a library compliance strategy for regional accreditation standards: using acrl higher education...

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A Library Compliance Strategy forRegional Accreditation Standards: UsingACRL Higher Education Standards withCommunity and Junior Colleges in theWestern Association of Schools andCollegesNancy A. Heu a & William Neal Nelson ba Windward Community College , Kaneohe, Hawaii, USAb Augusta State University , Augusta, Georgia, USAPublished online: 16 Nov 2009.

To cite this article: Nancy A. Heu & William Neal Nelson (2009) A Library Compliance Strategy forRegional Accreditation Standards: Using ACRL Higher Education Standards with Community and JuniorColleges in the Western Association of Schools and Colleges, College & Undergraduate Libraries, 16:4,250-277, DOI: 10.1080/10691310902762059

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College & Undergraduate Libraries, 16:250–277, 2009Copyright © Taylor & Francis Group, LLCISSN: 1069-1316 print / 1545-2530 onlineDOI: 10.1080/10691310902762059

A Library Compliance Strategyfor Regional Accreditation Standards:

Using ACRL Higher Education Standards withCommunity and Junior Colleges in the Western

Association of Schools and Colleges

NANCY A. HEUWindward Community College, Kaneohe, Hawaii, USA

WILLIAM NEAL NELSONAugusta State University, Augusta, Georgia, USA

The standards of the Accrediting Commission for Community andJunior Colleges of the Western Association of Schools and Collegesprovide accreditation guidance for two-year libraries in their juris-diction. These standards are the basis for a successful evaluation ofthe libraries. However, the ACRL Standards for Libraries in HigherEducation and the associated workbook provide significant guid-ance and assistance in crafting a successful assessment. The libraryat Windward Community College is used as an example of success-ful employment of this strategy to provide a thorough assessment,which was validated by the ACCJC accrediting visit. Appendicesprovide materials used by Windward library in the successful eval-uation and are recommended for use by other libraries.

KEYWORDS Academic libraries, accreditation, Association ofCollege and Research Libraries, assessment, evaluation, outcomesassessment, Western Association of Schools and Colleges

REGIONAL ACCREDITATION

Accreditation is the process for evaluating and assuring the quality of educa-tion used by the American higher education community. Accreditation of an

Address correspondence to Nancy A. Heu, BA, MLS, Professor and Head Librarian, Wind-ward Community College, Kaneohe, HI, 96744, USA. E-mail: [email protected]. William N.Nelson, BA, MA, MLS, PhD, Professor and Library Director, Augusta State University, Augusta,GA 30904-2200, USA. E-mail: [email protected]

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A Compliance Strategy for Regional Accreditation 251

institution by an accrediting body certifies to students and the general publicthat the institution has appropriate purposes and the resources needed to ac-complish its purposes; can demonstrate that it is accomplishing its purposes;and gives reason to believe it will continue to accomplish its purposes.

Regional accreditation, the most highly regarded form of institutionalaccreditation and sought by most academic institutions with comprehensivemissions, is conducted by accrediting agencies that are organized into sixbroad geographic regions of the United States. These agencies are referredto as the regional accrediting commissions and operate in the New Englandstates, the mid-Atlantic states, the southern states, the middle or north centralstates, the northwestern states, and the western states and U.S. territories ofthe Pacific.

WESTERN ASSOCIATION OF SCHOOLS AND COLLEGES,ACCREDITING COMMISSION FOR COMMUNITY

AND JUNIOR COLLEGES

The Western Association of Schools and Colleges (WASC) is the accreditingagency for the western region. WASC consists of two separate commissionsthat serve two-year and four-year institutions respectively. The AccreditingCommission for Community and Junior Colleges (ACCJC) evaluates and ac-credits public and private postsecondary institutions that offer two-year ed-ucation programs and award the associate degree in California, Hawaii, theTerritories of Guam and American Samoa, the Commonwealth of the North-ern Mariana Islands, the Republic of Palau, the Federated States of Microne-sia, and the Republic of the Marshall Islands (Accrediting Commission forCommunity and Junior Colleges, 2002).

The 2002 ACCJC standards mandate that the institution maintain anongoing, self-reflective dialogue about its quality and improvement. Thestandards facilitate this dialogue, and they are addressed in a comprehensiveself-study that provides the commission with the institution’s self-assessment.

The institutional mission serves as the foundation for achieving studentlearning and other goals that the institution endeavors to accomplish. The in-stitution provides the means for students to learn, assesses how well learningis occurring, and strives to improve learning through ongoing, systematic,and integrated planning (Standard I). Instructional programs, student supportservices, and library and learning support services facilitate the achievementof the institution’s stated student learning outcomes (Standard II). Human,physical, technology, and financial resources enable these programs and ser-vices to function and improve (Standard III). Ethical and effective leadershipthroughout the organization guides the accomplishment of the mission andsupports institutional effectiveness and improvement (Standard IV) (ACCJC2002).

