ST. CATHERINE UNIVERSITY
Information Management Department
MLIS Program
SYLLABUS
COURSE BASIC INFORMATION
Course Title:
Credit Hours:
Semester:
Room:
Instructor:
Contact Information:
Office Hours:
Instructional Materials:
LIS 7993 Practicum (3 credit hours)
3 credit hours
Winter 2012
005, Coeur de Catherine
Deborah A. Torres
Email: datorres@stkate.edu
Office Phone: 651-690-8761
Room 052, MLIS Program Offices
By appointment (please contact me ahead of time because I am often
called away in meetings).
No textbook required; a few readings may be used to guide discussions
COURSE DESCRIPTION (from: 2010-2012 GRADUATE CATALOG)
Supervised experience (120 hours) in an approved library or information center under the
direction of a MLIS faculty member. In addition, a course research report, including
bibliography, is required1. The library supervisor and your faculty advisor will meet with you
periodically to review your progress.
Prerequisites: Ten courses including 7010, 7030, 7040 and required management course; GPA
of 3.3 or higher; instructor permission.
1
This requirement is listed the current catalog course description, however, it has been dropped by
Associate Dean Deborah Grealy. The faculty will provide a new description for the new catalog.
1
COURSE RATIONALE
The process of becoming a librarian or information specialist through St. Catherine University’s
MLIS program is a gradual one. The faculty makes concentrated efforts to provide a strong
foundation for degree candidates who are grounded in both the theoretical and the practical
aspects of library and information science and also are assisted in the development of appropriate
habits and attitudes for the profession. The goal of field experiences such as practicum is to wed
theory and practice in both cognitive and affective domains. This goal is achieved through quality
professional experiences in library and information centers coupled with reflective practices.
Such field experiences allow library and information science students to:
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Experience the real world of library and information services;
Observe a variety of role models within the profession;
Test their own skills in library and information science and receive professional input and
feedback about their performances;
Integrate theory and practice while examining their assumptions about the art and science
of librarianship.
In a practicum, the cooperating information professionals are encouraged to involve students in as
many activities as possible-from observation to complete participation. By rotating through a
variety of tasks and experiences in all areas of the total library or information center, the student
can learn to see the whole as well as the parts.
Students, faculty and occasionally site supervisors and/or expert practitioners meet in common to
reflect on the integration of theory and practice. These seminar discussions occur 4-6 times
during the course of the practicum experience (five meetings for Winter 2012). In the final
seminar, students synthesize their practicum experience in a formal presentation.
COURSE OBJECTIVES
Students completing LIS 7993 should be able to:

Examine previous assumptions about the art and science of library and information
management (Supporting Learning Activities: Journal Reflection, Seminar Discussions)

Observe the operation of a library or information center (Supporting Learning Activity:
Supervised Work Experience)

Identify a variety of role models within the library and information profession
(Supporting Learning Activities: Seminar Discussions, Journal Reflection)

Test skills in specific facets of library and information management (Supporting
Learning Activity: Supervised Work Experience)

Receive professional input and feedback concerning performance (Supporting Learning
Activities: Supervised Work Experience including Supervisor Feedback, Instructor Feedback)

Actively participate in the professional activities or duties of a librarian or
information specialist (Supporting Learning Activity: Supervised Work Experience)

Integrate the theory and practice of librarianship (Supporting Learning Activities:
Journal Reflection, Seminar Discussions, Presentation on Work Experience)
2
MLIS STUDENT LEARNING OUTCOMES
The course objectives support the following MLIS Student Learning Outcomes (8 of 10
programmatic learning outcomes adopted by the MLIS faculty):



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



Identify and analyze information needs and opportunities of individuals and
organizations.
Demonstrate critical thinking by integrating relevant models, theories, research and
practices.
Demonstrate management, interpersonal and organizational skills.
Demonstrate information technology fluency.
Demonstrate understanding of the selection, acquisition, licensing, organization,
preservation, retrieval, and use of recorded knowledge and information resources.
Promote and model the professional values of ethical responsibility, intellectual freedom,
and universal access to information.
Demonstrate awareness of diverse groups and how to serve them effectively.
Teach others to identify, analyze, organize, and use information.
STUDENT RESPONSIBILITIES for the SEMINAR
All students enrolled in practicum are expected to challenge themselves, to actively participate in
their education, and to search both inside and outside of the classroom for answers to their
questions. Answers are rarely black and white at this level of study.
All students enrolled are required to:

