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Program Planning and Assessment (PPA)
for Services, Offices & Non-Instructional Programs
Comprehensive Review, Annual Review & Action
Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest
and authentic view of a service/office/program and to assess its strengths, opportunities,
needs, and connection to the mission and goals of the college. The process is based on the
premise that each area reviews assessment data and uses these data to plan for improvement.
The results of these annual cycles provide data for a periodic (every five years) comprehensive
review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of
information and data at Hartnell College. The result of the process will also improve
institutional effectiveness.
Service/Office/
Non-Instructional Program
Date Completed (must
be in final form by
3/31/14)*
Library Services
5-23-14
Date Submitted
to VP
5-23-14
*Please note that you should work with your colleagues and supervisor/director/dean to ensure
that this report is completed, revised as needed, in its final form and submitted no later than
the end of March.
List of Contributors, including Title/Position
Richard Dairokuno, Instructional Technology Technician
Margaret (Peggy) Mayfield, Lead & Technical Services Librarian
Ryan Frazier, Instructional Technology Technician
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Rosalinda McNamara, Adjunct Librarian
Kathy Mendelsohn, Dean LS&R
Betty Rivera, Library Services Specialist
Deborah Stephens, Systems/Technology Librarian
Lolinda Velazquez, Library Technician
Tony Wilson, Library Technician
This PPA report is organized in 3 sections and 9 subsections as follows:
I.
Comprehensive Review –
a. Overall Service/Office/Program Effectiveness,
b. Staffing Profile, and c. Service/Office/Program Goals.
II.
Annual Review –
a. Data & Trends,
b. Service/Program Modality,
c. Outcomes,
d. Previously Scheduled Activities.
III. Annual Action Plan –
a. New Activities and b. Resource Requests.
INSTRUCTIONS
For services/offices/non-instructional programs scheduled for annual
review, please complete Sections II and III.
II. ANNUAL REVIEW
This section must be completed for ALL services/offices/non-instructional
programs, including those scheduled for a comprehensive review in spring
2014.
A.
DATA & TRENDS
1. Provide available data and information that define target recipients of the
service/office/non-instructional program, including numbers/size, types and
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characteristics/needs of current and potential users, students, clients, and/or
other relevant populations. List the sources of this data and information.
The library serves the entire campus community: students, faculty, staff, alumni, and
community members.
Library Front Door Gate Count (Source: door counters)
2010-2011
347,729
2011-2012
2012-2013
350,250
363,973
Circulation Transactions (Check outs) (Source: Voyager ILS)
2010-2011
2011-2012
2012-2013
7,896
8,938
7,535
12,185
18,450
18,215
Media
486
423
471
Other
364
247
158
20,931
28,058
26,379
Books
Reserves
Total
Computer & Media Support Transactions
(Source: Computer & Media Services Statistics)
Sep 2013
Oct 2013
Office
34
22
Etudes
10
3
204
181
11
3
160
200
Media Reserve
7
5
Safari
6
2
10
5
442
421
Printing
Email
Tech
Room Reservation
Total
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Reference Transactions (Source: Reference Services)
2010-11
2011-12
2012-13
4413
4347
4674
Class Presentations, Orientations & Tours (Source: Reference Services)
2010-11
2011-12
2012-13
2013-14 (through 4-4-14)
102
101
77
103
Number of Participants/Students in Presentations, Orientations & Tours
(Source: Reference Services)
2010-11
2011-12
2012-13
2013-14 (through 4-4-14)
2568
2708
2008
2370
Database Searches (Source: Vendor Statistics)
2011-12
2012-13
2013-14 (through March)
580,445
1,925,958
4,970,838
Comparison among Central Coast Community College Libraries: Weekly Open Hours
(Source: College library web pages)
Hartnell
Cabrillo
Gavilan
MPC
64
55
55
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Title 5 Minimum Standards for Libraries, 58724, Tables of Minimum Standards for Libraries
and Media Centers, is below:
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TABLE 1 ALA/ACRL–AECT—Minimum Standards for Libraries (Modified)
College Size
Type of Staff
Materials
FTES
Faculty Librarian
Support
Periodicals
Volumes
<1,000
2. 0
3. 0
230
30,000
1,001-3,000
3. 0
4. 5
300
40,000
3,001-5,000
4. 0
6. 5
500
60,000
5,001-7,000
5. 0
9. 0
700
80,000
2. Analyze and report on salient patterns and trends in this data. Given these
patterns and trends in users, needs, usage and/or other key factors, identify
particularly challenging issues in service/program provision, office
functioning, and the evaluation of the service/office/non-instructional
program.
● Increase of 16,244 visits to the library between 2010-11 and 2012-2013. Library use
continues to steadily increase. Staffing has not increased. Saturday and evening staffing
is very limited for a building of this size.
● Check out of print materials, especially books, declined slightly. This is a worldwide
trend and one we need to be aware of and watch. Reserve check outs only slightly
declined from 2011-12 to 2012-13. The checkouts for 2012-13 are still much higher than
in 2010-11 (up 6,030).
