Monroe Library Annual Report 2012-2013

AY 2012-2013 Annual Report – University Library

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AY 2012-2013 ANNUAL REPORT

UNIVERSITY LIBRARY

LOYOLA UNIVERSITY NEW ORLEANS


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CONTENTS

Section 1: Executive Summary 3 Section 2: Unit Profile Summary 4 Section 3: Goals for Current Academic Year 5 Section 4: Budget for Current Academic Year 16 Section 5: Assessment Report / Program Outcomes 19 Section 6: Summary of Achievements 28 Section 7: Supporting Documents 35


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SECTION 1: EXECUTIVE SUMMARY The J. Edgar and Louise S. Monroe Library is Loyola’s University Library and one of the university’s six colleges and principal academic units. The Monroe Library is a Top 20 “Best College Library” in the United States, ranked 19th by The Princeton Review in its current edition of The 378 Best Colleges. Loyola students express high general satisfaction with their library. As recently as in the Fall 2013 Noel Levitz Student Satisfaction Inventory, an annual survey conducted by Loyola’s Office of Institutional Research & Effectiveness, two survey items – the library’s resources and services being adequate, as well as library staff being helpful and approachable – rank among the university’s smallest performance gaps among all survey items. In other words, viewed in comparative terms across the university, the library does exceptionally well at meeting student expectations. The Monroe Library addressed significant financial challenges in AY 2012-2013. In August 2012, to begin the fiscal year, the Monroe Library actually received an infusion of $100,000 to its operating budget. By October 2012, in response to the state of the university budget, the library identified a one-time reduction of $108,000, or 10%, of its FY 13 operating budget. In March 2013, the library identified a permanent reduction of $326,000, or 30%, of its operating budget beginning in FY 14. On a positive note, the library’s annual fundraising more than doubled: $68,400 raised in FY 13, $30,300 in FY 12. Improving student success and increasing student retention rates are both fundamental to the Monroe Library’s mission. The library provides beneficial services and facilities as well as broad and timely access to information. To further enable student success, library faculty and staff collaborate with university colleagues in, as examples: First Year Experience, Honors Program, Standing Committee for the Common Curriculum, and two newly established initiatives – Student Success Initiative and First in the Pack. The Monroe Library aspires to advance intellectual discovery by connecting people with knowledge; imagine and realize the full potential of a Jesuit university library in the second decade of this century; anticipate and meet the information needs of our diverse communities; and enable students to achieve success in their studies and in their lives, at Loyola and beyond. Looking ahead, our faculty and staff will strive to identify and offer more useful and more highly used resources, services, and spaces than ever before.


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SECTION 2: UNIT PROFILE SUMMARY

Section 2.1: Faculty/Staff Profile AY 2011-12

[Data not provided in Annual Reporting System] Section 2.2: Faculty Headcount by Faculty Status Over Last 4 Academic Years DEPARTMENT AY 08-09 AY 09-10 AY 10-11 AY 11-12 AY 12-13 University Library ----- FACULTY & STAFF HEADCOUNT ------ Ordinary Faculty - FT Tenured 10 10 9 8 8 Ordinary Faculty - FT Tenure-Track 5 6 5 5 5 Extraordinary Faculty - FT 1 0 0 1 0 Total Full-Time Faculty (FT) Headcount 16 16 14 14 13 Part-Time Faculty - PT 0 0 2 0 0 Total FTE Faculty 16 16 14 14 12.5 Staff - FT 19 22 22 22 18 Staff - PT 6 0 0 0 4 Total FTE Staff 21 22 22 22 20.5 Total FTE Faculty & Staff 37 38 36.5 36 33


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SECTION 3: GOALS FOR CURRENT ACADEMIC YEAR I. Development of a new strategic plan The Monroe Library continued with implementation of the strategic plan established in 2011-12. A new strategic plan is being developed to complement the goals of the University and is on schedule for completion in May 2014. One reason the library wishes to reconsider its planning is because the university is in the final year of its current, five-year strategic plan, named Loyola 2012. As the university’s Strategic Planning Team introduces the new strategic plan to the Loyola community, the library wishes to ask how we can realign our own plans and initiatives in response to the university’s new plan.

A second reason: As Loyola advances its Student Success Initiatives and other priorities amid its current budget deficit, the library's Steering Group believes it is appropriate to ask all library faculty and staff how the library can best serve our users during this key point in the university’s history. In recent weeks, Steering Group has identified several provisional actions and timelines concerning library planning from now to approximately May 2014. Monroe Library planning will be developed on the following timeline: October 2013 - May 2014 Library’s 12-member Steering Group meets regularly to discuss university and library planning. Solicits internal and external feedback, with intent to use feedback to improve wording of statement(s) and strategic plan. November 2013 Library’s team leaders and the dean meet initially to discuss team-, library-, and university-wide planning and assessment. Subsequent meetings as necessary. Through May 2014 Library teams meet individually to create or revisit one or two assessable team goals to conclude the library’s strategic initiatives, created in 2011 in response to Loyola 2012. Teams will also articulate successes and express anticipated needs for the last half of FY


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2014. Finally, respective teams will express how each wishes to identify itself in an elevator speech or mission statement, and express how the Monroe Library may similarly wish to identify itself. January - February 2014 Steering Group reviews teams’ contributions and aggregates ideas and thoughts expressed therein. Steering Group prepares a number of documents in draft form for library-wide review, including a likely combination of a new mission statement for the library, a vision statement, a values statement, and/or an elevator speech. Steering Group distributes drafts for review by library faculty and staff prior to All Library Meeting. March 6, 2014 All Library Meeting. Library faculty and staff discuss draft documents. Post-All Library Meeting: March - May 2014 Steering Group reviews ongoing feedback from library faculty and staff. Steering Group monitors progress of university’s new strategic plan. If feasible, the library finalizes, announces, and implements new statement(s), including making good progress on (if not completing) updated strategic plan. II. Progress report on current strategic goals University strategic goals

Selected Monroe Library accomplishments in AY 2012-2013, with special focus on addressing the three overarching strategies of Loyola 2012, include: 1. Enhance Jesuit Values

Elevate New Orleans The Monroe Library is the academic home to Elevate New Orleans, an after-school program for inner-city middle and high school students who excel at basketball. The program provides academic, athletic, and social training. Library faculty coordinated the


