ACRL News Issue (B) of College & Research Libraries C&RL News M Decem ber 2 0 0 0 1 1023 ACRL STANDARDS & GUIDELINES Guidelines for distance learning library services Prepared by the ACRL Distance Learning Section Guidelines Committee Ed. note: This edition o f the guidelines reflects a greater em phasis on outcom es assessment an d was approved by the ACRL B oard o f D i­ rectors a n d the ALA Standards Committee in fa ll 2000. Library resources and services in institutions of higher education must meet the needs of all their faculty, students, and academic support staff, wherever these individuals are located, whether on a main campus, off campus, in dis­ tance education or extended campus programs, or in the absence of a campus at all; in courses taken for credit or non-credit; in continuing education programs; in courses attended in per­ son or by means of electronic transmission; or any other means of distance education. The “Guidelines” delineate the elements necessary to achieving these ends. The “Guidelines” are intended to serve as a gateway to adherence to the ACRL Standards in the appropriate areas and in accordance with the size and type of origi­ nating institution. The audience for the “Guidelines” includes administrators at all levels of post-secondaiy education, librarians planning for and manag­ ing distance learning library services, other li­ brarians and staff working with distance learn­ ing program staff, faculty, and sponsors of aca­ demic programs, as well as accrediting and li­ censure agencies. The decision to revise the 1990 “Guidelines” was made initially by the DLS Guidelines Com­ mittee, then the official mandate came from the DLS Executive Board at its final 1996 Midwinter Meeting. The 1990 “Guidelines” resulted from the first revision of the original 1981 “Guide­ lines.” As in that initial revision, the current de­ cision to revise was based on the following iden­ tical, though increasingly critical, factors: non- traditional study becoming a more common­ place element in higher education; an increase in diversity of educational opportunities; an in­ crease in the number of unique environments where educational opportunities are offered; an increased recognition of the need for library resources and services at locations other than main campuses; an increased concern and de­ mand for equitable services for all students in higher education, no matter where the “class­ room” may be; a greater demand for library re­ sources and services by faculty and staff at dis­ tance learning sites; and an increase in techno­ logical innovations in the transmittal of infor­ mation and the delivery of courses. To these may be added the decrease in central campus enrollments, the search for more cost-effective sources for post-secondary education, and the appearance and rapid development of the vir­ tual or all-electronic university, having no physi­ cal campus of its own. Definitions Distance learning library sewices refers to those library services in support of college, university, or other post-secondary courses and programs offered away from a main campus, or in the ab­ sence of a traditional campus, and regardless of where credit is given. These courses may be taught in traditional or non-traditional formats or media, may or may not require physical facili­ ties, and may or may not involve live interaction of teachers and students. The phrase is inclusive of courses in all post-secondaiy programs desig- 1024 / C&RL News ■ December 2000 Revising th e g u id e lin e s The 1998 “Guidelines” were approved with the proviso from the ACRL Standards and Accredita­ tion Committee (SAC) that efforts be undertaken immediately upon their final approval to make the “Guidelines” more outcomes-oriented through a minor rhetorical revision that would not require as complete a subsequent approval process as a more thorough revision. This minor outcomes revision was actually initiated during the 1998 approval process, when Guidelines committee members began reviewing the draft document for possible outcomes additions and then Chair Harvey Gover, prepared an additional precept for the “Guidelines” Philosophy section acknowledging the importance of instilling life­ long learning skills through information literacy instruction for students in extended academic settings. With the approval of SAC, that precept was incorporated into the final draft of the 1998 “Guidelines.” The outcomes revision of the 1998 “Guide­ lines” became an ongoing activity of the Dis­ tance Learning Section (DLS) Guidelines Com­ mittee from Midwinter 1998 through Annual 2000. Those Guidelines Committee members who par­ ticipated actively in the revision process through­ out this time included Committee Chair Jean Caspers, and Geraldine Collins, Linda Frederiksen, Lisa Hinchliffe, Mae O'Neal, Bill Par- ton, and Bernie Sloan. Susan Maltese, liaison from SAC to DLS, and Barton Lessin, chair of SAC, also contributed suggestions and guidance. Harvey Gover, DLS chair and consultant to the Guidelines Committee, monitored the entire outcomes revision process and prepared the fi­ nal revision draft submitted to