This article describes a role for the academic library in the campus outcomes assessment process and reports on a study to determine the impact of the Ohio State University (OSU) Libraries' instructional program on several required general education courses. Although university curriculum documents prescribe research-related learning objectives for these courses, syllabus content analysis indicated that 48 percent did not include similar objectives. An instructor survey revealed that, whereas three-fourths require library research for an assignment, and many provide research skills instruction for students, less than 25 percent report involving librarians. Study data indicate opportunities for engaging more faculty in support of shared curricular goals.
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Nancy O’Hanlon (2007) studied this question.