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collaboration, assisted in the recruitment and training of Loyola students to provide tutoring, and were featured speakers at Elevate events. Hope through Technology Program Library faculty provided pedagogical and technological training and support for the Hope through Technology Program, a training program founded by a Jesuit priest and intended for at-risk youth in Belize City. Service to Local High Schools Library faculty continued a long-tradition of providing library instruction for the greater community, including teaching over 320 local high school students about research at a university library. Participation in Events The Dean attended the AJCU Library Deans’ Annual Conference at St. Joseph’s University last April, as well as the AJCU Seminar on Higher Education Leadership at Loyola University Chicago last June. The Dean, together with another faculty member, also attended the annual meeting of New Orleans Provincial Archives of the Society of Jesus, whose archives are housed at and curated by the Monroe Library. The Dean served on the selection committee of the 2013 Ignatian Awards for Outstanding Senior Man and Woman.

2. Improve Student Retention

Expanding Student Engagement Faculty library liaisons made a concerted effort to improve student retention by connecting and engaging with students on an individual basis. Liaisons actively participated in numerous student events across departments. They enhanced student success through hundreds of individual consultations, instruction sessions, and online research guides and tutorials.


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Improve the Experience of Student Employees The Monroe Library employs approximately 65 Loyola students in an academic year. Faculty and staff worked effectively to improve student employee training, which enables students to be more engaged with their work in the library, to provide better and more consistent service to the Loyola community, and to develop professional skills beyond their work at the library. Timely Identification of Student Employees’ Issues The Monroe Library implemented an informal mid-year evaluation with which managers worked with student employees to identify any issues that students may have at work or outside of work. Our managers are now familiar with the process to report any student employee whose work attendance may indicate further retention issues. Students are referred to appropriate campus colleagues when deemed necessary. Better Classrooms Classrooms across campus were significantly improved via the work of Monroe Library faculty and staff. Seven classrooms in the campus classroom pool were updated with high-resolution data projectors. High-end digital systems with HDMI inputs for computers and Blu-ray/DVD players were added to these classrooms and computers were replaced in all of the enhanced classrooms. Additionally, the library updated its two largest classrooms with high-resolution data projectors and digital systems; installed large monitors in the Library Living Room and Seminar 2, along with digital and analog inputs; and a seminar room received a new large touch-screen smart monitor, the only one of its kind on campus (funded by a Libby-Dufour Foundation grant). Better Online and Hybrid Learning The Monroe Library made great strides in providing better experiences in online and hybrid learning in the past year. The library continued to identify and enhance existing technologies as it collaborated with Loyola instructors to increase student interaction and faculty success in an online environment. The existing Blackboard and streaming media services underwent upgrades to ensure that they remain current and relevant to our student populations. The university worked to develop an online intensive Latin program, which is unique in the south and improves and extends the university's brand as an innovator in our region. Undergraduate online courses saw an enrollment increase of 39% in the summer of 2013 over 2012 enrollments, and saw an additional 10 unique courses developed. Finally, having run a successful pilot project with Adobe Connect Web Conferencing in 2011-2012, this past year the


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Monroe Library worked with 40 Loyola faculty and staff members who used this system for online and hybrid classes, faculty office hours and student study sessions, meetings, and conference presentations. The library anticipates expanded use of Adobe Connect in the coming year. Pedagogy and Clickers FY 2012-2013 was the fourth year since iClicker was introduced at the university, and its use continued to grow. Monroe Library faculty and staff refined service procedures and resources, worked closely with the university bookstore on clicker sales and distribution, and provided training and support to Loyola faculty and students using clickers in their classrooms. Nine professors were trained to use clickers during this academic year, for a total of 55 instructors who use the complete system with their classes. Information Resources The Monroe Library continued to develop its collection of information resources prudently, in support of the university’s academic mission. Faculty and staff identified key titles that supported several communities, e.g. the Criminal Justice Online Masters with the addition of the Sage Deep Backfiles; the Doctorate in Nursing Practice (DNP) with the addition of the Ovid Nursing Collection of journals and complete backfiles for two critical journals: JAMA (Journal of the American Medical Association) and the New England Journal of Medicine; Cambridge Companions Online; and L’Année philologique on the Internet, the digital version of a standard bibliographic reference work devoted to the Classics. If the library does not actually own certain materials, then our reciprocal-borrowing agreements generally provide users with broad and timely access to those materials, and the library identified ways to quicken the time of getting such materials to Loyola users. Student Success Initiative and Workgroups Several Monroe Library faculty participated in the university’s Student Success Initiative and its workgroups. First in the Pack Two library faculty and one staff member served as volunteer mentors in Loyola’s inaugural First in the Pack program, which supports first-year, first-generation students’ transition from high school through each year at Loyola.


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3. Enhance Reputation and Stature Creating a Regional Association Interested in Information Literacy In the past year, Monroe Library faculty founded the NOLA Information Literacy Collective, which fosters the development of information literacy instructors in higher education throughout the greater New Orleans area. The first annual NOLA Information Literacy Forum brought over 40 academic librarians to the Monroe Library last fall for presentations and discussions on library instruction and information literacy. The second annual forum, again to be held at the Monroe Library in the coming weeks, is anticipated to attract an even larger regional audience. Foregrounding Loyola University New Orleans Marking the university’s centennial, the Monroe Library completed the digitization of a wealth of materials related to Loyola’s history, e.g. the student newspaper The Maroon, the university yearbook The Wolf, and historical photographs documenting Loyola’s first century. Enabling “anywhere, anytime” access has been very successful. Since the fully searchable Maroon has gone online, it has become the most used collection in the Louisiana Digital Library: in the first four months it has been online, users have viewed it 71,160 times. Regional and National Participation at Conferences, in Associations, etc. Monroe Library faculty participated throughout the year at regional and national conferences, serving a number of roles: as speakers, as committee members, as representatives of the university and/or the library, etc. Significant New Faculty and Staff Hires Michael P. Olson, M.L.S., Ph.D., became Dean of Libraries and Professor at Loyola in August 2012, having held senior library positions at Harvard, UCLA, Clark University, and most recently University of North Carolina at Charlotte. The library successfully recruited other significant hires at the faculty and staff level, including Nancy Clarke (Assistant to the Dean), Elizabeth Cole (Online Course and Curriculum Developer), Elizabeth Kelly (Digital Initiatives Librarian), Marta Siuba (Collection Development Librarian), and Katherine Truxillo (Development and Outreach Officer).


