ࡱ> `saM |bjbj== "WWx-l```8 4)2m)o)o)o)o)o)o)$ + @-)))m)m)>'m) @]R\ `I(m))0)](..m) hMiddle States Self-Study Report for Reaccredidation-September 1995 PRIORITY: 1 Libraries and Information Technology: Update on Recommendations Since the 1995 submittal of the IUP Self-Study Report, significant changes have impacted our response to the findings of the IUP Self-Study and the visiting Middle States Team. In summary, these changes impact four critical areas. Enrollment and Fiscal Constraints Higher education institutions in Western Pennsylvania have confronted an unfavorable demographic situation and a struggling economy. The number of high school graduates is stagnant or declining in many areas. As a result, institutions in the western part of the state are struggling with increased fiscal constraints and a significant need for enrollment enhancement efforts. While these have limited the resources available for enhancements in libraries and information technology, they have not stopped our progress. In fact, they have forced us to be far more creative in our responses and, given our need to attract students, enabled us to move even faster but in different ways than originally anticipated. We have been able to implement sophisticated and highly cost-effective approaches to meet the library and information technology needs of the university. Changing Needs Since the last self study of the university in 1995, technology has undergone drastic changes. In technology, a generation is now measured in months rather than years (typically 18 months long). The degree of change that has occurred is thus equivalent to what one might expect in three quarters of a century. During this period, there are three technology changes that fundamentally altered our response to the original recommendations. The first is the emergence of the World Wide Web. In 1995, the Web was still in its infancy. Today it has become pervasive. It has provided new opportunities and new challenges. Second, technology is no longer an addendum to the university curriculum but has become an integral part of virtually all programs. If we look back five to ten years, technology was seen primarily as a tool of the technology areas, business and the sciences. Today, all areas, including the fine arts, the humanities and the social sciences are heavily involved with the use of technology. More important, basic technology skills have become as pervasive as reading and writing to the curriculum. These place new demands on the system. Third, perhaps most important is the fundamental change that has occurred between academic and administrative computing in higher education. Historically, administrative computing was the driving force in university technology. Mainframe computers, necessary for transactional processing, dominated the university IT environment. Other uses were secondary. Academic programs were structured around the capabilities needed to run the administrative operations. They were an addendum in the computing environment. Today, however, this mix has been reversed. Administrative computing now tends to be a small portion of the universitys technology. Instead, the explosion in academic computing needs and the great diversity of needs is now the driving force. Coupled with this is the need for a major infrastructure encompassing email, the web and networking. Many of the strategies that were seen as viable only four to five years ago are now obsolete. Changes in Computing and Information Technology In addition to the changes in the needs and environment of higher education technology, there are fundamental changes that have occurred in the computing world itself. One of the most important is the end of the era of mainframe dominance. With the growth of distributed computing, large centrally-controlled machines become less and less important. As a result, there is now a greater ability to respond to a diverse university computing environment. Second, technology has become more adept at managing itself. Automation tools enable smaller staffs to maintain far more complex infrastructures. In addition, the growing reliance on standards has enabled universities to target the diversity of its computing to where it is truly needed -- in its academic programs rather than its administrative systems. IUP has made extensive use of automation technologies and established rigorous standards in its administrative computing environment. As a result of these, we have been able to focus our limited resources to support the rapidly emerging academic computing technologies. As the form of information and library resources has begun to shift increasingly toward the digital or digitized and the Internet as a resource has become increasingly popular, the need for information literacy has become more apparent to librarians and classroom faculty. Equally important, information literacy is central to the aims of higher education in providing a framework for learning how to learn and basis for lifelong learning. It can be structured to match new pedagogical approaches that emphasize student-centered and active learning. Information literacy calls for the student to understand when information is needed and to be able to locate, access, evaluate, and apply information to this need. At IUP, a campus think tank discussion last year has been following by the recent appointment of faculty to an ad hoc committee to explore the means to address it. IUP Self-Study Findings Staffing patterns will be analyzed, with the assistance of outside consulting, to determine the necessary personnel complement adequate for the effective functioning of LIBIT. Redeployment and hiring of staff will occur as rapidly as financial constraints and internal reallocations permit over the next five years, with significant progress to be made within the next three years. Beginning in 1996, several turnovers occurred in key leadership positions in the Library and Information Technology. With a new Associate Provost and an Interim Library Director, a comprehensive review of strategies and approaches was conducted (see #2 