Dom Gslis Feb 2008

PROGRAM PRESENTATION
February 2008
Submitted to the
American Library Association
Committee on Accreditation
River Forest, Illinois
February 2008
PROGRAMPRESENTATION
Table of Contents
Declaration . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i
Required Information . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ii
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iii
Standards: Analysis and Evidence
Standard I (Mission, Goals, and Objectives) . . . . . . . . . . . . . . . . 1
Standard II (Curriculum) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Standard III (Faculty) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53
Standard IV (Students) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Standard V (Administration and Financial Support) . . . . 113
Standard VI (Physical Resources and Facilities) . . . . . . . . . 133
Program at the College of St. Catherine . . . . . . . . . . . . . . . . . . . . . . . . . 153
Synthesis and Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159
Complete List of Tables and Appendices . . . . . . . . . . . . . . . . . . . . . . . . 163
PROGRAMPRESENTATION 2008 | I
ii | DOMINICAN UNIVERSITY GSLIS
Required Information for Program Presentations
Name: Graduate School of Library and Information Science
Dean: Susan Roman, Dean and Professor
Institution: Dominican University
Chief Executive Officer: Donna M. Carroll, President
Chief Academic Officer: Cheryl Johnson-Odim, Provost and Vice President for Academic Affairs
Regional Accrediting North Central Association of Colleges and Schools
Agency:
Program to be Master of Library and Information Science: The Master of Library and
Reviewed: Information Science (MLIS) degree program is designed to educate entry-
level librarians and information specialists and, at the same time, provide
the educational foundations for life-long professional responsibilities in a
broad spectrum of library, media, information centers and consultancies.
There is no thesis requirement.
The Curriculum is organized around core courses required of all students.
These courses cover fundamental aspects of library and information science
that are common to all types of work in the library and information field.
The program of study also includes elective courses in information science
and in related subject areas which will prepare the student for specialized
fields of work. GSLIS offers a wide range of courses giving students the
opportunity to create their own areas of specialization depending on their
career goals. Guidance in choosing the most suitable courses is provided by
faculty advisors.
INTRODUCTION
Submitted to the
February 2008
Inspired minds.
Amazing possibilities.
When you are inspired, you not only reach your
potential, you reach beyond. You achieve. And the
feelingthat realization that you have met a higher
challengeis amazing.
PROGRAM PRESENTATION 2008 | iii
Introduction
BACKGROUND
Dominican University is a coeducational, masters comprehensive university located in River Forest,
Illinois, a suburb of Chicago. The university traces its beginning to St. Clara Academy which was
chartered by the State of Wisconsin in 1848. The Academy was established at Sinsinawa, Wisconsin,
by the Dominican Congregation which had been founded by an Italian missionary, the Very
Reverend Samuel Mazzuchelli, OP. The Academy became St. Clara College in 1901. In 1922, at the
invitation of George Cardinal Mundelein, Archbishop of Chicago, the sisters transferred the College
to its River Forest location and incorporated the institution as Rosary College.
During the 1920s, Rosary College was a recognized liberal arts college for women offering the
Bachelor of Arts and Bachelor of Science curricula. In September 1930, the curriculum was expanded
with the addition of a library education program for both men and women. The goals of the new
Library Science Department were the encouragement of scholarship in Catholic institutions through
librarianship and service to the Chicago metropolitan community through the development of high-
quality libraries. The first director of the department was Sister Reparata Murray, OP, who served
from 1930 through 1949.
In 1938, the library science program was accredited by the American Library Associations
Board of Education for Librarianship. The Board also approved a Bachelor of Arts in Library Science
for a fifth year of study. In 1949, reflecting changes in education for the profession of librarianship,
Rosary College inaugurated a curriculum leading to a Master of Arts in Library Science degree. In
1970, the Department of Library Science became the Graduate School of Library Science and the title
of director was changed to that of Dean. To better reflect the growth and scope of its programs, the
Graduate School of Library Science became the Graduate School of Library and Information Science
(GSLIS) in 1981. Rosary College became Dominican University in May 1997 to recognize the
institutions status as a university with three graduate schools and more than nine graduate degrees.
In the 1990s, with the closings of the University of Chicagos Graduate Library School and
Northern Illinois Universitys Department of Library and Information Science, Dominican had the
only masters program located in the metropolitan Chicago area. The program has grown to become
one of the nations largest Master of Library and Information Science degree-granting programs, with
a current student body of more than 600 students. In addition to its academic programs, the school
publishes World Libraries, a scholarly journal focusing on international librarianship, and is home to
the Follett Chair, one of only four endowed chairs in library and information science in the country.
Students in GSLIS enjoy a rigorous academic challenge as well as the satisfaction of knowing
they are earning a masters degree from an accredited program that has been educating future
librarians and information professionals in the Chicago area since the 1920s. Students and faculty
come to Dominican University from throughout the world. Many countries are represented in the
student body and on the faculty, creating a rich and diverse cultural atmosphere and unique learning
opportunities.
OVERVIEW OF MASTER OF LIBRARY AND INFORMATION SCIENCE DEGREE PROGRAM
The Master of Library and Information Science (MLIS) degree program is designed to educate entry-
level librarians and information specialists and at the same time, provide the educational foundations
for life-long professional development. The 12-course curriculum is composed of a range of courses
developed to prepare students for professional responsibilities in a broad spectrum of library, media,
information centers and consultancies.
The curriculum is organized around core courses required of all students. These courses cover
fundamental aspects of library and information science that are common to all types of work in the
library and information field. The program of study also includes elective courses in library and
information science and related subject areas that will prepare students for specialized fields of work.
GSLIS offers a wide range of courses giving students the opportunity to create their own areas of
specialization depending on their career goals.
Several partnerships with other universities and library organizations have strengthened and
expanded the program. Combined-degrees are offered in collaboration with Northwestern
Universitys School of Music, Loyola Universitys graduate program in public history, and the
McCormick Theological Seminary. In addition, GSLIS has established partnerships in recent years
with Chicago Public Library, Chicago Public Schools and the Alliance Library System (East Peoria,
Illinois) to increase options for individuals interested in pursuing a library and information science
masters degree.
GSLIS faculty possess academic credentials and experience that enable them to provide a well-
balanced and relevant education to students in the degree program. Most of the MLIS faculty have
had substantive careers in libraries or information centers, and many of them have held responsible
positions in a variety of organizations. This experience enriches their perspective and ensures that the
curriculum is relevant to professional practice, while at the same time grounded in a sound
theoretical framework. The content knowledge that each has gained from doctoral work infuses the
insights gained from professional practice so that program content is delivered with attention to both
theory and practice in any given specialty. Through both doctoral and postdoctoral activities, the
faculty demonstrate their understanding of and facility with a variety of approaches to research using
both qualitative and quantitative methodologies. Library and information professionals, who work in
the Chicago area also teach courses in GSLIS as adjunct faculty, bringing their wealth of knowledge
of todays library programs and solutions to the classroom.
While students choose Dominican Universitys Graduate School of Library and Information
Science (GSLIS) for its academic challenges and outstanding reputation, they also select it for
flexibility and accessibility of courses. The majority of GSLIS students are working adults who
manage significant job and family responsibilities while pursuing their graduate education. With
courses scheduled in convenient time blocks and offered at multiple locations, part-time students can
pursue a course of study that meets their time constraints.
The MLIS degree program is delivered primarily at the River Forest campus of Dominican
University. MLIS classes have also been taught at three other sites in Illinoisdowntown Chicago,
Grayslake (located in the far northern suburbs of metropolitan Chicago), East Peoria at the Alliance
Library System (ALS), and in the western suburbs at Oswego High School.
In addition to the above-mentioned sites, some classes are held in libraries throughout the area,
as appropriate. For example, the law and medical bibliography classes have been taught at the Kent
School of Law of the Illinois Institute of Technology and at the Loyola University Medical Center
Library, respectively. When the decision is made to offer a class off-site, it is done to provide students
with a richer learning environment than would otherwise be available to them, and with the
cooperation and support of the institution where the class is scheduled.
iv | DOMINICAN UNIVERSITY GSLIS
PROGRAM PRESENTATION 2008 | v
With the rich environment of information services and libraries in the Chicago metropolitan area,
GSLIS students have access to hundreds of Chicagos downtown and suburban libraries, information
agencies, museums, and media companies. Students use the specialized collections, as well as
complete internships and practicums in these organizations. While a large majority of GSLISs
alumni have worked or are working in the Chicago area, our graduates may be found across North
America and around the globe. With this extensive network, students have many opportunities to
connect with colleagues.
DEVELOPMENT OF THE PROGRAM PRESENTATION
This Program Presentation is the result of collaboration by all faculty members, the Dean, the
administrative staff within the school, the Provost, and students, in addition to members of the
GSLIS Advisory Board and the Alumni Council.
Dominican GSLIS faculty members, administrative staff, students, and stakeholders as a whole
guided development of the Program Presentation. Each standard was assigned to two or more
full-time faculty members who drafted the relevant section of the Program Presentation document.
All sections were posted to a shared online site and available to the rest of the faculty members,
interested students, involved individuals, and staff for review and comment. Faculty member
Karen Brown served as overall editor for the final Program Presentation.
Since 2005, there have been numerous activities and events associated with preparation of the
Program Presentation, along with ongoing, regularly scheduled discussions and updates at the GSLIS
faculty meetings. Some of the activities and events, in particular, should be noted:
I Established a steering committee to guide needs assessment and strategic planning
activities in response to accreditation concerns (May-September 2005)
I Conducted a Visioning Weekend to generate discussion, input, and ideas for a new
strategic plan (July 2005)
I Established the GSLIS Program Assessment Committee, a new standing committee,
to oversee assessment of the academic program (Spring 2006)
I Held a faculty meeting with the Director of the ALA Office for Accreditation for a general
discussion and to answer questions about the review process and preparation of the
Program Presentation (September 2006)
I Assigned faculty and staff to working groups for each of the Standards (November 2006)
I Reviewed work group goals and assignments (January 2007)
I Prepared and reviewed drafts of the Program Presentation (July-December 2007)
I Conducted GSLIS faculty retreat to measure progress in meeting goals of the Strategic
Plan (August 2007)
I Discussed content of final draft with Chair of the External Review Panel and Director of
the Office for Accreditation ( December 10, 2007)
I Incorporated suggestions for revisions (January 2008)
I Submitted final Program Presentation (February 2008)
I Site Visit: March 31-April 1, 2008
STANDARD I:
Mission, Goals, and Objectives
Submitted to the
February 2008
DOMINICAN UNIVERSITY MISSION
As a Sinsinawa Dominican-sponsored institution,
Dominican University prepares students to pursue truth,
to give compassionate service and to participate in the
creation of a more just and humane world.
GRADUATE SCHOOL OF LIBRARY AND INFORMATION
SCIENCE MISSION
We educate leaders in the library and information
science professions who make a positive difference in
their communities. This service-oriented education takes
place within the larger context of the universitys
commitment to values-centered student development,
and is guided by relevant professional standards and
core competencies. We provide our students with an
excellent graduate education leading to a meaningful
work life.
PROGRAMPRESENTATION 2008 |
1
Standard I:
Mission, Goals, and Objectives
I.1 A schools mission and program goals are pursued, and its program objectives
achieved, through implementation of a broad-based planning process that
involves the constituency that a program seeks to serve. Consistent with the
values of the parent institution and the culture and mission of the school,
program goals and objectives foster quality education.
Founded in 1930, Dominican Universitys Graduate School of Library and Information
Science (GSLIS) is deeply grounded in the mission and values of its parent institution.
The intellectual rigor stemming from the liberal arts, a commitment to dialogue and
inquiry, and a strong service ethic are hallmarks both of Catholic higher education
and of the values of its founding organization, the Sinsinawa Dominicans. Within
this context, the university community is committed to developing intellectual vitality,
moral alertness, aesthetic sensibility, and a sense of social justice and responsibility in
its members. The university fosters a caring and respectful learning environment that
values diversity in its members and strives to recruit and serve a heterogeneous
community. At Dominican University, the pursuit of truth is a collaborative endeavor
that needs and benefits from divergent ideas and understandings developed
throughout the complex and varied academic community. The universitys mission,
values, and aspirations reflect a direction and vision that are especially suited to the
profession of librarianship and its allied fields.
The Dominican University mission and identity statements evolved from
an extensive planning process initiated in early 2001. The universitys Planning
Committee, which reviews the universitys priorities and long-range plans and is
chaired by the universitys President, meets monthly and consists of twenty-four
member, including six faculty members elected at-large and eighteen university
administrators. The GSLIS Dean is a permanent member of this committee. In
2001-2002, the committee oversaw a needs assessment and planning weekend and
a series of dialogues with university groups and constituents during the 2000-2001
academic year to develop the Dominican University Planning Portfolio: 2002-2012.
(Appendix I.1) During this planning process, several GSLIS faculty, administrators,
and students were involved. The universitys mission and identity statements provide
the framework for the strategic plan and priorities.
Caritas
et Veritas
DOMINICAN UNIVERSITY
Mission Statement/Identity Statement
As a Sinsinawa Dominican-sponsored institution, Dominican University prepares
students to pursue truth, to give compassionate service and to participate in the
creation of a more just and humane world.
Dominican University is a distinctively relationship-centered education
community rooted in the liberal arts and sciences and comprehensive in scope,
known for its rigorous and engaging academic programs, for the care and
respect with which it mentors students, for its enduring commitment to social
justice and for the enriching diversity of its students, faculty and staff. Integral
to Dominicans success and distinction is the ongoing exploration, clear
expression and shared experience of its Catholic Dominican identity.
Currently in the middle of its ten-year, long-range plan, the university is now
beginning a process to develop its next long-range plan and the initial planning
documents reflect continued attention to a process that involves numerous internal
and external constituent groups. (Appendix I.2)
Although GSLIS has always followed a broad-based planning process, the
current mission and identity statements emerged from a planning process implemented
in 2005 that was particularly comprehensive. The mission and identity statements of
GSLIS are closely aligned and consistent with the universitys direction and priorities.
GRADUATE SCHOOL OF LIBRARY AND INFORMATION SCIENCE
Mission Statement/Identity Statement
We educate leaders in the library and information science professions who make
a positive difference in their communities. This service-oriented education takes
place within the larger context of the universitys commitment to values-centered
student development, and is guided by relevant professional standards and core
competencies. We provide our students with an excellent graduate education
leading to a meaningful work life. Defining characteristics include:
I a distinctively relationship-centered learning environment,
I engaged faculty who regularly integrate theory and best practice,
I a passion for social justice, equality and service,
I access to the rich opportunities and expertise of Chicagos
library/information community,
I a long tradition of influential and supportive alumnae/i, and
I a global and international presence.
The mission and identify statements guide GSLIS recruitment and marketing
activities. The program seeks to educate the next generation of library and information
science leaders. With this goal in mind, the program focuses its recruitment and
marketing efforts on prospective students in metropolitan Chicago, the surrounding
suburbs, and cities in neighboring states such as Indiana and Wisconsin that are
within a few hours drive of program class sites in River Forest, Lake County, and
downtown Chicago. Because GSLIS graduates usually take on management
responsibilities fairly early in their careers due to the rapid expansion of entire
2
| DOMINICAN UNIVERSITY GSLIS
PROGRAM PRESENTATION 2008 |
3
STANDARD I:
MISSION, GOALS, AND OBJECTIVES
communities in the surrounding Chicago area, the recruitment of support staff and
professionals from other fields who already have some experience in the information
professions or customer-centered settings has become a recruitment priority. In recent
years, the program has teamed with such organizations as the Alliance Library System,
Chicago Public Library, Chicago Public Schools, and other institutions to recruit and
prepare a diverse and service-ready corps of librarians and information professionals
who reflect, and are uniquely trained to respond to, the regions increasingly culturally,
economically, and linguistically heterogeneous population.
Beginning in early 2005, the following set of planning initiatives and activities
resulted in GSLISs current mission and goals:
1) Appointment of a GSLIS Steering Committee for Planning: In the spring of 2005, a
Steering Committee was appointed by the universitys President. It included five
GSLIS faculty members, the Provost, the Associate Provost, and the President of the
university, who served as chair. When the new Dean was appointed on June 1, 2005
she also became a member of the Steering Committee. The primary goals of the
Steering Committee were to gather data from key stakeholder groups and to use
that data to develop a strategic plan for the program that addressed the needs of our
constituent groups for quality library and information science education. To assist
with data collection, the committee engaged a consultant, Anne Deeter, to design
surveys and conduct focus group sessions. Anne Deeter has extensive experience
assisting colleges and universities with data collection and developing assessment
tools for strategic planning and accreditation. (Appendix I.3) Working with the
consultant, the committee developed the survey instruments and focus group
questions. (Appendix I.4)
2) Data Collection from Stakeholder Groups: In June 2005, several stakeholder groups
were surveyed: current students, recent graduates, alumni one year after graduation,
graduates of the program ten years ago, and employers of GSLIS graduates. In
addition, two focus groups were conducted: i) school library media supervisors who
oversee the internships for students in the school library specialty, and ii) nationally
recognized library leaders in the Chicago area who could identify trends in the
profession. Summaries of the surveys and focus group sessions were used extensively
during the planning process. (Appendix I.5) The consultant also worked with the
Steering Committee to establish timelines for regular input from these groups in the
future, recognizing the need for systematic review and ongoing data collection
about the program. (Appendix I.6) Throughout the summer and fall of 2005, the
Steering Committee held discussions with the full GSLIS faculty body on a regular
basis for input and recommendations.
3) Visioning Weekend Conducted: In late July 2005, a two-day visioning session was
held on campus to generate discussion about the new strategic plan. Participants
included students, faculty, the newly appointed Dean, the President of Dominican
University, local employers, and members of the GSLIS Advisory Board and the
GSLIS Alumni Council. The sessions were facilitated by consultant Kathy East,
Assistant Director of the Wood County District Public Library, Bowling Green,
Ohio. On the first afternoon, Nancy Davenport, President of the Council on
Library and Information Resources and a nationally-known keynote speaker, set the
tone in her presentation about the changing nature of the information professions.
After dinner, a panel of national library leaders discussed different aspects of library
and information science education, including diversity among students and faculty,
the increasingly complex information environment, theory-practice integration,
competencies for new professionals, and related issues. The panel members included
Alice Calabrese, Director of the Metropolitan Library System; Anne Craig, Director
of the Illinois State Library; Wayne Wiegand, F. William Summers Professor of
Library and Information Studies and Professor of American Studies at Florida State
University and Executive Director of Beta Phi Mu; and Tracie Hall, then Director
of the Office for Diversity and the Spectrum Initiative of the American Library
Association. On the second day, Anne Deeter highlighted key findings from the
surveys and focus groups. Session participants then conducted an analysis of the
programs strengths and weaknesses. Based on the discussion and information
generated over the two days, working groups drafted vision statements for GSLIS
that could be considered by the Steering Committee as it prepared a strategic plan.
(Appendix I.7)
4) Development of a Strategic Plan: In August 2005, the Steering Committee, now
chaired by the Dean, drafted a strategic plan for full faculty discussion that reflected
the findings of the surveys, focus groups, and Visioning Weekend activities. In
addition, participants from the Visioning Weekend session were invited to review
the drafts. GSLIS and university administrative staff also reviewed drafts and
provided input. After incorporating this feedback into subsequent drafts and
finalizing priorities for the school, the GSLIS faculty approved the GSLIS Strategic
Plan for 2005-2008 and Beyond on September 7, 2005. (Appendix I.8)
The strategic plan is understood as a work in progress that can be revised to reflect
the results of annual surveys and other assessment reports each year. Clearly, the
mission and goals of the school were strengthened as a result of the intensive and
broad-based planning process. The strategic plan spells out the Dominican
Difference in the schools program and builds on a set of well-defined strengths
and opportunities for the GSLIS academic program. Six primary goals are
established and fully articulated objectives correspond with each goal. Table I.1
outlines the goals, objectives, and progress toward meeting each objective.
5) Prepared a GSLIS Assessment Plan: The GSLIS Strategic Plan was prepared in
tandem with the Assessment Plan of the Graduate School of Library and Information
Science (Appendix I.9), which provides an integrated and comprehensive approach
to program and assessment and is a component of the formal assessment plan of the
university. (Appendix I.10) A task force of four GSLIS faculty members, the Dean,
the Director of Institutional Research, and the universitys Provost developed the
assessment plan in June-August 2005 for faculty review and consideration. To
ensure consistency between the schools assessment activities and the universitys
assessment activities, one of the GSLIS faculty members on the task force was also
4
5
STANDARD I:
the GSLIS faculty representative on the universitys Assessment Committee, and the
Provost chairs that committee. The task force identified six components for GSLIS
assessment:
i. develop assessments of student learning in the core and
required courses in relation to academic program goals,
ii. implement a capstone course to provide an integrated approach
to student learning and program assessment,
iii. institute an information technologies competency requirement
for students,
iv. survey current students,
v. survey alumni, and
vi. survey employers of graduates.
The GSLIS faculty strengthened the role of assessment by proposing the establishment
of a Program Assessment Committee, which was approved and initiated in Spring
2006. The committees charge:
This committee ensures the highest possible quality and effectiveness in the
delivery and assessment of the GSLIS degree program of professional education
and continuing library, information, and knowledge educational opportunities
for students, practitioners, and decision makers. There are three faculty
members on this committee.
The committees initial focus has been the creation of assessment tools for the core and
required courses, but its involvement in other aspects of program assessment will
expand. When the capstone course is offered beginning in Fall 2008, the committee
will be involved in determining the value and impact of implementing a portfolio
approach as one means for assessing student learning in relation to the academic
programs goals. (Appendix I.11)
The activities described above result in a close alignment between the planning
processes of the university and the school. In summary, the vision and values of
Dominican University are reflected in its Strategic Plan and its Operating Priorities.
These documents also express the characteristics of quality education as understood at
Dominican University. The MLIS program goals and objectives reflect a high level of
congruency and integration with these overarching university documents. The
following sections of this chapter discuss the strategic plan goals and desired learning
outcomes in relation to the evaluation process used to measure progress toward
meeting our aims.
The goals and objectives outlined in the GSLIS Strategic Plan, 2005-2008 and
Beyond provide the framework for administrative and academic aspects of the
program. In Table I.1, each of the strategic plan goals and objectives is listed and
initiatives and activities conducted to meet the goals and objectives are highlighted.
TABLE I.1
PROGRESS TOWARD MEETING GSLIS STRATEGIC PLAN GOALS AND OBJECTIVES
Goal 1: Achieve full American Library Association (ALA) accreditation by 2008.
Objectives Progress
Develop a specific and measurable plan for Prepared Plan to Address Concerns of the
addressing areas of non-compliance with the Committee on Accreditation of the American
ALA Committee on Accreditation (COA) Library Association (October 2005) (Appendix I.12);
standards by October 2005. Universitys President, Provost, and GSLIS Dean
meet with COA Committee to review Plan
(November 2005); Plan approved by COA
(November 2005)
Demonstrate evidence of a formal, systematic Initiated program planning activities (March-
planning process in which data are collected August 2005); Developed and approved GSLIS
from constituents, analyzed and used to guide Strategic Plan (September 2005); Developed,
curriculum and programs. and implemented assessment and data
collection plan (ongoing 2005-2008)
Prepare for the comprehensive visit in 2008, Submitted ALISE/ALA Annual Statistical Report
file appropriate annual narrative reports, and (December 2005, 2006, and 2007) (Appendix I.13);
incorporate ALA feedback as part of the data Established timeline and created a list of sources
loop for systematic planning. of evidence for the Program Presentation;
Submitted 2006 Progress Report Regarding the
Plan to Remove Conditional Accreditation
(October 2006) (Appendix I.14); Established
Standards work groups and Editor for COA
program presentation (December 2006);
Submitted Plan for the Program Presentation
(March 2007); Prepared drafts of COA Program
Presentation for review by faculty, university and
school administrators, students, and
representatives of constituent groups
(September, October, and November 2007);
Submit Draft of COA Program Presentation to
Director, ALA Office of Accreditation, and Chair,
External Review Panel (December 10, 2007)
Goal 2: Develop a dynamic MLIS degree program that is responsive to, and provides graduates
capable of, excelling in an increasingly complex library/information environment.
Objectives Progress
Develop a curriculum that addresses and Developed and offered new courses that focus
reflects the increasing presence and on technology: LIS759: Digital Libraries,
influence of technology in our society. LIS768: Library 2.0 and Social Networking
Technologies, LIS758: Community Informatics,
and LIS815: Virtual Worlds (Fall 2005-Fall 2007);
Developed and implemented the information
technology competency requirement for students
(Fall Semester 2007)
Converge current and future trends with Revised existing courses and added new courses
library tradition. to reflect traditional core functions and values of
the profession, as well as new developments and
trends (ongoing 2005-2008); Initiated curriculum
review process (Fall 2007); Continued to hire
faculty whose expertise reflects the blend of LIS
competencies, traditional and new (ongoing
2005-2008)
6
7
Goal 2 continued
Objectives Progress
Review the current MLIS curriculum, build Updated course descriptions and titles and
specialized pathways, address core aligned course numbers (January 2006-November
competencies and encourage service 2007); Initiated full curriculum review process
learning opportunities. (began Fall 2007); Developed career pathways
and posted them on GSLIS Student Information
website (Spring 2004 and updated Fall 2007);
Developed and implemented assessments of
core competencies (ongoing Fall 2006-2008);
Provided service learning experiences for
students and faculty through poetry and
storytelling sessions at community events
(ongoing 2005-2008) and with community
informatics projects (Fall 2006 and Spring 2007)
Develop coursework and specializations that Approved new courses that focus on multicultural
advance awareness and understanding of our and urban surroundings: LIS758: Community
multicultural and urban surroundings. Informatics (began Fall 2006) and LIS791:
Organizational and Multicultural Communication
(Fall 2005); Ongoing faculty review of courses to
ensure assignments and readings advance
awareness and understanding of multicultural
and urban surroundings (ongoing 2005-2008)
Introduce new teaching-learning models and Developed and offered four online hybrid courses:
delivery systems that increase access to the LIS732: Indexing and Abstracting, LIS748:
program and engage students. Collection Management, LIS753: Internet
Fundamentals and Design, and LIS744:
Government Information Resources (beginning
Summer 2006); Established course offerings at
the new University Center of Lake County (Fall
2005); Continued student cohort program with
the Alliance Library System (2005-2007);
Continued the School Librarians for Chicago IMLS
grant projects with the Chicago Public Schools
(ongoing 2005-2007) and partnered for another
IMLS grant-supported cohort 2006-2009;
Strengthened partnership with Chicago Public
Library to promote MLIS degree opportunities for
staff (ongoing 2005-2008); Initiated course
offerings in Oswego through a partnership with
the Oswego School District (Spring 2008)
Expand GSLIS professional development and Increased number of continuing education
continuing education offerings for graduates events, including initiation of annual eChicago
and the Chicago professional community. symposium (April 2007), Shape Shifters
conference (March 2007), annual Follett Lecture
(February 2007), Lazerow Lecture (April 2007),
and McCusker Lecture (October 2007), and
initiated new Emerging Library Leaders for the 21
st
Century seminar series (beginning Fall Semester
2007); Develop CE plan (Spring 2008) (Appendix
I.15)
STANDARD I:
Goal 2 continued
Objectives Progress
Collaborate with and strengthen library/ Established Crown Library Graduate
technology resources and services to support Assistantships (beginning Fall 2005); GSLIS
the curriculum. faculty participation in Crown Library peer
evaluation (Spring 2006) and librarian position
searches (Fall 2006); Deans participation on the
search committee for the University Librarian (Fall
2007-2008); Crown Library staff presentations
and discussion at GSLIS faculty meetings (each
semester 2005-2008); Instituted an expanded
series of library instruction workshops and in-
class sessions for GSLIS students (ongoing 2005-
2008); GSLIS faculty representation on Academic
IT and University IT committees (Fall 2006-
ongoing); GSLIS Faculty representatives at
university-wide IT planning sessions (Fall 2007);
GSLIS faculty representation on the university
Online Teaching Task Force Committee (ongoing
Summer 2006-2008); Collaborated with IT
Department and Office of Marketing and
Communication to redesign GSLIS web presence
(beginning August 2007)
Recruit and retain talented, outstanding and Three new tenure-track faculty positions added
diverse full-time and adjunct faculty committed (Fall 2005); Increased number of courses taught
to teaching, research and scholarship. by faculty from underrepresented groups
Goal 3: Build, and demonstrate evidence of, a formal process for the assessment of student
learning outcomes of the educational program.
Objectives Progress
Ensure core competencies of the profession are Implemented embedded assessment
clearly articulated, embedded in coursework assignments in core and required courses
and measured (ongoing Fall 2006-2008); Implemented LIS899
Capstone Course requirement (Spring 2008);
Implemented use of LiveText, an electronic
portfolio system for students (Spring 2008)
Revise and implement the GSLIS Program Established GSLIS Assessment Task Force
Assessment Plan. (Summer 2005); Reviewed and implemented
recommendations of Assessment Task Force
report (Fall 2006); Established GSLIS Program
Assessment Committee (Fall 2006); Monitored
and revised assessment instruments (ongoing
Fall 2006-2008)
Goal 4: Recruit and retain talented, compassionate, diverse students who will grow to serve
the profession and our mission with distinction.
Objectives Progress
Create a comprehensive marketing and Prepared Two-Year Marketing, Recruitment, and
communications plan. Outreach Plan, Academic Years, 2007-2009 (Fall
2007) (Appendix I.16)
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Goal 4 continued
Objectives Progress
Develop strategies and funding to recruit Created new position of Assistant Dean for
students aggressively from underrepresented Recruitment and Marketing (Summer 2006) and
groups. Tracie Hall hired (October 2006); Strengthened
partnerships with Chicago Public Library and
Chicago Public Schools for student cohort groups
(ongoing 2005-2008); Participated in IMLS-
funded LIS Access Midwest Program (LAMP)
initiatives; Established matching funding for
Spectrum Scholar recipients; Exhibited
information table at the first ALA Joint Conference
of Librarians of Color (Fall 2006); Received two
competitive internal university Diversity grants
for funding to expand recruitment activities at
conferences and applied for continued funding
(Fall 2006; Spring 2008)
Introduce continuing professional development Increased number of continuing education
opportunities for graduates and other events, including initiation of annual eChicago
professionals in the field. symposium, Shape Shifters conference, annual
Follett Lecture, Lazerow Lecture, and McCusker
Lecture, and new Emerging Library Leaders for
the 21
st
Century seminar series (ongoing 2005-
2008)
Build endowed scholarship support and grant Received funding for two internal Diversity grants
support to underwrite new initiatives to draw for recruitment of a diverse student body (Fall
students from a variety of backgrounds. 2007-Spring 2008); Participation in LAMP
initiative (Spring 2007-ongoing); Initiated GSLIS
endowment planning with Office of Institutional
Advancement and Alumni Council (Fall 2007)
Strengthen career services and outreach to Created new position of Coordinator of Student
alumnae/i as mentors. Placement (Summer 2006) and Lenora Berendt
hired (October 2006); Increased career advising
sessions with students (ongoing Fall 2006-2008);
Expanded format of the Alumni Councils Career
Exploration Day symposium (February 2007)
Build a stronger Web presence. Updated and added content to Student
Information Center section of website
(http://domin.dom.edu/depts/gslis/infocntr/
index.html) (ongoing 2005-2008); Provided
digital copies of most print documents on website
(ongoing 2005-2008); Redesigned and expanded
GSLIS web pages (Fall 2007-ongoing)
Goal 5: Review the academic administrative structure of the Graduate School of Library and
Information Science and reorganize personnel policies and practices as necessary to
maximize service to students and faculty.
Objectives Progress
Address student concerns about course Determined best sequencing of course offerings
availability, sequencing, site rotation, etc. to match student needs (Fall 2005); Developed
in order to maximize access. Course Guide that lists availability of courses by
term (Fall 2005-ongoing); Expanded course
offerings in Chicago and northern suburbs
(Spring 2006-ongoing)
STANDARD I:
Goal 5 continued
Objectives Progress
Develop strategies for improving communication University policy encouraging student use of
and connections with current students. dom.edu accounts for official university
communication implemented (Fall 2005);
Expanded GSLIS Student Information Center on
GSLIS web pages (http://domin.dom.edu/depts/
gslis/infocntr/index.html) (ongoing Fall 2006-
2008); Increased direct communication with
students by the administrative staff (Fall 2005-
ongoing)
Enhance opportunities for coordination and Established new position of GSLIS Coordinator of
oversight for student practicum experiences. Student Placement (Fall 2006); Revised practicum
guidelines and procedures to streamline and
centralize logistics of assigning students to
practicum sites (Fall 2006-ongoing)
Strengthen the relationship with and LISSA representative attends most GSLIS faculty
communication to the GSLIS Library and meetings (ongoing 2005-2008); LISSA
Information Science Student Association representative attends Alumni Council meetings
(LISSA) and student chapters of professional and helps develop Career Day (2007-ongoing);
organizations and associations. LISSA representatives visit each LIS701 class to
promote student association (ongoing 2005-
2008); Professional associations promoted
through annual LISSA Association Night (Spring
2006 and 2007); Sponsored student
representative to attend and intern at the ALA
annual conferences (Summer 2006 and 2007);
Informal faculty/ student gatherings implemented
(beginning Fall 2006-2008). Dean attends LISSA
Executive Committee meetings upon invitation
Nurture the GSLIS community through Established annual faculty/staff/student mixers
collaboration among GSLIS staff and faculty in in collaboration with LISSA (beginning Fall 2005-
service to students and the profession. ongoing); Initiated annual Spring Symposium
of student projects and invited university
community (Spring 2005, 2006, and 2007);
Increased attendance by students and staff at
Faculty Council meetings (Fall 2005-ongoing);
Increased the number of informal off-campus get-
togethers of faculty and staff (Fall 2006-ongoing);
Faculty and staff supported and celebrated the
completion of doctorates by three full-time faculty
members (Spring 2007); Involved faculty, staff,
and students in self-study and preparation of COA
accreditation materials (Summer 2005-ongoing)
Goal 6: Maximize access to the opportunities and expertise of the Chicago areas diverse
and extensive library/information environment.
Objectives Progress
Expand course offerings in the Loop and Increased by 67% number of courses offered at
consider other Chicago area locations. downtown Chicago locations (2004-2007); Initiated
course offerings at the University Center of Lake
County site (Fall 2005); Continued offering courses
at Alliance Library System in East Peoria (2005-
2007); Initiated online course offerings (ongoing
Summer 2005-2008); Initiated course offerings for
cohort at Oswego, IL site (Spring Semester 2008)
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Goal 6 continued
Objectives Progress
Incorporate best practices in the field Utilized extensive faculty experience as
throughout the curriculum. presenters at conferences, as well as their
consulting and service to the profession (ongoing
2005-2008); Hired and expanded adjunct faculty
with expertise and specialties reflecting best
practices (ongoing 2005-2008); Invited practitioners
to speak in classes (ongoing 2005-2008); Core
course instructors meet regularly to review course
content and assessment (ongoing Fall 2006-2008)
Offer professional development opportunities Collaborated with the Metropolitan Library
in partnership with Chicago area LIS associations, System on an LSTA grant-funded workshop,
organizations and library systems. Shape Shifters and Change Masters conference
(March 2007); Partnered with the North Suburban
Library System to promote GSLIS program at
Grayslake site; Professional associations
represented at annual LISSA Association Night
(beginning Spring 2006); Collaborated with six-
community organizations for successful LSTA-
funded Poetry Now! event (Spring 2008)
Strengthen the GSLIS Advisory Board and the Expanded and diversified representation on
Alumnae/i Council. GSLIS Advisory Board and GSLIS Alumni Council
(Fall 2005-ongoing)
In addition to the goals and objectives outlined in the strategic plan, the GSLIS program
has a set of learning objectives that focus specifically on the MLIS curriculum and
guide its design, development, and evaluation.
MLIS Learning Objectives
The objectives of the MLIS degree program are to develop reflective practitioners
capable of:
I Articulating and applying a philosophy of service that incorporates an
awareness of the legacy of libraries and information centers within our
culture
I Promoting the professional values of ethical responsibility, intellectual
freedom and universal access to information
I Identifying and analyzing information needs and opportunities of
individuals and organizations, both within the traditional information
service areas and the broader information sector
I Developing creative solutions to information problems by integrating
relevant models, theories, research and practices
I Designing, implementing and evaluating systems, technologies, services
and products that connect users with information
I Practicing a variety of management, communication and organizational
skills to facilitate appropriate change within library communities
I Teaching others to identify, analyze, organize and use information.
Like the goals of the GSLIS strategic plan the learning objectives reflect key elements
of the university and schools mission and identity statements.
STANDARD I:
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I.2 Program objectives are stated in terms of educational results to be achieved
and reflect:
I.2.1 the essential character of the field of library and information
studies; that is, recordable information and knowledge, and
the services and technologies to facilitate their management
and use, encompassing information and knowledge creation,
communication, identification, selection, acquisition, organization
and description, storage and retrieval, preservation, analysis,
interpretation, evaluation, synthesis, dissemination, and
management
I.2.2 the philosophy, principles, and ethics of the field
I.2.3 appropriate principles of specialization identified in applicable
policy statements and documents of relevant professional
organizations
I.2.4 the value of teaching and service to the advancement of the field
I.2.5 the importance of research to the advancement of the field's
knowledge base
I.2.6 the importance of contributions of library and information studies
to other fields of knowledge
I.2.7 the importance of contributions of other fields of knowledge to
library and information studies
I.2.8 the role of library and information services in a rapidly changing
multicultural, multiethnic, multilingual society, including the role
of serving the needs of underserved groups
I.2.9 the role of library and information services in a rapidly changing
technological and global society
I.2.10 the needs of the constituencies that a program seeks to serve.
The academic program goals and objectives are operationalized largely through the
curriculum and the learning objectives of the courses that comprise it. The scope of the
curriculum addresses the essential character of the field of library and information
sciences. The education and career backgrounds of the faculty, the aspirations of the
students, and the external relationships pursued by the school, express a strong affiliation
to the knowledge, skills and values of the field of library and information studies.
In brief, the Master of Library and Information Science (MLIS) degree program
is designed to educate entry-level librarians and information specialists and, at the same
time, to provide the educational foundations for life-long professional development.
Students may prepare for positions in public, academic, school or special libraries, as
well as information specialists in knowledge management, publishing, museums,
cultural centers, government agencies, and community organizations.
The curriculum is organized around core courses required of all students. These
courses cover fundamental aspects of library and information science that are common
to all types of work in the library and information professions. The program of study
also includes elective courses in library and information science and in related subject
areas, which will prepare the student for leadership in special fields of work. Table I.2
correlates the GSLIS learning objectives to the COA Standard I.2 statements.
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TABLE I.2
GSLIS LEARNING OBJECTIVES IN RELATION TO THE COA STANDARD I.2 STATEMENTS
I.2 Program objectives are stated in terms of educational results to be achieved and reflect:
I.2.1 the essential character of the field of library and information studies
I.2.2 the philosophy, principles, and ethics of the field
I.2.3 appropriate principles of specialization
I.2.4 the value of teaching and service to the advancement of the field
I.2.5 the importance of research to the advancement of the fields knowledge base
I.2.6 the importance of contributions of LIS to other fields of knowledge
I.2.7 the importance of contributions of other fields of knowledge to LIS information studies
I.2.8 the role of library & information services in a rapidly changing multicultural,
multiethnic, multilingual society
I.2.9 the role of library & information services in a rapidly changing technological global society
I.2.10 the needs of constituencies that a program seeks to serve
The objectives of the MLIS degree
program are to develop reflective
practitioners capable of: I.2.1 I.2.2 I.2.3 I.2.4 I.2.5 I.2.6 I.2.7 I.2.8 I.2.9 I.2.10
Articulating and applying a
philosophy of service that
incorporates an awareness of
X X X X X X X X X X
the legacy of libraries and
information centers within our
culture
Promoting the professional values
of ethical responsibility, intellectual
X X X X
freedom and universal access to
information
Identifying and analyzing
information needs and
opportunities of individuals and
organizations, both within the X X X X X X X
traditional information service
areas and the broader information
sector
Developing creative solutions to
information problems by
X X X X X X
integrating relevant models,
theories, research and practices
Designing, implementing and
evaluating systems, technologies,
X X X X X
services and products that
connect users with information
Practicing a variety of management,
communication and organizational
X X X X X X X X
skills to facilitate appropriate
change within library communities
Teaching others to identify, analyze,
X X X X
organize and use information
STANDARD I:
I.3 Within the context of these Standards each program is judged on the degree to
which it attains its objectives. In accord with the mission of the school, clearly
defined, publicly stated, and regularly reviewed program goals and objectives
form the essential frame of reference for meaningful external and internal evaluation.
The evaluation of program goals and objectives involves those served: students,
faculty, employers, alumni, and other constituents.
The GSLIS planning process occurs within the context of a university-wide strategic
planning process that is comprehensive and ongoing. Continuous means of internal
and external evaluation are conducted, and the results are used to inform and improve
the planning process. The evaluation methods are designed to involve and foster input
from key constituent groups. As highlighted in Table I.3, students, faculty, staff,
employers, and alumni are active participants in assessing our progress toward meeting
our program goals and objectives. Table I.3 summarizes these assessment activities and
a fuller description of the assessment process in relation to planning follows.
TABLE I.3
SUMMARY OF DOMINICAN UNIVERSITY AND THE GRADUATE SCHOOL OF LIBRARY
AND INFORMATION SCIENCE ASSESSMENT ACTIVITIES
STUDENTS
Method Participants Frequency Purpose
Course grades Coursework Each course Provides individualized
completed by evaluation of student
students learning in relation to
specific course objectives.
Course objectives
reviewed and revised
as required.
GSLIS core/required Prepared by GSLIS Each term in LIS701, Provides consistent and
course common students LIS703, LIS704 and standard means for
assignments LIS770 courses assessing student
Reviewed by GSLIS learning of foundation
Program Assessment skills and knowledge.
Committee, GSLIS Program Assessment
Dean, and GSLIS Committee recommends
faculty any changes needed
to the Curriculum
Committee.
GSLIS student Prepared by GSLIS Each term Demonstrates student
capstone course students learning in relation to
portfolios programs learning
Reviewed by Capstone objectives. Trends are
Course instructors, monitored and
GSLIS Program suggestions made for any
Assessment improvements.
Committee, GSLIS
Dean, and GSLIS
faculty
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Students continued
GSLIS current Completed by Every two years Yields data about
students survey students students satisfaction
with GSLIS experience,
Reviewed by GSLIS including quality of
Assessment instruction, academic
Committee, GSLIS rigor, advising, facilities,
Dean and GSLIS resources, and progress
faculty toward meeting personal
and professional goals.
Reviewed and
suggestions considered
for the program.
SIR II evaluation form Completed by GSLIS At conclusion of Provides consistent and
students each course standardized data about
effectiveness of content
Reviewed by DU and assignments, faculty
Provost, GSLIS Dean, teaching, and student
DU Committee on learning in relation to
Faculty Appointments, course objectives. Dean
and GSLIS instructor reviews and when
necessary meets
individually with faculty
members to address
concerns.
GSLIS qualitative Completed by GSLIS At conclusion of Provides opportunity for
course evaluation each course open-ended comments
form Reviewed by GSLIS related to factors of a
Dean and GSLIS course influencing
instructor student learning. Dean
reviews and when
necessary meets
individually with faculty
members to address
concerns.
ALUMNI
GSLIS recent Completed by students Two times each year Provides data about
graduates exit upon graduation (January and May) newly graduating
survey students sense of
Reviewed by GSLIS preparation for the
Assessment library/information
Committee, GSLIS science workplace,
Dean and GSLIS faculty overall satisfaction with
GSLIS program, and
immediate employment
plans and/or placement
needs. Adjustments are
made in courses.
STANDARD I:
Alumni continued
GSLIS Alumni survey Completed by GSLIS 1, 5, 10 years after Provides data about
alumni graduation alumnis employment
status, satisfaction with
Reviewed by DU library/information
Director of Institutional science career, sense
Research, GSLIS Dean, of job preparation
and GSLIS faculty (knowledge, skills,
abilities) received from
GSLIS, and professional
development needs. Core
courses and student
outcomes are re-evaluated.
FACULTY
Tenure-track Prepared by DU 1
st
, 2
nd
, 4
th
, Assesses faculty
faculty portfolio tenure-track faculty and 6
th
years teaching, scholarship,
service, and professional
Reviewed by DU involvement. Feedback
Provost, GSLIS Dean, provided to faculty
DU Committee on members by President.
Faculty Appointments
Post-tenure faculty Prepared by DU Every seven years Assesses faculty
portfolio tenured faculty teaching, scholarship,
service, and professional
Reviewed by DU involvement. Feedback
Provost, GSLIS Dean, provided to faculty
DU Committee on members by President.
Post-Tenure Review
SIR II evaluation form Completed by GSLIS At conclusion of Provides consistent and
students each course standardized data about
effectiveness of faculty
Reviewed by DU teaching. Discussion
Provost, GSLIS Dean, between dean and faculty
DU Committee on members.
Faculty Appointments,
and GSLIS instructor
Record of scholarship Prepared by full-time Each year Monitors progress in
faculty contributions to
scholarship and
Reviewed by DU professional involvement.
Provost and GSLIS Used by dean in annual
Dean reviews of faculty
members.
Class observations New tenure-track Each term Assesses and monitors
faculty and lecturers teaching effectiveness.
Dean meets with faculty
Observations members to review
conducted by Dean teaching methods.
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STANDARD I:
GSLIS STAFF
Performance appraisal Conducted by Each year Assesses success in
meeting supervisors and deans meeting priorities and
of DU schools goals established
previous year and to
Input from faculty and establish new priorities
senior administrators for the next year.
Provost reviews with
GSLIS Dean
Performance appraisal Prepared by GSLIS Prepared each year Meets with Dean and
form staff and reviewed assesses success in
quarterly meeting priorities and
GSLIS Dean and goals established
supervisor reviews previous year (Appendix
I.17).
ADDITIONAL MEANS OF PROGRAM ASSESSMENT
GSLIS Employer survey Completed by Every two years Provides data on GSLIS
employers of GSLIS graduates preparation
graduates for jobs and meeting
staffing needs, as well as
Reviewed by DU comparison to MLIS
Director of Institutional graduates of other
Research, GSLIS Dean, institutions; Future
and GSLIS faculty staffing needs and
trends; Perception of
GSLIS service to the
professional community;
Employers own
professional
development needs.
GSLIS report to DU Prepared by GSLIS Each year Assesses academic
Assessment Dean with GSLIS programs goals and
Committee faculty outcomes in relation to
universitys mission and
Reviewed by DU goals.
Assessment
Committee
Enrollment data Reports prepared by Each term Yields data about number
Office of Institutional of students, credit hours,
Research and demographics in each of
Assessment the universitys schools.
Reviewed by GSLIS
Dean, faculty, and staff
Discussions with Meetings with GSLIS Quarterly Provides information
GSLIS Advisory Board Advisory Board about trends influencing
members and GSLIS MLIS academic
Dean preparation, employers
staffing needs,
involvement of GSLIS in
professional community.
Additional Means of Program Assessment continued
Discussions with Meetings with GSLIS Quarterly in person Provides information
GSLIS Alumni Council Alumni Council and often about graduates
members and GSLIS supplemented by academic preparation
Dean conference calls and GSLIS involvement in
professional community
and needs for the annual
Career Exploration Day.
DISCUSSION OF ASSESSMENT IN RELATION TO RECENT PLANNING INITIATIVES
The following discussion describes different ways that assessment has influenced program
design and development in recent years. Only a few examples are highlighted, but they
have been selected to highlight the connection of assessment to program improvement.
In the subsequent chapters that address each standard, additional examples of assessment
and planning in relation to the specific standards are noted and discussed.
Student Learning
Assessment of individual student learning is done on many levels. Immediate
responsibility for assessing student learning falls to the instructor, and students receive
assessment of their learning throughout each course. The GSLIS Dean reviews course
syllabi to ensure that instructors are providing students with many opportunities for
assessment of their learning throughout the term and that sections of the same course
have activities and assignments designed to meet course objectives at a comparable
level of rigor and depth.
During the summer of 2005, the Deans review of course grades submitted
by faculty revealed inconsistencies in the average number of As, Bs, Cs, etc.
awarded. The issue was raised at a faculty meeting and an ad hoc task force was formed
to develop a well-articulated description of each letter grade. (Appendix I.18) The
grade description is now part of the GSLIS Bulletin and course syllabi, and as a result,
it has promoted consistency in grading standards among faculty and has provided
clarity for student expectations. (Appendix I.19)
To address the need for stronger program assessment tied to the curriculum,
a concern noted during the 2004 COA review, the GSLIS Curriculum Committee
in collaboration with the GSLIS Program Assessment Committee, developed and
proposed a new, three-credit capstone course. The course, which went through several
revisions and was approved by the faculty in Fall 2007, enhances the curriculum by
providing students with a means to integrate and assess their learning experience
close to their degree completion. The capstone course requirement will be in place
beginning the Spring 2008 semester. Students who matriculate for the Spring 2008
semester will, therefore, be the first ones affected by the new course, LIS899.
(Appendix I.20) The course assignments, including completion of a portfolio, also
provide a means to document student learning in relation to the programs learning
objectives. Students will have the option of using LiveText, an electronic portfolio
system for organizing, reviewing, and presenting their evidence of learning.
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As a result of this new capstone course, students will be required to document,
review, and discuss their learning as it corresponds to each of the GSLIS learning
objectives. The course instructors will evaluate each students work in the course and
will also meet with the Program Assessment Committee to discuss areas of the
curriculum that may need improvement or revision to strengthen student learning.
While the capstone course was being developed, the faculty voted to approve,
on a temporary basis, the use of an embedded assignment in each of the three core
and one required courses (LIS701, LIS703, LIS704, and LIS770 ), beginning in Fall
2006. The design of the common assignments for these courses, the procedures for
administering the assignments, and the evaluation of the results was initially and
continues to be coordinated by the Program Assessment Committee. This form of
assessment was designed to cover a one-year period while implementation of the new
capstone course was in process. The value and importance of assessing student
learning in the core courses, however, was recognized and this means of assessment
will be continued and the tools revised as needed. (Appendix I.21) Each term the
Program Assessment Committees report is presented and discussed at a faculty
meeting. The committee has also recommended that instructors of each of the core
and required courses meet on an annual basis to discuss the learning outcomes of the
course and recommend revisions as needed.
Throughout the planning process in 2005, student, alumni, and employer
survey findings emphasized the need for graduates to have solid information
technology and computer skills. To address this expressed need and to strengthen this
aspect of the program, the GSLIS Information Technology Committee identified
essential skill areas and prepared an Information Technology Competency Requirement
that was approved by the full faculty. Beginning in Fall 2007, students are required to
demonstrate their information technology competencies before completing the core
courses. (Appendix I.22) The new requirement ensures that students leave the program
prepared to meet the practical aspects of the profession as well as the theoretical ones.
Course Evaluation
Student course evaluations are important sources of assessment data. The SIR II is
a university-wide, anonymous quantitative course evaluation administered to all
students in all courses. The primary factors assessed in relation to student learning
include: course organization and planning, faculty communication, faculty/student
interaction, course materials and assignments, and academic rigor. (Appendix I.23)
Within the GSLIS program, students are also asked to complete an anonymous
qualitative course evaluation form at the same time they complete the SIR II
instrument. The qualitative course evaluation provides students with an opportunity
to comment on strengths and weaknesses of a course, as well as classroom factors
influencing the learning experiencee.g., quality of technology used in teaching,
facilities, etc. (Appendix I.24) The GSLIS Dean reviews the course evaluations at the
end of each term and the reports are then shared with the faculty member who has
taught the course. When general observations or patterns are discerned that need
attention, the Dean meets with the faculty member to discuss a plan to address these
concerns. Faculty also use the reports to improve their teaching and adjust course
contents and assignments as needed.
STANDARD I:
Current Students
Current students also provide input about the academic program and their learning
experiences through an anonymous survey conducted every two years. (Appendix
I.25) The survey instrument, developed and implemented for the first time in
Summer 2005, generates data about student satisfaction with GSLIS experience,
including quality of instruction, academic rigor, advising, facilities, resources, and
progress toward meeting personal and professional goals. The results of the survey are
reviewed by the GSLIS Dean, faculty, and staff to determine needs and priorities for
planning and continuous development and refinement of the academic program.
In addition, students provide input through their student association, LISSA.
Students are automatically members of LISSA upon entering the program; its board
consists of seven students. LISSA representatives attend GSLIS faculty meetings,
GSLIS Alumni Council meetings, and other GSLIS activities. Their input and
recommendations have been a valuable means for developing and revising the
academic program, along with other administrative procedures. For example, LISSA
representatives were asked to review and provide input into development of the
capstone course proposals. In another example, a LISSA representative at a GSLIS
faculty meeting during the Spring 2007 term recommended that all faculty post their
course schedule and office hours on their office doors to facilitate requests for meetings
with students. Faculty agreed and the notices are now posted each term. The LISSA
representative informally monitors this initiative and reports back at the faculty meetings.
Alumni
The exit survey instrument, which is administered by the universitys Office of
Institutional Research and Assessment to new graduates, asks students to assess their
own learning by identifying any areas in which they believe they are well prepared,
and any in which they believe their preparation is deficient. The results of these
evaluations are particularly helpful in setting new directions for the curriculum and
student services. (Appendix I.26)
The Office of Institutional Research and Assessment also surveys alumni one,
five, and ten years after graduation. (Appendix I.27) These surveys provide data about
alumnis employment status, satisfaction with library/information science careers,
sense of job preparation (i.e., knowledge, skills, abilities) received from GSLIS, and
professional development needs. Summaries of these surveys are reviewed by the
GSLIS Dean, faculty, and staff as part of the curriculum review process and in
determining possible continuing education offerings as well as adjusting course syllabi
or considering new course offerings.
For several years, recent graduates often indicated that more job placement and
career service assistance as a student would have improved the program. Likewise, the
survey of current students administered in 2005 indicated that only 54% agreed with
the following statement: I receive helpful career advice from my advisor and/or
faculty and staff. In direct response to the alumni and current student survey results,
the position of Coordinator of Student Placement was created in 2006, resulting in
more opportunities for students to receive one-on-one career counseling. In addition,
the relationship between the schools career services and the universitys career services
was strengthened. As a result of these initiatives, the 2007 survey of current students
indicated that 70% agreed with the statement about receiving helpful career advice,
a 16% increase in satisfaction. (Appendix I.28)
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Faculty Review
A faculty portfolio is maintained in the Provosts office for each full-time faculty
member, including all probationary faculty and those who are tenured. The
Committee on Faculty Appointments or the Committee on Post Tenure Review
reviews and evaluates the portfolio in terms of evidence submitted that documents
academic credentials, teaching effectiveness, continuing record of scholarship,
contributions to university life and governance, and continuing professional
development. The faculty portfolio is used for personnel decisions, renewal and
tenure recommendations, promotion and sabbatical and leave requests, and
performance evaluation of tenured faculty.
In addition, each full-time faculty member completes an annual Record of
Scholarship that is reviewed by the university Provost and GSLIS Dean to monitor
progress and plans in the area of scholarship and professional involvement. (Appendix
I.29) On an annual basis, the Dean meets with each faculty member to discuss his
or her scholarship goals and means of support that might be provided by the school
or university.
Staff Review
Staff members are reviewed on an annual basis in conformance with the performance
appraisal process of the university. (Appendix I.30) The process is designed to capture
the past years performance and to assist in establishing new goals and objectives
through discussion between the staff member and his or her supervisor. The priorities
for the coming year that correspond with each position are based on the programs
overall goals. Supervisors try to meet quarterly with staff members to gauge the success
of employees in meeting their goals and objectives. At these meetings, adjustments are
made as necessary, especially if the program has changing priorities. In addition, the
position description of each staff member is reviewed annually and revised as needed
during the performance appraisal process.
Additional Means of Program Assessment
Enrollment data, received and reviewed on a frequent basis, also provide a means for
assessing the programs goals. Inquiries from prospective students, application requests,
application submissions, and status of acceptance to enrollment numbers are tracked
and analyzed by the Dean and GSLIS administrative staff.
The GSLIS Advisory Board serves as an advisory body to the GSLIS Dean.
Its membership consists of library leaders in the metropolitan Chicago area, as well
as representatives from state organizations and national professional associations. At
quarterly meetings, the Dean provides updates on new developments in the school
and members offer feedback and evaluative comments to guide future development.
The meetings frequently include a reception with GSLIS faculty. In 2005, the Board
was expanded from ten members to 15 members, reflecting the need for more broad-
based and diverse representation. (Appendix I.31)
The GSLIS Alumni Council has 12 members who represent all aspects of the
profession and perform the functions of developing and supporting student career and
networking opportunities, enhancing communication among and to alumni and the
library community, and strengthening social programs and benefits for alumni. This
active relationship with alumni enables GSLIS to create strong links with practicing
library and information professionals. Recent activities organized by the Alumni
Council have included: Career Exploration Days in the fall and spring semesters,
STANDARD I:
22
events that are a significant benefit to current students; planning events surrounding
the recent 75th Anniversary of GSLIS in 2005; assistance with establishing an
endowment to provide scholarships for GSLIS students; and revision of the bylaws to
expand the Councils areas of responsibilities and involvement in the GSLIS program.
(Appendix I.32) Usually, the president or members of the Alumni Council participate
in graduation activities by welcoming the graduates to the profession and represent the
program at local, state, and national alumni receptions and meeting exhibits. At the
universitys graduation ceremonies, an alumni of one of the universitys graduate
programs is selected as an Outstanding Alumni and honored. This GSLIS honor has
been awarded every three years, and with the addition of the School of Social Work,
the award will now be given every four years. The GSLIS Alumni Council is governed
by a set of bylaws. (Appendix I.33)
Employers of the schools graduates are also important constituents and their
feedback about the graduates preparation is a critical component of program assessment.
A survey that covers preparation of GSLIS graduates in critical competency areas,
staffing needs, and the employers own professional development needs is conducted
every two years.
In the most recent survey of employers completed in October 2007, significant
improvement in employers ratings of graduates skills since 2005 was indicated.
(Appendix I.34)
TABLE I.4
EMPLOYERS RATINGS OF GSLIS GRADUATES SKILLS AS EXCELLENT, GOOD, AND AVERAGE
(2005 and 2007)
2005 2007
Excellent 33% 40%
Good 33% 44%
Average 10% 13%
In addition to reviewing student outcomes and adjusting the curriculum to address
any concerns about skills expressed by employers, the faculty, staff, and dean think of
other ways to address concerns. For instance, continuing education offerings are also
influenced by the results of the employer survey. To respond to requests for more
professional development, the number of offerings has increased. In addition,
development of a continuing education plan is scheduled for the next academic year.
Further, Emerging Library Leaders for the 21
st
Century (ELL21) was introduced during
the Fall 2007 semester. The seminars are designed to expand learning opportunities
for students, faculty, alumni, and other professionals in the surrounding communities.
(Appendix I.35) LISSA members were asked to suggest topics they would like to see
addressed in these seminars.
The Academic Affairs Committee of the Dominican University Board of
Trustees meets quarterly with the Dominican University deans. This committee
receives reports and updates from the Provost and the GSLIS Dean. This process
provides a conduit through which the board remains apprised of the overall direction
of the school and can provide input and direction, if needed.
23
SUMMARY
The planning process is broad-based and inclusive, reflecting the institution's
commitment to values-centered intellectual development, both personal and
professional, for students and faculty alike. Data gathered through a variety of
mechanisms are reviewed on a routine basis and are used to improve the program.
This dynamic process allows for a flexible program, responsive to a variety of needs
expressed by constituents and stakeholders. Each of the elements of the Dominican
University mission and identity statements is central to the very essence of libraries/
information centers and the work of librarians and information professionals. Few
professions exhibit on a daily basis the practical manifestations of the universitys
mission statement in a way as powerful as the information professions. The realization
of this mission through continuous planning and assessment enables the MLIS
program to meet the requirements of Standard I.
SOURCES OF EVIDENCE: TABLES AND APPENDICES MATERIAL
Tables
Table I.1: Progress Toward Meeting GSLIS Strategic Plan Goals and Objectives
Table I.2: GSLIS Program Goals and Objectives in Relation to the Standard I.2
Statements
Table I.3: Summary of Dominican University and the Graduate School of Library
and Information Science Assessment Activities
Table I.4: Employers Ratings of GSLIS Graduates Skills, 2005 and 2007
Appendices
Appendix I.1: Dominican University, Planning Portfolio, 2002-2012 (Strategic Plan:
Launching Our Second Century; Strategic Plan: Operating Priorities,
2003-2008; Key Performance Indicators; Strategic Planning
Calendar, 2001-2015; The Campus Master Plan)
Appendix I.2: University Planning Overview, Bridge Year 2007-08, Draft 9/20/07
Appendix I.3: Bio for Anne Deeter
Appendix I.4: Data Gathering Tools, 2005 (GSLIS Student Experience Survey,
2005; GSLIS Recent Graduate Survey, 2005; GSLIS Alumni
Survey, 2005; GSLIS Employer Survey, 2005; and GSLIS Local
and Regional LIS Professionals Focus Group Script; and GSLIS
Practicum Supervisors Phone Interview Script)
STANDARD I:
Appendix I.5: Summaries of 2005 Data Collection (Survey of Current GSLIS
Students, Survey of 2005 GSLIS Graduates, Survey of 1995 and
2004 GSLIS Graduates, and Discussion Groups with Library and
Information Science Professionals)
Appendix I.6: GSLIS Proposed Assessment Plan
Appendix I.7: GSLIS Vision Weekend Session, July 22-23, 2005 (Agenda; Rough
Notes; SWOT Analysis; Facing Forward Presentation PowerPoint
Slides)
Appendix I.8: GSLIS Strategic Plan: 2005-2008 and Beyond
Appendix I.9: GSLIS Proposed Program Assessment Plan and Assessment Schedule
Appendix I.10: Dominican University Program Review and Assessment Plan
Appendix I.11: GSLIS Assessment Process for Evaluating Core/Required Courses
and Schedule
Appendix I.12: Plan to Address Concerns Raised by COA
Appendix I.13: ALISE/ALA Annual Statistical Reports
Appendix I.14: 2006 Progress Report Regarding the Plan to Remove Conditional
Accreditation
Appendix I.15: Sample programs from eChicago, Shape Shifters Conference, Follett
Lecture, Emerging Library Leaders for the 21
st
Century
Appendix I.16: Two-year Marketing, Recruitment, and Outreach Plan
Appendix I.17: Dominican University Performance Appraisal Document
Appendix I.18: GSLIS Grading Policy
Appendix I.19: GSLIS Bulletin, 2006-2008
Appendix I.20: LIS899: Capstone Course Description and Syllabus
Appendix I.21: Program Assessment Tools for Core/Required Courses and Analysis
Reports (Fall 2006 and Spring 2007)
Appendix I.22: Information Technology Competency Requirements
Appendix I.23: Dominican University SIR II Questionnaire
Appendix I.24: GSLIS Qualitative Course Evaluation Form
24
25
Appendix I.25: GSLIS Survey of Current Students
Appendix I.26: GSLIS Survey of Recent Graduates
Appendix I.27: GSLIS 2007 Survey of Alumni; GSLIS 1996, 2001, 2004 Survey
of Alumni
Appendix I.28: 2005 Survey of Recent Graduates; 2007 Survey of Students; and
Summary of Survey of Current Students, 2007
Appendix I.29: Annual Faculty Report on Continuing Record of Scholarship
Appendix I.31: GSLIS Advisory Board Charge and List of Members
Appendix I.32: GSLIS Alumni Council Charge and List of Members
Appendix I.33: GSLIS Alumni Council Bylaws
Appendix I.34: Comparison of Employers of GSLIS Graduates: 2005 to 2007
Appendix I.35: Emerging Library Leaders for the 21
st
Century
STANDARD I:
STANDARD II:
Curriculum
Submitted to the
February 2008
INSPIRATION
Our faculty and staff are passionate about their
fields and eager to inspire students through a
rigorous and engaging curriculum.
27
Standard II:
Curriculum
II.1 The curriculum is based on goals and objectives and evolves in response to a
systematic planning process. Within this general framework, the curriculum
provides, through a variety of educational experiences, for the study of theory,
principles, practice, and values necessary for the provision of service in libraries
and information agencies and in other contexts
The Graduate School of Library and Information Science (GSLIS) has planned and
developed a curriculum that reflects the schools values and identity and is responsive
to the needs of its constituents. The curriculum is grounded in the programs learning
objectives. Courses are articulated in the GSLIS Bulletin, 2006-2008. (Appendix II.1)
All faculty teaching in the program are provided with the Syllabus Model (Appendix
II.2) to ensure that their course objectives are consistent with the learning objectives of
the MLIS degree. The schools curriculum has benefited from its location in metropolitan
Chicago where there is an extensive pool of talented individuals who are interested in
and capable of teaching courses, serving as guest lecturers, and supervising individual
learning experiences such as practicums, internships, and independent studies.
The learning objectives of the MLIS degree program are outlined below and
references to the specific elements of Standard II are indicated.
TABLE II.1
GSLIS LEARNING OBJECTIVES IN RELATION TO COA STANDARD II.3
II.3 The curriculum
II.3.1 fosters development of library and information professionals who will assume an
assertive role in providing services
II.3.2 emphasizes an evolving body of knowledge that reflects the findings of basic and
applied research from relevant fields
II.3.3 integrates the theory, application, and use of technology
II.3.4 responds to the needs of a rapidly changing multicultural, multiethnic, multilingual
society including the needs of underserved groups
II.3.5 responds to the needs of a rapidly changing technological and global society
II.3.6 provides direction for future development of the field
II.3.7 promotes commitment to continuous professional growth
The GSLIS program objectives are designed
to prepare reflective practitioners capable of: II.3.1 II.3.2 II.3.3 II.3.4 II.3.5 II.3.6 II.3.7
articulating and applying a philosophy of
service that incorporates an awareness of the
X X X X X
legacy of libraries and information centers
within our culture
promoting the professional values of ethical
responsibility, intellectual freedom, and X X X X X X
universal access to information
Activist. Archivist.
Communicator.
Community-Builder.
Leader. Librarian.
Find
Your Lifes
Purpose
GSLIS Learning Objectives continued
II.3.1 II.3.2 II.3.3 II.3.4 II.3.5 II.3.6 II.3.7
identifying and analyzing information needs
and opportunities of individuals and
organizations, both within the traditional X X X
information service areas and the broader
information sector
developing creative solutions to information
problems by integrating relevant models, X X X X X X
theories, research and practices
designing, implementing, and evaluating
systems, technologies, service, and products X X X X X
that connect users with information
practicing a variety of management,
communication, and organizational skills to
X X X X X X
facilitate appropriate change within library
communities
teaching others to identify, analyze, and
X X X X X
organize and use information
The MLIS degree is awarded to students who have completed 36 credits of graduate
study, including three core courses that must be taken at the beginning of study and
two required courses that must be completed before graduation. All courses have 45
hours of instruction. Students pursuing certification as school library media specialists
in the State of Illinois have additional requirements.
In brief, the MLIS curriculum reflects a service-oriented philosophy that seeks
to cultivate leaders in the library and information science profession who will have a
positive impact on their service communities. The degree is designed to educate and
inspire entry-level librarians and information specialists while providing the foundations
for lifelong professional development. The curriculum consists of a range of courses to
prepare students for professional responsibilities across a spectrum of school library
media and information centers, as well as consultancies.
At the center of the curriculum are three core courses and two required courses.
These courses focus on the fundamental aspects of library and information science
common to all types of work in the library and information field. Thus, they provide
a strong foundation in the theory, principles, practice, and values necessary for the
provision of service in libraries and information agencies and in other contexts
(COA Standard II). The three core courses are LIS701: Introduction to Library and
Information Science, LIS703: Organization of Knowledge, and LIS704: Reference and
Online Services. Students must also complete a management course LIS770:
Management (or LIS773: School Library Management, required of students in the
school library media program), and a capstone experience course, LIS899: Capstone.
1
As stated in the course description, LIS701: Introduction to Library and
Information Science is the recommended first course for all GSLIS students. It can be
taken before or concurrently with LIS703: Organization of Knowledge, LIS704: Reference
and Online Services, and LIS770: Management/LIS773: School Library Management.
These courses provide an introduction to the basic concepts, theories, values, and
materials that reflect the basic knowledge and skills of a beginning generalist librarian or
information specialist in contemporary society, and form the basis for the study of
28
1
Students in the School Library Media
Program are not required to take LIS899:
Capstone, because similar course content
and assignments are incorporated in the
programs requirements, including
preparation of a portfolio.
29
STANDARD II:
CURRICULUM
specialized concepts and issues that the elective courses explore in further detail. As such,
these four courses, individually or in various combinations, act as pre- or co-requisites to
all the other courses offered by the school. LIS899: Capstone is a culminating course,
providing students with an opportunity to synthesize their graduate coursework through
participation in a variety of activities, including preparation of a portfolio that documents
the progress toward meeting the learning objectives of the MLIS degree. (Appendix II.3)
The GSLIS curriculum combines tradition and technology in a best practices
approach that ensures optimum preparation of individual students for leadership
positions in a wide spectrum of established and emerging library, information,
knowledge, and media contexts. Students actively participate in this process, since
many GSLIS students work in libraries and information centers while attending
graduate classes. These students bring a wealth of real-world experiences and relevant
perspectives to the classroom that, combined with the energy and idealism of their
classmates, creates a dynamic interchange among students and professors.
The GSLIS Curriculum Committee, one of the schools standing faculty
committees, carries out a major part of the ongoing work of curriculum planning
and review. Minutes of the committee meetings are available on site. Consisting of
three full-time MLIS faculty elected for staggered three-year terms, the Curriculum
Committee meets on a regular basis. In addition to the work of the Curriculum
Committee, the faculty has met as a committee of the whole in various retreats and
planning sessions to focus on curriculum matters.
During 2005, for example, the strategic planning process carried out by the school
provided the faculty with an opportunity to review the program goals and objectives in
relation to the curriculum. Discussions about the need to provide students with an
integrative learning experience near the completion of their coursework resulted in the
establishment of a required capstone course. The development and approval of a
capstone course in October 2007 strengthened the existing set of required courses.
During the 2006-2007 academic year, the primary focus of the Curriculum
Committee was to review course titles and descriptions for revisions and updates as
necessary and to revise several course numbers for more consistency across the
curriculum. For example, the course title and description for LIS333: Serials: Problems
and Issues was changed to LIS333: Serials Management and the course description was
updated to reflect more accurately the content about electronic resources covered in
the course. Also, all courses in the special topics sequence now have course numbers
that fall in the LIS802-LIS820 range.
In the 2007-2008 academic year, the Curriculum Committee is preparing a
plan for a full curriculum review. The committee is researching curriculum review
methods used by other institutions of higher education and will propose a plan and
timeline to the full faculty in late January 2008. (Document to be available on site.)
In sum, the Curriculum Committee and the larger faculty are engaged in
continuous re-evaluation of existing courses, as well as development of new courses in
response to professional and technological changes and trends. New courses are proposed
by faculty members and reviewed by the Curriculum Committee. If approved, new
courses are offered up to three times on a provisional basis and then reviewed by the full
faculty for possible permanent status. By the same token, existing courses are reviewed by
the Curriculum Committee for relevance and a proposal to the full faculty is submitted
for any course recommended for discontinuance. Examples of new courses approved in
the past two years are: LIS758: Community Informatics and LIS720: Enhancing Language
and Literacy Development in Young Children through Childrens Literature.
II.2 The curriculum is concerned with recordable information and knowledge, and the
services and technologies to facilitate their management and use. The curriculum
of library and information studies encompasses information and knowledge
creation, communication, identification, selection, acquisition, organization
and description, storage and retrieval, preservation, analysis, interpretation,
evaluation, synthesis, dissemination, and management.
The GSLIS curriculum focuses on access to and management of information and
knowledge in all past, current, and anticipated future formats. Courses are service-
centered, and the philosophy, principles, and ethics of the field are consistently
integrated into course content. As the following section describes in detail, the
curriculum is comprehensive and covers the topics that constitute the field of library
and information studies.
Table II.2 maps GSLIS courses in relation to the Standard II.3 statements.
TABLE II.2
GSLIS COURSES IN RELATION TO THE COA STANDARD II.3
II.3 The curriculum
II.3.1 fosters development of library and information professionals who will assume an
assertive role in providing services
II.3.2 emphasizes an evolving body of knowledge that reflects the findings of basic and
applied research from relevant fields
II.3.4 responds to the needs of a rapidly changing multicultural, multiethnic, multilingual
society including the needs of underserved groups
II.3.5 responds to the needs of a rapidly changing technological and global society
II.3.7 promotes commitment to continuous professional growth
Course: II.3.1 II.3.2 II.3.3 II.3.4 II.3.5 II.3.6 II.3.7
LIS701: Introduction to Library and
X X X X X X X
Information Science
LIS703: Organization of Knowledge X X X X X
LIS704: Reference and Online Services X X X X X X
LIS710: Descriptive Bibliography X X X
LIS711:Early Books and Manuscripts X X
LIS712: History of the Printed Book X X
LIS713: Preservation and Conservation X X X
LIS716: Communication for Leadership X X X X X X
LIS717: Human Records and Society X X X X X
LIS718: Storytelling for Adults and Children X X X X
LIS719: History of Childrens Literature X X X X
LIS720: Enhancing Language and Literacy
Development in Young Children through X X X X X
Childrens Literature
LIS721: Library Materials for Children X X X X X
LIS722: Library Materials for Young Adults X X X X X
LIS723: Services for Children and Young Adults X X X X
30
31
STANDARD II:
CURRICULUM
GSLIS Courses continued
II.3.1 II.3.2 II.3.3 II.3.4 II.3.5 II.3.6 II.3.7
LIS724: Media Services and Production X X X X X X
LIS725: Curriculum and School Libraries X X X X
LIS726/EDU528: Learning Theories, Motivation
X X X X X X
and Technology
LIS727/EDU560: Integrating Technology into
X X X X
the Curriculum
LIS728: Clinical Experience I-Student Teaching X X X X
LIS729: Clinical Experience II-Internship X X X X
LIS730: Cataloging and Classification X X X X X
LIS731: Subject Analysis X X X X
LIS732: Indexing and Abstracting X X X X
LIS733: Serials Management X X X
LIS737: Online Information Systems X X X X X
LIS740: Reference Sources in the Humanities X X X X X
LIS741: Reference Sources in the Social Sciences X X X X X
LIS742: Reference Sources in the Sciences X X X X X
LIS743: Reference Sources in Business and
X X X X X
Economics
LIS744: Government Information Resources X X X X X X
LIS745: Searching Electronic Databases X X X X X X
LIS748: Collection Management X X X X X
LIS750: Information Storage and Retrieval X X X X X
LIS751: Database Management X X X
LIS752: Networks X X X X
LIS753: Internet Fundamentals and Design X X X X X X
LIS754/GSBIS722: Systems Analysis and Design X X X X
LIS755/GSB785: Information Policy X X X X X X
LIS756/GSB624: Organizational Analysis X X X X
LIS757/GBIS727: Decision Support Systems X X X X X
LIS758: Community Informatics X X X X X X
LIS759: Digital Libraries X X X X X X
LIS760: International Librarianship X X X X X
LIS761: Public Relations X X X X
LIS762: Literacy and Library Involvement X X X X
LIS763: Readers Advisory Services X X X X X
LIS764: Library User Instruction X X X X X
LIS768: Library 2.0 and Social Networking
X X X X X X
Technologies
LIS769: Research Methods X X X X
GSLIS Courses continued
II.3.1 II.3.2 II.3.3 II.3.4 II.3.5 II.3.6 II.3.7
LIS770: Management of Libraries and
Information Centers X X X X X X
LIS771: Public Libraries X X X X X X
LIS772: Academic Libraries X X X X X X
LIS773: School Libraries X X X X X X
LIS774: Special Libraries X X X X X X
LIS77: Archival Administration and Services X X X X X X
LIS776: Music Librarianship X X X X X X
LIS778: Theological Librarianship X X X X X X
LIS779: Planning and Equipping Libraries X X X X
LIS780: Health Sciences Librarianship X X X X X X
LIS781: Reference Sources in Health Sciences X X X X X X
LIS782: Seminar in Health Sciences X X X X
LIS784: Archives and Collective Memory X X X X X
LIS785: Information Ethics X X X X X
LIS787: Legal Information Sources X X X X X
LIS788: Law Librarianship X X X X X X
LIS789: Advanced Topics in Knowledge
X X X X
Management
LIS790: Advanced Topics in Law Librarianship X X X X
LIS791: Organizational and Multicultural
Communication X X X X X
LIS796: Special Topics: Internet Publishing X X X X
LIS799: Practicum X X X X X X X
LIS805: Seminar-Great Libraries Collections X X X X
LIS812: Scholarly Communication in the Sciences X X X X X
LIS815: Virtual Worlds X X X X X X
LIS830: Seminar in Bibliographic Control X X X X X X
LIS840: Seminar in Reference Services X X X X
LIS880/GSB784: Knowledge Management X X X X X X
LIS881: Advanced Archival Management X X X X X
LIS882: Metadata for Internet Resources X X X X X X
LIS884: Competitive Intelligence X X X X
LIS899: Capstone X X X X X X X
32
33
II.3 The curriculum
II.3.1 fosters development of library and information professionals who will
assume an assertive role in providing services
GSLIS, in alignment with the mission and goals of the University and those of the
information profession, is highly committed to objective II.3.1, which focuses on the
development of library and information professionals who will assume an assertive
role in providing services. The universitys motto, Caritas et Veritas or love and truth,
reflects its mission to prepare students to pursue truth, give compassionate service
and to participate in the creation of a more just and humane world. As such, the
university is dedicated to social justice. For GSLIS, this means a commitment to
the belief in information as a means of empowerment for the communities and
individuals served by libraries, information centers, agencies and related organizations.
From providing access through the selection, organization, and dissemination of
information to understanding and responding to users needs, including instruction
and the provision of the necessary technologies, connecting people with information
takes many forms. Through coursework, as well as practicums and internship
opportunities, the GSLIS curriculum encourages, fosters, and supports leadership
in a service-oriented approach to providing information.
The core courses, in particular LIS701: Introduction to Library and Information
Science and LIS704: Reference and Online Services, introduce and highlight the
important role of information professionals as service providers.
In LIS701, for example, students are exposed to the fundamental service
principles of equitable access to information and intellectual freedom, and various
service models associated with academic, public, school, special, and other types of
libraries and information centers. Building on these principles, LIS704 explores the
development, provision, and evaluation of effective reference service as fundamental
competencies for library and information professionals.
Examples of additional courses that expand this set of foundation skills in
providing service:
I LIS716: Communication for Leadership
I LIS718: Storytelling for Adults and Children
I LIS723: Services for Children and Young Adults
I LIS724: Media Services and Production
I LIS725: Curriculum and School Libraries
I LIS758: Community Informatics
I LIS762: Literacy and Library Involvement
I LIS763: Readers Advisory Services
I LIS764: Library User Instruction
I LIS791: Organizational and Multicultural Communication
I LIS880: Knowledge Management
I LIS884: Competitive Intelligence
STANDARD II:
CURRICULUM
II.3.2 emphasizes an evolving body of knowledge that reflects the findings of
basic and applied research from relevant fields
Readings from research are regularly included in courses in the MLIS program. In
addition, a recently added course, LIS769: Research Methods, covers basic concepts
of qualitative and quantitative research methods and analysis. As part of the course
requirements, students design a research proposal.
A few additional course examples highlight the importance of integrating the
findings of research into the curriculum. In LIS725: Curriculum and School Libraries,
students research a discipline relevant to school libraries by reading journal articles that
discuss that discipline and information literacy practices. Through discussion, analysis,
reflection and action research proposals, responses are written and shared with other
students. In LIS763: Readers Advisory Services, students are assigned a number of
readings that address reading theory, reading in general, and reading in genres covered
in the class. LIS753: Internet Fundamentals and Design and LIS759: Digital Libraries
emphasize research findings about users electronic information search behaviors.
Beginning in Fall 2006 with the arrival of a newly-hired Provost, the university
has emphasized the value of collaborative student-faculty research. An October 2007
symposium, Partners in Scholarship, was held in conjunction with the opening of the
new academic building, Parmer Hall. GSLIS faculty member Kathleen Williams and
two GSLIS students, who had collaborated with her on a research project, presented
their findings about community informatics at the symposium.
Many of the courses are enhanced through the use of technology, particularly the use
of course management software. Faculty have also incorporated Internet tools, open
source software, wikis, and blogs into their courses. In addition, some courses deal
specifically with the application of technology in library and information settings.
Among the most popular courses is LIS753: Internet Fundamentals and Design, in
which students develop web-based resources in the laboratory portion of the course,
while theory and policy are covered in readings, discussion, and papers. In other
courses, such as LIS882: Metadata for Internet Resources, students see how technological
changes have affected bibliographic control and have the opportunity to experience
firsthand the creation of metadata records.
A wide range of courses that focus on technology applications are available to
students, including:
I LIS726/EDU528: Learning Theories, Motivation, and Technology
I LIS727/EDU560: Integrating Technology into The Curriculum
I LIS737: Online Information Systems
I LIS745: Searching Electronic Databases
I LIS750: Information Storage and Retrieval
I LIS751: Database Management
I LIS752: Networks
I LIS753: Internet Fundamentals and Design
34
35
I LIS757/GBIS727: Decision Support Systems
I LIS758: Community Informatics
I LIS759: Digital Libraries
I LIS768: Library 2.0 and Social Networking Technologies
I LIS796: Special Topics: Internet Publishing
I LIS815: Virtual Worlds
I LIS882: Metadata For Internet Resources
I LIS884: Competitive Intelligence
To help ensure that all students have the necessary technology skills for coursework and
for entering the profession, students need to complete the Information Technology
Competency requirements before completing the core courses. These competencies are
frequently reviewed and revised; the latest revision was approved in September 2007.
This set of competencies covers basic file management, word processing, internet
searching basics/web page evaluation, presentation software, spreadsheets, basic
database creation, and basic HTML. (Appendix II.4) Graduate students at Dominican
University may also attend workshops offered by the Department of Information
Technology for the universitys faculty and staff. These workshops have covered such
topics as PowerPoint presentations, Dreamweaver, Excel, Access, as well as other
software applications.
By serving on various university information technology committees, GSLIS
faculty and the Dean work closely with the universitys Department of Information
Technology and other groups (e.g., staff and students) to ensure that the necessary
technological support, such as Blackboard, is in place for faculty, students, and courses.
II.3.4 responds to the needs of a rapidly changing multicultural, multiethnic,
multilingual society including the needs of underserved groups
Identifying the diverse information needs of a library or information centers
demographics and determining the appropriate services and resources for these groups
are an important aspect of the introduction foundation course, LIS701: Introduction
to Library and Information Science, and the core reference services course, LIS704:
Reference and Online Services, which are required of all students in the program.
In addition, courses that discuss literature such as LIS721: Library Materials for
Children, LIS722: Library Materials for Young Adults, and LIS763: Readers Advisory
Services ensure that students have the opportunity to become acquainted with the
needs of diverse groups. The service and program focused courses, LIS723: Services for
Children and Young Adults and LIS762: Literacy and Library Involvement, for example,
address the needs of the different groups of library users. A recently developed topics
course, LIS791: Organizational and Multicultural Communication, introduces students
to problems of communication across cultures and helps students acquire skills of
communication and negotiation in varied organizations settings. Likewise, LIS758:
Community Informatics is aimed at future librarians and other professionals who will
work in diverse communities and need to understand their dynamics, particularly how
they are using new technologies. A specific focus in this course has been underserved
populations in the metropolitan Chicago area.
STANDARD II:
CURRICULUM
II.3.5 responds to the needs of a rapidly changing technological and
global society
Courses in the curriculum have increasingly incorporated a global focus to reflect trends
and issues within the profession. One course, LIS760: International Librarianship, has
been offered at least once a year for many years. Rapid technological changes and their
implication for an increasingly global society and information services are important
components across the curriculum. LIS755: Information Policy, for example, deals
extensively with information issues in a global society. One of the newest courses in
the curriculum, LIS768: Library 2.0 and Social Networking Technologies, examines the
advent of social networking tools, and the creation of online collaboration and
communities via those tools. In addition, the majority of faculty now incorporate the use
of blogs and wikis in the core courses to introduce students to emerging technologies.
Many students have an opportunity to work on the publication aspects of
World Libraries, the semi-annual journal, now being published electronically by the
school since 2005 (www.worlib.org/staff_print.shtml). In LIS796: Special Topics:
Internet Publishing, students apply expertise acquired in the course to the preparation
of the journal that is distributed globally.
The majority of courses asks students to address questions regarding future directions
in the profession. In LIS701: Introduction to Library and Information Science, for
example, students examine trends in library and information science practice and their
implications for the future. Many new courses, which are initially offered on a trial
basis, expose students to ways in which both faculty and practitioners deal with the
evolution of the field. Recent course offerings exemplify this approach (course
descriptions from GSLIS Bulletin, 2006-2008):
I LIS758: Community Informatics: A study of how local communities use
technology. This course is aimed at future librarians and other
professionals who will work in and serve communities and need to
understand their dynamics and how they are using new technologies.
Public access computer labs, community wireless projects, and other
grassroots use of information technology are the practical projects that
will be examined, using concepts such as social networks and social
capital, among others. Communities in metropolitan Chicago as well as
a set of federally funded projects will be the focus of student research.
I LIS759: Digital Libraries: Digitization is a technology which affects all
aspects of the information cycle and information services: creation,
collection, organization, dissemination, and utilization. This survey
course will review digital collections within the broader context of library
and information services and will examine issues of creation, selection,
collection, organization, dissemination and access, and preservation of
electronic records. The course will address conceptual foundations as
well as practical understanding of digital libraries.
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37
I LIS768: Library 2.0 and Social Networking Technologies: This course will
examine the advent of social networking tools, the creation of online
collaboration and communities via those tools and their adoption by
libraries as well as the rise of Library 2.0 thinking, a service philosophy
born out of discussions of Web 2.0 and participatory library services.
Students will experience an immersive learning environment via blogs,
wikis, IM and social networking sites. Students will discuss the definitions
of Library 2.0, examine the tools and examine what this shift means for
libraries in the 21
st
Century.
I LIS784: Archives and Collective Memory: This course will examine the
relationship between the disciplines of archives and history and the
impact that each has on the other in the process of memory construction,
public history display, and the formulation of political, social and national
identities and their expression in a variety of cultural records. Using a wide
range of case studies, the class will touch on video testimonies, museum
displays, archival collections, photographs, and public monuments and
commemorations. Focusing on 19
th
- and 20
th
-century events, this course
will consider such archival and historical issues as the use or misuse of
archives to shape political myths, the use of documents and other cultural
records to influence a shared historical consciousness, the role of
technology in memory construction and historic preservation, and the
place of archives in public discourse and in political struggles over the
notion of a shared cultural heritage.
I LIS815: Virtual Worlds: Virtual worlds are complex online environments,
involving players in a variety of activities and interactions over time and
space. Recent surveys by the Interactive Digital Software Association
suggest some 10 million players are consistently involved in these
computing realms. Libraries and librarians may indeed learn a great deal
from virtual worlds to improve services and interactivity. This course
provides an introduction to virtual worlds and suggests ways in which
experiences in virtual worlds may assist the reassembly of digital libraries
and online services.
II.3.7 promotes commitment to continuous professional growth.
The involvement of the teaching faculty and Dean in professional organizations through
both service and scholarly activities models continuous professional development to
students. The presentations of guest speakers invited from the field also introduces
students to professionals who exemplify continuous professional growth. The students
are exposed to leaders in the fields who are role-models for them.
The programs courses also emphasize the importance of continuous professional
growth. LIS701: Introduction to Library and Information Science, for example, acquaints
students with numerous library and information science associations and examines their
roles in the profession. The new Capstone Course, LIS899, will require students to make
a public presentation of their work or to prepare a formal submission of their work for
a print or electronic publication. In addition, students will prepare a professional
development plan in the course that addresses areas for competency development over
the next three years, including an analysis of their professional development needs and
a strategy for meeting the needs (i.e., objectives, activities, resources, timeline, etc.).
STANDARD II:
CURRICULUM
Additionally, GSLIS offers the Certificate of Special Study (CSS), a five-course plan
of study that gives students with an MLIS the opportunity to retool, refresh, or
reconnect with other professionals in the field. Students interested in obtaining a CSS
work with a faculty advisor to devise programs of study that allow them to gain or
refresh competencies, explore technology including digital records and the human-
computer interface, prepare for managerial or administrative positions, or focus on
specific areas of knowledge management, cataloging, archives, rare books, or special
collections.
GSLIS also supports continuing education opportunities by hosting conferences,
lectures, and workshops. Examples of recent conferences include: 1) eChicago:
Understanding and Implementing Community Use of Information Technology, a
symposium that focuses on the process of local communities entering the digital age;
2) Shape Shifters and Change Masters: Librarians Professional Identity and Image in the
21
st
Century, which covered topics from personal branding to reinventing a stalled
career; 3) Knowledge Management Open House, featuring presentations by leaders in
Chicagos knowledge management field about the impact of Library 2.0 technologies
on organizational development and knowledge management practices; and 4) Emerging
Library Leaders for the 21
st
Century, a series of presentations by recognized library
leaders. In 2006, Hazel Rochman, former assistant editor of youth books, at Booklist,
presented the McCusker Lecture, and Brian Kenney of School Library Journal
presented the Lazerow lecture in April 2007. Since 2004, GSLIS has also sponsored
an annual Follett Chair Lecture, which has highlighted the work and scholarship of
Martin Dillon (2004), Ed Valauskas (2005, 2006, and 2007), and Steven Herb (2008).
(Available on site)
II.4 The curriculum provides the opportunity for students to construct coherent
programs of study that allow individual needs, goals, and aspirations to be met
within the context of program requirements established by the school and that
will foster development of the competencies necessary for productive careers.
The curriculum includes as appropriate cooperative degree programs,
interdisciplinary coursework and research, experiential opportunities, and
other similar activities. Course content and sequence relationships within the
curriculum are evident.
Beyond the five required courses, the curriculum affords students the flexibility to
design programs of study that reflect their individual needs, interests, and goals.
GSLIS provides individualization of study through electives, practicum experiences
and internships, independent studies, and dual degree programs. While each student
must complete the five required courses, 21 semester hours of the coursework
necessary for graduation are electives.
ELECTIVES
In selecting courses as well as in designing a program of study, students are encouraged
to contact and consult with their advisors. Full-time faculty members serve as advisors.
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39
Students are randomly assigned to an adviser upon admission to the program unless
they pursue a specific program of study such as knowledge management or school
library media. Those students are assigned to the director of the program. At any time
during their studies, students have the option of changing their advisers by completing
a form at the GSLIS office. (Appendix II.5) Students often take advantage of this
opportunity as their career plans become more specific. Students are also free to
consult with other faculty. In addition, the GSLIS website hosts an electronic Student
Information Center (http://domin.dom.edu/depts/gslis/infocntr/index.html), which
provides information on courses, pathways, forms, and career placement. (Appendix II.6)
Pathways allow students to specialize in the following areas: Academic Librarianship,
Archives and Special Collections, Cataloging and Classification, Digital Libraries,
Health Sciences, Law Librarianship, Public Librarianship, Reference Services, School
Library Media Specialist, Special Libraries (Corporate) and Youth Services in Public
Libraries. Pathways are prepared by the faculty and include descriptions of career
objectives along with a list of suggested courses. The following pathways provide
examples of a few areas of specialization supported by the GSLIS curriculum.
Youth Services in Public Libraries
The pathway in Youth Services in Public Libraries helps students to acquire expertise
in providing services to children and young adults in a public library setting. Youth
services in public libraries refers to the programming, reference, and collection
development as specifically tailored to children and young people, as well as the adults
who interact with them. Youth services librarians promote and nurture the habit of
reading, evaluate and utilize electronic information sources, collaborate with other
educators, develop outreach programs for their service community, provide
opportunities for parenting education and family literacy programs, and design and
present activities that help young people develop their creativity, interests, and talents.
The Association for Library Service to Children (ALSC) and the Young Adult Library
Services Association (YALSA) of the American Library Association recommend the
following competencies for Childrens and Young Adult Librarians:
I knowledge and understanding of the client group
I materials and collection development
I programming skills
I communication skills
I administrative and managerial skills
I advocacy, public relations and networking
I professional commitment and development
The following program of study aids students to develop these competencies:
GSLIS Core/Required Courses (15 credit hours 5 courses)
LIS701: Introduction to Library and Information Science
LIS703: Organization of Knowledge
LIS704: Reference and Online Services
LIS770: Management of Libraries and Information Centers
or LIS773: School Libraries
LIS899: Capstone
STANDARD II:
CURRICULUM
Youth Services Courses (15 credits 5 courses)
LIS718: Storytelling for Adults and Children
LIS721: Library Materials for Children
LIS722: Library Materials for Young Adults
LIS723: Services to Children
LIS771: Public Libraries
Electives (9 credits 3 courses, strongly recommended)
LIS753: Internet Fundamentals and Design
LIS748: Collection Management
LIS799: Practicum (recommended for those without public library work experience)
Recently two new courses were approved and will undoubtedly be added to the
pathway in Youth Services. They are:
LIS719: History of Childrens Literature
LIS720: Enhancing Language and Literacy Development in Young Children
through Childrens Literature
These are examples of how programs are expanded through consideration of new
courses.
Digital Libraries
According to the pathway in Digital Libraries, digital libraries are collections of electronic
documents, files, and databases. Digital libraries are not only repositories for digital
information but also all of the associated technologies and human expertise needed to
fully take advantage of these resources. Digital librarians not only have excellent skills in
using a variety of hardware and software but also can link together different electronic
resources for patrons in a rich variety of ways. Hence, digital librarians not only
manipulate digital information but profoundly understand how to communicate the
workings of different technologies to individuals with a broad spectrum of technical
experiences. Digital librarians must demonstrate the following competencies:
I Understand the variety of technologies that make digital information
diverse and pervasive;
I Communicate well to individuals with a wide variety of technical
expertise and from diverse backgrounds;
I Develop skills to critically and objectively analyze new technologies and
see their relationships to existing technologies; and,
I Explore the legal, financial, and human implications of technologies.
Students wishing to complete a specialization in digital libraries must complete the
following course of study:
GSLIS Core/Required Courses (15 credit hours - 5 courses)
LIS701: Introduction to Library and Information Science
LIS703: Organization of Knowledge
LIS704: Reference and Online Services
LIS770: Management of Libraries and Information Centers
or LIS773: School Libraries
LIS899: Capstone
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41
Elective Digital Libraries Courses (18 credit hours)
LIS745: Searching Electronic Databases
LIS748: Collection Management
LIS750: Information Storage and Retrieval
LIS751: Database Management
LIS753: Internet Fundamentals and Design
LIS755: Information Policy
LIS759: Digital Libraries
LIS768: Library 2.0 & Social Networking Technologies
LIS796: Special Topics: Advanced Web Design
LIS796: Special Topics: Internet Publishing
LIS799: Practicum
LIS882: Metadata for Internet Resources
Electives (6 credit hours)
Students are strongly recommended to select seminar classes in technologies to
support the basic framework of coursework described above.
Archival Certification
Archival Certification helps students gain expertise in the area of archives. Certification
requires nine semester hours of graduate archival courses chosen from the following
courses:
LIS775: Archival Administration and Services
LIS799: Practicum
LIS 801 Special Studies in Librarianship
LIS881: Advanced Archival Management
LIS 784: Archives and Collective Memory is a relatively new course which can be
considered for Archive Specialties as well. Upon completion of these courses, graduation,
and requisite experience in an archival setting, the student may sit for the archival
certification examination offered by the Academy of Certified Archivists.
EXPERIENTIAL LEARNING
The Dominican University motto, Caritas et Veritas, succinctly distills the university
mission to prepare students to pursue truth, to give compassionate service and to
participate in the creation of a more just and humane world. This mission coincides
with the GSLIS practice of providing students with relevant experiential opportunities
through service learning, practicums, and internships. Specialized learning experiences
are based in a general foundation of library and information studies, and their design
takes into account the statements of knowledge and competencies developed by
relevant professional organizations.
By far, the most common way that students gain practical experience is through
enrollment in LIS799: Practicum. Practicums provide students with supervised, unpaid
work experience in an approved library or information center.
STANDARD II:
CURRICULUM
The goal of practicums is to wed theory to practice. Practicums allow library and
information science students to experience the real world of libraries, information
centers, and knowledge management in organizations, to observe a variety of role
models within the profession, to test their own skills in library and information science
and receive professional input and feedback about their performance, and to integrate
theory and practice while examining their own assumptions about the art and science
of librarianship. Course content and assignments include: orientation to the library or
information center environment; observation and analysis of the information
environment; participation in selected activities (as agreed upon by supervisor and
student); introduction to elements of planning, programming, budgeting, and
evaluating the library or information service provided; completion of a research report
or report resulting from a project; regular student reflection and supervisor feedback;
and evaluation of experiences by both student and supervisor/site representative.
The practicum placement process was revised in Fall 2007 under the direction
of the Curriculum Committee in consultation with the Coordinator of Student
Placement. (Appendix II.7) It is recommended that the practicum be taken during
the last semester in which the student is enrolled in the GSLIS. Exceptions may be
approved by the Dean, depending on student and library/information center
circumstances.
Recent practicum placements have included:
Abbott Labs
Arlington Heights Memorial Library
Chicago Botanic Garden Library
Chicago Public Library: Harold Washington Library Center, Sulzer Regional
Library, and several branch libraries in the system
College of DuPage
Columbia College
Elmhurst College
Glen Ellyn Public Library
Harper College
Ideal Media
Illinois Institute of Technology
Jenner & Block
Loyola University Chicago, Lewis Library
Loyola University Medical Center Health Sciences Library
McDonalds Corporation
Moraine Valley Community College
North Park University
Northwest Community Hospital
Northwestern University
Oak Park Public Library
River Forest Public Library
Rush University Medical Center Library
Schaumburg Township District Library
Skokie Public Library
University Center of Lake County
University of Chicago
UOP/LLC
Upshot, Inc.
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43
TABLE II.3
NUMBER OF STUDENTS ENROLLED IN LIS799: PRACTICUM
(2005-2007)
Term Number of Students
Fall 2005 5
Spring 2006 16
Summer 2006 18
Fall 2006 13
Spring 2007 14
Summer 2007 6
Fall 2007 14
In addition to the practicum course, several courses include experiential learning
components. Examples of courses with this approach include:
I LIS718: Storytelling for Adults and Children: Students in this class have
opportunities to practice their emerging skills in programs at libraries
where former LIS718 students currently work. Although these opportunities
have only recently been incorporated into the course on an informal
basis, the faculty who teach LIS718 are exploring ways to provide a more
formal, consistent approach to similar experiences for students. For
example, students in the Fall 2007 class held story hours in cooperation
with and at the Oak Park Public Library.
I LIS724: Services to Children and Young Adults: This class formally
incorporates experiential application of learned skills in daycare centers
and public library settings.
INDEPENDENT STUDY
LIS801: Special Studies in Librarianship offers students who are near the end of their studies
the opportunity to study, in greater detail, a topic related to library and information
science. Working closely with a faculty member whose expertise and interest align with the
topic area, the student produces a final project reflecting the topics substance and the
students merit. Prior to enrolling in an independent study, the student must submit a
proposal for approval by the faculty advisor and the Dean. The topic must have enough
academic substance to be worthy of at least three credits and must meet guidelines as
spelled out on the application form for an independent study. (Appendix II.8)
Students must have sufficient background to work independently and must
develop a proposal for independent study that meets the approval of the faculty
supervisor and the Dean. The independent study topic should be of sufficient
academic and scholarly substance and be worthy of at least three semester hours of
graduate credit; it should result in a product that will document both the substance
and merit of the students performance in independent study.
STANDARD II:
CURRICULUM
Titles of recent independent study experiences include:
I Academic Health Sciences Library: De/selection and Downsizing
I Analysis of Science Podcasts: Evaluation Guide for Libraries
I Best Practices for Public Library Audiovisual Departments
I Best Teen Librarian Practices
I Creating a Digital Local History Collection
I Descriptive Bibliography for Artists Books
I Elementary School Library Services for the Urban Media Center
I Examination of Beslers Continuatio Rariorum, 1622
I FISA, the Patriot Act and American Libraries: Electronic Surveillance
I Graphic Novels in K-6 Media Centers
I Information Architecture
I Information Ethics
I Map Librarianship
I Museum Librarianship: Current Issues
I Photographic Archives
I Rare Books: Descriptive Bibliography
I Scholarly Communication
INTERNSHIPS
Although internships, which are paid work experiences, do not provide academic
credit, they offer another way in which students can individualize and gain experience
in a library or information center. Internships offer students work experience in a
library or information center for which the sponsoring institution pays the student for
hours worked on a mutually agreed upon scale. The sponsoring institution sets the
hours, interviews the students and provides any job training required. The
Coordinator of Student Placement works with Chicago-area libraries, information
centers, and related organization to encourage internship opportunities. Notices of
internships are posted in the eRecruiting system, which students may access through
the universitys Career Services site at www.careers.dom.edu. Recent internships have
included: Northwestern University, Main Library (Evanston campus) and Schaffner
Library (Chicago campus).
DUAL DEGREES
Dual Graduate Degrees: Students may also specialize by pursuing one of the combined
or dual degree programs offered by GSLIS in cooperation with other schools at
Dominican University and other universities in the Chicago area. In these combined-
degree programs, the student is enrolled simultaneously in two degree programs with
some coursework in common to both programs. This option allows students to fulfill
the requirements of both degrees in a shorter time than needed if pursuing each degree
separately. Students may seek an MLIS from Dominican while simultaneously
pursuing one of the following degrees:
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45
I Master of Divinity (MDIV) from the McCormick Theological Seminary,
I Master of Arts in Public History (MA) from Loyola University of Chicago,
I MLIS with a Master of Music (MM) from Northwestern University School
of Music, and
I MLIS/MBA combined degree in cooperation with Dominican Universitys
Brennan School of Business
Initial discussions are also underway with the universitys Graduate School of Social
Work to explore the possibility of a joint MLIS and MSW degree.
The following description of the MLIS/MM provides an example of a dual
degree program. This example along with other dual-degree programs are described
in GSLIS Bulletin.
MLIS and Master in Music History
GSLIS and the Northwestern University School of Music offer a combined program
leading to the two degrees of Master of Library and Information Science and
Master of Music in Music History. This program is recommended for students
who plan to pursue careers in music research libraries. The program requires a
minimum of 30 semester hours in GSLIS and a minimum of 12 units (one unit
equals one course for one quarter) in the School of Music at Northwestern
University. Students can usually complete the program in two years of full-time
study. During their second year, the students intern in the Northwestern
University Music Library and other institutions. Coursework and experiential
learning fosters the development of core competencies specific to music
librarianship as well as those identified by the Special Library Association.
Accelerated BA/MLIS Degrees: GSLIS also offers an accelerated BA/MLIS option which
allows seniors of Dominican University to take up to six hours of courses in GSLIS,
which are applied to both the BA and the MLIS degrees.
CERTIFICATION
School Library Information Specialist Certification: Students who seek certification for
work as a school library media specialist at the elementary, middle, and secondary
school levels complete coursework that is grounded in Information Power: Building
Partnerships for Learning, the national guidelines of the American Association of School
Librarians and Association for Educational Communications and Technology; Illinois
Content area standards for the library information specialist; and the School of
Educations conceptual framework emphasizing scholarship, leadership and service.
Completion of the entitlement program qualifies students for an Illinois Special (K-12)
Certificate (Type 10) in the concentration area of Library Information Specialist.
CERTIFICATES
Knowledge Management Certificate: In addition, GSLIS offers a post-baccalaureate
Knowledge Management Certificate program that incorporates an interdisciplinary
STANDARD II:
CURRICULUM
approach to the field of knowledge management developed by GSLIS and the
Brennan School of Business. This certificate enables the participant to gain the
education background to build a career as knowledge management officers, knowledge
management specialists and other related areas. Some MLIS students opt to incorporate
these requirements into their MLIS coursework. Thus, when they graduate they have a
MLIS and a Knowledge Management Certificate. Four of the following six courses are
required for the Knowledge Management Certificate: LIS880/GSB 784: Knowledge
Management, LIS754/GBIS722: Systems Analysis and Design, LIS755/GSB785:
Information Policy, LIS756/GSB624: Organizational Analysis and Design, LIS757/GBIS
727: Decision Support Systems, and LIS884: Competitive Intelligence.
Post-MLIS Certificate of Special Study (CSS): The CSS is designed for the post-MLIS
professional interested in retooling, refreshing or simply reconnecting with other
professionals and future professionals in a graduate-level learning environment. The
course of study is based on a five-course plan of study shaped with a faculty advisor
that specializes in the candidates field of concentration.
DOCTORAL PROGRAM: FEASIBILITY STUDY
GSLIS is considering expanding its program to the doctoral level. Although there has
been increasing demand for a library/information science doctoral program in the
Chicago metropolitan area, there is not one currently offered. The GSLIS faculty and
administration are actively seeking out the opinions of local library/information science
leaders and alumni about whether a new doctoral program at Dominican University is
sustainable; what areas of focus it should have to fill existing leadership, research, and
practitioner expertise gaps; curriculum ideas; how the program might be constructed to
support and strengthen the existing MLIS program; and how to meet both prospective
student needs for flexibility and institutional expectations for excellence.
To that end GSLIS retained Peggy Barber and Linda Wallace of Library
Communication Strategies to complete a feasibility study including general and
alumnae/i surveys. A proposed timeline is available in Appendix II.9.
II.5 When a program includes study of services and activities in specialized fields,
these specialized learning experiences are built upon a general foundation of
library and information studies. The design of specialized learning experiences
takes into account the statements of knowledge and competencies developed
by relevant professional organizations.
In addition to the School Library Media Program, the curriculum includes several
courses that provide students with an introduction to specialized fields such as law
librarianship, health sciences librarians, and archives. These courses have been
developed and taught by instructors who are familiar with the statements of
knowledge, skills and competencies made by relevant professional organizations. In
some cases, these are explicitly stated, such as for LIS787: Legal Information Sources,
LIS788: Law Librarianship, and LIS774: Special Libraries, which were designed to
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47
develop both core and specialized competencies identified by the American Association
of Law Libraries (AALL) and the Special Libraries Association (SLA). The core
competencies of both AALL and SLA are consonant with the outcomes identified by
the MLIS faculty. For example, all emphasize a philosophy of service, adherence to
ethical principles, excellent communication skills, and critical thinking ability.
The AALL specialized competencies apply the general knowledge of the field in
areas such as management, reference, collection management, user instruction and the
application of information technology to the practice of law librarianship. In a similar
vein, SLA addresses the acquisition of personal competencies that are especially relevant
in special libraries. Other competency statements such as those for music librarianship
and health science librarianship are more general and are incorporated into the content
of the course. In all cases, students complete the three core courses of the MLIS
program before enrolling in specialized electives. Appendix II.10 provides a table that
correlates the GSLIS courses with the competency standards of the American
Association of Law Libraries, Association for Library Service to Children, Medical
Library Association, Music Library Association, Young Adult Library Services
Association, Special Libraries Association, Reference and User Services Association,
and Society of American Archivists.
The proximity of several library/information science professional association
headquarters in Chicago has benefited GSLIS. Directors and upper-level management
administrators with these associations have frequently been members of the Advisory
Board. The current Advisory Board has representation from the American Library
Association, Medical Library Association, and Urban Libraries Council. Although the
curriculum review process that will be initiated during the upcoming academic term
has not yet been finalized, it is likely that the participation of these Board members as
well as staff from other associations will be an important element. In addition, the
review will include an analysis of courses learning outcomes in relation to the various
associations competency standards. The learning objectives and content of some
courses may need to be revised and new courses may need to be developed to meet
the competency standards.
II.6 The curriculum, regardless of forms or locations of delivery selected by the
school, conforms to the requirements of these Standards.
GSLIS offers courses on campus at Dominican University in River Forest, off campus
at a variety of sites including the University Center at Grayslake, Metropolitan Library
System, American Library Association, and Chicago Public Library, as well as through
distance learning. Regardless of the location or form of delivery, GSLIS is committed
to making the courses comparable in scope, content, requirements, and quality to the
on-campus offerings. Ongoing and regular assessment of these courses ensures that
they remain comparable to their on-campus counterparts.
At the off-campus sites, LIS701: Introduction to Library and Information Science
is almost always taught by a full-time faculty member, which provides a solid foundation
to the profession and an introduction to the GSLIS academic program for entering
students. The two other core courses, LIS703: Organization of Knowledge and LIS704:
Reference and Online Services, are typically taught by full-time faculty members, but
adjunct faculty have some sections. All faculty, regardless of location or type of
STANDARD II:
CURRICULUM
appointment, follow the GSLIS Syllabus Template (Appendix II.11) and construct
their syllabi in accordance with the syllabus previously taught. Adjunct faculty are
directed to syllabi from previous courses and may consult with faculty in planning
their courses. All faculty are required to file a copies of their syllabi with the GSLIS
Office, which maintains syllabi for all sites. In addition, each term a new faculty and
adjunct orientation is scheduled. (Appendix II.12)
Scheduling for off-campus sites takes into consideration the need for students
to be able to complete the degree requirements within five years. Core and required
courses are offered on a rotating basis at all off-campus sites, while a variety of elective
courses are also scheduled at various sites. V-TEL classes are also scheduled for off-site
courses. For example, LIS716: Communication for Leadership was taught via V-TEL in
Fall 2007 for Grayslake students.
GSLIS also offers online courses that meet initially in a face-to-face session and
then move to an online environment. To date, five online courses have been offered:
LIS732: Indexing and Abstracting, LIS744: Government Information Sources, LIS748:
Collection Management, LIS753: Internet Fundamentals and Design, and LIS754:
Systems Analysis and Design. The popularity of these courses, their relevance to
multiple library/information center settings, and faculty training in online teaching
prompted the development of these initial offerings. Student requests for additional
online courses resulted in a plan prepared by the Information and Technology
Committee for developing and offering online courses. (Appendix II.13)
II.7 The curriculum is continually reviewed and receptive to innovation; its evaluation
is used for ongoing appraisal, to make improvements, and to plan for the future.
Evaluation of the curriculum includes assessment of students achievements and
their subsequent accomplishments. Evaluation involves those served by the
program: students, faculty, employers, alumni, and other constituents.
GSLIS curriculum evaluation is informed by the commitment to educational
excellence that is the foundation of the GSLIS mission, which is in harmony with
Dominican Universitys institutional commitment to values-centered intellectual
development, both personal and professional, for students and faculty alike.
Assessment data from current students, alumni, and employers are particularly useful
in designing the curriculum.
Current Students
During the week of April 23, 2007, all students in the Tuesday/Thursday GSLIS class
sections were asked to take time out from class to complete an online survey. A total of
234 useable surveys were completed, which represents a response rate of 47% of the
currently enrolled GSLIS population. The results of this survey were compared with
the results of the 2005 survey of current students. Overall, the survey findings reveal
a general impression that the school is meeting the expectations of the students who
enroll. As one indicator of this high degree of satisfaction, more than eight in ten
surveyed would choose the GSLIS program if they were to choose all over again.
48
49
In the 2005 survey, respondents indicated a need to improve the availability and
variety of courses offered at the various sites each term. The following steps were taken
to address these concerns: establish and post a course rotation schedule and increase
the number of courses offered at each of the sites.
The most significant findings related to the curriculum are excerpted from the
summary report and highlighted below: (Appendix II.14)
I Course Availability and Flexibility: In general, student satisfaction in this
area has increased but improvements are needed. As might be expected,
the availability of courses when and where students want them remains
the area of most concern to GSLIS students. 53% of students agree that
courses are available when wanted and 45% disagree. Location of
coursework remains a concern as some students report that leaving work
to commute through the evening rush hour is difficult and inconvenient.
Still, students in 2007 reported slightly higher levels of agreement than
in 2005. Only 11% of students in 2005 strongly agree, a wide range of
courses are available compared to 32% in 2007. The 2007 students
also perceive greater flexibility in the schedule.
I Perceptions of Academic Rigor: The percentage of students who perceive
the academic rigor of GSLIS coursework as just right has increased
since 2005. Now, 85% of students rate the level coursework rigor as
just right, and only 13% find the courses not challenging enough.
I Satisfaction with the Academic Program: As a general measure of
satisfaction, more than half of the students indicate they would choose
the GSLIS all over again without reservations, and an additional 29%
would choose it again with few reservations. Just 5% of the 2007
students said they would not choose the GSLIS again, compared to
14% in 2005.
Employers of GSLIS Graduates
In the most recent survey of employers, which was conducted in October 2007, the
results indicated a significantly higher overall rating of graduates skills than the rating
on the 2005 survey of employers. (Appendix II.15)
TABLE II.4
EMPLOYERS RATINGS OF GSLIS GRADUATES SKILLS
(2005 and 2007)
2005 2007
Excellent 33% 40%
Good 33% 44%
Average 10% 13%
STANDARD II:
CURRICULUM
More specifically, the 2005 survey indicated a need for more attention in offering a
state-of-the-art library and information science education. In response, GSLIS
developed several courses with a focus on technology and incorporated technology
requirements into existing courses. Faculty have also reviewed course content to
address this need. The 2007 survey indicated improvement in this area:
TABLE II. 5
OFFERING STATE OF THE ART LIBRARY AND INFORMATION SCIENCE EDUCATION
(2005 and 2007)
2005 2007
Extremely well 3% 5.2%
Very well 23% 39.7%
Slightly well 17% 29.3%
Not at all 2% 3.4%
Table II.6 summarizes and compares employers ratings of our graduates in key
competency areas, 2005 to 2007. Three areas in particular showed improved ratings
in the category of excellent: professional disposition and work ethic, willingness to
learn new skills, and ability to work well with others. To continue improvement in the
other competency areas, one component of the curriculum review proposal focuses
attention on areas of the curriculum that employers indicated needed strengthening.
The proposal recommends focus groups sessions with employers of GSLIS graduates
to determine specific skills in these areas that should to be addressed in courses.
TABLE II. 6
EMPLOYERS RATINGS OF SKILLS AND ABILITIES OF GSLIS GRADUATES
AS EXCELLENT, PERCENTAGES
(2005 and 2007)
Excellent Total % Change
Being able to work well with others 2007: 50.8% 2005 to 2007: + 17.5%
2005: 33.3%
Having a professional disposition and 2007: 53.3% 2005 to 2007: + 15.8%
work ethic 2005: 37.5%
Having a willingness to learn new skills 2007: 53.3% 2005 to 2007: + 7.5%
2005: 45.8%
Having effective oral communication skills 2007: 33.3% 2005 to 2007: (no change)
2005: 33.3%
Having effective written communication skills 2007: 39.0% 2005 to 2007: - 6.8%
2005: 45.8%
Having the requisite knowledge and 2007: 25.0% 2005 to 2007: - 12.5%
professional skills 2005: 37.5%
Being prepared for what is needed in 2007: 25.0% 2005 to 2007: - 12.5%
todays LIS environment 2005: 37.5%
50
51
Alumni
Alumni of the program are surveyed on a regular basis one, five, and ten years after
graduation. In the most recent set of surveys completed by alumni, more than half of
those working in the field (58.9%) said that GSLIS had prepared them very well or
extremely well for their career in the field. Only 5.4% said that GSLIS had prepared
them not very well or not at all. (Appendix II.16)
GSLIS is also proud of the awards and recognition frequently received by GSLIS
students and alumni. (samples available on site) For example, alumni have been
featured among Library Journals annual recognition of movers and shakers in the
profession, alumni have been recognized by state and regional professional associations,
and several graduates have been selected to participate in the Illinois State Librarys
Synergy Leadership Institute. These acknowledgments are one indication that the
GSLIS academic program has effectively prepared students for the profession.
IN SUMMARY
The design and review of curriculum are developed and shaped with input from a
variety of sources. These sources include: evaluation of classes by student and faculty,
focus groups conducted with students, employer surveys, alumni surveys, national
competencies in specialized areas, informal as well as formal input, and current trends
and issues in the field. The curriculum is in continual review and is adjusted in
response to student outcomes. The plan for the process for a comprehensive review
of the curriculum is currently being drafted by the Curriculum Committee, with the
intention to begin the review in Fall 2008.
Tables
Table II.1: GSLIS Learning Objectives in Relation to COA Standard II.3
Table II.2: GSLIS Courses in Relation to the COA Standard II.3
Table II.3: Number of Students Enrolled in LIS799: Practicum, 2005-2007
Table II.4: Employers Ratings of GSLIS Graduates Skills, 2005 and 2007
Table II.5: Offering State-of-the-Art Library and Information Science Education,
2005 and 2007
Table II.6: Employers Rating of Skills and Abilities of GSLIS Graduates as
Excellent, Percentages 2007 and 2005
STANDARD II:
CURRICULUM
Appendices
Appendix II.1: GSLIS Bulletin, 2006-2008. See Appendix I.19 or go online at
http://www.dom.edu/academics/gslis/programs/bulletin.html
for the complete document.
Appendix II.2: Syllabus Model
Appendix II.3: Syllabi for LIS701, LIS703, LIS704, LIS770, LIS773, and LIS899
Appendix II.4: Information Technology Competency Requirement
Appendix II.5: GSLIS Change of Advisor Form
Appendix II.6: Student Information Center: List of Sources
(http://domin.dom.edu/depts/gslis/infocntr/index.html)
Appendix II.7: Practicum Application
Appendix II.8: LIS 801: Special Studies
Appendix II.9: Doctoral Program Timeline
Appendix II.10: GSLIS Courses in Relation to Competency Statements of
Professional Library/Information Science Associations: American
Association of Law Libraries, Association for Library Service to
Children, Medical Library Association, Music Library Association,
Young Adult Library Services Association, Special Libraries
Association, Reference and User Services Association, and Society
of American Archivists
Appendix II.11: GSLIS Syllabus Template
Appendix II.12: Agenda for New Faculty and Adjunct Orientation
Appendix II.13: GSLIS Online Courses: Survey Results and Proposed Plan
Appendix II.14: Summary of Survey of GSLIS Current Students, 2007
Appendix II.15: Comparison of Employers of GSLIS Graduates: 2005 to 2007
Appendix II.16: Survey of GSLIS Graduates FY1996, FY2001 & FY2004
52
STANDARD III:
Faculty
Submitted to the
February 2008
RELATIONSHIP
The heart of the Dominican experience is a
relationship-centered environment where each
student is heard and understood as a person
seeking out new challenges and deserving of
encouragement.
53
Standard III:
Faculty
III.1 The school has a faculty capable of accomplishing program objectives. Full-time
faculty members are qualified for appointment to the graduate faculty within
the parent institution and are sufficient in number and in diversity of specialties
to carry out the major share of the teaching, research, and service activities
required for a program, wherever and however delivered. Part-time faculty, when
appointed, balance and complement the teaching competencies of the full-time
faculty. Particularly in the teaching of specialties that are not represented in the
expertise of the full-time faculty, part-time faculty enrich the quality and diversity
of a program.
The mission and goals of the Graduate School of Library and Information Science
(GSLIS) academic program call for a faculty that is rooted in the values, culture, and
understanding of the contribution of libraries and information agencies to contemporary
society. Both full-time and part-time faculty possess academic credentials and experience
that enable them to provide a well-balanced and relevant education to students in the
degree program. As such, GSLIS faculty members are qualified for appointment to the
graduate faculty of Dominican University and are sufficient in numbers and in diversity
of specialties to carry out the major share of teaching in our program. (Appendix III.1)
Table III.1 shows an overview of the full-time faculty organized by rank.
TABLE III.1
FACULTY NAME, RANK, TENURE STATUS, AND AREA OF SPECIALTY
(arranged alphabetically within rank)
Name Rank Tenure Status Area(s) of Specialty
Susan Roman Dean and Tenured Management, Youth Services,
Professor Fundraising, Selection
Bill Crowley Professor Tenured Management, Public Libraries,
Readers Advisory Service, Theory,
Organizational Communication
Gertrude Soonja Professor Tenured Knowledge Organization Systems,
L. Koh Bibliographic Control, Cataloging
and Classification, Metadata and
Schema, Special Literatures and
Materials, International Librarianship,
Collection Development, Serials
Control, Integrated Library Automation
Systems, Information Storage and
Retrieval, Information Systems
Taverekere (Kanti) Professor Tenured Knowledge Management,
Srikantaiah Systems Analysis and Design,
Competitive Intelligence,
Bibliographic Information Systems,
Cataloging and Classification
Create a
More Just
and Humane
World
Faculty continued
Name Rank Tenure Status Area(s) of Specialty
Karen Brown Associate Tenured Collection Management, Academic
Professor Libraries, Leadership, User
Instruction
Kate Marek Associate Tenured Information Policy, Digital Libraries,
Professor Internet and Web Development in
Libraries
Janice Del Negro Assistant Tenure Track Childrens Literature, Young Adult
Professor Literature, Services to Youth in Public
Libraries, Evaluation and Reviewing
Literature for Youth, History of
Storytelling in Public Libraries,
Literature-based Programming for
Youth
Christine Hagar Assistant Tenure Track Community Informatics, Academic
Professor Libraries, Information Policy,
Organization of Information, Crisis
Informatics, Global Information
Perspectives
Debra Mitts-Smith Assistant Tenure Track Childrens and Young Adult
Professor Literature, History of the Book,
History of Libraries, Reference
Michael Stephens Assistant Tenure Track Technology, Social Software, Internet
Professor
Diane Velasquez Assistant Tenure Track Management, Organizational
Professor Change, Government Documents,
Public Libraries, Readers Advisory,
E-government, Copyright and
Intellectual Property, Information
Ethics
Kate Williams Assistant Tenure Track Community Informatics, Social
(on faculty January Professor Informatics, Social Capital/
2006-August 2007)
Social Networks
Mary Pat Fallon Lecturer Tenure Track Reference, Academic Libraries, User
Instruction
Marjorie E. Bloss Lecturer One-year renewable Cataloging, Serials, Integrated
contract Library Systems, Management
Donald Adcock Lecturer One-year renewable School Library Media Programs
contract
Michael Leonard Lecturer One-year renewable Childrens and Young Adult Services,
contract Storytelling, Reference, Humanities
Reference
Edward Valauskas Lecturer One-year renewable Internet Publishing, Rare Books,
contract Scholarly Communication
Steven Herb Follett Chair One-year renewable Childrens and Young Adult Literature
and Professor contract (up to three and Services, Storytelling, Emergent
years) Literacy, Child Development, and
Early Childhood Education,
Information Literacy, Intellectual
Freedom
54
Susan Roman
Dean and Professor
55
STANDARD III:
FACULTY
While most of the faculty hold degrees in library and information science, Table III.2
also reveals preparation in the areas of Media Ecology (Brown), Nonprofit Management
(Roman), Educational Leadership/Higher Education (Crowley), and Informatics
(Hagar). Our faculty have undergraduate and Masters degree preparation in library
and information science, as well as in languages, literature, business, education,
technology, and the sciences.
TABLE III.2
SUMMARY OF ACADEMIC CREDENTIALS OF FACULTY, 2004-2007
(arranged alphabetically within rank)
Faculty Rank Highest Degree Granting Year Other
Name Degree Specialty Institution Granted Degree(s)
Susan Dean and PhD Library and University of 1991 M.A.L.S.
Roman Professor Information Chicago
Science
Bill Professor PhD Educational Ohio 1995 M.A. (English),
Crowley Leadership/ University M.S. (Library
Higher Service)
Education
Gertrude Professor PhD Library and University 1977 M.S. (Education),
Soonja L. Information of Pittsburgh M.L.S., C.A.S.
Koh Science (Library and
Information
Science)
Taverekere Professor PhD Library and University of 1973 M.P.A., M.S.I.S.
(Kanti) Information Southern (Information
Srikantaiah Science California Studies), M.S.
(Geology)
Karen Associate PhD Communi- New York 1992 M.A. (Library
Brown Professor cation Arts University Science), M.S.
(Media (Education)
Ecology)
Kate Marek Associate PhD Library and Emporia 1999 M.L.I.S.
Professor Information State
Management University
Janice Assistant PhD Library and University 2007 M.L.S.
Del Negro Professor Information of Illinois,
Science Urbana-
Champaign
Christine Assistant PhD Library and University 2005 M.A. (History
Hagar Professor Information of Illinois, of Science)
Science Urbana-
Champaign
Debra Assistant PhD Library and University 2007 M.A. (French),
Mitts-Smith Professor Information of Illinois, M.L.I.S.
Science Urbana-
Champaign
Michael Assistant PhD Information University of 2007 M.L.S.
Stephens Professor Science North Texas
Academic Credentials of Faculty continued
Faculty Rank Highest Degree Granting Year Other
Name Degree Specialty Institution Granted Degree(s)
Diane L. Assistant PhD Information University of 2007 M.A. (Information
Velasquez Professor Science and Missouri, Resources &
Learning Columbia Library Science),
Technology M.B.A.
Mary Pat Lecturer MLIS; Library and Dominican 1997 M.A. (British
Fallon Doctoral Information University; Literature)
student in Science (Doctoral
Higher student,
Education Benedictine
University)
Donald Lecturer MS Instructional Southern 1964
Adcock Materials Illinois
(Library Media) University
Marjorie E. Lecturer MLS Library Case 1966
Bloss Science Western
Reserve
University
Michael Lecturer MLIS Library Indiana 1979
Leonard Science University
Edward Lecturer MA Library University 1982
Valauskas Science of Chicago
Steven Follett Chair PhD Curriculum Pennsylvania 1987 M.S.L.S.,
Herb and and State M.Ed.
Professor Instruction University
Faculty Growth
Three new tenure-track faculty positions have been added since 2005 (a 23% increase).
The school is especially pleased with the specialties represented in our new faculty.
Michael Stephens brings a broad expertise in current online social applications for
libraries (Library 2.0); Christine Hagar is doing active research in the area of
community informatics; Debra Mitts-Smith adds to the schools strong cadre of
childrens and youth services specialists; Mary Pat Fallon brings a depth of experience
in the area of academic libraries; and Diane Velasquez strengthens the reference and
management offerings.
Although faculty members with lecturer status are not on tenure track, they have
been hired to bring expertise in very specific areas of curriculum need and program
requirements. For example, Donald Adcock, has been the National Coordinator of
ALAs National Information Power Program and held several administrative positions
with the American Association of School Librarians. Likewise, Marjorie Bloss, who has
held a number of academic and administrative positions in technical services, is active
in domestic and international cataloging organizations, including the Program for
Cooperative Cataloging and IFLA. She also has commercial experience as the Manager
of Training Services at Endeavor Information Services and the Manager for Resource
Sharing for the Marketing and User Services Division at OCLC. GSLIS was fortunate
to hire these accomplished professionals when searches to fill tenure track positions did
not result in qualified candidates with doctoral degrees.
56
Bill Crowley
Professor
57
STANDARD III:
FACULTY
TABLE III.3
FACULTY GROWTH, 2005-2007, IN NUMBER AND PERCENTAGE INCREASE
Number of full-time faculty in 2005 13
Number of full-time faculty in 2007-2008 16
Net gain of full-time faculty since last review + 3
Percentage growth since last review 23% increase in full-time faculty
ANTICIPATED FACULTY SEARCHES
In addition to the recent faculty additions, GSLIS continues to seek growth toward a
diverse cadre of teachers and scholars. Within the next few years, the school anticipates
searches that focus on faculty who are prepared in archives and public libraries to meet
a growing need in these areas of the curriculum.
FOLLETT CHAIR IN LIBRARY AND INFORMATION SCIENCE
In 2002, The Follett Corporation established the Follett Chair in Library and Information
Science at Dominican University. This endowed academic chair is one of only four in
the field of library and information science in North America. Responsibilities for this
unique position include: developing and teaching graduate classes; conducting innovative
scholarship; presenting workshops, seminars, colloquia, and special lectures for
students, fellow educators, and information professionals. The Chair is considered a
renowned scholar who brings unique specializations to the university and links GSLIS
more closely to the professional community through both educational and service
activities. (Appendix III.2)
GSLIS recently completed a search for the Follett Chair, with the hiring of
Steven Herb in Fall 2007. Herb is head of the Education and Behavioral Sciences
Library at Pennsylvania State University and director of the Pennsylvania Center for
the Book, where he developed an interactive literary map for the state. An active
member of the American Library Association, he has chaired the ALA Intellectual
Freedom Committee and served as president of the Association for Library Service
to Children among other appointments. He brings several areas of expertise to the
university: academic libraries, childrens services in public libraries, intellectual
freedom, and research in reading and early childhood education.
Prior to the selection of Herb for the Follett Chair, the position was held by
Edward Valauskas for the last three years. Valauskas contributed his broad range of
expertise to the program, teaching a wide spectrum of courses from LIS711: Early
Books and Manuscripts to LIS796: Special Topics: Internet Publishing. As founder and
Editor-in-Chief of First Monday, Valauskas has also offered students participation in a
unique learning laboratory for electronic publishing. The first Follett Chair was held
by Martin Dillon, who focused on knowledge management and library technology
innovation.
PART-TIME AND ADJUNCT FACULTY
The teaching competencies of the full-time faculty are balanced and complemented by
the appointment of adjunct faculty. Adjunct faculty are employed to teach in specialty
areas not represented by strengths on the MLIS full-time faculty, when demand for
courses calls for additional offerings, or when their specializations in work and other
experiences would especially enrich the program. GSLIS is especially fortunate as a
graduate library/information science school to have access to outstanding professionals
practicing in all types of Chicago area libraries and information agencies. The school
maintains a current bank of over 75 qualified adjunct faculty who have served GSLIS
students by teaching at least one course since the 2004-2005 academic year. Typically,
adjunct faculty teach either one course per term or one course per year.
In addition, the GSLIS faculty currently includes one Senior Fellow, William
Jackson. Jackson brings strong expertise in the area of international libraries, with a
special focus on Latin America. He has for many years contributed significant energy
to World Libraries, and continues to contribute heavily (along with Bloss and
Valauskas) to its ongoing production.
For most of the period since 2005, the GSLIS faculty also included one Faculty
Emeritus member, Patrick Williams, who continued to teach on a regular basis. GSLIS
was saddened by his death in the Fall of 2006, as he had been a vital part of the
program for over three decades.
Adjunct instructors for GSLIS extend and compliment specialties of the full-
time faculty. For example, John Berry III regularly teaches a seminar course in current
issues; Doug Bicknese brings extensive archives experience to several course offerings;
John W. Berry brings his national vision and knowledge in the field of Literacy and
Library Involvement; and Joyce Saricks and Becky Spratford educate students in
readers advisory. Table III.4 provides a summary of the academic credentials, areas
of expertise, and institutions represented by the adjunct faculty.
TABLE III.4
ADJUNCT FACULTY NAME, DEGREE, HOME INSTITUTION,
AREA OF EXPERTISE, AND COURSES TAUGHT
Name Degree Home Area of Courses Taught
1
Institution Expertise
Elizabeth 756: Organizational
Abraham Analysis and Design
(Adjunct instructor:
Brennan School of
Business)
Jill Albin-Hill MBA Dominican Computer Science; 757: Decision Support
(Adjunct instructor: (Human Resources University Information Systems
Brennan School of Management) Technology
Business)
Rick Ashton PhD (History) Urban Libraries Public Library 770: Management
MA (Librarianship) Council Management of Libraries and
Information Centers
779: Planning and
Equipping Libraries
58
1
Some course titles or numbers may
have changed.
Gertrude Soonja L. Koh
Professor
59
Adjunct Faculty continued
1
Chris Balsano MLS Downers Grove School Library 724: Media Services
North High School Media Centers and Production
773: School Libraries
Frederick Barnhart JD, MLS Loyola University Law Librarianship 787: Legal Information
Sources
Molly Beestrum MLIS Dominican Reference; User 764: Library User
University Instruction Instruction
Lori Bell MLIS Alliance Library Information 753: Internet
System Technology Fundamentals and
Design
Bleue Benton MSLS Oak Park Public Reference; 748: Collection
Library Collection Management
Management
Lenora Berendt MLIS Dominican Reference 741: Reference Sources
University in the Social Sciences
(Roosevelt
University prior 743: Reference Sources
to 2006) in Business and
Economics
John W. Berry MLS NILRC: Network of Academic 762: Literacy and
Library Resources Libraries; Library Involvement
in Community Library Issues
Colleges
John Berry III MSLIS Library Journal Library Issues 808: SeminarCurrent
Issues
Douglas Bicknese MLS,MA (History) Midwest National Archives; Special 775: Archival
Archives Collections Administration and
Services
881: Advanced Archival
Management
Daniel Blewett MA (Library College of DuPage Reference; 741: Reference Sources
Science & History) Academic Libraries Social Sciences
Franklin Brandon 757: Knowledge
(Adjunct instructor: Technologies
Brennan School of
Business)
Bruce Buchowicz 756: Organizational
(Adjunct instructor: Analysis and Design
Brennan School of
Business)
Dawn Bussey MLIS River Forest Reference; 704: Reference and
Public Library Public Libraries Online Services
Rob Carlson MSL American Library Information 753: Internet
Association Technology Fundamentals and
Design
Jeanette Casey MLS, MM Music Librarianship 776: Music Librarianship
Robert Cernock MS (Knowledge Dominican Information 751: Database
Management) University Technology Management
884: Competitive
Intelligence
STANDARD III:
FACULTY
1
have changed.
1
H. Frank Cervone PhD, MSEd, MA Northwestern Information 750: Information
(Information University Technology; Storage and Retrieval
Technology & Academic Libraries
Libraries) 752: Networks
Laura Claggett MBA, MLIS UOP, LLC Special Libraries 774: Special Libraries
Kathleen Conley MSLIS Illinois State Reference; 704: Reference and
MA (English) Library Academic Libraries Online Services
M. Josephine MLS Endeavor Information 752: Networks
Crawford Information Technology
Systems, Inc. 753: Internet
Fundamentals and
Design
Anders Dahlgren MSLS Library Planning Library Planning 779: Planning and
Assoc., Inc. and Building Equipping Libraries
Tina DeBrass MS (Computer Information 884: Competitive
Information Technology and Intelligence
Systems), MA Applications
(Organizational
Management), MA
(Human Resources)
Marie DeVirgilio 756: Organizational
Brennan School of
Business)
John Ericson MLIS Schaumburg Reference 743: Reference Sources
Township District in Business and
Library Economics
Tamar Evangelestia- MLIS University of Archives; Special 784: Archives and
Dougherty Chicago Collections Collective Memory
Ruth Faklis MLIS Prairie Trails Public Public Library 770: Management
Library District Management of Libraries and
Information Centers
Christopher Freville 727: Integrating
(Adjunct instructor: Technology in the
School of Education) Curriculum
Kimberly Garrett 727: Integrating
Michael Geeraedts MLIS, MSEd Highland Park Cataloging; 703: Organization of
Public Library Technical Services Knowledge
Kara Giles JD, MLIS Dominican Reference; 764: Library User
University Library User Instruction
Instruction
Nancy Gillfillan MS (Library Fondulac District Public Library 770: Management
Science) Library (retired) Management of Libraries and
Information Centers
Michael Gorman MLS California State Academic Libraries; 772: Academic
University-Fresno Library Issues Libraries
(retired)
Kate Hall MLIS Park Ridge Public Community 758: Community
Library Informatics Informatics
60
1
have changed.
Taverekere (Kanti) Srikantaiah
Professor
61
1
Tracie Hall MLIS, MA Dominican Library 770: Management
(African Studies) University Management; of Libraries and
(American Library Library Issues Information Centers
Association prior
to 2006)
Elizabeth Horner MLS Storyteller Storytelling; 718: Storytelling for
(independent) Childrens Adults and Children
Literature
Caden Howell MS (Software Deerfield Capital Metadata 882: Metadata Internet
Engineering in Management Resources
progress), BS
(Computer Science)
Elizabeth Huntoon MLS Chicago Public Childrens and 721: Library Materials
Library Young Adult for Children
Literature; Library
Services for Youth 722: Library Materials
for Young Adults
809: SeminarYouth
Services Management
Petrina Jackson MLIS, MA (English) Cornell University Archives 881: Advanced Archival
Management
William Jackson PhD, MLS Dominican International 760: International
University Librarianship; Librarianship
Academic Libraries
805: SeminarGreat
Library Collections
Carol Jeuell MSLS Childrens Medical Libraries 781: Reference Sources
Memorial Hospital in the Health Sciences
Nancy John MLS University of Information 759: Digital Libraries
Illinois-Chicago Technology;
(retired) Academic
Libraries; Library
Management
Karen Johnson MLIS Downers Grove School Library 724: Media Services
South High School Media Centers and Production
Roberta Johnson MLIS Des Plaines Public Reference; Public 763: Readers Advisory
Library Services Services
Margaret Jones MLIS Childrens Medical Libraries 781: Reference Sources
Memorial Hospital in the Health Sciences
Susan Kane 727: Integrating
Stephanie Kerns MLS Galter Health Medical Libraries 780: Health Sciences
Sciences Librarianship
Northwestern
University
Mary Klatt MLS Loyola University Reference; 745: Searching
Medical Libraries Electronic Databases
Carolyn Kubisz MLIS Takeda Special Libraries 701: Introduction
Pharmaceuticals to Library and
North America Information Science
STANDARD III:
FACULTY
1
have changed.
1
Marilyn Lester PhD (Library & West Suburban Reference; 745: Searching
Information Higher Education Academic Libraries Electronic Databases
Science, MS Consortium
(Instructional
Media &
Technology)
Michael Madden MLS, MA - English Schaumburg Public Library 770: Management
Township Library Management of Libraries and
District Information Centers
779: Planning and
Equipping Libraries
Mary Marks MLIS Barrington CUSD School Library 725: Curriculum and
PhD Student 220 Media Centers School Libraries
773: School Libraries
Bernard McMahon MLIS Loyola University Reference 701: Introduction
to Library and
Information Science
742: Reference Sources
in the Sciences
Andrew Medlar MLS Chicago Public Childrens and 722: Library Materials
Library Young Adult for Young Adults
Literature; Library
Services to Youth
Mary Minow JD, AMLS LibraryLaw.com Libraries and Legal 796: Special Topics
Issues Copyright Issues
James Mouw MLS University of Reference; 733: Serials: Problems
Chicago Academic Libraries and Techniques
Kathleen Murphy PhD (Social Work), Northwestern Information and 785: Information Ethics
MLIS, MSW University Ethical Issues
Neal Ney MLS, MS Evanston Public Public Libraries; 770: Management
(Communications) Library (retired) Management of Libraries and
Information Centers
Sheryl Nichin-Keith MSLS, M Chicago Public Public Libraries; 701: Introduction
(Management) Library (retired) Management to Library and
Information Science
770: Management
of Libraries and
Information Centers
Mindy Null MLIS Downers Grove School Library 724: Media Services
South High School Media Centers and Production
Mary OBrien MLS Prairie Trails Public Collection 748: Collection
Library Development and Management
Management
Fr. Kenneth PhD, AMLS Catholic Theological 778: Theological
OMalley Theological Union Librarianships Librarianship
Library
Tom Pawlak 756: Organizational
Brennan School of
Business)
62
1
have changed.
Karen Brown
Associate Professor
63
1
Karen Percak MSEd, School Chicago Public School Library 724: Media Services
Library Media Schools Media Centers and Design
Specialist
Certification
Deborah Pitlik 727: Integrating
Brennan School of Curriculum
Business)
Virginia Platt 880: Knowledge
(Adjunct instructor: Management
Brennan School of
Business)
Lori Pulliam MLS, MA (English Oak Park Public Childrens and 723: Library Services
Literature) Library Young Adult for Children and Young
Literature; Library Adults
Services to Youth
William Sannwald MALS, MBA (retired) Management, 701: Introduction to
Planning and Library and
Equipping Information Science
Joyce Saricks MA (Library Readers Advisory Public Services; 763: Readers Advisory
Science), MA Consultant Public Libraries Services
(Comparative (independent)
Literature)
Alexis Sarkisian MSEd Marketing/ School Library 716: Communication
Communications Media Centers; for Leadership
Consultant Public Relations
(independent) and 761: Public Relations
Communication
Nancy Scott MLIS Eureka Public Childrens and 721: Library Materials
Library District Young Adult for Children
Literature; Library
Services to Youth
John Shuler MSLIS University of Reference; 704: Reference and
Illinois-Chicago Government Online Services
Information;
Academic Libraries 744: Government
Information Resources
Becky Spratford MLIS Retired Public Services 763: Readers Advisory
Services
Susan Steffen MLS, MA (English) Elmhurst College Academic Libraries; 772: Academic
Reference; User Libraries
Instruction
Keith Ann Stiverson MSLS, JD Illinois Institute of Law Libraries 787: Legal Information
Technology Services
Kathleen Swantek MLS Dominican Reference; 743: Reference Sources
University Special Libraries in Business and
(left in 2006) Economics
774: Special Libraries
Lorelle Swader MLS, CA American Library Library 770: Management
(Communication & Association Management; of Libraries and
Training), CAE Library Issues Information Centers
STANDARD III:
FACULTY
1
have changed.
1
Joan Sylvester 756: Organizational
Brennan School of
Business)
M. Uri Toch MLS, MA Schaumburg Reference 743: Reference Sources
(Geography & Public Library in Business and
Environmental District Economics
Science)
Jeanne Triner MLS, JD, MS Morton West High School Library 722: Library Materials
(Taxations) School Media Centers for Young Adults
James Twomey MS (Public Book Restoration Preservation and 713: Preservation and
Administration) Company Conservation; Conservation
Archives
Gretchen Van Dam MS (Library U.S. Court of Law Libraries 788: Law Librarianship
Science), JD Appeals for the
Seventeenth
District
Robert Vega MLIS, MA Valparaiso Reference; History 711: Early Books and
(Medieval History) University of the Book Manuscripts
Blakely Walter MLIS North Baptist Theological 778: Theological
Theological Libraries Librarianship
Seminary
Linda Walton MLS Northwestern Medical Libraries 780: Health Sciences
University Librarianship
Paul Whitsitt MLIS, JD Chicago Public School Library 773: School Libraries
Schools Media Centers
Patrick Williams MLS Dominican Public Libraries; 717: Human Records
University Library History and Society
(Professor Emeritus)
806: Public Library
History
Sharon Wiseman MA, MLS Arlington Heights Library 716: Communication
Public Library Management; for Leadership
Public Relations
and
Communication
Erin Wyatt MLIS Highland Middle School Library 724: Media Services
PhD Candidate School Media Centers and Production
Kathy Young MLIS, MS (History) Loyola University Archives 775: Archival
Administration
and Services
64
1
have changed.
Kate Marek
Associate Professor
65
PERCENTAGE OF CLASSES TAUGHT BY FULL-TIME FACULTY
Core Courses
While the GSLIS program benefits tremendously from the expertise of the adjunct
instructors, it is nevertheless an ongoing goal for full-time faculty to teach a high
percentage of core courses. The school continues to make steady progress in this area
due in large part to the growing number of full-time faculty and the universitys
support toward this goal. In 2005, full-time faculty taught 60 % of core courses. Today,
full-time faculty members teach approximately 77% of the core courses. During the
2006-2007 academic year, 33 of 42 core classes, or 78%, were taught by full-time
faculty, and in the 2007-2008 academic year, 30 of 39 core courses, or 77%, were
taught by full-time faculty. It should be noted that during the Fall 2007 term, one full-
time faculty member was on sabbatical and another full-time faculty member was on
leave; during the Spring 2008 term, one full-time faculty member will be on sabbatical
and one full-time faculty member will be on medical leave. It is likely that the number
of core course courses taught by full-time faculty during the 2007-2008 academic year
would have been even higher if all full-time faculty were available for scheduling.
Overall Course OfferingsCore and Electives
As part of Dominican Universitys Key Performance Indicators, a target percentage
of courses taught by full-time faculty is 70%. For the core courses, GSLIS surpasses
Dominicans full-time faculty target of 70%. In addition, GSLIS is making steady
progress toward the overall 70% rate for core and elective courses combined and
teaches a higher percentage of courses with full-time faculty than all of the other units,
except the undergraduate Rosary College of Arts and Sciences. This progress is
particularly significant when compared with the ratio of other schools at the
university. See Table III.9.
The following tables document GSLIS progress toward the universitys goal of
full-time faculty teaching 70% of the schools courses. Note especially the increase in
courses taught by full-time faculty in the fall and spring semesters; summer terms are
typically times for full-time faculty to concentrate on research and scholarship. Even
so, the data show steady increases from matching term to matching term. Tables III.5-
III.8 are organized by academic term to highlight those increases.
STANDARD III:
FACULTY
TABLE III.5
TOTAL COURSES (CORE AND ELECTIVES) BY YEAR
Term Number of Total Courses Percentage of Total Courses
by Full-Time Faculty by Full-Time Faculty
Fall 2004 29 of 63 46%
Spring 2005 31 of 69 45%
Summer 2005 18 of 54 33%
Fall 2005 36 of 71 51%
Spring 2006 42 of 74 57%
Summer 2006 19 of 50 38%
Fall 2006 40 of 68 59%
Spring 2007 43 of 74 58%
Summer 2007 21 of 48 44%
TABLE III.6
TOTAL COURSES (CORE AND ELECTIVES) FOR SUMMER TERMS
Summer Percentage of Total Courses Change Over Previous Summer
Term Taught by Full-Time Faculty
2005 33%
2006 38% increase of 5 percentage points
2007 44% Increase of 6 percentage points
TABLE III.7
TOTAL COURSES (CORE AND ELECTIVES) FOR FALL TERMS
Fall Percentage of Total Courses Change Over Previous Fall
2004 46%
2007 56% Maintained same approximate
percentage (Note: 1 faculty member
on sabbatical and 1 faculty member
on leave)
TABLE III.8
TOTAL COURSES (CORE AND ELECTIVES) FOR SPRING TERMS
Spring Percentage of Total Courses Change Over Previous Spring
2005 45%
2007 58% Increase of 1 percentage point
66
Janice Del Negro
Assistant Professor
67
TABLE III.9
COURSE SECTIONS TAUGHT BY FULL-TIME AND PART-TIME FACULTY, FALL 2003-SPRING 2007
(RCAS: Rosary College of Arts and Science; BSB=Brennan School of Business; GSE=Graduate
School of Business; GSSW=Graduate School of Social Work; IAL=Institute of Adult Learning)
Term RCAS BSB GSLIS GSE GSSW IAL TOTAL
FT PT FT PT FT PT FT PT FT PT FT PT FT PT
Fall 2003 54% 46% 32% 68% 49% 51% 46% 54% 37% 63% 0% 100% 47% 53%
Spring 2004 53% 47% 30% 70% 49% 51% 48% 52% 43% 57% 0% 100% 47% 53%
Fall 2004 59% 41% 32% 68% 47% 53% 46% 54% 33% 67% 0% 100% 50% 50%
Spring 2005 60% 40% 42% 58% 43% 57% 41% 59% 38% 62% 0% 100% 50% 50%
Fall 2005 57% 43% 33% 67% 48% 52% 45% 55% 39% 61% 0% 100% 49% 51%
Spring 2006 60% 40% 19% 81% 51% 49% 47% 53% 38% 62% 0% 100% 50% 50%
Fall 2006 59% 41% 26% 74% 65% 35% 53% 47% 41% 59% 0% 100% 53% 47%
Spring 2007 61% 39% 26% 74% 64% 36% 58% 42% 42% 58% 0% 100% 54% 46%
Total 58% 42% 30% 70% 52% 48% 48% 52% 39% 61% 0% 100% 50% 50%
TABLE III.10
NUMBER OF REQUIRED VS. ELECTIVE COURSES TAUGHT BY FULL-TIME FACULTY EACH TERM,
(2005-2007)
SPRING, 2005 Full-Time Adjunct
Core Class Faculty Faculty Total
LIS701: Introduction to Library and Information Science 3 1 4
LIS 703: Organization of Knowledge 4 0 4
LIS 704: Reference and Online Services 3 3 6
LIS 770: Management of Libraries & Information Centers 1 3 4
LIS 773: School Libraries (required management class for
0 2 2
school library media specialist students)
Electives 20 29 49
TOTAL FOR SEMESTER 31 38 69
SUMMER, 2005 Full-Time Adjunct
LIS 701: Introduction to Library and Information Science 2 0 2
0 2 2
Electives 11 31 42
STANDARD III:
FACULTY
Required vs. Elective continued
FALL, 2005 Full-Time Adjunct
0 2 2
Electives 20 30 50
0 2 2
Electives 27 28 55
0 2 2
Electives 14 26 40
0 1 1
Electives 24 22 46
68
Christine Hagar
Assistant Professor
69
Required vs. Elective continued
0 1 1
Electives 26 28 54
0 2 2
Electives 13 18 31
LIS701: Introduction to Library and Information Science 4 1 5
0 2 2
Electives 22 19 41
STANDARD III:
FACULTY
TABLE III.11
COURSES TAUGHT BY FULL-TIME VS. ADJUNCT FACULTY AT VARIOUS LOCATIONS EACH TERM
(2005-2007)
Location Faculty Faculty Total
Alliance Library System (Quincy, Illinois) 1 3 4
Metropolitan Library System (Chicago, Illinois) 2 4 6
Lincolnshire, Illinois 0 1 1
Vernon Hills, Illinois 1 1 2
Main Campus, River Forest, Illinois 27 29 56
Lincolnshire, Illinois 1 0 1
Northwestern University (Evanston, Illinois) 0 1 1
Schaumburg Public Library 0 1 1
Chicago, Illinois 0 1 1
Chicago Public Library (Illinois) 0 2 2
Schaumburg Public Library 0 1 1
University Center of Lake County (Grayslake, Illinois) 1 1 2
Moraine Valley Community College (cross-listed class
with the School of Education) 0 1 1
70
Debra Mitts-Smith
Assistant Professor
71
Courses Taught at Various Locations continued
Chicago Botanic Garden
Glenview, Illinois 1 0 1
Online 2 0 2
Online 2 0 2
Queen of Peace School (cross-listed class
with the School of Education) 0 1 1
STANDARD III:
FACULTY
Courses Taught at Various Locations continued
Chicago Botanic Garden
Glenview, Illinois 1 0 1
Additional indicators of faculty size in relation to the program are class size average
and student-faculty ratio. In both areas, GSLIS continues to show excellent ratios, as
demonstrated in the following two tables, Tables III.9 and III.10.
TABLE III.12
CLASS SIZE AVERAGE
Term Core Courses: Electives:
Average Class Size Average Class Size
Fall 2004 20 14
Spring 2005 18 14
Summer 2005 16 13
Fall 2005 20 13
Spring 2006 16 14
Summer 2006 16 15
Fall 2006 20 15
Spring 2007 18 12
Summer 2007 14 15
Fall 2007 18 14
72
Michael Stephens
Assistant Professor
73
TABLE III.13
STUDENT-FACULTY RATIO
Term Ratio, Students to Students
Full-Time Faculty Enrolled
Fall 2004 17:1 494
Spring 2005 17:1 510
Summer 2005 14:1 368
Fall 2005 17:1 500
Spring 2006 16:1 497
Summer 2006 17:1 371
Fall 2006 18:1 502
Spring 2007 16:1 493
Summer 2007 14:1 345
Fall 2007 15:1 482
III.2 The school demonstrates the high priority it attaches to teaching, research, and
service by its appointments and promotions; by encouragement of innovation in
teaching, research, and service; and through provision of a stimulating learning
and research environment.
Dominican University has a strong history as a teaching institution, and GSLIS places
significant importance on excellence in teaching when hiring new faculty members.
GSLIS strives to recruit scholars who have a fundamental desire to educate library
leaders through the relationship-based learning experience we provide. The importance
of continued scholarship and contributions to the profession has received increased
attention in recent years.
To foster the teaching, research, and service responsibilities of faculty, the
university and the school provide various means of support and assistance, which are
described below. The completion of doctoral degrees within the past year by four of
our recently hired tenure track faculty (i.e., Del Negro, Mitts-Smith, Stephens, and
Velasquez) indicates, to some degree, the importance of these types of activities. In
addition, two faculty members have received tenure within the past three years (i.e.,
Brown, 2006; and Marek, 2007).
New Faculty Orientation
GSLIS holds new faculty and adjunct orientations each semester. In this forum,
experienced faculty members discuss such issues and topics as grading, teaching tips,
and student expectations. Important information about standard syllabi for core courses,
and the GSLIS grading policies are also shared at these meetings (Appendix III.3).
Moreover, the university has an all-faculty development day each fall for new
and experienced faculty. The program, which is developed by the provost, the Faculty
Development Committee, and the staff of the newly-created Center for Teaching
Excellence, addresses issues common to all faculty and provides an opportunity to
meet new faculty and talk to returning faculty. This event is preceded by a welcome-
STANDARD III:
FACULTY
back dinner and opening lecture for all faculty members the night before the faculty
development day. (Appendix III.4)
In addition, the President hosts an August dinner event for new faculty and
staff, the deans of the various schools, and members of the Presidents Cabinet.
The university also sponsors a program series for first-year and second-year
faculty members called What Matters. During 2006-2007, six lunchtime workshops
were offered in a collegial, university-wide setting and attendees discussed a wide range
of topics, including institutional mission, the tenure and promotion process, and
student body demographics. (Appendix III.5)
Each semester the results of student course evaluations are distributed to new
and experienced faculty members. The Dean pays particular attention to the survey
results of new faculty, meeting with him/her to review the data and address any issues
that arise. Strategies are developed as needed to address teaching concerns. In addition,
the Dean observes classes taught by new and untenured faculty to provide feedback
about their classroom teaching.
To foster scholarship and service to the university, the Dean meets on a regular
basis with untenured faculty to discuss issues or concerns they may have. Examples
include: questions about grading, getting involved on faculty and university-wide
committees, suggestions for possible research grants, publications, speaking
engagements, research, and the tenure process.
Mentorship of New Faculty Members
The establishment of a formal mentoring program for new GSLIS faculty members
was implemented two years ago. With this initiative, new faculty members are
formally assigned a mentor from among more experienced faculty. New faculty
members consult with their mentors about syllabus development, common
assignments in the core courses, grading, and student issues. In addition, new faculty
members may request support in areas from research to community building. The
mentorship program has proven very successful. At the end of the Spring 2007 term,
new faculty, along with their mentors, gathered for lunch to celebrate completion of
the faculty members first year at the university; we hope to make this an annual event
between mentors and new faculty.
University Support for Faculty Development
One of the key priorities of the Dominican University Strategic Plan states:
Priority 3: Over the next five years, Dominican University seeks to
measurably increase quality internally and build its reputation as an
outstanding, comprehensive, teaching university (p. 2).
Among the stated strategies to meet that goal are:
I continuing to expand support for faculty development and scholarship;
I achieving a student-to-faculty ratio not to exceed 15 to 1;
I introducing new teaching-learning models and delivery systems
(e.g., service learning, online education) that increase access and
engage students.
74
Diane Velasquez
Assistant Professor
75
To support this priority, Dominican University has a strong faculty development
program which includes technology training sessions, faculty research grants, and
regularly scheduled interdisciplinary faculty presentations. The new Center for
Teaching and Learning Excellence is a central part of the new Parmer Hall academic
building, which opened in August 2007.
Most GSLIS instructors make extensive use of instructional technology,
particularly the Blackboard course management software. To ensure effective use of
Blackboard, all faculty new to the software are required to attend a three-hour training
session. (Sessions are offered a minimum of six times a year.) The Director of Teaching
and Learning Technology provides continuing support for instructors using Blackboard,
and GSLIS faculty are involved in the universitys ongoing evaluation of the tool.
Faculty development of technology competencies is also supported with training is
other areas as well, including Excel, PowerPoint, and Camtasia. As GSLIS now offers
several courses in an exclusively online format, technological awareness of faculty
remains a priority for high-quality instruction. The listing of technology training
sessions is available on the universitys website at: http://domin.dom.edu/workshops/
workshops.htm (current semester) and http://domin.dom.edu/workshops/fall2006/,
http://domin.dom.edu/workshops/spring2006/ (previous semesters). (Appendix
III.6) GSLIS faculty are also encouraged to attend workshops and conferences about
technology such as EDUCAUSE and the Annual State of the Net Conference.
The Faculty Seminar Series is a popular program offered on a weekly basis during
the Fall and Spring terms. (Appendix III.7) Faculty are invited to submit presentation
proposals to the Faculty Development Committee, which selects and schedules the series
of presentations. Each program, which includes lunch, typically draws 25-40 faculty
members from across the university for the presentation and discussion that follows.
Examples of presentation titles from the most last two years include:
I Fictional Faculty (Bill Crowley, GSLIS; Robert Miller, Brennan School of
Business; Fr. Richard Woods, OP, Theology; and Donald Shaffer, English)
I Transferring Intended Messages of Subjects Across Languages and
Cultures (Gertrude Koh, GSLIS)
I Poetry on Cosmic and Comic Subjects: Dennis ODriscolls Contemporary
Addresses (Joseph Heininger, English)
I Dostoevsky as Mystery Writer (Chris Colmo, Political Science)
I The Advent of the Baby Boomers: Gerontology as the Next Hot
Major (Martha Jacob, Sociology)
I Mysticism and Monotheism: Varieties of Mystical Experience Today
(Fr. Richard Woods, OP, Theology)
I Weblogs, Libraries & Librarians (Michael Stephens, Library and
Information Science)
I The Effect of Counterexperiential Marketing Communication on
Satisfaction and Repurchase Intention (David Aron, Business)
I A River Runs Under It (John Tandarich, Environmental Science)
The Faculty Development Grants are available to support faculty research and during
the 2006-2007 academic year, GSLIS faculty members Gertrude Koh and Kathleen
Williams received grant awards. The grant categories, application guidelines and review
criteria, and a list of grant recipients are available online at: http://domin.dom.edu/
facultygrants.htm and http://domin.dom.edu/facdev.htm. To assist with identifying
STANDARD III:
FACULTY
and securing external grants, GSLIS benefits from a collaborative relationship with
the director of sponsored research in the Office of the Provost and Academic Affairs.
(Appendix III.8)
In October 2006, the GSLIS Dean developed and received a $290,224
multi-year Institute of Museum and Library Services grant for a research project,
Do Public Library Summer Reading Programs Impact Student Achievement? As principal
investigator for the grant, she contracted with Johns Hopkins University Center for
Summer Learning to conduct the research. Other partners include Colorado State
Library and the Texas State Library and Archives Commission.
In Spring 2007, the provost hosted a reception/salon in celebration of those
university faculty who published, exhibited their scholarship, or displayed their
creative product during the academic year. This is a new event on our campus and
is expected to be a biennial event.
The high value placed on quality teaching is reflected in the universitys decision
to grant Excellence in Teaching Awards in their Masters programs each year. GSLIS
rotates with the other graduate programs; the current rotation schedule allows us to
award this honor to one of our faculty members once every four years. The award
recipient receives a monetary award, is recognized at the Spring Graduate
Commencement and gives a featured speech at that event. (Appendix III.9)
III.3 The school has policies to recruit and retain faculty from multicultural,
multiethnic, and multilingual backgrounds. Explicit and equitable faculty
personnel policies and procedures are published, accessible, and implemented.
GSLIS is proud of the diversity present in its faculty, and it recognizes that developing
a multicultural, multiethnic, and multilingual faculty must be an ongoing, constructive
process. In its recruitment of full-time faculty, the university takes steps to attract
scholars and teachers who contribute to the diversity of backgrounds in our discourse
community.
Dominican University, as an equal opportunity employer, has explicit and
equitable faculty personnel policies and procedures to recruit and retain faculty from
multicultural, multiethnic, and multilingual backgrounds. Explicit and equitable
policies and procedures for hiring, retention and tenure, leaves of absence, promotion,
retirement, etc., are outlined in the Faculty Handbook. Faculty searches are carried out
according to the universitys guidelines, which are stated in the Faculty Handbook
(Appendix III.10). In support of its goal to increase faculty diversity, the Faculty
Handbook states:
It is the policy of the University to hire, accept, train, educate, promote,
compensate, and/or administer all employment and/or academic practices,
as the case may be, without regard to any of the Bases for Unlawful
Discrimination (p.33).
The universitys Affirmative Action Policy and the universitys Affirmative Action Plan,
are fully described and outlined in the Faculty Handbook. This description provides
further explanation of the program, along with a list of goals, several of which address
76
Mary Pat Fallon
Lecturer
77
faculty diversity. More specifically, the university strives to assess underrepresentation,
achieve a faculty employment mix that represents the primary market area, and develop
policies that support the success and adaptation of faculty from underrepresented
groups. Additional goals include the design and implementation of an ongoing
internal assessment process to monitor and report on hiring and recruiting activities
as well as selection and promotion procedures.
Notices of recent advertisements for full-time GSLIS faculty job positions include
the following language to encourage and welcome applicants of diverse backgrounds:
Dominican University is an Equal Employment Opportunity Employer, seeking
applicants from underrepresented groups. Sample GSLIS faculty position notices are
available in Appendix III.11.
In order to create a pool of qualified applicants, faculty position notices are
placed in both print and online versions of such publications as the Chronicle of
Higher Education and the DIVERSE website, as well as specific professional journals
such as American Libraries. GSLIS has also placed ads in state and local publications
and on the websites of ASIST, ALISE, ILA, and an electronic discussion list sponsored
by ALAs Office for Diversity.
Searches have generally been carried out by a three- or four-member search
committee of faculty, combined with frequent consultation with the faculty as a
whole. Faculty candidates who visit campus make a presentation, meet with faculty
and the Dean individually and with students as a group; they meet with the provost
and with the President. All who meet the candidate complete an evaluation of the
candidate, which is forwarded to the Dean who considers this input whether to make
an offer to the candidate. (Appendix III.12)
The competitive job market for full-time library/information science faculty
with doctorates, particularly those from underrepresented groups, has not allowed
GSLIS to increase its full-time faculty diversity as much as desired. The number of
adjunct faculty from underrepresented groups, however, has increased within the last
three years. Four African Americans and one Latino have been hired and teach courses
on a regular basis. Thus, the overall number of courses taught by faculty from
underrepresented groups continues to grow.
III.4 The qualifications of each faculty member include competence in designated
teaching areas, technological awareness, effectiveness in teaching, and active
participation in appropriate organizations.
Teaching excellence is an important qualification for MLIS faculty for appointment,
retention, tenure and promotion. This is monitored through student course evaluations,
review of syllabi, observation and personal reports. The quantitative measure of the
SIR II is a useful objective indicator of teaching quality. In response to the question,
Rate the quality of instruction in this course as it contributed to your learning
GSLIS students characterized their instruction as effective (4.0 or above). The
overall SIR II mean for GSLIS and for Dominican University as a whole is displayed
in Table III.14 and the data can be used as an indicator of the facultys instructional
competence.
STANDARD III:
FACULTY
TABLE III.14
SIR II MEAN SCORES OF GSLIS AND DOMINICAN UNIVERSITY FACULTY QUALITY OF INSTRUCTION
(FALL TERMS 2002-2006)
5-year
Program Categories 2002 2003 2004 2005 2006 average
Art and Fashion 4.18 4.13 3.81 4.22 4.24 4.12
Business (Undergraduate & Graduate) 4.11 4.09 4.13 4.11 4.12 4.11
Communication Arts 4.25 4.20 4.05 4.13 3.95 4.12
Computer Science 4.07 4.07 4.11 4.21 4.08 4.11
Dominican 101 n/a n/a 3.96 3.71 4.29 3.99
Education (Undergraduate & Graduate) 4.25 4.16 4.16 4.09 4.14 4.16
English 4.23 4.17 4.05 3.94 4.27 4.13
English Composition 4.15 4.09 3.99 3.96 4.13 4.06
History & American Studies 4.07 4.07 4.16 4.12 4.10 4.10
Institute for Adult Learning (BSOL & MSOL) n/a n/a 4.35 4.00 4.20 4.18
Liberal Arts & Sciences Seminars 3.85 3.99 3.92 3.95 3.94 3.93
Library & Information Science (Graduate) 4.16 4.05 4.28 4.18 4.18 4.17
Mathematics 4.02 4.05 3.93 3.88 3.87 3.95
Modern Foreign Language 4.09 3.96 3.92 3.95 3.98 3.98
Natural Sciences 4.04 4.03 4.01 3.86 3.94 3.98
Philosophy 3.93 3.75 3.86 4.07 4.26 3.97
Political Science, Theology, Pastoral Ministry 4.51 4.14 4.06 3.94 4.24 4.18
Psychology 4.49 4.38 4.28 4.33 4.27 4.35
Sociology, Criminology, Gerontology 4.21 4.38 3.90 4.11 4.17 4.15
Social Work (Graduate) 4.19 4.14 4.16 3.92 4.13 4.11
University Overall 4.15 4.15 4.10 4.08 4.11 4.12
NOTE: Scores are based on average student responses to question number 40: Rate the quality of instruction in
this course as it contributed to your learning. (Try to set aside your feelings about the course content.) The scale
ranges from 1 (Ineffective) to 5 (Very Effective).
The current faculty have introduced technology in both the content and delivery of
their courses, with almost all full-time and adjunct faculty completing the Blackboard
training that enables them to use this courseware to deliver instruction. Most faculty
specifically request that their courses be scheduled in computer or enhanced
classrooms. The facultys decision to examine the computer competency requirements
for entering students during academic year 2005-2006 indicates their desire to ensure
that students possess sufficient skill to benefit from instruction in technologically
intensive areas. Both faculty and students continue to articulate their desire to
introduce more technology into the program, as indicated by the priority given to
this area in faculty searches, and by some of the feedback from the GSLIS Advisory
Council and the employers survey. In fact, in the 2007 survey, competency in web
design and digital technologies was rated essential by 38.3% (23% in 2005) and
important by 53.3% (32% in 2005) for entry-level professionals. (Appendix III.13)
78
Marjorie E. Bloss
Lecturer
79
Because of the results of the survey, new courses were considered and added or
additional sections of a course were added.
The MLIS faculty possess the masters degree in library and information science
and their teaching assignments enable them to bring many years of experience to the
classroom. Some examples will serve to make this point. When Michael Stephens teaches
Library 2.0 technologies, he draws from his years of experience providing technology
training at St. Joseph County Public Library, IN, the first U.S. public library to offer
public Internet access. Karen Brown, who teaches collection management and library
user instruction, refers to her professional work in these areas; she also has authored
a successful IMLS grant in the area of information literacy and has served on review
panels for IMLS and the Illinois State Library. Gertrude Koh serves on several national
committees that set standards for cataloging, classification, and metadata, which
enable her to keep her teaching in these areas current. When Bill Crowley teaches
administration and public libraries, he draws upon his education and experience
as a deputy state librarian and a public librarian. He also has experience as a board
member in an Illinois multi-type library system. Don Adcock has contributed to the
development of national and Illinois school library media standards and has held
positions with the American Association of School Librarians. Kanti Srikantaiah is the
editor of three well-received books in the area of knowledge management. Additional
faculty expertise in library and information science practice is reflected in the
summaries of professional experience in Table III.16.
In addition to their specialized areas of expertise, most faculty are prepared
and required to teach one of the core or required courses. Competence in GSLIS-
designated teaching areas and technological awareness is reflected in individual
syllabi for courses. (Appendix III.14) Furthermore, individual faculty involvement in
organizing seminars and workshops, in giving lectures and presentations, consulting,
and in participating in professional organizations, suggest competence in their teaching
areas, as indicated in faculty vitae. (Appendix III.15-16)
III.5 For each full-time faculty member the qualifications include a sustained record
of accomplishment in research or other appropriate scholarship.
In recent years, the university has focused greater attention on faculty scholarship.
While the emphasis on excellent teaching continues to be an essential requirement for
retention, incentives for scholarly productivity are growing. The university has made a
commitment to Ernest Boyers four types of scholarship as the basis for judging faculty
scholarship: discovery, integration, application/engagement, and teaching. Definitions
of different forms of scholarship are described in the Faculty Handbook (pp. 48-49),
which also outlines the universitys policy and practice with respect to tenured and
tenure-track faculty, processes for faculty review, workload, and promotion and tenure.
GSLIS faculty have active records of publication, presentations at scholarly and
professional meetings, and professional involvement. A full list of these activities on
behalf of the faculty is available in the Appendix (Appendix III.17-18), but some
examples of recent publications and presentations highlights faculty accomplishments.
Also, Table III.15 below indicates the number of faculty publications and
presentations over the last three years.
STANDARD III:
FACULTY
TABLE III.15
NUMBER OF FACULTY PUBLICATION AND PRESENTATIONS
(2005-2007)
Publications Presentations
Faculty 2005 2006 2007 2005 2006 2007
Donald Adcock 1
Marjorie Bloss 1
Karen Brown 2 1 2 4 5 4
Bill Crowley 4 1 2 2 2 1
Janice Del Negro 2 1 4 2
Mary Pat Fallon
Chris Hagar 2 2 4 4 1
Steven Herb 1 3 4 3 1
Gertrude Koh 1 1 1 1
Michael Leonard
Kate Marek 2 1 1 1 1 1
Debra Mitts-Smith 2 2 2 6 6
Susan Roman 1 1 1
Taverekere (Kanti) Srikantaiah 2 2
Michael Stephens 6 12 13 6 20 29
Edward Valauskas 1 2 1 1 3 1
Diane Velasquez 1 2 2 5
Bill Crowley, Professor
Crowley, B. (2008). Renewing professional librarianship: a fundamental
rethinking. Westport, NC: Libraries Unlimited.
Crowley, B. (2006). Suicide prevention: Safeguarding the future of the
professional librarian. Library Administration & Management, 20(2), 75-80.
Crowley B. (2005). Spanning the theory-practice divide in library and
Information science. Lanham, MD: Scarecrow Press.
Kate Marek, Associate Professor
Marek, K. (2006). Using literature to teach in LIS education: A very good idea.
Journal of Education for Library and Information Science, 47(2), 144-159.
Janice Del Negro, Assistant Professor
Del Negro J. (2007). Passion and Poison: Tales of Shape-Shifters, Ghosts, and
Spirited Women. Marshall Cavendish.
Del Negro J. (2005). Literature for youth: A means to the endless. In The
Newbery and Caldecott Awards: A guide to the medal and honor books.
Chicago: American Library Association.
80
Donald Adcock
Lecturer
81
Debra Mitts-Smith, Assistant Professor
Mitts-Smith D. (2006). Rehabilitating the wolf: Intertextuality and visual
allusion in Geoffroy de Pennarts picture books. In L. Weldy (Ed.), From
colonialism to the contemporary: Intertextual transformation in world
childrens and youth literature. Newcastle Upon Tyne, UK: Cambridge
Scholars Press.
Mitts-Smith D. (2006). Entries on: Stanley and Janice Berenstain, William
Pene du Bois, Michael Bond, Roger Duvosin, Paula Danziger, Anatole France,
Syd Hoff, James Howe, Susan Meddaugh, Peggy Rathman, and Marjorie
Weinman Sharmat. In The Oxford Encyclopedia of Childrens Literature.
Mitts-Smith D. (2006 September). Shooting Wolves: Photographs and the
Re-Imaging of the Wolf in Childrens Information Books. Education and Print
Culture Conference sponsored by the Center for the History of Print Culture
in Modern America, University of Wisconsin, Madison, Wisconsin.
Michael Stephens, Assistant Professor
Stephens M. (2006). Web 2.0 for libraries: Best practices for social software.
Library Technology Reports. Chicago: American Library Association.
Stephens M. (2006). Ten rules for new librarians. Teacher Librarian, 4(41).
Stephens M. (2006). The read/write school library. School Library Journal,
52(12), 24.
Stephens M. (2006). The promise of web 2.0. American Libraries, 37(9), 32.
Diane Velasquez, Assistant Professor
Velasquez, D. (2007). Women as Readers and Conservators of Romance
Fiction. Library Research Seminar IV: The Library in its Socio-Cultural Context:
Issues for Research and Practice, London, Ontario.
Ed Valauskas, Instructor
Valauskas E. (2006 October). Open access publishing: World Libraries and
First Monday. Midwest Seminar of the Association of Educational Publishers,
Chicago, Illinois.
Valauskas E. (2006 June). The Googlization of libraries: Future trends in
librarianship. Library of the Technical University of Lodz, Poland.
Valauskas E. & John N. (2005). Information policies and open access:
Internet publishing makes headlines in 2004. Bowker Annual, 50, 232-238.
STANDARD III:
FACULTY
III.6 The faculty hold advanced degrees from a variety of academic institutions. The
faculty evidence diversity of backgrounds, ability to conduct research in the
field, and specialized knowledge covering program content. In addition, they
demonstrate skill in academic planning and evaluation, have a substantial and
pertinent body of relevant experience, interact with faculty of other disciplines,
and maintain close and continuing liaison with the field. The faculty nurture an
intellectual environment that enhances the accomplishment of program
objectives. These characteristics apply to faculty regardless of forms or
locations of delivery of programs.
The faculty completed their doctoral studies at a variety of institutions: University
of Chicago, University of Illinois, New York University, University of North Texas,
University of Missouri, Emporia State University, Ohio University, University of
Southern California, University of Pittsburgh, and Pennsylvania State University. An
earned doctorate, by its nature, demonstrates the ability to conduct research. The
publication record of each faculty member further attests to the ability to undertake
systematic investigation of a problem. The academic credentials of each full-time
faculty member reflect a broad variety of doctoral disciplines (library and information
science, management higher education administration, communications, and
curriculum and instruction). In addition, many faculty hold masters degrees in
other fields in addition to the doctoral degree, further enhancing their breadth of
perspective. As noted earlier, all full-time faculty hold a masters degree from a
program accredited by the American Library Association.
As already noted, most of the MLIS faculty have had substantive careers in
libraries or information centers, and many of them have held responsible positions in
a variety of organizations. This experience enriches their perspective and ensures that
the curriculum is relevant to professional practice, while at the same time grounded
in a sound theoretical framework. The content knowledge that each has gained from
doctoral work infuses the insights gained from professional practice so that program
content is delivered with attention to both theory and practice in any given specialty.
Through both doctoral and postdoctoral activities, the faculty demonstrate their
understanding of and facility with a variety of approaches to research using both
qualitative and quantitative methodologies.
GSLIS faculty also come to Dominican with broad and deep professional
experience in the field of library and information science, as well as in complementary
fields. All MLIS faculty have had experience in at least one library environment,
providing them with relevant experience to draw upon in their teaching. Students
are also able to understand the value of the accredited masters degree in that it
provides a solid foundation upon which to build a professional career. They learn that
the theories and principles of the library/information science field are applicable to
varied environments and changing needs. This provides an excellent framework for
their education in that it illustrates the need for a general, theoretical background
rather than an aggregation of skills. The faculty as a whole have worked in many kinds
of librariespublic, school, academic, medical, law, governmental, and corporate, and
in both publicly and privately funded libraries and information centers. The following
table represents an overview of full-time faculty members experience as practitioners.
Curricula vitae, included as Appendix III.1 provide further details. In addition, please
refer to Table III.2, Summary of Academic Credentials.
82
Michael Leonard
Lecturer
83
TABLE III.16
FACULTY EXPERIENCE IN PRACTICE
Faculty Name Highlights of Experience in Practice
Susan Roman Director of youth services at public libraries
Director of reference services at medical association
Consultant (to Library of Congress and PBS public television)
Executive director of two associations within ALA
Director of development at ALA
Bill Crowley Deputy State Librarian
Head of public services at a public library
Administrator at a multitype library cooperative
Consultant at a state library agency
Public relations representative
Reference librarian
Gertrude Soonja L. Koh Library consultant and trainer
Academic librarian
Cataloger
Taverekere (Kanti) Information systems expert, including design, training, and
Srikantaiah management (corporate)
Karen Brown Assistant director at academic library
Head of collection development at academic library
Education and training director for a library consortium
Kate Marek Library consultant for continuing education and technology
Reference librarian at academic library
School librarian
Law librarian at private firm
Christine Hagar Research consultant for an international nonprofit organization
Medical and dental librarian at a university library
Reference librarian at a university library
Janice Del Negro Assistant director for childrens services in a public library
Director of a center for childrens books
Debra Mitts-Smith Head of childrens services at a public library
Health sciences librarian
Michael Stephens Reference librarian at public library
Manager of network resources and training at public library
Diane Velasquez GPO virtual depository project in academic library
Department manager for business
Financial analyst
Mary Pat Fallon Instructional services librarian at academic library
Assistant director at academic library
Donald Adcock Director of library services for a K-8 school district
Teacher at an elementary school
Marjorie E. Bloss Head of technical services at academic library
Vice president of academic consortium
Training manager (corporate)
Michael Leonard Youth services librarian
Public library branch manager
STANDARD III:
FACULTY
Faculty Experience in Practice continued
Faculty Name Highlights of Experience in Practice
Edward Valauskas Curator of rare books
Manager at botanic garden library
Technology consultant
Assistant director at public administration library (academic)
Head of public services at laboratory library
Steven Herb Director of a state center for the book
Head of an academic library
Coordinator of childrens services at a public library system
Childrens librarian at a public library
Faculty contribute actively to the broad academic community and to the community
of library and information science. This is demonstrated through local, state, and
national association memberships, active speaking and consulting schedules, and
conference attendance. In addition, full-time faculty frequently supervise practicums
which bring them into close contact with the site supervisors in the field. The
practicum program has grown over the past several years and it provides benefits
to students seeking the opportunity to expand their experience. It also ensures that
faculty stay in touch with the realities of the professional workplace. The classroom
learning experience is enhanced by the involvement of the community of practitioners,
many of whom freely and continuously contribute their time as guest presenters in
classes and at GSLIS continuing education events.
The collegial nature of the campus promotes contacts among faculty of different
disciplines. The Faculty Seminar Series described earlier is an example of the inter-
disciplinary approach to faculty communication and development fostered at the
university. From social interaction often comes interdisciplinary collaboration and a
greater awareness of campus activities. The Knowledge Management (KM) masters
degree was crafted thorough a partnership with the Brennan School of Business and
the faculty and deans of both programs interact regularly on KM-related business.
Don Adcock, Director of the School Library Media Program, is in continuous contact
with the School of Education.
The GSLIS faculty continually strive to realize the MLIS program objectives
both in the classroom and outside of class, at all locations. As noted elsewhere, the
program objectives articulate an approach to education that is intended to prepare
students to enter a professional field. Contact with practicing professionals is a key
component of this education; this is achieved through the involvement of adjunct
faculty drawn from the geographic location where instruction is delivered. The
opportunity to invite guest speakers is also a part of all classes, wherever delivered.
Many faculty encourage students to visit local libraries and information centers in
various cities and communities.
Faculty are available to talk with students outside of class during regularly
scheduled office hours as well as in more casual encounters. Many discussions and
advising sessions occur via email and IM, thus making faculty-student interaction
equally available to all students regardless of their location. Book club discussions,
which have been facilitated in recent years by Mary Pat Fallon, Kate Marek, and
Karen Brown, have brought together faculty and students on a more informal basis.
84
Edward Valauskas
Lecturer
85
III.7 Faculty assignments relate to the needs of a program and to the competencies
and interests of individual faculty members. These assignments assure that the
quality of instruction is maintained throughout the year and take into account
the time needed by the faculty for teaching, student counseling, research,
professional development, and institutional and professional service.
COURSE ASSIGNMENT PROCESS
The Dean maps out course assignments for future terms with the goal of ensuring high
quality instruction at all program locations during all terms (fall, spring, and summer).
Using the projected course schedule and enrollment statistics, the Dean determines the
number of core course sections to be offered as well as the specific electives to be offered
based on target numbers for new and continuing students. Priority is given to matching
full-time faculty with their areas of specialty and interest while ensuring that the core
courses are adequately covered. After assigning full-time faculty to courses for an
upcoming term, the Dean identifies and hires adjunct instructors whose expertise
matches remaining course needs, drawing upon the rich professional experience of
library and information science colleagues in the Chicago area.
TABLE III.17
FACULTY TEACHING IN GSLIS CURRICULUM
Name Core Courses Taught Elective Courses Taught
Bill Crowley 701: Introduction to Library and 771: Public Libraries
Information Science 763: Readers Advisory Services
770: Management of Libraries and 791: Organizational and Multicultural
Information Centers Communication
Gertrude Soonja 703: Organization of Knowledge 730: Cataloging and Classification
L. Koh 731: LC Subject Analysis
882: Metadata Internet Resources
Taverekere (Kanti) 703: Organization of Knowledge 732: Indexing and Abstracting
Srikantaiah 754: Information Systems Analysis and
Design
880: Knowledge Management
884: Competitive Intelligence
Karen Brown 701: Introduction to Library and 716: Communication for Leadership
Information Science 717: Human Records and Society
748: Collection Management
764: Library User Instruction
Kate Marek 701: Introduction to Library and 753: Internet Fundamentals and Design
Information Science 755: Information Policy
759: Digital Libraries
Janice Del Negro 701: Introduction to Library and 718: Storytelling for Adults and Children
Information Science 721: Library Materials for Children
722: Library Materials for Young Adults
STANDARD III:
FACULTY
Faculty Teaching continued
Name Core Courses Taught Elective Courses Taught
Debra Mitts-Smith 701: Introduction to Library and 722: Library Materials for Young Adults
Information Science 721: Library Materials for Children
704: Reference and Online Services
Christine Hagar (appointed January 2008) 758: Community Informatics
769: Research Methods
Michael Stephens 701: Introduction to Library and 753: Internet Fundamentals and Design
Information Science 768: Library 2.0 and Social Networking
Technologies
Diane Velasquez 704: Reference and Online Services 744: Government Information Sources
770: Management
Mary Pat Fallon 701: Introduction to Library and 748: Collection Management
Information Science 772: Academic Libraries
704: Reference and Online Services
Donald Adcock 725: Curriculum and School Libraries
728: Clinical Experience-Teaching
729: Clinical Experience-Internship
Marjorie Bloss 701: Introduction to Library and 733: Serials Management
Information Science 737: Online Information Systems
703: Organization of Knowledge
770: Management of Libraries and
Information Centers
Michael Leonard 704: Reference and Online Services 718: Storytelling for Adults and Children
725: Services for Children and Young
Adults
740: Reference Sources in the Humanities
Edward Valauskas 710: Descriptive Bibliography
711: Early Books and Manuscripts
712: History of the Book
742: Reference Sources in the Sciences
753: Internet Fundamentals and Design
755: Information Policy
796: Special TopicsInternet Publishing
815: Seminar-Virtual Worlds
Steven Herb (not applicable) 718: Storytelling for Adults and Children
TEACHING
Faculty in their first year follow a 2x3 schedule, teaching two classes during the fall
semester followed by three classes during the spring semester. All other faculty follow
a 3x3 schedule, teaching three classes during both the fall and spring semesters.
Faculty may apply for sabbatical leaves under university policy or may be granted a
teaching load reduction for special circumstances, such as directors of a program, at
the Deans discretion. For information on average classes sizes, refer to Table III.12.
Full-time faculty members can request up to ten hours per week of graduate student
assistance for research and general course preparation. The average student advising
load is 45 students per full-time faculty member. During the first semester that a new
faculty member teaches, he/she does not have advising responsibilities. Most advising
86
Steven Herb
Follett Chair and Professor
87
begins after core courses are completed by a student; therefore, the number of active
advisees is less than the 45 students on average assigned.
GSLIS and Dominican University are currently investigating the possibility
of expanding our program to include doctoral studies. As we discuss options for the
design of this new program, one critical element will be the effect of the potential
program on teaching load. The university is committed to creating an environment
that fosters excellence in teaching and learning as well as scholarship. It is widely
recognized by senior administrators and the President that more full-time faculty will
need to be hired. Both the universitys President and Provost have been active positive
participants in this aspect of the planning toward the GSLIS doctorate.
III.8 Procedures are established for systematic evaluation of faculty; evaluation
considers accomplishment and innovation in the areas of teaching, research,
and service. Within applicable institutional policies, faculty, students, and
others are involved in the evaluation process.
GSLIS works within the university structure in the area of faculty review, promotion
and retention, and in addition provides faculty support that is specific to our program.
The university process for faculty review and renewal includes several steps:
I Student evaluations, both quantitative (standard SIR II forms) and
qualitative (GSLIS specific)
I Deans evaluation and recommendation
I Formal review and recommendation of universitys Committee on
Faculty Appointments based on portfolio submission of the faculty
member being reviewed; the portfolio includes evidence of success
in teaching, scholarship, and service
I University faculty are invited by the President to participate in this
process through letters to the Committee on Faculty Appointments.
I Provosts recommendation to the President.
Formal reviews take place on a specific cycle for new faculty as articulated in the
Faculty Handbook. The first official review comes in a new faculty members second
semester and closely examines the persons success in teaching. Subsequent reviews
factor in scholarship and service more heavily. Service is considered based on both
school and university committees as well as service to the broader community.
GSLIS students evaluate all courses taught by GSLIS faculty, including adjunct
faculty. The evaluation consists of the Student Instructional Report II (SIR II) and a
less formal qualitative evaluation. This process, referred to here as SIRs, is conducted
out of the Office of the Provost but is carried out by each of the academic units.
GSLIS distributes SIRs at either the last or next to the last class during each term. The
instructor is requested to leave the room during the evaluation; forms are distributed
and collected by a student designee. The results of the SIRs reveal an overall mean
score both for GSLIS and for the university as a whole, which can provide a benchmark
for an individual faculty members performance. The results of the SIRs evaluations
are given to each faculty member and are included in the portfolios of full-time,
tenure-track faculty. (Appendix III.19)
STANDARD III:
FACULTY
GSLIS also conducts a formal qualitative evaluation. (Appendix III.20) This instrument
serves primarily to give formative feedback to the instructor, and therefore every effort
is made to return these forms to the instructor before the beginning of the following
term. No attempt is made to summarize these forms; they are copied and distributed
to the Dean and to the individual faculty member. The Dean reviews both the SIRs
and the qualitative forms for each class and may provide individual feedback to
instructors, if warranted. Occasionally, the Dean requests that an instructor conduct
mid-point feedback from students in order to provide some guidance in making an
early course correction.
The survey of current students conducted every two years also provides a means
for faculty evaluation. The results of the 2007 survey indicate highly positive opinion
of faculty in relation to their quality and accessibility. The most positive perceptions
relate to faculty quality and accessibility. Almost all respondents agree that the faculty
are knowledgeable in their fields (75% strongly agree) and that the faculty are accessible
outside of class time. Almost nine out of ten (89%) agree that the GSLIS has an
intellectually stimulating atmosphere.
Students perceptions of faculty knowledge, accessibility and the intellectual
atmosphere have increased significantly from the 2005 student survey. In 2005, only
45% of the students strongly agreed faculty are very knowledgeable in their field(s),
compared to 75% of the 2007 students. Similarly, in 2005 only 25% of the students
strongly agreed about faculty accessibility, which more than doubled to 59% in 2007.
(Appendix III.21)
SUMMARY STATEMENT
During the last three years, GSLIS has been making steady progress toward enhancing
our faculty ranks. Gains have been made in numbers, areas of specialty, overall rank of
faculty members, and numbers of tenured faculty members. Between May 2007 and
August 2007, four full-time instructors completed their doctorates and were promoted
to Assistant Professor. Significant, steady progress has also been made in areas such as
student-faculty ratio, numbers of core classes taught by full-time faculty, mentorship
of new faculty, and diversity.
Tables
Table III.1: Faculty Name, Rank, Tenure Status, and Area of Specialty
Table III.2: Summary of Academic Credentials of Faculty, 2004-2007
Table III.3: Faculty Growth, 2005-2007, in Number and Percentage Increase
Table III.4: Adjunct Faculty Name, Degree, Home Institution, Area of Expertise,
Courses Taught
88
89
Table III.5: Total Courses (Core and Electives) by Year
Table III.6: Total Courses (Core and Electives) for Summer terms
Table III.7: Total Courses (Core and Electives) for Fall terms
Table III.8: Total Courses (Core and Electives) for Spring terms
Table III.9: Course Sections Taught by Full-time and Part-time Faculty,
Fall 2003-Spring 2007
Table III.10 Number of Required vs. Elective Courses Taught by Full-time
Faculty Each Term, 2005-2007
Table III.11: Courses Taught by Full-time vs. Adjunct Faculty at Various
Locations Each Term, 2005-2007
Table III.12: Class Size Average
Table III.13: Student-Faculty Ratio
Table III.14: SIR II Mean Scores of GSLIS and Dominican University Faculty
Table III.15: Number of Faculty Publications and Presentations, 2005-2007
Table III.16: Faculty Experience in Practice
Table III.17: Faculty Teaching in GSLIS Curriculum
Appendices
Appendix III.1: GSLIS Full-time and Samples of Adjunct Faculty Vitae
Appendix III.2: Follett Chair in Library and Information Science Brochure
Appendix III.3: GSLIS New Faculty Orientation Packet
Appendix III.4: Dominican University Faculty Development Day Agenda
(samples)
Appendix III.5: What Matters (sample program materials)
Appendix III.6: List of Technology Training Workshops for Faculty and Staff
Appendix III.7: Faculty Seminar Series Presentations
Appendix III.8: List and Description of Faculty Development Grants
STANDARD III:
FACULTY
Appendix III.9: List of Follett Excellence in Teaching Award Recipients
Appendix III.10: Dominican University Faculty Handbook. See Appendix V.1
or go online at https://jicsweb1.dom.edu/ics/Resources/
Faculty_Resources/Faculty_Handbook/ for the complete
document.
Appendix III.11: GSLIS Faculty Position Advertisements (samples)
Appendix III.12: GSLIS Faculty Candidate Campus Visit Schedule (sample)
Appendix III.13: Comparison of Employers of GSLIS Graduates: 2005 to 2007
Appendix III.14: GSLIS Course Syllabi
Appendix III.15: GSLIS Faculty Consulting
Appendix III.16: GSLIS Faculty Service and Involvement
Appendix III.17: GSLIS Faculty Publications
Appendix III.18: GSLIS Faculty Presentations
Appendix III.19: Student Instructional Report II (SIR II) Form
Appendix III.20: GSLIS Qualitative Course Evaluation Form
Appendix III.21: Summary Findings of 2007 Survey of Current Students
90
STANDARD IV:
Students
Submitted to the
February 2008
OUR PROMISE
A Dominican University education inspires
students to do amazing things professionally,
personally, and in the service of their
communities.
This is the premise, and promise, of the
educational experience at Dominican University.
91
Standard IV:
Students
IV.1 The school formulates recruitment, admission, financial aid, placement, and
other academic and administrative policies for students that are consistent with
the schools mission and program goals and objectives; the policies reflect the
needs and values of the constituencies served by a program. The school has
policies to recruit and retain a multicultural, multiethnic, and multilingual
student body from a variety of backgrounds. The composition of the student
body is such that it fosters a learning environment consistent with the schools
mission and program goals and objectives.
GSLIS has a clear set of policies and procedures for student recruitment, admission,
financial aid, placement and related activities. They are developed and carried out in
line with the schools mission and goals, and they address the needs and interests of
our constituent groups. In recent years, these policies have been strengthened to
improve recruitment and retention of students from a variety of backgrounds and
experiences. As a result of several new initiatives and expanding our ongoing student-
related activities, we have been able to foster a positive, robust learning environment
consistent with the schools mission and program goals.
The GSLIS faculty and administrative staff work collaboratively to develop the
academic and administrative policies for students. Policy formation originates
primarily in GSLIS faculty committees, with the Admissions, Program Assessment,
Curriculum, and Information Technology Committees having the most direct
connection with the issues addressed by Standard IV. Each committee is comprised of
three faculty members elected to the committee for three-year, staggered terms. Policy
recommendations of the committee are proposed to the full faculty for discussion in
consultation with the administrative staff. Policies approved by faculty vote are
implemented by the administrative staff through the formulation of the necessary
procedures, tasks, and responsibilities.
In recent years, primary attention has been focused on the recruiting and
retention of a multicultural, multiethnic, and multilingual student body. The schools
commitment to this focus is reflected in its Strategic Plan. In fact, one of the six
primary goals of the Strategic Plan focuses on student recruitment and retainment:
Goal 4: Recruit and retain talented, compassionate, diverse students who will
grow to serve the profession and our mission with distinction.
Dominican University and the GSLIS program are deeply committed to diversity at every
level of the educational experience. With the assistance of its Office of Multicultural
Affairs (OMA), the university works to realize the vision of an inclusive campus
community that embraces diversity and that honors individual heritage and experience.
Steadfast in the belief that diversity and inclusion contribute to programmatic excellence,
GSLIS works to recruit and retain a student body, faculty, and staff representative and
affirming of the full spectrum of diversity (age, disability, economic status, ethnicity,
language, race, and sexual orientation) in our communities and beyond.
We
educate
library
leaders
Dominican GSLIS
Central to meeting this strategic goal was the creation of a new GSLIS
administrative position, the Assistant Dean for Recruitment and Marketing in 2006.
Tracie Hall, formerly Director of the ALA Office of Diversity, was hired in October
2006 and has initiated several unique recruitment programs and strengthened existing
activities to improve the diversity of our student body. The Two-Year Marketing,
Recruitment, and Outreach Plan, Academic Years 2007-2009 provides the framework
for the schools recruitment efforts and was prepared to establish measurable goals and
a timeline for increasing the size of the student body, as well as its overall diversity.
(Appendix IV.1) These marketing and recruitment activities are creating a more diverse
student body. In 2004, 4% of the GSLIS student body was from underrepresented
groups. By Fall 2007, the percentage had increased to 10.6%. The increased
percentage of students representing the categories of Black (not of Hispanic origin) and
Hispanic is particularly noteworthy. For both groups, the percentage has tripled. Table
IV.1 highlights and documents this growth.
TABLE IV.1
ETHNICITY OF STUDENT ENROLLMENT
(2004-2007)
2004 2005 2006 2007
Ethnic Origin Enrollment Enrollment Enrollment Enrollment
(% of total) (% of total) (% of total) (% of total)
American Indian/Alaskan Native 1 (.1) 0 (0) 1 (.1) 1 (.2)
Asian/Pacific Islander 12 (1.6) 10 (1.3) 12 (1.6) 15 (2.4)
Black, not of Hispanic origin 10 (1.3) 11 (1.4) 12 (1.6) 19 (3.0)
Hispanic 8 (1.0) 6 (.8) 19 (2.6) 27 (4.4)
White, not of Hispanic origin 581 (75.6) 523 (68.0) 475 (64.0) 419(68.0)
International Students 0 (0) 5 (.6) 5 (.7) 4 (.6)
(information not available) 157 (20.0) 212 (27.6) 216 (29.0) 135 (22.0)
TOTAL 769 767 740 620
Percentage of Student Enrollment
4% 4.1% 6.6% 10.6%
from Underrepresented Groups
TABLE IV.2
GENDER OF STUDENT ENROLLMENT
(2004-2007)
2004 2005 2006 2007
Gender Enrollment Enrollment Enrollment Enrollment
Female 640 (83) 617 (82) 601 (81) 503 (81)
Male 132 (17) 135 (18) 142 (19) 117 (19)
TOTAL 772 752 743 620
92
93
STANDARD IV:
STUDENTS
TABLE IV.3
AGE OF STUDENT ENROLLMENT
(2004-2007)
2004 2005 2006 2007
Age Enrollment Enrollment Enrollment Enrollment
<20 0 0 0 0
20-24 74 (9.6) 93 (13.0) 84 (11.3) 63 (10.1)
25-29 177 (23.0) 134 (18.7) 197 (26.6) 178 (28.7)
30-34 119 (15.4) 117 (16.3) 134 (18.1) 108 (17.4)
35-39 105 (13.6) 108 (15.0) 91 (12.2) 72 (11.6)
40-44 81 (10.5) 84 (11.7) 75 (10.1) 68 (11.0)
45-49 101 (13.0) 86 (12.0) 60 (8.1) 53 (8.6)
50-54 78 (10.1 67 (9.4) 65 (8.8) 51 (8.2)
>54 37 (4.8) 27 (3.8) 34 (4.6) 26 (4.2)
TOTAL 772 716 740 619
MARKETING AND RECRUITMENT ACTIVITIES
GSLIS has an active marketing and recruitment schedule that includes partnerships
with key constituent groups, presentations at conferences, meetings, career and
educational fairs, and promotional materials. The following activities have been
particularly successful in recruiting a more diverse student body.
Recruitment Presentations
The GSLIS Dean and Assistant Dean for Recruitment and Marketing regularly host
program open houses and attend conferences and meetings to promote the program
to prospective students. The following conferences represent these types of activities:
American Library Association Annual and Midwinter Conferences (in cooperation with
Association for Library and Information Science Education), Joint Conference of
Librarians of Color, Illinois Library Association Annual Conference, and Reaching
Forward Conference for Library Assistants. A full list of recruitment presentations is
available in the Appendix. (Appendix IV.2)
Chicago Public Library Partnership
To meet Chicago Public Librarys (CPL) need for staff with MLIS degrees, GSLIS and
CPL have collaborated to promote the academic program. CPL staff who do not have
a MLS degree but have shown leadership potential are encouraged to apply to the
program and CPL provides tuition support for program participants. GSLIS is offering
additional courses at downtown Chicago locations, including CPLs Harold Washington
Library Center (see Table IV.4). In January 2007, ten students were admitted as part of
the Spring 2007 CPL cohort. The ethnicity represented by these students includes:
Black, not of Hispanic origin: 6
White, not of Hispanic origin: 2
Asian/Pacific Islander: 2
Chicago Public Schools Partnership
In 2006 GSLIS, in partnership with the Chicago Public Schools Department of Library
and Information Services, submitted a successful grant application for $300,000 to the
Institute of Museum and Library Services (IMLS): Chicago Teacher Librarians for the 21
st
Century. The grant application was developed in direct response to the need for certified
school library media specialists to fill a high number of vacant positions in the school
system. The funding provides financial aid and administrative support to sponsor fifteen
CPS teachers who would like to receive the MLIS degree in conjunction with school
library media certification. In 2006, 14 students entered the GSLIS program with one
indefinite deferral. The grant program objective projected a total of fifteen students
entering the program. The ethnicity represented by these students includes:
White, not of Hispanic origin: 9
Black, not of Hispanic origin: 3
Hispanic: 2
TABLE IV.4
NUMBER OF COURSES TAUGHT AND NUMBER OF STUDENTS ENROLLED AT CHICAGO SITES
Chicago Chicago Chicago
Term (CPL) (MLS) (ALA) Totals
course/student course/student course/student
Fall 2004 1 / 16 4 / 73 0 / 0 5 / 89
Spring 2005 0 / 0 5 / 76 0 / 0 5 / 76
Summer 2005 0 / 0 3 / 31 0 / 0 3 / 31
Academic Year, 2004-2005 13 / 196
Fall 2005 2 / 21 4 / 62 1 / 12 7 / 95
Spring 2006 0 / 0 7 / 96 0 / 0 7 / 96
Summer 2006 1 / 23 2 / 24 0 / 0 3 / 47
Academic Year, 2005-2006 13 / 238
Fall 2006 3 / 59 2 / 26 0 / 0 5 / 85
Spring 2007 1 / 12 5 / 72 0 / 0 6 / 84
Summer 2007 5 / 82 0 / 0 2 / 28 7 / 110
Academic Year, 2006-2007 18 / 279
Fall 2007 3 / 60 0 / 0 4 / 51 7 / 111
Alliance Library System Partnership
In 2000, the Alliance Library System (ALS), one of the multi-type library systems in
Illinois approached Dominican University with a request to offer its MLIS degree to a
cohort of students in central Illinois. This request followed up on the Systems needs
assessment and recruiting campaign focused on promotion of and recruitment to
librarianship (funded by a $120,000 IMLS grant). The effort resulted in a waiting list
of students ready to enroll in the program. ALS recruited students to the program
through a variety of channels, and provided substantial scholarship and other aid to
attract students. Dominican University also provided a 15 percent tuition reduction
to the group. The first ALS Cohort began in Fall 2001 with fifteen students who
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graduated in August 2003. In Fall 2003, thirteen students enrolled with an anticipated
graduation date of 2005; a third group began the program in Fall 2004 and completed
the program in Spring 2007.
Dominican University Open Houses
Dominican University also holds open houses for prospective students at least 12
times per year in various Chicago-area locations. Between 20-40 individuals attend
each of the GSLIS sessions.
Media Advertisements and Articles
GSLIS has worked with the universitys Office of Marketing and Communication to
prepare print ads and articles for publication in the education sections of the Chicago
Tribune and Chicago Sun-Times newspapers, suburban newspapers, professional
journals such as American Libraries, Library Journal, and School Library Journal.
Sample advertisements and articles are available in the Appendix. (Appendix IV.3)
In addition, we experimented with an ad in the Chicago Shakespeare Theatres Playbill
during the 2006-2007 academic year (Playbill available on site.)
FINANCIAL AID
In addition to these recruitment activities, GSLIS has introduced financial incentives
to attract students to the program, with several scholarship opportunities targeted to
prospective students from underrepresented groups. These scholarships have been
publicized through promotions at national conferences sponsored by the Black Caucus
of the American Library Association; REFORMA, the National Association to
Promote Library and Information Services to Latinos and the Spanish Speaking; and
the Chinese American Librarians Association; as well as at local professional meetings,
open houses, and career fairs. Scholarship applications are sent to prospective students
upon receipt of the completed admissions form to encourage their continued
consideration of enrollment in the GSLIS degree program.
In general, the financial aid program at Dominican University provides assistance
to students whose personal and family resources cannot meet the cost of education.
For graduate students, financial aid is typically in the form of federal loans, although
special-focus scholarships described below are also available. Additionally, the
universitys financial aid office receives information about private scholarship
opportunities. Students receive electronic notifications about these scholarships.
GSLIS Scholarships
I Dorothy Cromien Memorial Scholarship: Honoring the dedication of
Dorothy Cromien, professor of library science at GSLIS for over 20 years,
this scholarship is awarded to a student pursuing studies with an
emphasis on technical services and/or the history of books and printing.
I Mary Eileen Denton Scholarship: This scholarship provides tuition
assistance for a student preparing for work in a public library.
I Sr. Lauretta McCusker Scholarship: This scholarship awards tuition
assistance in honor of the dean emeritus and long time faculty member
of GSLIS.
I Library Technical Assistant Scholarship: Students who have been
admitted to the school and have completed a library technical assistant
program will be granted a 50% tuition scholarship for the four core
courses of the MLIS degree program.
I Rebecca Crown Library Assistantships: The Crown Assistantships are
sponsored by GSLIS and the universitys Rebecca Crown Library. They
are earmarked for GSLIS graduate students interested in gaining broad-
based experience in academic librarianship. The graduate assistants may
rotate among library departments to develop competencies in some of
the following areas: reference and instruction, collection development,
archives, access services, serials and acquisitions, and library
technologies. Each assistantship provides the recipient with full tuition
for one course per semester in addition to a paid part-time position in
the Rebecca Crown Library.
I GSLIS General Scholarships: These scholarships are based on academic
performance and need, and provide partial tuition for courses during the
academic year. Students need to apply for this scholarship each semester.
I GSLIS Spectrum Scholarship Match: As further demonstration of its
commitment to the recruitment and retention of a diverse student body
GSLIS offers a matching scholarship of $5000 to recipients of ALAs
Spectrum Scholarship. Since the 2004-2005 academic year, five
Spectrum Scholars have been admitted to GSLIS and have received
matching scholarships. Since the inception of the program, a notable
eighteen Spectrum Scholars altogether have attended GSLIS. See list of
recipients in Appendix IV.4 (Appendix IV.4).
I Butler Family Scholarships: From 2002-2007, $5000 was given annually
to deserving students.
The total amount of scholarship and fellowship aid to GSLIS students from Dominican