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Monroe Library strategic goals The library’s faculty and staff created the following four strategic initiatives in 2011.

1. Grow, refine, enhance and focus library programs, services and planning on student achievement, student experience,

student learning, student retention, and student success

Online Learning Team (OLT) provided outreach to various departments and programs to encourage new course development, increased use of online tools and pedagogy, closer collaboration with OLT. The team also worked to develop data analytics best practices to better understand student and faculty success in online teaching and learning. Teaching and Learning Team (TLT) enhanced student learning and achievement through individual and group research and technology instruction. At least 452 research and technology consultations were provided. The 230 individual research and technology instructions sessions reached 4,700 attendees, and included a significant number of sessions (46) for first year seminars. TLT further contributed to student learning, especially in the area of information literacy, through teaching and co-teaching several courses. This area of instruction has particularly expanded to include more opportunities with other departments. Librarians provided substantial instruction for the first year seminar for Professional and Continuing Studies students, Historical Methods, Intro to Film and Digital Media, Introduction to Music Industry Studies, and Tech for Music. Research and Technology 2.0, taught online both semesters, had a record enrollment in Spring 2013 (19 students). The quality of our instruction was strengthened through instruction development, such as shared readings, group discussions, teaching challenges, and presentations. Members of TLT updated the Faculty Innovation Lab to facilitate the improvement of student learning. The Team also examined collections, including discussing collection development strategies, developing a guide to handling requests for purchase, and troubleshooting online access to materials. TLT contributed to student experience by working with the Learning Commons Team to strategically staff reference shifts based upon research interaction data. This made librarians available to students at appropriate times, and also made effective use of librarians’ time. In their roles as Librarian Liaisons, members of TLT deliberately coordinated efforts to improve student retention by further connecting with students and working with faculty to improve student success. The team met with Liz Rainey, Director of Retention and Student Success, to discuss strategies for improving student retention. They also brainstormed ideas for connecting with students. Members of TLT attended and participated in numerous student events across departments, and promoted reserves to faculty.


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The Information Resources Team (IRT) reviewed and adjusted subscriptions of serials and electronic products to match curriculum and research at the university. They worked with librarian liaisons to focus and provide high-quality information resources. The Learning Commons Managers met with Liz Rainey and identified ways to refer students who are struggling with their work. Managers implemented a mid-year review for each student employee to discuss job performance, including strengths and areas for improvement. Media Services updated six classrooms in the campus pool to include more technologically advanced data projectors, Blu-ray/DVD players, and new digital (HDMI) inputs, all of which provide extremely high picture resolution. They continued to work closely with Bret Jacobs, Ann Moss, and Interstate Electronics on classroom design for more than fifty classrooms and meeting rooms for the new Monroe building. Media Services also oversaw the installation of new projectors and digital (HDMI) inputs in the two Multimedia Classrooms and installed large screen monitors in a Seminar Room and in the Living Room. In addition, Seminar 1 has a new “smart” monitor that enables people to electronically “write” directly on it; they also installed a webcam for video and web conferencing. The videoconferencing system was upgraded to a much more capable system with faster image and audio transfer. This new system is on a cart and can be used in library meeting rooms to connect with similar systems around the globe for guest lecturers, meetings, and conferences. For a second year, Media Services administrated the Adobe Connect system for Loyola faculty and professional staff. There were approximately thirty users who conducted live web conferences in a variety of academic and administrative contexts, including online and hybrid classes, faculty office hours and student study sessions, professional conferences, and meetings. The use of iClicker continues to grow. Media Services refined service procedures and resources, and worked closely with the new Loyola Bookstore on the ordering process and faculty and student needs for clickers. They provided training and support to faculty and students using clickers in their classrooms, and conducted introductory and training sessions throughout the year so that interested faculty could find out what clickers are and how to use them. Eleven professors were trained to use clickers during this academic year, for a total of fifty-seven professors who have been trained to use the complete system with their classes. In addition, many faculty and staff members used the event-based “suitcase” system for polling in meetings throughout the year, most notably the University Senate and the College of Social Sciences. The Web Team launched a redesigned site navigation that incorporated feedback from library staff and student usability studies. The team also reviewed the website for accessibility compliance and made appropriate changes. These updates ensure that students of all abilities are able to access and use the site.


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The Technology Team evaluated and updated the library’s computer plan, replaced approximately one/third of individuals’ and area computers, and added more laptops to the Learning Commons’ student loan pool. By providing up-to-date computers, software and equipment for our users and library personnel, we contribute greatly to student achievement, student experience, student learning, student retention, and student success. 2. Assessing our impact, telling our story and articulating our value to the university and the community

The Online Learning Team (OLT) implemented a new online faculty survey, designed and distributed a promotional postcard highlighting OLT capabilities for the university community, and is continuing to develop data analytics best practices to fully reflect the work of OLT in developing, designing, implementing, managing, troubleshooting, and supporting online education. The website continues to adapt to changing needs for patron access and library promotion. Following the implementation of Research Guides, which were launched last year. We have 225 guides, including 92 course guides. The Research Guides received 175,468 website hits in 2012-2013. Web Team continues to work with Sirsi Team and outreach staff to promote a student of the month. This program includes an interview with a student about the impact of the library on their Loyola experience. TLT updated the language regarding Librarian Liaisons on the library’s website to better reflect what they can do for students and faculty." Media Services partnered with the Center for Faculty Innovation for a presentation to Loyola faculty on “Connecting with Technology”. Susan Brower (Media Services) and Bobby Harges (College of Law) presented on the many uses of Adobe Connect web conferencing. The library’s use of social media – including Facebook, Twitter, Pinterest, Tumblr, and Issuu – expanded considerably throughout the year, as did the number of page views and followers. Currently, the library has 539 Likes on Facebook and 109 Followers on Twitter. Edited by the Dean and the Development and Outreach Officer, with contributions by faculty and staff, the library distributed a new series of progress reports (one to date) and monthly newsletters, viewable at http://issuu.com/monroelibrary. The Dean wrote a feature article on the Monroe Library in LOYNO Magazine, and also discussed the library during presentations before the Student Government Association, Elevate New Orleans, and the Atlanta Chapter of the Alumni Association.


