Standard I. Mission, Goals, and Objectives

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 Information Sciences at the University of Pittsburgh has created a culture of planning and assessment, not in response to demands from University administrators or external agencies, but in response to an intrinsic desire to ensure programmatic and curricular excellence. The iSchool administration and faculty are dedicated to the consistent evaluation of the School’s mission and objectives to ensure that the unit is meeting its obligations to the students, the University, and to the professions. Each degree program is also responsible for the careful consideration and review of program goals, curriculum, and learning objectives to ensure that they accurately reflect the goals of the University and School, as well as appropriate professional standards.

University of Pittsburgh Mission Statement

The University of Pittsburgh, founded in 1787, is one of the oldest institutions of higher education in the United States. As one of the nation's distinguished comprehensive universities, the resources of the University constitute an invaluable asset for the intellectual, economic, and social enrichment of Pennsylvania, while the international prestige of the University enhances the image of Pennsylvania throughout the world.

The University's mission is to:

  • provide high-quality undergraduate programs in the arts and sciences and professional fields, with emphasis upon those of special benefit to the citizens of Pennsylvania;
  • offer superior graduate programs in the arts and sciences and the professions that respond to the needs of Pennsylvania, as well as to the broader needs of the nation and the world;
  • engage in research, artistic, and scholarly activities that advance learning through the extension of the frontiers of knowledge and creative endeavor;
  • cooperate with industrial and governmental institutions to transfer knowledge in science, technology, and health care;
  • offer continuing education programs adapted to the personal enrichment, professional upgrading, and career advancement interests and needs of adult Pennsylvanians; and
  • make available to local communities and public agencies the expertise of the University in ways that are consistent with the primary teaching and research functions and contribute to social, intellectual, and economic development in the Commonwealth, the nation, and the world.

The trustees, faculty, staff, students, and administration of the University are dedicated to accomplishing this mission, to which they pledge their individual and collective efforts, determined that the University shall continue to be counted among the prominent institutions of higher education throughout the world.

The iSchool’s Mission and Goals:

The Mission of the School of Information Sciences is to support and advance the broader education, research, and service mission of the University by educating students, furthering knowledge, and contributing our expertise to advance humankind's progress through information.  These are derived to guide the School’s efforts to assist the University in meeting its goals to provide high-quality undergraduate and graduate education, to engage in activities that enhance learning, and to contribute to our various communities.

The School prepares an “Annual Plan” for the Provost, in which the progress towards long-term goals and short-term objectives is reported. To prepare the annual plan, the Dean, Associate Dean and Director of Administration meet with faculty and Program Chairs to solicit ideas for items to cover in the annual plan. The lists from faculty and Program Chair meetings are collated and presented to the SIS Council. These ideas are discussed in terms of the relevancy to the University’s goals, the current state of affairs in the School, and long-term iSchool aspirations. Based on these discussions, the draft goals are worked into the University’s matrix for planning and fleshed out by the administration with short-term objectives and proposed steps to achieve the goals. The final goals are considered and approved by the members of the SIS Council. The overarching goals, developed under the aegis of the SIS Council and in consultation with faculty, students, and University administrators, for the academic years 2011-13 are to:

  • Foster intellectual vitality for our community
  • Build financial strength for the future
  • Provide strategic leadership for our professions
  • Interpret and articulate the information school vision and mission

As part of its annual planning process, the School creates a series of shorter-term objectives to move the unit towards meeting the long-term goals. These objectives typically address administrative, personnel, research or curricular endeavors to be undertaken within the next academic or fiscal year.

The MLIS program has developed a series of goals around the expected learning outcomes for students. The goals were created prior to the 2006 COA study, and revised over time to reflect changes in the library and archival professions. They were most recently revised in 2011 and will be reviewed again in the context of the current comprehensive curriculum review. The MLIS goals are synergistic with the mission and goals of the University of Pittsburgh and the School of Information Sciences, mapping particularly to those goals regarding quality educational programs and endeavors. They were crafted to specifically address the Standards of the American Library Association, as these Standards define the expectations of employers and leaders of the library and Information Science fields.

The LIS Goals for MLIS graduates are:

Upon completion of the MLIS degree, graduates will incorporate the theories, knowledge, skills, ethical foundations and social responsibilities of the information professions into professional practice for the benefits of users. Specifically, graduates will be able to:

  • Draw upon the ethics, values and history of library and information science and other related disciplines.
  • Apply the principles of information management.
  • Advance the creative and ethical applications of information technologies.
  • Apply the principles of management to various functions in information environments.
  • Plan, implement, evaluate and advocate information services to meet the needs of diverse users.
  • Promote intellectual freedom and equity of access to information.
  • Understand and apply research in library and information science.
  • Promote a commitment to the advancement of the information professions through advocacy, continuing education and lifelong learning.

