Standard 5.D

Personnel are adequate in number and in areas of expertise to provide services in the development and use of library and information resources.

The Edutech Information Environment Review discusses staffing in Area 3. The report shows staffing when compared to similar institutions in terms of size, mission and culture, to be average. Support for classroom technology for Weekend and Evening programs was said to be weak and a position has been added to address this.

Following are the areas of concern:

Support for rapidly expanded classroom technology (See
Sufficient staffing for curriculum planning and engagement with faculty in Academic Computing [insert comparisons of library and AC/CAL staffing/FTE]
Electronic library resources create new demands for staffing and expertise (See

The library rotation model presumes that most of the professional librarians will function primarily as teachers. Thus library operations are placed in the hands of the deeply experienced, well qualified and dedicated classified staff. The table below shows how this staffing model varies strongly from that in other comparable libraries:

**Staffing Comparisons (Source: IPEDS 2006)**
Library	Professionals/FTE	Staff/FTE	Total/FTE
TESC	1.93	15.2	17.13
DEEP	4.65	16.32	20.97
CTCL	4.79	14.71	19.5
CIEL	5.51	13.43	18.94
COPLAC	2.67	8.55	11.22
WA Regionals	1.41	5.62	7.03

Budget cuts during the self-study period lead to the loss of one more library faculty line. As a result, individual library faculty are spending more time out of the library teaching in the curriculum. This leaves even a smaller team in the library taking a toll on affairs internal to the library. Reference desk coverage has been reduced in recognition of changing use patterns, with double coverage a rarity. Specifically, the librarians can’t attend consistently to administration, they struggle to support all areas of the curriculum and keep up with solid attention to collection development, and they have not been able to respond to proposed increases in hours.

Staff Qualifications

5.D.2 Library and information resources staff include qualified professional and technical support staff, with required specific competencies, whose responsibilities are clearly defined.

Most library faculty carry library and subject masters credentials in order to support the teaching faculty role as well as the professional library role. Many media staff and instructors also carry graduate degrees such as MFAs. See CVs of professional library staff

The ratio of professional librarians to classified staff in the library has been historically extremely low. This reflects the attention the library faculty are expected to pay to teaching, with much of the running of the library placed in the hands of deeply experienced paraprofessionals who have high levels of responsibility for service and collections.

Staffing Comparisons (Source: IPEDS 2006)

Professionals/FTE

Staff/FTE

Total/FTE

TESC

1.93

15.2

17.13

DEEP

4.65

16.32

20.97

CTCL

4.79

14.71

19.5

CIEL

5.51

13.43

18.94

COPLAC

2.67

8.55

11.22

WA Regionals

1.41

5.62

7.03

See Modes of Instruction in Media and Academic Computing for a discussion of media instructors as artists and teaching faculty.

[add?: cvs for media and ac; job descriptions for same]

In the realm of technical IT support, the Edutech report recommended assigning "staff responsibilities more specifically." More specific responsibilities and positions have been implemented in Technical Support Services. In the distributed service and instruction areas such as CAL, Academic Computing and Media Services, this stricter delineation of support functions is not as appropriate. (See

All staff and faculty have engaged new skills as the information technology evolves. Multiple reclassifications have assured that staff job descriptions and pay scales match new expectations for technological expertise. Staff have also shifted the location of their work partially or in its entirely as budget cuts and new programs such as Summit and Illiad have changed where the greatest stresses occur. Some compression of salaries for managers has resulted, which will be addressed as part of the campus-wide exempt salary revision process underway.

Professional Growth

5.D.3 The institution provides opportunities for professional growth for library and information resources professional staff.

The library faculty are fully funded for professional activities through the teaching faculty professional development funds and policies as well as through faculty institutes.

See Faculty Development at Evergreen

See Professional Leave (Faculty Handbook 6.1)

See Professional Travel (Faculty Handbook 6.2)

See Faculty Development (Faculty Handbook 6.3)

Library staff are funded through HR and there is need for more locally available funding. Library specific funding is requested in the 2009/11 college budget request currently under development.

See list of activities funded. [Need report here--inquiry out to Lee & Jean]

Organizational Structure

5.D.4 Library and information resources and services are organized to support the accomplishment of institutional mission and goals. Organizational arrangements recognize the need for service linkage among complementary resource bases (e.g., libraries, computing facilities, instructional media and telecommunication centers).

The fundamental organizing principle of library and information resources at Evergreen is that for an interdisciplinary curriculum, integrated services are critical. Thus, throughout this report, the theme of blended resources, facilities and services should be clear.

See Founding Vision: Any Medium, Any Location

See Information Technology Wing

Shared Technology Creates the Need for More Shared Work

Today, commonly used media applications, once physically limited to Media Services, are now found throughout the facilities administered by Academic Computing and, to a degree, by the Library. Similarly, library resources, once physically limited to the library building, are found anywhere one can reach the web. Computers, once found only in the Computer Center, are everywhere. These shifts have accelerated over the past ten years and have changed the instructional roles of the areas and their relationship to the curriculum. Undoubtedly, library and information resources will continue to distribute their budgets, facilities and staff to continuing expansion of information technology in programs and for individual students.

As technologies have changed, so have the relationships among the Library, Media Services, and Computing, which now share in the communal project of interconnecting, teaching and supporting our information and technological resources. At this juncture, there seems little point in redesigning the administrative structures that oversee these areas because new relationships and responsibilities have evolved organically, based on need, demand, and interest and will continue to do so. In order to make sure that these effective working relationships continue to develop, reinforcing connections such as joint staffing, deliberately planning together, and continuing involvement across the areas when hiring for new staff and particularly administrators must be emphasized.

The Edutech review at some points suggested that distributed structures were valuable, but recommended greatly enhancing the role and formal responsibilies of the ITCH in order to assure better planning in consonance with the mission of the college. See 5.E for fuller discussion of this recommendation. Once again, Edutech did not embrace the centrality of the teaching role in major portions of the information resources environment at Evergreen. It is that teaching role and its development which assures the most important connections between the academic mission of the college, the educational program and IT services of all kinds. While the Library and Media Services collaborate, as a matter of course, with Academic Computing, the real challenge remains: How to more thoroughly engage the teaching faculty across the curriculum in defining the role of information technology in the academic careers of our students.

Engagement in Curriculum Planning

5.D.5 The institution consults library and information resources staff in curriculum development.

See 5.B.1

Library and Information Resources Budgets

5.D.6 The institution provides sufficient financial support for library and information resources and services, and for their maintenance and security.

The library is traditionally well-funded although fundraising activities, well supported by the fundraising wind of the college, have been critical for keeping up with cuts to collections. [IPEDS data]. See private funds raised [inquiry to Lee/Jean].

The Edutech review discusses budgets in Area 4 of its report. Generally, IT is funded comparably to institutions with similar missions and culture. Budget processes should be addressed which take into account the heavy demands upon replacement, operation and mainenance as IT becomes ubiquitous in the classroom as well as labs.

See Comprehensive Budget (Required Exhibit 9)

Academic Computing and Computing & Communications were assessed by an external consultant as sufficiently funded. See Edutech Technology Peer Review Report