STUDENTS
by
Jerry D. Saye and Katherine M. Wisser
Part Two of the ALISE statistical questionnaire requested
schools to provide data dealing with student enrollment and characteristics,
class size, degrees awarded, financial aid, and tuition and fees. This part of the questionnaire collected primarily
aggregated data reported on 11 data input tables. These data input tables were used to generate
the tables that constitute the core of this chapter.
In
working with the data reported by the schools, some incomplete or
inconsistent data were encountered.
In a few cases, errors were recognized by schools soon after
mailing the data and revised figures were submitted.
In the later stages of data entry and analysis, schools were
contacted by email, fax and phone to resolve what appeared to be either
inconsistencies or reporting errors. In some cases, data requested were not in the
possession of schools (this is particularly true for the program categories
“Other Undergraduate” and “Other Graduate”) or the schools elected
not to provide the requested data for a variety of reasons. As a result, row totals in some tables are greater than the separate
counts of cells in that row and for the total of a column. Footnotes have been provided whenever possible
to explain inconsistencies. Although
no guarantee can be made that all errors have been identified and
corrected, it is believed that the accuracy of the data reported by
the schools as reflected in the tables that follow is high.
All
56 schools participated in the survey (7 Canadian and 49 US). Because data for similar data elements, e.g.,
enrollment by program level or degree, international student enrollment,
etc., were submitted by schools on separate tables, it is possible
that some subtotals and totals vary slightly from table to table due
to differences in data supplied.
To minimize this problem every effort has been made to make
these data agree, but it is recognized that inconsistencies have not
been totally removed from the tables. In a few cases, editorial changes were made
to tables to obtain agreement among them.
These editorial changes have been footnoted. This inconsistency should not cause major problems in that the numbers
usually vary only slightly.
In
all but a few instances, all schools that reported enrollment for
a specific program level or degree are listed in all tables for that
program level regardless of whether data were reported.
In those situations where data were not reported, a footnote
to the table has been used to indicate the schools with enrollment
not reporting data. Also, footnotes have been supplied indicating
schools not included in totals and means. Schools which offer a particular program that had no enrollment
in that program this year are not included in any tables for that
program level.
One
major change has been made this year in the data collection and tables.
Other than for Table II-1,
which addresses enrollment (both number and FTE), all other tables
have been limited to collecting and reporting data related to the
six degrees offered by the 56 schools.
In previous years these tables also reported on two program
levels -- Other Undergraduate and Other Graduate.
It has been noted by the editors, and others commenting on
the Report, that detailing the racial and ethnic, age distribution,
representation of international students, etc. for these two program
levels is somewhat uninformative in that these students are not part
of a degree program offered by the schools.
Rather they are merely enrolled in one or more courses offered
by the school while pursuing a degree program in another unit of the
university. Accordingly,
with this Report Table II-1 will continue to provide information on
Other Undergraduate and Other Graduate students while the remaining
tables will be limited to giving that information for only the six
degrees.
All
data submitted by the schools are represented in the relevant tables
unless the data were clearly inconsistent with the data requested. In these latter cases, a footnote is provided
explaining the situation and giving the data reported by the school.
A dash “-----” has been used throughout this chapter to indicate
no response. In a number of cases no data were reported by a school when a “0”
would have been the more appropriate response; conversely, in other
situations a “0” was reported when no input would have been appropriate. In preparing the tables, the context of the
data to be reported was evaluated against the data schools submitted
and, in some cases, zeros were changed to “-----“ and “-----“ changed
to zeros.
Consideration
has been given to the meaning conveyed by the numbers in the tables. Totals for rows and columns were calculated
and checked against the totals provided by the schools. When a discrepancy was encountered, the person
reporting that data for the school was contacted to try to resolve
the difference. In a number of cases the total number of schools
reporting will be different from the number used to calculate the
mean. For example, if it is
known that not all schools provided ethnic data, then in calculating
the mean for any ethnic group, the number of students in any particular
ethnic category was divided by the number of schools reporting ethnic
data rather than dividing by all 56 schools.
When totals and means are calculated, the number of schools
included in the calculation is stated, and a footnote is provided
indicating which schools were excluded, or in some cases included.
In
order to make data in the tables understandable, particularly when
a school felt the need to explain data that differs slightly from
the data requested, footnotes have been provided liberally with the
tables. Additionally, some general comments have been
made at the beginning of a section of tables if those comments are
pertinent to all tables in that section.
Enrollment by Program and Gender
(Table II-1)
Enrollment figures for the 2001 Fall term were
requested for each of eight program levels:
· Bachelor’s · ALA-Accredited Master’s - Library Science · Master’s - Information Science · Other Master’s · Post-Master’s · Doctoral · Other Undergraduate · Other Graduate
To ensure that each school interpreted the program
levels the same way, the following program definitions and instructions
for their use were provided:
Bachelor's: Include here only those students who are working toward a bachelor's degree in library and information science, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Undergraduate.”
ALA-Accredited Master's - Library Science: Include here only those students working towards a separate master's degree in library science or a combined library and information science degree accredited by ALA, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”
Master's - Information Science: Include here only those students working towards a separate master's degree in information on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”
Other Master’s: Include here those students working towards a master's degree other than information science not accredited by ALA offered by your school, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”
Post-Master's: Include here only those students who are working toward a post-master's degree or certificate in library and information science, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”
Doctoral: Include here only those students who are working toward a doctoral degree in library and information science, regardless of whether offered on or off campus. Do not include students taking courses as cognate or service courses. Report them as “Other Graduate.”
Other Graduate: Include here students taking library and information science courses as cognate or service courses or for professional development, regardless of whether offered on or off campus.
Other Undergraduate: Include here students taking library and information science courses as cognate or service courses for undergraduate credit, regardless of whether offered on or off campus. Do not include students who are in an established undergraduate program in library and information science.
For
the first time this year the questionnaire sought information on information
science master's degrees as a separate data element irrespective of
whether that degree with accredited by the ALA or not. Previously,
data for any ALA-accredited master's degree, whether LS or IS, were
reported under ALA accredited master's degree.
IS master'sdegrees that did not have ALA-accreditation were
reported under "other master's" degrees.
With this report, the ALA-accredited master's degree in library
science or a combination of library and information science are reported
as "ALA-Accredited Master's -- Library Science". Separate
IS master's degrees are reported as "Master's -- Information Science".
Data within this category
will be grouped by the ALA-accreditation status of the program.
All other master's degrees offered by schools other than LS
or IS are reported as "other master's".
Schools
were requested to provide separate counts for full-time and part-time
students, differentiated by gender.
For part-time students, FTE (Full Time Equivalent) figures
were also requested as well as the total FTE enrollment.
The directions instructed each school to use its institution’s
method for computation of FTE or, if no such method existed, to use
the following formula:
Consider a student full-time if the course load will enable requirements for the degree to be completed within the normal length of time. For example, if the normal time to complete the degree is 12 courses in 4 quarters, a student carrying 3 courses during the quarter should be counted as 1.00 FTE; a student carrying 2 courses during the quarter should be counted as 0.67 FTE (2/3 = .67). Students carrying an overload should be counted as only 1.00 FTE.
Although on-campus and off-campus
students were to be included in the data submitted, the questionnaire
also asked for separate FTE data for off-campus students.
Table
II-1-a-1 is a summary table that presents total enrollment figures
for Fall 2001 as well as the number and percentage of full-time and
part-time students, divided by gender, for each of the eight program
levels. The total enrollment
of 22,883 is up 8.8 percent from the 21,040 reported last year.
Total enrollment in Fall 2001 for the 6 degree programs was
20,033. This represents an
enrollment increase of 12.8 percent increase over the 17,759 reported
for Fall 2000. ALA-accredited
master's-LS programs account for the majority (61.4 percent) of total
degree program enrollment. Master's-IS
enrollment represents 5 percent of total enrollment while "other master's"
is 3.4 percent. Bachelor's
degree programs continue to rise in the percentage their students
constitute of total enrollment - 13.8 percent this year.
The 28 schools reporting doctoral enrollment indicate of 753
students are seeking that degree.
