Virtual On line
June 22, 2020
June 22, 2020
June 26, 2021
This case study explores anomalous results from an administration of the 'Experiences with Information Literacy' (IL) add-on Topical Module to the National Survey of Student Engagement (NSSE) at Grand Valley State University (Allendale, Michigan) in 2016, and finds that wording of NSSE survey questions can significantly influence results in certain contexts. Overall, summary responses for participating students compared positively to the aggregate means for all participating Large Public institutions in the 2016 NSSE cohort, on both the core NSSE survey and the IL module. However, analysis of local responses to the IL module questions broken out by individual colleges within the university revealed an anomaly. Students in GVSU's College of Engineering and Computing appeared to report very low engagement on nearly all of the items in the IL module; further disaggregated into separate programs comprising the college, data appeared to perhaps indicate that Engineering students’ educational experience with respect to information literacy learning at GVSU is qualitatively different from that of their peers in other academic and professional disciplines, even within their own college, which also includes Computer Science and Occupational Safety and Health. In 2018 Senior GVSU Engineering majors received a modified NSSE-IL survey (with permission obtained from NSSE), to explore whether Senior GVSU Engineering majors may be graduating with lesser information literacy learning preparation than other GVSU graduates. Results suggest that revising NSSE-IL framing questions does result in some significant changes in rates of certain responses, some tending in a positive direction toward the institutional mean, others tending negatively away from it. We conclude that NSSE-IL in 2016 has in fact allowed us to observe an anomaly, that Seniors in one specific program do not share a perception of information literacy experiences in common with their peers in other programs at the same institution; this, in spite of wording in the survey instrument that includes built-in assumptions that, taken at face value, could have led to an inaccurate or misleading profile of GVSU Engineering graduates' experience.
Morrow, D. (2020, June), Assessing an Assessment: A Case Study of the NSSE 'Experiences with Information Literacy' Module Paper presented at 2020 ASEE Virtual Annual Conference Content Access, Virtual On line . 10.18260/1-2--34173
ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2020 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. - Last updated April 1, 2015