● Media item checkouts continue to fluctuate.
● Demand for technical support from the Computer & Media Services technicians has
continually increased while the staffing has remained the same. Instructional
Technology Technicians interact with approximately 1,000 library patrons per month
assisting them with the basic function on how to use the computer, to utilize software
and online applications for educational use including Etudes, Turnitin, Google Apps,
along with our pay-for-print system, audio visual, other electronic equipment and library
services. This leaves little time for the maintenance of the media collection and
preventative maintenance on student use computers. Additional staffing hours will allow
the much needed coverage during all hours to support the students and create a more
efficient overlap with day shift staff. This would also would allow staff to continue to
create “how to videos” for student use.
● The Computer & Media Services desk is unattended approximately 9. 5 hours per week
while the Instructional Technology Technicians are on their 15 minute breaks and lunch
breaks. This has been a staffing challenge for many years. By increasing the Instructional
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Technology Technician position from 30 hours per week to a 40-hour per week position,
the amount of time that this service area is unattended will decrease by approximately 7
hours. The additional 10 hours per week will allow staff to provide better service students
and faculty on a more consistent basis as well as to perform maintenance.
Reference orientations to classes and others have been fairly constant over the years. In
2012-13 there was a sharp decline from 101 in 2011-12 to 77 in 2012-13. Discussion
among the librarians and other staff attribute this decline to multiple factors, such as:
○ Fewer sections of English courses were offered.
○ There were a number of new faculty, who may have been unaware of library
services.
○ There was a new full-time librarian.
○ The librarians’ instructional space was scheduled for two classes during key
library orientation times, limiting the times to schedule orientations during peak
demand times.
If the librarian is teaching an orientation or leading a tour during the afternoons or
evenings, the Reference Services desk may be left unattended. This is a staffing
challenge.
Librarians have made outreach efforts to faculty and promoted orientations in 2013-14.
Although the spring 2014 semester is only half over, the number of orientations is
significantly above the “dip” of 2012-13.
A comparison among the open hours of central coast community colleges clearly shows
that Hartnell College Library provides more access to facilities and services than other
similar libraries. The library staff accomplishes this with very limited staffing.
The current library’s staff is very small, and well below the recommended standards
listed in Title 5. The existing staff has attempted to absorb increased responsibilities and
staff losses, but streamlined work measures, cross training, and time management are
insufficient solutions to compensate for the need for increased personnel. The library
staff is unable to absorb absences due to illnesses, emergencies, and vacations.
Employees often do not have opportunities to perform standard, routine library
operations such as inventories, or attend work-related workshops or participate on
consortium committees that would improve their job performance and improve services
to students.
Database searches have increased significantly since the launch of our article discovery
service in mid 2012-13.
There was a significant increase in Reserve checkout in 2011-2012. The cost of textbooks
is prohibitive for many students. Typically, the Student Services Librarian (vacant)
would contact teaching faculty and request that they place more textbooks on Reserve. In
addition, similar to other libraries, this librarian would solicit funds from sources such as
grants, or associated student body contributions to purchase costly reserve textbooks.
3. Provide any other relevant data and describe any other relevant qualitative
factors that affect service/program provision, office functioning, and the
evaluation of the service/office/non-instructional program. List the sources of
this data and information.
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Fall 2013 Service Area Outcome Assessments
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Surveys conducted on Main Campus on October 23; at King City and Alisal, November
18-23.
King City Education Center, Alisal Campus Library Services, Main Campus Library
General Assessment
For Main Campus, 400 surveys were completed and 90% of respondents reported they
were satisfied or very satisfied with services.
For King City, 153 surveys were completed; 34% of respondents reported they were
satisfied or very satisfied with services and 39% reported they were satisfied or very
satisfied with access to services.
For Alisal, 115 surveys were completed; 39% of respondents reported they were satisfied
or very satisfied with services and 66% reported they were satisfied or very satisfied with
access to services.
Fall 2013 Service Area Outcome Assessment, Computer & Media Services
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Survey was conducted September 11, 2013 - September 18, 2013, to determine the
number and type of help requests; results indicated a need for a tutorial on “How to
Create a PIN for your Catcard”
The new tutorial currently has 29 views
It is recommended that a shortcut this video be provided on the library computers’
desktops and incorporated within the online student orientation
Spring 2014 Service Area Outcome Assessment, Reference Services Assessment
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Survey was conducted from February 24, 2014-April 7, 2014.
After a reference transaction, library users were asked to complete a 5 question survey.
70 surveys were returned.
68 out of 70 library users (97%) expressed the highest level of satisfaction (“very
satisfied”).
Although book checkouts may be declining, 55 of the 70 people requesting help indicated
that they wanted assistance finding books.
Other reasons for asking for help were fairly evenly divided among other information
literacy categories (finding articles, peer-reviewed journals, periodicals; getting started
with research; finding specific information; searching strategies; selecting the right
database or electronic resource).
64 of the 70 survey responders were Hartnell students. Four indicated they were
community members, one said he/she was a MPC student, and one did not answer.
62 of the 70 said they learned something new from the librarian (89%).
