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Tutoring-Evaluation and Self-Identified Issues
Data and Analysis
According to students' responses on the spring 2000 "Survey of Student Perceptions," 60.5 percent stated that they were very satisfied or satisfied with the tutoring service, 30.1 percent stated that they were neutral, and 9.4 percent were dissatisfied with the service. (Please see Student Perception Survey 2000 IIC-22.)
Student satisfaction with tutoring has declined by approximately three percent over the past three years, and dissatisfaction has increased by approximately one percent. According to students' responses on the spring 2003 "Survey of Student Perceptions," 57.3 percent of the respondents stated that they were very satisfied or satisfied with the tutoring service, 32.4 percent were neutral, and 10.3 percent were dissatisfied with the service. (Please see Student Perception Survey 2003 IIC-22.) As the Library Committee and learning resources staff analyzed this data, they determined that although the decline is relatively slight and margin of error could explain the decline, additional information is required to pinpoint areas requiring improvement.
A refined survey to gather more in-depth data from tutors and from students receiving tutoring services will be developed in 2004 to gather information fundamental to improving services and student satisfaction. This information will serve as a benchmark against which improvement can be measured. The data will be used to problem-solve and develop activities that will result in improved student satisfaction with tutoring.
The Library Committee and learning resources staff will use the current information to establish a benchmark by which general satisfaction will be measured. The Committee and learning resources staff have set a three year goal that student satisfaction will improve an additional three percent. (Please see page 8 for tutoring goals.)
Meeting the Accreditation Standard
The college has met accreditation standard II C in regard to tutoring. Through creative responses to dwindling resources, students' needs for tutoring, regardless of location or means of delivery, have been met. The operational hours of the Tutoring Center have expanded as the schedule has expanded (for example, opening the center for Saturdays and during the four-week summer intersession), and contracted as the schedule has contracted. Creative responses to maintain or expand services despite budget cuts have included the following:
- Expanding the amount of group and drop-in tutoring available while limiting individual tutoring to students in special needs populations
- Recruiting retired teachers, graduates, future teachers and community members to become volunteer tutors
- Encouraging faculty to hold their office hours in the Tutoring Center and tutor students in their discipline
- Using a collaborative Title 5 grant to support online individual tutoring services 24/7
- Developing a tutoring center at the East Campus through grant funds
- Developing class specific study groups in the Tutoring Center
Major efforts have been made to inform students of tutoring services. At the beginning of each semester tutors visit classes and inform students of the Tutoring Center 's services. Information is given at the new student orientation, in the student handbook, on the college Web site, in the college catalog, in the schedule of classes, and in the student services brochure, which is published in both English and Spanish. Deans inform new faculty of tutoring services at their orientation.
As a result of self evaluation and analysis, several self-identified issues which will need to be addressed in the tutoring arena include the following:
- Now that the new online tutoring service, Smarthinking, has been successfully piloted, efforts need to be made to ensure that students and faculty know of the new service; its effectiveness in improving student learning needs to be evaluated, and funds need to be allocated to continue it, if appropriate. During the first semester of use, 238 students received assistance.
- Some form of tutor training needs to be reinstated and evaluated for its effectiveness.
- The Tutoring Specialist position must be filled to provide continuing leadership and support to the center.
- The college needs to develop a systematic way of evaluating Tutoring Center services, to gather evidence that tutors contribute to the achievement of student learning outcomes and use these results for improvement. Benchmarks need to be established and data needs to be collected and evaluated to determine if the benchmarks have been met. Possible courses of action would involve tracking usage trends; continuing student and faculty surveys to determine satisfaction with Learning Center services; and piloting a practical research method to regularly measure the effectiveness of the various teaching strategies that incorporate technology in the achievement of student learning.
