This chapter contains reports
and summaries of the data on curriculum as reported by the responding schools
for the 2001-2002 academic year.
For those schools on the
quarter system, the notation "qt" will be used. Some schools have
indicated that "units" or "courses" are used instead of a
specific number of hours of credit as guidelines for degree requirements. In
such cases these units are indicated as the respondents reported them.
Following each table will be listed descriptive information which does not
lend itself to the general reporting pattern of the table, but is important
to the interpretation of the question asked.”
A total of 55 of the 56
schools with accredited master's programs reported this year; no report was
received from Rhode Island. All of the questionnaires received were usable;
however, as has been the case each year, respondents, in some instances did
not complete each item; therefore, the totals in all tables may not always
add up to 55. In a few cases there is data for Rhode Island, so the total may
be 56. ”
Following the practice of
the past few years, Tables IV-1 to IV-29 dealing with various structural
elements that do not change frequently are not included in the printed
version of the Report. These tables are available on the web edition (http://ils.unc.edu/ALISE/2002/Curric/).
An exception is made in this report for Tables III-3
concerning the undergraduate major and minor as it seems to be changing
annually. Some comments about and highlights from these tables appear below.
- Academic Year Division. Most schools are organized on a semester or
trimester basis with semester length ranging from 13 to 17 weeks.
Three schools (Drexel, UCLA, and Washington) employ a quarter system
of 10 weeks per quarter. See Table_III-1
(Type of Academic Division) and Tables_III-2
(Number of Weeks Per Term by School).
- Undergraduate Degree. Sixteen schools
(up from thirteen last year) offer an undergraduate major in library
and/or information studies/science/systems. Sixteen schools also
offer an undergraduate minor. The number of hours required by each
school for a major is displayed in Table III-3.
The number of hours required for a minor is displayed in Table III-4.
- Master's Degree. The number of academic
semester credit hours or equivalent required for a Master's degree
varies from 32 to 56 with the majority of schools requiring either
36 or 42 hours. See Table III-5
for a list of schools with number of hours for each degree designation.
- Post-Master's Degree. A variety
of labels are offered for the program which immediately follows
the master's (e.g., Sixth Year, Specialist, Advanced Studies). Some
schools indicated that a certificate, not a degree, is awarded,
while others indicated that the certificate is related to a degree.
For convenience, these programs are called "post master's"
in this report. Thirty-four schools (twenty-eight last year) indicated
they offer such a program. See Table III-6
(Post Master's Degree or Certificate Academic Credit Hour Requirements).
More information follows in the section, "Certificate Programs."
- Doctoral Programs. Thirty schools
(up from twenty-eight last year and twenty-six the year before)
offer a doctoral degree program. Semester credit hour or equivalent
requirements vary widely; some include previous master's hours;
some add dissertation credit. Many report that the individual nature
of the program make it difficult to state a minimum number of hours.
See Table III-7
(Academic Requirements for Doctoral Degree).
- Comparison of Degree
Requirements. See Table III-8
(Summary of Credit Hour Requirements for Degree) provides a comparison
of degree requirements by school for undergraduate major and minor,
master's, post-master's and doctorate.
- Certificate Programs.
Forty-two schools report a total of ninety-four certificate programs.
The most common programs are school library media and a general
advanced study certificate. A few schools offer five or more certificates
in specialized areas of librarianship (Indiana and Puerto Rico),
e-business and competitive intelligence (Toronto) or web technologies
(Washington). See Table III-9
(Certificate Programs 2002).
- Joint Programs. Thirty-two
schools report offering ninety joint degree programs. History, law,
business, English and music are the most common joint degree offerings.
Schools offering more than five degree programs include Catholic,
Hawaii, Indiana (offering 12 joint degrees), Michigan, Southern
Connecticut, and Wisconsin-Milwaukee. See Table
III-10 (Joint Degree Programs Academic Hour Requirements 2002).