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B. SERVICE/PROGRAM MODALITY
1. Describe the different physical locations (campuses, sites, etc.) at which, the
various delivery vehicles (phone, online, face-to-face, etc.) through which, and
the times (of day, evening, week, etc.) at which the service/program is
provided to intended recipients. Consider staffing and other resources
available to serve user needs for each location, vehicle, and time specified.
The main campus library is open 64 hours per week during the spring and fall semesters. During
the summer semester the hours are reduced to 52 hours.
A faculty librarian serves the King City Education Center one day per week for four hours. She is
available to assist students with research, and provide library orientations, in addition to
teaching a one-unit self-paced course. The Alisal Campus is served by librarians at main
campus. Librarians teach orientations at the request of faculty.
The library’s many online resources are available to all students, faculty and staff, 24 hours per
day, seven days per week. Among these resources accessible through the library’s webpage are
over 30,000 electronic books, including encyclopedias and other reference sources, and more
than 30 databases providing full-text articles from magazines, newspapers, and scholarly
journals. Reference service is available to all students via telephone, in-person, and email.
Librarians respond to messages sent to reference@hartnell. edu within 24 hours.
Print resources are still popular among Hartnell students. A core collection of reference books,
reserve textbooks, magazines, and newspapers are available at the King City Education Center.
The center’s library was recently remodeled to include more computers in carrels and a small
quiet study and reading area is now available.
2. Compare service/program quality provided across locations, vehicles, and
times. Are there differences? To what do you ascribe the differences in your
service/ program? Discuss any other relevant factors regarding diverse
service/program modalities and environments.
Students, faculty, and staff at all Hartnell locations, including the King City Education Center
and the Alisal Campus, have access to the same online resources. Students may call or email the
main campus library for reference assistance from any location. Students attending the King
City campus are served by a librarian every Wednesday, from 3-7 pm. Because of the close
proximity of the Alisal Campus to the Main Campus, students are encouraged to use the Main
Campus Library or to take advantage of the online resources.
Other colleges offer expanded library services at their satellite campuses. For example, Gavilan
College in Gilroy has campuses in Morgan Hill and in Hollister. Both campuses have regular
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librarian hours each week. Morgan Hill has service on Mondays and Tuesdays, and Hollister
receives in person librarian assistance every Wednesday.
3. Describe the process to change and improve service/program quality for the
more challenging locations, vehicles, and/or times.
The library staff continues to work towards strengthening our online presence with the goal of
improving awareness and access to library and information services for all students. A research
guide targeted at off-campus students is in development (a LibGuide). The reference email
account was created this year to facilitate service from off-campus and during non-open hours.
Better signage was created for the King City Education Center, including digital signs. Filling the
Student Services Librarian faculty position will enable the library to offer additional programs,
services, and orientations to students in classes at the Alisal campus. To provide better access to
Hartnell information resources and services, and to assist in improving success among students,
the library proposes a 20 hour per week Outreach Librarian. This adjunct faculty librarian will
travel between the campuses each week, and meet with administrators, faculty, and students.
The Outreach Librarian will assess the library service needs of students and faculty on the
campuses, make recommendations, act as a liaison between the three campuses, teach
orientations and classes as needed, and work with faculty to develop information competency
skills among students.
C. OUTCOMES
SERVICE AREA OUTCOMES
Each service unit/office/non-instructional program develops its own Service Area Outcomes
(SAOs). The outcomes should be directly related to the work of the service unit/office/noninstructional program, challenging but attainable, and measureable. SAOs should articulate
what specifically is to be achieved; their measurement should assess how well the service
unit/office/non-instructional program is performing.
1. Please complete the following tables.
List Service Area
Outcome(s) scheduled for
assessment as previously
specified
What changes have
occurred in the
service/office/ program
as a result of dialogue?
Was a Service Area
Outcome Assessment
Summary completed
(if expected)?
FA2013, King City Education
Center, Alisal Campus, and
Main Campus General
Assessment of Library Services
Introduced and publicized
reference email service to
students at all campuses;
King City Center remodeled
Yes
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its library to better serve
students (more computers,
carrels, and a quiet study
nook).
SP2014, Reference Services;
survey ended 4/7/14
Comments from the
surveys reaffirmed the
value and quality service
that the reference
librarians provide.
Librarians are currently
discussing and
formulating plans for
other ways to assess
reference services in the
future.
SP2014, Voyager Consortium
MOC
Recognition that the
college needs to plan for
migration to a new library
system in the next few
years.
List Service Area Outcome(s) scheduled
for assessment in AY 14-15
Partially completed.
Yes
How will the Outcome(s) be
assessed?
FA2014, Circulation/Reserve Services
Surveys, and or statistical analysis
Technical Services
Statistical analysis
King City Education Center, Alisal Campus, and
Main Campus General Assessment of Library
Services
Surveys
SP2015, Voyager Consortium MOC
Surveys and interviews
Computer & Media Services
Surveys, and or statistical analysis
Additionally, surveys (using Google Forms) were administered at all three campuses in October
and November 2013 to measure this outcome, with 113 students responding at the Alisal
Campus, 151 responses at the King City Center, and 407 responses at the Main Campus. Staff at
all three sites contributed in recruiting patrons/students to participate.
