San Luis Obispo County Community College District

San Luis Obispo County Community College District INSTITUTIONAL PROGRAM PLANNING & REVIEW (IPPR) Document 2014-2015 Library • Annual Program Planning Worksheet (APPW) Library • Unit Plan – Library

San Luis Obispo Campus North County Campus South County Center Distance Education

San Luis Obispo County Community College District 8/26/13

2 | S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t i t u t i o n a l P r o g r a m P l a n n i n g a n d R e v i e w D o c u m e n t 2 0 1 4 - 2 0 1 5

ANNUAL PROGRAM PLANNING WORKSHEET (APPW)

Program: Library Planning Year: 2014-2015 Last Year CPPR Completed: 2012 Unit: Library Cluster: VPAA Next Scheduled CPPR: 2017

NARRATIVE: APPW

Use the following narrative outline and be brief and concise:

I. Program-Level Outcomes:

1. Conceptualize and communicate a research topic or information need, and know when expert assistance is necessary.

2. Synthesize material and evaluate whether information need has been successfully satisfied. 3. Locate, use, and evaluate library and information resources relevant to collegiate

assignments and personal information needs.

II. Program Contributions to Institutional Goals, Institutional Objectives, and/or Institutional Learning Outcomes:

The Library contributes most directly to Institutional Goal 1, more specifically to Institutional Objectives 1.1, 1.2, and 1.3. By providing and organizing relevant collections of information resources, developing guides to the effective use of those collections, and providing instruction in evaluating and using information, the Library contributes to student success across the disciplines.

The Library directly supports the Institutional Learning Outcome of Information Fluency, which is mirrored in library SLOs and in the SLOs of English 201A, a requirement for transfer degrees. The Library uses data from test scores on the English 201A Workbook and from English division student surveys and faculty assessments to improve the learning outcomes addressed by the Workbook. The assessment of Institutional Learning Outcomes provides some additional data on the informational fluency ILO. In those assessments, students completing degrees in 2013 were surveyed about their achievement of the ILOs. Respondents reported that they have improved their ability to evaluate the quality of information and to use information effectively and ethically (90 percent agreed or strongly agreed to both questions).

III. Analysis of Measurements/Data: Library Research Workbook test scores indicate, and student self reporting in English department assessments and in ILO assessments confirms, that Cuesta students are for the most part achieving the library SLOs and the informational fluency institutional learning outcome. The Student Library Survey indicates a relatively high level of satisfaction with library resources and services. That survey, however, was distributed in paper copy in the libraries and digitally on the library’s web site; it did not reach students who are not library users. As indicated in CCSSE results and in the Student Technology Survey (both administered in 2013), many students do not use the library. Current library plans are designed to enhance


the experience of library users by improving library collections and their availability, improving our instructional efforts, and making the best use of library space. A relevant external source of data is the regulations governing California Community Colleges. Two sections of Title 5—58722 and 58724—outline base funding levels for community college libraries, and minimum staffing levels, respectively. According to section 58722, Cuesta’s library budget, not including media, should be $994,759—in 1991 dollars. The current budget is $855,304 (in 2014 dollars.). According to section 58724, Cuesta should have 3 librarians and 4.5 FTE support staff at NCC, and 5 librarians and 9 support staff at SLO. Our totals for all sites—4.83 FTE librarians and 6.25 FTE support staff—fall well short of these minimum standards. (Appendix A: 5 CCR 58724.)

5 CCR § 58724

Cal. Admin. Code tit. 5, § 58724

Barclays Official California Code of Regulations Currentness Title 5. Education Division 6. California Community Colleges Chapter 9. Fiscal Support Subchapter 8. Community College General Apportionment Funding Article 3. Credit Instructional Services

§ 58724. Tables of Minimum Standards for Libraries and Media Centers. (a) Table 1 consists of ALA/ACRL-AECT described minimum standards for libraries as follows:

HISTORY

2. New section filed 5-29-91 and submitted to OAL 6-3-91

for printing only pursuant to Education Code section 70901.5; operative 6-30-91 (Register 91, No. 28).

