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Standard III. Faculty

Standard III.1

The school has a faculty capable of accomplishing program objectives. Fulltime faculty members are qualified for appointment to the graduate faculty within the parent institution and are sufficient in number and in diversity of specialties to carry out the major share of the teaching, research, and service activities required for a program, wherever and however delivered. Part-time faculty, when appointed, balance and complement the teaching competencies of the full-time faculty. Particularly in the teaching of specialties that are not represented in the expertise of the full-time faculty, part-time faculty enrich the quality and diversity of a program.

Full-time Faculty
Historically, SLIS has recruited faculty with diverse educational, research, and ethnic backgrounds. This is definitely the case today, with faculty members who represent nine different disciplines, nine countries of origin, and a broad range of teaching and research interests. In the last seven years, a total of 30 full-time faculty members have taught at the school; during that time, seven new faculty joined the school in Bloomington and four joined in Indianapolis. As of fall 2011, the school has 24 full-time faculty members (as defined by its Governance Document, see Appendix 1.2), eight of whom are appointed on the Indianapolis campus and 16 on the Bloomington campus (Table 3.1 lists all full-time faculty members and their credentials). When the program was reviewed for reaccreditation in 2005, the respective head counts were 7 and 16. A search is currently underway to recruit up to two faculty member to the Indianapolis campus. These would be hires in anticipation of retirements.

Under Indiana University’s budgeting procedures (Responsibility Center Management, see Chapter V), the school does not have a fixed number of faculty lines at either campus; the availability of funds (coupled with felt need) determines whether the school will enter the hiring market. Campus budgets are separate and funds from one are not used to hire at the other. All current members of the school’s full-time faculty (and also some professors emeriti) are members of the University Graduate School, and all tenured faculty members are eligible to chair doctoral research committees. The University Graduate School provides detailed information on nomination procedures, eligibility, selection criteria, and graduate faculty members’ rights and responsibilities at Indiana University:

All 24 faculty members hold doctoral degrees (an Ed.D., Ph.D., or D.S.Sc.). Some hold more than one: Cronin has a doctorate (Ph.D.) and a higher doctorate (D.S.Sc.) in information science, as well as an honorary doctorate (D.Litt.); Lipinski and Preer have both a Ph.D. and a J.D. There is a wide range of degree-granting institutions represented in Table 3.1; the 16 institutions from which current faculty members graduated include some of the nation’s most distinguished private (George Washington University, Syracuse University, Boston University) and public research universities (Indiana University, State University of New York, University of Arizona, University of California at Berkeley and Los Angeles, University of Illinois, University of North Carolina at Chapel Hill, University of Pittsburgh, University of Wisconsin at Madison), as well as highly respected international institutions (University of Kaiserslautern, Queen’s University of Belfast, Nanyang Technological University in Singapore). Fourteen faculty members have doctoral degrees in library and information science; the remaining ten have academic backgrounds in American civilization, anthropology, cognitive science, comparative literature, computer science, education, English, law, linguistics, and political science. This diverse array of disciplinary affiliations enables the school to provide a roster of programs and courses that a smaller school, or one with a more homogeneous faculty, simply would not be able to deliver. The school’s disciplinary diversity is very much a distinguishing feature, one that enriches the range of academic and professional perspectives to which students are exposed during the course of their studies. It also means that the school is well positioned to deliver the MLS on both campuses and MIS degrees in Bloomington.

SLIS continues to benefit from the opportunities of its location on two campuses. In Indianapolis, the unique aspects of a metropolitan campus have helped to develop specializations in school media (a nationally recognized program with credits accepted toward the MLS), youth services, public librarianship, health information services, planning and philanthropic development, and law and copyright. SLIS at Bloomington benefits from the university’s strong commitment to, and leadership on that campus in: digital humanities, computing technology, rare books and archives, music librarianship, art librarianship, cyberinfrastructures, and chemical information, among others.

Lecturers and Program Directors
SLIS is fortunate to have ongoing commitments from experienced and highly-regarded information professionals to teach and direct specialized programs. Two are currently appointed (as lecturer and senior lecturer) at SLIS Indianapolis; three direct specialization areas at SLIS Bloomington. Table 3.2 lists these faculty members. They are especially helpful in course planning and student advising, where their combination of experience and perspective help assure that SLIS programs connect with ongoing changes in the field.

Directors for specialized programs on the Bloomington campus include practicing professionals with appropriate background and skills. Joel Silver (J.D.), who is Librarian and Curator of Books in the Lilly Library, is the Director of SLIS’s Rare Books and Manuscripts Librarianship Specialization; Philip C. Bantin, Director of University Archives, is Director of the Archives and Records Management Specialization. He has worked as a professional archivist for more than 30 years and is the author of Understanding Data and Information Systems for Recordkeeping (Neal Schuman, 2008). Dana Backs, Director of the Specialization in Children’s and Young Adult Services, has been a children’s and youth services librarian, branch manager, and system-wide coordinator at the Public Library of Cincinnati and Hamilton County, Wake County Public Library (Raleigh, NC), and Durham County (NC) Public Library. Taemin Kim Park, East Asian Cataloger in the Indiana University Libraries, is the Coordinator for Bibliographic and Electronic Access Courses. These remunerated roles ensure a degree of continuity and commitment that goes well beyond that associated with a typical part-time or adjunct appointment.

