Activity Assessment Summary

Program/Department Activity Name What did you learn from your outcomes assessment? Briefly describe the changes you will make based on your assessment. College-wide implications of your assessment project Assessment Reported
Financial Aid Application Workshops

Overall, the Financial Aid workshops have been successful, we have had the workshops staffed well, including staff that speak multiple languages. Areas of improvement are promoting the workshops earlier and to a larger audience, this may also include establishing a larger facility to accomodate the students.

09/08/2016 view
EOPS/CARE/Enriched Scholars Workshops

Providing a variety of workshop topics on a regular basis has helped to increase student success and retention. 

09/08/2016 view
EOPS/CARE/Enriched Scholars Staff Contacts

Positive engagement with staff on a consistent basis has helped to improve student partifcipation in meeting program requirements. 

09/08/2016 view
EOPS/CARE/Enriched Scholars Program Technology Training

A new and improved reporting system is needed for the collection of EOPS/CARE data,

Need to develop a new data reporting system for required program information.  This will include planning with other LRCCD Colleges and District IT support. 

Working wit the District to utilize services of outside contractor.

09/08/2016 view
EOPS/CARE/Enriched Scholars EOPS Orientation

Although it is necessary to communicate a great deal of information during orientation, this can be overwhelming to new students and they sometimes forget what they have been told. 

Review and revise content of the orientaiton materials and condense and consolidate where possible. 

None.

09/08/2016 view
EOPS/CARE/Enriched Scholars Counseling Sessions

Information and interactions with Counselor had a positive impact on student achievement and couse completition. 

09/08/2016 view
EOPS/CARE/Enriched Scholars Communication with students

Increase and diversify methods of communications to students.

Evaluate our methods and frequency of materials to determine the best way to increase student participation in program requirements. 

None.

09/08/2016 view
CalWorks Successful job placement

Given budget constaints we are only able to place students with the work study allocation provided for the program.

As we move forward and determine future needs this might be an area we want to think of expanding.

09/01/2016 view
CalWorks Students will meet their Welfare to Work hour requirement.

There have been many changes to the county WTW regulations which allows  for some students to be exempted from WTW hours. However, our program now requires all students to have a mandatory contact with the CW's SPA to ensure WTW hours are being met each semester.

09/01/2016 view
CalWorks Student survey

Due to other activities and program changes in the CW's program a student survey was no longer necessary to evaluate students needs.

09/01/2016 view
CalWorks Student survey

Due to other activities and program changes in the CW's program a student survey was no longer necessary to evaluate students needs.

09/01/2016 view
CalWorks Completion of CalWORKs approved Educational plan

Calworks students are better prepared for graduation and meeting county program regulations when they have a comprehensive SEP.

09/01/2016 view
Assessment Updated print and web-based information

staff have seen a decrease in student's being confused or not understanding testing policies and tests availability.

09/01/2016 view
Assessment Students have a good understanding which class they are placed in and why.

Assessment results are clearly communicated to students. We answer any questions we can and refer to appropriate acadamic departments for further questions.

09/01/2016 view
Assessment Participate in EAP pilot project with CSUS and local high schools

Since this activity was included in our planning, it has subsequently changed to the new first year experience program.

No longer part of the future plans.

09/01/2016 view
Assessment Referral of students to Assessment Counselor/Coordinator

We did a great job of referring or having students assess based on the new SSSP statewide requirements.  Due to the inconsistent testing policies districtwide a workgroup was formed to create and align retest policies districtwide to assist with students need to retest.

Our retest policy is quite complex and will require continuous assessment.

changes in the assessment instrument (CAI) could affect retest policies currently being used districtwide.

09/01/2016 view
Media Services Audiovisual and multimedia equipment check-out and repair

During the outcome assessment for AV Multimedia Checkout, we learned that our laptops need constant updating and need to be replaced to meet the needs of current software standards.  Overall the process we have in place for checkout works well.

We will follow up in the next year or next assessment cycle to ensure that service levels are maintained.

Replace laptops

08/26/2016 view
OneBook Speak Out!

Speak Out! has remained a successful activity through the years of One Book because it involves students speaking directly to other students. Whether the Speak Out! has taken place in the bookstore or in the classroom, they have been well-attended by students reading the book. Also, students leading the Speak Out! sessions spend time preparing their presentations, which helps with their comprehension and analysis of the book. A conversation with faculty on the value of the series (and other One Book activities) would be recommended as well.

 

For the future, it would probably be appropriate to have Speak Out! presenters address what works for them and what doesn't work for them. Students in the audience can also be surveyed as to why Speak Out! works for them. As One Book is dependent upon instructors promoting and requiring (or teaching) the book, how to assess Speak Out! appropriateness would have to come from them. 

Collecting as much data as possible on One Book can help the college understand how the program supports the Strategic Plan goal of improving teaching and learning effectiveness.

