Faculty Meeting Minutes: September 2014

University of Southern California
Marshall School of Business
Master of Management in Library and Information Science (MMLIS)

Faculty Meeting Minutes
September 16, 2014

1. Introductions. Welcome most specifically to Janine Golden. Dr. Golden joins us from Texas Woman’s University as associate professor.

2. Notes from February Meeting/Progress Report. Recommendations made at the February meeting have been implemented:

  • Orientation for incoming students;
  • Feedback to Pearson Embanet on the instructional design process;
  • Advisors/mentors will be assigned this semester;
  • Course seqeuuncing was changed and content focus changed as recommended (GSBA 502 to first semester, with emphasis on writng with tutoring support and working in teams; 591A focus changed to research and writing and working in teams).
  • 3. Approaching Candidacy for Accreditation. Current status was reviewed with areas for focus.

    4. Review of Current Practice and Recommendations for Improvement

    Mission/Goals. The revised Mission statement and Program Goals were reviewed. Minor revisions were made. See attached.

    Faculty. It was agreed to purchase a licence for TurnItIn. All faculty committed to its use to build the bank of MMLIS papers as well.

    Curriculum.
    The design process was reviewed with these recommendations:

    a. The role and responsibilities of the designer is not known. A document would be helpful. It is, for example, unclear whether the designer or instructor bears responsibility for these areas:

    • Consistency in and between the syllabus and the Moodle.
    • Currency of links in the Moodle before the start of a course.

    The designer should never change the syllabus without authorization.
    The designer should not make selective changes of those requested without informing the instructor.
    Instructional designers should have a background in instruction – instructors are looking for their expertise.
    Designers who worked on development of a course should if possible be assigned to revisions. Working with the same designer saves time and effort.

    b. Course content revisions could be improved.
    The content template is not workable. It should be changed.
    Strong preference was stated for the need to make changes during a semester. Instructors would prefer to do this themselves.
    Instructors should be informed that documents/artifacts from a previous semester are not retained or retrievable. They should similarly be informed when a shared Dropbox folder is to be deleted.
    The hidden weights for assignments need to be turned off.

    c. Time to review final course needs to be extended.

    d. Specific Designers
    These designers were commended: April Gamble, Alexis Pearlstein, Allison Trumbo. We would hope that these individuals might do more work with the program.
    These designers were not supported for continuation with the MMLIS program: John Ormond, Matt Shore, John Churchill. Details are available if useful.

    Future Courses. Four priorities were suggested: the certificate courses in strategic information and analysis; digital curation and preservation; organization of information, including cataloguing, metadata, taxonomies, controlled vocabulary, ontologies, digital assets management; collaboration and partnerships.

    Pedagogical Issues: We give more attention to working in teams (roles/responsibilities, agreements, consequences) in the first semester and need to keep reinforcing, as with the focus on problem-solving

    Assessment/Grading. It was agreed to change the grade A to 94.

    Master of Strategic Information and Analysis. Certificates. Status reviewed.

    Students
    Student Recruitment. The opportunity for a part-time cohort/option is being explored as well as an executive stream.
    Advisors/Mentors. Students will be assigned a faculty advisor and have the option of a professional mentor and peer mentor.
    Student Resources. These new resources are provided: Headset, Webcam, iPad Mini, all Texts. These resources need faculty promotion and encouragemet: SmartThinking Tutoring Support and use of the Career Planning Advisor and Webinars.
    Administration/Resources. An overview was provided of the new Center for Library Leadership and Management and its Board of Directors.

    5. Other Issues or Concerns.
    Student chapters will be started this semester.
    Access will be provided to all syllabi and rubrics where possible.

    The Master of Management in Library and Information Science
    Program Mission and Goals

    Through community connections, strategic orientations and flexibility, the Master of Management in Library and Information Science program develops graduates with potential for success in organizations and in our changing enterprise.

    Our Mission

    Aligned with the mission of USC and the Marshall School of Business, the Master of Management in Library and Information Science (MMLIS) educates professionals with enterprise-wide perspectives to lead work teams, units and organizations to benefit their diverse communities and deliver value.

    Program Goals and Intended Student Learning Outcomes

    As a minimum, librarian/leaders require capability in the discipline/business and the organization in which it is practiced, together with a strategic orientation and social intelligence. These are undergirded by general intellect, with a strong inclination to continue to learn.