Visiting Scholars and Adjunct Faculty
The school also benefits from the contributions of Visiting Scholar Elisabeth Davenport, Senior Fellow Charles H. Davis, and active Professor Emeritus Thomas E. Nisonger, who teach courses and seminars, work with individual master’s and doctoral students, and stimulate research collaborations. In addition, the school is able to recruit as adjunct faculty seasoned professionals working for Indiana University in various units including the University Libraries (recipient of ACRL’s 2010 Excellence in Academic Libraries Award for the university division), and University Archives. Adjunct faculty with appropriate degrees and practical backgrounds in library and information science come from a variety of other public, private, and voluntary sector organizations, including public, special, and academic libraries, both large and small (see Table 3.3). Support from Bloomington’s Monroe County Public Library (a Star Library in Library Journal’s 2009 Index of Public Library Service) has been particularly strong.

Several students in the SLIS doctoral program teach courses in or close to their areas of specialization (see Table 3.4).

In addition to tenured, tenure-track, and adjunct faculty, doctoral students also contribute to teaching at SLIS. This both helps doctoral students develop as future faculty members and provides master’s students with a wide range of courses and workshops on technical topics such as programming (e.g., PHP, XML, Python) and broader and “hot” topics that may not be covered in the core curriculum (e.g., social networking, information privacy and freedom, emerging technologies and libraries).

The broad range of expertise, educational background, and teaching and research interests represented by SLIS faculty enables the school to effectively accomplish its program objectives as laid out in relevant documents for the MIS and MLS programs. As the remainder of this section illustrates, there is a clear mapping between program objectives, the courses offered, and the expertise and background of the faculty who teach these courses.

Standard III.2

The school demonstrates the high priority it attaches to teaching, research, and service by its appointments and promotions; by encouragement of innovation in teaching, research, and service; and through provision of a stimulating learning and research environment.

Within both the parent institution and school (on both campuses), promotion in rank and the granting of tenure are typically awarded for demonstrable excellence in either research or teaching. Indiana University has an additional option, known as the “balanced case,” in which a candidate may present “evidence of balanced strengths that promise excellent overall performance of comparable benefit to the university. In such cases, we expect near-excellence in all three categories [research, teaching and service].” In Bloomington, the Vice Provost for Faculty and Academic Affairs maintains institutional guidelines on tenure and promotion; in Indianapolis this is the responsibility of the Office of Academic Affairs. In recent years SLIS faculty members been promoted and tenured for excellence in research and teaching; the university also accepts tenure cases on the basis of excellence in teaching and a balanced case of near-excellence in research, teaching, and service; tenure or promotion at either campus also requires at least a satisfactory level of service.

Because Bloomington is the flagship campus, it is expected that a faculty candidate’s research accomplishments and/or potential will be of primary consideration. But a genuine interest in students, along with evidence of an ability to teach effectively, matters greatly in determining whether to extend an offer to hire or to grant promotion and tenure. On occasion, candidates with strong research credentials have not been pursued or hired either because of concerns about their teaching skills or an apparent lack of commitment to students and the classroom.

At Indianapolis, where the basic teaching load is heavier (three courses each semester as opposed to two at Bloomington), somewhat less emphasis is placed on research and scholarship than on teaching. Indianapolis teaching loads are managed, however, so that each faculty member has no more than two course preparations per semester and there is a course reduction when the semester includes the heavy demands of distance delivery online or through interactive television. On the Indianapolis campus, civic engagement with the city and state is also expected of candidates for tenure and promotion.

Faculty on both campuses are committed to developing and maintaining a stimulating learning environment. One way this occurs is through the integration of current and cutting edge research into classes. Another approach is to connect assignments with the world of practice through publications: Students in S501 (Reference), for example, research and write pathfinders that they are encouraged to publish (some have). In S524 (Scientific and Technology Information), students work with the instructor (a science librarian) on a semester long project that has resulted in two published articles co-authored by the entire class. Student groups in S643 (The Information Industry: Digital Entrepreneurship) connect their work to practice by developing prototypes and business plans for innovative digital businesses. As discussed in Chapter II (section on standard II.3.1), several courses are oriented around problem-based and service learning. Howard Rosenbaum received two awards in 2005 that recognized his innovative approach to teaching: Indiana University’s Frederic Bachman Lieber Memorial Award and the Lilly Award to Create New Entrepreneurship-Oriented Courses and Seminars Encouraging Entrepreneurial Thinking and Action. In 2011 he received the American Society for Information Science and Technology’s Thomson Reuters Outstanding Information Science Teacher Award. In 2006 ALISE honored Professor Jean Preer’s contributions through teaching with the Award for Teaching Excellence in Library and Information Science.

SLIS faculty have an equally strong commitment to developing a stimulating research environment. This is evident in the expectation that faculty will engage in experimentation and innovation, whether the focus is teaching (e.g., Howard Rosenbaum’s award from the Center for Teaching and Learning for the pedagogical use of podcasting), research (e.g., Katy Börner’s work on maps of science, Susan Herring’s work on new media and online communication, Hamid Ekbia’s work on games for health), or service (e.g., Marilyn Irwin’s work overseeing the Indiana Librarians Leading in Diversity fellowship program [see Chapter IV Nature of the Student Body).

Standard III.3

The school has policies to recruit and retain faculty from diverse backgrounds. Explicit and equitable faculty personnel policies and procedures are published, accessible, and implemented.

Affirmative Action and Equal Opportunity
Indiana University is an affirmative action employer. It requires that all employment announcements advertised outside the university contain, at a minimum, the wording “Indiana University is an Equal Opportunity/Affirmative Action Employer.” The University Affirmative Action Office clearly asserts IU’s commitment to equal opportunity, diversity, and equity. The school has a practice of advertising open faculty positions in a variety of outlets to reach a diverse audience, including the ALA Black Caucus website.