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A summary of responses is below:
Question
Satisfied/Very Satisfied with
existing library and learning
support services?
Satisfied/Very Satisfied with
access to library services?
Satisfied/Very Satisfied with
access to tutorial services?
Importance of library services
and resources in Hartnell
classes?*
Importance of tutorial services in
Hartnell classes?*
Main Campus
90%
Alisal Campus
39%
King City Center
34%
NA
66%
39%
NA
46%
48%
97%
94%
89%
85%
78%
87%
*Results represent services are important/very important
The results from these surveys clearly indicate that students who attend the Main Campus are
more satisfied with library and learning support services than those students who attend classes
at our external locations.
To better meet the needs of students at remote locations, a generic email address for student
questions (reference@hartnell.edu) has been established and a process developed for
implementing this service. Furthermore, a process for promoting this service as well as other
Library services is being developed. Beginning Fall 2013, the requirement for in-person
registration prior to using the Library’s subscription research resources was eliminated. In
addition, in January 2014, specific services requested in the initial survey of King City Center
students will be provided at the King City Center, such as quiet study areas, reserve textbooks
and other printed materials, and online research help. The installation of a dividing wall in Room
209 will allow students access to carrels with upgraded computers and reading chairs to make the
environment more conducive for quiet study.
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2. Describe how service area outcomes were specifically addressed by the
service/office/program during the past year.
Was there review and analysis of the data? How did the staff engage in discussion? Were any
interventions conducted? Are there any plans to make changes/improvements in the
service/office/program?
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Fall 2013, General Assessment: The King City Education Center library remodeled and
added computers, carrels, and a small study alcove based on the results of the
survey/assessment. Better signage was also developed.
Fall 2013, General Assessment: Survey results from the two satellite campuses are being
reviewed and interventions have been implemented and others are being discussed.
Fall 2013, Media Services: Survey results indicated a need for a tutorial on “How to
Create a PIN for your Catcard.”
Spring 2014, Voyager MOC: Staff engaged in area conversations and shared comments
and opinions about the system. Many of the staff became aware that this ILS is in its last
years. Staff need to begin researching options for the future.
Spring 2014, Reference Services: Reference librarians are currently reviewing the results
and are considering different assessments for the future.
3. Describe assessment activities that need to be strengthened or improved.
What are the challenges to achieving these improvements?
●
●
●
Dialog and communication are important parts of the assessment process. The physical
distances between the various service points and the difficulty of finding good meeting
times make it challenging to exchange ideas and arrive at solutions.
In the past, the library tried creating an assessment blog to share information and
suggestions, but staff members were reticent to post online comments. The creation of
focus groups might result in more staff participation.
To have all staff present at Library staff meetings requires overtime payment.
D. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on previously-scheduled activities that were previously scheduled. An
activity can address many different aspects of your service/office/program, and ultimately is
undertaken to improve or enhance your service/office/program, and keep it current.
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Activity
scheduled
What success
has been
achieved to
date on this
activity?
What
challenges
existed or
continue to
exist?
Will
activity
continue
into AY 1415?
Will
activity
continue
into AY 1516?*
1.
Replacement of
Library Security
Gates - RFID
Several vendors
have been
identified.
Need allocation
of funds to
initiate and
carry out
activity.
Yes
Yes
2.
Implementation
of reference
email service.
A Hartnell
reference Gmail
account was
created and a
link to the email
address is on
the library’s
website. The
link has been
well publicized
in orientations,
emails, and on
digital signs.
The reference
librarians check
the account
routinely as one
of their daily
responsibilities.
There haven’t
been very many
questions so far.
None
Yes
Yes
3.
Review Voyager
MOC
Input received
from Hartnell
and partner
libraries
None
Yes
Yes
* For each activity that will continue into AY 2015-16 and that requires resources, submit a
separate resource request in Section III.
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1. Evaluate the success of each activity scheduled, including activities completed
and those in progress. What measurable outcomes were achieved? Did the
activities and subsequent dialogue lead to significant change in service or
program success?
Activity
Measurable Outcomes
Improvements Following Dialog
1. Replacement of
RFID gates and
system; funds for
annual maintenance
required
Improved security for
library resources and
demonstrated,
responsible stewardship
for district property as
indicated by a decrease in
lost or stolen materials.
This activity has not been completed and
is just in the initial phase.
2. Reference email
service
Increased satisfaction
rates on future
assessments at King City
and Alisal Campuses.
This is scheduled for
assessment in Fall 2017.
This activity is ongoing.
3. Voyager MOC
Continued discussion and
collaboration with
partner libraries. Ongoing research into
alternative library
systems.
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III. ANNUAL ACTION PLAN
This section must be completed for ALL services/offices/non-instructional
programs, whether scheduled for annual or comprehensive review in
spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16.
An activity can address many different aspects of your service/office/program, and ultimately is
undertaken to improve, enhance, and or keep your service/office/program current. A new
activity may or may not require additional resources.
