STUDENTS by Jerry
D. Saye and Katherine
M. Wisser Part Two of the ALISE statistical questionnaire requested
schools 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. 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. The
fact that 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. Fifty-five
of the 56 schools with ALA-accredited master’s programs (LS and/or
IS) participated in the survey (7 Canadian and 48 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 the number
of schools offering that program. 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 2002 Fall term were
requested for each of eight program levels: · Bachelor’s
·
· 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 Master's -- Information Science: Include
here only those students working towards a separate master's degree
in information science, whether
accredited by Other Master’s: Include here those students working towards a
separate master's degree other
than the ALA-Accredited Master’s -- Library Science or Master’s --
Information Science (either ALA-accredited or not) 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. Data are reported for 55 of the 56 schools with accredited-ALA
master’s programs. 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 = .067).
Students carrying an overload should be counted as only 1.00
FTE. In the space below, continue on the back if
necessary, please supply the formula you used to compute the FTE. If the FTE formula is differs by program level
please give each formula used and the program level with which it
is associated. 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 2002 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 Fall 2002 enrollment of 24,112 is
up 5.4 percent from the 22,883 reported last year. Total enrollment for the 6 degree programs was
21,212. This represents an
enrollment increase of 5.9 percent increase over the 20,033 reported
for Fall 2001. ALA-accredited
master’s – LS programs account for the majority (71.3 percent) of
total degree enrollment. Master’s
– IS enrollment represents 5.4 percent of total enrollment while “other
master’s” is 3.5 percent. Bachelor’s
degrees continue to rise in the percentage their students constitute
of total enrollment – 14.2 percent this year.
The 28 schools reporting doctoral enrollment indicate of 810
students are seeking that degree. They constitute or 3.8 percent of total degree
enrollment. Post-master’s students
comprise 1.8 percent of enrollment. All
degree levels, except bachelor’s, Master’s – IS, and doctoral degrees,
have the majority of their students in a part-time status. At the bachelor’s degree level, 81.4 percent
of the students are full-time. Doctoral
programs have 56 percent of their students in a full-time students
status. This year the percentage of master’s – IS who
are full-time rose to 50.3 percent from the 41.7 percent reported
last year. Over two-thirds
(69.6 percent) of all ALA-accredited master’s – LS students are part‑time
as are 51.8 percent of “other master’s” degree and 81.6 percent of
post-master’s students. When
distribution by gender is examined, female students are found to comprise
80.2 percent of ALA-accredited master’s – LS enrollment. Gender distribution becomes more equal for the
master’s – IS degree, where males constitute 51.8 percent of students. Female doctoral students are in the majority
at 53.8 percent as they are for “other master’s” degrees where they
comprise 55.3 percent of the enrollment. Sixteen
of the 56 schools (28.6 percent) currently offer a bachelor’s degree. Table
II-1-c-1a provides school-by-school enrollment figures.
It reveals that 3,015 students were pursuing a bachelor’s degree
in Fall 2002. This is a decline of 3.4 percent despite one
additional school offering this degree this year over last. A large percentage of enrollment is concentrated
at three schools. The bachelor’s
enrollment at Drexel (847), Table
II-1-c-2a-LS reports ALA-accredited master’s – LS enrollment for
each of the 54
[1]
schools offering that program.
It illustrates the wide range of program sizes across the schools
– from the five largest programs, 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 (9.4 percent) have more than three-fourths
of their ALA-accredited master’s – LS students in a full-time status:
( 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 Table
II-1-c-2a-IS reports Fall 2002 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.
Enrollment for this degree range from 304 at Drexel to 81 at
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. Four
of the schools have the majority of their master’s – IS students in
a full-time status – Montréal (94.6 percent), North Carolina – Chapel
Hill (75.7 percent), Albany (69.1 percent), and Syracuse (58.2 percent).
Conversely, Drexel and Fourteen
schools (25.9 percent) of the 54 schools reporting indicated enrollment
for “other master’s” degrees (Table
II-1-c-3a) for Fall 2002 in addition to their ALA-accredited master’s
– LS and or master’s – IS enrollments. Post-master’s
programs historically have had comparatively low enrollments. Table
II-1-c-4a confirms that this continues.
