Strengths & Weaknesses

It is time to wrap up our self study. Mike and I are summarizing the discussions and comments into a draft. We need one more important effort from committee members. Please take a few minutes and, either from memory or by reviewing the blog, submit two or three strengths & two or three weaknesses (room for improvement, opportunities) of our library program. Either submit these as comments to this post, or email them to me and I will publish your comments!

And thanks for all you hard work. Be sure to note the email on our party to celebrate our efforts.

Standard 5.A.3 – Purpose and Scope

5.A.3 Information resources and services are determined by the nature of the institution’s educational programs and the locations where programs are offered.

Lead Bloggers: Joella/Danny

1. Do the collection and online resources reflect the programs that are offered at the college?
The resources provided by the UM-Helena library reflect the programs offered by the college in that the bulk of library resources are geared toward General Education; this department houses a large majority of the student population. Other programs like trades and technical are also represented by the collection. The online data bases provide a number of choices for areas such as Science, Business, Nursing, etc. However, the online resources for Computer and Trades could be bolstered. Trades could be split into Welding, Aviation, Diesel, etc. and online resources specific to those technologies provided.

2. Are our selected materials at the appropriate level for our programs or are they too remedial (high school level) or too advanced (graduate level)?
The online databases are geared towards the undergraduate level. However, there are additional data bases that are graduate level or high school level. These data bases, however, serve a purpose in that the nature of a two year college results in both advanced students and students who need to do some “catching up”. Thus the databases service the demographic of our students.
The in house collection is focused specifically on the undergraduate program in which the title was purchased. This reflects the libraries attentiveness to instructor suggested material for specific programs and so takes the guess work out of purchasing program specific titles.

3. How is the library responsive to request from programs?
The library takes requests from faculty and processes that request through the Collection Management Plan. There is an online form so that request can be easily made or requests can be made in person at the library.

4. How are faculty involved in determining the resources for the library? The services? Should there be a more formal advisory board to the library?
Anyone can make a request for the collection. Again, these requests must follow protocol. Education department also consult with the librarian in regards to collection additions and the librarian attends academic departmental chair meetings, thus staying abreast of changes within the academic areas.
The advisory board to the library should probably meet 2 times a year to review the libraries processes and to provide feedback; insuring the library is on par with other institutions.

5. What services are offered that support the educational programs? In particular, how is the General Education program supported by the library program?
The library offers class room research instruction and an instructor may “book” a librarian to help out in specific classes. Additionally, students may take advantage of interlibrary loan programs to supplement their research and AV equipment is available to aid both instructors and students in presenting their work.

6. Are there any library services that are provided to the programs at the airport campus? Why are there not more services provided to this campus?
Online resources are available to students at the airport campus. Additionally the library provides local newspaper delivery. Additional services offered by the library must be accessed on site at the library. This requires airport campus students to travel to the Donaldson campus.
This arrangement is not ideal and is recognized as so. However, the funding available for staffing a cross-town library operation is not available. If such funding were to materialize the cross-town library service would be of great interest.

7. How do the library collection and services support students enrolled in online classes?
Students enrolled in online classes may access the libraries online databases and reference guides from their home computers. Also, the library web page contains resources to facilitate students during research projects; such as documents that outline the research process. Online students may also take advantage of the Blackboard link provided by the library.
Perhaps a monthly email newsletter updating online students as to the new resources available may help to spark interest and motive students to visit their local libraries.

Standard 5.A.2 – Purpose and Scope

5.A.2 The institution’s core collection and related information resources are sufficient to support the curriculum.

Lead Bloggers: George/Alan/Dave

What is the size of the core collection? (What is on our shelves)
How does the size of our collection compare to other 2 year schools in Montana or the region?
Is there a program that is underrepresented in the print or electronic collection?

Our current core collection is right under 7,000 hard copies of books, journals, and media. This compares unfavorably to every other 2 year school in Montana. As of Fall 2007 we had a collection of 6,200 volumes, Missoula COT had a collection of over 17,000 texts even with the main UM – Missoula campus just miles away. Our closest COT for demographics, mission, size, and location, MSU-Great Falls had nearly 10,000 hard copies texts. forty percent larger than our collection. We fell the statistics speak for them shelves; we are extremely anemic in a hard text collection.

