Student Development Division Annual Program Review Update 2013/14
Section 1 - Program Information
1.0 Name of Program: Library
1.1 Program Review Authors: Lynn Durkee, Michelle Goldsmith Jessica Herrera, MaryGrace McGovern, Tim Miller, Ruth Moon
Date: October 31, 2013
1.2 Program Director Signature: MaryGrace McGovern
Date: October 31, 2013
1.3 Vice President Signature: Keith Snow-Flamer
Date: October 31, 2013
1.4 Program mission: Provides high-quality services and programs that promote information literacy, critical thinking, life-long learning skills, and
a spirit of free inquiry in CR students and the campus community. Provides organized information resources that support the achievement of
program and learning outcomes throughout the college. Provides and environment, physical and virtual, conducive to the access, use, study and
understanding of information resources, and the development of a community of learners.
1.4.1 State briefly how the program mission supports the college mission: The Library supports the college mission by supporting success in all
areas of developmental, career technical, and transfer education through the provision of accessible organized information resources both physical
and virtual. The College Library is the only source on campus for students to obtain a wide-ranging collection of college level research materials.
Due to the rural and remote location of the college and the lack of access to other cultural resources, there is a greater responsibility to provide
accurate and accessible materials.
1.4.2 Provide a brief description of the program’s primary function: The mission statement also describes function of the Library.
Section 2 - Data Analysis
2.0 Program Staffing/Budget Data and Indicators
(Past years)
Provide information to show changes over time (steady, increasing, decreasing, etc.). Insert additional rows as needed for your key performance
indicators (KPI’s), such as program services, functions, student contacts, etc.
2011/12
2012/13
Observations (steady/increasing/decreasing)
2.1 Staffing/Budget
Staffing has decreased from 2011-2013 due to
Eureka 4
FTE Faculty and Staff
Eureka
reduction in force (RIF) and staff retirements.
Del Norte 1
Del Norte
Mendocino 0
Mendocino
Total 5
Total 8.97
 AOA III retired 01/09/13
3/12/2014 Page 1 



(Sheila St. John)
1 FTE
Library Technician moved
to Eureka 02/01/13 from
Mendocino (Michelle
Goldsmith) 1 FTE
Library Technician moved
to .5 FTE 01/31/13 and laid
off 02/13/13 (Greg Toleno)
.5 FTE
Library Assistant laid off
01/31/13 but brought back
02/25/13, laid off Sept 10th
2013 in second RIF (Amanda
Jones)
.5 FTE
Student Development
Advisor temporarily moved
to library 02/01/13 and
retired 05/09/13
(Jamie Peterson) worked
reduced schedule, actually
worked in the Academic
Support Center, some library
support.
FTE Additional Workforce
Student Workers
Funding allotted
$21K
1.17 FTE aprox.
Student Workers
Funding allotted $22K
1.17 FTE aprox.
19 Hour Association Library for
evening hours added 09-2013
$7715.00 per 16 week semester.
Personnel (Dollars)
Discretionary (Dollars)
$570,163.63
Eureka
$464,138.58
Eureka
3/12/2014 Difference of $106,025.05
Holding steady if current budget is fully
Page 2 Del Norte
Mendocino
Total: $43, 134.64
Del Norte
Mendocino
Total: $43, 134.64
released. Funds not fully released due to budget
concerns, current amount released is
21,700.00 Proposed yearly is 43,381.00 to be
released as budgets allow. Del Norte overall
budget may need to be reviewed to indicate
what discretionary funds are being spent on
library services.