Media Resource Center -Evaluation and Self-Identified Issues
Data and Analysis
The 2000 "Ventura College Trailblazer Self-Assessment Study" reported on page 16 that a staff survey was completed in fall 1998 in which "Classroom facilities and equipment were considered inadequate by 63 percent and instructional classroom support was considered inadequate by 59 percent." (Please see IIC-25.) This information will be compared with data generated by a new faculty survey regarding learning resources to establish a benchmark for service satisfaction. The new data will also be used to identify problems and evaluate solutions.
Meeting the Accreditation Standards
The college has met accreditation standard IIC in regard to the provision of audio visual equipment and programs to support the instructional program. Resources from the new LRC building have created a much-needed opportunity for vast improvement in media services. Throughout the past several years media services has had to operate with some equipment that was antiquated and a budget that hindered repair, replacement and upgrades. This problem was compounded when stolen equipment was unable to be replaced due to high insurance deductibles. Similarly, the video collection was becoming out-of-date due to limited resources for replacements and additions. The new building allowed for an influx of funds to augment the center. One-time funds were used to significantly upgrade the film collection, upgrade equipment available for faculty check-out, and, most importantly, provide "smart" classroom equipment in ten classrooms.
Creative responses to maintain or expand services despite budget cuts have included the following:
- To mitigate the problem of limited Media Center staffing, the college has made use of warehouse staff to deliver equipment to classrooms.
- To mitigate the problem of budget cuts in equipment maintenance and repair accounts, the college has developed a policy that equipment will be purchased with extended service warranties.
As a result of self evaluation and analysis, several self-identified issues that will need to be addressed by learning resources staff and the Library Committee in the media services arena include the following:
- The college needs to develop a systematic way of evaluating media services and use these results for improvement. Benchmarks need to be established and data needs to be collected and evaluated to determine if the benchmarks have been met. The Library Committee has developed and implemented a survey, which is administered regularly to determine faculty requirements for classroom technology and their satisfaction with current equipment, programs and services.
- The committee and learning resources staff will use data from this survey to identify problems, determine solutions, and identify required resources.
- A long-term plan developed by input from faculty stakeholders needs to be developed by the learning resources staff and the Library Committee to guide film collection development; purchase, replacement and maintenance of equipment; and improvement of classroom instructional technology.
Learning Center - Evaluation and Self-Identified Issues
Data and Analysis
According to students' responses on the spring 2000 "Survey of Student Perceptions," 63.9 percent were very satisfied or satisfied with the Learning Center service, 31.6 percent were neutral, and 4.5 percent were dissatisfied with the service. (Please see IIC-22 for Student Perception Survey 2000.)
Student satisfaction with the Learning Center has remained stable over the past three years, but dissatisfaction has increased by approximately 1.5 percent. According to students' responses on the Spring 2003 "Survey of Student Perceptions," 63.6 percent were very satisfied or satisfied with the Learning Center service, 30.5 percent were neutral, and 5.9 percent were dissatisfied with the service. (Please see IIC-22 for Student Perception Survey 2003.)
The Library Committee and learning resources staff have used this information to establish a benchmark by which improvement will be measured. The Committee and learning resources staff have set a three-year goal that student satisfaction will improve an additional three percent, and they have developed plans to achieve that goal, including creating a new student questionnaire to gather more specific data that will help them to identify problems and evaluate the effectiveness of solutions. However, the data gathered within this area is also general in nature. As the program expands, a need for more specific information is necessary.
Meeting Accreditation Standards
The college has met accreditation standard IIC in regard to the Learning Center . With the advent of the new Learning Center , students, including those with disabilities, have access to the latest technology as well as many instructional programs. The integration of services has allowed for better utilization of staff and the expansion of hours; and, by upgrading the job classifications, technical support has improved. Increasing the number of stations to 360 has allowed for increased student use. Faculty have also made use of four years of research and pilot testing to implement new teaching strategies in the Learning Center, maximizing the use of to technology. (Please see page 138-139 for full description of these faculty projects.)