08/23/2016 view
Library Services and Instruction Collection management

Last academic year, the library engaged in a full-scale assessment of our media collection and its alignment with the classroom needs of faculty. Based on informal conversations, knowledge of the industry, and review of the numbers of faculty using the LMS for distance education or web-enhanced courses, the library suspected that the current media collection was not fully meeting the needs of faculty. CRC Librarians together with other Los Rios College librarians and distance education coordinators, developed a survey to gather information on the types of media faculty were using in the classroom, preferred vendors for media, knowledge of accessibility needs in the online classroom, and potential usage of alternative forms of media provided by the Los Rios District libraries. 

Based on survey results, about 92% of faculty respondants used media in the classroom, with about 58% of respondants showing videos in an online environment. Most respondants used either films from their own private collections or used Youtube content or other web-based films. Faculty also reported that a lack of closed captioning of the content they use was an impediment to their use of films in the classroom. Others reported challenges with finding content that was relevant to the courses that they teach. 

Overall, the survey uncovered a significant need for faculty to be able to access media which was relevant, closed captioned and accessible, and convenient to use in face-to-face or online environments. 

Based on the survey results, the district librarians and distance education coordinators secured a trial to a well-known streaming media service called Films on Demand. Films on Demand provides films in 168 different subjects from well-know educational vendors such as PBS and Films for the Humanities. Films on Demand also provides a high percentage of closed captioned content and it is compatible with both D2L and Canvas learning management systems. The workgroup of librarians and DE coordinators worked with district IT to secure an LTI allowing Films on Demand to be directly incorporated into the LMS. 

Librarians surveyed faculty who used the Films on Demand trial to gather feedback on the quality and relevancy of films as well as the ease of access to the materials. Based on the findings of the two surveys along with review of films available through the database, the librarians and DE coordinators determined that a Films on Demand subscription would fulfill a large need for high-quality, relevant, accessible media to be used in face-to-face and distance education classrooms. 

The workgroup submitted a proposal for funding to the District Office since the database subscription would serve all four colleges and extension centers. The proposal was approved and funded at the end of spring 2016 semester. The subscription to Films on Demand was obtained for the 2016-2017 year, and further feedback and usage statistics will be gathered to assess whether the subscription is indeed meeting the intended needs. 

Currently the college-wide implications for this assessment project are few as most of the resource requirements have been met by district IT and administration. CRC Librarians will be involved in further assessment and evaluation to determine if this service is fulfilling the needs of faculty in the classroom. 

08/23/2016 view
OneBook OneBook Guest Speaker Series

1. Bringing the author of the book to the College motivates students to participate in the activity. This is obvious from the amount and level of questions asked at the events.

2. Bringing the author helps the College celebrate the common book, and helps the community celebrate itself. This is obvious from the increase in attendance during the event even when advertising was minimal. 

3. Faculty, staff, and students Involved in planning the events have indicated that bringing the author to campus tends to motivate the community to read the selected common book. The increase in readership of the book over the years validates this observation. 

Understanding why faculty  chooses to read the book may help the committee understand the value of using the book in the curriculum.

Does the book help the professor improve instruction? 

Does reading the book help students improve their critical reading skills? Can reading the book help some students complete the reading competency requirement? 

How does reading the One Book help students meet their educational goals?

 

Bringing the author to campus is expensive. A better understanding of the worth of the endeavor by understanding how the activity can impact student learning can help justify the need for permanent funding.

Research implication: Faculty teaching the book may be thr faculty wmost comfortable using trade books in instruction. Understanding why faculty use the book can help the committee understand how to help the concept gain even more ground around the college.  

Professional learning implication: Helping faculty use the selected book and how to teach with a trade book can help faculty to transform instruction. 

Research implication: Does the book help the professor improve instruction? Does reading the book help students improve their critical reading skills? Can reading the book help some students complete the reading competency requirement? How does reading the One Book help students meet their educational goals?

Resource implication: Identify stable sources of funding for the speaker series, or identify outside resources (grants, endowments, etc.).

08/15/2016 view
Distance Education and Web Development Training and support for the content management system

More training is needed.

TEST

testing

08/11/2016 view
Business Services Accounting

Strengths: Survey results indicate that over 90% strongly agree or agree that the quality and variety of services offered by the BSO meet their needs and that staff are professional.  Most comments indicated that the services were very good. Staff are "great" "extremely professional" "very responsive".

Weaknesses: 2.8% (2 out of 71) disagreed or strongly disagreed that the quality and timeliness of services was sufficient and 4.3% (3 out of 70) disagreed or strongly disagreed that the BSO procedures were easy to use. 2.8% were not satisfied with the level of services. Comments included "the system is outdated...training for online services is lacking...ordering/budgeting process is antiquated"; "paper forms and processes need streamlining"... "still typing requisitions"; processes are too strict "consider seeing your role as a supporter and an enabler rather than a guardian of rules"; not enough staff at the start of the term.

