Overview of Goals and Rubric for Resource Evaluation
It is our goal as a committee to identify each academic resource provided at Kirkwood Community College along with what student population it serves and how it can be accessed at each location. From there, we hope to identify any gaps in services provided in order to make recommendations to the college for future improvements.
In order to best evaluate each program or service, we need to create a working definition of what it means to be an accessible academic resource.
For this committee, we are defining accessibility in the context of academic resources as follows:
An accessible academic resource is easy to find, approach, understand, and utilize for as many students who would benefit from it as possible. The resource provides a welcoming and inclusive environment that supports our students’ diverse needs and circumstances.
As we identify academic resources, we will use the following rubric to evaluate and make recommendations:
Rubric for Evaluation
Rating Scale:
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- 3 – Excellent. This resource goes above and beyond in this area.
- 2 – Adequate. Efforts are being made but more could be done to make it more accessible.
- 1 – Insufficient. This resource is not accessible in this way.
- N/A – not applicable for this resource.
| Current Use/Reflection | Notes |
| Who is the target audience for this resource? | Who is the intended population for this particular resource. Is the intended population(s) currently utilizing it or is there a target audience that is under-utilizing it? |
| What are the services being offered by the resource? | Detail services provided by the resource. |
| Are there known barriers or stigma that may prevent students from accessing the resource? | Consider student perceptions/hesitations regarding use of the resource. |
| Is there any data available regarding student perceptions/use of this resource? | Has there been data collected by the academic resource? If so, what can it tell us about student perceptions and usage of, as well as satisfaction with the resource? There may also be forthcoming data from Institutional Research to assist with this part of the reflection. |
| Rating | Notes | |
| Physical Accessibility | ||
| Is the physical location accessible to the student population it serves? | Where is the resource located. Is this location appropriate for the population served? Why or why not? | |
| Are the resource’s visual images adequate in clearly communicating services, etc.? | What signage is currently available? Does it clearly communicate what service is being provided, and how could it be improved? | |
| Wayfinding signage leading to the resource is visible, high contrast, and easy to identify. | Provide any recommendations for additional signage or wayfinding materials that may prohibit students from easily finding the resource. | |
| Scheduling/Time Accessibility | ||
| Do the resource hours and timing of programming meet student needs? | What are the current hours? What are “high traffic” hours for the resource? Does student feedback indicate a need for increased or varied hours? | |
| Does the resource offer an on-demand option for face-to-face and online students? | Are students able to get an “on demand” response or assistance when needed?
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| Do students have the ability to easily self-schedule at a time convenient for them? | Does the resource use Calendly or other scheduling software to allow students to self-schedule? What is the current process for student scheduling? | |
| Digital Accessibility | ||
| Are available online resources easy to locate and user-friendly? | Evaluate the location and ease of access for online accessibility? Are resources available via web/talon/etc.? | |
| Are necessary print resources available in digital formats? | Ensure that all critical resources are available both in person and online. | |
| Collaboration Support | ||
| Does the resource help students communicate, collaborate, work, or share information about academic content? | How does the space foster student-student collaboration? This may be through specific programming, spatial design, in-person or online formats.
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| Multilingual Accessibility | ||
| Does the resource currently provide or have access to translation tools or reference materials in languages commonly spoken by Kirkwood ELLs? | This does not apply to discipline specific materials. Is the resource information available in multiple languages?
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| Does the resource use clear language and avoid jargon? | Are there words/phrases that might be confusing to students?
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| Feedback | ||
| Is there a system in place for students and staff to provide feedback on services? | Describe the current process for collecting feedback and explain how feedback is collected and what types of feedback is collected.
Is the feedback related to accessibility issues such as timing/location of services, customer service, programming, etc.? |
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| Is there a process for periodic reviews of the resource and ongoing improvement? | Describe any process that is in place for analysis of feedback and continual improvement of the academic resource. This may include any of the elements above. | |
| Inclusivity | ||
| Does the resource actively engage with traditionally underserved populations? | How does the resource make an effort to engage with students of underserved populations? This may include students with disabilities, students of color, international students, low-income students, students with children, students who identify as LGTBQ, etc. | |
| Does the resource take measures to ensure traditionally underserved populations feel welcome? | How does the resource ensure the environment is welcoming to underserved populations? | |
| Are there events and activities that promote inclusivity? | Describe any events or initiatives related to inclusivity. | |
| Are staff trained in cultural competence and inclusivity? | Have staff taken or are they encouraged to complete any training regarding cultural competence or inclusivity? | |
| Communication/Marketing | ||
| Which channels of communication are used to share services/programs | How does the service market and communicate hours and offerings to students? | |
| Is there a proactive strategy in place to ensure students and faculty are aware of resource materials/events/opportunities? | How could the current strategy be improved or more proactive to ensure the timely communication of events and opportunities? | |
| Does the resource market itself to students appropriately? | Are there opportunities to more effectively market this resource to students? This might include opportunities for collaboration, alternate channels of communication, etc. |
| Academic Resource: Action Steps and Recommendations | Share specific recommendations regarding improving and connecting students with resources. |
| Institutional Action Steps | Share specific recommendations that would inform an institutional approach to increasing awareness, accessibility and use of academic resources at large. |