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| − | ===Sufficiency of Information Resources and Services (5.A.1)===
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| − | Throughout this study library and information resources will be found to be strongly linked via face-to-face collaboration and consultation with faculty, staff and students. These interconnections, within a flat organizational structure, assure constant feedback and redevelopment of services and facilities. Library funding generally compares very well with public institutions and correlates strongly to average funding for private liberal arts peers, peers with whom our use statistics compare favorably. An external assessment performed by Edutech described budgetary support for information technology as comparable to that of institutions with similar missions. There are no comparable institutions for studying the large activity of cross-curricular media services, however advocacy from both the cross-curricular perspective of the library and from the specific needs of the media faculty help insure support. Rapid expansion in information technology access and aspirations have lead to changes in personnel allocation and expertise and will continue to make increasing demands on a staff and faculty already stretched in many areas.
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| − | Description of Facilities, see [[media: Major_Faciities_List.doc |Major Facilities]] and Areas 1 & 2 of the [[media:TESC_Information_Environment_Review.doc | Edutech Technology Peer Review Report]]
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| − | Holdings and Equipment, see [[Standard_5.B#Equipment_and_Materials_to_Support_the_Educational_Program_.28Standard_5.B.1.29 | 5.B.1]]
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| − | Personnel, see [[Standard_5.D#Sufficiency_of_Staffing_.28Standard_5.D.1.29 | 5.D.1]]
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| − | Evaluation of Budgetary Support, see [[Standard_5.D#Library_and_Information_Resources_Budgets_.285.D.6.29 |5.D.6]]
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| − | ===Sufficiency of Core Collection and Related Resources (5.A.2)===
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| − | Broad institutional support for cross-curricular library and information services has historically generated sufficient institutional budgetary support for core collections and facilities. During the study period, the power of networked consortia for collective purchasing and resource sharing has resulted in greater support for the intensive work by individual students formerly more difficult to support effectively.
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| − | Collection Development, see [[Standard_5.B#Equipment_and_Materials_to_Support_the_Educational_Program_.28Standard_5.B.1.29 |5.B.1]] & [[Standard_5.B#Equipment_and_Materials_to_Support_the_Educational_Program_.28Standard_5.B.5.29 |5.B.5]]
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| − | ===Education Program Drives Resources and Services (5.A.3)===
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| − | Strong connections to the curriculum inform all library and information services. An entirely distinctive library rotation system deeply connects the library and teaching faculty in the shared project of curriculum and program planning. Teaching alliances between media services professionals and media faculty determine the character of media services. A strong liaison system connects Academic Computing instructors and services with teaching faculty. See [[Standard_5.B#Teaching_and_Instruction_.28Standard_5.B.2.29 | Teaching and Instruction 5.B.2]]
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| − | Information technology planning and governance are discussed in Area 5 (Planning and Governance) of the [[media: TESC_Information_Environment_Review.doc|Edutech Information Environment Review]].
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| − | The study notes that planning is collaborative and responsive to academic needs, and could be strengthened through a stronger role for ITCH (IT Collaborative Hive).
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