Evaluating Peer Research Mentors: a campus
collaboration for effective student learning
9TH NORTHUMBRIA INTERNATIONAL CONFERENCE ON PERFORMANCE
MEASUREMENT IN LIBRARIES AND INFORMATION SERVICES
ANNIE DONAHUE – UNH MANCHESTER
AUGUST 2011
Library Research Mentor Program – Background
Meet Natalie and Beau to learn a little about the program
LIBRARY RESEARCH MENTOR PROGRAM
PILOT STUDY – SPRING 2011
CATALYSTS FOR ACTION
Our Mission Statements Reflect Core Values
UNH
Manchester
Library
Center for
Academic
Enrichment
• Promoting academic
success through
personal attention and
expert assistance.
• We help
underprepared
students prepare,
prepared students
advance, and advanced
students excel.
Goals identified by the
UNH Manchester Library
 Improve students’ information
literacy skills
 Reduce “library anxiety” among first-
year students
 Increase students’ confidence levels
with library research process
 Enhance students’ critical thinking
skills
 Promote librarianship as a career
possibility
Goals identified by the
Center for Academic Enrichment.
• Improve students’ library research
and writing skills
• Provide professional development
opportunities for tutor certification
levels
• Expand tutor roles and enhance their
own research skills
• Facilitate the transfer of
communication skills from tutor
training to the library setting
How did we assess students’ attitudes and performance?
Pre/Post Survey of
Information Literacy
Skills
Pre/Post Research
Process Plan of
Action
Student
Measures
Pre/Post SelfReported
Attitude/Confidence
Rating
Reflective Response
on Research Process
8. Rank the following strategies for effectiveness in choosing search terms.
(Rank 1 for the highest and 5 for the lowest)
9. Why would you use a library database? Choose one answer from the list below.
Pre-test
Post-test
11. In critically evaluating information sources you should consider all but
Pre-test
Post-test
13. Jennifer is looking for sources for her research paper on bullying. The professor requires that
students use two academic journal articles, two books, and one web source in their paper.
Jennifer has found two books and a web source for her paper but is not sure where to find
journal articles. Which choice below is the best place to find journal articles on bullying?
Pre-test
Post-test
Always
Frequently
Occasionally
Never
Working in the library makes me nervous
I am willing to ask a librarian for assistance
I am confident in my ability to access information
through the library online catalog and databases
I prefer to do my academic research
using a search engine like Google
I like writing assignments that require research
I tend to use the first few sources I find
16. What are the steps you take to start your research process for
this paper?
Pre-test
16. What are the steps you take to start your research process for
this paper?
Post-test
20. You found academic journals, books and web sources on bullying.
What questions will you ask yourself to determine if you could use these
sources for your research paper?
Pre-test
20. You found academic journals, books and web sources on bullying.
What questions will you ask yourself to determine if you could use these
sources for your research paper?
Post-test
Students’ Voice – What I Learned!
How did we assess mentors’ experiences?
Completed
tutorial
session
reports
Reflective
Response
on
Experiences
and
Perceptions
Mentor
Measures
Participate
in Focus
Group or
Interview
Mentors’ Share Their Experiences
Typically my role in the research
process was to work with the source
material used in their papers. The
students and I worked to incorporate
sources seamlessly, while ensuring that
they thoroughly analyzed the research
and explained how it supported their
thesis. This part of the research mentor
process is very helpful for students.
Becoming a research mentor has not only
benefitted the students who have come
forward asking for assistance, but it has
also benefitted my own research. The
library research mentor program has
given me the opportunity to better help
my peers in their research, which
strengthens their writing and allows them
to excel in their academics. . . . I am a
better tutor because of this additional
training.
Some Unexpected Challenges
Student
Participation
Instrument
Difficulties
Pilot
Expectations
• Small
Numbers
• Consistency
• Attrition
• Inflexibility of
online survey
• Confusing
Instructions
• Follow
Through
Bumps
• Too Much,
Too Little
Staff
Modifications/Lessons Learned
Do Less to
Get More
Prioritize
Haste
Makes
Waste
Organize
Focus
Get All
Ducks in a
Row
Feedback Welcome!
Questions?
Library Measurement
We Learn
from One
Another
What ‘s
Worked
For You?
Thank you!