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252 N. A. Heu and W. N. Nelson

NATIONAL LIBRARY STANDARDS

The Standards for Libraries in Higher Education, approved by the Associ-ation of College and Research Libraries (ACRL) Board of Directors in 2004,differs from earlier ACRL library standards in four significant respects:

1. They are intended to apply to all types of libraries in higher education,from technical institutes to research universities.

2. The standards and key principles are designed as a tool to help librariesestablish individual goals within the context of their institutional goals.

3. They focus on documenting the library’s contribution to institutional ef-fectiveness and student learning outcomes.

4. The standards provide suggested points of comparison for peer and lon-gitudinal comparison, and encourage the development of other measures.Some measures of quality and quantity are used in this document, as wellas questions to provide guidance for assessing each element of libraryoperations and the provision of library services (Association of Collegeand Research Libraries 2004a).

The ACRL standards provide a comprehensive outline to methodically exam-ine and analyze all library operations, services, and outcomes in the contextof accreditation. The expectation is that these standards embrace key princi-ples that will continue to be espoused by regional accrediting associations ascritical elements or core requirements that provide a foundation upon whicha library documents its compliance. Providing both a quantitative and a qual-itative approach to assessing the effectiveness of a library and its librarians,the standards advocate the use of input, output, and outcome measures inthe context of the institution’s mission statement:

• Inputs–quantitative data from which the program arises, e.g., funding,space, collection, equipment, and staff;

• Outputs–quantitative data of the work done, e.g., number of books circu-lated, number of reference questions answered; and

• Outcomes–the ways in which library users are changed as a result of theircontact with the library’s resources, programs, and personnel.

They encourage comparison of these measures with those of peer institu-tions. They also provide statements of good library practice, and they suggestways to assess that practice in the context of the institution’s priorities (ACRL2004b).

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KEY ELEMENTS FOR LIBRARIES IN THE WASC, ACCJC STANDARDS

The key elements in the Accrediting Commission for Community and Ju-nior Colleges standards have been identified and enumerated in AppendixI, along with the related elements from the ACRL standards. This chart canbe used to identify all areas of the standards which could possibly relateto a library, and it provides a cross-reference to appropriate provisions inthe ACRL standards. The elements of the most recent edition of the AC-CJC standards are enumerated in the Accreditation Reference Handbook(ACCJC 2008a); the handbook and the helpful Guide to Evaluating Insti-tutions (AACCJC 2008b) are available on their Website.

Once all of the appropriate ACCJC standards elements from the matrixare identified for a particular library, then the cross-reference can be usedto locate ACRL standards elements which can illuminate that particular issueand provide guidance for compliance. Nelson and Fernekes (2002) haveprovided additional guidance and suggestions for compliance with the ACRLstandards provisions in their workbook. A similar approach for evaluationof libraries in the North Central Association region was successfully appliedand was reported in this journal (Morrison and Nelson 2007).

LIBRARY COMPLIANCE AT A COMMUNITY COLLEGE

Windward Community College library used the ACRL Standards for Librariesas a guide for complying with ACCJC accreditation standards. A planningmatrix, based on models by Nichols and Nichols (2000) and by Nelson andFernekes (2002), was developed to assess the library’s program and servicesand to improve performance. The matrix, designed to be part of a planningcycle, consists of six columns that provide a step-by-step method to demon-strate how the library is accomplishing its mission, assessing its outcomes,and improving its services. The first column, “Purpose,” lists elements ofthe library’s mission statement, while the second column, “Goals,” explainswhat the library will do to accomplish these mission elements. The thirdcolumn, “Outcome,” lists the expected outcomes for each goal. The fourthcolumn, “Means of Assessment and Criteria for Success,” specifies how theoutcomes will be measured and allows for multiple assessment techniquesand measures for success which are quantified when possible. The fifth col-umn, “Summary of Data Collected,” lists data collected from various libraryrecords, over a period of years when appropriate, enabling the library to trackprogress and trends. The last column, “Use of Results,” explains changes thelibrary will undertake to improve or expand services after examining targetsset and the data collected. These changes are then incorporated into the nextyear’s planning matrix, with any new outcomes being assessed the follow-ing year (Appendix II). To conserve space, the six columns of the original

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matrix are collapsed into three columns in Appendix II, with the data setsdifferentiated by use of bold typeface.

