Technology Program Administrator

11TECHNOLOGY PROGRAM ADMINISTRATOR

Technology Program AdministratorLower Columbia College Learning CommonsMelinda WeatherfordGeorgia Southern University

Author NoteThis paper was prepared for FRIT 7739 Instructional Technology Practicum, Fall 2014, taught by Professor Downs.

Technology Program AdministratorLower Columbia CollegeExecutive SummaryLower Columbia Colleges Learning Commons is housed in the Alan Thompson Library and includes library services, the tutoring center, eLearning, and self-paced learning. The Learning Commons is one of the busiest places on campus. For many of LCCs (Lower Columbia Colleges) students, having a good place to study is a critical need. In addition to its positive environment, the Learning Commons offers resources, and academic and technical support, making it a very appealing place for students.Although it is mostly successful in fulfilling its goals, the commons could benefit from a few changes. Library staffing is not adequate to support the busy environment and allow for additional tasks to be accomplished like creating tutorials, and organizing book stacks, design instructional and web resources. The eLearning department functions separately from the library, and this creates a lack of structure and alignment of goals. For this reason, most colleges organize eLearning under the supervision of the library director. Tutoring and library services work well together, and staff are crossed trained to schedule tutoring appointments, handle light circulation desk responsibilities, and the tutors are trained to support light research help.The facilitys most urgent needs are a classroom, new lounge furniture, and additional group study rooms. Most goals are being met, but multi-media related goals are lagging due to budget issues. Overall, the Learning Commons needs better funding to update resources and the facility, additional staff, and reorganization of key personnel. The Learning Commons is doing an excellent job of supporting students, but these changes would allow the commons to serve more students, including online students, more efficiently with better resources.

Organizational Chart

MethodsThe LCC campus has strict regulations on surveying students. Other than the instructional feedback and assessment the librarians already collect, all student surveys must come from LCCs Department of Institutional Research and Assessment. The faculty librarians collect evaluations at the end of each classroom session and one-on-one research instruction session. Most of my data is derived from observation, experience and anecdotal evidence. I interact with students, faculty, and staff on a daily basis which provides unlimited opportunities to collect information. I made it a point to informally ask Learning Commons personnel what they think is working in the Learning Commons and what is not. We also collected some information from students using a whiteboard with two questions on it: Why do you come to the Learning Commons? and How can we make it better for you? The students responded with sticky notes which we collected after two days. I also regularly hear compliments, complaints, and questions on all aspects of the commons and the college. We also collect information using statistic keeping software called Gimlet. The librarians and the tutors use it to track questions. We tie our questions to information literacy standards, digital literacy questions, and tech support. The tutors track all questions. This enables us to get a picture of how many students we are helping, how we are helping them, and what times of the day are the busiest. We keep a gate count which helps us identify our busiest times. I have also had numerous informal conversations since I started working here in 2012 with the two full-time library paraprofessionals. One has worked in the library for 30 years, and the other has worked here for over 20. Some additional facts and statistics were derived from the colleges website (http://www.lowercolumbia.edu/about-lcc/index.aspx).

Center Context and GoalsLower Columbia College was founded in 1934. The Alan Thompson Library was built in 1977, and the Learning Commons Model was implemented in 2008, incorporating the tutoring center and doubling library usage (Pederson, 2008). The LCC Library will soon be incorporating this new mission statement:Our mission is to provide the instruction, tools, and space students need to become accomplished, independent learners.

