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Indiana University

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Standard I: Mission, Goals, and Objectives

Standard I.1

A school's mission and program goals are pursued, and its program objectives achieved, through implementation of an ongoing, broad-based, systematic planning process that involves the constituency that a program seeks to serve. Consistent with the values of the parent institution and the culture and mission of the school, program goals and objectives foster quality education.

The School of Library and Information Science (SLIS) is an autonomous unit within Indiana University. SLIS determines its mission, goals, and objectives within the university’s broad mission, working with the university’s economic model of responsibility centered management. Indiana University organizes several of the professional schools as “core” schools: with a dean based on one campus but offering courses on additional campus(es). In addition to SLIS, core schools include the School of Education, School of Informatics and Computing, School of Journalism, and School of Public and Environmental Affairs. In SLIS’s case, the dean is based on the Bloomington campus and an executive associate dean manages the school’s program on the Indianapolis campus. Note

Close Note
Note:In fall 2007 Indiana University President Michael McRobbie constituted a Core School Operations Review Committee to regularize the operation of schools with programs on both the Bloomington and Indianapolis campuses. Dean Blaise Cronin and Professor Jean Preer, faculty member in the Indianapolis program, represented SLIS on the committee. Following the recommendations in the review committee’s report, then Dean Cronin and Associate Dean Marilyn Irwin in Indianapolis signed a Memorandum of Understanding between the Bloomington and Indianapolis Campuses of the [Indiana University] School of Library and Information Science, dated July 28, 2008. (Appendix 1.1 Memorandum of Understanding)

The programs on the two campuses share a common curriculum, apply the same admissions criteria, and share governance of the school through its elected Faculty Policy Council and the school’s various committees. The Bloomington and Indianapolis programs each control their own budgets, hire faculty, and make decisions related to promotion and tenure. Tenure is campus-based. As the chief administrative officer, the dean is ultimately responsible for the effective management of the school’s human, physical, and financial resources and has final approval on hiring decisions on both campuses. The executive associate dean in Indianapolis reports both to the school’s dean at IU Bloomington (IUB) and to the Chancellor of Indiana University Purdue University Indianapolis (IUPUI). The faculty as a whole, that is, faculty in both the Bloomington and Indianapolis programs, approves curricular changes and proposals for new degrees and programs.

What may appear to be a complex or cumbersome structure actually serves this school well. As detailed in other chapters (particularly Chapter IV on student recruitment), the differentiated missions and perspectives of the two campuses allow SLIS to recruit and educate students from a variety of backgrounds. Since 2008, both the dean and the executive associate dean at Indianapolis have changed but the commitments to collegial interaction and faculty governance have remained and the administrative structure has allowed the school to work effectively within the university’s ever-changing administrative environment.

The school’s mission and the operation of its masters’ programs on the Bloomington (MLS and MIS) and Indianapolis (MLS) campuses are determined within the context of the mission of Indiana University as a whole and the campus-specific missions of IUB and IUPUI. The Indiana University mission statement, approved by the University Trustees in 2005, declares:

INDIANA UNIVERSITY is a major multi-campus public research institution, grounded in the liberal arts and sciences, and a world leader in professional, medical, and technological education. Indiana University’s mission is to provide broad access to undergraduate, graduate, and continuing education for students throughout Indiana, the United States, and the world, as well as outstanding academic and cultural programs and student services. Indiana University seeks to create dynamic partnerships with the state and local communities in economic, social, and cultural development and to offer leadership in creative solutions for 21st century problems. Indiana University strives to achieve full diversity, and to maintain friendly, collegial, and humane environments, with a strong commitment to academic freedom.

Indiana University functions as one university with multiple campuses rather than as a university system. To differentiate the missions of the various IU campuses, each has adopted its own Vision, Mission, and Values statement. The mission of Indiana University Bloomington, approved by the Bloomington Faculty Council on April 19, 2005, and approved by the Board of Trustees on November 4, 2005, states:

Bloomington is the flagship residential, doctoral-extensive campus of Indiana University. Its mission is to create, disseminate, preserve, and apply knowledge. It does so through its commitments to cutting-edge research, scholarship, arts, and creative activity; to challenging and inspired undergraduate, graduate, professional, and life-long education; to culturally diverse and international educational programs and communities; to first-rate library and museum collections; to economic development in the state and region; and to meaningful experiences outside the classroom. The Bloomington campus is committed to full diversity, academic freedom, and meeting the changing educational and research needs of the state, the nation, and the world.

