cowles library needs assessment · cowles library needs assessment ... revised draft

Revised DRAFT

Cowles Library Facility Effectiveness Assessment

As Revised

March 13, 2008

Prepared with the assistance of George Lawson Library Planning

Ames, Iowa

Table of Contents Executive Summary .................................................................................................. 1 Findings ...................................................................................................................... 2 Library Profile ............................................................................................................ 4 Benchmarks ............................................................................................................... 5 Existing Building Evaluation ................................................................................. 12

Physical Access .......................................................................................... 13 Study Seating .............................................................................................. 15 Collection Shelving ..................................................................................... 17 Public Technology ...................................................................................... 19 Instructional Space ..................................................................................... 21 Meeting and Assembly Spaces ................................................................. 22 Staff Work Space and Service Desks ....................................................... 23 Wayfinding and Signage ............................................................................ 26 Aesthetics .................................................................................................... 28 Security and Safety ..................................................................................... 29 Lighting / Electrical Systems ..................................................................... 30 Structure / Building Exterior ...................................................................... 31 Mechanical Systems / Plumbing ............................................................... 32

Appendices Cowles Library - Transforming Learning and Sustaining Community – A White Paper ............................................................. 34 Cowles Library Strategic Plan 2006 – 2008 ......................................................... 42 LibQUAL Survey ..................................................................................................... 46 Recent Service and Operational Data .................................................................. 54 Peer Data .................................................................................................................. 56

Executive Summary The last major renovation and expansion of Cowles Library took place over forty years ago. Since that project was completed, profound changes in information technology, resource delivery, and pedagogy transformed the ways students, faculty and researchers use the Library. This Assessment examines how well the existing facility serves the contemporary needs of the Drake community, articulates what changes to the building will significantly improve services and identifies opportunities to better achieve Drake's mission in an updated facility. The Assessment is organized in four major sections. Findings Library Profile Benchmarks Existing Building Evaluation Appendices provide the full text of documents referenced elsewhere in the Assessment, statistical data, and drawings are provided.

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Findings The following findings and recommendations are distilled from the extensive discovery and analysis process undertaken for this study. They are drawn from benchmarks, the consultant's observations, considerable statistical data and the observations and comments of Drake students, faculty and Library staff. Address building access deficiencies by:

‐ establishing a new entry experience that enables wayfinding and facilitates access to high-demand services and destinations;

‐ implementing a unified and comprehensive signage system; ‐ providing ADA-compliant entry and circulation paths; ‐ creating cohesive staff workrooms and offices that reflect workflow and promote effective

teaming. ‐ improving exterior lighting and pedestrian walks to library entrances.

Provide ample, quality space for collections by:

‐ providing additional shelving to reduce current collection crowding; ‐ providing for anticipated collection growth that envisions a larger role for special collections,

increased utilization of digital journal collections, and a reappraisal of government documents holdings;

‐ repurposing and reconstructing the Tiers configuration; ‐ providing more attractive shelving and easier access to new books, media materials, current

magazines and newspapers. Improve the general library environment for users by

‐ reconfiguring and relocating service desks; ‐ increasing the amount of seating available and replacing all existing seating with a greater

variety of furniture styles; ‐ insuring that seating provides a variety of quality study environments ranging from individual

quiet study to small group collaboration spaces, and that all seating options provide for easy network access;

‐ creating a more welcoming, engaging aesthetic through upgrading and replacing finishes and furnishings, improving lighting, and building layout;

‐ providing variously-sized, high quality classrooms and instructional spaces; ‐ integrating the coffee shop, a cafe, or other similar informal spaces, into the library

environment.

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Develop an integrated learning commons environment by:

‐ increasing the number and variety of individual and small group computing venues for students that can be easily reconfigured on an ad-hoc basis;

‐ providing flexible spaces that can be used for a variety of one-on-one or small group partnered or collaborative activities such as tutoring, writing assistance, test proctoring, practicing presentations, etc.

‐ fully integrating existing and new accessibility technologies into the learning commons environment;

‐ providing space within the learning commons context that could be utilized for future partnered activities or new services.

Address needs identified by the library and campus community by:

‐ providing for a Drake University Archives program housed in the Library that provides controlled public access space, staff work spaces, and appropriate collection storage;

‐ create a variety of flexible exhibition, assembly and meeting spaces for programs and learning activities;

‐ provide space as part of the community services space that could be utilized for future partnered activities, other University entities or new services.

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Library Profile Cowles Library is the largest private academic library in the state of Iowa. Library service at Drake began as a relatively small book collection donated by the institution’s founders in 1881. Drake’s first free-standing library building, the Carnegie Library, was initiated in 1908. The Gardner Cowles Foundation funded a large facility, the Cowles Library, with 28,137 square feet in 1937. The Cowles Foundation funded an expansion and renovation project which gave the library its current configuration of 94,000 square feet in 1966. Other improvements have been accomplished since, including the automation of catalogs and circulation, creation of digital collections, development of the Information Commons, and a major renovation program in 2000 to restore the library’s grand, historic reading room. Schematic plans of the building are included in the Appendices. Collection holdings are detailed in the following table. Of particular interest is the dramatic increase in access to electronic materials, which are available remotely: 38,000 electronic books, 28,000 electronic journals, and 110 electronic databases. Collection Print Volumes 450,000Serial / Journal Subscription 1,865Multi-Media Items 1,960Government Documents 104,941Electronic Journal Titles 28,000Electronic Books 50,000Electronic Databases 110

An Information Commons on the first floor offers students and faculty 55 computer stations to access digital information. Wireless access is available throughout the building. Library staff totals 21.0 FTE which includes 10 FTE MLS degreed librarians, as last reported by Cowles Library in the 2006/2007 Affinity Group statistical compilation. Students staff provide an additional 17,000 hours of support. The Library is open 104.75 hours each week, Monday thru Thursday 7:30 AM - 1:00 AM, Friday 7:30 AM thru 9:00 PM, Saturday 9:00 AM thru 7:00 PM, and Sunday 11:45 AM thru 1:00 AM. Cowles Library Mission To support the educational goals of Drake University by providing services, collections, technology, and learning opportunities that make it possible for faculty and students to successfully access and use information. In fulfilling its mission, the Library works in partnership with faculty and other members of the Drake community, and seeks to contribute to the overall goals of the University. Primary emphasis is placed upon materials and services that expand upon and support the curriculum, and that support faculty teaching. Cowles Library Vision Cowles Library is committed to creating and maintaining a dynamic learning environment focused on service and guided by the principles of intellectual freedom. The Library is the gateway to recorded knowledge, both print and digital, for the Drake Community. The Library staff prepares students for citizenship in the 21st century, modeling the principles of information literacy: to acquire, integrate, analyze and interpret information, to use appropriate technology to assist with these processes and to understand their social and ethical implications.

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Benchmarks Benchmarks are points of reference for measurement and most often expressed as inputs and outcomes. The most useful benchmarks in considering library improvements are taken from three different perspectives:

• Best Practice Benchmarks taken from recent library building projects, the library community’s response physical response to salient service and operational trends.

• Trend Benchmarks reflect insightful observations of changing circumstances in society, in library

users and their preferences, the information industry, and technology.

• Visioning Benchmarks that describe initiative responses to new approaches in scholarly communication and the processes for research, inquiry and discourse.

These three groupings of benchmarks offer planning guides for use both in evaluating Drake’s existing library facility as well as in providing guides in creating a successful solution for a re-invented facility.

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Best Practice Benchmarks This is an exciting time of renewal and re-invention for academic libraries. Academic libraries across the nation are refashioning their facilities to reflect a refined vision of best practices. Several key concepts are at the center of these changes. The following benchmark methods represent best practices found in recent renovation and new construction projects at academic libraries. Learner Centered Environment

• The library environment supports student study and learning preferences. Seating is provided in a wide range of venues from traditional quiet reading rooms to collaborative study spaces. Casual seating environments sustain the more relaxed approach of many students. Traditional carrels are still desired by many others.

• Multi-media equipped classroom space is provided to support library based instruction.

• Computing and study stations are configured both for individuals and for informal groupings of

students.

• Lighting, power, and data/telecom infrastructure are laid-out to support student initiated reconfigurations.

• Access to core library services is 24 hours a day, 7 days a week. Amenities such as café service

support extended stays.

• Finishes, lighting, furniture, and layout create an aesthetic that welcomes students and encourages learning.

• The core of the building is given over to learners and their activities. Collections are in adjacent

spaces. Collection and Resource Formats

• The library is the virtual portal to pre-selected and subscription Web-based digital resources both without and within the library.

• Journal and reference collections are migrating at an accelerated pace to the digital format,

including both new acquisitions and the replacement of existing print and microform holdings.

• Monographs will continue primarily as a print collection with a growing electronic book component.

• Media collections are growing. Format standards will continue to change. Intellectual property concerns will eventually be resolved leading to readily affordable, download-driven content delivery methods.

Service Clustering

• Services that support student learning and achievement are co-located with the library. The library’s learning environment can provide a convenient nexus for the student and writing centers, honors centers, academic achievement centers, or technology help desks.

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Visioning Benchmarks The Library has described a vision for the future in a planning document titled “Cowles Library – Transforming Learning and Sustaining Community – A White Paper”. The entire document is included with this study but several issues and concepts identified in the study have specific relevance in facility planning and serve as benchmarks both for evaluating the existing facility and planning for its improvement. Core Area: Library as a Knowledge Manager – Transforming Collections & Access The intellectual model of a university has been built for centuries around the image of the scholar/researcher, whether a person is faculty, staff, or student, secluded in an office or the library, surrounded by a pile of books, journals, and note cards as he or she pound out a solo paper or monograph. While this model still has validity, many modern scholars are using technology and cooperative approaches to open up the research process. Journal articles and monographs are increasingly co-authored by several individuals who use collaborative technology to share their work. The output of the process is not always a paper, book or journal article; it may be a piece of software, a video presentation, or a Web page that invites the comments and even modifications of other interested scholars. Finally, instead of depending solely upon traditional academic publishers to vet and distribute their work, scholars at all levels are placing their research in electronic repositories that protect and affirm long-term access. The library’s collections exist to provide access to ensure and sustain an exceptional learning environment at Drake University. As we move now into a much looser collection environment, librarians need to work together with faculty in a more effective and collaborative manner regarding what should be purchased, what should be retained, and in what format. We still purchase books and subscribe to print journals, but in addition, we also subscribe to electronic databases, thousands of electronic journals, and thousands of electronic books. Determining the proper balance will continue to be the purview of librarians and faculty in close collaboration. The library’s monograph (book) collection is increasingly becoming much more amorphous given that we now access many thousands of electronic monographs in addition to the purchase of print monographs. The rapid increase of digitization of print materials requires that the library maintain a proper balance between digital formats and paper formats. Initially, the enormous pressure of format hybridism has primarily impacted the journal arena, but has, in recent years, also greatly impacted the monograph area. Obviously, there are huge challenges to both a University and its Library presented by the transformative research model that is described above. The Library proposes to adopt the following parameters for this indefinite transitional period:

• The library will still purchase books. The book as a method of scholarly communication is far from dead; in fact, the number of print books published increases each year. The monograph collection should be “leaner and meaner.” This process includes Approval Plan Re-profiling, the exploration of purchasing books “on demand”, and determining with appropriate faculty which disciplines are most appropriate for the purchase of e-books.

• The library will work with faculty to determine the proper “mix” of print and electronic journals with

the underlying assumption that electronic access will be preferred over print. We will work towards eliminating print journal subscriptions when possible.

• Librarians will increasingly be active information advocates. We will not shirk from our role in

educating administration and faculty how the information marketplace currently works, particularly regarding the monopolistic pricing of academic publications, and how this system limits fair and

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equitable access to our nation’s scholarship. The library will serve as a center for scholarly communication and a resource for questions on copyright, author rights and other issues of growing importance. We must educate how the open access movement has the potential to transform the information marketplace.