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Attend all scheduled seminars
Arrive on time for all scheduled seminars
Be an involved participant in the seminar and on the D2L site as required by the
instructor
Listen and discuss ideas with colleagues in seminar
Read all materials assigned
Complete all assignments, including the learning contract, when due
Actively research additional sources for more information
Share information with their colleagues in seminar
The materials that Associate Dean Grealy has chosen for the practicum course are only a few of
the many available in the field; students are encouraged to find other resources and share them
with the class. All practicum students are expected to learn, and to leave this course with new
ideas. The instructor’s goal is to provide students with the foundation to continue to explore these
ideas when they leave the seminar.
Absences: If a student must miss a class, the instructor must be informed in advance. It is the
responsibility of the student to obtain notes and handouts from a missed class. The instructor is
required to take attendance for each scheduled seminar meeting due to University policy;
unexcused absences must be reported.
3
Incompletes: Incompletes for the practicum course are highly discouraged except in cases of
extreme emergency.
ACADEMIC INTEGRITY
All students are expected to know and abide by the Academic Integrity policies of the University.
Please refer to the section, Student Code of Conduct and Community Expectations, found in the
St. Catherine University student handbook, Le Guide at http://kateway.stkate.edu.
STUDENTS WITH DISABILITIES
(Compliance with the Americans with Disabilities Act and Section 504 of the Rehabilitation Act)
St. Catherine University seeks to provide learning experiences for all students and recognizes that
those students with disabilities may need special accommodations. In order to provide some
measure of accommodation, as directed by the Americans with Disabilities Act (ADA) and the
Rehabilitation Act (Section 504), both the student and faculty member share responsibility in the
process. First, the student must provide some evidence of disability and the need for
accommodation in his/her learning needs. Second, the faculty member must provide reasonable
accommodation to the student’s learning needs. Students seeking such accommodation should
contact the O’Neill Center for Academic Development (St. Paul campus) or the Learning Center
(Minneapolis campus).
INSTRUCTOR RESPONSIBILITIES
The instructor’s role in practicum course seminar is to serve as a facilitator, presenting students
with information related to the subject, and helping students to synthesize the materials used in
class. The facilitator both asks and answers questions to help guide students in discussion of the
issues. All are encouraged to take advantage of the opportunity for growth and learning in
seminar sessions through rich interaction.
The instructor also monitors the progress of each student’s supervised work experience and
typically makes a site visit after mid semester.
COURSE MANAGEMENT SYSTEM
Students are enrolled on the LIS 7993 D2L (Desire2Learn) site. The course site becomes live on
January 30, 2012. The University community is just starting to learn this new system, so some
patience with it may be required.
A link to D2L is available via Kateway on the home page, upper right set of icon links.
4
ASSIGNMENTS
The Learning Contract
Practicum site summary prepared by the
student
Reflective Praxis Journal for the supervised
experience
Participation in seminar meetings & online via
D2L
Formal Presentation: Practicum Experience
Connection to Student Learning Outcomes
Due: Completed contract due at 2nd Seminar
Meeting on Sunday, February 12, 2012
Due: 3rd Seminar Meeting, Sunday March 4,
2012
Due: To be completed and submitted via D2L
on a weekly basis, for each week a student
works on site. Complete set of journal entries
due on May 11, 2012.
Per instructor’s guidelines
Due: 5th & Final Seminar Meeting, Sunday,
May 6, 2012
EVALUATION
Grades will be based on points accumulated for the following:
Seminar participation (face-to-face & D2L)
Journal reflections
SLO reflection presentation
Site supervisor's feedback on student
performance
Total
20 pts.
30 pts.
10 pts.
40 pts.
100 pts.
Grading Scale
Outstanding achievement. Student performance demonstrates full command of the course
A
materials and evidences a high level of originality and/or creativity that far surpasses course
94-100 pts.
A90-93 pts.
B+
87-89 pts.
B
83-86 pts.
B80-82 pts.
expectations
Excellent achievement. Student performance demonstrates thorough knowledge of the
course materials and exceeds course expectations by completing all requirements in a
superior manner
Good solid work. Student performance demonstrates strong comprehension of the course
materials and exceeds course expectations on all tasks as defined in the course syllabus
Satisfactory acceptable work. Student performance meets designated course expectations,
demonstrates understanding of the course materials and performs at an acceptable level
Marginal work. Student performance demonstrates incomplete, substandard understanding
of course materials,or absence of required work; indicates danger of falling below
acceptable grading standard
5
COURSE CALENDAR:
Session
#
Seminar
Session 1
Date
2-5-12
(1-3
p.m.)
Activities
Student Introductions
Review of:
 Course requirements
 Learning contracts
 Journal Reflection
Guidelines (journal entries to
be completed during the
semester)
Due
Bring your draft of the
Learning Contract (Practicum
Agreement)
Discussion:
 Models of Adult Experiential
Learning
Intro D2L course management
system
Seminar
Session 2
Seminar
Session 3
2-12-12
(1-3
p.m.)
3-04-12
(1-3
p.m.)
Discussion of:
 Your practicum sites
 Role of mentoring and
networking in professional
life
Discussion of:
 Your practicum experiences
in relation to organizational
goals and objectives.