The standards specify that a library have outcomes. For the matrix inAppendix II, it is important to note that outcomes include both serviceoutcomes and student learning outcomes. Student Learning Outcomes (SLOs)are used in the classroom to directly assess student learning. Where thelibrary has an information literacy component and is directly responsiblefor learning by students in a classroom situation, then these outcomes willbe actual Student Learning Outcomes. In Appendix II, outcome 3.1.b. is anSLO, as Windward’s Library Research Unit is an integral part of the Englishcomposition classes and has rubrics to measure student learning. Libraries,however, primarily provide services that indirectly contribute to classroomstudent learning outcomes, thus most library outcomes can more correctlybe labeled “Service outcomes.” The Windward library followed Nichols andNichols who stated:

The primary difference between student outcomes assessment, as prac-ticed in instructional programs, and assessment in AES [administrative andeducational support] units relates to the focus of the expected results. Inthe instructional aspect of the institution, expected results are focusedupon educational or student outcomes, what the graduates or studentswill be able to think, know, or do when they have completed theirprogram. Statements related to each instructional program’s intended re-sults lend themselves to this focus and statements of what the faculty ordepartments intend to do themselves are not allowed.

On the other hand, within administrative and educational support units,statements regarding what services the unit intends to accomplish areacceptable since many of these units are removed from direct contactwith the learning environment. (2000, 22)

Staff involvement is crucial to the success of the program plan andassessment cycle. Windward is a small library, so it was possible to involvethe entire library staff, librarians and paraprofessionals, in the setting of goals,outcomes, and measures of assessment. Because they were in some way allinvolved in the assessment of activities, it was important that they also discussthe results as well as how the results should be used. Such staff involvementimproved teamwork and communication among the staff. It also resulted ingreater understanding of one another’s areas and appreciation of some ofthe problems each faced. Fears of evaluation were lessened when the staffrealized that each area would have some kind of assessment activity. Whenthe staff reaffirmed their commitment to customer service, the discussionbecame more focused on how the library could use assessment to betterserve students and suggestions were more forthcoming for assessing areasthat could be strengthened. Results from the data, which included surveys,

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focus group discussions, and personal observation, resulted in changes thateveryone discussed. After four cycles, the staff has become more fluentin articulating outcomes and assessment measures, and it now realizes theimportance of the process. The fact that the list of library activities to assessgrows each year is a clear indication of the success of the process.

PROGRAM REVIEW

When program review was instituted on the Windward Community Collegecampus, it offered the library a comprehensive way to assess its overallprogram which had been adhering to ACRL Standards. The library mustsubmit a comprehensive program review every five years together with anannual report. The library program review template was adapted from oneused by the community college libraries in the University of Hawaii system.It provides a detailed description of the program, comprehensive look atquantitative and qualitative data, analysis of the program including strengthsand weaknesses, assessment of outcomes, recommendations and budgetrequests based on program needs, and action plans for the following year.Elements of the planning matrix as well as elements cited in the ACRLStandards were easily incorporated into the review.

The program review template analyzes the quality of the program andpatterns in library activities and services and provides a record of the libraryevents and activities for the year. As such, it gathers data that can then bereported for both external and internal purposes, such as annual reportingto ACRL and to the National Center for Education Statistics every other year.The program review document also provides the information needed by thecollege’s accreditation self-study group for WASC Standard IIc, Library andLearning Support Services.

The planning matrix and program review template developed by thelibrary were used as models for the program review of the college’s Aca-demic Support unit which includes the Library, the Learning Center, MediaCenter, and Academic Computing Services. In their January 2007 report tothe college, the ACCJC commission stated:

The Academic Support Division created a comprehensive program reviewreport for 2004-2005 and a draft of their annual 2005-2006 assessment(scheduled for publication November 1, 2006), which could be mod-els for the entire college. These documents connect the division’s goals,SLOs, assessment criteria/key measures of performance, and resourcesrequirement. The division’s reports provide a comprehensive summaryof data collected and how that data was used to improve the division’seffectiveness. . ..In order to develop the most effective organization andstaff structure within these various services, library and learning support

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services can make use of the comprehensive area review model devel-oped by the Academic Support Division. (ACCJC 2007)

CONCLUSION

Regional accreditation is the most highly regarded form of institutional ac-creditation. In order to comply with the standards of the Accrediting Com-mission for Community and Junior Colleges of the Western Association ofSchools and Colleges, Windward Community College Library used the ACRLStandards for Libraries in Higher Education to assist in successfully complyingwith the ACCJC standards. The ACRL standards provide a comprehensive out-line to methodically examine and analyze all library operations, services, andoutcomes in the context of accreditation.

REFERENCES

Accrediting Commission for Community and Junior Colleges. 2007. Evaluation re-port, Windward Community College.

Accrediting Commission for Community and Junior Colleges. 2002. http://www.accjc.org/.