IUPUI has adopted the following Mission, and Vision Statements (Mission Statement approved 2005; Vision Statement approved 2002):

Indiana University-Purdue University Indianapolis (IUPUI), a partnership between Indiana and Purdue Universities, is Indiana’s urban research and academic health sciences campus. IUPUI’s mission is to advance the State of Indiana and the intellectual growth of its citizens to the highest levels nationally and internationally through research and creative activity, teaching and learning, and civic engagement. By offering a distinctive range of bachelor’s, master’s, professional, and Ph.D. degrees, IUPUI promotes the educational, cultural, and economic development of central Indiana and beyond through innovative collaborations, external partnerships, and a strong commitment to diversity.

The VISION of IUPUI is to be one of the best urban universities, recognized locally, nationally, and internationally for its achievement.

In pursuing its mission and vision, IUPUI provides for its constituents excellence in Teaching and Learning, Research, Scholarship, and Creative Activity, Civic Engagement, Locally, Nationally, and Globally with each of these core activities characterized by collaboration within and across disciplines and with the community, a commitment to ensuring diversity, and pursuit of best practices.

SLIS faculty reviewed and revised the school’s mission statement in conjunction with the strategic plan, which was adopted in 2009. This statement was subsequently reviewed at a February 2011 meeting of the Faculty Policy Council and discussed again at a faculty retreat on March 30, 2011. The faculty proposed changes to the statement; the school’s Alumni Board reviewed the draft and provided suggestions; and the resulting statement, which reflects the mission of the Bloomington and Indianapolis campuses and their shared interest in teaching, research, and service, was adopted on September 14, 2011.

The Indiana University School of Library and Information Science is committed to excellence and innovation in the education of librarians and other information professionals, the creation of knowledge, and service in a diverse and changing global information environment.

To accomplish this mission, the school’s goals are:

To prepare socially responsible graduates for fulfilling careers characterized by ethical practice, professional values, analytical skill, leadership, and lifelong learning;

To contribute knowledge and advance theory by working from cognitive, social, behavioral, cultural, and technological perspectives; fostering on interdisciplinary collaboration; and cultivating an appreciation for the role of information in society;

To serve our students, our state and local constituencies, society, and the library and information science profession; and

To model a climate of intellectual engagement, openness, integrity, and respect within the school.

Within the School of Library and Information Science, the responsibility for determining the school’s direction is vested in the dean in consultation with faculty and, in some cases, with students and alumni. The broad framework for these respective roles is set out in the school’s Governance Document. The document is formally reviewed every three years; it was most recently reviewed, revised, and approved in fall 2010. (Appendix 1.2 SLIS Governance Document)

According to the Governance Document, the dean articulates the school’s mission and works closely with the Faculty and their elected representatives, the Faculty Policy Council (FPC), in developing strategy, formulating policy, and setting both long- and short-term objectives. (Governance document 4.1 Role of the Dean) The FPC advises the dean on faculty policy issues, initiates actions, proposes policies, brings items for discussion to meetings of the faculty, holds informational and deliberative meetings, and recommends the creation of ad hoc committees and task forces. (Governance Document 3.1 Faculty Policy Council Role). In addition, the school has an ad hoc Long Range Planning Committee to advise the dean and the Faculty Policy Council.

Rights and responsibilities of the faculty include formulation of the school’s academic mission; the structure of faculty governance; curricular matters; and the creation, reorganization, merger, and elimination of academic programs. In addition, the faculty plays a consultative role in matters related to facilities and budgets and in the appointment and review of the school’s academic officers. (Governance Document 2. Faculty Rights and Responsibilities)

Faculty Policy Council
The three members of the Faculty Policy Council are elected by secret ballot of the entire faculty and represent different constituencies: the Bloomington faculty, the Indianapolis faculty, and an at-large member elected by the SLIS faculty as a whole (Governance Document 3.2 Faculty Policy Council Membership). Members serve rotating terms of three years. A member may serve two consecutive terms, but then must have at least one year without service before being eligible to serve again. In the event of a vacancy, a secret ballot of the appropriate faculty group determines a replacement to fill the remainder of the term. The FPC selects its own Chair.

