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AVC Library
Faculty Survey
Development and Quantitative Results
Dr. Scott Lee
Information Competency Librarian
Antelope Valley College
Fall, 2012
Survey Development
• Fall, 2010
– Library intern Marianne McNeese researched the surveying
of classroom faculty by academic libraries.
– She collected example surveys and articles on their
development and use.
– Questions from examples were put into a proposed survey.
Librarians, Carolyn Burrell and Van Rider provided
feedback.
– A preliminary survey was created and then given to
Carolyn, Van and Dean Forte’-Parnell for additional
feedback.
Survey Development
Spring, 2011
Taking the feedback, a version of the survey was created in
SurveyMonkey.
This version was shown to Carolyn, Van and Dean Forte’-
Parnell for approval and additional feedback before being
finalized.
A final version was built in SurveyMonkey.
Survey Development
Spring, 2011
Scott, Van and Carolyn discussed the value of an incentive to
attract participation by classroom faculty. A group of
incentives was agreed upon to be given away as a raffle:
$50 See’s Candies Gift Card would be awarded to the first name
chosen at random.
$25 See’s Candies Gift Cards would be awarded to the next two
names chosen at random.
These were paid for with funds from the Hingley Endowment.
Survey Implementation
Fall, 2011
The survey was opened in October.
Scott worked with Vicki Mathias to create posters and flyers to
announce and advertise the survey.
Survey Implementation
Fall, 2011
Carolyn, Van and Scott attended Division Meetings to
announce the survey.
10/24 – Math/Science
10/25 – Business, Counseling
10/28 – Social & Behavioral, IRES, VAPA
11/03 – Kinesiology
11/08 – Language Arts, Technical Ed
An email announcement was sent on 11/22.
Survey Implementation
Fall, 2011
The survey closed on 12/11.
Winners were selected and notified by 12/17.
Gift cards were dispersed later in December, after the
semester.
Survey Analysis
Spring, 2012
Survey data was downloaded from SurveyMonkey.
The survey data was imported into Excel where it was:
Scrubbed to locate surveys that could not be used because they
were too incomplete, not completed by faculty members, or other
issues.
Reorganized and restructured so it could be imported into SPSS.
Survey Analysis
Spring, 2012
Survey data was imported into SPSS for analysis.
The data was given appropriate labels and data-type categories so
it can be usefully analyzed.
Data analysis techniques used were descriptive consisting of:
Frequencies – how often a piece of data occurs.
Crosstabulations – how often two or more pieces of data appear
together.
Survey Results
Survey Sample
119 Completed Surveys
The Goal Was 100
Sample Size = 20% of AVC Faculty
Survey Sample
Survey Sample AVC*
Full-Time Faculty 55% 31%
Teaching at Lancaster 76% 76%
Teaching at Palmdale 24% 14%
Teaching Online 8% 8%
Average Years @ AVC 11 Years Data not Available
*Fall, 2011 Numbers
Survey Sample
Discipline n %
Math 10 7%
English 8 6%
Business 7 5%
Computer Applications 7 5%
Management 6 4%
Biology 5 4%
CIS 5 4%
Nursing 5 4%
Accounting 4 3%
History 4 3%
Top 10 Ranked by % of Survey
Survey Sample
Division AVC Survey
Sample
Difference
BCSED 13% 25% 12%
Health Science 9% 12% 3%
IRES 1% 1% -
Language Arts 14% 12% -2%
MSE 18% 19% 1%
KAD 5% 4% -1%
SABS 10% 9% -1%
Technical Ed 13% 6% -7%
VAPA 15% 9% -6%
Student Services 2% 4% 2%
Survey Sample
Division AVC Survey
Sample
Difference
BCSED 13% 25% 12%
Health Science 9% 12% 3%
IRES 1% 1% -
Language Arts 14% 12% -2%
MSE 18% 19% 1%
KAD 5% 4% -1%
SABS 10% 9% -1%
Technical Ed 13% 6% -7%
VAPA 15% 9% -6%
Student Services 2% 4% 2%
Divisions with greatest difference between college &
survey.
Survey Sample
Inconsistencies with AVC
Overrepresents full-time faculty by 22%.
Underrepresents Palmdale faculty by 10%.
Overrepresents BCSED by 12%.
