DESCRIPTIVE SUMMARY

When Mission College first moved to its new campus in 1991, the entire Library, the Learning Center, and the GAIN (Greater Avenues for Independence) offices were cramped together on a single floor of the Campus Center. In 1997, construction of the new Library and Learning Resource Center was completed. The new building (6.1), with three floors and 35,503 square feet, now houses the Library, the Learning Center, the Computer Commons, CalWORKS, and a host of other programs and facilities. As of this writing, both the Library Department and the Learning Center report to the associate dean of academic affairs.

First, the Library, located on the top floor of the new building, provides information in a variety of formats designed to meet the research needs of the campus. Library holdings consist of 38,457 book titles, 120 current periodical titles, 14 periodicals on microfilm, and several subscriptions to research databases (6.2). Nineteen computers provide access to online periodical and reference databases, the Internet, and the online catalog. Plus, a centralized printer located at the circulation desk, three coin-operated microfilm readers/printers, and two photocopy machines are available for student use.

Currently, Mission College is approved to offer over 1,200 courses in about 100 different disciplines, with an average of over 30 new courses approved each year since 1996 (6.3). The Library’s holdings support all courses and programs the college offers. A variety of factors determine purchase of additions to the collection. For curriculum needs, the library department chair, as a member of the Academic Senate Curriculum Committee, is apprised of new courses or programs and contacts the appropriate faculty members to solicit purchase recommendations. The chair also reviews the new course outlines and purchases any supportive materials. In addition to curriculum needs, Mission College librarians select books according to student needs, faculty requests, and a Collection Development Policy (6.4). The Library encourages faculty members through campus-wide flyers, memos, and personal contact to submit, on a request form or in writing, reading lists and other recommendations to the Library.

Finally, through responding to reference questions, librarians note deficiencies in the collection and select accordingly.

For the planning and purchase of equipment, the Library utilizes a Library Technology Plan (6.5) formulated in 1998. Computer System Services must approve the manufacturer and model for computer purchases.

Access to information has greatly increased for the Mission College community since the last self-study. For one, the Library profiled and converted its card catalog to machine-readable format and implemented a new automated system including online cataloging, an online public access catalog, and circulation. This system provides Mission College students and faculty with access to over 800,000 items held in the collections of the nine libraries in the district. Four computers identify books located in the Mission College Library as well as those in any of the college libraries in the Los Angeles Community College District. In addition to basic bibliographic information, the system lists the campus where the book can be found and whether it is checked out. Borrowers can then request books from any of the other district libraries through an inter-library loan service.

Internet and e-mail access has grown from one to nineteen computers in the Library and to over 300 on campus. In addition, the Library has converted stand-alone CD-ROM databases to online databases accessible via the Web, expanding access to more than 1,800 full text periodical titles. In 1999, students conducted 67,082 searches on EBSCOhost, a periodical database, resulting in 330,483,865 hits. Students can access all of the Library’s periodical and research databases from any computer on campus through the Library’s Website (6.6). Documents can be saved to a floppy disc, e-mailed, or printed from a centralized printer. Additionally, authorized users can access two of the databases, EBSCOhost and National Newspapers, from computers off campus. Books on the shelves are arranged using the Library of Congress classification system, and a print holding list of periodicals shows what the Library owns on paper and microfilm.

For those unfamiliar with the Library, many printed guides describe the resources available (6.7), how to use the catalog, how to access databases off campus, and other procedures. The Library’s Website has similar information as well as links to local libraries and suggested Internet sites for further research and information.

Library services are available to the campus and the community, though only Los Angeles Community College District students, faculty, and staff can check out materials. The Library is currently open 8:00 A.M. to 8:00 P.M. Mondays through Thursdays, 8:00 A.M. to 1:00 P.M. Fridays, 10:00 A.M. to 2:00 P.M. Saturdays, and closed Sundays. Summer hours are generally shorter.

Mission College’s Library staff of one department chair, two full-time faculty librarians, and .5 adjunct faculty librarians assists students with their research (6.8). Librarians also give Library orientations as instructors request. These introduce students to the Library and to research by demonstrating how to find information using the Library's online databases. Librarians also teach Internet Research Methods, a one-unit course that teaches students how to find, evaluate, and cite information found on the Internet. The job descriptions of Library staff are extensive (6.9).