Accrediting Commission for Community and Junior Colleges. Western Associationof Schools and Colleges. 2002. Accreditation standards. http://www.accjc.org/pdf/ACCJC NEW STANDARDS.pdf.

Accrediting Commission for Community and Junior Colleges. Western Associ-ation of Schools and Colleges. 2008a. Accreditation reference handbook.http://www.accjc.org/pdf/Accreditation Reference Manual August 2008.pdf.

Accrediting Commission for Community and Junior Colleges. Western Association ofSchools and Colleges. 2008b. Guide to evaluating institutions. http://www.accjc.org/pdf/Guide to Evaluation Institutions August 2008.pdf.

Association of College and Research Libraries. 2004a. Standards for libraries in highereducation. C&RL News 65:534–43.

Association of College and Research Libraries. 2004b. Standards for li-braries in higher education. http://www.ala.org/ala/mgrps/divs/acrl/standards/standardslibraries.cfm.

Morrison, S., and W. N. Nelson. 2007. A library compliance strategy for regionalaccreditation standards: Using ACRL Higher Education Standards with the NorthCentral Association, Higher Learning Commission. College & UndergraduateLibraries 14:45–63.

Nelson, W. N., and R. W. Fernekes. 2002. Standards and assessment for academiclibraries: A workbook. Chicago: Association of College and Research Libraries.

Nichols, K. W., and J. O. Nichols. 2000. The department head’s guide to assessmentimplementation in administrative and educational support units. New York:Agathon Press.

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APPENDIX I.Accreditation Standards

In this appendix, the Accrediting Commission for Community and JuniorColleges of WASC accreditation standards provisions affecting academic li-braries are arranged by the order they appear in the ACCJC standards andare cross-referenced to the ACRL standards provisions addressing that topic.

ACCJC, WASC, ACRL, Standards forAccreditation Standards Libraries in Higher Education

Standard I: Institutional Mission andEffectiveness

“The institution has a statement of missionthat defines the institution’s broadeducational purposes, its intendedstudent population, and its commitmentto achieving student learning.”Standard IA (p. 2)

Planning: “The library should have a missionstatement and goals to serve as aframework for its activities. The mission andgoals should be compatible and consistentwith those developed by the institution.Assessment of the quality and effectivenessof the library should be linked closely withthe specific mission and goals of theinstitution. In order to build its programsand services in the context of the institutionthe library should be involved in the overallplanning process.”

“The institution demonstrates itseffectiveness by providing 1) evidence ofthe achievement of student learningoutcomes and 2) evidence of institutionand program performance.” Standard IB(p. 3)

Outcomes Assessment: “[Outcomesassessment] will address the accountabilityof institutions of higher education forstudent achievement and cost effectiveness.”

“Outcomes assessment can be an activemechanism for improving current librarypractices. It focuses on the achievement ofoutcomes that have been identified asdesirable in the library’s goals andobjectives. It identifies performancemeasures, such as proficiencies, thatindicate how well the library is doing whatit has stated it wishes to do.”

Assessment: “Evaluation, whether it involvessome or all of the techniques listed below,should be an ongoing process.”

“The institution sets goals to improve itseffectiveness consistent with its statedpurposes. The institution articulates itsgoals and states the objectives derivedfrom them in measurable terms so thatthe degree to which they are achievedcan be determined and widely discussed.The institutional members understandthese goals and work collaborativelytoward their achievement.” StandardIB2 (p. 3)

Planning: “The library should have a missionstatement and goals to serve as aframework for its activities.”

“Assessment of the quality and effectivenessof the library should be linked closely withthe specific mission and goals of theinstitution. In order to build its programsand services in the context of the institutionthe library should be involved in the overallplanning process.”

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Outcomes Assessment: “Outcomesassessment will increasingly measure andaffect how library goals and objectives areachieved. It will address the accountabilityof institutions of higher education forstudent achievement and cost effectiveness.”

Communication & Cooperation: “Librarystaff should work collaboratively andcooperatively with other departments oncampus. A special relationship should beencouraged between the library andinformation technology staff in providingaccess to electronic information resources.”

“The institution assesses progress towardachieving its stated goals and makesdecisions regarding the improvement ofinstitutional effectiveness in an ongoingand systematic cycle of evaluation,integrated planning, resource allocation,implementation, and re-evaluation.Evaluation is based on analyses of bothquantitative and qualitative data.”Standard IB3 (p. 3)

Outcomes Assessment: “Outcomesassessment can be an active mechanism forimproving current library practices. Itfocuses on the achievement of outcomesthat have been identified as desirable in thelibrary’s goals and objectives. It identifiesperformance measures, such asproficiencies, that indicate how well thelibrary is doing what it has stated it wishesto do.”

