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
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
Office of 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
Office of 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
Office of 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
Office of Institutional Effectiveness PrOF data packets

The current PrOF data packets, while better than the previous version, are not being used effectively in many departments.  Some departments are relatively unaware that they are updated annually, some departments don't do a very thorough analysis of them in PrOF, as evidenced by research requests and a review of PrOF reports.  This was particularly true for the new PrOF data packets for student support programs.  Current data packets also don't support program-based equity differences and benchmarking.  Finally, the PrOF questions to do not help support effective data analysis.

We will be modifying the data packets to support equity analysis and the establishment of program based success benchmarks.  We are changing the PrOF data analysis question to promote and guide the usage of the data in PrOF.  

06/14/2016 view
Office of Institutional Effectiveness Customized Research Requests (including cohort studies)

WE ROCK!  The implementation of R has increased efficiency and responsiveness as well as beroadening the scope of research. The enhanced understanding and utilization of the databases in the SIS has also contributed to our effectiveness in this area.  Finally, the estalishment of good relationships and trust with the college community and various departments on campus has contributed to our success in this area. 

NA

06/14/2016 view
Office of Institutional Effectiveness Consulting and/or advising with individuals and programs

Group meetings for Equity Plan projects with similar assessment methods was more effective than one-on-one meetings.  Having a coordinator over these projects is also helpful. Having meetings with individuals/teams who request research enhances their engagement and utilization of the results.  Having follow up emails clarifying the protocols and agreements and responsibilities, while providing documentation and a point of reference, didn't seem to help with follow through on the agreements very much, as evidenced by the need for additional clarification and changes and misunderstanding and inappropriate utilization of data that was provided.   

we need to implement a more effective feedback loop/check through an addition meeting/activity.  In addition, we haven't yet seen the data resulting from the equity plan protocols, which will provide additional information for assessing this outcome.  

We are quickly approaching capacity of the research office to meet existing needs and are not well-positioned to meet additional research needs for new initiatives and programs. 

06/14/2016 view
Office of Institutional Effectiveness Assessment Validation Studies

Having a supportive and engaged contact in the disciipline was key to the success of our studies.  We were able to gather the data from students and teachers in a relatively short period of time.  Needing to hand enter data and engage in supervision and checking of the work negatively impacted these projects (in the areas of cost, productivity and efficiency).   

We have requested and have been approved for funds to purchase hardware and software to automate the process of converting paper survey data into an electronic format.  

This will enhance the college's ability to assess Equity Plan and other Initiatives as well as program/course/activity outcomes assessment.  

06/14/2016 view
Office of Institutional Effectiveness Applications development to support research and planning

The changes we have made in PrOF, in the data packets, in the research request form, in the assessment reporting and tracking systems have resulted in increased research requests and helped accelerate outcomes assessment.  They have also led to enhanced satisfaction with the research office as indicated by a college-wide survey.  There is still room for improvement, as indicated by the PrOF survey and the CPC audit of PrOF.  These changes are being implemented during the summer of 2016.  Although information about assessment is easier to access and it is easier to complete assessment forms, many members of the college community continue to need one-on-one support to navigate these processes.  

Changing the logic of PrOF and the sequence of questions.  Enhancing and streamlining the planning sections of PrOF.  Strengthening PrOF to enhance connection with resource allocation processes.  Developing resource allocation form in CIPs.  Continually reevaluating PrOF based on user feedback and formal assessments. Rewriting PrOF questions to simplify. 

NA -- although eventually we might need to add staffing to support the web developer.  

06/14/2016 view
Library Services and Instruction Research instruction sessions/workshops

In Fall 2016, Rochelle Perez initiated a pilot library outreach program to basic skills students. The program was designed to target students in basic skills courses, provide information and access to library services, and teach basic research skills. The pilot involved targeted reference services in various campus locations (Elk Grove Center, Veteren's Resource Center, Tutoring Center, etc.) as well as class-specific library instruction workshops in various basic skills courses. Librarians administered a survey to all the students who were a part of either the targeted reference or class-specific workshops. 

Use of the targeted reference services was limited; however students who participated in this part of the pilot indicated that they felt more prepared to do research at the library and were more likely to use the main campus library. . 

The course-specific basic skills instruction was successfully implemented, and seems to have been beneficial to students. Survey responses from students indicated that as a result of the library instruction 95% felt more prepared to do research for an assignment and 92.2% indicated that they were more likely to use the main campus library. Several students indicated that they were more likely to use specific library resources such as reserve textbooks, research help, and research tools such as dictionaries and other reference works. 

The results of the pilot surveys indicate that targeted outreach to basic skills students has at least initial impact on their knowledge of and use of library resources and research help. The library intends to continue further outreach with additional assessment assuming staffing of this outreach is possible. 

As indicated above, the initial pilot of basic skills library instruction was successful, but part of the pilot (targeted reference) was limited in use. With such a pilot it can be challenging to schedule at the best days/times to reach intended students, and also it takes time to build student awareness of such services. Based on the limited use of the targeted reference, it is recommended that the librarians try such a program with greater marketing and then reassess the impact on students. 

The library would like to create a program of ongoing, integrated support to basic skills classrooms. This level of outreach and instruction would take oversight of a fulltime librarian and staffing of parttime librarian to complete all of the outreach tasks. Planning is underway to implement such support on an ongoing basis, perhaps with Basic Skills grant funding support.

This pilot indicated initial successes with outreach to basic skills students. It is recommended that this program be incorporated into college-wide basic skills planning and grant-funded programs. Work on this by the basic skills initiative committee and library faculty is underway.

05/26/2016 view

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