MSIS GRADUATES The IS graduates tended to focus on individual technology-related courses in their comments. They particularly appreciated opportunities to learn specific "hands-on" applications, such as programming languages, Internet applications, systems analysis, and database design. They also indicated that the ability to customize or "tailor" their coursework added value to their SILS experience. Beyond these similarities, the relevance assessments tended to be more individual, with one respondent indicating that the program had "provided a foundation for continued professional growth", another emphasizing the importance of the Masters paper to her individual career goals, and a third noting the value of the school's computer lab to his learning experience. Despite these dissimilarities in relevance criteria, the alumnae generally agreed that the program has provided a useful platform for individual learning and career development.
A list of courses or knowledge areas singled out positively follows:
- Business Reference - 1
- Collection Development - 1
- Computer Use - 4
- Multimedia Courses - 2
- Information Retrieval - 2
- Internet Applications - 6
- Literature Classes - 1
- Management Courses - 2
- Networking Classes - 2
- Online Research - 1
- Reference - 2
- Research Knowledge - 1
- Special Libraries - 1
- Systems Analysis - 1
MSLS GRADUATES A large majority of the LS graduates (51 of 70 respondents) indicated that SILS courses have proved to be useful and very relevant to their employment interests. Some of these positive comments included:
- "I would characterize the relevance of my SILS course work to my job as a nearly perfect match."
- "Every single course I took has proved relevant to my job."
- "Extremely relevant. I have yet to encounter a topic not covered in my coursework at SILS."
- "The program and professors are brilliant. I've used knowledge gained in every class except communications class!"
- "My SILS education gave me a good theoretical background for my career."
Three of the 70 respondents were negative. Two of these comments were as follows:
- "Not very [relevant], with a very few exceptions. Cataloging was helpful at times."
- "Really not very relevant to the 'official' core elements of my job. … the most basic part of my job - legal reference and instruction - owes little or nothing to my SILS education."
Several specific courses were singled out. For example, about 40% of the respondents specifically mentioned reference classes, while approximately 25% drew attention to the usefulness of cataloging. About 25% also stressed the importance of technology courses. Among these, one alumna noted that "technology is an integral part" of her current responsibilities, another indicated the he uses HTML almost daily, and a third commented that she is particularly appreciative of the opportunity to take Internet, database, and systems related courses.
Courses singled out for positive mention included:
- Academic Librarianship - 1
- Archival Training - 1
- Business Reference - 6
- Cataloging courses - 17
- Children's Literature - 4
- Collection development - 7
- Computer or Networking courses - 9
- Database classes - 5
- Ethics discussions - 3
- Field experience or related student work experience - 5
- Government Documents - 5
- Independent self-directed coursework - 1
- Internet applications - 6
- Management courses - 12
- Marketing - 1
- Online searching - 4
- Reference classes - 20
- Research Methods - 2
- Special Libraries - 1
- Storytelling - 2
- Systems Analysis - 3
- Technical Services - 1
- Youth Services - 4
- Curriculum Development - 1
The LS graduates also frequently agreed with the alumna who indicated that the program as whole has provided a strong basis for successful professional performance. According one respondent, its main benefit was exposure to the philosophical underpinning of librarianship and the "basics" of the profession. Another indicated that it helped build a basic philosophy of information access that now serves as the backbone of what she does every day. A third noted that her SILS education has provided her with a firm theoretical background that she continues to use.
The theoretical aspects of the SILS program were mentioned by several other alumnae, with some assigning higher value to the more "practical" task-related aspects of the curriculum. These alumnae tended to agree with the respondent who suggested that the program was sometimes more academic or theoretical than necessary. Others valued the theoretical viewpoint, while a third group indicated that they draw upon a combination of theoretical and applied courses. Among these, one alumnus indicated that the "depth and range of theoretical education, along with practical work experience" received at SILS has allowed him to hold a variety of positions. Another noted that the program's "very good theoretical background" complemented his computer courses. This integration of theory and practice was important to LS alumnae and reflected in one respondent's assessment that the program has provided an "excellent grounding in library/information fundamentals."
Revised 9/26/99