- Program Length. Thirty-three of
the fifty-six schools report a minimum time of 12 months to complete the
accredited master's degree; the range is from 8 to 24 months. The
maximum number of years allowed for the master''s degree ranges from 3
to 10 years with most schools reporting 5-7 years. Of the thirty schools
supplying data on the post-Master's degree, most schools require a
minimum of 9 to 12 months with a range from as low as 3 months to as
high as 19. Nineteen of the schools allow either 5 or 6 years to
complete the post-Master's with a range from 2 to 8 years. Eleven of the
thirty doctoral granting schools require a minimum of 36 months to
complete the degree with the range from 8 to 48 months. Sixteen of these
schools allow either 5 or 6 years to complete the doctorate with the
range from 5 to 14 years. See Table
III-11 - Minimum time for Completion of Accredited Master's and
Other Degree Programs by Number of Schools, 2002 and Tables
III-12 - Maximum time for Completion of Accredited Master's and
Other Degree Programs by Number of Schools, 2002. Table
III-13 provides data by school for minimum and maximum times for
completion of degree programs.
- Residency Requirements.
Thirty-two schools report some residency requirements for the master's
degree ranging from 6 to 48 hours. Twelve schools report a residency
requirement for the post-master's degree and twenty-six report a
residency requirement for the doctoral degree. The latter ranges from 8
to 64 months. See Table
III-15 - Residency Requirements for All Degree Programs by School
- Required Course
Work. Required course work hours range from 9 to 28 for the accredited
master's degree with most schools reporting 15 (13 schools) or 18 (12
schools) hours of required course work. Of the schools offering a
post-master's degree all require either 0 or 6 hours except Drexel
requires 32 quarter hours and Illinois requires 12 semester hours. The
thirty doctoral granting schools vary widely in the number of required
hours from 6 hours up to 51. See Table_III-16
- Hours of Required Course Work for Accredited Master's, Post-Master's
and Doctoral Degrees by School, 2002 and Table_III-17
- Required Course Work by Hours and by Degrees, 2002.
- Exemption of Required Courses.
Most schools provide an opportunity to exempt courses at the master's
level; few offer the option for the post-master's or doctoral program.
The usual method is evidence of a similar course taken elsewhere. Some
programs (16) allow the exempted course to count toward the master's
degree; two allow credit toward the post-master's degree and six toward
the doctorate. More frequently, schools do not provide credit for exempted
courses but require students to substitute another course. See Table
III-18 (xemption of Required Courses by Degree Program), Table
III-19 (Methods of Exempting Required Courses), Table
III-20 (Credit gained through Exemption of Required Courses) and Table
III-21 (Number of Hours that may be Exempted).
- Transfer of Credit Hours. Of the
54 schools reporting number of hours accepted in transfer for the
master's degree, twenty-seven will accept up to 6 hours, thirteen will
accept up to 9 hours, and the remaining schools range from 0 to 24.
Fifty-two schools responded to the question of whether they would accept
for transfer credit work done at a non-ALA Caccredited school. Nineteen
responded affirmatively and thirty-three said they would not accept
transfer credit from a non-ALA school. Twenty-two schools reported the
number of hours allowed for transfer credit; nine allow 6 hours; the
rest range from 0 to 15. Twenty schools reported the number of hours
allowed for transfer credit for the doctoral degree; the range is 0 to
33 with no See Table
III-22 (Hours That May be Transferred into Programs by School 2002).
Note: Table III-22 includes information formerly separately reported in
Tables III-22 and III-23. This is the first year the information is
reported by school.
