Department of Educational Administration and Policy Studies
Y. Chen, Subject Librarian
I. General Purpose
The objective of the University Libraries is to provide library support for the curricular and research needs of the faculty and students of the Department of Educational Administration and Policy Studies (EAPS).
Programs of the Department of Educational Administration and Policy Studies: The department offers degree programs leading to the M.S. and Ph.D. degrees. In addition, the department offers a program leading to the Certificate of Advanced Study in Educational Administration and Policy Studies.
Area Concentrations: Students in the EAPS degree or certificate programs may pursue one of three loosely structured concentrations, which focus on different levels or aspects of education.
1) Courses in School Administration are designed to prepare students for administrative positions in elementary and secondary schools or districts, as well as for faculty positions in educational administration in universities. Students seeking New York State certification as a school-level or district-level administrator usually select this concentration.
2) The Higher Education concentration includes courses that prepare students for administrative and faculty positions in colleges and universities of all types. This concentration is appropriate for students who are interested in staff or administration positions in adult and continuing education programs in other educational, business, industrial, and labor organizations.
3) Educational Policy Analysis is a concentration that focuses on approaches to educational policy formation and implementation that originate in the social sciences and philosophy. It is designed to prepare students for leadership and administrative positions in state, national and international organizations. Students are also prepared for university faculty positions in educational administration or policy studies.
Within these areas of concentration, in addition to general preparation for administration and supervision on all levels (elementary through higher education in public and private institutions) and in local, federal, state, and international agencies, courses focus on various specialized areas, for example, feminist thought and public policy, economics of education, political economy of education, education law, educational planning and development, sociology of education and administration, ethics, politics of education and of higher education, history of education, philosophy of education, epistemology and education, business management in education, adult and continuing education, personnel administration, public relations, comparative education, law and special education, labor management relations, leadership and administration, computer applications, educational and social change in developing nations, educational management, programs and services for the handicapped, school administration (public and private schools), school finance, research methodology in educational administration and policy studies, social analyses, organizational analysis, organizational development, and the principalship.
II. Subject and Language Modifiers
Languages: The primary language is English; materials in other Western European languages are selectively acquired.
Geographical Areas: Principally United States, but there is a good deal of interest in other parts of the world as well, particularly developing nations.
Chronological Periods: No chronological limits, but emphasis is on the 20th and 21st centuries.
III. Description of Materials Collected
Types of Materials Collected: The Libraries collect theoretical and practical materials including all types of monographs, reference materials, periodicals, conference proceedings, all doctoral dissertations presented for degrees granted by the University at Albany, and multimedia materials for which the Libraries have the supporting hardware such as microforms, CD-ROMs, videocassettes, DVDs, computer software, and sound recordings. The Libraries' electronic collection includes databases and an increasing number of online journals. Access to some electronic journals is obtained through commercial arrangements; access to others is made freely available via the Internet by educational institutions and professional organizations.
Types of Materials Excluded: The Libraries do not ordinarily collect school or college textbooks, materials available from the Center for Research Libraries or through other specific resource sharing agreements, collections of previously published articles, multimedia materials for which the Libraries do not maintain hardware, books offering popular treatments, dissertations from other universities, or certain formats (including newsletters, loose-leaf materials, and monographs having fewer than 100 pages). Also excluded except under unusual circumstances are paper copies of materials received through the Libraries' standing order for ERIC documents on microfiche from 1966 until mid-2004.
Interdisciplinary Factors: Materials selected for other School of Education programs (Educational Theory and Practice, Educational Psychology, Reading), as well as materials purchased for public administration, information science, psychology, history, sociology, law, computer science, criminal justice, communications, English, social welfare, technology, mathematics, foreign languages, personnel administration, political science, business administration, philosophy, and social sciences provide complementary and supplementary support for the work of this department.
IV. Subject and Collection Levels [Collection Level Descriptions]
The collection levels are defined by the Research Libraries Group (RLG) with designations of 0 (Out of Scope) through 5 (Comprehensive Level - all significant works of recorded knowledge). For the programs of the Department of Educational Administration and Policy Studies, the University Libraries strive to collect materials at the Research Level (4), defined by RLG as a collection that supports doctoral and other original research.
Collection Levels by RLG Subject Categories and Corresponding Library of Congress
Classifications for Education (L - LT)
|General Education |
|Research Level (4) or Advanced Study or Instructional Support Level (3) for all relevant subjects|
|History of Education (LA)||Research Level (4) for United States|
|History of Education (LA)||Instructional Support Level (3) and Basic Information Levels (2) for other relevant geographic regions|
|Theory and Practice of Education (LB)||Research Level (4) for most of the subjects covered by the LB classifications, including Reading, Educational Administration, Systems of Individual Educators, Educational Research, Teaching Principles and Practice, Educational Psychology, School Law and Legislation, Student Guidance and Counseling, Secondary Education, Teacher Education, Higher Education, and other subjects except those that have to do with Elementary Education|
|Theory and Practice of Education (LB)||Instructional Support Level (3) and Basic Information Level (2) for Elementary Education (except as it relates to Reading and Educational Administration, which are supported at the Research Level (4))|
| Special Aspects of Education |
(LC - LT)
|Research Level (4) for Public School Education, Educational Sociology, Community and School, Moral Education, Education of Women (USA), Education of Blacks, Education of Bilingual Minorities, Urban Education, Rural Education, and Adult Education.|
| Special Aspects of Education
(LC - LT)
|Instructional Support Level (3) and Basic Information Level (2) for other subjects in this category, e.g. Preschool, School Architecture, School Health, School Life, Education of Women (and other identified groups) in geographical areas other than the USA, Curriculum Guides and Courses of Study, and Audiovisual Materials.|
| Special Aspects of Education |
(LC - LT)
In some other areas examined (textbooks and instructional materials, tests and assessment instruments, children's books, games, simulations, ans toys), the Libraries either collect at the minimal level (1) or do not collect at all (0, out of scope).
