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Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
Listening to the Customer: Using Assessment Results to Make a Difference
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Listening to the Customer: Using Assessment Results to Make a Difference

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LLAMA LOMS Program: Listening to the Customer: Using Assessment …

LLAMA LOMS Program: Listening to the Customer: Using Assessment
Results to Make a Difference
ALA Annual (Chicago)
Sunday, July 11, 2009
Dr. Richard J. Moniz, Jr. (Johnson & Wales University)

Published in: Business, Education
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  • 1. Listening to the Customer: Using Assessment Results to Make a Difference
  • 2. Johnson & Wales University • Multiple Campuses – North Miami, FL , – Providence, RI – Denver, CO – Charlotte, NC • Business, Culinary Arts, Hospitality • Career-Oriented 2
  • 3. Assessments • LibQUAL+ - North Miami data (conducted system-wide in 2003/2004) • Annual Surveys – Charlotte (from 2004/2005 - Present) • SAILS (Standardized Assessment of Information Literacy Skills) – Charlotte (from 2007/2008 – Present) • SWOT (Strengths, Weaknesses, Opportunities, and Threats) – Ch l Th ) Charlotte (from 2005 – P (f Present) ) • Focus Groups (2009) 3
  • 4. Johnson & Wales Campuses – Library Staffing • North Miami – 4 Librarians, 1 Library Assistant, 12 Workstudy Employees • Charlotte – 6 Librarians, 1 Student Assistant, 12 Workstudy Employees o stu y p oyees 4
  • 5. LibQUAL+ 2003/2004 – Service Adequacy Scores North Miami - Undergraduates Affect of Service - Employees who instill confidence in users -1.84 Library as Place - Library space that inspires study and learning -1.7 17 Information Control - Easy-to-use access tools that allow me to find things on my own -1.64 5
  • 6. LibQUAL+ Results 2003/2004 North Miami – Undergraduates – Comment Samples • I feel that we should have more computers t • Needs more books about business • Books about business and recreation topics • The library website should be more widely published… • Need more computers!!! • I would enjoy some more literat re o ld enjo literature. 6
  • 7. What have we done (Florida campus)? • McNaughton collection • P bli i d business databases, partnered with Publicized b i d t b t d ith Career Development Office to emphasize databases • Added computer terminals and wireless • More work-study training, spread over time more • M More structured study room usage d d • Created a blog and IM to emphasize online services 7
  • 8. Charlotte Campus – A New Library Strategic Plan Goal 3 Create a library focused upon the idea of continual assessment which views the entire academic community as key customers. Enhanced preparation for re-accreditation will serve as an inevitable byproduct of this goal. 8
  • 9. Annual Surveys (Charlotte) 9
  • 10. What did we learn? • Not enough accessible hours – specific needs in this regard • Need for greater functionality in library computers • Desire for popular fiction and movies p p • Need for more comfortable setting and furniture • Students valued quiet over access to their p q phones • Loan periods too short in some cases 10
  • 11. What have we done? • Additional weekend and evening hours • Additional full service PCs in the front area (provides extra access when lab in use) • “Percolator” collection • Added décor and soft furniture • Crafted more strict noise policy • Increased loan periods 11
  • 12. How do they know we hear them? 12
  • 13. SAILS (Standard Assessment of Information Literacy Skills) What did we learn? • We are relatively “average” overall. • The scores of our students were better than average on Standard 2 (accessing information effectively). y) • The scores of our seniors were only slightly higher than average on Standard 4 (evaluating resources) g ( g ) despite significant efforts on our part to address this standard. 13
  • 14. SAILS What did we do? • We completely revamped our required IL module on evaluating resources providing additional l i idi ddi i l examples (one hour session became a two hour session). session) • We incorporated clickers into the standard two- hour session we do to test better for understanding (i.e. more formative assessment). 14
  • 15. SWOT (with staff) – Sample Weaknesses (Charlotte – 2004) • Non-culinary Collections: Business collection lacking in specialization and bulk; Limited p y p ; physical resources in non-culinary y areas and low numbers in culinary even until the other collections are phased in; Business Collection; Fashion Collection; Sports and Event Management collection; Number of books available for class g ; projects • Workstudies: Workstudy students and their lack of motivation; Poor workstudies; Limited staff – one person lost and we struggle to maintain day to day (will be worse as student body increases) • Hours: Lack of Saturday and late evening hours; Reasonable but limited hours • Purchasing Process: Sometimes cumbersome purchasing process; YBP takes too long sometimes 15
  • 16. What have we done? • More money dedicated to the business collections • G Greater emphasis and planning with regard to training h d l h d work-study employees • Additional hours - Saturday and evening hours • Changed to Ingram and in-house cataloging 16
  • 17. Focus Groups (2009) – What did we learn? • Still concerns about hours but especially during finals weeks • Need white boards in the student study rooms • Need to “get the word out about what the library has get out” even more 17
  • 18. Focus Groups – What have we done? • Met with President of Student Government Association – initial planning for “finals week experience starting fall finals experience” 2009 • Installed white boards sta e w te boa s • More outreach done at the end of the academic year and more planned for fall 2009 18
  • 19. Other Efforts • Best/Worst exercise with students • S d of IL session quiz scores Study f 19
  • 20. What did we learn (bigger picture)? • Need for multiple assessments and to look at the needs of different groups separately at times • Nationally-recognized assessments don’t always work best fo for us • Triangulation is important – Hearing the same thing from multiple sources strengthens the need for change • It is possible to get a fairly accurate picture of user needs and make changes if you are willing to change 20
  • 21. Contact Information Dr. Richard J. Moniz, Jr. Director of Library Services D fLb S Johnson & Wales University, Charlotte Campus richard.moniz@jwu.edu i h d i @j d 980-598-1603 21

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