Program/Support Area Assessment Template (rev. 04/01/05)
Date Submitted: 5/07 Submitted by: Leanne Chun Assessment Team Date:
1) Program/Support Area: Educational MediaCenter(Continuous Assessment, 2003-2006)
2) Mission/Purpose (Reference LCC Mission):
The EducationalMediaCenter will provide quality support for teaching and learning through the integration and use of technology.
This is in support of LCC’s Missionin the areas of:
Access: To broaden access to postsecondary education in Hawaii, regionally, and
internationally by providing open-door opportunities for students to enter quality
educational programs within their own communities.
Learning and Teaching: To specialize in the effective teaching of
remedial/developmental education, general education, and other introductory liberal arts,
pre-professional, and selected baccalaureate courses and programs, with the goal of
seamless system articulation and transfer, where appropriate. To structure our programs in
such a way that they reflect not only academic rigor but also student development, learning
outcomes and student goals.
Personal Development: To provide opportunities for personal enrichment,
occupational upgrading, and career mobility through credit and non-credit courses and
activities.
3) LCC Strategic Plan (Reference Goals/Objectives):
Goal A: Provide opportunities for the pursuit of knowledge, personal enrichment, and creativity
Objective 1: Provide life-long learning and development of essential skills
Objective 2: Develop effective teaching methodologies and delivery modes
Goal C: Improve educational effectiveness
Objective 4: Ensure availability of high-quality resources and services
Goal D: Build partnerships
Objective 1: Improve inter-/ intra-campus communication
4) Goal/Objective (Reference Program Goal/Objective):
EMC’s Strategic Objectives:
- The EMC will pursue the use of technology to improve the quality of instruction and services delivered to students both on and off campus.
- EMC facilities will be information and technology friendly, with a reliable modern technical infrastructure equipped for services appropriate to the use of the college.
- The LCC campus will be able to use information technologies appropriately and effectively with the assistance of an able and committed EMC support staff.
5) Outcome Measure (What is being counted or measured?):
Satisfaction with services.
6) Definition of Data Sample (Where or from whom will data be collected?):
Campus survey of faculty, staff, and administrators; informal needs assessment of faculty, staff, and administrators through open-forum.
(When will data be collected?)
October of each year (surveys). Fall every other year (open forums)
7) Method of Data Collection (How will data be collected and by whom?):
The EMC conducts open-forum sessions every two years. The open-forum sessions presented the following information to the campus:
- EMC’s Mission Statement
- Units which makeup the EMC
- Function of each of the EMC units
- Services of each of the EMC units
- Funding for staff, equipment, and supplies
(Describe assessment tool (survey, rubric, etc.) to be used; attach if possible)
Needs-assessment through open forum and EMC survey (see attached).
8) Actual Level of Results (How many samples were collected?):
Overall EMC Survey Results
Year / Instructional Units
(out of 5) / Non-Instructional Units
(out of 5)
Fall 2003 / 4.27 / 4.33
Fall 2004 / 4.33 / 4.22
Fall 2005 / 4.49 / 4.40
Fall 2006 / 4.50 / 4.53
(What actual data (numerical results such as total count, percentages, averages, etc.) were collected?) See attached.
9) Analysis (What have you learned, both in terms of the assessment process and student achievement of SLOs, as a result of this assessment?):
The EMC staff met on March 5, 2004 to review the notes taken during the open forum sessions on October 21, 2003 and October 27, 2003. Each item was addressed, discussed and if needed, assigned to a staff member for follow-up action. As a result of the open-forum session, a pricing structure for non-instructional services provided by the EMC was developed and additional policies and procedures for media duplication were implemented.
After analyzing the campus-wide survey data, we determined there were no areas which showed areas of concern which needed to be addressed. Each unit was tasked with doing Unit Reviews.
10) Plan of Action (What changes do you propose to improve student learning (for the student learning outcomes assessed) or to improve the support area?):
See #9.
