 We have two examples, one of the high-tech, one of the low-tech realm. Ways, again, that you can collect user feedback from your library users. And we think that this applies whether you're academic, special, public, even school libraries. So without further ado, let me get into a little bit, well, give you a background of what we're going to talk about, or our agenda specifically. We want to start by giving you all a little bit of background information about our institution specifically as an academic library, a smaller academic library. We serve about around 6,000 full-time students. I think Karen will get into that in just a minute. So I don't want to steal Karen's thunder. But then we'll talk a little bit about the importance generally of surveying your library users. Most of you probably already know that it's important, but just in case you want to run down some of the pros of surveying your users. And then we're going to talk a little bit about the process itself, the process we used for both the high-tech and low-tech options for surveying your library users. And then we'll get into kind of the nuts and bolts of things, beginning with a rundown of the high-tech option, as we call it, really the Google Forms Survey, which is totally free. And then also the lower-tech option, the Whiteboard Survey. And then we'll discuss, lastly, some of the results, which we found very interesting and hopefully you all will be too. So with that said, I'm going to turn it over to my colleague Karen, and she's going to get into the background information. Well, I have to figure out how to use the... Oh, okay. Very low-tech. Well, as I say, we'll give you a little bit of background on UT Martin. We're not a huge institution. We have, although it says we're serving 7,000, I think our FTE is probably around 6,000, a little over 6,000. We also have five satellite campuses, and I don't know whether you... I don't think I can use the pointer on this, but basically our institution serves the West Tennessee area. We have a lot of first-generation students coming to UT Martin. So I think we serve a unique population. Additionally, we have five satellite campuses located, probably within an hour, hour and a half of us. So we have a unique population that we serve here. So finding out what our particular students need and wants has been very, very important to us, and I have to give Adam Clemens credit. I mean, he's the young librarian on the scene, and he decided, yeah, let's just do a survey. And I'm like, well, let's form a committee. And during the committee, we'll form another committee. And Adam says, no, no, I can do this in a heartbeat. And I really appreciated his enthusiasm, and as a result, we gained a lot of information from our students about their wants and needs. And I do want to tell you, I don't know whether it's just tattling on Martin or not, but a couple of years ago, well, probably about a year to 18 months ago, we found out that we were being put on academic probation, which was a shock to 90%, maybe 95% of the faculty on this campus and members of a library. It was something that started back in 2012 that started at the top of the institution here on campus and probably went down to the deans and there was probably a little pushback. But all of a sudden, about, would you say, a year to 18 months, somewhere in that time frame, literally the entire campus was turned on its ear. You know, sex does an evaluation of your campus and they evaluate you on, you know, somewhere around 100 different things. And we were only delinquent in five areas. And mostly it was assessment that, you know, we were doing good things, but we were not assessing what we were doing. So we have been in a... Full-on assessment mode. It's really, yeah, we're in full-on assessment mode. And, you know, honestly, because it's just a different way of looking at everything. We now just look at things differently and as we've been establishing a culture of assessment all across campus, it's been a wonderful thing for the entire university. We no longer, you know, count resources, the items that we've purchased and that we have catalogued and put on the shelf. It's not about number of reference questions we've answered. It's not about, you know, the amount of staff that we have staffing various departments here on campus. So now, anytime we do anything, we look at it from, well, what's your goal? What is it that you want to do? Then what's your measuring tool? How are you going to measure to be sure? What's your benchmark? You know, what's the process involved? The who, the what, the where, the how? And, you know, gathering data is very, very important. And then how are you going to use the data? Are you going to use the data to make changes? You know, close the loop, so to speak. If there's something wrong, how are you going to use this data to make it right or to make changes? So everything has changed here on campus. So we started out, as Adam says, he decided he was going to do a Google, Google Forms. Yeah, I'm sorry, I'm just not that familiar with it. Well, I mean, I am now, but anyway, it was, Adam just, you know, put it together very quickly and we've used it, I mean, we had anecdotal evidence, you know, of things that we thought students needed and things that we thought students wanted. But now, because of these two surveys that we've done, actually have some real evidence, real evidence behind it. So, well, I'm sorry, I guess I'm just used to somebody turning the pages. So anyway, Adam helped develop the survey. He had all of us take the survey several times and we all, all the librarians here. I mean, we actually only have, what, 9, 10 librarians here. So, you know, sometimes that is a disadvantage to us and at other times it can also be an advantage because you get to work on a lot of different things here, not just what your job title is alone. But I may, Adam may let me talk a little bit about distributing the survey in a few minutes and he's definitely going to have to talk to you about how he tabulated it and we'll talk about the pros and cons of doing the high tech Google survey and then what we call low tech or the white board survey that we did in the front of the library. Thank you, Karen. Yeah, just to reiterate that. We are no longer on academic probation. Right, that's right. It's been a great thing for the university. That's right. And so, yeah, just to reiterate that has been the big thing with the surveys that we've conducted here is we're supplementing anecdotal evidence essentially with, you know, raw data basically that we can then use to make informed decisions and that support anecdotal because our administration, as I think Jim will tell you, has not been very responsive to anecdotal evidence and to an extent that's just viable and understandable. But now, again, in this