LibGuides: About the Library: Library Strategic Plan

Library Mission

Library Vision Statement

The Walla Walla Community College Libraries serve as a center for learning and engagement. Through access to curated and responsive resources and services, our collaborative cross-campus relationships, and outreach activities, the Libraries foster a culture of inquiry and care that seeks to promote scholarship, a sense of efficacy and belonging, creative and critical thinking, cultural awareness, and community. Remaining current in our professional practice and committed to our student centered values, we make evidence based, inclusive decisions that enhance our campus community’s opportunity for intellectual discovery and lifelong learning via responsible resource stewardship and exceptional service that connects people with knowledge.
~Students First, Lifelong Learning for All~

Library Strategic Plan-Current

Walla Walla Community College

Equity Action Plan Template

Name of Unit	Library
Manager Responsible for Implementation			Jacquelyn Ray
College Objective(s) Being Addressed (identify objective number(s), e.g., “2.3”			Goal 1, Obj, 1

NOTE: The section below includes three actions for each step. Include as many actions as needed to address the objective(s) listed above. You may, for example, only have one action for each step, and you can add additional rows of action as needed.

Step 1: Define what you want to learn or accomplish The Library will increase its direct instructional offerings and instructional support across multiple modalities (in-person, remote learners, synchronous and asynchronous).
Action planned to address this step		This is a comprehensive action that requires a multi-pronged approach. Hiring and training as needed two new faculty Librarians. Assigned liaison roles to foster content expertise and normalize departmental collaboration. Develop, implement, market, and engage faculty with appropriate tools and resources for their courses that can be used across modalities. Engage in precise definition of IL outcomes, proficiency criteria, and assessable benchmarks across learning levels and disciplines. Engage as a department and with faculty to embed scaffolded IL outcomes across the curriculum to identify where this is taking place and at what level to identify appropriate student learning and existing gaps. Targeted departments for initial collaboration to include Business, Nursing, and English 102.
What evidence will you have of success when this action is completed?		Faculty hired, liaison roles determined, training needs identified and professional development plan established. LibGuides for each discipline will be designed, developed, and delivered. To include appropriate resources Online Tutorials for each Resource Online Tutorials for each Information Literacy Skill IL Outcomes defined according to ACRL, peer, and accreditation standards. Rubrics for IL established, with general and as needed subject/disciplinary focus to include sample deliverables that express a particular habit of mind, skill, and resource proficiency. Liaisons will work with corresponding department to identify and map existing IL learning, address strengths and gaps in existing practices, and identify at least one deliverable that can be assessed on its position within the scaffolding and student success with chosen deliverable.
Date when action will be completed		Faculty hiring to be completed March 1 Faculty liaisons assigned by September 30^th 2022 Faculty professional development plans to be established by October 30^th 2022 Existing LibGuides will be updated and maintained. Newly established LibGuides and accompanying learning objects will be in final draft form by December 2022. IL Outcomes/Proficiency Criteria/Rubrics will be in final draft from by June 2022. Initial departmental meetings will take place in Fall 2022 Mapping and determining deliverables will be completed by March 2022. Selected intervention and assessments on deliverables will take place Spring 2022

Step 2: Identify where you aren’t succeeding The goals above address areas where the library needs to improve. Goals 1 and 2 are concrete and barriers are not anticipated. For goals 3 and 4, while possible, this is not intended as a “forecast” to where we might “not” succeed, it wouldn’t be surprising to find barriers in bringing a complex group of thinkers, with different levels of experience, expression of desired goals, and who are timebound. Examining where we are not succeeding will be part of our formative assessment of the process.
Action planned to address this step		Goals 3 and 4 will be designed with a focus and structure, an inquiry based approach, and consistency as “pre-actions” to address this step. Other strategies will be attempted in problems emerge.
What evidence will you have of success when this action is completed?		The proposed work will be completed.
Date when action will be completed		June 2022


Step 3: Look to see if there are groups of people who aren’t being successful
Action planned to address this step		Our assessment process will involve IR to see if there are patterns of student demographics, students enrolled in particular courses and/or if the type of IL intervention impacts their success.
What evidence will you have of success when this action is completed?		The data will be collected and analyzed. Changes based on findings and as needed will also be proposed.
Date when action will be completed		January-April 2023