University has increased 26% from 2004-2007.
TABLE IV.5
DOMINICAN UNIVERSITY SCHOLARSHIP AND FELLOWSHIP AID
2004 2005 2006 2007
Number of Scholarships 79 104 113 168
Total Value $135,434 $128,112 $140,209 $168,990
Number of Assistantships 2 2 2 2
Total Value $13,800 $14,600 $24,300 $8,100
Combined Number of Scholarships,
2004-2007
81 106 115 170
Combined Value of Scholarships,
2004-2007
$149,234 $142,712 $164,509 $177,090
Other Scholarships Opportunities
A variety of financial aid from outside the university is available for students who are
pursuing the MLIS. Information about available aid is provided by GSLIS, including
an annual publication of the American Library Association, Financial Assistance for
Library and Information Studies.
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I American Library Association: Each year, the American Library
Association (ALA) awards a number of scholarships to students who are
seeking master's degrees in library and information science. Scholarship
winners must already be enrolled in an ALA-accredited masters degree
program or must enter one. Factors considered include academic
excellence, leadership qualities, and evidence of a commitment to a
career in librarianship. Several divisions and round tables of ALA also
offer scholarships. Information about the various ALA scholarships is
made available to prospective students.
I Illinois State Training Library Grants: The Illinois State Library awards
up to 15 scholarships per academic year for students accepted into a
masters degree program in an Illinois graduate school of library and
information science accredited by the ALA. Applicants must be residents
of Illinois and must consent to spend the equivalent of two years working
full-time in an Illinois library within the first three years following
graduation. Since 2004, a total of 16 GSLIS students have received library
training grants.
I Illinois Consortium for Educational Opportunity: The Illinois Consortium
for Educational Opportunity Program awards scholarships annually to
students who are pursuing advanced degrees. Applicants must be
residents of Illinois and must be from populations that are historically
under-represented, in the faculty and staff of Illinois institutions of higher
education. Upon graduation, an award recipient must agree to accept a
position in teaching or administration at an Illinois post-secondary
educational institution.
Loans
Dominican University participates in the Federal Perkins Loan and Federal Stafford
Loan programs. Eligibility for these federal loans is based on a review of the Free
Application for Federal Student Aid (FAFSA), which is available in the Dominican
University Financial Aid Office and online. Graduate students must be enrolled at
least half-time to be eligible for federal loans. The university also participates in the
Federal Family Education Loan Program, which enables students enrolled at least half-
time to borrow directly from private financial institutions. The Federal Perkins Loan
Program provides low-interest loans to students who demonstrate need. Perkins Loans
are available on a first-come, first-served basis.
Applications for financial assistance of all types and information about interest
rates and deferments for all loan programs are available from the financial aid office.
Staff in the financial aid office also offers counsel and assistance to GSLIS students.
Prospective GSLIS students are also provided information about other
sources of financial aid, including the U.S. Department of Educations publication,
The Student Guide: Financial Aid from the US Department of Education
(http://www.studentaid.ed.gov/students/publications/student_guide/index.html),
and the National Association of Student Financial Aid Administrators FinAid online
resource, http://www.finaid.org.
Employment Opportunities: On Campus
Each semester, several openings are usually available in GSLIS for students who want
to work as faculty assistants or as office assistants in the GSLIS office. In addition,
faculty can request graduate student assistance for research and general course
preparation. Positions are generally ten hours per week. Openings may also be
available through the Department of Information Technology for computer laboratory
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assistants at various locations on campus. A few positions are also available each
academic year in the university library.
Employment Opportunities: Off Campus
There are numerous part-time library-related jobs in the Chicago metropolitan area
for students interested in working part-time and attending school part-time. Students
seeking off-campus employment are encouraged to contact the GSLIS Coordinator of
Student Placement and to visit the Dominican University e-Recruiting database at
(http://dominican.erecruiting.com).
IV.2 Current, accurate, and easily accessible information on the school and its
program is available to students and the general public. This information
includes announcements of program goals and objectives, descriptions of
curricula, information on faculty, admission requirements, availability of
financial aid, criteria for evaluating student performance, assistance with
placement, and other policies and procedures. The school demonstrates that
it has procedures to support these policies.
Numerous means are used for disseminating information about the program to
prospective students, current students, and to the public in general. The GSLIS web
pages on the universitys web site have become the primary vehicle for information.
Based on application responses, approximately 50% of the schools prospective
students initially learn about the academic program from the website. Web material
includes program goals and objectives, degree requirements, descriptions of the
curricula, faculty and staff information, admissions requirements and procedures,
financial aid information, criteria for assessing student performance, career services
and placement information, and related student information. This information is also
available as a print document in the GLSIS Bulletin, which is updated biennially.
Prospective students who contact the GSLIS office by telephone, e-mail, or regular
mail are sent a packet of material, which includes: a letter of introduction from the
Dean, information about upcoming open houses, the GSLIS Bulletin, an application
for admission, information about housing options for GSLIS students, financial aid
information and an application for GSLIS scholarship. These materials are also made
available at programs and open houses that the Dean and Assistant Dean for
Recruitment and Marketing host or attend. (Appendix IV.5)
To support communication and the dissemination of information to prospective
students, current students, and the general public, a set of procedures are in place and
followed by GSLIS staff. (Appendix IV.6) (Document is available for review on site.)
Within the school, the Assistant Dean for Recruitment and Marketing has primary
responsibility for developing, implementing, and monitoring recruitment and admissions
activities. She works closely with the Administrative Assistant for Admissions, who is
often the first point of contact for students requesting information about the program by
phone or email. Part-time office staff, who provide backup telephone assistance and office
support, receive regular training about GSLIS policies and procedures.
The GSLIS Coordinator of Student Placement, a new position established
in 2006, provides student support for off-campus student employment, as well as
practicum placements and internships. These activities relate most closely to Standard
IV.4 and are discussed more fully in that section of this chapter.
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Several university offices provide support for student recruitment and admissions.
The universitys Office of Marketing and Communications assists with the preparation
of program materials, web resources, and press releases. In addition, the universitys
Office of Enrollment Management oversees the collection and processing of admissions
and enrollment statistics and produces management reports (e.g., student demographics,
numbers of full-time and part-time students, credit hours, etc.) to assist GSLIS in
planning course offerings and academic services.
During the past year, an extensive campus-wide initiative has been the
implementation of an expanded technology infrastructure to support the
management of student records, advising, and registration. The GSLIS web pages
are an integral part of the website and with the updates, the interfaces between the
registration, advising, student information, and online courseware functions have
been streamlined. In addition, designated GSLIS staff have direct content control
for the schools web-based information, a significant improvement over the former
requirement to process all content through the Office of Marketing and Communication.
However, the transition and conversion of information to a new website design in late
August 2007 has not been free of problems. The problems are university wide and the
President has been directly involved in addressing areas of concern.
IV.3 Standards for admission are applied consistently. Students admitted to a program
have earned a bachelors degree from an accredited institution; the policies and
procedures for waiving any admission standard or academic prerequisite are
stated clearly and applied consistently. Assessment of an application is based on a
combined evaluation of academic, intellectual, and other qualifications as they
relate to the constituencies served by a program, a programs goals and
objectives, and the career objectives of the individual. Within the framework of
institutional policy and programs, the admission policy for a program ensures that
applicants possess sufficient interest, aptitude, and qualifications to enable
(successful) completion of a program and subsequent contribution to the field.
Students admitted to the school meet criteria that have been established by the faculty
to ensure their successful completion of the academic program and preparation for
contribution to the library and information professions. When a prospective student
first contacts the school for information, he/she is provided with general information
about the academic program, including admissions criteria and procedures.
The admission requirements for an applicant who seeks the MLIS degree are:
I A baccalaureate degree from an institution that is accredited by a
nationally recognized regional accrediting association;
I Official transcripts must be submitted from all schools attended;
I Undergraduate grade point average (GPA) of 3.0 (B) or better on a 4.0
scale; or if the GPA is less than 3.0, applicants must submit scores from
either the Graduate Record Examination (GRE) or from the Miller
Analogies Test (MAT). A combined score of 1000 on any two portions of
the GRE or a score of at least 404 on the MAT will be considered
acceptable for admission.
I Two letters of recommendation from individuals who can attest to the
intellectual ability, leadership potential and judgment of the applicant.
I A 500-word essay describing the applicants goals for the degree program.
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I Applicants whose native language is not English are required to submit a
Test of English as a Foreign Language (TOEFL) score. A minimum score of
560 is required for admission to GSLIS.
I For applicants who hold an advanced degree, such as a masters degree
in a discipline other than library and information science or a PhD, MD,
JD, etc. from an accredited institution, the Admission Committee will
consider the GPA for the advanced degree in the overall admissions
process.
Application deadlines dates are March 1 (summer term), June 1 (fall term), and
October 1 (spring term).
The applicants complete file is initially reviewed by the Assistant Dean for
Recruitment and Marketing to determine if the applicant meets the admissions criteria
and to evaluate the applicants background, qualifications, and potential as a whole.
Students whose application files do not meet all of the given criteria for
admission, but whose qualifications warrant additional review on the basis of
outstanding personal or professional merit, are admitted after review by at least three
members of the Admissions Committee which consists of the Dean, Assistant Dean
for Recruitment and Marketing, and up to three GSLIS faculty members. Only a few
applicants are admitted by full committee review. When a candidates record of
achievement, letters of recommendation, and educational or professional experience
otherwise suggest the potential for success in a library/information science environment,
the Assistant Dean issues an admissions decision determined by the majority vote of the
Admissions Committee. Students accepted by committee decision must subsequently
meet with the Assistant Dean for individual advisement before enrolling. Although
exceptional applicants have been admitted to the program since its inception, the revised
admissions decision process began in Fall 2006. Of the approximately 400 candidates
accepted since that time, less than 20 have been by committee decision and only one of
these 20 students has been placed on academic probation.
Admitted students may defer their enrollment for a maximum of one year.
Thereafter, he/she must reapply, as must an applicant who withdraws his/her
application after it has been submitted.
GSLIS welcomes applications from international students. In addition to meeting
the general admission requirements, applicants who were educated outside of the United
States must demonstrate English language proficiency. A minimum Internet based score
of 83, computer score of 220 or 560 paper score on the TOEFL. They must also show
evidence of adequate financial support to qualify for a visa. Applicants may be asked to
have official credential evaluations completed by ECE (Education Credentials
Evaluators, Inc.) or other approved agency at their own expense. International students
requiring an I-20 form for the F-1 student visa must show evidence of sufficient funds to
cover a full year of tuition, fees, and living expenses including: housing costs, whether
room and board in university residence halls or off-campus housing, are the student's
responsibility; medical insurance, whether obtained in the home country or in the
United States, or purchased through the university; books and personal items; and
support during such times when the university is not in session.
As a result of the schools admission criteria, policies and procedures, students
admitted to the program have the foundation skills, aptitude and interest necessary
to succeed in the academic program. There are, of course, provisions for students who
do not maintain a B average. When students fall below the overall average of a B, the
Bulletin clearly spells out the next steps in the program.
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IV.4 Students construct coherent programs of study that allow individual needs,
goals, and aspirations to be met within the context of program requirements
established by the school. Students receive systematic, multifaceted evaluation
of their achievements. Students have access to continuing opportunities for
guidance, counseling, and placement assistance.
GSLIS students have numerous mechanisms available for planning a program of
study that meets their career goals and interests. In addition, they are provided with
assessments of their academic preparation throughout their progress in the program.
STUDENT ORIENTATION
When students are admitted to the program, they receive an admissions letter that
provides initial information about the program: the name of their advisor, a list of
initial required core courses, registration dates and procedures, and the date of the New
Student Orientation session. Newly admitted students are encouraged to attend the
New Student Orientation session and to contact the GSLIS office with any questions.
Between 80-85% of new students attend these orientations.
The New Student Orientation is generally held a few weeks before the start of
each term. In these sessions, students have an opportunity to meet faculty and staff, as
well as other students beginning the program. An overview of the degree requirements
is provided and students learn about library services to support coursework, student
associations and organizations, financial aide, and student support services and
activities available through the university. (Appendix IV.7)
ADVISING
GSLIS faculty members give serious attention to the student advising process. They
announce office hours, are available by phone and use e-mail to facilitate guidance to
students as they explore a program of study. Students are offered the opportunity to
have substantive contact with faculty advisers at appropriate points during their
studies. Students are assigned an adviser upon admission to the program. At any time
during their studies, students have the option of changing their advisers by completing
a change of adviser form. Students often take advantage of that opportunity as their
career plans become more specific.
GSLIS encourages students to consult with faculty advisers at a point prior to
completing their core courses, but not necessarily when they are new to the program.
When students are close to completing the core courses, they have a better sense of
where their interests lie. In addition to one-on-one advising sessions, faculty may offer
group advising sessions to provide information and address general questions for
students with a certain career focus.
Incoming GSLIS students must register in person for their first semester classes.
After one semester, students may register online using myDU for any course for which
they have completed the prerequisites. myDU allows students to view specific data
that the university maintains pertaining to student records, including a history of the
courses taken, grades received, and progress toward completion of the Information
STANDARD IV:
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Technology Competency Requirement. Most importantly, it allows registration online
using the Internet. It is not a requirement, however, to use online registration. In-
person registration is also an option at the registrars office, which schedules day and
evening hours during registration periods.
To ensure that students are taking the required foundation courses before
others and that all prerequisites for additional courses are met, the registration system
prevents a student from registering for a course when he or she does not have the
necessary coursework completed. In addition, students who have not completed the
Information Technology Competency Requirement within the first nine credits of
coursework are blocked from registering for additional courses.
The first course that students take is LIS701: Introduction to Library and
Information Science. In addition to gaining an introduction to the profession, a
discussion of professional competencies in relation to GSLIS courses is included.
ACADEMIC AND CAREER SUPPORT
Various university departments and offices work with the schools to provide academic
support, including:
Crown Library
The Crown Library is an integral part of the culture and community of Dominican
University. The mission of the Rebecca Crown Library mandates the academic
support of students, faculty, and staff for resources and services. A detailed description
of the librarys resources and services is provided in the section about facilities and
physical resources, but highlights of the Rebecca Crown Library include:
I Access to over 120 electronic periodical and reference databases
I Online catalogs including Dominican, I-Share and WorldCat
I Instruction workshops offered for RefWorks, JSTOR and LexisNexis
I Course-related instruction
I Chat reference service available
I Library Blog
I Interlibrary loans and faculty resources
Academic Resource Center
The Academic Resource Center (ARC), which is part of the Student Enrichment
Center in the new Parmer academic building, consists of faculty and student tutors,
serving both undergraduate and graduate students. In the ARC, a student can receive
assistance in writing, English, math, business, or computers. While tutoring is done
on a walk-in basis for business and computers, appointments are strongly encouraged
for math, writing, and English tutoring. The ARC schedule includes day and evening
hours. Beginning Spring 2008, the ARC will be offering a virtual chat function for
after-hours writing assistance.
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Accommodations for Students with Disabilities
At Dominican University, no qualified individual with a disability will be excluded
from participation in or be denied the benefits of the services, programs, or activities
of the university. The Dean of Students Office is a university resource promoting
barrier-fee environments (physical, program, information, attitude) and assisting the
university in meeting its obligation under federal statutes and school tradition in
regard to the rights of students with disabilities.
The Dean of Students Office coordinates providing services, necessary and
appropriate, for students with special needs. Upon receipt of appropriate
documentation of disability, this office assists by providing or arranging appropriate
auxiliary aids and services, reasonable accommodations, academic adjustments and
consultation. In some instances, the Dean of Students Office acts as a liaison with
other appropriate state and federal agencies. Students are encouraged to meet
individually with the Dean of Students to determine what specific services and
accommodations are needed and to request a copy of the Disability Grievance
Procedure, Disability Grievance Panel Information, and the Grievance Panel Procedure.
(Appendix IV.8)
Placement and Career Services
The creation of the position of Coordinator of Student Placement has allowed GSLIS
an opportunity to place significant attention on connecting students to libraries and
information centers in the Chicago area. Lenora Berendt, who has experience in
academic, public and special libraries, as well as human resources expertise, was hired
in October 2006 to develop the Student Placement Center and coordinate logistics for
practicums, internships, and outplacement. With the addition of this position, students
now have career and placement services that focus specifically on library and
information science professions.
GSLIS provides information and resources to its students and graduates to assist
them in finding positions suited to their abilities and interests. Students and graduates
have access via the e-Recruiting service to current job postings by employers. The
Student Placement Center also provides print copies of postings, which are available
in the GSLIS office.
GSLIS works with employers to arrange recruiting visits on campus. Other
career services include recruiting and information fairs and an annual Career
Exploration Day, which is planned and sponsored by the GSLIS Alumni Council.
Each event provides networking opportunities and speakers focused on job searching
and interviewing skills, resume writing, and matching candidate skills with employer
needs. GSLIS does not guarantee employment.
The Student Placement Center provides a variety of services to support students
enrolled in Dominican Universitys Graduate School of Library and Information
Science. Career development and fieldwork placement are among the services available
to students. The Coordinator of Student Placement is responsible for practicum and
internship placement, resume and cover letter review, portfolio development,
maintaining eRecruiting and print employment sources, professional development
workshops, and other career resources.
The Coordinator of Student Placement also participates in outreach activities,
including open house events, new student orientations, and the Career Exploration
Day. She also visits the LIS701 and LIS704 classes (and other classes, as requested)
STANDARD IV:
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in order to promote Student Placement Center services and the GSLIS Practicum
Program and is currently developing a Student Placement Center blog to facilitate
communication with GSLIS students. Between October 2006 and November 2007,
the coordinator gave presentations in 16 classes with a combined enrollment of
273 students
GSLIS students may opt to prepare a credential file. As a service to our graduates,
GSLIS will continue to maintain credential files for graduates when requested.
Typically, the credential file includes: original letters of recommendation, transcripts,
and resume.
The Wellness Center
The Wellness Center is uniquely positioned to assist students in their physical and
psychological development while at the same time working in collaboration with
other areas of the university to assist students in their total human development. In
recognition of the dignity of every student enrolled at Dominican University and in
keeping with the Catholic and Dominican traditions that inform the character and
mission of the university, the Wellness Center seeks particularly to serve students'
individual health and counseling needs. The Health Services office provides assessment,
diagnosis and treatment of most health issues. Referrals to an off-campus health care
provider will be made if the health problem is unable to be addressed in the Wellness
Center. (pamphlet available on site)
Health Insurance
All students who are registered for six or more credit hours are eligible to enroll in one
of Dominican Universitys student health insurance plans.
IV.5 The school provides an environment that fosters student participation in the
definition and determination of the total learning experience. Students are
provided with opportunities to form student organizations and to participate
in the formulation, modification, and implementation of policies affecting
academic and student affairs.
GSLIS has student leaders working to build a cohesive group of students in the
academic community, and a large percentage of students are involved in student
activities. The Library and Information Science Student Association (LISSA), in
particular, is described in detail below and it provides mechanisms for students to
participate in the development and implementation of policies affecting students. A
LISSA representative attends and participates in each of the GSLIS faculty meetings.
Time is designated at each meeting for the LISSA representative to present any
student concerns or issues. During these meetings, the LISSA representative also
participates in the discussions about academic and student affairs policies. The Dean
also appoints LISSA representatives to special task forces and initiatives to ensure the
consideration of student perspectives. The preparation of this report, for example,
involved student representation on the work teams and at various review stages.
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LIBRARY AND INFORMATION SCIENCE STUDENT ASSOCIATION
Every student belongs to the Library and Information Sciences Student Association
(LISSA). Each year, GSLIS students volunteer to promote LISSA membership
activities. A faculty liaison, elected by the faculty each year, advises the LISSA officers
as they organize events, produce newsletters, assist with orientation sessions and other
activities. Three very popular activities organized by LISSA are tours to libraries or
information centers (e.g., Chicago Botanic Garden, Oak Park Public Library,
Newberry Library, Brookfield Zoo, Federal Reserve Bank), presentations by
professional association representatives, and the LISSA mixers. The mixers provide
new students an opportunity to meet their peers in a casual setting to learn from
previous experiences of students currently in the program. LISSA also participates in
the annual Alumni Councils GSLIS Career Exploration Day for students and alumni,
new student orientations, and open house events. Components have included panel
discussions, the opportunity to meet potential employers, and job search and resume
writing assistance. In March 2007, LISSA began a blog, DULISSA, to promote the
student associations activities and general discussion of library/information science
issues (http://dulissa.wordpress.com/). To foster communication between students
and GSLIS faculty, a LISSA student representative attends GSLIS faculty meetings.
The Dean encourages meetings with the LISSA officers and these meetings typically
occur 2-3 times per term. (samples of newsletters, LISSA mixer ads, and library visits
are available on site)
SPECIAL LIBRARIES ASSOCIATION (SLA) STUDENT CHAPTER
GSLIS sponsors a Special Libraries Association (SLA) student chapter which provides,
among other activities, sessions to help students learn about the field of special
librarianship.
AMERICAN LIBRARY ASSOCIATION (ALA)
The ALA internship program is offered to students during the Annual Conferences.
For the past two years, GSLIS has supported students by paying their travel expense to
the Annual Conference site. ALA provides lodging and per diem.
ELECTRONIC COMMUNICATION
In addition to LISSA communication, GSLIS also communicates to students by
distributing notices via an electronic distribution list for students, faculty, and staff.
The School Library Media Program hosts a Blackboard site to promote discussion of
SLMP-related topics.
STANDARD IV:
STUDENTS
EMERGING LIBRARY LEADERS FOR THE 21
ST
CENTURY SERIES
Beginning in Fall 2006, GSLIS kicked off a new seminar series, Emerging Library
Leaders for the 21
st
Century (ELL21), designed to connect GSLIS students, alumnae/i,
and information professionals working in Greater Chicago with some of the best
thinkers, practices, and ideas in the field. Five lectures were part of the first semester
series, which included the following presentations and speakers:
I Beyond Copyright: Ethical Thinking in Librarianship by Kathleen
Murphy, Data Service Librarian at Northwestern University
I Managing the Virtual Library by Jane Burke, Vice President, ProQuest
Information and Learning; General Manager, Serial Solutions; and 2007
Dominican GSLIS Alumna of the Year
I Government Information Services, Policies and Programs: The Future
Role of Libraries by John Shuler, Associate Professor and Government
Information Documents Librarian, University of Illinois, Chicago
I Building for Tomorrow: Twenty-First Century Academic Library Buildings
by Michael Gorman, University Librarian Emeritus, California State
University, Fresno and Past President, American Library Association
I The Good, the Bad, and the Ugly: Rsums, Cover Letters, and Interview
Planning by Lenora Berendt, GSLIS Coordinator of Student Placement
Other seminars are planned for the Spring 2008 Semester. (Appendix IV.9)
STUDENT SPRING SYMPOSIUM
Since Spring 2005, GSLIS has held a Spring Symposium to spotlight and share
exemplary student projects. In preparation for the symposium, students are asked to
submit a one-page abstract or overview, indicating their projects focus and format.
Formats may include (but are not limited to) poster presentations, web page design
and construction, and oral presentations such as papers or storytelling projects.
Submissions are reviewed and selected by a three-person ad hoc faculty committee.
During the past three years, 7-10 participants each year have been selected and
invited to give a 10-15 minute presentation about their project. The full university
community is invited to the symposium presentations, an event that the university
President usually attends. (Appendix IV.10)
PARTNERS IN SCHOLARSHIP
Beginning in Fall 2006 with the arrival of a newly-hired Provost, the university has
emphasized the value of collaborative student-faculty research. An October 2007
symposium, Partners in Scholarship, was held in conjunction with the opening of the
new academic building, Parmer Hall. GSLIS faculty member Kathleen Williams and
two students, who had collaborated with Dr. Williams, presented their research about
community informatics. (program available on site)
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BETA PHI MU
The Beta Beta Gamma Chapter of Beta Phi Mu, a national library science honor
society, confers membership on selected graduates in recognition of scholastic
achievement and scholarly contributions to librarianship. Students who meet the high
academic requirements for membership in Beta Phi Mu are nominated by GSLIS for
membership. They are then invited to accept membership into the society. A dinner
and lecture event is held annually in the spring for induction into the society.
LECTURE SERIES
GSLIS sponsors a number of distinguished lectures each year, which generates an
audience of students, faculty, alumni, and library/information professionals in the
Chicago metropolitan area. Three lectures, in particular, are scheduled annually:
Follett Lecture
GSLIS presented its inaugural C.W. Follett Lecture on Wednesday, February 2, 2005
in the Eloise Martin Recital Hall. The Follett Chair in Library and Information
Science was established in 2003 and is endowed through a gift from the Follett
Corporation, a leading provider of educational solutions, services and products that
empower school, libraries, colleges, students and lifelong learners. The Follett Chair,
selected as a distinguished leader in the field for up to a three-year tenure at the
university, links GSLIS more closely to the professional community through
educational and service activities and is one of only four such chairs in the United
States. The following Follett Chair lectures have been presented to date:
I 2008: Life, Literacy, and the Pursuit of Happiness by Steven Herb
I 2007: The Library is Dead: Long Live the Library by Edward Valauskas
I 2006: The Googlization of Libraries: Debunking the Internet Godzilla Myth
by Edward Valauskas
I 2005: On Being Open: The Real Meaning of Open Access, Open Content
and Open Source by Edward Valauskas
Lazerow Lecture
Dominican University is pleased to be one of the few graduate schools of library and
information science accredited by the American Library Association to receive the
coveted annual Lazerow Lectureship award from Thomson ISI. The lecture honors the
memory of Samuel Lazerow, who was an eminent library administrator and pioneer in
the use of electronic information systems to automate library operations and services.
The purpose of this lecture series is to expose students and faculty to leading thinkers
in the area of information technology and the ramifications of its burgeoning
capability upon information policy and public policy in general. Speakers who have
presented within the past four years are listed below:
I 2008: Rosalind Picard, MIT Media Lab
I 2007: Brian Kenney, Editor-in-Chief, School Library Journal
STANDARD IV:
STUDENTS
I 2006: Sandra Braman, Professor of Communications, University
of Wisconsin-Milwaukee
I 2005: Pippa Norris, McGuire Lecturer in Comparative Politics,
John F. Kennedy School of Government at Harvard University
McCusker Memorial Lecture
The McCusker Memorial Lecture is named in honor of Sister Lauretta McCusker,
Dean of Dominicans Graduate School of Library and Information Science from
1967 to 1982. McCusker Lectures have been presented on an annual basis since the
inaugural lecture in 1997. Recent lectures have featured:
I 2007: Stephanie Mills, author of Epicurean Simplicity, and Whatever
Happened to Ecology? and editor of Turning Away From Technology
I 2006: Hazel Rochman, Author and Booklist Assistant Editor
I 2005: Mary Minow, attorney and co-author, with Thomas Lipinski, of
The Librarys Legal Answer Book (ALA Editions: 2003)
I 2004: Nicholas A. Basbanes author, lecturer and bibliophile
World Libraries
From 1984 to 1989, GSLIS published the International Journal of Reviews in Library
and Information Science. In 1990, GSLIS began Third World Libraries, a professional
journal with a focus on libraries and socioeconomic development in Africa, Asia and
Latin America. Its scope was broadened and the title changed to World Libraries in
1996. World Libraries is currently published twice a year and is indexed in Library
Literature, Library and Information Science Abstracts, PAIS International, PAIS Select
and Current Index to Journals in Education. Beginning in the summer of 2005, World
Libraries evolved into an electronic journal, first co-publishing with the print edition
and then moving to an Internet only edition in 2008. Membership on the Editorial
Board and Advisory Board (Appendix IV.11) were broadened to reflect the journals
expanded coverage. In addition to publishing new issues, the journal will continue to
add articles from our archive as well as unique, web-only content. Students who are
enrolled in some of the advanced web design and publishing courses have had an
opportunity work on production of the journal. (Appendix IV.12)
IV.6 The school applies the results of evaluation of student achievement to
program development. Procedures are established for systematic evaluation
of the degree to which a programs academic and administrative policies and
activities regarding students are accomplishing its objectives. Within applicable
institutional policies, faculty, students, staff, and others are involved in the
evaluation process.
The establishment of a new GSLIS faculty committee, the Program Assessment
Committee, in 2006 strengthened the schools ability to monitor, measure, and
respond to the needs and interests of the constituencies served by the program. Data
about promotion of the program, recruitment, admissions, the learning experience,
and academic support are now collected in a consistent manner, using multiple
methods, and involving numerous stakeholder groups.
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The most comprehensive data collection is gathered from current students,
recent graduates, and alumni. Current students are surveyed every two years; newly
graduating students complete questionnaires within a year of graduation, and alumni
are contacted 1, 5, 10 years after graduation.
2007 SURVEY OF CURRENT STUDENTS: HIGHLIGHTS
The survey of current students provides a snapshot of students satisfaction with their
GSLIS experience. Excerpts from the Summary Findings report prepared by consultant
Anne Deeter about the student demographics and significant findings in comparison
to the 2005 survey follow. The complete report, including the data, is available in the
Appendices. (Appendix IV.13).
Overall, the survey reveals a general impression that the GSLIS is meeting
the expectations of the students who enroll. They report a highly positive
opinion of the faculty and the professional preparation they are receiving.
As one indicator of this high degree of satisfaction, more than 8 in 10
surveyed would choose the GSLIS program again were they to choose all
over again. The students perceive a sense of community among fellow
GSLIS students and report improved satisfaction in course availability and
range of courses offered since the 2005 student survey.
Perceptions of Faculty Quality Are Most Positive
The most positive perceptions relate to faculty quality and accessibility.
Together, almost all respondents agree that the faculty are knowledgeable
in their fields (75% strongly agree) and that the faculty are accessible
outside of class time. Almost 9 out of 10 (89%) agree that the GSLIS has
an intellectually stimulating atmosphere.
Students perceptions of faculty knowledge, accessibility and the
intellectual atmosphere have increased significantly from the 2005 student
survey. In 2005, only 45% of the students strongly agreed faculty are very
knowledgeable in their field(s), compared to 75% of the 2007 students.
Similarly, in 2005 only 25% of the students strongly agreed about faculty
accessibility, which more than doubled to 59% in 2007.
Perceptions of Advising
The majority of students (65% on average) reported positive impressions
of the information received from their advisor. On all advising issues
(accessibility, accuracy, helpfulness and career advice), less than 12%
of the students on average report being dissatisfied. These levels of
satisfaction remained consistent with the 2005 results, with the exception
of one increase: receiving helpful career advice from my advisor or
faculty/staff. In 2007, 70% of the students agree (36% strongly agree)
that they receive helpful career advice from an advisor or faculty/staff,
compared to just 54% who agreed (25% strongly agreed) in 2005. Almost
one-third of students rates the advising components as not applicable to
me, and report having no need for advising services.
STANDARD IV:
STUDENTS
Course Availability and Flexibility Remains Area of Lower Satisfaction
The availability of courses when and where students want them remains
the area of most concern to GSLIS students. 53% of students agree that
courses are available when wanted and 45% disagree. Location of
coursework remains a concern as some students report that leaving work
to commute through the evening rush hour can be difficult and inconvenient.
Still, students in 2007 reported slightly higher levels of agreement than in
2005. Only 11% of students in 2005 strongly agree, a wide range of
courses are available compared to 32% in 2007. The 2007 students
also perceive greater flexibility in the schedule.
Perceived Sense of Community Among GSLIS Students
81% of the students agree that there is a sense of community among GSLIS
students. They perceive (82%) that opportunities exist to participate in
activities with other students, even if they admit they have little time to
participate.
Satisfaction With Facilities Remains High, With Exceptions in Parking,
Transportation and Dining Options
Overall, the 2007 students suggest that most GSLIS services and facilities
meet their needs. Dining options top the list as the service that least meets
their needs, second to parking and transportation services. This 2007
survey revealed slightly more complaints from GSLIS students about the
Crown Computer Lab and the IT Computer Lab than 2005. Reasons given
included more undergraduates using the space and a lack of enough
computers to meet the demand.
Majority Prefer Accessing Crown Library Digital Resources Online
78% of the students surveyed suggest they prefer to use the Universitys
Crown Library via online access to Crowns digital resources. In a typical
week, 64% say they use the Crown Library in person once or twice a week.
More than two-thirds (68%) utilize the digital resources online at between 3
and 7 times per week. Some disagree that Crown has all of the materials
needed for classes.
Location and Professional Reputations are Most Important Factors in
Choosing GSLIS
When asked what factors were most important in choosing the Dominican
University GSLIS, students ranked close location to home (56%) and the
schools professional reputation (48%) as most important.
The findings from data collection, such as this student survey, are used by the GSLIS
administrative staff, faculty as a whole, and faculty committees to improve the
academic program. At least once a year, the GSLIS faculty and administrative staff
meet to assess progress in meeting the goals and objectives of the Strategic Plan, as
well as to address concerns noted in other types of ongoing assessment. In August
2007, the faculty held a retreat that was facilitated by Anne Deeter to measure our
progress in meeting the Strategic Plan goals and objectives established two years
earlier. Specific action steps were identified to improve and strengthen our program.
(Appendix IV.14). The faculty also met in early December 2007 and worked in small
groups to review the status of these action steps and suggest additional ways to address
weaknesses. (Appendix IV.15)
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SUMMARY
The students who choose to attend Dominican Universitys MLIS program make
their decision based on a variety of factors. Their investment of time, intellectual and
financial resources, and emotional commitment create high expectations for personal
attention, efficient service, and excellent teaching. As such, they enter the educational
process as partners. GSLIS strives to meet these expectations through processes of
continuous self-examination and improvement. In striving to address issues relating
to students, GSLIS continues to make changes by adding classes in off-site locations,
expanding programs, and providing opportunities for students to gain various
perspectives. While we have seen overall improvement in the program in 2007, we
continue to explore these areas so that the program will be responsive to the needs of
students in the program.
SOURCES OF EVIDENCE: TABLES AND MATERIALS IN APPENDICES
Tables
Table IV.1: Ethnicity of Student Enrollment, 2004-2007
Table IV.2: Gender of Student Enrollment, 2004-2007
Table IV.3: Age of Student Enrollment, 2004-2007
Table IV.4: Number of Courses Taught and Number of Student Enrolled
at Chicago Sites
Table IV.5: Dominican University Scholarship and Fellowship Aid
Appendices
STANDARD IV:
STUDENTS
Appendix IV.1: Two-Year Marketing, Recruitment, and Outreach Plan, Academic Years
2007-2009
Appendix IV.2: List of Recruitment Presentations
Appendix IV.3: Sample Newspaper Stories and Advertisements about GSLIS
Appendix IV.4: Spectrum Scholar Recipients: Dominican University Students
and Graduates
Appendix IV.5: Prospective Student Information Packet
(For the GSLIS Bulletin, 2006-2008, which is part of the Prospective
Student Information Packet, please see Appendix I.19 or go online
at http://www.dom.edu/academics/gslis/programs/bulletin.html
for the complete document.)
Appendix IV.6: GSLIS Office Procedures (Document is available for review on site.)
Appendix IV.7: New Student Orientation Materials (samples)
Appendix IV.8: Dominican University Special Needs Services Documents
(Disability Grievance Procedure, Disability Grievance Panel
Information, and the Grievance Panel Procedure)
Appendix IV.9: Emerging Library Leaders for the 21
st
Century
Appendix IV.10: Student Spring Symposium Materials (samples)
Appendix IV.11: World Libraries Advisory Board
Appendix IV.12: Issues of World Libraries at www.worlib.org/staff_print.shtml
Appendix IV.13: Summary Findings from the Spring 2007 GSLIS Student Survey
Appendix IV.14: Summary of Progress in Meeting Strategic Plan Goals and
Objectives, August 2007
Appendix IV.15: GSLIS Faculty Work Groups: Proposed Action Steps to Continue
Progress Toward Meeting Strategic Plan Goals and Objectives,
December 2007
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STANDARD V:
Administration and Financial Support
Submitted to the
February 2008
COMMITMENT
We are committed to offering the highest quality
education, one that will have a transforming effect
on our students lives and selves.
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Standard V:
Administration and Financial Support
INTRODUCTION
The Graduate School of Library and Information Science (GSLIS) is the oldest and
largest of the graduate schools at the University, and, as such, is recognized as an
integral part of Dominican University. As additional graduate programs have been
added, the latest of which is the Graduate School of Social Work in 2002, GSLIS has
joined with its sister schools to comprise a significant part of the institution. Indeed,
it is the presence of these additional programs that led in part to the structural
transformation from Rosary College to Dominican University in 1997.
ADMINISTRATION
V.1 The school is an integral yet distinctive academic unit within the institution. Its
autonomy is sufficient to assure that the intellectual content of its program, the
selection and promotion of its faculty, and the selection of its students are
determined by the school within the general guidelines of the institution. The
parent institution provides the resources and administrative support needed for
the attainment of program objectives.
GOVERNANCE AND AUTONOMY OF THE PROGRAM
At Dominican University each graduate school is administered as a separate unit, with
the Deans reporting directly to the Provost. The Dean of the Rosary College of Arts and
Sciences (the undergraduate unit), the Executive Director of the School of Leadership
and Continuing Education (accelerated baccalaureate and masters degree completion
programs), and the four graduate deans are responsible for leading their faculty in the
creation and delivery of the academic programs of the university. In addition, the
graduate deans are responsible for their own student recruitment and admissions.
While governed by all the rules and regulations of the university, the Dominican
University Faculty Handbook clearly spells out the distinction and autonomy of the
Dean of the Graduate School of Library and Information Science (Appendix V.1):
The Dean of the School of Library and Information Science is the chief academic
and administrative officer of the School and leads the faculty in accomplishing the
mission, goals and objectives of the School and as appropriate, the University. The
Dean is responsible for the development, maintenance, and assessment of the
academic programs; the implementation of academic policies and procedures; the
recruitment, evaluation, and professional development of the faculty; and for the
development and administration of the budget for the School (See Table V.3, p. 126).
Give
Compassionate
Service
As such, the Dean oversees the administration of the school, including the academic
program, faculty and staff hiring and promotion, and student admissions, enrollment,
and related activities.
The Dean, however, also plays an integral role in the academic and administrative
sides of the university as a whole. The Dean is a member of the Provosts Cabinet, which
meets weekly to discuss academic priorities for the University and issues considered by
the Presidents Cabinet that affect academics. The Provosts Cabinet also serves as a
sounding board for proposed university policies and university-wide initiatives. Through
the Provosts Cabinet meetings, the GSLIS Dean can raise issues and concerns of GSLIS
faculty, staff, and students. In addition, the Provosts Cabinet meetings foster the
opportunity for cross-fertilization of programs across the campus and interdisciplinary
planning and program development are encouraged. (Appendix V.2)
GSLIS is governed through it own set of bylaws that define the committee
structure and composition, the conduct of faculty meetings, and related procedures.
(Appendix V.3) The GSLIS Council (MLIS faculty, Dean, and LISSA representative)
meets at least once monthly, and more frequently if needed.
The six standing committees of the GSLIS Council meet on a regular basis to
address academic and program policy issues. Each committee consists of three faculty
members who serve staggered, three-year terms. The charge of each committee follows:
I Admissions Committee: This committee formulates admission policies for
the guidance of the Dean and consideration by the faculty and acts on
applications for admission when applications do not meet the admission
standards. The application files that do not meet the admission standards
set by faculty are submitted to the Admissions Committee for their
deliberation and recommendation. There are three faculty members on
the committee in addition to the Dean and the Assistant Dean for
Recruitment and Marketing, who shall be a member of the Committee
but not of the GSLIS Council. The faculty members serve for staggered
three-year terms. The Dean, in consultation with the Committee, has the
final decision on all admissions.
I Curriculum Committee and Academic Affairs Committee: This committee
studies the existing curriculum and its effectiveness in meeting the
objectives of the GSLIS. The committee is also responsible for hearing
student academic grievance as defined in the Student Handbook.
Proposals for major changes in the curriculum need not originate within
committee but are to be referred to it for study preliminary to their
presentation to the faculty. There are three faculty members on this
committee.
I Honors and Awards Committee: This committee is responsible for
recommending policies and establishing guidelines appropriate for
individual honors and awards in the recognition of student, alumni and
faculty for their academic and professional achievement. The committee,
through deliberations, selects and decides candidates for appropriate
honors and awards and solicits input from the faculty and the Dean in
making the final decision. There are three faculty members on the
committee.
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STANDARD V:
ADMINISTRATION AND
FINANCIAL SUPPORT
I Information Technology Committee: This committee evaluates
information technology needs for the School, recommends solutions,
and formulates information technology policies. There are three faculty
members on this committee.
I Lectures Committee: This committee takes full responsibility for
selection, promotion, and arrangements for public lectures during the
academic year. There are three faculty members on this committee.
I Program Assessment: This committee ensures the highest possible
quality and effectiveness in the delivery and assessment of the GSLIS
degree program of professional education and continuing library,
information, and knowledge educational opportunities for students,
practitioners, and decision makers. There are three faculty members on
this committee.
Faculty are nominated or nominate themselves for election to these committees and
the anonymous ballot is generally held each April, although the election is sometimes
deferred to the fall in order to incorporate new incoming faculty. The faculty also
elects the faculty adviser to LISSA. Ad hoc committees may be created by the Dean
and may include non-GSLIS Council members, but GSLIS full-time faculty must
chair them. The faculty also participate on university-wide committees and initiatives,
thereby providing a link to the university as a whole.
The seven GSLIS administrative staff report to the Dean and their job
responsibilities are specific to GSLIS. Similar to the faculty, the administrative staff
are members of committees and are involved in campus activities.
INSTITUTIONAL RESOURCES AND ADMINISTRATIVE SUPPORT FOR PROGRAM OBJECTIVES
The university provides resources and administrative support in a variety of ways for
the attainment of the GSLIS program objectives. These resources provide a framework
in which the school can develop, administer, and evaluate its programs and activities.
The key areas of institutional support include:
The President of the University: The President of the university meets quarterly
with each of the Deans, including the Dean of GSLIS, for a focused discussion of
the Schools program in relation to the universitys goals and initiatives, with
particular attention to planning, academic quality and innovation, budget and
fundraising, student affairs, and alumnae/i relations. She is available at other
times for consultation as needed. One of the defining characteristics of
President Donna Carrolls administration is the open-door policy she maintains
with faculty, staff, and students. As part of the full-time faculty searches, for
example, she meets with each faculty candidate as her schedule permits while
the candidate is on campus for an interview.
Office of the Provost: The Provost is the chief academic officer and a Vice
President for the university, and she is responsible for the general administration
of the university academic programs. The Dean reports directly to the Provost.
The Provosts Office provides support for the recruitment and appointment of
full-time and adjunct faculty members, represents and speaks on behalf of the
school in the Presidents Cabinet meetings, and holds regularly scheduled
meetings with the Dean to consult on academic planning, research, student, and
budget issues concerning GSLIS. The Provost is also the Chair of the Committee
on Faculty Appointments, which makes recommendations to the President for
faculty retention, promotion, and tenure.
Center for Teaching and Learning Excellence (CTLE): Operating under the
auspices of the Office of the Provost, the CTLE was established in Fall 2007 to
bring together resources that focus on faculty development throughout the
university. A series of speakers, seminars, and workshops about the teaching-
learning process has been the primary activity during its first year of operation.
Department of Information Technology: One of the departments central
functions is acquiring and managing the infrastructure of hardware and software
in support of the academic and administrative initiatives of the university.
Examples of the types of support that fall under this function include:
technology applications to support classroom instruction (e.g., Camtasia),
maintenance of course management software, faculty and staff training in the
use of technology, operation of a Tech Lab and student computer labs, and
operation of the registration and advising administrative network.
Office of Institutional Research and Assessment: The staff of this office
coordinates the assessment activities of the university and supports the
assessment efforts of the schools and departments. The office administers
course evaluations each term and surveys graduates upon the completion of the
program, as well as one year, five years, and ten years after graduation. In
addition, the office consults with schools and departments to develop
assessment tools that meet specific needs. When GSLIS began to offer its online
hybrid courses, for example, a new approach and format for course evaluations
was needed and the faculty worked with the Office of Institutional Research and
Assessment to develop an online survey.
Office of Research and Sponsored Projects: The universitys Office of Research
and Sponsored Projects is the initial point of contact for most faculty and
administrative staff seeking grants for research or academic program
development. The office also coordinates the activities of the Institutional
Review Board (IRB).
The Rebecca Crown Library: Although the Crown Library supports all of the
academic programs of the schools on campus, it maintains a unique role with
GSLIS. In addition to acquiring materials to support the schools curriculum, the
library has facilitated the development of specialized collections of childrens
literature, readers advisory titles, reference sources, and K-12 curriculum
materials. The librarians support the GSLIS curriculum by offering general and
course-related instruction sessions for students. Each semester, at least one of
the librarians also teaches a GSLIS course, which in recent years has included
LIS764: Library User Instruction, LIS772: Academic Libraries, and LIS722: Library
Materials for Young Adults. The Crown Library Graduate Assistantship program,
a joint GSLIS/Library scholarship initiative established in 2005, provides up to
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STANDARD V:
ADMINISTRATION AND
FINANCIAL SUPPORT
three GSLIS students each year the opportunity to gain academic library
experience. The students, who receive tuition remission and part-time
employment at the library, have assisted with archives projects, instruction
and reference services, and collection management projects.
Center for Career Development: The GSLIS Coordinator of Student Placement is
the primary point of contact for GSLIS students as they prepare for their career
search, but the universitys Center for Career Development extends the career
resources of GSLIS by maintaining the online e-Recruiting system and providing
access to library career exploration and job search materials.
Finance and Business Department: This department has responsibility for
generating reports regrading the universitys budget and financial services,
administration of faculty/staff benefits and general human resources programs,
and operation of physical facilities and auxiliary services. Specific offices include
the Business Office, Human Resources, and Events and Conference Services.
Office of Marketing and Communication: The staff of this office works with
GSLIS to develop public relations efforts and to prepare publications, marketing
materials, and web communications.
Office of Institutional Advancement: The Institutional Advancement staff
works with GSLIS on any fundraising efforts, particularly as they relate to
sponsorships and individual or alumnae/i gifts. A particularly noteworthy gift
is the Follett Corporations gift in 2002 to create an endowed chair in library
and information science.
Division of Student Affairs: This division provides support services to GSLIS
students primarily in the areas of ADA accommodations, health services, and
counseling services.
In sum, institutional support for GSLIS to meet its program goals and objectives is
robust and varied. The schools administrative and organizational structure fosters its
autonomy as an academic unit of the university, but one that is integrated with the
overall mission and goals of the institution.
V.2 The schools faculty, staff, and students have the same opportunity for
representation on the institutions advisory or policy-making bodies as do those
of comparable units throughout the institution. The schools administrative
relationships with other academic units enhance the intellectual environment
and support interdisciplinary interaction; further, these administrative
relationships encourage participation in the life of the parent institution.
At the program level, all MLIS full-time faculty participate in governance and policy
through the GSLIS Council. At the institutional level, the universitys full-time faculty
participate in the universitys committee and governance structure through the
Academic Council. The function, structure and operations of the Dominican
University Academic Council are described in the Faculty Handbook (Appendix V.1).
Faculty have both the opportunity and the obligation to serve on university
committees. University committee appointments held by GSLIS faculty during the
current academic year, 2007-2008, are indicated in Table V.1:
TABLE V.1
GSLIS FACULTY ASSIGNMENTS TO ACADEMIC COUNCIL UNIVERSITY COMMITTEES
(2007-2008)
Name Committee
Marjorie Bloss Assessment
Karen Brown Faculty Development
Bill Crowley Faculty Appointments
Janice Del Negro University Affairs
Mary Pat Fallon Elections
Gertrude Koh Program Review
Michael Leonard University Affairs
Kate Marek Graduate
Susan Roman Graduate
Planning
Debra Mitts-Smith Instructional Support
Taverekere Srikantaiah Post-Tenure Review
Michael Stephens University Affairs
Edward Valauskas Instructional Support
The faculty also serve on ad hoc committees and task forces of the university. Recent
examples include Kate Marek and Karen Browns participation on the universitys ad
hoc Online Instruction Committee, which was established in 2006 to recommend
best practices of online course design and implementation. Kate Marek, Susan
Roman and Michael Stephens participated in the university-wide information
technology planning sessions during Fall 2007. In addition, faculty are also often
appointed to search committees for academic and administrative positions.
Although the graduate schools at Dominican University have significant
autonomy with regard to curricular issues, interdisciplinary activities are encouraged
and frequently result in new initiatives. The development of the Knowledge
Management interdisciplinary masters degree between GSLIS and the Brennan
School of Business was accomplished largely at the initiative of GSLIS faculty, who
worked with academic administrators to solidify and establish the degree and to
request its approval from the Graduate Committee, a committee with representatives
from all of the graduate schools. The Director of the School Library Media Program
works closely with the School of Education, and one result of this collaboration is the
recent curriculum decision that enables students pursuing the Type 75 certification
(school administrator certification) to apply GSLIS courses to the Education Masters
Degree program. In addition, the proposed Center for Childrens Literature is a result
of discussions and collaboration among GSLIS and School of Education deans, faculty
and the Director of the Crown Library, and has resulted in over $150,000 in gifts as
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seed money for the new center. Initial discussions have also taken place between the
Deans of the Graduate School of Social Work and GSLIS about development of a
joint degree program. These examples reflect creative thinking and strategic planning
to maximize the expertise of faculty members between and among the schools with
the goal of increasing educational opportunities for students.
In addition, the GSLIS administrative staff serve on search committees,
participate in various operational meetings, and forge strong working relationships
throughout the university. They work with staff affiliated with the various off-campus
programs. For example, GSLIS staff interact on an almost weekly basis with the staff at
the Grayslake site and the various downtown Chicago locations. While many of these
activities are in support of the smooth administrative functioning of the program, they
also create an environment conducive to cooperation and intellectual growth.
V.3 The executive officer of a program has title, salary, status, and authority
comparable to heads of similar units in the parent institution. In addition to
academic qualifications comparable to those required of the faculty, the
executive officer has leadership skills, administrative ability, experience, and
understanding of developments in the field and in the academic environment
needed to fulfill the responsibilities of the position. The schools executive officer
nurtures an intellectual environment that enhances the pursuit of the school's
mission and program goals and the accomplishment of its program objectives;
that environment also encourages faculty and student interaction with other
academic units and promotes the socialization of students into the field.
GSLIS DEAN: QUALIFICATIONS, EXPERIENCE, AND EXPERTISE
At Dominican University, the President appoints all deans for three-year renewable terms,
and they report to the Provost of the university. The GSLIS Dean leads the faculty in
accomplishing the mission, goals and objectives of the school and, as appropriate, the
university. The Dean is also responsible for fostering the maintenance and growth of the
school and the professional development of the faculty, for establishing priorities among
existing programs, for enhancing the visibility and reputation of the school and for
allocating the budget to accomplish those responsibilities.
With the exception of Rosary College Arts and Sciences, Deans are responsible
for the recruitment and admissions of students; as a tuition-based institution, the
Deans are therefore responsible for projecting and delivering the majority of the
revenue for the institution. The current Dean of GSLIS, Susan Roman, joined the
university on June 1, 2005 and is in her third year of appointment.
Dean Roman is a recognized leader within the field of library and information
science. She received her undergraduate degree from Washington University in St.
Louis, her masters degree in library science from Dominican University, and holds a
Ph.D. from the University of Chicago. She has been a librarian at the Deerfield Public
Library, the Northbrook Public Library, and the American Medical Association, and
has taught in the graduate library schools at the University of Chicago and Dominican
University. From 1986 until 2005, she served in various capacities at the American
Library Association, including Executive Director for the Association for Library
STANDARD V:
ADMINISTRATION AND
FINANCIAL SUPPORT
Service to Children and the Association of Library Trustees and Advocates, as well
as Director of Development. In that last capacity, she was a member of the Senior
Management Team of ALA. She has served on a variety of regional, state, and national
library committees, and she currently serves on the Council of ALA and the Board of
Directors of ALISE.
Roman is a member of the national advisory committees for the International
Childrens Digital Library, First Book, Public Televisions Ready to Learn, and for
PBSs childrens television series Reading Rainbow. She has led delegations of childrens
literature specialists to Russia, Eastern Europe, Brazil, Cuba, Australia, India and
China. Having raised millions of dollars in both private and federal funds for library
programs and initiatives, Roman also is an author and frequent speaker on issues
related to fundraising, public libraries, management, family literacy, and childrens
services. (Full vitae: Appendix V.4)
GSLIS DEANS ROLE AND ACTIVITIES IN SUPPORT OF THE SCHOOL
Faculty
The Dean facilitates the monthly GSLIS Faculty Council meetings to advance and
conduct the business related to the Schools academic programs. These meetings are
augmented by other forums such as faculty retreats and informal meetings to discuss
specific issues related to programs, budget, strategic planning and the like. Before the
start of the 2207-2008 academic year, for example, a faculty retreat (Appendix V.5)
was held to review progress in meeting the goals and objectives of the Strategic Plan.
The Dean is an ex officio member of all GSLIS committees, and is, by virtue of her
position, a member of many university committees. In service to the school, she serves
on the following committees:
I Chair, GSLIS Faculty Council, 2005-present
I Chair, GSLIS Steering Committee for COA, 2005-2006
I Ex-officio member of GSLIS Faculty Committees, 2005-present
I Convener, GSLIS Alumni Council, 2005-present
I Convener, GSLIS Advisory Board, 2005-present
I Administrator, GSLIS/IMLS Grant for The Impact of Public Library Summer
Reading Program on Student Achievement, 2006-present
I Chair, World Libraries Editorial Board
In service to the university, she serves on the following committees:
I Member, Provosts Cabinet, 2005-present
I Member, University Planning Committee, 2005-present
I Member, University IT Committee, 2005-present
I Member, University Enrollment Committee, 2006-present
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I Member, University Budget Committee, 2006-present
I Advisor, Center for Dominican Historical Studies, 2005-present
I Member, Search Committee for Provost, 2006
I Member, Search Committee for Chief Officer, Office of Communications
and Marketing, 2007
I Member, Search Committee for Associate Provost, 2007
I Member, University Academic Council, 2005-present
I Member, Integrated Marketing Team, 2007-present
I Member, Search Committee for University Librarian, 2007-2008
I Member, IT Planning Committee
The variety of academic and administrative issues addressed in these committees
ensures that the Dean has input into policies and initiatives that affect the school.
Students
The Dean communicates with students through print and electronic letters to keep
them abreast of new activities, and she holds frequent small group discussions and
one-on-one conversations. She also meets with students in scheduled, informal
conversations and with the officers of LISSA on a regular basis. She frequently
counsels students regarding career choices and opportunities, and she reviews and
approves independent study proposals and practicum applications not only to monitor
academic quality but also to determine areas of student interest and trends related to
the curriculum. In her role as Dean, she is available to students who have concerns or
questions about the curriculum or specific courses, and she is the person who mediates
grade disputes.
The Dean frequently requests participation of students to serve on faculty
and/or university-wide committees, as needed. She often calls upon officers of LISSA
to participate in formal university events, such as prospective student open houses,
new student orientations, and the GSLIS student representative to carry the school
banner at the university convocation and graduation ceremonies. Students have also
been invited to serve on the work teams that drafted the Program Presentation for the
Committee on Accreditation. The Dean has also solicited student input for new
initiatives such as the ELL21 Seminars (Emerging Library Leaders for the 21
st
Century
Seminars). These interactions provide valuable input about the preferred topics,
activities and issues that students would like to see addressed to expand their
educational experience at Dominican University.
Advisory Board
The Dean has expanded and diversified the membership of the GSLIS Advisory Board
over the past two years to include representation from various types of libraries,
information centers, knowledge management organizations and related information
agencies. The Advisory Board members are nationally recognized as leaders in the
profession and their recommendations have been particularly important during this
period of the schools growth and development.
STANDARD V:
ADMINISTRATION AND
FINANCIAL SUPPORT
GSLIS Advisory Board Members, 2007-2008
Carolyn Anthony, Director, Skokie Public Library
Jane Burke, General Manager Serial Solutions & Vice President, ProQuest
Alice Calabrese, Executive Director, Metropolitan Library System
Anne Craig, Director, Illinois State Library
Jacqueline Crook, Consultant (and former Region Librarian, Chicago
Public Schools)
Mary Dempsey, Commissioner, Chicago Public Library
Martin Gomez, President, Urban Libraries Council
Carla Funk, Executive Director, Medical Library Association
Sarah Ann Long, Executive Director, North Suburban Library System
Judith Nadler, Director and University Librarian, University of Chicago Library
Sarah Pritchard, University Librarian, Northwestern University Library
Bernard Reilly, President, Center for Research Libraries
Robert Sibert, President, Bound to Stay Bound Books
Robert Seal, Dean of Libraries, Loyola University Chicago
Lorelle R. Swader, Director, Office of Human Resource Development and
Recruitment, American Library Association
Generally the Advisory Board meets quarterly throughout the academic year. At these
meetings, the Dean provides the members with an update on current events and
initiatives. Additionally the Dean facilitates a discussion about proposed plans for the
program and she encourages responses to the question that concludes at each meeting:
What Else Should We Be Doing? Sample meeting agendas are available in the
Appendix. (Appendix V.6). Some members served on the 2005 strategic planning
dream team and participated in the two-day visioning weekend event. (Appendix V.7)
In addition, some Advisory Board members have worked on the Program Presentation
for Accreditation by participating in focus groups and reviewing draft documents.
Alumnae/i
As a private institution, effective relationships with alumni are essential and the Dean
has expanded and increased this area of activity. She works directly with the GSLIS
Alumni Council in a variety of ways, as outlined in the Alumni Council Bylaws
(Appendix V.8). Although the Dean appoints members to the Alumni Council to
serve a three-year term, suggestions are solicited from current council members. The
Dean has expanded and increased the diversity of the Alumni Council members since
her arrival in 2005. She has included new graduates, along with more experienced
graduates. She has sought cultural diversity and subject specialty diversity, as well.
(Appendix V.9)
The primary function of the Alumni Council is networking and career
counseling with current students and recent graduates. The council meets quarterly in
person and at other times via conference call, with the meetings convened by the
Alumni Council President. (Appendix V.10)The President works with the Dean to
prepare an agenda. Chief among the events planned by the Alumni Council is the
Career Exploration Day, typically held in February. Presentations and discussions by
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alumni focus on real-life experiences related to career paths and decisions, job
searches, and interviewing tips and techniques. This program is well received by
students and recent graduates, and the audience size usually reaches between 75-90
participants. See Appendix V.11 for materials from sample programs. Additionally,
Alumni Council members attend graduation ceremonies and formally welcome the
graduates to the profession and the Alumni Association. All graduates are automatically
members of the Alumni Association and receive updates about the program through
the Alumni Newsletter. Last year, the newsletter was officially named Off the Shelf and
its visibility was increased with online access. It is planned that one issue each year is
also published in print format to include in various School mailings and promotional
packets. We solicit information from all of our graduates for the newsletter. In
addition, the Alumni Council designates one person to be responsible to identify and
provide news about our graduates and the school in general.
During the past two years, Alumni Council members have increased their
participation at various professional meetings on behalf of the school and plans are
underway to work with the Dean on fundraising efforts. They have, for instance,
hosted Alumni Reunions at the annual meetings of the American Library Association,
the Illinois Library Association, Association for Library and Information Science
Education, Special Library Association, and the Illinois School Library Media
Association. This representation at events has been particularly helpful to the program,
because the Dean and faculty members are not always able to attend the numerous
association meetings throughout the year. Even when the Dean and faculty members
are in attendance, it has been an added value to have Alumni Council members bring
greetings as well. With regard to fundraising opportunities, an initiative that involves
the participation of Alumni Council members in an effort to raise a GSLIS endowment
has been approved by the University and an action plan is in development. In
comparison to the other graduate schools, GSLIS has the highest percentage (38%) of
alumni who donate to the university, making this new initiative particularly timely.
V.4 The schools administrative and other staff are adequate to support the executive
officer and faculty in the performance of their responsibilities. The staff
contributes to the fulfillment of the schools mission and program goals and
objectives. Within its institutional framework the school uses effective decision-
making processes that are determined mutually by the executive officer and the
faculty, who regularly evaluate these processes and use the results.
Over the past three years, the administrative staff positions and organizational
structure of the GSLIS office have been reviewed, diversified, and realigned to match
more strategically the programs goals. Some of the realignment was specifically related
to input from students on surveys. The need for strengthened practicum and career
services, for example, resulted in the creation of a new administrative position,
Coordinator of Student Placement. The staff positions, key roles and responsibilities,
staff names, and year of appointment are summarized in Table V.3. Vitae of the Dean;
Assistant Dean for Recruitment and Marketing; Coordinator of Placement; and
Instructional Services Coordinator are available as an appendix (Appendix V.12).
STANDARD V:
ADMINISTRATION AND
FINANCIAL SUPPORT
TABLE V.2
GSLIS ADMINISTRATIVE STAFF
Position and Primary Roles and Name of Year of
Responsibilities Person Appointment
Dean and Professor Susan Roman 2005
I Chief academic and administrative officer of the School
I Lead the faculty in accomplishing the mission, goals
and objectives of the School and as appropriate,
the University
I Development, maintenance, and assessment of the
academic programs
I Recruitment, evaluation, and professional development
of the faculty and staff
I Development and administration of the budget for
the school
Assistant Dean for Recruitment and Marketing Tracie Hall 2006
I Recruitment and admissions
I Develops GSLIS recruitment plan
I Administrative support for new and continuing
GSLIS students
I GSLIS Orientation and information sessions
I Develops marketing, publicity, and communications plan
I Develops diversity and targeted recruitment initiatives
I Oversees administrative support for GSLIS programs
and events
I Supervises student workers
I Management of cohorts, grants and other projects as
assigned by Dean
Coordinator of Student Placement Lenora Berendt 2006
I Responsible for development of Student Placement
Center
I First point of contact for student practicums and
internships; coordinate placement for all GSLIS
practicums; maintain list of host sites
I Track, post and recruit students for practicums and
internships
I Career services: counsel/advise students on practicums
and internships; resume and cover letter review;
interview preparation; creating portfolio and credential
files; job placement assistance
Instructional Services Coordinator Marie-Louise Settem 1998
I IT and Media Services facilitator for GSLIS faculty
I Converting and posting syllabi
I Assist with various products: Dialog, LexisNexis,
Cataloging Tools, Blackboard, CampusWeb
I Jenzabar reporting
I Contact for mass-mailing via e-mail to students/
alumni, etc.
I Web site support and contact
I Administer Information Technology Competency
requirement
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GSLIS Administrative Staff continued
Position and Primary Roles and Name of Year of
Responsibilities Person Appointment
Administrative Assistant to the Dean Talonda Burnett 2007
I Main point of contact for adjuncts (communications
from GSLIS, Registrar, etc.)
I Schedules appointments for the Dean
I Handles requests for storage space, mailboxes, mailroom
keys
I Handles reimbursement requests
I Administers end of semester evaluations
I Liaison to commencement/graduation events
I Liaison to Beta Phi Mu
Administrative Assistant to the Assistant Dean Teresa Espinoza 2007
I Supports recruitment and admissions process for
Assistant Dean
I Serves as main contact/receptionist for the school
I Oversees work of student workers
I Serves as general office manager for supplies, etc.
Administrative Assistant, School Library Media Program Sharon Parker 2007
I Support for SLMP program requirements, schedules
seminars & information sessions
I Logistical support for programs and events (secures
rooms, catering, A/V)
Coordinator of School Library Media Placement Alexis Sarkisian 2006
(part-time position)
I Oversees placement of SLMP students in elementary
and high school libraries for clinical practice
I Identifies potential placement sites
I Advises students about clinical practice options
I Liaison between students and site supervisors
In addition to the full-time staff noted in the above table, Linda Vertrees works part-
time as Managing Editor of the Schools journal World Libraries. She holds a Masters
degree in library science and came to work at Dominican following a long career at
The Chicago Public Library.
Staff members are reviewed on an annual basis in conformance with the
performance appraisal process of the University. (Appendix V.13). The process is designed
to capture the past years performance and to assist in establishing new goals and
objectives through discussion between the staff member and her supervisor. The priorities
for the coming year that correspond with each position are based on the programs overall
goals. Supervisors try to meet quarterly with staff members to gauge the success of
employees in meeting their goals and objectives. At these meetings, adjustments are made
if necessary, especially if the program has changing priorities. In addition, the position
description of each staff member is reviewed annually and revised as needed.
The staff meet weekly as a group with the Dean to discuss internal operations,
propose solutions to identified problems and for general purposes of communication.
Decisions are recorded in the procedure manual and in documentation maintained on
a shared drive on the campus network. (Appendix V.14)
STANDARD V:
ADMINISTRATION AND
FINANCIAL SUPPORT
The school also hires 10-12 graduate students each year to provide faculty and office
assistance. The Assistant Dean for Recruitment and Marketing oversees the hiring and
supervision of student workers. Graduate student assistants can work up to ten hours
per week and their responsibilities vary but have included office reception by
telephone and in person, preparation of admissions and marketing packets, research
support for faculty, and organization of instructional handouts and related materials
for faculty.
SUMMARY
Taken together, the roles and responsibilities of the administrative positions are
strategically aligned to advance the mission and goals of the school. The position
changes during the past three years were implemented to address concerns of students
and to meet the needs of the school as it moves in new directions.
FINANCIAL SUPPORT
V.5 The parent institution provides continuing financial support sufficient to develop
and maintain library and information studies education in accordance with the
general principles set forth in these Standards. The level of support provides a
reasonable expectation of financial viability and is related to the number of
faculty, administrative and support staff, instructional resources, and facilities
needed to carry out the school's program of teaching, research, and service.
Financial support for the school is provided through multiple means. As a private
higher education institution, the university relies on tuition for a major portion of
its budget. Tuition is set by the universitys Budget Committee, of which the GSLIS
Dean is a member, along with the other Deans, administrators, and faculty
representatives. The schools budget is developed by the GSLIS Dean, based upon
enrollment projections and a contribution ratio. The contribution ratio is negotiated
with the Provost, who is, in turn, responsible for negotiating the overall contribution
of the academic programs to the universitys budget.
The overall size of the GSLIS operating budget over the last three years has
grown by 15%. The numbers reflecting this increase are summarized in Table V.3.
TABLE V.3
GSLIS OPERATING BUDGET
(2004-2008)
Fiscal Year GSLIS Operating Budget
Fiscal Year 2004-05 $2,340,176
Fiscal Year 2005-06 $2,406,590
Fiscal Year 2006-07 $2,432,206
Fiscal Year 2007-08 $2,689,595
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As the program has expanded and enrollment has grown, the budget has also increased.
The financial support of the parent institution is evidenced by the fact that the budget
has growth at a higher rate than the actual enrollment growth.
Another picture of GSLIS budget in relation to the university is the contribution
ratio, which is calculated as the contribution (net tuition revenues less operating expenses)
divided by net tuition revenues. This ratio has stayed consistent at approximately 51.9%
over the past four years. The stability of the contribution ratios for the academic
programs, including the GSLIS program, has been important during a period when
the university has pursued major capital additions and absorbed significant increases
in interest and depreciation costs.
During the spring budget development process, each academic unit submits
a proposed budget to the Provosts Office. The budget is accompanied by a budget
narrative and a multi-year plan that is derived from the universitys strategic planning
process. The proposed budget must be consistent with the preliminary contribution
ratio and includes the following components:
a) projected revenues, based on enrollment forecasts that are updated by
Institutional Research each semester;
b) estimated salary data, based on full-time faculty positions (existing and
new; the latter as authorized by the Provost), part-time faculty positions
determined by the estimated number of course sections, and staff
positions subject to final budget approval;
c) estimated benefits data, based on information provided by the
Controller; and
d) requested operating and scholarship/grant funds.
Each schools ratio, based on the above detail, is individually reviewed for consistency
with the negotiated ratio and to identify any change from prior years data. The
contribution for all schools is combined to determine the overall budget status in
conjunction with projected non-tuition revenues and requested non-academic
operating funds. The universitys Budget Committee reviews the data and balances all
of the stated priorities, guided by the universitys strategic plan. The Dean serves on
the Budget Committee. Adjustments are made as necessary and might include some
modification to the contribution ratios of individual schools. Adjustments to staff
positions are part of a university-wide assessment of staffing needs, while adjustments
to operating budgets are guided by academic contribution ratios.
Additional financial sources result from partnerships and grant funds in support
of academic initiatives. For instance, GSLIS successfully collaborated twice with the
Chicago Public Schools (CPS) to apply for grant funding through the Institute of
Museum and Library Services (IMLS). The initiative provides the opportunity for
CPS teachers to complete their MLIS degrees with a Type 10 certification, thereby
qualifying them to work in K-12 school libraries. IMLS grant funds cover 40% of the
tuition for each student and GSLIS offers a 40% reduction in tuition for this cohort
so that students in the program only pay 20% of tuition for their degree.
GSLIS has also collaborated with the Chicago Public Library (CPL) to develop
a targeted approach that will increase the number of CPL staff with ALA-accredited
MLIS degrees. In 2006, the Commissioner of the Chicago Public Library invited
the Dean and faculty members to talk to CPL staff who had expressed interest in
completing an MLIS. The initiative has allowed CPL the opportunity to provide
career-ladders for promising employees and for the employees to take advantage of an
STANDARD V:
ADMINISTRATION AND
FINANCIAL SUPPORT
increased number of classes offered by GSLIS in the downtown area. CPL supervisors
identify and recommend prospective students, and upon acceptance into the GSLIS
program, CPL provides tuition support and time release from work.
Other partnerships are being explored at this time by the GSLIS administrative
staff in consultation with faculty members. The Oswego District Public School System,
for example, invited GSLIS to offer courses at its facility. That area of the state has one
of the fastest growing school districts in the country. Within the next five years, they
expect to build approximately 17 new schools, and the Districts administration plans
to hire certified school library media specialists for each of its schools. The District has
provided classroom space for GSLIS courses and will encourage teachers to earn their
MLIS with Type 10 certification. The school district is not offering tuition
reimbursement for their teachers; however, students enrolled in the program have the
opportunity to take a sequence of courses that will allow completion of a degree in
three years in their community.
V.6 Compensation for a programs executive officer, faculty, and other staff is
equitably established according to their education, experience, responsibilities,
and accomplishments and is sufficient to attract, support, and retain personnel
needed to attain program goals and objectives.
As part of its strategic planning process, the university has identified a group of peer
and aspirant institutions against which to compare itself on key variables. An
important point of comparison is faculty salaries. The mean salaries at Dominican
University (as of Fall 2006) are as follows: Assistant Professor, $51,875; Associate
Professor $65,958; and Professor $72,617. The university has set benchmarks that will
ensure that it remains not only competitive with its peers, but moves toward a level
that is commensurate with its aspirant institutions. (Salary data are available on site.)
Dominican University faculty and staff have enjoyed across-the-board salary
increases for several years, with the average increase of between 3%-3.5% for 2005-
2007. Each year, the salary data for faculty are examined by the Provosts office to
identify any inequities that may have resulted from salary compression or other factors.
Based on these data, salary adjustments are made and any increases are computed.
The Department of Human Resources helps to establish competitive salaries for
staff members by reviewing the salary schedule of other colleges and universities and
recommending equitable salaries for similar positions at Dominican University. In
addition, the Department of Human Resources spearheaded a review of all position
descriptions with the goal of creating equity across the campus for similar types of
positions. In 2004, every staff position was graded and salary ranges established for each
of the grades. A consistent approach to performance appraisals was fostered with the
development of a standardized form that is used by staff in every department across the
campus. When a new position is established, the Director of Human Resources consults
with the Dean or departmental head to rank the position according to similar positions
in other schools and departments on campus. Competing positions in the Chicago-area
market for nonprofit organizations are also reviewed to determine appropriate rank.
For adjunct faculty, the universitys salary range is regarded as low in comparison
with adjunct salaries at other library/information science academic programs. The
current university salary range for adjunct faculty is $1,900-$2,500 per course.
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However, there is wide recognition that this range is not competitive and the President
of the university appointed a task force to recommend a plan to bring the salaries
more in line with other institutions of higher education in the Chicago area. The
task force is recommending that, beginning with the 2008-2009 academic year, the
adjunct faculty salary range be increased to $2,200-$3,000, with a built-in increment
for raises depending on length of teaching time. Occasional adjustments based on
program need and market conditions may be made at the discretion of the Dean, and
in GSLIS, most adjunct faculty are paid $2,000-$2,600 per course.
V.7 Institutional funds for research projects, professional development, travel, and
leaves with pay are available on the same basis as in comparable units of the
institution. Student financial aid from the parent institution is available on the
same basis as in comparable units of the institution.
Faculty are eligible for faculty development funds on the same basis as faculty from
other units. These policies are described in the faculty handbooks of each school.
As described in Standard III, grant programs and travel money are available
upon application to the Dean of each school and to certain committees with
responsibility for awarding internal grants. Last year, the responsibility for signing off
on applications for professional development was turned over to each of the deans. In
the past, the Provosts Office was the official signature for such requests. University
support across the university for conferences in which the faculty member is not a
presenting participant is limited to $600; for those reading a paper or otherwise
participating, support of $1200 is available. As Table V.4 indicates, the amount is not
limited to one-time conference attendance or participation. In other words, it is not
unusual for a faculty member to attend two or more conferences per year.
TABLE V.4
OVERALL GSLIS FACULTY TRAVEL SUPPORT
(2004-2007)
Year Amount
2004 $13,650; Ave. amount per faculty member: $1250
2006 $15, 237; Ave. amount per faculty member: $1904
GSLIS receives funding for student financial aid from the university in a ratio
comparable to most of the other graduate schools on campus. During the current
fiscal year, 2007, GSLIS has been able to award $178,698 in financial aid, which is
3.9% of the tuition revenues. In comparison, The Brennan School of Business has
awarded $122,709 or 3.8%, the School of Education has awarded $141,364 or 3.9%,
and the School of Social Work has awarded $94,375 or 5.2%.
STANDARD V:
ADMINISTRATION AND
FINANCIAL SUPPORT
V.8 The schools planning and evaluation process includes review of both its
administrative policies and its fiscal policies and financial support. Within
applicable institutional policies, faculty, staff, students, and others are involved
in the evaluation process. Evaluation is used for ongoing appraisal to make
improvements and to plan for the future.
As emphasized throughout this report, the school has a history of involving key
stakeholders in its decision-making process. At both the campus level and within the
school, the elements of the Strategic Plan provide the overall framework for planning,
decisions, and activities.
Evaluation is undertaken at many levelsfrom student evaluations of
instruction at the course level to exit surveys of GSLIS graduates, to surveys created
and distributed by the Office for Institutional Research and Assessment. Dominican
participates in the Library Journal placement and salary surveys conducted each year.
Focus groups have been conducted for marketing purposes, and, most recently, to
triangulate results from these surveys.
The size, accessibility, and the character of the institutions and organizations
with which Dominican University partners invite student input and feedback.
Students expect to be able to communicate directly with faculty, staff, administrators,
and the President, and often do. Through these mechanisms, the school is aware of
issues to be addressed, and considers these when making decisions and when planning.
Student representatives of LISSA regularly attend GSLIS Faculty Council meetings.
The Alumni Council meets on a regular basis, usually quarterly, with conference calls
to conduct business between meetings; thus alumni feel engaged with the school as it
evolves and grows.
At the institutional level, Dominican University engages in a comprehensive
planning process. This is outlined on the inside cover of the Planning Portfolio.
(Appendix V.15) The university regularly engages in planning and evaluation,
frequently using outside consultants to guide this process. The Campus Master Plan
reflects many years of ongoing examination of the universitys capacity to
accommodate its projected growth. As mentioned earlier, an enrollment management
consultant assisted the university and GSLIS in determining steps needed for accurate
enrollment forecasting and management. The universitys Planning Portfolio has been
distributed to every faculty member, and hearings and discussions regarding the
planning process have been conducted on a regular basis.
The Key Performance Indicators and the Operating Priorities serve as convenient
feedback loops to guide all units toward achieving the universitys goals and objectives.
The university is in the middle of a ten-year plan, making this a transition year.
During this 5
th
year, the President of the university has asked the Planning Committee
to divide up into smaller committees to examine our progress towards the established
goals and recommend any changes to these goals, key performance indicators, and
operating priorities for the next five years (up to 2012). We are routinely, at least
quarterly, re-visiting the University Strategic Plan to monitor progress and adjust future
goals if needed. This is the strength of our President: the regular review and
adjustment of progress towards goals and priorities. Throughout this process, the
universitys resources are deployed to achieve its mission.
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SUMMARY
Dominican University is in a growth mode, and the decisions it makes with regard to
new initiatives are undertaken with due diligence and with continual monitoring for
fiscal and academic accountability. The Graduate School of Library and Information
Science is administered in an institutional culture that values reflection and dialogue.
Whenever possible, decisions are made with the input of constituents, both internal
and external.
Constituent groups meet on a regular basis to consider the direction of the
program and to provide suggestions and comments on its development; the
partnerships that have characterized the schools recent history provide an additional
measure of input and accountability.
SOURCES OF EVIDENCE: TABLES AND MATERIALS IN APPENDICES
Tables
Table V.1: GSLIS Faculty Assignments to Academic Council University
Committees, 2007-2008
Table V.2: GSLIS Administrative Staff: Name, Roles and Responsibilities,
Year of Appointment
Table V.3: GSLIS Operating Budget, 2004-2008
Table V.4: Overall GSLIS Faculty Travel Support, 2004-2007
Appendices
Appendix V.1: Dominican University Faculty Handbook
Appendix V.2: Provosts Cabinet Sample Agendas
Appendix V.3: GSLIS Bylaws, revised April, 2006
Appendix V.4: Vitae of Susan Roman
Appendix V.5: Agenda for August 2007 Faculty Retreat
Appendix V.6: GSLIS Advisory Board Sample Agendas
Appendix V.7: GSLIS Visioning Weekend List of Participants
Appendix V.8: GSLIS Alumni Council Bylaws
Appendix V.9: Alumni Council Members
STANDARD V:
ADMINISTRATION AND
FINANCIAL SUPPORT
Appendix V.10: GSLIS Alumni Council Sample Agendas
Appendix V.11: GSLIS Alumni Council Career Exploration Day (sample materials)
Appendix V.12: Vitae of the Dean; Assistant Dean for Recruitment and Marketing;
Coordinator of Student Placement; and Instructional Services
Coordinator
Appendix V.13: Dominican University Performance Appraisal Documents
Appendix V.14: GSLIS Staff Meeting Agendas (samples)
Appendix V.15: Dominican University, Planning Portfolio, 2002-2012 (Strategic Plan:
Launching Our Second Century; Strategic Plan: Operating Priorities,
2003-2008; Key Performance Indicators; Strategic Planning Calendar,
2001-2015; The Campus Master Plan)
132
STANDARD VI:
Physical Resources and Facilities
Submitted to the
February 2008
HERITAGE
Our Catholic heritage affirms students
commitment to social responsibility and the
service of others while shaping their sense of
higher purpose.
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Standard VI:
Physical Resources and Facilities
VI.1 A program has access to physical resources and facilities that are sufficient to
the accomplishment of its objectives.
OVERVIEW
The Graduate School of Library and Information Science (GSLIS) is part of a small,
teaching university whose educational tradition is based in the liberal arts. The
resources and facilities provided by the parent institution are therefore on a scale
appropriate to their mission and character. GSLIS is housed in the 71,000 square foot
ALA-AIA award winning Rebecca Crown Library building on the River Forest
campus. Classrooms, faculty offices, GSLIS administrative offices, student lounge
area, the university library, computer labs, media-production facilities, and the Cyber
Caf are located conveniently together in this modern and comfortable building.
In recent years, the university has undertaken major construction projects,
which have resulted in substantial improvements to the universitys overall facilities
and services. Each project has been designed and carried out so that the distinctive
character of the parent institution is captured, while also providing new opportunities
for learning. Although the renovation of the Crown Library in 2003 directly affected
GSLIS, more recent university building projects have expanded the availability of
enhanced educational facilities for use by the school.
With the Fall 2007 opening of Parmer Hall, now the largest building on
campus measuring 124,000 square feet, additional faculty offices and instructional
space on the third floor of the Crown Library became available to GSLIS students and
faculty. A computer lab will be converted into a GSLIS student lab and lounge and a
meeting room, Crown 303, will be available for faculty use when not scheduled.
Another shared faculty lounge is located in the lower level of Lewis Hall. With the
proposed move of the Brennan School of Business and Rosary College faculty to the
universitys newest academic building, Parmer Hall, additional offices will be available
exclusively for GSLIS faculty on the third floor of the Crown Library. This change will
allow all of the GSLIS faculty and students to be located in one space on campus, for
classes, meetings, lectures, and informal gatherings. GSLIS, however, will also be able
to take advantage of new facilities in Parmer Hall for lectures, as well as the use of
classrooms. These new classrooms are technologically advanced, which is especially
conducive for GSLIS classes that focus on the use of new technologies.
CLASSROOMS
GSLIS classes on the Dominican University campus are usually scheduled in the
classrooms located on the third floor of Crown, adjacent to GSLIS faculty offices and
the administrative suite. These five classrooms are all equipped with an instructor
workstation and ceiling-mounted projection capability. Two of the smaller classrooms
Superior
Programs,
Convenient
Locations
(310A and 310B) seat 20-24 students and have tables and chairs on wheels to facilitate
arranging the furniture to meet the specific instructional need. A tiered classroom
seating forty students provides an environment conducive to case presentations.
Two larger classrooms seating 32 and 27 respectively are also available; one of these
classrooms is designated as a computer lab classroom. All of the new classrooms in
the Crown building are equipped with mounted projectors, VCR/DVD players, a
networked PC and document cameras. Several also are capable of receiving and
projecting satellite transmissions. Two of these classrooms and the library training
room are also equipped with networked PCs for students use.
Occasionally, MLIS classes are scheduled into computer classrooms located in
other buildings on campus, but given the intimate nature of the campus, this is not
seen to be a problem.
Some classes that do not require technology for every session are scheduled in
older classrooms in Lewis Hall. However, fewer and fewer GLSIS courses can be
offered without access to electronic resources. It should be noted that the universitys
campus master plan calls for a systematic upgrading of classrooms, which has been
implemented as scheduled.
In addition to the classrooms described here, the Crown Lab on the third floor
is designated for use by GSLIS students for the computers as well as a lounge. GSLIS
students have priority, as LIS-specific software is loaded on these machines according
to curriculum and professional needs. Its hours mirror the hours of all on-campus
computer labs, which are open Monday through Thursday from 8:00 a.m. until
10:00 p.m., Friday from 8:00 a.m. to 5:00 p.m., Saturday from 9:00 a.m. to 5:00 p.m.,
and Sunday from 1:00 p.m. to 10:00 p.m.
Table VI.1 provides a summary of the various types and locations of computer
classrooms on the River Forest campus.
TABLE VI.1
COMPUTER CLASSROOMS ON DOMINICAN UNIVERSITY CAMPUS (RIVER FOREST)
Crown Library Building
Crown 111: 25 Windows computers
Lewis Hall
Lewis 002: 31 Windows computers
Lewis 406: 20 iMac computers
Fine Arts Building
Fine Arts 010: 21 Windows computers (fashion)
Fine Arts 008: 17 Windows computers (CIS)
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STANDARD VI:
PHYSICAL RESOURCES AND FACILITIES
Computer Classrooms continued
Parmer Hall
Parmer 003: 27 Windows computers around perimeter with tables in the middle of the room to
accommodate group/lecture activities.
Parmer 004: 31 Windows computers situated in rows facing the instructor
Parmer 114: 31 Windows computers situated in rows facing the instructor
Parmer 212: 19 Windows computers (psychology classroom/lab) around perimeter with tables in
the middle.
Parmer 428: 17 Windows computers, with assistive technology
11 enhanced labs ceiling mounted projector with touch panel controls on the wall; on demand use
for laptops, microscopes, and related tools; deliveries available for full e-carts that
consist of 12 laptops each with wireless connectivity.
FACULTY OFFICES
Each full-time faculty member has a private office with a computer/printer, desk with
overhead storage, telephone, desk and visitor chairs, file cabinet and bookcases. The
opening of Parmer Hall with increased office space has allowed all full-time GSLIS
faculty to have their offices clustered on the third floor of the Crown Library. Prior to
the opening of the new academic building, several faculty from other disciplines had
offices on the third floor of Crown and visiting GSLIS faculty were assigned offices
elsewhere on campus.
Adjunct faculty have access to shared office space on the fourth floor of Lewis
Hall, an academic building attached to the Crown Library building. The hours of
access are 8:00 a.m.-11:00 p.m. daily, including the weekends. Storage space for
adjunct faculty has also been designated in the GSLIS mailroom/supply room on the
third floor of Crown and in other 3rd floor storage areas. While minimal, the
designated space does provide easy access to course materials in an area near the
GSLIS classrooms.
GSLIS ADMINISTRATIVE OFFICES
An attractive GSLIS administrative suite is located on the third floor of Crown and
contains four private offices, which are currently occupied by the Dean, the Assistant
Dean for Recruitment and Marketing, the Coordinator of Student Placement, and
the Instructional Support Services Coordinator. The Administrative Assistant for
Admissions occupies a workstation area near the suites entry area, and the
Administrative Assistant to the Dean occupies a workstation alcove. GSLIS student
workers staff a workstation area near the entrance to the suite and provide an initial
point of contact for students, faculty, campus staff, and visitors. In 2004, office space
in Lewis Hall was converted to accommodate the School Library Media Programs
Administrative Assistant and the Clinical Placement Coordinator. Mailboxes,
photocopy facilities, storage space, and other amenities of administrative life are located
near the GSLIS administrative suite and the School Library Media Program office.
OTHER FACILITIES ON CAMPUS
Physical facilities and resources that directly support the GSLIS academic program
the library, information technology and media departmentswill be discussed fully
in the next section, but some additional administrative and recreational resources on
campus that are particularly important to a GSLIS student body that consists
primarily of working adults who take classes on a part-time basis should be noted.
Information Technology: Administrative Functions
Under the leadership of the universitys Information Technology department, significant
strides have been made in upgrading the administrative technological infrastructure of
the University. For example, the latest version of the universitys registration and student
records system, Jenzabar EX, was implemented in August 2007. The updated technology
applications enhanced several existing functions and added new features, including
single sign-on to access campus web-based resources, expanded advising capabilities,
course search, and registration functions; online communities targeted to students and
alumni, and online bill payment options. In addition, the Universitys website has grown
substantially and underwent a significant redesign and expansion during August 2007
in conjunction with the implementation of the Jenzabar enhancements. Support for
Blackboard, the Universitys course management system also comes from the
Information Technology department.
Bookstore
The University Bookstore, located in the University Center on campus and managed
by Follett, sells textbooks ordered for classes. Faculty can submit textbook orders
electronically through efollett.com, and students can purchase materials in-person
or have them shipped to a designated location. The bookstore will also facilitate the
creation of customized course packs of readings. Bookstore hours are extended or
curtailed throughout the academic year to meet general campus needs.
Dining
Several dining options are available to student, faculty, and staff on the university
campus. The main dining hall provides full meals served cafeteria style. For quick
meals or snacks, the Cyber Caf is located in the Crown Library building. Vending
machines are also located throughout the various campus buildings.
Parking
Parking on campus was significantly improved with the construction and opening of
the 500-space parking facility in 2007. Students, faculty, and staff can purchase annual
parking stickers for $50.
Shuttle
The university operates a van shuttle service in the evenings between the campus and
elevated train station (the Green Line) near campus. During the evening hours the
shuttle makes six automatic Green Line runs. These runs are at 7:00 p.m., 8:00 p.m.,
9:00 p.m., 10:00 p.m., 10:30 p.m. and 11:00 p.m., which correspond with class times.
The shuttle leaves the main campus, goes to the Priory Campus, and then drives to the
Green Line station and back to the Priory Campus. During the day, the public bus
transportation system can be used to travel from elevated train stops to campus.
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STANDARD VI:
VI.2 Physical facilities provide a functional learning environment for students and
faculty; enhance the opportunities for research, teaching, service, consultation,
and communication; and promote efficient and effective administration of the
school's program, regardless of the forms or locations of delivery.
Dominican Universitys mission emphasizes excellence in teaching, which the Crown
Library building facilities promote. Research and scholarship have traditionally been
given lower priority, but this is changing as the universitys requirements for scholarship
increase. The need for additional space and facilities suited to the support of research
activities have kept pace. For example, the new building has over 49 offices, a new
space for the Center for Teaching and Learning Excellence, and more increased space
for the Office of Sponsored Research, the Office of Institutional Research and
Assessment, and conference rooms.
As noted earlier, full-time faculty enjoy attractive private offices located near the
GSLIS classrooms and administrative suite. These offices easily accommodate meetings
and consultation with students, other faculty, and staff. Adjunct faculty have access to
a shared office on the fourth floor of Lewis Hall, which adjoins the Crown Library.
These offices are available seven days a week, 8:00 a.m.-11:00 p.m.
Although the third floor space in Crown does not currently have a designated
meeting space, large meeting rooms in the Crown Library are usually used for
orientation sessions, student/faculty gatherings, and meetings of more than ten people.
In addition, converting a lab to include a lounge helps achieve a high priority expressed
by students and faculty to create a community space and promote the universitys desire
to develop a distinctively relationship-centered educational community.
The MLIS degree program is delivered primarily at the River Forest campus
of Dominican University. MLIS classes have been taught at four other sites in
Illinoisdowntown Chicago, Grayslake (located in the far northern suburbs of
metropolitan Chicago), East Peoria at the Alliance Library System (ALS), and most
recently in Oswego (located in the western suburbs). The physical resources and
facilities that supported these students at each of these locations is described in the
following sections
DOWNTOWN CHICAGO
Since the early 1990s, Dominican University has offered courses in downtown
Chicago. Until 1997, these courses were few in number and were taught at the
Chicago Public Librarys Harold Washington Library Center. In 1997, the Illinois
Board of Higher Education approved the universitys request for full degree approval
in Chicago and the search for a larger site began. As a result, from 1997 to 2003,
classes were taught at the Chicago Bar Association (CBA), one half block north of
Chicago Public Library. As many as eight classes were taught weekly, with emphasis
placed on the core courses and selected electives such as the law librarianship courses.
The CBA was unable to provide any computer classrooms or after-hours staffing,
however, so when the opportunity arose to secure space at the Chicago Library System
(now known as the Metropolitan Library System), classes were re-located in time to
begin the Summer term 2003.
Classes are now offered at three primary downtown sites: the Metropolitan
Library System, the American Library Association, and Chicago Public Library. The
downtown locations are convenient to public transportation and reasonably priced
parking facilities. Since Mayor Daleys designation of the South Loop as the
educational zone of the city, a number of colleges and universities, such as Columbia
College, DePaul University, and Roosevelt University, have expanded their facilities
there, affording opportunities for field trips to libraries
Metropolitan Library System
The Metropolitan Library System provides one classroom that seats twenty-two
students in flexible seating arrangements and a computer classroom for twelve
students. Both classrooms have full Internet access. There is also a faculty office with
storage space, phone, photocopier, etc. The classroom space is staffed before and
during all classes.
Chicago Public Library, Harold Washington Library Center
Beginning in 2006, classes have been offered at the Harold Washington Library Center
which is a convenient location for those working in downtown Chicago and easily
accessible by car or public transportation for those commuting to this location. The
classroom used most frequently is designed as a computer lab with 25 computer
stations and presentation projection capability. On occasion, smaller meeting rooms
without computer capabilities that can accommodate approximately fifteen people
have been used for classes not requiring computer technology (e.g., LIS718: Storytelling
for Adults and Children).
Beginning in Fall 2005, some classes have been offered at the American Library
Associations headquarters located in the North Michigan Avenue area which serves
to expand access to students living and working north of the Loop. Classes up to 20
students are taught in the Carnegie Room on the second floor, which is an enhanced
instructional space. Classes that require a computer lab are taught in the Information
Technology training room for up to 18 students.
As more and more GSLIS students seek to complete their degrees downtown, greater
attention is being paid to ensure that an appropriate rotation of classes are offered at
downtown sites. Not all students can complete the program at a downtown location,
especially if they have a particular area of specialization.
THE UNIVERSITY CENTER OF GRAYSLAKE, LAKE COUNTY
In 1997, Dominican University became a charter member of the University Center
of Lake County, established to provide Lake County residents with access to
postsecondary education. The University Center broke ground in 2003 on the campus
of the College of Lake County (a community college) for a large, permanent
classroom facility. A needs assessment conducted in 2003 revealed education courses,
including library science courses, as an identified need within this rapidly growing,
economically and culturally diverse area.
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This new facility which opened in Fall 2006 provides off-campus classrooms
and facilities for 17 colleges and universities in metropolitan Chicago; Dominican
Universitys GSLIS began offering classes in 2005. Located north of Chicago it is
convenient for students living in the northern Chicago suburbs and in Lake County.
This facility includes state-of-the-art traditional classrooms as well as computer
laboratories and multi-purpose classrooms. The tiered classroom at the University
Center, for example, seats 48 students in tables arranged in concentric circles and
includes interactive video capability. All classrooms in this facility are smart with
hardware and software accessible for a variety of presentations. Parking is readily
available. Dominican University faculty share office space, but typically one professor
at a time is in the office. The office is equipped with a computer, telephone, storage
space, and a nearby printer. A second floor lounge is available for all faculty teaching
at the University Center. (Appendix VI. 1)
ALLIANCE LIBRARY SYSTEM
The Alliance Library System (ALS) covers 14,000 square miles stretching from the
Bloomington area in east central Illinois to the Mississippi River. Its main headquarters
is located in East Peoria, just across the Illinois River from Peoria. ALS approached
Dominican University with a proposal to deliver the MLIS degree to a cohort of
students in west central Illinois. The first cohort of fifteen students graduated in 2003,
and two more cohorts followed and were educated through this program with the
support of an IMLS grant. The first cohort began the program in 2003, the second
cohort began in 2004, and the third stared courses in 2004.
The headquarters staff moved into a spacious and newly renovated headquarters
building with excellent classroom and computing facilities in early 2004. The State of
Illinois has provided all library systems with VTEL teleconferencing equipment which
was utilized for approximately half of the classes delivered to the ALS students. An
experienced technician was on-site to support the VTEL classes, which generally were
interactive among three sites within ALS (East Peoria, Quincy, and Galesburg). All
students in the ALS program were provided with laptop computers to enable them to
access resources remotely. With the exception of the Catalogers Desktop from the
Library of Congress used primarily in advanced cataloging classes, electronic resources
are available through web access. The ALS makes print copies of resource materials
such as the Dewey Decimal Classification system available at the sites.
OTHER SITES
In addition to the above-mentioned sites, some classes are held in libraries throughout
the area, as appropriate. For example, the law and medical bibliography classes are
taught at the Kent School of Law of the Illinois Institute of Technology and at the
Loyola University Medical Center Library, respectively. When the decision is made to
offer a class off-site, it is done so in order to provide students with a richer learning
environment than would otherwise be available to them, and with the cooperation
and support of the institution where the class is scheduled.
STANDARD VI:
TABLE VI.2
NUMBER OF COURSES TAUGHT AND NUMBER OF STUDENTS ENROLLED AT VARIOUS SITES
River Chicago Chicago Chicago Grays ALS Online Other*
Term
Forest (CPL) (MLS) (ALA) lake
course/ course/ course/ course/ course/ course/ course/ course/
student student student student student student student student
Fall 2004 45 / 700 1 / 16 4 / 73 0 / 0 0 / 0 4 / 59 0 / 0 4 / 68
Spring 2005 49 / 725 0 / 0 5 / 76 0 / 0 0 / 0 4 / 57 0 / 0 3 / 32
Summer 2005 39 / 533 0 / 0 3 / 31 0 / 0 0 / 0 4 / 45 0 / 0 3 / 16
Fall 2005 52 / 802 2 / 21 4 / 62 1 / 12 0 / 0 2 / 26 0 / 0 3 / 33
Spring 2006 55 / 840 0 / 0 7 / 96 0 / 0 1 / 2 2 / 25 0 / 0 2 / 13
Summer 2006 38 / 561 1 / 23 2 / 24 0 / 0 1 / 9 2 / 23 0 / 0 1 / 7
Fall 2006 49 / 816 3 / 59 2 / 26 0 / 0 4 / 25 0 / 0 2 / 36 1 / 15
Spring 2007 53 / 776 1 / 12 5 / 72 0 / 0 4 / 21 0 / 0 4 / 71 0 / 0
Summer 2007 27 / 396 5 / 82 0 / 0 2 / 28 3 / 26 0 / 0 4 / 58 1 / 3
Fall 2007 49 / 729 3 / 60 0 / 0 4 / 51 2 / 20 0 / 0 3 / 49 1 / 18
*Other sites: Chicago Botanic Garden, Northwestern, Vernon Hills, Schaumburg, Lincolnshire, IIT/Kent, Oswego
VI.3 Instructional and research facilities and services for meeting the needs of
students and faculty include access to library and multimedia resources and
services, computer and other information technologies, accommodations for
independent study, and media production facilities.
CROWN LIBRARY AND MULTIMEDIA RESOURCES OVERVIEW
Dominican University provides faculty and students with access to library and
multimedia resources to meet instructional and research needs. The Crown Library is
an integral part of the culture and community of Dominican University. The mission
of the Rebecca Crown Library mandates the academic support of students, faculty, and
staff for resources and services. In addition to supplying print and electronic materials,
services such as reference, circulation, interlibrary loan and instruction provide means
through which it meets its mission. Since 2005, the library staff has conducted a Best
Practices Review and worked with a consultant, who prepared a Peer Evaluator Report.
(Appendix VI.2) The following paragraphs assessing the collection are primarily
excerpts from the Library Best Practices Review and the peer evaluators critique.
The library houses a collection of over 300,000 volumes and subscribes to more
than 26,000 journals, many of which are available electronically through over 120
databases. The library is a partial depository for U.S. government publications and
maintains special collections and archival materials. The Media Center houses the
librarys collection of audio visual materials and viewing facilities.
The library is a member of several consortia, cooperative projects, and
organizations, including the Consortia of Academic and Research Libraries in Illinois,
LIBRAS, the Federal Depository Library Program, and the Metropolitan Library
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System. By participating in these programs the library is able to provide access through
inter-library loan to over nine million unique titles.
As access to electronic resources becomes increasingly important, the Crown
Library continues to expand its collection of digital resources and currently maintains
access to over 120 electronic journals and databases. In addition, the library provides
electronic reserves that can be dovetailed with Blackboard courseware.
To develop the librarys collection, librarians are assigned to curriculum/discipline
areas and work with faculty teaching in the area. Responsibilities of the librarian
include budget oversight, reviewing the collection, serving as liaison with the faculty,
and assisting faculty with ordering materials, as well as ordering materials themselves.
The Director of the Crown Library is the bibliographer for library and
information science. An approval plan was instituted in 2004, and the Director reviews
order slips for all Z, ZA, T58 (Information Technology), K75-80 (Law Libraries),
KF 2986- (Intellectual Property), HD 30-58 (Knowledge Management), and CD
(Archives). The Director orders nearly everything in the Z, the K, and CD classes,
and is more selective in the T and HD. Professional publishers, trade publishers and
academic publishers are covered on an international basis. Students and faculty may
request resources, and requests for reference books are sent to the reference librarians.
One of the librarians also is the bibliographer for the juvenile collection.
Collections
The size and content of the collection is strongly influenced by the presence of the
Graduate School of Library and Information Science. Expanding programs have
resulted in changes to the collection. The latest Collection Development Policy
was adopted in 2004. (Appendix VI.3) The scope and purpose of the library and
information science collection are to provide information sources appropriate for
courses taught in the GSLIS, as well as to provide selective coverage of subjects not
covered in the curriculum.
I Reference Collection: The reference collection contains approximately
13,000 volumes and is shelved in the lower level of the library, near the
reference desk. These sources are collected based upon the stated and
perceived needs of the various schools within Dominican University to
support the curriculum.
The reference collection is the basis for all of the GSLIS courses in
reference. Subject encyclopedias are updated and added on a regular
basis. Some of the general and subject encyclopedias added since 2005
in response to GSLIS faculty requests and library collection assessments
include: African American Society, American Folklife, American Gospel
Music, Black Studies, Oxford Encyclopedia of Latinos, Politics: the Left
and the Right, Recorded Sound, The Encyclopedia of Censorship,
Encyclopedia of Knowledge Management, Encyclopedia of Information
Science and Technology, Encyclopedia of Philosophy, International
Encyclopedia of the Social and Behavioral Sciences, Encyclopedia
Britannica, Encyclopedia Americana, World Book Encyclopedia, Grzimeks
Animal Life Encyclopedia, and Resources for College Libraries.
The reference collection is adequate for the required introduction to
the reference course, LIS 704: Reference and Online Services. A large
standing order list supports the basic reference courses. It is not a
comprehensive collection of all the resources listed in Richard Bopp and
Linda C. Smiths, Reference and Information Services: An Introduction,
STANDARD VI:
the textbook used by some of the faculty. The library strives to provide
current editions, although not all reference sources in Crown are the
most current edition.
Print sources for LIS 743: Reference Sources in Business and Economics are
met primarily by standing orders for Mergent Manuals, Value-Line, Value-
Line expanded, Value-Line Mutual Funds, Standard & Poors Industry
Surveys, Americas Corporate Families, Industry Norms and Key Business
Ratios, CRB Commodity Yearbook, Illinois Services and Manufacturers
Directory, International Directory of Company Histories, LaSalle Bank
Guide, Miller GAAP & GAAS Guides, Thomson Bank Directory, US Master
Tax Guide, Wards Business Directory and World Economic Outlook. The
library currently has electronic subscriptions to Value-Line, ABI Inform,
Business Source Elite, Wall Street Journal, Business Fulltext (Omnifile),
MorningStar, LexisNexis, and Hoovers handbooks.
Print reference sources for LIS 742: Reference Sources in the Sciences are
limited; however, these sources are probably more useful in electronic
format. Science databases in Crown Library are Biological Abstracts,
American Chemical Society Journals (Web), MathSciNet Agricola, Annual
Reviews (Anthropology, Biochemistry, Genetics, Medicine, Microbiology,
Nuclear and Particle Science, Nutrition, Physical Chemistry and Plant
Biology), Applied Science and Technology, Health Source, Medline
Full-text, New Journal of Physics, and Physics Education Journal. The
professor of the courses supplements the print sources primarily with
Dialog databases and with other internet resources.
Reference sources for LIS 740: Reference Sources in the Humanities are
adequate for the course. The current textbook lists many more sources
than are available in Crown Library, but these tend to be esoteric sources
that would not be available in most libraries. The professor of the course
introduces students to the sources they will likely encounter, and these
are available in print and electronic format through Crown Library.
Reference librarians routinely place orders for faculty requests in order to
support reference courses.
I Childrens and Young Adult Materials: The juvenile collection used for
LIS 721: Library Materials for Children and LIS 722: Library Materials for
Young Adults needs further and continuous development to support
course-related needs. In order to facilitate the development of this
essential collection, the library recently engaged an experienced youth
services librarian, who has begun working with GSLIS faculty. The
collection, especially non-fiction holdings are in need of major deselection
and re-development. Currently, the library purchases all of the top award
and industry recognized books, such as the Newbery, Caldecott, and
Michael L. Printz award winners. The faculty are responsible for providing a
list of materials which complement their courses to the juvenile collection
bibliographer. All faculty and student requests are purchased in a timely
fashion. Professors of the courses have recently requested backlists
beginning with 2000 of all Blue-Ribbon List titles. These titles include
picture, chapter and non-fiction books. Historically, the collection was
selected exclusively by the GSLIS faculty; but, as mentioned, a librarian
with a strong background in library services to youth has joined the library
faculty and will work closely with the GSLIS faculty to improve the
collection. Print reviewing journals in the library are School Library Journal,
Horn Book, Booklist, Lion and the Unicorn, Bookbird, Horn Book Guide to
Childrens and Young Adult Literature, Kirkus Reviews, The Bulletin of the
Center for Childrens Books, and the Multi-Cultural Review. Faculty
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recommend that the library add the ALAN Review and Storytelling
Magazine. At the request of faculty, the library recently added the
Childrens Literature Comprehensive Database to its electronic resources.
The general collection will continue to build a collection of materials
dealing with childrens services, storytelling, programming, and other
professional resources for childrens librarians. Both the young adult
literature collection and the childrens literature collections require
continuous development. The enhancement of the juvenile collection is
essential, particularly when a Childrens Literature Center is established.
I Media Collection: Dominican has developed a media collection to meet
the needs of the University curriculum. The media collection is selected
by faculty to enhance their courses. The Media Center houses an
extensive collection of concert music on long playing records. Several
thousand video recordings support courses, and DVD rather than VHS are
now purchased whenever possible. Audio visual materials circulate to
faculty, staff and current students. The Information Technology
department houses a collection of equipment such as camcorders,
tripods, cassette players, CD players and digital cameras which students
and faculty may borrow for class projects.
I Print Periodicals Collection: Housed in the compact shelving on the
lower level, the print periodicals collection consists of approximately
1,000 current subscriptions and 1,700 total titles. Volumes dated before
1970 are located in a storage room in the lower level of Lewis Hall and
are paged on demand. Coverage of periodicals reflects the needs of
Dominican programs and is strong in literature, library science, and the
social sciences. The business and science collections are much more
developed in electronic format than in print. Print indexes are also in
stacks on the lower level. As print indexes and periodicals have become
available electronically, some subscriptions have been cancelled.
Records for periodicals are included in the online catalog and also in the
Journal List which appear on the Library web page. This list is maintained
by the Periodicals Coordinator and Serials Solutions. The Journal list
provides information on both print and electronic full text periodicals.
I Electronic Resources: The library provides its users with online access
to approximately 28,000 full text journals (as opposed to 1,000 print
journals) and to 120 research databases. In 2002 the library provided
access to 41 research databases. By 2005, that number had increased
to over 110. In early 2003, a meeting was held with the science faculty
to discuss their interest in the librarys online resources. The science
faculty recommended that we benchmark our science electronic
resources against ACCAthe Associated Colleges of the Chicago Area
and then investigate the cost of obtaining the most common science
databases. The library subsequently obtained licenses to Biological
Abstracts, American Chemical Society Journals (Web), and MathSciNet.
Further acquisitions are being planned as the institution moves towards
becoming a premier university. These electronic resources also support
the GSLIS course, LIS742: Reference Sources in the Sciences.
I In addition to subject specific academic full-text periodical databases,
some of the library and information science electronic reference sources
available through Dominicans website are Academic Search Premier,
American Memory from Library of Congress, Biography Reference Bank,
Book Index with Reviews, Book Review Digest, Books in Print, Business
Fulltext, Columbia Grangers Poetry, Contemporary Authors, Contemporary
STANDARD VI:
Literary Criticism, CQ Researcher, Directory of Open Access Journals,
Encyclopedia Britannica, Encyclopedia of Library and Information Science
Online, ERIC, First Monday, Gale Literature Resource Center, GPO Monthly
Catalog, Index to Legal Periodicals, LexisNexis, Journals from Emerald,
Haworth and Sage Publishing , Library Literature and Information Science
Fulltext, Library Information Science and Technology Abstracts,
MagillOnLiteraturePlus, Magills OnAuthors, Magills Literature Online,
NetLibrary, Novelist, Novelist K-8, New York Public Library Digital
collection, Oxford Dictionary of National Biography, Oxford English
Dictionary, Searchasaurus, Short Story Index, Ulrichsweb, What Do I Read
Next?, World Almanac, and WorldCat.
GSLIS RESOURCE ROOM
To augment the library resources available in the Crown Library, a Library Science
Resource Room houses cataloging tools such as the Dewey Decimal Classification and
Library of Congress Classification Tables, and a reserve collection of materials for
childrens and young adult literature courses. The school also provides multiple copies
of the Dewey Decimal Classification (DDC 22), Sears List of Subject Headings, and
Library of Congress Subject Headings for use by students both in class and while
doing homework. These materials are housed in the storage room adjacent to one of
the third floor classrooms, Crown 310A.
COMPUTER AND INFORMATION TECHNOLOGIES OVERVIEW
Over the past several years, the university has made great strides in providing
computers and information technologies in support of instruction and research.
As noted earlier, the completion of Parmer Hall greatly enhanced the availability
of computers on campus. The following highlights this impact:
TABLE VI.3
TECHNOLOGY ON CAMPUS
Crown, Lewis, & Parmer Total
Fine Arts Buildings Hall
Computers available in
Classrooms, Labs, and 393 232 625 59% increase
Public areas
Enhanced Classrooms 15 13 28 87% increase
Enhanced Labs 0 11 11 100% increase
Computer Classrooms 10 4 14 40% increase
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Crown Library
The library has 57 public access computers dispersed throughout the four-floor facility.
While these are heavily used, students rarely have to wait for an available computer.
All the computers in the library have access to library resources, the Internet, and
to all campus software applications, such as the Microsoft Office Suite. There are
approximately twenty network jacks where students may use a network-ready laptop,
and wireless capability is available throughout the building.
Public Access Computers in Crown Library:
I Lower Level: 24 Windows computers
I 1st Floor: 18 Windows computers
I 2nd Floor: 8 Windows computers
I 3rd Floor: 7 Windows computers
Computer Labs
The campus has four dedicated computer labs:
I Tech Lab: The largest lab is the Technology Center (located on the ground
floor of Lewis Hall), with 50 Windows computers and 2 iMacs. There are
five scanners, two for the Macintoshes and three for the Windows
computers. One computer also serves as a special needs workstation.
All computers have standard offering of Windows XP, Office 2003 suite,
Adobe Acrobat Reader, Internet Explorer, PLUS Macromedia
Dreamweaver, and MS Visio, MS Project. Adobe Illustrator and Adobe
Photoshop CS are available on Macintosh.
I Crown Lab: This lab, near the GSLIS offices, has 5 Windows computers
and 5 iMacs. Library/information science-specific applications and
desktop shortcuts are loaded on the computers.
I Parmer 110: This new lab is equipped with 28 Windows computers.
I Priory Campus Lab: This lab primarily serves the needs of students
enrolled in the Graduate School of Social Work, which has classes
meeting at this site located a few blocks from the main campus. The
Priory also serves as a small residence hall and the lab is frequently
used by those students who reside there.
Faculty and Staff Offices
Each full-time GSLIS faculty and staff has one desktop Windows computer in his/her
office with the full Microsoft Office suite and network/Internet access. Some faculty
have Macintoshes rather than Windows-based PCs (such as in the Art Department),
although these are in the minority. University computers are normally on a three-year
replacement cycle.
E-mail Accounts
GSLIS faculty, staff, and students regularly communicate with one another through
e-mail. All students and faculty are provided e-mail accounts free of charge. When
new students obtain their dom.edu e-mail account, their account is added to the
graduate schools electronic distribution list that notifies students of important
information whenever necessary. They also receive:
STANDARD VI:
I An Outlook e-mail account with 100 Megabytes of storage space.
This can be accessed via the Internet and works from both on and
off campus.
I A personal storage space with 100 Megabytes of storage space.
This space can be accessed via the My Computer icon of any
computer on campus.
I Optional personal web space with 50 Megabytes of storage space.
This can be used to publish a web page.
I MyDU access, which is used to register for classes, to manage and
view class schedules, students records, and completion of degree
requirements, and to participate in online activities of student
organizations.
I Blackboard account to access the course management applications
used in classes.
I A phone-mail box, which will allow students to send and receive
messages from faculty and other students.
I Acess through EZProxy to the Librarys electronic resources from
off campus.
INDEPENDENT STUDY
Ample opportunity for students to study independently exists on the River Forest
campus in the Crown Library, the Crown Lab, the Library Science Resource Room,
and the Technology Center and at many other computers and laptop stations
throughout the campus. Group study rooms are also available in the Library. The
library at the University Center in Grayslake provides space for independent study as
well. Opportunities for independent study, however, are not available at the
downtown Chicago sites.
MEDIA PRODUCTION
In 2003, the Montgomery Ward Foundation Media production facility (Crown 202)
was opened, providing a state-of-the-art facility for teaching digital media production.
Prior to this time, one of the required school library media courses (LIS 724) could
not be taught on a weekday evening because there was no Mac lab available to GSLIS
on campus. This lack caused a significant problem for the SLMP program, resulting
in the necessity for the course to be taught off campus, held on weekends, or both. The
opening of Crown 202 has done much to alleviate this problem. However, as noted
above, some faculty report that the fact that this computer intensive classroom is not
supervised by IT, occasionally makes it difficult to obtain assistance and support.
The digital media-production lab with state-of-the-art image scanning and
retrieval equipment supports LIS 724: Media Services and Production in the school
library media program and will support other new courses as they develop. Students
may use color scanners, color printers, CD-ROM mastering equipment and other
technology to produce digitalized information media. This lab is maintained by the
Department of Information Technology.
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VI.4 The staff and the services provided for a program by libraries, media centers,
and information technology facilities, as well as all other support facilities, are
sufficient for the level of use required and specialized to the degree needed.
These facilities are appropriately staffed, convenient, accessible to the disabled,
and available when needed, regardless of forms or locations of delivery of the
schools program.
CROWN LIBRARY SERVICES
The services and programs of the library are developed and carried out by a staff of six
full-time librarians, three part-time librarians, and seven support staff. In addition, several
GSLIS students are hired each year to work on a part-time basis, including the two
graduate assistants. Undergraduate students also provide assistance with various tasks.
The full-time librarians have faculty status and maintain active teaching, publishing,
and service schedules. As noted in the Standard 2 (Faculty) section, two of the
librarians frequently teach in the GSLIS program.
The library provides a wide array of reference, instruction, and circulation
services. The primary aspects of each service are highlighted below:
I Reference Service: Reference is provided at two main service points in
the library: near the entrance to the library on the lower level and at the
service desk on second floor. Librarians also provide reference assistance
by telephone, e-mail, and instant messaging. When classes are in
session, reference service is available 8:00 a.m. to 10:30 p.m. every day
of the week, and the library is open until midnight.
I Instruction Program: The library staff considers library instruction to be
an integral part in developing lifelong learning and critical thinking skills,
and they have developed an extensive set of instructional services and
resources. The library, for example, develops and offers workshops open
to the university community that target specific needs or resources (e.g.,
RefWorks, JStor, Lexis-Nexis). Course-related instruction sessions are also
available and this type of instruction in GSLIS classes is growing, as
indicated by the statistics below:
TABLE VI.4
COURSE-RELATED LIBRARY INSTRUCTION PROVIDED BY CROWN LIBRARY
Semester # of GSLIS Sessions Total # of Sessions
Fall 2004 11 73
Spring 2005 11 86
Summer 2005 5 N/A
Fall 2005 16 75
Spring 2006 14 56
Summer 2006 5 N/A
Fall 2006 14 56
Spring 2007 24 101
Summer 2007 7 N/A
Fall 2007 12 67
STANDARD VI:
At the GSLIS student orientations, librarians present overview information
about the librarys services and collections. Information packets are also available.
I Circulation: The library loans materials to faculty, staff, students,
administration, alumni, community members, Metropolitan Library
System cardholders, ELS students at the university, Trinity High School
students and persons with catholic affiliations.
As a member of the Consortium of Academic Libraries of Illinois (CARLI),
Dominican University students and faculty have reciprocal borrowing
privileges with 71 libraries across the state. Books may be requested
directly by the borrower through the I-SHARE component of the OPAC.
Requests are filled from the lending library and the students and faculty
may pick up their items at the Dominican University circulation desk or
any other member library they request. Some of the CARLI libraries in
metropolitan Chicago include: Catholic Theological Union, Columbia
College, DePaul University, William Rainey Harper College, Illinois
Institute of Technology, Lake Forest College, National-Louis University, the
Newberry Library, North Central College, North Park University, Roosevelt
University, School of the Art Institute, Trinity International University, and
University of Illinois at Chicago,. Of these Columbia, DePaul, IIT, UIC,
School of the Art Institute, and the Newberry Library are easily accessible
from downtown Chicago; Lake Forest, Harper, and Trinity are easily
accessible from Grayslake.
Interlibrary loans may also be submitted electronically or in person. If the
item is not available through our I-Share partners, the library is also an
OCLC member which provides access to 57,000 libraries in 112 countries
around the world. The library handles approximately 6,000 transactions
per year.
Library Support Off Campus
Library support for off-site course offerings has continuously improved over the years.
The online catalog is searchable and books can be requested from any Internet
connected computer. Full-text reference materials and periodicals can be accessed from
off campus through an EZProxy server. EZProxy has allowed 100 percent of the
librarys licensed online resources to be remotely accessed. Statistically, the heaviest use
of online resources is from remote locations and occurs in the later evening hours.
Prior to 2005, the University Center had no designated library service at the
site and did not have a computer lab for independent student work. The opening of
the University Center with a library, computer lab, and staff resolved these most
pressing issues.
Most students at any site, however, avail themselves of local libraries and the
Crown Librarys electronic resources that can be accessed remotely. The CARLI
consortium of 71 academic and research libraries provides an online union catalog and
reciprocal borrowing agreements, thus making over ten million books and 80,000
serials available to GSLIS students. The catalog can be accessed from any Internet-
connected computer; students and faculty are able to check out books from any
member library and have them delivered to Dominican University or another CARLI
library location. The ability to route books to other locations was especially important
to the Alliance Library System students.
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INFORMATION TECHNOLOGY
The Information Technology department offers a variety of services to support
students instructional and research needs. The services used most frequently by
GSLIS students and faculty include:
I Workshops: The Information Technology department offers regular
workshops to assist faculty and students. Classes in how to use various
software packages supported by the University, such as the Microsoft
Office suite and the University e-mail server, are offered frequently and
are open to faculty, staff, and graduate students. Sessions for faculty on
effective use of Blackboard are another popular type of training
(Appendix VI.4).
I HelpDesk: Computer Services is the division of Information Technology
which deals in the repair and dispersal of equipment; operating system
and software conflicts or problems; application support; and, server/
account maintenance. Any concerns that fall under these topics are
addressed by the HelpDesk, which can be contacted online or by
telephone.
I Computer Labs: The Information Technology department maintains the
four, staffed computer labs described previously.
VI.5 The schools planning and evaluation process includes review of the adequacy
of access to physical resources and facilities for the delivery of a program.
Within applicable institutional policies, faculty, staff, students, and others are
involved in the evaluation process.
SUMMARY
Overall, the classrooms, labs, offices, and related facilities and resources provided by
Dominican University function well to support graduate professional education. Several
means for gathering information about satisfaction levels and needs in relation to the
specific goals of the GSLIS academic program are in place.
Governance
In 2003, an IT governance structure was instituted with four committees. All committees
have at least one representative from the Information Technology administrative staff plus
other University representatives. The structure has the following committees: Academic
Computing Committee (includes five faculty members), Administrative Computing
Committee (predominantly administrative representatives), and Student Computing
Committee (student representatives, including graduate and undergraduate student
representatives). The purpose of each committee is to open communication about IT
policy and practice. These committees are also involved with strategic planning, problem-
solving, and determining priorities for various projects. GSLIS is well represented in this
governance structure. GSLIS faculty members are members of the governance
committees: Kate Marek and Dean Roman on the University IT Committee, and
Michael Stephens and Dean Roman on the Academic IT Committee.
STANDARD VI:
It should be noted that the ongoing development and expansion of the universitys
web-based resources during this past year has not occurred without problems. When
the new website was initially launched in August 2007, a significant amount of
content was not transferred to the new site and links to key resources did not function
well. This problem was university-wide and given the increased importance of a robust
web presence for admissions, student services, teaching, and program administration,
the President quickly made remedy and improvement of the web-based resources a top
priority. As a result, the situation has improved significantly during the last two
months, although GSLIS feels it is still catching up to its previous level of activity.
Three GSLIS faculty, Marjorie Bloss, Debra Mitts-Smith, and Ed Valauskas,
currently sit on the universitys Instructional Support Committee. This committee
advises the library director about services, selection, media need and collections,
monitors instructional spaces to make certain they are in an appropriate condition for
their instructional purposes, advises the facilities manager on classroom design and
furniture acquisitions, and provides a forum for the discussion of IT requirements
and/or enhancements needed to support the requirements of academic and student
groups. GSLIS faculty input has been instrumental in creating enhanced classrooms
and labs in the Crown Library building that have LIS-specific software and technology
to meet curriculum needs.
In addition, the universitys Planning Committee reviews the needs of the
physical facilities and has developed a multi-year Campus Master Plan. The GSLIS
Dean is a member of that committee. In an effort to move to the next level in its
goal of becoming a premier institution, the Planning Committee continually reviews
the adequacy of the Universitys infrastructure, whether it is related to parking,
security, bookstore delivery, food service, or shuttle buses. The input of faculty and
students, and where appropriate alumni and external constituents, is solicited during
the planning process.
Assessment Tools
The questionnaire administered at the conclusion of every class provides an opportunity
for students to comment on the physical facilities as they relate to achieving their
educational goals.
GSLIS students are also surveyed every two years and a significant portion of
the survey focuses on facilities and resources. The 2007 survey of current GSLIS
students revealed that students are generally satisfied with the universitys facilities.
The three exceptions were noted: parking, transportation, and dining options.
The survey results revealed slightly more complaints about the Crown Lab and
the Lewis Tech Lab Computer Lab than were indicated on the 2005 student survey.
The primary reasons given included more undergraduates using the available space
and a lack of enough computers to meet the demand.
Table VI.5 summarizes the survey data about the universitys facilities and
resources. (Appendix VI.5)
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TABLE VI.5
DATA FROM THE 2007 SURVEY OF CURRENT GSLIS STUDENTS
Fully meets Mostly Slightly Does not Havent Havent
my needs meets my meets my meet my used used
needs needs needs because because
I havent I did not
needed know about
Crown Computer Lab 27% 29% 16% 8% 17% 4%
IT Computer Lab 28% 22% 9% 4% 30% 7%
IT infrastructure 31% 38% 9% 4% 10% 8%
Classroom facilities 41% 48% 6% 4% 0% 0%
Dining Options 5% 16% 16% 17% 40% 7%
Online registration 48% 40% 8% 2% 3% 0%
GSLIS office 39% 38% 8% 2% 12% 1%
GSLIS website 36% 42% 13% 5% 3% 1%
Transportation/parking 22% 42% 15% 13% 7% 0%
Bookstore 23% 40% 24% 6% 7% 1%
Registrars Office 44% 41% 11% 0% 3% 0%
In addition to the current student survey, which is administered every two years, the
survey of recent GSLIS graduates conducted each year includes questions related to
the adequacy of physical resources and facilities, and the results of this survey inform
the decisions and actions of the GSLIS faculty and staff. (Appendix VI.6) Similar to
the findings of the current student surveys, the most recent alumni surveys indicate
that parking facilities and dining options receive the lowest ratings.
The following steps have occurred or are being taken to address these concerns:
1. Parking: During construction of the parking facility and Parmer Hall, a time period
that coincided with administration of the survey, parking was at a premium as
several parking spaces were inaccessible for a full semester. The new parking facility
was completed in Summer 2007 and added 500 parking spaces on campus.
2. Transportation: To assist in determining student transportation needs, concerns, and
issues, a survey will be conducted in Spring 2008. The findings will be shared with
the university administrators.
3. Dining: Beginning in July 2007, the university contracted with a new food service
company, Chartwells, which has expanded the hours and selection in the Cyber
Caf, located in the Crown Library. Concerns raised by students, faculty, and staff
have been handled in open campus meetings.
4. Computers: The Crown Lab is now designated as the GSLIS Crown Lab and
Lounge, which gives priority use to GSLIS students. In addition, the opening of
the computer lab in Parmer Hall has significantly increased the number of public
access computers by 28.
STANDARD VI:
SUMMARY
Because the need for facilities and resources to support the academic program at all
levels is constantly on the minds of administrators, enormous strides to improve
facilities and resources have been made at all locations in the past several years and can
be expected to continue through the implementation of the Campus Master Plan.
SOURCES OF EVIDENCE: TABLES AND APPENDICES
Tables
Table VI.1: Computer Classrooms On Dominican University Campus
(River Forest)
Table VI.2: Number of Courses Taught and Number of Students Enrolled
at Various Sites
Table VI.3: Technology on Campus
Table VI.4: Course-Related Library Instruction Provided by Crown Library
Table VI.5: Data from the 2007 Survey of Current GSLIS Students
Appendices
Appendix VI.1: University Center of Lake County Information
Appendix VI.2: Best Practices Review and Peer Evaluator Report
Appendix VI.3: Crown Library Collection Development Policy
Appendix VI.4: Department of Information Technology Workshops
Appendix VI.5: Summary Findings of 2007 Survey of Current GSLIS Students
Appendix VI.6: Survey of FY2006 GSLIS Graduates
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Program at the
COLLEGE OF ST. CATHERINE
Submitted to the
February 2008
153
Dominican Universitys
Graduate School of Library and Information Science
Program at the College of St. Catherine
(St. Paul, Minnesota)
BACKGROUND
On December 1, 1993, Dominican University and the College of St. Catherine entered into an
agreement to establish a cooperative program whereby students could enroll in the Dominican
University MLIS degree program at the College of St. Catherine for the purpose of obtaining a MLIS
degree from Dominican University by taking courses offered at either institution.
Like Dominican, the College of St. Catherine has a long tradition as a Catholic liberal arts
college for women, and has offered library and information science education since 1928. Graduates
of its baccalaureate programs in library science and information management have achieved
recognition, but their opportunities for library and information science education at the graduate level
were severely curtailed when the graduate program at the University of Minnesota closed in 1985.
In the late 1980s, an invitation came from the Dean of the Graduate School of Library and
Information Science at Rosary College (now Dominican University) to explore models for delivering
the ALA-accredited masters program to qualified students in St. Paul. Several factors contributed to
making a partnership between the two institutions viable and attractive. Similarity in size, character,
and mission; the long history of library science education; substantial library resources; qualified and
experienced faculty; and an experienced program director suggested that the resources at the College
of St. Catherine would make this a distinctive partnership different from a typical extension or
distance education program. Both the practitioner community and the faculty and administration at
the College of St. Catherine recognized the need for masters level education in the Twin Cities.
After discussion and with the approval of each institutions Board of Trustees, the faculty and
administration agreed to offer Dominican Universitys graduate program on the St. Catherine's
campus. Each of the institutions agreed to establish, develop, and maintain a cooperative program
beginning in the 1992-1993 academic year. In the 1993 agreement, the arrangements for
implementing and managing the new program were clearly and carefully articulated. (Document is
available for review on site.) The roles and responsibilities for each of the institutions were delineated.
Considerable negotiation and accommodation by other administrative departments at each
institution were required. For example, admissions, student accounts, financial aid, housing, and
alumni departments were involved in the planning, implementation, and ongoing support of the
program. The Operating Procedures provided that St. Catherines faculty could sit on faculty
committees including admissions and curriculum, and could attend and vote in Dominican
University GSLIS faculty meetings. Financial considerations including revenue streams and cost
centers as well as legal requirements have been negotiated and monitored at the vice presidential level
at both institutions.
Although Dominican offers the masters degree in other locations in cooperation with
organizations such as the Chicago Public Library and the Chicago Public Schools, the relationship
with St. Catherines is unique because it uses faculty, staff and administrative structures already in
place. Delivery of a program of the size, duration and complexity of the one at St. Catherines has
been greatly facilitated by the similarity in philosophy and values between the two institutions and by
their comparable level of development and facilities. For example, Dominican and St. Catherines
share a commitment to teaching as a prime responsibility of faculty in both institutions;
undergraduate liberal arts education is a central focus. Under the terms of the initial agreement,
students for St. Catherines were required to take four courses in residence on the Dominican campus
in River Forest. The1992 ALA Standards for Accreditation and the continued growth of distance
education technologies prompted the MLIS faculty to re-define the residency requirement for the
College of St. Catherine students. Under the revised requirement, approved in March 1998, students
must complete four courses taught by Dominican University faculty.
The initial agreement was in force until modified and agreed upon again by both parties on
April 10, 1996. (Document is available for review on site.) The terms of the agreement and the
program itself appear to have run smoothly during those beginning years.
A new agreement between the institutions was drafted and signed in August 2000, and it has
been in place since then. (Document is available for review on site.) Each review of the agreement has
served to strengthen and clarify the roles, responsibilities, and commitment of both institutions.
COLLEGE OF ST. CATHERINES MOVE TOWARD ALA ACCREDITATION
With the goal of reestablishing a MLIS program in the state of Minnesota, the College of St.
Catherine began the process for seeking its own accreditation from the American Library Association.
In September 2006, the college moved from the precandidacy stage to the two-year candidacy period.
In recognition that the program at the college was moving forward to candidacy, Dominican
Universitys former Provost and GSLIS Dean entered into an agreement with the College of St.
Catherines Dean of graduate programs and the Library and Information Science programs Director
that articulated separation of the two programs. Two issues were paramount: honoring the
commitment of a quality educational experience for students who had entered the Dominican
University MLIS degree program at the College of St. Catherine, and ensuring that these students
had viable opportunities for completing their degrees in a timely fashion. Thus, in addition to the
document outlining the separation agreement and logistics, a timeline was developed. These two
documents, St. Catherine/GSLIS Program Procedures and Timeline for College of St. Catherine Seeking
ALA/COA Precandidacy and Candidacy (Appendix A.1), were in place by May 2005, being developed
and agreed upon by the institutional officials on staff at that time: Dean Prudence Dalrymple and
Provost Norman Carroll at Dominican University, and Director Mary Wagner and Dean Susan
Cochran at the College of St. Catherine.
A third document, St. Catherine/GSLIS Program Procedures, was also developed and put into
effect on May 31, 2005. (Document is available for review on site.) This supplementary document
was prepared in response to issues of concern raised during the Dominican University GSLIS
accreditation visit in the fall of 2004 and in the subsequent meeting of the Committee on
Accreditation (COA) during the 2005 ALA Midwinter Meeting. After more than a decade since its
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inception, some aspects of Dominican Universitys management and oversight of the program had
been ceded to the College of St. Catherine and needed to be reviewed and restructured. Thus, the
following issues were addressed in St. Catherine/GSLIS Program Procedures:
I The Dean of Dominicans GSLIS shall approve all College of St. Catherine faculty teaching
in the program before they are assigned to a course, as is done in River Forest.
I The Dean of Dominicans GSLIS should approve the schedule of courses offered at St.
Catherines. The Resident Program Director creates an annual schedule of the MLIS
Program at the College of St. Catherine and submits it to the Dean of Dominican GSLIS for
approval.
I Dominican University students at the College of St. Catherine will be given priority in
registering for courses taught by Dominican University faculty to facilitate their completion
of degrees in a timely fashion.
I All courses taught at the College of St. Catherine will be evaluated using the SIR II student
questionnaire form that is standard at Dominican GSLISs home campus in River Forest.
The same protocol for administrating the course evaluation that is in practice at the River
Forest campus will be followed. Completed forms will be shipped to River Forest via
Federal Express using Dominican Universitys account.
Since 2005 the processes listed above, along with increased communication, have served to better
ensure curricular and programmatic consistency.
Because this program presentation covers the years 2005-2008 and the process of separating
the two programs began in 2005, the External Review Panel Chair, the Director of the Office for
Accreditation, and the Dean of the GSLIS program discussed the best approach for addressing
questions and concerns arising out of the cooperative program with the College of St. Catherine and
decided that a separate chapter should be prepared. Further, in the Plan to Address Concerns of the
COA of the American Library Association, dated fall 2005, GSLIS responded to the issues raised by
COA and provided an update about the issues in October 2006 in the Progress Report Regarding the
Plan to Remove Conditional Accreditation. (Appendix A.2)
RECENT ACTIVITIES
After her appointment as Dean of the Dominican GSLIS program on June 1, 2005, Susan Roman
quickly established a working relationship with the Director of the St. Catherines program, Mary
Wagner. They concurred that the welfare of the students was of highest priority and agreed to work
together to address the concerns raised by COA. In a letter dated August 24, 2005, Susan Roman
underscores the importance of this commitment. (Appendix A.3) During the past two years, the
cooperative program has been additionally strengthened as a result of the following actions:
I At least twice each year, the GSLIS Dean or the Assistant Dean for Recruitment and
Marketing visits the campus of the College of St. Catherine to meet with the Director
and students or the Director from the College of St. Catherine comes to the River
Forest campus.
I The Director and faculty members from the College of St. Catherine are invited to
participate in GSLIS faculty meetings or administrative meetings in person or via
telephone conferencing.
I The Dean and Director engage in monthly telephone conversations, and often with greater
frequency, when there is a need. The increased communication among the administration
and the staff of the two departments has been important for a smooth transition.
I On February 19-20, 2007, the GSLIS Dean and Assistant Dean for Recruitment and
Marketing held several meetings on the College of St. Catherine campus. They met with
the library and information science student steering committee at the College of St.
Catherine, held one-on-one advising meetings with students, and conducted a larger
meeting of students and faculty to discuss strategies for facilitating students GSLIS
degree completion. Over 50 students attended this meeting. Similar individual and
collective advising meetings for students in the Dominican GSLIS program at the College
of St. Catherine are scheduled for Monday, February 11, 2008.
I The student association at the College of St. Catherine surveyed students in January and
February 2007 to determine which courses they wanted to see offered over the next two
years. The courses were ranked in order of importance. (Appendix A.4) The Dean and
Director worked together to prepare a proposed list of courses for the last few semesters
to support students in realizing their learning and career goals. The courses that have
been offered since receipt of this list have closely mirrored student suggestions.
(Appendix A.5)
I GSLIS has increased the amount of communication sent to Dominican University students
at the College of St. Catherine. The response from students to this initiative has been
positive. (Appendix A.6)
I Debra Mitts-Smith, a full-time faculty member at Dominican University GSLIS, has been
appointed to be the on-site advisor and mentor for the GSLIS students in St. Paul. Dr.
Debra Mitts-Smith recently relocated to the St. Paul area, and, in addition to teaching a
course on the St. Paul campus, she is overseeing student practicums and advising
students.
I Students have been invited and encouraged to register for courses on the River Forest
campus. Several students have enrolled in the weekend intensive classes and have
reported having had a positive experience and having benefited from a better sense
of connection to the Dominican GSLIS program and a fuller array of offerings.
I GSLIS continues to schedule full-time Dominican GSLIS faculty from River Forest to teach
in St. Paul, thus facilitating students completion of their requirement of taking four
residential courses taught by GSLIS faculty.
I GSLIS continues to offer distance education through a V-TEL videoconferencing
connection between the River Forest and St. Paul campuses. GSLIS faculty members
who teach via V-TEL also visit the St. Paul campus once or twice during the semester to
teach sessions of the course.
I The increased online hybrid courses offered by GSLIS have been a popular option for
students on both campuses.
I The GSLIS Dean attends graduations held on the campus of the College of St. Catherine
and assists at the graduation ceremony in the awarding of the degrees. (Sample program
is available on site.)
I Students on the St. Paul campus are invited to participate in the Dominican University
graduation ceremonies in River Forest, and several students have taken advantage of
that invitation.
156
157
I With the creation of the Student Placement Center at Dominican GSLISs River Forest
location, students at the College of St. Catherine have been able to avail themselves of
individualized pre-professional and early career development advising and also support
in securing practicum and internship experiences.
I The GSLIS Alumni Council and the Dominican University Alumni Relations Office have
been encouraged to increase their contacts with GSLIS graduates on that campus. Last
May, GSLIS graduates in St. Paul received an alumni gift.
CONCLUSION
Overall, implementation of the steps to conclude the cooperative agreement between the programs
at Dominican University and the College of St. Catherine has proceeded smoothly. Despite initial
student concern, especially from those who had proceeded through their degree requirements at a
slower pace than they expected, relatively few students have opted to switch from the Dominican
University program to the program at the College of St. Catherine. Those who have transferred to
the College of St. Catherine program have done so because they are concerned that their slower pace
of completion will not allow them to fulfill all of the requirements for the MLIS degree by the
December 2008 deadline. The vast majority of the Dominican GSLIS students at the College of St.
Catherine continue to graduate on time or at an accelerated rate so that they complete the program
in a timely fashion. GSLIS has assured all students that it will work with each and every one of them
on an individual basis to facilitate their completion of the degree requirements within the allotted
time. The program has begun investigating options for ensuring that students based in Minnesota
have a means to complete their programs in-state over the next few years. The initial display of
support from libraries and information centers and from practitioners in the region allows the
program to sustain its commitment to supporting each student who entered the GSLIS program via
the cooperative program with the College of St. Catherine.
Despite the complexity of issues that arise, the idea of working cooperatively to offer a masters
degree program from an accredited library and information science program through another
institution that does not have degree-granting authority has proven to be a promising and viable
concept. Reflection about the Dominican University and College of St. Catherine partnership has
resulted in several recommendations and considerations for future endeavors of this type:
I Like any collaborative endeavor, effective communication, both in person and through
other means, should be at the core of the partnership. Communication needs to be strong
and ongoing between and among administration, faculty, staff, and students.
I Agreements between the participating institutions need to be revisited, rethought and
recast as necessary, but they should be reviewed on an annual basis at a minimum. This
review is necessary to ensure that the program objectives are being met and that due-
diligence is paid to agreements.
I Both parties must be in agreement that the program must be of the highest academic
quality and have common program and academic ideals. This level of quality entails
excellent faculty, a solid curriculum, a variety in course delivery methods, allegiance to
students, and networking opportunities for graduates.
I Partnerships require a significant commitment of time and trust on the part of all
participants. With these elements in place, partnerships have the potential to accomplish
important and meaningful results.
In sum, Dominican University is gratified to have had the opportunity to support the educational
needs and interests of library and information science professionals in the Minneapolis-St. Paul area.
Over the history of the cooperative program, hundreds of students have successfully graduated from
the program and gone on to lead and work in a variety of library and information service settings.
The graduates from the program in St. Paul are impressive and well qualified. GSLIS anticipates and
welcomes the potential accreditation of a new MLIS degree program at the College of St. Catherine.
SOURCES OF EVIDENCE
Appendices
Appendix A.1: St. Catherine/GSLIS Program Procedures and Timeline for College of St. Catherine
Appendix A.2: Plan to Address Concerns of the COA of the American Library Association and
Progress Report Regarding the Plan to Remove Conditional Accreditation
Appendix A.3: Letter to Mary Wagner dated August 24, 2005
Appendix A.4: Ranking of Courses by GSLIS Students at the College of St. Catherine
Appendix A.5: Proposed Course Offerings for the GSLIS Program at the College of
St. Catherine, 2005-2008
Appendix A.6: Samples to GSLIS Students at the College of St. Catherine
158
Submitted to the
February 2008
SYNTHESIS AND OVERVIEW
159
Synthesis and Overview
Since the last Committee on Accreditation (COA) review and visit in 2004, the Graduate School
of Library and Information Science (GSLIS) at Dominican University has initiated several activities
and new procedures to promote continuous planning and assessment of the academic program.
The implementation and review of these activities have clarified areas of strength, as well as areas of
needed improvement. A synthesis of these initiatives and activities as they relate to each of the COA
Standards is presented below:
I. MISSION, GOALS, AND OBJECTIVES
Although GSLIS has always followed a broad-based planning process, the current mission and identity
statements emerged from a planning process implemented in 2005 that was particularly comprehensive
and included a multifaceted set of initiatives and activities. Needs assessment and planning included
participation and input from the school and universitys faculty, staff, students, alumni, employers of
our graduates, and other key constituent groups. The GSLIS Strategic Plan for 2005-2008 and Beyond,
which was approved by the faculty in September 2005, provides the framework for program
development and sets clear parameters for assessing progress in meeting our goals.
The faculty prepared a plan for systematic, ongoing assessment of the academic program that
incorporates a variety of methods for collecting information from internal and external constituent
groups and then using the information to inform and improve program development. In Spring
2006, the faculty established a new standing committee, the Program Assessment Committee, which
is charged with overseeing assessment activities.
GSLIS also collaborated with other educational institutions, libraries, information agencies,
library systems, and related organizations in the last few years to enrich and expand the program.
While this type of collaboration is one of the programs strengths, GSLIS will need to be strategic as
it pursues additional partnerships to ensure that they reflect and are aligned with the programs
mission and goals.
II. CURRICULUM
Throughout 2005, the needs assessment and planning process carried out by the school provided the
faculty with a fresh opportunity to review the programs goals and objectives in relation to student
learning. As a result, the faculty strengthened the curriculum to promote the development of
competencies deemed essential to the provision of services in libraries, information centers, and
related contexts.
Discussions about the need to provide students with an integrative learning experience near the
completion of their coursework resulted in the development and approval of a required capstone
course for students beginning in Spring 2008. The addition of this course, which includes a portfolio
component, provides a means for students to document their learning in relation to the programs
learning objectives. It is anticipated that students will have a better understanding of the competencies
necessary for careers in the information professions. Likewise, the GSLIS faculty and staff will have
an additional means of academic program assessment.
Other new courses were developed and added to the curriculum that respond to trends and
changes in the profession. These additions include: LIS720: Enhancing Language and Literacy
Development in Young Children through Childrens Literature, LIS768: Library 2.0 and Social
Networking Technologies, and LIS758: Community Informatics. Some online courses were also
developed and offered, proving to be a popular option for many students.
Throughout the planning process in 2005, the need for graduating students to have a
foundation set of information technology and computer skills was evident. The faculty wants to
ensure that students leave the program prepared to meet the practical aspects of the profession as
well as the theoretical ones. To that end, the GSLIS Information Technology Committee identified
essential skill areas, and beginning in the Fall 2007 semester, students are required to demonstrate
their information technology competencies before completing the core courses.
GSLIS has several policies and procedures in place to promote careful and planned curriculum
development. During discussions about the curriculum, however, faculty acknowledged that a full
curriculum review is needed. This initiative is in the planning stages and will be a central focus
during the upcoming academic year. It will not likely occur without its challenges, as important
discussions about pedagogy, required skill sets and competencies, and course delivery methods will be
necessary. The planning and assessment mechanisms that are now in place should provide a framework
for a meaningful and productive curriculum review.
III. FACULTY
During the last three years, GSLIS has been making steady progress toward enhancing its faculty
ranks. Gains have been made in numbers, areas of specialty, overall rank of faculty members, and
numbers of tenured faculty members. Two faculty members received tenure during this period, and
between May 2007 and August 2007, four full-time instructors completed their doctorates and were
promoted to Assistant Professor. Significant gains have also been made in areas such as student-
faculty ratio, numbers of core classes taught by full-time faculty, and mentorship of new faculty.
Student ratings of the facultys teaching effectiveness, knowledge, and accessibility outside of
class time are high. They consider GSLIS to have an intellectually stimulating atmosphere, which is
clearly one of the strengths of the program.
Like other library and information science graduate programs, GSLIS faces a highly competitive
job market during its faculty searches for qualified candidates to fill tenure-track positions, particularly
candidates from underrepresented groups. The school is committed to achieving its recruitment and
hiring goals, and the university has identified diversity as one of its central operating priorities. New
strategies and models that address this goal will need to be developed and implemented.
160
161
IV. STUDENTS
The GSLIS faculty and administrative staff work collaboratively to develop and foster a rich learning
community for students. The program has a well-articulated set of policies and procedures for student
recruitment, admission, financial aid, placement and related activities. In recent years, these policies
have been strengthened to improve recruitment and retention of students from a variety of
backgrounds and experiences, and significant gains have been made. In 2004, 4% of the GSLIS
student body was from underrepresented groups; by Fall 2007, the percentage had increased to 10.6%.
As the College of St. Catherine pursues its own accreditation from the American Library
Association for an MLIS degree and its partnership with Dominican University concludes, GSLIS
has turned its focus toward new and innovative ways to increase and diversify its enrollment in its
program. In response to this challenge, the school recently completed a Two-Year Marketing,
Recruitment, and Outreach Plan, Academic Years 2007-2000, which provides the framework for the
schools recruitment efforts and establishes measurable goals and a timeline for increasing the size of
the student body, as well as its overall diversity.
V. ADMINISTRATION AND FINANCIAL SUPPORT
Over the past three years, the administrative staff positions and organizational structure of the GSLIS
office have been reviewed and realigned to match more strategically the programs goals and
objectives. Some of the changes were implemented in direct response to the findings of the student
and alumni surveys administered during the planning process in 2005. Two new positions were
created and filled: 1) Assistant Dean for Recruitment and Marketing, and 2) Coordinator of Student
Placement. The staff in these positions have improved existing services and developed new services
that strengthen the administration of the academic program.
The Dean has expanded and diversified the membership of the GSLIS Advisory Board over
the past two years to include representation from various types of libraries, information centers,
knowledge management organizations and related information agencies. The role of the Alumni
Council has also grown since 2005. The membership now includes new graduates, along with more
experienced graduates. The Dean has sought cultural diversity and subject specialty diversity, as well.
The university continues its strong administrative and financial support of GSLIS. As a private
higher education institution, however, the university relies on tuition for a major portion of its
budget. GSLIS will need to be creative as it faces the ongoing and unique challenges of generating
income and balancing expenses in a private educational institution. New models of collaboration
with other institutions, alternate modes of course delivery, and external sources of funding will likely
need to be considered and tried.
VI. PHYSICAL RESOURCES AND FACILITIES
As the university has undertaken major construction projects, substantial improvements to the
universitys overall facilities and services have been realized. The school has certainly benefited from
these projects with increased access to enhanced classrooms, new technology labs and instructional
spaces, and additional faculty offices within the existing cluster of GSLIS faculty offices. During the
current academic year, a computer lab has been converted into a GSLIS student lab and lounge, and
a meeting room, Crown 303, is available for faculty use when not previously scheduled. These
changes will likely promote a stronger sense of community among the faculty, students, and staff.
GSLIS has been fortunate to locate excellent educational facilities when delivering courses at
off-campus sites. The classroom space has the necessary technology and media to support
instructional needs. Ongoing evaluation of the academic support and services at these sites will
continue to be critical to ensure that all GSLIS students receive comparable levels of effective
academic support and services.
Since 2004, the Crown Library has made significant improvements in the collections and
services that support the GSLIS program. Increased collaboration and communication between
the librarians and GSLIS faculty and staff have resulted in a joint graduate assistantship program,
targeted collection development projects, expanded library instruction services, and planning for
a childrens literature center.
A robust technology infrastructure is essential to achieving the academic and administrative
goals of a graduate program in library and information science. Although the university has
developed and significantly expanded its technology and computer resources in recent years, the
progress has not always kept pace with the needs of the GSLIS program. To address these issues, the
GSLIS faculty and administrative staff have been proactive by participating in university-wide
technology planning sessions, serving on technology committees, and meeting with the Information
Technology Department staff to address specific technology needs. The President of the university
recognizes the importance of a strong web presence and technology infrastructure, and she has made
enhancement of the technology resources and facilities a top priority.
SUMMARY
The improvements and accomplishments of the past several years demonstrate the capacity of GSLIS
to maximize its strengths and meet challenges as it develops and moves the academic program
forward. At both the university level and within the school, the mission statements and strategic
plans provide the overall framework for carrying out and realizing meaningful program assessment,
planning, evaluation, and implementation.
162
Submitted to the
February 2008
COMPLETE LIST OF TABLES AND APPENDICES
163
Complete List of Tables and Appendices
TABLES
Standard I (Mission, Goals, and Objectives)
Table I.1: Progress Toward Meeting GSLIS Strategic Plan Goals and Objectives
Table I.2: GSLIS Program Goals and Objectives in Relation to the Standard I.2 Statements
Table I.3: Summary of Dominican University and the Graduate School of Library and Information
Science Assessment Activities
Table I.4: Employers Ratings of GSLIS Graduates Skills, 2005 and 2007
Standard II (Curriculum)
Table II.1: GSLIS Learning Objectives in Relation to COA Standard II.3
Table II.2: GSLIS Courses in Relation to the COA Standard II.3
Table II.3: Number of Students Enrolled in LIS799: Practicum, 2005-2007
Table II.4: Employers Ratings of GSLIS Graduates Skills, 2005 and 2007
Table II.5: Offering State-of-the-Art Library and Information Science Education, 2005 and 2007
Table II.6: Employers Rating of Skills and Abilities of GSLIS Graduates as Excellent, Percentages
2007 and 2005
Standard III (Faculty)
Table III.1: Faculty Name, Rank, Tenure Status, and Area of Specialty
Table III.2: Summary of Academic Credentials of Faculty, 2004-2007
Table III.3: Faculty Growth, 2005-2007, in Number and Percentage Increase
Table III.4: Adjunct Faculty Name, Degree, Home Institution, Area of Expertise, Courses Taught
Table III.5: Total Courses (Core and Electives) by Year
Table III.6: Total Courses (Core and Electives) for Summer terms
Table III.7: Total Courses (Core and Electives) for Fall terms
Table III.8: Total Courses (Core and Electives) for Spring terms
Table III.9: Course Sections Taught by Full-time and Part-time Faculty,
Table III.10 Number of Required vs. Elective Courses Taught by Full-time
Faculty Each Term, 2005-2007
Table III.11: Courses Taught by Full-time vs. Adjunct Faculty at Various
Locations Each Term, 2005-2007
Table III.12: Class Size Average
Table III.13: Student-Faculty Ratio
Table III.14: SIR II Mean Scores of GSLIS and Dominican University Faculty
Table III.15: Number of Faculty Publications and Presentations, 2005-2007
Table III.16: Faculty Experience in Practice
Table III.17: Faculty Teaching in GSLIS Curriculum
Standard IV (Students)
Table IV.1: Ethnicity of Student Enrollment, 2004-2007
Table IV.2: Gender of Student Enrollment, 2004-2007
Table IV.3: Age of Student Enrollment, 2004-2007
Table IV.4: Number of Courses Taught and Number of Student Enrolled at
Chicago Sites
Table IV.5: Dominican University Scholarship and Fellowship Aid
164
165
Standard V (Administration and Financial Support)
Table V.1: GSLIS Faculty Assignments to Academic Council University Committees, 2007-2008
Table V.2: GSLIS Administrative Staff: Name, Roles and Responsibilities, Year of Appointment
Table V.3: GSLIS Operating Budget, 2004-2008
Table V.4: Overall GSLIS Faculty Travel Support, 2004-2007
Standard VI (Physical Resources and Facilities)
Table VI.1: Computer Classrooms On Dominican University Campus (River Forest)
Table VI.2: Number of Courses Taught and Number of Students Enrolled at Various Sites
Table VI.3: Technology on Campus
Table VI.4: Course-Related Library Instruction Provided by Crown Library
Table VI.5: Data from the 2007 Survey of Current GSLIS Students
APPENDICES
Appendix I.1: Dominican University, Planning Portfolio, 2002-2012 (Strategic Plan: Launching
Our Second Century; Strategic Plan: Operating Priorities, 2003-2008; Key
Performance Indicators; Strategic Planning Calendar, 2001-2015; The Campus
Master Plan)
Appendix I.4: Data Gathering Tools, 2005 (GSLIS Student Experience Survey, 2005; GSLIS
Recent Graduate Survey, 2005; GSLIS Alumni Survey, 2005; GSLIS Employer
Survey, 2005; and GSLIS Local and Regional LIS Professionals Focus Group Script;
and GSLIS Practicum Supervisors Phone Interview Script)
Appendix I.5: Summaries of 2005 Data Collection (Survey of Current GSLIS Students, Survey
of 2005 GSLIS Graduates, Survey of 1995 and 2004 GSLIS Graduates, and
Discussion Groups with Library and Information Science Professionals)
Appendix I.7: GSLIS Vision Weekend Session, July 22-23, 2005 (Agenda; Rough Notes;
SWOT Analysis; Facing Forward Presentation PowerPoint Slides)
Appendix I.11: GSLIS Assessment Process for Evaluating Core/Required Courses and Schedule
Appendix I.14: 2006 Progress Report Regarding the Plan to Remove Conditional Accreditation
Appendix I.15: Sample programs from eChicago, Shape Shifters Conference, Follett Lecture,
Emerging Library Leaders for the 21
st
Century
Appendix I.21: Program Assessment Tools for Core/Required Courses and Analysis Reports (Fall
2006 and Spring 2007)
166
167
of Alumni
Appendix I.28: 2005 Survey of Recent Graduates; 2007 Survey of Students; and Summary
of Survey of Current Students, 2007
st
Century
Appendix II.1: GSLIS Bulletin, 2006-2008. See Appendix I.19 or go online at
Appendix II.10: GSLIS Courses in Relation to Competency Statements of Professional
Library/Information Science Associations: American Association of Law Libraries,
Association for Library Service to Children, Medical Library Association, Music
Library Association, Young Adult Library Services Association, Special Libraries
Association, Reference and User Services Association, and Society of American
Archivists
Appendix II.15: Comparison of Employers of GSLIS Graduates: 2005 to 2007
Appendix III.4: Dominican University Faculty Development Day Agenda (samples)
Faculty_Resources/Faculty_Handbook/ for the complete document.
168
169
Appendix IV.1: Two-Year Marketing, Recruitment, and Outreach Plan, Academic Years 2007-2009
and Graduates
Appendix IV.5: Prospective Student Information Packet (For the GSLIS Bulletin, 2006-2008, which
is part of the Prospective Student Information Packet, please see Appendix I.19 or
go online at http://www.dom.edu/academics/gslis/programs/bulletin.html
Appendix IV.8: Dominican University Special Needs Services Documents (Disability Grievance
Procedure, Disability Grievance Panel Information, and the Grievance Panel Procedure)
st
Century
Appendix IV.14: Summary of Progress in Meeting Strategic Plan Goals and Objectives, August 2007
Appendix IV.15: GSLIS Faculty Work Groups: Proposed Action Steps to Continue Progress Toward
Meeting Strategic Plan Goals and Objectives, December 2007
Appendix V.12: Vitae of the Dean; Assistant Dean for Recruitment and Marketing; Coordinator
of Student Placement; and Instructional Services Coordinator
170
171
Appendix V.15: Dominican University, Planning Portfolio, 2002-2012 (Strategic Plan: Launching Our
Second Century; Strategic Plan: Operating Priorities, 2003-2008; Key Performance
Indicators; Strategic Planning Calendar, 2001-2015; The Campus Master Plan)
Appendix A.2: Plan to Address Concerns of the COA of the American Library Association and
Progress Report Regarding the Plan to Remove Conditional Accreditation
APPENDICES
Standards I and II
Appendix I
Appendix I.1: Dominican University, Planning Portfolio, 2002-2012 (Strategic Plan: Launching
Our Second Century; Strategic Plan: Operating Priorities, 2003-2008; Key
Performance Indicators; Strategic Planning Calendar, 2001-2015; The Campus
Master Plan)
Appendix I.4: Data Gathering Tools, 2005 (GSLIS Student Experience Survey, 2005; GSLIS
Recent Graduate Survey, 2005; GSLIS Alumni Survey, 2005; GSLIS Employer
Survey, 2005; and GSLIS Local and Regional LIS Professionals Focus Group Script;
and GSLIS Practicum Supervisors Phone Interview Script)
Appendix I.5: Summaries of 2005 Data Collection (Survey of Current GSLIS Students, Survey of
2005 GSLIS Graduates, Survey of 1995 and 2004 GSLIS Graduates, and
Discussion Groups with Library and Information Science Professionals)
Appendix I.7: GSLIS Vision Weekend Session, July 22-23, 2005 (Agenda; Rough Notes;
SWOT Analysis; Facing Forward Presentation PowerPoint Slides)
Appendix I.11: GSLIS Assessment Process for Evaluating Core/Required Courses and Schedule
Appendix I.14: 2006 Progress Report Regarding the Plan to Remove Conditional Accreditation
Appendix I.15: Sample programs from eChicago, Shape Shifters Conference, Follett Lecture,
st
Century
Appendix I.21: Program Assessment Tools for Core/Required Courses and Analysis Reports (Fall
2006 and Spring 2007)
of Alumni
Appendix I.28: 2005 Survey of Recent Graduates; 2007 Survey of Students; and Summary
of Survey of Current Students, 2007
st
Century
Strategic Plan Launching Our
Second Century
2 0 0 2 - 2 0 1 2
For campus distribution only.
Appendix I.1 BACK to Program Presentation
trategi c planni ng does not happen i n a vacuum, but
rather i t i s dri ven and shaped by envi ronmental factors
those wi thi n the uni versi ty, and others i n the marketplace.
Aspi rati ons i n context determi ne uni versi ty pri ori ti es,
someti mes expandi ng or accelerati ng planni ng, someti mes
slowi ng the pace.
The Domi ni can Uni versi ty strategi c plan, Launchi ng
O ur Second Century, was concei ved at the February 2001
Vi si oni ng Weekend. O ver 100 trustees, faculty, staff, students
and alumnae/i gathered to propose future di recti ons for the
uni versi ty. I t then became the task of the Uni versi ty Planni ng
Commi ttee to sort and pri ori ti ze deli berati ons. T wo uni -
versi ty deci si ons i mpacted the planni ng process the ti mi ng
of the new resi dence hall and the purchase of the Pri ory.
The latter challenged the uni versi ty to develop a 10-year
planni ng scenari o, establi shi ng long-term benchmarks for
uni versi ty growth.
Several external factors i nfluenced uni versi ty pri ori ti es
conti nui ng enrollment volati li ty, the economi c downturn,
the tragedy of September 11, the i ncreasi ng cost of quali ty
and the i mpli cati ons of student di versi ty. Planni ng ami dst
these vari ables affi rmed the comprehensi ve scope of the
uni versi ty, whi le hi ghli ghti ng the pressi ng need for endow-
ment to support student scholarshi ps, faculty development
and overall program quali ty. A conti nui ng commi tment to
mi ssi on was i denti fi ed as i ntegral to Domi ni cans future
success.
S
Dominican University Planning Committee
Summer 2002
Strategi c Plan
Launchi ng Our Second Century 2002-2012
Table of Contents
n Launching Our Second Century . . . . . . . . .1
n Vision, Mission, Identity . . . . . . . . . . . . . . .2
n Imagining the Future . . . . . . . . . . . . . . . . .3
n The Catholic Mission of the University . . . . .4
n Size, Scope and Character . . . . . . . . . . . . .5
n A Culture of Assessment . . . . . . . . . . . . . .6
n Capacity: Space and Dollars . . . . . . . . . . . .7
n End Note . . . . . . . . . . . . . . . . . . . . . . . . . .8
n Goals and Objectives . . . . . . . . . . . . . . . . .9
n Vision at a Glance . . . . . . . . . . . . . . . . . .12
2 Launching Our Second Century
Domi ni can Uni versi ty aspi res to be a premi er, Catholi c,
comprehensi ve, teachi ng uni versi ty wi th an enrollment of
4, 000 students.
As a Si nsi nawa Domi ni can sponsored i nsti tuti on, Domi ni can
Uni versi ty prepares students to pursue truth, to gi ve compas-
si onate servi ce and to parti ci pate i n the creati on of a more
just and humane world.
Domi ni can Uni versi ty i s a di sti ncti vely relati onshi p-centered
educati onal communi ty, rooted i n the li beral arts and
sci ences and comprehensi ve i n scope, known for i ts
ri gorous and engagi ng academi c programs, for the care and
respect wi th whi ch i t mentors students, for i ts enduri ng
commi tment to soci al justi ce and for the enri chi ng di versi ty
of i ts students, faculty and staff. I ntegral to Domi ni cans
success and di sti ncti on i s the ongoi ng explorati on, clear
expressi on and shared experi ence of i ts Catholi c Domi ni can
i denti ty.
MISSION
STATEMENT
IDENTITY
STATEMENT
VISION
STATEMENT
VI SI O N
MI SSI O N
I DENTI TY
Appendix I.1
slowi ng the pace.
success.
S
Summer 2002
Strategi c Plan
Table of Contents
n End Note . . . . . . . . . . . . . . . . . . . . . . . . . .8
A3
4, 000 students.
i denti ty.
MISSION
STATEMENT
IDENTITY
STATEMENT
VISION
STATEMENT
VI SI O N
MI SSI O N
I DENTI TY
Appendix I.1
IMAGINING THE FUTURE:
To Be or Not to Be Premier
What does i t mean to be a premi er uni versi ty?
I t begi ns wi th shared mi ssi on and a strong sense
of self-worth. Also and i mportantly, i t has to do
wi th posi ti on, or reputati on, relati ve to other well-
respected i nsti tuti ons. US News& World Report
ranks Domi ni can Uni versi ty 22nd among Mi dwest,
masters level uni versi ti es. I t seems appropri ate,
therefore, strategi cally, to look to the top of the
class for i ndi cators of where and how to support
quali ty.
A compari son between Domi ni can and thi s aspi rant
group ( Valparai so, Crei ghton, Drake, Butler, Bradley
and John Carroll) suggests three pri ori ti es for
academi c planni ng: i ncreasi ng student selecti vi ty,
expandi ng faculty resources ( such as the percentage
of full-ti me faculty) and i ncreasi ng graduati on rate.
O f note, Domi ni cans percentage of classes under
20 students and the rate at whi ch Domi ni can
accepts students are comparati vely better than the
aspi rant group, and the strategi c plan proposes
mai ntai ni ng these ranki ngs.
Not surpri si ngly, academi c i ndi cators go hand-i n-
hand wi th fi nanci al i ndi cators. Though Domi ni can
demonstrates a hi gher percentage of alumnae/i gi v-
i ng than those i nsti tuti ons at the top of the class, i t
i s clear that the uni versi ty must bui ld i ts endowment
i f i t i s to i ncrease academi c quali ty. The current
average aspi rant endowment ( $145M) i s more than
10 ti mes that of Domi ni can Uni versi ty ( $14M) . Also,
si gni fi cantly, all si x premi er uni versi ti es have larger
enrollments than Domi ni can, and thus are better
able to feed quali ty wi th operati ng dollars.
All that sai d, Domi ni can Uni versi ty does not aspi re
to be just li ke Crei ghton or Bradley or Valparai so.
Rather, over the next 10 years the uni versi ty seeks
to craft i ts own defi ni ti on of premi er, taki ng i nto
account and enhanci ng academi c reputati on no
doubt, but accompli shi ng thi s i n a way that pre-
serves and promotes the di sti ncti ve i denti ty of the
uni versi ty.
About Diversity. . . .
US News & World Report
assigns Dominican University
a significantly higher diversity
index than any of the six
aspirant institutions. The
universitys strategic plan chal-
lenges the myth that increasing
diversity and academic quality
are mutually exclusive out-
comes. It proposes instead
that diversity is essential for
excellence, and that diversity
generates educational benefits
for the entire institution.
Among Dominicans core
academic challenges, as identi-
fied in the recent AACU Greater
Expectations Report, is the
need to serve a diversity of
learning stylesto meet
students at their ability levels
and move them forward to
greater achievement. This
challenge is all the more
important because Dominican
educates so many first genera-
tion to college students.
In 2000-2001 Dominican
faculty, staff and students
participated in a comprehen-
sive cultural audit to better
understand and plan for the
increasing impact of diversity
on academic programs and
student life. Audit recommen-
dations have been incorporated
into the strategic plan.
Appendix I.1
quali ty.
uni versi ty.
A3
THE CATHOLIC MISSION OF THE
UNIVERSITY
O ne of the most perplexi ng challenges of the
strategi c plan i s how to ensure the centrali ty of the
Catholi c mi ssi on of the uni versi ty not that there
i s any questi on about i ts conti nui ng i mportance, but
because the i mplementati on of mi ssi on i s complex
and di ffi cult to prescri be. I n 2001, Domi ni can estab-
li shed an O ffi ce of Mi ssi on Effecti veness to provi de
leadershi p for thi s effort. The strategi c plan seeks
to bui ld a uni versi ty communi ty dedi cated to the
Catholi c and Domi ni can i ntellectual tradi ti ons of
i ntegrati ng ri gorous study, compassi onate servi ce
and thoughtful reflecti on.
As part of the strategi c plan, i n concert wi th the
purchase of the St. Thomas Aqui nas Pri ory and
Domi ni can Conference Center, the uni versi ty
proposes to establi sh a center for di alogue about
contemporary soci al i ssues i n the context of fai th.
By i ntenti on, the center:
draws upon Catholi c soci al teachi ng/thought/acti on
as a pri mary resource and framework for
programmi ng,
i s di sti ncti vely grounded i n Domi ni can values, as
embodi ed i n the reali ti es of the uni versi tys motto,
Cari tas et Veri tas,
bui lds upon the ri ch i nterdi sci pli nary experi ence
that i ncreasi ngly characteri zes the Domi ni can
Uni versi ty curri cula.
About Ex corde
Ecclesiae. . . .
Controversy regarding the
implementation of the 1990
Apostolic Constitution,
Ex corde Ecclesiae (e.g., the
mandatum) has overshadowed
what is essentially a helpful
statement regarding the Catholic
identity of Catholic universities.
As Dominican University
continues to explore and
promote its distinctive, Catholic
character, the following five
priorities, as presented in the
Constitution, might focus
planning deliberations:
To clearly and consistently
state the universitys Catholic
identity and ensure that it is
expressed in worship on
campus, public ceremonies,
policies, etc.
To encourage the presence of
Catholic tradition and teaching
in its curricula and scholarly
activities.
Not only to teach, but to
model the Catholic tradition
in relationships, practices,
worship, etc.
To respond to the pastoral
needs of the Church, help
with Catholic education on all
levels and help to solve the
problems of human suffering.
To keep alive the cultural
heritage of the Catholic
community in philosophy and
theology, in literature and the
arts, in the study of nature and
society, in ritual and symbol,
and in spiritual tradition.
Appendix I.1
SIZE, SCOPE AND CHARACTER
For a largely tui ti on-dri ven i nsti tuti on li ke Domi ni can,
si ze does i mpact quali ty. Below a certai n enrollment
threshold, a comprehensi ve uni versi ty has di ffi culty
adequately supporti ng i ts programs and servi ces. The
opti mum si ze for Domi ni can Uni versi ty, bui ldi ng toward
2012, i s proposed to be 4, 000 students, wi th 1, 880 tradi -
ti onal undergraduate students, approxi mately 40 percent
of whom wi ll li ve on campus.
The uni versi ty recogni zes the challenges of growi ng
enrollment whi le at the same ti me i ncreasi ng undergrad-
uate quali ty. Si nce 1996, Domi ni cans enrollment has
i ncreased an average of 8.1 percent a year. The strategi c
plan proposes a 5.6 percent annual i ncrease over the
next 10 years. The plan assumes a si gni fi cant i ncrease
i n endowment to recrui t a talented and di verse student
body graduate as well as undergraduate.
Currently, Domi ni can Uni versi ty offers coursework at
16 si tes i n and around Chi cago and i nto Mi nnesota,
wi th fi ve substanti al ( leased/contracted) si tes. Three of
four uni versi ty graduate programs teach at these si tes,
as does the I nsti tute for Adult Learni ng. I n other words,
whi le tradi ti onal undergraduate educati on, wi th all i ts
trappi ngs, remai ns the domi nant occupant of the Ri ver
Forest campus, the scope of graduate and adult educa-
ti on and therefore, the uni versi ty i s ever expandi ng.
The uni versi ty i s challenged to determi ne the opti mum
number of off-campus teachi ng si tes and to create
new structures for content and servi ce deli very.
I nternati onal educati on offers si mi lar challenges.
Domi ni can Uni versi ty has a long and proud hi story
of i nternati onal study whi ch the plan hi ghli ghts as a
conti nui ng pri ori ty, but fewer students can take or afford
a full semester abroad. Alternati ve deli very systems need
to be developed, at both the graduate and undergraduate
levels.
Such growth and mobi li ty challenge tradi ti onal uni versi ty
assumpti ons about developi ng and mai ntai ni ng campus
communi ty. The plan asks Domi ni can faculty, staff and
students to i denti fy new ways of connecti ng. Effi ci ent
and i nclusi ve systems for communi cati on need to be
developed, crossi ng schools, campuses and colleague
groups.
About graduate
education . . . .
Dominican University has
offered professional, masters
level course work for over 50
yearsfirst in library science
(1949), then in business
(1977), then in education
(1987), and most recently, in
social work (2001). Graduate
programs have provided the
university with distinction as
well as diversity in tuition
revenue. Currently graduate
students represent 53 percent
of the university headcount.
When Rosary College became
Dominican University in 1997,
the strategy rationale for the
change in name identified the
increasing importance of grad-
uate education in the portfolio
of the institution. Maturing as a
university now challenges the
academic community to under-
stand and express a more
expansive, integrated university
identity. In particular, the
strategic plan directs the
university to focus on the
needs of the graduate and
adult students, new delivery
systems for graduate course-
work and university
image/brand. Increased
endowment funding for
faculty development and
graduate student fellowships
is an advancement priority.
A CULTURE OF ASSESSMENT
The desi gn of the uni versi ty strategi c planni ng i s
i ndi cati ve of the uni versi tys shi ft to an operati ng
culture i n whi ch assessment i s much more expli ci t.
Targets for enrollment growth are clearly i denti fi ed,
as are anti ci pated changes i n selecti vi ty, graduate
rates and the li ke. Benchmarks have been estab-
li shed for tui ti on growth and fundrai si ng, whi ch
determi ne the uni versi tys capaci ty to pursue new
projects.
The shi ft i n focus from i nput to outcomes i s evi dent
not only i n the uni versi tys goals and objecti ves, but
also i n how schools and academi c departments are
asked to assess student learni ng. A Uni versi ty
Assessment Commi ttee was appoi nted i n 2000 to
coordi nate learni ng-centered assessment. As part
of the uni versi ty plan, each uni t of the uni versi ty
i s requi red to wri te i ts own plan whi ch i s cri ti qued
annually.
The uni versi ty strategi c plan proposes several other
i ni ti ati ves that advance and support a culture of
assessment. Speci fi cally, the plan calls for a regular
revi ew of academi c i deals, pri nci ples and requi re-
ments for all programs. A performance apprai sal i s
expected annually of all personnel to ensure that
human resources are uti li zed strategi cally. The plan
also hi ghli ghts the i mportance of i nsti tuti onal
research as the foundati on of good assessment. Thi s
factor i s emphasi zed throughout the cultural audi t.
O f note, assessment strategi es ali gn wi th new North
Central Associ ati on cri teri a and help prepare the
uni versi ty for reaccredi tati on i n 2005.
About scholarship. . . .
While teaching remains the
academic hallmark of
Dominican University, expecta-
tions of faculty scholarship
and continuing professional
development have increased
in recent yearsor at least,
the university has pressed
faculty to adhere to the schol-
arly criteria as stated in the
Faculty Handbook. Presently,
the university faculty is working
to further define the scope of
scholarship and to understand
the impact of higher expecta-
tions on appointment policies,
workload and the like.
Different disciplines produce
different types of scholarship,
and sometimes one
discipline and its scholarship
are not fully understood or val-
ued by another.
For academic year 2002-2003
the university is increasing the
faculty development budget
substantially, recognizing that,
in order to raise the bar, facul-
ty need support for things such
as summer projects, student
research assistance, course
release time. Focused research
in areas consistent with
university priorities, e.g.,
curriculum transformation,
Catholic social teaching,
assessment, is encouraged.
Looking forward, the strategic
plan states a strong commit-
ment to faculty excellence in
teaching and scholarship.
Appendix I.1
levels.
groups.
About graduate
education . . . .
work and university
A3
projects.
annually.
and sometimes one
ued by another.
Appendix I.1
CAPACITY:SPACE AND DOLLARS
To support an i ncrease to 4, 000 students by 2012,
i t i s esti mated that Domi ni can Uni versi ty wi ll need
to add 12-20 classrooms, 264 resi dence hall beds,
130 spaces i n the di ni ng room( s) and 600 parki ng
spots. To mai ntai n the current 11 to one student/
faculty rati o, the faculty wi ll grow from 100 to
130-165, and over 10 years the uni versi ty wi ll hi re
at least 50 addi ti onal staff.
A strategi c ti meli ne has been developed i ndi cati ng
the bui ldi ng renovati ons, new constructi on and
property acqui si ti ons needed to support growth.
Capi tal projects i n total are anti ci pated to cost the
uni versi ty up to $65 mi lli on through 2012.
Along wi th the aforementi oned capi tal i nvestment,
the uni versi ty i s commi tted to substanti ally i ncreasi ng
endowment to support scholarshi ps and faculty
development. The strategi c plan proposes i ncreasi ng
the endowment from $14 mi lli on to $75 mi lli on over
10 years through gi fts and i nvestment earni ngs
representi ng approxi mately $50, 000 per undergradu-
ate FTE.
O ver the course of the last fi ve-year strategi c plan,
Domi ni can Uni versi ty rai sed or borrowed approxi -
mately $45 mi lli on to grow the endowment, fund
new academi c programs and support capi tal projects.
I t i s esti mated, looki ng forward, that Domi ni can
should be able to rai se $6-10 mi lli on a year or $100
mi lli on over 10 years. A fi nanci al capaci ty study
completed i n 2001 i ndi cates that the uni versi ty i s
able to borrow up to an addi ti onal $20 mi lli on.
K PMG Ri sk Analysi s Servi ces confi rms thi s esti mate
assumi ng that the uni versi ty achi eves i ts proposed
endowment and fundrai si ng goals.
About the Priory. . . .
The purchase of the St. Thomas
Aquinas Priory and Dominican
Conference Center addresses
current university space needs,
supports university priorities,
as outlined in the strategic plan,
and provides the university with
opportunities for future growth.
It provides the university with a
gateway at the corner of Harlem
Avenue and Division Street, raising
Dominicans profile and providing
students with better access to public
transportation.
It was the prospect of purchasing
the Priory that challenged the
university to establish long-term
benchmarks for university growth.
The Priory, currently the home
of Dominicans Graduate School of
Social Work, provides approximate-
ly 25,000 square feet of academic
space and 116 residence beds, as
well as seven acres of landscaped
property. Conversation is underway
about how to fully utilize the space,
either through increases in current
program enrollments or by adding
new programs. The Priory purchase
is viewed strategically as an oppor-
tunity to strengthen and promote the
Dominican mission of the university,
and, to that end, the planning
assumes collaboration with the
Dominican Friars of the Province
of St. Albert the Great.
About the
Process. . . .
Imagine the strategic plan as a
picture. The vision creates the
frame. University priorities then
color the canvas. During the
2001-2002 academic year,
inspired by Visioning Weekend
deliberations and challenged
by the prospect of purchasing
the Priory, the University
Planning Committee drafted a
Statement of Goals and
Objectives. That statement was
approved by the universitys
Academic Council and the
Board of Trustees in April
2002. A copy of the statement
is attached, although individual
strategies have been mentioned
above.
Six priorities are identified
as significant in achieving the
universitys strategic vision:
continuing to grow as a
university, in size and
self-definition
strengthening mission
and identity
supporting faculty and
student excellence
strengthening the university
infrastructure
managing diversity
providing financial security
and flexibility for the future
The University Planning
Committee is responsible for
overseeing these efforts, though
the actual meat on the bones
of the plan is developed by the
schools and departments of the
university. Unit operating plans
will be drafted during the
2002-2003 academic year.
END NOTE
To be or not to be premi er i s both a compli cated
questi on and a challengi ng charge for a young
uni versi ty li ke Domi ni can. As expressed i n the
cultural audi t, growth and change requi re that
Domi ni can take stock of i tself: who i t serves, how
i t serves the needs of todays students versus those
of the past; what i t offers i n the curri cula; and, most
i mportant, why i t needs to change. I n thi s context,
Domi ni can i s challenged to revi ew i ts organi zati onal
culture and determi ne what factors help or hi nder
the uni versi tys evoluti on i nto a premi er Catholi c
teachi ng uni versi ty servi ng an i ncreasi ngly di verse
student body.
Planni ng i s a dynami c process opti mi sti c,
i mperfect, ever changi ng. A good plan propels
an i nsti tuti on forward, but keeps a vi gi lant eye
on mi ssi on. The Domi ni can Uni versi ty strategi c
plan i s all of the above. Born duri ng the Centenni al
year of the uni versi ty, i t expresses the aspi rati ons
of a healthy, growi ng academi c communi ty. There
are detai ls yet to come, new i deas that wi ll further
strengthen the plan, but the framework i s now i n
place for Domi ni can Uni versi ty to launch i ts second
century, wi th deli berati on and i n the servi ce of truth.
Appendix I.1
ate FTE.
transportation.
A3
About the
Process. . . .
above.
self-definition
and identity
student excellence
infrastructure
managing diversity
END NOTE
student body.
Appendix I.1
GOAL 2: MI SSI O N AND I DENTI TY
GOAL
TO DEVELOP FURTHER
A UNIVERSITY
COMMUNITY DEDICATED
TO THE CATHOLIC AND
DOMINICAN INTELLECTUAL
TRADITIONS OF
INTEGRATING RIGOROUS
STUDY, COMPASSIONATE
SERVICE AND
THOUGHTFUL REFLECTION.
Objectives
1. To revi ew regularly academi c i deals, pri nci ples and requi rements for all uni versi ty
programs and curri cula.
2. To achi eve uni versi ty enrollment goals, overall and by school, whi le strengtheni ng
those vari ables, academi c and fi nanci al, that characteri ze a premi er i nsti tuti on.
3. To strengthen the uni versi tys dual commi tment to li beral learni ng and professi onal
programs.
4. To i ncrease the quali ty of students admi tted to the uni versi ty, ensuri ng thei r
preparati on for the ri gorous academi c programs offered by each school.
5. To enhance exi sti ng programs and establi sh new ones that are consi stent wi th
mi ssi on and support growth.
6. To create and communi cate a uni fi ed uni versi ty i mage.
GOAL 1: SI ZE, SCO PE AND CHARACTER
GOAL
TO CONTINUE THE
UNIVERSITYS
TRANSFORMATION
FROM A
SINGLE CAMPUS,
UNDERGRADUATE
COLLEGE TO A
PREMIER,
COMPREHENSIVE,
MULTI-SITE
UNIVERSITY OF 4,000
STUDENTS.
Objectives
1. To promote fami li ari ty wi th the hi story and tradi ti on of the Catholi c Church, of
the Domi ni can O rder, of the Si nsi nawa Domi ni can Si sters, and of the foundati onal
values of the uni versi ty so that all members of the communi ty may parti ci pate
acti vely i n the fulfi llment of mi ssi on.
2. To encourage a conti nui ng presence of vowed Domi ni cans at the uni versi ty.
3. To conti nue to foster a di sti ncti ve spi ri t of communi ty that i s relati onshi p-centered
and that has characteri zed the uni versi ty si nce i ts foundi ng.
4. To provi de opportuni ti es for the enti re uni versi ty communi ty to engage i n
soci ally responsi ble acti vi ti es.
5. To provi de opportuni ti es for the uni versi ty communi ty to celebrate fai th and the li fe
of the spi ri t through prayer, li turgy, scholarshi p and di scourse.
Goals and Objectives
Appendix I.1
GOAL
TO DEVELOP FURTHER
A UNIVERSITY
COMMUNITY DEDICATED
TO THE CATHOLIC AND
TRADITIONS OF
SERVICE AND
Objectives
programs.
GOAL
TO CONTINUE THE
UNIVERSITYS
TRANSFORMATION
FROM A
SINGLE CAMPUS,
UNDERGRADUATE
COLLEGE TO A
PREMIER,
COMPREHENSIVE,
MULTI-SITE
UNIVERSITY OF 4,000
STUDENTS.
Objectives
A3
GOAL
TO ENHANCE FACULTY
EXCELLENCE IN
TEACHING AND
SCHOLARSHIP.
Objectives
1. To ensure that excellent teachi ng remai ns the academi c si gnature of the uni versi ty.
2. To foster a learni ng-centered envi ronment that supports academi c excellence and
acti vely engages students i n the mi ssi on of the uni versi ty.
3. To encourage and fi nanci ally support faculty development and scholarshi p.
4. To i ncrease faculty support servi ces, li brary and other resources that enable
scholarshi p and teachi ng.
5. To bri ng nati onally-known experts, speakers and vi si ti ng faculty to campus.
GOAL 3: ACADEMI C EXCELLENCE
GOAL 4: UNI VERSI TY GO VERANCE
Objectives
1. To ensure that the organi zati onal pri nci ples embedded i n the uni versi tys Catholi c
and Domi ni can values of justi ce and compassi on are wi dely understood and put
i nto practi ce i n the workplace.
2. To demonstrate that the human resources of the uni versi ty are uti li zed strategi cally,
that peoples performance i s evaluated regularly and that the organi zati on has the
capaci ty for growth.
3. To requi re each operati ng uni t of the uni versi ty to develop a wri tten fi ve-year
strategi c plan wi th measurable objecti ves, whi ch i s cri ti qued annually by that
operati ng uni t.
4. To create a commi ttee structure that maxi mi zes the meani ngful parti ci pati on of
trustees, faculty, staff and students i n the planni ng and governance of the uni versi ty.
5. To develop effecti ve i nternal communi cati on strategi es desi gned to share i nforma-
ti on, encourage parti ci pati on and bui ld relati onshi ps throughout the uni versi ty.
GOAL
TO STUDY THE
GOVERANCE AND
ADMINISTRATION
STRUCTURES OF THE
UNIVERSITY, AND
REORGANIZE
PERSONNEL, POLICIES
AND PRACTICES
AS NECESSARY TO
ADDRESS THE
INCREASING
COMPLEXITY OF
UNIVERSITY
OPERATIONS.
Appendix I.1
GOAL 6: FACI LI TI ES AND FI NANCES
Objectives
1. To create a multi -si te campus master plan consi stent wi th mi ssi on and supporti ve of
the strategi c plan.
2. To determi ne and conti nually moni tor the uni versi tys fi nanci al abi li ty to support
strategi c pri ori ti es as evi denced by i ts revenue projecti ons and i ts current debt
capaci ty.
3. To renovate and expand physi cal plant capaci ty to accommodate projected growth
whi le mai ntai ni ng the campus i denti ty.
4. To upgrade I T i nfrastructure and servi ces to ensure that they meet the needs
i denti fi ed i n the strategi c plan whi le mai ntai ni ng stable, reli able and uni nterrupted
servi ce for current needs.
5. To expand fundrai si ng acti vi ti es i n order to advance the mi ssi on of the uni versi ty
and support i ts projected fi nanci al needs.
6. To strengthen external consti tuent relati onshi ps that advance the academi c
reputati on of the uni versi ty, ai d i n recrui tment and further expand resources.
GOAL
TO IDENTIFY THE FULL
COST OF EXPANDED
OPERATIONS AND
INNOVATIONS IN
ORDER TO PROVIDE
THE UNIVERSITY WITH
FINANCIAL SECURITY
AND FLEXIBILITY FOR
THE FUTURE.
GOAL 5: DI VERSI TY
Objectives
1. To ensure that curri cula i n both the undergraduate and graduate schools address
di versi ty i ssues and to provi de opportuni ti es for faculty and staff development to
ensure sensi ti vi ty to i ssues of representati on and di versi ty.
2. To expand recrui tment and retenti on programs i n both graduate and undergraduate
schools to ensure that underrepresented groups have access to and conti nui ng support
from the uni versi ty.
3. To create and retai n a di verse uni versi ty workforce that reflects the changi ng
demographi cs of the Chi cago metropoli tan area.
4. To i mprove communi cati on between the uni versi ty and the surroundi ng muni ci pal
communi ti es i n order to bui ld mutually respectful relati onshi ps.
5. To establi sh the uni versi ty as a recogni zed leader among small uni versi ti es i n the area
of i nternati onal studi es.
6. To i nvolve i nternati onal students, i ncludi ng ELS students, more fully i n the li fe of the
uni versi ty, as partners and resources.
GOAL
TO CREATE AN
INCLUSIVE AND
HOSPITABLE CAMPUS
CLIMATE THAT
EMBODIES THE
UNIVERSITY
COMMITMENT
TO DIVERSITY
UNDERSTANDING
DIFFERENCES,
MANAGING DIVERSITY
AND SUPPORTING
AFFIRMATIVE ACTION
AND TO THE
OVERARCHING SPIRIT OF
CARITAS et VERITAS.
Appendix I.1
Objectives
capaci ty.
GOAL
COST OF EXPANDED
OPERATIONS AND
INNOVATIONS IN
ORDER TO PROVIDE
THE UNIVERSITY WITH
FINANCIAL SECURITY
AND FLEXIBILITY FOR
THE FUTURE.
GOAL 5: DI VERSI TY
Objectives
GOAL
TO CREATE AN
INCLUSIVE AND
HOSPITABLE CAMPUS
CLIMATE THAT
EMBODIES THE
UNIVERSITY
COMMITMENT
TO DIVERSITY
UNDERSTANDING
DIFFERENCES,
MANAGING DIVERSITY
AND SUPPORTING
AFFIRMATIVE ACTION
AND TO THE
CARITAS et VERITAS.
A3
Enrollment: 4,000 students: 1,880 A/S undergraduates, 120 IAL students,
2,000 graduate students, 629 residents
Quality: ACT: 21-26, Acceptance Rate: 79%, Graduate rate: 63%,
Diversity index: .35
Finances: FY12 Operating budget: $79 million / Endowment: $75 million
Tuition, percent of revenue: 78%
2001 2004 2007 2009 2011
Enrollment
Headcount 2,533 2,850 3,301 3,645 4,000
FTE 1,627 1,812 2,348 2,567 2,797
A/S Headcount 1,116 1,383 1,597 1,728 1,880
FTE 1,008 1,226 1,427 1,555 1,692
Residents 310 459 537 588 639
Grad Headcount 1,344 1,425 1,651 1,823 2,000
FTE 550 570 660 729 800
Student Aid $4,412,772 $6,267,542 $8,099,397 $9,541,988 $11,210,958
Net Tuition Revenue
A/S Undergrad $10,663,936 $16,193,329 $21,088,676 $24,789,606 $29,091,080
Grad $8,684,976 $9,661,527 $12,359,057 $14,628,668 $17,235,689
Revenue
Instructional $24,798,997 $34,268,130 $)44,394,177 $52,330,986 $61,520,984
TOTAL $31,144,570 $44,335,192 $57,293,324 $67,497,892 $79,303,811
VISION AT A GLANCE
BENCHMARKS
ASPIRANT
PROFILE
Dominican University aspires to be a premier, Catholic, comprehensive
teaching university of 4,000 students.
Appendix I.1
Dominican University Strategic Plan
OPERATING PRIORITIES 2003-2008
Appendix I.1
BACK to Program Presentation
A5
D o m i n i c a n U n i v e r s i t y
Strategic Plan
INTRODUCTION
O
n April 16, 2002, amidst the
celebration of the universitys
Centennial, the Dominican
Board of Trustees approved the universitys
new strategic plan, Launching Our Second
Century. It is a 10-year plan, spanning two
operating cycles, with performance measures
identified and published. The strategic plan is
supported by an estimated $80 million campus
facilities plan that was approved by the trustees
in September of 2003. The university is in the
quiet phase of a six-year capital campaign
intended to help fund operating and capital
priorities through 2008.
As stated in the plan by 2012 Dominican
University aspires to be a premier, Catholic,
comprehensive, teaching university of 4,000
students. Building upon this vision statement,
each school and division of the university
developed the first of two five-year operating
plans, which were presented to the appropriate
standing committees of the board during the
fall of 2003. The following summary of
institutional priorities draws from, and
provides a unifying context for, university
planning activities from 2003 to 2008.
1
Dominican University
Strategic Plan:
Operating Priorities
2003-2008
is a bold plan.
We face challenges with a
deep commitment to mission
and a confidence borne of
past success. The institution
is healthy, the academic
community is hopeful
and the future is bright.
A new century calls
for a bold plan.
Appendix I.1
Priority One: Standards of Excellence
Dominican University is committed to excellence, inside
and outside the classroom, and takes seriously the process
of self-assessment that leads to continuous improvement
and new program design. The strategic plan specifically
challenges the university to increase academic quality. The
accountability provided by external accrediting bodies
helps define and promote such quality.
In the next five years, Dominican University and three
of its professional programs will participate in accredita-
tion or reaccreditation processes. The university also is
exploring alternate accrediting bodies for two of its
schools. Therefore, a major priority for the university
through 2008, one that addresses Goal Three of the univer-
sitys strategic plan (academic excellence), is successfully
meeting standards for required and elective accreditations.
Activities that support this institutional priority include:
strengthening the active culture of assessment
throughout the university;
utilizing key performance indicators, academic and
financial, to direct and measure the universitys
progress toward achieving strategic objectives;
promoting faculty discussions regarding the meaning
of rigor, leading to shared expectations of students
and students time on task;
establishing a best practice review for administrative
functions that identifies efficiencies and provides for a
consistently high quality of service;
completing a university-wide self-study in preparation
for a March 2005 review by The Higher Learning
Commission;
completing program specific self-studies in social
work (CSWE), library and information science (ALA)
and nutrition and dietetics (CADE);
building institutional capacity and resources to
support AACSB (business) and NCATE (education)
accreditations.
Priority Two: Enrollment Management
As indicated in the strategic plan, the optimum size for
Dominican University by 2012 is 4,000 students, with
1,880 undergraduate students. This goal was established
after examining aspirant institution enrollment levels and
recognizing that a comprehensive, largely tuition-driven
institution like Dominican requires a certain critical mass
of students in order to adequately support quality.
In 2002 the university engaged an enrollment consult-
ing firm to review its admissions and financial aid func-
tions and make recommendations to support the universi-
tys plan for growth. A more comprehensive enrollment
management strategy was proposed and a new vice presi-
dent was hired. Growing the university enrollment to
3,500 students (1,500 undergraduates) by 2008, while
shaping the character and quality of the student body as
indicated in the plan, is an institutional priority, one that
requires a collaborative effort across the schools and divi-
sions of the university.
Activities that support this priority include:
expanding staff and, as appropriate, centralizing
operations to support an enrollment management
plan;
updating and enhancing the universitys financial
aid practices;
creating a well-integrated enrollment tracking and
reporting system;
using institutional research efforts to support
enrollment growth;
developing a university retention plan with
committee oversight;
utilizing alumnae/i to support the recruitment
process.
Priority Three: Mission Integration
Integral to Dominicans success and distinction is the
shared experience of its Catholic Dominican tradition.
The strategic plan seeks to advance this tradition of
integrating rigorous study, compassionate service and
thoughtful reflection. Across the curriculum and in all
areas of student life, the university community strives
to attend to questions of meaning and value drawing
upon the diverse religious and spiritual traditions of
its constituencies.
In 2001 Dominican University established an Office of
Mission Effectiveness reporting to the president. In 2003
the office was renamed Mission Integration to better com-
municate its primary task. Also launched in 2003 was the
St. Catherine of Siena Center that is intended to be a cat-
alyst for dialogue about contemporary issues in the con-
text of faith. Over the next five years, it is a priority to
develop a comprehensive mission integration plan for
the university that measurably deepens faculty, staff and
student understanding of, and sense of responsibility
for, mission.
assessing the breadth and effectiveness of current mis-
sion integration efforts;
identifying, articulating and promoting widely the
components of a distinctively Dominican campus
culture;
encouraging faculty and student scholarship that
advances and promotes the universitys mission;
expanding opportunities for faculty, staff and students
to learn about the Catholic Dominican values of the
university;
developing strategies to strengthen hiring-for-mission;
organizing and hosting the 2004 Dominican
Colloquium, which brings together representatives of
Dominican sponsored universities nationally.
1
2
3
2
Appendix I.1
A5
Priority Four: IT Infrastructure
Throughout the university, technology is providing ever-
accelerating opportunities for innovation. In the summer
of 2000 the university introduced an administrative com-
puter system (CMDS/Jenzabar) that has enabled the shar-
ing of information and increased efficiency. The university
adopted Blackboard as its course management software in
the fall of 2001. Over five years Dominican has invested
over five million dollars in technology infrastructure,
introducing smart classrooms, wiring residence halls, con-
necting multiple teaching sites, and the like.
Across the university, the World Wide Web offers
extraordinary potential and, at the same time, constant
challenges. Increasingly, students, undergraduate and grad-
uate, are looking to apply, register, purchase books and
study on-line. Security is an increasingly significant issue.
As stated in Goal Six, maintaining and upgrading the IT
infrastructure to ensure that it meets university needs for
service and innovation is a priority.
establishing an IT governance structure to oversee
technology planning;
expanding instructional technology support;
expanding IT support for administrative functions in
order to increase efficiency and service to students;
maintaining an active, innovative Web presence;
creating policy and a sense of community responsibility
for network security.
Priority Five: Human Resources
Goal Four, Objective Two of the strategic plan (gover-
nance) highlights the importance of utilizing the human
resources of the university strategically. It also requires that
faculty and staff performance be evaluated regularly, and
that the university evaluate its capacity to support growth.
In 2002 Dominican University hired its first director of
human resources. A priority for the university looking
forward is to develop and implement a comprehensive
human resources plan.
reviewing all university personnel policies and
procedures to ensure alignment with mission and
compliance with state and federal laws;
establishing a university-wide performance appraisal
process;
developing a multi-year faculty compensation plan
addressing excellence in teaching and scholarship;
determining appropriate organizational structure, level
of services, and staff configuration to support growth;
establishing a compensation committee of the board
of trustees to provide oversight for strategic
investment in human resources.
Priority Six: Diversity
Dominican University students must be prepared to live,
work and serve in a multicultural, global society. The
critical integrated thinker, and ultimately the successful
professional, is able to understand multiple perspectives
cultural, international, religious, ideological, and method-
ological. Such diversity is essential for excellence.
In 2001 Dominican faculty, staff and students
participated in a comprehensive cultural audit to better
understand and plan for the impact of increasing cultural
diversity on academic programs and student life. Audit
recommendations have been incorporated into the strate-
gic plan. A standing committee of the Academic Council
for diversity has been established to oversee initiatives.
The value of international experiences in exposing
Dominican students and faculty to diverse perspectives is
well documented. The university has provided students
with opportunities to study abroad since 1925. Faculty in
the School of Business teach in the universitys executive
MBA programs in Poland and the Czech Republic. A
partnership with ELS Language Centers brings interna-
tional students to campus to live and study. Striving to
engage multiple perspectives whenever appropriate in
university courses and curriculum design, in student
development activities, and through international part-
nerships is a university priority.
expanding efforts to recruit and retain a diverse and
increasingly international learning community;
developing effective strategies for teaching a diverse
curriculum and supporting a diverse student body;
introducing a diversity initiative fund to encourage
program innovation;
introducing new models for study abroad and service
learning that make multicultural, global experiences
accessible to more students;
exploring collaborative opportunities for graduate
programming in China and India;
better defining and engaging the ELS partnership.
Priority Seven: University Image
As Dominican University has grown in size, expanded its
program offerings and increasingly offered course work at
multiple sites, the challenges of creating and maintaining
a unified university image (Goal One, Objective Six) have
grown, too. The strategic plan calls for increasing the uni-
versitys name recognition as well as aggressively promot-
ing quality.
Current university press coverage is stronger than ever
before. Surveys also indicate that more people are seeking
information about Dominican on the Web. Expanding
Dominicans visibility and reputation as a premier,
4
5
6
7
3
Appendix I.1
Catholic, comprehensive, teaching university is a continu-
ing priority.
conducting branding research to develop a
comprehensive promotion plan;
ensuring a consistent university message in all
advertising and publications;
expanding media outreach;
building academic reputation with key constituencies;
increasing community participation in campus
events.
Priority Eight: Campus Master Planning
During the 1996-2001 strategic planning cycle,
Dominican University invested over $30 million in
capital projects and another five million in campus main-
tenance and technology upgrades. The university currently
budgets approximately one million dollars a year for plant
renewal and replacement.
On September 20, 2003 the Dominican Board of
Trustees approved a new 15-year, $80 million campus
master plan that supports strategic planning priorities.
The signature of that plan is an estimated $23 million
academic building to begin construction in 2005. It is a
university priority to complete the first phase of the
campus master plan, which includes an academic build-
ing, a parking garage and a dining facility by 2008.
developing the academic building program;
completing the Village of River Forest plan
development process;
identifying the project management team and hiring
as appropriate;
further integrating academic and financial planning
with capital planning.
Priority Nine: Integrated Financial Planning
Goal Six (facilities and finances) of the universitys strate-
gic plan challenges the administration to assess and moni-
tor the universitys financial ability to support strategic pri-
orities. In 2002 a KPMG Risk Analysis study helped to
identify the universitys financial capacity through 2012,
assuming success on meeting specific enrollment and fund
raising goals.
To support an increase to 4,000 students by 2012
while increasing the quality and reputation of the
university, it is clear that the university will need to invest
substantially in people, programs and facilities, as well as
grow the endowment. There is some risk in investing now
in facilities and salaries based upon the expectation of
future growth, but such investment is essential if the
university is to position itself for a strong future.
Therefore, it is a university priority to closely, and
thoroughly, monitor the financial picture of the universi-
ty, utilizing performance indicators that are updated
annually.
updating the universitys financial capacity study;
launching and substantially completing a capital
campaign that supports strategic priorities;
developing master planning scenarios that address
different levels of fund raising success;
completing a cash flow analysis incorporating project-
ed capital projects and other costs of being premier.
Priority Ten: Board Development
Dominican University benefits from an active, supportive
board of trustees. Attendance at board and committee
meetings is high, and 100% of the board contributes to
the university annually. A board retreat is scheduled every
two or three years, and a board self-assessment process is
in place.
As the university grows, the board, too, must grow.
The needs of the university require adjustments in board
priorities, structure and perhaps even meeting schedules as
the board recruits more out-of-state trustees. In support of
the strategic plan and the upcoming campaign, board
development is an institutional priority.
recruiting new trustees with academic, financial,
facilities, international and political expertise;
revamping the board committee structure and
committee assignments;
orchestrating more joint committee meetings;
investigating board meeting schedule alternatives;
using key performance indicators to strengthen board
oversight of strategic priorities.
Endnote
By 2008 Dominican University aspires to be an institu-
tion of 3,500 students with an operating budget of $56
million. In this first five-year operating cycle, it is
estimated that the university will invest $40 million in
capital projects while attempting to double the size of
endowment to $28 million. Institutional priorities
support Dominicans aspiration to be a premier teaching
university.
Needless to say, this is a bold plan, but the university
embraces these priorities with a deep commitment to
mission and a confidence borne of past success. The
institution is healthy, the academic community is
hopeful, and the future is bright. A new century calls
for a bold plan.
9
10
4
8
Appendix I.1
*
=

