Master of Library Science - Southern Connecticut State University

Program Presentation Submitted to the Committee on Accreditation American Library Association in support of the department’s application for reaccreditation under the Standards for Accreditation of Master’s Programs in Library & Information Studies (2008) Master of Library Science Department of Information and Library Science Southern Connecticut State University April 8–9, 2013 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 ii Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table of Contents Program Information............................................................................................................v Introduction ..........................................................................................................................1 Standard I: Mission, Goals, and Objectives .......................................................................15 Standard II: Curriculum .....................................................................................................37 Standard III: Faculty ..........................................................................................................67 Standard IV: Students ......................................................................................................103 Standard V: Administration and Financial Support .........................................................139 Standard VI: Physical and Virtual Resources and Facilities ...........................................159 Synthesis and Overview...................................................................................................175 iii Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 iv Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 List of Tables Table Page I.1 MLS Degree Program’s Implementation of Core Values of the University .........21 I.2 Assessments Measuring Program Level Learning Outcomes Using Rubrics Across Core Courses ..............................................................................................24 I.3 Alignment of Program-Level Student Learning Outcomes with the Standards, Core Competences, and Required Core Courses in the MLS Degree Program ..................................................................................26 I.4 Alignment of Program-Level Student Learning Outcomes with the University’s Core Values .................................................................................26 1.5 Summary of Performance Over All Criteria by Assessment .................................31 I.6 Standard 1.2 Expressed in Program-Level Student Learning Outcomes ...............31 I.7 Percent of Students Who Met Each Program Level Objective Achieved Acceptable or Target on Assessment Rubric .........................................33 I.8 Results of Initial Applications of Assessment in Tk20..........................................34 II.1 II.2 II.3 II.4 II.5 II.6 II.7 II.8 II.9 Course Offerings On-Campus Versus Online Fall 2010-Spring 2013 ..................38 Curriculum Coverage by Course ...........................................................................41 Relation of Curriculum to Accreditation Criteria II.3 ...........................................43 Enrollment in Required Courses Fall 2010-Spring 2013.......................................49 Enrollment in Electives Fall 2010-Spring 2013.....................................................52 Additional Assessments in School Media..............................................................55 Number of Students Who Receive An Incomplete or Below “B” Grade ..............59 Number of Students Who Receive An Incomplete or Below “B” Grade in Core Courses ......................................................................................................60 Program Review Cycle ..........................................................................................61 III.1 III.2 III.3 III.4 III.5 III.6 III.7 III.8 III.9 III.10 III.11 III.12 III.13 III.14 Full-time Faculty Expertise....................................................................................68 Recent Full-‐time Faculty Coverage of Graduate ILS Courses ...........................70 Recent Part-‐time Faculty Coverage of ILS Courses ...........................................73 Utilization of Full-time and Part-time Faculty.......................................................77 Utilization of Full-‐time and Part-‐time Faculty ...................................................78 Faculty Coverage of Core Competences and ILS Core Courses ........................79 Faculty Specializations and Expertise in Teaching, Background, and Participation ..................................................................................................86 Student Opinion Surveys (Spring 2009) ......................................................................... 89 Class Climate Survey of Online Courses, Spring 2011 through Fall 2012 ...........90 Summary of Types and Numbers of Faculty Publications (2005-2012) ..............92 Faculty Funded Research (2005-2012) .................................................................92 Summary of Faculty Activity 2005-2012 ..............................................................93 Full-time ILS Faculty Members: Graduate Degrees and Institutions ....................96 Full-time ILS Faculty Members: Specialties and Teaching Areas ........................97 v Southern Connecticut State University 2013 Program Presentation IV.1 IV.2 IV.3 IV.4 IV.5 IV.6 IV.7 IV.8 IV.9 IV.10 IV.11 IV.12 IV.13 IV.14 IV.15 IV.16 IV.17 IV.18 IV.19 IV.20 V.1 V.2 V.3 V.4 VI.1 VI.2 VI.3 Department of Information and Library Science April 2013 Demographic – ILS Graduate Students Fall 2010-Spring 2012 ..........................104 Financial Aid (Grants, Scholarships, Loans) to MLS Students ...........................106 Diversity of MLS Students Compared to the 2010 American Community Survey ..............................................................................................108 Distribution of Students Registered with the Disabilities Resource Center (DRC), by Primary Disability, February 5, 2013 .....................................109 Residency and Enrollment Status of Registered MLS Students ..........................109 Age Distribution of Registered MLS Students, Fall 2012 ...................................110 Rubric for Assessment of the MLS Entrance Requirements ...............................113 MLS Majors Applied, Accepted, Enrolled ..........................................................116 Conditional Admissions to the MLS Degree Program ........................................116 Mean GRE Scores and GPAs of New MLS Enrollees ........................................116 Student-to-Advisor Ratio [52:1] (February 2013) ..............................................118 Retention Rates of New MLS Fall Students ........................................................119 Count and Percent of New MLS Enrollees Who Graduate .................................119 Degrees Conferred and Placement .......................................................................119 Distribution of Students among Interest Area .....................................................120 Employment Reported by Type of Organization (Percent) ................................120 Rubric for Assessment of the Special Project ......................................................125 Rubric for Assessment of the MLS Digital Portfolio ..........................................128 Student Opinion Surveys 2010-2012 ...................................................................135 Student Opinion Surveys 2001-2010 ...................................................................136 Load Credit Compensation for Department Chairpersons...................................148 Detailed Financial Information 2010-2013 with Projections for 2013-2014.......................................................................................................153 Comparison of ILS Faculty Mean Salaries ..........................................................154 Institutional Funds Received by ILS Faculty 2010-2013 ....................................156 Library Allocations 2006-‐2011 .........................................................................167 Expenditures on Materials by Type 2010-‐2011 ..............................................168 Graduate Program Survey -‐ ILS Spring 2009 ...................................................173 vi Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 List of Appendices STANDARD I: MISSION, GOALS, AND OBJECTIVES Appendix I-‐1 Appendix I-‐2 Appendix I-‐3 Appendix I-‐4 Appendix I-‐5 Appendix I-‐6 Appendix I-‐7 Appendix I-‐8 Appendix I-‐9 Appendix I-‐10 appendix_I-‐1.pdf appendix_I-‐2.pdf appendix_I-‐3.pdf appendix_I-‐4.pdf appendix_I-‐5.pdf appendix_I-‐6.pdf appendix_I-‐7.pdf appendix_I-‐8.pdf appendix_I-‐9.pdf appendix_I-‐10.pdf Summary Mission / Learning Outcomes Strategic Operational Plan 2012-‐2013 SOP Achievement Report 2011-‐12 Assessment Tool, Guide, Findings -‐ 501 Assessment Tool, Guide, Findings -‐ 503 Assessment Tool, Guide, Findings -‐ 504 Assessment Tool, Guide, Findings -‐ 506 Assessment Tool, Guide, Findings -‐ 565 Assessment Tool, Guide, Findings -‐ 580 Analysis of Tk20 Assessment Data STANDARD II: CURRICULUM Appendix II-‐1 Appendix II-‐2 Appendix II-‐3 Appendix II-‐4 Appendix II-‐5 Appendix II-‐6 Appendix II-‐7 Appendix II-‐8 Appendix II-‐9 Appendix II-‐10 Appendix II-‐11 Appendix II-‐12 Appendix II-‐13 Appendix II-‐14 Appendix II-‐15 Appendix II-‐16 Appendix II-‐17 Appendix II-‐18 appendix_II-‐1.pdf appendix_II-‐2.pdf appendix_II-‐3.pdf appendix_II-‐4.pdf appendix_II-‐5.pdf appendix_II-‐6.pdf appendix_II-‐7.pdf appendix_II-‐8.pdf appendix_II-‐9.pdf appendix_II-‐10.pdf appendix_II-‐11.pdf appendix_II-‐12.pdf appendix_II-‐13.pdf appendix_II-‐14.pdf appendix_II-‐15.pdf appendix_II-‐16.pdf appendix_II-‐17.pdf appendix_II-‐18.pdf Syllabus – ILS 501 Syllabus – ILS 503 Syllabus – ILS 504 Syllabus – ILS 506 Syllabus – ILS 565 Syllabus – ILS 580 Summary by Course [course offerings] Summary by Course Type [course offerings] Media Center – Materials Media Center – Management Media Center – Methods Student Teaching Impact on Student Learning Planned Program – MLS Planned Program – MLS w/School Media Internship Assessment Form Portfolio Assessment Curriculum Map (Core Courses) STANDARD III: FACULTY Appendix III-‐1 Appendix III-‐2 Appendix III-‐3 Appendix III-‐4 appendix_III-‐1.pdf appendix_III-‐2.pdf appendix_III-‐3.pdf appendix_III-‐4.pdf CV – Arlene Bielefield CV – Mary Brown CV – Yunseon Choi CV – Chang Suk Kim vii Southern Connecticut State University 2013 Program Presentation Appendix III-‐5 Appendix III-‐6 Appendix III-‐7 Appendix III-‐8 Appendix III-‐9 Appendix III-‐10 Appendix III-‐11 Appendix III-‐12 Appendix III-‐13 Appendix III-‐14 Appendix III-‐15 Appendix III-‐16 Department of Information and Library Science April 2013 appendix_III-‐5.pdf CV – Hak Joon Kim appendix_III-‐6.pdf CV – James Kusack appendix_III-‐7.pdf CV – Yan Quan Liu appendix_III-‐8.pdf CV – Elsie Okobi appendix_III-‐9.pdf CV – Josephine Sche appendix_III-‐10.pdf CV – Eino Sierpe appendix_III-‐11.pdf Citations to Faculty Publications appendix_III-‐12.pdf Olie Persson’s Citation Map appendix_III-‐13.pdf Peer Teaching Observation Form appendix_III-‐14.pdf Renewal Document appendix_III-‐15.pdf Promotion and Tenure Document appendix_III-‐16.pdf Professional Assessment Document STANDARD IV: STUDENTS Appendix IV-‐1 Appendix IV-‐2 Appendix IV-‐3 Appendix IV-‐4 Appendix IV-‐5 Appendix IV-‐6 Appendix IV-‐7 Appendix IV-‐8 Appendix IV-‐9 appendix_IV-‐1.pdf appendix_IV-‐2.pdf appendix_IV-‐3.pdf appendix_IV-‐4.pdf appendix_IV-‐5.pdf appendix_IV-‐6.pdf appendix_IV-‐7.pdf appendix_IV-‐8.pdf appendix_IV-‐9.pdf Demographics – ILS Fall 2007-‐2012 Norwich Internship Program Letter of Recommendation for Admission Graduate Yield Rate 2007-‐2013 GPA/GRE Analysis 2007-‐2013 Surveys and Follow-‐up Focus Groups Student Opinion Survey 2011-‐2012 Online Student Opinion Survey 2011-‐ 2012 Testimonials on Students in Workplace STANDARD V: ADMINISTRATION AND FINANCIAL SUPPORT Appendix V-‐1 Appendix V-‐2 Appendix V-‐3 Appendix V-‐4 Appendix V-‐5 Appendix V-‐6 appendix_V-‐1.pdf appendix_V-‐2.pdf appendix_V-‐3.pdf appendix_V-‐4.pdf appendix_V-‐5.pdf appendix_V-‐6.pdf School of Education Organizational Chart Chairperson Document University Affirmative Action Policy Faculty Handbook ILS Department Bylaws ILS Committees and Representatives STANDARD VI: PHYSICAL AND VIRTUAL RESOURCES AND FACILITIES Appendix VI-‐1 appendix_V-‐1.pdf Buley Library Floor Plans viii Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Program Information Unit: Department of Information and Library Science, School of Education Dean: Deborah A. Newton, Ed.D., Interim Dean, School of Education Department Chairperson: Chang Suk Kim, Ph.D. Parent Institution: Southern Connecticut State University Chief Executive Officer: Mary A. Papazian, Ph.D., President Chief Academic Officer: Marianne Kennedy, Ph.D., Interim Provost and VP for Academic Affairs Regional Accrediting Agency: New England Association of Schools and Colleges (NEASC) [Reaccredited April 19, 2012] Program Seeking Accreditation: Master of Library Science The professional Master of Library (MLS) Science program offers a high quality academic experience in preparation for a career in the field of library and information science. The Southern Connecticut State University MLS degree provides the background, learning, and skills to assume a leadership position in academic, public, school, and special libraries and other organizational settings. Seeking reaccreditation under: Standards for Accreditation of Master’s Programs in Library & Information Studies, 2008 ix Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 x Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Introduction The Department of Information and Library Science (ILS) is organizationally located within the School of Education, Southern Connecticut State University, New Haven1, Connecticut. ILS is one of six departments in the School of Education2. Founded as a teachers college in 1893, Southern Connecticut State University is located less than three miles from downtown New Haven, near the artsy and historic Westville Village section of the city. The University is a community of about 11,000 students (about 3,000 graduate students) and approximately 1050 faculty (433 full-time). The University is accredited by the Connecticut Board of Regents for Higher Education and the New England Association of Schools and Colleges (NEASC). The mission of the University is to provide exemplary graduate and undergraduate education in the liberal arts and professional disciplines. As an intentionally diverse and comprehensive university, Southern is committed to academic excellence, access, social justice, and service for the public good. In support of the University's mission, the Department of Information and Library Science and its Master of Library Science program provides an outstanding education to develop leaders who collect, organize, preserve, manage, and disseminate information in all formats. We do this by instilling values and beliefs in service to our communities in a global society and embedding practice with theory in courses. The School of Education is a professional school whose mission is to develop outstanding educators who are grounded in scholarship, possess attitudes and dispositions 1 New Haven is an historic seaside city founded by English Puritans in 1637. Today, New Haven is a multicultural city of more than 130,000 people with a history rich in culture and learning. 2 Fall 2010, the Department of Information and Library Science (ILS) and its Master of Library Science (MLS) program became part of the School of Education within Southern Connecticut State University. ILS was previously part of the former School of Communication, Information and Library Science (SCILS), which was absorbed into the remaining organizational structure, with the other three departments within SCILS becoming part of the School of Arts and Sciences. Each department has a chairperson elected by the department’s faculty every three years. The ILS department chairperson reports to the Dean of the School of Education. The School of Education is composed of six departments: Counseling and School Psychology, Educational Leadership, Elementary Education, Exercise Science, Special Education and Reading, and Information and Library Science. The six departments have an administrative relationship in which all six departments report to the same dean. ILS’ school media specialist program is one of the certification programs within the School of Education, accredited by the National Council for Accreditation of Teacher Education (NCATE). ILS participates in the School of Education’s Unit Assessment Board (UAB) and the School of Education’s Curriculum Committee. The UAB is an assessment body that cuts across programs and involves all departments that have teacher certification programs. 1 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 that reflect a devotion to teaching and learning, have the personal and professional integrity to value themselves and others, who have the leadership skills to promote continuous improvement of the educational systems in which they work, and demonstrate commitment and responsibility to the communities in which they live. The Department of Information and Library Science is an academic unit offering graduate programs leading to the Master of Library Science and to the Sixth Year Professional Diploma in Information Studies, a graduate-level certification program leading to Connecticut Initial Educator certification in School Library Media Specialist (PK-12), and an undergraduate program leading to the Bachelor of Science in Information Management and Services. The Master of Library Science (MLS) offers preparation for careers in all types of libraries and a range of information occupations. Distance learning, leading to the MLS degree, is licensed and accredited by the Connecticut Board of Regents for Higher Education and the New En gland Association of Schools and Colleges (NEASC). The Master of Library Science degree program has been accredited by the American Library Association (ALA) since 1972. Connecticut Initial Educator Certification program for School Library Media Specialist is available through the School of Education. The School of Education is accredited by the National Council for Accreditation of Teacher Education (NCATE). The School of Education (SOE) offers more than 30 degree programs that serve over 2,000 full- and part-time students at the undergraduate, master's, sixth year, and doctoral levels of study. The SOE prepares the largest number of teacher education graduates in the state of Connecticut. The School of Education has over 80 tenure-track faculty members dedicated to providing high-quality educational experiences through face-to-face, hybrid, and online courses. Through its nationally accredited programs, the SOE also prepares students for careers in athletic training, educational leadership and policy studies, human performance, information and library science, school and clinical mental health counseling, and school psychology. Historical Overview of the Department In 1946 the State Board of Education authorized a comprehensive undergraduate degree program in library science at Southern. This followed a six-year arrangement in which credit courses in library education were offered, beginning in 1940, at Yale University under the auspices of Connecticut's four-year state colleges. In 1954, the board authorized the master's degree program, giving Southern both an undergraduate major and a Master of Library Science (MLS) degree program. Southern's information and library science programs have continually offered a traditional core curriculum in library science while offering an array of electives that keep up with current trends in the field. Currently there are 239 active graduate students3 3 The department currently maintains files on 309 matriculated MLS students; 239 are active (enrolled in classes in 2012 or 2013) and 70 are inactive (last enrolled prior to 2012). Matriculated graduate students must maintain continuous enrollment through 1) maintaining at least six credits toward his or her degree program every calendar year (a minimum of three credits in the fall and spring terms respectively) from the 2 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 (179 are enrolled in Spring 2013 classes) and 30 declared undergraduate majors in the ILS programs. University Context Southern Connecticut State University was founded as a teachers college in 1893. Over the past hundred and twenty years, Southern has evolved into a comprehensive university offering 45 graduate and 69 undergraduate programs with 433 full-time and 615 part-time faculty members. 83 percent of full-time faculty holds a Ph.D. or other approved terminal degree. The ratio of students to faculty is 15:1.4 The university is one of 17 institutions of the Connecticut State Colleges and Universities (ConnSCU) governed by the Board of Regents. ConnSCU, established in 2011 by Governor Dannel Malloy as part of his 2012 education reform package, offers students an affordable, accessible option to further their education or career training and consists of 12 community colleges, four state universities and a public online college5. The Board of Regents for Higher Education was established by the Connecticut General Assembly in 2011 (via Public Act 11-48 as amended by Public Act 11-61) bringing together the governance structure for the Connecticut State Universities, Connecticut Community Colleges, and Charter Oak State College. The Bylaws of the Board of Regents is available at http://www.ct.edu/regents/bylaws The Board of Regents has 19 members, 15 voting members and four non-voting exofficio members. Nine members are appointed by the Governor; four members are appointed by legislative leadership, of whom one is a specialist in K-12 education and the three remaining are alumni of the Community Colleges, Connecticut State Universities, and/or Charter Oak State College; the two remaining voting members are the chair and vice-chair of the Student Advisory Committee. On the Board are four non-voting, exofficio members: the Commissioners of the Department of Education, the Department of Economic and Community Development, the Department of Labor, and the Department of Public Health. The chair of the Board of Regents is appointed by the Governor; the Board of Regents elects a vice-chair and other officers from among its membership. Among other responsibilities, the board sets statewide tuition and student fee policies; establishes financial aid policies; reviews, licenses, and accredits academic programs; and, in collaboration with institutional stakeholders, conducts searches for and selects time of acceptance by the School of Graduate Studies until completion of all requirements for the graduate degree; or 2) pay a $40.00 continuous enrollment fee. 4 Source: SCSU FactBook http://www.southernct.edu/departments/research/ and Fast Facts about Southern http://www.southernct.edu/aboutscsu/fastfacts/ 5 See http://www.charteroak.edu/prospective/new/ for self-description as “Connecticut’s public online college” 3 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 campus presidents. In addition to governance responsibilities, the board also holds broad responsibilities for development and coordination of statewide higher education policy.6 Dr. Mary Papazian7 was inaugurated as Southern’s eleventh president on September 28, 2012. Dr. Papazian follows Interim President Dr. Stanley Battle (2010-2011) and previous presidents Dr. Cheryl Norton (2004-2010), Interim President Dr. Phillip Smith (2003-2004), and Mr. Michael Adanti (1984-2003). Interim Provost Dr. Marianne Kennedy served, as Lead Campus Administrator, between Dr. Battle’s departure in December 2011 and Dr. Papazian’s arrival in February 2012. In providing the only accredited Master of Library Science program in Connecticut, the ILS faculty is committed to a program that is accessible, inclusive, and responsive to public higher education needs. The ILS Department has surveyed alumni, professional practitioners and employers, and MLS students on regular basis for the preparation of the self-studies for ALA Accreditation (every seven years) and the Graduate Program Review (every five years) for the Graduate Council at Southern Connecticut State University. In December 2010, the department engaged practitioners and alumni in a discussion of the critical needs and expectations of the library community, creating a shared vision8 for the MLS program in particular and the department in general. Since the 2010 self-study of the MLS degree program for the ALA Committee on Accreditation, the ILS faculty has taken the following steps to remove the conditions that resulted from the 2010 self-study and advance the program to benefit students and constituents: • Refined the Strategic Operational Plan to better integrate assessment and planning • Adopted a Web-based assessment software system (Tk20) that uploads common rubrics to assess student learning outcomes • Engaged alumni and practitioners in discussions of needs for professional library science education in the state, resulting in creation of a shared vision and program priorities • Considered the requirements for faculty creative activity as relayed in the ALA Standards, the university’s Collective Bargaining Agreement, the university Senate Promotion and Tenure guidelines, and other relevant documents this resulted in the drafting of a department goal for faculty research and scholarship based on the wording in the various considered documents • Hired a new faculty member with specializations in social media and networks, health information seeking and behavior, digital libraries, and information architecture 6 Sources: http://www.ct.edu (ConnSCU); http://www.southernct.edu/aboutscsu/presidentspage/mission/ (Mission statement); http://www.southernct.edu/aboutscsu/historicalview/ (Historical view) 7 A brief bio about Dr. Papazian is available at http://www.southernct.edu/inauguration2012/bio/ 8 See http://www.southernct.edu/ils/sharedvision/ 4 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Through this program presentation, the department faculty has demonstrated how the Master of Library Science meets the standards for a professional degree program within a post-baccalaureate comprehensive public university. The self-study provided us with an opportunity to analyze factual information about our teaching, research, climate, workload, and general involvement with students and the University. This report responds to all the standards established by the American Library Association for Master’s Programs in Library & Information Studies. Through its Strategic Operational Plan the department engages in a system of continuous self-evaluation and assessment which ensures continuous monitoring of performance of the department, its faculty, and its students; and continuous opportunities for adjusting programs and procedures in response to needs of constituents and adherence to the ALA Standards. This self-study was conducted by faculty of the Department of Information and Library Science. The report was prepared by Mary Brown, Assessment Coordinator for the Department, and Chang Suk Kim, Department Chairperson, with the assistance and support of Michael Ben-Avie, Senior Research Analyst, Office of Assessment and Planning and input from Deborah Newton, Interim Dean of the School of Education, based on drafts of standards submitted by faculty working groups (Standard I – Josephine Sche and Chang Suk Kim; Standard II – Mary Brown and Eino Sierpe; Standard III – James Kusack and Yan Quan Liu; Standard IV – Elsie Okobi and Yunseon Choi; Standards V and VI – Arlene Bielefield and Hak Joon Kim). Shirley Cavanagh prepared a report regarding library holdings in library and information science; David Feinmark updated this report. Surveys, summary reports, materials, and charts were developed through the Office of Management Information and Research and through surveys of current program practices at peer institutions and reflecting standards and competencies developed by professional groups (including ALA, AASL). Working drafts have been presented through the department website for information and input since summer 2012. Sections have been reviewed for input by the curriculum committee, which includes representation from practitioners, alumni, and students. All drafts have also been read by the departments MLS program’s student representative to the Graduate Student Affairs Committee (GSAC) to ensure student input and perspective. This self-study is based on the Master of Library Science degree requirements, which has been based for over 50 years on the core foundations of professional ethics, current technologies, reference sources and services, organization of knowledge/cataloguing, management and administration, and research. The Master of Library Science is a 36credit degree with 18 credits of required core courses and 18 credits of electives courses from library and information science and cognate areas outside the department (up to three credits of the total number of elective credits). Information and materials regarding this program for this self-study review have been gathered from the most recent ALA report (2010) and Graduate Program Review report (2012) and draft program assessment of the school media program following ALA/AASL Specialized Professional Associations report format. The self-study provided us with an opportunity to analyze factual information about our 5 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 teaching, research, climate, workload, and general involvement with students and the University. As a result of this self-study the department identified many of our strengths, weaknesses, and ways for future development. This report responds to all the standards established by ALA and puts forward recommendations that will guide the Department in its work for the next assessment period. Summary of Findings of this Self-Study Standard I: Mission, Goals, Objectives The Department has had a clearly defined mission and goals for the Master of Library Science program since 1972 and followed the 1972, 1992, and 2008 ALA accreditation standards, and upgraded our MLS program accordingly. The current mission, goals, and objectives were revised and reaffirmed with input from constituents; and the clearly defined objectives are stated also as the learning outcomes, as indicated in the 2008 ALA-COA accreditation standards. The mission, goals, and objectives are in keeping with the values of the University (excellence, access, diversity, student success, life-long learning, and community involvement). The program objectives are stated in terms of educational results to be achieved (learning outcomes) and align with the ALA Core Competences. The department publishes its mission, values, and goals on its website www.southernct.edu/ils9. The Department has a comprehensive planning process that includes periodic retreats, monthly faculty and curriculum meetings, monthly meetings of other committees, and special meetings when needed. In addition, email, a Wiki, and a website have been used for discussion, consensus, and distribution of information. The ILS Department bylaws, along with the Collective Bargaining Agreement and Senate documents, outline the structure and govern the operations of the Department. Since 2010, the faculty has focused on refining the Strategic Operational Plan to better integrate assessment and planning. To facilitate documentation and accountability, the faculty developed assessments and rubrics to measure student performance. To facilitate collection and analysis of these assessments, the faculty adopted a Web-based assessment software system (Tk20). The rubrics were entered into Tk20 for use across all sections of each of the required core courses. The rubrics assess the common student learning outcomes for that course. The faculty engaged alumni and practitioners in discussions of the needs for professional library science education in the state, resulting in creation of a shared vision including 9 The university is anticipating launching a new website as early as the end of February. If it becomes necessary, we will issue additional or replacement documents with new URLs as decided with the Office of Accreditation and External Review Panel Chair. 6 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 priorities for focus (academic, public, school, and special libraries). The shared vision has facilitated planning decisions, particularly as the state and university budgets have continued to be constricted and the School of Graduate Studies is launching a prioritization initiative. Standard II: Curriculum For almost 40 years, Southern’s MLS curriculum has been built around a required core that includes technology literacy, reference and sources, cataloguing and access, foundations and ethics of the field, management and administration, and research and evaluation. The MLS curriculum is well established and aligned with the ALA Core Competencies. Electives are a combination of traditional advanced knowledge and skills (such as Science-Technology Literature and Sources) and newer advanced knowledge and skills (such as Digital Libraries and Information-Seeking Behavior). The curriculum has remained responsive to the core needs of the LIS professions in the state by engaging practitioners in informal discussion and formal surveys. The MLS curriculum is based on goals and objectives that align with the ALA Core Competences. The MLS degree requires completion of a total of 36 credits (or 12 courses). All students in the program must complete a core consisting of six courses: Introduction to Information Science and Technology, Foundations of Librarianship, Reference and Information Resources and Services, Information Analysis and Organization, Library Management, and Research in Information and Library Science. The ALA Core Competences of Librarianship are assessed across all sections of these six required core courses. Students select electives (six courses) from the graduate courses offered in Information and Library Science department for the MLS program that are suited to prepare them to meet their career goals in public, academic, and special libraries. Students in the Connecticut School Media Specialist Initial Educator program for certification with the MLS degree take, as their electives, Management of School Library Media Centers, Media Utilization and Curriculum, Materials for Children, Materials for Young Adults, and two technology courses. Skills prescribed by the American Association of School Librarians (AASL) are assessed in the four courses Management of School Library Media Centers, Media Utilization and Curriculum, Materials for Children, and Materials for Young Adult. The ILS faculty reviews and modifies its curriculum as needed in response to changing needs as expressed in input from employers, alumni, students, and the field and literature. The Department Curriculum Committee is responsible for curriculum and course reviews, which can be initiated by the committee, individual faculty, students, or other constituents. All recommendations of the curriculum committee go to the full faculty for review and discussion. The full faculty then votes whether to approve the recommendations brought forward. 7 Southern Connecticut State University 2013 Program Presentation Standard III: Faculty Department of Information and Library Science April 2013 ILS has a strong pool of highly qualified practitioners from academic, public, school, and special libraries who help achieve program goals and objectives. The full-time faculty is diverse in its background and specialties, giving the MLS program the breadth and variety needed to teach the core courses and assure that the core competencies are well covered. Part-time faculty provides the program with expertise to round out the program’s goals and objectives. The faculty has academic training and skills appropriate to the courses they teach. The Collective Bargaining Agreement sets the goal of a 20 percent cap on the percent of courses taught by part-time faculty, with exceptions permitted when a full-time faculty member is on leave10. Summer teaching is optional for full-time faculty. Full-time faculty, however, by virtue of the Collective Bargaining Agreement have right of first refusal for courses scheduled to be offered during the summer (or winter/inter) session11. The high priority the university and school attaches to teaching, research, and service is expressed in the criteria for promotion and tenure. Faculty members are active in research and scholarly activities, sharing their work with others in published articles and workshop and conference presentations. Scholarly activities of the faculty interact with other disciplines and include a sustained record of accomplishment in teaching, research, and publication. Faculty members are not designated as teaching faculty or research faculty. The Collective Bargaining Agreement makes each faculty member responsible for contribution in each of the areas of teaching, creative activity, university and department service, and professional participation. Further, the relationship or weight among the areas is defined as teaching (10), creative activity (5), university and department service (4), and professional participation (2). [That is, teaching carries 48% of the weight; creative activity 24%; university and department service 19%; and professional participation 10%.] The promotion and tenure process at Southern Connecticut State University is conducted in part by peer review. The process begins with departments electing faculty to serve on the Department Evaluation Committee (DEC); there is also a university-wide Promotion and Tenure Committee elected from the university faculty through a campus-wide election. The ILS faculty engages in a balanced variety of research and scholarship that includes books, book chapters, journal articles, workshops, and presentations at state, national and international levels. Some articles have been translated and published in foreign countries. Most of the research done by ILS faculty centers on the special areas they teach. Faculty have also applied for and received a number of grants. Since 2010 three faculty members have retired or moved to another department. One nontenure track position was granted for 2010-2012. That position was converted to a tenure 10 Collective Bargaining Agreement (CBA) Article 10.8.1 Both parties agree that the part-time percentage for a particular university as defined in Article 10.8.2 should not be more than twenty percent (20%). 11 CBA Article 11.4 In staffing instructional assignments for summer sessions and intersessions, full-time members with appropriate qualifications shall be given the right of first refusal for such assignments. 8 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 track position to be filled beginning fall 2012. This resulted in the hiring of a new faculty member with specializations in social media and networks, health information seeking and behavior, digital libraries, and information architecture. This brought the department up to 10 tenure-track or tenured faculty members. The current number of full-time faculty is sufficient to maintain the current curriculum and serve the current enrollment. Standard IV: Students The MLS program has an academically strong student group. The student group also tends to be very active outside of the program, holding part-time and full-time jobs, family responsibilities, and involvement with their own community activities. The MLS student group is diverse in cultural background, residency, work and academic backgrounds. The ILS department supports a comprehensive recruitment plan. The program is listed in Peterson’s Graduate Programs in the Humanities and Social Sciences. Brochures and catalogs are distributed by the University throughout the state of Connecticut, and to selected agencies in New England. The University regularly sends representatives to Career Day programs at colleges and universities and carries out a marketing campaign through journals, newspapers, and radio. Various members of the department distribute materials, talk to individuals, and speak to groups at conferences and meetings including Connecticut Library Association, New England Library Association, and Yale University. Faculty members have met with current and perspective students while attending international conferences including in Abu Dhabi, China, Greece, Italy, Denmark, Germany, Spain, South Africa, Tanzania, Turkey, and the UK. Ninety percent of the ILS students are working toward the Master of Library Science (MLS) degree with the remaining 10 percent working toward a post-Master’s Sixth Year Diploma in Library Information Studies (currently one matriculated student) or an undergraduate major in Information Management and Services. Eighty percent of MLS students are enrolled part-time (while 90% of the undergraduates are attending full-time). Seven percent of ILS students represent minority groups [Fall 2012 Fact Book12]. Notwithstanding the University’s general marketing campaign, students in the MLS program learn about the online offerings primarily through one of three sources. The majority seems to learn about the program from students currently in the program. Other sources include the American Library Association (ALA) website and the US News and World Report listing of ALA-accredited programs that have online learning options. Admission standards of the Department of Information and Library Science generally exceed the standards of the university and compare favorably with standards at many selective graduate programs around the country. 12 http://www.southernct.edu/departments/research/ 9 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Admission is based on undergraduate GPA, GPA for any graduate work completed, GRE revised General Test scores for verbal, quantitative and analytical writing, letters of recommendation, and a personal essay. Applicants to the Connecticut Initial Educator program for school library media specialist certification must also submit PRAXIS I scores, a certificate of fingerprinting and background check, and prescribed essay and interview. Applicants for whom English is a second language also submit TOEFL scores. After being accepted into the MLS or other ILS graduate program, the student must complete a Planned Program of Graduate Study in order to be considered matriculated. The department office with input from the Admissions Committee and the applicant’s expressed career goals, assigns each student an advisor from the full-time faculty. Students are expected to contact their advisors to discuss their choices of program electives and career goals and to guide them through their courses of study. Students are encouraged to seek information from many sources (faculty, practitioners, employers, job ads) before completing the Planned Program of study or changing their choice of electives as their career goals or interests shift. Students are expected to follow the approved program of study. To graduate from the MLS program, all students must complete six core courses and six elective courses with a grade of "B" or higher in each course. A course can be repeated once in an effort to achieve a grade of "B" or higher. Failure to receive a grade of "B" or higher in a core course, or if the cumulative grade point average falls below 3.0, may result in academic probation and academic probation or dismissal. Each year the department offers a limited number of assistantships. Graduate Assistants work 20 hours (full-time)) or 10 hours (part-time) per week during each semester primarily as Teaching and Research Assistants to the faculty. Additional employment opportunities are available through the University’s work/study program and through research grants awarded to department faculty members. ILS students are eligible to compete for a Graduate Research Fellowship or a Graduate School Graduate Assistantship (most recently valued at $12,000 per award). This is very competitive; a number of ILS students have been awarded either a Fellowship or an Assistantship over the years. Scholarships available annually include New England Library Association Scholarship, H. W. Wilson Foundation Scholarship, the Baker and Taylor Grassroots Award, the PEG Grant from Connecticut Library Association, the Jill Smith Scholarship, and the Sage Family Trust. Two alumni/ae scholarships have been established and are administered through Alumni Affairs: the Eula J. Davies Scholarship (library science) and the Elma Jean and John Wiacek, Jr. Scholarship (library science). Announcements and applications are usually available in early spring and award decisions are made by the Department Scholarship Committee. 10 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Standard V: Administration and Financial Support The state and university have weathered several economic downturns since 1996. In spring 2009, the state faced another economic crisis. Budget cuts have continued. During the financially trying times leading up to 2009, the ILS department was able to retain all faculty positions and gain two new positions. In fall 2009, however, one faculty member and the dean of the former School of Communication, Information and Library Science accepted retirement packages; two more full-time faculty took positions elsewhere. During this time, as part of a budget reduction plan, the School of Communication, Information and Library Science was disbanded and the departments were moved to the School of Education or the School of Arts and Sciences. ILS was able to refill one of the tenure track vacancies in Fall 2012. The university is currently under a hiring freeze for all full-time positions unless a specific exemption is granted by the Board of Regents. The ILS department adjusted teaching schedules to maintain the program and to uphold its commitment to matriculated students. The ILS faculty also sought input from practitioners on prioritizing electives to meet the main focuses in the curriculum: academic, public, school, and special librarianship. As part of the former School of Communication, Information and Library Science and now the School of Education, ILS faculty interact constantly with faculty from other schools through university committees including the Faculty Senate, the Undergraduate Curriculum Forum, the Graduate Council, the University Sabbatical Leave Committee, and the University Promotion and Tenure Committee. Both the chairperson and the dean have prescribed roles in evaluation of faculty members and other areas. The relationship between the chairperson and the dean are outlined in the Collective Bargaining Agreement and the SCSU Faculty Handbook. The department’s full-time faculty establishes the ILS Department Bylaws and policies that govern operation of the department through committees that include, among others, Admissions, Curriculum, Sabbatical Leave, Personnel, and Evaluation. Membership on committees is elected by a vote of the faculty (Sabbatical Leave, Personnel, Evaluation), made up by volunteers (Curriculum, Scholarship), or appointed by the chairperson (Admissions); terms of service and responsibilities are spelled out in the departmental bylaws. There is provision for appointment to committees when volunteers have not achieved a minimum number. Autonomy regarding intellectual content of the curriculum and decisions regarding promotion and tenure of faculty is governed by the Collective Bargaining Agreement between the Board of Regents (formerly the Board of Trustees) and the American Association of University Professors (AAUP), representing the faculty, and is overseen by the University’s Faculty Senate. The dean is an appointment position and serves at the pleasure of the president. Chairpersons are selected through a process that involves both the faculty and the dean, with faculty showing their preference for one or more of their colleagues and the dean 11 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 selecting from the faculty’s choices. The dean then recommends the candidate to the president who is the only one who can officially appoint a chairperson. The department's secretary and support staff (University Assistant and student workers) operate the ILS department office. The Office of Information Technology (OIT) staff maintains the department’s computer lab/classroom, which contains 30 networked computers. Various OIT personnel around campus provide HelpDesk and other user support (e.g. workshops) for the maintenance of computers, telecommunication, and online management software (Blackboard Learn 9) for the teaching and learning needs of faculty and students. The major source of funding for the department is the university, which provides support from a central budget for full- and part-time faculty and clerical staff. Other funding is provided through the School of Education budget, which provides discretionary funding for operational expenditures, including educational equipment, office supplies, and discretionary spending, Graduate Assistantships, University Assistantships, University Student Workers, and other line items. In 2011-2012 our total personal services expenditures (faculty and staff) was $1.6M ($1,629,083) and the Department budget was $1,644,195, which included $15,111 for Operating Expenses (OE). Tuition income for the department, based on enrollment figures and part-time per credit tuition rates, is estimated at $2.02M for 2011-2012. Standard VI: Physical and Virtual Resources and Facilities The university is in the midst of a $230 million plan to transform the center of campus. Engleman Hall, which houses the University’s administration as well as classrooms and department and faculty offices, has been expanded, with more space devoted to academics. In January 2006 the new Michael J. Adanti Student Center, adjacent to the Buley Library building, opened as the hub of the student community. Construction began in 2005 on the Hilton C. Buley Library building that would double the square footage of the library and upgrade technology research tools. The first phase of the Buley renovation, construction of a 135,000-square-foot addition, was completed in 2008. Phase two of the project, the renovation of the existing building, is in final design and was put out to bid in December of 2012. Additional funding of $18.9 million has been secured and the completion of phase two is scheduled for June of 2014. Among the highlights of the $80.2 million project are two-story reading rooms with views of West Rock. At the September 2012 update it was announced that remaining budget funds are expected to cover completion of the ground and first floors (with scaled back facilities) by spring 2014. Floors 3, and 4 will be left unfinished until additional funds become available13. ILS was scheduled to move to the third floor. 13 From the latest University Space Committee meeting. The University Space Committee advises and makes recommendations to the President concerning the utilization and improvement of University spaces in accordance with the Facilities Master Plan and the mission of the University. Additional information available at http://www.southernct.edu/finadm/committees/space/ 12 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 A new phase of campus construction projects, estimated at $200 million, is expected to include three academic buildings: a new 98,000 square foot Science Building, a new Health and Human Services Building, and new Fine Arts Center. Additionally the construction of the 1200 car garage is about to be completed. ILS controls one computer lab, with a capacity of 30 students. When not in use as a computer lab, it can be converted into a smart classroom. The ILS computer lab, which is maintained by the Information Technology department, includes an instructor’s computer connected to a ceiling-mounted LCD projector and a Smart Board, in addition to 30 computers. Online classes meet through Blackboard Learn9, a learning management system containing a set of tools that facilitates the creation and delivery of online instruction. Beginning spring 2013 only Learn9 will be used for classes. Prior to that Blackboard Vista was used. Blackboard supports Southern’s strategic goals for a campus-wide enterprise implementation that can scale as large as needed and provides flexible support for a broad range of learning styles, teaching methods, and course formats. Blackboard can be used to create fully online courses or supplement existing courses on campus. Blackboard is also used as a supplement for course meeting on campus, with a course shell made available for each course. The Hilton C. Buley Library houses a collection of more than 600,000 volumes, maintains vendor contracts with approximately 100 online databases, and provides access to over 50,000 electronic journals. The new library building, which opened in 2008, has a library instruction classroom with more than 20 computers and a large LCD screen for demonstrations. It has more than 20 computers in the reference area plus additional computers on each floor for catalog searching. There are many study rooms and collaborative study areas in the fully wireless library building Buley Library serves the Southern Connecticut State University campus and distance students around the world. The library has established the position of Distance Education Librarian with a Quick Link prominently displayed on the library’s homepage. The Distance Education Librarian provides various modes for contact: phone, email, MSN Messenger and AIM, Skype (Internet telephone), one-on-one online webchat, and cobrowsing. Reference Desk and Subject Specialist Librarians are available via phone, email, or web forms. Databases are accessible through Website-based login. Document delivery, tutorials, FAQs, electronic reserves, guides for visiting other libraries, translation aids, and other resources are available from the Library Homepage for Distance Education. Office of Information Technology (OIT) has established phone and email help service for students as well as procedures to accommodate students who do not come to campus. Most university facilities and services were designed for on-campus delivery to students. The first courses offered online by the department were an evolution of the off-campus classroom which addressed student needs to shorten long commutes to class. As students 13 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 from outside a commuting distance began to enroll in the program, the department became an advocate for services delivered at a distance: This also benefited local students with complex schedules who found it challenging to get to campus when service offices were open. We have found various offices, such as the Disability Resource Center, open to amending procedures to accommodate distance students. In addition, several ILS faculty members have taken workshops in Universal Course Design so that some accommodations are inherent in the structure of the course. The department has referred students, when appropriate, to a wide range of services including the Disabilities Resource Center (which now will complete intake interviews via phone in order to establish support needs of students whether attending classes on campus or online), Center for Adaptive Technology (including finding access to the computer for a student with missing digits and software that will permit the student to compose, edit, and submit work electronically through use of voice only), Student Supportive Services (which has assisted students in balancing home-work-school needs to supporting them through personal issues and traumatic events), International Student Office (including helping students obtain/maintain needed paperwork and immigration status), and Veteran Services. 