CIHE Accreditation Self-Study Report February 2006
Standard Seven: Library and Other Information Resources
Part I - Information Resources and Services
New Hampshire Technical Institute [NHTI] has available adequate instructional technology and informational resources to fulfill its mission. The faculty incorporates these resources and services into their teaching, thereby exposing students to various and current technologies.
At the college, information resources and services and instructional and information technology are organized into separate departments.
In the Library, information resources and services are comprised of both print and technology-based resources and are maintained under the direction of the Director of Learning Resources. Instructional technology is housed in several locations, including the various academic departments (e.g., the Education Department), individual classrooms (e.g., the videoconferencing classroom), and the Learning Center, which is managed under the direction of the Director of the Learning Center, who seeks input from other departments at NHTI to assist in planning and to provide vision and support.
In keeping with the mission statement, NHTI students enjoy excellent access to information technology and instructional technology. As stated in the "Educated Person Statement of Philosophy," all students must demonstrate their ability to use "basic applications of computer technology to be competent on both a professional and personal level." The programs that have technology central to their work (for example, the engineering technologies and Information Technology) have the latest software and hardware available in the classroom and laboratories to prepare students for careers in these fields. Many of NHTI's other academic programs offer students experience with specific technology used in the fields of study. Some examples are the state-of-the-art dental clinic equipped with Dentrix™ software at each station, computer-aided drafting (AutoCAD) in the architectural engineering technology lab, and a Rapid Prototype Machine used to create three-dimensional models of computer designs in the manufacturing engineering technology program.. In addition, advanced technologies are incorporated into many programs to enhance student learning, for example, SimMan™ in the nursing simulation lab, METI™ in the paramedic lab, and video-editing capabilities in the education lab which allows students to create teaching portfolios. The expectation to provide the students the most current technology arises from the mission statement, which describes a learning environment which is committed to the "application of current technology." A strong infrastructure including computers, course management and the latest productivity software, and "smart" classrooms allow faculty to incorporate the most current instructional technology into the classroom.
Instructional technology is widely used in many programs. The Learning Center supports students by offering PLATO® tutorials in biology, chemistry, physics, writing, reading, and all levels of math, basic through Calculus, which are used by students to prepare for classes, review and practice content within a course, or as part of coursework. The general education and program faculty pay particular attention to selecting books which provide supplemental on-line and CD-based resources. Courses in math and physics, which heavily use graphing calculators, have DVD, online, or VCR lectures available to students to supplement classroom material. Faculty and students use Inspiration mapping software to create visuals electronically to aid visual learners and to assist in organizing material. Other examples include Choices2006® Career Exploration software (used as an advising tool in some courses) and Blackboard Learning and Community Portal System™ which is widely used by faculty (60% have used Blackboard™ to post course material).
In conjunction with the New Hampshire Community Technical College [NHCTC] System, several key technology systems are provided: BANNER®, the administrative student management system; Blackboard™ course management; and Internet and e-mail services. Planning for these systems occurs largely through the System office with input from key personnel on campuses.
Campus information technology is overseen by the Director of Administrative and Academic Computing, who reports directly to the President. In addition, the Information Technology Team [ITT], formerly the Computer Advisory Team [CAT], provides recommendations to the Institute Leadership Team [ILT] regarding the acquisition and purchase of computer hardware and software. Requisitioning, strategic planning, and inquiries regarding software and hardware occurs collaboratively with the director, the ITT, the ILT, and individual academic departments. The ITT actively solicits technology needs from each department each spring and recommends to the ILT their budget priorities. With broad representation from academic and administrative departments, they also developed long-range technology goals (NHTI Technology Plan) in 2003 which were merged into NHTI 2001-2005 Strategic Plan. NHTI received funding for a Title III Planning Grant in October 2003. The college plans expanded to include the entire NHCTC System with the long-range plan of establishing a virtual campus. However, the planning grant ended in September 2005, and the federal guidelines recently changed, so application for the grant to establish a virtual campus will resume over the next year.
Funding for technology has been generous, as evidenced by the large numbers of state-of-the-art computers in the numerous computer labs, the availability of laptops for faculty, the provision for LCD projectors and computers in all classrooms, the procurement of latest versions of software needed for instruction in academic programs, and the latest in productivity software for administration and faculty.
