The Role of Student Advisory Boards in Assessment

Authors

  • Ameet Doshi Georgia Institute of Technology
  • Meg Scharf University of Central Florida
  • Robert Fox University of Louisville

DOI:

https://doi.org/10.18438/B8NP76

Keywords:

advisory boards, user experience, assessment

Abstract

Objective – The objective for this commentary article is to assess and communicate the development, logistics, and overall value of student advisory boards for the libraries at three large research institutions.

Methods – The methods for developing and operating an advisory board vary between schools; however they share common approaches that could be viewed as "best practices" for sustainable and productive student advisory boards.

Results – Our commentary aims to inspire libraries to invest in this value-added approach as part of a robust portfolio of assessment tools. The various practices outlined in the commentary could be helpful to librarians who seek to begin or further develop a student advisory board.

Conclusion – The unique relationship fostered by the advisory board enables libraries to use direct student feedback to confirm what is learned from surveys, focus groups, and observations. A strategic relationship with a student board can enable librarians to refine methods of obtaining information, or it can cause us to view information we have collected in a different way.

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Author Biographies

Ameet Doshi, Georgia Institute of Technology

Director, Service Experience and Program Design

Meg Scharf, University of Central Florida

Associate Director, Communication, Assessment, and Public Relations

Robert Fox, University of Louisville

Dean, University Libraries

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Published

2016-06-20

How to Cite

Doshi, A., Scharf, M., & Fox, R. (2016). The Role of Student Advisory Boards in Assessment. Evidence Based Library and Information Practice, 11(2), 34-38. https://doi.org/10.18438/B8NP76

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