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Planning
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Standard Six : Information and Learning Resources
Information and learning resources and services are sufficient in quality, depth, diversity and currentness to support the institution’s intellectual and cultural activities and programs in what ever format and where ever they are offered. The institution provides training so that information and learning resources may be used effectively and efficiently.
The Learning Resources Department at Victor Valley College consists of the Library, Instructional Media Services (IMS), and the Learning Center. A new Learning Resources facility was completed in April 1997. It houses the library (29,886 sq. ft.) and IMS (2,314 sq. ft.). The facility seats approximately 300 in a combination of tables, study carrels and casual seating arranged throughout the two floors. The Learning Center is located in the newly remodeled Academic Commons Building which was previously occupied by the library. The building houses the Learning Center, Assessment Center, Learning Disabilities Services, Adaptive Computer Technologies Lab, and the Language Lab. The Learning Center offers Basic Skills credit course work in English and mathematics, a Computer Assisted Learning Lab, Make-up Testing Services and Tutoring Services. The new Learning Resources facility and the Academic Commons are connected by a breezeway.
6.1 Information and learning resources, and any equipment needed to access the holdings of libraries, media centers, computer centers, databases and other repositories, are sufficient to support the courses, programs and degrees wherever offered.
Descriptive Summary Library: Information and learning resources materials, equipment, and technology are provided with the clear intention of supporting both the college mission and the curriculum at Victor Valley College. The Library houses approximately 45,000 volumes and 500 current magazine and newspaper subscriptions. In addition to the equipment budget for the new building, the Library also received $573,000 Capital Outlay Funds ("Fund 71") for new materials that are currently being purchased. According to the 1997 annual report published by the State Library titled "California Library Statistics," collections for community colleges of comparable size (8,000-11,000) range from 21,193 (Sequoias) to 82,450 (Merit). Access to library holdings is provided through a newly acquired library automation system (SIRSI) that was made available to students in Fall 1997. There are 15 public access computer terminals networked to three laser printers enabling students to look up materials and print citations. External access to the library’s holdings will be provided through SIRSI’s Z39.50 Web interface, Webcat, by Fall 1998. Also anticipated in Fall 1998 is Internet access for students and ADA compliable workstations. Internet access is now available on all staff workstations. A separate CD-ROM network is available for accessing indexes to journal and newspaper articles. Currently the Library subscribes to Academic Index and Newsbank Plus. Further enhancements to full-test electronic databases will be provided in Spring 1999 through funding from the California Community College Chancellor’s Office Telecommunications and Technologies Program (TTIP).22
Learning Center: The Learning Center houses the Basic Skills Credit Program, Tutors, Computer Assisted Learning Software, and Make-up Testing Services. Ten Basic Skills courses offer personalized and media-based instruction in reading, writing, and mathematics. These are one credit, open entry/open exit courses. The courses are designed to provide a solid foundation for further introductory college level courses. Basic Skills students must attend an orientation meeting, at least three Basic Skills workshops, and attend class for no less than thirty-six hours to receive credit. The Learning Center hires and trains approximately thirty-five tutors each semester to provide students with academic assistance. Tutors are selected through instructor recommendations and are required to enroll in and complete the one unit Guidance 4.c3 course. The course provides tutors with training using the Ross MacDonald research findings method to provide successful tutorial sessions. Each tutor is evaluated by tutees at the end of the semester and each tutor provides self-evaluations for the respective tutoring sessions. The computer lab in the Learning Center provides students with software recommended by instructors on campus to assist students with their coursework material. There are approximately fifty programs in multiple subject areas recommended by instructional departments on campus. The Learning Center also provides Make-up Testing Services for faculty.
Instructional Media Services: Instructional Media Services supports audio, visual, multimedia, telecourse, and related applications in source material, support equipment, and operational assistance to campus departments, administration, staff, and external organizations that use District facilities.
Self Evaluation Library: Information and learning resources at Victor Valley College have only been minimally sufficient in scope and currency to support the curriculum and individual information needs of students and faculty. Of the faculty responding to the "Victor Valley College Library Faculty Survey," 41% "strongly agreed" that library materials were sufficient to support their courses and programs. Of users responding to the "Victor Valley College Student Survey," 42% indicated that they were "completely successful" in locating materials in the library. It is anticipated that the materials being purchased from the "Fund 71" will have a positive impact on how faculty and students view the collection. As described in section 6.6, students also have access to the holdings of approximately 22 other libraries through the Inland Empire Academic Library Cooperative (IEALC). The Library’s periodical collection is relatively strong but the future demand for electronic and full-text databases will continually need to be addressed. According to a 1997 study by the Council of Chief Librarians, On-ramps to Electronic Highways, only 20% of all electronic database subscriptions in California community colleges are currently online, Internet, or Web-based. Because of the high cost of maintaining electronic resources, the study recommended that the Chancellor’s Office initiate a consortium purchasing plan for both community colleges and the CSU system.
