Library Faculty and Instructional Assessment: Creating a Culture of Assessment through the High Performance Programming Model of Organizational Transformation

Authors

Meredith G. Farkas, Portland State UniversityFollow
Lisa Janicke Hinchliffe, University of Illinois at Urbana-ChampaignFollow

Abstract

In an environment in which libraries increasingly need to demonstrate their value to faculty and administrators, providing evidence of the library’s contribution to student learning through its instruction program is critical. However, building a culture of assessment can be a challenge, even if librarians recognize its importance. In order to lead change, coordinators of library instruction at institutions where librarians are also tenure-track faculty must build trust and collaboration, lead through influence, and garner support from administration for assessment initiatives. The purpose of this paper is to explore what it takes to build a culture of assessment in academic libraries where librarians are faculty through the High Performance Programming model of organizational change. The guidelines for building a culture of assessment will be exemplified by case studies at the authors’ libraries where instruction coordinators are using collaboration to build a culture of assessment with their colleagues.

Recommended Citation

Farkas, Meredith G. and Hinchliffe, Lisa Janicke (2013) "Library Faculty and Instructional Assessment: Creating a Culture of Assessment through the High Performance Programming Model of Organizational Transformation," Collaborative Librarianship: Vol. 5: Iss. 3, Article 3.

Available at: https://digitalcommons.du.edu/collaborativelibrarianship/vol5/iss3/3