They constitute or 3.3 percent of total degree enrollment.
Post-master's students comprise
less than 1 percent (0.9).
All
degree levels, except bachelor's and doctoral degrees, continue to
have the majority of their students in a part-time status.
At the bachelor's degree level, 81.7 percent of the students
are full-time. Doctoral programs
increased their percentage of full-time students to 55 percent, up
from the 51 percent reported last year.
Nearly three-fourths (71.4 percent) of all ALA-accredited master's-LS
students are part time as are 58.3 percent of Master's-IS and 64.2
percent of "other master's" degree students.
When
distribution by gender is examined, female students are found to comprise
80.5 percent of ALA-accredited master's-LS enrollment.
Gender distribution becomes more equal for the Master's-IS
degree, where males constitute 51.4 percent of students.
Female doctoral students are in the majority at 56.4 percent
as they are for "other master's" degrees where they constitute 55.3
percent.
Fifteen
of the 56 schools (26.8 percent) currently offer a bachelor's degree.
Table
II-1-c-1a provides school-by-school enrollment figures.
It reveals that 3,121 students were pursuing a bachelor's degree
in Fall 2001, a 34 percent increase over the number of students enrolled
for that degree in Fall 2000. This
change is due to increasing enrollments at most other schools and
the addition of new bachelor's degree programs at Oklahoma and Rutgers.
A large percentage of enrollment
is concentrated at three schools.
The bachelor's enrollment at Drexel (825), Florida State (609),
and Syracuse (568) comprise 61.4 percent of all enrollment for that
degree. While this is a large
percentage, bachelor's enrollment at other schools is growing.
Four other schools, Pittsburgh (269), Albany (169), Wisconsin
- Milwaukee (158), and Southern Connecticut (128) have enrollments
over 100. This figure is
down from the 89.2 percent of enrollment these programs constituted
last year.
Table II-1-c-2a-LS reports
ALA-accredited master's-LS enrollment for each of the 55
[1]
schools offering that program.
It illustrates the wide range of program sizes across the schools
- from the five largest programs, San Jose (869), Southern Connecticut
(607), Dominican (590), Kent State (562), and Simmons (501) to the
three schools with less than 75 students: St. John's (73), Clark Atlanta
and Southern Mississippi (65 each).
Nine schools (16.4 percent) have ALA-accredited master's-LS
enrollment of fewer than 100 students.
The
distribution of full-time to part-time students reported for the ALA-accredited
master's-LS degree shows wide variation among the schools.
Five schools (9.1 percent) have more than three fourths of
their ALA-accredited master's-LS students in a full-time status: (North
Carolina - Chapel Hill (87 percent), McGill (82.4 percent), Michigan
(81.8 percent), Western Ontario (79 percent), and Dalhousie (76.6
percent). Two other schools
approach that level: Alberta (74.4 percent) and California - Los Angeles
(73.1 percent). It is of
note that these seven schools with the highest percentage of full-time
enrollment have two-year master's programs, although they do not represent
all the schools with such programs.
Twenty schools (36.4 percent) have 80 percent or more of their
ALA-accredited master's enrollment as part-time.
The schools with the highest percentages of part-time enrollment
are Long Island (96.4), Queens (94.8), Drexel (91.5), Pratt (91.2),
North Carolina - Greensboro (90.6), and Simmons (90.2).
Other than North Carolina - Greensboro these six schools with
the largest percentage of part-time enrollment are located in major
metropolitan areas.
The variation in full-time versus part-time enrollment can
have a considerable impact on a school’s enrollment figures when enrollment
is viewed in terms of FTE (Full-Time Equivalent). From that perspective who the largest schools are changes somewhat.
The programs with the largest ALA accredited master's–LS enrollment
in terms of FTE are San Jose (573), Kent State (370), Florida State
(345.5), and Illinois (333.6). The
five smallest programs in terms of FTE enrollment are Clark Atlanta
(49.8), Southern Mississippi (38.3), and St. John’s (33.8). A total
of 11 schools (20 percent) have ALA-accredited master’s–LS FTE enrollments
of under 75 students.
Table II-1-c-2a-IS reports Master's-IS enrollment for the 7 schools (12.5 percent) that offer these degrees -- four that are accredited by ALA and three that are not. All but o ne school, Albany (27), had sizeable enrollments for this degree ranging from 98 at North Carolina - Chapel Hill to 313 at Drexel. The three non-ALA accredited programs, Drexel, Pittsburgh, and Syracuse have the largest enrollments. A major factor for this is likely the longer period in which these programs have offered a separate IS master's degree.
The distribution of full-time to part-time students reported for the Master's-IS shows wide variation among the schools as was seen for the ALA-accredited master's-LS degree. Three of the schools have the majority of their Master's-IS students in a full-time status -- Montréal, Albany, and North Carolina - Chapel Hill (90.5, 77.7, and 73.5 percent respectively). Conversely, Drexel, Syracuse, and Pittsburgh have most of their IS -- Master's students in a part-time status -- 83.4, 77.2 and 64.2 percent respectively. Indiana's IS -- Master's students are divided evenly between full and part-time status. The variation in full-time versus part-time enrollment has some impact on the school enrollment figures when enrollment is viewed in terms of FTE (Full-Time Equivalent). From that perspective Drexel continues to have the largest program with 168.3 FTE, followed by Montréal (136 FTE), Indiana (126.2 FTE), Syracuse (124 FTE), and Pittsburgh (115 FTE).
Fifteen schools (26.8 percent) reported enrollment for “other
master’s” degrees (Table
II-1-c-3a) for Fall 2001 in addition to their ALA-accredited constitutemaster’s–LS
and or Master’s–IS enrollments. Missouri has by far the largest “other
master’s” program with 151 students followed by Rutgers (90), Pittsburgh
(89), Syracuse (82), North Carolina Central and North Texas (72 each).
A number of “other master’s” programs are relatively small. Five schools
have enrollments of 20 or fewer fewer students for this degree --
Wayne State (20), Drexel (15), Alabama (13), North Carolina – Greensboro
(4), and St. John’s (1).
Post-master's programs historically have had comparatively
low enrollments. Table
II-1-c-4a confirms that this continued. Of the 28 schools (50
percent) reporting Fall 2001 enrollment data for their post-master's
program only six, (Puerto Rico (43), Missouri (26), South Carolina
(23), Florida State (20), Drexel 15), and Buffalo (11)) had more than
10 students in their programs. The high percentage of part-time students
in post-master's programs (83.9 percent) results in a low mean FTE
(4.2) (Table II-1-c-4b) compared to the mean head count 7.5.
Half (28)of the 56 schools offer a doctoral program (Table
II-1-c-5a). As has been characteristic of the other degree programs,
the 753 doctoral students enrolled in Fall 2001 are distributed quite
unevenly across the schools. The doctoral program at Pittsburgh is
the largest (77 students) followed by North Texas (63). No other school
has more than 50 doctoral students. Twelve schools (42.9 percent)
have enrollments of fewer than 20 students. Six schools have enrollments
of 10 or fewer doctoral students -- McGill (10), Montréal and Simmons
(8 each), Tennessee (6), Arizona (3), and Alabama (2). Although the
distribution of full-time vs. part-time doctoral students is rather
evenly divided at 55 vs. 45 percent respectively, the distribution
varies widely from school to school. Indeed, four schools (McGill,
Michigan, Montréal, and Washington) report that all their doctoral
students are full-time. Conversely, four schools (Alabama, Drexel,
Long Island, and Simmons) report all their doctoral enrollment as
part-time. This distribution can be easily skewed by schools with
only a few doctoral students.