6. Drake Archives Program (Drake Heritage Specialist/Archivist) Cowles Library functions as the de facto university archive, but is not formally charged with, or supported in this activity. This initiative calls for the establishment of a Drake University Archives Program, including the position of Drake Heritage Specialist. The Drake Heritage Specialist position will foster the preservation of the Drake historical record. Specifically, the individual in this position would: develop policies and a systematic structure for preserving university material; develop plans for housing and properly storing material; develop access services to archival materials; and collaborate with the Library’s Digital Repository program. The Specialist would also develop an educational program – within a curriculum, community, alumni and advancement context. This individual would have professional training as a historian and archivist/librarian. The Drake Heritage Specialist is deserving of unique and separate consideration, as it would help the educational and learning environment of the University and provide valuable central administrative control over historical records and information that is currently lacking at the institution. The Specialist would manage reservation activities, as well as creating awareness and access to all of the Library's unique collections. Core Area: Library as Place – Transforming Learning and Community “For several generations, academic librarians were primarily preoccupied with the role of their library buildings as portals to information, print and later digital. In recent years, we have reawakened to the fact that libraries are fundamentally about people—how they learn, how they use information, and how they participate in the life of a learning community. As a result, we are beginning to design libraries that seek to restore parts of the library’s historic role as an institution of learning, culture, and intellectual community.” 1 To meet today’s academic needs as well as those in the future, the library must reflect the values, mission, and goals of the institution of which it is a part, while also accommodating myriad new information and learning technologies and the ways we access and use them. Library space needs to embody new pedagogies including collaborative and interactive learning modalities. Significantly, the library must serve as the principal building on campus where one can truly experience and benefit from the centrality of an institution’s intellectual community. 10. Cowles Library Renovation/Addition Drake University should have a library facility that is commensurate with its aspirations to be a greater university. The main library facility needs to be upgraded and expanded to meet the needs of the 21st century mission of Drake. Some of the potential functions and features that this library/learning/cultural center should exhibit include: - Organized and designed around learning needs (not just book stacks) - Flexible and adaptable to emerging social/technological trends - “People space” for individuals, groups, classes, and community events

1 Council on Library and Information Resources. Library as Place: Rethinking Roles, Rethinking Space. 2005. http://www.clir.org/pubs/execsum/sum129.html

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http://www.clir.org/pubs/execsum/sum129.html

- Space dedicated to “learning clusters” that bring together collections and services for individual disciplines and/or learning styles and experiences

- Integration of services – including student assistance and advising; faculty technology support; Centers - Drake archives and special collections - Technology spaces – that invite and encourage the use of a broad range of technologies - Relaxation and social interaction – coffee bars and cafes - ADA – make the facility truly accessible - Extended services hours of operation III. Collaborations - Opportunities Because the library is in essence a service, collaboration is therefore both a core value and operating principle. In this regard, all of the library initiatives will be undertaken as collaborations. The form of collaboration will range from consultation, to joint projects, to joint programs and positions. Following is a list of each of the library initiatives enumerated and discussed in Section II (excluding the rationale and description). Major partners/collaborators are listed for each initiative: 1. Student Collaboration Group (Student Life, Student Senate, Cowles CNAC) 2. Compensation and Appointment Pilot (Human Resources, Academic units) 3. Program for Digital Learning and Innovation (OIT, Academic Units) 4. Program for Management of Drake Scholarship (Academic Units) 5. Information Resources for Excellence (Academic Units, Advancement) 6. Drake Archives Program (History Department, Advancement/Alumni Relations) 7. Digital Bucksbaum Commons (Bucksbaum Lectureship, Vendor) 8. Drake Memory Project (Journalism, Advancement/Alumni Relations) 9. Community Collaboration Alliance (various community groups) 10. Cowles Library Renovation/Expansion (Facilities, Academic Units, etc)

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Trend Benchmarks Another planning document prepared by the Cowles Library is “Ten Trends that Will Shape the Future of Academic Libraries”. All of the trends described have implications for planning the space to carry Drake’s library services in to the future. Ten Trends that Will Shape the Future of Academic Libraries (Trends are sequenced by Cowles Library’s perceived ability to impact within the Drake environment; those with highest potential impact factor are listed first.) New Generation of Learners Today’s students are “digital natives” and have grown up with technology. For them, reality is virtual. They are coming to higher education with aptitudes and expectations that have been shaped by the use of the Internet, digital media, and portable communication technologies. The academic library thus develops a virtual persona that enhances student engagement and reflects the prevailing aspects of the virtual world – self-paced, independent, and social. Library services will be structured to accommodate an increasingly diverse group of users. Learning and Literacy Students view the use of information as an important and necessary skill, are adopting and adapting to new modes of learning, and are leaving behind traditional concepts of literacy. Knowledge alone no longer suffices in the information age; successful people also need to grasp the way knowledge is structured and disseminated in order to make effective information choices and contribute responsibly as individuals. “Stand-alone” information literacy courses are increasingly found wanting. Information literacy requires a rebirth as a discipline based upon critical reflection on the nature of information itself. Technology Libraries have a challenge and opportunity to re-package content and services for emerging technologies. Such services require awareness of the advanced capabilities (and thus, radically different user expectations) of these technologies. Mobile phones are increasingly media players, photo cameras, text readers, digital wallets, remote controls, and Instant Messaging tools. Personal computers will continue to get smaller and faster, and be untied from work or home desktops. For all of these technologies, users will naturally expect the functionality of an “information utility” to be built-in, where “answers” are available whenever and wherever they are needed; the “brand” of this utility will be largely irrelevant. Scholarly Information System Universities and libraries have an opportunity to reshape the publication and distribution of research and knowledge as a result of new technologies and digital formats. Increasingly, scholarly information is both “born” and accessed only in electronic formats. The impact of this trend on the “Publishing Industry” is cited below; however, many scholarly resources may not be part of electronic catalogs, databases or online journals. Instead, they may reside in local databases, available via the web but difficult to locate. Web search engines have difficulty indexing these items, and those that are indexed are not readily retrievable by search engines that typically return many thousands of hits. The ongoing deployment of institutional repository software and search engines represents an initiative to recover this hidden wealth. Learning Spaces Learning is becoming more virtual and diffuse. Therefore, the value of the Library as a community and intellectual commons will take on even greater significance. Students and other academic library users increasingly view the Library as a “converged space.” In other words, the Library will be challenged to provide a physical environment wherein social activities, studying, and research occur simultaneously and transparently. Facilities that support library services will be repurposed.

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Workforce It is an increasing challenge for libraries to recruit and retain qualified librarians and staff. Many academic librarians are retiring, and there is increasing competition, from industry as well as academe, to recruit new librarians. Most librarians, and many staff positions, require a mix of teaching skills, additional discipline expertise, and technology skills. Additionally, the increased emphasis on the diversity of our users requires that the library make similar efforts in hiring. Financial Support and Accountability Rising costs for scholarly information and infrastructure, as well as the need to redesign services and facilities, will require enhanced fiscal support. This is coupled with increasing demand, by the public and policy-makers, for accountability from all segments of the academy. Academic libraries must demonstrate through outcome-based means that they contribute value to the learning enterprise. Management of costs will be a challenge and will be a key factor in the design and sustainability of services. Commercialization and Competition Commercial information providers will compete for the academic market, and will challenge the academic library as the repository of knowledge creation and dissemination. Well-financed Internet companies are entering realms traditionally served by libraries. Students often begin their search for information with Google or similar search engines; speed is more important than quality. Google and Yahoo are rapidly digitizing thousands of books. Amazon.com and Random House, the world’s largest trade publisher, have both announced “pay-per-page-view,” which raises issues about the role of libraries in providing such access. Publishing Industry Commercial and academic publishing are embracing digital formats; publishing has entered a new era of transformed distribution, access, and pricing models. Libraries move from physical ownership to electronic access as they manage scholarly information for end-users. However, this trend brings with it issues for the library to address, including preservation of content, archiving, and licensing concerns. The “crisis in scholarly communication” (average 10% increase in journal prices on an annual basis) is addressed as Open Access Initiative projects experiment with alternatives to current subscription and journal-based models. Public and Institutional Policy The value systems of individuals, groups, and political movements will continue to heavily influence the direction of public policy and institutional priorities. Change and challenges are likely to continue to emerge on issues concerning confidentiality/privacy, copyright, and intellectual freedom (censorship). Challenges to the “non-profit” sustainability of a system that promotes access to scholarship as a public good and a responsibility of the academy will grow in the face of a “pay-as-you-go” approach.

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Existing Building Evaluation Introduction The existing building evaluation identifies needed improvements for effective library service and efficient operation by staff. The notes are organized by major library and building systems. These descriptions and observations of existing conditions are based on notes prepared by the consultant, library staff comments obtained through a detailed survey process, and comments offered by students and faculty in the library’s 2007 LibQUAL user satisfaction survey. It should be understood that the comments may appear to emphasize problems and focus on criticism because of the investigative nature of this portion of the planning process.

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Physical Access Entry The library has a single public entrance, located on the building’s north face, which provides barrier-free entry to the library. Ramped exterior sidewalks bring library users to the entry doors which are serviced by on-demand power assist door openers. Once inside, the barrier-free path requires those unable to negotiate stairs to use a lift to descend to the lower level for access to the building’s single elevator. The elevator serves all floor levels of the building except for a small sub-basement storage room. Library staff enter at the historic main entry on the building’s south face. This secure entry is made available to regular library users requiring a barrier-free path to the elevator, avoiding the need for the lift. Circulation Paths Main circulation paths within the library are typically generous, meeting or exceeding the 5 foot ADA requirement. Pathways by seating typically meet ADA requirements except for where table seating aligns with columns in the Second Floor West area. In that area there are 3 instances of tight pathways significantly less than 36 inches. Stack aisles Stack aisles vary greatly in width by location. The ADA minimum requirement is 36 inches, with a width of 42 inches recommended. Some aisles do not meet the ADA minimum width.

• Aisles in the West Basement stack area are 42 inches wide except for the southern-most aisle which is 36.5 inches. Shelving in the East Basement area is compact shelving with a moveable aisle.

• Aisles in the First Floor stack areas 1E and 1W are 42 to 47 inches in width meeting or exceeding

ADA recommendations except for the southern-most aisle in area 1E which is 30 inches.

• Aisle in the Second Floor stack areas are virtually all 32 to 33.5 inches wide, narrower than the ADA minimum. The exceptions are the aisles in the Oversize collection where aisles are 36 inches wide and at the north end of the stacks where the last aisle, in both east and west areas, are more generous.

• Aisles in the Sub-basement range from 20 to 26 inches in width.

• All aisles in all four Tier shelving areas are less than ADA minimums. East-west circulation aisles

are 32.5 inches wide and stack aisles are 34.5 inches wide. Restrooms Restrooms generally meet ADA requirements. Other Wheelchair access is difficult to enter and use the small room that houses specialized accessibility equipment.

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Representative Staff Observations

• Physical Access o ADA access is poor. Handicapped parking is distant. Front door access is difficult and

cumbersome. The lift is not convenient, it only leads to the ground floor, it is noisy and unreliable. Some handicapped people may find it embarrassing to ride. People using the south door need to get special permission. Using the ramp may be difficult for some people in wheelchairs.

o The tiers are not built for wheelchair access. The regular stacks were moved for wheelchair access, but the higher shelves are unreachable. The elevator is unreliable.

o ADA access is not good. People who use wheelchairs must either arrange to enter through the staff entrance at the back or take the chair-lift from the main lobby down to the ground floor, then take the main elevator back up to one of the other floors. Both the lift and the elevator have stopped between floors trapping people within. All aisles in the tiers are too narrow to allow a wheelchair to maneuver.

o We do not have any computer workstations or general public seating designed for wheelchair access.

o Aisles on the 1st and ground floors are of adequate width, but on 2nd floor most of the aisles between stacks are too narrow to accommodate a wheelchair. Some of the main aisles between the stacks and the seating near the outer walls are so narrow walking through them is difficult even without a wheelchair or other mobility-assisting device.

• Parking o New visitors are often confused when they walk up to the “old” front door (facing University Ave)

and can’t get in. I then watch them walk around/through the loading dock, behind the dumpster, and around to the other side of the building.

o The library’s doors open on the north side of the building, which is convenient for users on campus, but not for off campus users who would probably come form the south side of the building. We do not have a sidewalk that takes you directly to the north side of the building and there isn’t really any signage for this. If we have non-university programs, we either have to have them enter on the north side or make special arrangements to have someone staff the south door.

o It takes very little rainfall or snow-melt to cause large lakes to form near both the main and back (staff) entrance. In cold weather, the also becomes a safety issue due to ice formation.