11) Budget Impact (How much will the action cost?):
None
1) Program/Support Area: Educational MediaCenter: Educational Technology Unit
2) Mission/Purpose (Reference LCC Mission):
The EducationalMediaCenter will provide quality support for teaching and learning through the integration and use of technology.
This is in support of LCC’s Missionin the areas of:
Learning and Teaching: To specialize in the effective teaching of
remedial/developmental education, general education, and other introductory liberal arts,
pre-professional, and selected baccalaureate courses and programs, with the goal of
seamless system articulation and transfer, where appropriate. To structure our programs in
such a way that they reflect not only academic rigor but also student development, learning
outcomes and student goals.
Personal Development: To provide opportunities for personal enrichment,
occupational upgrading, and career mobility through credit and non-credit courses and
activities.
3) LCC Strategic Plan (Reference Goals/Objectives):
Goal A: Provide opportunities for the pursuit of knowledge, personal enrichment, and creativity
Objective 1: Provide life-long learning and development of essential skills
Objective 2: Develop effective teaching methodologies and delivery modes
Goal C: Improve educational effectiveness
Objective 4: Ensure availability of high-quality resources and services
4) Goal/Objective (Reference Program Goal/Objective):
Instructors will increase their ability to use technology in their classes.
5) Outcome Measure (What is being counted or measured?):
Instructor’s ability to use WebCT in their course after completing training provided by the EMC EdTechUnit.
At the completion of WebFun training, 80% of the participants will be able to complete 75% of the list of WebCT skills. Participants will identify which WebCT tools they plan to implement in their course. During the following Spring semester, 50% of the participants will be able to use 100% of the skills identified on their completion plan.
6) Definition of Data Sample (Where or from whom will data be collected?):
One data item which is monitored and tracked is the number of faculty attending the WebFun Summer Institute. This data is important in that attendance and completion of WebFun shows participants have received both pedagogical and WebCT training. Since WebFun’s inception in Summer 2000, over 72 (approximately 35% of LCC’s faculty) have attended WebFun. As the number of faculty using technology increases, so does the need for support for these instructors.
Starting Summer 2004, WebFun training was revamped. Instead of offering the training as a 3-week training course, it was divided into Track A, B, and C. Participants could choose to learn WebCT tools (Track A and B) and/or instructional design (Track C). As a result, the data item collected changed.
Additionally, the EdTech unit collects data at the end of the WebFun and again one semester later to determine if participants are able to use WebCT.
Another data item which is monitored and tracked which shows the number of instructors using technology is the number of instructors requesting WebCT courses at the system-level. Since Fall 2004, the number of courses requested by LCC faculty can be tracked (due to the integration with Banner). Approximately 25% of LCC courses are using WebCT as a course enhancement or for course delivery. It is interesting to note that LCC is one of the leaders in the use of WebCT which is attributed to our faculty training program. (See attached)
Finally, surveys for all technology training workshops provided by the EdTech unit are given at the completion of each workshop.
7) Method of Data Collection (How will data be collected and by whom?):
Data will be collected by the Ed Tech team in the EMC through interviews or one-on-one work with the instructors.
Starting Summer 2007, data will be collected through checklists and surveys.
8) Actual Level of Results (How many samples were collected?):
% of Participants Able to Create a WebCT Module after attending WebFun / % of Participants using WebCT during following Spring semester
WebFun 2003 / 79% / 67%
WebFun 2004 / 33% / 100%
WebFun 2005 / 46% / 54%
WebFun 2006 / 62% / 42%
9) Analysis (What have you learned, both in terms of the assessment process and student achievement of SLOs, as a result of this assessment?):
The EdTech Unit changed its formal workshop training program to better meet the needs of the faculty. In response to declining workshop enrollment, the unit provided "on-demand" small-group training sessions. Each session accommodated groups of 3 – 7 participants. By changing the format to a more informal environment, the hope was to encourage faculty to build their skills amongst peers in a non-threatening learning environment. The participants were encouraged to find a time/date which fit their schedules and an EMC Educational Technology Developer will do his/her best to accommodate their request.