The review process by the ITT provides cautious oversight of available funds and eliminates redundancy or non-compatibility between departments. Most departments' requests have been funded for the past several years. Additionally, the Director of Administrative and Academic Computing has always been granted funds for needs as they arise (e.g., NHTI recently experienced an unexpected need for more Internet connectivity and was able to purchase more bandwidth).
Student training on desktop applications occurs in the universally required course PC Applications, [IT 102] and informally by lab monitors available in some campus labs. Training and support for computer tutorial programs and some cross-program instructional technology (e.g., Inspiration® software, Choices2006® career exploration software) are offered by the Computer Learning Lab Coordinator. For departments whose students use technology regularly (e.g., the engineering technologies, some Allied Health programs, and Information Technology), proficiency is evaluated through senior projects, internships, licensing/certification exams, clinical performance, and other means.
Support and training for technology for staff and faculty is not centralized. The NHCTC System office provides Blackboard™ support via the Distance Education and Blackboard™ System Director and his one staff member; they are available on campus to provide assistance to faculty working with the Blackboard™ platform, to administer the software, and to offer regular workshops (including training for the new videoconferencing classroom). The NHTI Comparing Alternative Mechanisms for Equivalent Learning [CAMELs] team, which monitors alternative delivery formats, periodically offers a forum for Blackboard™ faculty users to share ideas. In addition, in the spring of 2005, a faculty member's teaching load included a special course to provide step-by-step instruction to other faculty who wished to develop an on-line course using Blackboard™. At least six new on-line or hybrid courses have been offered as a result. Media Services provides training for the use of video projection in the classrooms. Both the NHCTC System and the NHTI Information Technology department maintain Help Desks to assist with problems with BANNER™, the Internet, and e-mail. In 2003, NHTI greatly increased campus BANNER™ support by the creation of the position of the Director of Information Technology System Integration. The NHCTC System provides additional support through the office of Chief Information Officer; the NHCTC System is in fact moving towards implementation of BANNER™ 7 in the summer of 2006 and consolidation of the databases of the seven colleges in the system to one database.
Hardware support through the campus Help Desk for the college's academic, administrative, and faculty computers is very efficiently and effectively handled by the Office of Academic and Administrative Computing by its director and three full-time staff and student interns. Software training and support are occasionally offered by IT faculty and Learning Center faculty via workshop opportunities and by informal collegial support. Faculty have opportunities to learn new instructional technologies (e.g., scanners, Smart Boards™; Tablet PCs) through occasional in-house workshops or at the Adjunct Faculty Fair (open to all faculty) or through participation in Equity in Excellence in Higher Education [EEHE] programs. Media Services also provides support and training for classroom technologies. The Academic Affairs Office has also arranged annual Blackboard™ training for new and experienced users, as well as workshops on Microsoft Office applications. Also, employees are eligible to attend workshops presented by the Center for Training and Business Development without charge on a space-available basis.
Staff and faculty are trained in BANNER™ by the Registrar and the Director of Information Technology System Integration. Staff and faculty may take any of the many software training opportunities provided by the Center for Training and Business Development [CTBD]. A recently created student-led Help Desk has provided software support for faculty, staff, and students.
Laminated copies of the "Appropriate Use Policies on Internet usage" are affixed directly on the computers in the Library Lab and posted conspicuously in the Learning Center Lab. Lab monitors and staff are empowered to ask students to leave labs but this has rarely occurred. A network policy usage for resident students is distributed before access is given. Although the college does not regularly monitor for illegal activity, the Director of Administrative and Academic Computing has the ability to view user Internet activity and may respond to situations of questionable use of technology.
In addition to using Blackboard™ for distance-learning classes, NHTI faculty also use Blackboard™ in the traditional classroom. As with the distance-learning classes, this use of Blackboard™ allows students to access course materials, leave messages for the instructor, take on-line quizzes or exams, submit work through the Digital Dropbox, and participate in discussion groups. In the engineering technology and Information Technology programs, a Snap Server provides students access to course materials, such as syllabi, handouts, and other files.
