Strategic Plan

Transcription

1 Strategic Plan

2 T A B L E O F C O N T E N T S Mission....3 Vision....3 Values. 3 Goals...3 Objectives Knowledge Base Resource Discovery and Delivery Informed Learning/Instructional Design Learning Places and Space/Physical and Virtual Environments Learning Organization Organizational Advancement Scholarly Communications. 13 2

3 M I S S I O N V I S I O N V A L U E S To foster intellectual growth, academic success, and life-long learning for the students, faculty, and staff of Auraria s diverse urban campus To be the heart of the learning experience Intellectual Freedom Service Inclusivity Collaboration Stewardship G O A L S 1. Knowledge Base Build content in traditional and emerging disciplines and participate in consortial resource sharing to expand access to collections in all formats that meet the learning, teaching, and research needs of the students and faculty in the three institutions' undergraduate and graduate programs. Links to UC Denver Strategic Plan Goal 1.5.6, 2.1.8, 2.5, 3.6, Resource Discovery and Delivery Continuously assess and improve information resource access, discovery, and delivery for (student) communities of learners and (faculty) communities of practice with the aim of supporting curricular outcomes, encouraging critical thinking, stimulating curiosity, and enlivening imagination. Toward this end, energetically promote digital and physical resource usage, including unique local collections, through an exemplary 21 st century library organization well aligned with three schools learning, teaching, and research aspirations. Links to UC Denver Strategic Plan Goal 1.5.6, 2.1.8, Informed Learning/Instructional Design Strengthen campus partnerships to seamlessly integrate information resources and information capabilities into the curriculum, ensuring that students are prepared for a lifetime of learning. Expand the role of library faculty in the campus teaching and learning processes through the pursuit of blended librarianship -, in which an academic librarian combines the traditional skill set of librarianship with the information technologist's hardware/software skills, and the instructional or educational designer's ability to apply technology appropriately in the teaching-learning process. Links to UC Denver Strategic Plan Goal 1.5.6, 2.1.8, 2.2.2, 2.2.4, 2.6.2, 2.6.3, Links to MSCD Strategic Plan Goal: 1.A; 2.A; 2.B Links to CCD Strategic Plan Goal: 3 4. Learning Spaces and Places/Physical and Virtual Environments Collaboratively (re)design library facility space to reflect multiple student discovery and learning needs, including quiet study areas, technology-enabled productivity, and collaborative group work. Concurrently, develop a virtual learning 3

4 environment providing seamless access to information sources and productivity tools through merging of content, technology, and services. Links to UC Denver Strategic Plan Goal 2.9.2, 2.9.3, 7.2.3, Learning Organization Prepare employees to acquire new knowledge, use emerging technologies, critically evaluate information, make evidence-based decisions, and communicate insights successfully. Recruit, develop, and retain highly qualified employees to sustain a responsive, flexible, and effective organization. Links to UC Denver Strategic Plan Goal 2.7.1, 2.7.4, 3.5.2, 3.5.4, 3.5.5, 5.2, Organizational Advancement Increase the visibility of the library, build communities of support, and establish a strong financial foundation for future growth through grant development and philanthropic activities. Concurrently, enhance effectiveness of budget advocacy to increase annual base and special project funding from the three schools. Links to UC Denver Strategic Plan Goal 1.8, 2.7.3, 3.6.4, 5.4.3, Scholarly Communications Begin implementation of Auraria iteration of the Alliance Digital Repository (ADR) and discussions on the role of open access (OA) in scholarly communication on campus. Links to UC Denver Strategic Plan Goal 1.5.6, 2.1.8, 2.5.3, 3.1.1, O B J E C T I V E S 1. KNOWLEDGE BASE Build content in traditional and emerging disciplines and participate in consortial resource sharing to expand access to collections in all formats to meet the learning, teaching, and research needs of the students, faculty, and staff of the three Auraria institutions Monitor virtual and print reference collections to meet the information needs of our customers. Continue to grow the virtual reference collection to assure 24x7 access to needed materials, supplemented by a print collection for ready reference materials unavailable online. Ongoing evaluation/weeding of reference collection achieved through yearly analysis of reference standing orders with aim to migrate to electronic formats; review of reference shelving statistics to identify seldom or never used items for transfer or de-selection; and periodic qualitative assessment of reference titles with teaching faculty input as appropriate. Assessment: Fewer linear feet of shelf space; better constituent access to reference resources; enhanced browsing value of remaining print volumes. Responsible Parties: CD Librarians, research/instruction personnel, subject teams, reference shelvers Analyze circulating (2nd floor), media, and bound and microform periodicals collections to identify titles, runs, and collections for retention, deselection, format change, and Pascal relocation. Apply these 4

