Section V Educational Support Services

Introduction

Florida Gulf Coast University is committed to developing the necessary support structures for its educational programs, including faculty and student access to library and learning resources, enhancement of instructional technology, and development of programs for student growth. All units at FGCU, including all educational support services, have developed or are developing assessment processes that include the creation of goals linked to the university mission, assessment measures and activities, and plans for using the results of assessment.

Policies and procedures have been developed by Library Services, the Office of Instructional Technology, and the Division of Student Services. All policies have been or will be approved in accordance with the university's official policy process.

5.1 Library and Other Learning Resources

5.1.1. Purpose & Scope

Description

In its mission statement, Florida Gulf Coast University recognizes the library as the "heart of the University's learning environment." The library is centrally located on the FGCU campus; and as of June 30, 1998, has 118,000 volumes. The library is open 90 hours per week over seven days and includes adequate access to its resources. Many library resources are also available through the library Web page, which enables users to access numerous databases via Internet access. Computer workstations that allow student access to the library have also been placed at selected extension sites.

In an effort to serve the five-county area, FGCU offers various on-site courses at off-campus locations and through compressed video systems. FGCU offers courses at the Collier and Charlotte campuses of Edison Community College (ECC), and at LaBelle High School, Immokalee High School, and Moore Haven High School through a lease with Edison Community College. In addition, local elementary, middle, and high schools are also used as off-campus sites, and the Executive Master of Business Administration program is offered entirely at Walden Center in Bonita Springs. The Educational Support Self-Study Committee visited various sites to ascertain the degree of Internet access to the FGCU library. While most sites offered adequate access through Internet resources, several sites had limited hours for accessing these resources.

The FGCU Library Services mission statement and vision statement, developed in 1997, is available to users on the Library Services Web page and is consistent with the university mission. According to the unit mission, Library Services is a "dynamic and model organization" in collecting, conserving, and communicating information by utilizing the latest information technology. Library Services fulfills this purpose by providing access to recorded knowledge and data, while also providing instruction and assistance in the use of that knowledge and data.

Consistent with the university mission, FGCU Library Services' purpose is to "provide an electronic environment or process for teaching, learning, and accessing information wherever it is located or needed." The guiding principles for Library Services are driven by student success, learner needs, information literacy, and learner independence. Information technology at FGCU is at the heart of the delivery of instruction and information resources.

Stated goals of Library Services include the development of partnerships with local, state, and national libraries, creating collaborative learning opportunities for students, creating access for users in Southwest Florida to the FGCU library resources, honoring the past and creating the future in building the library collections, and supporting the achievement of student learning outcomes.

Two surveys of library services were conducted during the first year of the FGCU library. These two surveys support the beginning of an evaluation process, but currently Library Services does not have a formal evaluation process in place. There are plans to conduct focus groups of faculty and students in spring 1999. The purpose of these focus groups is to discuss library services from the user perspective. The FGCU annual survey to assess how FGCU "is doing as an institution of higher education" was conducted by the Office of Planning and Evaluation in spring 1998. This general university survey was given to faculty, staff, and students, and included several specific questions regarding library services. The Educational Support Self-Study Committee also conducted a library-specific survey that was given to faculty and students during May 1998. This survey, designed as a possible model for future use by Library Services, addresses specific questions concerning the adequacy of library resources in terms of quality, availability, and delivery of library services.

The FGCU annual survey included questions related to library services. Faculty respondents (ranging in number from 45 to 61) rated the library as average or above average in performance (means between 3.77 and 4.47 on a six-point Likert scale) in terms of adequate resources for teaching needs, assistance provided by library staff, adequacy of instruction for student needs, electronic access to the library, and overall adequacy for the mission of the university. Faculty respondents rated the library below average (means between 3.02 and 3.43 on a six-point Likert scale) in terms of being adequate for scholarly needs, reliability of electronic access from off campus, adequacy for graduate instructional needs, and adequacy for the needs of graduate students.

The student respondents (n=285 to 304) to the FGCU annual survey rated the adequacy of the library services higher than the faculty. The library-related questions yielded mean scores of 4.2 to 5.0 on a six-point Likert scale. Students indicated that the library hours, printed holdings, library resources, helpfulness of the staff, electronic accessibility, and overall satisfaction with the FGCU Library met their needs.

The self-study library survey, conducted in May 1998, addressed more specific issues for library services. True to the university's emphasis on technology and distance learning, this survey was conducted via a Web site. All faculty members and students with an e-mail account received this survey. The self-study library survey consisted of 33 questions for faculty and 21 questions for students. The range of respondents per question for faculty was an n of 23 to 52 while the range of respondents for students was an n of 97 to 165. Respondents rated each question on a 5-point Likert scale, ranging from a 5 for strongly agree to 1 for strongly disagree.

The faculty generally agreed that the library was comfortable; the hours were adequate; the library's organization and cataloging enabled effective access to responses; the Web site was effective and helpful; the staff was knowledgeable, cooperative, and friendly; personal assistance in using the library resources was adequate for their personal needs; there was adequate access to essential reference resources at the main campus; and the reserve services were adequate for their needs.

The faculty generally disagreed that the library has adequate space for its resources; they had adequate input in preserving the collections of the library; the gifts and donation policy was adequate; there was adequate access to specialized program resources at off-campus sites; the book and serial collections were adequate for undergraduate instructional needs, as well as graduate instructional needs; and the library met their personal/research needs.

The student respondents to the self-study library survey were once again more favorable in their outlook regarding the library. Students generally agreed that the library facilities are comfortable; there is adequate space in the library to conduct research activities and to study; the hours are adequate; the Web site is effective and helpful; the library staff is effective, helpful, cooperative, and knowledgeable; personal assistance in using the library's resources and access to essential resources is adequate for their needs; and the library resources, including staff, assist them in becoming independent life-long learners and in the development of research skills.

Students generally agree with faculty that the library collections (holdings) are not adequate for their needs. Students and faculty rated the items that dealt with holdings (serials and books) the lowest of any on the survey. Students also tended to be more uncertain that the library had adequate space; that instruction on using the library's resources in class and orientation was helpful; that there was adequate access to dial-up technology; and that access to interlibrary loan was adequate for their needs.

The users of the library are faculty and students, as well as some community members. As described below in Section 5.1.3 Library Collections, the library has acquired materials from several sources: acquisition of a major collection from Upsala College, a defunct liberal arts college; transfer of materials from the Fort Myers campus of the University of South Florida; and through recent purchases. The Upsala collection was acquired because of its usefulness in supporting general education, while the USF Fort Myers materials were acquired in support of programs transferred from USF Fort Myers to FGCU. New materials are being added to the collection or made available electronically to support both transferred and newly implemented programs. Since the library has no evaluation process in place, it is difficult to know conclusively how successful the library has been in acquiring materials that meet the needs of users. The results of the two surveys indicate some concerns, particularly on the part of the faculty, that the library should investigate further through an annual evaluation process.

Analysis

The FGCU Library Services staff has worked diligently to acquire essential library resources that are needed for faculty and students. The holdings are adequate for the current enrollment level, according to standards established by the Association of College and Research Libraries (ACRL). The holdings, hours of service, and emphasis on technology are the major factors in providing access to library resources, which should be available to all students and staff regardless of their location.

The issue of off-campus electronic reliability is a faculty concern, given the university's and library's emphases on technology in their respective mission statements. An inspection of several of the off-campus locations, including LaBelle High School, the Collier and Charlotte campuses of Edison Community College, and the Walden Center, found that not all sites had reliable access to the Internet when classes were offered. Although there were computers in the libraries, the hours at the Edison Community College off-campus sites were limited.

Library Services, in cooperation with the Southwest Florida Library Network, is working toward providing Internet access to all public libraries in FGCU's five-county service region. The goal is to have to have this increased access in place by June 30, 1999. This will greatly improve access to library resources to users in their communities.

According to the self-study library survey, both faculty and students find the serial and book collection not adequate for their needs. Issues regarding the adequacy of collections and all policies should be addressed with faculty. In addition, both faculty and students express concern that the library does not have adequate space for its resources. The issue of space is addressed in Section 5.1.2, Services.

Recommendations

R5.1.1-1 The Steering Committee recommends that a regular and systematic evaluation process be developed to determine the adequacy of the library's resources and services for faculty and students and that the results of the evaluations be used for continuous improvement.

R5.1.1-2 The Steering Committee recommends that Library Services work formally and collaboratively and communicate regularly with the faculty on issues regarding library policies and priorities of operations and library resource development.

R5.1.1-3 The Steering Committee recommends that Library Services work with the FGCU Office of Instructional Technology to ensure that computer access to the library Web page on the Internet is available at all off-site locations whenever FGCU classes are offered.

Suggestions

None.

5.1.2 Services

Description

FGCU is committed to providing access to a wide range of learning resources in order to support educational and other programs. In its first year, Library Services inaugurated a large number of services, many of them through the Internet, that allowed wide access to library resources.

In the FGCU annual survey, students were generally pleased with library access and resources. When asked to agree or disagree with the statement, "Library resources are adequate for my needs," 82 percent of student respondents agreed to some degree, with a mean score of 4.41. When asked about the statement, "Overall, I am satisfied with the FGCU Library," 86 percent agreed, with a mean score of 4.69.

Faculty, especially those who teach graduate level courses, are less satisfied with access to library learning resources. Fifty-three percent of the faculty respondents disagreed with the statement "The FGCU Library is adequate for the needs of graduate students." When asked if faculty agree with the statement, "The resources of the Library are adequate for my scholarly needs," 61 percent of the respondents disagreed.

The self-study library survey results were generally consistent with the FGCU annual survey results. Overall, students were pleased with library access and resources. With responses ranging in number from 87 to 165 student responses, most responses ranged from 3.5 to 4.3. There were only two statements which students gave lower ratings: "The book collections of the Library are adequate for my needs" received a mean score of 3.02, and "The serial (e.g., journals, newspapers) collections of the Library are adequate for my needs" received a mean score of 3.10.

