University of Hawaii Community Colleges
Academic Support Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: Leeward Community College
Program: Library

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The last comprehensive review for this program was on 2012, and can be viewed at:
http://www.hawaii.edu/offices/cc/arpd/academicsupport.php?action=quantitativeindicators&college=LEE&year=2012&program=162

Program Description

Leeward Community College Library www.leeward.hawaii.edu/lib/

Circulation Desk, 2nd Floor  /  808.455.0210 lcccirc@hawaii.edu

Reference Desk, 3rd Floor  /  808.455.0379 lccref@hawaii.edu

The Library is now part of the Learning Commons, along with the Learning Resource Center, the Writing Center, Kākoʻo ʻIke, the Information Technology Group Help Desk and Test Center,  and KiMOBEAN, a coffee shop selling various food and beverage items.

The Library provides support and services for study and research for the main campus, the Wai‘anae campus and all Leeward CC distance education participants.  Its collection of books, magazines, journals, videotapes, DVDs, and other items are selected to support the Leeward CC curriculum.  Specialized collections include the Hawaiian/Pacific collection and the Course Syllabi collection.  In addition, the Library works closely with the other University of Hawai‘i libraries to share resources. The Library subscribes to many electronic research databases and reference sources, which provide access to information from an extensive range of publications and electronic books. Students can access these electronic resources from off-campus through the library’s web site.

The Library provides instruction on how to find and use information, through class presentations, an information literacy instruction and testing program, and workshops. Individualized assistance with finding information, conducting research and using library resources is provided by librarians at the Reference Desk.  The Library also has desktop and laptop computers for performing research and doing coursework; wireless Internet access; and group study rooms.

Part I. Quantitative Indicators

Overall Program Health: Not Yet Applied

Student and Faculty Information Program Year  
10-11 11-12 12-13
1 Annual Unduplicated Student Headcount   10,050 10,050  
2 Annual FTE Faculty   186 186
2a Annual FTE Staff   187 194
3 Annual FTE Student   4,289 4,345

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
4 Number of students attending presentations sessions per student FTE   0.7 1.1 Not Yet Applied
5 Number of circulations, electronic books used, full-text journal articles downloaded per student and faculty FTE   26.4 53.9
6 Number of hits on library homepage per student/faculty FTE     50.0

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
7 Number of reference questions answered per FTE librarian (= Item #4 UH Library Council Statistics)   780.4 442 Not Yet Applied
8 Number of book volumes per student FTE   16.6 16.5
9 Total materials expenditures per student FTE   $15 $15
10 Total library expenditures per student and faculty FTE   $175 $144

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
11 Common Student Learning Outcome: The student will evaluate information and its sources critically   97.6% 97.2% Not Yet Applied
Student and faculty satisfaction measurements using Common Survey questions
12-1 I usually find enough books to meet my course needs     69%
12-2 I get enough articles from the library databases to meet my class needs     73%
12-3 The library staff guide me to resources I can use     71%
12-4 The library's instruction sessions have increased my ability to do research and use library resources     95%
12-5 The library website is useful     88%
12-6 I feel comfortable being in the library     95%
12-7 The computer resources in the library contribute to my success at the College     69%
Last Updated: November 6, 2013

Glossary

Part II. Analysis of the Program

Demand:  The Library responded to 2,210 reference questions and provided library orientation and information literacy sessions to 4,950 students in FY13.  Tallies of reference questions, collected at the 2nd floor reference desk, do not include an accurate count of the many similar queries received at the circulation desk and throughout the building, so the actual figure is most certainly much higher.  The reference question statistic also does not include the queries handled by the entire staff as more students enter the building to use the college’s only open computer lab and the facilities and services of the Learning Commons.  The volume of instructional services continues to grow, serving more students and instructors – and serving them more often.  As a result of increased turnstile counts and a greater number of librarian-mediated orientations and instruction sessions, the Library’s circulation figures more than doubled from FY12.

Efficiency:  Librarians will meet fewer traditional reference inquiries but increasing numbers of tech support and orientation questions as more students take advantage of the services of the Learning Commons.

The Library’s materials budget, which already suffers in comparison to allocations at other UHCC peer institutions, has not been increased in at least five years.  Meanwhile, the number of patrons served continues to grow, especially with the opening of the Learning Commons in August 2012, and other budgetary obligations have not decreased.  Unless the materials budget is boosted, difficult choices will have to be made about the amount and kind of resources the Library offers.

Effectiveness:  Thanks to the collaboration between the Language Arts faculty and the Library’s Instructional Services program, strong pass rates have been sustained in the Information Literacy Exams for both English 22 and English 100.  Given the ever-rising demand for more classes, however, the Information Services Librarian cannot continue to meet the pace of teaching without substantive reconsideration of how the library provides ILE preparation to both Leeward campuses.

Part III. Action Plan

The Library must consolidate its gains in public service and prepare for not only more traffic in the vital areas of circulation and reference but also the increasing number of visitors to the building for semi-related and unrelated services? functions?.  It must also especially evaluate the opportunity cost of managing the computer lab for additional hours each week.  The new patrons may also put demands upon library resources heretofore unseen, and so collection development will be pressed to anticipate these new needs while balancing the needs of returning patrons?.