http://weblinks.westlaw.com/result/default.aspx?cite=5CAADCS58724&db=1000937&findtype=L&fn=%5Ftop&pbc=4BF3FCBE&rlt=CLID%5FFQRLT30912529133011&rp=%2FSearch%2Fdefault%2Ewl&rs=WEBL10%2E10&service=Find&spa=CCR%2D1000&sr=TC&vr=2%2E0&IN%3Bcurrentness


5 CCR § 58724, 5 CA ADC § 58724 This database is current through 2/15/13 Register 2013, No. 7 ------------------------------------------------------------------------------------------------------------------------------ By these requirements, Cuesta’s NCC library should have a minimum of 3 FTE librarians and 4.5 FTE support staff (at 1,500 FTES.) We currently have 1.4 FTE librarians (all part-time) and 1.0 support staff. By these requirements, Cuesta’s SLO campus should have 5 FTE librarians and 9 FTE support staff. We currently have 3.3 FTE librarians and 5.25 FTE support staff. (SCC has .1333 FTE librarian.) Even if we consider the entire district to be one library, we fall short of these minimum standards. At 8,000 FTES, Cuesta should have, at minimum, 5.5 FTE librarians and 10 FTE support staff. In Spring 2013, Cuesta has 4.83 FTE librarians and 6.25 FTE support staff. This is the regulatory justification for replacing the NCC librarian position lost to retirement in 2012, replacing the 2 support staff who will retire from SLO in 2013, as well as replacing the additional Library Technician I position lost to retirement in 2008.


IV. Program Outcomes Assessment and Improvements: Library Assessment Calendar:

• Library Research Workbook test scores are assessed annually in Spring (to enable us to make changes during summer for the next edition.)

• Relevant portions of Institutional Learning Outcomes results are assessed annually in the Spring semester.

• The Student Library Survey is administered in odd-numbered years, during the Fall semester.

• The Student Technology Survey results are assessed annually. • Additional assessments (ie, student library hours survey) will be used as

appropriate.

LIBRARY ASSESSMENT CALENDAR

• The primary assessment of Workbook test scores takes place annually in the spring

semester, when librarians examine tests with an eye toward improving the next edition of the Workbook and improving our information competency instruction.

• The Student Library Survey is administered in the fall semester of odd-numbered years. Assessment of survey results takes place during the fall semester.

CYCLE STAGE

S 2012

F 2012

S 2013

F 2013

S 2014

F 2014

S 2015

F 2015

S 2016

F 2016

S 2017

Library Research

Workbook

X

X X X X X

ILO’s (Relevant portions)

X X

X X X X

Student

Technology Survey

(Annually)

X X X X X

X

Additional Assessments

X X X X X X X X X

X

X


• The library has been able to retain current staffing levels by filling three classified positions vacated by retirements in 2012-13, and we are currently recruiting a North County librarian (a position vacated in 2012.) Student computers in the SLO library were updated in summer 2013, and augmented by the move of 24 PCs from the Open Lab into the Library. In Spring 2014 we implemented a chat reference service, so students can receive help from reference librarians without coming to a physical location, and we implemented a Quiet Zone in the SLO library in response to requests on the Student Library Survey. Successful fund-raising efforts (ASCC, Friends of the Library, Cuesta Foundation) have enabled us to purchase high-demand textbooks, sustain important database subscriptions, and make progress in updating aging media collections.

• Our primary areas of budget requests are designed to increase our capacity for serving student learning, both by providing additional information resources and by increasing our availability to provide direct support and instruction in the effective use of those resources. These requests continue the Planning Agendas from our 2008 self study, which focused on the need for additional collections and staffing.

• Student learning outcomes related to finding, evaluating, and using information are predicated on the availability of relevant, quality information resources. And our request for an information competence librarian and additional funding for adjunct library faculty will enable us to further improve our instructional and outreach efforts, and to expand library hours, as requested by many students in our survey

.


