 Hi, I'm Amanda Hornby, head of the undergraduate student success team at the University of Washington Libraries, and I'm joined by Emily verbancic undergraduate experience librarian. We are presenting our library impact practice brief on library outreach assessment. The University of Washington libraries have long prioritized identifying user needs and assessing our efforts at meeting them. Increasingly, the UW libraries are using design thinking, qualitative research methods, participatory design and mixed methods approaches to assess everything from library spaces to teaching and learning practices to user behavior. It's within this context of strong institutional support for assessment that Otagard Libraries undergraduate student success team or USS team sought to design a robust assessment framework for outreach to undergraduate students. As the USS team developed new student outreach events each academic year. We needed to develop an outreach assessment program to measure the effectiveness of our student programming to demonstrate to stakeholders how the library provides value through outreach to learn how best to support UW students success and to promote self reflection amongst the team. The outreach assessment framework has three parts. One, it's embedded in a mixed methods approach with an emphasis on aligning assessment methods with goals audience and outreach activity type. To aid the planning assessment and communication process, we created the outreach assessment toolkit, which is a set of flexible template documents. The third component is simply communication. We focus on demonstrating the value and impact of outreach and using evidence based decision making for partnership development and future outreach events and programs. I will now share our projects objectives. Objective one demonstrate the value of library outreach to partners and stakeholders using an evidence based approach. Performance indicators include center mixed methods assessment as an accepted means of demonstrating value. Develop deeper more aligned relationships with partners and receive regular funding that supports new and continuing student outreach programs. Objective two set goals and evaluate all new programs and outreach through the lens of making strategic sustainable and scalable decisions. Our performance indicator was to create a flexible toolkit to guide our assessment process. Objective three incorporate reflective practice into the outreach planning and assessment cycle. Performance indicators include utilize reflective practice as a means to identify gaps in student outreach and impact. We critically examine our goals in decision making in relation to student success, diversity, equity and inclusion and centering the student voice. I'll continue to share some of the implications of our work. In our experience implementing the library outreach assessment toolkit and framework. We found that a successful outreach program requires the following resources. Project management, staff time capacity and labor to complete assessments, especially of those who are assessing the event are also planning it. A leader with a clear vision and goals for an existing or new outreach assessment program is essential to success. And project management skills are also needed to stay organized and manage the entire assessment cycle. We also built some of our best practices in the practice brief. We recommend teams set clear goals for outreach events so they can be measured. Invite others to help with assessment, including student employees and other staff members. Collaborate with students in the initial design of student outreach programming and compensate them for their labor. Project management results regularly with partners and administrators and incorporate reflective practice for all outreach activities, events and programs. Of course, there are always constraints when working in outreach and assessment. Here are some to consider. Buy-in is needed from your library team, library administration and partners to complete this work, especially at the beginning of a new program time and labor can be considerable. When assessing regularly recurring events such as first year library orientations, be sure to consider the labor of assessment and factor in what you already know about the events. Additionally, when assessing the same type of event every year, you can hit saturation of assessment data, rendering new assessments a waste of time and labor. The USS team has found that regular outreach assessment creates opportunities for growth and impact beyond individual outreach events or activities. The toolkit encourages regular evaluation and self reflection. Reflective practice led the USS team to make important changes to designing library outreach and instructional sessions by using participatory design methods, hiring undergraduate student employees and paying undergraduate student researchers for their feedback and time. Having students share their stories and reflections about library events and programs has been incredibly valuable in demonstrating the positive impact outreach can have on student experiences with libraries. We've intentionally centered the student experience in our outreach programs, and this has resulted in deeper partnerships, new initiatives and better alignment with student success programs across campus. Our research is meant for practitioners. We encourage sharing, remixing and building on this work. Learn more by reading our full ARL practice brief and the library outreach assessment toolkit. Thank you.