Existing Lower Columbia College Library Services full mission statement approved in December of 2008 and linked on the LCC Library website: The mission of the Lower Columbia Library Services is to maintain a physical and virtual teaching and learning environment that promotes academic inquiry, supports instruction and scholarship, and fosters lifelong intellectual growth and discovery by providing all members of the LCC community with access to needed information resources, research assistance, and guidance in developing skills for locating, evaluating, and using information to solve problems and fully participate in the global community.VisionOur vision is to be an empowering information hub where users have access to cutting edge academic support services in a single location.Library Services will fulfill this mission by meeting the following outcomes: Employing professionally-qualified faculty librarians and library paraprofessionals who are active educators. Providing maximum access to information resources and services that support and augment the classroom experience and that foster academic excellence through the freedom of inquiry. Encouraging and facilitating intellectual independence and lifelong learning through instructional programs and services that emphasize information literacy and complement classroom instruction. Providing distinctive programs and services designed to meet the intellectual and cultural needs of an information-based society. Providing an atmosphere and environment that supports the use of information in learning and study. Utilizing available and emerging technologies that support and enhance instruction and information retrieval.To carry out its mission, Library Services has set the following goals:1. To support information needs of the College by selecting, acquiring, organizing, producing, preserving and circulating a collection of materials in a variety of formats, as well as equipment necessary for their use.2. To interpret the collection to all users, to assist them in the utilization of the library as well as the electronically available databases, to provide referral to additional3. information sources and to supply individualized assistance in using instructional materials.4. To provide comprehensive information literacy instruction that is integrated with the curriculum, enabling all users to locate, evaluate, organize, and utilize information. 5. To improve services through regular evaluation of the collection, programs, and facilities in light of applicable standards.6. To provide comfortable, barrier-free facilities that afford maximum access to resources, and to encourage their use in an atmosphere conducive to academic study.7. To support the Library Bill of Rights of the American Library Association and other principles and ideals of intellectual freedom.8. To encourage excellence and innovation in library staff through personal and professional growth opportunities.9. To develop and maintain a multi-media services program that enhances the instructional effectiveness of the faculty through the use of materials and technology.10. To assist in the development of local and inter-institutional information networks.11. To develop library services that are consistent with College program objectives by maintaining close and purposeful working relationships with all constituencies.12. To stimulate intellectual activity and cultural awareness through programming, outreach, and displays.13. To share resources, services, and ideas with all areas of the College, as well as with professional, public, and private organizations and institutions in the community.14. To provide leadership in the use and services of multi-media services.15. To enhance the quality and reputation of the College through library teaching, resources, services, and community relations.16. To maintain effective administrative planning and operation, in accordance with established principles of library management and with College policy.

The Learning Commons stakeholders include students, instructors, tutors, Learning Commons personnel, some administration. Key personnel include the following: Library Director and Dean of Instruction Dean over Humanities faculty; supervises the library, tutoring, and self-paced learning staff; approves financial, facility, and staffing decisions Faculty Librarian (my position) A tenured position (this is year two of my three-year tenure probation period); provides research instruction sessions to a variety of classes; hosts professional development workshops on library services and technology; point person for copyright information; manages online library content; provides one-on-one research instruction and technology support in the commons; promotes library services; serves on faculty committees; participates in managing the collection Adjunct Reference Librarian Reference desk coverage, technology support, Open Educational Resources, instruction Adjunct Reference Librarian Reference desk coverage, collection development, instruction Library and Archives Paraprofessional 3 Circulation management, student work-study lead, processing, interlibrary loan, statistics, supplies, archives, budget Library and Archives Paraprofessional 2 Circulation and reference desk coverage, course reserves, cataloguing Part-time Library and Archives Paraprofessional 2 Circulation desk coverage, interlibrary loan, course reserves, processing, deleting weeded materials from the catalog, social media management Work Study Students Circulation desk coverage and support Tutoring Center Coordinator hires, trains and manages student tutors, promotes the program Student Tutors provide one-on-one academic support, and general support in the Learning Commons Self-Paced Learning Coordinator Teaches self-paced learning classes, position to be eliminated at the end of Fall Quarter eLearning Director Not managed by the library director, manages Canvas (our learning management system), and provides support and instruction to faculty and students eLearning Program Coordinator Assists eLearning director in providing support and instruction to faculty and students

Status of the CenterThe Learning Commons is open six days a week during Fall, Winter, and Spring Quarters, and four days per week during Summer Quarter. It has 52 student use computers, two community use computers, two student printer/copiers, a SmartBoard available for student use, two group study rooms, and an upstairs quiet area with approximately 32,000 books. Most of the librarys resources are moving to digital, online resources in the form of databases which include article databases, a film database, a 48,000 plus subscription eBook collection, and over 64 eEncyclopedias.