As a result of self evaluation and analysis, self-identified issues which will need to be addressed in the Learning Center arena include the following:
- The college needs to develop a systematic way of evaluating Learning Center services, to gather evidence that they contribute to the achievement of student learning outcomes, and to use these results for improvement. Benchmarks need to be established and data needs to be collected and evaluated to determine if the benchmarks have been met. Possible courses of action would include tracking usage trends; continuing to survey students and faculty to determine satisfaction with Learning Center services; and piloting a practical research method to regularly measure the effectiveness of the various teaching strategies that incorporate technology in the achievement of student learning.
Staff Resource Center-Evaluation and Self Identified Issues
Meeting Accreditation Standards
The college has met accreditation standard IIC in regard to the Staff Multimedia Resource Center . Great strides have been taken in institutionalizing technology training for faculty; in incorporating into distance education training a component on accessibility which requires that all distance education courses comply with the Chancellor's Office guidelines; in providing a Staff Multimedia Resource Center; and in beginning to equip "smart" classrooms so that instructors can readily integrate technology into their instruction, thereby meeting the diverse needs of their students (IIC-65). These accomplishments are outlined in detail in the 2002 VC Progress Report, and were commended by the WASC Team in their report of April 17, 2002, which stated, "there has been special attention given to activities designed to train staff in new technologies." The team continued, saying, "the College has responded effectively to the portions of the [previous] recommendation regarding the writing of a staff development plan and the staff training in new technologies."
One major self-identified issue in relation to the Staff Resource Center involves a loss of state funding for staffing and maintenance of equipment. The Staff Development Committee will need to develop a system to evaluate the effectiveness of the Staff Resource Center , making use of the results to advocate for college resources, to plan, and to provide services to faculty and staff.
Planning Agenda-Evaluation of Learning Resources
A. The planning agenda for evaluating the library component of learning resources is found in the chart below, which lists evaluation questions, criteria for evaluation, data collection techniques or sources, those responsible for data collection, when the collection occurs, and who receives the report. Data from this evaluation process will be analyzed and used by appropriate groups, including the library staff and Library Committee, for planning, problem solving, and improvement of library services.
|Library Component Evaluation||Criteria for Evaluation||Data Collection Techniques or Sources||Responsible for Data Collection||Collection Time||Recipient of Report|
|Are the LRC and library services and materials adequate to promote student learning outcomes? Eventually include: Tutoring Center, Media Services, Staff Resource Center and Learning Center .||Center staff, hours, systems, supplies and equipment enable students to complete course assignments and meet course objectives||Evaluation of information competency of students; Student survey and Faculty survey||Chair Library Committee||Spring every three years||Library Committee|
|Are library holdings, equipment and study space adequate and accessible?||Library holdings and study space permit students to complete course assignments and meet course objectives; provide for research needs of faculty and students; offer database access||Faculty survey Student survey Staff survey||Library executive staff||Spring annually||Library Committee|
|Do faculty and students participate in the governance of the library and LRC?||At least one student on and at least one faculty member from each division on Library Committee||Faculty survey Library Committee rosters||Dean||Fall annually||Library Committee|
|Are students satisfied with the LRC staff?||72 percent satisfied or very satisfied on relevant surveys||Student surveys||Library Committee||Spring annually||Library Committee|
|Does the LRC mission reflect the stated mission of the College? And does it reflect the beliefs of the staff, faculty and students?||Document from policy manual, tours, faculty orientation, library Web site||Document review Annual workshop||Library Committee||Fall annually||Library Committee|
|Are the resources and functions of the library and LRC components based on the mission of the library and LRC?||Library Committee review||Document review Annual workshop Faculty survey Student survey Staff survey||Library Committee||Fall annually||Library Committee|
|Are the goals based on professional standards?||Staff review and approval, Library Committee review and approval||Annual workshop Staff survey||Reference librarians||Fall annually||Library Committee|