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3. Enhance reputation and stature of the library and the university

Several team members served on the NOLA Information Literacy Collective Executive Board. They organized the 2nd annual NOLA Information Literacy Forum, which brought together over 50 local academic librarians in order to share presentations and discussion on library instruction. This conference brought the library instruction program into the local spotlight. Special Collections and Archives processed and made available several archival and manuscript collections:

• 19th and Early 20th Century Newspapers • B. Raynal Ariatti Papers • Catholic Daughters of the Americas, Court Mater Dei #868 Collection • Elizabeth Adolph Collection of Early 20th Century New Orleans Sports Memorabilia • Guy Bernard Collection of Loyola University New Orleans College of Music Productions • Rosemary Drown Archdiocese of New Orleans and School Integration Collection • Dawson Gaillard Papers • Hurricane Katrina Oral History Collection • Louisiana Women Writers Symposium Collection • Loyola University Physics Department Collection • J. Edgar Monroe Collection • New Orleans Social Justice and Activism • New Orleans-Southeast Regional Office of the Committee in Solidarity with the People of El Salvador (CISPES) Papers • David Swanzy Papers of the New Orleans Philharmonic Symphony Society • Dr. Edward W. Wynne Collection of Loyola University New Orleans Photographs

The Learning Commons Team implemented ongoing training sessions for library faculty and staff. The group identified areas of desired training. The team offers training on a monthly basis to ensure consistency of service and identify areas for improvement. Student employees continue to be surveyed about training and results of their feedback are incorporated into improved training so that services delivered to the university are constantly being improved.


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4. Enhance community engagement and foster Jesuit values

The library was the academic home to Elevate New Orleans, an after-school program for inner-city middle and high school students who excel at basketball. The program provides academic, athletic, and social training. The leader of the Teaching and Learning Team (TLT) coordinated the collaboration, and assisted in the recruitment and training of Loyola students to provide tutoring. Members of TLT provided pedagogical and technological training and support for the Hope through Technology Program, a training program for at-risk youth in Belize City. TLT also continued a long-tradition of providing library instruction for the greater community, including teaching over 320 local high school students about research at a university library. The Learning Commons (LC) Team has an ongoing relationship with LSU School of Library and Information Science. Each semester, multiple students from the reference course come to observe research transactions at the Learning Commons desk. We are the only academic library in New Orleans that welcomes LSU SLIS students.


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SECTION 4: BUDGET FOR CURRENT ACADEMIC YEAR 2012-13 and 2011-12 budgets The initial allocation of the Monroe Library’s FY 2012-2013 total budget of nearly $2.75M was $235,552, or 9.4%, larger than in the previous year. An increase of $100,000 to the operating budget acknowledged additional expenses borne by the library as the personnel of Information Technology and University Honors Program relocated to the library in late 2012. Some of the $100,000 addressed inflation for information resources, or paid for the increased access feeds for large journal packages (e.g. JSTOR, Sage) to facilitate the move of IT and Honors. The library’s FY 13 salary budget included a raise for all faculty and staff, plus the salary for the new Dean and the remaining salary for the former interim Dean. 2012-2013 Budget Allocation 2011-2012 Budget Allocation Salaries 1,667,143 Salaries 1,531,621 Information Resources 727,256 Information Resources 727,256 Operational Support 355,350 Operational Support 255,350 Total 2,749,749 Total 2,514,227 Information resources The Monroe Library leverages every dollar possible to support teaching and learning at Loyola. Through partnerships with LYRASIS, the Association of Jesuit Colleges and Universities, and the LOUIS consortium of Louisiana academic libraries, the library maximizes purchasing power and thereby offers additional access to high-quality scholarly resources and services. An annual contract with LOUIS, for example, enables member libraries, including the Monroe Library, to use economies of scale to acquire subscriptions to key databases. However, our partners are challenged by inflation and reduced funding and thus must pass on cost increases to their members. To use LOUIS again as an example, when LOUIS recently received less (or no) funding from the LSU Board of Regents, the Monroe Library’s annual LOUIS membership fee of $38,830 in FY 13 increased to $42,281, or by 8.9%, in FY 14. In October 2012, the library, along with every other college in Academic Affairs, made a one-time 10% cut to its operating budget. The library transferred the expense of selected electronic resources from operating budget to endowment funds, thereby identifying


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part of the necessary reduction. The library also cut an additional $15,000 from operating budget preemptively, recognizing that we could not fund selected ongoing expenses beyond FY 13. Building and furnishings As the Monroe Library celebrates its 15th year in January 2014, maintenance expenses for carpeting, painting, furniture, fixtures, and general infrastructure place significant pressure on the library’s budget. The current budget is simply insufficient to pay for anything more than modest repairs. The library continues to seek external funding sources to address critical improvements listed in the university’s February 2013 facilities audit of the Monroe Library. The bottom line is that funding must increase significantly for the Monroe Library to continue to provide best-in-class facilities in support of Loyola students and faculty, as the building was intended when it opened in 1999. In the library was able to replace 12-year-old chairs in the library instruction classroom and in several other locations. However, the library was unable to identify funds to replace more than 75 chairs in the Multimedia classrooms and seminar rooms. With each passing year, the carpeting on the first floor becomes more worn. The library is well loved and well used, and the carpet must be replaced with carpet squares rather than entirely new carpeting. In preparation for the Centennial Exhibit, the library paid for the painting, patching, and repair of several walls and the refresh of the Dux Academicus Corner. We have compiled an inventory of study chairs and other furnishing that need to be repaired or replaced, but again the cost of addressing this kind of maintenance is prohibitive. Technology In 2012-2013, the library allocated proportionally more funds to technology. This money went to the usual demands for laptops for student loan and smaller equipment, but also to upgrade equipment in Multimedia classrooms 1 and 2, Seminar rooms 2 & 3, and the library Living Room. The upgrades for these spaces were long overdue. The library continues to leverage funding for computers by financing them on a three-year cycle. In 2012-2013, the library began working with a new partner, Insight Financial, which offered better terms and more convenient service. The library’s partnership with Information Technology helps the library maximize its resources in many ways, for example, IT provides needed resources for student printing and computing in the learning common. No technology funds were cut in the 10% budget cut that took place in October 2012.