SAC just prior to Annual 2000, based upon a draft insert that had been prepared by Jean Caspers and submitted to the Guidelines Committee for review on June 6, and was forwarded to Susan Maltese on June 9 for submission to SAC. Cover’s final draft con­ sisted largely of an incorporation of Caspers’ in­ sert into the entire 1998 “Guidelines” text. The revision of the 1990 ACRL “Guidelines for extended campus library services,” which pro­ duced the 1998 “Guidelines for distance learn­ ing library services,” was prepared by Harvey Gover, then chair of the Guidelines Committee of the ACRL Distance Learning Section, fomierly the Extended Campus Library Services Section. The revision was based upon input from mem­ bers of the Guidelines Committee, members of the DLS Executive Board, the general member­ ship of DLS, and other librarians and administrâ tors involved in post-secondary distance learn­ ing programs from across the nation and around the world. Major portions of the input for revision of the 1990 “Guidelines" came from two open hear­ ings: the first held on February 17, 1997, at the ALA Midwinter Meeting in Washington, D.C. and the second on June 28, 1997, at the ALA Annual Conference in San Francisco, California. In response to requests for revision sugges­ tions—which appeared in widely read national academic and library publications, distance edu­ cation electronic lists, through the DLS Web site, and print publications—numerous other individu­ als, consortia, and representatives of professional and accrediting associations provided informa­ tion on their own efforts to ensure excellence of library services for post-secondary distance learn­ ing programs. Among the groups responding were the Ca­ nadian Association of College and University Li­ braries of the Canadian Library’ Association; Col­ lege Librarians and Media Specialists (CLAMS); the Commission on Colleges of the Northwest Association of Schools and Colleges (NASC); the (continued on next page) nated as extension, extended, off-campus, ex­ tended campus, distance, distributed, open, flex­ ible, franchising, virtual, synchronous, or asyn­ chronous. Distance learning com munity covers all those individuals and agencies, or institutions, directly involved with academic programs or extension services offered away from a traditional academic campus, or in the absence of a traditional aca­ demic campus, including students, faculty, re­ searchers, administrators, sponsors, and staff, or any of these whose academic work otherwise takes them away from on-campus library services. Originating institution refers to the entity, singular or collective, its/their chief administra­ tive officers and governance organizations re­ sponsible for the offering or marketing and sup­ porting of distance learning courses and pro­ grams: the credit-granting body. Each institu­ tion in a multi-institutional cluster is responsible for meeting the library needs of its own stu­ dents, faculty, and staff at the collective site. Library’ denotes the library operation directly associated with the originating institution. Librarian-administrator designates a librar­ ian, holding a master’s degree from an ALA- C&RL N ews * D ecem ber 2000 / 1025 R e visin g th e g u id e lin e s (continued from previous page) Consortium for Educational Technology for Uni­ versity Systems (CETUS); the Interinstitutional Library Council (ILC) of the Oregon State Sys­ tem of Higher Education (OSSHE); Libraries and the Western Governors University Conference; the Southern Association of Colleges and Schools (SACS); and the Wfestern Cooperative for Educational Telecommunications of the Western Interstate Commission for Higher Edu­ cation (WICHE). Guidelines committee members Members of the Guidelines Committee who ini­ tiated or contributed to the revision process for the 1990 “Guidelines” included: Stella Bentley, University of California at Santa Barbara; Jean Caspers, Oregon State University; Jacqueline A. Henning, Embry-Riddle Aeronautical University; Sharon Hybki-Kerr, University of Arkansas, Little Rock; Gordon Lynn Hufford, Indiana Univer­ sity East; Ruth M. Jackson, West Virginia Uni­ versity; Chui-Chun Lee, SUNY-New Paltz; G. Tom Mendina, University of Memphis; Virginia S. O’Herron, Old Dominion University; Mae O’Neal, Western Michigan University; Bill Par- ton, Arkansas Tech University; Mercedes L. Rowe, Mercy College; Dorothy Tolliver, Maui Community College Library; and Steven D. Zink, University of Nevada, Reno. Others outside the committee who contrib­ uted significantly to the cycle of revision of the 1990 “Guidelines’’ included: Thomas Abbott, University of Maine at Augusta; Janice Bain- Kerr, Troy State University; Nancy Burich, Uni­ versity of Kansas, Regents Center Library; Anne Marie Casey, Central Michigan University; Tony Cavanaugh, Deakin University, Victoria, Aus­ tralia; Monica Hines Craig, Central Michigan Uni­ versity; Mary Ellen Davis, ACRL; Tom DeLoughry, Chronicle Of Higher Education; Jill Fatzer, University of New Orleans, ACRL Board, Task Force on Outcomes; Jack Fritts, Southeast­ ern Wisconsin Information Technology Ex­ change