Learning Center: The Learning Center generally meets the needs of the faculty who request services. Due to a lack of awareness, a majority of the faculty have not solicited or recommended the Learning Center services to their students. Sixteen percent of the total enrollment at Victor Valley College (1,492 students) used the Learning Center facilities Spring semester 1998 to work toward their educational goals. The Learning Center Faculty Survey revealed that 43% of the faculty feel the Learning Center definitely meets the needs of faculty, 24% of the faculty feel the Learning Center mostly meets the needs of faculty, and 32% of the faculty did not know if the Learning Center meets the needs of faculty. Thirty-seven responses were collected. The Basic Skills department provides credit course work in English and mathematics for 650 to 700 students per year. The program was designed to assist student matriculation into the lower division English and mathematics courses. Of the faculty who responded to the Learning Center Faculty Survey and had an opinion with regards to the Basic Skills related questions, 50% felt the Basic Skills program prepared students for entry into English 166, and 33% felt the Basic Skills program prepared students for entry into Math 167. Six faculty responded to Basic Skills English and three responded to Basic Skills Math. The majority of the faculty recommendations regarding the Basic Skills program suggested increases in tutoring and/or teaching staff. The Instructional Assistant III solicits and helps faculty choose educational technology to be featured in the Center. Each department is responsible for selecting and purchasing the media software and site licenses. The Learning Center Faculty Survey shows that of the faculty who had an opinion with regards to the media lab feel the Learning Center has adequate computers and software to meet the needs of students. Thirteen faculty expressed opinions.
Instructional Media Services: Upgrading and replacing of outdated equipment was made possible through the capital outlay funds provided for the new library building. The capital outlay funds also enabled the department to add to the collection a significant number of new media materials in a variety of subject areas (IMS Media Supplements for March and April). A budget for equipment replacement was reestablished in 1997-98 after several years of no funding in this category.
Planning Agenda Library: 1. Ensure that Webcat, Internet access, and ADA workstations are installed and accessible to students. 2. Monitor the progress made by the Chief Council of Librarians or any other program towards securing a consortium price for electronic databases. Also continue to evaluate the pricing structure of existing and new electronic resources. Learning Center: 3. Initiate more effective advertising aimed at full-time and part-time faculty to promote the use of the Learning Center. Instructional Media Services: 4. Send updated information on Instructional Media support services, materials, and equipment to faculty and staff. 5. Conduct orientations to faculty and staff on the use of technologically advanced equipment. 6. Develop a schedule to replace outdated materials and equipment on a consistent basis.
6.2 Appropriate educational equipment and materials are selected, acquired, organized, and maintained to help fulfill the institution’s purpose and support the educational program. Institutional policies and procedures ensure faculty involvement.
Descriptive Summary Library: A Collection Development Policy is in place with guidelines stating "the library’s top priority will be the purchase of material that directly supports the curriculum needs of the college." A librarian is assigned as a voting member of the Curriculum Committee and reviews the library collection by subject area to support new courses. Special funding has allowed the library to greatly expand its holdings. Instructors participate in the selection process by recommending materials in their subject area. Two of the library vendors send announcements of latest book titles published. The book slips are sorted by subject and forwarded to instructors to prioritize for purchasing. Materials are cataloged on SIRSI, utilizing OCLC records. The collection is periodically weeded to eliminate worn out or outdated books. Faculty members are also encouraged to participate in this process. Equipment needs are assessed annually and requests are made through the budget process.
Learning Center: The Learning Center houses forty-four computers and nearly fifty programs designed to support the Basic Skills program and other academic courses on campus. The respective departments or individual faculty members select all software. The Instructional Assistant maintains the local area network and assists faculty in making educational technology decisions.
Instructional Media Services:
Purchasing of media related materials that directly support the curriculum needs of the College is determined by faculty members who request items related to their subject area. Requests are submitted to the coordinator who prioritizes orders based on availability of funds. A library newsletter is circulated to staff and faculty that also gives news of the Instructional Media Services. Several times each fiscal year the newletter solicits suggestions for IMS purchases. Periodic memos are also sent out to different department and faculty members. Items are catalogued by a librarian and returned to IMS staff for further processing and inclusion in the media catalogue published annually. Annual weeding of the materials collection is determined by circulation records and production dates, with the assistance of faculty members in regards to obsolete content area. Maintenance of video programs includes periodic cleaning by professional tape cleaner machines obtained through the special funds from the building of the new library. The purchasing of replacement equipment is accomplished through a replacement equipment budget. Equipment has also been purchased that supports new technology through the special library building fund. Equipment is purchased based upon need, the requests of faculty, the number of classes on and off campus, and upon recommendation of administrators, deans, and department heads. Additionally, the Coordinator of Instructional Media Services attends seminars and conferences and reads journals to study equipment maintenance and specifications and networks with colleagues on other campuses in order to make the determination for the acquisition of new equipment.
