Sauk Valley Community College
HLC Self-Study Document

September 19-21, 2011

Back See this section in context: Criterion 3 Core Component 3D

3D.4: Data-Influenced Improvements

An examination of Operational Plans and program review documents reveals that learning resources departments are participating in data-influenced action planning:

LRC: The LRC compares the size of its collections with that of the libraries in the seven peer colleges (see Figure 3v). This data shows that Sauk is maintaining a larger-than-average collection, especially of electronic reference sources. Based on this data, the plan for future purchases includes . . .

maintaining the existing number of printed items by replacing and updating old items, rather than enlarging the collection.
increasing the size of the electronic collection by shifting some of its traditional library materials to digital forms.
decreasing the number of printed journals and magazines by only purchasing materials that faculty and students use.

Figure 3v: Library Holdings

	Electronic Services	Print Materials	E-Books	Print Subscriptions	Print Materials Per FTE Student	Audiovisual Materials
Sauk Valley Community College	35	78,487	1,972	240	42.94	4,102
Comparison Group Average	14	36,438	1,213	169	18.27	3,232
% difference	150.0%	115.4%	62.6%	42.0%	135.0%	26.9%
State Median (IL)	20	40,924	27	204	NA	1,688

Source: National Center for Education Statistics, Academic Libraries Survey Fiscal Year: 2008

IS/IT: The most recent IT survey that was distributed to faculty and staff indicated the following in regard to use of technology services:
- All of the Faculty respondents agreed (66.7%) or strongly agreed (33.3%) that “Hardware/equipment supported by the department are reliable and available for me to perform my duties in the office or classroom.”
- Regarding usability of the Sauk website, 81.5% of faculty reported only 1 to 3 incidents of difficulty locating information in the three months prior to the survey; 12.25% reported 4 to 6 difficulties; and only 6.25% of faculty had 10 or more.
- Blackboard classroom tools were rated as excellent by 33.25% of the faculty; sufficient or adequate by 60.5%. Only 6.25% rated the tools as extremely lacking.
LAC: The LAC currently uses several methods to generate data against which to evaluate the use of its learning resources:
- Computerized tracking provides accurate daily student usage since the LAC implemented the use of a Log-In Attendance System in fall 2006. The system has created an efficient way to track use of the LAC services and to analyze staff work schedules to provide tutoring services when most needed.
- Student surveys, conducted every two to four years, gather information on student use of the LAC and the quality of services. Findings from the most recent 2008 survey resulted in improvement action plans. For example, students reported using the LAC to do the following (in order of frequency): homework; tutoring; testing. This information was incorporated into training to help tutors meet student expectations for service.
- Faculty evaluation of services, conducted every three years, gathers data regarding the services faculty use most and find most helpful, as well as what suggestions they have for improvements. Of the 58 full-time and adjunct faculty who participated in the 2008 survey, 93% found the overall service of the LAC to be helpful or very helpful. At the time of the self-study, the LAC has not yet had opportunity to gather data on its revised services, in which only on-campus math does its testing in the LAC, freeing staff time for increased availability for tutoring.

Review in Action: The Testing Center

The efficacy of the planning and program review processes may be demonstrated by the formation of a new learning resource: the Testing Center that began operation in the summer of 2010. Its creation resulted from a process that tied operational planning, the committee structure, and the budget process together into an effective agent of change for the college.

As early as 2003, the LAC Operational Plan established a plan to “provide and monitor testing service for all classes.” At the end of the year it reported that the student survey showed that 50.7% of respondents indicated they had used the LAC’s testing services. In addition, the Operational Plan documented the LAC’s plan to “monitor all telecourse and internet class and independent study program tests.” By the end of the year, the data showed that the number of these tests had increased.
The intervening years provided additional data and feedback. In 2006, when the LAC added its computerized check-in system, more precise data became available. Online testing continued to increase, including a significant increase brought about by the addition of the NIOIN program. Operational Plans continued to report concerns about the drain of testing on tutoring time and about space and computer availability. Some policy adjustments were made to improve availability; for example, in 2006 LAC restricted makeup testing to individual students instead of allowing faculty to schedule a whole class test.
In FY09, program review triggered a more intensive study of the issue:
- In November 2008, as part of program review, the LAC surveyed the seven peer colleges about testing practices which gathered data about the relationship between testing and tutoring services and fees for outside exams.
- The LAC’s FY09 Program Review addressed the increased testing demand and the possibility of a separate testing center. It noted the additional demand for proctoring from increases in online course options; the need for additional staffing to cover the increased testing demand, especially because demand for tutoring had also risen; student data indicating that the LAC testing room was noisy; and the inadequacy of the existing testing space and equipment. It recommended a testing center as a response to its findings.
- The FY09 Developmental Program Review, a cross-institutional review that peripherally involved the LAC, showed that discussion of the LAC’s data surfaced as the group created action plans to improve developmental student success. Among the five most important actions was the “creation of a college wide testing center.”
The Program Review findings transitioned the project into the budgeting process:
- Following the program reviews, the Director of Academic Development and the Dean of Information Services examined data from the log-in software for fall 2009 specifically to break down the testing that was occurring in the LAC. The types of testing and student use of the testing room by time and day guided decisions about hours and staffing for a college-wide testing center.
- Evaluation of the data led to the decision to develop a separate testing center for all testing: The LAC component would be combined with a separate Counseling Office program of placement testing of math, reading, and writing. On-campus developmental math testing would continue in the LAC because students seek tutoring or review a prior attempt before taking a math test. The project was discussed by Administrative Council, as evidenced in minutes as early as March 2009, and approved at their February 8, 2010 meeting.
- The Testing Center was included in the FY11 budget.
In June of 2010, the new Testing Center opened, designed to consolidate and improve testing services. Equipped with 16 computer stations, the Center provides nearly all proctored testing, including course make-up exams; placement exams; GED testing; exams for online classes, both from Sauk and from other colleges; and certification and proficiency exams from different professional sources. Open 30 hours per week, the center administered more than 600 tests over its first summer. Non-students pay a fee that ranges from $5 to $25 depending on the test.
The Testing Center completed its first operational planning cycle in FY11. In response to the high volume of test takers, the Testing Center will expand its hours from two to four evenings each week for FY12. The LAC reported a 78% reduction in the number of testing visits, which freed staff and allowed them to devote more time to tutoring students.