Underrepresents Tech Ed. & VAPA by 6% and 7%.
Conclusion
This sample, while not perfect, is large enough and close
enough, demographically, to accurately represent AVC
classroom faculty.
Survey Data – Use of the
Library
How do faculty use the AVC Library?
Use of the Library
Do Faculty Use the Library:
To Prepare for Classes
48% - Regular or Occasional Use
51% - Rare or No Use
For Personal Enrichment
54% - Regular or Occasional Use
45% - Rare or No Use
Occasional & Rare were the most chosen for each.
Use of the Library
63% - Integrate Research Assignments into Classes
70% - Create Assignments that Require Research
Use of the Library
51% Never Assign Library Tutorials
14% Regularly Assign
68% Never Assign The Library Walking Tour
9% Regularly Assign
.
Use of the Library
Do faculty work with librarians to recommend purchases?
30% Regularly or Occasionally
71% Rarely or Never
Never was the most selected at 42%.
74% do not know the collection development librarian for
their discipline.
Use of the Library
What Library resources do faculty actually use?
Books, 22%
Databases, 21%*
Textbook Reserves, 19%
Reference, 10%
Electronic Reference Books (8%), Electronic Books & ILL (7%),
Online Videos (5%)
*The Library implemented a new database discovery system in Fall
of 2012, so this data could be different now.
Use of the Library
What do faculty use the AVC Library website for?
EBSCOhost, 24%*
Library Catalog, 22%
Learn Library Hours, 21%
Access Research Guides, 11%
Learn Library Policies, 10%
Request ILL’s & Workshops (6%)
*EBSCOhost replaced by EBSCO Discovery Service in Fall of 2012.
Students
Do faculty encourage students to use the library and what do they hear about
the library from students?
Students
Do faculty encourage students to use library resources?
Electronic Resources
48% Regularly, 25% Occasionally, 16% Never
Print Resources
42% Regularly, 32% Occasionally, 12% Never
Students
“Students need the library to successfully complete my
classes.”
61% Strongly Agree or Agree
48% Disagree or Strongly Disagree
Most selected answer was Disagree at 41%.
“Library experience is important for students.”
96% Strongly Agree or Agree
4% Disagree or Strongly Disagree
Students
“Students need the library to successfully complete my
classes.”
Disciplines with most Strongly Agrees.
English (8), Management (4), Biology (3)
Disciplines with most Strongly Disagrees.
Math (7), Computer Applications (5), Accounting (4)
Students
What do instructors hear from students about the library?
Students complain about the services of the library.
33% Rarely Hear This Complaint
50% Never Hear This Complaint
Students complain about not getting the resources they need
from the library.
31% Rarely Hear This Complaint
43% Never Hear This Complaint
Faculty opinions
What do faculty think of the Library, its resources, and student research skills?
Faculty Opinions
91% call themselves advocates for the Library.
77% feel the Library has enough resources to support
classes.
94% say that librarians have the knowledge & experience to
help students in the disciplines.
Faculty Opinions
65% rate the Library’s databases as Excellent or Good at
meeting students’ needs.
14% Average, 1%, Poor, 22% Unsure
38% rate the Library’s print books as Excellent or Good at
meeting students’ needs.
26% Average, 15% Poor, 21% Unsure
31% rate the Library’s e-books as Excellent or Good at
meeting students’ needs.
17% Average, 5% Poor, 46% Unsure
Faculty Opinions
Student Research Skills
61% do not feel they can teach research skills to students on
their own.
91% say librarians do a good job teaching research skills.
48% believe that students are capable of using the Internet by
themselves to complete assignments.
96% believe that Information Literacy (definition was provided)
is needed by successful students.
Research Methods workshops
Who uses the workshops, who does not, and why?
RMW’s
85% of faculty do not use workshops.
Who does use them:
20% of Full-Time, 10% of Part-Time
15% of Lancaster Faculty, 8% of Palmdale Faculty
RMW’s
Disciplines Using the Most
Ranked by % for disciplines with multiple participants
Psychology, 100% (3 – 0)
Biology, 60% (3 – 2)
English, 40% (4 - 4)
Earth Science, 50% (1 -1)
Marketing, 50% (1 -1)
RMW’s
Disciplines Using the Least
Ranked by % for disciplines with multiple participants
Office Technology, 33% (1 – 2)
Computer Information Systems, 20% (1 – 4)
Management, 17% (1 – 5)
Business, 14% (1 – 6)
Computer Applications, 14% (1 – 6)
RMW’s
Disciplines Using the Least
The following disciplines were all at 0% with multiple participants.
