MLIS Program Learning Outcomes

The curriculum for the MLIS program offers a multifaceted, wide-ranging selection of courses that allows students to follow a variety of career pathways or to pursue a more generalized program. At the same time, the MLIS curriculum is grounded in and unified by a foundational core of knowledge, skills, and abilities—a set of Program Learning Outcomes—that define and unite information professionals regardless of where they practice.

Program Learning Outcomes are explicitly integrated into every course we offer, and every syllabus lists the relevant Program Learning Outcomes addressed in the course. Students demonstrate mastery of all Program Learning Outcomes for the degree before graduation by means of an e-Portfolio culminating experience. The e-Portfolio provides a program-based assessment, as each student demonstrates mastery of all Program Learning Outcomes through reflective essays supported by a wide array of artifacts, evidence, exhibits, assignments, and experiences produced throughout their program.

See competencies (Program Learning Outcomes) mapped to classes and to University Learning Goals.

Upon completion of the MLIS program, students will be able to:

A. Demonstrate awareness of the ethics, values, and foundational principles of one of the information professions, and discuss the importance of those principles within that profession;

B. Describe and compare different organizational settings in which information professionals practice;

C. Articulate the importance of designing programs and services supportive of diversity, inclusion, and equity for clientele and employees;

D. Apply the fundamental principles of planning, management, marketing, and advocacy;

E. Design, query, and evaluate information retrieval systems;

F. Use the basic concepts and principles related to the selection, evaluation, organization, and preservation of physical and digital information items;

G. Demonstrate understanding of basic principles and standards involved in organizing information such as classification and controlled vocabulary systems, cataloging systems, metadata schemas or other systems for making information accessible to a particular clientele;

H. Demonstrate proficiency in identifying, using, and evaluating current and emerging information and communication technologies;

J.Describe the fundamental concepts of information-seeking behaviors and how they should be considered when connecting individuals or groups with accurate, relevant and appropriate information;

K. Design collaborative or individual learning experiences based on learning principles and theories;

L. Demonstrate understanding of quantitative and qualitative research methods, the ability to design a research project, and the ability to evaluate and synthesize research literature;

M. Demonstrate professional leadership and communication skills;

N. Use assessment measures to evaluate programs and services.

O. Understand global perspectives on effective information practices that are supportive of cultural, economic, educational, or social well-being.

In support of the competencies:

Our school provides structured opportunities and activities for the development of desirable personal attributes and qualities but recognizes a shared responsibility with the students themselves, associations, employers and other client groups. As articulated by professional associations, we strive to develop commitment to service, flexibility, leadership, vision, communication, self-motivation, collaboration, mutual respect and trust, independence, respect for diversity, courage, tenacity, critical and creative thinking, professional involvement, networking and personal career planning.

Note: The letter beside each competency is for ease in identifying the competency in discussions and does not indicate any weighting or ordering of the competency.  There is no Comp I.

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