new culture of assessment as we're calling it here at UT Martin, you know, we're using that data to inform our own decisions but also as you'll see later on to purchase stuff that students specifically have asked for and we'll get to that with kind of the results section. But first, I want to give you, again, we're going to talk about the high-tech and low-tech and this is what we're calling the high-tech option and it is a Google Form survey and I've given you a screenshot of a sample of really the first page of the survey but keep in mind this survey was done online in a digital realm and so it didn't actually look like this to the survey takers. This is actually like a PDF version of that survey but just to give you an idea of how we set it up using skip logic and I'll explain that in a minute. But let's talk a little bit about the development of this form. So as Karen said, it did come along fairly quickly but it was, I mean, we did have to do at least on the front end and this is something we'll compare and contrast later. With this version of a survey, it took a little bit more work and a little bit more time on the front end whereas when Jim talks about the low-tech option, the more intensive work came on the back end, so to speak. But effectively, we began by meeting informally to discuss collecting data regarding student needs and we identified, really, that was the driver, I think, behind this was making sure that we were effectively meeting our students' needs. In your case, if you're a public library, just your library user specifically, patrons, parents, whomever you're trying to target. But in our case, it was students and we know that libraries are evolving and we just wanted to make sure that they have the types of things that they need to be successful students. And so then next, we really formed an informal, very informal library task force to evaluate options, survey options specifically. And you can see the list there of some that we considered, Survey Monkey Qualtrics, Google Forms, and then Poll Data. Of course, we ultimately went with Google Forms as you probably have guessed. And then effectively, the last step for this development phase was to develop questions for the survey itself and that did, I think Jim and Karen would agree, that was probably maybe the most time-consuming is to establish the types of questions that we wanted to ask because we had to keep in mind, you know, again, what we wanted to achieve with this survey specifically. And then distribution. In this case, because this is an online survey, we did a lot of online promoting and distribution. We promoted this survey on social media. We sent it out to... We all have liaison or departments that we serve as liaisons too. And so we made sure that we sent it out to our various departments and requested that they send it out to send the link out, the survey to the link, or share the survey to the link with two of their upper level or one upper level, one lower level, one upper level, one lower level class. Again, trying to get a great or a nice variety, that's the word, a variety of student representation. Those that have been here for a little longer, those that have not been here for a little longer. And also, this is obviously because it's online, it's not allowed us to get outside of and target specifically people and students that may not necessarily come into the library, because obviously we want to hear back from them as well. And lastly, we did an in-person kind of drive, the last drive there, probably the last week or so of the survey. The survey, just to put it into a time frame, I think we launched it early, this is Ballpark, early February 2016 and took it down about a month later, right around spring break here, actually to mid-March 2016. So a little over a year ago now, it's hard to believe, but as our last push, we went over to the University Center, actually the Friday before spring break, which was not the most ideal time, but we still had a lot of success. We took some iPads and some candy. You took a piece due to workers? Yeah, some student workers. Yeah, we actually had quite a few people volunteer from the library staff and student workers to go over, again, to try to get collected, just a few more responses. And we actually got about 200 more responses that day in about a four-hour period. So we're very happy about that. But that's how we distributed. And then this, I just want to show, in terms of data tabulation, Karen mentioned earlier, are kind of hinted at how it may be complicated. It's really not, though, and that's the beauty of this version. I'm going to sneak up here and try to get out of this and show you, you see these are the number of daily responses here on your screen. Let me show you. This is the beauty of the Google Forms and most any online survey tool. I'm just going to scroll down here and show you, it tabulates everything for you in a nice, nice, pretty pie charts and graphs. And we get all sorts of things. And you can click on these or hover over them and it gives you the full, because if you see here, you don't see the full response. But when you hover over, you can see that. And you just go down the list here. And again, we, I'll just explain the, because I mentioned skip logic earlier. When we set up the survey initially, you know, we asked the first question we wanted in terms of demographics. We wanted to know if this is a student as freshman, sophomore, junior. We even left another section just in case, because we could have possibly had staff, in fact, because they're library users, too. And their opinions are important to us. But then the very next question we asked is, have you ever used the library? And if you say yes, which 97.8% of the respondents said yes, which is good. I think that's a good sign for us. And they're taking to a unique set of questions for people that have used the library. But if a responder said no, only 13, 2.2%, then they're taking to a unique set of questions that specifically target why they're not using the library. So that's one of the really positive things about a slightly more complicated or advanced survey using the skip logic, which that's what the skip logic is. Based on one question that takes you to another set of questions, or depending on how you respond to that initial question, if that makes sense. So anyway, I'll scroll down here quickly to give you a bit of an idea of how this does it. But this is a nice thing. I mentioned earlier how the Google survey was time intensive on the front end in terms of setting up and getting questions and all that. But it saves you quite a bit of time on the back end because it does all this hard work for you. And again, you see all these nice pie charts and graphs. And then we'll get down to the very bottom. And that's the switch I have. I'm sure most of