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Appendix I.1
Appendix I.1
Appendix I.1
Appendix I.2
Appendix I.2
Appendix I.2

Biography

Anne Petrowski Deeter (M.A., Higher Education and Student Affairs, Bowling
Green State University, B.B.A., Business Administration/Management, St. Norbert
College). Anne Deeter is an independent consultant specializing in evaluation and
assessment design for higher education and non-profit organizations. Her recent clients
include: The Associated Colleges of Illinois (Comprehensive review and on-going
evaluation of the College Readiness Program, the College Success Network, and the
Center for Success in High Need Schools), The Clara Abbott Foundation, The Golden
Apple Foundation, The Little Village Community Development Corporation, and
Dominican University.
Ms. Deeter is experienced in all phases of program evaluation and assessment
design, including evaluation design, survey and instrument design, focus group
interviews, data analysis and strategic planning facilitation. Her recent projects include:
outcomes writing and measurement, needs assessment studies, accreditation self-
assessment studies, and comprehensive program reviews.
Ms. Deeter began her career in higher education and student affairs administration
serving in a variety of leadership positions including Dean of Students, Associate Dean of
Students and Director of Residence Life. She is also certified in teams course/leadership
training and facilitation. Collectively, Anne Deeter has over 20 years experience in
higher education, has served on the American College Personnel Association
Commission IX: Assessment for Student Development, and has been honored with
outstanding program awards from the Ohio College Personnel Association, and as the
Outstanding Graduate Student at Bowling Green State University.
2005 GSLIS Student Experience Survey:
1. Your Gender
Male Female
2. Your age
25 or younger 26 34
35 44 45 54
55 64 65 or older
3. Where do you take most of your courses?
Dominican University in River Forest
College of St. Catherine in St. Paul
Vernon Hills/Lincolnshire Campus
Downtown Chicago Campus
4. Your Racial/Ethnic Group
African-American/Black
Caucasian/White
American-Indian/Alaskan Native
Hispanic/Latino
Asian or Pacific Islander
Mixed Race
Other:
5. How many credit hours have you completed
towards your GSLIS degree?

6. Which best describes your degree program?
MLIS
MS Knowledge Management
MLIS and also seeking a Type10 certification for
School Media/Library Specialist
Post Masters, seeking requirements for a
Certification in School Library Information Specialist
7. Current enrollment status
Full time Part time
8. In addition to attending GSLIS, what is your
current employment status?
Working full-time: Please list your job title
and employer:
Working part time: Please list your job title
and employer:
Unemployed
Caring for my family/home full time
Other:
9. Have you completed a practicum or other
independent study option? (not including a
School Library Clinical Experience)
Yes No
10. Do you think your GSLIS classes have been. . .
too challenging
about right
not challenging enough
not sure
11. How well do the following facilities or services
meet your needs? Please check:
Fully
meets
my
needs
Mostly
meets
my
needs
Slightly
meets
my
needs
Does
not
meet
my
needs
at all
Never
used
Crown Library
Crown Computer Lab
IT infrastructure
Classroom facilities
Dining options
On-Line registration
GSLIS office
GSLIS information
page
Transportation &
parking
Financial aid
Bookstore
Registrars office
Comment on others:
Please check the degree to which you agree or disagree
with the following statements:
Strongly
Agree
Agree Disagree Strongly
Disagree
Unsure
1. My advisor is accessible to me.
2. I receive accurate information from my advisor.
3. My advisor offers helpful information about
course selection.
4. I receive helpful career advice from my advisor
and/or GSLIS faculty.
5. Courses are available to me when I want them.
6. A wide range of courses are available to meet my
professional goals.
7. There is enough flexibility in the schedule for me
to plan my program the way I want.
8. The GSLIS web-based information is helpful.
9. The GSLIS faculty are very knowledgeable in the
field(s).
10. The GSLIS faculty are accessible outside of class
time.
11. The GSLIS has an intellectually stimulating
atmosphere.
12. I feel like I will be well-prepared to meet the
challenges of a professional position in a Library
or Information Center.
13. Overall, the GSLIS is meeting my expectations.
14. I feel like I am receiving an excellent education at
the GSLIS.
15. If I could start all over, I would choose the GSLIS
again.
16. What suggestions do you have for improving the GSLIS?
Thank you for your input!
Please return this survey in the enclosed postage paid envelope no later than June 25, 2005
Appendix I.4
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u
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(
g
o

t
o

Q
1
2
)

1
1
.

I
f

y
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a
r
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O
T

w
o
r
k
i
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,

a
r
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k
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e
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t
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Y
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N
o
:

p
l
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l

u
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:

C
a
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H
e
a
l
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h

r
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C
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O
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:

1
2
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f

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,

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u
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m
p
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n

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r

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:

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e
m
p
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:

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m
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n

a

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B
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n

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b
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t

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k
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a

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b
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1
3
.

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o
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r

G
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e
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p
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d

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u
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n
t

j
o
b
?

E
x
t
r
e
m
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y

w
e
l
l

V
e
r
y

w
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l

A
d
e
q
u
a
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l
y

N
o
t

v
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y

w
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l

N
o
t

a
t

a
l
l

N
.
A
.
,

I

a
m

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t

p
r
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y

e
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p
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d

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n

a

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I
S

f
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d
.

1
4
.

T
o

w
h
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e
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t

d
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S
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f
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r

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b
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f
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o

a

g
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t

T
o

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t

V
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y

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t
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l
e

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t

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t

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l
l

N
.
A
.

1
5
.

H
o
w

s
a
t
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s
f
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d

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e

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w
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h

y
o
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r

p
r
e
s
e
n
t

j
o
b
?

V
e
r
y

S
a
t
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s
f
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d

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m
e
w
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a
t

S
a
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d

S
o
m
e
w
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t

D
i
s
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t
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f
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e
d

V
e
r
y

D
i
s
s
a
t
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s
f
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d

U
n
s
u
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e

N
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t

w
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k
i
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g

y
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t

o
r

N
.
A
.

1
6
.

T
o

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a
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t

d
o

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p
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p
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d

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n

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a
c
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l
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g

k
n
o
w
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d
g
e

a
r
e
a
s
?

V
e
r
y

P
r
e
p
a
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d

S
o
m
e
w
h
a
t

P
r
e
p
a
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d

P
o
o
r
l
y

P
r
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p
a
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d

N
o
t

P
r
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p
a
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d

a
t

a
l
l

U
n
s
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A
d
m
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r
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t
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n

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d

m
a
n
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m
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t

C
a
t
a
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g

a
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c
l
a
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f
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c
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t
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n

R
e
f
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a
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d

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r

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n
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t
r
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t
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n

I
n
t
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r
n
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t

a
n
d

W
e
b

D
e
v
e
l
o
p
m
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n
t

C
o
l
l
e
c
t
i
o
n

d
e
v
e
l
o
p
m
e
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t

a
n
d

m
a
n
a
g
e
m
e
n
t

T
e
c
h
n
o
l
o
g
y

a
n
d

i
n
f
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m
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t
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n

p
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l
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c
y

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i
b
r
a
r
y

h
i
s
t
o
r
y

a
n
d

t
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o
r
y

L
e
g
a
l

I
s
s
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s

S
c
h
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l

l
i
b
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e
d
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a

O
r
a
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m
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k
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W
r
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t
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e
n

c
o
m
m
u
n
i
c
a
t
i
o
n

s
k
i
l
l
s

Appendix I.4
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

G
S
L
I
S

R
e
c
e
n
t

G
r
a
d
u
a
t
e

S
u
r
v
e
y

1
9
.

I
f

y
o
u

a
r
e

c
u
r
r
e
n
t
l
y

w
o
r
k
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n
g

i
n

t
h
e

L
I
S

f
i
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l
d
,

p
l
e
a
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e

r
a
n
k

t
h
e

T
O
P

T
H
R
E
E

k
n
o
w
l
e
d
g
e

a
r
e
a
s

w
h
i
c
h

a
r
e

m
o
s
t

e
s
s
e
n
t
i
a
l

i
n

y
o
u
r

c
u
r
r
e
n
t

j
o
b
,

u
s
e

a

1
s
t
,

2
n
d
,

3
r
d

t
o

i
n
d
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c
a
t
e

r
a
n
k
.

1
7
.

P
l
e
a
s
e

c
h
e
c
k

y
o
u
r

l
e
v
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l

o
f

s
a
t
i
s
f
a
c
t
i
o
n

w
i
t
h

t
h
e
s
e

q
u
a
l
i
t
i
e
s

o
f

y
o
u
r

G
S
L
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S

e
x
p
e
r
i
e
n
c
e
:

V
e
r
y

S
a
t
i
s
f
i
e
d

S
o
m
e
w
h
a
t

S
a
t
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s
f
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e
d

S
o
m
e
w
h
a
t

D
i
s
s
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t
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f
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d

V
e
r
y

D
i
s
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a
t
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s
f
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d

U
n
s
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O
v
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q
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f

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V
a
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y

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f

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A
v
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c
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Q
u
a
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y

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f

a
d
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Q
u
a
l
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y

o
f

c
a
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r

p
l
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t

s
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v
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A
c
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b
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l
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y

o
f

f
u
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t
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m
e

f
a
c
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y

A
c
c
e
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s
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l
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y

o
f

a
d
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u
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f
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y

L
o
c
a
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o
f

c
o
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s

C
o
n
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f
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m
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s

a
n

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n
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A
v
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C
o
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m
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s
:

1
8
.

W
h
a
t

s
u
g
g
e
s
t
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o
n
s

d
o

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o
u

h
a
v
e

f
o
r

i
m
p
r
o
v
i
n
g

t
h
e

G
S
L
I
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?

R
a
n
k
i
n
g

(
1
s
t
,

2
n
d
,

3
r
d
)

A
d
m
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o
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a
n
d

m
a
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C
a
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a
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c
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R
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C
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T
e
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a
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L
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L
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c
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O
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W
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O
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r
:

2
0
.

I
n

w
h
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t

w
a
y
s

c
a
n

t
h
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G
S
L
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s
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v
e

y
o
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n
o
w

t
h
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y
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u

h
a
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r
a
d
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a
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d
?

T
h
a
n
k

y
o
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f
o
r

y
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u

i
n
p
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t

~

P
l
e
a
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r
e
t
u
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n

t
h
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s

s
u
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v
e
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n

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n
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o

l
a
t
e
r

t
h
a
n

-
-
-
-
-
-
-
-
-
-
-

!

Appendix I.4
G
S
L
I
S

A
l
u
m
n
i

S
u
r
v
e
y
1
.
Y
o
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G
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M
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F
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2
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2
5

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2
6

3
4

3
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4
4

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5
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6
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6
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r

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3
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Y
e
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y
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r
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y
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d
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2
0
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4

O
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1
9
9
5

4
.
W
h
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d
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y
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D
o
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U
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n

R
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F
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P
a
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V
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H
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C
a
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D
o
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h
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5
.
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a
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f
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m
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l
a
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_
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v
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Appendix I.4
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
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1
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:

Appendix I.4
_
_
_
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_
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_
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:
Appendix I.4
_
_
_
_
_
_
_
_
_
_
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_
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Appendix I.4
GSLIS Local and Regional LIS Professionals Focus Group Script

1. Introduction
a. Names, My role
b. Purpose of this session
1. gathering data to use in their strategic planning process, want to be
sure they serve the needs of the LIS community, from the way it
prepares its students, to the direct services and resources you need
(i.e. continuing education, research and development, personnel
needs, etc.)
c. Confidentiality, openness, ground rules

2. What are the most essential skills and knowledge sets necessary for todays entry-
level librarians?

Probe rationale, experience

3. How is your job or your workplace changing?

4. Lets talk about LIS education in general. How should LIS education respond to
these essential skills or changes youve identified? What might your ideal GSLIS
program include or look like?

5. How aware are you of the Dominican University Library Science Program? What
impressions do you have? Probe rationale and anecdotes of experience.

6. In what ways can the DU GSLIS serve your staffing or professional development (or
other) needs?

7. Tangents or other issues raised

Appendix I.4
GSLIS Practicum Supervisors Phone Interview Script
Introduction:
My name is Anne Deeter and I am an independent evaluation consultant doing a project for the
D_U_ G_S_L_I_S_. The GSLIS is in the process of gathering feedback from a variety of its
constituents, students alumni, employers, and supervisors like you, and Im hoping that you
would have a few minutes to talk to me about your experience in supervising recent GSLIS
practicum students. We believe you have an excellent vantage point from which to evaluate the
work of the GSLIS since you have direct experience with its students. I hope you will be open
and honest with your observations, as the GSLIS staff plans to use this information in their
planning and visioning for the future.
Confidentiality, information used in the aggregate only. Questions, etc.
Name: Phone:
Position and job title:
DU GSLIS Alum?
1. How many DU practicum students would you say you have supervised over the past 2 years?

Probe length of time theyve been supervising students, etc.
2. Have you supervised or observed practicum students from other graduate programs?
Probe frequency, names, etc.
3. Generally, Id like your impressions of how well GSLIS students perform the duties that you
assign to them. Overall, how satisfied would say you have been with the performance of our
practicum students?
Probe experiences, rationale for satisfaction:
Appendix I.4
4. So, in general, would you say that DU GSLIS practicum students are:
Well prepared for the tasks you assign them
Somewhat prepared for the tasks you assign them
Not prepared for the tasks you assign them
Unable to judge
Rationale:
And how would you say that our students compare to other grad students?
No basis to compare
Better prepared or capable
About the same
Less prepared or capable
Rationale:
5. Are you interested in continuing to place practicum students at your location?
6. Based on your experiences, what suggestions or recommendations do you have for the
GSLIS?
Date called: Length of call:
Appendix I.4
Appendix I.5
Appendix I.5
Appendix I.5
Appendix I.6
Appendix I.6
Appendix I.7
Appendix I.7
Appendix I.7
Appendix I.7
Appendix I.7
Appendix I.7
Appendix I.7
Appendix I.7
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h
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n

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n

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y

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e

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(
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9

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v
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t

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r

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n

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s

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f

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f

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T
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a
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r

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s

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R
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Appendix I.7
M
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s

d
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B
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t
w
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Appendix I.7
C
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b
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J
o
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:
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(
1
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)

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.
Appendix I.7
L
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S

E
d
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T
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s
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.
Appendix I.7
T
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2
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c
t

(
K
A
L
I
P
E
R
)

f
u
r
t
h
e
r

i
d
e
n
t
i
f
i
e
d
t
r
e
n
d
s

i
n

t
h
e

L
I
S

c
u
r
r
i
c
u
l
u
m
1
.

L
I
S

c
u
r
r
i
c
u
l
a

a
r
e

a
d
d
r
e
s
s
i
n
g

b
r
o
a
d
-
b
a
s
e
d

i
n
f
o
r
m
a
t
i
o
n

e
n
v
i
r
o
n
m
e
n
t
s

a
n
d
i
n
f
o
r
m
a
t
i
o
n

p
r
o
b
l
e
m
s
.

T
h
o
u
g
h

j
o
b
s

i
n

l
i
b
r
a
r
i
e
s

r
e
m
a
i
n

i
m
p
o
r
t
a
n
t

i
n

d
e
s
i
g
n
i
n
g
L
I
S

e
d
u
c
a
t
i
o
n
,

m
o
s
t

s
c
h
o
o
l
s

n
o
w

a
l
s
o

o
f
f
e
r

e
d
u
c
a
t
i
o
n

t
h
a
t

p
r
e
p
a
r
e
s
t
u
d
e
n
t
s

f
o
r

j
o
b
s

i
n

o
t
h
e
r

e
n
v
i
r
o
n
m
e
n
t
s

a
n
d

o
t
h
e
r

s
i
t
u
a
t
i
o
n
s
.
2
.

A

d
i
s
t
i
n
c
t

c
o
r
e

o
f

s
k
i
l
l
s

a
n
d

c
o
m
m
i
t
m
e
n
t

h
a
s

t
a
k
e
n

s
h
a
p
e

t
h
a
t

i
s

p
r
e
d
o
m
i
n
a
n
t
l
y
u
s
e
r
-
c
e
n
t
e
r
e
d
.

T
h
e

a
p
p
r
o
a
c
h

m
a
y

c
o
m
e

f
r
o
m

m
u
l
t
i
d
i
s
c
i
p
l
i
n
a
r
y

a
r
e
a
s
,

b
u
t

f
o
c
u
s
o
n

u
n
d
e
r
s
t
a
n
d
i
n
g

u
s
e
r
s

a
n
d

m
e
e
t
i
n
g

t
h
e
i
r

n
e
e
d
s

d
i
s
t
i
n
g
u
i
s
h
e
s

L
I
S

c
u
r
r
i
c
u
l
a
.
3
.

L
I
S

s
c
h
o
o
l
s

a
n
d

p
r
o
g
r
a
m
s

a
r
e

i
n
c
r
e
a
s
i
n
g

t
h
e

i
n
v
e
s
t
m
e
n
t

a
n
d

i
n
f
u
s
i
o
n

o
f
i
n
f
o
r
m
a
t
i
o
n

t
e
c
h
n
o
l
o
g
y

i
n
t
o

c
u
r
r
i
c
u
l
a
.

L
I
S

s
c
h
o
o
l
s

i
n
t
e
g
r
a
t
e

t
h
e

u
s
e

o
f
i
n
f
o
r
m
a
t
i
o
n

t
e
c
h
n
o
l
o
g
y

i
n
t
o

a
l
l

a
s
p
e
c
t
s

o
f

t
h
e

L
I
S

c
u
r
r
i
c
u
l
a
.
4
.

L
I
S

s
c
h
o
o
l
s

a
r
e

o
f
f
e
r
i
n
g

s
p
e
c
i
a
l
i
z
a
t
i
o
n

w
i
t
h
i
n

t
h
e

c
u
r
r
i
c
u
l
u
m
.

A
s

s
t
u
d
e
n
t
s
c
a
n
'
t

l
e
a
r
n

e
v
e
r
y
t
h
i
n
g

i
n

a

m
a
s
t
e
r
'
s

d
e
g
r
e
e

p
r
o
g
r
a
m
,

s
c
h
o
o
l
s

o
f
f
e
r
s
p
e
c
i
a
l
i
z
a
t
i
o
n
s

i
n

a
r
e
a
s

s
u
c
h

a
s

a
r
c
h
i
v
e
s
,

s
c
h
o
o
l

m
e
d
i
a
,

m
e
d
i
c
a
l

l
i
b
r
a
r
i
a
n
s
h
i
p
,

o
r
r
e
c
o
r
d
s

m
a
n
a
g
e
m
e
n
t
.

(
A
d
d
i
t
i
o
n
a
l

s
p
e
c
i
a
l
t
i
e
s

o
b
s
e
r
v
e
d

a
r
e

c
r
o
s
s
-
c
u
l
t
u
r
a
l
i
n
f
o
r
m
a
t
i
c
s
;

u
r
b
a
n

l
i
b
r
a
r
i
a
n
s
h
i
p
;

s
p
e
c
i
a
l

l
i
b
r
a
r
i
a
n
s
h
i
p
;

o
r
g
a
n
i
z
a
t
i
o
n
a
l

k
n
o
w
l
e
d
g
e
m
a
n
a
g
e
m
e
n
t
)
5
.

I
n
s
t
r
u
c
t
i
o
n

i
s

o
f
f
e
r
e
d

i
n

d
i
f
f
e
r
e
n
t

f
o
r
m
a
t
s

p
r
o
v
i
d
i
n
g

s
t
u
d
e
n
t
s

w
i
t
h

f
l
e
x
i
b
i
l
i
t
y
,
i
n
c
l
u
d
i
n
g

d
i
s
t
a
n
c
e

e
d
u
c
a
t
i
o
n
,

v
a
r
i
a
n
t

s
c
h
e
d
u
l
i
n
g
,

a
n
d

c
o
l
l
a
b
o
r
a
t
i
v
e

c
o
u
r
s
e
s

w
i
t
h
o
t
h
e
r

d
e
p
a
r
t
m
e
n
t
s

o
r

o
t
h
e
r

u
n
i
v
e
r
s
i
t
i
e
s
.
6
.

C
u
r
r
i
c
u
l
a

a
r
e

e
x
p
a
n
d
i
n
g

i
n
t
o

r
e
l
a
t
e
d

d
e
g
r
e
e
s

a
t

t
h
e

u
n
d
e
r
g
r
a
d
u
a
t
e
,

m
a
s
t
e
r
'
s
,

a
n
d
d
o
c
t
o
r
a
l

l
e
v
e
l
s
.

N
e
w

u
n
d
e
r
g
r
a
d
u
a
t
e

p
r
o
g
r
a
m
s

a
r
e

g
r
o
w
i
n
g

e
s
p
e
c
i
a
l
l
y

r
a
p
i
d
l
y
.
Appendix I.7

T
h
e

L
I
S
/
I
S

D
i
v
i
d
e
:

M
e
d
i
a
t
i
o
n

v
s
.

D
i
s
i
n
t
e
r
m
e
d
i
a
t
i
o
n
-
-
-
J
.

S
t
e
p
h
e
n
D
o
w
n
i
e
,

A
L
I
S
E

1
9
9
9
A
t
t
r
i
b
u
t
e

C
a
t
e
g
o
r
y
U
S
E
R
-
C
E
N
T
E
R
E
D
S
Y
S
T
E
M
-
C
E
N
T
E
R
E
D
M
L
I
S

A
r
e
a
L
i
b
r
a
r
y

S
c
i
e
n
c
e
I
n
f
o
r
m
a
t
i
o
n

S
c
i
e
n
c
e
A
s
s
e
s
s
m
e
n
t

A
p
p
r
o
a
c
h
q
u
a
l
i
t
a
t
i
v
e
q
u
a
n
t
i
t
a
t
i
v
e
C
o
g
n
a
t
e

D
i
s
c
i
p
l
i
n
e
s
E
d
u
c
a
t
i
o
n
;

H
u
m
a
n
i
t
i
e
s
;

H
u
m
a
n

C
o
m
p
u
t
e
r
I
n
t
e
r
a
c
t
i
o
n
;

P
s
y
c
h
o
l
o
g
y
;

S
o
c
i
a
l

W
o
r
k
;

S
o
c
i
a
l

S
c
i
e
n
c
e

A
r
t
i
f
i
c
i
a
l

I
n
t
e
l
l
i
g
e
n
c
e
;

C
o
m
p
u
t
e
r
S
c
i
e
n
c
e
;

E
n
g
i
n
e
e
r
i
n
g
;

L
i
n
g
u
i
s
t
i
c
s
;
M
a
t
h
e
m
a
t
i
c
s
;

S
t
a
t
i
s
t
i
c
s

T
y
p
i
c
a
l

F
i
e
l
d
s

o
f
E
n
d
e
a
v
o
r
r
e
f
e
r
e
n
c
e
;

r
e
a
d
e
r
s
'

a
d
v
i
s
o
r
y
;

c
h
i
l
d
r
e
n
'
s
,

y
o
u
t
h

a
n
d
a
d
u
l
t

s
e
r
v
i
c
e
s
;

c
o
l
l
e
c
t
i
o
n

d
e
v
e
l
o
p
m
e
n
t
i
n
d
e
x
i
n
g
;

a
b
s
t
r
a
c
t
i
n
g
;

i
n
f
o
r
m
a
t
i
o
n
r
e
t
r
i
e
v
a
l
;

c
a
t
a
l
o
g
u
i
n
g
;

l
i
b
r
a
r
y
a
u
t
o
m
a
t
i
o
n

s
y
s
t
e
m
s
G
e
n
d
e
r

S
t
e
r
e
o
t
y
p
e
f
e
m
a
l
e
m
a
l
e
E
x
e
m
p
l
a
r

I
R

T
e
r
m
s
p
e
r
t
i
n
e
n
c
e
;

q
u
e
r
y
;

o
p
e
n
-
e
n
d
e
d

q
u
e
s
t
i
o
n
i
n
g
;

q
u
e
r
y
-
n
e
g
o
t
i
a
t
i
o
n
;

s
e
m
a
n
t
i
c
s
r
e
l
e
v
a
n
c
e
;

s
e
a
r
c
h

s
t
a
t
e
m
e
n
t
;

a
l
g
o
r
i
t
h
m
;
s
y
n
t
a
x
E
d
u
c
a
t
i
o
n
a
l

A
p
p
r
o
a
c
h
i
s
s
u
e
-
o
r
i
e
n
t
e
d
;

p
r
a
c
t
i
c
e
-
b
a
s
e
d
m
e
t
h
o
d
-
o
r
i
e
n
t
e
d
;

t
h
e
o
r
y
-
b
a
s
e
d
P
r
i
n
c
i
p
a
l

L
o
c
u
s

o
f
I
n
t
e
r
a
c
t
i
o
n
r
e
f
e
r
e
n
c
e

d
e
s
k
c
o
m
p
u
t
e
r

t
e
r
m
i
n
a
l
R
e
s
e
a
r
c
h

A
p
p
r
o
a
c
h
e
s
e
t
h
n
o
g
r
a
p
h
y
;

g
r
o
u
n
d
e
d

t
h
e
o
r
y
;

i
n
t
e
r
v
i
e
w
i
n
g
;
p
a
r
t
i
c
i
p
a
n
t

o
b
s
e
r
v
a
t
i
o
n
;

e
x
p
e
r
i
m
e
n
t
a
t
i
o
n
;

m
o
d
e
l
i
n
g
;
s
i
m
u
l
a
t
i
o
n
V
a
l
i
d
a
t
e
d

O
u
t
c
o
m
e
s
a
c
c
e
s
s
;

e
d
u
c
a
t
i
o
n
;

f
u
l
f
i
l
l
m
e
n
t
;

s
a
t
i
s
f
a
c
t
i
o
n
;

s
u
r
v
i
v
a
l
a
c
c
u
r
a
c
y
;

c
o
n
s
i
s
t
e
n
c
y
;

e
f
f
i
c
i
e
n
c
y
;
p
r
e
c
i
s
i
o
n
;

r
e
c
a
l
l
T
y
p
i
c
a
l

O
r
g
a
n
i
z
a
t
i
o
n
s
A
S
I
S
;

A
C
M

S
I
G
I
R
;

I
E
E
E
A
L
A
;

S
L
A
;

A
C
R
L
Appendix I.7
T
h
e

L
e
a
d
e
r
s
h
i
p

E
q
u
a
t
i
o
n

i
n

L
I
S

T
r
a
i
n
i
n
g
W
h
i
l
e

o
u
r

p
r
o
f
e
s
s
i
o
n
a
l

l
i
b
r
a
r
y

e
d
u
c
a
t
i
o
n

p
r
o
g
r
a
m
s
h
a
v
e

a
t
t
e
m
p
t
e
d

t
o

p
r
o
v
i
d
e

t
h
e

s
k
i
l
l
s

w
e

n
e
e
d

t
o
m
a
n
a
g
e

l
i
b
r
a
r
i
e
s
,

l
e
a
d
e
r
s
h
i
p

h
a
s

b
e
e
n

v
i
e
w
e
d
p
r
i
m
a
r
i
l
y

a
s

a
n

i
n
n
a
t
e

p
e
r
s
o
n
a
l
i
t
y

c
h
a
r
a
c
t
e
r
i
s
t
i
c

w
h
i
c
h
i
s

n
o
t

i
n
c
o
r
p
o
r
a
t
e
d

i
n
t
o

t
h
e

c
u
r
r
i
c
u
l
u
m
.

(
S
h
e
l
d
o
n
,

1
9
9
2
,
a
n
d

T
o
t
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Appendix I.7
1
STRATEGIC PLAN 2005-2008 and Beyond
Mission/Identity Statement:
We educate leaders in the library and information science professions who make a positive
difference in their communities. This service-oriented education takes place within the larger
context of the universitys commitment to value-centered student development, and is guided
by relevant professional standards and core competencies. We provide our students with an
excellent graduate education leading to a meaningful work life.
Defining program characteristics include:
a distinctively relationship-centered learning environment,
engaged faculty who regularly integrate theory and best practice,
a passion for social justice, equality and service,
access to the rich opportunities and expertise of Chicagos library/information
community,
a long tradition of influential and supportive alumnae/i.
a global and international presence.
Vision Statement:
By 2008 and beyond, we aspire to build a program and a reputation for innovative practice in
library and information science education. We look to educate library leaders who engage
constituencies, advocate change, and transform communities. Our program will benefit from,
and be distinguished by, our proximity to the Chicago library/information community.
Goals and Objectives:
1. Achieve full ALA accreditation by 2008.
Develop a specific and measurable plan for addressing areas of non-compliance
with COA standards by October 2005.
Demonstrate evidence of a formal, systematic planning process in which data are
collected from constituents, analyzed, and used to guide curriculum and programs.
Appendix I.8
2
Prepare for the comprehensive visit in 2008, file appropriate annual narrative reports
and incorporate ALA feedback as part of the data loop for systematic planning.
2. Develop a dynamic MLIS degree program that is responsive to, and provides graduates
capable of, excelling in an increasingly complex library/information environment.
Develop a curriculum that addresses and reflects the increasing presence and
influence of technology in our society.
Converge current and future trends with library tradition.
Review the current MLIS curriculum, build specialized pathways, address core
competencies, and encourage service learning opportunities.
Develop coursework and specializations that advance awareness and understanding
of our multicultural and urban surroundings.
Introduce new teaching-learning models and delivery systems that increase access to
the program and engage students.
Expand GSLIS professional development and continuing education offerings for
graduates and the Chicago professional community.
Collaborate with and strengthen library/technology resources and services to
support the curriculum
Recruit and retain talented, outstanding, and diverse full time and adjunct faculty
committed to teaching, research, and scholarship.
3. Build, and demonstrate evidence of, a formal process for the assessment of student learning
outcomes of the educational program.
Ensure core competencies of the profession are clearly articulated,
embedded in coursework, and measured.
Revise and implement the GSLIS Program Assessment Plan.
4. Recruit and retain talented, compassionate, diverse students who will grow to serve the
profession and our mission with distinction.
Create a comprehensive marketing and communications plan.
Develop strategies and funding to recruit students aggressively from
underrepresented groups.
Introduce continuing professional development opportunities for graduates and
other professionals in the field.
Appendix I.8
3
Build endowed scholarship support and grant support to underwrite new initiatives
to draw students from a variety of backgrounds.
Strengthen career services and outreach to alumnae/i as mentors.
Build a stronger Web presence.
5. Review the academic administrative structure of the Graduate School of Library and
Information Science and reorganize personnel, policies and practices as necessary to maximize
service to students and faculty.
Address student concerns about course availability, sequencing, site rotation, etc. in
order to maximize access.
Develop strategies for improving communication and connections with
current students.
Enhance opportunities for coordination and oversight for student practicum
experiences.
Strengthen the relationship with and communication to the GSLIS Library
and Information Science Student Association (LISSA) and student chapters of
professional organizations and associations.
Nurture the GSLIS community through collaboration among GSLIS staff
and faculty in service to students and the profession.
6. Maximize access to the opportunities and expertise of the Chicago areas diverse and
extensive library/information environment.
Expand course offerings in the Loop and consider other Chicago area locations.
Incorporate best practices in the field throughout the curriculum.
Offer professional development opportunities in partnership with Chicago area LIS
associations, organizations, and library systems.
Strengthen the GSLIS Advisory Board and the Alumni Council.
Approved by the GSLIS Faculty, September 7, 2005
Appendix I.8
GSLIS PROGRAM ASSESSMENT PLAN

(April 12, 2006: Reviewed by faculty; April 26: Updated;
October 16: Updated with recommendations from M. Bloss, K. Brown and K. Marek)

_____________________________________

Mission (Purpose of Program)

We educate leaders in the library and information science professions who make a
positive difference in their communities. The service-oriented education takes place
within the larger context of the universitys commitment to value-centered student
development, and is guided by relevant professional standards and core competencies.
We provide our students with an excellent graduate education leading to a meaningful
work life.

Program Learning Goal (What Students Will Achieve)

To educate librarians and information specialists to lead in a changing information
environment. Graduates are collaborative professionals possessing competencies to
contribute to the community.

Program Learning Outcomes (What Students Will Demonstrate)

Outcome 1: Students demonstrate an understanding of the philosophies, practices,
and theories of library and information science that incorporates an
awareness of the legacies, values, and ethical responsibilities of libraries
and the information professions.

Outcome 2: Students demonstrate a variety of management, communication,
leadership, and instructional skills, as well as an understanding of
change management.

Outcome 3: Students demonstrate facility with needs assessment, knowledge
organization, planning and designing, and implementing and evaluating
systems, technologies, services and products that connect users with
information.


Measures of Outcomes (Student Proof of Achievement)

OUTCOME 1:


a. An issue paper embedded in LIS701: Introduction to Library and
Information Science and evaluated by the GSLIS faculty assessment
committee using the following rubric
1
:

Level I: The student does not demonstrate an understanding of
the values and ethical issues involved in the library and
information professions.

Level II: The student demonstrates an adequate understanding of

Level III: The student demonstrates an excellent understanding of

Fall 2008-Ongoing

a. Students demonstrate an understanding of the library and information
science knowledge base in portfolios created for a capstone course. The
portfolios will be evaluated by the GSLIS capstone faculty using the
following rubric:

Level I: The student does not demonstrate an adequate
understanding of the library and information science
knowledge base.

Level II: The student demonstrates an adequate understanding of
the library and information science knowledge base.

Level III: The student demonstrates an excellent understanding of
the library and information science knowledge base.

1
LIS701 assignment guidelines and rubric developed and approved summer 2006.
Appendix I.9
OUTCOME 2:


a. A management assignment embedded in LIS770: Management and
evaluated by the GSLIS faculty assessment committee using the following
rubric
2
:

Level I: The student does not demonstrate adequate management
skills nor an understanding of issues involved in change
management necessary for the library and information
professions.

Level II: The student demonstrates some management skills and
an adequate understanding of the issues involved in
change management necessary for the library and

Level III: The student demonstrates excellent management skills
and a complete understanding of the issues involved in
change management necessary for the library and

Fall 2008-Ongoing

a. Students demonstrate a variety of management, communication,
leadership and instructional skills in portfolios created for a capstone
course. The portfolios will be evaluated by the GSLIS capstone faculty
using the following rubric:

Level I: The student does not demonstrate adequate
management, communication, leadership and
instructional skills necessary for the library and

Level II: The student demonstrates adequate management,
communication, leadership and instructional skills
necessary for the library and information professions

Level III: The student demonstrates excellent management,
communication, leadership and instructional skills
necessary for the library and information professions.

OUTCOME 3:

2
LIS770 assignment guidelines and rubric developed and approved summer 2006.
Appendix I.9


a. An assignment embedded in LIS704: Reference and Online Services and
rubric
3
:

Level I: The student does not demonstrate a facility with the
overall planning, implementation and evaluation
process for connecting users with information through
systems, technologies, services and products.

Level II: The student demonstrates an adequate facility with the

Level III: The student demonstrates an excellent facility with the

b. An assignment embedded in LIS703: Organization of Knowledge and
rubric
4
:

Level I: The student does not demonstrate a facility with
knowledge organization.

Level II: The student demonstrates an adequate facility with

Level III: The student demonstrates an excellent facility with

Level I: The student does not demonstrate an adequate facility
with the overall planning, and implementation and
evaluation process for the organization of knowledge
and connecting users with information through systems,
technologies, services and products.

c. Students take an Information Technologies Competency test before
graduation. Tests will be evaluated as High Pass, Pass, and No Pass.

3
LIS704 assignment guidelines and rubric developed and approved summer 2006
4
LIS703 assignment guidelines and rubric developed and approved summer 2006
Appendix I.9
d. Survey administered every three years to employers of GSLIS graduates
will be evaluated according to the following rubric:

Level I: Graduates are minimally prepared. The graduate
satisfies most of the requirements of the position and
demonstrates a rudimentary level of knowledge and
professional skills related to information needs and
appropriate service responses, information products and
technologies.

Level II: Graduates are well prepared. The graduate satisfies
the requirements of the position and demonstrates the
requisite professional skills and knowledge of
information needs and appropriate service responses,
information products and technologies.

Level III: Graduates are very well prepared. The graduate
exceeds the requirements of the position and
demonstrates the requisite professional skills and
knowledge of information needs and appropriate
service responses, information products and
technologies.

e. Surveys administered on the indicated rotation will be evaluated according
to the Level I, II, and III rubric described below:

a. new graduates each year in J une
b. alumni one year after graduation, every other year in J une
c. alumni ten years after graduation, every three years in J une

Level I: Alumni are minimally satisfied with the GSLIS program.
Alumni report basic satisfaction with their careers and sense of
job preparation (knowledge, skills, and abilities) from the
GSLIS program.

Level II: Alumni are well satisfied with the GSLIS program. Alumni are
well satisfied with their careers and sense of job preparation
(knowledge, skills, and abilities) from the GSLIS program.

Level III: Alumni are very well satisfied with the GSLIS program.
Alumni are well satisfied with their careers and sense of job
preparation (knowledge, skills, and abilities) from the GSLIS
program.

Fall 2008-Ongoing

Appendix I.9
a. Students demonstrate a facility with needs assessment, knowledge
organization, planning and designing, and implementing and evaluating
systems, technologies, services and products that connect users with
information in portfolios created for a capstone course. The portfolios will
be evaluated by a GSLIS faculty committee using the following rubric:

Level I: The student does not demonstrate an adequate facility
with the overall planning, implementation and
evaluation process for the organization of knowledge
and connecting users with information through systems,

Level II: The student demonstrates an adequate facility with the
process for the organization of knowledge and
connecting users with information through systems,

Level III: The student demonstrates an excellent facility with the
process for the organization of knowledge and
connecting users with information through systems,

b. Students take an Information Technologies Competency test before
graduation. Tests will be evaluated as High Pass, Pass, and No Pass.

c. Survey administered every three years to employers of GSLIS graduates
will be evaluated according to the following rubric:

Level I: Graduates are minimally prepared. The graduate
satisfies most of the requirements of the position and
demonstrates a rudimentary level of knowledge and
professional skills related to information needs and
appropriate service responses, information products and
technologies.

Level II: Graduates are well prepared. The graduate satisfies
the requirements of the position and demonstrates the
requisite professional skills and knowledge of
information needs and appropriate service responses,
information products and technologies.

Level III: Graduates are very well prepared. The graduate
exceeds the requirements of the position and
demonstrates the requisite professional skills and
Appendix I.9
knowledge of information needs and appropriate
service responses, information products and
technologies.

d. Surveys administered on the indicated rotation will be valuated according
to the Level I, II, and III rubric described below:

- new graduates each year in J une
- alumni one year after graduation, every other year in J une
- alumni ten years after graduation, every three years in
J une

Level I: Alumni are minimally satisfied with the GSLIS program.
Alumni report basic satisfaction with their careers and sense of
job preparation (knowledge, skills, and abilities) from the
GSLIS program.

Level II: Alumni are well satisfied with the GSLIS program. Alumni are
well satisfied with their careers and sense of job preparation
(knowledge, skills, and abilities) from the GSLIS program.

Level III: Alumni are very well satisfied with the GSLIS program.
Alumni are well satisfied with their careers and sense of job
preparation (knowledge, skills, and abilities) from the GSLIS
program.

Performance Criteria (Standards of Achievement)

OUTCOME 1:

Fall 2006-Spring 2008:

a. There will be 80% of the students who achieve a Level III on the issue
paper.
b. There will be 80% of the students who achieve a Level III on their
portfolio.

Fall 2008-Ongoing:

a. There will be 80% of the students who achieve a Level III on their
portfolio.

OUTCOME 2:

Appendix I.9

a. There will be 80% of the students who achieve a Level III on the
management assignment.
b. There will be 80% of the students who achieve a Level III on their
portfolio.

Fall 2008-Ongoing:

portfolio.

OUTCOME 3:


a. There will be 80% of the students who achieve a Level III on the LIS704
assignment.
b. There will be 80% of the students who achieve a Level III on the LIS703
assignment.
c. There will be 80% of the students who achieve a Level III on their
portfolio.
d. There will be 60% of the students who receive a High Pass on their test.
e. There will be 70% of employed graduates who are evaluated at the Level
III when employed in positions reflecting their academic preparation.
f. There will be 80% of alumni who report a Level III satisfaction with the
GSLIS program.

Fall 2008-Ongoing:

portfolio.
b. There will be 60% of the students who receive a High Pass on their test.
c. There will be 70% of employed graduates who are evaluated at the Level
III when employed in positions reflecting their academic preparation.
d. There will be 80% of alumni who report a Level III satisfaction with the
GSLIS program.

Results: (Closing the Circle)


a. Each semester, the assessment results will be shared with course core faculty, who
will meet to evaluate strengths and weaknesses of the assessment assignments and
the effectiveness of course content in meeting the GSLIS learning outcomes.

b. Course core faculty will prepare a brief report for the GSLIS faculty.

c. If necessary, the Assessment Committee will make recommendations for revised
assessment instruments or methodology.

Appendix I.9
GSLIS ASSESSMENT SCHEDULE
FALL
2006
SPRING
2007
SUMMER
2007
FALL
2007
SPRING
2008
SUMMER
2008
FALL
2008
Implement
and
evaluate
results of
embedded
assignments
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courses
Evaluate
results of
embedded
assignments
in core
courses
Evaluate
results of
embedded
assignments
in core
courses
Evaluate
results of
embedded
assignments
in core
courses
Evaluate
results of
embedded
assignments
in core
courses
Evaluate
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embedded
assignments
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courses
Implement
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evaluate
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capstone
portfolio
Survey
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Survey
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graduates
Survey
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to alumni,
one year
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Survey
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ten years
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Survey
administered
to
employers
Appendix I.9
Appendix I.9
Summary of Assessment Activities
Presented to Dominican University
Assessment Committee
Date: ____________________________
Program/Unit: __________________________________ Academic Year 2003-2004
Program Mission:
Program Goals:
Program Objectives:
Assessment Measures & Performance Criteria:
Appendix I.10
What conclusions can you draw from your assessment activities this year? And what
changes (e.g., curriculum, syllabus, goals, measures) will be made as a result of your
assessment activities?
What assessment activities do you have planned for next year?
What specific goals(s) and learning outcome(s) did you investigate this year? And what
measures did you use?
Appendix I.10

Program/Unit: __________________________________ Academic Year 2003-2004
MISSION: Is the MISSION statement clear? Is it consistent with the University Mission?
GOALS: Are the GOALS clear? Are they consistent with the MISSION?
OBJECTIVES: Are the OBJECTIVES clear (singular)? Are they reasonable and ascertainable?
Do they reflect key concepts? Are they written in terms of intended student outcomes? Are they
consistent with the GOALS?
MEASURES: Are the MEASURES clear and specific? Do they indicate who will be tested and
when? Are they appropriate for the OBJECTIVE? Is it clear how the results will be judged and by
whom?
PERFORMANCE CRITERIA: Are the PERFORMANCE CRITERIA reasonable? Do they relate
to the program objectives? Are they precise?
ASSESSMENT RESULTS: Do the RESULTS flow from the MEASURES? Is it clear what
OBJECTIVES were accomplished? Is it clear what action was taken as a result of the
assessment? Is it clear what activities are planned for next year and how they relate to the
current assessment?
Program Assessment Evaluation Report
Assessment Committee
Date: ____________________________
Appendix I.10
[Source: Dominican University, Faculty Handbook, pp. 110-115]

1.25.4 Program Review
1.25.4.1 The Responsibility of a Program's Administrator and Faculty
The administrator and faculty of each program develop a plan for the program. The elements of
the plan include a mission and a set of program goals. Program goals include goals related to
quality (e.g., excellence in teaching), curriculum, kinds and number of students to be served,
adaptations or expansion of the program etc. In relation to each goal the plan should specify
outcome-oriented objectives, targets, and planned activities to achieve the objectives.
A program plan must also specify ways to measure the success of the program administer and
faculty in achieving the objectives and/or reaching program goals. Ways of measuring the
achievements of each outcome-oriented objective may include both impressionistic techniques
(peer visits to instructors' classrooms, for example, or individual interviews with graduating
students) and quantitative measures such as analyses of alumni surveys or quantitative
evaluations of teaching effectiveness.
Thus, each unit develops a plan including the following:
Program mission
Program goals
Outcome-oriented objectives
Targets
Planned activities to achieve the objectives
Measurements of success
Discussing, depositing, and maintaining the plan: As the program plan is developed and
amended, the program administrator and faculty discuss the plan with the appropriate chair
and/or dean. The program administrator deposits a copy (or copies) of the plan and amendments
to the plan with the appropriate chair and/or dean. The appropriate dean maintains a file of plans
for all programs in the college/school, including annual amendments to the plan.
Collecting data: Program administrators and faculty perform activities intended to achieve
program goals and objectives. In order to assess program effectiveness and measure the success
of activities intended to further program goals, the program administrator regularly collects and
maintains appropriate files of information. Most program administrators will maintain files
relating to multiple means of assessing success in achieving program goals.
All programs will regularly collect information relating to student numbers (course enrollments,
numbers of graduates attempting/completing the program, class sizes), information collected by
surveying program alumni, and information about program costs.
Since the programs vary greatly in size, complexity, mission activities, and needs, the data
collected and maintained by different programs will also vary greatly. The following list of
means of assessing program effectiveness, adapted from a list developed by the Dean's Council
of the College of Arts and Sciences, includes kinds of data that undergraduate programs have
found useful in assessment.
Appendix I.10
Associated Colleges of the Chicago Area (ACCA) programming, context and symposia
Alumni surveys and other information from alumni (including college surveys,
departmental surveys, focus interviews, logs of informal feedback from alumni)
Artistic performances
Course histories
Employer surveys
Foreign Chamber of Commerce examinations
Faculty self-assessments
Grade analysis
Graduate school applications; both quantitative and qualitative information
J ob placement information
Language proficiency examinations (oral and written)
Major field achievement tests
Number of graduates
Practical internships or field work, including both qualitative and quantitative information
Professional certification
Proficiency examinations
Senior experiences specific to the field: senior seminars, comprehensive examinations,
independent projects, reading lists, recitals
SIR summaries
Standardized tests (GRE, GMAT, LSAT, CPA)
Student interviews/surveys
Student portfolios Video assessments
Participating in the five-year review process (described in the next section)
Appendix I.10
1.25.4.2 Processes and Procedures: Five-year Program Review
Note: The five-year program review process assumes the administrator and faculty of each unit
have developed and maintained a program plan and collected data during the period since the last
review of the program. Much of the information useful for the assessment of programs is
available in Dominican University's institutional database (on reserve in the library).
1. Programs are reviewed on a rotating basis by the Program Review Committee; each program
is reviewed every five years.
2. The Provost notifies the program administrator of a scheduled review one-year in advance of
the review.
3. The program administrator and faculty of the program to be reviewed submit a review plan
and a self-study outline to the Provost and the Program Review Committee six months before
the review.
4. The program administrator and faculty complete a self-study, including both a written report
and a summary presentation of evidence/data.
5. The program administrator and faculty select an outside reviewer in consultation with the
Provost, who makes arrangements for the reviewer's visit; the program administrator and
faculty host the reviewer's visit.
6. The outside reviewer submits an evaluation report; copies are sent to the program administer
and faculty and to the Provost.
7. The program administrator submits the self-study, the outside reviewer's report, and the
program faculty's response to the report to the Provost and to the Program Review
Committee.
8. The Program Review Committee prepares a response to these documents, discusses its
response with the program administrator faculty, and returns the response to the Provost, the
appropriate dean, the appropriate chair, and to the program administrator and program
faculty.
Appendix I.10
1.25.4.3 Sample Outline: Five-year Review Self-Study
(Note: The following outline is not prescriptive: a unit's self-study may not include all the
suggested and may include other information; self-studies may also be organized in the ways
individual wits find most efficient and helpful)
I. Program Vision and Mission and Its Place within the Dominican University Mission.
II. Program History
History of the program at Dominican University
Summary review of past years' (since last review) plans, goals, and the outcomes
achieved
III. Description of Current Program
IV. Desired Student Outcomes
Identification of desired student outcome (knowledge, skills, attitudes)
Discussion of student outcomes as they relate to the program mission, reflecting research
in the field; needs, changes and demands in real world applications; and field-based
exams or other measures of competence.
Measures of these student outcomes
Analysis of data received from the measures
V. Examination of Program
A. Quality of Program Curriculum: Guidelines/Indicators
Essential knowledge and skills for field of study are identified and given priority.
The course of study addresses this essential knowledge and these skills.
Diverse needs of students are addressed without compromising essential knowledge
and skills.
Course of study is coordinated across courses through dialogue among all program
faculty, program faculty have a shared vision of student learning.
Course of study is evaluated, updated, and modified using multiple means for
accomplishment of goals and attention to student needs.
Course objectives are signs to program mission and to identified desired student
outcomes.
Student's see relationship between what they are learning and program goals.
B. Quality of Faculty: Guidelines/Indicators
Faculty remain current in their fields.
Faculty collaborate on and are able to articulate program mission and desired student
outcomes.
Faculty course design and instruction are aligned with mission, goals, and desired
student out comes.
Appendix I.10
Faculty are aware of diverse learning needs and address those needs without
sacrificing desired goals.
Faculty share with students responsibility for student learning.
Faculty review and update their courses regularly to reflect research, field-based
changes, and new information.
Faculty teach only courses for which they have the requisite background.
Faculty utilize student evaluations for course redesign.
C. Quality of Student Experience: Guidelines/Indicators
Advising of students includes regular contact, accessibility to advisor, guidance in
line with mission, and desired student outcomes.
Student retention in the program is monitored and evaluated.
Methods for student evaluation of the program and instruction are in place and data is
used by faculty and administration for program review.
Students have the opportunity for learning and application of learning outside the
classroom.
VI. Institutional Support for the Program: Guidelines/Indicators
Instructional resources such as textbooks, library materials, technology, laboratories,
studios, and other equipment are adequate and appropriate for the course of study.
Students have access to instructional materials and supplemental instructional materials.
Physical environment for learning is appropriate and supports installations and desired
student outcomes.
VII. Long-Term Goals for Program and Plans for Achieving Goals

Appendix I.10
1.25.4.4 Five-year Program Review Cycle

Year Department Term
2006-2007 Honors Fall
Theater Fall
Modern Foreign Language Spring
Political Science, Theology & Pastoral Spring
Ministry

2007-2008 Sociology/ Criminology &Gerontology Fall
Philosophy Fall
GSLIS Spring
Social Work Spring

2008-2009 International Studies Fall
Mathematics & Computer Sciences Fall
LA&S Core Curriculum Spring
Education Spring

2009-2010 Art & Fashion Fall
Psychology Fall
Business Spring
IAL Spring

2010-2011 Natural Science Fall
English Fall
History and American Studies Spring
Communications & Theater Spring

Appendix I.10
DOMI NI CAN UNI VERSI TY

ASSESSMENT PROCESS FOR EVALUATING
THE GSLIS CORE and REQUIRED COURSES
(LIS 701, 703, 704, 770, and 773)

Approved by the GSLI S Faculty
December 6, 2006

BACKGROUND
This document describes the principles, guidelines and time tables for implementing the
assessment process for the GSLIS Core and Required Courses. It will be incorporated
into the GSLIS Program Assessment Plan.

UNDERLYING PRINCIPLES
(1) The faculty teaching a core or required course will design the instrument used for
assessing that core course. One instrument will be used uniformly for assessment
purposes for all sections of that core course.
(2) The faculty teaching a core or required course will determine the percentage of the
final grade assigned to that instrument. The percentage will be uniform across the core
course but does not have to be the same for all core or required courses. [Note: Fifteen
percent has been suggested as a figure to use across the board for all core and required
course assessment instruments.]
(3) Adjunct faculty teaching core or required courses will be included in the assessment
process. Ideally, their input will be requested for development and/or evaluation of the
assessment tool.
(4) The process for assessing the core or required courses will not affect the grading
process or the grades that faculty give to their students. It is a separate activity
altogether.
(5) Faculty members teaching core or required courses will include a statement about
the assessment process in their syllabi at the beginning of a semester, advising students
of this process.
(6) The assessment instrument will be due at the end of semester as its objective is to
evaluate students overall understanding of material covered throughout the semester.
(7) The data gathered from assessing the core courses will be analyzed and submitted
to the dean and the faculty with recommendations for improving the GSLIS program.

RESPONSI BILITY FOR ASSESSMENT ACTI VI TI ES
(1) Full-time faculty and adjuncts are responsible for including information about the
assessment process in their syllabi. Wording may include the following:
To assist with the GSLIS program assessment, all students are required to
submit anonymously a final assignment that will be evaluated by the GSLIS Assessment
Committee. This assessment process will be separate from the grading of the
assignment by the faculty teaching the course, and will have no effect on students final
course grades.
Appendix I.11
Students will be asked to submit two copies of this assignment, one of which
will contain only the course number and the section number on it.
This assignment will be due towards the end of the semester.
Specific information about the assignment will be distributed at the appropriate
time in the course.

Information along these lines will appear in all core course syllabi for spring
2007.

(2) Faculty teaching core or required courses will be asked to submit paper copies of
the assessment instruments from all of their students to a member of the Assessment
Committee the day after the semester ends.
(3) Faculty will be responsible for ensuring that the papers submitted include only the
course number and the section number and no student names.
(4) Faculty will put the papers into a box in the GSLIS office appropriately labeled for
the specific core/required course.
(5) Using random numbers, GSLIS administrative staff will select 5 papers from each
section. GSLIS administrative staff will give the dean a list of papers by random
number, course number and section. Admin staff will then black out the section
numbers on the papers, and will give them to the Assessment Committee chair for
distribution to the committee.
(4) At the beginning of each semester, a member of the Assessment Committee will be
responsible for contacting Adjunct Faculty to ensure they are familiar with the
assessment process (e.g., including information about assessment in their syllabi,
knowing whom to contact if they have questions, knowing when they are to submit the
assessment instruments).
(5) Members of the Assessment Committee will
Determine which members of the Assessment Committee will contact adjunct
faculty teaching core courses as needed
Determine the final date by which the assessment instruments are to be received
Determine who is to receive the assessment instruments from each core course
Determine the number of assessment instruments to be read from each core
course
Determine who will read the assessment instruments from each core course
Determine a time table for completing the evaluation of the assessment
instruments
Determine a reasonable time table for submitting a report to the dean and
faculty on the assessment process to include such information as success of the
process, what has been learned, and what needs to be modified for the next
time
Convey information about the assessment process to all GSLIS faculty (full-time
and adjuncts) throughout the semester

PROCESS FOR EVALUATI NG THE CORE COURSES FOR FALL 2006
Because procedures for evaluating the core and required courses were not established
prior to the fall 2006 semester, there is considerable unevenness in how the assessment
process is being handled currently from one core course to the next. Core courses 701,
Appendix I.11
704, and 770 have devised assessment tools although information about them has not
uniformly been included in facultys syllabi. Additionally, some adjunct faculty teaching
core courses are not aware of the assessment process at all.

Faculty members of 704 realize their assessment instrument needs to be modified and
have set up a meeting for November 21
st
to do this.

While faculty members of 703 have determined what should be assessed, one common
instrument has yet to be designed. A meeting is being scheduled for the 703 faculty to
discuss this immediately after the Thanksgiving holiday.

Because of these inconsistencies, the Assessment Committee has decided to review the
assessment tools for 701, 704, and 770 at the end of December 2006 with the
understanding that they are doing so in order to test the above implementation plan
rather than conduct an evaluation of the core courses themselves. After which, the
Assessment Committee will make the appropriate modifications to the plan. The
committee and faculty will then fully implement the assessment process for the core
courses in spring 2007.

After meeting with Mike ODonnell, it was agreed that Assessment Committee members
will review 5 papers per section even if a faculty member teaches more than one
section. If a section has fewer than 5 students, all papers from that section will be read.

Mechanisms for Evaluating the Assessment Process for fall 2006
Dec. 16: By the close of business of the day after the semester ends, faculty teaching
core courses who have used an assessment instrument will be expected to place those
instruments containing the course and section numbers but no student names to in the
appropriate box in the GSLIS office. If papers are submitted electronically, it is the
responsibility of the instructor to make the appropriate paper copies.

Marjorie will send out an e-mail announcement to the faculty advising them of this date.

Week of Dec. 18th: The GSLIS Administrative staff will:
Number and randomly select five papers from each section of each core course
Give the dean a list of the random numbers for the papers selected that also
contains section numbers
Black out the section numbers of the selected papers
Make one more copy of them, and will give both copies to the chair of the
Assessment Committee for distribution

Appendix I.11
Core Course Assessment Process
p. 4
December 13, 2006
Copies of the selected papers will be given to two members of the Assessment
Committee to read. The third person on the committee will serve as mediator if there
is major disagreement in the evaluation of a paper.

Core Course Readers Mediator
701 Marjorie
Mary Pat
Sonia

704 Mary Pat
Sonia

Marjorie
770 Sonia
Marjorie

Mary Pat

Dec. 20-J an. 2 Readers read the papers and grade them according using the
following rating scale:

Level I: The student does not demonstrate adequate skills nor an understanding of
the issues necessary for the library and information professions.
Level II : The student demonstrates some skills and an adequate understanding of the
issues involved for the library and information professions.
Level III: The student demonstrates excellent skills and a complete understanding of
the issues involved for the library and information professions.

J an. 3 -- The Assessment Committee meets to:
Review divergences in grading and to resolve them
Review the assessment process
Identify the points to include for the written report evaluating the assessment
process
Return the papers used for assessment to the dean
Encourage faculty at all times to provide feedback on the assessment process to
Assessment Committee members

Process for Using Assessment Results
The data gathered from assessing the core and required courses will be analyzed and
submitted to the dean and the faculty with recommendations for improving the GSLIS
program.

Feb. 2 -- Written report from the Assessment Committee
The written report from the Assessment Committee will be submitted to the dean and
the GSLIS faculty by the close of business on Friday, February 2, 2007. The intent is
that the contents of this document will be taken up by the GSLIS Faculty Council at its
next meeting.

Appendix I.11
GSLIS ASSESSMENT SCHEDULE
FALL
2006
SPRING
2007
SUMMER
2007
FALL
2007
SPRING
2008
SUMMER
2008
FALL
2008
Implement
and
evaluate
results of
embedded
assignments
in core
courses
Evaluate
results of
embedded
assignments
in core
courses
Evaluate
results of
embedded
assignments
in core
courses
Evaluate
results of
embedded
assignments
in core
courses
Evaluate
results of
embedded
assignments
in core
courses
Evaluate
results of
embedded
assignments
in core
courses
Implement
and
evaluate
results of
capstone
portfolio
Survey
administered
to new
graduates
Survey
administered
to new
graduates
Survey
administered
to alumni,
one year
after
graduation
Survey
administered
to alumni,
ten years
after
graduation
Survey
administered
to
employers
Appendix I.11
Appendix I.11
p. 1
GSLIS PROGRAM ASSESSMENT COMMITTEEE

REPORT ON THE PROCESS FOR
ASSESSI NG CORE AND REQUI RED COURSES
SPRI NG 2007

As was anticipated, the assessment process of the core and required courses went much
more smoothly the second time around.

OVERVIEW
Overall, the assessment process as designed by the Assessment Committee was
effective and workable. The dean, faculty, and administrative staff were supportive of
the process and willing to participate in it. All necessary steps in the implementation
plan were carried out effectively and the difficulties that were encountered in the fall
2006 process were all corrected.

WHAT WORKED WELL
The following underscores what went particularly well in the spring 2007 assessment
process.

1. A full complement of papers for assessment was received for each course.
2. An assessment tool for 703 had been created and was used for the first time in
the spring 2007 semester.
3. Faculty teaching 701, 704, and 770 made improvements in the wording of their
assessment tools resulting in more detailed instructions. Consequently, the
papers received (notably those in 704 and 770) were considerably stronger,
addressing the issues in the assignments much more clearly.