Step 4: Discover the experiences of those people who aren’t succeeding
Action planned to address this step		This will be collected in the quantitative data of student success metrics-gpa, persistence, and success in future course work (trackable in Nursing and BAS). It would be interesting if this could be correlated with other student survey data such as CCSSE and The RealCollege survey.
What evidence will you have of success when this action is completed?		Data will be collected and analyzed.
Date when action will be completed		January-April 2023


Step 5: Create solutions to the barriers
Action planned to address this step		The action will have to be based on our findings but historically, the library is a “dependent” department. Anotherwords participation in student success is “granted” by faculty and deans rather than a recognized and normalized offering that part of the student experience and success. Until requirements and accountability are changed, I do not see this barrier being overcome.
What evidence will you have of success when this action is completed?
Date when action will be completed

Step 6: Measure your success and look at what’s next
Action planned to address this step		Review and Analyze data; evolve praxis as needed.
What evidence will you have of success when this action is completed?		Meaningful analysis of the data will have taken place and as needed, areas of improvement will be identified and implemented.
Date when action will be completed		September 2023.

Name of Unit	Library
Manager Responsible for Implementation			Jacquelyn Ray
College Objective(s) Being Addressed (identify objective number(s), e.g., “2.3”			Goal 1, Obj, 1,2 and Goal 2, Obj. 1, Goal 3, Obj 1
Step 1: Define what you want to learn or accomplish The Library will actively engage, support, and monitor campus OER efforts.
Action planned to address this step		This is a multi-pronged effort: Library will lead gathering “benchmark” data on courses currently using OER and share with relevant departments-such as advising, registrar, etc. The Library will investigate lower cost printing and selling options for students who would like to purchase printed material. Library will create OER workshops at different levels with intentional emphasis on high enrollment courses or courses where materials are costly and have well-vetted OER equivalents. Library will run comparison assessments on courses using OER and not using OER Library will work with marketing and outreach to incorporate the textbook “no and low-cost” option for students.
What evidence will you have of success when this action is completed?		Data will have been gathered with listing of courses Options for working with vendors will be completed and assessed Workshops will be delivered Assessments will be completed If possible, this cost-saving option is advertised to students.
Date when action will be completed		This will have to be completed quarterly, example annual schedule depending on faculty hire. Goal: completed by May 2022 Contingent on Faculty Hire Goal: June 2022

Step 2: Identify where you aren’t succeeding The Library has engaged in outreach efforts, workshops, e-mail requests for information, and individual and departmental meetings, however, the existing barriers have been lack of basic responsiveness from faculty and staff.
Action planned to address this step	Engage deans and upper administrators and other personnel as necessary to require a response from OER requests.
What evidence will you have of success when this action is completed?	Faculty and staff will respond in a timely manner with information needed.
Date when action will be completed	The collection of this information will be mandatory with our migration to CTCLink.

Name of Unit	Library
Manager Responsible for Implementation		Jacquelyn Ray
College Objective(s) Being Addressed (identify objective number(s), e.g., “2.3”		Goal 1, Obj, 1. Goal 2, Obj 3

Step 1: Define what you want to learn or accomplish Library Professional Engagement/Professional Development
Action planned to address this step	Library Faculty and Staff will engage in Professional Engagement across campus and advance the scope of their knowledge in at least one key area of Library practice. In partnership with the Library Director, Library Faculty will engage in a professional development plan in accordance with tenure standards and areas of growth identified. In partnership with the Library Director, Library Staff will identify and engage in Professional Development in support of areas broadly identified as: Outreach (community engagement such as working more with local agencies and learning Spanish) Technical proficiency. Including library specific software and tools such as OCLC for cataloging, LibGuides, Ebsco’s Discovery Layer Koha, and MS Office Suite products such as Teams and Excel. Work/Life Balance and Mental Health were also listed as a priority.
What evidence will you have of success when this action is completed?	Library Faculty Development Plans will be created. Library Staff will engage in assigned trainings, share their learning with all Library Staff and Faculty in verbal and as appropriate written documentation, and demonstrate proficiency by comprehension and application of appropriate library systems.
Date when action will be completed	Library Faculty Development plans will be finalized within 90 days of hire, Library Staff will engage in their own learning process, share what they are learning in formal and informal seeings, and demonstrate greater proficiency by September 2022.

