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
Division: 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
Division: 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. 


06/14/2016 view
Division: 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
Division: 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
Division: 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
Library Services and Instruction User Interface

In spring 2016, the district wide LUX group focused on better understanding how students were interacting with the primary Research Databases webpage, which is one of the main user interfaces for the Los Rios Libraries. Mark Ford and Rochelle Perez participated in this committee as CRC representatives. The LUX committee completed two assessments in spring 2016, a pop-up survey on the research databases page which surveyed all database users and usability testing on small focus groups of students. The assessment results provided a great deal of insight into student use of this webpage, and it uncovered additional questions for the group to research. The assessment clearly showed that students are heavily using the top database page links (primarily the "General" section). Students have challenges understanding how to use the rest of the page including how to select an individual database. Students are unclear with the difference between a database title and provider. Students often select a database based on recommendations from their instructors. Based on these findings, the LUX committee is working on supporting materials and practices to help students better use these resources. These are outlined below.

The LUX team identified three tasks to improve student use of the Research Databases interface. First, they are developing a brief video to help students acquaint themselves with this page and understand how to select a research database. This video is currently in planning stages and should be completed by end of fall 2016. Second, the LUX group will be providing follow up instructions to librarians regarding the importance of communicating with faculty about the best databases for their students to use. Since instructor recommendations were one of the primary factors that students relied upon to select a database, it is essential that instructors are kept well-informed of new resources, and that librarians converse with instructors about specific research assignments and the best tools to complete them. Finally, librarians identified the need for further testing to understand student search behavior on the Research Ratabases webpage, which resulted in the focused user group testing at two of the colleges. These testing experiences were completed at the end of the spring 2016 semester and formal results are pending. 

At this point their are no college-wide implication.

05/17/2016 view
Health Services Influenza Education/Resources

Influenza education/resources are needed for the health of campus community.

Every flu season resouces change. Adapting to these changes every year is necssary iwth providing the best services available.

Work with Sacramento County and other local Health Care agencies every year.

05/11/2016 view
Health Services Breast Cancer Awareness Month Activities

Tabling event done during the month of October to promote awareness.

Being able to do this event depends upon staffing resources.

05/11/2016 view
Health Services Health Fair

Have not done a large scale Health Fair since 2012 due to staffing.

05/11/2016 view
Health Services TB Skin Test for Employees and Students

This is a requirement for employment in education and students who are entering Allied Health Fields.

Guidelines from outside health agencies are contantly changes. We will continue to provide the best standard of care and adapt to the changing requirements.

State requirements guide this process.

05/11/2016 view
Health Services Service Learning Project

Although this program is no longer in existence due to staffing changes, it was useful and effective when it was in operation.

Program has ceased.

05/11/2016 view
Health Services Blood Drives

We are doing a fine job of creating, implementing and conducting Blood Drives. We do about five per year and, although some drives bring fewer participants than others, for the most part this is a successful effort.

As with all parts of our program, we can always look at what we're doing and make improvements, in this case primarily in promoting these to the campus community.


05/11/2016 view
Health Services Responding to medical emergencies on campus

Campus Police are first responders in this area, but when we can, we assist in this program. We definitely need additional staffing to be available when medical emergencies occur.

Given the fact that this department is operated by one full-time staff member, it is nearly impossible to meet the requirements of medical emergencies. We are fortunate that Campus Police can respond to these emergencies, but it would be even better if we had the additional staff necessary to assist with this process.

Additional staffing in this area is definitely part of the overall college planning and staffing process. Expanded and improved health services would have to be a college priority for us to be able to meet the needs that are truly expected of us.

05/11/2016 view
Health Services Smoking Cessation Efforts

A smoke, tobacco and vape-free campus will improve the overall health and wellness of the campus community.

As of August 1, 2016 Cosumnes River College will be a smoke, tobacco and vape-free campus.

This is ongoing process which will require conitued education and support with the campus community with the ehlp of STAND (Sacramento TAking Action Against Nicotine Dependence), planning, OD And research.

05/11/2016 view
Health Services Peer Health Educator Training

This is a program that does help Health Services, but if we had a larger staff, we could operate it more effectively. Monitoring the scheduling and performance of student workers requires more time than we have. 

To work most effectively, we would need an individual dedicated to overseeing the Peer Health Educator Training portion of the program. Because these are student workers, it is difficult to conduct this in any way other than piecemeal. Additional funding and staffing would definitely help.

Again, professional development would help, as would research efforts to determine best practices.

05/11/2016 view
Health Services Health Workshops

Doing Health Workshops for campus community improves health with improves student learning.

Will conitnue to assess current needs of campus community to provide the best level of care with what resources are available. I will conitue to seek feedback to make changes as needed.

Will continue to collaborate with planning, PD and research in providing current data in working with campus community.

05/11/2016 view
Health Services Physical Health Assessments and Referrrals

This area is primarily based on referrals. We don't have the staff, the facilities or the overall expertise to do anything but refer students to medical professionals. In this way, we are doing a satisfactory job.

