"I am majoring in Public Accounting.  The library on campus gives me a quiet place to study when I really want to work.  It also offers many resources and tools to help me pursue my degree, such as wi-fi, desktop computers and unlimited print resources."

Thomas Cummings, sophomore

 Title V: Strengthening the Teaching and Learning Environment at Mercy College

Library and Learning Centers: Partnership for Student Success

As a reflection of the driving ethos of the Title V grant, the Mercy College Learning Commons represents the integration of library services and spaces, technology resources and support, student amenities such as the Cafe and the Art Gallery and the incorporation of other service units into the Learning Commons matrix, specifically the Faculty Center for Teaching and Learning, Online Learning and, most critically, the Centers for Academic Excellence (CAE) also called The Learning Centers.  As a result of this inclusive integration of service areas and amenities, the Learning Commons has experienced an enormous increase in attendance as reflected in gate count statistics, moving from 10,405 in January, 2010 to 39,649 in October, 2011.

To leverage this two-fold increase in usage of the Learning Commons and to enhance student success and learning outcomes, the libraries and learning centers both individually and as partners, have continually assessed the impact of their programs.  As a result of this reflective process, they have continually upgraded services and offerings in order to make it easier and faster for students to utilize and access services and receive assistance in support of their assignments and research.  The library and learning center partnership in particular, represents the most fundamental new development for the Title V grant.  The Centers for Academic Excellence provides Mercy students a friendly learning environment in which to get tutoring in writing, math and science, as well as in an extensive range of other subjects.  The trained staff of faculty and peer tutors enable students to achieve academic excellence.  Highlighted below are the major new developments, the details of which are reflected within the sub-sections of the portfolio.

Launch of Assessment projects for 2011-2012

The launch of several assessment projects are the leading highlights for the 2011-2012 Grant year.  Under the direction of the Head of the Learning Commons and the Library's new Assessment Librarian, the Library conducted student learning assessment based on three multi-part data sets focused on learning outcomes data derived from research and reference consultations with students during Spring, 2012, as well as from the results of our comprehensive Student Discovery Survey conducted at the end of fall, 2011.  Details of these projects are available in the Library Learning Commons Assessment Planning tab.

Data Set 1  

Reference Consultation Learning Outcomes Data

A print questionnaire or LIME survey was given to students at the end of a Reference Consultation session with librarians during the weeks of April 23 – May 4^th .   Qualitative analysis of samples and results has been completed and are available.

Data Set 2

Student Discovery Survey

In addition, we conducted a general Student Discovery Survey at all campus libraries at the end of the fall, 2011 semester which was able to reach 734 respondents.  For several questions, the results correlate to the Consultation Session Results survey.  The following are noteworthy summary points:

• 75% use library databases for their assignments
• 70% of students use the library website to start their assignments

Data Set 3

Library Instruction Learning Outcomes Data  - Direct Evidence based Assessment

A sample of final/completed full paper assignments from students that have taken English 112 and Junior Seminar courses have been acquired.  In addition, the library gathered have samples of outlines, bibliographies, research drafts and completed library instruction assignments gathered from faculty teaching Communication 110, Psychology 101 and Sociology 101. This robust data set of multi-page student work underwent qualitative analysis by two separate individuals in order to prevent scoring bias.  The material was scored against information literacy rubrics.  This effort was conducted and coordinated in consultation with the Assessment Librarian. Combined, these two groups of materials number approximately 300.

Please see the Library Learning Commons Assessment Plannning tab for full details on these projects.

Technology Support and Assistance

Another major highlight of 2011-12 has been the addition of a Graduate Student assistant in the library beginning spring of 2012.  Specializing in technology assistance and support, the dedicated student support staffer is centrally located in the Tech Zone of the Learning Commons and provides a diverse array of support for students having issues with printers, files, Blackboard (the College's distance learning management system) and all other matters pertaining to their personal computing.  The Graduate Assistant routinely handles roughly 300 service requests each month.

Highlights of 2010-2011 

• Center for Academic Excellence (CAE): As an integral partner in the Learning Commons, the Center for Academic Excellence has launched a series of workshops in writing and math (and in partnership with the libraries, workshops on research) in order to provide another channel of opportunity to help students overcome learning obstacles.  These workshops will be continually evaluated and improved as part of th LLC's self-assessment process.

• Library Circulation Services and Student Experience:  As a result of the library's assessment of the 2009-2010 academic year, the libraries have identifed several areas of library services in need of modification, expansion and enhancement in order to improve student experience and improve success within the Learning Commons facility, including:  increased hours of operation, creation of the Technology Specialist Desk, increase in loaner laptops, creation of a consultation room to assist students with research, enhancement of the Quiet Zone and streamlining of student services forms.

• Roving Reference and Embedded Librarianship:  As a result of research into best practices in library services in higher education and our own assessment of curent practices, the libraries piloted and have now fully implemented a roving reference model of reference assistance.  Doing away with traditional desk-based reference, we now utilized a mobile, retail-model approach where librariens actively reach students wherever they are in the library to provide critical assistance when needed.  In addition, the libraries have expanded their Library Liaison (embedded) program through closer collaboration with faculty and development and delivery of new tools and techniques for information literacy, collection development and value added services. 