Table
II-1-e provides the number of FTE off-campus students each school
had registered for the 2001 Fall term. Thirty-seven or nearly two-thirds
(66.1 percent) of the 56 schools had off campus enrollment. This number
compares closely with the 36 schools who reported off campus enrollment
for Fall 2000. At several schools off-campus FTE enrollment was very
sizeable. By far the largest off-campus enrollments are at San Jose
(334 FTE) and Florida State (322.9 FTE). Six other schools have FTE
enrollments exceeding 100 students: South Florida (199), Missouri
(187.6), Emporia (165), Kent State (149.3), North Carolina - Greensboro
(110), and Illinois (105.2). All these enrollments are in terms of
FTE. It should be commented upon that some schools which have had
sizeable off campus enrollments in the past, e.g., South Carolina,
did not report those data this year. Nine schools had off-campus enrollment
of ten or fewer FTE students. Nineteen schools either reported they
had no off-campus students or elected not to report these data. The
total FTE off-campus enrollment of 2423.7 represents an increase of
26.4 percent. This follows upon a 14.1 percent increase in Fall 2000.
Clearly there is a trend, at least among a sizeable subset of schools
toward off-campus instruction. When a mean enrollment is calculated
limited to those schools with off-campus enrollment (37), the mean
enrollment is 65.5 FTE students up from the mean 58.2 FTE of Fall
2000.
Course Enrollments (Table II-2)
Schools were requested to report the number of students enrolled in courses
or sections of courses during the 2001 Fall term. Enrollments were reported in increments of
five students. Independent
study and reading courses were not to be included in these counts.
Table
II-2-a-1 reports course and section enrollment distributed across
the 11 enrollment groups for courses offered in Fall 2001 by each
ALA school. The number of
courses/sections offered that term ranged from 10 (Dalhousie) to 106
(Missouri) with a mean of 41.1 courses/sections offered per school. Eleven schools (19.6 percent) offered fewer
than 20 courses courses/sections that Fall.
That is up from the nine schools which offered courses/sections
at that level in Fall 2000 and five in Fall 1999. At the other end of the spectrum, 15 schools
(26.8 percent) offered more than 50 courses in Fall 2000. This compares
to 17 schools at that level in Fall 2000.
The
majority of courses/sections offered in Fall 2001 have enrollments
of 6-10, 11-15, 16-20 and 21-25 students. These four course/section
enrollment groups account for 61 percent of all courses offered. The
course/section size with the highest frequency was 11-15 students.
The total number of courses/sections offered with large enrollments,
i.e., 36-40, 41-45 and 46-50 students, was relatively small (85, 52,
and 30 respectively) in comparison to the frequencies of the other
enrollment groups. Courses/sections offered in these three larger
enrollment groups accounted for only 7.3 percent of all courses offered.
The number of courses/sections offered with more than 50 students
in Fall 2001 was 66. This is the same number reported for Fall 2000.
The questionnaire requested schools to comment on courses with enrollments
over 50 students. From these comments (Table
II-2-a-2), it is apparent that courses with enrollments over 50
students continue to be used primarily to present core material, distance
education or undergraduate courses.
Schools
were asked not to include independent studies or individual reading
courses in their submission of course enrollment data. Rather they
were requested to report separately the total number of students enrolled
in those courses. Table
II-2-a-3 shows the number of independent study or reading courses
reported by each school. This table reveals the wide variation in
the number offered from none at Clarion, North Carolina Central, Pratt,
and Puerto Rico to 199 at Florida State and 125 at Syracuse. The mean
number of independent study or reading courses offered by the 56 schools
in Fall 2001 was 27.4. Degrees and Certificates Awarded (Table II-3)
For
Table II-3 schools were asked to report the total number of degrees
and certificates awarded during the 2000-2001 academic year, including
summer sessions, for the sixdegree categories:
· Bachelor’s · ALA-Accredited Master’s-- Library Science · Master's -- Information Science · Other Master’s · Post-Master’s · Doctoral
In supplying these data, schools
were requested to report the number of degrees and certificates aggregated
by the gender and ethnic origin of their graduates. In reporting ethnic origin the following five
categories, as defined by the US Department of Labor, were to be used.
[2]
AI American Indian or Alaskan Native -- a person having origin in any of the original peoples of North America, and who maintains cultural identification through tribal affiliation or community recognition.
AP Asian or Pacific Islander -- a person having origin in any of the original peoples of the Far East, Southeast Asia, the Indian subcontinent, or the Pacific Islands. This area includes, for example, China, Japan, Korea, the Philippine Islands, Samoa, and Taiwan. The Indian subcontinent includes the countries of India, Pakistan, Bangladesh, Sri Lanka, Nepal, Sikkim, and Bhutan.
B Black, not of Hispanic Origin -- a person having origin in any of the black racial groups of Africa.
H Hispanic -- a person of Cuban, Central or South American, Mexican, Puerto Rican, or other Spanish culture or origin, regardless of race. Only those persons from Central and South American countries who are of Spanish origin, descent, or culture should be included in this category. Persons from Brazil, Guyana, Surinam, or Trinidad, for example, would be classified according to their race and would not necessarily be included in the Hispanic category. In addition, the category does not include persons from Portugal, who would be classified according to race.
W White, not of Hispanic origin -- a person having origin in any of the original peoples of Europe, North America, or the Middle East.
Additionally, two other reporting categories were also
used:
I International students -- all students who are not U. S. (or Canadian, for Canadian schools) citizens, permanent residents, or landed immigrants.
NA Information not available. Please use this category sparingly. Where at all possible, report ethnicity.
Canadian
schools were not required to provide ethnic data, although they could
elect to do so. They were
required, however, to provide totals.
Table
II-3-a reports the number of degrees awarded for each of the six
degrees distributed by gender and ethnic origin. Table II-3-a-1
reports these same data by school. A total of 6,450 bachelor's, ALA-accredited
master's -- LS, Master's--IS, "other master's", post-master's, and
doctoral degrees were awarded by schools during 2000 2001. An increase
of 7.5 percent over the previous year. Female graduates accounted
for 71.4 percent of all degrees awarded. The male/female distribution
varies considerably among the different degree programs. Females are
in the majority for five of the six degree programs. This ranges from
highs of 82 percent for the post-master's and 79.3 percent for ALA-accredited
master's-LS degree to 53.2 and 51.2 percent for "other master's" and
Master's -- Information science degrees respectively. The only degree
with males in the majority of its graduates is the bachelor's degree
(67.6 percent). It is of note that this degree is closely associated
with information science . Similarly the degree that has the smallest
female majority is Master's-IS.
Table
II-3-a also reveals that graduates continue to be predominately
White (69.9 percent). Blacks are the most represented non-White ethnic
group (5.2 percent). Asian or Pacific Islanders represented 3.1 percent
of graduates in 2000-2001 followed by Hispanics at 2.6 percent. Native
Americans constitute one-half percent (0.5) of all graduates of the
six degree programs.
Black
graduates accounted for 11.5 percent of bachelor's degrees awarded
in 2000-2001. They were 6.8 percent of graduates of the "other master's"
degrees, and 4.7 percent of both ALA-accredited master's-LS and doctoral
degree graduates in 2000-2001. The degree in which Black graduates
have the their lowest representation is Master's-IS where they account
for only 2.1 percent of degrees awarded.
Hispanic
representation is lower than that of Blacks for each of the six degree
fields. Hispanics have their highest representation (4.3 percent)
as recipients of the bachelor's degree. Their percentage of graduates
drops to 2.6 for the ALA-accredited master's-LS and only 1.2 percent
for the Master's-IS. Post-master's degrees respectively. Persons of
Hispanic origin constitute 2 percent of post-master's degree recipients,
1.3 percent of "other master's" degree graduates and a mere 1.2 percent
of those receiving the doctoral degree.
International
students represent a considerable percentage of graduates of three
degree programs. They received nearly a third (32.8 percent) of "other
master's" degrees and 29.1 percent of the Master's-IS degrees awarded
in 2000-2001. Their representation as graduates of doctoral programs
follows at 20 percent. These figures are in marked contrast to international
student graduation figures for the bachelor's degree and ALA-accredited
master's-LS degrees. For these programs international students represent
only 3.4 and 2.3 percent of graduates respectively.
For
each degree program the number of degrees and certificates awarded
varied widely from school-to-school. Ten of the 15 schools that reported
bachelor's degree enrollment for Fall 2001 awarded that degree in
2000-2001 (Table II-3-c-1). Syracuse (155), Florida State (139), Pittsburgh
(137) and Drexel (108) awarded 88.2 percent of the 611 degrees conferred.
