to complete assignments
• 51% used better quality research sources
• 54% have asked a librarian for assistance
Statement that best reflects your feelings about using library resources
46% Only when required for an assignment.28%
Frequently used and they were very useful
13% Use Google for my research assignments
4% Rarely or never needed to use library resources
9% Library resources weren’t very useful.
Presenter
Presentation Notes
13 interviewed students gave permission to compare the survey results with their official degree progress reports. Only two had them all correctly identified. Three only identified Strategy, the course in which they were taking the survey. Four identified only their major and the capstone, leaving off the earlier courses. Two students included courses they did not take. Other results VERY similar to previous year, which helps confirm validity Lowest two on pie chart were reversed from previous year
Interviewee demographics - 2018
BBA Scholar Student 1 Student 2 Student 3 Student 4Fall 2014 BLI 1110 BLI 1110 BLI 1110 BLI 1110Spr 2015Fall 2015 ITOM ITOM ITOMSpr 2016 BLI ITOM BLIFall 2016 BLI MKTGSpr 2017 FINA FINA BLIFall 2017Spr 2018 STRA STRA STRA FINA
STRA
Busi Direct Student 5 Student 6 Student 7Spr 2016 ITOM started Cox started CoxFall 2016 FINA BLI BLI
ITOM ITOMMKTG FINA
Spr 2017 BLIFall 2017Spr 2018 CISB STRA STRA
Regular UG Student 8 Student 9 Student 10 Student 11 Student 12 Student 13Spr 2016 BLI ITOMSumr 2016 BLIFall 2016 ITOM started Cox BLI BLI
ITOMSpr 2017 ITOM FINA BLI FINA FINA
ITOMFall 2017 BLI MKTG ITOM
FINAFINA
Spr 2018 STRA STRA STRA STRA STRA STRAFall 18 grad
Transfer Student 14 Student 15 Student 16 Student 17 Student 18Spring 2014 orientationFall 2014 ITOMSpr 2015 BLI
FINAFall 2015
ITOM transfer
Spr 2016 not in school
Fall 2016 started Cox started Cox
Spr 2017 ITOM BLI started Cox BLIITOM FINA
Sumr 2017 BLIFall 2017 MNO BLI
ITOMJan 2018 CISBSpr 2018 STRA FINA CISB CISB
STRA MNO exception
Progression of classes in DPR (foundation, major, capstone)
Presenter
Presentation Notes
Entered BBA program as Much better distribution of student types�BBA Scholar 4 Busi. Direct3 Regular UG6 Transfer5 Major ACCT0 FINA13 MKTG3 MNGT2 Much better flow of courses. Student 4 took BLI late for personal reasons and noted that it would have been far more useful earlier. One Bus Dir (5) took it late. Transfer students still take it late, but even they had it before or with their major course. The students all took at least one BBA Library Research Program course by their second semester of admittance to Cox.
Interview findings - 2018
• Additional questions on
• ITOM
Presenter
Presentation Notes
Many students spent almost the entire 30 minutes talking about their experience. Weren’t just doing it to get EC. While some student comments mentioned the hands-on orientation was helpful, many did not really recall it at all. Comments such as “didn’t know what it was needed for” until later classes and “could use it later” reinforce the benefits of connecting to actual assignments, which is done in BLI. Workshop attendance way down except for required courses. Five students specifically mentioned they did not realize all these workshop topics were an option for all students Six students recommended having professors in class advertise them. Three students learned about the workshops via e-mails, one website placement Courses w/impact: ITOM specifically mentioned by 2 While MNO was not listed as a course with most impact, the one student who took it said that no librarian participated with the class, but he used Library Search, Mergent Intellect and PrivCo for his project. These are all resources covered in BLI, which he took the semester before. Two respondents mentioned overlap or repetition in courses, particularly in regards to Mergent Intellect, but in a neutral or positive way. For example, “I will use the databases for company research like I have done in the past.” Other uses: Many other courses (specific ones, indicating they do know what they are when given a list), job search, clubs, personal research. The variety of courses, databases, and other results mentioned by the students demonstrates that the BBA Library Research Program skills are being applied for practical use, which is a primary goal of Business Library instruction.
