Student Services/Support Program Assessment Summary

Program/Department PSLO/PSAO Activity assessed 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
Career Center Career Center--Job Services Career SPA will demonstrate how to use LINCS, Collaborate with outside agencies, Conduct workshops and presentations in various classes.

Since I began in November of 2015 I learned that the Los Rios District wants to push the use of LINCS by local employers because the district spent money on this software program. Through verbal interactions with students and employers most people had not heard of the site.

 

The focus will be getting the word out via written materials about what is LINCS and the benefits for students and employers.

I think the way to measure this is to track the use of employers from Fall 2016 to Spring 2017 in posting positions on this site.

I think the way to measure this is to track the use of students from Fall 2016 to Spring 2017 in registering on the site. This can be measure semester to semester or academic year to academic year.

What I have done starting in August of 2016 was create a pamphlet for students on how-to register for LINCS.

When I recruited from November 2015 to April 2016 for the Career Fair I would hand out information to employers regarding registering for LINCS as an employer and how-to post jobs.

LINCS is being advertised on the CRC Career Page, is being advertised to students when they come into the Career Center looking for employment and when I do classroom presentations.

 

 

 

09/28/2016 view
Career Center Career Center--Resumes Conduct workshops and presentations in various classes.

I have learned that many of our students don't know how to write a resume properly and have had no instruction on creating a resume prior to coming to the career center. This was learned through speaking to students in need of a resume and students who bring in "resumes" that are just words about jobs on a paper but not in a readable format for employers.

What I have learned from doing classroom presentations is many students don't know we have a Career Center that can help them with writing a resume. The focus has been informing instructors of Human Career Development and Freshman Seminar classes that I would like to speak to their classes so that more students will know what services are offered on campus with the Career Center.

I have created a uniformed method of how-to deal with students who don't know how to create a resume or have a non-readable resume.

1. A free how-to write a resume and cover letter packet is available on the CRC Career homepage for free

2. Students are instructed to read that how-to write a resume packet and attempt to follow one of the many examples in the packet for creating a resume. Once a student creates a draft resume, they e-mail it to the Career Center.

3. The Career Center SPA calls the student back and makes an appointment a minimum of 24 hours after the resume was received (in order to give the SPA time to revise and rewrite the resume). The SPA will makes notes on the student original resume and create a brand new resume that is functional and readable for the student

4. When the student comes in for his or her appointment the Career Specialist explains line by line the changes to the resume and why the changes needed to be made. The Career Specialist gives the student tips for customizing resumes for each job he or she applies for. The Career Specialist then emails the new resume to the student so he or she can makes edits electronically.

5. The SPA provides the student with 3 sheets of resume paper for the students resume, cover letter and reference page. The student is then told where he or she can purchase additional resume paper. The student now leaves with a business card, resume paper and the knowledge of creating a functional resume.

09/28/2016 view
Career Center Career Center--Career Assessments Conduct workshops and presentations in various classes.

This outcome type was in place prior to me taking over this role in 11-2015. There were not "hard numbers" regarding the usage of the career assessments to enhance major exploration previous to my appointment in this role. I began tracking assessments  in January of 2016.

This outcome is important because if students need major exploration and have no idea where to start regarding major exploration, these assessments really help us narrow down students interests. If a student does not have an educational plan then in theory they have no roadmap of college completion. Without a roadmap students are in danger of taking  unnecessary classes and increasing his or her stay at CRC. Student that stay at CRC longer may get frustrated at a lack of progress and not complete his or her education.

Also, since CRC has to financial pay for a site renewal fee for the tests and pay for each test a student takes, ensuring that the test really narrows down a major and education plan for the student is paramount to justify the financial commitment.

In order to increase student awareness of the assessment tests I will continue to do classroom resonation to HCD and INDIS classes.

There was no mention of how-to measure this outcome type:

The way I will measure this outcome type is by tracking the number of appointments that show up to take the Myers-Briggs and Strong Interest inventory assessment test.

I will also track the number of classroom presentations I do regarding the Career Center and ensure all classroom presentation discuss the various assessment tests we have and the benefit in taking them.

Currently the Myers-Briggs and Strong Interest Inventory test cost student money but starting in Spring 2017 they will be free to ALL students so the numbers of assessment taken should increase by removing the financial barrier.

I think comparing numbers from Fall 2016 to Spring 2017 will start to give you concrete data if the awareness of assessment testing is working based on the increase, decrease or stagnancy of the numbers.

