Kaua`i Community CollegeLIBRARY PROGRAM REVIEW

2007-2012April 1, 2013

Program/Unit Name: Library

Report Prepared/Edited by: Bob Kajiwara Other Review Participants:

Reviewed by Dean:

Dean’s Signature: Date:

Date submitted to Program Review Committee:

PROGRAM DESCRIPTION AND BACKGROUND

The library is a unit within the academic support division at Kauai Community College (KCC) and is housed within the Learning Resource Center. It provides both learning and instructional support to both students and faculty, respectively, at all levels from certificate to degree programs, including graduate programs. Distance education is a major component of this support from the library. Currently the library staff consists of four librarians, one classified staff, and one temporary half-time non-professional.

In its mission statement:

The library provides an intellectually stimulating environment for the college community by providing a variety of resources and service that promote development of critical thinking and information literacy skills.

The promotion of critical thinking and literacy in the library’s mission statement aligns closely with the college’s emphasis on “nurturing life-long learners” in its mission statement:

Kaua‘i Community College provides open access education and training in an ethical and innovative student-centered and community-focused environment, nurturing life-long learners who appreciate diversity and lead responsible and fulfilling lives.

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PROGRAM GOALS

1. Access: To provide open access in educational excellence for a diverse student population.

The library’s program goals of providing students and faculty with access to facility, computers, and remote access to electronic databases is in alignment with the college’s open access goal. However, the library suffered a setback in hours during the spring 2006 semester when the number of hours available to students dropped from 55 ½ hours to 52 ½ hours with the reduction of evening hours from three to two days due to staff shortage. Further trimming of the hours came about with the elimination of Saturday hours due to budget restrictions in spring 2009 semester (down to 48 1/2 hrs. per week)

With the completion of the library renovation in the spring 2011 semester and with a combined staff from several units within one location, the hours of the library and other academic support units were increased to 54 ½ hours in fall semester of that year. This reflected an increase in the number of evening hours from two to four days. The hiring of a half-time library assistant provided the additional staff needed to open more evening hours.

Completion of the library renovation and adjoining areas meant relocation of the staff from the old Learning Center. The latter area was transitioned to the LAH division as a English classroom and computer lab, and closed off access to it as a general computer lab. Along with this development came the transfer of the CRC to the SAM division as a computer classroom. These changes effectively shifted the general computer lab into the library. With this transfer of function the library is providing computer access to the whole campus with 38 computers (both desktops and laptops) available for use.

The increase in student use of computers within the library is quite apparent with the number of laptops being checked out and the amount of paper and toner being utilized to support print jobs generated by students. This can be tracked in the chart below:

Year 2008-2009 2009-2010 2010-2011 2011-2012 No. of Checkouts 469 466 297 768

Another physical change that came with the library renovation was the creation of a learning commons encompassing half of the former reference collection area and part of the former business and administration section of the Learning Resource Center. The learning commons provided students with a readily accessible area for group study. This concept of a learning commons is a new trend that is happening in more libraries across the country as more areas within facilities are opened up for student group study and interaction.

In lieu of the library being opened physically 24/7, students and faculty have the ability to access the Voyager catalog and all electronic databases remotely from off campus to

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using wi-fi on campus. This unlimited accessibility empowers all to access electronic materials such as e-journals and e-books at any time of the day in pursuit of their studies and instructional preparation.

2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical, remedial/developmental education and lifelong learning.

The library’s primary goal of supporting learning and teaching is in complete alignment with the college’s goal. To execute this goal the library first of all provides a learning environment that will be conducive to all types of learning; either individual or via group dynamics. While the library always strived to present an environment that was amenable to everyone’s needs, the renovation of the facility initiated an increase in traffic and brought together various academic support learning units.

The decision to incorporate a learning commons within the library and bring together units from the former Learning Center had its beginnings with a student focus group in December 2007 and even earlier with a faculty focus group in 2005. The student focus group was a preliminary inquiry into the learning commons concept from the students’ perspective. A year later in December 2008 a learning commons proposal was presented to faculty and students. As a follow-up an accompanying survey was conducted on the proposal. While all this was going on the library included an action plan in its 2008 APRU for the creation of a learning commons. This action plan became the top priority in the 2009 APRU review process by the college council.

In November 2010 the library underwent a complete renovation along with the adjacent areas of the former business and administrative offices. To fulfill a need for more group study areas a learning commons area was designated in an area formerly occupied by half of the reference collection and the old hallway of the business and administrative offices. With the completion of the renovation in February 2011 the library staff was able to move back in after being temporarily quartered in the old bookstore.

Group study tables and chairs were reassigned to the learning commons area to facilitate group learning and study. Individual study carrels removed from this area were relocated to the second floor since it became the prime area for quiet study. A year later in 2012 over one hundred study chairs were upholstered to add to the new look of the renovation. Unfortunately, there are still a large number of lounge chairs and sofas that are waiting for repair and upholstery work.

Resources are a vital component in the goal to support learning and teaching within the library. The library strives to provide a diverse collection of resources to support the curriculum and research needs of students. Currently the library has 61,000+ volumes in its collection with an additional 98,439 e-books via Ebrary. Adding that on to the entire University of Hawaii Library System the student at KCC has access to some 4 million plus volumes via intralibrary loan (ISL). While the library makes a strong effort in updating its book collection, it also recognizes the current trend in utilizing a greater

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number of electronic resources. This also includes the various online databases that KCC offers via subscriptions. The most recent count of e-journals via these various databases is around 13,522. This is a huge number compared to the current print serial subscription of 125.

To facilitate learning within and outside (or remotely) of the library environment it is an important task for the library to promote instruction on the use of resources and doing research work. The instructional librarian takes the lead in fostering student learning in the use of library resources. Encompassing printed materials such as books and periodicals, the learning curve for students also incorporates electronic sources such as e-books and e-journals. Instructors are encouraged to have their classes participate in library instruction and visit the library for tours of the facility.

Library instruction is the primary tool the library uses for its assessment of student learning outcomes (slos). Pre and post tests are administered to students who participate in library instruction and through these tests an evaluation of their performance can be made on the one common slo that is utilized by all the UH community colleges in their program reviews:

The student will be able to evaluate information and its sources critically

After discussion with the instructional librarian who had visited other campus sites and received input from her counterparts at those campuses, the KCC librarians decided to expand on the single slo to show a much fuller acquisition of information literacy skills. These new slos have been approved by the Assessment Coordinator on campus and will be brought forth to the Assessment Committee. Beginning immediately with the current spring 2013 semester the library will be adding two additional slos . All three slos aim to assess students in the following order:

1. The student will be able to access needed information 2. The student will be able to evaluate information and its sources critically 3. The student will be able to acknowledge sources

While all the above cover the instructional side of student learning outcomes, the Assessment Coordinator has recommended creation of service outcomes for our non-instructional unit. While the library does include service outcomes in its program reviews and APRUs, there is a need to benchmark the measures to determine the overall health of the program. The earliest inclusion of this action will probably be for this year's APRU.

3. Workforce Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.

The library has a long standing history of providing library instruction and tours to students outside of KCC’s credit or certificate programs. This is in reference to Office of

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Continuing Education (OCET) classes and other non-KCC students enrolled in various forms of educational programs. Provision of this service is in alignment with the college's workforce development goal.

The following chart lists a diverse group of non-KCC students who have received assistance in library instruction:

Organization 2007 2008 2009 2010 2011 2012Boys & Girls Club

1

School Island 2Kapaa High School

1

Kauai Community School for Adults

1 4

Kauai High School

7 1 3 2

Kea Home School

2

Olelo Christian Academy

1 2 1

The library’s impact on career development among these groups can be seen specifically with the Kauai Community School for Adults. Up through 2008 instructor Jet Tokita of the Kauai Community School for Adults religiously brought his students to KCC for library instruction and tours in order to assist his students in the completion of their GEDS. Their experience with the library has had a positive impact. Some of the graduates have gone on into the workforce after graduation while others have continued on with their education at KCC.

In 2010 a federal grant called “Access for All” was awarded to the University of Hawaii. With two million dollars in hand the UH purchased and distributed new broadband connected computers for public use at various UH campuses and the State public libraries. KCC received two desktop computers from this grant and one was setup in the fall 2012 semester. This computer is open for student use but priority is given to community members who are economically disadvantaged and who lack technical access and training.

Workforce related issue is with the hope that the use of these computers will provide the ability to do job searches and preparation of resumes. So far the use of this computer by the community has been minimal. It is still early for an assessment since many of the public library branches have had computers in place from this grant for a longer period of time.

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With the development of the READ collection in 2005 additional materials on career and vocational guidance were added to the library’s holdings in 2007 with a Title III grant. Although the collection has not been actively expanded since 2007, items have been continuously added to the collection from various donated sources.

4. Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.

The library supports the personal and professional development goal as pronounced by the college. Professional Development opportunities that are specifically geared for librarians and library support staff have been limited due to the location of the activity and/or cost reasons. However, professional staff have been able to attend in the past some of the annual Hawaii Library Association Conferences. It is far more common for the professional staff to attend off-island meetings with their counterparts in the University of Hawaii Library System. Various committees are currently in place. They include library council, circulation, technical services, and bibliographic instruction.