Information technology is integral to the planning, administration, and evaluation of all of the college's programs and services. The college statistician uses information technology (SPSS™, BANNER™ extractions) that allows rapid response to data and statistics requests that support the planning needs of the departments and the institution as a whole. These tools include evaluating the efficient use of student support programs, the effectiveness of assessment instruments, and maintaining databases on student retention and Academic Standings. Administrative use of technology includes Microsoft Office 2003, Optical Mark Reader [OMR] student evaluations for traditional classes (with rapid feedback to department heads), e-mail/Intranet surveys of staff/faculty, and the routine use of e-mail to communicate with and inform all members of the campus community.
Individual departments and faculty and staff also use databases and statistical programs for use in their planning. The statistician uses a scanner to scan all course evaluations and to provide departments with statistics, and several academic departments use another scanner for test grading. Student surveys evaluating various departments via the Student Information System [SIS] allow rapid response by students and feedback to the administration. For example, the Library posted an on-line survey of their electronic database services on the SIS, with the intent of evaluating which services to continue based on the results; however, the response rate was poor.
Students routinely interface with many administrative departments through the NHTI website or SIS to both gather and provide information in a timely, efficient manner. SIS allows students access to their vital records and information. They can check financial aid status and grades and request transcripts; students may register on-line and also receive online degree audit information. Faculty-assisted registration and advising is, of course, enhanced by these same tools. Ongoing and recent upgrades to all departmental websites allow student questions to be answered and downloading of forms. Faculty now also use the SIS to view rosters and schedules, submit grades, and view assessment/placement scores and student contact information.
Part of the NHTI Mission/Values/Vision statement is to provide on-line courses that allow flexible access to education. The number of 100%-on-line courses has increased dramatically in recent years. On-line and alternative delivery courses are provided oversight by the CAMELs, who ensure that appropriate and adequate content and learning assessment is available regardless of type of delivery. Course management is uniform (Blackboard™ Learning System), and its use is encouraged in all courses, regardless of delivery.
Top Part I - Appraisal
For the past decade, funding for hardware and software has been more than adequate because of extra allocations outside the original budget. Equipment and software is available to accomplish many administrative and instructional tasks, and continuous improvement in training will result in increasing efficiencies of usage. The recently created student-run Help Desk and the addition of a new position to the department of Administrative and Academic Computing has provided increased software support of the Microsoft Office productivity software, resulting in more efficient and consistent use of the software. The availability of the student-run, campus, and NHTCTC System Help Desks needs to continue and expand to provide support for all instructional technologies. The addition of a second full-time position to Media Services has enabled that department to train and provide support for faculty in using technology in the classroom.
Stronger leadership of all areas of technology on the NHTI campus is needed to move the college forward with planning (including systematic review of needs), funding, and coordination of workshops and training. In fact, the report that emerged from the Title III Planning Grant identified the need for a hierarchical information technology structure on the NHTI campus and throughout the entire NHCTC System. Information technology responsibilities are spread over administrative departments. Top-down, strategic high-level planning that takes into account the entire spectrum of needs (from BANNER™ administratively to software integration into academics) does not always occur. Systematic review of the adequacy of information technology occurs through the annual requests by departments, but this does not take into account student opinions or perceived needs that may or may not be expressed by faculty and staff. Student surveys of instructional and informational technology are informal except in the case of PLATO® tutorials, for which student satisfaction surveys are routinely administered. However, the Director of Administrative and Academic Computing is now a member of the Institute Leadership Team and will now be part of the decision-making process for the college.
The current budgeted amount to replace all existing hardware and software licenses is unrealistic, given the current and projected costs of technology. A more realistic approach to funding would take into account the replacement and ongoing needs and add extra funds that would be available to fund new initiatives.
Training all faculty in instructional technology in a way that is accessible and meets their needs remains elusive. For example, in a survey conducted by the Standard Five Self-Study team in May 2005, 59% of the faculty stated that they need training to use Blackboard™ more effectively; 65% indicated that they needed training to use Blackboard™ to obtain student work; 61% need training in setting up and utilizing the gradebook on Blackboard™, despite evidence of regularly offered training opportunities in Blackboard™ use and despite the presence of the System's Distance Education and Blackboard™ System Director on campus (and his willingness to give private instruction). Although the tools and techniques of instructional technology are widely used by NHTI faculty and staff, there are particular tools (e.g., PowerPoint™ software, use of the video projectors, scanners, and the incorporation of multimedia) for which more than half of the faculty have expressed a need for more training, again, despite the availability of workshops sponsored by the Academic Affairs Office and the Business Training Center. Staff feels generally better trained for the software and hardware they do use but also would like training on newer technologies.