Step 2: Identify where you aren’t succeeding *Plans expressed in Step 1 address areas of growth.*
Action planned to address this step	This will be emergent. If unsuccessful, the solution maybe greater access to resources and more structured accountability measures.
What evidence will you have of success when this action is completed?
Date when action will be completed

WWCC Annual STEPS Report 2022

College Operations, Instructional & Student Services

Purpose

To provide non-instructional or instructional support programs at the college with an inclusive, equitable and systematic framework to evaluate contributions towards student success within programs, inform meaningful change, identify needs, set priorities, and determine future direction in alignment with the college’s vision, mission, and strategic plan.

Vision

Walla Walla Community College will be the catalyst that transforms our students’ lives and the communities we serve.

Mission

Walla Walla Community College inspires all students to discover their potential and achieve their goals by providing relevant, equitable, and innovative learning opportunities and services.

Strategic Goals

Provide high-quality pathways for education and training for all students to meet the needs of our communities.
Be a fiscally sustainable organization.
Be welcoming, inclusive, supportive of and responsive to all communities we serve.

Program Information

Program:

(e.g., Financial Aid, Foundation, Security, Business Office, Outreach, etc.)

Access and Opportunity

Department:

(May be the same as above)

Library

Contributing Authors (Name & Title):

Program Supervisor
Program Staff (2 minimum)

Jacquelyn Ray, Library Director

Hector Lujan, Faculty Librarian

Jackson Vance, Clarkston Library Coordinator

Jenny Taylor (Data support), Library Access Services Lead

Student Voice:

Source of student input (e.g., survey, forum, evaluations, etc.)

Student Course Evaluations-written

Student Usage trends

Student Feedback-verbal

Background Information

Provide a summary of relevant background program information that may inform the narrative of this report.

Work collaboratively with faculty and/or staff to develop or review and update the background information for the indicated program or service.

Mission Statement

The Libraries at Walla Walla Community College serves our students and faculty as a center for learning, teaching, and access to high quality and relevant information resources.

Vision Statement

As a vital crossroads for student and faculty engagement, the Libraries serve as an advocate for scholarship, cultural awareness, community, and accessibility to information. Remaining current in our professional practice, we make evidence based, inclusive decisions that enhance our community’s opportunity for intellectual discovery and lifelong learning via responsible resource stewardship and exceptional service that connects people with knowledge.

~Students First, Lifelong Learning for All~

Background Information

Academic

Librarians seek to protect the life of the mind and defend knowledge for knowledge’s sake. At the same time, we strive to create effective and efficient operations that are responsive to the needs of our faculty and students. (Oakleaf, 2010, p.11).

Oakleaf, M. (2010). The value of academic libraries: A comprehensive research review and report. Association of College Research Libraries. https://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/val_report.pdf

Mission & Vision

Mission - WWCC is committed to providing relevant, equitable, and innovative learning opportunities and services to the students we serve.

A mission statement is typically a single sentence that describes what the program or service does... meaning ‘it says what you do.’ A well-crafted mission statement should align or reflect the mission of the college.

Considerations when developing a mission statement:

Is the mission statement consistent with that of the institution and with professional standards?
Is the mission appropriate for and inclusive of a diverse student population and references learning and program outcomes?
Does the department/program develop, disseminate, implement, and regularly review its mission and outcomes?
Who benefits from the program or services offered by the department?
What is the role of the program or service with respect to supporting the instructional area? Supporting other areas of the college? Supporting students?
What is the role of the program or service with respect to mission fulfillment?

Vision - Walla Walla Community College will be the catalyst that transforms our students’ lives and the communities we serve.

Work collaboratively with faculty and/or staff to develop or review and update the mission and vision statements for the indicated program or service.

Mission Statement

The Libraries at Walla Walla Community College serves our students and faculty as a center for learning, teaching, and access to high quality and relevant information resources.