below). These self-studies were done in the Fall of 1996 and shaped a new direction for LIB IT. For IUP Libraries, the position of Director was upgraded to Dean, reports to the Provost and sits on the Council of Deans. An Associate Dean position has been created along with a new Director to oversee Media Services and the Instructional Design Center (created in 1997). These positions have been created from existing positions. Temporary special staff has been provided to assist with the conversion from the Dewey Decimal System to the Library of Congress. There is an ongoing assessment of needs and reassignment of staff to better meet work requirements. The conversion to the Library of Congress classification will also create some shifts. As part of the Librarys planning document, Strategies for a New Millennium, there is a continuing commitment to deal with staffing matters. An external consultant was engaged to assist the librarians and staff with planning. As outlined below, Information Technology has been completely restructured. The Technology Services Center focuses on administrative and infrastructure needs. It includes a Help Desk for administrative users and a Research and Development group to start and implement new technologies. A single director now heads the new organization and reports directly to the Vice Provost for Administration and Technology. The Administrative Computing oversight Committee and Technology Utilities Committee help provide direction and priority for the TSCs activities. Academic Computing consists of a central unit (Academic Technology Services) to deal with common needs such as a student help desk, university public labs, and branch campuses. The ATS Director also reports to the Vice Provost. New positions were created and existing ones moved from the TSC to strengthen the academic core. At the college level, two new positions were created so each college and the Library would have a full-time technology manager. For the colleges with the most advanced IT programs (Business and Education), those roles are filled by Assistant Deans. Most colleges have additional staff to assist the technology manager. In the case of Computer Science, a full-time specialist is assigned to the department and reports to the technology manager for the College of Natural Sciences and Mathematics. External consultant(s) will be used as necessary to assist with the reorganization and integration of library and ISCC staff and resources; the revision of the governance and advisory structures for LIBIT priorities and resource allocations; and the development of a mission statement and strategic plan, in congruence with the university mission and strategic plan, along with the geographic location and managerial structure of information distribution, transmission, and services. (Mark Piwinsky, Rena Fowler, Sam Puleio) Over the past five years, the university has devoted considerable time and effort to studying the organization of the Library and computing operations. New plans have been implemented to make these units responsive to the needs of the institution and more cost effective. As indicated in the introduction to this section, one of the key factors in our evaluation was the tremendous change in technology and its impact on higher education. By 1996, it became clear that integrating our computing operations with the Library was no longer a sound strategy. The technology needs of the Library, while important, were only one dimension of a complex IT infrastructure. In addition, it is increasingly clear that administrative computing and academic computing were becoming two very different entities in terms of the technology needs and operational environment. At the same time, we recognized that there were common infrastructure needs that all areas of the university required. Beginning in Fall 1996, intensive self-studies were done, focusing on technology, and vision plans were established to guide our actions. The implementation of the recommendations from these vision groups is well underway. Almost all have been completed and we are beginning a new round of visioning to look at where the university will be going in the next two to four years. Copies of these vision documents can be found in the appropriate appendices. At the heart of these changes has been a major reorganization in the structure of technology services at the university and the introduction of new leadership with an action and service orientation. The particular changes that have occurred are the following: Library A major change has been the emergence of the Library in providing university-wide support for faculty use of technology and information literacy. The key focus is on how technology can be effectively incorporated into teaching and learning. Through the creation of the Instructional Design Center and its affiliation with the Verizon ADEPTT Center, the Library has become a hub for training and support for faculty. The Library plays a unique role in this effort. Since it is not tied to a single college, it is able to provide cross-fertilization and address commonalities. More specialized, discipline-specific training is handled by the technology staffs in each college. In addition, the Library has played the lead role in the introduction of web-based distance education. One of its many accomplishments is encouraging the use of web-based products to enhance the learning process for students in on-campus courses. The extent of its success is evident as some 20 percent of our faculty use Web CT as an integral part of their courses (over 300 sections). In addition, IUP has been designated as one of only 40 Web CT certified training institutions in the nation. Technology Services Center -- In its reorganization of IT, the university recognized it must address both the infrastructure and administrative computing needs. For the most part, all areas of the university make use of these resources. Consequently, they are provided centrally. The infrastructure includes the campus fiber optic backbone, access to the Internet, telephone services, email, web