Chabot College
Program Review Report
2015 -2016
Year 1 of
Program Review Cycle
Library
Submitted on
Contact: Kim Morrison, Pedro Reynoso,
Norman Buchwald, Jim Matthews,
Debbie Buti
ASSESSMENT SCHEDULE:
Appendix B2: “Closing the Loop” Course-Level Assessment Reflections.
Course
Semester assessment data gathered
Number of sections offered in the semester
Number of sections assessed
Percentage of sections assessed
Semester held “Closing the Loop” discussion
Faculty members involved in “Closing the Loop” discussion
LIBS 1 and LIBS 2
Yes
2
2
100%
Spring 2012
Kim Morrison and Pedro Reynoso
Form Instructions:
• Part I: CLO Data Reporting. For each CLO, obtain Class Achievement data in aggregate for all sections assessed in eLumen.
• Part II: CLO Reflections. Based on student success reported in Part I, reflect on the individual CLO.
• Part III: Course Reflection. In reviewing all the CLOs and your findings, reflect on the course as a whole.
PART I: COURSE-LEVEL OUTCOMES – DATA RESULTS
LIBS 1
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
(CLO) 1:
Develop and implement a search strategy.
(CLO) 2:
Distinguish between popular and scholarly sources.
LIBS 2
CONSIDER THE COURSE-LEVEL OUTCOMES INDIVIDUALLY (THE
NUMBER OF CLOS WILL DIFFER BY COURSE)
Actual Scores**
(eLumen data)
Defined Target
Scores*
(CLO Goal)
100%
65%
100%
55%
Defined Target
Scores*
(CLO Goal)
Actual Scores**
(eLumen data)
(CLO) 1:
Create an annotated bibliography
100%
75%
(CLO) 2:
Evaluation of information and its sources
100%
75%
(CLO) 3:
DRAW REFERENCES TO ONES PERSONAL LIFE FROM MATERIALS
100%
85%
PRESENTED IN CLASS
 If more CLOs are listed for the course, add another row to the table.
PART II: COURSE- LEVEL OUTCOME REFLECTIONS
A.
COURSE-LEVEL OUTCOME (CLO) 1:LIBS 1
1. How do your current scores match with your above target for student success in this course level outcome?
35% below the 100% target
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
The importance of presenting this concept as part of a library research continuum or
process:
1. Understanding the research assignment
2. Developing a research topic
3. Searching for information
4. Choosing your sources
5. Citing your sources
B.
These figures are based on Pedro Reynoso’s Library Skills 1 class. Norman Buchwald will begin developing new course level outcomes
as he teaches his sections, and based on students’ performance on their assignments and the assessment instrument he uses for his
LIBS 1 course, will be providing measures of performance during this next Program Review cycle.
COURSE-LEVEL OUTCOME (CLO) 2:
1. How do your current scores match with your above target for student success in this course level outcome?
45% below the 100% target
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Although this is a running theme throughout the course supported by handouts outlining
the differences between popular and scholarly sources, most students are still at a
developing stage in developing an understanding of the nuances of information.
COURSE-LEVEL OUTCOME (CLO) 1:LIBS 2
3. How do your current scores match with your above target for student success in this course level outcome?
25% below the target of 100%
4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Spending more time in creating a practice citation. Also going through Citation Generator
Noodlebib.
C. COURSE-LEVEL OUTCOME (CLO) 2:
3. How do your current scores match with your above target for student success in this course level outcome?
25% below the target of 100%
4. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
Spend more time on what constitutes plagiarism. What it is? And its implications?
Stats so increased success and retention rates after classes reflection cycles for both classes. There is not much difference between
gender and or ethnicity in regards to success and retention.
1. Success and persistence rates.
SUCCESS AND PERSISTENCE RATES OVERALL FOR ALL LIBRARY CLASSES IS ABOUT 80%C. COURSE-LEVEL OUTCOME (CLO) 3:
1. How do your current scores match with your above target for student success in this course level outcome?
20% below target of 100%
2. Reflection: Based on the data gathered, and considering your teaching experiences and your discussions with other faculty, what
reflections and insights do you have?
•
•
•
Laying down grounds rules to make the environment safe for students to talk in
class.
Encouraging students to ask questions and attend office hours if unable to
understand assignments.
Stress the need to attend classes
Appendix C: Program Learning Outcomes
Considering your feedback, findings, and/or information that has arisen from the course level discussions, please reflect on each of
your Program Level Outcomes.
Program: Library
• PLO #1: Formulate and apply research strategies to locate appropriate information to achieve, educational, professional and
personal objectives
•
PLO #2: Develop a lifelong ethic of learning.