Indiana University has long been committed to providing equal opportunity to its academic and work settings and opposing discrimination and harassment on its campuses. The university believes a rich diversity of people and points of view enhances the quality of the education and work experience. IU established the Office of Affirmative Action [Bloomington] and Office of Equal Opportunity [Indianapolis] to provide leadership for the university’s commitment and efforts to promote institutional equity and a diverse university community. These Offices provide counseling, advice, and information to university administrators, deans, department heads, faculty, staff, and students in their efforts to create a diverse and inclusive learning and work environment free of discrimination and harassment.

Although the designated offices are charged with ensuring the university’s compliance to federal, state, and local affirmative action and equal opportunity laws, providing affirmative action and equal opportunity is the shared responsibility of the entire IU community. This integrated approach to equal opportunity and diversity means that all students, faculty, staff, and visitors should find hospitable and equitable treatment in every program and facility on every campus at Indiana University. The Office of Affirmative Action’s handbook, Academic Recruitment and Search Guide: Achieving a Diverse Faculty provides detailed advice on faculty recruitment, screening, interviewing, and selection techniques (hardcopy available on file). The IUPUI Office of Equal Opportunity maintains resources to provide similar support. Before an academic unit, such as SLIS, can make an offer to a candidate, the campus affirmative action office will have been provided with details of the number of individuals considered, the number short-listed (including those interviewed off-site) and, finally, the number invited to campus for interview. Applicants will have been requested to provide information on their ethnic backgrounds to the campus office (not to the academic unit engaged in recruiting), although they are not obliged to do so. Offers to hire cannot be made without the prior approval of the campus Affirmative Action/Equal Opportunity Office (and also of the Vice President for Academic Affairs [Bloomington] or the Dean of the Faculties/Faculty Appointments and Advancement [Indianapolis]).

As Table 3.5 demonstrates, the school has a culturally, ethnically, and linguistically diverse full-time faculty, with nine countries of origin currently represented.

Table 3.6 shows the school’s gender profile; the overall female-to-male ratio is 16:13; the ratios for Bloomington and Indianapolis are 11:9 and 5:4, respectively. Of the four individuals holding the rank of full professor on the Bloomington campus, three are female (Börner, Herring, and Shaw). At SLIS Indianapolis, one male, the Executive Associate Dean and one female faculty member (Preer) hold the rank of full professor.

Detailed information on the University’s procedures for recruiting, reappointing (on an annual basis), tenuring, promoting, and terminating faculty are to be found in the Academic Handbook, along with information on grievances and dispute resolution procedures. In the case of a local grievance, the faculty member concerned may take his or her complaint to the school’s elected Faculty Policy Council (FPC), and from there, if necessary, proceed to the next level in the system (Bloomington or Indianapolis Faculty Council, Affirmative Action, or Vice Provost for Faculty and Academic Affairs, or Dean of the Faculties, as appropriate). Individual academic units are responsible for developing salary policy guidelines (to operate in conjunction with the Trustees’ recommendations); SLIS faculty have developed different guidelines for Bloomington and Indianapolis. SLIS has its own guidelines regarding the criteria and procedures for tenure and promotion, which are required to dovetail with the general university guidelines. SLIS Bloomington and SLIS Indianapolis have slightly different emphases in their guidelines, reflecting the different missions of the two campuses (hard copies of both sets of campus and school guidelines are available for consultation). Campus-level offices (Vice Provost for Academic Affairs/Dean of Faculties) also retain copies of these unit-level policies.

Faculty Evaluation
Each faculty member meets with the Dean or Executive Associate Dean for an annual review; these meetings are required for tenure-track and tenured faculty below the rank of full professor. These meetings supplement the written Faculty Annual Review report (See section III.8 Faculty Annual Reviews) and give the faculty member the opportunity to represent his or her strongest case based on quality of performance in teaching, research, and service. Annual salary increments are based on these reviews. Although the processes are similar, the actual amount of funding available for annual salary increases may differ between the two campuses because budget allocations are campus-specific. In general, salary increases across both campuses have averaged three to five percent annually over the past five years (although the university had 0% increases in 2010). Annual reviews are discussed in more detail in Section Standard III.8. Specific procedures for the annual reviews are available from the Vice Provost for Faculty and Academic Affairs (Bloomington) and the Office of Academic Affairs (Indianapolis) .

Standard III.4

The qualifications of each faculty member include competence in designated teaching areas, technological awareness, effectiveness in teaching, and active participation in appropriate organizations.

Subject Expertise
As one would expect at a major research university, full-time faculty on both campuses are active in research. The discussion in Section III.5 presents evidence of the school’s contributions to the scholarly base of the field and the profession. To summarize, faculty in many cases are among the most knowledgeable and recognized individuals in their specialties. This is reflected in the number of research grants awarded to the school, the extent, variety, and impact of the faculty’s published research and the number of keynote and invited presentations delivered by faculty, both nationally and internationally. As a result, students are routinely exposed to the best of current thinking.

Faculty are encouraged to teach courses that most strongly align with their areas of research and scholarship, or that best allow them to showcase their teaching capabilities (Table 3.7 has information on courses taught by the faculty). One benefit of having a relatively large full-time faculty (ably supported by a corps of adjunct faculty with demonstrable, specialist skills), is that instructors are teaching what they are best qualified to teach.

Instructional Support
When a faculty member needs instructional support, experiences classroom difficulties, or seeks a new approach to a particular pedagogic challenge, the Center for Innovative Teaching and Learning stands ready to help (CITL in Bloomington, CITL in Indianapolis). The center is supported by University Information Technology Services in conjunction with campus partners (Office of Academic Affairs and University Libraries in Indianapolis, Provost’s Office in Bloomington). It is dedicated to providing faculty with a full range of instructional support—from teaching consultation, assessment, and evaluation, to multimedia design, digital media production, and service learning opportunities. At Indianapolis, the Center is located in the same University Library building with the SLIS program. Recently, experts from the Center have been helpful in guiding SLIS’s implementation of the assessment of student learning outcomes as understood on each campus.