5 methodologies: examining use statistics, reviewing budget allocations, assessing curriculum alignment, evaluating accreditation/program needs, applying library carrying capacity formula, considering off-site storage availability. Other pertinent collection development factors include maximizing student learning space, supplying optimal online access, and providing satisfying shelf browsing results. Aggressively pursue streaming video options (purchase and reformat) by monitoring conversion developments and legal landscape; monitor new online journal/journal package options that allow de-selection of bound periodicals and microformats; and apply preceding strategies to withdraw/re-locate circulating print volumes. Assessment: Linear shelf space reduced; better constituent access to resources; enhanced browsing value of remaining print volumes. Responsible Parties: CD Librarians, Instructional Designer, research/instruction personnel, subject teams, shelvers. 1.3 Strengthen outreach to and liaison with the faculty and administrations of the 3 institutions. 1. Assess current liaison and promotional activities (including participation in Open Houses and Orientations; library workshops; newsletters and other communications) and augment or improve as appropriate, including assigning personnel responsible for specific outreach and service tasks and strengthening Communications Committee s role. 2. Plan innovative outreach approaches, as recommended by the Academic Program Review committee, that engage librarians outside library. Prioritize and analyze innovative initiatives annually. 3. Further support from tri-institutional senior leadership through coordination with University Librarian/Director and others. Timeframe: Ongoing. Assessment: Measurable increase in individual and departmental contacts with the Library and Library personnel as demonstrated in tracking outreach activities. Responsible Party: Subject teams; ERI Associate Director; Instructional Designer; University Librarian/Director Monitor Collection Development Policy to assess adequacy in outlining process for acquiring and maintaining relevant digital, media, and text collections in support of the mission of the Auraria institutions. Anticipate special monitoring of separate policy for Digital Repository as a new initiative. Action step: Maintain currency of collection development policy, reflecting an understanding of the changing needs of Auraria constituents through: continual analysis of resources including databases, print and online journals, and ebooks; monitoring new classes, academic programs, and research initiatives; changes in resource access preferences; fiscal opportunities and challenges. Timeframe: Ongoing. Assessment: Collection development policy, including DR policy, that is as up-to-date as possible. Responsible pprties: CD Librarians, Government Information Research Specialist, Archivist, and Digital Repository Group. 5

6 1.5. Implement Auraria Digital Repository Program including ingest of resources into digital repository to develop collection in multiple formats that are Library-owned, grant funded, and Library-licensed. Action step: Ingest resources into digital repository beginning with ETDs. Timeframe: Ongoing. Assessment: CP: Digital Program Group and any individual involved in acquisition or solicitation of repository resource Grow our campus knowledge base to deepen our understanding of academic departments/programs (Subject Teams) and of academic support units (Academic Support Team) for sharing within and across teams to inform collection development, instruction, and learning spaces services. Action step: Teams select departments or program, and analyze relevant documentation to create recommendations for furthering resource and expertise integration. Timeframe: Yearly. Assessment: Up-to-date collection development policy, including DR policy; up-to-date Comprehensive Informed Learning Plan aligned with curricula. Responsible Parties: Subject team members Present and assess trials of online resources to remain abreast of research offerings, follow-up on consortia opportunities, and investigate faculty/student/colleague suggestions to maintain list of desired new resources. Action step: Trial, promote, and evaluate new digital collections or older collections not previously assessed to support information discovery, teaching, and research. Within budget limitations, meet learning and research needs of constituents and prepare for funding opportunities. Timeframe: Ongoing. Assessment: Analyze usage statistics to ensure sustained high use. Responsible Parties: Collection Development librarians and Electronic Resources Committee As part of the renovation process to re-envision the New Auraria Library, contribute to the creation and implementation of a combined service desk as part of the Library s main street theme. Design and construct integrated service desk a co-located and design and implement staff training. Timeframe: Dependent on planning and construction for the renovation. Assessment: Design and implement user assessments to ensure continuous improvements. Responsible Parties: ERI Associate Director, IDS Head, ERI staff. 2. RESOURCE DISCOVERY AND DELIVERY Continuously assess and improve information resource access, discovery, and delivery for (student) communities of learners and (faculty) communities of practice with the aim of supporting curricular outcomes, encouraging critical thinking, stimulating curiosity, and enlivening imagination. Toward this 6