On the self-study library survey, faculty rated the library high on comfortable facilities, helpful Web site, and cooperative and knowledgeable staff. Faculty agreed with the students that the serial collections and book collections were not adequate for personal/research needs (2.14 and 2.26 respectively). Similar scores were given for the collections related to adequacy for graduate and undergraduate needs.

Library Services offers orientation sessions at the freshman and transfer orientations, as well as at faculty orientations. Library orientation sessions are also available for community groups. These sessions provide basic information on services, hours and personnel. Examples of the slides used are contained in the brochure, "Welcome to Your Library."

In fall 1998, Library Services offered 16 student orientation sessions and four faculty sessions on the use of library resources. These orientations took place during the first three weeks of classes. An evaluation/feedback form was distributed to users at these training sessions.

There is also computer-assisted instruction on the library Web Luis, a search engine that operates in conjunction with the other State University System (SUS) libraries, and a slide show tour of the facility on the library Web site. At the request of individual faculty members, librarians offer instruction to students related to research skills and use of the Library. Between July 19, 1997, and January 31, 1998, four librarians taught 93 such courses to over 2,100 students.

Although Library Services offers user orientation sessions, some of these sessions are not well attended. While general freshman orientation is required, transfer student orientation is not mandatory. The library has proposed an information literacy program to rectify this concern. The goal of this program is to develop learner expertise in researching, analyzing, evaluating, and managing information needed for use in academic, personal, and professional life. Although this proposal is in draft form, the program, when implemented, will seek to incorporate information technology into various skill levels of learners.

Library materials include resources in various formats, including hardbound books, periodicals, microfilm, microfiche, microforms, music scores, audio-visual items and compact disks. Access to this information is available electronically, on campus in the library, or through interlibrary loan. Librarians taught almost 100 course sessions in six months to over 2,000 students on the use and accessibility of these library resources.

The library has four basic point-of-use methods that students and faculty utilize. Users can go directly to the reference desk for assistance with individual research projects; users can schedule a research consultation with a librarian, by appointment; users can go to the library computer lab help desk; or users can access services and information through the library Web page where the electronic reference desk resides.

The library is open 90 hours a week during regular academic sessions. The hours are Monday through Thursday, 8 am to 11 pm; Friday, 8 am to 8 pm; Saturday, 9 am to 6 pm; and Sunday 1 pm to 10 pm. A professional librarian is available to users each evening until 9 pm, Monday through Thursday, and Sunday, 2 pm to 6 pm, or by individual appointment. Librarians also work evenings and weekends as required to meet classes for bibliographic instruction, orientations, or community open house events. The reference desk is staffed 75 hours a week and the computer lab is staffed 80 hours a week.

Based on the FGCU annual survey, students generally agree that library hours are adequate. Thirty-four percent strongly agree and another 45 percent agree that "the Library is usually open when I need it." Students also have access to numerous databases through the library Web page or through Web Luis. However, there are fewer databases and document delivery services off campus than on campus. In this modern age of technology, with electronic access to information in libraries, databases, and Web sites, the physical aspect of hours of operation may be minimized.

On the self-study library survey, students agreed that library staff are cooperative, friendly and knowledgeable, ranking these statements with a mean score of 4.2 on a five point scale.

Library books and serials are organized according to the Library of Congress classification system. This is the same system used by the other universities in the State University System. Microfiche and microfilm that are back issues of journals are also catalogued with the Library of Congress classification system. Some of the microfiche are government documents which are listed in the catalog but are classified under a system designed for government documents named SUDOC. These classification systems are reviewed in the orientation sessions and handouts.

In an effort to serve the five-county area, FGCU offers various courses at off-campus locations and through compressed video systems. FGCU offers courses at ECC Collier Campus, ECC Charlotte Campus, LaBelle High School, Immokalee High School, and Moore Haven High School, through a lease with Edison Community College. In addition, local elementary, middle, and high schools are also used as off-campus sites; and the Executive Master of Business Administration program is offered entirely at Walden Center in Bonita Springs. The Educational Support Self-Study Committee visited various sites to ascertain the degree of Internet access to the FGCU Library where they discovered some concerns.

Since electronic access to library resources is critical to FGCU's mission, several related statements were included in the FGCU annual survey. When students were asked if they agreed that "electronic accessibility to the Library is adequate for my needs," 90 percent agreed, while 66 percent of the faculty agreed with the same statement. When faculty were asked if "electronic access to the Library from off-campus is reliable," 53 percent agreed to some degree.

Faculty responses on the self-study library survey were also consistent with the FGCU annual survey on the issue of electronic access from off-site, giving a score of 2.70 to the statement, "Adequate access is provided to specialized program resources at the off-campus sites (dial up technology)."

The FGCU library building currently consists of about 25,000 square feet. The library, computer lab, and library offices occupy the first floor and FGCU administrative offices occupy 10,000 feet on the second floor.

New equipment was purchased for the library when the university opened in August 1997. (The library actually opened in October 1997.) This equipment includes 52 personal computer workstations, microfiche readers, and state of the art, technology-oriented study furniture.

Interlibrary loan service is free to students and faculty because the library absorbs the cost, and there are no charges for placing interlibrary loan requests through the library Web site. Articles are mailed to distance learners free of charge, but books for distance learning students are acquired more easily and more timely through the interlibrary loan service of their local public library.

Analysis

To measure the quantity of library resources available to faculty and students in support of our academic programs, one instrument utilized is the ACRL (Association of College and Research Libraries) standards. Since the collections standards are additive, the current collection of 118,000 volumes will fall below the ACRL standards at the time enrollment increases above the 1997-98 level of 1,275 FTE students. Using this formula, and accounting for the number of fields and majors that FGCU offers at the current enrollment level, the library should have 187,225 volumes or about 70,000 volumes more than the library currently holds.

The Upsala volumes provided a good basic collection. The volumes acquired from the Fort Myers campus of the University of South Florida supported the academic programs offered at that branch campus. Many of these programs continue to be offered at FGCU. The newer acquisitions, which have been purchased since 1994-95, have augmented the collection.

According to the Board of Regents formula for net assignable square feet eligible for fixed capital outlay budgeting, the library has a space deficit of about 50,000 square feet. Adding the 10,000 square feet currently used by the administration to the deficit, it climbs to 60,000 square feet. However, since the FGCU library is technology based with some students taking distance learning courses and many holdings are electronic, this deficit might not be as great as it appears. Because FGCU has an emphasis on distance learning, many students may access the library through electronic means only. The dean of library services estimates that the space deficit may be discounted by approximately 25 percent because of these factors.

ACRL standards include a facilities formula. Space for books should be 0.10-sq. ft. per volume; with 118,000 volumes, stack space should equal 11,800-sq. ft. The FGCU library currently has 9,000-sq. ft. of stacks. Therefore, the FGCU library is currently at capacity and has no room for expansion. ACRL cites space for users should be one station (25 to 35 sq. ft.) per five students. FGCU's unduplicated headcount for 1997-98 was 3,393 students. FGCU had a 1997-98 FTE of 1,275. Using the FTE measure, the study space is adequate; but using the headcount measure, the study space is inadequate. Space for staff should equal one-eighth of the two above measures. FGCU office and staff space equals 4,500 square feet, which is above the standard, but includes the non-library administrative offices on the second floor.

The library administration has outsourced processing and cataloging of holdings. According to the dean, in traditional libraries, 30 percent of the staff process and catalog library resources. At FGCU, only 10 percent of the staff handles processing because FGCU has chosen to put more staff in library public service areas. A processing/cataloging modular unit for the library has been placed behind the library and contains 1,680 sq. ft. of space. Approximately 20,000 volumes, which were in off-site storage, have now been brought to the modular unit for processing.

In FGCU's May 1998 submission of the five year Capital Improvement Plan and Legislative Budget Request, two items were included for funding related to increasing library space. The first request for $1 million is for remodeling the second floor to increase stacks and study space and is requested for 1999-2000. The second request is for an addition of 148,000 square feet to the library. Although there is no guarantee that funding will be made available, it is encouraging that the problem is being acknowledged.

Recommendations

R5.1.2-1 The Steering Committee recommends that administrative offices on the second floor of the library be relocated as soon as possible. Funds for remodeling the second floor and building the library addition should be aggressively pursued so that the library is able to serve the anticipated student enrollment growth.

Suggestions

S5.1.2-1 The Steering Committee suggests that Library Services improve user access through the Internet at off-campus sites, as well as improve the number of databases available to off-campus users.

S5.1.2-2 The Steering Committee suggests that Library Services continue to improve the orientation programs it offers by assessing user needs.

5.1.3 Library Collections

Description

As of June 30, 1998, the Florida Gulf Coast University library has approximately 118,000 volumes. The current holdings include 111,450 books; 2,630 serial titles; 1,030 electronic serial titles; 22 microform serials; 1,630 music score volumes; 827 audio-visual items; and 1,970 sound recording items. The library also has resources that are not currently in the catalog. For example, FGCU has 68,253 government documents in microform that have been catalogued but not yet loaded into the database by the Florida Center for Library Information (FCLA). These additional documents will increase the total holdings to 186,776 items. In addition, there are a variety of electronic databases and document delivery services, which may be accessed on campus or from a distance, and interlibrary loan services.

The library holdings have been acquired from several sources. A major collection acquired in 1995 from Upsala College (now defunct) provided approximately 65,000 volumes for the basic collection in literature, humanities, history, and general education needs. An additional 35,000 volumes were transferred from the Fort Myers campus of the University of South Florida. Since 1994-95, FGCU has spent $5.5 million for library holdings, shelving, computers, and other library resources and processing. This substantial financial investment represents the university's commitment to enhancing and upgrading library holdings.

