Outcomes/measures tracked and tools utilized
The Academic Resource Centers use the AccuTrack system to measure student visits and compare data on student success between students utilizing the resource centers versus students who did not. Access Services reviews overall usage patterns, the library uses the SenSource system to count patrons, and the counseling area uses a custom-developed login system to track student visits. In addition, the library recently participated in a LibQUAL survey of faculty and students. The survey's 22 core items measure user perceptions of service quality in three overarching areas: Affect of Service, Information Control, and Library as Place. The College also uses the results from the Ruffalo Noel Levitz SSI survey to track services within Student and Auxiliary areas of the campus. The data is provided both in the aggregate and disaggregate to help units track success of new initiatives or changes in services.
Summary results of assessments (include tables and figures when possible) (4.C.2, 4.C.4)
As reported in 1R4, the College monitors retention, persistence, transfer and completion rates as part of the institution's KPIs. Additionally, the College supports retention, persistence, and completion goals with the investment of resources in the Academic Resource Centers. A metric of success for these centers on campus is the review of data for students in the same courses who did or did not attend the resource center. The reports for the most current academic year are provided for the Academic Achievement Center, the Language Resource Center, the Math Resource Center, the Science Resource Center, and the Writing Center (4.C.2, 4.C.4). A summary of the centers is reflected in the Figures 1.13 and 1.14 below and represents the success rates of students using resource centers.
LibQual Survey Results: The library has focused efforts on three categories of improvement based on the LibQual results. These are 1) Improve Outreach and Marketing, 2) Produce Better Guidelines, and 3) Improve Customer Service. The Billington Library has formed committees around these three areas of concern that consist of different levels, positions, and shifts and include a cross section of library staff. The committee for each goal will consult the broader feedback documents for ideas on how best to make an impact for the campus and external communities.
Overall Access Services usage has been very consistent across academic years with approximately 1,000 students being assisted in a variety of testing accommodations, note-taking assistance, sign language interpreting services, audiobooks/alternative text, and assistive technology and tutoring, as shown in Figure 1.15 below.
Comparison of results with internal targets and external benchmarks (4.C.4)
The College uses SSI results, completed more frequently on campus, and the CCSSE survey, completed less frequently, as an indirect assessment of student satisfaction with support services resources at the College. The external benchmark set by JCCC is to be above the 50th percentile in comparison to national community colleges. As noted in the charts below on Academic Advising and Support for Learners, the College has met or exceeded this benchmark most years. In Fall 2015, the College fully implemented a new advising structure that provided greater availability of advisors to walk-ins. The increase in student satisfaction in 2015 and 2016 is attributed to these changes. The CCSSE survey will be administered again in Spring 2018 and will another indirect measure by which to correlate student perception.
Interpretation of assessment results and insights gained (4.C.2)
Analysis of the data from the resource centers on campus indicates the programming for student success in these areas are strong. The College is seeking to better integrate and provide access to these resource centers by moving them to a common location within the Billington Library. As a first step, the College has moved the leadership of these centers to centralized leadership under the Dean of Academic Support.
The changes in the advising structure, while showing a positive trend, will continue to be monitored. The new Student Pathways model implemented in Fall 2016 is expected to contribute to an increase in academic advising satisfaction with the next administration of both surveys.