Reading of journals and books is a major avenue for the library staff to keep current with their profession. Current professional journals include Booklist, Choice, College & Research Libraries, and Library Journal. However, there is a fine line between professional and personal development since both benefit each other. On campus workshops and classes have provided both professional and personal development opportunities with many of them focusing on computer software and applications. Library staff took classes on Word, Excel, and Power Point over the years. Other workshops covered UH specific applications such as training on Voyager, SFX and Primo, Banner, SECE, and the Leave System.

Accessibility to professional meetings and workshops are even greater now than ever with the option to hold meeting over HITS, Skype, and telephone conferencing. Many of the library committee meetings are held regularly on HITS. This technical application also works for the classes and workshops that can now be scheduled as webinars. All of the recent training for the UH Libraries’ incorporation of SFX and Primo have been done through webinars conducted from the mainland.

While involvement with student development activities has been minimal among the library staff since 2007, Distance Education Librarian Anne McKenna has provided a lengthy service in her capacity as a co-advisor with the local chapter of the Phi Theta Kappa (PTK). Up through 2012, Anne served as a co-advisor of this national student honors organization.

One of the strategic goals within KCC's goal no. 4 is "increasing the efficiency, effectiveness and sustainability of the KCC environment."

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5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration.

Several actions on the part of the library have aligned itself to the college's community development goal. From its beginnings in 2005 to 2009 both Anne McKenna and Michael Gmelin were involved in leadership roles as organizers or author guides for the Kauai Literature Festival that has been held annually on campus. A second activity that demonstrated the library's support of the community development goal was direct involvement with the Kauai County Committee on the Status of Women. Anne McKenna who was KCC’s original participant on the committee from 2005-2006 was later replaced by Michael Gmelin who represented KCC on the committee from 2006-2008.

Over the past decade collaboration has been an integral factor among the University of Hawaii Library System. This key component is in complete sync with the campus collaborative effort of the community development goal. System-wide policies within the UH Libraries are the norm and any proposals to do otherwise must be discussed at the working level committees and then approved of at the library council. The steering committees include circulation, technical services, bibliographic instruction, and webvoyage while the library council consists of head librarians from all the UH Library campuses.

Currently in place are various library circulation related policies that are uniform in nature. They include:

University of Hawaii System-wide Circulation Policy (Rev. 2012) Libraries of the University of Hawaii System Intrasystem Loan (ISL) Policy

(2005) University of Hawaii Libraries Intrasystem Loan Procedure (2009) University of Hawaii Libraries Intrasystem Lending Policies (Rev. 2011)

Consortium agreements are another form of collaboration with our sister campuses. The following have been in place since the last full program review in 2006:

CINAHL (Cumulative Index to Nursing and Allied Health Literature) CQ (Congressional Quarterly) Researcher EbscoHost (includes Academic Premiere) ScienceDirect

New consortium databases added since 2006 include:

Ebrary (2007-present) Encyclopedia Britannica (2010-present) ProQuest's Honolulu Star-Advertiser (2013-present) Films on Demand (Startup date Jan. 2013)

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While consortium databases are usually retained for a certain amount of time so students and faculty can become familiar with them, it is also important to assess them for their value to various programs on campus. Out of all the consortium databases that the library has subscribed to only one was not renewed after being in place for a few years. The medical database OVID (2005-2007) was determined by the library staff to be somewhat difficult to use and had overlaps in coverage of nursing journals already available in CINAHL.

A recent development in collaboration within the UH community colleges has been the uniform program reviews with a common template. The purpose of the common template was to develop benchmarks so health calls could be made on academic support services. The inception to this collaboration was the initial discussions on the Dean’s level and then among the head librarians at the community colleges. After much discussion between both groups a new template for the System Program Review for Academic Support was announced in July 2011.

It should be noted that collaboration with the state public libraries has been happening on two different levels. Consortium subscription to databases includes not only the UH Libraries but also the State of Hawaii Public Library System and Department of Education via the Hawaii Library Consortium. According to the bylaws of HLC, "the purpose of HLC shall be to increase, enhance, and facilitate cooperation among libraries in the State of Hawaii through consortial purchasing of resources, and encouraging partnerships between and among member libraries." Consortial purchases have expanded that it now includes EbscoHost, Ebrary, and Encyclopedia Britannica.

On a local level, our library has collaborated with several of the public library branches on Kauai in accepting unsold donated material from their book sales to be used for our book sale or inclusion in the library’s collection. KCC has also consulted and exchanged information with these branches on book sale techniques and other related topics.

6. Diversity: To foster a global understanding and appreciation for diversity.

The library regularly puts up displays and exhibits to facilitate campus awareness of the various arts, crafts, culture, and history of different peoples on the local, national, and international level. This provides an educational showcase for many who for the first time are learning about the diverse nature of our world and environment. The following chart shows the number of exhibits that have been showcased in the library for the past six years:

Year 2007 2008 2009 2010 2011 2012No. of Exhibits

26

23

33

27

25

30

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As an example, in the spring 2013 semester the library started an exhibit from KCC student Mairam Buchanan who is originally from Kyrgyzstan, a former republic of the old Soviet Union. Later in February she went on to do an oral presentation in the library on the topic of her homeland. This was shortly followed by a presentation in March from three visiting Ainus from Japan’s island of Hokkaido. Sponsored by Brian Yamamoto, they presented an interesting blend of music and storytelling. These two speaking presentations are part of a continuous effort by the library to contribute to the campus goal of fostering global understanding and appreciation for diversity. The following chart indicates the number of speakers that did presentations in the library for the past six year.

Year 2007 2008 2009 2010 2011 2012No. of Speakers 1 4 10 15 2

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PROGRAM’S KEY CENTRAL FUNCTIONS

Circulation ServicesOne of the basic functions of the library is to provide checkout of books, laptops, reserve items, and other library materials at the circulation desk. Informational and directional questions are answered at this focal point within the facility.

Reference ServicesAssistance with research is another primary function of the library. Reference librarians help students in finding materials for their research papers. Utilizing the Voyager catalog the librarians can direct students to the appropriate databases and materials.

Library Instruction This is the major component of the library’s student learning outcomes (SLOs). The instructional librarian presents bibliographic or library instruction to various classes that request this service. Instruction provides students with research methodology and the basic tools in finding materials within the library and via electronic resources.

Computer LabWith the closure of the old Learning Center and exclusion of the Computer Resource Center to open lab use, the library has taken on the responsibility of a computer lab since the completion of the library renovation in Spring 2011.

Study AreaA common functional use of the library by all students is for study purposes. The completion of the library renovation in 2011 included the reconfiguring of the ground floor to create a library commons area that allowed for more group study. The use of the

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library commons for that purpose necessitated that the upper floor be set aside specifically for individual quiet study.

PROGRAM REVIEW CRITERIA QUESTIONS, BY GOAL

1. Access: To provide open access to educational excellence for a diverse student population.

1.1 Outreach: Increase access to and participation in college programs through coordinated and continually improving marketing and recruitment activities.

Comment on your program's marketing and recruitment efforts. How do students and the community at large learn about the program? (e.g. print publications, electronic publications, community activities...). Are the results of your efforts satisfactory? What improvements will you make in this area in the next 2 years?

The library’s marketing efforts are focused on publicizing services that are available for students and faculty. Through the library's webpage and the KCC general catalog (print and from 2013 only electronic) students can view the services provided by the library such as circulation and reference plus general information such as library hours. Additional posting of library hours are at the front entrance and at the circulation desk. Other ways of reaching students are via campus bulletin, student orientation sessions, email, and the posting of signs on the front entrance and countertop of the circulation desk.

New faculty can get general information about library services via the KCC Handbook. All faculty receive an email from the instructional librarian at the beginning of each semester publicizing library instruction and the placement of books on reserve in the library. The instructional librarian also participates in the orientation for new faculty and emails them about library instruction.

Library information accessible to the community is disseminated via some of the same methods as above such as the library's webpage and the KCC general catalog. Use of the public media is also utilized for announcing exhibits and presentations in the library. In the past the library has enlisted various forms of media that included newspapers, radio, and public TV announcements on Hoike.

So far the marketing efforts seem to be adequate in publicizing library services to students and faculty. The amount of publicity expended for community events in the library is sufficient since the primary focus on library services is on curriculum. There are no specific improvements planned at this particular time

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for the next two years but the library is always open to looking at new ways to improve on the status quo.

The marketing of the library has probably contributed to the increased traffic in the library since the renovation. But other factors have also contributed to the increased use of the facility. These include the closure of the learning center and computer resource upon the completion of the renovation and the addition of two evening hours to the weekly schedule since the fall 2011 semester. The hiring of a casual hire library worker to support additional evening hours has broadened access to the library, and, in turn, has seen an increase in the number of day and evening students.