Our electronic collection piggy backs on UM-Missoula so it appears to be adequate. With the shortage of texts some departments are no doubt ‘short’ on quickly available resources. In particular, English or any related literature class. True, we have good electronic sources and can obtain hard texts from our sister university libraries, but this is not as practical, fast, or tangible as an available hard copy at the students immediate use.

We need more books.

Standard 5.A.1 – Purpose and Scope

5.A.1 The institution’s information resources and services include sufficient holdings, equipment, and personnel in all of its libraries, instructional media and production centers, computer centers, networks, telecommunication facilities, and other repositories of information to accomplish the institution’s mission and goals.

Lead Bloggers: Suzanne/Candace

In addressing this indicator, the following questions were addressed.

Does the library have a mission statement, was it easy to locate, and if so, does it relate well to the institutional mission?

The Library’s Mission statement is easily found on the Library Website at www.umhelena.edu/library under the “Library Mission” link. The mission statement is as follows.

The mission of the Library at University of Montana – Helena is to enhance instruction and learning by providing resources and access to information in support of the college’s programs.

The Library assists students in achieving success and contributes to the educational process by maintaining a balanced collection of materials in a variety of formats and by providing knowledgeable staff to help patrons with their information needs.

The Library also exists to foster the broader educational ideals of life-long learning, information literacy, and intellectual freedom to the college and the greater Helena community.

The Library’s mission statement follows closely the mission statement for UM-H. That mission statement is found on page 2 of the 2008-2009 course catalog.

The University of Montana - Helena College of Technology promotes lifelong educational

goals of learners, supports workforce development needs of employers, and

fosters com­munity involvement by providing a substantive, responsible, and accessible

learning environment.

Do we have instructional media or instructional production in our library?

The library’s instructional media consists of dvd’s and videos, some AV equipment, remote access to library website which links to data bases, PowerPoint presentations on how to use the library, reserve collections, and, of course, its collection of books, journals and magazines, newspapers, electronic books, electronic books, journals, and newspapers. The librarian is very willing to create displays at instructors’ requests.

The library does not have any instructional production equipment in the library.

Do we have a computer center in our library? Networks? Telecommunications? Copier, Scanner? Is there equipment that the library lacks that would enhance our services?

The library has a computer center for online research that has five computers with one being housed at a table that is handicapped accessible. The five computers have no software on them other than that needed to go online, search the card catalog and print out a bibliography or research material. These computers have access to the library network. The library also shares the school’s wireless network, and guests are provided with directions for log-on.
The library houses a copier that students can use for .05 cents a page. There is no fax or scanner in the library. These two are needed to help students do research, produce materials for classes, and to help them communicate with various outside groups. These two things would enhance the library’s ability to serve students.

Are our resources sufficient to support our stated mission? If not, where are we lacking,(ie. lifelong learning). How do our electronic resources relate to our print collection?

The librarian works with program faculty to make sure that the book collection and journal collection meet the needs of the programs. Faculty members are invited to suggest new books and journals and to help cull outdated works. For example, in order to receive Board of Nursing approval, the nursing department has to have access to current and appropriate books and journals in the library. The book collection and the electronic data bases sufficiently support the nursing program needs. Other areas need to grow.

The trades programs, housed at the airport campus, have access to the electronic materials and the book catalog through faculty computers and student computer labs. However, there is not a branch of the library on that campus. The library holdings have good and updated books and journals that support the trades, and the trades faculty have input into ordering and culling of books and journals.

Patrons have good access to collections at the Donaldson campus. They also can access most Montana library collections through the library website and the University of Montana libraries through the card catalog. Books and journal articles are easily obtained through interlibrary loans. The data bases provide excellent access to collections in general areas, in the sciences, in business, in arts and humanities, in nursing, in history and public affairs, in the trades, in career areas, and in computers. Newspaper and specialized and general encyclopedias are offered as well through the electronic holdings.

