Brooks Library
Program Review Self Study
Study conducted during summer-fall 2008
For Academic Year 2008-2009
April 23, 2009
Review period is: 2004-2005; 2005-2006; 2006-2007; 2007-2008; 2008-2009
I. Introduction to Library and Service Units
A. Library mission statement (Last updated August 2007. Available online at: http://www.lib.cwu.edu/info/policies/libmission.html)
The Library supports activities that are integral to the University's mission. To this end, the mission of the Library is to provide
resources and services to stimulate intellectual curiosity and to facilitate learning and research within the academic community. The
Library personnel are engaged in the creation of collections of materials that support the curriculum and the provision of access to
those materials. More specifically, these activities include the collection and preservation of materials, user instruction and guidance,
information retrieval, analysis and organization, promotion of global access to library and information resources, and collaboration with
instructional faculty in developing programs, collections, and research.
Service Unit mission statements (Individual service units within the Library have developed mission statements based on those of the
University and the Library):
Archives & Special Collections Services
The Archives & Special Collections unit at Central Washington University acts as the repository for official and unofficial records
that document the history of the university. The Archives also serves as a regional repository to house, preserve and promote the
unique cultural history of Central Washington. The unit serves the Central Washington University community, visiting scholars and
the general public by making many rare materials physically and intellectually accessible for research. We also acquire, preserve,
and make available many rare and unique collections.
Cataloging Services
The Cataloging service unit delivers a fundamental public service by providing intellectual access to the Library’s collections. It is
the function of cataloging to organize library materials for access by patrons. Patrons include other library staff as well as the users
Library Program Review January 2009
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of the library. Access by patrons includes both physical browsing of the shelved materials as well as access by means of the
catalog.
Within the confines imposed by available resources, the Catalog Department strikes a balance between following national and
international standards for bibliographic records (so that records will be appropriate for inclusion in the international bibliographic
utility OCLC) versus adapting and enhancing records to best meet the needs of local patrons and for inclusion in the CWU Library
catalog.
Circulation Services
The Circulation Services department supports the mission of the library by maintaining the general collection and the motion
images media collection for all authorized users. The unit creates and supports a secure environment that serves the academic
needs of the students, faculty and community.
Government Publications, Maps and Microforms Services
It is the mission of the Government Publications, Maps and Microforms, services unit to support and facilitate Brooks Library’s
learning and research environment by building, maintaining, and making accessible to all users a collection of government
information and related materials covering historical and current issues.
Interlibrary Loan Services
The Interlibrary Loan service facilitates the research agenda of the entire CWU community by borrowing materials not available to
our users locally or through regional consortia borrowing agreements. In addition, Interlibrary Loan supports resource sharing by
making many of the Brooks Libraries' collections available to other libraries for the use of their patrons.
B. Brief description of library and service unit contexts [no previous review performed]
Nine library service units, in addition to the dean's office suite and meeting room currently, occupy the building. (Multimedia
Technology Information Services and the community television station are also housed in the Brooks Library building.) The service
units and number of employees are:
 Archives and Special Collections (1 faculty vacant since 10/2008)
 Cataloging (2 faculty + 3 classified staff)
 Circulation Services (4 classified staff +1 administrative exempt vacant since 1/2009)
Plus: Media Circulation (2 classified staff)
 Collection Development (1 faculty reassigned from Reference 12/2007, 2 classified staff)
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 Government Publications, Maps & Microforms (.8 faculty, 2.125 classified staff, +
1 classified staff vacant since
2/2009)
 Instruction and Outreach (1 faculty + 2 classified staff)
NOTE: This service unit is responsible for teaching the one course offered regularly through the Library, LIB345, Library Research
Methods and UNIV101 orientation sessions.
 Reference (1 faculty, 2 classified staff + 3 faculty vacant since: 4/2007, 11/ 2007, 1/ 2009)
Plus: Interlibrary Loan (2 classified staff), Music Library (1 classified staff)
 Serials (2.7 classified staff +1 faculty vacant since 12/2007)
 Systems (1 faculty + 3 classified staff, + .5 vacant since 5/2009)
The dean (vacant since 5/2008) and dean's administrative assistant brings the total number of library employees to 43 employees (41.83
FTE). We currently have eight full-time vacancies (dean of libraries and 5 faculty positions, one administrative exempt position, and 1
classified staff position).
C.
Describe library governance system and provide organizational chart for library.
The structure is similar to that of most academic libraries, but with an absence of assistant directors to oversee the divisions of technical
and public services. This structure increases the number of individuals reporting directly to the dean.
Administratively: 1 Dean (vacant), 1 Department Chair/Unit Head/faculty (since 5/2008), 6 Unit Heads/faculty (3 currently vacant), 1 Unit
Head/ Administrative Exempt (vacant as of 1/09).
Library Council: 12 faculty (5 vacancies), 1 admin. Exempt (vacant), 3 staff representatives
The current organizational structure of the library is provided in Appendix I-C.
Library/Service Units
D.1. List library/service unit goals. (List department/program goals (be sure to include goals for each degree program).
For the period under review and the purpose of the rest of this report, Library service units will be grouped into two Service Unit
Categories; the faculty will constitute a separate 3rd category and the Dean a 4th when appropriate. The generally accepted major
service categories in libraries are those of Public Services and Technical Services. Public Services are those activities that have direct
contact with the students and faculty. Technical Services, by default, are everything else. Those two broad categories include the work
Library Program Review January 2009
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of faculty, staff, and administrative exempt employees. Objectives specific to faculty or dean roles are broken out separately as well as
we can do so. For Brooks Library, that means the service units are categorized as follows:
Technical Services
 Cataloging, including record creation and copycataloging performed in Music and Government Publications departments
 Collection Development, including acquisition, ordering, receiving and checking in, and invoicing of resources in all formats
(DVDs, monographs, journals, scores, etc.)
 Systems (including electronic access provided/supported through Circulation Services)
 Serials bindery, checkin, and ordering
 Interlibrary Loan (Electronic accounts/ordering and electronic article delivery)
Public Services
 Archives and Special Collections
 Circulation Services; Media Circulation
 Government Information, Maps and Microforms
 Instruction and Outreach
 Reference; Interlibrary Loan; Music Services
 Serials
Faculty
 12 positions when fully staffed; currently we have 7 faculty (6 tenured, 2 non-tenured)
Dean
The Library Faculty and Dean of Library Services revised goals in August 2007. For the purposes of this review, goals which
are primarily applicable to specific categories will be addressed. Some goals having been written without the intent of
evaluation or assessment are omitted from the rest of this report. The complete statement may be viewed in Appendix I.D.1.
LIBRARY GOALS as last revised in August 2007:
Technical Services

Maintain and strengthen online access to information resources campus-wide.

Provide information resources from global sources.

Maintain and strengthen online access to information resources at University Centers.

Highlight faculty and alumni publication in our collections.
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
Conduct regular assessment and make appropriate adjustments to library collections and services.

Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
Public Services

Maintain and strengthen a range of study environments conducive to individual needs and learning styles.

Provide physical access to the library during times when access to other university facilities might not be available.

Provide access to appropriate physical resources at University Centers.

Enhance the visibility of library services at the University Centers.

Highlight faculty and alumni publication in our collections.

Conduct regular assessment and make appropriate adjustments to library collections and services.

Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.

Provide information resource from global sources.
Faculty

Encourage instructional faculty to include funding for library resources in programs and grant proposals.

Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).

Enhance the relationship between the Library and consortia through active participation and leadership roles.

Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.

Seek leadership roles in state, regional and national professional organizations.
Dean

Encourage grant writing and sponsored research activities within the scope of library and archive profession.

Encourage planned giving through programs in cooperation with the Development Office and the Friends of the Library.

Enhance cooperation between the Library and the affiliated community college libraries of the University Centers.

Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).

Enhance the relationship between the Library and consortia through active participation and leadership roles.

Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.

Conduct regular assessment and make appropriate adjustments to library collections and services.

Identify and promote outstanding library services.

Continue to recruit and retain graduate students who serve as library graduate assistants.

Continue to support professional development and training activities for library faculty and staff.

Seek leadership roles in state, regional and national professional organizations.

Provide information services to the highest quality through excellence in staff, services, programs, and facilities.
Library Program Review January 2009
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
Encourage professional growth by providing staff development opportunities for all Library employees.
D.2
Describe the relationship of each service unit goal to relevant University strategic goals. Explain how each relevant strategic
goal(s) for the University are being met within the department.
Technical Services
University Strategic Goal 1: Maintain and strengthen an outstanding academic and student life on the Ellensburg campus.

Maintain and strengthen online access to information resources campus-wide.

Provide information resources from global sources.
Acting upon these goals helps ensure that our students are able to utilize the resources we provide to assist them in their academic work based on
their needs and timeframes.
University Strategic Goal 2: Provide for an outstanding academic and student life at the University Centers.

Maintain and strengthen online access to information resources at University Centers.

Provide information resources from global sources.
Acting upon these goals helps ensure that our students at the Centers are able to utilize the resources we provide to assist them in their academic
work as easily and appropriately as do those students at the main campus.
University Strategic Goal 3: Strengthen and further diversify our funding base and strengthen infrastructure to support academic and student
programs.

Highlight faculty and alumni publication in our collections.
Promoting faculty and alumni publications by acquiring and cataloging those materials supports and recognizes the work of those faculty and alumni
by making them accessible to our patrons and those worldwide and creates a platform for a positive relationship.
University Strategic Goal 5: Achieve regional and national prominence for the university.

Conduct regular assessment and make appropriate adjustments to library collections and services.
University Strategic Goal 6: Build inclusive and diverse campus communities that promote intellectual inquiry and encourage civility, mutual
respect, and cooperation.

Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
In doing so (through acquisition, cataloging, and electronic access) we facilitate successful intellectual inquiry and encourage cooperation..
Library Program Review January 2009
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Public Services
University Strategic Goal 1: Maintain and strengthen an outstanding academic and student life on the Ellensburg campus.

Maintain and strengthen a range of study environments conducive to individual needs, group needs, and learning styles.

Provide information resource from global sources.

Promote and facilitate use of library resources through class and one-on-one instruction.

Provide physical access to the library during times when access to other university facilities might not be available.
By overseeing and improving the physical environments, we support the creation of an outstanding experience for our students and faculty.
University Strategic Goal 2: Provide for an outstanding academic and student life at the University Centers.

Enhance the visibility of library services at the University Centers.

Provide information resource from global sources.

Provide access to appropriate physical resources at University Centers.
By overseeing and improving the physical environments, we support the creation of an outstanding experience for our students and faculty. By
promoting the services at the Centers to our students and faculty there, we help ensure that they are able to utilize the resources we provide to
assist them in their academic work as easily and appropriately a do those at the main campus.
University Strategic Goal 3: Strengthen and further diversify our funding base and strengthen infrastructure to support academic and student
programs.

Highlight faculty and alumni publications in our collections.
Promoting faculty and alumni publications supports and recognizes the work of those faculty and alumni and creates a platform for a positive
relationship.
University Strategic Goal 5: Achieve regional and national prominence for the university.

Conduct regular assessment and make appropriate adjustments to library collections and services through additions of resources and the
weeding of those no longer supportive of our students’ and faculty’s curriculum and research needs.
Undertaking these activities leads to a strong collections supportive of the university’s mission and could lead to us being a model
library in these practices.
Faculty
University Strategic Goal 3: Strengthen and further diversify our funding base and strengthen infrastructure to support academic and student
programs.
Library Program Review January 2009
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
Encourage instructional faculty to include funding for library resources in programs and grant proposals.

Encourage library faculty and staff to work together to create grant proposals.
As a means of garnering funding for new programs and areas of research, utilize faculty connections and committee responsibilities to educate our
colleagues on ways their grant proposals can do so. Utilize our faculty connections and relationships to remain aware of and promote faculty and
students academic activities and to identify possible sources of grant funding.
University Strategic Goal 4: Build mutually beneficial partnerships with public sector industry, professional groups, institutions, and the communities
surrounding our campus locations.

Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).

Enhance the relationship between the Library and consortia through active participation and leadership roles.

Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.
Through professional relationships the faculty can be actively involved with appropriate groups that help us to augment the resources we provide to
our students and faculty.
University Strategic Goal 5: Achieve regional and national prominence for the university.

Seek leadership roles in state, regional and national professional organizations.
We seek leadership roles in professional organizations are another means of disseminating accomplishments and expertise.
Dean
University Strategic Goal 3: Strengthen and further diversify our funding base and strengthen infrastructure to support academic and student
programs.

Encourage instructional faculty to include funding for library resources in programs and grant proposals.

Encourage grant writing and sponsored research activities within the scope of library and archive profession.

Encourage planned giving through programs in cooperation with the Development Office and the Friends of the Library.

Advocate for the library’s budget to appropriate campus communities.
Encouraging the library faculty and their instructional colleagues in these areas will help diversify our funding base in the library.
University Strategic Goal 4: Build mutually beneficial partnerships with public sector industry, professional groups, institutions, and the communities
surrounding our campus locations.
 Enhance cooperation between the Library and the affiliated community college libraries of the University Centers.
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 Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).
 Enhance the relationship between the Library and consortia through active participation and leadership roles.
 Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.
Leading the way in creating partnerships (and supporting library faculty and staff involvement, as well) would support this goal.
University Strategic Goal 5: Achieve regional and national prominence for the university.
 Conduct regular assessment and make appropriate adjustments to library collections and services.
 Identify and promote outstanding library services to the campus community.
 Continue to recruit and retain graduate students who serve as library graduate assistants.
 Continue to support professional development and training activities for library faculty and staff.
 Seek leadership roles in state, regional and national professional organizations.
Lead the way in creating partnerships and supporting library faculty and staff involvement in regional and national organizations.
University Strategic Goal 6: Build inclusive and diverse campus communities that promote intellectual inquiry and encourage civility, mutual
respect, and cooperation.

Sustain intellectually stimulating, civil, and productive campuses and workplaces.

Provide information services to the highest quality through excellence in staff, services, programs, and facilities.

Encourage professional growth by providing staff development opportunities for all Library employees.
Recruiting and retaining excellent faculty and staff leads directly to excellent services for our students and faculty. Encouragement and support for
development and educational opportunities provides a strong support system for both recruitment and retention. (ALA Code of Ethics, sections V
and.VIII.)
D. 3 Identify what data were (or could be) used to measure (assess) goal attainment.
“Assessment involves the use of empirical data on student learning to refine programs and improve student learning” - - p. 2
(Allen, M.J. Assessing Academic Programs in Higher Education. 2004). In the library context, this could be rephrased as:
Assessment involves the use of empirical data to refine programs and improve library services to students and faculty.
The library has a history of sporadic formal assessment from outside the library. The LibQUAL survey of 2007 is one assessment that
has been used to measure goal attainment (keeping in mind the informal status of those goals). Additionally, this past year the
Library Program Review January 2009
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instructional departments all made self-reports as part of the university’s preparation for an accreditation visit. These reports were used
for assessment for this program review (Cf. APP-I-D-3-LibQUAL-Combined-Summary of Assessment Findings and App-I-D-3-Selfreports text regarding library service). The use of these self-reports as assessment measures has not happened in the past. For most
Library service units, goal attainment is assessed on an informal basis. For example, the lack of complaints, breakdowns, problems,
etc., are general forms of feedback which we can then interpret as the library’s having met some of its goals, such as our goal of
providing excellent technological support for students and faculty. We can also use general conversations with faculty in various
venues (committees, email questions and answers, or as a result of liaison work) to inform our self assessment. Most often, such
feedback is either handled on an individual basis (when it’s a request to fix a specific problem) or through discussion at library meetings
(when the issue is more systemic). There are data that could be used for assessment purposes, but have not been for the past five years
and we address them in the following section.
Technical Services

Maintain and strengthen online access to information resources campus-wide.
Number of items acquired and cataloged per year for those items
Usage statistics for electronic resources and electronic reserves (Docutek)
Computing and connectivity activities and usage statistics

Provide information resources from global sources.
Interlibrary lending statistics through Circulation Services and Interlibrary Loans, otherwise anecdotal data - - we purchase
materials from many countries.

Maintain and strengthen online access to information resources at University Centers.
Computing and connectivity activities and usage statistics from off campus

Highlight faculty and alumni publication in our collections.
Number of items for which we provided full level cataloging of materials from faculty and alumni (including theses)
Creation of authority records for names and concepts related to those resources which are then available nationally

Conduct regular assessment and make appropriate adjustments to library collections and services.
Survey results ( (LibQUAL in 2007) and a review of self-reports and NWCCU departmental studies from the instructional
departments/programs

Maintain access to and strengthen collections that encompass diverse beliefs and perspectives
Collection Development activities to acquire a broad range of materials.
Cataloging activities to provide comprehensive access to those materials.
Library Program Review January 2009
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Public Services
 Maintain and strengthen a range of study environments conducive to individual needs and learning styles.



The actions taken to change, improve, or enhance the physical environment for students and faculty.
LibQUAL responses to LP-1, LP-3, and LP-5
Turnstile counts for the Brooks Library (“library as place”)
Provide physical access to the library during times when access to other university facilities might not be available.
The changes made to hours and staffing to improve accessibility
Turnstile counts
Provide access to appropriate physical resources at University Centers.
The changes made to provide access to the physical materials at the Lynnwood and the Highline Centers
Usage statistics
Enhance the visibility of library services at the University Centers.
The actions taken to improve student and faculty knowledge of library services available to them. (Outreach activities.)

Highlight faculty and alumni publication in our collections.

Conduct regular assessment and make appropriate adjustments to library collections and services.
Survey results (LibQUAL in 2007) and a review of self-reports and NWCCU departmental studies from the instructional
departments/program.
Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
The provision of instruction assistance on all topics and to materials of all types, regardless of beliefs and perspective. (Adherence to ALA
Code of Ethics, sections I and VII.)

Inclusion of those materials in the displays within the library.
Faculty
 Encourage instructional faculty to include funding for library resources in programs and grant proposals.

Number of grant proposals that included funding for library resources.
Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).
Number of faculty participating in professional organizations at those levels

Enhance the relationship between the Library and consortia through active participation and leadership roles.

Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.
Faculty participation on appropriate consortial committees for the Orbis Cascade Alliance.
Actions and agreements with the public library, historical society, and Thorp Mill; NWDA membership and also membership in
Washington Women’s History Consortium from which we’ve received two grants).
Library Program Review January 2009
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
Seek leadership roles in state, regional and national professional organizations.
Leadership roles undertaken by (or sought by) faculty
Dean













Encourage grant writing and sponsored research activities within the scope of library and archive profession.
Encourage planned giving through programs in cooperation with the Development Office and the Friends of the Library.
Enhance cooperation between the Library and the affiliated community college libraries of the University Centers.
Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).
Enhance the relationship between the Library and consortia through active participation and leadership roles.
Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.
Conduct regular assessment and make appropriate adjustments to library collections and services.
Identify and promote outstanding library services.
Continue to recruit and retain graduate students who serve as library graduate assistants.
Continue to support professional development and training activities for library faculty and staff.
Seek leadership roles in state, regional and national professional organizations.
Provide information services to the highest quality through excellence in staff, services, programs, and facilities.
Encourage professional growth by providing staff development opportunities for all Library employees.
D.4
Describe the criterion of achievement (standard of mastery where applicable) for each goal.
We understand the term “standard of mastery” to refer to specific skills or subject content needed to be learned by students. As such, it
is not applicable to most library service units. For the most part, our criterion of achievement is based on attainment of stated goals
either qualitatively or quantitatively. Some of this is subjective - - meeting the known needs of our patron base is our main criterion for
those goals where that’s appropriate and available.
Technical Services
 Maintain and strengthen online access to information resources campus-wide.