No other school approached the number of graduates of these four schools.
Of the remaining six schools only Albany (39) had more than 20 baccalaureate
graduates. Three schools (Clarion, Long Island, and North Texas) had
fewer than 5 graduates.
At
the ALA-accredited master's-LS degree level (Table
II-3-c-2-LS) 4,953 degrees were awarded in 2000-2001. Two schools
stand out for the number of graduates: San Jose (299) and Simmons
(238). Five schools had graduating ALA-accredited master's-LS classes
in the 151-200 range: Dominican (174), Wayne State (169), South Carolina
(168), Illinois (166), and Kent State (163). This past academic year
nine schools conferred fewer than 40 degrees. Four of these nine schools
awarded fewer than 30 ALA-accredited master's-LS degrees - Clark Atlanta
(24), St. John's (23), Iowa (22), and Puerto Rico (20). This compares
with six schools in the under 30 category last year.
This
is the first year in which the Statistical Report is able to provide
graduation figures for students who have completed a separate master’s
degree in information science (Table
II-3-c-2-IS). In 2000-2001 a total of 516 of these degrees were
awarded by seven schools -- 153 by the four schools with ALA-accredited
IS master’s degree (Albany, Indiana, Montréal, and North Carolina
– Chapel Hill) and 363 by the three schools (Drexel, Pittsburgh, and
Syracuse) that did not seek that accreditation. The number of degrees
vary widely from 128 and 122 awarded by Syracuse and Pittsburgh respectively
to 6 conferred by Albany. The number of Master’s degrees -- Information
science awarded by those schools with ALA-accreditation for the degree
is, on average, noticeably lower (38.3) than the average number of
graduates of the schools without that accreditation (121). Those latter
schools have had for a longer period these separate degrees as a part
of the offerings of their schools.
Ten
schools awarded 235 "other master's" degrees in 2000-2001 (Table
II-3-c-3). When comparing data in this table with that reported
in previous years one should note that this year the Master's-IS graduation
figures for schools that did not seek ALA accreditation for those
degrees would have been recorded in this table. Syracuse awarded the
highest number of "other master's" degrees (59) followed by Western
Ontario (42), and Pittsburgh (31). Two schools conferred fewer than
ten "other master's" degrees: Alabama (5) and Drexel (3).
Fifteen
of the 28 schools (53.6 percent) having enrollment in a post-master's
program in Fall 2000 had graduates of their programs in 2000-2001.
The 50 post-master's degrees conferred in 1999-2000 (Table
II-3-c-4) is in marked contrast to the 85 reported for 1999-2000.
This can be accounted for by the unusual number of post-master's degrees
awarded that year by Syracuse (47). South Carolina awarded the largest
number of post-master's degrees (12) followed by Florida State (7),
Missouri (6), and Rutgers (5). The remaining 11 schools conferred
from one to three post-master's degrees.
Eighty-five
doctoral degrees were conferred by 23 of the 28 schools (82.1 percent)
having enrollment in a doctoral program in Fall 2001 (Table
II-3-c-5). Two schools, Pittsburgh (18) and Rutgers (17) account
for 41.2 percent of all doctoral graduates this year. The long duration
of doctoral programs in can account for uneven graduation rates for
any given school in any single year. For example, for 1999-2000 Rutgers
reported on 3 doctoral graduates compared to its 17 this year.
Enrollment by Gender and Ethnic
Origin (Table II-4)
Enrollment figures for the 2001 Fall term were
requested for each of the degrees defined for Table II-1 divided by
gender and ethnic origin using the ethnic origin classifications used
for Table II-3. Table II-4 is similar to Table II-3 in that both deal
with distributions by gender and ethnic origin. However, Table II-3
addressed these distributions for graduates of degree programs while
Table II-4 reports enrolled students.
Table
II-4-a indicates the number of students enrolled in schools for
each degree level distributed by gender and ethnic origin categories.
These figures show that enrollments remain predominately White (73.7
percent)
[3]
. The 1,109 Black students represent the next
largest ethnic group (5.8 percent). Hispanic enrollment remains low
at 3.4 percent as does Asian or Pacific Islander representation at
4.1 percent. The 80 American Indian students constitute 0.4 percent
of total enrollment.
Table
II-4-a-1 reports student enrollment by ethnic origin for all degrees
by school. In viewing these data one can observe that Florida State
(143) has by far the highest Black student enrollment of the 56 schools.
Three schools constitute the next tier of schools and have very similar
Black enrollments: North Carolina Central (84), Drexel (81), and Syracuse
(80). Of these four schools with the largest Black enrollments North
Carolina Central is the only one that is a Historically Black University
(HBU). No other school reports more than 47 Black students. Hispanic
enrollment is greatest, as one might expect, at Puerto Rico (124).
It is followed by schools, all but one of which, are located in states
with notable Hispanic populations: Florida State (65), San Jose (54),
Syracuse (43), North Texas and Texas (33 each), and South Florida
(32). Drexel reports by far the highest Asian or Pacific Islander
enrollment with 202 students. San Jose has the next largest Asian
or Pacific Islander representation with 68 students followed by Pittsburgh
(46), Hawaii and Syracuse (44 each). No school reports double digit
American Indian enrollment. The largest Native American enrollment
is reported by Florida State (9) followed by Oklahoma and Wisconsin
- Milwaukee (8 each) and San Jose (7).
While
these raw numbers are interesting it is perhaps more informative and
meaningful to look at what percentage students of a particular ethnic
group constitute of a school's total enrollment. This might more effectively
indicate how a school is meeting its obligation to provide diversity
in its student enrollment. When viewed as a percentage of total enrollment,
the two HBUs, Clark Atlanta and North Carolina Central, are found
to have the largest percentage of Black students at 59.2 and 37.5
percent respectively. Southern Mississippi follows distantly at 17.8
percent Black enrollment followed by Pratt (16.9 percent), Louisiana
State (15.2 percent), Alabama (14.2 percent), and Florida State (12.4
percent). These are the only schools whose Black enrollment exceeds,
meets, or comes close to the 2000 population data of the US Census
Bureau of Blacks (12.3 percent).
[4]
Only two other schools (Long Island and Catholic
) have Black enrollments at 10 percent or higher.
The
2000 census data of the Hispanic population in the US (12.5 percent)
is nearly equaled by no school other than Puerto Rico (96.9 percent).
The schools that come closest to this level are Texas (10.8 percent),
California – Los Angeles (9.9 percent, Arizona (9.6 percent), and
South Florida (9.4 percent). No other school has a Hispanic enrollment
above 7 percent. Eighteen schools, in addition to Hawaii (47.8 percent),
have Asian or Pacific Islander student enrollment that exceeds the
2000 US Census Bureau data for Asian or Pacific Islanders (3.7 percent).
The American Indian census data of 0.9 percent is equaled or exceeded
by nine schools. The school with the greatest percentage of American
Indian students is Oklahoma (4.4 percent) followed by North Carolina
Central (2.7 percent) and Wisconsin – Milwaukee (2.1 percent).
Enrollment
at the bachelor's degree level (Table
II-4-c-1) represents the most even distribution of students across
the different ethnic categories in terms of their percentages in the
2000 US population. At the 14 schools offering a bachelor's degree
that reported ethnic data, White students constitute 65.3 percent
of the enrollment.
[5]
The
ethnic distribution of students pursuing the ALA-accredited master’s–LS
degree in Fall 2001 is presented for each school in Table II-4-c-2-LS.
For the 50 schools reporting ethnic data, the 10,478 White students
constitute 79.1 percent of the students in those programs.
[6]
Black students comprise 4.9 percent of that
enrollment, roughly two-fifths of their 12.3 percent of the 2000 US
population determined by the US Census Bureau to be Black. Hispanic
students and Asian or Pacific Islanders comprise 3.3 and 2.7 percent
respectively of ALA-accredited master’s–LS enrollment compared to
their 12.5 and 3.7 percents respectively of the 2000 US population.
Based on the comparison of their percentage of the population to enrollment
in ALA-accredited master’s–LS programs, students of Hispanic origin
continue to be the most under-represented ethnic group, followed by
Blacks.