7 end, energetically promote digital and physical resource usage, including unique local collections, through an exemplary 21 st century library organization well aligned with three institutions learning, teaching, and research aspirations. 2.1 License, implement, and carefully maintain a superior library discovery product that effectively connects students and faculty with relevant physical and online library resources. Evaluate and improve interface through regular analysis of student and faculty experience. Timeframe: Ongoing. Responsible Parties: Vendor, Library Information Technology Department, Technical Services. 2.2 Promote library collections and licensed databases by effectively exposing them in all relevant library search engines and through appropriate social media. Embed Summon's simple search box wherever practical throughout the library's web presence, to minimize clicks. Continue to expand the library's presence on social media, including Twitter and Facebook. Monitor internet for other new and appropriate social media services. Timeframe: Promotion: ongoing. Responsible Parties: Communications Committee, Online Interface Group. 2.3 Monitor the library information technology industry for new, innovative search products that aid in the discovery and delivery of scholarly resources. Study and test new technologies when they become available to assess their benefit to the library's users. Assign responsibilities for monitoring and reporting on marketplace developments. Responsible parties: Technical Services, Library IT, ad hoc committees. Timeframe: Ongoing Continue participation in cooperative resource sharing programs that complement the library's physical collections and make more resources available to its users. Retain membership in Prospector, Rapid, and OCLC's Illiad resource sharing services. Timeframe: Ongoing Responsible Parties: Ask Us! staff, Technical Services. 3. INFORMED LEARNING/INSTRUCTIONAL DESIGN Strengthen campus partnerships to seamlessly integrate information resources and information capabilities into the curriculum, ensuring that students are prepared for a lifetime of learning. Expand the role of library faculty in the campus teaching and learning processes through the pursuit of blended librarianship -, in which an academic librarian combines the traditional skill set of librarianship with the information technologist's hardware/software skills and the instructional or educational designer's abilities to apply technology appropriately in the teaching-learning process. 7

8 3.1 Connect Information, Research, Curriculum, and Learning (CIRCLe) by collaborating with faculty, staff, programs, and departments to integrate information resources, research processes, and informed learning into the curriculum and into student learning. Seek opportunities to market and implement the CIRCLe initiative. Map discipline-specific information literacy standards into initiatives. Define and address library education needs for the campus community. Investigate further collaborations with the First Year programs on campus. Collaborate with the UCD Office of International Affairs on initiatives. Assessment: Documentation of collaborations and outcomes Responsible Parties: Subject Teams, Instruction Project Lead 3.2 Create a robust online learning environment that is well aligned with the needs of the campus and empowers students, faculty and staff to discover the most appropriate information resources, to use information to learn, and to progress in the research process independently and at their convenience. Develop a plan for embedding research strategies and resources into tri-institutional online learning environments. Harvest, adapt, and create asynchronous digital learning objects and tools to produce an effective Informed Learning Toolkit. Develop strategy and workflow for designing, creating, and delivering digital learning materials through a digital institutional repository and learning management systems. Continue to develop effective interactive library assignments, assessment tools, and research and course guides in collaboration with the Instructional Designer and teaching faculty. Investigate and develop training opportunities for improving librarians teaching skills in the online learning environment. Assessment: Further develop draft into organically evolving plan. Improve, market, and assess Toolkit. Expand content of Library Assignment Portal and further its adoption by teaching faculty. Provide opportunities to improve teaching skills and assess teaching effectiveness improvements. Responsible Parties: Instructional Designer, Instruction Project Lead, ERI Associate Director, Library IT, Members of Subject Teams 3.3 Market our evolving Comprehensive Informed Learning Plan (CILP), - a public description of our mission, philosophy, and goals to influence student learning. Develop Instructional Design approach for inclusion in the CILP. Move from draft version of the Comprehensive IL Plan to vetted version. Market vetted version (post on webpage, discuss with faculty, etc). Assessment: An updated, informative Comprehensive Informed Learning Plan which is 8