    Within this context, graduates of the MMLIS program will be able to:

    a. understand the ecology of libraries and information networks, their unique environments and how they are governed;

    b. articulate and employ professional values and ethics in a variety of situations and circumstances;

    c. apply and assess management strategies, practices and decisions.

    d. develop and manage content, including negotiating with vendors and licensors, for targeted communities of users;

    e. organize, retrieve and manage information for stakeholder benefit;

    f. locate, synthesize and translate information to intelligence for various client groups;

    g. develop, implement and assess programs and services for enhancing use of information and ideas;

    h. understand the role of current and emerging technologies and infrastructure in organizational effectiveness and service delivery;

    i. design, apply and interpret different research and evaluation methods to gain insight, assess impact and make appropriate decisions.

    j. manage and lead diverse projects and teams, understanding communication and leadership behaviors that affect workplace performance and client satisfaction.

    k. apply persuasion and influence through networking, collaboration, and relationship-building;

    l. demonstrate a commitment to continued professional education and lifelong learning.


    Career Planning Resources
    Second Tuesday of Each Month
    Please reserve the second and fourth Tuesdays of each month for two exciting sets of online events happening from 7:00 – 8:00 pm PST. The Marshall School of Business MMLIS program will sponsor the following two series:

    The first is Transforming Your Degree into a Dynamite Career: What to Do and How to Do It which is scheduled for the second Tuesday of each month that the School is in session. The first will take place this upcoming Tuesday, September 9.

    This series of highly actionable career-strategy webinars is designed to help you master the strategies and tactics necessary to transform your MMLIS degree into a resilient, rewarding, and sustainable career. (Or in management terms, to help you maximize the ROI on your degree!) From building your career platform in grad school to getting ready to launch, the focus of each webinar will be on actions you can take to position yourself for career (and job-hunting) success upon graduation and as you continue to grow in the profession.

    The webinars will be led by Kim Dority, MLIS, founder and president of Dority & Associates, an information strategy and content development company. In addition to her work with Dority & Associates, she is an adjunct faculty member for the University of Denver MLIS program, where she created and teaches a course on alternative career paths for LIS students and practitioners. She is the author of Rethinking Information Work: A Career Guide for Librarians and Other Information Professionals, 2d ed (Libraries Unlimited, 2015), and created and manages the LinkedIn “LIS Career Options” group, which now includes more than 9,000 members from 60 different countries.

    Conversations with Leaders
    Fourth Tuesday of Each Month

    The second series is called Conversations with Leaders.

    On the fourth Tuesday of each month that the School is in session, a leader from within our information profession field will present a Live Session discussing their current positions along with presenting highlights and perhaps uniqueness of their organizations. The speakers also will be asked to discuss their career paths and if they have suggestions for others entering the information profession. They will hold a Q&A session afterwards.

    Featured for this Fall Semester are the following:

    September 23: John F. Szabo, City Librarian, Los Angeles Public Library, Los Angeles, CA

    October 28: Ashley Eklof, Head Librarian, Bexar County’s BiblioTech Digital Library (A bookless library!)
    San Antonio, Texas

    November 25: Trevor A. Dawes, Associate University Librarian, Washington University Libraries, St. Louis, Missouri, Immediate Past President, Association of College and Research Libraries

    ——–

    as well as
    Week 3, Wednesday September 17th , 7-8 pm PST
    Corporate Library Environment

    Aimée Leverette, M.S. Info. Sci, M. Educ. ProQuest Training & Consulting Partner

    Week 6 Thursday October 9th, 7-8 pm PST
    Special Libraries

    Sara R. Tompson, M.S., Manager. JPL Library, Archives & Records Section Jet Propulsion Laboratory


    Student Assessment/Grading [Marion Philadelphia]
    “I have been thinking about raising the A threshold by one percentage point to be in line with most other courses taught at USC.

    As it is now set at 92.9%, you can see on the Excel file here that not only the threshold for an A drops very low, but that the range for that grade becomes very large. Truly, the range for A and A- are a bit larger than for the B and C grades, since we only have two (A and A-), and not three intervals (as in B+/B/B-).

    I think going with 93.9% as the threshold is more reasonable, even though it still favors a wide (A) range.

    I’m also attaching a screen shot of the default grading schema in Blackboard. Here (A) starts at 94. This schema includes the (A+) grade that we don’t have, but you can simply ignore it, so any student at or above 94 would get an (A).”