MLIS Program Performance
The SJSU School of Information has developed a set of Program Learning Outcomes that are focused on the core competencies of our profession. The culminating e-Portfolio serves to assess a student's mastery of all program learning outcomes (core competencies) for the MLIS degree before graduation.
- MLIS Program Learning Outcomes (core competencies)
- Example e-Portfolio
- Rubrics used to evaluate the core competencies as addressed in the e-Portfolio
- Spring 2013 Overall Assessment (for WASC Reporting)
- Mapping of MLIS Program Learning Outcomes to the University Learning Goals
Review and Measurement of Individual Program Learning Outcomes
Starting with the Fall 2007 semester, the school has collected data each semester on the number of revisions needed to satisfactorily demonstrate achievement of a defined subset of 5 of the MLIS Program Learning Outcomes or Core Competencies presented in students' culminating electronic portfolios. Our goal is to have 90% or better of INFO 289 (e-Portfolio) students who need no or only 1 revision to a Statement of Competency, the essay in which they demonstrate achievement of a specific Program Learning Outcome. If less than 90% of students submit work at that level, then that identifies for the faculty a need for curricular review of the courses that address that Program Learning Outcome.
Since 2007 we have collected datasets on all of our competencies and are in the process of reviewing all of them a second time as part of our ongoing curricular review process.
Assessment of Individual Program Learning Outcomes Reports MLIS
- Spring 2015 (.pdf)
- Spring 2014 (.pdf)
- Spring 2013 (.pdf)
- Fall 2012 (.pdf)
- Fall 2011 (.pdf)
- Spring 2011 (.pdf)
- Fall 2010 (.pdf)
- Spring 2010 (.pdf)
- Spring 2009 (.pdf)
- Spring 2008 (.pdf)
- Spring 2007 (.pdf)
- Fall 2007 (.pdf)
Course Student Learning Outcomes and Course Mapping to Program Core Competencies (Program Learning Outcomes)
Each course has both student learning outcomes - linked to assignments - as well as core competencies (program learning outcomes) defined for that particular class. - See http://ischoolapps.sjsu.edu/slo-core/mlis.php
External Inputs into the Curriculum
Emerging Job Trends and Titles -annual survey
As a student progresses through the MLIS program there are three key transition points where we can see retention rates.
1. After the required one unit INFO 203. This class - Online Social Networking - is the first class taken by students admitted into the program. Students are required to pass the class in order to continue. One of the purposes of the class is to help determine if a student is equipped for the online environment.
Table 1. INFO 203 Retention and Pass Data
|Semester||Total Enrolled by iSchool||Withdrawn/dropped||Still Enrolled at Semester End||NC||CR||Retention Rate||Pass Rate|
2. Core Courses. All students are required to make a B in each of the core classes (INFO 200 (Information and Society), INFO 202 (Information Retrieval), INFO 204 (Information Organizations and Management)). Students who fail to make a B are placed on administrative probation. They have one more chance to take the class before they are disqualified from the program. The iSchool faculty’s target is that 85% of graduate students will successfully make a B in 200, 202, and 204 on the first attempt. This requirement regarding earning a grade of B or higher in each core course ensures that our new students themselves have proven that they possess sufficient interest, aptitude, and qualifications for successful completion of the program and subsequent contribution to the field.
Table 2. Data about Students Making Less than a B in Core Classes
|200 Total Enrolled||# of less than B grades||%||202 Total Enrolled||# of less than B grades||%||204 Total Enrolled||# of less than B grades||%|
Typically 8%-10% of students who do not successfully pass core classes the first time successfully retake the classes
The great majority of students select e-Portfolio. The goal of the e-Portfolio is to provide a program-based assessment to ensure that each student demonstrates mastery of all program learning outcomes (core competencies) for the degree before graduation.
The e-Portfolio can be completed in one semester though the preparation happens all throughout the student's program.