Support staff in the Library includes three classified positions. One is the evening circulation supervisor, one does cataloging and processing, and one works with acquisitions and periodicals. Student workers provide further support for the program.

The Library has formal agreements for online resources including EBSCOhost, National Newspapers (Bell & Howell), CQ Researcher, and Encyclopedia Americana (6.10). The college has formal agreements of a different nature in the form of subscriptions, product fulfillments, and licenses with regard to the maintenance and upgrading of software. An informal agreement with the eight other community college libraries in the district allows users to lend and borrow books.

Next, the Learning Center and the Computer Commons, located on the ground floor of the Library and Learning Resource Center, provide vital services to the students of Mission College. For example, numerous walk-in tutoring labs are open during all hours of operation. These provide extensive math and writing assistance to students as they work independently on assignments and receive help as needed. Because of budgetary concerns, the Learning Center has been gradually shifting its emphasis from one-on-one tutorial sessions as the primary method of tutorial support to workshops or labs (6.12). In addition to math labs and writing workshops, the Learning Center offers several English as a Second Language (ESL) groups at beginning, intermediate, and advanced levels. Finally, the Learning Center also offers numerous developmental communications course, and the director of the Learning Center is chairperson of the Developmental Communications Department.

Only registered students may use the Learning Center and Computer Commons resources and services. In 1998-1999, the Learning Center served 3,217 students, providing an average of 25 hours of service per student for a total of 80,882 hours. In addition, the Computer Commons, which is under the supervision of the Learning Center, accommodated 2,121 students for a total of 482,992 hours (6.11).

The Learning Center's facilities include a classroom for developmental communications classes and three separate labs for services such as math tutoring, writing workshops, modularized English classes, ESL groups, and individualized reading programs. The facilities also include three offices--one for the director, one for the support staff and the tutors, and one for the GED Program. A small storage area houses supplies and equipment. The secretary greets and directs students at the Information Desk.

The Computer Commons is an open area with 170 computers for students to work on papers and Internet assignments for their traditional classes and to complete class work for their online classes. Computer-assisted tutorials help them to explore the Internet as a source for additional information. This resource has been incorporated into the curriculum where students may take advantage of Websites from universities and libraries around the world. Plus, the Computer Commons has a print station where students can print materials for a fee or borrow videotapes, headsets, audiotapes, software, and supplies.

Ten computers equipped with PLATO software, which offers basic skills and GED-level instruction, are dedicated to CalWORKs students. CalWORKs employs two tutors who provide computer assistance and supply other developmental materials. This program currently serves 743 students.

While the majority of students using the Learning Center seek tutorial support and are added to Learning Skills 900, a non-credit course, many enroll in developmental communications courses. These credit reading and writing courses assist students in acquiring the skills they need for academic success. Others enroll in Developmental Communications 22, an individualized credit course that helps students build their basic skills. Under tutorial supervision, students work individually or in small groups on topics such as reading, study skills, composition, vocabulary building, or arithmetic. Students also work extensively with computer-assisted-instructional programs on grammar, vocabulary, spelling, and math skills (6.12).

In January 1999, services included a GED program, which enrolled well over one hundred students in the first semester. The GED program enrolls persons who do not complete high school in credit courses that will enable them to pass the state’s GED exam and obtain a GED certificate. With modest general fund allocations, the GED program has in four semesters enrolled, assessed, and provided instruction to over 500 participants (6.13).

The Learning Center also provides tutors in three outreach locations: the Computer and Office Applications Lab, the Multimedia Lab, and the Computer Science-Information Lab. Tutors assist students with computers, equipment, and coursework as they complete lab hours and assignments. From time to time, when funding and staff are available, the Learning Center also has provided tutors for the staff of some community organizations, who may or may not be Mission students. For example, last year the Learning Center sent several tutors to LACA (Latin American Civic Association) to assist some of its staff with math.

Formal computer instruction that utilizes the facilities includes the Multimedia Studies Program (6.14) and non-credit courses, such as classes on using the Internet. Multimedia instruction is held in two specially equipped classrooms using multiple platforms, computer graphic software, and color printers.

An instructional assistant schedules the use of two electronic training rooms for individual or multiple class sessions and helps to maintain the equipment, reporting malfunctions to the technology support staff.