While technology is widely used for communication administratively, communication between faculty and their students is often hampered by the lack of institution-issued student e-mail accounts, as subsequently identified by the Title III Planning Grant. Creation of these accounts would also improve communication between students and administrative departments. Anonymous on-line student evaluations of on-line classes cannot be completed without access to accurate e-mail addresses.
Computer labs are sometimes not accessible to students at certain times of the day or week. Although there is a dedicated open lab, lab usage is so high that there are several times during the week when the open lab is the only lab available to students. Most computers on campus are utilized due to the demand placed on the labs by the number of scheduled sections of PC Applications, [IT 102]. Although NHTI has increased the number of computers available in labs (40% over the past five years), demand for computers is increasing because faculty in all disciplines are incorporating the use of computer software into the curricula; for example, some faculty in the English department have been stymied by the lack of availability of computer lab access for their courses. This encouraging increase in using technology in the classroom needs to be nurtured by allocating resources to increase the availability and number of computers and computer labs.
Except for the Library's own usage policies, posted in the Library computer lab, there is no standard approved campus-wide usage policy or procedure for use of the technology systems by faculty, staff, or students, nor does the State of New Hampshire provide such policies.
During the self-study process, surveys evaluating computer training of individual faculty and staff, departments, and students were developed, completed, and tallied. Using these findings, which pointed out the lack of cohesive oversight of instructional technology in particular, the college has begun this past year to improve training and support and strengthen the planning processes.
Top Part I - Projection
NHTI will continue its appropriate funding of hardware and software needs. Top-down, strategic, high-level planning that takes into account the entire spectrum of needs (both hardware and software) will occur. A realistic replacement schedule for desktop, laptops, and printers needs to be developed to keep the excellent level of technology infrastructure at NHTI. The strategic plan will be fluid and adaptable depending on the changing needs of the college. The college will continue its creative approach to meeting these needs. For example, the college will expand the scope of assistance available to faculty, staff, and students through the student-run Help Desk for software support and the campus Help Desk for hardware and instructional technology support. Media Services will continue to provide training and support in classroom technologies for faculty.
The Institute will formalize a program to encourage and train faculty and staff for using technology resources they have not used. Also, NHTI will re-evaluate usage data and develop a plan to improve the accessibility of instructional technology resources to students. Improving accessibility and nurturing the increasing demand as other disciplines integrate technology into their classrooms will require allocating resources to increase the availability and number of computers and computer labs.
NHTI is currently exploring means by which is can establish student e-mail accounts.
NHTI will develop and publish clear, campus-wide policies and procedures regarding illegal or inappropriate uses of its technology systems and resources.
NHTI will continue to develop ways to address the oversight of instructional technology to provide cohesive planning, evaluation, and support for continued integration of technology into instruction, thereby nurturing and enhancing quality instruction in both traditional and alternative delivery formats by better supporting faculty in increased use of technology to allow creative ways to provide access for all students.
Located at the center of the NHTI campus, the Library serves as a focal point for research and study. Housed in a 25,000-square-foot building along with the Learning Center and the Bookstore, it provides spaces for group and individual study, as well as comfortable lounge areas for reading. Various computer stations are dedicated for on-line, catalogue, or state-of-the-art microform use, which allows instant transmission of microfilm/microfiche material. There is a computer lab with high-end terminals for individual project preparation. Sturdy and attractive shelving houses the collection in an easily used open stack format. Current and back issues of periodicals and journals are housed in efficient space-saving stacks. There is room for rotating art exhibits, as well as the display of permanent art works. The "Library Living Room" is an attractive space for the hosting of small lectures and informal meetings, including the Library-sponsored Wings of Knowledge series. Access to 90% of Library resources is provided remotely via the Library's web page.
The Library currently owns over 30,000 print and multimedia titles, subscribes to over 230 print journals, and maintains a collection of over 100 journal titles in microform. It subscribes to 27 different databases which provide information on everything from business to engineering technology, with a heavy emphasis on the largest majors on campus, e.g., nursing and criminal justice. The Library enhances its own holdings through a variety of interlibrary loan agreements and compacts, which can deliver materials from any library location in the state, region, nation, or world via van, fax, e-mail or U. S. mail. Interlibrary loan via DOCLINE® also makes these requested articles available within a 24-hour turn-around. In addition to increased accessibility, all of the seven community technical colleges share one on-line union catalogue for print, multimedia, and journal materials. An agreement has been reached with the State university system to provide reciprocal borrowing privileges and access for our students, staff, and faculty.