The completion of a thesis represents an organized research effort, where the student makes an original contribution to the field. It may take as many as two or more years, although most theses require about a year to complete. Between Fall 2010 and Spring 2013, 11 students selected a thesis. Four have completed; one has withdrawn from doing a thesis; the others are in progress. In 2012, a graduating student -Jack Tilney- won the University's outstanding graduate thesis award. To see MLIS theses in the King Library use the Scholarworks information in point one on this page
Table 3. INFO 289: e-Portfolio Statistics
|Total Enrolled||Passed||No Credit*||Incomplete||Incomplete (cont'd)|
|Fall 2010||332||295 (88%)||13||24||0|
|Spring 2011||368||345 (93%)||11||12||6|
|Fall 2011||323||288 (89%)||15||14||6|
|Spring 2012||346||312 (90%)||11||18||5|
|Fall 2012||285||253 (89%)||11||20||3|
|Spring 2013||327||296 (90%)||18||13||1|
|Fall 2013||293||253 (86%)||19||21||1|
|Spring 2014||305||282 (92%)||12||11||6|
|Fall 2014||242||218 (90%)||14||9||0|
|Spring 2015||273||252 (92%)||14||7||0|
*Students who obtain a No Credit in INFO 289 have one more chance to retake the e-Portfolio course. A No Credit is awarded if a student fails to submit at least 10 satisfactory statements of competency with supporting evidence. If a student receives a second No Credit, they are disqualified from the MLIS program. Between Fall 2010 and Spring 2014, there were six disqualifications due to failing to produce a satisfactory e-Portfolio after two attempts.
Graduating Student Exit Survey Data
We survey our graduating students each semester as they complete the MLIS program. The information below is from one of our most recent exit survey, presenting the responses we received from MLIS students who graduated in spring 2014.
For a summary of 2015 responses see MLIS Student Profiles (Spring 2015)
- Program Satisfaction:
- Graduating Student Perspectives - In Their Own Words:
MLIS Alumni Survey Data
We survey our alumni within 13 months after they graduate to track employment trends, ensure that our curriculum remains relevant, advise current students based on changing trends, and help us anticipate shifts in the job market.
Our most recent survey was sent in June 2015 to graduates who completed the MLIS program during calendar year 2014. We received a total of 129 responses to our survey.
Highlights regarding the employment status of our MLIS graduates who responded to the survey:
- 85% are currently employed in the information profession.
- 78% work full time at different types of career environments, including public libraries, academic libraries, and K-12 schools.
Our alumni hold a diverse array of job titles and perform many different job duties. The following is a sampling of current job titles and job duties as provided by the survey respondents:
- Technology Librarian – Responsible for website design, electronic database maintenance, and library technology such as ILLiad, EZ-Proxy, ILS, LibGuides, etc.
- Project Archivist – Manage digital projects and digitization efforts, process and catalog archival collections, classify and catalog print materials.
- Digital Asset Librarian – Responsible for a digital video archives, digital preservation, metadata and taxonomy creation and management, and policy creation and updates.
- School Media/Technology Integration Specialist – Responsible for assisting teachers and staff integrate technology into their curriculum. Focusing on both emerging technologies and teacher librarianship helped prepare me for this position.
- Research Analyst – Duties include market research, business analysis and competitive analysis.
Survey results also indicate that earning an MLIS degree helped our alumni get their current job. For example:
- 90% of alumni who were not employed in their present job at the time they graduated were hired for a job in the information profession within six months after graduating.
- 43% of alumni said that being enrolled in the MLIS program helped them get their current job prior to graduation.
According to our alumni, the following five experiences were most helpful in landing their first job in the information profession:
- Previous employment experience
- Technology skills
- Internship, practicum, or fieldwork
- Professional networking
Our students not only live across North America while completing our fully online MLIS program, they are also working in different geographic areas after graduation. For example, our alumni reported that:
- 10% work outside the United States, including Canada, the United Kingdom and China
- Of the 90% who work in United States, nearly half work in states other than California
Sample of Comments from 2012 Employer Survey
- We have hired two recent graduates from the SJSU iSchool, and they definitely excel at using technology to serve our customers, at adapting to change, and ability to deliver exceptional customer service across the board. Graduates Job Titles: Virtual Services Librarian; Librarian 1/II; Manager
- We currently have one SJSU iSchool graduate, and she is excellent across the board. She is a new graduate and is fully prepared to contribute to every project we've given her. Graduate Job Title: Electronic Resources Specialist
- Our Corporate Library employs 2 librarians and one is an iSchool graduate. We also, over the last 8 years, have hired 4 summer interns from your program. ALL iSchool students that worked with us graduated and are now employed. All of these students were well prepared and trained. Our company benefited from their employment and we plan on hiring more for future intern positions as they come up. In my estimation, your program has done an excellent job of preparing your students. As the library world goes digital, there will be more opportunities for librarians to take key positions as digital asset managers and electronic resource librarians and morph into whatever comes along. The great thing about librarians is that they can easily transition into so many non-traditional positions...they just have to believe they can. I guess that is where your school can be most valuable....giving them the skills and confidence and vision for a broader scope of possibilities Graduates Job Title: Research Librarian
- I thoroughly enjoy my SJSU employee - she has a great foundation in library science and technology, and is a great asset to the library and our company. Graduate Job Title: Digital Initiatives Librarian