Indianapolis is also the home campus for the development of Oncourse, the online course management system used across all IU campuses. Many faculty members on both campuses use this system for electronic discussions, access to outside content experts, linking to additional readings, posting assignments in advance, and computing grades.

Instructional Technology
Historically, Indiana University has been highly ranked in terms of its technological infrastructure. The University Information Technology Services (UITS) develops and maintains a modern information technology environment throughout the university in support of IU’s vision for excellence in research, teaching, outreach, and lifelong learning. UITS provides a high-speed campus network with wireless access, central web hosting, a rich selection of free and low-cost software for personal use, tools and support for instruction and research, and supercomputers for data analysis and visualization. Recent examples of this commitment to leadership in information technology include:
• the 2011 Kuali Mobility Enterprise (IU, Cornell, and Cambridge) to develop next generation tools that will connect mobile devices to a variety of campus systems
• Selection of Citrix Systems to help deliver and support virtual technologies, effectively creating a “Personal Cloud” where users can access applications and data as an on-demand service — anytime, anywhere, and on any PC, Mac, tablet or smart phone
• National Science Foundation support for the Data to Insight Center (D2I), a division of IU’s Pervasive Technology Institute, to study data provenance—or the process of ensuring the history and quality of stored and archived data

The school (at both campuses) provides each faculty member with desktop computing and applications software; equipment is replaced at least every three years and software is upgraded as new editions are released. The school has an adequate technology budget (see Chapter V) and annually escrows $20,000 to fund this initiative. Incoming faculty may request start-up funds from the school to support their work. In sum, IU is a technologically up-to-date institution, in which SLIS faculty are well resourced and kept routinely aware of advances in information processing and communication technologies.

Teaching Effectiveness
Faculty recruitment and retention efforts aim to hire (and retain) the requisite expertise in the range of subjects SLIS courses cover. Thorough understanding of the subject matter is essential to effective teaching. Table 3.7 demonstrates the congruence between faculty research and teaching areas.

Adjunct faculty with appropriate knowledge and experience add to the roster and extend the range of courses offered. As noted in the section on Visiting Scholars and Adjunct Faculty, many librarians from the Indiana University Libraries teach as SLIS adjunct faculty. Evidence of their expertise is provided in a recent report that ranked the IU ninth, nationally, in the contributions of academic special librarians to the literature of their fields (Hardin, A. & Stankus, T. (2011). Producing articles for academic special librarians. Information Outlook, 15(5) 19-21, 35).

As discussed in Chapter II, each SLIS course is evaluated by the enrolled students at the end of each term. The survey addresses teaching methods, instructor effectiveness, course content, and assignments. The Associate Dean (Bloomington) and Executive Associate Dean (Indianapolis) review all course evaluations; their summaries feed into the school’s planning activities discussed in Chapter I. In these end-of-term evaluations, students find SLIS faculty and adjuncts to be effective teachers; not surprisingly, those teaching elective courses (where class sizes are smaller and topics are close to students’ career goals) frequently receive higher scores.

Each fall semester the school offers a workshop on teaching for faculty and adjunct faculty. Topics addressed recently include: the legal implications of the use of social media in the classroom, techniques for effective grading, and accessibility services for people with disabilities available at Indiana University Bloomington. Occasionally SLIS administrators learn of problems with course delivery, for example through student comments, feedback from student fora sponsored by the Curriculum Steering Committee (see Chapter II), or end-of-semester course evaluations. Often the Associate Dean, as a more experienced instructor, can resolve the problem and improve pedagogy by meeting with the instructor. When needed, campus instructional resources are also used (see Section Instructional Support). Many faculty members also take part in the Scholarship of Teaching and Learning program offered by the Center for Innovative Teaching and Learning. In 2009 Associate Dean Rosenbaum and SLIS IT Director Mark Napier received a SOTL Leadership Award for their study of “The Effects of Podcasting on Teaching, Learning and Technical Support in a Hands-on Technical Computer Literacy Course” (SLIS S401).

