Document Type

Poster

Version

publisher_pdf

Publication Date

Spring 3-16-2018

Abstract

Prior to 2014, faculty from the College of Health and Human Services (CHHS) had observed that students in upper-level health sciences courses did not have the Information literacy skills needed to succeed in upper level-courses and graduate school curricula. To remedy this, faculty from the University Libraries and CHHS developed and implemented a program that requires students to either (a) successfully pass an information literacy pre-assessment examination, or (b) enroll in a two-credit information literacy course (HSV 3650: Information Literacy in Health Sciences). The purpose of this study was to examine how effective HSV 3650 has been in teaching students the information literacy competencies for writing-intensive classes required later in their programs. This year, we focus on examining a group of the HSV 3650 faculty to understand the instructor experience in teaching the course in order to get stakeholder feedback. The assessment revealed that changes are necessary to the course, instructor training is needed, and the curriculum sequence for the course should be reviewed.

Comments

Ms. Betty Dennis, from the School of Interdisciplinary Health Programs, and Dr. Deb Lindstrom, from Occupational Therapy, shared this poster at the 2018 WMU Assessment in Action Conference on March 16. They were the recipients of one of the 2017-18 WMU Assessment Fellows Grants to conduct research on assessment of student learning outcomes.

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