The acquisition, cataloging, and provision of system support for patron access
Results of LibQUAL and other surveys of patron-base perceptions supports
Numbers of complaints, notifications of students unable to connect to resources, etc.
Provide information resources from global sources.
The acquisition and cataloging of materials as needed, whether easy to purchase or not
Library Program Review January 2009
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



Providing electronic access to worldwide information resources via ILL services.
Maintain and strengthen online access to information resources at University Centers.
The acquisition, cataloging, and provision of system support for patron access from off-campus
Highlight faculty and alumni publication in our collections.
Acquiring and providing full-level cataloging for materials of these types (including theses and projects).
Conduct regular assessment and make appropriate adjustments to library collections and services.
Conducting and analyzing assessments (LibQUAL in 2007; Program review self-reports and NWCCU departmental studies)
that are conducted and their assessment of library resources for their disciplines.
Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
An inclusion of a broad range of materials in our collections
Results of LibQUAL and other surveys or patrons-base perceptions
Public Services
 Maintain and strengthen a range of study environments conducive to individual needs and learning styles.

Changing/improving/enhancing the physical environment for students and faculty
Positive feedback from students and faculty
Positive survey results and narrative from instructional departments’ self-reports.
Provide physical access to the library during times when access to other university facilities might not be available.
Making changes to hours and staffing that then improve accessibility.

Provide access to appropriate physical resources at University Centers.
Making changes to provide access to the physical materials at the Lynnwood and the Highline Centers.

Enhance the visibility of library services at the University Centers.

Highlight faculty and alumni publication in our collections.

Taking actions to improve student and faculty knowledge of library services available to them. (Outreach activities.)
Having included faculty and alumni materials in the displays within the library; include those materials as appropriate in
Special Collections.
Conduct regular assessment and make appropriate adjustments to library collections and services.
Survey results (LibQUAL in 2007) and a review of self-reports and NWCCU departmental studies from the instructional
departments/programs.


Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
The actions taken to change/improve/enhance physical environment for students and faculty.
Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
Library Program Review January 2009
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The provision of instruction assistance on all topics and to materials of all types, regardless of beliefs and perspective. (Active adherence
to ALA Code of Ethics, sections I and VII.)
Faculty
 Encourage instructional faculty to include funding for library resources in programs and grant proposals.

The number of instructional faculty encouraged and the number of instructional faculty whose grant proposals included
funding for library resources. We did not do this.
Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).
Number of faculty participating in professional organizations at those levels.

Enhance the relationship between the Library and consortia through active participation and leadership roles.

Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.

Faculty participation on appropriate consortial committees for the Orbis Cascade Alliance.
Actions and agreements with the public library, historical society, and Thorp Mill, NWDA, Washington Women’s History
Consortium.
Seek leadership roles in state, regional and national professional organizations.
Leadership roles undertaken by (or sought by) faculty.
Dean













Encourage grant writing and research activities within the scope of library and archive profession.
Encourage planned giving through programs in cooperation with the Development Office and the Friends of the Library.
Enhance cooperation between the Library and the affiliated community college libraries of the University Centers.
Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).
Enhance the relationship between the Library and consortia through active participation and leadership roles.
Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.
Conduct regular assessment and make appropriate adjustments to library collections and services.
Identify and promote outstanding library services to the campus community.
Continue to recruit and retain graduate students who serve as library graduate assistants.
Continue to support professional development and training activities for library faculty and staff.
Seek leadership roles in state, regional and national professional organizations.
Provide information services to the highest quality through excellence in staff, services, programs, and facilities.
Encourage professional growth by providing staff development opportunities for all Library employees.
No data collected to ascertain goal attainment.
Library Program Review January 2009
Page 14
D.5
Describe the major activities that enabled goal attainment.
Technical Services
 Maintain and strengthen online access to information resources campus-wide.
o We acquired, cataloged, and provided technological support to our resources. A large number (30,000) of our serial
publications are now provided in online format, so we maintain technological support for those materials and provide
cataloging for those items through use of the Serials Solutions bibliographic record service (updating and maintaining about
2,000 records per month).
o We changed our workload priorities to initiate the Archives and Special Collections service unit - - which included the
withdrawal of over 18,000 volumes in the late summer of 2004 (early AY 2005).
o Circulation services implemented an electronic reserves service (Docutek) which has resulted in online access 24/7 for many
reserve materials; usage is approx. 16,500 uses per year.
o Implemented wireless computer services and laptop checkout

Provide information resources from global sources.
o Acquisition activities and faculty networking
o ILL implemented online patron accounts (ILLiad software) and electronic delivery of articles (Odyssey) in Oct. 2003; patron

Maintain and strengthen online access to information resources at University Centers.
borrowing requests were approximately 6,500 in AY 2008.
Technological support and maintenance
Implementation of Electronic Reserves (Docutek)

Highlight faculty and alumni publication in our collections.
Full cataloging of student theses and faculty publications; collection of these materials for Special Collections
Creation and implementation of classification schema for CWU publication (LD5761 - LD5778)

Conduct regular assessment and make appropriate adjustments to library collections and services.
Use of Lib QUAL survey data; review and adjustments based on departmental self-reports;

Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
Acquisitions processing and networking with instructional faculty and students
Public Services
 Maintain and strengthen a range of study environments conducive to individual needs and learning styles.
o Weeding of collection to enable/support Reference area remodel (7,500 sf)
Library Program Review January 2009
Page 15
o Music Listening services remodel
o Weeding of collection for space re-allocation to allow for creation of Archives and Special Collections research room on 4th
floor. (2,200 SF + 710 SF storage)
o Re-model and technological renovation of Electronic Resources Instruction Classroom (Rm. 154; 1,180 sf)
o Implementation of wireless computer services and laptop checkout; addition of new public access computers
o Rearrangement in entryway;

Provide physical access to the library during times when access to other university facilities might not be available.

Provide access to appropriate physical resources at University Centers.
Hours of operation adjustments
Hours of operation adjustments and dedicated staffing at both Lynnwood and Highline.

Enhance the visibility of library services at the University Centers.
Instruction and Outreach Librarian duties and position; establishment of both branch libraries, rather than just the one

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Highlight faculty and alumni publication in our collections.
Inclusion in displays and in Special Collections
Conduct regular assessment and make appropriate adjustments to library collections and services.
Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
Continual review of materials held (especially databases and aggregator indexing packages)
Faculty
 Encourage instructional faculty to include funding for library resources in programs and grant proposals.
None to report.

Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).

Enhance the relationship between the Library and consortia through active participation and leadership roles.
Participation on committees and attendance at conferences by those organizations.
Memberships on Orbis Cascade Alliance committees: Cataloging, Borrowing, Resource Sharing

Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.
Cooperative efforts with: Ellensburg Public Library; Kittitas County Historical Museum; Thorp Mill Town Historic
Preservation Society; Northwest Digital Archives; Washington Women’s History Consortium.

Seek leadership roles in state, regional and national professional organizations.
State: Roles on WLA (Alki editorial, WALE and WLA planning boards)
Regional: Membership on Thorp Mill Town Historic Preservation Society; NWDA, WWHC, NWA
National: NACO reviewer for Idaho State; Reviewer for peer-reviewed journal: Library Philosophy and Practice
Library Program Review January 2009
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Dean
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Encourage grant writing and sponsored research activities within the scope of library and archive profession.
Encourage planned giving through programs in cooperation with the Development Office and the Friends of the Library.
Enhance cooperation between the Library and the affiliated community college libraries of the University Centers.
Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA, NASIG).
Enhance the relationship between the Library and consortia through active participation and leadership roles.
Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central Washington.
Conduct regular assessment and make appropriate adjustments to library collections and services.
Identify and promote outstanding library services.
Continue to recruit and retain graduate students who serve as library graduate assistants.
Continue to support professional development and training activities for library faculty and staff.
Seek leadership roles in state, regional and national professional organizations.
Provide information services to the highest quality through excellence in staff, services, programs, and facilities.
Encourage professional growth by providing staff development opportunities for all Library employees.
E.
List results for each department/program goal.
E.1
Provide results in specific quantitative or qualitative terms for each library/service unit.
Technical Services
 Maintain and strengthen online access to information resources campus-wide.
 30,000 online publications were acquired, cataloged, and provided technological support
 2,000 subscription and cataloging records for online publications per month are maintained and updated; technological
support provides cataloging through use of the Serials Solutions bibliographic record service; subscription maintenance
from a wide variety of vendors is conducted by Collection Development; we have participated in consortial agreements
for purchases to leverage our funding base as effectively as we can.
 347,000 average online searches per month for calendar year 2007 during the academic year; 289,000 searches per
month for the fiscal year. December was our lowest usage (59,000) and May was our highest (589,000).
 25,000 titles cataloged in non-Government collection.
 10,000 titles maintained for the Government Publication collection through additions and withdrawals..
 $1,000,000 per year to acquire or maintain access to information resources
 $30,000 per year expended to support the computing infrastructure.
Library Program Review January 2009
Page 17

