Present: Marianne Gaunt (Libraries - CAC ); Robert Sewell (Libraries-CAC) Susan Beck (Libraries - Camden) Susan Albin (Industrial Engineering-Busch), David E. Axelrod (Genetics-Busch), Douglas Blair (FAS Dean's office-CAC), Monica Devanas (Faculty Development and Assessment Program TEC - CAC), Uri Eisenzweig (French Douglass), Susan L. Golbeck (Ed. Psych. School of Ed.- CAC), Judith Grassle (institute of Marine & Coastal Sciences- Cook), Fred Kauffman (Pharmacy- Livingston), Richard Lehne (Political Science-Douglass), James P. Masschaele (History -CAC) Meredith McGill (English - FAS- CAC) Richard Novak (Executive Director , Continuous Education and Outreach -CAC) Marlie Wasserman (RU Press Livingston)
The chair of the Library Assessment Committee met with the Library Faculty Advisory Committee to discuss the Academic Excellence Quality Indicators developed by Cabinet and the Committee. The group focused on these questions relating to the services and resources of the libraries.
1. How do you use the library?
The Faculty members use the libraries to access both online and print resources for their research, teaching, and recreational reading. They use the library's web site. Resources mentioned include online and print journals, and databases (Medline, Web of Science , Evans Digital Edition). Research regarding personal decisions, business intelligence and citation verification were cited as specific uses of our resources as well as resources for writing classes. One faculty member uses our Special Collections materials.
Faculty seek assistance from librarians and staff and take advantage of the bibliographic instructions programs and library tours. They also use Interlibrary Loan and e-reserves.
Some faculty see the Library as Place to be important and mention coming into the library to use the space, browse the stacks, and use our facilities ( Pane Room and the Scholarly Communications Center) for special functions.
One faculty member uses the library for assistance digitizing materials and as a repository for scholarship.
2. What do you think is the library's primary role at Rutgers?
Faculty members believed the library was a tool for research, scholarship and teaching. One faculty member called the library the "Center of undergraduate intellectual life".
3. Have you encountered any barriers in using the library?
Geographic barriers were cited as they relate to the disciplinary distribution of journal titles across the three campus and discipline specific (educational psychology) materials across the New Brunswick/Piscataway campuses.
Faculty members do not always find the materials they are looking for in specific libraries when they are indicated they are available in IRIS. One faculty member cited difficulty with requesting titles from Dana. He cited a case where he was told an item was missing; after going to Dana in person, he found the "missing materials" on the shelf.
Faculty were disappointed by the unavailability of major titles electronically , gaps in journal runs, the JSTOR moving wall, and the Web of Science coverage dates.
For some areas of studies, faculty cited that students would not use anything that was not available electronically (Genetics).
Faculty cite the physical appearance of Alexander Library is not attractive or welcoming. (Library as Place)
There continue to be Proxy Server Problems for International Students.
One faculty member cited that at least one barrier has been removed with off campus students having better access to the library's resources.
Faculty were pleased with the addition of the PALCI service.
4. If you were creating measures for evaluating the impact of the library on the faculty or students, what measures do you think would be important?
Group faculty and graduate students together as a stakeholder group of researchers, and have undergraduate students be a separate category.
Planning for the Future
The faculty strongly voiced the opinion that we needed to add criteria related to planning for the future. They were concerned with the faculty's perception of the library's ability to plan for future in terms of faculty needs, disciplinary changes, and technological advancements.
How do the faculty perceive the library's planning process and response to new initiatives?
[How well do you think the library is positioned to meet the needs of the future?]
What are the faculty perceptions of the importance of the library to the university in terms of receiving adequate funding ?
Add a Dialogue Box on the web site for a faculty wish list of resources
Faculty Needs - sample faculty - How many times does a faculty member encounter the need for a publication that is not available; and what do they do about that?
5. Of the measures you identified which is the most important?
Planning for the future
Focus on the strengths of the library
Faculty ranked each criteria from 1-7 (most important to less important).
Library Faculty Advisory Committee Indicator Rankings
|1||26||Easy Access to Rutgers University Library Collections|
|2||32||Responsive Collections in all Formats|
|3||33||Ease of Use of Digital Information|
|4||37||Access to collections elsewhere|
|5||62||Service Responsiveness of Staff & Librarians|
|6||70||Information Literacy Attainment|
|7||72||Environment Conducive to Research and Study|
If you think there are more important things you value about the library system and its services, please indicate that here:
Planning for the Future was selected by 50% of the respondents. Because not all respondents added
this value; it was taken out for scoring purposes and responses were adapted to conform to the 1-7
rankings . For the purpose of reporting the Planning for the Future responses, - the frequency
ranking is recorded here:
Planning for the Future 1-1; 2-1; 3-0; 4-0; 5-3; 6-0; 7-1
Anticipating Faculty needs, knowledge & technology;
Digital archives of university statistics