Strategic Plan

Revised December 2018

Strategic Directions

  1. To enhance curricular and program quality to prepare students for success;
  2. To develop and deliver competency-based curriculum and programs informed by research and practice across all domains of the information professions;
  3. To enhance student experience and success through a participatory engaging online environment;
  4. To develop and enhance faculty and staff professional growth;
  5. To strengthen existing and establish new strategic relationships outside the School;
  6. To foster a research environment.

The School's strategic directions and key performance indicators are reviewed in depth and if necessary updated each November at a two-day faculty retreat. Progress on each goal is also evaluated at three other meetings. Please note the strategic directions are listed above in no order of importance.

Our School's shared governance committees are responsible for developing, evaluating, and implementing our strategic plan. Each governance committee is tasked with specific objectives related to the strategic plan.

Strategic Direction 1: To enhance curricular and program quality to prepare students for success.

1.1 MLIS: Review on an on-going, broad-based, and systematic basis the overall goals, curriculum, structure and outcomes of the MLIS degree program and monitor implementation. Data gathered will be analyzed and used to make changes in the program.

Key Performance Indicators: (co-chairs of CPDC)

  • Exit survey trends
  • Assessment reports
  • Successful e-portfolio completions (illustrates program learning outcomes)
  • Track graduates/alumni placements via alumni/employer surveys
  • Identify curriculum gaps based on input from program advisory committees
  • Review annual job audit snapshot
  • Internship supervisor comments
  • Complete biennial reports and move towards reaccreditation in 2021

1.2 MARA: Review on an on-going, broad-based, and systematic basis the overall goals, curriculum structure and outcomes of the MARA degree program and monitor implementation. Data gathered will be analyzed and used to make changes in the program.

Key Performance Indicators: (MARA Coordinator)

  • Exit survey trends
  • Assessment reports
  • Number of ICRM certifications
  • Track graduates/alumni placements via alumni
  • Identify curriculum gaps based on input from program advisory committee
  • Conduct and review annual job audit snapshot
  • Internship supervisor and Organizational Consulting Project client comments

1.3 Teacher Librarian: Review on an on-going, broad-based, and systematic basis the overall goals, curriculum, structure and outcomes of the Teacher Librarian program and monitor implementation. Data gathered will be analyzed and used to make changes in the program.

Key Performance Indicators: (TL Coordinator)

  • Survey students upon graduation to identify current employment
  • Survey Site Supervisors once a year and review supervisor evaluations
  • Hold biannual student advising meetings for TL candidates
  • Program Advisory Committee reports
  • Student exit surveys

1.4 Post-Master's Certificate: Review on an on-going, broad-based, and systematic basis the overall goals, curriculum, structure and outcomes of the Post-Master's certificate program and monitor implementation. Data gathered will be analyzed and used to make changes in the program.

Key Performance Indicators: (co-chairs of CPDC with Student Services Team)

  • Enrollment rates and student background
  • Exit survey trends

1.5 Advanced Certificate: Review on an on-going, broad-based, and systematic basis the overall goals, curriculum, structure and outcomes of the Advanced Certificate program and monitor implementation. Data gathered will be analyzed and used to make changes in the program.

Key Performance Indicators: (co-chairs of CPDC with Student Services Team)

  • Enrollment rates and student background
  • Exit survey trends
  • Pathways selected

1.6 Gateway PhD: Review on an on-going, broad-based, and systematic basis the overall goals, curriculum, structure and outcomes of the Gateway PhD degree program and monitor implementation. Data gathered will be analyzed and may be used to make changes in the program.

Key Performance Indicators: (Gateway Ph.D. Coordinators)

  • Student satisfaction surveys (residencies, conference, exit, etc.)
  • Recruitment, enrollment, persistence and graduation rates
  • Track graduates/alumni
  • Track student and alumni peer reviewed publications, scholarly conference presentations, awards and recognitions
  • Annual faculty review of monthly meetings and residencies and other program structures and resources

1.7 Demonstrate commitment to quality teaching practices as specified in the School Standards and Indicators and other benchmarks (e.g., Quality Matters).