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18,000 items were withdrawn by (and workload priorities adapted) to initiate the Archives and Special Collections
service unit in the late summer of 2004 (early AY 2005).
 Circulation services implemented an electronic reserves service (Docutek) which has resulted in online access 24/7 for
many reserve materials; usage is approx. 16,500 uses per year.
 Use of the Summit catalog increased 40% (15,000 to 21,000) over the review period and appears to be at a plateau
Provide information resources from global sources.
Anecdotal: many resources in all physical formats and web sites are international in scope or place of origin.
6,512 patron borrowing requests serviced in ILL in AY 2008 for items available from outside the Summit Alliance
libraries. Borrowing usage varies depending on patrons’ other avenues to access materials electronically.
Maintain and strengthen online access to information resources at University Centers.
16,500/year electronic reserves (Docutek) system was utilized since implementation, including at the Centers;
Summit catalog use, document delivery, and ILL services are available for our Center patrons, as is the ability to use
items at member libraries (UW, for example)
Highlight faculty and alumni publication in our collections.
Cataloged approximately 200 theses
Created 82 subject headings to addition to the national thesaurus
Conduct regular assessment and make appropriate adjustments to library collections and services.
LibQUAL survey indicate a lack of goal attainment at the faculty and graduate student level for provision of information
resources. The accreditation and program review self-reports from the instructional departments indicate and overall
“make-do” satisfaction level with library resources and a very positive commentary on services from library personnel.
Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
Public Services
 Maintain and strengthen a range of study environments conducive to individual needs and learning styles.
Implemented Archives and Special Collections (2,200 sf resource area + 710 sf storage)
Remodel/renovation of main Reference area (7,500 sf) and instruction facility Room 154 (1,180 sf)
Re-arranged furniture in the main entryway to increase student comfort - - usage has increased and reduced some cell
phone conversation in the Reference area.
Remodeled the Music Listening Service area.
120% increase in Media Circulation - - most likely due to greater access to moving image materials, the adoption of
the Film and Video studies minor, and the implementation of the loan of laptops (Jan. 2003). Laptops are checked out to
students through the Media Circulation desk service unit and are popular among our students
Library Program Review January 2009
Page 18
Answers to LibQUAL questions regarding the library as place (LP-1, 3, and 5) were all assessed to be above the
perceived minimum, though not at the desired levels.
Government Publications saw a drop in reference questions over the review period (5,057 down to 2,512). There was
a downward trend as well in use of materials (8,766 in 2004 down to 5,096 in 2007) but a sharp increase in2008
(10,422). Averages in both categories were 3,217 and 7,003 respectively. Formal instruction in the unit (in support of
classes) averaged 157 students per year.

Provide physical access to the library during times when access to other university facilities might not be available.
Extended/changed our hours of operation to meet student and faculty needs
23% increase in Library turnstile readings (645,000 to 793,000) over the review period, indicating that the library and
its services (e.g.: computing services throughout the library and in Classroom 154; circulation of laptops) are meeting
various needs of our students and faculty for access to the facility.

Provide access to appropriate physical resources at University Centers.
Opened the Lynnwood Center branch library in AY 2005
Dedicated a staff person at both branch libraries and a faculty librarian to provide instruction at all the Centers.
DesMoines library has seen a significant drop in transactions through the ILS (3,900 AY 2004 down to 460 AY 2008).
We have opened the Lynnwood library and the transaction rate there is comparably low (447 for AY 2008). The
implementation of online reserves is likely a large reason for this apparent decline.

Enhance the visibility of library services at the University Centers.
We dedicated a staff person at both branch libraries and a faculty librarian to provide instruction at all the Centers in
fall 2004.



Highlight faculty and alumni publication in our collections.
Inclusion in displays and in Special Collections.
Conduct regular assessment and make appropriate adjustments to library collections and services.
Service to our patron-base was surveyed and found to be positive overall. 85% of the written comments from that survey
were complimentary towards personnel and explicitly and implicitly complimentary of services being offered.
Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
Faculty
 Encourage instructional faculty to include funding for library resources in programs and grant proposals.
This has not happened.

Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA,
NASIG).
Library Program Review January 2009
Page 19
Faculty are active in WLA, in cooperative projects with the Library of Congress, NGIN, NWA, and SAA. The recently
resigned serials librarian was active in NASIG.

Enhance the relationship between the Library and consortia through active participation and leadership roles.

Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central
Washington.

Seek leadership roles in state, regional and national professional organizations.
Library faculty and staff (head of circulation Zippy Nickerson) are active on Orbis Cascade leadership committees
The recently resigned Archivist was a member of the Thorp Mill Historic Preservation board; WWHC, NWDA
Two faculty (Owens and Wise) are active officers on WLA interest groups.
Dean
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E.2
Encourage grant writing and sponsored research activities within the scope of library and archive profession.
Encourage planned giving through programs in cooperation with the Development Office and the Friends of the Library.
Enhance cooperation between the Library and the affiliated community college libraries of the University Centers.
Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA, SAA,
NASIG).
Enhance the relationship between the Library and consortia through active participation and leadership roles.
Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central
Washington.
Conduct regular assessment and make appropriate adjustments to library collections and services.
Identify and promote outstanding library services.
Continue to recruit and retain graduate students who serve as library graduate assistants.
Continue to support professional development and training activities for library faculty and staff.
Seek leadership roles in state, regional and national professional organizations.
Provide information services to the highest quality through excellence in staff, services, programs, and facilities.
Encourage professional growth by providing staff development opportunities for all Library employees.
Compare results to criterion of achievement or standards of mastery listed above.
For the most part, our criterion of achievement is based on attainment of stated goals either qualitatively or
quantitatively. In general, we have met our criteria of achievement. Some specific issues remain to be addressed,
especially if we wish to improve and better provide services that support the curricular mission of the university. Two
Library Program Review January 2009
Page 20
main examples are 1) faculty/staff recruitment and retention and 2) improved collection development budget to meet
growing curricular programs.
E.3
Provide a concise interpretation of results.
Technical Services
Overall, the results show that we have achieved our goals for the provision of acquisition, cataloging, and infrastructure support
for our students and faculty. There are two specific areas of concern - - resource adequacy for graduate students and faculty
(LibQUAL results, p. ??) and also students’ ability to use electronic resources effectively. We will need to coordinate our efforts
with the public services folks in the library to create a web-space that has better usability and also instructional support (in person
and online) that supports the students in the independent use of resources.
Public Services
Overall, the results show that we have achieved our goals for service and instruction. A couple of areas of concern are in student
use of web resources and pro-active instruction for them and outreach to the faculty to understand their needs and requirements of
information resources to be used by students for their assignments. Results of the LibQUAL survey indicated a continuing reliance
by graduate students and faculty on interlibrary loan services. Electronic ILL access provided a surge in usage which peaked in
2005; it has since declined but currently is increasing. With the switchover in the interface of the Summit catalog service and it’s
ease of direction to ILL requests, this could lead to a continued increase in the use of ILL services.. The drop in reference desk
questions in the Government Publications could be the result of increased online availability of government information.
The decline began in AY2005, which also reflects a time of increased online-only publications from federal agencies.
Faculty
In general we met our goals. We did not succeed in the area of working with the instructional faculty to include funding
for library resources in programs and grant proposals. Otherwise, though, library faculty (and our head of circulation
who is an exempt employee) were active in professional organizations at the state, regional and national levels. We
have worked to enhance the relationship between the Library and consortia through active participation and leadership
role, specifically with the Orbis Cascade Alliance and the Northwest Government Information Network (NGIN). Faculty
have taken on leadership roles in WLA. Some faculty did not achieve goal 6 regarding sustain intellectually stimulating,
civil, and productive campuses and workplaces.
Dean
In general, most goals were not met. In the leadership responsibilities of encouragement and mentoring, there was a
dramatic negative gap between stated goals and resulting actions. In a number of cases, the actions taken were in direct
Library Program Review January 2009
Page 21
opposition to the stated goals (e.g.: encourage professional growth by providing staff development opportunities for all
Library employees). The regional leadership roles engaged in (e.g.: Orbis Cascade Alliance executive committee) were
those required in role as dean at one of the participating institutions. The dean clearly failed to meet goal 6 in all three
areas (1 - Sustain intellectually stimulating, civil, and productive campuses and workplaces; 2 - Provide information
services to the highest quality through excellence in staff, services, programs, and facilities; 3 - Encourage professional
growth by providing staff development opportunities for all Library employees.)
F.
Based on the results for each service unit listed above describe:
F.1 Specific changes to your department/service unit as they affect program(s)/courses/services (e.g.,
curriculum, teaching methods, projects, workflows)
Technical Services
 Maintain and strengthen online access to information resources campus-wide.
Subscription to the Serials Solutions bibliographic record service for online journals from aggregator databases;
Implementation of Docutek electronic reserves
Implementation of wireless access
Implementation of laptop checkout
Added a vendor to broaden scope of title selection available
 Provide information resources from global sources.
Implementation/enhancement of ILLiad service for ILL
 Maintain and strengthen online access to information resources at University Centers.
Subscription to the Serials Solutions bibliographic record service for online journals from aggregator databases;
Implementation of Docutek electronic reserves
Implementation/enhancement of ILLiad service for ILL
 Highlight faculty and alumni publication in our collections.
Focus on theses and campus publications for cataloging.
Acquisition of those materials and suitable promotion of them as Special Collections
 Conduct regular assessment and make appropriate adjustments to library collections and services.
Review and utilize LibQUAL results
Review and utilize departmental self-reports
 Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
Review recently (or soon-to-be) published materials for addition to the collection
Library Program Review January 2009
Page 22
Review recently implemented programs and locate suitable resources for addition to the collection
Public Services
 Maintain and strengthen a range of study environments conducive to individual needs and learning styles.
Reference area remodel
Changes in entryway
Music area remodel;
Microformat digitizers/printers added in Government Publications unit
 Provide physical access to the library during times when access to other university facilities might not be available.
Maintenance of Room 154 for student use as a computer lab when it is not being used for instruction sessions
 Provide access to appropriate physical resources at University Centers.
 Enhance the visibility of library services at the University Centers.
Addition of the library at the Lynnwood Center.
 Highlight faculty and alumni publication in our collections.
The creation of the Archives and Spec. collections; two of the collections acquire faculty and alumni publications
(Regional Literature Collection and Central Washington University History Collection) as well as there being a
collection donated by a faculty member (Darwin Goodey Native and Western American Art, Culture, and History
Collection)
 Conduct regular assessment and make appropriate adjustments to library collections and services.
Review and utilize LibQUAL results
Review and utilize departmental self-reports
 Maintain access to and strengthen collections that encompass diverse beliefs and perspectives.
Review recently (or soon-to-be) published materials for addition to the collection
Review recently implemented programs and locate suitable resources for addition to the collection
Faculty
 Encourage instructional faculty to include funding for library resources in programs and grant proposals.
As this was not done, outreach to faculty will be needed during the next review period if this remains a goal
Begin an institutional repository (IR) and ask faculty to include funds in their programs and grant proposals to help
support it. A possible starting point (of interest to faculty from History and Communication) is that of collecting and
preserving oral histories of environmental history in the state.
Library Program Review January 2009
Page 23
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Dean
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Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA,
SAA, NASIG).
Encourage better support from the dean’s office
Enhance the relationship between the Library and consortia through active participation and leadership roles.
Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central
Washington.
Seek out other organizations that might improve student learning opportunities
Biofuels
Local wine and brewery makers (continuing education programs; recreation and tourism programs; biology
and resource management programs)
Historical collections (Cascade Rail Foundation; Cave B)
Seek leadership roles in state, regional and national professional organizations.
Encourage grant writing and sponsored research activities within the scope of library and archive profession.
Encourage planned giving through programs in cooperation with the Development Office and the Friends of the Library.
Enhance cooperation between the Library and the affiliated community college libraries of the University Centers.
Participate in professional organizations at the state (WLA), regional (NGIN, NWA, PNLA) and national levels (LC, ALA,
SAA, NASIG).
Enhance the relationship between the Library and consortia through active participation and leadership roles.
Cooperate and develop programs with the local and regional organizations that preserve the cultural heritage of Central
Washington.
Conduct regular assessment and make appropriate adjustments to library collections and services.
Identify and promote outstanding library services to the campus community.
Continue to recruit and retain graduate students who serve as library graduate assistants.
Continue to support professional development and training activities for library faculty and staff.
Seek leadership roles in state, regional and national professional organizations.
Provide information services to the highest quality through excellence in staff, services, programs, and facilities.
Encourage professional growth by providing staff development opportunities for all Library employees.
No data collected to ascertain goal attainment.
F.2
Specific changes related to the assessment process.
Library Program Review January 2009
Page 24
Technical Services // Public Services // Faculty // Dean
The major changes related to assessment are in the area of coordinated statistics gathering. For the next review period
we will:

