1. Depending On Our UsersCollecting User Feedback to Assess and Improve Research Consultations ACRL Virtual Conference March 31, 2011 Carrie Forbes Erin Meyer University of Denver, Penrose Library

2. Overview Introduction Research Center Model Effective Assessment Program Assessment Instrument Instructional Assessment Results Implementation Strategies

3. Poll Question 1 Do you currently offer a reference or research consultation service? Yes No

4. Research Center Model Changing Nature of Reference Increased Complexity of Questions Based on Writing Center Model Visible, Dedicated Space

5. Poll Question 2 Where do you offer reference or research consultations? At the reference desk In librarian offices Outside of the library In a dedicated space in the library Other

6. Effective Assessment Program Immediate Feedback Continuous and Comprehensive Buy-in Feedback   Revision Well-designed Instrument Supports Learning Outcomes

7. Assessment Instrument Demographics Service Awareness Satisfaction Learning Outcomes Questions: What was the most important thing that you learned in the consultation? What questions do you still have about library research?

8. Instructional Assessment Instruction Program Statistics Minute Paper Assessments Learning Outcomes Questions: What was the most important thing that you learned in the library workshop? If you were to attend a follow-up workshop, what topics or resources would you want us to cover? Results

10. Satisfaction Rate

11. When do students seek help?

12. How do they hear about the Research Center?

13. What do students say they learned?

14. Are there any correlations between

15. major and what they say they learned?

18. Would you recommend the Research Center to a friend or classmate?

19. How far before your paper or project was due did you visit the Research Center?

21. Correlations between major and learning outcomes? Social Work and International Studies graduate students had similar numbers of consultations. Students in International Studies indicated a greater interest in learning about specific databases while students in Social Work wanted to learn about search refinement.

22. Correlations between when they sought help and what they learned? Students coming in 5 or more days before were more likely to want help with search refinement. Students coming in 1-2 days before the assignment was due indicated that they learned about accessing the materials. Overall numbers for students coming in 1-2 days ahead were relatively low, however.

23. Poll Question 3 How do you assess your reference services? Counting reference questions (on-going) Counting reference questions (sampling) User surveys or feedback (on-going) User surveys or feedback (sampling)

24. Implementation Strategies Point-of-use Survey Integrate Demographic Questions, Service Feedback, and Learning Outcomes Online Survey Software Qualitative and Quantitative Questions

25. Future Assessment Ideas Modify Learning Outcomes Questions Assessment of Non-Student Users Faculty Feedback Assessment of Student Work Longitudinal Data

26. Contact Information Carrie Forbes, Instruction Coordinator and Reference Librarian carrie.forbes@du.edu Erin Meyer, Student Outreach Librarian and Research Center Coordinator erin.meyer@du.edu