Accounting (4), Administration of Justice (2), Child & Family Ed
(3), Chemistry (3), Communication (2), Digital Media (3), ESL
(3), Film & TV (2), Health Ed (2), History (4), Human
Development (4), Learning Assistance (2), Mathematics (10),
Medical Offc Asst (2), Music (3), Nursing (5), Phys Ed (4),
Philosophy (2), Theatre (3), Vocational Nursing (2)
RMW’s
Percent Using by Division
30%, Business and Math/Science
20%, Language Arts
15%, Social & Behavioral
5%, Student Services
0%, Health Science, Kinesiology, Tech Ed, VPA
RMW’s
Why do faculty use RMW’s?
Library Faculty Expertise (39%)
Have Seen Student Improvement (32%)
Prefer Having Librarians Do It (25%)
Recommendation From Another Instructor (4%)
RMW’s
Why don’t faculty use RMW’s?
Not Aware of Them (20%)
No Research Assignments (18%)
Research Not Needed For Discipline (16%)
No Time (14%)
Students Should Already Know How (10%)
Tutorials Are Enough (6%)
They Can Teach Students Themselves (4%)
Students Have Enough Research Skills (4%)
RMW’s
What Library teaching resources do faculty combine with
RMW’s?
EBSCOhost Tutorial (13%)
Research Tutorial (10%)
Catalog Tutorial (7%)
Journal Tutorial (5%)
Library Walking Tour (3%)
Future Analysis
What is there left to do with our data?
Future Analysis
Run additional crosstabs. Suggestions are welcome.
Analyze qualitative data (comments).
Inferential analysis (predicting future behavior based on
data).
Use survey data to develop focus group protocol.
Compare to data from other libraries (if available).

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AVC Library Faculty Survey Results (2012)

  • 1. AVC Library Faculty Survey Development and Quantitative Results Dr. Scott Lee Information Competency Librarian Antelope Valley College Fall, 2012
  • 2. Survey Development • Fall, 2010 – Library intern Marianne McNeese researched the surveying of classroom faculty by academic libraries. – She collected example surveys and articles on their development and use. – Questions from examples were put into a proposed survey. Librarians, Carolyn Burrell and Van Rider provided feedback. – A preliminary survey was created and then given to Carolyn, Van and Dean Forte’-Parnell for additional feedback.
  • 3. Survey Development Spring, 2011 Taking the feedback, a version of the survey was created in SurveyMonkey. This version was shown to Carolyn, Van and Dean Forte’- Parnell for approval and additional feedback before being finalized. A final version was built in SurveyMonkey.
  • 4. Survey Development Spring, 2011 Scott, Van and Carolyn discussed the value of an incentive to attract participation by classroom faculty. A group of incentives was agreed upon to be given away as a raffle: $50 See’s Candies Gift Card would be awarded to the first name chosen at random. $25 See’s Candies Gift Cards would be awarded to the next two names chosen at random. These were paid for with funds from the Hingley Endowment.
  • 5. Survey Implementation Fall, 2011 The survey was opened in October. Scott worked with Vicki Mathias to create posters and flyers to announce and advertise the survey.
  • 6.
  • 7. Survey Implementation Fall, 2011 Carolyn, Van and Scott attended Division Meetings to announce the survey. 10/24 – Math/Science 10/25 – Business, Counseling 10/28 – Social & Behavioral, IRES, VAPA 11/03 – Kinesiology 11/08 – Language Arts, Technical Ed An email announcement was sent on 11/22.
  • 8. Survey Implementation Fall, 2011 The survey closed on 12/11. Winners were selected and notified by 12/17. Gift cards were dispersed later in December, after the semester.
  • 9. Survey Analysis Spring, 2012 Survey data was downloaded from SurveyMonkey. The survey data was imported into Excel where it was: Scrubbed to locate surveys that could not be used because they were too incomplete, not completed by faculty members, or other issues. Reorganized and restructured so it could be imported into SPSS.