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II.
Collect in-house usage of the Brooks Library the 2nd, 5th and 9th weeks of the quarter - - by Circulation
staff
Collect in-house public service desk statistics in the Brooks Library the 2nd, 5th and 9th weeks of the
quarter - - by Reference, Media Circ, and Gov Pubs service units, gathering uniform statistics at each
desk
Collect search statistics for e-resources the 2nd, 5th and 9th weeks of the quarter - - by Systems staff
Analyze those statistics to better coordinate staffing of service desks and instructional programs (in
person, handouts, online tutorials)

Do instructional department/program collection assessments in coordination with those departmental
program reviews - - by Collection Development staff and appropriate Library Liaisons (this will assure
an overall collection assessment every five years)

Run the LibQUAL survey again in spring 2009
Description of courses/classes and curricula
A.
List each degree program (undergraduate and graduate) offered in department by location, regardless of state or self support.
Include minor and undergraduate certificate program(s). (See Sample Table 2)
LIB145 2005-2006
2 sections, 21 students
Totals:
11 sections, 172 students
LIB345 2006-2007
3 sections, 40 students
Faculty:
Marcus Kieltyka
LIB345 2007-2008
5 sections, 107 students
LIB345 2008 summer
1 section, 4 students
Library Program Review January 2009
Page 25
Table 1 Section I, F.
CWU Department/Program Assessment Plan Preparation Form
Attach updated departmental/ programmatic assessment plans for the future (i.e., next five year period)
Department: __Library_______________________________
Program: ________________________________
Library/Service
Unit Goals
Related
Library Goals
Related
University
Goals
Method(s) of Assessment
(What is the assessment?)
Who/What Assessed
(population, item)
1.
2.
3.
4.
Library Program Review January 2009
Page 26
When Assessed
(term, dates)
Criterion of Achievement
(Expectation of how good
things should be?)
B.
Provide a table that lists courses/class sessions, etc., location, and faculty and student number for the following: (See Sample
Table 3)
1.
General Education/Basic and Breadth contributions (e.g.: UNIV101)
a.
courses delivered
UNIV101
b.
location
Ellensburg and the University Centers
c.
instructional staff
CannCasciato (2 sections), Jorgensen, Kieltyka (12 sections)
d.
number of students
(27 per course) x 15 = 405
We provide the library orientation for the University 101 students. These are 50 minute instruction sessions with 27 students per
session. Each fall quarter there are roughly 45 of these sessions, so at least 1,200 students per year are given a UNIV101 library
orientation by library faculty and staff each fall. (This is in addition to the University 101 course sections taught by library faculty
CannCasciato, Jorgensen, and Kieltyka.)
For the past 4 years, that means approximately 4,800 students received UNIV101 library orientations.
2.
Professional Educators contributions N/A
a.
b.
c.
d.
3.
courses delivered
location
instructional staff
number of students
Service Course delivery
a.
courses delivered
b.
location
c.
instructional staff
d.
number of students
Library Program Review January 2009
Bibliographic Instruction sessions beyond those for UNIV101
Brooks Library and at the University Centers
Hogan, Knirck, Jorgensen, Kieltyka, Owens,
Winship, Creech, CannCasciato, Ripka, Gardner
3000+
Page 27
Our Reference unit and our Government Information, Maps and Microforms unit (faculty mostly, but sometimes staff members
as well, depending on expertise) provide specific bibliographic instruction/information literacy sessions at faculty members’
requests. See App-II-B-3-BI-Sessions-Cumulative for details.
C.
Required measures of efficiency for each department for the last five years
1.
SFR (FTES/FTEF) disaggregate data (7900 students / 10 faculty) = 790
It seems unlikely that this number means the same in the Library that it would in the instructional departments. It does,
however, indicate that a large volume of students are instructed by library faculty and staff over the course of each year.
D.
Describe currency of curricula in discipline. How does the curriculum compare to recognized standards promulgated by
professionals in the discipline (e.g., state, national, and professional association standards)?
We do not yet address information literacy standards for at state or ACRL recommendations. The state group (ICCL)
has stalled once again on this topic due to the current budget situation in the state. We need to do something, though
regardless of the progress made by ICCL.
Library Program Review January 2009
Page 28
Sample Table 3 (Section II, B.)
Courses, Contributions, Locations
Contributing area
General Education/ Basic
and Breadth Courses
UNIV101
UNIV101
UNIV101 (12 sections)
Professional Education
Courses
Service Courses
Bibliographic Instruction
sessions (includes UNIV101
sessions)
Library Program Review January 2009
Delivery Location
Location(s)
Ellensburg
Ellensburg
Ellensburg and DE
Location(s)
Location(s)
Brooks Library and at
the Centers
Instructional Staff
Faculty FTE
Grad Assist.
FTE
CannCasciato
0
Jorgensen
0
Kieltyka
0
Faculty FTE
Grad FTE
Faculty FTE
???
Grad FTE
??
Page 29
04-05 05-06 06-07 07-08 08-09
# Students
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5
27
27
53
27
80
109
80
Yr 1
Yr 2
Yr 3
Yr 4
Yr 5
Yr 1 Yr 2 Yr 3 Yr 4 Yr 5
1000 1000 1000 1000 1000
E.
Effectiveness of instruction - Describe how the Library addresses the scholarship of teaching with specific supporting
documentation including each of the following:
1.
Departmental teaching effectiveness – report a five-year history of the “teaching effectiveness” department means as
reported on SEOIs, indexed to the university mean on a quarter-by-quarter basis.
SEOIs from UNIV101 : Kieltyka, CannCasciato, Jorgensen
SEOIs from LIB 145 : Kieltyka
SEOIs from LIB 345 : Kieltyka
SEOIs
UNIV101, Fall 2004
UNIV101, Fall 2005
LIB345, Fall 2006
LIB 345, Winter 2007
LIB345, Spring 2007
LIB345, Fall 2007
LIB345, Winter 2008
LIB345, Spring 2008
LIB 345, Fall 2008
LIB345, Winter 2009
Library Program Review January 2009
Course as a Whole
Course Mean
3.83
3.54
4.83
4.56
3.90
4.18
4.69
4.84
4.03
4.50
Instructor's Teaching
Effectiveness
Course Mean
3.83
4.26
4.83
4.33
3.90
4.53
4.82
4.85
4.14
4.50
Page 30
Course as a Whole
University Mean
4.22
4.20
4.19
4.41
4.18
4.44
4.21
4.49
4.36
4.25
Instructor's Teaching
Effectiveness
University Mean
4.31
4.32
4.29
4.57
4.29
4.57
4.21
4.63
4.53
4.25
2.
What evidence other than Student Evaluation of Instruction (SEOI) is gathered and used in the department to evaluate
the effectiveness of instruction?
Survey (LibQUAL) comments from faculty and students; Program review comments from faculty;
Comments emailed from students/faculty
SEOI data =
3.
Effectiveness of instructional methods to produce student learning based upon programmatic goals including innovative
and traditional methods – examples include:
a.
Collaborative research between student and faculty
n/a
b.
Inquiry-based, open ended learning
n/a
c.
Use of field experiences
n/a
d.
Classic lectures
The classic lecture-only format, where a prepared presentation is delivered, is rarely used in the
LIB345 class sessions and not used in the bibliographic instruction/information literacy sessions. In
general, the practice is prepared lecture with guided discussion.
e.
Lecture and inquiry based guided discussions
The lecture-discussion format is the most commonly used teaching method in the LIB345 class
sessions, as well as most bibliographic instruction/information literacy sessions. Typically, the
instructor prepares a lecture that is interspersed with instructor questions, student discussion or
activity, exercises, simulations, and hands-on information search practice to heighten the
effectiveness of the instructor’s presentation.
f.
g.
Service learning or civic engagement
n/a
Other innovative methods (e.g., online integration)
Library Program Review January 2009
Page 31
Use of Blackboard for LIB145 and LIB345
F.
Degree to which distance education technology is used for instruction.
1.
ITV
Lib 345 uses this quite a bit - - Marcus Kieltyka
2.
G.
Online
Assessment of programs and student learning
1.
List student learner outcomes for each graduate or undergraduate course or class session and note how the outcomes are
linked to library, college and university mission and goals.
a.
Describe the specific method used in assessing each student learning outcome. Also specify the population
assessed, when the assessment took place, and the standard of mastery (criterion) against which you will compare
your assessment results. If appropriate, list survey or questionnaire response rate from total population (e.g.,
alumni, employers served).
Student learner outcomes for bibliographic instruction/information literacy class sessions are coordinated
with the primary faculty member and tailored for the subject course or discipline. Specific outcomes are
generally:
1) Awareness of appropriate information resources
2) The ability to formulate a search strategy
3) Ability to evaluate information resources
4) Ability to correctly cite information resources
5) Awareness of the issue of plagiarism
Assessment remains the responsibility of the instructional departments and the method and process is
included as part of their program review reports.
These instruction sessions most closely align with University Strategic Goals 1 and 2, Maintain and
strengthen an outstanding academic and student life on the Ellensburg campus and at the University Centers.
Library Program Review January 2009
Page 32
III.
Faculty
A.
Faculty profile – Using attached chart show faculty participation for mentoring student
research, professional service activities, scholarly activities including grant writing and teaching. (Designate graduate or
undergraduate publications or creative activities.) (See Sample table 5)
In addition to the data included in Table 5, classified staff have participated in some of these activities, e.g.: grant writing, publishing of
a monograph, and committee memberships.
B.
Copies of all faculty vitae.
Appendix III-B, Vitae
C.
Faculty awards for distinction: instruction, scholarship, and service
Mary Wise, WALE employee of the year, 2007
Daniel CannCasciato, Nominated for CWU Distinguished Professor of Service, AY 2008
D.
Include in appendices performance standards by department, college and university.
Appendix III-D Performance Standards for Librarians
Library Program Review January 2009
Page 33
Brooks Library Program Review Self Study Contents Year 2008-2009
Table 5 (Section III)
Tenured and Tenure-track Faculty Profile (percentages are calculated on the basis of 9 total faculty reporting for this review period)
2004-2005
2005-2006
# faculty
% of
# faculty
% of
TT - T
faculty
TT – T
faculty
* Scholarship Measures: (Use categories applicable to your departmental & college criteria)
(e.g. peer reviewed articles)
1
11
1
11
2006-2007
# faculty % of
TT - T
faculty
2007-2008
# faculty
% of
TT - T
faculty
2008-2009
# faculty
% of
TT - T
faculty
2
22
1
11
0
(e.g. abstracts/conference proceedings)
1
11
1
11
2
22
2
22
1
(e.g. conference presentation)
0
0
1
11
0
0
0
0
Other, etc. (book reviews)
3
33
2
22
2
22
2
11
1
11
* Service measures: (Use categories applicable to your departmental & college criteria)
CWU Committees
6
67
5
55
5
State / Regional Committeess
2
22
1
11
Leadership & Service - Professional
Organizations
5
55
4
Community Service
3
33
Other (SOURCE judging)
0
0
5-yr total
Annual
avg
% of
faculty
0
5
1
11
11
7
1.4
15
0
0
1
.2
-
22
1
11
10
2
22
0
0
0
0
3
.6
6
55
5
55
4
44
25
5
55
1
11
3
33
3
33
10
2
22
44
4
44
4
44
4
44
21
4.2
47
3
33
3
33
3
33
1
11
13
2.6
29
0
0
2
22
2
22
1
11
5
1
11
* Grants: (Use categories applicable to your departmental & college criteria)
External
1
11
1
Funded / Unfunded
Internal
Funded / Unfunded
* Faculty Mentored Research: (Use categories applicable to your departmental & college criteria)
Undergrad projects / SOURCE
Graduate Committees – Supervising
thesis/projects
Graduate Committees – Participation
thesis/projects
Other
Library Program Review January 2009
Page 34
2004-2005
CannCasciato, Creech A, Creech J, Ericksen, Hogan, Jaques, Jorgensen, Kieltyka, McLaughlin, Owens, Ullrich, Wise
Anna Creech, Marcus Kieltyka, and Dieter Ullrich were hired fall 2004
2005-2006
CannCasciato, Creech A, Creech J, Ericksen, Hogan, Jaques, Jorgensen, Kieltyka, Owens, Ullrich, Wise