Given the basic limitations of community college health services, we will continue to assess what we are doing, but we don't plan any big changes. We will assess it again in a year.


05/11/2016 view
Health Services Mental Health Assessments and Referrrals

We are well aware of the needs in this area, but given financial and structural contraints, this is a work in progress.

In the recent past, we had an on-staff, contracted mental health professional.  All areas on campus reported the success of this effort, but funding and support was removed, preventing us from meeting this significant need.

Mental health issues among students have increased as resources have decreased. To truly meet the needs of the college community, Health Services needs additional funding, staffing, and even the possibility of a student health fee.

05/11/2016 view
Health Services Reproductive Health Assessments and Referrrals

We continue looking for best practices and improving the ways in which we support the campus community.

As student demographics and needs evolve, we will continue to adapt our programs and services to meet student and staff needs.

Professional Development support is necessary to remain current. 

05/11/2016 view
Outreach Host Special Events

Our High School Partners Conference did take place on March 11t, 2016.  While Outreach did provide support for this event, the planning was moved to the Counseling Office and was led by the SSSP Specialist. 

Outreach will continue to provide support for this event but it is our understanding that the planning of the event will remain within the Counseling Office. 

04/27/2016 view
Library Services and Instruction Online learning resources

In spring 2016, we surveyed students who had recently completed the library's online tutorial quizzes through D2L. We asked questions relating to the usability and ease of access of the tutorial site and also regarding the content, format, length, and language of the tutorials. While the results were moderate (not extremely good nor extremely bad), they confirmed some of the ideas that we had about improvements needed to the structure of the tutorial site and content/format of the tutorial videos. 

Plans are underway to revise the content of the library tutorials to increase engagement and student learning. These changes will work to correct the weaknesses identified in the assessment. Research is underway to identify the best delivery method for the tutorials. The current method (using the LMS) has benefits for protecting student data, ease of grading, and retrieval of the results; however, the process to log into the course is moderately challenging for students. Librarians are researching alternative methods to host the tutorials and quizzes to address the weaknesses identified in the assessment. 

There are a few possible college-wide implications. The current delivery method for the tutorials is the LMS, which will be changing in the near future. There is potential workload for the DE staff in assisting the library with setting up the course on the new LMS or if librarians determine a different delivery tool is preferable then there may be cost (planning) required to set up the tutorials on a new platform. 

04/07/2016 view
Library Services and Instruction Reference services

This was the first opportunity we have had to perform an assessment of this type, and the results were overall quite positive. We learned that overall the quality of our reference services are very high. Students rated the librarians as friendly and approachable, but more importantly they judged that their own research skills were improved as a result of the interaction with a librarian. Since we had not performed an assessment of this type before, we also learned some insights regarding the survey process itself, and we plan to implement changes as we administer the survey again in Fall 2016. 

Despite the overwhelmingly positive survey responses we received, we noted several shortcomings in our process of administering the survey that might have limited the number of responses and may have skewed the responses slightly. The librarians plan to implement the survey in Fall 2016 for a longer period and at different points in the semester. We also plan to use a different method for soliciting survey responses which will hopefully eliminate some of the potential shortcomings of our assessment this spring. By administering the survey a second time, we will be able to gather further evidence to demonstrate that this service area outcome is in fact being met. 

At this time there are no major college-wide implications. However, the information we are gathering from students may have applications in additional research studies that would require assistance from the resarch office. For example, it would be nice to track the impact of interaction with a librarian on a variety of measures using the student ID number to gather student success data. 

04/06/2016 view
Information Technology Instructional Lab/Classroom Support

The IT staff excels in the assessment indicated, but needs to improve its relationship with District Office IT. The Primary reason for this is District Office IT's lack of support at the campus level and allowing for technology creaticvity.

03/24/2016 view
Library Services and Instruction Circulation services

The assessment that was completed in Spring 2015 and Fall 2015 evaluated how easily students were able to find and access needed textbooks. The assessment also looked at areas of improvement or satisfaction regarding service provided by library staff at the Circulation desk and Reference desk. The first assessment was performed at the beginning of Spring 2015 to assess the impact of a new library greeter program and Golden Ticket reserves reward system. Through our assessment we learned that there was a high level of satisfaction among students who use the textbook reserves at the CRC library. Students judged the process to obtain the textbooks as smooth and easy, and students enthusiastically rated the service provided by library faculty and staff who aided them in located and accessing the materials that they needed. 

The assessment that was completed in Spring 2015 indicated a high level of satisfaction and sucess among students in accessing the textbooks that they needed. The assessment was repeated in Fall 2015 to ensure that the findings were consistent, which they were. The library will continue with the Greeter program at the beginning of the semester as well as the Golden Ticket textbook reward program for the upcoming academic year, and then we will assess again to assure that they continue to have the desired impact. 

03/12/2016 view