Final Learning Contract
(Practicum Agreement)

Article Assignment:
o 2 article
summaries on
mentoring
o 2 article
summaries on
networking
Due: Summary of mission and
history of practicum site;
context and challenges.
Be prepared to discuss ethical issues
within your organization as well as
the kinds and use of technology
within the organization.
Also in class today: You will prepare
questions for discussion with site
supervisor for next session. Items to
consider:
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What are the outcomes we want
from the meeting?
What are the questions we want
to ask and discuss?
What are the topics/issues we
6

Seminar
Session 4
Seminar
Session 5
04-01-12
(1-3
p.m.)
05-06-12
(1-4
p.m.)
want to discuss?
Anything else we need to do or
prepare that will assure the
outcomes desired and to make
our visitors feel welcome (i.e.
refreshments)
Session with site supervisors
Due: Be prepared to have rich
dialog with site supervisors.
Invite your site supervisors to this
meeting. We will decide about any
refreshments.
Discussion of your questions related
to the:
 Transition from student to
employee, the job search and
entering the profession.
Seminar Presentations:
 Each student presents a 15
minute formal presentation
tying her/his practicum
experience to the MLIS
SLOs
Due: Your 15 minute formal
presentation tying practicum
experience to the MLIS SLOs.
Course Evaluation
ALSO
Wrap up seminar
By Friday, May 11, 2012*
(*Student should notify instructor if working past
May 11, 2012)
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Final Reflection entry(ies)
due
Site supervisor/site mentor
summary evaluation due
Practicum activities
completed.
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PRACTICUM GUIDELINES AY 2011-2012:
1. A practicum must be conducted in conjunction with a participating professional holding
an MLS or its equivalent, and must have a full time faculty member assigned to work
with the student and the practicum site supervisor.
2. A practicum should be scheduled concurrently with any given academic session and can
be performed at any time of the year provided the practicum faculty advisor, the site
supervisor and the student agree to the time schedule.
3. A practicum may be taken only after the core curriculum is completed, in consultation
with the student’s advisor and practicum faculty member. It currently is recommended
that the practicum is taken during the last semester in which the student is enrolled in the
MLIS program. Exceptions may be approved by the Program Director depending on
student’s and library circumstances.
4. One hundred twenty (120) hours of contributed work are required during the semester
enrolled. Individual hours to be decided upon between student and site supervisor.
5. No more than one student at a time should participate in a practicum at a given institution
within a given unit or area.
6. The student interested in applying for a practicum should meet with his/her faculty
advisor to determine the goals and preferred setting for the practicum. The student then
meets with the instructor for the practicum course to determine an appropriate site for the
practicum learning experiences.
7. Final arrangements for a practicum (agreement and schedule) should be made at a
meeting involving the student, and the site supervisor prior to the beginning of the
semester in which the practicum is to be completed. The plan for the practicum should
derive from the course objectives outlined in the syllabus and should consider both the
needs of the students and unique characteristics of the practicum setting.
8. The supervisor must agree to:
a. Submit a report providing background information about the practicum site.
b. Keep Work Progress Reports on activities preformed by the student. The reports
should be returned to the course instructor at regular intervals, i.e. once a week or
twice a month until the practicum is finished.
