Academic libraries seek to engage people with information resources and maximize use of library spaces. When users increasingly rely on digital rather than print resources, libraries respond by shifting space usage from stacks to user working and reading spaces. How then do we, as academic library professionals, best keep print collections on public view and maximize user engagement?

In this whitepaper, we focus on fostering engagement with print resources among\nlibrary users, particularly with open stack print collections and users within the local community. We advocate moving toward a more flexible, more user-focused service that makes library collections easier to understand and to use. Libraries need to work with their surrounding communities in the further development and presentation of their collections. We offer a flexible, a la carte approach to transforming open stack academic library print collection management. We have developed a three-tiered system of potential approaches and actions for academic libraries to foster engagement with their collections. We also include materials and tools to help guide individual libraries towards a data-driven approach to print curation that may be tailored to their local context. We hope that these approaches and tools aid academic libraries in helping users engage in meaningful dialogues with print resources.

As part of a $50,000 planning grant from the Andrew W. Mellon Foundation, the analysis is aimed at fostering engagement with print resources among library users, particularly with open stack print collections and users within the local community. "The Future of the Academic Library Print Collection: A Space for Engagement" explores a three-tiered system of potential approaches and actions for academic libraries to foster engagement with their collections, and includes materials and tools to help guide individual libraries towards a data-driven approach to print curation that may be tailored to their local context.

Bob Francis grew up in Yuma, Arizona and graduated from ASU. After spending a year teaching high school in Yuma, he returned to ASU in 1970, starting in the Alumni Association. After a few years, he moved to the Office of Undergraduate Admissions where he spent most of his career. He retired in 2002.

Important / interesting parts of the interview include:
• The beginning of the Office of Undergraduate Admissions in Part 2
• The changing attitude about the role of the University in marketing itself to students and parents in Part 3
• The role of the Devils’ Advocates played in selling the University in Part 4
• The role Don Dotts and Christine Kajikawa Wilkinson played in Bob’s career in Part 6

Current educational systems are trying to transform their practices with those that align with critical thinking skills, collaboration amongst students and allowing students to feel motivated and engaged in learning. Within a special education classroom at a Title I high school located in South Tempe, Arizona, a design was innovated in order to attempt to enhance this learning environment to foster students’ ability to build intrinsic motivation and engaged within their classroom through collaboration and the autonomy supported by the teacher and this innovation. Throughout this paper, you will be able to see the contextual analysis, theoretical inspirations, design constructs and analysis of the implementation within two separate class periods.

This paper describes how Arizona State University Library used creativity and novel approaches to collections design and implementation processes to select open stack print books for a newly renovated academic research library. Using results from a workshop focused on rethinking the future of print within educational learning and research environments, the Collections Services and Analysis unit within Arizona State University Library performed a series of experiments to better understand the purpose and use of print collections within 21st century library design. The authors describe the creative processes used in collections design and three types of selection approaches that invited engagement with open stacks. These three types were: small browsing collections co-curated with community members, a medium-sized print collection selected for student engagement, and a large research collection selected using a novel data analysis of four factors affecting the likelihood of potential use. Using more than one million volumes as the basis for selection, approximately 185,000 volumes were installed in the renovated library through a complex implementation across four library locations. The authors discuss the key role that creativity played in the approaches, methods, and results of these efforts and offer recommendations for collection management teams seeking to maximize their pursuit of community engagement with print collections within contemporary academic library spaces.

This paper is the culmination of a fifteen-week design study in partnership with a high school teacher to utilize design thinking in a classroom context. A procedure for guiding the educator through the design process was developed and implemented to gain understandings into whether incorporating design thinking in a classroom context would enhance educators problem-solving abilities and empower them to effectively tackle complex problems. The findings suggest that design thinking is a powerful tool for educator’s and can have a positive impact on their classroom environment, though continued support is key. The paper begins with a situation analysis report to discuss the mission of the partner organization, as well as goals and expectations of the study. It continues with the theoretical inspiration statement which articulates the theoretical underpinnings of the study. Then, the design statement and prototype describe the outline of the procedures developed to guide the collaborating teacher through the design process. The paper concludes with the design enactment report which includes a narrative of the process and details the findings.

Suzanne Steadman managed the Office of International Student Programs for her entire ASU career. She came to ASU in 1971 and retired in 2001. The interview addresses a wide range of issues associated with international students and how she addressed them. The common thread throughout the interview is Suzanne’s desire to help the students succeed, academically and personally. Part I discusses several pre-ASU experiences. Parts II & III discuss the work of the office and things done to help ensure student success. Part IV discusses the impact of nine world events on ASU and ASU students. Part V has six student related stories.

David Schwalm came to ASU in 1986 as Director of Composition and retired in 2009 as Vice Provost for Academic Affairs at the Polytechnic Campus. The interview has five main sections:
1, Pre-ASU Years where Dave discusses growing up in Fort Wayne, his education, and professional jobs.
2. Director of Composition addresses Dave’s increasing understanding of the university through his work on general studies and English articulation agreements.
3. ASU West covers Dave’s efforts to grow the student population and with Cathy Church to untangle the West and Tempe campus programs
4. ASU East has extensive coverage of how the campus was started and populated using an alliance with Chandler Gilbert Community College. Doing all this on a shoestring of a budget. Dave discusses why various faculty and programs were moved to the Polytechnic Campus.
5. Reflections allows Dave to reminisce about the “good old days” as well as the good new days.

Robert (Coach) Fleming was Professor of Music, Associate Director of Bands, and Director of Marching Band from 1974-2002, Coach Fleming grew up in a music family playing the flute. He briefly taught in high school, before moving to the University of Tennessee at Martin where he was band director for seven years. The interview touches on numerous topics and stories including winning the Sudler Trophy, performing at the 1991 Midwest Band Orchestra Clinic, conducting at Carnegie Hall, both ASU Rose Bowl appearance, etc. The interview ends with various discussions of the importance of the Band as a family

Joe Schabacker came to ASU in 1963 after being at the University of Wisconsin and UCLA. When he came to ASU, he was chair of the Management Department in the College of Business. Two years later he became the Vice President for Special Services at ASU. He was well known for his achievements in gymnastics. He was an administrator, professor, writer, management consultant and public speaker. He served as Colonel in the Marine Corps Reserve for 33 years. He provided valuable guidance in the establishment of ASU West. One of the highlights of his career was when he was asked by President Durham at the last minute to speak to a large crowd of people who had come to ASU to hear Barry Goldwater (but Goldwater's plane was delayed) Joe then gave a speech as a substitute for Barry Goldwater. He served ASU for 25 years and retired in 1988.