Course or Program Assessment Summary

Division: Library Program: Library Date: 2/18/2014 v. 1 2014

Courses in program, or course:

Faculty involved with the assessment and analysis: Kevin Bontenbal , Laurie Allen, Tina Lau, Carina Love

Course-to-program outcome mapping document is completed

1 Student Learning Outcome Statements X Program □ Course

1) Conceptualize and communicate a research topic or information need, and know when expert assistance is necessary. 2) Synthesize material and evaluate whether information need has been successfully satisfied. 3) Locate, use, and evaluate library and information resources relevant to collegiate assignments and personal information needs.

2 Assessment Methods Plan (identify assessment instruments, scoring rubrics, SLO mapping diagrams)

Each semester, students in English 201A complete the Library Research Workbook. Because the Workbook focuses on developing the information competency skills which are encompassed by the Library’s Student Learning Outcomes, the primary assessment method is analysis of English 201A Workbook scores. A majority of the questions map to SLO #3, while six map to #2, and two map to #1. Additional assessment data is provided by the English division, which periodically assesses students’ achievement of ENGL 201A SLOs, and by the assessment of the Institutional Learning Outcomes, including Critical Thinking and Informational Fluency, which overlap with the Library’s SLOs.

3 Assessment Administration Plan (date(s), sample size or selection of course sections, scoring procedures, etc.)

More than 950 students complete the Workbook every semester. The Workbook’s multiple-choice questions are answered in an online form, and results are tabulated and charted, showing the percentage of students who selected each option. Charts are shared with library faculty, one of whom is the Workbook editor. Data from English student surveys and from the ILO Assessment was also reviewed.

4 Assessment Results Summary (summarize Data)

• Over the past six semesters (Spring 2011 – Fall 2013) nine questions were answered correctly by fewer than 80% of students.

• English 201A students rate themselves highly on their ability to find, evaluate, and use information (though faculty assessment of student papers rates their ability much lower.)

• In the 2013 ILO Assessment, the majority of students agree or strongly agree that they have improved their ability to locate (88%), evaluate (90%), and use (90%) information.


5 Discussion of Assessment Procedure and Results, and Effectiveness of Previous Improvement Plans

The Workbook editor reviews the charts every semester, in part to identify questions which are particularly troublesome for students. In some cases, the wording of questions is changed to make the choices more clear, in others the text of the Workbook, or the resource being taught, are changed to improve the presentation or provide a more clear example. After examining the most recent semesters in aggregate, the Workbook editor and the director identified the most troublesome area for students as evaluating information. While students are generally successful at finding information, they sometimes are challenged to determine whether the information they have found is reliable and relevant.

6 Recommended Changes & Plans for Implementation of Improvements

The Workbook editor will continue to make changes that improve the clarity of presentation. As a result of the most recent assessment, two questions have been changed. Librarians who conduct orientations for English 201A are encouraged to place more emphasis on the evaluation of resources. Library faculty will work with English faculty to achieve a common, more detailed understanding of just where English instructors felt students fall short of expectations, and to identify ways we can work together to improve student learning in those areas.

7 Description or evidence of dialog among course or program-level faculty about assessment plan and results

Library faculty frequently discuss the Workbook, especially regarding changes from one edition to the next. Information on assignments is shared among reference librarians, to foster a shared understanding of student needs and resources to meet them.

9 S a n L u i s O b i s p o C o u n t y C o m m u n i t y C o l l e g e D i s t r i c t I n s t i t u t i o n a l P r o g r a m P l a n n i n g a n d R e v i e w D o c u m e n t 2 0 1 4 - 2 0 1 5

V. Program Development/Forecasting for the Next Academic Year: • New or modified action steps for achieving Institutional Goals and Objectives:

Improved access to collections and expanded availability of library staff will improve the success of Institutional Goal 1. Enhanced digital collections will be especially useful in improving student completion and success in DE courses (Objective 1.3.) Improvement of library collections and increased availability of staff will help to improve achievement of the informational fluency ILO.

• New or modified action steps for achieving program outcomes: Larger librarian staff will enable more contributions to developing focused collections and providing outreach to faculty regarding information literacy instruction for classes.

• Anticipated changes in curriculum and scheduling: Our hope is to be able to expand availability by restoring weekend hours at SLO and by increasing weekend hours at NCC.