The Faculty Policy Council represents the faculty as a whole before university bodies and in working with the dean of the school. The FPC also initiates actions, proposes policies, brings items for discussion at faculty meetings, holds informational and deliberative meetings for the faculty as a whole, and recommends the creation of ad hoc committees and task forces. The council also serves as the school’s Budgetary Review Committee and its Grievance Committee. It advises the dean on faculty policy issues, diversity issues, and short- and long-term planning; works with the dean to review the performance of associate deans every four years; oversees review of the school’s governance document; and appoints the school’s representatives to campus faculty councils when the school’s elected member is not able to serve.

Minutes of faculty meetings are available in Appendix 1.3; minutes of Faculty Policy Council meetings are available in Appendix 1.4.

Planning on Two Campuses
The dean, associate deans, and the Faculty Policy Council are responsible for carrying out planning and policy activities for the school as a whole, with advice from the ad hoc Long Range Planning Committee. The programs on the two campuses undertake planning according to campus-specific procedures and practices. In Bloomington, the campus’s commitment to responsibility centered management (see Chapter V) is evident. The dean presents school plans and budget projections to campus administrators and faculty representatives from the campus at an annual budget conference. The open-ended discussion focuses on school priorities and connections with campus and university initiatives. Although the specifics vary from year to year, topics of interest to the campus typically include student recruitment and enrollment and faculty research productivity. In Indianapolis, each academic unit presents detailed goals every year, with specific objectives and timetables for completion. At the beginning of each academic year, SLIS faculty in Indianapolis conduct a one day retreat to brainstorm about program needs and priorities. In fall 2010, they formulated a set of goals to be accomplished, specific objectives, and a timetable for completion.

On October 16, 2007, the SLIS faculty approved an IU SLIS Yearly Planning Cycle. The Planning Timetable, formulated by the Long Range Planning Committee, identified activities during the year that involved planning functions. These were arranged chronologically in a planning cycle, which assigns responsibility for various planning functions to professional staff, committee chairs, the associate dean in Bloomington, the executive associate dean in Indianapolis, and the dean. Planning is thus a year-round function involving all the constituencies of the school. It is integrated into the school’s structure and schedule and is synchronized with the school’s year-round calendar of activities. The planning process emphasizes information gathering, sharing, and coordination among the dean and the associate deans, the SLIS Faculty Policy Council, standing committees, and the professional staff on both campuses. Responsibility for planning resides in the SLIS office or committee most directly connected to decision making in a given area.

Because of different planning requirements at Bloomington and IUPUI, a unified SLIS planning cycle helps to foster collaboration between the two campuses. The associate dean (Bloomington) handles general coordination, receiving reports from committees, staff members, faculty, and other sources. Following this planning cycle, the dean and associate dean annually gather and synthesize data on progress in achieving objectives. Their findings inform committees in measuring progress and adopting action steps in the fall of each academic year. Progress reports submitted in spring are incorporated in the dean’s and executive associate dean’s State of the School presentations at a spring faculty meeting. Throughout the year, faculty share their ideas and concerns with the associate dean, Faculty Policy Council, and appropriate committees. (Appendix 1.5 IU SLIS Yearly Planning Cycle)

The school’s strategic plan was developed during the spring of 2009 and the faculty approved the 2009-2014 Strategic Plan on May 4, 2009, with the understanding that it would be implemented through the planning process. (Appendix 1.6 SLIS Strategic Plan) Before its approval, drafts of the plan were distributed among faculty and administrative staff for comments and suggestions; a final draft version was submitted to the school’s Alumni Board for comment and discussion.
The plan’s eight Strategic Objectives include: 1) raising the overall quality and diversity of the student body, 2) expanding and strengthening the school’s research base, 3) increasing the impact of faculty research, 4) investing in human capital, 5) offering a rigorous, relevant, continuously updated curriculum, 6) establishing and delivering an online MLS degree, 7) augmenting and diversifying the school’s revenue base, and 8) investing in physical and IT infrastructure. Various objectives are assigned to SLIS standing committees and staff for implementation; the dean and executive associate dean report annually on progress achieved.

Standard I.2

Program objectives are stated in terms of student learning outcomes to be achieved and reflect

When it was first accredited in 1951, the Master of Library Science program listed six objectives, including providing students with “(1) an understanding of the library as a social and educational institution and of its role in the history and development of communication.” Although these goals and objectives have been reviewed and revised many times, it is interesting to see that something of the historic tenor persists.

