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| First name |
Teresa
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Last name |
Morris
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Email |
morrist@smccd.edu
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Program Name
Please select your program. For CTE programs, use the 2018-19 CTE Instructional Program Review form.
Division
Please select your division
Academic Support and Learning Technologies
Submission Date
1a. Provide a brief description of the program and how it supports the college’s Mission and Values Statements, its Diversity Statement, CSM’s and SMCCCD’s Strategic Plans, and the college’s Educational Master Plan. You may also discuss any factors that have impacted the program and its enrollment. Include changes in student populations, statewide initiatives, transfer requirements, advisory committee recommendations, legal mandates, workforce development and employment opportunities, and community needs.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| 1. Description of Program
College of San Mateo Library serves students, faculty, and the community by providing access to librarian expertise, reference services, physical and electronic collections, technology, resources, programs, and community spaces. Library faculty design curriculum, teach LIBR 100 courses and information literacy instruction sessions, develop collections, create learning objects, provide research assistance, and serve on multiple campus, district, Peninsula Library System, state, and national committees. All librarian activities are anchored in information literacy as outlined in the ACRL Framework, critical thinking, equity and inclusion, and access to information and technology. These align with the college’s Mission and Values - Academics: Information Literacy, EMP Priorities of Creating Equitable Opportunities for all our Students and Committing to Progressive and Innovative Teaching and Learning, and CSM Academic Senate Resolution 03.01F17: Commitment to Educational Equity.
The Library engages students and the community via institutional programs and initiatives such as Year One Promise, Puente Project, Umoja, International Student program and others. See attachment | |
Description of Program
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2a. Describe the results of your previous Program Review’s action plan.
f your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Plan 1: Intentional adoption of the Framework for Information Literacy for Higher Education (2015).
This plan applied to both library as a service and the library instruction for LIBR 100.
Action items & progress:
Our formalized plan as listed in Program Review 2016 was not fully implemented due to a transition year in the Library prior to the hiring of our Director of Learning Commons. However, there was progress made toward our desired outcomes, as described below.
We have intentionally designed and added service in the following areas while considering the Association for College & Research Libraries’ Framework for Information Literacy for Higher Education:
IDST 110: College 1 course for Year One students includes frames identified in the Framework in lecture content areas listed on the Course Outline. Librarians partner with instructors to offer three information literacy instruction sessions per section as well as additional student contact.
See attached. | |
Results of your previous Program Review’s action plan
File upload
2b. Program coherence and effectiveness: Explain any curriculum changes since last program review, including SLO alignments.
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| In the previous program review, the Library instruction program (LIBR 100 and information literacy instruction requested by other discipline faculty) highlighted alignment with two GE SLO areas, Critical Thinking and Ethical Responsibility. While no official changes have been made to the LIBR 100 course outline since that program review, many changes have been made to the teaching pedagogy and course materials. All instructors have revised or diversified examples, learning objects and other materials that address issues of plagiarism and ethical use of information. A specific example is listed below under 3a.
The faculty requested librarian taught information literacy instruction sessions have increased about 30% since AY 2015-2016.
SEE ATTACHED | |
Program Coherence and Effectiveness
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2c. Student success and equity: Discuss what your program has done to address equity gaps between student populations and between modes of delivery (online, hybrid, and face-to-face), describing your successes, works in progress, and/or ongoing challenges.
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| Library as a Service
Due to professional ethical obligations related to privacy and freedom of information, the Library does not collect disaggregated data related to general services offered by the Library. Since we have no disaggregated student data to analyze for Library as a service, we instead focus on campus wide equity plans and data collection. Using this data, the library has prioritized targeted instruction, collection development, and collaborations with Umoja, Puente, MANA, Year One Promise.
The Library classroom & makerspace is used by Puente, Mana, and Umoja for joint makerspace, club, poster board presentations and other course work, and more. Projects are in support or preparation for community and campus programming and integration, and are related to seasonal events such as Día de los Muertos and graduation.
SEE ATTACHED | |
Student Success and Equity
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2d. Provide an update on any long-term plans that are still in progress (if applicable).
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| Interdisciplinary Learning (2014-2015 program review plans) - ongoing
CSM Library Makerspace
CSM Library has made additional progress on development of the CSM Library Makerspace. In 2016, CSM Library applied for and received grant funding from the state CCC Maker Initiative. The successful grant application was the result of close work with the CSM faculty and staff from various CTE areas. The grant provided funds to renovate a devoted space in the Library for larger technical equipment such as a laser cutter and re-locating previously purchased maker supplies into public spaces for unmediated student access.
The Makerspace continues to contribute to the revised (April 2018) college mission that references “mindful learning, information literacy and independent thinking to ensure a dynamic, innovative workforce and transfer population.” The Makerspace provides tools and technology to students to build their own connections between traditional academic pursuits and business and technology innovations. The Makerspace has provides materials to support student led Learning Community programming such as the Dia de los Muertos workshops hosted by Puente Club in Fall 2017 and Fall 2018) and for 3D printing for Engineering clubs and course work (AY 2017-2018). | |
Long-term plans
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3a. Course and program assessment. Discuss the results of your program assessment. Explain any strategies, research, initiatives, curriculum development or other activities intended to improve student learning and promote educational equity in your discipline, either at the course or program level.