To get an idea of the increased traffic through the library and learning commons one can view the following chart which presents a one week visual count of walk-ins through the library:

Year 2007 2008 2009 2010 2011 2012Traffic /Wk

NA 929 1272 2201 3709 2589

1.2 Enrollment: Enhance educational success through retention initiatives.

[NA for Library]

1.3 Placement & Scheduling: Enhance utilization of placement testing and course scheduling processes.

[NA for Library]

1.4 Support services for access: Strengthen support services processes to better meet student needs.

Comment on your program's level of collaboration with access services such as advising, admissions, registration, financial aid, and business office support services. How could this be enhanced?

There are two access services that the library consistently collaborates with on a regular basis. Working with Banner brings admissions and the library into a close relationship. Whenever students accrue large fines that are owed to the library a block is placed on their records in Banner so they will not be able to register for courses, receive grades, or request transcripts. All these services are provided by admissions. When questions arise on a student’s status with a block on Banner, admissions usually contacts the library to verify a block.

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A second access service that the library interacts closely with is the business office support services. Funds collected for various fines and fees, and from the photocopier make up the bulk of money deposited at the business office. Online timesheets for our student worker is also handled by the business office personnel. Other interactions with the business office include processing and payment on library requisitions by fiscal personnel, and preparation for shipment of parcels and boxes of intralibrary loan (ISL) books in the mailroom for shipment.

A possible enhancement of service involving admissions would probably require collaboration between the IT department at UH-Manoa and the UH Library Systems Office. This would entail some type of programming in which accrued fines on a library patron's record in Voyager would automatically generate a block on the corresponding Banner record.

2. Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical education, remedial/developmental education and life-long learning.

2.1 Articulation: Improve communication and articulation processes with other KCC programs as well as secondary and postsecondary institutions.

Comment on collaborative efforts with other program units. Assess successes and challenges and plans for future collaboration. What has the program done to ensure that it is in communication with high schools and transfer institutions regarding articulation issues and/or problems? Describe successes and challenges and near-term plans for improvement.

Each librarian is assigned to at least one of the college's academic divisions. The librarian's responsibility is to attend one division meeting a year to listen to any concerns or needs the division may have regarding the library. At these meetings the librarian has an opportunity to learn more about the division and be updated on programs and events that are occurring within the division. Services that are available from the library are also communicated to the division at these meetings.

2.2 Curriculum: Ensure quality, relevancy and currency of curriculum to meet the needs of our diverse student population and community.

How is program curriculum reviewed for currency and relevancy to institutional, community, and student needs? Include recent deletions, additions and revisions. What are your upcoming plans in this area?

The library program engages in a systematic assessment of services that ensures these services are evaluated and improved on an ongoing basis. Assessment is

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conducted via the Annual Program Review Update (APRU) and full 5-Year Program Review. Every six years the college undergoes a national accreditation review and the library is part of this whole review process. The academic support division of which the library is part of submits a self-study report on which it evaluates and assesses services and overall performance over the six-year period.

Combination of focus groups and a variety of student and faculty surveys helps the library to recognize trends and areas of weakness and needs within the program, and ultimately, to review ways to better serve the population of the college. Several major improvements to library services came about through this holistic review process of program reviews, accreditation self-study, focus groups, and multiple student and faculty surveys.

Kauai Community College's location at the Puhi campus began in 1977 after years at the old Kauai High School site. Since its beginning the library in the Learning Resource Center building had no major renovation in 30+ years of its existence except for the replacement of the carpet after Hurricane Iwa in 1983.Basically the library's environment was aging with no changes to accommodate student learning via group study and to provide academic support services in a more centralized fashion.

The learning commons concept was one that was trending in many colleges across the country and so this was seen as a real possibility for a makeover of the facility. In preparing for a proposal of the learning commons and renovation of the library, several evaluation tools were utilized in assessing student and campus needs. Conducting faculty and student focus groups, student satisfaction surveys, academic support surveys, and the learning commons survey from 2005 to 2008 helped to visualize the library and the adjacent vacated administrative offices into the learning commons in which the library, tutoring services, college success program, and a Digital Media Lab were easily accessible in one location.

In anticipation of increased library hours after renovations were complete, the library staff surveyed student satisfaction with library hours prior to renovation in the spring 2010 semester and later in the fall 2011 semester upon the completion of renovation. The pre-renovation survey had 67 percent of students surveyed were "satisfied" or "very satisfied" with library hours. Once renovations were complete the satisfaction rates for library hours increased significantly to 82 percent.

The completion of the library renovation and the opening of the new learning commons, an additional six hours of service per week was provided for the campus population. In response to feedback from students and faculty in focus groups, academic support surveys, student satisfaction surveys, and the learning commons survey, longer hours for the library and the learning commons were addressed and implemented during the latter half of the spring 2011 semester.

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The most effective way to evaluate the performance of these services is to survey the end users. Prior to 2008, the library used a different set of student satisfaction questions. Up to the present time the library has utilized a common set of questions that were agreed upon by the UH community college libraries. Below are four years worth of measurements based on the seven common questions. All measurements are based on a 5-point scale.

Student Satisfaction Measurements

2008-2009 2009-2010 2010-2011 2011-2012

1. I usually find enough books to meet my course needs

3.84 3.83 3.83 4.03

2. I get enough articles from the library databases to meet my class needs

4.25 4.17 4.09 4.22

3. The library staff guide me to resources I can use

4.17 4.31 4.26 4.33

4. The library's instruction sessions have increased my ability to do research and use library resources

4.16 4.36 4.10 4.33

5. The library website is useful 4.20 4.29 4.24 4.226. I feel comfortable being in the library

4.43 4.45 4.28 4.34

7. The computer resources in the library contribute to my success at the college

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Five of the six student satisfaction measurements in the 2012 APRU showed an increase in satisfaction levels over the previous year with the sixth indicating only a slight downward trend. The seventh question was inadvertently left off the survey but has been reinstated so results will be available for the 2013 APRU.

Another approach in evaluating library and learning support services is with the annual academic support survey that is distributed to faculty and staff to gauge perception of library services and whether it contributes to student learning. The following chart presents data from 2009 to 2011 in which faculty and staff are surveyed on library services. No survey was administered in 2012 but will be conducted in 2013.

Survey Statement 2009 2010 2011I usually find enough books and articles to meet my needs

4.33 (18) 3.86 (69) 4.11 (52)

The library staff are friendly and helpful and guide me to resources I can use

4.65 (23) 4.32 (71) 4.64 (64)

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The library’s instruction `sessions have increased my student’s research ability

4.44 (9) 3.69 (62) 4.14 (28)

The library is a comfortable place

4.0 (23) 3.93 (71) 4.53 (68)

I think my capability to instruct has increased as a result of the services provided by library services

4.18 (11) 3.89 (60) 4.08 (45)

I think student learning has increased as a result of the services and technologies provided by library services

4.2 (15) 4.15 (59) 4.27 (62)

Library resources and services are constantly being reviewed for currency and relevancy to the curriculum and student needs. As noted previously, surveys are definitely a major part of analyzing this review process but analyzing hard data such as book circulation and use of databases also play a major role in determining what to offer to students and faculty. Annually the library council compiles a data sheet that includes information about services, holdings, and resources in the entire University of Hawaii Library System. Information from this data sheet is also extracted for the demand and efficiency measures in the APRU. It is from this data that the library can get a better handle on the usage patterns from the various services.

The following selected abbreviated chart gives some idea as to what the library is utilizing in its analysis of its services and the kind of evaluation that is derived from looking at all those numbers.

SERVICES 2007 2008 2009 2010 2011 2012Book Circulation 5597 4287 4544 4182 4330 4639Intrasystem Loan /ISL 547 507 476 597 471 708

Consortial Electronic Resources

Total Searches

22,269 21,289 56,043 71,427 78,910 59,432

Full-Text Articles Retrieved

ua ua 7621 10,492 15,610 7211

Reference Assistance 6429 5159 4357 3791 2876 3659 HOLDINGSBooks 62,864 62,782 62,186 62,676 61,052 61,894E-Books 44,897 51,658 57,532 61,867 81,537 98,439Print Serials 156 148 149 129 127 125E-Journals 8461 9487 11,705 11,561 12,120 13,522Electronic Databases na 19 28 37 34 34Microfilm 6759 6720 6745 4088 3104 2853

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AV (Videos & DVDS) 1680 1391 1262 1199 1186 1142

For example from this chart we can assess that the circulation of books made a sizeable drop in 2007 but since then has leveled off and reached a plateau. In fact there has been an increase in circulation in 2012; the largest in five years. With the drop in book circulation there has been a corresponding increase with the use of consortial e-resources. The number of total searches and full-text articles retrieved has increased significantly since 2007. The only puzzling glitch to this data is the unforeseen drop-off in 2012. Possible explanations may be the unavailability of some of the databases during the data collection period and also changes in curriculum that had an impact on class assignments.

The data from this 5-year collection period confirms the trend in usage patterns by students toward more electronic resources that parallels the gravitation of the general populace towards electronic search vehicles on the internet such as Google and other e-resources. However, it should be tempered by the fact that book circulation at KCC has always been much smaller (even before 2007) than with the other UH community college libraries despite the varying sizes of each of the campuses.

