MLIS Program Performance
- MLIS Program Based Assessment
- Course Learning Outcomes and Core Competency (Program Learning Outcomes) Mapping
- External Inputs into the Curriculum
- Retention and Graduation Data
- Student Exit Survey Data
- Alumni Survey Data
- 2019 Employer Survey
- 2016 Employer Survey
Annual Program Assessment Reports
An annual program report must be submitted for any SJSU degrees, certificates, or credential programs. Assessment reports are due on March 15 of each academic year. The report is organized into three sections designed to organize your annual assessment efforts and to inform a department’s Program Planning in three areas:
- Part A: The Big Picture
- Part B: What We Did This Year
- Part C: Keeping Track of the Changes (“Closing the Loop”)
Our MLIS program has received an EXCELLENT rating each year from 2015-2021.
Program Based Assessment
The San José State University 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
- as addressed in the e-Portfolio
- Mapping of Program Learning Outcomes to 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 constantly review them as part of our ongoing curricular review process.
Assessment of Individual Program Learning Outcomes Reports MLIS
Course Student Learning Outcomes and Course Mapping to Program Core Competencies (Program Learning Outcomes)
Each course has both course learning outcomes – linked to assignments – as well as core competencies (program learning outcomes) defined for that particular class. – See Program Learning Outcomes/Core Competencies linked to classes; and Classes linked to CLOs and PLO’s/core competencies
External Inputs into the Curriculum
Retention and Graduation Data
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 Learning: Tools and Strategies for Success – 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
|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 Communities), INFO 202 (Information Retrieval System Design), INFO 204 (Information Professions)). 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, and opt to retake, 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 18 months complete. Between fall 2010 and fall 2019 six students completed a thesis. 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*||RP||RP(cont’d)|
|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|
|Fall 2015||253||225 (89%)||13||15||0|
|Spring 2016||262||239 (91%)||8||15||0|
|Fall 2016||263||245 (93%)||11||7||0|
|Spring 2017||257||234 (91%)||15||8||0|
|Fall 2017||293||266 (91%)||12||15||0|
|Spring 2018||281||254 (90.4%)||12||15||0|
|Fall 2018||300||278 (92.7%)||7||15||0|
|Spring 2019||279||248 (88.9%)||21||10||0|
|Fall 2019||292||253 (86.6%)||12||20||7|
|Spring 2020||344||302 (87.8%)||12||20||10|
|Fall 2020||316||269 (85.1%)||10||21||16|
|Spring 2021||400||343 (85.75%)||19||21||17|
|Fall 2021||408||357 (87.5%)||17||19||15|
|Spring 2022||402||369 (91.8%)||13||7||13|
*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 2012 and Spring 2022, there were twenty 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 surveys, presenting the 131 survey responses we received from MLIS students, who graduated in spring 2022.
MLIS Alumni Survey Data
We survey our MLIS alumni within 13 months after they graduate to track employment trends, ensure that our curriculum remains relevant, and help us anticipate shifts in the job market.
Our most recent survey was sent in June 2022 to graduates who completed the MLIS program during calendar year 2021. We received a total of 190 responses to our survey. Not all of the questions were mandatory, and the responses may be rounded.
“The iSchool program was a completely transformative experience for me. I learned so much and felt supported by faculty. I highly encourage other students to get involved with student groups, attend events and engage with the iSchool community. I had no trouble with finding my first library employment while in the program, or my librarian position as I finished the degree, and I largely credit my experience at the iSchool (both coursework and career center support) for that.”
We are pleased to share the following data regarding our alumni:
- Library and information science is not the first professional career for many of our recent graduates (56%). They are changing their career focus to LIS from a wide variety of fields, such as education, retail, non profit, healthcare, film/video and social work.
- Many students begin the MLIS program already having some library work experience and/or gain library work experience while completing their studies. Only 40% said they had not worked in a library.
- Of those who are currently employed, 76% hold jobs in a library or information science career environment, 11% are working in a LIS capacity but not in a LIS institution, and 16% are employed in a non-related position and field.
The survey continued with questions asked of those who are working in a LIS career environment or related capacity.
- 80% have full-time positions and are working in diverse LIS career environments, including public libraries, academic libraries, K-12 schools, and special libraries. 91% of full-time workers are employed in permanent positions.
- Their job titles are just as varied as their employers and include Film Services Manager, Youth Services Librarian, Library Director, Professional Development Coordinator, Research Librarian, Exhibit Program Coordinator, Teacher Librarian, Institutional Data Analyst and many more positions.
- Our alumni are putting their MLIS skills to work performing many different job duties, such as circulation, collection development, outreach, and reference/information services.
- When asked to select their primary job assignment, the following job assignments received the most responses: children’s services, reference/information services, school librarian / school library media specialist, circulation, metadata, cataloging and taxonomy and public services.
- In anticipation of graduating, 33% of students who weren’t already employed began the job search more than 7 months in advance of their graduation date. Some respondents indicated that pandemic-related economic conditions had delayed or impacted their job search or current position.