1. List information concerning new projects or activities planned. Please keep in mind
that resources needed, if funded, would not be approved until spring 2015 and provided
until FY 2015-16. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2015-16 must be planned for appropriately.
Activity
Strategic Plan
Goal(s)
No. & Letter
(e. g. , 5A)*
Related
SAOs, SLOs,
PLOs, or
goals
Desired
Outcome/
s
Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be
more than
one year in
length)
1.
2A, 2B
Library
Services
SAO3,
Electronic
Resources
Use of
LibGuides
will meet
specified
usage
targets
Continue to
fund
subscription.
Deborah
Stephens/
Peggy
Mayfield
Scheduled to
be evaluated
SP2016.
2A, 2B
Library
Services,
SAO5,
Reference
Services
50% of
students &
faculty will
be aware
of
Reference
Email
Service, &
70% of
those
using the
service
No new
resources
needed.
Deborah
Stephens/
Peggy
Mayfield
Scheduled to
be evaluated
FA2017.
Develop &
promote
LibGuides
to faculty,
students &
satellite
campuses.
2.
Reference
email
service.
Comments
16
Activity
Strategic Plan
Goal(s)
No. & Letter
(e. g. , 5A)*
Related
SAOs, SLOs,
PLOs, or
goals
Desired
Outcome/
s
Resources
Needed
Person
Responsible
Student
worker and
overtime
hours for
Library
Technician
for
processing
are funded
through
Title V
Lolinda
Estimated
Date of
Completion
(can be
more than
one year in
length)
Comments
Transition
completed
by December
2014
Maintena
nce and
updates
will be
on-going
will be
satisfied.
3.
Catalogin
g&
processin
g of
semester
loan
textbooks
to
Academy
students
prior to
start of
the term.
2A, 2B
4.
Re-design
of the
library
Web page
&
transition
to Drupal
5.
Creation
of
informati
on
competen
cy
modules
Library
Services
Goal 2, The
library
strives to
meet the
diverse
research and
information
needs of
faculty, staff,
and students
by offering
organized,
accessible
resources in
a variety of
formats,
including
electronic,
print, and
multimedia.
2A & 2B; 4C &
4D
Goal 2, The
library
strives to
meet the
diverse
research and
information
needs of
50% of
Academy
students
will be
able to
obtain
their
library
materials
prior to
the start of
class.
Most-used
library
pages will
be
available
in Drupal
site by soft
launch. All
additional
pages will
be
transitione
d by the
end of Fall
2014.
Velazquez /
Tony Wilson
Deborah
Stephens
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Activity
Strategic Plan
Goal(s)
No. & Letter
(e. g. , 5A)*
&
assignme
nts for
Etudes.
6.
Promotio
n of
library
services,
orientatio
ns, and
networki
ng for
new fulltime and
part-time
faculty.
Related
SAOs, SLOs,
PLOs, or
goals
Desired
Outcome/
s
Resources
Needed
Person
Responsible
faculty, staff,
and students
by offering
organized,
accessible
resources in
a variety of
formats,
including
electronic,
print, and
multimedia.
2A & 2B; 4C &
4D
Goal 3, The
library works
to encourage
and facilitate
information
competency,
critical
thinking,
intellectual
independenc
e, and
lifelong
learning
through its
instructional
sessions,
orientations,
workshops,
tours, and
courses.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
Estimated
Date of
Completion
(can be
more than
one year in
length)
Comments
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*** Please complete this page for each new activity. ***
[in Resource Requests on last page]
Activity 1: LibGuides
2. This item is used to describe how the new activity, or continuing new activity,
will support the program/discipline.
LibGuides is a content management system developed by librarians to better assist students with
their research. They can be customized to a discipline, a topic, a class, or to a specific assignment.
Consider:
● Faculty
● Other staffing
● Facilities
● Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less
than $5,000),
● Software
● Hardware
● Outside services
● Training
● Travel
● Library materials
● Science laboratory materials
a) Describe the new activity or follow-up activity that this resource will
support.
The availability of LibGuides will help the college provide library resources to students at
all three campus locations. Reference Services: To support the research and information
needs of students, faculty, and community members, and promote the development of
information literacy skills among students. Collections, Electronic resources & print
materials: To support the information needs of students for all college disciplines, and
programs.
b) Describe how this activity supports any of the following (Service Area
Outcome, Program level Outcome, Course-level Outcome, Service/Program
Goal, Strategic Priority Goal):
Core Competency: This activity supports the Core Competency of Information Skills
(“Students will define information needs, access information efficiently and effectively,
evaluate information critically, and use information ethically.”)
Service/Program Goal: In addition, this activity supports the library service area
goals of:
19
● The library strives to meet the diverse research and information needs of faculty,
staff, and students by offering organized, accessible resources in a variety of
formats, including electronic, print, and multimedia.
● The library works to encourage and facilitate information competency, critical
thinking, intellectual independence, and lifelong learning through its
instructional sessions, orientations, workshops, tours, and courses.