WHAT NEEDS IMPROVING
This does not mean to say that there are still areas for improvement. Those areas
include:
1. The committee suggests that those teaching 701 review their assessment tool
and attempt to make it more specific. Essays often lacked a direct library focus
or were simply too general.
2. Because the 703 assessment tool was not complete until mid-semester,
introducing it in the 703 sections was done unevenly. Now that the tool is in
place, faculty can routinely incorporate it into their syllabi.
3. The first time an assessment tool is used, it becomes apparent where confusion
in its interpretation lies. This was most certainly the case with the 703
assessment tool. Input was received from students and faculty, and the tool has
been revised based on those comments.
4. One of the readers did not understand that she was to read half of the 703
papers. Thus only half of the papers read for 703 were read by two people. The
ratings for half the papers, therefore, reflect this. Papers with a single
reader/rater are so noted in the 703 individual papers chart.
Appendix I.11
p. 2

RECOMMENDATI ONS FOR I MPROVEMENT
In addition to attending to the specific items in the above section, the committee
has identified the following general recommendations for improving the assessment
process.
1. The committee suggests that instead of stating that papers will contain a set
number of pages, it is preferable to give students a range of pages instead (e.g.,
6-8 pages rather than 8 pages).
2. Students seem unclear as to the differences between footnotes and
bibliographies. Faculty need to clarify in their assessment tools which they
expect from students footnotes, bibliographies, or both.
3. Although unconventional for a committee size, the Program Assessment
Committee strongly recommends having a fourth person on the committee. This
would parallel the number of core and required courses and would mean an even
division of papers to read among the committee members. If accepted, the
committee requests that this appointment be made before the beginning of the
fall 2007 semester.
4. The committee continues to recommend that faculty teaching core/required
courses meet at least once a semester in order to discuss course content and
assessment tools in order to share information and techniques, to refine their
assignments, and to ensure consistency across the sections of a course.
5. The Assessment Committee urges that adjunct faculty not teach the core and
required courses if at all possible. Having only full-time faculty teach these
courses ensures better continuity and consistency in the teaching of the
core/required courses. The committee realizes that this is not always feasible.

ANALYSIS OF PAPERS:
After the fall assessment process, the Program Assessment Committee clarified the
definitions of the three levels that were used for assessment and also refined the
assessment criteria. Both of revisions were applied in the spring 2007 assessment
process. Those revisions are included here for reference.

Definition of Levels
Level 1: Papers that did not fulfill the requirements of the assignment were
automatically given a Level 1 rating. Not fulfilling requirements included no mention
of the topic at hand (even though the paper might have been very well written),
insufficient number of pages, undeveloped topic with unsupported statements. Other
factors that influenced the assignment of a Level 1 rating included:
Poor grammar and punctuation
Lack of clarity and flow of ideas
Bibliography that did not meet requirements
Inconsistently formatting bibliographic citations

Level 2: Papers graded at Level 2 were related to the topic of the assignment but
showed little more than a recitation of readings rather than a student stating a
perspective and demonstrating how the readings supported that perspective. Papers at
this level might include a few typos and occasional lack of clarity and flow of ideas.
Appendix I.11
p. 3

Level 3: Papers graded at Level 3 were clearly relevant to the topic of the course, were
well-written with substantive bibliographies. Students exhibited analytical thinking in
addressing their topics, using their readings to support their analysis.

NOTE: These criteria are much more applicable to 701, 704, and 770 for which
students are expected to write a single essay. This is not the case for 703 where the
assessment tool concentrates much more on the knowledge of specific library tools such
as the MARC format, AACR2, Dewey Decimal Classification and other concepts dealing
with the organization of knowledge.

Criteria for assessment:
Level I: the student does not demonstrate adequate skills or an understanding
of the issues covered by the syllabus necessary for the library and information
professions
Level II : the student demonstrates some skills and an adequate understanding
of the issues covered in the syllabus necessary for the library and information
professions
Level III: the student demonstrates excellent skills and a well-developed
understanding of the issues covered in the syllabus necessary for the library and
Appendix I.11
p. 4

GSLIS
ASSESSMENT OF CORE AND REQUIRED COURSES SPRING 2007
SUMMARY

CHART 1a and 1b Summary of core and required course assessment for spring 2007
and fall 2006.

Chart 1a -- Spring 2007, Rankings across the course

COURSE Level 1 Level 2 Level 3
701 6 (24%) 6 (24%) 13 (52%)

703 6 (24%) 9 (36%) 10 (40%)

704 8 (32%) 5 (20%) 12 (48%)

770 2 (10%) 10 (50%) 8 (40%)

Chart 1b -- Fall 2006, Rankings across the course

701 0 (0%) 4 (67%) 2 (33%)

704 3 (50%) 1 (17%) 2 (33%)

770 2 (40%) 1 (20%) 2 (40%)
Appendix I.11
p. 5

CHART 2 Assessment of individual papers

701
Paper
Number
Level 1 Level 2 Level 3 Final ranking

VT5181 MEB, MPF 3
VT5182 MEB, MPF 2
VT5183 MEB, MPF 2
VT5184 MEB, MPF 3
VT5185 MEB, MPF 3
VT5186 MEB, MPF 3
VT5187 MEB, MPF 1
VT5188 MEB, MPF 3
VT5189 MEB-, MPF 3
VT5190 MEB, MPF 2
VT5191 MEB,MPF 1
VT5192 MEB,MPF 1
VT5193 MEB,MPF 3
VT5194 MEB,MPF 2
VT5195 MEB,MPF 1
VT5196 MEB,MPF 1
VT5197 MEB,MPF 3
VT5198 MEB,MPF 2
VT5199 MEB,MPF 3
VT5200 MEB,MPF 3
VT5201 MEB,MPF 2
VT5202 MPF MEB- 1
VT5203 MEB,MPF 3
VT5204 MEB,MPF 3
VT5205 MEB,MPF 3

TOTALS
LEVEL 1 LEVEL 2 LEVEL 3
6 (24%) 6 (24%) 13 (52%)

Appendix I.11
p. 6

703
Paper
Number

VT5156 MEB,SB 2
VT5157 MEB,SB 3
VT5158 MEB,SB 2
VT5159 SB MEB- 2
VT5160 MEB,SB 2
VT5161 MEB,SB 3
VT5162 MEB-,SB 3
VT5163 MEB,SB 3
VT5164 MEB,SB 3
VT5165 MEB,SB 2
VT5166 MEB,SB 3
VT5167 MEB,SB 1
VT5168 MEB,SB 1
VT5169 MEB,SB 1
VT5170 MEB,SB 1
VT5171* MEB 3
VT5172* MEB 3
VT5173* MEB 1
VT5174* MEB 2
VT5175* MEB 3
VT5176* MEB- 3
VT5177* MEB 2
VT5178* MEB 1
VT5179* MEB 2
VT5190* MEB 2

TOTALS
6 (24%) 9 (36%) 10 (40%)

*These papers were read by one person instead of two.
Appendix I.11
p. 7
704
Paper
Number

VT5131 SB,MPF 3
VT5132 SB,MPF 2
VT5133 SB,MPF 1
VT5134 SB,MPF 2
VT5135 SB,MPF 3
VT5136 SB,MPF 3
VT5137 SB,MPF 2
VT5138 SB,MPF 3
VT5139 SB,MPF 2
VT5140 SB,MPF 1
VT5141 SB,MPF 1
VT5142 SB,MPF 3
VT5143 SB,MPF 3
VT5144 SB,MPF 1
VT5145 SB,MPF 1
VT5146 SB,MPF 1
VT5147 SB,MPF 3
VT5148 SB,MPF 1
VT5149 SB,MPF 1
VT5150 SB,MPF 3
VT5151 SB,MPF 3
VT5152 SB,MPF 3
VT5153 SB,MPF 3
VT5154 SB,MPF 2
VT5155 SB,MPF 3

TOTALS
8 (32%) 5 (20%) 12 (48%)
Appendix I.11
Assessment Committee Report
Core and Required Courses Assessment
p. 8
J uly 23, 2007

770
Paper
Number

VT5111 MEB,SB 3
VT5112 MEB,SB 1
VT5113 MEB+,SB 2
VT5114 MEB,SB 3
VT5115 MEB+,SB 2
VT5116 MEB,SB 3
VT5117 MEB,SB 3
VT5118 MEB,SB 2
VT5119 MEB,SB 3
VT5120 MEB,SB 1
VT5121 MEB,SB 3
VT5122* MEB,SB,MPF 3
VT5123 MEB,SB 2
VT5124 MEB,SB 2
VT5125 MEB-,SB 2
VT5126 MEB,SB 2
VT5127 MEB,SB 2
VT5128 MEB,SB 2
VT5129 MEB,SB 3
VT5130 MEB,SB 2

TOTALS
2 (10%) 10 (50%) 8 (40%)

* Paper required a third reader for rating.

meb20070722
Appendix I.11
Plan to Address Concerns raised by COA
Issues raised concerning Standard I Mission, Goals, and Objectives:
Issue 1. The Committee found insufficient evidence of a formal, systematic
planning process in which data are collected from constituents, analyzed,
and used to guide the curriculum and the programs.
Background: The GSLIS Operating Plan developed by the dean and faculty to
cover the years 2003 2008 was provided with the Program Presentation and
reviewed by the External Review Panel. The Plan was in keeping with the newly-
adopted plan for the university and was to be reviewed annually to see the
progress made on each of the goals. COA thought it was not clear how the plan
was to be revised, nor whether it had representation from the various constituents
of the program. COA further thought it was not clear how such planning would
relate to each of the Standards.
However, the External Review Panel Report noted Participation in major MLIS
program planning have involved faculty from both DU and CSC. Advisory
Boards representing the programs constituentshave participated at several
points along the way. p.4
The External Review Panel Report further noted that The Program Presentation
provides evidence of ongoing evaluation and adjustment of Dominican
Universitys curriculum in response to input from the schools various
constituencies p.6.
Planned Action: In the Spring of 2005 a Steering Committee was appointed that
included five GSLIS faculty members, the Provost, the Associate Provost, and the
President of the University, who served as chair. To collect data from the various
constituents the Committee engaged a consultant to design a survey and to hold
focus groups. Working with the consultant, the committee developed questions
for each of four groups that were to be surveyed at the beginning of June. The
groups surveyed included:
1) Current students
2) Recent alumnae/i
3) Graduates of the program ten years ago
4) Employers of GSLIS graduates
Focus groups were conducted with:
School library media supervisors who oversee the practica and
internships for students in the school librarianship specialty.
Nationally recognized library leaders in the Chicago area.
2
In addition, the consultant worked with the Steering Committee to establish
timelines for regular surveying of these groups in the future, recognizing the need
for systematic review and gathering of information about the program (Appendix
I).
In late July, a Visioning Meeting was held on campus to begin the process for
developing a new strategic plan. Participants included students, faculty, local,
employers and members of the GSLIS Advisory Board and of the GSLIS Alumni
Council. On the first afternoon, a nationally-known keynote speaker set the tone,
talking about changes in librarianship. After dinner, a panel of national library
leaders talked about library and information science programs, diversity among
students and faculty, and other topics (a list of the program and speakers is in
Appendix II ). On the second day, the consultant presented the findings from the
surveys and the focus groups, and then the participants conducted a SWOT
Analysis of the current GSLIS program. Working groups were asked to draft up a
vision statement for the school, after considering all of this information.
From the notes of the meeting and the research findings, the Steering Committee
drafted a strategic plan for full faculty discussion. In addition, participants from
the Visioning Meeting were invited to review the drafts. After much discussion,
the GSLIS faculty approved a GSLIS Strategic Plan for 2005-2008 and Beyond.
The document is understood as a work in progress that may change to better
reflect the results of annual surveys. A copy of the GSLIS Strategic Plan is
attached. Clearly the vision of the school was strengthened and more openly
defined. It spells out the Dominican Difference in the schools program, and
builds upon clearly defined strengths and opportunities in the Dominican GSLIS
program.
Issue 2. There was also no evidence of a formal assessment of the student
learning outcomes identified by the program. Both of these are especially
true for the College of St. Catherine program constituentsthe Committee
found that you have not demonstrated the ways planning and outcomes
have and will inform your planning and compliance with each of the
Standards.
Background: Dominican University has a formal student learning outcome
assessment plan and had one at the time of the COA visit. The plan includes
assessment procedures for all of the schools and programs. Therefore, each of the
formal assessments carried out by GSLIS in River Forest and at the College of St.
Catherine adhered to the assessment plans of the respective universities.
The External Review Panel Report noted that Program planning and evaluation
have resulted in some curricular change p.7.
Appendix I.12
3
Planned Action: The new GSLIS Strategic Plan spells out how GSLIS
compliance with each of the Standards for Accreditation will be addressed. Goal
3 of the Plan in the area of curriculum determines that assessment of
competencies will be embedded and measured in core courses, and the findings
will influence revisions or additions to the courses being offered.
Further, in phone discussions and in face-to-face meetings (as recently as
September 26, 2005) between the dean of GSLIS and the director of the College
of St. Catherines program, it was agreed that a common assessment of student
learning outcomes, will be used at both sites.
The formal Assessment Plan of the Graduate School of Library and
Information Science is an integral part of the formal plan of the University.
The assessment plan of the School has been updated from the one that was
available to the visiting team and is enclosed with this accreditation plan.
Issues raised concerning Standard III Faculty
Issue 1. The Committee found insufficient evidence that the program has a
faculty capable of accomplishing program objectives. Full-time faculty
membersare sufficient in number and in diversity of specialties to carry
out the major share of the teaching, research, service activities required
for a program, wherever, and however delivered.
Background: As is demonstrated in the ALISE Statistical Report (2004) there is
a limited supply of library and information science doctorates available for
appointment as graduate faculty. Like most schools, Dominican has had a difficult
time securing graduate faculty. While the mean number of faculty reported for all
ALA accredited schools is 14, at the time of the COA visit the number of faculty
at Dominican was below that level.
Planned Action:
The Graduate School of Library and Information Science added
three new full-time faculty positions for the 2005-06 Academic
Year. This brings the total GSLIS full-time faculty to 15. Each of
these new faculty members has a specialty that complements the
expertise of existing faculty members. With these additions the
full-time faculty is sufficient in number and diversity of specialties
to support the programs offered by the School.
As noted above, according to the ALISE 2004 Statistical Report
the mean number of full-time faculty reported by 56 ALA
accredited schools is 14.
Appendix I.12
4
The School plans on adding full-time faculty each year until the
proportion of full-time faculty to FTE students reaches the target
ratio set by the University for all programs, which is 70%.
Issue 2. The Committee is also concerned about the effect of teaching
load, reported as three courses plus a course equivalent for research on
the ability of the faculty to provide effective teaching and learning.
Background: According to the Dominican University Faculty Handbook, 2005-
2006, in the Graduate School of Library and Information Science, the normal
teaching load for full-time instructional faculty is three courses per semester with
a continuing record of scholarship. This is in keeping with all of the other
schools at the University. It also states that an individual dean may from time to
time establish course equivalencies for non-instructional work done by faculty.
Planned Action: The teaching load of three courses per term at Dominican
University is compatible with the teaching loads at other ALA accredited schools.
A review of the ALISE Statistical Report indicates that about 25% of the ALA
accredited schools responding report a load of 3 per term (or 18 semester hours
per year) or higher.
Issues raised concerning Standard V
Issue 1. In light of the fact that faculty members at the College of St.
Catherine are appointed, reviewed, and tenured through that
institution, the Committee sees no evidence that the ALA accredited
masters program offered by Dominican University at that location has
autonomysufficient to assurethe selection and promotion of its
faculty.
Background: The St Catherine faculty who teach in the MLIS program at St.
Catherine are employees of St. Catherine. However, the program provides that
each faculty member who teaches in the program has their credentials first
reviewed and approved by the Dean of the GSLIS in River Forest. There was no
comment under Standard V in the External Review Panel Report that was critical
of this arrangement.
Planned Action: The College of St. Catherine has filed an application with the
Committee on Accreditation for the accreditation of their own program in St.
Paul. Dominican University will cease accepting new students at the College of
St. Catherine into its program after January 2006. Dominican University will
continue to provide classes to students accepted under the DU program until
2008.
In late May 2005, the Provost and Dean from Dominican University met with the
Provost and Director at the College of St. Catherine to develop a timeline for
Appendix I.12
5
separating the two programs. In good faith, the timeline was developed and
agreed upon for a three-year period, at which time the College of St. Catherine
expects to have an accredited program of its own. (Appendix III ). This
timeline was developed to sustain the program, to keep the quality of the program
strong, and to ensure that students will be able to complete their degree. Students
are being admitted to the Dominican University program during the academic
year 2005-2006. Thereafter, students will be admitted to the CSC program.
Issue 2. Full-time faculty members at the College of St. Catherine are
teaching courses outside the evaluative control of the ALA accredited
masters program at Dominican University. Additionally, except for the
assurances that the CSCs Program Director and the Dean talk regularly,
there is no evidence that Dominican University maintains sufficient
oversight of the total program offered by the College.
Background: The College of St. Catherines full-time faculty members were
evaluated by the surveys used in the St. Catherine student evaluation system.
Copies of the results of these evaluations were sent to the Dean of GSLIS at River
Forest. It was clear that a better way was to use the student evaluation system
used by Dominican University. This system would allow the evaluations from the
St. Catherine program to be compared with the other course taught at River
Forest. Such a result would improve the quality control of the program.
Planned Action: At the May 2005 meeting of the Provost and the Dean at
Dominican University and the Provost and the Director at the College of St.
Catherine, a procedures document was clarified and reaffirmed by both schools.
(Appendix IV). It was agreed that all courses taught at St. Catherine will be
evaluated using the SIR II form that is standard for Dominican University.
(Appendix V). This document reinforced the procedures during the remaining
years of the collaborative program.
On September 26, 2005, the new Dean met with the Director in St. Paul to discuss
these agreements and added some additional items to solidify the program over
the next three years. Some of these new agreements included:
We would participate in each others faculty meetings by
conference call
At least once a quarter, we would attend the faculty meetings in
person
Faculty members from each site would be encouraged to teach on
the other campus from time to time (already being done by
Dominican University faculty members)
New faculty members at the College of St. Catherine would be
invited and encouraged to attend new faculty orientation on the
Dominican University campus
assigned a buddy among the full-time faculty members at
Appendix I.12
7
COA Additional Concerns
Students ability to develop coherent programs of study (Standard, p.12)
with limited and unpredictable Dominican University course offerings on
the College of St. Catherines campus, courses closing quickly on the
River Forest campus, and limited offerings downtown.
Background: Although GSLIS worked at least a year in advance in
providing information about courses being offered for students on both the
River Forest and the College of St. Catherines campuses, it would have
been hard for the many part-time students to plan for the three years it
might take to complete the program.
Planned Action: The GSLIS Dean, the Director of the program at St.
Catherines, and the faculty on both campuses worked together to develop
a Course Guide for students. It lists the course number, the course rotation
over fall, spring, and summer, and gives the students some guidance in
constructing a coherent program of study that allows for individual needs
and goals in planning a generalized program of study or a specialization.
(Appendix VI or http://domin.dom.edu/depts/GSLIS/ and Appendix VII.)
As an aid to students in selecting courses towards a specialty in library or
information studies, last year (Academic Year 2004-05) the faculty
developed Pathways. (Appendix VIII or
http://domin.dom.edu/depts/GSLIS/InfoCntr/PATHWAYS/PATHWAYS
MAIN.htm). Pathways contain suggested courses for specialties, along
with a faculty member with expertise in that area. Pathways are not
intended to be substitutes for faculty advising, but rather suggest
representative examples. To date, there are 11 different specialties within
the field that have Pathways developed. Pathways are available online.
Plans are underway to expand the number of courses taught in downtown
Chicago. We have added to the courses being taught in the Chicago
Public Library meeting rooms, the Metropolitan Library System offices,
and at the American Library Association. Students have asked for
expanded course offerings at the downtown Chicago sites. In addition, we
are expanding course offerings through the new University Center in
Grayslake, IL. We have identified the North Suburban Library System as
a partner in expanding the Dominican program along the North Shore.
We also increased the number of sections of courses offered on the River
Forest campus. This fall we offered 6 classes for the core course: four are
taught on the River Forest campus, two are offered at other sites. We
Appendix I.12
8
also added two sections of more popular courses. We will continue to
monitor this closely and adjust as necessary.
Leadership for the program (Standard V) with the Deans departure
Background: During the process of GSLIS re-accreditation, the Dean of
the school stepped down from administrative responsibilities and joined
the program as a full-time, tenured faculty member.
Planned Action: This concern of the Committee has been addressed by
the appointment of Susan Roman, Ph.D. as Dean of the Graduate School
of Library and Information Science. She was appointed dean on June 1,
2005.
In addition to teaching experience, she has brought many years of
administrative work and experience in developing strategic plans. Her
resume is attached (Appendix IX).
The faculty has responded very positively to Dean Romans leadership. All of
the concerns expressed by the Committee are being addressed and the School
looks forward to improving the students educational experiences.
Mentoring faculty without tenure (the largest portion of the faculty)
Background: GSLIS has been fortunate to be able to hire tenure-track
faculty over the past few years, in addition to visiting instructors and
adjunct faculty. COA thought it was not clear how faculty members are
being mentored.
Planned Action: A record of scholarship has been implemented. By July
2005, all full-time faculty members created a record of scholarship for the
previous two years and then the record will be compiled annually
thereafter. The Dean then meets with each of the faculty members to
review the scholarship and discuss ways to support and mentor the
individual faculty member toward tenure.
o Student surveys of full-time, part-time, and adjunct faculty of all
GSLIS classes are conducted each semester. The results are
tabulated for each instructor, and the Dean meets with faculty
members to discuss how the results can be used to improve
teaching skills or to adjust syllabi when necessary.
o The new Dean is meeting with individual faculty members to
ensure that faculty members get all the support that is needed for
them to be successful. In some cases, this has meant hiring a
student assistant to help with the completion of a dissertation or to
Appendix I.12
9
help in preparing documents and books that need to be put on
reserve.
o Faculty members are encouraged to prepare manuscripts and
papers for publication or presentation at library conferences and
allied professional organizations by providing them with travel and
registration expenses for the meetings.
o Orientation, continuing education and development workshops are
routinely held for faculty. These workshops include effective
teaching techniques, recruiting and hiring for diversity, and other
timely topics.
o The new GSLIS Strategic Plan calls for a combination of service,
research, and teaching through the schools provision of a
stimulating learning and research environment.
Additional faculty recruitment in progress given the difficulty the program
has had in recruiting full-time faculty
Background: Although it appears that COA has a concern about
recruiting full-time faculty, GSLIS has been fortunate to hire faculty with
a broad range of practical and academic experience over the past few
years.
Planned Action: During Fall 2005, we are advertising for another full-
time, tenure track faculty position, as well as two full-time Visiting
Instructor positions. These positions would begin in the 2006-07
academic year. Ads were placed in The Chronicle of Higher Education,
on the ALISE web site, and on JESSE. Discussions and interviews will be
conducted at the 2006 ALISE and ALA Midwinter Meetings and continue
throughout the spring of 2006 on the Dominican University campus.
Diversification of the faculty and student body
Background: Although GSLIS has tried to recruit both students and
faculty from diverse backgrounds, there is concern that the percentage
of faculty members and student body from various backgrounds and
culture is not as high as we would hope.
Planned Action: Diversity in background is key for Dominican
University (DU). For instance:
o Operating Priorities state that students must be prepared to
live, work and serve in a multicultural, global
society...Activities that support this priority include:
international learning community; developing effective
Appendix I.12
10
strategies for teaching a diverse curriculum and supporting a
diverse student body (Dominican Strategic Plan - attached).
o Priority 4 of the GSLIS Strategic Plan is Recruit and retain
talented, compassionate, diverse students who will grow to
serve the profession and our mission with distinction
(GSLIS Strategic Plan 2005 and Beyond - attached).
o Each year, GSLIS has matched the scholarship money
provided to ALA Spectrum Scholars who choose the
Dominican program. In addition, this year, the Illinois Library
Association gave a minority scholarship to an incoming GSLIS
student.
o On October 19, 2005, Lorelle Swader, Director of the ALA
Human Resources Development and Recruitment Office, will
speak on recruiting for diversity in student body and faculty.
Other schools on the DU campus and the Director of Human
Resources on campus will be taking part in this presentation.
Facilities that provide adequate space and physical resources for:
o Part-time and visiting faculty to interact with full-time faculty
and students, and perform their out-of-classroom duties
o Students to complete the program at remote sites
Background: Office space is at a premium on the Dominican University
campus. Enrollment has grown across the University and with the growth
of students there has been a growth of faculty. Some residential space has
been converted to office space and other accommodations have been made
to provide office space for faculty. The net result is a need for more
faculty office space.
Planned Action: Some of the actions taken during the GSLIS move to
new quarters have been revisited since the Spring of 2005. First of all, a
new academic building is being built on campus. The groundbreaking is
scheduled for March 2006. This brand new, state-of-the-art facility will
provide many new smart classrooms and some administrative offices.
This will free up classroom and meeting space in the GSLIS suite of
offices for both administrative staff and faculty. At that time, it is
anticipated that faculty for various disciplines will be clustered. In the
meantime, the following actions have been taken:
o A New Faculty and Adjunct Orientation Meeting was held in
August of 2005. (Appendix X) During the meeting, which was
conducted by GSLIS staff and full-time faculty, new faculty
and adjuncts were assigned a buddy to help in the
development of syllabi and be a point of contact, for questions
that might arise. The evaluations rated the workshop as good
Appendix I.12
11
to excellent. Each semester, we will hold an orientation
meeting similar to this so that adjuncts will have the feeling of
being part of GSLIS.
o Beginning with this academic year, a shared office on campus
has been assigned to GSLIS adjuncts. This offers them a
chance to make phone calls, meet together or to meet with
students, and hold office hours. They are able to store supplies
and materials for classes, as well. The availability of this
office has been favorably received.
o We have been negotiating with more sites for classrooms so
that students can complete the program at remote sites in the
city of Chicago. Talks are underway with the Chicago Public
Library System, the Metropolitan Library System, and the
American Library Association for additional space beginning
with the Spring 2006 semester.
o We are delighted that we will have a new site in Grayslake, IL
for additional classrooms for students living in the northern
suburbs and in Lake County. The University Center of
Grayslake is a new facility where we will offer the full
program for students. The dedication of the new facility is
October 28, 2005, and we plan to offer classes there beginning
with the spring or summer of 2006. There is plenty of parking
and classroom space for students at the new facility.
Dominican University is securing faculty office space as well
as classrooms for teaching at University Center.
Appendix I.12
Appendix I.13
Appendix I.13
2006 Progress Report
Regarding the
October 10, 2006
Planned Action for issues raised concerning Standard I Mission, Goals, and Objectives:
Issue 1: The Committee found insufficient evidence of a formal, systematic
planning process in which data are collected from constituents, analyzed, and
used to guide the curriculum and the program
Planned Action: Last year (Spring 2005) in response to this issue, the president of the
university appointed a steering committee comprised of five faculty members, the
Provost, the Associate Provost and herself as chair to oversee the collection of data from
various constituents for planning purposes. A consultant was hired to work with the
committee in developing surveys for current students, recent alumnae/i, graduates of the
program ten years ago, and employers of GSLIS graduates. Two focus groups were
conducted: School Library Media Supervisors who oversee the practica and internships
for students in the school librarianship specialty; and nationally recognized library
leaders in the Chicago area. Timelines for regular surveying of these groups in the future
were established. When the new dean, Susan Roman, arrived in June, 2005, she assumed
the chair of the Steering Committee, however, the university president continued as a
member of the committee.
July, 2005: A Visioning Meeting was held on campus to gather information for
developing a GSLIS strategic plan. A variety of constituents, including students and
faculty, drafted possible components of a strategic plan.
September, 2005: After much discussion the GSLIS faculty approved a Strategic Plan
for 2005-2008 and beyond. We are using the approved Strategic Plan to guide us in our
program planning.
Considered a work in progress, the plan is reviewed on a consistent (generally
quarterly) basis by the Advisory Board, the Alumni Council, and GSLIS faculty and
students. The plan is also distributed to new faculty and adjuncts at orientation.
Progress: The GSLIS Strategic Plan must be in step with the University Strategic Plan,
which is reviewed and adjusted periodically. In September 2006, the University Planning
Appendix I.14
2
Committee met to review the university plan by re-examining progress towards identified
Key Performance Indicators (KPIs). (The Provost and the GSLIS Dean sit on the
University Planning Committee.) For example, the 70% ratio of full time faculty
members to students was examined as possibly unrealistic in terms of its achievement by
2008. Since the GSLIS Strategic Plan was in conformance with the university plan, we
will be monitoring/reviewing the same KPI for any change. The Dean and Dr. Kate
Marek are preparing a report on the status of our planning document, including
recommendations for any changes. This report will be distributed for full faculty
discussion and decision-making.
In spring 2006 the faculty voted to establish a standing faculty committee for GSLIS
Program Assessment. Three members of the faculty were elected to serve staggered
terms to ensure program assessment remains a high priority. They began meeting on
October 2, 2006.
Further, according to an approved timetable, in spring 2007 focus groups will be held and
scheduled surveys will be conducted again. Consultant Anne Deeters will return to work
with faculty in designing the surveys and identifying individuals for the focus groups.
Data gathered from the focus groups will be presented to the GSLIS faculty and others
for consideration and possible action in order to maintain consistency with the Strategic
Plan.
Issue 2: There was also no evidence of a formal assessment of the student
learning outcomes identified by the program
Planned Action: GSLIS compliance with each of the Standards for Accreditation are
addressed in the new GSLIS Strategic Plan. Goal 3 of the Plan determines that
assessment of competencies will be embedded and measured in core courses. The results
will influence revisions of or additions to the courses being offered. (Appendix I)
The Dean of GSLIS and the Director of the College of St. Catherines program agreed
that a common assessment of student learning outcomes will be used at both sites.
The formal Assessment Plan of the Graduate School of Library and Information Science,
an integral part of the formal plan of the University, was updated in fall 2005 and
submitted to the Committee on Accreditation.
Progress: During spring and summer of 2006, faculty members teaching the core and
required courses met to review the syllabi used by each faculty member and to develop a
common assignment with consistent rubrics that would be embedded in each syllabus.
Beginning with this academic year (2006-2007) the embedded assignments are included
on each syllabus with consistent rubrics, whether the course is taught by full time or
adjunct faculty. Results will be analyzed at the conclusion of the fall 2006 semester.
Any recommendations for changes to the core curriculum or to the assignment will be
referred to the proper faculty committee for action.
Appendix I.14
3
Members of LISSA (the GSLIS student association) were included in full-faculty
discussions about the embedding and measurement of assignments and provided valuable
input.
Discussions about a possible Capstone class have been postponed until the results of this
assessment have been examined and the faculty Curriculum Committee has had a chance
to review the overall curriculum.
Planned Action for issues raised concerning Standard II Curriculum
Issue 1. Evidence that students are able to construct coherent programs of study.
Planned Action: The dean and the director of the program at the College of St.
Catherine, along with various faculty members on both campuses, have worked together
to develop a guide to courses being taught at St. Catherines over the next two years.
(The goal for St. Catherines to achieve accreditation status and award its own program
degree is 2008.) This course guide lists the course numbers, and course rotation over the
various semesters, and provides guidance in constructing a coherent program of study.
(Appendix II)
In response to students enrolled in the program in Illinois, a Course Rotation Schedule
has been established. The rotation schedule lists the course number and the semester(s) it
is being taught. It is available in print and on the GSLIS Web site at:
http://domin.dom.edu/depts/GSLIS/GSLISCourseGuide.pdf. Although the core and
required courses are taught each semester, specialized courses are listed so that students
concentrating on a specialized track can determine when necessary courses will be taught
throughout their studies. (Appendix III)
In addition, faculty developed Pathways for specialization. These Pathways include
recommended courses for selected specialties such as law librarianship, medical
librarianship, youth services librarianship, etc. These Pathways for Specialization, in
conjunction with the Course Rotation, provide the tools students need to construct a
coherent program. Pathways can be found online at:
http://domin.dom.edu/Depts/gslis/InfoCntr/PATHWAYS/PATHWAYSMAIN.htm
or are available in hard copy. (Appendix IV) The pathways are not a substitute for
faculty advising, but suggestions for program planning. To date, there are 11 different
Pathways.
Progress: In response to student need, we are now offering more courses in the
downtown Chicago area at both the Metropolitan Library System offices and at the
Chicago Public Library. These additional courses make it possible for students to
complete most of their degree downtown. In addition, we are expanding course offerings
through the University Center in Grayslake, Illinois, a new location ideal for students
who live in the northwestern part of the state. In partnership with the North Suburban
Appendix I.14
4
Library System, we have begun to recruit in that region and will hold an open house on
November 10, 2006 to explain the program to prospective students.
Currently we are working on a new skeleton schedule that will allow students to know
when, during each semester, classes will be scheduled. For example, in the fall semester
LIS 701, a core course, will have six sections, four at the River Forest Campus (3 at night
and 1 during the day), one evening section in downtown Chicago and one evening section
at the Grayslake location. This will provide students with more parameters as they plan
for future classes.
In addition, we are very enthusiastic about our new online course offerings. During
summer semester 2006 we offered three classes in a hybrid format: students met face-to-
face for one or two days and then moved online using Blackboard. These classes have
been very attractive to our students, so much so that during the fall 2006 semester we are
offering two additional online classes. We are currently planning three online classes for
spring 2007. We have been cautious in venturing into this arena, wanting to be certain
we could maintain the quality of the offerings as well as guarantee technical support.
Fortunately, several of our faculty members have been eager to teach in this format and
have paved the way for others. Throughout spring 2006 GSLIS faculty attended
workshops on developing courses for online teaching, and solicited input from more
experienced professors at other universities. Student input was also critical in online
course development and design. We are exploring various methods of assessing these
courses as they need to be assessed differently from our more traditional offerings.
We have established a new position of Coordinator of Student Placement in response to
student requests. Lenora Berendt, most recently an academic librarian at Roosevelt
University, will assume this position on October 16, 2006. Her primary responsibilities
include student placement for practica and internships. She will also work on
outplacement as well as planning Career Day with the Alumni Council.
Planned Actions on issues related to Standard III: Faculty
Issue 1: Seeking enough full-time faculty members sufficient in number and in
diversity of specialties to carry out the major share of the teachingfor a
program.
Planned Action: At the time of the last COA visit to GSLIS in fall 2004, the number of
full time faculty members was below the mean number of 14 for all ALA accredited
schools as reported in the ALISE 2004 Statistical Report.
Progress: During academic year 2005-06, GSLIS brought the number of full time
faculty members up to 16. Unfortunately, three tenure-track faculty members left the
university this academic year (2006-2007) due to medical and other reasons. We hired
full time visiting professors to cover some of the classes and subsequently added three
Appendix I.14
5
new tenure-track faculty members this fall. They are Michael Stephens (doctoral
candidate at the University of North Texas), Debra Mitts-Smith (doctoral candidate at the
University of Illinois, Urbana-Champaign), and Mary Pat Fallon (in the doctoral program
at Roosevelt University, Chicago). This brings our full time faculty members up to 16
for the year.
We are currently advertising for four tenure-track positions, two visiting professors, and a
Follett Chair for the 2007-2008 academic year. (Appendix V) We continue to focus on
identifying a diverse pool of candidates from which to choose.
For fall 2006, GSLIS has a ratio of full time faculty members to students of 58%. This is
due to a loss of one FT faculty member at the last moment due to medical reasons, and
three new faculty members who have reduced teaching loads. Still, for fall 2006, GSLIS
has 22 core and required courses taught by 16 full time faculty members for a ratio of
73%. We continue to strive towards an even higher percentage.
Over the next two years we will lose approximately 200 students as the final Dominican
degree-seeking students complete the program at the College of St. Catherine. We will
no longer be sending our full time faculty members to that site to teach and our
percentages should increase. In essence, we will be right-sizing the faculty vis--vis
students.
Issue 2: Strategies for mentoring untenured faculty effectively.
Planned Action and Progress: Beginning in fall 2006, the three new faculty members
were formally assigned a mentor from among more experienced faculty. (Appendix VI)
This has been working very effectively according to new faculty members. They consult
the mentors about syllabus development, common assignments in the core courses,
grading, and student issues.
We now hold new faculty and adjunct orientations each semester. In this forum,
experienced faculty members discuss issues such as grading, teaching tips, etc., and offer
email and face-to-face support. (Appendix VII)
Moreover, the university has an all-faculty development day each fall for new and
experienced faculty. The program is developed by the Provost and the staff of the newly-
created University Center for Teaching Excellence. A copy of this years agenda is
attached. (Appendix VIII)
Additional activities for new and untenured faculty members include:
An August dinner event hosted by the President of the University for new faculty
and staff. The deans of the various schools and members of the Presidents
Cabinet also attend and welcome/mix with new faculty.
Before fall classes begin, there is a welcome-back dinner for all faculty members.
Appendix I.14
6
An opening lecture is presented for all university faculty and trustees.
A Convocation ceremony involving new students and faculty is conducted at the
beginning of the academic year.
Dominican University has a two-year orientation for new faculty. These new
members of the community meet at least quarterly and tackle various issues
related to teaching. In fall 2006, the deans from each of the schools addressed the
group in order to familiarize the new faculty members about programs beyond
their own disciplines. In spring 2006, issues such as student evaluations,
academic publishing, etc., were discussed.
Each semester student evaluations are distributed to new and experienced faculty
members. The dean meets with faculty to review the results and address any
issues that arise. Strategies are developed to address these teaching issues.
The dean meets on a regular basis with untenured faculty to discuss any possible
issues they may have. Examples include: questions about grading, getting
involved on faculty and university-wide committees, suggestions for possible
research grants, publications, speaking engagements, research, and the tenure
process.
The dean observes classes taught by new and untenured faculty to give feedback
on teaching excellence before the end of each semester.
Further Progress: Last year (2005-2006) Dr. Karen Brown received tenure. Five of ten
faculty members on the tenure-track are now tenured. Dr. Kate Marek is up for tenure
this year. We are supporting and mentoring our faculty toward tenure and anticipate that
they will achieve this goal.
For those faculty members who are continuing to work on their doctoral theses, we are
providing student assistants to reduce the burden of preparing for class.
We provide monetary support in terms of travel and hotel expenses for faculty who are
preparing and presenting papers at conferences.
Further, we provide orientation, continuing education and development workshops for
faculty. These workshops include effective teaching techniques, recruiting and hiring for
diversity, and other timely topics.
The GSLIS Strategic Plan calls for a combination of service, research, and teaching
through the schools provision of a stimulating learning and research environment.
Planned Actions on Other Issues:
Issue 1: Progress on achieving diversity in the faculty and students
Appendix I.14
7
Diversity is key for Dominican University and is spelled out clearly in both the Operating
Priorities for the university and in the GSLIS Strategic Plan under Priority 4. (Appendix
I)
Progress: In October 2005 a presentation was given by Lorelle Swader, Director of the
ALA Human Resources Development and Recruitment Office, on recruiting for diversity
in student body and faculty. Ms. Swader presented not only to GSLIS faculty, but also to
other department representatives, as this is a critical issue to the entire university.
In all of our ads and brochures for both faculty and student recruitment, we stress the
desire to encourage diversity. (See sample new materials)
In 2006-2007 we have two new ALA Spectrum Scholars: Malino Khun and
Victoria Vanlandingham. GSLIS provides $5,000 matching scholarships to
students who are ALA Spectrum Scholars.
Recruitment of a cohort is being conducted in partnership with the Chicago Public
Library. Chicago Public Library supervisors are selecting paraprofessionals from
diverse backgrounds who show promise for completing an MLIS degree.
Enrolled students will be offered time-off and tuition reimbursement for enrolling
in the cohort. The focus is on students from minority groups and people who
speak multiple languages. This helps fill the librarys need to find qualified
librarians for neighborhood branches, while helping GSLIS diversify the student
body.
Another cohort is being selected by the Chicago Public Schools to encourage
employees who work in the school library media centers to pursue an ALA-
accredited degree from Dominican. This is a 2006 IMLS grant-funded project in
which GSLIS Dominican University is a partner. In considering possible
applicants, the Chicago Public Schools are giving priority to those from
specialized groups who may speak multiple languages. The grant covers up to 15
new students, who will receive mentoring/coaching, and additional support as
they go through the program. This cohort is expected to begin in the spring 2007
semester.
Tracie D. Hall, previously the director of the ALA Office for Diversity, will join
the GSLIS staff as Assistant Dean in charge of student recruitment and marketing.
She was a Spectrum Scholar herself, and she will bring a wealth of experience in
recruiting minority students. (Appendix IX) Ms. Hall assumes her position on
October 16, 2006. Her new administrative assistant, Vinee Singhal, will also
bring her experience with diversity to her position. Ms. Singhal begins on
October 23, 2006.
GSLIS won an internal university grant for diversity this year. We are using the
grant funds to exhibit at the First Joint Conference of Librarians of Color. We are
hoping to attract, and will aggressively recruit, students and faculty among the
attendees. The conference takes place October 11-14, 2006.
We are consistently seeking to diversify full time and adjunct faculty. For
example, Tracie Hall has been teaching Management (LIS 770) for the last three
semesters.
Appendix I.14
8
Our online journal, World Libraries, has an expanded advisory committee
including people of color and people from other countries such as China, Japan,
South Korea, India, and Israel.
We are working with the Dominican University Brennan School of Business to
explore offering courses in China in the upcoming year. India is another country
identified for possible exchange programs.
In June 2006, we hosted ten librarians from Russia at GSLIS Dominican
University. The exchange with colleagues from abroad opened up discussions
about possible collaborations in the future.
During the week of October 16, 2006 we will be hosting two international library
professionals, one from Japan and one from Nigeria. This visit was arranged
through the State Library of Illinois. Our guests will be on campus for most of
the week, meeting with faculty, attending certain classes, making presentations,
etc.
A planned course in International Librarianship in summer 2007 will include
students attending the IFLA conference in South Africa. Dr. Gertrude Koh is
developing the curriculum for this course.
Both our Advisory Board and Alumni Council members have been expanded to
include people from a variety of backgrounds and cultures. (Appendices X and
XI)
Issue 2: Progress on providing adequate facilities to support teaching and
student learning.
Progress:
A new academic building, Parmer Hall, is now under construction on campus. It
is anticipated that this new building will be available for use by academic year
2007-2008. Parmer Hall replaces an older, smaller science building and will
contain up to 44 new faculty offices, as well as administrative offices for the
Provost. Additionally, state-of-the-art classrooms will be available for students.
Although this year classroom space is tight, next year the majority of GSLIS
classrooms will be clustered in the Crown Library, easing student access to
materials and technology that support learning.
When Parmer Hall is completed, the Provost has made a commitment to
clustering faculty offices for each of the schools. This year, GSLIS faculty
offices came closer to being clustered as several university faculty members left
or retired. GSLIS faculty members were assigned to these offices as they became
vacant. Now the GSLIS faculty is either housed in offices in the Crown Library
or in an attached building. Office space in the building was assigned to adjunct
faculty as well.
We are pleased that Dr. Inez Ringland, director of Crown Library, acted upon
requests from the dean to extend library hours in response to classes being taught
Appendix I.14
9
by GSLIS on the weekends. As of academic year 2006-2007, the library hours
are from 8:00a.m. to midnight, seven days a week. This greatly enhances the
student experience, especially for students taking weekend classes and for other
GSLIS students who need access to library materials and services provided on the
weekends.
We have contracted for space in 2006-2007 at the Chicago Public Library in order
to increase the number of classes being taught in downtown Chicago. By
consolidating the classroom locations in the Central Library, we are providing our
students with easy access to the facility through private or public transportation.
We have contracted for space in 2006-2007 at the University Center at Grayslake,
Illinois. This new site allows some of our students to take classes nearer their
work or home. We are offering 4 classes there in fall 2006 and will continue to
offer 4 to 6 classes at this location in the spring 2007 semester and beyond.
Starting in fall 2006, three students became Crown Assistants. This is an
initiative started by faculty member Dr. Karen Brown and then Librarian Mary
Pat Fallon to develop a program within the Universitys Crown Library that
would serve as a learning laboratory for GSLIS students. The Library pays the
students salaries and GSLIS gives half tuition to each of the three students. The
Crown Assistants have projects to complete within the library. For instance, this
year one of the students will be working on an archival project. The initiative will
be evaluated throughout the coming year. (Appendix XII)
Issue 3: The nature of your ongoing relationship with St. Catherines, including
any contracts, written understandings, and/or the evolution of contingency plans
should St. Catherines not be accredited
Planned Action: The College of St. Catherine is now in the candidacy stage of
accreditation. In late May 2005, the Provost and Dean from Dominican University met
with the Provost and Director of the program at the College of St. Catherine to develop a
timeline for separating the two programs. In good faith, the timeline was developed and
agreed upon for a three-year period, at which time the College of St. Catherine expects to
have an accredited program of its own. (Appendix XIII) This timeline was developed to
help sustain the program, to keep the quality of the program strong, and to ensure that
students will be able to complete their degrees.
Progress: As of fall 2006, new students are no longer being accepted for the Dominican
degree at the College of St. Catherine. New students will be accepted to the College of
St. Catherines program. However, the dean, director, and faculty members have agreed
on the courses that will be offered through Dominican University in order for the 200
remaining students already in the Dominican-degree program to complete their degree on
that campus. (Appendix II)
Appendix I.14
10
Additionally, on October 4, 2006, when the director of the St. Catherines program was
meeting with the dean and faculty at Dominican University, there was an agreement to
write a joint letter to all students in the Dominican-degree program at St. Catherines to
alert them to the timeline for completing their coursework. It was further agreed that
faculty advisors would work with these students to plan their remaining courses in order
to finish by 2008. That letter will go out to students within the next two weeks.
The dean and director of the St. Catherines program continue to visit each others
campus at least once a semester. The dean participated in the May 2006 graduation
ceremony on the St. Paul campus, and will participate in the December 14, 2006
ceremony as well. The director of the St. Catherines program participates by conference
call in GSLIS faculty meetings and there are exchanges of minutes from faculty meetings
on both campuses. Although both the dean and director are busy on their own campus, it
was agreed to cooperate in making sure that all students would not be short-changed
during this transitional period.
Should St. Catherines program not be accredited, the dean and the director will discuss
the feasibility of re-establishing a program. We have had a long and fruitful relationship,
but there are no agreements that the program be continued in the same way.
New and Other Exciting Developments in the Program:
Dominican University has received three grants over the last two weeks:
1. An LSTA grant from the State Library of Illinois for $4,500 to host a workshop in
spring 2007 around the topic of the image of librarians and marketing library services.
The grant was proposed in partnership with the Metropolitan Library System.
2. A 2006 IMLS grant in the amount of $310,769 was awarded to the Chicago Public
Schools to form a cohort of up to 15 students to study towards an MLIS degree.
Dominican University is the partner on this grant.
3. A 2006 IMLS National Leadership Grant was funded in the amount of $290,224 to
Dominican University for research on the impact of public library summer reading
programs on student achievement. Johns Hopkins Center for Summer Learning, the
Colorado State Library, and the Texas State Library and Archives Commission are
partners on this grant.
GSLIS at Dominican University worked with the Graduate School of Music at Northwestern
University to revive a dual-degree program in the History of Music and Librarianship.
Students will earn a Masters Degree from GSLIS and another Masters Degree from
Northwestern. One student entered the program this fall, two more are in the pipeline, and
yet a fourth student has been inquiring about the program.
Appendix I.14
11
The Advisory Board and Alumni Council members have been discussing the
establishment of a doctoral program at Dominican University since there is no program in
the northern part of the state. With so many inquiries for a GSLIS doctoral program, and
upon the request from our Board and Council, the dean and faculty members are
exploring the feasibility of establishing a doctoral program. The Provost will be working
with the school to determine what would be involved in pursuing this course. (Appendix
XIV)
After much discussion, Dominican University has adopted a new brand. It is Inspired
Minds. Amazing Possibilities. GSLIS is very excited to be part of this forward
thinking initiative. Certainly the library profession embodies this sentiment.
Appendix I.14
eChicago

Join Chicagos
Digital Revolution!
Understanding and Implementing Community Use of Information Technology
Friday, April 20, 2007
8:30 a.m. to 4:00 p.m.
Eloise Martin Recital Hall
Fine Arts Building
7900 West Division Street
River Forest, IL
Limited to the rst 100 registrants. For more information and free registration
call (708) 524-6845 or go to:
How can information technology contribute
to community growth, mobility and well being?
Find out how at eChicago, a one-day symposium for
librarians, community activists, policymakers, knowledge
workers, researchers and students.
www.dom.edu/echicago
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Appendix I.15

The 2008 Follett Lecture
By Steven Herb, Follett Chair
Wednesday
February 6, 2008
6:00 p.m.
www.gslis.dom.edu
Life, Literacy and the
Pursuit of Happiness:
The Importance
of Libraries in
the Lives of
Young Children
Proudly Presents
River Forest, IL 60305
Lecture
The
Annual
Follett
Wednesday,
February 6, 2008
6:00 p.m.
Eloise Martin Recital Hall
Fine Arts Building
We Educate Library Leaders
S
teven Herb, past president of the Association for Library
Service to Children and a three-term chair of the American
Library Associations Intellectual Freedom Committee, presents a
snap shot of our nations less-than-stellar support of literacy for
young children and the important role that public libraries can
play to develop a fully literate generation. According to Herb,
our educational preoccupation with testing in public schools
would become a historical artifact if only our national obsession
focused on children entering school already reading and writing.
Currently head of the education and behavioral sciences library
at Pennsylvania State University and director of the Pennsylvania
Center for the Book, Dr. Herb was appointed to the Follett Chair
in Library Science at Dominican University in August, 2007.
A reception will follow the lecture.
Please RSVP attendance to (708) 524-6845 or
email library@dom.edu
Appendix I.15
by Brian Kenney
editor in chief of
School Library Journal
The Dominican University
Graduate School of Library and
Information Science

Thursday, April 19, 2007
6:00 p.m.
PRINT
Does
Still Matter?
the 2007 Samuel Lazerow Lecture
Inspired minds.
Amazing possibilities.
presents
Appendix I.15
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Appendix I.15
The McCusker Memorial Lecture
celebrates the life and contributions
of Sister Lauretta McCusker, OP,
the rst dean of Dominican
Universitys Graduate School of
Library and Information Science
Graduate School of Library
and Information Science
11th Annual McCusker Lecture
Wednesday, October 17, 2007
6:30 pm, Martin Recital Hall
Matter
and Energy:
A LUDDITE LOOKS
AT LIBRARIES
PRESENTED BY
STEPHANIE MILLS
Appendix I.15
Program
WELCOME
Susan Roman
Dean
Dominican University Graduate School
of Library and Information Science
INTRODUCTION
Ed Valauskas
McCusker Program Committee
LECTURE
Stephanie Mills
Author and Ecology Advocate
CLOSING
Janice Del Negro
McCusker Program Committee
Reception immediately following in the Slate Lobby
STEPHANIE MILLS
Stephanie Mills is an author and speaker who has
been working on the leading edge of ecological
concern since 1969. Her articles, essays and reviews
have appeared in a variety of publications from The
Whole Earth Catalog, Orion, Resurgence and Sierra to
Glamour and the Encyclopedia Britannica Book of the
Year. She is the author of Epicurean Simplicity,
In Service of the Wild: Restoring and Reinhabiting
Damaged Land, and Whatever Happened to Ecology?
She is the editor of Turning Away From Technology
and in Praise of Nature. Mills lives outside of Maple
City, MI. She is currently working on a biography of
Robert Swann for New Society Publishers. Mills is
active in her local community currency initiative, Bay
Bucks, and is an adjunct professor in Grand Valley
State Universitys Liberal Studies program.
Appendix I.15
st
Century ELL21

Dominican University GSLIS Seminar Series
for LIS Students and Professionals

Fall Semester 2007

September 17, 2007: 4-6pm, Springer Suite
Beyond Copyright: Ethical Thinking in Librarianship
Kathleen Murphy, Social Science Data Services Librarian

October 8, 2007: 4:30-6:30pm, Springer Suite
Managing the Virtual Library
J ane Burke, Vice President, ProQuest Information and Learning, and
General Manager of Serials Solutions

October 22, 2007: 4-6pm, Springer Suite
Government Information Services, Policies and Programs: The Future Role of Libraries
J ohn Shuler, Associate Professor and Government Information Documents
Librarian, University of Illinois at Chicago

November 5, 2007: 4-6pm, Springer Suite
Building for Tomorrow: Twenty-First Century Academic Library Buildings
Michael Gorman, University Librarian Emeritus
California State University, Fresno

The Good, the Bad and the Ugly: Resumes, Cover Letters and Interview Planning
Lenora Berendt, Coordinator of Student Placement and Adjunct Instructor
GSLIS, Dominican University

December 3, 2007: 4-6pm, Springer Suite
LISSA/Faculty/Staff Mixer, Holiday Party

Appendix I.15
st
Century (ELL-21)

for Library and Information Science Students and Professionals

Spring Semester 2008 Series

January 21, 2008: 4-6pm
"Beyond the Margins or When Collection Development Leads to Staff
Development: The Building of a Transgender Resource Collection
Bleue Benton, Collection Development Manager, Oak Park Public Library

February 4, 2008: 4-6 pm
Gaming and Libraries: Intersection of Services
J enny Levine, Shifted Librarian blogger and Internet Development Specialist & Strategy
Guide, American Library Association

Grant-writing for Beginners: Everything You Need to Know About the Aim, the
Pitch, and the Score
Tracie D. Hall, Assistant Dean, Dominican Graduate School of Library and Information Science

March 17, 2008: 4-6pm
Get a Voice: Why Writing, Blogging and Speaking Out Are Crucial to Advancing
Your LIS Career"
J ohn Berry III, Editor-At-Large, Library J ournal

March 31, 2008: 4-6pm
Libraries: What it Takes to LeadAn Interactive Workshop for Managers and
Aspiring Managers
Kathryn J . Deiss, Content Strategist, Association of College and Research Libraries

April 14, 2008: 4-6 pm
Libraries, Advocacy, and the Power of the Personal Connection
Emily Sheketoff, Associate Executive Director of the American Library Association (ALA), and
Manager of the Washington Office

All ELL-21 Lectures will take place in the Springer Suites
Located on the Entrance Level of the Rebecca Crown Library
River Forest IL, 60305
RSVP Your Attendance to gslis@dom.edu or (708) 524-6845
Appendix I.15
Dominican University Graduate School of Library and Information Science
Two-Year Marketing, Recruitment, and Outreach Plan
Academic Year 2007-2009
Tracie D. Hall, Assistant Dean for Admissions, Recruitment, and Marketing

As one of the largest American Library Association (ALA) accredited Masters of Library
and Information Science granting programs in the nation, Dominican GSLIS is fortunate
to have a large corps of active alumni who continue to refer prospects, directly or
indirectly, to the program. In conversation or in review of applications, many prospects
and new students mention interactions with Dominican GSLIS alumni and the impact that
favorable reviews of the program had on the decision to apply. Still other applicants,
especially those who have not had significant experience in libraries, speak to Web
research, particularly the ALA website, and subsequently, Dominican GSLISs as key
decision-making tools.

Though these two areas of direct and indirect referral have hitherto served the program,
the pending separation from the College of Saint Catherine program, which enrolled
nearly 30% of our students coupled with Dominican Universitys desire for maintenance
of current program numbers require a revitalized approach to marketing and recruitment.
The direction of this marketing plan necessarily seeks to leverage the programs two
primary conduits for referral, and to create a third.

Additional to the goal of widening and strengthening our program marketing base is that
of determining what kinds of students we need to recruit and admit to the program to
fulfill the goal of producing new librarians ready to assume leadership roles in todays
dynamic information environments. When we look at our student body over the last
three years, there is a noted lack of ethnic, racial, and geographic diversity. That our
ethnic and racial variegation remains static despite our proximity to Chicago and some of
the western suburbs where ethnic and racial minorities are at or nearing majority status,
calls for introspection. Our number of international students, which has remained at less
than 1% over the past few years, is also cause for concern, especially when compared to
LIS programs nationally.

In regards to age and gender diversity, Dominicans enrollment mirrors national LIS
program trends with the average age of students being about 35 years of age, and the
student body about 80% female. Yet there is evidence that a more assertive recruitment
program could succeed in lowering the average age of students and perhaps attracting
more men, by stepping up recruitment efforts at the undergraduate level and to workers
earlier in their career.

To be sure the GSLIS program continues to attract a vibrant student body and to
produce graduates who go on to lead libraries across the nation. But as our program
continues to grow and develop so must our recruitment and marketing approach. That
our numbers until most recently, reflectand in the areas noted, underperform against
Appendix I.16
national demographic trends illustrates the degree to which program enrollment is to a
large extent comprised of those who are self-inclined to apply or who are referred (and,
socially reproduced) by alumni or local library staff. In our quest to educate library
leaders we must intensify our efforts to foster an increasingly multi-cultural and multi-
talented student body reflective of the communities our libraries serve.

Summary: The need for a comprehensive and aggressive recruitment plan is clear. The
success of such a plan will be observed in the recruitment and retention of a dynamic
and diverse faculty and student body, the increased visibility of the program through new
and innovative curricular and extra-curricular offerings, and general buzz about the
Dominican GSLIS program at the regional and national levels.

In keeping with the observations above, the 2007-9 marketing plan has five initial goals:

1) To capitalize on Dominicans status as the only MLIS program in the greater
Chicago area by increasing marketing, recruitment, and outreach to all
Library Technical Assistant programs and at select undergraduate
institutions (as identified by proximity, program offerings and strengths, and
student body composition), including Dominicans Rosary College.

2) To extend a concerted effort to reach and increase the enrollment of
international students through the identification of a one-year program track
(this would not require any special engineering, but rather the aggregation of a
set path of study) that would allow international students, particularly those
already working as managers in libraries or information settings, the opportunity
to complete MLIS requirements in three terms: Fall, Spring, and Summer sessions
I and II. Graduates of this accelerated program could return ready to assume
leadership positions in the information infrastructures of their countries of
residence, if desired, after only one academic year. Such Scholars would receive
added administrative assistance with locating housing and other needs, and might
be grouped under the title World Library Fellows.

3) To increase the racial and ethnic diversity of the student body by
advocating for the recruitment and retention of a more ethnically and racially
diverse faculty and staff and the inclusion of courses and programs which address
diversity awareness and cultural competency in pedagogy, the curriculum, and in
extra-curricular school offerings. Additionally efforts will be made to contact all
ethnic studies undergraduate and graduate programs in the region and to build
awareness about the LIS profession as an opportunity to extend research
interests. The creation of at least one scholarship in addition to the Spectrum
Matching Scholarship would solidify this effort and commitment.

4) To increase the number of students who apply to Dominican GSLIS with
an interest in academic libraries, archives, childrens services,
knowledge management, and public librariessome of the programs
Appendix I.16
current or aspiring centers of program excellence, by supporting and bolstering
the visibility of the program as a national destination for study and training in
these areas. This effort will include advocating for the hiring of full-time faculty
specializing in these areas and forging ties with relevant communities of practice.

5) To explore and pursue grant opportunities at the state and federal level in
partnership with the universitys Office for Institutional Advancement that will
support recruitment in one or several of the areas above.

6) To create an assessment mechanism in conjunction with GSLISs admissions
committee and the universitys larger admissions committee to review and assess
the effectiveness of this plan by the end of academic year 2009.
Appendix I.16

2007-8 Academic Year Calendar of Activities in Support
Of the Marketing, Recruitment and Outreach Plan
Date Activity Location Target Audience or
Purpose
Sep. 13, 2007 Indiana State University
Graduate School Fair
Terre Haute, IN Student Recruitment
Sep. 25, 2007 Dominican GSLIS
Open House
River Forest, IL Student Recruitment
Oct. 2, 2007 UIC Graduate School
Fair
Chicago, IL Student Recruitment
Oct. 3-5, 2007 I-74 Illinois College
Corridor Graduate
School Fair
Augustana College
(Rockford), Monmouth
College (Monmouth),
Knox College
(Galesburg)
Student Recruitment
Oct. 9, 2007 Oswego School District
School Lib. Media
Program Informational
Session
Oswego, IL Recruitment of Teachers
and Lib. Support Staff in
the Western Suburbs
Oct. 10, 2007 University Center, Lake
County College Fair
Grayslake, IL Student Recruitment
Oct. 12, 2007 Illinois Library Assn.
Alumni Reception
Springfield, IL Raise Alumni awareness of
GSLIS activity and progress
so that they can recruit in
their libraries
Oct. 27, 2007 Dominican Day Open
House
Nov. 2, 2007 North Suburban Lib.
System Career
Resources Fair
Wheeling, IL Recruitment of Library
Support Staff
Upcoming
Dec. 2007 IMLS 21
st
Century
Library grant application
effort
Recruitment of a diverse
student body
Nov.- J an. 2007-8 North Suburban Library
System GSLIS Open
House with UIUC
Wheeling, IL Student Recruitment
Nov.- J an. 2007-8 Metropolitan Library
System GSLIS Open
House
Burr Ridge, IL Student Recruitment
Nov.- J an. 2007-8 Visits to every LTA
certificate granting
institution in the Greater
Chicago area
Various (Chicago, Du
Page, Lake County),
etc.
Student Recruitment
Nov.-Mar. 2007-8 Dominican GSLIS
Open House
Appendix I.16
5
Nov.-Mar. 2007-8 University Center, Lake
County College Fair
Open House for
Dominican
Undergraduates
Nov.-Mar. 2007-8 Draft and send letter to
all ethnic studies
programs in Greater
Chicago area
Various (UIC,
Northwestern, etc.)
Get testimonials from
Alumni, etc.
Student Recruitment
Nov.-Mar. 2007-8 Outreach to area
Archives leaders
Greater Chicago Outreach and
Recruitment
Nov.-Mar. 2007-8 Participation in at least
one International
Recruitment Fair
International Student
Recruitment
Nov.-Mar. 2007-8 GSLIS Luncheon for
Undergraduate Students
interested in Library and
Information Science
River Forest, IL Undergraduate Student
Awareness and
Recruitment
Nov.-Mar. 2007-8 Informational Sessions
as Chicago Public
Library, Univ. of
Chicago, Columbia
College, and
Various Student and Support
Staff Recruitment
Feb.-April 2008 Knowledge Management
Symposium and Career
Fair
River Forest, IL Recruitment and
Marketing Effort to
highlight GSLIS KM
program offerings
Feb.-May 2008 Careers in Archives
Recruitment Fair
(possibly in conjunction
with SAA, etc.)
Marketing Effort to
highlight GSLIS
Archives program offerings
Mar.-April 2008 Recruitment Booth at
GSLIS Poetry Now
LSTA Grant Program
event
River Forest and Oak
Park
Outreach and
Recruitment
Mar.-April 2008 Dominican GSLIS Open
House
Mar.-April 2008 South Suburbs GSLIS
Open House
At Cooperating Library Outreach and
Recruitment
J une 2008 American Library Assn.
School Booth AND
Alumni Reception
Anaheim, CA Raise Professional and
Alumni awareness of
GSLIS activity and
progress

Appendix I.16
Performance Appraisal
Mission Statement: As a Sinsinawa Dominican sponsored institution, Dominican University prepares students
to pursue truth, to give compassionate service, and to participate in the creation of a more just and humane world.
(Please type in your response)
Employee Name:
Reviewer:
Review Date:
Section A-1 Job-Specific Appraisal
This is the job-specific portion of the performance appraisal. The criteria should be derived from
the persons job description (attach job description to performance review) and evaluated in the
comments section.
Key:
5 = Outstanding: Performance excels consistently beyond expectations
4 = Strongly Meets Expectations: Performance is above what is expected
3 = Meets Expectations: Performance meets expectations
2 = Marginally Meets Expectations: Performance meets minimal expectations
1 = Does Not Meet Expectations: Performance does not meet the minimal expectations
(Please type in rating)
Job Component #1: Comments:
Appendix I.17
Section A-2 Common Performance Standards
5 Outstanding 4 Strongly
meets
3 Meets
expectations
2 Marginally
meets
1 Does not meet
expectations
1. Initiative: Identifies what needs to be done and does it. Thinks ahead. Recommends and/or
implements solutions rather than merely identifying problems. Goes beyond what is required.
Rating: Comments:
2. Flexibility: Handles multiple projects and tasks. Prioritizes work. Willing to adjust schedule or work
to meet the needs of the department. Supports change and innovation.
Rating: Comments:
3. Dependability: Uses time effectively. Meets deadlines. Follows up on and completes work and
assignments. Has appropriate sense of urgency. Requires little oversight.
Rating: Comments:
4. Technical Competence: Uses available technology, such as computer hardware and software, to
complete work effectively and efficiently. Keeps technical skills current. Takes advantage of training
opportunities. Applies new information.
Rating: Comments:
5. Attendance: Comes to work on scheduled days.
Rating: Comments:
6. Punctuality: Arrives and is ready to work at his/her scheduled starting time.
Rating: Comments:
7. University Citizenship: Strives to use resources as efficiently and effectively as possible. Follows
established policies and procedures.
Rating: Comments:
Section A-3 Achievements
List work-related accomplishments achieved over the past year, such as major goals attained, awards
received, publications, volunteer projects, professional association activities, etc.
Professional Achievements:
1. 2.
3. 4.
5. 6.
Section A-4 Goals
List major work goals for the coming year
Goals: (Please type in goals 1-x) (Tab to add lines)
1. 2.
3. 4.
5. 6.
List professional development and/or improvement plans for the coming year, such as classes, seminars,
conferences, etc. Please be specific.
Professional Development/ Improvement
Plans/Needs:
(Please type in development needs 1-x) (Tab to add
lines)
1. 2.
3. 4.
5. 6.
Appendix I.17
Section A-5 Mission Integration
As Dominican University Community members, we support the integration of the mission by
reflecting the motto of Caritas/Veritas (Care, Compassion & Truth) in our work. In the context of
this mission, please rate the faculty/staff member on how s/he performs each mission component
using the following scale:
Key:
5 Outstanding 4 Example to
others
3 Fulfills
mission
2 Needs some
improvement
1 Needs substantial
improvement
1. PURSUIT OF TRUTH/VERITAS
a. Continuous knowledge and skill development, study, and reflection: Strives to
improve continuously the way s/he performs her/his job to ensure the highest quality
service to students and fellow members of the Dominican community.
b. Honesty & Integrity: Can be relied upon to provide accurate and timely information
as appropriate and to keep commitments.
c. Openness/Fairness: Balances multiple points of view before reacting or making
decisions.
2. COMPASSIONATE SERVICE/CARITAS
a. Respect and Dignity: Treats students/faculty/staff/visitors/ patrons/ supervisors with
respect, courtesy and compassion.
b. Diversity: Strives to nurture a diverse community and to have a welcoming attitude
toward diverse ideas and cultures.
c. Sensitivity: Uses good listening skills, patience and good judgment to provide service
and diffuse potential conflicts.
d. Collaboration: Work is relationship-centered, and looks for ways to help others in
the University in order to achieve more than we could working alone.
Comments or examples:
Appendix I.17
Section A-6 Summary & Signatures
Enter one summary rating that reflects the individual's overall performance
for this evaluation period:
Overall Performance Rating:
Key:
*2 = Marginally Meets Expectations: Performance meets minimal expectations
* If Overall Performance Rating is below a 3, Go To Section B>>.
Otherwise, complete the remainder of this page.
(Please check if applicable)
Mission Star Nominee: Nominate this person for Mission Star: the employee has
demonstrated OUTSTANDING contributions to Dominican Universitys mission of the Pursuit of Truth and
Compassionate Service.
Employee Comments:
Signatures
Employee ____________________________ Date _____________
Reviewer _____________________________ Date _____________
Next Evaluation Date: V.P. or Cabinet Member Initials:
Congratulations! You have finished this years Performance Appraisal!
Distribution: Keep a copy in the department file, give a copy to the employee and send a copy, with the
current job description and any applicable Performance Improvement Plan, to Human Resources.
Appendix I.17
Section B (Complete only if Overall Performance Rating in Section Five is
below a 3)
Reasons standards were not met: (mark all that apply)
Attendance/Punctuality Failure to Follow Policies &
Procedures
Poor Communication Skills Low Productivity
Poor Job Performance Other (specify):
Conduct
Remedial Activities: (mark all that apply & specify )
Counseling:
Disciplinary:
Education/Training:
Performance Improvement Plan (attach plan) 30
Days
60
Days
90
Days
Other:
Outcome: (mark all that apply)
Improved since last evaluation No improvement/Continue disciplinary
plan
Still monitoring progress Terminated
Demoted during prior 12 months or
demotion plan in place
Other* (specify):
Resigned as a result of this evaluation * examples: lay off; inactive; leave of absence;
transfer; extended probation
Appendix I.17
Section C Management Responsibilities
To be completed for employees who manage and direct staff. Include Comments for ratings other
than 3.
Key:
meets
3 Meets
expectations
2 Partially
meets
1 Does not meet
expectations
Leadership: (Please type in rating)
Has articulated a compelling vision for his/her department.
Contributes positively to the University's image and reputation.
Effectively delegates and plans work. Accomplishes work through others rather than doing the
work him/herself. Has a succession plan.
Demonstrates commitment to University and department diversity goals.
Develops and supports the strategic plan and mission of Dominican University. Is a role model
for others.
Demonstrates the ability to influence others and situations diplomatically.
Effectively communicates with all levels of staff, students, faculty, and visitors.
Communicates relevant information to appropriate constituencies.
Establishes clear and sound priorities.
Establishes the trust and wins the respect of those who come in contact with him/her.
Is an effective team member.
Makes sound decisions, judgments and recommendations.
Complies fully with all legal requirements, as well as external regulatory and voluntary
agencies.
Staff Management: (Please type in rating)
Coaches and motivates staff to perform at high levels.
Empowers direct reports to take responsibility and authority for their work, and to take prudent
risks.
Develops and trains others.
Rewards and recognizes staff; encourages innovation.
Selects and develops a high-performing, service-focused and knowledgeable staff.
Solicits and seriously considers others' opinions before making decisions which affect them.
Prepares performance evaluations that are well-written and submitted in a timely manner.
Provides constructive and timely feedback to staff.
Identifies staff deficiencies; implements corrective action where appropriate.
Staff enjoy working for this manager; turnover is not unreasonable.
Is fair and consistent in dealing with staff issues.
Is viewed as honest, straightforward, and approachable by staff and colleagues.
Is a decisive, organized and energized manager.
Budget Management: (Please type in your rating)
Works within the budget.
Manages responsibly the purchase and utilization of supplies and services considering
departmental volume activity and the overall financial position of the University.
Identifies opportunities and develops strategies for reducing costs and improving resource
utilization.
Reviewer Comments:
Leadership:
Appendix I.17
Staff Management:
Budget Management:
Other:
Appendix I.17

GRADING POLICY

The faculty of the Graduate School of Library and Information Science use the following guidelines in
their grading:

Numeric*
Grade Equivalent Definition

A 4.0 Outstanding achievement. Student performance
demonstrates full command of the course materials
and evinces a high level of originality and/or creativity
that far surpasses course expectations; nearly flawless work.

A- 3.67 Excellent achievement. Student performance demonstrates
thorough knowledge of the course materials and exceeds
course expectations by completing all requirements in a
superior manner.

B+ 3.33 Good solid work. Student performance demonstrates strong
comprehension of the course materials and exceeds
course expectations on all tasks as defined in the course syllabus.

B 3.0 Satisfactory acceptable work. Student performance meets
designated course expectations, demonstrates understanding of the
course materials and performs at an acceptable level.

B- 2.67 Marginal work. Student performance demonstrates incomplete,
substandard understanding of course materials, or absence of
required work; indicates danger of falling below acceptable
grading standard.

C+ 2.33 Unsatisfactory work. Student performance demonstrates
unsatisfactory understanding of course materials and inability to
meet course requirements.

C 2.0 Unacceptable work. Student performance demonstrates
incomplete and inadequate understanding of course materials.

C- 1.67 Poor work.

F 0.0 Failing grade.

*Grading System on p. 19 in DU GSLIS 2004-2005 Bulletin is given without definition.
Appendix I.18
www.gslis.dom.edu
Li br ar i e s Bui l d Communi t i e s
2006-2008 BULLETIN
Educating
Library Leaders
Appendix I.19
TABL E OF CONT ENTS
Degrees and Programs . . . . . . . . . . . . . . . . . . . . . . . . . 5

Master of Library and Information Science Degree. . . . 5
Master of Science in Knowledge Management Degree . 5
Master of Library and Information Science
Degree with School Library Information
Specialist Certification. . . . . . . . . . . . . . . . . . . . . . . . . 7
Certificate of Special Study . . . . . . . . . . . . . . . . . . . . . 9
Combined/Dual-Degree Programs . . . . . . . . . . . . . . . . 9
Master of Divinity, McCormick Theological Seminary . .10
Master of Arts in Public History,
Loyola University, Chicago . . . . . . . . . . . . . . . . . . . . .10
Master of Music in Music History, Northwestern
University School of Music . . . . . . . . . . . . . . . . . . . . .10
Archives Certification . . . . . . . . . . . . . . . . . . . . . . . . .10
Opportunities for Work Experience,
Independent Study and Internship . . . . . . . . . . . . . . . .11
Application and Admission Requirements . . . . . . . . . . .14
Student Life . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17
Scholarships and Financial Aid . . . . . . . . . . . . . . . . . . .18
Student Advising and Registration . . . . . . . . . . . . . . . . .20
Academic Policies and Student Conduct . . . . . . . . . . . .23
Other University Services . . . . . . . . . . . . . . . . . . . . . . .25
Courses of Instruction. . . . . . . . . . . . . . . . . . . . . . . . . .27
Councils and Board . . . . . . . . . . . . . . . . . . . . . . . . . . .36
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37

Dominican University Mission and Identity
As a Sinsinawa Dominican-sponsored institution, Dominican
University prepares students to pursue truth, to give
compassionate service and to participate in the creation of a
more just and humane world.
Dominican University is a distinctively relationship-centered
educational community, rooted in the liberal arts and sciences and
comprehensive in scope, known for its rigorous and engaging
academic programs, for the care and respect with which it men-
tors students, for its enduring commitment to social justice and for
the enriching diversity of its students, faculty and staff. Integral to
Dominicans success and distinction is the ongoing exploration,
clear expression and shared experience of its Catholic Dominican
identity.
Commitment to Nondiscrimination
Dominican University affirms the salutary role of diversity in
enriching the learning experience for all and in preparing all
members of the community for the multicultural world in which
we live. The university recognizes that educational excellence
requires a curriculum sensitive to the diversity of American society
and a diverse student body, faculty and staff. It is, therefore,
university policy that affirmative action is taken.
Dominican University does not discriminate on the basis of
race, color, gender, religion, national or ethnic origin, disability,
age, marital status or sexual orientation.
Appendix I.19
Degrees
Dominican offers two masters degree
programs through the Graduate School
of Library and Information Science:
the Master of Library and Information
Science (MLIS) and the Master of Science
in Knowledge Management (KM). The
knowledge management masters degree
is a joint program offered by GSLIS and
the Dominican University Brennan
School of Business.
GSLIS Mission/Identity Statement
We educate leaders in the library and
information science professions who
make a positive difference in their
communities. This service-oriented
education takes place within the larger
context of the universitys commitment
to values-centered student development,
and is guided by relevant professional
standards and core competencies. We
provide our students with an excellent
graduate education leading to a
meaningful work life.
Defining program characteristics include:
a distinctively relationship-centered
learning environment;
engaged faculty who regularly integrate
theory and best practice,
a passion for social justice, equality and
service;
access to the rich opportunities
and expertise of Chicagos library/
information community;
a long tradition of inuential and
supportive alumnae/i; and
a global and international presence.
GSLIS Vision Statement:
By 2008 and beyond, we aspire to build
a program and a reputation for innovative
practice in library and information science
education. We look to educate library
leaders who engage constituencies,
advocate change, and transform commu-
nities. Our program will benefit from, and
be distinguished by, our proximity to the
Chicago library/information community.
3
Students in the
Graduate School
of Library and
Information Science
(GSLIS) enjoy a
rigorous academic
challenge as well as
the satisfaction of
knowing they are
earning a masters
degree from a
program accredited
by the American Library
Association (ALA).
The Graduate School
of Library and
Information Science
has been educating
future librarians
and information
professionals in the
Chicago area since
the 1920s.
Many GSLIS students
work in libraries and
information centers
while attending
graduate classes;
these students bring
a wealth of real-world
experiences and
relevant perspectives.
Students and faculty
come to Dominican
University from
throughout the world.
Many countries are
represented in the
student body and on
the faculty, creating a
rich and diverse
cultural atmosphere
and unique learning
opportunities.
and Information Science Educating Library Leaders
Appendix I.19
Educating Library Leaders
4
Appendix I.19
5
DEGREES AND PROGRAMS
Master of Library and Information
Science Degree
The Master of Library and Information Science (MLIS)
degree program is designed to educate entry-level
librarians and information specialists and, at the same
time, provide the educational foundations for life-long
professional development. The 12-course curriculum
is composed of a range of courses to prepare students
for professional responsibilities in a broad spectrum of
library, media, information centers and consultancies.
There is no thesis requirement.
The curriculum is organized around core courses
required of all students. These courses cover fundamental
aspects of library and information science that are
common to all types of work in the library and
information eld. The program of study also includes
elective courses in science and in related subject areas
which will prepare the student for specialized elds
of work. GSLIS offers a wide range of courses giving
students the opportunity to create their own areas of
specialization depending on their career goals. Guidance
in choosing the most suitable courses is provided by
faculty advisers.
Degree Requirements
The Master of Library and Information Science degree
is conferred upon students who have met the following
requirements:
completion of a minimum of 36 semester hours of

graduate credit with a minimum of 30 semester hours
completed in the Dominican University GSLIS program;
attainment of a minimum grade point average of 3.0 on

a 4.0 scale;
satisfactory completion of the required courses: LIS 701,

703 and 704, and one of the following: LIS 770 or 773;
completion of the degree program within ve years or

six summers; and

ling an Application for Graduation with the Ofce of
the Registrar the semester before the anticipated
graduation date.
Curriculum
All core courses are offered every fall and spring
semester and at least one summer session every year.
Most electives are offered at least once a year. All courses
are three semester hours of credit.
Core Courses: 12 semester hours
LIS 701 Introduction to Library and Information Science
LIS 703 Organization of Knowledge
LIS 704 Reference and Online Services
One required course selected from:
LIS 770 Management of Libraries and Information Centers
LIS 773 School Libraries
Electives: 24 semester hours
Total: 36 semester hours
Enrolled students may register for up to six semester
hours of graduate credit in other disciplines at Dominican
University, which may be applied as electives toward
the MLIS degree. Such courses must be approved by the
dean upon recommendation of the students adviser. All
required courses for the MLIS degree must be completed
prior to registration for courses in other disciplines.
Master of Science in Knowledge
Management Degree
Information is power, but only if it is readily
accessibleorganized, analyzed and delivered to meet
an organizations needs. Dominican Universitys masters
degree in knowledge management (KM) prepares
students to become professionals in the area of
information managementdeveloping and managing
information interfaces, products, systems and services.
Knowledge management involves capturing strategic
information, analyzing markets and developing
databases, documents, policies and procedures. KM
professionals must understand the language and culture
of an organization and know business and nancial
practices. Dominican Universitys degree in knowledge
management uses an interdisciplinary approach to
address current issues and challenges in the creation,
identication, codication and sharing of knowledge
within an enterpriseactivities central to traditional
professions and modern business.
This new and innovative graduate degree brings
Dominicans nationally recognized strength in library
and information science together with its well-established
programs in business and information systems,
incorporating a global presence and a commitment to
values-centered education. The Master of Science in
Knowledge Management degree is a program of the
Graduate School of Library & Information Science and
the Brennan School of Business. This degree is not
accredited by the American Library Association (ALA).
Appendix I.19
Degree Requirements
The Master of Science in Knowledge Management degree
is conferred upon students who have met the following
requirements:
Completion of a minimum of 39 semester hours of
graduate credit, totaling 13 courses.
Attainment of a minimum grade point average of 3.0
on a 4.0 scale.
The curriculum is built on a foundation of seven
required courses. Students may choose to follow a
course of electives leading to a concentration in
information science or management systems. The nal
course is an opportunity for students to apply their
knowledge and skills through concentrated study and
work in a KM environment in the Chicago area.
Completion of the degree program within ve years or
six summers.
Filing an Application for Graduation with the Ofceof
the Registrar in the semester before the anticipated
graduation date.
Curriculum
Foundation Courses: 21 hours
LIS 880/GSB 784 Knowledge Management
GSB 622 Management Information Systems
LIS 755/GSB 785 Information Policy
LIS 756/GSB 624 Organizational Analysis and Design
LIS 757/GBIS 727 Decision Support Systems
LIS 799 Capstone Course/Practicum
Concentration in Management Systems
Required Courses: 9 hours
GBIS 742 Computer Security Fundamentals
GSB 612 Accounting
GSB 615 Financial Management
Electives: 9 hours, selected from the following:
GSB 611 Economics for Managers
GSB 614 Organizational Behavior
GSB 735 Forecasting
GBIS 741 Business Database Systems
GBIS 747 Enterprise Systems and Project Management
GSB 754 Managerial Communications
GBIS 739 IT Management
LIS 789 Advanced Topics in Knowledge
Management
Concentration in Information Science
Required courses: 6 hours
LIS 751 Database Management
LIS 754 Information Systems Analysis and Design
Electives: 12 hours, selected from the following:
LIS 732 Indexing and Abstracting
LIS 750 Information Storage and Retrieval
LIS 753 Internet Fundamentals and Design
LIS 789 Advanced Topics in Knowledge Management
LIS 882 Metadata for Internet Resources
LIS 884 Competitive Intelligence for Management
Decision-Making
LIS 745 Searching Electronic Databases
LIS 797 Data Mining
Post-Baccalaureate Knowledge
Management Certicate
The Post-Baccalaureate Knowledge Management
Certicate program incorporates an interdisciplinary
approach to the eld of knowledge management
developed by the Graduate School of Library and
Information Science and the Brennan School of Business.
The Knowledge Management Certicate program enables
participants to gain the educational background to build
a career as knowledge management ofcers, knowledge
management specialists and other areas.
Some of the learning objectives of this certicate
program:
understand knowledge management concepts;
become familiar with knowledge management tools;
facilitate mapping of knowledge assets in organizations;
design and implement knowledge management
systems; and
create a knowledge-sharing culture within
organizations.
Upon successful completion of the certicate program,
participants may apply for admission to the Master of
Science in Knowledge Management degree program.
Courses completed in the certicate program may be
credited toward the masters degree. It is also possible
to present the knowledge management certicate for
credit toward a Master of Library and Information
Science or Master of Business Administration degree
upon acceptance into one of these programs.
Knowledge Management Certicate Requirements
The following is required for the knowledge manage-
ment certicate:
LIS 880/GSB 784 Knowledge Management
LIS 755/GSB 785 Information Policy
LIS 756/GSB 624 Organizational Analysis and Design
LIS 757/GBIS 727 Decision Support Systems
6
Appendix I.19
Admission
Admission is open to students who hold the
baccalaureate degree in any eld. Transcripts or other
evidence showing completion of a bachelors degree
must accompany the application. An application for the
Knowledge Management Certicate is available from
the GSLIS ofce.
Courses taken prior to matriculation into the
certicate program cannot be applied toward fullling
the requirements for the certicate. Approved courses
may be presented in substitution for fulllment of the
requirements of the certicate. Course substitutions
require approval by the dean.
Degree with School Library Information
Specialist Certication
The Dominican University Master of Library and
Information Science Degree with School Library
Information Specialist Certication is designed to educate
school library media specialists at the elementary, middle
and secondary school levels. Completion of the approved
entitlement program qualies students to apply for an
Illinois Special (K-12) Certicate (Type 10) in the
concentration area of Library Information Specialist.
The School Library Media Program is grounded in
Information Power: Building Partnerships for Learning,
the national guidelines of the American Association of
School Librarians and Association for Educational
Communications and Technology; Illinois content area
standards for the library information specialist; and the
School of Educations conceptual framework emphasizing
scholarship, leadership and service.
Through attendance in this program, students learn
the principles of librarianship in general and service to
children and youth in particular. Developmental
psychology of the child, pre-adolescent and adolescent
is woven into the literature courses. The philosophy of
education for the elementary, middle and secondary
school levels is an integral part of the curriculum.
Information literacy, educator collaboration, integration
of the library media program into the school curriculum,
instructional technology, literature-based curriculum,
program administration, communication and professional
development are some of the topics included in the
curriculum. Students graduate from this program with
a rm understanding of the roles of the school library
media specialist and the library media program within
the school context and the extended school learning
community. Graduates become educational leaders in
their schools, districts and library systems.
The School Library Media Program fullls all the
Illinois State Board of Education requirements for a
Special (K-12) Certicate (Type 10) in the concentration
area of library information specialist. For the most current
information on Illinois State certication requirements,
visit www.isbe.net.
Degree Requirements
To fulll the requirements for the MLIS degree with the
Illinois Special (K-12) Certicate (Type 10) in the
concentration area of Library Information Specialist
students must:
fulll all the requirements for the MLIS degree;
apply for admittance to the School Library Media

Program. Admission requirements include application,
essay, and successful completion of both the Illinois
Basic Skills exam and a criminal background
investigation. Students who were educated outside
of the United States need to have ofcial credential
evaluations completed by an approved agency at their
own expense;
complete the nine required courses plus nine elective

semester hours (total of 36 semester hours);

successfully complete the required Illinois
certication tests;
develop a program portfolio;
complete the clinical practice component of the

program including an interview with the coordinator
and professional autobiography, pre-clinical observation
hours, and internship or student teaching in
school libraries;
meet the professional education requirements of the

State of Illinois;
attend periodically scheduled information sessions

and participate in an exit interview with the
program director.

Curriculum
The following nine courses cover the competencies
required in the Illinois Professional Teaching Standards
for the Library Information Specialist. The core concepts
of information access and delivery, teaching and
learning, communication and program administration
are addressed within the context of the required
courses. Special focus is placed on the philosophies
of elementary, middle and secondary schools, along
with the developmental psychology of K-12 students.
Collaboration with all members of the school learning
community and a commitment to scholarship, leadership
and service are emphasized.
6
7
Appendix I.19
Required Courses (listed in the recommended
sequence of completion):
LIS 701 Introduction to Library and Information Science
LIS 704 Reference and Online services
LIS 773 School Libraries (visitation hours required)
LIS 721 Library Materials for Children
LIS 722 Library Materials for Young Adults
LIS 724 Media Services and Production (visitation
hours required)
LIS 716 Communication for Leadership
LIS 725 Curriculum and School Libraries (visitation
hours required)
Electives: 9 semester hours
Total: 36 semester hours
Clinical Practice
Additionally, one of the following clinical experiences is
required to complete the clinical practice component of
the program:
LIS 728 Clinical Experience IStudent Teaching or
LIS 729 Clinical Experience IIInternship
Clinical Experience in School Libraries
Clinical experience enables School Library Media
Program students to apply the knowledge gained from
coursework in a variety of school library settings.
The coordinator of clinical practice works closely with
each student to secure a placement in a school library
media program that will afford a rewarding learning
experience. Many of our placements are in schools
staffed by Dominican University alumnae/i.
Students With Valid Illinois Teaching Certicates
Students are encouraged to visit a variety of school
library settings: 40 pre-clinical observation hours in
school library media centers are required; school library
media specialists and school library aides may apply a
maximum of 25 hours from their current work
experience. Students are placed in an elementary/middle
school and a middle/secondary school setting for 160
hours (two two-week placements) of supervised clinical
experience in LIS 729 Clinical Experience IIInternship.
Attendance and participation in two seminars are
requirements of LIS 729.
Students Without Valid Illinois Teaching Certicates
Students are encouraged to visit a variety of school
library settings: 100 pre-clinical observation hours in
school library media centers are required; school
library media specialists and school library aides may
apply a maximum of 25 hours from their current work
experience. Students are placed in an elementary/middle
school and a middle/secondary school setting for 400
hours (two ve-week placements) of non-paid supervised
clinical experience in LIS 728 Clinical Experience
IStudent Teaching. Attendance and participation in
two seminars are requirements of LIS 728.
Illinois State Board of Education
(ISBE) Requirements
The ISBE general education requirements are satised by
successfully completing a baccalaureate degree prior to
entering the School Library Media Program.
Professional education requirements include either a
valid teaching certicate OR a college-level course in
each of the following areas:
Educational Psychology (three semester hours)
History and Philosophy of Education (three semester

hours)
Exceptional Children (including learning disabilities)

(three semester hours)
These education courses taken within ve years of

enrollment in the School Library Media Program may
be applied to the ISBE requirements.
Illinois Certication Testing System
(ICTS) Requirement
Each person in the State of Illinois who is seeking
certication must pass three examinations at prescribed
times during the program:
prior to admittance into the School Library Media

Program: Basic Skills Test (Code 096);
prior to Internship or Student Teaching: Content-Area

Test for Library Information Specialist (Code 175);
prior to applying for certication: Assessment of

Professional Teaching (APT): Grades K-12 (Code 104)
Visit www.icts.nesinc.com for more information
regarding these exams including test dates and
online registration.
8
Appendix I.19
Alternative Paths Within the School Library
Media Program
At present, students with valid Illinois teaching
certicates may earn a Library Information Specialist
endorsement. Interested students should contact their
regional ofce of education for specic requirements
based on their certicate status.
Students with American Library Association-accredited
MLIS degrees may enroll in this program to earn the
appropriate certication for school library media
specialists in Illinois. A minimum of two Dominican
University GSLIS courses must be completed prior
to participation in the clinical experience. Graduate
transcripts and professional work experience will be
reviewed by the program director to assess the courses
required to complete certication requirements. GSLIS
courses that focus primarily on technology or literature
that have been taken within ve years of enrollment in
the School Library Media Program may be applied to the
program requirements.
Post-MLIS applicants applying to the School Library
Media Program may qualify for a waiver of some GSLIS
admission requirements. Refer to the Application and
Admission section for post-MLIS admission procedures.
Students pursuing this certication may concurrently
pursue a Certicate of Special Study. See the Certicate
of Special Study section for further information.
Certicate of Special Study (CSS)
The Certicate of Special Study (CSS) is designed for
the post-MLIS professional interested in retooling,
refreshing or simply reconnecting with other
professionals and future professionals in a graduate-
level learning environment.
The GSLIS Certicate of Special Study offers:
a ve-course plan of study shaped with a faculty
advisor;
specializing in the candidates eld of concentration;
three years to complete ve three-credit hour courses;
an exit interview with a faculty advisor after the
completion of the fth course; and
notation of the Certicate of Special Study and the
area of concentration on the candidates Dominican
University transcript.
Examples of Certicate of Special Study
Concentrations
Librarians or information specialists seeking to:
broaden their opportunities in another department or
type of library;
explore technology, digital records and the human-
computer interface;
prepare for management, administration and leadership
positions;
be updated and involved in community engagement,
advocacy and activism; or
learn specialized areas of knowledge management,
cataloging, archival studies, rare books and
special collections.
Refer to the Application and Admission section for
post-MLIS admission procedures.

Combined/Dual-Degree Programs with MLIS
Dominican University offers a series of combined-degree
programs involving cooperation with another institution
or cooperation between two schools within the
university. In a combined-degree program, the student
is enrolled simultaneously in two degree programs with
some work common to both programs. Upon successful
completion of the combined program, the student
receives two distinct degrees. Such a program allows
students to complete work on two degrees in a shorter
time than if the degrees were pursued separately. Two
masters degrees may be required or recommended for
work in some specialized libraries or information centers.
Accelerated BA/MLIS Option
Seniors at Dominican University, with the consent of their
academic dean and the dean of the GSLIS, may be
admitted to take up to six semester hours of courses in
the GSLIS. It is recommended that the student take one
course per semester. These six hours may be applied
to both the BA degree and the MLIS degree, thereby
reducing the time required to complete the MLIS degree.
Master of Business Administration (MBA)
The Dominican University Brennan School of Business
and the Graduate School of Library and Information
Science offer a combined program leading to two
degreesMaster of Business Administration (MBA) and
Master of Library and Information Science (MLIS).
Depending upon an applicants previous academic
course work, between 54 and 75 semester hours are
required to earn the two degrees. Some courses are
cross-listed and may count as either Brennan School of
Business or GSLIS courses but not as both. Requirements
for the combined degree must be completed within
six years.
8
9
Appendix I.19
Students must apply to each program separately and
be accepted by both. Application for admission to the
combined program may be made at any time while
students are enrolled in either program. No advance
assurance can be given that such admission will
be granted.
The combined-degree program is not open to students
who already have earned a Master of Business
Administration or a Master of Library and Information
Science degree.
Master of Divinity (MDiv), McCormick
Theological Seminary
The Graduate School of Library and Information Science
cooperates with the McCormick Theological Seminary
in a combined professional curriculum leading to the
degrees of Master of Library and Information Science
from Dominican University and Master of Divinity from
McCormick.
The program normally may be completed in
approximately three-and-a-half years and includes a
course in theological librarianship.
Master of Arts (MA) in Public History, Loyola
University Chicago
cooperates with the Loyola University Graduate School of
Arts and Sciences to offer a combined program leading
to the two degrees of Master of Library and Information
Science and Master of Arts in Public History.
A total of 54 semester hours is required for the two
degrees. A minimum of 30 semester hours must be
taken in the Graduate School of Library and Information
Science, and a minimum of 24 semester hours must be
taken in the history department of Loyola University of
Chicago, with 12 of those hours in specied public his-
tory courses. All requirements in the combined-degree
program must be completed within seven years.
Students must apply to each school separately and
be accepted by both. Application for admission to the
combined program may be made at any time while the
student is enrolled in either schools degree program. No
advance assurance can be given that admission to both
schools will be granted.
The combined degree program is not open to students
who already have earned a Master of Library and
Information Science degree or a Master of Arts in Public
History degree.
Master of Music (MM) in Music History,
Northwestern University School of Music
The GSLIS cooperates with the Northwestern University
School of Music in offering a combined program leading
to the two degrees of Master of Library and Information
Science and Master of Music in Music History. This
program is strongly recommended for students who plan
to pursue careers in music research libraries.
A minimum of 30 semester hours must be taken in
the GSLIS, and a minimum of 12 units (one unit equals one
course for one quarter) in the School of Music at North-
western University. The program will usually take two
years of full-time study. During the second year, the
student will intern in the Northwestern University
Music Library and other institutions.
Students must apply to each school separately and be
accepted by both. Interviews with the co-directors are part
of the application process. Application to the combined
program may be made at any time while the student is
enrolled in either schools degree program.
No assurance can be given that admission to both
schools will be granted. The combined-degree program
is not open to persons who already have a masters
degree in library and information science or in music.
Archives Certication
GSLIS students who wish to pursue careers in archives
may take the archival certication examination of the
Academy of Certied Archivists following graduation
and upon completing nine semester hours of graduate
archival courses:
LIS 775 Archival Administration and Services
LIS 881 Advanced Archival Management
LIS 799 Practicum
LIS 801 Special Studies in Librarianship
LIS 881 Advanced Archival Management
Schedules
Courses are scheduled for the convenience of students
as much as possible. Courses are scheduled mornings,
afternoons, evenings and weekends to help students t
them into work schedules. Students with full-time
employment are discouraged from enrolling in more
than two courses per semester.
Students may complete the course requirements for the
masters degree in one calendar year (two semesters and
two summer sessions). The maximum load is 15 credit
hours each semester and six credit hours in each of the
seven-week summer sessions. Students may begin the
program in summer I, fall or spring terms.
The terms in which courses are offered are listed in the
Courses of Instruction/GSLIS Course Descriptions pages
of this bulletin and online under "Course Guide."
10
Appendix I.19
Practicum, Independent Study and Internship
Practicum (LIS 799)
Practicum is a supervised, unpaid student work
experience of 120 hours (10 hours for 12 weeks) in
an approved library or information center and under
the direction of a GSLIS faculty member. The library
supervisor, the faculty member and the student meet
periodically to review the students progress. In addition,
one or more reports, including a bibliography, are
required. Students must register for LIS 799 Practicum as
a three-credit course. Students must have completed the
core courses and have approval of the faculty member
and the dean. It is recommended that the practicum be
taken during the last semester in which the student is
enrolled in the GSLIS. Exceptions may be approved by
the dean, depending on student and library/information
center circumstances.
Independent Study (LIS 801)
Students wishing to pursue a topic that is related
to library and information science may register
for independent study (LIS 801 Special Studies in
Librarianship). Students work closely with a faculty
member whose expertise and interests lie within the
proposed topic area.
Independent studies are designed for students who are
nearing completion of their program and have a grade
point average of 3.3 or better. Forms for submission
of independent study proposals are available in the
GSLIS ofce. No student may complete more than two
independent studies.
Students must have sufcient background to work
independently and must develop a proposal for
independent study that meets the approval of the faculty
supervisor and the dean. The independent study topic
should be of sufcient academic and scholarly substance
and be worthy of at least three semester hours of
graduate credit; it should result in a product that will
document both the substance and merit of the students
performance in independent study. Independent study is
not a substitute for taking a class.
Internship
Internship is a student work experience in a library or
information center for which the sponsoring institution
pays the student for hours worked on a mutually agreed
upon scale. The sponsoring institution sets the hours,
interviews the students and provides any job training
required. GSLIS posts notices of internships in the
eRecruiting system. Students may access eRecruiting by
visiting the Career Services site at www.careers.dom.edu.
No academic credit is given for internships.

Alumnae/i Participation in Classes
Dominican alumnae/i returning to Dominican are eligible
for reduced tuition under certain circumstances.
GSLIS alumnae/i are classied as:
degree/certicate-seeking students (academic credit
toward a degree/certicate, full tuition);
graduate students at large (academic credit, full
tuition); or
auditors (free tuition, no credit).
Auditing Classes
An auditor in the GSLIS program is a post-MLIS student
wishing to register for a class but not seeking a degree
or credit for attending the class. To audit a class in the
GSLIS program, the student must hold an MLIS or equiva-
lent degree from an ALA-accredited program. An auditor
is expected to do the reading assignments and participate
in class. The auditor is not expected to do written
assignments or take examinations. A grade of AU will
be posted on the registrants transcript. Once the student
has enrolled as an auditor in a course, no change in the
registration to earn credit may be made.
Individuals seeking to audit a course must secure the
written permission of the instructor before registering
by completing the audit permission form. Forms are
available from the GSLIS ofce or in the GSLIS Student
Information Center forms at www.gslis.dom.edu (then
click on the Student Information Center link on the
home page).
Registration may take place only on the rst day of the
class and an auditor may not hold a place in the class if
needed by a credit student. Prospective audit students
can check on the availability of space in class by viewing
the courses on the university Web site. (Go to www.dom.
edu under DU Web Services. Click on Campus Web then
login as Guest.) A course search will indicate the avail-
ability of space in each class. If a course session is lled,
an audit student will not be able to join the class.
Dominican GSLIS graduates may audit courses for no
tuition charge. GSLIS alumnae/i may only audit courses
in GSLIS.
Post-MLIS graduates from other institutions may audit a
course at a 50 percent reduction in tuition. In both cases,
a student fee will be charged.
10
11
Appendix I.19
Graduate Student-at-Large
The graduate student-at-large program offers individuals,
who do not intend to pursue a degree or certicate, the
opportunity to enroll in GSLIS classes without completing
the regular admission process. Individuals may take
courses as a graduate student-at-large without applying
for regular admission under the following conditions:
the individual holds a masters degree in library and
information science from a graduate program accredited
by the American Library Association;
the individual is currently a student pursuing a
masters degree in library and information science from
a graduate program accredited by the American Library
Association, and wishes to take courses for
transfer credit;
the individuals, such as those holding a bachelors
degree or an advanced degree in another eld, is not
ordinarily eligible to enroll as graduate students-at-large;
no more than six credit hours earned as a graduate
student-at-large may be applied toward a degree or
certicate; and
graduate students-at-large are not eligible to receive
scholarships or nancial aid, and are not assigned
an advisor.

An individual intending to pursue any degree or
certicate through GSLIS (including state certication or
endorsement through the School Library Media Program)
should apply for regular admission.
12
Appendix I.19
13
APPLICATION AND ADMISSION REQUIREMENTS
12
13
Appendix I.19
14
Admission Requirements for Graduate School of
Library and Information Science or for Master of
Science in Knowledge Management
Admission to the Graduate School of Library and
Information Science is open to men and women
who demonstrate a capacity for graduate work and
professional aptitude through their academic history, life
experience and letters of recommendation.
Transfer of Credit
A maximum of six semester hours in library and
information science earned at another ALA-accredited
program may be accepted for transfer into the GSLIS
program. Students must request this in writing to the
dean when they apply for admission. Acceptance of
transfer credit is based on the following conditions and
will be reviewed by the dean:
the credits were earned in a program accredited by the
American Library Association regardless of the format or
location of delivery;
the credits were earned with a grade of B or better; and
the credits were earned within the past ve years.
A decision on whether to grant a transfer of credit will
be made as soon as possible after the request is received
and no later than the rst term during which the student
is enrolled.
Admission of International Students
In addition to meeting the general requirements for
admission, applicants who were educated outside of the
United States may be asked to have ofcial credential
evaluations completed by ECE (Educational Credential
Evaluators, Inc.) or other approved agency at their own
expense. International students requiring an I-20 form
for the F-1 student visa must show evidence of sufcient
funds to cover a full year of tuition, fees and living
expenses including:
housing costs, whether room and board in university
residence halls or off-campus housing;
medical insurance, whether obtained in the home
country or in the United States, or purchased through
the university;
books and personal items; and
support during such times when the university is not
in session.

Dominican University will assume no liability for any
expense incurred by international students.

Application Process
Application for Admission forms may be downloaded
from Dominican Universitys Web site: www.gslis.dom.edu.
Forms are also available by contacting the GSLIS
admission ofce by email at gslis@dom.edu or by phone
at (708) 524-6845.
Applications must meet all academic requirements
for admission in full before applying to the graduate
program; however, baccalaureate degree candidates may
apply as soon as they receive their grades from the rst
semester of their senior year. Admission decisions are
announced on a rolling basis.
The application to MLIS consists of:
a completed Application for Admission form;
a personal essay of at least 500 words that addresses
the applicants decision to pursue the masters degree
and his/her expectations of the program;
two completed recommendation forms and letters of
recommendation from individualsmanagers,
supervisors, professors or academic advisorswho
can attest to the applicants scholastic ability and
professional promise. Personal references will not be
accepted;
an ofcial transcript documenting a baccalaureate
degree from an accredited college or university and an
ofcial transcript from any institution where a graduate
degree was completed;
scores from the Graduate Record Exam (GRE) or Miller
Analogies Test (MAT) if the applicant does not meet the
undergraduate cumulative performance requirement
of 3.0 on a 4.0 scale. A combined score of 1,000 on
two portions of the GRE and a 3.5 or higher on the
analytical writing section, or a score of 404 on the MAT
is necessary for admission. All applicants will have a
maximum of three opportunities to submit test scores.
When an applicant has earned a graduate degree, such
as a masters degree in a discipline other than library
and information science or a PhD, MD, JD, etc. from an
accredited institution, the admission committee will
consider the GPA for the advanced degree in the overall
admissions process;
scores from the Test of English as a Foreign Language
(TOEFL) if the applicant is an international student. A
minimum Internet-based score of 83, computer score of
220 or 560 paper score on the TOEFL is required; and
a non-refundable application fee of $25. Application fee
is waived for graduates of Dominican University.
14
Appendix I.19
14
Application Dates
Early application prior to the dates listed below is
strongly encouraged. Late application will be accepted if
space allows:
Application dates:
Summer term: March 1
Fall term: June 1
Spring term: October 1
The applicants complete le is reviewed by the
admission committee, which evaluates the applicants
background, qualications and academic potential.
Only complete application les will be reviewed. No
credentials will be returned to the applicant.
All application materials become the property of
Dominican University. Providing incomplete or inaccurate
information regarding a previous academic record on an
admission application is grounds for denial of admission.
Admitted students may defer their enrollment for a
maximum of one year. Admitted student les will be kept
for one year after date of admission. Thereafter, he/she
must reapply, as must an applicant who withdraws his/
her application after it has been submitted.
Post-MLIS Admission
Librarians or information specialists who possess an
MLIS or masters degree from an equivalent program
accredited by the American Library Association and wish
to pursue a post-MLIS course of study such as the Illinois
Special (K-12) Certicate (Type 10) in the concentration
area of library information specialist, masters in
knowledge management or certicate of special study
may be admitted using an abbreviated admission process.
Post-MLIS applicants meeting the following criteria are
eligible for the abbreviated application process:
candidates hold an MLIS from Dominican University or
an MLIS or masters degree from an equivalent program
accredited by the American Library Association;
candidates have graduated with a 3.0 GPA from the
MLIS or equivalent masters degree program; or
candidates have earned an MLIS degree and are
seeking the Illinois Special (K-12); and Certicate
(Type 10) in the concentration area of library
information specialist or a library information
specialist endorsement, masters degree in knowledge
management, or are seeking a certicate of special
study.
Post-MLIS Application Process
Post-MLIS applicants holding the MLIS or MLIS-
equivalent degree granted within the past ve years are
required to submit the following:
completed GSLIS Application for Admission
(Application forms may be downloaded from
Dominican Universitys Web site: www.gslis.dom.edu.
Forms are also available by contacting the GSLIS
Admission Ofce by email at gslis@dom.edu or by
phone at (708) 524-6845;
$25 non-refundable application fee if required.
Applicants with an MLIS from another ALA-accredited
institution must include a $25 non-refundable
application fee. The application fee is waived for
alumnae/i from Dominican University GSLIS;
transcripts of MLIS degree as required. Dominican
University MLIS graduates do not need to provide
transcripts. MLIS transcripts will be veried by GSLIS
administration. Graduates of other ALA-accredited
institutions must provide an ofcial transcript of their
MLIS degree AND the ofcial transcripts from the
baccalaureate degree; and
personal essay of at least 500 words in length
addressing the decision to pursue the post-MLIS
course of study and the professional and academic
goals to be achieved while at Dominican University;
Post-MLIS applicants holding an MLIS or masters
degree from an equivalent ALA-accredited program
granted more than ve years ago from either Dominican
or another institution, are also required to submit the
following documents in addition to ofcial transcripts
from the baccalaureate degree, MLIS degree and a
personal essay: two recommendation forms and letters of
recommendation from professional or academic sources.
(Recommendation forms are included in the Application
for Admission.)
14
15
Appendix I.19
16
Appendix I.19
Beta Phi Mu
Beta Phi Mu is the library and information science honor
society. The Beta Beta Gamma chapter of Beta Phi Mu
is supported by Dominican University. Students are
nominated for membership to Beta Phi Mu by GSLIS
based upon scholastic achievement and scholarly
contribution to librarianship. New members are
inducted into the society during the annual
spring banquet.
Helen Cohen Outstanding Student Award
Each spring the Graduate School of Library and
Information Science provides the opportunity for
librarians, GSLIS students and faculty to nominate
students to receive the annual Helen Cohen Outstanding
Student Award. Candidates for the award must be enrolled
in the MLIS program, and have completed at least six
courses in the MLIS program with a cumulative GPA of B+
or 3.33 at the end of the fall semester prior to the award
selection. Students must exemplify overall excellence and
leadership in the eld of librarianship. Self-nominations
will also be accepted. Candidates must agree to be
present at the Beta Phi Mu ceremony and be publicly
recognized if selected to receive the award.
Student Association (LISSA)
All students are members of the Library and Information
Science Student Association (LISSA). Each year, GSLIS
students volunteer to promote LISSA membership
activities. A faculty liaison, elected by the faculty each
year, advises the LISSA ofcers as they organize events,
produce newsletters, assist with orientation sessions
and other activities. LISSA maintains a BlackBoard
discussion list to promote the exchange of ideas related
to student interests.
Special Libraries Association (SLA) Student Chapter
GSLIS sponsors a Special Libraries Association (SLA)
student chapter which provides, among other activities,
sessions to help students learn about the eld of
special librarianship.
World Libraries
World Libraries, a publication of the Graduate School of
Library and Information Science at Dominican University
is a unique, free, peer-reviewed library and information
science journal. It provides a forum dedicated to all
aspects of librarianship throughout the world. This
journal is dedicated to librarians and libraries in regions
without associations or agencies to encourage scholarly
communication and professional development. World
Libraries exists to give a voice to librarians in every
nation, allowing them to freely share their stories and
experiences working under unique and sometimes
difcult circumstances.
Formerly appearing only in print, this peer-reviewed
publication is entering a new era of free and open
access by publishing on the World Wide Web. As an
openly accessible journalwithout registration,
passwords or feesWorld Libraries will reach more
readers and contributors than ever before, connecting
librarians in highly developed countries with those
facing the most basic professional and socio-economic
challenges.
World Libraries is dedicated to the international
nature of librarianship, promoting communication and
relationships both professionally and personally.
GSLIS is proud to support this journal, promoting
progress in libraries throughout the world.
STUDENT LIFE
16
17
Appendix I.19
Financial Assistance
The nancial aid program at Dominican University
provides assistance to students whose personal and
family resources cannot meet the cost of education. For
graduate students, nancial aid is typically in the form
of federal loans. Only students who have been fully
accepted for admission as a degree-seeking student
are considered for nancial aid.
Occasionally the nancial aid ofce receives
information about private scholarship opportunities.
Students with a Dominican University email address will
receive electronic notications about these scholarships.
Private scholarship opportunities are also posted on the
bulletin board outside the nancial aid ofce (Lewis Hall,
room 120).
Information regarding nancial aid programs is subject
to change without notice.
Loans for Graduate Students
Dominican University participates in the Federal Stafford
Loan program. To be eligible for federal loans, students
must be US citizens or permanent residents and be
enrolled for at least 4.5 semester hours in any term
in which they receive federal loan funds. To remain
eligible for such loans, students must maintain
satisfactory academic progress and continue to
demonstrate need on nancial aid applications
submitted annually.
Eligibility for this federal loan is based on a review of
the Free Application for Federal Student Aid (FAFSA) and
the completion of two additional institutional forms. All
required forms are available in the nancial aid ofce.
Interest-subsidized Federal Stafford Loans up to the
annual limit of $8,500 are available to graduate students
who demonstrate need on the FAFSA. Repayment of
principal and interest is deferred until after the borrower
graduates or enrolls in less than 4.5 credit hours.
Students who do not demonstrate need may borrow
up to $8,500 annually under the unsubsidized Federal
Stafford Loan program. The variable interest rate is set
each July. Interest on the loan accrues while the student
is enrolled in classes.
All graduate students may borrow an additional
$10,000 annually under the unsubsidized Federal
Stafford Loan program. Therefore, Federal Stafford
Loans for graduate students are limited to a maximum
of $18,500 per year in any combination of subsidized
and unsubsidized loans.
Applications for federal student loans, private
education loans, private scholarship opportunities and
information about interest rates and deferments for all
loan programs are available from the nancial aid ofce.
GSLIS Scholarships
GSLIS awards scholarships each semester to students
who give evidence of professional promise and
academic success.
The amount of scholarship money varies with the funds
available. Scholarship applications may be obtained by
contacting the GSLIS ofce or downloading from the
GSLIS Web site. Applications for scholarships should be
received no later than March 15 for summer semester
enrollment, May 15 for fall semester enrollment and
November 15 for spring semester enrollment.
Students competing for GSLIS scholarships should have
superior academic records and are required to submit
scores from either the Graduate Record Examination or
Miller Analogies Test. Students also must have completed
Free Application for Federal Student Aid (FAFSA) to be
received by the U.S. Department of Education. FAFSA
online: www.fafsa.ed.gov. Enter Dominicans school
code, 001750, on the FAFSA and the nancial aid ofce
will automatically receive a copy. A FAFSA must be led
each year.
Endowed Scholarships
Several endowed scholarships may be available each
academic year through the Graduate School of Library
and Information Science. These include the following:
Dorothy Cromien Memorial Scholarship
Honoring the dedication of Dorothy Cromien, professor
of library science at GSLIS for over 20 years, this
scholarship is awarded to a student pursuing studies
with an emphasis on technical services and/or the
history of books and printing.
Mary Eileen Denton Scholarship
This scholarship provides tuition assistance for a student
preparing for work in a public library.
Sr. Lauretta McCusker Scholarship
This scholarship awards tuition assistance in honor of
Sr. Lauretta McCusker, dean emerita and long-time faculty
member of GSLIS.
Kiyoko Mori Scholarship
This scholarship provides tuition assistance for a
GSLIS student.
Sr. Reparata Murray Scholarship
This scholarship awards tuition assistance to African-
American women and is the gift of Marilu Fines in
memory of Sr. Reparata Murray.
Library Technical Assistant Scholarship
Students who have been admitted to the school and
have completed a library technical assistant program may
be granted a 50 percent tuition discount for the
four required courses of the MLIS degree program.
SCHOLARSHIPS AND FINANCIAL AID
18
Appendix I.19
Other Scholarships
Many organizations outside the university offer
scholarship programs to students who are pursuing
masters degrees in library and information science.
These include:
Each year, the American Library Association awards a
number of scholarships to students who are seeking
masters degrees in library and information science from
an ALA-accredited program. Factors considered include
academic excellence, leadership qualities and evidence
of a commitment to a career in librarianship. Information
about the various American Library Association
scholarships is available on their Web site at
www.ala.org/work/awards/scholars.html.
Illinois State Library
The Illinois State Library awards up to 15 training
grants per academic year for students accepted into
ALA-accredited masters degree programs. Applicants
must be residents of Illinois and must consent to spend
the equivalent of two years working full-time in an Illinois
library within the rst three years following graduation.
For further information, consult their Web site at www.
cyberdriveillinois.com/departments/library/home.html.
Illinois Consortium for Educational Opportunity
The Illinois Consortium for Educational Opportunity
program awards scholarships annually to students who
are pursuing advanced degrees. Applicants must be
residents of Illinois and must be from populations that
are historically under-represented in the faculty and
staff of Illinois institutions of higher education. Upon
graduation, an award recipient must agree to accept a
position in teaching or administration at an Illinois
post-secondary educational institution. For further
information, consult their Web site at www.imgip.siu.edu.
On-Campus Employment
Each semester, positions may be available in GSLIS
for students who want to work as graduate assistants.
Positions are generally 10 hours per week. Interested
students should inquire in the GSLIS ofce and complete
an application.
Positions may also be available for computer
laboratory assistants in the universitys technology
centers. Interested students should contact the director
of information technology.
There are a limited number of resident assistant
positions available for graduate students in the
dormitories. Contact the director of residence life for
further information.
Off-Campus Employment
There are numerous part-time, library-related jobs in the
Chicago area for interested students. GSLIS maintains
information on such openings and posts them in the
eRecruiting Network.
Students may access eRecruiting by visiting the Center
for Career Development site at www.careers.dom.edu.
SCHOLARSHIPS AND FINANCIAL AID
18
19
Appendix I.19
Student Advising
GSLIS faculty members give serious attention to the
student advising process. They announce ofce hours,
are available by phone and use email to facilitate
guidance to students as they explore a program of study.
Students are offered the opportunity to have substantive
contact with faculty advisers at appropriate points during
their studies.
Students are assigned an adviser upon admission to the
program. At any time during their studies, students have
the option of changing their advisers by completing a
change of adviser form. Students often take advantage
of that opportunity as their career plans become more
specic. Change of adviser forms are available in the
GSLIS Student Information Center at www.gslis.dom.edu.
GSLIS encourages students to consult with faculty
advisers at a point prior to completing their core courses,
but not necessarily when they are new to the program.
When students are close to completing the core courses,
they have a better sense of where their interests lie. In
addition to one-on-one advising sessions, faculty may
offer group advising sessions to provide information
and address general questions for students with a certain
career focus.
Career Pathway Descriptions
The faculty have prepared descriptions of several
different career objectives along with suggested groups
of courses from which students may select. These
descriptive documents are referred to as career pathways.
These descriptions are representative proles of careers
developed to guide students with career exploration and
course selection. The information in these proles will be
used in addition to faculty advising.
The career pathways descriptions are posted in the
GSLIS Student Information Center at www.gslis.dom.edu.
Students should always consult their adviser when
outlining a specic course of study.
Career Pathways
Academic Librarianship
Archives and Special Collections
Cataloging and Classication
Digital Libraries
Health Sciences
Law Librarianship
Public Librarianship
Reference Services
School Library Media Specialist (K-12)
Special Libraries (Corporate)
Youth Services in Public Libraries for Children
and Young Adults

Registration
Incoming GSLIS students must register in person for their
rst semester classes. After one semester, students may
register online using Campus Web for any course for
which they have completed the prerequisites.
Campus Web allows students to view specic data that
Dominican University maintains pertaining to student
records, including a history of the courses taken. Most
importantly, it will allow registration online using the
Internet. It is not a requirement to use online registration.
In-person registration is also an option at the registrars
ofce. In-person registration is scheduled during day and
evening hours.
Online Registration
Students who wish to register online must have
previously registered in person through the registrars
ofce at least once in order to use Campus Web.
To register with Campus Web, Internet access using
a Web browser such as Internet Explorer is required.
Internet access is available on campus within the
Technology Center and on computers designated for
student use throughout the campus. Registration and
access to course information from off campus is also
available with Internet access using a Web browser.
To access Dominican Universitys Campus Web from
either on or off campus, open a Web browser and type
in: http://cmdsweb.dom.edu/campusweb.
A Dominican student identication number and a PIN
number are required to access Campus Web. Campus
Web will not allow a student to register for courses
without having completed the prerequisite courses.
Special registration situations will require registration
in person.
Adding or Dropping Courses
Students may drop or add courses up to the designated
drop/add date. After one semester of enrollment,
students can drop or add courses online prior to the
designated drop/add deadline. However, graduate
students cannot register for a class after the second class
session, even if the date is within the designated drop/
add date. Missing two classes in graduate program
constitutes six hours of class time.
Incoming students (without a PIN number and access
to Campus Web online) may fax a form to drop a class to
the registrar. Students with access to Campus Web must
drop classes online.
After the add/drop period ends, a student can no
longer drop a class online. Due to nancial and
insurance implications, students dropping a class after
the designated drop date must arrange to drop the
classes in person at the registrars ofce.
STUDENT ADVISING AND REGISTRATION
20
Appendix I.19
Fees And Expenses 2006-2007 Academic Year
Each application must include a $25 non-refundable
application fee. This fee is waived for Dominican
University graduates applying to the program.
Tuition
Per Course (three semester hours): $2,025
Clinical Experience I Student Teaching: $625
Student Teaching and Clinical
Experience Placement Fee: $295
Total Cost Clinical Experience I: $920
Clinical Experience II Internship
Placement Fee: $295
Room and Board
Per academic year, room and board ranges from $6,900 to
$7,990 depending on room and meal plan selections.
Other Fees
Student Fee (per course): $10
Graduation: $50
Late Payment: $20
Late Registration: $25
Payment Plan (per semester, added to
rst payment): $60
Parking (per sticker, per academic year): $30
Transcript of Credits: $5

The fees listed above are for the 2006-2007 academic year
and are subject to change.
Payment of Fees
Bills for tuition and other fees are mailed to the students
at their home address before the beginning of classes for
the semester.
Payment Plans
Payment plans can be arranged at the Ofce of Student
Accounts. All charges must be paid in full before the
semester ends. Statements can be viewed online with the
students PIN number.
Refund Request Form
Please drop off this form, mail it or fax it to Student
Accounts at (708) 488-5045.
Withdrawal
Students may withdraw from a course up to the last class
meeting prior to the nal examination. The registrar must
be given written notice of withdrawal. Giving notice
to the instructor or failing to attend classes will not be
regarded as an ofcial notice of withdrawal.
When the Ofce of Student Accounts has received
ofcial notice of withdrawal from the registrar, tuition
will be refunded according to the following schedule. Re-
funds will be dated as of the end of the week in which
the registrar receives written notication of withdrawal.
Refund Schedule for Fall and Spring
During the rst week 100% refund
During the second week 80% refund
During the third week 60% refund
During the fourth week 40% refund
During the fth week 20% refund
During the sixth week no refund
Refund Schedule for Summer
During the rst week 100% refund
During the second week 80% refund
During the third week 40% refund
During the fourth week no refund
Compressed Schedule Classes
GSLIS also offers courses on a compressed, non-
traditional schedule. These class schedules are
accelerated and may be structured in several ways:
3x3 Classes (15 hours of class time per weekend,
meeting over three days three times
during the semester)
2x3 Classes (15 hours of class time, meet
over two days, three times during
the semester)
Full-day Classes (six hours of class time, meeting
seven times during the semester)
20
21
Appendix I.19
Tuition refunds for withdrawal from these weekend
or day intensive schedule courses is according to the
schedule shown below:
3x3 Classes
after rst night 20% charge
after rst weekend 60% charge
anytime in second weekend 100% charge
2x3 Classes
after rst class 40% charge
after second class 100% charge
Full Day Classes
after the rst class 40% charge
Special fees are not refundable. Students should notify
the Ofce of Student Accounts as to whether any
refund should be mailed to their home address, held
for call or credited to their accounts; without such
notication, refunds will automatically be credited to
the students account.
Refund Schedule
Tuition refunds are based upon the date of completion of
the appropriate academic withdrawal or drop paperwork.
This can be done in the registrars ofce or on the Web.
Loan refunds will not be available until after the last
day for add/drop in the fall, spring and summer. Loan
checks are only available on Tuesday and Thursday after
3:00 p.m. We can only process a refund for you if your
loans are posted to your tuition account and you have
lled out a refund request form. Please dont hesitate to
call rst to see if your check is available.
Financial Regulations
Students may not participate in graduation or receive
recommendations, degrees, honors, semester grades or
transcripts of credits until all bills are paid and Federal
Perkins/National Direct Student Loans are in current status.
Any unpaid bills may be referred to a collection
agency. The student is liable for any collection and legal
costs. All charges are subject to change after 30 days
notice. Registration and enrollment shall be considered
as signifying acceptance of all conditions, rules and
regulations.
22
Appendix I.19

Grade
Numeric
Equivalent
Definition
A 4.0
Outstanding achievement. Student
performance demonstrates full command
of the course materials and evinces a high
level of originality and/or creativity that far
surpasses course expectations; nearly flawless
work.
A- 3.67
Excellent achievement. Student performance
demonstrates thorough knowledge of
the course materials and exceeds course
expectations by completing all requirements
in a superior manner.
B+ 3.33
Good solid work. Student performance
demonstrates strong comprehension of
the course materials and exceeds course
expectations on all tasks as defined in the
course syllabus.
B 3.0
Satisfactory acceptable work. Student
performance meets designated course
expectations, demonstrates understanding
of the course materials and performs at an
acceptable level.
B- 2.67
Marginal work. Student performance
demonstrates incomplete, substandard
understanding of course materials, or absence
of required work; indicates danger of falling
below acceptable grading standard.
C+ 2.33
Unsatisfactory work. Student performance
demonstrates unsatisfactory understanding of
course materials and inability to meet course
requirements.
C 2.0
Unacceptable work. Student performance
demonstrates incomplete and inadequate
understanding of course materials.
C- 1.67 Poor work.
Academic Honesty
All students of GSLIS are expected to observe high
standards of academic honesty and integrity. Any
student whose conduct violates such standards may
be subject to disciplinary action as determined by
due process.
Graduate School of Library and Information
Science Grading Policy
The faculty of the Graduate School of Library and
Information Science use the following guidelines in
their grading:
The following symbols are used to indicate special or
unusual circumstances:
AU = Audit
I = Incomplete
IP = In Progress
NC = No Credit
NR = Not Reported
W = Withdrawal
WU = Unofficial Withdrawal
WW = Withdrawal for Nonattendance
WX = Administrative Withdrawal
The grade of "incomplete" may be given at the
discretion of the instructor for work of acceptable
quality that is unfinished at the close of the term.
The incomplete must be removed by the end of the
following term. At that time, the instructor may report a
grade within the ordinary range of scholarship, a grade
of F or a grade of "no credit."
The grade of "in progress" is given when a course
spans more than one semester, and a grade cannot be
awarded until the course is completed.
The grade of "not reported" is a temporary grade
assigned by the registrar in those cases where it is
impossible to obtain a students grade from the
instructor.
The grade of "administrative withdrawal" is recorded
for a student who has had to withdraw from the
university due to serious illness or other extraordinary
circumstances. This grade requires the written approval
of the dean.
The grade of "unofficial withdrawal" is recorded for a
student who stopped attending all courses by the end
of the sixth week of the semester but who failed to
officially withdraw and failed to respond to inquiries
from the registrar's office.
The grade of "withdrawal for non-attendance" is
recorded for a student registered or who ceased
attending he course. The student failed to officially
withdraw from the course and failed to respond to
inquiries from the registrar's office.
ACADEMIC POLICIES AND STUDENT CONDUCT
22
23
Appendix I.19
Academic Progress
Students are expected to make appropriate academic
progress leading them to the successful completion of
their degrees. No more than six hours of incomplete
grades may be accumulated at one time. Students whose
incomplete grades exceed this level will be restricted
from further registration until incomplete course work
is completed.

Probation and Dismissal
The minimum grade point average (GPA) required for
graduation is 3.0 (B), which must be maintained within
the 12-course program. A student whose GPA falls
below 3.0 upon taking nine semester hours is placed
on probation.
A student on probation must achieve the minimum
GPA by the end of the term when the total hours taken
equal or exceed 18. Any student who has not achieved
the minimum GPA after taking 18 hours will be dropped
from the program. A student who has been dismissed
must wait at least one semester before applying to
be readmitted.
A student who receives a grade of F may repeat the
course only once. The grade of F will be carried on the
transcript, but only that grade which replaces the F will
be calculated into the GPA. Courses for which a passing
grade has been received may not be repeated.
Dominican University reserves the right to deny
registration to any student who, in the opinion of the
administration of the Graduate School of Library and
Information Science, is not progressing satisfactorily
toward a degree or who, for other reasons, is deemed
unsuitable for the program.
Academic Grievances
Academic grievances are defined as problems relating to
classroom conduct, grades for courses and evaluation of
student work.
The procedures for filing an academic grievance are:
A. A student who has a grievance will go first to the
professor(s) involved in order to express the nature of
the grievance and, if possible, to resolve it.
B. If the student is dissatisfied with the result of the
encounter, he/she may take the issue to the dean.
C. If the issue is not satisfactorily resolved, then the
student has the right to request a hearing by the
curriculum committee of the school. The request
should be made in writing within 15 days of the
meeting with the dean. The committee will ask both
parties, student and professor(s), to present a written
statement to the committee within eight days.
ACADEMIC POLICIES AND STUDENT CONDUCT
D. Within 15 days of receipt of the statements, the
committee will bring the parties together for a review
of the grievance.
E. Within eight days of the hearing, the committee will
make recommendations to the dean based on their
judgment of the affair.
Computer Competency
at Dominican University expects students to possess
functional computer competency. Students, including
those who have been admitted but not yet enrolled, are
expected to have these skills upon registration
for classes.
These skills should include:
knowledge of the Windows environment;
prociency in using Internet-based resources such as
email and the Internet Explorer Web browser;
knowledge of logging into and utilizing the Dominican
network; and
familiarity with Microsoft products such as Word, Excel,
Access and PowerPoint.
Documentation covering the basics of many of these
skills is available on Dominicans academic server at
http://domin.dom.edu/documents/studentdocs.htm.
The GSLIS faculty council reviews the computer
competency expectation annually.

24
Appendix I.19
Center for Career Development
Lewis Hall, Room 216
Phone: (708) 524-6786
Fax: (708) 488-5075
Email: careers@dom.edu
The Center for Career Development provides individuals
with the opportunity to explore their own work values,
career interests and skills. The center identies and
provides resources for career education and employment
information. It assists students in the implementation
of their career plans. First-hand information on
employment opportunities is made available through
eRecruiting. Visit www.career.dom.edu.
The center provides in-house publications on writing a
resum, cover letters and job search strategies. Career de-
velopment is accessible online from the Web site at www.
careers.dom.edu, where there are a wide variety of links
to sites for career information for students and alumnae/i.
Prior to graduation, GSLIS graduates may also establish a
credential le in the GSLIS ofce.
Information TechnologyComputer Services
See http://domin.dom.edu/infotech.htm for more
detailed information.
Computer Services is the division of information
technology which deals in the repair and dispersal of
equipment; operating system and software conicts or
problems; application support; and, server/account
maintenance. Any concerns you may have that fall
under these topics should be addressed by contacting
Jill Albin-Hill, Director of IT at (708) 524-6832 or by email
at jalbin@dom.edu.

Network Access with Personal Equipment
To access Dominican Universitys network via a wall jack,
you are required to have:
an ethernet cable;
an up-to-date antivirus software installed and running.

If you do not have antivirus software installed, it is
available at http://updates.dom.edu;
all critical patches installed, if you are running

Windows. If you are missing any or are not sure, please
visit http://windowsupdate.microsoft.com;
all critical patches installed, if you are running Apple

OS. If you are missing any or are not sure, please run
the software update feature.

To access Dominican Universitys network via wireless,
you are required to have:
a wireless network card;
an up-to-date antivirus software installed and running.

If you do not have antivirus software installed, it is
available at http://updates.dom.edu;
all critical patches installed, if you are running

Windows. If you are missing any or are not sure,
please visit http://windowsupdate.microsoft.com.
all critical patches installed, if you are running Apple

OS. If you are missing any or are not sure, please run
the software update feature.
Wireless access is available in the Rebecca Crown
Library, Technology Center and Grill.
Failure to adhere to these guidelines can lead to loss
of network privileges.
Contact IT
Phone (708) 524-6832
Fax (708) 488-5111
IT Staff
IT ofces are located in the lower level of Lewis Hall,
within the Technology Center.
Technology Center Hours
Fall and Spring Term
Monday through Thursday 8:00 am - midnight
Friday 8:00 am - 5:00 pm
Saturday 9:00 am - 5:00 pm
Sunday noon - midnight

Summer Term
Monday through Thursday 8:00 am - 10:30pm
Friday 8:00 am - 5:00pm
Saturday 9:00 am - 5:00 pm
Sunday noon - 10:00 pm
Hours change during exam periods and holidays.
UNIVERSITY SERVICES
24
25
Appendix I.19
COURSES OF INSTRUCTION
26
Appendix I.19
LIS COURSE DESCRIPTIONS
Course schedules are available on the GSLIS Web site at
www.gslis.dom.edu. These schedules include names
of instructors, sections and meeting times and incorporate
any changes made after this bulletin goes to press.
Required courses are LIS 701, 703, 704 and one
required course selected from the following: LIS 770
Management of Libraries and Information Centers or LIS
773 School Libraries.
Dominican University reserves the right to withdraw
any course for which registration is not sufcient to
warrant the organization of a class.
All courses require LIS 701 as a prerequisite or as a
co-requisite for the other required courses. Therefore LIS
701 is the recommended rst course for all GSLIS
students. Students are strongly urged to schedule the
other three required courses as early in their program
of study as possible. A majority of the elective courses
require one or more required courses as prerequisite;
those requirements are set forth in the course
descriptions below. Prerequisites may be waived with
the written consent of the instructor.
Course syllabi are posted on the GSLIS Web site at
http://domin.dom.edu/syllabi.htm.
Required courses are offered fall, spring and at least
once during the summer term. LIS 701 is offered in the
fall term on the main campus in River Forest, downtown
Chicago, and in the northern suburbs; and in spring and
summer session I on the main campus.
All courses are offered on a regularly scheduled
rotation as indicated at the end of each
course description.
Students wishing to examine in depth a topic that is
not covered in the curriculum may plan an independent
study in the area of interest. All special studies (LIS 801)
require the consent of the instructor before registration
is approved. The plan for a specic course may
require laboratory experience, eld trips or similar
activities. Students are expected to provide their own
transportation.
All courses carry three semester hours of graduate
credit unless otherwise noted.
LIS 701 INTRODUCTION TO LIBRARY AND
INFORMATION SCIENCE
An overview of the history, philosophy, purpose,
functions and processes, users, collections and evaluation
of academic, public, school and special libraries and
information centers; of the history and trends of books
and other media, publishing, and information technology;
of the principles and basic elements of the collection
development process; of relevant legal and ethical topic
intellectual property (copyright), access, condentiality of
records, intellectual freedom and censorship; and of
current professional issues. This is the recommended
rst course for all GSLIS students.
Offered in fall, spring and summer.
LIS 703 ORGANIZATION OF KNOWLEDGE
An overview of principles, methods and systems in
the organization of all types of library materials and
information. An introduction to the basic-level use and
interpretation of principles for AACR2, subject headings,
Dewey Decimal Classication, OCLC (Online Computer
Library Center), MARC21 (Machine Readable Cataloging)
formats and Library of Congress Classication.
Prerequisite or co-requisite: 701.
LIS 704 REFERENCE AND ONLINE SERVICES
An introduction to effective reference service in an
electronic age. The course deals with the selection,
evaluation and use of general reference sources in both
hard-copy and digital formats; nature, development,
functions and management of reference and online
services; reference interview; concepts, principles
and problems of online bibliographic organization
and control.
LIS 710 DESCRIPTIVE BIBLIOGRAPHY
An examination of the physical book. Collation,
binding, imprints, colophons and more are examined
in their textual, physical and historical contexts.
Prerequisites: 701.
Offered in summer.
LIS 711 EARLY BOOKS AND MANUSCRIPTS
From clay, papyrus and parchment origins; ancient
alphabets to the Roman; medieval manuscript
hands and illumination; book production and
bookselling; foundations of signicant libraries;
bibliographic sources.
Prerequisites: 701.
Offered in spring.
27
26
Appendix I.19
LIS 712 HISTORY OF THE PRINTED BOOK
From Gutenberg to the present; introduction to publishing,
printing processes, book design (typography, illustration,
binding) and distribution.
Prerequisite: 701.
Offered in fall.
LIS 713 PRESERVATION AND CONSERVATION
Preservation and conservation of library materials,
preventing damage, planning for disaster, restoration,
equipment and supplies, environmental controls,
storage and sources of information.
Prerequisites: 701.
Offered in fall.
LIS 716 COMMUNICATION FOR LEADERSHIP
Theory, research and practice of interpersonal and
group communications for collaborative leadership roles:
facilitator, coach, catalyst and leader. Includes using a
variety of media for information transfer among groups;
communicating a leadership stance; creating and
enrolling others in your vision (advocacy), developing
organization support for your vision (systems literacy)
and building skills in interpersonal communications,
groups dynamics, negotiations, conict resolution and
asserting inuence.
Prerequisites: 701, 703 and 704.
LIS 717 HUMAN RECORDS AND SOCIETY
An investigation of the social role of human records. The
principal focus is on the role of recorded communication
in the development of institutions and traditions of
knowledge.
Prerequisite: 701.
Offered in summer.
LIS 718 STORYTELLING FOR ADULTS AND CHIL-
DREN
The art of storytelling is perfected through presentation
and self-evaluation. Students will develop their own styles
and methods of presentation. Readings in folk literature
as well as more contemporary and classical sources are
required. Students will present stories regularly in class
or elsewhere, plan storytelling programs and learn to
evaluate and provide critiques of storytelling.
Prerequisites or co-requisites: 701 and 704.
Offered in spring and summer.
LIS 721 LIBRARY MATERIALS FOR CHILDREN
Selection, evaluation and use of media for children
in elementary and middle schools and public libraries.
Materials in curricular areas are studied along with
an examination of the relationships of materials to
developmental characteristics and individual
differences of the child, to curriculum and recreation,
to the exceptional child, and to a multicultural society.
Prerequisites or co-requisites: 701, 703 and 704.
LIS 722 LIBRARY MATERIALS FOR YOUNG
ADULTS
Selection, evaluation and use of media for young adults
in middle and secondary schools and public libraries.
Materials in curricular areas are studied along with an
examination of the relationships of materials to
developmental characteristics and individual differences
of young adults in contemporary society, to curriculum
and recreation, to the exceptional young adult and to a
multicultural society.
Prerequisites or co-requisites: 701, 703 and 704.
LIS 723 SERVICES FOR CHILDREN AND
YOUNG ADULTS
Introduction to the planning, promotion, implementation
and evaluation of literature-sharing services for children
and young adults in school and public libraries. Emphasis
is placed on techniques, such as presenting parent/
teacher workshops, storytelling, presenting book talks
and story programming.
Prerequisites: 701, 704 and 721 or 722.
Offered in fall and summer.
LIS 724 MEDIA SERVICES AND PRODUCTION
An overview of media technologies used in the teaching/
learning process. Emphasis is given to: the relationship of
learning theory to use of media (including interactive and
multimedia technologies); the role of the library media
specialist in facilitating effective creation/production use
of media by students and teachers in elementary, middle
and secondary schools; copyright issues; and planning
for technology.
LIS 725 CURRICULUM AND SCHOOL LIBRARIES
Introduction to the history, current trends and integration
of curriculum as it relates to the school library media
program serving students in elementary, middle and
secondary schools. Emphasis is on collaborative planning
and teaching between the library media specialist
and teachers.
Prerequisites: 701, 703, 704, 716, 721, 722, 724 and 773.
LIS 726/EDU 528 LEARNING THEORIES, MOTIVA-
TION, AND TECHNOLOGY
Candidates examine various theories of learning and
motivation and apply their understandings in the design
28
Appendix I.19
of learning opportunities for students. Candidates explore
the use of concepts underpinning the use of learning
technologies and the use of computers in a constructivist
classroom. They study productivity and online tools and
acquire skills for using technology in instruction. Students
develop competence in the methodologies and strategies
for integrating technology into classroom activities.
Additionally, candidates examine research related
to human, legal and equity issues concerning the use
of computers and related technologies in
educational settings.
Prerequisites: LIS 701, 703, 704, 773 (SLMP students), 724
and School Library Media Program director permission.
LIS 727/EDU 560 INTEGRATING TECHNOLOGY
INTO THE CURRICULUM
This course provides a hands-on approach to integrating
technology into the instructional and administrative
aspects of teaching at the elementary, middle, and
secondary school levels based on the Illinois Professional
Teaching Standards, Illinois Learner Outcomes Standards,
and Core Technology Standards for All Teachers.
Candidates study, evaluate and use a variety of
professional and instructional software to develop
instructional tools and complete administrative tasks.
Candidates develop Web pages and use the Internet as a
teaching tool. Candidates study processes for hardware
and software selection. They also explore the selection,
evaluation and use of multimedia.
Prerequisites: LIS701, 703, 704, 773 (SLMP students), 724
and School Library Media Program director permission.
LIS 728 CLINICAL EXPERIENCE I
STUDENT TEACHING
Practical experience in elementary, middle or secondary
school library media centers totaling 400 hours. Students
are placed in an elementary/middle school and a middle/
secondary school setting for two, non-paid, supervised
clinical experiences. Fee required. Credit: ve semester
hours of student teaching credit (does not count toward
the MLIS degree).
Prerequisites: 701, 703, 704, 716, 721, 722, 724, 725, 773
and approval of the coordinator of clinical practice.
Offered in fall and spring.

LIS 729 CLINICAL EXPERIENCE IIINTERNSHIP
Practical experience in elementary, middle or secondary
school library media centers totaling 160 clock hours.
Students are placed in an elementary/middle school and
a middle/secondary school setting for two, non-paid,
supervised clinical experiences. Fee required.
Prerequisites: 701, 703, 704, 716, 721, 722, 724, 725, 773
and approval of the coordinator of clinical practice.
LIS 730 CATALOGING AND CLASSIFICATION
Study of cataloging and classication systems with
the primary emphasis on practical applications of
standardized tools such as AACR; MARC 21 (Machine
Readable Cataloging formats); Dewey Decimal
Classication and subject headings. The focus will be
on their practical applications by examining different
bibliographic problems found in various types of
information resources. The discussion of practical
applications will relate to current developments and
changes in the eld of technical services.
Prerequisites: 701 and 703.
Offered in spring.
LIS 731 LC SUBJECT ANALYSIS
In-depth study of the Library of Congress (LC)
Classication system, including LC subject headings, the
application of LC classication schedules to general and
special libraries, and the question of reclassication.
Analysis of subject headings and other vocabulary
approaches to information. Comparative study of the
Library of Congress Classication system with other
signicant classication systems.
Offered in summer.
LIS 732 INDEXING AND ABSTRACTING
The fundamentals of indexing and abstracting in theory
and practice; formation of vocabularies; construction of
a thesaurus; systems of indexing; effects of systems upon
information retrieval; style and format of abstracts;
evaluation of abstracting services; and requirements
of users of abstracts.
Offered in summer.
LIS 733 SERIALS MANAGEMENT
An overview of serial publications, their genesis,
forms, handling procedures and use. A study of manual
and mechanized procedures, content, selection and
bibliographic control; library policy and administration
of the serials function; and national and international
cooperative serial programs.

LIS 737 ONLINE INFORMATION SYSTEMS
Fundamentals of library automation, with a central
emphasis on the design, development, management
and uses of the Online Public Access Catalogues in the
28
29
Appendix I.19
context of integrated library systems. Studies selection,
evaluation and use of computer-based systems for
acquisitions, cataloging, circulation, serials control and
other library processes. Focuses on managerial issues,
including evaluation of automated systems, system
migration, RFPs, local system design, authority control,
standards and protocols.
Offered in summer.
LIS 740 REFERENCE SOURCES IN THE HUMANITIES
Study of criteria and methods for the evaluation,
selection and utilization of materials, including
introduction to appropriate databases, in philosophy,
religion, visual arts, performing arts and literature.
LIS 741 REFERENCE SOURCES IN THE
SOCIAL SCIENCES
A survey of the production, appraisal and use of
reference and information sources, including databases,
in the elds making up the social sciences.
Offered spring and summer.
LIS 742 REFERENCE SOURCES IN THE SCIENCES
Introduction to communication patterns and bibliographic
control of information in the pure and applied sciences.
Emphasis is on reference sources as they relate to user
information needs and on the identication and
optimization of appropriate search techniques, both
manual and automated.
LIS 743 REFERENCE SOURCES IN BUSINESS
AND ECONOMICS
A study of management information resources.
The course analyzes the production and access of
externally generated information in both computer and
print formats.
Offered in fall and summer.
LIS 744 GOVERNMENT INFORMATION RESOURCES
Selection and acquisition of government publications;
their organization and use for reference purposes.

LIS 745 SEARCHING ELECTRONIC DATABASES
Advanced study of the principles, concepts and skills
needed in reference and information services in order
to help answer users information queries by searching
electronically accessible databases. An overview of
existing and state-of-the-art information systems, and
the development of appropriate search strategies.
LIS 748 COLLECTION MANAGEMENT
An overview of collection development and management
for libraries and information centers. The evaluation and
selection of materials in all formats will be discussed.
Particular emphasis will be given to an analysis of
issues related to access of electronic content. In
addition, methods for managing print, digital, and
multimedia collections will be examined. Publishing
trends and emerging information product formats will
also be studied.
LIS 750 INFORMATION STORAGE
AND RETRIEVAL
A course designed to consider the basic principles of
information: its generation, communication, storage and
subsequent dissemination. Emphasis will be upon various
theories of information generation and control and on
the environment surrounding information utilization,
including such topics as user characteristics, le design,
utilization of efcient and appropriate search strategies,
and measurement of the effectiveness of information
systems. Current research will be presented for analysis.
Offered in fall.
LIS 751 DATABASE MANAGEMENT
An introduction to database concepts, database design
and database implementation. Examines the role of
data in the library/information environment and the
application of database principles in information storage
and handling. Students will have hands-on practice with
a database management system.
Offered in spring.
30
Appendix I.19
INDEX
LIS 752 NETWORKS
An introduction to the issues of computer connectivity
beyond remote telecommunications. Presents an
introduction to network topologies and protocols, the
Open Systems Interconnection (OSI) model and the
associated protocols, the Novell operating system and
administrative matters relating to networks.
Offered in spring.
LIS 753 INTERNET FUNDAMENTALS AND DESIGN
An introduction to the fundamentals of the Internet,
including its origins, evolution, architecture, current
issues and future. Students will gain a basic under-
standing about Web content languages, Web site
management and design/usability principles. Students
will also be introduced to the fundamentals of
telecommunications and networking with examples
drawn from the Internet. Critical Internet issues such as
search engine limitations, security, privacy, copyright,
governance and other related topics will also
be discussed.

LIS 754/GSBIS 722 SYSTEMS ANALYSIS
AND DESIGN I
Introduction to the concepts and techniques of systems
analysis and design, and their application to information
systems and services. Systems analysis is broadly dened,
including related topics such as cost-benet analysis
and operations research. Topics include critical path
methodology, basic queuing theory, retrieval system
evaluation and measurement, and human factors in
information systems design. The course also offers an
introduction to logical data structuring.
Offered in spring.
LIS 755/GSB 785 INFORMATION POLICY
An overview of information policy issues, both intra- and
inter-organizational. One major cluster of topics covered
includes the role, the organization, and the effect,
particularly as it concerns productivity, of information
services within the organization. A second major cluster
concerns the policy issues relating to inter-organizational
creation and use of information, including economic,
legal and social issues, and broad policy concerns
such as trans-border data ow and national
information policies.
Prerequisites: 701 and one course chosen from
770 through 774.
Offered in spring.
LIS 756/GSB 624 ORGANIZATIONAL ANALYSIS
An analysis of the theory and operation of large,
complex, formal organizations. The course examines
the organization as an economic, social, bureaucratic
and information system with regard to such factors as
structure, change, decision-making and knowledge
management.
Prerequisites: LIS 701, 703 and 704.
Offered in fall.
LIS 757/GBIS 727 DECISION SUPPORT SYSTEMS
A focus on various computer-based approaches to
knowledge management. Topics addressed include
knowledge representation and combining information
from multiple sources, decision support systems,
rule-based systems, expert systems, intelligent agents
and group software. Students will design and implement
knowledge-based systems using appropriate tools.
They will also experiment with intelligent agent and
groupware applications.
Offered in spring.
LIS 758 COMMUNITY INFORMATICS
A study of how local communities use technology.
This course is aimed at future librarians and other
professionals who will work in and serve communities
and need to understand their dynamics and how they
are using new technologies. Public access computer labs,
community wireless projects, and other grassroots use
of information technology are the practical projects that
will be examined, using concepts such as social networks
and social capital, among others. Communities in
metropolitan Chicago as well as a set of federally funded
projects will be the focus of student research.
Prerequisites: 701
Offered in fall.
LIS 759 DIGITAL LIBRARIES
Digitization is a technology which affects all aspects of
the information cycle and information services: creation,
collection, organization, dissemination, and utilization.
This survey course will review digital collections within
the broader context of library and information services
and will examine issues of creation, selection, collection,
organization, dissemination and access, and preservation
of electronic records. The course will address conceptual
foundations as well as practical understanding of
digital libraries.
Prerequisite: 701, 703 and 704.
Offered in fall.
31
Appendix I.19
LIS 760 INTERNATIONAL LIBRARIANSHIP
An introduction to library and information service
outside the United States, placing the service within the
socio-economic and culural contexts. Allows students to
learn about library and information service in selected
countries through class sessions and individual reading
and research. Encourages students to develop the ability
to make thoughtful analyses of issues in providing library
and information services.
Prerequisites: 701.
Offered in summer.

LIS 761 PUBLIC RELATIONS
A seminar focusing on skills needed by libraries to
research, plan and implement an effective public relations
program for all types of libraries. Five components
are covered: general background, planning, design,
implementation and marketing of the library.
Prerequisites: 701, 703, 704, 770 or 773.
Offered in summer.
LIS 762 LITERACY AND LIBRARY INVOLVEMENT
An overview of library involvement in literacy
programming in local communities. Emphasis will be
placed on examining community needs for literacy
services, developing and implementing library literacy
services to meet those needs and building partnerships
and networks with literacy providers and other
community groups.
Offered in spring.
LIS 763 READERS ADVISORY SERVICES
A course on serving adult reading needs which addresses
ction (mystery, science ction, romance, western and
more), non-ction (self-help, biography and history) and
links among the ction and non-ction genres. The
relationship of readers advisory services with reference
and other library programs, research on adult reading,
and popular reading in an information society will be
examined. Students will also gain experience in adult
book discussions.
LIS 764 LIBRARY USER INSTRUCTION
An introduction to the principles of information literacy
with two emphases: developing a conceptual framework
for library user education, including an overview of
learning theory, teaching methods, and instructional
design; and applying the theory in practical library
teaching/learning situations.
LIS 769 RESEARCH METHODS
Almost everyone does research in some form or another,
and librarians and archivists are often called upon to
support them or to carry out their own research. Stu-
dents in this course will learn by doing, using the scien-
tic literature to guide them in practicing scholarly re-
search methods by carrying out a collaborative research
project during the semester. The class will design and
implement a small study of a library or information-
related phenomenon.
Prerequisites: 701 offered in spring.
LIS 770 MANAGEMENT OF LIBRARIES AND
INFORMATION CENTERS
Development of the basic theories and principles of
management and their application in the organization
and operation of libraries and information centers.
Particular stress will be given to goals, policies,
personnel, structure, work division, communications,
leadership, budgets, systems analysis and future
directions in administration.
LIS 771 PUBLIC LIBRARIES
An introduction to the public library. Emphasis is on
the history and theory of public library service and on
library law and nance. Special problems such as
censorship and the evaluation of public library service
are also considered.
Prerequisite: 701.
Offered in spring.
LIS 772 ACADEMIC LIBRARIES
Administrative issues and service patterns peculiar to the
academic library. Attention is directed to the relationship
between the functions of the library and the program of
higher education.
Prerequisite: 701.
Offered in spring.
LIS 773 SCHOOL LIBRARIES
Introduction to the history, purpose, functions, structure
and management of the school library media program
serving students in elementary, middle and secondary
schools. Broad planning in areas such as curriculum,
personnel, facilities, nance, acquisitions and public
relations. Contemporary issues, legislation and
technologies, as well as service to the exceptional
child will be examined.
Prerequisite or co-requisite: 701, 703 and 704.
INDEX
32
Appendix I.19
LIS 774 SPECIAL LIBRARIES
Introduction to the objectives, organization and
operation of special libraries, with emphasis on elds
of student interest.
Offered in spring.
LIS 775 ARCHIVAL ADMINISTRATION
AND SERVICES
The collection, servicing and arrangement of archives
and manuscript holdings.
Offered in fall.
LIS 776 MUSIC LIBRARIANSHIP
History, objectives, functions and administration of music
libraries serving music schools, universities, public
libraries and research institutions. Library resources
for musical research. Acquisition, cataloging and
classication of music scores and sound recordings.
Offered in summer.
LIS 778 THEOLOGICAL LIBRARIANSHIP
Theological reference materials, sources and problems
in cataloging theological materials, automation in
theological libraries and theological librarianship as
a professional eld will be studied.
Offered in spring.
LIS 779 PLANNING AND EQUIPPING LIBRARIES
Introduction to basic principles involved in planning
library quarters. Consideration of factors essential to
wise choice of proper equipment and furnishings
for libraries.
Prerequisites: 701 and one course chosen from 770
through 774.
Offered in fall.
LIS 780 HEALTH SCIENCES LIBRARIANSHIP
Introduction to health sciences librarianship and
the environment in which it operates. Includes an
orientation to the health care eld, a review of health
sciences library operations and administration, and
discussion of library service models. Topics include
organization of space and services, nancial
management, consumer health, technology applications,
evidence-based medicine and distance education.
Offered in spring.
LIS 781 REFERENCE SOURCES IN
HEALTH SCIENCES
Introduction to reference sources in the health sciences.
Includes review of health sciences dictionaries, manuals,
handbooks, directories, biographical sources, abstracts
and indexes, annuals and pharmaceutical resources.
Special attention is provided for analysis of online
full-text resources available via the Internet and health
sciences databases including MEDLINE.
Offered in fall.
LIS 782 SEMINAR IN HEALTH SCIENCES
Analysis of current trends and issues in health sciences
librarianship. Areas of concentration will vary from year
to year as need arises. Current issues include evidence-
based medicine and bio-ethics.
Offered on demand, as need arises.
LIS 784 ARCHIVES AND COLLECTIVE MEMORY
This course will examine the relationship between
the disciplines of archives and history and the impact
that each has on the other in the process of memory
construction, public history display, and the formulation
of political, social and national identities and their
expression in a variety of cultural records. Using a
wide range of case studies, the class will touch on
video testimonies, museum displays, archival
collections, photographs, and public monuments and
commemorations. Focusing on 19th- and 20th-century
events, this course will consider such archival and
historical issues as the use or misuse of archives to shape
political myths, the use of documents and other cultural
records to inuence a shared historical consciousness,
the role of technology in memory construction and
historic preservation, and the place of archives in public
discourse and in political struggles over the notion of a
shared cultural heritage.
Prerequisites: 701, 703, 704 and 775 or permission of
the instructor.
Offered in fall.
LIS 787 LEGAL INFORMATION SOURCES
Introduction to legal information. Includes national, state
and international bibliography with special attention to
online full-text resources available via the Internet and
legal databases including LEXIS and WESTLAW.
Offered in fall.
33
Appendix I.19
LIS 788 LAW LIBRARIANSHIP
Introduction to law librarianship and the environment in
which it operates, including law libraries in law schools,
rms and government. Includes an orientation to the
legal eld, a review of law library operations and
administration, and discussion of library service models.
Topics include organization of services and space,
nancial management and technology applications.
Prerequisites: 701.
Offered in spring.
LIS 789 ADVANCED TOPICS IN KNOWLEDGE
MANAGEMENT
Analysis of current issues.
Prerequisites: 701, 703, 704 and 770 or 773 or permission
of the instructor.
Offered as need arises.
LIS 790 ADVANCED TOPICS IN
LAW LIBRARIANSHIP
Analysis of current trends and issues in legal
librarianship. Areas of concentration will vary.
Prerequisite: 787 or 788 or permission of instructor.
Offered as need arises.
LIS 791 ORGANIZATIONAL AND MULTICULTURAL
COMMUNICATION
This is a course designed to help students survive
and thrive as employees in library, information,
and knowledge organizations serving increasingly
multicultural local, national, and world contexts. Course
participants will develop the communications skills and
understandings necessary to success in 21st century
academic, public, and school libraries, as well as
corporate information and knowledge
management centers.
Prerequisites: 701
Offered fall.
LIS 799 PRACTICUM
Supervised experience (120 hours) in an approved
library or information center under the direction of a
GSLIS faculty member. In addition, a course research
report or project, will be required. The library supervisor,
the faculty member and the student meet periodically to
review the students progress.
Prerequisites: 10 courses including 701, 703, 704 and 770
or 773. GPA of 3.3 or higher.
Offered fall, spring and summer.
LIS 801 SPECIAL STUDIES IN LIBRARIANSHIP
Directed and supervised projects of independent study.
Limited to students having a grade point average of 3.3
or above who have a sufcient background to work
independently. Consent of the instructor is required
before registration.
Prerequisites: Completion of eight courses, including 701,
703, 704 and 770 or 773. No student may take more than
two independent studies.
LIS 802 - LIS 820 SEMINARS
Analysis of current trends and issues. Seminars in the
past have included Evidence-Based Medicine, Project
Management, Technology in School Media Centers,
Resources of American Research Libraries, Public Library
History and Theory, and Current Topics in Librarianship.
Prerequisites: 701, 703, 704 and 770 or 773.
LIS 805 SEMINAR: GREAT LIBRARIES COLLECTIONS
Although the focus is global, most of the institutions
studied in this course are national or university libraries in
North America or Europe. Among the topics considered
are: What makes a library great, the global distribution
of such institutions, factors which help to explain the
development of resourcesboth general and special
collections, strengths and weaknesses of selected
institutions' holdings, the nancial, spacial, manageral and
human resources necessary to create and maintain great
research libraries and issues facing great libraries at the
opening of the 21st century. The ve mega libraries of the
Western world (Bibliotheque Nationale de France, British
Library, Harvard University Library, Library of Congress
and New York Public Library) serve as benchmarks for
comparison and contrast.
Prerequisites: 701
LIS 812 SCHOLARLY COMMUNICATION IN
THE SCIENCES
This seminar explores the processes behind scholarly
communication, largely in the sciences, and the
growing roles of libraries, scholars and the Internet in
altering the dynamics of scholarly communication.
Traditional, formal methods of communication will be
investigated as well as emerging models.
Offered in fall.
34
Appendix I.19
LIS 830 SEMINAR IN BIBLIOGRAPHIC CONTROL
History and theory of classication; comparative study
of individual classication systems: Cutter Expansive,
Universal Decimal, Colon, and others. Development of
library catalogs and catalog codes; methods of subject
access to library materials. Analysis of current issues and
problems in research for cataloging and classication.
LIS 840 SEMINAR IN REFERENCE SERVICES
Analysis of current problems and projects in the areas
of research and reference.