Four special collections of materials and archives are housed in the NHTI Library facility: architecture, civil engineering, autism, and paleo-anthropology. In conjunction with the Library, these collections are overseen by state and regional groups with special interests in these areas, which offer excellent materials for research and study in the programs that NHTI offers.
The Media Services department is also a part of the Library. Their mission is to provide audio/visual equipment and video projection equipment for the entire campus, to ensure its connectivity to teaching station computers and other delivery arenas, to provide video and audio editing services, and to produce original campus programming. Over the past two years, the department has engaged in a program to install LCD video projectors in all classrooms. The department has begun the installation of multimedia Smart classrooms by integrating all existing classroom computers with VCR/DVD projection units and speakers.
The Director of Learning Resources reports directly to the Vice President of Academic Affairs. The retirement of a long-time director in 2003 and the search process for his replacement resulted in a carefully articulated vision for the Library which was shared with all faculty and staff. A Library Advisory Team with multi-departmental representation has been formed to build support for varied and increased services. Its focus during the current fiscal year is collection development, increased staffing, and the increased use and knowledge of all Library services by both faculty and students.
A Mission Statement, in keeping with the Mission Statement of the college, was created in 2001 and reviewed during the Director search process. A strategic plan was also developed in 2001 and has been a guiding force in the development, growth, and operation of the Library since that date. It is due for revision during the year 2006.
The Library receives an annual budget (exclusive of personnel) of $188,000 (4% of the college's budget), which, according to Academic College and Research Libraries [ACRL] standards, is inadequate for an institution of this size. However, these funds are most often supplemented by the purchase of one-time large-price items with outside-of-budget (other) funds. For example, during fiscal year 2005, a state-of-the-art microform reader/printer system was purchased with technology monies, as are regular computer upgrades and new hardware. Therefore, the Library, with careful planning, has been able to provide support for the information needs of the campus.
Library staffing falls short of ACRL standards. The net gain of a 0.5 professional position in the last ten years has not kept pace with the growth and expansion of the needs of the institution. Presently, the professional Library staff consists of one Director of Learning Resources and one Assistant Director of Learning Resources, both with Master of Library Science and other advanced degrees as well as considerable experience in the library field. There is one Media Specialist who facilitates all media services and supervises the other full-time position in that department. A part-time professional Reference Librarian position is currently vacant.
The support staff currently consists of the equivalent of four full-time employees with two- or four-year college degrees, and nine part-time workers, the majority of whom do not have college degrees. A varying number of student aides and interns fill various positions during the fall and spring semesters and summer terms. There are three volunteers who provide approximately one Full Time Equivalent [FTE] each week. Recognizing the shortage of staff for a library of this size, a time management study was conducted in the fall of 2005, and, based on the results, reorganization of current staff is underway for more effective coverage and use of current staff time and talents.
The physical Library building, while centrally located and very attractive and comfortable, is sadly too small for the needs of the campus. Seating space is maximized on a regular basis during peak times, even with the addition of the new Student Center facility. Student seating (225 seats for an overall institutional Full Time Equivalent of 2796) does not quite meet the ACRL standards of 10% (280 seats). The facility is within ACRL guidelines, however, for individual specifications for the types of seating provided.
In order to assure maximum use of the many and diverse information resources available in the Library, regular workshops for faculty and staff provide information about services new that semester, give "tips and tricks" for using the existing services, and demonstrate what students will find in terms of research materials. Faculty are also encouraged to attend any Bibliographic Instruction sessions which they request for their students, giving them an opportunity to learn along with their classes. Library staff are always available to provide one-on-one instruction in the use of any services provided by the Library.
A majority of NHTI students are provided with instruction in the use of Library resources through their English Composition, [EN 101] class. These sessions are normally two hours in length and very intensive. Students generally feel that they are given the necessary information and that they are prepared for the research expectations of subsequent courses offered at NHTI. Follow up to these initial sessions is freely provided by the professional library staff at the discretion of the classroom instructors on an as needed basis.