An interesting side note to this analysis is that there were increases in both the 2012 student satisfaction measurement survey and the 2011 annual academic support survey for faculty and staff on finding enough books in the library's collection for their use. Both surveys found satisfaction levels above the 4.0 level on the five-point scale. For the students this was the largest rating for the book collection since that particular survey went into use in 2008.

So it seems that even with a high satisfaction rating of the book collection, it does not necessarily translate into higher book circulation because the already entrenched trend and popular use of e-resources is working against it. While this sobering realization is not influencing the library to abandon books, we are attempting to offer choices and balance the resources available to the college community by updating the book collection so it is applicable to students' needs. This is done through book purchases and donations, and also via weeding of the collection regularly to keep the collection current and relevant.

In the holdings chart it may seem that the book collection has not increased that much since 2007. In fact there is a differential of 970 volumes in 2012 from 2007. What is not readily evident from this chart is that the library has added 11,143 books (both purchased and gift) over the five-year span and conversely has withdrawn over 10,000 volumes. The largest number of books that were withdrawn from the collection occurred just before the renovation of the library in late 2010. Over 3,000 books were withdrawn from the collection in under a year.

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Based on circulation reports from the UH Library Systems Office we can determine what subject matter of books are most heavily borrowed from the library. The following chart shows the top 12 Library of Congress (LC) call numbers that have been borrowed the most since 2007.

LC Call No. Subject Circulation (2007-2012)DU History - Oceania 1029PS American Literature 808GN Anthropology 598E History - Americas/US 339BF Psychology 334PR English Literature 312DS History - Asia 311HQ The Family 302HV Social Pathology 286GV Recreation 273BL Religions 261TX Home Economics 248

Based on the most heavily circulated subjects the library has placed an emphasis on updating these areas in the collection. Since Hawaiiana is the most borrowed material in the collection we have purchased a sizeable number of titles that have been published in this area. Other titles in US and Asian history are also looked at closely due to their placement on the chart. Rounding out the most heavily borrowed areas are the social sciences, literature, religion, psychology, anthropology, and home economics (culinary). In support of the demand for e-resources the library has increased its holdings of e-books and e-journals, and electronic databases. All three have seen sizeable increases in the library's offerings over the past five years. During this time the number of print serials via subscription basis has been significantly lowered and is down to its lowest numbers. At one time many years ago the library had a subscription of over 200 titles.

Other drops in holdings have also occurred with microfilm. Current subscriptions have been limited to the local newspapers such as the Garden Island and the Honolulu-Star Advertiser. Other microfilm subscriptions to periodical titles have been dropped due to availability of articles in back issues via EbscoHost and other databases. Along with dropping subscriptions, archival holdings of microfilm in the collection have been weeded extensively so that there are only local newspapers (including Hawaiian language) and some limited periodical titles and the New York Times newspaper.

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AV materials have also been extensively weeded from the collection with the removal of many vhs videotapes. Retention of any videos has been due to their content and unavailability on dvd format. Primary consideration is given to keeping Hawaiiana and curriculum based materials. Dvds have been slowly added to the collection with the current titles numbering about 215. Assessment of the AV collection still needs to be worked on with the projection that more videos will be removed from the collection in the near future.

Are instructional methodologies appropriate for program content? Explain. Do instructional methodologies utilize available, current technology? Explain. Indicate recently implemented innovations in instructional methodology or use of technology as well as changes your program is considering within the next two years?

The number of library instruction sessions has remained pretty consistent over the past six years. Since 2007, the number of classes has averaged from 40 to 50+

per year and the attendance in these sessions usually run between 500 and 800 students. The following chart tracks the numbers from 2007 to 2012:

Year 2007 2008 2009 2010 2011 2012 No. of Classes

50 40 50 41 40 59

No. of Students

786 573 799 658 557 834

Library instruction typically incorporates an introduction to library resources and how to access and search for information, and determine its suitability for one's course assignment. Current instructional methodologies are sufficient in a classroom setting utilizing individual computer workstations and/or presentations on a projection screen. Both allow a visual component to go along with the oral presentation.

Restructuring of library instruction is an ongoing process. The instructional librarian is constantly assessing students' responses in the classroom and in the satisfaction surveys that are included with the pre-test and post-test to evaluate student learning outcomes. This results in revisions on the tests and even the library instruction itself.

Instruction in library skills is offered by the instructional librarian to any class in which the instructor requests that service during a semester. The instructional librarian typically meets with an instructor's students in either classroom 122 in the learning commons area or the computer resource center (CRC). The decision falls on the instructor on whether to have students follow instruction with hands

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on use of computers or view the presentation on a single projection screen. Here the instructional methodology is customized according to the instructor's needs.

About a year ago the library started up a subscription with LibGuides which has become a standard product utilized by colleges and universities across the country in creating online bibliographies by subject area. This has become an important part of the library's online instruction for searching appropriate websites and resources outside of a typical classroom setting.

To supplement instruction and provide other options the instructional librarian is currently working with the instructional technologist in developing online tutorials. They would cover basic library skills that have been covered in the classroom setting and allow students to follow-up their classroom instruction in an individualized manner. Another add-on to the classroom library instruction is the creation of Power Point presentations. It could also be used as a stand-alone presentation; especially if the connection to Voyager is down during library instruction.

Some instructors request a library tour to go along with library instruction. However, more instructors request library instruction than the tour since the latter seems to take more time away from the classroom. The instructional technologisthas suggested creating a virtual tour of the library which could be used as part of classroom instruction or loaded on the library's website. This would seem to be a viable alternative to doing an actual walking tour of the facility and would incur less time in the presentation.

What steps are taken to develop and ensure consistent application of academic standards? (e.g. grading standards, course objectives...etc). Comment on plans you have to improve this process.

In the recent past the library followed benchmarking with its closest peer institution within the UH System. With the recent accreditation process the library started benchmarking with institutions on a national level. The Association of College and Research Libraries (ACRL) standards for Libraries in Higher Education (October 2011) noted "benchmarking is commonly used as an evaluation and self-improvement tool in higher education." However, ACRL cautions that internal comparisons of the same institution from one year to the next are useful for tracking internal progress but has its limitations. "External comparisons reveal how an institution is performing with respect to similar schools (peers)."

KCC's closest peer institution within the UH System is Windward Community College (WCC). Although WCC's enrollment has moved ahead of KCC over these past few years, its resources and holdings are still on par with KCC. In some instances, KCC's holdings are much larger, especially with book collection

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and serials subscriptions. In FY2011-2012, KCC's book collection stood at 61,894 while WCC's volume count was 43,358. The serials subscription for the KCC was 125 titles while WCC had 86 titles.

On a national-level, KCC can make comparisons with peer institutions on the mainland. In the 2009 Peer and Benchmark Comparison Groups compiled by the UH System's Institution Research and Analysis Office, 16 institutions are identified as peer comparisons for KCC. Using the National Center for Educational Statistics data "Compare Academic Libraries," KCC can measure its status with its peer libraries. Of the 16 institutions, two have FTE students under 1,000 which closely match the 775 FTE student numbers for KCC in FY2010.

Dabney S. Lancaster Community College in Virginia had 779 FTE students and Salem Community College in New Jersey had 984 FTE students. Comparisons can be made basically on the number of staffing and library expenditures. Both mainland community colleges have only one librarian as compared with four at KCC. On library expenditures per FTE student, KCC falls between both campuses with $121.83. Dabney S. Lancaster CC had expenditures of $143.71 while Salem CC spent $107.78 per FTE student. Thus, KCC's Library is comparable to, or even favorable to, these similar-sized mainland institutions in terms of staffing and library expenditures.

The library plans to keep on measuring academic standards via benchmarks. This would involve annually noting local comparison with the UH System and nationally whenever the latest Peer and Benchmark Comparison report is released by the UH System's Institution Research and Analysis Office. With the anticipated completion of benchmarks for the UH Academic Support units the library will be able to compare itself system-wide and not just with one campus.

Comment on how your program addresses the learning needs of under-performing students. Are there strategies you are considering to strengthen this process? If so, describe them. Are there other programs and services currently not available that would help in this area?

The primary way on how the library addresses learning needs of underperforming students is via library instruction to remedial classes such English 18, 19, 21, and 22. While all classes stand to benefit from library instruction, it is felt that introducing remedial classes to the library will start them on the right path as they begin to move up to higher level courses. The library also offers individual library instruction on request and this one-on-one method seems to help students who do better with individual help rather than in a classroom setting.

Library instruction to a class includes a pre-test and post-test to evaluate students'grasp of information literacy and library usage. In some cases the instructional librarian who analyzes the results of the test may decide to focus on certain

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areas in library instruction when students seem to be underperforming on questions in those areas. In other instances it may just be that a question needs to be revised if students do not understand what is being asked in the question.

In the process of assisting students in their reference interviews the librarians may uncover students who are struggling in their classes. This may necessitate a referral to tutoring services to help underperforming students. Referrals to counseling services may also be an option; especially if the student is failing in the course.

What assessments are being used to determine if current teaching methods used in the program are adequately meeting student needs. How are the results of these assessments currently being used.

