MLIS Program Performance

Overview

MLIS Program Performance

Annual Program Assessment Reports 

An annual program report must be submitted for any SJSU degrees, certificates, or credential programs. Assessment reports are due on May 1st 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:

  1. Part A: The Big Picture
  2. Part B: What We Did This Year
  3. Part C: Keeping Track of the Changes (“Closing the Loop”)
Our MLIS program has received an EXCELLENT rating each year from 2015-2023.

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.

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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.

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Assessment of Individual Program Learning Outcomes Reports MLIS

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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

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External Inputs into the Curriculum

Field Based Program Advisory Committees

International Advisory Council

Emerging Job Trends and Titles - annual survey

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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
 or dropped		 Still Enrolled at Semester End NC CR Retention Rate Pass Rate
Spring 2015 370 35 335 2 333 91% 99%
Fall 2015 471 67 404 0 404 85.77% 100%
Spring 2016 439 62 377 1 376 86% 99.73%
Fall 2016 468 57 411 1 410 88% 99.76%
Spring 2017 373 46 327 0 327 88% 100%
Fall 2017 408 47 361 0 361 88% 100%
Spring 2018 374 47 327 1 326 87% 99%
Fall 2018 502 47 455 0 455 91% 100%
Spring 2019 388 44 344 0 344 89% 100%
Fall 2019 636 70 566 2 564 89% 99.65%
Spring 2020 524 62 462 1 461 88% 99.78%
Fall 2020 545 63 482 0 482 88% 100%
Spring 2021 485 52 433 0 433 89% 100%
Fall 2021 557 43 514 2 512 92% 99.6%
Spring 2022 440 41 399 0 399 90% 100%

Fall 2022

 623 80 543 1 542 87% 99.8%

Spring 2023

 510 65 445 1 444 87% 99.8%

Fall 2023

 668 67 601 0 601 90% 100%

Spring 2024

 551 64 487 5 482 88% 99%

Fall 2024

 866 102 764 3 761 88% 99%

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 academic notice. 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 %
Spring 2015 291 19 6.5 283 10 3.5 263 2 0.7
Fall 2015 365 54 14.79 306 19 6.2 279 6 2.15
Spring 2016 376 21 5.5 354 15 4.23 322 8 2.48
Fall 2016 376 33 9 333 19 6 273 9 3
Spring 2017 225 32 14.2 305 11 3.6 311 6 1.92
Fall 2017 361 23 6.37 373 15 4.02 379 6 1.5
Spring 2018 320 17 5.3 288 8 2.7 379 1 0.3
Fall 2018 436 37 8.49 430 16 3.72 391 5 1.28
Spring 2019 322 25 8 332 8 2.4 319 11 3.4
Fall 2019 564 32 5.67 476 13 2.73 458 11 2.4
Spring 2020 456 25 5.4 445 11 2.47 442 9 2.036
Fall 2020 482 19 3.94% 411 6 1.45% 393 8 2.036
Spring 2021 437 14 3.2% 402 14 3.4% 382 7 1.83%
Fall 2021 523 27 5.16% 504 10 1.98% 474 10 2.1%
Spring 2022 429 21 4.8% 408 5 1.22% 402 5 1.24%
Fall 2022 510 22 4.3% 436 8 1.8% 387 5 1.29%
Spring 2023 476 31 6.5% 441 8 1.8% 413 13 3.1%
Fall 2023 612 38 6.2% 580 17 2.9% 597 18 3%
Spring 2024 508 25 4.92% 488 10 2% 457 8 1.6%
Fall 2024 749 49 6.5% 695 20 2.87% 657 17 2.5%

Typically 8%-10% of students who do not successfully pass core classes the first time, and opt to retake, successfully retake the classes.

3. Culminating. In order to graduate with their MLIS degree students must complete as a culminating experience either INFO 289 (e-Portfolio) or INFO 299-Thesis.

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.   Typically employers prefer to see an e-Portfolio as it focuses on the professional skills and competencies looked for in a professional field. Between fall 2010 and spring 2024 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)
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
Fall 2022 369 316 (85.6%) 26 18 9
Spring 2023 384 335 (87.2%) 16 23 10
Fall 2023 384 325 (85.5%) 23 19 13
Spring 2024 462 406 (87.9%) 12 24 20
Fall 2024 427 375 (87.8%) 21 15 16

*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 Fall 2024, there were twenty six disqualifications due to failing to produce a satisfactory e-Portfolio after two attempts.

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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 117 survey responses we received from MLIS students, who graduated in spring 2024.

For a summary of spring 2024 responses, please visit the MLIS Student Experience web page. Past survey results can also be viewed on this page.

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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 2024 to graduates who completed the MLIS program during calendar year 2023. We received a total of 152 responses to our survey. Not all of the questions were mandatory, and the responses may be rounded.

“Enrolling in the MLIS program was one of the best decisions I have ever made for my career. I learned so much, especially during my internships. I was able to secure a full-time job before I graduated, and I still use the skills I learned as an MLIS student today.”

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 (59%). They are changing their career focus to LIS from a wide variety of fields, such as education, marketing, hospitality, broadcasting, and healthcare.
  • Many students begin the MLIS program already having some library work experience and/or gain library work experience while completing their studies. Only 23% said they had not worked in a library.
  • Of those who are currently employed, 74% hold jobs in a library or information science career environment, 11% are working in a LIS capacity but not in a LIS institution, and 15% are employed in a non-related position and field. 

“Going through the MLIS program was worth it. It gave me skills that were helpful in my current library job and introduced me to professional organizations and networks of people I now rely on for information and support.”

The survey continued with questions asked of those who are working in a LIS career environment or related capacity.

  • 75% have full-time positions and are working in diverse LIS career environments, including public libraries, academic libraries, K-12 schools, and special libraries. 93% of full-time workers are employed in permanent positions.
  • Their job titles are just as varied as their employers and include Ethnic Studies Librarian, Teacher Librarian, Cataloging Technician, Reference Librarian, User Services Technician, Medical Librarian, Digital Asset Manager, Librarian I, and many more positions.
  • Our alumni are putting their MLIS skills to work performing many different job duties, such as circulation, public services, reference/information services, patron programming, outreach, children’s services, and collection development.
  • When asked to select their primary job assignment, the following job assignments received the most responses: reference/information services, children’s services, public services, circulation, and archival and preservation.
  • 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, moved from support staff to professional staff, or another positive change in employment.
  • For those who were not employed when they graduated, 87% were employed within 6 months of graduating.

“I found the coursework especially relevant and interesting, with some portions of it immediately applicable to my work. I applied for and received a promotion to library assistant in the middle of the program and then successfully applied for a librarian position after I graduated.”

Our alumni shared that they believe the following three experiences/activities were most helpful or important in obtaining their first job in the information profession:

  1. Previous Employment Experience
  2. Technological Skills
  3. Choosing Electives from Multiple Career Pathways

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., Canada, Ireland, and Qatar.

We invite you to learn more about our alumni by browsing our alumni career spotlights, reading alumni stories, and watching videos of them at work and their impact on our global communities.

Please visit this page for past alumni survey data.

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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

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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

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