The survey results provide some areas to work such as additional customer service training for staff, most of the comments are directed at district processes that the BSO does not control (e.g., requisition/budget process).

Continue to provide training to BSO staff in customer service and college-wide staff on district processes. Advocate for improvements in the efficiency of district processes, converting manual typing to electronic forms(requisitions, travel, timesheet reporting, etc.).

None

08/09/2016 view
Division: Institutional Effectiveness Professional Development, including Convocation, FLEX, etc.

Attendees are generally satisfied with the FLEX and Convocation day offerings.  The current planning process for these has been strengthened through the regular assessment of PD needs and the utilization of the data from this assessment as well as enhanced communication between the PD Committee and the Convocation planning group.  However, the current planning process and structure means that some key areas for learning may not be addressed as comprehensively as is needed (for example technology not related to D2L).  This is due to the need to depend on volunteers to provide the workshops.  However, the assessment dialogs are not very effective, as evidenced by the fact that assessments are not being submitted in a timely manner and it seems that many departments and faculty do other work during the hour set aside for assessment. In addition, the attempts to support assessment dialogs through materials disseminated to dean and department chairs is not very effective.  Similarly, non-instructional areas do not receive much regular communication and support regarding assessment unless it is scheduled and requested by the dean.  Although assessment related workshops receive modest attendance during FLEX, some offerings do not meet the needs of the attendees. Assessment workshops scheduled during the semester are very poorly attended. Currently general discussions and presentations of data are not regularly included/scheduled for FLEX and Convocation except when they are requested by the College President or a research project addresses an area identified by the PD survey (e.g. mental health).  Several PrOF workshops and support materials were designed and implemented this year to address PD needs in this area.  Attendance was poor - and the materials were not utilized by many people, as evidenced by the PrOF survey and by requests for one-on-one assistance that indicated a lack of awareness of these materials, despite their dissemination.  In fact, most individuals...

Based on a review of this data the Assessment Dialog structure and support documentation has been modified.  In addition, communication methods have been changed so that there is greater communication with the individuals responsible for conducting assessments.  Enhanced access to information has been provided through CIPS and enhanced training with deans has been provided.  The impact of these changes will need to be assessed in the future.  In addition, the Outcomes Coordinator has learned that making departmental presentations is more effective than drop in workshops and/or emails to chairs and faculty.  However, scheduling these is difficult and some departments don't meet regularly. Finally - there are many resources online regarding assessment which are relatively unknown to the campus community.  The assessment coordinator may want to network with colleagues to identify ways they can enhance college awareness and use of these materials.  

Enhanced support for assessment may need to be provided.  

06/20/2016 view
Division: Institutional Effectiveness CASSL Communications

The identity of CASSL, and its relationship with Professional Development, is still not clear to many members of the college community. This may be due in part to the fact that CASSL offerings are integrated with other PD offerings in campus communications and are not clearly identified as CASSL offerings in those communications.  In addition, although we established a CRC-CASSL email to help with CASSL communication, various implementation issues have negatively impacted its effectiveness.  Finally, the current CASSL Coordinator is unable to attend the PD Committee meetings.  Although the current CASSL coordinator provides formal updates to the PD committee and has met with the PD Chair regarding campus PD issues and participated in PD Committee-led campus-wide professional development strategy meetings, two-way communication between CASSL and the PD committee as a whole has been less frequent and less effective than in the past. 

The CASSL Coordinator, the new Dean of Planning and Research, the CASSL Administrative Assistant and the PD Chair need to meet to discuss these results and recommend and implement changes that might address some of the issues above.  Changes to consider include modifying the PD and FLEX booklets to clarify the CASSL themes and better identify CASSL sponsored events and clarifying the CASSL agenda item and format/timing of the CASSL report on the PD Committee agenda and re-evaluting the utilization of the CRC-CASSL email account.  The campus-wide conversation about PD, which has bearing on this, needs to continue and include the CASSL Coordinator.  Finally, the Academic Senate President, in conjunction with the college president, the Dean of Planning and Research and the PD chair need to review the structure of CASSL as well as the CASSL Coordinator Description to see which changes would best address some of these issues. 

06/14/2016 view
Division: Institutional Effectiveness CASSL Innovation Grants

The number and quality of the research projects supported through CASSL has decreased over time.  This may reflect the fact that many innovations are being supported through plans such as the Equity Plan or Basic Skills Plan.  This may also reflect the enhanced capacity of and satisfaction with the research office, so additional support is not necessary. The administrative changes in ESAs also had a negative impact on the administration of these projects due to the fact that they needed to be paid on an hoursly basis, not on project completion.  

We did not sponsor CASSL Innovation grants this year and most likely will not offer them in the future.  As such, they should be removed as an activity in our PrOF.

06/14/2016 view

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