Of the 25 schools reporting Fall 2002 enrollment data for their
post-master’s program only ten schools (40 percent) had more than
10 students in their programs. The high percentage of part-time students in
post-master’s programs (81.6 percent) results in a low mean 9 FTE
(Table
II-1-c-4b) compared to the mean 15.2 head count. Half
(28) of the 56 schools offer a doctoral program (Table
II-1-c-5a). As has been characteristic of the other degrees,
the 810 doctoral students enrolled in Fall 2002 are distributed quite
unevenly across the schools. The
doctoral program at Table
II-1-e provides the number of FTE off-campus students each school
had registered for the 2002 Fall term.
Forty-two, or slightly more than three-quarters (76.4 percent),
of the 55 schools had off‑campus enrollment using one of several
approaches to delivery available.
This number is an increase from the 32 schools that reported
off‑campus enrollment for Fall 2001.
At several schools off-campus FTE enrollment was very sizeable.
By far the largest off-campus enrollments are at Course Enrollments (Table II-2) Schools were requested to report the number of students enrolled in courses
or sections of courses during the 2002 Fall term. Enrollments were reported in increments of five
students. Independent study
and reading courses were not to be included in these counts. Data are reported for 55
of the 56 schools with accredited-ALA master’s programs. Table
II-2-a-1 reports course and section enrollment distributed across
the 11 enrollment groups for courses offered in Fall 2002 by each
The
majority of courses/sections offered in Fall 2002 have enrollments
of 6-10, 11-15, 16-20, and 21-25 students.
These four course/section enrollment groups account for 60.2
percent of all courses offered. The
course/section size with the highest frequency was the 11-15 students
group followed by the 16-20 group.
The total number of courses/sections offered with large enrollments,
i.e., 36-40, 41-45, and 46-50 students, was relatively small (106,
42, and 38 respectively) in comparison to the frequencies of the other
enrollment groups. This is
up from the 85, 52, and 30 reported for those groupings for Fall 2001.
Courses/sections offered in these three larger enrollment groups
account for only 7.9 percent of all courses offered.
Up from the 7.3 percent reported for the previous year’s term.
The number of courses/sections offered with more than 50 students
in Fall 2002 was 69. The number
of courses offered in this size group has remained relatively constant
for the past few years: 2002,
69; 2001, 66; 2000, 66. The
questionnaire requested schools to comment on courses with enrollments
of over 50 students. From these comments (Table
II-2-a-2), it is apparent that courses with enrollments of 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 of independent study
or reading courses offered from none at two schools ( 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 2001-2002 academic year, including
summer sessions, for the six degree categories: · Bachelor’s
·
· 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 B Black,
not of Hispanic Origin -- a person having origin in any of the black
racial groups of 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 W White,
not of Hispanic origin -- a person having origin in any of the original
peoples of Additionally, two other reporting categories were also
used: I
International students -- all students who are not 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 6,732 bachelor’s, ALA-accredited
master’s -- LS, master’s -- IS, “other master’s”, post-master’s, and
doctoral degrees were awarded by schools during 2001‑2002. This is an increase of 4.4 percent (282 degrees)
over the number awarded the previous academic year, but down from
the 7.6 percent increase of the previous of that year. While female graduates accounted for 70.3 percent
of all degrees awarded, the male/female distribution varies considerably
among the different degrees. Females
are in the majority for five of the six degrees. This ranges from highs of 85 percent for the
post-master’s and 79.8 percent for ALA-accredited master’s – LS degree
to 52.2 and 50.5 percent for master’s -- IS and “other master’s” degrees
respectively. The only degree
where males are the majority of graduates is the bachelor’s degree
(66.2 percent). It is perhaps
noteworthy that this degree is closely associated with information
science. Similarly one of the two degrees that has the
smallest female majority is the master’s – IS. Table
II-3-a also reveals that graduates of 2001-2002 continue to be
predominately White (69.2 percent).
Blacks are the most represented non-White ethnic group (5.3
percent). Asian or Pacific Islanders represented 3.5 percent
of graduates followed by Hispanics at 3.1 percent. The Hispanic percentage of graduates is particularly
noteworthy rising this year from the 2.6 percent reported last year.
Native Americans constitute one-half percent (0.5) of all graduates
of the six degrees. All minority groups are underrepresented as
graduates in relation to their percentage of the Black
graduates accounted for 11.1 percent of bachelor’s degrees awarded
in 2001-2002. They were 10.2
percent of graduates of the “other master’s” degrees, and 7.7 percent
of doctoral degree graduates. The
degrees in which Black graduates have the lowest representation is
master’s – IS (2.9 percent) followed by the ALA-accredited master’s
-- LS (4.2 percent). Black representation in the 2000 Hispanic
representation is lower than that of Blacks for five of the six degree
fields. The one exception is the post-master’s where
Hispanics received 35 percent of the degrees awarded in 2001-2002. While this might seem worthy of praise when
the data are examined more closely the percentage of post-master’s
degrees awarded to Hispanics is in fact disturbing.