LIS 880/GSB 784 KNOWLEDGE MANAGEMENT
Provides an awareness of current theories and
foundation of knowledge management with an
emphasis on prot and not-for-prot organizations.
Discusses knowledge assets and their value to
organizations in terms of products, processes, market
and services. Examines analytical tools and techniques
for knowledge acquisition, assessment, evaluation,
management and organization and dissemination.
Provides an analysis of commercially available
documents, databases and applications packages,
reviews best practices and experiences and
addresses the design and execution of knowledge
management projects.
Prerequisites: 701, 703, 704 and 770 or 773, or
permission of the instructor.
Offered in fall.
LIS 881 ADVANCED ARCHIVAL MANAGEMENT
Archival practice is the profession of advocacy for
historical memory. Consider and explore theories,
policies and procedures of archives in this seminar-style
course. Emphasis will be on appraisal/acquisition,
description, reference/outreach, including topics on
donor relations, legal and ethical issues, automation,
and electronic records. Current research in these topics
will be presented for analysis.
Prerequisites: 701, 703, 704. 770 or 773, and 775.
Offered in spring.
LIS 882 METADATA FOR INTERNET RESOURCES
This seminar-style course will provide a
comprehensive and practical understanding of
cataloging Internet resourcesfrom selection and
collection management to cataloging/classication
and catalog maintenance. It will explore cataloging
complements and alternatives: TEI headers,
EAD, metadata and Web pages. Will study the
underlying concepts of these approaches and their
implementation. With a view toward the future, the
boundaries of new technology applications will
be pushed and explored by examining auto-mated
metadata record creation, subject analysis
and classication.
Offered in fall.
LIS 884 COMPETITIVE INTELLIGENCE
Competitive Intelligence (CI) is a disciplineusing
legal and ethical meansfor efciently discovering,
developing and delivering timely, relevant new
knowledge about the external environment to
facilitate effective decision-making. This course
provides an overview of CI within an organizational
setting and provides tools and techniques to practice
the profession (including consulting work). The core
focus is to review CI best practices and experiences,
leverage information as knowledge assets and their
organizational value for business management
decision-making.
Offered in fall.
34
35
Appendix I.19
Advisory Board
Carolyn Anthony
Director
David Bishop
Director
Northwestern University Libraries
Jane Burke
General Manager, Serial Solutions
Vice President, ProQuest
Alice Calabrese
Executive Director
Anne Craig
Director
Jacqueline Crook
Consultant
Mary Dempsey
Commissioner
The Chicago Public Library
Carla Funk
Executive Director
Medical Library Association
Sarah Ann Long
Executive Director
North Suburban Library System
Judith Nadler
Director and University Librarian
The University of Chicago Library
Bernard Reilly
President
Center for Research Libraries
Robert Seal
Dean of Libraries
Loyola University
Lorelle R. Swader
Director, Office of Human Resources
Development and Recruitment
Graduate School of Library and
Information Science
Alumnae/i Council
Academic
Christopher Stewart, MLIS 95
Dean of Libraries
Illinois Institute of Technology
Galvin Library
Academic
Kathleen Bethel, MALS 77
Reference Librarian
African American Studies
Northwestern University Library
Public
Teresa Madrigal, MLIS 02
Childrens Librarian
Back of the Yards, CPL
Public
Rita Sullivan, MLIS 05
Public
Dawn Bussey, MLIS 96
Director
River Forest Public Library
School
Francis Feeley, MLIS 05
King Lab Magnet School
School
Kathleen Krepps, MLIS 01
Downers Grove South High School
School
Francine Kupec, MLIS 01
Nettlehorst Elementary School
Special
Linda Hanrath, MALS 74
Corporate Librarian
Wm. Wrigley Jr. Company
Special
Jan Chindlund, MALS 89
Group Project Manager
McDonalds Corporation
Ex-Ofcio
Susan Roman
Dean, GSLIS
Board of Trustees
2006-2007
Mary E. Callow 67, Chair
Richard M. King MBA 83, Vice Chair
Kathleen Ashe, OP 52
Daniel Beach, Faculty Trustee
Pier C. Borra
Mark Carbonara, Student Trustee
Donna M. Carroll, ex officio
Caroline Sanchez Crozier 79
Barbara M. Fiedler 58
Michael J. Furey MBA 81
Michelle Germanson, OP
Patricia Mulcahey, OP 63
Daniel C. Hill
Richard J. Jasculca
Michael E. Kelly
Timothy G. Kelly 82
Kevin M. Killips 79
Lily Elizabeth Li
Eugene T. McEnery, MD
Martin J. Noll
Kevin ORourke, OP
Raymond C. Parmer
Raymond J. Reid
Daniel M. Romano
M. Catherine Crowley Ryan 61
Judy Scully 66
Susan L. Secker 67
Jacqueline Shaffer Silveri 83
R. Matthew Simon
Sherry S. Treston 72
Carolyn J. Noonan Parmer 52
Trustee Emerita
M. James Termondt
Trustee Emeritus
COUNCILS AND BOARDS
36
Appendix I.19
INDEX
Academic Policies and Student Conduct .............................. 23
Accelerated BA/MLIS Option ...................................................9
Adding/Dropping Courses .................................................... 20
Admissions ............................................................................ 14
Advisors ................................................................................ 20
Alumni Participation in Classes ............................................. 11
Applications and Admission .................................................. 14
Archives Certication ............................................................. 10
Auditing ................................................................................. 11
Bachelor of Arts Degree, Accelerated ......................................9
Beta Phi Mu ........................................................................... 17
Career Pathway Descriptions ................................................ 20
Career Services ..................................................................... 25
Certicate of Special Study (Post-Masters) ............................9
Certication
(see School Library Media Certication
and Endorsement) .................................................................7
Clinical Experience ...................................................................8
Combined/Dual Degree Programs ...........................................9
Compressed Schedule Classes ........................................ 21, 22
Computer Competency ......................................................... 24
Computer Services ............................................................... 25
Continuing Education (see Certicate of
Special Study and Graduate Student at Large) ................ 9, 12
Councils and Boards ............................................................. 36
Courses of Instruction .......................................................... 26
Credit, Transfer of (see Transfer of Credit) ............................. 14
Curriculum, MLIS .................................................................. 27
Degrees and Programs ............................................................5
Dismissal .............................................................................. 24
Dual Degrees (see Combined/Dual Degrees) ..........................9
E-mail and Internet Accounts ............................................... 25
English Language Requirement ............................................. 14
Faculty Advisors (see Advisors) ........................................... 20
Fees ....................................................................................... 21
Financial Assistance .............................................................. 18
Grading Policy ....................................................................... 23
Graduate Record Examination (GRE) ..................................... 14
Graduate Student At Large .................................................... 12
Graduation Requirements ...................................................6, 7
Grievances ............................................................................ 24
Helen Cohen Outstanding Student Award ............................. 17
Illinois Certication Testing Requirement ................................8
Illinois State Board of Education Requirements ......................8
Incomplete Grade ................................................................. 23
Independent Study and Internship ........................................ 11
International Students ........................................................... 14
Knowledgde Management Certicate .....................................6
Student Association (LISSA) .............................................. 17
Master of Arts in Public History, Dual Degree ........................ 10
Master of Business Administration, Dual Degree ....................9
Master of Divinity, Dual Degree ............................................. 10
Master of Library and Information Science Degree ..................5
Degree with School Library Media Certication .....................7
Master of Music, Dual Degree ............................................... 10
Master of Science in Knowledge Management Degree ...........5
MAT (Miller Analogies Test) ................................................... 14
Mission, GSLIS .........................................................................3
Payment Plans ....................................................................... 21
Post-Baccalaureate Knowledge Management Certicate ........6
Post-MLIS Admissions ........................................................... 15
Practicum ............................................................................... 11
Probation .............................................................................. 24
Refunds ........................................................................... 21, 22
Registration, Fees, Withdrawals ........................................... 20
Requirements for Degree .....................................................6, 7
Room and Board .................................................................... 21
Scholarships and Financial Aid .............................................. 18
School Library Media Certication and Endorsement .........7, 8
SLA (Special Libraries Association Student Chapter) ............ 17
Student Life ........................................................................... 17
Student Conduct ................................................................... 23
Student Organizations (see LISSA) ........................................ 17
Student-at-Large (see Graduate Student at Large) ................ 12
Technology Center ................................................................ 25
Test of English as a Foreign Language (TOEFL) ...................... 14
Testing, Illinois Certication ....................................................8
Transfer of Credit ................................................................... 14
Tuition and Fees ..................................................................... 21
Withdrawal ........................................................................... 21
World Libraries ...................................................................... 17
Work Experience, Independent Study and Internship ........... 11
36
37
Appendix I.19
38
Appendix I.19
As a Sinsinawa Dominican-
sponsored institution, Dominican University
prepares students to pursue truth,
to give compassionate service and to
participate in the creation
of a more just and humane world.
38
Appendix I.19
Educ at i ng Li br ar y Leader s Si nc e 1 930
(708) 524-6845
gslis@dom.edu
www.gslis.dom.edu
Libraries Build
Communities
Appendix I.19
Appendix I.20
Appendix I.20
Appendix I.20
Appendix I.20
1

Learning Outcome Assessment for GSLIS Program
LIS701: INTRODUCTION TO LIBRARY AND INFORMATION SCIENCE

For this assignment, students will prepare a paper (6-8 pages) that follows the rules of the
assigned bibliographic format) that evidences the following GSLIS learning outcome:
"demonstrate an understanding of the philosophies, practices, and theories of library and
information science that incorporates an awareness of the legacies, values, and ethical
responsibilities of libraries and the information professions."

1. Identify a current issue or topic related to one of the following library, information, or
knowledge areas of professional practice:
Academic libraries
Information-knowledge management centers
Public libraries
School libraries
Museums
Government or private section information-knowledge provides (e.g.
newspapers, television, mass media, etc.)
Specialties (e.g., competitive data analysis, management of web-based
interactive communication, etc.).

2. Define and describe the specific current issue/topic to be examined. What are the most
significant aspects of the issue/topic as it relates to professional practice?

3. Identify the range of responses/solutions being considered and implemented by
practitioners to address the implications of the issue. What professional values and
ethics inform the various perspectives on the issue within the profession? How have
other communities of practices or stakeholders responded to the issue?

4. Provide an analysis and evaluation of the responses/solutions identified. Which
solution(s)/recommendation(s) do you favor or advocate? Why?

Your paper and bibliography will be assessed according to the following criteria:

PAPER: Clarity of exposition
Coherent synthesis of the professional literature
Logical train of thought
Adequate connections between ideas, support of
generalizations, choice of illustrative examples

Persuasive presentation of position
Issue(s) selected are relevant and clearly explained
Supporting reasons are sufficient, cogent, and appropriate
Position is effectively supported

Use of writing conventions
Proper grammar, spelling, and sentence structure
Appropriate use of citations and references
Appendix I.21
2

BIBLIOGRAPHY:
Includes at least 4-6 (in a variety of formats)
Follows proper bibliographic format as assigned by the
instructor (e.g., APA, Chicago, or MLA)
LIS 701 Uniform Assignment Explanation

The current GSLIS Assessment Plan calls for a uniform assignment in each required course (LIS
701, LIS 703, LIS 704, and LIS 770) which will be used to assess progress toward the GSLIS
programs Learning Outcomes. The uniform assignment also carries a uniform weight toward
the students grade in that course. This final paper serves as the uniform assignment for LIS
701, and will count for 15% of the students grade in that course.
All students enrolled in all sections of LIS 701, Introduction to Library and Information Science,
should be aware that an anonymous copy of their final paper will be evaluated by a committee
of GSLIS faculty to help determine how effectively students demonstrate competencies
articulated in Outcome 1 of the of the GSLIS Assessment Plan.
Outcome 1: Students will demonstrate an understanding of the philosophies, practices, and
theories of library and information science that incorporates an awareness of the legacies,
values, and ethical responsibilities of libraries and the information professions.

Students will submit two (2) copies of their final paper on the due date, one of which will not
include the students name. All formatting should be the same as in the original paper.

A statistically valid number of anonymous papers (at least thirty from the semesters combined
LIS 701 sections) will be selected using a random numbers table. The papers will be reviewed
by a committee of faculty who teach LIS 701. Results of the assessment process will be
included in the ongoing GSLIS program review and planning process.

December 11, 2007

Appendix I.21

LIS701: INTRODUCTION TO LIBRARY AND INFORMATION SCIENCE


For this assignment, students will prepare a paper (8 pages, 12-point font, 1-inch margins,
double spaced with a maximum of 2000 words, excluding bibliography) that evidences
the following learning outcome: "demonstrate an understanding of the philosophies,
practices, and theories of library and information science that incorporates an awareness
of the legacies, values, and ethical responsibilities of libraries and the information
professions."

1. Identify an issue or topic reflective of the learning outcome as addressed in the
literature of one of the following library, information, or knowledge areas of
professional practice: (1) academic libraries, (2) information-knowledge
management centers, (3) public libraries, (4) school libraries, (5) museums, or (6)
other government or private sector information-knowledge providers (e.g.,
newspapers, television, or other mass media, etc.) or specialties (e.g., competitive
data analysis, management of web-based interactive communication, etc.).

2. Through a review of the relevant literature, define and describe the issue/topic to
be examined, including its historical context within the profession. What are the
most significant aspects of the issue/topic as it relates to professional practice? Is
this a new issue or a progression of an old unresolved problem? Why is the
issue/topic important?

3. Identify the range of responses/solutions being considered and implemented by
practitioners to address the implications of the issue. What professional values
and ethics inform the various perspectives on the issue within the profession?
How have other communities of practices or stakeholders responded to the issue?


Appendix I.21


PAPER:
Clarity of exposition:
- Coherent synthesis of the professional literature
- Logical train of thought
- Adequate connections between ideas, support of generalizations,
choice of illustrative examples

Persuasive presentation of position:
- Issue(s) selected are relevant and clearly explained
- Supporting reasons are sufficient, cogent, and appropriate
- Position is effectively supported

Use of writing conventions:
- Proper grammar, spelling, and sentence structure
- Appropriate use of citations and references

BIBLIOGRAPHY:
Reflects a careful review of available literature related to the topic/issue
Includes at least fifteen sources (in a variety of formats)
Follows proper bibliographic format as assigned by the instructor (e.g.,
APA, Chicago, or MLA)

Appendix I.21

For this assignment, students will prepare a critique (6-8 double-spaced pages) that
demonstrates an understanding of the tools and concepts used when evaluating a
bibliographic record. Please answer these questions in the numerical order in which
they are given, indicating the question number before each answer.

This assignment counts for 15% of your final grade. Each question is worth 16 points.
The selection of the correct bibliographic record (which will be attached to the
assignment) will be worth 4 points.

Using Arlene G. Taylors Organization of I nformation, 2
nd
edition (2004) for
this assignment, please do the following.
(1) Search OCLCs WorldCat and select the appropriate MARC record for this work. Use
the book itself to gather the information you need in determining the correct record.
Print out the record you select and attach it to this assignment.
(a) How did you determine that the record you selected for the book was the
appropriate one?

(b) In 2-3 paragraphs, describe how your selected MARC record reflects
descriptive cataloging, authority control, subject headings, and the Dewey
Decimal Classification and Cutter numbers.

(c) The FRBR User Tasks include Find, Identify, Select, and Obtain. In 2-3
paragraphs, describe how the metadata (the information in the data elements
and fields) found in the MARC record support these user tasks.

(2) Describe your understanding of the process of preparing this record for library use.
Describe the steps you would take in creating a descriptive cataloging record and
providing access points (as defined in AACR2, subject headings, and call numbers) for
this title in your catalog and locating it on the shelf. For each step, please refer
specifically to the appropriate cataloging and classification tools you would use.

(3) Using Part 2 of AACR2, describe the reason for selecting the main entry of this
work.
(a) Why is the name formatted the way it is? Please refer specifically to the
appropriate AACR2 chapters and rules you would use for determining this.

(b) Locate the name Arlene G. Taylor in the OCLC Authorities File. What is the
appropriate form of her name reflected in this file? If there are variant forms of her
name given, how should the variants be interpreted? If cross references are required,
describe how they would be formatted?

(4) Review the subject headings found in the MARC record and compare them with
appropriate ones found in Sears.
Appendix I.21
(a) If the headings in the MARC record do not correspond with what you find in
Sears and you were using Sears in your library, what Sears subject headings do
you feel are appropriate for The Organization of Information?

(b) Using the subject heading(s) you selected from Sears for The Organization
of Information, discuss subject authority control including such concepts as
controlled vocabulary, references, pre-coordination, post-coordination, recall and
precision.

(5) Using the MARC record you found, identify the Dewey Decimal number assigned to
this title.
(a) Using the Dewey Decimal Classification schedules, deconstruct and analyze
this number and explain how it was created. Do you feel that another classification
number would be more appropriate? Explain your reasons why or why not.

(b) The Dewey Call number in OCLC lacks a shelf number. Using the Cutter-
Sanborn Tables (either in paper or online) create a Cutter number for this work
and record it.

(c) Describe in what ways classification help users browse subject areas
effectively.

(6) We are able to search the OCLC MARC record in a number of different ways. In
order to do this, specific MARC fields are selected in order to create appropriate indexes.
(a) What MARC field would you include when creating the following indexes?
personal name indexes
corporate name indexes
titles

(b) What other indexes do you feel would be useful when searching OCLC for
The Organization of Information, and why?

Assessment Evaluation
Your work will be assessed according to the following criteria:
(1) A clear description of how cataloging tools are used to further the concepts of
consistency, uniformity and standardization in a catalog and how these concepts aid in
finding, identifying, selecting, and obtaining resources.

(2) A clear understanding of the steps involved in the cataloging decision making
process, separation of the intellectual content and the encoding schema (i.e., MARC21)
in particular.

(3) A clear understanding of the tools used for the intellectual decisions when assessing
and evaluating the bibliographic record:
AACR2 (to include descriptive cataloging and authority work)
Subject headings (to include how natural language and controlled vocabulary
work in authority control)
Appendix I.21
3

Dewey Decimal Classification and Cutter numbers (to include how classification
help users browsing purposes)
Encoding (e.g., the MARC Format).

(4) Clarity of exposition:
Adequate connections between ideas, support of generalizations, choice
of illustrative examples.

(5) Use of writing conventions:
Appropriate use of citations and references (if appropriate).

The current GSLIS Assessment Plan calls for a uniform assignment in each required
course (LIS 701, LIS 703, LIS 704, and LIS 770) which will be used to assess progress
toward the GSLIS programs Learning Outcomes. The uniform assignment also carries a
uniform weight toward the students grade in that course. This assignment serves as
the common assignment for LIS 703, and will count for 15% of the students grade in
that course.
All students enrolled in all sections of LIS 703, Organization of Knowledge, should be
aware that an anonymous copy of their final paper will be evaluated by a committee of
GSLIS faculty to help determine how effectively students demonstrate competencies
articulated in Outcome 1 of the of the GSLIS Assessment Plan.
Outcome 1: Students will demonstrate an understanding of the philosophies,
practices, and theories of library and information science that incorporates an
awareness of the legacies, values, and ethical responsibilities of libraries and the

Students will submit two (2) copies of this assignment on the due date, one of which will
not include the students name. All formatting should be the same as in the original
paper.

A statistically valid number of anonymous papers will be selected using a random
numbers table. The papers will be reviewed by a committee of faculty who teach LIS
703. Results of the assessment process will be included in the ongoing GSLIS program
review and planning process. This process will have no impact whatsoever on the
students grade for the course.

December 11, 2007
Appendix I.21
and explain how it was created. Do you feel that another classification number would be more
appropriate?

(a) The Dewey Call number in OCLC lacks a shelf number. Using the Cutter-Sanborn
Tables (either in paper or online) create a Cutter number for this work and record it.

(b) Describe in what ways classification help users browse subject areas effectively.

(6) Using the MARC record you found, discuss how many and what kind of indexes the
computer makes for each of the appropriate MARC field tags that corresponds to the intellectual
content you described in 1-5 above.

Assessment Evaluation
Your critique will be assessed according to the following criteria:

(1) A clear description of how cataloging tools are used to further the concepts of consistency,
uniformity and standardization in a catalog and how these concepts aid in finding, identifying,
selecting, and obtaining resources.

(2) A clear understanding of the steps involved in the cataloging decision making process,
separation of the intellectual content and the encoding schema (i.e., MARC21) in particular.

(3) A clear understanding of the tools used for the intellectual decisions when assessing and
evaluating the bibliographic record:
AACR2 (to include descriptive cataloging and authority work)
Subject headings (to include how natural language and controlled vocabulary work in
authority control)
Dewey Decimal Classification and Cutter numbers (to include how classification help
users browsing purposes)
Encoding (e.g., the MARC Format).

(4) Clarity of exposition:
Adequate connections between ideas, support of generalizations, choice of
illustrative examples .

(5) Use of writing conventions:
Appropriate use of citations and references (if appropriate).

Appendix I.21

LIS704: REFERENCE & ONLINE SERVICES

Common Assignment

For this assignment, students will prepare a paper (6 8 pages) evidences the
following learning outcome: "Students demonstrate a facility with the overall
planning, implementation and evaluation process for connecting users with
information through systems, technologies, services and products. This
assignment will be worth 15% of your final grade.

Scenario: The head of your library has asked you to put together a
proposal to expand on and improve the ways in which your reference
department helps users connect to the information they need. Choose and
research a new service, technology, or product that will help your users.

You will address this assignment by first identifying a particular type of
library, information center, or knowledge area. Students will focus on
researching one of the following: (1) academic libraries, (2) information-
knowledge management centers, (3) public libraries, (4) school libraries,
(5) museums, or (6) other government or private sector information-
knowledge providers (e.g., newspapers, television, or other mass media,
etc.) or specialties (e.g., competitive data analysis, management of web-
based interactive communication, etc.).

Your proposal needs to include the rationale for adding this service,
technology, or product. (Who will it benefit? How will it be useful to the
users?) You also need to consider the financial, technological, space, staff
requirements necessary to implement this service, technology or product.
Finally, you need to show how you will assess the new service.

You need to support your decision with research on that service. For
example, if you decide to add instant messaging as a way in which to
offer virtual referencewhat has been written about the implications of
adding virtual reference to a particular type of library?


PAPER:
- Adequate connections between ideas, support of
Appendix I.21

LIS703: ORGANIZATION OF KNOWLEDGE

For this assignment, students will prepare a critique (maximum 5 pages, 12-point font, 1-inch
margins) that demonstrates an understanding of the tools and concepts used when evaluating a
bibliographic record.

Using Arlene G. Taylors Organization of Information, 2
nd
edition (2004) for this assignment,
please do the following.

(1) Search OCLCs WorldCat and select the appropriate MARC record for this work. Use the
book itself to gather the information you need in determining the correct record. Print out the
record you select and attach it to this assignment.
(a) How did you determine that the record you selected for the book was the appropriate
one?

(b) The FRBR User Tasks include Find, Identify, Select, and Obtain. In 2-3 paragraphs,
describe how your selected MARC record supports the descriptive cataloging, authority
control, subject headings, and the Dewey Decimal Classification and Cutter numbers.

(2) Based on the MARC record you found, state your understanding of the process of preparing
this record for library use rather than that of creating the record itself.
(a) Describe the steps you would take in creating a descriptive cataloging record and
providing access points for this title in your catalog and locating it on a shelf.

(b) For each step you provide, please refer specifically to the appropriate sections of the
cataloging tool(s) you would use.

(3) Based on the MARC record you found and using Part 2 of AACR2, describe the reason for
selecting the main entry of this work. Why is the name formatted in the way it is? Please refer
specifically to appropriate sections of the cataloging tool(s) you would use.
(a) Describe and name the kind of access points you would/should provide for your user.

(b) Is the name Arlene G. Taylor included in the OCLC Authorities File? What is the
appropriate form of her name reflected in the authority file? Are there variant forms of
her name? If there are, how should the variants should be interpreted? Are cross
references required?

(4) Using the MARC record you found, review the subject headings. Do those in the record
correspond to the ones found in The List of Sears Subject Headings?
(a) Using Sears, are there other subject headings you might wish to add to help library
users find this book? J ustify your additions.

(b) Using a subject heading in Sears for the record, discuss the authority control,
including such concepts as: the authority file, the references, pre-coordination, post-
coordination, recall and precision.

(5) Using the MARC record you found, identify the Dewey Decimal number assigned to this
title. Using the Dewey Decimal Classification schedules, analyze and deconstruct this number
Appendix I.21



BIBLIOGRAPHY:
Reflects a careful review of available literature related to the
topic/issue
Includes at least seven sources (in a variety of formats)
Follows proper bibliographic format as assigned by the instructor
(e.g., APA, Chicago, or MLA)

The current GSLIS Assessment Plan calls for a uniform assignment in each
required course (LIS 701, LIS 703, LIS 704, and LIS 770) which will be used to
assess progress toward the GSLIS programs Learning Outcomes. The uniform
assignment also carries a uniform weight toward the students grade in that
course. This final paper serves as the uniform assignment for LIS 704, and will
count for 15% of the students grade in that course.
All students enrolled in all sections of LIS 704, Reference and Online Services,
should be aware that an anonymous copy of their final paper will be evaluated
by a committee of GSLIS faculty to help determine how effectively students
demonstrate competencies articulated in Outcome 1 of the of the GSLIS
Assessment Plan.
Outcome 1: Students will demonstrate an understanding of the philosophies,
practices, and theories of library and information science that incorporates
an awareness of the legacies, values, and ethical responsibilities of libraries
and the information professions.

Students will submit two (2) copies of their final paper on the due date, one of
which will not include the students name. All formatting should be the same as
in the original paper.

A statistically valid number of anonymous papers (at least thirty from the
semesters combined LIS 704 sections) will be selected using a random numbers
table. The papers will be reviewed by a committee of faculty who teach LIS 704.
Results of the assessment process will be included in the ongoing GSLIS program
review and planning process.

December 11, 2007

Appendix I.21

LIS704: Reference & Online Services

Common Assignment

For this assignment, students will prepare a paper (6 pages, 12-point font, 1-
inch margins, double spaced with a maximum of 2000 words, excluding
bibliography) that evidences the following learning outcome:

"Students demonstrate a facility with the overall planning, implementation
and evaluation process for connecting users with information through systems,

Scenario: The head of your library has asked you to put together a
proposal to expand on and improve the ways in which your reference
department helps users connect to the information they need. Choose
and research a new service, technology, or product that will help your
users.

You will address this assignment by first identifying a particular type of
library, information center, or knowledge area. Students will focus on
researching one of the following: (1) academic libraries, (2) information-
knowledge management centers, (3) public libraries, (4) school libraries,
(5) museums, or (6) other government or private sector information-
knowledge providers (e.g., newspapers, television, or other mass media,
etc.) or specialties (e.g., competitive data analysis, management of
web-based interactive communication, etc.).

Your proposal needs to include the rationale for adding this service,
technology, or product. (Who will it benefit? How will it be useful to the
users?) You also need to consider the financial, technological, space,
staff requirements necessary to implement this service, technology or
product. Finally, you need to show how you will assess the new service.

You need to support your decision with research on that service,
technology or product. For example, if you decide to add instant
messaging as a way in which to offer virtual referencewhat has been
written about the implications of adding virtual reference to a particular
type of library?

Appendix I.21
Your paper and bibliography will be assessed according to the following
criteria:

PAPER:
- Adequate connections between ideas, support of



BIBLIOGRAPHY:
Reflects a careful review of available literature related to the
topic/issue
Includes at least seven sources (in a variety of formats)
Follows proper bibliographic format as assigned by the instructor
(e.g., APA, Chicago, or MLA)

The common assignment will be the final assignment in all LIS 704 classes. It
will receive 15% of the final grade.

1/14/07
Appendix I.21
LIS 770: Management of Libraries & Information Centers

The assignment will be worth 15% of your final grade.

For this assignment, students will prepare a paper (8-10 double-spaced pages) that
evidences that the following GSLIS learning outcome:

demonstrate an understanding of management, communication,
leadership, and instructional skills, as well as an understanding of change
management.

Students will:

1. Analyze the case study and to provide potential solutions to the problems
presented in it. For this case described below, take all of the management tools
that have been learned and apply them in order to come up with a solution.
While each situation encountered in a library and information center can be
different, there can be a myriad of solutions to solve the problem as well. There
is no one right way to solve this or any other case study. This is a situation that
could be currently addressed in one of the following library, information, or
knowledge areas of professional practice:
Academic libraries
Information-knowledge management centers
Public libraries
Museums
Government or private sector information-knowledge providers (e.g.
newspapers, television, mass media, etc.)
Specialties (e.g. competitive data analysis, management of web-based
interactive communication, etc.).

2. Through a review of the relevant literature the student will appropriately describe
the solutions to be examined and identify the range of responses/solutions being
considered and implemented by to address the proposed solutions.

Case Study

The library has undergone a transformation in the last few years and moved into a new
building. Along with a new building, all the technology and infrastructure for the
building is new as well. This is a medium sized library (academic or public, your choice)
that has community support. The current national economic climate is in a recession
Appendix I.21
and it is slowly moving down the pipeline to the state and local levels. In a recession
everyone slows spending down and tries to save money.

The director of the library has been informed that there will be an across the board
10% cut for the next fiscal year. Interestingly, in this years budget there is still money
left in the materials budget that hasnt been spent. The director addresses the heads of
the departments and gives them directions to spend that money post haste on anything
the library may need.

In planning for next year, the director has decided to get the entire staff involved in
determining where the 10% cuts will come from in the budget. The budget for the
current year is $2.5 million dollars. In looking over the possibilities of how the library
could meet this 10% cut, there is complexity in this issue. The librarys departments
have several vacancies that they were hoping to fill and the chance of doing that
seemed slim to non-existent. Cutting back on books and journals could be another way
to go. It was planned for replacing some of the computer hardware and software
during the year and perhaps some of that could be scaled back.

What do you need to do with regards to:
Budgeting
Communicating
Marketing
Organizing your plans
Planning
Reorganizing your staff
Thinking and doing


PAPER: Clarity of exposition
Adequate connections between ideas, support of

Persuasive presentation of position
Solutions selected are relevant and clearly explained
Supporting reasons are sufficient, cogent, and
appropriate
Position is effectively supported

Use of writing conventions
Appropriate use of citations and references

BIBLIOGRAPHY: Reflects a careful review of available literature related to the
solution of case study
Appendix I.21
3
Reflects a careful review of available literature related
to the solution
Includes at least 3-5 sources (in a variety of formats)
Follows proper bibliographic format as assigned by
the instructor (e.g., APA, Chicago, or MLA)

The current GSLIS Assessment Plan calls for a uniform assignment in each required
course (LIS 701, LIS 703, LIS 704, and LIS 770) which will be used to assess progress
toward the GSLIS programs Learning Outcomes. The uniform assignment also carries
a uniform weight toward the students grade in that course. This assignment serves as
the common assignment for LIS 770, and will count for 15% of the students grade in
that course.
All students enrolled in all sections of LIS 770, Management of Libraries and Information
Centers, should be aware that an anonymous copy of their final paper will be evaluated
by a committee of GSLIS faculty to help determine how effectively students
demonstrate competencies articulated in Outcome 1 and 2 of the of the GSLIS
Assessment Plan.
Outcome 2: Students will demonstrate an understanding of management,
communication, leadership, and instructional skills, as well as an understanding of
change management.

Students will submit two (2) copies of this assignment on the due date, one of which will
not include the students name. All formatting should be the same as in the original
paper.

A statistically valid number of anonymous papers will be selected using a random
numbers table. The papers will be reviewed by a committee of faculty who teach LIS
770. Results of the assessment process will be included in the ongoing GSLIS program
review and planning process. This process will have no impact whatsoever on the
students grade for the course.

December 11, 2007

Appendix I.21
LIS 770 AND GSLIS PROGRAM ASSESSMENT

All students enrolled in all sections of LIS 770 Management of Libraries and
Information Centers need to know that an anonymous copy of their final paper will be
evaluated by a committee of GSLIS faculty to help determine how effectively students
have furthered their management skills and understandings. Technically, this
anonymous consideration addresses Outcome 2 of the current GSLIS Assessment
Plan.

change management.
In consequence, for the final, all students will submit two (2) copies of their
paper, one of which will not have the students name.
Students will be expected to follow the instructions provided in this Appendix.
For the more methodically inclined the process involves selecting a statistically valid
number of anonymous papers (at least thirty) on the basis of using a random numbers
table and review of the papers by a committee of the faculty teaching LIS 770. A
related process will by followed to assess outcomes in LIS 701, 703, and 704.

Outcome 2 will be evaluated by means of a Management /Communication/ Leadership/
Instruction issue paper embedded in LIS 770: Management of Libraries and
Information Centers and evaluated by a GSLIS Faculty Committee.

Students will:
The student will select an appropriate issue dealing with management's response
to change, either an opportunity or a problem (sometimes an issue can be both),
that is currently being addressed in one of the following library, information, or
knowledge areas of professional practice: (1) academic libraries, (2) information-
knowledge management centers, (3) public libraries, (4) museums, or (5) other
government or private sector information-knowledge providers (examples:
newspapers, television, or other mass media, etc.) or specialties (example:
competitive data analysis, management of web-based interactive communication,
etc.).
Through a review of the relevant literature the student will appropriately describe
the issue to be examined (traditionally known as "defining the question") and
identify the range of responses/solutions being considered and implemented by
managers to address the identified issue.
The student will provide her or his assessment under what conditions managers
would or would not succeed with one or more solutions put forward in the
literature to address the issue on the macro or overall level (example academic
Appendix I.21
libraries as a whole) or on a micro or specific level (Dominican University's
Crown Library) or a combination of both.
For assessment purposes the paper will be eight pages.

The paper and bibliography will be evaluated according to the following criteria:

Paper:
o Coherent synthesis of the professional literature
o Logical train of thought
o Adequate connections between ideas, support of generalizations, choice of
illustrative examples
o Issue(s) selected are relevant and clearly explained
o Supporting reasons are sufficient, cogent, and appropriate
o Position is effectively supported
o Proper grammar, spelling, and sentence structure
o Appropriate use of citations and references

Bibliography:
Reflects a careful review of available literature related to the topic/issue
Includes at least fifteen sources (in a variety of formats)
Follows proper bibliographic format as assigned by the instructor (e.g., APA,
Chicago, or MLA)

NOTE: It is important to stress that this anonymous approach to assessing the learning
of all students taking LIS 770 in a given semester is designed for evaluation at the
group level. It does not affect an individual students grade in a given LIS 770
class/section. That grade, the usual A, B, etc., reflects the course instructors
evaluation of a students success in meeting multiple class objectives.

Appendix I.21
p. 1


EXECUTI VE SUMMARY
Although the assessment process for the GSLI S core and required courses was to have
been in place for the fall 2006 semester, this goal was not totally realized for a variety of
reasons. These reasons include:
1. Major changes in the composition of the Assessment Committee in November
2006
2. An implementation plan for assessing the core courses that was discussed and
approved by the faculty only in December 2006
3. No assessment tool had been developed for 703
4. Inconsistencies in the way the assessment process was presented to each class
5. Not all papers were submitted on time to the Admin staff for the random
selection process
6. Fewer papers than had been requested were given to the committee to read

Because of these factors, the Assessment Committee decided to focus on assessing the
implementation plan for assessing the core courses, using the papers that it had
received as the basis.

After testing the implementation plan, a summary of the Assessment Committees
recommendations include:
1. Emphasizing to faculty that they must adhere to deadlines for submitting papers
to the Admin staff
2. Emphasizing to the Administrative staff that five papers per section are needed,
not five papers per course
3. Having all faculty teaching a core/required course to include a statement in each
core/required courses syllabus alerting students to the assessment process
4. Having a 703 assessment instrument in place for full implementation in the
spring 2007 semester
5. Requesting that faculty teaching core/required courses meet in order to refine
their assignments so they focus more specifically on the topic, state more
specific requirements for the number of pages for the paper, of items in
bibliographies, etc.
6. Revising the definitions of the grading levels so they are more applicable to the
assessment of the core courses
7. Requesting of the dean that only full-time faculty teach core courses if at all
possible
Appendix I.21
p. 2
BACKGROUND
As a result of the COA Accreditation Teams criticism that the GSLIS had no
mechanism in place to assess the effectiveness of the program, a GSLIS committee
including the dean and provost was created for the purpose of identifying
assessment components. They identified five components for GSLIS assessment.
These included:
1. Assessment of the core and required courses as student proof of achievement
2. The creation of a capstone course that would be taken as the last course a
student would take before graduating and would include a portfolio
3. Students would take an Information Technologies Competency test before
graduation
4. Survey administered every three years to employers of GSLIS graduates
5. Survey administered every three years to GSLIS graduates

As a result of the above committees report, the GSLIS faculty discussed and
approved the creation of the GSLIS Assessment Committee in the spring of 2006.
While work on the capstone and the surveys had already progressed, the immediate
focus was on creating assessment tools for the core and required courses so that
their assessment could begin with the fall 2006 semester.

Faculty teaching the core and required courses then met during the spring and into
the early fall in order to create the assessment tools. Even so, there was no
implementation plan encompassing the entire core/required course process in place.
This resulted in inconsistencies in the way the assessment tools were announced to
the students and also resulted in confusion about how to conduct the assessment
process overall.

The Assessment Committees membership changed in mid-November. The new
committee recognized the urgency in having an implementation plan in place for the
core and required course assessment which was to take place in mid-December
2006. Its actions centered on developing such a plan and submitting it to the faculty
for their approval.

SUMMARY OF CORE AND REQUI RED COURSES ASSESSMENT ACTIVITIES,
FALL SEMESTER 2006
A document developed and approved by the GSLIS faculty for assessing the core
and required courses identified the responsibilities for the upcoming assessment
process (see Appendix A). The general guidelines included:
1. The faculty submitting the papers for the core/required courses they taught
should do so no later than December 16
th
. Although students had been
instructed to submit a copy of their papers anonymously, faculty would ensure
that students names were removed but the course and section numbers were
retained.
2. Over the week of December 18
th
, the GSLIS Administrative staff would number
and randomly select five papers from each section of each core course. A list of
the selected papers would be given to the dean that included the random
number, course and section numbers. Course and section numbers would then
Appendix I.21
p. 3
be blacked out and would be submitted to the chair of the Assessment
Committee for distribution to the committee.
3. The Assessment Committee would read the papers through the beginning of
J anuary 2007 and would grade them based on previously identified rankings.
Two committee members would read each paper and grade it, with the third
person serving as mediator if needed. The committee would then meet at the
beginning of J anuary 2007 in order to compare grades and reconcile differences.
4. The Assessment Committee would submit a report to the GSLIS dean and faculty
of its evaluation of the process and would include recommendations for
improving the process on February 2, 2007.

EVALUATI ON OF THE ASSESSMENT PROCESS: WHAT WORKED
effective and workable. The dean, faculty, and administrative staff were all extremely
supportive of the process and willing to participate in it. All necessary steps were
included in the written implementation plan so that it could be carried out effectively.

EVALUATI ON OF THE ASSESSMENT PROCESS: WHAT NEEDS IMPROVING
1. Faculty must submit their class papers within the agreed-to time frame. Not
doing so affects the numbering and random selection of papers which in turn
skews the assessment process.
2. There was a misunderstanding by the Administrative staff regarding the number
of papers to be randomly selected. Instead of selecting five papers per section,
five to six papers per course were selected. This has since been clarified so the
correct number of papers will be pulled for the spring semester.
3. Not all faculty teaching core and required courses provided information about the
course assessment process in their syllabi at the beginning of the semester.
When this process was introduced to students mid-semester, there was anxiety
and confusion. The Assessment Committee has provided faculty with generic
verbiage for describing the assessment process that can be included in their
syllabi at the beginning of the semester.
4. One of the core courses, 703, needs to develop a single assessment tool that can
be used across all sections of the course for assessment purposes. This needs to
be done immediately so it can be applied in the spring 2007 semester.
5. The assessment tools need to be reviewed and more sharply focused on the
materials covered in the core or required course. Suggestions for improvement
include:
a) Refine the topic of the assessment tool so it more specifically addresses
the content of the course
b) Specifically state the number of pages that students are required to
submit
c) Specifically state the number of references that should be included in the
bibliography
d) Review the assessment tools used in other core/required courses to
ensure that the differences between assessment tools are apparent, and
students wont feel as if they are writing the same paper for two different
courses
Appendix I.21
p. 4
6. When the Assessment Committee was grading the papers, it felt that the three
defined levels were more appropriate for assessing the GSLIS program as a
whole rather than this particular aspect of assessment. Therefore, the
Committee would like to modify the descriptions of those levels (while retaining
their general concepts) so they more accurately describe the core/required
courses portion of the assessment process.

ANALYSIS OF PAPERS:
Appendix B contains the data gathered from grading the randomly selected papers
read by the Assessment Committee. As part of the process, members of the
Assessment Committee analyzed what qualities determined their evaluation of Levels 1-
3. That analysis appears in Appendix B and is repeated here in order to provide faculty
with information and guidance that might be used when grading papers. Furthermore,
the committee hopes this information might have some applicability to grading as a
whole in the GSLIS program.




RECOMMENDATIONS FOR IMPROVEMENT
The Assessment Committee recommends that the following improvements to the core
and required course assessment process be in place prior to the 2007 spring semester
assessment of these courses.

1. The schedule for submitting papers to the Administrative staff must be strictly
adhered to.
2. The Administrative staff must provide the Assessment Committee with five
randomly selected papers per section (not per course).
3. It is assumed that all faculty teaching core and required courses have included
information about the assessment process in the syllabi they distributed at the
beginning of the 2007 spring semester.
Appendix I.21
p. 5
4. 703 must develop a single assessment tool as quickly as possible and work it into
its syllabus as soon as possible in order to incorporate it into the 2007 spring
semester.
5. All faculty teaching core and required courses are encouraged to meet with their
colleagues teaching the same course(s) in order to review and refine the
assessment tool for their course(s). In doing so, they should examine
a) Specificity of the assessment tool: it should emphasize the content of the
course syllabus
b) Provide explicit instruction regarding the number of pages and the
number of bibliographic citations (as is appropriate to the course)
c) Review the assessment tools from the other core/required courses to
ensure that there are significant differences between and among them
6. Modify the description of the grading levels so they conform more appropriately
to the assessment of the core and required courses. Suggested wording is as
follows:
a) Level I: the student does not demonstrate adequate skills or an
understanding of the issues covered by the syllabus necessary for the
library and information professions
b) Level II : the student demonstrates some skills and an adequate
understanding of the issues covered in the syllabus necessary for the
library and information professions
c) Level III: the student demonstrates excellent skills and a well-
developed understanding of the issues covered in the syllabus necessary
for the library and information professions.
7. The Assessment Committee urges those creating the teaching schedule to avoid
having adjuncts teach core and required courses if at all possible to ensure
better continuity and consistency in the teaching of the core/required courses.

APPENDICES
Appendix A: Assessment process for evaluating the GSLIS Core and Required
Courses, approved by the GSLIS faculty on December 6, 2006.
Appendix B: Grading of Assessment Papers

Appendix I.21
p. 6
APPENDIX A

ASSESSMENT PROCESS FOR EVALUATING
THE GSLIS CORE and REQUIRED COURSES
(LIS 701, 703, 704, 770, and 773)

Approved by the GSLI S Faculty
December 6, 2006

BACKGROUND
This document describes the principles, guidelines and time tables for implementing the
assessment process for the GSLIS Core and Required Courses. It will be incorporated
into the GSLIS Program Assessment Plan.

UNDERLYING PRINCIPLES
(1) The faculty teaching a core or required course will design the instrument used for
assessing that core course. One instrument will be used uniformly for assessment
purposes for all sections of that core course.
(2) The faculty teaching a core or required course will determine the percentage of the
final grade assigned to that instrument. The percentage will be uniform across the core
course but does not have to be the same for all core or required courses. [Note: Fifteen
percent has been suggested as a figure to use across the board for all core and required
course assessment instruments.]
(3) Adjunct faculty teaching core or required courses will be included in the assessment
process. Ideally, their input will be requested for development and/or evaluation of the
assessment tool.
(4) The process for assessing the core or required courses will not affect the grading
process or the grades that faculty give to their students. It is a separate activity
altogether.
(5) Faculty members teaching core or required courses will include a statement about
the assessment process in their syllabi at the beginning of a semester, advising students
of this process.
(6) The assessment instrument will be due at the end of semester as its objective is to
evaluate students overall understanding of material covered throughout the semester.
(7) The data gathered from assessing the core courses will be analyzed and submitted
to the dean and the faculty with recommendations for improving the GSLIS program.

RESPONSI BILITY FOR ASSESSMENT ACTI VI TI ES
(1) Full-time faculty and adjuncts are responsible for including information about the
assessment process in their syllabi. Wording may include the following:
To assist with the GSLIS program assessment, all students are required to
submit anonymously a final assignment that will be evaluated by the GSLIS Assessment
Committee. This assessment process will be separate from the grading of the
assignment by the faculty teaching the course, and will have no effect on students final
course grades.
Appendix I.21
p. 7
Students will be asked to submit two copies of this assignment, one of which
will contain only the course number and the section number on it.
This assignment will be due towards the end of the semester.
Specific information about the assignment will be distributed at the appropriate
time in the course.

Information along these lines will appear in all core course syllabi for spring
2007.

(2) Faculty teaching core or required courses will be asked to submit paper copies of
the assessment instruments from all of their students to a member of the Assessment
Committee the day after the semester ends.
(3) Faculty will be responsible for ensuring that the papers submitted include only the
course number and the section number and no student names.
(4) Faculty will put the papers into a box in the GSLIS office appropriately labeled for
the specific core/required course.
(5) Using random numbers, GSLIS administrative staff will select 5 papers from each
section. GSLIS administrative staff will give the dean a list of papers by random
number, course number and section. Admin staff will then black out the section
numbers on the papers, and will give them to the Assessment Committee chair for
distribution to the committee.
(4) At the beginning of each semester, a member of the Assessment Committee will be
responsible for contacting Adjunct Faculty to ensure they are familiar with the
assessment process (e.g., including information about assessment in their syllabi,
knowing whom to contact if they have questions, knowing when they are to submit the
assessment instruments).
(5) Members of the Assessment Committee will
Determine which members of the Assessment Committee will contact adjunct
faculty teaching core courses as needed
Determine the final date by which the assessment instruments are to be received
Determine who is to receive the assessment instruments from each core course
Determine the number of assessment instruments to be read from each core
course
Determine who will read the assessment instruments from each core course
Determine a time table for completing the evaluation of the assessment
instruments
Determine a reasonable time table for submitting a report to the dean and
faculty on the assessment process to include such information as success of the
process, what has been learned, and what needs to be modified for the next
time
Convey information about the assessment process to all GSLIS faculty (full-time
and adjuncts) throughout the semester

PROCESS FOR EVALUATI NG THE CORE COURSES FOR FALL 2006
Because procedures for evaluating the core and required courses were not established
prior to the fall 2006 semester, there is considerable unevenness in how the assessment
process is being handled currently from one core course to the next. Core courses 701,
Appendix I.21
p. 8
704, and 770 have devised assessment tools although information about them has not
uniformly been included in facultys syllabi. Additionally, some adjunct faculty teaching
core courses are not aware of the assessment process at all.

Faculty members of 704 realize their assessment instrument needs to be modified and
have set up a meeting for November 21
st
to do this.

While faculty members of 703 have determined what should be assessed, one common
instrument has yet to be designed. A meeting is being scheduled for the 703 faculty to
discuss this immediately after the Thanksgiving holiday.

Because of these inconsistencies, the Assessment Committee has decided to review the
assessment tools for 701, 704, and 770 at the end of December 2006 with the
understanding that they are doing so in order to test the above implementation plan
rather than conduct an evaluation of the core courses themselves. After which, the
Assessment Committee will make the appropriate modifications to the plan. The
committee and faculty will then fully implement the assessment process for the core
courses in spring 2007.

After meeting with Mike ODonnell, it was agreed that Assessment Committee members
will review 5 papers per section even if a faculty member teaches more than one
section. If a section has fewer than 5 students, all papers from that section will be read.

Mechanisms for Evaluating the Assessment Process for fall 2006
Dec. 16: By the close of business of the day after the semester ends, faculty teaching
core courses who have used an assessment instrument will be expected to place those
instruments containing the course and section numbers but no student names to in the
appropriate box in the GSLIS office. If papers are submitted electronically, it is the
responsibility of the instructor to make the appropriate paper copies.

Marjorie will send out an e-mail announcement to the faculty advising them of this date.

Week of Dec. 18th: The GSLIS Administrative staff will:
Number and randomly select five papers from each section of each core course
Give the dean a list of the random numbers for the papers selected that also
contains section numbers
Black out the section numbers of the selected papers
Make one more copy of them, and will give both copies to the chair of the
Assessment Committee for distribution

Appendix I.21
p. 9
Copies of the selected papers will be given to two members of the Assessment
Committee to read. The third person on the committee will serve as mediator if there
is major disagreement in the evaluation of a paper.

Core Course Readers Mediator
701 Marjorie
Mary Pat
Sonia

704 Mary Pat
Sonia

Marjorie
770 Sonia
Marjorie

Mary Pat

Dec. 20-J an. 2 Readers read the papers and grade them according using the
following rating scale:

Level I: The student does not demonstrate adequate skills nor an understanding of
the issues necessary for the library and information professions.
Level II : The student demonstrates some skills and an adequate understanding of the
issues involved for the library and information professions.
Level III: The student demonstrates excellent skills and a complete understanding of
the issues involved for the library and information professions.

J an. 3 -- The Assessment Committee meets to:
Review divergences in grading and to resolve them
Review the assessment process
Identify the points to include for the written report evaluating the assessment
process
Return the papers used for assessment to the dean
Encourage faculty at all times to provide feedback on the assessment process to
Assessment Committee members

Process for Using Assessment Results
The data gathered from assessing the core and required courses will be analyzed and
submitted to the dean and the faculty with recommendations for improving the GSLIS
program.

Feb. 2 -- Written report from the Assessment Committee
The written report from the Assessment Committee will be submitted to the dean and
the GSLIS faculty by the close of business on Friday, February 2, 2007. The intent is
that the contents of this document will be taken up by the GSLIS Faculty Council at its
next meeting.

Appendix I.21
p. 10

APPENDIX B

GSLIS ASSESSMENT OF CORE AND REQUIRED COURSES
GRADING DETAILS OF ASSESSMENT PAPERS

The following table represents the ranking of papers that were read by the GSLIS
Assessment Committee. For the purposes of this exercise, six papers were read from
701 and 704; five were read from 770.

Two members of the Assessment Committee read each set of papers. If necessary, a
third member of the committee was called upon to reconcile a final ranking. There was
no need for this step.


Paper
Number

701
7011 1,1 2
7012 1,1 2
7013 1,1 3
7014 1 1 2
7015 1,1 2
7016 1 1 3

704
7041 1,1 2
7042 1 1 1
7043 1,1 3
7044 1 1 1
7045 1,1 3
7046 1,1 1

770
7701 1,1 1
7702 1,1 3
7703 1,1 3
7704 1,1 2
7705 1,1 1

Appendix I.21
p. 11
J anuary 28, 2007
CHART 2 Rankings across the course

701 0 4 2

704 3 1 2

770 2 1 2

ANAYLSIS OF RANKINGS



Appendix I.21
p. 1

SPRI NG 2007

As was anticipated, the assessment process of the core and required courses went much
more smoothly the second time around.

OVERVIEW
effective and workable. The dean, faculty, and administrative staff were supportive of
the process and willing to participate in it. All necessary steps in the implementation
plan were carried out effectively and the difficulties that were encountered in the fall
2006 process were all corrected.

WHAT WORKED WELL
The following underscores what went particularly well in the spring 2007 assessment
process.

1. A full complement of papers for assessment was received for each course.
2. An assessment tool for 703 had been created and was used for the first time in
the spring 2007 semester.
3. Faculty teaching 701, 704, and 770 made improvements in the wording of their
assessment tools resulting in more detailed instructions. Consequently, the
papers received (notably those in 704 and 770) were considerably stronger,
addressing the issues in the assignments much more clearly.

WHAT NEEDS IMPROVING
This does not mean to say that there are still areas for improvement. Those areas
include:
1. The committee suggests that those teaching 701 review their assessment tool
and attempt to make it more specific. Essays often lacked a direct library focus
or were simply too general.
2. Because the 703 assessment tool was not complete until mid-semester,
introducing it in the 703 sections was done unevenly. Now that the tool is in
place, faculty can routinely incorporate it into their syllabi.
3. The first time an assessment tool is used, it becomes apparent where confusion
in its interpretation lies. This was most certainly the case with the 703
assessment tool. Input was received from students and faculty, and the tool has
been revised based on those comments.
4. One of the readers did not understand that she was to read half of the 703
papers. Thus only half of the papers read for 703 were read by two people. The
ratings for half the papers, therefore, reflect this. Papers with a single
reader/rater are so noted in the 703 individual papers chart.
Appendix I.21
p. 2

RECOMMENDATI ONS FOR I MPROVEMENT
In addition to attending to the specific items in the above section, the committee
has identified the following general recommendations for improving the assessment
process.
1. The committee suggests that instead of stating that papers will contain a set
number of pages, it is preferable to give students a range of pages instead (e.g.,
6-8 pages rather than 8 pages).
2. Students seem unclear as to the differences between footnotes and
bibliographies. Faculty need to clarify in their assessment tools which they
expect from students footnotes, bibliographies, or both.
3. Although unconventional for a committee size, the Program Assessment
Committee strongly recommends having a fourth person on the committee. This
would parallel the number of core and required courses and would mean an even
division of papers to read among the committee members. If accepted, the
committee requests that this appointment be made before the beginning of the
fall 2007 semester.
4. The committee continues to recommend that faculty teaching core/required
courses meet at least once a semester in order to discuss course content and
assessment tools in order to share information and techniques, to refine their
assignments, and to ensure consistency across the sections of a course.
5. The Assessment Committee urges that adjunct faculty not teach the core and
required courses if at all possible. Having only full-time faculty teach these
courses ensures better continuity and consistency in the teaching of the
core/required courses. The committee realizes that this is not always feasible.

ANALYSIS OF PAPERS:
After the fall assessment process, the Program Assessment Committee clarified the
definitions of the three levels that were used for assessment and also refined the
assessment criteria. Both of revisions were applied in the spring 2007 assessment
process. Those revisions are included here for reference.

Definition of Levels

Appendix I.21
p. 3


NOTE: These criteria are much more applicable to 701, 704, and 770 for which
students are expected to write a single essay. This is not the case for 703 where the
assessment tool concentrates much more on the knowledge of specific library tools such
as the MARC format, AACR2, Dewey Decimal Classification and other concepts dealing
with the organization of knowledge.

Criteria for assessment:
Level I: the student does not demonstrate adequate skills or an understanding
of the issues covered by the syllabus necessary for the library and information
professions
Level II : the student demonstrates some skills and an adequate understanding
of the issues covered in the syllabus necessary for the library and information
professions
Level III: the student demonstrates excellent skills and a well-developed
understanding of the issues covered in the syllabus necessary for the library and
Appendix I.21
p. 4

GSLIS
ASSESSMENT OF CORE AND REQUIRED COURSES SPRING 2007
SUMMARY

CHART 1a and 1b Summary of core and required course assessment for spring 2007
and fall 2006.

Chart 1a -- Spring 2007, Rankings across the course

701 6 (24%) 6 (24%) 13 (52%)

703 6 (24%) 9 (36%) 10 (40%)

704 8 (32%) 5 (20%) 12 (48%)

770 2 (10%) 10 (50%) 8 (40%)

Chart 1b -- Fall 2006, Rankings across the course

701 0 (0%) 4 (67%) 2 (33%)

704 3 (50%) 1 (17%) 2 (33%)

770 2 (40%) 1 (20%) 2 (40%)
Appendix I.21
p. 5


701
Paper
Number

VT5181 MEB, MPF 3
VT5182 MEB, MPF 2
VT5183 MEB, MPF 2
VT5184 MEB, MPF 3
VT5185 MEB, MPF 3
VT5186 MEB, MPF 3
VT5187 MEB, MPF 1
VT5188 MEB, MPF 3
VT5189 MEB-, MPF 3
VT5190 MEB, MPF 2
VT5191 MEB,MPF 1
VT5192 MEB,MPF 1
VT5193 MEB,MPF 3
VT5194 MEB,MPF 2
VT5195 MEB,MPF 1
VT5196 MEB,MPF 1
VT5197 MEB,MPF 3
VT5198 MEB,MPF 2
VT5199 MEB,MPF 3
VT5200 MEB,MPF 3
VT5201 MEB,MPF 2
VT5202 MPF MEB- 1
VT5203 MEB,MPF 3
VT5204 MEB,MPF 3
VT5205 MEB,MPF 3

TOTALS
6 (24%) 6 (24%) 13 (52%)

Appendix I.21
p. 6

703
Paper
Number

VT5156 MEB,SB 2
VT5157 MEB,SB 3
VT5158 MEB,SB 2
VT5159 SB MEB- 2
VT5160 MEB,SB 2
VT5161 MEB,SB 3
VT5162 MEB-,SB 3
VT5163 MEB,SB 3
VT5164 MEB,SB 3
VT5165 MEB,SB 2
VT5166 MEB,SB 3
VT5167 MEB,SB 1
VT5168 MEB,SB 1
VT5169 MEB,SB 1
VT5170 MEB,SB 1
VT5171* MEB 3
VT5172* MEB 3
VT5173* MEB 1
VT5174* MEB 2
VT5175* MEB 3
VT5176* MEB- 3
VT5177* MEB 2
VT5178* MEB 1
VT5179* MEB 2
VT5190* MEB 2

TOTALS
6 (24%) 9 (36%) 10 (40%)

*These papers were read by one person instead of two.
Appendix I.21
p. 7
704
Paper
Number

VT5131 SB,MPF 3
VT5132 SB,MPF 2
VT5133 SB,MPF 1
VT5134 SB,MPF 2
VT5135 SB,MPF 3
VT5136 SB,MPF 3
VT5137 SB,MPF 2
VT5138 SB,MPF 3
VT5139 SB,MPF 2
VT5140 SB,MPF 1
VT5141 SB,MPF 1
VT5142 SB,MPF 3
VT5143 SB,MPF 3
VT5144 SB,MPF 1
VT5145 SB,MPF 1
VT5146 SB,MPF 1
VT5147 SB,MPF 3
VT5148 SB,MPF 1
VT5149 SB,MPF 1
VT5150 SB,MPF 3
VT5151 SB,MPF 3
VT5152 SB,MPF 3
VT5153 SB,MPF 3
VT5154 SB,MPF 2
VT5155 SB,MPF 3

TOTALS
8 (32%) 5 (20%) 12 (48%)
Appendix I.21
p. 8
J uly 23, 2007

770
Paper
Number

VT5111 MEB,SB 3
VT5112 MEB,SB 1
VT5113 MEB+,SB 2
VT5114 MEB,SB 3
VT5115 MEB+,SB 2
VT5116 MEB,SB 3
VT5117 MEB,SB 3
VT5118 MEB,SB 2
VT5119 MEB,SB 3
VT5120 MEB,SB 1
VT5121 MEB,SB 3
VT5122* MEB,SB,MPF 3
VT5123 MEB,SB 2
VT5124 MEB,SB 2
VT5125 MEB-,SB 2
VT5126 MEB,SB 2
VT5127 MEB,SB 2
VT5128 MEB,SB 2
VT5129 MEB,SB 3
VT5130 MEB,SB 2

TOTALS
2 (10%) 10 (50%) 8 (40%)

* Paper required a third reader for rating.

meb20070722
Appendix I.21
Domi ni c an Uni ver si t y
Gr aduat e Sc hool of Li br ar y and I nf or mat i on Sc i enc e

Tec hnol ogy Compet enc y Requi r ement s f or I nc omi ng St udent s

All incoming GSLIS students are required to meet basic levels of competencies in the
following areas:

Basic file management
Word processing
Internet searching basics / Web Page Evaluation
Presentation software
Spreadsheets
Basic database creation
Basic HTML

Students must demonstrate competencies in these areas by the end of their first nine
semester hours. All courses beyond the core (LIS 701, LIS 703, and LIS 704) may
include assignments requiring these standard competencies.

Procedure for documenting competencies:

Students will complete a series of standard tests to demonstrate technology competencies
in the required areas. The tests, or the required product for each competency, will be
available in the GSLIS office as well as on the Technology Competencies Blackboard
site (see http://blackboard.dom.edu). Students will submit their completed tests via
Blackboards Digital Dropbox feature. When all competency tests are complete and
submitted to the Dropbox, students will submit a completed Technology Competency
Checklist to the GSLIS office. Students must score at least 80% on each test; you may
resubmit each quiz as often as needed to demonstrate competency in each area.

Note: No specific software is required for the competencies. While the available training
and support is exclusive to MS Office products, you may use any software you like to
complete the competency requirement. For example, you may use Apple software,
Google applications, or open source applications to create the required product for each
area of competency.

Support for gaining competencies:

Many of you will begin the GSLIS program already fully competent in the various
required areas. However, if you need instruction and / or review, there are various
mechanisms for gaining competencies in the required areas. The Dominican University
intranet (http://domin.dom.edu) includes a great deal of technology documentation for
Appendix I.22
students, including Blackboard Information for Students,
(http://domin.dom.edu/documents/blackboardstu.htm) ; Microsoft Office Information for
Word, Access, Power Point, and Excel (http://domin.dom.edu/documents/office.htm);
and, DU Technology: An Introduction for New Students (see the first link on the page
http://domin.dom.edu/documents/studentdocs.htm ).

There are periodic workshops open to faculty and graduate students for Microsoft Office
programs and various other special topics. Watch the announcements throughout campus
for these workshops, or contact the GSLIS office for the current workshop schedule.

Other mechanisms for learning the required basic skills:

Video Professor. The Video Professor instruction series is available online and
on CD.
o Online (http://www.videoprofessor.com). All of the Video Professor
online series consist of three lessons, each one having approximately 6-10
parts. In all cases, Lesson 1 is available free online; in many cases the
various sections of Lesson 1 cover all one needs to know to complete the
GSLIS competency test. These online lessons teach MS Office products
(Excel for spreadsheets, for example) but the Web-based lessons are Mac
accessible.
Suggested online lessons: Access, Excel, HTML, Internet Basics,
Power Point, Windows Vista, Windows XP, Word.
o CD Lessons. The Dominican Crown Library has the full Video Professor
CD lesson packet for Access, Excel, HTML Basics, Internet Basics
(Learn the Internet), Power Point, Windows Vista, Windows XP, and
Word. These lessons are on reserve in the Crown Library Media
department.

WebJ unction, Illinois (http://il.webjunction.org). WebJ unction is a partnership
between the Gates Foundation and OCLC; its mission is to provide online
resources and continuing education for libraries. The Illinois WebJ unction
partnership makes these resources freely available to Illinois librarians and library
school students. See the website for a full list of courses. Note: These courses
are longer and more exhaustive than the Video Professor courses. . Be sure to
allocate time for the full course for each one you select; you must complete each
section of a course in order to finish it and move on to another course in the
WebJ unction Illinois program.

Local community colleges, tutoring, etc. Many private resources exist for you to
gain competencies in the various required areas. You may want to review the
GSLIS tests as you consider the learning options so you have a clear idea of the
necessary basic skill level required for this program.

Appendix I.22

Compet enc y Chec k l i st

All incoming GSLIS students are required to meet basic levels of
competencies in the following areas:

Basic file management (Test #1)
Word processing (Test #1)
Spreadsheets (Test #1)
Internet searching basics; Web page evaluation (Test #2)
Presentation software (Test #2)

Basic database creation (Test #3)

Basic HTML (Test #4 )

Use this form to indicate your completion of the test and / or product for the
each competency. Attach a copy of each test and / or product to this
completed form and submit it to the GSLIS office. In addition, submit a
copy of each test and / or product to the GSLIS Technology Competency
Blackboard sites Digital Dropbox.

I have completed the competency requirement on my own for each area as
indicated above.

Student Name (please print) Student Signature

Date

Appendix I.22
4

TEST #1
Fi l e Management , Wor d Pr oc essi ng, and Spr eadsheet s

Read the following instructions carefully; make sure youve completed each
task as outlined in the five steps below.

1. Create a spreadsheet with a six-month budget. You may create a
personal budget, book budget, business budget, etc. as per your
preference. Your spreadsheet should include column and row
headings, at least ten budget expenditures for J anuary through J une,
and totals for each month. (The totals should be calculated by a
formula within the program that you have designated in the
appropriate cell.)

2. Save your spreadsheet with the name Budget2008 the file
extension will be specific to the software program you use.

3. Create a brief (1-2 paragraphs) budget narrative on a separate sheet
explaining your figures. Include a heading with the title of your
budget narrative and your name; the heading should be bolded,
centered, and two points larger font size than the text. Save the
budget narrative with the name narrative the file extension will be
specific to the software you use.

4. Using the chart wizard (if youre using Excel) or a comparable tool in
your software, create a basic bar graph or chart from your data. Copy
this chart and insert / paste it into the bottom of your narrative sheet.

5. Save your work; print both the spreadsheet and the budget narrative.
Submit the print copy with your final Competencies Checklist; upload
the electronic files to the GSLIS Technology Competencies
Blackboard site using the Digital Dropbox.

Appendix I.22
5

TEST #2
Pr esent at i on Sof t w ar e; Web Page Eval uat i on

Read the following instructions carefully; make sure youve completed each task as outlined in the steps
below. You may use MS Power Point or another presentation program of your choice.

1. Create a Power Point (or other presentation software) presentation with six slides. Your topic for
this presentation will be Web Page Evaluation; use the resources listed at the bottom of this page.

2. Include the following mechanics in your presentation:

Use of a design template or custom background
Bulleted text
Two or more images
Slide transitions (consistent throughout the slide show)
Active hyperlinks to at least two external websites
Notes to supplement the slides. Use these to add supplementary information that
you would use in a formal presentation so that your slides are less text-heavy.
Include notes on at least two of your slides.

3. Include the following content in your presentation:

Name at least four major criteria for evaluating Web pages
Explain / develop each criteria
Include a title slide and a resources slide

4. Save your slide show with the name presentation the file extension will be specific to the
software program you use.

5. Print the presentation first as the copy you would use as you make the presentation, to include the
slides with notes. Next, print the presentation as a handout, six slides to a page. Submit the print
copies with your final Competencies Checklist; upload the electronic file to the GSLIS
Technology Competencies Blackboard site using the Digital Dropbox. Include your name when
you send to the Dropbox.

Resources to use when creating content for this presentation:

Five Criteria for Evaluating Web Pages, available at
http://www.library.cornell.edu/olinuris/ref/webcrit.html.

Evaluating Web Pages: Techniques to Apply and Questions to Ask, available at
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html.
Appendix I.22
6

TEST #3
Basi c Dat abase Cr eat i on

Read the following instructions carefully; make sure youve completed each task as
outlined in the steps below. You may use MS Access or another database program of your
choice.

1. Create a basic database using 15 book titles from your personal collection.

2. Include the following fields:

Title
Author
Publisher
Date (year) of Publication
Date (month and year) of Purchase
Purchase Price

3. Save your database with the name booklist the file extension will be specific to
the software program you use. Feel free to estimate dates of purchase and purchase
price information.

4. Sort the database three different ways: alphabetically by author, alphabetically by
title, and chronologically by year of publication. Print each version. Submit the
print copies with your final Competencies Checklist; upload the electronic files
(saved with the author sort) to the GSLIS Technology Competencies Blackboard
site using the Digital Dropbox.

Appendix I.22

TEST #4
Basi c HTML

6. Write the source code for the following webpage. Print the code and submit it with your final
Competencies Checklist. Name the file i ndex and upload the electronic file as both a .txt
and as a .html to the GSLIS Technology Competencies Blackboard site using the Digital
Dropbox. Be sure to include your name with the electronic submission.

Additional instructions for your code: The content of the title tag should read Domi ni can GSLI S
HTML Compet ency by [ Your Name] (no quotation marks). Use heading size 1 for the top line; heading
2 for the second two lines. The table has a border of 5 pixels. The table heading spans three columns.
The bottom two lines of text are size -2 and are red (except the hyperlink color, which is the standard
color). Use the current date for the date of creation.

7
Appendix I.22
Appendix I.23
Appendix I.23


SEMESTER, ACADEMIC YEAR

Evaluation of COURSE CODE
COURSE NAME
FACULTY NAME (NUMBER OF STUDENTS ENROLLED)

Kindly answer the following open-ended questions. Your instructor will not see any evaluation results
until final grades have been submitted to the registrar. Your written responses are very valuable for
course improvement. Thank you.

Please describe aspects of this course that have helped you to learn:

Please describe aspects of this course that have decreased your ability to learn:

Has the physical arrangements (room, technology, etc.) or scheduling of the course affected your ability
to learn? (CAMPUS BUILDING ROOM) Please comment.

Please make any additional comments about this course, your learning, or the teaching effectiveness.

_________________________________
Name (optional)
Page 1
Dominican University 2007 GSLIS Student Survey
Informed Consent Page
You are invited to participate in an online survey about your satisfaction with your experience as a student
in the Dominican University Graduate School of Library and Information Science. The information we gather
from this survey will help us with our ongoing strategic planning and review process. We value your input.

We are inviting currently enrolled GSLIS students to participate. The survey consists of short answer and
multiple choice or checklist responses. If you agree to participate (by checking the box below), you will be
automatically directed to the survey. YOUR ANSWERS TO THIS SURVEY WILL BE ANONYMOUS. You may exit
the survey at any time. Participation in this survey is entirely voluntary and will not affect your relationship
with the Graduate School of Library and Information Science in any way.

If you have any questions about this survey you can contact: Dean Susan Roman at: sroman@dom.edu

If you have any concerns about ethical issues in regards to this student survey, please contact the
Dominican University Institutional Review Board at: IRBadministrator@dom.edu.
Section One: Your Experience at GSLIS
I have read the above information and have voluntarily decided to participate in
this survey.
nmlkj
Yes, I agree to participate.
nmlkj
No, I decline to participate at this time.
How important were the following factors in your decision to choose the
Dominican University GSLIS?
Very Important
Somewhat
Important
Not at all
lmportant
N/A
It's close to my work or home
nmlkj nmlkj nmlkj nmlkj
Financial aid I was offered
A friend or colleague recommended it to me
GSLIS' professional reputation in the field
GSLIS' faculty research interests or specialties
Thinking about your experience as a graduate student at GSLIS, to what extent
do you feel that you have gained or are making progress in each of the following
areas?
Very much Quite a bit Some Very little Not at all
Developing the ability to work collaboratively in
groups
nmlkj nmlkj nmlkj nmlkj nmlkj
Developing a professional network with others
in the Library/Information Science field
Developing an understanding of the theoretical
Page 2
foundations of the Library/Information Science
field
Developing the practical competencies needed
for a career in Library/Information Science
Developing advanced communication skills in
speaking and writing
In general, would you say your GSLIS classes have been:
nmlkj
too challenging
nmlkj
about right
nmlkj
nmlkj
not sure
How well do the following facilities or services meet your needs?
Fully meets
my needs
Mostly
meets my
needs
Slightly
meets my
needs
Does not
meet my
needs
Haven't
Used
Because I
Haven't
Needed
Haven't
Used
Because I
Did Not
Know About
Crown Computer Lab (3rd floor Crown Building)
nmlkj nmlkj nmlkj nmlkj nmlkj nmlkj
IT Computer Lab (Lower level Lewis Hall)
IT infrastructure
Dining Options
Online registration
GSLIS office
GSLIS website
Transportation and parking
Financial Aid
Bookstore
Registrar's Office
GSLIS Student Placement Services
What do you like best about your experience in the GSLIS?
What could the GSLIS be doing to serve you better?
Appendix I.25
Page 3
Please check the degree to which you agree or disagree with the following
statements:
Strongly agree
Somewhat
agree
Somewhat
disagree
Strongly
disagree
Not applicable
to me
The GSLIS faculty are accessible outside of
class time.
My advisor is accessible to me.
I feel like I am receiving an excellent
education at the GSLIS.
I feel like there is a sense of community
among GSLIS students.
I feel like I will be well-prepared to meet the
challenges of a professional position in a
library or information center.
There is enough flexibility in the schedule for
me to plan my program the way I want.
The GSLIS faculty are very knowledgeable in
their field(s).
Courses are available to me when I want
them.
I receive helpful career advice from my advisor
and/or GSLIS faculty and staff.
Overall, the GSLIS is meeting my
expectations.
A wide range of courses are available to meet
my professional goals.
My advisor offers helpful information about
course selection.
There are opportunities to participate in
academic, professional, and social activities
with other GSLIS students.
Courses are available to me where I want
them (River Forest, Chicago, Grayslake).
I receive accurate information from my
advisor.
The GSLIS has an intellectually stimulating
atmosphere.
Where do you prefer to take most of your classes?
nmlkj
River Forest
nmlkj
Chicago
nmlkj
Grayslake
nmlkj
Online
Appendix I.25
Page 4
Crown Library
What time do you prefer to take most of your classes?
nmlkj
Morning
nmlkj
Afternoon
nmlkj
Evening
nmlkj
Weekends
nmlkj
I have no preference
If you had to do it all over again, would you select the Dominican University
GSLIS for your graduate studies?
nmlkj
Yes, without
reservations
nmlkj
Yes, with some
reservations
nmlkj
Maybe
nmlkj
No, probably not
nmlkj
No, definitely not
In a typical week, how many times do you use the resources in the Crown
Library for your GSLIS coursework?
None/Never
1 - 2 times per
week
3 - 6 times per
week
More than 7 times
per week
In person
Online access to Crown digital resources
Which is your preferred method for consulting resources in the Crown Library?
nmlkj
In person in the Crown Library
nmlkj
Online access to Crown Library digital resources
nmlkj
Neither, I prefer to use other libraries
statements regarding the Crown Library:
Strongly agree
Somewhat
agree
Somewhat
disagree
Strongly
disagree
Don't know
It is easy to find the information I need at the
Crown Library
The Crown Library has all of the materials I
need for my classes
All of the databases and digital resources I
need for my classes can be found in the Crown
Library
Appendix I.25
Page 5
Demographics
How often do you use other libraries for GSLIS coursework?
nmlkj
Always
nmlkj
Frequently
nmlkj
Occasionally
nmlkj
Never
For what reason do you use other libraries for your GSLIS coursework?
Which best describes your degree program?
nmlkj
MLIS
nmlkj
nmlkj
MLIS and also seeking a Type 10 certification for School Media/Library Specialist
nmlkj
Post Masters, seeking requirements for a Certification in School Library Information Specialist
Are you enrolled in a GSLIS cohort group (i.e. CPS or CPL)?
nmlkj
Yes
nmlkj
No
Have you completed a practicum or other independent study option (not
including a School Library Clinical Experience)?
nmlkj
Yes
nmlkj
No
Your gender
nmlkj
Male
nmlkj
Female
Your racial/ethnic group
nmlkj
American Indian/Alaskan Native
nmlkj
Asian/Pacific Islander
nmlkj
Hispanic or Latino
nmlkj
Black, Non-Hispanic or Latino
nmlkj
White, Non-Hispanic or Latino
Appendix I.25
Page 6
nmlkj
Multi-Racial
Your age
nmlkj
25 or younger
nmlkj
26-34
nmlkj
35-44
nmlkj
45-54
nmlkj
55-64
nmlkj
65 or older
Where do you take most of your classes?
nmlkj
Dominican University Campus in River Forest
nmlkj
nmlkj
University Center in Grayslake
How many credits have you completed toward your GSLIS degree?
nmlkj
Less than 10
nmlkj
11 - 21
nmlkj
22 - 30
nmlkj
More than 30
Your current enrollment status
nmlkj
Full time (3 or more classes per term)
nmlkj
Part time (less than 3 classes per term)
In addition to attending GSLIS, what is your current employment status?
nmlkj
Working full-time in the Library/Information Science field
nmlkj
Working full-time in another field (not Library/Information Science)
nmlkj
Working part-time in the Library/Information Science field
nmlkj
Working part-time in another field (not Library/Information Science)
nmlkj
Not employed at this time
nmlkj
Other (please specify)
Thank you for taking the time to complete this important survey.
Appendix I.25
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e
n
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l
l
m
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t

s
t
a
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s

f
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t
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m
a
j
o
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o
f

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h
e

p
r
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g
r
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m
:

F
u
l
l

t
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e

P
a
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t

t
i
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e

7
.

D
i
d

y
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c
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m
p
l
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e

a

p
r
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t
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c
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m

o
r

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i
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d
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p
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n
d
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n
t

s
t
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d
y

o
p
t
i
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n
?

Y
e
s

N
o

8
.

D
o

y
o
u

t
h
i
n
k

y
o
u
r

G
S
L
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S

c
l
a
s
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w
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e
.

.

.

t
o
o

c
h
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a
b
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r
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t

n
o
t

c
h
a
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n
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e
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h

n
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t

s
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e

9
.

H
o
w

w
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l

d
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d

t
h
e

f
o
l
l
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w
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g

f
a
c
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t
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e
s

o
r

s
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v
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c
e
s

m
e
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t

y
o
u
r

n
e
e
d
s
?

P
l
e
a
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e

c
h
e
c
k
:

F
u
l
l
y

m
e
t

m
y

n
e
e
d
s

M
o
s
t
l
y

m
e
t

m
y

n
e
e
d
s

S
l
i
g
h
t
l
y

m
e
t

m
y

n
e
e
d
s

D
i
d

n
o
t

m
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t

m
y

n
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e
d
s

a
t

a
l
l

N
e
v
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r

u
s
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d

C
r
o
w
n

L
i
b
r
a
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y

C
r
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w
n

C
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m
p
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r

L
a
b

I
T

i
n
f
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a
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c
t
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C
l
a
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f
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s

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i
n
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O
n
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p
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T
r
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p
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B
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R
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f
f
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Appendix I.28
1
0
.

Y
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e
m
p
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w
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g
o

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1
1
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1
1
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1
2
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1
3
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H
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G
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d
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t

j
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E
x
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m
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w
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l

V
e
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y

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A
d
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q
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l
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N
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v
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N
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a
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N
.
A
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,

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1
4
.

T
o

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o

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V
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A
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1
5
.

H
o
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j
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V
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r
y

S
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d

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D
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V
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r
y

D
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t
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U
n
s
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N
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w
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k
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y
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r

N
.
A
.

1
6
.

T
o

w
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p
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f
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g

k
n
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a
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a
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V
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y

P
r
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p
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d

S
o
m
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w
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P
r
e
p
a
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P
o
o
r
l
y

P
r
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p
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d

N
o
t

P
r
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p
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d

a
t

a
l
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U
n
s
u
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A
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m
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a
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m
a
n
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m
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C
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g

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c
l
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R
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a
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r

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n
t
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t

a
n
d

W
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b

D
e
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p
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C
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d
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m
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T
e
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n
f
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b
r
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h
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d

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L
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I
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S
c
h
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l
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b
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O
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c
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m
m
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c
a
t
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n

s
k
i
l
l
s

Appendix I.28
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_
_

G
S
L
I
S

R
e
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G
r
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1
9
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I
f

y
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k
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1
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2
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o

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a
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1
7
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P
l
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c
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k

y
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t
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q
u
a
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f

y
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G
S
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:

V
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y

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a
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S
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D
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V
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U
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C
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1
8
.

W
h
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S
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R
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(
1
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,

2
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3
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A
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R
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T
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Appendix I.28
Page 1
Informed Consent Page
You are invited to participate in an online survey about your satisfaction with your experience as a student
in the Dominican University Graduate School of Library and Information Science. The information we gather
from this survey will help us with our ongoing strategic planning and review process. We value your input.

We are inviting currently enrolled GSLIS students to participate. The survey consists of short answer and


If you have any concerns about ethical issues in regards to this student survey, please contact the
Section One: Your Experience at GSLIS
I have read the above information and have voluntarily decided to participate in
this survey.
nmlkj
nmlkj
How important were the following factors in your decision to choose the
Dominican University GSLIS?
Very Important
Somewhat
Important
Not at all
lmportant
N/A
It's close to my work or home
Financial aid I was offered
A friend or colleague recommended it to me
GSLIS' professional reputation in the field
GSLIS' faculty research interests or specialties
Thinking about your experience as a graduate student at GSLIS, to what extent
do you feel that you have gained or are making progress in each of the following
areas?
Very much Quite a bit Some Very little Not at all
Developing the ability to work collaboratively in
groups
Developing a professional network with others
in the Library/Information Science field
Developing an understanding of the theoretical
Appendix I.28
Page 2
foundations of the Library/Information Science
field
Developing the practical competencies needed
for a career in Library/Information Science
Developing advanced communication skills in
speaking and writing
In general, would you say your GSLIS classes have been:
nmlkj
too challenging
nmlkj
about right
nmlkj
nmlkj
not sure
How well do the following facilities or services meet your needs?
Fully meets
my needs
Mostly
meets my
needs
Slightly
meets my
needs
Does not
meet my
needs
Haven't
Used
Because I
Haven't
Needed
Haven't
Used
Because I
Did Not
Know About
Crown Computer Lab (3rd floor Crown Building)
IT Computer Lab (Lower level Lewis Hall)
IT infrastructure
Dining Options
Online registration
GSLIS office
GSLIS website
Transportation and parking
Financial Aid
Bookstore
Registrar's Office
GSLIS Student Placement Services
What do you like best about your experience in the GSLIS?
What could the GSLIS be doing to serve you better?
Appendix I.28
Page 3
statements:
Strongly agree
Somewhat
agree
Somewhat
disagree
Strongly
disagree
Not applicable
to me
The GSLIS faculty are accessible outside of
class time.
My advisor is accessible to me.
I feel like I am receiving an excellent
education at the GSLIS.
I feel like there is a sense of community
among GSLIS students.
I feel like I will be well-prepared to meet the
challenges of a professional position in a
There is enough flexibility in the schedule for
me to plan my program the way I want.
The GSLIS faculty are very knowledgeable in
their field(s).
Courses are available to me when I want
them.
I receive helpful career advice from my advisor
and/or GSLIS faculty and staff.
Overall, the GSLIS is meeting my
expectations.
A wide range of courses are available to meet
my professional goals.
My advisor offers helpful information about
course selection.
There are opportunities to participate in
academic, professional, and social activities
with other GSLIS students.
Courses are available to me where I want
them (River Forest, Chicago, Grayslake).
I receive accurate information from my
advisor.
The GSLIS has an intellectually stimulating
atmosphere.
Where do you prefer to take most of your classes?
nmlkj
River Forest
nmlkj
Chicago
nmlkj
Grayslake
nmlkj
Online
Appendix I.28
Page 4
Crown Library
What time do you prefer to take most of your classes?
nmlkj
Morning
nmlkj
Afternoon
nmlkj
Evening
nmlkj
Weekends
nmlkj
If you had to do it all over again, would you select the Dominican University
GSLIS for your graduate studies?
nmlkj
Yes, without
reservations
nmlkj
Yes, with some
reservations
nmlkj
Maybe
nmlkj
No, probably not
nmlkj
No, definitely not
In a typical week, how many times do you use the resources in the Crown
Library for your GSLIS coursework?
None/Never
1 - 2 times per
week
3 - 6 times per
week
More than 7 times
per week
In person
Online access to Crown digital resources
Which is your preferred method for consulting resources in the Crown Library?
nmlkj
In person in the Crown Library
nmlkj
Online access to Crown Library digital resources
nmlkj
Neither, I prefer to use other libraries
statements regarding the Crown Library:
Strongly agree
Somewhat
agree
Somewhat
disagree
Strongly
disagree
Don't know
It is easy to find the information I need at the
Crown Library
The Crown Library has all of the materials I
need for my classes
All of the databases and digital resources I
need for my classes can be found in the Crown
Library
Appendix I.28
Page 5
Demographics
How often do you use other libraries for GSLIS coursework?
nmlkj
Always
nmlkj
Frequently
nmlkj
Occasionally
nmlkj
Never
For what reason do you use other libraries for your GSLIS coursework?
Which best describes your degree program?
nmlkj
MLIS
nmlkj
nmlkj
MLIS and also seeking a Type 10 certification for School Media/Library Specialist
nmlkj
Post Masters, seeking requirements for a Certification in School Library Information Specialist
Are you enrolled in a GSLIS cohort group (i.e. CPS or CPL)?
nmlkj
Yes
nmlkj
No
Have you completed a practicum or other independent study option (not
including a School Library Clinical Experience)?
nmlkj
Yes
nmlkj
No
Your gender
nmlkj
Male
nmlkj
Female
Your racial/ethnic group
nmlkj
American Indian/Alaskan Native
nmlkj
nmlkj
Hispanic or Latino
nmlkj
Black, Non-Hispanic or Latino
nmlkj
White, Non-Hispanic or Latino
Appendix I.28
Page 6
nmlkj
Multi-Racial
Your age
nmlkj
25 or younger
nmlkj
26-34
nmlkj
35-44
nmlkj
45-54
nmlkj
55-64
nmlkj
65 or older
Where do you take most of your classes?
nmlkj
Dominican University Campus in River Forest
nmlkj
nmlkj
University Center in Grayslake
How many credits have you completed toward your GSLIS degree?
nmlkj
Less than 10
nmlkj
11 - 21
nmlkj
22 - 30
nmlkj
More than 30
Your current enrollment status
nmlkj
Full time (3 or more classes per term)
nmlkj
Part time (less than 3 classes per term)
In addition to attending GSLIS, what is your current employment status?
nmlkj
Working full-time in the Library/Information Science field
nmlkj
Working full-time in another field (not Library/Information Science)
nmlkj
Working part-time in the Library/Information Science field
nmlkj
Working part-time in another field (not Library/Information Science)
nmlkj
nmlkj
Thank you for taking the time to complete this important survey.
Appendix I.28
1
Summary Findings from the Spring 2007 GSLIS Student Survey

Methodology
During the week of April 23, 2007, all students in the Tuesday/Thursday GSLIS class sections were asked
to take time out from class to complete the online survey. A total of 234 useable surveys were completed.
This represents a response rate of 47% of the currently enrolled GSLIS population.

The survey respondents appear to represent the entire GSLIS student population by gender, race,
enrollment status, degree and age. The actual enrollment of GSLIS is 80% female and 20% male, and
survey respondents are 77.6% female and 22% male. About one-quarter (24%) is under 25 years of age,
and the largest portion (42%) is between 26 and 34. The survey respondents reflect the ethnicity of the
entire GSLIS population as well, as illustrated in the graph below. Similarly, most respondents (83%)
are in the MLIS program, with 15% enrolled in the School Library Media Degree program. Evening
continued to be the course time preference and River Forest the preferred campus location. Almost all
(93%) had not completed a
practicum or internship
experience at this point.

Respondents Course-Taking Location Preference
River Forest
64%
Chicago
26%
Grayslake
7%
Online
3%
Ethnicity of Respondents
American Indian/Alaskan
Native
0%
4%
Multi-Racial
5%
Hispanic or Latino
4%
Black, Non-Hispanic
or Latino
4%
White, Non-Hispanic or
Latino
83%
Course Taking Time Preferences
Evening
54%
Afternoon
15%
Morning
16%
12%
Weekend
s
Appendix I.28
2
Collectively, 90% of the GSLIS students report working during their degree program, with 42% working
full-time and 44% working part-time. The largest portion of GSLIS students is working part-time in the
field while pursuing their degree. Of those working, more work in the Library and Information Science
field than in other non-related fields. Most are enrolled part-time in the GSLIS (60% part-time compared
to 39% full-time). The following graph illustrates the employment status of the survey respondents.

2007 Summary Findings

Overall, the survey reveals a general impression that the GSLIS is meeting the expectations of the
students who enroll. They report a highly positive opinion of the faculty and the professional preparation
they are receiving. As one indicator of this high degree of satisfaction, more than 8 in 10 surveyed would
choose the GSLIS again were they to choose all over again. The students perceive a sense of community
among fellow GSLIS students and report improved satisfaction in course availability and range of courses
offered since the 2005 student survey.

Perceptions of faculty quality are most positive
The most positive perceptions relate to faculty quality and accessibility. Together, almost all respondents
agree that the faculty are knowledgeable in their fields (75% strongly agree) and that the faculty are
accessible outside of class time. Almost 9 out of 10 (89%) agree that the GSLIS has an intellectually
stimulating atmosphere.

Students perceptions of faculty knowledge, accessibility and the intellectual atmosphere have increased
significantly from the 2005 student survey. In 2005, only 45% of the students strongly agreed faculty
Current Employment Status
22.86%
18.57%
30.95%
12.86%
10.48%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%
Working full-time in the
Library/Information Science
field
Working full-time in another
field (not Library/Information
Science)
Working part-time in the
field
Working part-time in another
Science)
Appendix I.28
3
are very knowledgeable in their field(s), compared to 75% of the 2007 students. Similarly, in 2005 only
25% of the students strongly agreed about faculty accessibility, which more than doubled to 59% in 2007.

The majority of students (65% on average) reported positive impressions of the information received from
their advisor. On all advising issues (accessibility, accuracy, helpfulness and career advice), less than
12% of the students on average report being dissatisfied. These levels of satisfaction remained consistent
Student Perceptions of GSLIS Faculty: 2007 Student Survey
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
The GSLIS faculty are very
knowledgeable in their field(s).
The GSLIS faculty are accessible
outside of class time.
The GSLIS has an intellectually
Strongly agree Somewhat agree Somewhat disagree Strongly disagree Not applicable to me
Perceptions of Advising Components
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
My advisor is accessible to
me.
I receive accurate
information from my advisor.
My advisor offers helpful
information about course
selection.
I receive helpful career
advice from my advisor
and/or GSLIS faculty and
staff.
Appendix I.28
4
with the 2005 results, with the exception of one increase: receiving helpful career advice from my
advisor or faculty/staff. In 2007, 70% of the students agree (36% strongly agree) that they receive
helpful career advice from an advisor or faculty/staff, compared to just 54% who agreed (25% strongly
agreed) in 2005. Almost one-third of students rates the advising components as not applicable to me,
and report having no need for advising services.

Course availability and flexibility remains area of lower satisfaction
The availability of courses when and where students want them remains the area of most concern to
GSLIS students. 53% of students agree that courses are available when wanted and 45% disagree.
Location of coursework remains a concern as some students report that leaving work to commute through
the evening rush hour difficult and inconvenient. Still, students in 2007 reported slightly higher levels of
agreement than in 2005. Only 11% of students in 2005 strongly agree, a wide range of courses are
available. . . compared to 32% in 2007. The 2007 students also perceive greater flexibility in the
schedule.

Perceive sense of community among GSLIS students
81% of the students agree that there is a sense of community among GSLIS students. They perceive
(82%) that opportunities exist to participate in activities with other students, even if they admit they have
little time to participate.

Satisfaction with facilities remains high, with exceptions in parking, transportation and dining
options
Overall, the 2007 students suggest that most GSLIS services and facilities meet their needs. Dining
options top the list as the service that least meets their needs, second to parking and transportation
services. This 2007 revealed slightly more complaints from GSLIS students about the Crown Computer
Lab and the IT Computer Lab than 2005. Reasons given included more undergraduates using the space

Fully
meets my
needs
Mostly
meets my
needs
Slightly
meets my
needs
Does
not
meet my
needs
Haven't
Used
Because I
Haven't
Needed
Haven't
Used
Because I
Did Not
Know About
Cr own Comput er Lab 27% 29% 16% 8% 17% 4%
I T Comput er Lab 28% 22% 9% 4% 30% 7%
I T i nf r ast r uct ur e 31% 38% 9% 4% 10% 8%
Cl assr oom
f aci l i t i es
41% 48% 6% 4% 0% 0%
Di ni ng Opt i ons 5% 16% 16% 17% 40% 7%
Onl i ne r egi st r at i on 48% 40% 8% 2% 3% 0%
GSLI S of f i ce 39% 38% 8% 2% 12% 1%
GSLI S websi t e 36% 42% 13% 5% 3% 1%
Tr anspor t at i on and
par ki ng
22% 42% 15% 13% 7% 0%
Fi nanci al Ai d 21% 27% 13% 10% 24% 5%
Bookst or e 23% 40% 24% 6% 7% 1%
Regi st r ar ' s Of f i ce 44% 41% 11% 0% 3% 0%
GSLI S St udent
Pl acement Ser vi ces
6% 8% 6% 5% 53% 21%
Appendix I.28
5
Comparison of Perception of Rigor
2005 Students vs. 2007 Students
1%
80%
13%
6% 1%
85%
13%
1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
Too challenging About right Not challenging enough Not sure
2005 2007
Majority prefer accessing Crown Library digital resources online
78% of the students surveyed suggest they prefer to use Crown Library via online access to Crowns
digital resources. In a typical week, 64% say they use the Crown Library in person once or twice a week.
More than two-thirds (68%) utilize the digital resources online at between 3 and 7 times per week.
Some disagree that Crown has all of the materials needed for classes, as illustrated below.
Perceptions of the Crown Library
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
It is easy to find the
information I need at the
Crown Library
The Crown Library has all of
the materials I need for my
classes
All of the databases and digital
resources I need for my
classes can be found in the
Crown Library
Strongly agree
Somewhat agree
Somewhat disagree
Strongly disagree
Don't know
Appendix I.28
6

Perceptions of academic rigor increasing
The percentage of students who perceive the academic rigor of GSLIS coursework as just right has
increased since 2005. Now, 85% of students rate the level coursework rigor as just right, and only 13%
find the courses not challenging enough.

As a general measure of satisfaction, more than half of the students indicate they would choose the GSLIS
all over again without reservations, and an additional 29% would choose it again with few reservations.
J ust 5% of the 2007 students said they would not choose the GSLIS again, compared to 14% in 2005.

Perceptions of growth appear most in the theoretical foundations of the field
The students report the most growth in developing an understanding of the theoretical foundations of the
library and information science field (49% say theyve grown very much). Developing advanced
communication skills and working collaboratively show less reported progress. However, 6% across the
board report little to no progress. No comparison data is available for 2005 students.

Location and professional reputations are most important factors in choosing GSLIS
When asked what factors were most important in choosing the Dominican University GSLIS, students
ranked close location to home (56%) and the schools professional reputation (48%) as most important.

Factors considered important in choosing the GSLIS
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
It's close to my work
or home
GSLIS' professional
reputation in the field
Financial aid I was
offered
GSLIS' faculty
research interests or
specialties
A friend or colleague
recommended it to me
Very Important Somewhat Important Not at all lmportant
Appendix I.28
7

Summary statements
Strongly
agree
Somewhat
agree
Somewhat
disagree
Strongly
disagree
Not
applicable
to me
My advi sor i s accessi bl e t o me. 33% 32% 7% 9% 19%
I r ecei ve accur at e i nf or mat i on
f r ommy advi sor .
31% 25% 5% 7% 31%
My advi sor of f er s hel pf ul
i nf or mat i on about cour se
sel ect i on.
25% 26% 9% 9% 31%
I r ecei ve hel pf ul car eer advi ce
f r ommy advi sor and/ or GSLI S
f acul t y and st af f .
36% 34% 13% 5% 12%
*Courses are available to me when
I want them.
12%( 7%) 41%( 37%) 32%( 37%) 13%( 9%) 0%
Cour ses ar e avai l abl e t o me wher e
I want t hem( Ri ver For est ,
Chi cago, Gr aysl ake) .
22% 40% 24% 12% 2%
*A wide range of courses are
available to meet my professional
goals.
32%( 11%) 47%( 51%) 18%( 18%) 2%( 10%) 1%
*There is enough flexibility in
the schedule for me to plan my
program the way I want.
16%( 8%) 40%( 39%) 34%( 33%) 9%( 10%) 0%
*The GSLIS faculty are very
75%( 45%) 23%( 47%) 1%( 4%) 0%( 0%) 1%
*The GSLIS faculty are accessible
59%( 25%) 35%( 55%) 3%( 2%) 0%( 2%) 3%
*The GSLIS has an intellectually
47%( 27%) 42%( 52%) 8%( 7%) 2%( 5%) 0%
*I feel like I will be well-
prepared to meet the challenges of
a professional position in a
42%( 23%) 51%( 55%) 7%( 7%) 0%( 2%) 0%
*Overall, the GSLIS is meeting my
expectations.
46%( 20%) 43%( 57%) 7%( 10%) 3%( 3%) 0%
*I feel like I am receiving an
excellent education at the GSLIS.
49%( 27%) 36%( 48%) 13%( 11%) 2%( 3%) 0%
I f eel l i ke t her e i s a sense of
communi t y among GSLI S st udent s.
37% 44% 12% 5% 2%
Ther e ar e oppor t uni t i es t o
par t i ci pat e i n academi c,
pr of essi onal , and soci al
act i vi t i es wi t h ot her GSLI S
st udent s.
37% 45% 13% 3% 2%

* % in ( ) = 2005 statistics for which significant differences appear
Appendix I.28

Annual Faculty Report on Continuing Record of Scholarship

Years: 2005-2006

Name:

School/College/Department:

From the Faculty Handbook 2005-2006 1.7.5:
Faculty scholarship at Dominican is four fold. The University recognizes that today the
Academy views scholarship through a variety of lenses. Each is appropriate for different
purposes but equally suitable to the scholar/faculty role. The first is the traditional scholarship of
original research and publication called the scholarship of discovery. This includes original
creative work, particularly in the visual, performing and other arts. The second is the integration
and synthesis of knowledge and called the scholarship of integration. The third is the application
of a faculty member's expertise to a problem external to the University called the scholarship of
application or engagement. The fourth is the scholarship of teaching.

I. Please list relevant items for the period April 1, 2005-May 1, 2006.

Before each item listed indicate one or more of the following:

D for the scholarship of discovery
I for the scholarship of integration
A for the scholarship of application/engagement or
T for the scholarship of teaching

If you believe an item might be considered under more than one of the categories, please include
the additional designation as well. Please attach copies of publications (and other items you list
below as appropriate, such as book contracts, invitations to participate in professional events,
etc.). In filling out the following form, please complete all items that apply.

A. Papers read at professional conferences

B. Published reviews, notes, and letters to the editor of professional journals

C. Grants in support of scholarly activity
Received

Applied for

D. Participation in seminars, conferences or organizations concerning scholarship in the
discipline

E. Other evidence of ongoing scholarship, research and/or creative activity in progress
(give approximate stage of development and projected completion date).

F. Publications or other scholarly products (note that this category is required for tenure or
promotion)
Please indicate whether the item is a) published, b) in press, c) under contract, or d) submitted for
publication. Please give full bibliographical information on all items, including the title of each.
1. Books

2. Articles (including chapters in books and readings in texts/anthologies)

3. Dictionary entries and other shorter items

4. Other publishing activities (editing, translating, etc.)

5. Art exhibitions and other creative work.

G. Other publishing related activities (consulting, refereeing, reading manuscripts, serving on
editorial boards, etc.)

Optional: If you want to provide a brief contextual statement please do so below.

II. Using the above categories as appropriate, please comment on the results of you
scholarship plan from last year and project your plan for scholarship in the upcoming
year.

Appendix I.29
Employee Name:
Reviewer:
Review Date:
comments section.
Key:
Appendix I.30
meets
3 Meets
expectations
2 Marginally
meets
1 Does not meet
expectations
Rating: Comments:
Rating: Comments:
Rating: Comments:
Rating: Comments:
Rating: Comments:
Rating: Comments:
Rating: Comments:
1. 2.
3. 4.
5. 6.
Section A-4 Goals
1. 2.
3. 4.
5. 6.
Plans/Needs:
lines)
1. 2.
3. 4.
5. 6.
Appendix I.30
Key:
others
3 Fulfills
mission
2 Needs some
improvement
1 Needs substantial
improvement
decisions.
Appendix I.30
Key:
Employee Comments:
Signatures
Employee ____________________________ Date _____________
Reviewer _____________________________ Date _____________
Appendix I.30
below a 3)
Procedures
Conduct
Counseling:
Disciplinary:
Education/Training:
Days
60
Days
90
Days
Other:
plan
Other* (specify):
Appendix I.30
than 3.
Key:
meets
3 Meets
expectations
2 Partially
meets
1 Does not meet
expectations
for others.
agencies.
risks.
utilization.
Reviewer Comments:
Leadership:
Appendix I.30
Staff Management:
Budget Management:
Other:
Appendix I.30
Advisory Board 2007-2008
Meets four times a year to review possibilities about program expansion and review of existing projects.
Carolyn Anthony
Director
5215 Oakton Street
Skokie, IL 60077
847-673-7774
canthony@skokielibrary.info
Jane Burke
General Manager, Serials Solutions
Vice President, ProQuest
866-737-4257 x 1027
jane@serialssolutions.com or
jburke@il.proquest.com
Home: 10209 244
th
Street, SW
Edmonds, WA 98020
206-542-7804 630-661-9020 cell
Alice Calabrese
Executive Director
125 Tower Drive
Burr Ridge, IL 60527
630-734-5000 x 5146
calabresea@mls.lib.il.us
Anne Craig
Director
Gwendolyn Brooks Building
300 South 2nd Street
Springfield, IL 62701-1796
(217) 785-5600 or (800) 665-5576
acraig@ilsos.net
Jacquelyn Crook
Consultant
98 Iliad Drive
Tinley Park, IL 60477
708-802-6994
jacquelyncrook@sbcglobal.net
Mary Dempsey
Commissioner
The Chicago Public Library
400 S. State
Chicago, IL 60605
312-747-4090
mdempsey@chipublib.org
Carla J. Funk, MLS, MBA, CAE
Executive Director
Medical Library Association
65 East Wacker Place, Suite 1900
Chicago, Illinois 60601
ph 312/419-9094, ext. 14
fax 312/419-8950
funk@mlahq.org / www.mlanet.org
Martin J. Gomez
President
Urban Libraries Council
125 S. Wacker Drive
Suite 1050
Chicago, IL. 60606
(312) 676-0999 ext.306
mgomez@urbanlibraries.org
Sarah Ann Long
Executive Director
North Suburban Library System
200 West Dundee Road
Wheeling, IL 60090
847-459-1300 x7125
slong@nsls.info
Judith Nadler
Director and University Librarian
The University of Chicago Library
1100 East 57
th
Street, Suite 180
Chicago, IL 60637
773-702-8743
judi@uchicago.edu
Sarah M. Pritchard
Charles Deering McCormick University Librarian
Northwestern University Library
1970 Campus Drive
Evanston, Il. 60208-2300
847-491-7640 ph./ 847-491-8306 fax
spritchard@northwestern.edu
Bernard Reilly
President
Center for Research Libraries
6050 S. Kenwood Ave.
Chicago, IL 60637-3804
(773) 955-4545 x 319
reilly@crl.edu
Susan Roman
Dean
Graduate School of Library & Information Science
(708) 524-6986 v
(708) 524-6657 f
sroman@dom.edu
www.gslis.dom.edu
Robert Seal
Dean of Libraries
Loyola University Chicago
6525 N. Sheridan Road
Chicago, IL 60626
773-508-2657 v
773-508-8691
rseal@luc.edu
Robert Sibert
President
Bound To Stay Bound Books, Inc.
1818 W. Morton Avenue
Jacksonville, IL. 62650
217-245-5191 x312
http://www.btsb.com
rsibert@btsb.com
Lorelle R. Swader
Director
Office of HR Development & Recruitment
50 E. Huron
Chicago, IL 60611
800-545-2433 x-4278
lswader@ala.org
December /2007
Appendix I.31

Alumni Council
_________________________________

The GSLIS Alumni Council supports the goals of the Graduate School of Library and
Information Science to provide professional preparation for students entering the library and
information science field. Its members represent all aspects of the profession and perform the
functions of developing and supporting student career and networking opportunities, enhancing
communication among and to alumni and the library community, and strengthening social
programs and benefits for alumni. This active relationship with alumni enables GSLIS to create
strong links with practicing library and information professionals. Ongoing activities organized by
the Alumni Council include the Annual Career Exploration Day, a significant professional
development opportunity for current students, recent graduates, and LIS professionals
considering new career options; and a variety of receptions and networking events held in
conjunction with regional and national professional conferences. The Alumni Council has also
established an endowment to provide scholarships for GSLIS students.

Christopher Stewart , President
Dean of Libraries, Illinois Institute of Technology

Kathleen Bethel
African American Studies Reference Librarian, Northwestern University

Jan Chindlund
Director, Columbia College Chicago Library

Francis Feeley
Inter-American Magnet School

Linda Hanrath
Corporate Librarian, Wm. Wrigley J r. Company

Kathleen Krepps
Librarian, Downers Grove South High School

Teresa Madrigal
Branch Manager, Chicago Public Library-Toman Branch

Denise Zielinski
Director of Informational Services, DuPage Library System

Appendix I.32
GSLIS ALUMNI COUNCIL
VISION
Linking preparation to practice and professionals to learning
MISSION
Information Science to provide professional preparation for students entering the Library and
Information Science field.
Its members represent all aspects of the profession and perform the essential functions of:
_ Developing and supporting student career and networking opportunities;
_ Enhancing communication among and to alumni and the library community;
_ Strengthening social programs and benefits for alumni;
_ Representing GSLIS at alumni events upon request;
_ Recruiting students upon request;
_ Working with GSLIS on fundraising and development opportunities upon request;
_ Participating in graduation events.
Appendix I.33
1
Alumni Council
Bylaws
ARTICLE I. NAME
This organization shall be known as the Dominican University, Graduate School of Library and
Information Science Alumni Council, hereinafter referred to as the Council.
ARTICLE II. PURPOSE
The purpose of the Council is to support the goals of the Graduate School of Library and
information science field, and to promote communication and strengthen social and benefit
programs for alumni.
ARTICLE III. PRINCIPAL OFFICE
The principal office of the Alumni Council shall be at Dominican University, 7900 W. Division
Street, River Forest, Illinois, 60305-9909. The council may have other such offices as the
Council may determine or as the affairs of the Council may require from time to time.
ARTICLE IV. GENERAL POWERS
The duties of the Council are to establish policies for carrying out the essential functions of
developing and supporting student career and networking opportunities; enhancing
communication among and to alumni and the library community; and strengthening social
programs and benefits for alumni. The Council may delegate to such committees, task forces, or
other groups as it shall create, any of its powers that it may deem judicious. The Council has the
ultimate responsibility for the organization and it must ensure proper accountability of its
representatives.
ARTICLE V. MEMBERSHIP
Section 1. Composition and Appointment
The Council shall consist of a maximum of 12 members and one
representative from the Library and Information Science Student
Association (LISSA). Members shall be GSLIS graduates. Members of the
Council shall be appointed by the GSLIS Dean upon the recommendation
of GSLIS alumni and others, representing the diversity within the field.
The GSLIS representative to the Dominican University Alumni Board
shall automatically be a member of the Council.
Appendix I.33
2
Dominican University GSLIS Alumni Council - Bylaws
Section 2: Term of Service
The term of office shall be one to three years with the option for
reappointment for one additional term for a maximum of six consecutive
years. The intent is to rotate the Council members on a regular basis.
Section 3. Resignation
Any member may resign form the Council at any time by giving a written
notice to the Chair. Such resignation shall take effect at the time specified
therein; and, unless otherwise specified therein, Council acceptance of the
resignation shall not be necessary to be effective.
Section 4. Vacancies
Any vacancy occurring on the Council may be filled by appointment by
the Dean. The person so selected to fill a vacancy shall continue in office
for the unexpired term of the previous member.
Section 5. Conflict of Interest
Any member shall disclose to the Council any personal interest in any
matter pending before the Council and shall refrain from voting in any
decision on such matter.
Section 6. Compensation
No member shall receive any remuneration for committee and/or Council
participation. (When authorized by the Council) Remuneration may be
paid for necessary expenses incurred in discharging official duties when
authorized by the Council. Honoraria may be paid for specific services
authorized by the Council.
ARTICLE VI. MEETINGS
Section 1. Frequency
The Council shall meet quarterly. Additional meetings may be called by
the Chair or at the request of 3 Council members.
Section 2. Notice
Appendix I.33
3
Notice of any special meeting of the Council shall be given to each
member at least 7 days prior to the meeting.
Section 3. Quorum
A quorum shall consist of three members of the Council, one of whom
must be an officer.
Section 4. Voting
A. A Council member must vote in person at any meeting. There shall be
no proxies. Should a quorum not be present, the dean and/or
designated representative may have voting privileges in order to
transact business. When action is required between meetings, an
electronic vote may take place. This vote shall be confirmed in person
at the next meeting of the Council.
B. Any action required to be taken at a meeting of the Council may be
taken without a formal meeting as long as all members are polled by
the Chair for their votes on the action.
ARTICLE VII. OFFICERS
Section 1. Composition
The officers shall consist of a Chair, Vice-Chair and a Recorder.
Section 2. Election
After approval of the Bylaws, at its first meeting, the Council shall elect
the Chair, Vice-Chair, and Recorder. Thereafter, the election shall be held
at the last meeting of the academic year. The Vice-Chair will succeed to
the Chair position and a new Vice-Chair and Recorder shall be elected to
take office July 1.
ARTICLE VIII. AMENDMENTS
The Bylaws of the Council may be amended or repealed and new Bylaws may be adopted by a
two-thirds vote of the members present and voting, a quorum being present, or by a two-thirds
vote of the members voting by mail or e-mail, provided that at least 30 days notice is given of the
intention to alter, amend, repeal, or to adopt new Bylaws. Amendments shall become effective
immediately upon passage unless otherwise stipulated.
ARTICLE IX. NON-DISCRIMINATION
Appendix I.33
4
The Council shall not discriminate against any person for reason of race, gender, age, national
origin, disability, religion, marital status, veteran status or sexual orientation.
ARTICLE X. DISSOLUTION
In the event of dissolution or termination of the Council, all of the assets of the Council shall
revert to GSLIS after paying or making provision for the payment of all of the liabilities of the
Council.
ARTICLE XI. POLICIES AND PROCEDURES
Section 1. Manual
The Council shall develop and maintain a policies and procedure manual
which enumerates the list of duties, obligations, and expectations of
Council members and all other individuals performing any functions for
the Council. Policies may be revised by a majority vote of the Council.
This function will be assigned to the Recorder with support from the
GSLIS office staff.
Section 2. Conduct of Meetings
Conduct of all meetings shall be governed by the latest edition of The
Standard Code of Parliamentary Procedure by Alice Sturgis except when
it is inconsistent with the law or these Bylaws.
Approved: 1997-1998; Revised and approved, 2007.
Appendix I.33
5
THESE ARE POLICY ITEMS:
Details of rotation of Council members
Officer Duties
Chair
Convene the meetings
Meet with the Dean to seek input and review activities
SENDS OUT AN AGENDA
Vice Chair
Acts in the place of the chair if necessary
Prepares an article (or whatever) for the GSLIS Alumni News
Succeeds to the chair position
Recorder
Keeps notes of the meeting and sees that they are distributed to the Council members in a
timely fashion
KEEPS THE POLICY MANUAL
Work Groups
Establishment of committees, task forces, etc.
Composition of committees, task forces, etc.
Unanswered Questions
How are we funded?
Appendix I.33
Comparison of Employers of GSLIS Graduates: 2005 to 2007

There appears to be only a slight difference in the way 2005 vs. 2007 employers compare GSLIS
graduates preparation to those from other graduate programs. This year (2007), for example,
employers consider GSLIS graduates slightly better prepared than other students, up 3 percentage
points from 2005. However, the majority of 2007 supervisors (67%) still perceive GSLIS graduates
to be prepared about the same as others.

Comparison of Employers 2005 to 2007
Supervisors' rating of GSLIS graduates preparation in comparison to those
from other programs
7.7%
69.2%
11.5% 11.5%
10.0%
11.7% 11.7%
66.7%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
Better prepared than
others
Prepared about the
same as others
Not as well prepared as
others
Unable to judge
2005 2007

Regarding specific skills and attributes, supervisors ratings appear to have declined since 2005 in
three functional areas and increased in three functional areas.
o Decreased ratings occurred in:
Having requisite knowledge and professional skills
Being prepared for what is needed in todays LIS environment
Having effective written communication skills
o Increased ratings occurred in:
Having a professional work ethic
Having a willingness to learn new skills
Being able to work with others
o No change occurred in:
Having effective oral communication skills

1
Appendix I.34
Comparison of Employers 2005 - 2007
Rating skills of GSLIS graduates as "excellent" in certain functional areas
45.8%
33.3%
45.8%
53.3% 53.3%
50.8%
37.5%
37.5% 37.5%
33.3%
39.0%
25.0% 25.0%
33.3%
0%
10%
20%
30%
40%
50%
60%
Having the
requisite
knowledge and
pro skills
Being prepared for
what is needed in
today's LIS
environment
Having a
professional
disposition and
work ethic
Having a
willingness to
learn new skills
Being able to work
well with others
Having effective
oral
communication
skills
Having effective
written
communication
skills
2005 2007

Employers were more critical this year in their ratings of how well the Dominican University GSLIS
serves the profession. Fewer rated the GSLIS extremely well along three of the four categories.
Only one category (providing professional development opportunities) showed an increase in the
percentage who rate the GSLIS as extremely well. Few (6.4%) rate the GSLIS as not serving the
Rating how well the GSLIS serves the profession "extremely well"
3.8%
19.2%
11.5% 11.5%
5.0%
10.0%
6.9%
5.2%
0%
5%
10%
15%
20%
25%
Providing CE or professional
development opportunities
Meeting your staffing needs Offering accessible library
education through a variety of
locations and technologies
Offering state-of-the-art library
and information science
education
2005 2007
2
profession at all.
Appendix I.34
st
Century ELL21


Fall Semester 2007







Appendix I.35
st
Century (ELL-21)



January 21, 2008: 4-6pm



March 17, 2008: 4-6pm
Your LIS Career"

March 31, 2008: 4-6pm
Aspiring Managers

April 14, 2008: 4-6 pm

Appendix I.35
Appendix II
Appendix II.1: GSLIS Bulletin, 2006-2008
Appendix II.10: GSLIS Courses in Relation to Competency Statements of Professional
Library/Information Science Associations: American Association of Law Libraries,
Association for Library Service to Children, Medical Library Association, Music
Library Association, Young Adult Library Services Association, Special Libraries
Association, Reference and User Services Association, and Society of American
Archivists
Appendix II.15: Summary of Survey of Employers of Graduates, 2007
www.gslis.dom.edu
2006-2008 BULLETIN
Appendix II.1
Educating
Library Leaders
Please see Appendix I.19 or go online at
[Source: Dominican University, Faculty Handbook, 2006-2007, p. 120]

1.25.8 Syllabus Model

1. Course title and number,

2. Instructor, office hours, office telephone numbers and e-mail address

3. Course description

4. Expected learning outcomes

5. Prerequisites

6. Meeting time and days, and location.

7. Instructional Method: Lecture, Seminar, etc

8. Required and recommended texts and materials

9. Assessment of Student Learning:
Assignments
Papers
Tests
Grading policy including attendance policy
Etc.
10. Course Calendar: When topics covered, test given, papers due, etc.

Appendix II.2 BACK to Program Presentation
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3

LIS 703-03 Organization of Knowledge
Fall 2007
Sept. 5-Dec. 19, 2007
Wednesdays, 6:00-9:00 p.m.
Marjorie E. Bloss, Lecturer
Lewis Annex 2C
E-mail: mbloss@dom.edu
Office hours: By appointment
1-708-524-6468

COURSE DESCRIPTION:
Bulletin Description of the Course: An overview of principles, methods and systems in
the organization of all types of library materials and information. An introduction to the basic
level use and interpretation of principles for AACR2R, subject headings, Dewey Decimal
Classification, OCLC (Online Computer Library Center), MARC21 formats, and Library of
Congress Classification.

TEXT BOOKS AND REQUIRED READING: All textbooks are available for purchase from
the bookstore although you are welcome to purchase them elsewhere (e.g., Amazon).
Required readings are listed below.

TEXTBOOKS

Anglo-American Cataloging Rules, 2
nd
revised edition, 2002 with the 2005 updates. Chicago :
American Library Association, 2005. [This is comes either with a loose-leaf binder and tabs,
called the kit ISBN 0-8389-3556-7, $99.00], or you can purchase only the pages and buy
your own notebook for it (ISBN 0-8389-3555-9, $75.00. If you are a member of the American
Library Association and purchase AACR2R from them you get a 10% discount.]

Taylor, Arlene G. The Organization of Information. 2
nd
edition. Englewood, Colo. :
Libraries Unlimited, 2004. ISBN 1-56308-976-9 (hard cover); 1-56308-969-6 (pbk.)

Taylor, Arlene G. Introduction to Cataloging and Classification. 10
th
ed. Englewood, Colo.
Libraries Unlimited, 2006. ISBN 1591582350 (pbk.) $50.00

ADDI TI ONAL REQUI RED READI NGS FOR THE COURSE.
These works will be available to you either in print form or on the Web.

Borges, J orge Luis. The Library of Babel. Available online at:
http://jubal.westnet.com/hyperdiscordia/library_of_babel.html (last viewed
4/20/2004)

Catalogers Desktop. Available on the computers at the Rebecca Crown GSLIS Computer Lab
only. At this writing, this cannot be accessed via the Web.

Appendix II.3
Cutter Sanborn Three-Figure Author Table. Englewood, Colo. : Libraries Unlimited, 1969.
Available in Room 203.

Dewey Decimal Classification. Four vol. set available in Room 203. Online version, see:
http://www.oclc.org/dewey/versions/ddc22print/

Dublin Core Metadata Element Set, Version 1.1: Reference Description. Available online at:
http://dublincore.org/documents/dces/

Dewey and the Alien. http://www.columbia.k12.mo.us/dre/dewey/Alien/alien.htm

Goldberger, Paul. The Skyline: High-Tech Bibliophilia (Rem Koolhaass Seattle Public
Library.) New Yorker, v. 80, no. 13, May 24, 2004, pp. 90-92. (Online through Dominican
Librarys website.)

J oint Steering Committee for the Revision of AACR2. FAQs.
http://www.collectionscanada.ca/jsc/index.html

Library of Congress Authorities. Available online at:
http://www.authorities.loc.gov

Library of Congress. LC Classification Outline. Washington, D.C. : Cataloging Distribution
Service. Available in Room 203. Also available online at:
http://lcweb.loc.gov/catdir/cpso/lcco/lcco.html

Library of Congress Classification Tables (latest editions). Available in Room 203. Also
available online at:
http://lcweb.loc.gov/catdir/cpso/lcco/lcco.html

Library of Congress. MARC21 format. Washington, D.C. : Cataloging Distribution Service.
Available online at:
http://www.loc.gov/marc/bibliographic/ecbdhome.html
Also available at http://connexion.oclc.org
(See separate document for authorization numbers and passwords.)

Library of Congress. Understanding MARC Bibliographic. Washington, D.C. : Cataloging
Distribution Service. Available online at:
www.loc.gov/marc/umb/

Library of Congress Subject Headings. Available in Room 203. Also available through
Classification Web.

It is expected that you will explore and become familiar with the Library of Congress online
services and catalog (they use the same system as Dominican) as well as their other
cataloging and classification services, including tools for cataloging and classification.
http://www.loc.gov

2
Appendix II.3
MARC Format, Bibliographic: http://www.oclc.org/bibformats/en/default.shtm

OCLC Connexion. Available online at:
http://connexion.oclc.org
You will be given the authorization codes on a separate hand-out.

Sears List of Subject Headings. 18
th
ed. New York : H.W. Wilson, 2004. Available in Room
203. (As of this writing, Sears is not available on the Web.)

Tillett, Barbara. What is FRBR? Washington, D.C.: Library of Congress, 2004.
(http://www.loc.gov/cds/FRBR.html)

Understanding MARC Bibliographic Machine-Readable Cataloging. Washington, D.C.: Library
of Congress, 2003. (http://lcweb.loc.gov/marc/umb/)

OCLC ACCESS:
http://www.oclc.org/home/

The Searching WorldCat Reference Card is available in HTML format at:
http://www.oclc.rg/support/documentation/worldcat/searching/refcard/
It is also available in PDF format at:
http://www.oclc.org/support/documentation/worldcat/searching/refcard/searchworldc
atquickref.pdf

There is a laboratory on the third floor (next to the office) that is set up with
computers giving you access to Catalogers Desktop, OCLCs WorldCat and Connexion, Dublin
Core Metadata standards, Authorities User Guide, Authority Record Format. You are also able
to access the various subject databases subscribed to by Dominican. It is expected that you
will explore and become familiar with the OCLC URLs in particular.

The Instructor assumes the right to modify the assigned readings during the semester as is
appropriate.

BLACKBOARD ACCOUNTS:

An online Blackboard (http://Blackboard.dom.edu) has been set up to facilitate the
sharing of information, either administrative or questions about the class content. This is a
private Blackboard accessible only to students currently enrolled in the course. I will provide
instruction on setting up your Blackboard account during the first class session. I will also set
up Discussion Groups so we can share questions and ideas by e-mail. Please feel free to post
Blackboard messages to communicate and share ideas with each other. Also fee free to
contact me directly if you feel your questions or comments are not appropriate for
Blackboard. You will be responsible for checking Blackboard routinely for announcements,
clarification of assignments and general discussion.

One session of this class will be conducted via Blackboard. You will be expected to
participate.
3
Appendix II.3

LEARNI NG OBJ ECTI VES

Three of the Objectives of the MLIS degree program are especially relevant to this
course. They are:
1. Articulating and applying a philosophy of service that incorporates an awareness
of the legacy of libraries and information centers within our cultures ,
3. Identifying and analyzing information needs and opportunities of individuals and
organizations, both within the traditional information service areas as well as the broader
information sector and
5. Designing, implementing and evaluating systems, technologies, services and
products that connect users with information.

In order to accomplish these objectives, this course will provide students with the ability to:

(1) Provide both an historical and current perspective of the organization of knowledge;

(2) Provide an overview of the principles, methods and systems for describing materials
(e.g., AACR2R, Dublin Core, FRBR, etc.) so that todays users can find the materials
they are looking for regardless of format;

(3) Provide an overview of organizational concepts that affect how information can be
retrieved/accessed in order to meet user needs in diverse environments (authority
work, classification schemes);

(4) Provide an overview of various encoding standards and practices (e.g., MARC21,
SGML and its offshoots (e.g., Dublin Core, HTML, XML) and how they are used in
todays online environments through online library systems and the Web;

(5) Describe the above objectives within a library setting in order to understand how they
are relevant to real-life library operations and administration;

(6) Encourage analytical thinking about the overlapping organization of knowledge within
and outside a library context by synthesizing, generalizing, and extrapolating concepts
facing todays library professionals.

ASSIGNMENTS AND COURSE REQUIREMENTS

There are two types of assignments: one that is turned in for feedback; the other that
is turned in for grading. Each will be identified accordingly in the Syllabus.

All turned in assignments (graded and ungraded) must contain a cover sheet with the
name and number of the course, the name and number of the assignment, the date and, of
course, the individuals name doing the assignment. An example will be posted on
Blackboard. All assignments must be double-spaced, the exceptions being AACR2R examples
and work forms specially designed for specific assignments. Please include page numbers.
Additionally, please use nothing smaller than a #10 font size. Further instructions will be
given in class.
4
Appendix II.3
Appendix II.3
Appendix II.3
Grades and Grade Point Equivalents:

The following grades and their grade point equivalents for the Dominican University Graduate
Schools are:

Alpha grade Numerical equivalent Point span
A 4.0 100-95
A- 3.67 94-90
B+ 3.33 89-85
B 3.0 84-80
B- 2.67 79-75
C+ 2.33 74-70
C 2.0 69-65
C- 1.67 64 and below
F 0.0 Below 59

8
Appendix II.3

Interpretations of Grades
The faculty of the Graduate School of Library and Information Science use the following
guidelines in their grading:

Numeric

that far surpasses course expectations; nearly flawless
work.

A- 3.67 Excellent achievement. Student performance
demonstrates
thorough knowledge of the course materials and exceeds
course expectations by completing all requirements in a
superior manner.

B+ 3.33 Good solid work. Student performance demonstrates
strong
comprehension of the course materials and exceeds
course expectations on all tasks as defined in the course
syllabus.

B 3.0 Satisfactory acceptable work. Student performance
meets designated course expectations, demonstrates
understanding of the course materials and performs at
an acceptable level.

B- 2.67 Marginal work. Student performance demonstrates
incomplete, substandard understanding of course
materials, or absence of required work; indicates danger
of falling below acceptable grading standard.

C+ 2.33 Unsatisfactory work. Student performance
demonstrates unsatisfactory understanding of course
materials and inability to meet course requirements.

C 2.0 Unacceptable work. Student performance
demonstrates
incomplete and inadequate understanding of course
materials.

C- 1.67 Poor work.

9
Appendix II.3

Policies regarding completion of assignments:

It is the students responsibility to complete assignments and turn them in on time.
Late assignments are strongly discouraged and the grade will lowered one full grade for each
session an assignment is late. If the student has a crisis, s/he must bring this to my attention
immediately if s/he expects any adjustment to the assignment schedule. I will then decide on
a case-by-case basis if late penalties will be reduced or waived.

Class room policies regarding attendance and late arrival:

Students are expected to arrive to class on time and stay for the entire session. You
are graduate students and adults and are responsible for your actions. Consequently,
attendance will rarely be taken as a method of checking up on you.

Students who must miss a class due to religious observance, illness or other
emergency should notify me by e-mail or phone before class time. Students are responsible
for obtaining class materials distributed during their absence, for ensuring their familiarity
with the material covered in class, and for completing any assignments on schedule.

You are expected to turn off all cell phones and pagers during class so that full
attention can be given to the work at hand.

Statements about consequences for failure to meet the requirements of the course
or classroom policies:

Students are expected to attend class, read the assigned texts, participate in class
discussions, complete in-class and homework assignments in the time frames stated and to
be present on exam days to turn in their exams. If problems arise in meeting these
expectations, I am willing to work with you to resolve them but it is your responsibility to
tell me if you are running into difficulties. If problems continue on an ongoing basis
and it becomes apparent to me that you are unable to meet the criteria for completing this
course, the dean or acting dean will be notified and you will receive and I, WX, WF or
NC for the course as is appropriate.

Taping or videoing the class

There will be no taping or videoing of the class unless the reason is to conform with ADA
requirements.

Academic Honesty and Integrity:

All students of the GSLIS are expected to observe high standards of academic
honesty and integrity. Any student whose conduct violates such standards may be subject to
disciplinary action as determined by due process (GSLIS Bulletin, p. 48). Please see the
Dominican University Student Handbook for the full statement on academic integrity.
10
Appendix II.3
BI BLI OGRAPHY
URLs have been checked for currency and will be verified prior to any assignment.
Readings in electronic form are interfiled.

About Dublin Core Metadata Initiative DCMI. (http://dublincore.org)

Art & Architecture Thesaurus (http://www.getty.edu/research/tools/vocabulary/aat)

American Library Association. Anglo-American Cataloguing Rules, Second edition, 2003
revision. Chicago: ALA, 2003, plus updates. Also available in Catalogers Desktop.

A Beginners Guide to HTML. (http://www.ncsa.uiuc.edu/General
Internet/WWW/HTMLPrimer.html)

Borges, J orge Luis. The Library of Babel.
(http://jubal.westnet.com/hyperdiscordia/library_of_babel.html)

Bowen, J ennifer. FRBR: Coming Soon to Your Library? Library Resources & Technical
Services, v. 49, no. 3 (J uly 2005), pp. 175-188.

Caplan, Priscilla. Metadata Fundamentals for All Librarians. Chicago: ALA, 2003.

Cutter-Sanborn Three Figure Table (http://librarian.or.kr/reference/mark/cutter1.htm)

Dewey Decimal Classification, 4 volume set, 22
nd
ed. (http://www.oclc.org/dewey/)

Dixon, Larry E. Z39.50 and Its Use in Library Systems (Part one), ALCTS Newsletter 5, no. 6
(1994) and Part two, ALCTS Newsletter 6, no. 1 (1995).

Encoded Archival Description (EAD) DTD. (http://lceb.loc.gov.ead/)

Evans, G. Edward, Sheila S. Intner, and J ean Weihs. Introduction to Technical Services. 7
th

ed., Greenwood Village, Colo.: Libraries Unlimited 2002.

Hagler, Ronald. The Bibliographic Record and Information Technology. 3
rd
ed. Chicago: ALA,
1997.

Intner, Sheila S. and J ean Weihs. Standard Cataloging for School and Public Libraries. 3
rd
ed.
Englewood, Colo.: Libraries Unlimited, 2001.

Lancaster, F.W. Indexing and Abstracting in Theory and Practice. Champaign, Ill.: University
of Illinois, Graduate School of Library and Information Science, 1991.

Library of Congress Classification, latest ed. (http://classweb.loc.gov/)

Library of Congress Subject Headings, latest edition.
(http://authorities.loc.gov)
(http://classweb.loc.gov.Auto/)
11
Appendix II.3
(OCLC CONNEXCION/PRISM Authority File)

Library of Congress Home Page. (http://www.loc.gov)

Mann, Thomas. Library Research Models: A Guide to Classification, Cataloging, and
Computers. New York: Oxford University Press, 1993.

Maxwell, Robert L. Maxwells Handbook for AACR2: Explaining and Illustrating the Anglo-
American Cataloguing Rules through the 2003 Update. Chicago: ALA, 2004.

Medical Subject Headings. MeSH Introduction. Bethesda, Md.: National Library of Medicine
Medical Subject Headings (http://www.nlm.nih.gov/mesh/meshhome.html)
Fact Sheet: Medical Subject Headings (MESH)
(http://www.nlm.nih.gov/pubs/factsheets/mesh.html)
Fact Sheet: UMLS Metathesaurus
(http://www.nlm.nih.gov/pubs/factsheets/ulsmeta.html)

Miska, Francis L. The DDC, the Universe of Knowledge, and the Post-Modern Library. Albany,
N.Y.: Forest Pr., 1998.

OCLC Connexion. (http://www.oclc.org/connexion/)

Overview SGML. (http://jefferson.village.virginia.edu/iath/treport/sgml.html)

Riva, Pat. Mapping MARC21 Linking Entry Fields to FRBR and Tilletts Taxonomy of
Bibliographic Relationships. Library Resources & Technical Services. v. 48, no. 2 (April 2004),
pp. 130-143. Chicago: ALA.

Rowley, J ennifer E. and J ohn Farrow. Organizing Knowledge: An Introduction to Managing
Access to Information. 3
rd
ed. Aldershot, England; Brookfield, Vermont: Ashgate, c2000.

Sears List of Subject Headings, 18
th
ed. J oseph Miller, ed. New York: H.W. Wilson, 2004.

Smiraglia, Richard P. The Nature of A Work: Implications for the Organization of Knowledge.
Lanham, MD: Scarecrow Pr., 2001.

Tennant, Roy. Digital Libraries: Metadata Leadership. Library J ournal, August 2004.

Text Encoding Initiative. (http://www.tei-c.org/)

Understanding MARC Bibliographic Machine-Readable Cataloging. Washington, D.C.: Library
of Congress, 2003. (http://lcweb.loc.gov/marc/umb/)

Vellucci, Sherry L. Herding Cats: Options for Organizing Electronic Resources. Internet
Reference Services Quarterly 1, no. 4 (1996): 9-30.

12
Appendix II.3
Appendix II.3
COURSE CALENDAR
GSLIS 703-03
FALL 2007
September 5-December 19, 2007

The topics identified are not necessarily inclusive. Readings should be completed on
the date they are listed (for example, the readings under Assigned reading for Sept. 12
th

are to have been read by Sept. 12
th
).

DATE

TOPIC ASSIGNED
READING
ASSIGNMENT
Sept. 5 -- Introduction to
the class

-- Organization of
Knowledge --
History

Assignment 1: due Sept. 12
Library organization
Visit a library of your choice.
Observe the ways in which
materials in the library are
organized and how the lay-out
of the library helps or hinders
finding them.
Write a 4-5 page essay for
grading, describing your
observations of and reactions to
the library. (See separate
assignment sheet for more
details.)

Sept. 12 Class discussion:
-- Library visits
-- Borges and
Goldberger articles

-- Lecture:
Retrieval Tools

Borges, The Library
of Babel (online
citation)

Goldberger, The
Skyline: High-Tech
Bibliophilia

Taylor/ Org:
Chapters 1- 2

Assignment 1 due. Discussion
of observations.

14
Appendix II.3

DATE

TOPIC ASSIGNED
READING
ASSIGNMENT
SEPT. 19 How is knowledge
organized:
-- Libraries and
their catalogs
-- Card catalogs and
shared cataloging
-- The creation of
library databases
-- OPACs
-- ILSs

-- Introduction to
MARC

Taylor/ Org:
Chapter 3

Taylor/ Cat:
Chapter 3

Understanding
MARC
Bibliographic (see
URL in the reading
list)

Assignment 2:
I nterpreting the MARC
Format: Assignment due
Sept. 26, ungraded: Search
OCLCs WorldCat for three
assigned titles. De-code the
fixed and variable fields,
indictors, and subfields for
two out of the three records.
(See separate hand-out for
instructions.)

One More Monograph
assignment discussed. (This
assignment is due on Dec 5.)

SEPT. 26 Discussion of the
MARC Format
Bibliographic

Taylor/ Org:
Chapter 4, pp. 78-97,
Chapters 6-7

Assignment 2 due.
Oct. 3 Beyond MARC21
-- Z39.50
-- The MLs (HT, SG
and X)
-- GILS
--EAD
-- Dublin Core
MARC/XML
-- Open URL

I ntroduction to
Cataloging Codes

Tennant, Roy
Digital Libraries:
Metadata
Leadership, Library
J ournal, Aug. 2004

Taylor/ Cat:
Chapters 1-2, 4, 20

AACR2, Part 1:
Introduction,
Chapters 0, 1 and 2

Assignment 3, AACR2, part
1: due Oct. 10 for
discussion, Oct. 24 for
submission, ungraded:
(1) Memorize the 8 areas of a
descriptive cataloging record
and their order.
(2) Select two books
(monographs) of your choice
both non-fiction. Provide
descriptive cataloging records
for them.
(3) Indicate the rules you used
for descriptive cataloging.
(See separate assignment
sheet for more details.)

15
Appendix II.3

DATE

TOPIC ASSIGNED
READING
ASSIGNMENT
Oct. 10 AACR2, part 1

AACR2R: Describing
the items we organize
-- Concepts of
descriptive cataloging
-- ISBD punctuation
-- AACR2R and
monographs

AACR2, Part 1:
Introduction,
Chapters 0, 1, and 2

Taylor/ Cat:
Chapters 1-2, 4, 20

Assignment 3, AACR2, part
1 due for discussion. Due
for submission on Oct. 24.

Assignment 4: Search
Engines due for Blackboard
discussion on Oct. 17.
Graded written papers will
be due on Oct. 24
th
.
Evaluate a search engine of
your choice. Look up 4 of the
9 listed people using your
search engine of choice and
explain their relevance to the
field of library and information
science. Write up your
findings in a 4-6 page essay.

sheet and Blackboard for
more details.)

Oct. 17 CLASS

Search Engines and
Library Pioneers
Discussion on
Blackboard

HELD

Review AACR2, Part
1: Introduction,
Chapters 0, 1, and 2

Taylor/ Cat:
Chapters 1-2, 4, 20

REMOTELY

Blackboard discussions on
search engines and library
pioneers due. Written
paper due on Oct. 24
th
.

16
Appendix II.3

DATE

TOPIC ASSIGNED
READING
ASSIGNMENT
Oct. 24 Descriptive
cataloging,
conclusion.

Choice and Form of
entry and Authority
Control

AACR2, part 2,
chapters 21-24:
Choice and Form of
Entry

Taylor/ Org: Chapter
8

Taylor/ Cat:
Chapters 6-8

Assignments 3 & 4 due.

Assignments 5 and 6:
Choice and Form of Entry,
due Oct. 31 (ungraded).
(1) Using AACR2s chapter 21,
determine the main entry and
any other access points for the
two monographs previously
worked on, citing the rules
used.
(2) Using AACR2s chapters
22-24, determine the format
for the main and added
entries, citing the rules used.
sheet for more details.)

Oct. 31 Choice and Form of
Entry: Discussion

Uniform Titles
References
Review AACR2, part
2, chapters 21-24

AACR2, ch. 25
AACR2, ch. 26

EXAM 1 DISTRIBUTED
DUE NOV. 7

Assignments 5 and 6 due.
In-class exercise on chapters
23 and 24.

17
Appendix II.3

DATE

TOPIC ASSIGNED
READING
ASSIGNMENT
Nov. 7 Life after AACR2
-- FRBR
-- Resource
Description and Access

Verbal subject
analysis:
Indexing and
searching systems
Full-text natural
languages vs.
controlled vocabulary
Determining which
terms to use

Sears Subject
Headings
Tillett, What is
FRBR? (See Assigned
readings for URL)

J SC Website: FAQ

Sears Introduction
and Principles

NOTE: Because you
have an exam due on
this date, you will not
be expected to do
these readings for
this date. I will
expect you to
complete them
afterwards, however.
EXAM 1 DUE AT THE
BEGINNING OF CLASS

Assignment 7 (ungraded):
Sears Subject Headings
Assignment, due Nov. 14

Nov. 14 Verbal subject
analysis, continued:
-- Sears
-- Library of Congress

Classification, call
numbers and
shelving methods:
-- Purpose of call
numbers
-- How subject
headings and call
numbers work
together

Sears, Introduction
and Principles

Dewey Decimal
Classification, Vol.
1, Introduction,
Manual, Tables

Sears Subject Headings
Assignment due

Assignment 8 (ungraded),
Dewey Decimal, due Nov.
28.
Classification and Cutter
numbers
(1) Memorize the 10 broad
DDC categories
(2) Using the two
monographs previously
cataloged, assign one call
number and one shelf mark to
each using DDC and Cutter.
(3) Where there other call
number possibilities? What
were they?
(4) Why did you reject them
and choose what you did?
Reminder: One More
Monograph assignment
due Dec. 5
18
Appendix II.3
DATE

TOPIC ASSIGNED
READING
ASSIGNMENT
Nov. 21 NO CLASS HAPPY THANKSGIVING

Nov. 28

Dewey Decimal
Classification
Cutter Sanborn
Tables

DDC

11

Taylor/ Cat:
Chapters 9-10, 12

Assignment 8, Dewey
Decimal Classification and
Cutter numbers due.

Reminder: One More
Monograph assignment
due Dec. 5

Dec. 5 Library of Congress
Classification
Introduction.

Taylor/ Cat:
Chapters 14-15, 17
ONE MORE MONOGRAPH
Assignment due

Dec. 12

Library of Congress
Classification, call
numbers and
shelving methods:
Library of Congress
Classification (In
class assignment)

FINAL EXAM
DI STRI BUTED DUE ON
DEC. 19

Dec. 19 Cooperative
cataloging
programs

How library
standards are
created

12

Taylor/ Cat:
Chapter 19

FI NAL EXAM DUE AT
BEGINNING OF CLASS

meb20070820
19
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Last Modified 1/7/2008 11:16:42 AM Syllabus LIS 770.doc

LIS 770-02
Management of Libraries and Information Centers
Crown Library 320
Fall 2007
September 5 through December 22, 2007
Wednesdays, 6:00 - 9:00 PM

Diane Velasquez
Assistant Professor
Office: Crown 332
Email: dvelasquez@dom.edu
Office Hours: 1-3 PM Mondays; 5:00 to 5:45 PM on Wednesdays and by appointment
Office Phone: 1-708-524-6594

Course Description (from Bulletin): Development of the basic theories and principles of
management and their application in the organization and operation of libraries and information
centers. Particular stress will be given to goals, policies, personnel, structure, work division,
communications, leadership, budgets, system analysis, and future directions of administration.
(GSLIS Bulletin, 2006-2008, p 32)

Prerequisite or co-requisite: 701

Textbooks and Required Readings: The textbooks will be available for purchase from the
bookstore although you are welcome to purchase through other means (e.g. Amazon, Barnes &
Noble.com). Other required readings and their URLs are listed below. Some readings will be
available via a PDF file in Blackboard and will be so noted.

Required Texts:

Rainey, H. G. (2003). Understanding & managing public organizations (3
rd
ed.). San Francisco:
J ossey-Bass. ISBN: 0-7879-6561-8

Drucker, P. (2006). Classic Drucker: Essential wisdom of Peter Drucker from the pages of the
Harvard Business Review. Boston: Harvard Business School Publishing. ISBN-13:
978-1422101681

Recommended:

American Psychological Association. (2002). Publication manual of the American Psychological
Association. Washington, DC: American Psychological Association. ISBN: 1-55798-
810-2 Either the Spiral bound or paper bound version is fine.

1
Appendix II.3
Reitz, J . M. (2006). ODLIS Online dictionary for library and information science. Westport,
CT: Libraries Unlimited. Retrieved August 1, 2007, from http://lu.com/odlis/

Other Required Readings:

1. American Library Association. (2006). The State of Americas Libraries: Executive
Summary. Retrieved May 30, 2007, from
http://www.ala.org/ala/pressreleases2006/march2006/stateoflibraries.htm
2. Coates, T. (2004). Whos in charge? Responsibility for the public Library Service
London: Libri Charity for Libraries. Retrieved J une 25, 2007, from
http://www.rwevans.co.uk/libri/Who's%20in%20char_e_(as%20printed.pdf
3. Council of State Governments. (2007). Trends in America: 10 Forces of change states
cant ignore. Retrieved August 28, 2007, from
http://www.csg.org/pubs/Documents/TIA2007.pdf
4. Hardesty, L. (2000). Do we need academic libraries? A position paper of the Association
of College and Research Libraries (ACRL). Retrieved J une 25, 2007, from
http://www.ala.org/ala/acrl/acrlpubs/whitepapers/doweneedacademic.htm
5. Hennen, T. J ., J r. (2006). Hennens American public library ratings 2006. American
Libraries, 40-42. Retrieved J une 25, 2007, from
http://www.haplr-index.com/ALProofHAPLR_2006.pdf
6. Public Agenda Foundation, Americans for Libraries Council, & Bill & Melinda Gates
Foundation. (2006). Long overdue: A fresh look at public and leadership attitudes about
libraries in the 21
st
century. New York: Public Agenda. Retrieved J une 25, 2007, from
http://www.lff.org/documents/LongOverdue.pdf
7. Special Libraries Association. (2003). Competencies for information policies. Retrieved
J une 25, 2007, from http://www.sla.org/content/learn/comp2003/index.cfm
8. Special Libraries Association. (2001.) Research statement Putting our knowledge to
work . . . The role of research in special librarianship. Retrieved J une 25, 2007, from
http://www.sla.org/content/resources/research/rsrchstatement.cfm
Optional Sources:

1. Colorado Department of Education, Library Research Service (n.d.). Topics of interest
for libraries. Retrieved J une 25, 2007, from http://www.lrs.org/topics.php
2. Iowa Library Services Areas. (n.d.). Links for librarians. Retrieved J une 25, 2007, from
http://www.ilsa.lib.ia.us/liblinks.htm
3. State Library of Ohio. (n.d.). Librarians toolkit. Retrieved J une 25, 2007, from
http://winslo.state.oh.us/services/LPD/index.html
2
Appendix II.3
Additional readings will be assigned as appropriate in the course schedule and will be available
on Blackboard or through the library.

Computer Accounts
If you do not have a Dominican University email account, please obtain one from the Dominican
University IT (information technology) staff in the basement computer lab of Lewis Hall. This
will allow access to the universitys online databases.

PUBLIB
Students are required to subscribe to a list serve mail list (online discussion group) dealing with
administrative issues in order to become familiar with some of the topics of conversation. The
student may pick her or his mail list. This instructor subscribes to PUBLIB and GODORT.
TO SUBSCRIBE: Go to the PUBLIB web page and follow the directions for subscribing
http://lists.webjunction.org/mailman/listinfo/publib (Accessed May 31, 2007)

Other List Serves
See Library Listservs-n-More
http://www.librarysupportstaff.com/4subscribe.html (Accessed May 31, 2007)

Blackboard Accounts
An online Blackboard course site (http://Blackboard.dom.edu) has been sets up to facilitate the
sharing of information, either administratively or questions about the class content. The
Blackboard site is required for the course. This is a private Blackboard site accessible only to
students currently enrolled in the course. I will provide instruction on setting up your
Blackboard account during the first class session. I will also set up Discussion Forums so we can
share questions and ideas. Please feel free to post Blackboard messages to communicate and
share ideas with one another. Also feel free to contact me directly if you feel your questions or
comments are not appropriate for Blackboard. You will be responsible for checking Blackboard
routinely for announcements, clarification of assignments, turning in assignments, and general
discussions.

Course Goals
LIS 770 has four distinct yet compatible goals:
I. To explore how to think like a library or information/knowledge center manager in order
to shorten the period of apprenticeship needed to learn the art of management;
II. To identify ongoing problems in library and information/knowledge center management
and to consider effective solutions;
III. To comprehend the lack of universal rules and the importance of local context in
managing libraries and information/knowledge centers;
IV. To expand the ability of students to understand and utilize relevant research in library and
information/knowledge center management.
Relevant MLIS Program Objectives
Practicing a variety of management, communication, and organizational skills to facilitate
appropriate change within learning organizations.
3
Appendix II.3
Designing, implementing, and evaluating systems, technologies, services, and products
that connect users with information.
Identifying and analyzing information needs and opportunities of individuals and
organizations, both within the traditional service areas as well as the broader information
sector.
Articulating and applying a philosophy of service that incorporates an awareness of the
legacy of libraries and information centers within our culture.

Learning Objectives
To advance its goals the course has the following objectives:
1. To understand the many possible "places" of a library or information/knowledge center
within its service environment;
2. To discern the range of relationships possible between and among libraries and
information/knowledge centers, their managers, and their service areas or sponsoring
organizations;
3. To understand how environmental factors impact the relationship(s) between planning
and budgeting for service;
4. To understand the limits of planning;
5. To develop a knowledge of applicable interpersonal communication and information-
innovation diffusion concepts;
6. To explore various management styles and develop student awareness of her or his
preferred approaches to management;
7. To develop an appreciation of the marketing approach to the development and delivery of
library and information services;
8. To assist students in understanding basic approaches to financial operations;
9. To understand basic concepts in automation from the perspective of a library or
information/knowledge center manger;
10. To examine within the library or information/knowledge center context such critical
personnel and service issues as affirmative action-equal opportunity, staff development
and morale, ethical conflicts, gender, "political" concerns, etc.;
11. To explore a range of approaches for increasing the perceived value of a library or
information/knowledge center to its service area or sponsoring organization.

Course Information

Teaching strategies will include assigned readings, case studies, lectures, small group
discussions, group work, papers, and presentations. Theoretical concepts and practical
applications will be typically presented through class lecture and assigned readings. Students
will then demonstrate their understanding through class and Blackboard discussions and by
presenting their findings from papers orally in class and in writing.

The class will be taught in a hybrid style. This means that Blackboard will be used as a method
to deal with many of the varied administrative details that go along in running a class. All
grades, assignments, syllabus, course schedule, etc. will be put up on Blackboard for the
students convenience. Lecture notes, while they will not be word for word, will also be put up
on Blackboard. This does not mean that students can miss class. It is basically for the
4
Appendix II.3
convenience of the student to check what was covered and/or said. There will be one week when
I will be out of town at a conference and the entire class will be run on Blackboard with
discussion board questions. The groups for the group projects will have space on Blackboard if
they choose to use it. It is optional. All written assignments will be submitted through
Blackboard and I will return them through email.

Grading Criteria Percentage Points

Management Theory 10% 10
Case Study 15% 15
Read & Reacts (3 @ 5 points each) 15% 15

Group Project Total Points 35% 35
Paper (8 pages, not including bibliography) 20% 20
Presentation 10% 10
Group Evaluation 5% 5

Final Paper 15% 15

Class Participation 10% 10
Total Points 100% 100

Description of Assignments
1. All assignments are expected to be written at a graduate level.
2. Points will be taken off for grammatical errors and typos.
3. Students are to use the APA style manual only.
4. All papers are to be double spaced and in a 12 point Arial or Times Roman font and will
be double spaced with the exception of the notes and block quotations..
5. Please make sure your name, the name of the class, semester and date is on the first page
of each paper.
6. Utilize one (1) inch margins.
7. Indent the first word of a new paragraph rather than separating paragraphs with two
double spaced returns.
8. Have page numbers on all pages no exceptions.
9. Be submitted on time. Papers submitted after the due date will lose points before being
marked for content and style.
10. Appendices, attachments, and bibliographies do not count as the required number of
pages.

Written assignments are due by 11:59 PM on the date assigned. Assignments may be turned in
via Blackboard unless previous arrangements have been made with the instructor. Late
assignments will be marked down one point per day late.

5
Appendix II.3
Class Participation
10 Points

Participation in class discussion will be one of the factors in the final grade. It is therefore
expected that students will not only read the assignments but think about them and thoughtfully
evaluate them. Questions will be posed to you during the class that will provoke thought,
analysis, and evaluation. Please be aware the class participation is one method that can make a
difference between an A or a B or a B and a C.

Attendance: Students are expected to attend all classes and a grade may be affected if the
student misses more than two sessions. However additional illness due to acts of God e.g.,
prolonged illness, similar illness of spouse or spousal-equivalent, child, etc. can be addressed
through an incomplete grade and make up work.

Lateness: All members of the class are expected to arrive to class on time and stay for the entire
session. As graduate students and adults each of us are responsible for our actions. Chronic
lateness negatively affects grades. Note: It is important to stress that students whose job
responsibilities will result in chronic lateness or absence (2 or more times) might find it works
better to enroll in a more convenient section or take the class at another time.

All members of the class (including the instructor) are expected to turn off all cell phones,
pagers, and any other electronic equipment (e.g., IPODs, MP3s, etc.) during class so that full
attention can be given to the work at hand. Anyone (this includes the instructor) whose cell
phone or pager goes off during class (does not include breaks) will bring treats in for the class
the next week.

No Disparate Treatment: Everyone in the class plays by the same rules. There are no side
deals.

Management Theory Assignment
Due: September 19, 2007
10 Points

Select a Management/Leadership/Organizational theory (except bureaucracy). Provide a basic
overview of the theory including the purpose and expectations of outcomes as well as explaining
both the strengths and weaknesses of the theory. Then describe how to apply the theory in a
library or information center of your choosing. Explain why you think the theory will or will not
work in this setting and why. Be prepared to discuss in class your management theory at the
start of class on the day it is due.

The paper should be no more than 8 pages in length not including the bibliography.

Case Study
Due: October 24, 2007
15 Points

6
Appendix II.3
A management scenario will be provided for analysis. Students will analyze the problems and
present possible solutions. Additionally, students will evaluate the measures taken by the
manager in the case study.

The paper should be no more than 8 pages in length not including the bibliography.

Read & Reacts (aka R&R)
Due: No later than September 26, October 17, November 14, 2007
Three R&Rs at 5 points each for a total of 15 points

Over the course of the semester you are to find three outside readings related to management
other than those provided in the Course Calendar and write a brief reaction paper for each.

The readings can be articles from such media as refereed journals, chapters from books, or even
articles from newspapers or popular journals/magazines such as Time or Newsweek. Look for
resources related to management all around you. As you pay attention, you may be surprised
how often management issues arise in both academic and popular media.

A complete R&R posting will include:
A full, correctly formatted APA style citation of the work to which you are reacting
(include URL if possible).
An original, brief (approximately 100 words) abstract of the reading. This abstract should
provide a pithy summary of the work under review, highlighting the main points of
interest.
A concise (approximately 200 word) discussion of how this work contributes to
discussion of management within the context of this course and LIS in general (e.g., feel
free to talk about how this work relates to other readings from this course, discussions
from the discussion boards, lectures, national or international management issues, etc.).

These R&Rs are to be posted openly on the discussion areas of Blackboard so your fellow
students can read them as well. There will be three discussion forums for each R&R postings.
These can be posted prior to the due dates. The due dates are there for a guide and as the drop
dead date for those who prefer to turn assignments in at the last minute. Read and reacts whose
word count goes over the limits listed significantly will have a slight deduction in points. The
R&Rs will not be graded for all to see but will be sent back to the student will comments via
email.