14 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Standard I Mission, Goals, and Objectives Introduction The Department has a clearly defined mission and goals for the Master of Library Science degree program. The mission and goals were revised and reaffirmed with input from constituents. The program objectives are stated in terms of educational results to be achieved (learning outcomes) and align with the ALA Core Competences. The department publishes its mission, values, and goals on its website www.southernct.edu/ils.14 The mission, goals, and objectives are keeping with the values of the University (excellence, access, diversity, student success, life-long learning, and community involvement). The ILS Department has a comprehensive planning process that includes periodic retreats, monthly faculty and curriculum meetings, monthly meetings of other committees, and special meetings when needed. In addition, email, a Wiki, and a website have been used for discussion, consensus, and distribution of information. The bylaws, along with the Collective Bargaining Agreement and Senate documents, outline the structure and govern the operations of the Department. Since 2010, the faculty has focused on refining the Strategic Operational Plan to better integrate assessment and planning. To facilitate documentation and accountability, the faculty developed assessments and rubrics to measure student performance. To facilitate collection and analysis of these assessments, the faculty adopted a Web-based assessment software system (Tk20). The rubrics were entered into Tk20 for use across all sections of each of the required core courses. The rubrics assess the common student learning outcomes for that course. The faculty engaged alumni and practitioners in discussions of the needs for professional library science education in the state, resulting in creation of a shared vision including priorities for focus (academic, public, school, and special libraries). The shared vision has facilitated planning decisions, particularly as the state and university budgets have continued to be constricted. [[Appendix I-1 Summary Mission / Learning Outcomes]] I.1 A school's mission and program goals are pursued, and its program objectives achieved, through implementation of an ongoing, broad-based, systematic planning process that involves the constituency that a program seeks to serve. Consistent with the values of the parent institution and the culture and mission of the school, program goals and objectives foster quality education. 14 The university is anticipating launching a new website as early as the end of February. If it becomes necessary, we will issue additional or replacement documents with new URLs as decided with the Office of Accreditation and External Review Panel Chair. 15 Southern Connecticut State University 2013 Program Presentation Department Mission Department of Information and Library Science April 2013 The mission of the Information and Library Science Department is to provide a quality, affordable education and training programs for generalists and specialists in the fields of library and information science, to serve primarily in academic libraries, public libraries, school media centers, and special libraries in Connecticut, New England, and broader, more diverse global library communities. http://www.southernct.edu/ils/sharedvision/ The mission of the Master of Library Science (MLS) program was revised and voted on by the Information and Library Science (ILS) faculty in December 2010 when the department engaged practitioners, students, alumni, and faculty in a survey and workshop to create a shared vision for the department and for the nationally [American Library Association] accredited Master of Library Science degree. Given the on-going financial crisis in the state and among the state-supported institutions of higher education, the faculty felt it prudent to reaffirm and clarify priorities with constituents. It also became clear that although a state-supported institution must be sensitive to the educational needs of citizens of the state and region, constituents also value learning in a diverse global community made available by online courses. General Program Goals The overarching purpose or goal of the Master of Library Science program is to prepare competent information professionals who are skilled in applying the values/principles, ethics, and core competencies of modern librarianship to serve in information and cultural institutions. More specifically, in keeping with our resources and priorities established through input from constituents, we prepare students for entry-level professional librarian positions in the four major types of libraries. We therefore seek to: • prepare competent academic, public, and special librarians who are skilled in applying the values/principles, ethics, and core competencies of modern librarianship established by the American Library Association (ALA). Specifically the faculty wants our candidates to be able to: • Demonstrate acceptable or exemplary levels of performance in each of the eight ALA competency areas: Foundations of the profession, Information resources, Organization of recorded knowledge and information, Technological knowledge and skills, Reference and user services, Research, Continuing education and lifelong learning, and Administration and management. 15 15 http://www.ala.org/educationcareers/sites/ala.org.educationcareers/files/content/careers/corecomp/coreco mpetences/finalcorecompstat09.pdf 16 Southern Connecticut State University 2013 Program Presentation • • Department of Information and Library Science April 2013 Obtain, through electives that are informed by competency statements developed by professional organizations, knowledge and skills that help meet career goals.16 prepare competent school [library] media specialists who are skilled in applying the values/principles, ethics, and core competencies of modern librarianship established by the American Library Association (ALA) Specifically the faculty wants our candidates to be able to: • Demonstrate acceptable or exemplary levels of performance in each of the eight ALA competency areas: Foundations of the profession, Information resources, Organization of recorded knowledge and information, Technological knowledge and skills, Reference and user services, Research, Continuing education and lifelong learning, and Administration and management.17 • Demonstrate acceptable or exemplary levels of performance in each of the five AASL competency areas: Teaching and learning, Literacy and reading, Information and knowledge, Advocacy and leadership, and Program management and administration.18 To ensure the program prepares competent entry-level librarians for positions in academic, public, school, and special libraries, the department has established seven program-level student learning outcomes, which align with the ALA competency areas. The program-level student learning outcomes cover 1) foundational knowledge and skills and ethical behavior; 2) selection, organization, and maintenance of collections; 3) access to collections through bibliographic control; 4) current technology skills; 5) assessment and evaluation skills; 6) programming for lifelong learning; and 7) management and leadership skills. In support of the mission, program goals, and the program-level student learning outcomes, the MLS program requires each student to take six core courses (covering foundations of the profession, current technologies, information sources and services, information analysis and organization, administration and management, and research and evaluation) that, together, give the student knowledge and competencies for the beginning librarian. This has been a key piece of Southern’s MLS program since the mid1970s. The core courses, together, also cover the range of competencies outlined in the ALA Core Competencies. In addition, students select six electives to give breadth, depth, and specialization to help meet their career goals. For more than a decade, students have 16 http://www.ala.org/educationcareers/careers/corecomp/corecompspecial/knowledgecompetencies 17 http://www.ala.org/educationcareers/sites/ala.org.educationcareers/files/content/careers/corecomp/coreco mpetences/finalcorecompstat09.pdf 18 http://www.ala.org/aasl/sites/ala.org.aasl/files/content/aasleducation/schoollibrary/2010_standards_with_ rubrics_and_statements_1-31-11.pdf 17 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 constructed portfolios of evidence of meeting what are now the ALA Core Competencies. Students are also encouraged to show in their portfolios evidence of meeting additional competencies, such as developed by relevant professional organizations such as the American Association of School Librarians (AASL). Portfolios are reviewed by the advisor and in the final semester submitted on CD and stored in the department office.19 Each student, with his/her advisor, constructs a Planned Program of study that is reviewed and approved by the department chairperson and the Director of Graduate Admissions (and the Certification Officer for students seeking Connecticut Initial Educator certification as a School Library-Media Specialist PK-12). A student is not matriculated into the MLS program until the Planned Program of study is approved by the Graduate School and submitted to the Registrar’s Office. Previously, assessment of outcomes took place within designated courses and assignments, and the body of work or evidence of how the learning outcome was assessed in each course was collected by each student and organized in a digital portfolio (a department requirement since approximately 2000). More recently the ILS department has reconsidered what kinds of assessment tools and evidence would best document learning outcomes. In fall 2011, the ILS Department implemented an assessment system (using Tk20, a software assessment program that is explained in further detail subsequently) that measures competencies in core courses using a single common assessment rubric across all sections of each core course. This allows for more consistent measure of whether students are meeting the set learning outcomes for each course and for the program as a whole. Modifying the way the department assesses student learning allows us to document that we are meeting the expectations of national accrediting agencies. The faculty have consistently set our program to and assessed against “professional core competencies” and state certification requirements. Specifically, ILS was included in the inaugural meetings of faculty and practitioners in the field in 1999 in Washington DC organized to define learning outcomes nationally specifically for the MLS degree programs; ILS has adopted and utilized the evolving wording of these competencies, specifically the versions of 2005, 2008, and the 2009 final statement approved and adopted as policy by the ALA Council. Notably, ILS has been an early adopter in LIS education, as most recently evidenced by our decision to be reviewed in 2010, prior to its mandatory implementation, under the new accreditation policies that incorporated learning outcomes. Ongoing, Broad-Based, Systemic Planning Process The Strategic Operational Plan is the core document for the management of the department and ensuring assessment and planning are integrated into a continual cycle 19 An example of a portfolio is available at http://home.southernct.edu/~suttonp1/capstone/index.html 18 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 that includes input from the constituency the program seeks to serve. The Strategic Operational Plan, [[Appendix I-2 Strategic Operational Plan]], is a dynamic document that provides a blueprint for the activities of the faculty, staff, and administration, and is continuously modified through discussion, review, and input of the department faculty and chair and informed by regular consultation with our constituency. Input from constituents is solicited from constituents through periodic surveys20 and meetings and regularly through the monthly meetings of the curriculum committee. The 18-member curriculum committee is composed of seven full-time faculty, three part-time faculty (who are practitioners in academic, special, and school libraries), four graduate students, four alumni (one currently also a returning student; one also currently a parttime faculty member), a representative of the State Library, and a representative the university library. The Strategic Operational Plan was created by the faculty with input from the former Dean of the School of Education, Dr. Michael Sampson, and the current interim Provost and Vice President for Academic, Dr. Marianne Kennedy. An initial version was reviewed and approved by the department faculty December 2, 2010, and a revised version approved by the faculty on February 3, 2011. The Strategic Operational Plan serves as a central organizing tool for an ongoing planning process that involves the department's internal and external constituents throughout the year. The Strategic Operational Plan is based on: • Standards for Accreditation of Master's Programs in Library & Information Studies of the American Library Association (ALA). • University Strategic Plan http://www.southernct.edu/strategicplanning/ • Department vision and mission developed with constituents through finding a common ground (survey and workshop completed December 2010) See http://www.southernct.edu/ils/sharedvision/ • Input from the department’s internal and external constituents (surveys and focus groups since 2009).21 During the summer of each year, the Department Chair, in consultation with the faculty annual reports, prepares a report for the Vice President for Academic Affairs and the 20 Periodic large-scale surveys are conducted at least twice in a five-year period to coincide with the selfstudies for the Graduate Program Review and the Academic Programs Assessment Report submitted to the university. Constituents (students, alumni, and practitioners) are represented on the Department Curriculum Committee, providing the opportunity for ongoing input and monthly meetings during the academic year. Additional input is solicited as questions or issues or concerns arise. 21 http://www.southernct.edu/ils/uploads/textWidget/wysiwyg/documents/FocusGroupResults-082012.pdf for results of latest focus groups (August 2012). 19 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Academic Assessment Office on the achievement status of the activities listed for the previous year. [[Appendix I-3 2011-2012 SOP Achievement Report]] Consistency with Values of the Parent Institution and Culture and Mission of the School At the core of Southern’s mission statement22 is a commitment to academic excellence, access, social justice, and service for the public good. Southern strives to empower every student with the knowledge, skills and perspectives essential for active participation and impassioned, ethical leadership in our rapidly changing, global society.23 The School of Education integrates the university mission into its purpose of preparing future educators. The mission of the School of Education is to develop outstanding [professionals*] who are grounded in scholarship, possess attitudes and dispositions that reflect a devotion to teaching and learning, have the personal and professional integrity to value themselves and others, who have the leadership skills to promote continuous improvement of the [learning*] systems in which they work, and demonstrate commitment and responsibility to the communities in which they live. The guiding principles of practice of the School of Education are based upon a fundamental concept that individuals can influence both their future and the future of society through a lifelong commitment to learning.24 25 The School of Education (SOE)’s Conceptual Framework underpins the work that the SOE faculty, students, administrators, and staff do daily as they apply their professional capacities promoting the learning and development of youth and adults as well as making the world – especially and the world of education, and professional practice – a better place. The School of Education is in the process of adopting a new conceptual framework CALL. Each letter of the acronym represents a different construct of the conceptual framework. CALL represents the constructs of: Collaborating within and across diverse contexts; Applying skills to impact learning and development; Leading for excellence; and Learning through inquiry, experience, and reflection. The ILS Department is consistent with both the University’s and the School of Education’s missions through striving for excellent through meeting the ALA Standards for the MLS program and the AASL Standards for the school media program. The 22 University’s mission statement: Southern Connecticut State University provides exemplary graduate and undergraduate education in the liberal arts and professional disciplines. As an intentionally diverse and comprehensive university, Southern is committed to academic excellence, access, social justice, and service for the public good. 23See http://www.southernct.edu/aboutscsu/presidentspage/mission/ for the university’s mission statement. 24 *Broader terms were substituted to better reflect the full scope of the programs within the School of Education. 25 See http://www.southernct.edu/education/mission/ for the School of Education’s mission statement. 20 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 University has established six core values that support fulfilling the University’s mission. The MLS program supports these values through: Table I.1 MLS Degree Program’s Implementation of Core Values of the University Core Values of the University Excellence Connections between MLS Program and the University’s Core Values Entry requirements; Program accreditation - To demonstrate valuing exemplary and distinguished performance especially in the areas of teaching, learning, scholarship, and service, the MLS program undergoes ALA accreditation and has prepared initial NACATE/AASL SPA Reports Access To provide opportunities and eliminating barriers, the MLS program offers courses online as well as on-ground Diversity ILS has a diverse faculty and student body with faculty representing cultures of Chile, Nigeria, Korea, China, indigenous (native) Americans and ethnic Europeans; and students including from Connecticut, other New England states (MA, ME, NH, RI, VT), other states in the United States (AK, CA, CO, DE, FL, GA, IL, IN, MD, MI, MN, MO, NC, NE, NM, NJ, NY, OH, OR, PA, VA, WA, WI), other countries (China, Canada, Central America, Nigeria, South America, UAE), and US students working abroad (Europe, Asia). The MLS curriculum includes diversity in required courses such as ILS 504 Reference Services (introduction to reference services to different groups) as well as electives such as ILS 515 Services to Special Population (the entire course is devoted to all types of diversity) and ILS 514 (discussion of cultural awareness and sensitivity to cultural differences, training to deal with diversity; discussion of diverse segments of the population and their various information needs and characteristics). Student Success The curriculum is structured to support achievement, beginning with the two initial introductory courses (501 and 503) followed by more intensive and challenging core skills (reference, cataloguing, management) then the more challenging electives and the research course and special project requirement. Life-Long Learning The curriculum’s required core and elective system of courses is structured on the belief that the profession is built on a foundation (now delineated in the ALA Core Competencies) and that additional learning broadens and deepens knowledge to help develop specializations that may change at various points in the career [Table I.1 is continued on the next page] 21 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table I.1 continued MLS Degree Program’s Implementation of Core Values of the University Core Values of the Connections between MLS Program and the University’s University Core Values Community Students’ Special Projects focus on using empirical research to involvement inform products and services that address problems/needs in many libraries/information agencies; e.g. the recent community survey designed and conducted for New Milford Public Library (CT); and the operational handbook developed for substitute library assistants at Cuyahoga County Public Library (OH). Faculty collaborations; e.g. with the Voices of September 11th organization26 through a DOE/FIPSE grant that trained students to work with artifacts and oral histories for inclusion in the September 11th archives; with Westport Library (CT) including for the assessment portion of a grant to extend their MakerSpace27 initiative; with law enforcement to reopen the state law enforcement library28 (CT). I.2 Program objectives are stated in terms of student learning outcomes to be achieved and reflect The overarching purpose or goal of the library science graduate program is to prepare competent information professionals who are skilled in applying the values, ethics, and core competencies of modern librarianship to serve in information and cultural institutions. To accomplish these goals, the faculty established seven program-level objectives in the form of student learning outcomes (see below). The MLS program-level student learning outcomes were developed with the input of practitioners, alumni, and students and the American Library Association’s Core Competencies to create a shared vision. The learning outcomes, based on national level discussions of core competences of librarianship, have been in place since 2005 and have been updated to keep up with accrediting body standards. The Information and Library Science faculty reviewed and 26 Mary Brown and part-time faculty member Nancy Florio. 27 Arlene Bielefield, Mary Brown, and James Kusack. 28 In August 2011, Lieutenant Stan Konesky, instructor at the Connecticut Police Academy, met with ILS faculty. The Academy’s library was closed (and locked) due to the state budget crisis. All town, county, university police are trained at the Academy; their library is rated Number 1 Law Enforcement Library in New England. Cadets have mandatory readings from the collection and research sources for police are housed in the library. At any one time use the library as well as about 70 other police officers doing research or professional development. Arlene Bielefield volunteered to use her connections through SNELLA and personal acquaintance with retired law librarians to research organizing volunteers to reopen and oversee the operations of the academy library. James Kusack offered suggestions on establishing an organized initiative. 22 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 assessed the various inputs and designed the learning outcomes to meet the needs of our program and university. PROGRAM-LEVEL STUDENT LEARNING OUTCOMES* Program graduates will be able to: • [1] demonstrate foundational knowledge and skills of the profession and ethical behavior consistent with the Code of Ethics of the American Library Association and the Library Bill of Rights • [2] select, organize and maintain the library's collection in all media formats and tools that guide the user to the literature and collection • [3] catalog all types of library materials according to relevant bibliographic control standards and manage the catalog to ensure optimal access to the collection • [4] demonstrate skillful use of current cutting edge technology • [5] conduct and apply assessment and evaluation to library services • [6] design and implement library services and program to enable lifelong learning in the community • [7] exhibit leadership, communication, and team skills for carrying out professional responsibilities and services across cultures and in rapidly changing environments (draft rev. 3.4.11)29 30 METHODS FOR MEASUREMENT MONITORING MECHANISM Tk20 is a commercial, comprehensive Web-based assessment and reporting system database. It is used to document students’ growth and development of professional competencies as they progress through the program. Assessment rubrics are entered, scored, and stored in Tk20 and can be linked to identified standards and competencies. The assessment data stored in Tk20 are then monitored and analyzed. Reports can be customized to document student achievement based on specific courses, assessment measures, learner outcomes or other desired criteria. The Tk20 system also provides a field experience management module that can collect data from cooperating professionals outside of the university system (e.g. practicum mentors). An ePortfolio component is also available in Tk20 for students. Beginning fall 2011, all Master of Library Science and School Library Media Initial Educator students were required to purchase a Tk20 account. A specific common assessment rubric for each core required course is linked to the learning outcomes for 29See http://www.southernct.edu/ils/sharedvision/ for additional information. 30 See http://www.ala.org/ala/educationcareers/careers/corecomp/corecompetences/index.cfm for more information on the ALA Core Competences. 23 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 each course and copies of the student’s work are uploaded by the student, scored by the instructor with the common rubric, and maintained in Tk20 as evidence of progress toward and achievement of each learning outcome. Final student teaching evaluation forms are also completed and maintained in Tk20. To conform to expectations of accrediting agenciesTk20 is the vehicle for faculty assessment of student learning outcomes. During the spring 2011 semester, faculty began working with the Office of Assessment and Planning to link core (required) course learning goals and evidentiary assignments to program learning outcomes in Tk20. This outlines program learning outcomes and course evidentiary requirements for graduate ILS courses. During fall 2012 faculty began fine tuning rubrics for the six required core courses and will begin to add graduate elective courses to the matrix of learning outcomes, with the goal of adding all graduate elective courses by the fall 2014. ASSESSMENT MECHANISM Table I.2 Assessments Measuring Program Level Learning Outcomes Using Rubrics Across Core Courses Type and Number of Assessment Assessment #1: Foundations of the Profession [in Tk20 since Fall 2011] Name of Assessment Literature Review Assignment When the Assessment Is Administered ILS 503 Beginning of program Assessment #2: Reference ILS 504 Information Assignment Middle of Resources; program Reference and User Services [in Tk20 since Fall 2012] [Table I.2 is continued on the next page] 24 Learning Outcome Measured [1] demonstrate foundational knowledge and skills of the profession and ethical behavior consistent with the Code of Ethics of the ALA and the Library Bill of Rights [2] select, organize and maintain the library's collection in all media formats and tools that guide the user to the literature and collection Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table I.2 continued Assessments Measuring Program Level Learning Outcomes Using Rubrics Across Core Courses Type and Name of When the Learning Outcome Measured Number of Assessment Assessment Is Assessment Administered Assessment #3: Cataloguing ILS 506 [3] catalog all types of library Organization Assignment Middle of materials according to relevant of Recoded program bibliographic control standards and Knowledge manage the catalog to ensure and optimal access to the collection Information [in Tk20 since Fall 2011] Assessment #4: Web Search ILS 501 [4] demonstrate skillful use of Technological Exercise Beginning of current cutting edge technology Knowledge program and Skills [in Tk20 since Fall 2011] Assessment #5: Applying ILS 580 [5] conduct and apply assessment Research research Late in and evaluation to library services [in Tk20 since methods to program Spring 2011] problemsolving Assessment #6: Covered in At the end of [6] design and implement library Continuing most MLS each course; on services in each course and program Education and course, on the the discussion to enable lifelong learning in the Lifelong topics of of future community Learning [in future developments. Tk20 in Spring developments 2013] Assessment #7: Application of ILS 565 [7] exhibit leadership, Administration Cost Finding Middle of communication, and team skills for and Principles program carrying out professional Management Assignment responsibilities and services across [in Tk20 since cultures and in rapidly changing Fall 2011] environments 25 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table I.3 Alignment of Program-Level Student Learning Outcomes with the Standards, Core Competences, and Required Core Courses in the MLS Degree Program Program graduates will be able to: 1) demonstrate foundational knowledge and skills of the profession and ethical behavior consistent with the Code of Ethics of the American Library Association and the Library Bill of Rights 2) select, organize and maintain the library's collection in all media formats and tools that guide the user to the literature and collection 3) catalog all types of library materials according to relevant bibliographic control standards and manage the catalog to ensure optimal access to the collection 4) demonstrate skillful use of current cutting edge technology 5) conduct and apply assessment and evaluation to library services 6) design and implement library services and program to enable lifelong learning in the community 7) exhibit leadership, communication, and team skills for carrying out professional responsibilities and services across cultures and in rapidly changing environments Student Learning Outcome aligns with: Standard I.2.1; I.2.2; I.2.3; I.2.4; I.2.7; I.2.10 Competency Core Course 1A-H; 1J ILS 503 I.2.1; I.2.10 2A-D; 5A-G ILS 504 I.2.1 3A-C ILS 506 I.2.1; I.2.5; 1.2.9 4A-D ILS 501 I.2.1; I.2.5; I.2.6; I.2.7; I.2.10 I.2.5; I.2.10 1I; 6A-C ILS 580 7A-D ILS 503; ILS 504; ILS 565; ILS 580 I.2.1; I.2.3; I.2.4; I.2.7; I.2.8; I.2.9; I.2.10 8A-E ILS 565 Table I.4 Alignment of Program-Level Student Learning Outcomes* with the University’s Core Values *[#] Assessment Number University Core Value Program Level Learning Outcome 1. Excellence [2] select, organize and maintain the library's collection in all media formats and tools that guide the user to the literature and collection [3] catalog all types of library materials according to relevant bibliographic control standards and manage the catalog to ensure optimal access to the collection [Table I.4 is continued on the next page] 26 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table I.4 continued Alignment of Program-Level Student Learning Outcomes* with the University’s Core Values *[#] Assessment Number University Core Value Program Level Learning Outcome 2. Access [2] … all media formats [3] … to ensure optimal access [4] demonstrate skillful use of current cutting edge technology 3. Diversity [1] demonstrate foundational knowledge and skills of the profession and ethical behavior; and consider the needs of multicultural users and library services to the students and faculty at the university community 4. Student Success [5] conduct and apply assessment and evaluation to library services 5. Life-Long Learning [6] design and implement library services and program to enable lifelong learning in the community 6. Community Involvement [7] exhibit leadership, communication, and team skills for carrying out professional responsibilities and services across cultures and in rapidly changing environments Digital Portfolio All students in the MLS program are required to develop a digital Portfolio that is a record of the work they have completed in the MLS program and how that work relates to the American Library Association (ALA)'s Core Competences for Librarians. Where appropriate, students are encouraged to also relate MLS work to knowledge and competencies statements developed by relevant professional organizations such as the American Association for School Librarians (AASL) or the Special Library Association (SLA). The digital portfolio is a well-organized Web-based and CD-deliverable demonstration of the body of work a student completes in the MLS program and how this work demonstrates proficiency in the various professional competency areas. The portfolio includes the Capstone Experience (university requirement) and samples of assignments and projects from all courses completed for the MLS degree. The Portfolio is reviewed (using a prescribed rubric) and passed by the Special Project Committee and/or a Portfolio Committee. The Portfolio is submitted on a CD to the ILS office to become part of the student's file. Both the Special Project and the Portfolio must be passed in order to qualify for the MLS degree. The digital Portfolio allows the student to document their performance and assess their progress against appropriate professional competencies. I.2.1 the essential character of the field of library and information studies; that is, recordable information and knowledge, and the services and technologies to facilitate their management and use, encompassing information and knowledge creation, communication, identification, 27 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 selection, acquisition, organization and description, storage and retrieval, preservation, analysis, interpretation, evaluation, synthesis, dissemination, and management These are reflected in program-level objectives 1, 2, 3, 4, 5, and 7 (see Table I.5 below) and achieved through required core courses ILS 501 (Introduction to Information Science and Technology), ILS 503 (Foundations of Librarianship), ILS 504 (Reference and Information Resources and Services), ILS 506 (Information Analysis and Organization), ILS 565 (Library Management), and ILS 580 (Research in Information and Library Science). The learning outcomes are measured through a series of assessments administered in the six required core courses and scored using common rubrics. The assessments are managed through the Tk20 assessment and reporting database. Assessment data shows that 95.00%, 99.47%, 95.98%, 93.23%, 100%, and 94.67% of the students have met acceptable or exemplary levels of performance with 57.86%, 71.28%, 59.38%, 65.63%, 47.23%, and 54.16% having obtained exemplary levels in ILS 501 (N=60), ILS 503 (N=16), ILS 504 (N=28), ILS 506 (N=48), ILS 565 (N=76), and ILS 580 (N=62), respectively. (See Tables I.5, 1.6 and 1.7 below.) I.2.2 the philosophy, principles, and ethics of the field These are reflected in program-level objective 1 and achieved through required core course ILS 503 (Foundations of Librarianship). Assessment [1] administered in ILS 503 specifically aligns with this standard, measures student perform in this area. Assessment data shows that 99.47% of the students have met acceptable or exemplary levels of performance with 71.28% having obtained exemplary levels. (N=16) I.2.3 appropriate principles of specialization identified in applicable policy statements and documents of relevant professional organizations These are reflected in program-level objectives 1 and 7 and achieved through required core courses ILS 501 (Introduction to Information Science and Technology), ILS 503 (Foundations of Librarianship) and ILS 565 (Library Management). Assessments [1] and [7] administered in ILS 503 and ILS 565 specifically align with this standard. Assessment data shows that 99.47% and 100% (ILS 503 and ILS 565, respectively) of the students have met acceptable or exemplary levels of performance with 71.28% and 47.23% having obtained exemplary levels in ILS 503 and ILS 565, respectively. 28 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 I.2.4 the value of teaching and service to the advancement of the field These are reflected in program-level objectives 1 and 7 and achieved through required core courses ILS 501 (Introduction to Information Science and Technology), ILS 503 (Foundations of Librarianship) and ILS 565 (Library Management). Assessments [1] and [7] administered in ILS 503 and ILS 565 specifically align with this standard. Assessment data shows that 99.47% and 100% (ILS 503 and ILS 565, respectively) of the students have met acceptable or exemplary levels of performance with 71.28% and 47.23% having obtained exemplary levels in ILS 503 and ILS 565, respectively. I.2.5 the importance of research to the advancement of the field's knowledge base These are reflected in program-level objectives 4, 5, and 6 (see chart above) and achieved through required core courses ILS 501 (Introduction to Information Science and Technology), ILS 503 (Foundations of Librarianship), ILS 504 (Reference and Information Resources and Services), ILS 565 (Library Management), and ILS 580 (Research in Information and Library Science). administered in the six required core courses and scored using common rubrics. Assessments [1], [2], [4], [5], and [7] administered in ILS 501, ILS 504, and ILS 580 specifically align with this standard. Assessment data shows that 95.00%, 95.98%, and 94.67 (ILS 501, ILS 504, and ILS 580, respectively) of the students have met acceptable or exemplary levels of performance with 57.86%, 59.38%, and 54.16% having obtained exemplary levels in ILS 501, ILS 504, and ILS 580, respectively. I.2.6 the importance of contributions of library and information studies to other fields of knowledge These are reflected in program-level objective 5 and achieved through required core courses ILS 504 (Reference and Information Resources and Services) and ILS 580 (Research in Information and Library Science). Assessment [5] administered in ILS 580 specifically align with this standard. Assessment data shows that 94.67% of the students have met acceptable or exemplary levels of performance with 54.16% having obtained exemplary levels. I.2.7 the importance of contributions of other fields of knowledge to library and information studies These are reflected in program-level objectives 1. 5, and 7 and achieved through required core courses ILS 503 (Foundations of Librarianship), ILS 565 (Library Management), and ILS 580 (Research in Information and Library Science. Assessments [1], [5], and [7] administered in ILS 503, ILS 565, and ILS 580 specifically align with this standard. Assessment data shows that 99.47%, 100%, and 94.67% (ILS 503, ILS 565, and ILS 580, respectively) of the students have 29 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 met acceptable or exemplary levels of performance with 71.28%, 47.23%, and 54.16% having obtained exemplary levels in ILS 503, ILS 565, and ILS 580, respectively. I.2.8 the role of library and information services in a diverse global society, including the role of serving the needs of underserved groups These are reflected in program-level objective 7 (see chart above) and achieved through required core courses ILS 503 (Foundations of Librarianship) and ILS 565 (Library Management). Assessment [7] administered in ILS 565 specifically align with this standard. Assessment data shows that 100% of the students have met acceptable or exemplary levels of performance with 47.23% having obtained exemplary levels. I.2.9 the role of library and information services in a rapidly changing technological society These are reflected in program-level objectives 4 and 7 and achieved through required core courses ILS 501 (Introduction to Information Science and Technology) and ILS 565 (Library Management) Assessments [4], and [7] administered in ILS 501, and ILS 565 specifically align with this standard. Assessment data shows that 95.00% and 100% (ILS 501 and ILS 565, respectively) of the students have met acceptable or exemplary levels of performance with 57.86% and 47.23% having obtained exemplary levels in ILS 501 and ILS 565, respectively. I.2.10 the needs of the constituencies that a program seeks to serve. These are reflected in program-level objectives 1, 2, 5, 6, and 7 and achieved through required core courses ILS 503 (Foundations of Librarianship), ILS 504 (Reference and Information Resources and Services), ILS 565 (Library Management), and ILS 580 (Research in Information and Library Science). Assessments [1], [2], [5], and [7] administered in ILS 503, ILS 504, ILS 565, and ILS 580 specifically align with this standard. Assessment data shows that 99.47%, 95.98%, 100%, and 94.67% (ILS 503, ILS 504, ILS 565, and ILS 580, respectively) of the students have met acceptable or exemplary levels of performance with 71.28%, 59.38%, 47.23%, and 54.16% having obtained exemplary levels in ILS 503, ILS 504, ILS 565, and ILS 580, respectively. 30 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table I.5 Summary of Performance Over All Criteria by Assessment Course Assessed ILS 501 ILS 503 ILS 504 ILS 506 ILS 565 ILS 580 Met acceptable or exemplary levels Obtained exemplary levels N 95.00% 99.47% 95.98% 93.23% 100.00% 94.67% 57.86% 71.28% 59.38% 65.63% 47.23% 54.16% 60 16 28 48 76 62 Table I.6 Standard 1.2 Expressed in Program-Level Student Learning Outcomes Standard I.2.1 essential character of the field Student Learning Outcomes* 1-foundational knowledge; 2-collections; 3-catalog; 4-technology; 5-assessment; 7-leadership 1-foundational knowledge I.2.2 philosophy, principles, and ethics of the field I.2.3 1-foundational knowledge; principles of 7-leadership relevant professional organizations I.2.4 1-foundational knowledge; value of 7-leadership teaching and service I.2.5 4-technology; importance of 5-assessment; research 6-lifelong learning I.2.6 5-assessment contributions of LIS to other fields [Table I.6 is continued on the next page] 31 Relevant Courses ILS 501 Intro Info Sci & Tech’y; ILS 503 Foundations Librarianship; ILS 504 Ref & Info Res & Serv; ILS 506 Info Anal & Org; ILS 565 Lib Mgt; ILS 580 Research ILS 503 Foundations Librarianship ILS 503 Foundations Librarianship; ILS 565 Lib Mgt ILS 503 Foundations Librarianship; ILS 565 Lib Mgt ILS 501 Intro Info Sci & Tech’y; ILS 504 Ref & Info Res & Serv; ILS 580 Research ILS 580 Research Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table I.6 continued Standard 1.2 Expressed in Program-Level Student Learning Outcomes Standard Student Learning Outcomes* Relevant Courses I.2.7 1-foundational knowledge; ILS 503 Foundations contributions 5-assessment; Librarianship; ILS 565 Lib Mgt; of other fields 7-leadership ILS 580 Research to LIS I.2.8 7-leadership ILS 565 Lib Mgt role in a diverse global society I.2.9 4-technology; ILS 501 Intro Info Sci & Tech’y; role in a 7-leadership ILS 565 Lib Mgt rapidly changing technological society I.2.10 1-foundational knowledge; ILS 503 Foundations needs of the 2-collections; Librarianship; ILS 504 Ref & constituencies 5-assessment; Info Res & Serv; ILS 565 Lib 6-lifelong learning; Mgt; ILS 580 Research 7-leadership *Program-Level Student Learning Outcomes: 1) foundational knowledge and skills; ethical behavior 2) select, organize and maintain collections 3) catalog materials and manage catalog and access to the collection 4) skillful use of current cutting edge technology 5) conduct and apply assessment and evaluation 6) design/implement library services/program to enable lifelong learning in community 7) leadership across cultures and in rapidly changing environments I.3 Within the context of these Standards each program is judged on the degree to which it attains its objectives. In accord with the mission of the school, clearly defined, publicly stated, and regularly reviewed program goals and objectives form the essential frame of reference for meaningful external and internal evaluation. The evaluation of program goals and objectives involves those served: students, faculty, employers, alumni, and other constituents. Program graduates will be able to: 32 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table I.7 Percent of Students Who Met* Each Program Level Objective Achieved Acceptable or Target on Assessment Rubric Program Level Objective [1] demonstrate foundational knowledge and skills of the profession and ethical behavior consistent with the Code of Ethics of the American Library Association and the Library Bill of Rights [Assessment #1, ILS 503] % Met objective (acceptable and exemplary) 99.47% Core Course in which measured ILS 503 [[Appendix I-5 503 Assessment Tool]] [2] select, organize and maintain the library's collection in all media formats and tools that guide the user to the literature and collection [Assessment #2; ILS 504] 95.99% ILS 504 [[Appendix I-6 504 Assessment Tool]] [3] catalog all types of library materials according to relevant bibliographic control standards and manage the catalog to ensure optimal access to the collection [Assessment #3, ILS 506] 93.23% ILS 506 [[Appendix I-7 506 Assessment Tool]] [4] demonstrate skillful use of current cutting edge technology [Assessment #4, ILS 501] [5] conduct and apply assessment and evaluation to library services [Assessment #5, ILS 580] [6] design and implement library services and program to enable lifelong learning in the community [Assessment #6, tba] [7] exhibit leadership, communication, and team skills for carrying out professional responsibilities and services across cultures and in rapidly changing environments [Assessment #7, ILS 565] [NOTE: This is based on an initial pilot assessment of one aspect of this objective.] 95.00% ILS 501 [[Appendix I-4 501 Assessment Tool]] 94.47% ILS 580 [[Appendix I-9 580 Assessment Tool]] [being developed [currently as a separate central to ILS measure] 580 research and capstone project31 requirements] 100% ILS 565 [[Appendix I-8 565 Assessment Tool]] 31 The required capstone experience (Special Project) uses empirical research to inform the development of a product or deliverable to address a client’s problem or question. 33 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table I.8 Results of Initial Applications of Assessment in Tk20 All semesters combined using series of assessments in the required core courses Assessment/Rubric ALA Competences covered N % Still Developing % Acceptable % Exemplary 501 Web Search Exercise [[Appendix I-4 501 Rubric]] 503 Literature Review Assignment [[Appendix I-5 503 Rubric]] 504 Reference Assignment [[Appendix I-6 504 Rubric]] 506 Cataloguing Assignment [[Appendix I-7 506 Rubric]] 565 Management Assignment [[Appendix I-8 565 Rubric]] 580 Special Project [[Appendix I-9 580 Rubric]] 4A-D 60 5.00% 37.14% 57.86% 1A-B, E-G, 16 H-J 0.53% 28.19% 71.28% 5B; 4D 28 4.02% 36.61% 59.38% 2B-C; 3AC 1I-J; 8A 48 6.77% 27.60% 65.63% 76 0.00% 54.97% 47.23% 6A-C 62 5.33% 40.51% 54.16% [[Appendix I-10 Analysis of Tk20 Data]] In creating the vision, the department engaged practitioners, students, alumni, and faculty through surveys and workshops to create and maintain a shared vision32 for the department and for the nationally [American Library Association] accredited Master of Library Science degree. The vision and mission are updated to keep up with the changing field. The vision statement of the Information and Library Science (ILS)’s Master of Library Science (MLS) program was revised and voted on by the ILS faculty in winter 2010.33 The Department participates in a number of program level self-study reviews and assessments.34 Program level self studies include the Undergraduate Program Review involving elected representatives from across campus (Undergraduate Curriculum 32 See http://www.southernct.edu/ils/sharedvision/ 33 See http://www.southernct.edu/ils/sharedvision/ for summary of the Creating a Shared Vision initiative. 34 See http://www.southernct.edu/ils/assessments/ for most recent self-studies, assessments of learning outcomes, and surveys of students and alumni. 34 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Forum35 (UCF)’s Program Review and Assessment Committee) and an external reviewer36 and the Graduate Program Review involving elected representatives from across campus (Graduate Council37’s Academic Standards Committee)38. The program participates in a number of university-managed and department-managed evaluations.39 • Each semester Student Opinion Surveys (course evaluation forms) are distributed to students enrolled in classes; responses are tallied and summarized by the university and returned to the department chairperson and individual faculty member. The department chairperson reviews and provides feedback as appropriate to faculty. Faculty review and reflect on student surveys and make course adjustments if warranted. • In connection with five-year cycles of program review at each of the undergraduate and graduate levels, student, alumni, and faculty surveys are distributed; responses are tallied and summarized by the university and returned to the department chairperson. • Employer surveys have been conducted at the state and department levels. • The department has conducted a number of surveys to address specific issues and has conducted focus groups and focused interviews as follow-up to student and alumni surveys. The department has also held events, such as Creating a Shared Vision40, to solicit constituent input. Faculty members also engage in one-on-one conversations and email exchanges with practitioners about skills and knowledge needs, student success in the workplace, and curriculum needs. • The results of the assessments are reviewed by the department chairperson and program coordinators. Overall results are reported to the faculty and appropriate committees. From discussions of the initial sets of data collected through the Tk20 assessments, faculty feel the learning outcomes that were selected for assessment were able to be measured with the assignments and assessment rubric created. Program goals and objectives are made publically available through the department’s website41. 35 https://www.southernct.edu/UCF/ 36See http://www.southernct.edu/ils/undergraduateselfstudy/ for the self-study document and appendices. 37 https://www.southernct.edu/graduatecouncil/ 38See http://www.southernct.edu/ils/graduateprogramreview/ for the self-study document and appendices. 39 See http://www.southernct.edu/ils/assessments/ for most recent surveys and findings. 