The master’s degree program goals and objectives were reviewed in a faculty retreat in March 2011. The suggested changes were reviewed by the faculty as a whole at the April 2011 faculty meeting, producing a “draft for discussion.” The Alumni Board reviewed these revised statements at its April 29, 2011, meeting and the program-specific statements were reviewed by the MLS and MIS program advisory boards. The MLS Advisory Board had a lively discussion on April 29, 2011 and offered several suggestions on the MLS program goals and objectives. The MIS Advisory Board met May 20, 2011 and provided constructive advice. SLIS students and student organizations were asked to comment on the draft goals and objectives in the summer. The faculty discussed the suggestions at the September 14, 2011 faculty meeting and continued online discussion, supported by a wiki version of the statements. The draft statements were reviewed and further revised at the November 9, 2011 faculty meeting. The versions of November 14, 2011, were approved by e-mailed ballot.

Goals and Objectives of the Indiana University Master of Library Science Program
(November 14, 2011)

The Master of Library Science (MLS) program prepares students to become reflective practitioners who connect people and communities with information.

Upon completion of the MLS program, graduates are prepared to:

Assist and educate users
  • Analyze and identify the information needs of diverse communities of users
  • Educate users and potential users to locate, use, and evaluate information resources and tools
  • Analyze and evaluate information systems and services in a variety of settings
Develop and manage collections of information resources
  • Design and apply policies and procedures that support the selection and acquisition of information resources for particular communities of users
  • Manage, evaluate, and preserve physical and virtual collections of information resources
  • Uphold ethical and legal standards in acquiring, leasing, preserving, and providing access to information resources
Represent and organize information resources
  • Understand and apply principles of representation and organization
Manage and lead libraries and other information organizations
  • Perform basic managerial functions, including planning, budgeting, and performance evaluation
  • Communicate effectively to a variety of audiences
  • Apply theories of organizational behavior and structure
Use research effectively
  • Design, conduct, interpret, and take action based upon research and evaluation
Deploy information technologies in effective and innovative ways
  • Implement and evaluate information and communication technologies for efficiency, usability, and value to users
Approach professional issues with understanding
  • Understand the social, political, ethical, and legal aspects of information creation, access, ownership, service, and communication
  • Anticipate emerging trends and respond proactively

Goals and Objectives of the Indiana University Master of Information Science Program
(November 14, 2011)

The Master of Information Science (MIS) program prepares students to become reflective practitioners in careers involved in designing, managing, and consulting about information technologies and services in public, corporate, and nonprofit organizations.

Upon completion of the MIS program, graduates are prepared to:

Demonstrate understanding of research necessary for careers as information professionals
  • Apply appropriate strategies, tools, and technologies to represent, organize, and manage data and information
  • Apply appropriate theories and empirical evidence for effective leadership, management, and collaboration
  • Use critical thinking to evaluate information, technology, and services problems and challenges
  • Synthesize and interpret relevant research findings for use in ICT project management
Adopt socio-technical and user-centered approaches to studying and working with information and communication technologies (ICT)
  • Understand the management and organizational structures of information organizations
  • Utilize effectively the theoretical and practical bases of information organization, architecture, storage, retrieval, and delivery systems
  • Apply techniques from human-computer interaction, systems analysis, programming, and database design to analyze user needs and information systems in social and organizational settings
  • Develop innovative solutions to address information, technology, and services problems and challenges
Work effectively within and across a variety of information settings and contexts
  • Communicate effectively, orally and in writing, with a variety of audiences
  • Identify information and technical resources that will support an organization's activities
  • Analyze, evaluate, and manage ICT to support organizational activities and work practices
  • Demonstrate knowledge of relevant concepts and theories of organizational behavior for managing people, information, and technology in public and private sector organizations
Participate successfully and responsibly in the information professions
  • Explain socio-economic, cultural, policy, and ethical issues involved in the design, development, management, and use of ICT
  • Engage in life-long learning, making effective use of the range of information resources (research and popular writings, professional organizations) that support information work

The program objectives are reflected throughout the SLIS master’s degree programs. Table 1.1 lists the more evident or frequently encountered examples of how the SLIS programs connect with the specific items in Standard I.2.

Standard I.3

Within the context of these Standards each program is judged on the degree to which it attains its objectives. In accord with the mission of the school, clearly defined, publicly stated, and regularly reviewed program goals and objectives form the essential frame of reference for meaningful external and internal evaluation. The evaluation of program goals and objectives involves those served: students, faculty, employers, alumni, and other constituents.