The library has proposed an information literacy program to emphasize structural concepts and dynamic processes rather than specific tools and technologies. The library has established through its electronic Web site and library holdings access for students, faculty, staff, and the community to resources at both on-campus and some off-campus sites. Access at off-campus sites is limited at present because of licensure issues, lack of staffing, physical space, and computer availability. Through the library's current and pursued agreements, Web site access for students, faculty, staff and community members to the university's resources, those of the other nine Florida public universities, major electronic databases, and the Southwest Florida Library Network has been initiated.

With current library holdings at 118,000 volumes, the ACRL allowance requirements for the library will fall below the standards when enrollment increases above the current 1,275 FTE students. Using the ACRL formula and accounting for the 16 undergraduates and 10 graduate degree programs at FGCU, the library should have 187,225 volumes instead of the current 118,000 volumes.

In the FGCU annual survey, the faculty expressed dissatisfaction with library resources for graduate students. Faculty rated the library average on adequacy for graduate instructional needs (3.11 on a six- point scale) and adequacy for the needs of graduate students (3.15 rating). In the self-study library survey, faculty agreed with the results of the FGCU annual survey about the average adequacy of the book and serial collections for their graduate instructional needs (means of 2.56 and 2.75 respectively). Faculty also rated the adequacy of the book collection below average (2.26) and the adequacy of the serial collection below average (2.14) for their personal/research needs. In addition, faculty rated the adequacy of the book collection for their undergraduate instructional needs below average (2.57) and the adequacy of the serial collection for their undergraduate instructional needs below average (2.34). Students also rated the adequacy of book and serial collection as average for their needs (3.01 and 3.10 respectively).

The print collections of the library are organized according to the Library of Congress Classification System, as are the collections at the other SUS institutions. The non-print collections, mainly microfiche and microfilm, are catalogued either under the Library of Congress or, in the case of government documents, under a system (SUDOC) designed for government documents. The Web site access to the library's print and non-print collections is comprehensive and user friendly.

The space required for the collection and users is not adequate at present. This lack of necessary space affects the physical location of present and future print and non-print collections. Although the new modular unit for processing library materials will slightly alleviate the space issue, it will not be enough.

According to the dean of library services, the library staff with the input of individual faculty, academic departments and the transitional University Library Committee, are systematically pursuing the enhancement of the holdings for each of the undergraduate and graduate programs. An elected faculty senate standing committee, with representation from all academic units, is planned for the fall 1998 semester to guide the development, implementation, and evaluation of library policies, including collections development.

Over the past year, library staff have drafted numerous policies. During this time, the university established a Library Faculty Transition Committee to help guide the development of policies in the library. This committee was involved in the review of policies governing the general operation of the library and provided feedback, but did not formally accept the draft policies. The transitional committee will be replaced by the faculty senate standing library committee this fall semester. Specific policies guiding the development and acquisition of the library's collections, gift policy, information literacy program, etc. will be reviewed by this committee. The policies for material selection and elimination as well as for the preservation, replacement or removal of deteriorating materials are also being developed by Library Services, and will be reviewed by the faculty senate library committee.

In the self-study library survey, faculty did not feel they had adequate input in developing the collections of the library (3.32) and in preserving the collections of the library (2.69). In addition, faculty expressed dissatisfaction with the adequacy of space in the library for its resources (2.26). Students, on the other hand, were satisfied with the library facilities and space. For the four questions related to space, students' scores were above average (3.69 to 4.31).

Analysis

The university is not meeting the present ACRL standards for graduate program library resources. According to ACRL, each of the university's ten graduate programs requires a minimum of 6,000 volumes. At present the library's holdings are below the ACRL standards. The library does not have a specific numerical breakdown of volumes designated for undergraduate and graduate programs.

The library drafted policies necessary for their operation in the first year. Now that all the faculty positions have been filled, and there is a faculty senate governance structure in place, the library should work closely with faculty to revise draft policies related to the development and improvement of the collection, resource material selection and elimination, and procedures for the preservation, replacement or removal of deteriorating materials in the collection.

Recommendations

R5.1.3-1 The Steering Committee recommends that the faculty senate standing library team work closely with Library Services to select outsourcing arrangements and to develop library policies on the acquisition and storage of the library collection, partnerships, facility and technology utilization, gifts and donations, and services to students, faculty, and staff both on and off campus.

R5.1.3-2 Based on survey results, the Steering Committee recommends that the book and serial collection be enhanced to meet the needs of faculty and students for their undergraduate, graduate, and research needs, both on and off campus, consistent with the university's mission.

R5.1.3-3 The Steering Committee recommends that the library meet or exceed Association of College and Research Libraries (ACRL) standards for graduate program book and serial collections.

Suggestions

S5.1.3-1 The Steering Committee suggests that planning to increase the space available on campus for library resources be accelerated.

5.1.4 Information Technology

Description

The FGCU library staff has worked aggressively to incorporate advanced technology throughout the library holdings, student-use areas, and distance-delivery systems. This commitment to technology is incorporated in the library mission statement, which affirms that, "An essential characteristic of library services is that they are carried out in real space and in computer (or virtual) space. The virtual space characteristics of the library provide an electronic environment for teaching, learning, and accessing information wherever it is located or needed."

Librarians implement and augment technology systems through a wide array of services, including electronic research and consultation services, electronic ordering and delivery services, acquisition and distribution of materials from other libraries (e.g., interlibrary loan), and electronically communicating with the assistance of distance learning.

The FGCU library Web site provides access to the FGCU catalog and the catalogs of the other nine SUS libraries, course reserve materials, electronic databases, including those in the OCLC, SOLINET (Southeast Library Network), RLIN (Center for Research Library Information Network), FCLA (Florida Center for Library Automation), FIRN (Florida Information Resources Network), NOTIS, ERIC, FLIN (Florida Library Information Network), and LEXIS-NEXIS (on-campus access only). Moreover, the FGCU library provides numerous electronic data bases to users. There are more electronic resources available to on-campus users than available to off-campus users.

The library's computer systems staff maintains a state-of-the-art network for library services. The systems staff also works in collaboration with the Florida Center for Library Automation to integrate their services into the FGCU library and the State University System's combined on-line catalog, LUIS (Library User Information System). The library maintains an open computer lab with 52 workstations which provide users with access to electronic information resources, the World Wide Web, a variety of applications software, document scanning, student email, and removable storage with floppy and zip drives.

To support off-site access to technology, the library has undertaken a comprehensive program to meet the needs of its five-county service area in Southwest Florida. The library Web page is available to all users who have access to the World Wide Web. Library technology use and information may be physically accessed, during library hours, by distance learners at the Lee County campus and two regional campuses of Edison Community College and at off-site centers located in La Belle, Moore Haven, and Immokalee. These sites are leased by FGCU to provide courses in these areas. The number of sites is slated to expand throughout the five-county area commensurate with university funding and staff allocations. However, there are gaps in the access provided to the Internet at these off-campus sites.

In the FGCU annual survey, students indicated that they generally were pleased with electronic access to the library. When asked if they agree with the statement, "Electronic accessibility is adequate for my needs," 90 percent strongly agreed or agreed. Faculty, however, did not agree that electronic access to the library from off-campus was reliable. Faculty rated this statement as a 3.43 on a six-point scale.

The self-study library survey reflected many of the findings of the FGCU annual survey. When asked about the effectiveness of the library Web site, students responded with a 4.05, and the faculty responded similarly. Both students and faculty assigned a relatively low rating (3.52 and 3.21) to the usefulness of off-campus dial-up technology. More of a discrepancy appeared in student/faculty responses in the adequacy of electronic/computer file collections; students responded with a 3.70 and faculty with a 3.15. The results of the self-study library survey seem to indicate a general dissatisfaction with the quality and accessibility of library off-site technology and a similar concern for the library's electronic/computer file collection.

Analysis

Library Services has incorporated many technological advances into its services and offers a wide array of resources through its Web site, which are readily available on campus. However, electronic access, via the library Web page, is not always available at remote sites when and where courses are offered. In addition, fewer electronic databases are available to off-campus users, including students' homes, than users can access on campus. All electronic databases are available at the workstations located in the library, and the library is open ninety hours each week during regular academic sessions.

Recommendations

None.

Suggestions

S5.1.4-1 The Steering Committee suggests that Library Services closely review the information technology related questions on the FGCU annual survey and on the Library Survey for meaningful indicators of technology deficiencies (for example off-site dial-up problems and electronic/computer file collection inadequacies). Library Services staff should include faculty and students in their analyses of these data and in their goals or plans to rectify student/faculty concerns in areas of information technology.

5.1.5 Cooperative Agreements

Description

The FGCU library is a member of the Southwest Florida Library Network, the Florida Library Information Network, and the SOLINET Information Network.

Southwest Florida Library Network (SWFLN) is a network with institutional membership agreements. To become an institutional member of SWFLN the applicant must agree to honor network principles of participation to remain a member in good standing. Libraries and information centers agree to participate in the Florida interlibrary loan process in order to provide access to its materials for other library users in Florida.

Florida Library Information Network (FLIN) is a statewide cooperative network of all types of libraries for interlibrary loans and resource sharing. The State Library of Florida is responsible for the development of policy that guides the activities of the FLIN and serves as network headquarters. There are 252 members in FLIN. The online members are various public, state, university, community college, high school, middle school, and private libraries. As of April 1996, there were 16,821,484 holdings in the database.

SOLINET is a resource sharing database and interlibrary loan network serving libraries in the Southeastern United States and the Caribbean utilizing OCLC's group resource sharing capabilities.

The Florida legislature has created the Florida Center for Library Automation (FCLA) and the Community College Library Automation (CCLA) to develop and operate mandated shared automated library systems for the 10 SUS universities and the 28 community colleges, respectively.