Professional Connections

The school’s faculty contribute to a wide range of professional bodies, including (but not limited to):
  • American Association for Public Opinion Research (AAPOR)
  • American Association for the Advancement of Science (AAAS)
  • American Association of Geographers
  • American Association of University Professors (AAUP)
  • American Library Association (ALA)
    • Association for Library Collections & Technical Services (ALCTS)
    • Association of College and Research Libraries (ACRL)
    • Association of Specialized and Cooperative Library Agencies (ASCLA)
    • Library Research Round Table (LRRT)
    • Reference and User Services Association (RUSA)
  • American Medical Informatics Association (AMIA)
  • American Political Science Association (APSA)
  • American Society for Information Science and Technology (ASIST)
  • American Sociological Association (ASA)
  • American Statistical Association
  • Association for Asian Studies
  • Association for Computers and the Humanities
  • Association for Computing Machinery (ACM)
  • Association for Educational Communications and Technology
  • Association for Information Systems (AIS)
  • Association for Institutional Research
  • Association for Library and Information Science Education (ALISE)
  • Association for Literary and Linguistic Computing (ALLC)
  • Association of American Medical Colleges (AAMC) Group on Educational Affairs (GEA)
  • Association of Internet Researchers (AoIR)
  • Canadian Health Libraries Association (CHLA)
  • Chartered Management Institute (CMI)
  • Cognitive Science Society (CSS)
  • Education and Innovation in Economics and Business Network (EDiNEB)
  • Indiana Library Federation (ILF)
  • Indiana Health Sciences Librarians Association (IHSLA)
  • Institute of Information Scientists
  • International Association for Computing and Philosophy
  • International Association for the Distribution of the Information Society (IADIS)
  • International Communication Association (ICA)
  • International Network for Social Network Analysis (INSNA)
  • International Pragmatics Association
  • International Society for Historical Linguistics
  • International Society for Knowledge Organization (ISKO)
  • International Society for Scientometrics and Informetrics (ISSI)
  • International Society for Technology in Education
  • Library Association
  • Medical Library Association (MLA)
  • Modern Language Association (MLA)
  • National Association of Scholars (NAS)
  • North American Serials Interest Group (NASIG)
  • North American Society for the Study of Romanticism
  • North American Victorian Studies Association
  • Ohio Valley Group of Technical Services Librarians (OVGTSL)
  • Popular Culture Association
  • Royal Society of the Arts
  • The Society for Digital Humanities / Société pourl'étude des médias interactifs
  • Society for Text and Discourse (STD)
  • Society for Textual Studies
  • Society for the Social Studies of Science (4S)
  • Society of Woman Geographers
  • Strategic and Competitive Intelligence Professionals (SCIP)

Faculty involvement in professional associations and organizations goes well beyond participation as members or office holders. By way of illustration, several SLIS faculty members act as editors of journals or other publications produced by professional societies. Blaise Cronin is the Editor-in-Chief, and Debora Shaw the Associate Editor, of the Journal of American Society for Information Science and Technology (JASIST). Cronin was the Editor (with Debora Shaw as Associate Editor) of the Annual Review of Information Science and Technology for ten years between 2000 and 2010. Susan Herring is the past Editor (2004-2007) of the Journal of Computer-Mediated Communication and currently edits Language@Internet. Hamid Ekbia is an Associate Editor of The Information Society, and served as the forum editor of the same journal between 2007 and 2010.

Faculty members have held elected office and provided service through professional organizations. Blaise Cronin received the Award of Merit, the highest honor from the American Society for Information Science and Technology, in 2006. Jean Preer has chaired the ALA History Round Table and served as secretary/treasurer of the ALISE Board of Directors, 2009-2012. Howard Rosenbaum was the Program Co-Chair for the 2010 iSchool Conference; he also co-chaired the Philosophy in Information Systems track and Social Issues in Information Systems track at the America’s Conference for Information Systems. Pnina Fichman and Howard Rosenbaum are co-chairs of the Social Theory in Information Systems minitrack at AMCIS; and they are co-organizers of ASIST’s annual Social Informatics Research Colloquium and leaders of the ASIST Special Interest Group for Social Informatics. Cassidy Sugimoto is Chapter Assembly Director and member of the Board of Directors for ASIST. She and Staša Milojević are co-founders of the ASIST (non-virtual) Special Interest Group for Metrics. Elin Jacob has co-organized the annual conference of the International Society for Knowledge Organization. Katy Börner and, most recently, Ying Ding, have organized NSF-funded workshops for researchers studying information visualization. Hamid Ekbia and Howard Rosenbaum are co-organizing the NSF-funded Doctoral Colloquium for the 2012 iConference.

Several faculty members are actively involved with local and state level library and information science groups, such as the Indiana Library Federation; Jean Preer has recruited SLIS students to participate in the Federation’s Legislative Day activities. Katherine Schilling is President-Elect of the Midwest Chapter of the Medical Library Association. Many faculty members (e.g., Applegate, Copeland, Cronin, Ekbia, Lipinski, Rosenbaum) have spoken to local groups or local chapters of national professional associations.

Faculty members also organize regular talk series and forums at the school and campus. Alice Robbin, the Co-Director of Rob Kling Center for Social Informatics, and Katy Börner, the Director of Center on Networks and Complex Systems, organize talk series by renowned scholars from around the world, who also spend time with students and share their research with them.

Standard III.5

For each full-time faculty member the qualifications include a sustained record of accomplishment in research or other appropriate scholarship.

Research Activity and Support
Indiana University is a major research university and, as such, a commitment to research and scholarly endeavor is an institutional expectation. That expectation applies to all academic units, including professional schools. Over the last decade, SLIS has assiduously developed its research infrastructure and culture, hiring many junior scholars with immense potential. Many Bloomington faculty members now receive summer (research) salaries, discretionary funds, or facilities support of one kind or another to leverage their talents. These funds can range from $3,000 to $20,000 per annum.

As noted above, Blaise Cronin received the 2006 Award of Merit from the American Society for Information Science and Technology. Jean Preer’s contributions have been honored with the 2007 Justin Winsor Prize for Excellence in Library History Research from the Library History Round Table of the American Library Association and the 2009 Greenwood Publishing Group Award for Best Book in Library Literature for Library Ethics. Table 3.8 lists the number of publications and presentations by each current faculty member from 2005 through 2011.