Consortium (SWITCH); Barbara Gelman- Danley of SUNY Monroe Community College, Educational Technology, and the Consortium for Educational Technology for University Sys­ tems; Kay Harvey, Penn State, McKeesport; Maryhelen Jones, Central Michigan University; Marie Kascus, Central Connecticut State Univer­ sity; Barbara Krauth, Student Services Project Coordinator for the W’estern Cooperative for Educational Telecommunication of the Western Interstate Commission for Higher Education (WICHE); Eleanor Kulleseid, Mercy College; Rob Morrison, Utah State University; Kathleen O’Connor, Gonzaga University; Alexander (Sandy) Slade, University of Victoria, British Co­ lumbia, Canada; Mem Catania Stahley, Univer­ sity of Central Florida, Brevard Campus; Peg Walther, City University, Renton, Washington; Virginia Witucke, Central Michigan University; Jennifer Wu, North Seattle Community College and College Librarians and Media Specialists (CLAMS). Special recognition is due Virginia S. (Ginny) O’Herron, who served throughout the cycle of revision for the 1990 "Guidelines" as both a member of the Guidelines Committee and as chair of SAC. In this dual role O’Herron was instrumental in securing the placement of the Guidelines draft on the agendas not only of SAC, but also of the ACRL Board and the ALA Committee on Standards. In addition to her considerable contribution to the revision pro­ cess as a member of the Guidelines Commit­ tee, O’Herron was then the primary facilitator of the final approval process.—Harvey Gover, hgover@tricity.wsu.edu accredited library school, who specializes in distance learning library services, and who is directly responsible for the administration and supervision of those services. Philosophy The “Guidelines” assume the following precepts: • Access to adequate library services and r sources is essential for the attainment of superior academic skills in post-secondary education, re­ gardless of where students, faculty, and programs are located. Members of the distance learning community are entitled to library services and e resources equivalent to those provided for stu­ dents and faculty in traditional campus settings. • The instilling of lifelong learning skills through general bibliographic and information literacy instruction in academic libraries is a pri­ mary outcome of higher education. Such prepa­ ration and measurement of its outcomes are of ­ equal necessity for the distance learning com­ munity as for those on the traditional campus. • Traditional on-campus library services themselves cannot be stretched to meet the li­ brary needs of distance learning students and faculty who face distinct and different challenges mailto:hgover@tricity.wsu.edu 1026 / C&RL News ■ Decem ber 2000 involving library access and information deliv­ ery. Special funding arrangements, proactive planning, and promotion are necessary to de­ liver equivalent library services and to achieve equivalent results in teaching and learning, and generally to maintain quality in distance learn­ ing programs. Because students and faculty in distance learning programs frequently do not have direct access to a full range of library ser­ vices and materials, equitable distance learning library services are more personalized than might be expected on campus. • The originating institution is responsible, through its chief administrative officers and gov­ ernance organizations, for funding and appro­ priately meeting the information needs of its distance learning programs in support of their teaching, learning, and research. This support should provide ready and equivalent library service and learning resources to all its students, regardless of location. This support should be funded separately rather than drawn from the regular funding of the libraiy. In growing and developing institutions, funding should expand as programs and enrollments grow. • The originating institution recognizes the need for service, management, and technical linkages betw een the library and other comple­ mentary resource bases such as computing fa­ cilities, instructional media, and telecommuni­ cation centers. • The originating institution is responsible for assuring that its distance learning library pro­ grams m eet or exceed national and regional accreditation standards and professional asso­ ciation standards and guidelines. • The originating institution is responsible for involving the libraiy administration and other personnel in the detailed analysis of planning, developing, evaluating, and adding or chang­ ing of the distance learning program from the earliest stages onward. • The library has primary responsibility for identifying, developing, coordinating, providing, and assessing the value and effectiveness of resources and services, designed to m eet both the standard and the unique informational and skills developm ent needs of the distance learn­ ing community. The librarian-administrator, ei­ ther centrally located or at an appropriate site, should be responsible for ensuring and dem­ onstrating that all requirements are met through needs and outcom es assessments, and other measures of library