See below
Data moved to category Library as Computer
Lab
June 2013: 4975
Academy: 210
Community: 316
Faculty F: 116
Faculty P: 133
Klamath: 0
Staff: 258
Student: 24, 605
Upward Bound: 10
Number percentage of registered library card
holders
Number of circulation transactions by type
Student perception of satisfaction with
circulation services
2.2 Program Indicators
a. Circulation Data
Number of items printed
Number of visits to the catalog
Number of visits to the databases
b. Registered Card
Holders/Patrons
148,533
104,357
78,344
June 2012 Total:
4902
Academy: 555
Community: 265
Faculty F: 197
Faculty P: 121
Klamath: 1
Staff: 273
Student: 21, 363
Upward Bound:
478
3/12/2014 Page 3 Collection Size (includes course
reserves)
Added: 1345/511
unique titles
Discarded: 311
Added: 2232/358 unique titles
Discarded: 42
Facilities Access/Usage
Study room
checkouts
3394
Study room checkouts
3510
Inter Library Loan
Unavailable since
2008
Del Norte: 379
Eureka: 2997
Mendocino: 0
Total transactions
(checkouts)
Del Norte: 1120
Eureka: 16809
Mendocino: 0
Reserves:347
Books: 632
Media: 55
Periodicals: 400
Printing: 148,533
Unavailable since 2008
Reserves
Technical Services
Library as Computer Lab
Data: items/titles added *added titles are
mostly gifts from community support, not
purchases*
Discarded
Total size type
Proposed survey questions:
Number of reader seats available
User perception of satisfaction with overall
facility
Number of hours of access
User perception of number of hours of access
Usage statistics for group study rooms
Del Norte: 466
Eureka: 1375
Mendocino: 0
Total transactions (checkouts)
Del Norte: 1185
Eureka: 17508
Mendocino: 0
Number of items on reserve
Number of Circulation transactions for reserve
items
Proposed survey questions:
Student perception of usefulness of reserves
Faculty perception of reserves
Reserves: 363
Books: 435
Media: 20
Periodicals: 1368
Printing: 176,500
Number of items processed by type
(Most accurate number in terms of showing
new books added, again gifts from the
community)
Number of available work stations
Average age of computer workstations
Usage data
Usage data for student printing
Usage data for photocopiers
3/12/2014 Page 4 2.3 Describe how the changes in indicators have impacted student achievement and learning: Due to the RIF, and a retirement, library staff
numbers were reduced from 8.97 to 5. The greatest impact of that reduction was in circulation department staffing. As a result, evening hours are
reduced by 20 per week at the circulation desk at the Eureka campus, and a full reduction of the 40 hours that were offered at the Mendocino
campus. That impact will be analyzed in the 2013-2014 program review. Circulation desk staff provides services to both faculty and students, and
includes check out of all library materials: course reserves, study rooms, head-phones, and flash drives. They provide assistance with all printing,
answer campus related questions, computer use questions and questions regarding the location of materials within the library. Impact on student
achievement is difficult to directly measure from library use statistics, but a reduction in access to circulation services equals a reduction in support
of student success. Notes kept by the associate faculty librarian at the reference desk in the evenings show that there is no one to help students with
checking out course reserves or in printing assignments and research results.
The district has been able to hire an associate faculty librarian to work in the evenings for 19 hours a week when classes are in session. This
provides face-to-face access to professional level faculty for students who need assistance with research assignments.
2.4 Provide any other relevant information that may have contributed to changes (improvement, increase, decline, barrier) for the population
served by the program: Access and service barriers to students are noted in 2.3
2.5 Student Equity. Please comment on any current outcomes or initiatives related to increasing outreach, retention and student success of
underrepresented students in your program. “Ask a Librarian” link from the CR Library page provides access to reference services for students
who may not otherwise have a way to come into the library. This supports remote users, online students, and students who are not on campus
during traditional hours. In honor of the diverse campus community, subject guides on a variety of multi-cultural topics are available as links from
the CR Library webpage.
Section 3 –Critical Reflection of Assessment Activities
3.0 Student Learning Outcomes & Program Outcomes Assessed in the Current Cycle
(2012/2013)
3.1 What changes have been made to the program based on assessment findings?
Fall 2012 assessment of the electronic resources. Results showed high usage across all electronic databases. ProQuest was by far the most efficient
in delivering full text results, with higher success rates as determined by the ratio of the number of searches to the number of full text retrievals.
However, due to budget pressures, the ProQuest databases were discontinued. Although the EBSCO databases were less efficient, the cost savings
was determined to be worth the minor loss in search / success rate. EBSCO Business was determined to be a better source of content than the
previous business database, the GALE Small Business Resource Center. In this case, the EBSCO database was provided free with the statewide
purchase agreement, so cancelling the GALE made sense for fiscal reasons as well as usage and search / success rates.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support:
Spring 2013, student needs and interests were assessed via the bi-annual student survey. The survey measures a range of outcomes, but focus on the
3/12/2014 Page 5 themes of why students use the library; what are their goals in using or visiting the library; are they successful in those goals; are the services
supportive of their goals; are the resources and physical spaces supportive of those goals. Previous surveys have been productive in planning
improvements and since there are now seven surveys, from 2001 to 2013, there is a lot of data available. This Spring 2013 was administered
exactly the same as previous surveys and included the expanded demographic questions that were first included in 2011. However, due to staff
shortages, reduced hours, and limited duties for student workers, the manual entry of the data collected is still incomplete. Once that is done, the
spreadsheet can be sent to IR for analysis.