When
the ethnic composition of each school's ALA-accredited master's-LS
enrollment is examined (Table
II-4-c-2-LS), some interesting distributions become evident. Schools
with a higher number of Black students (more than 25) are primarily
programs located at historically Black universities and at universities
situated in large metropolitan areas. Florida State is the notable
exception. It and Pratt have the highest Black enrollment (42 each)
followed by Wayne State (40). Three schools have Black enrollments
numbering in the 30s -- Long Island (38), North Carolina Central (37),
and Clark Atlanta (36). There are six schools in the next tier of
Black enrollment (20-29 students). Five of the 49 schools (10.2 percent)
reporting ethnic data indicated their Black student enrollment was
either zero or one student. This is down from the 17.3 percent of
schools reporting zero or one Black student enrolled in Fall 2000.
The
two HBUs that have ALA-accredited master's programs (Clark Atlanta
and North Carolina Central) also have the highest percentage of Black
students in their student body (55.4 and 24.3 percent respectively).
It is interesting to note that, although an HBU, North Carolina Central
has a White student enrollment of 64.5 percent. In terms of Black
students constituting a percentage of total enrollment, following
the two HBUs, the next highest percentages are presents at Southern
Mississippi (20 percent), Pratt (16.9 percent) Louisiana State (15
percent), Long Island (11.4 percent) and Catholic (10 percent).
Figures
for the 353 Hispanic students pursuing the ALA-accredited master's-LS
degree reveal that Puerto Rico (82) has the largest number of Hispanic
students. San Jose has 54 Hispanic students followed by South Florida
(32), Texas (29), Florida State and North Texas (26 each). No other
school reports more than 16 Hispanic students pursuing this degree.
Four schools reporting ethnic data indicate they have no Hispanic
students while seven others report only one each. Taken together these
11 schools constitute 22.4 percent of schools reporting ethnic data
at the ALA-accredited master's-LS level. While disappointing this
percentage is down greatly from the 32.7 percent of schools reporting
zero or one Hispanic student enrolled in Fall 2000.
When
viewed in terms of percentage of total ALA accredited master's-LS
enrollment, Puerto Rico also has by far the highest percentage of
Hispanic students (93.2 percent). Only two other schools have Hispanic
enrollments that exceed 10 percent -- California - Los Angeles (11
percent) and Texas (10.6 percent ). All three schools are located
in parts of the country with high Hispanic populations. Schools with
a percentage of Hispanic enrollment exceeding 6 percent also possess
this same characteristic -- South Florida (9.4 percent), Arizona (8.5
percent), Pratt (6.4 percent), and San Jose (6.2 percent). The
distribution of the percentage of White students enrolled for the
ALA-accredited master's-LS degree at the 49 schools reporting ethnic
data ranges from 97.3 percent (Kentucky) to 0 percent (Puerto Rico).
Two schools besides Kentucky have White enrollments exceeding 95 percent
-- Clarion (94.9 percent) and Rhode Island (94.8 percent). A total
of 11 schools (22.4 percent) have White enrollment exceeding 90 percent.
Conversely, four schools, in addition to Puerto Rico, report White
enrollment of less than 50 percent -- Long Island (46.4 percent),
Hawaii (40.4 percent), Queens (34.3 percent), and Clark Atlanta (33.8
percent).
All
seven schools offering the Master's-IS degree, including the one Canadian
school, Montréal, reported ethnic data (Table
II-4-c-2-IS). The percentage that Whites and Blacks constitute
of the student population for this degree is lower than it is for
the ALA-accredited master's-LS, 59.2 and 4.2 percent respectively.
This variation is attributable to the very low Hispanic representation
of students seeking this degree, 1.1 percent, combined with a higher
Asian/Pacific Islander percentage (6 percent) and a larger international
student presence. Except for the Hispanic percentage and the role
of international students seeking this degree its pattern is similar
to the percentage pattern of students enrolled at schools offering
the bachelor's degree.
White students constitute 50.7 percent of doctoral student enrollment (Table II-4-c-5) at the schools reporting ethnic data. [7] The lower percentage of White student enrollment for this degree is not accounted for by increased enrollment of other US ethnic groups, but rather by the higher percent of international doctoral students. The 36 Black students comprise 5.2 percent of doctoral enrollment, while Hispanics are 1.9 percent and Asian or Pacific Islanders 1.7 percent and Hispanics 1.5 percent. Overall, the involvement of all non-White ethnic groups at the doctoral level is minimal (9.2 percent). As was the case with the ALA-accredited master's-LS degree, the distribution of non-white ethnic groups among the 26 schools with doctoral programs reporting ethnic enrollment data is uneven. Long Island, with seven students, has the largest enrollment of Black doctoral students. The schools with the next highest Black doctoral enrollment are Florida State and Rutgers (4 each), North Carolina - Chapel Hill and Pittsburgh (3 students each). Three schools report enrollment of only one Black doctoral student and eleven (44 percent) report having none. Texas indicates that it has four Hispanic doctoral students while North Texas has two. Seven schools (Albany, Arizona, California - Los Angeles, Illinois, Long Island, Michigan, and North Carolina - Chapel Hill) report having one Hispanic doctoral student each. Sixteen schools (61.5 percent) reporting ethnic data indicate that they have no Hispanic doctoral students. The representation by Asian or Pacific Islanders is also low at most programs. Four schools (California - Los Angeles, North Carolina - Chapel Hill, Pittsburgh, and Wisconsin - Madison) each have two Asian or Pacific Islander doctoral students. Four other schools indicate they have one student each from that ethnic group. Seventeen schools (65.3 percent) report having no Asian or Pacific Islander doctoral students.
Considerable
caution must be exercised when evaluating the percentages of ethnic
minority doctoral students given the number of doctoral programs that
are relatively small in size. In smaller programs the presence of
one or two students within an ethnic minority can greatly change a
school's ethnic distribution. Limiting examination to schools with
ten or more doctoral students, Long Island has the highest percentage
of Black doctoral students with 18.4 percent followed by Washington
(16.7 percent) and Texas Woman's (12.5 percent). No other school has
more than 10 percent of its doctoral enrollment as Black. Again, limiting
the review to schools with doctoral enrollment of ten or more students,
only one school, Texas (12.9 percent), reports having more than 10
percent of their doctoral enrollment as Hispanic. In fact no other
schools report Hispanic doctoral enrollment above 4 percent. One school,
Wisconsin - Madison (11.8 percent), indicates having an Asian or Pacific
Islander doctoral enrollment exceeding 10 percent. Three additional
schools have Asian or Pacific Islander enrollment exceeding 5 percent
-- California - Los Angeles (8.0 percent), Maryland (5.9 percent),
and North Carolina - Chapel Hill (5.6 percent).
In-State/In-Province
and Out-of-State/Out-of-Province Students
(Table II-5)
For Table II-5 schools were
requested to report the number of students officially enrolled in
the Fall 2001 term relative to the students' in-state/in-province
and out-of-state/out-of-province status for each degree defined for
Table II-1.
Tables
II-5-c-1 to II-5-c-5 report enrollments for each degree on a school-by-school
basis. The information for the bachelor's degree (Table
II-5-c-1) is less than ideal because, as has been the case in
the past, several of the larger programs did not identify the status
of their bachelor's degree students. Not reporting were Pittsburgh,
Syracuse, Southern Connecticut and Dalhousie, the 3rd, 4th, 7th, and
8th largest bachelors degree programs respectively. The students in
these four programs, number 1,094 and account for 35.1 percent of
students in bachelor's programs at the 15 schools. For the reporting
11 schools, enrollment at the bachelor's level reflects what is believed
to be typical of enrollment at the level -- a large proportion of
students from in-state (77.2 percent). This pattern of the majority
of student having in-state/in-province status is true for the nine
public universities and two private universities reporting these data.
Two schools offering the Master’s–IS degree (Pittsburgh
and Syracuse) did not report in state/out-of-state data for their
students seeking that degree (Table
II-5-c-2-IS). The enrollments at these two schools totals 384
or 33.9 percent of the enrollment of the seven schools offering this
degree. For the remaining 5 schools the mean percentage of out-of-state/out-of-province
was 29.8 percent. The distribution, however, ranged widely from 63
and 45 percent at Albany and Drexel to 4.8 percent at Montréal.