Center ActivitiesThe Learning Commons is one of the busiest places on campus. Students flock here because there is no other place where they can get support for almost any class. They have access to tutoring, research guidance, tech support, online class support, materials, resources, and an environment conducive to a variety of learning and study activities. Tutoring: The Tutoring Center provides instructional support to all students. Sessions run 30 minutes to one hour and typically occur on the first floor of the Learning Commons. Online tutoring called eTutoring is also available to remote students, or students who are unable to get an appointment.One-on-one research instruction: Research instruction is provided by librarians at the Reference Desk or at the student computers for any student requesting it. This service is usually provided because students need help finding resources or citing a research assignment. When librarians are not available, students can use AskWA, a 24 hour service where students can get research help by instant messaging a librarian.Library Sessions: Research instruction is taught to classes in the Learning Commons or in the instructors classroom. Librarians demonstrate databases searching, topic development, keyword searching, source evaluation, and more. Library tours are also provided to classes in the Learning Commons to orient students to the services offered.Library Services: The library provides, books, headphones, and other materials that can be checked out by students, faculty, staff, and community members. The resources are designed to support academic learning. The library also provides online resources like databases, and a subscription eBook collection to students, faculty, and staff. Processing of materials also takes place in an office upstairs.eLearning: This department provides training sessions for Canvas (our learning management system) in the Learning Commons for students. They also support individual students and faculty by phone or in their office.Self-Paced Learning: The instructor for this program provides support to students in the Learning Commons. She teaches classes that students can take online and at their own pace.