you have administrators that equally like to see this. Again, as I know Jim will say, the anecdotal evidence has always been here. We didn't really learn anything overly shocking, and I don't want to get too far ahead of myself. But Anne, do you want to tell them this is actually the most successful survey the library has ever done? Sorry, I jumped. I went back to the beginning. Yeah, that's a good question. I'm sorry. I'm sorry. I'm sorry. I went back to the beginning. Yeah, that's right. I'm not sure why that is, but I assume it's because of the efforts we made to distribute it. Distributing. I think that was the key in terms of being successful with that. Because we did have over 600 responses, which is about a 10% response. I know it doesn't sound great, but in the past, Jim, you've been more about it. Yeah, we were lucky if we hit 5%. Yeah, Anne. And say if you look at that chart, there was an immediate response. We waited and sent a reminder to faculty to contact their students. Then you see a little blimp. And then at the end, where we actually physically went to the university center and sat out in front of the cafeteria and pestered people. Correct, yeah. For that final push. And that was crucial. I didn't think we'd have the amount of success we had that day, but that just goes to show if you go out there in person, then you really can. Well, and also the success of our library liaison program. It's part of our job really to go out and to establish relationships with our various departments. You know, I have nursing, behavioral sciences. You have agriculture and military science. Yeah, and so, I mean, that was the nice thing about it is that we went all across campus and across disciplines as well. And that was very, very helpful. So that's the data tabulation again. And you'll see the difference hopefully in a minute when Jim discusses the whiteboard in terms of collecting that data. But let's talk a bit before we transition over to the whiteboard about some of the pros and cons. I think one of the better, one of the biggest pros really is just the visual presentation. It's really easy to use, especially since it's Google, students these days, at least in my experience, are very comfortable using Google, maybe sometimes too comfortable. But it really, you know, it works in a program that we've all used. So it's easy to follow. The skip logic that I mentioned just a minute ago, that's really, really, I think, crucial, especially when we were targeting, specifically because we wanted to make sure we were hearing from non-library users as well, even though you saw the response ratio was still what, 98% to 2%, we were at least able to collect information from people like 13, I think in total, but still some from people that don't use the library in their opinions matter too. And then just the ease of the data collection and the tabulation that we just discussed, we didn't have to do anything really. I mean, we interpreted the data, but in terms of collecting it and storing it, Google does all that for us. And then again, just to reiterate, distributing it to non-library users. But in terms of cons, the big one probably was it was time intensive on the front end specifically. And the other things, and we all three kind of, I think, brainstormed about this for quite a bit in terms of how to overcome this, but surveys of this nature really require us as the creator, you as the creator to kind of set limits and define responses to a degree in terms of when we give students options. We left every single question open to an extent in terms of, we set up a list of things that we thought might be important to students, but then we left another option. Another way we could have gone about this is just to leave it into a straight form so the students just can document. But the reason we ultimately decided to give them some options to choose from is because that's just easier. You just click and go. Whereas with the essays, as you all know, if you're asking for specific detailed responses on every question, students are probably going to stop one or two questions in. And then this, I think this last point will make a lot of sense when we get into the whiteboard, because it's a really big probe for the whiteboard. And that is, with these kind of surveys, they're really kind of kept to each individual. So there's a lack of interactivity and hopefully that will become clear here in just a minute when Jim discusses the whiteboard. With that, I'll transition over to... Well, I just wanted to ask, you said it was that it was time intensive, but using Google Docs was easy. The Google Forms? Well, yeah, the Google Forms is easy. When I mean time intensive, it was time intensive to, as we said earlier, setting up the questions specifically. Once we had the questions established and once we had the potential, for the responses, putting it into the document took literally no time at all. Google Forms is very simple to use and you can do pretty complex things. And I'm not a tech person, I don't think any of us at the table are necessarily tech savvy, but it was really, any of us could do it, it's pretty easy. So, yeah, that's a good point. And part of what led to the whiteboard survey option is when we were presenting the Google Forms, we had some members of the staff saying, well, but you've led the students with giving them the options. This is an open ended. So, we had a graduate assistant at the time when we were talking to him and we hit on the idea of just sticking one of our large whiteboards out in the atrium. And as you can see, what do you like and dislike about the library. And it was right there, students walked in the building. And one of the things Adams touched on is it was interesting because students would walk in and they'd see another student writing. And they would stop and oftentimes either respond directly to that student. And I'm not sure if you can, how well you can see the example, but oftentimes somebody would write the library's too hot and then you'd see other people agreeing and saying yes it is, but then you'd also see somebody write, but it's also too cold sometimes. Yeah, and so anyway this was in direct response to this is completely open ended. Now, the downside to that is you don't control what the students write. We had a lot of issues brought up that really have nothing to do with the library. I think you can see one about the computers take forever. Well, the computers are in the library, but they're the IT department, not us. And we have passed that on to them, but again we're not controlling the issues that are brought up. And so I think, you know, again it gives students a chance to feed us what they think is important. And I will just add, you notice it says, Dr. Nance and the two Karens are always helpful. I spent a lot of money to get that