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ItemAssessing library instruction: Lessons learned from a pilot evaluation survey for non-credit instruction in academic libraries(Georgia Institute of Technology, 2024-11) Frizell, Matt ; Givens, MarleeThe Georgia Tech Library developed and piloted a mixed-methods survey to evaluate non-credit instruction by librarians and archivists, aiming to complement existing campus-level evaluation tools and support promotion processes. The short survey, designed to maximize student response rates and avoid survey fatigue, did not provide deep or actionable feedback, prompting the use of alternative methods like peer observations for more meaningful insights. Purpose & Goals Can we create an evaluation survey for course integrated instruction and drop-in workshops that complements for-credit course evaluation tools used at the campus level? Many librarians and archivists at this institution teach, but most of this instruction is not for course credit. The few who teach courses for credit benefit from evaluation at the campus level through the Course-Instructor Opinion Survey (CIOS) from the Office of Academic Effectiveness. CIOS results are attached to librarian and archivist promotion dossiers. Our library has piloted a survey for non-credit library instruction. When this project started, changes to our department's promotion process and integration with promotion review processes at the campus level motivated us to show instruction effectiveness in some way. The pilot survey is similarly meant to offer meaningful feedback for individual instructors, their supervisors (annual review), the library review committee (promotion and cumulative reviews), library leadership, and our non-tenure-track faculty peers (promotion reviews). Design & Methodology The non-credit instruction evaluation survey is a mixed methods approach utilizing Qualtrics software. The survey was designed in two parts: 1) The survey itself which consists of 5 Likert scale questions and one open ended essay response field and, 2) a URL generator which embeds metadata, allowing for consistent formatting and easier categorization. In designing this project and creating a methodology, one goal was to develop a consistent vocabulary and approach to evaluating instruction. Part of the design process included creating a shared glossary which helped determine the scope of instructional types. A working group developed the questions and refined survey focus, gathered feedback from library faculty colleagues, and launched a pilot program with training. Findings After launching the pilot project in spring of 2023, we analyzed the first round of results and feedback from the pilot participants. The focus of this initial debrief was to understand the experience of administering the survey and any issues. Following the debrief, we made changes to the tool itself, editing the questions based on instructor feedback and attendee responses. At the time of this proposal, one year into the pilot, we have data from 12 instructors across 85 classes. We have collected over 1000 responses and over 250 open-ended comments. The poster will show average scores, the estimated response rate, a selection of typical comments, and any differences noted between responses for course-integrated instruction and drop-in library workshops. A finding of the project was that the nature of the short survey did not lend itself to deep or actionable criticism of the instructors or courses. This was purposeful – the survey designers sought to maximize student response rates in an environment where students suffer from survey fatigue. In reviewing the literature during survey design, we found that students are not motivated to complete a long survey (Hoel & Dahl, 2019), and that low response rates can indicate lower validity of the results (Chapman & Joines, 2017). Moreover, librarians and archivists can use other means to solicit more meaningful feedback, such as peer teaching observations, or surveying the professors in whose courses we provide instruction. Chapman, D. D., & Joines, J. A. (2017). Strategies for increasing response rates for online end-of-course evaluations. International Journal of Teaching and Learning in Higher Education, 29(1), 47-60. Hoel, A., & Dahl, T. I. (2019). Why bother? Student motivation to participate in student evaluations of teaching. Assessment & Evaluation in Higher Education, 44(3), 361-378. Action & Impact The Georgia Tech Library now has a tool which we can use to show quality, impact, and value of Library non-credit instruction for both workshops and course integrated instruction. At the time of this proposal, we have presented the first years’ worth of findings to library faculty and leadership, and general results will be included in the Library’s 2023 impact report. In the coming year or two, we will be able to test whether the survey results are meaningful additions to annual or promotion review dossiers. This will be evaluated by gathering feedback from the librarian or archivist using the tool, their managers, and the library and Institute faculty review committees. Another area of focus will be on whether the comments and scores create actionable feedback to improve instruction or lead to follow-up processes such as peer or campus led teaching observations. We hope that the tool and those resulting critiques will improve instruction and therefore student success. Practical Implications & Value Student success is a nationwide concern. The extent to which improvements to library instruction contribute to better student outcomes is a question we hope to shed light on. A review of the literature indicates ongoing efforts at assessing student learning in library instruction sessions, but fewer examples of student evaluations of library teaching. We hope our poster will add valuable feedback and contribute to the body of research and librarianship. Additionally, there seems to be a trend toward data-based decision making within libraries, mirroring trends across the academy. Our project looks at a potential model for applying student evaluations of teaching to non-credit instruction formats, that complements existing evaluations of credit-bearing courses.
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ItemTechnical Services Training Top Ten(Georgia Institute of Technology, 2024-10) Givens, MarleeIn today’s technical services organization, staff development plays a pivotal role in enhancing service delivery. Librarians, as lifelong learners, recognize how a strong learning culture can lead to organizational success. This interactive session explores a variety approaches to integrating formal and informal training into daily workflows, fostering a culture of continuous improvement, strengthening participant buy-in and peer collaboration, and increasing job satisfaction. Come hear a top ten and leave with a plus-one idea for your own workplace.
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ItemTransforming LibGuides: A Case Study(Georgia Institute of Technology, 2024-09) Givens, Marlee ; Holdsworth, Liz ; Jeffcoat, HeatherThis presentation delves into the comprehensive overhaul and streamlining of Georgia Tech Library's LibGuides and A-Z database list. Through detailed case studies, we illustrate the development of new workflows, the establishment of a template, rubric, and style guide for content creators, and the formation of a dedicated team to redefine database links, update descriptions, and ensure consistency. We highlight the strategic decisions and collaborative efforts, including cognitive load principles and accessibility standards, that optimized the user experience. Our approach underscores the importance of simplicity and organizational buy-in in effectively sharing expertise with an online audience.
