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HLC Materials for April 2019: ITCC Indianapolis

Mission Statement

II. Mission Statement

Take a phrase and apply it to our programs: We are Ivy Tech, Indiana’s Community College. We serve the people of our state through accessible and affordable world-class education and adaptive learning. We empower our students to achieve their career and transfer aspirations. We embrace our vision of economic transformation inspired by the education and earnings attainment of our citizens, the vitality of our workforce, and the prosperity of our unique and diverse communities.

Also use:  “We serve the people of our state through accessible and affordable world-class education and adaptive learning.”

“We empower our students to achieve their career and transfer aspirations.”

“the vitality of our workforce, and the prosperity of our unique and diverse communities.

Accessible – NMC library is open 7 days a week. Online courses have assignments due late on Sunday, so Sunday hours are extremely important.

Affordable- The libraries provide free services, free books, free access to databases. Librarians support the OER initiative across the college to provide low cost, quality, faculty generated course content.

Empower- The librarians teach students to find and evaluate resources for assignment through classes and reference services. Support for technology needs and access and navigation of Ivy learn is also provided. Staff encourage students when they say "I'm too old for this" or "I can't do this because..." or "This is confusing..."

                             Workplace - Librarians encourage students to use critical thinking skills when they teach them how to find, evaluate, and apply          information to assignments. The library provides tools and space for collaboration efforts. Students may also practice presentation skills using the recording studio.

Diversity of staff- the library has staff that reflect the diversity of the student body, making students the students comfortable to approach the desk. Information is freely made available regardless of age, gender orientation, nationality, race or religion in the library. The library supports ALA’s Freedom on Information statement

      

Strategic Plan: How Library Complies

Strategic Plan

Strategic plan 1- Ensure every student persists toward their education objective.

STRATEGY 1.1 Ensure basic needs of students are met.

Information needs – Databases, print/electronic monographs, Library instruction – Information evaluation, provide space for collaborations, group study and individual study

STRATEGY 1.2 Support students to succeed in gateway courses on first attempt.

One on one Reference, Promote/support OERs, library Information Literacy online tutorials, work to provide equitable resources for all students through deliberate evaluation of library resource purchases locally and statewide

Maintain collections so that current and relevant for curriculum content

STRATEGY 1.6 Utilize technology to create a seamless and intuitive student experience.

Provide technology support, access to online catalog – resource search, online library instruction for off campus sites, assessment of student user experience to improve library services, online library website available in IvyLearn, provide access to computers/Internet, copiers/printers, scanner/fax

Library Statistics 2017-2018: Indianapolis

Instruction Classes:

NMC Campus: 126 classes; 2142 students; 157 hours

Courses Taught: ENGL 111, COMM 101, EDUC 101; On a limited basis - Culinary, History, Psychology and Sociology.

Lawrence Campus: 134 classes; 2167 students; 101 hours

Courses Taught: Nursing, IVYT, ENGL111, Citation Workshops; On a limited basis – Communications, Anatomy, New Student Orientation, Respiratory

Mock Visit Notes: March 21 (Criteria 1-4)

Criteria 1: College Mission

How did mission get developed?

  • New leadership: provided traveling statewide tour of meetings, discuss ideas 
  • Over 2000 Faculty, staff, students participated, along with community partners, legislative directives
  • Beginnings of Strategic Plan – same process, input from all parties
  • Developed 7 goals with strategies
  • Reevaluated after 1 year – added 8th goal on diversity for added highlight and emphasis

Where is Mission found?

  • Website, course syllabi, classrooms, library, strategic plan

Diversity in the Learning Center/Library

  • Examples: Tutoring Center – among staff – 5 native languages;
  • Library – hired international FWS, prayer rug and Qur’an in library, ESL materials available, tour for ESOL students, librarian bi-lingual
  • Office of Diversity created – language of definition updated, diversity webpage on website, accountability now built in, measurable

Criteria 2: Integrity – Policies, Practices

Who does team reviews? Makes Policies, Websites? Where is this found?

  • ASOM guarantees consistency, integrity. Dictate procedures, guidelines
  • Library – Integrity: study guides, teach plagiarism in classroom, on website, one on one help with citations

How are (student) complaints handled?

  • Process found in Student Handbook 
  • Address issue with person, go to chair then dean, then Regional Chief of Student Affairs (LaWanda Jobe)
  • Employee – supervisor, next up super, then HR
  • Discipline – verbal consult, discipline plan

Deal with Cheating

  • New process piloted – to help avoid cheating, Richmond

  • Plagiarism and academic integrity training:  Part of the professional training librarians receive when they work towards their masters is a knowledge and understanding of copyright. The librarians have developed LibGuides which reflects this training and are meant to support students and faculty in this area.