Planning: “[Formal planning methods] helpthe institution prepare for the future byclearly defining a vision and mission, bysetting goals and objectives, and byimplementing specific strategies or coursesof action designed to help meet those ends.”

Assessment: “Evaluation, whether it involvessome or all of the techniques listed below,should be an ongoing process.”

Points of Comparison: “Each library isencouraged to choose its own peer groupfor purposes of comparisons.”

“Once a peer group has been determined,‘points of comparison’ can be made tocompare the strength of the library with itspeers.”

“The institution provides evidence that theplanning process is broad-based, offersopportunities for input by appropriateconstituencies, allocates necessaryresources, and leads to improvement ofinstitutional effectiveness.” StandardIB4 (p. 3)

Planning: “Formal planning procedures andmethods, such as strategic planning, areused frequently. These planning methodsrequire input from a broad spectrum of theinstitution’s community. They help theinstitution prepare for the future by clearlydefining a vision and mission, by settinggoals and objectives, and by implementingspecific strategies or courses of actiondesigned to help meet those ends.”

(Continued on next page)

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Assessment: “Library users should beencouraged to offer signed or anonymouscomments and suggestions. Opportunitiesfor making suggestions should be given anopportunity to participate in the evaluation.Comprehensive assessment requires theinvolvement of all categories of library usersand also a sampling of non-users.”

“The institution uses documentedassessment results to communicatematters of quality assurance toappropriate constituencies.”Standard IB5 (p. 4)

Planning: “[These planning methods] helpthe institution prepare for the future byclearly defining a vision and mission, bysetting goals and objectives, and byimplementing specific strategies or coursesof action designed to help meet those ends.”

“[The strategic planning] process helps thecommunity focus on its essential values andprovides an overall direction that helps toguide day-to-day activities and decisions.”

Assessment:“Comprehensive assessmentrequires the involvement of all categories oflibrary users and also a sampling ofnon-users.”

“The institution assures the effectiveness ofits ongoing planning and resourceallocation processes by systematicallyreviewing and modifying, as appropriate,all parts of the cycle, includinginstitutional and other research efforts.”Standard IB6 (p. 4)

Outcomes Assessment: “Outcomesassessment can be an active mechanism forimproving current library practices. Itfocuses on the achievement of outcomesthat have been identified as desirable in thelibrary’s goals and objectives. It identifiesperformance measures, such asproficiencies, that indicate how well thelibrary is doing what it has stated it wishesto do.”

“The institution assesses its evaluationmechanisms through a systematic reviewof their effectiveness in improvinginstructional programs, student supportservices, and library and other learningsupport services.” Standard IB7 (p. 4)


“[Outcomes Assessment] identifiesperformance measures, such asproficiencies, that indicate how well thelibrary is doing what it has stated it wishesto do.”

Standard II: Student Learning Programsand Services

“The institution offers high-qualityinstructional programs, student supportservices, and library and learning supportservices that facilitate and demonstratethe achievement of stated studentlearning outcomes.” Standard II (p. 5)

Administration: “The library should beadministered in a manner that permits andencourages the most effective use ofavailable library resources.”

Planning: “Assessment of the quality andeffectiveness of the library should be linkedclosely with the specific mission and goalsof the institution.”

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Outcomes Assessment: “Outcomesassessment will increasingly measure andaffect how library goals and objectivesare achieved. It will address theaccountability of institutions of highereducation for student achievement andcost effectiveness.”

Services: “The library should establish,promote, maintain and evaluate a rangeof quality services that support theinstitution’s mission and goals.”

Budget: “The budget should meet thereasonable expectations of library userswhen balanced against other institutionalneeds.”

“The institution uses delivery modes andteaching methodologies that reflect thediverse needs and learning styles of itsstudents.” Standard IIA2d (p. 6)

Resources: “The library should providevaried, authoritative and up-to-dateresources that support its mission and theneeds of its users.”

Access: “Access to library resources shouldbe provided in a timely and orderlyfashion.”

“The institution systematically assesses these[library and learning support] services usingstudent learning outcomes, faculty input,and other appropriate measures in order toimprove the effectiveness of the services.”Standard IIC (p. 12)

Services: “The library should establish,promote, maintain and evaluate a rangeof quality services that support theinstitution’s mission and goals.”

Outcomes Assessment: “Outcomesassessment will increasingly measure andaffect how library goals and objectivesare achieved. It will address theaccountability of institutions of highereducation for student achievement andcost effectiveness.”

“The institution provides access and trainingto students so that library and other learningsupport services may be used effectivelyand efficiently.” Standard IIC (p. 12)


Instruction: “As an academic orinstructional unit within the institution,the library should facilitate studentsuccess, as well as encourage lifelonglearning.”