Group Project
Due: December 5, 2007
Group Project Total: 35 Points
Paper: 20 Points
Presentation: 10 Points
Group Evaluation: 5 Points

7
Appendix II.3
The class will be divided into groups. Each group will be a consultant to a public library and will
be assigned a community. In order to determine whether or not it is effectively managed, the
group must evaluate the budget, planning, and the operations of the library.

The group is a consultant to an information center that will be assigned by the week of
September 17, 2007. In order to determine whether or not it is effectively managed, the group
must evaluate the budget, planning, and other operations of the library. Look at the web site,
locate the mission and goals, the budget, and the planning documents in order to answer the
following questions:

1. Based on the evaluation of the website, do you believe the library targets the
demographics adequately? Is the site user friendly and would a patron/customer see it as
having ease of use? What is available to patrons/customers via the web site? In your
groups opinion as a consultant, are there any recommendations as to how to improve the
site (visually, content, etc.)? By looking at the website, can you determine the librarys
demographics? Do the services offered reflect the librarys demographics? How can this
information be used in the planning and evaluating of services, materials and personnel?

2. Planning is key to any organization. Find the planning documents and determine whether
or not these documents take into account the governing values and mission statement of
the library. If so, how is this done? If not, how would you resolve the problems seen in
those documents?

3. The budget is one of the most important factors in determining how an organization
finances its goals. Look at the budget for the current year. Based upon the library type
and its patron/customer base, is it adequately funded to do a decent job of providing
access to information to satisfy the information needs of its patrons? If not, what
improvements could be made to the budget that would help it serve its mission? What is
the basis of the funding for the library? How does this influence the budget?

4. The larger organizational context is important to understand the overall functioning of
any information center. Libraries are rarely independent entities. Look at the larger
organizational context of the information center. Beyond supplying funding, what other
influences do you see reflected in the mission, goals, planning documents, and other
information on the website? What advantages does the larger context provide? What
limitations? How does this affect the information center?

5. Locate the staff breakdown. How many professional staff and how many paraprofessional
(clerical) staff? Does this reflect the mission and goal? How or how not? Are there gaps
in the staff? If the funds were available for either one professional position or two staff
members, which would you hire? Why? And for what department(s)?

6. Once again looking at the budget, assume a 15% increase for the next fiscal year. As
consultants, where do you recommend investing more funding? What new programs or
purchases, if any, would you suggest?

8
Appendix II.3
Group Presentation
The group presentation should be an overview of the consultants report and discuss the findings.
All members of the group should have some part of the presentation. It can be any format
including using Power Point or any other method the group chooses.

Group Evaluation

Each group will evaluate all the members on how well the group worked together, what were the
challenges and opportunities that were worked through, and will rate each person on a scale of 1-
5 of their effectiveness and productivity of the group. One person should not do all the work, but
each group member needs to contribute equally to the project. The evaluation should be turned in
individually. Please answer the following questions and remember to put your name on the
evaluation.

1. What is your group number?

2. Rate each member of your group, including yourself, on a scale of 1 to 5, where 1
represents little to no contribution and 5 represents full participation and contribution to
the group.

3. Include any comments you might have regarding your experience with the group and the
assignment.

Your evaluation grade will be based on the average of the rating scores assigned by the group
members.

Final Paper
Paper is due December 19, 2007 at 11:59 PM via Blackboard Digital Drop Box
Paper: 15 points

LIS 770 and GSLIS Program Assessment
All students enrolled in all sections of LIS 770 Management of Libraries and Information
Centers need to know that an anonymous copy of their final paper will be evaluated by a
committee of GSLIS faculty to help determine how effectively students have furthered their
management skills and understandings. Technically, this anonymous consideration addresses
Outcome 2 of the current GSLIS Assessment Plan.
communication, leadership, and instructional skills, as well as an understanding
of change management.

Outcome 2 will be evaluated by means of a Management /Communication/ Leadership/
Instruction issue paper embedded in LIS 770: Management of Libraries and Information
Centers and evaluated by a GSLIS Faculty Committee.
9
Appendix II.3
In consequence, for the final, all students will submit two (2) copies of their paper, one
of which will not have the students name but will have the course and section
numbers.
Students will be expected to follow the instructions provided here.
For the more methodically inclined the process involves selecting a statistically valid number of
anonymous papers (at least thirty) on the basis of using a random numbers table and review of
the papers by a committee of the faculty teaching LIS 770. A related process will by followed to
assess outcomes in LIS 701, 703, and 704.

Students will:

The student will select an appropriate issue dealing with management's response to
change, either an opportunity or a problem (sometimes an issue can be both), that is
currently being addressed in one of the following library, information, or knowledge
areas of professional practice: (1) academic libraries, (2) information-knowledge
management centers, (3) public libraries, (4) museums, or (5) other government or
private sector information-knowledge providers (examples: newspapers, television, or
other mass media, etc.) or specialties (example: competitive data analysis, management
of web-based interactive communication, etc.).

Through a review of the relevant literature the student will appropriately describe the
issue to be examined (traditionally known as "defining the question") and identify the
range of responses/solutions being considered and implemented by managers to address
the identified issue.

The student will provide her or his assessment under what conditions managers would or
would not succeed with one or more solutions put forward in the literature to address the
issue on the macro or overall level (example academic libraries as a whole) or on a micro
or specific level (Dominican University's Crown Library) or a combination of both.

For assessment purposes the paper will be eight pages.

The paper and bibliography will be evaluated according to the following criteria:

Paper:
o Coherent synthesis of the professional literature
o Logical train of thought
o Adequate connections between ideas, support of generalizations, choice of
illustrative examples
o Issue(s) selected are relevant and clearly explained
o Supporting reasons are sufficient, cogent, and appropriate
o Position is effectively supported
10
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3

LIS 773: School Libraries
3 Credit Hours
Fall, 2007
September 29, October 6, 13, 20, 27, November 10, 17 9:00-4:30

Chris Balsano, Adjunct Instructor
Office Hours: By Appointment
Home Phone: 630.969.6135
Email: cbalsano@dom.edu

I. Course Description:
Introduction to the history, purpose, functions, structure and management of the school
library media program serving students in elementary, middle and secondary schools.
Broad planning in areas such as curriculum, personnel, facilities, finance, acquisitions
and public relations. Contemporary issues, legislation, and technologies, as well as
service to the exceptional child will be examined.

II. Required Texts:
American Association of School Librarians/Association for Educational Communications
and Technology. Information Power: Building Partnerships for Learning. Chicago: ALA,
1998.

Dickinson, Gail K. Empty Pockets and Full Plates: Effective Budget Administration for
Library Media Specialists. Worthington, Ohio: Linworth, 2003.

Donham, J ean. Enhancing Teaching and Learning: A Leadership Guide for School
Library Media Specialists. 2
nd
edition. NewYork: Neal-Schuman, 2004.

ISLMA. Linking for Learning: The Illinois School Library Media Program Guidelines.
Canton, IL: ISLMA, 2005.

III. Learning Objectives:
Based on the Principles of Administration outlined in Information Power: Building
Partnerships for Learning (p. 100), and MLIS program, school library media candidates
will:

Explore the history, purpose, function, and structure of school library media
programs and consider the impact of current educational reform movements on
these programs;
Examine the multiple leadership roles of the school library media specialist
within the learning community;
Observe and analyze school library media programs in action through
visitation(s) and interviews;
Use a problem-solving model and a strategic planning process to develop a
program of services and an outcome-based budget in response to a case
study;
Identify methods of advocating for school library media programs, facilities,
technologies, finances, and personnel;
Use the professional literature to develop responses to essential questions
concerning school library media program administration;
Articulate a personal vision of a quality school library media program.

Appendix II.3
IV. Assignments and Course Requirements:
The points for the assignments (100 points in all) are as follows:

20 points. Site Visitations
Students are required to visit two school library media centers. The reports will serve as
notes for discussions in class. Each visit is 10 points.
Due: October 13 and November 10

10 points. Periodical Assignments
Short reflections are required from 5 different articles in education/library science
journals.
Due: One each class period except first session and last session 5 total

10 points. Presentation Assignment
Each student will present one ten minute informational topic to the class. Presentation
handout will be posted to Blackboard.
Due: Presentations will be distributed throughout the semester

10 points. Information Literacy Lesson Plan
Each student will create one original Information Literacy lesson plan. The student will
identify the target grade level and applicable curricular unit, select the Information
Literacy model and identify the step on the model and skill being taught. Plans will be
posted to Blackboard.
Due: October 20

10 points. Budget Project
Each student will create an Excel spreadsheet for an itemized library budget.
Due: October 27

10 points. Linking for Learning Presentation
Groups of 2-3 students will give a 15 minute presentation reviewing a library program
component according to Linking for Learning.
Due: November 17

20 points. Self-selected Roundtable Project
Roundtable sessions focus on key topics as they relate to stakeholders. SLMP
Roundtables will consist of a group discussion of a current and relevant topic of interest
to school library media specialists.
A handout and an annotated bibliography will accompany the discussion. Discussion
leaders will present their area of concentration in a ten-minute introduction and guide a
ten-minute discussion. Roundtables will be posted to Blackboard.
Due: October 20, 27, or November 10

All students enrolled in all sections of LIS773 need to know that an anonymous copy of
their final project will be evaluated by a committee of GSLIS faculty to help determine
how effectively students have furthered their management skills and understandings.
Technically, this anonymous consideration addresses Outcome 2 of the current
GSLIS Assessment Plan.

change management.

All students will submit two copies of their paper/project, one of which will not have the
students name. Students will be expected to follow the detailed instructions on the
Roundtable Assignment handout.

Appendix II.3
Note: This anonymous approach to assessing the learning of all students taking LIS773
in a given semester is designed for evaluation at the group level. It does not affect an
individual students grade in a give LIS773 class/section.

10 points. Class Participation and Commitment
Attend every class and participate in discussions. The course grade, particularly the
class participation component, will be affected by absences and tardies. You are
expected to have read the assigned material and come to class prepared to discuss
and critique these readings. There will be some ungraded, mini assignments. The
ungraded assignments will contribute to the class participation grade. Late
assignments will be accepted but points will be deducted.

V. Assessment:
Since this is a graduate class, candidates are expected to attend each class, be
punctual, and produce work of professional quality (including citations whenever
appropriate). It is also understood that graduate students have commitments outside of
course work. Students who plan on missing a class should make the instructor aware of
that ahead of time. It is the responsibility of the student to obtain any material covered
or assignments missed. Missing class time may result in a grade reduction.

According to university policy, students are expected to conduct themselves in
accordance with the highest standards of academic honesty and integrity. Failure to
maintain academic integrity will not be tolerated. (Dominican University Bulletin,).
Definitions of plagiarism, cheating, and academic dishonesty can also be found in the
Handbook.

All assignments will be due at the beginning of the class period. Late work will result in
a grade reduction. All written work should be clear and error free. No extra credit work
will be given.

A A- B+ B B- C+ C C- D F
95-100 90-94 85-89 80-84 75-79 70-74 65-69 64-below

GRADING POLICY (12/15/2004)

The faculty of the Graduate School of Library and Information Science use the following guidelines
in their grading:

Numeric*

that far surpasses course expectations; nearly flawless
work.

A- 3.67 Excellent achievement. Student performance
demonstrates thorough knowledge of the course
materials and exceeds course expectations by
completing all requirements in a superior manner.

B+ 3.33 Good solid work. Student performance demonstrates
strong comprehension of the course materials and
exceeds course expectations on all tasks as defined in
the course syllabus.

Appendix II.3
B 3.0 Satisfactory acceptable work. Student performance
meets designated course expectations, demonstrates
understanding of the course materials and performs at
an acceptable level.

B- 2.67 Marginal work. Student performance demonstrates
incomplete, substandard understanding of course
materials, or absence of required work; indicates danger
of falling below acceptable grading standard.

C+ 2.33 Unsatisfactory work. Student performance
demonstrates unsatisfactory understanding of course
materials and inability to meet course requirements.

C 2.0 Unacceptable work. Student performance
demonstrates incomplete and inadequate understanding
of course materials.

C- 1.67 Poor work.


*Grading System DU GSLIS Bulletin.

VI. Course Calendar:
Class 1 September 29
Course Overview and ISBE SLMS Standards; History, Development and
Mission of SLMPs

Class 2 October 6
Collaborative Planning; Information Literacy
Readings: Donham, Chapters 1, 2, 6, 11, 12
Dickinson, Chapter 1
Information Power, Introduction, Chapters 1, 2, 3, 4
Due: Mission statement
Speaker: Don Adcock, Dominican University

Class 3 October 13
Collection
Readings: Donham, Chapter 8
Information Power, Chapter 5 and App. C
Due: Site visit
Speaker: School Librarian (TBS)

Class 4 October 20
Literacy; Advocacy and Budget
Readings: Donham, Chapter 3, 4, 5, 9
Dickinson, Chapters 4-7, App. A
Due: Information Literacy Lesson Plan
Speaker: Follett Representative

Class 5 October 27
Program Evaluation; Technology
Readings: Donham, Chapters 7, 10, 13
Information Power, Chapter 6, App. D
Due: Budget project
Appendix II.3
Class 6 November 10
Readings: Linking for Learning
Due: Site visit

Class 7 November 17
Leadership
Readings: Donham, Chapter 14
Information Power, Chapter 7
Due: Portfolio Review
Due: Linking for Learning presentations
Due: 5 test questions - Due Thursday, November 15, 5:00 p.m.

Refer to Assignments and Calendar buttons on Blackboard for more details.

Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.3
Appendix II.4
Appendix II.4
Appendix II.4
Appendix II.4
Appendix II.4

TEST #4
Basi c HTML

1. Write the source code for the following webpage. Name the file i ndex. ht ml and
upload to the GSLIS Technology Competencies Blackboard site using the Digital
Dropbox. . Print the code and the browser view; submit the copies with your final
Competencies Checklist. Be sure to include your name with the electronic submission.

Additional instructions for your code: The content of the title tag should read Domi ni can
GSLI S HTML Compet ency by [ Your Name] (no quotation marks). Use heading size 1 for the
top line; heading 2 for the second two lines. The table has a border of 5 pixels. The table
heading spans three columns. The bottom two lines of text are size -2 and are red (except the
hyperlink color, which is the standard color). Use the current date for the date of creation.
1/9/2008
Appendix II.4
Change of Advisor Form
Name:
Last First Middle
E-mail:
Daytime phone:
(______) ________- _______________
Please state your area of interest and career goal:
r I would like to change my advisor from ______________________
(previous advisor)
to ______________________
(new advisor)
r I do not have / do not know my advisor. Please assign me an
advisor
Please return completed form to:
Dominican University GSLIS
7900 Division Street
Phone (708) 524-6845
or Fax to : (708) 524-6657 10/23/01
Appendix II.5
D O M I N I C A N U N I V E R S I T Y

Revised September 2007
1

LIS 799 - Practicum Application

General Information
The objective of the practicum is to provide students with an opportunity to apply principles
learned in graduate study. It is a supervised, unpaid student fieldwork experience of 120 hours
(approximately 10 hours per week for 12 weeks) in an approved library or information center
under the direction of a full-time GSLIS faculty member. Individual hours are decided upon
between the student and library site supervisor. The library supervisor, the faculty advisor and
the student meet periodically to review the students performance and progress.

The practicum (LIS 799) is generally scheduled during the students final semester in the GSLIS
program; however, exceptions may be approved by the dean. Upon successful completion of the
practicum, the student receives three credit hours that are applied to his/her MLIS degree.

The goal of practicum field experience is to wed theory and practice in both cognitive and
affective domains. This goal is achieved through quality professional experiences in library and
information centers, coupled with reflective feedback from cooperating information
professionals. Such field experiences allow library and information science students to:

experience the professional world of libraries, information centers, and knowledge
management in organizations
observe a variety of role models within the profession
apply and assess their own skills in library and information science, and receive
professional input and feedback about their performance
integrate theory and practice while examining their assumptions about the art and science
of librarianship

Prerequisites
completion of 10 GSLIS courses, including the core courses
minimum GPA of 3.3
interview with the Coordinator of Student Placement
completion of practicum application, including essay, goals, and measurable learning
objectives
approval and participation of a full-time GSLIS faculty member
approval of the dean

LIS 799 Course Content and Assignments
orientation, observation, and analysis of the library/information center environment
participation in selected activities (as agreed upon by the site supervisor and student)
introduction to the elements of planning, programming, budgeting, and evaluating the
library/information services provided
completion of a research report or report resulting from a project
regular student reflection and site supervisor feedback
evaluation of experiences by both student and site supervisor

2

Practicum Timeline
Before
The student should schedule a meeting with Coordinator of Student Placement (at least
one semester prior to practicum date) to discuss fieldwork placement guidelines and
options. Students are encouraged to discuss career interests, goals for the practicum, and
potential scheduling arrangements.
The student then meets with a full-time GSLIS faculty member to discuss his/her
availability and willingness to serve as practicum advisor. The plan for the practicum
should derive from the course objectives and should consider both the needs of the
student and the unique characteristics of the practicum setting.
Due to the volume of practicums and the need to centrally coordinate them, all
placements will be made by the Coordinator of Student Placement.*

*Students in the School Library Media Program (SLMP) should contact the Coordinator of
Clinical Practice, who will coordinate placement for all school library practicums.

Once the student has received clearance from his/her practicum faculty advisor to proceed, the
student must inform the Coordinator of Student Placement, who will then contact the practicum
site on behalf of the student. Afterward the Coordinator will share the site information and the
student will schedule a practicum interview with the library/information center.

If after the interview both student and site supervisor are in agreement to move forward, they
will report that information to the Coordinator of Student Placement and begin completing the
practicum application process. The student, site supervisor and faculty advisor will draft the
details and finalize all paperwork at least six weeks before the practicum is scheduled to begin.
Completed paperwork must be submitted to the Coordinator of Student Placement no later than
two weeks prior to advance registration for the semester of the practicum.

During
The practicum student must complete 120 hours of work at the host site under the supervision of
an on-site information professional. The practicum is a core part of each students experience, as
it is the time when theory-to-practice and applied learning occurs. This may entail some routine
tasks, but the majority of the time should be spent on higher level, professional activities. While
each practicum student brings a different set of skills, a central goal is for the student to stretch in
new directions and explore areas where there is a need to gain knowledge and practical
experience.

During the semester the students faculty advisor will make a site visit to assess the students
progress. Site supervisors are expected to provide feedback and evaluation to their students
during the course of the practicum, and faculty advisors are responsible for determining the
academic component of the practicum. This may include a reflective journal, class or individual
meetings with faculty, and a paper or project report. Students are expected to keep a log of
dates, hours, and/or their daily activities.

Appendix II.7

3
After
At the end of the practicum both the student and site supervisor will be asked to complete a short
form describing the activities carried out during the practicum. Final evaluation is based on
fulfillment of both the on-site and academic components of the practicum.

Guidelines
No more than one student at a time should participate in a practicum at a given institution
within a given semester unless they are scheduled to work on different days.
Final arrangements for a practicum (agreement and schedule) should be determined in
consultation with the student, the site supervisor, and the faculty member no later than
four weeks prior to the advance registration period for the semester in which the
practicum is to be completed. The faculty member will review the practicum
documentation, sign the appropriate forms, and forward all paperwork to the Coordinator
of Student Placement, who will review the file and submit it for the deans signature.
The student will then be allowed to register (in person) for LIS 799.
The site supervisor is encouraged to keep Work Progress Reports (see attached) or
equivalent written documentation on activities performed by the student. The reports
should be returned to the faculty advisor at regular intervals, with the first report
submitted after the third week of the practicum. Subsequent reports should be completed
and submitted to the faculty advisor as arranged by agreement between the faculty
advisor and site supervisor.
A work log, journal, and a course research report, or report resulting from a project, is
required of the practicum participant.

Communication
A students request for extraordinary time off from the arranged practicum, for whatever
reason, should be cleared with both the site supervisor and the practicum faculty advisor.
Arrangements must then be made to make up the lost clock hours. Any serious irregularities
in attendance, punctuality, attitude, or general professional behavior should be brought to the
attention of both the student and the practicum faculty advisor by the site supervisor.

If the Work Progress Report listed above indicates that the placement is unsatisfactory or if
either party consistently fails to abide by the agreements made, it is recommended that an
early termination of the practicum occur. Participants should contact the dean immediately if
termination of the practicum is sought. A 60 percent refund of tuition is issued to the student
in this situation.

Evaluation
All participants should review the practicum placement during the first few weeks of the
semester and any necessary adjustments should be made.
Unless restricted by significant geographic distance, the practicum faculty advisor will
meet with the student and the site supervisor at least once during the practicum to review
the students progress.
An evaluation of the practicum experience will be requested from both student and site
supervisor at the end of the practicum.
Appendix II.7

4
The participating institutions are encouraged to provide the following to the practicum
faculty advisor:
o an oral or written summary analysis of the students overall performance
o strengths and weaknesses of the operational aspects of the practicum
o suggestions for improvement of the program to the practicum faculty advisor
The student should provide the following to the practicum faculty advisor:
o a brief summary stating the value of the practicum
o suggestions for improvements of the practicum experience
o the course research report or report resulting from a project
o a log of dates, hours, and activities

The practicum faculty advisor and the site supervisor will discuss and agree on the students
grade for the practical component of the practicum; the faculty advisor will be responsible for
assessment of the students research paper or project report and will submit the students grade.
Appendix II.7

5

GSLIS Practicum Application
(to be completed by student)

Student Name: ____________________________________________________________

Email: ___________________________

Proposed Semester of Practicum:
Summer Fall Spring 200_

Student must prepare a 1-2 page, typed response to the following three questions:

1. How does the practicum complement your course of study?

2. What area of study and practice would you like to emphasize in your practicum? Why?

3. Do you have a preferred site in mind? (If so, please briefly describe the
library/information center in relation to your practicum goals.)

4. Indicate geographic preference for practicum site: e.g., Chicago, Western suburban,
North suburban

Appendix II.7

6
PRACTICUM AGREEMENT: Student/Faculty/Site Supervisor Agreement
(To be completed by student with input and approval by site supervisor and faculty.
Requires site supervisor, faculty, and student signatures).

Student Name: ________________________ Student E-mail: ________________________

Practicum Site: ______________________________________________________________

Practicum Site Supervisor: ____________________________________________________

Practicum to be completed during which semester:
Summer Fall Spring Year: 20___

List at least three measurable learning objectives that will be evaluated at the end of the
practicum:
1. What:

How:

By what date:

How measured:

2. What:

How:

By what date:

How measured:

3. What:

How:

By what date:

How measured:

Student signature: _________________________________________Date: ________________

Site Supervisor signature: ________________________________Date: ________________

Faculty Advisor signature: __________________________________ Date: ________________
Appendix II.7

7

SITE AGREEMENT for GSLIS PRACTICUM
(to be completed and signed by the Practicum Site Supervisor)

Agreement between Dominican University and

_____________________________________________________
(Practicum Site/Organization Name)

concerning the practicum of ________________________________
(Student Name)

The company/organization named above agrees to establish an orientation and training program
for the student appropriate for an academic practicum for the designated number of credits. The
company/organization agrees to provide the student with diversified professional responsibilities,
including the following specific exercises.

Please attach a brief description of the Practicum site. Printed website pages are acceptable.

Practicum Site Information

_________________________________________ _______________________________________
Practicum Site Name Telephone

__________________________________________ ________________________________________
Street Address City/State/Zip

_________________________________________ _____________________________________
Practicum Site Supervisor Name (print) Practicum Site Supervisor Signature

_________________________________________ ____________________________________
Site Supervisor Title Site Supervisor e-mail address

Approved: __________________________________________________ ___________________
Dean, Graduate School of Library and Information Science Date

Appendix II.7

8

PRACTICUM WORK PROGRESS REPORT
(for use by student and site supervisor to record student assignments and
progress)
Student Name: __________________________________________________________

Practicum Site: ___________________________________________________________

Department/Unit/area worked in: ____________________________________________

Practicum Site Supervisor Name: _____________________________________________

Total hours worked in week: ________ Date: _____________________________________

Supervisor: List the specific activities completed in each area or department where training was
supervised. Evaluate the degree of skill possessed by the student in each activity.

Work Activity or Assignment Check degree of skill possessed by
student
1.
1 =Superior performance
2 = Acceptable performance
3 = Unacceptable performance
4 = New skill/not yet possible to rate
2.
3.
4.

Site Supervisor signature: ___________________________ Date: ____________
Appendix II.7


L I S 8 0 1
S p e c i a l S t u d i e s i n L i b r a r i a n s h i p
*

GUIDELINES

1. Students registered for Special Studies in Librarianship must have completed eight (8) courses and be
maintaining a 3.3 GPA.

2. The student should discuss the topic with an appropriate member of the faculty. Adjunct faculty may
work with a student on an independent study project in an area of his/her expertise. A member of the
full-time faculty, preferably in a cognate area, must approve the project if the student will be working
with an adjunct faculty member.

3. The student will fill out the Special Studies Agreement form, available in the GSLIS office. A copy is
attached to these Guidelines.

4. The student should prepare a written proposal addressing these points:

a. The title of the study.
b. The purpose of the study.
c. How the study will be carried out, what sources will be used for it, what the finished product
will be, and the date when it will be completed.
d. Information about the students status in the program, including most recent grade point
average and courses taken to date.

5. The student will give the proposal and the completed application to the faculty member who has agreed
to oversee the special study.

6. The faculty member will forward the proposal and the application to the dean.

7. The dean will make her/his decision concerning approval known, in writing, to the student, the faculty
member, and the person directing the student (if different from the faculty member who approved the
project).

8. After the proposal is approved, the student will complete a Dominican University Registration Form and
submit it to the Office of the Registrar to complete the process.

*
Page 59. COURSE DESCRIPTION: Directed and supervised projects of independent study. Limited to
students having a grade point average of 3.3 or above who have a sufficient background to work independently.
Consent of instructor is required before registration.
Prerequisites: Completion of eight (8) courses, including 701, 703, 704 and required management
course. No student may take more than two independent studies.
Appendix II.8

S P E C I A L S T U D I E S A G R E E M E N T

Student:

________________________________________________________________________

Student Address:

________________________________________________________________________

City/State/Zip:

________________________________________________________________________

Daytime Phone:

________________________________________________________________________

E-Mail:

________________________________________________________________________

Semester: _______________ Year: _____________ Current GPA: ________________________________

Completed Courses: 1. _____ 2. _____ 3. _____ 4. _____ 5. _____ 6. _____ 7. _____ 8. _____

Faculty member who will direct the study:

__________________________________

Faculty member who will approve the project (if not the director):

__________________________________

Please provide the following information about your proposed special study:

Topic:

____________________________________________________________________________

Purpose:

____________________________________________________________________________

Procedures:

____________________________________________________________________________

____________________________________________________________________________

Sources:

____________________________________________________________________________

____________________________________________________________________________

Planned Completion Date:

__________________________________

Please attach your written proposal to this agreement. Your written proposal will expand on the above information.
Please refer to 4.a-d on the Special Studies Guidelines for specific information on what the proposal should include.

Students signature: _______________________________________ Date: ______________________

Directors signature: _______________________________________ Date: ______________________

Full-time faculty approval
(if necessary): _______________________________________ Date: ______________________

Deans approval: _______________________________________ Date: ______________________
Appendix II.8
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Appendix II.9
Appendix II.10
1
ASSOCIATION OF LIBRARY SERVICES TO CHILDREN: CORE COMPETENCIES
(Mapping GSLIS Courses to Core Competencies)
I. Knowledge of Client Group
1. Understands theories of infant, child, and
adolescent learning and development and
their implications for library service.
LIS720 Enhancing Language and Literature ..
LIS 723 Services for Children and Young Adults
LIS 762 Literacy and Library Involvement
2. Recognizes the effects of societal
developments on the needs of children.
3. Assesses the community regularly and
systematically to identify community needs,
tastes, and resources.
LIS 701 Introduction to Library and Information
Science
LIS 748 Collection Management
LIS 770 Management of Libraries and Information
Centers
LIS 771 Public Libraries
4. Identifies clients with special needs as a
basis for designing and implementing
services, following American Disabilities Act
(ADA) and state and local regulations where
appropriate.
Science
LIS 723 Services to Children
Centers
5. Recognizes the needs of an ethnically
diverse community.
Science
LIS 718 Storytelling for Adults and Children
Centers
6. Understands and responds to the needs of
parents, care givers, and other adults who use
the resources of the children's department.
Science
Centers
Appendix II.10
2
7. Creates an environment in the children's
area, which provides for enjoyable and
convenient use of library resources.
Science
Centers
8. Maintains regular communication with
other agencies, institutions, and organizations
serving children in the community.
LIS 764 Library and Literacy Involvement
Centers
II. Administrative and Management Skills
1. Participates in all aspects of the library's
planning process to represent and support
children's services.
Centers
2. Sets long-and short-range goals, objectives,
and priorities.
Centers
3. Analyzes the costs of library services to
children in order to develop, justify,
administer/manage, and evaluate a budget.
Centers
4. Writes job descriptions and interviews,
trains, encourages continuing education, and
evaluates staff who work with children,
consulting with other library administrations
as indicated in library personnel policy.
Centers
5. Demonstrates problem-solving, decision
making, and mediation techniques.
Centers
Appendix II.10
3
6. Delegates responsibility appropriately and
supervises staff constructively.
Centers
7. Documents and evaluates services.
Centers
8. Identifies outside sources of funding and
writes effective grant applications.
Centers
III. Communication Skills
1. Defines and communicates the needs of
children so that administrators, other library
staff, and members of the larger community
understand the basis for children's services.
Centers
2. Demonstrates interpersonal skills in
meeting with children, parents, staff, and
community.
Centers
3. Adjusts to the varying demands of writing
planning documents, procedures, guidelines,
press releases, memoranda, reports, grant
applications, annotations, and reviews in all
formats, including print and electronic.
Centers
4. Speaks effectively when addressing
individuals, as well as small and large
groups.
Centers
Appendix II.10
4
5. Applies active listening skills.
Centers
6. Conducts productive formal and informal
reference interviews.
Centers
7. Communicates constructively with
"problem patrons."
Centers
IV. Materials and Collection Development
A. Knowledge of Materials
1. Demonstrates a knowledge and appreciation
of children's literature, periodicals,
audiovisual materials, Websites and other
electronic media, and other materials that
constitute a diverse, current, and relevant
children's collection.
LIS719 History of Childrens Literature
Centers
LIS 768 Library 2.0 & Social Networking Technology
2. Keeps abreast of new materials and those
for retrospective purchase by consulting a
wide variety of reviewing sources and
publishers' catalogs, including those of small
presses; by attending professional meetings;
and by reading, viewing, and listening.
Centers
3. Is aware of adult reference materials and
other library resources, which may serve the
needs of children and their caregivers.
Centers
Appendix II.10
5
B. Ability to Select Appropriate Materials and Develop a Children's Collection
1. Evaluates and recommends collection
development, selection and weeding policies
for children's materials consistent with the
mission and policies of the parent library and
the ALA Library Bill of Rights, and applies
these policies in acquiring and weeding
materials for or management of the children's
collection.
LIS 763 Readers Advisory Services
Centers
2. Acquires materials that reflect the ethnic
diversity of the community, as well as the
need of children to become familiar with
other ethnic groups and cultures.
LIS 763 Readers Advisory Services
Centers
3. Understands and applies criteria for
evaluating the content and artistic merit of
children's materials in all genres and formats.
LIS 723 Services fro Children and Young Adults
5. Keeps abreast of current issues in
children's materials collections and
formulates a professional philosophy with
regard to these issues.
6. Demonstrates a knowledge of technical
services, cataloging and indexing procedures,
and practices relating to children's materials.
C. Ability to Provide Customers with Appropriate Materials and Information
1. Connects children to the wealth of library
resources, enabling them to use libraries
effectively.
LIS 764 Library User Instruction
Appendix II.10
6
3. Provides help where needed, respects
children's right to browse, and answers
questions regardless of their nature or
purpose.
LIS720 Enhancing Language and Literacy
4. Assists and instructs children in
information gathering and research skills as
appropriate.
5. Understands and applies search strategies
to give children full and equitable access to
information from the widest possible range
of sources, such as children's and adult
reference works, indexes, catalogs, electronic
resources, information and referral files, and
interlibrary loan networks.
6. Compiles and maintains information about
community resources so that children and
adults working with children can be referred
to appropriate sources of assistance.
7. Works with library technical services to
guarantee that the children's collection is
organized and accessed for the easiest
possible use.
8. Creates bibliographies, booktalks,
displays, electronic documents, and other
special tools to increase access to library
resources and motivate their use.
Appendix II.10
7
V. Programming Skills
1. Designs, promotes, executes, and
evaluates programs for children of all ages,
based on their developmental needs and
interests and the goals of the library.
LIS 720 Enhancing Language and Literacy .
2. Presents a variety of programs or brings in
skilled resource people to present these
programs, including storytelling,
booktalking, book discussions, puppet
programs, and other appropriate activities.
3. Provides outreach programs
commensurate with community needs and
library goals and objectives.
4. Establishes programs and services for
parents, individuals and agencies providing
child-care, and other professionals in the
community who work with children.
VI. Advocacy, Public Relations, and Networking Skills
1. Promotes an awareness of and support for
meeting children's library and information
needs through all media.
LIS 761 Public Relations
Centers
2. Considers the opinions and requests of
children in the development and evaluation
of library services.
Centers
Appendix II.10
8
3. Ensures that children have full access to
library materials, resources, and services as
prescribed by the Library Bill of Rights.
Science
Centers
4. Acts as liaison with other agencies in the
community serving children, including other
libraries and library systems.
Science
Centers
5. Develops cooperative programs between
the public library, schools, and other
community agencies.
Science
Centers
6. Extends library services to children and
groups of children presently unserved.
Science
Centers
7. Utilizes effective public relations
techniques and media to publicize library
activities.
Science
Centers
Appendix II.10
9
8. Develops policies and procedures applying
to children's services based on federal, state,
and local law where appropriate.
Science
LIS 755 Information Policy
Centers
9. Understands library governance and the
political process and lobbies on behalf of
children's services.
Science
Centers
VII. Professionalism and Professional Development
1. Acknowledges the legacy of children's
librarianship, its place in the context of
librarianship as a whole, and past
contributions to the profession.
Science
LIS 806 Public Library History and Theory
LIS---History of Childrens literature (new course for
2008)
2. Keeps abreast of current trends and
emerging technologies, issues, and research
in librarianship, child development,
education, and allied fields.
Science
Centers
LIS 768 Library 2.0 & Social Networking Technology
3. Practices self-evaluation.
Science
Centers
Appendix II.10
10
4. Conveys a nonjudgmental attitude toward
patrons and their requests.
Science
Centers
5. Demonstrates an understanding of and
respect for diversity in cultural and ethnic
values.
Science
Centers
6. Knows and practices the American Library
Association's Code of Ethics.
Science
Centers
7. Preserves confidentiality in interchanges
with patrons.
Science
Centers
8. Works with library educators to meet
needs of library school students and promote
professional association scholarships.
Science
Centers
9. Participates in professional organizations
to strengthen skills, interact with fellow
professionals, and contribute to the
profession.
Science
Centers
10. Understands that professional
Appendix II.10
11
development and continuing education are
activities to be pursued throughout one's
career.
Science
Centers
Appendix II.10
MEDICAL LIBRARY ASSOCIATION: CORE COMPETENCIES
(GSLIS Courses Mapped to Competency Areas)
1. Understand the health sciences and health care
environment and the policies, issues, and trends
that impact that environment
LIS755 Information Policy
LIS780 Health Sciences librarianship
LIS781 Reference Sources in Health Sciences
LIS782 Seminar in Health Sciences
LIS785 Information Ethics
2. Know and understand the application of
leadership, finance, communication, and
management theory and techniques
LIS716 Communication for Leadership
LIS761 Public Relations
LIS770 Management of Libraries and Information
Centers
LIS774 Special Libraries
3. Understand the principles and practices related to
providing information services to meet users'
needs
LIS701 Introduction to Library and Information
Science
LIS704 Reference and Online Services
LIS742 Reference Sources in the Sciences
LIS745 Searching Electronic Databases
4. Have the ability to manage health information
resources in a broad range of formats
LIS701 Introduction to Library and Information
Science
LIS703 Organization of Knowledge
LIS733 Serials Management
LIS748 Collection Management
LIS880 Knowledge Management
5. Understand and use technology and systems to
manage all forms of information
LIS737 Online Information Systems
LIS750 Information Storage and Retrieval
LIS751 Database Management
LIS752 Networks
LIS753 Internet Fundamentals and Design
LIS759 Digital Libraries
LIS768 Library 2.0 and Social Technologies
Appendix II.10
6. Understand curricular design and instruction and
have the ability to teach ways to access,
organize, and use information including
LIS726 Learning Theories, motivation and
Technology
LIS764 Library User Instruction
7. Understand scientific research methods and have
the ability to critically examine and filter
research literature from many related disciplines
LIS769 Research Methods
Appendix II.10
MUSIC LIBRARY ASSOCIATION: CORE COMPETENCIES
The Music Library Association details the core competencies of music librarians in eight specific
areas. The following table maps the Dominican Universitys GSLIS courses that would prepare a
future librarian for work in a music library.*
* NOTE: GSLIS offers a dual-degree with Northwestern Universitys School of Music
MLA Competency Area Dominican GSLIS Courses
Professional Ethos LIS701 Introduction to Library & Information Science
Training and Education
(This competency is mostly tied to music
knowledge and performance; however, one
facet is understanding methods of
research.)
Reference and Research LIS704 Introduction to Reference and Online Services
LIS740 Reference Sources in the Humanities
LIS741 Reference Sources in the Social Sciences
LIS742 Reference Sources in the Sciences
LIS743 Reference Sources in Business and Economics
Collection Development LIS748 Collection Management
Collection Organization LIS 703 Organization of Knowledge
LIS712 History of the Book
LIS713 Preservation and Conservation
LIS717 Human Records and Society
LIS730 Cataloging and Classification
LIS731 LC Subject Analysis
Library Management LIS776 Music Librarianship
Centers
Information and Audio Technology and
Systems
LIS724 Media Services and Production
LIS752 Networks
LIS768 Library 2.0 and Social Networking
Teaching LIS 764 Library User Instruction
Appendix II.10
YOUNG ADULT LIBRARY SERVICES ASSOCIATION: CORE COMPETENCIES
(Mapping GSLIS Courses to Core Competencies)
Area ILeadership and Professionalism
The librarian will be able to:
1. Develop and demonstrate leadership skills
in identifying the unique needs of young
adults and advocating for service excellence,
including equitable funding and staffing
levels relative to those provided adults and
children
LIS 716 Communications for Leadership
LIS 723 Services for Children & Young Adults
LIS 770 Management of Libraries & Information
Centers
2. Exhibit planning and evaluating skills in
the development of a comprehensive
program for and with young adults.
3. Develop and demonstrate a commitment to
professionalism.
a. Adhere to the American Library
Association Code of Ethics.
b. Model and promote a non-judgmental
attitude toward young adults.
c. Preserve confidentiality in interactions
with young adults.
LIS 701 Introduction to Library & Information
Science
4. Plan for personal and professional growth
and career development through active
participation in professional associations and
continuing education.
5. Develop and demonstrate a strong
commitment to the right of young adults to
have physical and intellectual access to
information that is consistent with the
American Library Association's Library Bill
of Rights.
Science
Appendix II.10
6. Demonstrate an understanding of and a
respect for diverse cultural and ethnic values.
7. Encourage young adults to become
lifelong library users by helping them to
discover what libraries offer, how to use
library resources, and how libraries can assist
them in actualization of their overall growth
and development.
8. Develop and supervise formal youth
participation, such as a teen advisory groups,
recruitment of teen volunteers, and
opportunities for employment.
9. Affirm and reinforce the role of library
school training to expose new professionals
to the practices and skills of serving young
adults.
10. Model commitment to building assets in
youth in order to develop healthy, successful
young adults.
LIS 762 Literacy & Library Involvement
Appendix II.10
Area IIKnowledge of Client Group
1. Design and implement programs and
build collections appropriate to the needs of
young adults.
LIS 763 Readers Advisory
LIS 779 Planning & Equipping Libraries
2. Acquire and apply factual and
interpretative information on youth
development, developmental assets, and
popular culture in planning for materials,
services and programs for young adults.
3. Acquire and apply knowledge of
adolescent literacy, aliteracy (the choice not
to read) and of types of reading problems in
the development of collections and programs
for young adults.
4. Develop services based on sound models
of youth participation and development.
5. Develop programs that create community
among young adults, allow for social
interaction, and give young adults a sense of
belonging and bonding to libraries.
Appendix II.10
Area III - Communication
1. Form appropriate professional
relationships with young adults, providing
them with the assets, inputs and resiliency
factors that they need to develop into caring,
competent adults.
2. Demonstrate effective interpersonal
relations with young adults, administrators,
other professionals who work with young
adults, and the community at large by:
a. Using principles of group dynamics and
group process.
b. Establishing regular channels of
communication (both written and oral) with
each group.
c. Developing partnerships with community
agencies to best meet the needs of young
adults.
3. Be a positive advocate for young adults
before library administration and the
community, promoting the need to
acknowledge and honor the rights of young
adults to receive quality and respectful
library service at all levels.
Science
4. Effectively promote the role of the library
in serving young adults; that the provision of
services to this group can help young adults
build assets, achieve success, and in turn,
create a stronger community.
Science
5. Develop effective methods of internal
communication to increase awareness of
Science
Appendix II.10
young adult services.
Science
Appendix II.10
Area IV - Administration
A. PLANNING
1. Develop a strategic plan for library
service with young adults based on their
unique needs.
a. Formulate goals, objectives, and methods
of evaluation for young adult service based
on determined needs.
b. Design and conduct a community analysis
and needs assessment.
c. Apply research findings towards the
development and improvement of young
adult library services.
d. Design, conduct, and evaluate local action
research for service improvement.
e. Design activities to involve young adults
in planning and decision-making.
f. Develop strategies for working with other
libraries and learning institutions.
LIS 704 Reference & Online Services
Centers
2. Design, implement, and evaluate ongoing
public relations and report programs directed
toward young adults, administrators, boards,
staff, other agencies serving young adults,
and the community at large.
Centers
3. Identify and cooperate with other youth
serving agencies in networking arrangements
that will benefit young adult users.
Centers
Appendix II.10
4. Develop, justify, administer, and evaluate
a budget for young adult services.
Centers
5. Develop physical facilities dedicated to
the achievement of young adult service goals.
Centers
LIS 779 Planning & Equipping Libraries
6. Develop written policies that mandate the
rights of young adults to equitable library
service.
Science
Appendix II.10
B. MANAGING
1. Contribute to the orientation, training,
supervision and evaluation of other staff
members in implementing excellent customer
service practices.
Centers
2. Design, implement and evaluate an
ongoing program of professional
development for all staff, to encourage and
inspire continual excellence in service to
young adults.
Centers
3. Develop policies and procedures based
upon and reflective of the needs and rights of
young adults for the efficient operation of all
technical functions, including acquisition,
processing, circulation, collection
maintenance, equipment supervision, and
scheduling of young adult programs.
4. Identify and seek external sources of
support for young adult services.
LIS 723 Service of Children & Young Adults
Centers
5. Monitor and disseminate professional
literature pertinent to young adults,
especially material impacting youth rights.
LIS 723 Service of Children & Young Adults
Centers
6. Demonstrate the capacity to articulate
relationships between young adult services
Appendix II.10
Appendix II.10
Appendix II.10
Appendix II.10
7. Through formal and informal instruction,
ensure that young adults gain the skills they
need to find, evaluate, and use information
effectively.
8. Create an environment that guarantees
equal access to buildings, resources,
programs and services for young adults.
Science
LIS 770 Management for Libraries & Information
Centers
9. Develop and use effective measures to
manage internet and other electronic
resources that provide young adults with
equal access.
Science
LIS 770 Management for Libraries & Information
Centers
10. Develop and maintain collections that
follow the best practices of merchandising.
Appendix II.10
Appendix II.10
Appendix II.10
SPECIAL LIBRARY ASSOCIATION: CORE COMPETENCIES
Mapping GSLIS Courses to Core Competency Areas
SLA Competency GSLIS Course
Core Competencies LIS 701 Introduction to Library and Information
Science
Managing Information Organizations LIS 770 Management of Libraries and Information
Centers
LIS 774 Special Libraries
LIS 881 Competitive Intelligence
LIS 880 Knowledge Management
Managing Information Sources LIS 730 Cataloging & Classification
LIS732 Indexing and Abstracting
LIS 737 Online Information Systems
LIS 743 Reference Sources in Business & Economic
LIS 744 Government Information Resources
Managing Information Services LIS 750 Information Storage & Retrieval
LIS 751 Database Management
LIS 753 Internet Fundamentals & Design
LIS 769 Research Methods
Applying Information Tools &
Technologies
LIS 757 Decision Support Systems
LIS 882 Metadata for Internet
Appendix II.10
REFERENCE AND USERS SERVICES ASSOCIATION
The Reference and User Services Association of the American Library Association
has identified a number of competencies and skills reference services librarians
should possess and exercise. These competencies fall into five broad categories:
1. Access: A librarian effectively designs and organizes reference and user
services to meet the needs of library patrons;
LIS 745 SEARCHING ELECTRONIC DATABASES
LIS 748 COLLECTION MANAGEMENT
LIS 779 PLANNING AND EQUIPPING LIBRARIES
2. Knowledge Base: A librarian effectively uses new knowledge to enhance
reference and user services practices;
LIS 701 INTRODUCTION TO LIBRARY AND INFORMATION SCIENCE
LIS 704 REFERENCE AND ONLINE SERVICES
LIS 740 REFERENCE SOURCES IN THE HUMANITIES
LIS 741 REFERENCE SOURCES IN THE SOCIAL SCIENCES
LIS 742 REFERENCE SOURCES IN THE SCIENCES
LIS 743 REFERENCE SOURCES IN BUSINESS AND ECONOMICS
LIS 744 GOVERNMENT INFORMATION RESOURCES
LIS 752 NETWORKS
LIS 753 INTERNET FUNDAMENTALS AND DESIGN
LIS 771 PUBLIC LIBRARIES
LIS 772 ACADEMIC LIBRARIES
LIS 773 SCHOOL LIBRARIES
Appendix II.10
LIS 774 SPECIAL LIBRARIES
LIS 780 HEALTH SCIENCES LIBRARIANSHIP
LIS 776 MUSIC LIBRARIANSHIP
LIS 781 REFERENCE SOURCES IN HEALTH SCIENCES
LIS 787 LEGAL INFORMATION SOURCES
LIS 791 ORGANIZATIONAL AND MULTICULTURAL COMMUNICATION
3. Marketing, awareness, and informing: A librarian conducts research to
determine what types of reference services to provide and to what types of
users these services will be provided
LIS 716 COMMUNICATION FOR LEADERSHIP
LIS 727/EDU 560 INTEGRATING TECHNOLOGY INTO THE CURRICULUM
LIS 761 PUBLIC RELATIONS
LIS 770 MANAGEMENT OF LIBRARIES AND INFORMATION CENTERS
4. Collaboration: A librarian treats the user as a collaborator and partner in
the information-seeking process; and
LIS 755/GSB 785 INFORMATION POLICY
LIS 758 COMMUNITY INFORMATICS
LIS 762 LITERACY AND LIBRARY INVOLVEMENT
LIS 763 READERS ADVISORY SERVICES
LIS 764 LIBRARY USER INSTRUCTION
LIS 799 PRACTICUM
5. Evaluation and assessment of library resources and services: A librarian
assesses and evaluates resources in all formats in terms of objective standards
and how well the resource meeting library users needs
LIS 733 SERIALS MANAGEMENT
LIS 752 NETWORKS
Appendix II.10
LIS 737 ONLINE INFORMATION SYSTEMS
LIS 750 INFORMATION STORAGE AND RETRIEVAL
LIS 751 D LIS 754/GSBIS 722 SYSTEMS ANALYSIS AND DESIGN I ATABASE
MANAGEMENT
LIS 756/GSB 624 ORGANIZATIONAL ANALYSIS
LIS 757/GBIS 727 DECISION SUPPORT SYSTEMS
LIS 759 DIGITAL LIBRARIES
LIS 760 INTERNATIONAL LIBRARIANSHIP
LIS 769 RESEARCH METHODS
Appendix II.10
SOCIETY OF AMERICAN ARCHIVISTS: CORE COMPETENCIES
(Mapping of GSLIS Courses to Core Competencies) *
A. CORE ARCHIVAL KNOWLEDGE GSLIS Courses
1. Knowledge of Archival Functions
a) Appraisal and Acquisition
b) Arrangement and Description
c) Preservation
d) Reference and Access
e) Outreach and Advocacy
f) Management and Administration
LIS703 Organization of Knowledge
LIS704 Reference and Online Services
LIS710 Descriptive Bibliography
LIS711 Early Books and Manuscripts
LIS712 History of the Printed Book
LIS748 Collection Management
LIS761 Public Relations
Centers
LIS775 Archival Administration and Services
LIS881 Advanced Archival Management
2. Knowledge of the Profession
a) History of Archives and the Archival Profession
b) Records and Cultural Memory
c) Ethics and Values
LIS701 Introduction to Library and Information Science
LIS717 Human Records and Society
LIS758 Community Informatics
LIS784 Archives and Collective Memory
3. Contextual Knowledge
a) Social and Cultural Systems
b) Legal and Financial Systems
c) Records and Information Management
d) Digital Records and Access Systems
LIS755 Information Policy
LIS805 Great Libraries Collections
LIS791 Organizational and Multicultural
Communication
B. INTERDISCIPLINARY KNOWLEDGE
1. Information Technology
2. Conservation
3. Research Design and Execution
4. History and Historical Methods
5. Management
6. Organizational Theory
7. Liberal Arts and Sciences
8. Allied Professions
Centers
LIS791 Organizational and Multicultural
Communication
(SAA notes that most students should enter graduate
programs with a base of knowledge in these areas.)
* NOTE: GSLIS has a dual-degree with Loyola Universitys graduate program in history.
Appendix II.10
Appendix II.11
Appendix II.11
NEW FACULTY AND ADJ UNCT FACULTY ORIENTATION
Thursday, J anuary 4, 2007 Lewis Lounge 6:30-8:30 pm
I. Welcome and Introduction Dean Susan Roman
II. Setting the Stage
Dominican University Vision and Mission
III. Teaching Tips (including managing students) and
Faculty Appointments
Mary Ann Mueninghoff
Kate Marek
IV. GSLIS Strategic Plan
COA Report and Update and Roles and
Responsibilities of GSLIS Office Staff
Tracie Hall
V. Five Things I Wish I Had Known Marjorie Bloss
VI. Faculty Liaison Program
Creation of Syllabi
Papers and Exams
J anice del Negro
VII. Grading Policy and Description Marjorie Bloss
VIII. Break
IX. Administrative Logistics
IDs, parking and mailboxes
Offices and storing materials
Contracts and paychecks
Making copies
Network account form
Textbook Adoption Forms/ Copyright
Compliance
Guest Speakers
Expenses
Class evaluations
- Mid-semester Survey Monkey
- End of semester (SIR & qualitative)
Linda Lazzarini
XI. General Guidelines
Classroom support
Personal copies of books and materials
Placing materials on reserve
Media Services
IT: Blackboard and other courses
Class roster (missing or excess students) and
online grades
Marie-Louise Settem
XII. Institutional Review Board Tracie Hall
XV. Questions?
Appendix II.12
Pr oposed Pl an t o Ex t end Onl i ne Cour se Devel opment
Domi ni c an Uni ver si t y GSLI S
J anuar y 2008
Bac k gr ound:
Online course delivery is becoming more and more prevalent in higher education; this
holds true for graduate library education as well. GSLIS has offered courses fully online
since the Summer 2006 term. The practice thus far for all Dominican University online
courses has been to launch the course with a full day face-to-face session, using that
session as an opportunity to build community and to cover course logistics. Examples of
courses which have been offered online are: LIS 731 (LC Subject Analysis), LIS 732
(Indexing and Abstracting), LIS 748 (Collection Management), and LIS 753 (Internet
Fundamentals and Design).
In Fall of 2007, the GSLIS IT Committee conducted a Web-based student survey
eliciting student input regarding future online course delivery in our curriculum.
The online course survey had 162 respondents, half of whom reported prior experience in
an online course. Analyzing the survey data provided an overview of what GSLIS
students would like to see the school offer: online courses enhanced with a high level of
interaction between students and faculty and students and students. For example, over
75% of the respondents agreed or strongly agreed with this statement: I would like to
see more online courses offered in the GSLIS program. Those who chose No opinion
or Disagree ranked at 12% each. Also, 67% of respondents noted they would be highly
likely or likely to register for an online course offering.
A majority of respondents chose both convenience and scheduling as two reasons for
taking an online course, at 89% and 88% respectively, while the reason most frequently
selected not to take an online course was Quality of interaction with peers and/or
professor, at 92%.
Mining the qualitative data yields a more detailed view of what GSLIS students would
want from an online course, including these responses:
Organized, well documented and suited to the online environment. The ability to
reach the instructor with questions or concerns is crucial.
Timely, reflective responses to work and discussion points by class members and
instructors.
Ongoing IT support and a face-to-face meeting with instructor and peers at the
beginning of class to establish working relationships.
Overall, students expressed that the most important qualities of an online course would
include:
Flexible scheduling
Quality interaction between students and faculty
Usable technologies and support
Clearly defined deliverables and timelines
Physical meeting time at least once
General comments ranged from online courses alleviating problems such as long
commutes, Chicago traffic, and class scheduling to those that would register for online
courses if a high level of faculty interaction, student feedback, and personal attention
were guaranteed.
Ac t i on St eps:
It is clear that there is significant interest among the current GSLIS student body in the
availability of quality online instruction as a program option. Faculty members teaching
online have begun to search for and to implement pedagogies to address the ongoing
desire to provide quality community interactions in online courses; for example, GSLIS
will incorporate real time Web conferencing software (Adobe Connect) into select
courses in Spring 2008.
Beyond enhancing current online courses, GSLIS sees a need to continue to expand our
online course options based on educational trends and on our own students positive
responses. Our upcoming overall curriculum review process gives us an ideal
opportunity to coordinate the conversations of curriculum design, pedagogies, and
delivery mechanisms.
The following set of action steps outlines the upcoming GSLIS approach to planning in
the area of online course delivery development.
Action Focus Date
Additional research on current LIS distance programs Summer 2008
Overlap with full GSLIS curriculum review Fall 2008 through
Summer 2009
Identify standard policies for course development and
evaluation in conjunction with the Universitys Fall 2008 through
Academic and University IT Committees Summer 2009
Comparison of best practice models for faculty training Spring 2009
Develop a faculty incentive and training program Spring 2009
Appendix II.13
Question 4: Reasons I would take or prefer an online course (CHECK ALL THAT
APPLY):
To save time spent commuting
Scheduling is always a plus.
I have no desire to take one. Prefer traditional learning environment
The Dominican campus is a FAR drive for me.
For gen eds.
If a particular class is only offered online then I would have to take an online course.
other classes lled up
Ireally found the experience, good but very difcult..I would suggest a hybrid
drive time to Dominican
Don't have to travel long distance to campus
It would eliminate the cost of commuting.
save on driving time and costs.
Location issues
I work 50 miles from school and have to take 2 hours off of work every Tuesday to get
to school on time.
travel to campus is onerous
Certain classes just lend themselves to an online classroom versus sitting and being
lectured at for hours on end.
I'm a night person; you rarely nd classes scheduled for 3am
Live a bit of a distance away
If the subject matter is conducive to an online environment, then I would consider an
online course, but it would also depend on how the class was structured, software
platform used, instructor's skill in exploiting the online format for maximum learning,
etc.
Dominican is too far to commute & there are no other universities that offer MLS.
For some people, it's their only choice.
The on-site classes ll up and it's difcult to progress throught the program because
of this.
Appendix II.13
Question 5: Reasons I would NOT take an online course (CHECK ALL THAT APPLY):
inexperience of person leading the online class & online format used.
The Dominican online course I have taken was so much more intensive then a
regular class. The homework was ridiculous! Plus it was the only class that required
tests, only because the teacher was so afraid no one did the reading! People
shouldn't be punished with more work just because it's an online class!
I dislike the idea of paying $2K to sit in front on my computer.
I do not like to read on computer screens
Not good at self-directed learning
I will graduate before I have the opportunity.
I can not think of a reason why I would not take an online class.
answers to 4 & 5 depend on the class for the reasons checked
Online courses require more work than "in-person" courses. Also, some
professors, treat the online medium as a way to do less work. Lastly, Blackboard is
not up to par in my opinion, and I'm not familiar with how the new myDU learning
portal works.
Should communication problems arise, no immediate help may be available.
Communicated online during one course and interaction wasn't ordered leading to
frustrating lagg times in "chatting"/online conversation.
laziness on my part-
If the software, hardware, and connectivity are not optimized and sufciently designed
to eliminate issues that are not a part of the course material or learning objectives.
Appendix II.13
Question 6: Qualities of an online course that would be important to you:
Response Text
I think that online courses can only be good if the course content is well-suited to the
online environment. Attempts to force other content into an online learning
environment simply out of convenience are unlikely to be good for students.
Ease and exibility.
exible deadlines, learning at my own pace, Compatibility with Macintosh computers.
well organized, professor is familiar with online system and its uses and features. Not
too many outside links and uses of "open source" materials to substitute
for good texts.
exible
accessiblity of course documents, ability to take class on your own time
Interaction with other students in the class and quick responses to questions from the
professor.
Amount of interaction with professor and peers
Mac compatibility. The course I took required a PC because that's what the teacher
used in designing the program. Thank goodness I had one PC at home, my son's,
otherwise I would have had to drive the hour to Dominican. Teachers need to be
familiar with both Mac and PC platforms.
structure
It would increase my familiarity with various aspects of technology needed for online
classes.
Content would have to be a good t - not overly discussion-based. Professor would
have to be familiar with the technology.
The learning atmosphere would have to be present in an online course. This would
be possible through blackboard and other online learning resources. One important
quality is to have a dependable server and blackboard system. This past semester I
lost all of the test information I provided a professor due to an outage at the school. It
is important to have the students engage with one another, not just the professor.
Discussion boards and postings are vital to an online dialog.
Appendix II.13
Flexible scheduling for any online meeting times or online communications.
A professor who is strongly committed to online environments and who could
seamlessly integrate the curriculum in some, if not all, of the following ways: IM,
blogs/wikis/social spaces, Second Life.
I would be likely to enroll in an online course is it was a hybrid. By that, I mean the
subject analysis course taught be Dr. Koh over the summer.
The quality of interaction with peers and the professor; assignments that are not just
busy work but really an assessment of student learning
"quality of learning modules,
exible project options"
"I like the rst meeting to be in person to establish some of the basics
Needs an instructor who is very organized and gives clear directions"
1.) Having a "blended" course that requires some personal interface
rather than discoursing with anonymous classmates; 2.) Offering online courses
during the spring semester, when weather is not conducive to driving to River Forest.
communication options with the professor, exibility
"quality and quantity instructor presence
essay examinations--short and long
frequent online quizzes
an introductory course of 8 hours held on campus before online session starts
blackboard discussion with teacher interaction"
Reliable and timely course content and needed materials to do assignments. Out of
date and incorrect syllabi and instructions would be more difcult to address without
an opportunity for face to face contact with the professor.
good interaction with peers and professor.
Constant communication with instructor and repeated interaction with peers
Clarity in what is expected on quizzes. Availability at certain time for the professor to
answer questions. possibly using skype with the online classes.
Appendix II.13
I took many online courses during my undergraduate years. Some of them were
good, and others were bad. The success of an online course depends a lot on how it
is managed, just like any other course. The worst online course I've taken required a
lot of "busy work," meaning homework assignments that were simply lists
of questions to be answered by referring to the textbook. The best online courses all
required some kind of interactive element. For example, students reading and
responding to the essays other students had written and posted on Blackboard. For
an online course to work, professors need to not only know how to use Blackboard,
but also how to use it effectively to encourage an interactive distance learning
experience. Also, for online courses it is better to have nals in the form of essays,
rather than disrupt the schedules of online students by requiring them to come in for
an exam.
I work full time, so an online course would t into my scheldule better.
I could take it from any location. It would not interfer with my work schedule. The
interaction between peers and professor would need to equal that of the classroom
environment. Responses would need to be prompt and interaction needs to be at
least as regular as traditional class meetings.
Classlike atmosphere w/ lectures, blackboard interaction
Structure and regular assignments/deadlines, and the availability of the instructor.
Interaction with other professor and other students beyond Blackboard discussions
I might prefer some real time communication, not necessarily in person. But maybe
ofce hours via IM?
Ability to work from home.
Feedback
Convenience is the most important.
Easy for scheduling purposes.
Ability to pontentially meet with the instructor, if need be.
convenience, not having to drive
Heavy teacher input, clear syllabus, lots of peer interaction online in Blackboard
Ease of use in an interface. High level of required collaboration/involvement
between students and professor. Frequent, timely, responsive feedback from
professor. Consistent deadlines for assignments (same day each week).
Appendix II.13
The ability to complete work when and where you are at the moment. Denitely for
self-motivated people only.
Organized, well documented and suited to the online environment. The ability to
reach the instructor with questions or concerns is crucial. Timely, reective responses
to work and discussion points by class members and instructors. Ongoing IT support
and a face-to-face meeting with instructor and peers at the beginning of class to
establish working relationships.
Interactive instruction and regular contact
input from professor
High quality/quantity of interaction with professor and peers; appropriateness of
course content to online delivery
Interesting subjects and quality instructors would be the deciding factors for me.
Good feedback; strict scheduling
quality feedback from professor
Professor accessibility, quality of materials posted online, student interaction
interfaces (i.e. blogs, wikis, etc.)
ability to contact professor in person or on the phone if necessary
Clear expectations from the teacher. A teacher who understands the software used
and its limits.
Have periodic physical meetings with instructor and class.
Flexibility
Ease of use. Ability to communicate with teacher and classmates, via email or
blackboard.
Having the instructor availble to answer questions ofine.
Contact with professor, clear objectives, assignments, and grading policy
I would take one, perhaps, if it meant I didn't have to take another night class.
The ability to get feedback faster from my instructors on assignments, maybe being
able to have a discussion with my class on the topics covered in the class so we can
all learn together.
Good interaction between students and instructor.
Appendix II.13
One in person class session is a good idea to orient students to the content. I think
Blackboard may not be the best interaction tool. Perhaps interacting via a blog, wiki,
or Ning would be better. More collaboration may be possible via those resources.
"Technology is easily accessible.
Collaborative tools are used ie. Googledocs, Blackboard group chat room.
Meeting at least once face-to-face."
Flexibility in terms of classtime. Is there a time when I am chained to my computer
because I'm having class? Considering that discussion is not an essential component
to the majority of classes I've taken thus far, if I take an online class, I would like to
control the time when I participate.
exibility, direct contact with the professor, timeliness
Scheduling and convenience are most important.
As much teacher interaction as possible.
Good participation from the teacher in discussion boards and timely responses to
email. Also no group projects! Those are incredibly difcult to do in the online
environment...and I have had to do it once. It was really difcult. Difcult in a bad
way, not the challenging, interesting way.
A place for the students to interact with each other and with the Professors in an
online environment, through Blackboard, wikis, or blogs.
"clear assignments
quick email response from professor
ability to speak on phone or meet in person if necessary
professor needs to be someone who is very comfortable with distance instruction,
explanation and counseling"
Accessibility of the professor via email, phone or in person.
plenty of interaction with other students and profs
Ample room for discussion and interaction (Blackboard has worked well), feedback
from instructors, well planned and structured course outline.
adequate feedback from instructor--especially on written assignments
lots of interaction between students and professors
Appendix II.13
Consistent, useful feedback from the instructor. This is rare enough in regular
courses.
Easy access, can do work at any time for class. Become more adept at online skills
A topic that lends itself to online learning. Some things can't be taught online.
To be able to work on the class when it is best for the student and not require specic
meeting times.
"1.I would like to be able to access the class at a time most convenient to my working
schedule, as well as avoid long drives.
2. Some teachers "Pad" their time in class with useless or anecdotal
comments about their own life (i.e. children or places they've visited) that is unrelated
to the curriculum as well as wasting time learning how to access the LCD projector."
1) instructor participation in discussion; 2) course subject: are discussion topics suited
to online discussion/delayed response, or would students be better served by face-to-
face interaction/immediate feedback?
"-Detailed syllabus and objectives
-Course timeline and rubrics
-General discussion forums
-No online quizzes through Blackboard (way too stressful to keep a constant
connection, especially with longs quizzes)."
exibility of schedule and convenience.
Strong communication between student and teacher; curriculum is adapted for an
online environment, i.e. nontraditional education requires nontraditional teaching/
lessons/assignments
Highly structured, with a good amount of feedback from the professor.
"active participation by professor on Blackboard
more quizes
more online work than given
ways to earn extra credit"
The teacher would be accessible for questions. Guidelines for papers, assignments
are clear
Appendix II.13
Would want courses to be structured to the degree that students would have denite
query and response time sessions -- e.g., sequencing of responses. Also, a 'fail safe'
procedure would need to be put in place in case students had technical problems for
whatever reason and could not respond to queries; had difculty in submitting
assignments, or logging on, etc.
Flexibility. I'm a FT grad student, but I also have two part-time jobs out of necessity,
and it's hard to balance everything. Just about everyone I know is also working--some
full-time and going to school part-time, so it seems like a lot of people would
appreciate this and people could go through the program faster.
Perhaps some set "chat" times, but otherwise exibility in when you're
online. If I have to be in front of my computer at a set time each week, I rather just be
in a classroom interacting with people.
Good support for both technology and content
"If I could learn just as much online as I could in class.
If there was an incentive to have access to more info than the cost of a class."
Tech savvy and sophistication of the students enrolled.
Good communication between students and instructor
Ability to have an online discussion with my professor and classmates. IF it's just me
reading an online lecture with no discussion, I don't feel it is worthwhile.
an audio component
Appendix II.13
Question 7: General comments:
Response Text
I see a trend toward more online courses and think it could generate additional
revenue for the school. However, I would not personally be likely to take these types
of courses because I believe I learn better in a face to face environment.
Make sure that those with Macs will be able to complete the courses without any
problems. This has been a major issue for me and others in the program when
attempting to use technology from home.
would love Dominican to offer some of the education classes needed for SLMP
online--would pay Dom's rate for the convenience
"As stated above...these courses should not be a punishment by requiring tests or so
much homework that you're doing 20 hours of work of homework for a class...which is
what I had to do.
Also, there needs to be more than one face-to-face session. Offer three a semester.
And again, teachers need to know Mac. Don't look at students and say, "I'm not
familiar with Mac. I'll set up a Blackboard discussion on this and MAYBE other
students can help you." That's ridiculous!"
I think in order to better cater to the schedules of full time workers, Dominican should
offer a lot more online courses. From my conversations with other students, I know
that GSLIS students like me want to see more online classes offered. And we would
enroll in them. The popularity of them is evident just looking at how fast the online
courses ll up during registration time.
Please offer more online and downtown classes - it's so hard for some people to get
to campus.
My experience with online courses at DU is that it is basically an independent study
course. Therefore, I think it's important for instructors to play an active role through
blackboard discussions, quality assignments, and ample feedback.
"would like to see some courses 50% online vs
Appendix II.13
all online or none, other mixtures should be considered."
thank you
For graduate classes I would rather have the interaction with the professor. I have
taken online courses for my education courses and appreciate the convenience and
the ability to do my work anywhere I have an internet connection but I want more out
of a graduate course.
Online courses have a dependence on computers, particularly screen reading, even
beyond regular classes. At this point reading, writing and research are heavily
dependent on reading computer displayed text. Extra steps have to be taken to get
material off the screen that incur material and economic costs. In an addition to the
above, the content of the course itself would be computer display dependent, and the
burden of costs of printed materials would be completely on the student who will not
have access to the school library's generous printing policies. It is tiring to the eyes to
read computer screens for long periods of time as well.
Even though this sounds old fashioned, I feel that something in the personal
interaction is lost in online courses and it takes away from the entire Dominican
experience of personal attention. Yes, my instructor kept in contact with me but it is
challenging learning the material on my own and applying it on my own.
The online class has to be well thought out...I say run the class as a regular class
rst...get the bugs out of it before ever attempting to do an online class. Run a two
classes by the same professor and evaluate the learning of the students.
I hope to see more online courses in Dominican's GSLIS in the future!
I would like to take an online course but am afraid it would not be as good an
experience as the classroom.
I plan to take classes online and transfer credit towards my degree here as I cannot
continue to sacrice the drive time involved. Domincan offers a quality education, but
Chicago trafc makes commuting difcult.
I have only taken one online course and I felt that it was a poor choice for the type of
course. I would be willing to try again, however I would be more selective in the
course type that I chose.
I prefer face to face classes, but if a course were only offered online, I would take it.
I chose Dominican over Urbana's LEEP program because I thought there was some
advantage to meeting and interacting with *peers* in a physical space. Given the
ever-increasing cost of tuition, I don't think I would get my money's worth out of an
online course.
Appendix II.13
Online classes do not allow interpersonal interaction and learning. There are great
learning advantages in interpersonal communication.
While I have never taken an online course, I would certainly consider enrolling in one
depending on the subject matter.
maybe meet once or twice so students/professors can interact
I took the entire last two years of my undergrad online at UIS. The best classes where
when there was frequent active participation and daily input from faculty. Some
teachers required you to log on and participate nearly every day to keep
conversations going. I met some of my fellow students only at graduation but felt I
knew them because of the interaction online. conversely there were teachers who
didn't answer questions for a whole week and had no participation online which
caused me to learn little and hated those classes.
It would be really great if we could collaborate with students from other library
programs, particularly on technology or YS programs.
Perhaps pairing students in the class, based on IT strength, might encourage those
with limited experience to give the online environment a try.
This is an AWESOME idea! I only have Spring and Summer left until I graduate... can
we start this for summer 2008? PLEASE!!!!!
I'm hoping to see more online courses offered since I'm 25 miles away from the
closest campus and would like to maybe avoid driving down there during winter.
I haven't taken online courses, but it appeals to me. I work full-time and have 2 kids
and scheduling can be difcult. It also takes me a long to to get to Dominican for
night classes during rush hour. The round trip is 1 1/2 to 2 hours. I would like to be
able to use that time elsewhere.
Perhaps you should improve the quality of the existing GSLIS program before trying
new programs.
Because so many students commute to Dominican and because we are encouraged
to engage in Blackboard and to familiarize ourselves with newer functions of various
techonologies, it seems like there should be more online options and opportunities.
I prefer, really need, more day classes or other alternatives to the night classes.
I took 753 online with Dr. Marek. It was really good. I work full time so online courses
are great. Online really is about getting out of it what you put in.
I have taken an online undergraduate course and had a positive experience. For
certain grad level courses, I would denitely consider taking them online.
Appendix II.13
I would like to see more online courses, as I work full time and it takes a lot more time
to drive here and be in class rather than doing the same work online. I also nd that I
am able to develop my technology skills as well.
"I've taken a couple courses online here at Dominican. I missed being able to interact
with my peers. Blackboard is incredibly clumsy, and my DU isn't much better.
More social networking tools (ickr, YouTube, etc...) need to be used. I'd also like to
see teachers posting audio and even video of lectures or discussing course material.
Offering tools for students to do the same would be good, too."
In an age when some universities have completely online MLIS programs, it is
inexcusable for Dominican to only offer two to three online courses. It is beyond
frustrating. I think it is fairly obvious there is a need for these courses since the online
classes tend to ll up within the rst day of registration. When our program is made
up of mostly commuters, I simply can not comprehend the reasoning behind the lack
of classes online. We are getting our degrees in Information Sciences. It would be
nice to have a school that could keep up with the times.
"I have enjoyed online classes, although classes which depend on dialog are not the
same via blackboard, the spontaneity is an important part of provoking ideas--
perhaps this would work using video but I have not tried it
where the student's time is liberated by the online course, I suspect the professor's is
constrained, it is very difcult for students when they cannot reach and hear from the
instructor for days or weeks, so this would not work for every professor
I have enjoyed online courses that I have taken, here and elsewhere"
This program's strength is in the network it builds between librarians in school which
continues in the eld so it would not be good to have a total program online option.
Online courses would make my life (and the life of so many other students who
commute from Chicago) so much easier.
I like online course because of the convenience, but I nd it to be far inferior to regular
classes in terms of relevant discussion, help from an instructor, etc.
If you offer online courses, please make sure they are adequately rigorous. The
classes you offer in compact formats (like weekend only) are already watered down. I
can only imagine what would happen with online classes. It seems like people want
what's convenient more than they want what is substantial, and that goes for the
faculty too. Make sure that this doesn't become a way for some of the already lazy
faculty to become even lazier.
Appendix II.13
The Spring 2008 course offerings were slim pickings...if there were online courses
offered I would have taken an additional course.
I think online classes would be a wonderful addition to the program and I also think it
would attract more people who nd it hard to come to the River Forest campus for
class.
I have heard that online courses are actually MORE DIFFICULT than face-to-face
classes since one cannot "fake" paying attention during a long winded
presentation or "tune out" to a lecture. Perhaps students would be forced
to become more accountable for their own contributions and work.
I feel that technology based classes benet from online learning modes, where as
classes that require hands on experience suffer from a distance mode.
Online courses about online resources are a good match. For example, LIS753. We
used Web resources to learn how to create Web content. Learning online gently
pushes students to use the Web to learn and practice the skills we'll need to be
effective information professionals. Using the Web to create the Web just makes
sense.
I like when the professor takes a picture of the student and shares the photos online
for students to view. This is helpful for networking and socializing.
I have taken courses that had online components, and while I enjoyed the novelty of
them I was always glad to return to the classroom.
I am currently taking an online course and I am personally motivated to do my best.
I would like that the online class NOT be through blackboard
Something has to be done about the fact that there are not enough classes to
accommodate the students that want to take them. Hopefully, this will address the
issue.
Appendix II.13
GSLIS Online Classes
1. I would like to see more online courses offered in the GSLIS program.
Response
Percent
Response
Count
Strongly agree 35.8% 57
Agree 37.7% 60
Disagree 12.6% 20
Strongly disagree 1.9% 3
No opinion 12.6% 20
answered question 159
skipped question 1
2. I would be likely to enroll in online courses that were offered as options.
Response
Percent
Response
Count
Highly likely 34.6% 55
Likely 32.1% 51
Unlikely 15.1% 24
Highly unlikely 6.9% 11
Not sure 11.9% 19
skipped question 1
Page 1
Appendix II.13
3. I have taken an online course in GSLIS or elsewhere.
Response
Percent
Response
Count
Yes 49.4% 78
No 51.3% 81
skipped question 2
4. Reasons I would take or prefer an online course (CHECK ALL THAT APPLY):
Response
Percent
Response
Count
Convenience 88.7% 125
Scheduling 87.2% 123
To experience the online learning
environment
23.4% 33
Personal preference/learning mode
preference
10.6% 15
Other (please specify) 21
skipped question 19
Page 2
Appendix II.13
5. Reasons I would NOT take an online course (CHECK ALL THAT APPLY):
Response
Percent
Response
Count
Learning mode preference 51.6% 63
Quality of interaction with peers
and/or professor
91.8% 112
Not comfortable with the technology 8.2% 10
In general I don't like online courses 12.3% 15
Other (please specify) 12
skipped question 38
6. Qualities of an online course that would be important to you:
Response
Count
95
skipped question 65
7. General comments:
Response
Count
51
skipped question 109
Page 3
Appendix II.13

Methodology


River Forest
64%
Chicago
26%
Grayslake
7%
Online
3%
Native
0%
4%
Multi-Racial
5%
Hispanic or Latino
4%
Black, Non-Hispanic
or Latino
4%
Latino
83%
Evening
Afternoon
15%
Morning
16%
12%
Weekend
s

54%
1
Appendix II.14

verall, the survey reveals a general impression that the GSLIS is meeting the expectations of the
aration
and accessibility. Together, almost all respondents

tudents perceptions of faculty knowledge, accessibility and the intellectual atmosphere have increased
22.86%
18.57%
30.95%
12.86%
10.48%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%
field
Science)
field
Science)

2

O
students who enroll. They report a highly positive opinion of the faculty and the professional prep

The most positive perceptions relate to faculty quality


S
2
Appendix II.14
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%

0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
me.
I receive accurate
selection.
staff.
3
Appendix II.14

schedule.


options

Fully
meets my
needs
Mostly
meets my
needs
Slightly
meets my
needs
Does
not
meet my
needs
Haven't
Used
Because I
Haven't
Needed
Haven't
Used
Because I
Did Not
Know About
I T Comput er Lab 28% 22% 9% 4% 30% 7%
Cl assr oom
f aci l i t i es
41% 48% 6% 4% 0% 0%
Di ni ng Opt i ons 5% 16% 16% 17% 40% 7%
GSLI S of f i ce 39% 38% 8% 2% 12% 1%
GSLI S websi t e 36% 42% 13% 5% 3% 1%
par ki ng
22% 42% 15% 13% 7% 0%
Fi nanci al Ai d 21% 27% 13% 10% 24% 5%
Bookst or e 23% 40% 24% 6% 7% 1%
GSLI S St udent
6% 8% 6% 5% 53% 21%
4
Appendix II.14
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Crown Library
classes
Crown Library
Strongly agree
Somewhat agree
Somewhat disagree
Strongly disagree
Don't know
1%
80%
13%
6% 1%
85%
13%
1%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
0.0%
2005 2007
5
Appendix II.14





0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
or home
GSLIS' professional
Financial aid I was
offered
GSLIS' faculty
specialties

6
Appendix II.14

Summary statements
Strongly
agree
Somewhat
agree
Somewhat
disagree
Strongly
disagree
Not
applicable
to me
f r ommy advi sor .
31% 25% 5% 7% 31%
sel ect i on.
25% 26% 9% 9% 31%
36% 34% 13% 5% 12%
I want them.
12%( 7%) 41%( 37%) 32%( 37%) 13%( 9%) 0%
22% 40% 24% 12% 2%
goals.
32%( 11%) 47%( 51%) 18%( 18%) 2%( 10%) 1%
16%( 8%) 40%( 39%) 34%( 33%) 9%( 10%) 0%
75%( 45%) 23%( 47%) 1%( 4%) 0%( 0%) 1%
59%( 25%) 35%( 55%) 3%( 2%) 0%( 2%) 3%
47%( 27%) 42%( 52%) 8%( 7%) 2%( 5%) 0%
42%( 23%) 51%( 55%) 7%( 7%) 0%( 2%) 0%
expectations.
46%( 20%) 43%( 57%) 7%( 10%) 3%( 3%) 0%
49%( 27%) 36%( 48%) 13%( 11%) 2%( 3%) 0%
37% 44% 12% 5% 2%
st udent s.
37% 45% 13% 3% 2%

7
Appendix II.14
Page 1
Dominican University GSLIS Employer Survey 2007
1.Informed Consent Page
You are invited to participate in an online survey about your experiences supervising graduates of the
Dominican University Graduate School of Library and Information Science. The information we gather from
this survey will help us with our ongoing strategic planning and review process. We value your input.

We are inviting employers of GSLIS graduates to participate. The survey consists of short answer and


If you have any concerns about ethical issues in regards to this employer survey, please contact the
2.Section One
1. I agree to participate in this survey.
nmlkj
nmlkj
1. Which best describes your supervisory role?
nmlkj
I currently supervise at least one Dominican University Graduate School of Library and Information Science graduate.
nmlkj
I dont currently, but have in the past, supervised a Dominican University Graduate School of Library and Information
Science graduate.
2. Are you a graduate of the Dominican University Graduate School of Library
and Information Science?
nmlkj
Yes
nmlkj
No
3. In your experience, how do Dominican University Graduate School of Library
and Information Science graduates generally compare to other professionals
from other graduate programs?
Dominican University GSLIS graduates are:
nmlkj
Better prepared than others
nmlkj
Prepared about the same as others
Appendix II.15
Page 2
nmlkj
Not as well prepared as others
nmlkj
Unable to judge
4. From your direct or indirect experience, please rate the skills and abilities of
graduates:
Excellent Good Average Poor
Unable to
judge
Having the requisite knowledge and
professional skills
Being prepared for what is needed in todays
LIS environment
Having a professional disposition and work
ethic
Being able to work well with others
Having effective written communication skills.
Comments:
5. Listed below are a variety of skills and knowledge areas related to Library
and Information Science Professionals. Please rate them according to how
important you believe they are for todays entry-level library professional.
Essential Important Slightly Important Not Important
Working with underrepresented or special needs
audiences
Public service orientation
Developing special collections
Working with children and teens
Management and administration
Collection development and management
Public relations and marketing
Leadership and change management
Cataloging, technical services, and metadata
management
Intellectual freedom issues
Web design and digital technologies
Planning and conducting programs
Knowledge management
Appendix II.15
Page 3
3.Conclusion
Thank you for taking the time to participate in our survey process.
6. From your experience, please rate how well the Dominican University GSLIS
serves the LIS profession in the following areas
Extremely well Very well Slightly well Not at all Dont know
Providing CE or professional development
opportunities
Meeting your staffing needs
Offering accessible library education through a
variety of locations and technologies
Offering state-of-the-art library and
information science education
Comments:
7. How IMPORTANT are the following to YOU?
nmlkj
Professional development opportunities provided by GSLIS
nmlkj
Accessible library education through a variety of locations and technologies
nmlkj
Assistance in meeting your staffing needs.
8. How might the Dominican University Graduate School of Library and
Information Science better serve your professional needs or the needs of your
organization?
Appendix II.15


from other programs
7.7%
69.2%
11.5% 11.5%
10.0%
11.7% 11.7%
66.7%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
others
Prepared about the
same as others
others
Unable to judge
2005 2007


1
Appendix II.15
45.8%
33.3%
45.8%
53.3% 53.3%
50.8%
37.5%
37.5% 37.5%
33.3%
39.0%
25.0% 25.0%
33.3%
0%
10%
20%
30%
40%
50%
60%
Having the
requisite
knowledge and
pro skills
Being prepared for
what is needed in
today's LIS
environment
Having a
professional
disposition and
work ethic
Having a
willingness to
learn new skills
Being able to work
well with others
Having effective
oral
communication
skills
Having effective
written
communication
skills
2005 2007

3.8%
19.2%
11.5% 11.5%
5.0%
10.0%
6.9%
5.2%
0%
5%
10%
15%
20%
25%
education
2005 2007
2
profession at all.
Appendix II.15
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APPENDICES
Standards III and IV
Appendix III
Appendix III.4: Dominican University Faculty Development Day Agenda (samples)
Faculty_Resources/Faculty_Handbook/ for the complete document.
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Michael R. Leonard
2501 W. Ainslie #2
Chicago Illinois, 60625
Home: 773-728-2704
Cell: 312 927-3464
Vitae
Education Year
Bachelor of Science 1976
Bradley Univesity
Peoria, Illinois
Master of Library Science 1979
Indiana University
Bloomington, Indiana
Positions Years
Coordinator of Children's January 1979 -December 1980
Servies
Onslow County Library
Jacksonville, North Carolina
Coordinator of Children's
Services
Charleston County Library
Charleston, South Carolina January 1980 - June 1985
Public Services Manager June 1985 - March - 1990
Charleston County Library
Charleston, County Library
Children's Librarian March 1990 - August 1992
Chicago Public Library
Lakeview Branch
Chicago, Illinois
Branch Head August 1992 - August 1998
Appendix III.1
North Town Branch
Chicago, Illinois
Head of Humanities and August 1998 - February 2004
Fine Arts (Early Retirement)
Sulzer Regional Library
Chicago, Public Library
Chicago, Illinois
Adjunct Faculty May 1995 - June 2004
River Fores, Illinois
Visiting Faculty September 2004 - June 2006
Instructor September 2006 - June 2007
Full Time Lecturer September 2007 - Present
Dominican Univerisity
Accomplishments
Storytelling Workshops
Since 1970 I have conducted numerous workshops for teachers and librarians,
on the Art of Storytelling in Illinois, North and South Carolina, Gerogia, Iowa and
Kansas.
Festivals
While at the Onslow County Library, Jacksonville, North Carolina, I organized
the Onslow County Library Storytelling Festival in the summer of 1979 and
1980.
While in Charleston, South Carolina, I organized and ran the Piccolo Spoleto
Children's Festival for the City of Charleston from 1985 - 1989. Piccolo
Spoleto is the city of Charleston's concurrent festival with Spoleto USA, founded
by Gian Carlo Menotti in 1976 and has been held annually since 1976.
As Public Services Manager for the Charleston County Library, I created and ran
Appendix III.1
the American Film Festival as a library event for Piccolo Spoleto. As
Children's Coordinator for the Charleston County Library I organized and
supervized for the library Preschool Storytimes, Puppet Shows and Storytelling
programs alternately during Piccolo Spoleto from 1982 - 1985. Both the
American Film Festival and the Children's programs continue as part of Piccolo
Spoleto.
I created and organized a three day Storytelling Festival for the Charleston
County Library in the Spring of 1989. The Festival featured nationally and
internationaly known storytellers, Augusta Baker, Heather Forrest, Syd
Lieberman, Jim May and David Holt. Regional storytellers from North and
South Carolina, Gerogia and Tennesee were also utilized.
Storyteller at Festivals
A(Bakers) Dozen Storytelling Festival, Columbia South Carolina; Charlotte
Mecklenburg Storytelling Festival, Charlotte, North Carolina; Raleigh Durham
Storytelling Festival, Raleigh North Carolina; Illinois Storytelling Festival,
Spring Grove, Illinois and Storytelling festivals throughout Iowa.
Special Library Programs and Series
Charleston County Library:
Four Classical Sundays, An introduction to Music and Dance, program for
Children and Young Adults,
History Out Our Windows, a program for visiting school groups grades 4 - 6
pointing out historical markers, statues and events that took place in history that
can be seen out of the windows of the Charleston County Library.
The Evening News, a poetry program designed for middle school grades.
Poetry Committee and Fest. While head of the Northtown Branch I proposed to
the Library Administration that we establish a poetry committee to plan special
poetry events and readings throughout the library system. The commettee was
established in 1997. The committee was chaired by me from 1997 - 2003. The
committee wrote grants to place local and regional poets in all the 75 branches
who wanted or could physically host a poet. In 2000 we held our first one day
Poetry Fest with workshops, readings and National Poets such as Nikki
Giovanni, and former Poet Laureate of the US, Robert Haas as our keynote
speakers. The committeee continues today with an annual Poetry Fest.
Appendix III.1
Sulzer Classical Sundays: A free program held on the First Sunday of each
month utilizing regional and national talent. The program was held from
September - May at the Sulzer Regional Library auditorium to capacity crowds.
Cabaret Sundays: A free program for adults held once a month in the
Auditorium of the Sulzer Regional Library from June - August. Sparkling Apple
Juice was served in an atmospheric setting as guests were seated at tables
covered in powder blue with cobalt blue candles. Cabaret singers were from
clubs in Chicago.
Poetry Now!
Poetry Now! was a proposal submitted to Dean Susan Roman to hold a Poetry
Festival at Dominican, utilizing local and regional poets, with the participation of
high and middle schools , public libraries and the two universities in the villages
of Oak Park and River Forest. Assistant Dean, Tracie Hall wrote a grant for
$5,000 from the State Library of Illinois. the Grant was awarded and the Festival
will be held in April throughout the two communities with a final one day event at
Dominican featuring the Poet Laureate of the United States, Charles Simic.
University/GSLIS Committees
Since September 2004 I have served on the GSLIS Honors and Awards
Committee. Additional committee work has been on the the Lecturers
Committee.
Diversity Committee, University committee
Appendix III.1
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1
John Nichols Berry III
41 Chester Street,
Stamford, Connecticut 06905
Office: 646 746 6822; Home: 203 359 2495
E-mail: jberry33@optonline.net; jberry@reedbusiness.com
Experience:
Editor-at-Large (2005- )
Vice President (1988-2003)
Editor-in-chief, Library Journal (1969-2005)
Editor-in-chief, Library Hotline (1972-2005)
Editor-in-chief, Corporate Library Update (1992-2004)
Reed Business Information, Inc., 360 Park Avenue, South, New York, NY 10010
Chief Editor, New Book Projects, R. R. Bowker Co., (1966-68)
Assistant Editor, Library Journal and Assistant Editor,
New Book Projects, R. R. Bowker, Book Editorial Dept., (1964-66)
Assistant Director, College Library, Simmons College, Boston (1962-64)
Acting Director (1963)
Reference Librarian (1960-62)
Youth/Reference Librarian, Reading Public Library, Reading, Massachusetts (1958-60)
United States Army (1955-57)
Teaching Experience:
Adjunct Professor,
School of Information and Resources and Library Science,
University of Arizona,
Tucson, Arizona (2002- )
Adjunct Professor,
Graduate School of Library and Information Science,
Dominican University,
River Forest, Illinois (2000- )
Adjunct Professor, School of Information and Library Sciences,
Pratt Institute, Brooklyn, N.Y. (1996- }
Visiting Professor, Ecole des Sciences de Linformation, Rabat, Morocco
(December, 1994)
Appendix III.1
2
John N. Berry III, page 2 of 6
Teaching Experience, continued:
Adjunct Professor, Book Publishing Program, Gallatin Division, New York University,
New York, N.Y. (1991)
Journalist in Residence, Graduate School of Library and Information Science,
Louisiana State University, Baton Rouge (1989)
Lecturer, Graduate School of Library and Information Science,
University of Washington, Seattle (1982)
Lecturer, Graduate School of Library and Information Science,
University of Pittsburgh (1972-73)
Lecturer, School of Library Science, Simmons College, Boston (1961-64)
Education: AB, History, Boston University, 1958
MS, Library Science, Simmons College, 1960
Honors & Awards:
2004: Coulter Lecture, School of Information Management and Systems,
University of California, Berkeley
2004: Lazarow Lecture, School of Library and Information Studies,
San Jose State University, San Jose, California
2004: Lazarow Lecture, School of Information Studies, Florida State University,
Tallahassee
1999: Sister Lauretta McCusker Lecture, Graduate School of Library and Information
Science, Dominican University, River Forest, Illinois
1996: Honorary Life Member, Connecticut Library Association
1996: Cahners Editorial Merit Award, Best Staff-Written Editorials
1993: ALISE Award for Special Service to Library and Information
Education, Association for Library and Information Science Education
Continued on page 3
Appendix III.1
3
1992: Joseph W. Lippincott Award, American Library Association
1991: Cahners Editorial Medal of Excellence, Merit Award, Best Series
1989: Cahners Editorial Medal of Excellence, Best Editorials
1988: Rudi Weiss Memorial Lecturer, New York Library Association
1988: Cahners Editorial Medal of Excellence, Best Editorials
1986: William A. Gillard Lecturer, St. Johns University
1985: Alice Rankin Memorial Lecturer; 50th Anniversary,
New Jersey Chapter, Special Libraries Association
1970: First Annual Alumni Achievement Award, School
of Library Science, Simmons College, Boston
1962: H. W. Wilson/American Library Association,
Library Periodical Award (as Editor of the Bay
State Librarian)
Memberships & Offices:
Nominating Committee, 1991-92
Leadership Development Committee, 1987-88
Public Awareness Committee, 1996-present
Special Libraries Association
Chair, Publishing Division, 1969
Archons of Colophon
Convener, 1992-93
Beta Phi Mu, International Library and Information
Science Honor Society
Blue Ribbon Commission on the Future of the Library
State of Connecticut, Appointed by Governor
Lowell Weicker, 1994-95
Continued on page 4
Appendix III.1
4
Memberships & Offices, continued
Advisory Board, School of Information and Library Science,
Pratt Institute, Brooklyn, N.Y. (1987- )
Board of Visitors, School of Information and Library Studies,
University of North Carolina, Chapel Hill (1993-2005)
Selected Publications:
Editorials, features, Library Journal, 1964-present. Wrote approximately 650 editorials,
one for nearly every issue of the magazine, and 250+ feature articles and reports on all
aspects of information service, policy, and librarianship.
Election 2004: The Library Fails Again, Chapter 3 in Perspectives, Insights and
Priorities, ed.by Norman Horrocks, Scarecrow Press, 2005.
The Library Mission: To Secure the Right to Know, in Your Right to Know:
The Call To Action, ed. by Patricia Glass Schuman, et. al., ALA, 1993, pp. 27-33.
The Profession As Change Agent: The Bandwagon Effect, in Agents of
Change: Progress and Innovation in the Library, ed. by Jana Varlejs,
(Proceedings of the 29th Annual Symposium of the Graduate Alumni
and Faculty of the Rutgers School of Communication, Information, and
Library Studies, 12 April 1991), McFarland, Jefferson, N.C., 1992, pp. 45-57.
The Third Culture, Australian Library Journal, November, 1990, pp. 296-306.
The Fee or Free Dilemma, in Effective Access to Information: Todays Challenge,
Tomorrows Opportunity, ed. by Alphonse F. Trezza, A Conference Sponsored by the
Florida State University School of Library and Information Studies,
G. K. Hall, 1989, pp. 91-98.
The Public Good: What Is It? in Libraries, Coalitions, and the Public Good,
ed. by E. J. Josey, Neal-Schuman, 1987, pp. 7-19.
Nationalism, Culture, Information, and Libraries, in Proceedings of Conference on
Canadian American Librarianship, University of Maine Library, Orono, 1983.
Continued on page 5
Appendix III.1
5
Selected Publications: continued
The New Censors, Libraries: Special Report, 1983 Britannica Book of the Year,
pp. 485-86.
Free Libraries, The New Leader, January 28, 1980, p.26.
A Tip from Detroit, in Social Responsibilities and Libraries,
ed. by Patricia Glass Schuman (Bowker, 1976) , pp. 184-193.
Selected Speeches & Presentations:
Keynote Address, Long Island Library Resources Council, 2007
Keynote Address, Utah Library Association, 2005
The Need for a Radical Library Press, Keynote Address, Oregon Library Assn., 1998
Keynote address, Indiana Academic Library Association, Indianapolis, May, 1997
The Future of Reference Service, Reference: Past Tense or Future Perfect?
A Professional Development Event, Ohio Public Library Information Network
and Ohio Library Council, May, 1997
Outsourcing: Innovation or Bad Management? Managing More
With Less Conference, CAPCON Library Network, Wash., D.C., May, 1997
The Library Mission: To Secure the Right to Know, Presidents Program
American Library Association Annual Conference, San Francisco, June 1992.
Keynote Address, Oklahoma Library Association, May, 1992.
The Other Librarians, North Carolina Library Association, November, 1991.
Education for Librarians, Kentucky Library Association, 1991
Keynote Address, Australian Library and Information Association, Perth, Oct., 1990
Con Men and Crackpots: Lessons from the History of Library Automation,
New York Chapter, American Society for Information Science, June, 1990
The Small Public Library, Foundation of a Movement, N.J. Library Association, 1990
Continued on page 6
Appendix III.1
6
Selected Speeches & Presentations: continued
Honesty is the Best Policy, Library Public Relations Council, N.Y.C., May, 1990
Keynote Address, New Jersey Library Assistants Assn., Seton Hall Univ., June, 1989
Keynote Address, Oregon Library Association, Annual Conference, April, 1989
Enterprise, Ethics, and Information, Annual Alumni Day Workshop, Graduate
School of Library and Information Science, Simmons College, Boston, May, 1988
Keynote Address, Washington Library Association, Spokane, May, 1986
Keynote Address, North Carolina Library Association Trustee/Librarian
Conference, Raleigh, June 1985
Why Essential Services Should Not Be Contracted Out, League of
Arizona Cities and Towns, September, 1982
Appendix III.1
KYoung1
2635 W. Carmen Ave. Apt #3
Chicago, IL 60625-2701
Phone (773) 334-1923
E-mail youngka15@hotmail.com
Kat hy Young
Educ at i on
2001 Dominican University River Forest, IL
Mast er of Li br ar y and I nf or mat i on Sc i enc e
Concentrations in Archives Administration, Cataloging
1991 Illinois State University Normal, IL
Mast er of Sc i enc e
Early American History; course work in Archives
Fellowship: Illinois Secretary of State Fellow, Summer 1990
Internship: Illinois Regional Archives Depository, 1990-1991
1988 Illinois State University Normal, IL
Bac hel or of Sc i enc e
History, minors in Biology and Chemistry
Ar c hi val
Ex per i enc e
2002-Current Loyola University Chicago Chicago, IL
Uni ver si t y Ar c hi vi st
Handle all aspects of administration for Archives and Special
Collections with approximately 5,000 linear feet of institutional
records and manuscript collections; 11,400 rare books; and more
than 60,000 photographs, slides, negatives, videos and films.
Assisted Vice President of Planning in the development of the
Universitys records retention schedule.
Appraise University records; work with University departments to
transfer records to the archives. Average yearly acquisition of 125
linear feet of records.
Appraise and acquire faculty and alumni papers to supplement
University records.
Work with potential donors to appraise and acquire manuscript
collections to supplement existing collections in the areas of Samuel
Insull (Chicago public works magnate); entertainment arts,
especially Chicago theatre; Catholic organizations with a pertinent
relationship to Chicago; and Jesuit educators.
Answer internal and external reference requests; conduct reference
interviews to assist on-site researchers, suggest diverse sources for
research. Have answered 1,727 reference requests and assisted
650 on-site researchers since 2002.
Arrange and describe collections; create finding aids; catalog
collections for the University Libraries on-line catalog. Standardized
finding aid format and procedures.
Conducted inventory of rare books; work with Technical Services on
updating catalog records and creating records for books not in the
online catalog.
Update and maintain the University Archives and Special
Collections website (http://www.luc.edu/archives); maintain archives
database (Past Perfect Collections Management Software).
Develop and implement policies and procedures for Archives and
Special Collections in accordance with professional standards and
University Library policies. Wrote first comprehensive policy manual
and procedures manual for the University Archives.
KYoung2
Conduct introductory sessions for classes and colleagues interested
in using archives for research.
Represent the University Libraries in various Chicago area
consortia.
Hire, train, and supervise graduate student assistants, archives
staff, and volunteers.
Special projects: currently collaborating on a digital project with
other Association of Jesuit Colleges and Universities (AJCU)
archivists highlighting the history of AJCU campuses; assisting with
space planning for the Center for Public Service in the new library
annex; serving as advisor to the dean of the libraries on acquiring
collections for the Center for Public Service.
2004-2005 Loyola University Chicago Chicago, IL
I nt er i m Di r ec t or , Women and Leader shi p Ar c hi ves
Handled administration of repository with approximately 1,000 linear
feet of manuscript collections and Mundelein College institutional
records.
Answered internal and external reference requests; conducted
reference interviews to assist on-site researchers.
Worked with donors to appraise and acquire collections.
Hired, trained, and supervised 2 to 4 graduate student assistants
and volunteers.
Responsible for space planning. Worked with architect to design
new reading room, offices, and storage space for the archives.
Relocated collections first to temporary quarters at the University
Archives and then to renovated permanent location.
In addition, continued with assistant archivist duties listed below.
Assi st ant Ar c hi vi st , Women and Leader shi p Ar c hi ves
Arranged and described collections; created finding aids and
cataloged collections for the University Libraries on-line catalog.
Standardized finding aid format used at the repository; trained
graduate student assistants and volunteers on new format.
Designed and maintained website for Women and Leadership
Archives.
Worked with Information Technology to develop a web interface for
the Womens Archives Mapping Directory, an Access database
compiled at the Women and Leadership Archives; updated and
maintained database; worked with IT to solve problems.
Designed Access database for pilot project to update the Guide to
Womens History Sources by Andrea Hinding.
Supervised and trained 2 to 4 graduate student assistants and
volunteers.
1990-1991 Illinois State Archives Normal, IL
I l l i noi s Regi onal Ar c hi ves Deposi t or y I nt er n, I l l i noi s St at e
Uni ver si t y
Co-managed repository at Illinois State University. Reported to the
Illinois State Archives; kept statistics; assisted researchers;
answered reference inquires received via mail and telephone.
Processed collections, performed limited preservation measures,
and created record group descriptions.
Assisted state archives staff with survey of holdings for descriptive
Appendix III.1
KYoung3
inventory.
Assisted state archives staff member with appraisal of Chicago
records going to new IRAD branch at Northeastern Illinois
University.
Teac hi ng
Ex per i enc e
2007 (Spring) Loyola University Chicago Chicago, IL
Hi st or y 482: Ar c hi ves and Rec or ds Management
Introductory class on archives offered by the Public History
program. Introduced students to archival functions and principles
and provided an opportunity for them to gain hands-on experience
with archival materials.
Ot her Ex per i enc e
Gannon Sc hol ar s Advi sor
Handled administration of the program including budget; scholarship
problems; and ensured students lived up to their responsibilities in
the program.
Reported to the Director of the Gannon Center and worked with her
to re-establish the program as part of the Gannon Center.
Worked with Gannon Scholars on various projects each semester
by providing administrative support and advice.
Maintained and updated website
http://www.luc.edu/gannon/gslp.shtml.
Arranged for speakers on different topics.
2000-2001 Dominican University River Forest, IL
Gr aduat e Assi st ant , Gr aduat e Sc hool of Li br ar y and
I nf or mat i on Sc i enc e
Organized records for accreditation review of School Media
Librarian program at the Graduate School of Library and Information
Science.
1992-2000 Goodyear Tire & Rubber Co. Alsip, IL
Di st r i but i on Cent er Repr esent at i ve, Kel l y-Spr i ngf i el d
Di vi si on
Provided administrative support for logistics center manager.
Handled correspondence, payroll, personnel, and OSHA records.
Assisted in preparation of yearly budgets; worked with vendors.
Initiated records management program at logistics center and
maintained records according to corporate regulations and federal
and Illinois law.
Pr of essi onal
Ac t i vi t i es
Loyol a Uni ver si t y Chi c ago Commi t t ees
2006-Current Academic Council, ex-officio Library
representative
2005-Current Institutional Review Board, Lakeside Campuses
20022005 Gannon Center Womens Conference Committee
2002-2005 WLA Summer Research Grant Committee
Loyol a Uni ver si t y Chi c ago Li br ar y Commi t t ees
2006-2007 Search Committee, Director of Women and
Leadership Archives
2006 Search Committee, Head of Reference
Appendix III.1
KYoung4
2005-2006 Blog Committee
2004-Current Disaster Preparedness Committee
2004-2005 Search Committee, Director of Women and
Leadership Archives, Chair
2003-Current Library Planning Council
Out si de Commi t t ees
2007-Curent Black Metropolis Research Consortium Board
Member
2006-Current Black Metropolis Research Consortium, Steering
Committee
2006-2007 Black Metropolis Research Consortium,
Project Archivist Search Committee
2005-2006 AJCU Archives Steering Committee for planning a
cooperative digital project
2005-Current AJCU Archives Metadata Committee
2003-2004 Midwest Archives Conference (MAC)
Local Arrangements Committee for Fall 2004
Conference
2002-2004 Committee to update Womens History Sources
by Andrea Hinding; Illinois-Iowa pilot project
Cont i nui ng Educ at i on
2007 Leadership and Management of Archival
Programs, Chicago, IL
2006 Building Digital Collections, San Francisco, CA
2005 Copyright: The Archivist and the Law,
New Orleans, LA
2005 Management of Electronic Records for Practicing
Archivists, Milwaukee, WI
2003 Past Perfect Museum Software Training,
Elk Gove Village, IL
2003 Grant Funding, Illinois State Library, Springfield, IL
2003 ALA Online Privacy Tutorial
2002 Archival Cataloging as a Component of
Description, Chicago, IL
Conf er enc es At t ended
2000-2006 Society of American Archivists Annual Conference
2004-2005 Midwest Archives Conference (MAC)
Spring Meetings
2003 Preserving Americas Printed Resources,
Chicago, IL
2000 ALA Conference
Pr of essi onal
member shi ps
1988-Current Society of American Archivists,
College & University Archives section
Preservation section
Congressional Papers Roundtable
2000-Current Midwest Archives Conference
2002-Current Chicago Area Archivists
2000-2006 American Library Association,
ACRL, RBMS
Appendix III.1
Nancy Regina John
University of Illinois at Chicago 5050 S. Lake Shore Drive
University Library Apartment #3214
Box 8198 m/c 234 Chicago, IL 60615
Chicago, IL 60680 USA 1 773 363-9085
1 312 996-2716 - FAX: 1 312 413-0424
E-mail: nrj@uic.edu ; Web: http://www.uic.edu/~nrj/
EDUCATION
UCLA, School of Library Service, Los Angeles, California, M.L.S., 1973. Certificate of
specialization in art librarianship.
Stanford University, Graduate-at-Large, Art History, 1970-71
Stanford University, A.B. Psychology, 1969
PROFESSIONAL EXPERIENCE
Digital Publishing Librarian and Associate Professor Emerita, 2005- .Assistant University
Librarian, 1980-2005; Interim University Librarian, 2002- 2004; Assistant Professor, 1978-84;
Associate Professor 1984-2005; Manager of Library Systems 1987-2005: University of Illinois at
Chicago, University Library. Catalog Librarian, March 1978-December 1979, University of
Illinois at Chicago Circle, Library.
Cataloger, March 1974-December 1977, National Gallery of Art Library, Washington, DC.
TEACHING
Honors 105: Scholarly Communication in the Digital Age, Fall 2005-2007 (Tu-Th)
BHIS 505: Ethical, Legal and Social Issues in Health Informatics, Fall: Unit E: Intellectual
Property, University of Illinois at Chicago, October 2001-2007.
BHIS 495 Seminar in Biomedical and Health Information Sciences, University of Illinois at
Chicago, Guest lecturer: Electronic Information: Economic, Legal, and Ethical Issues: February 8,
1999; March 19, 2001; January 14, 2002.
Human Subject Issues in Library Science Research: Privacy of Electronic Information: August,
2001, September 2003, August 2004.
Searching the Web for Health Information, Health Science Librarians of Illinois, November
1996; Aurora Health Sciences, June 11, 1997
Searching the Internet, USIS-Vienna, April 21, 1997
Intro to the Internet for NGOs,USIS-Vilnus, April 10-11, 1997; USIS-Tallin, April 14-15, 1997;
USIS-Riga, April 16-18, 1997.
USIA Distinguished Lecture, USIS-Vilnius April 7-9, 1997.
The Internet as a Source of Good Information, Mexico City, September 25-29, 1996.
How to Market on the Internet, Riga Latvia, June 5-8, 1996.
U.S. Romania Colloquium, Iasi, Romania, May 23-24, 1996; Chisinau, Moldova, May 28-29,
1996.
The Internet as Information, Riga, Latvia, February 20-22, 1996.
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 2
Seminar on Universal Bibliographic Control, International Federation of Library
Associations and Institutions Division of Bibliographic Control and Biblioteca nacional do
Brasil, Rio de Janeiro, Brazil, March 23-26, 1993.
Colocvii de Bibliogie, American Library Association and National Library of Romania (funded
by the International Research and Exchanges Board), Brasov, Romania, August 10-12, 1991.
Cataloging Basics, one-day course for the University of California, Berkeley Extension,
October 5-6, 1989; March 14-15, 1991; June 25, 1992; February 26, 1993; October 16, 1994.
Visiting Instructor, Rosary College, Graduate School of Library Science, September 1982-May
1983; June-August 1985.
Assistant Professor, University of Illinois at Urbana-Champaign, Graduate School of Librarian
and Information Science and Extramural Programs Services, January-May 1982.
HONORS
Women with Vision Award, Womens Bar Association of Illinois, 2005
John Ames Humphry Award, American Library Association/OCLC Forest Press, 2002.
Who's Who in the World, 2001-2005.
Whos Who in America, 2000-2005.
Distinguished American Speaker, United States Information Agency, Hyderabad, India, August, 1992.
Esther J. Piercy Award, 1982 (American Library Association, Resources & Technical Services
Division).
PUBLICATIONS
Trends in Internet scholarly publishing in 2006 (Bowker Annual 2007) with Edward J.
Valauskas (in press)
Digital Repositories: Not Quite at Your Fingertips Libri 55 (4), December 2005, 181-197.
"Information Policies and Open Access: Internet Publishing Makes Headlines in 2004," (with
Edward J. Valauskas) Bowker Annual , v. 50 (2005), p.232-238.
"Digital Journals in 2003: Dramatic Growth, New Tools and Economic Drama," (with Edward J.
Valauskas) Bowker Annual , v. 49 (2004),
10 Myth about PDAs Debunked! (with Dennis C. Tucker), Computers in Libraries (March
2003): 26-30.
Bodyguard and Breaking Down Barriers: Fostering Civil Society in the South Caucasus,
published in International Leads , a publication of the International Relations Round Table of
the American Library Association, Vol. 16, No. 4 (December 2002), pp 4.
Library, article in World Book Yearbook 2000 ,2001,2002.
"The Ethics of the Click," Libri 50(June 2000): 129-135.
Providing Outsourced Internet Services to a Government Agency published in IFLA Journal,
Vol. 25, No. 2 (1999), pp 87-89.
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 3
"Libraries and the global information infrastructure" at INFOEthics '98, Oct. 1-3, 1998,
published in Conference Proceedings and IFLA Journal .
Putting Content on to the Internet, First Monday (http://www.firstmonday.dk), August 1996.
Enriching the Internet, in Proceedings of CAUSE 96 (CAUSE 1996).
The Future Before Us," Midwest Conference on Technology, Employment and Community. Job-
Tech , Twenty-first Century Books and Publications (1995), pp 48-52.
The Internet Initiative (edited with Ed Valauskas), Chicago: American Library Association
(August 1995).
"Archie For The Macintosh," ONLINE 18, No. 6 (November/December 1994), pp. 81-84.
The Internet Troubleshooter (with Ed Valauskas), Chicago: American Library Association,
1994.
Reviews: The Internet Troubleshooter (with Ed Valauskas), Special Libraries Association,
Spring 1995. p. 151.
Reviews: The Internet Troubleshooter (with Ed Valauskas), Wired (September 1995) p. 177.
Using Fetch, The Wonder Retriever for FTP Online , vol. 18(4) (July 1994) p. 86-89.
NCSA's Mosaic with Ed Valauskas, 3Sources , vol. 12(3) (June 1994) p. 6-7.
Connecting to the Net, 3Sources , vol. 12(2) (April 1994) p. 4-5.
IFLA and the U.S., Advances in Librarianship , Vol. 17 (San Diego, California: Academic
Press, Inc., 1993), 225-246.
IFLA: its importance and future for research libraries, Journal of the Danish Research
Libraries Association , DF-Revy, 1993, nr. 7 (September), 183-188.
"A Brief Essay on the State of Subject Gophers," GopherCon '93 hosted by the University of
Minnesota. The Circuit , (Spring, 1993), 15.
"International Federation of Library Associations and Institutions," The Bowker Annual (New
Providence, N.J.: R.R. Bowker, 1993), 77-81.
"Putting it all together: the future of bibliographic standards on the information frontier," in
Standards - Back to the Future ? Proceedings of a workshop on the future of bibliographic
standards. Boston Spa, The British Library National Bibliographic Service, 1993. ISBN 0-
7123-1073-8 (NBS Occasional Publications; 2), 71-80.
IFLA Project on Twinning of Libraries, IFLA Journal 17:3 (1991), 315-325.
Cataloging and Classification, 1990 with J.H. Lambrecht, Library and Information Services
Today (Chicago, 1991), 78-83).
Report for the Section on Cataloguing, 1989-90, International Cataloguing and Bibliographic
Control 19:4 (Oct/Dec 1990): 53-54.
ALCTS 1989-90 Annual Report, Library Resources & Technical Services , 34:4 (Oct. 1990): 511-512.
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 4
Using the Macintosh in the Library Administrative Office, Library Software Review (Nov-
Dec 1989): 339-341.
Case Study 3: A Cooperatively Developed Circulation/Resource-Sharing System: 1980 to the
Present, in The Academic Library in Transition: Planning for the 1990s ed. by Beverly P. Lynch.
New York: Neal-Schuman, 1989: 249-261.
Report of the work of the Section on Cataloguing, International Cataloguing and
Bibliographic Control , 17:4 (Oct/Dec 1988): 55-56.
Valauskas, Edward with the assistance of Nancy R. John, Macintoshed Libraries . Cupertino,
CA: Apple Library Users Group, 1988.
Descriptive Cataloguing in the USA, International Cataloguing , 14:4 (Oct/Dec 1985): 42-43.
Whats the Problem? Library Journal , vol. 109(14) (September 1, 1984) p. 1612.
Filing Rules, (videotape) with Joseph Rosenthal Chicago, IL: American Library Association,
1984. 45 minutes.
Microforms, Journal of Library Administration , vol. 3(1) Spring, 1982, pp. 3-8.
ARLIS/NA AACR2 Workshop Handbook, contributor, 1981.
"Preparing for On-Line Access: Retrospective Conversion," Illinois Libraries, vol. 62(7), 1981, pp.
618-621.
OTHER PUBLICATION ACTIVITIES
Editor, LIBRI , 1995-
Electronic Publishing, online courseware, Jones International University, 2002.
Editorial Advisory committee, IFLA Journal, 1997-2001.
Encyclopaedia Britannica Online Guides: Author of Finding relevant associations and
evaluating quality , Online style, Procrastinator's emergency term paper and joint editor of 28
other guides, July-September, 2000.
"Seminar on Universal Bibliographic Control," Rio de Janeiro, Brazil. 23-26 March 1993 IFLA
Journal . v. 19 no. 3, (1993) p. 340-341.
"Report of the IFLA Professional Board Meeting," The Hague, (April 1992) International Leads ,
v. 6 (Summer 1992), p. 10.
"ALA Summer Institute of American Librarianship," Romania, ALCTS Newsletter , v. 3 no. 1,
(1992), p. 6-7.
"Report from the IFLA Section on Cataloguing 1990-1991" International Cataloguing and
Bibliographic Control . v. 20, (Oct./Dec. 1991), p. 51 -52.
"Report from the IFLA Section on Cataloguing 1989-90" International Cataloguing and
Bibliographic Control . v. 19, (Oct./Dec. 1990), p. 53 -54.
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 5
"Reviews in Library Quarterly , College & Research Libraries , Library Workstation Report.
Saye, Jerry and Sherry Vellucci, Cataloging Notes, Chicago: ALA, 1989, consulting editor.
"IFLA/RTSD Activities 1987-1988 (status of ISBD revisions and development of new ISBDs"
RTSD Newsletter V. 14, no. 1 (1989) p. 3.
"Using the Macintosh in the Library Administrative Office" (presented at CIL Conference 1989)
Library Software Review , v. 8 (Nov./Dec. 1989) . 339-341.
"Report of the work of the IFLA Section on Cataloguing 1987-88" International Cataloguing and
Bibliographic Control v. 17 (Oct. 1988), p. 55-56.
AACR2 and the UICC Catalogue, or Samuel Clemens Changes Name (with Charles Simpson),
Circle Library Reporter, new series, VII, no. 1 (January, 1982), pp. 1-2.
Videotape on AACR2, Choice of Entry, for AACR2 Introductory Program, April, 1979 and
publication by ALA.
Art Libraries, ALA Yearbook , 1977-79.
"LCS Data Conversion, Circle Library Reporter, April, 1979.
Reports of conference activities, ARLIS/NA Newsletter , (vol. 6, no. 2-3).
Editor of December 1977 ARLIS/NA Newsletter (vol. 6, no. 1).
National Arts Guide - Librarian/consultant for index and design.
From the Chair, ARLIS/NA Newsletter, 1977.
1977 Conference Hotline, ARLIS/NA Newsletter, 1976.
CISSIG Clearinghouse, ARLIS/NA Newsletter, 1974-75.
OTHER PUBLICATIONS REVIEW
European Library Networks, edited by Karl W. Neubauer and Esther R. Dyer" JAI Press Inc.
(1995), Government Information Quarterly 12 (No. 8), p. 347-8.
"Book Review: Retrospective conversion: from cards to computer" Pierian Press. (1985).
CREATIVE ACTIVITIES
Federal Reserve Bank Web consulting, March 1, 2001.
InfoTech Web consulting: Nov. 6, 14, 2000; Feb. 9, April 20, June 5, 2001.
Quaker Web consulting, July 25-27, 2000.
Computer Software Diversiweb, Spring 1997.
INVITED PRESENTATIONS & PAPERS
Open access publishing at UIC, PKP Conference on OJS, Vancouver, BC, July 2007.
The Gold Road on a Shoestring Budget, CNI Briefing, Phoenix, AZ, April 20o7.
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 6
Putting the I in Library, Minitex Interlibrary loan conference, May 2006.
Putting the I in Library, CNI Briefing, Phoenix, Arizona, December 2005.
Images of the Caribbean with N. Cirillo at "Collecting World Cultures: African, Asian, Caribbean,
and Native American Materials in Chicago Institutions," the RBMS/AAMES conference program at
the American Library Association, Chicago June 26, 2005.
Moderator, "Radio Frequency Identification Technology in libraries: Meeting
with the RFID Experts ", LITA International Relationship Committee and the LITA
Emerging Technology Interest Group, June 25, 2005.
Where Will Wireless Take Us?, presentation, Internet Librarian (Palm Springs, CA), November 4,
2002 and Computers in Libraries (Washington DC), March 13, 2003.
Libraries and Civil Society, keynote address, Yerevan, Armenia, September 27, 2002.
Democratization of Information Access Panelist, Annual Mexican Library Conference, Monterrey,
Mexico, June 5, 2002.
New Definitions: Value, Community, Space, Moderator, Session: Space I and Space II, First Monday
Peer Reviewed Journal on the Internet, Heerlen/Maastricht, The Netherlands, November 4-6, 2001.
"How Do I Know What We Have? Linking You With Your Full Text Articles, Keynote Speaker,
Indiana Online Users Group (IOUG), Indianapolis, Indiana, November 2, 2001.
The Wireless Web: Honey I Shrunk the Website," Illinois Library Association (ILA) Annual
Conference, Springfield, IL, October 18, 2001.
Web Steering Committee on Copyright, Northwestern University, May 9, 2001.
Electronic Journals and other Digital Library Issues, State University Library, Aarhus, Denmark,
April 30, 2001.
The Wired Academic Library," North Suburban Library System, Wheeling, IL, March 23, 2001.
Resident Librarian Seminar on Issues in Library Automation, March, 16, 2001.
ITL Day Panel on Copyright and Multimedia, UIC, March 13, 2001.
Orientation to IFLA, IFLA 2000, Jerusalem, August 13-14, 2000.
The Real Life Do's and Don'ts of Web Site Design, Special Libraries Association, Chicago Chapter,
November 15, 2000.
If the Shoe Fits with Sharon A. Hogan and Julie Hurd, EDUCAUSE 2000, Nashville, Tennessee,
October 13, 2000.
"On the eve of the Millennium," Keynote Speaker, ACURIL 2000 Conference, Bahamas, June 2000.
"The Ethics of the Click," Libri 50(2): January 2000, Aarhus, Symposium on Scholarly Publishing
129-135.
"Planning a Digital Library, University of Minnesota, October 21, 1999.
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 7
"Ethics in the Information Age, NSLS/CLS, September 25, 1999.
"Maximizing the Boards Effectiveness, ALAs Leadership Development Day for divisional
vice-presidents/presidents elect (presentation with Bob Doyle) Sept. 23, 1999.
"OCLC/CIC Partnership," CIC Tech Forum. April 11, 2000.
"Electronic Publishing," CIC Tech Forum, April 9, 2000.
"Troubleshooting the Internet," Second Annual Statewide Library Practitioners' Summit, Dec. 9,
1998.
"Vilnus Parliament", (Lituania) June 1998, 1 day.
"Lituanian Federal Webmasters," (Lituania) June 1998, 1 day.
"Lituanian Librarians", (Lituania) June 1998, 2 days.
"Copyright Workshop", UIC, Spring 1998.
"Oak Park Public Library Internet Symposium", April 1998.
"Purpose of Libraries," Erikson Foundation, March 17, 1998.
"LITA Workshop on Security", March 1998.
"Dancing with Change, College of DuPage, (television presentation) Dec. 1997, Feb. 1998.
"Libraries and the global information infrastructure" at INFOEthics '98, Oct. 1-3, 1998.
"Nerves of Government," refereed paper at Illinois Library Association, Oct. 27, 1997.
"Riza Parliament", (Latvia) Oct 1997, 1 day.
"Academic Libraries, (Latvia) Oct 1997, 2 days.
"School Teacher, (Latvia) Oct 1997, 2 days.
"Health Science Librarians," July 1997.
Security in the CIC Virtual Electronic Library, Spring Meeting of the Coalition for Networked
Information, April 3, 1997.
Enriching the Internet, December 1996, CAUSE, San Francisco.
Putting Content Onto the Internet, LAMA/LITA Conference, Pittsburgh, Oct. 1996.
Putting Content Onto the Internet, LAMA/LITA Conference, Pittsburgh, Oct. 1996.
Welcome to the Global Information Bazaar, Vienna, Austria, Amerika Haus, June 4, 1996.
Welcome to the Global Information Bazaar . The Dark Side of the Net, Putting Content
onto the Internet, Oklahoma Library Association, April 3-5, 1996.
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 8
Publishing and the Internet, Aarhus University, Aarhus, Denmark, February 16, 1996.
Welcome to the Global Information Bazaar , Humboldt University, Berlin, Germany, February
13, 1996.
Internet for Teachers, International School of Geneva, January 31 & February 8, 1996.
Welcome to the Global Bazaar, Wichita, Kansas, Western Kansas Library Association,
November 9, 1995.
Toward the 1996 Election: A Librarians View, The Good, the Bad and the Internet Conference,
Chicago, IL, October 7 & 8, 1995.
The Virtual Internet Forum Computerworld , September 18, 1995, Vol. 29. No. 38 p.106-108.
"Welcome to the Global Information Bazaar," 5th Conference of Librarians in International
Development, Kansas City, MO, May 2, 1995.
"Navigating the Internet," Lincoln Trails Library Systems, Dec. 1, 1994.
"Veronica's Words." EDUCOM, San Antonio, TX, Nov. 1, 1994.
IFLA and its future for ALCTS, ALA Annual Conference, New Orleans, LA, June 28, 1993.
IFLA: its importance and future for research libraries, Danish Research Libraries Association
annual meeting, Svendborg, Denmark, June 8-9, 1993.
Keeping current with copyright, Illinois Library Association Annual Meeting, Springfield,
Illinois, April 28, 1993.
IFLAs cataloguing standards, IFLA Seminar on Universal Bibliographic Control, Rio de
Janeiro, Brazil, March 23-26,1993.
Technology as an agent for communication, commentator, National Library of Thailand,
Bangkok (United States Information Agency and American University Language Center,
Bangkok, Thailand), February 22, 1993.
Putting it all together: the future of bibliographic standards on the information frontier,
British Library Workshop on Bibliographic Standards , York, England, November 13-14, 1992.
Changing technology and its impact on libraries, lecture sponsored by the United States Information
Agency and the American Studies Research Centre, Hyderabad, India, September 6-7, 1992.
Workshop on copyright issues, IFLA General Conference, New Delhi, September 2, 1992.
Copyright issues, poster session, IFLA General Conference, New Delhi, August 30-31, 1992.
The Online Catalog; the One-Stop Information Store", ALA Annual Conference, San Francisco,
CA, June 28, 1992.
"Using the Internet to Provide Library Services," Illinois Networking Meeting, Illinois State
University, Bloomington, Illinois, April 28-29, 1992.
"Using the Internet to Provide Library Services," Illinois Library Association, Chicago, Illinois,
March 18, 1992.
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 9
IFLAs Bibliographic Standards: ISBD(S), GARE & UNIMARC, ALCTS Serials Section
Program, ALA Annual Conference, Atlanta, GA June 29, 1991.
Seminar on Bibliographic Records, Moderator, Second Session, Stockholm, Sweden, August 14-
15, 1990.
Report of the Division of Bibliographic Control, IFLA Conference, Stockholm, Sweden, Open
Forum Division of Bibliographic Control, August 18, 1990.
Librarians Ethics panel presentation at the Library Administration and Management
Association Systems and Services Section Automated Acquisitions Committee, Chicago, IL, Jan.
7, 1990.
Computer Centers & Libraries, panel presentation at the Illinois Association of College and
Research Libraries Conference, De Kalb, IL, Nov. 2, 1989.
Designing the Scholars Workstation, refereed paper at 25th EDUCOM Conference, Ann Arbor
Michigan, October 18, 1989.
Cataloging Tables and Testing and Installing New Releases at the NOTIS Users Group
Meeting, Chicago, Illinois, September 27-28, 1989.
Report of the Section on Cataloging, Bibliographic Control Forum, IFLA Conference, Paris,
France, August 23, 1989.
Using the Macintosh in the Library Administrative Office, presentation at the 4th Annual
Computers in Libraries Conference, Oakland, CA, March 16, 1989; abstract published in
Computers in Libraries , 1989 (Westport, CT: Meckler, 1989), p.72-74.
The University of Illinois at Chicago Integrated Library Information System, Technology
Showcase, Second LITA Conference, Boston, October, 1988. Awarded first place.
What is the Business of Technical Services Librarians? Putting the Future of Technical
Services into Perspective, Symposium 50 Years of Technical Services, Rosary College
Graduate School of Library and Information Science. 50th Anniversary, April 16, 1988.
The Online Public Access Catalog and Other User Supports at University of Illinois at
Chicago, NOTIS Users Group OPAC Workshop, JULY 29, 1987.
Introduction to Library of Congress Classification and Subject Headings, Rosary College, April
27, 1984.
Filing Rules, Joint Presentation with Joseph Rosenthal for the nationally televised
ALA/RTSD/CCS Video Teleconference, ALA Conference, Los Angeles, June 28, 1983.
Prospects for the On-Line Catalog: Practical Perspective: Technical Services,
ALA/RTSD/LITA/RASD Preconference on the Online Catalog, Philadelphia, July 8, 1982.
Universal Bibliographic Control, Honors Seminar on Contemporary Issues in Librarianship
Lecture, winter, 1981. UICC.
Overview of AACR2: Choice of Access Points, Form of Geographic and Corporate Names and
Strengths of the Code, INCOLSA (Indiana Library Association) AACR2 Workshop, Nov. 5,
1980, Indianapolis, Indiana.
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 10
ILA/AACR2 Trainer, April 26, 29, and November 15, 1980. AACR2 for non-catalogers,
ARLIS/NA Annual Meeting, New Orleans, LA, January 1980.
AACR2: Similarities, Differences, Midlnet OCLC Users Group/St. Louis Regional Library
Network Conference, St. Louis, October 1979.
Discussion Leader, ALA RTSD Pre-Conference Institute on AACR2, Dallas, Texas, June 1979.
The New AACR, Wisconsin Library Association, April 1979.
AACR2 Presentations, University of Chicago Librarians April 1979. Northwestern University
Librarians, March 1979.
Two workshops on AACR2 at the ARLIS/NA Annual Conference, Toronto, March 1979; An
overview to AACR2, ARLIS/NA Conference, New York, January 1978.
INVITED VIDEO PRESENTATION
Diversity Teleconferences, College of DuPage Multimedia Center, Dec. 1997 Feb.1998.
Periodical Database Teleconference, College of DuPage Multimedia Center, February 26, 1999.
INVITED PARTICIPATION
ICSU Unesco International Conference on Scientific Publishing, February 17-21, 2001.
INFOEthics '98 (Unesco), Oct. 1-3, 1998.
INFOEthics Planning Meeting, Unesco, Paris, July 1996.
PROFESSIONAL ACTIVITIES
Memberships:
- Association for Library Collections & Technical Services
- Association of College and Research Libraries
- International Relations Round Table
- Library Administration and Management Association
- Library Information and Technology Association
International Federation of Library Associations
Illinois Library Association
Offices
ALA Nominating Committee, 1999-2000.
ALA Election Committee, 1994-96
ALA International Relations Committee, 1992-94; 1998-2002; chair, 1992-93, 2001-02
John Ames Humphry.OCLC/Forest Press Award Jury, 2003-2005.
ALA Program Planning Committee, 1989-90
Committee on Appointments, 1989-90
Committee to Negotiate the Operating Agreement, RTSD Representative, 1989-90
Library Book Fellows Review Panel, 1989-90
H.W. Wilson Library Staff Development Grant Committee, 1985-87; Chair, 1986-87
ALA/Association for Library Collections & Technical Services
Chair, Nominating Committee, 1995-96
Chair, Leadership Task Force, 1991-94
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 11
Member, Program Initiatives Committee, 1991-93
Past President, 1990-91
Chair, Organization & Bylaws Committee, 1990-91
President, 1989-90
ALCTS Program Committee, 1990
ALCTS Board of Directors, 1989-91
ALA/Resources and Technical Services Division
Vice-President/President-elect, 1988-89
Budget & Finance Committee, 1988-89
RTSD Program Committee, 1990
RTSD Board of Directors, 1988-89
Heads of Cataloging Discussion Group, Co-leader, 1979
COPES, 1983-85, Program Committee, 1983-85
Membership Committee, 1985-86
ALA/RTSD/Cataloging and Classification Section, Chair
1984-85 (Vice-Chair, 1983-84; Past-Chair, 1985-86)
ALA/RTSD/Cataloging and Classification Section
Committee on Cataloging: Description and Access
ARLIS/NA Representative 1979-80; Chair, 1980-83;
Member, 1980-84
Program Committee, 1978-79
ALA/Association of College and Research Libraries
Samuel Lazerow Fellowship Committee, 1983-85.
ALA/International Relations Round Table (IRRT)
Chair, 1997-98.
ALA/Library Information and Technology
Legislation and Regulation Committee, 1995-2001.
International Relations Committee, 2002-2006.
Editor, LIBRI, 1995-
Art Libraries Society/North America
Chairman, 1977
Constitution and By-Laws Committee, 1978-79, member
Past Chairman, 1978-79
Vice-Chairman, 1976
Representative to the American Library Association Catalog Code Revision Committee, 1974-78
Committee on Cataloging, Chairman, 1975
Cataloging and Classification Special Interest Group, Co-Chairman, 1974-75
Committee on Interinstitutional Cooperation
CIC Heads of Automation Committee, 1991-2001; CIC Library Information Technology Directors,
2001-
CIC Heads of Technical Services Committee, 1991-1995.
CIC Nircomm (Committee on Networked Information Resources), 1991-1994.
EBSCO/NOTIS Users Group, Co-Chair, 1989
Illinois Library Association Resources and Technical Services Section:
RTSS Executive Board, Director-at-Large, 1979-80
Ad hoc Committee for issue of Illinois Libraries devoted to technical services, 1979-80
Illinois State Library OCLC Advisory Committee, 1992-95
Illinois State Library Title III Subcommittee, 1991-1998
International Federation of Library Associations and Institutions
Appendix III.1
Nancy Regina John
Curriculum vitae
Page 12
IFLA Executive Board, 1
st
Vice-President, 1999-2001
IFLA Executive Board, 2
nd
Vice-President, 1997-1999
Conference Planning Committee, Chair, 1997-1999
Committee on Copyright Issues, chair, 1991-93
Professional Board, member, 1989-93
Coordinating Board, Section on Bibliographic Control, member, 1987-93; Chair, 1989-93
Standing Committee on Cataloguing, Section on Cataloguing, 1987-95; Secretary and Financial
Officer, 1987-89; Chair, 1989-93
UIC Library Committees :
Integrated Library Information Services Advisory Committee, 1986-present
LCS Steering Committee, 1978-89
Department Heads Council, 1978-present
Library Faculty Promotion & Tenure Committee, 1984-present
Library Faculty Appointment Committee, 1988-90
Library Faculty Lectures and Forums Committee, 1978-79-; 1981-83; 1984-85; 1986-88
Professional Development Program, Processing Seminar Coordinator, November 1985-March
1986; January-March 1987; January-March 1988
NOTIS Steering Committee, 1983-1986
University Library Task Force on Technology, 1985
Ad hoc Committee to Review the Librarys Support for Audiovisual Services, Chair, March-June
1982
Graphics Committee, 1978-81
UIUC Library Committee:
Mortenson Center Advisory Committee, 1995-1997
UIC University Committees :
Deans Council, 2002-2004.
UIC Scholarship Committee, 1997-2001
Senate Committee on Academic Services, 1991-2001,2002-2003
Avery Brundage Scholarship Award Committee, 1987-90; Chair, 1988-89
Office of Media Services Advisory Committee, 1989-90
Chancellors Committee on Media Services, 1987-88
Senate Committee on Athletics and Recreation (elected), 1985-89
Senate Committee on Academic Services, 1991-1995
Computing Subcommittee, 1985-87, 88-93
Campus Lectures Committee, 1979-82
Other
Consultant, University for the Arts, 1991-1993
Interviews:
Encyclopaedia Britannica Online? by Robert Rossney, Wired (August 1995) pp. 72-80.
The Virtual Internet Forum, Computerworld (February 13, 1995), p. 122-5
Chicago Sun-Times (March 12, 1993)
American Libraries (December 1992; March 1993)
Grant Reviewer for National Endowment for the Humanities, 1982-present
Technical Services Consultant, University of Missouri-Kansas City, April, 1986
Program Review Team, 5-year Review, University of Colorado at Colorado Springs Library,
May 1985.
Appendix III.1
Tamar Evangelestia-Dougherty
1600 S. Prairie Ave. Apt. 1008, Chicago, IL 60616 (312)435-4622 (312) 972-9772
Educat ion
Mast er of Sci ence in Li brary and Informat i on Sci ence, 2002
Simmons Graduate School of Library and Information Science
Boston, MA.
Specialization in Archival Science and Preservation Management
Bachel or of Art s Degree i n Pol it i cal Sci ence, 1996
University of Houston, Houston, Texas
English/Japanese minor
Specialization in Comparative Politics
Professi onal
Experi ence/
Int ernshi ps
Uni ver si t y Of Chi c ago, Chi c ago, I L
Consortium Archivist
Black Metropolis Research Consortium, April 2007- present
Establish archival program for 15 member institutions.
Develop digital library of primary source materials in African American
History
Create consortium wide standards and guidelines
Develop archival fellowship and internship programs
Col umbi a Uni ver si t y, New York, NY
Curator, Herbert H. Lehman Suite and Papers
Rare Book and Manuscript Library, Oct. 2003-April 2007
Manage the daily operations of the Herbert H. Lehman Suite and Papers.
Responsible for reference, preservation, outreach, and collection
development of manuscript and rare book collections
Responsible for publications and exhibits.
Conducted oral history interviews
Participated and co-managed digital presentation of the collection
Col umbi a Uni ver si t y, New York, NY
David N. Dinkins Archivist, Rare Book and Manuscript Library
January-September 2003
Responsible for processing, appraising and describing the papers of
David N. Dinkins, first African American mayor of New York City.
Determined preservation needs of the collection.
Appendix III.1
Formulated Documentation Strategy for Collection Development
Harvard Uni versi t y, Cambridge, MA.
Archives Assistant, January 2002- 2003
Responsible for processing and creating an online finding aid for the
William G. Farlow Collection.
Determined preservation needs of the collection.
Researched electronic reference inquiries
Performed interlibrary loan duties.
Yal e Uni versi t y, Uni versi t y Archi ves and Manuscri pt s at St erl i ng
Memori al Li brary, New Haven, CT.
Manuscript and Archives Fellowship, Summer 2002
Processed, appraised and created finding aids for manuscript collections.
Determined preservation needs of collections.
Participated in SAA pre-publication review meetings for Frank Boles draft
for an upcoming revision of Gerald Hams manual on appraisal.
Assisted with donor calls and on site appraisal evaluations.
Finding Aid at:
http://mssa.library.yale.edu/findaids/stream.php?xmlfile=mssa.ms.0115.xml
New Engl and Hi st or i c Geneal ogi c al Soc i et y, Boston, MA.
Manuscripts Intern, Spring 2002
60-hour internship completed for the Administration of Archives course at
Simmons College GSLIS.
Processed, arranged and created the finding aid for the Carleton Coffin
Collection of 19
th
century slavery letters.
Researched issues concerning provenance and authenticity.
Presented paper in class entitled: Archives in Black and White: Issue of
Collective Memory in African American Primary Resources
Har var d Uni ver si t y, Hought on Li br ar y, Cambridge, MA.
Manuscripts Intern, Fall 2001
50-hour internship completed for the Introduction to Archives course at
Simmons College GSLIS.
Processed, arranged, and created EAD finding aids for the Henry James
Papers.
Attended an all-day SAA EAD Workshop
View EAD finding aids at:
http://oasis.harvard.edu/html/hou00001frames.html
Appendix III.1
Co u r s e s
Co m p l e t e d
( MSLI S and
pos t degr ee)
http://oasis.harvard.edu/html/hou00139frames.html
J ohn F. K ennedy Museum and Li br ar y, Boston, MA.
Archives Assistant, Fall 2002
Assistant in the Textual and Earnest Hemingway Archives Department.
Unpacked, appraised and completed box listings for accessions.
Screened manuscript collections for restrictions
Completed preservation work on the Joseph P. Kennedy diaries.
Whi t ney Museum of Amer i c an Ar t , New York, NY.
Library Assistant, March 2001-August 2001
Provided reference services to patrons.
Responsible for organization of ephemera.
Responsible for gifts and exchanges.
Pr i nc et on Uni ver si t y, Rare Books and Special Collections,
Princeton, NJ.
Special Collections Assistant II (Manuscripts), 2000-2001
Supervised rare book and manuscripts reading room.
Maintained Access database system.
Prepared statistical reports for user studies.
Ensured security and preservation of rare books and manuscripts.
Completed a Rare Book School Course on European Decorative Book
Bindings.
FALL 2001
Organization of Knowledge (included OCLC, MARC, Dublin Core)
Introduction to Archival Management (included 50-hour archives
internship)
Reference and Information Services
Course on 19
th
century publishers bindings
SPRING 2002
Administration of Archives (included MARC-AMC, EAD, 60-hour archives
internship)
Introduction to Archival Management
Establishing Archives and Records Management Programs (included
grant writing project and collection development strategies)
Appendix III.1
Associat ions
FALL 2002
Archives, History, and Collective Memory (graduate level history course
which included methods, historiography and oral history)
Appraisal of Archives (included documentation strategy planning)
Principles of Management
Organization of Non-Print Materials
2003
Rare Book School , Uni versi t y of Vi rgi nia
Advanced Seminar in Special Collections Librarianship
(1 week seminar)
Si mmons Graduat e School of Li brary and Informat i on Sci ence
School of Cont inui ng Educat i on
Appraisal and the Archival Challenge
(1 day workshop, lead by Richard Cox, PhD)
Society and Archives. Archives and Society.
(1 day workshop, lead by Richard Cox, PhD)
2004
Summer 2004: Course Donors and Libraries
Columbia Uni versi t y, New York, NY
Fall 2004: Oral History (Graduate Level). Grade A (conducted oral
history interviews, created project proposals)
Instructor: Dr. Mary Marshall Clark
2005
Summer 2005: Course: The Book In the Manuscript Era
2006
Summer 2006: Course: Developing Collections of African-American Materials
Appendix III.1
Society of American Archivists (Program Committee,)
Mid-Atlantic Regional Archives Conference (Program Committee)
Rare Book and Manuscript Section, American Library Association
(Committee on Diversity)
AWARDS
American College and Research Libraries (ACRL)
Selected for American Association of College and Research Libraries
Minnesota Leadership Institute, 2004
PRESENTATIONS:
"Making the Transition From Library Paraprofessional to
Professional Librarian Princeton University, Princeton, New
Jersey. December 2003.
The Role of Professional Development in Archival Careers"
Society Of American Archivist Annual Meeting. Boston, MA
August 2004
"Unspoken Messages Behind Political Cartoons" Franklin
Delano Roosevelt Presidential Library, Poughkeepsie, NY.
November 2004.
Chaired a panel titled "Bridging the Gap: Cooperative
Partnerships Among Archival Repositories
Mid-Atlantic Archives Conference. Dover, Delaware
Fall 2005
Herbert Lehman in Political Cartoons Columbia University,
New York, NY
March 2006.
Appendix III.1
Appendix III.2
Appendix III.2
DOMINICAN UNIVERSITY GSLIS
GSLIS Main # 708-524-6845 Fax # 708-524-6657 gslis@dom.edu
Full-time Faculty Rm. Ext. Email
Donald Adcock, Lecturer 311 6598 dadcock@dom.edu
Marjorie Bloss, Lecturer 342 6468 mbloss@dom.edu
Karen Brown, Assoc. Professor 341 6856 kbrown@dom.edu
Bill Crowley, Professor 344 6513 crowbill@dom.edu
Janice Del Negro, Asst. Professor 323 6871 jdelnegro@dom.edu
Mary Pat Fallon, Lecturer 322 6602 mpfallon@dom.edu
Christine Hagar, Asst. Professor 333 6482 chagar@dom.edu
Steven L. Herb, Follett Chai 312 6580 sherb@dom.edu
William Jackson, Senior Fellow FA315 6857 wjackson@dom.edu
Gertrude Koh, Professor 324 6867 kohgsl@dom.edu
Michael Leonard, Lecturer 343 6861 mleonard@dom.edu
Kate Marek, Assoc. Professor 331 6648 kmarek@dom.edu
Debra Mitts-Smith, Asst. Professor 314 6604 dmittssmith@dom.edu
Kanti Srikantaiah, Professor 321 6944 srikant@dom.edu
Michael Stephens, Asst. Professor 334 6603 mstephens@dom.edu
Edward Valauskas, Lecturer 313 6562 ejv@dom.edu
Diane Velasquez, Asst. Professor 332 6594 dvelasquez@dom.edu
(LA=Lewis Annex; FA=Fine Arts; CL=Convent Lewis)
Staff
Susan Roman, Dean 300 6986 sroman@dom.edu
Lenora Berendt, Coord. Student Placement 300 6844 lberendt@dom.edu
Talonda Burnett, Admin. Asst. Dean 300 6850 tburnett@dom.edu
Tracie Hall, Assistant Dean 300 6848 thall@dom.edu
Sharon Parker Admin. Asst,. SLMP L323 6855 sparker@dom.edu
Alexis Sarkisian, Coord. Clinical Prac., SLMP L323 6949 asarkisian@dom.edu
Marie-Louise Settem, Instructional Support 300 6522 settmari@dom.edu
Teresa Espinoza, Admin. Asst., Asst. Dean 300 6845 tespinoza@dom.edu
College of St. Catherine
2004 Randolph Avenue, Mail Stop #4125, St. Paul, MN 55105
Mary Wagner (Professor and Director) 651-690-6843 mmwagner@stkate.edu
Laura Morlock (office manager) 651-690-6802 llmorlock@stkate.edu
Debbie Yang (office assistant) 651-690-6431 debbieyang@stkate.edu
General 651-690-8724 fax or imdept@stkate.edu
Marilyn Cathcart (faculty) 651-690-6991 mscathcart@stkate.edu
Helen Humeston (faculty) 651-690-6651 hhumeston@stkate.edu
David Lesniaski (faculty) 651-690-8723 dalesniaski@stkate.edu
Sook Lim (faculty) 651-690-6888 slim@stkate.edu
Barbara Theirl (faculty) 651-690-6607 bhtheirl@stkate.edu
Deborah Torres (faculty) 651-690-8761 datorres@stkate.edu
01/10/07
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.3
Appendix III.4
Appendix III.4
2007-2008 What Matters Series of New Faculty Orientation Colloquia
Date Topics on Dominican Life and Mission
Sept. 17-18: Dominican Mission
Radcliffe, The Community
of Truth
October 15-16 A catholic Intellectual
Tradition?
Service Learning
(Oct. 15)
Excellence in
Teaching (Oct. 16)
Steinfels, The Catholic
Intellectual Tradition
Guest: MaDonna
Thelan, Director of
Service Learning
Guest: Wayne
Koprowski, Brennan
School of Business
Nov. 26-27 Engagement of Multiple
Perspectives
Excellence in Teaching
(Nov. 26)
Service Learning
(Nov. 27)
Haughey, From Tolerance
to Engagement
Ong, Yeast: a Parable for
Catholic Higher Education
Guest: Wayne
Koprowski, Brennan
School of Business
Guest: MaDonna
Thelan, Director of
Service Learning
Feb. 11-12 Social Responsibility Student Activities
Pope, A Vocation for
Catholic Higher Education
Guests: Cari Ann Cook, Director of Student
Involvement, and Bill Dlugokienski, Assistant
Director of Student Involvement
Faculty Review, Tenure, and Promotion March 17-18 Sacramental imagination
literature and art
TBA
Guests: Representatives from the Committee
on Faculty Appointments
April 14-16 TBA
Appendix III.5
New Faculty Colloquia: What Matters
Living the Mission
September 17-18, 2007
Welcome- DK/MAM
Introduction of participants:
What has surprised you at Dominican University?
What has challenged you?
Introduction:
New Faculty Colloquia co-sponsored by Mission and Ministry and Faculty Development
have twofold purpose:
To initiate new faculty into the heritage, identity, mission, culture of Dominican
University
To offer faculty presentations on topics pertinent to new faculty; e.g. balancing
teaching and scholarship, reappointment, promotion, tenure, expectations of
students
Presentation on Living the Mission DK
Getting suggestions for topics from participants.
Give Community of Truth by Timothy Radcliffe, O.P. for follow-up reading.
Appendix III.5
Appendix III.7
Appendix III.7
Appendix III.7
Appendix III.7
Appendix III.7
Appendix III.7
Appendix III.8
Appendix III.9
Appendix III.10
Please see Appendix V.1 or go online at
https://jicsweb1.dom.edu/ics/Resources/Faculty_Resources/Faculty_Handbook/
Appendix III.11
Appendix III.11
Appendix III.11
Appendix III.11
Appendix III.11
Appendix III.11
Appendix III.12


from other programs
7.7%
69.2%
11.5% 11.5%
10.0%
11.7% 11.7%
66.7%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
others
Prepared about the
same as others
others
Unable to judge
2005 2007


1
Appendix III.13
45.8%
33.3%
45.8%
53.3% 53.3%
50.8%
37.5%
37.5% 37.5%
33.3%
39.0%
25.0% 25.0%
33.3%
0%
10%
20%
30%
40%
50%
60%
Having the
requisite
knowledge and
pro skills
Being prepared for
what is needed in
today's LIS
environment
Having a
professional
disposition and
work ethic
Having a
willingness to
learn new skills
Being able to work
well with others
Having effective
oral
communication
skills
Having effective
written
communication
skills
2005 2007

3.8%
19.2%
11.5% 11.5%
5.0%
10.0%
6.9%
5.2%
0%
5%
10%
15%
20%
25%
education
2005 2007
2
profession at all.
Appendix III.13
Appendix III.14
Appendix III.14
Appendix III.14
Appendix III.14
Appendix III.14
Appendix III.15
Appendix III.16
Appendix III.16
Appendix III.16
Appendix III.17
Appendix III.17
Appendix III.17
Appendix III.17
Appendix III.17
Appendix III.18
Appendix III.18
Appendix III.18
Appendix III.18
Appendix III.18
Appendix III.18
Appendix III.18
Appendix III.18
Appendix III.18
Appendix III.19


SEMESTER, ACADEMIC YEAR

Evaluation of COURSE CODE
COURSE NAME
FACULTY NAME (NUMBER OF STUDENTS ENROLLED)

Kindly answer the following open-ended questions. Your instructor will not see any evaluation results
until final grades have been submitted to the registrar. Your written responses are very valuable for
course improvement. Thank you.

Please describe aspects of this course that have helped you to learn:

Please describe aspects of this course that have decreased your ability to learn:

Has the physical arrangements (room, technology, etc.) or scheduling of the course affected your ability
to learn? (CAMPUS BUILDING ROOM) Please comment.

Please make any additional comments about this course, your learning, or the teaching effectiveness.

_________________________________
Name (optional)
1

Methodology


River Forest
64%
Chicago
26%
Grayslake
7%
Online
3%
Native
0%
4%
Multi-Racial
5%
Hispanic or Latino
4%
Black, Non-Hispanic
or Latino
4%
Latino
83%
Evening
54%
Afternoon
15%
Morning
16%
12%
Weekend
s
Appendix III.21
2


Overall, the survey reveals a general impression that the GSLIS is meeting the expectations of the
students who enroll. They report a highly positive opinion of the faculty and the professional preparation

The most positive perceptions relate to faculty quality and accessibility. Together, almost all respondents

Students perceptions of faculty knowledge, accessibility and the intellectual atmosphere have increased
22.86%
18.57%
30.95%
12.86%
10.48%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%
field
Science)
field
Science)
Appendix III.21
3

0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
me.
I receive accurate
selection.
staff.
Appendix III.21
4

schedule.


options

Fully
meets my
needs
Mostly
meets my
needs
Slightly
meets my
needs
Does
not
meet my
needs
Haven't
Used
Because I
Haven't
Needed
Haven't
Used
Because I
Did Not
Know About
I T Comput er Lab 28% 22% 9% 4% 30% 7%
Cl assr oom
f aci l i t i es
41% 48% 6% 4% 0% 0%
Di ni ng Opt i ons 5% 16% 16% 17% 40% 7%
GSLI S of f i ce 39% 38% 8% 2% 12% 1%
GSLI S websi t e 36% 42% 13% 5% 3% 1%
par ki ng
22% 42% 15% 13% 7% 0%
Fi nanci al Ai d 21% 27% 13% 10% 24% 5%
Bookst or e 23% 40% 24% 6% 7% 1%
GSLI S St udent
6% 8% 6% 5% 53% 21%
Appendix III.21
5
1%
80%
13%
6% 1%
85%
13%
1%
0.0%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
2005 2007
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Crown Library
classes
Crown Library
Strongly agree
Somewhat agree
Somewhat disagree
Strongly disagree
Don't know
Appendix III.21
6





0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
or home
GSLIS' professional
Financial aid I was
offered
GSLIS' faculty
specialties
Appendix III.21
7

Summary statements
Strongly
agree
Somewhat
agree
Somewhat
disagree
Strongly
disagree
Not
applicable
to me
f r ommy advi sor .
31% 25% 5% 7% 31%
sel ect i on.
25% 26% 9% 9% 31%
36% 34% 13% 5% 12%
I want them.
12%( 7%) 41%( 37%) 32%( 37%) 13%( 9%) 0%
22% 40% 24% 12% 2%
goals.
32%( 11%) 47%( 51%) 18%( 18%) 2%( 10%) 1%
16%( 8%) 40%( 39%) 34%( 33%) 9%( 10%) 0%
75%( 45%) 23%( 47%) 1%( 4%) 0%( 0%) 1%
59%( 25%) 35%( 55%) 3%( 2%) 0%( 2%) 3%
47%( 27%) 42%( 52%) 8%( 7%) 2%( 5%) 0%
42%( 23%) 51%( 55%) 7%( 7%) 0%( 2%) 0%
expectations.
46%( 20%) 43%( 57%) 7%( 10%) 3%( 3%) 0%
49%( 27%) 36%( 48%) 13%( 11%) 2%( 3%) 0%
37% 44% 12% 5% 2%
st udent s.
37% 45% 13% 3% 2%

Appendix III.21
Appendix IV
Appendix IV.1: Two-Year Marketing, Recruitment, and Outreach Plan, Academic Years 2007-2009
and Graduates
Appendix IV.5: Prospective Student Information Packet (For the GSLIS Bulletin, 2006-2008, which
is part of the Prospective Student Information Packet, please see Appendix I.19 or
go online at http://www.dom.edu/academics/gslis/programs/bulletin.html
Appendix IV.8: Dominican University Special Needs Services Documents (Disability Grievance
Procedure, Disability Grievance Panel Information, and the Grievance Panel Procedure)
st
Century
Appendix IV.14: Summary of Progress in Meeting Strategic Plan Goals and Objectives, August 2007
Appendix IV.15: GSLIS Faculty Work Groups: Proposed Action Steps to Continue Progress Toward
Meeting Strategic Plan Goals and Objectives, December 2007
Two-Year Marketing, Recruitment, and Outreach Plan
Academic Year 2007-2009
Tracie D. Hall, Assistant Dean for Admissions, Recruitment, and Marketing

As one of the largest American Library Association (ALA) accredited Masters of Library
and Information Science granting programs in the nation, Dominican GSLIS is fortunate
to have a large corps of active alumni who continue to refer prospects, directly or
indirectly, to the program. In conversation or in review of applications, many prospects
and new students mention interactions with Dominican GSLIS alumni and the impact that
favorable reviews of the program had on the decision to apply. Still other applicants,
especially those who have not had significant experience in libraries, speak to Web
research, particularly the ALA website, and subsequently, Dominican GSLISs as key
decision-making tools.

Though these two areas of direct and indirect referral have hitherto served the program,
the pending separation from the College of Saint Catherine program, which enrolled
nearly 30% of our students coupled with Dominican Universitys desire for maintenance
of current program numbers require a revitalized approach to marketing and recruitment.
The direction of this marketing plan necessarily seeks to leverage the programs two
primary conduits for referral, and to create a third.

Additional to the goal of widening and strengthening our program marketing base is that
of determining what kinds of students we need to recruit and admit to the program to
fulfill the goal of producing new librarians ready to assume leadership roles in todays
dynamic information environments. When we look at our student body over the last
three years, there is a noted lack of ethnic, racial, and geographic diversity. That our
ethnic and racial variegation remains static despite our proximity to Chicago and some of
the western suburbs where ethnic and racial minorities are at or nearing majority status,
calls for introspection. Our number of international students, which has remained at less
than 1% over the past few years, is also cause for concern, especially when compared to
LIS programs nationally.

In regards to age and gender diversity, Dominicans enrollment mirrors national LIS
program trends with the average age of students being about 35 years of age, and the
student body about 80% female. Yet there is evidence that a more assertive recruitment
program could succeed in lowering the average age of students and perhaps attracting
more men, by stepping up recruitment efforts at the undergraduate level and to workers
earlier in their career.

