ACHIEVING EQUITY – HOW LIBRARIES CAN HELP FOSTER STUDENT EQUITY (or, how Program Outcomes Assessment helps students succeed)

May 2, 2015

Nancy Persons, Reference and Instruction Librarian, Santa Rosa Junior College

Our Program Outcomes:

1. The SRJC Libraries provide effective instruction in a wide variety of contexts to support our diverse range of learners and their needs.

2. The SRJC Libraries acquire, provide access, and deliver resources to support the needs and enrich the lives of our diverse range of learners.

3. The SRJC Libraries provide a technology infrastructure and services that facilitate academic achievement of our diverse range of learners and their needs.

4. The SRJC Libraries provide a welcoming environment and facilities that support our diverse range of learners and their needs.

(Program Outcomes reflect language of College’s and Libraries’ mission statement)

Student Equity: Student Categories SB 860 (2014) directs CCCs to maintain student equity

plans that address the extent of student equity for these categories of students: Current or former foster youth Students with disabilities Low-income students Veterans Students in specific ethnic categories as defined by

US Census Bureau

Student Equity: Success Indicators

Access Course Completion ESL and Basic Skills Completion Degree and Certificate Completion Transfer

Achieving Equity: Resources

Program Outcome #2: The SRJC Libraries acquire, provide access, and

deliver resources to support the needs and enrich the lives of our diverse range

of learners

Student Equity and Reserve Textbooks Program: Background

August 2014 SRJC Libraries identify librarian-administrator liaisons

September, 2014 meeting between Librarian, Dean of Student Equity and Success, Counseling Dept. Chair to describe student need at Libraries

Prior to SE funding, Reserve Textbooks funded only from annual $1,000 Library Foundation funds

October 2014 proposal submitted including textbook titles and amount needed to Dean of DE&SS, marketing of service ready to go

January, 2015 proposal approved by VP of Student Services January, 2015 $16,000 funds allocated January, 2015 ordering of books begins

What We Purchased $16,000 allocated 113 titles purchased at cost of $12,960 for Spring 2015

semester and Summer 2015 term 11 copies instructor editions of Math textbooks purchased at

$2,000 (and 2 free copies from publisher) for a tutoring program $960 encumbered with SRJC Bookstore for purchases in advance

of Fall 2015 semester At average cost of $114 per textbook will have purchased

approximately 122 textbooks Provided additional copies to improve availability and

lengthened loan period on some titles from 2-hour “Library Use Only” to 2-day use

Who’s Using Reserve Textbooks: Data Library Reserve Desk transactions at both libraries

captured between Jan 15 – Mar 11, 2015 A snapshot of Reserve desk activity SRJC Fact Book 2013 and Chancellor’s Office Data

Mart Fall 2014 comparison SRJC Libraries transactions duplicated count Library Transaction data (SID) linked to student

demographics and socio-economic factors by IT department

Hispanic Status Those declaring Hispanic status make up 38% of transactions SRJC general student population 30.3% Hispanic (Fact Book)

Hispanic Not Hispanic0%

10%

20%

30%

40%

50%

60%

70%

Hispanic Status

Library SRJC

1st Generation Attending College 30% of duplicated Reserve desk transactions were by students claiming 1st

Generation attending college 35% of SRJC general student population (CO Data Mart)

2555 988 1535No Unknown Yes

0%

10%

20%

30%

40%

50%

60%

1st Generation Attending College

Library SRJC

Eligibility for BoG Waiver 44% of all transactions were by students eligible for the BoG waiver According to the SRJC Fact Book, for the year 2011-12, 32% of students

received the BoG

No Yes0%

10%

20%

30%

40%

50%

60%

70%

80%

BoG Waiver

Libraries SRJC

Ethnicity 27% of transactions declared Hispanic/Latino, SRJC general

population from Fact Book: 30.3% 7% of transactions declared Black Non-Hispanic, SRJC general

population from Fact Book: 2.4% 40% transactions were by White Non-Hispanic, SRJC general

population from Fact Book: 53%  6% of transactions were by Asian students, SRJC general

population from Fact Book: 3.7%  18.5% of transactions declared Multiple Ethnicities, SRJC general

population from Fact Book: 3.7%  1.5% declared unknown or Native American

Ethnicity

Hispanic/Latino

Black Non-Hispanic

White Non-Hispanic

Asian

Multiple

Native American, Unknown

0% 10% 20% 30% 40% 50% 60%

Ethnicity Comparing Library Reserve Transactions to SRJC General Population

SRJC Library

Reserve Textbook Study: Takeaways The percentage of students declaring Hispanic/Latino ethnicity is

higher among Reserve desk transactions than among the general SRJC student population

The percentage of students eligible for BoG waiver is higher among those using Reserve textbooks than the general SRJC student population

DSPS, EOPS, Veterans and Foster students are at low levels of Reserve textbook usage – we need to follow up with these populations

Students categorized as Basic Skills do not correlate to Reserve textbook usage – we need to investigate further – and provide stronger outreach to instructors of these courses

Achieving Equity: Facilities

Program Outcome #4: The SRJC Libraries provide a welcoming environment and facilities that support our diverse range

of learners and their needs

Group Study Room Survey Administered March 9-12, 2015 (week 9 of semester)

at both libraries 33 study rooms @ Doyle Library, 8 @ Mahoney Library 232 surveys returned at Doyle, 28 at Mahoney Library staff handed out paper surveys, then swept

through again to pick up a few minutes later Survey conducted prior to implementation of any

room reservation system Only some rooms (approx. 50%) have whiteboards

Q1: To what degree are you satisfied with the ease of finding an available group study space? 5= Very Satisfied, 3= Neutral, and 1= Very Dissatisfied Students are dissatisfied with availability of group study

space. 38% expressed some level of dissatisfaction, 28% were neutral, and 34% expressed they were somewhat or very satisfied. Several responses also expressed desire for a way to reserve rooms.

