Collaborations & Assessments: Teaming for Student LearningSusan Whyte & Jean CaspersLinfield College, Oregon, USANAKLIV National WorkshopMay, 2011 : (place)

Topics• What is Collaboration? A Theoretical Model• Manifesting the Model into Practice• Responding to Evaluative Assessment

What is Collaboration?

3 Models for Interaction

Parallel Work

Assignments are given in the classroom…

…with the understanding that the library’s collections and staff will support the students’ work.

Parallel Work

TOURS of the BUILDING

Cooperation at its basic level.

“Please …”

“Okay.”

Cooperating with compatible goals

One goal set may serve the other.

Both participants’ goals are identified

Collaborative Work

Sometimes acooperative plan evolves into a collaboration..

Engagement level is highfor all players.

Elements include:a shared purposeintentionality

parallel cooperative collaborative

sometimes fuzzy boundaries

Manifestations

Assignment Handouts

• Health & Human Performance 397: “Intro to Research…”• Art and Visual Culture 319: Postmodern Art “Tetzlaff’s Refs”• Women’s Voices Demanding the Vote• Mass Communications 275: Information Gathering

Single Session: Cooperation/Collaboration

HHPA 397: Research in Exercise Science & Sport

http://catfiles.linfield.edu/People/Faculty/jcaspers/classes11spring/HHPA397/

Multiple Sessions: Collaboration

AAVC 319 Post-Modern Art 1945 - Present

• http://catfiles.linfield.edu/People/Faculty/jcaspers/public/ArtHistory/

Deep Collaboration via Team Teaching

MSCM 27: Information Gathering

Interwoven Collaboration:INQS 125: Women’s Voices Demanding the Vote

Programmatic Pre-Assessment• Steve Bernhisel and Jean’s Studies• Project Information Literacy

Response to Outcomes

• Discussions with professors when planning class sessions.• Emphasis in our assignments. • Iterative learning opportunities as

students progress through their programs.

OUR 6 YEAR SURVEY“Grade” Score Range (of 100) % of First Year

Students% Seniors

A 90 - 100 04% 18%

B 80 – 89 19% 38%

C 70 – 79 32% 28%

D 60 – 69 18% 06%

F <60 27% 10%

Our 6 year Survey

Students need instruction in these weak areas:

•Evaluating web sites •Identifying scholarly journal articles•Identifying appropriate databases•Using wildcards & truncation •Using subject fields in databases

Project Information LiteracyNationwide U. Washington Survey

Linfield student responses aligned with the national trends as they reported 3 main research-to-writing process difficulties: •Getting started on an assignment (85%), •Defining a topic (72%) •Narrowing down a topic (68%)

Handout: Library Competency Outcomes for Linfield College Students

Wrap-up• How assessments, large & small, help us plan to engage

students and faculty and to enhance collaborations within and across the disciplines.