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Personnel needs Quality services to the Loyola community are dependent on a dedicated, knowledgeable faculty and staff. The library is open on average 116 hours per week during the regular semester offering a host of services, resources, and technologies that support student learning and faculty research and teaching. The library was unable to add new staff or faculty positions in 2012-2013. However, the ability to award merit in 2012-2013 was very positive. The need for new staff positions in the Learning Commons, Media Services and Special Collections & Archives remains a constant. Part-time and occasional staff have been processing special collections and providing research and desk assistance some evenings and weekends. Extended use of temporary employees is occasionally necessarily but of course not ideal. Current staffing levels are occasionally insufficient, creating inconsistencies and hindering the library’s ability to meet goals and provide best-in-class services, resources, and facilities. Expenditures for student assistants were lower in 2012-2013 because work-study was plentiful and supervisors were careful with the budget. With work-study down in 2013-2014, we will likely be hard pressed to meet coverage needs. Expenditures on part-time staff and student assistants:

Code 2012-2013 Allocation Expenditure 1920 Student Assistants 30,000.00 20,338.22 1501 Temp-Internal 0.00 20,382.00 1103 University Staff PT 32,400.00 15,800.00 62,400.00 56,520.22

Operating: While the initial infusion of new funds into the operating budget setup put the library in a good position to meet needs for professional development, technology maintenance, supplies, printing, and library events, the 10% cut in to the budget in October 2012 erased the increase. In the months between setup and cut, the library had made commitments for new services, such as the Primo discovery service. Therefore, the rest of the budget took a larger blow than it otherwise might have. Without endowments and restricted accounts, the operating pool could not have supported library services.


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SECTION 5: ASSESSMENT REPORT / PROGRAM OUTCOMES Section 5.1: Aggregated Results SSI Spring 2013 Loyola University New Orleans -

SSI National Four-Year Privates

Item Import Satis/SD Gap Import Satis./SD Gap Mean Difference

13. Library staff are helpful and approachable. 5.78 5.47 / 1.42

0.31 5.77 5.65 / 1.33

0.12 -0.18**

18. Library resources and services are adequate. 6.13 5.58 / 1.37

0.55 6.13 5.54 / 1.33

0.59 0.04

ASPS Spring 2013 Loyola University New Orleans -

SSI National Four-Year Privates

Item Import Satis/SD Gap Import Satis./SD Gap Mean Difference

15. Library resources and services are adequate for adults.

6.30 6.41 / 0.73

-0.11 6.32 5.62 / 1.47 0.70 0.79**


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Section 5.2: Other Studies LibQUAL+ Results The LibQUAL+ 2013 survey was completed by 167 respondents. The survey was representative within 6% for most populations. The sample was somewhat skewed towards Assistant Professors and respondents from the College of Humanities and Natural Sciences. Compared to the national averages for 2012 and the Loyola LibQUAL+ results from 2011, Loyola is losing ground in its satisfaction ratings. In the three umbrella areas that are able to be compared to national data at this time, Satisfaction with services (Affect of Service), information systems, resources and collections (Information Control), and library spaces and furnishings (Library as Place), Loyola is lower in satisfaction than 2 years ago and in 2 of those 3 areas our satisfaction is lower than the national average. Across all population groups, the areas of least satisfaction were in the provision of print and electronic materials, equipment, and handling service problems. Users were most satisfied by employees instilling confidence in users, individual attention received, library spaces, online course support, 24 X 7, chat service, and archival collections. Additionally over 65% of all respondents use library resources in the building once a week or more and nearly 60% access the library resources once a week or more through the library web page. Undergraduate respondent satisfaction was similar to the overall satisfaction rate, however they were more satisfied with the library web site and a greater percentage of students use the resources in the building on a daily or weekly basis. Graduate student satisfaction differed from the overall population in several areas. They were less satisfied with the library website and access to archival materials. This could be a reflection of the large number of off-campus graduate students. They were however more satisfied with the equipment that is available and the promotion of Jesuit ideals of social justice and respect for all persons by the library staff. Additionally fewer graduate student use library resources in the building and over 70% use library resources via the library website on a daily or weekly basis. Again the number of online graduate students impacts this figure. Similar to graduate students, faculty were not as satisfied as the overall population with the library website. Additionally they had lower satisfaction with access tools. Unlike other groups, faculty identified the library as a quiet space for individual activities. Faculty are regular users of library resources in the building and via the library website, respectively there was 71% and 81% use rate on a daily or weekly basis.


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University staff were unique in that there were no areas with high adequacy means. They also use the library resources much less than the overall population. Monroe Library Teams’ Assessments & Activities The Online Learning Team (OLT) implemented a new faculty survey for instructors teaching online. Overall, responses were good with most faculty being satisfied with the support offered by OLT. As a result of that data, OLT's main initiatives are to maintain superior response times to faculty concerns, to develop new tools to increase student readiness for online courses, and to collaborate with faculty on course design for online courses. The number of instruction sessions offered yearly by the Teaching and Learning Team (TLT) has grown 45% (126 to 230) since 2008-2009. The growth of the instruction program demonstrates the increasing demand for library instruction, and perhaps the effectiveness of outreach initiatives. TLT will continue to participate in development to ensure the quality of the instruction program is maintained. We will also further explore approaches to assessment and strategic curricular integration. For the fourth year in a row, the library faculty provided instruction for approximately half of the first year seminars (23). A total of 46 instruction sessions were taught. This significant integration demonstrates that the library faculty support teaching and learning in the seminars, especially in the area of information literacy. In light of this success, the library faculty will continue to pair a librarian with each course, promote library instruction, and participate in training for instructors of seminars, such as the Faculty Academy. TLT also worked with the Learning Commons Team to strategically staff reference shifts in spring 2013 based on research interaction data. This made librarians available to students at appropriate times, and also made effective use of librarians’ time. An Interlibrary Loan (ILL) satisfaction survey was carried out in Spring 2012 and evaluated during Fall 2012. Information Resources Team (IRT) used print reshelving data and online use activity information to select and deselect journals and electronic products during 2013-13. The team regularly reviews use data for all electronic products when making renewal decisions. In fall 2012 and spring 2013, Learning Commons (LC) students were invited to identify areas for training in a survey. Managers incorporated results into student training. This assessment process is now built into the LC workflow. The LC team compiled circulation data, research transaction data, and a survey of library faculty and staff (fall 2012) to inform the LC staffing experiment that was implemented in spring 2013. The plan piloted on-call librarian staffing model to maximize the use of library faculty time. The model was successful but was not able to continue in fall 2013 due to the shortage of student employees and LC staff.