Twenty of the 21 post-master’s degrees awarded were bestowed
by International
students represent a considerable percentage of graduates of three
degrees. They received more
than a third (35.4 percent) of the doctoral degrees and 31.8 percent
of the master’s -- IS degrees awarded in 2001-2002.
Their representation as graduates of “other master’s” follows
at 28.4 percent. These figures are in marked contrast to international
student graduation figures for the bachelor’s and ALA-accredited master’s
– LS degrees. For these programs
international students represent only 4.6 and 3.5 percent respectively
of graduates. For
each degree the number of degrees and certificates awarded varies
widely from school to school. Twelve
of the 16 schools that reported bachelor’s degree enrollment for Fall
2002 awarded degrees at that level in 2001-2002 (Table II-3-c-1).
At
the ALA-accredited master’s – LS degree level (Table
II-3-c-2-LS) 4,923 degrees were awarded in 2001-2002.
Two schools had more than 200 graduates receiving this degree: Table
II-3-c-2-IS provides graduation data for 2001-2002 by school for
the master’s – IS degree. A
total of 510 of these degrees were awarded by seven schools -- 141
by the four schools with ALA-accredited IS master’s degree (Albany,
Indiana, Montréal, and North Carolina – Chapel Hill) and 369 by the
three schools (Drexel, Pittsburgh, and Syracuse) that did not seek
that accreditation. The total
number of degrees awarded is nearly identical to the number awarded
the previous year (513). The
number of degrees vary widely from 144, 121, and 104 awarded by Eleven
of the 14 schools reporting enrollment in “other master’s” degrees
in Fall 2002 awarded degrees in 2001-2002.
The total number of degrees conferred was 303 (Table
II-3-c-3). Fourteen
of the 25 schools (53.6 percent) having enrollment in a post-master’s
program in Fall 2002 had graduates of their programs in 2001-2002. A total of 60 of these degrees were awarded
(Table
II-3-c-4). By far Sixty-five
doctoral degrees were conferred in 2001-2002 by 22 of the 28 schools
(78.6 percent) having enrollment in a doctoral program in Fall 2002
(Table
II-3-c-5). This is a decline
of 23.5 percent from the 85 degrees awarded in 2000-2001. Unlike the previous academic year when two schools
accounted for 41.2 percent of all doctoral graduates, this year the
distribution of awarded degrees is much more even. Enrollment by Gender and Ethnic
Origin (Table II-4) Enrollment figures for the 2002 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. Data are reported for 55 of the 56 schools with accredited-ALA
master’s programs. Table
II-4-a indicates the number of students enrolled in Fall 2002
in schools for each degree level distributed by gender and ethnic
origin categories. These figures show that enrollments remain predominately
White (68.8 percent)
[3]
. The 1,133 Black students represent the next
largest ethnic group (5.6 percent).
Hispanic enrollment remains low at 3.7 percent, as does Asian
or Pacific Islander representation at 4.4 percent.
The 83 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 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 81.5 and 41.4 percent respectively. Pratt follows distantly at 15.9 percent Black
enrollment followed by The
2000 census data of the Hispanic population in the 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 The
ethnic distribution of students pursuing the ALA-accredited master’s
– LS degree in Fall 2002 is presented for each school in Table II-4-c-2-LS. For the 48 schools reporting ethnic data, their
11,127 White students constitute 78.2 percent of the students in those
programs.
[6]
Black students comprise 4.8 percent of that
enrollment, roughly two-fifths of their 12.3 percent of the 2000 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.
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 although there is a wide difference
in those percentages (79.5 and 27.7 percent respectively).
It is interesting to note that, although an HBU, North Carolina
Central has a White student enrollment of 65.4 percent. In
terms of Black students constituting a percentage of total enrollment,
following the two HBUs, the next highest percentages are at Pratt
(15.9 percent), Figures
for the 563 Hispanic students pursuing the ALA-accredited master’s
– LS degree reveal that When
viewed in terms of percentage of total 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 97.6 percent ( All
seven schools offering the master’s – IS degree,
including the one Canadian school, Montréal, reported ethnic data
for Fall 2002 (Table
II-4-c-2-IS). The percentage
that Whites, Blacks, and Hispanics constitute of the student population
for this degree is lower than it is for the ALA-accredited master’s
– LS (Whites: 59 vs. 78.2; Blacks: 3.6 vs. 4.8 percent; and Hispanics:
1.4 vs. 4 percent). This variation compared to the ALA-accredited
master’s – LS is attributable somewhat to the higher Asian/Pacific
Islander percentage (6.3 vs. 2.8 percent), but primarily to the much
larger international student presence (23.8 vs. 4.3 percent). Black
enrollments for the master’s – IS degree is somewhat evenly distributed
across 4 of the 7 schools. The
356 White students constitute 44 percent of doctoral student enrollment
(Table
II-4-c-5) in Fall 2002 at the schools reporting ethnic data.
