applied degrees and college library collections
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Shaking it UP!. Applied Degrees and College Library Collections. OLA 2004. Dr. Katharine Janzen, Associate Vice-President, Research and Innovation, Seneca College Dr. Catherine Wilkins, Director, Learning Resources, Conestoga College Jo-Anne Westerby, Library Director, Mohawk College - PowerPoint PPT PresentationTRANSCRIPT
Applied Degrees and College Library Collections
Shaking it UP!
Dr. Katharine Janzen, Associate Vice-President, Research and Innovation, Seneca College
Dr. Catherine Wilkins, Director, Learning Resources, Conestoga College
Jo-Anne Westerby, Library Director, Mohawk College
Tanis Fink, Chief Librarian and Director,
Learning Commons, Seneca College.
OLA 2004OLA 2004
Applied Degrees in the Ontario Colleges
Historical ContextHistorical Context
• founded in May 1965 – Educ. Min. Bill Davis
• to address high youth unemployment, low participation rate in post-secondary education, and a lagging economy
Historical ContextHistorical Context
• created a “system” of 22 (2524) Colleges of Applied Arts Colleges of Applied Arts & Technology& Technology (CAATs)
• Located in each Ontario “community” – commuter colleges
• to ensure access for all adults in Ontario
Historical ContextHistorical Context
• strategically “alternative to university”
• purposefully different from the USA model of “community colleges”
• to offer certificates, 2 & 3 yr DIPLOMA programs, post diploma and Continuing Education programs/courses
Historical Historical ContextContext
• strong focus on “vocational relevance”“vocational relevance”
• preparation of skilled workforce to meet needs of the economy
• provision for up to 1/3 of curriculum to be General Education
The Changing The Changing ContextContext
• trend to globalization in all areas of life
• “diploma” not understood globally = disadvantage to college educated
• knowledge explosion - increasing credentialism in vocations/ professions generally
The Changing The Changing ContextContext
• 2001-2002 MTCU Pilot Project for “Applied Degrees” to be offered in the CAATs - max 4 applications per CAAT
• rigorous application and approval process
• Reviewed by the Postsecondary Educ. Quality Assessment Board (PEQAB)
The Changing The Changing ContextContext
• total of 36 Pilot programs were approved by MTCU
• to be assessed in 4 years
• http://peqab.edu.gov.on.ca/pilot2.html
The Current The Current ContextContext
• “New Charter” for the CAATs – passed in June 2002, effective April 1, 2003
• pushed accountability down to Board of Governors in many areas
The Current The Current ContextContext
• legislation passed to allow ANYONE to apply to offer university programs in Ontario
• PEQAB assessment req’d
The Current The Current ContextContext
• “Differentiated Status” offered to the CAATs
• authorization to offer up to 15% of their curricula as applied bacc degrees
• PEQAB assessment req’d
The Current The Current ContextContext
• “CAPACITY TO DELIVER” at the
baccalaureate level remains an important Standard that must be met
• Library CollectionsLibrary Collections/ Resources are central
Shaking It Up!
Applied Degrees and College Library Collections
Ontario Library Association 2004
Dr. Catherine Wilkins
Conestoga College
Conestoga College Context
• student FTE 6,000• schools of: Information and
Engineering Technology; Liberal and Media Studies; Biotechnology, Community Services and Health Sciences; Business
• collaborative degree B.Sc.N.• 4 applied baccalaureate degrees
Learning Resources Vision
• Administrative Division• Collection Management Division• Learning Support Services
Division• --Educational Technology• Presentation Technologies
Division
Committees for Communication
• Academic Coordinating Committee
• LRC Advisory Committee• Information Resources
Management Committee
Applied Degrees—Impact on Collection
• 4 programs, co-op model• Assessment of current collection• PEQAB Assessment
Learning Resources
• Defining the balance• Print—books & periodicals• Media—video, CD-Rom• Electronic Resources—e-databases• Resources exist in multiple
formats• Linkage to LMS
Experience with Collaborative Degree
- B.Sc.N.
• McMaster curriculum• Resources selected collaboratively
– McMaster & Conestoga faculty/library staff
• Resources acquired according to PBL curriculum
• Feedback from students
The case for building the collection
• Degree programs, co-op model• Delivery model-project based
learning• Teamwork integrated • Curriculum Structure--themes• Science & Math, Technology &
Business, Liberal Arts• Projections based on numbers
Curriculum Themes -Architecture Program
• Foundation module• Code and regulations of practice• Construction materials and methods• Building systems• Applied mathematics• Studio principles & history of design• Computer concepts• Estimating & specifications• Human health, ergonomics• Environment & safety
Process for Collection Building
• Faculty and library reps for each degree• Identify priorities for collection—
reference, reserve and circulating materials
• Core and liberal studies courses• Ongoing dialogue to determine balance
of collection—print/media/electronic• Evaluation of resources; feedback from
students and faculty
Funding for resources
• Operating funds, donations and fundraising—college process
• Communication with faculty and senior administration—inform, educate, advocate
• Results of evaluation critical
Where are we now?
• Building the collection• Providing access• Building knowledge in the College
community re: collection needs
What does the future hold?
Shaking it Up at Seneca College!
Tanis Fink, Chief Librarian and Director, Learning Commons, Seneca College.
OLA 2004
Business Case Method
Methodology of Seneca College Library
Background
●Biggest barrier was lack of funding for collections
●How do you quantitive a library funding issue?
●A methodology was required
●Cost analysis plan for the library collections
Let’s Get to Work
How do you get started developing a cost-analysis plan for a college library collection?
What do you want?
●Partnership with faculty
●Collections closely linked to the curriculum
●Quick, effective and relevant selection
●Easy to use method for staff
●Statistical and budget framework
●Type, quantity and level of resource for the student
Birth Announcement
The story behind the birth of
the
Collection Development
Profile
Accountability
●Faculty Librarians Involvement and Ownership
●Partnership with Faculty
●Commitment of Time from faculty
●We stopped chasing faculty and they started chasing us!
Other Steps
●College Collections Standards
●Benchmarks with other academic institutions
●Measurement
●The annoying budget chart
●Estimation of all programs
●Received new funding for books!
Five Year Budget Plan-Travel and Tourism
Number of StudentsCurrent Number of booksCost of a bookHow much to maintain the collectionHow much to build the collectionCost of periodicalsCost of mediaTotal budget
Five Year Budget Plan-Travel and Tourism
1999 $15,8602000 $17,0532001 $18,0192002 $19,0402003 $20,120
Success Story
♥ Annual commitment
♥ Measurable
♥ Academic Partnership
The Applied Degrees are coming!
We did not panic!
●We had a model!
●Measurable system
●Extensive work on collections
●Excellent partnership with our faculty
Applied Degrees
Bachelor of Applied Technology in Integrated Environmental Site Remediation
Traditional Role
●Learning Commons Model
●Collection Profile Process
●Five-year Plan of collection renewal
●# of books = # of students
●Standards and benchmarks
●Faculty commitment and partnership
E-Presence
●e-books, e-journals, e-databases
●electronic library
●Learning Commons web site
●Research by Subject pages
Challenges-the grey ghost!
Challenges of Applied Degrees
●Grey Ghost of collection development
●Level of selection and availability
●Cost
●Space
●New faculty partnership
●Journal literature
The Future
What Next?
Collaboration on selection
Collaboration on storage
Pooling of resources, staffing and collections
More consortium agreements
COLLABORATION!!!!!
Jo-Anne WesterbyMohawk College
OLA 2004
COLLABORATION
COLLABORATION
COLLABORATION
COLLABORATION!!!!!