Embedded assessment of library learning outcomes in a freshman engineering course

Abstract

When students come to the library for an instruction session, we know that they have varied levels of experience with academic research and library tools. But how much can we assume? The background knowledge check is one of the Classroom Assessment Techniques from Angelo and Cross that librarians at our institution have adopted for library instruction. In this paper, we will discuss the library learning outcomes we identified as most important for a one-shot library session with a freshman engineering class, the usefulness of an embedded background knowledge check, share results from one particular freshman-level course, and address best practices for embedded and relevant follow-up assessment. We will also discuss active learning strategies used to meet the library learning outcomes. © American Society for Engineering Education, 2011.