Each organization has policies and procedures that govern its program and are evaluated to identify whether or not members are meeting their responsibilities.

Analysis

Library Services has appropriate, formalized agreements that enhance the resources and services available to FGCU's faculty and students. However, there was no evidence of a system in place for FGCU to evaluate these cooperative agreements on a regular basis to ascertain their effectiveness and enhancement of services.

Recommendations

R5.1.5-1 The Steering Committee recommends that Library Services regularly evaluate cooperative agreements with other entities to ensure that they are effective.

Suggestions

None.

5.1.6 Staff

Description

Library Services is funded for a staff of 28 full-time equivalent (FTE) positions, of which eight employees serve as either librarians or in library administration. The dean and associate dean of library services comprise the library administration, and there are 6 FTE library faculty. Each of these employees has earned, at a minimum, a Master of Library Sciences (MLS) or Master of Library and Information Sciences (MLIS). The requirement is for a master's degree from an ALA accredited program and all of library's faculty meet this standard.

According to the self-study library survey, students were pleased with the library staff. They agreed that the library staff is cooperative and friendly (4.24) and that the library staff seems knowledgeable (4.14). Faculty were also satisfied with library staff. Faculty agreed that the library staff is cooperative and friendly (4.32) and that the library staff seems knowledgeable (4.26).

Beyond the six librarians and two administrators, the library is funded for a support staff of 20 FTE positions. These positions support all aspects of the general operation of the library, including computer support, public service assistance, and clerical support. Qualifications and skills for all support positions are clearly defined and measured against those standards established by the State University System class code listing for those positions. All support staff in the library possess those minimum qualifications. Position descriptions and class code minimum qualifications for the library support positions may be obtained from the Office of Human Resources.

Organizational relationships are outlined in the organizational chart for Library Services, as well as the university's organizational chart. Furthermore, numerous handouts and pamphlets are available in the library which detail what services are available and which library staff are available to assist with those services.

Policies concerning faculty status, contracts, salaries, etc. are provided to employees, through the office of the vice president of academic affairs, or through human resources, both at the time of hiring and whenever there is a change in status. Examples of documentation available to the faculty include the United Faculty of Florida bargaining agreement and the Faculty Handbook. Support and professional staff employment issues are outlined in the human resources policies and procedures, and library staff may always request information from human resources regarding employment issues.

Analysis

The number of library faculty is adequate when compared to the Association of College and Research Libraries standards, which stipulate a ratio of 500 FTE students to one library faculty. The current level of funding has been established to serve up to 3,000 FTE students. Given the six library faculty already funded, FGCU meets the ratio of 500 FTE to one librarian position.

Support staffing levels in the library also appear adequate. When compared to other universities within the state, Florida Gulf Coast University compared favorably to similar sized institutions (e.g., University of West Florida and University of North Florida). Using our funded enrollment of 3,000 FTE students, the ratio of students to support staff at Florida Gulf Coast University is 150 to 1. The University of West Florida's ratio is 180 FTE students to each support staff member, and the University of North Florida's ratio is 253 FTE students to each support staff member. Therefore, FGCU's ratio is lower (more favorable), even when using 3,000 FTE students. Enrollment in 1997-98 was 1,275 FTE students.

The employment practices, terms of employment, and compensation are available to library personnel at the time of hiring and during their employment or whenever changes occur.

Although the library appears to be adequately and professionally staffed according to several measures, during the past year an unusually large number of library staff have taken family medical and other sick leave. This has caused some staffing shortages at a critical time in the library's first year of operation.

Recommendations

None.

Suggestions

S5.1.6-1 The Steering Committee suggests that Library Services develop a contingency plan for staff on extended, unanticipated leave.

5.1.7 Library/Learning Resources for Distance Learning Activities

Description

Library Services provides distance-learning materials and activities through a number of electronic and Web sources. The library staff has been creative in acquiring the latest electronic information systems and in providing links to distance electronic sources, especially those available on the Web. Users may access the library Web site, which in turn provides links to data bases, an electronic reference desk, and electronic order forms for distance learners.

The library provides selected electronic resources to distance learners. Currently, those resources are:

1. FGCU Library Catalog (materials available at the FGCU library)

2. FGCU Course Reserves (lists of all materials on reserve in the library)

3. Electronic Databases

4. Government Resources (government resources available through the Internet)

5. News Resources on the Web (news resources available through the Internet)

6. Subject Pages (business, education, humanities, science)

7. Reference Resources (business, education, humanities, science)

The university offers courses at off-campus sites. FGCU has entered into an agreement with Edison Community College to lease space for classes at locations in the five-county area. These sites are ECC Charlotte Campus, ECC Collier Campus, LaBelle High School, Immokalee High School, and Moore Haven High School. Inspection of these sites shows limited access to computers and the Internet, which reduces students' off-site access to the library Web page, databases, and document delivery services.

Responsibility for providing library/learning resources and services and for ensuring continued access at each site is a shared responsibility between the staff of Library Services and staff of the Office of Instructional Technology. The position description for the director of technology support services states that the director is to "develop, organize and direct the operations necessary to support instructional uses of computing and classroom media hardware and software. These operations include, but may not be limited to, student public computer labs, computer classrooms, classroom multimedia podiums and projector systems, technologies used in distance education offerings, etc." The position description for the coordinator, library computer systems, states that the coordinator is "responsible for the operation, maintenance and interoperability of the Library's Ethernet-based NT networks."

The FGCU library owns a wide range of physical and electronic resources, all of which are available to users. The core of the collection is composed of 65,000 books, microforms and other materials purchased from the Upsala College library (known as the Upsala collection). The University of South Florida, Fort Myers campus (now incorporated into FGCU) contributed its holdings (35,000 volumes) as well. Students and other users have access to these materials through the Florida libraries online public access catalog, LUIS (Library User Information System), which is a Florida statewide system of individual university and interlocking university catalogs. LUIS is an electronic catalog system available to and used by all ten Florida state universities. LUIS and other library services (i.e., mission, policies, hours, and tutorials) are available electronically to distance learners via Web access. The library mails articles to distance learners, but for books, distance students use the interlibrary loan services of their local public library for fastest results.

The FGCU library also helps to ensure that all students and faculty have access to the collection and on-line services in order to support the institution's general and specific academic programs through formal agreements. Formal agreements entered into by the institution and the library normally include full library privileges, including on-line access to the library's Web page and numerous electronic services. Currently, the library is pursuing agreements with the local community college, public libraries, and the Central Florida Library Consortium, and has entered into a "contractual agreement and/or partnership" with the Southwest Florida Library Network (SWFLN). The purposes of SWFLN are:

1. To enhance and promote library and information services in Southwest Florida.

2. To encourage interlibrary cooperation among all libraries in Southwest Florida, including materials, facilities, and local experts.

3. To assist members with training and education needs to keep staff informed and current.

4. To cooperate with local, SWFLN-area and national organizations interested in the promotion of library affairs.

5. To promote professional relations and growth among library and information personnel.

According to the FGCU annual survey, students find that electronic accessibility is adequate, but many faculty disagree. When asked if "electronic student access to the library from off campus is reliable," 90 percent of students and only 53 percent of faculty strongly agreed or agreed. Clearly, there is a gap in perception between students and faculty regarding the adequacy of library electronic services.

The self-study library survey found that both students and faculty were relatively satisfied with the effectiveness of the library Web site (4.05 for students and 4.20 for faculty), yet both groups of respondents assigned relatively lower scores to the effectiveness of library dial-up sources (3.52 for students and 3.21 for faculty).

Analysis

Library Services has been aggressive in providing access to library resources through electronic technology, as well as cooperative agreements with other libraries for distance learners; however, the number of electronic databases available to off-campus students and faculty is significantly fewer than those available to users on campus. The responsibility for ensuring that access to library resources is available at every site is not clear. Library Services maintains the library servers and Web page and the Office of Instructional Technology acquires and maintains equipment at the off-campus sites.

Recommendations

R5.1.7-1 The Steering Committee recommends that Library Services analyze the FGCU annual survey and the self-study library survey data and develop a plan of action to rectify student and faculty concerns regarding the adequacy of electronic services, especially those accessed from off-campus.

R5.1.7-2 The Steering Committee recommends that Library Services work more closely with Office of Instructional Technology to improve the quality and level of accessibility to library resources from off-campus sites.

Suggestions

S5.1.7-1 The Steering Committee suggests that Library Services communicate goals of the library's electronic user services to the appropriate faculty and university committees. Library Services should include faculty in the formulation of all such relevant goals and plans.

5.2 Instructional Support

Description

Florida Gulf Coast University has a variety of facilities and instructional support services to support its curriculum. These include technology support services; course, faculty, and media development; WGCU-TV productions; tutoring services; career development and testing services; and duplicating services. These services support the institutional purpose in various ways and contribute to the effectiveness of learning.

Technology Support Services (TSS)

FGCU has two open-use computer laboratories, and one UNIX lab, as well as four computer equipped classrooms (three classrooms have personal computers and one has Macintosh computers). Twenty-two of the regular classrooms have multi-media podiums; the two distance learning classrooms in the Broadcast Center have multi-media podiums, and compressed video systems. Technology Support Services (TSS) provides hardware and software support for these facilities. There are lab assistants in the labs, which are open 90 hours per week, to assist users. During 1997-98, almost 32,000 signed in to use the labs. There is also a help line for assistance with the multi-media podiums or with the monitors and VCRs used by faculty in conjunction with laptop computers in the class. Phones are located on each podium for this purpose. There were 1,448 help line calls answered during the 1997-98 academic year.

Technology Support Services provides training to faculty on the use of the podiums and maintains the podiums. TSS also provides and sets up moveable equipment as needed for instruction, such as public address systems, portable p.c. carts, projectors, and other media equipment. Requests for these services numbered 523 during 1997-98 academic year. In addition, TSS videotapes classes, both for on campus and for distance learning. TSS has outsourced tape duplication for the large sections, and offers duplication services for video, audio and CD reproduction. During spring semester, TSS recorded 317 hours of classroom activity.