The unit found that some faculty took advantage of the small group training. However, because the demand for small group training was manageable, in the Spring 2005 and Fall 2005, the unit decided to offer both workshop-style and “on-demand” training to reach as many users as possible.
Based on the data for WebFun 2006 % of Participants using WebCT during the following Spring semester, we found that 42% was lower than acceptable. As a result, the EdTech unit implemented a formalized process to follow-up with participants. This is in an attempt to retain participants who have learned WebCT skills to continue to use those WebCT tools.
Since changing WebFun to three tracks, the method of data collection used previously is not as accurate a measure of what is being learned in the sessions. Therefore, the EdTech unit will change the method of data collection to using a checklist and survey. See attached for a sample of each.
10) Plan of Action (What changes do you propose to improve student learning (for the student learning outcomes assessed) or to improve the support area?):
The EdTech unit plans to continue to provide WebFun annually. Also, the unit will continue to provide both scheduled workshop-style and “on demand” workshop training for small groups.
11) Budget Impact (How much will the action cost?):
None.
1) Program/Support Area: Educational MediaCenter: CopyCenter
2) Mission/Purpose (Reference LCC Mission):
The CopyCenter Unit will provide low-cost, high-quality duplicating services to all offices, departments, faculty and staff of LeewardCommunity College.
This is in support of LCC’s Missionin the areas of:
Learning and Teaching: To specialize in the effective teaching of
remedial/developmental education, general education, and other introductory liberal arts,
pre-professional, and selected baccalaureate courses and programs, with the goal of
seamless system articulation and transfer, where appropriate. To structure our programs in
such a way that they reflect not only academic rigor but also student development, learning
outcomes and student goals.
3) LCC Strategic Plan (Reference Goals/Objectives):
Goal C: Improve educational effectiveness
Objective 4: Ensure availability of high-quality resources and services
4) Goal/Objective (Reference Program Goal/Objective):
EMC’s Strategic Objectives:
Faculty, staff, and students will be serviced with their duplicating needs.
5) Outcome Measure (What is being counted or measured?):
Overall satisfaction with CopyCenter services by campus users.
6) Definition of Data Sample (Where or from whom will data be collected?):
Campus Survey of faculty, staff, and administrators. Student survey for those using services.
(When will data be collected?)
Campus - October of each year (surveys). Students – upon completion of receiving CopyCenter service.
7) Method of Data Collection (How will data be collected and by whom?):
As part of the overall annual EMC survey, data regarding overall satisfaction with CopyCenter services by campus users (faculty, staff, and administration) were collected. The results are as follows:
Year / Campus Evaluation
(out of 5)
Fall 2003 / 4.78
Fall 2004 / 4.72
Fall 2005 / 4.70
Fall 2006 / 4.75
Finally, CopyCenter services for students were introduced in Spring 2004. Data was collected and will continue to be collected by survey to students who used the walk-in services. See attached for the survey results. Those surveyed include faculty, staff, and administrators.
Students were surveyed at the completion of each walk-in service. The results are as follows:
Year / Student
(out of 5)
Fall 2004 / 5
Fall 2005 / 4.89
Fall 2006 / 4.7
Usage data is tracked per division, unit, program, and club (student groups). Copies of usage data can be provided upon request.
(Describe assessment tool (survey, rubric, etc.) to be used; attach if possible)
EMC survey (see attached).
8) Actual Level of Results (How many samples were collected?):
See #7.
(What actual data (numerical results such as total count, percentages, averages, etc.) were collected?) See attached.
9) Analysis (What have you learned, both in terms of the assessment process and student achievement of SLOs, as a result of this assessment?):
See #10.