Research Rankings
SLIS consistently ranks highly in surveys of research impact. SLIS faculty and program productivity ranked first in the nation in studies covering 1993-1998 and 1999-2004 (Budd, J. M. (2000). Scholarly productivity of U.S. LIS faculty: An update. The Library Quarterly, 70(2), 230-245; Adkins, D. & Budd, J. (2006). Scholarly productivity of U.S. LIS faculty. Library & Information Science Research, 28, 374-389). Thomson Scientific's analysis of library and information science journals (2001-2005) ranked IU second, behind Harvard University, in the impact of its publications. There are apparently no more recent analyses than Adkins and Budd’s comparison of institutional contributions to the LIS literature, but internal reports indicate that SLIS faculty continue to be cited frequently, a measure of impact on the field. Blaise Cronin is among the top 20 most-cited scholars in the field. Meho and Spurgin (2005), which re-worked and refined Budd’s data, ranked Cronin at the top for scholarly productivity. (Meho, L.I., & Spurgin, K.M. (2005). Ranking the research productivity of LIS faculty and schools: An evaluation of data sources and research methods. JASIST 56(12), 1314-1331). In the last five years, SLIS faculty members have lectured at some of the world’s leading universities (e.g., Peking University, City University London, Oxford University, Stanford University, Cornell University, University of North Carolina at Chapel Hill, and the Katholieke Universiteit Leuven in Belgium). More recently, Meho and Sugimoto (2009) looked to citing authors’ institutional affiliations as a way to assess the scholarly impact of a research domain at the institutions. The authors contend that this assessment can show "the relative scholarly productivity of the citing institution in research areas relevant to the subject domain" (p. 2504). IU ranked second (behind University of North Carolina Chapel Hill) in the table of institutions most citing information science research (Meho, L.I., & Sugimoto, C.R. (2009). Assessing the scholarly impact of information studies: A tale of two citation databases—Scopus and Web of Science JASIST, 60(12), 2499-2508).

External Funding
Faculty members have strengths in various research domains (which may change during the course of a career) and the school benefits from a diversity of scholarly personae. A review of SLIS faculty curricula vitae reveals a spectrum of research and a record of sustained scholarship (variously scientific, social scientific, and humanistic in character and method). Research ranges from laboratory- and field-based studies through monograph and textbook production to the scholarship of pedagogy; moreover, every faculty member is intellectually engaged and scholastically active. The CVs of even the most recently minted Ph.D.s (Liu, Milojević, Sugimoto) show exceptional evidence of early scholarly productivity. Some of the research activity translates directly to funding from external resources.

Since the school’s previous site visit in 2005, SLIS faculty have received more than $8 million in support from national agencies (e.g., National Endowment for the Humanities, National Institutes of Health, National Science Foundation) vendors, private foundations (e.g., Bill & Melinda Gates Foundation, James S. McDonnell Foundation), and other sources (e.g., Indiana State Library, OCLC, Inc.). Table 3.9 provides a record of research funding secured by faculty members over the course of the last five years. Indiana University’s rate for indirect cost recovery for 2011-2012 is 55%. Since 2007, SLIS income from indirect costs on external grants has averaged more than $400,000 annually.

Standard III.6

The faculty hold advanced degrees from a variety of academic institutions. The faculty evidence diversity of backgrounds, ability to conduct research in the field, and specialized knowledge covering program content. In addition, they demonstrate skill in academic planning and evaluation, have a substantial and pertinent body of relevant experience, interact with faculty of other disciplines, and maintain close and continuing liaison with the field. The faculty nurture an intellectual environment that enhances the accomplishment of program objectives. These characteristics apply to faculty regardless of forms or locations of delivery of programs.

Academic Backgrounds
As has been noted (Section on Full-Time Faculty), and shown in Table 3.1, all members of the full-time faculty hold advanced degrees, awarded by some 16 different universities (13 in the U.S., one in the U.K., one in Germany, and one in Singapore). These terminal degrees represent more than a dozen academic disciplines and, in many cases, were earned from some of the finest public and private universities. Faculty diversity is reflected not only in the number of degree-granting institutions and the array of disciplinary backgrounds, but also in the disciplinary and methodological range of research areas and projects.

Faculty members belong to a truly impressive range of professional and academic organizations (see Section on Professional Connections). Collectively, the faculty possesses a wealth of academic expertise and professional experience; this, combined with the professional knowledge of the adjunct and visiting faculty, ensures that all aspects of the curriculum can be covered credibly; and that reading lists for many courses will include research by SLIS faculty. A number of faculty members worked in the profession early in their careers before moving into academia. This blend of academic and professional know-how is essential in a graduate professional program.

Consulting Experience
Also pertinent in this context is the fact that faculty members have over the years acted as consultants to a large number of organizations, nationally and internationally (e.g., NordFosk, U.S. National Research Council, National Institutes of Health, National Science Foundation). Regional and state-level consulting has included: the Indiana Economic Development Corporation; Chicago Public Schools; Regenstrief Institute - Indiana Transforming Healthcare Research Initiative, Medical Informatics Engineering; and the Redlands Institute project on Libyan spatial data infrastructure. Faculty expertise in library-related areas has been provided to: Carmel Clay Public Library, Hancock County (IN) Public Library, Hussey-Mayfield Memorial Library (Zionsville, IN), Putnam County (IN) Public Library, Southeastern Oklahoma State University Library, Eastern Mennonite University (Harrisonburg, VA), Minnesota State Library, Ford House (Grosse Pointe Shores, Michigan), Colby College, Monroe County (IN) Public Library, Indiana University Pennsylvania Library, Lance Middle School (Kenosha, WI), Evanston (IL) Public Library, Glenbrook North High School (Northbrook, IL), Metropolitan Library System (Burr Ridge, IL), Wisconsin Library Association Foundation, and Shorewood Public Library (Milwaukee WI). Working with major organizations (both public and private sector) such as these indicates the range of interest in SLIS faculty expertise in organizational planning, performance evaluation, and other domains.

