Abstracts
Abstract
Objective – This research project makes use of a large dataset of directly solicited positively framed student feedback on virtual library instruction in order to 1. Identify potential improvements to instructional instrument, and 2. Create method for using positively framed student feedback for instructional improvement.
Methods – Research team used content analysis to tag student responses using a rubric based on learning objectives and structure of instructional instrument. Tags were analyzed to identify patterns and categorize student-identified research skills.
Results – An interpretive lens based on concepts from survivorship bias was used to highlight frequency differences between student identified skills and learning objectives. Gaps were identified between expected range of outcomes and actual range of outcomes, highlighting potential areas of instructional instrument that could be improved or given greater emphasis to ensure retention.
Conclusion – A survivorship bias lens combined with a large dataset and a structured set of learning outcomes can make directly solicited positively framed feedback into a tool for instructional improvement.
Appendices
Bibliography
- Aldred, B. G. (2020). Asynchronizing with the framework: Reflections on the process of creating an asynchronous library assignment for a first-year writing class. College and Research Libraries News, 81(11), 530–533. https://doi.org/10.5860/crln.81.11.530
- Barclay, D. (1993). Evaluating library instruction: Doing the best you can with what you have. RQ, 33(2), 195–202. http://www.jstor.org/stable/20862407
- Bennett, J. L. (2021). Student and instructor perceptions of virtual library instruction sessions. Journal of Library & Information Services in Distance Learning, 15(4), 224–235. https://doi.org/10.1080/1533290X.2021.2005216
- Blair, E., & Valdez Noel, K. (2014). Improving higher education practice through student evaluation systems: Is the student voice being heard? Assessment and Evaluation in Higher Education, 39(7) 879–894. https://doi.org/10.1080/02602938.2013.875984
- Borch, I., Sandvoll, R., & Risør, T. (2022). Student course evaluation documents: Constituting evaluation practice. Assessment & Evaluation in Higher Education, 47(2), 169–182. https://doi.org/10.1080/02602938.2021.1899130
- Carmack, H. J., & LeFebvre, L. E. (2019) "Walking on eggshells": Traversing the emotional and meaning making processes surrounding hurtful course evaluations. Communication Education, 68(3), 350–370. https://doi.org/10.1080/03634523.2019.1608366
- Carter, E. W. (2002) "Doing the best you can with what you have:" Lessons learned from outcomes assessment. The Journal of Academic Librarianship 28, no. 1: 36–41. https://doi.org/10.1016/S0099-1333(01)00282-8
- Dreger, R. M. Longitudinal study of a 'student's evaluation of course' including the effects of a professor's life experiences on students' evaluations (Monograph Supplement 1-V81). Vol. 81. Missoula: Psychological reports, 1997.
- Elston, D. M. (2021). Survivorship bias. Journal of the American Academy of Dermatology. Advance online publication: https://doi.org/10.1016/j.jaad.2021.06.845
- Grandjean, M., & McGeddon, Moll, C., (2021). Conceptual Image of Bomber Hit Diagram [Diagram]. Wikimedia Commons. https://commons.wikimedia.org/w/index.php?curid=102017718
- Gratz, A., & Olson, L. T. (2014) Evolution of a culture of assessment: Developing a mixed-methods approach for evaluating library instruction. College & Undergraduate Libraries, 21(2), 210–231. https://doi.org/10.1080/10691316.2013.829371
- Heffernan, T. (2023). Abusive comments in student evaluations of courses and teaching: The attacks women and marginalised academics endure. Higher Education: The International Journal of Higher Education Research, 85(1), 225–239. https://doi.org/10.1007/s10734-022-00831-x
- Jacklin, M. L., & Robinson, K. (2013). Evolution of various library instruction strategies: Using student feedback to create and enhance online active learning assignments. Partnership: The Canadian Journal of Library & Information Practice & Research, 8(1), 1–21. https://doi.org/10.21083/partnership.v8i1.2499
- Kavanagh, A. (2011). The evolution of an embedded information literacy module: Using student feedback and the research literature to improve student performance. Journal of Information Literacy 5(1), 5–22. https://doi.org/10.11645/5.1.1510
- LeFebvre, L. E., Carmack, H. J., & Pederson, J. R. (2020). "It's only one negative comment": Women instructors' perceptions of (un)helpful support messages following hurtful course evaluations. Communication Education, 69(1), 19–47. https://doi.org/10.1080/03634523.2019.1672879
- Linnainmaa, J. T. (2013). Reverse survivorship bias. The Journal of Finance, 68(3), 789–813. https://doi.org/doi:10.1111/jofi.12030
- Morris, L. & McDermott, L. (2022). Improving information literacy and academic skills tuition through flipped online delivery. Journal of Information Literacy, 16(1), 172–180. https://doi.org/10.11645/16.1.3108
- Phillips, J. J. and Phillips, P. P. (2016). Handbook of training evaluation and measurement methods. Routledge.
- Prosser, M. & Trigwell, K. (1991). Student evaluations of teaching and courses: Student learning approaches and outcomes as criteria of validity. Contemporary Educational Psychology, 16(3), 293–301. https://doi.org/10.1016/0361-476X(91)90029-K
- Slaper, T. F. (2019). What regions should we study? How survivorship bias skews the view. Indiana Business Review, 94(2). https://www.ibrc.indiana.edu/ibr/2019/summer/article1.html
- Swoger, B. J. M., & Hoffman, K. D. (2015). Taking notes at the reference desk: Assessing and improving student learning. Reference Services Review, 43(2), 199–214. https://doi.org/10.1108/RSR-11-2014-0054
- Tricker, T., Rangecroft, M., & Long, P. (2005). Bridging the gap: An alternative tool for course evaluation. Open Learning, 20(2), 185–192. https://doi.org/10.1080/02680510500094249
- UIC Office of Diversity, Equity and Engagement. (2024). Data. https://diversity.uic.edu/diversity-education/data/
- Ulker, N. (2021). How can student evaluations lead to improvement of teaching quality? A cross-national analysis. Research in Post-Compulsory Education, 26, (1), 19–37. https://doi.org/10.1080/13596748.2021.1873406
- Wang, R. (2016). Assessment for one-shot library instruction: A conceptual approach. portal: Libraries and the Academy, 16(3), 619–648. https://doi.org/10.1353/pla.2016.0042
- Zierer, K., & Wisniewski, B. (2018). Using student feedback for successful teaching. Routledge.