To be sure the GSLIS program continues to attract a vibrant student body and to
produce graduates who go on to lead libraries across the nation. But as our program
continues to grow and develop so must our recruitment and marketing approach. That
our numbers until most recently, reflectand in the areas noted, underperform against
Appendix IV.1
national demographic trends illustrates the degree to which program enrollment is to a
large extent comprised of those who are self-inclined to apply or who are referred (and,
socially reproduced) by alumni or local library staff. In our quest to educate library
leaders we must intensify our efforts to foster an increasingly multi-cultural and multi-
talented student body reflective of the communities our libraries serve.

Summary: The need for a comprehensive and aggressive recruitment plan is clear. The
success of such a plan will be observed in the recruitment and retention of a dynamic
and diverse faculty and student body, the increased visibility of the program through new
and innovative curricular and extra-curricular offerings, and general buzz about the
Dominican GSLIS program at the regional and national levels.

In keeping with the observations above, the 2007-9 marketing plan has five initial goals:

1) To capitalize on Dominicans status as the only MLIS program in the greater
Chicago area by increasing marketing, recruitment, and outreach to all
Library Technical Assistant programs and at select undergraduate
institutions (as identified by proximity, program offerings and strengths, and
student body composition), including Dominicans Rosary College.

2) To extend a concerted effort to reach and increase the enrollment of
international students through the identification of a one-year program track
(this would not require any special engineering, but rather the aggregation of a
set path of study) that would allow international students, particularly those
already working as managers in libraries or information settings, the opportunity
to complete MLIS requirements in three terms: Fall, Spring, and Summer sessions
I and II. Graduates of this accelerated program could return ready to assume
leadership positions in the information infrastructures of their countries of
residence, if desired, after only one academic year. Such Scholars would receive
added administrative assistance with locating housing and other needs, and might
be grouped under the title World Library Fellows.

3) To increase the racial and ethnic diversity of the student body by
advocating for the recruitment and retention of a more ethnically and racially
diverse faculty and staff and the inclusion of courses and programs which address
diversity awareness and cultural competency in pedagogy, the curriculum, and in
extra-curricular school offerings. Additionally efforts will be made to contact all
ethnic studies undergraduate and graduate programs in the region and to build
awareness about the LIS profession as an opportunity to extend research
interests. The creation of at least one scholarship in addition to the Spectrum
Matching Scholarship would solidify this effort and commitment.

4) To increase the number of students who apply to Dominican GSLIS with
an interest in academic libraries, archives, childrens services,
knowledge management, and public librariessome of the programs
Appendix IV.1
current or aspiring centers of program excellence, by supporting and bolstering
the visibility of the program as a national destination for study and training in
these areas. This effort will include advocating for the hiring of full-time faculty
specializing in these areas and forging ties with relevant communities of practice.

5) To explore and pursue grant opportunities at the state and federal level in
partnership with the universitys Office for Institutional Advancement that will
support recruitment in one or several of the areas above.

6) To create an assessment mechanism in conjunction with GSLISs admissions
committee and the universitys larger admissions committee to review and assess
the effectiveness of this plan by the end of academic year 2009.
Appendix IV.1

2007-8 Academic Year Calendar of Activities in Support
Purpose
Open House
Fair
Corridor Graduate
School Fair
Augustana College
College (Monmouth),
Knox College
(Galesburg)
Student Recruitment
School Lib. Media
Session
the Western Suburbs
County College Fair
Alumni Reception
their libraries
House
System Career
Resources Fair
Support Staff
Upcoming
Dec. 2007 IMLS 21
st
Century
effort
student body
System GSLIS Open
House with UIUC
System GSLIS Open
House
Chicago area
Page, Lake County),
etc.
Student Recruitment
Open House
Appendix IV.2
5
County College Fair
Open House for
Dominican
Undergraduates
all ethnic studies
programs in Greater
Chicago area
Various (UIC,
Northwestern, etc.)
Alumni, etc.
Student Recruitment
Archives leaders
Recruitment
one International
Recruitment Fair
Recruitment
Information Science
Awareness and
Recruitment
as Chicago Public
Library, Univ. of
Chicago, Columbia
College, and
Staff Recruitment
Fair
Marketing Effort to
highlight GSLIS KM
program offerings
Recruitment Fair
with SAA, etc.)
Marketing Effort to
highlight GSLIS
GSLIS Poetry Now
LSTA Grant Program
event
Park
Outreach and
Recruitment
House
Open House
Recruitment
School Booth AND
Alumni Reception
Alumni awareness of
GSLIS activity and
progress

Appendix IV.2

Dominican GSLIS 2006-8 Calendar of Select Activities in Support
Purpose
Fair
Nov-Dec 2006 Dominican GSLIS
Open House
Feb. 22, 2007 University Center, Lake
County College Fair
Mar. 22, 2007 Support Staff
Recruitment
Presentation
North Suburban Library
System, Wheeling, IL
Student Recruitment
May 7, 2007 Dominican GSLIS
Open House
Oswego, IL Student Recruitment
May 8, 2007 Graduate School
Program Presentation
U. Illinois, Chicago Support Staff Recruitment
May 18, 2007 Reaching Forward
Support Staff
Conference
Rosemont, IL Student Recruitment
May 21-22, 2007 LIS Access Midwest
Recruitment Fair
Madison, WI Student Recruitment
J un. 23-25, 2007 American Library Assn
Graduate School Booth
Washington, DC Student Recruitment and
Program Outreach
J uly 18, 2007 Dominican GSLIS
Open House
Open House
Fair
Corridor Graduate
School Fair
Augustana College
College (Monmouth),
Knox College
(Galesburg)
Student Recruitment
School Lib. Media
Session
the Western Suburbs
County College Fair
Alumni Reception
Appendix IV.2
their libraries
House
System Career
Resources Fair
Support Staff
Nov. 20, 2007 Webjunction Online Diversity Recruitment
Presentation
Dec. 2007 IMLS 21
st
Century
effort
student body
System GSLIS Open
House with UIUC
System GSLIS Open
House
Chicago area
Page, Lake County),
etc.
Student Recruitment
Open House
County College Fair
Open House for
Dominican
Undergraduates
all ethnic studies
programs in Greater
Chicago area
Various (UIC,
Northwestern, etc.)
Alumni, etc.
Student Recruitment
Archives leaders
Recruitment
one International
Recruitment Fair
Recruitment
Information Science
Awareness and
Recruitment
as Chicago Public
Library, Univ. of
Chicago, Columbia
College, and
Staff Recruitment
Appendix IV.2
Fair
Marketing Effort to
highlight GSLIS KM
program offerings
Recruitment Fair
with SAA, etc.)
Marketing Effort to
highlight GSLIS
GSLIS Poetry Now
LSTA Grant Program
event
Park
Outreach and
Recruitment
House
Open House
Recruitment
School Booth AND
Alumni Reception
Alumni awareness of
GSLIS activity and
progress

Appendix IV.2
Appendix IV.3
Appendix IV.3
SHARING THE COMMITMENT
TO DIVERSITY IN LIBRARY
AND INFORMATION SCIENCE
A
t Dominican University Graduate School of Library and Information Science, Educating
Library Leaders is central to our teaching mission. And we believe that diversity plays
a critical role in leadership development. We are proud to not only salute the vision of the
Spectrum Scholarship Program, but to count seventeen of the 415 Spectrum Scholars as
alumni, current students, and administrative staf:
Regina Berg, Alumnus (2000 Spectrum Scholar)
Maria Magdalena Cortez-Tafolla, Student (2005 Spectrum Scholar)
Tracie D. Hall, Assistant Dean (1998 Spectrum Scholar)
Malino Khun, Student (2006 Spectrum Scholar)
Portia Latalladi, Alumnus (2001 Spectrum Scholar)
Teresa Madrigal, Alumnus (2000 Spectrum Scholar)
Carmen Markham, Alumnus (2001 Spectrum Scholar)
Ida Martinez, Alumnus (1999 Spectrum Scholar)
Alanna Aiko Moore, Alumnus (2003 Spectrum Scholar)
Linda Ryan, Alumnus (1999 Spectrum Scholar)
Nicholas Saunders, Alumnus (2001 Spectrum Scholar)
Felicia Smith, Alumnus (2001 Spectrum Scholar)
My Tran, Alumnus (2000 Spectrum Scholar)
Armando Trejo, Alumnus (1999 Spectrum Scholar)
Victoria Vanlandingham, Student (2006 Spectrum Scholar)
Robert Vega, Alumnus (2002 Spectrum Scholar)
Shirley Wallace, Alumnus (2000 Spectrum Scholar)
The entire Dominican University GSLIS community celebrates
the Spectrum Scholarship programs Tenth anniversary.
May Spectrums eforts continue to challenge and change
our professional landscape.
River Forest, IL www.dom.edu/gslis
EDUCATING LIBRARY LEADERS
l
Appendix IV.4
Appendix IV.5
www.gslis.dom.edu
2006-2008 BULLETIN
Educating
Library Leaders
Please see Appendix I.19 or go online at
Appendix IV.5
APPLICATION FOR ADMISSION
www.gslis.dom.edu
Appendix IV.5
Application Guidelines
The Graduate School of Library and Information Science Educating Library Leaders
All students who wish to pursue graduate studies at Dominican University must have completed
a baccalaureate degree from an institution that is accredited by a nationally recognized regional
accrediting association. It is recommended that you return your completed application packet
well before the stated deadline. Information regarding services for students with special needs is
available from the Office of the Dean of Students at (708) 524-6824.
Application Form
Complete all sections of this application form. Please type or print clearly.
Personal Essay
As part of your application packet, please submit a 500-word essay that addresses
these points:
your decision to pursue the program;
your expectations of the program to meet your professional goals; and
how you believe you will contribute to the library and information science profession.
Handwritten essays will not be accepted.
Recommendations
Two signed recommendation forms and letters of recommendation must be submitted by
individuals managers, supervisors, professors or academic advisorswho can attest to your
scholastic ability and professional promise. No personal or peer recommendations will be
accepted. Please request that the recommendation forms and letters be returned to you in sealed
envelopes, signed across the seal.
Transcripts
Official copies of all transcripts from each university or college from which credits were applied
towards your bacauleareate degree are required. Additionally, transcripts recording masters,
doctoral or professional degrees may be submitted but are not required. Please request that the
registrar(s) return the transcripts to you sealed in an envelope, signed across the seal.
GPA and Test Scores
Applicants who do not meet the cumulative 3.0 grade point average (GPA) criterion will be
required to provide test scores from either the Miller Analogies Test (MAT) or the Graduate Record
Exam (GRE) to complete their application. The MAT score must be 404 or higher, and the GRE
scores must be a combined score of at least 1,000 and a 3.5 on the analytical writing portion.
Applicants will have a maximum of three opportunities to submit test scores.
Admission Considerations for Applicants Holding Advanced Degrees
The primary criteria for admission to the Graduate School of Library and Information Science are
an undergraduate cumulative (GPA) of 3.0, two recommendation forms with attached letters of
support and a personal essay.
When an applicant has earned a graduate degree, such as a masters degree in a discipline
other than library and information science or a PhD, MD, JD, etc. from an accredited institution,
the Admission Committee will consider the GPA for the advanced degree in the overall
admissions process.
International students must submit a score from the Test of English as a Foreign Language
(TOEFL). Students who received a bachelors degree in a language other than English may
also be required to submit TOEFL scores. An official copy of your score report must be sent to
Dominican University before you will be considered for admission. The minimum requirement
is 220 for computer score or 560 for paper score. The code for Dominican University is 1667.
Application Fee
Please enclose the non-refundable application fee of $25 with a check or money order payable to
It is the applicants responsibility to compile a complete packet. Determination of admission may
be delayed if your application is not complete.
It is the applicants
responsibility to
compile a com-
plete packet.
Determination
of admission may
be delayed if your
application is not
complete. Applicants
should expect to
receive notification
of their admission
status three to four
weeks after the
application deadline.
Appendix IV.5
Application
I am applying for
the following
degree program:
MLIS
MLIS/School
Library Media
MS/Knowledge
Management
I am applying for one
of these joint degrees:
MLIS/MBA
MLIS/MDIV
MLIS/MM
MLIS/MPubHst
I am applying for one
of these certificates:
Special Studies
(Post-MLIS)
School Library
Media Program
Knowledge
Management
I am planning to take
courses primarily at:
River Forest
Chicago Loop
Grayslake
I plan to study:
Full-Time
Part-Time
Please complete both sides of this application form.
Name______________________________________________________________________________
(Last) (First) (Middle) (Maiden, if applicable)
Address____________________________________________________________________________
City_________________________________________ State_______________ Zip________________
Phone________________________________ __ Email______________________________________
Date of Birth_______________________ Social Security Number_____________________________
Gender: Male Female
Citizenship Status: US Citizen Permanent Resident Other
If not a US Citizen or Permanent Resident: Type of Visa_____________________________________
Country of Citizenship____________________________
The following data is for institutional use only.
Ethnicity: American Indian/Alaskan Native Asian/Pacific Islander Hispanic
Black, Non-Hispanic White, Non-Hispanic Multi-Racial
Employer________________________________ Position/Title_______________________________
Business Address____________________________________________________________________
Business Phone______________________________________________________________________
How did you hear about Dominican University?____________________________________________
Colleges and Universities Attended
List in chronological order all institutions that contributed to your undergraduate or
graduate degree(s).
Institution Location Program of Study Degree Type Date Received
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
________________________________________________________________________________________________________
Honors/Distinctions Received
___________________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Telephone: (708) 524-6845
Fax: (708) 524-6657
gslis@dom.edu
www.gslis.dom.edu
Fall (September-December) Year_________
Spring (January-April)
Summer (May-August)
Appendix IV.5
Work Experience
List employment, beginning with your most recent employer. (Attach resume, if desired.)
Organization Location Position Dates
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
Waiver
I affirm that all of the above statements are true, complete and correct to the best of my knowledge and
belief. I understand any false or misleading statement may constitute grounds for denial of admission or
later expulsion.
Signed______________________________________________________ Date________________________________
Mail this completed application form with sealed recommendations, sealed transcripts, personal essay,
application fee and all necessary test scores to:
Office of Admission
For more information, call (708) 524-6845 or visit www.gslis.dom.edu.
Application material is considered confidential. It is shared only with those persons concerned with your
admission and educational experience.
Dominican University does not discriminate on the basis of race, sex, color, gender, religion, national or
ethnic origin, disability, age, marital status or sexual orientation.
Financial Aid Information
Applications for federal Stafford loans are available in the Office of Financial Aid.

If your employer provides tuition assistance, you must submit a copy of your
employers tuition assistance policy to the Office of Financial Aid upon your
acceptance to the GSLIS.

If you are seeking GSLIS scholarship, you must submit scores from the GRE or
MAT at the time you submit your scholarship application form.
Scholarships are awarded each semester. Applicants must submit a separate
application form for EACH semester and a current Free Application for Federal
Student Aid (FAFSA) form must be on file. FAFSA applications may be filed at
www.fafsa.ed.gov. The school code for Dominican University is 001750.
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
_______________________________________________________________________________________________________________
O ce of Financial Aid
(708) 524-6809
naid@dom.edu
Appendix IV.5
Recommendation
Please complete the top portion of this form before giving it to a recommender.
Applicants Name_____________________________________________________________________
Applicants Address___________________________________________________________________
Waiver
I authorize_________________________________________________ to complete this
recommendation form and understand that this information will be kept confidential.
I understand that under Dominican Universitys policy on confidentiality I have the right to examine
this recommendation following my matriculation at the university unless such right is waived. I
understand that this recommendation will be used only in connection with my application for
admission to the Graduate School of Library and Information Science. I understand that signing
the waiver is not a condition of admission. I hereby expressly waive my right to examine or have
access to this recommendation form and letter.
Applicants Signature____________________________________________ Date_________________
The person named above has requested admission to the Graduate School of Library and
Information Science at Dominican University and has named you as a reference. Please provide
your assessment of
the candidate's professional and academic suitability for a career in the library and information sci-
ence profession by attaching a letter of recommendation to this form.
In your letter, please address these qualities to the best of your ability:
Scholastic Ability
Writing Ability
Presentation Skills
Motivation
Interpersonal Skills
Organizational Ability
In what capacity have you known the applicant?
Current or former professor/instructor Current or former employer
How long have you known the applicant?_________________________________________________
Name of Recommender____________________________________ Title________________________
Name of Organization_________________________________________________________________
Phone___________________________________ Email______________________________________
Address____________________________________________________________________________
Recommenders Signature________________________________________ Date_________________
Attach your letter to this form and return it to the applicant in an envelope, signed across the seal.
For the Applicant
For the Recommender
Appendix IV.5
Recommendation
Please complete the top portion of this form before giving it to a recommender.
Applicants Name_____________________________________________________________________
Applicants Address___________________________________________________________________
Waiver
I authorize_________________________________________________ to complete this
recommendation form and understand that this information will be kept confidential.
I understand that under Dominican Universitys policy on confidentiality I have the right to examine
this recommendation following my matriculation at the university unless such right is waived. I
understand that this recommendation will be used only in connection with my application for
admission to the Graduate School of Library and Information Science. I understand that signing
the waiver is not a condition of admission. I hereby expressly waive my right to examine or have
access to this recommendation form and letter.
Applicants Signature____________________________________________ Date_________________
The person named above has requested admission to the Graduate School of Library and
Information Science at Dominican University and has named you as a reference. Please provide
your assessment of
the candidate's professional and academic suitability for a career in the library and information sci-
ence profession by attaching a letter of recommendation to this form.
In your letter, please address these qualities to the best of your ability:
Scholastic Ability
Writing Ability
Presentation Skills
Motivation
Interpersonal Skills
Organizational Ability
In what capacity have you known the applicant?
Current or former professor/instructor Current or former employer
How long have you known the applicant?_________________________________________________
Name of Recommender____________________________________ Title________________________
Name of Organization_________________________________________________________________
Phone___________________________________ Email______________________________________
Address____________________________________________________________________________
Recommenders Signature________________________________________ Date_________________
Attach your letter to this form and return it to the applicant in an envelope, signed across the seal.
For the Applicant
For the Recommender
Appendix IV.5
Transcript Request
Applicants should complete this request form before sending it to the registrar.
Name__________________________________________ Social Security Number____________________________
Other names used________________________________________________________________________________
Address_________________________________________________________________________________________
City_______________________________________________________________ State___________ Zip___________
Email________________________________________ Phone______________________________________________
School__________________________________________________________________________________________
Dates of Enrollment______________________ Year______________ Degree________________________________
My permission is given for release of my academic transcript to the Dominican University Graduate
School of Library and Information Science. This transcript must be sealed and sent to my attention.
Applicants Signature__________________________________________________ Date_______________________
FOR THE REGISTRAR
Please attach this form to
the applicants transcript(s)
and return all materials to
the applicant in a sealed
envelope, signed across
the seal.
Transcript Request
Other names used________________________________________________________________________________
Address_________________________________________________________________________________________
City_______________________________________________________________ State___________ Zip___________
Email________________________________________ Phone______________________________________________
School__________________________________________________________________________________________
FOR THE REGISTRAR
the seal.
Transcript Request
Other names used________________________________________________________________________________
Address_________________________________________________________________________________________
City_______________________________________________________________ State___________ Zip___________
Email________________________________________ Phone______________________________________________
School__________________________________________________________________________________________
FOR THE REGISTRAR
the seal.
Appendix IV.5
(708) 524-6845
Fax: (708) 524-6657
gslis@dom.edu
www.gslis.dom.edu
Our Mission
As a Sinsinawa
Dominican-sponsored
institution,
prepares students
to pursue truth,
to give compassionate service
and to participate
in the creation
of a more just
and humane world.
Appendix IV.5
Appendix IV.5
Appendix IV.5
Appendix IV.5
Appendix IV.5
Appendix IV.5
Appendix IV.6
Document is available for review on site.
New Student Orientation
Spring Term 2007-2008
Thursday, December 20, 2007 5:30pm 7:30pm
WelcomeDean, Susan Roman
So Youre InAssistant Dean, Tracie D. Hall
Faculty IntroductionsJanice Del Negro and Diane Velasquez
I.T. DepartmentEllen Plourde

GSLIS Technology Competency RequirementKate Marek
Rebecca Crown LibraryMolly Beestrum
Health and Wellness at DominicanAngela Bower
School Library Media Certification Program Don Adcock
Knowledge Management Certification ProgramKanti Srikantaiah
Student Placement OfficeLenora Berendt
Library and Information Science Student Association
Administrative DetailsTracie Hall

Presentation will include:
Network ID, DU email, Drop/Add Period, scholarship forms, automatic PIN assignment after first
registration (in person) - within 24-48 hours after registering
Course loads, academic progress, and meeting with advisors
Technology Competency Requirement
New Capstone Course and livetext fee
Student Employment Application, Beta Phi Mu, Advising
Sign Network account sheets and necessity of using DOM email account
Outstanding Student Award
Books/Bookstore
Student Accounts -119 Lewis, Office hours until 7:00 PM Monday-Thursdays
Registration for courses and Registrar Office 115 Lewis, Office hours until 7:00 PM Monday-
Thursdays
Student ID Cards and Parking stickers on the lower level of Lewis Hall.
Scholarships and LTA Fee Reduction information
Student Introductions
Briefly introduce yourself - who you are and what you hope to get out of your
education at GSLIS
Appendix IV.7
Questions
Meet and Mingle
Important Numbers to Know:
GSLIS Administrative Office-Crown 300, Open M-Th, 8:30 am-7 pm, F 8:30 am-4:30 pm(708) 524-6845
Contact for help with administrative questions, academic advising and affairs,
GSLIS Placement Center Office-Crown 300, By
Appointment..(708) 524-6844
Contact for help with Practicum, pre-graduation professional development and career advising
Registrars Office, Open M-Th, 8:30 am-7 pm, F 8:30 am-4:30
pm.......(708) 524-6774
Contact with questions about registration, academic and graduation requirements, incompletes, withdrawals,
etc.
Student Accounts Office, Open M-Th, 8:30 am-7 pm, F 8:30 am-4:30 pm.(708)
524-6789
Contact with questions about tuition and billing
Financial Aid Office, Open M-Th, 8:30 am-7 pm, F 8:30 am-4:30
pm.......(708) 524-6809
Contact with questions about various loan options and repayment plans
Rebecca Crown Library, Open M-Su, 8 am-12
am.......(708) 524-6875
Contact with questions about various loan options and repayment plans
Technology Center, Open M-Th, 8 am-10:30 pm, F 8 am-5 pm,
......(708) 524-6888
Contact with questions about email access, BlackBoard, workshops offered, etc.
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
Appendix IV.7
[Source: Dominican University, Faculty Handbook, pp. 178-119]

1.25.6 Special Needs Services

At Dominican University, no qualified individual with a disability will be excluded from
participation in, or be denied the benefits of, the services, programs, or activities of the
university. The Dean of Students office is a university resource promoting barrier-free
environments (physical, program, information, attitude) and assisting the university in meeting
its obligation under federal statutes and school tradition in regard to the rights of students with
disabilities.

The office of the Dean of Students coordinates providing services, necessary and appropriate, for
students with special needs. Upon receipt of appropriate documentation of disability, this office
assists by providing or arranging appropriate auxiliary aids and services, reasonable
accommodations, academic adjustments, and consultation. In some instances, the Dean of
Students office acts as a liaison with other appropriate state and federal agencies. Students are
encouraged to meet with the Dean of Students office to determine where specific services and
accommodations are needed.

1.25.7 Disability Grievance Procedure
Students with disabilities who believe they have been discriminated against on the basis of their
disability, may receive a review of their complaint by doing the following:
1. The student, who has on file, current documentation of their disability, should
submit a letter to the Dean of Students which sets forth clearly and specifically,
the nature of the complaint and the remedy sought. The submission of the
complaint shall be made within the semester in which it arises. Specific details
should include:
a. what the issue is
b. when it occurred
c. where it occurred
d. who was involved
Also included should be any pertinent documentation supporting the
complaint, including possible witnesses. The Dean of Students shall
investigate the circumstances of the complaint and shall attempt to resolve it,
using whatever procedures necessary and appropriate, or calling upon any
individuals who may be helpful toward resolution. The Dean of Students will
issue his/her opinion in writing within ten (10) working days of receipt of the
complaint. The university reserves the right to extend this investigation period
if conditions are so warranted. The student will be informed if an extension is
necessary on or before the 10
th
day of the complaint resolution period.
Appendix IV.8 BACK to Program Presentation
2. If a satisfactory resolution of the complaint is not achieved with the Dean of
Students, the complainant may request that the complaint be referred to the
Disability Grievance Panel for a hearing. This appeal request should be submitted
in writing to the Office of the Dean of Students within ten (10) working days of
receipt by the student of the resolution. The hearing will be convened as soon as
possible upon receipt of the request. The student will be notified by the Dean of
Students at least five (5) working days prior to the hearing, of the date, time, and
location of the said hearing. If the advisor is a private legal counsel, the Dean of
Students must be so notified in order that Dominican University Counsel can be
in attendance. All communication regarding the hearing may be verbal, but must
subsequently be confirmed in writing.
3. If the student is not satisfied with the Disability Grievance Panels decision, the
student can request that the panels decision be reviewed by the appropriate area
Vice President. The request must be made in writing to the Dean of Students
within seven (7) days of receipt of the panels decision. The Dean of Students will
provide all materials relevant to the case to the Vice President for review upon
receipt of the request. The Vice President will review the matter in the light of
materials presented. His/her written decision on the case shall be final.

Disability Grievance Panel
The Disability Grievance Panel shall consist of one representative from the following areas of
the university: Administrative Affairs, Academic Affairs, Student Affairs, and the applicable
Student Government Association. Each representative shall be appointed by the respective area
Vice President or Dean. If necessary, at-large substitutes may be appointed to fill a panel
vacancy.
Grievance Panel Procedure
Formal hearings before the Disability Grievance Panel shall be open only to the student,
witnesses and counsel, except as the panel may otherwise direct. The Dean of Students will serve
only as a resource to the panel at the panels request. All advisors, including private legal
counsel, will serve only in an advisory capacity for the student during the hearing.

The panel shall determine all matters of procedure, evidence, relevance and admissibility it
deems helpful and fair in the total decision process, without regard to judicial rules, which could
be applicable to such issues.
After the hearing, the panel shall meet in executive session to decide upon the complaint and
make its decision. The decision shall be communicated to the Dean of Students in writing within
two (2) working days of the hearing. The student will be informed in writing by the Dean of
Students within five (5) working days after the panel has sent its decision to the Dean of
Students.

Appendix IV.8
st
Century ELL21


Fall Semester 2007







Appendix IV.9
st
Century (ELL-21)



January 21, 2008: 4-6pm



March 17, 2008: 4-6pm
Your LIS Career"

March 31, 2008: 4-6pm
Aspiring Managers

April 14, 2008: 4-6 pm

Appendix IV.9
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Appendix IV.10
GSLI S
Spr i ng Symposi um:
An opportunity to celebrate
exemplary student projects
Tuesday
Apr i l 26, 2005
4:00 6:00 p.m.
Sc hedul e of Pr esent at i ons
Cr ow n 320
4:00 Lei ght on Shel l
Cat al ogi ng Car t ogr aphi c
Mat er i al s
4:15 Kar en Mc Br i de
Wor l d Li br ar i es: Pr i nt t o
Web
4:30 Mar y Bur k e
The Redesi gn of a
Websi t e: Pr oc ess and
Pr oduc t
4:45 Mar l i se Sc hi l t z
Cr eat i ng a Di gi t al
Col l ec t i on: A Repor t f r om
Ex per i enc e
5:00 LaVer ne Gr ay
Cat al ogi ng 3-D Ar t i f ac t s
and Real i a
5:15 Kat hl een Mur phy
Col l ec t i on Devel opment
of I nt er net Resour c es
5:30 Peg Cook
Ser endi pi t y and t he
Hi st or y of t he I nt er net
5:45 I nger Kr ueger
Websi t e: Maps i n t he
New s
Cr ow n 310 - A
4:15 Al an J ac obson
Br i st ol Li br ar y
Cont r over sy: Bui l di ng
New Li br ar i es
4:45 Susan Pet er son
Sec r et s : A Hi gh Sc hool
Book t al k (10 t i t l es)
5:15 Anne Hust on
Snak es : A Pr esc hool
St or yt i me
5:30 Mar k Daw son
Li br ar i es, Li br ar i ans, and
t he Di sc our se of Fear ,
and a Need f or Cal mi ng
Wor ds
An Invitation to the Dominican Community
Appendix IV.10
2006 GSLI S Spr i ng Symposi um
Apr i l 18, 2006 4:00 6:00 p.m.
Symposi um Sc hedul e:
Time Presenter Presentation Title
4:00 4:15 p.m. Tolonda Henderson Information Literacy Instruction as a
Practice of Freedom
4:15 4:30 p.m. Judy Eckoff Digital Libraries Project: Digitizing
Event Tickets with Greenstone
Software
4:30 4:45 p.m. Randy England Theory Meets Practice: Collection
Analysis at Galvin Library
4:45 5:00 p.m. Nancy Weichert Internet Publishing Issues / World
Libraries
5:00 5:15 p.m. Kelly Reiss The Open Archives Initiative: A
Collection Management Perspective
5:15 5:30 p.m. Kate Williams Reading, Writing, Talking, Learning:
Abstracts from Rubin
5:30 5:45 p.m. Jim Barton Using OPACs: A Researchers
Perspective
5:45 6:00 p.m. Katherine Nelson The Role of Libraries in Public
Diplomacy: The Cold War
4:00 6:00 p.m.
Refreshments will be served in adjacent areas. In addition, other projects may be displayed
as posted.
Appendix IV.10
World Libraries Advisory Board
Rookaya Bawa
Program Officer, International Development Program
Carnegie Corporation of New York
437 Madison Avenue,
New York, NY 10022
(212) 207-6254
kh@carnegie.org
John W. Berry
Executive Director
Northern Illinois Learning Resources Cooperative
719 William Street
(708) 366-0667
jberry@nilrc.org
Karen Brown
Associate Professor
Dominican University, Graduate School of Library and Information Science
7900 W. Division Street
(708) 524-6856
kbrown@dom.edu
John Y. Cole
Director
Center for the Book
Library of Congress
James Madison Memorial Building
101 Independence Ave., S.E.
Washington, DC 20540
(202) 707-1514
jcole@loc.gov
Michael Dowling
Director, International Relations Office
50 E. Huron
Chicago, IL 60611
800-545-3200
mdowling@ala.org
Barbara Ford
Chair
Mortenson Center for International Library Programs, Director and Distinguished Professor
University of Illinois Library at Urbana-Champaign
142 Undergraduate Library, MC-522
1402 W. Gregory Drive, Urbana, Illinois 61801
Phone: (217) 333-3085 / Fax: (217) 265-0990
bjford@uiuc.edu
Appendix IV.11 BACK to Program Presentation
Gertrude Koh
Professor
Dominican University, Graduate School of Library and Information Science
7900 W. Division Street
(708) 524-6867
kohgsl@dom.edu
Dr. Susan Lazinger
Head of Program
SLAIS, Hebrew University of Jerusalem
P.O. BOX 1255
Jerusalem 91904, Israel
susan@vms.huji.ac.il
Dr. Richard Li (Tze-chung Li)
535 N. Michigan Avenue
Chicago, IL. 60611-3814
richard@chiamonline.org
George Needham
Vice President, Member Services
Online Computer Library Center, Inc., OCLC
6565 Frantz Road
Dublin, OH 43017-3395
(614) 761-5173
needham@oclc.org
Sam G. Oh
Professor
Sungkyunkwan University
Dept. of Library and Information Science
Seoul, Korea
82-11-9894-66783
samoh21@gmail.com
Peggy Sullivan
Library Consultant
2800 N. Lake Shore Drive, Apt. 816
Chicago, IL 60657
(773) 549-5361
pslibcon@alumni.uchicago.edu
Satoru Takeuchi
Board of Directors
Japan Library Association
11-14, ShinKawa 1-Chome
Chuo-Ku, Tokyo, Japan
strtkjap@dc4.so-net.ne.jp
Appendix IV.11
Ann Carlson Weeks
Professor of the Practice
University of Maryland, College of Information Studies
4105 Hornbake Building, South Wing
College Park, MD 20742-4345
(301) 405-2060
acweeks@umd.edu
Jianzhong WU
Director
Shanghai Public Library
1555 Haui Hai Zhong Lu
200031, Shanghai
jzwu@libnet.sh.cn
12/18/07
Appendix IV.11
Appendix IV.12
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Graduate School of
Library and Information
Science
River Forest, Illinois 60305
T 708.524.6845
F 708.524.6657
Editorial Staff: World Libraries
(www.worlib.org)
Editors
Marjorie E. Bloss, Editor
Linda Vertrees, Managing Editor
TzeChung Li, Editor Emeritus
Editorial Board
The Editorial Board is drawn from the faculty of the Dominican
University Graduate School of Library and Information Science,
under chairmanship of the Dean. The Board also includes the
Managing Editor.
Susan Roman, Dean, GSLIS, and chair
Marjorie E. Bloss William V. Jackson
Edward J. Valauskas Linda Vertrees
Advisory Board
These individuals have generously agreed to share their expertise
with the editors as reviewers for articles, books, and other
materials:
Rookaya Bawa, Program Officer, International Development
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Resources Cooperative
Karen Brown, Associate Professor, Graduate School of Library and
Information Science, Dominican University
John Y. Cole, Director, Center for the Book, Library of Congress
Michael Dowling, Director, International Relations Office,
Appendix IV.12
Barbara J. Ford, Director and Distinguished Professor, Mortenson
Center for International Library Programs, University of Illinois at
UrbanaChampaign
Gertrude Soonja L. Koh, Professor, Graduate School of Library
and Information Science, Dominican University
George Needham, Vice President, Member Services, Online
Computer Library Center, Inc.
Peggy Sullivan, Library Consultant
Ann Carlson Weeks, Professor of the Practice, College of
Information Studies, University of Maryland
Student interns
Students in Dominican Universitys Graduate School of Library and
Information Science created the original design for World Libraries
during the academic year 20042005. Students continue to add
new and archival content to World Libraries online as part of an
Internet publishing experience.
Fall semester 2007
Joseph
Anderson
Dan
Beringhele
Chris
Breitenbach
Sean Elliot
Nat Gustafson
Sundell
Jan Rodgers
Steve
Szegedi
Brian Want Jonathan Wills

Spring semester 2007
A.J. Hannah
Jennifer
Maoloni
Lissa
Sundermann

Fall semester 2006
Joy Austria Rory Brown
Aprajita
Chawla
Christopher
Fanning
Aimee Horowitz
Elizabeth
Hubert
Gail Kroepel
Lisa
Schoblasky
Sarah
Shulhafer
Ahren Sievers Kathryn Tucker

Kristine
Antkowiak
Tolonda
Henderson
Patricia
Jarog
James Lacy Kenneth Orenic
Erin
Stapleton
John
Thomson
Armando
Trejo
Nancy
Weichert

Fall semester 2005
Margaret
Cook
Judith Eckoff Michele Mack
Elizabeth
McQuillan
Anita Roche
Cynthia
Ternes
Jeannine
Tiesch

Appendix IV.12
Mary Burke
Brian
Hightower
Alison Hofer
Jennifer
Marquardt
Karen McBride
Jeanette
Morgan
Kathleen
Murphy
Lynnea Nash Scott Pitol Maria Rao

Fall semester 2004
Jean Blaho Wei Chen
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Creger
Christopher
Day
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Haller
Pat
Nassopoulos
Nicole
Steeves
Renee Stein
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World Libraries (ISSN 10927441) is published twice a year by Dominican University Graduate School of Library and
Information Science, River Forest, Illinois 60305 | T 7085246845 | F 7085246657 | Email worldlib@dom.edu
2007 Dominican University
Appendix IV.12

Methodology


River Forest
64%
Chicago
26%
Grayslake
7%
Online
3%
Native
0%
4%
Multi-Racial
5%
Hispanic or Latino
4%
Black, Non-Hispanic
or Latino
4%
Latino
83%
Evening
Afternoon
15%
Morning
16%
12%
Weekend
s

54%
1
Appendix IV.13

aration

22.86%
18.57%
30.95%
12.86%
10.48%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%
field
Science)
field
Science)

2

O



S
2
Appendix IV.13
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%

0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
me.
I receive accurate
selection.
staff.
3
Appendix IV.13

schedule.


options

Fully
meets my
needs
Mostly
meets my
needs
Slightly
meets my
needs
Does
not
meet my
needs
Haven't
Used
Because I
Haven't
Needed
Haven't
Used
Because I
Did Not
Know About
I T Comput er Lab 28% 22% 9% 4% 30% 7%
Cl assr oom
f aci l i t i es
41% 48% 6% 4% 0% 0%
Di ni ng Opt i ons 5% 16% 16% 17% 40% 7%
GSLI S of f i ce 39% 38% 8% 2% 12% 1%
GSLI S websi t e 36% 42% 13% 5% 3% 1%
par ki ng
22% 42% 15% 13% 7% 0%
Fi nanci al Ai d 21% 27% 13% 10% 24% 5%
Bookst or e 23% 40% 24% 6% 7% 1%
GSLI S St udent
6% 8% 6% 5% 53% 21%
4
Appendix IV.13
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Crown Library
classes
Crown Library
Strongly agree
Somewhat agree
Somewhat disagree
Strongly disagree
Don't know
1%
80%
13%
6% 1%
85%
13%
1%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
0.0%
2005 2007
5
Appendix IV.13





0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
or home
GSLIS' professional
Financial aid I was
offered
GSLIS' faculty
specialties

6
Appendix IV.13

Summary statements
Strongly
agree
Somewhat
agree
Somewhat
disagree
Strongly
disagree
Not
applicable
to me
f r ommy advi sor .
31% 25% 5% 7% 31%
sel ect i on.
25% 26% 9% 9% 31%
36% 34% 13% 5% 12%
I want them.
12%( 7%) 41%( 37%) 32%( 37%) 13%( 9%) 0%
22% 40% 24% 12% 2%
goals.
32%( 11%) 47%( 51%) 18%( 18%) 2%( 10%) 1%
16%( 8%) 40%( 39%) 34%( 33%) 9%( 10%) 0%
75%( 45%) 23%( 47%) 1%( 4%) 0%( 0%) 1%
59%( 25%) 35%( 55%) 3%( 2%) 0%( 2%) 3%
47%( 27%) 42%( 52%) 8%( 7%) 2%( 5%) 0%
42%( 23%) 51%( 55%) 7%( 7%) 0%( 2%) 0%
expectations.
46%( 20%) 43%( 57%) 7%( 10%) 3%( 3%) 0%
49%( 27%) 36%( 48%) 13%( 11%) 2%( 3%) 0%
37% 44% 12% 5% 2%
st udent s.
37% 45% 13% 3% 2%

7
Appendix IV.13
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Appendix IV.14
GSLIS FACULTY
PLANNING SESSION
December 5, 2007
Summary of Work Group Discussions
Appendix IV.15
*** SUMMARY ***
GSLIS PLANNING SESSION
IN RESPONSE TO DATA COLLECTION RESULTS
FOR ACCREDITATION
December 5, 2007
_________________________________________________
Working Group Area: FACULTY
1. What are the key concerns, issues, or problems that need to be addressed?
Recruit faculty from underrepresented groups
Provide support services and resources for faculty teaching off-campus
Greater and regular employer feedback to GSLIS on skills needed by graduates
Maximize efforts to recruit experience faculty
2. What is GSLIS or the University currently doing to address the concerns, issues, or
problems?
More effort with recruiting perhaps address through our own PhD program
GSLIS exploring possibilities of teaching course at other academic institutions
Provost is investigating new recruitment options and strategies
3. What does your group recommend that GSLIS or the University do to improve the situation
related to the concerns, issues, or problems? If possible, please provide a general timeline
for implementing your recommendation(s).
Use a pro-active approach with goals, objectives, task and a planned timeline, formalize
and extend existing efforts by march 1, 2008
*** SUMMARY ***
Appendix IV.15
FOR ACCREDITATION
December 5, 2007
_________________________________________________
Working Group Area: FACILITIES
Dining options and hours
Parking and transportation (shuttle)
GSLIS computer lab used by undergrads
Community space lacking
problems?
University hired new food service, online form for complaints
New parking garage / problem still with shuttle schedule
Labe will be reserve for GSLIS student use only
Small lounge area planned
Shuttle schedule should be re-evaluated / seek student input via survey in Spring 2008;
Share results with university administration
Suggest additional student spaces for gathering add microwave and refrigerator
*** SUMMARY ***
Appendix IV.15
FOR ACCREDITATION
December 5, 2007
_________________________________________________
Working Group Area: CURRICULUM
course schedule coming out so late
lack of day classes
communication from the administration and support/services from the office: parking
stickers, IDs, someone available at night
students need an advisor assigned at the beginning of their courses
service learning needs to be addressed
problems?
Course rotation guide has been followed more consistently in recent years
Curriculum review to be initiated in this academic year
Survey with students about online courses and plan to be developed about rolling out
online courses
Increased technology emphasis in courses
Computer competency requirement implemented
offer more morning and afternoon classes
a person assigned in the office to address student concerns, problems with services at the
university -- faculty need to know who this person is and receive reports if these issues can
be resolved in class
an advisor should be assigned when student admitted and students complete a form that
states their interest; If an advisor at the beginning shows interest and involvement, it would
improve communication w/students
Invite M. Thelen to a faculty meeting to discuss possible service learning projects; pilot a
project during next academic year
University IT needs to be given customer service training to facilitate better service to
students
Continue to integrate more technology into courses
Faculty need to reach out to students more re: advising
Appendix IV.15
*** SUMMARY ***
FOR ACCREDITATION
December 5, 2007
_________________________________________________
Working Group Area: ADMINISTRATION
Continuing education needs/requests
meeting staffing needs has decreased
Course availability
Availability of Crown Lab and IT Lab
problems?
GSLIS Alumni Council expanded Career Exploration Day (length and kinds of programs;
added one-on-one coaching)
Develop a CE plan (Spring 2008)
Hold complaint sessions with students so that they can air their concerns
Appendix IV.15
APPENDICES
Standards V, VI, and St. Catherine
Appendix V
Appendix V.12: Vitae of the Dean; Assistant Dean for Recruitment and Marketing; Coordinator
of Student Placement; and Instructional Services Coordinator
Appendix V.15: Dominican University, Planning Portfolio, 2002-2012 (Strategic Plan: Launching Our
Second Century; Strategic Plan: Operating Priorities, 2003-2008; Key Performance
Indicators; Strategic Planning Calendar, 2001-2015; The Campus Master Plan)

Faculty Handbook

2006 2007
Appendix V.1

TABLE OF CONTENTS

Mission Statement XIX

Section I. Faculty Personnel Policies 23

Section II. University Administrative Structure 135

Section III. Academic Council Bylaws 157

Section IV. Board of Trustees Bylaws 178

Section V. Dominican University Corporate Bylaws 189
Appendix V.1

MISSION STATEMENT XIX
SECTION I. 23
FACULTY PERSONNEL POLICIES 25
1.1 Definition of Faculty Rank and Titles 25
1.1.1 Full-Time Faculty 25
1.1.2 Part-Time/Per Course Faculty 25
1.1.3 Criteria for Appointment to Full-Time Ranked Faculty Status 25
1.1.4 Initial Academic Ranks 26
1.1.5 Adjunct Faculty 26
1.1.6 Special Appointment Faculty 26
1.1.6.1 University Emeritus Policy 26
1.1.6.2 Summer School Appointments 27
1.1.6.3 Pro-Rata Faculty 27
1.1.6.4 Adjunct Faculty In-Residence/Clinical Faculty 27
1.2 Types of Contracts, Definitions, and Contract Policies 28
1.2.1 Semester Term Contracts 28
1.2.2. Probationary Faculty Tracks 28
1.2.2.1 Tenure Track 29
1.2.2.2 Non-tenure Track 29
1.2.2.3 Visiting Track 29
1.2.3 Review Process 29
1.2.3.1 Tenure Track 29
1.2.3.2 Non-tenure Track 30
1.2.3.3 Visiting Track 31
1.2.3.4 Notification of Renewal and Non-renewal 31
1.3 Guidelines for Search and Appointment and Orientation of Faculty 31
1.3.1 Search and Appointment of Faculty 31
1.3.2 Orientation of Faculty 33
1.3.3 Equal Employment Opportunity, 33
1.3.3.1 Conduct Constituting Prohibited Sexual Harassment 34
1.3.3.2 Procedure upon the Occurrence of Prohibited Conduct 35
1.3.4 Affirmative Action Policy 36
1.3.4.1 Affirmative Action Plan 36
1.3.4.1.1 Goals & Objectives 37
1.3.4.1.2 Procedures 37
1.3.4.1.2.1 Students 37
Appendix V.1

1.3.4.1.2.2 Faculty 38
1.3.4.1.2.3 Staff 39
1.3.4.1.2.4 Monitoring and Evaluation 40
1.3.4.1.2.5 Implementation 40
1.3.4.1.2.6 President and Vice Presidents, Deans and Department Heads 40
1.3.4.1.2.7 Director 40
1.3.4.1.3 Progress Reporting 40
1.4 Faculty Personnel Records 41
1.4.1 Confidentiality of Faculty Personnel Records 41
1.4.2 Correcting Information 41
1.4.3 Disposition of Files upon Resignation (or Dismissal) 41
1.5 Evaluation Information 41
1.5.1 Faculty Portfolio and Other Records 41
1.5.1.1 Overview 42
1.5.1.2 Access 42
1.5.2 Temporary Additions to the Portfolio 44
1.5.3 Personal Meeting 44
1.5.4 Updates 44
1.5.5 Other Records 44
1.6 Qualifications and Criteria for Faculty Ranks 45
1.6.1 Instructor 45
1.6.2 Assistant Professor 45
1.6.3 Associate Professor 45
1.6.4 Professor 46
1.7 Qualifications and Criteria for Decisions on Renewal, Promotion and Tenure 46
1.7.1 Academic Credentials 46
1.7.2 Teaching Effectiveness 46
1.7.3 University Life and Governance 47
1.7.4 Continuing Professional Development 47
1.7.5 Continuing Record of Scholarship 48
1.8 Promotion Policies and Procedures 52
1.8.1 Means of Supporting an Application for Promotion 53
1.8.2 Procedure 53
1.8.3 Reconsideration of an Decision to Deny Promotion 54
1.9 Renewal and Tenure Decisions: Criteria and the Review Process 54
1.9.1 Probationary Faculty 54
1.9.2 Tenure 54
Appendix V.1

1.9.3 Criteria for Renewal and Tenure 55
1.9.4 Means of Responding to Criteria 55
1.9.5 The Review Process for Decisions about Faculty Renewal and Tenure 56
1.10. Appeal 59
1.11 The Committee on Post-Tenure Review 59
1.12 Retention and Tenure for Professional Librarians 60
1.12.1 Criteria 60
1.12.2 Means of Responding to Criteria 61
1.12.3 The Review Process 61
1.13 Separation 63
1.13.1 Resignation 63
1.13.2 Retirement 64
1.13.2.1 Regular Retirement 64
1.13.2.2 Phased Retirement 64
1.13.2.3 Procedure for Part-time Contract after Retirement 64
1.13.3 Dismissal of Faculty or Librarians for Cause 64
1.14 The Faculty's Obligations, Rights, Academic Freedom and Code of Ethics 65
1.14.1 General Statement 65
1.14.2 Adherence to University Regulations 66
1.14.3 Faculty Responsibilities 66
1.14.3.1 Teaching 66
1.14.3.2 Advising 67
1.14.3.3 Scholarship and Professional Development 67
1.14.3.4 Institutional Review Board (IRB) 68
1.14.3.5 Service to the University 68
1.14.4 Academic Freedom 69
1.14.5 Violations of Faculty Rights, and Academic Freedom 70
1.15 Faculty Development and Privileges 70
1.15.1 Sabbatical Leaves 70
1.15.2 Attendance at Meetings of Learned and Professional Societies 71
1.15.3 Faculty Computer Support 72
1.15.4 Copy Privileges 73
1.15.5 Use of University Facilities for Non-University Activities 73
1.15.6 Faculty Workshops 73
1.15.7 Faculty Colloquium 73
1.15.8 Midwest Faculty Seminars 73
1.15.9 Teaching Evaluation 74
Appendix V.1

1.15.10 Research Stipends 74
1.15.11 Faculty Release Time 74
1.15.12 Intellectual Property Policy 75
1.16 Workload, Responsibilities, and Related Processes 76
1.16.1 General Course Syllabi 76
1.16.2 Faculty Absences 76
1.16.3 Grades 76
1.16.4 Commencement 77
1.16.5 Changes in Classrooms or Scheduled Class Time 77
1.16.6. Maintenance 77
1.16.7 Student Attendance 78
1.16.8 Undergraduate 78
1.16.8.1 Faculty Moderators 78
1.16.8.2 Class Periods 78
1.16.8.3 Field Trips 78
1.16.8.4 Final Examinations 79
1.16.8.5 Guide for Written Material 79
1.16.8.6 Office Hours 79
1.16.8.7 Plagiarism and Cheating 79
1.16.8.8 Student Absences 79
1.16.8.9 Warning Notices 79
1.17 Drug Free Workplace Statement 80
1.18. Part-Time/Adjunct Faculty 80
1.18.1 Teaching Load 80
1.18.2 Advising and Committee Work 80
1.18.3 Retention 80
1.18.4 Promotion 80
1.18.5 "Outside Activities and Outside Professional Activities" 80
1.18.6 Examples of Usual Outside Professional Activities of Faculty Members 81
1.18.7 Use of University Facilities and Services 81
1.18.8 Use of University Name and Seal 81
1.18.9 University Responsibility 81
1.18.10 Political Activity 82
1.19 Institutional Policies Pertaining to Faculty Working Conditions 82
1.19.1 Audio Visual Services and Computer Center 82
1.19.2 The University Bookstore 82
1.19.3 Facilities for Special Programs 83
1.19.4 The Library 83
1.19.5 Office Space 83
1.19.6 Purchases 84
1.19.7 Secretarial and Related Services 84
Appendix V.1

1.19.7.1 Faculty Secretary 84
1.19.7.2 Office Services 84
1.19.7.3 Student Assistants 84
1.19.8 General Institutional Services 85
1.19.8.1 Child Care 85
1.19.8.2 Food Service 85
1.19.8.3 Health Services 85
1.19.8.4 Parking 85
1.19.8.5 Religious Services 86
1.20 Faculty Compensation 86
1.20.1 Full Time Faculty 86
1.20.1.1 Regular Salary 86
1.20.1.2 Overloads 86
1.20.1.3 Salary Increase for Promotion 86
1.20.1.4 Compensation for Summer School Teaching 86
1.20.1.5 Paychecks 87
1.20.2 Other Faculty 87
1.20.2.1 Adjunct Faculty Salaries 87
1.20.2.2 Administrative Faculty and Staff 87
1.20.2.3 Retired Faculty Salaries 87
1.20.3 Salary Advances 87
1.21 Faculty Benefits and Leaves 88
1.21.1 Benefits 88
1.21.1.1 Group Insurance 88
1.21.1.2 Retirement Plan 88
1.21.1.3 Social Security and Workmen's Compensation. 89
1.21.1.4 Tuition Remission 89
1.21.1.5 Tuition Exchange Programs 91
1.21.1.6 Specific Conditions Governing Tuition Remission Policies 91
1.21.1.7 Categories of Benefits 92
1.21.2 Social Security and Workmen's Compensation. 94
1.21.3 Leaves of Absence 94
1.21.4 Moving Expenses 96
1.22 Faculty Grievance Committee 96
1.22.1 Procedures for Hearings Before the Faculty Grievance Committee 97
1.23 Academic Assessment 99
1.24 General Rules of Implementation 99
Appendix V.1

1.25 Appendix 101
1.25.1 Application for Non-Medical Leave of Absence 103
1.25.2 Sabbatical Application Form 105
1.25.3 Faculty Travel Reimbursement Request 107
1.25.4 Program Review 109
1.25.4.1 The Responsibility of a Program's Administrator and Faculty 109
1.25.4.2 Processes and Procedures: Five-year Program Review 111
1.25.4.3 Sample Outline: Five-year Review Self-Study 112
1.25.4.4 Five-year Program Review Cycle 115
1.25.5 Drug-free Workplace Statement 117
1.25.6 Special Needs Services 118
1.25.7 Disability Grievance Procedure 118
1.25.8 Syllabus Model 120
1.25.9 Guidelines for Faculty Relating to Education Records 121
1.25.10 Annual Faculty Report on Continuing Record of Scholarship 124
1.25.11 Application for Payroll Advance 128
1.25.12 Academic Budget Protocol 130
SECTION II. 138
UNIVERSITY ADMINISTRATIVE STRUCTURE 138
2.1 President 140
2.2 Provost 140
2.2.1 Dean of the Rosary College of Arts and Sciences 140
2.2.1.1 Associate Dean of the Rosary College of Arts and Sciences 140
2.2.1.2 The Director of Liberal Arts and Sciences Core Curriculum 141
2.2.1.3 Director of Multi-Cultural Affairs 141
2.2.1.4 Director of Study Abroad Programs 141
2.2.1.5 Director of Service Learning 141
2.2.3 Dean of the Graduate School of Library and Information Science 142
2.2.3.1 Admissions Coordinator 142
2.2.3.2 Director of the School Library Media Program 142
2.2.3.3 Director, Center for Knowledge Management 142
2.2.3.4 Coordinator, Instructional Support Services 142
2.2.4 Dean of the School of Business 143
2.2.4.1 Assistant Dean for Graduate Programs 143
2.2.4.2 Assistant Dean for Corporate and Career Programs 143
2.2.4.3 Department Chair for Undergraduate Programs 143
2.2.4.4 Director of Recruitment Domestic 143
2.2.4.5 Director of Recruitment International 144
2.2.5 Dean of the School of Education 144
2.2.5.1 Department Chair for the Undergraduate Programs 144
2.2.5.2 Director of the Special Education Programs 144
2.2.5.3 Director of the Educational Administration Program 144
Appendix V.1

2.2.5.4 Director of the Master in the Art of Teaching and Teaching Certification for
College Graduates Program 145
2.2.5.5 Director of Bilingual and English as a Second Language Programs 145
2.2.5.6 Director of the Early Childhood Program 145
2.2.5.7 Director of the Reading Specialist Program 145
2.2.5.8 Director of the Master of Arts in Education Program 145
2.2.5.9 Director of the Master of Science in Education with Concentration in Literacy
Program 145
2.2.5.10 Director of the Rose K. Goedert Center for Early Childhood Education 146
2.2.5.11 Director of the Summer Gifted and Talented Program 146
2.2.5.12 Coordinators of the Educational Evaluation Center 146
2.2.6 Dean of the Graduate School of Social Work 146
2.2.6.1 Assistant Dean for Student Relations 146
2.2.6.2 Director of Admissions 147
2.2.7 Executive Director of the Institute for Adult Learning 147
2.2.7.1 Associate Director of Academic Advising 147
2.2.8 Director of Information Technology and Telecommunications 147
2.2.9 Associate Provost 148
2.2.9.1 Associate Dean for Information Services 148
2.2.9.2 Registrar 148
2.2.9.3 Director of Faculty Development 148
2.2.9.4 Center for Career Development 148
2.2.9.4.1 Director of Internships 148
2.2.9.4.2 Director of Placement 149
2.2.9.5 International Student Advising 149
2.2.9.6 Academic Resource Center 149
2.2.10 Director for Institutional Research and Assessment 149
2.3 Vice President for Finance and Business 149
2.3.1 Controller 149
2.3.1.1 Facilities Coordinator 150
2.3.2 Director of Physical Plant 150
2.3.3 Director of the Food Service 150
2.3.4 Executive Director of Human Resources 150
2.3.5 Manager of Security Operations 150
2.3.6 Bookstore Manager 150
2.4 Vice President for Institutional Advancement 150
2.4.1 Director of Advancement Administration 151
2.4.2 Executive Director of Development 151
2.4.3 Executive Director of Constituent Relations 151
2.5. Vice President for Enrollment Management 151
2.5.1 Director of Financial Aid 151
2.5.1.1 Financial Aid Officers 152
2.5.2 Director of Freshman Admission 152
Appendix V.1

2.5.2.1. Admissions Officers 152
2.5.3 Director of Admissions Operations 152
2.5.4 Director of Admissions Outreach 152
2.5.5 Director of Transfer and Adult Admission 152
2.5.5.1 Transfer and Adult Admissions Officers 152
2.5.6 Associate Director of Admissions and Financial Aid 152
2.6 Dean of Students 153
2.6.1 Assistant Dean of Students 153
2.6.2 Director of Residence Life 153
2.6.3 Director of Student Involvement 153
2.6.4 Director of Counseling Services 153
2.6.5 Director of Student Health Services 153
2.6.6 Director of Athletics 154
2.7 Vice President for Mission and Ministry 154
2.7.1. Promoter of Mission Integration 154
2.7. 2 Director of University Ministry 154
2.7.3 University Chaplin 154
2.7.4 Director of the St. Catherine of Siena Center 154
2.8 Executive Director of University Relations 155
2.8 Organizational Chart 156
SECTION III: 158
ACADEMIC COUNCIL BYLAWS 158
ARTICLE I. ACADEMIC COUNCIL 161
I A. Membership 161
I B. Duties 162
I C. Procedure 162
I D. Committees 164
I.D.4.1 Assessment Committee 166
I.D.4.2 Committee on Diversity 167
I.D.4.3 Committee on Faculty Affairs 168
I.D.4.4 Committee on Faculty Appointments 168
I.D.4.5 Committee on Faculty Development 169
I.D.4.6 Committee on Faculty Elections 170
I.D.4.7 Committee on Instructional Support 171
I.D.4.8 Committee on Planning 172
I.D.4.9 Program Review Committee 172
I.D.4.10 Faculty Grievance Committee 173
Appendix V.1

I.D.4.11 Graduate Committee 173
I.D.4.12 Committee on Post-tenure Review 174
I.D.4.13 University Affairs Committee 175
ARTICLE II. COLLEGES AND SCHOOLS 176
II A. Membership 176
II B. Duties 177
ARTICLE III. AMENDMENTS 178
ARTICLE IV. INTERPRETATION OF BYLAWS 178
SECTION IV. 181
BOARD OF TRUSTEES BYLAWS 181
4.1. Board Responsibilities 183
4.1.2 Responsibilities of Individual Trustees 184
4.3 Board Membership 185
4.4 Trustee Selection 185
4.5 Board Selection Criteria 186
4.6 Nomination Process for Trustees 186
4.7 Meeting Schedule 187
4.8 Board Committees 187
4.8.1Standing Committees 187
4.8.2 Executive Committee 187
4.8.3 Committees 188
4.8.3.1 Academic Affairs Committee 188
4.8.3.2 Finance and Investment Committee 188
4.8.3.3 Building and Grounds Committee 188
4.8.3.4 University Life Committee 188
4.8.3.5 Institutional Advancement Committee 189
4.8.3.6 Membership and Honors Committee 189
4.8.3.7 Special Committees of the Board 189
4.9 BOARD OF TRUSTEES 190
DOMINICAN UNIVERSITY 190
BOARD OF TRUSTEES 190
SECTION V. 192
DOMINICAN UNIVERSITY CORPORATE BYLAWS 192
5.1 ARTICLE I 194
Name, Purpose and Offices 194
5.2 ARTICLE II 194
Appendix V.1

Members 194
5.3 ARTICLE III 195
Meetings of Members 195
5.4 ARTICLE IV 197
Board of Trustees 197
5.5 ARTICLE V 201
Officers 201
5.6 ARTICLE VI 203
Committees 203
5.7 ARTICLE VII 210
Contracts, Checks, Deposits and Funds 210
5.8 ARTICLE VIII 210
Books and Records 210
5.9 ARTICLE IX 211
Fiscal Year 211
5.10 ARTICLE X 211
Seal 211
5.11 ARTICLE XI 211
Waiver of Notice 211
5.12 ARTICLE XII 211
Indemnification 211
5.13 ARTICLE XIII 212
Conflicts of Interest 212
5.14 ARTICLE XIV 212
Dissolution 212
5.15 ARTICLE XV 213
Appendix V.1

Amendments to Bylaws 213
5.16 ARTICLE XVI 213
Effective Date 213
5.17 ARTICLE XVII 214
Adoption 214

Appendix V.1
_____________________________________________________________________________________
Page 21

MISSION STATEMENT
THE CENTENNIAL AND BEYOND
THE MISSION, THE VISION, THE PLAN
HISTORICAL PROLOGUE
Dominican University was founded as St. Clara College in Sinsinawa, Wisconsin in 1901 by the
Sinsinawa Dominican Sisters of the Most Holy Rosary. In 1922, under the leadership of Mother
Samuel Coughlin, the sisters relocated the institution to its current location in River Forest,
Illinois, where it was renamed Rosary College. The new college began immediately instituting
new programs and improving its curriculum, establishing one of the first study abroad programs
in the country in 1925, and offering courses in library science, leading to the Universitys first
masters degree in 1949. Recognizing its responsibility to all students, Rosary College became
coeducational in 1970. In May of 1997, in the context of an aggressive strategic plan, the school
name again changed to Dominican University, communicating the increasingly comprehensive
nature of the Universitys programs, and at the same time, its continued commitment to its
Catholic Dominican mission.
Dominican University celebrates its centennial in 2001-2002.

The Mission of the University
As a Sinsinawa Dominican sponsored institution, Dominican University prepares students to
pursue truth, to give compassionate service and to participate in the creation of a more just and
humane world.

Identity Statement
Dominican University is a distinctively relationship-centered educational community, rooted in
the liberal arts and sciences and comprehensive in scope, known for its rigorous and engaging
academic programs, for the care and respect with which it mentors students, for its enduring
commitment to social justice and for the enriching diversity of its students, faculty, and staff.
Integral to Dominicans success and distinction is the ongoing exploration, clear expression and
shared experience of its catholic Dominican identity.

The Vision for 2001 and Beyond
Dominican University aspires to be a premier, Catholic, comprehensive, teaching university with
an enrollment of 4,000 students.
Appendix V.1
_____________________________________________________________________________________
Page 23

Section I.

Faculty Personnel Policies
Appendix V.1
_____________________________________________________________________________________
Page 25

FACULTY PERSONNEL POLICIES

This Volumeis designed as a concise guide to the regulations of Dominican University as they
affect faculty. Some general information is also included.
If there is any conflict between statements in this Volume and the provisions of the Bylaws of
Dominican University (1995), the Dominican University Academic Council Bylaws (1995), the
Bylaws of the individual college or schools, or any of the Dominican University Bulletins
(current editions), the Bylaws and the Bulletins control.
Faculty are responsible for knowing the regulations in the Bylaws, Bulletins, and this Volume.
All faculty employment decisions will be made without regard to race, color, sex, national or
ethnic origin, religion, age, or disability. The Office of the Provost publishes and distributes this
Volume and its supplements and is solely responsible for the contents. The contents are reviewed
by the Faculty Affairs Committee before publication. All Policies are subject to change.

1.1 Definition of Faculty Rank and Titles
The faculty refers to those persons who are officers of instruction in the University, the
professional librarians, and those who by university appointment hold faculty status. The faculty
is divided into instructional and administrative faculty and into full-time and part-time faculty
with rights and duties applicable to each. Instructional faculty are those persons whose major
regular assignment is instruction. Administrative faculty are those persons who hold faculty rank
and/or status, but whose major regular assignment is not instructional.
1.1.1 Full-Time Faculty
The University employs the customary designation for full-time academic rank: Professor,
Associate Professor, Assistant Professor, Instructor, Visiting Professor, Visiting Associate
Professor, Visiting Assistant Professor and Visiting Instructor.
The visiting ranks are temporary appointments and service in these ranks does not necessarily
count toward the probationary period for tenure or the eleven-year limit for non-tenure track
appointments.
1.1.2 Part-Time/Per Course Faculty
The University uses the following designations for part-time faculty ranks to which the privilege
of tenure does not apply: Adjunct Professor, Adjunct Associate Professor, Adjunct Assistant
Professor (See subsection 1.18 Adjunct Faculty)

1.1.3 Criteria for Appointment to Full-Time Ranked Faculty Status
At the time of initial appointment of a full-time faculty member, the Provost in consultation with
the applicable Dean shall make a judgment about rank for the faculty member's initial contract
Appendix V.1
_____________________________________________________________________________________
Page 26

using the criteria described in section.1.6 Rank changes are subject to the provisions of Section
1.6.
1.1.4 Initial Academic Ranks
The qualifications of the applicant generally govern the academic rank designated on the initial
contract. Normally, persons without a doctorate degree are hired as Instructors on the initial
appointment. Persons with a doctorate degree are appointed as Assistant Professors when the
University is their first appointment in rank. Instructors receiving a doctorate are eligible to be
advanced to Assistant Professor rank on subsequent appointments. Persons from another higher
education institution are usually appointed in the same rank held at the former institution.
All faculty are promoted to their subsequent rank by the President on the recommendation of the
Committee on Faculty Appointments, the Provost and the applicable Dean.
Qualifications for faculty ranks and criteria for evaluation are fully detailed in Sections 1.6 and
1.7. Promotion procedures and practices, tenure, and the review process are addressed in
sections 1.8 and 1.9.
1.1.5 Adjunct Faculty
Adjunct faculty members usually teach on a part-time or per course basis pursuant to Semester
Term Contracts. They usually have no other faculty duties and responsibilities, except those
listed below and in subsection 1.18.
Adjunct Faculty Members do not accrue time towards tenure, promotion or sabbatical. The
adjunct ranks are a reflection of the full-time ranks i.e. adjunct instructor, adjunct assistant,
adjunct associate, and adjunct professor.

1.1.6 Special Appointment Faculty
1.1.6.1 University Emeritus Policy
(1) Dominican University may grant the title of Dean Emeritus upon the recommendation of the
president, to any University faculty member upon retirement who has served as an academic
dean for at least two terms during the person's employment with the University.
A person holding the title of Dean Emeritus will have all the benefits of any retired faculty
member who holds an emeritus title including eligibility for a part-time teaching
appointment.
(2) Dominican University will grant the Emeritus title upon retirement with the rank held at the
time of retirement to a full-time faculty member with ten or more years of active service.
Faculty members with less than ten years of service at the University who have made a
distinct contribution to the school or their profession may be recommended by the
department chair or the appropriate Dean for consideration.
The Emeritus Professors will have the right to use the library, retain the social status of
faculty members, and receive invitations to all events to which active faculty members are
Appendix V.1
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Page 27

invited. They may attend faculty meetings as non-voting members and may participate in
University convocations.
An Emeritus Professor may be granted the right to office space or use of laboratory facilities
or other University equipment by special arrangement with the president, subject to the needs
of the University.
Listing in the roster of the University Bulletin as an Emeritus Professor will be limited to
those emeritus faculty members who are actively associated with the University community.

1.1.6.2 Summer School Appointments

Applicable Department Chairpersons recommend appointment for summer academic terms.
Each appointment must be approved by the appropriate Dean before a contract may be issued.

1.1.6.3 Pro-Rata Faculty
Pro rata faculty are non-tenured faculty who are former tenured faculty who are teaching a
reduced load under a phased retirement multi-year contract. They receive benefits as specified in
their contracts as well as pro rated full-time salaries. Pro-rata faculty have the option of drawing
down TIAA/Cref account as well as receiving their part-time salary. They also assume, on a
basis proportionate to their appointment, other responsibilities performed by full time faculty
members. They have a vote in departments, College or School and University meetings. Pro rata
faculty are eligible to participate in programs for faculty development including attendance and
presentations at conferences and meetings. Pro-rata faculty are ranked and may apply for
promotion subject to the same criteria and procedures for promotion as the full-time faculty.
Phased retirement pro rata faculty are not subject to review by the Faculty Appointments
Committee.

1.1.6.4 Adjunct Faculty In-Residence/Clinical Faculty
An Adjunct Professor In-Residence is an appointment given to a part-time faculty member who
is involved in the University in more ways than classroom instruction. It is this additional
participation that distinguishes an Adjunct Professor In-Residence from other part-time faculty.
The additional participation could be in advising students on a regular basis, participating with
full-time faculty in curriculum development, serving on committees, directing internships,
projects or other individual leaning experiences or participating in other ways.

The Adjunct Professor In-Residence faculty will be eligible for faculty development support
benefits and will normally receive compensation at a higher rate than adjunct faculty. They will
be eligible for periodic raises. They may also be contracted on a yearly basis rather than a
Appendix V.1
_____________________________________________________________________________________
Page 28

semester basis depending on the need. The title is to be used with the various ranks as with the
present adjunct position, e.g. Adjunct Assistant Professor In-Residence.

In some schools of the University the title of Clinical Professor may be substituted for the title of
Adjunct Professor In-Residence or other in-residence ranks with all elements of the Adjunct
Professor In-Residence applying thereto.

1.2 Types of Contracts, Definitions, and Contract Policies
Signed contracts, legally enforceable between a faculty member and the University are issued as
set forth below. The Provost, together with the appropriate Dean is responsible for preparing all
faculty contracts.

1.2.1 Semester Term Contracts
Semester term Contracts for one or more semesters are given to adjunct and Special
Appointment faculty members, and are limited to the term of employment outlined in the
applicable contract. Such term Contracts do not confer upon a faculty member entitlement to
continued employment after the term specified in the employment contract expires.
Semester term Contracts may also be used with full-time faculty in special circumstances such as
overloads all summer session contracts
Contract Provisions Pertaining to Tenured and Probationary Faculty
1

1.2.2. Probationary Faculty Tracks
All full-time faculty members who have not been granted tenure are considered probationary
faculty. The Committee on Faculty Appointments and the appropriate Dean review the
performance of each faculty member, excluding those holding visiting rank appointments and
make recommendations to the President concerning retention of the faculty member.
Probationary faculty are divided into three tracks, a tenure track, a non-tenure track, and a
visiting track. Visiting appointments are temporary.

1
This statement is intended neither to enlarge nor to diminish the explicit terms of contracts entered into between
faculty members and the university. Although many of the policies and procedures specified in this document are
similar to those recommended by the American Association of University Professors and other organizations,
Dominican University declares that its policies and procedures are independent of those recommended by such
organizations and that it neither endorses nor is bound by interpretations of policies and procedures similar to those
set forth in this statement suggested by such an organization.
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1.2.2.1 Tenure Track
A tenure track appointment begins the required seven-year probationary period before the
decision awarding tenure can be made. It is University policy that new faculty generally will be
appointed to the tenure track.
A tenured track appointment does not imply any commitment on the part of the University
relative to whether a non-tenured faculty member will eventually be recommended for or
awarded tenure after the probationary period.

1.2.2.2 Non-tenure Track
Faculty members who do not meet the usual requirements for a tenure track appointment such as
not holding an appropriate terminal degree receive a non-tenure track appointment.

1.2.2.3 Visiting Track
Faculty members who receive temporary appointment are visiting professors and do not serve
more than two years in said capacity.

1.2.3 Review Process
All reviews will necessarily include an examination of performance in terms of teaching
excellence and development, advising, service and scholarly activity, with input from the
Provost, appropriate dean, chairs and/or discipline coordinators, colleagues and students, as well
as the probationary faculty member's personal statement and supporting documents from the
Faculty Portfolio.
Under the faculty portfolio system the teaching of probationary faculty will be evaluated in each
year of service even though the Committee on Faculty Appointments may not review them every
year. (For the Faculty Portfolio; qualifications and criteria used in the review process;
qualifications and criteria for faculty rank; and policies and procedures used in making decisions
on promotion, renewal and tenure see Sections 1.5 through 1.9.)

1.2.3.1 Tenure Track
(1) The initial contract is for two semesters with a review in the first two months of the second
semester.
(2) If the first review is favorable, a second two-semester contract may be awarded, with the next
review in the first semester of the second year.
(3) If the second review is favorable, a four-semester contract may be awarded, with the next
review in the second semester of the fourth year.
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(4) If the third review is favorable, the faculty may be awarded a six-semester contract with a
review in the second semester of the sixth year. The fourth review will include a more
thorough and extensive evaluation of contribution to the University mission and to
institutional and curricular needs, than previous reviews.
A critical component of the retention and tenure decisions is the institutional need for the skills
and characteristics of the faculty member being evaluated.
Institutional need to be considered by administrative officers in this regard, in consultation with
the appropriate dean, department chair and/or discipline coordinator, may be based on the
following:
(i) areas of expertise and staffing needs in the discipline and in the curriculum as a whole,
and the faculty member's flexibility and the adaptability in discipline and in the
curriculum as a whole;
(ii) relationship between department/discipline and the mission of the University;
(iii) a profile of past, current and projected enrollment in the discipline and the undergraduate
and/or graduate program(s) in which the faculty member teaches;
(iv) regional and national enrollment trends in the discipline and/or program(s).
This information along with the candidate's personal statement that outlines that person's
contributions to the University mission and to departmental and curricular needs, other material
from the Faculty Portfolio and other supporting evidence will be provided to the Committee on
Faculty Appointments. The Committee on Faculty Appointments will decide whether to
recommend renewal of the appointment and whether in the appropriate case to recommend a
tenure appointment to the President. The President will then make the final determination
whether to reappoint and in the appropriate case whether to recommend a tenure appointment to
the Board of Trustees.

1.2.3.2 Non-tenure Track
(1) The initial contract is for two semesters with a review in the first two months of the second
semester.
(2) If the first review is favorable, a second two-semester contract may be awarded, with the next
review in the second semester of the second year.
(3) If the second review is favorable, a four-semester contract may be awarded, with the next
review in the second semester of the fourth year.
(4) If the third review is favorable, the faculty may be awarded a six-semester contract with a
review in the second semester of the sixth year.
(5) If the fourth review in the sixth year is favorable, the non-tenure track faculty may be offered
a four-semester contract at the end of the seventh year.
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(6) If the fifth review in the eighth year is favorable, the non-tenure track faculty may be offered
a final four-semester contract at the end of the ninth year.
Thus the non-tenure track faculty member may be employed at the University for a maximum of
eleven years. The President can move a non-tenure track faculty member to the tenure track at
any time. A non-tenure faculty member converted to the tenure track will receive credit for
service at Dominican University not to exceed five years of service toward the seven years
probationary service required for a tenure appointment. At the time the President moves the non-
tenure track faculty member to the tenure track the faculty member may request that the credit
received towards the seven-year probation service be fewer than the maximum that can be
applied.

1.2.3.3 Visiting Track
Visiting faculty are not reviewed by the faculty appointments committee and their years of
services as visiting professors do not necessarily count toward the probationary period required
for tenure.

1.2.3.4 Notification of Renewal and Non-renewal
After considering the appropriate recommendations, the President may issue a new contract
renewable at the option of the University. All renewal contracts normally are distributed to non-
tenured faculty on or before May 1
st
of the year proceeding the contract year.
If the President decides not to issue a renewal contract, the faculty member will be notified as
follows:
1. No later than March 1
st
of the first academic year of service if the appointment expires at the
end of that year or at least three months before the initial contract expires if the first-year
appointment terminates during an academic year.
2. Not later than December 15
th
of the second academic year of service if the appointment
expires at the end of that year or at least six months in advance of the expiration of a second
year contract if the second-year appointment terminates during an academic year.
3. At least twelve months before the expiration of an appointment after two or more years of
service at the University.

1.3 Guidelines for Search and Appointment and Orientation of Faculty
1.3.1 Search and Appointment of Faculty
In the fall of each year the academic deans and institute directors, as part of the budget
process submit their requests for new and replacement full-time faculty positions for the
following academic year to the Provost. If the requests are approved the hiring process
proceeds as follows:
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A. In the College of Arts and Sciences:
1. Dean or chair appoints search committee and names the chair of the committee.

2. Search committee specifies criteria for candidate.

3. Search committee drafts copy for ad

4. Search committee lists venue for placement of ad

5. The position criteria, draft of ad and list of placement venues are approved by the dean
(when applicable) and given to the Director of Human Resources (HR). HR meets with
the search committee to review standard interviewing procedures.

6. HR reviews the ad copy to make it consistent with university policy and diversity search
requirements. When appropriate the ad may be edited to be part of a box ad in the
Chronicle.

7. All ads will provide for applications to be submitted to HR.

8. HR will acknowledge the receipt of all applications.

9. HR will review all applications to insure that they meet the criteria listed by the search
committee. Normally only applications that meet the listed criteria will be forwarded to
the search committee

10. The search committee will normally select no more than three applicants to be
interviewed on campus. Before being invited to campus the committee and/or the dean
will check the applicants references. References obtained by telephone must be
documented by a memorandum to the applicant's file. Applicants transcript must be
obtained before the applicant is invited to campus.
11. The applicants invited to campus will normally be interviewed by the search committee,
program faculty and students, Dean, Provost, and President. They will normally also be
invited to make a presentation to a class.

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12. The search committee makes a recommendation to the Dean who in turn makes a
recommendation to the Provost and to the President.

13. The Provost approves the offer including the terms of the offer. The Dean makes the offer
of employment, sending copies to the Office of the Provost, and Human Resources.
Upon acceptance of the offer the Office of the Provost and Human Resources are notified
and a request for new hire is submitted to the Office of Academic Affairs. The Provost
issues the contract. No contract is issued until the applicant has official transcripts for all
earned degrees on file with the Office of Academic Affairs.
14. HR will notify all the applicants of the result of the search and retain their applications on
file for an appropriate time.

B. In the other schools/institute the Dean/Director of the School/Institution initiates the hiring
process in consultation with the faculty members of the school. Otherwise the process
proceeds as above.

C. The same procedure is followed in the hiring of adjunct faculty except that the search
procedure is not as extensive. Advertisement of the position is not required and only one
candidate is referred to the Dean for an interview. There is no interview by the Provost or
President. The Dean makes the offer of employment.
1.3.2 Orientation of Faculty
There is a general orientation in the fall of each year for all new faculty and staff. The Dean of
each school also has an orientation for their new faculty.

1.3.3 Equal Employment Opportunity,
Anti-Sexual Harassment and Non-Discrimination Policies
It is the policy and practice of Dominican University ("the University") to provide and promote
employment and academic opportunities for all students, faculty members and employees
without regard to race, color, sex, age, marital status, religion, medical condition, national origin,
veteran status or disability unrelated to the ability to perform a job (collectively, the Bases for
Unlawful Discrimination). It is the responsibility of all employees and students to ensure that the
concepts of equal employment opportunity /academic opportunity and non-discrimination are
understood, abided by, and carried out by everyone at the University.

It is the policy of the University to hire, accept, train, educate, promote, compensate and/or
administer all employment and or/ academic practices, as the case may be, without regard to any
of the Bases for Unlawful Discrimination. Harassment of employees, students or faculty
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members because they are members of any of the forgoing protected groups is strictly prohibited
and will not be tolerated. In addition, sexual harassment or harassment on any of the grounds
stated in this policy is strictly prohibited and will not be tolerated. The University will endeavor
to undertake good faith efforts to fulfill the objectives of this policy. To that end, the University
will take all appropriate measures in response to any such incidents, which come to the attention
of the administration.

The University believes that every employee, student or faculty member has the right to work
and/or study in an environment totally free of sexual harassment and ethnic, racial,
discriminatory or sex-oriented joking, harassment or epithets. Such conduct does not advance the
academic goals of the University, and may subject the University to legal exposure.
[Consequently, any student, faculty member or employee who engages in such prohibited
conduct will be subject to appropriate disciplinary action, up to and including termination
depending on the seriousness of the conduct in question and surrounding circumstances.

1.3.3.1 Conduct Constituting Prohibited Sexual Harassment

For example, and without compiling an exhaustive list, the following are illustrative of the type
of conduct that the University condemns and prohibits under this policy:

It is sexual harassment for any person to condition an academic or employment benefit such
as certain grade or promotion on the granting of sexual favors or the establishment or
continuance of a personal relationship or to imply to an employee, student or faculty member
that an award of such a benefit is conditioned upon the granting of sexual favors or the
establishment or continuance of a personal relationship.

It is sexual harassment for any person to reduce or threaten to reduce employment or
academic benefits or otherwise penalize another in retaliation for rejection of a sexual
advance or request for personal relationship. Academic treatment or discussion of sexual,
ethnic, religious, or medical materials in a professional, classroom setting or in assigned
materials, which are relevant to the subject matter of the course and are consistent with the
legitimate goals of the University, would generally be considered appropriate and not
constitute a sexual harassment under the guidelines established by the U.S. Department of
Education. As a student, employee and/or faculty member of the University, you should be
aware that the issue of whether conduct constitutes sexual harassment or discriminatory
conduct may depend on how that conduct is viewed by the person who is subject to the
conduct. Any person who initiates or persists in this type of prohibited conduct assumes the
risk that the person who is the object of the conduct may view such behavior as unwelcome
or even offensive. Thus, any employee, student or faculty member who initiates or persists in
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this type of conduct may be subject to discipline even if such behavior might not have been
intended offensive [see procedure upon the occurrence of prohibited conduct below].
Conduct Constituting Prohibited Ethnic, Racial, Discriminatory or Sexual J oking and Epithets
As examples, and without compiling an exhaustive list, the following are illustrative of the
types of conduct the University also condemns and prohibits under this policy:

It is prohibited for any employee, student or faculty member to engage in any conduct which
has the effect of creating an abusive, hostile, intimidating or offensive work/academic
environment due to a person's sex, race, color, age, veteran status, national origin, religion,
marital status, medical condition or disability.

It is also prohibited for any employee, student or faculty member to bring any item to the
work premises for purposes of racial, ethnic, discriminatory or sexual joke or epithet.

It is also prohibited for any employee, student or faculty member to use university property,
premises, e-mail or communications systems, bulletin boards or documents for purposes of
racial, ethnic, discriminatory or sexual joke or epithet.

It is also prohibited for any employee, student or faculty member to utter or utilize any racial,
ethnic, discriminatory or sexual jokes or epithets at work, or when referring to or about any
other person.

It is also prohibited for any employee, student or faculty member to harass anyone else due to
their sex, race, color, national origin, age, veteran status, religion, marital status, medical
condition or disability.

It is also prohibited for any employee, student or faculty member to deface University
property or personal property of anyone else for purpose of a racial, ethnic, discriminatory or
sexual joke or epithet.

1.3.3.2 Procedure upon the Occurrence of Prohibited Conduct
Any employee, student or faculty member who believes he/she has been subjected or exposed to
sexual harassment, discrimination or ethnic, racial, discriminatory or sexual comments, jokes or
epithets has the right to have such activity terminated immediately. Complaints about such
conduct should be made to an appropriately designated senior administrator of the university in
order for the university to take appropriate responsive measures. When the accused is a student,
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the appropriate senior administrator is the Dean of Student Affairs. When the accused is a
general staff member, the appropriate senior administrator is the Vice President of Business
Affairs. When the accused is a faculty member, the appropriate senior administrator is the
Provost. When the accused is a member of the professional or administrative staff (e.g.,
Directors, Assistant Deans), the appropriate senior administrator is his or her immediate Dean or
Vice President. When the accused is a member of the senior administration, a report should be
made to the President of the University. Complaints should be made in writing immediately after
the employee believes that he/she has been subjected to any conduct prohibited by the policy
stated herein. Complaints will be treated in a confidential manner to the extent possible. An
investigation will be made immediately concerning the allegations. If the investigation leads to a
determination that the charges are true, corrective action will be taken immediately.
Besides the above University procedure, The Illinois Department of Human Rights, which is
located at 100 West Randolph Street, Chicago, Illinois, is available, if deemed necessary, to
assist with the investigation and complaint process and any legal recourse. Section 6-101 of the
Illinois Human Rights Act provides protection against any retaliation.

1.3.4 Affirmative Action Policy

Dominican University affirms the salutary role of diversity in enriching the learning experience
for all and in preparing all members of the community for the multicultural world in which we
live. The University recognizes that educational excellence requires a curriculum sensitive to the
diversity of American society and a diverse student body, faculty and staff. It is therefore,
University policy that affirmative action be taken to insure a diverse student body, faculty and
staff.

This policy will be disseminated to all of the Universitys constituents. The Universitys
Affirmative Action Plan includes detailed procedures for implementing this policy in the
recruitment of students, faculty and staff. The goals and objectives of the plan will be reviewed
regularly by the President and senior administrators to see that the Universitys Affirmative
Action Policy is an effective tool in encouraging diversity.

1.3.4.1 Affirmative Action Plan

The University has developed this Affirmative Action Plan to ensure a more diverse student,
faculty, and staff population that is reflective of the community it serves and fosters an
environment in which everyone feels welcomed. The initiative presented here seeks to combine
broad strategic plans with more specific operative procedures that address recruitment and
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retention. Through implementation of the Affirmative Action Plan the University will actively
recruit students, faculty and staff from those populations who are present in the Universitys
primary market area but who are underrepresented at the University. As with any recruitment
and retention plan, this plan is a living document, intended to be evaluated, updated and
improved over time and with experience.

1.3.4.1.1 Goals & Objectives
To actively pursue equal employment and educational opportunities at the University, the
following goals and objectives have been established:

Offer hiring, training, and promotional opportunities to all individuals regardless of race,
color, religion, sex, age, national origin or disability.
Achieve a student enrollment level from underrepresented populations that is proportional to
the available pool of such qualified students in the primary market area in which Dominican
University offers programs.
Achieve a faculty and staff employment mix that is reflective of the Universitys primary
market area.
Assess any under representation of protected classes at all levels of employment, and to
develop policies and procedures that work toward appropriate utilization of members of these
classes through the workforce.
Develop policies and procedures that aim to support the success and adaptation of faculty and
staff from underrepresented populations
Design and implement an ongoing internal assessment process to monitor and report on
hiring and recruitment activities. The internal assessment process will be is designed to
measure the effectiveness of the plan in seeking a more balanced student body and
workforce.
Investigate and resolve complaints of discriminatory practices.
Monitor selection and promotion procedures to ensure that proper procedures are followed.

1.3.4.1.2 Procedures

1.3.4.1.2.1 Students
When Archbishop Mundelein laid the cornerstone of the first structure on the campus of
Dominican University (then Rosary College), he said that higher education at the college would
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not be confined to the few; neither wealth nor race will be any advantage, nor will they provide
a hindrance to enter here. That statement has been the guiding principle for the admission and
retention of students.

To recruit and retain a diverse student body, the University:

Regularly visits public and Catholic high schools with high minority populations to recruit
students;
Maintains strong associations with organizations that support minority populations;
Aggressively seeks new scholarship and grant opportunities for the neediest students;
Provides support services for students, such as the Writing Center, tutoring, psychological
and wellness counseling, advising, and an office of multi-cultural affairs;
Regularly reviews financial aid and scholarship programs to be certain that they support
minority recruitment efforts;
Places advertisements in publications with minority readership. The copy carries the notation
that minority students are especially urged to apply.

1.3.4.1.2.2 Faculty
The success of the faculty recruitment and retention plan is critical to the success of the student
enrollment plan. The University seeks a faculty that reflects the cultural diversity of its student
body.
The following constitutes the basic concepts of the Affirmative Action Plan as regards to
employment policies and practices for faculty:
As faculty positions become available, selection committees are expected to seek to include
qualified minorities in their candidate pool;
Advertisements will be placed in media designed to reach all qualified candidates including
minorities. When a position is advertised, the copy will carry the notation that minority
faculty are especially urged to apply. The copy should also indicate that Dominican
University is an equal opportunity employer/affirmative action employer. All positions
should be advertised in appropriate publications that reach minority groups;
All interviews will be conducted in a fair, uniform and impartial manner;
The compensation received by minority group faculty members will not be lower than other
faculty members with equal qualifications who perform equivalent duties, and opportunities
for earning increased compensation will be afforded without discrimination.
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On the job training programs, as well as other training and educational programs to which the
University gives support or sponsorship, will be regularly reviewed to assure that minority
group candidates, as well as all other employees, are given equal opportunity to participate.
The University will take affirmative steps to ensure that all training programs are accessible
to qualified employees.
Appropriate steps will be taken to give active encouragement to minority group employees to
increase their skills and job potential through participation in available training and educational
programs.
The University will seek the inclusion of qualified minority group members and any
apprenticeship program in which the University participates.

1.3.4.1.2.3 Staff

The following constitutes the basic concepts of the Affirmative Action Plan as regards to
employment policies and practices for staff:

In filling vacancies, selection decisions will be based on non-discriminatory, job related
factors;
Qualifications for all jobs will be reviewed periodically to ensure that they reflect
requirements needed to perform the work, and that they are non-discriminatory;
Advertisements will be placed in media designed to reach all qualified candidates including
minorities. When a position is advertised the copy will carry the notation that minority
candidates are especially urged to apply. The copy will also indicate that Dominican
University is an equal employment/affirmative action employer;
All interviews will be conducted in a fair, uniform and impartial manner;
The compensation received by minority group employees will not be lower than other
employees performing equivalent duties with equal qualifications, and opportunities for
performing overtime work or otherwise earning increased compensation will be afforded
without discrimination.
Layoffs, terminations, downgrading, and recalls from layoffs will be made without regard to
race, color, religion, sex, age, national origin or disability.
On the job training programs, as well as other training and educational programs to which the
University gives support or sponsorship, will be regularly reviewed to assure that minority
group candidates, as well as all other employees, are given equal opportunity to participate.
The University will take affirmative steps to ensure that all training programs are accessible
to qualified employees.

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Appropriate steps will be taken to give active encouragement to minority group employees to
increase their skills and job potential through participation in available training and educational
programs. The University will seek the inclusion of qualified minority group members and any
apprenticeship program in which the University participates.

1.3.4.1.2.4 Monitoring and Evaluation
The standing Committee on Diversity will assess annually the Universitys hiring practices with
regard to the affirmative action plan.

1.3.4.1.2.5 Implementation
All Dominican University employees are responsible for promoting and supporting the continued
effort of Affirmative Action for Dominican University. Specific responsibilities shall be
assumed by the following:

1.3.4.1.2.6 President and Vice Presidents, Deans and Department Heads
Ensure that all levels of supervision in the departments are familiar with the Affirmative
Action Plan and that the intentions and provisions of the program are implemented;
Assist in identifying and resolving problems related to the requirements or provisions of the
program;
Assist in resolving all equal Employment Opportunities (EEO) complaints as required.

1.3.4.1.2.7 Director
Assume responsibility for the administration of the Affirmative Action Program, as it relates
to the Universitys staff.
Monitor progress of the Staff Affirmative Action Program and recommend improvements
and expansion;
Investigate complaints of discrimination in compliance with the procedures set forth in the
Equal Opportunities, Anti-Sexual Harassment and Non-Discrimination Policies.

1.3.4.1.3 Progress Reporting
The Universitys books and records, reflecting its progress under this plan will be available for
inspection at any time to appropriate representatives accrediting bodies. The University will
establish a formal report and auditing system to measure the attainment of its goals under this
program. The University will furnish information as may be required to comply with the
applicable accrediting standards.
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1.4 Faculty Personnel Records
Because appointment as a faculty member may lead to a continuing relationship with the
University, it is essential that there be adequate and detailed documentation to support official
actions involving each individual, especially documents which are, or have been or are intended
to be used in determining a faculty members qualifications for employment, promotion, transfer,
additional compensation, discharge or other disciplinary action. Basic documents to be found in
each faculty member's official personnel file are maintained by the Business or Provost office
and include any personnel documents which are, or have been or are intended to be used in
determining that employees qualifications for employment, promotion, transfer, additional
compensation, discharge or other disciplinary action.

1.4.1 Confidentiality of Faculty Personnel Records
Faculty Personnel Records are confidential and are customarily available, on a need to know
basis only, to the Board of Trustees, the President or the University's Legal Counsel, the Provost,
members of the applicable Faculty Committee, the Director of Personnel, the individual faculty
member, or others appropriate members of the University community specifically designated in a
writing signed by the President. For a valid reason, the faculty member may authorize in writing
access to the faculty member's file by a person not indicated above. Further, the University may
permit access to and copying from such files, pursuant to lawful requests and identification of
federal, state or local agencies relevant to investigations, hearings, or other proceedings pending
before such agencies or the courts.

1.4.2 Correcting Information
If the files contain inaccurate information, the faculty member may request the Provost or the
Director of Human Resources to make corrections. If, in their judgment, the information cannot
be changed, the faculty member may submit explanatory materials, which will become part of
the faculty member's file. No anonymous, unsigned material should be included.

1.4.3 Disposition of Files upon Resignation (or Dismissal)
Faculty records stay in of the Office of Academic Affairs for three years after the termination of
the faculty members appointment

1.5 Evaluation Information

1.5.1 Faculty Portfolio and Other Records
The Faculty Portfolio is maintained to provide a fair and open mechanism for evaluation and to
integrate the evaluation process carried out by the Faculty Appointments Committee with
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ongoing performance review of tenured faculty. The Faculty Portfolio will be used for personnel
decisions, renewal and tenure recommendations, promotion and sabbatical and leave requests,
and performance evaluation of tenured faculty.

1.5.1.1 Overview
A Faculty Portfolio will be maintained for each full-time faculty member, including all
probationary faculty, those appointed to the non-tenure track and those who are tenured.
Contents of the portfolio will be provided by administrative officers and the faculty member, as
specified below. The contents of the file will be cumulative for a period of eleven years, for all
probationary and non-tenured faculty members. In the case of tenured faculty members, the file
will be cumulative for a period of seven to ten years. Each item retained in the Faculty Portfolio
is stamped with the date it was received by the office maintaining Faculty Portfolios.
The Portfolio contains a contents log listing each item and the date it was received. The
Portfolio also contains an accession log listing each person who has consulted the portfolio and
the date of consultation.

1.5.1.2 Access
Access to the Faculty Portfolio will be open to the faculty member, the President, the Provost,
the appropriate dean, and the undergraduate chair and/or discipline coordinator, as well as
members of the appropriate committee authorized to access the contents in order to make
recommendations on particular personnel or evaluative and developmental decisions.
Appropriate committees are Faculty Appointments, Post Tenure Review and Grievance. Access
to the Faculty Portfolio is by appropriate committees only on a need basis for folders relevant to
their current review. The faculty member will have access to the Faculty Portfolio by
appointment. The faculty member's access may be limited during a review process, but will
include access at the beginning of the review process, and after the deadline for others to add
items to the portfolio. The faculty member will be notified of and given an opportunity to
respond to any items added after the deadline.

1.5.1.3 Contents: Administrative Inputs

The faculty Portfolio will contain the following administrative inputs:

(i) Provost's Summary Faculty Profile of the cumulative list of the number of courses taught each
semester, enrollment figures in each course, etc.; the initial letter of appointment.

(ii) Letters from theProvost and the Deans.
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(iii) Letters from the Director of the Core Curriculum, Department Chairs and/or Discipline
Coordinators in the case of the undergraduate faculty.

(iv) Letters from colleagues and from other administrative officers.

(v) Previous years' letters from the President to the faculty member, regarding renewal, tenure-
trace status, promotion, tenure, and post-tenure review.

(vi) Performance evaluations by Deans, Director of the core Curriculum, Department Chairs
and/or Discipline Coordinators, as appropriate

(vii) Cumulative results of quantitative evaluations (currently SIRs).

(viii) Typed verbatim records of student qualitative evaluations of teaching

1.5.1.4 Contents: Faculty Member Inputs

The faculty member is responsible for up-dating these inputs during the review process
preceding decisions on renewal, tenure, sabbaticals, leaves, promotions, or post tenure review
(i) Curriculum vitae
(ii) Personal statement incorporating self-evaluation of the faculty member's performance,
according to the relevant criteria for decisions regarding renewal, tenure, sabbaticals, leaves,
promotions or post tenure review. In the personal statement the faculty member should take care
to ensure that members of relevant committees understand how the faculty member believes
activities and achievements fulfill particular criteria for renewal, promotion, tenure, etc.

(iii) Any responses the faculty member wishes to make to the letters of recommendation and/or
to the performance evaluations

(iv) Letters from colleagues at other institutions or other outside references who may address
questions relevant to the faculty member's performance. Such letters might include, for example,
evaluations of the faculty member's research or creative works or other contributions to the work
of the discipline.
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1.5.2 Temporary Additions to the Portfolio
For purposes of a particular review the faculty member provides copies of scholarly publications,
reviews of exhibitions or performances or of scholarly publications, teaching materials, or any
other materials relevant to an evaluation of the faculty member's performance. Such materials
will be added temporarily to the faculty portfolio for review by the Faculty Appointments or Post
Tenure Review Committee. The materials will be returned to the faculty member when the
review has been completed.

1.5.3 Personal Meeting
After the Portfolio is complete but before the Faculty Appointments Committee meets to decide
its recommendation on questions of renewal, promotion, or tenure, the faculty member may
request the opportunity to address the FAC with respect to particular items in the Portfolio.

1.5.4 Updates

Faculty portfolios will be updated regularly as necessary for decisions regarding renewal, tenure-
track status, leaves, sabbaticals, promotion, tenure, and/or post tenure review.

1.5.5 Other Records
(i) Faculty Record Forms

A faculty record form is given to each new faculty member to be filled out and returned to the
President's Office. See also section 1.4 above on Faculty Personnel Records.

Each faculty member is responsible for submitting any necessary changes and supplementary
information to the President's Office. Changes of address and telephone number should be
reported to the President's Office, the Provost's Office, the Business Office, and the office of the
faculty member's Dean and Department Chair.

(ii) Reports of Publications, Exhibitions, Performances, etc.

Reports of publications, etc., should be submitted to the President, the Provost, the relevant
Dean, and the Department Chair within a month after the publication is issued, the exhibition
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opens, etc. The Director of Public Relations also asks faculty to provide the Communications
Office with up-to-date information about their professional activities.

1.6 Qualifications and Criteria for Faculty Ranks
1.6.1 Instructor
The minimum qualifications for the rank of Instructor are:
(a) Masters Degree
(b) Teaching effectiveness.
(c) Participation in University life and governance
(d) Evidence of continuing professional development
(e) Evidence of a continuing record of scholarship

1.6.2 Assistant Professor
The minimum qualifications for the rank of Assistant Professor are:
(a) Ph.D. degree or appropriate terminal degree or Master's degree with five years' experience as
an Instructor.
(c) Participation in University life and governance.
(d) Evidence of continuing professional development.
(a) Evidence of a continuing record of scholarship.

1.6.3 Associate Professor
The minimum qualifications for the rank of Associate Professor are:
(a) Ph.D. degree or appropriate terminal degree; at least three years' experience at the rank of
Assistant Professor.
(e) Evidence of a continuing record of scholarship. This must include--but is not limited to--
publication of at least one peer reviewed scholarly book or two peer reviewed scholarly
articles or dissemination of two other peer reviewed scholarly products appropriate to the
discipline since appointment to the rank of Assistant Professor.
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1.6.4 Professor
The minimum qualifications for the rank of Professor are:
(a) Ph.D. degree or appropriate terminal degree; at least four years' experience at the rank of
Associate Professor.
(e) Evidence of continuing record of scholarship. This must include--but is not limited to--
publication of at least one peer reviewed scholarly book or two peer reviewed scholarly
articles or dissemination of two peer reviewed scholarly products appropriate to the
discipline since appointment to the rank of Associate Professor.

1.7 Qualifications and Criteria for Decisions on Renewal, Promotion and Tenure
1.7.1 Academic Credentials
Evidence of academic degrees

1.7.2 Teaching Effectiveness

The following are criteria routinely considered in evaluating teaching effectiveness.

(a) Command of subject.
(b) Organization of course materials.
(c) Ability to communicate subject matter to students.
(d) Availability to students for academic assistance.
(e) Ability to stimulate students intellectually.
(f) Fairness in evaluating students.
(g) Regularity with which courses are updated and new courses developed.
(h) Honors indicative of teaching excellence.

Materials used in evaluating teaching effectiveness include cumulative results of quantitative
evaluations of teaching, verbatim records of student qualitative evaluations of teaching, the
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faculty member's personal statement and materials submitted by the faculty member, and
recommendations from Deans and colleagues including reports of observations of teaching.

1.7.3 University Life and Governance

The following are routinely considered in evaluating contributions to university life and
governance:
(a) Involvement in the collaborative work of the program, department or graduate school
including such activities as curriculum development and assessment
(b) Service as a program director or department chair
(c) Academic advising
(d) Service on committees, including standing committees of the college or graduate school
or of the Academic Council, such special committees as the Study Abroad Committee and
special committees or task forces of the college, graduate school, or University
(e) Service through initiatives or activities, which support and promote the University
(f) Attendance at Academic Council meetings

Materials used in evaluating participation in university life and governance include the faculty
member's personal statement and materials submitted by the faculty member, the faculty
member's record of committee service, and recommendations from Deans and colleagues.

The faculty member should describe contributions to university life and governance in the
personal statement. Letters from colleagues, chair, and Dean are also especially important bases
for evaluating participation in university life and governance.

1.7.4 Continuing Professional Development
The following are among the activities that provide evidence of continuing professional
development. Faculty members may also submit evidence of other activities not listed below
that they believe will constitute evidence of such continuing development. Generally,
evaluations of continuing professional development are based on the faculty member's personal
statement, materials submitted by the faculty member, and recommendations from Deans and
colleagues, including colleagues outside the University.

(a) Attendance at professional meetings
(b) Papers read at conferences and meetings of professional organizations
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(c) Published reviews, notes, and letters to the editors of professional journals
(d) Grants received in support of professional activity for the individual or for the
University
(e) Activity in professional organizations
(f) Awards
(g) Participation in seminars, workshops or conferences or in further education which
contributes to the development of a present or new expertise
(h) Evidence of ongoing research
(i) Professional activity, which informs the general public of developments in the discipline

1.7.5 Continuing Record of Scholarship
purposes but equally suitable to the scholar/faculty role. The first is the traditional
scholarship of original research and publication called the scholarship of discovery. This
includes original creative work, particularly in the visual, performing and other arts. The
second is the integration and synthesis of knowledge and called the scholarship of
integration. The third is the application of a faculty member's expertise to a problem external
to the University called the scholarship of application or engagement. The fourth is the
scholarship of teaching and learning.
The scholarship of discovery includes both original research and publication in the scholar's
discipline and creative accomplishments in appropriate fields. Evidence of achievements that
belong to the scholarship of discovery includes books subjected to a peer-review process,
articles in peer-reviewed journals, and such evidence of creative accomplishments in
appropriate fields as exhibitions, or publication or performance of works of literature, music
or drama.

The scholarship of integration focuses on examining the relevance of original research and
connecting it to other areas of inquiry. Examples of achievements that belong to the
scholarship of integration include peer reviewed books or articles that synthesize original
research as well as review articles in peer reviewed journals..

The scholarship of application or engagement engages the world outside of the academy and
applies the scholar's expertise to significant issues facing the larger community.
Achievements in such scholarship that may earn the scholar promotion in rank, however
must be subject to a peer review process (see below 1.7.5 (b)(ii).

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The scholarship of teaching and learning reflects on and systematically analyzes the learning
process and communicates the results of this analysis to the academy in a formal peer-
reviewed communication medium or venue so that it becomes part of the knowledge base of
teaching and learning in higher education. (Such work belongs to the scholarship of
discovery in the Education disciplines.)

Some graduate schools or some college departments or disciplines may--with the approval of the
Dean--require that achievements representing the scholarship of discovery or original creative
work constitute a part of the faculty member's continuing record of scholarship. For example,
the faculty of the School of Business must present an appropriate balance of scholarship
contributions which include (1) contributions to learning and pedagogical research, (2)
contributions to application and practice and (3) discipline based scholarship of discovery over
the most recent five-year period.

Generally, evaluations of a continuing record of scholarship are based on the faculty member's
personal statement, materials submitted by the faculty member, and recommendations from
Deans and colleagues, including colleagues outside the University.
(a) Works meet generally accepted standards for scholarship if they

address problems relating to the scholar's discipline
employ methodologies appropriate to the scholar's discipline
are linked to existing scholarship in the scholar's discipline
are peer reviewed
are disseminated to a sizeable relevant audience

(b) The faculty member establishes a continuing record of scholarship through published
scholarship or other scholarly products and /or by engaging in work that demonstrates continuing
participation, development, and contribution to one or more of the four fold kinds of scholarship
related to the discipline or a collateral area during much of the period of service under review.

(c) Published scholarship or other scholarly products

(i) Publications

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Unless the relevant graduate school or undergraduate college department specifically requires
achievements in the scholarship of discovery or original creative work, publications in the
scholarships of discovery, integration, application or engagement, or teaching all meet
publication requirements for promotion or tenure.

Generally, articles in peer reviewed journals (including peer reviewed electronic journals) or
books published by university presses or by other presses utilizing peer review will meet these
criteria.

Thus, articles submitted to meet the requirement for scholarly publication for renewal, tenure, or
for promotion to the ranks of Associate Professor or Professor should be of a substantive nature
within the discipline or collateral area and should appear in periodicals which are independently
refereed and part of the professional literature of the discipline or a collateral area. Periodicals
published by national, regional, or state professional societies or associations; periodicals listed
in the indexes used by the discipline; and monographs published through private and
governmental grants supporting research will meet this standard.

An individual wishing to have an article considered that is published in a less accessible journal
should submit a copy of the journal's policy for refereeing articles; if possible, the individual
should also submit letters from scholars in the discipline speaking to the value of the research.

Books published by university presses or commercial presses which routinely submit
manuscripts to referees who are experts in the discipline may be submitted in support of an
application for promotion before they have been reviewed in the professional literature. An
individual who has published a book with other presses should be prepared to submit evaluations
of the work by experts in the discipline, or reviews which have appeared in professional journals.

An anthology or translation which includes substantial introductory or editorial material based on
the individual's research or review of literature in the discipline will, for purposes of promotion,
be considered as an article or a review article.

A textbook may be presented as the equivalent of a book, a review article, or a professional
activity which informs the general public. A faculty member wishing the Committee to consider
a textbook as meeting publication criteria for a promotion should submit a statement supporting
the claim and letters from experts in the discipline speaking to the work's significance.

A co-author should submit a statement describing his/her share in the research in a co-authored
publication. As a part of the process of establishing a continuing record of scholarship, co-
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authors should also solicit letters from their collaborators, describing their contributions to
collaborative scholarship.

Books or journal articles will be accepted by the Faculty Appointments Committee in final print
form or galley form. Alternatively, a letter of acceptance with a prospective date of publication
from the journal editor or book publisher may also be substituted to fulfill the criterion.

(ii) Other scholarly products

Creative Achievements
If creative achievements are submitted as part of a record of continuing scholarship, the
individual should submit reviews and/or letters from qualified experts who can speak to the
worth of those achievements. If relevant to achieve promotion or to meet requirements for
tenure, the individual should also submit evidence that the production or publication of an
original creative work was peer reviewed.

Peer Review and the Scholarship of Engagement

Many creative achievements in the scholarship of engagement--such as published software--
are peer reviewed. Faculty submitting such achievements to meet criteria for promotion or
tenure should provide evidence that the work is peer reviewed.

Some other achievements in the scholarship of application or engagement do not take the
form of publication. Such achievements may fulfill criteria for promotion to Associate
Professor or Professor or for tenure if they achieve a favorable peer review from the National
Review Board for the Scholarship of Engagement (information on this Board and its
procedures is available from the Office of the Provost).

Peer Review and the Scholarship of Teaching

Until the Provost and the Faculty Appointments Committee approve some other appropriate
form of peer review for work in the scholarship of teaching, achievements in the scholarship
of teaching and learning (SoTL) must be reflected in peer reviewed publication to meet
criteria for promotion or tenure.

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(d) Other Work
Other works that constitute a continuing record of scholarship include, but are not limited to,
papers read at professional conferences; published reviews, notes, and letters to the editor of
professional journals; grants received in support of scholarly activity; participation in seminars or
conferences concerning scholarship in the discipline; and evidence of ongoing research.
Analogous activities in the arts are also evidence of a continuing record of scholarship.
Some published workssuch as conference proceedings, or non-juried exhibitionsmay
contribute to the evolution of scholarship in a discipline, although it is not peer-reviewed. The
faculty member may include evidence of such publications in his/her portfolio to enhance a
record of continuing scholarship. Promotion or tenure requires the publication of some peer-
reviewed scholarship, however.
Similarly, many achievements and activities in the scholarships of engagement and/or teaching
are not peer reviewed. The faculty member may include evidence of such achievements and
activities in his/her portfolio to complete or enhance the record of continuing scholarship, always
recognizing that promotion and/or tenure specifically require peer-reviewed scholarly products.

1.8 Promotion Policies and Procedures
Dominican University is committed to academic excellence as demonstrated by teaching,
scholarly or creative activity, and professional service to the University and to the greater
academic community. Promotion in rank gives recognition to the individual faculty member's
contributions to academic excellence. Promotion decisions are separate from decisions on
questions of renewal or tenure, and the faculty member must submit a separate application for
any desired promotion. An application for promotion must be submitted to the Provost on or
beforeDecember 15. All promotions are effective the beginning of the next academic year.

To be eligible for promotion to each rank, the individual must give evidence of possessing the
qualifications for that rank. In all but very exceptional circumstances, individuals must meet all
the qualifications for the next highest rank before the Faculty Appointments Committee will
recommend promotion. Candidates may apply the year in which they are completing their
qualifications. The qualifications for each rank are listed in 1.6 and criteria used for evaluating
whether or not an individual possesses those qualifications are explained in 1.7.

Achievements before the initial appointment are generally reflected in the initial faculty rank and
other terms of the initial appointment. Promotion to a higher rank reflects faculty achievements
at Dominican University.

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1.8.1 Means of Supporting an Application for Promotion
It rests with the candidate for promotion to give evidence that that person deserves such
recognition. This includes the responsibility to update the Faculty Portfolio and supply relevant
temporary materials by the date given. See Sections 1.5.1, 1.5.2, and 1.7.
The candidate will provide as evidence:
(1) An updated curriculum vitae.
(2) A personal statement showing specifically how the faculty member fulfills each of the
qualifications and criteria for promotion. The statement should indicate, for example,
whether the faculty member considers scholarly achievements to belong to the scholarship of
discovery, integration, application, or teaching and why.
(3) Letters from the relevant dean and from the department and/or program chair making
recommendations with respect to the promotion
(4) Representative instructional materials used in courses recently taught at Dominican
University.
(5) Other materials, which are evidence of teaching effectiveness. Letters from other colleagues
on or off campus who can speak to the individual's fulfillment of the criteria
(6) Other evidence of contributions to university life and governance
(7) Other evidence of continuing professional development
(8) Other evidence of a continuing record of scholarship
(9) Proof of publication and whenever possible, copies of publications or proof of publication
submitted in fulfillment of the criteria and any necessary explanatory material such as
reviews, letters from co-authors about collaborative research and co-authored publications, a
statement of a journal's referee policy, etc.
(10) Materials relevant to the consideration of creative works or other scholarly products

Some of these materials may already be in the individual's Faculty Portfolio. It is the faculty
member's responsibility to make sure materials in the file are complete and updated.

1.8.2 Procedure
(1) In the fall of each academic year the Provost announces the deadline for applications for
promotion.
(2) Members of the faculty apply for promotion and provide the Committee with the necessary
documentation regarding all qualifications for promotion to the next higher rank. The
Committee will not consider applications, which have serious omissions.
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(3) The Committee reviews the documentation accompanying faculty members' applications for
promotion and makes recommendations for approval or denial of promotions to the President
(4) Deans are available to answer Committee questions regarding individual faculty from their
respective schools.
(5) The President will notify the faculty member of the Committee's recommendation and of the
President's final decision approving or denying promotion..
(6) If promotion is denied, the Committee indicates to the faculty member, through the President,
in what area the Committee finds the faculty member's record deficient.
(7) A faculty member who is denied promotion may request the opportunity to discuss the
denial with the Faculty Appointments Committee as part of a reconsideration of the denial.

1.8.3 Reconsideration of an Decision to Deny Promotion
After consulting orally with the President, the faculty member may request reconsideration if the
deficiency is the result of a lack of information on the part of the Committee which the candidate
can readily supply.
The Committee will not, however, reconsider an application in the same academic year because
of achievements that postdate the application.

1.9 Renewal and Tenure Decisions: Criteria and the Review Process

1.9.1 Probationary Faculty

For the different stages of the review process for probationary faculty (including tenure trace,
non-tenure track, and visiting faculty) see Sections 1.2.3 through 1.2.3.4.

1.9.2 Tenure

Tenure is a permanent and continuous appointment, which implies a mutual commitment by the
University and by the faculty member.
Termination of tenure by the University may occur only in the case of bona fide financial
exigencies or for adequate cause as defined in Sections 4.8 Separation and 4.15 Grievance
Procedure.
In considering candidates for tenure the President, the Board of Trustees, and the Committee on
Faculty Appointments must also consider the needs of the University. Accordingly, the review
of candidates for tenure will not be based exclusively on the criteria listed below.
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If a decision is made not to grant tenure to a faculty member who has been appointed to a tenure
track, the faculty member (i) will be notified by the end of the academic year preceding the final
year of the faculty member's tenure track and (ii) will not be eligible for retention after the
completion of the final year.
Tenured faculty wishing to leave Dominican University should give written notice to the
President on or beforeSeptember 1
st
of the final year at the University.

1.9.3 Criteria for Renewal and Tenure
Evaluation of a non-tenured faculty member's performance and recommendations for contract
renewal or the awarding of tenure will be based on criteria, which include the following (for
fuller explanations of criteria 1-5 see Section 1.7 above).

(1) Academic Credentials
(2) Teaching Effectiveness
(3) Participation in University Life and Governance
(4) Continuing Record of Professional Development
(5) Continuing Record of Scholarship including at least one scholarly publication or other
scholarly product before the awarding of tenure
(6) Curricular Needs of the University.
(a) Areas of expertise needed in the discipline, department, program or graduate school
(b) Centrality of the department to the mission of the University.
(c) Enrollment trends in the department.

1.9.4 Means of Responding to Criteria
It rests with the non-tenured faculty member to give evidence that the faculty member deserves
renewal or tenure. This includes the responsibility to update the Faculty Portfolio and supply
temporary materials for review by the Committee on Faculty Appointments by the date given.
See sections 1.5.1, 1.5.2 and 1.7.
The candidate will provide as evidence:
(2) A personal statement showing specifically how the criteria for renewal or tenure have been
fulfilled.
(3) A representational sampling of instructional materials used in course taught at Dominican
University, such as syllabi, examinations, and assignments.
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(4) Other materials which are evidence of teaching effectiveness, such as additional course
evaluations at the option of the candidate.
(5) Materials which give evidence of continuing professional development
(6) Materials which will give evidence of a continuing record of scholarship, including at least
one peer reviewed scholarly publication or other scholarly product, before the awarding of
tenure.
(7) Recommendations from colleagues inside or outside the University, if the candidate wishes.
Such letters are particularly useful in helping the Committee make recommendations
concerning the awarding of tenure.

1.9.5 The Review Process for Decisions about Faculty Renewal and Tenure
(1) The President
(a) Receives the recommendations of the Committee and the appropriate Dean and makes a
decision, which in the case of tenure, is subject to the approval of the Board of Trustees

(b) In tenure cases, submits the recommendations of the Committee and the appropriate
Dean together with therecommendation to the Board of Trustees.

(c) Notifies the candidate, the department chair and/or appropriate Dean of the final decision.

(2) The Provost
(a) Initiates the review process by:

1. Publishing the schedule for the renewal or tenure review process.
2. Requesting the candidate to submit evidence that the candidate should be retained or
awarded tenure
3. Requesting written recommendations from Deans, chairpersons and department
colleagues and other members of the Academic Council who know the candidate. These
letters must include information about the circumstances in which the writers have
worked with the candidate and must address the above stated criteria.
4. Informing all faculty in writing of the names of faculty being reviewed and of the
purposes of the review, and inviting faculty who have worked with a candidate to
comment on the candidate's performance assessed by the above stated criteria. This
communication should include the candidates' discipline and the number of years of
service at Dominican University.
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(b) Makes the charge of the Faculty Appointments Committee explicit by reviewing:
- A statement of their responsibilities.
- The call to thorough preparation for decision making.
- The manner for reporting findings.
- The time within which the members must function.
(c) Announces the dates when committee meetings will be held.
(d) Informs the Committee and the appropriate Dean when the candidate files are complete and
available for study.
(e) Presides over discussions and conducts Committee voting by written ballot.
(f) Provides the President with names of non-tenured faculty, their disciplines, their number of
years of service at Dominican University.
(g) Provides the Committee with a list of classes taught by the candidate over the last one to four
semesters (depending on the length of the candidate's service at Dominican University), class
size, and other appropriate information as requested by the Committee.
(h) Makes a written recommendation to the President and the Faculty Appointments Committee,
assessing the candidate's performance by the above stated criteria.

(3) The Dean of Each School and of the College of Arts and Sciences

(a) Makes a written recommendation to the President and the Faculty Appointments Committee,
assessing the candidate's performance by the above stated criteria.

In the case of schools other than the College of Arts and Sciences this letter must be
based in part on an on-going school review process, which should include:

- Familiarity with instructional materials and methods used by the faculty member in
the classroom, including methods of evaluating students' work.
- Periodic observation of classes.
- Current information about the faculty member's research, publications, and other
professional activities.
- Regular conferences with the non-tenured faculty member concerning the faculty
members goals and performance; written records of such conferences should be
maintained.
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- Communication in writing to the faculty member should areas of concern arise.
In the College of Arts and Sciences some of these functions--e.g. periodic observation of classes-
-may be delegated to the Department Chair and/or Discipline Coordinator

(b) Clarifies, if requested to do so by the President, Provost or the Committee, any points in the
Dean's letter of recommendation

(4) Undergraduate Department Chair/ Discipline Coordinator
(a) Writes a letter to the Committee stating definite reasons why the candidate should or
should not be retained or should be awarded or denied tenure. This letter must respond
to the above stated criteria, must be based on an on-going review process as in (3) (a)
above, and must state the department/ discipline needs as related to the candidate. The
needs to be addressed include areas of expertise needed in the department / discipline,
the role of the department / discipline in relation to the mission of the University, and
enrollment trends in the department/ discipline.
(b) Clarifies, if requested to do so by the Committee, any points in the written
recommendation.

(5) Faculty Colleagues
(a) Write letters, which include information about the circumstances in which they have
worked with and/or observed the non-tenured faculty member, responding to the above
stated criteria. Departmental colleagues have a special obligation in this regard.
(b) Clarify, if requested to do so by the Committee, any points in their written
recommendations.

(6) The Faculty Appointments Committee reviews the Faculty Portfolio, including Temporary
Additions to the Portfolio (see 1.5.2) and makes recommendations to the President on the basis
of the Portfolio and any clarifications the committee has requested.

(7) Confidentiality

All materials submitted to the Committee for the Faculty Portfolio will be accessible as outlined
in the Section 1.5.1 on Faculty Portfolios. Other materials not placed in the Faculty Portfolio are
held in confidence as allowed by law.
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1.10. Appeal
A faculty member who is notified that the faculty member's contract will not be renewed or who
is refused a promotion for which the faculty member applied or who is denied tenure has the
right to meet with the President to discuss the reasons for the decision. After that discussion, the
faculty member may submit an appeal to the Faculty Grievance Committee within 30 days upon
receipt of the President's letter denying renewal, promotion or tenure or within 30 days of a
meeting with the Faculty Appointments Committee if the faculty member has requested
reconsideration of a decision to deny promotion. If the faculty member appeals, that person
petitions in writing, within the thirty-day period, the Faculty Grievance Committee to review the
decision (see Section 1.22 for Grievance Procedures).

1.11 The Committee on Post-Tenure Review
The Committee on Post-Tenure Review (CPTR) is responsible for conducting the post-tenure
review process described below. The performance of every tenured faculty member will be
reviewed every seven years unless one review suggests a need for a second earlier review.
Procedures
a. In the fall of each academic year the Provost will ask the member of the post-tenure review
committee whose surname is the first alphabetically to convene the committee. The
committee will elect its own chair.
b. The four representatives of the undergraduate faculty will serve staggered three-year terms
(with the four first elected drawing lots to determine one one-year, one two-year and two
three-year terms).
c. The three representatives of the graduate schools and the tenured librarians will serve
staggered three-year terms (with the three first elected drawing lots to determine one one-
year, one two-year, and one three-year term).
d. The committee will submit minutes to the Academic Council recording procedural and
policy discussions and decisions. All questions and information relating to individual
faculty members will be considered confidential.
e. CPTR will meet with the faculty member under review to discuss the subject matter and
method of the review.
f. CPTR and the faculty member will discuss the completed review.
g. Subsequently, a report will be sent to the President and to the Vice Presidents for Academic
Affairs; the report will also be sent to Deans/Directors of Graduate Schools for Graduate
Faculty.

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1.12 Retention and Tenure for Professional Librarians
The preceding sections regarding the teaching faculty that are headed "Status: Non-tenured and
Tenured" apply also to professional librarians with faculty status.
Recognizing differences between the service expected of professional librarians with faculty
status and that expected of teaching faculty, Dominican University has adopted the following
sections that govern decisions on retention and tenure of such librarians.

1.12.1 Criteria
In assessing the performance of a professional librarian the Committee will consider factors
which include the following:
(1) Professional Competence
(a) Master's degree in Library Science from an ALA accredited program. (Additional
graduate degrees are desirable.)
(b) Demonstrated expertise and effectiveness in at least one area of the academic library,
such as acquisitions, cataloging, reference, or audio-visual services.
(2) Professional Vitality and Growth
(a) Evidence that the librarian stays abreast of and, where feasible, incorporates into the job
new technologies and developments in librarianship and other subject disciplines.
(b) Evidence that the librarian is growing professionally through activities such as the
following:
- Active participation in professional organizations.
- Professional publication in journals.
- Publication of in-house literature such as pathfinders, bibliographies, planning
documents and manuals which incorporate research or present new ideas.
- Service as an editor, consultant, etc., for a publication.
- Earning academic credit or acquiring skills in an advanced area or an area related to
professional librarianship (computer applications statistics, on-line services, library
science, human relations, management, foreign languages, etc.).

(3) Interpersonal Relationships
Demonstrated versatility and ability to work effectively on a continuous basis with library
colleagues, faculty, staff, undergraduate and graduate students, and, where feasible, with off-
campus clientele.

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(4) Administration
Responsibility and management skills in the area of expertise, demonstrated by clarity in
decision-making, meeting deadlines, creativity in problem-solving, initiative, independence,
judgment, supervisory ability, maturity in interpersonal relationships, etc.
(5) Instruction and Service
(a) Demonstrated ability to aid faculty, students, administrators, and other patrons in
effective use of library resources, on and off campus.
(b) Demonstrated competence in teaching students methods of critical library research.
(c) Teaching activity such as the planning and giving of seminars or workshops,
coordination of library science internships, etc.
(6) Related Professional Service
(a) Attendance at Academic Council meetings, service on University committees, etc.
(b) Other contributions to the University community.
(7) Staff Needs of the Library

1.12.2 Means of Responding to Criteria
It rests with the candidate for tenure or retention to give evidence that that candidate is
deserving. This includes the responsibility to complete the file by the date given. The candidate
will provide as evidence:
(2) A personal statement showing specifically how the criteria for retention or tenure have been
met.
(3) Materials which will give evidence of the candidate's professional achievements, including
copies of publications, in-house publications, etc.
(4) Recommendations from colleagues inside or outside the University, if the candidate wishes.

1.12.3 The Review Process
(1) The President
(a) Receives the recommendations of the Committee and the Director of the Library and makes
a decision, which in the case of tenure, is subject to the approval of the Board of Trustees

(b) In tenure cases, submits the recommendations of the Committee and the Director of the
Library together with thePresident's recommendation to the Board of Trustees.

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(c) Notifies the candidate, and the Director of the Library of the final decision.
(2) The Provost
(a) Initiates the review process by:
Publishing the schedule for the process.
Requesting the candidate to submit evidence that that person should be retained or awarded
tenure.
Requesting written recommendations from the Director of the Library and other professional
librarians. These letters should include information about the circumstances in which the
writers have worked with the candidate and must address the relevant stated criteria.
Requesting written recommendations from the chairs of undergraduate academic departments
and directors or Deans of schools and graduate programs. These letters should reflect the
chair, Dean, or director's summary of the opinions for faculty teaching in the department,
school, or program.

(b) Provides the President with names of professional librarians who are candidates for
retention or tenure, and the number of their years of service at Dominican University
(c) Presides over the Faculty Appointments Committee as in 1.9.5.(2) above.
(d) Makes a written recommendation to the Committee on Faculty Appointments, assessing the
candidate's performance by the above stated criteria.
(e) Clarifies, if requested to do so by the Committee, any points in the written
recommendations.

(3) The Director of the Library
(a) Makes a written recommendation to the Committee stating definite reasons why the candidate
should be retained or released or awarded or denied tenure. This letter must respond to the stated
criteria and must state the library's staff needs as related to the candidate's qualifications.
(b) Clarifies, if requested to do so by the Committee, any points in the written recommendation.

(4) Faculty Colleagues
(a) Write letters, which include information about the circumstances in which they have worked
with and/or observed the non-tenured faculty member, responding to the above stated criteria;
departmental colleagues have a special obligation in this regard.

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(b) Clarify, if requested to do so by the committee, any points in their written recommendations.

(5) Chairs, Directors of Graduate Programs, and Deans of Schools and of the Rosary College of
Arts and Sciences
(a) Consult the faculty members in the unit for which they are responsible with respect to the
performance of the candidate.
(b) Write letters reflecting their own opinions and those of their faculty with respect to the
candidate's performance, assessed by the stated criteria.
(c) Clarify, if requested to do so by the Committee, any points in their written recommendations.

(6) The Faculty Appointments Committee reviews the Faculty Portfolio, including Temporary
Additions to the Portfolio and makes recommendations to the President on the basis of the
Portfolio and any clarifications the committee has requested.

(7) Confidentiality and Appeal
The provisions of Sections 1.9.5.(7) and 1.10 on Confidentiality and Appeal as they apply to the
Review Process for decisions on renewal, promotion, and tenure for teaching faculty also apply
to the review process for professional librarians.

1.13 Separation
At times the University or individual faculty members may find it necessary to sever their
contractual relationship. To protect the interests of both parties, categories of separation and the
policies and procedures related to each are set forth below.

1.13.1 Resignation
1. A faculty member on continuous appointment may resign by giving written notice to the
President.
2. Notice shall be given by September 1 of the faculty members final year at the University or
as early as possible after the faculty member has decided to resign. Notice of the resignation
should be given in writing to the President of the University.

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1.13.2 Retirement

1.13.2.1 Regular Retirement
There is no mandatory retirement age. Faculty may retire at any time after age 59 and receive
TIAA-CREF benefits. Further details can be obtained from the Business Office or from an
individuals TIAA-CREF representative.
1.13.2.2 Phased Retirement
A tenured faculty member who is fifty-five years or older is eligible but not required to surrender
that person's tenure appointment in exchange for a pro rata fixed year non-renewable contract,
not to exceed five years. The contract will provide for benefits, a part-time teaching load, and a
pro rata reduction in salary. After consultation with the relevant department and dean, the length
of the individual contract and the terms of teaching, other responsibilities, and any extension of
medical benefits from the date of the termination of the contract to age sixty-five or whenever
Medicare benefits are available will be negotiated at the time of the new appointment. Faculty
members teaching under a phased retirement contract may be eligible to withdraw funds from
their TIAA-CREF accounts.

1.13.2.3 Procedure for Part-time Contract after Retirement
After retirement, there will be the possibility of a contract being offered on a part-time basis at
the request of the institution.
(1) During the year preceding retirement, the department chair or Dean of the appropriate
Graduate School consults with department members regarding the needs of the University.
If the department chair is the person under consideration, the Provost will assume
responsibility for consulting with department members.
(2) In the light of University needs, the department chair (or Provost) will make the
departmental recommendation to the President; the Provost or the Dean of the appropriate
Graduate School will also make a separate recommendation. The President then decides
whether a contract shall be offered.
(3) A retired Professor who is retained as a faculty member on a part time basis will retain the
vote in the Academic Council, have a limited number of advisees, and be eligible for
committee work

1.13.3 Dismissal of Faculty or Librarians for Cause
Faculty or Librarians may be dismissed at anytime for adequate cause whether they be tenured
faculty or librarians or non-tenured faculty or librarians whose term appointment has not expired.
The following grounds illustrate but do not exhaust what constitutes adequate cause:
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(1) Conviction of any crime which is a felony under the laws of the State of Illinois or federal
laws of the United States, unless the convicted person demonstrates to the University
reasonable satisfaction that that person has been sufficiently rehabilitated to warrant the trust
of the University.
(2) Conduct that the University reasonably considers dishonorable, unethical, or unprofessional
and likely to deceive, defraud, or harm the University.
(3) Use of means to secure employment at the University that the University reasonably
concludes are fraudulent, deceptive, or unlawful.
(4) Gross neglect, in the University's reasonable estimation, of University duties and functions.
(5) Habitual intemperance in the use of ardent spirits, narcotics, or stimulants to such an extent
as to incapacitate for performance of teaching or professional duties. The faculty members
or librarians so incapacitated shall have the right to obtain, at their expense, rehabilitative
treatment for the abuse of such substances.
Their continued employment shall be based upon their cooperation with and their response to
such treatment.
(6) Illness or disability, (i) if the Provost, or the Dean or Director of the relevant graduate
school, as the case may be, reasonably concludes that the faculty member or librarian cannot
be relied on to fulfill all the terms and conditions of his or her faculty appointment in a
competent, responsible and consistent manner; or (ii) under any circumstance if the faculty
member or librarian remains on leave for illness or disability two or more consecutive
semesters.
The determination of adequate cause and the decision to dismiss rests with the Provost in the
case of librarians and the Dean of the relevant school in the case of faculty. The decision will be
taken only after consultation with the relevant chair and the Committee on Faculty
Appointments. The decision may be appealed to the Faculty Grievance Committee for review
and recommendation, as provided for below.

1.14 The Faculty's Obligations, Rights, Academic Freedom and Code of Ethics
1.14.1 General Statement
Membership in the academic profession carries with it responsibilities for the advancement of
knowledge, the intellectual growth of students and the improvement of society. Faculty
members must order and evaluate their activities in terms of their commitment to these goals, as
well as in terms of their own personal and professional development. Moreover, the faculty
members of the University have a special obligation to understand the nature of this institution of
higher learning, and to appreciate its unique characteristics, its philosophy and its objectives.
In addition to the responsibilities set forth in this subsection 1.14, a faculty member shall be
responsible for satisfactorily carrying out the duties agreed to in Section 1.16
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As an educational institution, the University does not wish to impose a rigid body of codified
rules upon the members of its faculty. The University does, however, have certain legitimate
expectations concerning the conduct of professional academics. The following statements
outline, in a general way, the obligations incumbent on faculty member of the University.
1.14.2 Adherence to University Regulations
The material in this Faculty Handbook and especially this Section 1.14.3 represents an attempt to
summarize University regulations that pertain directly to the faculty and is intended to enhance
freedom, stimulate enthusiasm and promote loyalty to the University's objectives, not as an
attempt to impose restrictions. Nevertheless, all faculty members have a self-evident
responsibility to adhere to University regulations, which serve to promote the consistent and
effective operation of the institution.
Any new or amended policies developed between this edition of the Faculty Handbook and its
next revision will be approved by the appropriate body(ies) of the University community. Each
faculty member has a responsibility to know these regulations and to make every reasonable
effort to adhere to them. If questions of interpretation arise, clarification should be sought from
the President of the University, the Provost, the Academic Dean, the Academic Council or the
appropriate committee. Any exceptions mutually agreed upon should be in writing and signed
by the President of the University and all parties concerned.
1.14.3 Faculty Responsibilities
The scope of the institutional responsibilities for the full-time instructional faculty is generally
fourfold.
Each faculty member is responsible for teaching, student advising, scholarship and professional
development and service to the University community. Compensation is based on the faculty
member fulfilling these responsibilities. Although the relative contribution of faculty members
to each of these areas may differ, it is expected that the overall contribution will be
approximately the same for each faculty member.

1.14.3.1 Teaching
The Dean of each school determines the teaching load of the schools' faculty. The normal
teaching load of the full-time instructional faculty is as follows:
In the College of Arts and Sciences the normal teaching load for full time instructional faculty is
three courses per semester offered for three or four semester hours of credit with a continuing
record of scholarship with the following exceptions: In the Department of Natural Science, the
normal load is twelve contact hours per semester with a continuing record of scholarship, with a
laboratory section equal to two-thirds of a contact hour. In the Department of Music, applied
instruction has a course equivalency of six contact hours per semester. A contact hour is one
hour of instruction per week. Courses offered on an independent study basis do not count toward
the teaching load.
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In the Graduate School of Library and Information Science, the normal teaching load for full-
time instructional faculty is three courses per semester with a continuing record of scholarship.

In the School of Business, the normal teaching load for full-time instructional faculty is seven
courses per year with a continuing record of scholarship.

In the School of Education, the normal teaching load for full-time instructional faculty is three
courses per semester with a continuing record of scholarship.

In the Graduate School of Social Work, the normal teaching load for full-time instructional
faculty is three courses per semester with a continuing record of scholarship.

The individual dean may from time to time establish course equivalencies for non-instructional
work done by faculty.
Any teaching by full-time instructional faculty beyond the normal course load is compensated at
an overload rate per course or course equivalency. Overloads are limited to one course or course
equivalency per semester.

1.14.3.2 Advising
Advising is an especially important part of Dominican University's teaching mission. It should
be given as much effort by the faculty as their teaching both in preparation and attention. The
faculty should maintain regular office hours and communicate these to their advisees. During
registration and pre-registration periods faculty should extend these hours to be more available to
students. It is expected that faculty maintain regular office hours of at least three hours per
week.
The advising office in the School of Arts and Sciences and the Deans' office in the other schools
provide support to the faculty for student advising. The faculty should consult with these sources
for help in delivering meaningful advising for students.

1.14.3.3 Scholarship and Professional Development
In order to be effective teachers, it is important for faculty to be current in the fields in which
they teach. It is also important for them to model intellectual life for their students by being
actively engaged in their field of scholarship.
It is expected that faculty will attend and participate in professional meetings of their disciplines,
stay abreast of the literature in their field, engage in scholarly research, provide consulting
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services to the relevant community where appropriate, and otherwise engage in scholarly and
professional activities.

1.14.3.4 Institutional Review Board (IRB)
Research activities involving human participants must be reviewed and approved by the
Dominican University Institutional Review Board (IRB). Any research activity that involves
human participants must be reviewed by the IRB before any information is collected from
individual participants, or before information obtained from existing records is analyzed.
Research activity is defined as a systematic investigation that involves the participation of human
subjects or data derived from human subjects. This includes interviews, surveys, oral histories,
focus groups and studies based on institutional record review. The requirement for review
applies to research activities conducted by administrators, faculty, staff, and students. Members
of the Dominican University community who are not sure whether their research requires IRB
review should contact the IRB Administrator. An example of data collection activity that is not
considered research would be any evaluation of an employee, course or service in which such
evaluation will not be made public. There are three types of review; exempt from full review,
expedited review, and full review. Most research activities conducted by members of the
Dominican University community will involve minimal risk to the participants and will not
require full review by the IRB so approval should not involve a lengthy review process.
However, the researcher must still complete the appropriate forms and submit a description of
the project to the IRB. The forms for requesting the review of a systematic research project are in
the appendix to this document and also available on the intranet at http://domin.dom.edu/irb.htm

Faculty members who assign student projects involving the collection of information from
human participants (e.g., having a student conduct an interview with a person who is not a class
member) must submit a description of this assignment to the IRB for review. In general, a
classroom project is exempt from full IRB review as long as the participants are 18 years of age
or older, are not exposed to any risk (physical, psychological and/or social), an informed consent
form is used, and a participants anonymity is preserved. The faculty member assigning the
course project must assume the responsibility for communicating the Dominican University IRB
guidelines regarding the treatment of research participants to his/her students and ensure that
his/her students comply with these guidelines. The IRB guidelines for classroom projects and
the application forms for requesting a review of a class project involving human participants are
in the appendix to this document and also available on the intranet at
http://domin.dom.edu/irb.htm

1.14.3.5 Service to the University
Academic Council Committees
Faculty as full members of the Academic Council, are expected to attend the regular meetings of
the council and are expected to serve on committees of the council as well as ad hoc committees
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created outside of the council. Faculty will not be expected to serve on more than one standing
committee and one special committee at a time.
College and School Committees
As members of school councils, faculty are expected to serve on committees of the councils as
well as ad hoc school committees created outside the councils.
Attendance at faculty meetings of schools and departments is also expected of the faculty as well
as support for the development of the curriculum and programs in their departments or school.
Committee Election Procedures
(a) After their first year, faculty members serve on committees for which they are eligible.
(b) The Election Committee holds informative workshops in the spring semester to
explain the functions of the universitys committees and the election process.
(c) All faculty who have their current committee assignment expiring, or new second-
year faculty, are sent a committee preference sheet.
(d) The Election Committee creates a ballot based on the completed preference sheets.
(e) Each eligible candidates name appears on the ballot twice based on his or her
first and second preferences.
(f) The Elections Committee holds a spring election each academic year.
(g) If a faculty member is elected to two committees, the faculty member is placed on
a committee using the faculty members first choice; the faculty member receiving
the next highest vote total is elected to the other committee.
(h) If vacancies exist after the election, the Elections Committee fills those vacancies
by selecting eligible non-elected candidates based on their preference sheet.

1.14.4 Academic Freedom
The statement on academic freedom, as formulated in the 1940 Statement of Principles endorsed
by the Association of American Colleges and the American Association of University
Professors, is the policy of Dominican University. Academic freedom and responsibility are
here defined as the liberty and obligation to study, to investigate, to present and interpret, and to
discuss facts and ideas concerning all branches and fields of learning. No limitations are implied
other than those required by generally accepted standards of responsible scholarship and by
respect for the Catholic commitment of the University. This commitment delimits professors
only to the extent of restraining them from attempting to undermine the basis of that commitment
just as college and university professors anywhere are expected to respect the principles upon
which the college at which they teach is founded. It is not incumbent upon any professor to
embrace or to promulgate Catholic faith or teaching.
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Teachers are entitled to full freedom in research and in publication of the results, subject
to the adequate performance of their other academic duties; but research for pecuniary
return should be based upon an understanding with the authorities of theinstitution.
Teachers are entitled to freedom in the classroom in discussing their subjects, but should
be careful not to introduce into their teaching controversial matter which has no relation
to the subject. Limitations of academic freedom because of religious or other aims of the
institution should be clearly stated in writing at the time of employment.
College or university teachers are citizens, members of a learned profession, and officers
of educational institutions. When they speak or write as citizens, teachers should be free
from institutional censorship or discipline, but their special position in the community
imposes special obligations. As scholars and educational officers, teachers should
remember that the public may judge the teaching profession and their institution by their
utterances. Hence, teachers should at all times be accurate, should exercise appropriate
restraint, should show respect for the opinions of others, and should make a demonstrable
effort to indicate that they are not speaking on behalf of their institution.

1.14.5 Violations of Faculty Rights, and Academic Freedom
Disputes involving a charge that a faculty member's rights or academic freedom have been
abrogated are to be settled through the established grievance procedures in Section 4.15 of this
Volume IV of the Policy Manual.

1.15 Faculty Development and Privileges
1.15.1 Sabbatical Leaves
Sabbatical leaves intended for research/scholarship or refresher/development for one semester at
full base salary or two semesters at half base salary may be granted by the President on the
recommendation of the Committee on Faculty Appointments. Such leaves will be granted to
full-time faculty members:
1. Who have completed at least seven years of full-time teaching at Dominican University, an
academic year defined as September through May.
Eligibility for subsequent sabbaticals is seven full years after the academic year in which the
sabbatical is granted.
2. Whose research projects or study plans receive the President's approval (project proposals
must be submitted to the President on or before November 15 of the year preceding the year
of leave).
3. Who agree normally not to use the time for compensatory occupation, internally or
externally.
A faculty member receiving sabbatical leave is expected to return to the University as a full-time
teacher for at least two years after the completion of leave unless that faculty member's contract
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is not renewed in accordance with the section headed "Status: Non-tenured and Tenured". A
report of the outcome of the sabbatical must be submitted to the Faculty Appointments
Committee the year following the sabbatical. There should also be a public presentation of the
results of the research/ scholarship sometime in the year following the sabbatical.
The needs of the University will be considered in granting requests for sabbatical leave.
Sabbatical leaves granted hereunder totaling one year or less will be counted toward the years of
service in rank expected before promotion.
A request for a sabbatical must be submitted to the President no later than November 15 of the
year preceding the year of sabbatical. A letter from the appropriate Dean and the applicant's
department chair containing a statement regarding the effect of the leave on department staffing
must accompany the application. It is the responsibility of the applicant to secure the required
letters.
If the faculty members research involves obtaining information from people (e.g., conducting
interviews, administering surveys) or the analysis of existing data records and/or documents
from living people (as opposed to historical documents of deceased individuals), then the faculty
member must submit his/her project for IRB approval. The IRB application should be submitted
no later than November 15
th
. The Faculty Appointments Committee will not review faculty
member requests for sabbaticals for these types of projects without the prior approval of the IRB.
In the case of research involving human subjects, the applicant must submit approval of the
Institutional Review Board. IRB forms can be obtained on the intranet at
http://domin.dom.edy/irb.htm.
(SeeAppendix 1.25.2 for a sample of the Sabbatical Application Form.)

1.15.2 Attendance at Meetings of Learned and Professional Societies
Attendance at meetings of learned and professional societies is encouraged. Absence from the
classroom for this reason is subject to the approval of the department chair and the Dean of the
School.
Expenses for such travel will be partially reimbursed up to a limit of $600 per year to a full-time
faculty member who received prior approval from the department chair and the Dean of the
School for attendance at a meeting. Such expenses will normally be reimbursed for conference,
air or rail coach fare and hotel and living expenses.
The reimbursable expenses are:
1. Airplane.
Air coach (or other intermediate class) should be used in the interest of economy whenever
available. Ticket stubs should be attached to the request for reimbursement.
2. Automobile.
Travel by private auto is reimbursable at the rate currently approved by the IRS guidelines,
provided such total reimbursement does not exceed equivalent air coach fare or other
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reasonable available transportation. Necessary extra costs for food and lodging while in
route are not reimbursable if the traveler is reimbursed on a mileage basis in preference to air
travel or other public transportation.
3. Rental Automobiles.
Rental autos may be used when such travel is more advantageous to the University than the
use of taxis or other means of transportation. Advance reservations for compact automobiles
should be requested.
4. Taxi and Limousine Service.
Fares including reasonable tips are allowable if no other reasonable public transportation is
available.
5. Meals.
Actual expense for meals and tips is reimbursable. Meal expense should be claimed only
when there is actual meal expense (e.g., not when the meal is on an airplane, nor at a meeting
where the registration fee includes a meal or meals, etc.)
6. Hotel.
Actual reasonable hotel expense when supported by vouchers is reimbursable. (No
maximum is established since it is recognized that reasonable expense differs according to
size of the town and area of the country.)
The $600 annual limit does not apply to full-time faculty for attendance at a meeting at which the
faculty member:
1. Is reading a paper.
2. Is serving on a panel or chairing a session.
3. Is serving on a committee, which requires that person's presence.
In no case will the University reimburse expenses exceeding $1200 per conference. The faculty
member should apply to the relevant Academic Dean for authorization of travel expenses at least
one week prior to, the meeting. An expense report must be filed in Dean's Office within one
week after the faculty member returns.
Forms for application and expense reports are available in Office of the Dean of each school.
(See Appendix 1.25.3 for samples of the Request To Travel On University Business Form and
the Travel Expense Voucher Form.)

1.15.3 Faculty Computer Support
The University provides full-time faculty with microcomputers for their campus offices. These
computers are connected to the campus network. Network and email accounts as well as
assistance with office computers are available through the Director of Information Technology.
Faculty also have access to the University academic web server for the development of Web
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home pages. Workshops on a variety of software programs are held throughout the academic
year for faculty and staff.

1.15.4 Copy Privileges
Faculty may make reasonable use of the University copy machines to copy materials used in
teaching, research or scholarly publication (within the limit imposed by the Copyright laws).
Reimbursement for other use of the copy machines should be made at the Student Accounts
Office.

1.15.5 Use of University Facilities for Non-University Activities
If faculty use University equipment or facilities in compensated work for persons outside the
University, the University has a right to compensation. Such usage requires prior consultation
with and approval from the Provost.

1.15.6 Faculty Workshops
In the week prior to the beginning of the fall term the University sponsors an all-day faculty
workshop. Full-time faculty are expected to attend, and part-time faculty are encouraged to
attend. From time to time during the year, other workshops are also held for faculty. Faculty are
expected to attend all workshops.

1.15.7 Faculty Colloquium
A faculty colloquium is a discussion group led by a faculty member or an outside visitor. This is
a dialogue between colleagues on appropriate teaching methodology or other areas of interest to
the faculty.

1.15.8 Midwest Faculty Seminars
These are faculty development institutes conducted at the University of Chicago four times
during the academic year. The institutes seek to address timely issues that are the objects of
scholarly discussion and debate. A typical institute lasts two and one-half days, with time
equally divided between plenary presentations and small participant discussion groups.
Participation in the institute is through nomination by the Provost. Each college nominates two
faculty participants and two alternates. The seminar topics are announced in the fall and any
interested faculty member should contact the Provost.

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1.15.9 Teaching Evaluation
Teaching is a primary goal of the university. In order to aid faculty to become more effective
teachers, the University has adopted a feedback system for students as well as a classroom
visitation program.
1. Student Evaluations.
The University-sponsored student evaluation forms are administered in every class. These
evaluations are intended to help faculty in their professional development as teachers.
Copies are kept on file for use by the Faculty Appointments Committee.
2. Colleague Evaluations.
Non-tenured and adjunct faculty will occasionally be visited by the Department Chair or
senior colleague in order to receive their professional opinion regarding the faculty member's
classroom performance. Faculty are urged to discuss teaching methods with their colleagues
so that the teaching effectiveness of the entire faculty can be enhanced.

1.15.10 Research Stipends
A limited number of small stipends will be awarded by the Director of Faculty Development
based on recommendations from the Faculty Development Committee for relevant faculty
research projects. These grants include Summer Research Grants and other initiatives.
Requirements and application forms for the grants are distributed during the year and will also be
available on the intranet at http://domin.dom.edu/facdev.htm. Contact the Director of Faculty
Development for additional information.

1.15.11 Faculty Release Time
The following faculty personnel policy regarding course release time has been adopted by the
Academic Affairs Council upon the recommendation of the Faculty Affairs Committee in order
to support and advance the scholarship efforts of the faculty:
All probationary faculty members may request one course release time from the fall or spring
semesters during their probationary period. This one course release will usually be arranged
during the faculty members third or fourth year of service.
All tenured faculty members may request one course release time from the fall or spring
semesters during the two years prior to their scheduled post tenure review.
Faculty members must submit a written request for release time to the dean of their college or
school and place a copy of their request in their faculty portfolio. It must be submitted by
October 15 of the year prior to the requested released time. The request should clearly describe
the faculty members intentions, particularly how the planned research relates to the faculty
members scholarly agenda, and to the current scholarship in his or her field. The application
form to be used in submitting this request can be obtained from the appropriate dean's office
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The dean will evaluate the request in light of the faculty members scholarship agenda and the
needs of the college or school. Based on these criteria the dean will determine whether or not to
approve the request as presented. The deans decision will be given to the faculty member in
writing with a copy filed in the faculty members portfolio.

1.15.12 Intellectual Property Policy

For the purpose of encouraging faculty scholarship and the development of innovative course
materials, especially online course materials, it is the policy of Dominican University that the
intellectual property independently created by a faculty member at his/her initiative for
traditional academic programs and with resources usually and customarily provided by the
University, is owned by the faculty member and the University claims no ownership rights in
such property except as specified below. Intellectual property as used herein consists of but is not
limited to the non-published scholarship, publications, works of art, syllabi, lecture notes and the
course materials of the faculty or works of other employees whether in traditional format or on-
line, such as courseware.

If the intellectual property created by a faculty member has been made with University resources
not usually or customary provided, the University will retain an ownership interest in the
property. Usual and customary resources provided by the university include office space,
computer hardware and software, library facilities and materials, access to computer networks,
fine art equipment, institutional grants other than a commission and salary. In situations where a
work is created with university resources that are not usual or customary, if commercial use is
made of the work, the University will receive an appropriate share of any royalties. Such
university share of royalties shall be negotiated by the appropriate dean, reduced to a written
agreement in consultation with the Director of Human Resources and signed by the Provost. At a
minimum the universitys share shall be sufficient to recover the cost of the Universitys
contribution to the creation of the work.

In cases where it retains an ownership interest in the work, the University, besides a share in the
royalties, will receive from the faculty member a license, without compensation, to rights to the
property including but not limited to the following:
The nonexclusive right of colleagues and students of Dominican University to make
reproductions of the work to use in teaching, scholarship or research.
The right to control whether the institutions name or logo is displayed in association
with the work
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The right to require an appropriate acknowledgement of institution al support of the
creation of the work
The right to borrow portions of the work for use in compilations or other composite
works
The right to reproduce the work for uses directly related to advancing the mission or
maintaining the culture of the University
The right to be informed in advance of any uses, reproductions distributions, and
dispositions of the copyrighted work by the author
The right to duplicate the work for teaching, scholarship and research and, on a limited
basis, the right to make derivative works if the author or authors assign copyright
ownership to a third party.

Intellectual property created by a faculty member that was requested and created under the direct
supervision of the University and/or funded by the University as a university project is the
property of the University as a work for hire. Intellectual property created by a non-faculty
employee of the University during the scope of his/her employment is considered a work for
hire. Commissioned works are works for hire. A commissioned work is one that is created under
a contract with the creator who is not an employee of the University or is an employee who has
created the work outside of his/her scope of employment. All such works for hire are the
property of the University.

1.16 Workload, Responsibilities, and Related Processes

1.16.1 General Course Syllabi
Course syllabi should be prepared and made availableto students in all courses. A copy of each
syllabus should be filed with the department chair or Dean and the Academic Advising Office.
A syllabus model is shown in Appendix 1.25.8.

1.16.2 Faculty Absences
Faculty absences from class should be approved in advance by the department chair and the
Dean of the relevant School. Absences because of illness should be reported as soon as possible
to the chair and the Dean.
1.16.3 Grades
Grade reports should be submitted to the Registrar not later than three days after the last
examination is scheduled or not later than the deadline announced by the Registrar.
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Changes in grades filed with the Registrar may be made only in cases of faculty or administrative
error and then only with the approval of the Dean of the relevant School.
If a student disputes a grade assigned by a faculty member, the student may take the complaint
through the following channels:
a) consultation with the faculty member;
b) consultation with the department chair;
c) consultation with the Dean, if the student is in the College of Arts and Sciences, who will
attempt to mediate the dispute;
d) appeal to the Educational Policies Committee or other appropriate committee.

1.16.4 Commencement
Full-time faculty members shall consider it an obligation to participate in all Dominican
University academic processions with appropriate academic attire. This includes the mid-year as
well as the May commencement. Part-time faculty members are encouraged to participate.
Required attendance at commencements may be excused only in extraordinary circumstances;
requests for permission to be absent should be submitted to the Dean of the relevant School.
When there are both an undergraduate and graduate commencement on the same day, faculty are
expected to participate in the undergraduate commencement if they taught undergraduate classes
during the year and the graduate commencement if they taught graduate classes during the year.
Those faculty who taught at both levels are expected to participate in both commencements.
Academic gowns may be rented or purchased through the Bookstore.
A senior faculty member is appointed Faculty Marshall by the Provost. The Marshall
carries the university mace and leads the faculty in all academic processions. In
preparation for the procession, the Marshall is responsible for managing the order of
March.

1.16.5 Changes in Classrooms or Scheduled Class Time
Changes in classrooms or scheduled class time may only be made in consultation with the
Registrar's Office. Ordinarily, changes in assigned class times will not be made after the
beginning of the semester in which a course is offered.
1.16.6. Maintenance
Each faculty member is responsible for the electric lights, windows, and air conditioner in the
classroom the individual occupies. When a class is dismissed, lights and air conditioner should
be turned off and windows closed.

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1.16.7 Student Attendance
Faculty are asked to review class lists carefully especially the first two weeks of class. If a
student is attending class and not on the list, he/she should be referred to Registrars Office and
not be permitted to attend further classes until name appears on the class list. Likewise, if a
student is not attending your class and his name is on class list, notify Registrars Office by
phone or email. A student may not just sit in a class. Registration is required and fully enforced.
More stringent federal guidelines mandate that an institution needs to provide exact dates of
withdrawal or date student ceased coming. If a student ceases to attend your class at any time
during the term, please notify the Registrars Office immediately and note the last day the
student attended your class.

1.16.8 Undergraduate
1.16.8.1 Faculty Moderators
Faculty moderators of undergraduate co-curricular organizations and honor societies are
appointed by the Dean of Students with the consent of the faculty member.
A faculty moderator assists student officers and committees of the student organization in
planning and executing the organization's program. The faculty member interprets the interests
and activities of the organization to the faculty and explains relevant University policy to the
student members of the organization.
More detailed information about the responsibilities of faculty moderators may be obtained from
the Office of the Dean of Students.

1.16.8.2 Class Periods
Dominican University is in operation for teaching classes from 8:30am 10:00pm Monday
through Friday and 9:00 a.m. 4:00.p.m on Saturday. No classes will be scheduled Tuesday or
Thursday from 2:15 3:15 p.m. Class periods are 50 minutes. A faculty member may request
either a Tuesday/Thursday class option with 75 minutes per session or a Monday, Wednesday,
Friday sequence with 50 minutes per class session. Evening classes meet from 7:00pm
10:00pm. Typically graduate classes meet for three hours and run for a three-hour period during
the day or evening.

It is the educational policy of the University that class time is a resource to be used wisely by
faculty and students and not a measure of academic credit.
1.16.8.3 Field Trips
Field trips should not interfere with the usual academic program of the students involved except
by special permission from the Dean of the relevant School. Faculty members should notify the
Dean in advance if students will be off-campus for a field trip.
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1.16.8.4 Final Examinations
The Registrar schedules and publishes the times of final examinations in the class schedule.
Changes in the schedule should not be made by individual faculty.
In fairness to students and other instructors, a faculty member should not administer a final
examination (or its equivalent) during the last week of classes in a semester. Faculty may
exercise their own judgment as to whether a final examination is appropriate in a particular
course.

