Slides from a workshop at the annual conference of the American Theological Library Association, New Orleans, June 2014 TD Lincoln

Is informed by your (20) responses to an online survey I present current information Will be interactive

Written self-study texts. Served on ATS evaluation committees. I want you to write a self-study that is more than an exercise in following orders.

THE VIEWPOINTS EXPRESSED HERE ARE NOT ENDORSED BY ATS, ATLA, THE CANADIAN LIBRARY ASSOCIATION, OR ANY OTHER OFFICIAL BODY.

Commission on Accrediting of ATS Exists as a separate corporation from The Association. Purpose: to improve the quality of theological education through a peer- review process The Association Exists as a separate entity from COA “The Association provides a host of programs, services, research, and other resources to support the work of administrators and faculty at member schools.”

NOT a set of trick questions IS a report about how your school meets ATS expectations COULD BE: a tedious requirement OR: an opportunity to increase self-knowledge

For a period of 7 to 10 years (usually 10). LATE BREAKING NEWS : At the June 2014 meeting, the Commission proposed that member schools would create a NEW “midterm quality improvement report” halfway through accreditation period. The stated purpose is to document quality improvement and discuss “changes and challenges” experienced since last onsite visit. This proposal was NOT approved; it was referred back to the Commission.

“Reports should clearly identify the recommendations that the institution has developed as a result of the self-study. These recommendations should inform the institution’s strategic plan and reflect the serious intention of the school.” Handbook on Accreditation, section two, p. 9. Thus: a self-study results in the school making decisions about improvement even before the evaluation committee comes to call.

Your ATS staffer invites peer evaluators. If your committee lacks a librarian, ATS staff consult with a librarian about Standard 4. One practitioner from outside of theological education also serves.

PRELIMINARY: read documents & conference phone call ON-SITE: interviews, checking documents, following up on concerns DRAFT: a report with recommendations to the Commission ACTION: by the Commission

The evaluation committee is NOT there primarily to offer expert advice about your school or library. A committee may provide suggestions or hints for improvement.

A school is recommended for reaffirmation of accreditation for 10 years. One or more reports are required to address weaknesses. Almost no schools come away free of follow-up reports.

A required report or a notation gets the attention of a school in the way that the library director’s earnest pleas do not.

45%: no parts are hard to understand 30%: 4.2 and 4.3 are hard to understand

What is unclear to you? What does your group think that the unclear bits mean?

4.1.TEXTS COLLECTION DEVELOPMENT POLICY may have special collections OTHER MEDIA & ELECTRONIC COORDINATE MOST COMMON PROBLEMS: Policy seems out of step with mission or available resources Policy has not been reviewed recently.

You need to demonstrate that you DO these things. Notice that 4.2 doesn’t say that you can tell that DOING these things impacts student learning.

4.3.2 “CONSULT,” “PARTICIPATE” & “ANTICIPATE” TDL TRANSLATION: capture faculty attention even if faculty are thinking about just their own academic work.

THE EXPECTATION DIFFERS IF YOU ARE EMBEDDED OR FREE-STANDING SAYS IT IS THE DIRECTOR’S JOB TO CONDUCT ONGOING ASSESSEMENTS

“ADEQUATE” & “SUFFICIENT” MEETS THE ATS STANDARD, BASED ON YOUR MISSION You should use benchmark comparisons 4.5.3

35% analyze circulation trends over time 50% use data about usage of e-resources to make decisions about subscription renewals 42% routinely ask students and faculty about the usefulness of collections 45% used data about long-term trends to inform decisions about improving library services

Contributions to teaching, learning, and research (4.2) Partnership in curriculum development (4.3)

DATA are good, BUT data by themselves are not analysis.

Part 3 consisted of exercises that participants worked on in small groups. A separate PDF contains directions used for the exercises.

Part 1: a look at the self-study and reaffirmation process Part 2: standard 4 Part 3: exercises using data

TALK TO YOUR ATS/COA STAFF MEMBER VISIT THE ATS WEBSITE ASK LIBRARIANS WHOSE SCHOOLS RECENTLY WERE VISITED

Timothy D. Lincoln Director, Stitt Library Austin Presbyterian Theological Seminary