Vision Statement

~Students First, Lifelong Learning for All~

GOAL #1—Learners receive instruction and service that is supportive of their academic, personal, or professional goals
Departmental Activity Project Initiative Activity Consider: What? Who? When? Why?	Resource(s) Needed	College Goal/Objective How does this connect to the college’s strategic plan?	Intended Outcome(s) So what or why? How does this add value, meet a requirement, or support a college goal?	Evidence of Success What will be the evidence used to measure or determine accomplishment of the intended outcome?
Year One (AY 2019-2020)
IL Examine current practices, successes, and areas for improvement. Articulate and Develop IL Plan with appropriate scaffolding and outcomes mapped to ACRL and WWCC’s Institutional Outcomes: “CT” and “IL” Identify collaborative partners and courses for assessment GenEd Transfer CTE BAS/AME Online/Hybrid TLC Develop Faculty TLC Workshops; Goal, 2 per term Benchmark	Faculty Interest Group (3 possible goals areas of interest discussed) IL Survey Programming IR contacted/involved as needed Canvas Training 301 Resource Room aka L3	“Students First-Promoting Equity in Success for All Students” “Relevant, Dynamic, and Diverse Curriculum Deliberate Continuous Improvement Based on Evidence	Increased Academic Success Increased Student Persistence Increased awareness among faculty Model for collaborative assessment in this “cross-cutting” skill.	IL Greater participation by faculty evidenced by Library Presence in Syllabi FIG Developed and holding regular meetings TLC Session Attendance Session Feedback (Immediate) Session Feedback (In practice, if applicable) i.e. greater ILL, more faculty feel comfortable with FairUse/Copyright Noticeable Increase in Faculty connection with a Librarian
Year Two (AY 2020-2021)
IL Course Pursue Development of Lib 127 or (227) course (maybe Year 3) IL Programming General BAS Program/IL Developed and Delivered IL Breadth: GenEd Assessed; Three Models One Shots Embedded/Online (with interaction) No Formal Contact TLC Revise Faculty Workshops Target New/Early Faculty	Lib Course: Understanding of Course Approval process Course approved by Curriculum IL Delivery: Faculty partners			Lib Course: Lib Course developed (and delivered?) IL Programming General: Development of both core and adaptable IL tasks that can be adapted for specific discipline needs and available as an e-Toolkit Greater participation by faculty evidenced by revised outcomes in syllabi and assignments Increased online delivery, IL curriculum delivered in 20% of classes. Student success measured by GPA, persistence, survey, and skills mapping TLC Faculty Orientation/Onboarding via LibGuide and Canvas Course
Year Three (AY 2021-2022)
IL Programming IL Depth: Increase IL participation in the Disciplines—Two selected for review Enhance Culture of “Research Across the Curriculum” “Learning Made Visible” (See Programming/Outreach in Depth) Facilitate Campus Activities Visual Communication Institutional Repository
GOAL #2 – Provide Access to Quality Resources and Learning Spaces that Meet the Scholarly Needs of our Campus Community
Departmental Activity	Resource(s) Needed	College Goal/Objective	Intended Outcome(s)	Evidence of Success
Collection Development Policy Level Establish Collection Resource Team Develop Policy Assess vitality and purpose of satellite collections Improve WorkFlow Resources Pursue enhanced Reserves collection Pursue Laptop Program Secure and provide adequate Support of Business Program	Choice Online SGA Funding Laptops Reserves	Relevant, Dynamic, and Diverse Curriculum Deliberate Continuous Improvement Based on Evidence	Clear, purposeful, shareable, policies and workflows that improve the collection and its usage. Purchasing Plan that is responsive to and anticipates curricular needs Investing in Electronic Resources that are current, academically relevant, and accessible to all students on and off campus	Policy/Workflow Policies in Place (completed) Clear work flows and planning Reserves Model Implemented Usage Increased attention to usage statistics in print and online materials—baseline data year. Laptops Establish Policy
Library Virtual and Physical Space Physical Space Assess Usage Type and Timing Virtual Space Acquire, Create, and Promote LibGuides Investigate Canvas/Library LTI	Possible Funding for LibGuides	Appropriate Technology with Robust and Sustainable Infrastructure	Increased usage of library spaces Increased student engagement with student physical and online resources Planning and early initiation phase within existing parameters of move towards “Learning Commons” environment	LibGuide Re-Design (followed by promoting with faculty) Re-allocation of space within existing parameters including current furniture and available staff labor on-site. Increase attendance Increases staff/patron interaction
GOAL #3 — OER
Departmental Activity	Resource(s) Needed	College Goal/Objective	Intended Outcome(s)	Evidence of Success
OER Assessment Benchmark OER Training Identify early/second-wave adopters In-Service Immersion Funding Create Curriculum Acquire OER materials that circulate	OER Steering Committee Funding Model Foundation SGA Innovation Fund External Grants	Relevant, Dynamic, and Diverse Curriculum “Students First-Promoting Equity in Success for All Students”	Greater Access to Course Content Improved library presence and resource point Faculty engagement with resources, pedagogies and assessment Compliance with Legislation	OER Assessment Identify current OER courses Establish Cost-Saving Bench Mark Collect Data Connect with “Early Adopters” Work with IR about efficacy of OER in both student persistence and learning OER Training Additional Comments OER Funding granted from