The MLIS program goals are explicitly framed in terms of preparing students to function in the complex environment of professions associated with the Library and Information Science discipline. The program immerses students in the foundational knowledge and practical applications of librarianship, information creation and management, and information services to meet the needs of users. The curriculum instills in students an awareness of the ethical uses of information, introduces them to historical and contemporary issues in intellectual freedom and equitable access to information, and provides them with the ability to incorporate research into their learning and practice.  Finally, the program aims to create productive, responsible and engaged information professionals, capable of managing and leading information services and organizations.

The goals of the University, the School and the MLIS program are focused on promoting student learning and success. The university’s first two goals (set out in its mission statement) specifically describe the intent to offer quality education programs at both the undergraduate and graduate levels. In addition, the University encourages units to promote diversity throughout the University community, to offer online and certificate programs, and to expand the international perspectives of programs and students. Meeting these goals provides additional learning opportunities for students, creates an inclusive environment in which to learn, and prepares students to function effectively in a truly global society.

The first of the iSchool’s goals (foster intellectual vitality for our community) incorporates the enhancement of all academic, professional development, and disciplinary inquiry activities hosted by the School. The students benefit by having a rigorous and stimulating environment in which to learn and undertake research. The School seeks to enrich the academic programs to better prepare students to lead the Information Professions. In order to do so, the School ensures that curricula address much-needed skills, essential theoretical knowledge, and an appreciation for the modern societal environment made possible through advances in technology. The iSchool hosts a vigorous slate of colloquia that introduces students to leading-edge research in the many fields associated with the Information Sciences. In addition, students may participate in numerous professional development opportunities hosted and/or promoted by the School in order to prepare them for success in their various fields of endeavors, including participation in the Student Chapter of the American Library Association (SCALA) and attendance at ALA Conferences. Such events are listed in appendix SCH 9.

The School’s regular evaluations of the effectiveness of the degree programs are multi-directional processes. Elements assessed at the program level rise to the School’s governing body, the SIS Council. School-wide issues and challenges identified by the Council are considered and responses are crafted by program faculty. Through the SIS Council, all constituencies within the School have an opportunity to participate in planning and evaluation.

The SIS Council serves as the primary voice of the faculty, staff and students with regard to various governance functions within the school.  The eleven voting members of the council:

  • Act for and represent the faculty, staff, and students in making recommendations to the Dean on major issues of the School;
  • Serve as the School’s planning and budgeting committee for the University’s Planning and Budgeting System;
  • Develop and/or review policies, guidelines, and procedures that support or affect scholarship, research, teaching, and service;
  • Develop and/or review policies, guidelines, and procedures in areas of governance, such as personnel, terms and conditions of employment, budget plans for the School, resources, and diversity enhancement;
  • Establish committees as needed to develop and implement policies and procedures related to the above areas;
  • Coordinate the activities of its various committees, receive the reports, and act upon the recommendations of those committees; and
  • Consult with and advise the Dean and/or the representatives of the Dean regarding issues of concern to faculty, staff, and students.

All program chairs are ex officio members of the SIS Council.  The monthly meetings of the Council are open to all faculty, staff and students.

As an autonomous unit within the University, the faculty and administration have the ability to perform ongoing assessment and to develop methods to address any issues arising from that assessment. This has led the iSchool to undertake numerous programs of assessment and evaluation on a regular basis: continuous assessment efforts are described more fully in Standard V.4: a subset pertinent to the preparation of this program presentation is provided below. (Examples and results are included in the various appendices.)

Internal/University Sources of Evidence

The iSchool Annual Plan (see SCH 13 available on-site)
Each year, the School evaluates progress against its stated long-term goals and short-term objectives.  This annual planning document, intended for the Provost’s office, delineates successes, failures, and challenges in several key areas: providing high quality undergraduate and graduate programs, research, cooperating with public and private sector institutions, offering continuing education opportunities, contributing to the professions and communities, ensuring operational effectiveness and efficiency, and increasing the diversity of the faculty and student body. The intent of the process is to create a roadmap for the next fiscal year.

Board of Visitors (See SCH 3)
Each year, the School presents evaluations of its progress towards its annual goals and objectives to its Board of Visitors, a volunteer group of industry and academic experts in the fields covered by the School – Information Science & Technology, Library & Information Science, and Telecommunications & Networking. Generally, each meeting allows these experts to review the School’s efforts in curriculum development, student recruitment, development, and operations. The Board of Visitors also offers recommendations on program enhancements, School growth, and administrative functions.