“Library and other learning support servicesfor students are sufficient to support theinstitution’s instructional programs andintellectual, aesthetic, and cultural activitiesin whatever format and wherever they areoffered. Such services include libraryservices and collections, tutoring, learningcenters, computer laboratories, and learningtechnology development and training. Theinstitution provides access and training tostudents so that library and other learningsupport services may be used effectivelyand efficiently.” Standard IIC (p. 12)

Instruction: “As an academic orinstructional unit within the institution,the library should facilitate studentsuccess, as well as encourage lifelonglearning.”

“Information literacy skills and usereducation should be integrated across thecurriculum and into appropriate courseswith special attention given toinformation evaluation, critical thinking,intellectual property, copyright, andplagiarism.”


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Services: “The library should establish,promote, maintain and evaluate a range ofquality services that support the institution’smission and goals.”

“The institution supports the quality of itsinstructional programs by providinglibrary and other learning supportservices that are sufficient in quantity,currency, depth, and variety to facilitateeducational offerings, regardless oflocation or means of delivery.”Standard IIC1 (p. 13)





Budget: “The budget should meet thereasonable expectations of library userswhen balanced against other institutionalneeds.”

Access: “Furthermore, distance learningprograms should be supported byequivalent means such as remote electronicaccess to collections, and documentdelivery to provide access to materials notowned by the library.”

“Relying on appropriate expertise offaculty, including librarians and otherlearning support services professionals,the institution selects and maintainseducational equipment and materials tosupport student learning and enhance theachievement of the mission of theinstitution.” Standard IIC1a (p. 13)

Administration: “The library should beadministered in a manner that permits andencourages the most effective use ofavailable library resources.”



“The institution provides ongoinginstruction for users of library and otherlearning support services so that studentsare able to develop skills in informationcompetency.” Standard IIC1b (p. 13)

Instruction: “As an academic or instructionalunit within the institution, the library shouldfacilitate student success, as well asencourage lifelong learning. By combiningnew techniques and technologies with thebest of traditional sources, librarians shouldassist primary users and others ininformation retrieval methods, evaluation,and documentation.”

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“The institution provides students andpersonnel responsible for studentlearning programs and services adequateaccess to the library and other learningsupport services, regardless of theirlocation or means of delivery.”Standard IIC1c (p. 13)



“Provision should be made for interlibraryloan, consortial borrowing agreements,access to virtual electronic collections, anddocument delivery to provide access tomaterials not owned by the library.”

Administration: “If there are distancelearning services provided, they should beadministered in keeping with thesuggestions offered in the ACRL Guidelinesfor Distance Learning Library Services.”

“The institution provides effectivemaintenance and security for its libraryand other learning support services.”Standard IIC1d (p. 13)

Facilities: “The library facility and itsbranches should be well planned; it shouldprovide secure and adequate space,conducive to study and research withsuitable environmental conditions for itsservices, personnel, resources andcollections.”

“When the institution relies on orcollaborates with other institutions orother sources for library and otherlearning support services for itsinstructional programs, it documents thatformal agreements exist and that suchresources and services are adequate forthe institution’s intended purposes, areeasily accessible, and utilized. Theperformance of these services isevaluated on a regular basis. Theinstitution takes responsibility for andassures the reliability of all servicesprovided either directly or throughcontractual arrangement.” StandardIIC1e (p. 13)

Access: “Access to library resources should beprovided in a timely and orderly fashion.”

“Provision should be made for interlibraryloan, consortial borrowing agreements,access to virtual electronic collections, anddocument delivery to provide access tomaterials not owned by the library.”



“The institution evaluates library and otherlearning support services to assure theiradequacy in meeting identified studentneeds. Evaluation of these servicesprovides evidence that they contribute tothe achievement of student learningoutcomes. The institution uses the resultsof these evaluations as the basis forimprovement.” Standard IIC2 (p. 13)


“Outcomes assessment can be an activemechanism for improving current librarypractices. It focuses on the achievement ofoutcomes that have been identified asdesirable in the library’s goals andobjectives. It identifies performancemeasures, such as proficiencies, thatindicate how well the library is doing whatit has stated it wishes to do.”


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Standard III: Resources“The institution employs qualified

personnel to support student learningprograms and services wherever offeredand by whatever means delivered, and toimprove institutional effectiveness.Personnel are treated equitably, areevaluated regularly and systematically,and are provided opportunities forprofessional development.”Standard IIIA (p. 14)

Staff: “The staff should be sufficient in sizeand quality to meet the programmatic andservice needs of its primary users. Librariansshould have a graduate degree from anALA-accredited program. In addition, theremay be other professional staff who willhave appropriate combinations of training,experience, and/or degrees.”