Key Performance Indicators: (co-chairs of TRC)

  • Course in QM-based alignment practices required for all new faculty (currently included in the Teaching Online course)
  • Tech Tips Newsletter produced monthly
  • T3 series hosts 8-10 sessions each year (number of faculty who attend)
  • iSchool Canvas faculty site provides rich resources for instructors
  • Faculty Handbook
  • eCampus workshops
  • QM/QOLT training (list of faculty who have been QM trained and certified courses)
  • Showcase of teaching practices
  • Variety of technology available to instructors

Strategic Direction 2. To develop and deliver competency-based curriculum and programs informed by research and practice across all domains of the information professions.

2.1 Address the rapidly changing library and information science profession and evolving skill sets through regularly updated curriculum and programs.

Key Performance Indicators: (co-chairs of CPDC)

  • Annual environmental job scan to identify curriculum gaps
  • Input from Program Advisory Committees

2.2 Identify and implement ways to build in diversity and inclusive excellence into the curriculum.

Key Performance Indicators: (Diversity Committee Chair)

  • Foster discussion and solicit input about issues of diversity and inclusion from faculty to improve programs, processes, and activities via an annual (curriculum) diversity survey.
  • Develop training opportunities and research dissemination activities that focus on professional development (particularly teaching) to advance inclusion and cultural competency in the school's curriculum.

2.3 Promote internationalization in courses through content, assignments, internships, and professional contacts of iSchool faculty.

Key Performance Indicators: (co-chairs of CPDC)

  • iSchool Global Engagement Repository updates based on faculty survey re: internationalization in courses (at least once per year).

2.4 Provide physical and virtual internship opportunities in a wide range of environments.

Key Performance Indicators: (co-chairs of CPDC)

  • Number of physical and virtual internships
  • Internship supervisor satisfaction

2.5 Continue to provide opportunities for continuing professional education.

Key Performance Indicators:

  • Deliver the online global Library 2.0 conference series and analyze data (Director)
  • Provide open classes (co-chairs of the CPDC)

2.6 Explore and develop new programmatic opportunities to meet the needs of different audiences.

Key Performance Indicators: (co-chairs of CPDC, with Director)

  • Investigation into development of new programs

2.7 Promote the school's programs to prospective student audiences.

Key Performance Indicators:

  • Develop, implement, and evaluate promotional strategies for existing programs (Director of Marketing)
  • Develop, implement, and evaluate promotional strategies to ensure that existing geographic markets remain strong, including the school's core market in California (Director of Marketing)
  • Develop, implement, and evaluate strategies to promote any new programs launched by the school (Director of Marketing)
  • Develop, implement, and evaluate strategies to convert applicants to enrolled students (Student Services Team)

Strategic Direction 3: To enhance student success and experience through a participatory engaging online environment.

3.1 Improve retention and graduation rates.

Key Performance Indicators: (Graduate Advisor with Student Services Team)

  • Monitor retention rates at transition points (after INFO 203, less than B students, e-Portfolio completion)
  • Use exit surveys to monitor time to graduation
  • Track students on probation
  • Evaluate new advising models and impact on student success
  • Evaluate new retention system and impact on student success

3.2 Encourage continuous community-building, student interactions, and engagement with the School.

Key Performance Indicators:

  • Hold regular meeting opportunities for students to interact with Faculty, the Director, other students, and experts in the LIS field, such as through webcasts, director’s forum, information session tours, conference receptions (Director)
  • Provide opportunities for students to publish their research in the Student Research Journal (Faculty lead for SRJ)
  • Offer opportunities for students to engage outside of the confines of the online classroom to provide a social environment for those who wish to participate via Facebook, Zoom chat, Twitter, and student blogging (Co-chairs of TRC)

3.3 Increase student involvement and participation in professional associations.

Key Performance Indicators:

  • Provide a year's membership to professional associations (Admin. Services Manager)
  • Exit survey data regarding professional association memberships (Online Student Advisor)
  • Encourage active online student associations, such as through regular student association leadership meetings with the Director and support for student activities (Director)

3.4 Provide support to a diverse student body.

Key Performance Indicators: (Chair of Diversity Committee)

  • Make Spectrum Scholars and all students feel welcome through targeted advising and outreach.
  • Develop online activities and webcasts to support and advance diversity and inclusive excellence in the iSchool's community.
  • Foster a welcoming environment for the creation of faculty and student-led groups devoted to diversity, equity, access, and inclusion.