GOAL #4 — Professional Efficacy/Development and Communication (Library)
Departmental Activity	Resources Needed	College Goal/Objective	Intended Outcome	Evidence of Success
Library Staff Training/Cross Training Service to Campus Community		Supports: Diverse and High Quality Workforce	Increased ability to perform tasks, Improved library presence, High-level service to students and faculty. Increased Service on Campus and Library Representation and contribution.	All Library Staff will serve on at least one committee Active contribution to goals of the committee
GOAL # 5 — Outreach/Programming/Collaborations
Departmental Activity	Resources Needed	College Goal/Objective	Intended Outcome(s)	Evidence of Success
Library Outreach Create Library Speaker Series Create Campus Bookgroup	Funding	Supports: “Students First-Promoting Equity in Success for All Students” “Relevant, Dynamic, and Diverse BMCC Curriculum Deliberate Continuous Improvement Based on Evidence	Marketing Plan, which includes: timeline of displays, coordination with campus events, brochures/flyers, and library specific events that engage Students and Faculty Targeted “touch points” throughout scaled to centers	Increased Library usage by both on campus students and distance students evidenced by circulation and database usage reports. Improved perception of library resources and services based on coll

Program Outcomes

State the program outcomes.

Consider the following when developing, reviewing, or revising program outcomes:

Do the outcomes describe the benefits or changes experienced by individuals or populations after completing a program or activity? Outcomes may relate to a behavior, attitude, skill, knowledge, value, or other attribute.
Do the outcomes describe what an individual or population can do, how they behave, or what their condition is after completing or participating in a program or service?
Are the outcomes measurable?

Work collaboratively with faculty and/or staff to develop or review and update the outcomes for the indicated program.

Program/Pathway Outcomes

Benefits or changes experienced by individuals or populations after completing a program or activity:

The Library Outcomes intend to support our campus community’s access to, understanding of, and use of information. Through engaging with these outcomes, patrons show increased metacognition, self-awareness, strengthened strategies for inquiry, increased ability to understand and resolve their information needs, increased ability to understand complex resources, increased ability to assess the quality of information, critical and creative thinking skills, and a greater sense of empowerment to express new knowledge.

Provide Information Literacy instruction across modalities and in both formal (classroom, research consults) and informal learning environments that support creative, critical thinking, and application of knowledge.

Measurable-This can be measured via mixed methods.

Provide myriad tools and resources that support Information Literacy and/or library engagement that are accessible to users “where they are at” whether it is current skill level or location.

            Measurable-More strongly measured
            qualitatively. Quantitative data notes usage but does not
            directly capture met or unmet needs or success of the
            intervention.

Create and maintain pleasant, safe, and responsive spaces and learning environments that are intentionally designed to meet different usage needs.

Measurable-These are more strongly measured qualitatively. Quantitative data notes usage but does not directly capture met or unmet needs or success of the intervention. However, observable data notes that the Library is often the most highly used location on campus outside of the classroom.

Curate resources that are relevant, timely, and accessible for WWCC’s curricular and personal enrichment needs.

Measurable-Mixed methods.

Promote access and affordability through support of Open Educational Resource work and textbook lending program.

Measurable-Quantitative

Support direct information and knowledge needs from campus stakeholders.

Measurable-Mixed methods.

Host events that offer connection and opportunities for individuals and groups to expand their existing knowledge, promote curiosity and inquiry, and foster a sense of belonging and community.

Measurable-This is more strongly measured qualitatively. Quantitative data notes usage but does not directly capture met or unmet needs or success of the intervention.

What an individual or population can do, how they behave, or what their condition is after completing or participating in a program or service?

Research findings from the Association of College and Research Libraries (ACRL) on assessment and impact research have identified national trends on how academic libraries promote student and college success. (ACRL, 2017)

1. Students benefit from library instruction in their initial coursework. Information literacy instruction provided to students during their initial coursework helps them acquire a common set of competencies for their undergraduate studies

2. Library use increases student success. Several studies point to increased academic success when students use the library. The analysis of multiple data points (e.g., circulation, library instruction session attendance, online database access, study room use, interlibrary loan) shows that students who used the library in some way achieved higher levels of academic success (e.g., GPA, course grades, retention) than students who did not use the library.