Table
II-5-c-5 reports the in-state/in-province status of doctoral students.
As has been true for other degrees three schools Pittsburgh, Syracuse,
and Western Ontario did not report the in state/in province status
of their students. The doctoral student enrollment at these three
schools totals 129 students and represents 17.3 percent of all doctoral
student enrollment. The data for the remaining 25 schools reflects
what one might expect of a research degree -- the willingness of students
to travel out-of-state/out-of-province to pursue their education.
Two-fifths (40.6 percent) of doctoral students are pursuing their
education out-of-state/out-of-province. One should note that this
figure, in fact, may be low given that it can be affected by the ability
at some schools of students to change their residency status while
enrolled in a program. Eleven schools (Arizona, Florida State, Illinois,
Indiana, Maryland, Michigan, Montréal, Rutgers, Washington,
and Wisconsin – Madison) have at least 50 percent of their enrollment
from out-of-state. This ranges from 82.4 percent at Maryland to 50
percent at Missouri. Three schools have out-of-state/out-of-province
doctoral enrollment at less than 10 percent (Long Island (7.9 percent),
North Texas (6.3 percent), and Alabama (0 percent)).
International Students (Table
II-6)
For Table II-6 schools were
requested to indicate the number and gender of their international
students officially enrolled in the Fall 2001 term for each degree
defined for Table II-1.
The 1,284 international students seeking any of the six
degrees, when compared with the enrollment figures reported in Table
II-1, constitute 6.4 percent of all students enrolled in the six degree
levels at the 56 schools. This year the number of international students
remained essentially the same as it had been since Fall 1999 (1,119).
Although international students have their highest enrollment at the
ALA accredited master’s–LS degree level, they constitute only 3.2
percent of its total enrollment. By contrast, international students
are a very notable component of Master’s–IS, “other master’s” and
doctoral degree programs. The 266 international students pursuing
the Master’s–IS and the 158 “other master’s” international students
constitute 23.5 and 20.5 percent respectively of the total enrollments
for those degrees. The presence of international students is even
more pronounced at the doctoral level where the 256 international
students comprise more than a third (34 percent) of doctoral student
enrollment. This is an increase from the 29.9 percent reported for
Fall 2000. International student enrollment in bachelor’s degree programs
remains minimal at 4.6 percent. International student participation
in post-master's programs is similarly low at 5.2 percent.
Several schools stand out for the number of international
students enrolled in their degree programs (Table
II-6-a-1) -- Syracuse (214), Pittsburgh (173), and Drexel (140).
Other than Florida State (81) no other school has more than 60 international
students. Missouri (58), Michigan (55) comprise the next tier of schools
while the remaining 50 schools have a wide range of international
students -- from 48 at Missouri to none at Alabama, Long Island, Southern
Connecticut, and Southern Mississippi. Thirty one schools (55.4 percent)
have fewer than ten international students. Sixteen of the 31 school
have fewer than five international students.
When examined at the degree level, some noticeable differences
in international student representation exist. International student
bachelor's degree enrollment is highest at Drexel (79) (Table
II-6-c-1). Of the remaining 14 schools only Florida State (27)
and Syracuse (24) have more than 10 international students in their
bachelor’s degree program.
For the ALA-accredited master’s–LS (Table
II-6-c-2-LS) Michigan has the highest international student enrollment
(43) followed by Illinois (32), Florida State and McGill (30). Seven
other schools have ten or more international students in their ALA-accredited
master's–LS program.
The three non-ALA accredited Master’s–IS programs (Table
II-6-c-2-IS) have by far the largest international student enrollment
-- Syracuse (99), Drexel (2), Pittsburgh (49). This is likely due
to their longer established programs being better known internationally.
By comparison, Indiana (24) and North Carolina – Chapel Hill (20)
have the largest international student population of the ALA-accredited
IS master’s programs.
Syracuse and Pittsburgh have by far the highest international
student enrollment for an “other master’s” program with 51 and 44
students respectively (Table
II-6-c-3). Missouri has the next highest international student
enrollment with 29 students. No other school has more than 11 international
“other master’s” students.
Historically, and understandably given the relative small
size of their post-master’s programs, schools have had very modest
representation in them by international students. This continues to
be the case in Fall 2001 (Table
II-6-c-4). None of the eight schools reporting international enrollment
for this degree had more than 3 international students. Six reported
having one international student and 20 schools had none.
Pittsburgh, however, continues its strong international
student presence at the doctoral level with 53 international students
(Table
II-6-c-5). Florida State (23), Rutgers and Syracuse (21) are the
only other doctoral programs with more than 20 international students.
Six schools report that their doctoral programs have five or fewer
international students. This is in contrast to the eight schools in
that status in Fall 2000 and the 17 in Fall 1999.
International Students’ Country of Origin (Table II-7)
For Table II-7 schools were
asked to report the country of origin of their international student
enrollment for the 2001 Fall term for each of the six degrees defined
for Table II-1. The data in Table
II-7-a are arranged first by continent, then sub-arranged alphabetically
by country name. Asia, which covers a wide area of the world ranging
from the Middle East to the Far East, has been further sub-divided
into four regions to allow for more detailed analysis.
As might be expected, international students represent all
continents except Antarctica. Asia is the continent that accounts
for the majority of international students, providing nearly two-thirds
(64.8 percent) or 833 of all 1,285 international students. When the
regions of Asia are examined, the region of East Asia is found to
contribute the greatest percentage of international students (47.8
percent -- 614 students). South Asia is a distant second with 12.1
percent (155 students). European countries contribute a only 8.2 percent
(106 students) of international student enrollment, while South America
continues to have minimal representation in LIS programs at 3 percent
(38 students). Equally low is Africa with 4.1 percent (53 students).
Australia has the lowest level of international students representation
with 0.1 percent (1 student).
When the number of students from individual countries is
examined, it becomes readily apparent that China, South Korea, and
India are the countries contributing the greatest number of international
students (228, 144, and 136 respectively). Together these three countries
provide 39.5 percent of all international students seeking LIS degrees
in the US and Canada. Two other Asian countries, Taiwan (84) and Thailand
(65), form the next tier of countries contributing the most students.
These five countries have provided a strong student presence for a
number of years. Overall, combined enrollments for these five countries
contribute half (51.1 percent) of all international student enrollment.
A figure similar to that for both 1999 and 2000.
Enrollment by Age and Gender
(Table II-8)
For Table II-8 schools were asked to report Fall 2001 enrollment divided
by gender across nine age groups for each of the degree levels defined
for Table II-1.
Table
II-8-a-1 provides a summary for all degree levels by age group
and gender. For the ALA-accredited master’s–LS, the Master’s–IS, and
“other master’s” programs, the 25-29 age group had by far the greatest
percentage of students (22.4, 32.3, and 25.4 percent respectively).
As one might expect for a program that is focused on the further education
of practicing professionals, the post-master’s age group with the
highest frequency of students was for a higher age, 40-44 (19.3 percent).
Overall, doctoral students are rather evenly divided among the four
age groups 25-44. These four age groups have percentages of students
ranging from 14.3 to 19.3. The age group with the highest frequency
of doctoral students is the 30-34 group.
Students by Gender and Highest Degree Held (Table II-9)
This table is not currently
in use. The table was last
used in 1980.
Students by Undergraduate Major, Gender and Program Level (Table II-10)
This table is not currently
in use. The table was last
used in 1980.
Scholarship and Fellowship Aid (Table
II-11)
Data for the number and amount
of scholarship or other non-work-related financial aid awarded in
fiscal year 2000-2001 were requested for each of the six degrees as
defined for Table II-1. Each school was asked to separate the data
by the gender of awardee. The instructions for compiling the data
stated that awards directly administered by the school (regardless
of whether the funds were from the school, the parent institution,
federal or non-federal external sources) were to be included in the
report, but awards (including assistantships and work/study) made
by outside sources directly to the student were to be excluded. Additionally,
schools were asked to indicate whether they offered scholarship and
fellowship aid to part-time students.