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ItemDemocracy in Focus: Exploring Media Literacy with the Carter Center(Georgia Institute of Technology, 2024-04-17) Leu, Olivia ; Morris, Sarah ; Richardson, DanThe Carter Center’s Sarah Morris, Dan Richardson, and Olivia Leu will provide insight into the Center's mission, projects, and the crucial role of media literacy in today's society. Additionally, the presenters will share insights into broader democracy programs, internship opportunities, and avenues for student engagement. This event is tailored for both graduate and undergraduate students eager to understand and contribute to the intersection of democracy and media literacy. Discover how you can take the first steps toward involvement in this vital work. From recommended classes to extracurricular activities, our speakers will guide you on the path to making a difference. Moreover, get a sneak peek at the upcoming media literacy instruction slated for fall 2024, complete with a certificate of completion
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ItemBefore the First Three: Reckoning with Tech’s History and Realizing A Better Future(Georgia Institute of Technology, 2024-02-28) Bolton, Samantha ; Brinson, Alexandra ; Manning, Karen ; McGee, Alexandra ; Nwasike, Adaiba C. ; Onyia, Chisomebi B. ; Trotman, CamilleThe Library and the Library Engagement and Inclusion Council invites you to learn about the uncovering of a student’s family history at segregation-era Georgia Tech and the Archives' role in restoring the true story of desegregation at the Institute. Join Karen Manning, Engagement and Inclusion Librarian, Georgia Tech student and member of the Organization for Social Activism (OSA) Samantha "Sam" Bolton, University Archivist Alex McGee, Association of College and Research Libraries (ACRL) Diversity Resident Alex Brinson, plus invited guests from Student Government Association and the NAACP for a discussion reflecting on the greater history of Georgia Tech prior to 1961. From there, they will explore the recent past, present, and the outlook for history and accountability -- including the shortcomings and significant progress for students and the institution.
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ItemWe, the Data: Human Rights in the Digital Age(Georgia Institute of Technology, 2024-02-15) Wong, Wendy H.Wong’s We, the Data is a rallying call for extending human rights beyond our physical selves — and why we need to reboot rights in our data-intensive world. Exploring the pervasiveness of data collection and tracking, Wong reminds us that we are all stakeholders in this digital world, who are currently being left out of the most pressing conversations around technology, ethics, and policy. By exploring data rights, facial recognition technology, our posthumous rights, and our need for a right to data literacy, Wong has crafted a compelling case for engaging as stakeholders to hold data collectors accountable.
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ItemAI, Art, and Afrofuturism: STEAM learning with Dr. Nettrice R. Gaskins(Georgia Institute of Technology, 2024-02-08) Gaskins, Nettrice R.
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ItemAccess services and student affordability: Leading the way in new offerings(Georgia Institute of Technology, 2023-11) Blakely, Andrew ; Freeman, John Mack ; Holdsworth, Liz ; Nagel, GabeAt an R-1, STEM-focused academic library, the access services department collaborated with the librarian coordinating library affordability initiatives to create several opportunities for increased campus impact and student savings. This presentation will highlight two projects. The first is an equipment-based course reserve collaboration with the School of Electrical and Computer Engineering. This partnership saved students over $100,000 in a single year by circulating the required MyDAQ and mbed devices that are used in labs. The second affordability project was a syllabus and Canvas evaluation that opened the door for proactive course reserves. These specific initiatives were led by frontline staff while facilitated by department leadership and library faculty. On top of its positive financial outcomes for students, this project provided beneficial outcomes to both partners. Library affordability initiatives received the staff time necessary to pilot certain projects, while access services staff got an opportunity for leadership in project management and development.
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ItemSetting ourselves up for success: Starting a new mentor training program(Georgia Institute of Technology, 2023-10-23) Givens, MarleeAfter completing an expensive renovation and coming out of a pandemic lockdown, both of which necessitated hiring freezes, our library has begun recruiting and hiring its first new librarians and archivists in many years. We have also hired our first ACRL Diversity Fellows. It has been nearly a decade since we have had a formal mentoring program in this library. The institution to which we belong has also started looking at establishing mentoring programs for faculty. Several studies indicate that training mentors can lead to greater success for mentoring efforts, and we coordinated our first mentor training program this year. This poster will cover the model we set up as well as other options to consider when creating training for mentors in your library.
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ItemUnraveling History: The Fulton Bag and Cotton Mill from Past to Present(Georgia Institute of Technology, 2023-10-18) Elsas, Nina Caltabiano ; Henderson, Kirk ; Thompson, Jody ; Willkens, DanielleAn enlightening evening of exploration as we delve into the rich history of the Fulton Bag and Cotton Mill. This panel discussion, held in conjunction with the exhibit in the Library’s first-floor Price Gilbert Gallery, will shed light on the mill's significance, its symbiotic relationship with Georgia Tech, and its contemporary role as a unique educational resource. An iconic landmark looming over the history of both Georgia Tech and Atlanta, the Fulton Bag and Cotton Mill stands as a testament to a bygone era and continues to influence the present. To fully grasp its significance as a symbol of Atlanta’s industrial prowess, we invite you to an engaging panel discussion featuring distinguished experts who will guide us through its past, its integration with Georgia Tech, and its relevance in modern education. After the panel, visitors are invited to explore the journey of the Fulton Bag and Cotton Mill from its beginnings as a cotton manufacturing powerhouse to its present-day significance in the exhibit. Discover the profound ways in which Georgia Tech and the mill have influenced each other, and witness how students are actively utilizing the mill's legacy to gain practical knowledge and insights in diverse fields.