c. The supervisor also must agree to send a final overall evaluation of the student’s
performance at the end of the term to assist the instructor with grading.
9. A weekly reflection journal is required of the practicum participant.
8
SPECIAL REQUIREMENTS FOR THE SUPERVISED WORK EXPERIENCE:
1. A student’s request for extraordinary time off from the arranged practicum, for whatever
reason, should be cleared with both the site supervisor and the practicum instructor.
Arrangements must then be made to make up the lost clock hours.
2. Any serious irregularities in attendance, punctuality, attitude or general professional
behavior should be brought to the attention of both the student and the practicum
instructor by the site supervisor.
3. If the work Progress Report listed above indicates that the placement is unsatisfactory or
if either party consistently fails to abide by the agreements made, it is recommended that
an early termination of the practicum occur. Participants should contact the MLIS
Associate Dean/Program Director immediately if termination of the practicum is sought.
SUPERVISED WORK EVALUATION:
1. The participants should review the practicum placement in the third week of class and
make any necessary adjustments.
2. The practicum instructor will meet with the student and the site supervisor after midway
through the period of the practicum to review the student’s progress.
3. The participating institution should provide:
 Copies of all Work Progress Reports and
 A written summary analysis of the student’s overall performance after all work
has been completed, and
 Any suggestions for improvement of the MLIS program curriculum, to the
practicum instructor.
4. The student presents a discussion of how learning objectives were met via the supervised
work experience (final day of seminar).
5. The student completes a course evaluation for the practicum experience and any other
evaluation requested by the faculty instructor.
6. The instructor consults with the site supervisor about the student’s grade. The instructor
will be responsible for submitting the student’s grade.
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Appendix A: MAJOR ASSIGNMENT DESCRIPTIONS
Appendix A: Assignment Descriptions
JOURNAL/PRAXIS REFLECTION GUIDELINES
(Praxis refers to the integration of theory and practice)
Purpose: The praxis reflection for the supervised work experience serves a number of purposes.
First, it gives students an opportunity to reflect on their experiences and transform these
experiences into meaning and knowledge. Second, it helps students integrate and synthesize the
various components of the practicum experience. Third, it allows students to communicate
questions and feelings to themselves and to the instructor. Fourth, it’s a tool for problem solving.
Instructions: Weekly, write 2-3 pages (double-spaced) and elaborate on your experiences for
your work experience. Submit your journal entry via the course management system, D2L.
Include in each entry:
1. Choose one or two significant event(s) that you observed during your work time.
(Something that raised a question, made you curious, excited/angered/worried you,
challenged a belief, assumption or stereotype, was new learning, integration or nonintegration of technology).
2. Describe the significant event in rich detail. Include the following four features:
Librarian or other “players”, library users or other library staff, the subject of your
observation - what was working, not working for you, the librarian/staff/users, in the
project.
3. Analyze the event(s). (Your interpretation of the feelings, thoughts, circumstances, issues
that may have caused the event to occur or unfold as it did.) Ask, “What’s going on
here?”
4. Synthesize your analysis. What did you learn from dealing with this event(s), especially
as related to your learning objectives?
5. If your analysis/synthesis raised critical questions, please discuss those questions.