Disabled students, who often bring their own tutor with them, have access to three adaptive computers in the Computer Commons. In addition, students from Disabled Students Programs and Services (DSP&S) use a pinwheel with 12 stations, one of which is equipped to enlarge the screen. DSP&S sends a tutor to supervise this activity.

The Learning Center selects and purchases materials and software based on faculty, staff, and tutor requests and recommendations. Without an equipment budget, the Learning Center must fund equipment purchases through other sources such as block grant funds.

The Learning Center employs one full-time director, two full-time instructors, one full-time secretary, one full-time office assistant in the G.E.D. program, one full-time instructional assistant in information technology, and three half-time instructional assistants: one in liberal arts, one in language arts, and one in mathematics. The remainder of the staff includes tutors and program assistants; these individuals are full-time students who are hired each semester (6.15).

The Learning Center uses a variety of methods to recruit tutors. When it needs a tutor, the faculty, instructional assistants, and currently employed tutors in the subject area are asked for referrals or recommendations. The Learning Center also recruits tutors from local universities’ placement centers. Occasionally a student will simply come into the Learning Center and fill out an application; the director keeps a file of such candidates. Applicants must be full-time students majoring in the target subject or a related field. They also must have a recommendation from a faculty member and a minimum 3.0 GPA in their major.

During the first semester of employment, tutors must complete Education 6, Methods and Materials of Tutoring. This one-unit course trains new tutors in the theory and practice of tutoring, group dynamics, and record keeping. Other training opportunities include occasional workshops and video conferences sponsored by Mission College or other district colleges. In addition, the director meets with the entire tutoring staff at least once a semester to review policies and procedures. The director also responds personally to student complaints by meeting with both the complainant and the tutor to resolve the problem (6.17). Tutors also work closely with the instructional assistant in their area who has the responsibility of scheduling the labs.

Student assistants in the Computer Commons are recruited from computer science classes and recommended by faculty or existing staff. They need to have completed at least two computer science classes and be able to demonstrate ability in word processing, spreadsheet, Internet, and basic computer usage such as saving, storing, printing, and using a mouse. They are included in training on software that is installed for student usage both on the floor and in the electronic training rooms.

Other entities on campus besides the Learning Center also deliver tutorial and learning resources, including the Computer Office Applications Lab, the Computer Science Lab, Disabled Students Programs and Services, and the Citizenship/Noncredit ESL office. Various grants may also set up their own tutorial area or fund additional tutors in the Learning Center (6.18).

Students learn of the services available at the Learning Center through a number of methods. Tutors visit most classes at the beginning of the semester to introduce themselves to the students. In addition, the Learning Center frequently circulates flyers describing the various labs and workshops available. Instructors and counselors also refer students throughout the semester. Finally, students often tell their friends about the services and/or bring them in to share appointments (6.19).

The campus provides funding for the Library and the Learning Center in a process described in Standard 9. In brief, EOP&S, VTEA, Title III, and various grants that have information and learning resources as part of their mission yearly augment the final Program 100 budgets in unpredictable amounts. Partnership for Excellence provided funds for supplemental instruction in fiscal 1999-2000. In addition, the Library budget has received additional funds from the Technology and Telecommunications Program (TTIP). Equipment and books have been purchased through block grant monies from time to time. Matriculation non-credit also supplies supplemental funding (6.20).

The college police provide security for the building. Police cadets, who are student workers, lock and unlock the building and lock some of the equipment down. Losses of equipment and security breaches, such as students in the building after closing, have been reported by phone and e-mail to police, Plant Facilities, and Administrative Services. The Library has a system to detect book theft, but it must be monitored; if the alarm sounds in the absence of staff, there is no means of response. Two panic buttons in the Library and one in the Learning Center summon police in an emergency. Emergency exit procedures are posted, but training for the staff is nonexistent.

The organizational structure for campus-wide information resources in labs and in offices other than those discussed above is currently decentralized. Disciplines or departments manage some labs, such as the Computer Science-Information Technology Lab. Others, like the Disabled Students Programs and Services Lab, are associated with specific support functions. Three of these labs are located in the Instructional Building.