The lack of whiteboards in many rooms prompted many complaints. 57% of respondents specifically commented on lack of rooms with white boards. Many of these complaints were on the response forms from those indicating somewhat or very dissatisfied with room availability.

3% complained about single user occupancy and want staff to monitor room use.

Q2: “what subject or activity are you involved in right now in this room? Include class name (e.g. Math 155)

Over 304 responses recorded (some students indicated more than 1 subject being studied)

Among the top 5 disciplines reported, Math accounted for 22%, English 9%, and Chemistry, Physiology and Nursing 5% each. For all other disciplines, 4 or fewer responded indicating they were working on a subject. Only 11 responses indicated a Basic Skills level course was being studied.

Q2: “what subject or activity are you involved in right now in this room? Include class name (e.g. Math 155)

ANAT

ANTH AR

TBA

DCH

EMCO

MMEN

GLES

LFD

NT

JUST CHILL

IN'MA

MATH

MICRO

NURSING

PHYS

IOPO

LSPS

YCH

SPEE

CH0

10

20

30

40

50

60

70

Q2: Disciplines Reported Studying - Doyle Library

Q3: How satisfied are you with the furnishings and/or equipment in this room?

Students at both libraries are largely satisfied with furnishings and equipment.

70% of Doyle Library respondents and 74% of Mahoney respondents indicated satisfaction with furnishings and equipment.

Only 8% at either library expressed any level of dissatisfaction. From reading individual responses, it is apparent that students

did not consider white boards a type of furnishing or equipment, or held off mentioning them until they answered Q4.

Q3: How satisfied are you with the furnishings and/or equipment in this room?

Very Satisfied

Somewhat Satisfied

Neutral

Somewhat Dissatisfied

Dissatisfied

0 5 10 15 20 25 30 35 40 45 50

Q3: Satisfaction with Furnishings/Equipment in Rooms

Mahoney Doyle

Q4: What would make this room more useful to you as a learner at SRJC? 57% indicated lack of Whiteboards limits options for some students Students want some room(s) with projector(s) for practicing

PowerPoint presentations – there currently is no place for students to practice PowerPoint presentations without securing permission to use a room from a faculty member with their presence

More power outlets. It’s possible the power outlets comments were prompted by the fact that our aging laptops require external power to function. In addition, the building was built before the mobile device era exploded –students may be trying to recharge/use personal devices such as phones/laptops. Several students requested that computers be available in group study rooms, so these factors are probably related.

One student noted that there is no disability seating in any of the group study rooms which forces that student to be very uncomfortable when working with classmates in a group.

Several students complained about lack of computers installed in rooms – workstations are all in carrels, none in rooms (laptops available)

Group Study Survey - Takeaways Students want to reserve rooms (reservation system will be

implemented this summer) We need more outreach and marketing to faculty and

administrative liaisons: Very few Basic Skills students, or Basic Skills coursework,

represented in use of group study rooms Heavy users tend to be traditionally successful students or

those from programs with high levels of support and guidance (Nursing, Mathematics, Life Sciences)

Lack of awareness that Libraries supply markers, erasers, etc. Rooms need more than chairs

Whiteboards Projectors

Group study use tends to mirror Reserve Textbook usage disciplines

Underserved and Underachieving: Unaware? Low usage of Library resources, services indicated by Basic Skills

Students Percent of 1st Gen students using resources and services lower

than general student population 1st Gen definition needs standardization: 1st Gen attending

college in this country? In family? College culture different in U.S.

Lack of awareness that resources exist

Scaffolding the Library: The Southwest Center experiment (ESL)

Start early Introduce strategies that help students achieve, instill expectations Non-credit ESL at remote site isolated from college culture, resources

and services receive visit from Librarian for general introduction – heavy on visuals with accompanying glossary

Bring students onto campus Follow-up session at Library with hands-on experience and tour to reinforce

welcoming presence, etc. Explain opportunities, identify barriers overcome through services 3-tiered approach (ESL)

700-level: introduction at site, tour on campus, hands-on search & retrieve 300-level: welcome, introduction to academic conversation, searching,

citation 100-level: more complex searching, reinforce and review academic

conversation, citation

Takeaways

Increased Access Reserve Textbooks: Follow up with

Basic Skills instructors, administrators of Foster/Kinship, EOPS, and DSPS

Get more Basic skills materials into Reserve Collection

Close loop by marketing survey results (action)

Incorporate library services and resources into course-integrated instruction

Assess Outcome 3: How do our tech infrastructure & services serve student equity?

Underserved Populations

Group study usage: Basic Skills low representation

Focus on Basic Skills, ESL classes for course-integrated instruction

Group study assessment: moving beyond discipline-based reporting

Outreach to Foster/Kinship, etc. to inform of opportunity

Assess Outcome 1: how do our instruction context address diverse learners?