There are times when one wonders how important faculty value library instruction and its direct connection to student success in their classes. Over the years the number of classes participating in library instruction has remained consistent in spite of the fact that certain instructors never use the service and there are others who have stopped using it. In several cases we hear of instructors who do not wish to dedicate class time to library instruction since it would interfere with their instruction time table and in other instances they feel their students should already be competent in library use.

Thus, it is gratifying to see the results in the 2011 academic support services survey that validates the importance of library services in developing skills in information competency among students. The statement "I think student learning has increased as a result of the services and teachings provided by library services" generated a faculty and staff satisfactory rating of 89 percent for the library. Faculty and staff also gave a 79 percent satisfactory rating on the statement "The library's instruction services have increased my students' research ability."

Confirmation of faculty's valuation of library instruction comes from students' responses to one of the common survey questions used in the program review. In FY2011-2012 students gave a rating of 4.33 on the statement "The library's instruction sessions have increased my ability to do research and use library resources." This was the second highest rating among the seven measurements that were posed to students.

These strong positive results from faculty encourage the library to keep up with the marketing of library instruction and strive to raise the level in terms of number of classes and students. Also, we need to accommodate faculty's needs by reconfiguring library instruction to better match the goals to be met by their students.

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DL: What distance learning options are available in your program. How is your program responding to student needs by using distance learning? Do you have a timeline?

Distance learning options at KCC include HITS, cable television, and on-site visitation by the instructor. The library has responded to students utilizing the distance learning option by having a distance education librarian on duty. The DL librarian supports community college distance education students and University Center distance education students (upper division and graduate students) by providing reference services, information literacy instruction, distance education orientation to library services each semester, and a distance learning library website which includes links to full-text databases, intralibary loan services, online reference tools, online information literacy tutorials, and contact information for library services at all UH campuses. All these services are communicated to students via email or in person by the DL librarian at the library orientation.

2.3 Remedial/Developmental: Review the college's current strategies for dealing with remedial students and, based on the findings, modify offerings to meet their needs.

How has your program addressed academic remediation for students? Has this been effective? What proposals for change in this area does your program have?

Support for remediation of students is typically offered via library instruction to the remedial English classes (ENG 18, 19, 21, and 22). However, there seems to be a downturn in the number of remedial English classes that have been utilizing library instruction. Also during reference interviews librarians have been noticing a sizeable number of students who are lacking library skills and have not had library instruction. There seems to be a need for the library to step up in getting more classes, especially English remediation classes, back into library instruction.Aside from library instruction the library provides remediation services via a non-instructional way. This is through the READ collection of books which are primarily lower level reading material and was created specifically to aid remediation students.

2.4 Student Learning Outcomes: Develop, implement and sustain an assessment process that fosters innovative and continuous improvement of student learning outcomes at the college, program, and course level.

How does your program encourage and assess student growth in areas such as: communication, cognition, information competency, social interaction,

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and personal development and responsibility? What are the results of the assessment and what plans do you have to improve SLO's in these areas?List the student learning outcomes that you have identified for the program. What is the minimal level of performance that you expect program completers to accomplish? How are student-learning outcomes monitored and evaluated?

The library primarily assesses students on information competency via a common student learning outcome (slo) that is uniform among the UH community college libraries. In 2011 this was implemented after discussions among the head librarians and academic support administrators on creating uniformity on the program review process. The common slo is "the student will evaluate information and its sources critically."

The student learning outcome is assessed by a pre-test and post-test by the instructional librarian to evaluate information competencies. These tests are administered to students who have undergone library instruction. Both tests consist of similar questions and the results reveal if students are learning desired information during the classroom setting. Charts are created that compare both test scores and indicate if students have improved in their information competencies.

The instructional librarian uses the results of the tests to improve future instruction. For example, it was observed that students in English 100 were consistently scoring poorly on a question relating to evaluation of online resources. This was an indication that students undergoing library instruction needed more emphasis on the criteria used to critically evaluate websites.

Initially the minimum level of performance was pegged at 60% correctly answering the questions on both the pre-test and post-test. However, after analyzing the scores of the students it was determined that 60% was too low a passing score for the slo. Except for one class in 2009, all other students passed the pre and post tests with a minimum score of 60% from 2008 to mid- 2011.

Beginning with FY2011-2012, the library has raised the bar on the minimum level of performance to 70% or an equivalent of a C grade. This was an attempt to raise the standards in library literacy and it was deemed a success with six out of ten classes averaging 70% or better in their students’ scores in the post-test. This was an improvement when only four out of the ten classes passed the minimum with the pre-test.

Year 2008-2009 2009-2010 2010-2011 2011-2012Common Student LearningOutcome: The Student will be able to evaluate information and its sources critically

76.3% (pre) 100% (post)

100% (pre) 100% (post)

100% (pre) 100% (post)

4 classes passed (pre-test)6 classes passed (post-test)

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Below is a chart from 2008-2012 listing all classes that participated in library instruction and who completed both the pre and post tests. Unfortunately there are more classes that participate in library instruction without completing one or both tests. This prevents a comparison of tests and assessment of any improvement in test scores. Only the classes that completed both tests are listed on the chart below.

Year Class Pre-Test Post-Test % plus/minus 2008 English 100 80% (9) 88% (9) 8% 2008 English 100 75% (11) 81% (11) 6% 2008 English 100 81% (8) 69% (8) -11% 2009 English 100 67% (11) 82% (11) 15% 2009 English 100 57% (4) 94% (4) 37% 2009 English 100 68% (10) 76% (10) 8% 2009 English 215 73% (12) 77% (12) 4% 2010 English 100 69% (15) 62% (15) -7% 2010 Science 121 72% (13) 93% (13) 21% 2011 Botany 101 65% (14) 72% (13) 7% 2011 English 21 48% (18) 64% (14) 16% 2011 English 100 65% (14) 78% (4) 13% 2011 English 100 66% (12) 66% (7) 0% 2011 English 102 66% (12) 66% (12) 0% 2011 Microbiology 130 74% (14) 78% (18) 4% 2011 English 100 65% (18) 68% (11) 3% 2011 English 100 66% (10) 65% (10) -1% 2012 Botany 105 76% (18) 71% (14) -5% 2012 Botany 105 63% (13) 80% (8) 17% 2012 English 102 74% (20) 77% (17) 3% 2012 Microbiology 130 78% (21) 81% (17) 3%

With this full program review the library has added two more student learning outcomes to go with the common slo that is being used by all the UH community colleges. All three slos combine to form a total package in which the student understands the whole process in information competency after undergoing library instruction:

1. The student will be able to access needed information2. The student will be able to evaluate information and its sources critically 3. The student will be able to acknowledge sources

2.5 Academic support: Support student success through accessible, reliable, and user-focused academic support services.

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Comment on program use of auxiliary resources- e.g. library, instructional media, laboratory resources, computer assets. How can you improve utilization of these resources?

The library has worked closely with many of the auxiliary resources on campus. They provide services that the library does not have the capability of doing and are the specific source of those services at the college. One of two most heavily utilized auxiliary resources has been media services. HITS programming, video and audio equipment setup, and assistance on trouble shooting problems are just some of the major services rendered by media services.

The second heavily used auxiliary service has been computer services. They provide services such as installation of computers and related equipment along with maintenance and servicing whenever there are computer related problems. The library also depends heavily on their services when there are new upgrades to download into Voyager.

Other auxiliary resources that are used by the library include the instructional media specialist, graphic artist, and tutoring. Referrals are regularly sent to the instructional media specialist whenever there is a need for computer assistance since his office is in close proximity to the library. Currently the instructional librarian is enlisting the aid of the instructional media specialist in developing library tutorials to be added to the library’s home page.

All types of graphic work have been produced by the graphic artist for the library throughout the years. Her office is close to the library so it is convenient to consult with her on proposed work to be done for the library. While tutoring is not used specifically by the library we do refer students over to them whenever it is determined that the student needs more help than reference assistance.

What tutoring, mentoring, and/or counseling services are available to support students in your program? Comment on ways that your program can work with these groups to improve service to students.

There have been cases when the needs of students are beyond the capabilities of the library staff to provide the necessary answers. In these instances students have been referred to appropriate departments for assistance. In the past we have encountered students who ask us questions about their assignments and classes, and we end up referring them to tutors for assistance or even to counseling services when they are failing in their classes. Students with noticeable disabilities have been referred to the counselor who works with disabled students to resolve issues that are troubling them.

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2.6 Faculty & staff: Create an environment that attracts, retains, and supports qualified personnel.

Describe strengths and weaknesses of faculty/staff appropriate to the program's current status or future development. Comment on the adequacy of faculty to meet program outcomes. Indicate any immediate and projected future staffing needs.

Since 2003 the professional library staff has remained at its current level of four librarians. All four librarians provide reference services with each having a specific strength or specialty. One librarian handles distance learning and reference while a second librarian covers instruction and reference. A third librarian is the technical services/cataloging specialist and lastly the fourth librarian is the administrator of the library. While the strength of the current library faculty is the ability to handle reference duties and instruction to some degree, weakness lays with only one librarian being fully capable of working in technical services. Also, there is no electronic or computer specialist on duty among the library staff that can troubleshoot major computer problems or to deal with Voyager issues. Right now the library depends a lot on computer services and UH Library Systems Office to investigate problems.