[7]
This percentage is down from the 50.7 percent
reported for Fall 2001. The
continued lower percentage of White student enrollment for this degree
is not accounted for by increased enrollment of other 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.
The following analysis is thus limited to schools with ten
or more doctoral students. Texas
Woman’s has the highest percentage of Black doctoral students with
17.6 percent followed by 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 2002 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. Data
are reported for 55 of the 56 schools with accredited-ALA master’s
programs. 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, two of the schools with largest programs did not identify
the status of their bachelor’s degree students.
Not reporting were At
the ALA-accredited master’s – LS level the data reveal the local or
regional nature of enrollments at most schools (Table
II-5-c-2-LS). For the 51 schools that reported in-state/in-province
requested data, a mean 81.2 percent of their students are from in-state/in-province.
Only two schools ( Two
schools offering the master’s – IS degree ( Table
II-5-c-5 reports the in-state/in-province status of doctoral students. As has been true for other degrees a few schools,
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 2002
term for each degree defined for Table II-1.
Data are reported for 55 of the 56 schools with accredited-ALA
master’s programs. The
1,335 international students seeking any of the six degrees in Fall
2002 is a 4 percent increase over the 1,284 reported for Fall 2001. When compared with the enrollment figures reported
in Table II-1, constitute 6.3 percent of the 21,212 students enrolled
in the six degree levels at the 55 schools. 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 and “other master’s” (18.9 percent)
degrees. The presence of international
students is even more pronounced at the doctoral level where the 279
international students comprise more than a third (34.4 percent) of
doctoral student enrollment. International
student enrollment in bachelor’s degrees remains minimal at 4.2 percent. International student participation in post-master's
programs is similarly low at 3.9 percent. Several schools stand out for the total number of international
students enrolled in the degrees they provide (Table
II-6-a-1) -- When examined at the degree level, some noticeable differences
in international student representation exist. Only nine of the 16 schools with enrollment
in bachelor’s degree programs have international student representation
in them (Table
II-6-c-1). For those with
such enrollment the distribution of the 127 international students
is in rather unevenly distributed.
The 77 international students at Drexel constitute 60.6 percent
of all international enrollment for that degree.
Of the remaining eight schools with international enrollment
only For the ALA-accredited master’s – LS (Table
II-6-c-2-LS) Two of the three non-ALA accredited master’s – IS programs
(Table
II-6-c-2-IS) have by far the largest international student enrollment
-- Only eight of the 14 schools (57.1 percent) having an “other
master’s” degree have international student enrollment in that degree
(Table
II-6-c-3). Historically, and understandably given the relative small
size of their post-master’s programs, schools have had very modest
representation in these programs by international students. This continues to be the case in Fall 2002 (Table
II-6-c-4). None of the
schools having international enrollment for this degree had more than
three international students. One
school had three international students, three schools two each, and
six schools each had one international student.
Fifteen schools reported having no international students for
their post-master’s programs. Twenty-three of the 28 schools (82.1 percent) with doctoral
programs report having international students enrolled in those programs
(Table
II-6-c-5). 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 2002 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, and then sub-arranged
alphabetically by country name. As
might be expected, international students represent all continents
except When
the number of students from individual countries is examined, it becomes
readily apparent that Given
the relatively small international student enrollment in bachelor's
degrees (127), it is not surprising that no country has a large number
of students represented in these programs.
It further should be noted that 22 (17.3 percent) of the 127 international bachelor’s degree students
are categorized as “unknown” in terms of country of origin. A similar percentage of unknowns was reported
in previous years. This very
likely may be due to student record access limitations by schools
for their undergraduate students. China
provided by far the greatest number of international students (108)
pursuing the ALA-accredited master’s – LS degree in Fall 2002.