For lifelong learning, the library website highlights websites of general interest: medical, zip codes, Montana, Native Americans, and so on. The collection lacks good fiction and non-fiction that would be used for recreational or lifelong learning opportunities beyond those required by the programs and their instructors. Some recreational reading books are available for downloading in audio format. The library is beginning to gather some self-help books that help students promote good physical, mental, and financial health.

Program needs and the needs of lifelong education could be better supported by the library being open more hours per week, by having professional librarians or technicians and not work study students operating the library in the evening hours. More trained personnel would allow the library to open earlier in the morning and for longer hours over the weekends. Currently, the library is open during fall and spring semesters on weekdays from 8:30 a.m. to 8:30 pm Monday through Thursday, and Friday, 8:30 a.m. to 5:00 p.m. and for some Saturday hours during the second half of the semesters. During breaks and the summer, the library is open from 8:30 a.m. to 5:00 p.m.

What library services/activities, if any, support the cultural development of students?

The library’s holding include books, journals, and electronic media about many cultures; the library often creates displays that coincide with cultural events on campus. For example, for Montana’s American Indian Heritage day, the library puts together a display of its books on Montana tribes. When the Diversity Committee sponsored a deaf culture panel discussion, the library displayed its holdings on deaf culture.

The library also hosts art exhibits and book discussions; these all contribute to the cultural life of our students.

In summary, our library does well with its limited budget, personnel, and physical space. The library offers basic services: a book collection and journal collection focused on UM-Helena programs; electronic access to databases that support the programs; a limited computer center; a copier; a variety of videos and dvd’s, some reference materials; available wireless internet; and one professionally trained research and administrative librarian and one library technician. The library does not offer video and audio equipment beyond a projector and some laptops, nor does it offer a production center, nor a copying center. It is not a repository for state or federal materials. Its collection of lifelong learning materials needs to be enhanced as does its collection of books aimed at helping students maintain mental, physical, and financial health.

The library’s physical holdings along with its electronic holdings and the choices made for each uphold the library’s mission, especially where its programs are concerned.

Standard 5.A – Purpose and Scope

Standard 5.A – Purpose and Scope
The primary purpose for library and information resources is to support teaching, learning, and, if applicable, research in ways consistent with, and supportive of, the institution’s mission and goals. Adequate library and information resources and services, at the appropriate level for degrees offered, are available to support the intellectual, cultural, and technical development of students enrolled in courses and programs wherever located and however delivered.

In April we will be finishing up our self-study with this last group of three indicators that somewhat summarize what we have been studying.

Standard 5.E.3 – Planning and Evaluation

5.E.3 The institution regularly and systematically evaluates the quality, adequacy, and utilization of its library and information resources and services, including those provided through cooperative arrangements, and at all locations where courses, programs, or degrees are offered. The institution uses the results of the evaluations to improve the effectiveness of these resources.

The semester/annual assessment reports are the most concrete evidence that we systematically evaluate our services, as the adequacy of the collection and the utilization of the resources and services are all items that are monitored in the assessment. Suggested actions for improvement from Assessment Reports are incorporated into next semester or next year’s goals and are indicated as such by an asterisk.

A representative list of changes/improvements that were implemented as a result of assessment activities (assessments plans, surveys, committee reviews, etc.) demonstrates our commitment to continuous improvement. Of particular note are the changes/improvements that have come about this academic year as a result of the self-study process and the efforts of this committee.

Also, we have also done targeted studies, using benchmarks. For example, a benchmarking the size of our materials budgets against the those of similar colleges (Budget Committee Report 2003) confirmed that our materials budget was small. A similar comparision was done with the actual size of the collections. Enlarging the collection became a program budget priority, and a core collection budget was requested beginning in Spring 2007 and again through a Campus Initiative in Spring 2008. While the core collection initiative has not been funded, regular funding for materials purchases has increased and the collection has doubled in size from 2002 to 2008.

Another assessment that has been done is to track the impact of new furnishings on use of the library space. Though only a study of 6 months, there appears to be a significant increase in use of the library as a place to study, read, and relax.

Standard 5.E.2 – Planning and Evaluation

5.E.2 The institution, in its planning, recognizes the need for management and technical linkages among information resource bases (e.g., libraries, instructional computing, media production and distribution centers, and telecommunications networks).