● The library aims for a high level of student access by providing sufficient open
hours, including evening and weekend open hours, and by offering many
electronic resources available 24/7 from the library’s website.
Strategic Priority Goal: Student access and student success are the two goals set by
the college that LibGuides support. These guides will support student research across the
curriculum and provide data for students to use as they complete GE requirements.
c) Does this activity span multiple academic years? YES
If yes, describe the action plan for completion of this activity.
This is an ongoing activity. At least ten new guides will be created each year until all
necessary guides have been created. All existing guides will be reviewed and updated as
needed once per year. The owning librarian will be responsible for review and updates.
d) What measurable outcomes are expected from this activity? List indicators
of success.
Usage targets are set by type of guide. Guides customized for a specific assignment or
class will average 30 hits during the active period. Guides for broader topic or discipline
areas will average 40 hits per month during the academic year. Guides covering general
research resources will average 100 hits per month during the academic year.
e) What are the barriers to achieving success in this activity?
Creation of the guides requires staff time and training. Librarians work on guides while
staffing the reference desk; no additional hours are budgeted. Training is currently on
hold pending a software update. Student and faculty awareness of the guides must be
built through publicity. faculty buy-in
20
Activity 2: Reference Email
2. This item is used to describe how the new activity, or continuing new activity,
will support the program/discipline.
Reference email service expands library service to underserved students at the King City
Education Center, the Alisal Campus, and students working at a distance. Students, faculty,
and staff can email reference librarians and receive an informed, timely response within 24
hours.
Faculty, staff
Facilities
Equipment,
software, hardware,
outside services
Training, travel,
materials
No additional
No additional
No additional
No additional
f) Describe the new activity or follow-up activity that this resource will
support.
Reference email service supports the information and research needs of students, faculty
and staff at all three campus locations, and those working at a distance.
g) Describe how this activity supports any of the following (Service Area
Outcome, Program level Outcome, Course-level Outcome, Service/Program
Goal, Strategic Priority Goal):
Core Competency: This activity supports the Core Competency of Information Skills
(“Students will define information needs, access information efficiently and effectively,
evaluate information critically, and use information ethically. ”)
Service/Program Goal: In addition, this activity supports the library service area
goals of:
● The library strives to meet the diverse research and information needs of faculty,
staff, and students by offering organized, accessible resources in a variety of
formats, including electronic, print, and multimedia.
● The library works to encourage and facilitate information competency, critical
thinking, intellectual independence, and lifelong learning through its
instructional sessions, orientations, workshops, tours, and courses.
● The library aims for a high level of student access by providing sufficient open
hours, including evening and weekend open hours, and by offering many
electronic resources available 24/7 from the library’s website.
21
Strategic Priority Goal: Student access and student success are the two goals set by
the college that reference email service supports. This service supports student research
across the curriculum.
h) Does this activity span multiple academic years? YES
If yes, describe the action plan for completion of this activity.
This is an ongoing activity that will continue to be offered. The librarians at Reference
Services will support this service.
i) What measurable outcomes are expected from this activity? List indicators
of success.
An increase in reference transactions is expected from this service. As more students
become aware of library electronic resources, a small increase in reference services and
email reference service is anticipated (2-5% increase).
j) What are the barriers to achieving success in this activity?
Students, faculty, and staff participation in the service. Promotion of the email service
may result in increased telephone and in-person reference service rather than the email
service. Anecdotal evidence indicates that people may prefer the immediacy of a phone
call or a face-to-face interaction rather than email service.
22
Activity 3: Cataloging and processing of Academy reserve textbooks
2. This item is used to describe how the new activity, or continuing new activity,
will support the program/discipline.
Faculty, staff
Facilities
Equipment,
software, hardware,
outside services
Training, travel,
materials
?
No additional
No additional
?
k) Describe the new activity or follow-up activity that this resource will
support.
l) Describe how this activity supports any of the following (Service Area
Outcome, Program level Outcome, Course-level Outcome, Service/Program
Goal, Strategic Priority Goal):
Core Competency: This activity supports the Core Competency of Information Skills
(“Students will define information needs, access information efficiently and effectively,
evaluate information critically, and use information ethically. ”)
Service/Program Goal: In addition, this activity supports the library service area
goals of:
● The library strives to meet the diverse research and information needs of faculty,
staff, and students by offering organized, accessible resources in a variety of
formats, including electronic, print, and multimedia.
● The library aims for a high level of student access by providing sufficient open
hours, including evening and weekend open hours, and by offering many
electronic resources available 24/7 from the library’s website.
Strategic Priority Goal: Student access and student success are the two goals set by
the college that this program/activity supports.
m) Does this activity span multiple academic years? YES
If yes, describe the action plan for completion of this activity.
This is an ongoing activity.
What measurable outcomes are expected from this activity? List indicators
of success.
n) What are the barriers to achieving success in this activity?
Staff time. Student awareness.
23
Activity 4: Re-design of the library Web page & transition to Drupal
2. This item is used to describe how the new activity, or continuing new activity,
will support the program/discipline.
To provide access to library services and resources.