Requirements. Only four schools have a thesis requirement at the
master's level, either for 3 hours of a range from 2-6. Eighteen schools
have no thesis option. Of the thirty-two schools who offer an optional
thesis, eleven allocate 6 hours for it and the rest range from 1 to 12
hours. At the post-master's level, of 23 schools reporting, eleven do
not have a thesis requirement; six have an option ranging from 3-12
hours; and six have a requirement that ranges from 0-12 hours. Of the
twenty-nine schools reporting at the doctoral level, two report no
thesis requirement (North Texas and Washington) and twenty-nine report
varying levels of credit hours required for the thesis from 3 (British
Columbia) to 32 (Illinois). Many schools simply report that a thesis is
required but do not provide any number of hours. For a school by school
reporting see Table
III-24 (Thesis Option or Requirement and Number of Hours by School
2002). Note: Table III-24 includes information formerly separately
reported in Tables III-24 and III-25. This is the first year the
information is reported by school.
- Fieldwork. Of the fifty-five
schools reporting, forty-three offer fieldwork as an option for the
master's degree ranging in credit from 0 to 8 hours with many offering
variable credit. Nine schools require fieldwork (in the case of British
Columbia and Dalhousie for 0 credits; the other range from 2 to 8
credit. For the post-master's degree sixteen reported four do not
provide a fieldwork option, one school required it and the other eleven
offer it as an option with 2-6 hours of credit. Three schools reported
offering a fieldwork option at the doctoral level. Illinois specifies it
is for a teaching practicum. Seventeen other schools reported that
fieldwork was not an option for this degree. See Table
III-26 (Fieldwork for Credit by Degree Programs and by School 2002).
Note: Table III-26 includes information formerly separately reported in
Tables III-26 and III-27. This is the first year the information is
reported by school.
- Graduation Requirements. Fourteen
of the fifty-five schools reporting require a comprehensive exam. Only
three schools (Montreal, NC-Central, and Puerto Rico) report having a
foreign language requirement. Several schools require a portfolio or a
culminating independent study project of some kind. Two schools
(Oklahoma and Queens) ask for an exit interview. See Table
III-28 (Special Requirements for Graduation for Accredited Master's
Degree by School 2002).
- Admission Requirements. All the
schools reporting (55) require the undergraduate grade point average
(GPA) for admission and forty-two schools also require the Graduate Record
Exam or an equivalent. Forty-one schools report requiring a TOEFL score
from non-native speakers. Only five schools require a personal interview
before admission although it is optional for three other schools. No
schools reported asking for library or information science work related
experience. In the other category, most schools asked for letters of
reference and a personal statement. See Table
III-29 (Admission Requirements for Accredited Master's Degree by
Respondents were asked to
list each course title and section number for courses offered away
from the main/home campus from Fall 2001 through Summer 2002. They
were asked to indicate whether each offering was required for the
degree program, if it was offered by regular faculty or adjunct staff,
how the faculty was compensated, and the method of course delivery
such as on-site/off-campus or some form of telecommunications. The
data for these responses is contained in Tables III-30
Eighty-eight percent of
the responding schools offered one or more courses away from the home campus
in 2001-2002. This year forty-six schools reported a total of 1,155 courses
offered as distance education. This does not count two schools who offer
their entire Master's programs through distance education. The range is from
1 to 164 courses and the average is 25 courses per school.
A total of 42 schools
indicated the use of telecommunications to deliver some courses as compared
to 37 schools for the prior school year. Some courses were taught by both
regular and adjunct faculty which is why total number of courses does not
always equal number for the combined faculty numbers.
schools indicated they were expecting to change their distance education
programs. These changes include:
- British Columbia
-- LIBR500 now available on the Internet; LIBR540 Internet version under
- Catholic --
Continue to develop and evaluate Internet courses
- Clarion -- The
option of a total web-based delivery degree
- Clark Atlanta --
Offering of web-based courses dependent upon university approval.
- Dominican --
Plans to add sites using video conferencing with on-site faculty
- Drexel -- For
MS(LIS) plans to add additional specialization, number of online
courses, and online cohort entering Spring 2003; For MSIS possibly
increase number of online courses.
- Emporia -- Will
develop additional Internet classes and begin new cohorts in Utah and
- Hawaii -- More
web-based content with TV delivery.