Can you think of some evidence of linkages? I suspect these other functions are performed by IT, and while we work and cooperate with them, I do not think we have any formal linkages. The Librarian does serve on the Web Committee.

Standard 5.E.1 – Planning and Evaluation

We are starting a new group of indicators, all involving planning and evaluation of library resources and services. We are moving into the home stretch of this process, and I have spent quite a bit of time preparing this information for the committee. I will be on vacation next week, so you have plenty of time to give some feedback! So here is the element statement for this group of indicators and the first indicator in this group.

Standard 5.E – Planning and Evaluation

Library and information resources planning activities support teaching and learning functions by facilitating the research and scholarship of students and faculty. Related evaluation processes regularly assess the quality, accessibility, and use of libraries and other information resource repositories and their services to determine the level of effectiveness in support of the educational program.

5.E.1 The institution has a planning process that involves users, library and information resource staff, faculty, and administrators.

The Director of Library Services actively participates in the institution’s three core functions of planning and evaluation: 1) Goal setting, 2) Budget planning, and 3) Assessment.

1) Each year the Library Director, in collaboration with the Library Technical Assistant, drafts departmental goals (see sample), derived from the mission and institutional strategies of the college and the mission statement of the Library. Proposed goals are forwarded to Leadership (Administration) for approval and are published on the website. At the end of each year, a final evaluation or reporting on progress toward these goals is prepared through semester reports (see sample)and annual reports (see sample) which are also published on the website.

2) Each year the Library Director prepares a budget request , (sample budget request) tied to departmental stated goals, and also participates as a standing member of the Budget Committee.

3) Assessment Reports on library resources and services are prepared each year and are published on the website. Though imperfect, we are trying to transition to a student learning outcomes based assessment. (see Assessment Report for Spring 2008)

There is no formal process to guide planning of library services, such as an internal advisory board, though periodic surveys of students, campuses, and faculty have been conducted for input. In a 2008 survey of faculty, when asked to rate, on a scale of 1-5, “I am provided an opportunity for input on library services and resources,” 18 of 19 responded with a score of 5, and 1 responded 4.

Another identified weakness in our planning process is that there is no documentation of formal acceptance of departmental goals by administration.

5.D.6 Personnel and Management

5.D.6 The institution provides sufficient financial support for library and information resources and services, and for their maintenance and security.

Over the past decade, budgetary support for the library has increased (sample of recent budget), particularly by growth of the book/materials budget. Expenditures for other library resources and services(magazines, online databases, library systems) have remained relatively constant, but cooperative arrangements, especially with the Mansfield Library of The University of Montana and with a statewide cooperative, have provided precipitous growth of our electronic resources and have provided technical support for our library cataloging and circulation systems for inventory control of materials.

In the college’s building expansion, which from planning to opening occupied the middle half of the decade, the college committed a significant portion of the expansion budget -- in space, aesthetic design, and furnishings --to a new library with physical prominence in the building. This improved space (an increase from 1,496 to 3,200 square feet) has significantly impacted the library’s ability to house and expand the collection and to provide services to the college community.

The library does not have a security system to detect book theft. However, as the small size of the collection allows for an annual inventory, we know that currently, theft of materials is negligible, averaging over the past 8 years a loss of 10 items per year by theft. Another 6 items per year were lost, on average, due to unreturned items that were checked out.

Standard 5.D.5 – Personnel and Management

5.D.5 The institution consults library and information resources staff in curriculum development.

From fall 2002 through spring 2004, the Librarian served on the Academic Affairs Committee, the committee charged with curriculum review and development. With the creation of Faculty Senate, this institutional function transferred to ASCR Committee (Academic Standards and Curriculum Review) in fall 2006. In fall 2008 (10/21/08), Faculty Senate Bylaws were amended to include the librarian as a voting member of ASCR.

As a recently added participant on this committee, the librarian has provided a reporting of our existing collections when new courses have been proposed to ASCR. This reporting should probably be formalized into a regular review component of any curriculum additions or revisions.

To those of you with more history, especially faculty, does this sound correct?