40 See http://www.southernct.edu/ils/sharedvision/ 41 http://www.southernct.edu/ils/sharedvision/ 35 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 36 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Standard II Curriculum Introduction The Department of Information and Library Science supports three levels of programs— undergraduate42, masters and sixth year. Given its prominence, emphasis of resources is focused on the Master in Library Science, which includes a School Library Media program for Connecticut Initial Educator certification. Ninety percent (90.14 fall 2012; 87.77% fall 2011; 87.14% spring 2012) of all ILS department students are enrolled in graduate programs [SCSU Fact Book / Department Profiles / Counts of Majors Registered at the End of the 3rd Week of Classes, http://www.southernct.edu/departments/research/DP_EDU_LSC.htm ]. Of the graduate students, 87.50 percent are matriculated into the Master of Library Science program [based on registration figures of new admits for 2011-2012]. The School Library Media Initial Educator program for certification is a master’s level program that requires the MLS degree as a co- or pre-requisite. The graduate curriculum serves both the MLS and Sixth Year Diploma programs with the 500 level courses geared more toward the master’s level and the 600 level courses geared more toward the advanced master’s and post-master’s levels The Master in Library Science degree requires completion of a total of 36 credits (or 12 courses). All students in the program must complete a core consisting of six courses: Introduction to Information Science and Technology, Foundations of Librarianship, Reference and Information Resources and Services, Information Analysis and Organization, Library Management, and Research in Information and Library Science. The required core courses align with the American Library Association (ALA) Core Competences of Librarianship. Students select electives in Information and Library Science that are suited to their career goals; up to three credits outside the department may be applied toward the degree with department permission. The School Media Specialist Initial Educator track includes education requirements that are set in the State of Connecticut Regulation of State Board of Education. The school media curriculum aligns with state regulations and National Council for Accreditation of Teacher Education (NCATE) and American Association of School Librarians (AASL) standards. Southern Connecticut State University requires each Master’s student to complete a Capstone Experience of a Thesis, Comprehensive Exam, or Special Project. Master of Library Science students complete the Special Project. The Special Project provides an opportunity for MLS students to complete an academically rigorous project that 42 Of the students enrolled in our undergraduate courses this year (2012-2013), 29.3% have declared ILS as their primary major, 19.5% are undeclared, 12.2% have declared Liberal Studies (with three minors), and 39% are listed under another primary major. Elementary majors are required to have a second major; other students may elect a dual (primary/secondary) major. Only the primary or first major is used when giving numbers in any undergraduate major. Liberal Studies is considered a primary major. 37 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 contributes in a meaningful way to the library science discipline and professional community. The special project involves the integration and application of disciplinespecific knowledge, concepts, theory, and skills in the development of a tangible product (a.k.a., deliverable) accompanied by a written report describing the process and results of the product’s development. The special project demonstrates the MLS student’s ability to make independent use of and apply information and training, and to furnish objective evidence of their aptitude in the library science field of study. The special project must be directed by a member of the Graduate Faculty; All ILS faculty are members of Graduate Faculty. Guidelines for the Special Project are set by the Graduate School and Graduate Council and are available on the Graduate School website [http://www.southernct.edu/grad/research/]. The Department of Information and Library Science offers a full complement of courses online, allowing students, if desired, to complete the MLS degree through online coursework. Sections of required courses and a few select electives are offered on campus for those who are able to come to New Haven. The offering of courses online supports: student enrollment preferences; increasing access to classes to those who face challenges of distance, schedules, and disabilities; and distance initiatives of the former Connecticut State University (CSU) System and more recently Southern Connecticut State University. Table II.1 Course Offerings On-Campus Versus Online Fall 2010-Spring 2013 Total Total Number of REQUIRED number of number of sections on COURSES courses sections campus Spring 2013 6 12 3 Fall 2012 6 11 3 Summer 2012 5 7 0 Spring 2012 6 12 2 Fall 2011 6 14 3 Summer 2011 5 8 0 Spring 2011 6 15 3 Fall 2010 6 17 4 [Table II.1 is continued on the next page] 38 Number of sections online 9 8 7 10 11 8 12 13 Percent of sections online 75% 73% 100% 83% 79% 100% 80% 76% Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table II.1 continued Course Offerings On-Campus Versus Online Fall 2010-Spring 2013 Total Total Number of Number of Percent of ELECTIVE number of number of sections on sections sections COURSES courses sections campus online online Spring 2013 14 14 1 13 93% Fall 2012 11 11 0 11 100% Summer 2012 9 9 1 8 89% Spring 2012 14 14 0 14 93% Fall 2011 12 12 0 12 100% Summer 2011 6 6 0 6 100% Spring 2011 14 14 0 14 100% Fall 2010 16 16 1 15 94% Electives are scheduled based on a Rotation Schedule developed by the Department Curriculum Committee and approved by the faculty. The Rotation Schedule uses a two-year cycle in which each elective is slated at least once within each two-year cycle. II.1 The curriculum is based on goals and objectives, and evolves in response to an ongoing systematic planning process. Within this general framework, the curriculum provides, through a variety of educational experiences, for the study of theory, principles, practice, and values necessary for the provision of service in libraries and information agencies and in other contexts. The department participates in an ongoing systematic planning process through a Graduate Program Review conducted every five years through the Academic Standards Committee of the Graduate Council. A prescribed process and standards are outlined in the Academic Standards Committee Procedures of Graduate Program Evaluation. The most recent self-study report, prepared over approximately a year’s time, was submitted in spring 2012. The Department Curriculum Committee, composed of faculty, practitioners, alumni, and students, has primary responsibility for initiating curriculum reviews, although any faculty member may initiate a request for review to the curriculum committee or department chairperson. The curriculum committee gathers data from appropriate sources, conducts preliminary analysis, and reports preliminary findings and outlines next steps. For example, the curriculum committee just completed a survey of academic, public, and special librarians across the state for input on identifying and prioritizing current knowledge and skills needs. The curriculum committee completed initial analysis of data collected from over three hundred participants. A graduate student under supervision of a faculty member is conducting further content analysis of open-ended responses. The findings will help inform recommendations for updating, combining, retiring, developing courses as well as recommendations for a rotation cycle of the resulting roster of courses. 39 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 A review of the slate of electives that support Connecticut certification as a school library media specialist is now going through review in response to the proposed 2015 changes in state certification regulations. The department periodically engages practitioners, students, alumni, and faculty in surveys and workshops to create a shared vision for the department and for the Master of Library Science degree program. This process has enabled the department to maximize the effectiveness of its curricular decisions and its priorities in light of the state’s ongoing financial crisis. The most recent revision of our shared vision and mission statements involved a variety of constituents at a workshop in early December 2010 using input from a survey of employers and alumni/ae conducted in November 2010. From this work it was clear that the key concepts are preparing cohorts of diverse professionals, developing visionary leaders, and enabling appropriate response to rapidly evolving and technologically advanced environments. It also became clear that although a state-supported institution must be sensitive to the educational needs of citizens of the state and region, constituents also value learning in a diverse global community made available by online courses. The curriculum is based on goals and objectives that support the mission to provide a quality, affordable education and training for generalists and specialists in the fields of library and information science, to serve primarily in academic libraries, public libraries, school media centers, and special libraries in Connecticut, New England, and broader, more diverse global communities. (draft rev. 12.11.10) The curriculum provides a number of ways for the student to study theory, principles, practice, and values necessary for the provision of service in libraries and information agencies and in other contexts. These include hands-on practice both as exercises in classroom and as service and practice modules in real world settings. Students may engage in an internship (150-300 hour placement), engage in independent study or research, and, as part of the culminating experience, develop products or deliverables to address an information-related problem or need of a client. II.2 The curriculum is concerned with recordable information and knowledge, and the services and technologies to facilitate their management and use. The curriculum of library and information studies encompasses information and knowledge creation, communication, identification, selection, acquisition, organization and description, storage and retrieval, preservation, analysis, interpretation, evaluation, synthesis, dissemination, and management. The MLS curriculum in the ILS department offers a broad array of traditional library science courses that are concerned with the various areas of services and technologies to facilitate management and use of recordable information and knowledge. 40 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table II.2 Curriculum Coverage by Course43 Content area Information and knowledge creation Communication of information and knowledge Identification, selection, acquisition of information and knowledge Organization and description of information and knowledge Storage and retrieval of information and knowledge Preservation of information and knowledge Analysis, interpretation, evaluation, synthesis and dissemination of information and knowledge Management of information and knowledge Service Learning Core Required Courses ILS 504, ILS 580 ILS 503, ILS 565 ILS 504 ILS 506 ILS 501, ILS 506 ILS 504, ILS 506 Elective Courses ILS 514, ILS 515, ILS 655 ILS 537, ILS 538, ILS 566, ILS 568, ILS 656 ILS 511, ILS 512, ILS 519, ILS 570, ILS 604, ILS 615-621, EDU 566 ILS 606, ILS 652, ILS 655, ILS 656 ILS 534, ILS 535, ILS 695 ILS 604, ILS 650 ILS 580 ILS 530, ILS 531, ILS 597, ILS 655 ILS 565 ILS 560, ILS 561, ILS 562, ILS 564, ILS 642 ILS 582, ILS 585 ILS 504, ILS 506 In addition, ILS 582 Library Science Practice is a profession work experience that permits students to participate in practical application of the knowledge and skills gained in required and elective courses. Each MLS student is required to take a foundation of six core courses that emphasize the values and tenets of the profession and cover the eight ALA competency areas: • • • • • Foundations of the Profession: ILS 503 Foundations of Librarianship Information resources: ILS 504 Reference and Information Resources and Services Organization of recorded knowledge and information: ILS 506 Information Analysis and Organization Technological knowledge and skills: ILS 501 Introduction to Information Science and Technology Reference and user services: ILS 504 Reference and Information Resources 43 http://www.southernct.edu/ils/coursedescriptions/ for a list of course offerings by course number/title. 41 Southern Connecticut State University 2013 Program Presentation • • • Department of Information and Library Science April 2013 Research: ILS 580 Research in Information and Library Science Continuing education and lifelong learning: ILS 503 Foundations of Librarianship; ILS 504 Reference and Information Resources Administration and management: ILS 565 Library Management The foundational core courses have been a hallmark of the MLS program. For over forty years students have been required to take courses that include a survey of librarianship and libraries, reference, cataloguing, management, and research. The recent adoption of the ALA Core Competencies, which align with this foundational core, validate this continuing centerpiece of our MLS program. As technology advanced, courses and units of courses integrating information technologies were added. The traditional core has continued but with ongoing updates of syllabi to keep courses current with practice and with the addition of a technology course to the core. All students in the MLS degree program demonstrate knowledge and skills gained in their program of study44: • completion of all courses with a grade of B or better, • completion of an applied research project (Special Project capstone experience); and • completion of a capstone portfolio that provides each student the opportunity to document their growth using the ALA Core Competencies. Each student must complete a special project proposal, a special project report review, and a portfolio review to be considered eligible for graduation from the MLS program. Each student in the school library media specialist program maintains a portfolio aligned with NCATE/AASL standards and must meet required performance indicators. II.3 The curriculum The Master of Library Science curriculum includes a set of six required courses that are the framework upon which the remainder of the courses are placed: ILS 501 – Introduction to Information Science and Technology [[Appendix II-1 501 Syllabus]] ILS 503 – Foundations of Librarianship [[Appendix II-2 503 Syllabus]] ILS 504 – Reference and Information Resources and Services [[Appendix II-3 504 Syllabus]] ILS 506 – Information Analysis and Organization [[Appendix II-4 506 Syllabus]] ILS 565 – Library Management [[Appendix II-5 565 Syllabus]] 44 Should a student fail to demonstrate minimum performance in the competencies (learner outcomes) assessed in that course, the faculty member may issue an Incomplete (“I”) and allow the student additional time, per the Graduate School’s guidelines, or issue a below “B” grade. Should a student receive a grade below a “B” in a required course, the course will need to be repeated. Should a student receive a grade below a “B” in an elective course, the course may be repeated or another elective may be taken in its place at the student’s discretion. 42 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 ILS 580 – Research in Information and Library Science [[Appendix II-6 Syllabus]] In Fall 2011, ILS adopted common assessment tools across all sections of required core courses in order to more systematically and efficiently measure student-learning outcomes. The group of measurements represents a set of matrices that align with the ALA Core Competences of Foundations of the profession, Information resource Organization of recorded knowledge and information, Technological knowledge and skills, Reference and user services, Research, Continuing education and lifelong learning, and Administration and management. The core competences group of rubrics measure knowledge and skills at the beginning generalist librarian level. The six required core courses address the criteria in Standard II.3 as outlined in Table II.4. Table II.3 Relation of Curriculum (Required Courses) to Accreditation Criteria II.345 Accreditation Criteria for Curriculum II.3.1 The curriculum fosters development of library and information professionals who will assume an assertive role in providing services Selected Individual Course Objectives that Indicate Compliance with Criteria ILS 501 - The student will demonstrate mastery of advanced techniques, skills and knowledge necessary for searching the Web. ILS 503 - Articulate a vision of librarianship and the future of the information professions ILS 504 - Keep-up with new developments in library reference services through online resources and guidelines of library professional associations. ILS 506 - Undertake entry-level cataloging work assignments in a variety of institutional settings ILS 565 - Explore current trends ILS 580 - Explain the importance of research in the creation of new knowledge II.3.2 The curriculum ILS 580 - Describe the role of research in library and emphasizes an evolving information services body of knowledge that ILS 580 - Describe the philosophical concepts and reflects the findings of basic methodologies involved in library and information studies and applied research from ILS 580 - Identify an area of study and plan for relevant fields conducting empirical research and analyzing collected data [Table IV.3 is continued on the next page] 45 http://www.southernct.edu/ils/coursedescriptions/ for a list of course offerings by course number/title. 43 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table II.3 continued Relation of Curriculum (Required Courses) to Accreditation Criteria II.3 Accreditation Criteria for Selected Individual Course Objectives that Indicate Curriculum Compliance with Criteria II.3.3 The curriculum ILS 501 - The student will demonstrate knowledge of integrates the theory, technologies used in library including introductory application, and use of knowledge of computer hardware, software, technology telecommunication, networks, and digital formats used by libraries ILS 504 - Select and use reference sources on the Internet and from most relevant websites ILS 506 - Apply international standards to create and modify bibliographic records ILS 565 - Analyze proper employment practices and processes II.3.4 The curriculum ILS 501 - The student will demonstrate knowledge of responds to the needs of a technologies used in library including introductory diverse society including knowledge of computer hardware, software, the needs of underserved telecommunication, networks, and digital formats used by groups libraries ILS 503 - Articulate an understanding of the role of information and librarianship in society ILS 504 - Conduct reference interviews and verifying user information needs before and during the process of reference and information services ILS 565 - Examine employment practices II.3.5 The curriculum ILS 501 - The student will demonstrate mastery of skills responds to the needs of a and knowledge necessary for the development of a Web rapidly changing page technological and global ILS 503- Understand the long term implications of society technology for the information professions ILS 504 - Understand the nature, function, and organization of reference and information services in different type libraries and information centers ILS 506 - Understand the importance of subject analysis and classification in information retrieval, in both manual and electronic environments ILS 565 - Compare and contrast employment policies and practices [Table IV.3 is continued on the next page] 44 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table II.3 continued Relation of Curriculum (Required Courses) to Accreditation Criteria II.3 Accreditation Criteria for Selected Individual Course Objectives that Indicate Curriculum Compliance with Criteria II.3.6 The curriculum ILS 501 - The student will demonstrate knowledge of provides direction for future technologies used in library including introductory development of the field knowledge of computer hardware, software, telecommunication, networks, and digital formats used by libraries. ILS 504 - Select and use reference sources on the Internet and from most relevant websites ILS 506 - Understand the importance of subject analysis and classification in information retrieval, in both manual and electronic environments ILS 565 - Compare and contrast employment policies and practices II.3.7 The curriculum ILS 501 - The student will demonstrate mastery of promotes commitment to advanced techniques, skills and knowledge necessary for continuous professional searching the Web. growth. ILS 503 - Articulate an understanding of the role of information and librarianship in society ILS 504 - Keep-up with new developments in library reference services through online resources and guidelines of library professional associations. ILS 506 - Understand the fundamental principles of descriptive cataloging and the importance of description in the creation of institutional information infrastructures ILS 565 - Identify standards and core competencies for library staff For each of the required courses the following are provided: Course Assessment • Brief description of the assessment • Brief analysis of the data findings • Actual assessment tool or directions to students • Score guide (rubric) for assessments Course Syllabus Course Link to Course Link to Course Syllabus Assessment ILS 501 – Intro to Info [[Appendix I-4 ILS 501 [[Appendix II-1 ILS 501 Science and Technology Assessment]] Syllabus]] [Table IV.3 is continued on the next page] 45 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table II.3 continued Relation of Curriculum (Required Courses) to Accreditation Criteria II.3 Course Link to Course Link to Course Syllabus Assessment ILS 503 – Foundations of [[Appendix I-5 ILS 503 [[Appendix II-2 ILS 503 Librarianship Assessment]] Syllabus]] ILS 504 – Reference and [[Appendix I-6 ILS 504 [[Appendix II-3 ILS 504 Info Resources and Services Assessment]] Syllabus]] ILS 506 – Information [[Appendix I-7 ILS 506 [[Appendix II-4 ILS 506 Analysis and Organization Assessment]] Syllabus]] ILS 565 – Library [[Appendix I-8 ILS 565 [[Appendix II-5 ILS 565 Management Assessment]] Syllabus]] ILS 580 – Research in Info [[Appendix I-9 ILS 580 [[Appendix II-6 ILS 580 and Library Science Assessment]] Syllabus]] CORE COURSES ILS 501 Introduction to Information Science and Technology [Principles and applications of computers and information technologies in libraries and information centers] is designed to explore and demonstrate mastery of basic concepts, principles, and applications of information technologies in library settings. ILS 501 specifically supports ALA Competences 4A-D (Technological Knowledge and Skills) and the following department MLS core competencies: • The methods of assessing and evaluating the specifications, efficacy, and cost efficiency of technology-based products and services. • The principles and techniques necessary to identify and analyze emerging technologies and innovations in order to recognize and implement relevant technological improvements. ILS 503 Foundations of Librarianship [The development structure and function of library/information agencies] is designed to explore the development, structure, and function of library and information centers including the ethics, values, and foundational principles of the library and information profession. ILS 503 specifically supports ALA Competences 1A-H, 1J, 5D, 7B (Foundations of the Profession and Lifelong Learning) and the following department MLS core competencies: • The ethics, values, and foundational principles of the library and information profession as they relate to efficient, effective, free, and open access to information for all citizens. • The necessity of continuing professional development of practitioners in libraries; and the role of the library in the lifelong learning of patrons. 46 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 ILS 504 Reference and Information Resources and Services [General reference sources; their content, evaluation and use. The reference process and the organization of reference and information services as they relate to different types of libraries] is designed to explore the history and development of reference service, the organization of information for access, and the use and critical evaluation of reference materials in all formats. ILS 504 specifically supports ALA Competences 2A-D, 5A-G (Information Resources and Reference and User Services) and the following department MLS core competencies: • Concepts, issues, and methods related to the acquisition and disposition of resources, including evaluation, selection, purchasing, processing, storing, and de-selection. • Concepts, issues, and methods related to the management and maintenance of collections. • The concepts, principles, and techniques of reference and user services that provide access to relevant and accurate recorded knowledge and information to individuals of all ages and groups. • The methods used to interact successfully with individuals of all ages and groups to provide consultation, mediation, and guidance in their use of recorded knowledge and information. ILS 506 Information Analysis and Organization [Analysis and description of library collections in various types; creating bibliographic records and databases. Shared cataloging and universal bibliographic control. National standards for cataloging, classification systems, authority files, MARC and metadata] is designed to explore the analysis and description of library collections in various types, including the fundamental principles of descriptive cataloging and the importance of description in the provision of information services, the importance of subject analysis and classification in information retrieval, and application of international standards to create and modify MARC bibliographic records. ILS 506 specifically supports ALA Competences 3A-C (Organization of Recorded Knowledge and Information) and the following department MLS core competencies: • The principles and systems involved in the organization and representation of recorded knowledge and information. • The developmental, descriptive, and evaluative skills needed to organize recorded knowledge and information resources. ILS 565 Library Management [An examination of the general principles and practices of library management] and ILS 562 [The school LMC is examined in the context of modern educational systems. Organization, administration, and services are discussed.] are 47 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 designed to explore the general principles and practices of library management. ILS 565 specifically supports ALA Competences 5E, 7A, 8A-E (Administration and Management and Lifelong Learning) and the following department MLS core competencies: • The principles and concepts of planning and managing the effective operations in libraries, including services and programs, human resources, budgets, and public image. • The concepts behind, issues relating to, and methods for, principled, transformational leadership. • The necessity of continuing professional development of practitioners in libraries; and the role of the library in the lifelong learning of patrons. ILS 580 Research in Information and Library Science is designed to explore the importance of research in the creation of new knowledge, including demonstrating the research cycle, analyzing and critically evaluating existing research, and identifying an area of study and planning to conduct empirical research. Within the ILS 580 course students develop the proposal for the university-required capstone experience (Special Project). The capstone experience is the culminating academic event for students enrolled in a master’s degree graduate program. It requires students to demonstrate their ability to organize and synthesize knowledge and apply skills developed throughout their academic program46. ILS 580 specifically supports ALA Competences 1I, 6A-C, 7C-D (Research) and the following department MLS core competencies: • The techniques and methods used to investigate and analyze problems and create appropriate responses or solutions. The core courses are offered every semester: fall, spring, and summer. Each of the core courses uses a common rubric to assess a body of work (assignments, exams, projects) completed in the course against learning outcomes aligned with the ALA Core Competences. The expected sequence of courses are: Initial semester of study: ILS 501 – Introduction to Information Science and Technology ILS 503 – Foundations of Librarianship Elective under advisement Second semester: ILS 504 – Reference and Information Resources and Services ILS 506 – Information Analysis and Organization 46 2012-2013 Graduate Catalog, http://www.southernct.edu/grad/currentstudents/graduatecatalog/, page 36, paragraph 4. 48 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Elective(s) under advisement Third semester: ILS 565 – Library Management Electives under advisement Fourth semester: ILS 580 – Research in Information and Library Science Electives under advisement Fifth semester: Capstone Experience (Special Project) Portfolio Assessment Table II.4 Enrollment in Required Courses Fall 2010-Spring 2013 Fall 2010 ILS 501 Introduction to Information Science and Technology ILS 501 – on campus ILS 503 Foundations of Librarianship ILS 503 – on campus ILS 504 Reference and Information Resources and Services ILS 504 – on campus ILS 506 Information Analysis and Organization ILS 506 – on campus ILS 565 Library Management ILS 565 – on campus ILS 580 Research in Information and Library Science ILS 580 – on campus 37 Spring 2011 Summer 2011 37 26 Spring 2012 33 16 Summer 2012 12 21 37 Fall 2012 Spring 2013 19 19 16 34 21 28 23 7 26 14 24 7 37 31 16 14 11 35 34 11 17 8 39 40 41 17 32 30 27 41 12 10 41 16 11 7 11 20 23 37 7 33 50* 24 *Includes 9 students each from Winter Session Fall 2011 49 21 23 9 10 24 31 50* Southern Connecticut State University 2013 Program Presentation ELECTIVES Department of Information and Library Science April 2013 ILS offers a range of electives that support career goals including children’s and YA librarian, subject specialist, technical services, digital librarianship. When a course either needs to be cancelled due to very low enrollment or is offered with low enrollment, the faculty considers whether the course should be offered less frequently. Any course that cannot generate sufficient enrollment in a two-year rotation cycle becomes a candidate for significant revision or removal from the curriculum. This is addressed through consultation between the chair, the instructor(s) and the Curriculum Committee. [[Appendix II-7 Summary of Offerings by Course]] [[Appendix II-8 Summary of Offerings by Course Type]] Electives support the mission and goals of preparing librarians to serve primarily in academic libraries [A], public libraries [P], school media centers [MC], and special libraries [S]. The department offers: Six electives that cover materials and services: ILS 511 -- Materials for Children [P, MC] ILS 512 -- Materials for Young Adults [P, MC] ILS 514 -- Material and Services for Adults [P] ILS 515 -- Library Service to Special Groups [P] ILS 521 -- Children’s Services in the Public Library [P] ILS 522 -- Young Adult Services in the Public Library [P] ILS 593 -- Reader's Advisory Services [P] Two courses dealing with the history of the written tradition: ILS 517 -- History of Children's Literature [A, P, MC, S] ILS 518 -- History of Books and Printing One course that covers collection development and acquisitions: ILS 519 -- Collection Development [A, P, MC, S] A series of technology and tools courses: ILS 530 -- Information Systems Analysis and Design ILS 531 -- Indexing and Abstracting ILS 532 -- User-Centered Database Design & Development [A, P, MC, S] ILS 534 -- Technology and Libraries [A, P, MC, S] ILS 535 – Resources Sharing and Library Networks [A, P, MC, S] ILS 539 -- Multimedia Interface Design [A, P, MC, S] ILS 542 -- Management Information Systems in Libraries [A, P, MC, S] Four courses based on type of agency: ILS 560 -- College and University Libraries [A] ILS 561 -- Public Libraries [P] ILS 562 -- Management of School Library Media Centers [MC] 50 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 ILS 564 -- Special Libraries and Documentation Centers [S] A management series: ILS 565 -- Library Management [A, P, MC, S] ILS 566 -- Library Personnel Management ILS 568 -- Library Public Relations [A, P, MC, S] Advanced core skills: ILS 604 -- Advanced Reference Materials and Services ILS 606 -- Advanced Cataloging and Classification A series of courses based on subject area: ILS 615 -- Humanities -- Literature and Sources ILS 616 -- Social Sciences -- Literature and Sources ILS 617 -- Science-Technology -- Literature and Sources ILS 618 -- Business Information -- Literature and Sources ILS 619 -- Medical Bibliography and Libraries ILS 620 -- Legal Bibliography and Libraries ILS 621 -- Government Publications A series of courses focusing on electronic resources and preservation: ILS 642 -- Management of Electronic Resources and Services [A, P, MC, S] ILS 650 -- Preservation of Library Materials ILS 652 – Digital Memorials and Cultural Archives [A, P, MC, S] ILS 655 -- Digital Libraries [A, P, MC, S] ILS 656 -- Information Architecture [A, P, MC, S] Courses dealing with the behavioral, cognitive, or affective aspects of humans and their information environments: ILS 537 -- Information-Seeking Behavior [A, P, MC, S] ILS 538 -- Computer-Mediated Communications in Libraries [A, P, MC, S] And an instructional technology series: ILS 570 -- Utilizing Instructional Media [MC] ILS 575 -- Instructional Design Principles [A, P, MC, S] Courses designed to meet local needs: ILS 597 -- Introduction to Archival and Museum Work ILS 630 – Seminar in International and Comparative Librarianship And professional experience and special studies courses: ILS 581 -- School Media Specialist Practice (student teaching) [MC] ILS 582 -- Library Science Practice ILS 585 -- Field Project [A, P, MC, S] 51 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 ILS 685 -- Field Project [A, P, MC, S] ILS 599 -- Special Topics [A, P, MC, S] ILS 600 -- Independent Study [A, P, MC, S] ILS 693 -- Contemporary Issues in School Library Media Centers [MC] Table II.5 Enrollment in Electives Fall 2010-Spring 2013 [*=on-ground class] Fall 2010 ILS 511 Materials for Children ILS 512 Materials for Young Adults ILS 514 Materials and Services for Adults ILS 515 Library Services to Special Groups ILS 518 History of Books and Printing ILS 519 Collection Development ILS 521 Children’s Services in the Public Library ILS 522 Young Adult Services in the Public Library ILS 531 Indexing and Abstracting ILS 534 Technology and Libraries ILS 535 Resource Sharing and Information Networks ILS 537 InformationSeeking Behavior ILS 538 Computer Mediated Communications ILS 539 Multimedia Interface Design ILS 560 College and University Libraries ILS 561 Public Libraries ILS 562 Management of the School Library Media Center ILS 564 Special Libraries and Documentation Centers ILS 566 Library Personnel Management Spring 2011 Summer 2011 21 Spring 2012 Summer 2012 22 21 [6] Fall 2012 Spring 2013 22 20 16 19 13 8 17 18 21 23 18 19 22 20 20 15 19 22 10 10 14 7 23 21 13 7 21 19 12 10 4 13 [3] 20 18 20 21 15 6 18 19 22 9 7 22 17 20 52 6 9 20 22 22 [Table II.5 is continued on the next page] Fall 2011 11 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table II.5 continued Enrollment in Electives Fall 2010-Spring 2013 [*=on-ground class] Fall 2010 ILS 568 Library Public Relations ILS 570 Utilizing Instructional Media ILS 575 Instructional Design Principles ILS 597 Introduction to Archival and Museum Work ILS 606 Advanced Cataloging and Classification ILS 617 Social Science – Literature and Sources ILS 617 ScienceTechnology – Literature and Sources ILS 642 Management of Electronic Resources and Services ILS 650 Preservation of Library Materials ILS 652 Development of Digital Memorials and Cultural Archives * ILS 655 Digital Libraries ILS 656 Information Architecture EDU 566 Media Utilization and Curriculum Spring 2011 Summer 2011 Fall 2011 Spring 2012 21 20 Summer 2012 Fall 2012 Spring 2013 13 20 15 10 14 8 8 12 [5] 13 14 7 5 8 20 21 19 18 18 10* 6* 17 18 16 12 18 16 15 10* 13 8 15 16 17 15 15 SCHOOL LIBRARY MEDIA School Library-Media Specialist (PK-12) - Connecticut Endorsement Code 062 The State Department of Education publishes the knowledge and skills required of a School Media Specialist. The requirements mandated by the State of Connecticut are met through the following courses (*required core course; **required school media course; ***elective): 53 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Initial Educator Certificate Requirements – State of Connecticut • • • • • • Design, implementation and evaluation of media programs. Media programs here are defined as all instructional and other services furnished to students and teachers by a media center and staff. o Course(s) that fulfill the goal: § ILS 511 – Materials for Children** § ILS 512 – Materials for Young Adults** § ILS 562 –School Library Media Centers § EDU 566 – Media Utilization and Curriculum** Evaluation, selection, acquisition, organization, production and retrieval of media. o Course(s) that fulfill the goal: § ILS 506 – Information Analysis and Organization* § ILS 511 – Materials for Children** § ILS 512 – Materials for Young Adults** § ILS 562 –School Library Media Centers § EDU 566 – Media Utilization and Curriculum** Teaching students, staff, and faculty to utilize media and its accompanying technology by applying valid instructional methods and techniques. o Course(s) that fulfill the goal: § ILS 501 – Introduction to Information Science and Technology* § ILS 575 – Instructional Design Principles*** § ILS 562 –School Library Media Centers § EDU 566 – Media Utilization and Curriculum** Assisting students and teachers in the interpretation of print and non-print materials. o Course(s) that fulfill the goal: § ILS 504 – Reference and Information Resources and Services* § ILS 511 – Materials for Children** § ILS 512 – Materials for Young Adults** § EDU 566 – Media Utilization and Curriculum** Application of principles of administration and supervision for effective leadership and operation of the school media center program. o Course(s) that fulfill the goal: § ILS 562 – School Library Media Centers** § ILS 581 – School Media Specialist Practice** Formulation of the educational specifications and contributions to the design of school media facilities. o Course(s) that fulfill the goal: § ILS 562 – School Library Media Centers** 54 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 In addition, the four additional courses required for school media (ILS 511, ILS 512, ILS 562, EDU 566) align as follows with the American Association of School Librarians (AASL) Standards: ILS 511 – Materials for Children and ILS 512 – Materials for Young Adults [Appendix II-9 Media Center - Materials] Standard 2: Literacy and Reading. 2.1 Literature 2.2 Reading promotion 2.3 Respect for diversity 2.4 Literacy strategies ILS 562 – School Library Media Centers [Appendix II-10 Media Center Management] Standard 4: Advocacy and Leadership 4.1 Networking with the library community 4.2 Professional development 4.3 Leadership 4.4 Advocacy Standard 5: Program Management and Administration 5.1 Collaboration 5.2 Professional ethics 5.3 Personnel, funding, and facilities 5.4 Strategic planning and assessment EDU 566 – Media Utilization and Curriculum [Appendix II-11 Media Center Methods] Standard 1: Teaching for Learning. 1.1 Knowledge of learners and learning. 1.2 Effective and knowledgeable teacher 1.3 Instructional partner. 1.4 Integration of twenty-first century skills and learning standards Standard 3: Information and Knowledge 3.1 Effective and ethical information-seeking behavior 3.2 Access to information 3.3 Information technology 3.4 Research and knowledge creation Table II.6 Additional Assessments in School Media Candidates' knowledge, skills, and dispositions are applied effectively in practice Candidate effects on the creation of supportive learning environments for student learning 55 [Appendix II-12 Student Teaching] [Appendix II-13 Impact on Student Learning] Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 II.4 The curriculum provides the opportunity for students to construct coherent programs of study that allow individual needs, goals, and aspirations to be met within the context of program requirements established by the school and that will foster development of the competencies necessary for productive careers. The curriculum includes as appropriate cooperative degree programs, interdisciplinary coursework and research, experiential opportunities, and other similar activities. Course content and sequence relationships within the curriculum are evident. Students accepted into the MLS and School Media Specialist programs must complete a Planned Program of study that is approved by their advisor, the department chairperson, and the Dean or Assistant Dean of the Graduate School; for School Media Specialist, the certification officer within the School of Education also must approve the Planned Program of study. [[Appendix II-14 MLS Planned Program]] [[Appendix II-15 MLS with School Media Planned Program]] Students are expected to discuss their career goals with their assigned advisor and to choose electives that support those goals. Career goals are monitored through the approved Planned Program. Changes in electives listed on the approved Planned Program are to be discussed and approved in advance by the student’s advisor. Students may take, with approval, three credits outside of ILS courses. Certain courses have been preapproved such as SED 517 Introduction to Adaptive Technology and IDS 533 Grant Writing and Funding Sources. If department, university, or personal conditions arise that require that Planned Program of study to be changed, the student, after consulting with and receiving approval from the advisor, may take the alternate approved electives; the advisor then submits on the student’s behalf a Final Planned Program of Graduate Study47 in the student’s final semester before completing the program. The ILS Department does not currently have cooperative degree programs with the Master of Library Science. The School Library Media program for Connecticut Initial Educator Certification more closely resembles a dual program as students must meet all requirements for the MLS degree and all professional education requirements to qualify for recommendation for certification. II.5 When a program includes study of services and activities in specialized fields, these specialized learning experiences are built upon a general foundation of library and information studies. The design of specialized learning experiences takes into account the statements of knowledge and competencies developed by relevant professional organizations. An internship is strongly recommended for all MLS students who have not worked in libraries. Students with experience are strongly advised to seek an internship that will 47 For a student with no changes in his/her program of study, the advisor writes “Final” across the original Planned Program and submits it to the Graduate School during the student’s final semester in the program. 56 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 broaden their background, such as in a different type of library or in a specialized unit of a library. Students seeking experience in technology-driven areas such as digital librarianship are advised to complete appropriate electives (such as library automation, resources sharing and library networks, preservation, digital libraries) prior to beginning their internship. To qualify for a professional work experience (ILS 582) the students needs to: • Be matriculated into the Master of Library Science (MLS) program • Have completed the initial four core courses (ILS 501, ILS 503, ILS 504, ILS 506) • Have completed one of the following, as appropriate for the planned internship: ILS 560 College and University Libraries ILS 561 Public Libraries ILS 564 Special Libraries and Document Centers ILS 619 Medical Bibliography and Libraries ILS 620 Legal Bibliography and Libraries The student will be able to perform in the following areas: • Technical Services – including subject heading selection, participation in decision-making on classification numbers and book selection. • User Services – including reference service to library patrons, literature searching, bibliographic compilation. • Administrative Operation – including compilation of reports and surveys. • Public Services – including observation at service desks (reference, access, etc.), participation in program planning, public relations and library displays. (See [[Appendix II-16 Internship Assessment Form]] for the evaluation form used to assess student performance.) ILS 582 Library Science Practice is planned, in most cases, to comprise 150 hours (three credits) or 300 hours (six credits) during the course of one academic semester (only three credits can count toward the MLS degree). Students who apply for Library Practice for six credits are expected to spend no less than 15 hours per week at the cooperating institution in a work schedule that involves no less than four hours per day; for three credits, students are expected to spend no less than 10 hours per week at the cooperating institution in a work schedule that involves no less than five hours per day. ILS 581 School Media Specialist Practice is a planned professional work experience in a school media center with a Teacher Educator Academic Mentor (T.E.A.M.) trained school media specialist; and must meet all Department of Education student teaching requirements. School Media Specialist Practice is a semester-long practicum (six credits) during the fall or spring semester. The practicum must meet all Department of Education student teaching requirements. The student teaching experience is completed in approved Connecticut schools and should include both elementary and secondary experiences, one in an urban environment and the other in a suburban environment. In addition, student teachers attend seminars that address current topics, especially as determined from 57 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 observations in the schools, such as classroom management, curriculum development, and impact on student achievement. II.6 The curriculum, regardless of forms or locations of delivery selected by the school, conforms to the requirements of these Standards. Electronically offered courses that lead to the MLS degree both support and extend the roles of the ILS department and Southern Connecticut State University. In 1996 ILS set as a goal to continue efforts in accommodating students residing at distances from campus. In spring 1996, distance education initiatives included off-campus meetings at locations in the far western and far eastern parts of the state (a total of five courses), concentrated courses on-campus on Saturdays (two courses), and electronic attendance (one course). In addition, various faculty members began using email to extend office hours and listserv technology to extend classroom discussion. To meet the needs of students unable to attend a required course when scheduled, a course was offered via the Web in spring 1996. To test the viability of online delivery the faculty member conducted a learning outcomes comparison between the students taking the course online and those taking the course on campus. No difference was found between learning outcomes of the two groups. In spring 1999, ILS offered four courses online through OnlineCSU, an initiative of the Board of Trustees of the Connecticut State University begun in fall 1998. Online course offerings have been supportive of students with certain disabilities, in particular those requiring extra time for assignments and tests. It is the policy that “Southern Connecticut State University provides reasonable accommodations for students with documented disabilities on an individualized and flexible basis.” Additional information about the services provided is available at http://www.southernct.edu/drc/. The university’s policy on disabilities is available at http://www.southernct.edu/diversityequity/policyregardingpersonswithdisabilities/ . In addition, Buley Library provides services to disabled patrons and to distance students. For additional information on Library Service for Disabled Patrons see http://libguides.southernct.edu/content.php?pid=301840&sid=2476023. For information on Distance Learning Library Services see http://libguides.southernct.edu/distance. The ILS department does not have separate online and on campus programs. All sections of courses use the same syllabi and have the same content. ILS has online offerings and on campus offerings with the same requirements. Originally, online offerings accomplished two things: They opened access to students in remote locations in the state48 and they made it possible for low enrollment (and often 48 While faculty travelling to remote sites saved students commuting time, it did not resolve the problem of opening access as there seemed to be pockets of students at distances from each other resulting in remote site offerings having low enrollments composed of the few students near a given remote site. Recent mapping of student addresses confirms the concentration of students in short reach of campus. See 58 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 cancelled) courses, to be available to a wider audience. Online courses made the MLS available to students with a variety of challenges including commuting, work, and family care concerns. The same faculty, chairperson, and dean are responsible for both on campus and online courses. All students in graduate degree program or the program for certification in the ILS department are required to prepare and submit a capstone portfolio in their final semester of coursework and prior to completing all degree or certification requirements. Included in the portfolio for the MLS degree is a special project that requires the application or drawing together of knowledge and skills acquired in the graduate program. Students must pass a portfolio review and the Special Project to be considered eligible for the MLS degree. In fall 2012 ILS began requiring use of common assessment tools across core required courses in the MLS program. All sections of a given core required course assess students using a common rubric aligned to the ALA Core Competences and the MLS programlevel student learning outcomes (which align with the ALA Core Competences). Table II.7 Number of Students Who Receive An Incomplete or Below “B” Grade Total Enrolled #Incomplete %Incomplete #Below B Grade %Below B Grade 2012-2013 AY Core Courses Electives Total 234 287 521 7 14 21 2.99% 4.88% 4.03% 14 3 17 5.98% 1.05% 3.26% 2011-2012 AY Core Courses Elective Total 482 535 1017 15 12 27 3.11% 2.24% 2.65% 8 5 13 1.28% 0.93% 1.28% 2010-2011 AY Core Courses Elective Total 640 687 1327 19 22 41 2.97% 3.20% 3.09% 21 2 23 3.28% 0.29% 1.73% 2865 91 3.18% 53 1.85% GRAND TOTAL http://www.southernct.edu/campus_sustainability/uploads/textWidget/wysiwyg/documents/SCSU_Student _Zip_Map.pdf for density of student residency by zip code. 59 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table II.8 Number of Students Who Receive An Incomplete or Below “B” Grade in Core Courses Total Enrolled #Incomplete %Incomplete ILS 501 Introduction to Information Science and Technology 2010-2013 216 0 0.00% #Below B Grade %Below B Grade 4 1.85% 0.43% 11 4.76% ILS 504 Reference and Information Resources and Services 2010-2013 218 8 3.67% 0 0.00% ILS 503 Foundations of Librarianship 2010-2013 231 1 ILS 506 Information Analysis and Organization 2010-2013 241 3 1.24% 13 5.39% ILS 565 Library Management 2010-2013 193 0.00% 0 0.00% ILS 580 Research in Information and Library Science 2010-2013 237 26 10.97% 15 6.33% 43 3.22% GRAND TOTAL 1336 0 40 2.99% Over the past three years, one student has been counseled out of the program after enrolling and at least two others were given options and shadowing opportunities to explore before applying into the program49. Findings from a variety of surveys reinforce the positive aspects of the program and curriculum. Of the students responding to the NEASC [New England Association of Schools and Colleges] self study survey, 92% agree that the program of online courses leading to the MLS degree represent the rigor and breadth of the degree; and 86 % agreed that the courses are coherent and complete. Students made a large number of positive comments about the program in the survey. According to the NEASC self study survey qualitative data, many students are content with the courses offered online but some also desire a greater number of summer courses. Students are happy with the quality of the courses but are concerned about cutbacks in state spending which will reduce the number of courses offered. Most students believe that the curriculum and courses are of excellent quality, well designed, practical and more 49 As we do not keep records on number of querying students who do not apply, this number is from recall of specific prospective students and may be under reported. 60 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 rigorous than campus-based courses and that offering these courses online to students who live at a distance from the university is a definite plus. Surveys were conducted as part of self-studies for the Committee on Accreditation and for internal Graduate School and Academic Programs assessment as well as other accrediting self-studies (NCATE, NEASC). Until recently the methodologies varied with the requirements of each study and perceptions of information needed by the department. In 2008 the Office of Planning and Assessment in collaboration with the Graduate School standardized survey questions across departments. This standard survey format should provide a good basis for comparison between disciplines and over time within departments. All student, alumni, and employer surveys are now conducted out of the Office of Assessment and Planning using a base set of questions determined by the university. Each department can add additional questions. Surveys are Web-based. The data set and initial analysis is returned to the departments for additional analysis. The Office of Assessment and Planning conducts student, alumni, and employer surveys for the MLS program in connection with the Graduate Program Review for Graduate Council’s Academic Standards Committee (ASC). The Graduate Program Review is scheduled on a 5-year review cycle. Table II.9 Program Review Cycle Program Review Cycle involving the MLS Program Agency: Last Review Review Cycle ALA (COA) 2010 7 years Graduate Council (ASC)* 2012 5 years Faculty Senate (PRAC)** 2011 5 years NEASC 2011 10 years (5 year report) NEASC (Distance Learning) 2011 10 years (5 year report) NCATE (School Media) 2012 7 years *Academic Standards Committee (ASC) reviews graduate programs **Program Review and Assessment Committee (PRAC) reviews undergraduate programs; the faculty also asked outside reviewers to also look at the graduate program and its relationship to the undergraduate program; PRAC is a standing committee of the Undergraduate Curriculum Forum (UCF) which is an AllUniversity Committee that falls under the umbrella of the Faculty Senate. II.7 The curriculum is continually reviewed and receptive to innovation; its evaluation is used for ongoing appraisal, to make improvements, and to plan for the future. Evaluation of the curriculum includes assessment of students' achievements and their subsequent accomplishments. Evaluation involves those served by the program: students, faculty, employers, alumni, and other constituents. 