3. Collaborative academic programs and services involving the library enhance student learning. Academic library partnerships with other campus units, such as the writing center, academic enrichment, and speech lab, yield positive benefits for students (e.g., higher grades, academic confidence, and retention).

4. Information literacy instruction strengthens general education outcomes. Findings demonstrate diverse ways that information literacy contributes to inquiry-based and problem-solving learning, including effective identification and use of information, critical thinking, ethical reasoning, and civic engagement.

5. Library research consultations boost student learning. One-on-one or small-group reference and research assistance with a librarian enhances academic success, as documented by such factors as student confidence, GPAs, and improved achievement on course assignment

Association of College and Research Libraries. (2017). Academic Library Impact on Student Learning and Success: Findings from Assessment in Action Team Projects. Prepared by Karen Brown with contributions by Kara J. Malenfant. Chicago: Association of College and Research Libraries. https://www.ala.org/acrl/sites/ala.org.acrl/files/content/issues/value/findings_y3.pdf

Program Services & Goals

Work collaboratively with staff within the program or department to review and update program services, goals, and alignment with the departmental or program mission.

WWCC Libraries Values are in line with WWCC Values and promote access and strengthen the success of our campus community through providing innovative learning opportunities, responsive and relevant services to our diverse communities, and creating a sense of belonging through our services, resource stewardship, spaces, and actions.

Services	Services Last Reviewed	Goals	Goals Last Reviewed
Information Literacy Instruction	Spring 2021	Develop, implement, market, and engage faculty with appropriate tools and resources for their courses that can be used across modalities. Engage in precise definition of IL outcomes, proficiency criteria, and assessable benchmarks across learning levels and disciplines. Engage as a department and with faculty to embed scaffolded IL outcomes across the curriculum to identify where this is taking place and at what level to identify appropriate student learning and existing gaps. Targeted departments for initial collaboration to include Business, Nursing, and English 102. IL Outcomes defined according to ACRL, peer, and accreditation standards. Rubrics for IL established, with general and as needed subject/disciplinary focus to include sample deliverables that express a particular habit of mind, skill, and resource proficiency. Liaisons will work with corresponding department to identify and map existing IL learning, address strengths and gaps in existing practices, and identify at least one deliverable that can be assessed on its position within the scaffolding and student success with chosen deliverable. Success across different learning modalities will be explored-examine student engagement and demonstrated use and comprehension of resources	Spring 2022
Research Consults	Fall 2021	Increase Research Consults across modalities. Benchmark and apply consistent assessment of Research Consults Further engage faculty to encourage (or require) students to engage with Library services	Fall 2022
Learning Objects	Ongoing	LibGuides for each discipline and course and special topics will be designed, developed, and delivered. Online Tutorials for each Resource Online Tutorials for each Information Literacy Skill	Ongoing
Collections	Ongoing	Streamlined collection that is relevant, timely, and accessible across multiple modalities and meaningful to the diverse needs of our campus community.	Ongoing
Space	Ongoing	To maintain a welcoming, safe space, that provides myriad learning “zones” for varying patron needs.	Ongoing
Events	Spring 2022	To create and build additional sources of knowledge and promote inquiry, critical and creative thinking, in a community setting.	Spring 2023
College Navigation Help	N/A	To enhance the visibility of Library knowledge and multiple avenues of support available for students.	Summer 2023
Tech Help	N/A	To enhance the visibility of Library knowledge and multiple avenues of support available for students.	Summer 2023

Summary of significant service or goal updates or changes within the program or department

N/A

Student Success

WWCC will inspire all students to discover their potential and achieve their goals.

Trends in Program Data

Within each blank cell on the table, reflect on the data collected and describe what it tells you about departmental or program contributions towards student success and retention. Avoid summarizing data; report significant themes, stories, and trends reflected in the data. If there is nothing notable, leave the cell blank.

Considerations when reflecting on department or program data:

Does the department interpret and use data to demonstrate accountability and inform planning and decision-making? (NWCCU Standard 1.B)
Does the department report disaggregated results to respondent groups and stakeholders? (NWCCU Standard 1.D.3)
Does the department employ multiple measures, methods, and manageable processes for gathering, interpreting, and evaluating data?