- Many students worked while earning their degree and opted to remain with an employer or position held prior to or while attending the MLIS program. Those who chose to stay with an existing employer after graduation said the master’s degree helped advance their career. 56% reported that they received a promotion, became eligible for tenure, got a raise, and/or moved from support staff to professional staff.
“It was a fantastic program, very comprehensive, and after 40 years in publishing it got me ready for 21st century jobs.”
Our alumni shared that they believe the following five experiences/activities were most helpful or important in obtaining their first job in the information profession:
- Previous Employment Experience
- Technological Skills
- Choosing Electives from Multiple Career Pathways
- Subject Specialization
- Learning to Work Collaboratively with People in an Online Environment
Our students not only live across North America while completing the fully online MLIS program, they are also working in different geographic areas after graduation. For example, our alumni reported their employers are located in the U.S., Puerto Rico and Canada.
The survey concluded with the option for alumni to share their comments regarding the MLIS program. Here’s a sampling of what they had to say:
- Fantastic program and loved being involved with the courses, professors and teams I worked with throughout my program.
- My experience in the MLIS program was one I will never forget. I was intimidated at first but with my professors and classmates were beyond helpful, understanding and knowledgeable. As someone who had never thought about librarianship as a profession, I Iearned a lot and enjoyed my experience.
Please visit this page for past alumni survey data.
2019 Employer Survey
In November 2019, we sent a short survey to a list of employers identified by our alumni. The employers were invited to answer a few questions and share their thoughts about our alumni in the workplace. Although MLIS alumni work in diverse organizations, the majority of employers responding to the survey represented academic and public library settings. The following data primarily reflects the library work environment.
- Of the 50 write-in responses, only eight did not include the word “librarian” in the job title. iSchool alumni are working in various library roles, including Youth Services Librarian, Programming Librarian, and Virtual Services Librarian, for example. Positions that did not include the word “librarian” included Metadata Specialist, University Archivist, and Digital Archivist.
- Employers believe the greatest strength of our alumni is their technological skills. 95% of survey respondents marked technological skills as “Very Good” and “Good.” “These students excel in dealing with technology,” commented an employer. Other exceptional skills noted were outreach, research, communication, and organization. (n=44)
- Many variables factor into job preparedness, which was reflected by employers in their responses. 77% of survey respondents believe the employee was well-prepared and trained for the position. 19% marked “Unsure,” as explained by an employer: “It’s difficult to tell how much preparation was due to your program and what came from on-the-job experience.” (n=43)
Employer feedback on our MLIS graduates employed in their organizations:
- “I have been impressed with the work ethic of our SJSU hires.” Graduate Job Title: Librarian
- “Our children’s librarian brings a wealth of experience to the job. She is exceptional in planning her activities and doing outreach.” Graduate Job Title: Children’s Librarian II
- “She is an excellent supervisor, and cares a great deal about providing superior service.” Graduate Job Title: Access Services Librarian & Supervisor
- “I have one who is very technologically inclined. Another one is very creative and has great ideas for programs and how to enhance services.” Graduate Job Titles: Librarian II, Librarian I
- “Technology skills are excellent.” Graduate Job Title: Library Assistant
- “Our colleague who is an alumna of SJSU has demonstrated exceptional adaptability in familiarizing herself with systems, procedures, and processes related to management of our Federal depository collection.” Graduate Job Title: Government Documents Librarian
2016 Employer Survey
We surveyed employers of our graduates in August of 2016. 128 employers participated in the survey.
- 88% of employers believed the SJSU graduate(s) were well-prepared and trained for their position in the organization.
- 82% of employers ranked the technological skills of iSchool graduates in their employ as either very good or good.
Employer feedback on our MLIS graduates employed in their organizations:
- “I am lucky to have 4 excellent SJSU graduates working in my branch; they are bright, motivated, and manage to be detail oriented while still able to work towards bigger picture goals.” Graduate Job Title: Youth Services Librarian; Librarian I/II
- “Both of the alumni that work here are exceptional at working with a diverse population. They have excellent public service skills, and they enjoy working with all patrons. We have a unique type of diversity in our community, and both librarians are perfectly prepared and trained to work with every type of patron.” Graduate Job Title: Librarian I/II; Collection Development Librarian
- “Cataloging skills and overall critical thinking and organizational skills are outstanding! Communication skills are also exceptional in this graduate.” Graduate Job Title: Cataloguer; Metadata Librarian
- “Over the years I have hired several SJSU MLIS graduates with resounding success. They have contributed to the growth and stature of our department, increasing its value to the organization such that we are a strong unit within the parent organization. I value SJSU MLIS students so much that I encourage internships to be placed in our library.” Graduate Job Title: Research Librarian; Archivist
- “Most of my employees who are SJSU graduates began working here through your internship program (note to self – I need to update my internship description). I have found those folks to be an excellent fit here at the library – they have been highly motivated, skilled, and adaptable. Keep ‘em coming!” Graduate Job Title: Youth Services Librarian; Reference and Instruction Librarian; Programming Librarian