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
Print Materials Per FTE Student
Sauk Valley Community College
Comparison Group Average
State Median (IL)
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.