While the number of librarians has remained stable, the library support staff has dwindled significantly during the past decade. Due to budget cutbacks and elimination of positions the library has seen the numbers drop from four (1 library technician and 3 library assistants) in 2001 to one (library assistant) since 2008. In 2011 an additional half-time temporary position has been assigned to the library so the facility could be opened on more evenings. We are hopeful that the vacant library assistant position will be filled so there will be two full-time library assistants on duty.

2.7 Facilities: Maintain facilities, equipment, and technological infrastructure to support institutional and student needs.

Comment on facilities that the program uses, their current adequacy and any immediate needs. Comment on the currency of equipment and technology for the program. Indicate immediate needs.

The library had a major facelift with the renovation of the facility and adjacent areas within the Learning Resource Center building in 2011. A year later most of the study chairs in the library were upholstered to present an updated look to match the renovation work of the interior of the facility. With the renovation completed the library now has reconfigured areas which provide more group study on the first floor and solidified a quiet study area to the second floor.

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The immediate needs for the facility are to continue on with the upholstering of the remaining lounge chairs and sofas. Many of them are in need of repair work and just basically in need of updated fabric to integrate better into the new look of the library. An APRU request for upholstery work is currently pending for $5000 after review by the college council in the 2013 APRU rankings.

Another concern is to maintain the preservation of the collection and to provide a healthy environment for the students. There is an immediate need to upgrade the dehumidifiers in the library to contain the amount of moisture in the air so mold and mildew will be under control. The library is awaiting the outcome of this APRU request since it is pending for $4400 in the 2013 APRU rankings.

Computers in the library are up to date with adequate software to serve the basic needs of students. Currently the library has 38 computers (22 desktops and 16 laptops) with the available numbers fluctuating whenever laptops are out of commission or are on short-term loan to faculty. There is some concern whether this number of public access computers is sufficient to serve the needs of students and faculty. Instead of more computers, the solution to the demands of students and faculty may be to have computer services maintain a certain number of computers for faculty use so it doesn’t impinge on student needs.

Utilization of the new instructional/conference room 122 has been widespread among academic support units such as the library, tutoring, and the Waialeale program. The major equipment needed in this room is a ceiling projector to aid in instruction. The instructional librarian uses this room for her library instruction classes and has advocated for a projection system. In the 2013 APRU rankings the college council came through and approved funding of $2800 to install a ceiling projector.

Over twenty years ago the library had in place a security camera system with six cameras and a video-recorder to monitor hidden areas within the library. This surveillance took place from behind the circulation desk. At that time it was a very expensive piece of equipment with a price tag of over $10,000. In about ten years this system was not working effectively due to the breakdown of the cameras. In recent years the library staff has been revisiting the proposal to re-install a new security camera system. The prime concern is to provide a safe environment in the library. This equipment would assist the library in monitoring any inappropriate behavior among its clientele and allow library staff to provide help or call in assistance.

2.8 Financial Resources: Strengthen processes to develop and better utilize fiscal resources.

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What efforts has the program made to investigate entrepreneurial opportunities or alternative funding sources to support program goals? Describe your programs level of success in obtaining funds and future plans.

The library has over the years looked at entrepreneurial and alternative funding such as grants to augment budget allocation from the college. One that has been in place for many years is the Edward T. White Fund that provides $2000 annually for purchasing of American history books. White was the Provost of KCC back in the 1970s. An entrepreneurial activity that is still ongoing from the mid-1990s is the library’s annual book sale that generates revenue between $1400 and $1800.

In 2005 a Perkins Grant was received for $4000 to startup a career and vocational collection that became part of the READ collection in the library. During the same year a Diversity and Equity Grant was received for $1000 to purchase dvds. Two years later in 2007 a Title III grant for a couple of thousand dollars was used to acquire additional books for the READ collection and two mobile bookshelves to house the READ collection books.

The most recent participation in a grant was for the “Access for All” federal grant that was awarded to the UH in 2010. KCC received a share of this $2 million dollar grant in the form of two broadband connected computers for public use.

Future plans are to continue to investigate new sources of funding whether it be via entrepreneurial activity or grants. A likely candidate to pursue again would be the Diversity and Equity Grant.

3. Work Force Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.

3.1 Program articulation with workforce needs: Articulate educational programs with workforce needs by utilizing input from advisory groups and other relevant sources of information.

How does the program identify applicable workforce trends? What trends or projections in your discipline may affect your program in the next five years? How will you address this?

Identification of workforce trends is usually identified by the development of new curriculum or the emphasis by the college on certain academic programs. All this information filters down to the library who in turn works with the instructor and program in increasing resources in support of that program so that students can access material for their classes. The library itself identifies trends in the workforce and initiates areas that need to be upgraded in order to have an effective print and e-resource collection.

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A definite trend in the library field is the movement toward more e-resources. This is a response to the heavy use of Google by students and parallels the increasing use of Amazon's Kindle and Barnes and Noble's Nook e-readers over the printed book. While an arsenal of e-resources are being added to the library's overall resources the library may have to address the feasibility of acquiring e-readers. However, five years down the road may bring other technology on the scene that will downplay the value of e-readers.

How is the selection of courses reviewed for relevancy to community and workforce needs? What recent changes have resulted from this review? How has your program addressed professional development needs which have risen from the changes?

[NA for Library]

What method is used to assess student and employer satisfaction with the program's offerings and operations. What are the results of this assessment and how have results changed over time? What changes did you make or are planning to make due to the results?

[NA for Library

What program initiatives have been implemented to improve course completion, and job preparation?

[NA for Library]

What are the expected career/occupational outcomes for students? (e.g. transfer, employment)?

[NA for Library]

Does the program have an Advisory Board Committee? How does the program work with the Advisory Board to assess effectiveness?

A Library Advisory Committee has been in existence since the 1980s. The composition of the committee consists of six faculty members, each representing a specific division (Allied Health, Business, Liberal Arts, Science and Math, Student Services, and Trades) three community members, and a student representative from ASKCC and one from each division. However this ideal makeup has not materialized in recent years with a lack of student representatives showing up for meetings.

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There are two meetings held each year with one during each semester. The head librarian meets with the advisory committee with an agenda detailing recent developments in library operations. The advisory committee is also consulted on matters that will affect the library and the college. Input is welcomed from the advisory committee to improve on services to the college and its working relationship with the community.

3.2 Certification/Licensure, Job Placement, Transfer: Meet workforce needs, increase students' rates of certification, licensure, job placement and/or transfer to appropriate baccalaureate programs by providing relevant education and training programs.

What is the percentage of your graduates that receive licensure/certification? Is this satisfactory? How can this be improved?

[NA for Library]

Comment on the level of job placement in the field of study. Is this satisfactory for your program?

[NA for Library]

Do you have a percentage of program graduates that are expected to transfer to an appropriate upper division program? If so, what is this percentage and has your program met this benchmark? If not, would this be one appropriate index of your program's success. Please comment.

[NA for Library]

4. Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.

4.1 Faculty/Staff Development: Foster faculty and staff currency of expertise in their areas of responsibility through support of professional development activities.

Explain how faculty and staff maintain expertise in their discipline or area of responsibility.

It is vital for librarians and staff to keep up with new developments in their field. However, with the limitation of access to professional meetings, especially national ones, the prime area of professional development falls on the professional meetings that are held frequently by the UH System Libraries. Each steering committee meets with members in their area of specialty such as circulation, cataloging, or distance learning.

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Reading of professional literature also contributes to keeping current with new developments in librarianship. The library currently subscribes to several professional journals such as Booklist, Choice, College & Research Libraries, and Library Journal.

With the ever changing nature of technology the library staff in recent years has been attending more online workshops and webinars, and meetings via HITS. The most recent use of a webinar occurred back in November 2012 to January 2013 when all librarians undertook instruction on the implementation of SFX and Primo with the UH Libraries Voyager system.

Describe the Professional Development plan, including availability of resources and the process of allocating these resources. Does this plan adequately meet Professional Development needs?

Since there is no definitive professional development plan for the library no funds have been allocated in the library's budget to support professional development activities. Whenever there is a need for a librarian to acquire new skills or attend local conferences or workshops a request is submitted by that librarian.

4.2 Student Development: Foster personal enrichment of students by providing opportunities that broaden their college experience.

Describe program faculty involvement in providing opportunities for students' personal enrichment through co-curricular activities.

Distance Education Librarian Anne McKenna worked as a faculty advisor to the local chapter of the honors society Phi Theta Kappa. She was actively involved with PTK up until 2012.

Does the program support non-traditional approaches to education? If so describe these. What outcomes are expected from these approaches, and how have they affected student success across the curriculum?

[NA for Library]

5. Community Development: To contribute to community development and enrichment through campus leadership and collaboration.

5.1 Leadership:

Comment on activities initiated and lead by program faculty and staff that have positively impacted our community. List pertinent community services

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and activities. Discuss leadership roles in other community activities that you are interested in pursuing.