• Restrooms o The sink/vanity area is poorly arranged. There are too few sinks, they are too close together,

and the location of some of the paper towel dispensers makes using some sinks a challenge, especially when all sinks are in use. The hardware/plumbing on several of the sinks does not work properly—either the sink constantly drips, or hot/cold water is unavailable because a handle won’t turn.

o We need restrooms on every level. Right now , there isn’t a restroom on the level that houses the electronic classroom. The doors to the restrooms would not be easy for disabled users to come into or leave. (Two sets of door.) It would be great if the stalls were a bit larger.

o There is barely enough room to walk in and close the door to the stalls. If you were pregnant or a large person you would definitely have to use the handicapped stall.

o Some of the urinals are located curiously close to the wall. You have to stand sideways. Representative Student and Faculty Observations (from 2007 LibQUAL Survey)

• No comments

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Study Seating Study seating is provided in a number of types and locations. Seating is found in two quiet reading rooms, among the collection shelving, and in the entry area. Seating types include study tables for two or four person, single-place study carrels, two-place study rooms, and casual seating. Power is provided at all of the study carrels, all of the study rooms, and at some of the study tables. All of the seating is aging, especially the casual seating which lacks credibility in its current form. Seating by Type and Location

Location Study

Table Seats Study Carrel

Seats Casual Seats Second Floor 158 19 35 First Floor 91 0 13 Entry Lobby 0 0 18 Basement * 116 11 12 Total 365 30 78

* Note: includes 6 two-place study rooms Representative Staff Observations

• There is a shortage of study seating - especially comfortable, casual seating. There is a severe lack of study rooms, especially for group study. Smaller tables are better utilized than big long tables for studying. A small group at a big table often precludes others from using the rest of the table.

• The library needs more space for individual study, for group study, and for casual seating. But,

especially for group study. The group study rooms should have the latest in technology (such as computers with upgraded software, and even possibly a projection device). It would also be nice to have seating that can be easily arranged to accommodate the students needs (flexible).

• The seating seems to be a hodge-podge of finding floor space and sticking a table and chairs

around it. Little concern has been made for separating quiet study from group study. Definitely a need for more of both.

Representative Student and Faculty Observations (from 2007 LibQUAL Survey)

• It would be nice if there were more study corrals. Often times I have gone to study and most of the corrals are full.

• I think that there should be more individual study places. The rooms on the bottom level always

seem to be full so that they can't be accessed. And then there are other spaces but they seem to be more filled with noise. But otherwise the library is GREAT!

• Library is far too loud, I feel that group projects happen all over the place especially in the

periodicals area. I'm surprised by how loud other students are in the library and I really wish that someone would do something about it. Furnishing are very outdated and should be replaces as soon as possible.

• It would be nice to have some more group study spaces that have a blackboard or a dry erase

board. When we have group study sessions that involve going over math problems, it is hard to

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demonstrate how to do the problem to everyone because it has to be worked out on a sheet of paper and then passed around the group."

• I use the library for the resources I require for research and as a study space, but primarily for a

study space. I think the library could use more individual quiet study areas.

• The library does not have many group meeting areas, which can make it difficult. The furniture is old and uncomfortable, and climate control needs to be addressed.

• When it comes to finding QUIET, COMFORTABLE study space, I am often disappointed. I am able

to concentrate the best in the distraction free environment of the library, and understand the lack of control over the other students who studying. The problem I usually have is that the study cubicles throughout the library tend to fill up very quickly and the majority of the chairs are very uncomfortable to study in. This may seem like an unimportant complaint, but when you study for hours at a time it becomes your main focus."

• I think the library needs more individual study spaces especially since the freshman class this year

is bigger and may show a trend of increasing number of students.

• There should be less big tables and more small tables also. More people work alone than in a group. Especially in the quiet areas.

• I think it would be beneficial to have more spaces for studying at the library. I don't like being

surrounded by ten or twenty other people who are also studying because I find it more distracting than when I study in my room. I don't like the study rooms because just having a small room with a desk and a chair is too confining. I would like to see the study spaces more spread out. Also, some of the furniture needs to be updated, some of it is getting a little old/outdated/uncomfortable to use, especially the couches used in the stacks."

• it would be awesome to have bigger, comfier furniture so the library would be a place more people

would WANT to study. The quiet is nice, but spending four hours in the current furniture isn't very comfortable."

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Collection Shelving The library’s primary collections are provided in a straight-forward, intelligent organization while overcoming space limitations. Journals are found on the Basement Level in both the East and West Wings. Reference materials and media collections are in the First Level West Wing. Monographs begin in the First Level East Wing and continue through both wings of the Second Level. Less frequently requested collections are shelved in less accessible locations. A sub-basement of the historic library structure houses very old government documents. The Tiers, a stacked shelving system at the building’s core, shelves microforms, government documents, historic reference volumes, and archival materials. The Tiers five floor levels match the building’s primary floor levels at only the first and third tier levels. The second through fourth Tiers are open for public access to the collections stored on those levels. The first tier provides closed stack storage of the microform collection. Archival and special collection materials are stored in regular library space without benefit of independent environmental controls of any kind. Collections and Locations Collection Current Location Journals, !993 to present Basement, East Wing Journals, !992 and before Basement, West Wing Journals, Popular Basement, East Wing New Books Basement, East Wing Newspapers Basement, East Wing Media First Floor, West Wing Reference First Floor, West Wing, Tier 2 Closed Stack Reference Sub-basement, Tier 4 Microforms Tier 1 Archives Tier 4 and various closets Monographs Second floor and the East Wing of the First Floor Government Documents Sub-basement, Tier 2 (half), Tier 3, Reading Room Digital Collections Ubiquitous Atlases First Floor, West Wing Dissertations Reading Room Folios and Oversized Second Floor, West Wing

Collection storage is at or rapidly nearing capacity. The following tables document shelving quantities and their level of utilization. It should be understood that shelving is at virtual capacity at 80% of utilization. This allows for 8 inches of space at the end of a standard 36 inch shelf to permit reshelving without constant shifting of materials within a shelving range. The per cent of utilization shown in the tables reflects the shelving’s literal capacity, filling every shelf completely, without any space at the end of a shelf. Shelving Utilization Data Regularly Maintained by Cowles Staff Total Linear Feet Linear Feet Utilized % of Utilization Current Periodicals 7,703.8 5,685.8 73.8 Compact Shelving 16,758.2 14,405.5 86.0 Monographs 31,955.7 27,025.3 84.6 Oversized Monographs 705.0 566.8 80.3

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Shelving Utilization Data Gathered by Library Planner Total Linear Feet Linear Feet Utilized % of Utilization Folios 189 165 87.3 Reference 1,591 1,348 84.7 Media 117 100.5 85.9 Sub-basement – Gov. Docs. / Reference 2,572.5 2,377.5 92.4 Tier 1 – Bindery 276 238 86.2 Tier 1 – Microforms 2,847 2,705 95.0 Tier 2 – Gov. Docs. 1,863 1,755 94.2 Tier 3 – Gov. Docs. 4,038 3,795 94.0 Tier 4 – Gov. Docs. 591 512 86.6 Tier 4 – Reference 352 335 95.2 Tier 4 – Archives 2,274 1,665 73.2 Reading Room – Gov. Docs. 399 360 90.2 Reading Room – Dissertations 420 294 70.0 Atlases 3 atlas cases


• Most of the stacks are at, and in some cases past capacity. Grouping and sequencing are becoming less logical as we pull old sets of books that don’t circulate much out of the monograph stacks and store them in compact shelving. Under present stacks number and conditions we will need to continue this practice so more highly used, current material is more readily available.

• I’d say that other than the general need for more shelving space for the expanding collection, I think

we really need better space for archives and special collections. A space that is humidity and temperature controlled as well as access controlled to specific staff members trained in handling old documents.

• “Special Collections” – we are in desperate need of an appropriate archives area. Professional

preservation and management of rare materials is mandatory – consideration for lighting, humidity control, storage issues, etc. – and not just for paper, but media, as well (master audio cassettes, slides, photographs, CD/DVDs).

• Due to space constraints we have had to split up the book collection and put lesser used book sets

into compact shelving...

• The Tiers are truly difficult. As they are, they are tight, dark, narrow, low-ceilinged aisles that no one enjoys using. Students avoid them at all costs.


• Could you move the DVD collection to somewhere near the circulation desk? That would really encourage students to check them out.

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Public Technology An Information Commons with 55 public computers has been developed on the first floor to provide for the library’s public computing technology. Two styles of workstation furniture are found; circular, hubbed pieces with 5 stations each and custom wood table style stations. All of the computers are intended for individuals working independently. A wireless LAN network provides access for library users with laptops and wireless cards. A cluster of useful, older technologies are found on the basement level. Their use is supported by the Periodicals Desk which is sometimes staffed. Public Technology Summary Table

Location Catalog Stations

Public Computers

Other Public Technologies

Second Floor 2 0 1 media cart

First Floor 5 55 2 printing/copying stations 1 visual impaired viewing station

Basement 1 0

2 microform reader/printers 2 microfilm readers 3 microfiche readers 2 DVD viewing stations 3 VHS viewing stations 4 photocopiers

Staff Comments Summary

• There are times when the Info Commons area is crowded. We have been asked about having computers available in other parts of the building as well.

• The most acute need would be for “group” computing stations – public workstations designed to

accommodate four or five people.

• The building was not designed with technology, especially networking, in mind. Many of our solutions to cable management have been homemade. They work, but are not especially aesthetic and are prone to accidental disconnects when feet and possessions get caught on loose cabling.

• I would also like to see us add some presentation practice rooms that could be used by groups or

individuals to prepare for giving presentations in their classes. These rooms should ideally have the same type of equipment that would be found in classrooms on campus.

• Permanent teleconferencing capabilities in at least our main conference room would be great.

Much easier than having to order special equipment from the telecommunications office.

• We need 3-4 group listening/viewing stations.

• I have noticed is the congestion of media on the lower level. No quiet areas for viewing DVDs and VHS tapes for individuals or a group. No area to spread out your materials when viewing microforms for genealogists and others. Sometimes 2 reader printers are not enough to accommodate the number of people wanting to use this equipment.

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• Also, it is difficult to find a place to plug in computers when meeting with groups downstairs from the front doors. It would be helpful to have more outlets to plug in lap tops. The few outlets that are present are not conveniently locate, for the cords have to be on the ground in areas where people are walking."

• More outlets for laptops

• Require people to use cell phones in designated areas

• It would also be neat to have a space dedicated to group work where students could practice

presentations with PowerPoint on projectors.

• The library needs some technological upgrades and also better servicing of equipment.

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Instructional Space There are two classrooms located within the library.

• The Media Classroom is located on the Basement level and is rated to seat up to 26. Media capabilities include data access, telecommunications access, and digital projection. The room is scheduled by the Registrar’s office.

• The Electronic Classroom is located on the First level and seats 12 at computer stations and 12

at table seats. Media capabilities include data access, telecommunications access, and digital projection. The room is scheduled by the Cowles Library.


• Our electronic classroom is good for instruction, but we really cannot handle a class of more than 20 students. The downstairs classroom is bigger, but that one is not under our scheduling control.

• Another large meeting space (big enough for 25-30 people) is needed in the library to

accommodate training and meeting needs of the staff. It would need to have computer presentation, DVD, & video capabilities as well as mobile tables that could easily be re-arranged in the room. It would ideally be controlled by the library & not used for classroom space, but meeting, training and other special event space.

• I also believe our computer classroom is much too small to be a comfortable environment for

teaching or learning. It ideally should be twice as big as it is and have plenty of space at each computer for students to spread out their work as well as space for them to work away from a computer as individuals or in small groups.

• The electronic classroom on the main floor is horrible space for teaching. The room is too narrow,

and too small for a normal class. The computers face away from the instructor, and there are not enough work stations. Teachers in this classroom seemed confined to the computer cart, and are unable to move about while teaching without blocking the information on the screen.

• We need classroom space of all sizes, controlled strictly by the library. Media capability should be in

each classroom. We need one classroom that would hold about 50 (the current Media room can hold only about 30-35 comfortably.) We need at least one additional computer classroom the size of the Media room. We need 2-3 seminar rooms (10-15 people) and 3-4 group collaboration rooms (4-8 people). Present space is overbooked.

• Electronic Classroom is too small for any group over 12. Computer stations seem to have been

crammed in at the last minute. Not a classroom where a lot of interaction can take place due to the design. Even when the staff uses the room for meetings, we have to situate our seating at an angle to the speaker.

• Media Classroom seems to be designed only for that: Listening and/or watching films. The tables

arranged in a C-shape are too far away from each other as to make eye contact. Presentations are limited to those using Apple computers, which can be fairly limiting to those only familiar with PCs.


• No comments

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Meeting and Assembly Spaces There is a single room in the library whose dedicated purpose is to serve as a meeting space, a 12 seat conference room on the second floor. Two other spaces are used for assembly though that is not their primary purpose. These spaces are both on the Second level and include the Historic Reading Room and the North Reading Room.