Connections with Academic and Professional Constituencies
One benefit of this intellectually eclectic faculty is that the building of connections with other units happens almost as a matter of course. Some faculty members hold adjunct appointments in other units such as Informatics (Börner), Linguistics (Herring), and English (Walsh). Börner, Ding, and Ekbia are core faculty members of the Cognitive Science Program. Additionally, Börner is an Affiliate of the Biocomplexity Institute in Bloomington and Walsh is a partner in IU’s Institute for Digital Arts and Humanities.

The resulting social interactions and intellectual synergies are, of course, intrinsically valuable, but they also add real value to the school’s curriculum. Faculty who are outer-directed and disposed to collaborate (formally or informally) with colleagues in other units will inevitably be exposed to new ideas and new ways of looking at the world. As a result, students in the classroom encounter an even greater range of perspectives and, in some cases, ideas, insights and methods that would otherwise not come to their attention. As an institution, Indiana University is strongly committed to the position that research supports and informs teaching.

The school maintains contact with the profession and the world of practice in a variety of ways. Many faculty members are active members of professional organizations such as ALA, ALISE, ASIST, and both MLA’s and some hold (or have recently held) elective office (see Section on Professional Connections). Faculty members are invited speakers at library and information science conferences, both nationally and internationally; they also contribute frequently to the professional (as well as the scholarly) literature of the field. Each year the school has a presence and hosts receptions at the Indiana Library Federation and American Library Association annual conferences (see Chapter IV, Student Recruitment, Retention, and Communication). The Indianapolis-based faculty, in particular, have ties with the professional community in the greater metropolitan area and also further afield, specifically as a result of its outreach and distance education efforts in South Bend, Fort Wayne, and Gary in the northern part of the state. The school’s distance education program, delivered from the Indianapolis campus by the same faculty members who teach there in traditional mode, intentionally targets individuals working in libraries who find attending classes at either Bloomington or Indianapolis impossible because of work or family circumstances. The school’s efforts at outreach are a direct response to local professional demand.

Close ties exist on both campuses between the school and the university library. The Dean of University Libraries (based in Bloomington) and the Dean of the IUPUI University Library serve on the MLS Advisory Board. Many IU librarians from both campuses are, or have been, adjunct professors in the school. Every academic year, many students find either paid employment or internship opportunities in IU libraries, thus gaining invaluable practical experience and an opportunity to ground theory in material practice. The IUPUI University Library funds, in collaboration with SLIS at Indianapolis, six graduate assistant positions, each employed 20 hours a week.

SLIS has been an active partner in the IU Digital Library Program (DLP) since it was started in 1997. Several SLIS students are or have been employed by the program, either as interns or in full-time positions. John Walsh is Editor of the DLP’s Swinburne Project, a digital collection (or virtual archive) devoted to the life and work of Victorian poet Algernon Charles Swinburne. Walsh also partners with the Institute for Digital Arts and Humanities on The Chymistry of Isaac Newton, a digital scholarly edition of the alchemical writings of Isaac Newton, of which only a fraction has been previously edited and published.

The School also has connections with the local business and not-for-profit community that benefit the MIS degree program. The MIS Advisory Board is composed of local entrepreneurs involved in information technology businesses (search engine optimization, internet branding and marketing, web services, digital corporate training, economic development) who meet with the Dean and Director of the MIS program to discuss the goals, objectives, and direction of the program and review the MIS curriculum. Many of the service learning opportunities (see Chapter II, standard I.3.1) involve clients from local business and not-for-profit organizations, generating useful relationships between SLIS faculty and the professional community.

Being a large, two-campus school, SLIS is well equipped to provide a portfolio of program options to meet the needs of its segmented markets. In addition, the school can assemble a faculty whose mix of teaching and research skills fosters a genuinely diverse intellectual environment. Given that freedom of speech, pluralism and openness are central tenets of the library and information science professions, it is appropriate that the school admits and accommodates a spectrum of personal and professional worldviews. At SLIS, librarians, computer scientists, political scientists, information scientists, legal scholars, cognitive scientists, linguists, and others stimulate and learn from one another. Regular talks and brown bag seminars, as well as events organized by student organizations also ensure that faculty and students (both master’s and doctoral) are routinely engaged in healthy and sometimes robust debate about ideas, issues, and ideologies. This flow of ideas has encouraged formal and informal collaboration (faculty with faculty; faculty with students) and resulted in many co-authored papers and presentations, not just within the school but also with other academic units (e.g., Education; Health, Physical Education and Recreation; History and Philosophy of Science; Medicine; Nursing).

Some faculty members (e.g., Applegate, Irwin, Preer, Shaw) have been participating members of accreditation site visiting teams for the ALA, which ensures some first-hand familiarity with this particular form of program evaluation. Applegate has been a peer reviewer for the Higher Learning Commission, Indiana University's regional accrediting agency.

Standard III.7

Faculty assignments relate to the needs of a program and to the competencies and interests of individual faculty members. These assignments assure that the quality of instruction is maintained throughout the year and take into account the time needed by the faculty for teaching, student counseling, research, professional development, and institutional and professional service.

The curriculum is the engine of the master’s programs. It has been carefully built over the years, and is subject to continuous fine-tuning based on developments in the field, new knowledge arising from research and scholarship in library and information science and cognate fields, and feedback from the marketplace—from students, advisory boards, alumni, and employers. Faculty members are hired because they have expertise in one or more subject area embedded in the school’s curriculum, along with an interest in the history and future evolution of the field. Table 3.7 shows the courses taught by full-time faculty members and their research interests. To the greatest extent possible, the Associate Deans—who schedule SLIS classes— match courses with professors, taking into account the faculty member’s capabilities and preferences, without losing sight of the curricular imperative. The Associate Deans review student evaluations for every course taught in order to provide quality assurance. Newly recruited faculty on both campuses automatically receive a one-course reduction in their first semester and where possible faculty are given the option of teaching two sections of the same course in order to minimize their preparation time. In some cases, faculty members are provided with a classroom teaching assistant (TA), in addition to the services of a graduate assistant (GA). The Associate Deans, and the Director of Admissions in Bloomington, work to distribute the teaching (and counseling) load as equitably as possible, given the inevitable constraints.