  • 10. Survey Analysis Spring, 2012 Survey data was imported into SPSS for analysis. The data was given appropriate labels and data-type categories so it can be usefully analyzed. Data analysis techniques used were descriptive consisting of: Frequencies – how often a piece of data occurs. Crosstabulations – how often two or more pieces of data appear together.
  • 11. Survey Results Survey Sample 119 Completed Surveys The Goal Was 100 Sample Size = 20% of AVC Faculty
  • 12. Survey Sample Survey Sample AVC* Full-Time Faculty 55% 31% Teaching at Lancaster 76% 76% Teaching at Palmdale 24% 14% Teaching Online 8% 8% Average Years @ AVC 11 Years Data not Available *Fall, 2011 Numbers
  • 13. Survey Sample Discipline n % Math 10 7% English 8 6% Business 7 5% Computer Applications 7 5% Management 6 4% Biology 5 4% CIS 5 4% Nursing 5 4% Accounting 4 3% History 4 3% Top 10 Ranked by % of Survey
  • 14. Survey Sample Division AVC Survey Sample Difference BCSED 13% 25% 12% Health Science 9% 12% 3% IRES 1% 1% - Language Arts 14% 12% -2% MSE 18% 19% 1% KAD 5% 4% -1% SABS 10% 9% -1% Technical Ed 13% 6% -7% VAPA 15% 9% -6% Student Services 2% 4% 2%
  • 15. Survey Sample Division AVC Survey Sample Difference BCSED 13% 25% 12% Health Science 9% 12% 3% IRES 1% 1% - Language Arts 14% 12% -2% MSE 18% 19% 1% KAD 5% 4% -1% SABS 10% 9% -1% Technical Ed 13% 6% -7% VAPA 15% 9% -6% Student Services 2% 4% 2% Divisions with greatest difference between college & survey.
  • 16. Survey Sample Inconsistencies with AVC Overrepresents full-time faculty by 22%. Underrepresents Palmdale faculty by 10%. Overrepresents BCSED by 12%. Underrepresents Tech Ed. & VAPA by 6% and 7%. Conclusion This sample, while not perfect, is large enough and close enough, demographically, to accurately represent AVC classroom faculty.
  • 17. Survey Data – Use of the Library How do faculty use the AVC Library?
  • 18. Use of the Library Do Faculty Use the Library: To Prepare for Classes 48% - Regular or Occasional Use 51% - Rare or No Use For Personal Enrichment 54% - Regular or Occasional Use 45% - Rare or No Use Occasional & Rare were the most chosen for each.
  • 19. Use of the Library 63% - Integrate Research Assignments into Classes 70% - Create Assignments that Require Research
  • 20. Use of the Library 51% Never Assign Library Tutorials 14% Regularly Assign 68% Never Assign The Library Walking Tour 9% Regularly Assign .
  • 21. Use of the Library Do faculty work with librarians to recommend purchases? 30% Regularly or Occasionally 71% Rarely or Never Never was the most selected at 42%. 74% do not know the collection development librarian for their discipline.
  • 22. Use of the Library What Library resources do faculty actually use? Books, 22% Databases, 21%* Textbook Reserves, 19% Reference, 10% Electronic Reference Books (8%), Electronic Books & ILL (7%), Online Videos (5%) *The Library implemented a new database discovery system in Fall of 2012, so this data could be different now.
  • 23. Use of the Library What do faculty use the AVC Library website for? EBSCOhost, 24%* Library Catalog, 22% Learn Library Hours, 21% Access Research Guides, 11% Learn Library Policies, 10% Request ILL’s & Workshops (6%) *EBSCOhost replaced by EBSCO Discovery Service in Fall of 2012.
  • 24. Students Do faculty encourage students to use the library and what do they hear about the library from students?
  • 25. Students Do faculty encourage students to use library resources? Electronic Resources 48% Regularly, 25% Occasionally, 16% Never Print Resources 42% Regularly, 32% Occasionally, 12% Never
  • 26. Students “Students need the library to successfully complete my classes.” 61% Strongly Agree or Agree 48% Disagree or Strongly Disagree Most selected answer was Disagree at 41%. “Library experience is important for students.” 96% Strongly Agree or Agree 4% Disagree or Strongly Disagree
  • 27. Students “Students need the library to successfully complete my classes.” Disciplines with most Strongly Agrees. English (8), Management (4), Biology (3) Disciplines with most Strongly Disagrees. Math (7), Computer Applications (5), Accounting (4)
  • 28. Students What do instructors hear from students about the library? Students complain about the services of the library. 33% Rarely Hear This Complaint 50% Never Hear This Complaint Students complain about not getting the resources they need from the library. 31% Rarely Hear This Complaint 43% Never Hear This Complaint
  • 29. Faculty opinions What do faculty think of the Library, its resources, and student research skills?