Strategic Direction 4: To develop and enhance faculty and staff professional growth.

4.1 Provide ways to help full and part time faculty feel more engaged, invested, familiar with the School's programs and policies, and comfortable with technology.

Key Performance Indicators:

  • Give awards (Director)
  • Provide a mentor to new full time faculty (Director)
  • Conduct a forum for part time faculty once a semester (Director)
  • Integrate part time faculty through communication on Canvas, T3 workshops, technology tips newsletters, new faculty checklists (co-chairs of TRC)
  • Communicate standards for SOTES (Director)
  • Keep Faculty Handbook and Index updated (co-chairs of CPDC)
  • Encourage part-time faculty to contribute to T3 (T3 Coordinator)

4.2 Develop a culture of learning among staff.

Key Performance Indicators:

  • Staff attendance at faculty meetings (Director)
  • Hold technology staff meetings (Assoc. Director)
  • Hold admin staff meetings (Admin Services Manager)
  • Encourage participation in workshops (Admin Services Manager)
  • Provide technology training for admin staff (Admin Services Manager)
  • Hold Student Services staff meetings (Assoc. Director)

Strategic Direction 5: To strengthen existing and establish new strategic relationships outside the School.

5.1 Engage with an International Advisory Council which reflects the diverse programs, expertise, and perspectives represented in the School.

Key Performance Indicators: (Director)

  • Enhance the role and membership of the International Advisory Board
  • Hold at least two meetings per year

5.2 Demonstrate and promote the School's expertise and leadership in teaching and learning in the online environment.

Key Performance Indicators:

  • Annual OLC Scorecard evaluation (Director of Online Learning & Associate Director)
  • Host the Library 2.0 online conference series (Director)
  • Offer T3 workshops (T3 Coordinator)
  • Awards for teaching and online excellence (Faculty)

5.3 Strengthen alumni relationships.

Key Performance Indicators:

  • Connect with alumni regularly via a number of outreach targets such as alumni newsletters, alumni profiles, alumni career spotlights, alumni news stories, and events (Director of Marketing)
  • Track alumni attendance at conference receptions (Events Coordinator)

5.4 Increase money for student scholarships.

Key Performance Indicators:

  • Strategize ways to obtain funding for scholarships and scholarship endowments through crowd-funding and/or other campaigns (Director, with Marketing Director and CASA Development Officer)
  • Identify opportunities for sponsorship of school initiatives by corporations and professional associations (Director)
  • Identify opportunities for individual contributions to support school initiatives (Director)

Strategic Direction 6: To foster a research environment

6.1 Enhance the Center for Information Research and Innovation (CIRI).

Key Performance Indicators: (CIRI Coordinator)

  • Showcase faculty and student research (CIRI Coordinator and FRC)
  • Provide support for student research opportunities through the Student Research Journal (SRJ Faculty Lead)
  • Build connections between CIRI and CARHS (CIRI Coordinator and FRC)

6.2 Develop strategies to support faculty in seeking grants to fund their research.

Key Performance Indicators:

  • Track and report on list of submissions and awards of internal and external research funding (Admin. Services Manager)
  • Share opportunities about private and government grants to support school initiatives (CIRI Coordinator, co-chairs of FRC)
  • Maintain a list of grant writing supports for faculty (e.g., promoting university, college, and external funding opportunities, mentoring iSchool faculty, collaborating on grants, etc.) (co-chairs of FRC, CIRI Coordinator)

6.3 Track iSchool faculty research and publications in terms of the College research and publication output.

Key Performance Indicators: (co-chairs of FRC)

  • School of Information peer reviewed publications in terms of overall College peer reviewed publications
  • School of Information research presentations in terms of overall College research presentations

6.4 Engage and support the San Jose Gateway PhD program.

Key Performance Indicators: (Gateway Ph.D Coordinators)

  • Application numbers of doctoral students
  • Doctoral student completion of milestones
  • Participation in regular monthly meetings and residencies by non-supervisory faculty
  • Perception of the program (awards, rankings)
  • Faculty availability, commitment, and support

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