61 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 While the way the faculty assesses and documents student learning has recently been modified to meet the evolving expectations of national accrediting agencies, what we assess has not changed. The faculty has consistently aligned our program with emerging professional core competencies and Connecticut certification regulations. Specifically, ILS was included in the inaugural meetings in 1999 in Washington, D.C, organized to nationally define learning outcomes specifically for the MLS degree programs; ILS has adopted and utilized the evolving wording of these competencies, specifically the versions of 2005, 2008, and the 2009 final statement approved and adopted as policy by the ALA Council. Notably, ILS has been tried to remain an early adopter of these evolving competencies for LIS education. This is most recently evidenced by our decision to be reviewed under the new accreditation policies that incorporated learning outcomes, prior to its mandatory implementation. Program success can also be confirmed or gauged by course grades for the required core courses taken by all students. The required core courses are responsible for assuring each student meets the minimum skills and knowledge required in more advanced courses in the curriculum. Students who receive a B or better have mastered the minimum skills and knowledge. Many students come to the MLS program with some experience working in libraries. Program coordinators try to counsel prospective students with limited knowledge of the LIS profession to self-assess their perceptions. On the rare occasion when a student does not master minimum skills, the student is given several options: He or she may be issued an incomplete for the course. This occurs at the discretion of the professor who believes the student may acquire the minimum skills/knowledge with extra time (by the fourth week of the following semester). The student may also be asked to repeat the course, or is referred to the faculty advisor to assess aptitude for the profession. Aptitude may be assessed by asking the student to discuss his or her they approach to or feelings about certain content areas or tasks such as planning and organizational tasks, interpersonal interactions, and computer skills. These steps are generally sufficient to set the student back on a track of success. For a fuller picture of student accomplishments, the department maintains a portfolio requirement for all programs (Digital Portfolio is discussed on page 27 and the assessment rubric is on page 124). The ultimate indicator of program success is performance in the work place. This is measured through employer surveys and feedback from librarians at conferences and professional meetings. Success is also indirectly visible anecdotally in unsolicited and frequent student comments comparing the MLS experience at Southern with the ones colleagues/friends have had at other ALA-accredited schools. Of the 2,858 grades issued for MLS courses between summer 2010 and fall 2012, 2.48% were Incomplete (“I”) and 1.78% were below “B” which requires that the course be repeated if a required, or, if an elective, another (or the same) elective taken to replace it. Details of on Incomplete and below “B” grades are in the tables below.50 50 The grade of “I” (Incomplete) is given for work that was passing but which could not be completed due to circumstances beyond the student’s control. An Incomplete is to be satisfactorily completed not more than 30 days into the next semester. 62 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Approximately each 7-10 years, the curriculum is reviewed in total, taking about 2-3 years to complete. In between, individual courses or focused groups of courses are considered as needed. Minor course revisions are conducted as needed to update a course description, course outline, or course title. Modifications (innovations) can come about due to technology, trends in the field, or other appropriate concerns. The last major change (initiative called the Information Navigator curriculum) was completed just prior to 1996. No major changes to the MLS curriculum has taken place since then. Courses are updated as needed. Given recent changes in the structure of State Department of Education and organization of the pubic institutions of higher education within the State and pending changes in State regulations for certification (slated to go into effect in 2015), the faculty has begun a review of the school media curriculum (which has a pre-/co-requisite of the MLS degree). Beginning fall 2012, the student teaching experience for school media was lengthened by six weeks and now includes eight weeks each in elementary and secondary level assignments with one experience in an urban area. When decisions are needed that could affect course outlines or descriptions, the discussion is conducted in Curriculum Committee, followed by the general faculty meeting. The Curriculum Committee, charged with “regular reviews and implementation of curriculum development for each program area of the Department” (Department Bylaws C.2), uses a number of measures to evaluate the curriculum including: • course enrollment data (available at the conclusion of the third week of classes each semester) • assessments of student learning outcomes as measured using rubrics in Tk20 (available at the conclusion of each semester) • course evaluation data as measured using Class Climate (available at the beginning of the following semester) • results of assessments of self-studies by reviewers external to the department (such as narratives of review committees). The primary means of assessment of student learning outcomes is the course instructor. Assessment across sections is facilitated by the use of common rubrics to assess students’ level of achievement of core competencies in the required MLS core courses (a total of 18 credits or half of the MLS requirement). Each student also submits a portfolio of work from across all his or her courses (required and elective). The portfolio has become a powerful tool for comparison of work among students in a course, among different sections of the same course, and of a course across time. The portfolio has evolved through assessment, regulation, and linking to competency expectations. The portfolio began as a digital container students designed to hold their work, later designating the premier piece as the special project. In 2007-2008 major comparison of student-developed portfolios representing 2004-2006 graduates was conducted. The purpose was to assess the work students were submitting under the 63 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 ambiguous special project option51. The outcome was the recommendation: To facilitate use of the e-portfolio as an individual and program assessment tool, it is recommended that a uniform structure for an e-portfolio as the special project be established and piloted. An initial starting point for that structure is suggested as: a home or entry page with four linking pages for 1) plan of study including catalog descriptions of courses and competencies covers, with appropriate links to concrete evidence of competencies; 2) appropriate professional competencies with links to concrete evidence or demonstrations of those competencies; 3) a reflection on the learning process and assessment of strengths and weaknesses of the learning outcomes as related to appropriate professional competencies; and 4) a resume. [[Appendix II-17 Portfolio Assessment Report]] As the result of this assessment, the ILS portfolio was taken as the special project. Over the following several years the Graduate School, through an Ad Hoc Committee, defined the special project and set guidelines for a proposal and final product phases to closely align with the extensive guidelines for the capstone experience thesis option. ILS has held tightly to the digital portfolio requirement even through, by its nature, it lacks the ability to automatically product reports such as available through Tk20, for, as Skiba (2005)52 reminds us, portfolios have been used in some professionals (such as artists) to collect and organize their work over time and to facilitate feedback and guidance (p. 246). The portfolio has been used in primary and secondary education as an alternative to standardized testing to assess student learning; and the use of portfolio assessment has been found to foster clearer learning goals and expectations and encourage student reflection on their learning (Ahn, 2004)53, giving them "a new sense of their accomplishments" (Young, 2002, p. A31)54. Portfolios were also found helpful in assessing a student's learning strengths and weaknesses and preparing for job interviews (Young, 2002), assessment of courses (Manson, Pegler, & Weller, 2004)55, and creating a culture of assessment in higher education (Skiba, 2005). Digital or e-portfolios facilitate institutional storage (such as on CD disks in student file folders) and sharing (such as among stakeholders). As a shared resources among stakeholders (student, curriculum, professional and accrediting bodies, and employers) portfolios "bring to the forefront the 51 At this time the guidelines for the special project capstone experience consisted of a few lines in the Graduate Catalog: "The special project requires the application or drawing together of knowledge and skills acquired in the graduate program. Projects are typically completed under a particular course designation and result in a written report or other product, such as an audiotape of a performance or photographs of an art exhibit, which will be kept on file for review by students, faculty, and accrediting agencies. The master's degree is conferred after successful completion of a minimum of 36 credits including the special project." [2006-2007 Graduate Catalog, p. 34] 52 Skiba, Diane J. (2005). E-portfolios, webfolio, and e-dentity: Promises and challenges. Nursing Education Perspectives, 26 (4), 246-247. 53 Ahn, June. (2004). Electronic portfolios: Blending technology, accountability & assessment. THE Journal, 31 (9), 12-18. 54 Young, Jeffrey R. (2002, March 8). E-Portfolios could give students a new sense of their accomplishments. Chronicle of Higher Education, 48 (26), A31-32. 55 Manson, Robin, Pegler, Chris, & Weller, Martin. (2004). E-portfolios: An assessment tool for online courses. British Journal of Educational Technology, 35 (6), 717-727. 64 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 richness of student work and teacher practice" and "allows all stakeholders to continually reflect on the learning process, which is the prime advantage of e-portfolios as an assessment tool." (Ahn, 2004, p. 18). Those served by the program have input through participation in surveys and focus groups (of students, alumni, employers, and ILS faculty) and evaluation and summary of findings through participation on the department curriculum committee and on the department advisory board. The Curriculum Committee is composed of members of the faculty (full-time and parttime), representatives of the alumni, undergraduate students, graduate students, Buley Library, the State Library, and other constituents. The 18 current members include seven full-time faculty, three part-time faculty, four students, four alumni (one also a part-time faculty member; one also a current student), and representatives of Buley Library faculty and the State Library. The Curriculum Advisory Council includes practitioners from academic (Charles Getchel, Diane Klare, Clara Ogbaa), public (Carl Demilia, Mary Etter), school (Irene Kwidzinski , Stephanie Shteirman), and special (Caroline Marshall) libraries. The department has schedules of data collection that are tied to and prescribed by internal self-studies (including as part of Graduate Council’s and Faculty Senate’s reviews of programs). These schedules include satisfaction surveys of students, alumni, employers, and ILS faculty. In addition, the department conducts additional surveys, focus groups, focused interviews, and observations as follow-up to these schedules or to initiate new inquiries as appropriate. [[Appendix II-18 Curriculum Map]] 65 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 66 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Standard III Faculty Introduction The ILS department has a diverse faculty with varied backgrounds and a broad range of expertise. The faculty holds graduate degrees from 11 different schools with ALAaccredited programs; and brings subject specializations in education, English, geology, history, instructional technology, liberal arts, languages and literatures, law, journalism and advertising, and math and sciences. One member of the faculty was awarded a Fulbright Teaching and Research Fellowship; another was elected to the Connecticut Academy of Arts and Sciences. III.1 The school has a faculty capable of accomplishing program objectives. Fulltime faculty members are qualified for appointment to the graduate faculty within the parent institution and are sufficient in number and in diversity of specialties to carry out the major share of the teaching, research, and service activities required for a program, wherever and however delivered. Part-time faculty, when appointed, balance and complement the teaching competencies of the full-time faculty. Particularly in the teaching of specialties that are not represented in the expertise of the full-time faculty, part-time faculty enriches the quality and diversity of a program. There are 10 full-time tenure-track/tenured faculty members in the Department of Information and Library Science (ILS). When we began the 2010 self-study process, there were 13 full-time ILS faculty members. At the time of the 2010 ALA/ERP site visit there were 12, one having just retired. Another has since retired and two have moved to other positions. One of the positions was linked to a Sixth Year Art of the Oral Tradition program that has since been discontinued and phased out. One position was replaced with a tenure-track hiring. Three highly qualified part-time faculty members are teaching specialized courses in school library media previously covered in part by some of the departing full-time faculty members. We anticipate obtaining permission to begin another tenure-track search as soon as the State’s and the University’s financial climates allow and/or student enrollment demands. All 10 full-time ILS faculty members are members of Graduate Faculty. Eight of the ILS faculty members have Ph.D.’s in information or library science, one has an Ed.D., and one a J.D. All faculty members hold a master’s in library science. A total of 11 ALAaccredited institutions are represented in the academic studies (and degrees) of the fulltime faculty (Drexel, Emporia State, Florida State, Illinois, Indiana, Iowa, McGill, Pittsburgh, Southern Connecticut, SUNY at Albany, and Wisconsin). 67 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 The faculty is 50% male/50% female, 20% minority and 70% international. The faculty represents the cultures and heritages of Chile, Nigeria, South Korea, China, Taiwan, indigenous (native) Americans and ethnic Europeans. Faculty members have experience working in public, academic, and special libraries. That experience includes working in reference, cataloging, library administration, collection development, and other areas of library service. Consistency is maintained across core courses through course outlines and rubrics approved by the department curriculum committee and supported through lead faculty who share materials and provide mentoring and guidance to adjuncts. Consistency is checked through common assessments facilitated by common rubrics maintained in Tk20 and through comparison of work maintained by students in their digital portfolios. Each faculty member has academic training, experience and teaching skills appropriate for the courses they teach. The table below outlines the focuses of each faculty member in his or her teaching and research areas. Part-time faculty enriches the quality and diversity of the program, particularly in areas not represented in the expertise of the fulltime faculty, such as school library media. Table III.3 outlines the teaching focuses of each part-time faculty member. Table III.1 Full-time Faculty Expertise Faculty Degree Research Areas Teaching Areas Member Concentrations *”MLS” is used in this table to designate the ALA-accredited masters degree not necessarily the exact name of the awarded degree. Collection [[Arlene English, History, Copyright development; public Bielefield]], Law, Library libraries; Associate Science management; Professor [JD, copyright UConn; MLS, Southern CT] Research; [[Mary Comprehensive Information information Brown]], Science (sciences behavior behavior; Professor [PhD, and math), information MLS, Drexel] Education, Info architecture Studies Technologies; [[Yunseon Library and Information cataloguing; Choi]], Information architecture, Digital document and Assistant Science libraries, Social information Professor [PhD, media/networks, modeling Illinois; MA, Information Yonsei U] behavior [Table III.1 is continued on the next page] 68 Southern Connecticut State University 2013 Program Presentation Faculty Member [[Chang Suk Kim]], Associate Professor [PhD, Wisconsin; MLS, Emporia] [[Hak Joon Kim]], Professor [PhD, MLS, Indiana] [[James Kusack]], Professor [PhD, Indiana; MLS, Iowa] [[Yan Quan Liu]], Professor [PhD, Wisconsin; MLS, Emporia] [[Elsie Okobi]], Professor [EdD, Nova Southeast; MLS, MSIS, Pittsburgh] Department of Information and Library Science April 2013 Table III.1 continued Full-time Faculty Expertise Degree Research Areas Concentrations Education, Information Korean Language behavior & Literature, Library & Information Science Information Technology in Science, education Instructional Systems Technology Journalism General research (advertising), Library and Information Science Library & Digital libraries, Information Library education Science Cataloguing; information behavior; systems; research Database design; instructional design and media Management; academic libraries Digital libraries; interface design; indexing & abstracting Library services in developing areas Reference; special libraries; adult services; services to special group; networking [[Josephine eLearning, Digital Sche]], union catalog Professor [PhD, Florida State; MLS, SUNY Albany] [Table III.1 is continued on the next page] Cataloguing; reference; business information; science and technology information Geology, Library Science, Information Science, Computer Information Technology Chinese Literature, Library Science, Computer Science Teaching Areas 69 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.1 continued Full-time Faculty Expertise Degree Research Areas Concentrations Library and Photography Information digitization Science Faculty Member [[Eino Sierpe]], Associate Professor [PhD, MLS, McGill] Teaching Areas Cataloguing; information behavior; reference; research Table III.2 Recent Full-time Faculty Coverage of Graduate ILS Courses Name, Rank 2010-2011 Arlene Bielefield, Associate Professor, J.D., U Conn, 1981 Foundations of Librarianship (503), Collection Development (519), Children’s Services in the Public Library (521), Public Libraries (561), Personnel Management (566), Public Relations (568) 2011-2012 Collection Development (519), Children’s Services in the Public Library (521), Young Adult Services in the Public Library (522), Public Libraries (561), Personnel Management (566), Public Relations (568) Mary Brown, History of Books History of Books Professor, (518), Research in (518), Computer Ph.D., Drexel, Information and Mediated 1994 Library Science Communication (580), Information (538), Research in Architecture (656), Information and Current Issues in Library Science School Library (580), Intro to Media Centers Archival and (693) Museum Work (597), Information Architecture (656) [Table III.2 is continued on the next page] 70 2012-2013 Collection Development (519), Children’s Services in the Public Library (521), Young Adult Services in the Public Library (522), Public Libraries (561) Foundations of Librarianship (503), Research in Information and Library Science (580) Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.2 continued Recent Full-time Faculty Coverage of Graduate ILS Courses Name, Rank 2010-2011 2011-2012 2012-2013 Yunseon Choi, Intro to Assistant Information & Professor, Library Science Ph.D., Illinois, (501), 2011 Cataloguing (506), Technology and Libraries (534), Resource Sharing & Library Networks (535) Chang Suk [Chairperson], [Chairperson], [Chairperson], Kim, Research Research Research Associate Information and Information and Information and Professor, Library Science Library Science Library Science Ph.D., U Wisc, (580) (580) (580) 2002 Hak Joon Kim, Intro to Intro to Information Intro to Professor, Information Science and Information Ph.D., Indiana Science and Technology (501), Science and U, 1998 Technology (ILS Instructional Technology (501), 501), Instructional Design (575), Instructional Design (575) Research in Design (575), Information and Research in Library Science Information and (580) Library Science (580) James Kusack, Academic Academic Libraries Academic Professor, Libraries (560), (560), Management Libraries (560), Ph.D., Indiana Management (565) (565) Management (565) U, 1984 Yan Liu, Intro to Info Indexing and Info Systems Professor, Science and Abstracting (531), Analysis & Design Ph.D., U Wisc, Technology (501), Multimedia (530), Indexing 1999 Indexing and Interface Design and Abstracting Abstracting (531), (539), Research in (531), Research in Multimedia Information and Info and Library Interface Design Library Science Science (580), (539), Digital (580), Digital Social Science: Libraries (655), Libraries (655) Literature & Research in Info Sources (616), and Library Digital Libraries Science (580) (655) [Table III.2 is continued on the next page] 71 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.2 continued Recent Full-time Faculty Coverage of Graduate ILS Courses Name, Rank 2010-2011 2011-2012 Elsie Okobi, [Sabbatical Leave], Foundations of Professor, Reference (504), Librarianship (503), Ed.D., Nova Services for Adults Reference (504), Southeast U, (514), Resource Services for Adults 2003 Sharing & Library (514), Resource Networks (535), Sharing & Public Libraries Networks (535), (561) Public Libraries (561) Josephine Reference (504), Reference (504), Sche, Cataloguing (506), Cataloguing (506), Professor, Advanced Advanced Ph.D., Florida Cataloguing/Classi Cataloguing/Classif State, 1983 fication (606), ication (606), Preservation (650) Preservation (650) Eino Sierpe, Associate Professor, Ph.D., McGill U, 2002 Foundations of Librarianship (503), Cataloguing (506), Information Seeking Behavior (537), Research in Information and Library Science (580), Foundations of Librarianship (503), Cataloguing (506), Information Seeking Behavior (537), 2012-2013 Services for the Underserved (515) Reference (504), Cataloguing (506), Advanced Cataloguing (606), Science Technology: Literature & Sources (617), Preservation (650) Foundations of Librarianship (503), Cataloguing (506), Information Seeking Behavior (537) The department recognizes that involvement in outside organizations improves knowledge of current library issues and practices. It also alerts the faculty to technological changes taking place in the information professions. This involvement enhances overall quality of teaching and research while it improves communication with the communities the program serves. The ILS department faculty is highly active in professional organizations at the local, state, national and international level. In additional, faculty members are highly visible and active in SCSU committees. The ILS department has a strong pool of highly qualified practitioners from academic, public, school, and special libraries who help achieve program goals and objectives. Part-time faculty provides the program with expertise to round out the program’s goals and objectives. They are selected for their education, background, experience and ability to teach classes the full-time faculty is unavailable to teach during a given 72 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 semester. As practicing librarians, the part-time faculty contributes rich and varied experience through their diverse backgrounds. Table III.3 Recent Part-time Faculty Coverage of ILS Courses Name, Position Organization Course Caitlin Augusta, Children’s Librarian MLS U Illinois UrbanaChampaign; B.A., Wellesley College Hayrunnisa (Nisa) Bakkalbasi, Electronic Collections Librarian MSLS, Long Island U; M.S., U Alabama Terry Ballard, Automation Librarian MLS, U Arizona; M.A. Arizona State Univ Kelly Barrick, Social Science Librarian M.A., George Washington U; M.A. U Arizona Stratford Library Association Materials for Children (ILS 511) Yale University Libraries Management of Electronic Resources and Services (ILS 642) Fall 2009, Fall 2010 Quinnipiac University Intro to Information Science and Technology (ILS 501) Spring 2009 Yale University Libraries Reference & Information Sources and Services (ILS 504) Fall 2009, Fall 2010, Spring 2011, Fall 2012, Spring 2013 Fall 2011, Belinha DeAbreu, Fairfield University Adjunct Professor Ph.D., UConn; MLS, Southern CT State U [Table III.3 is continued on the next page] 73 Management of Electronic Resources and Services (ILS 642) Intro to Information Science and Technology (ILS 501) Last taught Fall 2012 Fall 2010 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.3 continued Recent Part-time Faculty Coverage of ILS Courses Name, Position Organization Course Sally Doyen, Portland CT Superintendent of School District Schools Ed.D., U Cincinnati; MLIS, U Kentucky; M.A., U Kansas Nancy Florio, Canterbury Library Director & School Archivist MLS, Southern; BS, UMass Amherst Lisa Forman, Easton Public Assistant Director Library & Head of Children’s Services J.D., UConn MLS, Southern CT State U Kevin Glick, Yale University Digital Archivist Libraries MLS, U Albany; MA, Western Michigan U Charles Greenberg, Yale University Librarian, Libraries Cushing/Whitney Medical Library M.A., Columbia U; MLS State U of New York Howard McGinn, Seton Hall Dean of University University Libraries Ph.D., Emporia State U; MA, Seton Hall U; MSLS, Drexel U [Table III.3 is continued on the next page] 74 Instructional Design (ILS 575) Last taught Fall 2009, Summer 2010 Digital Memorials and Cultural Archives (ILS 652) Fall 2010, Summer 2012, Spring 2013 Foundations of Librarianship (ILS 503) Fall 2010 Digital Memorials and Cultural Archives (ILS 652 Winter 2010, Summer 2010 Medical Bibliography (ILS 619) Spring 2010 College & University Libraries (ILS 560) Summer 2009 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.3 continued Recent Part-time Faculty Coverage of ILS Courses Name, Position Organization Course Mary Ellen Minichiello, Library Media Coordinator [Vice-President, CT Association of School Librarians (CASL)] Sixth Year, Southern CT State U; M.A., Middlebury College Clara Ogbaa, Library Director Ed.D., U Bridgeport; MLS U Texas Stephanie Shteirman, Library Media Coach Sixth Year/MLS, Southern CT State U Milford Public Schools Materials for Young Adults (ILS 512) Gateway Community College Reference & Information Resources and Services (ILS 504) Fall 2010 New Haven Public Schools (Oversees 39 library media specialists and 37 library media centers in a 19,000-student urban school district. Responsible for a $2.2 million budget.) Management of the School Library Media Center (ILS 562) Media Utilization and Curriculum (EDU 566) Fall 2011, Fall 2012 ILS 511 Materials for Children ILS 512 Materials for Young Adults [Table III.3 is continued on the next page] Last taught Summer 2012, Spring 2013 75 Fall 2010, Spring 2011, Summer 2011, Spring 2012, Summer 2012, Spring 2013 Fall 2012 Summer 2012, Spring 2013 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.3 continued Recent Part-time Faculty Coverage of ILS Courses Name, Position Organization Course Last taught Fall 2009, Summer 2010, Fall 2010 Lynda Shoup, School Media Specialist MLS, Southern CT State U Priscilla Ubysz, Manager, Information & Learning MLS, U Hawaii; M.A., U Connecticut Southbridge MA Public Schools Management of School Media Centers (ILS 562) Pratt & Whitney; United Technologies Special Libraries (ILS 564) Marisa Von Beeden MLS, Southern CT State U Stan Walonoski, Office of Information Technology (OIT) MSIT, Southern CT State U Gary Wasdin, Executive Director MLS/MSIT, Southern CT State U Mary (Bina) Williams, Youth Services Librarian MLS, Southern CT State U SCSU Alumni Materials for Young Adults (ILS 512) SCSU OIT Teaching & Learning Technologies Utilizing Instructional Media (ILS 570) Fall 2010, Spring 2011 Omaha Public Library System Resource Sharing and Library Networks (ILS 535) Spring 2010 Bridgeport Public Library Materials for Children (ILS 511) Materials for Young Adults (ILS 512) Fall 2011 Spring 2010, Spring 2011, Spring 2012, Spring 2013 Spring 2011 Spring 2012 The Collective Bargaining Agreement set a goal of a 20 percent cap on part-time faculty. Exceptions are permitted under 10.8 (Part-time Faculty Percentage) and 10.84 of the Collective Bargaining Agreement (August 25, 2007-August 25, 2011) when a faculty member is on leave. 76 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.4 Utilization of Full-time and Part-time Faculty REQUIRED CORE COURES Total number of courses Total number of sections Spring 2013 6 12 Fall 2012 6 11 Summer 2012 5 7 Spring 2012 6 12 Fall 2011 6 14 Summer 2011 5 8 Spring 2011 6 15 Fall 2010* 6 17 Summer 2010 5 8 *Full-time faculty member on sabbatical leave ELECTIVE COURSES Total number of courses Total number of sections Spring 2013 14 14 Fall 2012 11 11 Summer 2012 9 9 Spring 2012 14 14 Fall 2011 12 12 Summer 2011 6 6 Spring 2011 14 14 Fall 2010* 16 16 Summer 2010 12 12 *Full-time faculty member on sabbatical leave 77 Number of sections taught by PT faculty Percent of sections taught by PT faculty 0 1 0 0 0 0 1 4 0 0% 9% 0% 0% 0% 0% 7% 24% 0% Number of sections taught by PT faculty Percent of sections taught by PT faculty 4 2 3 3 3 1 3 4 3 28% 18% 33% 21% 25% 17% 21% 25% 25% Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.5 Utilization of Full-time and Part-time Faculty Year 2012 2012 2012 2011 2011 2011 2010 2010 2010 2009 2009 2009 2008 2008 2008 2007 2007 2007 2006 2006 2006 2005 2005 2005 2004 2004 2004 2003 2003 Semester Fall SUMMER Spring Fall SUMMER Spring Fall* [EO] SUMMER Spring* [YL] Fall* [HJK] SUMMER Spring* [YL] Fall* [JMcG] SUMMER Spring* [JS] Fall SUMMER Spring Fall SUMMER Spring Fall SUMMER Spring Fall* [MEB] SUMMER Spring Fall SUMMER #MLS courses offered 22 16 25 26 14 29 32 18 32 32 18 29 33 18 32 31 18 31 31 14 32 29 15 29 32 15 30 34 18 #taught by PT faculty 3 3 3 3 1 5 8 3 4 8 0.5 7 7 2 10.5 4 0 4.5 3.5 0 2.5 2 0 3 7 0 2 2 2 % taught by PT faculty 13.64 18.75 12.00 11.54 7.14 17.24 25.00 16.67 12.50 25.00 2.78 24.14 21.21 11.11 32.81 12.90 0.00 14.52 11.29 0.00 7.81 6.90 0.00 10.34 21.88 0.00 6.67 5.88 11.11 #FT** teaching in Summer %FT** teaching in Summer 7 70.00 6 60.00 7 63.64 11 91.67 9 75.00 9 75.00 7 58.33 11 91.67 10 83.33 9 75.00 *Semesters in which faculty were on leave (Sabbatical, Fulbright, administrative) **out of 12 full-time faculty members through summer 2009; out of 11 in summer 2010; out of 10 in summers 2011 and 2012 ILS full-time faculty members are capable of covering 51 (94%) of the 54 courses in the catalogue. The courses that rely upon part-time faculty are the management and methods of the school library media center, and medical bibliography. Courses in Table III-4 below are listed under their principal competency area. Also indicated are the percent of offerings taught by an adjunct over the past three years. 78 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.6 Faculty Coverage of Core Competences and ILS Core Courses [with percent of sections taught by adjunct faculty Fall 2008-Fall 2012] Foundations of the Profession 25.00% ILS 503 Foundations of Librarianship adjuncts Full-time faculty: Bielefield, Brown, CKim, Liu, Okobi, Sierpe Information Resources 32.14% ILS 504 Reference and Information Resources and adjuncts Services Full-time faculty: CKim, Liu, Okobi, Sche, Sierpe Out of 28 total sections Out of 28 total sections Organization of Recorded Knowledge and Information 0.00% ILS 506 Information Analysis and Organization Out of 27 total sections adjuncts Full-time faculty: Choi, CKim, Sche, Sierpe Technological Knowledge and Skills 15.63% ILS 501 Intro to Information Science and Out of 32 total sections adjuncts Technology Full-time faculty: Choi, HKim, Liu, Kusack Reference and User Services 32.14% ILS 504 Reference and Information Resources and adjuncts Services Full-time faculty: CKim, Liu, Okobi, Sche, Sierpe Research 0.00% ILS 580 Evaluation and Research adjuncts Full-time faculty: Brown, CKim, HKim, Liu, Sierpe Out of 28 total sections Out of 35 total sections Continuing Education and Lifelong Learning 25.00% ILS 503 Foundations of Librarianship Out of 28 total sections adjuncts Full-time faculty: Bielefield, Brown, CKim, Liu, Okobi, Sierpe Administration and Management 0.00% ILS 565 Management of Libraries adjuncts Full-time faculty: Bielefield, Brown, Kusack 79 Out of 17 total sections Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 III.2 The school demonstrates the high priority it attaches to teaching, research, and service by its appointments and promotions; by encouragement of innovation in teaching, research, and service; and through provision of a stimulating learning and research environment. The department demonstrates the high priority it attaches to teaching, research, and service by its appointments. A search committee of ILS faculty is charged by the Dean to identify and screen candidates on precisely these criteria. Checklists related to teaching, research and service are prepared and scored as the candidates’ files are examined and interviewed. After a recommendation is forwarded to the Dean, the checklists are filed with the Affirmation Action Office. The department demonstrates the high priority it attaches to teaching, research, and service by its promotions. As stipulated by Senate documents, a Departmental Evaluation Committee (DEC) assesses each candidate for promotion on precisely these criteria. The DEC writes a letter highlighting specific strengths and weakness in the applicant's file relating to teaching, research, and service. The ILS Chair examines the file and responds with a second letter that must assess the candidate on the basis of their record on teaching, research and service. Finally, the Dean of the School of Education must assess the record on the basis of the identical criteria before sending the applicant's file to the campus-wide Promotion and Tenure Committee. The school demonstrates the high priority it attaches to teaching, research, and service56 by encouragement of innovation in teaching, research, and service. ILS faculty are eligible for grants from the Faculty Development and Curriculum Committee and various research funding opportunities. Department faculty have applied for and been awarded grants for this purpose including, over the past three years funding for: Mobile Services in Connecticut Libraries [research] Study and Organization of the Works of Ben Enwonwu [research] Embedding Information Literacy Skills [faculty development workshops] User Studies [research] Using Portfolios to Assess Student Competencies [curriculum related activities] Voices of September 11th Digital Archives [scholarships/honorarium] The Digital Library of Virtual Laboratories (DLVL) [research] Use of Wikis to Encourage Collaboration [curriculum related activities] The ILS faculty is committed to providing high-quality teaching and a varied curriculum. To this end, the department hires and promotes faculty who are dedicated to improving their teaching abilities, conducting quality research and providing service to their department, university, community and profession. A primary source of evidence lies with the required capstone experience. The ILS faculty has long maintained the special 56 Southern Connecticut State University offers 35 Master’s Degree and Certification Programs, 9 Sixth Year Professional Diploma Programs, 2 Doctoral Programs, and 4 graduate Certificate Programs. Notwithstanding these graduate programs, the university’s culture is that of an undergraduate college with teaching and service requirements in keeping with this culture. 80 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Project as the capstone experience of choice57. The Special Project, while serving as a demonstration of the student’s ability to organize and synthesize knowledge and apply skills developed throughout their academic program, is an opportunity for students and faculty to work closely together on research that is aimed specifically at benefiting the library community, generally a specific organization. All ILS faculty members participate in this collaboration as a Special Project Advisor58 or as a Second Reader. Of primary concern in hiring and promotion is the ability of a faculty member to work with and foster creativity and growth in students. Faculty of Southern Connecticut State University are members of the American Association of University Professors (AAUP) and teaching load is set by contract through the Collective Bargaining Agreement between the four state universities and the Board of Trustees59. The contractual teaching load for all full-time faculty is 12 load credits per semester with additional compensation for summer teaching. Side letters for specialized assignment load credit are agreements negotiated to cover specific situations not contained in the CSU-AAUP Contract.60 The side letter to the Collective Bargaining Agreement (CBA) entered into decades ago with the ILS faculty reads: “Pursuant to Article 10.4 of the Agreement of August 25, 2007, between The Connecticut State University American Association of University Professors, Inc., and the Board of Trustees for The Connecticut State University, the parties agree that the Department of Information and Library Science at Southern Connecticut State University shall continue to conform to graduate faculty workload standards required for continued accreditation by the American Library Association. These standards, as contained in the ALA Handbook, specify that, "Faculty assignments relate to the needs of a program and to the competencies and interests of individual faculty members. These assignments assure that the quality of instruction is maintained throughout the year and take into account the time needed by the faculty for teaching, student counseling, research, professional development, and institutional and professional service." This side letter of agreement has been operationalized as three load credits (one three-credit course) per semester (under the designation ILS 805). That is, ILS faculty teach three courses (9 load credits) per semester, ensuring time to maintain instruction, advise students, conduct research, engage in professional development, and engage in service to the university and profession, such as through committee membership, serving as program coordinator, and other duties that require considerable faculty time and responsibility. The computer science department 57 The Graduate School permits the culminating academic event to be a thesis, comprehensive exam, or special project, as determined by the faculty of the academic program. 58 The Collective Bargaining Agreement (union contract) allows for one load credit per student for faculty supervision of the capstone experience research. Given the ILS faculty’s side letter of agreement, serving as advisor or second reader is subsumed in the areas covered by the side letter. Over the past three years, 2010-2011, 2011-2012, and 2012-2013, 131, 87, and 105 students, respectively, have been engaged in their capstone experience (Special Project) research, requiring faculty advisement and mentoring. This is an average of 101 load credits/year allowable for supervising students’ capstone research. This alone exceeds the operationalized load credit ILS faculty receive per the side letter by 60%. 59 History and reputation of the CSU-AAUP Contract is available at http://www.scsuaaup.org/ 60See http://www.scsuaaup.org/?page_id=13 for side letters of agreement. 81 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 has a similar side letter of agreement. Faculty in other departments without such side letters are allocated release time on an individual basis for such duties. The schedule of course offerings is organized by the department chairperson, utilizing the department’s rotation schedule61 and recommendations of the Department Curriculum Committee, program coordinators, and student surveys; the final schedule is then approved by the dean. For summer and winter session terms, full-time faculty members are given first choice of classes to teach and then part-time faculty members are asked to fill the remaining classes in areas of their expertise. Summer and winter session teaching is optional for full-time faculty. Over the past seven summers, 60-92 percent of the fulltime faculty elected to teach at least one course. While the department by-laws lists five coordinators for the department, each appointed by and reporting to the department chairperson, there are currently three active coordinators for four programs: Undergraduate Coordinator (M. Brown), MLS Coordinator (E. Sierpe), School Media Specialist Coordinator (M. Brown), and Sixth Year Diploma Coordinator (Y. Liu). Each coordinator has the following responsibilities: • Describe the program to prospective students; • Propose course rotations; • Propose addition or elimination of courses in the program; • Act as advisor to students and to other advisors in the program; • Implement program changes approved by Department Curriculum Committee, School Curriculum Committee, and Graduate Council or Undergraduate Curriculum Forum; • Serve as program representative at open houses (per department bylaws) Please see Promotion and Tenure under Section III.8. The complete Promotion and Tenure document is available at http://www.southernct.edu/employment/Faculty_Senate/ Faculty Development The Office of Faculty Development62 serves as a support resource to assist the faculty in achieving their goals in teaching effectiveness. Their mission statement is: The Office of Faculty Development is committed to promoting a spirit of innovation, collaboration, and love of learning, as well as enhancing a sense of collegiality among faculty as they expand their intellectual, teaching, and scholarly horizons. In pursuing these goals, the OFD works to enhance the intellectual climate and promote open and ongoing dialogue among all members of the university community. It serves as an advocate for academic initiatives and enterprises that relate to teaching and learning through a variety of programs, activities, and resources in achieving the university's 61 http://www.southernct.edu/ils/courseoffering/courserotation/ 62 See http://www.southernct.edu/faculty_development/ for the Office of Faculty Development. 82 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 mission. The vision of the OFD is to create an environment at Southern that facilitates and promotes effective teaching, professional development, research, university service, and integration of new instructional technologies. Faculty Development delivers resources in two ways: 1) through events opened to every faculty member who chooses to attend; and 2) through limited-participant opportunities, generally on a competitive application basis. ILS faculty have utilized the Office of Faculty Development’s web-based teaching resources, applied and been award competitive CSU Research Grants, Curriculum Related Activities Grants, Minority Recruitment and Retention Grants, scholarship for the Curriculum Innovation Program; and have attended the workshops and forums including on curriculum mapping and on using writing and technology to support critical thinking. ILS faculty members have utilized faculty development funds for a number of projects and purposes. For example, they have been used for minority recruitment and retention, to pursue research, or attend/present papers at national and international professional conferences (Professor CS Kim, Professor Liu, and Professor Okobi). Prof. Okobi recently received a CSU Grant to catalog the works of artist Ben Enwonwu and Prof. Liu received one to study mobile services in Connecticut libraries. Like most funding resources on campus, funding is strongly competitive. Teaching and Learning Technologies Group, Office of Information Technology The Teaching and Learning Technologies Group (TLTG) of OIT provides support for faculty development in teaching, service, and scholarship. TLTG promotes experimentation and exploration of new methods of integrating technology into the teaching and learning process. It provides technical and consulting services for schools, departments, and faculty members including hardware/software evaluation, RFP preparation, purchasing quote and Licensing, training, support for Course Management System, one-on-one consulting on appropriate use of educational technology, research and implementation of the emerging technologies, online course design and development, instructional design support, survey and assessment design, web site development and other services. ILS faculty rely most heavily on the Teaching and Learning Technologies Group (TLTG) for support for online courses, especially for guidance and training when a new course management system or version has been implemented by the university. TLTG offers group training sessions which ILS faculty have attended; TLTG also offers individual one-on-one consulting and training which has been used more regularly by ILS faculty as it allows for more targeted assistance than group training that tends to be aimed at less experienced or less frequent users. 83 Southern Connecticut State University 2013 Program Presentation Faculty Mentoring Department of Information and Library Science April 2013 New faculty mentoring is by choice; it is not required. ILS faculty members have served as mentors through the faculty development program, which assigns a new faculty member from another department. New ILS faculty members often participate in the Faculty Development mentoring program. ILS faculty members also mentor new ILS faculty though informal collegial interactions and sharing teaching materials. (See Standard III.3 for a description of the university-wide mentoring program sponsored by the Office for Faculty Development.) III.3 The school has policies to recruit and retain faculty from diverse backgrounds. Explicit and equitable faculty personnel policies and procedures are published, accessible, and implemented. The university maintains an Affirmative Action Policy Statement63 (signed March 2009 by President Cheryl Norton). The purpose and need for affirmative action is stated as: The ultimate purposes of the affirmative action program are to ensure equality in state government, avoid discrimination, intentional or inadvertent, develop a work force that is truly representative of all segments of our population, and improve the operation of our state government. SCSU subscribes without reservation to these goals, recognizes the need and pledges continued strong support for affirmative action. To these ends, the agency will continue its long-standing policy of applying affirmative action criteria to all its personnel actions. (p. 2) The affirmative action policy statement is published on the university’s website at http://www.southernct.edu/diversityequity/affirmativeaction/ and the affirmative action plan is published at http://www.southernct.edu/diversityequity/affirmativeactionplan/ The Office of Diversity and Equity Programs is responsible for diversity and equity compliance initiatives and programs at the university and provides support and advice to all university offices on recruitment and retention issues, sexual harassment prevention training, diversity, discrimination and harassment, the Americans with Disabilities Act, and Title IX. Diversity definitions and goals are published on the university’s website at http://www.southernct.edu/diversityequity/ Full-time Faculty The ILS faculty is ethnically and geographically diverse (as described in Standard III.1). These backgrounds create a multicultural and international perspective to enrich teaching 63 Labor Relations Contracts available at http://www.southernct.edu/employment/laborrelations-contracts/ see under Policies and Procedures. 84 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 and learning in the department. Both Human Resources and the Office of Diversity and Equity work with the department when a vacancy occurs to assure that equitable policies and procedures are in place and implemented. A set of comprehensive documents are available from the Office of Diversity and Equity. These include: • Faculty Search Procedural Guidelines 9/17/08 http://www.southernct.edu/diversityequity/uploads/textWidget/wysiwyg/documents/Facu lty_Search_Procedures-final_revision_9.17.08.pdf; • Policies and Procedures: Affirmative Action Policy Statement 3/20/09 http://www.southernct.edu/employment/uploads/textWidget/wysiwyg/documents/1_Aff_ Act_Policy.pdf • Search forms: o Affirmative Action Card http://www.southernct.edu/diversityequity/uploads/textWidget/wysiwyg/d ocuments/AA_Card_9.08.pdf o Faculty Search Plan http://www.southernct.edu/diversityequity/uploads/textWidget/wysiwyg/d ocuments/Faculty_Search_Plan_9.08.pdf o Search Report forms http://www.southernct.edu/diversityequity/uploads/textWidget/wysiwyg/d ocuments/Search_Report_9.08.pdf In addition to the Office of Diversity and Equity and the Human Resources Office, the AAUP contract specifies that the university create a Minority Recruitment and Retention Program and Committee (3.4.1 – 3.4.3), p. 9 – 10. http://www.scsuaaup.org/contract.html Any failure to follow these steps will result in the recruitment being cancelled. Before an offer of appointment can be made, the Office of Faculty Affairs checks for salary equity issues. The Director then specifies the responsibilities of the new faculty member in the appointment letter64. The university and the department are committed to supporting new faculty as they begin their careers. New faculty members have an opportunity to utilize a university-wide mentoring program sponsored by the Office for Faculty Development and other support services available through university offices. First, second, and third year faculty members are encouraged to participate in the programs. Department-based mentoring is less formal and more ad hoc to meet specific needs and situations; however, new faculty can always receive help from senior faculty on teaching pedagogy and related Blackboard Learn9 course shells. 