up. I did notice that yes, I did catch my eyes. I thought I better pull disclosure, I have to have to admit I paid the students. But anyway if you look here, again, this was kind of informal discussion just at the reference desk in how to respond to the lack of student input on our original survey. We agreed on the whiteboard survey. We established the one open-ended question. Our graduate assistant cut out letters and within an hour we had the board out there. Again, as mentioned, we promoted it online through Facebook and all the various incendiary ways you promote things on social media these days. Again, the front end was very simple. We had, again, the graduate assistant would regularly go out and take pictures of the whiteboard and then erase it. And now here's where it became a little more difficult. He then interpreted and tabulated responses. So he would look and go, well, there's several about the climate of the library. And so he would organize those under a heading like climate. And so that was the time-consuming part. The pros, again, there's no tech skill required. We cut out letters because none of us have good handwriting. But it is completely interactive. The students gave us their ideas, their opinions quick and easy to develop. The time-intensity part was on the final end of it. There were no nice neat pie charts and graphs. We had to do the tabulating. It's limited to people walking in the building. We didn't get input from non-library people. Very visual issues brought up aren't always related to the library and we had students, faculty, non-university borrowers, anybody that walked in the building could stop and write. I think in one case we had somebody write something that was considered obscene or off-color or whatever. But that was quickly solved with an eraser. So, again, not real difficult. And then I'm not sure who knows this part of it. It's you. Oh, it's me. Let me have the theme. I had one. Pros and cons, what we found. We'll get there in a minute. Here we go. Correlations between high-tech and low-tech survey options. As we said earlier, we had a lot of anecdotal evidence. I don't know that we learned a whole lot that was strikingly new, but at least we had data to back up what we thought all along. Jim says no surprises. But, again, in our administration, we're all about assessment now and all about proving that backing things up with data, we need new furniture. What makes you think you need new furniture? Well, other than the fact that the plethora is coming off of this sofa. We need more furniture, whatever. We actually did get $30,000 for furniture as a result of some of this too, so they really do like it. One of the things I wanted to talk about, I always thought Qualtrics was the way to go with this. A lot of the bigger universities probably can afford to pay for Qualtrics, but I actually went in and looked at some of the pricing myself, and for Qualtrics, you can spend almost $10,000 getting a survey out to students. There's an annual fee of $1,000, there's a registration fee of $3,200, and there are hefty fees for any type of customized analysis that you want to do, so I don't really have a figure for that. But also, LibQual provides training seminars and whatnot for, and if you do that from a couple of people working in your library, it can be $1,200. Consultation fees, $2,400. Analysis of results, so if you have your normal Qualtrics survey, it's a certain amount of money, but if you want any institution-specific questions that you want to gather data on on the Qualtrics survey, that's an additional $1,600. And not only that, but you really need somebody in your library that knows how to work with some kind, some specific software to tabulate all this data, so I figured that was about $10,000 to do a Qualtrics survey, and I don't know about your university, but we're doing a lot of talking about budget and the library has taken a couple of hits recently when it came to budget, so I don't know that we'll be doing the Qualtrics survey, although I'm not really disqualifying the value of the LibQual plus surveys. I'm sure they're very good, but I also went in and looked and they say there are only like 22 questions, but once you really get in there, there are three questions within each question and so a lot of times in the LibQual surveys, they're just it's a very, very lengthy survey and not everybody hangs around to finish the entire survey. So we did a little bit of background information gathering. The University of Washington and the University of Virginia have been doing this since the early 90s, 92 and 93 and continue to do this. So I thought, well, we can do this too. So if you want to do a little reading University of Washington and the University of Virginia have been doing this for a very long time and continue to do it over time and it's a good way to sort of track what's going on with your users. But anyway, let's okay, moving right along, I just had to talk about Qualtrics. Actually, you mentioned cost as a question I had. Did you, I don't know if you mentioned this, did you have any sort of budget for this? And you said, you know, Adam said, hey, let's do a survey, but was there, you know, because I know some of the things you mentioned earlier as options, SurveyMonkey and other ones, I know some of them do have cost and were you allotted anything or you just No, we weren't in any normal, you know, capacitor manner. I don't know, I can't say for sure if we have gone with another option if we've asked for the money. I don't know if that would have been an option but we all kind of, you know, like Google Forms quite a bit. I mean, it literally, I took a 30 minute workshop that really could have taken 10 minutes to learn how to use it. It really is that simple to use. They're really slick and easy, yeah. They are absolutely, yeah. I will throw out a phrase that we all love to hear. Gee, can't you do more with less? I think I've heard that before, yeah. And so here we provided a couple of different forms of survey and input with a total cost of if you factor in our time, our student worker time still a few hundred dollars, I would guess for both. But we didn't have to approach, you know, our director and ask for any money at all. And I will also say administrators never factor in our time or cost. That does seem to be not generally. Well, I do want to show you, these are some of the results that we got back about other services that students would like to see the library offer. And you can see board games, board game night, projectors, GoPros, more DVDs, although we have a ton. We have a ton. Trivia Night, 3D printer, guest lectures. And you can see vending machines that at one time the library didn't have any vending machines. And just to be clear, the students could choose as many of these options as they wanted. They