performance, as appropri­ ate, and as an ongoing process in conjunction with the originating institution. • Effective and appropriate services for dis­ tance learning communities may differ from, but must be equivalent to, those services offered on a traditional campus. The requirements and desired outcomes of academic programs should guide the library’s responses to defined needs. Innovative approaches to the design and evalu­ ation of special procedures or systems to meet these needs is encouraged. • When resources and services of unaffili­ ated local libraries are to be used to support information needs of the distance learning com­ munity, the originating institution is responsible, through the library, for the developm ent and periodic review of formal, documented, writ­ ten agreements with those local libraries. Such resources and services are not to be used sim­ ply as substitutes for supplying adequate mate­ rials and services by the originating institution. The distance learning library program shall have goals and objectives that support the provision of resources and services consistent with the broader institutional mission. M anagem ent The chief administrative officers and governance organizations of the originating institution bear the fiscal and administrative responsibilities, through the active leadership of the libraiy ad­ ministration, to fund, staff, and supervise library services and resources in support of distance learning programs. As the principal and direct agent of implementation, the librarian-adminis- trator should, minimally: 1. assess and articulate, on an ongoing ba­ sis, both the electronic and traditional library resource needs of the distance learning com­ munity, the services provided them, including instruction, and the facilities utilized; 2. prepare a written profile of the distance learn­ ing community's information and skills needs; 3. develop a written statement of immediate and long-range goals and objectives for distance learning, which addresses the needs and out­ lines the methods by which progress can be measured; 4. promote the incoiporation of the distance learning mission statement, goals, and objec­ tives into those of the library and of the origi­ nating institution as a whole; 5. involve distance learning community rep­ resentatives, including administrators, faculty, C&RL News ■ D ecem ber 2000 / 1027 and students, in the formation of the objectives and the regular evaluation of their achievement; 6. assess the existing library support for dis­ tance learning, its availability, appropriateness, and effectiveness, using qualitative, quantitative, and outcomes measurement devices, as well as the written profile of needs. Examples of these measures include, but are not limited to: a) conducting general library knowledge surveys of beginning students, re-offered at a mid-point in the students’ careers, and again near graduation, to assess w hether the library’s program of instruction is producing more infor- mation-literate students; b) using evaluation checklists for librarian and tutorial instruction to gather feedback from students, other librarians, and teaching faculty; c) tracking student library use through student journal entries or information literacy diaries; d) asking focus groups of students, faculty, staff, and alumni to comment on their experi­ ences using distance learning library services over a period of time; e) employing assessment and evaluation by librarians from other institutions and/or other appropriate consultants, including those in com­ munities where the institution has concentra­ tions of distance learners; f) conducting reviews of specific library and information service areas a n d /o r operations which support distance learning library services; g) considering distance learning library ser­ vices in the assessment strategies related to in­ stitutional accreditation; h) comparing the library as a provider of distance learning library services with its peers through self-study efforts of the originating in­ stitution; 7. prepare and/or revise collection develop­ ment and acquisitions policies to reflect the pro­ file of needs; 8. participate with administrators, library sub­ ject specialists, and teaching faculty in the cur­ riculum developm ent process and in course planning for distance learning to ensure that appropriate libraiγ resources and services are available; 9. promote library support services to the distance learning community; 10. survey regularly distance learning library users to monitor and assess both the appropri­ ateness of their use of services and resources and the degree to which needs are being met and skills acquired; 11. initiate dialog leading to cooperative agreements and possible resource sharing and/ or compensation for unaffiliated libraries; 12. develop methodologies for the provi­ sion of library materials and services from the library an d /o r from branch campus libraries or learning centers to the distance learning com­ munity; 13- develop partnerships w ith computing services departments to provide the necessary automation support for the distance learning community; and 