• Levels or delivery of support services: Delivery of services is dependent on staffing levels. At current levels, it is difficult to adequately support DE students, many of whom need to study on weekends and evenings when we are not available.

• Facilities changes: Requested facilities changes will enable us to respond to student survey results by improving quiet study space at NCC and adding more space for collaborative learning at SLO.

• Staffing projections: With the recruitment of a NCC librarian, we will have restored one of the 2.75 FTE faculty and staff positions lost since 2007. We need to expand the availability of the division assistant, and add additional staffing flexibility by restoring the 1.5 FTE classified positions lost in the past six years. The addition of a faculty librarian focused on information competency is crucial to progress in achievement of library SLOs, ILOS, and accreditation standard II.1.b.

• Strategies for responding to the predicted budget and FTES target for the next academic year: We will live within our budget by prioritizing services and providing only the most important. Budget reductions usually mean reduced hours and older collections.


UNIT PLAN

Unit: Library Cluster: VPAA Planning Year: 2014-2015

NARRATIVE: UNIT PLAN

Funding requests for 2014-15 are grouped around four themes. The first two are the continuation of Planning Agendas from the district’s 2008 self study: seek additional stable funding for library collections, and seek funding for staffing to improve information competency instruction. Information competency is an expectation of ACCJC, and an Institutional Learning Outcome. The library needs a faculty member devoted to expanding and improving our efforts in this area; leaving this work to part-time faculty, however accomplished they may be, is insufficient. The needed enhancements to library collections can be acquired through greater use of Proposition 20 Lottery funds and Instruction Equipment and Library funds for the purposes for which they are designated. Additional staffing requests are designed to improve our availability to students. The third theme is technological currency. Our Integrated Library system (ILS) is approaching the end of its useful life—the five-year contract will be up in summer 2015. We need funding to train staff on the new system, to pay for operating parallel systems during the transition, to pay for the migration of data from the current system to the new one, and to program necessary integration with Banner. The staff PCs in the SLO library are now 7 years old, and need refreshing. The fourth theme is the library as place. Student survey results tell us that students value the library as a place for quiet study and as a place where they can work in groups. The facilities request for NCC will enhance the quiet study space, and the one for SLO will enable us to provide more opportunities for collaborative learning. Longer-term facilities needs will be met by developing a Learning Commons in currently-unused shelving space, and by relocating library circulation services from the lobby to inside the main entry doors.

UNIT PLAN WORKSHEET -- PRIOR YEAR UNIT FUNDING REQUESTSUnit: LibraryCluster: Academic Affairs

Planning Year: 2014-2015

Category Program Description Cost Funded? Source (s) Impact on Program1 Personnel Libraray Lib.Tech III $ 45,000 Fully Funded GF maintenance of effort

2 Personnel Library Division Assistant $ 40,000 Partially Funded GF reduction in ability to do the work

3 Personnel Library NCC Librarian $ 65,000 Fully Funded GF maintenance of effort

4Instr

Supplies/Equip Library Collections $ 16,000 Fully Funded Lottery Brought us up to median per-FTES spending (14 peers); didn't have to cancel any subscriptions

5Instr

Supplies/Equip Library TTIP replacement $ 20,000 Not Funded loss of purchasing power

6Instr

Supplies/Equip Library VHS replacement $ 19,000 Partially Funded G were able to acquire and caption some newer DVDs

7 Personnel Library Lib.Tech III $ 34,000 Not Funded lack flexibility in scheduling

8 Instr Tech Library refresh PCs $ 17,600 Partially Funded 22 PCs were refreshed with re-deployed PCs as part of lab consolidation

9 Non-Instr Tech Library Refresh PCs $ 1,600 Fully Funded GF Reference desk PC refreshed.10 Personnel Library Programming $ 25,000 Not Funded Workbook revisions not done

PRIOR YEAR'S (2013-2014) LIST OF UNIT FUNDING REQUESTS -- ALL CATEGORIES, ALL PROGRAMS

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UNIT PLAN WORKSHEET -- PERSONNEL FUNDING REQUESTSUnit: LibraryCluster: Academic AffairsPlanning Year: 2014-2015

A. Full-Time Faculty Program Description - What? Cost/Range Site

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Justification - Why?(1-2 Sentences)

Information Competency Librarian

LibraryInformation

Competency Librarian $ 65,000 ALL SITES N IMM Librarian to further develop and deliver information competency

instruction, and to do outreach to and collaboration with other faculty.

