Library Assessment · 41
Respondent 20
“Development and implementation of service training workshops for library staff and student employees.”
“Improvements to library Web site, digital publishing, and presentation of electronic resources.”
“Development of plans for renovation to and services in Undergraduate Library.”
Respondent 21
“Development of the Assessment Librarian position for the purpose of developing and advancing assessment
initiatives that inform library administrative decisions on collection resources, public service and related
issues.”
“Development of the ‘Reference Management Taskforce’ (RMT) as a result of the Reference Service Delivery
User Survey in 2005. The RMT works to coordinate service related initiatives, facilitate dialogue among campus
reference librarians, and identify public service goals and priorities that inform library administration. The
survey facilitated the selection of a new virtual IM/Chat reference software and efforts to revise the current
reference service staffing model.”
“One of the campus libraries used a product Clicker Response System from E-Instruction to collect user data in
library instruction sessions. The tool was used in about 40 instruction sessions over the course of a semester.
The system of the clicker software was used to receive immediate feedback in class as to the percentage of
students that answered questions correctly, incorrectly, or were unsure. The feedback within the class was used
to inform the content of the class (go over the concept again or move on to new concepts). The accumulated
data from all sessions after the semester was used to identify and prioritize difficult concepts for students and
work with faculty and students to find teaching and learning solutions.”
Respondent 22
“E-journal subscription decisions based on use and cost analysis. Cancellation of print materials after use
study.”
“Learning Commons development largely informed by multiple assessment activities. Choices about furniture,
technology, and hours were all shaped by iterative assessment efforts.”
“Stack and Circulation statistics shaped decisions about off-site storage of materials.”
Respondent 23
“Enhancements to role of library liaisons. This came about when focus group data indicated faculty was
looking for improved communication and a closer working relationship.”
“Identification of quiet study areas within the library as a result of comments from LibQUAL+™ survey.”
“Changes in assignment of study carrels based on LibQUAL+™ and focus group data indicating a need for
more individual study areas.”
Respondent 20
“Development and implementation of service training workshops for library staff and student employees.”
“Improvements to library Web site, digital publishing, and presentation of electronic resources.”
“Development of plans for renovation to and services in Undergraduate Library.”
Respondent 21
“Development of the Assessment Librarian position for the purpose of developing and advancing assessment
initiatives that inform library administrative decisions on collection resources, public service and related
issues.”
“Development of the ‘Reference Management Taskforce’ (RMT) as a result of the Reference Service Delivery
User Survey in 2005. The RMT works to coordinate service related initiatives, facilitate dialogue among campus
reference librarians, and identify public service goals and priorities that inform library administration. The
survey facilitated the selection of a new virtual IM/Chat reference software and efforts to revise the current
reference service staffing model.”
“One of the campus libraries used a product Clicker Response System from E-Instruction to collect user data in
library instruction sessions. The tool was used in about 40 instruction sessions over the course of a semester.
The system of the clicker software was used to receive immediate feedback in class as to the percentage of
students that answered questions correctly, incorrectly, or were unsure. The feedback within the class was used
to inform the content of the class (go over the concept again or move on to new concepts). The accumulated
data from all sessions after the semester was used to identify and prioritize difficult concepts for students and
work with faculty and students to find teaching and learning solutions.”
Respondent 22
“E-journal subscription decisions based on use and cost analysis. Cancellation of print materials after use
study.”
“Learning Commons development largely informed by multiple assessment activities. Choices about furniture,
technology, and hours were all shaped by iterative assessment efforts.”
“Stack and Circulation statistics shaped decisions about off-site storage of materials.”
Respondent 23
“Enhancements to role of library liaisons. This came about when focus group data indicated faculty was
looking for improved communication and a closer working relationship.”
“Identification of quiet study areas within the library as a result of comments from LibQUAL+™ survey.”
“Changes in assignment of study carrels based on LibQUAL+™ and focus group data indicating a need for
more individual study areas.”