|What is the level of staff job satisfaction?||Low turnover rate Active participation in library committee Annual evaluation||Library minutes Staff survey||Library executive staff||Spring annually||Annual staff workshop|
|Do staff receive administrative and resource support?||Low turnover rate Satisfaction 80 percent on surveys||Staff survey||Library Executive Staff||Spring annually||Library Committee Annual staff workshop|
|Are students satisfied with Library and LRC components?||72 percent satisfied or very satisfied responses on appropriate survey questions||Student surveys of Library, Tutor Center , etc.||Library Committee||Spring annually||Library Committee|
|Do the library and LRC's policies and practices reflect a commitment to a cultural, racial and ethnic diversity?||Data collected by staff to demonstrate sensitivity to diversity||Student demographics Cultural exhibits and presentations Bilingual staff Diversity in collection Staff training in diversity||Library Executive Staff||Spring Annually||Library Committee|
|Do the organizational structure of the library and LRC components allow for participation in governance by administrators, faculty, students and staff?||Faculty, student and staff participation in shared governance and on committees||Committee charts Organization-al chart Evaluation of policy manual and practices||Dean||Fall annually||Library Committee|
|Are the library's fiscal resources adequate to meet the library and LRC component goals?||Balance between revenue and expenditure||Annual budget Monthly budget statements||Dean Library Executive Staff||Continuous||Library Committee College Resource Council|
|Are interlibrary loan agencies supportive of their affiliations with the library and LRC?||Positive evaluation of affiliations||Staff evaluations||Library Executive Staff||Spring every third year||Library Committee|
|Are facilities adequate to meet goals?||Favorable evaluation by faculty and students and staff||Student survey Faculty survey Staff survey||Library Committee||Spring annually||Library Committee|
|Are students and faculty aware of LRC policies, administration and resources?||50 percent awareness||Orientation surveys of students and faculty||Librarians||Ongoing||Library Committee|
|Are the academic and experiential qualifications of academic staff appropriate to their responsibil-ities?||All staff meet job qualifica-tions Staff have role and functional prep in area Participate in continuing education||Current resumes Staff transcripts Annual administrative evaluation||Dean||Spring annually||Dean|
|Are the number and utilization of staff for all LRC components sufficient to meet LRC goals?||Sufficient staff and utilization See pp. 26,27 Assoc. College & Research Libraries Standards||Staff load profile Annual administrative evaluation See pp. 26,27 Assoc. College & Research Libraries Standards||Dean||Spring||Library Committee Administrative Council|
|Are the methods of evaluating adequate and are data sufficient to make policy and practice changes, if needed?||Self-study based on evaluation of above sections||Committee reviews tools, sources, and evaluation results and changes are made and evaluated||Library Committee||Spring every three years||Library Committee|
|Are there mechanisms for using evaluation data to develop, maintain or review components of the library and LRC?||Evaluation plan External review||Committee reviews tools and sources used in evaluation||Library Committee||Spring every three years||Library Committee|
|Is there a method for evaluating and revising the evaluation plan?||Evaluation plan External review||Review of tools and sources used in evaluation||Library Committee||Spring every three years||Library Committee|
This evaluation process will be piloted for one learning resources area during the 2004-05 year, benchmarks will be established, and evaluation tools and processes will be refined based on the results. A new area of learning resources will be added each year until all areas are integrated into the comprehensive learning resources evaluation and planning system. This system will, in turn, become an integral part of the college's overall evaluation and planning system. If successful, it should lead to continuing quality improvement in learning resources services and continuing improvement in student learning.
Planning Agenda-Three Major Challenges
B. With the advent of the new building and its up-to-date technology, great strides were taken this year in the improvement of learning resources services. Three major challenges lie ahead: how to develop the library and audio-visual collection that is to be housed in the facility; how to maintain the technological edge that this project has afforded the college; and how to staff it adequately. Successfully meeting these challenges is going to require creative planning, advocacy for learning resources, and solid data showing its importance in student learning.
