External Relations: Libraries engage the campus and broader community through multiple strategies in order to advocate, educate, and promote their value.
9.1 The library contributes to external relations through communications, publications, events, and donor cultivation and stewardship.
9.2 The library communicates with the campus community in a timely way using a variety of methods and evaluates the communication for effectiveness.
9.3 Library personnel convey a consistent message about the library to expand user awareness of resources, services, and expertise.
"The Standards include performance indicators, which are intentionally library-centric. Outcomes, however, should be user-centric, preferably focusing on a specific population and articulating specifically what the user is able to do as an outcome of the performance indicator. "
- ACRL Standards for Libraries in Higher Education
Performance Indicator 9.1 The library contributes to external relations through communications, publications, events, and donor cultivation and stewardship.
"Many academic institutions use benchmarks to identify their strengths and weaknesses in comparison to similar institutions. For example, benchmarking can be used to demonstrate whether an institution or its library is funded or staffed at levels comparable to similar institutions in a geographic area, with a similar enrollment, or with other related characteristics."
- ACRL Standards for Libraries in Higher Education
Principle 9: External Relations
All ACRL information taken from:
Association of College and Research Libraries. (2018). Standards for libraries in higher education.
12.1 The institution provides appropriate academic and student support programs, services, and activities consistent with its mission. (Student support services) [CR]
Rationale and Notes: Student success is significantly affected by the learning environment. An effective institution provides appropriate academic and student support programs and services consistent with the institution’s mission that enhance the educational and personal development experience(s) of students at all levels; contribute to the achievement of teaching and learning outcomes; ensure student success in meeting the goals of the educational programs; and provide an appropriate range of support services and programs to students at all locations. Qualified and effective faculty and staff are essential to implementing the institution’s goals and mission and to ensuring the quality and integrity of its academic and student support programs and services. An effective institution has policies and procedures that support a stimulating and safe learning environment.
Appropriate academic and student support programs and services apply to both undergraduate and graduate programs, although the mix of appropriate services may differ for students seeking degrees at different levels. Similarly, the mix of services may differ by location or mode of delivery. Regardless of the type of student, however, the expectation is that an institution recognizes this important component of student learning and student development, and that, in the context of its mission, the institution provides an appropriate range of support services and programs to all students.
Furthermore, academic support services may be appropriate for faculty as well as students. Testing centers serve both faculty and students, learning resource specialists often offer services for enhancing pedagogy, and instructional technologists support faculty seeking to develop and enhance courses.
The Core Requirement calls for “appropriate…programs, services, and activities.” When addressing this Core Requirement, an institution needs to see past its own organizational chart and not address just offices or departments. Organizationally, academic and student support services may be housed in academic offices, in student affairs, or administrative offices. Academic support services may include, but are not limited to, academic teaching and resource centers, tutoring, academic advising, counseling, disability services, diversity and inclusion offices, campus ministry, service learning centers, teaching laboratories, career services, testing centers, student life, residence life programming, and information technology. The emphasis should be on aspects of the institution that serve a curricular support or co-curricular function
NOTES: This Core Requirement relies heavily on the professional judgment of those assembling a narrative and those reviewing the narrative. There is a balancing act between too much detail 12.1 Resource Manual for The Principles of Accreditation: Foundations for Quality Enhancement 115 and not enough. Finding this balance can be helped by recognizing that the standard seeks detail on the appropriateness of the programs, services, and activities—not on the effectiveness of activities. Details on effectiveness and assessment of programs should be in Standard 8.2.c (Student outcomes: academic and student services). However, information from that standard may be useful as evidence of the appropriateness of programs, services, and activities discussed in this standard. There are separate standards for library and learning/information resources (Standard 11 of the Principles), so that information does not need to be repeated here, with one major exception. As mentioned in this Manual in Core Requirement 11.1 (Library and learning/ information resources):
Institutions should include information on learning/information resources housed in the library, other locations, or offered over a network, as appropriate (e.g., curriculum labs, specified reading rooms, computer labs, IT help services, writing centers, online learning management systems). If this information is instead presented in Core Requirement 12.1 (Student support services), that should be clear in the narrative of both standards.
Questions to Consider
Reference to SACSCOC Documents, If Applicable
SACSCOC policy: Distance and Correspondence Education
Cross-References to Other Related Standards/Requirements, If Applicable
All SACSCOC information taken from:
Southern Association of Colleges and Schools. (2018). Resource manual for the principles of accreditation: Foundations for quality enhancement. [3rd ed.].
Retrieved from https://sacscoc.org/pdf/2018%20POA%20Resource%20Manual.pdf