09/28/2016 view
Library Services and Instruction Circulation services

At the beginning of fall 2016, we created and administered a student survey asking students to provide feedback on their experience getting a textbook that day, their overall rating of CRC Library staff, and soliciting any additional comments regarding the CRC Library. We received 142 survey responses over a 2-day period. Survey responses indicated that students' experiences getting a textbook were easy (98% rated this way), and results indicated that 98% of respondants felt that library staff are efficient & friendly which is a library service goal. Students were able to enter any additional comments and suggestions that they wished, and 37 students included comments on their surveys. These comments ranged from kudos to library staff to suggestions for library improvements. Librarians immediately reviewed student comments to see what changes could be implemented. 

Overall the assessment results confirmed:

1. Students feel that the process to obtain a textbook is easy. 

2. The level of service provided by library staff appears to be consistently friendly and efficient. 

The library has processes in place that students must follow to check out textbooks, and library staff strive to make these processes quick and as simple as possible. The last several similar student surveys confirm that these processes are working as intended. Library staff also strive to be welcoming and helpful to students as they quickly help them obtain the materials they need or complete needed tasks. Survey results indicate that there is a high level of consistency and quality in customer service provided by library staff. 

Librarians have reviewed student suggestions to identify immediate improvements, which can be implemented. For example, two students requested that there be more clocks in the library, and library staff are already putting in facilities requests to have additional clocks placed in various locations. Some suggestions for improvement will take long term planning or are known issues which cannot be addressed immediately. For example, one student commented on the need for the Library building as a whole to be more ADA friendly. This is a planning item that librarians have long advocated for within college planning groups and through our program review. This will of course require college-wide planning and resources to fully accomplish. Overall, however, survey results indicated that the assessed areas (textbook access and staff service quality) are well established and performing as desired. Librarians and staff will conduct future assessments to ensure that student satisfaction remains high in these areas. 

Note: the timing of when planned changes will be completed (listed below) refers to when the short term tasks (such as new clocks) will be completed. Other timelines will apply to reassessing and to addressing longterm planning needs. 

08/31/2016 view
Information Technology Information Technology--Overall IT Services Campus Computing, Instructional Lab/Classroom Support, Network Infrastructure, Operation and Support Services

The outcome assessment of the overall IT Services has been great. We receive emails from several divisions (faculty and staff) expressing gratitude for IT Services continue support.  Specially, with last minute request and our flexibility with those last minute request. 

Continue monitoring staff workload and projects.

08/25/2016 view
Information Technology Information Technology--Relationships with District Staff Network Infrastructure

Communications with DOIT has been difficult, in particular tying them down to specifics on projects that we consider time sensitive and mission-critical. That we’re concerned about decisions being made by DOIT managers about CRC infrastructure and operations without prior consultation or discussion.

 

Working with DO-IT Management to install our secondary fiber line. 

08/24/2016 view
Information Technology Information Technology--Staff Collaboration Campus Computing, Instructional Lab/Classroom Support, Network Infrastructure, Operation and Support Services

The outcome assessment for Campus Computing, Instructional Lab/Classroom Support, Network Infrastructure, and Operation and Support Services during the spring and summer 2016 semester were successful. Meaning, the support, collaboration and services that are provided within these areas.  We received several kudos from faculty and staff.  In addition, within the IT and Media Services department, the Team does an exceptional job of communication and resolving trouble tickets on campus within the two departments.

Continue to monitor support, services and collaboration within the department and with faculty and staff after the new KACE system is implemented to see if this increases response time (trouble tickets).

08/24/2016 view
Information Technology Information Technology--Lab Update Instructional Lab/Classroom Support, Operation and Support Services

The outcome of the lab update assessment was successful, we learned that the ITMB.COB process is efficient and that it assisted several areas with funding computer labs.  Specifically, LRC210 and Music and Radio Lab M204.

No Chnages needed.  The current process works well and the staff worked great with updating the labs that were funded.

08/24/2016 view
Information Technology Information Technology--Helpdesk Ticket Completion Operation and Support Services

During this assessment period, the IT and Media Services Staff evaluated and created a new helpdesk ticketing system using Drupal. We learned that although we could create a ticketing system that would be unique and meet the campus needs, we were still working in silos and that we created a barrier with the DO-Helpdesk staff.  Meaning, staff and faculty trouble tickets could not be easily forwarded to DO-Helpdesk, which imapcted staff and faculty.

