Articles Map Room to Data and GIS Services: Five University Libraries Evolving to Meet Campus Needs and Changing Technologies JEANINE SCARAMOZZINO and RUSSELL WHITE California Polytechnic State University, San Luis Obispo, California, USA JEFF ESSIC North Carolina State University, Raleigh, North Carolina, USA LEE ANN FULLINGTON and HIMANSHU MISTRY New York University, New York, New York, USA AMANDA HENLEY University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA MIRIAM OLIVARES Texas A&M University, College Station, Texas, USA Programs for geospatial support at academic libraries have evolved over the past decade in response to changing campus needs and developing technologies. Geospatial applications have matured tremendously in this time, emerging from specialty tools to become broadly used across numerous disciplines. At many universities, the library has served as a central resource allowing students and fac­ ulty across academic departments access to GIS resources. Today, as many academic libraries evaluate their spaces and services, GIS and data services are central in discussions on how to further en­ gage with patrons and meet increasingly diverse researcher needs. As library programs evolve to support increasingly technical data and GIS needs, many universities are faced with similar challenges and opportunities. To explore these themes, data and GIS services librarians and GIS specialists from five universities—the University of North Carolina at Chapel Hill, Texas A&M, New York Univer­ sity, North Carolina State University, and California Polytechnic State University—with different models of library geospatial and © Jeanine Scaramozzino, Russell White, Jeff Essic, Lee Ann Fullington, Himanshu Mistry, Amanda Henley, and Miriam Olivares Address correspondence to Jeanine Scaramozzino, Robert E. Kennedy Library, California Polytechnic State University, San Luis Obispo, CA 93405. E-mail: [email protected] data support, describe their programs to help identify common services, as well as unique challenges, opportunities, and future plans. KEYWORDS Geographic Information Services, GIS, GIS services, data services, reference, instruction, collections, outreach, infras­ tructure, spatial literacy INTRODUCTION GIS and data services in libraries have evolved in different ways and con­ tinue to adapt in order to incorporate new technologies and respond to changing universities’ needs. Seeking to meet the unique needs of students and researchers at their home institutions, GIS and data services librarians and GIS specialists work continually to improve service models and devise strategies that integrate evolving technology and accommodate growing de­ mand for geospatial resources. Although increasing demand for geospatial resources has been observed for several years, recent growth has come not only from established GIS users, but also from a widening breadth of disci­ plines interested in geospatial tools and resources. Evolving technology offers developments in Web-based and server technologies. These developments open new opportunities while raising challenges to provide infrastructure and administer sophisticated services. As university libraries grapple with these issues, they are often faced with similar challenges and opportunities. Developments in library GIS services have been documented in the library literature over the past fifteen years. Included in the literature are ef­ forts to capture both a broad overview of GIS services across institutions at a given time (Association of Research Libraries 1999; Kinikin and Hench 2005; Salem 2005) and detailed case studies of individual university programs, in­ cluding their development, organization, and experiences (Sweetkind-Singer and Williams 2001; Houser 2006). Particular elements of GIS services are also highlighted by GIS services librarians in sharing their experiences, for ex­ ample, opportunities for and importance of collaboration within and outside the university (Dixon 2006), collection development policies and evaluation (Florance 2006; Scarletto 2011), assessment of GIS needs across campus de­ partments (March 2011), GIS staff skills and education (Weimer and Reehling 2006; Weimer 2008) and evaluation of GIS software (Donnelly 2010). In some instances, contrasting GIS service models from different institutions are pre­ sented together, such as the centralized and decentralized services at two universities described by Aufmuth (2006). Together, this literature provides a rich collection of experiences, lessons learned, and identified challenges from among the library GIS community from which program managers can learn as they continue to develop. FIGURE 1 Location of Universities and Relative Size of Campuses. Given the continued and rapid pace of GIS technology development, the shifting landscape of library services, and the unique campus settings served by different library GIS programs, incorporating these learned lessons from across institutions calls for a careful integration. No two programs are iden­ tical, nor are many of the constraints and challenges from merely five years ago still pressing when considering GIS service capabilities today. Contem­ porary descriptions of library services will continue serve as an important avenue of communication among developing programs. Previous special is­ sues of the Journal of Academic Librarianship (Adler 1995; Adler 1997) and Library Trends (Stoltenberg and Parrish 2006) served as collecting points for the library GIS community and, similarly, updates to the current state of ser­ vices in the present will be valuable in moving forward. The purpose of this paper is to document the stories of GIS and data services at five university libraries, specifically the development, current implementation, and future directions of GIS services. GIS and data services librarians and GIS specialists from five university libraries—the University of North Carolina at Chapel Hill, Texas A&M, New York University, North Carolina State University, and California Polytechnic State University—provide context for their campuses, general GIS use, and development of library GIS services, followed by discussion of computing resources, data discovery, access and archiving, and GIS services such as consultation, instruction, and outreach (Figure 1). Finally, each provides comments on the next steps and future vision for GIS and data services at their respective university libraries. FIGURE 2 Walter Royal Davis Library GIS & Data Services. Data services librarians and GIS specialists from these universities have come together through networking at conferences such as the Esri Educa­ tion GIS Conference, Google Geo for Higher Ed Summit, and others. Rec­ ognizing common interests and services, the group decided to continue conversations through a monthly conference call to learn more about the respective campuses and share experiences, challenges, successes, and re­ sources. Through these conversations, the group has benefited from the perspectives of one another in providing data and GIS services at these respective universities. These universities vary in student and faculty popu­ lations, disciplines present on campus, and in the organizational structure of services and resources (Table 1). However, there is significant value in learn­ ing from others’ processes and staying connected as a support network for information. Each program discussed in this article could be written as its own pa­ per, but discussing them collectively allows the reader to catch a glimpse across GIS and data services programs. Similarities in areas such as the im­ portance of consultations, outreach, and collaboration with campus partners reflect common baseline services, whereas some differences emerge, re­ flecting unique campus needs and organization (undergraduate vs graduate, faculty research, disciplines, workloads). Emerging from these descriptions as well were different levels of detail and emphasis in describing areas of service. (Figure 2) UNIVERSITY SECTIONS GIS and Data Services at the University of North Carolina at Chapel Hill over the Past Ten Years: Responding to User Needs ABOUT THE UNIVERSITY OF NORTH CAROLINA AT CHAPEL HILL The University of North Carolina at Chapel Hill (UNC) was the first state university, opening in 1795. The campus is traditional, with 83.7 percent TABLE 1 About the Universities GIS/Data External PhD GIS/Data Student Research University Type Granting Undergraduates Graduates Faculty Staff Staff Staff (Millions) UNC Public Yes 19,000 8,000 3,500 8,000 3.25 2 $800 Texas A&M Public Yes 40,000 10,000 4,500 ? ? ? $700 NYU Private Yes 19,500 19,000 6,500 6,000 8 8 NA NCSU Public Yes 24,500 9,500 2,000 7,000 1 0 $400 Cal Poly Public no 18,000 1,000 1,500 1,500 1.5 1 $25 of the 29,278 students attending full-time. Graduate students comprise 28.2 percent of the students, and the university offers 66 doctoral and 102 mas­ ter’s degree programs. There are currently 3,608 faculty members, with the majority working full time.1 The University Libraries system is one of the pre­ mier library systems in the South, and it steadily ranks among top university libraries2 There are a number of departments at UNC that offer courses and sup­ port for researchers who use spatial techniques. As of the fall semester 2013, seven GIS-focused courses are being taught to nearly 200 students, and many other courses have students use GIS for research projects or assignments.3 Most GIS courses are offered in the Department of Geography,