Assessment Log - CCS Library Services @ Spokane Community College, 2013-18

Faculty Assessment Activity

QISoF

LINK

16 respondents out of n* faculty surveyed

(*29 faculty + number from LK)

QISoF

LINK

Faculty reported high values when rating:

1. Satisfaction with library instruction

2. Extent to which outcomes were met during library instruction

3. Effect of library session on student work

4. Adequacy of library resources.

QISoF

LINK to FALL 2017 Quarterly Survey of Faculty from SCC Library

[The survey is available until January 10, 2017.]

100% of respondents stated that they were “Very Satisfied” with librarian instruction.

80%  reported that student work was either greatly or somewhat improved as a result of instruction

Majority of comments expressed appreciation for librarian instruction. Other comments include: "I really appreciate the specialized courses developed for each session" and "50 minutes was not long enough to cover detailed information regarding resources for career exploration, but we were shown 'the basics."

SURVEY LINK

100% of respondents stated that students were more successful after having Library instruction.

The list of ways students are more successful as a result of library instruction included:

- Knowledge of library resources and how to use them including knowledge of information sources beyond Google

-  Increased ability to access industry and/or training relevant information

- Enhanced \ability to utilize technology and the internet for academic research

- Learned the value and application of trade and technical journals

- Increased their knowledge of and ability to create technical documents

- Improved teamwork skills in subsequent assignments requiring online research

A suggestion was made that a print handout for navigating the library website, printing, and saving documents be made.

Librarians will consider such a handout in relevant classes.

5 of 31 surveyed faculty responded; all had on-ground classes. All data was positive. Faculty reported that:

• they were satisfied (20%) with instruction or very satisfied (80%)
• all librarians met (40%) or exceeded (60%) learning outcomes
• student work was either somewhat improved (60%) or greatly improved (40%)
• resources were either adequate (33%) or more than adequate (67%) to meet student needs

A challenge noted by one faculty member: Motivating students to use library citation guides and seek librarian assistance more readily.

[Student Success version of survey used]

Comments positive and constructive (ENGL classes desire more time for students in class tot work on their research). Reported satisfaction with library instruction = 100%

10 respondents

[32 faculty were sent survey]

survey results

(Responses indicate overall satisfaction with library instructional services.)

- faculty liked the new flipped method we piloted together in ENGL101

- one request was for more eve. hours (9pm, 1 or 2 times a week, and later on Saturday)

- request for JSTOR: Literature

 - follow-up with all commenting faculty has been completed

- we will continue to develop flipped ENGL101

- we are considering a survey of faculty and students regarding evening and weekend hours, especially for summers

- JSTOR is being considered and we will likely subscribe

QISoF

survey results

Faculty indicated satisfaction, that library instruction 7 resources met or exceeded expectations, and that student work was greatly improved by library instruction.

QISoF: Student Success

This quarter we gave a short survey which asked specifically about student success as a result of library instruction.

survey

11 faculty responded

[32 faculty were sent survey]

100% of faculty reported that students were more successful after SCC Library instruction.

Many complimentary comments were given.

During Fall, analyze which factors faculty identify as student success.

During Fall, explore ways to more clearly promote that we offer customized instruction, including multiple sessions.

Ideas:

• Instruction "menu"
• Proactively suggesting multiple days

One specific suggestion was to offer 2-day sessions of the following type:

• "Generally, I think English 99 and 101 students need information about finding reliable sources and an introduction to the library databases. I also think that all students, English 94-102, need hands-on practice. Perhaps the librarians could suggest two days of library instruction, with the last half of the class each day focusing on putting the instruction into practice? For example, day one would be finding reliable sources with a practice exercise and day two could be navigating the databases with a practice exercise."

Began tracking multiple session requests in our instruction statistics (Fall 2014)

Added fields to online Library Class Request Form:

1. request for multiple sessions

2. field for stating Student Learning Outcomes which requesting faculty would like addressed in library instruction

QISoF

This is the first quarter we are using this satisfaction and feedback survey. It (or another version of a  library instruction survey) is intended to be given each quarter to faculty and staff with whom we have taught during the quarter.

survey (version 1 - W2014)

11 faculty responded

[32 faculty were sent survey]

On the whole, faculty feedback for this quarter was positive (91% satisfied with instruction given by librarians). Faculty reported that library instruction session was "excellent," that librarians "did a great job" teaching research instruction, and that students work and skill level was more advanced as a result of library instruction.

Students work is better, they are more knowledgeable about best places to find sources and more able to decide on credibility.

Some students teach others. (unintended consequence.)

There was a comment that netbooks in the classroom are "difficult" for students to use.

Question: Effect of library instruction session on student work?

• 73%  = greatly improved
• 18% somewhat improved
• 9% unchanged

Question: Resources adequate for students' needs?

• 55%  = greatly improved
• 36% somewhat improved
• 9% unchanged

Make information literacy, student learning  outcomes more explicit: Responses  were somewhat weak to the question about whether or not the library instruction met course information literacy outcomes  (55% = exceeded outcomes; 36% met outcomes; 9% = met some outcomes).

We plan to incorporate more explicit questions and statements about these outcomes on our online instruction request form, and when possible, when booking instruction sessions directly with faculty.

Collection suggestions: One faculty member suggested we continue developing the library collection of "culinary, hospitality, and tourism." This is an area where we have recently purchased a great deal of new research resources, so we will continue to collect.

Databases: Another comment was that library "databases don't seem to have very good scholarly research." In response, we have begun promoting our relatively new periodical index, Academic Search Complete, and will continue to bring it to faculty attention.

Some librarians began the regular practice of asking faculty about expected outcomes at the time a library session was booked.

Changes have yet to be made, but instructions for changes to the online library form have been given to web services.

Faculty were asked to respond to open-ended questions regarding satisfaction with library instruction in these gateway courses. Survey was conducted in anticipation of our 7-Year Accreditation review. survey

Faculty from:

• ENGL101 on-ground
• ENGL101 online
• APLED121

[In brief: faculty were satisfied and impressed with library instruction and collaboration, and reported satisfaction from their students as well.]

1. Library should be given more money for acquisitions and staff

2. IL will become increasingly important in future. Librarians need resources and personnel to ensure that SCC students have IL skills needed in rapidly changing society.