Technology Support Services manages the FGCU Web page and Web board, maintains the servers, and offers technical assistance to faculty with course development on the Web. Training was provided in 1997-98 for students on e-mail, Netscape, Word, Intermediate Word, Windows 95 and Mac OS2 through 52 training sessions.

Course, Faculty, and Media Development

This office provides support for course development, faculty development, and media development. Course development involves collaboration with faculty on course design that integrates appropriate technology for implementing good teaching practices. These include, but are not limited to, alternative assessment, integration of technology to enhance learning, active learning, and facilitative teaching. In 1997-98, this office initiated or completed over ninety course design and development projects. There are three instructional designers on staff who work with faculty on course design.

Faculty development includes workshops, seminars and conferences designed to promote the achievement of the same four instructional goals: (1) active learning, (2) integration of technology to enhance learning, (3) facilitative teaching, and (4) authentic assessment. In 1997-98, there were 27 faculty development/training events offered. There is a Faculty Development Advisory Council, with two representatives from each college, that reviews achievement and helps to set the agenda for faculty development.

Media development involves the creation of instructional products, such as print materials, Web sites, and digital multimedia. There are one graphic designer, two Web site developers, and one applications developer in this area. In 1997-98, 139 media/graphic/print design projects were undertaken.

Distance Teaching and Learning Support

WGCU-TV, the university's public broadcasting station, has two distance learning classrooms and one executive video conferencing room in the Broadcast Center. These three rooms are financially and technically supported by WGCU-TV and can support two-way compressed interactive video and videotaping of classes and conferences.

WGCU offers instructional support by training faculty on the equipment in these classrooms, training faculty in the use of compressed video, and broadcasting telecourses over the local PBS channel. In addition, as a service to the university and the community, WGCU identifies available telecourses, videos, and Web sites that might be of interest to university faculty as well as K-12 faculty. In 1997-98, eleven telecourses were offered and supported.

Science Laboratory

FGCU received an award from the National Science Foundation Instrumentation and Laboratory Improvement Program of $78,171. This money is to be matched by FGCU for the purchase of laboratory analytical equipment, which will initially be housed in the modular unit which was installed in June 1998. The equipment will be moved to the Whitaker Building when that facility is completed in August 2001.

Counseling and Advising Services

The Career Development Center assists students in developing an awareness of the world of work and its relationship to their academic experiences through workshops, seminars, computer software programs, career fairs, employer information and career speakers. These services include career counseling for career choice issues and education, skill development, and early career planning. A variety of career assessment instruments are available through the Career Development Center. Testing services include the administration of career interest inventories, academic testing, and personality testing. Proctoring services and test preparation services are also available. Lower division academic advising is offered through Enrollment Services in the Division of Student Services, and upper division academic advising is offered through the individual colleges.

Auxiliary Services

FGCU has a contract with a local vendor to provide copy machines and maintenance services for the entire campus. There are 42 copiers throughout the campus for administrative use and 5 copiers for student use. The administrative copiers offer a variety of services depending on the model of the copy machine, which include single page copying, duplex copying, sorting and stapling. The student copiers are limited to single page and duplex copying via the use of coins or a debit card. Most administrative copy machines are available during normal office hours. Three of the student copiers are in the library, which is open Monday through Thursday, 8:00 am to 11:00 pm; Friday, 8:00 am to 8:00 pm; Saturday, 9:00 am to 6:00 pm; and Sunday, 1:00 pm to 10:00 pm. The other two student copiers are located in Academic Building 2, which is open Monday through Sunday, 6:30 am to 11:00 pm.

Through Follett Bookstore, the university has a Kwik Kopy Printing and Copy Service. Services range from standard duplicating to customized copying and binding services. Students, faculty and staff have access to the center Monday through Thursday, 8:30 am to 5:30 pm; and Friday, 8:30 am to 5:00 pm. Hours of operation will be reevaluated and possibly extended during the 1998-99 fall and spring semesters, depending on demand.

Tutoring and Learning Services

Individualized tutoring and/or course specific study groups are provided for students in many subject areas. Many tutoring and academic development services are offered through the T-Lab. On the student services Web page, the FGCU Connection is a comprehensive and centralized list of tutorial and supplemental assistance from the FGCU community. Other Web sources are linked for easy access. Students at off-site locations can receive personal and professional writing and math assistance through this Web page. Teaching aids have also been developed to assist students in Writing, Topic Development for Essays, Editing, Reading Comprehension, and CLAST Review.

The T-Lab has 28 state-of-the-art computers loaded with tutoring, career exploration and testing software. Academic and admissions testing is available (e.g., ACT, CLAST, GRE). Trained tutors assist with AllWrite (a writing skills program), Maple (science and math), and SPSS software. A writing assistant is often available for one-on-one assistance.

In 1997-98, there were 12 tutors, and future plans are to hire additional tutors, such as a tutor for computers, and a tutor for learning disabled students. Approximately 400 students took advantage of this service an average of four sessions each over the last ten months.

Disabled Students Services

The Office of Multi Access Services promotes opportunities for full participation in university academic programs, activities, and services by students with disabilities, through the provision of reasonable accommodations and other support services. The Adaptive Learning Lab in the Office of Multi Access Services is a resource learning center for students with disabilities. Some of the features of the lab are voice dictated computers, personal assistive learning devices, talking calculator, book scanner/reading system, cassette recorders, enlarged print computer program, voice synthesized computer program, magnifiers, large mouse, TTY services, and portable keyboard for note taking to diskettes.

Analysis

FGCU offers a wide variety of instructional services designed to meet the needs of its students and faculty, particularly with regard to technology and distance learning. These services include both physical and human resource assistance to students and faculty. Obviously, FGCU has taken seriously its institutional support needs as demonstrated through its creation of dedicated state-of-the-art instructional support services.

Since FGCU has only been offering classes and instructional support services for one year, there has not been any assessment of outcomes and satisfaction with the services. All support services need feedback from users in order to determine their effectiveness.

The interview process brought to light some equipment problems related to the multi-media podiums. For example, the lights in the classrooms would not dim, and there was a constant, distracting hum in the background. Moreover, the multi-media podiums limit or prevent the use of traditional instructional materials, such as slide, music cassettes, and wall maps. Users (faculty and students) should be involved in the planning for new buildings and the instructional equipment that will be placed in those facilities.

Recommendations

R5.2-1 The Steering Committee recommends that all instructional support services be routinely evaluated by the faculty and students for feedback on how the current services are meeting their needs.

Suggestions

S5.2-1 The Steering Committee suggests that faculty and students be involved in the planning for new academic facilities, including instructional equipment to be placed in those facilities.

5.3 Information Technology Resources and Systems

Description

Florida Gulf Coast University was created as a dynamic higher educational organization for Southwest Florida to prepare students to compete and excel in a world characterized by constant change, high levels of technology, and increased internationalization. Because embracing information technology in creative, experimental, and practical ways is central to the mission of the institution, FGCU actively incorporates technological advances into its operations and employs innovative ideas and technologies in the development and delivery of programs and services. Between 1996 and 1998, $2 million was allocated for developing the information technology infrastructure at FGCU and for integrating technology throughout the university.

According to the university's guiding principles, technology is a fundamental tool in achieving educational quality, efficiency, and distribution. FGCU emphasizes the use of technology in the curricula and employs information technology for delivery of instruction, for administrative and information management, and student access and support. The university cultivates technological literacy in its students, faculty and staff. The Strategic Plan The Use of Technology outlines FGCU's overall vision and approach to technology.

Technology Infrastructure

Administrative computing is responsible for planning and designing the information technology network infrastructure for the university and for supporting office and administrative computing. At the core of FGCU's campus network technology infrastructure is a 155Mb asynchronous transfer mode (ATM) backbone interconnecting each building. The main centralized administrative servers, such as e-mail and administrative databases, are directly connected to this backbone. Desktops and departmental servers connect to 10/100 Ethernet switches, which are connected to the ATM backbone via 155Mb ATM links.

Full-time faculty and staff have access to either a PC or Macintosh desktop (or laptop) computer. All computers have Internet access through the Florida Information Resource Network via a 1.5Mb frame-relay. The university also connects to regional data centers through the frame-relay system which uses a dedicated point-to-point T1 data line. A Shiva remote access switch allows faculty and staff to connect remotely to campus via dial-in services from distant sites.

A wide variety of current software is installed on all faculty and staff office computers. Each computer system is loaded with Microsoft Office 97 (Word, Excel, and PowerPoint), Netscape Gold (World Wide Web browser and editor), and Exchange 5.0 (e-mail). The administrative database is Oracle 7.3 Workgroup Server. All file and printer servers use Microsoft Windows NT 4.0. An integrated student records management software package (SCT Banner) is used for registration; financial aid budgeting, tracking, awarding, packaging, and disbursement; application processing; degree audits; facilities resource management; and housing applications. Some concerns have been expressed regarding Banner functionality and availability of training. Banner has recently been upgraded to Banner 2000 to help resolve some of these issues. In addition, a Web interface for Banner has been added to improve functionality and ease of use. A formal training program for the Banner system has not been developed.

While technology has been incorporated into the majority of university operations, a few technological advances have not been integrated into the university infrastructure. At the current time, FGCU does not have an automated system for document management, imaging, and workflow management. Digital signing is also not being used. Electronic Data Interchange (EDI) is being used for the management of transcripts but it is not being used for admissions, applications, testing, and other administrative services such as purchasing.

The FGCU annual survey of staff suggests that 89 percent of staff believe that there are adequate technological resources to facilitate job performance. In addition, 88 percent of staff believe that there are adequate computing resources available at FGCU.