Criteria 3 

  • How confident are you in the quality of your academic support services? ( Libraries, Tutoring, Assessment, IvyPrep)

            Libraries work with faculty to provide content in instruction classes that align with course content and assignments. Taylor instruction to   include content specific resources for each course. LibGuides house course specific content for students to access through the Library website.

  • How is diversity incorporated into courses?
  • At the last visit in 2009, the HLC was concerned space, funding, resources and staffing of the libraries. Speak to this.

            The Indianapolis libraries have both moved to new or renovated spaces that are much larger. The updated library website allows for easier access to resources and library staff. Resources are course related and provide adequate support for curriculum and assignments. 

            Staffing and budgets are still below recommended levels of the last visit. Student enrollment and availability of funds have been cited for not developing these further.

  • Co-curricular programing: The libraries work closely with Student life to provide appealing variety of events. During the eclipse, the library provided viewing glasses and a telescope while SL provided refreshments. Game nights are another coordinated event along with stress relief activities during finals and a celebration of Dr. Seuss' birthday. The annual library sponsored Poetry Contest is in its 15th year providing students a chance to highlight their creative talents.
  • Assessment of student learning: A variety of surveys have been used. Two minute question responses, clickers, website links have all been avenues for students and faculty to give feedback to librarians about library instruction. Recently, a statewide survey on student satisfaction of the libraries was created and conducted. Results could be viewed as a whole statewide or by campus area.

Types of Questions from Consultant

Questions to Consider

Professional Development

Do you understand, know how to access professional development available?

  •  Library staff can access PD in Webjunction, Lynda.com, IvyLearn

What if you want to go to a conference?

  • Gather information about conference, obtain approval from AVCCAA, or seek funding through Foundation funds, Perkins grant or other grants (Lyndy Browning grant)

Communication

How do you learn about statewide initiatives?

  • President’s Town Hall meetings, statewide emails, campus communication from Chancellor, VCAA, or Leadership meetings

How do you learn about campus-based initiatives or developments?

  • Chancellor, VCAA or AVCCAA, or Leadership meetings,

Restructuring

What are your perceptions of restructuring?

  • Tedious process; slow, but methodical; thorough; waiting to see implementation and success; many involved, not just a few upper admin

What effect does restructuring have on your position? on students? on the community?

  • Library hub once implemented may change tasks required, budgets, more efficiency, will effect all library staff
  • Other hubs seem confusing until properly explained and glitches worked out

How are you represented in decision-making?

  • Statewide directors, AVCCAA, Faculty council - if adjunct,

Have you served on task forces, committees?

  • Ideas - SLDC sub-committees and task forces; ALI committees, ILF committees, OER committee, Curriculum committees, United Way campaigns, Boards, campus event committees, campus task force teams or committees

How does what you do help the campus and the college to achieve goals of the Strategic Plan?

  • The libraries provide resources for student coursework/retention/success; Provide space for student collaboration, study; collaborate statewide for resource purchases to save money; provide access to technology (computers, recording studio, printers, copiers, laptops and other devices)

Budget

Do you understand how budgets are developed?

  • Developed annually through a public process with input from the college community – faculty, deans, chancellors; State legislature, Indiana CHE. Then the Board of Trustees approves it. Divided up between individual campuses based on new funding formula. Chancellor and cabinet determine department budgets, handed down through VCs and Deans.

Do you see a link between the budget and the Mission/Strategic Plan?

  • Everything budgeted and purchased must support the mission/strategic plan in someway

Assessment: Consider Library Instruction only

  • Describe the role of assessment of student learning at the course and program levels: Student surveys, one minute paper/comments, faculty review of assignment grades - sources used in assignments,
  • What changes have been made as a result of assessment (pedagogical, curricular)?  Adjusted presentations including/reworking points not well received

Diversity

Describe diversity on your campus.

  • Diversity in many areas – age, gender/ gender preference, nationality, ability, ethnicity/race, religion, ability, background, underserved, multicultural, veterans, honors students, single parents, first-gen scholars, underrepresented, every demographic welcome - open to all
  • Office of Diversity, Equity & Inclusion formed. Looking to adhere to new Goal 8

Does the diversity on campus reflect the diversity of the student population? the community?

  • The Indianapolis campus is very diverse, student population reflects this; since it is an open enrollment all may apply. All are welcome

Do you think the college and the campus are being intentional regarding diversity?

  • As much as possible, with improvement acknowledged as needed; new policies, services provided, student organizations, recruitment, Diversity office, hiring recruitment, Student Life activities reflect student demographics

Other

What is the role of advising in student success?