1. In 2004-2005 a task force of learning resources staff and interested faculty will explore grant, foundation and endowment opportunities that could be used to maintain the currency of learning resources technology and for resources that might be used to increase the collection. This task force will report to the executive library staff. Its goal will be to write one proposal each semester.
2. In 2004-2005 the executive library staff will analyze data from the evaluation plan above to determine the impact of decreased staffing on the provision of learning resources services in the learning resource area being evaluated, develop a long range plan to meet staffing needs, and present that plan to the college for inclusion in its long range planning initiatives. This process will continue annually until all learning resource areas have been evaluated and a complete long-range staffing plan is developed.
Planning Agenda-Continuous Quality Improvement
C. The planning agenda needs to incorporate several projects that might be grouped under the heading of "Continuous Quality Improvement." They include the following:
1. In 2004-2005 the Library Committee, in collaboration with the executive library staff, will analyze data from the student and faculty surveys regarding usage of specific learning resource services to create a benchmark for increased usage of services; this will be used in planning and is evaluated annually.
2. In 2005-2007, with the goal of improving information literacy rates, the executive library staff will establish benchmarks and annual targets for the number of students who receive library orientation, and increase that number annually; revise the library orientation course based on student and faculty evaluation; and develop, implement and evaluate a Web-based library orientation for off-campus students.
3. In 2004-2005 the Learning Resources Supervisor will collaborate with learning resources staff to fine-tune the evaluation plan outlined in the chart above, adapt it to the East Campus Learning Center, implement it, and use the data to measure the effectiveness of these new services in improving student learning off-campus.
4. With regard to improving the evaluation and planning system, in 2004-2005 the Library Committee will develop a tool to collect data from classified learning resources staff on the adequacy of learning resources from their perspective, establish a calendar that will be implemented for each learning resource unit's program review cycle, and revise the student and faculty satisfaction surveys.
D. Planning agenda projects specific to tutoring include the following:
1. In 2004-2005 the Learning Resources Supervisor will collaborate with the tutoring specialist and tutors to develop an evaluation survey that will provide information for planning and improvement of tutoring services, training, and support.
2. In 2004-2005 the Learning Resources Supervisor will collaborate with the tutoring specialist and the district institutional researcher to develop an evaluation of the effectiveness of tutoring services, including online tutoring. These results will be used in planning and goal setting.
3. In 2004-2005 the Learning Resources Supervisor will collaborate with the tutoring specialist to develop an evaluation survey for faculty that will provide information for planning and improvement of tutoring services.
Planning Agenda-Media Resource Center
E. In 2004-2005 the Learning Resources Supervisor will collaborate with the Media Services Specialist and faculty stakeholders to develop a long term plan to guide the purchase, maintenance and disposal of classroom instructional technology and programs.
Planning Agenda-Learning Center
F. In 2004-2005, to assure that instructional needs are being met, the learning resources supervisor will collaborate with the computer specialist and the two learning resources technicians to develop a long term plan to guide the maintenance and upgrade of equipment and technology.
Planning Agenda - Staff Resource Center
G. In 2004-2005 the Staff Development Committee will develop a system to evaluate the effectiveness of the Staff Resource Center and a strategy for making use of the results to advocate for college resources, to plan, and to provide services to faculty and staff.
Ventura College has met Accreditation Standard IIC in regard to the library and learning resources. Self-identified issues have been noted in various areas and detailed planning agendas have been developed to guide the college in planning, problem solving, and evaluating for continuous quality improvement in library and learning resources services.
Representativeness of Current Information in This Self Study
The Library and Learning Resource Center has grown dramatically over the past year, and it will continue to develop its operation in the period between the writing of this report and the accreditation visit. However, the current information is generally representative. Any changes will be documented and presented to the visitors.