India
(96) provided the largest number of students enrolled for the master’s
– IS degree followed by International
doctoral student enrollment is led by Enrollment by Age and Gender (Table II-8) For Table II-8 schools were asked to report Fall 2002 enrollment divided
by gender across nine age groups for each of the degree levels defined
for Table II-1. Data are reported
for 55 of the 56 schools with accredited-ALA master’s programs. Table
II-8-a 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 (21.3, 27.2, and 24.3 percent
respectively). As one might
expect for a program that is focused on the further education of practicing
professionals, the post-master’s, the highest frequency of students
was for a higher age group, 50-54 (17.1 percent) followed closely
by the 40-44 age group (16.5 percent).
In previous years, doctoral students had rather evenly distributed
among the four groups that cover ages 25-44.
This year, that has changed. This year the 35.6 percent of doctoral students
are in the 25-29 and 30-34 age groups (17.2 and 18.4 percent respectively).
The 35-39 and 40-44 still constitute the next age cluster with
12.3 and 10.9 percent of all doctoral students. 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 2001-2002 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. Data are reported for 55 of the 56 schools with
accredited-ALA master’s programs.
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 fiscal year 2001-2002.
The total value of awards, $6,592,066, represents a .8 percent
decrease ($54,827) in funding over 2000-2001.
This decrease is disturbing given the increases in the cost
of degrees and an increase the previous fiscal year of 4.5 percent.
The total value of awards for the ALA-accredited master’s –
LS degree funding decreased 1.1 percent ($55,661) from the level of
funding the previous fiscal year.
That year funding had risen 5.1 percent.
For the first time we can compare the value of funding for
the master’s – IS to a previous year. This year that funding increased 5.7 percent
($16,593). While the percentage
increase is greatly affected by the overall small total value of funding
it nonetheless is noteworthy. “Other
master’s” programs experienced a healthier increase of 5.9 percent
($25,369) this past year. The reason for this percentage change is similar
to those that affected master’s – IS funding. The amount of money invested in doctoral students
this year ($842,082) represents a 9.1 percent decrease. This follows upon a 12.2 percent decrease the
previous year. More discouraging
is that these decreases 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 that witnessed a small 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.
Twenty-nine of the 51 schools (56.9 percent) that responded
to this question indicated that such aid is available for part-time
students (Table-II-11-a-2).
None of the five Canadian schools responding to this question
provide this type of aid compared to 63 percent of US schools.
Private 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 37 and 31.2
respectively. The mean amount awarded was $3,130 per Canadian
school ($1,999 USD). This compares
to $3,257 per US public university and $2,528 per Six
of the seven schools (85.7 percent) offering the master’s – IS degree
reported that they had provided scholarship and fellowship aid to
the students seeking that degree in 2001-2002 (Table
II-11-c-2-IS). The size
of the mean award at the one Canadian school was $2,417 ($1,514 USD)
compared to a mean of $3,564 at the two The
figures in Table
II-11-c-3 for “other master’s” is informative in that only seven
of the 14 schools (50 percent) offering that program provided any
scholarship or fellowship aid for students pursuing these degrees. This form of assistance is even scarcer for
students pursuing the post-master’s degree (Table
II-11-c-4). Only two of the 25 schools (8 percent) that
have post-master’s enrollment indicate that they provided scholarship
or fellowship aid to students pursuing this degree in 2001-2002. Table
II-11-c-5 reports on scholarship and fellowship aid for doctoral
students for the 2001-2002 fiscal year.
On average the scholarship and fellowships aid for a doctoral
student at Canadian and US schools is considerably different.
At a Canadian university the mean award is greatly different,
$2,966 ($1,895 USD), compared to $31,201 for the mean doctoral award
at a 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
2002. Data are reported for 55 of the 56 schools with accredited-ALA
master’s programs. 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 2002.
The total value of awards, $19,467,504, represents a 29.4 percent
increase ($4,420,908) in funding over that reported for students enrolled
in Fall 2001. This follows
upon an increase of 21.2 percent the previous year.
The increase in the total value of assistantship awards is
attributable to sizeable percentage increases in support for several
degrees: bachelor’s, Master’s – IS, “other master’s”, and doctoral.
Awards to bachelor’s students increased by 2,962.8 percent. While this percentage change is huge it is skewed
by the small numbers involved. In
fact, the number of assistantships awarded for those pursing the bachelors
degree rose from 1 to 46. This
follows a decline of such awards for this degree of 48.1 percent the
previous year. Master’s – IS funding increased 41.5 percent,
“other master’s” 104.4 percent, and doctoral 50.6 percent. The smallest increase was for the ALA-accredited
master’s – LS (8.1 percent), while post-master’s experienced a 0.2
percent decline in assistantship funding.