• The Conference Room seats 12 at a traditional conference table. The room has data and telecommunications service, a large flat panel monitor, media equipment cart, and a ceiling mounted projection screen.

• The North Reading Room is a glass enclosed quiet study space in its normal configuration. When

used for meetings or programs it will accommodate up to 70 chairs in rows. The room has data and telecommunications service and a media equipment cart.

• The Historic Reading Room is normally used for quiet study with a configuration includes 12 study

tables and 8 lounge chairs. When used for programs the room common seats 70 to 120, though it may seat as many as 300 if additional chairs are brought from other sources. The room has wireless network coverage and power but no other media equipment or connections are inherent to the room. Catering is allowed but there is no warming kitchen or other catering support available. The adjoining Atrium (room 207) is often used for refreshment tables and pre/post meeting gathering in support of activities in the Historic Reading Room.

• Collier Heritage Room is occasionally used for meetings and seats 12 to 15.

The Dean’s outer office has a four-place meeting table and is understandably not available to be scheduled for others. Representative Staff Observations

• With more and more events being hosted in the Reading Room and catering done out in the atrium, our lounge kitchen could use more table/counter space and a larger, updated sink area.

• The Reading Room lacks electrical outlets, only 4.

• It’s unfortunate that some of the neatest parts of the building, like the Reading Room and Heritage

Rooms, are difficult to locate and almost impossible to simply stumble upon. The two sections of the building do not work well together at all. Giving directions to someone is impossible.


• I like the reading room. Please post notices that people should not even whisper in there. There should be absolute silence.

• I love the Reading Room. Let's keep that space a quiet retreat like it currently is.

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Staff Work Spaces and Service Desks Service Desks Library staff operate three public service desks; circulation, reference, and periodicals.

1. The circulation desk provides for traditional loan services and for the management of reserve materials. The security desk is also located within the circulation desk area.

2. The reference desk is located adjacent to the Information Commons area which includes the public

computing stations and the print reference collection. The staff support student and faculty use of the library’s digital resources, the reference collection, all other collections, and provide general research guidance.

3. The periodical desk is located in the basement providing numerous functions. Staff at the periodical

desk retrieve microform materials, assist in locating hard copy journals, and support the use of equipment including copiers, microform readers / printers, and viewing / listening stations.

Staff Offices Staff offices are in five main clusters.

1. A clustering of staff is located by the Information Commons. These staff include Access staff and Instruction staff. All of their offices have doors directly to the public floor.

2. An amalgam of staff have offices behind the circulation desk. These include the Coordinator of

Service Quality and Training, the Administrative Assistant, and staff member of the Technology and Instruction Team.

3. A clustering referred to as technical services is located on the ground floor of the historic library

structure. Located in this office and workroom block are staff supporting Digital Services and Collection Development / Management.

4. An information technology office / workroom / server room is located on the first floor behind the

reference collection. A near-by, separate, single office houses the Web Presence staffer.

5. The Dean and the Coordinator of Administrative Services are located in separate, unconnected offices on the second floor.

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Staff Work Spaces by Organizational Chart Technology and Instruction System Workroom / Office 1 Private Office (Gilbert)

Workroom • 1 staff station (Davis) • 1 equipment implementation station • 1 server station • 8 sections industrial shelving

Server Room Web Presence 1 Private Office (Phillips) Information Commons 1 Private Office (Brdicko) Digital Repository 2 Private Offices (Frazer, Schmidt)

Workroom • 1 staff station (Lincoln) • 1 student station

Instruction 4 Private Offices (Keyser, Schaefer, Djenno, Stone) Access Services

Offices 2 Private Offices (Breidis, Stumme) 1 Shared Office (Sindelar, Sidwell)

Circulation Workroom

• 3 student stations • 12 sf shelving sections for media collection • 8 df sections for reshelving • 2 sf sections for staff materials • time clock

Circulation Desk

• 2 public service stations • 1 seated staff workstation • 1 security staff station • 6 df shelving sections for reserves

Interlibrary Loan Workroom

• 1 staff station (Mogel) • 2 student stations • 2 printers

Periodical Desk • 1 public service station • 1 seated staff station

Bindery and Digitization Workroom

• 1 bindery work station • 1 temporary workstation for digitization project temporary staff • 1 digitization workstation

Collection Development and Management Offices 1 Private Office (Koch)

Workroom

• 3 staff workstations (Bianchi, Brennan, Lowe) • 9 student stations • 1 scanner station • 1 fax / printer station • 1 counter with paper cutter / misc. equipment • 1 printer station

Mailroom • Counters and mailboxes

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Service Quality / Training 1 Private Office (Jurasek)

Administration Offices 3 Private Offices (Dean Henshaw, Breakenridge, Flynn) Conference Room 12 place conference table

Support Spaces

Staff Room

• 1 sofa, 2 lounge chairs, 3 loose table chairs • 1 four-place table • sink, stove, microwave, refrigerator • 1 vending machine

Temporary Workroom

• 1 contractor station (Dawson / archives grant) • 1 work table • 1 digitization workstation


• Library administrative offices are scattered around the building in difficult to find locations causing a lot of running around. Visitors often need to be led to meetings because verbal directions, especially to the conference room, are understandably confusing. Office locations have been haphazard and do not always suit the function - i.e., the administrative assistant's office is behind the Circulation desk.

• While it is convenient for reference librarians to be in the public area, the offices are not well

grouped. Other staff offices are clear across the building, and interaction among staff is difficult.

• At least in the Tech Services room, design of cubicles and offices does not currently reflect work-flow. Since the room was renovated in the early 90s and Tech Services relocated there, tasks, staffing and work-flow have changed drastically. More and more student assistants are being needed, and their current area has grown small and cramped. The number of computer work stations has increased, but corresponding appropriate work space to those stations, has not. On any given day, the TS room has 4 to 5 student assistants working in it, while also housing 7 full-time staff. For this number of workers (plus desks, chairs, tables, trucks, cubicle walls, computer stations, shelving, telephones, and printers), what is the correlating required square footage? I feel like we’re bursting at the seams.

• Staff offices are spacious, but don’t have network/electrical outlets in the correct places to allow for

optimal furniture placement. The furniture is dated and no longer efficient for assigned duties. Many staff have opted to get rid of traditional desks and replaced them with tables. In the Circulation area, lack of sidelights limits staff view to the service desk.

• Concentrating most of our staff in one area may lead to more logical, efficient workflow. As an

example, it is currently difficult to get items that have been recently cataloged out to the Reference desk or Circulation. TS staff either have to push a cart through the new café area and up the ramp, or bring items up via the temperamental elevator. Getting items down to TS when we’re working on a project and several items need re-cataloging is likewise inefficient.

• The Systems office appears crowded.


• No comments

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Wayfinding and Signage Wayfinding Wayfinding is very much a mixed-bag at the Cowles Library. The library’s primary collections and services are forthrightly organized. Services and functions located in the historic library structure and the “Tiers” and less readily accessed. A central stair takes the public to each of three floors with flanking east and west wings on each floor. The floors and their primary content include:

• Basement - the journal collections and microforms • First Floor - the information commons, media collections and the initial third of the circulating

monograph collection • Second Floor - the balance of the monograph collection

After that things become more complicated.

• In the middle of the library, behind (south) of the central stair, are the Tiers. The Tiers are a stacked shelving system with five floor levels that match the building’s primary floor levels at only the first and third tier levels. The second through fourth Tiers are open for public access to the collections stored on those levels. The first tier provides closed stack storage of the microform collection. The fifth tier houses the building’s mechanical systems.

• The historic, original library structure is located behind the Tiers to the south. The second floor of

the library matches level with the second floor of the historic structure and this is where the grand Reading Room, the Atrium, and the Heritage Room are found. During regular service times these rooms are reached by going around the Tiers structure on the second floor, past the monograph collections.

• The first level of the historic library structure does not match any other level in the library and is

reached by an open, wide ramped hall from the first floor. This floor level includes the new coffee shop, the Electronic Classroom, a study hall type space, and the Technical Services workroom. The historic main entry to the library is found at this level.

• A sub-basement is located beneath the historic library structure. The sub-basement includes a

boiler room and a collection storage room referred to as the “sub-basement” which houses old and seldom requested government documents.

Signage All of the building’s signage has aged and, with the passage of time, there is not a single, consistent approach or style. Even so, the signage works fairly well directing users to the primary collections and services. The signage works less well directing users to the Tiers and the spaces in the historic library structure.

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• It’s unfortunate that some of the neatest parts of the building, like the Reading Room and Heritage Rooms, are difficult to locate and almost impossible to simply stumble upon. The two sections of the building do not work well together at all. Giving directions to someone is impossible. (Ex: “Go up front steps, to the right, down the ‘ramp’ on your left, go left and then up the ‘green’ stairs and you’ll see it.”)

• Students are not able to find the collection they need easily. Part of the problem is signage, but part

is the layout of the building. Students are confused as to what is the first floor and what is the second floor. The wrap around construction is confusing, and there is not a good, direct way to get to the south side of the building.

• Existing signage has not been maintained and new signs have a temporary, tacked-on appearance.

In addition I find them rather unfriendly. Representative Student and Faculty Observations (from 2007 LibQUAL Survey)

• No comments

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Aesthetics Representative Staff Observations

• The building is out-of-date. It is beginning to take on that “shabby” appearance. The furnishings, paint, carpeting, etc. all need to be replaced and updated. It does not have a new or fresh feeling at all. I think that can often cause people to have those sorts of feelings about our collections and services as well (that is, “outdated”). I think the University Library could be the crown jewel of the University in terms of appearance. In many University’s it is just that. Right now we are certainly not that. On the contrary, we are on our way to becoming something of a marketing liability in terms of shabbiness. I think our excellent services and collections are extremely poorly reflected in our “wrapping.”

• Many complaints are made about the dated furnishings here in the building … chairs that are not

comfortable, poor lighting at work tables, and other comments. I expect this will be addressed in the near future, but we need to be sure it is fixed soon.

• Furniture is worn, out-dated, and some has been vandalized. Some staff feel the exhibit cases at

the main entry are “old and worn” and should be replaced with new exhibition spaces.

• The overall décor is getting worn.

• The gray walls from the previous renovation (10 + years ago) are getting old and drab. Some paint is also cracking. Carpet is stained in many public areas and starting to tatter in some spots.


• You have the resources that you need, but the building is not built to invite ANY student to study there. Usually during certain times I know it will be jam packed, and there really isn't a designated ""talking"" place, or a good resource for any type of reading for fun book I would want. I think I would spend a lot more time and energy at the library if it had an actual inviting setting and it wasn't so dark.

• Many of the students in my classes report to me that they go to the library to do their homework as

a more peaceful alternative to their dorms.

• Love the fact that a Starbucks coffee bar is soon to open in the library!! And, congratulations on the good taste in the new decor in old ground floor reading room. A physical addition to the library has been in the master plan for decades; I hope before another 20 years rolls on it may become fact.

• Cosmetically, I think the library would be better if it were a little brighter. Maybe change the carpet to

a lighter color? That's not really important, but if it ever comes up, the dark blue and dark brown shelves aren't the same. I think that if the library were modeled off of an artsy coffee shop or something, people would feel really comfortable coming.

• I go to the library almost daily just to study because it is nice and quiet. One thing that I think would

be nice would be for the library to undergo construction. I know this is a big thing, but many of the buildings on campus are having construction done too. The library is fairly old looking and could use a ""face-lift"" to make it more modern.

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Security and Safety Representative Staff Observations

• The north side does not light the steps adequately so patrons won’t trip and fall. The south side is also very dark at night when staff leave after hours.

• We should have a camera (whether video, or still photography) that records the entry/exit to the

library. Its presence may act as a deterrent and would help us to identify people engaged in criminal activity.

• The current layout of the lobby makes security difficult. The sensor gate is located too far from the

Circulation Desk for the attendant to respond when the alarm sounds — the person who triggered the alarm is usually long gone by the time the attendant is able to cross the work area to where the gate is visible. Even when the attendant responds in time, the gate is physically distant enough the person usually keeps walking anyway.

• As a woman who works until 10:00 p.m., I have not always felt completely safe walking to some of

the more distant parking lots (where I was able to find parking) – however, on those occasions, Drake Security has been enormously helpful.

• We need more outside lighting on the south side of the building for those staff members that arrive

or leave when it is dark out.

• I would also like to see an intercom system added to the building to announce building closures and weather emergency issues.

• I’m concerned about the openness of some of our staff areas … especially on tier 2 where new

books are stored until they are processed in the system … they could easily be walked off without much problem.


• I would like the library better if it was more lit up outside, I don't like it there at night, it's creepy."