The Library has posted Appropriate Use Polices on each of its computer access stations. When an issue of inappropriate use is raised, each event is dealt with on an individual basis and in keeping with the Library's Use Policies.
Following an August 2005 workshop for faculty on copyright law, membership for the entire campus with Copyright Clearinghouse, Inc., was established through the Library and will be available for faculty use as soon as procedures are developed. This service provides faculty and staff with legal channels through which they may copy and disseminate copyrighted printed materials. An integral part of all Library Bibliographic Instructions is the discussion of copyright law and proper citation, noting which services provide documents that may be freely used with proper citations and which may not.
In the effort to keep the collection up-to-date and relevant to curriculum needs, the Library staff contacts department heads on a regular basis for input on renewal of print journals and electronic services. Books on reading lists for new courses are purchased and added to the collection on a routine basis. Any interested faculty member is encouraged to participate in the materials selection process by using GOBIAlerts from NHTI's major book vendor Yankee Book Peddler, Inc. There are presently 54 faculty who receive these alerts via e-mail, allowing them to recommend books for addition to the collection. An increasing number of purchases are being generated in this manner. The Library staff and department heads work together to weed outdated, obsolete, or damaged materials and to cancel unused and no longer useful print subscriptions and database services.
In responding to the mission statement to educate the whole person and to be a resource to the community, the Library hosts a lecture series, The Wings of Knowledge. Speakers are presented monthly, touching on a variety of topics, including international representatives from the student body who share insights into life in their homelands. A rotating exhibit of a variety of art forms in the Library's lobby area features works of local artists and students. Art work is purchased from these exhibitors on a regular basis and added to the Library's permanently displayed collection.
Students may access library services remotely. Complete electronic access is offered for 90% of the total research services, including 15% of the print collection (4,500 of 30,000 titles available to one user at a time via NetLibrary as e-books). Services and resources (EBSCOhost® and the department-specific databases) are available remotely as well as in house with equal access to full text but not all search capabilities. The Library staff is available via e-mail or phone for consultation on research queries. New state-of-the-art microform reader/printers make access to the back-issue microfilm journal collection (not a part of the EBSCOhost® online services) available to anyone regardless of location.
The Library maintains records of daily use, number of patrons, circulation of materials, and Interlibrary Loan statistics as well as those reports provided by the various vendors of on-line data bases. The annual results of each of these is entered into Excel spreadsheets and analyzed via charts and graphs for review by the Library staff and the Library Advisory Team. Decisions as to budgetary matters, collection development, and the overall direction that the Library is taking are made based on this data as well as that provided by the annual student and/or faculty surveys which are tabulated and charted in a similar manner. Student input is gathered via surveys and informal feedback sessions.
An annual report is prepared by the Director of Learning Resources, recounting the previous year's business transactions, growths, and achievements. This report is used as a basis for the next year's budget and other capital outlays and improvements.
Top Part II - Appraisal
The lack of a Reference Librarian is a distinct shortcoming that can not be compensated for by other library staff. Hiring of a full-time Reference Librarian should be a top priority. More generally, library staffing, in the face of the growing numbers of students and the addition of new programs and courses, has essentially remained flat and falls far short of the recommended ACRL staffing levels for an institution of this size. The professional staff is not able to cover all open hours. The Library support staff can barely cover basic services; there is never the luxury of having any coverage for vacations and illness.
Additionally, the physical size of the Library facility is still, according to ACRL-recommended standards, inadequate for the number of students enrolled at the college, whether defined by FTE's or by some other definition, such as non-matriculated individuals who are a physical presence requiring services. Although the new Library is a much better use of space and certainly more attractive and more comfortable than the old Library, when the new facility was constructed there was virtually no addition of space for either student use or collection storage over the old facility. The new Library also falls below ACRL standards for collection space and room for collection.
The change in Library leadership has created increased communication between academic departments, students, the NHTI community in general, and the Library. The Library has become much more responsive to the various needs of the NHTI community and continues to do so, especially with the help of the Library Advisory Team. Having a member of the Library staff on the Curriculum Committee is especially vital to maintaining a current appreciation for the information needs of the NHTI community. Library staff serving as members of various college teams is also a facilitator for interaction with the college community.