Patrick McLaughlin resigned Dec. 15, 2006
2006-2007
CannCasciato, Creech A, Creech J, Ericksen, Hogan, Jaques , Jorgensen, Kieltyka, Owens, Ullrich, Wise
Jennifer Jaques resigned April 30, 2007
2007-2008
CannCasciato, Creech J, Hogan, Jorgensen, Kieltyka, Owens, Ullrich, Winship, Wise
Winship hired Jan. 16, 2008
Kirsten Ericksen resigned Oct. 15 2007; Anna Creech resigned November 30th., 2007
2008-2009
CannCasciato, Creech J, Hogan, Jorgensen, Kieltyka, Owens, Ullrich, Winship, Wise
Ullrich (resigned Sept. 29, 2008), Winship (resigned Jan. 9 2009)
2009-2010
CannCasciato, Creech, Hogan, Jorgensen, Kieltyka, Owens, Wise
Library Program Review January 2009
Page 35
IV
Deleted, non-applicable per Tracy Pellett, Dec. 1, 2008.
V.
Facilities & Equipment by location
This topic is addressed generally within the Mithūn report (App. V-ABC.)
“Central Washington University’s Brooks Library is located at the corner of Dean Nicholson Boulevard and D-Street, in the center of
the Academic use zone on campus. Built in 1973, it has served the university well, but with evolving programs, changing technology
and a growing student population, review of the library’s vision for the future and related program needs is now required”
In 2007 the Brooks Library participated in a programming, planning, and visioning study which was undertaken/overseen by the
outside consultant Mithūn, see page 68 (and following) of that document for a discussion of the library’s facility needs. In that section
there is also a preliminary concept for a potential first phase to address the needs of the library program.
A. Describe facilities available to department and their adequacy (program delivery location, size, functionality, adjacencies, lighting,
ventilation, finishes, plumbing, electrical outlets, etc.). Describe anticipated needs in the next three to five years.
We anticipate a student need for more computer access to electronic resources, more instructional need to help students to
utilize the technology efficiently, and most likely a study and research area that is open 24/7. The provision of more computing
requires more data and power drops accessible for students with laptops and we are currently at the maximum in the Brooks
Library, according to Facilities Management. Should the campus move to the acceptance of electronic theses and projects, we
will need office space for the staffing and computer resources required for processing of, storage of, and access to those
materials. Student use of laptops (either privately owned or checked-out from us) requires that we provide wireless printing
capabilities, which we have yet to do.
The entryway needs to be remodeled and more open to students. We anticipate a space problem for storage, access, and use
of archival and special collections materials as that area increases holdings. Additionally, there is no sight-line security from
the workroom area in Archives & Special Collections over the patron study area.
B. Describe equipment available to department include program delivery location and its adequacy (office furniture, instructional
fixtures, lab equipment, storage cabinets, specialty items, etc.) Describe anticipated needs in the next three to five years.
Library Program Review January 2009
Page 36
C. Describe technology available to department include program delivery location and its adequacy (computers, telecommunications,
network systems, multi-media, distance education, security systems, etc.). Describe anticipated needs in the next three to five years.
We anticipate a growing need for the most up-to-date computers for students use throughout the building, so we will need
funding and support to provide new computers on no more than a three year cycle. Room 154 was initially meant to be used for
library instruction needs. It has become considered by many members of the campus community (students and other divisions)
as a computer lab. We therefore need a dedicated classroom (up to 35 students) that will allow us to expand instruction for our
students and faculty and not infringe on student access to the lab.
VI.
Library and Technological Resources by location - - Not Applicable for the Library’s self-study
Library Program Review January 2009
Page 37
Once the department has completed the above sections, there will be a planned departmental retreat where the last three sections will be
discussed. The results of that discussion will be added to the self-study document. These sections are among the most important and will be
the basis for academic planning by the department.
VII.
Analysis of the Review Period
A.
What has gone well in the department and each service unit?
1. Explain accomplishments of the past five years.
Facilities
Established the Archives and Special Collections service unit though improvements to that area are needed;
remodeled and provided more comfortable study spaces in the Reference and Music Listening areas; improved
online access to reserve materials; expanded computer access for students and faculty within the Brooks Library
(wired and wireless access and laptop checkout) with computers in the library constituting the three most used
computer “labs” on campus by a staggering percentage; remodeled and upgraded the library classroom
(Electronic Research and Instruction Center, room 154); We added Interlibrary Loan online patron service
accounts and electronic article delivery;
Collections and Services
Adjusted collections to support additional academic programs (Film and Video studies, African Diaspora
studies; Latin American Studies) without additional funding; established and provided staffing and
technological support for two branch libraries at the Westside University Centers (includes the addition of one
library); service to our patron-base was surveyed and found to be positive overall, with patron service
expectations being met; increased and improved access to e-resources (online journals, books, and databases),
online and government publication resources; we successfully upgraded to having most service units utilize the
upgrade of III to Millennium and have fine tuned fund codes to easily pull stats on goods being purchased for
branch libraries; cutover to Summit WorldCat interface;
Library Program Review January 2009
Page 38
2. How have accomplishments been supported though external and internal resources?
Internal reorganization of existing vacant positions created the dedicated positions of Archivist and of
Instruction and Outreach Librarian; funding for the Reference and Music Listening remodels came from the
Facilities Management minor works budget; we received one-time money from the Provost’s Office in some years
(approx. $83,000 overall) to offset inflation costs of collections; student technology fee monies were used for the
initial laptop purchase for that initiative and some of the new computers in room 154; we used the ITS Win-Win
program for funding of additional computers for student and faculty use; changed workflow priorities to
implement new collections (e.g. Archives) and services (Docutek, Millennium upgrade, cutover to Summit
WorldCat interface); Rufus Woods donation to support archival collection from him; Friends of the Library has
supported collection purchases each year; grants from the Washington Women’s History Consortium for
digitization of archival collections;
B.
What challenges exist for the department and for each service unit?
1. Explain major challenges of the past five years.
There has been a significant collegiality concern within the unit. The dean was assigned duties outside the
Library in May 2008; subsequently, the library faculty and staff went through a significant project of
“appreciative assessment” with the Ombuds, though in general those who participated had not been at the root
of the collegiality concerns. The fact that service to our patron-base was surveyed and found to be positive
overall in such an organizational climate is a significant achievement for all those library personnel who work
directly with our students and faculty; 85% of the written comments from that survey were complimentary
towards personnel and explicitly and implicitly complimentary of services being offered.
The library was also audited and a report filed March 10, 2009. No material exceptions were disclosed during
the review.
Also, there has been a loss of key department heads, causing staff and faculty to adjust job loads to fulfill
department mission and to do so without compensation which is compounded by excessive delay by
administration preventing empty positions from being filled in a timely manner. We’ve had major increases in
services (e.g. e-resources, collection development, and computers) with no increase in personnel and with long
term vacancies going unfilled. We have not received the benefit of salary savings (currently estimated to be
Library Program Review January 2009
Page 39
about $35,000 per month) commensurate with the number of vacancies we currently are enduring. The
following information is based on vacancies as of December 2008.
Figured at $5,000 per month for each vacancy, including the dean’s. The dean is paid closer to $,9,200 per
month, so this is a conservative estimate for the seven vacancies we now have: Archives and Special Collections
(1 faculty vacant since 10/2008); Circulation Services (1 administrative exempt vacant 1/2009); Collection
Development (1 faculty vacant since 11/ 2007); Reference (3 vacant, May 2007, Nov. 2007 (temp. assignment to
collection development), Jan. 2009); Serials (1 faculty vacant since 12/1/2007); Dean (vacant since 5/2008)
Patrick McLaughlin resigned Dec. 15, 2006. His position was filled by a transfer of Kirsten Ericksen from
Special Collections or Refernce to Collection Development without the hiring of any additional personnel.
Positon/Person
Since
# months
Reference/Jaques
Collection
Development/Ericksen/McLaughlin
Serials/Creech
Dean/Peischl
Archivist/Ullrich
Circulation/Nickerson
Reference/Winship
May 2007
Dec. 2007
20
12
x 5K
x 5K
Dec. 2007
May 2008
Oct. 2008
Jan. 2009
Jan. 2009
12
8
3
0
0
SUB-TOTAL
x 25% for benefits
x 5K
x 5K
x 5K
x 5K
x 5K
TOTAL
Net loss to
budget
100,000
60,000
60,000
40,000
15,000
0
0
275,000
68,750
$343,750
In effect, starting in January 2009 each month we are absorbing an additional budget cut of $35,000
Diminished communication with the Library as a whole from higher levels regarding strategies and intentions;
this has led to speculation and loss of morale on the part of Library employees.
We adjusted collections to support additional academic programs (Film and Video studies, African Diaspora
studies; Latin American Studies) without additional funding.
Library Program Review January 2009
Page 40
We have not received an increase to the base budget to cover inflation (increase is approx. 10% per year) let
alone new services and resources. We have lost close to $550,000 in cumulative purchasing power during the
review period and are down close to $300,000 for academic year 2009 alone as a net loss to our collection
development budget, using AY 2005 as the baseline.
600,000
400,000
200,000
0
Change from Base
AY2005
AY2006
AY2007
AY2008
AY2009
Change from Inflation
-200,000
Cumm. Change from Inflation
Infl. adusted cummulative totals
-400,000
-600,000
-800,000
2009 Inflation adjusted budget should be:
2009 budget is:
Library Program Review January 2009
1,282,576
970,895
Page 41
2009 loss of purchase power from 2005 is
Gap (aggregate) in purchase power for 2009:
-311,681
623,362
Brooks Library building is at near capacity and is an outdated infrastructure making it difficult to meet student
and faculty needs for data and power access. Currently, there are no plans for expansion or major remodel. See
Mithūn report for more detail.
As the scholarly publishing environment continues to evolve technologically, providing continued education for
all library employees is very challenging at this time, especially while maintaining such a large percentage of
vacancies for an extended period of time. Software interfaces in ILL, Cataloging, and public services routinely
upgrade annually. The switchover in the Summit interface had an impact on all service units. The staff in
positions of leadership on this (primarily Circulation and Systems) did an excellent job.
2. List likely causes of each challenge as supported by documented evidence.
The main cause of the demoralization of personnel and the factionalizing of them was the former leadership