- Illinois --
Continued addition of Internet courses and use of emerging technologies
- Kentucky -- Add
new course available on the Internet
- Long Island --
Continue to expand course offering at Suffolk County campus.
- Louisiana -- May
add an additional site.
- NC-Chapel Hill
-- Offering core School Library Media Certification courses via the
- North Texas --
Continue to migrate courses to a Web format. Continue to develop courses
and to offer both delivery methods for the same course.
- Queens -- Plans to
increase the number of courses offered, but the GSLIS does not intend to
offer its entire program through this mode of delivery.
- St. Johns -- New
IT instructional designer will work with faculty to develop and improve
multimedia instruction online.
- South Carolina
-- Virginia cohort begins Jan. 2003.
Mississippi -- Streamline administration of admissions and course
- Texas Woman's --
Decrease in face-to-face supplemental meetings.
- Washington -- A
distance MLIS was launched autumn 2002.
Respondents may have
chosen more than one choice for compensation. For the forty-one schools that
reported offering courses away from the home campus, faculty were compensated
for teaching these courses within their regular teaching load. Nine of these
schools also offered overload compensation. Ten schools reported other forms
of compensation as listed below:
- Alabama -- Pays
adjuncts on a per course basis.
- Clarion --
Faculty receive additional cash incentives or professional development
- Drexel --
Faculty receive additional compensation for teaching online within their
normal teaching load.
- Illinois --
Offers a reduced course-load while faculty develop a course and during
the first term the course is taught.
- Iowa --
Additional compensation from the Center for Credit Programs.
- Long Island --
Travel expenses and a stipend.
- Missouri --
Extra compensation for summer teaching.
- Oklahoma -- Both
regular and adjunct faculty compensated separately for summer courses.
- Puerto Rico --
Indicates compensation as "other".
- South Carolina
-- Extra compensation on a per student basis for ME sections.
Connecticut -- Per contract, additional compensation if taught in
Mississippi -- IVN (TV) instructors receive stipends from Continuing
Education or the remote campus Long Beach. Hybrid and Internet
instructors will be granted consideration for these in the tenure
- Wayne State --
Part-time salary with some expenses depending on location.
-- Hired colleague from a sister faculty who participates in their
consortium; she was paid as part of their load.
Respondents were asked to
indicate how many courses they list in their catalog and what percent of those
courses were taught during 2001-2002. Table III-32
presents data on their responses.
Respondents were asked to indicate
the number of required and elective courses taught by regular and adjunct
faculty on the home campus of their school. Table III-33
contains a summary of those responses. Regular, full-time faculty taught 69%
of the required courses and 61% of the elective courses. Adjunct faculty
taught 26% of the required courses and 35% of the elective courses. Other
faculty accounted for 5% of the required courses and 4% of the elective courses
Faculty Teaching Load
Respondents were asked
what the regular teaching load for faculty was during the academic year,
summer, and the maximum number of hours a faculty person might be able to
teach as an overload. Table III-34
contains a summary of these data.
Courses Cross-Listed with Other Academic Units
Respondents were asked to
list courses that were cross-listed with other units in their respective
institutions and to indicate which unit had the major teaching responsibility
for the individual courses. Table III-35
contains the data related to the courses for which the Library and
Information Science unit had the major teaching responsibility. Table III-36
contains the data related to the courses for which another unit in the
institution had the major teaching responsibility.
Respondents were asked to
describe the composition of their standing committees on curriculum. Table III-37
III-38 present the data related to these responses. Several schools
specified staff and others as committee members. Those specifications are
noted beneath Table III-36. Following the table are the specific members of
the committee, usually staff members, as indicated by the respective
Other Specific Changes to Curricula
Respondents were asked to
indicate the nature of reviews or revisions of their curricula during the
past year. Table
III-39 contains a summary of those responses. Table III-40
lists specific courses added or dropped and courses offered on an experimental
basis. Following the tables are other changes as indicated by the individual
- Alabama renamed
LS 500 from Bibliographic Organization and Control to Organization of
Information. They also reviewed the entire PhD program in the College.