Despite strong support from the college's administrators that faculty attend the library services training sessions, not all of them take advantage of these opportunities. Faculty can neither provide adequate support for use of these resources nor realistic expectations of student outcomes if they have not mastered use themselves. Although satisfied with the Bibliographic Instruction process, students and faculty do not always demonstrate mastery of access skills when they are using Library resources as evidenced by the amount of help requested from Library staff. The measurement of whether they are prepared for the research demands of a four-year college or the workplace has never been taken.
Despite best efforts (which included mandatory attendance for faculty at a presentation in August 2005 by Attorney Eric Tolbert concerning Intellectual Property Law), some faculty, staff, and students are still not clear as to what constitutes fair use and what is a violation of copyright law. Many students, unless informed of some infraction, have little knowledge of legal usage and appropriate documentation.
Many transfer and non-matriculated students do not take English Composition [EN101], nor are they required to test out for research access and use skills. They often find it difficult to make good use of the services provided. Distance learning students are not provided with an adequate introduction to these services. The Library web page, while state-of-the-art five years ago, is in need of a new look and easier access for the various services and information resources.
Some of the inequity of access to print materials and audio-visual resources between on-campus and distance-learning students has been addressed by increase in e-book collection. However, the bulk of the print and multimedia resources (some 30,000) titles are still only available in the Library facility or by a delayed service, such as interlibrary loan or e-mail. Instruction for use of Library services for remote-access students is also a shortcoming.
The Library's print and multimedia collection does not meet ACRL standards for a college with a FTE population of NHTI's size lacking some 5,500 titles. While the deficiency is made up in terms of access to on-line volumes (EBSCOhost® and e-books with NETLibrary), and the availability to a much larger collection through speedy interlibrary loan, it is not the same as having the recommended numbers in house. For fiscal year 2005, these numbers are low because of the first time ever weeding of the collection, leaving a rich, high-quality, albeit smaller, collection.
Top
Vacant existing library positions will be filled as finances and other staffing priorities permit. The library staff and the Library Advisory Team will continue to lobby for increased staffing, funding, and space to keep pace with the growth of the college.
Fully implementing the reorganization of the Library into four departments (Serial, including the technical support of cataloging and periodicals; Circulation; Reference; and Media), as recommended by the time management study completed in the fall of 2005, will facilitate improved service and more direct communication between the end user and the Library.
The Library and Library Advisory Team will investigate ways to reconcile given space with use needs and to pursue means to facilitate potential growth and increased usage in the future. Space-saving practices, such as digitization of archival materials, will be instituted in the existing facility to provide for the maximum best use of space. Expanded collections in NetLibrary (e-books) and downloadable access to audio books will help the lack of physical space for collection development and will enhance Library services for all users, regardless of their location or mobility.
Clearer and simpler instructions for access to all services will be provided via an updated Library web page, due to be implemented in the summer of 2006. The establishment of an on-line reference question service will address student (and faculty) needs from remote locations and during the hours when the facility is not open.
Library staff will continue to explore ways to ensure instruction in Library resources for transfer, non-matriculated, and distance-learning students.
There will be continued efforts on the parts of the Library staff, the Library Advisory Team, and the college administration to raise awareness of what constitutes fair use, copyright adherence, and correct information access, documentation, and dissemination. Procedures for the use of Copyright Clearinghouse, Inc., will be implemented.
Continued collection development, as overseen by the Library staff, the Library Advisory Team, and academic departments, will be ongoing. As new majors/programs are approved and expanded, provisions will be made for increased library funding for spending in those areas for a period up to three years.
The library staff and Library Advisory Team will address the quality of research done by students and provide the incentive to improve it, if needed. The team will also spearhead an initiative to include information research skills into every part of the curriculum to make them an integral part of the learning experience at NHTI. This might include investigating the implementation of a one-credit course, similar to what is required in the University of New Hampshire system, to ensure minimum competency for library research skills and to better integrate the instruction in multiple courses (not just English courses).
The establishment of an on-line evaluation/feedback form as an integral part of each Bibliographic Instruction session provided by the Library staff will provide better feedback and allow improved instruction.
The Library Advisory Team will develop and administer a regular and systematic evaluation of the adequacy and utilization of the Library and information resources and services. The Technology Survey conducted in the spring of 2005 yielded only 36 student responses to the Library Usage Questions. The need to survey the entire campus concerning information resources and services is paramount in order to garner accurate information about the effectiveness of the Library services.