Following the college’s mission, the Library has already drafted plans to expand its service to native Hawaiian students and the leeward Oahu community. 

Part IV. Resource Implications

The fitness assessment of current Library staff to execute these new and growing duties, which began in FY12, resulted in two civil service positions in circulation being upgraded to APTs.  But that is only the beginning.  Solicitation for an additional library faculty position, who can address Hawaiian studies as well as share the burden of the increasing instruction load, is underway.  All job descriptions are being reviewed in anticipation of a shift away from 20th century library responsibilities, heavy in processing and other technical services, and toward providing optimal public service so as to ingratiate the Library to a generation unfamiliar with past traditions.  Since additional paid staffing is not an immediate option for relief, interim personnel, such as volunteer student workers and graduate student interns, must be aggressively solicited

The Library must also undergo a careful evaluation of the current array of resources and how viable the format (print versus online) ratio is for meeting the demands of a patron audience that, as the college continues to add DE curriculum, may never set foot in the building.  Examining service implications necessarily follows a resource review of that nature.  It is vital to measure usage of resources (including personnel) which must now balance service to the Learning Commons with traditional library support, and to calibrate future demands in both areas accurately.  The future of the Library as a distinct Academic Services unit depends upon this.  As this data is collected and analyzed, the most important objective for the Library moving forward continues to be the reliable ability to replace and upgrade positions in a timely manner.  Past practices of reallocating jobs to other units must cease if the Library’s value within the Learning Commons and to the college is to be successfully appreciated.

Program Student Learning Outcomes

For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:

Assessed
this year?
Program Student Learning Outcomes

1

Yes
“The student will evaluate information and its sources critically.”

A) Expected Level Achievement

The Library's mission is to support and promote teaching and learning related to the mission and curriculum of the institution by providing a variety of accessible resources, services, and facilities that promote information literacy competencies and, overall, the effective use of information.

B) Courses Assessed

Assessment in the Library centers on two provisions:  a Patron Survey which measures satisfaction and the common Student Learning Outcome based on Information Literacy exam proficiency. 

Led by the Instructional Services Librarian, the Library has collaborated with the Language Arts faculty to incorporate the Information Literacy examination into the curriculum of all ENG100 courses and most ENG22 classes.  The exam measures competence in basic research skills and critical review of information resources.  Results optimally contribute to the desired Common SLO.

C) Assessment Strategy/Instrument

Reviewing 2012-2013, students and instructors were once again queried as to their satisfaction with Library services and operations.  The survey instrument was offered for two weeks during April 2013 in both print and online formats, with the former made available at both of the Library’s service desks.

Information Literacy examinations are offered via Laulima, the University of Hawai’i community learning site.  These tests are a required component for successful completion of all ENG 100 courses and any ENG22 course in which they are featured.  The great majority of these sections meet as a class with a librarian to review the fundamentals, successfully register for the exam, and be made aware of the online tutorials to aid preparation:

Students have two chances to prove their competency with passing scores:

If they are unsuccessful, they must be tutored by a librarian to review the previous results before they may retake the exam.  Confirmation of the review re-activates their Laulima permissions for access to the pertinent test.

D) Results of Program Assessment

The percentages following each statement from this year’s instrument indicate affirmative responses from the patron survey’s 59 participants.

  1. “I usually find enough books to meet my course needs” (69%)
  2. “I get enough articles from the Library databases to meet my class needs” (73%)
  3. “The Library staff guides me to resources I can use” (71%)
  4. “The Library’s instruction sessions have increased my ability to do research & use Library resources” (95%)
  5. “The Library’s website is useful" (88%)
  6. “I feel comfortable being in the Library” (95%)
  7. “The computer resources in the Library contribute to my success at the College” (69%)

 

ENG 22 (includes ESL 22, ENG 24; excludes ENG 22 ALP)

Librarian sessions:  55

Sections tested:  42

Total exams:  616

Average score:  83.2%

Pass rate:  94.5%

Total enrolled:  803

Completion rate:  76.7%

ENG 100

Librarian sessions:  150

Sections tested:  136

Total exams:  1771

Average score:  87.5%

Pass rate:  98.1%

Total enrolled:  2206

Completion rate:  80.3%

E) Other Comments

No content.

F) Next Steps

The Patron Survey’s distribution will be assessed so as to increase the number of participants, and special efforts will be made to include input from LCC-Waianae constituents as well as those students and instructors engaged in Distance Education offerings.

In Fall 2013, the Library’s Instruction Services staff broadly launched a complimentary project for those students successfully passing the Information Literacy exam in ENG100 as well as select ENG200 classes.  The Research Challenge is a series of six tasks that teaches students to locate unimpeachable information relevant to their in-class assignments:

  1. Refining your search terms
  2. Finding articles in databases
  3. Finding a book or e-book
  4. Finding a website
  5. Annotating sources
  6. Creating your annotated bibliography

http://lcc.hawaii.libguides.com/researchchallenge

The participation in the Research Challenge in Fall 2013 will lead to refinement in appropriate measures of competency and increase the possibility of incorporating classes outside the Language Arts curriculum.  Meaningful data is still being identified for these efforts.