64 See http://www.southernct.edu/departmentments/aaup/thecontract.pdf for full-time faculty appointment letter in AAUP contract, p. 126 85 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 The goals of the mentoring program are to: • • • • • Help faculty connect for teaching, research, community connections, and other interests; Assist in getting new members acquainted with Southern’s organizational culture; Clarify pre-tenure expectations and professional goals; Provide opportunities for socialization, one-on-one mentoring and dialogue in a supportive environment; and Assist faculty with their scholarship and teaching. III.4 The qualifications of each faculty member include competence in designated teaching areas, technological awareness, effectiveness in teaching, and active participation in appropriate organizations. The faculty has a proven track record of competence, professional involvement and expertise in their designated teaching areas. Table III.7 Faculty Specializations and Expertise in Teaching, Background, and Participation Faculty member Arlene Bielefield Mary Brown Yunseon Choi Chang Suk Kim Teaching areas Collection development; public libraries; management; copyright Research; information behavior; information architecture Technologies; cataloguing; document and information modeling Cataloguing; information behavior; systems; research Degree / Practice Areas LIS; law; public libraries; administration; patron services Technology awareness* Copyright website Organization participation ALA, CT Library Association, Southern CT Library Council LIS; science & math; psychology; computing; K12 education; publishing; research LIS; technical services; digital libraries Web design and navigation CT Academy of Arts & Sciences (CAAS), CT Association of School Librarians (CASL), CT Educators Computer Association (CECA) ASIS&T, ALISE LIS; language and literature; education Database design; cataloguing software [Table III.7 is continued on the next page] 86 Social media; Website design and navigation ALA, ASIS&T, ALISE, International Communications Association, IFLA Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.7 continued Faculty Specializations and Expertise in Teaching, Background, and Participation Faculty member Hak Joon Kim, Teaching areas Database design; instructional design and media Degree / Practice Areas LIS; instructional systems; academic libraries; management Technology awareness* Database design and development; media utilization James Kusack Management; academic libraries Wiki; space planning Yan Liu Digital libraries; interface design; indexing & abstracting Reference; special libraries; adult services; services to special group; networking Cataloguing; reference; business information; science and technology information Cataloguing; information behavior; reference; research LIS; public services; cataloguing; management; library space planning; grant writing LIS; public libraries; management; Elsie Okobi Josephine Sche Eino Sierpe Organization participation ALISE, ALA, ASIS&T, Korean Society for LIS, Korean Society for Information Management; Korea Biblia Society ALA, CLA Digital libraries software, interface design and development, Automation; Web 2.0 services ASIS&T, ALA, Library Society of China LIS; serials; science information; business information; cataloging Database creation (INIS); digital preservation ALA, AAS, CEAL, ALCTS, CRLA, CALA, ALISE, Library Association of China LIS; publishing; virtual reference; bibliographic consultant; acquisitions; indexing; cataloguing including Romance languages and AV materials; reference cataloguing and indexing software Canadian Association of Information Science LIS; computer systems; geology and biology; consultant and trainer; reference 87 AAIIP, AARM, SLA, CT Library Association Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 *All faculty use course management systems for teaching and have productivity skills (Word, Excel, etc.); Technology awareness denotes skills with additional technologies. The faculty has a wide-ranging record of diverse experience working in libraries, in academia, and in business and industry. For example, faculty in the ILS department has ` been library directors and heads of departments. Some have been researchers in industry other related fields. Many have worked as consultants to libraries in assisting in planning, assessment, organization, dealing with personnel issues, and many other areas. This diversity of backgrounds contributes to their ability to conduct research in the field. Furthermore, this specialized knowledge contributes to their ability to maintain close and continuing liaison with the field. The faculty recognizes that their education is never complete. In order to keep up with changes of teaching and learning technologies the faculty regularly attends training programs on Blackboard Learn9 course management software and MySCSU Banner workshops. They participated in a number of technical training programs including: • • • • • • • • Transform the School Library and Computer Lab into a Learning Commons Annual “Computers in Libraries” Conference Annual Connecticut State University Academic Computing Conference Polyvision and Smart Technologies Interactive Whiteboard Training Follet Destiny Automation System Training Virtual Reference workshop Using Blogs for Community Collaboration Web 2.0 for children’s services Effectiveness in Teaching While teaching is the top priority of the faculty assignment at Southern, effectiveness in teaching is an essential criterion for faculty’s appointment or advancement. Faculty can be promoted and tenured only when there is clear documentation of effective performance reported from their teaching aspects65. Measures of effectiveness in teaching are documented through student opinion surveys conducted at the end of each course and through peer-observation of teaching. Class Climate Course Evaluation software (from Scantron.com) is used by the University to create course evaluations and analyze student responses concerning instructors’ teaching in courses. 65 In student opinion surveys we look for 80% or better of students to agree that the instructor is effective in any one area of teaching performance. 88 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Faculty members who are teaching online courses may use Class Climate for course evaluations that are conducted at the end of semesters. Class Climate is an online survey tool hosted and administered by the Teaching and Learning Technologies Group. Class Climate meets the anonymity and reporting requirements set by SCSU Faculty Senate. Currently, Class Climate is only available for fully online courses. Course evaluations are sent to students automatically during the last week of classes. The results of the evaluations are provided to faculty through their university emails after grades have been posted to Banner, and therefore are read by the faculty for consideration of course improvements and effectiveness in teaching. Faculty members who are teaching on ground and hybrid courses are expected to use the traditional paper-based course evaluation forms. The evaluation forms are then statistically analyzed by the Office of Institutional Research, and the report is distributed through the department chairperson to the individual faculty who has responsibility for instruction. Course evaluations using Web-based Class Climate were first piloted in Spring 2009. Students representing 24 of the 26 online course sections completed the spring 2009 Student Opinion Survey. A total of 195 students participated. Over 94% of the students agreed course materials were well organized and contributed to their understanding of the subject matter. Additional findings include: Table III.8 Student Opinion Surveys (Spring 2009) Criteria: % Agree Course materials were well organized and contributed to 94.36% understanding of the subject. Major points in this class were made clear. 85.13% The course content was available when I needed it. 84.62% The instructional materials have helped me understand the subject matter. 81.03% The instructor has been available to me for individual consultation. 82.05% Class discussions have been intellectually stimulating. 76.41% The class instructor participated in and helped guide class discussion. 78.46% The number of exams and other graded assignments has been sufficient to evaluate my progress. 80.00% Buley Library staff were easy to access and helpful. 88.21% In the most recent Class Climate surveys (spring 2011-fall 2012), students rated faculty as effectiveness in teaching (80% or better agreement; average rating less than 3.0). 89 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.9 Class Climate Survey of Online Courses, Spring 2011 through Fall 2012 Spring 2011 Summer 2011 Spring 2012 Summer 2012 My experience in this course helped me appreciate this subject. 1.73 2.00 2.25 2.08 2.20 1.97 The way the course was taught helped me understand course material. 2.09 2.54 2.64 2.27 2.59 2.15 The instructor responded constructively to students' questions. 1.84 2.08 2.50 2.28 2.22 2.05 The instructor created a supportive atmosphere in which to learn. 1.91 2.19 2.43 2.20 2.39 1.98 The assignments and exercises in this course helped me understand the subject matter. 1.83 2.27 2.17 1.97 2.22 1.95 The course readings and/or materials helped me understand the subject matter. 1.99 2.14 2.16 2.07 2.11 1.85 The instructor provided regular feedback on my performance in this course. 2.31 2.11 2.99 2.46 2.48 2.23 The instructor had high standards for student achievement. 1.70 1.70 2.17 1.94 2.07 1.74 The instructor encouraged me to take responsibility for my own learning. 1.49 1.49 1.96 1.80 1.89 1.59 I was motivated to work hard to be successful in this course. 1.69 1.83 2.27 1.94 2.15 1.91 96 63 122 127 46 133 Question Total number of respondents Fall 2011 Fall 2012 1 =Strongly Agree, 2 = Agree, 3 = No Opinion, 4 = Disagree, 5 = Strongly Disagree 90 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 III.5 For each full-time faculty member the qualifications include a sustained record of accomplishment in research or other appropriate scholarship. Faculty is active in research and scholarly activities, sharing their scholarly work with others in published books and articles, workshop and conference presentations. Scholarly activities of the faculty interact with other disciplines and include as a whole a sustained record of accomplishment in teaching, research, and publication. The department, through the dean, chairperson and support of colleagues, continually encourages teaching-related research and faculty-student collaboration. Faculty members try to identify new areas and current issues for research and publication that benefit information professionals. Individual faculty members have published in scholarly and professional journals and have authored or edited monographs covering a wide spectrum of subjects in information and library science. They have been invited to speak and lecture at professional conferences, meetings, workshops and even library school classes in other countries. They have submitted and received grants for projects, programs and other scholarly activities locally, regionally, nationally, and internationally. Some of such research or projects involves students during or after their MLS studies. Faculty members, where appropriate, apply research to improve effectiveness of teaching and learning methodology. Faculty members are not designated as teaching faculty or research faculty. The Collective Bargaining Agreement makes each faculty member responsible for contribution in each of the areas of teaching, creative active, university and department service, and professional participation. Further, the relationship or weight among the areas is defined as teaching (10), creative activity (5), university and department service (4), and professional participation (2) [See Senate document, Promotion, Tenure, Renewal and professional Assessment Procedures for Faculty, Part IV Procedures for the Promotion and Tenure Committee (IV.C.3) - “P&T” link at http://www.southernct.edu/employment/Faculty_Senate/ (beginning on page 18)]. In the Connecticut State University system, the primary evaluative criterion is teaching. The area of teaching is weighted twice that of creative activity (which is broadly defined). Further, creative activity is weighted only slightly more than service to the department and university. Creative Activity is defined in section II.B.2.b (p. 3) of the Promotion and Tenure document as: “This category encompasses creative activity appropriate to one’s field, for example delivering papers at professional conferences, production/ performance of artistic works, research, grant activity, study, and publication. Although this list is not meant to be exhaustive, it is meant to reflect the potential variety of activities that may be included under Creative Activity. Any of these areas may represent significant creative activity.” 91 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Every ILS faculty member contributed individually to the scholarly work of the ILS faculty as a whole. Faculty have obtained funding for research and projects, published peer-reviewed articles and other scholarly work, and presented at conferences. Additionally, other proposals or manuscripts were prepared, senior faculty mentored more junior faculty, and faculty mentored student researchers. Faculty also offered a number of workshops at state and national levels on the topics of copyright, online retrieval, oral tradition and storytelling for students, library professionals and school media specialists; and provided numerous consulting services in areas such as instructional design and technology. Furthermore, faculty were hired as visiting professors at other higher education institutions including an ALA-accredited school to teach one of their core courses, and by a foreign country’s information management schools to teach a number of elective courses in information science. Faculty publications have been recognized through at least 176 known citations (see [[Appendix III-11 for list of citations]]), including HJ Kim being listed among the influential author in library and information science (see [[Appendix III-12 Olle Pesson’s citation map]]). The faculty engages in a balanced variety of research and scholarship. Full-time faculty produced approximately 100 publications and over 50 presentations in the past seven years. Some articles were translated and published in foreign countries. Table III.10 Summary of Types and Numbers of Faculty Publications (2005-2012) Publications* # of Books # of Book Chapters # of Scholarly or Professional Articles # of Conference and other Presentations # of Other Publications Total Total 6 6 82 52 23 169 Most of the research done by ILS faculty centers on the special areas they teach. Faculty received more than 20 grants in the past nine years examples of which are listed below. Selected Faculty Funded Research Grants (project title and dates) from CSU system. Table III.11 Faculty Funded Research (2005-2012) Funded Research Project Title [Faculty Member] Date/Year Mobile Services in Connecticut Libraries [Y Liu] Study and Organization of the Works of Ben Enwonwu [E Okobi] Embedding Information Literacy Skills [E Okobi w/C Baum, Director, Buley Lib] 2012 2012 2011 [Table III.11 is continued on the next page] 92 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.11 continued Faculty Funded Research (2005-2012) Funded Research Project Title [Faculty Member] Date/Year CSU Research Award [CS Kim] Curriculum Related Activities Grant [M Brown & HJ Kim] Voices of September 11th Digital Archives (scholarships/honorarium) [M Brown] The Digital Library of Virtual Laboratories (DLVL) [Y Liu] Curriculum Related Activities [J Kusack] Study of Digital Information Access in Urban/Suburban Communities [Y Liu] ANCC Educational Access [Y Liu] Assessing Special Project portfolios of graduating MLS students for evidence of meeting new national competencies [M Brown & HJ Kim] Impact of Electronic Resources on Formal Scholarly Communication [HJ Kim] Impact of Digital Libraries on the Urban Residents of New England [Y Liu] 2011 2010 2009-2012 2009 2009 2007 2006, 2007 2006 2006 2005 The awards or honors the faculty members received in the past seven years include: • Honorable Mention: 2011 ALISE Jean Tague-Sutcliffe Doctoral Research Poster Competition (Y Choi) • Fulbright Traditional Lecturing/Research Award to China from the Council for International Exchange of Scholars (CIES) and the Department of State of the US, 2009-2010 (Y Liu) Table III.12 Summary of Faculty Activity 2005-2013 [from submitted CVs (not all CVs contained all categories)] ILS Faculty Members AB MB YC CK HK 93 42 JK YL EO JS ES Total 133 738 TEACHING Supervised Master’s Special Project 66 Undergraduate honor’s thesis advisor and mentor 404 66 1 1 SCHOLARSHIP AND RESEARCH Books 1 Book Chapters 1 2 3 2 1 1 6 1 6 [Table III.12 is continued on the next page] 66 Numbers based on Banner database of official enrollments in capstone experience course that includes the special project research required for the Master’s degree. 93 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.12 continued Summary of Faculty Activity 2005-2013 ILS Faculty Members AB MB YC CK HK JK YL EO JS ES Total SCHOLARSHIP AND RESEARCH (continued) Publication in Conference Proceedings 2 14 Reviewed Journal Articles 3 1 2 1 16 9 4 45 Other Journal Articles 46 1 44 15 4 2 9 Other Publications 2 1 1 3 7 9 23 Workshops (speaker) 1 2 5 8 2 7 4 17 24 146 Consulting services Conference Attendance 3 13 1 13 13 3 1 2 Presentations 8 20 15 17 5 5 22 19 Grant Proposals written (incl funded) 5 2 3 1 3 4 1 19 Grant Proposals Funded 2 2 3 1 3 2 1 14 5 3 2 6 7 7 SERVICE Professional Memberships 3 3 Journal Editorial Board Memberships University committees Department committees Program Coordinator [MLS, SMS, SYC, BS, Assessment]+ Dissertation committees 2 2 2 4 5 3 11 7 2 4 2 5 16 1 1 3 2 41 5 1 2 11 1 2 46 5 5 1 6 581 2 1 1 9 2 [Table III.12 is continued on the next page] 5 3 94 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.12 continued Summary of Faculty Activity 2005-2013 ILS Faculty Members AB MB YC CK HK JK 2 1 YL EO JS ES Total AWARDS AND HONORS J. Philip Smith Outstanding Teacher Award Nominee* 1 Fulbright Scholar Elected member learned society 3 1 1 1 OTHER Visiting Professor/Scholar 5 5 Advisor, Student Organization 1 1 * http://www.southernct.edu/news/recognizingexcellen_313/ +Program Coordinators do not receive load credit for this responsibility III.6 The faculty hold advanced degrees from a variety of academic institutions. The faculty evidence diversity of backgrounds, ability to conduct research in the field, and specialized knowledge covering program content. In addition, they demonstrate skill in academic planning and assessment, have a substantial and pertinent body of relevant experience, interact with faculty of other disciplines, and maintain close and continuing liaison with the field. The faculty nurture an intellectual environment that enhances the accomplishment of program objectives. These characteristics apply to faculty regardless of forms or locations of delivery of programs. The full-time ILS faculty members are: 95 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.13 Full-time ILS Faculty Members: Graduate Degrees and Institutions () specifies year appointed * designates tenured faculty + designates a member of Graduate Faculty Name of faculty member Rank: Professor Mary Brown (1994)*+ Hak Joon Kim (2000)*+ James M. Kusack (1985)*+ Yan Quan Liu (2001)*+ Elsie Okobi (1990)*+ Josephine Sche (1990)*+ Rank: Associate Professor Arlene Bielefield (1995)*+ Chang Suk Kim (2002)*+ Eino Sierpe (2000)*+ Rank: Assistant Professor Yunseon Choi (2011)+ Graduate degrees Universities awarding degrees MS, PhD MLS, PhD MA; PhD MLIS; PhD MLS, MSIS; EdD MLS; PhD Drexel U Indiana U U of Iowa; Indiana U Emporia State U; U of Wisc U of Pittsburgh; Nova SE U SUNY Albany; Florida State U MLS; JD MLIS; PhD MLS, PhD Southern CT State U; U of Conn Emporia State U; U of Wisc McGill U MALIS; PhD Yonsei U; U of Illinois The faculty as a whole has a strong and diverse background in scholarship and research. This diversity includes academic studies in the sciences (MBrown, EOkobi), the humanities (ABielefield, CKim, JKusack, JSche, YLiu), law (ABielefield), management (YLiu, MBrown), education (MBrown, CKim), as well as information and library sciences (all faculty). The faculty has engaged in research in or overlapping with reading (HKim), facilities design and evaluation (JKusack), history of unions (JKusack), chemistry (MBrown), geology (EOkobi), cognitive psychology (MBrown, CKim, HKim), communication (ESierpe), law (ABielefield) and a variety of aspects of information and library science (all faculty). The faculty has a strong background in leadership roles relevant to the field including Chief Librarian/Deputy Head/library director (ABielefield, HKim, JKusack, JSche), librarian (ABielefield, YChoi, HKim, YLiu, JSche), cataloguing (JKusack, JSche, ESierpe), industrial computing and research (MBrown), K12 education (MBrown), geologist (EOkobi). III.7 Faculty assignments relate to the needs of a program and to the competencies and interests of individual faculty members. These assignments assure that the quality of instruction is maintained throughout the year and take into account the 96 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 time needed by the faculty for teaching, student counseling, research, professional development, and institutional and professional service. The full-time faculty is diverse in its background and specialties, giving the MLS program breadth and variety needed to teach the core courses and assure that the core competencies are well covered. The faculty areas of specialties are: Table III.14 Full-time ILS Faculty Members: Specialties and Teaching Areas Faculty Name Bielefield, Arlene Specialties Public libraries; collection development; copyright Brown, Mary Research; information behavior; Web design; Information architecture Choi, Yunseon Social tagging; Information architecture; Digital libraries; Metadata; Social media; Health information seeking and behavior Kim, Chang Suk Cataloging; research; information science and technology Kim, Hak Joon Scholarly Communication, Electronic Journals, Instructional Systems Technology, and Distance Education. Kusack, James Academic libraries; management; information science and technology Digital libraries, Information science and technologies, International comparative studies Liu, Yan Quan Okobi, Elsie Reference services; library technologies [Table III.14 is continued on the next page] 97 Courses routinely taught Foundations; collection development; public relations; copyright; pubic libraries, management, personnel management Evaluation and research; Information seeking behavior; digital libraries; history of books and printing; information architecture; undergraduate courses Introduction to information science and technology; Technology in libraries; Cataloguing; Web technologies and techniques; Document and information modeling Cataloguing, Information seeking behavior , Information system analysis and design, evaluation and research Introduction to information science and technology; User centered database design and development, Utilizing instructional media; Instructional design principles College & University Libraries, Information Science & Technology; Management Digital libraries, Multimedia interface design, Indexing and abstracting, Intro information science & technology Reference, Special libraries, Services to special groups, Reference, Services for Adults, Automation, Networking Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table III.14 continued Full-time ILS Faculty Members: Specialties and Teaching Areas Faculty Name Sche, Josephine Specialties Cataloging; reference; international libraries Sierpe, Eino Cataloging; computer mediated communication; gender issues, research Courses routinely taught Information Analysis and Organization; Reference Resources and Services; Advanced Cataloging and Classification; Business Information; Science and Technology Information Cataloguing, Information seeking behavior, Computer-mediated communication, Reference, Information Seeking Behavior, Evaluation and Research As students expect most core required courses and a good variety of electives to be offered in the summer, the majority of full-time teach during the summer. Over the past three summers (2010, 2011, 2012), 92%, 83%, and 75% of full-time faculty have taught at least one course. Full-time faculty teaches approximately 90% of the summer courses (93%, 94%, and 89%, respectively, over the past three summers). Historically, graduate assistants in ILS have been utilized to manage the department’s [former] technical center and not as research or teaching assistants to ILS faculty. Some ILS faculty members have obtained graduate assistants through applying for competitive student fellowships. There is a minimal allocation (currently one GA) to support department faculty and department operations. The student-to-advisor ratio is 30.9:1 with actual faculty assignments ranging from 18 to 99, 20-36 excluding the highest and lower numbers. Advisees are signed to try and match student career goals to major area of faculty expertise. III.8 Procedures are established for systematic evaluation of faculty; evaluation considers accomplishment and innovation in the areas of teaching, research, and service. Within applicable institutional policies, faculty, students, and others are involved in the evaluation process. The university maintains a robust and systematic evaluation of faculty. This system includes 1) annual evaluations during the pre-tenure years (Renewal); 2) campus-wide evaluation when seeking promotion or tenure; and 3) post-tenure evaluation (Professional Assessment) that occur at least every six years. Each of the three types of opportunity for evaluation considers accomplishment and innovation in the areas of teaching (load credit), research (creative activity), and service. 98 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Renewal Prior to the acquisition of tenure, full time tenure-track faculty who hold a probationary appointment. Faculty members who hold probationary appointments are evaluated for renewal of appointment. The probationary period shall not exceed six years of service in the university, provided that all six years fall within the same ten-year period. Faculty who have previously received timely notice of non-renewal or who hold a final appointment are not evaluated for renewal of appointment. Faculty in the penultimate year are not evaluated for renewal as their tenure evaluation renders the renewal process superfluous. During the first through fifth non-tenured years, a member’s appointment is deemed renewed unless written notice of non- renewal is given to the member as indicated in Articles 4.9.1, 4.9.2 and 4.9.3 of the Collective Bargaining Agreement. Faculty applying for tenure prior to the penultimate year, or applying for promotion prior to tenure, also need to be evaluated for renewal. The fundamental quality to be considered by all who evaluate a candidate is academic excellence, as defined by a process of shared governance. The Categories of Evaluation are: 1) Teaching or Professional Competence (Load Credit or the Equivalent); 2) Creative Activity; 3) Productive Service to the Candidate’s Department and University; and 4) Professional Attendance and Participation. Further explanations of the categories as well as the renewal review process are contained in [[Appendix III-14 Renewal Document]]. Promotion and Tenure The promotion and tenure process at Southern Connecticut State University is conducted by peer review. The process begins with departments electing faculty to serve on the Department Evaluation Committee (DEC); there is also a university-wide Promotion and Tenure Committee (Promotion and Tenure Committee members are elected from the university faculty. The Human Resources Office notifies the department chairperson which faculty members are eligible for promotion; the department chairperson then notifies the DEC, who in turn notify faculty. Both the DEC and the faculty member are responsible for meeting deadlines outlined in the Promotion and Tenure document. The faculty member assembles a file with evidence that shows s/he meets the criteria outlined in the Promotion and Tenure document to be promoted to the next rank or to be considered for tenure. The Promotion and Tenure document states criteria used for evaluation are: • Teaching and load credit • Creative activity • Productive service to the department and university • Professional attendance and participation • Years in rank The steps in the process are: 99 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 1. The DEC reviews the faculty member's file and makes a recommendation67; 2. The file is forwarded to the department chairperson, who makes a recommendation; 3. The file is forwarded to the dean who makes a recommendation; 4. The file is forwarded to the University Promotion and Tenure Committee which makes a recommendation; 5. The file is forwarded to the Provost who, in consultation with the President, makes the final decision regarding the recommendation to the Board of Trustees. The complete document is available at http://www.southernct.edu/employment/Faculty_Senate/ and in [[Appendix III-15 Promotion and Tenure Document]]. There is no required external evaluation of faculty as part of the promotion and tenure process. Faculty, however, may ask for individuals outside of the university to assess, for example, their productivity or professional participation or impact on their field and submit their evaluation through a letter of support that the faculty member places in their promotion and tenure file. Upon receiving tenure, each faculty member has a 6-year periodic review. The process is similar to that for promotion and tenure and involves review by the DEC, department chairperson, school dean, and University Provost. Course evaluations are not mandatory for post-tenure review that is not associated with promotion. See Professional Assessment below. Student evaluations are collected each semester for both online and on-campus classes. The Collective Bargaining Agreement governs university-sponsored course evaluations: 4.11.8 Student Opinion Survey The practice of conducting student opinion surveys of teaching faculty (see Article 4.11.7) shall be continued using evaluation instruments and a procedure for administering them that are designed or approved by the department. The procedure for administering the surveys, including a statement governing collection, routing, and disposition, shall include the requirements that: (1) The evaluation shall be administered by a third party; and (2) Students shall be apprised of the survey process and assured the completed survey will not be viewed by the instructor until all grades have been posted. It is understood that members may use evaluation forms in addition to the approved instrument. 67 At each point of recommendation the faculty member is able to write a rebuttal if he or she disagrees with the evaluation. 100 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 The Student Opinion Survey was designed for on-campus in-class distribution, completion, and collection. ILS has been in discussion with the university on establishing an equal evaluation system in the online environment. In spring 2009 the university piloted a Web-based system with an embedded link emailed to students’ campus email addresses. Prior to this, there were no university sanctioned online course evaluations by students. The new survey was problematic as many students use non-university email. It also lacked the 1:1 distribution/collection control of on-campus surveys. Many ILS faculty, however, have been regularly conducting their own course evaluations each semester through the course management system. Summaries of these course evaluations will be available on site from individual faculty members. [[Appendix III-13 Peer Teaching Observation Form]] Professional Assessment According to the C.B.A. 4.12, each tenured member shall receive one professional assessment every six (6) years unless: a) the DEC, in an effort to assist, schedules the assessment in less than (6) years, or b) the affected member requests more frequent assessment. Three precepts shall guide the implementation of this document: • All processes and procedures are designed to reflect the spirit of shared governance. • Assessments shall be based on the measurement of academic and professional excellence in order to best serve the university community. • Faculty rights of due process shall be safeguarded at each step described below. The process of professional assessment is intended to initiate a dialogue between the Department Evaluation Committee (DEC) and department tenured faculty members. This six-year review is designed to provide an opportunity for faculty to reflect on the successes and challenges that they have had since their last formal review and to provide the DEC with evidence so that they may measure effectiveness in the four categories. Since all members to be reviewed under professional assessment are tenured, the process of this assessment focuses on the continued professional growth of the member since their last assessment. For this reason, the DEC is required to measure the member’s effectiveness in the four categories of evaluation. It is expected that members will fully participate in this process with a reflective and honest representation of their work at the university. Further explanations of the professional assessment review process are contained in [[Appendix III-‐16 Professional Assessment Document]]. 101 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 102 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Standard IV Students Introduction The ILS department serves students working at three levels: undergraduate (B.S.), master’s (M.L.S), and post-master’s (Sixth Year Diploma). The Bachelor of Science in Information Management and Services is a 39-credit major (out of 122 credits required for the B.S. degree) consisting of 18 credits (six required courses) in library science; 12 credits (four courses) in computer science; 6 credits (two courses) in one of the following cognate areas: management, psychology/sociology, communication; and a 3-credit required senior research capstone project. The Master of Library Science is a 36-credit (12 course) degree consisting of 18 credits (six required courses) covering the core competencies for a general entry-level position in an information agency; 18 credits (six courses) of electives that allow students to enrich the depth, breadth, and specialization of their studies; and a capstone experience (Special Project) which involves collecting and analyzing data to inform the development of a product or deliverable to address a problem or need associated with information, information seekers, or an information agency. The Connecticut School Library Media Initial Educator Certification program is a joint program that adds professional education requirements to and prescribes the elective courses in the MLS degree program. Students who have already been awarded the MLS degree take additional courses as needed to meet the professional education requirements as well as the prescribed courses in library science. Students must meet admission requirements for both ILS and the School of Education68. The Sixth Year Diploma is a post-Master of Library Science degree program that permits students to gain increased depth, breadth, and specialization to their MLS degree. The Sixth Year Diploma program requires a field project (ILS 685), independent study (ILS 600), 9-15 credits (3-5 courses) of electives in information and library science, and 9-15 (3-5 courses) of electives in a cognate area outside of information and library science. The Sixth Year Diploma is not used to qualify for Connecticut Initial Educator certification as a School Library Media Specialist (PK-12). Approximately 82% of students are in graduate studies [based on an average of fall 2011 and spring 2012 end of third week of classes enrollments, SCSU Fact Book/Department Profile] with 94.4 % of the graduate students working toward the Master of Library Science [based on 2010-2011 degrees conferred]. Approximately 6.2% are minority 68The School of Education’s professional education requirements are available at http://www.southernct.edu/education/professionalprogramrequirements/ 103 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 (5.8% fall 2011 and 6.6% spring 2012) [SCSU Fact Book]. Approximately 16.2% are male (15.1% fall 2011 and 17.4% spring 2012) [SCSU Fact Book]. [[Appendix IV-1 Demographics 2007-2012]] Table IV.1 Demographic – ILS Graduate69 Students Fall 2010-Spring 2012 2009-2010 Fall Spring Gender Female Male Ethnicity Black American Indian Asian Hispanic White Unknown Disability Yes Enrollment Status Full-time Part-time 2010-2011 Fall Spring 255 48 43 44 227 46 2.2% 0.0% 2.2% 2.6% 85.3% 18.7% 2.8% 0.0% 2.0% 2.8% 91.2% 16.5% 1.8% 0.0% 1.5% 3.3% 86.8% 6.6% 6 4 4 25.6% 85.3% 27.7% 87.6% 24.2% 75.8% 208 41 2011-2012 Fall Spring 2012 Fall 206 38 175 35 165 27 2.4% 2.5% 0.0% 0.0% 0.8% 1.2% 4.0% 1.6% 87.1% 86.9% 5.6% 7.8% 3.3% 0.0% 0.0% 2.4% 84.8% 9.5% 3.1% 0.0% 0.5% 3.6% 84.4% 8.3% 5 3 n/a 19.7% 18.0% 80.3% 82.0% 19.5% 80.5% 19.3% 80.7% 3 TOTAL 303 287 273 249 244 210 ENROLLMENT GPA 3.84 3.80 3.72 3.76 3.74 3.78 Degrees Conferred Master of Library 93 84 79 Science Sixth Year 11 5 1 Certificate Source: Student Census Files / Office of Management Information and Research 192 n/a n/a n/a The student population is fairly diverse across age groups. Over a third (36.0%) are in their 20s, 28.7% in their 30s, 32.8% in their 40s and 50s, and 2.6% are over sixty years of age or older. 69 There is one student matriculated into the Sixth Year Diploma program. As students in the Sixth Year program share classes with students in the MLS degree program, the university does not distinguish between them in reporting demographic and some other data. The Sixth Year student is a part-time white female and is not registered with the Disability Resource Center. 104 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Approximately 81% of the students in the MLS program reside in-state, 19% out-of-state, with no recorded international students this semester. Approximately 80% of the MLS students enroll part-time (one or two courses at three to six credits) and approximately 91.5% choose to take the online sections of courses [based on fall 2012 enrollments, excluding internships]. All data reported here are from university databases as reported by the Office of Management Information and Research. IV.1.1 The school formulates recruitment, admission, financial aid, placement, and other academic and administrative policies for students that are consistent with the school's mission and program goals and objectives; the policies reflect the needs and values of the constituencies served by a program. The ILS department supports a comprehensive recruitment plan. The program is listed in Peterson’s Graduate Programs in the Humanities and Social Sciences. Brochures and catalogs are distributed by the university throughout the state of Connecticut, and to selected agencies in New England. The Graduate School and Admissions Office regularly sends representatives to Career Day programs at colleges and universities. A marketing campaign is carried out through journals, newspapers, billboards, and radio advertising. Various members of the ILS department distribute materials, talk to individuals, and speak to groups at conferences and meetings including the Connecticut Library Association, the New England Library Association, and Yale University. Faculty members have met with current and perspective students while attending international conferences in Abu Dhabi, China, Italy, Tanzania, and Turkey. Students in the ILS Master of Library Science (MLS) program learn about the online offerings primarily through one of three sources. The majority of prospective students seem to learn about the program from students who are or have been in the program. Other sources include the American Library Association (ALA) website and the US News and World Report listing of ALA-accredited programs that have online learning options. 105 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.2 Financial Aid (Grants, Scholarships, Loans) to MLS Students Total number receiving aid Total financial aid Average financial aid Minimum award Maximum award 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 2012-2013 72 78 109 115* 100* 79* $607,832 $751,628 $995,574 $1,193,936* $1,097,174* $755,113* $8,442 $9,636 $9,134 $10,494 $11,231 $11,288 $500 $500 $500 $248* $400* $379* $20,500 $30,464 $28,000 $14,904* $30,097* $20,500* *Updated by the Financial Aid Office, February 2013 Each year the department offers a limited number of assistantships. The department’s budget for graduate assistantships is allocated from a general budget fund for all departments and is based on requests per demonstrated need. Graduate assistantship funds allocated to the department give us funds for the equivalent of one full-time assistantship. The department’s graduate assistants work 10 or 20 hours per week during each semester, depending on whether the student is awarded a half-time or full-time assistantship; graduate assistants are assigned primarily as teaching and research assistants to the faculty. Alternative employment opportunities are available through the University’s work/study program and through research grants awarded to department faculty members. The School of Graduate Studies holds annually a Graduate Research Fellowship and a Graduate Assistantship Competition for full-time graduate students working toward the Master’s degree or Sixth Year diploma program at Southern Connecticut State University. For the Research Fellowships, applications require departmental nomination, sponsorship by a member of the Graduate Faculty who will serve as research advisor, and must be associated with scholarly research of a quality that can be submitted for refereed publication or in a refereed creative activity appropriate to the academic discipline. Consideration for a Graduate Research Fellowship administered through the School of Graduate Studies is contingent upon 1) acceptance to a graduate Master’s degree or Sixth Year diploma program, 2) enrollment as a full-time student, 3) a completed Fellowship application, 4) sponsorship by a member of the faculty who has been elected to the SCSU Graduate Faculty, and 5) nomination by a graduate degree program at SCSU. Applicants should have a minimum cumulative grade point average of 3.4 or better. The Graduate School-awarded Graduate Assistantship is a non-need based award administered through the School of Graduate Studies and is contingent upon: (1) 106 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 acceptance to a graduate degree or Sixth Year diploma program; and (2) the achievement of a minimum 3.0 grade point average for all undergraduate coursework and 3.5 grade point average for all graduate coursework, and require departmental nomination. Awardees will be required to complete an average of 20 contact hours of work per week during the academic year. Specific activities will be dependent on the nature of the assistantship offered by the department/administrative unit (teaching, research, administrative) and approved by the dean of the School of Graduate Studies. Ten Fellowships and 10 Assistantships are awarded each academic year. The Dean of the School of Graduate Studies, in consultation with a review panel, makes the awards. A member of the ILS faculty (Dr. Brown) served on the selection committee since the inception of the Graduate Research Fellows program through 2010 and other faculty (Dr. Sierpe) have been guest speakers at Fellows Seminars. Full-time matriculated ILS graduate students are eligible to compete for a $12,000 [2012-2013 awards] Graduate Research Fellowship to conduct independent research or a $12,000 [2012-2013 awards] Graduate School Graduate Assistantship as a Research Assistantship or a Teaching Assistantship. This is highly competitive; several of ILS students have been awarded either a Fellowship or an Assistantship over the years, including Jodi Williams (Research Fellow, 1999) and Rebecca Power (Graduate Assistantship, 2005). Scholarships available annually include New England Library Association Scholarship, H. W. Wilson Foundation Scholarship, the Baker and Taylor Grassroots Award, and the Sage Family Trust. Two alumni/ae scholarships have been established and are administered through Alumni Affairs: the Eula J. Davies Scholarship (library science) and the Elma Jean and John Wiacek, Jr. Scholarship (library science). The most recent group of scholarship awards controlled by the ILS Department ranged from $500 to $10,000 and went to a total of twenty-four (24) students (sixteen received $500 each; four received $950 each; two received $1,000 each; one $2,500; and one $10,000) for a total of $26,300. Faculty members are concerned with increasing financial needs of students, particularly in the face of increased tuition and academic fees. To help address this, two faculty members submitted a proposal for U.S. Department of Education fellowships (not funded). Grant applications have included paid student workers on grant proposals wherever possible. Faculty members apply for grants both as a response to a call for proposals and by exploring funding agencies for a perceived need. Additionally, a member of the ILS faculty (Dr. Brown) served on the Graduate Dean’s Ad Hoc Committee on Graduate Student Support fall 2001-spring 2010, working to improve financial support for Graduate Assistants. IV.1.2 The school has policies to recruit and retain students who reflect the diversity of North America’s communities. The composition of the student body is such that it 107 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 fosters a learning environment consistent with the school's mission and program goals and objectives. Minority recruitment has been largely accomplished by minority faculty members who have attended conferences, meetings, etc., as their schedules are able to accommodate. These faculty members have set up tables with literature, talked with prospective students, and served as advisors to prospective students. In addition, ILS faculty mentor minority undergraduates to encourage them to enter graduate school including the MLS degree program. We also collaborate with programs for high school students, such as a group from Norwich, which we are using as a model recruitment/internship program between the public high school and public library; we plan to pilot this program in high minority areas such as New Haven. [[Appendix IV-2 Norwich Internship Program]] Table IV.3 Diversity of MLS Students Compared to the 2010 American Community Survey Source: http://www.census.gov/acs/www / 2010 American Community Survey US CT 2012 Fall Semester Registered MLS Students White Black or African American American Indian and Alaska Native Asian Native Hawaiian and Other Pacific Islander Hispanic or Latino Unknown Ethnicity 74.2% 12.6% 0.8% 4.8% 0.2% 80.3% 11.3% 0.8% 4.3% 0.1% 84.4% 3.2% 0.0% 0.5% 16.4% 13.5% 3.6% 8.3% Male Female 49.2% 50.8% 48.6% 51.4% 14.1% 85.9% Disability status 11.9% 10.4% n/a 108 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.4 Distribution of Students Registered with the Disabilities Resource Center (DRC), by Primary Disability, February 5, 2013 Primary Disability Acquired Head Injury Attention Deficit Autism Spectrum Disorder Chronic Health Coordination/Hand Dexterity Deaf Hearing Impairment Legal/Total Blindness Learning Disability Low Vision Non-Ambulatory Psychiatric/Emotional Disability Semi-Ambulatory Speech TOTAL Fall 2012 Total Headcount Percent registered with DRC University-wide 12 100 28 61 4 1 14 2 156 8 6 106 3 1 502 11,117 4.52% ILS-MLS 370 192 1.04% Table IV.5 Residency and Enrollment Status of Registered MLS Students, Fall 2012 Count Percent In-state resident Out-of-state resident International student TOTAL 156 36 0 192 81.3% 18.8% 0.0% 100% Full-time enrollment Part-time enrollment TOTAL 37 155 192 19.3% 80.7% 100% 70 Disability Resource Center (DRC) did not provide information on the specific disabilities of the three DRC-registered MLS students. 109 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.6 Age Distribution of Registered MLS Students, Fall 2012 20-24 Count Percent 23 12.0 25-29 46 24.0 30-34 32 16.7 35-39 23 12.0 40-44 26 13.5 45-59 37 19.3 60+ 5 2.6 TOTAL 192 100% The MLS program seeks to open access to education and training for information professionals. While the demographic information above suggests the typical student in fall 2012 MLS classes could be characterized as a white female Connecticutian between the ages of 25 and 60, the information also shows that the program does include diversity including ethnicity, ableness, and residency, as well as age. The student body represents diverse background in terms of educational experience (with highest degree prior to matriculation ranging from undergraduate to doctorate and academic majors ranging from the arts to the social sciences to math and sciences to business to professional fields) and library experience (ranging from user to para-professional to director). This creates a rich environment in which students can gain new insights and perspectives. IV.2 Current, accurate, and easily accessible information on the school and its program is available to students and the general public. This information includes announcements of program goals and objectives, descriptions of curricula, information on faculty, admission requirements, availability of financial aid, criteria for evaluating student performance, assistance with placement, and other policies and procedures. The school demonstrates that it has procedures to support these policies. During the summer 2012 the department website was inventoried (approximately 500 items) in preparation for migration to a redesigned university template. The move was anticipated by the end of August. As of February the migration had not taken place. The purpose of the ILS website is two fold: 1) to bring together information about the ILS programs and the ILS profession for prospective, current, and graduated students of the ILS programs and 2) to bring together information about the assessment of the ILS programs for constituents and accrediting bodies. The initial goal was to collect, organize and "publish" information in a well-designed site. A news page gives students easy access to the most current policy updates as well as news of general interest about the program and department. When information is available at other locations, links or references provide access to that information. 110 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Where information is available and maintained at other locations on the university or other website in an accessible package (information unit) that reasonably meets the needs of the ILS site, we point to that information rather than repeat and maintain it. When information is available at another location but is not directly accessible, we summarize the information and cite the source. Once on the homepage, we strive for all information/links to sources to be no more than two clicks away. In general, the site is designed so that information maintained by the department has a single home at one location on the website. The department website includes an orientation for students, information on textbooks, online library tours, tutorials and miscellaneous information about campus tours, parking on campus, student services. The URL for the department Website is http://www.southernct.edu/ils/ IV.3 Standards for admission are applied consistently. Students admitted to a program have earned a bachelor's degree from an accredited institution; the policies and procedures for waiving any admission standard or academic prerequisite are stated clearly and applied consistently. Assessment of an application is based on a combined evaluation of academic, intellectual, and other qualifications as they relate to the constituencies served by a program, a program's goals and objectives, and the career objectives of the individual. Within the framework of institutional policy and programs, the admission policy for a program ensures that applicants possess sufficient interest, aptitude, and qualifications to enable successful completion of a program and subsequent contribution to the field. Admissions Criteria and Procedures All applicants for admission to the MLS program are to submit the following items in order for the application to be considered complete: 1) the Graduate Application form which can be completed online and the graduate application fee; 2) official transcripts from all colleges and universities attended; 3) GRE Revised General Test scores (verbal, quantitative, and analytical writing); 4) two letters of reference; 5) personal statement. In addition, applicants to the School Media program for Initial Educator certification submit in addition to these items results of the PRAXIS I exam. In additional to these items, students for whom English is a second language submit TOEFL scores71. (See below for minimum criteria.) 71 The university maintains a list of home countries for which TOEFL is not required for applicants from that country even through English is considered the second language. For example, students from Nigeria, Ghana, Kenya and other Anglophone countries are not required to submit TOEFL scores. 111 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Admission standards of the Department of Information and Library Science generally exceed the standards of the University and compare favorably with standards at many selective graduate programs around the country. Several years ago the Graduate School raised the undergraduate GPA admission requirement. Students with a GPA less then 3.0 must be conditionally admitted. A typical condition is that the student take nine credits from among the initial core courses within a prescribed amount of time and achieve a grade of B or better in each course. Only a small percentage of students are accepted conditionally. Conditional admission is rare in the MLS program. When ILS has permitted a conditional admission to the MLS program, the student typically met the conditions and qualified for full admission to the Graduate School and the MLS program72. ILS, therefore, has used the meeting of the conditions as a vehicle to track outcomes of conditional admission, verifying the judgments of the Admissions Committee. All applicants to the MLS and School Media programs in ILS should meet the following minimum criteria: • • • • A bachelor's degree from an accredited college or university. An undergraduate degree earned abroad must be equivalent to a U.S. bachelor's degree. A 3.0 GPA (on a 4.0 scale) in all undergraduate studies, and in any subsequent graduate-level work. GRE General or Revised General Test scores for verbal reasoning (500/153), quantitative reasoning (500/144), and analytical writing (4.5). For applicants for whom English is a second language, a minimum score of 600 on the TOEFL (213 on the TOEFL-cBT or 80 on the TOEFL-iBT) The Admissions Committee will review the required documents73 to provide an overall assessment of the applicant's likelihood of successful completion of the intended program of study. Admission is contingent upon positive faculty evaluation of a graduate student's academic history, professional or scholarly attributes, performance in real or simulated professional situations74, and subjective appraisal of the student's potential. A student may be denied admission to a graduate program for deficiencies in any of these areas. If, in the professional judgment of the faculty, a student's application materials suggest behavior that may be regarded as harmful to patrons, unethical, or unprofessional, he or she may be denied admission. [[Appendix IV-3 Letter of Recommendation for Admission]] 72 In the past three years, one conditionally admitted student was placed on academic probation (see Table IV-9). 