  • 30. Faculty Opinions 91% call themselves advocates for the Library. 77% feel the Library has enough resources to support classes. 94% say that librarians have the knowledge & experience to help students in the disciplines.
  • 31. Faculty Opinions 65% rate the Library’s databases as Excellent or Good at meeting students’ needs. 14% Average, 1%, Poor, 22% Unsure 38% rate the Library’s print books as Excellent or Good at meeting students’ needs. 26% Average, 15% Poor, 21% Unsure 31% rate the Library’s e-books as Excellent or Good at meeting students’ needs. 17% Average, 5% Poor, 46% Unsure
  • 32. Faculty Opinions Student Research Skills 61% do not feel they can teach research skills to students on their own. 91% say librarians do a good job teaching research skills. 48% believe that students are capable of using the Internet by themselves to complete assignments. 96% believe that Information Literacy (definition was provided) is needed by successful students.
  • 33. Research Methods workshops Who uses the workshops, who does not, and why?
  • 34. RMW’s 85% of faculty do not use workshops. Who does use them: 20% of Full-Time, 10% of Part-Time 15% of Lancaster Faculty, 8% of Palmdale Faculty
  • 35. RMW’s Disciplines Using the Most Ranked by % for disciplines with multiple participants Psychology, 100% (3 – 0) Biology, 60% (3 – 2) English, 40% (4 - 4) Earth Science, 50% (1 -1) Marketing, 50% (1 -1)
  • 36. RMW’s Disciplines Using the Least Ranked by % for disciplines with multiple participants Office Technology, 33% (1 – 2) Computer Information Systems, 20% (1 – 4) Management, 17% (1 – 5) Business, 14% (1 – 6) Computer Applications, 14% (1 – 6)
  • 37. RMW’s Disciplines Using the Least The following disciplines were all at 0% with multiple participants. Accounting (4), Administration of Justice (2), Child & Family Ed (3), Chemistry (3), Communication (2), Digital Media (3), ESL (3), Film & TV (2), Health Ed (2), History (4), Human Development (4), Learning Assistance (2), Mathematics (10), Medical Offc Asst (2), Music (3), Nursing (5), Phys Ed (4), Philosophy (2), Theatre (3), Vocational Nursing (2)
  • 38. RMW’s Percent Using by Division 30%, Business and Math/Science 20%, Language Arts 15%, Social & Behavioral 5%, Student Services 0%, Health Science, Kinesiology, Tech Ed, VPA
  • 39. RMW’s Why do faculty use RMW’s? Library Faculty Expertise (39%) Have Seen Student Improvement (32%) Prefer Having Librarians Do It (25%) Recommendation From Another Instructor (4%)
  • 40. RMW’s Why don’t faculty use RMW’s? Not Aware of Them (20%) No Research Assignments (18%) Research Not Needed For Discipline (16%) No Time (14%) Students Should Already Know How (10%) Tutorials Are Enough (6%) They Can Teach Students Themselves (4%) Students Have Enough Research Skills (4%)
  • 41. RMW’s What Library teaching resources do faculty combine with RMW’s? EBSCOhost Tutorial (13%) Research Tutorial (10%) Catalog Tutorial (7%) Journal Tutorial (5%) Library Walking Tour (3%)
  • 42. Future Analysis What is there left to do with our data?
  • 43. Future Analysis Run additional crosstabs. Suggestions are welcome. Analyze qualitative data (comments). Inferential analysis (predicting future behavior based on data). Use survey data to develop focus group protocol. Compare to data from other libraries (if available).

Editor's Notes

  1. Numbers in parentheses are how many said they used them versus how many said they do not for that discipline.
  2. Numbers in parentheses are how many said they used them versus how many said they do not for that discipline.
  3. Numbers in parentheses are number of participants for that discipline.