Faculty annual reviews (See next section) with the Dean or Executive Associate Dean provide another opportunity to ensure that faculty members, junior and senior, are allocating their time and effort effectively. Untenured faculty members have similar discussions with their faculty mentors/liaisons, who are members of the Promotion and Tenure Committee.

Standard III.8

Procedures are established for systematic evaluation of faculty; evaluation considers accomplishment and innovation in the areas of teaching, research, and service. Within applicable institutional policies, faculty, students, and others are involved in the evaluation process.

Faculty Annual Reviews
The University requires that all faculty members submit a Faculty Annual Report online. All tenure-track and tenured faculty members below the rank of full professor also have an in-person meeting with the unit executive officer to discuss their performance; full professors may request such a meeting if they wish. In Bloomington these annual reviews are conducted by the Dean; both the Dean and the Associate Dean take part in the review sessions. In addition, the Promotion and Tenure Committee provides mentors who help guide untenured faculty; each year this committee recommends to the Dean whether to reappoint untenured faculty. At the Indianapolis campus, the Executive Associate Dean assigns mentors for untenured faculty members; these may be tenured SLIS faculty or tenured faculty from other units on the campus; the Executive Associate Dean also conducts the annual review meetings with faculty (authority is delegated by the Dean).

Annual reviews of faculty take place in the spring. Discussion focuses on the faculty member’s teaching, research, and service contributions during the prior calendar year and plans for the future. These meetings provide an opportunity to assess the quality, quantity, and impact of an individual’s scholarly or research activities, evaluate his or her teaching related activities, and review service contributions to the school, campus, university, and the professional community.

The annual reports, discussion at annual review meetings, and course evaluations form the basis for assessment of each faculty member’s contributions for the preceding year. On the Bloomington campus, the Dean and Associate Dean review these sources of information independently and rate each faculty member’s performance rated as “excellent,” “good,” “satisfactory,” or “unsatisfactory,” (the same classification used in making promotion and tenure decisions within both the school and the university). Tenured and untenured faculty members are evaluated separately, so that faculty members are compared to their peers. Points are awarded for performance as follows: 3 for “excellent,” 2 for “good,” 1 for “satisfactory” and 0 for “unsatisfactory.” Equal weighting is given to teaching, research, and service. This procedure has been in use since 2004.

A similar annual review and salary review process is in place at Indianapolis. The reviews are conducted by the Executive Associate Dean and written reports are submitted to the Dean and the IUPUI Dean of the Faculties Annual assessment of job performance is translated into a point system and ultimately an annual salary adjustment. Criteria, as at Bloomington, are similar to those traditionally held in most academic environments based on ratings in teaching, research, and service at levels of unsatisfactory, satisfactory, near excellent, and excellent/outstanding. Expected performance levels are defined by the Executive Associate Dean to support the program’s campus mission, and promotion and tenure guidelines.

Review of Adjunct Faculty
Adjunct faculty are evaluated after each course taught through both the regular process of student feedback and additional review by the associate dean at the respective campus. Regular, full-time faculty members provide guidance in course planning, delivery, and student evaluation at either campus when necessary; regular faculty oversight in the required courses is key to maintaining consistent preparation for the advanced courses that will build on the core. In general, adjunct faculty are help to the highest standards and this is reflected in their evaluations.

Review of the Dean
Academic deans on the Bloomington campus are reviewed in their fifth year, and every fourth year thereafter. The review is conducted by a committee chaired by an outside faculty member (on the last occasion for SLIS, it was a named professor from the Kelley School of Business) appointed by the Provost in consultation with the Bloomington Faculty Council. The Bloomington Faculty Council review policy is available online.

Associate deans are reviewed by the Dean and the Faculty Policy Council every four years (see the school’s Governance Document, Appendix 1.2). In conducting these reviews, the Faculty Policy Council seeks advice from the faculty adjunct faculty, and the school’s librarians, professional staff, and technical employees

Teaching Awards
The Indiana University Trustees support an annual Trustees Teaching Award, which recognizes faculty members whose performance as teachers is in the top 6% of the faculty. For SLIS, this typically means one award per year. The Associate Dean, who oversees teaching assignments, and the Chair of the Faculty Policy Council select the recipient. Faculty teaching is assessed on several criteria: a pedagogical focus on student learning results/outcomes; encouragement of critical thinking; demonstration of versatility, creativity and innovation in teaching strategies; engagement in continuous revision to maintain currency of course content; positive student evaluations for teaching; and positive peer evaluations for teaching. Additionally, the reviewers may consider how well the faculty member demonstrates leadership in curriculum and/or course development, directs master’s and doctoral students enrolled in individual readings or research, mentors new faculty to help them develop their teaching, publishes research or gives presentations bearing on teaching, or demonstrates grantsmanship bearing on classroom/applied teaching.

The Indianapolis campus offers a similar Trustees Teaching Award opportunity. Any full-time SLIS faculty member at Indianapolis becomes eligible for consideration after successful completion of three years of full time teaching

Recent recipients of the award are:
  • 2007: Noriko Hara and Lokman Meho
  • 2008: Pnina Shachaf
  • 2009: Debora Shaw, Jingfeng Xia
  • 2010: Elin Jacob
  • 2011: Hamid Ekbia