First, the Computer and Office Applications Lab is open weekdays and evenings and provides computers, projectors, printers, and software to all computer and office applications students. However, students in class have priority during class time. The print collection includes reference manuals, course dictionaries, and audiocassettes. Staffing consists of three full-time faculty, one full-time classified instructional assistant, and four student workers.

Second, the Computer Science-Information Technology Lab is primarily intended for computer science-information technology (CSIT) students and houses seventy-two computers, all with CD-ROM drives. All stations offer access to software necessary for CSIT courses as well as access to the Internet. Stations are also adaptable to the needs of disabled students; equipment such as infrared mice, mouth sticks, screen enhancers, and voice-access software is available to assist students with special needs. Tutors (funded through the Learning Center with VTEA money) and instructional assistants help students during all hours of lab operation.

Finally, the Disabled Students Programs and Services Lab provides tutorial and technological support to students with physical and learning disabilities. Students have access to eight computers (three of which have Internet connections), video players, audiotape players, and screen and text magnifiers. A variety of special software is available, as well as a limited collection of texts and other books.

In the Library and Learning Resource Center, Educational Development Services houses fifteen computers loaded with software to support the development of online courses, interactive assignments, and other materials for the classroom. Currently, Title III personnel who are trained to assist faculty with developing web-based and other digital instructional materials staff it.

Elsewhere, the Citizenship Center shares space in a rented facility in San Fernando and offers non-credit ESL classes, which are held in different locations around the community in both day and evening programs. The administrative offices, which are handicapped-accessible, include a full-time director, six part-time instructors, and two program assistants. The physical resources include a collection of books, study guides, and videotapes. Information about the program can be found on its Website and through informational flyers distributed in the community it intends to serve.

In addition to the equipment in the Library and Learning Resource Center and the various laboratories around the campus, the college has made a commitment to place networked computers on every full-time faculty member's desk and to place communally accessible computers for adjunct faculty. Most faculty members have been accommodated. Faculty and staff access to e-mail has been through Lotus CCMail, but the college plans to install Microsoft Exchange with its own server during the 2000-01 academic year.

The current staff for maintaining the computer network and all workstations both for students and faculty includes one senior microcomputer specialist, two microcomputer specialists, one temporary microcomputer specialist associated with a specially funded program, two assistant microcomputer specialists, and two and one-half Information Technology instructional assistants (6.21). The staff is responsible for the Computer System Services, which maintains the Administrative Network and all of the computers that faculty, staff, and students use. The procedure for requesting service and repair requires the use of Helpstar, networked software to which many faculty and staff have access. Once Computer System Services staff receives requests, it prioritizes them, and the senders are able to query Helpstar for the progress of the requests. Three-year maintenance agreements for computers, printers, and peripherals have been the primary means for equipment repair in the recent past, but those agreements have expired.

Audiovisual materials and equipment have recently been centralized. In the past, many departments and individual instructors have purchased and stored their own videotapes and equipment. The faculty also had direct access to shared equipment stored in the Instructional Building, but under a new policy, they make appointments online to have equipment delivered to a classroom. Plant Facilities supervises the audiovisual technician, who oversees the process (6.22) and is available in the Campus Center every day until late afternoon. Student workers assist in delivering equipment. Maintenance contracts are used to repair equipment. When these expire, repairs are made on an ''as needed" basis or through other contracted maintenance (6.23).

The college procedure for evaluating the adequacy of the Library and the college’s learning resources has been Program Review, which has recently evolved into the institutional assessment and planning process. The next review for the Library and learning resource areas is in 2001. In addition to this, the Learning Center performs its own evaluation each semester (6.24). During a two-week period each semester, students using the Learning Center fill out an anonymous form evaluating both their tutors and the service in general. The forms are then reviewed with the individual tutor.

SELF EVALUATION

Creating the new Library and Learning Resource Center represented a challenge in many regards. A relatively small staff participated in the design of new offices and laboratories and the purchase of new information technology and other complex equipment. The planners considered the anticipated growth in the student population, the possible expansion of the number and type of existing services, the need for additional staff trained in the support of high-tech equipment, and the adoption of innovative instructional methods as well as the possibility of housing new programs. The Library and Learning Resource Center was envisioned as a facility that would provide students and staff with a new level of access to services, information, and a variety of computer, communication, and multimedia technology. While the planning process for the development of the new Learning Center and the Computer Commons worked well, the success of this extensive and protracted planning effort for the Library varied.