6. In your discussion, please connect your experience to readings, class discussions and to
your previous course work in the MLIS program. It is not necessary to fully solve or
address the issues you analyze. The purpose here is critical reflection, integrating theory
and practice.
Appendix A: Assignment Descriptions
ASSIGNMENTS FOR SESSION 2 | SUNDAY, FEBRUARY 12, 2012
1. LEARNING CONTRACT DUE
Complete the learning contract for your supervised work experience. Make sure that your
learning outcomes are specific, measurable and have a timeline.
2. ARTICLES ON MENTORING & NETWORKING
Locate and read two articles in the LIS or related literature on the role of mentoring
relationships and/or about mentoring programs.
 Submit on D2L: Citation & summary of each article. Provide one-three questions you
have about mentoring relationships/programs. Be prepared to discuss the articles and
questions in the seminar meeting.
Locate and read two articles in LIS or related literature on the role of networking for your
professional career.
 Submit on D2L: Citation & summary of each article. Provide one-three questions you
have about mentoring relationships/programs. Be prepared to discuss the articles and
questions in the seminar meeting.
Appendix A: Assignment Descriptions
ASSIGNMENT FOR SESSION 3 | SUNDAY, MARCH 4, 2012
PRACTICUM SITE MISSION AND HISTORY
Prepare a 2-3 page summary (double-spaced) of the mission and history of your practicum site. In
your summary address the following: 1) Describe the context in which the organization operates.
2) What are the current challenges to the organization? 3) How these challenges impact the work
of the organization.
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
Submit your summary on D2L.
Also, provide a short summary of your site (one page only) for each of your classmates to
share in seminar.
PREPARE TO DISCUSS THESE REFLECTION QUESTIONS ABOUT YOUR SITE IN SEMINAR:
1. Give some examples of how a philosophy of service is demonstrated by staff and through
policy at your organization.
2. How does your agency, office, department, interact with other agencies, offices,
departments and with the central administration in your organization?
3. What planning activities does your agency engage in? Are other
departments/offices/individuals involved in these activities?
4. How does fiscal crisis impact staff, collection, services, facilities etc. in your
organization?
5. What observations can you make about staff and their roles within your organization?
Reminder: Seminar Session 4 on Sunday, April 1, 2012 is set aside for a discussion with
site supervisors.
Appendix A: Assignment Descriptions
ASSIGNMENT FOR SESSION 5 (Presentation) | SUNDAY, MAY 6, 2012
Description
Each student will present a 15 minute presentation tying her/his practicum experience to the eight
(of 12) MLIS Student Learning Outcomes (SLOs) that support the seven course objectives for the
practicum course. Evaluation will be on content and effective presentation skills. This assignment
is worth 10 points.
Table 1. MLIS Student Learning Outcomes Supporting Practicum Course Objectives
#
MLIS STUDENT LEARNING OUTCOME
Identify and analyze information needs and opportunities of individuals and
Outcome 1
organizations
Demonstrate critical thinking by integrating relevant models, theories, research
Outcome 2
and practices.
Demonstrate management, interpersonal and organizational skills.
Outcome 3
Demonstrate information technology fluency.
Outcome 6
Demonstrate understanding of the selection, acquisition, licensing, organization,
Outcome 7
preservation, retrieval and use of recorded knowledge and information resources.
Outcome 8
Promote and model the professional values of ethical responsibility, intellectual
freedom, and universal access to information.
Outcome 9
Demonstrate awareness of diverse groups and how to serve them effectively.
Outcome 10
Teach others to identify, analyze, organize, and use information.
Instructions for the discussion