Technology in the Classroom

FGCU has a wide variety of classrooms, computer classrooms, open computer laboratories, and special purpose computer laboratories available for student and faculty use. Technological advances have been integrated into all of the classrooms and laboratories on campus.

Computer Classrooms/Instructional Technology. There are four computer classrooms on campus (three PC and one Macintosh). Each computer classroom has 30 networked computers with Internet access and one laser printer. The computers are loaded with Microsoft Word, Excel, and PowerPoint; Netscape Gold; Eudora e-mail; and several course-specific software applications.

Open Computer Laboratories. There are three computer laboratories available for faculty and student use on campus. These labs are staffed with lab personnel who assist users with computer hardware and software. These laboratories include:

1. One open computer laboratory with 30 PC workstations, one laser printer, and one scanner maintained by Office of Instructional Technology. This lab is used for projects that require access to Microsoft Word, Excel, and PowerPoint; Netscape Gold; Eudora e-mail; and several course-specific applications. The lab is open Monday through Thursday, 8:00 am to 11:00 pm; Friday, 8:00 am to 6:00 pm; Saturday, 9:00 am to 5:00 pm; and Sunday, 11:00 am to 11 pm.

2. One open computer laboratory with 30 Macintosh workstations maintained by the Office of Instructional Technology. This lab is used for projects that require access to Microsoft Word, Excel and PowerPoint; Netscape Gold; Eudora e-mail; and several course-specific applications. The lab is open Monday through Thursday, 8:00 am to 11:00 pm; Friday, 8:00 am to 6:00 pm; Saturday, 12:00 noon to 5:00 pm; and Sunday, 12:00 noon to 5 pm.

3. One open library computer laboratory with 52 PC workstations, two Macintosh workstations, eight laser printers, one color printer, and one scanner center maintained by Library Services. The lab is open during regularly scheduled library hours. For individuals with special needs, there is a workstation with voice-activated software that allows use of any application on the system once the computer is programmed to recognize an individual voice. This PC is configured with a trackball for easier cursor movement.

Special Purpose Computer Laboratories. There are four special-purpose computer laboratories on campus that are used for a variety of educational and vocational purposes.

1. One multipurpose laboratory with 28 computers used for tutoring, testing, career exploration, and personal assessment. This lab is maintained by the Division of Student Services and is open Monday through Thursday, 8:00 am to 8:00 pm, and Friday, 8:00 am to 5 pm. The lab is also open on weekends for testing (ACT/MAT) and scheduled Kaplan review courses.

2. One high performance computer laboratory with five Silicon Graphics, five Sun Spar Workstations, six PCs, and one laser printer. This lab is located in Academic Building II, Room 256, and maintained by the Office of Instructional Technology. This lab is used for advanced technology applications such as graphics and 3-D animation. The laboratory is a secured room and hours are available by appointment.

3. One adaptive learning lab with four adaptive computers for disabled students, supported by the Division of Student Services, Office of Multi Access Services. The laboratory is open Monday through Friday, 10 am to 5 pm. Saturday hours are available by appointment.

4. One career development lab with six computers supported by the Division of Student Services. This lab is used for career resources and exploration. Lab hours are Monday, Tuesday, and Thursday from 9:00 am to 5:00 pm.

General Classrooms. Technological advances have been integrated into all of the general classrooms on campus. For example, electronic teaching podiums have been installed in the 24 classrooms that have a seating capacity of 30 or more. Special features of the teaching podium system include the ability to project multimedia instructional materials from either a Macintosh or PC platform; direct Internet and Intranet connections; complete music and sound systems; document cameras; and VHS tape and CATV feed. A touchscreen on the teaching podium allows instructor control and projection of both digital and analog instructional media. The smaller seminar classrooms in the university also are wired for Internet and campus network connection and include multimedia carts instead of electronic teaching podiums. Three science labs have been equipped with a range of modern computing, analytical, and presentation technologies for performing environmental science, chemistry, physics, and biology experiments.

The technology systems for the general classrooms, distance-learning classrooms, and seminar classrooms are maintained by the Office of Instructional Technology; and the technology systems for the science labs are maintained by science lab support staff.

Future plans for classroom development include the construction of the Whitaker Building to provide a space where researchers and educators from the university and the community and can work on educational or research projects involving science and technology. Construction on this building will begin in 1999.

Overall, faculty are satisfied with the technology available in the university classrooms. In a recent survey of faculty, 67 percent agree that instructional resources are sufficient to meet their individual teaching needs.

Broadcast Building. Through licenses granted to the Board of Regents for the State University System, FGCU manages public broadcasting radio and television stations WGCU-FM and WGCU-TV. Control of the stations was transferred to FGCU from the University of South Florida (USF) in Tampa in July of 1996. In October of 1997 FGCU opened a new, state-of-the-art broadcasting facility on campus to house the public broadcasting radio and television stations and distance learning classrooms. The mission for the radio and television stations, as originally developed by USF, was to support the educational and service functions of the university by providing Southwest Florida communities with cultural, educational, informational, and public affairs programming, services, and related activities. The stations' missions and goals are currently being reexamined through a strategic planning process with the intention of defining strategic initiatives for the next several years and operational plans for their achievement.

The radio and television stations have a combined staff of approximately 30 full-time employees and combined budgets of close to $4 million. The station managers report directly to the dean of instructional technology. The majority of the stations' funding comes from a combination of federal and state grants, underwriting, and individual memberships.

The FGCU Broadcast Building offers production, recording, editing, and master control suites for both the radio and television broadcast operations and a recording studio for the Radio Reading Service (which serves the needs of persons who are print impaired). The facility also has two compressed video and video taping classrooms and a video conferencing room that supports both compressed and satellite video teleconferences.

Technology Support

The university uses a centralized help desk to provide initial technology support. During fall semester 1997, help desk services were outsourced to Fujitsu Business Systems Corporation. During this three-month trial period, data were collected on usage, frequency of calls, and types of technology problems experienced by FGCU technology users. FGCU assumed the responsibility of providing help desk services during spring semester 1998. Data collected from the Fujitsu Business Systems Corporation were used to design the FGCU help desk, which responds to problems and provides technology information for all users of FGCU technology systems. The help desk is available to faculty, staff, and students (on-campus, off-campus, and dormitory resident users) Monday through Thursday, 8:00 am to 7:00 pm, and Friday, 8:00 am to 5:00 pm.

Technology support is provided through the organizational units of administrative computing, student services, instructional technology, and library services. Three of the colleges (College of Business, College of Professional Studies, and College of Arts and Sciences) have also allocated internal staff resources for technology support.

Administrative Computing, with a staff of 14 employees, provides a centralized service for the computing infrastructure and for the support of office computing, network services, and administrative servers within the university. This unit is responsible for providing a centralized computing and network support service for members of the university community; maintaining the university network, administrative servers, and information stored on its resources; evaluating, testing, implementing, supporting, and documenting the latest hardware, software, and networking technology; providing programming support to the Division of Administrative Services; and providing centralized help desk services through Internet and/or phone access.

Student Information Systems and Technology (a unit in the Division of Student Services), with a staff of two, is responsible for the integrated student records management software package (SCT Banner) system and the student e-mail system. Student information systems also provides service for the library NOTIS system and manages three computer labs (Adaptive Learning Lab, Career Development Lab, and Multi-Purpose Lab). The Division of Student Services has a strong Web presence. Nearly all services offered through student services are available on the Internet.

The Office of Instructional Technology, with a staff of 17, provides support and consultation services in the areas of classroom technology; instructional computing; distance learning production and delivery; and course, faculty, and media development. These services include the management and maintenance of file servers that support classrooms, instructional computer labs, and World Wide Web resources. The Office of Instructional Technology provides technical support and maintenance of classroom multimedia, computer, and distance education technology. Three instructional designers are available to assist faculty and staff in selecting appropriate technology-based delivery strategies, creating courses that are effective as distance learning offerings, developing online assessment applications, and selected general Web information resources. Graphic, Web, and digital media development staff are also available to assist faculty in the creation of instructional materials. Access to this design and development assistance has been very beneficial to faculty. On the recent annual faculty survey, 78 percent of faculty indicated that they found the instructional technology staff to be helpful in meeting their technology needs.

Library Services extensively supports information technology at FGCU. Its role is outlined in Section 5.1 Library and Other Learning Resources.

Technology in the Curriculum

Florida Gulf Coast University is committed to graduating students who can confidently use technology to compete successfully in the work market and to engage in lifelong learning. At a minimum, all courses at FGCU have a presence on the World Wide Web and e-mail capabilities. Many courses use additional technology to enhance student learning such as listservs, interactive Web-based examinations, message boards, chatrooms, etc. An inherent belief is that the effective use of technology enhances employability as well as improves the quality of our lives.

As part of all undergraduate educational programs, FGCU students acquire basic competencies in computer technology. The Integrative Program Matrix, maintained by the university Undergraduate Curriculum Team, outlines the inclusion of university goals and student learning outcomes in each college, program, and individual courses. All university undergraduate programs track university goals and student learning outcomes throughout the curriculum.

Florida Gulf Coast University believes that access to computer technologies is essential for student learning. This access can be achieved through use of computers at on-campus computing labs or FGCU-partnered distant sites, or through the use of a computer at home.

FGCU's commitment to student access to computer resources is stated in goals 1 and 5 of the university's Strategic Plan ­ The Use of Technology:

Goal 1. The University will establish and support a high-speed, reliable, and ubiquitous telecommunications network that facilitates electronic information sharing and retrieval for students, faculty, and staff from both on and off-campus locations, and defines the University as a member in the global electronic community.

Goal 5. FGCU will emphasize distance- and time-free teaching and learning strategies in order to maximize access to educational programs and to facilitate convenient, off-campus student and faculty participation in instructional offerings.