were not limited to, you know, one, two, or three responses. And then we also have the other option down there. This is kind of a good example of what we talked about in terms of the weaknesses of the Google form surveys that we did give them some sort of suggestions, but we always tried to leave it open as you see down at the bottom with the other option. But as you see, only 10% of students. And that was pretty consistent throughout the survey. Yeah, but I mean, we didn't just pull these out of the air. I mean, we had anecdotal evidence for a lot of these, especially the vending machines. So you can see more charging stations. Oh my goodness, yes. But as a result of that, we, as you can see, these are just some of the images of the things that we purchased. So the go pros that students can check out and use. All kinds of charging equipment. And in addition to charging stations, the charging equipment that students can just check out. And then down there at the bottom, there's a projector. We bought some projectors that students can check out as well. And probably the big coo is definitely our vending machines in the 24 hour lab. You know, students have been asking for something to eat and drink forever. We do allow our students to eat and drink in the library. We don't have any more messes than we did when they weren't allowed to bring it in and they were sneaking it in in their backpacks. We never had vending machines though, right? In the library in spite of that. Yeah, we were able, I think as a direct result, I think we used this anyway to convince our administration to let us purchase these vending machines and they've been used. Absolutely, and the thing is I don't know whether at your university you may have the same problem that we do. We have a coffee shop just outside the 24 hour lab for the library. And we were, I guess maybe competing with Sodexo a little bit. Our dining service here on campus, but we were able to get the coat machine and the snack machine in the 24 hour lab which is right next to Sodexo's little area out there. Also, we got a 3D printer now and we have a lot of our engineering students use that on projects and whatnot. And there's our information. Yeah, and so, and we're happy to obviously take questions, but just in case, I mean if anyone's interested in more detail about how to use Google Forms or any of those sorts of things, please by all means contact any of us, you can call, email, whatever you want to do, but I will say too lots of informational or instructional material available on the internet as you'd imagine, specifically on YouTube just to kind of give you the basics of Google Forms or other several options that you have. But again, contact us if you have questions too, yeah. I have a question, Adam. If people were interested, would you give them the questions that we asked our students if they were so inclined? Yeah, if this is something that has a starting corner if you want to use it specifically. We're librarians, we don't even share. We're all about sharing, yeah. Yeah, that's a good question, Karen. I know I was trying to figure out what are the good questions that we can ask or should be asking. There'll be some that might be specific to your own institution too, but... Yeah, I was going to say, I think it just depends on because again, the questions we asked were I think for the most part the right questions for us. I wouldn't say that conclusively, but I think we asked the best questions that, again, because we had a specific sort of targeting goal in mind and what we were trying to achieve with the surveys, that obviously then kind of dictates and defines what are the best questions. So yeah, we'd be happy to share ours because you guys may be having some of the same... well, some of the same goals, I guess, that we have. But it also obviously varies from institution to institution. Absolutely, that's correct. The one thing... it did spend... we did spend a little time in the beginning with the Google Survey getting the questions right. We found that maybe I didn't interpret the question the way somebody had written the question up. So we did go through and tried to tidy up our questions and that did take a little bit of time, but I think also spending time thinking about your questions because if you want to collect data from your users over time, you'll really need some of the same questions to use year after year as you track different trends with your users. The change of their opinions and everything, yeah. I like that idea that you had mentioned earlier that you kind of tested it on your own staff. Yes. People look at it first. Usability testing of the survey. Are these questions do people understand them? Are they the right questions? Is there a different way we should have interpreted it? Or just knowing that, well, Karen thought it was asking this, but I meant this. Let's just keep that in mind when we get our answers and see what the students tell us. Yeah, that's right. See if they may have been... Right, and to get an idea of the amount of time that the survey took, I think Jim or Karen wanted to mention, you know, we didn't want to be, we didn't want to have a 5 or 10 minute survey because that discourages people to take the, well, to finish the survey. And so we really made a lot of effort to keep the survey under two minutes, and I think a lot of people took it in less than a minute, minute and a half. Nice. Of course to dictate that. One thing we haven't mentioned is we also have a student advisory group that we call the Slackers, the Student Library Advisory Committee. And we got input from them on a lot of the, you know, and these are representatives from the major organizations on campus. Student government. Student government. Sororities fraternities. The veterans groups. You know, and then we have some just open slots. So anyway, we get input from them and that helped form the questions and we also had them help evaluate the questions before we sent it out. Oh, that's nice. The student input before it became a official thing. Nice. I think that I'm really amazed at how much information we were able to gather. I was amazed at the responses that we got back, the number of responses that we got back and how much, how really, how little we spent. I mean, technically we didn't really spend anything. Well, I think we bought coax for our Slackers. Yeah. You mentioned candy at some point earlier too. Candy was involved. It was always a good enticement, yes. Yeah, it was helpful. Unofficially, yes, we did. Okay. So we did have questions here. If anybody does have any questions, please do type them into the questions section of your GoToWebinar interface and we will get them answered for you. And you did mention, someone has a question, how did you get people to answer the online survey? I think you