Information technologies continue to evolve and impact the roles of librarians, libraries, and the services they provide to students. With the vast quantity of new information available daily and the increasing dependence on computer-based sources, the need for student instruction on using computers and gaining access to, using, and evaluating information is becoming more critical. In addition, information offered through the catalog, databases, and Library Websites have to be organized, updated, modified, and maintained. Sustainable and reliable systems for delivering information resources also need to be maintained.

Despite these changing conditions and the need for increasing support, the Library actually experienced a prolonged period of declining budgetary support from 1997 to 1999. As a result, the Library lacks adequate staff to support the expanding requirements of information technology and Library services and to support an adequate, current collection of resources to meet the needs of students, faculty, and staff. Despite an increase in student population and an explosion of virtual information available on a daily basis, the Library faculty and support staff has not increased since 1975.

Evidence of student satisfaction with Library services is derived from several surveys.
Table 6.1 summarizes the results from the 1996 District Student Survey.

Table 6.1: Student Satisfaction with Library and Learning Resources in Fall 1996

Overall, the favorable rating students give regarding the Library and learning resources is less than 50 percent and is below the average rating for the district as a whole for each of the statements relating to learning resources. Moreover, the college also has a higher percentage of students who have no experience with the service as compared to the district average. Thus, based on this survey, the quality of learning resource services was in need of improvement. In addition, based on the proportion of students who report no experience with the service relative to the district average, these services appear to be either inaccessible to or underutilized by the student population.

Table 6.2: Student Satisfaction with Library and Learning Resources in Fall 2000

Table 6.2 summarizes survey results from the 2000 Student Accreditation Survey related to learning resources. Although the statements on the 1996 District Student Survey and the 2000 Student Accreditation Survey are not strictly comparable, the recent survey points to improvements in specific areas. In the 2000 survey, the wording of the statement regarding convenience was changed to reflect student usage when the student needs it, and questions were asked about computer usage in particular areas. Over 75 percent (SS #40) of students indicate that the Library is either always or frequently open when they need to use it. This represents a significant improvement over the earlier results. The Library collection is also rated favorably, with nearly two-thirds of students perceiving it as adequate and up-to-date (SS #15).

Students also rate computer learning resources in the Library and Learning Resource Center very favorably in terms of both availability of the resource and helpfulness and availability of the staff to assist students (SS #45a, #45b, #45c, #46a, #46b, #46c), as summarized in Table 6.2.

The computer learning resources in other areas on campus receive less favorable ratings, generally falling below the 50 percent favorable threshold in the service dimensions surveyed. However, based on a review of the sample responses, some evidence supports the contention that some of the respondents may not have had experience with some of the special-purpose computer labs (i.e. computer science, multi-media). Nevertheless, the data shows that while the computer areas in the Library and Learning Resource Center are providing high quality services to students, other areas need to improve support for technology and personnel.

A significant percentage of students also report no experience with the Library and learning resources at the college. While this could be expected for some of the more specialized computer labs, the "no response" percentages for the Library and Learning Resource Center approach approximately one-fourth of the student population. Based on the survey data, the college should examine resource access and support for utilization in these areas.

In response to this evidence and the expansion of both the student population and the information it needs to access, the college clearly needs additional library personnel. Added staff will expand research assistance hours; create, develop, and maintain the expanding online environment; coordinate systems licenses and subscriptions; maintain databases; train and retrain staff; acquire software; plan hardware upgrades;

develop and provide hands-on research workshops and additional learning opportunities for students and faculty; and expand online services such as electronic reserves, online reference, Website maintenance, online research guides, and online tutorials and courses.

Paralleling the survey response that indicates a need for a larger and more up-to-date collection, Title 5, § 58722 (6.25) and national standards for two-year colleges the size of Mission indicate that staffing and the Library collection is well below a minimum level (6.26). The standard is 80,000 books and 700 periodicals, and the college collection has 38,457 book titles and 120 periodical titles. Not only is the collection insufficient, but about 75 percent of the collection has a publication date before 1980. For example, a subject search of materials on genetics reveals six books published before 1980 (75 percent) and one book post 1980 (25 percent). A subject search on AIDS returns a list of ten items—eight of which are over 10 years old (80 percent).

Chart summarizing budget allocations to the Library from
1996 through 1999.