The two PLOs above reflect the library’s Core Values. We, the library, believe:
• in facilitating access to information by providing multiple access points that support diverse student needs
• in teaching students, faculty, classified professionals, and administrators how to find, evaluate, and ethically use information in
their respective academic, professional and personal lives
• in operating at a high level of professionalism and service
• in creating a safe and welcoming environment where all students want to come
• in fostering lifetime relationships with libraries
PLO Assessment Cycle
Assessment Tool
Library Student Survey
Library Faculty Survey
Library Orientation Survey
Library Programming
Survey
Implement & Adjust
Assess
Reflect
Assess
Spring 2014
Spring 2014
Spring 2014
Spring 2014
Fall 2014
Fall 2014
Spring 2015
Fall 2014
Spring 2015
Spring 2015
Spring 2015
Spring 2015
Fall 2015
Fall 2015
Fall 2015
Fall 2015
The assessment cycle above shows the different assessment tools used by the library to collect relevant data, which in turn, informs
and guides the library’s planning actions. This evidence-based process helps facilitate the allocation of institutional funding for the
sustainability of resources and services at Chabot College Library. The library evaluates resources and services to ensure that
identified student needs are met through the appropriate allocation of funds. In short, the library’s outcomes assessment process
serves as the basis for improving student success.
To this end, the library conducted its annual Library Student Survey, Faculty Surveythis fall semester (2014).The data collected will
then be analyzed and considered for reflection, and ultimately used for the design of new services and resources that meet students’
library and information needs. Case in point, a quick reading of the 2014 Library Student Survey revealed a need for the library to
open earlier and close later-- Along with extending open hours on Fridays and providing open hours on Saturdays. It also revealed a
need for more loaner laptops with extended hours to use.
A Faculty Surveywas conducted by the Library this fall semester (2014). The aim of the survey was two-fold: 1) to gather faculty
input on library operating hours, and 2) to how might students and Faculty benefit from extended Library open hours. The data
from the survey will be analyzed this semester with the eventual goal of implementing new and/or improved resources and services
by Fall of 2015 if the asking for increased adjunct hours/funds,andrestoration of a full-time classified employee is granted.
The Library Orientation Survey and Library Programming Survey will be conducted spring 2015 after the current remodel is done.
What questions or investigations arose as a result of these reflections or discussions?
Explain:
Student Survey:
The same reoccurring need continues to dominate the discussion, the need for extended Library
open hours—earlier and later hours. Along with weekend hours. Extended evening and weekend
hours would accommodate evening classes and student access to library orientations, library
reserve text books, library research help and physical access to computers and books held by
library.
Faculty Survey:
Items gleaned from faculty survey are also in line with what the student survey revealed—extended
hours of operation both morning and evening-- would benefit them and their students.
What program-level strengths have the assessment reflections revealed?
Strengths revealed:
Data from the 2014 Fall Library Student Survey& Faculty Survey confirmed what librarians have
known all along, the value of the library as a meeting space, as a place of collaboration and learning,
as a dynamic environment with technology and information at its core; a place for research help,
put simply, students and faculty need and value a library setting.
What actions has your discipline determined might be taken to enhance the learning of students completing your program?
Actions planned:
Continue push to replace retiring Systems Librarian, replacement of a full-time classified position—
due to asked resignation, increase of adjunct funds and adjunct librarian pool.
Continue to push for a new library building that meets the needs of today’s community college
student and faculty, while at the same time, supporting program-level strengths in the near future
and in years to come.
3. The Difference We Hope to Make - Review the Strategic Plan goal and key strategies at
http://www.chabotcollege.edu/prbc/StrategicPlan/SP for PR.pdf prior to completing your narrative. Please complete Appendices
E (New Initiatives) and F1-8 (Resource Requests) to further detail your narrative. Limit your narrative to three pages, and be very
specific about what you hope to achieve, why, and how.
Appendix E: Proposal for New Initiatives (Complete for each new initiative)
Audience: Deans/Unit Administrators, PRBC, Foundation, Grants Committee, College Budget Committee
Purpose: A “New Initiative” is a new project or expansion of a current project that supports our Strategic Plan. The project will require the support
of additional and/or outside funding. The information you provide will facilitate and focus the research and development process for finding both
internal and external funding.
How does your initiative address the college's Strategic Plan goal, or significantly improve student learning?
New Library Building: a new building would support the pedagogical goals of the college. This includes the research needs, the need for students
to study individually and in groups on campus; the need for students to access librarian expertise; the need to support students technologically.
What is your specific goal and measurable outcome?
A new or remodeled library building that supports the learning and instructional needs of students in the 21st century.
What is your action plan to achieve your goal?
Engage the college in campus-wide discussion
Target
Required Budget (Split out
Completion personnel, supplies, other
Date
categories)
Fall 2016
Lobby the district for funding
Fall 2016
Activity (brief description)