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Lighting / Electrical Systems A separate inquiry by an engineering team will provide the professional observations regarding these systems. Representative Staff Observations The lighting in the building is not very good at times. The building has had motion sensor lights installed everywhere to cut costs. The motion sensors are very unreliable in the stacks. When walking down aisles, they don’t always light up the area you wish to look at. Many times I have clapped my hands near a sensor to try and get it to turn on the lights so I can view the books. his is not a very good thing for a library and patrons! There are many dark areas anyway in this building. I feel the building is very under lit. Some sensors on the automatic lights over the book stacks are not sensitive enough or are too far apart. It is sometimes necessary to walk the entire length of a stack or even into the next aisle to trip a sensor. Representative Student and Faculty Observations (from 2007 LibQUAL Survey)

• At times, it is a nuisance that the lights are motion sensitive and shut off every 1/2 hour or so. It always seems like I am right in the middle of something, and then I lose my train of thought as I have to get up and walk around to turn them on.

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Structure / Building Exterior A separate inquiry by an engineering team will provide the professional observations regarding these systems. Representative Staff Observations The building is in good shape for its age; the south façade presents a striking view to passers-by. Windows are drafty. The interior is divided into odd spaces. The tiers are inflexible, making them difficult to use. The air conditioning leaks. The wrap-around building with stairwells and an oddly placed ramp present challenges for logical design of office space and collections. The windows in the old part of the building on the ground floor all need to be replaced (like in the Reading Room). They are all original as far as I know. There have been issues with watering leaking down through the Tiers onto library materials. Representative Student and Faculty Observations (from 2007 LibQUAL Survey)

• No comment

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Mechanical Systems / Plumbing A separate inquiry by an engineering team will provide the professional observations regarding these systems. Representative Staff Observations Ventilation issues -- At times (may be twice a year) in TS, the smell of “dead mice” gets overwhelming, and we have to call over to Physical Plant and ask that the floor drain in the sub-basement be flushed out. We have frequent complaints about some areas of the building being too hot or too cold, but its always been difficult to maintain a consistent temperature around the building because of its disjointed nature. Some of the toilets on the lower level don’t seem to have enough water power to flush them. In TS we do get exhaust fumes from delivery trucks because the vent is located by the dock door where the deliveries are made. Even though we have posted noted about them turning off their vehicles while delivering, on occasion, we can still smell the fumes from outside. Representative Student and Faculty Observations (from 2007 LibQUAL Survey)

• Why is the library so COLD??????

• Library services are excellent except for one problem: the library is always too hot

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Appendices

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- Cowles Library - Transforming Learning and Sustaining Community

- A White Paper - “Librarians are essential for maintaining the existing structure of access to scholarship, and for functioning as leaders, change agents, teachers, and technicians in the organization of the new digital medium and scholarly information structure.” (James Neal) I. Environmental Scan – Implications and Opportunities Over the next decade the university library will usher in new approaches to scholarly communication and the processes for research, inquiry and discourse. The impact of this change will transform the library and has the potential to propel the Drake experience to new levels of excellence. The initiatives contained in this document reflect an initial effort to frame the direction of library development for the next five years. They are a response to the implications and opportunities of the environmental trends contained in the Cowles Library Environmental Scan. http://www.lib.drake.edu/site/aboutCowles/futures.php Trends That Matter the Most – Shaping a Strategic Advantage for Drake: The Drake mission explication calls for “….students that will learn to acquire, analyze, interpret, and integrate information, employing appropriate technology to assist with these processes, and to understand the social and ethical implications of information use and misuse.” Historically the academic library has been the intellectual center and primary resource for supporting this part of the Drake mission. Over the past decade, the library has broadened its focus beyond the traditional model of book repository and extended its reach in dynamic new directions. This new direction has been aimed at both enhancing the quality of the student learning experience – and at the same time, strengthening Drake’s connections to the global community of scholars and learners. The convergence of two significant trends (the growth of digital information resources and of networking technology) enabled the library to create new opportunities for the Drake community of learners to engage and interact with information and scholarship. With the creation and development of virtual services and resources, the “library without walls” has transcended the boundaries of space and time - meaning that faculty and students can avail themselves of resources and assistance at point of need throughout the learning process. The impact of this development has been significant and nothing short of revolutionary. Physical visits to the library have doubled in the past five years and use of the virtual portion of the library continues to increase at an accelerating rate (approaching one million hits annually on the library web site). A convergence of the trends presents an opportunity to continue to strengthen the library’s ability to enhance the student learning experience: - Millennials represent both a challenge and an opportunity. Raised on the internet and versed on Google, they nevertheless are demonstrating a positive and at times aggressive embrace of information services and resources. - Technology presents an avenue to connect students with the explicit knowledge contained in libraries and formal knowledge collections of discipline based scholarship. - Interdisciplinary Access will become better as search tools develop for presenting visualizations of knowledge – within and across discipline silos.

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http://www.lib.drake.edu/site/aboutCowles/futures.php

- Scholarly Publishing is finally beginning to enter the digital age. Peer review is likely to undergo change and formats will permit faculty and institutions to develop alternative approaches to expensive and inefficient print publishing practices. - Preservation of the scholarly record will advance with the continuation of collaborations such as JSTOR and the digital repository movement. Libraries will ensure that standards are applied to these resources. - Library Space will have relatively fewer demands for print periodical collections and thus be devoted to higher order support for learning activities, services, collaboration, archives, and community engagement. II. Initiatives – The Library as an Agent for Change and Transformation Cowles Library has already established a successful framework for advancing services (i.e. initiatives). The proposed initiatives build on, enhance, and sustain this model. The initiatives outlined in this document will be carried out within the context of the following strategic program areas: Core Strategic Program Areas: • The Library as Innovator – Transforming the Learning Organization • The Library as Teaching Agent – Transforming Learning and Pedagogy • The Library as Knowledge Manager – Transforming Content, and Access • The Library as a Cultural Center – Transforming Discourse and the Commons • The Library as Place – Transforming Learning and Community A supplemental report has been prepared that discusses the overall framework for managing – values, principles, trends, strategic programs, and initiatives: http://www.lib.drake.edu/site/aboutCowles/futures.php

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http://www.lib.drake.edu/site/aboutCowles/futures.php

Initiatives: (note – initiatives are numbered consecutively in this section) Core Area: The Library as Innovator The role of the library in fostering collaboration and innovation in the wider academic community is worthy of note. Innovation and new organizational ideas require change and change means risk. Academic institutions are notoriously slow to embrace change; this is due, in part, to a rewards system that does not always reflect the changing nature of the academy. Cowles Library has built on its history of innovation by establishing beachheads in those areas of social technologies often referred to under the rubric of “Web 2.0,” “Learning 2.0,” and “Libraries 2.0.”2 The Library now seeks to help establish a series of interrelated initiatives that will both engage a changing social and technical landscape, while modeling new vehicles for delivery of rewards for those willing to take chances in shaping the future. 1. Student Collaboration Group Cowles Library will recruit students for a long-term Student Library Management Group. This student group will be formally charged with consulting with, and assisting the Cowles Library faculty and staff in the development of the next generation of services. This group will have an enriching set of project assignments and rewards that will be closely aligned with the library mission and strategic objectives. 2. Compensation and Appointments: New Models In this area the library proposes to move forward on two parallel fronts. First, the Innovation Award (Pilot Project): Cowles Library will pilot a new internal form of faculty/staff compensation. A category of compensation will be established that rewards unit/team performance based on criteria built around innovation and service effectiveness. This initiative is intended to further advance an entrepreneurial approach to collaboration and service. Second, the Alternative Appointment Category: Cowles Library will develop a faculty/professional appointment category to accompany the Librarian (MLS) positions. This category will facilitate the appointment of additional academic specializations and joint appointments with other academic disciplines (e.g. archivist, digital historian, intellectual property specialist, etc). Core Area: The Library as Teaching Agent – Transforming Learning & Pedagogy A brief review of relevant literature reveals many proposals for methodologies that re-define information literacy.3 The goal of the following initiatives is not, however, to implement one particular strategy or methodology. Rather, it is to establish information literacy as a vibrant and flexible foundation of curricular development at Drake University. Clearly, to be information literate, an individual must understand the malleable nature of information and communicative technologies in modern society; it seems only reasonable, therefore, that information literacy programs should model this adaptable, changeable approach.

2 For a full Web bibliography constructed by Library staff, visit: http://cowles-lf.drake.edu/bibliography.html 3 One illustrative example: Swanson, Troy, “A Radical Step: Implementing A Critical Information Literacy Model,” portal: Libraries and the Academy 44, 2(February 2004): 259-273.

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3. Program for Digital Learning and Innovation (the replacement for the Center for Digital Technology and Learning) The vision of this new initiative can be stated simply: “Everyone at Drake experiences an active technological learning environment and understands critical components of technology and information.” Its components include: • Pedagogy development: Support of “A Safety Zone of Innovation” for faculty, which includes resources and collaborative support. • Policy/awareness on open access/new scholarship: Drake University is currently the only college in Iowa that supports an institution-wide scholarly repository. Greater awareness and advocacy can leverage this into a competitive asset. (see Initiative 4, below) • Fund for Innovation in the Use of Digital Resources: Develop an innovation fund for faculty for the application and use of digital resources in the curriculum. This initiative is intended to further develop the integration of digital content into teaching and research. The library will collaborate with faculty to use social software (Library/Web 2.0) technologies to link users to the library’s collections in new and innovative ways. This may include Library/Web 2.0 applications (such as blogs, wikkis, Rss feeds, podcasts, etc.) • Develop an academic program for “Social Computing.” (or other possible alternatives for the current ISIT “concentration” approach) • Support (grants) for research and development in these areas. 4. Program for Management of Drake Scholarship and Learning Assets The Drake Digital Repository (DDR), comprising the Drake Heritage Collection and eScholarShare, are attempts to capture the digital history and the scholarly output of the institution. More direct involvement by faculty in these developments will ensure the DDR’s long-term growth and success. Drake’s “early adapter” status in this area could be leveraged by the creation of electronic portfolios for Drake scholars. Currently, Drake faculty are not systematically sharing their scholarly output. Tools and development resources would be made available to those who wish to share and develop their scholarship online. This initiative would therefore significantly advance interdisciplinary programs and global awareness of Drake scholarship. Core Area: Library as a Knowledge Manager – Transforming Collections & Access The intellectual model of a university has been built for centuries around the image of the scholar/researcher, whether a person is faculty, staff, or student, secluded in an office or the library, surrounded by a pile of books, journals, and note cards as he or she pound out a solo paper or monograph. While this model still has validity, many modern scholars are using technology and cooperative approaches to open up the research process. Journal articles and monographs are increasingly co-authored by several individuals who use collaborative technology to share their work. The output of the process is not always a paper, book or journal article; it may be a piece of software, a video presentation, or a Web page that invites the comments and even modifications of other interested scholars. Finally, instead of depending solely upon traditional academic publishers to vet and distribute their work, scholars at all levels are placing their research in electronic repositories that protect and affirm long-term access. The library’s collections exist to provide access to ensure and sustain an exceptional learning environment at Drake University. As we move now into a much looser collection environment, librarians need to work together with faculty in a more effective and collaborative manner regarding what should be purchased, what should be retained, and in what format. We still purchase books and subscribe to print journals, but in addition, we also subscribe to electronic databases, thousands of electronic journals, and thousands of electronic books. Determining the proper balance will continue to be the purview of librarians and faculty in close collaboration. The library’s monograph (book) collection is increasingly becoming much more amorphous given that we now access many thousands of electronic monographs in addition to the purchase of print monographs.