73 The required documents reviewed by the Admissions Committee include all undergraduate and graduate transcripts, GRE scores, letters of reference, personal statement, and other scores if appropriate such as PRAXIS I or TOEFL. 74 Performance in real or simulated professional situations is extrapolated from the two required letters of recommendations each applicant is to submit. 112 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.7 Rubric for Assessment of the MLS Entrance Requirements To qualify for consideration for recommendation of admission, applicants seeking admission to the Master of Library Science program or the School Library Media program for Connecticut Initial Educator certification must submit all needed documentation as directed in the admissions procedures; applicants seeking admission to the School Library Media program for Connecticut Initial Educator certification must also schedule a personal interview. The interview will only be scheduled once all admissions materials have been received. The interview will usually not last more than 30 minutes. Key to acronyms used in the rubric: GPA – Grade Point Average (based on a 4.0 scale) GRE – Graduate Record Examinations. ILS uses the GRE® revised General Test (Verbal Reasoning, Quantitative Reasoning, and Analytical Writing) as one criteria for consideration of applications to the MLS degree program. http://www.ets.org/gre/ TOEFL – Test of English as a Foreign Language http://www.ets.org/toefl/ PRAXIS I – The Praxis Series™ tests are taken by individuals entering the teaching profession as part of the certification process required by many states and professional licensing organizations. Praxis I ® PreProfessional Skills Tests (PPST®) measure basic skills in reading, writing and mathematics and is used in Connecticut to qualify candidates for entry into a teacher education program. http://www.ets.org/praxis CRITERIA UNDERGRADUATE GPA GRADUATE GPA for each degree and for work that did not culminate in a degree UNACCEPTABLE (1) Below 2.7 Below 3.0 [Table IV.7 is continued on the next page] 113 ACCEPTABLE (2) TARGET (3) 3.0 (on a 4.0 scale) from a regionally accredited college or university 3.0 (on a 4.0 scale) 3.25 (on a 4.0 scale) 3.5 (on a 4.0 scale) Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.7 continued Rubric for Assessment of the MLS Entrance Requirements CRITERIA ACCEPTABLE (2) TARGET (3) TOEFL: 600 on the TOEFL (213 on the TOEFL-cBT or 80 on the TOEFL-iBT) TOEFL: 600 on the TOEFL (213 on the TOEFL-cBT or 80 on the TOEFL-iBT) PRAXIS I: failure to pass or obtain waiver PRAXIS I: passing score or waiver (based on GRE, SAT, ACT) PRAXIS I: passing score or waiver (based on GRE, SAT, ACT) GRE: below 450 [150] on verbal; or 450 [141] in quantitative or 4.0 in analytical writing on the GRE General Test GRE: 500 [153] in verbal; 500 [144] in quantitative; 4.5 in analytical writing on the GRE General Test PERSONAL STATEMENT Does not demonstrate Knowledge of library/information values; Professional goals do not coincide with mission and goals of department; Poor description of how their life and experiences have prepared them for graduate library/information study; Essay overall is of poor quality Demonstrates knowledge of library/information values; Professional goals coincide with mission and goals of department; Good description of how their life and experiences have prepared them for graduate library/information study; Essay overall is of good quality LETTER OF RECOMMENDATION (1) Recommender is inappropriate source; Strength of recommendation is weak or not good Recommender is appropriate source; Includes examples of experiences that demonstrate qualities of applicant; Applicant is recommended GRE75: 550 [156] in verbal; 600 [148] in quantitative; 5.0 in analytical writing on the GRE General Test Clearly demonstrates knowledge of library/information values; Professional goals coincide with mission and goals of department; Excellent description of how their life and experiences have prepared them for graduate library/information study; Essay is well written and reveals depth and breadth of experiences, ability to synthesize and analyze experiences with insight; essay overall is of excellent quality Recommender is appropriate source; Includes examples of experiences that demonstrate qualities of applicant; Applicant is strongly recommended GRE, TOEFL, PRAXIS SCORES NOTE: As of 8/1/2011, GRE Revised General Test now scores Verbal and Quantitative 130170, in 1 point increments; new scores in brackets are estimated equivalents from ETS. UNACCEPTABLE (1) TOEFL: below 525 (below 200 on the computerized TOEFL or 72 on Internet-based TOEFL) [Table IV.7 is continued on the next page] 75 The ILS Graduate Admissions Committee is currently studying whether to accept other standardized test scores such as the Miller Analogy, using 50% as the minimal acceptable level of performance. 114 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.7 continued Rubric for Assessment of the MLS Entrance Requirements CRITERIA UNACCEPTABLE (1) Recommender is inappropriate source; Strength of recommendation is weak or not good ACCEPTABLE (2) TARGET (3) Recommender is appropriate source; Includes examples of experiences that demonstrate qualities of applicant; Applicant is recommended PROFESSIONAL QUALITIES File overall fails to demonstrate desirable Scholarship, Attitudes and dispositions, Integrity, Leadership, or Service File overall demonstrates desirable Scholarship, Attitudes and dispositions, Integrity, Leadership, and Service INTERVIEW for applicants to the School Media Specialist program for Connecticut Initial Educator certification Does not respond credibly to questions about various parts of the personal statement/essay; is not familiar with the five categories of SAILS; fails to arrive on time or dress appropriately Responds credibly to questions about various parts of the personal statement/essay; is familiar with the five categories of SAILS; arrives on time and is dressed appropriately Recommender is appropriate source; Includes examples of experiences that demonstrate qualities of applicant; Applicant is strongly recommended File overall demonstrates a high level of desirable Scholarship, Attitudes and dispositions, Integrity, Leadership, and Service Responds persuasively to questions about various parts of the personal statement/essay; discusses with understanding the five categories of SAILS76; arrives on time and is dressed appropriately LETTER OF RECOMMENDATION (2) MARKS for each criteria: 3, 2.5, 2, 1.5, 1, .5, 0 OVERALL ASSESSMENT OF APPLICATION: NOT RECOMMENDED FOR ADMISSION: Any single criteria rated 1, regardless of overall average of all criteria. CONDITIONAL: Overall average of criteria is 2.0 or better, with 2.0 or better on personal statement, professional qualities, and interview, with no more than two other criteria rated below 2. RECOMMENDED: Overall average of criteria is 2.5 or better with no single criteria rated below 2. 76 The School of Education (SOE)’s Conceptual Framework underpins the work that the SOE faculty, students, administrators, and staff do daily as they apply their professional capacities promoting the learning and development of youth and adults as well as making the world – especially and the world of education, and professional practice – a better place. Each letter of the acronym represents a different construct of the conceptual framework. The current metaphor that represents the conceptual framework is SAILS: Scholarship, Attitude, Integrity, Leadership, Service. The SOE has recently adopted a new conceptual framework and logo - CALL: Collaborating within and across diverse contexts; Applying skills to impact learning and development; Leading for excellence; Learning through inquiry, experience, and reflection. 115 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.8 MLS Majors Applied, Accepted, Enrolled Applied Accepted Enrolled: FT PT Total 2007-2008 2008-2009 2009-2010 2010-2011 2011-2012 Fall 2012 427 192 263 197 322 229 112 148 134 118 81 44 18 74 92 35 79 114 35 65 100 34 56 90 17 41 58 12 22 34 (See [[Appendix IV-4 Yield Rates]] for applied, accepted, enrolled (FT/PT) by semester for each graduate program) Table IV.9 Conditional Admissions to the MLS Degree Program Number admitted conditionally (CA) Number CA graduated Number CA in good academic standing Number CA on academic probation Number CA never enrolled Fall Spring 2010 2011 5 5 3 1 1 3 1 Fall Spring 2011 2012 3 3 3 1 Fall 2012 5 Spring 2013 1 3 1 1 1 1 2 Table IV.10 Mean GRE Scores and GPAs of New MLS Enrollees [[Appendix IV-5 GPA and GRE Analysis]] 2007-2008 Verbal Quantitative Writing GPA 2008-2009 565 557 4.5 3.30 2009-2010 542 529 4.3 3.30 574 562 4.4 3.33 2010-2011 2011-2012 546 545 4.1 3.32 532 529 4.1 3.31 2012-2013 584 536 4.2 3.31 Enrollment in ALA-accredited program dropped 5.67 percent from 2009 to 2010 and 3.6 percent from 2010 to 201177. ILS has seen increases and decreases in newly admitted students that somewhat follows the national enrollment patterns in ALA-accredited programs with the additional influence of the declining fiscal environment both nationally and more specifically in the state. 77 ALISE Library and Information Science Education Statistical Report 2012, p. 11. 116 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 IV.4 Students construct coherent programs of study that allow individual needs, goals, and aspirations to be met within the context of program requirements established by the school. Students receive systematic, multifaceted evaluation of their achievements. Students have access to continuing opportunities for guidance, counseling, and placement assistance. After being accepted into the MLS or other ILS graduate program, the student must complete a Planned Program (plan of courses the student will take) in order to be considered matriculated. The Admissions Committee assigns each student an advisor from the full-time faculty. While it is expected that any full-time faculty member can adequately advise newly admitted students in planning a course of study, including seeking additional guidance from other faculty with more expertise in areas of the student’s current career goals, advisors are generally assigned based on the student’s expressed career goals at the time of application. Students seeking Connecticut School Library Media Specialist Certification are assigned to the School Media Coordinator. Each student is expected to contact his or her advisor to discuss choice of program electives that support career goals; and to guide the student through their course of study. While students are expected to follow their approved programs of study, the planned program can be revised as the student’s goals or interests shift. Students are encouraged to seek information from many sources (faculty, practitioners, employers, job ads) before finalizing the program or changing their Planned Program as their goals or interests shift. The assigned advisor will assist the student with general information questions and with registering for courses each semester. While every faculty member can give students sound direction in planning a general course of study, each faculty member has specialized areas of knowledge and students are encouraged to seek this specialized perspective in planning the course of study. The assigned advisor can assist the student in defining areas of interest and identifying professors and practitioners with special knowledge in those areas. Students are encouraged to utilize advisors as resources throughout their progress through the program. A student may, upon request, change their assigned primary advisor. Students have access to continuing opportunities for guidance, counseling, and placement assistance through their advisor, other ILS faculty, various student services throughout the university (which accommodate the needs of distance students), and through mentoring programs established by Connecticut library organizations such as the Connecticut Association of School Librarians78 (CASL), the Connecticut Library Association79 (CLA), and Connecticut mentors establish through the New England Library Association80 (NELA). 78 Mentoring Matters: Collaborating to Advance Student Learning, Connecticut Association of School Librarians (CASL) http://www.ctcasl.com/connect/mentor_matter.html 79 One on one 5-minute advisory sessions between librarians who are already employed and those who are trying to either find their first job, or advance their careers. Sponsored by the Career Development Committee. http://ctlibraryassociation.org/meetinginfo.php?id=42&ts=1326820333 Also see reference at http://www.liscareer.com/beyer_mentoring.htm to The Connecticut Library Association has a mentoring and protégé program. 80 NELA Mentoring Program is described at http://nelib.org/mentoring/ including Connecticut mentors. 117 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.11 Student-to-Advisor Ratio [30.9:1] (February 2013) Faculty Member Bielefield, Arlene Brown, Mary Choi, Yunseon Kim, Chang Suk Kim, Hak Joon Kusack, James Liu, Yan Quan Okobi, Elsie Sche, Josephine Sierpe, Eino TOTAL: #Advisees Assigned 27 9981 n/a 24 36 30 20 28 18 27 30982 A number of courses incorporate a mentoring component that requires students to seek out mentors in the professional community. A small website on the history of mentoring, mentoring contracts, and assessing mentoring relationships supports this requirement. See http://www.southernct.edu/ils/mentoring The University in general (6.7% fall 2010-fall 2012) and the Graduate School in specific (17.8% fall 2010-fall 2012) has experienced a drop in enrollments over the past few years. In his Budget Update, October 26, 2012, Executive Vice-President James Blake reported on the impact of enrollment trends on state appropriations and the university’s budget as well as steps the university is taking as a result. [PowerPoint summary available at http://southernct.edu/emailblast/11_01_2012/BudgetUpdate10-26-12.pdf] While ILS has also shown a decrease in admissions over the past two years, we did see an increase of 20.8% 2005-2006 and 78.6% 2007-2008. We believe the current decrease is a combination of the current economic impact being experienced by the university as a whole and the Graduate School in particular, and a natural equalization following the substantial increases, especially in 2007-2008. We have noted anecdotally a resurgence 81 Students seeking Connecticut Initial Educator certification, Connecticut Cross-Endorsement, or school media specialization are assigned to this advisor. 82 [Footnote 3]: The department currently maintains files on 309 matriculated MLS students; 239 are active (enrolled in classes in 2012 or 2013) and 70 are inactive (last enrolled prior to 2012). Matriculated graduate students must maintain continuous enrollment through 1) maintaining at least six credits toward his or her degree program every calendar year (a minimum of three credits in the fall and spring terms respectively) from the time of acceptance by the School of Graduate Studies until completion of all requirements for the graduate degree; or 2) pay a $40.00 continuous enrollment fee 118 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 of applications in January 2013 of prospective students trying to matriculate for spring 2013 and students who re-entering the program after a leave of absence. Table IV.12 Retention Rates* of New MLS Fall Students, Excluding Those Who Graduated in Their First Year Fall 2007 Fall 2008 Fall 2009 Fall 2010 Fall 2011 5 Year Average 44 338 New 56 100 81 57 Students Retained 39 79 54 43 37 249 Retention 69.6% 76.0% 66.7% 75.4% 84.1% 73.3% Rate *Percent of students newly admitted one fall that enrolled in courses the following fall Table IV.13 Count and Percent of New MLS Enrollees Who Graduate Fall Semester Academic Number Year New Number Percent Entered Enrollees Graduated Graduated 2005-2006 72 58 80.6% 2006-2007 87 71 81.6% 2007-2008 56 39 69.6% 2008-2009 100 74 74.0% 2009-2010 81 39 48.1% 2010-2011 57 17 29.8% 2011-2012 44 1 2.3% Spring Semester Number New Number Percent Enrollees Graduated Graduated 71 56 78.9% 37 27 73.0% 43 33 76.7% 41 26 63.4% 42 14 33.3% 30 2 6.78% Table IV.14 Degrees Conferred and Placement 20062007 Degrees Conferred Placement response rate 20072008 20082009 20092010 20102011 20112012 79 88 119 93 84 79 21.52% 19.32% n/a n/a n/a n/a 119 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.15 Distribution of Students among Interest Area [as recorded on Planned Programs of Study] Career Goal: Number Public Libraries 103 Academic Libraries 94 School Libraries 86 Special Libraries 20 Info Systems/Technology 6 TOTAL 309 Percent 33.21% 30.33% 28.02% 6.53% 1.92% Table IV.16 Employment Reported by Type of Organization (Percent) Public library Academic library School library Special library Government library Other 2004 45.45 22.73 27.27 4.55 0 0 2005 52.00 32.00 8.00 4.00 4.00 0 2006 26.67 20.00 26.67 6.67 0 20.00 Overall 2007 Average 37.50 42.31 18.75 24.36 25.00 20.51 12.50 6.41 6.25 2.56 0 3.85 Students in the MLS program receive systematic, multifaceted evaluation of their achievements through a variety of methods: • In courses, students receive feedback from their instructors and grades based on criteria outlined in the course syllabus and through the rubrics used to assess assignments through Tk20. Student’s whose performance is assessed on the rubric at a “2” or acceptable level have at least minimally met the competency. (A “1” indicates the student’s performance on a given criteria is unacceptable or still developing. A “3” indicates exemplary performance for that criteria.) • Students may request conferences with their advisor or other ILS faculty member, to address specific concerns. (Most conferences are initiated by the student; Conferences are initiated by the advisor, course professor, or program coordinator when appropriate due to performance concerns or opportunities resulting from outstanding performance.) • In professional practicums or internships, students receive feedback and evaluation from their site supervisor/mentor and from their university supervisor, typically a full-time ILS faculty member. • In the planning and accomplishment of the capstone experience/special project, students receive feedback from their special project advisor (full-time ILS faculty member), their second reader (a expert in the area of their special project 120 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 research), and clients for whom products or deliverables are developed to help address the identified problem or need. Placement assistance is facilitated by the University’s Center for Career Services. The Center maintains career resources, conducts a career fair and a series of career workshops, and assists students in writing resumes and cover letters and exploring career options and opportunities. As an additional support, the ILS department maintains an Employment and Career Resources page on its Website with links to job banks in the field, career information, and job-hunting skills. The Employment and Career Resources page includes information for employers wishing to submit job listings and ILS staff forward job announcements to the ILS jobs listserv. IV.5 The school provides an environment that fosters student participation in the definition and determination of the total learning experience. Students are provided with opportunities to form student organizations and to participate in the formulation, modification, and implementation of policies affecting academic and student affairs. MLS students are active in leadership roles in university-wide committees and state professional organizations. Students serve or have served on department committees including curriculum, search and screen, and accreditation; participate in the Graduate Student Advisory Committee (GSAC), a campus-wide committee; and are also active on statewide associations, including the Connecticut Library Association (CLA). Students have also worked at CLA annual meeting and served as a recorder at the New England Library Association’s annual conference. Participation in GSAC an ILS committees give students the opportunity to participate in formulating, modifying, and implementing policies affecting academic and student affairs. Three student organizations have been active within the past 10 years: the student chapter of the Special Libraries Association, the student chapter of the American Library Association, and the Association for Information Studies (Alumni-Student Association). The Association for Information Studies was organized approximately 30 years ago to provide a vehicle for student and alumni participation in the activities of the school. The Association has a constitution that provides for elections for officers among students and alumni. The Association in the past planned many of the educational and social activities of the school including colloquia, social gatherings, and activities associated with graduation exercises and published a newsletter and awarded undergraduate and graduate scholarships. The Alumni-Student Association has been inactive in recent years; this can be attributed to the University’s Alumni Office increased outreach to all former students to join the University’s Alumni Association. Alumni from local and distant geographic areas tend to stay in touch through the department listserv. The ILS faculty now awards a Distinguished Alumnus Award, once conferred by the alumni group. 121 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 The student Special Libraries Association was organized approximately 10 years ago. Primary membership is made up of students enrolled in the Special Libraries course. This group generally holds a meeting each semester, elects officers, and organizes trips to visit special libraries. Recent trips have included visits to libraries in Connecticut, New York City, and Washington, D.C. Dr. Elsie Okobi serves as faculty advisor to this group. While MLS students belong to professional organizations and attend local conferences, there has not been an abundance of interest in a campus-based chapter. In a recent query sent through the student-alumni listserv, only two responded with an interest in a student chapter of a professional organization. The Department has six standing committees: 1. Department Evaluation Committee (DEC); 2. Department Curriculum Committee (DCC); 3. Department Graduate Admissions Committee (DGAC); 4. Department Scholarship Committee (DSC); 5. Department Personnel Committee (DPC); 6. Department Sabbatical Leave Committee (DSLC). Makeup of the Evaluation Committee, Personnel Committee, and Sabbatical Leave Committee is set by the Collective Bargaining Agreement and does not allow for student representation. The Admissions Committee and Scholarship Committee handle information about applicants that is not to be accessed by other students. This leaves the Department Curriculum Committee as the only standing committee that could have student representation. The Department Curriculum Committee consists of a minimum of five faculty members, appropriate representation from the graduate student and undergraduate student body, and from alumni and professional groups. Currently four MLS students serve on and participate in the Department Curriculum Committee, including assisting with data analysis, reading drafts such as this document, and suggesting policies and curriculum revisions. The ILS Department Bylaws does not include or forbid student representation at faculty meetings; all mention of department faculty meetings in the Bylaws addresses full-time faculty only, however, students are invited to participate in faculty meetings through direct invitation from faculty. To facilitate student participation, curriculum committee meetings are generally scheduled immediately before faculty meetings so student representatives to the curriculum community can attend both meetings. In addition to a student representative on the Graduate Student Advisory Committee, and student representatives on the Department Curriculum Committee, students are involved by communicating through SCALA83 listserv, which permits the exchange of news, questions and answers, and other information. Student discussion on the listserv allows faculty to monitor for issues or concerns that students may not formally raise otherwise. 83 SCALA stands for the Southern Connecticut Student Chapter of ALA. The original listserv was intended for chapter members. Due to student interest in participating online versus through campus-bound meeting, SCALA listserv was opened to all students and other interest individuals. 122 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 IV.6 The school applies the results of evaluation of student achievement to program development. Procedures are established for systematic evaluation of the degree to which a program's academic and administrative policies and activities regarding students are accomplishing its objectives. Within applicable institutional policies, faculty, students, staff, and others are involved in the evaluation process. Student achievement is assessed through a Web-based assessment software system (Tk20) that contains common rubrics for use across all sections of each of the required core courses and that assesses the common student learning outcomes for that course. See Table II.7. 95%, 99.47%, 95.98%, 93.23%, 100%, and 94.67% of the students are meeting or exceeded competency expectations in the required courses ILS 501, ILS 503, ILS 504, ILS 506, ILS 565, and ILS 580, respectively, within the course’s scheduled timeframe. We want, however, to look at criteria that were more problematic for some students to determine what changes in instruction or assignments and feedback are needed to better reach all students within the course’s timeframe. In reviewing all collected assessments in Tk20 for each of the required core courses that map to the ALA Core Competencies, a number of areas were of concern. ILS 501 Foundations of Information and Library Science • Familiarity with advanced search tools and features provided at each Web search engine (18.2% unacceptable performance) • Objective relevance judgment of the search results (9.1% unacceptable performance) ILS 504 Reference and Information Resources and Services • Selection of electronic resources database (5.3% unacceptable) ILS 506 Information Analysis and Organization • Descriptive cataloging (11.4% unacceptable) • Subject headings (6.8 % unacceptable) • Classification (11.4 % unacceptable) ILS 580 Research in Information and Library Science • Thesis/Argument (6.5% unacceptable) • Familiarity with/Grounded in Literature. Knowledgeable of the current state of the discipline (4.8% unacceptable) • Methodology or Plans for the Project, including IRB application if applicable (4.8% unacceptable) • Results/Findings/ Demonstration of Thesis Argument and Claims (4.8% unacceptable) • Bibliography/ References (8.1% unacceptable) 123 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 As a result of reviewing these assessments, a number of action items were established. ACTION ITEMS • Department curriculum committee should facilitate a joint meeting of ILS 501 and ILS 504 faculty to review the problems students encountered with using search tools, evaluation of search results, and selecting appropriate electronic databases to determine the changes in instruction or assignments and feedback that are needed. • Department curriculum committee should facilitate a meeting of ILS 506 faculty to review the problems students encountered with descriptive cataloging, subject headings, and classification to determine the changes in instruction or assignments and feedback that are needed. • Department curriculum committee should facilitate a meeting of ILS 580 faculty to review the problems students encountered in research design and analysis to determine the changes in instruction or assignments and feedback that are needed, • Department curriculum committee should facilitate a meeting of ILS 503 and ILS 580 faculty to review the instruction, assignments, and feedback given in the foundations course (ILS 503) and develop a mechanism for reinforcing and updating students’ knowledge and application of APA citation style. All master’s degree programs at Southern require the successful completion of one or more of the following individual capstone experiences: A thesis, comprehensive examination, or special project. The capstone experience is the culminating academic event for students enrolled in a master’s degree graduate program. It requires students to demonstrate their ability to organize and synthesize knowledge and apply skills developed throughout their academic program. The determination of the capstone experience is by the faculty of the academic department. Students in the Master of Library Science degree program are required to complete a special project. In 2009 the Graduate Council adopted the first phase of a procedures and documentation system for the Special Project that is more in parallel with the Thesis procedures and documentation. The procedures will include a formal proposal by each student that must pass Graduate School review and formal documentation of the Special Project process. The Special Project capstone experience can take the form of: • a public service special project involving field work, intervention planning and development, and/or policy development that are informed by the student's 124 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 • • • original research; an educational special project consisting of development of curriculum, learnerbased exercises, or computer application, or other tools of a specifically educational purpose that are informed by the student's original research; a multimedia special project involving the creation of an installation or digital exhibit on a specific topic within the discipline, or a film or video that documents an experience, social phenomenon, or inquiry that is relevant to the field that are informed by the student's original research; an entrepreneurial special project involving idea generation, feasibility study, and development and implementation that are informed by the student's original research. CRITERIA Table IV.17 Rubric for Assessment of the Special Project UNACCEPTABLE (1) Definition of Introduction does Project/Introduction not clearly explain the nature and structure of the capstone, its rationale and relevance to discipline. Thesis/Argument Argument is unclear, inconsistent, inappropriate, or not suitably original. Familiarity Does not indicate with/Grounded in familiarity with Literature. literature; has Knowledgeable of large gaps and the current state of shows little the discipline grounding of the capstone in the literature. No substantive engagement. ACCEPTABLE (2) TARGET (3) Introduction clearly presents the capstone, its nature, relevance and structure. Introduction makes strong case for the value the capstone provides to the discipline, as well as presenting its nature and structure. Argument is appropriate, clearly presented, consistently applied, and suitably original. Displays familiarity with reasonably full range of literature; demonstrates an appropriate grounding and engagement with the literature. Argument is clear, consistent, sophisticated, and strikingly original. [Table IV.17 is continued on the next page] 125 Displays familiarity with broad range of and grounding in the literature; engages with the literature substantively and productively. Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.17 continued Rubric for Assessment of the Special Project CRITERIA UNACCEPTABLE (1) Methodology or Methodology is Plans for the Project not clearly presented, not appropriately or adequately applied to capstone. Results/Findings/ Outcomes Demonstration of minimally address Thesis Argument research questions and Claims and fail to demonstrate its claims persuasively. Presentation minimally addresses research questions; structure reflects a lack of organization, detail, understanding and/or accuracy. Summary/ Capstone Conclusion or summary is closing argument minimally supported by results and/or findings; exhibits a lack of original ideas, personal interpretation of findings, and/or an inability to draw an inventive synopsis. ACCEPTABLE (2) TARGET (3) Methodology is clearly presented, relevant and appropriately applied to capstone. Outcomes address research questions. Presentation of evidence uses argumentation and is reasonably persuasive in making connections with research ideas. Methodology and project are mutually enriching. Summary sufficiently supported by results and/or findings while adequately and accurately summarizing the capstone. Summary presents carefully analyzed information to present inventive and originally developed decisions and/or conclusions supported by results and/or findings. [Table IV.17 is continued on the next page] 126 Outcomes thoroughly address research questions. Presentation of evidence conveys a mastery of argumentation. Structure provides a coherent and clear focus of new understandings. Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.17 continued Rubric for Assessment of the Special Project CRITERIA UNACCEPTABLE (1) ACCEPTABLE (2) TARGET (3) Bibliography/ References Lack of proper APA format and limited details with many sources missing or incomplete. Bibliography/References are complete (all sources shown) and correctly formatted in APA style; and inserted in-‐text to validate evidence. Writing Writing is unclear, distracts from meaning, is not at appropriate level, or contains excessive errors. Bibliography/ References are mostly complete and correctly formatted in APA style. Capstone contains a variety of sources. Writing is clear and appropriately sophisticated, with virtually no errors, and supports meaning. Writing is at or near professional level, transitions within and between paragraphs, has no errors, and enhances meaning. The special project is documented in a digital portfolio along with other key work completed in the courses in the student’s plan of study. The student organizes the digital portfolio to show how their work demonstrates evidence of professional competencies underlying this learning and in particular each of the ALA Core Competencies. Digital Portfolio Students seeking a Master of Library Science are to develop and submit a digital portfolio. The purpose of the digital portfolio is to provide students with a product that synthesizes much of what they have learned into an integrated whole that demonstrates the competencies they are taking with them into the job market. The MLS capstone portfolio provides the student the opportunity to document their growth in the knowledge and abilities expected of the beginning generalist librarian including in the areas of identified in the American Library Association (ALA)’s Core Competences of Librarianship (approved and adopted as policy by the ALA Council, January 27th 2009). 127 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV. 18 Rubric for Assessment of the MLS Digital Portfolio CRITERIA TECHNICAL DESIGN ARTIFACTS* UNACCEPTABLE (1) ACCEPTABLE (2) Hard to navigate; some links do not work; text has grammatical errors Navigation is clear; content is presented as Web pages or includes parenthetical notation if a Word document, PDF file, etc.; few grammar errors in text Not organized or Organized; some presented well; lacks evidence of personalization; not personalization; is visual; poor use of visual; good use of design, audio, text design, audio, and elements text elements Artifacts are not related to professional core and specialized competencies; many artifacts missing; little variety of artifacts included; poor quality of translation of work to Web pages; poor quality images or sound Clear navigation; links work; content is presented as Web pages; text is error-‐ free Well organized; unique/imaginative approach to design; highly visual; excellent use of design, audio, and text elements Artifacts related to Artifacts are related professional core to professional and specialized competencies; all competencies; has a core competencies variety of artifacts are significantly included; good demonstrated by quality of translation artifacts; of work to Web appropriate pages; good quality specialized images or sound competencies are selected; good variety of artifacts included; excellent quality of translation of work to Web pages; excellent quality images or sound [Table IV.18 is continued on the next page] TARGET (3) 128 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV. 18 continued Rubric for Assessment of the MLS Digital Portfolio UNACCEPTABLE (1) ACCEPTABLE (2) TARGET (3) REFLECTIONS Reflections not related to artifacts and/or competencies; does not demonstrate ability to synthesize and analyze MLS work with competencies; reflections overall are of poor quality Reflections are related to artifacts and/or competencies; states what learning took place and demonstrates some ability to synthesize and analyze MLS work with competencies; reflections overall are of good quality CORE COMPETENCIES Documentation in the portfolio is insufficient evidence of core competencies (some competency areas lack documentation) PROFESSIONAL RESUME Each (8) core competency is represented at the competency area level (foundations, resources, organization of knowledge, technology, user services, research, lifelong learning, management) Resume is somewhat Resume is well-‐ organized but not organized and impressive; and presents strong and lacks relevant relevant experience experience in some in all areas areas (education, (education, work work history, history, professional professional associations and associations and activities) activities) [Table IV.18 is continued on the next page] 129 Reflections are clearly related to artifacts and competencies; reflections demonstrate growth over time; reflections are well written and reveal depth and breadth of experiences, ability to synthesize and analyze MLS work with insight, connecting coursework, field experience, theory, and competencies; reflections overall are of excellent quality Each of the eight core competency for the beginning generalist librarian is clearly and thoroughly represented at the competency statement (sub-‐ competency) level Resume is well-‐ organized and presents outstanding and relevant experience in all areas (education, work history, professional associations and activities) Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV. 18 continued Rubric for Assessment of the MLS Digital Portfolio UNACCEPTABLE (1) ACCEPTABLE (2) TARGET (3) SPECIAL PROJECT Special project Proposal and final Report are included in the portfolio Special project Proposal, Product (deliverable), and final Report are included in the portfolio *Artifacts – The purpose of artifacts is to document Evidence of Learning Outcomes. The primary artifacts in your portfolio will be documents produced in your MLS courses, such as course papers and projects. Other items appropriate for your portfolio include reproductions of documents about your work, such as photos of a completed project or presentation of your work at a professional association; attestations about your work by professionals in the field; and productions or documents prepared especially for your portfolio, such as a list of major accomplishments or skill competencies, professional memberships, and reflective evaluations. Generally, you do not want to include every assignment, artifact, reproduction, attestation, or production that has accumulated over your MLS studies. Rather, you want to select and arrange the items that best show your skills, competencies, and talents, especially in term of professionally established competencies for general librarianship and specializations and, if applying for SLMS certification, state teacher competencies. Annotations should be added to explain the significance of each artifact/product so that the viewer of the portfolio gets a complete picture of where the artifact came from, and what it signifies regarding the student’s capabilities. Annotations should include the context, conditions, and scope of the work and the student’s role in that work (especially if a collaborative work). It is recommended that students collect examples of work from different courses, select work that demonstrates professional core competencies, and make explicit the link between core competencies and their courses. The portfolio must also include a reflective piece that ties together the course of study and the demonstrated competencies. The capstone portfolio may include a range of media from Word documents to sound to images (still and moving) to we 2.0 and 3.0 applications. It should be unique to the individual while retaining the prescribed structure. Students who have taken specialized courses such as in medical librarianship or children's services are encouraged to include relevant competencies as established and published by appropriate professional associations in those specialties. 130 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 To graduate from this program, all students must 1) complete the six core courses (see below) and six elective courses with a grade of "B" or higher in each course84 including demonstrating competency in each of the courses learning outcomes; 2) complete a capstone experience (Special Project) demonstrating acceptable performance in each of the criteria detailed on the rubric shown above; 3) submit a digital portfolio demonstrating acceptable performance in each of the criteria detailed on the rubric shown above. Program Evaluation The university utilizes a number of measures of program and student success including employer surveys85 and the Graduate Program Satisfaction Surveys of students, alumni, and faculty. Invitations to participate in the employer survey were sent directly to employers from lists submitted by students and alumni. In addition, a general call to participate was sent out through the Connecticut Library Consortium, a statewide organization serving all types of libraries. From this survey, 66.7 percent of participants were associated with public libraries and 18.5 percent with college and university libraries; the rest were from school libraries, special libraries, archives and museums, and law libraries. All participants were located in the Northeast (ME, NH, VT, MA, RI, CT, NY, NJ, PA, DE, MD, OH, WV, VA). The Graduate Program Survey was most administered in spring 2009 and spring 2011 to alumni, students, and faculty. Students felt the areas of weakness were focus on individual professional development, variety in teaching methods, communication, scheduling of courses (course offerings), advisement, and feeling of community. Alumni tended to rate all area higher than current students with the exception of sense of community/discussion, university resources, and difficulty of requirements. Students felt the strengths of the program included: flexibility of the curriculum and range of courses, focus on technology in many of the courses, hands-on experiences included in coursework, quality of classes and professors, accessibility to professors and quick turnaround time for question, online courses that allow access to the degree where 84 A course can be repeated once in an effort to achieve a grade of "B" or higher. Failure to receive a grade of "B" or higher in a core course, or if the cumulative grade point average falls below 3.0, may result in academic probation and academic dismissal. Students earn credit only once for a repeated course. 85 A 2005 study by the State of Connecticut Board of Governors for Higher Education on “Employer Satisfaction with 2003 Public Higher Education Graduates in Connecticut” reported Library Science graduates ranked third in Skill Preparation by Program Area with an Overall Satisfaction of 3.62 (3.64 being the highest on a 4-point scale with 4 meaning very satisfied). Four skills area were rated: Basic Skills (Library Science graduates 3.77, highest rating in this area); Professionals Skills (Library Science graduates 3.52, highest rating in this area); Personal Skills (Library Science graduates 3.55, this area had a mean of 3.556, median of 3.6, and mode of 3.55); and Job Skills (Library Science graduates 3.70, second highest rating in this area). http://www.southernct.edu/projects/strategicplan/documents/2005EmployersReport.pdf 131 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 conflicting obligations or locations would prohibit study, responsiveness of department secretary, and degree affordability. Alumni tended to list the same strengths of the program but seemed to use more superlatives in mentioning courses, professors, and department staff. Advisement is a problem area for students, alumni, and faculty. Faculty often complain that students do not seek faculty help/advice as often as needed. The faculty piloted a student/advisor Annual Progress Report in which each matriculated student is to submit by the end of May of each year a form that includes current contact information; program information; coursework plans for the coming year; awards, scholarship, and grants received in the past year; publications, assistantship, conference presentations during the past year; and other comments about their progress or plans for the coming year. The advisor would then review the report and indicate whether the student was making satisfactory progress and note any concerns about the student’s plans or progress. Students who complied typically stayed in contact with their advisor and did not have unresolved issues. In order to realize the full intent of this reporting initiative, the faculty needs to establish a mechanism that offers stronger incentive if not requirement for periodic communication between student and advisor. The majority of students (76.85%) and alumni (83.15%) agree that the program is helping them to accomplish their professional objectives. As explained elsewhere in this document, despite the increased day-to-day contact with courses, online study (85 percent of our classes) gives students a sense of isolation and increased need for time and stress management. While some faculty have tried various techniques for increasing the feel of community (team assignments, peer-reviews, informal discussion areas), students still seem to feel isolated. Much of the dissatisfaction students expressed was in regard to this isolation, as expressed in students’ personal communications and written comments. Students and alumni judged their professional knowledge and skills increased an average of 2.33 (Average level of confidence prior to entry into the program versus now using a 10-point scale), range 3.5-1.2) during their studies in the department. Areas with the greatest gains (3.0 or more) included understanding the role of the information profession in society, practicing ethical behavior as information leaders, facilitating library users’ requests for information, cataloguing all types of library materials according to relevant bibliographic control standards. These areas map to the initial four core courses, which most of the current students should be taking or have completed. The lowest areas (below 2) included establishing and implementing appropriate techniques for the skillful use of current cutting-edge technology; preservation and conservation of library materials, using professional oral communication skills in dealing with the public; using professional online and written communication skills in dealing with the public; utilizing professional interpersonal skills, including the ability to network and collaborate with other professionals within and outside of the organization; exhibiting leadership, communication, and team skills for carrying out professional responsibilities and services across cultures and in rapidly changing environments; anticipating changes and preparing for the professional management of change and application of knowledge and skills to 132 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 real-life situations. Many of these professional knowledge areas and skills are addressed in electives; some are addressed in a course that recently was designated a core requirement. Therefore, at the time of this feedback, not all students would be expected to be in or have completed courses addressing these professional knowledge areas and skills. Student written comments express appreciation for the hands-on projects and projects that can go directly into practice to benefit the profession. Some students appreciated “tough” courses and professors and the learning gained through them as well as introduction to technologies. Communication continues to be a problem area. Student comments also suggest responsiveness to students is dependent upon faculty member. Students are expressing a desire for more on-campus courses86, more sophisticated tracking and communication systems, and more real-world experience87. Focus groups and individual interviews were conducted in July 2012 as follow-up to student/alumni/employer surveys. [[See Appendix IV-6 for Surveys and Follow-up Focus Group Summaries]] As a result of these studies, a number of action items were established. ACTION ITEMS: • Department chairperson should review course evaluations to identify faculty with communication problems and work with the faculty member to create a corrective plan. • Department curriculum committee should review ILS 501 and ILS 503. • Department chairperson and curriculum committee should review course rotation and course enrollment history to establish a rotation for key electives and required courses. Electives more sensitive to fluctuating enrollments should be so noted. • Department chairperson and program coordinators should review communication channels (website, listserv) for relating general information and news to students. 86 Students’ expressed desire for more on-campus courses does not always translate into sufficient enrollments needed for a course to run. The rule of thumb is that a minimum of nine students is needed for a course to run, whether graduate or undergraduate level. Each semester the ILS chairperson meets with the dean to negotiate for lower enrollment courses not being cancelled. For some courses, the faculty member agrees to receive prorated load credit (fall and spring terms) or pay (winter and summer terms) for courses with below nine students enrolled. 87 As the department becomes aware of opportunities for students to engage in real-world experience, such as through volunteering or internships, information is posted to the student listserv. In coursework, many faculty members include activities that engage the student with the professional community or hands-on practice. 133 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 [[Appendix IV-7 Student Opinion Surveys 2011-2012]] [[Appendix IV-8 Online Student Opinion Surveys 2011-2012]] [[Appendix IV-9 Testimonials on Student in the Workplace]] Course Evaluation – Student Opinion Survey Analysis At the end of each semester, students are given the opportunity to complete a Student Opinion Survey for each of their courses. The surveys are managed and tabulated by the university. The Student Opinion Survey was originally distributed to students during a given class meeting; the instructor would step out of the room and a third party would distribute, explain, and collect surveys. When the Connecticut State University (CSU) System [of the four state universities] began offering courses online (through eCollege), the Student Opinion Survey would appear at login during the given week and the student could choose to respond to the questions or bypass the questionnaire. When the CSU System moved to WebCT the Student Opinion Survey was no longer linked to online course shells. While faculty continued to administer a student opinion survey, only those completed on the mark-sense form and returned by the student to the university assessment office were scored by the university and included in the summaries. In recent semesters the university has piloted a new questionnaire that is Web-based. On a given date each semester, an email blast to students’ university email address announces the survey and provides the URL/link to the Web-based survey. While this facilitated increased student input, many students do not use their university email accounts, often citing the high volume of announcements of little interest that dominate their inboxes. The university just announced that beginning fall 2012, the university email account would be the official way to communicate with students and non-university email addresses where not to be used. At the same time the university began migrating online courses to Blackboard Learn9 that sends mail to the university email account rather than holding it within the course shell. As of spring 2013 all courses migrated. These various changes will hopefully bring student participation in the Student Opinion Survey back to the high levels experienced when the surveys were delivered directly to the student in class (on campus or online). 134 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.19 Student Opinion Surveys 2010-2012 (using the new questionnaire) 1. The syllabus or course outline described what I would learn in this course ('learning goals'). 2. This course helped me meet those learning goals. 3. This course evaluated how well I met those learning goals. 