Fall 2012, assessment of library instruction. Modeled on a project at Glendale CC, all student attendees at every session are recorded by their
DataTel number, as linked to the specific class where the instruction occurred. Originally planned to link up the student numbers to their final
grade for that class and then compare those classes with the same class, different sections that did not have any library instruction from the
librarian. However, this has become more difficult and complex than anticipated. Continuing to collect student I.D. numbers into a spreadsheet, and
verify those numbers in Koha, and save the sheets by semester. Need to consult with IR to determine the best way to proceed with this assessment.
There may be other uses for the data as well, such as identifying the frequency of duplications, where students get more than one session in
different classes.
Fall 2013, distributing the first ever faculty survey of their needs and interests for the library. Also will distribute short surveys at the Reference
Desk to assess the success of that service. Assessments will be reported out in the Spring 2014.
3.3 Provide any additional explanations for items described in section 3. An overview of the library that includes a review of the all the various
types of services offered, which includes the collection of print and electronic resources, reference and research services via classroom instruction
and at the reference desk, as well as circulation services which includes student support and the check in and check out of library resources
indicates that the greatest areas of needs are: staffing for the circulation and reference desks during open hours, and a stable year-to-year budget to
maintain a viable collection.
3/12/2014 Page 6 Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to
actions completed?
Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why.
Actions
Current Status
Impact of Action (describe all relevant
data used to evaluate the impact)
Provide access to wireless printing
Pending
Goal moved forward.
Participate in the California Community
Colleges Library/Learning Resource Data
Survey
Yearly report
Completed
Continue and expand bi-annual Library
Satisfaction Survey to include new
demographic data; ethnicity, age and gender.
Includes Del-Norte and Mendocino
Completed
Data not yet tallied due to staff reductions.
Continue with the Reference Services
Assessment Plan. Includes Del Norte and
Mendocino.
Plan is complete
Results are being tabulated and then will be
sent to IR for analysis
Program Review Discussions
Ongoing
Much of this work is done via e-mail and
informal discussion as most participants
need to cover service desks during their
working hours. Planning and scheduling to
allow for these discussions and methods of
sufficient communication need to be
ongoing. The Faculty Librarian and Library
Director have more opportunities to attend
meetings where Program Review is
discussed and often “push out” information
via-email or face to face informal meetings.
Other library staff members participate
through their tasks of gathering data that
are used for analysis of services.
3/12/2014 Page 7 4.2 (If applicable) Describe how funds provided in support of the prior year plan(s) contributed to program improvement:
for improvement were provided in the prior year.
No specific funds
Section – 5 Planning
5.1 Program Plans
(2013/2014)
Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions
to be taken for the 2013/14 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions.
Please number all rows that you add.
Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your
needs and their importance.
*Not all items in this program plan section may require resources, but all resource requests must be linked to this section
Action
#
Action to be taken:
List the specific action
to be taken in enough
detail so that someone
outside of your area can
understand.
Request Hire of FT
Faculty Librarian for
Electronic Resources
and PT Faculty
Librarian for Evening
Desk Services to
1 students and faculty.
Relationship to
Institutional Plans
Include the specific plan
and action item relevant to
your action to be taken.
For example: Annual Plan
2013-2014 Theme:
Persistence; or
Goal 1: Student Success:
EP.1.6.2 Develop a plan for
narrowing the achievement
gap for underrepresented
student populations.
EP 1.2 Improve Support for
Students
EP 3.2 Student Learning will
be a visible priority in all
practices and structures
3/12/2014 5.1 Program Plans
Expected Impact on
Program/Student Learning
Relationship to
Assessment
Describe the expected impact
in a way that someone outside
the program can understand.
The impact should be
measurable.
Improve critical thinking,
information competency, and
effective communication of
complex ideas, quantitative
reasoning, self-efficacy,
workplace skills, community
and global awareness.
