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This paper aims to describe how the Florida State University Libraries used assessment data with other campus partners to gain funding and resources for new initiatives…
This paper aims to describe how the Florida State University Libraries used assessment data with other campus partners to gain funding and resources for new initiatives. When general funding sources were threatened, alternative funding sources from these campus partners were used to jump‐start new initiatives designed to enhance student success.
This paper is a case study of how assessment data fueled the creation of a new late‐night peer‐tutoring program at the Florida State University Libraries. The three main data conduits that inspired a new tutoring program were: an ethnographic study of undergraduate students, undergraduate courses with high failure/high enrolment/high drop rates, and an environmental scan of existing campus tutoring.
Sharing assessment data with key partners can leverage funding and resources for new initiatives.
In hard budgetary times, opportunities for funding and resources may arise when shared values between campus constituencies are met with assessment data. Libraries need to take a leadership role in gathering and sharing those data with other campus constituents in order to place libraries in a strategic position to receive alternative funding for shared initiatives.
Other libraries may use this case as a model, sharing their assessment results with the campus community, especially with those campus constituencies where there is a relationship already in place, to garner further support for piloting innovative services.
The purpose of this article was to describe a university library instruction and research model that represents a collaborative effort between faculty, libraries, and the…
The purpose of this article was to describe a university library instruction and research model that represents a collaborative effort between faculty, libraries, and the campus reading writing center. It uses rigorous research methods to measure whether the classroom intervention impacts student perceptions and success outcomes.
Longitudinal, mixed-methods approach that attempts to measure the outcome of an experimental class that uses precision (exact) matching to control for extraneous variables that impact student success and a survey to measure student perceptions.
Librarians can benefit by collaborating with faculty to learn more rigorous research methods. Precision (exact) matching a control group with an experimental group is time-intensive, but easily replicated. Preliminary results are very promising for both the precision matching and the survey data. It appears that students are able to learn critical thinking, research and writing skills from the collaboration between discipline-specific faculty, librarians and reading writing center tutors.
Precision (exact) matching a control group with an experimental group is time-intensive. Thus, the results need to be viewed cautiously due to the small sample size.
Combining efforts to conduct collaborative research and instruction between libraries and faculty can provide resources for applications of the model with other disciplines.
The library-intensive freshman writing seminar is a unique approach to student learning and an easy way for the library to be actively integrated in other disciplines. The precision matching technique is a methodologically rigorous research design that easy to replicate in other locations and with other disciplines.