Faculty, staff
Facilities
Equipment,
software, hardware,
outside services
Training, travel,
materials
No additional
N/A
No additional
Drupal training from
PDC
a) Describe the new activity or follow-up activity that this resource will
support.
The library’s web site supports all library activities.
b) Describe how this activity supports any of the following (Service Area
Outcome, Program level Outcome, Course-level Outcome, Service/Program
Goal, Strategic Priority Goal): Priority 1: student access; priority 2: student success;
priority 3: employee diversity and development.
Core Competency: This activity supports the Core Competency of Information Skills
Service/Program Goal: This activity supports the library service area goals of:
● The library strives to meet the diverse research and information needs of faculty,
staff, and students by offering organized, accessible resources in a variety of
formats, including electronic, print, and multimedia.
● The library works to encourage and facilitate information competency, critical
thinking, intellectual independence, and lifelong learning through its
instructional sessions, orientations, workshops, tours, and courses.
● The library aims for a high level of student access by providing sufficient open
hours, including evening and weekend open hours, and by offering many
electronic resources available 24/7 from the library’s website.
c) Does this activity span multiple academic years? Yes
If yes, describe the action plan for completion of this activity.
Most-used library pages will be available in Drupal site by soft launch (projected June
2014). All additional pages will be transitioned by the end of Fall 2014. Maintenance
and updates will be on-going.
d) What measurable outcomes are expected from this activity? List indicators
of success.
24
e) What are the barriers to achieving success in this activity?
Staff time.
25
Activity 5: Creation of information competency modules & assignments in Etudes
2. This item is used to describe how the new activity, or continuing new activity,
will support the program/discipline.
To develop information literacy skills in students in all disciplines, librarians will create
information competency modules to be included in Etudes course shells.
Faculty, staff
Facilities
Equipment,
software, hardware,
outside services
Training, travel,
materials
Library faculty may
create as a Flex
project or a FIG.
No additional
No additional
Some faculty may
need Etudes
training.
a) Describe the new activity or follow-up activity that this resource will
support.
The information competency modules will support students in all disciplines at all
campuses and those working at a distance. Faculty can assign the modules as part of
assignments or as supplemental instruction.
b) Describe how this activity supports any of the following (Service Area
Outcome, Program level Outcome, Course-level Outcome, Service/Program
Goal, Strategic Priority Goal):
Core Competency: This activity supports the Core Competency of Information Skills
(“Students will define information needs, access information efficiently and effectively,
evaluate information critically, and use information ethically. ”)
Service/Program Goal: In addition, this activity supports the library service area
goals of:
● The library strives to meet the diverse research and information needs of faculty,
staff, and students by offering organized, accessible resources in a variety of
formats, including electronic, print, and multimedia.
● The library works to encourage and facilitate information competency, critical
thinking, intellectual independence, and lifelong learning through its
instructional sessions, orientations, workshops, tours, and courses.
● The library aims for a high level of student access by providing sufficient open
hours, including evening and weekend open hours, and by offering many
electronic resources available 24/7 from the library’s website.
26
Strategic Priority Goal: Student access and student success are the two goals set by
the college that this activity supports. These modules will build students’ information
and research skills across the curriculum.
c) Does this activity span multiple academic years? YES
If yes, describe the action plan for completion of this activity.
This is an ongoing activity. One module will be created each semester with
accompanying assignments and quizzes.
d) What measurable outcomes are expected from this activity? List indicators
of success.
After the first module is created, it will be tested in three different classes. The results
will be analyzed and modifications made. Success will be after several modules are in
place, students and faculty provide positive feedback via surveys, and a 5% participation
increase each year.
e) What are the barriers to achieving success in this activity?
Staff time, publicity, awareness, and faculty willing to participate.
27
Activity 6: Promotion of library services, orientations, and networking
opportunities for new full-time & part-time faculty
2. This item is used to describe how the new activity, or continuing new activity,
will support the program/discipline.
To develop awareness of library services and resources, and build positive relationships
between the library and new faculty.
Faculty, staff
Facilities
Equipment,
software, hardware,
outside services
Training, travel,
materials
Media Center
LRC
Mouse and
Keyboard
combination
replacement
No additional
f) Describe the new activity or follow-up activity that this resource will
support.
The Media Center will devise a replacement plan for mice and keyboards based on
statistical trends based on previous years and empirical data from the manufacturer.
g) Describe how this activity supports any of the following (Service Area
Outcome, Program level Outcome, Course-level Outcome, Service/Program
Goal, Strategic Priority Goal): Priority 1: student access; priority 2: student success;
priority 3: employee diversity and development.
Core Competency: This activity supports the Core Competency of Information Skills
Service/Program Goal: This activity supports the library service area goals of:
● The library strives to meet the diverse research and information needs of faculty,
staff, and students by offering organized, accessible resources in a variety of
formats, including electronic, print, and multimedia.
● The library works to encourage and facilitate information competency, critical
thinking, intellectual independence, and lifelong learning through its
instructional sessions, orientations, workshops, tours, and courses.