The coordination of the Kauai Literature Festival activities on campus by library staff members contributed to community development and enrichment. Working with school teachers and volunteers the festival allowed high school and college students to interact with invited authors and listen to their readings. While the library's direct involvement with this literature festival has diminished over the years the library still participates in the on-campus publicity via book displays of the participating local authors.

Another aspect of leadership that was demonstrated by library staff and had a positive impact on the community was participation on the Kauai County Committee on the Status of Women. During the years 2005 to 2008 two of our library staff served on this committee and originated the first film festival.

5.2 Collaboration: Establish active collaborative arrangements to support community goals and needs.

What has the program done to establish communication, partnerships, and cooperation with high schools, other community college programs, the community, and four-year institutions in supporting their mission and goals? Discuss successes, challenges, lessons learned and how these findings will be applied in future plans.

The library actively participates in collaborative efforts with both the UH Library System and the Hawaii Library Consortium (HLC) via consortium agreements. These agreements provide the library with valuable resources at costs lower than if the library had an individual contract with a vendor. The largest partnership is with HLC which consists of academic, public, and school (both public and private) libraries in the state of Hawaii. Full text online databases delivered through HLC are EbscoHost, Ebrary, and Encyclopedia Britannica. The first database is the largest among all the databases that the library provides to its students.

In terms of numbers the consortium agreement with the UH Library System carries the greatest number of e-resources. These include CQ Researcher, Cumulative Index to Nursing and Allied Health (CINAHL), and ScienceDirect. Recent e-resources added in 2013 include ProQuest's Honolulu Star-Advertiser and Films on Demand.

Together with the HLC consortium the entire collaborative efforts on e-resource subscriptions has been a very positive one for the library. Students have benefitted immensely from these resources and the college has incurred savings. With recent subscriptions of e-resources the library will undoubtedly continue to

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review more curriculum needs and consider additional purchases in the near future.

Besides consortium agreements with the UH Library System the library has other working agreements with all UH Libraries that are far more integral to the basic working structure of the entire library system. First and foremost is a shared online catalog called Voyager. Users can either search for materials in the KCC Library or search the holdings of all UH System libraries at one time.

KCC is member of the Hawaii Users Group (HUG) which is a forum for sharing information in the use of Ex-Libris software products among the University of Hawaii System. The bylaws for HUG were recently revised in 2012.

While the University of Hawaii has been with Voyager since the year 2000 it cannot be said that the system is problem free after all these years. There has been constant updating of Voyager with newer versions of the software but concerns were manifesting about the possibility of non-support by Ex-Libris on future updates.

Back in 2011 the UH Library Systems Office needed to change the aging server for Voyager so there was some consideration of moving to a new system or even possibly shifting to the Cloud. With cost factors playing a huge role the decision was to go with Primo in late 2011. As of 2013 the UH campuses are still testing Primo before full implementation. Glitches in the system still haven't been ironed out by many of the campuses.

The circulation module of Voyager is linked to another working agreement among all the UH Libraries. This is the intrasystem loan (ISL) agreement that permit access to circulating material at all campuses. Students and faculty can borrow books and order journal articles (less than 50 pages) without charge. Since the adoption of ISL and the growth in the number of full-text online databases, the number of requests for journal articles has decreased while the number of requests for books has increased immensely; especially from other campuses. The following chart tracks ISL service over the past six years:

Year 2007 2008 2009 2010 2011 2012 No. of ISL 547 507 476 597 471 708

The year 2012 was a banner year in ISL transactions with 80% or more requests coming from other campuses. This trend has been steady since 2007 with KCC providing more materials to other campuses than our students requesting items from the rest of the UH Library System.

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While ISL seems to be succeeding as a program there are still glitches that need to be resolved from time to time. For one thing neighbor islands such as Kauai need to send everything via the US Postal Service which requires expenditures in shipping versus Oahu campuses who can use a UH courier service for deliveries within their island that delivers their parcels without shipping expenditures. Over the long haul KCC's expenditures on shipping is probably larger than many of the Oahu campuses with the exception of UH-Manoa, and other neighbor island campuses (UH-Hilo, and Maui College).

At the present time it would seem there is no getting away from the shipping costs encountered by neighbor island campuses. However, Maui College has recently suggested that we return to the old policy of charging fees to students and faculty requesting ISL to help subsidize costs. The circulation committee is currently studying this proposal.

Finally something quite appropriate to the program review process itself has been the collaboration within the UH community colleges to implement uniform program reviews with a common template. This became a reality in 2011 when the new template for the System Program Review of Academic Support was announced after many discussions and meetings among the head librarians and the deans of academic support/services. The creation of this common template would enable development of benchmarks and assess health calls on academic support services. However, this is not the final chapter on a uniform program review since the deans of the campuses are revisiting it in 2013 for possible revision.

6. Diversity: To foster a global understanding and appreciation for diversity.

6.1 Diversity: Support diversity and cultural awareness through campus programs.

How does your program support diversity and cultural awareness? What are the desired outcomes? How have these outcomes been met?

The library supports diversity and cultural awareness through its exhibits and oral presentations within the facility. Through these activities it is hoped that the students and faculty on campus will expand their knowledge on world cultures and be understanding of diversity around us. Recently the library enlisted the aid of a student from Kyrgyzstan to be part of a public television program hosted by the Mayor and showcasing some of KCC's programs. This positive experience encouraged her to do an oral presentation in the library that focused on her homeland. Shortly after this presentation another one was arranged with a trio of native Ainus from Japan. This latter presentation was a huge success and the outcome was more than satisfactory with an overflow crowd of 60 or more people.

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6.2 International education: Foster global understanding, develop partnerships with communities and organizations both within and beyond Hawai‘i.

What academic relationships does your program have beyond Kaua‘i, Hawai‘i, the U.S.? Describe these and their impact on student learning experiences. If none, what areas of the program could benefit from such relationships? Describe plans ready for implementation and/or projects to be developed.While the library does not have academic relationships beyond KCC there are direct contact with foreign students on campus. Over the years many foreign students have attended KCC from such places as China, Hong Kong, Japan, Finland, and Turkmenistan, and have utilized the academic support services provided by the library. KCC has an ongoing sister relationship with several Japanese colleges that visit the campus year round as part of their learning experience on the island. These students have utilized library services in the form of library tours or orientations to the facility.

Quite a number of foreign students at KCC have been an integral part of the library's work force as student workers. The work experience presents these students with an opportunity to expand on their international education at the college. Both employee and employer benefit mutually from this working and personal relationship. The most recent hiring of foreign students occurred in 2006 to 2007 with the husband and wife team of Lisha Wu and Guanxiong Hwang from China and Akio Nomura from Japan in 2008 to 2010.

STRENGTHS AND AREAS NEEDING IMPROVEMENT

Strengths

The KCC library seems to be providing the services that are needed by both students and faculty. Analysis of several surveys point to a high satisfaction level. In the FY2011-2012 student satisfaction measurements the library scored at least 4 out of 5 points on the measuring scale. While the library has been consistent in receiving these kinds of marks over the past five years in various surveys, it was satisfying to see that the question on finding enough books in the collection garnered a high score. Even faculty in the 2011 academic support survey rated the finding of enough books and articles on a scale above 4 which was an improvement over the previous year. This has always been a sore point among students and faculty in terms of currency and coverage of the book collection.

The library has continued to update its book collection despite the continuing downward trend in circulation of the books and the increase in use of e-resources. While the drop in circulation has leveled off in recent years and even increased in the past two years, the library still remains committed in providing a book collection that will support the needs

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of the college community. A balance between both printed resources and digital media provides the best of both worlds to academia.

As reported earlier in this program review the library aims to update the areas in the collection in which there are the greatest use as verified by the circulation statistics. It is no surprise to learn that book purchases have focused heavily on Hawaii/Pacific studies, history (including US, Asian, and Hawaii), religion and philosophy, social sciences, English and American literature, and business (including culinary).

Benchmarking the library’s book collection shows KCC to be competitive with the rest of the UH community colleges. In the UH System Library Data for FY2012 which is compiled by the UH Library Council, KCC has 61,894 volumes compared to:

Honolulu CC – 62,164Kapiolani CC – 76,212Leeward CC – 71,057Windward CC – 43,358

Kauai’s closest peer is Windward who has a much smaller collection while even the much bigger campuses have collections that are not that much larger than Kauai. However, the equalizer to all of this disparity may fall somewhere among e-books that are offered by all via Ebrary.

Along with printed sources the library has increased the number of online databases and other e-resources to support the curriculum. The most recent additions include ProQuest’s subscription to Honolulu Star-Advertiser and Films on Demand. This latter source came as a result of instructors responding very favorably to a trial run that was offered by the publisher last year. Many instructors have already incorporated this resource into their curriculum.

The library instruction program has been another area of strength in library services. This past fiscal year saw the largest number of classes and students participating in the program since 2009. Both faculty and students have rated it highly in the 2011 academic support survey and the 2011-2012 student satisfaction measurements. This is very important since library instruction is the vehicle by which we assess student learning outcomes (slos) for the library program. So far the common slo among the UH community colleges is working well with positive results. Even with the upgrading of the level of competency to 70% in the grading of pre and post tests the students seem to be up to the challenge.