storage and common storage directories. These are overseen by the Technology Utilities Committee, a group comprised of faculty, senior administrators and technical staff. The administrative computing dimension handles the transactional processing systems (SCT-Banner 2000) and the PC-LAN Network that supports administrative offices. This group is overseen by the Administrative Computing Oversight Committee, a group that includes designated representatives of each of the Vice Presidents and the Council of Deans. Academic Computing -- To meet the general needs of all students, Academic Technology Services was created in 1998. ATS is responsible for the public central labs maintained by the university and the Student and Faculty Help Desk. To address the specialized needs of individual disciplines, each college and the Library have their own technology staff. Previously, these individuals had reported to the ISCC, a central organization that was replaced by the TSC. This new arrangement allows the colleges and Library to have their own staff on hand while still able to draw support from a central group. At the college level, academic computing is overseen by college technology committees comprised of faculty and support staff. In addition, the Academic Computing Policy Advisory Committee, comprised of faculty, deans and administrators, provides a university-wide forum to establish priorities and set general directions. To coordinate implementation, the college technology managers and ATS meet on a regular basis. The Academic Operations Group is responsible for the ongoing support and upgrades of the central computing labs. Through alterations in the heating, air conditioning, and ventilation systems, the University will regulate temperature and humidity in Stapleton and Stabley buildings to protect and maintain print and celluloid collections. Cooling towers in both Stapleton and Stabley Libraries were replaced in ??. The Stabley cooling tower was replaced in 1999 but I dont know of any work on Stapleton since Ive been here-RF. In addition, heating and cooling systems were upgraded by adding direct digital controls to existing university-wide systems. Improvement of environmental climate was addressed in the Library plan in 1999. Since then, a library committee carried out a survey of users with the assistance of the Applied Research Lab. The results of the survey confirmed the discomfort of building occupants and this was transmitted to Administration and Finance. Maintenance staff members are now examining the HVAC system in Stapleton and have begun to take corrective measures. Engineering consultants from Penn State will be asked to provide advice regarding any continuing problems or systems re-design, if that seems necessary. Long term, the life-cycle renovation of the Stabley and Stapleton facilities will provide state-of-the-art facilities. 1) The University will seek release of $6 million from the state to renovate the Stabley wing of Stapleton Library. 2) The University will seek release of $27 million from the state for phase II of Stapleton Library. Consistent with the needs identified in IUP Finding #3, the university has obtained funding for the major renovation of Stabley. The project is scheduled to begin design in July 2002, with completion of the design phase by March 2003. Construction is to begin Fall 2003 and completed in September of 2004. In addition, the university has requested Phase 2 funding of $27 million for the Stapleton Library portion. This project was included in our most recent Capital Plan submitted in January of 2000 and updated in August 2000. However, the state has not yet taken action on this particular request. The University Archives will be relocated to a permanent storage facility outside Stapleton Library. The university has been working with the Library to identify permanent storage facilities for the archives. Materials have been provided space in our Robertshaw facility on the south campus. This is primarily an office and storage area that is suited to the needs of archival-type storage. In addition, some space will be provided in Gordon Hall for long-term archive use. The ideal solution to the university archive situation will occur with the Stapleton Phase 2 renovation, included in our capital plan but not yet approved by the State for funding. In the interim, we will continue to make use of appropriate facilities on campus to meet archival needs. While not ideal, we feel that a storage-oriented approach is an acceptable compromise given the financial constraints the institution faces. The University will replace air-conditioning and humidifying equipment in the ISCC machine room. The universitys central computing machine room (in Stright Hall) has been significantly upgraded and enhanced. The existing air conditioning and humidification systems have been replaced and new flooring installed. The building roof has been replaced to maintain a watertight structure and, as part of the project, a new cooling tower was installed to support the enhanced air conditioning systems. In addition, a major electrical upgrade of the machine room and related support areas was conducted. A standby generator was installed that allows the machine room to operate solely on its own power for an extended period of time. These enhancements were completed in 1999. The generator system has been extremely effective. With the implementation of our new Banner administrative computing system, it was necessary to do a version upgrade at a time when electrical power to Stright would be disrupted by related renovation work in that area of campus. For the entire period of the upgrade, the machine room was able to function on its standby generator and complete the version upgrade and data migration necessary with no problems. As part of the strategic planning process, the University will develop a budget plan for replacing and upgrading microcomputer hardware and software. Through its new committee structures, the university has addressed the issue of the replacement and upgrading of microcomputer hardware