14. pursue, implement, and maintain all the preceding in the provision of a facilitating envi­ ronment in support of teaching and learning, and in the acquisition of lifelong learning skills. Finances The originating institution should provide con­ tinuing, optimum financial support for address­ ing the library needs of the distance learning community sufficient to m eet the specifications given in other sections of these “Guidelines,” and in accordance with the appropriate ACRL Standards and with available professional, state, or regional accrediting agency specifications. This financing should be: 1. related to the formally defined needs and demands of the distance learning program; 2. allocated on a schedule matching the origi­ nating institution’s budgeting cycle; 3. designated and specifically identified within the originating institution’s budget and expenditure reporting statements; 4. accommodated to arrangements involv­ ing external agencies, including both unaffili­ ated and affiliated, but independently supported, libraries; 5. sufficient to cover the type and number of services provided the distance learning com­ munity; and 6. sufficient to su p p o rt innovative a p ­ proaches to meeting needs. Personnel Personnel involved in the m anagem ent and coordination of distance learning library services include the chief administrators and governance organizations of the originating institution and the library administration and other personnel as appropriate, the librarian-coordinator man­ aging the services, the library subject special­ ists, additional professional staff in the institu­ tion, support staff from a variety of departments, 1028 / C&RL News ■ Decem ber 2000 and the adm inistrators), librarian(s), and staff from the distance learning site(s). The originating institution should provide, either through the library or directly to sepa­ rately administered units, professional and sup­ port personnel with clearly defined responsi­ bilities at the appropriate location(s) and in the number and quality necessary to attain the goals and objectives for library services to the dis­ tance learning program including: 1. a librarian-administrator to plan, imple­ ment, coordinate, and evaluate library resources ■ind services addressing the information and skills needs of the distance learning commu­ nity; 2. additional professional and/or support per­ sonnel on site with the capacity and training to identify informational and skills needs of dis­ tance learning library users and respond to them directly; 3. classification, status, and salary scales for distance learning library personnel that are equivalent to those provided for other compa­ rable library employees while reflecting the compensation levels and cost of living for those residing at distance learning sites; and 4. opportunities for continuing growth and developm ent for distance learning library per­ sonnel, including continuing education, profes­ sional education, and participation in profes­ sional and staff organizations. Facilities The originating institution should provide fa­ cilities, equipm ent, and communication links sufficient in size, number, scope, accessibility, and timeliness to reach all students and to at­ tain the objectives of the distance learning pro­ grams. Arrangements may vary and should be appropriate to programs offered. Examples of suitable arrangements include, but are not lim­ ited to: 1. access to facilities through agreements with a non-affiliated library; 2. designated space for consultations, ready reference collections, reserve collections, elec­ tronic transmission of information, computer­ ized database searching and interlibrary loan services, and offices for the library distance learning personnel; 3- a branch or satellite library; and 4. virtual services, su ch as Web page Internet searching, using technology for elec­ tronic connectivity. s, Resources The originating institution is responsible for provid­ ing or securing convenient, direct physical, and elec­ tronic access to library materials for distance learn­ ing programs equivalent to those provided in traditional settings and in sufficient quality, depth, number, scope, currentness, and formats to: 1. meet the students' needs in fulfilling course assignments (e.g., required and supplemental read­ ings and research papere) and enrich the academic programs; 2. meet teaching and research needs; 3. facilitate the acquisition of lifelong learning skills; and 4. accommodate other informational needs of the distance learning community as appropriate. When more than one institution is involved in the provision of a distance learning program, each is responsible for the provision of library materials to students in its own courses, unless an equitable agreement for otherwise providing these materials has been made. Costs, services, and methods for the provision of materials for all courses in the pro­ gram should be unifonn. Programs granting associate degrees should pro­ vide access to collections which meet the “ACRL Guidelines for Two-Year College Learning Resources Programs” and the “Statement on Quantitative