Given the difference in the value of Canadian and US dollars,
separate means are provided for Canadian and US schools. In comparing
Canadian and US figures it may be convenient to use the exchange rate
given in the footnote below.
[8]
Similarly, with
the costs associated with attending a public university generally
being quite different from those at a private university, it is reasonable
to suspect that the amount of financial aid awarded by these different
types of schools would also differ. Accordingly, for US schools, separate
means are reported for public and private universities as well as
a combined mean.
[9]
Table
II-11-a provides a summary of aid awarded for each of the six
degrees for the 2000-2001 fiscal year. The total value of awards,
$6,646,893, represents a 4.5 percent increase in funding over 1999
2000 and follows upon a 2.9 percent increase in 1998-99. The total
value of awards for the ALA-accredited master’s–LS degree funding
increased 5.1 percent. There are no data for previous years against
which to compare Master’s–IS funding. The amount of money invested
in doctoral students this year ($926,850) represents a 12.2 percent
decrease. That decrease appears to continue an annual decline in doctoral
funding first observed in 1997 1998. The only year in which this downward
trend was broken was in 1999-2000 which witnessed a 2.9 percent increase.
Schools were asked whether they provided scholarship and
fellowship aid to part-time students. This was a general question
not limited to any specific degree. Thirty-one of the 50 schools (60.4
percent) that responded to this question indicated that such aid is
available for part-time students (Table-II-11-a-2).
Three of the 7 Canadian schools (42.9 percent) provide this type of
aid compared to 63 percent of US schools. Private US universities
make scholarships and fellowship aid available to part-time students
to a greater degree than do US public universities (87.5 vs. 57.9
percent respectively).
Table
II-11-c-2-LS reports scholarship and fellowship aid for the ALA-accredited
master’s–LS degree. The mean number of awards given by Canadian and
US schools was 35 vs. 29.9 respectively. The mean number of awards
given by school represents an increase of 7 per Canadian school and
6.1 for schools in the US. The mean amount awarded was $3,068 per
Canadian school ($1,962 USD). This compares to $3,166 per US public
university and $2,496 per US private university.
Five of the seven schools (71.4 percent) offering the Master’s–IS
degree reported that they had provided scholarship and fellowship
aid to the students seeking that degree in 2000-2001 (Table
II-11-c-2-IS). The size of the mean award at the one Canadian
school was $1,818 ($1,163 USD) compared to a mean of $4,774 at the
two US public universities and $4,773 at the two US private universities.
The figures in
Table II-11-c-3 for “other master’s” is informative in seven of
the 15 schools (46.7 percent) did not report any scholarship or fellowship
aid for students pursuing these degrees. That form of assistance is
even more scarce for students pursuing the post-master’s degree (Table
II-11-c-4). Only two of the 28 schools (7.1 percent) that have
post-master’s enrollment indicate that they provided scholarship or
fellowship aid to students in this degree program in 2000-2001.
Table
II-11-c-5 reports on scholarship and fellowship aid for doctoral
students for the 2000-2001 fiscal year. On average the scholarship
and fellowships aid for a doctoral student at Canadian and US schools
is very similar. At a Canadian university the mean award is $11,389
($7,285 USD) compared to $7,153 for the mean doctoral award at a US
university. The average size of a scholarship or fellowship award
from a private US university is $11,778 compared to a similar average
award at a public university of $6,630. There has been a noticeable
decline in the average size of a doctoral award over the past five
years. The average awards were: $12,326 in 1996-97, $9,174 in 1997-98,
$7,812 in 1998-99, $6,888 in 1999-2000. 2000-2001 witnessed a very
slight upturn to $7,153. This represents a 42 percent reduction over
that four year period. This decline is most likely attributable to
the withdrawal of much US federal support for doctoral students in
library and information science.
Assistantships (Table II-12)
Data were requested for the number and value of assistantships awarded by each school, divided by the gender of the awardee, using the degree definitions of Table II-1 for students enrolled in Fall 2001. Similar to the reporting for Table II-11 the presentations of Table-II-12 include a calculation of separate means for Canadian and US schools, with a further division of US schools into public and private institutions. In comparing Canadian and US figures it may be convenient to use the exchange rate given in the footnote below. [10]
Table
II-12-a provides a summary of assistantships awarded for each
of the six degrees for students enrolled in Fall 2001. The total value
of awards, $15,046,596, represents a 21.2 percent increase in funding
over that reported for Fall 2000. Although the total value of assistantship
awards increased 21.5 percent this increase in awards is attributable
to the 203.7 percent increase in the value of assistantships awarded
to doctoral students. Awards to bachelor’s students declined by 48.1
percent, ALA-accredited master’s–LS by 17.2 percent, and post-master’s
14.3 percent. There are no data for previous years against which to
compare Master’s–IS funding. The increase in doctoral student funding
for assistantships is the inverse to the decline in scholarship and
fellowship funding for students seeking that degree.
As was the case for scholarships and fellowship aid, schools
were asked whether they provided assistantships to part-time students.
This was a general question not limited to any specific degree. Eighteen
of the 51 schools (35.3 percent) that responded to this question indicated
that assistantships were available for part-time students (Table-II-12-a-2).
The availability of assistantships for part-time students is not nearly
as plentiful as it is for scholarship and fellowship aid for those
students (60.4 percent) noted previously (Table
II-11-a-2). The awarding of assistantships to part-time students
at US private and public universities varies (55.6 vs. 30.6 percent
respectively).
[11]
Although the pattern is the same, there is
a notable contrast in the percentage of scholarship and fellowship
aid available to part-time students at these two types of US universities
(87.5 vs. 57.9 respectively).
Table II-12-c-2-LS
reports assistantships awarded to students in ALA-accredited master’s–LS
degree programs. The mean number of awards given by Canadian and US
schools continues to be quite different (5.8 vs. 17.1 respectively).
While scholarships and fellowships on average were awarded in far
greater numbers at US private universities (50.5) compared to US public
universities (25.2), that relationship was reversed for assistantships.
US public universities awarded an average of 19.8 assistantships per
school compared to 5.9 by US private schools. The great difference
in the mean amount of assistantships awarded by a Canadian school
versus a US school continues: $2,541 ($1,625 USD) compared to $10,348
($10,408 public, $9,700 private).
All seven schools offering the Master’s–IS degree reported
that they had provided assistantship aid to the students seeking that
degree in Fall 2001 (Table
II-12-c-2-IS). The size of the mean award at the one Canadian
school was $1,093 ($699 USD) compared to a mean of $8,429 at the four
US public universities and $17,641 at the two US private universities.
The figures in Table
II-12-c-3 for “other master’s” is informative in that six of the
15 schools (40 percent) did not report any assistantship aid for students
pursuing these degrees. That form of assistance is even more scarce
for students pursuing the post-master’s degree. Only five of the 28
schools (17.9 percent) that have post-master’s enrollment (Table
II-12-c-4) indicate that they provided assistantship aid to these
students in Fall 2001. This low percentage of assistantship aid for
post-master’s students is identical to that report for Fall 2000.
Table
II-12-c-5 reports the number and value of assistantships awarded
doctoral students enrolled in Fall 2001. There continues to be a difference
in the mean number of assistantships awarded by Canadian versus US
universities (7.5 and 10.2 respectively) although the number for both
increase over that reported for Fall 2000. That difference is more
extreme in terms of the average size of an assistantship award --
$3,423 Canadian ($2,190 USD) vs. $27,044 for the US. There are differences
in the average number of assistantships awarded to doctoral students
at US public and private universities (10.5 vs. 7.5 respectively).
There is also a $2,100 difference in the value of an average award
between the two types of universities -- $27,792 public vs. $17,618
private. Overall US public universities witnessed a tremendous increase
(144 percent) in the amount of funds allocated to assistantships for
doctoral students. This compares to an increase of 15.2 percent for
US private universities 24.9 percent for Canadian. These increases
in assistantship funding by US universities helps offset the decline
in fellowship and scholarship aid available to doctoral students.