FGCU recommends, but does not require, that students own computers. Through on-campus computer labs, the university ensures student access to computers with adequate hardware and software configurations. In order to foster student success in this technologically advanced environment:

1. FGCU will establish and support computer labs on campus and support computer access at distant teaching sites.

2. The technology infrastructure at FGCU will be designed and maintained to handle students' need to access information resources and courses using technology and distance strategies. On or before the first day of class, all students will be provided with a personal e-mail account, a URL address for each registered course, and a way to access non-secured portions of the FGCU network.

3. Because students enter the university with different levels of technology user skills, learning opportunities that focus on technology will be available to incoming students. Students will have access to classes on topics regarding e-mail, the World Wide Web, and office productivity software. Training on use of different software programs will be offered on an as-needed basis.

4. Students will be provided with technology requirements of the university and the recommended minimum and advanced computer configurations for access to information resources. Individual academic programs will assist students in identifying the specific technology skills that are necessary to be successful in that particular program.

5. Technology user requirements for each course and program will be made readily available to students in course syllabi. Faculty are asked to adhere to recommended FGCU technology standards whenever possible to ease student frustration and expense.

Data collected through the FGCU annual survey indicate that FGCU is successfully infusing technology into the university and the curricula. Seventy percent of faculty find that information technology has been adequately incorporated into the curricula; 90 percent believe that the curriculum will develop students' information technology skills.

Student Technology Training

Technology training is emphasized from the moment students enter FGCU. During orientation, students are offered a Technology Survival Skills Self-Assessment Exam to assess their current level of computer skills. Technology training is then designed to meet the individual needs of the incoming student. This past year, 25 percent of the incoming students completed the self-assessment form.

The Office of Instructional Technology (IT) provides technology training to students in basic computing applications. IT offers training workshops free of charge for students in Microsoft Word, Windows 95 operating systems, Macintosh operating systems, electronic mail, and Netscape browsers. The lab assistants in the open computing labs also provide assistance to students who are having difficulty with word processing applications, database software, educational software, statistical software, electronic mail, image scanning, and multi-media software. Library Services also offers technology and information literacy courses through their research skills classes. The Division of Student Services provides tutoring services to students with individual assistance in the areas of writing and mathematics using advanced software tools to complement basic technology skills. They also provide technology support for disabled students who cannot access technology in standardized ways.

Several programs and colleges offer additional technology training to students. The College of Business offers an introduction to computers course (CGS 1100) as a common prerequisite. This course provides instruction on software tools such as spreadsheets, word processing, two- and three-dimensional presentation graphics, electronic mail, and network browsers. The course also explores computer information systems in organizations and the use of computers to enhance productivity. Prior to the formal beginning of the Executive Master of Business Administration program, students participate in an intense two-week Introduction to Executive MBA course, which includes an intensive, week-long introduction to technology. Students enrolled in the Master of Business Administration program also have hardware and software training in an MBA foundation course, ISM 6021 Management Information Systems.

The Division of Criminal Justice, College of Professional Studies, provides Web-based tutorials for distance learning students, as well as activities such as electronic mail attachments, listserv instruction, using a web browser, accessing a search engine, and posting to message boards. The School of Education, College of Professional Studies, offers several courses that provide an introduction to computers and related technologies and their function in the classroom to augment the teaching and learning process.

The Department of Nursing, College of Health Professions, offers instruction on developing professional power point presentations and critical analysis of World Wide Web resources.

Various courses in the College of Arts and Sciences also provide training in a variety of technological tools and resources.

Faculty and Staff Technology Training

The Department of Media, Course, and Faculty Development, Office of Instructional Technology, organizes training for faculty in skill areas such as Web development, presentation software, video teaching techniques, use of the electronic podiums, and instructional materials development. Over the past two years this office has offered 25 different technology workshops on multiple occasions. A faculty luncheon series entitled Teaching with Technology is offered on a monthly basis during the academic year. FGCU has organized and offered an annual distance learning conference for the past four years. The past two conferences have focused on faculty distance learning issues. Approximately 80 percent of instructional technology training resources are devoted to individual faculty project development. This unique program offers faculty one-on-one training with an instructional designer while working on a specific course-related project. This has been especially successful in assisting faculty in the development of course Web pages and presentation software.

The Division of Administrative Services offers professional development and technology training to interested faculty and staff throughout the calendar year. Courses in Beginning, Intermediate, and Advanced Microsoft Word; Excel, PowerPoint; and Exchange 5.0 are offered. While these courses are widely advertised, not all faculty and staff take advantage of this available technology training.

The University Technology Committee (UTC) is a standing committee within Florida Gulf Coast University. Appointed by the president in 1995, this committee is responsible for developing and maintaining an information technology strategic plan; formulating, reviewing, and recommending information technology policies and practices; and ensuring that information technology policies and practices are congruent with the mission, guiding principles, goals, and policies of Florida Gulf Coast University. Approved policies are available to faculty and staff on the Marlin share drive and on the FGCU Intranet. In addition, critical policies related to information technology are disseminated to each administrative/academic unit through the deans. Currently, all information technology policies are centrally located on the Marlin share drive and on the administrative computing Intranet, which is accessible from on-campus locations only. Current policies include:

1. Design Standards for FGCU World Wide Web Resources.

2. World Wide Web Resources Policy.

3. Network Policy.

4. E-mail Account Policy.

5. Procedure for Establishing and Maintaining a FGCU Web Site.

6. Acceptable Computer and Network Use Policy.

7. Student E-mail and Remote Computer Access.

8. Upgrade/Replacement of Computer Workstations.

9. Faculty and Staff Personally Owned Computers Policy.

10. Office Productivity Software Policy.

11. Utilization of FGCU Computing Resources for Group Communication.

The University Technology Committee is currently in the process of compiling and indexing all university policies that relate to technology and placing them in a centralized location. These policies have been submitted to the Executive Staff for formal adoption. The University Technology Committee is responsible for reviewing all information technology policies on an annual basis.

The Faculty Senate has a standing technology committee that addresses technology issues of importance to faculty. The Technology Team is comprised of one faculty member representing each academic unit and the dean of instructional technology as an ex-officio member. The Technology Team functions as an advisory group to the Office of Instructional Technology, administrative computing, and other university computing support groups. The team reviews and recommends policies concerning all matters relating to university computing, including distance learning needs and requirements. A concern of faculty is that there will be some duplication of work between the University Technology Committee and the Technology Team. In an effort to avoid duplication of effort, the University Technology Committee recently proposed a change in their bylaws that would allow the facilitator of the Technology Team to serve as an ex-officio member of the University Technology Committee.

The majority of university servers are running Windows NT, which provides appropriate security for the network. The Student Information Systems (SIS) database server and the student e-mail servers are running UNIX. Network administrators developed different levels of access to files and servers for faculty and staff that is determined by username at logon. Students at FGCU do not have access to the network servers, unless required for a class. The network administrators of the library systems, administrative systems, academic systems, and student systems monitor and protect the confidentiality and integrity of data. Incremental backups are done daily and full backups are done weekly for all servers. Recovery plans for damages incurred to the network are in effect. The recovery plans are being modified to be consistent throughout the university.

The majority of computers that are available to students have adequate security to prevent manipulation of the operating system and hard drive. Security for the desktops in the open library computer lab is implemented in layers, which provides a more comprehensive yet less intrusive control over the PCs and allows students to use the standard Windows 95 interface. There is slightly less security provided in the computers in the multi-purpose lab. The security for computers in the Macintosh lab is being developed. All computers are loaded with virus protection software. Backup of files on individual computers is at the discretion of the user.

While disaster and technology security plans have been drafted, they are not maintained in one centralized location. The University Technology Committee is in the process of compiling all disaster and technology security plans and policies into one centralized source.

Although the university has yet to adopt a formal equipment (technology) replacement policy, it has recently made a significant investment in information technology (computers, networks, telecommunications, and information systems). The University Technology Committee has adopted goal nine of the FGCU Strategic Plan The Use of Technology: "The University budgeting and funding strategies for information technology resources will ensure a continuous and stable funding base commensurate with the central role of technology in the University priorities." The University Technology Committee is working on an equipment replacement, upgrade, and maintenance plan that will be presented to the Executive Staff (the president and vice presidents).

The current Upgrade/Replacement of Computer Workstations indicates that "in order to maintain basic computer services that will ensure achieving organizational goals and objectives, all computers that are part of the FGCU network will be maintained at a level of compatibility that allows their execution of the currently supported operating system and desktop complement of software. Within available funding, replacements and upgrades to maintain the hardware to the minimum capability will be managed centrally, as will the purchase of standard workstations for new personnel. In some instances, workstations must have greater capability than is needed to meet the standard requirements. Funding and acquisition of upgrades to achieve this increased level of service will be the responsibility of the unit that owns the workstation. Installation of upgrades will be coordinated and serviced through central computing services of the university."

The Upgrade/Replacement of Computer Workstations Policy indicates that the university should keep current; however, there is no recommended practice to go along with it. It has been requested that the primary technology units (administrative computing, instructional technology, library services, and student services) inventory their respective assets and consolidate them with a recommendation to the Executive Staff for a formal replacement funding.

Regarding PCs, file servers, and network upgrading, a short-term upgrade path was built into the purchase of the hardware. The PCs, file servers, and network equipment are software upgradable to accommodate changes in standards. The network bandwidth is upgradable by increasing connections between buildings. Currently, the long-term path is to submit requests for upgrade funding through the University Technology Committee per the Strategic Plan The Use of Technology.

Analysis

Florida Gulf Coast University is a new institution committed to providing major computing capability for all academic and administrative departments. All faculty and full-time staff use PC or Macintosh computers capable of running standard desktop applications on a day-to-day basis. All computers have access to e-mail and the Internet. The university has implemented an integrated student records management software package (SCT Banner). Information technology is infused into the curricula and students have ample opportunity to acquire basic and advanced competencies in the use of computers and related information technology. Multiple training classes are offered to faculty, staff, and students to enhance technological skills. Initially these classes were not well attended; however, attendance at recent technology classes has improved.