4. My experience in this course helped me appreciate this subject. 5. The way the course was taught helped me understand course material. 6. The instructor responded constructively to students' questions. 7. The instructor created a supportive atmosphere in which to learn. 8. The assignments and exercises in this course helped me understand the subject matter. 9. The course readings and/or materials helped me understand the subject matter. 10. The instructor provided regular feedback on my performance in this course. 11. The instructor had high standards for student achievement. 12. The instructor encouraged me to take responsibility for my own learning. 13. I was motivated to work hard to be successful in this course. 135 201120102012 2011 [N=40] [N=65] %Agreed %Agreed 87.5% 95.4% 80.0% 67.5% 80.0% 60.0% 84.6% 77.0% 83.1% 75.3% 62.5% 70.0% 81.5% 83.1% 82.5% 78.5% 82.5% 84.6% 68.5% 76.9% 80.0% 95.0% 81.6% 86.0% 86.0% 81.5% Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Table IV.20 Student Opinion Surveys 2001-2010 2001-2010 [N=1440] %Agreed 1. Were you provided with a course outline/ syllabus at the beginning of this 99% course? 2. Was an explanation of course attendance policies given at the beginning 92% of the term? 3. Were the title and catalog description of this course consistent with 93% course content? 4. Was a written explanation of course grading policies distributed at the 95% beginning of the course? 5. Did your classes being and end at the scheduled time? 97% 6. Were any classes in this course ever cancelled? [never/rarely] 95% 7. The time spent in this class was worthwhile. 90% 8. Methods of instruction have helped me understand subject matter. 88% 9. Major points in this class were made clear. 90% 10. The instructor has been available to me for individual consultation. 88% 11. It was possible for me to make comments, ask questions or express 94% ideas. 12. Class meetings have been intellectually stimulating. 84% 13. Reading the assigned material has helped me understand this subject. 86% 14. Exams and out-of-class assignments have helped me understand subject 90% 15. My work for this class has been graded fairly. 88% 16. My experiences in this class make me want to learn more about this 82% subject. 17. My experiences in this class make me want to learn more about this 82% subject. 18. I would rate the quality of instruction in this course as high. 87% 19. I would rate the overall quality of this course as high. 86% 20. This professor promotes an environment of respect for all students. 85% From the surveys collected between 2001-2010 the faculty sees a strong positive response suggesting high quality courses. The new questionnaire used in 2010-2012 saw some problematic areas that in looking at individual surveys suggested this was not representative of courses as a whole but rather a specific course. This was confirmed in the focus groups conducted in summer 2012. In looking at specific questions, for example, currency in the field, students, alumni, and faculty perceptions do not match. When asked about their perceptions, students and alumni almost universally felt being up to date meant faculty should teach how to use the 136 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 latest social media rather than the theory or principles behind the latest technology and how to apply them. From this we know that faculty needs to emphasize to students the difference between for example continuing education workshops and graduate level study and the value of underlying theory and its application, including to more recent developments such as social media or concepts such as MakerSpace. In other areas such as sequencing of courses, alumni and faculty differ from students in perception. It is our feeling that student responses stem from a lack of field experience and that they would answer differently after some professional practice. When asked, students and especially alumni have suggested that internships be required for all those enrolled in the MLS program. While faculty members support this, they also feel it creates a burden if not a roadblock to many students in the program. Faculty instead strongly recommend students find at least volunteer opportunities in libraries while taking classes, so that they can apply what they are learning in their coursework. We have found these differences often account for dissimilarities in perceptions expressed by faculty, alumni and students in surveys. 137 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 138 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Standard V Administration and Financial Support Introduction Connecticut State Colleges and Universities (ConnSCU) is comprised of the four Connecticut State Universities, the twelve Connecticut Community Colleges, and Charter Oak State College. Southern is one of the four Connecticut State Universities (CSU). Each of the Connecticut State University campuses and ConnSCU institutions has a president as its head. At Southern, the interim Provost and Vice-President of Academic Affairs, to whom the dean of each school reports, is directly responsible to the president. The dean in turn is responsible for the academic departments within a given school. Funding for the university has been reduced over the last several years due to the state's struggling economy--a problem affecting the whole nation. Some local governments in the state have cut back on public safety personnel, teachers and municipal workers. State employees have maintained their benefits, albeit with some reduced coverage, while the various unions have made concessions that have frozen salaries to help avert a budget crisis in state government. Salaries for faculty and staff in the Connecticut State University system have been frozen for both 2011 and 2012. The public universities have seen cutbacks across the board and those cuts are reflected in decreased hiring in positions at all levels. Refilling of vacant tenure-track faculty is proceeding more slowly than hoped. In these financially challenging times, the department of Information and Library Science has seen the retirement of two long-time faculty members and the departure of two other tenure-track faculty members and has received permission to fill one of those positions. The new faculty member, in a full-time tenure track position, has begun work with the commencement of the fall 2012 semester. Vacant tenure-track positions within the university are filled according to fiscal resources and enrollment demands. Faculty, whether full or part time, are represented at all four campuses by the American Association of University Professors, working under the same contract and receiving the same compensation, health care and other benefits. The university has a strong history of faculty governance as well as a model Collective Bargaining Agreement88 that provides direction and stability to the campus. When there is a change in university administration, faculty and union leaders serve as a conduit for 88 “The CSU-AAUP Contract, currently in its tenth version, is often cited as a model contract by the National AAUP as it contains not only the typical components of a collective bargaining agreement, but it also includes portions of the AAUP statements on academic freedom and shared governance. This makes the CSU-AAUP Contract one of the most comprehensive in the nation.” http://www.scsuaaup.org/ (par. 6). 139 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 communication to realize shared visions for the campus. This allows for a more manageable and comfortable transition. ILS has not felt an appreciable impact from recent changes in university administration nor is one anticipated. V.1 The school is an integral yet distinctive academic unit within the institution. Its autonomy is sufficient to assure that the intellectual content of its program, the selection and promotion of its faculty, and the selection of its students are determined by the school within the general guidelines of the institution. The parent institution provides the resources and administrative support needed for the attainment of program objectives. When the School of Communication, Information and Library Science89 was closed in 2010 as a cost-saving measure, the Department of Information and Library Science (ILS) became part of the School of Education. ILS is unique in being the only program in Connecticut awarding the MLS and is, in fact, one of only two publicly funded universities in the six New England states granting the MLS. Southern Connecticut State University is committed to shared governance, making faculty responsible for the intellectual content of the program, as well as for selection of faculty and students, within institutional guidelines. [[Appendix V-1 School of Education Organizational Chart]] Department’s Place in the University The governance of the former Connecticut State University (CSU) System changed in the fall of 2011 from having a Chancellor and Board of Trustees overseeing the four-part CSU to a Board of Regents overseeing CSU plus Charter Oak State College and the 12 community colleges across the state, now known as the Connecticut State Colleges and Universities (ConnSCU). Each university and college has a separate identity and unique characteristics. Each has its own president. (Please see the Introduction for additional information on ConnSCU) The Department of Information and Library Science (ILS) is one of the six departments that comprise the School of Education. ILS enjoys a unique place in Connecticut higher education in that it is the only Masters in Library Science program offered at any of the state's universities. Being one of the first programs at any of the state’s universities to embrace the online format, it continues to draw students from a diversity of locations. Today, a majority of the students hale from Connecticut, yet the program continues to draw students from other states, and at times, internationally, in addition to those from Connecticut. As one of the six departments within the School of Education, ILS receives 89 The School of Communication, Information and Library Science (SCILS) was formed from four departments: Computer Science, Corporate Communication (now two departments: Communication and Media Studies), Journalism, and Library Science and Instructional Technology (now Information and Library Science). The departments of Computer Science, Communication, Media Studies, and Journalism are now absorbed into the School of Arts and Sciences. Information and Library Science was absorbed into the School of Education. These moves saved the university funds used to maintain the SCILS dean’s office and support staff. 140 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 its support and funding from the School’s budget, which is, in turn, supplied by the University. Department Autonomy The ILS department chairperson reports to the Dean of the School of Education, who in turn reports to the Provost and Vice-President of Academic Affairs. Following a National search, the dean is appointed by the President of SCSU with the advice of the Provost and Vice President for Academic Affairs, a search committee comprised of faculty, staff, and administrators, and input from the members of the campus community. The dean serves at the pleasure of the president. The current chairperson, Chang Suk Kim, reports to Deborah Newton (Interim Dean), who in turn reports to Marianne Kennedy (Interim Provost and Vice President of Academic Affairs). Interim appointments do not require a search; they are temporary appointments made at the discretion of the President. These roles are briefly described in "SCSU Faculty Handbook." of August 2012, section 2.12ff90. In brief: The president is the chief executive officer of each constituent university. The Board of Regents delegates to the president the responsibility for the administration and operation of the entire university. The Provost and Vice President for Academic Affairs, as the second ranking administrative officer, is directly responsible for the development and maintenance of all academic programs. Executive responsibilities include academic concerns and problems of students, budgets, staffing, program evaluation and scheduling. The Academic Deans are responsible for directing and coordinating the total program in their respective schools. Responsibility is assumed for budgeting financial resources and the oversight of their use. The department chairperson is a faculty member selected by department colleagues, confirmed by the dean, and appointed by the president for a term of three years. While the department chair has some administrative duties this person is a faculty member who serves as a communication link between the department and its faculty and the dean of the school and other administrative units on campus.91 Selection of department chairpersons is governed by [[Appendix V-2 The Department Chairpersonship]] document of the university’s Faculty Senate. Selection and Promotion of Faculty When a faculty position has been approved for hiring, the department chairperson appoints the search committee of full-time faculty members. The faculty search committee drafts the job description, job notice, and search plan. These are submitted to the dean, the provost, and Diversity and Equity for approval. The faculty search committee selects applicants they wish to interview. To secure approval to bring 90 See http://www.southernct.edu/faculty_development/facultyhandbook/ 91 The 2012 version of the handbook has not yet kept up with the organizational redistribution and a few descriptions describe what was rather than what is at this writing. 141 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 candidates to campus for interviews the search committee submits the curriculum vitae of the candidates and ratings sheets used for selecting the candidates to the dean and provost. The interview questions and the ratings for all candidates who applied are sent to Diversity and Equity for approval. Once all approvals are received, the search committee arranges campus interviews, solicits input from all department faculty on all candidates interviewed, and writes a summary report that includes the strengths and weaknesses of each of the candidates interviewed. If the department chairperson has not been a member of the search committee he or she may also provide the dean with input on the strengths and weaknesses of each of the candidates. The search committee is considered advisory to the dean. The dean confers with the provost to select the final candidate and negotiates terms of employment with the prospective faculty member. The official offer of appointment is made by the president through the Office of Human Resources. [[Appendix V-3 University Affirmative Action Policy]] The renewal, promotion, and tenure of faculty is governed by the Collective Bargaining Agreement and Faculty Senate documents92. The Department Evaluation Committee (DEC) notifies faculty eligible for renewal, promotion, or tenure of the calendar and procedures. The faculty member submits to the DEC a file including prescribed Information Sheets and that conforms to prescribed organization and physical dimensions. The DEC reviews the file and interviews the candidate. The department chairperson separately reviews the file. The DEC and the Chairperson each place a letter of assessment in the file along with a prescribed recommendation of one of the following: “Very strongly recommend,” “Strongly recommend,” Recommend,” “Recommend with some reservation,” or “Do not recommend.” The file goes to the dean for review and the dean’s letter of recommendation is added to the file. At each of these steps, faculty members may add additional material to their files, and they have four days in which to compose a rebuttal to place in their file if they disagree with an assessment. The file then goes to the University Promotion and Tenure Committee (Renewal files go directly to the Provost). Each member of the Promotion and Tenure Committee independently reviews each file submitted from across the university, and then the full committee deliberates on each file over a series of meetings. Numeric values are assigned to each category (Load credit, Creative activity, Service to the department and university, and Professional participation). These are averaged across all candidates at each rank (promotion to Associate, promotion to Professor, Tenure) and used as a basis for further deliberations on each candidate. The Promotion and Tenure Committee finally take a Yes/No vote and sign a document with the names of candidates recommended for promotion or tenure. Promotion and tenure are voted on separately. The recommendations are submitted to the Provost. The Promotion and Tenure Committee is considered advisory to the Provost. Procedures call for the Provost, under certain conditions, to explain to the candidate and/or Promotion and Tenure Committee tenure recommendations with which the Provost disagreed. The Provost is not required to explain to the candidate and/or Promotion and Tenure Committee promotion recommendations with which the Provost disagreed. 92 The Collective Bargaining Agreement is available at: http://www.scsuaaup.org/images/contract.pdf; Faculty Senate Renewal (Appendix III-14) and Promotion and Tenure (Appendix III-15) documents. 142 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Selection of Students Students applying into the department’s Master of Library Science, School Media Certification, or Sixth Year Diploma programs submit all required application materials to the School of Graduate Studies. The Graduate School sends each completed file to the department office for review by the Department Graduate Admissions Committee. After reviewing the file, the department forwards a recommendation of admit, conditionally admit, or do not admit to the Graduate School, along with a prescribed Planned Program of Study for each recommended applicant. The Director of Graduate Admissions reviews the materials for appropriate documentation that the applicant meets minimum Graduate School requirements and that the Planned Program of study is appropriately planned. The file of applicants for certification are also reviewed by the School of Education’s Certification Officer. After all reviews and signatures are completed the School of Graduate Studies mails an acceptance letter and a copy of the signed Planned Program to the applicant. A copy of the signed planned program is forwarded to the department and the registrar. At that point the applicant is now considered matriculated. Intellectual Content of the Program The department develops its own curriculum through a systematic process that involves individual faculty members, the Department Curriculum Committee, the School Curriculum Committee and the Graduate Council. Both the School Curriculum Committee and the Graduate Council have representatives from the department. The Master of Library Science program is one of five graduate degrees within Connecticut State Colleges and University (ConnSCU) system that can be earned in part or in full through a Web-based distance education initiative of the ConnSCU Board of Regents. The Master of Library Science program is the first program to go through the Distance Education self-study required by the New England Association of School and Colleges (NEASC), the regional accrediting body. Resources and Administrative Support Southern Connecticut State University provides the School of Education with resources and administrative support as part of the Connecticut State Colleges and University (ConnSCU) system. The School, in turn, supports the Department of Information and Library Science to the same level as comparable departments in attaining its mission, goals and objectives. Relationship with Board of Regents With each state university in Connecticut State Colleges and University (ConnSCU) maintaining a separate identity and unique characteristics, the Department of Information and Library Science contributes to Southern's unique identity in providing the only Masters in Library Science in the state. 143 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 The Department of Information and Library Science, as one of the six School of Education departments, has the same relative position as the other university and school departments in terms of funding and support, with funding funneled from the Board of Regents to the university, which then distributes budget dollars to its component parts. The policies of the Board of Regents as applied to each of the 17 campuses are applicable to the schools and departments as are the rules and procedures that the Regents put into place. Each department has a budget approved by the dean and provost. V. 2 The school’s faculty, staff, and students have the same opportunity for representation on the institution’s advisory or policy-making bodies as do those of comparable units throughout the institution. The school’s administrative relationships with other academic units enhance the intellectual environment and support interdisciplinary interaction; further, these administrative relationships encourage participation in the life of the parent institution. As part of the School of Education, ILS faculty interact consistently with faculty from other schools through university committees including the Faculty Senate, the Undergraduate Curriculum Forum, the Graduate Council, the Sabbatical Leave Committee, and the Promotion and Tenure Committee. [[See Appendix V-6 for a list of members of various committees]] ILS faculty members have, in the past, taught in other departments and schools. A diversified faculty with strong roots in other countries has led to such opportunities for students as a summer course that includes travel to China. The department has appointed program coordinators, distinct from the department chairperson: Undergraduate Program Coordinator (MBrown), School Library Media Specialist Program Coordinator (MBrown), Master of Library Science Program Coordinator (ESierpe), and Sixth Year Diploma Program Coordinator (YLiu). Program Coordinators are recommended by the chairperson and confirmed by the dean. Each coordinator is appointed for a three-year term and can be re-appointed to a second term. Duties of program coordinators include: 1) Describe the program to prospective students; 2) Propose course rotations; 3) Propose addition or elimination of courses in the program; 4) Act as advisor to students and to other advisors in the program; 5) Implement program changes approved by the Department Curriculum Committee, School Curriculum Committee, and Graduate Council or Undergraduate Curriculum Forum; and 6) Serve as program representative at open houses. The coordinator of the school library media specialist certification program within the Masters in Library Science program works closely with the School of Education, particularly in the placement, supervision, and assessment for the required practicum for Initial Educator certification and in assuring that the curriculum aligns with state regulations and NCATE, AASL, and other standards. 144 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 The Sixth Year Diploma certificate program is a post-MLS program that provides graduates the opportunity to further their education in the Professional Studies program. School Governance The School of Education is composed of six separate departments. School level meetings are held once each semester. The dean of the school has monthly meetings with the chairpersons of the departments. There is a School level curriculum committee. Ad hoc task forces are established as needed93. Representatives from all departments are sought as participants. A current initiative of the Interim Dean is the establishment of a “Friends of the School of Education” Committee as a precursor to a permanent advisory board. Department Governance Both the chairperson and the dean have prescribed roles in evaluation of faculty members and other areas. The relationship between the chairperson and the dean are outlined in the Collective Bargaining Agreement [ http://www.scsuaaup.org/?page_id=5 ] and the [[Appendix V-4 CSU Faculty Handbook]]. Academic deans are responsible for directing and coordinating the total program in their respective schools. Responsibility is assumed for budgeting financial resources and the oversight of their use. They assist faculty in the evaluation and revision of curricula, in the maintenance of up-to-date instructional practices and teaching techniques, in the establishment of academic standards, and in the procurement and utilization of appropriate educational resources. Also, they recruit, screen, and recommend new faculty and staff to the Vice President for Academic Affairs. They evaluate and recommend faculty for promotion and tenure. They also advise the scheduling officer on the preparation of class and examination schedules and work closely with department chairpersons (Faculty Handbook, 2012). All faculty members must be affiliated with an academic department. Leadership of the department is provided by a chairperson. (Faculty Handbook, 2012) The department chairperson has the dual responsibility of leading the department in fulfilling its responsibilities in academic and personnel areas and facilitating the functioning of the department. The department chairperson is the normal channel of communication between the department and other departments, divisions/areas or like groupings, offices and the administration. (CBA 5.23, 2007-2011) The department chairperson represents the department's concerns to the dean of the school. He assists in the recruitment and selection of new faculty, makes recommendation about instructional policies, provides leadership for departmental programs, and coordinates those programs with others in the university. Furnishing leadership in the development of a sound 93 The School of Education and representatives of its departments are currently working with the City of New Haven to design a PK-4 demonstration school to be housed on Southern’s campus. ILS conducted a survey of exemplary school and submitted an input document that addresses many concerns in urban education and builds on the concept of the transliteracy skills as the heart of the learning process. 145 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 instructional program, he is familiar with the content of all courses in the department and ensure that approved outlines for all courses are prepared, kept up to date and filed in the office of the Provost and Vice President for Academic Affairs or the Graduate Office. Also, he participates in the evaluation of faculty colleagues in accordance with the CBA and appropriate Senate Documents. In addition, he prepares budgets, providing the appropriate dean information about needs for major items of equipment and facilities. He prepares and submits requisitions for consumable supplies and materials to the Purchasing Office and presents requests for student help to the Financial Aid Office. He maintains an up-to-date inventory of office equipment, instructional equipment, and supplies. By December 1 of each year, he submits changes in the university catalog to the Provost and Vice President for Academic Affairs. Also, he assists the Director of Public Affairs in developing publicity for the department in conjunction with the appropriate dean (Faculty Handbook, 2012). The faculty itself establishes policy that governs operation of the department through committees that include, among others, Admissions, Curriculum, Sabbatical Leave, Personnel, and Evaluation. Membership on committees is normally election by a vote of the faculty (Sabbatical Leave, Personnel, Evaluation) or made up by volunteers (Curriculum, Scholarship) or appointed (Admissions). Terms of service and responsibilities are spelled out in the departmental bylaws. There is provision for appointment to committees when volunteers have not achieved a minimum number. [[Appendix V-5 ILS Department Bylaws]] [[Appendix V-6 ILS Department Committees and Representatives]] Autonomy regarding intellectual content of the curriculum and decisions regarding promotion and tenure of faculty is governed by the Collective Bargaining Agreement between the Board of Regents and the American Association of University Professors (AAUP), representing the faculty, and is overseen by the University’s Faculty Senate. The Graduate School via the Graduate School Catalog grants selection of students, including continuation of each student in the graduate program, to the department. Searches for new faculty members are conducted through a department search committee. V.3.1 The executive officer of a program has title, salary, status, and authority comparable to heads of similar units in the parent institution. In addition to academic qualifications comparable to those required of the faculty, the executive officer has leadership skills, administrative ability, experience, and understanding of developments in the field and in the academic environment needed to fulfill the responsibilities of the position. The six departments within the School of Education are headed by chairpersons, as are the departments in the other campus schools. Chairpersons are selected through a process that involves both the faculty and the dean, with faculty showing their preference for one or more of their colleagues and the dean selecting from the faculty’s choices. The dean’s choice for chairperson is then confirmed by a vote of the faculty that is then approved by the president. The chairperson serves a three-year term at the pleasure of the department 146 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 faculty and school dean. Chang Suk Kim became chairperson in fall 2009, and has been re-elected94 to serve until 2015. He holds a PhD, is published in leading peer-reviewed research journals, and maintains a research program in addition to teaching. The university does not assess department leadership. Instead, it provides a recall procedure (through a Faculty Senate document) in the event the faculty or the dean becomes dissatisfied with the chairperson. The department Chairperson has the dual responsibility of leading the department in fulfilling its responsibilities in academic and personnel areas and of facilitating the functioning of the department. The department Chairperson is the normal channel of communications between the department and other departments, division/areas or like groupings, offices and the administration. Certainly a valued quality for chairperson is the ability to establish and maintain productive and collegial communications with administration, faculty, and other constituents. Strong organizational skills and ability to at times be almost on-call for meetings and consultations are necessary to adequately serve the department. Compensation for the department chairperson includes load credit and stipend, both governed by the Collective Bargaining Agreement. Each department chairperson receives compensation in addition to their base pay in an amount equal to three-tenths of one percent (.003) of the maximum salary for a professor (see Article 12.4) per load credit of reassigned time, in the aggregate, received in the fall and spring semester (cf. CBA Article 10.6.1). Table V.1 Load Credit Compensation for Department Chairpersons [CBA Article 12.5.5] FTE Department Members95 1 - 3.99 4 - 9.99 10 - 16.99 17 - 25.99 26 or more Load Credits/Semester 3.0 6.0 7.5 9.0 12.0 94 Each academic department within the university has a chairperson. The chairperson is selected from among the faculty of the department through a process determined by Faculty Senate and publicized through the document “The Department Chairpersonship.” The selection process begins with a preferential poll in which each faculty member’s name is listed along with the additional option to “search outside the department.” The department recommends one to three names to the dean who then selects one name or rejects the recommendation. The faculty then confirms the dean’s selection. The dean submits the confirmed name to the president for appointment. 95 Collective Bargaining Agreement Article 10.6.1 Departments shall receive load credit for administrative responsibilities under the following formula: (Full-time equivalent (FTE) department members shall be determined by adding the number of active full-time members of the department on the date specified in Article 12.2.2 and the average number of full-time equivalent part-time members during the fall and spring semesters of the previous academic year.) 147 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 As an administrator, the chairperson must 1) facilitate the educational interaction of students and faculty in the department, and 2) conduct the department as an integral part of a larger academic community, representing the department to the administration and the administration to the department. Faculty members generally gain some experience in these areas through department-level and university-wide committees. While mentoring facilitates the acclimation of newly elected chairs, there is a significant amount of learning on the job that does occur, especially the first year as chairperson. V.3.2 The school’s executive officer nurtures an intellectual environment that enhances the pursuit of the school’s mission and program goals and the accomplishment of its program objectives; that environment also encourages faculty and student interaction with other academic units and promotes the socialization of students in the field. The school’s executive officer is the dean. In describing the mission of the School of Education, the previous dean endorsed “The Nuts and Bolts of Our Teacher Education Programs96,” which lays out the ways in which the school’s programs, including library science, are active in the pursuit of the school’s mission and goals as well as in working within the university community and off campus. Through a variety of curricular and extracurricular programs, Southern seeks to become widely known for its contributions to the intellectual, artistic, cultural, and economic growth and vitality of the region. In collaboration with other organizations, we will make significant contributions to closing educational achievement gaps, reducing health disparities, achieving social justice, and preserving our environment. The university will prepare students for social responsibility and global citizenship through the provision of exciting opportunities for community internships, service learning, and expanded international education programs. Southern will also demonstrate itself to be a visible and invaluable resource to the Great New Haven community and the region, through educational partnerships, professional development opportunities, and community service. The interim dean continues the tradition of encouragement and support for activities that bring positive attention to the school. Student internships in all types of libraries are encouraged. However, it is the department that establishes and supervises those with the support of the school and its executive officer. The department’s chairperson is the person responsible for maintaining the MLS program, the Sixth Year Certificate program, and the undergraduate library science program. The department bylaws state that: The department chairperson has the dual responsibility of leading the department in fulfilling its responsibilities in academic and personnel 96 http://www.southernct.edu/education/uploads/textWidget/wysiwyg/documents/School_of_Education_Ha ndbook.pdf 148 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 areas, and of facilitating the functioning of the department in all its varied activities. The department chairperson is the normal channel of communication between the department and other departments, program areas or like groupings, and the administration. The chairperson’s responsibilities shall include, but not be limited to: • Presiding at all faculty meetings; • Calling regular and special meetings; • Soliciting suggestions for agenda at least six (6) days prior to a meeting; • Formulating agenda for meetings; • Distributing agenda to members at least three (3) days before the meeting; • Keeping faculty informed of department activities; • Appointing a secretary to the faculty for the taking of minutes at meetings; • Serving as an ex officio member of all department committees with the exception of the Department Evaluation Committee (DEC), the Department Personnel Committee (DPC) and the Sabbatical Leave Committee (SLC). As an ex officio committee member, the Chairperson shall vote only in the case of a tie; • Conducting department elections; • Scheduling courses and assigning instructors; • Maintaining statistical records for department programs for periodic required reporting to a variety of official entities within and outside the university. All Southern faculty are members of the American Association of University Professors (AAUP) and the Connecticut State University AAUP bargains one labor agreement (contract) that covers the four campuses of CSU. The contract calls for shared governance, and the organization of the university and of its schools and departments reflect that concept. Governance of the department is largely in faculty hands. As mentioned earlier, curriculum is determined by department faculty, as are departmental policies such as those governing admission to the program and other topics affecting students and faculty. All policies adopted by the department must be enabled by and appropriate to those generated by the Board of Regents. The Faculty Senate, with a representative from ILS, develops documents that contain the procedures for promotion and tenure, selection of a chairperson, rules of conduct for students and a host of other topics. These documents are then submitted to the administration, in some cases for their approval and in some cases as adopted documents, as part of shared governance. The Department of Information and Library Science has a close working relationship with the Connecticut State Library. The State Librarian or representative serves on the Department Curriculum Committee and makes suggestions about the curriculum based on his close contact with the state’s library community. A representative from the university’s Buley Library also serves on the Department Curriculum Committee. The department maintains a connection to the Connecticut Library Association through a faculty member liaison, who attends the association monthly board meetings. 149 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 The department involved 48 practitioners in the development of a shared vision and mission statement for the Master of Library Science program through a survey followed up by a meeting that included practitioners, faculty and the school dean. V.4.1 The school’s administrative and other staff are adequate to support the executive officer and faculty in the performance of their responsibilities. The staff contributes to the fulfillment of the school’s mission and program goals and objectives. The Information and Library Science office has a department secretary and a University Assistant who works 19 hours per week. Occasionally neither is available to staff the office and faculty members perform duties as needed to continue support for teaching and student advisement. The school and department have access to the staff in the Human Resources Department, the Disabilities Resource Office, the Finance Office, the Graduate Office, the Office of Diversity and Equal Opportunity and a host of other university wide service offices. Academic Administrative Roles Department faculty have been named to the following positions: MLS Program Coordinator, School Library Media Specialist Program Coordinator, Undergraduate Program Coordinator, and Sixth Year Diploma in Information Studies Program Coordinator. In the ILS Department, these are not compensated posts. As part of their duties, the coordinators advise students, recommend course rotations, and oversee student internships. Technology Support Team The Teaching and Learning Technologies Group (TLTRG), a unit of the Office of Information Technology (OIT), is of great importance to faculty in putting up online courses each semester. The TLTRG department has at least one person with a masters degree in instructional technology, from whom faculty can get advice and instruction on content, structure, functionality, and the look of their online courses. The TLTRG provides technical and consulting services for faculty members including support for the course management system, one-on-one consulting on appropriate use of educational technology, online course design and development, and customized trainings in teaching and learning applications and technologies. OIT operates three service centers or HelpDesks, spread across campus. One is located in Buley Library. Management of Resources The department support staff operates the ILS department office. Part of the responsibility includes contact with both online and on ground students The success of the distance education program has at times created a challenge for the 150 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 ILS department office staff. Distance students generally require more guidance, counseling, and support from office staff in negotiating the university bureaucracy. Because they are by definition not on campus, they often do not know local routines and practices. Where a traditional student might walk from one office to another to resolve an enrollment issue, online students rely on assistance and facilitation by the ILS department staff. The quality of service delivered to students consistently receives extremely high ratings in ILS department surveys. This is largely attributable to the high quality and serviceoriented personnel the department has been able to hire and retain. We look forward to the end of the hiring freeze so that additional office staff can be provided to help maintain this high level of service. The department’s teaching classroom contains 20 networked computers maintained by the Office of Information Technology staff. Various OIT personnel around campus provide user support for faculty and students. V.4.2 Within its institutional framework the Department uses effective decision making processes that are determined mutually by the executive officer and the faculty, who regularly evaluate these processes and use the results. Each department has written bylaws, consistent with the Collective Bargaining Agreement, describing its structure and procedures. The bylaws describes the duties of the department chairperson, the duties of the department faculty, department committees’ structures and operations, department meetings, department elections, and empowers program coordinators. [[See Appendix V-5 Department Bylaws]] [[See Appendix V-6 for Committee Memberships]] Department bylaws establish the following Standing Committees: • Department Evaluation Committee (DEC); • Department Curriculum Committee (DCC); • Department Graduate Admissions Committee (DGAC); • Department Scholarship Committee (DSC); • Department Personnel Committee (DPC); • Department Sabbatical Leave Committee (DSLC). The DEC is the department’s peer review body, the DCC sets department curriculum and develops a course rotation schedule, the DGAC reviews applications and decides who enters the program, the DSC recommends students for a variety of scholarships, the DPC is in charge of the search for a chairperson, and the DSLC recommends sabbatical leave recipients to the University Sabbatical Leave Committee. To take effect, the full faculty must approve department committee recommendations, except in the cases of the Department Graduate Admissions Committee and the Department Evaluation Committee. These committees regularly meet to make collaborative decisions with the dean and faculty. 151 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 The Academic Standards Committee of the Graduate Council reviews all graduate programs on a regular schedule, assuring that the structure and processes of departments are evaluated and updated to maintain currency and relevancy. This can result in minor or major changes and even the elimination of a program. An example of this was the closing of the sixth year program in The Art of the Oral Tradition in 2010. Department committees have differing schedules for meetings. For example, the Department Curriculum Committee meets monthly, while the Department Evaluation Committee meets on a schedule established by the Faculty Senate. Committees are expected to recommend changes that they deem necessary. A majority vote of the faculty in the department is required for most changes. Financial Support V.5 The parent institution provides continuing financial support sufficient to develop and maintain information and library science education in accordance with the general principles set forth in these Standards. The level of support provides a reasonable expectation of financial viability and is related to the number of faculty, administrative and support staff, instructional resources, and facilities needed to carry out the school’s program of teaching, research, and service. The university provides substantial support to the department. Contribution for personnel costs including faculty, clerical support and student employment totaled more than $1.5 million over each of the last two years (see table below for detailed financial information for 2010-2013). With the recognition of the quality, appeal, and success of the ILS department’s MLS program, the university authorized funding for two years for a temporary position through the 2011-2012 academic year. During the spring of 2012 a search for a full-time tenure track position was initiated and culminated in the hiring of a new faculty member coming on board with the 2012 fall semester. On behalf of the ILS faculty, the department chairperson prepares and submits to the Dean of the School of Education a budget request for the upcoming fiscal year (beginning July 1), for funding for department operating expenses and other-than-full-time personnel (which may include University Assistants, Graduate Assistants and work-study employees). Once approved by the dean, the proposed budget is submitted to the Office of the interim Provost, and reviewed by offices of Academic Affairs and Fiscal Affairs, where final decisions are made in consultation with the academic dean. Funding for full-time faculty, clerical staff and adjunct faculty is handled centrally, and is not directly allocated to departments. All full-time faculty positions are fully funded by the university. Tuition, fees and other payments go into the university general account and are not distributed to departments. The department is provided a budget for the fiscal 152 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 year and is expected to adhere to it. The department does not derive direct or additional income from course or distance education fees. Table V.2 Detailed Financial Information 2010-2013 with Projections for 2013-2014 FY 2011 FY 2012 FY 2013 Projected FY 2014 OPERATIONAL EXPENSES (OE) Operating Expense OE Budget Pool Conferences Books Dues and Memberships Other Fees Travel – In State Travel – Out of State Personal Vehicle Mile Reimbursement Office Equipment Repairs Hardware Purchases Under $1000 Hardware Maintenance Contract Office Supplies Equipment Purchases Under $1000 Other Supplies Promotional Supplies Printing and Binding Duplicating Services Postage Copy Machine Leases SUB-TOTAL SALARIES AND WAGES Full Time Discretionary Personnel -- Total Lecturers-Teaching Lecturers-Non Teaching Durational Employees University Assistant Graduate Assistants Student Labor - Regular Longevity – State Retirement Accrued Sick-State Retirement Rept Payment-State Retirement Fringe SUB-TOTAL NET TOTAL 1,081 85 2,683 1,740 531 806 382 854 4,327 1,000 20,432 20,000 20,432 20,000 998,956 203,317 [139,932] 928,740 188,623 [115,158] [7,028] 930,000 190,000 [20,738] [9,900] [9,917] [22,830] [20,748] [9,600] [9,270] [26,818] 426,811 1,629,084 $1,644,195 399,358 1,516,721 $1,537,153 85 1,363 2,050 650 214 562 1,163 79 3,610 195 2,320 75 257 819 3,903 18,663 990,830 337,713 [216,151] [6,447] [954] [20,835] [7,200] [12,518] [28,606] [31,334] [13,668] 488,709 1,817,252 $1,835,915 180 2,760 15,111 400,000 1,520,000 $1,540,000 Table V.3 Comparison of ILS Faculty Mean Salaries Professor 153 Associate Assistant Professor Professor Southern Connecticut State University 2013 Program Presentation ILS Mean Salary – FY 2013 LIS Mean Salary - Northeast 2011-2012 ILS as % of Northeast Department of Information and Library Science April 2013 Minimum Salaries FY 2011 – CSU-AAUP CBA Maximum Salaries FY 2011 – CSU-AAUP CBA Median Salaries FY 2011 – CSU-AAUP CBA ILS as % of Median Salaries FY 2011 - CBA ILS as % of Maximum Salaries FY 2011 - CBA $93,087 $160,383 58.1% $84,035 $111,462 $97,749 95.2% 83.5% $84,656 $119,222 71.0% $70,589 $97,755 $84,172 100.6% 86.6% $60,338 $78,772 76.6% $57,144 $76,048 $66,596 90.6% 79.3% Faculty salaries are governed by the Connecticut State University-American Association of University Professors (AAUP) Collective Bargaining Agreement. While comparisons may suggest that salary is not a substantial factor is attracting and retaining personnel, it is sufficient for a respectable standard of living. Yet Southern has been able to attract and retain faculty with laudable credentials from some of the top institutions of higher education. V.6 Compensation for a program's executive officer, faculty, and other staff is equitably established according to their education, experience, responsibilities, accomplishments and is sufficient to attract, support, and retain personnel needed to attain program goals and objectives. In 1975, Public Act 75-566 was passed allowing state employees to bargain collectively for their wages, hours and working conditions. The State Board of Labor Relations defined a bargaining unit by “commonality of interest.” The first CSU-AAUP Contract was negotiated in 1976 and ratified on April 1, 1977. In 1983, CSU-AAUP petitioned the State Board of Labor Relations to represent part-time faculty (including coaches), counselors and librarians and on March 9, 1983, part-time faculty gained the right to participate in collective bargaining. The CSU-AAUP contract has been cited as a model contract by the National AAUP as it contains not only the typical components of a collective bargaining agreement, but it also includes portions of the AAUP statements on academic freedom and shared governance. This makes the CSU-AAUP Contract one of the most comprehensive in the nation. Due to the state’s economic crisis, members of the bargaining unit voted in favor of a four-year contract extension that includes a wage freeze for Fiscal Year 2011 and 2012 in exchange for job security until June 30, 2015. The current agreement now spans 2007 – 2016. Faculty compensation is governed by the AAUP contract, a current copy of which is available at http://www.csuaaup.org/?page_id=62. Compensation at SCSU compares favorably to similar universities. The AAUP's compensation survey is published in the March-April issue of the AAUP magazine Academe (The Annual Report on the Economic Status of the Profession) and is also available on line a (http://www.aaup.org/aaup/pubsres/research/compensation.htm) with some institution-specific data included. However, the site states that "Complete 154 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 compensation data, including listings for hundreds of specific institutions, is available only in the print version." The program executive officer (department chairperson) is a faculty member so his or her compensation is established by contract as it is for all faculty members. (Deans are not administrative faculty and are not SUOAF AFSCME members. Deans are classified as Management and Confidential Professional Personnel.) Salaries of faculty at Connecticut State University’s four campuses, including new hires, are set at levels negotiated by the AAUP bargaining unit and are in line with those of a range of institutions of higher education in the northeast, as shown by the AAUP’s annual survey.97 Compensation for administration is governed by a contract with the SUOAF AFSCME (State College Organization of Administrative Faculty, American Federation of State, County and Municipal Employees) union. Compensation for staff is governed by the SUOAF contract under NP3 administrativeclerical bargaining unit contracts. A copy of the 2007-2011 contract can be found at http://www.ct.edu/files/pdfs/SUOAF2007-2011_000August8.pdf. Within these contracts equitable salary schedules are established and enforced. Historically, the unions have been conscientious advocates for members as a whole. For example, in past discussions on balancing the state budget, the unions advocated furlough days to temporarily reduce payroll and negotiated early retirement incentives rather than terminate employees. In the latest wave of salary concessions, neither of these options is available. For advocacy documented in the contract, see CBA Article 17. Retrenchment.98 V.7 Institutional funds for research projects, professional development, travel, and leaves with pay are available on the same basis as in comparable units of the institution. Student financial aid from the parent institution is available on the same basis as in comparable units of the institution. The major source of funding for the department is the university, which provides support from a central budget for full- and part-time faculty and clerical staff, and which provides the department with discretionary funding or operational expenditures, including educational equipment, office supplies, Graduate Assistantships, University Assistantships, University Student Employees, and other discretionary spending. 