Tuition and Fees (Table II-13)
Tuition and fee data for the 2001 fall term were requested. These data included
·
Total cost of a degree obtained without
transfer credit
·
Cost of tuition only for one credit
In reporting fees schools were
asked not to include those fees associated with individual courses
or labs. Data were requested separately for in-state/in-province and
out-of-state/out-of-province students for each of the six degrees
defined for Table II-1.
Given the difference in the value of the Canadian and US
dollars, separate means are provided for Canadian and US schools.
In comparing Canadian and US figures it may be convenient to use the
exchange rate given in the footnote below.
[12]
Differences between in-state and out-of-state
charges are valid only for public universities in the United States.
Private universities charge the same fee regardless of residency status.
[13]
Table
II-13-c-2-LS presents the full degree costs and tuition for one-credit
for the ALA-accredited master’s–LS degree. As expected, the cost for
the full degree in the US is generally higher at private schools with
a mean cost of $23,382
[14]
compared to $8,140 for in-state and $19,231 for
out-of-state students at public universities The least expensive ALA-accredited
master’s–LS programs at private universities are provided by Clark
Atlanta ($17,896), Dominican ($18,720), and Long Island ($20,592).
The most expensive are offered by Drexel ($29,580) and Catholic ($28,860).
One might expect that the cost of obtaining an ALA-accredited master's
degree at a private US university would be higher than at any of the
41 US public schools at an in-state tuition level. This expectation
is true except in the case of Michigan where in state tuition and
fees ($23,047) is very near the mean cost of a degree at a private
university ($23,382).
One public US university, Puerto Rico ($2,990), is able
to offer the ALA-accredited master’s–LS degree to its in-state students
for under $4,000 in 2001. This compares to four schools that were
able to do so in 2000. Seven schools can provide this degree to in-state
residents for less than $5,000. In 2000 ten schools were able to do
so. The most expensive programs for in-state students is at Michigan
($23,047). Pittsburgh follows at $15,564) but more than $7,400 less
that Michigan. Rhode Island begins the next tier of higher cost in-state
programs at $12,223.
The cost of obtaining the Master’s–IS degree at Albany,
Drexel, North Carolina – Chapel Hill, and Pittsburgh (Table
II-13-c-2-IS) are identical with those for the ALA-accredited
master’s–LS. However, at Indiana and Syracuse tuition and fees for
the Master’s–IS are higher. Indiana’s cost for in state students of
$8,016 is $1,145 higher than for the ALA-accredited master’s–LS while
for out of state students the cost of $23,348 is $3,336 higher. At
Syracuse the differential between the Master’s–IS and the ALA-accredited
master’s–LS is $3,882.
Out-of-state students are able to obtain the ALA-accredited
master’s–LS degree for under $11,000 at three public US universities:
Puerto Rico ($2,990), San Jose ($9,030), and Southern Mississippi
($10,303). Fourteen US public universities have out-of-state tuition
and fees exceeding $20,000. Of these by far the highest costs are
at Wisconsin – Madison ($38,437), and Michigan ($46,327). A total
of five schools, Michigan, Wisconsin – Madison, Pittsburgh, Wisconsin
– Milwaukee, and Washington have the cost of tuition and fees for
out-of-state students that exceed $31,000. A figure well above the
mean cost of this degree for both out-of-state students at public
universities ($19,231) and students at private universities ($23,282).
Viewed from the financial aspect only, it appears that private universities
continue to be competitive for out-of-state students in their costs
to degree with a number of public universities.
Doctoral programs at
private US schools are considerably more expensive than similar programs
at most public universities. Only four of the 28 doctoral programs
in the US are offered by private universities (Drexel, Long Island,
Simmons, and Syracuse). Their mean cost to degree is $35,879, with
a range from $23,868 (Simmons) to $50,466 (Syracuse).
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[1]
55 of the 56 schools offer the ALA-accredited master's - LS. Montréal
offers only the Master's - IS at the master's degree level. [2] For ease of reading the following terms are used in this chapter: White, Black, Hispanic, Asian or Pacific Islander, and American Indian.
[3]
The total enrollment figure of 20,033
in Table II-4-a includes data reported by the 6 of the 7 Canadian
schools that did not report ethnic data. Only Montréal elected to
provide those data. In calculating percentages in this paragraph
the data of the other 6 schools were not included. Thus a divisor
of 18,969 was used in the calculation rather than the total enrollment
of 20,033. [4] U. S. Census Bureau. United States Census 2000. Population and Housing Tables (PHC-T Series). Available: http://www.census.gov/population/www/cen2000/tablist.html
[5]
The total enrollment figure of 3,121 in Table II-4-c-1 includes
data reported by the 1 Canadian school offering the bachelor's degree,
Dalhousie. It did not, however, report ethnic data. In calculating
percentages in this paragraph its data were not included. Thus a
divisor of 2,993 was used in the calculation rather than the total
bachelor's enrollment of 3,121. [6] The total enrollment figure of 14,043 in Table II-4-c-2 includes data reported by all 6 Canadian schools offering the ALA-accredited master's-LS degree. Those schools, however, did not report ethnic data. In calculating percentages in this paragraph those data were not included. Thus a divisor of 13,254 was used in the calculation rather than the total ALA-accredited master's-LS degree enrollment of 14,043. [7] The total enrollment figure of 753 in Table II-4-c-5 includes data reported by all 4 Canadian schools offering the doctoral degree. Three of these 4 , however, did not report ethnic data. Montréal was the sole school electing to report these data. In calculating percentages in this paragraph the data for the 2 schools not reporting were not included. Thus a divisor of 698 was used in the calculation rather than the total doctoral enrollment of 753.
[8]
Exchange Rate October 15, 2001: 1 US Dollar (USD) = 1.56340
Canadian Dollar (CAD) 1 Canadian Dollar = 0.63963 US Dollar [9] The following nine universities were defined as private: Catholic, Clark Atlanta, Dominican, Drexel, Long Island, Pratt, St. John's, Simmons, and Syracuse. Some schools treated as public have a quasi public/private relationship. For the purposes of this report, if such a school had different tuition levels for in-state versus out-of-state students it was classified as a public university. When viewing this definition against the tuition and fee tables it would appear that one exception had been made for Catholic, which is clearly a private school but which does have a different tuition structure in the tables for "in-state" and "out-of-state." Although recorded this way in the tables those figures, as reported by Catholic, actually represent a difference in tuition structure for "on campus" and "off campus." [10] Exchange Rate October 15, 2001: 1 US Dollar (USD) = 1.56340 Canadian Dollar (CAD) 1 Canadian Dollar = 0.63963 US Dollar [11] The following nine universities were defined as private: Catholic, Clark Atlanta, Dominican, Drexel, Long Island, Pratt, St. John's, Simmons, and Syracuse. Some schools treated as public have a quasi public/private relationship. For the purposes of this report, if such a school had different tuition levels for in-state versus out-of-state students it was classified as a public university. When viewing this definition against the tuition and fee tables it would appear that one exception had been made for Catholic, which is clearly a private school but which does have a different tuition structure in the tables for "in-state" and "out-of-state." Although recorded this way in the tables those figures, as reported by Catholic, actually represent a difference in tuition structure for "on campus" and "off campus." [12] Exchange Rate October 15, 2001: 1 US Dollar (USD) = 1.56340 Canadian Dollar (CAD) 1 Canadian Dollar = 0.63963 US Dollar [13] The following nine universities were defined as private: Catholic, Clark Atlanta, Dominican, Drexel, Long Island, Pratt, St. John's, Simmons, and Syracuse. Some schools treated as public have a quasi public/private relationship. For the purposes of this report, if such a school had different tuition levels for in-state versus out-of-state students it was classified as a public university. When viewing this definition against the tuition and fee tables it would appear that one exception had been made for Catholic, which is clearly a private school but which does have a different tuition structure in the tables for "in-state" and "out-of-state." Although recorded this way in the tables those figures, as reported by Catholic, actually represent a difference in tuition structure for "on campus" and "off campus." [14] The difference in the total and mean for private US universities is attributable to Catholic having different tuition and fees rate for on and off campus status which the school reports each year as in-state and out-of-state. |