and software. While addressed independently by various committees, the net result has been a clear direction that establishes ongoing support. In the administrative area, the Administrative Computing Oversight Committee has charged all administrative divisions to establish appropriate upgrade schedules for their staff PCs to maintain currency with the requirements of our administrative systems and campus-wide network. In the academic area, the Academic Computing Policy Advisory Committee (ACPAC) has developed a three-year replacement schedule for all faculty computers. Colleges are provided funding to upgrade targeted machines each year. A centralized inventory is maintained to assure that all faculty have adequate computing resources. These are funded by a set-aside from the Educational Services Fee. The Administrative Operations Group has established a two- to three-year replacement cycle for the public central computing labs of the university. Hardware and software are replaced on a regular basis with an established funding source from the Educational Services Fee. For college or department computing laboratories, the Deans have received an ongoing allocation from the Educational Services Fee that enables them to work with their technology committees to establish appropriate replacement and upgrade cycles. It is important to note that several factors are supporting this direction. Working with the State System of Higher Education, IUP played a major role in establishing a Microsoft Campus Agreement for the State System of Higher Education. The Campus Agreement allows us to pay a standard annual charge and receive upgrades for Microsoft software for university owned equipment. This has greatly simplified the process and reduced the cost of these upgrades. We are also working with the State System to develop a similar plan that will provide the software to students at an extremely modest cost. Second, as the university has moved to a campus-wide network, we have used the power of the network to facilitate inventory control and software upgrades. Using various back office software, we are able to maintain, support and upgrade these systems at greatly reduced costs and in a far more expeditious manner. The Library will initiate an inventory of the Stapleton book collection and convert the IUP library collection from its Dewey decimal classification system to the Library of Congress. The inventory of the Stapleton book collection was undertaken and 80% of the review has been completed, with records either withdrawn or corrected. In addition, funding has been identified and a plan established for conversion from the Dewey to the Library of Congress classification schedule. This will begin in Summer of 2001 with the intent of completing the bulk of this project in the summer. Continuing inventory and database management will be carried out following the completion of the LC conversion. In addition, we have contracted for automated authority control to be applied to our database and maintained through the purchase of regular vendor updates. This has been incorporated into the LC conversion process. Finally, as part of our agreement to join ACCESS PA, the IUP Libraries will receive over 100,000 records for microform titles that had only been identified in our printed catalog. Thus, the database for Stapleton Library is now and will be much more correct and complete by the close of Summer 2001. By the end of 1995, the benefit of reorganizing administrative computing should be evaluated in order to factor such analysis into reorganization planning. By 1996, it was apparent that the proposed reorganization of Administrative Computing had been inadequate. Two ad hoc groups, one comprised primarily of representatives from the Council of Deans, the other of middle-level mangers and data analysts met to discuss future directions for administrative computing. As a result of these discussions, a vision for administrative computing was developed and finalized in January of 1997. This led to a significant reorganization of Administrative Computing and the creation of the TSC to make it more responsive to the operational and analytical needs of the university. This new organizational structure is reflected in IUP #2 above and presented in the appendices (XXX). The University will integrate the Library and information technology (LIBIT) into a single unit, with the units administrator reporting directly to the Provost and the Library and ISCC reporting to that administrator. As indicated in the preamble to this section, changes in technology and the growing diversity of academic computing led to the need to fundamentally rethink our proposed reorganization. It became apparent that combining the Libraries and Information Technology did not adequately reflect what was emerging in terms of need and would be a hindrance to the effective operation of both areas. Instead, an alternative plan was developed. Responsibilities were realigned between centrally provided components (TSC and ATS) and college-based disciplinary specialists. Given this new arrangement, ATS and the TSC both report to the Vice Provost for Administration and Technology. The position of Library Director was upgraded to that of Dean and reports directly to the Provost. As part of this realignment, the technology support for the Library is divided. Its business operations are supported, as other business operations are, through the Administrative Computing area within the TSC. Specialized needs of the Library, including the Instructional Design Center, are handled through a designated technology manager and staff assigned to the Library. Visiting Middle States Team Findings LIBIT seems to be doing too much for too many with too little. There is, therefore, a need to move from being over-responsive to all requests to a prioritized, limited group of services' response. In developing the vision documents for administrative and university-wide computing, as well as the Library plan, it became clear that we were not aligned to handle the range of responsibilities. This created the