“The further development of professional andsupport staff should be promoted throughan on-going commitment to continuingeducation . . . .”

“Professional library staff should be coveredby a written policy that clearly establishestheir status, rights and responsibilities. Thispolicy should be consistent with the ACRLStandards for Faculty Status for College andUniversity Librarians (http://www.ala.org/acrl/guides/facstat01.html).”

“The institution assures the integrity andquality of its programs and services byemploying personnel who are qualifiedby appropriate education, training, andexperience to provide and support theseprograms and services.” Standard IIIA1(p. 14)

Staff: “Librarians should have a graduatedegree from an ALA-accredited program. Inaddition, there may be other professionalstaff who will have appropriatecombinations of training, experience,and/or degrees.”

“The institution assures the effectiveness ofits human resources by evaluating allpersonnel systematically and at statedintervals. The institution establisheswritten criteria for evaluating allpersonnel, including performance ofassigned duties and participation ininstitutional responsibilities and otheractivities appropriate to their expertise.Evaluation processes seek to assesseffectiveness of personnel and encourageimprovement. Actions taken followingevaluations are formal, timely, anddocumented.” Standard IIIA1b (p. 15)

Staff: “All library professionals should beresponsible for and participate inprofessional activities. The support staff andstudent assistants should be assignedresponsibilities appropriate to theirqualifications, training, experience, andcapabilities. The further development ofprofessional and support staff should bepromoted through an on-going commitmentto continuing education, including trainingon security, emergencies, and thepreservation of materials. Professionallibrary staff should be covered by a writtenpolicy that clearly establishes their status,rights and responsibilities. This policyshould be consistent with the ACRLStandards for Faculty Status for College andUniversity Librarians (http://www.ala.org/acrl/guides/facstat01.html).”

“The institution maintains a sufficientnumber of qualified faculty with full-timeresponsibility to the institution. Theinstitution has a sufficient number of staffand administrators with appropriatepreparation and experience to providethe administrative services necessary tosupport the institution’s mission andpurposes.” Standard IIIA2 (p. 15)

Staff: “The staff should be sufficient in sizeand quality to meet the programmatic andservice needs of its primary users. Librariansshould have a graduate degree from anALA-accredited program. In addition, theremay be other professional staff who willhave appropriate combinations of training,experience, and/or degrees.”

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“The institution provides all personnelwith appropriate opportunities forcontinued professional development,consistent with the institutional missionand based on identified teaching andlearning needs.” Standard IIIA5(p. 16)

Staff: “All library professionals should beresponsible for and participate inprofessional activities. The support staff andstudent assistants should be assignedresponsibilities appropriate to theirqualifications, training, experience, andcapabilities. The further development ofprofessional and support staff should bepromoted through an on-going commitmentto continuing education, including trainingon security, emergencies, and thepreservation of materials.”

“Physical resources, which includefacilities, equipment, land, and otherassets, support student learningprograms and services and improveinstitutional effectiveness.” StandardIIIB (p. 17)

Facilities: “The library facility and its branchesshould be well planned; it should providesecure and adequate space, conducive tostudy and research with suitableenvironmental conditions for its services,personnel, resources and collections.”

Resources: “The library should provide varied,authoritative and up-to-date resources thatsupport its mission and the needs of itsusers.”

Planning: “The [library] mission and goalsshould be compatible and consistent withthose developed by the institution.Assessment of the quality and effectiveness ofthe library should be linked closely with thespecific mission and goals of the institution.”

“Physical resource planning is integratedwith institutional planning.” StandardIIIB (p. 17)

Planning: “[Formal planning methods] helpthe institution prepare for the future byclearly defining a vision and mission, bysetting goals and objectives, and byimplementing specific strategies or courses ofaction designed to help meet those ends.”

“The institution provides safe andsufficient physical resources thatsupport and assure the integrity andquality of its programs and services,regardless of location or means ofdelivery.” Standard IIIB1 (p. 17)

Facilities: “The library facility and its branchesshould be well planned; it should providesecure and adequate space, conducive tostudy and research with suitableenvironmental conditions for its services,personnel, resources and collections.”

Resources: Resources may be provided onsiteor from remote storage locations, on the maincampus and/or at off-campus locations. “

Access: “Provision should be made forinterlibrary loan, consortial borrowingagreements, access to virtual electroniccollections, and document delivery toprovide access to materials not owned by thelibrary. Furthermore, distance learningprograms should be supported by equivalentmeans such as remote electronic access tocollections, and document delivery toprovide access to materials not owned by thelibrary.”


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Administration: “If there are distancelearning services provided, they shouldbe administered in keeping with thesuggestions offered in the ACRLGuidelines for Distance Learning LibraryServices.”