Collaboration among the UH community colleges and the end results in creation of uniform policies and attainment of favorable consortium purchases is another strength of the library program. While KCC cannot take sole responsibility for this positive direction since it takes many to make it work, the congeniality and the willingness among all to work together makes this a very strong component of the community college system.

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Finally we shouldn’t overlook the renovation of the library and the implementation of the learning commons in strengthening the total learning environment and bringing various academic units together as a central meeting ground. While Windward CC may have an entirely new building for the library and its associated services, KCC did not have the luxury of a complete new design from the ground up but had to make the most of what was available.

Improvements Needed

Overall the library seems to be in a healthy stage in its daily operations and services. But there are certain matters that are not urgent but should be kept in consideration for the long term.

The number and types of databases that the library currently subscribes to places us in the right direction in terms of adequate electronic services provided to students and faculty. Although we are on par with the other UH community colleges in regard to consortium databases we can still improve on adding non-consortium products to our library services based on curriculum needs. Budgetary factors will definitely come into play on determining if we can acquire these new products but that should not deter us from continuing to research and investigate alternate sources of funding.

While library instruction showed a strong resurgence in the past year there is still a need for strong marketing of the service. With the expectation that there will always be new instructors and the need to motivate veteran faculty, there can never be any letup on the marketing of library instruction. Also, a strong emphasis needs to be made to participating instructors to follow through with the administering of both pre and post tests. For without their cooperation student learning outcomes cannot be measured effectively via library instruction.

Renovation of the library and the creation of a learning commons have updated the interior of the facility and changed the traffic flow and working configuration of the units within the building. Although that part of the renovation project has been completed for some time there is still the matter of replacing an aging air conditioning system within the Learning Resource Center building. Even before the renovation projected started it was made known to the library staff by the former Vice-Chancellor of Administrative Services that the replacement of the ac system was something that was going to happen and it was not a matter of if but when it would begin.

The use of benchmarking data in the 2012 accreditation self-study report was a real eye opener for the library. Benchmarking the library with local and national peer institutions gives a comparative look at how the KCC compares with other institutions. While the library seems to be holding its own with its peers, ideally, this kind of analysis needs to be continued on a regular basis; especially with new

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updated reports and data available for comparative studies. However, this must be tempered with the knowledge that current local data seems to be more readily available for benchmarking analysis.

Since 2007 the library has been operating with a depleted support staff with only one full-time library assistant. A second library assistant was on emergency hire with the library from 2007-2008. But with the hiring freeze in 2008 the library operated with the single library assistant until a half-time emergency hire APT was hired in 2011 so the facility could remain open during more evening hours. The library is hopeful that the second library assistant position will be retained by the college and filled as soon as possible. This would provide more options in staffing the facility throughout the week.

ACTION PLAN WITH TIMELINE

Summary of Action Plan

To address many of the issues that have been discussed in this program review, the following is a selected list of action plans that have been developed for improvement of library services. Six action plans are presented in their entirety after the end of this summary coverage. All of the action plans are correlated with each of the college's and library's goals.

First of all there is a need to revisit and revise the collection development plan in order to better reflect the diversity of resources now being offered by the library. Since the last full program review the library the number of e-resources has increased dramatically. Second, and probably the most vital is the development and implementation of new student learning outcomes (slos). Currently, the library has a single uniform slo that is utilized by all the UH community college libraries. Besides additional slos the library will soon have benchmarks assigned to its service or program outcomes in the APRUs. This is presently being discussed among the academic support administrators.

Other action plans include completing the upholstery of remaining furniture (lounge chairs and sofas), installing a security camera system, playing a more significant role in workforce development by adding more relevant resources to the program, determining the needs for professional development among library staff, the expansion of consorital purchases among the UH community colleges, and promoting the library as a venue for exhibits and speakers to reflect the diversity of student education.

College/Program Goal 1

KCC: Access: To provide open access in educational excellence for a diverse student population.

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Library: Provide a diverse inventory of resources for student excellence.

Action Item: Revise collection plan for diversity

Steps:

1. Review collection development plan (cdp)2. Revise cdp3. Determine needs of curricula4. Reallocate funds if necessary to support needs

Resources Needed: Allocate funds from Equipment and Supply account and possibly reallocate from book account to fund needs

Person (s) Responsible: Head Librarian

Timeline: Completion of revised cdp by end of 2013 and the reallocation of funds will be an ongoing process

Outcome or Indicators of Improvement: Increase in student satisfaction on various library resources in student measurements survey and faculty satisfaction on the annual academic support survey.

College/Program Goal 2

KCC: Learning and Teaching: To promote excellence in learning and in teaching for transfer, career/technical, remedial/developmental education and lifelong learning.

2A Library: Assessment of student learning outcomes (slos) in learning

Action Item: Development and implementation of new slos

Steps:

1. Creation of two additional slos has been approved by assessment coordinator (2/13)2. Adding assessment questions for the new slos to the pre and post tests by fall 2013 semester3. Evaluation of test results by instructional librarian in 2014

Resources Needed: No funding necessary

Person (s) Responsible: Instructional Librarian

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Timeline: Earliest assessment of classes will be ready for 2014 APRU

Outcome or Indicators of Improvement: 70% or more of students will pass those two assessment questions on the post test.

2B Library: Assessment of service outcomes (sos)

Action Item: Development of benchmarks for service or program measures

Steps:

1. Review of measurements currently being used in the APRUs. 2. Creation of benchmarks3. Implementation for future APRUs

Resources Needed: No funding necessary

Person (s) Responsible: Head Librarians and Academic Support administrators

Timeline: Possible development by the end of this year for inclusion in 2013 or 2014 APRU

2C Library: Enrich the learning environment

Action Item: Complete the upholstery of remaining furniture (lounge chairs and sofas)

Steps:1. Receive estimates from vendors2. Submit APRU request3. If approved, send out bids to vendors4. Contract with winning bidder

Resources Needed: Status of $5,000 out of the original $15,000 that was requested in the 2012 APRU is pending. Eventually the full requested amount would be needed to complete the project.

Person (s) Responsible: Chancellor and College Council

Timeline: Pending status if approved would be completed in 2013. Future requests as action plans via APRU would be submitted in upcoming years with project completion in two to three years.

Outcome or Indicators of Improvement: Completion of upholstery project

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2D Library: Promote a healthy and safe environment for learning

Action Item: Installation of a security camera system

Steps:

1. Research on security camera systems2. Inclusion in 2013 APRU3. Review by College Council4. If approved, send out bids to vendors 5. Selection of winning bidder

Resources Needed: $2000

Person (s) Responsible: Chancellor and College Council

Timeline: In 2013 APRU for review and approval by College Council in 2014

Outcome or Indicators of Improvement: Monitoring of library To ensure a safe environment with surveillance of areas within the library

College/Program Goal 3

KCC: Workforce Development: To provide a trained workforce by offering programs that prepare students for both employment and future career development.

Library: Provide support to workforce program

Action Item: Add resources to library's collection that are pertinent to workforce development

Steps:

1. Identification of workforce trends2. Consult with instructors2. Determine areas in collection that need to be in line with workforce trends4. Allocate funds for possible purchase

Resources Needed: Funding from current budget

Person (s) Responsible: Head Librarian

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Timeline: Ongoing process

Outcome or Indicators of Improvement: Assessment of collection will show a diverse coverage of workforce-related resources

College/Program Goal 4

KCC: Personal Development: To provide life-long learning opportunities in the areas of personal and professional development.

Library: Enhancement of professional development

Action Item: Ascertain areas that need professional development

Steps:

1. Consult with library staff2. Map out areas for professional development needs3. Research on sources to fulfill these needs4. Arrange and schedule for specific professional development activities

Resources Needed: No funding necessary if professional development activities are provided via HITS or webinars

Person (s) Responsible: Library staff

Timeline: Ongoing process

Outcome or Indicators of Improvement: Staff will be competent to handle responsibilities or activities that warranted professional development

College/Program Goal 5

KCC: Community Development: To contribute to community development and enrichment through campus leadership and collaboration.

Library: Sustaining of collaborative efforts on campus and system-wide

Action Item: Expansion of consortial purchases among UH community colleges

Steps:

1. Determination of e-resource needs on campus2. Consultation with UH Library Council

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3. Agreement among the UH community colleges4. Allocation of funds to new e-resource

Resources Needed: Funds from library budget

Person (s) Responsible: Head Librarian and Library Staff

Timeline: Ongoing process

Outcome or Indicators of Improvement: Satisfaction among instructors and classes that would benefit from the new e-resource

College/Program Goal 6

KCC: Diversity: To foster a global understanding and appreciation for diversity.

Library: Enhancement of diversity in student education

Action Item: Promote the library as a venue for exhibits and speakers

Steps:

1. Publicize and market the library 2. Schedule interested parties3. Publicize the events4. Coordinate the events5. Assess the events for future reports

Resources Needed: No funding necessary

Person (s) Responsible: Scheduling coordinated by instructional librarian

Timeline: Ongoing process

Outcome or Indicators of Improvement: Survey students and faculty on exhibits and oral presentations. Positive reviews and attendance are indicators of success in program.

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