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The 2013 LibQUAL+ survey indicated that users were dissatisfied with print services in the library. During spring 2013, the team extensively tracked and reported technological issues with the print management software Go Print and worked with IT to implement and new and improved system, Print Management Plus. The team worked with Information Technology and Tech team to purchase collators for the library printers. This has streamlined the process of retrieving print jobs for users. The team also assessed circulation and reference statistics to ensure that the library is open during peak hours of use. A survey was taken of those who wished to use Adobe Connect web conferencing in the 2013-2014 academic year. This provided insight on previous use and the continual growth expected. Thirty user accounts were purchased for 2013-2014. In addition, training documentation and instructions have been developed and provided to users. The Technology Team added a process for assessing library technology expenditures. The team will review and refine this process so that it can inform purchases each year. By assessing purchases, the library will be able to project future needs and budget with more confidence. The web team completed several usability studies in 2012-13. Based on website feedback, the team was able to make improvements to the site navigation. Media Services staff teach faculty, staff and students how to use classroom presentation and portable media equipment, computers and software and a day-to-day basis.


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Key Performance Indicators

KPI 2006-2007

2007-2008

2008-2009

2009-2010

Year Two of 2012

Strategic Plan 2010-2011

Year Three of

2012 Strategic

Plan 2011-2012 *

Year Four of

2012 Strategic

Plan 2012-2013 *

2013-

2014

Projected 2014

-2015

Metric / Empirical Definition

Library Total Library Expenditures/FTE Stud $813 $802 $717 $705 $631

2764724/?

Total library expenditures by FTE UG & Grad

Acquisitions Expenditures/FTE Stud $239 $234 $195 $196 $185 725481/?

Acquisitions expenditures by FTE UG & Grad

Library Expend. as % of Inst. Expend. 2.2% 2.0% 1.9% 1.8% 2.1%

2764724/?

Library Budget/FRS expenditures (allocated #s)

# Full-text Journals, Newspapers 36,200 76,423 67,024 79,456 157,229 157,677

Library Electronic Resources Mgt. System (ERM)


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# of circulations per student 10 12 9 8 24320/? 25891/?

Circulations/stud of info resources (exclude Law)

Library Quality / Satisfaction

7.00/8.13/7.73/0.73

6.68/8.05/7.47/0.79

6.79/8.14/7.72/0.93

6.83/8.06/7.57/0.75

6.85/8.14/7.66/0.81

6.83/8.11/7.48/0.65

7.02/8.16/7.39/0.37

Users Desired/Perceived/Minimum expectation of service/Gap (LibQual Survey)

Student / Library Faculty Ratio 267 to 1 258 to 1 265 to 1 245 to 1 259 to 1 303 to 1 ?/12

# FTE Students / # FT Library Faculty

Rate: Library Services (UG) 4.34 4.28 4.45 from IE?

Senior Exit Survey: Mean Score (5 point scale: 1 very poor to 5 excellent) UG Total

Rate: Library Resources (UG) 4.30 4.28 4.47 from IE?

Senior Exit Survey: Mean Score (5 point scale: 1 very poor to 5 excellent)

SSI Items (+) positive numbers = our students are more satisfied than national comparison group, (-) negative numbers = our students are less satisfied. Asterisks indicate levels of significance: * .05, ** .01, *** .001 NOTE: Beginning 2011 Spring, SSI was administered to only traditional undergraduate students. Previous years include graduate and non-traditional students. SSI, Lib resources

6.54/6.34/

6.50/6.29/

6.26/6.03/.23

6.20/5.87/.33

6.13/5.58/0.55 0.04

Item 18. Importance/Satisfa


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& services are adequate

.20 1.06***

.21 0.91***

0.61*** 0.40*** ction/Gap/Mean Difference (LU and National)

SSI, Lib staff are helpful and approachable

6.07/6.16/

-.09 0.73***

6.16/6.16/

.00 0.67***

5.81/5.73/.08

0.20***

5.73/5.49/.24 -

0.09

5.78/5.47/0.31 -0.18**

Item 13. Importance/Satisfaction/Gap/Mean Difference (LU and National)

Adult Student Priorities Survey (+) positive numbers = our students are more satisfied than national comparison group, (-) negative numbers = our students are less satisfied. Asterisks indicate levels of significance: * .05, ** .01, *** .001 Library resources and services are adequate for adults - Graduate Stud.

6.62/6.22/.40

0.78***

6.59/6.21/.38

0.75***

6.53/6.16/0.37

0.54**


Library resources and services are adequate for adults - NT UG

6.50/6.63/-.13

1.21***

6.51/6.62/-.11

1.16***

6.30/6.41/-0.11

0.79**



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Student Learning Outcomes: Student learning outcomes have been developed in two areas of the library, Online Learning Team and the Teaching and Learning Team. Assessment in these areas has not yet been completed. Online Learning Team Learning Outcomes Students will demonstrate the following online learning competencies:

• Ability to navigate Blackboard courses to find files, assignments, and assessments • Understanding of online communication, including blogging, commenting, and thread integrity • Ability to differentiate between reliable online resources and unreliable online resources

Teaching and Learning Team Learning Outcomes

Research and technology instruction for Intro to Music Industry Studies:

• Students will be able to search the library’s databases to find appropriate articles related to their final project • Students will be able to differentiate between the different music and business databases and their purposes • Students will be able to apply knowledge of MLA citations towards citing their information correctly and avoid plagiarism • Students will be able to evaluate internet resources to determine currency, reliability, authority, purpose, and point of view • Students will be able to analyze the data presented in infographics for accuracy • Students will be able to create spreadsheets, tables, graphs, and formulas using Microsoft Excel • Students will be able to design visually attractive and substantially informative personal websites using WordPress • Students will be able to create an appropriate and professional social media presence that has reach and influence • Students will be able to produce aesthetic and informational presentations using presentation software

Research and Technology 2.0:

• Students will engage in the research process in order to effectively and efficiently use information • Students will experiment with Web 2.0 technologies in order facilitate the research process • Students will evaluate information in order to discriminate between sources • Students will recognize proper citation practices in order to avoid plagiarism • Students will use library catalogs, distance services, and databases in order to locate relevant information


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First year seminars: • Students will demonstrate the ability to evaluate information and appropriately incorporate information into an assignment.