EvaluationOrganizational chart: I have observed an issue in the organization of the Learning Commons. One of the biggest issues I see is that the library director and the eLearning director operate separately. Typically, the eLearning department falls under the supervision of the library director, or the library director also acts as the eLearning director. Because of the division of departments, we are occasionally at cross purposes. We are often both trying to accomplish similar goals. For example, the library director put together a strategic planning task force consisting of the faculty librarian (myself), the tutoring coordinator, and an adjunct librarian. We visited and evaluated several recently renovated academic libraries to get ideas for plans for our library. The facility is in need of updated furniture, and additional study/instruction spaces. The eLearning director called a meeting where she presented her ideas for renovating the library. She was not aware that we were already putting plans together. Her plans included renovating half the second floor into new eLearning offices. Our ideas did not include new eLearning offices. We should have both been communicating and considering each others needs. Librarians and eLearning are closely related because both areas are working to develop online resources for students and provide technology based professional development to faculty and staff. Both departments would be more successful and efficient if they were under the direction of one person. I asked the eLearning director why her department doesnt fall under the supervision of the library director and dean of instruction like it does at other schools. She replied that she asked to be made her own department and was granted that request. She did not contribute any additional information.Reference librarians are required to cover the reference desk as much as possible. I have noticed, since this is one of my responsibilities, that it is not the best use of our time. I have more responsibilities in my job than I have hours to accomplish them. Although I spend a good amount of helping students with research questions, I spend a much greater amount of time giving directions, helping students log into computers, changing passwords, fixing paper jams, showing students how to use the printers, etc... These are all valuable tasks, and students should have support available. Any tutor or work study student can help with these questions. A possible solution would be to put the reference librarians on the tutor schedule. We can be available during a set time period and students could schedule appointments with us. This way, when we are scheduled to work reference, we are actually providing research instruction. This is turn would free up more time for designing and delivering instruction, creating web content, and developing much needed online tutorials. The students would also win because they wouldnt have to take their chances that a librarian will be available to help them when they walk in the door. Often no one is at the desk because we are in a meeting or teaching a class.Goals and mission: Only a few of the librarys goals are not fully being fulfilled. The goals dealing with the delivery multi-media services are where I think there should be improvement. Goal eight is to develop and maintain a multi-media services program that enhances the instructional effectiveness of the faculty through the use of materials and technology. Goal thirteen is to provide leadership in the use and services of multi-media services. I am trying to support these goals by offering technology-themed professional development, and a tech tools email newsletter, but other than a SmartBoard, a bank of student computers, and online databases, we are seriously lacking in multi-media resources. Budget issues are one problem, and I also see some neglect due a lack of interest by administration. We are trying our best to update technology and get rid of outdated equipment. We very recently got rid of an old tape recorder and several VHS machines. We are also trying to eliminate the VHS collection. Most of the tapes in the collection are placed there by faculty to support their classes. We are encouraging them to update to digital or DVD. Activities: The activities in the center are good, and they are constantly getting better. Within the constraints of staffing and budget, gradual improvements and innovations are constantly being made. We are continually striving to improve instructional methods, delivery of services, and student access to resources. Since I have been in the position, we made the SmartBoard available for student use. Only staff had access before. Quiet rooms and the SmartBoard area can now be reserved online by students. Efficiency: The facility operates efficiently as long as servers dont go down and there are no major technical difficulties. There are staffing issues at times. A staff person must be on duty at all times while the library is open. During regular quarters its open from 7:30 a.m. until 7:00 p.m. Monday through Thursday, 7:30 a.m. until 4:00 p.m. on Fridays, and 10:00 a.m. until 2:00 p.m. on Saturdays. If one or two staff are out, it can cause a lot of problems. Lunch breaks have to be staggered, the circulation desk has to be covered, and other important tasks fall behind. Students indicated a desire for the commons to be open longer.Recommendations: Based on my experiences and observations working in the Learning Commons, and the informal interview and survey results, I would recommend the following improvements: Hire at least one additional part-time staff person to alleviate staff coverage in the Learning Commons. Hire an additional librarian to support longer hours of operation. Restructure organizational chart so that the eLearning department falls under the direction of the library director. This way both departments will work more efficiently toward aligned goals. Update the facility to include a classroom. Librarians teach 40 to 50 classes per quarter and often cannot secure a computer lab. We have 12 Chromebooks we tote from class to class which is not easy. A classroom would be beneficial to all departments in the Learning Commons. At least two additional group study rooms should be added to meet student demand, per quiet room reservation statistics, and student and staff feedback. The lounge furniture is in desperate need of replacement. Its old, dirty, and in poor condition. This was also frequently mentioned in student and staff feedback. The book stacks upstairs need to be shifted and reorganized, per staff feedback. Additional staff could help move extra projects like this forward.

Appendix:Informal questions for personnel: What do you think is working in the Learning Commons? What do you think needs improvement? Would you please share any statistics you may have for your area for the entire month of October?

Gimlet Statistics for October 1-31:

Lower Columbia College Websites About LCC page:http://www.lowercolumbia.edu/about-lcc/index.aspx

LCC Library websites Complete Mission Statement link:http://lcc.ctc.edu/info/webresources/LearningCenter-Proctoring/handouts%20for%20web/LibraryMissionApproved.pdf

U.S. Census Bureau websites Cowlitz County, WA QuickFacts page:http://quickfacts.census.gov/qfd/states/53/53015.html I also took into account the research I compiled for the facilities plan I completed for FRIT 7132 in 2012:https://www.youtube.com/watch?v=0cWZqdYcH_0

Student whiteboard informal survey questions and results:

Monthly Reporthttp://youtu.be/ELYNZVRi3KIReferencesLower Columbia College. (2008). Complete mission statement. Retrieved from http://lcc.ctc.edu/info/webresources/LearningCenter-Proctoring/handouts%20for%20web/LibraryMissionApproved.pdf Pederson, C. (2008, September 20). LCCs library of the future. The Daily News. Retrieved from http://tdn.com/news/lcc-s-library-of-the-future/article_be35e377-ec2c-5b9b-b0e7-77e08b460f76.html United States Census Bureau. (2014, June 8).Cowlitz County QuickFacts from the US Census Bureau. Retrieved October 26, 2014, from http://quickfacts.census.gov/qfd/states/53/53