Self Evaluation Library: In the student survey,3 students requested more law books, child development books, videos, and periodicals. An effort has been made to increase the collection in the ESL and ethnic literature areas, in order to accommodate the growing diversity of the college population. The faculty survey2 shows that 55% agree that appropriate materials and equipment are selected, acquired, organized and maintained, but only 39% agreed that faculty are involved in the selection of library equipment and materials. Recent special funding for equipment has allowed the library to meet its present equipment needs. Currently there is not a separate budget for purchasing and maintaining library equipment and technology to meet future needs.
Learning Center: The Learning Center provides more than 55 academic support software titles for approximately 15 subject areas. The Learning Center Faculty Survey5 shows that 54% of the faculty who responded to the survey feel the Learning Center has adequate computers and software to support the coursework.
Instructional Media Services: Up to the Spring semester of 1997, IMS served as the campus instructional equipment distribution center. Much time and money was spent by full-time staff and Work-Study students physically circulating equipment. In 1997 this service was discontinued and many classrooms were equipped with TVs, VCRs and overhead projectors. Equipment hubs were also established in classroom buildings to support non-equipped classrooms. Faculty were encouraged to secure hub keys to access the equipment and return it to the hub after its use. This system freed staff and Work-Study students to pursue other instructional support activities. Equipment housed in all classrooms and off-campus sites needs to be routinely serviced, tested and cleaned. In-house repair of equipment is needed in order to shorten turn-around time and lengthen the life of equipment. Improperly used equipment gets damaged and has to be repaired more frequently. However, due to lack of adequate staffing, IMS is currently unable to perform preventative maintenance on a regular basis, and there is currently not a repair person on staff. Also, with the addition of new technology more staffing hours are required to train staff and faculty members on the use of these items.
Planning Agenda Library: 1. The College Library will recommend the College develop an equipment replacement plan to ensure that equipment is replaced throughout campus according to a regular rotating schedule. Learning Center: 2. The Basic Skills Instructor will research software and make recommendations to the curriculum committee to provide students with a foundation in English and mathematics. Instructional Media Services: 3. IMS will submit a request for an additional staff member.
6.3 Information and learning resources are readily accessible to students, faculty and administrators.
Descriptive Summary Library: Information and learning resources are available in the College Library, which is open during the Fall and Spring semesters from 8:00 a.m. to 9:00 p.m. Monday through Thursday; 8:00 a.m. to 4:00 p.m. on Fridays, and 10:00 a.m. to 3:00 p.m. Saturdays. During the Spring break the library is open from 10:00 a.m. to 3:00 p.m. Monday through Thursday. During the six week summer session, the library is open from 8:00 a.m. to 8:00 p.m. Monday through Thursday. Anyone who has access to the Internet can electronically obtain information about the library 24 hours a day, via the library’s website. Although Internet access is not currently available to students, it is available to reference librarians as a resource. As mentioned in 6.1, the students will have access to the library’s holdings through WEBCAT by Fall of 1998. Three full-time and four part-time librarians provide library and reference services. There is a librarian on duty at the reference desk during all hours of library service. The new library facility is in compliance with ADA guidelines for handicapped access and service.
Learning Center: The Learning Center is located in the Academic Commons Building, centrally located between the Library and the Student Activities Center. The center is open for student, faculty, and administration use from 8:00 a.m. to 7:00 p.m. Monday through Thursday and from 8:00 a.m. to 2.00 p.m. on Friday. Handicap access was addressed in the design of the academic commons building. Automatic doors, restroom access, and ADA standards have or will be installed and/or abided by. Adjustable height workstations were discussed in the design phase, but were not implemented. The ACT Instructional Assistant is currently working with administration to have ADA compliant workstations installed in all labs, including the Learning Center. Students may access the computer lab and materials during all hours of operation. The lab currently offers 60 programs for classroom supplements; many are presented in multimedia formats. Internet browser, word processing, spreadsheet, and presentation software has been included in the lab software to support students’ research and class project needs. Approximately 30 student tutors each semester are available for tutoring assistance to all registered VVC students by appointment. Walk-in math tutoring is available throughout most of the hours of operation. Students are limited to one one-hour appointment per week, per subject and unlimited walk-in assistance in order to meet the demands of the large population of students who request tutoring.