  • Students must meet with advisors to schedule courses, review pathways,

How is faculty credentialing determined and verified?

  • ASOM7.1 policy for determining credentials to teach class – educational transcripts, professional certifications, portfolio, continuing education to obtain or maintain credentials, regional accreditation requirements.
  • Must have bachelors – minimum; Masters’ may be required or preferred. Meet program discipline standards.
  • Transcripts of faculty required and kept on file,
  • Credentials other than the program/discipline standard that may appropriately qualify one to teach a specific course. Examples might include a licensure, certification, specialty coursework, etc. specific to the single course.
  • Portfolio: A compilation of faculty's work accomplishments that demonstrates acceptable professionalism, quality and work experience.
  • Professional Certification: A certificate by an external state, regional, national, or international agency that attests to significant breadth and depth of knowledge within a field of study.
  • Program/Discipline Credential Standard: The credential standard that applies to most courses in a given program or discipline. All faculty teaching liberal arts

Librarians—How do you interact with students in distance learning and dual credit classes?

  • Librarians shve participated in dual credit faculty orientations; distance online class with dual credit students teaching library research skills

Complete Discussion of Criteria 3

I. Discuss Criterion 3: “Teaching and Learning: Quality, Resources, and Support”

Collection:  Supports curriculum; provides small amount of recreational reading; purchases made to support student/faculty requests; considers known assignments. Librarians act as subject liaisons, review current content, deselect older resources to keep content up to date; review/recommend digital resources

Textbook Collection:  Funding to keep current textbooks of classes held on campus so students have first day access to high volume, required courses; other course textbooks are purchased based on usage stats or number of sections available

Reference services:  One-on-One reference services are provided for students at the reference desk in each library. Students may receive individualized assistant for assignments. Students may also receive technology assistance with their devices and with working within specific software including IvyLearn and MSOffice. Springshare’s RefAnalytics tracks the number of questions, types of questions and patrons. This information is available on request, but is stored in the cloud and password protected.

Library instruction:  Faculty request class instruction done by librarians to teach students use of library website, resources, and support for specific assignments. Information Literacy skills are taught in each class enabling students to learn information evaluation and application which is a life-long learning skill used in the workplace and in personal life.

Ask-A-Librarian:  The library website has a tab for students to email questions to librarians. It also has a widely use FAQ developed by librarians based on questions received from students.  https://library.ivytech.edu/indianapolis/faq

Libraries and Resources:  https://library.ivytech.edu/indianapolis  Contains a complete listing of databases and online resources which support curriculum, student assignments, citation help, library instruction, research.  The website also houses the online catalog called IvyCat for access to Library resources - print books/ebooks and DVD resources

Library Space:  The library provides a space for students to gather for group work or individual study. Computers, copiers and project tools are available to support student effort. Specific areas are designated in the libraries for study rooms, recording studio (NMC campus only), group area and quiet study area. A workspace provides assistance with printing, copying and scanning materials in addition to office tools such as staplers, hole punch machine, and pencil sharpeners.

Interlibrary Loan:  https://library.ivytech.edu/indianapolis/request-materials  The library participates in Interlibrary Loan through SRCS, the Indiana system, and OCLC, an international catalog. This allows students to access resources from other libraries that the Ivy Tech libraries do not have. Students may use the library webpage or come to the library circ desk to request a resource. Staff researches desired resource which, once secured, will take 10 days to 2 weeks to arrive. Students may keep resources 2-4 weeks, depending on the loan policy of the lending library. Materials are sent through the Indiana delivery system, InfoExpress. We do not ship or borrow from out of state.

Plagiarism and academic integrity training:  Part of the professional training librarians receive when they work towards their masters is a knowledge and understanding of copyright. The librarians have developed a Plagiarism LibGuide which reflects this training and are meant to support students and faculty in this area. Ongoing training for librarians in plagiarism and academic integrity include webinars from the state library, Webjunction, MCLS and in-house produced trainings. Librarians have also learned about copyright and Creative Commons licensing through webinars conducted by Lumen Learning, the college’s consultant for the development of Open Education Resources.

Statewide Library Directors’ Committee (SLDC): Agendas and minutes of committees related to educational programs: The SLDC is comprised of all of the Ivy Tech library directors. It supports the operations of the libraries and works to make library resources equitable and available for all students. This committee collaborates to make statewide purchases for library resources which reduces  the cost and coordinates support and technology for the ILS, LibGuides, website and supporting software. They meet once a month either F2F or by GoToMeeting. Agendas are sent and minutes are taken and stored on a library LibGuide.