Keeping Our Libraries Vital and Our Sanity Intact When Experiencing Middle States Facilitator: Jacqui DaCosta Director of Library Services, Georgian Court University

Panelists Joanne Coté-Bonanno Associate Provost for Academic Programs & Assessment, Montclair State Judith Lin Hunt Dean of Library Services, Montclair State Laura Gewissler Social Sciences Librarian, Georgian Court David Peterson Information Specialist, Burlington County

3 Middle States Commission on Higher Education and Information Literacy Joanne Coté-Bonanno, Ph.D. Associate Provost for Academic Programs and Assessment Montclair State University Montclair State University – VALE Presentation3

4 Overview Context and History Planning for Information Literacy Information Literacy Assessment HEOA 2008 Accreditation Provisions Implemented July 1, 2010 HEOA 2008 Accreditation Provisions to be Implemented July 1, 2011 Montclair State University – VALE Presentation4

5 MSCHE and HEOA (2008) Accreditation developed and evolved to promote mission-centered, continuous quality improvement through peer evaluation. HEA 1965 (with subsequent re-authorizations, including 2008) named accreditors as gatekeepers for institutional access to federal funding. Various regulations have ensued. Montclair State University – VALE Presentation5

6 Context and History Today, while accreditors continue to focus on quality improvement, USDE sees the primary purpose of accreditation as safeguarding federal funds. How does Middle States work with member institutions to reconcile these perspectives? 6Montclair State University – VALE Presentation

Spellings Commission on the Future of Higher Education 2006 “We believe that improved accountability is vital to ensuring the success of all of the other reforms we propose. Colleges and universities must become more transparent about cost, price, and student success outcomes, and must willingly share this information with students and families. Student achievement, which is inextricably connected to institutional success, must be measured by institutions on a “value-added” basis that takes into account students’ academic baseline when assessing their results. This information should be available to students, and reported publicly in aggregate form to provide consumers and policymakers an accessible, understandable way to measure the relative effectiveness of different colleges and universities.” (Spellings Commission, p.4) 7Montclair State University – VALE Presentation

Planning for Information Literacy Curriculum Models – Separate or Compartmentalized First Phase of Information Literacy Paradigm – Integrated or Distributed Places IL in the context of the Discipline Engages Faculty members as partners in IL instruction – Extra Curricular Programs Promotes a culture of IL in other aspects of campus life The IL program should be considered in the institution’s strategic, operational and assessment plans. Montclair State University – VALE Presentation8

Information Literacy Assessment “MSCHE does not suggest that there needs to be a separate unit of assessment or distinct instrument labeled ‘information literacy.’ The various elements of IL may be assessed throughout the curriculum. Some are integral parts of teaching specific courses, some may be incorporated within the institution’s general education and some are unique to teaching library and other research skills.” Montclair State University – VALE Presentation9

Information Literacy Assessment (continued) “When making the case that students who graduate are information literate, it is the institution’s responsibility to ensure that IL goals are defined and that the various elements scattered across the curriculum are indentified as part of a coherent whole.” (Developing Research & Communication Skills: Guidelines for Information Literacy in the Curriculum, MSCHE, p.6) Montclair State University – VALE Presentation10

Selected Fundamental Elements for MSCHE Standard 14 Articulated expectations for student learning (at institutional, degree/program, and course levels) Documented, organized, and sustained assessment processes (that may include a formal assessment plan) Evidence that student learning assessment information is shared and used to improve teaching and learning Documented use of student learning assessment information as part of institutional assessment 11Montclair State University – VALE Presentation

Selected Fundamental Elements for MSCHE Standard 7 Documented, organized, and sustained assessment processes to evaluate the total range of programs and services, achievement of mission, and compliance with accreditation standards Evidence that assessment results are shared and used in institutional planning, resource allocation and renewal. Written institutional strategic plan(s) that reflect(s) consideration of assessment results 12 Montclair State University – VALE Presentation

Selected Fundamental Elements for MSCHE Standard 2 Clearly stated goals and objectives that reflect conclusions drawn from assessments that are used for planning and resource allocation at the institutional and unit levels Planning and improvement processes that are clearly communicated, provide for constituent participation, and incorporate the use of assessment results Assignment of responsibility for improvement and assurance of accountability 13Montclair State University – VALE Presentation