Instructional Media Services: Instructional Media Services hours of operation are from 8 a.m. to 8 p.m., Monday through Thursday and 8 a.m. to 4 p.m. Fridays during the Fall and Spring semesters. Hours of operation vary during the six-week summer semester. All media materials are catalogued in the Library’s automated system making the titles available for instructor check out and student viewing in the Library building.
Self Evaluation Library: Library resources are readily available to students and faculty. According to the student survey,3 students are satisfied with the library hours. If the college grows and expands its weekend class offerings, the library will need to look at extending Saturday hours.
Learning Center: As a result of the relocation from the old Science Building to the remodeled Academic Commons, the number of students the Learning Center services has increased 25% from Spring 1998 semester to Fall 1998 semester.10 To meet the increased demands, the Learning Center will address increasing the tutor and support staff.
Instructional Media Services: There are currently two full-time staff members in Instructional Media Services. In order to stay open with the extended hours of the Library, an additional staff member needs to be hired. Currently, Instructional Media Services closes one hour earlier Monday through Thursday and offers no services on Saturdays due to lack of sufficient staffing.
Planning Agenda Learning Center: 1. Develop and implement a comprehensive web site to bring Learning Center services to students’ homes. Online services will include tutoring, "how-to" pages in mathematics and English, Learning Center software descriptions, and a general information of on-campus Learning Center services. Instructional Media Services: 2. Develop a plan to run online information access for telecourse students and general information about the Instructional Media Services Department. 3. Request one additional staff member to cover all hours of operation of the Library.
6.4 The institution has professionally qualified staff to provide appropriate support to users of information and learning resources, including training in the effective application of information technology to student learning.
Descriptive Summary Library: There are three full-time librarians on duty from 8:00 a.m. to 4:00 p.m. Monday through Friday, with four part-time librarians that assist at the reference desk in shifts beginning at 9:00 a.m. through all open hours. Two new technical assistants have been hired in the past year, bringing the total to six library technical assistants. Technical support staff provide support for technical processing, circulation, and periodicals. Hours are staggered to permit coverage at the public service desks for all of the hours the library is open, including Saturdays. All full time library staff have recently received training on all modules of SIRSI and Windows 95. Staff training sessions offered by the college help familiarize staff members with new technology capabilities. Upon request, bibliographic instruction is provided for classes that come to the library. English 1A students are required to complete self-paced workbooks designed to help them become familiar with library resources. In 1996-1997, orientation was provided to almost 4,000 students. Over 1,000 students completed the 38-question workbook.
Learning Center: The Learning Center staff consists of one coordinator, one full-time basic skills instructor, two part-time basic skills instructors, one Instructional Assistant III, one specialist, one office assistant, one hourly instructional aide, and approximately 35 tutors. Each staff member receives training from the Basic Skills Instructor and Instructional Assistant III on the use of the instructional technology, appropriate student use of software, and office management software. All tutors are required to demonstrate proficiency in one software program in their content specialty(ies). The Instructional Assistant III will be responsible for the administration of approximately 90 computers in the newly renovated facility. The increase in computer traffic and complexity will require additional training to maintain the network functions and install programs onto complex hardware such as CD-ROM and/or DVD towers.
Instructional Media Services: There are two full-time classified staff who work staggered shifts to provide department coverage Monday through Thursday between the hours of 7:30 a.m. and 8:00 p.m. and work together on Fridays from 8:00 a.m. to 4:00 p.m. The positions are an Instructional Media Services coordinator and an instructional media services technician. The media services coordinator is on an 11-month contract and does not include the month of July. The Media Services Technician position is on a 12- month contract. The current annual work study budget funds 50 hours for Work Study assistants during the Fall and Spring semesters. Depending upon department budgeting, there is one work study position for 20 hours a week during the summer semester or two work study positions for a total of 40 hours a week during the summer semester. The staff have alternated attending staff development workshops in Word, Electronic Requisitioning, and Stress Reduction to upgrade skills, maintain currency in computer applications, and work less stressfully. Both attended a workshop to learn a new program (AV Handler) which was purchased for equipment inventory and control.