• Electronic Books:  With the rapid expansion, popularity and ease of accessibility of electronic books, the libraries are aggressively expanding its electronic book offerings to make library resources available anytime and everywhere to Mercy students globally.  By end of fall 2012 we will have agreements in place with a major eBook vendor to make thousands of new titles available – materials directly supportive of Mercy programs and curriculum.

• Electronic Databases:  Students are increasingly being asked to conduct electronic research to locate journal articles and complete assignments.  As a result, we are focusing our information literacy sessions and reference assistance on developing students’ skills in narrowing topics down and utilizing database interfaces to better locate needed information.  In a promising sign of success,  we have noted that the ratio of the number of searches to the number of downloaded articles – the Findability Index – has improved indicating that students are using databases more effectively to locate information.

• Libguide Program:  Students increasingly rely on online tools and information resources to complete research assignments at all times of the day, wherever they have access to the internet.  As a result we have increased and deepened the reach of our Libguide program (an online resource aggregator/pathfinder resource).

• Assessment Activities:  The libraries and CAE have been measuring the success of their programs through various through survey instruments that have been deployed in the fall, 2011 semester, including:  CAE pre/post survey, the library's new Student Discovery Survey, several Faculty Library Instruction Surveys and a Digital Storytelling Survey.  In addition, the library will be actively developing a Student Advisory Council initiative in the spring, 2012 semester to provide a dedicated focus group of students to help evaluate library initiatives and assist in programming going forward.

• Cultural Programming and Other Service Enhancements:  The libraries have created a second, smaller art gallery in the Learning Commons as yet another venue to celebrate the work of Mercy faculty, students and alumnae.  To support our physically challenged patrons, the libraries have installed appropriate disability software in all locations and will be adding signage.

A key sign of the success of the library renovation is most evident in the "migration" of the Dobbs Ferry learning commons model and spririt to our Bronx and Manhattan campuses (also being planned for the Yorktown campus in spring/summer 2012).  Driven by the success of the Dobbs Ferry library renovation, in fall of 2010, the Bronx and Manhattan campus libraries received a renovation and structural reorganization in keeping with the key features of a learning commons model:  incorporation of Learning Centers into the space and expansion of technology resources and support.  The details and highlights of this integration will also be reflected in this portfolio. 

The new partnership between Mercy Libraries and the Centers for Academic Excellence, the expansion of the learning commons model to the other Mercy campuses and the enhancement of library resources and services, together with a robust assessment plan will offer Mercy students greater opportunity for success and engagement in their studies.  These new developments set the stage for a rich fulfillment of the Title V grant in the final stretch of its productive five year span at Mercy College!

Title V Grant Goals and Objectives Table: 

To summarize Title V Grant goals, linked  to Grant objectives, accomplishmens, evidence of impact, measurable results and future update, we have attached a summary table detailing highlights of activities and plans.  This instrument serves as a general document of past activities and points toward new initiatives in the final 2011-2012 year of the Grant.

2009-10:  Development of the Learning Commons

From its inaugural opening in October, 2009, the Mercy College Library Learning Commons continues to build on its success as a fundamental catalyst for student discovery, learning and academic success by integrating core components of the Commons model including: 

• Student access to critical technologies including desktop computing, laptops, presentation monitors, interactive whiteboards, digital cameras and peripheral devices such as headphones, microphones and audio-visual equipment.

• Student access to high quality information databases, print materials and serial publications for both undergraduate and graduate research

• Information discovery and research assistance and mentorship from dedicated library staff and faculty available both day, evening and the weekend for diverse bodies of students with varying levels of scholarship needs.  Assistance is provided both in-person and online through multiple channels of communication including web chat and email.

As part of the Library Learning Common's ongoing efforts to ensure student success with using and understanding technology for learning as well as understanding information resources and research methods, the Library continues to offer technology workshops, software training sessions, access to space for group work equipped with presentation technology and assistance with portable technology for use in classrooms outside the Library.  Highlights of our efforts this past year will be reflected in the sub-sections contained within this portfolio which include several notable achievements:

• The incorporation of emerging technologies into the instructional sessions given to the Freshman Seminar courses and the development of  multi-literacy-based learning and assessment through digital storytelliing

• Continuing deployment of assessment instruments in the form of web usability surveys and student satisfaction surveys to continually improve our practices both online and in our physical service environment.

• Development of active learning models of student to student engagement through development of Student Tech Assistants positioned in the center of the Learning Commons, trained by Media Service staff to assist students with common technical issues encountered in daily work and study.

• On-going offerings of Drop-In technology workshops and informal guidance on subjects ranging from Microsoft Office applications to Refworks that continue to build on our array of research-based softwares and technologies

The sections and addendum that follow will present the Mercy College Library's efforts over the past year to provide multiple points of services for students.  We continue to assess and upgrade our resources and functions as we transition into increasingly digital-based resources and learning systems.  This involves updating our instructional programs, presenting training and discovery opportunities for students at every stage of their college experience and offering the Learning Commons amenities of Cafe and Art Gallery.