culture of the library; the clearest documentation of the confrontational atmosphere fostered is the fact that the
former dean was re-assigned, an inquiry process with the Ombuds was instituted, and the resulting content of
that report.
Documented budget evidence of non-increase; vacancies continue to exist (currently at 7 full-time positions; 5
faculty, 1 dean, 1 administrative exempt).
University’s progress towards increasing enrollment to 10,000 students and expanding program offerings have
increased the need for services and additional funding (staffing needs are reflected in the LibQUAL comments
for additional hours, services, e-resources, etc.). In concert with this, the university is emphasizing
research/scholarship at all levels, undergraduate, graduate, and faculty. We have not been allocated the
budgetary or staffing resources to help meet those goals.
C.
What past recommendations from the previous program review have been implemented?
N/A. There has not been a previous program review.
Library Program Review January 2009
Page 42
D.
Make a comparison between the last program review and where the department is now.
N/A. There has not been a previous program review.
Category VIII. Is the single most important category in the self-study document.
VIII. Future directions
Our answers to the following three sections are provided in one section. The library Faculty+ group met to discuss and brainstorm for
this section on Dec. 30, 2008. After that, we again polled via email all library employees, soliciting comments, questions, additions and
changes. This request for library-wide review has happened numerous times throughout the drafting of this program review. To finish
this process, we would conduct focus groups by service units or across service units, to help focus this list which in its current state is a
laundry list of ideas that has been created as a result of brainstorming. This process was suggested/endorsed in a conversation with
Provost Quirk in December 2008 as a means to initial address this section of program review.
A.
B.
C.
Describe the department’s aspirations for the next three to five years.
In this context, describe ways the department or unit plans to increase quality, quantity, productivity, and efficiency as a whole.
Provide evidence that supports the promise for outstanding performance.
What specific resources would the department need to pursue these future directions?
The library’s most significant goal for the next five years is to expand and build on the already excellent service that we provide
students, faculty and staff at CWU (as discussed above in reference to the LIBQUAL survey). In order to preserve the levels of service
that we currently provide, as well as implement some of the ideas for improvement suggested by library faculty and staff, we need to
have our staffing levels restored to reasonable levels. The library has taken a significant hit in staffing for reasons that have never been
made clear to us. As mentioned earlier in this report, we are currently down eight full-time positions, which is a 7% cut. Five of these
are faculty positions, meaning that the number of faculty positions in the library has declined 42% over the past three years. Therefore
our most critical goal for the next five years is to convince the administration that the library is one of the most valuable components of
the academic life of the university, and in fact a university library is at the heart of the academic mission and academic life of the
university. At current staffing levels, we are not able to provide the level of service for which we have been praised by students, faculty
and staff in the past, let alone implement new programs. Several areas of the library critical to student and faculty research—including
Library Program Review January 2009
Page 43
Serials, Archives, and Reference—are without librarians, leading to an inevitable decline in both the profile of the library, the outreach
ability of the library, and the centrality of the library to university life.
Specifically (and preliminarily) the library faculty and staff have requested the following positions:
 Head Serials Services Unit Librarian: Would report to Dean. In charge of budget (approx. $700,000),
subscription maintenance, contract management, connectivity management, collaboration with the Reference
Librarian (see below) and Collection Development Librarian to provide technical support and ensure instructional
services are met. This will allow workload relief for our Systems and Collection Development librarians who are
covering these duties.
 Reference Librarian (1): Would report to head of Reference. Would provide service desk duties and be the
primary coordinator for the creation of tutorials and support for online instructional services; required
collaboration with the Serials Librarian (see above) and Collection Development Librarian to provide quality
instruction in the use of electronic resources and allied applications (Zotero, etc.). Seek out and develop open
source options of services.
 Head of Circulation Services Unit: would report to the dean. In charge of staffing, coordination with Systems,
working with University Centers, etc. Probably should move to a faculty position, but could remain admin
exempt.
 Government Publication classified employee, LAP3, 1.0 FTE. Provide service desk assistance, process federal
materials in print, microform, and electronic formats, etc. This position cannot go unfilled for long as this
department currently has only .8 faculty and 3.2 classified staff.
 University Centers Librarian: Would report to Reference. We recommend that the person be based on the
Westside to provide supervision of classified staff, instruction, and service desk assistance to the large number of
students at those centers. This would strengthen instructional program support and accreditation concerns. This
would require less travel time and expense overall. It would change the duties of the Instruction and Outreach
Librarian located at the main campus. If this were to happen, we suggest that someone(s) in the Reference unit
based on the Eastside would have oversight responsibilities for Eastside University Centers.
 Archivist or Reference and Archives Librarian: Would report to Head of Reference. Primarily would be in
charge of archives and special collections, acquisition, and processing; might also work on the service desk in
reference or elsewhere as appropriate or oversee digitization projects, grant writing for acquisition and
preservation of materials, development of an institutional repository, etc.
 Reference Librarian (2): Would report to head of Reference. Primarily would work on the service desk in
reference or elsewhere as appropriate. This person would help with information literacy, instruction, etc.
Library Program Review January 2009
Page 44
These positions are critical to the future development of the library, and are critical to the new initiatives listed below. If staffing is
restored, the library would like to implement the following new initiatives and improvements over the next five year period.
Greater Support for Student Research/Information Literacy
The growing complexity of the scholarly publishing environment and the delivery of research necessitate a focused commitment from
the library. This would be the primary activity of the Reference Librarian(2) described above. This Reference Librarian would work
with the Instruction and Outreach Librarian and would specialize in instructing students (and faculty) on research techniques and
searching strategies using online databases and the print collection. This would focus on convincing students that libraries remain
relevant in the largely internet-driven world, and that librarians are a critical component in showing students how to more efficiently
find and evaluate the information they desire. Specifically, the Reference Librarian(2) and the Instruction and Outreach Librarian
would implement the following initiatives:
 Implement drop-in classes for students and faculty on relevant library databases
 Establish and coordinate a media services program to help instructional faculty implement technology and utilize
library resources
 Classes focused on navigation of the scholarly publishing environment (databases, journals, aggregator databases,
etc.)
 Implement online tutorials (database searching, information literacy, etc.) for students and faculty (Reference Librarian
(1))
 Work with faculty teaching general education courses, especially “W” courses to promote and instruct students how to
use library resources for their specific course assignments (Reference Librarian (2))
 Integration with ICCL and Alliance Information Literacy projects
 Implementation of information literacy component with appropriate instructional departments or programs
 Initiate a library research help desk in the SURC
 Initiate a broader public service desk on the 4th floor
 Seek ways to incorporate the Library and resources more into the academic lives of the students (scholarships for
outstanding research, grants for special projects relating to the library, displays of work, etc)
 Improve web-site access for our students and faculty (Reference Librarian 1) through:
 Design
 User group feedback
 Outreach and education on use of online resources
 Online tutorials
Library Program Review January 2009
Page 45
Greater Support for Faculty Research and Instruction
The hiring of librarians to fill currently vacant lines would also enable the library to become more of an active partner in faculty
research. The Reference Librarian(s) hired would also work on expanding outreach to faculty in discipline-specific ways, running
courses and information sessions highlighting new databases available through the library and creating faculty specific pages for the
library website. The Archivist would work on expanding faculty awareness of the resources collected in the archives and increase the
amount of faculty and student usage of the university archive. The Archivist would also take the lead in creating an institutional
repository where the raw material collected as part of research by CWU faculty could be held and made accessible to other researchers.
The Serials librarian would work with departments and with the library liaisons in order to identify the highest-priority journals and
databases for faculty and student resource, and therefore enable the Serials department to work at maximum efficiency in this age of
budget cuts and rapidly escalating journal prices.
 Work with instructional faculty to encourage more student use of the library as place a well as its online resources
 Highlight library services that interact with other instructional departments/programs
 Initiate institutional repository for online storage and maintenance of campus scholarly and creative digital information
(promote the work of campus faculty and students)
 Do regular collections assessment coordinated with the program review cycle of the instructional departments
Physical Changes in the Library
 Enhance visibility of library services within the Brooks Library building
 Create 24/7 computer and library services facility, probably in some part of the Reference area with limited snack and
beverages area (perhaps along the lines of the open access, but un-staffed, after-hours area at Gonzaga)
 Re-establish copy services
 Improve the atmosphere of the entryway
 Relocate non-library service units to other buildings on campus to alleviate space problems
 Identify and seek support for future remodeling of the library, construction of an addition or new library that better suits
new educational models.
Greater Emphasis on New Technologies
The Serials librarian would take on the duties of ordering and maintaining new research databases, thus allowing the Systems Librarian
and his staff to focus exclusively on the IT network and services in the library. Since the use of computers is often the first entry point
for students into the library, we want to make sure that library computers are well-designed access portals to the variety of other
services provided by the library. Working with the Reference Librarian (1), Systems will create podcasts, online tutorials and blogs
where students can teach themselves about some of the library’s offerings and services. The systems team will also work with
Reference Librarian (1) to develop a new website for the library.
Library Program Review January 2009
Page 46