Self Evaluation
Library: In accordance with the "Standards for Community, Junior & Technical College Learning Resource Program" [CJTLCRP], the library’s professional staff members have faculty status at Victor Valley College and have graduate degrees from accredited institutions. Other staffing requirements, however, Fall short of national standards. Section 2.1 states that "the duties and responsibilities of the chief administrator of the learning resources program shall be clearly defined within the institutional structure." This administrator should be "responsible for providing leadership and direction so that the mission of the program is fulfilled." This administrator should be professionally trained and knowledgeable about learning resources services. As of July 1, 1998, the position of Dean, Learning Resources was eliminated, leaving this area of the college without appropriate administrative structure. The CJTLCRP staffing standards (3.0) for single-campus services indicate that for a college of 5,000-6,999 FTE, there should be a minimum of seven professional librarians. California Title V indicates there should be five professional librarians for a college of this size. For the past several years the VVC Library has operated with two full-time librarians and the equivalent of adjunct librarians. In the Fall of 1998 there will be three full-time librarians. For support staff, the minimum CJTCLRP standards indicate that there should be nine library technicians. Title V also specifies nine support staff. The VVC library has recently increased its staff from four to six library technicians. Staff members regularly participate in continuing education activities. One library technician has earned a Library Technology Certificate and another is presently enrolled in a certificate program.
Learning Center: The Basic Skills program and the desk staff need an additional assistant to support the number of students using the Learning Center each semester. One half-time office assistant is needed to support the instructors of the Basic Skills program. One additional half-time office assistant is needed to support the desk-staff.
Instructional Media Services: Instructional Media Services falls short of Title V Regulations regarding staffing11 Minimum standards for Media Centers for a college between 5,001-7,000 FTES is 1.5 Media Faculty and 4.5 support staff. Instructional Media Services staffing has remained constant with only two classified staff for the past 10 years. During the 1993 Accreditation Study, it was recommended that a coordinator of media & learning technologies for the department (then Audio-Visual Services) be hired. The intent was for the position to be a faculty one. The position has not been created.
The need also exists to hire a technical classified position for the department. There has been a high demand by faculty in various disciplines to produce in-house videos that can be circulated to students in NTSC format as well as transferred to CD-ROM, an electronic format, and also transmitted on-line. As the campus increases its dependency on electronic (digital) equipment and transmission systems, there is an increased need for a full-time staff member with background and training in current technology to integrate electronic components into existing IMS systems in the department and in classrooms, trouble-shoot and repair instructional equipment and assist faculty and staff requests for locally produced materials and service. Additionally, a full-time person is needed to assist with telecourses, provide Saturday services, and to allow full service during the summer. Currently attendance at staff development activities is limited because coverage is needed in the department. The coordinator has earned a Master’s Degree in Educational Communications and is currently enrolled in an extended education certificate program in Multimedia Presentation & Design. The staff follows research on new and emerging technologies to ensure quality and currency of department services.
Planning Agenda Library: 1. Update the library instruction component, including the workbook, to include electronic resources and Internet; provide workshops for faculty; hire a full time director of Library/Media Services to provide leadership and direction for the department. Learning Center: 2. The Academic Commons will have a more sophisticated network with approximately 120 workstations, 6 printers, a CD-ROM/DVD tower, and a very powerful file server. The Learning Center will request funding for the Instructional Assistant III to train for and complete a Certified Netware Administrator or Certified Netware Engineer credential in order to effectively administer the new system. Instructional Media Services: 3. Add a faculty position in the department to meet the recommendation of the 1993 Accreditation report recommendation. 4. Add two classified positions, one clerical and one technical. This would allow the department to provide Saturday services, maintain full service during the summer when the coordinator, an 11-month employee, is off for a month, fill the service gap that now occurs with only two full-time staff, assist with the clerical support service demands of telecourses, and provide technical assistance to faculty/staff and repair equipment.
6.5 The institution provides sufficient and consistent financial support for the effective maintenance, security and improvement of its information and learning resources.
Descriptive Summary Library: The library’s materials budget allocates $55,000 for library books, $1,500 for media materials, $33,000 for periodical subscriptions and microfilm; $8,240 has been allocated for supplies. There is a budget of $12,500 for contracts and maintenance agreements. In addition, the library usually receives an income of between $8,000 and $10,000 as miscellaneous income from copy machines. A one-time state allocation of $573,000 for materials ("Fund 71") was received in 1997. The library has until the end of 1999 to spend the materials budget. Equipment funds were received to furnish and equip the new building. Additional financial support is provided by the Friends of the Library, a non-profit subsidiary of the Victor Valley College Foundation. This money often comes as a donation toward a specific, designated purchase which would not otherwise be possible as part of the normal budgeting procedure.
Learning Center: Currently, there is no national or state organization that provides financial or statistical comparison data or standards for evaluating Learning Centers. The Council for the Advancement of Standards has developed the Learning Assistance Program Standards and Guidelines, but its recommendations are limited to conceptual ideals for Learning Assistance Centers to follow. Therefore, it is not feasible to provide an accurate response to the appropriateness of financial support. On the other hand, there is an insufficient budgetary allocation to adequately update the workstations. Many of the educational technology resources require significant system resources to adequately stream multimedia applications. The Learning Center has not been able to keep updated due to lack of adequate budget.