Since the last self-study, as the chart above reveals, the Library budget and available funding has been inconsistent from year to year and has not kept up with the inflation rate for Library materials and databases (six percent for books, eleven percent for periodicals). However, lack of Library materials has not prevented the Academic Senate Curriculum Committee from approving new courses. Although the curriculum approval form (6.27) requires that the initiator determine if Library resources are adequate for the subject, no one usually checks the Library collection. The Library department chair routinely signs off for each new approved course. Although the Library chair follows up with instructors for new courses and identifies materials to support coursework, the budget is not adequate to update Library resources.

Due to the severe budget reductions during the 1997-1999 fiscal years, the erratic posting of funds to the Library accounts, and the inflation rate for Library materials, the Library has had to make difficult decisions each year about canceling periodical subscriptions, databases, and reference subscriptions. During the cutbacks, periodical subscriptions declined from 160 titles to 120. Periodical titles on microfilm declined from 37 titles to 14. The Library also discontinued 5 databases and 17 reference subscriptions. Since the book budget was reduced from $25,000 to $5,000 for two consecutive years, the Library had to augment the basic allocation from other sources.

Another problem has been that contracts for databases purchased through a consortium at a reduced rate need to be signed and returned within a month of receipt. However, because budgeted funds have not actually been placed into the Library accounts in a timely or predictable way, it has been difficult, if not impossible, to know if the Library would be able to honor the contracts.

The commission response to the last self-study in 1995 noted the sharp reduction in Library hours. The Library restored most hours in 1998 although the Library still closes at 8:00 P.M. instead of 9:00 P.M.

Since the last accreditation, the Library faculty members have created an informal area for instruction and database demonstration in order to improve the Library’s role of orienting students to resources and teaching them to use information technology for research. While this new program is essential, librarians recognize that students need more instruction, hands-on workshops, and follow-up assignments or exercises with some information competency components incorporated into the curriculum to achieve skills necessary to become proficient users of information. This effort needs to be expanded to improve student access to and utilization of Library resources, which would lead to fewer students having "no experience" with Library computer resources.

Currently neither the Library nor the college has a formal program or a plan to provide information competency (6.28) for students. In May of 2000, the Academic Senate passed a resolution (6.29) to form a working task force to identify the information competency skills necessary for Mission College students and develop a plan to teach and incorporate these skills into the curriculum. This task force began its work in November 2000.

The planning for the expansion of the Learning Center and its occupation of the new building was successful. On the 2000 student survey, most students describe themselves as "Satisfied" or "Very Satisfied" with the equipment and staff provided. Tutoring services provided in the CSIT, CAOA, and DSPS labs received similar positive results. In addition, the informal student surveys (6.29) that the Learning Center administered are extremely positive about service and resources. All say students would use the service again. However, many request more flexibility in hours or more time with tutors. In fact, the Learning Center’s greatest concern at this time is that it is unable to meet the current level of student need for basic skills classes or to accommodate growth.

For example, in fall of 2000, counselors advised 31 percent (647 students) of the 1,515 ENL students who were assessed at Mission College to take Developmental Communications 1, a developmental writing course that is the prerequisite for English 21. Counselors advised 80 percent (1,216 students) of the assessed students to enroll in developmental reading courses (Dev. Com. 34, 36A, or 36B). However, the Learning Center was able to offer only eight sections of Dev. Com. 1 and five reading sections. Counselors has advised and will continue to advise a significant number of students to enroll in these courses, but there has been only slow growth in the number of sections offered to accommodate their needs. In fact, Mission College has only one full-time developmental communications instructor, so part-time instructors teach most courses.

Standard 4 provides another indication that the college will have to expand its basic skills offerings. The college places few pre-requisites on transfer-level courses. And as indicated above, many entering students assess at developmental skill levels in reading and writing. Students therefore enroll in transfer and other degree-applicable courses without these skills and may experience limited success. In order to improve overall retention, increase student success, and ensure appropriate standards, the college may have to consider mandatory placement in reading and other basic skills coursework by establishing and enforcing pre-requisites. However, if the college pursues this strategy, the Learning Center, which is already at capacity, will need additional faculty support as well as additional space and facilities.