did talk about places where you promoted it earlier. I think probably the most successful was the fact that each librarian has subject departments across campus. And as time has gone by, it's been very, very important for us to establish those relationships. So I wasn't just sending an email over to the head of the nursing department. I could contact Peggy Davis and say, hey Peggy, can you do me a favor? Can you take five minutes at the end of your class and ask your students to log on and do this survey? I think that's important is the relationships that we've already established across campus. And that applies, no matter again, we're speaking from an academic library perspective, but if you're at a public library wherever you're at, of course it's Karen's point. It is building the relationships with your heavy users and I've worked in a public library for a couple of years and I remember we had our every week, every day visitors. You can use those people I guess to get feedback and again, whatever environment you're in I think it's relationships. Karen, you talk about reaching out to other departments and that at the university, public libraries could reach out to other city departments or other groups in their town or city that could help them promote the fact that the library is looking for input. Yeah, absolutely. Yeah, I would be, if I were in a public library I would be contacting churches, contacting them at the schools and just Yeah, organization that is your meeting rooms. Yeah, organization. It's in social media too. Of course, you have to have a following on social media and we're working on that just to do it a lot better. Both of the people that follow us were pretty excited. We have much, much more than that. As a matter of fact, we could even do a little seminar on getting our social media numbers up but that's a different topic entirely. But you know, Adam showed you the graph where you could see there were peak days when students were taking the surveys and those were times when we maybe probably the first one was when we initially contacted the faculty or specific faculty members about there we go. Yeah, about doing the surveys having students do the surveys and then you can going along and then you can see the little subtle reminder there oh by the way, if you haven't had time to do this, to ask your students to do it. And we even had one professor, Jim, I might have been yours or Adam, one of your faculty members, so they just gave it out to all their students and all their classes and asked them to take it. That's awesome. I think that was keeping the survey very short too. I don't know how long they would have been to have passed on a survey that took 28 minutes. It would take under 5 minutes. I wouldn't have been willing to do it. I wouldn't have been willing to do it. So Karen, you had said that you thought contacting the professors really helped. Did you ask a question in the survey? Like they sometimes do ask how did you hear about the survey to try to determine what was the best promotion? We should be making notes right now to add that. Absolutely. I know for some of you who are curious, I know a lot of people have trouble getting the word out about things like this and trying to figure out what is the best way for us to do it. Which is going to vary of course, like you said, if you've got a big social media following, there you go. Well, big for UT Martin. It's all relative, yes. It's indeed. So let us know in conjunction with the survey how much participation did you get compared to how many students you have? Well, the online survey, we got approximately 10%. And I'll say I'm going to pull that up while Jim's talking. And then of course with the, and I guess that's another weakness of the whiteboard is there is no monitoring how many different people row. I mean, the same student could have came in every day and written the same thing. It's cold, it's cold, it's cold. Right, right. We cut our responses total, which again, it equates to about 10% of our on-campus. How long did you have the survey available for? It was about a month total. Approximately a month. You saw the ebb and flow of the response rate sort of heavy at the beginning, middle and end and they were in between periods of just flatlining. We've actually just coincidentally got a pretty good even distribution. It does look like that, nice. It's not quite the dental, but senior, junior, sophomore and freshman, which is actually ideal in terms of what we're trying to achieve. And then we have a nice cluster of other, which I assume is probably faculty and staff. We don't have many graduate students on campus so we weren't surprised that we had a very small sampling of their opinions. But yeah, so that's effectively the number of responses in a nutshell. With the Google survey, not the whiteboard. The whiteboard, right, right, yeah, of course. Are you planning on doing this on a regular basis? Karen, you mentioned making sure you have similar questions every time. Is this going to be a regular? Well, you can always add new questions, but you want to have a nucleus of questions that persist. Well, and because we're at a university and so obviously the seniors last year, this group in green, they would have already, most of them I assume, graduated last year so they're no longer here and we have a fresh crop of freshmen and we have a new type of survey. So that for us, it's really important for a lot of different reasons, but because of the kind of the turnover that we have that's inherent in all universities, we want to continue to track their interest because things are evolving quickly for us as a profession, but every student that comes in may have different and unique needs and we need to be able to hopefully meet many of those needs as we can. Well, let's go straight. The other thing I like about the Google survey is it is easy and I have the idea, and I haven't done it yet, but we probably will get to it, is having specialized surveys for either specific majors, specific disciplines. We can survey all of the just off-campus students or students enrolled at just a specific center. So it's easy to earmark who you want to get input from. Now again, what kind of response rates we'll get when we do that I can't say, but to me that seems like we get a lot of usage from our international students. We probably should do a survey aimed just at our international students and find out what we're doing right for them and what things are they looking for that we're not providing. That's going to be a survey. I'm sorry. Every group is going to have different needs. Right. As time changes, different demographics of international students coming. I don't know whether it's the economy or what, but right now we have a lot of Middle Eastern students right now. In the past, we have had a lot