Instructional Media Services: The budget amount for the acquisition of media materials has remained consistent for the past three years. There are currently 887 titles in the video/videodisk collection. The current budget of $16,048 equates an expenditure of $2.60 per current FTE. The one time state "Fund 71" allocation for library materials has enabled the addition of new titles. The current media supply budget has also remained consistent at $12,038.00. This budget supports campus wide needs for media services related supplies, such as projector lamps, laminating and transparency materials, and blank audio and video cassettes.
Self Evaluation Library: Because of the "Fund 71" allocation from the state, the library has been able to greatly expand its offerings to students by purchasing thousands of new books and replacing many of its obsolete and worn out books. The reference collection has been increased, and many of the periodicals have been converted to microfiche, which will save considerable space in this section. In addition, instructors have requested over 400 new videos for instructional use and student checkout. The library purchased close to 600 new compact discs for use by music students. An online system has been installed with adequate computer stations for students. In addition, other needed equipment and furniture has been purchased to finish the new library building. However, this funding is only available for a short time. After it is gone, the library will depend on ongoing funding to continue to keep the collection updated. The average cost for a hard cover book in 1996 (Choice, April 1997, p.1129) was $ 50.44, and the average price of a general periodical subscription was $75.88 (Library Journal, April 15, 1996, p.46.). In addition, the demands for electronic and full-text databases by students and faculty have continued to increase. The library spends approximately $8,000 for electronic resources. For the past several years, these expenses have been taken out of the periodicals budget. According to the 1996-97 Library Expenditures for California Community Colleges, the $95 Victor Valley College spent on library expenditures is average for the 12 community college libraries in the student FTE 5,000-6,000 range. The average for the state is $90. A comparison of staffing for community colleges shows that even with the addition of a full-time librarian in the Fall of 1998, the number of students served per staff will still be over the average for the ten colleges who were in the same enrollment range for 1995-96.
Learning Center: The Academic Commons was reconstructed with new furniture and computers. The working budget for tutor payroll for the 1998-1999 fiscal year is approximately $29,000.00. The tutor payroll budget is insufficient to meet the demands for tutoring, or in particular, math tutoring.
Instructional Media Services: The 887 titles in the current collection falls short of the minimum of 1250 titles recommended for an FTE of 5,000-6,999. The $2.60 dollar expenditure per FTE also falls short of the minimum of $3.12. (Standards for Community, Junior and Technical College Learning Resources Programs).10 To reach the minimum recommended expenditure per FTE, an additional $3,000.00 needs to be added to the media materials budget. While the media supply budget has remained consistent, it has not been adequate to cover necessary supply needs. Increases in supply expenses are due to a number of reasons. With the addition of data and video projectors the cost of replacement lamps is significant. For example, a replacement lamp for an overhead projector averages $11.00 - $20.00. Data and video projector lamps run from $200.00 to $300.00 each. With the addition of equipment campus wide, there is an increased need for connector cables and adapters.
Planning Agenda Library: 1. Implement a plan for increasing yearly budgets for library books and periodicals. 2. Establish a separate budget for electronic resources. Learning Center: 3. The Learning Center will request a general budget category for new and replacement computer equipment, and software, and an increase in tutor budget for the 1998-1999 fiscal year. Additionally, the center will re-apply for a state grant to fund the development of online tutoring. Instructional Media Services: 4. Will request a total of $3,000 in additional funds to be added to the materials and supplies budgets to meet minimum expenditures for 1998-99.
6.6 When the institution relies on other institutions or other sources for information and learning resources to support its educational programs, it documents that formal agreements exist and that such resources and services are adequate, easily accessible and utilized.
Descriptive Summary Library: The library relies only minimally on other institutions for information in learning resources to support its educational programs. The Victor Valley College Library belongs to the Inland Empire Academic Libraries (ILEAC), Cooperative, which allows Victor Valley College students access to materials at 22 other college and university libraries. Students from other colleges and universities use the Victor Valley College Library as well. The library also belongs to the Inland Library System/SIRCULS, a county consortium that supports interlibrary loans and reference assistance. However, our library usually obtains interlibrary loans by directly contacting other libraries through Online Computer Library Center (OCLC).
Learning Center: The Learning Center does not rely on other institutions or other sources for information and learning resources.
Instructional Media Services: The District is a member of INTELECOM, the Southern California Consortium for Community College Instructional Television. Telecourses offered by the District are licensed through INTELECOM. Until recently INTELECOM was the sole provider of District Telecourses. The only television station which delivers programs over the air to the high desert is KCET, the Los Angeles Public Broadcasting Station. Locally, Hi Desert Cable Company retransmits KCET to its subscribers, and it also has an educational channel which will transmit Telecourses. Once in high demand, film/video rental is no longer a major function of the department. The department will continue to rent films/videos requested by faculty through contracts with university film libraries until there is no longer a demand for them.