10) Plan of Action (What changes do you propose to improve student learning (for the student learning outcomes assessed) or to improve the support area?):
After analyzing the campus-wide survey data, the Copy Center Unit determined there were no areas of concern which needed to be addressed. The unit intends to continue a high level of service to better serve the college.
Starting Fall 2004, usage data reports have been generated per semester and distributed to Administration and Division Chairs.
Starting Spring 2007, the CopyCenter is studying if there will be cost savings if all campus copy machines (including those in the divisions) are included under one contract. Expected results will be reported to Administration by Summer 2007.
11) Budget Impact (How much will the action cost?):
Currently, the campus’ policy on print production is not to have caps on copies per division. However, after analyzing the usage data, extremely high usage areas have been noted. The CopyCenter has begun educating the campus on the cost of duplication. The CopyCenter is providing monthly duplication reports to Division Chairs so that within the division the faculty are made aware of usage numbers. Additionally, alternative methods to print production such as publishing information on the web, providing course handout packets for purchase through the bookstore, and other strategies have been implemented to lower to campus print production costs. In conjunction with the CopyCenter the EducationalMediaCenter has provided Adobe Acrobat workshops for faculty to encourage the use of online document distribution through the MyUH Portal.
In the future, if campus budgetary constraints require capping copies, the usage data will be used to set the preliminary caps.
The CopyCenter has been funded on a yearly budget of $135,000. This includes annual cost of the equipment rental, supplies, and student help.
1) Program/Support Area: Educational MediaCenter: Distance Education
2) Mission/Purpose (Reference LCC Mission):
The Distance Education (DE) Unit will serve the needs of individual students who, due to distance, time, or other constraints, cannot or choose not to participate in traditional classroom-based instruction.
This is in support of LCC’s Missionin the areas of:
Access: To broaden access to postsecondary education in Hawaii, regionally, and
internationally by providing open-door opportunities for students to enter quality
educational programs within their own communities.
Learning and Teaching: To specialize in the effective teaching of
remedial/developmental education, general education, and other introductory liberal arts,
pre-professional, and selected baccalaureate courses and programs, with the goal of
seamless system articulation and transfer, where appropriate. To structure our programs in
such a way that they reflect not only academic rigor but also student development, learning
outcomes and student goals.
3) LCC Strategic Plan (Reference Goals/Objectives):
Goal A: Provide opportunities for the pursuit of knowledge, personal enrichment, and creativity
Objective 1: Provide life-long learning and development of essential skills
Objective 2: Develop effective teaching methodologies and delivery modes
Goal C: Improve educational effectiveness
Objective 4: Ensure availability of high-quality resources and services
4) Goal/Objective (Reference Program Goal/Objective):
The DE Unit will develop and promote courses, programs and certificates offered via distance education technologies throughout the State of Hawaii, nationally, and internationally. Additionally, the Distance Education Program aims to further develop and improve support services for Distance Education faculty and students.
5) Outcome Measure (What is being counted or measured?):
DE students will be satisfied with the level of support they receive from both Academic Support and Student Services staff as well as the available online and on-campus resources provided by these departments.
6) Definition of Data Sample (Where or from whom will data be collected?):
Survey of students taking DE courses.
(When will data be collected?)
Twice per semester, once at the mid-way point and again just prior to the end of the semester
7) Method of Data Collection (How will data be collected and by whom?):
(Describe assessment tool (survey, rubric, etc.) to be used; attach if possible)
DE survey (see attached).
8) Actual Level of Results (How many samples were collected?):
Overall EMC Survey Results
A survey of DE services was distributed, collected, and analyzed twice during the Spring 2004 semester, once at the mid-way point and again just prior to the end of the semester (see Appendix J for a copy of the survey and results). The surveys were sent electronically through UH web mail. Overall, 96% of the students taking classes via distance education were satisfied with the quality of their experience and scores averaged between a 4 and 5 on a 5 point scale. (See attached.)