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The rapid increase of digitization of print materials requires that the library maintain a proper balance between digital formats and paper formats. Initially, the enormous pressure of format hybridism has primarily impacted the journal arena, but has, in recent years, also greatly impacted the monograph area. Obviously, there are huge challenges to both a University and its Library presented by the transformative research model that is described above. The Library proposes to adopt the following parameters for this indefinite transitional period: • The library will still purchase books. The book as a method of scholarly communication is far from dead; in fact, the number of print books published increases each year. The monograph collection should be “leaner and meaner.” This process includes Approval Plan Re-profiling, the exploration of purchasing books “on demand”, and determining with appropriate faculty which disciplines are most appropriate for the purchase of e-books. • The library will work with faculty to determine the proper “mix” of print and electronic journals with the underlying assumption that electronic access will be preferred over print. We will work towards eliminating print journal subscriptions when possible. • Librarians will increasingly be active information advocates. We will not shirk from our role in educating administration and faculty how the information marketplace currently works, particularly regarding the monopolistic pricing of academic publications, and how this system limits fair and equitable access to our nation’s scholarship. The library will serve as a center for scholarly communication and a resource for questions on copyright, author rights and other issues of growing importance. We must educate how the open access movement has the potential to transform the information marketplace. Initiatives 5 and 6 are meant to suggest some strategies that will enhance and sustain scholarly communities during this transition period - and into the future: 5. Information Resources for Excellence Cowles Library will partner with the faculty of each of the academic programs/majors, via the existing Library Liaison structure, to develop a profile for excellence. The primary focus of this initiative is to take the depth, scope, and quality of the library information resources to the highest level commensurate with the learning and research needs of the academic programs. We envision this initiative as a multi-year process. All of the programs need attention, but there continues to be a special need in the sciences. 6. Drake Archives Program (Drake Heritage Specialist/Archivist) Cowles Library functions as the de facto university archive, but is not formally charged with, or supported in this activity. This initiative calls for the establishment of a Drake University Archives Program, including the position of Drake Heritage Specialist. The Drake Heritage Specialist position will foster the preservation of the Drake historical record. Specifically, the individual in this position would: develop policies and a systematic structure for preserving university material; develop plans for housing and properly storing material; develop access services to archival materials; and collaborate with the Library’s Digital Repository program. The Specialist would also develop an educational program – within a curriculum, community, alumni and advancement context. This individual would have professional training as a historian and archivist/librarian. The Drake Heritage Specialist is deserving of unique and separate consideration, as it would help the educational and learning environment of the University and provide valuable central administrative control over historical records and information that is currently lacking at the institution. The Specialist would manage reservation activities, as well as creating awareness and access to all of the Library's unique collections.

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Core Area: The Library as a Cultural Center Traditionally the academic library was thought of as the center of the university’s academic community. The library was where the university community went for information and cultural enrichment through monographs. Just as the forms for providing information have evolved (see section: The Library as a Knowledge Manager, above) so have the ways people share their thoughts and opinions through academic discourse and dissent. The physical and virtual aspects of the library are logical and natural locations for the growth and cultivation of the cultural interaction of the university community and the broader community. The following initiatives are meant to suggest some strategies that will enhance and sustain the Library as a Cultural Center into the future. 7. Digital Bucksbaum Commons (http://www.discourse.edu) Cowles Library will collaborate with the Bucksbaum Lectureship program and the Center for Global Citizenship to plan, create and implement a Center for Global Discourse, a virtual resource that will include a collection of essays, digitized lectures, information recourses and interactive curriculum. The center will serve as the foundation for ongoing discourse that can reach beyond the geographic and time constraints of the current campus events. This could also serve as a prototype for developing co-curricular resources for other areas of the Drake Curriculum. 8. Drake Memory Project Cowles Library will continue and broaden the collaboration with the Journalism faculty and the Drake Alumni Department to develop the Drake Memory Project. This project provides a unique learning environment for students to interview Drake Alumni and other members of the Drake community. The project also would help build the archival resources unique to Drake University. Key players will include the Head of the new Drake Archives Program (see Initiative 6, above). 9. Community Collaboration Alliance The Cowles Library will work with other community groups (Des Moines Public Library, Iowa Historical Society, Iowa Jewish Historical Society, et cetera) to form a Community Collaboration Alliance. The purpose would be to provide the community the enlightenment of diverse topics through special programs and activities such as speakers or book discussion. Core Area: Library as Place – Transforming Learning and Community “For several generations, academic librarians were primarily preoccupied with the role of their library buildings as portals to information, print and later digital. In recent years, we have reawakened to the fact that libraries are fundamentally about people—how they learn, how they use information, and how they participate in the life of a learning community. As a result, we are beginning to design libraries that seek to restore parts of the library’s historic role as an institution of learning, culture, and intellectual community.” 4 To meet today’s academic needs as well as those in the future, the library must reflect the values, mission, and goals of the institution of which it is a part, while also accommodating myriad new information and learning technologies and the ways we access and use them. Library space needs to embody new pedagogies including collaborative and interactive learning modalities. Significantly, the library must serve

4 Council on Library and Information Resources. Library as Place: Rethinking Roles, Rethinking Space. 2005. http://www.clir.org/pubs/execsum/sum129.html

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http://www.lib.drake.edu/

http://www.clir.org/pubs/execsum/sum129.html

as the principal building on campus where one can truly experience and benefit from the centrality of an institution’s intellectual community. 10. Cowles Library Renovation/Addition Drake University should have a library facility that is commensurate with its aspirations to be a greater university. The main library facility needs to be upgraded and expanded to meet the needs of the 21st century mission of Drake. Some of the potential functions and features that this library/learning/cultural center should exhibit include: - Organized and designed around learning needs (not just book stacks) - Flexible and adaptable to emerging social/technological trends - “People space” for individuals, groups, classes, and community events - Space dedicated to “learning clusters” that bring together collections and services for individual disciplines and/or learning styles and experiences - Integration of services – including student assistance and advising; faculty technology support; Centers - Drake archives and special collections - Technology spaces – that invite and encourage the use of a broad range of technologies - Relaxation and social interaction – coffee bars and cafes - ADA – make the facility truly accessible - Extended services hours of operation (note that a feasibility study is currently underway that will examine the long term library space needs of Drake) III. Collaborations - Opportunities Because the library is in essence a service, collaboration is therefore both a core value and operating principle. In this regard, all of the library initiatives will be undertaken as collaborations. The form of collaboration will range from consultation, to joint projects, to joint programs and positions. Following is a list of each of the library initiatives enumerated and discussed in Section II (excluding the rationale and description). Major partners/collaborators are listed for each initiative: 11. Student Collaboration Group (Student Life, Student Senate, Cowles CNAC) 12. Compensation and Appointment Pilot (Human Resources, Academic units) 13. Program for Digital Learning and Innovation (OIT, Academic Units) 14. Program for Management of Drake Scholarship (Academic Units) 15. Information Resources for Excellence (Academic Units, Advancement) 16. Drake Archives Program (History Department, Advancement/Alumni Relations) 17. Digital Bucksbaum Commons (Bucksbaum Lectureship, Vendor) 18. Drake Memory Project (Journalism, Advancement/Alumni Relations) 19. Community Collaboration Alliance (various community groups) 20. Cowles Library Renovation/Expansion (Facilities, Academic Units, etc)

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IV. Resources – Realignment and Revenue Cowles Library has already undergone an extensive set of changes over the last decade, resulting in a significant realignment of resources and service initiatives. Resources, especially staffing, have been eliminated and or reallocated to support emerging needs. The development of remote access to library holdings has also contributed to an increase in use – furthering a core objective of all library programs and providing for an improvement in unit costs. Additionally, the existence of a professional library staff contributes to the efficiency of university operations – especially in the areas of central management of such programs as acquisition, database pricing and licensing, and support services The following additional realignments and opportunities for revenue are areas of exploration, dependent upon the concurrent development of above initiatives: • Reduce retrospective serial print holdings – as long term, permanent digital alternatives become available. • Open Source Collaboration The library will pursue an emerging opportunity to collaborate with Open Source collaboration with peer institutions on an open source software/service initiative. The objective of this initiative is to enhance the functionality of access software and reduce or eliminate dependency on expensive proprietary software, SIRSI. • Reallocate staff positions from maintenance of the print collections (serials/monographs). • Reallocate/realign monograph allocations to fund digital incentive fund. • Increase the use of “student associates” to staff service and technology functions. • Evaluate Drake’s continuing participation in the Federal Depository Documents Program. • Consider split positions with the Law Library (subject to accreditation standards and guidelines). • Replace existing proprietary software systems (e.g., Sirsi) with open source solutions and or providers with lower cost alternatives. • Renovate the existing facility to make it more efficient (by reducing the number of service points, by replacing the current HVAC system, more maintenance friendly, etc.). A renovated facility should have community space that can be used to support revenue generating functions and activities.

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Cowles Library Strategic Plan 2006-2008

“The purpose of Librarianship is to enhance the social utility of the graphic record” (Jesse Shera)

I. Mission

To support the educational goals of Drake University by providing services, collections, technology, and learning opportunities that make it possible for faculty and students to successfully access and use information.

In fulfilling its mission, the Library works in partnership with faculty and other members of the Drake community, and seeks to contribute to the overall goals of the University. Primary emphasis is placed upon materials and services that expand upon and support the curriculum, and that support faculty teaching.

II. Vision

Cowles Library is committed to creating and maintaining a dynamic learning environment focused on service and guided by the principles of intellectual freedom. The Library is the gateway to recorded knowledge, both print and digital, for the Drake Community. The Library staff prepares students for citizenship in the 21st century, modeling the principles of information literacy: to acquire, integrate, analyze and interpret information, to use appropriate technology to assist with these processes and to understand their social and ethical implications.

III. Organizational Attributes

The work of the Library staff is guided by a set of six organizational attributes. By adopting and sustaining these attributes, the staff directs the ongoing development of Library services in a manner that will help produce effective decision-making, efficient use of resources, and excellence in the provision of services.

o The Library is a Learning Organization with both individual and team work focused around a shared vision and a strategic agenda.

o The Library approach to service is framed by a set of Service and Professional Values grounded in a commitment to intellectual freedom and the American Library Association’s Library Bill of Rights.

o The development and delivery of library services is based on the concept of Collaboration with customers, lead vendor partners, and with the broader library and scholarly community.

o Library Faculty work towards the highest standards of Professionalism in both conduct and mastery of assignments, and play a leadership role at Drake and within Librarianship.

o Library staff are committed to maintaining a Process of Assessment that leads to the highest levels of customer satisfaction and continuous improvement of library service.

o Library staff are committed to advancing the development of a Diverse and Multi-cultural Environment at Drake.

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IV. Strategic Goals

Goal 1: Enhance the effectiveness of the library organization in order to achieve higher levels of quality service, efficiency, diversity, and the quality of work-life.

Strategies/Activities (2006-2008):

o Participate in the University Self-Study – contributing leadership, expertise and other resources as necessary to the process. Work with the Self-Study committees to insure that library service outcomes align with institutional needs.

o Prepare a new Strategic Plan, focusing on the next five to ten years of library service at Drake.

o Review existing staff vacancy and selected positions to advance alignment with services and programs.

o Sustain implementation of the "Cowles Library Diversity Plan". o Sustain commitment to Staff Development – conduct a needs audit and refine program

based on results. o Prepare a revised emergency and disaster preparedness plan. o Develop, in conjunction with university Advancement, a strategic and operational plan for

library fund raising (including the role of Cowles NAC). o Participate in the university master planning initiative (including planning for the long term

utilization of the facility).

Strategies/Activities (Completed/Implemented):

o Implemented the Organizational Realignment (e.g. the “units”), and began recruitment for vacant positions (appointed Web Manager, Digital Projects Librarian, First Year Student Experience Librarian, Service Quality/Training Coordinator)

o Completed the scheduled biannual LibQUAL survey of user satisfaction – and assessed results for improvements in library services.

o Supported a major expansion of the organizations commitment and support for Faculty and Staff Development.

o Advanced the library Self-Study with the development of an evidence grid and data repository.

o Conducted a Security Review – and implemented enhanced emergency access to Drake security; disaster recovery plan.

o Revised the Diversity Plan and continued to advance diversity initiatives. o Implemented new internal productivity and communication tools with CORE, and the Cowl-

Files, WIKI, and data/evidence repository.

Goal 2: Provide an exceptional collection of print and digital information resources that support the learning objectives of the Drake Curriculum.


o Conduct a test with alternative selection service – YBP. o Conduct benchmark analysis of current collections – utilizing OCLC Collection, Ulrich’s,

Books for College Libraries.

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o Disseminate the revised Cowles Library Collection Development Policy to the teaching faculty.

o Began to assess the utilization patterns of the current installed base of electronica, leading to adjustments in holdings.

o Expanded scope of and support for electronica holdings. o Evaluated the E-Reserve service and integrated processing functions into staff

assignments. o Completed the first phase of the Serials Format Study – leading to reallocations and new

acquisitions. o Developed and submitted a SIP proposal focused on Pharmacy and Science holdings.

Goal 3: Provide electronic tools that will advance the learner’s ability to conveniently access and utilize scholarly information resources.


o Develop a strategy for sustained integration of library services and resources with campus CMS and portal platforms.

o Undertake an investigation to assess the feasibility of deploying access software that will advance a “Web 2.0” approach to information retrieval and delivery (this should also include the long term status of the Sirsi platform at Drake).


o Implemented the latest version of Sirsi Unicorn software. o Implemented a redesign of the Cowles web site. o Implemented the ILLIAD electronic interlibrary loan system. o Participated in the university content management and portal initiatives.