Create a highly visible IT service desk on the library main floor
Adjust media services to meet changes in format and delivery
Investigate/be aware of cell phone and other technologies which can be utilized to work with our students
Increase Faculty/Staff Morale and Training in Library
 Develop a peer-to-peer tutoring and education program to minimize transition times and maximize staff knowledge
 Continue to support the newly initiated meetings and programs for and by the classified staff
 The Instruction and Outreach Librarian and the Archivist or Reference and Archives Librarian will report to the
Coordinator of Reference Services unit. This will help with coordination of services, staffing of service points, better
services for our students, and more flexibility for the organization. Until the recommended Archivist or Reference and
Archives Librarian is hired, the Reference service unit would manage access to that collection, provide for adequate
storage of new materials if any donations come in, and the identification and appropriate disposition of currently held
materials not suitable for our archives.
 Provide some training to members of the Reference Services unit (or fill w/ NTT) on the Archives service desk and
research materials housed there
 Partner with the development office to investigate dedicated funding for library services and resources
Library Program Review January 2009
Page 47

Collect statistics from service units that will help us analyze student needs and adjust services (especially staffing levels
and hours) accordingly
Outreach to Community
We envision that the Archives librarian will also take the lead in promoting the university’s archives and special collections to the wider
community, both in increasing the digitalization of library collections and also in advertising about the possible uses of the University’s
archives and special collections to local high school students, alumni seeking information on their graduating classes, and other
interested researchers.
 Encourage outreach to local area school districts to provide services
 Seek opportunities for campus funding for outstanding library services. (i.e. Spheres of Distinction, etc.)
 Provide courtesy cards for school district teachers allowing checkouts of CWU owned materials
 Provide courtesy cards to alumni who belong to the alumni association on campus
 Provide instruction sessions to high school classes or tours (Reference Librarian (2))
D.
What do you want us to know that is not included in this self-study?
We are currently funded at $1,200,000 below our peer institutions and our staffing levels are the lowest; our base
funding must be increased to meet increasing numbers of students and faculty and also the increasing scholarly demands
on them.
The Collection Development budget (books, serials and e-resources, media and music)
for the past five years has been as follows:
2004-2005
2005-2006
2006-2007
2007-2008
2008-2009
$876,017.00
$874,560.00
$928,895.00
$1,045,895.00
$970,895.00
At a 10% inflation cost from base year 2004-2005, a stable budget would have been:
876,017
963,619
1,059,980
1,165,978
1,282,576
Net difference for AY2009 is:
Library Program Review January 2009
Page 48
1,282,576 – 970,895 = 311,681
Comparison data for 2006 (most recent available)
Library Name
Comparison
Group
Average
State Average
(WA)
National
Average
CWU
EWU
WWU
Expenditures:
Books, Serial
Back Files,
Other
Materials
Expenditures:
Audiovisual
Materials
Expenditures:
Document
Delivery/
Interlibrary
Loan
Expenditures:
Preservation
Total Library
Expenditures
Total Library
Expenditures
Per Person
Enrolled
(FTE)
Expenditures:
Current Serial
Subscriptions
Expenditures:
Electronic
Serials
$267,415
$1,245,495
$317,811
$44,871
$55,577
$25,185
$4,776,853
$391.89
$118,947
$331,995
$156,488
$9,090
$4,985
$6,816
$1,419,262
$250.63
$171,823
$370,486
$167,820
$8,914
$6,523
$10,108
$1,504,919
$690.39
$279,560
$251,031
$283,799
$558,896
$938,953
$1,552,036
$241,532
$336,326
$299,296
$13,725
$44,742
$45,000
$41,606
$26,580
$84,574
$14,503
$22,631
$27,739
$3,269,626
$4,455,200
$5,098,505
$334.52
$406.31
$377.47
Much time is now spent answering infrastructure questions for our students and faculty, as well as then helping them select and
use a resource in their research. Another measure of the use of library services is provided in the library’s Reference Desk
Statistics, per week for AY 2006:
CWU 563
EWU 244
WWU 453
IX.
Suggestions for the program review process or contents of the self-study.
Library Program Review January 2009
Page 49
Provide guidance before a department embarks on the process and provide prompt, clear feedback.
Library Program Review January 2009
Page 50