District Office is in the process of implementing a KACE Systems, which will include a Helpdesk Ticketing system that will be offered for free to all the colleges. This will improve the communication not just with the DO-Helpdesk Staff, but allow each campus to commentate technical issues with other colleges within the district.

08/24/2016 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. 

 

08/23/2016 view
Library Services and Instruction Library Services and Instruction--Information use (PSLO) Reference services

This was the first opportunity we have had to perform an assessment of this type, and the results were overall quite positive. Following a reference interaction, which is an opportunity for a librarian to teach a student about aspects of the research process, we surveyed the student to see whether they would rate their skill level as increased as a result of the interaction.  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. One of the other challenges with this type of student self-assessment is it is difficult to measure students actual attainment of outcomes (versus their perceived attainment). The librarians will be employing further following up assessments to gather data on how effectively students have indeed acquired the outcomes skills. 

 

The assessment project evaluated a variety of student and service outcomes. This is the outcome where the students self-assessed the lowest (although still satisfactorily). This illuminates perhaps a deficit in our library reference services, which is helping the students bridge the gap from finding a resource to using it effectively in a college assignment. Following the repeated assessment in fall 2016, the librarians will discuss and implement program improvements to help address this issue. 

04/06/2016 view
Library Services and Instruction Library Services and Instruction--Information access (PSLO) Reference services

This was the first opportunity we have had to perform an assessment of this type, and the results were overall quite positive. Following a reference interaction, which is an opportunity for a librarian to teach a student about aspects of the research process, we surveyed the student to see whether they would rate their skill level as increased as a result of the interaction.  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. One of the other challenges with this type of student self-assessment is it is difficult to measure students actual attainment of outcomes (versus their perceived attainment). The librarians will be employing further following up assessments to gather data on how effectively students have indeed acquired the outcomes skills. 

04/06/2016 view
Library Services and Instruction Library Services and Instruction--Information need (PSLO) Reference services

This was the first opportunity we have had to perform an assessment of this type, and the results were overall quite positive. Following a reference interaction, which is an opportunity for a librarian to teach a student about aspects of the research process, we surveyed the student to see whether they would rate their skill level as increased as a result of the interaction.  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. 

One of the other challenges with this type of student self-assessment is it is difficult to measure students actual attainment of outcomes (versus their perceived attainment). The librarians will be employing further following up assessments to gather data on how effectively students have indeed acquired the outcomes skills. 

04/06/2016 view
Counseling Counseling--Personal and Crisis Counseling Career Counseling, Multicultural Counseling, Crisis Counseling, Personal Counseling, Academic Counseling

A student survey revealed that student received excellent counseling services when they met with a counselor in DSPS. They leave with a good sense of what to do next and feel guided and assisted. Respondents felt that counselors were professional, kind here was representative samping of student with less than 30 units (over 56% of the respondents), and those with more than 31 (44%). They expressed a desire for more flexibilty in seeing a counselor (available hours to fit with their schedule). This corresponds well with our desire to have more than one counselor available on high peak times for students. The ability to have quick question time with a counselor was also apparent so they could assure they had adequate verification of disability.

 

DSPS implemented a drop-in counseling hours for Spring 2016 on Fridays.  Student responded positively about the opportunity to ask quick questions whether they are program enrolled student or not.  Continuing and expanding a drop-in counseling format would be desireable for DSPS students, and will help with the front desk triage, and reduce misinformation regarding appropariatt disabilty verification options which is key to providing DSPS students to new students.

DSPS will be increasing the adjunct counseling pool in March 2016 and training counselors to effective serve the CRC student population.

 

03/14/2016 view
Puente Puente--Navigation of Transfer Process Counseling

We evaluated the program and found that all Puente students developed an educational plan and complete group projects that will help them navigate the transfer process.

Expand the Puente program to a second cohort.

02/04/2016 view
Library Services and Instruction Collection management

In 2014 a new online faculty request form was implemented to facilitate faculty requests for new library material purchases. In December 2015, Andi and Emily reviewed the past 3 semester's requests to gauge use of the form and assess whether it is in fact making faculty requests easier. We reviewed the purchases requests and found that faculty are regularly using the purchase request form throughout the semester. The average number of requests per semester is 10.67, and the requests are coming from a variety of faculty. Based on the request data, there are many departments that don't appear to be requesting material from the library. Further research should be done to determine whether those departments lack knowledge of the purchase request form, whether they have a need for library materials in support of their programs, and to determine and address those needs. 

We will conduct further assessment regarding the departments who are not regularly requesting materials through the faculty request form to determine if there is an unmet need for library resources. 