- Albany changed
requirement for school library track in MSIS to two internships
effective Spring 2003 to meet new state certification requirements. The
combined degree programs with MLS were changed to combined degree
programs with MSIS.
- Alberta continued
to examine technology area and implemented in-house Internet course.
- Arizona reviewed
and revised the core curriculum.
- British Columbia
reviewed Ph.D.'s in Archival Studies, Library and Information Studies.
- Buffalo revised
course description for LIS 505 & 506 to ensure consistency.
- Catholic revised
Special Topics courses.
- Clarion reviewed
Management, Technology, and School Library Media curriculums.
- Dominican agreed
in February 2002 to begin a review of core curriculum in the Fall of 2002.
They approved the Knowledge Management Master's Degree Program.
recommended a new course sequence for the online MS (LIS) Mgmt of
Digital Information (MDI) specialization.
- Emporia added a
Legal Information Management Certificate for credit. They reduced
required hours from 21 to 13 for the MLS.
- Florida State
created 5 concentrations for the Master's curriculum.
- Illinois was
approved for LEEP online delivery for the CAS. They redesigned 2 core
courses for the MS program.
- Iowa increased 4
courses from 2 semester hours to 3 semester hours and made Reference a
- Kent State
reviewed and is revising the Culminating Experience.
- Long Island
reviewed the core requirements.
reviewed the required courses and revised prerequisites for field
- Maryland revised
courses unique to school media track to be in accordance with state and
national certification standards. They are considering reducing total
credit hours for 4 core courses from 12 to 9 to allow 3 more elective
- Michigan added
MSI and MSW (Master of Social Work).
reviewed the MA program, but made no changes.
- NC Chapel Hill
adjusted prerequisites to reflect new courses and added an Undergraduate
Major in Information Science (BSIS)
- North Texas
reviewed and revised General Practice Program of Study.
- Oklahoma is
continuing to review core requirements for MLIS degree.
- Pratt redesigned
core by reducing from 18 to 12 starting in Fall of 2002.
- Puerto Rico is
continuing to evaluate new curriculum begun in August 2000.
- Queens offered
GLIS 763 in on-line and traditional classroom modes and added a
Certificate in Children, and YA Services in the Public Library.
- Rutgers added a
39 credit hour undergraduate program in Information Technology and Informatics
- St. John's added
new concentration in Digital Libraries. They also dropped a "type
of literature" course and replaced it with either Reference or
- Simmons added a
Competitive Intelligence Center for new program area.
- South Carolina
is reviewing their curriculum in the core requirements.
Connecticut added a sixth-year concentration in Art of the Oral
Mississippi is continuing the review of the master's program.
modified TNM program, effective Summer 2002.
reviewed and revised the required course sequencing.
- Texas overhauled
the total curriculum of the MSIS.
- Texas Woman's
revised course rotation schedule allowing for students attending FT to complete
degree within three semesters. They also added two seminars, one of
which is required for new doctoral students.
- Toronto added a
new one-year Diploma of Advanced Studies (post MISt degree). They also
revised Enhancement of Research Option to a Thesis Option and added a
new collaborative program, Knowledge Media Design.
- UCLA added the
MA program of Moving Image & Archival Studies.
approved a new prefix (ITA) for professional courses offered in
certificate programs to highlight uniqueness of these offerings and
approved distance MLIS.
- Wayne State is
continuing ongoing review of MLIS curriculum and specifically the areas
- Western Ontario
added an MA and PhD in Media Studies.
- Wisconsin-Madison is developing a
whole new range of electives and adding a number of cross-listed
Respondents were asked to
indicate the nature of curriculum changes under serious/active consideration
within their schools. Table III-41
contains a summary of those responses. Following the table are the specific
changes being considered.