C. Classified Employee: Permanent, Short-Term & Substitute

Program Description - What? Cost/Range Site

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Division Assistant Library, LIBT, DEDivision Assiatant--Full

Time $ 20,000 ALL SITES N IMM We had a .75 division assistant, and the replacement is .5. With three

programs, including a growing DE operation, half time is insufficient.

Library Tech. I LibraryLibrary Tech. I--

Circulation $ 30,000 SLO R IMM We need this position to allow us to expand hours; we cannot leave student workers in charge in evenings or weekends.

Library Tech. I, PT Library.5FTE position(s) lost in

2011 $ 15,000 NC R IMM Needed for schedule flexibility and enhancement at NCC.

Professional Development Library Training on new ILS $ 5,000 ALL SITES N IMM Training of staff will be required to implement the new integrated library

system

Personnel - Full-Time Faculty

Personnel - Classified Employee: Permanent, Short-Term & Substitute

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UNIT PLAN WORKSHEET -- SUPPLIES FUNDING REQUESTSUnit: LibraryCluster: Academic AffairsPlanning Year: 2014-2015

A. Instructional Supply Program Description - What? Cost Site

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Collections Budget LibraryRestoration of funds cut in 2011 $ 24,000 ALL SITES R IMM Library collections--especially the reference collection--are in

serious need of updating.

Collections Budget LibraryPartial replacement of TTIP funds $ 20,000 ALL SITES N IMM

We lost $36,036 in TTIP funds in 2010, with no backfill from the district. Expansion of electronic resources needs this funding.

B. Non-Instructional Supply

Program Description - What? Cost Site

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Archival supplies Libraray Archival supplies $ 3,000 ALL SITES N IMM Expensive boxes, folders, etc. are required to preserve and protect college archives.

Instructional Supplies

Non-Instructional Supplies

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UNIT PLAN WORKSHEET -- EQUIPMENT FUNDING REQUESTSUnit: LibraryCluster: Academic AffairsPlanning Year: 2014-2015

A. Instructional Equipment

Program Description - What? Cost Site

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ILS LibraryReplacement costs, including data migration, for new Integrated

$ 55,000 ALL SITES N IMMWe will have to run the old and new systems in tandem for at least part of the year, and pay for data migration to the new system and

B. Non-Instructional Program Description - What? Cost Site N

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Color copiers LibraryColor copiers to meet student demand $ 2,400 ALL SITES N IMM Color copiers at SLO and NCC will meet student demand.

copier Library Coin-op copier in lobby. $ 1,300 SLO N IMM Students and families need copiers during times when library is closed; a coin-op machine in the lobby would meet their needs.

Color printer Library Color printer for staff $ 2,700 NC N IMM staff at NCC would be able to produce their own instructional and directional materials.

3-D printer Library 3-D printer ? SLO N IMM To enhance collaborative Learning Commons space and capabilities.

Instructional Equipment

Non-Instructional Equipment

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UNIT PLAN WORKSHEET -- FACILITY FUNDING REQUESTSUnit: LibraryCluster: Academic AffairsPlanning Year: 2014-2015

Facility Program Description - What? Cost Site

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New door LibraryReplace door between NCC library and SCC $ 1,500 NC R IMM

Replace wooden door with automatic self-closing glass door; this would retain visible connection while reducing noise which interferes with students' demand for quiet study space in the library.

Group study rooms LibraryProvide additional group study rooms in library ? SLO N INT Students increasingly work and study in groups; survey respondents express

a need for more group spaces in SLO library.

Learning Commons Library

Collaborative teaching and learning space in the SLO library, replacing empty bookshelves.