Stan­ dards.” Programs granting baccalaureate or master’s degrees should provide access to collections that meet the standards defined by die “ACRL Standards for College Libraries.” Programs offering doctorate degrees should provide access to collections that meet the standards defined by the “ACRL Standards for University Libraries.” Services The libraiy services offered to the distance learning community should be designed to meet effectively a wide range of informational, bibliographic, and user needs. The exact combination of central and site staffing for distance learning library services will differ from institution to institution. The following, though not necessarily exhaustive, are essential: 1. reference assistance; 2. computer-based bibliographic and informa­ tional services; 3- reliable, rapid, secure access to institutional and other networks including the Internet; 4. consultation services; 5. a program of library user instruction designed to instill independent and effective information lit­ eracy skills while specifically meeting the leamer- support needs of the distance learning community; CSRL News ■ December 2000 / 1 029 6. assistance with and instruction in the use of nonprint media and equipment; 7. reciprocal or contractual borrowing, or interli­ brary loan services using broadest application of fair use of copyrighted materials; 8. prompt document delivery such as a courier system and/or electronic transmission; 9- access to reserve materials in accordance with copyright fair use policies; 10. adequate service hours for optimum access by users; and 11. promotion of library services to the distance learning community, including documented and updated policies, regulations, and procedures for systematic development, and management of in­ formation resources. Documentation To provide records indicating the degree to which the originating institution is meeting these “Guide­ lines” in providing library services to its distance learning programs, the library, and when appropri­ ate, the distance learning library units, should have available cunent copies of at least the following: 1. printed user guides; 2. statements of mission and purpose, poli­ cies, regulations, and procedures; 3. statistics on library use; 4. statistics on collections; 5. facilities assessment measures; 6. collections assessment measures; 7. needs and outcomes assessment measures; 8. data on staff and w ork assignments; 9. institutional and internal organization charts; 10. comprehensive budget(s); 11. professional personnel vitae; 12. position descriptions for all personnel; 13. formal, written agreements; 14. automation statistics; 15. guides to computing services; 16. library evaluation studies or documents; 17. library and other instructional materials and schedules; and 18. evidence of involvement in curriculum de­ velopm ent a nd planning. Library education To enable the initiation of an academic profes­ sional specialization in distance learning library services, schools of library a nd information sci­ ence should include in their curriculum courses and course units this growing area of specializa­ tion within librarianship. ■ 1030 I C&RL News ■ Decem ber 2000 ( “ACRL M idw inter Meetings . . . ’’ co ntinued fr o m p a g e 1020) S tandards/G uidelines Review Comm ittee: Saturday, Jan. 13, 11:30 a.m .-1 2 :3 0 p.m .; M onday, Jan. 15, 2:00^í;00 p.m . W e s te rn E u ro p e a n S tu d ie s S e c tio n E x e c u tiv e /G e n e ra l M em b ersh ip : T u e s ­ day, Ja n . 16, 8:30 a .m .-1 2 :3 0 p.m . C atalo g in g D isc u s sio n G ro u p : Sunday, Ja n . 14, 4 :3 0 -5 :3 0 p.m . Classics, M edieval, an d R enaissance D is­ c u ssio n G roup: Saturday, Jan . 13, 2:00-4:00 p.m . C o lle g e a n d M e d iu m -S iz e d L ib ra rie s D isc u ssio n G ro u p : S aturday, Ja n . 13, 11:30 a .m .-1 2 :3 0 p.m . C o n f e r e n c e P r o g r a m P la n n i n g — S an F ran cisco , 2001: M o nday, Jan . 15, 9 :3 0 - 11:00 a.m . G e rm a n ists D isc u s sio n G ro u p : Sunday, Ja n . 14, 9 :3 0 -1 1 :0 0 a.m . M em b ersh ip : S atu rd ay , Ja n . 13, 9 :3 0 - 11:00 a.m . N ijhoff A w ard: S atu rd ay , Jan . 13, 9 :3 0 - 11:00 a.m . (closed) Publications: M onday, Jan. 15, 2:00-4:00 p.m . R esearch a n d P lan n in g : S atu rd ay , Jan . 13, 2 :0 0 -4 :0 0 p.m . R o m an ce L anguages D isc u s sio n G ro u p : S u n d ay , Ja n . 14, 4 :3 0 -5 :3 0 p.m . S c a n d in a v ia n D isc u s sio n G ro u p : S atur­ day, Ja n . 13, 11:30 a .m .-1 2 :3 0 p .m . S o c ia l S c ie n c e s & H is to ry D is c u s s io n G r o u p : M o n d a y , J a n . 15, 9 : 3 0 - 1 1 : 0 0 a.m . W o m e n 's S t u d ie s S e c tio n E xecutive: M o nday, Ja n . 15, 2:00 -4 :0 0 p.m . All C o m m ittees: S u n d ay , Ja n . 14, 9 :3 0 - 11:00 a.m . D isc u s sio n M eeting: M o n d ay , Jan . 15, 9:3 0 -1 1 :0 0 a.m . G e n e ra l M em b ersh ip : S unday, Jan . 14, 4:3 0 -5 :3 0 p.m . R esearch C o m m ittee (Ad H oc): M onday, Ja n . 15, 11:30 a .m .-1 2 :3 0 p.m . ■ C&RL News ■ D ecem ber 2000 / 1031 1032 / C&RL News ■ D ecem ber 2000 C&RL News ■ December 2000 / 1033 7 034 / C8ιRL News ■ December 2000