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| Library instruction: LIBR 100 Course
Success rates for demographic groups of students in LIBR 100 vary, and do not always align with comparable success numbers at the college level. Some of this is likely attributed to the changing population of students in our course, as more students are meeting the information competency graduation requirement by taking ENGL 100 or ENGL 105. Because our students are taking classes in all programs, we compare data to the college level data. However, this may not always be an accurate comparison set. Notable variations in success of students are listed below.
100% of Black students have succeeded in the course the past two academic years, compared to 2015-16, when enrollment numbers of Black students was higher
Pacific Islander students follow a similar pattern, with success rates significantly higher than the college average over the past two years. However, PI student enrollment in our course has declined.
Success rates for Asian students in the course is significantly lower than the college average.
Students aged 19 or under succeed at significantly lower rates when compared to the college average | |
Course and Program Assessment
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3b. General Education / Institutional assessment. Discuss participation in any General Education, Core Competencies, institutional or interdisciplinary assessment activities.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| LIBR 100 course aligns with several Institutional Learning Outcomes. Course modules and instruction from LIBR 100 frequently translate to modules and instruction that is embedded on non-LIBR courses or orientation session taught by librarians.
The Year One Program - Library Partnership is an example of the crossover between Library Studies course curriculum and Interdisciplinary courses. Library faculty have been involved in the curricular development for IDST 100 curriculum planning involved identifying appropropriate Framework statements, knowledge practices and learner dispositions for first year students. IDST 110 includes instructional content concerning the following ACRL Frameworks: Information Creation as a Process; Information Has Value
Scholarship as Conversation; and Searching as Strategic Exploration.
IDST 100 was taught for the first time Fall 2017. Seven sections of IDST 100 were offered, 4 regular sections and 3 Middle College sections. Librarians collaborated with the Year One Program Coordinator to write and use the rubric to assess the eportfolios of the first cohort - a common assignment for all IDST 110 sections. Library faculty worked on the revision of the IDST 110 model curriculum including the common assignments like the eportfolio assignment.
SEE ATTACHED | |
General Education / Institutional assessment
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4a. Provide a brief description, including actions, measurable outcomes, and timelines
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Library Services Platform (LSP)
The Library plans to join the California Community College Chancellor’s Office and Council of Chief Librarians’ statewide Library Services Platform (LSP) initiative. The LSP is a cloud-based integrated library system designed to have all 114 community colleges on one statewide catalog that consolidates multiple services and operations for acquisitions, resource sharing, collection management, analytics, and discovery. Once implemented, the Library will integrate teaching the new LSP catalog to students in information literacy instruction sessions, at the reference desk, and in LIBR 100, as well as train faculty and staff and track various usage statistics.
The timeline for LSP implementation is as follows:
SEE ATTACHED | |
Description of Planning
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4b. What will your program do to increase student success and promote student equity in the next two years? What kind of professional development and institutional support will be engaged and enacted to meet these goals?
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Library Services Platform (LSP)
The migration to the statewide Library Services Platform (LSP) is driven by the Library’s first priority to students, their goals, and the curriculum. The LSP supports student success and transfer success by providing the same user experience and catalog for any student attending a public higher education institution in California (i.e., CCs, CSUs, UCs). The LSP anchors the library catalog in an academic ecosphere with access to statewide academic collections, resource sharing, better management of open educational resources (OER), course reserves, and control over our local collections.
Library faculty and staff will participate in webinars, meetings, and working groups as part of the state-funded professional development support for the migration. CSM Library will collaborate with Skyline and Canada College Libraries as well as our community college ILS Sierra cohort to ensure a smooth transition. The Library will also explore local and regional interlibrary loan opportunities as the LSP scales its resource sharing.
SEE ATTACHED | |
Student Success and Equity
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4c. Describe other professional development activities and institutional support and collaborations that would most effectively ensure that the program achieve its goals and plans.
If your answer is more than 2000 characters (approximately 300 words), please upload a Word document below (10 MB or less). If you’re not sure, please upload your answer. Please upload text only; we cannot ensure that non-text such as images, diagrams, or charts will be retained in the final submission.
| Library Services Platform (LSP)
Library faculty and staff will collaborate with District ITS and is requesting a Library Systems Administrator (Systems Librarian) to provide institutional technical support on the local district level to all 3 college libraries for the migration. The systems librarian would lead the LSP migration by collaborating with the LSP leadership and implementation teams, providing trainings and support to each campus and ensuring smooth transition to new catalog with least amount of impact on services and students.
CSM Library Makerspace
The Library Makerspace will recruit and train student assistants as Student Makers who will staff and support maker programs and studio time. Students Makers will support librarians and faculty, lead makerspace tours and workshops, conduct maker pop-ups at the College Center, and promote students teaching students in the makerspace. The Library will request 2 Student Makers as the makerspace scales its services to students, campus, and the community.
SEE ATTACHED | |
Activities, Support and Collaboration
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