Self Evaluation
Library: ILEAC is an excellent system for students who are able to travel to other college libraries. However, the proximity of Victor Valley College to other colleges makes it difficult for many students to take advantage of this service. Victor Valley College is the only college within a 40-mile radius. Although interlibrary loan is another option, limited staffing has prevented the library from offering this service to students. Due to a recent increase in the number of classified staff, the library is now in a position to consider reinstating interlibrary loan services for students. A portion of the TTIP2 funding will be used to purchase a scanner and ARIEL software to enhance document delivery.
Learning Center: The Learning Center has no agreement with other institutions for information and learning resources.
Instructional Media Services: Formal agreement for rental of films/videos are secured by the issuance of written or telephone requests, written confirmation of film/video availability from the source, and the issuance of purchase orders by the District. Recent technology incorporating video has renewed interest in video production as an inexpensive method to support distance learning as well as curriculum enhancement. A core of faculty is currently interested in producing videos to stream over the Internet, to have available for students to check out, and to use in multi-media production. The department had a video production studio in its previous facility. Lack of demand by faculty and staff, as well as understaffing in the department led to the decision by the District that a studio would not be included in the space allotted for IMS in the new facility which opened in Spring 1997. Victor Valley High School has a state-of-the-art video production studio. Initial contact with the coordinator has been made, and he has expressed an interest in meeting to discuss the possibility of having Victor Valley High School students produce video programs for the College. As various producers and distributors of packaged Telecourses offer more courses in a variety of subject areas, faculty interest in offering Telecourses not available through INTELECOM has increased. The District is currently licensing additional Telecourses through Coast Community Colleges and Public Broadcasting System (PBS) Adult Learning Satellite System (ALSS). These courses are offered as videocassette classes. Hi Desert Cable Company will transmit these courses over its local educational channel, but the District has not taken advantage of this method of delivery.
Planning Agenda Library: 1. Develop and implement a plan for providing interlibrary loan services for students. Instructional Media Services: 2. The IMS Department will discontinue its film/video rental function when the demand for them has ceased. 3. Representatives from IMS, faculty, and administration would meet with the Victor Valley High School Video Production Studio coordinator to discuss video production for the College and generate a plan. A formal agreement would be developed if all parties were in agreement to the plan. 4. The District will determine if continuing as a member of INTELECOM is cost-effective. A factor in that determination will be INTELECOM’s plan to purchase the right to license and distribute additional courses of interest to our faculty. 5. Contact will be made with a Hi Desert Cable representative to arrange to have Telecourses transmitted over the educational channel.
6.7 The institution plans for and systematically evaluates the adequacy and effectiveness of its learning and information resources and services and makes appropriate changes as necessary.
Descriptive Summary Library: At the institution level, the library is evaluated in several ways. Students, faculty and community members provide feedback to the College administration concerning their level of satisfaction with library services and resources. The annual budget review looks at library goals, projects, staffing needs, and plans for the following year. The Educational Master Plan requires the library to state specific goals and objectives that will help fulfill the mission, goals, and objectives of the district. For the Program Review the library conducts a review of its program, the interaction of the library with other campus components, and the population served. Progress toward goals and objectives, changes, and future trends are studied and resource needs are addressed. Evaluation at the library level is based on most of the criteria used in the Master Plan and the Program Review. In addition, the library staff members are sensitive to comments and feedback by students and faculty members. Student and faculty surveys provide a measure of satisfaction with library services and resources. Statistics provide a measure of library usage. These include measuring the number of items checked out of the library, periodicals and other materials used in the library, usage of instructor reserve materials, the number of class orientations, and the number of reference questions answered. A counter at the front door will provide us with the number of people who walk into the library. Library standards provide an evaluation of how our library compares with ideal conditions set by the State of California and the Association of College and Research Libraries. A ranking of libraries at other California community colleges with similar enrollments provides a comparison of circulation, as well as the ratio of librarians and total staff members to number of library users.
Learning Center: The Learning Center staff is committed to providing high quality learning assistance services to all faculty and staff on campus. Each semester, the Learning Center staff develops a comprehensive report that analyzes the student usage and provides comparison from previous semesters. A recommendation box is easily accessible for students to provide feedback on the performance of the services offered. Each recommendation is carefully read and considered, and changes are made if the staff and dean feel the necessity. The Learning Center staff also meets on a regular basis to discuss ways to improve the performance of the Learning Center. The College recognized the need for improved staffing, and thus, allocated a full-time office assistant. The current Learning Center student registration system was not designed to handle the increased number of students using the Learning Center. A new system needs to be developed that would streamline three separate bookkeeping activities into a single database. By using Microsoft Access or an equivalent database engine, the Learning Center staff can produce specialized reports to better evaluate student usage of individual services.