Include all assessment
results that indicate
that this action will
yield the desired impact
on the program. If the
assessment has yet to be
conducted, explain
when and how it will be
conducted.
Reduced hours
eliminate possibilities
for students to gain
access to trained
professionals for
research and
informational inquires.
Page 8 Resources Needed
(Y/N)
A yes here requires
a corresponding
request in the next
section.
Per Faculty
contract.
Hire Evening Staff for
2 Circulation Services
Printing Solution for
wireless devices and
overall printing
3 efficiency improvement.
Participate in the
4 California Community
EP 1.2 Improve Support for
Students
Improve critical thinking,
information competency, and
effective communication of
complex ideas, quantitative
reasoning, self-efficacy,
workplace skills, community
and global awareness.
EP 1.2 Improve Support for
Students
EP 4.1 Lab equipment and
technology effectively
supports instructional
needs.
EP 5.2.2 Enhance wireless
and computer access in
student centers.
SP 3.2 Improve College
Operational Efficiencies
SP 3.5 Practice continuous
quality improvement
3/12/2014 Reduced hours
eliminate possibilities
for students to gain
access to course
reserve, research
assistance, library
materials, and trained
professionals for
research and
informational inquires.
Access to resources is
essential to student
success. Students use
the library printing
services to print
materials necessary for
classes essentially using
the library as an open
lab. Students need to
print library research
materials and papers for
class, as well as class
schedules. Currently
students have cannot
print from wireless
devices. Printing from
library computers has
been impeded due to
the importance of
budget savings noted in
the non-renewal of the
Go-Print support
contract which is paid
for by the IT budget.
Comparative analysis allows
the College of the Redwoods
Page 9 Library
Technician Step
112
Range $13.63$19.29
.5 Del Norte and .5
Eureka
Time and
availability of IT to
implement.
Staff Time;
possibly
Colleges Library
Learning Resource
Centers Survey
5
6
7
8
conference or
workshop travel
and training funds
Library to plan and set
benchmarks for best practices
that improve student success.
Due to our remote location it
is important to participate in
activities that provide a statewide view.
EP 5.1 Improve student
engagement among all
students. EP 1.6.2 Based on
priorities in the Student
Equity Plan, develop a plan
for narrowing the
Complete Library
achievement gap for
Satisfaction survey
underrepresented
results that include
ethnicity age and gender. populations.
Complete Reference
EP 1.2 Improve Support for
Services Assessment
Students
Plan
SP 3.5 Practice continuous
quality improvement
Budget needed for
purchase of materials,
print, online
subscriptions to
databases and e-books
and audio-visual (DVD)
and periodicals
TBD
All staff would benefit
from various online
trainings offered by
Lynda.com or the
Chancellors Office,
American Library
Association, Association SP 3.5 Practice continuous
of College and Research quality improvement.
3/12/2014 Per EOPS data, research
shows that the more contacts
students have with
professional level staff the
greater their success
Per EOPS data,
research shows that the
more contacts students
have with professional
level staff the greater
their success.
Staff Time; IR
services
TBD
TBD
Staff Time
TBD
TBD
Regular and
consistent annual
funding
Improve critical thinking,
information competency, and
effective communication of
complex ideas, quantitative
reasoning, self-efficacy,
workplace skills, community
and global awareness.
Students gain access to
trained professionals for
research and
informational inquires.
Y
Page 10 Libraries, Association
for Library Collections
and Technical Services,
as well as, from specific
library vendors such as
Koha.
LRC Director would
benefit from attendance
at state or national
conferences, workshops,
meetings, as noted in
section 5.1, Planning,
9 item 4
SP 3.5 Practice continuous
quality improvement.
Improve critical thinking,
information competency, and
effective communication of
complex ideas, quantitative
reasoning, self-efficacy,
workplace skills, community
and global awareness.
Students gain access to
trained professionals for
research and
informational inquires.
Y
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
Staff calculated “lost” questions at the reference desk due to lack of available staff. Since the Fall 2011 over 427 reference questions have gone
unanswered. Average number of student requests for assistance over 4 semesters is from 3.67 to 4.65 per hour. This range is stable over day and
evening hours. During Fall 2013, August –October, the reference desk was not staffed for 92 hours, representing about 430 questions not answered,
students not helped.