? SLO N INT We need to develop a flexible collaborative learning space to enable technological learning with an emphasis on hands-on use and innovation.

SCC collections space LibrarySCC has no space for library collections, and should have some.

? SC N IMMStudents at SCC do not now have direct on-site access to libraray reference or reserve materials. We have only one small cupboard for all library-related materials.

Library Services Relocation

Library

Reconfigure circulation/reserve and technical services work spaces in library to allow better traffic flow and make lobby space available for other uses.

? SLO N LT

Traffic flow and building/collections security would be improved by moving circulation inside the main library doors into space currently occupied by technical services operations. Tech services would move into the space now occupied by adjunct faculty cubicles.

Signage LibraryExterior signage is needed to identify Library (and other functional areas)

? ALL SITES N IMM

Students and others have a hard time--especially at the SLO campus--finding important departments like the library. Better exterior signage, on buildings and elsewhere, is needed.

New Facilities Requests and/or Renovations

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UNIT PLAN WORKSHEET -- TECHNOLOGY FUNDING REQUESTSUnit: LibraryCluster: Academic AffairsPlanning Year: 2014-2015

A. Instructional Technology

Program Description - What?Technology Plan

Initiative Cost Site

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Tablets/Laptops Library Tablets/Laptops 1-Tech Instr $ 15,000 SLO N LT Tablets or laptops that can be deployed in the Learning Commons

B. Non-Instructional Technology



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UNIT PLAN WORKSHEET -- TECHNOLOGY FUNDING REQUESTS

Staff computers LibraryRefresh 13 staff computers in SLO library

4-Inventory $ 10,400 SLO R IMM

Staff computers,, including the one in 3219, which is heavily used by committees, are 7 years old, and inadequate.

Mac Mini LibraryReplace Mac Mini used by Open Lab staff 4-Inventory $ 850 SLO R IMM

To replace Mac mini "lent" to DSPS. Help Desk staff need access to a Mac to resol

C. Technology Infrastructure



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Technology Infrastructure

LibraryMobile device charging

stations 8-Wireless ? ALL SITES N IMMStudents in libraries and labss need to be able to charge their mobile devices.

Tech support LibraryTech support at NCC is needed on Fridays and

Saturdays. 1-Tech Instr ? NC N IMM

NCC Library is open on Fridays and some Saturdays; there is no tech support for the open lab in the library on those days.

Technology Infrastructure

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UNIT PLAN WORKSHEET -- TECHNOLOGY FUNDING REQUESTS

D. Top 3 Technology Funding Requests



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Staff computers LibraryRefresh 13 staff computers 4-Inventory $ 10,400 SLO R IMM

Staff computers,, including the one in 3219, which is heavily used by committees, are 7 years old, and inadequate.

Tech support LibraryTech support needed at NCC when libraray and other facilties are open

1-Tech Instr ? NC N IMM

NCC Library is open on Fridays and some Saturdays; there is no tech support for the open lab in the library on those days.

Technology infrastructure

LibraryMobile device charging stations 8-Wireless ? ALL SITES N IMM

Students in libraries and labss need to be able to charge their mobile devices.

Overall Top 3 Technology Requests

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UNIT PLAN WORKSHEET -- PRIORITIZED LIST OF IMMEDIATE UNIT NEEDS Unit: LibraryCluster: Academic AffairsPlanning Year: 2014-2015

Item Program Description Cost FrequencyImmediate

(IMM)

1 ILS Library Migration to new Integrated Library System, including staff training and Banner programming $ 55,000 One-Time Only IMM

2 Staff computers Library Update staff computers $ 10,400 One-Time Only IMM

3Collections

budget Library Restoration of funds cut in 2011 $ 24,000 Annual/Recurring IMM

4 Library Tech Library .5 FTE Library Tech position(s) cut in 2011 $ 15,000 Annual/Recurring IMM

5Division Assistant

Library, LIBT,DE Division Assistant--Full time $ 20,000 Annual/Recurring IMM

6Collections

Budget Library Partial replacement of TTIP funds cut in 2010 $ 20,000 Annual/Recurring IMM