Instructional Media Services: In 1994 the two members of the IMS staff met to determine how to better meet the changing instructional media needs of faculty without an increase in staff. The plan that resulted from that meeting was submitted and accepted by the administration. There were two major changes in department operations in the plan. One was the decentralization of AV equipment distribution from the department to classrooms and classroom building hubs where faculty could access equipment themselves. The final phase of equipment decentralization was accomplished in the Spring of 1997. The second change was to adopt a computerized program for equipment inventory and control. The program was purchased, but it has not been successfully implemented because the information was input into the computer and was subsequently lost. Currently, the function of the staff is to provide support for instructors by duplicating, checking, labeling, storing, and controlling sets of supplemental audio cassettes; provide instruction to students in the duplication process of these audio cassettes; train faculty/staff in the use of equipment, as requested; order, receive, preview, process, shelve, circulate, control, and inventory instructional materials checked-out for classroom and on-site uses; tape programs and teleconferences off-air from cable and satellite as requested within the parameters of copyright law; process purchased/copyright-free programs and integrate them into the media collection for circulation; coordinate live, interactive teleconferences; train faculty/staff to use PictureTel video conferencing equipment and provide the technical requirements of video conferencing; provide limited video taping of classes and presentations; coordinate telecourse offerings; update and publish an annual Video/Videodisk Titles Catalog; update and maintain campus information system; circulate, control, maintain and secure repair of laptop computers checked-out to faculty and staff for classroom and conference use. In addition, staff checks out headsets to students for VCR/ATR (audio tape recorder) use in the carrels adjacent to the department. Programs in the media collection are also checked out to students for viewing in the carrels. A recent survey of adjunct and full-time faculty found: 1) some adjunct do not know where IMS is located or what they offer while full-time faculty have that knowledge; 2) interests in services were primarily in the use of video within the curriculum. Those who use videos in their classes, both adjunct and full-time faculty, understand that IMS can rent or purchase titles for classroom use: 3) Those adjunct instructors who did not order titles but used videos generally used their own. Both adjunct and full-time faculty have placed orders for video titles. The IMS staff recently completed work on a component of the District’s Educational Master Plan 1998-2005+.21
Self Evaluation Library: The library and the Instructional Media Services recently completed an Educational Master Plan 1998-2005+ outlining short and long term goals and objectives. Integrating information competency skills, improving access to disabled students, supporting district strategic goals in technology, distance learning and diversity, training faculty in delivery systems and Internet courses, and improving access to electronic resources and the Internet are included in the Master Plan. Program Review has not been held for the library and Instructional Media Services. Eighty-three per cent of students surveyed indicate that they were completely satisfied with library services. Many requested Internet access and computers that could be used for writing papers. Forty-one per cent of the faculty who returned surveys strongly agreed that library holdings are sufficient to support courses, programs and degrees offered at Victor Valley College. Only 39% strongly agreed that faculty are involved in the selection of library materials. However, 60% strongly agreed that "information and resources are readily available to students, faculty and administrators" and that "professionally qualified staff provide appropriate support to users."
Learning Center: The current attendance program was designed to maintain statistical data based on student usage. The center uses the program to account for FTEs and to make decisions based on student usage in individual services. The program has programming errors which result in approximately eight hours of lost student time and two hours of staff time to correct problems.
Instructional Media Services: Decentralization of equipment distribution has reduced the number of equipment deliveries made and freed the staff for other activities. A member of the IMS staff currently attends Adjunct Faculty orientations each semester and presents information about available services to them. The staff has begun implementation of components of the Educational Master Plan. The Picture Tel equipment was purchased with the first round of TTIP22 funding. The system has been used by a grant planning group to connect with collaborators at Butte Community College. The Dean of Instruction has expressed interest in using the equipment for live-interactive classes at satellite campuses.
Planning Agenda Library: 1. Complete a Program Review which, along with the Master Plan, will allow the library to focus on specific strengths and weaknesses and recommend necessary changes. Learning Center: 2. The Instructional Assistant III and the Learning Center Specialist will work with the MIS department to develop a new registration program to better track student usage and to provide staff with statistical data for decision making. Instructional Media Services: 3. Continue to equip classroom and classroom building hubs with state-of-the art equipment. 4. Develop services to support new technologies as they are developed, and eliminate services no longer in demand. 5. Implement use of a barcode reader to collect inventory data to be entered into the inventory program. 6. Implement segments of the Master Plan according to the time frames given.
Standard Six Documents Cited:
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