Not all of the eight student learning outcomes listed above may apply, so students should
select which of the SLOs connect with her/his specific practicum experience.

The discussion must contain concrete examples of how the activities in which the student
engaged during the practicum experience helped the student demonstrate proficiency
(being adequately prepared) to meet the learning outcomes.

Students must create a slide presentation (PowerPoint or other presentation technology)
to accompany the 15 min. discussion and help structure the talk.

A digital copy of the slide presentation must be submitted to D2L by the time the seminar
session begins on May 6, 2012.
Appendix A: Assignment Descriptions
Table 2. Grading Rubric for Evaluation
EVALUATION
AREAS
Content
Delivery
EXEMPLARY
Student makes a strong
connection between the
practicum experience
and SLOs by using
relevant, concrete
examples as supporting
evidence; student
select appropriate
SLOs for the
discussion.
Student delivers the
discussion with a
confident, poised, and
enthusiastic manner
that engages the
audience.
The volume and rate of
speech varies to add
emphasis and interest.
Clear pronunciation
and enunciation.
No distracting speech
patterns, such as ahs or
ums.
DEVELOPED
EMERGING
Student provides mostly
relevant ties from the
experience to the
discussion but lacks
some concreteness in the
examples provided.
Student provides
mostly generalities
giving too few
specific examples;
makes only tenuous
ties from the
practicum experience
to the SLOs.
Student is mostly
confident; a few signs of
nervousness.
Student shows signs
of lack of poise.
Volume is not too high
or low and rate of speech
is not too fast or slow.
May exhibit a few
distracting speech
patterns, such as ahs,
uhms or you knows.
Student’s voice
volume is too low or
too loud and the rate
of speech is too fast
or too slow.
The pronunciation
and enunciation are
unclear; listeners are
distracted.
Presentation meets the
time limit.
Presentation is too
short or too long.
Presentation meets the
time limit.
Appendix A: Assignment Descriptions
Appendix B: Course Forms for Students
& Site Supervisors
Appendix B: Course Forms
LIS 7993 MLIS PROGRAM, ST. CATHERINE UNIVERISTY | PRACTICUM AGREEMENT
Students enrolled in the practicum course must complete this form by the 2nd seminar
meeting.
Practicum Site Information
Practicum Site:
Site Supervisor Name:
Supervisor Title:
Supervisor Email:
Supervisor Phone:
Site Address:
Student Name:
Student Email:
Student Information
Student Local Phone:
Student Mailing Address:
Work Information
Semester:
Year:
No. Hrs/Week:
Beginning Date of Work:
Ending Date of Work:
Instructions: List at least three measurable learning objectives
that can be evaluated at the end of the practicum.
Objective #1
What?
How?
By What Date?
How
Measured?
Objective #2
What?
How?
By What Date?
How
Measured?
Appendix B: Course Forms
Objective #3
What?
How?
By What Date?
How
Measured?
SIGNATURES (Handwritten signatures required for this document)
Student: ___________________________________________ Date: _______________
Site Supervisor: _____________________________________ Date: _______________
Practicum Instructor: ___________________________________Date: _______________
Appendix B: Course Forms
LIS 7993 PRACTICUM, MLIS PROGRAM, ST. CATHERINE UNIVERSITY | SITE SUMMARY
(To be filled out by the Practicum Site Supervisor and returned to the practicum instructor
by February 28, 2012)
PRACTICUM SITE: _____________________________________________________
STUDENT NAME:_______________________________________________________
INSTITUTION: __________________________________________________________
ADDRESS: ____________________________________
____________________________________
PRACTICUM SUPERVISOR: ____________________TITLE: ____________________
PHONE: _______________ EMAIL: _______________
SIGNATURE: __________________________ (if submitted over email, the email constitutes a
signature)
Instructions:
Please provide a brief overview (1-2 pages) of your facility, staffing and operations. In your
overview, please address the following:

Identify unique opportunities that exist at your facility that are beneficial to a
graduate library and information science student.

Note your institution’s collections, technical systems, public services, outreach
programs etc. that would be of special interest to a student engaging in a practicum.
Practicum Instructor Contact Info:
Deborah A Torres, Assistant Program Director, MLIS Program, St. Catherine University, 2004 Randolph
Ave, #4125, St. Paul, MN 55105 | Phone: 651-690-8761 | Fax: 651-690-8724 | Email: datorres@stkate.edu
Appendix B: Course Forms
LIS 7993 PRACTICUM, MLIS PROGRAM, ST. CATHERINE UNIVERSITY | WORK PROGRESS
REPORT
Please fill out a separate WORK PROGRESS REPORT for each week the student works & submit
to the practicum instructor.
Student: _______________________Institution: _______________________________
Unit/area worked in:
Total hours worked in week:
Supervisor:
INSTRUCTIONS for PROGRESS REPORT CHART

List the specific activities completed by the student in each area or department where
training was supervised.

Evaluate the degree of skill possessed by the student in each activity by using the
following code:
1. Superior performance
2. Acceptable performance
3. Unacceptable performance
4. New skill/not yet ratable
Date
Activities (add rows to table if needed)
Degree
of Skill
1 2 3 4
1 2 3 4
Supervisor Comments: (add space if needed)
Supervisor’s Signature: _____________________ Date: ____________ (If report sent to
instructor over email, the email constitutes a signature)
Practicum Instructor Contact Info:
Deborah A Torres, Assistant Program Director, MLIS Program, St. Catherine University, 2004 Randolph
Ave, #4125, St. Paul, MN 55105 | Phone: 651-690-8761 | Fax: 651-690-8724 | Email: datorres@stkate.edu
Appendix B: Course Forms