1. How do the library and information resource collections relate to the architecture program and to other libraries and collections on campus or in the community? How are these collections administered? Where are the library or information resource collections physically located? Are the visual resources or other supporting collections in the library, or a separate collection?
   
   
2. If you discuss peer comparisons in the assessment of your collections, please describe the method used to determine peer institutions. If appropriate, note current versus aspirational peers.

1. Goals: Describe the ability of the library and other information resource collections (print, non-print, and electronic) to support the curricular and research goals of the architecture program. Are there written policy statements that describe the mission, goals and objectives of the library collections and services? Describe these goals and realistic plans to achieve them. Identify problem areas and strategies for resolving them. Who has input into and authority for decisions about book, visual resources, electronic resources, and other non-book selections?
   
   
2. Collection Description: Address particular areas of collection strengths and weaknesses. Consider the balance of material types as well as the current and retrospective breadth, scope, depth, and complexity of subjects related to the practice, history, theory, and criticism of architecture. Are the collections adequate to support the curriculum, the number of students, and the level of faculty research, instruction, and professional development specified in institutional goals?
   
   1. Books: Are the book collections sufficient in coverage (current and retrospective) as well as in scope? Are they purchased in a timely fashion? Are reference publications readily available and up-to-date? Are they available in appropriate formats?
      
      
   2. Serials: Are the serial collections sufficient in coverage (current and retrospective) as well as in scope? Are serial sets complete, and available inappropriate formats? What periodical indexes are available for access to the . collection?
      
      
   3. What percentage of periodicals from the Association of Architecture School Librarians Core List is currently being received?
      
      
   4. Visual and non-book resources: Are these materials (slides, videos, drawings, photos, models, material samples, electronic databases, digital image files, etc.) sufficient in coverage and scope? Are they acquired or produced in a timely fashion? Are they available in appropriate formats? 
      
      
   5. Conservation and preservation: Is there adequate physical care of the collection through appropriate housing, storage, binding or mounting, mending, encapsulation, and other means? Are there any particular concerns about the physical condition of collections?

1. Reference: Describe reference services, goals, and policies. Does the staff provide knowledgeable, professional, and personal guidance in the use of library materials? Are printed and web-based reference guides or pathfinders readily available? 
   
    
2. Information Literacy: Describe the instructional services provided by library and information staff (such as orientations, instruction in information skills and research methods, etc.). Are electronic information and bibliographic instruction services incorporated into the architecture curriculum?
   
    
3. Current awareness: Does the library provide current awareness services, such as selective dissemination of information, preparation and distribution of new book and journal lists, notices and announcements, displays or exhibits? Does the library or information resource collection maintain a website? 
   
4. Access to collections:

• Does the organization and cataloging of the collections provide adequate physical, bibliographical, and intellectual access to information? Are collections organized and cataloged using national standards? Are the materials catalogedand made available within a reasonable time of receipt?
  
  
• Are appropriate written circulation policies in place? Are the hours of operation and reference service convenient for faculty and students and adequate to meet needs? Is regular, timely access to collections in remote storage facilities provided? Do students have ready access to course reserve or other intensively used materials?
  
  
• Are reserves available electronically? Is there remote access to databases? Are there enough network ports to handle the traffic? Is it difficult to log on to databases when access is based on the number of simultaneous users?

Cooperative agreements: Describe formal inter-library loan and other cooperative agreements that augment or extend access to materials locally, regionally, and nationally.

1. Structure: What is the administrative structure within the library and/or information resource collection? Describe the status of the librarians and/or visual resources professionals within the program and the institutional administrative structure. Is the staff of the library or information resource collection considered part of the architecture program's educational team?
   
   
2. Professional expertise: Describe the educational and work history of the librarians and/or visual resources professionals. Are there up-to-date written position descriptions? Are there sufficient librarians and visual resources professionals with graduate degrees in library and information science, and with subject expertise in architecture or closely related fields?
   
    
3. Support staff: What academic preparation and job training is required of paraprofessionals? Are there up-to-date written position descriptions? Does the library have sufficient paraprofessional, clerical, and student staff to successfully manage the collections and services? 
   
    
4. Compensation: Are staff salaries and benefits commensurate with those of others in the institution with similar training and experience? Is funding available for staff professional development and continuing education (conferences, workshops, and courses)?

1. Space: Is the location of the library or information resource collection convenient to the faculty and students? Is there an attractive, welcoming environment for users and staff? Are facilities provided for group as well as individual study? Is there adequate space for all activities and services, for collections, and for the staff? If not, are there realistic plans to relieve or compensate for these inadequacies? Are the library, visual resource collections, and other information resource centers barrier-free?
   
   
2. Environmental factors and security: Are there proper environmental controls for the library collections? Is there sufficient lighting, electrical service, heating, and ventilation? Is there adequate protection from theft, fire, and natural hazards for users, staff, and materials? Are written emergency procedures and disaster plans in place?
   
   
3. Equipment: Are there sufficient and appropriate storage and housing systems for all types of library materials? Is there sufficient equipment (photocopiers, computer workstations, printers, scanners, slide viewers, projectors, microfilm reader-printers, etc.) for users and staff? Is there reliable access to the Internet?

1. Funds: Describe the source of funding (such as institutional allocations, endowments, gifts, etc.). Are funds sufficient to maintain the collections and services? Does the librarian have adequate input into, or authority for, budget development and expenditures?
   
   
2. Efficiency of operations and services: Does the library or resource collection function smoothly and systematically? Describe any operations or services not yet mentioned.
   
    
3. Participation of faculty and students: Is there a library or resource collection advisory committee or other means for user participation in the development and evaluation of policies, services, resources and programs?