“To assure the feasibility and effectiveness ofphysical resources in supportinginstitutional programs and services, theinstitution plans and evaluates its facilitiesand equipment on a regular basis, takingutilization and other relevant data intoaccount.” Standard IIIB2 (p. 17)

Outcomes Assessment: “Outcomesassessment can be an active mechanismfor improving current library practices. Itfocuses on the achievement of outcomesthat have been identified as desirable inthe library’s goals and objectives. Itidentifies performance measures, such asproficiencies, that indicate how well thelibrary is doing what it has stated itwishes to do.”

“The institution provides quality training inthe effective application of its informationtechnology to students and personnel.”Standard IIIC1b (p. 18)

Instruction: “As an academic orinstructional unit within the institution,the library should facilitate studentsuccess, as well as encourage lifelonglearning. By combining new techniquesand technologies with the best oftraditional sources, librarians shouldassist primary users and others ininformation retrieval methods, evaluation,and documentation.”

“The distribution and utilization of technologyresources support the development,maintenance, and enhancement of itsprograms and services.” Standard IIIC1d(p. 18)

Outcomes Assessment: “[Outcomesassessment] will address theaccountability of institutions of highereducation for student achievement andcost effectiveness. It should take intoconsideration libraries’ greaterdependence on technology. . ..”

“Financial planning is integrated with andsupports all institutional planning.”Standard IIID1a (p. 19)

Budget: “The library should utilize itsfinancial resources efficiently andeffectively.”

“The budget should meet the reasonableexpectations of library users whenbalanced against other institutionalneeds.”

Planning: “[Formal planning methods]help the institution prepare for the futureby clearly defining a vision and mission,by setting goals and objectives, and byimplementing specific strategies orcourses of action designed to help meetthose ends.”

Standard lV: Resources: Leadership andGovernance

“The institution recognizes that ethical andeffective leadership throughout theorganization enables the institution toidentify institutional values, set and achievegoals, learn, and improve.” Standard IVA(p. 22)

Administration: “The library should beadministered in a manner that permitsand encourages the most effective use ofavailable library resources.”

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“Through established governance structures,processes, and practices, the governingboard, administrators, faculty, staff, andstudents work together for the good of theinstitution. These processes facilitatediscussion of ideas and effectivecommunication among the institution’sconstituencies.” Standard IVA3 (p. 23)

Communication & Cooperation: “Librarystaff should work collaboratively andcooperatively with other departments oncampus. A special relationship should beencouraged between the library andinformation technology staff in providingaccess to electronic informationresources.”

Planning: “Formal planning proceduresand methods, such as strategic planning,are used frequently. These planningmethods require input from a broadspectrum of the institution’s community.They help the institution prepare for thefuture by clearly defining a vision andmission, by setting goals and objectives,and by implementing specific strategiesor courses of action designed to helpmeet those ends. Strategic planning is aniterative process that includes evaluation,updating, and refinement. This processhelps the community focus on itsessential values and provides an overalldirection that helps to guide day-to-dayactivities and decisions.”

APPENDIX IIWindward Community College Library

Program Plan2007–08

Institutional mission: Windward Community College is committed to ex-cellence in the liberal arts and career development; we support and chal-lenge individuals to develop skills, fulfill their potential, enrich their lives,and become contributing culturally aware members of our community.Academic Support Division Mission: The Academic Support Divisionprovides resources and services that enhance learning and teaching at theCollege.Library Mission: Windward Community College Library is committed toproviding exemplary services that foster information literacy and enhanceteaching and learning, and to developing, organizing and maintaining re-sources that provide for diverse perspectives and styles of learning.

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Core Values:• Equitable and open access to information• Education and learning• Service• Intellectual freedom• Cooperation, collaboration, and sharing of resources• Fair use• Commitment to the use of appropriate technology• Diversity• Scholarly communication and research• Global perspective• Commitment to the profession of librarianship

VisionThe College community will have access to and successfully use a varietyof information sources from both within the Library and worldwide for theiracademic, professional, intellectual and personal development.

Services provided:• Formal instruction: guided tours, orientations, course-related instruction,

information literacy tutorials, and research skills tutorials.• Informal instruction: reference desk interviews, help desk assistance, point-

of-use assistance, self-guided tours, instruction by telephone, email, andpathfinders.

• User accounts: obtain passwords, renew items checked out, and recallitems

• Reference services: assistance with finding, evaluating and using infor-mation in all formats; orientation, ready reference, and referral services;citation preparation

• Research services: on-demand, by appointment, in person, telephone ande-mail

• Technical assistance: assistance with computer hardware, software, net-work, e-mail, remote access, printing, making copies

• Current awareness services• Access, borrowing, and reserve services• Interlibrary loan, document delivery and other consortium services

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