of Japanese students and Asians. That changes. So it's a good idea for us really to do that with our international students. Find out what their needs are. We have talked to our international students and we've actually gotten some magazines in their language so they can check up on soccer. Of course, yes. Question about the survey itself, then I've got another one I'm going to go back to also. Looking at actually these two questions here that you can see just at the bottom of that, the second one there, someone is asking, did you correspond the answers to the status of the students? For example, do you know that most of those who have never been in the library were freshmen or was it other? Like somewhere along the line, was there, you know, what their status was compared to what their answer was. That's a very good question. I'm trying to think if I'm going to be able to show it. That's an analysis type thing, yeah. Yeah, there is a way, because this is kind of just the summary page, but with all of these Google surveys, if you don't mind, I'm going to go back and just see if I can do this. So I have no idea what's going to happen here. But basically you can pull out of them. It's a Google, I don't know what Google calls their Excel form, Excel spreadsheet, and you can line by line each response, so you could pull any of those numbers out, and I'll see. You can do all sorts of data manipulation with that, yeah. Absolutely, yes. The answer to your question is yes. Yes, and I'm going to try to show you though. You don't mind me. I may be really close to the camera now too. Just a second, because I would like to show you that. We've told Adam more than once he has a face for podcasts. Yeah. I was just going to say he had a big hand. Well, on our view, it's a smaller little camera view off to the side. Just nearly as big as you might think. I'll pull this up if you want to, if there are more questions, we can get them while I'm pulling. Sure, yeah. Someone wants to know, actually, since you're actually going into Google Forms, this is actually a related question. Does Google Forms, this is about creating the survey itself, does Google Forms lead you through building the skip logic questions, or does the person design the survey link them? Yeah, we hear a lot. I don't take up too much time to show him, but I'll just put them already here. This is how you would begin a form. And again, there's plenty of videos out there. Basically, this is what it looks like, bare bones. And in this case, if we ask this question, whatever the question is, and I believe it, and you can check whatever type of format you want, and this is a short answer paragraph. You choose all those things. And then, based on the response here, I don't know if it's going to work because we don't have anything else. Let's see if I do it okay. Let's see. I'll put something in here just to, because typically, once you do this, add other, you can go through and add, and there's, well, I don't see it showing up now, but you're supposed to be able to drop down and skip to question whatever. But basically, yeah, to answer the question, it does guide you through to an extent, but you're basically in full control here, and you create the questions. And then, for example, in this case, if we say, do you use the library? Yes or no? Let me go back to our form specifically. I think that may be easier because it's not cooperating now. And I'll show you, basically, achieve two things. Hope with this. Let's see, library usage. And then, on the inside of the form, this is what it looks like on our end. This is the, that's really, I don't have a mouse here, so this is hard for me to navigate, but what I was talking about earlier, so this is a good example here. So, have you ever used the library? This is question number two. This is, well, I did this myself, go to section number eight if you say yes, and section number two if you say no. So these are those unique questions that a person that says yes is not going to see any of these questions. These are all targeted to people that don't use the library. And then we get down to section eight, which should be this next one here. This is where someone that says yes, this is where their service are. Sorry, I meant to stop it, it's just catching up, but to answer the question. And it looks like there's a little pull down next to it that you can then choose which section you want, they need to jump to, or you want them to jump to, and you can do that. Absolutely, that's right. Is there another question I know that's coming to show this earlier and now I don't remember the original question. Well, it was about the, oh, the stat, basically the evaluation, the analysis of it, corresponding the answers. Right. So here this is responses. This is the page I was on earlier. And then you click on this little icon that, yeah, Google Sheets. That's what they call it, yep. Yeah, and so it's going to populate. You see how, I mean, you get just every response and this is a very long document unless you're white, too. That's how it works. Yeah, and you can organize it by status. Sort it in all sorts of different ways. Yep, absolutely. So that's what's nice about Google Forms, and I'm sure a lot of the ones you pay for, they spit out a lot of good things you can use to manipulate the data and decide what you want to compare and look at, yeah. Well, while I just really quickly I'll show you what it looks like. You can do a preview and I'll show you how. Because I did section, oh, well, I can't show you, never mind. You have an accepting responses right now, yeah. But because it's section by section, you don't see, it's not just a full line, it's basically a page to page. So when you respond to this page, you go to the next page kind of thing. You have to do that to use skip logic. But again, for those of you that have questions on that, there's plenty of information on the internet, on Google, on YouTube, and if you have some of the questions, too, I'd be happy to help anyone if you had our contact information up earlier. Well, it's good to see that at least a little bit in the back end of it there. Right. We are almost at 11 o'clock at 7.59. Does anybody have any last minute, desperate, urgent questions they want to ask right now? Get it typed into your go to webinar questions section there. I will get it asked. Well, this was really great, guys. Congratulations has no longer been on probation as you said before. It turned the whole time on its ear, I promise you. It is something that everybody should be doing, evaluating and deciding what you're doing. I'm glad that now, were you already thinking about doing this survey before that came up, Adam or was it just a coincidence? To be honest, no, this wasn't driven by that particularly. I think it was just, because I'm fairly new here and Jim and