● The library aims for a high level of student access by providing sufficient open
hours, including evening and weekend open hours, and by offering many
electronic resources available 24/7 from the library’s website.
h) Does this activity span multiple academic years? Maybe
If yes, describe the action plan for completion of this activity.
This will be tested for one year. If there is enough interest it will be continued.
28
What measurable outcomes are expected from this activity? List indicators of
success.
The library is striving for an increase in the number of orientations by new faculty
members (5%). Also an increase in the number of textbooks placed on reserve by new
faculty (5%).
i) What are the barriers to achieving success in this activity?
Faculty cooperation and participation, staff time.
29
Activity 7: Develop Replacement Plan for Library Equipment
3.
This item is used to describe how the new activity, or continuing new
activity, will support the program/discipline.
j) Describe the new activity or follow-up activity that this resource will
support.
Development of a replacement plan for library equipment will enable us to be more
efficient in using resources for equipment and to use equipment for a reasonable
lifespan.
k) Describe how this activity supports any of the following (Service Area
Outcome, Program level Outcome, Course-level Outcome, Service/Program
Goal, Strategic Priority Goal): Priority 1: student access; priority 2: student success;
priority 3: employee diversity and development.
Core Competency: This activity supports the Core Competency of Information Skills
Service/Program Goal: This activity supports the library service area goals of:
l) Does this activity span multiple academic years? Maybe
If yes, describe the action plan for completion of this activity.
Developing the plan is a one-time activity; modifying it as needed and following it are
ongoing activities.
What measurable outcomes are expected from this activity? List indicators
of success.
More efficient use of college resources.
m) What are the barriers to achieving success in this activity?
Monitoring equipment use
B. RESOURCE REQUESTS
If new/additional resources are needed for your service/office/program, it is important that you
identify them and project their cost, and that these resources and costs be considered through
the College’s integrated planning (governance, budget development, funding decision making,
and resource allocation) processes. A resource is likely to be something needed to support an
activity that you have identified in IIIA. above, in which case you must link the resource with a
specific activity number (first column below). All resource requests completed in the
30
various columns of a specific row must be linked to the new or continuing
activity numbered on the first column of that same row. A resource could also be
something necessary for your service/program to function properly to improve student learning,
such as updated equipment in a room/facility; in such case be sure to note that the resource is
NOT tied to a specific activity.
31
Activity
No.*
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipmen
t (S/E)**
Necessar
y
Technolo
gy
Hardware
/
Software
(H/S)***
Contra
ct
Trainin
g
Travel
Projected
Costs
Service
s
Safari
update
Necessar
y
ALA
Annual
Conferen
ce
$1,000
Necessar
y
Internet
Librarian
Conferen
ce
$500
2, 5, & 6
1 (Con’t)
3
RFID Gates
Study Room
Reservation
with
kiosks
Replace 17
laptops and
lockable
storage cart
Necessar
y
Necessar
y
Increase Library
Technician
(Circulation)
position from 30hour per week to a
40-hour per week,
11 month per year
position. (C)
Increase
Instructional
Technology
Technician (Media)
position from 30hour per week to a
40-hour per week,
11 month per year
position. (C)
$100,000
$51,000
Restore Library
Technician
(Periodicals/Serials
) (formerly 20
hours per week)
and increase to a
30-hours per week,
12 month per year
position. (C)
7
3
$93,060
Restore Full-time
Student Services
Librarian (F)
$2,000
$17,000
$26,000
$26,100
32
Activity
No.*
Necessar
y
6
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipmen
t (S/E)**
Technolo
gy
Hardware
/
Software
(H/S)***
Contra
ct
Trainin
g
Travel
Projected
Costs
Service
s
$3,900
Increase
Instructional
Technology
Technician (Media)
40-hour per week,
11 months position
to a 40-hour per
week, 12 month per
year position. (C)
Hire a 20 hour per
week Outreach
Librarian to work
regular hours at
both satellite
campuses. (F)
$37,000
Necessar
y
Replace 1
Reference
computer
$500
Necessar
y
Replace 1
Media
computer
$500
Necessar
y
Add 3
additional
Monitors to
Circulation,
Media,
Reference
computers
Replace 225
Keyboard /
mice
$450
Necessar
y
$3,200
Necessar
y
Replace 250
mousepads
$1,125
Necessar
y
Replace 25
monitor per
year
$3,200
Necessar
y
250 cable
zippers
Necessar
y
6
Necessar
y
$400
Capability to
turn on/off
Computer
automaticall
y
4 LED 50"
screens for
media wall
3 Laptops
with cameras
for hearing
disabled
$5,000
$2,700
33
Activity
No.*
Necessar
y
Necessar
y
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipmen
t (S/E)**
Technolo
gy
Hardware
/
Software
(H/S)***
Contra
ct
Trainin
g
Travel
Projected
Costs
Service
s
students
Document
camera for
A116/Trainin
g Room
LED
projectors (2)
for A-116 and
A-212
$630
$2,400
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities,
this should be requested through the budget rollover process.
*** H for Hardware, S for Software.
34
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and
Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.