12/11/2015 view
Library Services and Instruction Collection management

In fall 2015, Emily & Andi organized a review of our media collection (reserve & circulating) to try to minimize the number of VHS materials in those collections. This was due the the deteriorating nature of the VHS formatted media and the limited number of students/faculty with easy access to VHS players. This assessment included a review of circulation statistics, consultation with faculty on pertinent titles, and title-by-title content assessment. This assessment is still underway and will be completed in spring 2016. Based on the assessment, we are determining which VHS media titles should be replaced. 

The assessment allowed us to determine the titles in need of replacement. These will be replaced during the fall 2015/spring 2016 semesters, as funding allows and based on priority of purchase. 

12/11/2015 view
Library Services and Instruction Library Space

In fall 2015, Mark and Laurie did a thorough review of library furniture and equipment to evaluate whether student needs are met with current furniture/equipment in the library. They carefully checked all library furniture to determine the need for replacement (based on condition, stability, appearance, etc.). They reviewed data regarding student computer use, and they looked at the physical/technological limitations in the library to determine what changes were feasible.

Based on their review, they determined that the following were areas of need for furniture/equipment: additional computers for student use, replacement tables for group study, replacement study carrels, replacement security gate, additional security cameras.  

Based on Mark and Laurie's review, they determined the areas of greatest need for replacing or adding library equipment to meet student needs. These include additional student computers and replacement group study tables, and they will be including in resource requests generated through the Program Review.  The timeline for when changes are completed will be contingent on funding for our resource requests determined through the COB/ITMB processes. 

12/11/2015 view
Library Services and Instruction User Interface

In fall 2015 a district-wide librarian team was formed to regularly assess, update and maintain the primary library user interfaces for students in Los Rios. These include Onesearch and the Research Databases homepage. Two librarians from this group participate in regular meetings, review statistics, feedback and use that information to make changes to the user interface. 

One of the first assessments was a review of a changed navigation menu on the Research databases home page. The LUX group had received complaints regarding the current format, and they reviewed Google Analytics statistics to determine the search behavior of students. This information supported a change to the menu structure of the databases home page which will be implemented in December 2015.

Based on the data that was gathered, it appeared that students were having trouble understanding the labels that were used to categorize the databases, and there was also a menu to find databases by type which was being underutilized and misunderstood by students and faculty. 

The LUX group is renaming and regrouping several database categories to better align them with student searching behavior and make them more discoverable. 

12/11/2015 view
Library Services and Instruction Circulation services, Reference 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. 

10/02/2015 view
Tutoring Tutoring--Understanding of tutorial resources Info page on tutoring services in New Student Guidebook

The Guidebook has not been updated yet but is expected to be completed with the information page by November 2015.

The updated New Student Guidebook will include an information page for tutoring services.

 

10/01/2015 view
Tutoring Tutoring--Student satisfaction Annual Tutoring Survey

Feedback from the survey indicated that most students were satisfied with the quality of services provided by the Tutoring Center.  Many were using the Center as a place to study and do homework, in addition to those coming specifically for tutoring.  Some indicated a desire for more tutors to reduce the wait time and a few mentioned that it can get noisy in the Center.  Having a fulltime Front Desk Clerk has made it easier to address the noise issues quickly. 

Now that we have a fulltime Front Desk Clerk, it is easier to address the noise issues faster.

10/01/2015 view
Outreach Outreach--Completion of Enrollment Process for Service Area High Schools Information Desk and Lobby Staffing

Outreach Services continues to play an integral role in serving students during the "peak time" weeks at the start of the semester on the main campus and at the Elk Grove Center.  Services have been enhanced with the opening of the Student Access Center on the main campus, allowing us to refer students for additional support with the application process and all eServices related functions. 

09/24/2015 view
Outreach Outreach--Completion of Enrollment Process for Service Area High Schools Campus Tours

The online campus tour request form continues to work well.

09/24/2015 view
Admissions and Records Admissions and Records--Online Services Enhancements Evaluate capability to enhance delivery of services

In September 2015, a long-awaited online submission capability of degree and certificate petitions went into effect. This exciting, new process is very streamlined and simple for students and reflects the reality of evaluators using the degree audit system "What If" report to save time in determining which areas have been fulfilled or not. Students previously needed to list each class and grade for all areas needing to be met on a mulitpage document. Both students and counselors are responding favorably to this new process.

We will continue to evaluate different Admissions and Records activities for opportunities to enhance online services.

09/24/2015 view

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