9 marketed on campus. Responsible Parties: Members of Subject Teams, Instruction Project Lead 3.4 Create additional phases of Informed Learning Blueprint, our working document with specific actions and partners outlined. Identify and work with interested campus faculty and staff to create Phase 2 and beyond. Outline and develop an IL plan with a goal of introducing at least 1 new programmatic approach each year beginning in Articulate Instructional Design approach in the Blueprint. Assessment: An updated Phase 2 of the IL Blueprint which provides sound direction to our work and involves campus faculty in its creation. Responsible Parties: Members of Subject Teams, Instruction Project Lead, Instructional Designer 3.5 Provide instruction on information access, retrieval, and evaluation that is both skills based, promotes synthesis in support of student learning, and advances the research/teaching missions of the 3 institutions through the concepts of Informed Learning. Provide research consultations for students and faculty in a variety of ways, including appointments, phone, IM, , texting, and at the Research Help desk. Conduct classes in research methodology and technology skills in coordination with teaching faculty i.e., co-teaching. Reach a goal of impacting 95% of classes through strong faculty/librarian collaboration on a research assignment. Assessment: Annual program evaluation and assessment. Responsible Parties: Members of Subject Teams, Instruction Project Lead, Instructional Designer 3.6 Conduct faculty/staff library training and development sessions in cooperation with centers of faculty development at the 3 institutions and other campus colleagues. Continue to develop and offer Connections: Faculty Seminar Series on various topics. Investigate and plan for online Connections series. Survey the faculty to determine programming needs and delivery preferences. Assessment: Documentation of and feedback about Connections sessions. Responsible Parties: Subject Teams, Instructional Designer, ERI Associate Director 4. LEARNING PLACES AND SPACE/PHYSICAL AND VIRTUAL ENVIRONMENTS Collaboratively (re)design library facility space to reflect multiple student discovery and learning needs, including quiet study areas, technology-enabled productivity, and collaborative group work. 9

10 Concurrently, develop a virtual learning environment providing seamless access to information sources and productivity tools through merging of content, technology, and services. 4.1: Collaboratively design first floor learning spaces with users and architects. Action: Continue to invite student projects focused on library and report on outcomes to library staff, campus community, and architectural firms Goal: Continue to increase available technology, including technology check out services, and to refine service delivery model, based on user feedback. Action: Assign employee(s) to plan for and assess student needs for technology based on technology trends and user requests. Annually use portion of IT refresh budget, supplemented by grant funding, for this purpose and train student workers to maintain the equipment. Time frame: Ongoing Assessment: Usage statistics Responsibility: Library IT 4.2: Improve food and beverage offerings in the Library Action: Work with AHEC and café vendor to fully implement student survey recommendations. Conduct regular user satisfaction surveys to improve menu and environment. Time Frame: Ongoing Assessment: Café expansion completed and improved menu implemented, with regular user surveys to improve menu and facilities Responsible Parties: Associate Director of Education, Research, and Instruction Services; Associate Director of Technology Strategies and Learning Spaces; and Associate Director of Administrative Services 4.3: Add group study areas/rooms, upgrade existing group study areas with white boards, furniture and technology. Action: Build study rooms enabled by technology and collaboration, as funds permit. Time Frame: 1.5 years Assessment: Collect and analyzeusage statistics and user satisfaction studies. Responsible Parties: Associate Director of Technology Strategies and Learning Spaces and Associate Director of Education, Research, and Instruction 4.4: Create a portfolio of technology projects which balances maintenance and innovation for the purpose of furthering academic endeavors of present and potential users. Action: Implement discovery tool innovations for multiple types of files to integrate with our III Integrated Library System, including but not limited to Mobile Devices Task Group report Action: Apply digital collection and preservation policies in Digital Collections Plan to curate unique materials of relevance to Auraria Campus populations. Assessment: Collection quality and usage statistics. Responsible Parties: Library IT 4.5: Maintain and improve existing technology resources and systems. Actions: Upgrade hardware and update software and provide helpdesk support. Develop webbased work flows for library departments. Continually work to improve wifi services. 10

11 Assessment: Employee and user satisfaction with hardware/software maintenance. Responsibility: Library IT. 5. LEARNING ORANIZATION Prepare employees to acquire new knowledge, use emerging technologies, critically evaluate information, make evidence-based decisions, and communicate insights successfully. Recruit, develop, and retain highly qualified employees to sustain a responsive, flexible, and effective organization. Align human and fiscal resources with strategic plan goals through continuous assessment, shared leadership, staff development, and succession planning that creates a robust organizational knowledge base and enables easy transition into and out of the organization. 5.1: Enable participatory Shared Leadership Team (SLT) to foster empowered and informed employees who actively co-create library services and learning resources at every level of the organization. Action step: The SLT will have ongoing responsibility for ensuring alignment of organization with vision of strategic plan. Toward that end, they will collect and consider evidence and conduct dialogue on how best to achieve these goals. SLT will also ensure that all members of the organization are informed regarding planning, empowered to make decisions at the lowest possible level, and have avenues to participate in the organizational dialogue. Timeframe: Continuous, with annual reporting in the form of a Strategic Plan which is aligned with the three institutions we serve. Assessment: Ongoing discussion with senior tri-institutional leadership about their organizational priorities to ensure that our strategic plan is in line with our three institutions; ongoing in house conversation to ensure that our Mission, Vision and Values and strategic plan are known by every member of the Library and all employees are active in the creation and fulfillment of the above. Responsible Parties: Shared Leadership Team, which includes core and rotating membership. 5.2: Collaboratively design technology enabled organizational communication, decision making, and planning systems, including easy and reliable access to committee outcomes, scheduling calendars, training materials, and other organizational documents. Action step: Assessment of our current technology applications usage to facilitate communication across the organization; plan for inclusive, concise and streamlined communication processes within the organization; ongoing analysis of software and technologies. Timeframe: Ongoing assessment Assessment: Employees are capable of using technology to attain and share meaningful information and streamline communication processes. Responsible Parties: Organizational Knowledge Management Task force; vetted through SLT. 5.3: Develop multi-year human resources development plan, including staff training and professional development necessary for achieving strategic organizational priorities. 11