Faculty Meetings (See SCH 14 available on-site)
The School hosts three all-school faculty meetings each academic year to facilitate information sharing across degree programs. At monthly LIS program faculty meetings, discussions are dedicated to curriculum evaluation and revision. Within the MLIS program, faculty who teach within a specialization meet regularly with adjuncts and teaching fellows/assistants to assess the effectiveness of the course of study, pedagogical methods, and content of courses. Adjuncts and teaching fellows/assistants are also invited to attend the monthly meetings of LIS faculty

Learning Objectives Outcome Reporting (see CUR 7 available on-site)
Annually, the Program Chairs facilitate an assessment of students’ mastery of learning outcomes. The program faculty determine the learning objectives of the curriculum, which courses to assess, the criteria for success, and the effectiveness of the courses/curriculum in meeting the learning objectives. Summary evaluations are submitted to the Provost’s Office in May of each year.

Student Enrollment Projections (SCH 15 available on-site)
On an annual basis, the School submits projections of student enrollments for the next fiscal year.  The intent of this effort is to estimate tuition revenue for the University. The School utilizes this as an opportunity to benchmark against the previous year’s projections and actual enrollments, ensuring adequate resources are devoted towards teaching and student learning.

Industry Advisory Council (See SCH 4)
Each quarter, a select group of industry representatives from the Information Technology and Telecommunications fields meet with administrators and faculty from the School. In general, their advice is sought regarding relevancy of curriculum in both undergraduate and graduate programs, internships and practical experience opportunities, and student recruitment.

Annual Faculty Reports (See FAC 5 available on-site)
Every member of the faculty submits an annual report summarizing and self-assessing their efforts and achievements over the year in teaching, curriculum development, research, and service. The faculty also provide their personal goals and objectives for the next year in teaching, research and service, identifying how they contribute to School objectives and what resources are needed to achieve their goals.

MLIS Student Advisory Group (See PRO 6 available on-site)
Each month, the Chair of the MLIS Program, Program Administrator and a Student Services Specialist meet with representatives of the Student Organizations in the School to seek feedback on the quality of the student learning experience, discuss issues of concern, and identify areas for action. Other faculty and/or staff members may participate at specific meetings, depending on items identified for discussion. The faculty is considering how to encourage feedback from the online students, who do not generally belong to the student organizations.

Survey of Graduating Students (See SCH 16 available on-site)
Until 2012, the School would seek input from graduating students via surveys on an as-needed basis. These surveys were often undertaken in order to garner student opinion about specific programmatic or curricular endeavors. The School has now created an online survey that will be sent to all graduating students just prior to the end of the term. The intent of this survey is to gather student opinions about school professional development activities, advising effectiveness, and the success of the curriculum in providing graduates with appropriate skills and knowledge.

Survey of Alumni (See ALU 1 and ALU 2 available on-site)
On an as-needed basis, the School prepares and distributes a survey to all alumni. The most recent survey was hosted in 2010 as part of the University’s Middle States Accreditation effort. In addition, the LIS Program Chair met with 65+ alumni at the Pennsylvania Library Association (October 2012) to discuss this presentation, curricular enhancements, and the need for additional coursework in certain areas.

Survey of Partner Organizations (See PRO 7 available on-site)
The MLIS Program conducts surveys of organizations hosting students undertaking work placements or field experience to evaluate competency needs and employer satisfaction.

Survey of Current Students (See SCH 17 available on-site)
The School creates a series of online surveys to evaluate student satisfaction with various educational and professional development efforts.

Analytical Tools
The School has created a series of analytic tools to evaluate financial performance, research productivity, and resource use throughout the fiscal year. For example, the Program Chairs and administrators receive frequent updates on enrollments, applications for admission, expenses and budget progress.

External Sources of Evidence

ALISE (Association for Library and Information Science Education) and American Library Association Annual Statistical Reports
These surveys are completed by all schools which offer degree programs in the LIS discipline.  Conducted annually, these surveys request statistical data on budget and expenses, faculty, student enrollments and demographics, curriculum adjustments and additions, and provision of continuing education opportunities. They provide the School with an opportunity to benchmark against both members of the iSchools community and other Library and Information Science schools.

Special Studies

NCHEMS Study (See PRO 3 available on-site)
In 2011, the School commissioned an external review of the online MLIS program by the National Center for Higher Education Management Systems (NCHEMS), seeking ways to ensure that the program continues to deliver high quality education that meets the needs of libraries and their users into the foreseeable future. This review focused on the online MLIS program in terms of delivery systems, student satisfaction, and faculty satisfaction and allocation of resources.

The CAS in Health Sciences Librarianship External Evaluation (See PRO 4 available on-site)
In 2012, the school retained an external evaluator to review the successes and challenges in offering the grant-funded CAS in Health Sciences Librarianship program.

 

Top