14 HEOA (2008) July 1, 2010 Provisions Distance Education Transfer of Credit Policy Student Achievement Teach-out Plans Additional Accreditation Provisions – Direct Assessment – Due Process Procedures – Responsibility to report Title IV fraud Montclair State University – VALE Presentation14

15 HEOA (2008) July 1, 2011 Provisions State authorization Misrepresentation Incentive compensation Gainful employment (in progress) Credit hours Montclair State University – VALE Presentation15

16 HEOA 2008 Resources US Dept of Education Council for Higher Education Accreditation Middle States Commission on Higher Education Montclair State University – VALE Presentation16

Judith Lin Hunt Dean of Library Services Montclair State University Montclair State University – VALE Presentation 17

Middle States & Libraries Laura Gewissler Social Sciences Librarian Georgian Court University Lakewood, NJ

Middle States & Libraries Getting started – checklist Attitude – opportunity not burden Identify areas that impact the library : how? Review institutional documents for library & information literacy connections Review Middle States documents for library & information literacy connections Participation – Librarian on the Steering Committee, librarians as work team members

Middle States & libraries : Institutional documents Georgian Court University Vision: GCU is a thriving Mercy University in the Catholic tradition contributing to the local and world communities through its merciful and competent graduates who lead and serve. Strategic Plans, Assessment Plans University plans Library plans

Middle States & Libraries: Institutional documents Relate University goals to Library goals Goals University Culture: GCU is a vibrant teaching and learning community grounded in the Catholic intellectual tradition and guided by the Mercy Core Values. Community: GCU is a dynamic community promoting leadership, collaborative processes and shared governance. Student Achievement: GCU graduates achieve the academic excellence and professional preparation needed for lifelong learning, personal growth and responsible citizenship. Concern for Women: GCU affirms its historic concern for women through a commitment to unique learning experiences for all students and features an outstanding women’s college with a celebrated leadership program. Social Justice from Concern to Action: GCU supports social change to promote human rights, diversity, sustainability of the environment and the common good of society.

Middle States & Libraries: Institutional documents University goals related to Library goals Library Vision Statement At the intellectual heart of this growing Mercy university, the library will provide quality resources, facilitate a welcoming environment for our diverse community, and inspire each student to develop skills for lifelong learning.

Middle States & Libraries: Middle States documents Characteristics of Excellence in Higher Education 2009 Characteristics of Excellence in Higher Education Characteristics of Excellence in Higher Education Standard 11: Educational Offerings “Several skills, collectively referred to as “information literacy,” apply to all disciplines in an institution’s curricula.…” “Therefore, information literacy is an essential component of any educational program at the graduate or undergraduate levels. “ (Characteristics,42) Includes IL checklist

Middle States & Libraries: Middle States documents Characteristics of Excellence in Higher Education 2009 Characteristics of Excellence in Higher Education Characteristics of Excellence in Higher Education “While these skills are often addressed within a general education curriculum, they must often be further addressed within degree or certificate programs so that students may become proficient in these skills as they are applied within a particular field of study. “ (p. 42) Standard 12: General Education = IL (p. 47) Standard 13: Related Educational Activities IL mentioned once on p. 59

Middle States & Libraries: Middle States documents cont… Developing Research & Communication Skills Review this useful, slightly dated MS report – PDF available on MSCHE web site. Contains a great chart for measuring IL skills : “Learning Goals Across Academic Levels“: “Learning Goals Across Academic Levels“ (Developing….p. 11)

Considerations First big decision faced by the Steering Committee: should our self study focus on selected topics, on a few related standards, or all 14 standards? (Characteristics…p. viii) Self Study, Creating a useful process & report, 2 nd ed MSCHE Self Study, Creating a useful process & report In 2008, GCU chose to focus on all 14 standards. Where to cover the library? In one particular standard or embedded throughout the MS report?

Options: Many schools cover the library under a particular standard, usually GCU librarians volunteered to serve on teams in addition to steering committee The librarians decided as a team to embed library info throughout the report Research question: My conclusion

David Peterson Information Specialist, Burlington County College

Questions for the Panel?