Technology for Music At the conclusion of this course students will be able to demonstrate competency in the following technologies as they apply to the study and performance of music:

• Use the Monroe Library collections/website/librarian liaison • Use Research tools/online recordings and scores • Construct and edit parts using MuseScore • Achieve basic competency with digital image manipulation for print and web publications • Edit and resize photographic images as well as create new text-based digital images for publicity materials • Gain familiarity with recording technology and techniques including microphones, preamps, sound processors, and file formats • Have the ability to perform fundamental tasks in a modern DAW such as Pro Tools and Logic • Construct and maintain a WordPress site • Understand the fundamentals of marketing and distributing music on the internet • Effectively use social media for promotion


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SECTION 6: SUMMARY OF ACHIEVEMENTS 6.1 Teaching Library faculty and staff are engaged in a variety of teaching activities including credit-bearing courses as the primary instructor, semester length co-teaching or embedded arrangements through the librarian liaison program, course-based instruction sessions (i.e. first year seminars, common curriculum courses, and capstone courses), and through the provision of research and technology instruction in one-on-one and small group settings. Highlights include: Susan Brower provided iClicker Introduction and Training sessions for new faculty users and Adobe Connect demonstrations and training sessions for various groups of Loyola faculty and staff. Teri Oaks Gallaway, Elizabeth Kelly, and Laurie Phillips co-taught Tech for Music a required course for Freshman music majors (non-Music Industry) in the College of Music and Fine Arts. Mary Hines was the instructor for Research & Technology 2.0, Fall 2012. She also provided instruction using Adobe Connect for upper level Spanish courses and new Translation and Interpreting Certificate program and implemented and coordinated Learning Commons Staff and Faculty monthly training sessions. Elizabeth Kelly was the embedded librarian in Intro to Music Industry Studies. Trish Nugent worked with First Year Seminar students in Special Collections, and had small groups analyze primary documents relating to yellow fever in New Orleans. Laurie Phillips worked with Kaleb Babb on his senior project (theatre) and with Alex Mayon on his lecture-recital (honors - trumpet). Brian Sullivan co-taught the First Year Seminar for Professional and Continuing Studies with Dr. Brenda Vollman, Spring 2012, and two sections of Introduction to Film and Digital Media with Dr. Timothy Welsh, Spring 2012. Malia Willey co-taught Historical Methods Lab with Dr. Mark Fernandez, Fall 2012.


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6.2 Research Susan Brower, “CCUMC Web-based Photo/Video Sharing.” The Leader. Consortium of College and University Media Centers. V41, #1, Fall 2012. Susan Brower, “Piloting Webconferencing.” 2012 Consortium of College and University Media Centers (CCUMC) Annual Conference. Las Vegas, NV, October 3-7, 2012. Susan Brower, “Sharing CCUMC Conference Photos via Flickr.” CCUMC Quick Takes Session. 2012 CCUMC Annual Conference, Las Vegas, NV, October 3-7, 2012. Susan Brower, “Choosing, Growing, and Sustaining iClicker on Campus.” Clickers Conference 2012. Chicago, IL, October 25-26, 2012. Susan Brower, “Connecting with Technology Using Adobe Connect.” With Bobby Harges. Center for Faculty Innovation Faculty Seminar. Loyola University New Orleans, New Orleans, IL, April 23, 2013. Teri Oaks Gallaway, “Librarian Partnerships”, Center for Faculty Innovation presentation, New Orleans, LA, March 15, 2013. With Naomi Yavneh. Teri Oaks Gallaway, “Google Drive”, in The Charleston Advisor 14.3 January 2013. With Jennifer Starkey. Teri Oaks Gallaway, “Working with the Honors Program”, NOLA Information Literacy Forum, New Orleans, LA, August 17, 2013 James B. Hobbs, "The Math Code: Numbers, Shapes, Predictions. [3 DVD review]." Educational Media Reviews Online. 4 June 2013. Web, 14 October 2013. James B. Hobbs, “The Substance: Albert Hofmann's LSD.” [DVD review] Educational Media Reviews Online. 11 January 2013. Web, 14 October 2013.


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James B. Hobbs, "Science Under Attack : Has the Public Lost Faith in Scientists?" [DVD review] Educational Media Reviews Online. 28 June 2012. Web, 5 October 2012. Elizabeth Kelly, “Being an Embedded Librarian.” NOLA Information Literacy Forum, Loyola University New Orleans. August 17 2012. Trish Nugent, “New Orleans Archivists and the Hurricane Katrina Experience” Archivists for Congregations of Women Religious Triennial Conference, New Orleans, Louisiana, September 2012. Trish Nugent, Presentation ahead of lecture on Athanasius Kircher, April 22, 2013. Loyola University New Orleans. Michael P. Olson, “A Library for a New Century,” LOYNO Magazine, Spring 2013, pp. 20-21. Michael P. Olson, “SGA and the Monroe Library,” Senate Meeting of Loyola’s Student Government Association, November 7, 2012 Michael P. Olson, “Elevate New Orleans and Today’s Monroe Library," St. Stephen Central School, New Orleans, December 10, 2012 Michael P. Olson, “The Monroe Library in Loyola’s Second Century,” Atlanta Chapter of the Loyola University New Orleans Alumni Association, Atlanta Symphony Orchestra Hall, February 9, 2013 Michael P. Olson, “Experienced Library Fundraisers Starting Anew: Which Best Practices Should We Continue, What Must We Relearn and Recreate?,” Annual Conference of the Academic Library Advancement and Development Network, University of Pittsburgh, May 22, 2013 Michael P. Olson, “Social Media 101,” Loyola Alumni College, June 8, 2013 Brian Sullivan (director/editor), “Screen cap tutorials for use with Anne Groton’s From Alpha to Omega [web-based tutorials]” with Dr. Karen Rosenbecker (writer/performer) published by Focus Publishing. Brian Sullivan, “Library Technology Featuring Camtasia.” NOLA Information Literacy Forum, New Orleans, LA. August 17,2012.