12 Action step: Develop training and professional development plan to ensure success of current and future human resources. Basic competencies should be established for all employees and then specific to certain positions. Ongoing training and assessment should be included in plan. Timeframe: Competencies and draft plan should be completed by end of year one of strategic plan. Implementation of training prioritized based on need and fiscal resources. Assessment should be ongoing. Assessment: Employees have essential training to fulfill their goals. Organization is able to offer training above basic levels/needs, whether in house or outsourced. Responsible Parties: Associate Director of Administrative Services will coordinate the assessment and creation of competencies and plan, with involvement at all levels of the organization. 5.4: Develop an evidence based decision making culture where data and analysis inform dialogue, reflection and action with aim of continuous improvement. Action step: Use surveys, performance plans or other appropriate assessment in order to align skills, training, and goals and ensure that services, expertise and priorities are appropriate. Timeframe: Ongoing and especially relevant throughout the performance management cycle. Assessment: The structure of the organization, services and staffing are all optimized and clear in our strategic and performance plans so that organizational goals continuously inform our daily activities. Responsible Parties: Associate Directors and all employees 6. ORGANIZATIONAL ADVANCEMENT Increase the visibility of the library, build communities of support, and establish a strong financial foundation for future growth through grant development and philanthropic activities. Concurrently, enhance effectiveness of budget advocacy to increase annual base and special project funding from the three schools. 6.1 Fully implement the Auraria Library communications plan which ensures consistent images and messages in all organizational promotional and marketing collaterals and all web environments. Action step: Create universal brochure and collateral inserts, PowerPoint template, branded stationery, and business cards for workplace usage and capital campaign. Action step: Develop and implement 1 and 2 minute core communication messages as well as 5 and 10 minute core communication messages in print and online content, including capital campaign materials and grant/individual solicitations. Responsible Parties: University Librarian/Library Director, Head of Community Relations, Communications Committee 6.2 Increase contributions through capital campaign efforts, including case statement development, capital improvement collaterals, and effective moves management strategies. Accomplishments/evaluations: Grant awards and gift donations from individuals, corporations, and local, state, and federal funders enable completion of Library renovation project. 12

13 Action step: Establish close working relationships with tri-institutional Foundations, strengthen Library Development Board capacity, continue grant proposal submissions to targeted private foundations and government agencies Timeline: ongoing Assessment: Prospects identified and successful solicitations measured in dollars earned Responsible Parties: University Librarian/Library Director, Head of Community Relations, with support of Associate Directors and selected other library staff 7. SCHOLARLY COMMUNIATIONS Advance implementation of Auraria instance of the CSU/CU Digital Repository and further discussions on the role of open access (OA) in scholarly communication on campus. 7.1 Populate Auraria instance of the CSU-CU Digital Repository. Action step: Identify and test various formats for inclusion and workflows for ingest; implement pilot projects, per Digital Communications Plan Auraria Library; implement ETD (electronic thesis and dissertation) submission process Time frame: ongoing Responsible Parties: Scholarly Communication Librarian, Subject Teams, Digital Planning Group, other appropriate individuals and groups Evaluation: Content is ingested and accessible, per ingest and usage statistics 7.2 Advance campus open access (OA) discussions Action step: Identify early adopters and faculty champions; hold campus wide forums on open access (OA); work with subject teams on outreach to faculty; work with faculty development officers at UCD and MSCD to identify faculty involved in OA initiatives and create approaches to reach additional faculty members; work with UCD Faculty Senate to pass resolution supporting OA publishing Timeframe: Ongoing Responsible Parties: Scholarly Communication Librarian, Subject Teams, other appropriate groups and individuals Evaluation: Faculty with interest or experience in OA are identified; core group of faculty is formed from this group and works with Scholarly Communication Librarian on writing and approving a resolution supporting OA publishing 13