Long-range planning needs to be established to ensure that resources and services will continually be evaluated and that resources are allocated in accordance with the university's priorities. Funding sources for new activities and continuous improvement of technology have not been identified. The University Technology Committee is in the initial stage of developing a recommendation on technology resource allocation to ensure that a percentage of the university's operating budget will be set aside to update and replace computer technology.

The university has developed a disaster and back-up plan, including departmental procedures for each of the units. The University Technology Committee is overseeing the process of compiling all of the disaster recovery plans that relate to technology into one document. They will disseminate this document as appropriate.

A reliable data network and connection to the global Internet is available for all students, faculty, and staff. This network is built of all new components. The essential components of this network are covered by maintenance contracts with vendors supplying immediate round the clock support should something malfunction.

Recommendations

None.

Suggestions

S5.3-1 The Steering Committee suggests that the University Technology Committee develop a plan for continuous evaluation of the adequacy of technology resources with the goal of maintaining, upgrading, and/or replacing those resources.

S5.3-2 The Steering Committee suggests that funding for maintenance and improvement in computer performance, networking, support services, and software should be established at levels adequate to sustain the mission of the university. This funding would be used for updating and replacing computers, networks, and software to ensure that the university's equipment is compatible with new technology and supports the institutional mission and priorities. Furthermore, a method for distribution of these funds should be developed.

S5.3-3 The Steering Committee suggests that as funding becomes available, secondary routes for Internet connections be established to enhance the reliability of accessing national and global resources.

S5.3-4 The Steering Committee suggests that Florida Gulf Coast University develop and use electronic forms whenever possible, including digital signing, document imaging, and electronic data interchange, and that the university provide more Web-based information on the university Intranet.

S5.3-5 The Steering Committee suggests that all FGCU policies and procedures relating to computing, technology security, and information technology be compiled, indexed, held in an accessible centralized location, and made available on the FGCU Intranet.

S5.3-6 The Steering Committee suggests that the university enhance funding, resources, and incentives for faculty and staff to participate in technology training and professional development.

S5.3-7 The Steering Committee suggests that a formal training program for the Banner system be offered to all faculty and staff who would benefit from using the Banner system.

S5.3-8 The Steering Committee suggests that the university examine the roles and functions of the University Technology Committee and the faculty Technology Team to avoid duplication of effort.

5.4 Student Development Services

5.4.1 Scope and Accountability

Description

One of the guiding principles of Florida Gulf Coast University is that "student success is at the center of all university endeavors." To this end FGCU has established the Division of Student Services (DSS) headed by one of eight deans who report directly to the vice pesident of academic affairs.

The purpose of the Division of Student Services is to support the academic development of the students by fostering the cultural, social, moral, intellectual, and physical growth of the students at the university. According to its mission, the DDS "is to provide an intellectual, cultural and social environment that assists students in acquiring knowledge and developing skills and talents that will enhance their participation in a culturally diverse and global society. To this end, the programs and services offered by the Division are designed to facilitate learning by supplementing and enhancing the student's formal education." The goals of the Division of Student Services are three-fold:

1. To recruit, enroll, retain, and graduate a diverse, high-quality student body at both the undergraduate and graduate level.

2. To provide a learning environment in and beyond the classroom that promotes the academic success and personal and career development of students with a special emphasis on leadership skills, community service, and understanding and appreciating diversity in order to prepare them for life after the university experience.

3. To offer select programs and services that will enhance the quality of life at FGCU as well as foster positive interaction between members of the campus and surrounding communities.

The DSS, which has undergone two reorganizations since its inception in 1995, encompasses three separate but interdependent components Enrollment Services, Student Life, and Student Services Administration. Enrollment Services includes Admissions and Recruitment, Registration and Records, Financial Aid and Scholarships, and Academic Advising. Student Life includes Counseling and Student Health Services, Housing and Residence Life, Multi-Access Services, Recreation and Leisure Services, and Student Activities and Organizations. Student Services Administration includes the administrative functions of the division. A summary of the missions of these different areas, excluding Academic Advising and Student Activities which are covered elsewhere, follows.

Office of Admission, Registration and Records. The mission of the Office of Admission, Registration and Records states that "The Enrollment Services unit of the Division of Student Services places service to students and faculty first among its priorities, recognizing these persons as its primary constituency. Enrollment Services is the gateway for individuals seeking the benefits of a university education. As a repository of student information, Enrollment Services serves as a resource for faculty and staff. Therefore, the mission of Enrollment Services unit is twofold. First, to serve students and second, to support faculty in the academic process."

Several questions on the FGCU annual survey relate to the activities of Enrollment Services. Students were asked to rate the importance and the performance of various items from poor (1) to strong (6). In relation to statements regarding accuracy of recruiting brochures, clarity of admissions policies, and clarity of written instructions for registration, students indicated that FGCU was performing at appropriate levels (for all questions, the differential between importance and performance was less than 1). However, in relation to the statements regarding the awareness of graduation requirements, accurate degree requirements for programs, timely information about transfer credits, and advising services that help in the selection of appropriate courses, students indicated a wider gap between importance and performance (1.8, 1.7, 1.28, and 1.58, respectively) suggesting areas that need improvement.

Office of Financial Aid and Scholarships. The mission of the Office of Financial Aid and Scholarship (FASO) states that it "is a service-oriented unit within the Division of Student Services with primary responsibility to help students secure the funds necessary to pursue an education at Florida Gulf Coast University. Given this mission, the FASO staff assumes a proactive role in reaching out to enrolled and prospective students concerning availability of financial assistance at FGCU. The Financial Aid and Scholarships Office provides services to both traditional and nontraditional students pursuing either an undergraduate or graduate degree. Financial aid programs available for these students include scholarships, grants, loans, and student employment from federal, state, private, and institutional sources of funding."

Office of Counseling and Student Health Services. According to its mission, the Office of Counseling and Student Health Services "is to provide accessible and quality counseling, consultation, instruction, and assessment for the Florida Gulf Coast University community. The counseling staff provides services in the context of the mission, goals, and educational philosophy of the university and the Division of Student Services. With the emphasis on 'service to the student,' CSH provides confidential professional services adhering to the ethical standards established by professional associations, state licensing boards and national certification organizations."

One question on the FGCU annual survey relates to the activities of the Office of Counseling and Student Health Services. Students were asked to rate the importance and the performance of various items from poor (1) to strong (6). In relation to the statement, "Awareness of student counseling services," students indicated that FGCU was performing at appropriate levels (the differential between importance and performance was less than 1).

Office of Housing and Residence Life. According to its mission statement, the Office of Housing and Residence Life "provides for students living on-campus intellectual, cultural and social environments that maximize the student potential and enhance the educational efforts of the university. The Office of Housing and Resident Life develops programs and offers services that facilitate the student's academic progress and social maturation. It provides for the empowerment of students through leadership development and the assessment of student needs and encourages student development through programs which enhance the social and cultural environment through student activities and programs." Because on-campus housing did not open until August 1998, no survey questions were asked on the FGCU annual survey relating to the performance of the Office of Housing and Residence Life.

Office of Multi Access Services. According to its mission statement, the Office of Multi Access Services "strives to assist students in the educational experiences offered by the university. Programs and services offered by the department enhance curricular and co-curricular learning through opportunities to experience and learn about diverse cultures, abilities and global perspectives. OMAS primarily serves underrepresented students, students of diverse cultural/racial/ethnic heritage, students with disabilities, international students and FGCU students pursuing international exchanges. OMAS assists students with documented disabilities to receive reasonable accommodation and other support services. Multicultural and diversity programs, sponsored by OMAS, provide opportunities for students to affirm, share and learn about their own and others' cultures. International students are guided by OMAS through the process of entering and succeeding in the university including assistance with admission, immigration matters, orientation, cross-cultural adjustment and successful study and living in the United States. OMAS also provides information, resources, and support services for FGCU students desiring the valuable and enriching experience of going abroad."

One question on the FGCU annual survey relates to the activities of the Office of Multi Access Services. Students were asked to rate the importance and the performance of various items from poor (1) to strong (6). In relation to the statement, "A university that supports diversity," students indicated that FGCU was performing at appropriate levels (the differential between importance and performance was less than 1).

Office of Recreation and Leisure Services. According to its mission, the Office of Recreation and Leisure Services "is to provide services to enhance the educational mission of the University and the Division of Student Services. It is a goal of the office to promote a healthy lifestyle, and improve the quality of life for all campus members including the students, faculty, staff, and their families. The Office of Recreation and Leisure Services (RLS) provides diversified programs and facilities to enhance participants' cooperative team work, spiritual awareness, intellectual stimulation, personal development and just plain fun."

Two questions on the FGCU annual survey relate to the activities of the Office of Recreation and Leisure Services. Students were asked to rate the importance and the performance of various items from poor (1) to strong (6). In relation to the statements concerning the contribution of collegiate athletics and the opportunity to be involved in extra-curricular activities, students indicated that FGCU was performing at appropriate levels (the differential between importance and performance was less than 1).

In addition to developing clear mission statements for its various units and programs, the Division of Student Services developed, in April 1996, a Five Year Strategic Plan that outlines specific goals and objectives that enhance the mission of the division and the university. In addition, the plan includes an outline of the way in which each unit and program within student services supports these goals and objectives. One question on the FGCU annual survey relates to the activities of the Division of Student Services. Students were asked to rate the importance and the performance of the division from poor (1) to strong (6). In relation to the statement, "Overall effectiveness of Student Services," students indicated that FGCU was performing at appropriate levels (the differential between importance and performance was less than 1).

In addition to offering fac