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Brian Sullivan, “Developing 21st Century Learning Outcomes Through Student-Created Videos.” Published in Ubiquitous Learning: An International Journal, 5.1. Brian Sullivan, “‘Lights, Camera, Greek!’: Creating and Using Video Tutorials in Beginning Greek.” With Dr. Karen Rosenbecker Presented. The Classical Association of the Middle West and South Annual Meeting, Iowa City, IA. April 20, 2013. Brian Sullivan, “Developing 21st Century Skills with Student-Created Videos.” Ubiquitous Learning Conference, Urbana-Champaign, IL. October 13, 2012. Brian Sullivan, “Teaching the Information Literacy Teachers: Fostering a Community of Practice.” With Malia Willey. Indiana University Libraries Information Literacy Colloquium, New Albany, IN. August 3, 2012. Malia Willey, “A Resource Guide to L.M. Montgomery.” Collection Building. 13, 4 (2012) 148-152. Malia Willey, “Developing a Student Research Competition.” NOLA Information Literacy Forum. New Orleans, LA, August 16, 2012. Malia Willey, “Teaching the Information Literacy Teachers: Fostering Communities of Practice.” With Brian Sullivan. Indiana University Libraries Information Literacy Colloquium. New Albany, IN, August 3, 2012." Malia Willey, “Panel Discussion for the LALINC [Louisiana Academic Library Information Network Consortium] Information Literacy Committee.” With Jessica Hutchings, Kathy Siedel, & Beth Stahr. LOUIS Users Conference. Port Allen, LA, October 16, 2012. 6.3 Service Susan Brower taught Iyengar yoga class at Loyola University Sports Complex one evening per week throughout year. She participated in Iyengar Teacher Training Program at Audubon Yoga, New Orleans, throughout year (completed year 3 and began year 4 of training.) and chaired the TUWA Evening Book Group. She has participated with this group for 23 years and has been chair for 9 years. Additionally, Brower led discussion of Nicholas Carr’s book, The Shallows: What the Internet is Doing to Our Brains, in


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anticipation of his visit to the university for the Presidential Centennial Guest Lecture in April. She also provided technical assistance to Petrice Sams-Abiodun, Director of the Lindy Boggs Literacy Center, for a statewide LINKS Foundation web conference on Louisiana educational policies. Sareeca Hoskins served as a staff mentor in First in the Pack. Elizabeth Kelly volunteered as an Editor-at-Large for Digital Humanities Now, volunteered on the planning committee for THATCamp NOLA, and supervised an LSU SLIS student interested in embedded librarianship. Evonne K. Lawrence served as adviser to the Loyola University Genesis Gospel Choir for the fourth consecutive year. Michael P. Olson served as a faculty mentor in First in the Pack, and wrote approximately 95 letters of reference and support for 31 individuals applying for jobs in higher education, admission to graduate schools, grants, and scholarships in the U.S. or Germany. Laurie Phillips attended most of the theatre performances in 2012-2013 and many student recitals and senior project presentations in order to develop her role as a liaison to the College of Music and Fine Arts. She also prepared the library's self-study for the NASM accreditation, then in spring 2013, met with the visiting team from NASM. Brian Sullivan provided pedagogical training for the Hope Through Technology Program, a technology-training program for at-risk youth in Belize. Malia Willey coordinated the Monroe Library partnership with Elevate New Orleans, an after-school program for inner-city middle and high school students who excel at basketball and provided pedagogical and technological support for the Hope through Technology Program, a training program for at-risk youths founded by a Jesuit priest in Belize City. She also coordinated library instruction for over 320 local high school students.


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6.4 University Committee Service Name Committee ELIZABETH KELLY University Centennial Committee Biever Guest Lecture Committee BRIAN SULLIVAN Writing about Literature working group of the Standing Committee of the Common

Curriculum Mission and Ministry Faculty/Staff Advisory Committee Standing Committee of Professional and Continuing Studies University Committee on Internal Grants, Chair University Internal Grants Committee Instructional Effectiveness Workgroup of the Retentions and Student Success Summit Women’s Studies Committee TERI OAKS GALLAWAY Strategic Planning Team University Senate, Member-at-large, Executive Committee Honorary Degrees Committee University Honors Advisory Board Student Success Summit Student Success Summit Workgroup, Student Support and Career Services, chair LALINC Research and Development Committee JAMES B. HOBBS Diversity Committee Facilities Planning Committee Fringe Benefits Committee TRISH NUGENT Biever Guest Lecture Committee Center for the Study of New Orleans Steering Committee Women's Studies Committee University Conciliation Committee (alternate) University Board of Review MALIA WILLEY Advanced Common Curriculum Science Workgroup Award Committee for Professional Development Stipends, The Office of Service Learning


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Center for Faculty Innovation Advisory Committee First Year Experience Steering Committee First Year Seminar Workgroup Standing Committee on the Common Curriculum Student Success Summit Student Success Summit Workgroup, Student Support and Career Services MARY HINES Civil Rights Grievance Committee Standing Committee on the Common Curriculum (alternate) Student Affairs Policy and Student Handbook Advisory Committee SAREECA HOSKINS University Board of Review Graduate Symposium Research, Library Liaison SUSAN BROWER Conciliation Committee Intellectual Property Policy & Rights Committee Standing Committee on Online Education University Senate MICHAEL P. OLSON Provost’s Council

Deans’ Council Faith in the Future Campaign Council Intellectual Property Policy and Rights Committee Instructional Effectiveness Workgroup of the Student Success Initiative Selection Committee, Ignatian Awards for Outstanding Senior Man and Woman

KATIE RIVET Loyola University Centennial Committee


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SECTION 7: SUPPORTING MATERIALS

The Monroe Library’s planning and assessment documents are viewable at http://library.loyno.edu/intranet. The library’s current progress report and recent monthly newsletters are viewable at http://issuu.com/monroelibrary.