Goal 4: Provide support services for the use of information resources; deliver instructional and training programs that increase the information literacy of students and faculty.


o Provide leadership for a review of the Information Proficiency AOI (including the scope and direction of the library instructional delivery program).


o Reallocated a position to support the creation of the Librarian for the First Year Experience. o Implemented the first phase of the Information Commons. o Implemented a virtual reference service. o Sustained the library commitment to Information Proficiency AOI (Lib 046, web FYS). o Assumed responsibility for the university’s academic Copyright program - and initiated

training and resource activities for faculty. o Expanded Collaboration with the CDTL, including faculty training seminars and a planned

summer workshop.

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Goal 5: Provide services that advance the creation, preservation and availability of scholarship and archival resources that are unique to Drake.


o Sustain the growth of the Drake Digital Repository. o Develop a plan for sustaining a Drake Archives program (staffing, resources, policy and

procedures).


o Deployed software to advance the development of the Drake Digital Repository (escholarshare, Drake Heritage)

o Completed Drake digital heritage projects (Historical Des Moines, Relays) o Implemented the renovation of library space for the Collier-Drake heritage Room.

Goal 6: Provide programs and activities that advance the understanding of the role of libraries, information, literacy, and scholarship in our society.


o Sustain the “Live at the Library” speaker series. o Continue to develop exhibits and digital projects that promote the Heritage of Drake, and

Des Moines.


o Hosted an exhibit from the National Holocaust Museum “American and Nazi Book Burnings: Fighting the Fires of Hate”.

o Developed the “Live at the Library” speaker series. o Collaborated with the School of Education, the Des Moines public schools on the

“Celebration of New Books for Children” program.

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LibQUAL Survey LibQUAL is a Web based survey instrument used to track and interpret users' opinions of library service quality. These services are offered to the library community by the Association of Research Libraries. Cowles Library has used LibQUAL for a number of years. On feature of the survey allows respondents to offer open-ended comments regarding the Cowles Library. The 2007 LibQUAL survey elicited 130 comments dealing with the library’s facilities. Several themes or needs were frequently sounded in the comments:

• Up-date furnishings and finishes to improve comfort and aesthetic appeal.

• Provide additional seating to meet demand at peak use times.

• Provide additional seating that meets specific needs o Collaborative study spaces that allows for small group discussion with supporting

equipment and technology. o Quiet individual study spaces. o Additional study carrels with power and isolation. o Traditional quiet reading rooms.

• Limit cell phone use and offer a designated location for that activity.

• Keen anticipation of the opening of the coffee shop – as well as a few dissenting voices.

LibQUAL 2007 Comments 130 quotation(s) for code: Facilities "I think Cowles library does an exceptional job doing what it sets out to do. However, my responses on this survey consistently rate factors dealing with space and environment lower than all other factors. Group study space--private or semi-private space reservable for group meetings--and individual study space is lacking. More nooks, crannies, and comfortable and inviting private or semi-private areas are needed. This probably would require an upgrade in furnishings and the availability of electrical outlets. The area in front of the snack bar in Olmstead should serve as a model for the kind of spaces students want and need. Perhaps the library's interior designers should look at commercial spaces--coffee shops, Barnes and Noble and Borders, and the like--for ideas. It also might be worthwhile visiting the Des Moines Public Library as a model for interior design totally NOT conducive to concentrated study or group work. In any case, the vast rooms with many tables and chairs are chilling and clinical." The library needs some technological upgrades and also better servicing of equipment. Listening to students, I know that many of them (well more than I would have expected) love to come to the library as a quiet place to study. Many of the students in my classes report to me that they go to the library to do their homework as a more peaceful alternative to their dorms. It’s unfortunate that students use the physical space of the library but gloss over the books and periodicals themselves, I don't perceive it to be a lack of awareness of these materials, but more that the students feel Internet and e-library are more time-efficient and logistically-simple ways to access information." "Love the fact that a Starbucks coffee bar is soon to open in the library!! And, congratulations on the good taste in the new decor in old ground floor reading room. A physical addition to the library has been in the master plan for decades; I hope before another 20 years rolls on it may become fact."

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"I use the library for the resources I require for research and as a study space, but primarily for a study space. I think the library could use more individual quiet study areas The library does not have my group meeting areas, which can make it difficult. The furniture is old and uncomfortable, and climate control needs to be addressed." Need new chairs. They are so uncomfortable. Remodel. The carpet is ugly and could need some updating. More outlet for laptop require people to use cell phones in designated areas 3. Small lockers, boxes (carrels would be idea and allow us to rent them) for those of who do not live on campus. 4. It is quiet during the days, but at night the noise is way too loud in the carrel area where you would think it would be quieter, but you have tables where groups can meet and talk." The library is also a great place for quiet study. Physical environment sometimes is lacking - trash on the floor - need for more indirect lighting and get away from the fluorescent lights . . . Don't waste money on plasma televisions that show pictures of the library. Buy more recent release books or better chairs instead. The TV above the stairway is a HUGE waste of money When it comes to finding QUIET, COMFORTABLE study space, I am often disappointed. I am able to concentrate the best in the distraction free environment of the library, and understand the lack of control over the other students who studying. The problem I usually have is that the study cubicles throughout the library tend to fill up very quickly and the majority of the chairs are very uncomfortable to study in. This may seem like an unimportant complaint, but when you study for hours at a time it becomes your main focus." "I think the library needs more individual study spaces especially since the freshman class this year is bigger and may show a trend of increasing number of students. "Library study space is adequate, but most of my ratings came from comparisons with Des Moines University library." it would be nice to keep talking to an absolute minimum in study areas Make designated ""quiet"" and ""group"" areas of the library." It would be nice if there were more quiet areas to study I think it would be nice if there were more quiet area for study "The Cowles Library is a great place to study; it has a great environment conducive to learning. The open space is a great feature. The environment is much better than the Law library; it is not ""stuffy"" or stifling. The students in the library are always too loud. It is hard to focus or to read when sitting at a table. Librarians should tell students to be quieter. Why is the library so COLD?????? Library services are excellent except for one problem: the library is always too hot

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I wish there were some computer stations for use in quiet areas of the library as well as others designated for group use. sometimes the computer area is very loud. The library need to discourage people from using cell phones in quiet study areas. (perhaps have designated cell phone use areas). I love the Reading Room. Let's keep that space a quiet retreat like it currently is. My suggestion would be to update shelving units, furniture, & carpet." I find the Cowles Library to be a great place to escape over my lunch breaks. There are resources available which are not available at the public library I frequent. It is also much more inviting than the Public Library of Des Moines. Dated furniture (especially chairs) in the library should be replaced/updated. Need more space for group work The library is no place for a coffee bar. I find it appalling that you are spending student's and university's funds to put this in. Brighter lighting in at least some areas would be nice "I have never seen a library like Cowles, a peaceful, pulchritudinous and phenomenal place to study. the quietest place ever, I now study here daily because it enhances my concentration." "I use the library primarily as a quiet study space. Sometimes it is difficult to find a spot to study, and also some of the desks are not in pristine condition. Overall I am happy with Cowles though." "Overall, Cowles Library provides a great environment for studies/research." The library has a good study environment but more individual study rooms would make it better. it is way too hot in the library at all times "My only issue is that sometimes it is way too hot in the library, and that makes studying difficult." The reading room is the best place to study and is very comfortable and inviting. The library could really use some new furniture. It would also be neat to have a space dedicated to group work where students could practice presentations with PowerPoint on projectors. I think that Cowles library is a great place to study but at times it tends to be hard because the amount of noise. Could use a little more private rooms though. Sometimes it is very difficult to find a nice quiet space to work alone. There should be less big tables and more small tables also. More people work alone than in a group. Especially in the quiet areas. I like the environment. Its quiet and comfortable. Great study environment

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2. More of those study rooms (the one located near the 1993 and before periodicals shelves)" "I had not been attracted to use the library until this year, when I used it for several group projects. Perhaps finding a way to make it a more inviting place would help draw more students." Need more food/vending service. That little vending machine doesn't satisfy the needs of users of real food that provides the necessary carbohydrates to keep me energized. The spaces designated for quiet study should be enforced. I always find myself having to move to a different area because there are some people who do not have consideration for others and it is very distracting. The library is not a social gathering. Need more spaces for individual studying. The coffee will be a great addition. the quiet study areas/rooms should be increased. I think it would be beneficial to have more spaces for studying at the library. I don't like being surrounded by ten or twenty other people who are also studying because I find it more distracting than when I study in my room. I don't like the study rooms because just having a small room with a desk and a chair is too confining. I would like to see the study spaces more spread out. Also, some of the furniture needs to be updated, some of it is getting a little old/outdated/uncomfortable to use, especially the couches used in the stacks." it would be awesome to have bigger, comfier furniture so the library would be a place more people would WANT to study. The quiet is nice, but spending four hours in the current furniture isn't very comfortable." "I think its a great place to find a quiet place to study. I enjoy quietly studying in the library or being able to discuss topics in the open with my friends. I wish there were more enclosed areas for group studying. I would like the library better if it was more lit up outside, I don't like it there at night, it's creepy." "The library is a great place to study. It seems very modern and has a rather ""scholarly"" feel to it. Keep up the good work!" I love the library and how you can always find a quiet place where you won't be bothered when you need to cram for exams. I can't wait for the coffee shop to open up! It'd be cool to have more comfortable seating at the tables upstairs. My bum gets numb quickly. But not too comfortable so I want to fall asleep on my textbook... ya know? It's a good quiet place to study and work. "I go to the library almost daily just to study because it is nice and quiet. One thing that I think would be nice would be for the library to undergo construction. I know this is a big thing, but many of the buildings on campus are having construction done too. The library is fairly old looking and could use a ""face-lift"" to make it more modern." I am excited for the starbucks! "I feel that there needs to be a certain level of separation between group work spaces, and individual spots. I also think there should be separate areas for complete silence and minimal noise." There's always a computer available and a chair to sit and read. Thanks for the warm spot on winter days!

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there should be more quiet places to study (more rooms or cubicles). It would be nice if there were more study corrals. Often times I have gone to study and most of the corrals are full. I think that there should be more individual study places. The rooms on the bottom level always seem to be full so that they can't be accessed. And then there are other spaces but they seem to be more filled with noise. But otherwise the library is GREAT! "Library is far too loud, I feel that group projects happen all over the place especially in the periodicals area. I'm surprised by how loud other students are in the library and I really wish that someone would do something about it. Furnishing are very outdated and should be replaces as soon as possible. "You have the resources that you need, but the building is not built to invite ANY student to study there. Usually during certain times I know it will be jam packed, and there really isn't a designated ""talking"" place, or a good resource for any type of reading for fun book I would want. I think I would spend a lot more time and energy at the library if it had an actual inviting setting and it wasn't so dark." "Sometimes there seems to not be enough places for individuals to study, especially when it gets closer to finals." I like the improvement of the library...the painting and the coffee house going in. The library has good study areas but most of them are taken around 8:00 pm. Also, many of the spots are not quiet since people talk (not even in a whisper). I would like to see more cubicles or separate rooms to study in, instead of wide open spaces." The main thing I use the library for is a quiet place to study. I love the fact that it's open until 1 AM. It is also sometimes very noisy when students talk in the cubicles and answer their phones loudly or eat loudly it is very disrupting to studying. "At times, it is a nuisance that the lights are motion sensitive and shut off every 1/2 hour or so. It always seems like I am right in the middle of something, and then I lose my train of thought as I have to get up and walk around to turn them on. We could also use more carrels in the library. They always seem to be full. The chairs are pretty uncomfortable too. A designated place to talk on the phone or a reminder to turn phones on silent/vibrate/off would also be helpful as students often talk in places near others studying, which is distracting." "It would be nice to have some more group study spaces that have a blackboard or a dry erase board. When we have group study sessions that involve going over math problems, it is hard to demonstrate how to do the problem to everyone because it has to be worked out on a sheet of paper and then passed around the group." I think that a better place for group study would be a good idea. For one of my classes, I have met for an study session, and a room with a white board would be helpful to work out math problems and draw science diagrams. There was no room available for us to do this." "It would be great if areas for group work were more clearly identified. I know group work is allowed on the round tables in the basement, but otherwise I don't know of any other place. If group areas were clearly marked we wouldn't have to worry about people talking so much in the quiet areas.