The most significant change is the opening of the new Library and Learning Resources Center . While visiting Ventura College , the accreditation team will have an opportunity to tour the new facilities.
Library and Learning Support Services
List of Documents
|IIC-1||2003-04 Ventura College Catalog, p. 3|
|IIC-2||Library Policy Manual, p. 2|
|IIC-3||Learning Resources Brochure Faculty Guide|
|IIC-4||VC College Management Organizational Chart|
|IIC-5||Liberal Arts & Learning Resources Division Organizational Chart|
|IIC-6||Library Policy Manual, p. 12|
|IIC-7||Samples of Publicity for Library Services|
|IIC-9||One Book/One Campus - The Things They Carried|
|IIC-10||Documentation Frankenstein Exhibit|
|IIC-11||East Campus LRC Publicity|
|IIC-12||Tutoring Usage Report|
|IIC-13||Tutoring Hiring Packet|
|IIC-14||Tutor Orientation & Training Packet|
|IIC-15||Smarthinking News Article & Fliers|
|IIC-16||Tutor Center Publicity|
|IIC-17||Audio Visual (AV) Catalog|
|IIC-18||LC Learning Center Publicity|
|IIC-19||Learning Center Brochure|
|IIC-20||Staff Development Committee Membership|
|IIC-21||Staff Resource Center Budget|
|IIC-22||VC Surveys of Student Perceptions 2000-03|
|IIC-23||California Community College Chancellor's Office Library Reports & U.S. Dept. of Education National Center Report|
|IIC-24||Program Reviews - Library, Audio Visual, Learning Center|
|IIC-25||VC Trailblazer Self Assessment Study, 7/12/00|
|IIC-26||VC Trailblazer Self Assessment Study Response, 9/20/00|
|IIC-27||LRC Newspaper Articles|
|IIC-28||LRC Task Force List|
|IIC-29||Publicity about On-Line Library Resources|
|IIC-30||East Campus LRC Publicity|
|IIC-31||Library Technology Plans 97-02 & 2003-06|
|IIC-32||Pirate Press Smarthinking Article|
|IIC-33||Tutoring Web Page|
|IIC-34||Master Facilities Plan, Sect. 8|
|IIC-35||Staff Development Progress Report|
|IIC-36||LRC Group II Equipment List Staff Resource Center|
|IIC-37||LRC Tech Task Force Membership, Minutes, etc.|
|IIC-38||Software Evaluation Projects|
|IIC-39||VC Planning System Model|
|IIC-40||Library Policy Manual, p. 2|
|IIC-42||VC Resources for Unit Planning Fall 2000|
|IIC-43||Library Policy Manual, p.12|
|IIC-44||Library Committee Membership Sample Minutes of Meetings|
|IIC-45||Educational Assistance Center Tutor Training Booklet|
|IIC-46||Student LRC Survey|
|IIC-47||Faculty LRC Survey|
|IIC-48||Library Policy Manual, p. 24|
|IIC-49||Library Policy Manual, pp. 5-6|
|IIC-51||Library Policy Manual, p. 18|
|IIC-52||Library Policy Manual Book Ordering Policy, pp. 5-6|
|IIC-53||Samples Library Exec. Staff Meeting Minutes|
|IIC-54||Book Drive Info|
|IIC-55||Evaluation Report - VC, 1996, p. 17|
|IIC-56||VC Accreditation Midterm Report, 1998, pp. 17-18|
|IIC-57||VC Learning Resources Technology Plan 2003-2006, pp. 1-3 Information Competency Criteria from State Chancellor's Office|
|IIC-58||Documentation on Information to Faculty on Orientations, etc.|
|IIC-59||Classroom Assessment Technique|
|IIC-60||Library Web Page|
|IIC-62||Library Manual, p. 10|
|IIC-63||Library Manual, p. 12|
|IIC-65||VC Accreditation Self Study Report March 2002 VC Progress Report April 2003|