I actually were talking about understanding what our students need specifically to support the anecdotal evidence, because we were getting nowhere with anecdotal stuff. We can't just say as we said before, you can't just say, well, students are telling us they need this. And that's the thing to reiterate, that we didn't really, there was nothing just majorly surprising about either one of these, at least from our perspective. We knew most of these things already, but now we have the data to take to administration. We were in a meeting and we were talking in the meeting about how students walking in the door, numbers are down, students, various things were down, and after the meeting, Adam and I were talking and it's kind of like, well, instead of just saying, why don't we ask the students why they're not using the library? Doesn't that make sense? And you said when you're new, it's a good way to find out what's going on in my new university. And I liked also early on one of the slides, the administration, they love the numbers. They love administrators, people in charge love the hard data because they can just saying, oh yeah, we get a lot of students asking about this, it's very vague, but saying 50% of students surveyed say they want vending machines as well. We had over 300 students say they want vending machines. We've been saying for two years, why don't we put vending machines in? We've got students coming in at night and coffee shops closed. Coming in early in the morning and the coffee shop is closed. Right. But now we have a number that says oh. And most of the librarians here on staff have a reputation for not being real honest. What? You want a vending machine for yourself? The one thing I wanted to mention about surveys too is like the University of Washington, they do theirs on a three-year cycle. Now that's not to say they don't use live call plus as well. But as far as the surveys, I'm happy that we won't be doing it every single year. I guess I just wouldn't want to have to ask the faculty to do it every single year. So we may go two years, three years before we do it the same survey again. That's at least from our perspective. And I know we're basically out of time, but really quickly. Developing strategic plans and stuff like that. And that may be typically five years or so. Five-year plans usually. And so that obviously at least in the academic realm these kinds of things can really help target that. But we've talked about that already. You can do whatever you want. So we're going to be looking at the data around the state of Tennessee specifically in other academic institutions. So we're providing the same amount of group study rooms as other institutions around the state and even our peers around the region. And so it's giving us really quick and easy information to see, to rate ourselves basically to make sure that we're meeting what seems to be the socialization of the library students are very much interested obviously of the assignments that students are being given these days. Everything kind of hinges around it. I shouldn't say everything, but a lot of student assignments have some group or collaboration component. Those needs, yeah. All right, okay. You tap the camera a little bit over and Karen's cut out of it just at the end. When you're using the laptop, there you go, yeah. It's okay. Just want to make sure she's still there. Yeah. Yeah, sure. Get that up there at the end. All right. Well, it doesn't look like anybody typed in any other questions while we're just chatting here at the end, so I think we will wrap it up for today. Thank you very much, Adam and Jim and Karen. As I said, this is great good info for people who want to do any surveys anywhere really. There is their contact information if anybody wants to get in touch with them for any other questions. So thank you everybody for today. Thank you everyone for attending. I am going to pull back, present your control to my screen. Thanks for having us. Yeah, thank you for having us. Yeah, so we can see here. Yeah, if you want to, you can turn off your camera or just close that camera window there. On that GoToWebinar interface, there's a button for the webcam. There you go. We'll wrap it up for today's show. This is a session for today. It has been recorded and will be on our Encompass Live website, which I'm going to show you right here now for everyone. Encompass Live is actually the only thing that's out there called Encompass Live at the moment for everybody who's attendees. So if you just Google us, you'll find us at the top of your search results. We're also part of the Encompass, the Rascal Library Commission website. And this is last week's show. This is the same one from today. We'll be posted here. We'll have the recording. The slides. Adam, if you can send those to me when you get a chance. Yeah, we'll post them here. And I have been collecting links in our delicious account. The Library Commissioner, we use delicious to collect websites. So I've got the survey and the different software things that they mentioned along with Google Forms, all linked here. So you'll be able to access those all afterwards. When this is all done and processing, I will email everyone who attended and registered for today's show. Sometime this afternoon, look for it. Depends on how quickly YouTube cooperates with my uploading. And I'll let you know when the recording is ready. So that we're up to for today's show. I hope you'll join us next week when our topic is UNL Extension, the Learning Child Co-Parenting for Successful Kids. This is from Linda Redish who is an Extension educator at Douglas-Sarpy County Extension which is just up Omaha Way. It's going to be on the line with us to talk about the program they're doing which they want to connect with libraries to provide this kind of support for children in situations where they are co-parenting due to divorce separation and whatnot. They do a lot of work with libraries. So definitely sign up and join us. That's next week's show. If you're interested in any other topics coming up here, these are our May shows. I've got other ones I'm working on. Yes, the 10th is not in here yet. I'm getting that one finalized. Just keep an eye on our website here and you'll see all the new ones coming up. Encompass Live is also on Facebook. We do have a Facebook page which I have over here. So if you are big on Facebook, give us a like. I post about our shows. Here's my reminder for this morning saying log in now on the fly for today's show. Also our recordings are live on here. I'm almost posted about last week's recording being available. So if you are big on Facebook, as I said, give us a like and keep up with us over there. That wraps it up for this morning's show. Thank you very much for attending and we'll see you next time on Encompass Live. Bye-bye.