Clearly schools, witnessing a decline in scholarship and fellowship
aid for doctoral students are attempting to provide aid to their doctoral
student by assistantships instead. 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. Seventeen
of the 49 schools that responded to this question (34.7 percent) that
reported awarding assistantship indicated that they 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 these students (56.9 percent) noted previously (Table
II-11-a-2). Assistantships
are available to part-time students at only one Canadian schools (16.7
percent). The awarding of assistantships
to part-time students at US private and public universities varies
considerably (71.4 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 public
universities (56.8 respectively).
The percentage of scholarship and fellowship aid at
private universities is nearly identical to that for assistantships
(88.9 percent). Table
II-12-c-2-LS reports assistantships awarded to students registered
in Fall 2002 for the ALA-accredited master’s – LS degree.
The mean number of awards given by Canadian and US schools
continues to be very different (5.7 vs. 20.5 respectively).
While scholarships and fellowships on average
were awarded in far greater numbers at US private universities (50.5)
compared to US public universities (24.8), that relationship was reversed
for assistantships. US public universities awarded an average of
24.1 assistantships per
school compared to 6.9 by US private schools.
The great difference in the mean amount of assistantships awarded
by a Canadian school versus a All
seven schools offering the master’s – IS degree reported that they
had provided assistantship aid to the students seeking that degree
in Fall 2002 (Table
II-12-c-2-IS). The size
of the mean award at the one Canadian school was $786 ($502 USD) compared
to a mean of $4,974 at the four The
figures in Table
II-12-c-3 for “other master’s” is informative in that only
seven of the 15 schools (46.7 percent) reported awarding any assistantship
aid for students pursuing these degrees.
That form of assistance is even scarcer for students pursuing
the post-master’s degree. Only
three of the 25 schools (12 percent) having post-master’s enrollment
indicate that they provided assistantship aid to these students in
Fall 2002 (Table
II-12-c-4). Table
II-12-c-5 reports the number and value of assistantships awarded
doctoral students enrolled in Fall 2002.
There continues to be a difference in the mean number of assistantships
awarded by Canadian versus US universities (8.7 and 13.4 respectively),
although the number for both is an increase over that reported for
Fall 2001. That difference is more extreme in terms of
the average size of an assistantship award -- $2,966 Canadian ($1,895
USD) vs. $31,295 for the Tuition and Fees (Table II-13) Tuition and fee data for the
2002 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. Data
are reported for 55 of the 56 schools with accredited-ALA master’s
programs. 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 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 one would expect, the cost for the full degree in the Three
public US universities, Out-of-state
students are able to obtain the ALA-accredited master’s – LS degree
for under $11,000 at one public The
cost of obtaining the master’s – IS degree at Albany, Drexel, North
Carolina – Chapel Hill, Pittsburgh, and Syracuse (Table
II-13-c-2-IS) is identical with those for the ALA-accredited master’s–LS.
However, at Table
II-13-c-5 provides 2002 tuition and fee information for the doctoral
degree. Schools were requested
to report only the cost for course work.
The mean cost to an in-state doctoral student at a Doctoral
programs at private US schools are considerably more expensive than
similar programs at most public universities. Only four of the 23 doctoral programs in the
[1]
54 of the 55 schools reporting 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 20,033 was used in the calculation
rather than the total enrollment of 21,212.
[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 3,015 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 Dalhousie’s data were not included. Thus a divisor of 2,905 was used in the calculation rather than the total bachelor’s enrollment of 3,015.
[6]
The total enrollment figure of 15,117 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 14,220 was used in the calculation rather than the
total ALA-accredited master’s – LS degree enrollment of 15,117.
[7]
The total enrollment figure of 810 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 3 schools not reporting were not included.
Thus a divisor of 744 was used in the calculation rather
than the total doctoral enrollment of 810.
[8]
Exchange Rate 1 Canadian Dollar
=
0.63881 US Dollar
[9]
The following nine universities were defined as
private: Catholic, Clark
Atlanta, Dominican, Drexel,
[10]
Exchange Rate 1 Canadian Dollar
=
0.63881 US Dollar
[11]
The following nine universities were defined as
private: Catholic, Clark
Atlanta, Dominican, Drexel,
[12]
Exchange Rate 1 Canadian Dollar
=
0.63881 US Dollar
[13]
The following nine universities were defined as
private: Catholic, Clark
Atlanta, Dominican, Drexel,
[14]
The difference in the total and mean for private |