The school’s mission statement and the master’s programs’ goals and objectives appear on the SLIS website and in the school’s bulletin. These statements have been reviewed and discussed by faculty and in consultation with the school’s Alumni Board (officially, the Board of Directors of the Indiana University School of Library and Information Science Alumni Association) and program advisory boards. The Alumni Board represents former students and graduates of the school; its purpose includes “to further the educational interests of the School of Library and Information Science the alumni individually and collectively” (Constitution, Article II). The Board elects members to “fairly represent a broad range of graduating class years, as well as encourage diversity” (Constitution, Article V). Current members of the Alumni Board are:

SLIS Alumni Board
Jacob Nadal (MLS 2001) President
Preservation Officer, UCLA Library, Los Angeles, CA

James Wiser (MLS 2002) Immediate Past President
Statewide California Electronic Library Consortium, Los Angeles, CA

Patricia Court (MLS 1977) Membership Chairperson
Law Library, Cornell University, Ithaca, NY

William J. Crowe (Ph.D. 1986)
Special Assistant to Dean of Libraries, University of Kansas, Lawrence, Kansas

Carrie Donovan (MLS 1999)
Instructional Services Librarian, Indiana University Libraries, Bloomington

Tamara Schnell (MLS 1992)
Director, Library Technical Services, Lincoln Land Community College. Springfield, IL

Rachel Slough (MLS 2010)
Librarian, University of Wisconsin - La Crosse

The Alumni Board meets twice a year, usually alternating between Bloomington and Indianapolis. Many members attend in person; others participate via teleconferencing. Meetings minutes are available in Appendix 4.4.

The dean and program directors invite accomplished professionals from the state to serve on the advisory boards for the MLS and MIS programs; the members are selected to provide a range of organizational and institutional perspectives, representative of the variety of professional positions SLIS graduates will hold. Current advisory board members are:

MLS Advisory Board
Brenda Johnson, Dean of Libraries, Indiana University
Sara Laughlin, Director Monroe County Public Library
David W. Lewis, Dean, IUPUI University Library
Beverly Martin, Director, Johnson County Public Library
James L. Mullins, Dean of Libraries, Purdue University

MIS Advisory Board
Ron Walker President, Bloomington Economic Development Corporation, IN
Bill West, Vice President, Option Six, Bloomington, IN
Cairill Mills, Design & Marketing, Inc., Bloomington, IN
Pat East, President and CEO, Hanapin Marketing, Bloomington, IN
Marina Krenz, President, Suso Technology Services Inc., Bloomington, IN
Kent Holaday, Associate Consultant, Eli Lilly & Co., Indianapolis, IN

Serious faculty involvement in developing more intentional assessment of student learning began with faculty discussions in 2009-2010, particularly in meetings of the Faculty Policy Council and the Curriculum Steering Committee. Various faculty members experimented with ways to assess student learning during the academic year and over the summer; approaches included student portfolios, pre- and post-tests, and student self-assessment. Mindful of the differing expectations of such assessments on the two campuses, the SLIS Curriculum Steering Committee used these experiments as a basis for recommending the assessment procedures described in Chapter II, section on Implementation of assessment of student learning.

These assessments supplement the other ways in which SLIS gathers data to evaluate student learning. Faculty members’ reflective teaching practices and discussion among those responsible for different sections of a course, or for electives that build on required courses, also assess student understanding. Student perspectives are available from, for example, “pizza with the dean” sessions and surveys conducted by the Curriculum Steering Committee (Chapter II, section on Reports of curriculum assessments by the Curriculum Steering Committee). Comments on student preparation also come from the Alumni Board, the Advisory Boards for the two master’s degree programs, internship supervisors, alumni, and employers/potential employers of SLIS graduates. As noted in the SLIS yearly planning cycle, the associate dean in Bloomington is the recipient of these bits of advice, which are reviewed and implemented as appropriate. Broader suggestions may be incorporated into the charge to the Curriculum Steering Committee; more specific matters may be discussed with the faculty member(s) involved and/or with the dean or executive associate dean. Examples such as the renumbering of courses (Chapter II. Developing New Courses, Renaming and Removing Courses from the Curriculum) and the creation of the Career Services Office (Chapter IV.2) are discussed in context in other chapters.