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I like all the different spots where you can study quietly. The quite study space that's above the doors is super loud since every time the doors open you hear them squeak. Many of the chairs are getting old and should be replaced. I wish there were more tables to study at. "The library is where I study best and I do think our library is convenient for studying, but I think more can be done to make it inviting. It feels dark and cramped sometimes. During finals week, it is difficult to find an empty spot to study." "get some comfy chairs and other comfy, more inviting furniture in some locations. the current furniture is outdated. there should be a nice balance between rigid, hard chairs and desks for those who prefer it, and then a more comfy section for others." Overall I am satisfied with the group study area. Some more individual quiet study areas would be very helpful, especially during finals weeks when the library is always full." All the people talking in what appear to be the quite areas becomes annoying. We have some to the worst library hours and study space I have ever seen in a college library. Our library is very sad for such an academic college like our. "More modern and inspiring/pleasing places for quiet study in library where you do not feel cooped up in a brick cellar. not very comfortable studying space. "I cannot wait for the coffee shop to get there! Sometimes, I just find the extreme quiet distracting. Other than that, it is a good place to study." "I dislike the cubicles and wish there was more private tables on the first floor, near the history books." "I need silence to study, and I can usually find that in the library. However, I have one complaint: the Ray Society meetings held in the second floor ""Quiet Study Space"" room are disruptive. They leave the door open and their voices carry throughout part of the second floor, which is usually the best place to find quiet. Surely there are other buildings on campus where the Ray Society could meet so they wouldn't have to disrupt the study atmosphere of the second floor of the library." "The library needs to enforce much more strict rules on where people can talk in the library. It is impossible to find a quiet place to study in the library on a regular basis. It is extremely frustrating to students who are serious about their studies. When I come to the library, I want to be able to study in a silent environment. People use to library as a place to talk on their cell phones and have social conversations and it is ridiculous." "More study space would always be nice, but for the most part the library is satisfactory." The Library is very inviting. but the hours and atmosphere could use improvement "Please, please get more cubbies in the library! I love them, but sometimes they're all full. I like how they're private and have an outlet so that I can plug in my laptop. It'd be really nice if perhaps you could move the tables from the third floor down to the bottom and put more private cubbies up there? I think of downstairs

51

as the place to go for group projects and study groups, and that's often full. I think people fell uncomfortable when they use the group desks among the stacks. I think that a few should stay up there, but it'd be nice if there were more cubbies and the group study space was more segregated. Cosmetically, I think the library would be better if it were a little brighter. Maybe change the carpet to a lighter color? That's not really important, but if it ever comes up, the dark blue and dark brown shelves aren't the same. I think that if the library were modeled off of an artsy coffee shop or something, people would feel really comfortable coming. could you move the DVD collection to somewhere near the circulation desk? That would really encourage students to check them out. I "It's a good place to study. love studying there! "Better lighting in the study rooms! I always get sleepy in there because of the poor lighting. Comfortable chairs because almost all of them don't have the proper cushioning when we're sitting there for long periods of time. I think keeping the library open later on Saturday's might be beneficial to some :) Studying at the library almost feels depression! It doesn't have that cozy, at home feeling almost half the time. It's so quiet that its almost too quiet. I think we need more isolated tables (no one like to be bothered when studying). The library has such an old school feel to it! I think a major interior face lift is in order! Think contemporary! See what other schools are doing or already have in their library so that we can quite possibly integrate that into ours!" "The library is an excellent location for group meetings, but it is sometimes difficult to find large tables that are open. It would be helpful to have a few more larger tables. Also, it is difficult to find a place to plug in computers when meeting with groups downstairs from the front doors. It would be helpful to have more outlets to plug in lap tops. The few outlets that are present are not conveniently locate, for the cords have to be on the ground in areas where people are walking." "The library has a very non-inviting smell to it! It's NOT pleasant. Maybe its the very old books/periodicals but its not helping at all! could use more private study space "You really need more study space, it gets really crowded during peak hours, and various renovations have made it impossible to study in non-library settings. You're all we've got! If Drake is considering adding on to its physical plant, the library would be an excellent place to start." I get my work done there and its a good escape from my dorm room. "I love the library, especially the reading room which is where I do most of my studying!!!" "I am quite curious to see how on earth a star buck splat bang in the middle of the library is going to do ""noise"" wise. The library should be a quiet and tranquil place of study and if students are looking for a coffee shop atmosphere, then they can certainly go to Olmstead. I wonder how this idea was even proposed and approved...but I sure hope I wont have to find a new place to study because of the overwhelming sound of a starbucks blender invading our peace and quiet. "I think that the library is a very useful place for students who need to study. However, have often found myself extremely annoyed with the level of noise allowed in the quiet areas of study. I think that there should be 'quiet' zones and 'interactive' zones where either individual or group study can be best facilitated. The noise levels of the zones should be regularly reinforced, and earplugs should be freely available to those

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who wish to study in complete silence. I find the current individual study rooms and group study areas useful, but they are often occupied. I've also used the library many times as a meeting place for group projects in science lab courses "Overall, the environment is very comfortable, however there are some really loud people in study areas. I don't know exactly what can be done about this, but I have spoken with multiple people who don't go to the library because a lot of people are too loud. This can be bags of chips, music, or people talking for extended periods of time. Thanks!" I would like to see set rules/signs for quiet study places so people know where is appropriate to talk to other people and use cell phones. Thanks! I like the reading room. Please post notices that people should not even whisper in there. There should be absolute silence. "The library here at Drake facilitates my learning ability very well. It is quiet, clean, and an enjoyable environment. "Please please please, get some couches or comfy chairs around the library. It would make study much more comfortable. Sometimes I go to Barnes and Noble instead because they have nice couches to sit on. more individual study spaces." Definitely need more areas for quite/group study Last winter, it was often too hot to work in the library and maintain the energy needed to do the work." Not enough quite spaces to really study with minimal noise. Many study areas are way too noisy and does not have easy access to outlet. I would like to see more individual work spaces (not just the standard desk" Starbucks in the library would be awesome! A lot of people get away with talking on their cell phones. This bugs me more than the Starbucks construction!

2001-2002 Academic Year

2002-2003 AcademicYear





Endowment (in millions) 110.00 94.88 108.85 121.80 131.50 153,340,000Library Endowment (principal) 200,638.00 201,834Library Endowment (income) 6,930.00 9,542

Total Fall FTE Enrollment 4,199 4,223 4,275 4,326 4,370 4,212Graduate Fall FTE Enrollment 476 1,266 1,261 1,330 1,381 789

Total Fall FTE Faculty 255 244 269 264 246 301Total Library Expenditures 2,112,747 2,154,117 2,358,066 2,595,608 2,761,479 2,936,468

Library Expenditures Per Student 503 510 552 600 632 697Professional Staff Salaries 429,598 375,905 374,077 360,790 472,141 778,540

Support Staff Salaries 351,453 451,434 480,834 522,707 423,498 174,739Total Staff Salaries 781,051 827,339 854,911 883,497 895,639 953,279

Staff Salaries as percent Total Library Expense 32.46%Student Wages 107,394 112,293 116,674 117,057 109,540 109,025

Book Expenditures--paper & microform 171,090 225,590 223,969 240,566 386,469 386,696Book Expenditures--electronic 1,715 24,296 12,979 5,668 6,000 7,932

Periodical Expend--paper & microform 399,132 400,457 388,751 420,811 507,440Periodical Expenditures - Electronic 119,933 151,158 215,052 90,366 252,488

Serial Expenditures--paper & microfom 486,717 490,424 489,783 526,628 507,440 462,597Serial Expenditures -electronic 119,933 151,158 215,052 152,800 252,488 442,949

Audiovisual Expenditures 3,577 629 6,394 6,816 12,134 11,639Microform Expenditures 32,744 30,765 38,154 NA 0 0

Preservation Expenditures 22,926 17,883 21,842 19,463 20,254 23,327Total Acquisitions Expenditures 838,702 940,745 1,008,173 1,025,480 1,184,785 1,335,140

Acquisition Expenditures Per Student 200 223 236 237 271 317Acquisitions as percent Total Library Expense 45.47%

ILL/Document Delivery 1,224 10,195 12,218 11,339 6,071 8,935Outside Service Expenditures 31,629 26,192 3,460 13,152 38,850 58,641

Librarians FTE 9.00 9.00 9.00 9.00 10.00 10Number of FTE Students per Librarian 481 437 421

Other Professionals FTE 0.00 0.00 0.00 0.00 0.00 5.00Support Staff FTE 13.00 13.00 13.00 11.00 10.00 6.00

Staff Total FTE 22.00 22.00 22.00 20.00 20.00 21.00No. of Students Per Staff Member 191 192 194 216 219 201

Annual Student Hours 19,170 17,636 18,609 16,862 17,193 17,089Total Collection (bks, bd journals, etc.) 471,209 479,200 488,659 503,998 514,852 514,886

Books & bound journals added this year 9,971 7,991 9,459 15,339 14,693 17,581

Recent Service and Operational Data

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Recent Service and Operational Data







Book vols added by purchase this year 7,704 5,572 5,817 7,512 8,112 8,752Book vols added by purchase - E Books 7,704 27,364 4,782 3,839 5,464

Bibliographic Record Count 334,261 335,786 393,232 411,067 426,962 437,880Documents Collection (if separate) 96,690 101,033 104,941 107,947

Selective Depository % Received 0.39 37.00 30.31Microtext - Total Collection 874,699 888,136 920,666 926,310 929,389 929,532

Audiovisual - Total Collection 855 1,802 1,960 1,967 2,163 1,921Periodical Titles Rec'd--paper & microform 1,500 1,593 1,511 1,508 1,500 1,547

Periodical Titles Rec'd - electronic 5,200 13,000 13,498 14,000 21,875 25,917Print Journal Titles Cancelled 25 10

Periodical Titles Rec's per fte student 12Serial Titles Rec'd--paper & microform 2,000 2,010 1,865 2,038 2,076 2,045

Serial Titles Rec'd - electronic 5,200 13,040 13,498 14,000 21,900 25,952Serial Titles Total Rec'd–paper, micro, electonic 23,976 27,997

Serial titles received per fte student 17.36 35.48Consortium funded databases 14 15 15 14 15 16

Interlibrary Loans to Others / need back 2,115 2,084 1,809 1,727 1,569 1,776Interlibrary Loans to Others / no return 2,939 2,924 3,046 2,909 2,256 2,418

Total ILL to Others 5,054 5,008 4,855 4,636 3,825 4,194Interlibrary Loans Received / need back 835 710 640 701 685 805

Interlibrary Loans Received / no return 2,184 1,742 1,694 2,008 1,923 3,698Total ILL Received 3,019 2,452 2,334 2,709 2,608 10,996

Circulation - Students 25,034 20,824 25,924 26,082 23,575 24,197Circulation - Faculty 5,672 4,982 4,959 3,480 5,415 5,760Circulation - Others 8,620 3,678 5,846 4,857 4,456 5,236

Circulation - Total 39,326 29,484 36,729 34,419 33,446 35,193Circulation - Reserves - Traditional, i.e. paper 9,815 10,417 4,537 5,423 3,582 3,566

Circulation - Reserves - Electronic 634 5,345 14,180 15,114 23,799Reference transactions (typical week) 232 278 342 471

Group Transactions 101 171 117 117Gate Count in Typical Week 6,004 6,929 10,812

Hours Open in a Typical Week 104.75 104.75 104.75 104.75 104.75 104.75

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Peer Data

Bradley

UniversityButler

UniversityCreighton University

Drake University

Loyola University

Marquette University

Total Fall FTE Enrollment 5,607 4,246 4,307 5,617 13,254 10,451 Total Fall FTE Faculty 329 291 294 301 549 517 Total Library Expenditures per Student 605 660 697 788 877 FTE Students per Library Staff Member 165 157 196 244 221 143 Acquisition Expenditures per Student 261 321 317 Periodical Titles Received: Print and Microform 941 1,594 1,547 3,673 Periodical Titles Received: Electronic 19,130 27,638 25,917 20,000 Total Databases Available 147 120 110 250 Book Volumes Per Student 95 Bound Journal Volumes Per Student 23 Media Items Per Student 3.30 3.61 0.35 1.47 1.57 Total Collection Volumes Per Student 90.0 107.8 91.7 158.4 Total Circulation Per Student 4.7 10.1 4.3 11.9 Total Interlibrary Loans to Others 5,533 4,253 4,194 17,176 Hours Open Per Week 105 104 104 105 101 104 Gross Square Feet of Library Space 107,000 90,700 94,000 67,000 126,813 Total Public Computer Stations 75 60 63 216 230 Total Public Seats 1,000 900 473 700 2,150