Students and Other Stakeholders
Headcount served	2,685
Students Faculty/Staff Community Members	2,209 (WWCC QuickFacts, Fall 2021-2022) 376 (SBCTC) ~100 interactions (Staff Observation)
Students Faculty/Staff Community Members
Classroom Instruction Credit-Bearing Workshop-In Person Workshop-Zoom *Please see Appendix A/Table 1	In 2019, the Library created a 2 Credit Research for the 21^st century course. This course has been taught once, in a completely online format. The section was taught in Winter 2020 and limited to TRiO students who intended to transfer. –Observations included advisors intentional advising supported course enrollment. -Students were successful in the online format -Student evaluations were highly positive and included comments “wishing they were taught this earlier” to “this was the most challenging class I have taken at the college but also the best. Every student should have to take this course.” The workshop or “one shot” model has been used primarily by our Business faculty at the Associates and Bachelor’s level. Observations: -Use of Information Literacy instruction in the Business program has been consistent in number of sessions taught but varied in courses which have engaged with the Library for Information Literacy Instruction. There is a current downtrend in usage by the English Department and upward trend by Business Faculty. BAS capstone support has been inconsistent but is likely impacted by a change in faculty and an opportunity to build relationships. -In person instruction has been highly regarded by instructors of record and students. -The normalization of online format has allowed for increased instruction opportunities as well as more embedded library support.
Learning Objects Developed Research Guides Online Tutorials Canvas *Please see Appendix B/Table 2	The Library acquired the very commonly used SpringShare’s LibGuide software in 2019. Observations- -This has led to the development of multiple subjects, course specific, and special topic research guides which have received notable usage. -Online Tutorials have been developed and made available in our Research Guides and Canvas (per instructor permission) and are considered significantly impactful by our students (as reported by Nursing and Business students)
Research Consults -Students -Faculty -Admin/Staff -Community -Chat Reference *Please see Appendix C/Table 3	Data collected includes number of transactions, length of session, course/subject covered, skills addressed, (if student, assessment noted on skill level) Observations- The vast majority of student consultations are for nursing students. The most common need areas are searching/finding, evaluating, and analyzing research. Business students reflect our second highest usage population. Both of these student groups are in academically demanding programs. -Student feedback from the majority of consults is astonishment— “I wish I had learned this sooner” “This is so incredibly useful; I am going to tell my classmates” “I feel like I can do this project/paper/assignment”
Learning Support –Technical -General *Please see Appendix D/Table 4	This data helps identify trends in student needs and serves as an important visibility point—especially for students' technical knowledge and general help seeking behavior.
Space Usage *Please see Appendix E/Table 5	The Library follows best practices and is designed into (as best as possible) learning zones and space design (such as placement of study carrels), connection with student groups (such as our nurses) who collaborate in the same area and event planning.
Events *Please see Appendix F/Table 6	This data informs us on interest and public engagement. When offered Administrator presentations were the most highly attended. Student panels offered rich insight into the student experience and empowered student voice—unfortunately, these were the least attended. If these events move forward it would benefit the college knowledge base if an administrator attended these events.
Collection Usage-Electronic (Databases and Research Guides) *Please see Appendix G/Table 7	This data informs of us of student needs and informs us of training and purchasing decisions. Not surprisingly our highest used resources are for Nursing, Business, and Academic Search Complete. Even more so, librarian interaction with students—as noted above in Nursing and Business skyrocketed usage of these resources. English is used but disproportionate to the number of students enrolled in these courses. It is suggested the Library being included in offering Information Literacy instruction in these courses.
Collection Usage Print/Physical Items *Please see Appendix H/Table 8	The Library has assessed and made consistent efforts to streamline and decolonize content in our print collection. The goals include targeted collection development appropriate to our student population, garnered from specific collection development tools and strategies as well as using these to ensure support of program specific accreditation needs. (Nursing).
Interlibrary Loan Trends *Please see Appendix I/Table 9	This data is remarkable in demonstrating both student need, database usage, and turnaround time for filling requests. Again, not surprisingly the vast majority of requests come from Nursing students, upon acquiring the industry standard database, CINAHL in 2019, the majority of requests are from this resource. Indicating the need and the impact of instruction. 90% of requests are filled in one business day.
Professional Service to the College *Please see Appendix J/Table 10	This data is tracked by number of requests and a detail of the scope of work beyond research consultations and illustrates both campus need for support gathering, organizing, and analyzing and presenting research findings in innovative areas—such as Promise Grant funding, CRM comparisons to presentation development.
Key Performance Indicators?
Evaluations	Please see Appendix A/Table 1
Usage	Please see Appendices B-I/Tables 2-9
Resources Produced	Please see Appendix J/Table 10

Program Data

Use the Program Data (above) to reflect on how students or other stakeholders are furthering their potential and achieving their goals. Identify areas of strength/accomplishments and opportunities for improvement. Include a plan for improvement and any resources required to implement the plan.