97 See http://www.aaup.org/NR/rdonlyres/EA1EE014-4205-49A0-943E-23823BA56295/0/Tab6.pdf for the annual survey and http://www.glassdoor.com/Salary/Southern-Connecticut-State-University-SalariesE130499.htm for Southern salary information.] 98 The AAUP contract is available at http://www.scsuaaup.org/?page_id=5 and SUOAF AFSCME contract is available at http://www.southernct.edu/suoaf/formsanddocumentation/ 155 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Through a contractual arrangement, the university also provides travel reimbursement for the 2012-2013 academic year at up to $1,000 for each full-time faculty member and $750 per year for each adjunct faculty member. Leave With Pay is available in the form of Sabbatical Leave “for the purposes of scholarly and creative endeavors that strengthen the professional competence or enrich the teaching of members” (CBA 13.7), and Educational or Professional Leave which “may include such activities a attendance at conventions, professional meetings or taking part in seminars devoted to an appropriate subject” (CBA 13.8). Sabbatical Leave may be granted upon completion of six academic years of full-time service for one semester (full pay) or one year (half pay). Educational or Professional Leave may be granted for up to five working days for each occurrence Special Funds are available for travel, faculty development, research grants, curriculum related activities and retraining funds (CBA 12.10.1). Of the monies in Special Funds, 37.15% is available for research grants to faculty (CBA 12.10.1). The University Research Grants are competitive (CBA 9.10). Budgets can be funded up to $5,000 with no more than $2,500 as a stipend and the remainder for support services, supplies and/or equipment. Table V.4 Institutional Funds Received by ILS Faculty 2010-2013 TRAVEL Elsie Okobi, 2012 Elsie Okobi, 2011 Elsie Okobi, 2010 $1,200 $1,500 $1,500 FACULTY DEVELOPMENT Elsie Okobi with Christine Baum, Buley Library Director, 2011-2012 [Table V.4 is continued on th next page] Table V.4 continued Institutional Funds Received by ILS Faculty 2010-2013 156 $2,500 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 CSU RESEARCH GRANTS Yan Quan Liu, 2012-2013 Elsie Okobi, 2011-2012 Chang Suk Kim, 2011-2012 [with Jingjing Liu] Yan Quan Liu, 2009-2010 Elsie Okobi, 2010-2011 $3,750 $1,200 $5,000 $3,750 $2,500 CURRICULUM RELATED ACTIVITIES Hak Joon Kim and Mary Brown, 2010-2011 $2,000 Bond Fund allocations from the State are apportioned among departments. Grants and contracts provide a second major source of funding for the department. In each budget cycle the department fully expends all of its income to support faculty, staff and programs. Student Financial Aid is available in the form of assistantships, fellowships, work/study program, scholarships and funding through faculty grants. Please see Section IV.1.1 for a fuller description and Table IV-1 for total, average, and range of awards for past academic years. This summer (2012) 10 $1,000-scholarships were available for the course ILS 652 Development of Digital Memorials and Cultural Archives. This funding is from the U.S. Department of Education/FIPSE through the Voices of September 11th in support of the 9/11 Living Memorial digital archive. In addition, a number of ILS students have interned at VOICES, learning new skills. All report an exceptional experience working with very knowledgeable and dedicated staff. Sources of financial aid and scholarships aimed at students in information and library science include the American Library Association, the Special Library Association, the New England Library Association, the Connecticut Library Association, the Association of Connecticut Library Boards, the H.W. Wilson Foundation, the Sage Family Trust Library Science Scholarship, the Jill Smith Scholarship, and the Peg Grant program. V.8 The school's systematic planning and evaluation process includes review of both its administrative policies and its fiscal policies and financial support. Within applicable institutional policies, faculty, staff, students, and others are involved in the evaluation process. Evaluation is used for ongoing appraisal to make improvements and to plan for the future. The school functions as a part of the university’s system of planning and evaluation. Fiscal and administrative policies are generated at the university level, with participation from the Cabinet, the Deans, Directors, the Faculty Senate and the University Budget and 157 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Planning Committee. According to its Constitution99, the Faculty Senate: shall be the representative body of the faculty, deriving its authority from the faculty as per the Collective Bargaining Agreement. Its primary function shall be to serve as the agency by which the faculty can actively participate in the governance and policy-making decisions of the university on the basis of the principle of shared authority. The Finance and Administration website [See http://www.southernct.edu/finadm/] contains a wealth of information along with the “Finance and Information Newsletter." [See http://www.southernct.edu/finadm/newsletters/] The Budget Committee100 serves in an advisory capacity to the president, making recommendations concerning the university's annual funding priorities, its annual operating and capital budget requests, and its spending plan allocations. The president holds several open-to-all “Dialogues” each academic year and reports on administrative and fiscal matters, as well as taking questions from the attendees. 99 See http://www.southernct.edu/employment/uploads/textWidget/wysiwyg/documents/Constitution_2011-12.pdf 100 See http://www.southernct.edu/finadm/committees/budget/ 158 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Standard VI Physical and Virtual Resources and Facilities Introduction The university is in the midst of a $230 million plan to transform the center of campus. Engleman Hall, which houses the university’s administration as well as classrooms and department and faculty offices, has been expanded, with more space devoted to academics. In January 2006 the new Michael J. Adanti Student Center, adjacent to the Buley Library building, opened as the hub of the student community. Construction began in 2005 on the Hilton C. Buley building that would double the square footage of the Library and upgrade technology research tools. The first phase of the Buley renovation, construction of a 135,000-square-foot addition, was completed in 2008. Phase two of the project, the renovation of the existing building, is in final design and was put out to bid in December of 2012. Additional funding of $18.9 million has been secured and the completion of Phase two is scheduled for June of 2014. Among the highlights of the $80.2 million project are two-story reading rooms with views of West Rock. At the September 2012 update it was announced that remaining budget funds are expected to cover completion of the ground, first, and second floors (with scaled back facilities) by spring 2014. Floors 3, and 4 will be left unfinished until additional funds become available. ILS was scheduled to move to the third floor. While the ILS Department is currently in a temporary location, the faculty feels it is appropriate to begin talks with administration about a long-term plan for where ILS will be located and what facilities will be associated with the department. A new phase of campus construction projects, estimated at $200 million, is expected to include three academic buildings: a new 98,000 square foot Science Building (ground breaking is scheduled for April 2013), a new Health and Human Services Building and new Fine Arts Center. Additionally the construction of the 1,200-car garage is scheduled for opening in spring 2013. Funding for various facility renovations as needed is also included.101 VI.1 A program has access to physical resources and facilities that are sufficient to the accomplishment of its objectives. Sixty percent of students in the ILS MLS program reside in Connecticut, 38% are elsewhere in the U.S., and 2% study for the MLS from locations outside the U.S. Both physical and virtual facilities are needed to serve this student body. 101 See http://www.southernct.edu/aboutscsu/buildingforthenewcentury/ and http://www.southernct.edu/alumni/southernmag/05fall/campusNews.html 159 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 In May 2008, the Department of Information and Library Science (ILS) moved to its new temporary home on the fourth floor of the addition to Buley Library. The ILS department’s temporary facilities consist of two office suites and the ILS technology classroom. The administrative office suite is comprised of the chairperson’s office, a program coordinator’s office, a small conference room, space for the administrative staff, files for current students, a copy machine and faculty mailboxes. The faculty office suite consists of cubicles for full and part-time faculty and printers. Both suites use temporary or modular walls to create some separation between organizational units and between faculty desks. The department also shares use of a small conference room with the Support Services Division of Office of Information Technology and has a small storage room. [[Appendix VI-‐1 Buley Library Floor Plans]] Due to the limited space, many department records were put into storage in another building and others were purged. Faculty has greatly reduced space for personal reference libraries and archives of student work. The greater barrier to the utilization of the space, however, is the lack of privacy. Most walls are temporary and do not reach the ceiling, allowing sounds to travel the length of the floor. Confidential conversations cannot take place and acoustics frequently create startling effects that can make work conditions uncomfortable. This is not the norm for faculty offices on campus and was to be an 18 month scenario that has now stretched into five years. The Buley renovation is now back underway but currently scaled back until additional funds are available. Work on renovation102 of the original structure and the construction that will connect it to the new library facility was stopped when the contractor was released from the job for failure to perform to the contract. The case was litigated and a settlement reached in September 2011. While renovation of Buley can now resume, it is without plans to relocate ILS to a suitable and permanent location. Completion of the Buley renovation and expansion was one of two projects for which the state requested federal stimulus monies. Update as of August 31, 2012: • Demo and removal of existing exterior brick and masonry walls scheduled for completion in September 2012. Southern plans on bidding the below work in October of 2012 with construction 102“Southern has begun an exciting new journey. We have long been recognized as the university of opportunity by students in Connecticut and the region….We are already the second most popular choice of college in the state for Connecticut’s high school graduates.…Our goal in the new Buley is to provide unlimited access to the materials our students and faculty want, wherever in the world these materials may be stored….The new Buley Library will be special not only for what it is and what it does but also for where it is. We bear witness today to the enrichment of Southern’s version of the New England town center, Buley Library at the head of the ‘Green,’ flanked by a new Student Center and the reborn Engelman Hall and soon to be joined by a full complement of new academic structures.” Dr. Ed Harris, Dean and Interim Library Director. http://www.library.southernct.edu/construction.html 160 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 to start in December of 2012. Construction will include the following: • Replace masonry and brick exterior walls • Install all new windows. • Construct Atrium connecting the addition with the old section without the monumental stairs. • Connect old and new section with a skywalk on level 3. • Complete mall entrance steps and landscaping. • Complete basic mechanical, electrical and plumbing systems in old library section. Install all life safety and fire protection systems. • Complete first floor with reduced finishes for occupancy. Upon completion of the new facility, the department in cooperation with university planners will conduct a post-occupancy evaluation (POE) of the ILS department quarters. A POE is a systematic study conducted by outside (impartial) experts to evaluate the efficiency, effectiveness and other aspects of the new facility. Although a specific methodology is not yet in place, post-occupancy studies typically include surveys of primary stakeholders (students, faculty, administrators), interviews or focus group discussions, and critical appraisal by facility designers. The goal of the study is to improve the process of facility design and to remedy or at least address major shortcomings. Classroom Facilities The university’s scheduling officer103 is responsible for finding rooms appropriate for classes based on time scheduled, course enrollment limits, and any special facilities needs. There is a shortage of space across campus, particularly during certain times and days during the week. Departments are encouraged to offer courses at times and on days that are less utilized and to offer sections of courses online. At time ILS needs to request that the scheduling officer find additional classroom space for classes. Generally ILS student demand for on-campus can be met with the technology classroom dedicated for ILS’ use. This gives ILS the ability to schedule graduate courses at a time more preferable to our students (6:30-9:30 pm) rather than the times the university has blocked out for the scheduling officer (5:00-7:30 pm and 7:35-10:05 pm). VI.2 Physical facilities provide a functional learning environment for students and faculty; enhance the opportunities for research, teaching, service, consultation, and communication; and promote efficient and effective administration of the school's program, regardless of the forms or locations of delivery. (Please see VI.4 for discussion of support and training for library resources.) 103 Robert Drobish is the University Scheduling Officer. He is located in the Wintergreen Building, phone: (203) 392-5310, email: drobishr1@southernct.edu 161 Southern Connecticut State University 2013 Program Presentation The ILS Computer Lab and Equipment Department of Information and Library Science April 2013 ILS is allocated one computer lab, with a capacity of 30 students, as a classroom. When not in use as a computer lab, it can be converted into a Smart Classroom. The ILS computer lab, which is maintained by the Office of Information Technology (OIT), includes an instructor’s computer connected to a ceiling-mounted LCD projector and a SMART Board. A SMART Board allows the instructor to move around the computer lab while controlling his or her presentation and whiteboard activities through a remote control. The instructor’s computer has unrestricted access to the Internet. There is a smart podium that enables faculty members to bring in and use their personal laptops. Via the podium, faculty may connect their laptop to the ceiling-mounted LCD projector, the SMART Board, and to the campus network if needed, so that their personal laptops may be used for presentations and instructional activities. The lab contains 30 Dell Optiplex desktop PCs. All the desktop computers have unrestricted access to the Internet. ILS desktop PCs are currently running Windows 7 with Service Pack 1. Each PC is equipped with: • • • • 240 GB hard disk 4 GB RAM 2 CD-Rewritable/ DVD-Rewritable combo drives 19” LCD monitor Each PC has a range of software applications installed along with access to Buley Library databases and the Internet. The computer lab also has a printing station that students may use to print. The printing station is equipped with an HP 4250 LaserJet printer. Classroom Technologies "Smart Classrooms" is a term applied to all new classrooms equipped with access to modern computers, projector systems, connectivity for laptops, and additional resources for electronic instruction such as VCR's, DVD players, and Elmo paper scan / projectors. Hardware Equipment available in the ILS Smart Classroom: • Classroom Projection System: With the ability to project from in-class Windows and Macintosh computers, as well as student / instructor laptops and traditional paper or printed materials, Southern's Smart Classroom projection systems provide a comprehensive in-class environment for the integration of advanced technology and advanced instruction. 162 Southern Connecticut State University 2013 Program Presentation • • • Department of Information and Library Science April 2013 Elmo Scan / Overhead Projector: Provides the ability to share through an inclass projection system traditional text, paper, or transparency sources currently unavailable in computer-based or digital form. Windows Computer System: Dell Optiplex Computer with a minimum of 2GB system memory, equipped with DVD-Read / CD-Rewrite drive. Macintosh Computer System: Apple PowerMac G4, with a minimum of 256MB system memory, DVD-Read / CD-Rewrite, or Combo drive, ZIP Drive, External Floppy drive, and Firewire connectors for DV camcorders and external drives. Software More than 60 computer applications and utilities are preloaded on the PCs in the Smart Classrooms. The Blackboard Learning System Online classes meet through Blackboard Learn, a learning management system (LMS) that offers a set of tools that help facilitate the creation and delivery of online instruction. Blackboard Learn supports Southern’s strategic goals for a campus-wide enterprise implementation that can scale as large as needed and flexibly support a broad range of learning styles, teaching methods, and course formats. Blackboard Learn, which replaces Southern’s earlier Blackboard Vista LMS product, can be used to create fully online courses or supplement existing courses. Blackboard facilitates the creation of content areas (called “course shells”) where instructors can post and structure course content as required. Instructors can use the program to design and organize materials similar to those used in traditional classroom courses, such as lessons, syllabi, announcements, schedules, reading lists, objectives, quizzes, and assignments. Instructors can put existing content, such as Web pages, text documents, graphic files, or media clips, into a Blackboard online course. The course software also has a sophisticated grade book function that allows students to submit assignments electronically, and allows instructors to easily manage and grade assignments and provide grades and feedback to students. Support and training for Blackboard Learn is provided through the Teaching and Learning Technologies unit of OIT. Training includes online tutorials and on-campus workshops, as well as one-on-one tutoring. LMS support includes phone, email, and a FAQ helpline. The Blackboard system provides both synchronous and asynchronous communication tools, which help support online learning activities and out-of-class interaction for on-ground based courses (known as hybrid or blended learning). Synchronous tools include whiteboard, text-based chat, and other tools that allow instructors to conduct online lectures in real time. Asynchronous tools include threaded discussion boards and email functions. 163 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Faculty and student access to Blackboard Learn is through the campus Web site using secure login credentials which are also employed to access the university email system and university registration and records system. Blackboard tutorials for students and instructors are available on the SCSU Web site. Whether attending classes on campus or online, Southern Connecticut State University MLS students receive the same curriculum taught by the same faculty, and this results in the same Master of Library Science Degree. ILS Faculty and Staff Computing Equipment Faculty and staff computers are upgraded and replaced every four years. Specifications for those computers evolve with technology developments and pricing. Faculty and staff members may choose between a desktop and laptop PC or Macintosh. Computers (including faculty/staff computers and computers in hi-tech classrooms and labs) purchased with general fund monies are the property of the university and revert to the Office of Information Technology for reallocation when replaced. Some faculty members who use a laptop PC also have a laptop docking station. The use of a docking station quickly enables a laptop computer to become a substitute for a desktop computer, without sacrificing the mobile computing functionality of the laptop machine. All ILS department PCs are networked to the university’s high speed LAN, which provides access to the Buley Library holdings, the Internet gateway, the Banner administrative software package, and other services. Faculty cubicles are located in a large room with a printing station equipped with three HP LaserJet printers. University Resources The university maintains a number of services to support instruction and scholarly activity. Of the array of centers and student services maintained by the university, the faculty feels the following specifically support the needs of our students and our program: Office of Information Technology. The Office of Information Technology supports all computing related to SCSU course work. There are over 1,000 computers available for student use. The computers are spread across 40 public and departmental labs, with the primary computer labs operating in both Buley Library and Jennings Hall. The equipment consists of up-to-date PCs and Macintosh computers loaded with current versions of popular software. In Jennings Hall, Room 130 is a single-platform (Windows) computer 164 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 lab consisting of 78 Dell Optiplex GX 780s (3.0 GHz P4 with 3GB RAM), three scanning stations, and black and white and color printing. All computers are equipped with combination CD-Rewriteable and DVD-ROM media drives. Jennings Hall, Room 139, is the primary UNIX lab at Southern. The Buley labs, in addition to PCs and Macs, feature: • PowerMac G4 DVD Editing/Mastering Station. Video from a VCR or DV camcorder can be edited into a completed DVD. Equipped with a DVDRecordable Drive, and running a comprehensive suite of video editing and DVD mastering software, this PowerMac system can produce high quality DVD movies and multimedia projects. • HP ScanJet C7690A and Umax Astra 1220U Scanning Station with vendor-specific software for importing photographs and printed media. • Two High-speed HP LaserJet 4100 Printers are available for professionalquality black and white printing; and a color printer. • Software Manuals, Reference Books, and Headphones are available for inlab use. Hours of operation for the labs in Buley Library (which also houses the ILS department) during fall and spring semesters are Monday through Thursday 8:00 a.m. until 11:00 p.m., Friday 8:00 am until 4:30 pm, Saturday 9:00 am until 5:00 pm, and Sunday 1:00 p.m. until 11:00 p.m. Modified hours of operation are offered in the summer. The Office of Information Technology at Southern Connecticut State University manages 12 public computer labs, and all are equipped with the latest software applications and hardware. In addition to general computer labs such as Buley Library and Jennings Hall, specialized labs, including the Center for Adaptive Technology in Engleman Hall and the Student Technology Resource Center in Schwartz Hall, provide students with personalized support designed to meet special needs. A full list of equipment and software available in each lab can be found at: http://www.southernct.edu/oit/labsandclassrooms/. The Office of Information Technology operates four service centers spread across the campus. All four locations are staffed with trained help desk consultants. Locations and hours of operation can be found at http://www.southernct.edu/oit/helpdesk/. Technical support can be obtained in several ways: a) calling or emailing the help desk; (b) visiting a service center in person; (c) instant messaging with a help desk consultant; and (d) searching the online Knowledge Base for answers to frequently asked questions. The Research Center on Computing and Society promotes conferences, research, publication, and other forms of scholarly interaction on the impact of computing on society. Additional information is available at: http://www.southernct.edu/organizations/rccs/. 165 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 VI.3 Instructional and research facilities and services for meeting the needs of students and faculty include access to library and multimedia resources and services, computer and other information technologies, accommodations for independent study, and media production facilities. Student Information System BannerWeb is the Student Information System at SCSU. Students may use BannerWeb to: 1) check admission status; 2) search the course catalog; 3) register for classes; 4) check financial aid awards; 5) pay tuition and fees; 6) check grades; 7) get a copy of transcripts; and 8) apply for graduation. Faculty may use BannerWeb to: 1) check course schedules; 2) view class rosters; 3) submit mid-term and final grades; 4) view student transcripts; and 5) view student course schedules. BannerWeb is hosted and supported by the Office of Information Technology. Library Facilities A. Library Staffing The Hilton C. Buley Library houses a collection of more than 600,000 volumes, maintains vendor contracts with approximately 100 online databases, and provides access to over 50,000 electronic journals. The new library building, which opened in 2008, has a library instruction classroom with more than 20 computers and a large LCD screen for demonstrations. It has more than 20 computers in the reference area plus additional computers on each floor for catalog searching. There are many study rooms and collaborative study areas in the fully wireless library building. Buley Library serves the Southern Connecticut State University campus and distance students around the world. It is part of the consortium of institutions in the Connecticut State University system, which provides expanded resources and networking for staff and patrons, including collaborative information technology initiatives. The library employs 14 full-time tenure-track library faculty, one temporary one-year appointment librarian (non-tenure track), six part-time adjunct library faculty, eight full-time support staff, four part-time university assistants, and two administrative staff including the library director. Technology in the library is managed by a systems librarian with the coordination of a library technology committee. The library is divided into several divisions including Reference, Technical Services, Access Services, Library Systems, Special Collections, and a Learning Resources Center (which provides technical equipment and software to serve the needs of academic departments). The library departments work collaboratively to carry out the mission of the library to serve the university’s information needs. 166 Southern Connecticut State University 2013 Program Presentation B. Library Technical Collection Department of Information and Library Science April 2013 Materials for Information and Library Science at Buley Library Buley Library has used a Library Liaison model for collection development for almost 10 years. In this model, a representative from the ILS department and a library liaison work collaboratively to ensure that materials selected meet the instructional needs of the students and support the teaching and research objectives of instructors. Departmental liaisons will also encourage recommendations from their teaching peers. Over the past five years, the library book budget for information and library science has averaged $11,548.00 for approximately 175 book purchases per year. The library book budget for information and library science for 2010/2011 was $6,792.00. While we understand that the state and university have budget difficulties, it is nonetheless disconcerting that over five years there has been a more than 50% reduction, with a 1year reduction of 42% from 2009-2010 to 2010-2011, in allocations for resources in library and information science Availability of digital resources has been problematic. In Summer 2011, Buley posted the following notice on its Databases and Electric Resources webpage104: “Due to budget cut backs the library has had to discontinue several electronic resources” and currently “Due to state budget cuts, there might be changes to SCSU's electronic resources over the next several months.” Updates on the changes since Summer 2011 are listed on the Databases and Electric Resources webpage.. Table VI.1 Library Allocations 2006-2011 Description Library Allocation # of Titles Added 2006/2007 2007/2008 2008/2009 2009/2010 2010/2011 $14,850.00 $12,622.00 $11,739.00 $11,739.00 $ 6,792.00 171 188 201 154 166 Total Print Resource Expenditures, & Items Added, with Buley Library’s LSC allocation, 2006-2011 $57,742.00 880 The library purchases and licenses other types of materials to serve the Information & Library Science department. These include electronic books, print and electronic journal collections and electronic databases. 104 http://libguides.southernct.edu/databases 167 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 A breakdown of materials purchased in the field of information and library science in 2010/2011: Table VI.2 Expenditures on Materials by Type 2010-2011 Print Books Online & Print Journals Electronic Databases $ 6,792.00 $16,335.00 $10,209.00 Total Estimated Amount $33,336.00 Standing Orders/Continuations/Approval and Awards Plans The Buley Library receives numerous print and electronic publications for the Information and Library Science Department as standing orders, including: • • • • • • Advances in Librarianship American Booktrade Directory Bowker Annual of Library and Book Trade Information Directory of Special Libraries and Information Centers Educational Media and Technology Yearbook Whole Library Handbook In addition, the library maintains an approval plan with the American Library Association: The library has submitted a detailed profile of its collection criteria and ALA automatically ships materials matching that profile, subject to approval and return by the library’s acquisitions librarian. This accounts for approximately 65 reference and circulating titles per year. Reference Materials The Buley Library regularly purchases print reference materials in the library and information science area. In addition, over the past five years the library has been moving toward the acquisition of reference book titles in electronic format. Electronic format materials include: • • Credo Reference Online product - 163 Reference Book titles Oxford Reference Online product - 51 Reference Book titles. In addition the Gale Virtual Reference Library (GVRL) offers access to an additional 126 Reference Book titles in multiple disciplines. Selected GVRL titles that are specifically focused on Information and Library Science include: 168 Southern Connecticut State University 2013 Program Presentation • • • Department of Information and Library Science April 2013 Digital Libraries: Principles and Practice in a Global Environment, K.G. Saur, c2005. E-Learning for Management and Marketing in Libraries, K.G. Saur, c2006. Encyclopedia of the Library of Congress: for Congress, the Nation and the World, Library of Congress, 2004. Children’s and Young Adult Book Awards Program In addition to the annual print book allocation for Information and Library Science, additional allocations are made for the Curriculum and Juvenile Collections which are used to support the Children’s Book Awards Program at the Buley Library. This consists of standing orders for 14 different book awards in the Children’s and Young Adult Literature categories. These total nearly 250 fiction and non-fiction titles per year, at an approximate cost of $5,000 annually. The three largest are: Notable Children’s Trade Books in the Field of Social Studies, ALA Best Books for Young Adults, and ALA Notable Books for Children. The Children’s Book Awards Book Program is supplemented by individual selections made by the Librarian-Selector for the School Education/Curriculum and Juvenile Collections and the Librarian-Selector for the English Department. Print and electronic journals The Buley Library currently subscribes to approximately 440 serial titles in Library and Information Sciences, 550 journal titles within the Computer Science subject area, and 200 titles in the Technology subject area. C. Library Electronic Access The library provides electronic access to more than 100 online databases, approximately 50,000 electronic journals, and several electronic book packages. In the field of Information and Library Science, the library subscribes to four major databases for the field of Information and Library Science, and additional databases in Education that serve the needs of students in the School Library Media track: • Education Research Complete – said to be the world’s largest and most complete collection of full-text education journals • ERIC (with selected full-text) • Emerald Library Suite – Full-text online versions of print periodicals from MCB University Press. Includes management, business marketing, library science and information management, with a distinct international perspective. 169 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 • Library, Information Science and Technology Abstracts (LISTA) – more than 600 periodicals plus books, research reports and conference proceedings, dates back to the mid-1960s. • Library Literature and Information Science • LISA: Library and Information Science Abstracts • Worldcat The library provides access to its collection through several online search interfaces. The primary interface is the library catalog, CONSULS, which is shared by the other universities in the Connecticut State University System. A courier service transfers interlibrary loan materials borrowed and loaned through the libraries of the campuses. Desktop delivery of articles from a large number of peer-reviewed journals is also provided to students, faculty, and staff. In addition to the library catalog, the library uses OpenURL and an off-campus proxy to library subscriptions permitting students, faculty and staff access electronic library materials from anywhere. The library also provides electronic reserves so that articles and sections of books can be read online. Materials are digitized in-house, or are linked to an existing subscription through one of our online journals, and then are linked through a special section of the library catalog. Library web links: Library website: http://library.southernct.edu/ Online Databases page: http://libguides.southernct.edu/databases Journal Locator page: http://sy3kp5cd5d.search.serialssolutions.com/ Collection Development page: http://library.southernct.edu/subjects.htm Services to Online (Distance) Students105 The university library maintains a Distance Learning Library Services106 through a website that contains a guide to Buley Library's services and support for online teaching and learning, plus links to selected resources for online research. Services include online/distance library instruction, distance borrowing and lending policies, and finding aids for students planning to visit other libraries. The library coordinator for Distance Learning is Rebecca Hedreen. Rebecca maintains a weblog and can be contacted using MSN Messenger, AIM Express, Skype, one-on-one online webchat, phone, email, and other options. Rebecca also engages students through co-browsing or sharing the web browser for a tutorial session on searching, or detailed help on a topic. 105 Distance Learning/Online Learning at Southern (website): http://www.southernct.edu/distancelearning/ 106 Distance Learning Library Services (website): http://libguides.southernct.edu/distance 170 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 VI.4 The staff and the services provided for a program by libraries, media centers, and information technology facilities, as well as all other support facilities, are sufficient for the level of use required and specialized to the degree needed. These facilities are appropriately staffed, convenient, accessible to the disabled, and available when needed, regardless of forms or locations of delivery of the school's program. Most university facilities and services were designed for on-campus delivery to students. The first courses offered online by the department were an evolution of the off-campus classroom which addressed student needs to shorten long commutes to class. As students from outside a commuting distance began to enroll in the program, the department became an advocate for services delivered at a distance. This also benefited local students with complex schedules who found it challenging to get to campus when service offices were open. The faculty has found service offices open to amending procedures to accommodate distance students. In addition, several ILS faculty members have taken workshops in Universal Course Design so that some accommodations are inherent in the structure of the course. The department has referred students, when appropriate, to a wide range of services including the Disabilities Resource Office (which now will complete intake interviews via phone in order to establish support needs of students whether attending classes on campus or online), Center for Adaptive Technology (including fitting prosthetic extensions for missing digits and software that will permit the student to compose, edit, and submit work electronically through use of voice only), Student Supportive Services (which has assisted students in balancing home-work-school needs to supporting them through personal issues and traumatic events), International Student Office (including helping students obtain/maintain needed paperwork and immigration status), and Veteran Services. In Standard VI.3 we outline the library, media, and technology resources provided to the campus. These resources are effective solutions to ongoing needs for all students. IT has established phone and email help service for students and established procedures to accommodate students who do not come to campus. The library has established the position of Distance Education Librarian with a Quick Link prominently displayed on the library’s homepage. The Distance Education Librarian provides various modes for contact: phone, email, MSN Messenger and AIM, Skype (Internet telephone), one-on-one online webchat, and co-browsing. Reference Desk and Subject Specialist Librarians are available via phone, email, or web forms. Databases are accessible through Websitebased login. Document delivery, tutorials, FAQs, electronic reserves, guides for visiting other libraries, translation aids, and other resources are available from the Library Homepage for Distance Education. Center for Adaptive Technology. The Center for Adaptive Technology is a division of the Office of Information Technology at Southern Connecticut State University. It was 171 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 established in 1989 through a resolution of the Board of Trustees of the Connecticut State University System. The center enables people with physical, visual and learning disabilities to gain access to computer technology to achieve their academic goals. The Center has a three-part mission: 1) Support SCSU students with disabilities, 2) Support SCSU students in education programs, and 3) Provide community support. The Center for Adaptive Technology (CAT) helps students with disabilities gain access to the same technology other students use to achieve their educational goals. The CAT assesses students’ technology needs and trains them to use adaptive hardware and software. Students may then use this technology at the CAT or in other locations on campus. Additional information is available at http://www.southernct.edu/adaptive_tech/ Center for Career Services. The Center offers comprehensive career resources for all students and alumni. Full-time and part-time positions including on-campus student employment opportunities are posted through the center. Career development programs include career counseling, resume writing, cover letters, and job search strategies. More information is available at http://www.southernct.edu/careerservices/ Disability Resource Center. The mission of the DRC is to ensure educational equity for students with disabilities. The Center provides assistance and information on issues of access to ensure the full participation of students with disabilities at Southern. Additional information is available at http://www.southernct.edu/drc/ International Student Services. International Student Services is an office under the Student Support Services department. The office provides information on a wide variety of topics, such as immigration, academic, and personal advisement. The office helps students to acclimate to Southern Connecticut State University and the U.S. environment. The office also provides information that will assure students to comply with the U.S. Government and Department of Homeland Security (DHS). In addition, the office fosters the multinational and multicultural flavor of the university by promoting friendship and understanding of different cultures. One of the goals is to minimize the difficulties that International students may experience both upon arrival and later during their stay at Southern Connecticut State University. More information is available at http://www.southernct.edu/internationalstudents/ Learning Resource Center. Located in Buley Library, the LRC contains the University Media Center and the Curriculum Laboratory. The LRC houses a wide range of electronic equipment and most of the non-print media owned by the university. LRC also has a reserve area where instructors may leave non-print materials for their students. For additional information see http://www.southernct.edu/departments/lrc/ VI.5 The school's systematic planning and evaluation process includes review of the adequacy of access to physical resources and facilities for the delivery of a program. Within applicable institutional policies, faculty, staff, students, and others are involved in the evaluation process. 172 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 The Graduate Program Survey sent to students, alumni, and faculty includes questions on Program Faculty, Program Organization, Program Requirements, Program Advisement, University and Program Facilities, and Overall Program Effectiveness. Questions include University provided an appropriate classroom environment and academic resources, and Program faculty utilized university resources to effectively accomplish course objectives. In addition to a rating scale, participants are given space to key in comments. The Graduate Program Survey is conducted at least every five years. Participation is solicited by email with an embedded link to the web-based questionnaire. The Office of Assessment and Planning manages the web-based survey software and forward a copy of results to the department. Table VI.3 Graduate Program Survey - ILS Spring 2009 (n=100) Alumni UNIVERSITY AND PROGRAM FACILITIES University provided an appropriate classroom environment and academic resources that I needed as a graduate student Program faculty utilized university resources to effectively accomplish course objectives 173 (n=92) Students (n=9) FT Faculty 77 76 78 74 78 89 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 174 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Synthesis and Overview The faculty of the Department of Information and Library Science at Southern Connecticut State has undertaken a comprehensive review of its Master of Library Science (MLS) program in preparation for this report, and believes the program to be in full compliance with the American Library Association’s 2008 Standards for Accreditation of Master’s Programs in Library & Information Studies. Faculty of the department assessed the curriculum, instructional practices, and program performance. We gathered data from available records, current and past students, university administrators and library employers from around the state and nation. Data gathering methods included interviews, surveys, content analysis, and other research measures. The inquiry revealed factors affecting our program: Strengths Over and over again data, observations, and input from constituents confirm that our key strengths are our curriculum, our faculty, our leadership, and our students. Our curriculum has a long and strong history of being centered around required courses that align with the adopted ALA Core Competences. Our faculty brings a breadth of experience and a record of scholarship to their teaching. The department has a long history of leadership that enables it to weather shifts in organizational structure with resilience and flexibility. Services provided to students on campus and at a distance are recognized as strengths. Buley Library maintains resources, services, and staff for distance and the department has a dedicated 20-computer lab and high-tech classroom for our on campus classes. Our program has a history of sustained enrollment and stable faculty lines, despite the changes in economic conditions. Growth has been reasonable and sustainable. While the current fiscal crisis has brought some changes in resources, they are in keeping with funding levels in other departments and are not outside of fluctuations the department has successfully withstood in the past. Limitations The department’s budget comes from the university and School of Education, which in turn receive their funds from the state and tuition revenues. Since the 2008 nationwide financial crisis the university has received reduced funds from the state. A campus-wide drop in enrollments and tuition revenues now amplifies this financial crisis. While this is a tangible limitation, it is not considered an insurmountable constraint. Effects of the ongoing budget limitation include hiring freezes and reduced positions (part-time and full-time faculty, staff, graduate assistants, and undergraduate student 175 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 workers). ILS faculty, as part of regular planning, assess the broader financial climate and budget trends and advance opportunities and adjust expenses to budget constraints. While a less restrictive budget could be put to good use in expanding services to students and increasing electives offered, the ILS faculty have been able to maintain a high quality graduate program (Master of Library Science) and solid undergraduate major, both of which, according to students, alumni, and employers, prepare them well for beginning professional and para-professional positions in libraries and other information organizations. Challenges Implementing Tk20 and really integrating a robust assessment process into the department’s everyday life has been a challenge and is a work in progress. One question we struggled with was level of granularity: Should we use broader competencies that are best judged over a period of time and series of observations such as occurs in a course, or should we use more specific performance observations such as representative exercises or assignments within a course. The Tk20 data is delivered to the department as summaries across criteria by course by semester. On one hand it too “raw” and needs further manipulation; on the other it is already overly summarized and we lose that ability to look at individual students across all criteria. The department needs to develop 1) a matric that utilizes the Tk20 data and 2) a series of reports that meet the needs of the various groups of criteria that is to be measured in Tk20. Once these are developed, the faculty will need to reconsider the granularity of the rubrics being used as well as the type and frequency of work that needs to be collected from each student in order to confidently measure performance against the competencies. The physical environment presents a challenge: Renovation of the building is behind schedule. The temporary facilities have reduced office space. Due to the limited space, many department records were put into storage in another building and others were purged. The faculty has greatly reduced space for personal reference libraries and archives of student work. The greater barrier to the utilization of the space, however, is the lack of privacy. Most walls are temporary and do not reach the ceiling, allowing sounds to travel the length of the floor. Confidential conversations cannot take place and acoustics frequently create startling effects that lead to uncomfortable working conditions. At the September 2012 construction update it was announced that remaining budget funds are expected to cover completion of the ground, first, and second floors (with scaled back facilities) by spring 2014. Floors 3, and 4 will be left unfinished until additional funds become available. ILS was scheduled to move to the third floor. While not ideal, the temporary facilities are useable. Because of the expectation that a permanent location for the program will not be provided in the Buley Library building, 176 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 faculty feels it is appropriate to begin talks with administration about a long-term plan for where ILS will be located and what facilities will be associated with the department. Principal Character A number of attributes standout when describing the principal character of the department and the MLS program. Often the first contact prospective students have with the program (or current students have in addressing a problem or question) is the department office. Students praise the office staff for its availability, friendliness, and helpfulness. The office serves as control center to direct students and prospective students to faculty members or others who are best positioned to advise. Sometimes office staff relay information, often with references to websites or university documents where additional details are available. Likewise, in the words of one student to a prospective student via the student Listserv: “I take four classes per semester…. I have found that the professors at SCSU are extremely quick to respond to questions by any and all students.” Sometimes the response is to give general information and then to refer the student to another source who deals more frequently with or has more expertise in a certain area. Overall, the faculty and staff are very student-centered and want each student to be well informed about policies and procedures and well prepared for a professional position. The department is a mix of veteran (5), mid-career (4), and new faculty (1). Each faculty member is assigned specific advisees but also has a following of students who regularly seeks their advice on a range of issues relating to their professional or academic plans. The faculty generally works well together (but does not hesitate to have extended and collegial discussions on issues being considered so that all points of view can be voiced). In planning for the Program Presentation, the five “veteran” faculty members each picked a more recently hired faculty member to work with them on a selected Standard(s). In fact, the collegial and witty attributes of the faculty were well demonstrated as placards were sat out on the table with each “veteran” and “non-veteran” name and each Standard heading lined up. We used a form of life/career longevity to determine which “veteran” chose first and then aligned the placards to show teams of “veteran,” “non-veteran,” Standard(s). The process has stayed on task and on deadline with faculty assisting other teams such as with editing and some data gathering. Communication is managed through two primary vehicles: the department Website and the department’s SCALA Listserv. The Website has a News and Announcements section to facilitate more of a pull-access to information, whereas the Listserv is more of a pushaccess. Students and constituents are involved in the department’s collection of input and data, discussion, and decision-making (at times more informally than formally when department bylaws give voting rights to full-time faculty only). This is accomplished through committee membership, questionnaires, focus groups and focused interviews. 177 Southern Connecticut State University 2013 Program Presentation Opportunities Department of Information and Library Science April 2013 Based on input from constituents, there are four curricular opportunities we have begun to explore: an advanced (15 credit) certificate in library management and administration; a series of courses in archives and records management; a hospital-university collaboration for a series of courses in health informatics, and an advanced (15 credit) certificate in youth services and literacy. As the ILS faculty begins to develop its report for the Graduate Program Prioritization Process, due to the Program Prioritization Committee between mid-February and midMay 2013, we will carefully consider statewide needs and our resources. This will give us an opportunity to explore how we can collaborate more fully with those outside the department/university to fulfill workforce requirements, new ways to meet university and community needs, boost graduate enrollment, and bolster recruitment and retention strategies. 178 Southern Connecticut State University 2013 Program Presentation Department of Information and Library Science April 2013 Approved by the fulltime faculty for submission February 25, 2013. 179

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