The GED program also needs continued development and expansion. Currently this program operates out of a single office. It has no dedicated classroom or lab facilities. If current enrollment trends continue, total enrollments for the program will likely double. The Learning Center will need to find a way to serve this growing population of students.

It is important to note that the college is engaged in a very rapid technological expansion in all areas. A severe challenge to the technical maintenance staff has emerged in just the past four years with the advent of the new building, 300 additional computers, video conferencing facilities, a college Web server, and a host of other capabilities. Almost all full-time faculty members have personal computers at their desks, and all faculty members have access to a pool of personal computers connecting them to the Internet and e-mail services as well as providing the usual office applications. All of this represents a remarkable change in the workplace for both students and faculty over a very short period.

As with most rapid change, this has not come without problems. Information from the 2000 Faculty/Staff Accreditation Survey illustrates this. While nearly 83 percent of respondents rate the importance of Computer Systems Services as very important or important (FSS #101a), almost 20 percent of respondents give this service a rating of poor or failing, one of the largest negative rating of all services surveyed (FSS, #101b). However, the more fundamental problem is the absence of a focal point within the reporting structure of the college that is responsible for coordinating the computing and information technology requirements of the academic programs and the administrative functions of the college. This, along with inadequate technical staffing levels, has resulted in a completely reactive management style. Responding to daily problems leaves insufficient time to develop day-to-day operating procedures or long-range plans to properly interface with users or to adequately train users on changing technology. Helpstar is a convenient way to communicate problems with CSS staff, but it is still not possible to alert them immediately when major problems occur or to ever find out in advance when a problem might be resolved. Sometimes problems not so easily solved appear to be ignored. While there has been an effort on the part of the faculty to act as an interface between faculty requirements and concerns and the administration’s computing plans, the results have been slow and uneven. The consequence is that some faculty may be skeptical of the administration’s commitment to support their efforts and so may be reluctant to include new technologies in their curriculum.

The college lacks a systematic process for planning, implementing, and training for new technology. For example, the college plans to install a new e-mail system, which represents a complete change from the existing software.

The college must address several issues to ensure a smooth transition and user acceptance: transferring existing user file information to the new system, e.g. e-mail addresses, distribution lists, and saved mail; continuing support of the old system through the forwarding of e-mail to the new system with automatic notification to the sender of the new address; and user training.

The last consideration is of vital importance, and the college must budget and plan for in-depth training by vendor personnel for both the technical staff and a select group of users. The latter group can then plan and lead training for their colleagues and act as a user group interface with the technical staff. Both groups should be included in a beta test plan for migration to the new system. As of the date of this writing, it does not appear the college is placing sufficient emphasis on the project.

The technical infrastructure of the Library and Learning Resource Center, the campus-wide computing libraries, and all other electronic support require coordination and maintenance. The college needs a technology coordinator in some capacity to manage the computing and information technology requirements of the academic programs (including the Library) and the administrative functions of the college. In additions, the college needs both funds to maintain, replace, or upgrade all equipment, software, and telecommunication lines of the college and additional staff in the Library and in Computer System Services to maintain the information technology.

The recent implementation of a centralized audiovisual policy has not been evaluated. While the computerized request and delivery system may be more efficient than the previous method of issuing equipment, instances have already occurred in which equipment has not been delivered after repeated requests nor has the request been confirmed.

Even if the system can be made to function, inadequate numbers of audio-visual equipment still exist, which has prompted the Academic Senate to pass a resolution that at a minimum TV-VCR’s be hard-wired into each classroom.

PLANNING AGENDA

13. The Library and Learning Center each will submit an operational plan that reflects an accurate appraisal of personnel and acquisition needs for fiscal year 2001-2002. The college will use the evaluation procedure in the assessment and planning process to prioritize all requests for personnel and other funding, including that of the Library. The prioritization will consider criteria, including legal requirements and national standards for the funding of libraries. Administrative services, once the operational plan is approved and funded, will post funds to the Library accounts in a timely manner to facilitate the contracting and purchasing process.

14. The college will reform the curriculum approval process so that the proposed new course request forms will accurately reflect the information needs of the courses.

15. By the 2000-2001 academic year, the college will develop and implement a comprehensive plan for the acquisition of, support for, and management of technology including audiovisual equipment and district-wide e-mail for both the academic and administrative functions of the college by using the assessment and planning process.