impression that we were trying to do too much with too little. These vision documents established a clear prioritization and focus that has allowed the university to make great strides even though it has been unable to significantly increase personnel resources. As indicated above, the Library has been able to concentrate on its operational needs, Information Literacy and to incorporate faculty training in the use of technology and instructional design. To free resources to do this, they rely upon the TSC to support and maintain its business operations systems. The TSC puts its focus on the campus infrastructure and administrative transactional systems. It is now more tightly focused and better able to respond to user needs. Technology managers in each college address the specialized needs of their discipline, while the ATS staff focuses on general student needs and help services. This realignment has let us focus resources on needs and not force each area to try to do everything. The net effect is we are now able to do even more because we are more effective and efficient. To do the above will require internal re-allocation of staff and funds both within LIBIT and throughout the campus. Significant realignment of resources has occurred as part of our visions for computing and the Library. In the area of IT, each college and the Library now have a full-time college technology manager and most have additional support personnel. These positions were freed by reassigning slots from the former, consolidated ISCC and by moving some positions from the administrative area to the academic side. In turn, the administrative side, by focusing on a highly-structured network for business operations, has been able to control costs while providing a high level of service and implementing a major new transactional processing system (SCT-Banner 2000). Within the Library, existing resources have been shuffled and consolidated to better respond to needs. In addition to elevating the Director of the Library to a Dean, an Associate Dean position has been created and the part-time Director of Media Services has been expanded into a full-time role that oversees the Instructional Design Center as well as the Media Services area. Thus, while we have been unable to significantly increase the number of staff in these areas, we have been able to redirect responsibilities and realign staff to better meet a clear set of priorities. The Strategic Planning Committee must address these needs from an institutional point of view. Strategic Planning identified the importance of technology and quality in our programs. To make these a reality, specific groups developed the vision documents for university computing and administrative computing that allowed us to move forward. A committee structure has been established so that each area is able to obtain ongoing input and feedback from the clients it serves. As a result of these changes, we are able to look at our technology needs from both the strategic and tactical perspective and clearly set future directions. Our success in fulfilling the aggressive vision set out in these two plans demonstrates that we have a clear sense of direction and priorities and are able to allocate our limited financial and personnel resources to make certain these are achieved. The Library should continue to add books and periodicals, while weeding obsolete and arcane materials from the collection. While the card catalog documents holdings only up to 1989, it should be retained until the alternate system is reliably operative. (Rena Fowler) The Library continues its process of removing obsolete materials as part of the Library plan. It continues its acquisition of current books and periodicals but increasing costs are a significant challenge. The Endeavor Voyager System is now fully implemented as part of the Keystone Library Network. KLN links together the fourteen universities in the State System of Higher Education and the State Library to share library resources and catalogs. Through KLN, students have access to a much broader range of materials and experience the benefits of an online multi-university catalog and expanded electronic reference materials. Given the existence of doctoral programs, LIBIT will need to improve access to journals and monograph materials. (Rena Fowler) The university has attempted to increase the number of journals and monographs to support graduate education. However, rapidly rising costs in these areas make it extremely difficult for any institution to keep up. We continue to expand the use of electronic journals as cost-effective alternatives. Currently, we have some 10,000 electronic journals available. Ways must be found to facilitate inter-library loan in timely and inexpensive fashion for both faculty and students. As other recommendations state, this is particularly urgent in the graduate area. Interlibrary loan now delivers material within two weeks, and often articles are here within a couple of days through the use of electronic delivery systems. We have added the use of commercial document delivery firms, as well. The speed of delivery is a considerable improvement over the past. Nearly all costs are absorbed by the IUP Libraries. There is also user-initiated direct borrowing through our web page for books held by the major academic libraries in the state, based upon our membership in a consortium (PALCI). Delivery of these books is within three to five days and is without cost to the requestor. A special reciprocal borrowing agreement continues with the University of Pittsburgh Library, permitting IUPs students to go directly there to check out resources. Again, this is free to the student or faculty member and the IUP Libraries absorb the cost. As a library within the State System, we have shared online catalog (Keystone Library Network) with reciprocal borrowing among the 14 members. Simultaneous searching of the other library catalogs in the SSHE is possible and we are implementing a direct borrowing system similar to PALCI program. 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