EHHD_ED_GR_LMC_PLAN_2017-20

Our graduates will:

1. demonstrate the ability to design, implement, assess, and evaluate an information literacy program that prepares independent lifelong learners and includes the ability to demonstrate collaboration techniques with students and staff in the development and implementation of K‐12 curriculum.
2. demonstrate the ability to manage the library facility to meet school district goals by:
   1. utilizing current practices in the areas of policy development, budgeting, needs assessment, and collaboration with students and colleagues; and
   2. demonstrating competency and professionalism in library program administration including budgeting, facilities, equipment, public relations, and program advocacy
3. promote reading for learning and enjoyment by demonstrating the ability to:
   1. manage library collections through evaluation, selection, acquisition, and organization of library materials;
   2. collaborate with teachers and students in the selection of reading materials in print and digital formats; and
   3. select materials which reflect knowledge of current youth literature, support a wide range of information needs and interests, and support American Indians and tribes in Montana;
4. demonstrate knowledge of technical services and the policies and procedures that govern these services.
5. model and facilitate the effective use of current and emerging digital information tools to locate, analyze, evaluate, and efficiently and ethically use information to support research, learning, creating, and communicating in a digital society.

Annual Assessment Process

1. Data is collected from identified courses.
2. Random samples of collected assignments are scored by two faculty members using
   prepared scoring rubrics.
3. The assessment coordinator tabulates the scores. Areas where the acceptable performance threshold has not been met are highlighted.
4. The scores are presented to the faculty for assessment.
5. The faculty reviews the assessment results, and makes decisions on how to respond.
   • If an acceptable performance threshold has not been met, a faculty response is required. Possible responses:
     • Gather additional data next year to verify or refute the result.
     • Change something in the curriculum to try to fix the problem.
     • Change the acceptable performance threshold.
     • Choose a different assignment to assess the outcome.
   • Faculty can respond to assessment results even if the acceptable performance threshold has been met.
   • It is OK to determine that changes are not needed when students are demonstrating proficiency with each learning outcome.
6. A summary of the year’s assessment activities and faculty decisions is reported to the Provost’s Office in your Department’s Annual Assessment Activities report.