Support provided by the materials collected for other programs mentioned above in the section entitled "Interdisciplinary Factors" is found in Library of Congress classifications other than L, Education. The collection development policy statements for those subject areas provide information on collection goals and strengths for those programs.
Because of its diversified subject content, the ERIC document collection on microfiche (1966 - 2004) provides support in most subject areas related to Education. ERIC's plans for a new system of distribution of ERIC documents according to information announced on the ERIC Document Reproduction Service Web site on June 24, 2004 are as follows:
"On October 1, 2004, ERIC will introduce, for the first time, free-of-charge full-text non-journal ERIC resources. These materials include more than 105,000 full-text documents authorized for electronic ERIC distribution during 1993 - July 2004 [...]. EDRS, which also sells the ERIC microfiche, is scheduled to shut down operations on September 30, 2004. In December, ERIC will add new bibliographic records and full-text journal and non-journal resources from 2004. Newly indexed materials that are not available free-of-charge will be made accessible through database links to commercial sources. ERIC will continue to add features and enhancements in 2005."
V. Other Significant Collections and Resource Sharing
In addition to their own holdings, the University Libraries make outside resources available to the students and faculty of the Department of Educational Administration and Policy Studies. This is done through library consortia that were established to facilitate sharing of various resources, interlibrary loan arrangements, and electronic access. All types of resource sharing have become increasingly important as libraries have had to change their collecting patterns in response to burgeoning publishing output vis-à-vis fiscal realities.
Resource Sharing Agreements: The four University Centers of the SUNY system (Albany, Binghamton, Buffalo, and Stony Brook) along with Syracuse University have established Empire Express to facilitate interlibrary loans. Students and faculty of the University at Albany also have open on-site access to the collections of most of the research libraries in the Capital Region, including the New York State Library.
Electronic Access to Information and Resources: The University Libraries provide access to online bibliographic databases focused on Education and Psychology, such as: Education Full Text, ERIC, and PsycINFO, as well as a number of multidisciplinary databases that include literature on topics related to education. The research guide ELECTRONIC RESOURCES FOR EDUCATION: HOW TO FIND JOURNAL LITERATURE presents a list of relevant databases with annotations and links to these and other electronic indexes and databases.
Other information needs may be filled via the Internet electronic communication links on the Libraries' Web site. Subject pages for Education and Psychology, created and maintained by the Education and Psychology Subject Librarians, facilitate faculty and student access to many useful Internet resources.
The selector responsible for this collection is the Subject Librarian for Education.
Approval Plans, Standing Orders, and Memberships: Some core materials to support the programs of this department are acquired through an approval plan with Blackwell North America to provide English language materials from scholarly publishers in the US and the UK using subject profiles and relevant non-subject parameters as selection criteria. This plan alone would not be adequate to provide the materials needed for the programs and research needs of this department, so titles requested by faculty members and titles from additional publishers are also ordered to maintain necessary coverage.
In the 1980's and 1990's it was no longer possible to continue to build the collections at the same level as during the 1960's and 1970's because of fiscal restrictions, cutbacks on acquisitions, and escalating costs for library materials that have often exceeded the rate of overall monetary inflation. The strength of the periodical collection was affected more than that of the book collection as a consequence of precipitous price increases. Recently, however, many additional journals have been made available in electronic format via the Internet. Along with this capability and various resource sharing arrangements, the Libraries are able to provide almost all of the research materials sought by faculty and students in this department.
Because of fiscal conditions outlined above, the institution of new subscriptions to periodicals in traditional print format has been rare since 1980. Additionally, subscriptions started in the 1970's and earlier were cut back in the 1980's and 1990's. The University Libraries have found and continue to seek ways to overcome the problems posed by this situation, e.g., reliance on interlibrary loan and other resource sharing arrangements described above, purchase of microfilm backfiles of periodicals indexed by both Current Index to Journals in Education and Education Index, and the provision of access to electronic journals by way of the Internet.
Selection Responsibilities for Overlapping Subject Areas: The two subject librarians serving as liaisons with the School of Education collaborate and cooperate with each other regarding overlaps created by changes and shifts in curricular and degree programs offered by the School of Education.
Interactive Media Center: The Interactive Media Center is separately funded. Subject Librarians' and faculty members' requests for non-interactive media are usually funded through program-based annual allocations.
Revised July 2009