In support of #7 Per Faculty Librarian Ruth Moon
Periodical subscriptions, for current awareness, literacy, cultivation of interest, and also trade magazines in support of CTE programs were all
cancelled in 2008; annual cost for all three libraries was about $7,000 per year.
There is a historical book budget spreadsheet that shows annual book budgets were derived from shifting sources but on average was stable at around
$37,000 per year from 1997 through 2007. However, that total also includes periodicals subscriptions which during that time frame averaged around
$7,200 per year, so total book budget was about $30K.
It would be helpful to find more recent book budget data from 2007 through current years. I could not find evidence of a book budget since 2007,
however, that is solely from my records, and I am not an accountant. Budget data has not yet been requested from the business office. So, it could be
as long as 6 years since the library has been provided with a book budget.
In support of #7 Per Library Director MaryGrace McGovern
The Chancellor’s Office does provide at no cost a suite of EBSCO databases for basic student research, which does reduce costs to the individual
districts, and provides a baseline of intellectual equality to students across the state. These funds were not meant to supplant district funding for
resource materials that are course specific to the district or expressed as a need by faculty through program reviews. In practice, the books and other
materials added to the collection are from donations, which does not allow for a comprehensive collection of current thought and best practices in a
3/12/2014 Page 11 particular field. Due to the remote location of the College of the Redwoods access to a comprehensive selection of materials seems all the more
important. Lack of transportation and proximity to other cultural and intellectual resources in this community makes it all the more important that
students have the ability to find resources that support a culturally diverse campus life, as well a lack of primary source documents which are difficult
to find electronically.
Section 6 - Resource Requests
6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section.
Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs.
If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at
inside.redwoods.edu/program review. Submit one form for each request.
Additional Instructions:
 Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the
“Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual
Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional
development request might show an Amount of $800 and a recurring cost of $0.
 If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar
amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs.
 Note in the “Request” column if this is a repeat request, and how many times you have submitted this request.
The item number must match the corresponding action # from section 5. Add rows as necessary.
Type of Request (Check One)
Action
Planning Operatio Personnel
#
To be
nal
use #
reviewed
above
by
To be
Prioritizati
Request
reviewed
To be
on
Describe your request here in a way that someone Committe reviewed
by Faculty
outside the program can understand.
Prioritizati
and
es of the
on
grouped
Budget
Committe
by
Planning
Committe Associate e.
Deans.
e
1
Full Time Librarian, Electronic Reference /
Profession
al
Developme
nt
$ Annual Contact
Recurrin Person
g Costs
(Name,
email,
phone)
*
Y
To be
reviewed
by the
Professiona
l
Developme
nt
Committee
x
3/12/2014 $
Amou
nt
Page 12 Mary
Systems Librarian
1
2
2
7
7
Part time Librarian
Two Part time Library Technician for evening
hours (1) at Eureka and (1) at Del Norte
Annual Funding for Subscription Databases
Annual Funding for Book Collection
Annual Funding other Library Materials
*
$15,19
2 each
$5,000
$8,500
$2,000
$500
and
release
or
comp
time
Variabl
e; $500
- $2000
x
x
x
Staff training
8
x
Director training
9
x
Section 7- Author Feedback
Provide any constructive feedback about how this template or datasets could be improved.
How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Neutral
Agree
Agree
This year’s program review was valuable in
[X ]
[]
[]
planning for the ongoing improvement of my
3/12/2014 Somewhat
Disagree
Strongly
Disagree
[]
[]
Page 13 Y
Grace
McGover
n,
marygrac
emcgover
n@redwo
ods.edu,
x4264
Same
Y
Y
Y
Y
Same
Same
Same
Same
Y
Same
Y
Same
program.
Analysis of the program review data was useful in
assessing my program.
[X ]
[]
[]
[]
[]
Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Completed. S.2. Data Analysis: Completed. Detailed list of indicators. S.3. Critical Reflection of Assessment Activities: Completed. Good job of illustrating connection to instruction; good job of multiple measures assessed and changes made based on assessment. S.4. Evaluation of Previous Plans: Completed. S.5. Planning: Completed. Linked to institutional plans. Recommendation: Ensure district‐wide participation in the program review process. S.6. Resource Requests: Completed. 3/12/2014 Page 14