7 Library Tech Library Replace Library Tech. I (lost in 2009) $ 30,000 Annual/Recurring IMM

8 Color copiers Library Color copiers to meet student demand $ 2,400 One-Time Only IMM

9 New door Library Replace door between NCC Library and SCC $ 1,500 One-Time Only IMM

10 Signage Library Exterior signage is needed to identify Library (and other functional areas) ? One-Time Only IMM

SIGNATURE PAGE

Faculty, Director(s), Manager(s), and/or Staff Associated with the Program

Instructional Programs: All full-time faculty in the program must sign this form. If needed, provide an extra signature line for each additional full-time faculty member in the program. If there are no full-time faculty associated with the program, then the part-time faculty in the program should sign. If applicable, please indicate lead faculty member for program after printing his/her name.

Student Services and Administrative Services Programs: All full-time director(s), managers, faculty and/or classified staff in the program must sign this form.

Division Chair/Director Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Name Signature Date

Full-Time Faculty Prioritization Forms—Reviewed by College Council Subcommittee on 10/26/2010

WORKSHEET A.1 SUBJECTIVE CRITERIA SHEET

(Filled prior to subcommittee prioritization meeting) POSITION: ___Librarian (position 1)_____________________________ Please write one or two sentences to address each prompt. Use 10-point, Arial font 1. Are you requesting a new position or a replacement position?

Replacement for a position vacated by retirement in 2012. 2. Are there any safety concerns if this position is not filled?

No. 3. Does this position provide leadership for classified staff within the discipline? If so, how?

As the primary librarian at NCC, this position will provide guidance to classified staff on operational matters. 4. What service to the campus community does this position provide?

The person in this position will be a library liaison to faculty teaching at NCC and SCC, working to provide library collections and services that best meet the needs of students at those sites.

5. Does this position maintain any equipment and/or materials? Explain. No.

6. How would this new position assist in the fulfillment of divisional responsibilities for full-time faculty?

The Library currently has only two full-time faculty positions. The person in this position will participate in faculty hiring and evaluation, program planning and assessment, and representation on committees and task forces.

7. Have you had any difficulty in hiring part-time instructors in your discipline? Please include data from Human

Resources indicating the number of recent part-time hiring cycles and the number of part-time instructors added to the pool. We recruited for a part-time librarian pool in 2011—adding three people to the pool--and plan to do so again in early 2014. Finding local librarians with current technological skills has been a challenge. Additional part-time faculty would not help with #6.

8. How does this position support the Mission, Vision, and Values of Cuesta College (please attach planning

documentation [e.g., from program review, and/or APPW, and/or Unit Plan, and/or College Plan], new program documentation, Strategic Plan, and growth potential information) This position supports the values Access and Success, as well as the Educational Master Plan Addendum Institutional Goal 1, and Strategic Plan Objectives derived from it. It also plays a critical role in supporting the Institutional Learning Outcome of “informational fluency.”

9. Has your division included the need for this position in Program Plan and Review documentation?

Yes. 10. What are the critical effects on the overall program if the position is not filled?

Without this position the library will continue to stretch already thin staffing to accomplish necessary tasks, and will forego desirable ones. Assessment and improvement of collections and services will lag, as will exploration of new technologies to improve performance.

11. What will be the impact on other College programs if this position is not filled?

Lack of continuity and collaboration with faculty, particularly at NCC and SCC, regarding developing collections to meet student information needs, and designing assignments to make effective use of the collections.

Full-Time Faculty Prioritization Forms—Reviewed by College Council Subcommittee on 10/26/2010

12. What will the district-wide impact be if this position is not filled?

ACCJC visiting teams commented in both 2002 and 2008 on the shortage of staffing in the library, and we now have fewer positions than we did in either of those years. Additional scrutiny by accreditors is not desirable. Librarians play an important role in student success and retention, helping to retain FTES.

13. What, if any, regulatory requirements or best practice recommendations are involved with this position? Cuesta falls short of the minimum number of faculty librarians defined in Title 5 (5 CCR 58724 [attached].)

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San Luis Obispo County Community College District