• Student-focused universal access to libraries:
• CUNY Libraries have shared access policies, and all CUNY students have access to all libraries, both in person and online, regardless of primary campus affiliation.
• CUNY Libraries proactively use consistent data for making evidence-based policy, service and investment decisions.
• Increased student engagement and feelings of connection with the library and its librarians and staff.

• Access policy review
• Outreach audit
• Usability studies
• Student Experience Survey analysis
• Reference assessment (e.g.content review of virtual reference transcripts)
• Student focus groups
• Library student employee satisfaction

Quantitative:

• Library usage data (gate counts, virtual and in-person reference etc)
• Single sign on data
• Student employment data

• Institutionalizing path breaking and proven practices:
• Increased number of specialized or innovative faculty librarians and staff, as well as OLS positions that provide targeted expertise to support and scale innovation.
• Library tenure and promotion guidelines explicitly value innovative work that positions students as creators and curators of knowledge, as well as core work that grows the organizational capacity of CUNY Libraries.
• Student, faculty and organizational engagement increases across CUNY with open education, scholarly communication, archival programs and other digital initiatives on campuses.
• The Open Educational Resource Program is fully institutionalized, so that faculty get “credit” in tenure and promotion for open pedagogy work, and the “zero textbook cost” course attribute is socialized with students.

• Library tenure and promotion guidelines review (for mission alignment, etc)
• Zero/low textbook cost course and impact analysis
• Survey OLS committees
• Stakeholder focus groups

Quantitative:

• CUNY library and OLS positions analysis (e.g., OER)
• Digital content creation and usage (e.g. OER, open research, digital archives)

• Cultivating information and digital literacy:
• CUNY Libraries are integrated into the accreditation process and play a defined and valued role in supporting students in their information and digital literacy needs.
• CUNY Libraries share teaching materials and best practices openly and widely, and value all types of library-based teaching.
• Virtual and in-person library-based teaching activities increase across the CUNY system and student and faculty feedback regarding library instruction improves.
• OLS has partnered with entities across CUNY to provide programming and incentives to support innovative teaching and pedagogy across the University.

• Review of MSCHE Self Studies (e.g., information and digital literacy featured, librarians included in accreditation processes)
• Teaching material data analysis (e.g., course assignments, PPTs, etc.)
• Instructor and student post-instruction and reference feedback surveys
• Shared information and digital literacy learning outcomes analysis

Quantitative:

• Library-based teaching activities data analysis (number of students, courses, departments, programs reached via IL sessions)
• Faculty workshop and programming attendance

• Supporting evolving notions of research and scholarship:
• CUNY Libraries are fully embedded in the research enterprise, with CUNY librarians playing a role in data management, faculty reporting activities, and general data governance issues at CUNY.
• The number and types of items openly shared and downloaded through OLS platforms like CUNY Academic Works, Pressbooks, and Manifold increase.
• The CUNY Open Press and publishing services are established to support the open local and global distribution of CUNY’s research and pedagogical outputs.

• CUNY librarian research role analysis
• COACHE survey analysis
• Brand awareness of CUNY Open Press and sentiment toward open publishing (e.g. focus group)

Quantitative:

• Analysis of usage metrics through OLS platforms (numbers and types)
• Analysis of CUNY Open Press publications– number of publications, nature of publication (e.g. subject areas),, and impact on tenure and promotion.

• Dynamic and efficient collections, platforms and spaces
• CUNY shared collections have added richness and diversity with a smaller physical footprint as a result of targeted deduplication and coordinated collection development.
• Campus libraries can rely on OLS for increased centralized services, including procurement and licensing services and maintaining centralized platforms, freeing up resources to address their local needs.
• Significant cost savings are achieved as a result of centralized procurements and platforms.

• Student Experience Survey and COACHE survey analysis
• Focus groups on centralization impact and future priorities (students, faculty, librarians)

Quantitative:

• Collection usage data
• Library Circulation data
• Interlibrary loan, scan on demand, and controlled digital lending data
• Library holdings assessment

• Professional development and training for next generation libraries:
• Campus libraries have clear strategic visions for their future, or have begun a strategic planning process, clarifying each library’s role within its college, including the role of library leadership.
• CUNY libraries are inclusive organizations that attract diverse, dynamic talent and retain and grow that talent.
• Technical skills and engagement with core library systems (like Alma) demonstrably improve and core library duties are valued.

• Library strategic plan review
• Ithaka Talent Management audit
• Focus groups of librarians to build a culture of professional development
• Analysis of library-based research and national engagement

Quantitative:

• Resources dedicated to professional development (e.g., training, conference travel)
• Recruitment and retention analysis (including applicant demographics and diversity audit)