Areas of strength and/or accomplishments?
Opportunities for improvement and/or aspirations?	Information Literacy following best and evidence based practices would greatly impact student engagement and success across
Plan for Improvement: Action plan – What will you do? Timeline for implementation – How long will it take? Evidence of success – How will you know you are successful	Develop scaffolded and in some instances discipline specific IL Outcomes/Proficiency Criteria/Rubrics current with the ACRL framework. Identify partner faculty Map and determine learning objects and deliverables Assessment process will involve IR to see if there are patterns of student demographics, students enrolled in particular courses and/or if the type of IL intervention impacts their success Disaggregated quantitative data of student success metrics-gpa, persistence, and success in future course work (trackable in Nursing and BAS). Qualitative data is more challenging to obtain but would be useful to be formally included as a part of course evaluations, focus groups, or student surveys.
Student Voice (survey, forum, evaluation, etc.)	Qualitative data is more challenging to obtain but would be useful to be formally included as a part of course evaluations, focus groups, or student surveys.
Resources required to implement plan	Discipline Faculty and Administrative support. The Library is often not perceived as a vital instructional department. And this perception hinders in many ways access to information literacy instruction and resources for our students as our ability to provide direct instruction is dependent upon or granted by discipline faculty. Validating and recognizing the unique training and expertise of the college librarians (both of whom have Master’s degrees from among the highest ranked colleges in the country in their field) and normalizing information literacy as a learning outcome that is an essential part of the student experience and their success.

Equity, Diversity, and Inclusion

Use any available disaggregated data (above) to identify any groups of students who, relative to their peers, are not being served equitably within the department or program. Describe how the department is working towards improving outcomes for the identified groups. Include an actionable plan for improvement and any resources required to implement the plan.

Considerations when reflecting on data related to equity, diversity, and inclusion:

Does the department ensure access to resources and services in a way that is responsive to the physical, cultural, and socioeconomic needs of all constituents?
Does the department consider and respond to the needs of all students or stakeholders when developing methods to deliver programs, services, and resources, including the needs of distance and online students? (NWCCU Standard 1.D.2 and 1.D.3)
Does the department use data to inform decisions and establish goals for diversity, equity, and inclusion?
Does the department address the characteristics and needs of diverse constituents when establishing and implementing culturally relevant and inclusive content, services, policies, procedures, and practices?

Areas of strength and/or accomplishments?	Instructional practices diversity minded and offered across multiple modalities, collections-diverse and accessible, events.
Opportunities for improvement and/or aspirations?	Increased funding for Clarkston campus. Increased delivery of Information Literacy instruction.
Plan for Improvement: Action plan – What will you do? Timeline for implementation – How long will it take? Evidence of success – How will you know if you are successful?	Develop scaffolded and in some instances discipline specific IL Outcomes/Proficiency Criteria/Rubrics current with the ACRL framework. Identify partner faculty Map and determine learning objects and deliverables Assessment process will involve IR to see if there are patterns of student demographics, students enrolled in particular courses and/or if the type of IL intervention impacts their success Disaggregated quantitative data of student success metrics-gpa, persistence, and success in future course work (trackable in Nursing and BAS). Qualitative data is more challenging to obtain but would be useful to be formally included as a part of course evaluations, focus groups, or student surveys.
Student Voice (optional) - Address a through c	Qualitative data would be the most useful here. The opportunity to engage in formal data collecting to learn of the student experience would be a tremendous opportunity.
Resources required to implement the plan.	Discipline Faculty and Administrative support. The Library is often not perceived as a vital instructional department. This perception hinders in many ways access to information literacy instruction and resources for our students; as our ability to provide direct instruction is dependent upon or granted by discipline faculty. Validating and recognizing the unique training and expertise of the college librarians (both of whom have Master’s degrees from among the highest ranked colleges in the country in their field) and normalizing information literacy as a learning outcome that is an essential part of the student experience and their success would be a key supportive resource needed. The Library also remains understaffed with the lowest student/library staff ratio in the state.