1.16.8.5 Guide for Written Material
The latest edition of the Harbrace College Handbook is used as the basic standard for written
work and research papers in the University. Instructors are expected to maintain a high standard
for student written work.

1.16.8.6 Office Hours
Faculty members are expected to be available to students for conference periods at designated
times. Informal meetings between students and faculty are also encouraged. Faculty are also
expected to be available to students by phone at home on a reasonable basis.

1.16.8.7 Plagiarism and Cheating
Plagiarism and cheating are dealt with by the faculty member responsible for the course or
examination during which the student copies or cheats. The faculty member should consult with
the Provost in serious cases.

1.16.8.8 Student Absences
Each faculty member may deal with matters of class attendance as seems desirable. Students are
generally expected to be responsible for all material covered in class time. Faculty may use their
discretion in assisting students to make up work missed because of unavoidable absences.
Faculty should make their policy with respect to student absences clear to students at the
beginning of each course.

1.16.8.9 Warning Notices
Warning notices are ordinarily sent to students whose work is unsatisfactory. Forms for such
notices are available from the Office of the Dean of the College of Arts and Sciences. The
faculty member fills out the form and submits it to the Dean, who then issues the warning.

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1.17 Drug Free Workplace Statement
See Appendix 1.25.4

1.18. Part-Time/Adjunct Faculty
1.18.1 Teaching Load
Adjunct faculty normally teach one course per semester or per year, but in no case can an adjunct
faculty member teach more than two courses in any one semester.

1.18.2 Advising and Committee Work
The adjunct faculty are associate members of the Academic Council and are invited to attend the
monthly meetings of the Council but are not required to attend. They do not serve on
committees of the Academic Council and are normally not assigned students for academic
advising.

1.18.3 Retention
Adjunct faculty are appointed from semester to semester. If a faculty member is teaching both
semesters of an academic year, a contract will be issued each of the two semesters. Appointment
as an adjunct faculty member will be conditional on the needs of the University each semester.

1.18.4 Promotion
Adjunct faculty ranks follow the general pattern of appointments in the regular faculty ranks.
The adjunct rank held will reflect the preparation, experience, and length of service of the faculty
member. Promotion in rank will depend upon significant changes in these components.

1.18.5 "Outside Activities and Outside Professional Activities"
For purposes of this section, outside activities and outside professional activities are
distinguished as follows:
1. Outside activities are those activities, compensated or uncompensated, which are not
included, directly or indirectly, in a faculty members contractual obligations to the
University; and which are not related to the faculty members academic specialty.
2. "Outside professional activities are those activities compensated or uncompensated, which
are related to the faculty members academic specialty which involve persons, entities or
governmental agencies other than the University (an outside entity) or programs
administered through or sponsored by an outside entity.

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1.18.6 Examples of Usual Outside Professional Activities of Faculty Members
Examples of outside professional activities include:
1. Practicing a profession on a part-time basis;
2. Providing professional, managerial, or technical consulting services to an outside entity;
3. Serving on a committee, panel, or commission established by an outside entity;
4. Testifying as an expert in administrative, legislative, or judicial hearings;
5. Participating in or accepting a commission for a musical, dramatic, dance, or other artistic
performance or event sponsored by an outside entity; and
6. Teaching at an institution other than the University.

1.18.7 Use of University Facilities and Services
University facilities may be used by faculty members in connection with the academic or
scholarly activities described above without being subject to the requirements of prior approval
or reimbursement. Except for the use of office space assigned to a faculty member and available
library services, University facilities (including, without limitation, computers and other
equipment) may be used by faculty members in connection with outside activities and outside
professional activities only after written approval by the appropriate Academic Dean. In all
cases, the faculty member or their outside employer or sponsor will pay the rate established by
the University for the use of the facility, equipment, materials or services.

1.18.8 Use of University Name and Seal
The Universitys name and seal are the exclusive property of the University and, consequently,
may not be used in connection with goods or services offered by any outside organization
without the prior permission of the Academic Dean. Official stationery may not be used in
connection with outside activities except with respect to those academic and scholarly
activities described above. No report or statement relating to outside activities may have the
name of the University attributed to it

1.18.9 University Responsibility
The University assumes no responsibility for the competence or performance of outside
activities engaged in by a faculty member, nor may any responsibility be implied in any
advertising with respect to such activities. Faculty members may not represent themselves as
acting on behalf of the University.

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1.18.10 Political Activity
Faculty members, as citizens, are free to engage in political activities.

1.19 Institutional Policies Pertaining to Faculty Working Conditions
1.19.1 Audio Visual Services and Computer Center
The University Audio Visual services are directed by the Media Services Librarian. The services
include:
1. An Audio Visual Services Center, located on the second floor of the library, under the
direction of the Media Services Librarian. All AV materials and equipment used in the
undergraduate and graduate programs are under the inventory control of the audiovisual
center. The audiovisual staff delivers and sets up equipment used in classes or special
lectures. When necessary, instructions for operating the equipment will be provided prior to
the delivery date. Requests for equipment should be made at least 24 hours in advance.
2. Production services for AV materials. Requests must be made 2 weeks in advance.
3. Film rental requests, at least 3 weeks prior to show date.
The Media Services Librarian will provide details of the AV series and assistance in finding
and using AV materials.
The Computer Technology Center, located on the lower floor of Lewis Hall, has computers
available for general student and faculty use.

1.19.2 The University Bookstore
The University Bookstore, located in the University Center, sells texts ordered for classes and a
variety of supplies and gift items.
The Bookstore Manager distributes text order forms to faculty and notifies them each term of the
deadline for submitting text orders for the following term(s). Special handling costs for orders
incurred because of late textbook orders are charged to the appropriate department. Questions
regarding texts should be discussed with the Bookstore Manager.
Faculty members may, with the approval of the department chair, charge work-related supplies
purchased at the bookstore to the department account. A 10% discount on any personal
purchases except texts is available to faculty presenting proper identification.
Bookstore hours are extended or curtailed to meet general campus needs. Hours are posted in
the corridor outside the entrance to the bookstore.

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1.19.3 Facilities for Special Programs
The Recital Hall, the Auditorium, and various lecture halls and lounges may be reserved for
special programs, social functions of campus organizations and performances through the
Facilities Coordinator, who will explain any related charges at the time the reservation is made.
The use of classrooms for meetings or any purpose other than meeting regularly assigned classes
should be arranged with the Registrar.
Faculty associated with a lecture or other program directed to an audience larger than the
University community should discuss the program with the Director of Public Relations well in
advance. Any publicity sent outside Dominican University must be cleared by the Director.
If the scheduling of a Particular function seems to raise questions of University policy, the
Director of Student Activities or the Director of Public Relations will refer the faculty sponsor(s)
to the Provost or the President for consultation.

1.19.4 The Library
The Library has affiliations with LIBRAS (a consortium of liberal arts colleges which share
library materials), the Metropolitan Library System (a network of 170 area libraries), CARLI
(Consortium of Academic and Research Libraries in Illinois, a network which provides access to
the cataloging and circulation records of 65 academic libraries in Illinois), and other sources for
obtaining materials through inter-library loan. Searching Internet as well as online resources is
available in the Library. References services are provided at all times the Library is open. For
help in obtaining books, periodical articles, or access to other libraries, faculty should consult a
reference librarian. Course-related library instruction is available upon request.
Faculty loan privileges are more extensive than those of students. For details, consult any of the
professional librarians on the library staff. The Library must observe the copyright laws when
obtaining interlibrary loan materials or when placing materials on reserve. The Faculty
Identification Card serves as a library card.
A Librarian serves as subject bibliographer for each discipline and serves as a liaison with the
department and faculty concerning requests for materials, collection development, and budgetary
guidelines. Faculty should send requests for new material to the bibliographer who will
coordinate the acquisition process. Material should be requested at least 12 weeks prior to the
date needed.

1.19.5 Office Space
Office space for faculty members is assigned by the Provost.
All faculty offices must be kept locked. All keys issued to a faculty member must be returned
before the individual will receive the final Dominican University paycheck.

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1.19.6 Purchases
Purchases which support the programs of individual departments are included in departmental
budgets. All purchases outside the University are to be made using purchase requisitions
approved by the department chair and submitted to the Business Office.
Requests for films rented for classrooms are made using purchase requisition forms.

1.19.7 Secretarial and Related Services
Secretarial and related services to departments include the following.
1.19.7.1 Faculty Secretary
A Faculty Secretary who will do typing, duplicating, and related tasks for faculty in the order of
work received. Faculty should allow sufficient notice on requesting help from the Faculty
Secretary. At least a week should be allowed for the preparation of final examinations.
If the Faculty Secretary's workload permits, the Faculty Secretary may type materials associated
with a faculty member's private research. Such work must yield precedence to materials required
for classroom use, committees, administrative offices, or the general conduct of University
business.

1.19.7.2 Office Services
Office services, which supplies Dominican University stationery, duplicator stencils and paper,
examination booklets, and other supplies, which are charged to academic departments.
Properly prepared materials (ordinarily typed by the Faculty Secretary) will be printed by Office
Services and charged to appropriate departments; the manager of Office Services distributes a
list of prices and supplies each year and as prices change.

1.19.7.3 Student Assistants
Student assistants to departments are assigned by the Director of Financial Aid. Departments
request such assistants when they prepare annual departmental budgets.
Student assistants may do secretarial work, serve as laboratory assistants, etc. Departments are
responsible for supervising the work of student assistants, certifying the number of hours they
work on forms supplied by the Business Office, and reporting on their work to the Director of
Financial Aid.

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1.19.8 General Institutional Services

1.19.8.1 Child Care
The Rose K. Goedert Center for Early Childhood Education, the University child
developmental center, is available to faculty who register their children and pay the specified
fees according to procedures established by the Dean of the Graduate School of Education.
Information about the developmental center can be obtained from the Graduate School of
Education or from the director of Rose K. Goedert Center for Early Childhood

1.19.8.2 Food Service
The University has made arrangements with a catering service for all food served on campus.
The caterers operate the University dining hall as well as prepare food for special occasions.
Faculty are invited to use the University dining hall. Meal tickets for departmental guests may
be charged to the appropriate department at the Student Accounts Office. Except in the summer,
lunch is provided for faculty and staff at a discount.
Arrangements for special luncheons, parties, etc., should be made at least a week in advance with
the Director of Student Activities and the Manager of the Food Service.
A coin-operated vending service is provided in the Grill in the basement of Lewis Memorial Hall
and in the Grill in the Student Center in Power Hall.
During the regular academic year, small change is obtainable from the Student Accounts Office.

1.19.8.3 Health Services
Faculty may consult the University Health Services according the posted schedule.

1.19.8.4 Parking
Faculty who bring cars to campus are asked to obtain a parking sticker from Campus Security for
a nominal fee. Additional stickers for each additional car will be provided free of charge.
Faculty parking stickers for each car each year can be obtained from the Campus Security on the
ground floor of Lewis Hall.
Faculty members must observe all parking regulations and are liable for reasonable parking fines
levied by the University for parking in prohibited or restricted spaces.
The River Forest police also patrol the grounds and will ticket cars parked in fire lanes or
handicapped zones. Parking areas are reserved for faculty and staff west and south of the Fine
Arts Building and north of the Science Building.

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1.19.8.5 Religious Services
All members of the Dominican community are welcome to participate in religious services on
campus. Campus Ministry issues a schedule of Masses, which is posted on the various bulletin
boards.

1.20 Faculty Compensation

1.20.1 Full Time Faculty
1.20.1.1 Regular Salary
Continuing non-tenured faculty are issued a contract each spring which specifies the base salary
for the coming academic year, excluding any overload or other additional compensation.
Continuing tenured faculty are issued a letter each spring which specifies their base salary for the
coming academic year. Base salary is the contract salary for the Fall and Spring terms of the
academic year. A faculty members base salary will never fall below the established rank base
salary.

1.20.1.2 Overloads
Compensation for overload courses taught by full-time instructional faculty is on a flat rate.

1.20.1.3 Salary Increase for Promotion
Full time faculty receive a salary increase for promotion in rank.
The salary increase is given for the year in which the promotion is effective and is given in
addition to any other annual increase.
The amount of the salary increase depends upon the faculty member's new rank. A person
promoted from Instructor to Assistant Professor receives a 3%salary increase. A person
promoted from Assistant Professor to Associate Professor receives a 4% increase, and a person
promoted from Associate Professor to Professor receives a 6% increase

1.20.1.4 Compensation for Summer School Teaching
Full-time faculty on nine-month contracts who teach in Dominican University's summer school
are paid salaries on a course basis. The appropriate Academic Dean has the option to cancel
scheduled summer school courses for insufficient enrollment. In the College of Arts and
Sciences, rather than canceling the course for insufficient enrollment, the Dean may offer the
faculty member the option of teaching the course for a reduced salary.

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1.20.1.5 Paychecks
Faculty salary checks are distributed in the faculty mailboxes on the fifteenth of every month.
If the fifteenth falls on a holiday, checks will be placed in faculty mailboxes on the previous day.
Should the fifteenth fall on a Saturday or Sunday, checks will be distributed on the previous
Friday. If you do not have a faculty mailbox, your paycheck will be put into U.S. Mail.
Faculty may elect to be paid in ten monthly installments during the academic year or in twelve
monthly installments. Faculty wishing payment on a twelve-month basis should make
arrangements with the Human Resources Office.
1.20.2 Other Faculty
1.20.2.1 Adjunct Faculty Salaries
The semester before the adjunct faculty member is scheduled to teach a contract is issued
conditional on enrollment that specifies the salary for the coming semester.

1.20.2.2 Administrative Faculty and Staff
Administrative faculty who teach outside of their normal working hours are compensated at a
special flat rate. Staff members, who teach courses outside their normal working hours are
compensated at the regular adjunct faculty rate. Administrative faculty at the Vice President or
Dean level are not compensated for any courses they teach regardless of when they are taught.

1.20.2.3 Retired Faculty Salaries
Retired faculty who served as full-time faculty at the University and who now serve as part-time
faculty will be paid a salary per course that is equal to a percentage of their current full-time base
salary that one course is to their normal teaching load, (e.g. an emeritus faculty member of the
College of Arts and Sciences teaching one course would receive a salary equal to one-sixth of
their current full-time base salary.)
1.20.3 Salary Advances
On rare occasions, a faculty member may needs an advance on his or her salary earned. In
order that this policy on salary advances may be routinely and consistently followed, a list of
reasons for salary advancement is provided below:
1. Medical emergencies
2. Family emergencies
3. Unforeseen job-related emergencies, such as an automobile that needs repair when
it is sole means of transportation.

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All advances must receive the approval of the Executive Director of Human resources. The
full amount of the advance will be deducted from the faculty members next paycheck.
Only two advances may be made in a twelve-month period.
Emergency Loans: In case of extreme emergency, a faculty member may apply for an
emergency loan, which must be repaid through payroll deductions over a period of up to 90
days. Documentation supporting an emergency loan request must be presented to the Vice
president of Business Affairs, who is responsible for approving such loans.

1.21 Faculty Benefits and Leaves
1.21.1 Benefits
Tuition remission forms, available in the Financial Aid Office, are to be completed and
submitted prior to registration.
A federal financial aid application must be filed prior to the disbursement of tuition remission
benefits for undergraduate degree-seeking students who are registered for a minimum of six
credit hours per semester. The financial aid form must be submitted by March 1 prior to the
academic year in which the student will be enrolled. Federal and state grants will be deducted
from tuition remission.

1.21.1.1 Group Insurance

Full-time faculty are covered for the benefits listed below, for which the university pays most of
the premiums. There is no waiting period before coverage begins even during initial probation.
A brochure explaining each of the following benefits in detail is made available to each covered
faculty by the Compensation and Benefits Manager. Family coverage is available at the
faculty member's option:
(1) Medical Care Benefits
(2) Dental Care Benefits
(3) Life Insurance Benefits
(4) long-term Disability Income Benefits
Faculty members on sabbatical or leave of absence are included in the group insurance benefit
as indicated above.
1.21.1.2 Retirement Plan
Dominican University participates in the Teachers Insurance and Annuity Association
Retirement Program and its companion, College Retirement Equities Fund (TIAA-CREF). Any
full-time faculty or staff member may begin participation in the Plan on a voluntary basis on the
first of the month after completing one year of service and on attaining the age of 21. All
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eligible employees are required to begin participation in the Plan no later than upon completion
of 3 years of service and on attaining age 30. Full-time faculty or staff members who have fully
vested, fully-funded benefits under the terms of an institutional retirement plan of a previous
employer may begin participation in the Plan through the TIAA and/or CREF Retirement
Annuities used under the Plan following employment at Dominican University.
Eligible faculty and staff members may make contributions to TIAA-CREF from his or her
gross earnings each pay period up to the annual limit as set by law. The university matches
the individual contributions up to 10% which are taken as deductions from the individuals
paycheck.
Faculty or staff members who wish to remit more than the universitys contribution to
TIAA-CREF should consult the Compensation and Benefits Coordinator.

1.21.1.3 Social Security and Workmen's Compensation.
Dominican University participates in the federal social security program and complies with the
workmen's compensation laws of Illinois.

1.21.1.4 Tuition Remission
Dominican University is committed to promoting the intellectual development of those working
for the university. To achieve this goal, the university provides substantial tuition benefits to
encourage employees and others to take advantage of available educational opportunities. The
policy is administered by the Director of Human Resources.

1. Tuition remission benefits are available to current Faculty and Staff members of the
University subject to the following general policies.
Students must be admitted to the undergraduate or graduate school prior to being
granted tuition remission. Music or other private lessons, such as independent
study, directed study, or any class listed by arrangement in the course schedule,
internship and study abroad are not covered by tuition remission benefits. Classes
must be neither under nor over enrolled for tuition remission benefits.

Employees and their dependents receiving tuition remission must pay all fees other
than tuition, including application fees and a registration fee of $25 per course to a
maximum of $100 per semester. Undergraduate students receiving undergraduate
tuition remission must apply for financial aid if they register for six or more hours of
credit. State and federal grants will be deducted from the tuition remission.

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2. Spouses and Dependents
Spouses and dependent children qualify for tuition remission benefits at a level
depending on the full-time or part-time status of the employee and his or her years
of service. Nieces and nephews of Sisters who are current Faculty or Staff Members
also qualify for benefits. Tuition remission forms are available in the Human
Resources Office, the Business Office and the Financial Aid Office.

3.Tax Withholdings
Employees will be subject to tax withholding for graduate tuition remission received by their
spouses and dependent children. Employees whose own graduate tuition remission exceeds
the current federal limit will be subject to tax withholdings. This is subject to changes in
federal regulations.

4. Categories
a. Category: Full-time faculty and staff
Amount: Full tuition
Extent: All undergraduate and graduate courses at Dominican University

b. Category: Spouses and dependent children of full-time faculty and staff and
nieces and nephews of Sinsinawa Dominican faculty and staff , and children of
deceased full-time faculty and administrators who die while employed by Dominican
University.
Extent: All undergraduate and graduate courses at Dominican University

Dependent children are also eligible to participate in the various external
exchange programs. The exact benefit level is determined by the participating
exchange schools.

c. Category: Regular part-time faculty and part-time staff
Amount/Extent for employees:
Employed up to 2 yrs (6 consecutive semesters*): 1 course/semester
Employed 2+ years (7+ consecutive semesters): 2 courses/semester

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Amount/Extent for spouses and children:
Employees employed 5+ years: 1 course/semester
Employees employed 10+ years: 2 courses/semester
*Entire summer (May through August) is considered one semester.

d. Concordia University tuition exchange benefits for full-time faculty and staff
(Spouses are included in this benefits after employee is employed for one year):
Amount/Full tuition for undergraduate courses
Extent: 50% tuition for graduate courses

1.21.1.5 Tuition Exchange Programs
Dominican University belongs to three external tuition exchange program: The
Catholic College Cooperative Tuition Exchange program(www.cccte.org), the Council of
Independent Colleges Tuition Exchange program (www.cic.edu) and Tuition Exchange,
Inc. These programs all provide tuition remission for dependents of Full-time Faculty
and Staff of hundreds of member institution. The receiving institution determines who
will receive the benefit and any limitations on those benefits. The websites cited above
provide lists of all member institutions. Applications are available from the Vice
President for Enrollment Management. Students should apply for the benefit by
January 1
st
before the fall they plan to enroll. Because of restrictions on the numbers
of participants, eligibility for Tuition Exchange, Inc. is determined by seniority.

1.21.1.6 Specific Conditions Governing Tuition Remission Policies

1) Students must be admitted to the undergraduate or graduate school prior to being
granted tuition remission.

2) Music or other private lessons, such as internships, independent study, directed
study, or any class listed "by arrangement" in the course schedule are not covered by
the university's tuition remission program.

3) Study abroad is not covered by tuition remission.

4) Classes must be neither under nor over enrolled for tuition remission benefits
to apply.
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5) Tuition remission covers the cost of tuition only. Tuition remission recipients
must pay all fees, including application fees and a registration fee of $25 per
course to a maximum of $100 per semester.

6) To receive the benefit, degree-seeking undergraduate students registering for
six or more credit hours per term in fall or spring must apply for financial aid by
May 1 prior to the year of attendance. State and federal grants will be deducted
from tuition remission (these include Illinois Student Assistance Commission
[ISAC] monetary awards and federal Pell grants). To apply for financial
aid, a student must submit the Free Form for Federal Student Aid (FAFSA)
available in the Financial Aid Office. Those who fail to submit the FAFSA
by May 1 will receive 75% tuition remission for that year.

7) Class attendance may not interfere with a full workweek.

8) Tuition remission for employees will be limited to two courses per term.
9) Benefits for full-time employees are effective immediately upon employment.

10) Tuition remission forms, available in the Financial Aid Office, Student
Accounts Office, or Human Resources Office must be completed, with all
appropriate signatures, and submitted to the Financial Aid Office one week prior
to the first day of classes each semester. Only students who have submitted
signed forms may register for classes.

1.21.1.7 Categories of Benefits

1) Category: Dominican University full-time faculty, administrators, and spouses
Extent: All undergraduate and graduate courses at Dominican
University and Concordia University.
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2) Category: Children of full-time faculty and administrators; nieces and
nephews of Sinsinawa Dominican faculty and administrators; and children of
deceased full-time faculty and administrators who died while employed by
Extent: All undergraduate and graduate courses.

3) Category: Part-time faculty and part-time administrative and
general staff
Amount and Extent:
Semester Employed Faculty/Staff Spouse Children
U.G. GRAD U.G. GRAD U.G. GRAD
0-6 1 course/sem 0 0 0 0 0
7-12 2 course/sem 0 50% 0 0 0
13-19 2 course/sem 1 1 0 25% 0
20 or more 2 course/sem 2 2 0 50% 0
**Entire summer (May through August) is considered one semester.
4) Category: Tuition Exchanges

a. Catholic College Cooperative Tuition Exchange

Eligible: Children of full-time faculty and staff. Nieces and nephews of Sinsinawa
Dominican Sisters on faculty and staff.
Amount: Tuition remission as offered at the CCCTE college the student chooses to
attend. Students attending Dominican University from other CCCTE colleges
will receive the lesser of the benefit offered by Dominican University or the
sending school.

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b. Council of Independent Colleges

Eligible: Children of full-time faculty and staff. Nieces and nephews under age 24 of
Sinsinawa Dominican Sisters on faculty and staff.

Amount: Tuition remission as offered at the CIC college the student chooses to attend.

B. Part-Time Faculty

1. Salary.
a. Adjunct Faculty Salaries.
The semester before the adjunct faculty member is scheduled to teach a contract is issued
conditional on enrollment that specifies the salary for the coming semester.

b. Retired Faculty Salaries.
Retired faculty who served as full-time faculty at the university and who now serve as
part-time faculty will be paid a salary per course that is equal to a percentage of their
current full-time base salary that one course is to their normal teaching load. (e.g. an
emeritus faculty member of the College of Arts & Sciences teaching one course would
receive a salary equal to one-sixth of their current full-time base salary.)
c. Paychecks.
Faculty salary checks are distributed in the faculty mailboxes on the fifteenth of every
month. If the fifteenth falls on a holiday, checks will be placed in faculty mailboxes on
the previous day. Should the fifteenth fall on a Saturday or Sunday, checks will be
distributed on the previous Friday.

1.21.2 Social Security and Workmen's Compensation.
Dominican University participates in the federal social security program and complies
with the workmen's compensation laws of Illinois.

1.21.3 Leaves of Absence
Leaves of absence may be granted to full-time faculty members or librarians by the
President upon the recommendation of the Committee on Faculty Appointments. In the
case of leaves of absence for illness, disability, or personal circumstances it is the sole
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discretion of the President, Vice President of Academic Affairs or Dean or director of the
relevant college or school. Unless the university and the faculty member or librarian
otherwise agree in writing, such leaves of absence shall be without pay but will include
benefits provided the faculty member pays their co-pay contribution, except for (i)
authorized leaves for illness or disability, and (ii) sabbatical leaves as set forth above.
1. Non-Medical Leave.
A request for a leave of absence for other than medical reasons must be submitted
to the president, no later than November 15 of the year preceding the year of
leave. A letter from the Provost or the appropriate Dean and the applicant's
department chair containing a statement regarding the effect of the leave on
department staffing should accompany the request. (See appendix 1.20.1 for a
sample of the Application For Non-Medical Leave of Absence.)
2. Sick Leave.
A request for a leave of absence for medical reasons must be submitted to the
Dean of the relevant school, as soon as practicable after the faculty member or
librarian becomes aware of the need for such leave. Such requests for a leave of
absence for illness or disability must be supported by substantial medical
documentation. Faculty members or librarians on authorized leave for a single
illness or disability shall, in general, be eligible for their salary according to the
following schedule, subject to some variations and/or adjustments on a case by
case basis as the Dean of the relevant school in his or her sole discretion deems
appropriate under the circumstances:
Semesters of Service
Month/Services Full Salary Half Salary Unpaid Leave Total
Semesters
1
st
semester through 2
nd
semester 1 mos. 0 0 1 mos.
3
rd
semester through 4
th
semester 1 mos. 1 mos. 1 mos. 2 mos.
5
th
semester through 6
th
semester 2 mos. 2 mos. 4 mos. 4 mos.
7th semester through 8
th
semester 3 mos. 3 mos. 0 6 mos.
9
th
semester 1 sem. 1 sem. 0 2 sem.

Leaves of absence granted hereunder-totaling one year or less will be counted toward the years
of service in rank expected before promotion or tenure. Leaves are normally not approved for
more than two years. Leaves are normally not approved for more than two years. Faculty with
more than two semesters of service are also eligible for 3 months (12 weeks) of unpaid leave for
the following reasons: to care for the faculty member's child after birth, or placement for
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adoption or foster care; to care for the faculty member's spouse, son or daughter, or parent, who
has serious health condition.

1.21.4 Moving Expenses
The moving expenses of newly appointed faculty may be reimbursed up to one-half of the lowest
of three bids from professional moving companies. Reimbursement is made by the submission
of a paid receipt, subject to a limit of $2,000.00.

1.22 Faculty Grievance Committee
The Faculty Grievance Committee sits as a hearing board to review and/or hear cases when a
faculty member feels that the faculty member has been unjustly treated in matters of academic
freedom or retention, renewal of contracts and tenure decisions. The Committee's rules of
procedure are as follows:
1. In the case of grievances concerning retention or tenure, or renewal of contracts, the
aggrieved faculty member should first meet with the President to discuss reasons for the
decision. Failing to gain satisfaction from the President, the aggrieved party may petition
the FGC to review the decision. In the petition, the faculty member shall state in detail the
reasons for which the review is requested. The review process would then proceed as in
Section 3 below. In the case of grievances concerning matters other than retention and
tenure, or renewal of contracts, the aggrieved will proceed directly to Section 2 below.
2. The faculty member(s) who feels there has been unjust treatment should first meet with the
chair of the Faculty Grievance Committee to review the nature of the complaint and the
grievance procedures. At that the grievant's discretion, the chair of the FGC may attempt to
adjudicate the grievance by bringing the grievant(s) and respondent(s) together for a
discussion; or meeting with each separately and attempting to facilitate an agreement.
Failing such adjudication, and upon the formal filing of a grievance, the FGC would proceed
as follows:
3. The full Faculty Grievance Committee (seven members) will meet to determine whether the
petition sets forth sufficient reasons and whether further action is necessary.
If the Committee finds insufficient reasons for further action, the petition shall be dismissed
and that decision shall be binding. If the Committee determines that further action is
warranted, the Committee will notify the department chair and/or dean concerned, the
Provost, and the President.
4. Within five (5) school days after receipt of a complaint, the Committee will request a
statement from the respondent(s) to be filed with the Committee within ten (10) school days
explaining the action which was taken in the particular case and answering points raised by
the complaint. If after receiving this response, the FGC makes a determination that there are
insufficient reasons for further action, the petition shall be dismissed and the decision shall
be binding.
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5. If, however, the FGC determined that further action is necessary, and that the committee
should hear the grievance, a panel of three members will be chosen from the existing Faculty
Grievance Committee. The complainant(s) shall be invited to choose one member from the
committee; the respondent (s) shall be invited to choose a second member. The Faculty
Grievance Committee will choose the third member of the three-person hearing panel. The
member chosen by the Faculty Grievance Committee would act as chair of the three person
Panel. Only the three selected FGC members would have access to the confidential material
related to the case.
6. The Hearing Panel will conduct a hearing within ten (10) school days during the regular
academic year and twenty-one (21) calendar days during the summer after receipt of the
respondent(s) statement to determine whether these appears to have been a violation of
academic freedom or unfair treatment (including discrimination or a violation of procedural
due process). The complainant(s) and respondent(s) shall have a right to appear at this
hearing.
7. If the three-person panel finds insufficient reasons to justify reconsideration, that decision
shall be binding and the Faculty Grievance Committee shall notify the participants. If
however the three-person panel finds sufficient reasons to justify a reconsideration, they will
so recommend to the President. The President will then make a final disposition of the case.
If the appeal is against the President, the Chair of the Board of Trustees will make the final
disposition.
8. The Committee will inform the concerned parties (grievant and respondent(s) of its findings
within ten (10) school days during the regular academic year and twenty-one (21) calendar
days during the summer after the hearing. A full report will be filed with the Secretary of
the Academic Council and the President's Office.
1.22.1 Procedures for Hearings Before the Faculty Grievance Committee
These procedures are meant to result in a hearing designed to be fair to all parties concerned.
The Committee reserves the right to alter the procedures as necessary to ensure maximum
fairness.
1. As stipulated by the Faculty Grievance Committee procedures, both the complainant(s) and
the respondent(s) shall have a right to appear at any hearing which is held before the Faculty
Grievance Committee's three person Hearing Committee (hereafter referred to as "the
Committee.")
2. In the event that there is more than one person representing the respondent, the respondent(s)
shall appoint a spokesperson. This spokesperson will make the opening statement (see
number 4 below) on behalf of the respondent(s). Others representing the respondent(s) are
free to discuss issues amongst themselves which the spokesperson will convey at the time of
this statement or at the time of the respondent(s)' second statement (see number 6 below).
3. After the hearing is called to order, the complainant(s) will be allowed to make an opening
statement presenting the grievance and shall be allowed to present documentation in support
of this grievance. This opening statement shall not exceed fifteen (15) minutes in length. (In
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the case of a group complaint, the complainant shall also choose a spokesperson to make
their presentation.)
4. After the complainant has made the opening statement, the spokesperson for the
respondent(s) shall present the respondent(s)' reply to this grievance. The respondent(s) will
also be allowed to present any supporting documentation at this time. This reply shall not
exceed fifteen (15) minutes in length.
5. After both opening statements have been made, the complainant(s) shall be allowed to
present a rebuttal to the respondent(s)' opening statement. This rebuttal shall not exceed ten
(10) minutes in length.
6. After the complainant(s)' rebuttal, the respondent(s) shall be allowed to respond to that
rebuttal. This response shall not exceed ten (10) minutes in length.
7. At the conclusion of these statements, the chair of the Committee shall be free to question
either party involved to clarify any statements made or ask any questions of either party. The
chair of the Committee will also be free to ask other committee members if they have any
further questions of either party involved.
During such questions, any person representing the respondent(s) (not just the spokesperson)
shall be free to reply to questions asked of the respondent. After the Committee has asked its
questions both the complainant(s) and the respondent(s) will have the opportunity to respond
to any new issues addressed.
8. At the conclusion of the hearing, the Committee will meet briefly in private to determine if
enough evidence has been gathered during the hearing to allow the Committee to reach a
decision.
9. If a majority of the Committee believes that there has been insufficient testimony upon which
to make a final recommendation, the Committee shall have the right to adjourn the hearing
and to reconvene at a later date to allow both parties to make further testimony or respond to
questions from the Committee. If necessary, the Committee shall also have the right to call
upon other members of the Dominican community to represent either party involved at a later
hearing, assuming the party being represented agrees to have this person come forth. If such
a hearing is held, the procedures will follow those outlined above (numbers 3 through 6) in
regard to the duration of any statement made.
10. If a majority of the Committee believes there has been sufficient testimony to make a final
recommendation, the Committee will declare the hearing closed. The Committee shall then
meet in private, as soon after the hearing as possible, to vote for a final recommendation.
This recommendation shall be presented to both the respondent(s) and the complainant(s) in
writing no later than ten (10) school days after the hearing.
11. The Committee will declare breaks, as they seem appropriate. Either the complainants or the
respondent may request a break.
12. The Committee reserves the right to tape record the proceedings in order to help it in its final
deliberations. Any such tape recordings will be held by the Hearing Committee Chair, who
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will destroy said tape recordings as soon as a written recommendation has been sent to the
respondent(s), the complainant(s), the President and/or the Chairman of the Board of
Trustees when appropriate.
13. Neither the respondent(s) nor the complainant(s) may have a member of the legal profession
present at the hearing.

1.23 Academic Assessment
Dominican University has an academic assessment process that includes a student outcomes
assessment plan and a five year cyclical program review plan.
The student outcomes assessment is administered by each department and school and involves an
annual review of a program's effectiveness through a multifacet analysis of student achievement.
The process results in an annual program assessment report issued by the department that serves
as the basis for departmental and school planning.
The five-year program review process builds on the annual program review and is supplemented
with a program self-study and a review by an outside visitor from a similar program in another
institution. The visitor is selected jointly by the department and the Academic Vice President.
The Program Review Committee reviews the self-study, outside visitor report the program
faculty's response to the report and other materials and submits an evaluation of the program to
the program director, the program faculty and the Provost. The complete description of the
Program Review Process and Procedures are contained in Appendix 1.20.4.

1.24 General Rules of Implementation
1. Any amendments of the provisions of the Policy Manual will take effect and be a part of the
next offer of employment extended to any faculty member by the University. For faculty
members on contract periods other than the academic year, the amendment shall be effective
for and incorporated into any offer of employment scheduled to commence after the
beginning of the academic year succeeding the academic year in which the amendment was
adopted. Any grandparent provision shall be specific to a given policy and so noted.
2. All new members of the faculty shall receive a copy of the Policy Manual at the time of their
initial appointment as a new faculty member. Such copy must contain Volume IV in the
form that will apply during the offered contract term. Continuing members of the faculty
will receive copies of the amended Policy Manual with the beginning of their annual
reappointments
3. A copy of the Policy Manual with current revisions shall be available for inspection during
regular hours in the university library or on the university intranet. Proposed amendments to
any part of this Volume IV of the Policy Manual under discussion by the Board of Trustees
shall have no status, not even a promissory one, until final action by the Board of Trustees or
its agent has been taken.
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1.25 Appendix

Appendix

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1.25.1 Application for Non-Medical Leave of Absence

Date of Application:_______________________________________

Name:___________________________________________________

Department:______________________________________________

Period of Leave: From_________________, 20__

To , 20__

Reason for Leave:

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1.25.2 Sabbatical Application Form

Preliminary/Supporting Material
Whether you are applying for a research/scholarship sabbatical or a refresher/development
sabbatical, please indicate whether you've previously had a sabbatical and give the year.
Also include to support your application, a letter from the School Dean and a letter from the
department chair if applicable indicating specifically how the department will arrange
staffing in your absence. If the proposed research involves human subjects, submit approval
of the Institutional Review Board (see 1.14.3.4).

A. Research/Scholarly or Creative Project
Background
What is the research or scholarly or creative interest that you intend to pursue? What form
will the project take book, article, work of art or music, etc.? If you have a book contract
or article request, please include it with your application.
Purpose
What is the central purpose of your project?
Data Collection
A. Primary Research: what form(s) of primary research will your project entail:
experiments, interviews, questionnaires, etc.? Please Explain.
B. Secondary Research: Please submit a working/initial bibliography.
Tentative General Outline
Provide a rough outline or division of the project as you perceive it now.
Tentative Conclusion
What do you hope to find or to discover at this point?
Work Progress Schedule
Indicate the timeliness of your project. Is there a grant, a resource, a course that is available
only for a limited time?
B. Study Project
Background
Explain the need that has arisen for the application. Is it a refresher, the development of a
different specialization, an improvement in language ability, etc.?
Purpose
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What is the goal of your sabbatical?
Plans
Please submit a reading list, travel plans, workshop/conference attendance to support the
goal of your project.
Tentative Conclusion
What will be the benefit of the sabbatical to you and to Dominican University?
Work Progress Schedule
Indicate the timeliness of the project. Is there a grant a resource, a course that is available
only for a limited time?
C. Comments Regarding Your Sabbatical Request and the Needs of the University

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1.25.3 Faculty Travel Reimbursement Request
(To be filled out and submitted to the Dean of the College or School before the trip is made)

REQUEST TO TRAVEL ON DOMINICAN UNIVERSITY BUSINESS

Purpose of Trip: _______________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Destination: ___________________________________________________________________

Date of Trip: __________________________________________________________________

Note: If a Convention: national ___ state ___ local ___

Means of Transportation: Air ___ Train ___ Car ___ Other ___

1. Conference attendance has a reimbursement limit of $600 per year per faculty.

2. Conference participation has a reimbursement limit of $1200 per conference.

_______________ ____________________________________________
Date Faculty Member (please print)

Approved:

_______________ ____________________________________________
Date Dean

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Faculty Travel Reimbursement Request
(To be presented to the Office of the Dean of the College or School after the trip is made)

TRAVEL EXPENSE VOUCHER

May I please be reimbursed for the following expenses incurred on the trip described on the
reverse side of this form:

Transportation $_________ Mileage $__________

Housing $_________

Meals $_________

Registration $_________

Other (describe) $_________

Total $_________ To be reimbursed: $_________

_______________ ____________________________________________
Date Faculty Member (please print)

Approved:

_______________ ____________________________________________
Date Dean

For Business Office Use: Paid out: Check No. ________ $__________

Currency ________ $__________

_______________ ____________________________________________
Date Signed

Note: Whenever possible, vouchers should be attached for expenses. Amounts over $50.00 will
be disbursed by check.
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1.25.4 Program Review
1.25.4.1 The Responsibility of a Program's Administrator and Faculty
The administrator and faculty of each program develop a plan for the program. The elements of
the plan include a mission and a set of program goals. Program goals include goals related to
quality (e.g., excellence in teaching), curriculum, kinds and number of students to be served,
adaptations or expansion of the program etc. In relation to each goal the plan should specify
outcome-oriented objectives, targets, and planned activities to achieve the objectives.
A program plan must also specify ways to measure the success of the program administer and
faculty in achieving the objectives and/or reaching program goals. Ways of measuring the
achievements of each outcome-oriented objective may include both impressionistic techniques
(peer visits to instructors' classrooms, for example, or individual interviews with graduating
students) and quantitative measures such as analyses of alumni surveys or quantitative
evaluations of teaching effectiveness.
Thus, each unit develops a plan including the following:
Program mission
Program goals
Outcome-oriented objectives
Targets
Planned activities to achieve the objectives
Measurements of success
Discussing, depositing, and maintaining the plan: As the program plan is developed and
amended, the program administrator and faculty discuss the plan with the appropriate chair
and/or dean. The program administrator deposits a copy (or copies) of the plan and amendments
to the plan with the appropriate chair and/or dean. The appropriate dean maintains a file of plans
for all programs in the college/school, including annual amendments to the plan.
Collecting data: Program administrators and faculty perform activities intended to achieve
program goals and objectives. In order to assess program effectiveness and measure the success
of activities intended to further program goals, the program administrator regularly collects and
maintains appropriate files of information. Most program administrators will maintain files
relating to multiple means of assessing success in achieving program goals.
All programs will regularly collect information relating to student numbers (course enrollments,
numbers of graduates attempting/completing the program, class sizes), information collected by
surveying program alumni, and information about program costs.
Since the programs vary greatly in size, complexity, mission activities, and needs, the data
collected and maintained by different programs will also vary greatly. The following list of
means of assessing program effectiveness, adapted from a list developed by the Dean's Council
of the College of Arts and Sciences, includes kinds of data that undergraduate programs have
found useful in assessment.
Appendix V.1
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Associated Colleges of the Chicago Area (ACCA) programming, context and symposia
Alumni surveys and other information from alumni (including college surveys,
departmental surveys, focus interviews, logs of informal feedback from alumni)
Artistic performances
Course histories
Employer surveys
Foreign Chamber of Commerce examinations
Faculty self-assessments
Grade analysis
Graduate school applications; both quantitative and qualitative information
J ob placement information
Language proficiency examinations (oral and written)
Major field achievement tests
Number of graduates
Practical internships or field work, including both qualitative and quantitative information
Professional certification
Proficiency examinations
Senior experiences specific to the field: senior seminars, comprehensive examinations,
independent projects, reading lists, recitals
SIR summaries
Standardized tests (GRE, GMAT, LSAT, CPA)
Student interviews/surveys
Student portfolios Video assessments
Participating in the five-year review process (described in the next section)
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1.25.4.2 Processes and Procedures: Five-year Program Review
Note: The five-year program review process assumes the administrator and faculty of each unit
have developed and maintained a program plan and collected data during the period since the last
review of the program. Much of the information useful for the assessment of programs is
available in Dominican University's institutional database (on reserve in the library).
1. Programs are reviewed on a rotating basis by the Program Review Committee; each program
is reviewed every five years.
2. The Provost notifies the program administrator of a scheduled review one-year in advance of
the review.
3. The program administrator and faculty of the program to be reviewed submit a review plan
and a self-study outline to the Provost and the Program Review Committee six months before
the review.
4. The program administrator and faculty complete a self-study, including both a written report
and a summary presentation of evidence/data.
5. The program administrator and faculty select an outside reviewer in consultation with the
Provost, who makes arrangements for the reviewer's visit; the program administrator and
faculty host the reviewer's visit.
6. The outside reviewer submits an evaluation report; copies are sent to the program administer
and faculty and to the Provost.
7. The program administrator submits the self-study, the outside reviewer's report, and the
program faculty's response to the report to the Provost and to the Program Review
Committee.
8. The Program Review Committee prepares a response to these documents, discusses its
response with the program administrator faculty, and returns the response to the Provost, the
appropriate dean, the appropriate chair, and to the program administrator and program
faculty.
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1.25.4.3 Sample Outline: Five-year Review Self-Study
(Note: The following outline is not prescriptive: a unit's self-study may not include all the
suggested and may include other information; self-studies may also be organized in the ways
individual wits find most efficient and helpful)
I. Program Vision and Mission and Its Place within the Dominican University Mission.
II. Program History
History of the program at Dominican University
Summary review of past years' (since last review) plans, goals, and the outcomes
achieved
III. Description of Current Program
IV. Desired Student Outcomes
Identification of desired student outcome (knowledge, skills, attitudes)
Discussion of student outcomes as they relate to the program mission, reflecting research
in the field; needs, changes and demands in real world applications; and field-based
exams or other measures of competence.
Measures of these student outcomes
Analysis of data received from the measures
V. Examination of Program
A. Quality of Program Curriculum: Guidelines/Indicators
Essential knowledge and skills for field of study are identified and given priority.
The course of study addresses this essential knowledge and these skills.
Diverse needs of students are addressed without compromising essential knowledge
and skills.
Course of study is coordinated across courses through dialogue among all program
faculty, program faculty have a shared vision of student learning.
Course of study is evaluated, updated, and modified using multiple means for
accomplishment of goals and attention to student needs.
Course objectives are signs to program mission and to identified desired student
outcomes.
Student's see relationship between what they are learning and program goals.
B. Quality of Faculty: Guidelines/Indicators
Faculty remain current in their fields.
Faculty collaborate on and are able to articulate program mission and desired student
outcomes.
Appendix V.1
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Faculty course design and instruction are aligned with mission, goals, and desired
student out comes.
Faculty are aware of diverse learning needs and address those needs without
sacrificing desired goals.
Faculty share with students responsibility for student learning.
Faculty review and update their courses regularly to reflect research, field-based
changes, and new information.
Faculty teach only courses for which they have the requisite background.
Faculty utilize student evaluations for course redesign.
C. Quality of Student Experience: Guidelines/Indicators
Advising of students includes regular contact, accessibility to advisor, guidance in
line with mission, and desired student outcomes.
Student retention in the program is monitored and evaluated.
Methods for student evaluation of the program and instruction are in place and data is
used by faculty and administration for program review.
Students have the opportunity for learning and application of learning outside the
classroom.
VI. Institutional Support for the Program: Guidelines/Indicators
Instructional resources such as textbooks, library materials, technology, laboratories,
studios, and other equipment are adequate and appropriate for the course of study.
Students have access to instructional materials and supplemental instructional materials.
Physical environment for learning is appropriate and supports installations and desired
student outcomes.
VII. Long-Term Goals for Program and Plans for Achieving Goals

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1.25.4.4 Five-year Program Review Cycle

Year Department Term

2006-2007 Honors Fall
Theater Fall
Modern Foreign Language Spring
Political Science, Theology & Pastoral Spring
Ministry

2007-2008 Sociology/ Criminology &Gerontology Fall
Philosophy Fall
GSLIS Spring
Social Work Spring

2008-2009 International Studies Fall
Mathematics & Computer Sciences Fall
LA&S Core Curriculum Spring
Education Spring

2009-2010 Art & Fashion Fall
Psychology Fall
Business Spring
IAL Spring

2010-2011 Natural Science Fall
English Fall
History and American Studies Spring
Communications & Theater Spring

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1.25.5 Drug-free Workplace Statement

1. Dominican University is committed to maintaining a drug-free workplace in compliance
with applicable laws. The unlawful possession, use, distribution, dispensation, sale or
manufacture of controlled substances is prohibited on College premises. Violation of this
policy may result in the imposition of employment discipline as defined for specific
employee categories in the Dominican University staff and faculty handbooks.

2. The illegal use of controlled substances can: seriously injure the health of employees;
adversely impair the performance of their responsibilities; and endanger the safety and
well-being of fellow employees, students and members of the general public. It is
therefore the policy of Dominican University to discourage the use of controlled
substances by its employees at any time. Anyone who is employed at Dominican
University who has a drug problem is invited to contact the Director of Personnel to
obtain information about available assistance; the office can be contacted anonymously.

3. An employee of Dominican University will notify his/her supervisor if he or she is
convicted of a criminal drug offense involving the workplace within five days of the
conviction. Such conviction will be grounds for mandatory evaluation and possible
treatment for a substance abuse disorder, and for disciplinary action up to and including
termination. In the event any such conviction involves an employee working on a federal
contract or grant, the College will notify the granting or contracting federal agency within
l0 days of receiving notice of a conviction. A copy of this statement shall be given to all
employees.

4. This statement and its requirements are promulgated in accordance with the requirements
of the Drug-Free Workplace Act of l988 enacted by the United States Congress. The
University will continue its efforts to maintain a drug-free environment by adhering to
the above policy and by providing on-going drug awareness programs.

5. Failure to comply with the foregoing rules will be grounds for disciplinary action up to
and including termination. The terms of this policy statement are conditions of
employment at the university.

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1.25.6 Special Needs Services

At Dominican University, no qualified individual with a disability will be excluded from
participation in, or be denied the benefits of, the services, programs, or activities of the
university. The Dean of Students office is a university resource promoting barrier-free
environments (physical, program, information, attitude) and assisting the university in meeting
its obligation under federal statutes and school tradition in regard to the rights of students with
disabilities.

The office of the Dean of Students coordinates providing services, necessary and appropriate, for
students with special needs. Upon receipt of appropriate documentation of disability, this office
assists by providing or arranging appropriate auxiliary aids and services, reasonable
accommodations, academic adjustments, and consultation. In some instances, the Dean of
Students office acts as a liaison with other appropriate state and federal agencies. Students are
encouraged to meet with the Dean of Students office to determine where specific services and
accommodations are needed.

1.25.7 Disability Grievance Procedure
Students with disabilities who believe they have been discriminated against on the basis of their
disability, may receive a review of their complaint by doing the following:
1. The student, who has on file, current documentation of their disability, should
submit a letter to the Dean of Students which sets forth clearly and specifically,
the nature of the complaint and the remedy sought. The submission of the
complaint shall be made within the semester in which it arises. Specific details
should include:
a. what the issue is
b. when it occurred
c. where it occurred
d. who was involved
Also included should be any pertinent documentation supporting the
complaint, including possible witnesses. The Dean of Students shall
investigate the circumstances of the complaint and shall attempt to resolve it,
using whatever procedures necessary and appropriate, or calling upon any
individuals who may be helpful toward resolution. The Dean of Students will
issue his/her opinion in writing within ten (10) working days of receipt of the
complaint. The university reserves the right to extend this investigation period
if conditions are so warranted. The student will be informed if an extension is
necessary on or before the 10
th
day of the complaint resolution period.
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2. If a satisfactory resolution of the complaint is not achieved with the Dean of
Students, the complainant may request that the complaint be referred to the
Disability Grievance Panel for a hearing. This appeal request should be submitted
in writing to the Office of the Dean of Students within ten (10) working days of
receipt by the student of the resolution. The hearing will be convened as soon as
possible upon receipt of the request. The student will be notified by the Dean of
Students at least five (5) working days prior to the hearing, of the date, time, and
location of the said hearing. If the advisor is a private legal counsel, the Dean of
Students must be so notified in order that Dominican University Counsel can be
in attendance. All communication regarding the hearing may be verbal, but must
subsequently be confirmed in writing.
3. If the student is not satisfied with the Disability Grievance Panels decision, the
student can request that the panels decision be reviewed by the appropriate area
Vice President. The request must be made in writing to the Dean of Students
within seven (7) days of receipt of the panels decision. The Dean of Students will
provide all materials relevant to the case to the Vice President for review upon
receipt of the request. The Vice President will review the matter in the light of
materials presented. His/her written decision on the case shall be final.

Disability Grievance Panel
The Disability Grievance Panel shall consist of one representative from the following areas of
the university: Administrative Affairs, Academic Affairs, Student Affairs, and the applicable
Student Government Association. Each representative shall be appointed by the respective area
Vice President or Dean. If necessary, at-large substitutes may be appointed to fill a panel
vacancy.
Grievance Panel Procedure
Formal hearings before the Disability Grievance Panel shall be open only to the student,
witnesses and counsel, except as the panel may otherwise direct. The Dean of Students will serve
only as a resource to the panel at the panels request. All advisors, including private legal
counsel, will serve only in an advisory capacity for the student during the hearing.

The panel shall determine all matters of procedure, evidence, relevance and admissibility it
deems helpful and fair in the total decision process, without regard to judicial rules, which could
be applicable to such issues.
After the hearing, the panel shall meet in executive session to decide upon the complaint and
make its decision. The decision shall be communicated to the Dean of Students in writing within
two (2) working days of the hearing. The student will be informed in writing by the Dean of
Students within five (5) working days after the panel has sent its decision to the Dean of
Students.
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1.25.8 Syllabus Model

1. Course title and number,

2. Instructor, office hours, office telephone numbers and e-mail address

3. Course description

4. Expected learning outcomes

5. Prerequisites

6. Meeting time and days, and location.

7. Instructional Method: Lecture, Seminar, etc

8. Required and recommended texts and materials

9. Assessment of Student Learning:
Assignments
Papers
Tests
Grading policy including attendance policy
Etc.
10. Course Calendar: When topics covered, test given, papers due, etc.

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1.25.9 Guidelines for Faculty Relating to Education Records
Educational records are kept by University offices to facilitate the educational development of
students. Faculty and staff members may also keep informal records relating to their functional
responsibilities with individual students.

A federal law, the Family Educational Rights And Privacy Act of 1974 (FERPA, also known as
the Buckley Amendment) as amended, affords students certain rights concerning their student
educational records. Students have the right to have some control over the disclosure of
information from the records. Educational institutions have the responsibility to prevent
improper disclosure of personally identifiable information from the records.
Student and Parent Rights Relating to Educational Records
Students have a right to know about the purposes, content, and location of information kept as
part of their educational records.

They have a right to gain access to and challenge the content of their educational records.
FERPA was not intended to provide a process to be used to question substantive judgments that
are correctly recorded. For example, a student may not use this right to contest a grade in a
course because they felt a higher grade should have been assigned.

Students also have a right to expect confidentiality of certain information about them in student
records and, under certain conditions, to gain access to information in student educational
records. For purposes of FERPA, the University considers all students independent, limiting the
student educational record information that may be released to parents or directory information
unless the student provides specific written permission.
Educational Records
Student educational records are specifically defined as records, files, documents, and other
materials that contain information directly related to a student and maintained by the University
or someone acting for the University according to policy.

Excluded from student educational records are records of instructional, supervisory, and
administrative personnel and ancillary educational personnel in the sole possession of the maker
and that are not accessible or revealed to any other person, except for a substitute. Additionally,
notes of a professor or staff member intended for his or her own use are not part of the
educational record, nor are records of police services, application of records of students not
admitted to the University, alumni records, or records of physicians, psychiatrists, psychologists,
or other recognized professionals.
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Records relating to an individual who is employed by the University not as a result of his or her
status as a student are also excluded. However, employment records relating to University
students who are employed as a result of their status as students are considered educational
records.
Directory Information
Some information about students is considered directory information. Directory information
may be publicly shared by the institution unless the student has taken formal action to restrict its
release.
Directory information includes:

Students name
Participation in officially recognized activities and sports
Address (home, local, e-mail)
Telephone listing
Weight and height of members of athletic teams
Photograph
Degrees, honors, and awards received
Date of birth
Major field of study
Dates of attendance
Grade level
The most recent educational agency or institution attended

A student must formally request the University Registrar to prevent disclosure of directory
information, except to school officials with legitimate educational interests and certain others as
specified in the regulations. Once filed, this request becomes a permanent part of the students
record until the student instructs the University, in writing, to have the request removed.

Guidelines for Faculty

1. DO refer requests for information from the educational record of a student to the
Office of the Registrar.
2. DO keep only those individual student records necessary for the fulfillment of your
teaching and advising responsibilities. Private notes of a faculty member concerning a
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student and intended for the faculty members own use are not part of the students
educational records, provided they are not accessible to or shared with any other person.
3. DO keep any personal professional records relating to individual students separate
from their educational records. Private records of instructional, supervisory, and
administrative personnel and ancillary educational personnel are to be kept in the sole
possession of the maker and are not to be accessible or revealed to any other person,
except a substitute.
4. DO change factual information regarding grades and performance in an education
record when the student is able to provide valid documentation that information is
inaccurate or misleading. The substantive judgment of a faculty member about a
students work, expressed in grades and/or evaluations, is not within the purview of
students FERPA right to challenge their educational records.
5. DO NOT display student scores or grades publicly in association with names,
Social Security Numbers, or other personal identifiers. If scores or grades are posted, use
some code known only to you and the individual student. In no case should the list be
posted in alphabetic sequence by student name.
6. DO NOT put papers, graded exam books, or lab reports containing student names
and grades in publicly accessible places. Students are not to have access to the scores
and grades of others in class in ways that allow other students to be identified.
7. DO NOT request information from the educational record custodian without a
legitimate educational interest and the appropriate authority to do so.
8. DO NOT share student educational record information, including grades or grade
point averages, with other faculty or staff members of the University unless their official
responsibilities identify their legitimate educational interest in that information for that
student.
9. DO NOT share information from student educational records, including grades or
grade point averages, with parents or others outside the institution, including in letters of
recommendation, without written permission from the student.
10. WHEN IN DOUBT err on the side of caution and do not release student
educational information. Contact the Office of the Registrar for guidance.

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1.25.10 Annual Faculty Report on Continuing Record of Scholarship

Annual Faculty Report on Continuing Record of Scholarship

Years: 2006-2007 and 2007-2008

Name:

School/College/Department:

From the Faculty Handbook 2006-2007 1.7.5:
purposes but equally suitable to the scholar/faculty role. The first is the traditional scholarship
of original research and publication called the scholarship of discovery. This includes original
creative work, particularly in the visual, performing and other arts. The second is the integration
and synthesis of knowledge and called the scholarship of integration. The third is the application
of a faculty member's expertise to a problem external to the University called the scholarship of
application or engagement. The fourth is the scholarship of teaching.
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I. Please list relevant items for the period April 1, 2006-March 31,2007.

Before each item listed indicate one or more of the following:

D for the scholarship of discovery
I for the scholarship of integration
A for the scholarship of application/engagement or
T for the scholarship of teaching

If you believe an item might be considered under more than one of the categories, please include
the additional designation as well. Please attach copies of publications (and other items you list
below as appropriate, such as book contracts, invitations to participate in professional events,
etc.). In filling out the following form, please complete all items that apply.

A. Papers read at professional conferences

B. Published reviews, notes, and letters to the editor of professional journals

C. Grants in support of scholarly activity
Received

Applied for
(over)
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D. Participation in seminars, conferences or organizations concerning scholarship in the
discipline

E. Other evidence of ongoing scholarship, research and/or creative activity in progress
(give approximate stage of development and projected completion date).

F. Publications or other scholarly products (note that this category is required for tenure or
promotion)
Please indicate whether the item is a) published, b) in press, c) under contract, or d) submitted for
publication. Please give full bibliographical information on all items, including the title of each.
1. Books

2. Articles (including chapters in books and readings in texts/anthologies)

3. Dictionary entries and other shorter items

4. Other publishing activities (editing, translating, etc.)

5. Art exhibitions and other creative work.

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G. Other publishing related activities (consulting, refereeing, reading manuscripts, serving on
editorial boards, etc.)

Optional: If you want to provide a brief contextual statement please do so below.

II. Using the above categories as appropriate, please project your plan for scholarship in
the upcoming year.

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1.25.11 Application for Payroll Advance

I am applying for a SALARY ADVANCE in the amount of $_____________, based on the
following reason:
Medical Emergency - Please explain: _____________________________________________

______________________________________________________________________________

Family Emergency - Please explain: ______________________________________________

______________________________________________________________________________

Job-Related Reason - Please explain: ______________________________________________

______________________________________________________________________________
I understand and agree that the full amount of the approved advance will be deducted
from my next paycheck.

_______________________________________ _____________________________________
Print Name Signature

_______________________________________ _____________________________________
Department Date

_______________________________________ _____________________________________
Date of Last Advance Date Approved Director of HR Approval
______________________________________________________________________________

I am applying for an EMERGENCY LOAN in the amount of $_____________, based on the
following reason: (Please attach any available supporting documentation):

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______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

I understand and agree that the approved advance will be deducted in equal increments
from each of my paychecks over the next ____ days, or from my final paycheck for the
fiscal year, whichever is sooner.

_______________________________________ _____________________________________
Print Name Signature

_______________________________________ _____________________________________
Department Date

_______________________________________ _____________________________________
Date of Last Advance Date Approved Director of HR Approval

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1.25.12 Academic Budget Protocol

The academic budget is the sum of the individual college and school budgets as well as the
academic support unit budgets. The budget method used is a modified form of responsibility
center budgeting. Responsibility center budgeting is a method whereby relevant revenues and
expenses are attributed to a budget unit. The unit is responsible for balancing its revenues and
expenses and is fiscally evaluated on how well it accomplishes this task.

In a usual responsibility center budgeting application both direct (controllable) and indirect
(uncontrollable) costs are allocated to the unit. This requires allocating the units share of all
overhead costs such as physical plant operation and depreciation. Often this is done on the basis
of student credit hours produced. In the modified application of the method used at Dominican
only direct costs and tuition and fee revenues are allocated. The difference between the revenues
allocated to the unit and the direct costs of the unit is the contribution that the unit makes to
cover the costs of academic overhead, non-responsibility centers (cost centers) and general
university overhead. This contribution in dollars when shown as a percentage of the dollar
revenue allocated to the unit is known as the contribution ratio. The responsibility center is held
responsible for a certain contribution ratio set by the administration.

The cost centers are units that do not have revenue associated with their activities. These centers
are fiscally evaluated on the pattern over time of their direct unit costs per full time equivalent
students (FTE) enrolled. Some units are also analyzed using some other basis. For example,
physical plant is analyzed based on square footage. Fiscal evaluation is only one dimension of
the total evaluation of either the responsibility centers or the costs centers.

In the fall of the year each academic unit develops its operational budget for the following
academic year. The instructional units base their budgets on a percentage of the revenue
expected from their forecasted enrollments. The non-instructional units base their budgets on the
University wide enrollment that they will have to support. The budget constraint that the
instructional units are subject to is the specified contribution ratio set by the Provost. This ratio is
in turn subject to the strategic plan of the University. The forecasted revenue and budget must
provide a certain predetermined level of contribution or margin. The units budgeted expense
cannot exceed the amount necessary to provide this margin. The academic support units as a
group are subject to the constraint of a predetermined contribution margin. This margin is based
on the total instructional revenue forecasted for the University.

The annual academic budget is submitted to the University Controller by the Provost and is
constructed in the following manner and timeline:
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October -

1. After the enrollment census date, the schools obtain the projected SCH enrollment, or
the BFTE in the case of Rosary College, for the following fiscal year from the
university forecast model.
2. The college and schools submit a tuition rate request to the University Budget
Committee for committee approval. Final approval for these rates is from the Board
of Trustees.
3. Tuition discounts in the form of institutional student aid and tuition remission are
discussed with the University Budget Committee. The Committee also discusses the
tentative rate for salary raises.
4. With these facts the college and schools calculate their net tuition revenue for the next
fiscal year as well as continuing personnel expenses.
5. The college and schools construct a budget worksheet showing the continuing
personnel expenses and anticipated new hire expenses for the following year and
other operating expenses.
6. The Deans submit the draft worksheet with request for approval to conduct faculty
searches as desired to the Provost.

November-

1. Each unit completes its budget documents including worksheet, budget, itemized salaries
and summary sheet as appropriate and submits them to the Provost.

December-

1. Provost inserts equity and promotion data into the unit budgets
2. Provost reviews all unit budget requests, amends them if necessary in discussion with the
unit heads, and gives approval.
3. Provost integrates all unit budgets into the academic budget.
4. Provost submits the academic budget to the Controller for inclusion in the University
budget.
5. The Controller submits the tentatively budgeted tuition to the Finance Committee of the
Board for committee approval.
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J anuary

1. Controller adds the academic budget to the other area budgets to construct the University
budget.
2. If the overall university budget does not balance the Provost negotiates an amended
academic budget with the Controller in consultation with the unit heads.
3. If the Committee does not approve the proposed tuition and raise rate, the approved
levels are returned to the Provost for adjustment of the academic budget.
4. The Provost amends the unit budgets to comply with the approved levels of tuition and
raise rates.

February/ March-

1. University Budget Committee approves university operating budget.

April/May-

1. Finance Committee of the Board reviews compensation plan and preliminary operating
budget and gives approval or amends it.
2. If amended, the budget is returned to the University Budget Committee and area budget
officers for amendment as per Board Committee directive.

October

1. Board of Trustees gives final approval to the University operating budget.

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1.26 Index
Academic Assessment.................................................................................................................. 99
Academic Budget Protocol ......................................................................................................... 131
Academic Council Committees.................................................................................................... 69
Academic Freedom....................................................................................................................... 69
Adjunct Faculty In-Residence/Clinical Faculty............................................................................ 27
Advising........................................................................................................................................ 67
Affirmative Action Policy............................................................................................................. 36
Annual Faculty Report on Continuing Record of Scholarship................................................... 125
Assistant Professor........................................................................................................................ 45
Associate Professor....................................................................................................................... 45
Attendance at Meetings of Learned and Professional Societies................................................... 71
Audio Visual Services and Computer Center............................................................................... 82
Class Periods................................................................................................................................. 78
College and School Committees................................................................................................... 69
Commencement............................................................................................................................ 77
Continuing Record of Scholarship................................................................................................ 48
Criteria for Renewal and Tenure................................................................................................... 55
Dismissal of Faculty or Librarians for Cause............................................................................... 64
Drug-free Workplace.................................................................................................................. 118
Emeritus Policy............................................................................................................................. 26
Faculty Benefits and Leaves......................................................................................................... 88
Faculty Compensation.................................................................................................................. 86
Faculty Development and Privileges............................................................................................ 70
Faculty Grievance......................................................................................................................... 98
Faculty Grievance Committee...................................................................................................... 96
Faculty Portfolio and Other Records............................................................................................ 41
Faculty Rank................................................................................................................................. 25
Faculty Release Time.................................................................................................................... 74
Faculty Responsibilities................................................................................................................ 66
Faculty Workshops....................................................................................................................... 73
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Field Trips..................................................................................................................................... 79
Final Examinations....................................................................................................................... 79
Full-Time Faculty......................................................................................................................... 25
Grades........................................................................................................................................... 77
Guidelines for Search and Appointment and Orientation of Faculty........................................... 31
Institutional Review Board........................................................................................................... 68
Instructor....................................................................................................................................... 45
Insurance....................................................................................................................................... 88
Intellectual Property Policy........................................................................................................... 75
Library........................................................................................................................................... 83
Moving Expenses.......................................................................................................................... 96
Non-Medical Leave...................................................................................................................... 95
Non-tenure Track.................................................................................................................... 29, 30
Notification of Renewal ................................................................................................................ 31
Office Space.................................................................................................................................. 84
Overloads...................................................................................................................................... 86
Parking.......................................................................................................................................... 86
Part-Time/Per Course Faculty....................................................................................................... 25
Payroll Advance.......................................................................................................................... 129
Personnel Records......................................................................................................................... 41
Phased Retirement ........................................................................................................................ 64
Plagiarism and Cheating............................................................................................................... 79
Post-Tenure Review...................................................................................................................... 59
Probationary Faculty Tracks......................................................................................................... 28
Professor ....................................................................................................................................... 46
Program Review.......................................................................................................................... 110
Promotion...................................................................................................................................... 52
Pro-Rata Faculty........................................................................................................................... 27
Regular Retirement....................................................................................................................... 64
Research Stipends......................................................................................................................... 74
Resignation................................................................................................................................... 63
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Retention and Tenure for Professional Librarians........................................................................ 60
Review Process............................................................................................................................. 29
Sabbatical Leaves.......................................................................................................................... 70
Salary Advances............................................................................................................................ 88
Search and Appointment of Faculty............................................................................................. 31
Secretarial and Related Services................................................................................................... 84
Separation..................................................................................................................................... 63
Sexual Harassment........................................................................................................................ 34
Sick Leave..................................................................................................................................... 95
Special Appointment Faculty........................................................................................................ 26
Teaching Evaluation..................................................................................................................... 74
Tenure........................................................................................................................................... 54
Tenure Track................................................................................................................................. 29
The Faculty's Obligations, Rights, Academic Freedom and Code of Ethics................................ 65
The Review Process for Decisions about Faculty Renewal and Tenure...................................... 56
Tuition Exchange.......................................................................................................................... 91
Tuition Remission......................................................................................................................... 89
Types of Contracts, Definitions, and Contract Policies................................................................ 28
Use of University Facilities and Services..................................................................................... 81
Use of University Name and Seal................................................................................................. 82
Visiting Track......................................................................................................................... 29, 31
Warning Notices........................................................................................................................... 80

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Section II.

University Administrative Structure
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2. ADMINSTRATIVE STRUCTURE OF DOMINICAN UNIVERSITY

2.1 President
The President is the principal executive officer of the University and, in general, supervises and
directs all the business affairs of the University. General administrative oversight includes
responsibility for strategic planning, academic and curricular quality and innovation,
preparation of the University budget, fundraising, student affairs, alumnae/i relations and
relations between the University and the larger academic and non-academic communities. The
President is appointed by the Board of Trustees.

2.2 Provost
The Provost reports to the President and is the chief academic officer of the University,
responsible for the general administration of the University academic programs. Included in
these responsibilities are faculty recruitment and evaluation, curriculum development and
implementation, student academic affairs, academic research and planning, and academic budget
development and administration.
In the absence of the President, the Provost serves as the chief executive officer of the
University.
The following administrators report to the Provost:
2.2.1 Dean of the Rosary College of Arts and Sciences
The Dean of the Rosary College of Arts and Sciences is responsible for administering the
College of Arts and Sciences, serving on the Academic Affairs Council and other major
administrative bodies. The Dean is responsible for the recruitment and development of Arts and
Sciences faculty and curriculum development and initiating and implementing polices and plans
for the School in collaboration with the faculty of the College and the University administration.
The Dean is also responsible for fostering the maintenance and growth of the College and the
professional development of the faculty, for establishing priorities among existing and proposed
programs, for enhancing the visibility and reputation of the College, and for allocating resources
to accomplish those responsibilities.
Reporting to the Dean of the Rosary College of Arts and Sciences are:

2.2.1.1 Associate Dean of the Rosary College of Arts and Sciences
The Associate Academic Dean for Advising coordinates the academic advising of
undergraduates. With the advising staff, the Associate Dean maintains advising files on all
undergraduates; helps new students draw up initial academic programs; assists students in
the absence of their faculty advisors; supervises advising in the Freshman Seminar
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Program, transfer student orientation days, the study skills seminar, the tutoring program,
CLEP/AP/IB requests, mid-semester reports, follow-up on student warning notices and the
status of non-returning students.
2.2.1.2 The Director of Liberal Arts and Sciences Core Curriculum
The Director of Liberal Arts and Sciences Core Curriculum works with the Educational
Policies Committee and the Departments/Disciplines to implement, monitor and assess the
Core Curriculum, including Foundations, Area Studies and the Liberal Arts and Sciences
Seminars; works with the University community to ensure the widespread understanding
both within and outside of Dominican University of the nature and goals of the Core
Curriculum; provides mechanisms for ongoing review and assessment of Core Curriculum.

2.2.1.3 Director of Multi-Cultural Affairs
The Director of Multi-Cultural Affairs p pr ro ov vi id de es s s su up pp po or rt t f fo or r g ge en ne er ra al l a ac ca ad de em mi ic c
a ad dv vi is si in ng g a an nd d, , i in n p pa ar rt ti ic cu ul la ar r, , f fo or r m mi in no or ri it ty y s st tu ud de en nt ts s; ; h he el lp ps s t to o m mo on ni it to or r s st tu ud de en nt t a ac ca ad de em mi ic c
p pr ro og gr re es ss s a an nd d a as ss si is st t w wi it th h i in nt te er rv ve en nt ti io on n s st tr ra at te eg gi ie es s, , p pa ar rt ti ic cu ul la ar rl ly y f fo or r m mi in no or ri it ty y s st tu ud de en nt ts s; ; s se er rv ve es s
a as s a a r re es so ou ur rc ce e t to o m mi in no or ri it ty y s st tu ud de en nt ts s f fo or r b by y p pr ro ov vi id di in ng g i in nf fo or rm ma at ti io on n o on n s sc ch ho ol la ar rs sh hi ip ps s, ,
i in nt te er rn ns sh hi ip ps s, , s st tu ud dy y a ab br ro oa ad d a an nd d o ot th he er r o op pp po or rt tu un ni it ti ie es s; ; d de ev ve el lo op ps s a an nd d a as ss si is st ts s w wi it th h s sp pe ec ci ia al l e ev ve en nt ts s, ,
p pr ro og gr ra am ms s, , a an nd d o ot th he er r a ac ct ti iv vi it ti ie es s t to o p pr ro om mo ot te e d di iv ve er rs si it ty y e ed du uc ca at ti io on n; ; e en nh ha an nc ce es s r re el la at ti io on ns s w wi it th h a an nd d
p pr ro og gr ra am ms s f fo or r a al lu um mn na ae e/ /i i a an nd d m mu ul lt ti ic cu ul lt tu ur ra al l a ad dv vi is so or ry y c co ou un nc ci il ls s; ; o of ff fe er rs s a as ss si is st ta an nc ce e t to o s st tu ud de en nt t
c cu ul lt tu ur ra al l o or rg ga an ni iz za at ti io on ns s a an nd d f fa ac ci il li it ta at ti io on n o of f c co ol ll la ab bo or ra at ti io on n b be et tw we ee en n s st tu ud de en nt t g gr ro ou up ps s; ; w wo or rk ks s t to o
i in nc cr re ea as se e m mi in no or ri it ty y s st tu ud de en nt t r re ec cr ru ui it tm me en nt t a an nd d r re et te en nt ti io on n a an nd d s se ee ek ks s t to o f fo os st te er r a an n i in nc cl lu us si iv ve e a an nd d
h ho os sp pi it ta ab bl le e c ca am mp pu us s e en nv vi ir ro on nm me en nt t. .

2.2.1.4 Director of Study Abroad Programs
The Director of Study Abroad Programs administers, coordinates and promotes all Rosary
College of Arts and Sciences undergraduate study abroad programs and chairs the Study
Abroad Committee, which approves all credit-granting study abroad programs offered in
the College of Arts and Sciences; reviews general requirements and academic policies for
all approved programs of study abroad; follows and evaluates the programs; approves
program changes; and determines the admission of candidates to all approved study
abroad programs.
2.2.1.5 Director of Service Learning
The Director of Service Learning administers and coordinates efforts to develop pedagogy,
curriculum and the organizational structure necessary to advance the service learning
program in the Rosary College of Arts and Sciences; develops partnerships with agencies
and maintains communication with agencies where Dominican students volunteer;
maintains effective liaisons with other service oriented projects, departments or persons
across the university; chairs the Service Learning Committee, which plans faculty
development opportunities; develops criteria and standards for service learning.
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2.2.3 Dean of the Graduate School of Library and Information Science
The Dean of the Graduate School of Library and Information Science is the chief academic and
administrative officer of the School and leads the faculty in accomplishing the mission, goals and
objectives of the School and as appropriate, the University. The Dean is also responsible for the
development, maintenance, and assessment of the academic programs; the implementation
of academic policies and procedures; the recruitment, evaluation, and professional
development of the faculty; and for the development and administration of the budget for
the school.
Reporting to the Dean are:
2.2.3.1 Admissions Coordinator
The Admissions Coordinator manages GSLIS admissions process utilizing CMDS, following
DU guidelines. Generates and follows up with prospects to ensure that enrollment goals are met.
Under Deans direction, assists with recruitment and provides timely information on financial
aid. Assists with the production and dissemination of materials for both internal and external
constituencies. Assists in representing the school in outreach promotions to the library
community and the general public.

2.2.3.2 Director of the School Library Media Program
The Director of the School Library Media Program outlines program and course schedules and
advises students and applicants. This includes the evaluation of transcripts and the analysis of
and the preparation of program requirements for each student. With the assistance of the
Coordinator of Field Experiences, the Director arranges and supervises student teaching and
clinical experience for students in the program; acts as a liaison between the State Board of
Education and GSLIS concerning the entitlement program; prepares documentation for state
accreditation; and evaluates, selects, and orders materials for the juvenile collection.

2.2.3.3 Director, Center for Knowledge Management
The Director, Center for Knowledge Management plans, executes, and evaluates instructional
and other programs of the Center, in collaboration with the School of Business.

2.2.3.4 Coordinator, Instructional Support Services
The Coordinator, Instructional Support Services works with faculty to provide instructional
assistance both at the River Forest campus and all other instructional sites. This support includes
reserve materials, equipment requests, communication with students and others. Reports directly
to the Dean for special projects and also works with the Director of the School Library Media
Program as well as the Director of the Center for Knowledge Management.
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2.2.4 Dean of the School of Business
The Dean of the School of Business is responsible for the general administration of the School,
building its image and reputation for academic excellence and quality teaching. Included in the
Deans duties are the development, maintenance and assessment of undergraduate and graduate
academic programs, the implementation of academic policies and procedures, the recruitment,
evaluation and professional development of the faculty, and the development and administration
of the budget for the School.

2.2.4.1 Assistant Dean for Graduate Programs
The Assistant Dean for Graduate Programs acts as the Chair of the Admissions Committee and
oversees the all admissions process for School of Business graduate students. The Assistant
Dean provides academic advising to School of Business graduate students and assists with the
administration of the overseas Executive MBA programs. The Assistant Dean works closely
with the Office of Marketing and Communications to coordinate the marketing and advertising
efforts for the School of Business. The Assistant Dean also administers the graduate
assistantship program

2.2.4.2 Assistant Dean for Corporate and Career Programs
The Assistant Dean for Corporate and Career Programs is responsible for advising
students and alumni on career development issues and for developing corporate
relationships in the Chicago area business community. The Assistant Dean also develops
and coordinates career-focused events designed to meet the needs of students and alumni.
2.2.4.3 Department Chair for Undergraduate Programs
The Department Chair for Undergraduate Programs coordinates the undergraduate program,
oversees undergraduate advising, and administers the program assessment process.

2.2.4.4 Director of Recruitment Domestic
The Director of Recruitment coordinates admissions processes for all of the Graduate School of
Business Programs. This includes providing program information and maintaining contact with
potential students for the purposes of completing their application files for submission to the
Graduate Admissions Committee. The Director is responsible for marketing the Programs to
potential students and the community by representing the University at Open Houses, Education
Fairs and special events.
As part of the School of Business staff, this staff member also provides service to all enrolled
students and faculty members.
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2.2.4.5 Director of Recruitment International
The Director of International Student Recruitment coordinates the promotion of all graduate
business programs in international settings and directs the admissions processes for all
international students. With the assistance of the International Student Advisor, the Director is
responsible for providing international students with information about the admissions
procedures and the required documentation for study at Dominican University. In addition, the
Director provides service to current students, visitors and faculty.

2.2.5 Dean of the School of Education
The Dean of the School of Education represents the School within the University and to the
public. As the chief administrative officer of the School, the Dean is responsible for the
administration of the affairs of the School. Included in the responsibilities of the Dean are the
development and implementation of policy, the enhancement of the reputation of the School, the
development and implementation of quality undergraduate and graduate academic programs, the
recruitment and evaluation of the teaching faculty and staff, the recruitment of undergraduate and
graduate students into the academic programs, the development and administration of the
Schools budget in line with established priorities. In addition, the Dean is responsible for the
auxiliary programs of the School. These auxiliary programs include the Educational Evaluation
Center, the Rose K. Goedert Center for Early Childhood Education, the Summer Gifted and
Talented Program, the St. Edmund Summer Academy and the Hephzibah Reading Academy.


2.2.5.1 Department Chair for the Undergraduate Programs
The Department Chair for the Undergraduate Programs is responsible for administering the
undergraduate elementary and secondary certificate programs.

2.2.5.2 Director of the Special Education Programs
The Director of the Special Education Programs is responsible for teaching and advising students
in the program, recruitment of adjunct faculty, and development of instructional resources
appropriate for the program.

2.2.5.3 Director of the Educational Administration Program
The Director of the Educational Administration Program is responsible for teaching and advising
students in the program, recruitment of adjunct faculty teaching in the program, research and
assistance in the development of grant proposals.
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2.2.5.4 Director of the Master in the Art of Teaching and Teaching Certification for
College Graduates Program
The Director of the Master in the Art of Teaching and Teaching Certification for College
Graduates Programs is responsible for teaching and advising students in the two programs,
marketing the programs in the civic community, and development of the instructional resources
appropriate for both programs.

2.2.5.5 Director of Bilingual and English as a Second Language Programs
The Director of Bilingual and English As A Second Language Programs is responsible for
marketing the programs in the school districts, recruitment of qualified students, recruitment of
adjunct faculty, developing and implementing a quality academic program, teaching and
advising students in the programs.

2.2.5.6 Director of the Early Childhood Program

The Director of the Early Childhood Program is responsible for teaching and advising students in
the undergraduate and graduate program, recruitment of adjunct faculty, and development of
instructional resources appropriate for the program.

2.2.5.7 Director of the Reading Specialist Program

The Director of the Reading Specialist Program is responsible for teaching and advising students
in the program, mentoring the Reading Clinic site, recruitment of adjunct faculty, and
development of instructional resources appropriate for the program.

2.2.5.8 Director of the Master of Arts in Education Program

The Director of the Master of Arts in Education Program is responsible for teaching and advising
students in the program recruitment of adjunct faculty, and development of instructional
resources appropriate for the program.

2.2.5.9 Director of the Master of Science in Education with Concentration in
Literacy Program

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The Director of the Master of Science in Education with Concentration in Literacy Program is
responsible for teaching and advising students in the program, marketing the program in the civic
community, and development of the instructional resources appropriate for the program.

2.2.5.10 Director of the Rose K. Goedert Center for Early Childhood Education
The Director of the Rose K. Goedert Center for Early Childhood Education is responsible for
policies which insure the safe operation of the Center, the of a developmentally appropriate
educational program for the children, professional development of the faculty and the staff, the
relationships with the parent, civic and University communities.

2.2.5.11 Director of the Summer Gifted and Talented Program
The Director of the Summer Gifted and Talented Program is responsible for administering the
affairs of the program, developing and implementing a quality academic program, recruiting and
supervising the faculty and staff, providing procedures which insure a safe and stimulating
environment for the children participating in the program.

2.2.5.12 Coordinators of the Educational Evaluation Center
The Coordinators of the Educational Evaluation Center are responsible for conducting the
complete educational evaluation process.

2.2.6 Dean of the Graduate School of Social Work
The Dean of the Graduate School of Social Work is responsible for the general administrative
and academic affairs of the Graduate School of Social Work. The Dean serves on the Academic
Affairs Council and other administrative groups. The Deans duties include the development of
the graduate programs, the implementation of academic policies and procedures, the recruitment,
evaluation and professional development of the faculty and the development and administration
of the budget for the School.

2.2.6.1 Assistant Dean for Student Relations
The role of the Assistant Dean for Student Relations is to work on various student issues that
help students become more MSW mission-conscious and professional in their outlook, which is
the focus of the social work profession. The Assistant Dean for Student Relations orientates the
students to fieldwork and the MSW program. The Assistant Dean of Student Relations also
works with students to resolve conflict with others when appropriate.
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2.2.6.2 Director of Admissions
The role of the Director of Admissions is to recruit students into the Masters of Social Work
program in varied ways. These include: visiting agencies, universities and other places to
advocate and promote the MSW family-centered program, and conducting open houses and
informational sessions throughout the year. Other functions include: sending application
packets, calling prospective students, conducting initial orientation of new students to the MSW
program, following the process of initial recruiting and the application process, being in touch
with students once they have been accepted to develop a rapport with them. The Director of
Admissions is also involved in Public Relations work including helping in advertising and media
promotion of the MSW program.

2.2.7 Executive Director of the Institute for Adult Learning
The Executive Director, as chief administrator for the Institute for Adult Learning, is responsible
for the administrative and academic affairs of the Institute. Included in those responsibilities are
the recruitment and professional development of the faculty for the Institute; developing and
assessing the program curriculum; the overall promotion and development of the programs
offered by the Institute; budgeting and planning for the Institute.
Reporting to the Executive Director of the Institute for Adult Learning are:

2.2.7.1 Associate Director of Academic Advising
The Associate Director of Academic Advising coordinates the academic advising and student
services components for all students within the Institute for Adult Learning (IAL). The Director
of Academic Advising maintains advising files on all IAL students; assists new students with
academic programming; provides direction in acquiring study skills, and tutoring; assists with
CLEP and portfolio requests; monitors academic progress regarding warning notices and
retention related issues.

2.2.8 Director of Information Technology and Telecommunications
The Director of Information Technology is responsible for all aspects of information technology
for the main campus and at off-campus locations. This includes support for both administrative
and instructional/learning computing. The Director supervises all of the Information Technology
staff, and is responsible for the recruitment, development and evaluation of the staff. The
Director is responsible for the development and implementation of Information Technology
policy and Information Technology planning. The Director oversees all campus computer labs
and campus computer networks and the development and administration of the Information
Technology (IT) budget.

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2.2.9 Associate Provost
The Associate Provost assists the Provost in the general administration of the academic affairs of
the University. Specifically, the Associate Provost is directly responsible for the oversight of the
academic support services. Reporting to the Associate Provost are:

2.2.9.1 Associate Dean for Information Services
The Associate Dean for Information Services is responsible for the general administration of the
Universitys information resources and services. These resources and services include the
University Library and audiovisual services and the development and support of enhanced
classrooms.
The Associate Dean for Information Services is responsible for the direction of the University
Library, including the administration of the library budget, coordination of relations between the
library and the faculty, recruitment and supervision of the library faculty and paraprofessional
members of the library staff, establishment of library policy, and day-to-day operations of the
library
2.2.9.2 Registrar
The Registrar is responsible for maintaining student academic records, preparing the University
Bulletin, supervising academic registration, scheduling classes, performing undergraduate degree
audits, and other related functions.
The Registrar is the NAIA reporting official, the veterans certifying officer and the teacher
certification officer for Dominican Universitys state-approved programs in teacher education.

2.2.9.3 Director of Faculty Development
The Director of Faculty Development chairs the Faculty Development Committee. The Director
receives one course release time each semester, and is chosen from the full-time faculty ranks of
the university. The director administers the programs of the committee.
2.2.9.4 Center for Career Development
The Center for Career Development provides individuals with the opportunity to explore their
own work values and their career interests and skills. The center identifies and provides
resources for career education and employment information. It strives to assist students in the
implementation of their career plans. First-hand information about employment opportunities is
made available through eRecruiting.

2.2.9.4.1 Director of Internships
The Director of Internships coordinates the internship placement process by counseling students
regarding experiential education/career decision-making and collaborating with faculty
supervising academic aspects of internships. The Director participates in professional
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organizations that support college and employer relations in order to develop quality internship
opportunities in the private/public sectors. The Director administers all grants related to the
Internship Program and maintain an accurate database and files to ensure disbursement of funds
2.2.9.4.2 Director of Placement
The director of Placement provides the support, services, and resources, plus develops and
maintains relationships for the purpose of facilitating the placement into relevant professional
employment.
2.2.9.5 International Student Advising
The international student advisor assists F-1 Visa students and J -1 exchange visitors with their
non-academic concerns, particularly US immigration matters. Information regarding
immigration, campus housing, travel, health insurance and Dominican services is available in
this office.
2.2.9.6 Academic Resource Center
The Academic Resource Center, located in Crown 006, consists of faculty and students
tutors. This tutoring is a service provided for both undergraduate and graduate students.
In the ARC, a student can receive assistance in writing, English, or math. While tutors will
not do work for students, they can show students ways in which to better accomplish
educational goals.

2.2.10 Director for Institutional Research and Assessment
The Director for Institutional Research and Assessment collects, analyzes, and interprets
educational data for the use of appropriate University offices, faculty, and outside agencies;
coordinates the assessment activities of the University and supports the assessment efforts of the
schools and departments.

2.3 Vice President for Finance and Business
The Vice President for Finance and Business reports to the President and is responsible for the
administration of University business, including the maintenance of financial records, the
preparation of the University budget, the custody and disbursement of University funds,
purchasing, the operation of the University physical plant, management of auxiliary and service
activities, and the administration of faculty and staff benefit programs.

Reporting to the Vice President for Finance and Business are:
2.3.1 Controller
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The Controller is responsible for the accounting functions of the University including budgeting
and the annual audit, and who supervises, Student Accounts and the Business Office Functions.

2.3.1.1 Facilities Coordinator
The Facilities Coordinator is responsible for the rental of buildings and grounds for use by
outside groups.

2.3.2 Director of Physical Plant
The Director of Physical Plant is responsible for custodial and maintenance contracts and
grounds maintenance.

2.3.3 Director of the Food Service
The Director of the Food Service is the representative of ARA who provides contracted service
for the dining room and vending machines.

2.3.4 Executive Director of Human Resources
The Executive Director of Human Resources fosters the growth of administrative and general
staff in professional competence, commitment to the University, and satisfaction in their work
environment and relationships and assists the University in its efforts to establish and implement
staff policies consonant with social justice. The Director or designee serves as liaison for the
Administration with the Staff Human Resources Council.
2.3.5 Manager of Security Operations
The Manager of Security Operations is responsible for security and dispatch, and supervises
capital projects and physical plant.
2.3.6 Bookstore Manager
The Bookstore Manager is responsible for the management and daily operations of the Stepan
Bookstore.

2.4 Vice President for Institutional Advancement
The Vice President for Institutional Advancement reports to the President of the University.
This officer works closely with the President and Trustees to identify and procure resources to
support identified objectives of the University. The Vice President has the responsibility for the
administrative and support staff as well as budgets in the areas of development and alumnae/i
and parent relations.
Reporting to the Vice President for Institutional Advancement are:
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2.4.1 Director of Advancement Administration
The Director of Advancement Administration oversees all internal operations of the
Advancement Department. Most crucial to the function is the supervision of the development
database, prospect research and management, the gift acknowledgement system, and proposal
development.

2.4.2 Executive Director of Development
The Executive Director of Development manages the development of fundraising strategies
including the annual fund and major gifts. Responsible for identification, cultivation, and
solicitation of major gift prospects; assistance with capital campaign functions, fundraising for
colleges/schools; supervision of development staff.

2.4.3 Executive Director of Constituent Relations
The Executive Director of Constituent Relations manages the development of comprehensive
alumni, parent and constituent programs. Responsible for vision and strategy; maintenance of
working relationships with alumni and parents; volunteer recruitment; development of
stewardship and events tactics; oversight of diverse programming.

2.5. Vice President for Enrollment Management
The Vice President of Enrollment Management reports to the President of the University and is
responsible for meeting the Universitys enrollment goals, with particular emphasis on the
administration of financial aid programs and the recruitment of undergraduate students.
The Vice President serves on the Presidents Cabinet, Planning Committee, Budget Committee,
and Marketing Committee and chairs the Rosary College Committee on Admissions and
Financial Aid and the Retention Task Force.

Reporting to the Vice President for Enrollment Management are:

2.5.1 Director of Financial Aid
The Director of Financial Aid is responsible is responsible for the management of the Financial
Aid Office and staff and compliance with federal and state regulations and institutional policy.

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2.5.1.1 Financial Aid Officers
Various financial aid officers, including the associate director, report to the Director of Financial
Aid.
2.5.2 Director of Freshman Admission
The Director of Freshman Admission is responsible for all recruitment activities for first time
undergraduate students.
2.5.2.1. Admissions Officers
Various admissions officers, including associate and assistant directors, report to the Director of
Freshman admissions.

2.5.3 Director of Admissions Operations
The Director of Admissions Operations is responsible for the admissions database,
correspondence, customer service, and supervising the support staff for the undergraduate
admissions offices.

2.5.4 Director of Admissions Outreach
The Director of Admissions Outreach is responsible for community outreach efforts and
developing new markets.

2.5.5 Director of Transfer and Adult Admission
The Director of Transfer and Adult Admission is responsible for recruiting transfer and adult
students for Rosary College and the Institute for Adult Learning. The Director also seeks out
and maintains articulation agreements with community colleges and other educational partners

2.5.5.1 Transfer and Adult Admissions Officers
Reporting to the Director of Transfer and Adult admissions, admissions officers, including an
Associate Director and a an assistant director , recruit and advise transfer and adult students.

2.5.6 Associate Director of Admissions and Financial Aid
The Associate Director is responsible for determining financial aid awards for entering
undergraduate students in compliance with University policy and providing information to
families on financing higher education.

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2.6 Dean of Students
The Dean of Students reports to the President and provides leadership and supervision for all
areas within the Division of Student Affairs. The Dean of Students serves as a liaison between
the administration and students on all matters concerning student life. In cooperation with other
members of the University community, the Dean develops University policy with regard to
student life. In addition, the Dean of Students coordinates the provision of services necessary
and appropriate for students with special needs. As Chief J udicial Officer the Dean of Students
manages campus judicial affairs and maintains all judicial records in cooperation with the
Academic Dean and the Division of Student Affairs.
Reporting to the Dean of Students are:

2.6.1 Assistant Dean of Students
The Assistant Dean of Students provides leadership and direction for the development and
assessment of a comprehensive student plan and leadership education. The assistant Dean
supervises the areas of Student Involvement, Health Services and Counseling Services and
holds primary responsibility for student development programs, student retention programs and
orientation programs.
2.6.2 Director of Residence Life
The Director of Residence Life supervises the Hall Directors, Graduate Assistants and the
Resident Assistants, administers the residence halls, advises the Resident Student Association
and helps facilitate social and educational programs in the halls for residents.
2.6.3 Director of Student Involvement
The Director of Student Involvement supervises the Assistant Director and is responsible for
carrying out policies relating to student activities, and all other student clubs, and organizations
and events.

2.6.4 Director of Counseling Services
The Director of Counseling Services provides both administrative and clinical leadership to the
counseling staff, and provides short-term counseling and/or community referrals for Dominican
University students.

2.6.5 Director of Student Health Services
The Director of Student Health Services provides health care to all Dominican students. As a
nurse practitioner who has advanced education and clinical training in a health care specialty
area, she is able to prescribe medication in addition to providing medical treatment and/or
referrals to doctors and specialists in the area.
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2.6.6 Director of Athletics
The Director of Athletics and Recreation supervises the Athletic Department staff, coaching
staff, and athletic trainer and is responsible for coordinating and administering intercollegiate,
intramural, and recreational programs for men and women, and for promoting and publicizing all
athletic activities.

2.7 Vice President for Mission and Ministry
The Vice President for Mission and Ministry is responsible for the oversight of the mission and
ministry activities of the university. Reporting to the Vice President for Mission and Ministry
are the Promoter of Mission Integration, the University Chaplain, the Director of University
Ministry, and the Director of Siena Center. The Vice President for Mission and Ministry is a
member of the Presidents Cabinet, chairs the Mission and Ministry Council, and reports directly
to the President.

2.7.1. Promoter of Mission Integration
The Promoter of Mission Integration offers leadership in the continuing
development of a university community dedicated to the Catholic Dominican
intellectual traditions of rigorous study, compassionate service and thoughtful
reflection. The Promoter is a member of the Mission and Ministry Council and
reports to the Vice President of Mission and Ministry.

2.7. 2 Director of University Ministry
The Director of University Ministry works to foster the spiritual development of
the student community, oversees the liturgical life of the university, and promotes
student leadership opportunities integrating commitment to social justice and
prayer, worship and music. The Director is a member of the University Mission
and Ministry Council and reports directly to the Vice President for Mission and
Ministry.
2.7.3 University Chaplin
The University Chaplain provides a sacramental, pastoral and spiritual presence to
the university community. He is a member of the University Mission and Ministry
Council and reports directly to the Vice President for Mission and Ministry.

2.7.4 Director of the St. Catherine of Siena Center
The Director of the St. Catherine of Siena Center is responsible for the
administration of the Center, including the development and assessment of
programs, fundraising and the building of strong relations with key constituencies
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within and outside Dominican University. The Director is a member of the
University Mission and Ministry Council and reports directly to the Vice President
for Mission and Ministry.

2.8 Executive Director of University Relations
The Executive Director of University Relations reports to the President, and has the primary
responsibility to ensure that Dominican University is accurately and consistently represented to
all of its publics. The Executive Director works with key University administrators and officers
to determine how the University is defined and presented to the publics it seeks to attract and
from whom to gain support. The scope is a broad one, involving a wide assortment marketing
branding of publications, public relations, advertising, and web communications.

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ORGANIZATIONAL CHART
DIRECTOR OF
COMMUNICATIONS
DIRECTOR OF
PR & ADVERTISING
ASSOCIATE DIRECTOR
OF COMMUNICATIONS
PRODUCTION MANAGER
ART DIRECTOR
EXECUTIVE DIRECTOR
UNIVERSITY RELATIONS
DIRECTOR OF
FRESHMAN RECRUITING
DIRECTOR OF
TRANSFER/ADULT ADM.
DIRECTOR OF
ADM/ OUTREACH
DIRECTOR OF
FINANCIAL AID
ASSOCIATE DIR. OF ADM &
FINANCIAL AID
VICE PRESIDENT FOR
ENROLLMENT MANAGEMENT
CONTROLLER
DIRECTOR OF
HUMAN RESOURCES
DIRECTOR OF
CAMPUS OPERATIONS
DIRECTOR OF
BUILDINGS & GROUNDS
BOOKSTORE MANAGER
EXECUTIVE DIRECTOR
OF PREFORMING ARTS
MANAGER OF
OFFICE SERVICES
VICE PRESIDENT FOR
BUSINESS AFFAIRS
DEAN, COLLEGE OF ARTS
AND SCIENCES
DEAN, GRADUATE SCHOOL
OF LIBRARY & INFO SCIENCE
DEAN, SCHOOL OF
BUSINESS & INFO SYSTEMS
DEAN, SCHOOL OF
EDUCATION
DEAN, GRADUATE SCHOOL
OF SOCIAL WORK
EXECUTIVE DIR., INSTITUTE
FOR ADULT EDUCATION
DIRECTOR
INFORMATION TECHNOLOGY
Associate Dean
INFS
Director, Institutional
Research
Registrar
Career Services
Director
Faculty Development
Director
Academic Resource Center
ASSOCIATE PROVOST
PROVOST
EXECUTIVE DIRECTOR OF
DEVELOPMENT
DIRECTOR OF
ADVANCEMENT ADMIN
DIRECTOR OF
ALUMNAE/I PROGRAMS
DIRECTOR OF
STEWARDSHIP & EVENTS
EXECUTIVE DIRECTOR OF
CONSTITUENT RELATIONS
VICE PRESIDENT FOR
INST. ADVANCEMENT
ASST. DEAN OF STUDENTS
DIRECTOR OF
RESIDENCE LIFE
DIRECTOR OF
ATHLETICS & REC.
DIRECTOR OF
UNIVERSITY MINISTRY
DIRECTOR OF
HEALTH SERVICES
DIRECTOR OF
COUNSELING SERVICES
DIRECTOR OF
CAMPUS ACTIVITIES
DEAN OF STUDENTS
PRESIDENT PROMOTERS OF
MISSION EFFECTIVENESS
BOARD OF TRUSTEES
Chair

2.8 Organizational Chart

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Section III:

Academic Council Bylaws
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DOMINICAN UNIVERSITY ACADEMIC COUNCIL BYLAWS

Based on Those Bylaws
Accepted by the Academic Council
February 22, 1971
February 10, 1978
October 15, 1988

Issued With Amendments
February 20, 1995
September 16, 2002
February 10, 2003
March 26, 2003
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General disclaimer:
These bylaws are limited to defining the structure of faculty organization and the responsibilities
of individual faculty members or groups of faculty members at various organizational levels.
The bylaws are not intended to define or govern administrative functions performed by officers
who are both administrators and members of the academic council.

ARTICLE I. ACADEMIC COUNCIL

I A. Membership

I.A.1. Full members: president, provost, associate provost, academic deans,
executive director of the institute for adult learning, vice-president for
business affairs, vice president for enrollment management, dean of
students, vice-president of institutional advancement, dean of admissions
and financial aid, associate dean for information services, registrar,
associate and assistant deans of schools, directors of graduate admissions,
executive director of university relations, the international student advisor,
the director of computer services, the controller, and full-time faculty on
the Rosary campus (including emeritus faculty teaching on a part-time
basis). In this document the term faculty refers to officers of instruction
and librarians. Full-time officers of instruction carry the equivalent of a
full teaching load as designated by college policy.

I.A.2. Associate members: emeritus faculty, admissions representatives, alumni
coordinator, director of human resources, promoters of mission
effectiveness, associate director of admissions, assistant director of
admissions, assistant director of financial aid, assistant registrar, campus
ministers, director of multicultural affairs, director of campus child care
center, director of career counseling and placement, director of
internships, director of communications, director of financial aid, director
of health services, director of housing, director of student activities, and
part-time faculty on the Rosary campus. Associate membership entitles
the member to a voice but not a vote in the academic council or in any
body described in this document for which the member has been
appointed or elected, unless the vote is expressly conferred.

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I B. Duties

I.B.1. Enacts any general regulations governing the conduct of the academic
programs at the college.

I.B.2. Reviews decisions made by the various committees of the academic
council.

I.B.3. Serves as a center of dialog between the faculty and the officers of
administration.

I C. Procedure

I.C.1. Meetings are held at least once a semester during the regular academic
year.

a. Special meetings may be called as the need arises on at least one
week's written notice or in case of extreme urgency on twenty-four
hours' written notice by:
(1) the president, provost or academic deans;

(2) a majority vote of the academic council;

(3) a petition submitted to the president, vice-president for
academic affairs, or academic deans by any five full
members of the academic council.

b. Meetings are open to student observers. Visitors from outside the
college may be admitted by a majority vote of those present and
voting. The academic council may vote by a simple majority of
those present to meet in executive session, excluding any visitors;
such a vote may be taken either before or during a meeting of the
council.
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I.C.2. The president is the presiding officer. In the president's absence the vice-
president for academic affairs presides. In the absence of both president
and vice-president for academic affairs, the dean of the college of arts and
sciences presides.

I.C.3. The secretary of the academic council is elected for a term of one year by
majority vote of members of the council voting in the election. The
secretary shall

a. record minutes of council meetings,

b. maintain council records including attendance,

c. maintain a file of motions passed.

I.C.4. A quorum consists of one more than half the number of full members
eligible to vote on the business before the council.

I.C.5. A detailed agenda including duplicated copies of committee minutes,
reports, and proposals for consideration by the academic council is
prepared under the direction of the presiding officer and distributed to the
membership three teaching days before any regular meeting.

I.C.6. Motions may be submitted five days preceding regular or special meetings
or may be made from the floor by any duly constituted committee of the
academic council or by any full or associate member.

I.C.7. A full member of the academic council who is absent from regular
meetings without excuse three times during one academic year forfeits
voting privileges for the remainder of that academic year. Approval of an
absence may be obtained from either the vice-president for academic
affairs or the deans of schools. Council members who have forfeited their
voting privileges are not counted toward a quorum.

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I.C.8. A committee report or report of committee action included in committee
minutes duly submitted to the membership of the academic council three
teaching days before a regular meeting is considered to have received
council approval (including approval of actions taken by the committee in
question) after that meeting, unless the council

a. specifically rejects the committee report or action reported in
committee minutes or accepts it only with specified qualifications

b. explicitly votes to defer consideration of the report of action to a
future meeting.

I.C.9. The student government organization of any school or college may submit
a proposal to the academic council. If such a proposal is submitted to the
presiding officer at least five teaching days before a regular meeting of the
council, it shall be included on the agenda for that meeting.

I.C.10. Decisions of the academic council are binding unless vetoed by the
president or the board of trustees.

a. The president may veto an action of the council within two weeks
after the action is taken. If the president is off campus when the
action is taken, the veto may be exercised within two weeks of
return.

b. The board of trustees may be requested to review a presidential
veto by a three-fifths vote of eligible council members.

I D. Committees
I.D.1. Elected membership is limited to instructional faculty members and
librarians with full-time status and to student representatives selected by
the students' governing bodies. The president must be notified of all
committee meetings and may attend as a voting member unless otherwise
restricted.

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a. Representatives to committees will be elected by the committee on
faculty election. Newly elected members assume duties at the
beginning of the next academic year.

b. A faculty member normally serves a term of three years on any
standing or special committee, and the terms are staggered. At the
initial meeting of any newly formed committee, its faculty
members determine by lot that some members will retire after the
first year, some after two years, and some after three years.

c. Faculty members on sabbatical or on leave must resign from
committee membership unless they are able to attend meetings
regularly.

d. A faculty member will serve on no more than one standing
committee.
I.D.2. Officers include a chair and a secretary for each committee.

a. The chair is responsible for convoking meetings, ensuring that the
committee performs its duties, and obtaining necessary supplies. If
the By-laws do not specify the chair.

b. The secretary is elected by the committee and is responsible for
keeping minutes of its proceedings. The chair is responsible for
maintaining a file of committee records and minutes and for
submitting a copy to the presiding officer of the academic council
at least five days before a regular council meeting. Copies of both
approved and rejected proposals must be included. A rejected
proposal of more than five typed pages is duplicated by the
proposer who wishes it presented to the full academic council.

I.D.3. Voting and proposals are subject to some special procedures.

a. A committee member may request a committee vote by secret
ballot.

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b. Committee members who hold associate academic council
membership or who are students have a vote in committee
decisions.

c. Any faculty member or student may submit a proposal to any
committee.

I.D.4 Standing committees meet at least once annually. Proposals within the
jurisdiction of a standing committee are considered by that committee before
being presented to the academic council. The standing committees are listed
below.

I.D.4.1 Assessment Committee

(1) Membership:
Twelve members; six elected and six ex officio. The six
elected members are four from the college of arts and
sciences, and two from the graduate / professional schools
elected at large. Ex-officio members are the director of
institutional research and assessment, the dean of student
services, the vice president for business affairs, a director
of mission effectiveness, the vice-president of student
government and the provost as chair.
(2) Duties:
(a) Monitor all continuing assessment activities of the
University,
(b) Design, implement, and continually refine the
University assessment plan,
(c) Review the assessment plans of each operating unit,
(d) Investigate and suggest adoption of new assessment
methods, and
(e) Ensure that assessment timetables are met.

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I.D.4.2 Committee on Diversity

(1) Membership
Eight faculty members elected at large, the director of
multicultural affairs, the moderator of campus climate, the
international student advisor, the director of human
resources, one member appointed by the director of the ELS
program, two undergraduate students including one from
campus climate, one graduate student, one member
appointed by the dean of students, and one member
appointed by the vice president for enrollment management.
The committee is chaired by the associate provost.

(2) Duties
(a) Review and recommends policies, programs and
organizational structures regarding diversity initiatives
within the university; specifically to facilitate and
coordinate:
The presence of African American, Hispanic,
Asian and other minorities of color among the
faculty and staff,
Ongoing minority recruitment and retention
efforts at both the graduate and undergraduate
level, and
Sustain diversity dialogue to increase
community wide understanding of and respect
for differences.
(b) Designs, facilitates and coordinates diversity initiatives
across administrative units and university committees to
achieve the stated goals.

(c) Works with the university planning committee to
ensure that diversity planning is fully integrated into the
university strategic plan and that progress is assessed
regularly.

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I.D.4.3 Committee on Faculty Affairs
(1) Membership
Eight elected at large, with chair elected by the committee
from among its members.

(2) Duties

(a) Considers matters concerning the welfare of the faculty,
particularly in the area of salary and benefits and makes
recommendations to the president and academic
council.

(b) Prior to the last regular meeting of the Academic
Council, the Faculty Affairs Committee reviews all
changes to the Faculty Handbook for the next academic
year.

(c) The committee selects a member to represent the
faculty on the budget committee, and another member
to serve as faculty liaison to the board of trustees
academic affairs committee.

I.D.4.4 Committee on Faculty Appointments

(1) Membership
The Provost as chair, and a maximum of nine members elected from the
tenured teaching faculty including five from the Rosary College of Arts and
Sciences and one member from each of the graduate schools that has tenured
faculty members. The five members from the Rosary College of Arts and
Sciences will include one from the humanities disciplines, one from the language
and literature disciplines, one from the natural science disciplines, one from the
social science disciplines, and one at large. * The president is not an ex-officio
member.
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(2) Duties

(a) The committee makes recommendations through
the president to the board of trustees on the granting
of tenure to individual members of the faculty.

(b) The committee makes recommendations to the
president concerning policy relating to faculty
employment at Dominican and concerning the
retention and promotion of individual members of
the faculty.

(c) The committee makes recommendations to the
president concerning approval of faculty sabbaticals
or leaves of absence and the retirement of members
of the full-time faculty.

(3) The committee will bring to the Academic Council
proposals concerning general policies relating to faculty
employment at Dominican and on retention, promotion,
tenure, sabbaticals, and leaves of absence before making
final recommendations to the president.

(4) The committee designs and implements procedures to be
followed in reaching its recommendations. These
procedures are submitted to the academic council for
ratification; they are then submitted to the provost for
publication in the faculty handbook.

(5) Procedures outlined in Article I.E.2.b. regarding committee
minutes do not apply to this committee.

I.D.4.5 Committee on Faculty Development

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(1) Membership
Six faculty members elected at large and the
director of faculty development as chair
(2) Duties
The duties of the committee are to

1. Award faculty research grants
2. Sponsor faculty colloquia
3. Sponsor faculty workshops including the
traditional fall workshop
4. Promote and facilitate faculty participation in
NEH summer programs and other government
sponsored research/development grants.
5. Sponsor a faculty mentoring program.
6. Develop programs that promote excellence in
teaching
7. Seek grant support to fund the faculty
development programs at Dominican
University
8. Other duties as appropriate

I.D.4.6 Committee on Faculty Elections
(1) Membership
Six full-time faculty who are elected at large.

(2) Duties
(a) Acts as an election committee for the placement of
faculty on the university standing committees.

(b) Draws up, revises, and maintains guidelines and
procedures for academic council elections. The
academic council will review these guidelines and
procedures annually before elections.

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I.D.4.7 Committee on Instructional Support
(1) Membership
The associate provost as chair, eight faculty
members at large, the director of the library, the
registrar, the director of information technology,
two undergraduate students, and one graduate
student appointed by the associate provost.

(2) Duties

(a) Facilitates interchange of ideas and opinions
among librarians, faculty, and students.

(b) Advises the director of the library regarding
budget, services, selection, media need and
collection.

(c) Monitors instructional spaces to make
certain they are in an appropriate condition
for their instructional purposes.

(d) Provides a forum for discussion of
instructional space needs with
recommendations made to the appropriate
office.

(e) Advises the facilities manager on classroom
design and furniture acquisitions.

(f) Provides a forum for the discussion of IT
requirements and/or enhancements needed
to support the requirements of academic and
student groups

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I.D.4.8 Committee on Planning
(1) Membership
The president of the college as chair, provost, deans
of the schools, vice-president for business affairs,
vice-president for institutional advancement,
associate provost, dean of students, director of
undergraduate admissions, the executive director of
university relations, executive director of human
relations, director of information technology,
director of the library, the director of institutional
research, director of multicultural affairs, a
promoter of mission effectiveness, and six faculty
members elected at large.

(2) Duties
The committee shall review the college priorities and
five-year plan each year adding one year to the plan
and deleting the current year.

I.D.4.9 Program Review Committee
(1) Membership
The provost as chair and four faculty members from the
Rosary College of Arts and Sciences elected at large and
two faculty members from the graduate / professional
schools elected at large.

(2) Duties
(a) Review the five year self-study and outside visitors
report of academic programs and make a written
report to the faculty of the program reviewed, the
dean of the relevant college or school, the provost,
and the president.

(b) Provide general recommendations to the president,
provost, deans and other faculty committees regarding
the academic programs of the university.
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(c) Provides information to the Academic Affairs
Committee of the Board of Trustees regarding
academic programs.

I.D.4.10 Faculty Grievance Committee
(1) Membership
Five tenured faculty members excluding department chairs,
elected at large. The president is not an ex-officio voting
member.

(2) Duties
(a) Hears cases in which a member of the faculty
alleges that the members academic freedom has been
violated or that the member has been unfairly treated.

(b) Formulates its rules of procedure and submits
them to the Provost for publication in the faculty
handbook after ratification of the Academic Council.

(c)Procedures outlined in Article I.E.2.b. regarding
committee minutes do not apply to this committee.

I.D.4.11 Graduate Committee
(1) Membership
The provost as chair, deans of the schools with graduate
programs, one faculty member from each school with
graduate programs, and one faculty member from the
College of Arts and Sciences. The dean of the graduate
school of library and information science serves as chair in
the absence of the provost.

(2.) Duties
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(a) Constitutes a coordinating committee on graduate
studies.

(b) Recommends the establishment, extension or
curtailment of graduate programs through the
president to the board of trustees.

(c) Approves graduate courses other than those in the
formally designated schools.

(b) Serves as academic appeal board for graduate

I.D.4.12 Committee on Post-tenure Review

1. Membership

The committee consists of six members, elected at
large. The president is not an ex-officio voting
member.

1. Duties

(a) Designs and implements procedures for the periodic
review of the performance of tenured faculty and
tenured librarians, which will be submitted to the
academic council for ratification and submitted to
the provost for publication in the faculty handbook.

(i) Conducts the post-tenure review
process, submitting a report of
the review of each faculty
member to the appropriate dean,
provost, and the president.
(c) Makes suggestions for changes in
college policy and procedures
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with respect to faculty for
consideration and action by any
appropriate body (faculty
appointments committee, faculty
affairs committee, faculty
grievance committee, planning
committee, educational policies
committee, etc.). Program Review
Committee

I.D.4.13 University Affairs Committee
(1) Membership
Dean of students, four Rosary College of Arts and Sciences
faculty members, and four graduate/ professional school
faculty members, four undergraduate students, and four
graduate students, with chair elected annually from among
its members.
(2) Duties
(a) Hears nonacademic grievances brought by faculty or
students after ordinary channels have been explored.
Makes recommendations to the appropriate parties.
(b) Serves as a judicial board for serious student disciplinary
cases. Observes rules of due process as formulated by the
committee and approved by the academic council. Makes
recommendations to the appropriate parties.

(c) Elects one faculty member from the committee to serve on
the Board of trustees university life committee.

(d) Monitors campus climate and makes recommendations to
the appropriate parties, including campus safety.

Ad hoc committees may be created by the academic council or the
appropriate administrative officer as the need arises. They may be
elected or appointed.

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ARTICLE II. COLLEGES AND SCHOOLS

An academic unit is designated as a college or school by the board of trustees. The president is
an ex-officio member of the faculty of all colleges and schools and may attend all faculty council
and committee meetings as a voting member.

II A. Membership

II.A.1. Any instructional faculty member holding a full-time appointment in a
college or school is a member of that college or school. The bylaws of a
college or school may name administrators as full members of the college
or school.

II.A.2. A full-time faculty member teaching in two or more colleges or schools
has full voting status and committee eligibility in a college or school if

a. the faculty member holds a joint appointment in the college or
school; or

b. the faculty member has been designated as full-time in the college
or school by the vice-president for academic affairs (faculty
holding appointments in units other than arts and sciences who
frequently teach undergraduate courses will be designated as full
members of the college of arts and sciences); or

c. the faculty member belongs to a class of faculty granted such
rights by the college or school.

II.A.3. Librarians are full members of the college of arts and sciences.

II.A.4. College or school bylaws may grant associate membership with limited
voting rights and committee eligibility to part-time or adjunct faculty or to
administrators.

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II B. Duties

II.B.1. Establishes bylaws. In cases of conflict between the bylaws of a college
or school and those of the academic council, academic council bylaws
prevail.

II.B.2. Organizes its faculty to perform the following functions:
a. Determine conditions for admission to the college or school.

b. Set requirements for degrees, determine when requirements have
been met, and recommend that the president and board of trustees
confer degrees thus achieved. The college of arts and sciences
performs these functions with respect to all bachelor's degrees.
Governance of each graduate degree is assigned to the appropriate
college or school by the president.
c. Determine curricula and educational policies and policies
regarding research.

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ARTICLE III. AMENDMENTS

IIIA. These bylaws may be amended by a three-fifths vote of the eligible voting
members present, a quorum being had. A vote on an amendment may not be
taken the same day that the amendment is proposed.

III.B. An editor shall be appointed annually by the president to edit all proposed
amendments for style and consistency with the bylaws as a whole and to ensure
that the amendment includes necessary changes in all affected parts of the bylaws.

ARTICLE IV. INTERPRETATION OF BYLAWS

Any controversy about the interpretation of these bylaws will be resolved by the president as
chair of the academic council.

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Section IV.

Board of Trustees Bylaws
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4.0 BY-LAWS OF THE DOMINICAN UNIVERSITY BOARD OF TRUSTEES

Dominican University is managed by its Board of Trustees, a body given that authority by the
Corporation of Dominican University. The Corporate Bylaws of Dominican University define
the Trustees powers and the authority of the University officers: the President, the Provost, the
Vice President for Business and Treasurer, and the Secretary.
The Board of Trustees ordinarily meets four times a year. Its membership includes a faculty
Trustee, a student Trustee, each of whom is elected according to procedures approved by the
Board. The student Trustee is elected for a one-year term; the faculty Trustee serves for two
years.

Organization of the Board of Trustees

4.1. Board Responsibilities
The Board of Trustees responsibilities include, but are not limited to the following:
(a) Appoint or remove the President and other officers of the University in accordance with
the Bylaws;
(b) Approve degrees in courses upon the recommendation of faculty and honorary degrees
on the recommendation of the President;
(c) Grant tenure upon the recommendation of the President;
(d) Establish and review the educational programs of the University;
(e) Oversee long-range planning which ensures that goals, programs, services and functions
of the University are consistent with the mission and with educational needs and
opportunities;
(f) Authorize any material changes in tuition and fees within the University;
(g) Establish annually the budget of the University, which shall be submitted to it upon
recommendation of the Business Finance Committee;
(h) Authorize the construction of new buildings and renovation of existing buildings and
assure the proper management of the physical plant;
(i) Approve and participate in a comprehensive financial development program to add to
the current, special and endowment resources of the University;
(j) Authorize officers or agents of the University to accept gifts for the University;
(k) Recommend to the Members the acquisition, purchase, sale, mortgage, lease, transfer or
encumbrance of the real property owned or proposed to be owned by the Corporation;
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(l) Require an independent yearly-certified audit of financial accounts, records and
resources by a certified public accountant;
(m) Periodically review the Bylaws and recommend changes to the Corporation;
(n) Approve policies of the University as required by law or as requested by the President.
4.1.2 Responsibilities of Individual Trustees
Individual trustees also are responsible for the following:
To become familiar with and committed to the major responsibilities of a governing
board:
To appoint the President
To support the President
To monitor the Presidents performance
To clarify the mission
To approve long-range plans
To approve the educational program
To ensure financial solvency
To preserve institutional independence
To enhance the public image
To interpret the community to the campus
To serve as a court of appeal when the Policy Manual so requires
To assess their own performance
To support the institutions fundraising efforts through personal giving in accordance to
ones means (to both annual and capital drives), and to be willing to share in the
solicitation of others.
To devote time to learn how the institution functionsits uniqueness, strengths and
needsits place in post-secondary education.
To carefully prepare for, regularly attend, and actively participate in Board meetings
and committee assignments.
To accept and abide by the legal and fiscal responsibilities of the Board as specified by
institutional charter, bylaws and state statutes and regulations.
To vote according to ones individual conviction, to challenge the judgment of others
when necessary; yet to be willing to support the majority decision of the Board and
work with fellow members in a spirit of cooperation.
To maintain the confidential nature of Board deliberations and to avoid acting as
spokesperson for the entire Board unless specifically -authorized to do so.
To understand the role of the Board as a policy-making body and to avoid participation
in administration of policy.
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To learn and consistently to use designated institutional channels when conducting
Board business.
To comply with conflict of interest and disclosure forms developed by the Board.
To refrain from actions and involvement that might prove embarrassing to the
institution and to resign if such actions or involvements develop.
To make judgments always on the basis of what is best for the institution as a whole and
for the advancement of higher education rather than to serve special interests.

4.3 Board Membership
Membership on the Board of Trustees shall be between 21 and 35 members with at least three
Members of the Corporation or a Sinsinawa Dominican recommended by the Members. The
members of the Board of Trustees not standing for election will elect Trustees for a three-year
term. Trustees who serve three consecutive terms are not eligible for re-election for one year.
Trustees who are members of the Corporation may be re-elected for additional terms so long as
they remain Members of the Corporation. The Board is a self-perpetuating body.
At the Annual Meeting of the Board of Trustees that is held each spring, the Trustees elect a
Chairperson and a Vice Chairperson of the Board of Trustees for a two-year term. The
Chairperson or Vice Chairperson may not be elected to serve more than two consecutive two-
year terms.
The President of the University serves as an ex-officio voting member. The Board of Trustees
also elects one Trustee who is a member of the faculty of Dominican University to a two-year
term and one Trustee who is registered as a student at Dominican University for a one-year term.
The Board of Trustees may elect an Emeritus Trustee at any time.

4.4 Trustee Selection
The Dominican University Board of Trustees is committed to the identification and cultivation of
prospective trustee candidates. To that end, criteria for selection have been established to guide
the current trustees and administration. Trustee prospects will be considered in the context of the
following:
the mission of Dominican University;
the desire for diversity in its membership;
Dominicans current and anticipated institutional needs.
Cultivation activities, including informal contacts and event invitations will occur through the
efforts of the President of the University and/or the leadership of the Board of Trustees.

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4.5 Board Selection Criteria
Board members must be committed to supporting and affirming the goals and mission
of Dominican University.
Particular consideration should be given to individuals who have substantially
demonstrated involvement in and support for the activities of Dominican University.
Specific consideration should be given to individuals who could provide needed
expertise, personal and/or corporate financial support for the University.
After giving consideration to the items set forth above, selections should be prioritized
based on demographically recognized needs of the Board, which shall include, among
other items, geography, age, gender, race and expertise.

4.6 Nomination Process for Trustees
The Membership and Honors Committee shall consider nominations to the Dominican
University Board of Trustees in the context of the established Criteria for Board Selection
(Paragraph 1.3.1.4). It is the desire of the Board to appoint a new class of Trustees annually at
its summer meeting. New Trustees will begin their tenure at the fall Board meeting, following
an orientation program designed by the University administration.
During the fall and winter, Board members will be invited to present nominations for Board
membership. Board members will receive the following:
Established criteria for nomination
Nomination forms
The nominator/sponsor completes the nomination form and presents a rsum or biographical
sketch of the candidate to the Membership and Honors Committee. Recommendations may also
be prepared by the Office for Institutional Advancement.
Arrangement should be made for the candidate to meet the President of the University, the
Chairperson of the Board, the members of the Membership and Honors Committee, and other
University personnel that the President or the Board Chair deem appropriate.
The Chairperson of the Board and/or the President will apprise the Corporation of the ongoing
consideration of the candidates and obtain the written approval to continue the Trustee
nomination process.
The Membership and Honors Committee considers candidates for recommendation to the Board
of Trustees. If recommended for membership, the candidates are formally nominated by the
Chairperson of the Membership and Honors Committee to the Board of Trustees for approval
during the summer Board meeting.
The election of the Trustees is ratified in writing by the Corporation. If approved, the candidate
is invited to serve on the Board of Trustees by the Chairperson of the Board and the President of
the University.
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4.7 Meeting Schedule
Regular meetings of the Board of Trustees are held in
September
December
February
April
Special meetings may be called by the Chairperson of the Board of Trustees, the President, or
any seven Trustees. The Executive Committee, consisting of the President of the University, the
Chairperson of the Board, the Vice Chairperson of the Board, and the Chairperson of each
standing committee of the Board will meet between meetings of the Board of Trustees.

4.8 Board Committees
Standing and ad hoc committees shall conduct the business of the Board of Trustees. The Board
shall appoint the Trustees or other members to serve on these committees.

4.8.1Standing Committees
There are seven standing committees. The Chairperson of the Board and the President of the
University shall be ex-officio members of all standing committees, and each standing committee
shall include at least three Trustees. Members of standing committees are appointed annually
and the University may appoint an officer of the University or a member of the administrative
staff to serve as liaison between the committee and the office of the President. This appointed
liaison person should assist the committee in the carrying out of its duties. Each standing
committee member shall serve for one year.

4.8.2 Executive Committee
Between meetings of the Board of Trustees, the Executive Committee will meet to provide
general supervision of the administration and property of the University. The Executive
Committee will also oversee the strategic planning process within the University and assure the
Boards active collaboration in it. The Executive Committee is comprised of the President of the
Corporation, the Chairperson of the Board, the Vice Chairperson of the Board, and the
Chairperson of each standing committee of the Board.

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4.8.3 Committees

4.8.3.1 Academic Affairs Committee
The Academic Affairs Committee studies and appraises the quality of the academic program.
The primary responsibility of the Committee is to review and recommend program and personnel
policies. The Committee ensures that the educational program is consistent with both
institutional mission and strategies; the academic budget reflects the institutions academic
priorities; faculty personnel policies and procedures complement academic priorities; the
institutions academic programs are appropriate to its students and the institution assesses the
effectiveness of its academic activities.

4.8.3.2 Finance and Investment Committee
The Finance and Investment Committee reviews the annual operating and capital budgets and
makes its recommendations to the Board of Trustees. The Committee also reviews major
financial transactions not provided for in the budget and submits proposed variances to the Board
of Trustees or the Executive Committee as well as the audit statement. The Finance and
Investment Committee is also responsible for the investment of the endowment funds of the
University, and the Committee has the power to effect purchases, sales or exchanges of
securities.

4.8.3.3 Building and Grounds Committee
The Building and Grounds Committee is responsible for reviewing and analyzing maintenance
and operations policy, recommending improvements, and approving of plans and cost estimates
for new facilities. The Committee also reviews the annual operating and capital budgets of the
Department of Buildings and Grounds, and recommends approval to the Finance and Investment
Committee.

4.8.3.4 University Life Committee
The members of the University Life Committee are drawn from the Board, the faculty, and the
student body. The role of the University Life Committee is to discuss issues that ensure that the
University meets the needs of the student body and provides the best possible student services.
Some issues with which the University Life Committee may be concerned are campus ministry,
counseling, health services, career services, security, special programs to reduce attrition, student
activities, athletics, residence life, and other co-curricular activities.

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4.8.3.5 Institutional Advancement Committee
The Institutional Advancement Committee is responsible for the promotion and advancement of
the University to and through its various constituents, including alumnae/i, parents, friends,
corporations, and foundations. Communication and facilitation of programming and fund-raising
activities are central to the mission of Institutional Advancement. The IA Committee oversees
and makes recommendations regarding constituent programs and assists in the establishment of
fund-raising goals and the activities to assure fund-raising success.

4.8.3.6 Membership and Honors Committee
The Committee on Membership and Honors is responsible for identifying and recruiting
potential Board members and Trustee Emeriti. The Committee analyzes and evaluates the Board
organization, membership, and performance to assure maximum effectiveness. Membership and
Honors also approves candidates for honorary degrees to be presented at commencements.

4.8.3.7 Special Committees of the Board
The Board of Trustees may establish a special or ad hoc committee to address particular duties.
At least one member of each of the special or ad hoc committee must be a Member of the
Corporation or a Sinsinawa Dominican recommended by the Members and appointed by a
majority of the Board of Trustees. Members of these committees remain until the specific task is
completed
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4.9 BOARD OF TRUSTEES
BOARD OF TRUSTEES
2006-2007

Mary E. Callow, Chair
Richard M. King, Vice Chair
Kathleen Ashe, OP
Pier C. Borra
Donna M. Carroll, ex officio
Caroline Sanchez Crozier
Barbara M. Fiedler
Michael J . Furey
Michelle Germanson, OP
Daniel C. Hill
Richard J . J asculca
Michael E. Kelly
Timothy G. Kelly
Kevin M. Killips
Lily Elizabeth Li
Eugene T. McEnery, MD
Martin J . Noll
Kevin ORourke, OP
Raymond C. Parmer
Raymond J . Reid
Daniel M. Romano
M. Catherine Crowley Ryan
J udy Scully
Susan L. Secker

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J acqueline Shaffer Silveri
R. Matthew Simon
Sherry S. Treston
Daniel Beach, Faculty Member
Mark Carbonara, Student Member
- - -
Carolyn J . Parmer, Trustee Emerita
M. J ames Termondt, Trustee Emeritus

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Section V.

Dominican University Corporate Bylaws
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5.1 ARTICLE I

Name, Purpose and Offices

Dominican University, an Illinois not-for-profit corporation located in River Forest,
Illinois (referred to herein as the University or the Corporation), is an institution of higher
learning engaged in the operation and administration of the Rosary College of Arts and Sciences,
the Graduate School of Library and Information Science, the School of Business and Information
Systems, the School of Education, the Institute for Adult Learning, the Graduate School of
Social Work and other schools as the Board of Trustees may from time to time determine.

The Corporation shall have and continuously maintain in the State of Illinois, a
Registered Office and a Registered Agent whose office is identical with such Registered Office,
and may have other offices within or without the State of Illinois as the Board of Trustees may
from time to time determine.

5.2 ARTICLE II

Members

Section 1. CLASSES OF MEMBERS. The Corporation shall have six Members, who
shall constitute a self-perpetuating body. All Members shall be members of the Sinsinawa
Dominican Congregation. Each Member shall serve until the election of her successor, or until
her earlier death or resignation.

Section 2. RESPONSIBILITIES OF MEMBERS. The responsibilities of the
Members include the following:

(a) To approve the mission of the University, and to assure continuing harmony
between the mission of the Sinsinawa Dominican Congregation and the mission
of the University.

(b) To amend, restate, or modify the Articles of Incorporation and the Bylaws of the
University.
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(c) To approve the acquisition, purchase, sale, mortgage, lease, transfer, or
encumbrance of the real property owned by the Corporation.

(d) To ratify the appointment, removal, or replacement of any one or more of the
Trustees.

(e) To approve any plan for dissolution, merger, consolidation, or liquidation of the
Corporation.

Section 3. ELECTION OF MEMBERS. Members are elected for terms to be
determined by the Members. Members are elected by a majority vote of the Members. Members
may succeed themselves.

Section 4. VOTING RIGHTS. Each Member shall be entitled to one vote on each
matter submitted to a vote of the Members.

Section 5. RESIGNATION. Any Member may resign by filing her resignation with the
Secretary of the Corporation. Unless otherwise stated in a resignation, it shall take effect when
received by the Secretary, without any need for its acceptance.

Section 6. VACANCIES. Any vacancy occurring by reason of the resignation or death
of a Member may be filled by the other Members for the unexpired term of the former Member.

5.3 ARTICLE III

Meetings of Members

Section 1. ANNUAL MEETINGS. The annual meeting of the Members shall be held
on such date as the Members may determine.

Section 2. SPECIAL MEETINGS. Special meetings of the Members of the
Corporation may be called by the Chairwoman of the Members, or the President of the
Corporation, or a majority of the Board of Trustees of the Corporation, or any three (3) Members
of the Corporation.
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Section 3. PLACE OF MEETING. The Members may designate any place either
within or without the State of Illinois, as the place of meeting for any Annual Meeting or for any
Special Meeting called by the Members. If no designation is made or if a Special Meeting be
otherwise called, the place of meeting shall be the Registered Office of the Corporation in the
State of Illinois, provided, however, that if all of the Members shall meet at any time and place,
either within or without the State of Illinois, and consent to the holding of a meeting, such
meeting shall be valid without call or notice, and at such meeting any corporate action may be
taken.

Section 4. NOTICE OF MEETINGS. Written notice stating the place, date and hour of
any meeting of Members shall be delivered personally or sent by mail or telecommunication to
each Member at the address as shown by the records of the Corporation, not less than five nor
more than sixty days before the date of the meeting, or in the case of a removal of one or more
Trustees, a merger, consolidation, dissolution or sale, lease or exchange of assets, not less than
twenty nor more than sixty days before the date of such meeting, by or at the direction of the
Chairwoman of the Members, the President or the Secretary of the Corporation or the person or
persons calling the meeting. If mailed, the notice of a meeting shall be deemed delivered when
deposited in the United States mail in a sealed envelope so addressed, with postage thereon
prepaid. If notice is given by telecommunication, such notice shall be deemed to be delivered
when the telecommunication is sent. In case of a Special Meeting or when required by Illinois
law or by these Bylaws, the purpose for which the meeting is called shall be stated in the notice.
Any Member may waive notice of any meeting. The attendance of a Member at any meeting
shall constitute a waiver of notice of such meeting, except where a Member attends a meeting for
the express purpose of objecting to the transaction of any business because the meeting is not
lawfully called or convened.

Section 5. INFORMAL ACTION BY MEMBERS. Any action required to be taken at
a meeting of the Members of the Corporation or any other action which may be taken at a
meeting of Members, may be taken without a meeting if a consent in writing, setting forth the
action so taken, shall be signed by all of the Members. No written consent shall be effective to
authorize or take the corporate action referred to therein unless, within 60 days of the earliest
dated written consent delivered to the Corporation in the manner required by this Section 5,
written consents signed by all of the Members are delivered to the Secretary of the Corporation
at its registered office in the State of Illinois or at its principal place of business. All such written
consents shall be filed with the minutes of proceedings of the Members, and actions authorized
or taken under such written consents shall have the same force and effect as those authorized or
taken pursuant to a vote of the Members at an Annual or Special Meeting.

Section 6. QUORUM. A majority of the Members shall constitute a quorum of such
meeting. The vote of a majority of the votes entitled to be cast by the Members present, at which
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a quorum is present, shall be necessary for the adoption of any matter voted upon by the
Members. If a quorum is not present at any meeting of Members, a majority of the Members
present may adjourn the meeting from time to time without further notice.

Section 7. TELEPHONIC MEETINGS. Members may participate in a meeting of the
Members by means of conference telephone or similar communications equipment by means of
which all persons participating in the meeting can hear each other, and participation in a meeting
pursuant to this Section 7 shall constitute presence in person at such meeting.

5.4 ARTICLE IV

Board of Trustees

Section 1. GENERAL POWERS AND RESPONSIBILITIES. Except as otherwise
provided in the Articles of Incorporation or these Bylaws, the affairs of the Corporation shall be
managed by its Board of Trustees. The Board of Trustees shall have exclusive responsibility for
the determination of policy for the Corporation, including the general outlines of procedures
essential to implement policy, but the administration of the ordinary activities of the Corporation
shall be conducted by its officers and other persons appointed by the officers for that purpose.

Subject to the rights of the Members, the responsibilities of the Board of Trustees
include, but are not limited to, the following:

(a) Appoint or remove the President and other officers of the University in
accordance with these Bylaws;

(b) Approve degrees in courses upon the recommendation of faculty and honorary
degrees on the recommendation of the President;

(c) Grant tenure upon the recommendation of the President;

(d) Establish and review the educational programs of the University;

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(e) Oversee long-range planning which ensures that goals, programs, services and
functions of the University are consistent with the mission and with educational
needs and opportunities;

(f) Authorize any changes in tuition and any material changes in fees within the
University;

(g) Establish annually the budget of the University, which shall be submitted to it
upon recommendation of the Finance and Investment Committee;

(h) Authorize the construction of new buildings and renovation of existing buildings
and assure the proper management of the physical plant;

(i) Approve and participate in a comprehensive financial development program to
add to the current, special and endowment resources of the University;

(j) Authorize officers or agents of the University to accept gifts for the University;

(k) Recommend to the Members the acquisition, purchase, sale, mortgage, lease,
transfer or encumbrance of the real property owned or proposed to be owned by
the University;

(l) Require an independent yearly certified audit of financial accounts, records and
resources by a certified public accountant.

(m) Periodically review these Bylaws and recommend changes to the Members.

Section 2. NUMBER AND ELECTION.

(a) The Board of Trustees shall number between twenty-eight and thirty-three as
determined by the Board from time to time. At all times at least three Trustees shall be Members
of the Corporation or a Sinsinawa Dominican recommended by the Members. Except for those
Trustees elected pursuant to the provisions of Subsection (b) of this Section 2, the Board of
Trustees shall be divided into three classes, which shall be as nearly equal in number as possible,
and each Trustee shall be elected for a term of three years by the members of the Board of
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Trustees not standing for election. Each Trustee shall hold office until the annual meeting at
which the terms of office of such Trustee expires and the election and qualification of his or her
successor, or until his or her earlier death, resignation or removal. Except as to those Trustees
elected pursuant to the provisions of Subsection (b) of this Section 2, the Board shall therefore
constitute a self-perpetuating body. The election of all Trustees shall be effective upon
ratification by the Members of the Corporation. A Trustee elected to a vacancy occurring in the
Board of Trustees shall first be elected to fill the unexpired term of his or her predecessor.

(b) The Board of Trustees shall elect one Trustee who is a member of the faculty of
Dominican University ("Faculty Member Trustee") and one Trustee who is registered as a
student at Dominican University ("Student Trustee"). The Faculty Trustee shall be nominated by
the faculty of Dominican University and elected by the Board of Trustees for a term of two
years. The Student Trustee shall be nominated by the student body of Dominican University
and elected by the Board of Trustees for a term of one year. In the event the Faculty Member
Trustee or the Student Trustee ceases for any reason to be a member of the faculty or a member
of the student body, as the case may be, of Dominican University, he or she shall be disqualified
as a Trustee and his or her office shall be vacant until his or her successor is duly elected. In the
event of the removal, resignation or death of the Faculty Member Trustee or the Student Trustee,
the office shall remain vacant until a successor is duly elected.

(c) The President of the Corporation shall be a voting Member of the Board of
Trustees, ex-officio, and of all standing, special and ad hoc committees of the Board. The Board
may from time to time designate other officers of the Corporation as ex-officio members of the
Board of Trustees or any committee.

(d) The Board of Trustees may elect an Emeritus Trustee at any time. A Trustee who
has served at least two full terms (6 years) and who has not been a Trustee for at least one year
may be proposed for election as an Emeritus Trustee. Emeritus Trustees continue to be actively
associated with and perform special services for the University. They may serve on one of the
committees of the Board, but they need not attend full board meetings, nor do they have voting
rights. Emeritus Trustees are listed as such in the University catalogs.

Section 3. QUALIFICATION AND REMOVAL. Any Trustee may be removed from
office with or without cause by the affirmative vote of two-thirds of the Trustees then in office,
effective upon ratification by the Members. Except as otherwise provided in this Section 3, a
Trustee who has served for three consecutive terms (including any partial term), shall not be
eligible for re-election until one year has elapsed after the end of the third term, unless (i) the
Trustee is elected Chairperson or Vice-Chairperson in which case they may serve out the term or
terms prescribed for these offices or (ii) the President and the Chairperson request the waiver of
such one year for a given Trustee and such waiver is approved by the affirmative vote of two-
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thirds of the Trustees then in office. Trustees who are Members of the Corporation may be
reelected for additional terms so long as they remain Members of the Corporation.

Section 4. RESIGNATION. Any Trustee may resign at any time by giving written
notice to the Chairperson, the President or the Secretary of the University. Unless otherwise
stated in a resignation, it shall take effect when received by the officer to whom it is directed,
without any need for its acceptance.

Section 5. REGULAR MEETINGS. There shall be at least three regular meetings of
the Board of Trustees annually, without other notice than this Bylaw, on such date and place as
may be designated either by the Board or by any two of the Chairperson, Vice Chairperson, and
the President at the office of the Corporation in River Forest, Illinois, or at such other place,
either within or without the State of Illinois, as the persons calling the meeting may determine.

Section 6. ANNUAL MEETING; CHAIRPERSON AND VICE CHAIRPERSON.
The annual Meeting of the Board shall be held in the spring of each year. At the Annual Meeting
of the Board of Trustees, the Trustees shall elect from their number a Chairperson and a Vice
Chairperson of the Board of Trustees for a two year term. The Chairperson or Vice Chairperson
may not be elected to serve more than two consecutive two-year terms.

Section 7. SPECIAL MEETINGS. Special Meetings of the Board of Trustees may be
called by the Chairperson of the Board of Trustees, the President, or any seven Trustees. The
person or persons authorized to call Special Meetings of the Board may fix any place, either
within or without the State of Illinois, as the place for holding any Special Meetings of the Board
called by them.

Section 8. NOTICE. Notice of any Special Meeting of the Board of Trustees shall be
given at least five (5) days previously thereto by written notice delivered personally or sent by
mail or telecommunication to each Trustee at his or her address as shown by the records of the
Corporation, except that no Special Meeting of the Board of Trustees may remove a Trustee
unless written notice of the proposed removal is delivered to all Trustees at least twenty (20)
days prior to such a meeting. If mailed, such notice shall be deemed to be delivered when
deposited in the United States mail in a sealed envelope so addressed, with postage thereon
prepaid. If notice be given by telecommunication, such notice shall be deemed to be delivered
when the telecommunication is sent. Any Trustee may waive notice of any meeting. The
attendance of a Trustee at any meeting shall constitute a waiver of notice of such meeting, except
where a Trustee attends a meeting for the express purpose of objecting to the transaction of any
business because the meeting is not lawfully called or convened. Neither the business to be
transacted at, nor the purpose of, any Regular or Special Meeting of the Trustees need be
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specified in the notice or waiver of notice of such meeting, unless specifically required by
Illinois law or by these Bylaws.

Section 9. QUORUM. A majority of the voting members of the Board of Trustees shall
constitute a quorum for the transaction of business at any meeting of the Board, provided, that if
less than a majority of the Trustees are present at said meeting, a majority of the Trustees present
may adjourn the meeting from time to time without further notice.

Section 10. MANNER OF ACTING. The act of a majority of the Trustees present at a
meeting at which a quorum is present shall be the act of the Board of Trustees, except where
otherwise provided by Illinois law or by these Bylaws.

Section 11. VACANCIES. Any vacancy occurring in the Board of Trustees (by reason
of death, incapacity, resignation, an increase in the number of Trustees, failure to attend three (3)
consecutive regular meetings without prior notice or sufficient reason) shall be filled in the
manner provided for in Section 2 of these Bylaws for the unexpired term of such Trustee.

Section 12. TELEPHONIC MEETINGS. Trustees may participate in a meeting of the
Board of Trustees by means of conference telephone or similar communications equipment by
means of which all persons participating in the meeting can hear each other, and participation in
a meeting pursuant to this Section 12 shall constitute presence in person at such meeting.

5.5 ARTICLE V

Officers

Section 1. OFFICERS. The officers of the Corporation shall be elected by the Board of
Trustees. The officers are: a President, Vice President for Academic Affairs, Vice President for
Business Affairs, Vice President for Enrollment Management, Vice President for Institutional
Advancement, Secretary, and such other officers as may be elected in accordance with the
provisions of this Article. Each officer shall hold office until his or her successor shall have been
elected and qualified or until such officers death or until such officer shall resign or shall have
been removed in the manner hereinafter provided. The Board of Trustees may elect such other
officers, including other Vice Presidents or a Chancellor, as it shall deem desirable, such officers
to have the authority to perform the duties prescribed, from time to time, by the Board of
Trustees. Any two or more offices may be held by the same person except the offices of
President and Secretary.
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Section 2. TERMS OF OFFICE. Terms shall be for so long as the Board of Trustees
determines.

Section 3. REMOVAL. Any officer or agent elected or appointed by the Board of
Trustees may be removed by the Board of Trustees whenever in its judgment the best interests of
the Corporation would be served thereby but such removal shall be without prejudice to contract
rights, if any, of the person so removed.

Section 4. VACANCIES. A vacancy in any office because of death, resignation,
removal, disqualification or otherwise, may be filled by the Board of Trustees for the unexpired
portion of the term.

Section 5. PRESIDENT. The President shall be the chief executive officer of the
Corporation and shall, in general, supervise and control all of the business and affairs of the
Corporation. The President may sign with the Secretary or any other proper officer of the
Corporation authorized by the Board of Trustees, any deeds, mortgages, bonds, contracts,
applications for loans or mortgages, or other instruments which the Board of Trustees shall have
authorized to be executed and, in general, shall perform all duties as may be prescribed by the
Board of Trustees from time to time. The President shall have general administrative
responsibility for the operation of the University, including among other things, responsibility for
the program, curriculum, student and faculty affairs and alumni relations, preparation of the
budget with consultation, as well as the business operations of the Corporation. The President
shall be responsible to the Board of Trustees and shall at least annually report to it on the
business and affairs of the Corporation.

Section 6. VICE PRESIDENT(S). The Vice President for Academic Affairs shall have
such powers and shall perform such duties as may be assigned by the Board of Trustees or the
President. In the absence of the President, or in the event of his or her inability or refusal to act,
the Vice President for Academic Affairs shall perform the duties of the President, and when so
acting, shall have all the powers of and be subject to all the restrictions upon the President.

The Vice President for Business Affairs shall have charge and custody of and be
responsible for all funds and securities of the Corporation, receive and give receipts for moneys
due and payable to the Corporation from any source whatsoever, and deposit all such moneys in
the name of the Corporation in such banks, trust companies or other depositaries as shall be
selected in accordance with the provisions of Article VII of these Bylaws, and in general perform
all the duties as from time to time may be assigned to him or her by the President or the Board of
Trustees.
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The Vice President for Enrollment Management shall be responsible for the direction and
management of the offices of freshmen admissions, adult and transfer admissions, recruitment
process management, and University financial aid, and shall perform all other duties as from
time to time may be assigned to him or her by the President or the Board of Trustees.

The Vice President for Institutional Advancement shall be responsible for the direction
and management of the programs and activities for the functions of alumnae/i relations, parent
relations, annual and capital development, planned giving, prospect research, stewardship,
special events, grants and the Universitys gift records and alumnae/i database; and all other
duties as from time to time may be assigned to him or her by the President or the Board of
Trustees.

Section 7. SECRETARY. The Secretary shall keep the minutes of the meetings of the
Board of Trustees; see that all notices are duly given in accordance with the provisions of these
Bylaws or as required by Illinois law; be custodian of the corporate records and of the seal of the
Corporation, and see that the seal of the Corporation is affixed to all documents, the execution of
which on behalf of the Corporation under its seal is duly authorized in accordance with the
provisions of these Bylaws; keep a register of the post office address of each Member and of
each member of the Board of Trustees, which shall be furnished to the Secretary by such
Member and such member of the Board of Trustees; and in general perform all duties incident to
the office of Secretary and such other duties as from time to time may be assigned to the
Secretary by the President or by the Board of Trustees.

5.6 ARTICLE VI

Committees

Section 1. GENERAL. The Business of the Board of Trustees shall be conducted by
standing and ad hoc committees to the extent delegated to such committees by the Board of
Trustees. Standing committees may be added to or consolidated from time to time as required to
oversee permanent major functions. Each committee shall have such powers as are prescribed
by these Bylaws and such additional powers of the Board of Trustees as are prescribed from time
to time by resolution of the Board.

A majority of the Board of Trustees shall appoint Trustees, except where otherwise
provided in this Article, to serve on such committees. In addition, a majority of the Board of
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Trustees may appoint persons who are not Trustees to serve in an advisory capacity to such
committees. Each committee shall have three or more Trustees and all committee members and
advisors shall serve at the pleasure of the Board.

Section 2. STANDING COMMITTEES. There shall be the standing committees
specified in this Article. The Chairperson of the Board, if any, and the President of the
University, shall be ex-officio members of all standing committees. Each standing committee
shall include at least three Trustees. Whenever possible, a Sinsinawa Dominican shall serve as a
member of each standing committee. Members of standing committees shall be appointed
annually, at or following the Annual Meeting of the Board of Trustees. The chairperson of any
committee, with the consent of the Chairperson of the Board, may request the President of the
University to appoint an officer of the University or a member of the administrative staff to serve
as a liaison between the committee and the office of the President. Such liaison person shall
assist the committee in the carrying out of its duties. Except as provided in this Section 2, all
standing committees shall meet at least two times annually.

Section 3. SPECIAL COMMITTEES OF THE BOARD. There may be such special
or ad hoc committees as the Board of Trustees may from time to time establish for the discharge
of particular duties. Whenever possible, a Sinsinawa Dominican shall serve as a member of each
special or ad hoc committee.

Section 4. EXECUTIVE COMMITTEE. The President of the Corporation, the
Chairperson of the Board, the Vice-Chairperson of the Board and the Chairperson of each
standing committee of the Board shall be members of the Executive Committee. The
Chairperson of the Board of Trustees shall be the Chairperson of the Executive Committee.
Between meetings of the Board of Trustees, the Executive Committee shall have general
supervision of the administration and property of the University except that unless specifically
empowered by the Board of Trustees to do so and permitted by Illinois law, it may not take any
action inconsistent with a prior act or resolution of the Board of Trustees, award degrees, alter
these Bylaws or the Articles of Incorporation, locate permanent buildings on tax-exempt
property held for University purposes, elect, remove or appoint the President of the Corporation,
or any other officer, any trustee, or member of any committee, fix the compensation of any
member of a committee, or take any action which has been reserved by the Board or by the
Members of the Corporation. The Executive Committee shall also oversee the strategic planning
process within the University and assure the Board's active collaboration in it. The Executive
Committee meetings shall be called by the Secretary on the written request of the Chairperson or
at least three of the members of the Executive Committee.

Section 5. COMMITTEE ON TRUSTEESHIP. The Committee on Trusteeship is
responsible for determining the most effective composition of the Board of Trustees and for
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developing and recommending policies and practices that attract, orient, educate, motivate and
assess the performance of Trustees. The Committee shall maintain a trustee candidate list and
shall recruit those individuals best able to serve the University at the trustee level.

The Committee on Trusteeship shall present to the Board of Trustees at least annually
nominations for Trustees to be elected by the Board. The Committee shall also present to the
Board nominations for Chairperson, Vice Chairperson and Trustees Emeriti, subject to the
requirements as set forth in these Bylaws. The Committee shall furnish information relating to
the background and qualifications of all such nominees at least two weeks prior to the Board
meeting at which an election or appointment is scheduled to take place.

The Committee shall also review the recommendations of the University Honors Committee
for individuals to receive honorary degrees and shall present to the President those
recommendations with which it concurs.

Section 6. ACADEMIC AFFAIRS COMMITTEE. The Academic Affairs Committee
is responsible for overseeing and appraising the academic affairs of the University. This
responsibility is exercised, in cooperation with the President and the Vice President of Academic
Affairs, through the review of program and personnel policies, including the review of proposals,
studies and reports presented at regular meetings of the Committee. The Committees oversight
activities ensure that the educational program is consistent with the Universitys mission and
strategies; the academic budget reflects the institutions academic priorities; faculty personnel
policies and procedures complement academic priorities; the Universitys academic programs are
appropriate to its students; the University assesses the effectiveness of its academic activities.

The Committee accepts, approves and recommends various levels of promotions
including tenure to the Board of Trustees. The Committee also reviews, approves and
recommends to the Board of Trustees new degree and certification programs submitted by the
various colleges of the University.

In addition to Trustees, the Committee shall include as non-voting members the Vice
President for Academic Affairs, a faculty member elected by the Academic Council and such
other academic administrators as appropriate for the business of the Committee.

Section 7. UNIVERSITY LIFE COMMITTEE. The University Life Committee is
responsible for ensuring that student concerns, viewpoints and needs are considered by the Board
of Trustees and officers of the University. The Committee provides policy guidance and
recommends actions that support the richest educational experience possible for University
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students. The Committee works with student leadership to foster a diverse community of
learners in an environment where students are empowered to cultivate intellectual, spiritual and
ethical leadership and action in the context of a Catholic Dominican University.

The Committee shall provide a communication bridge between the Board of Trustees and
the student body; discern current issues regarding student life and support the voice of student
governance; and establish long-term strategies to assure high quality student life and make
recommendations to the Board as appropriate. Some issues with which the University Life
Committee may be concerned are campus ministry, counseling, health services, career services,
security, special programs to reduce attrition, student activities, athletics, residence life, and
other co-curricular activities. In general the role of the University Life Committee is to discuss
issues which ensure that the University meets the needs of the student body and provides the best
possible student services.

The members and advisors of the University Life Committee are drawn from the Board
of Trustees, the faculty and the student body. The Board of Trustee members shall be appointed
by the Board of Trustees; the non-voting faculty advisors are elected by the Academic Council;
the non-voting student advisors are appointed by the Student Government Association; and the
Dean of Students is an ex officio non-voting member of the Committee.

Section 8. FINANCE AND INVESTMENT COMMITTEE. The Finance and
Investment Committee is responsible for overseeing the financial matters of the University and
shall meet at least quarterly. No member of the Finance and Investment Committee (other than
an ex officio member or a Member of the Corporation or a Sinsinawa Dominican recommended
by the Members) shall have any relationship to the University that may interfere with the
exercise of such members independence from the University and its officers.

The Finance and Investment Committee shall review annual operating and capital
budgets prepared and presented under the direction of the President and make recommendations
with respect thereto to the Board of Trustees. It shall review and discuss monthly financial
statements prepared by the Vice President for Business Affairs and the Controller. It shall
review major financial transactions not provided for in the budget and submit proposed variances
with recommendations to the Board of Trustees or Executive Committee. It shall also meet with
University management and make recommendations to the Board of Trustees regarding salaries,
tuition rates, all debt financing matters and other items as appropriate.

The Finance and Investment Committee shall recommend the designation of an
independent auditor each year and shall cause to be prepared and submitted to the Board of
Trustees at least once a year an audited statement of the financial condition of the University as
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of the close of the fiscal year and of the receipts and expenditures for each year. The Committee
shall also meet with the Universitys public accounting firm to discuss the audited financial
statements and any additional items relating to accounting policies, the adequacy of internal
controls and such other matters as it deems appropriate. During such meeting there shall be a
separate session between the members of the Committee (excluding members of the Committee
that are also officers or employees of the University) and the public accounting firm.

The Finance and Investment Committee shall recommend investment policy guidelines
for the endowment funds of the University to the Board of Trustees and shall monitor the
guidelines, including asset allocation and investment performance. It shall also, within the scope
of investment policy guidelines established by the Board of Trustees, have charge of the
investment of the endowment funds of the University, including the power to effect purchases,
sales or exchanges of securities. The Committee may employ investment managers and may
delegate authority to purchase or sell securities for the account of the University to such
investment managers or to any officer of the University subject to such limitations as the
Committee may impose. The Committee shall meet at least annually with the primary
investment manager for the University.

The Vice President for Business Affairs of the University shall be an ex-officio member
of the Finance and Investment Committee, without power to vote and shall not be counted as a
member of the Committee for any purpose.

Section 9. INSTITUTIONAL ADVANCEMENT COMMITTEE. The Institutional
Advancement Committee is responsible for reviewing, evaluating and recommending programs
and initiatives designed to foster goodwill and gain financial support from its various
constituents. These programs should strengthen external relationships that advance the
reputation of the University, aid in recruitment and further expand resources. The Committee
shall also approve fundraising strategies that advance the mission of the University and support
its financial, capital and operating objectives. The Committee shall review annually the specific
goals and objectives for development and alumnae/i and parent relations as well as marketing
and communications.

The Committee shall:

(a) Meet at least quarterly to review the progress of the development and alumnae/i
and parent programs;

Appendix V.1
_____________________________________________________________________________________
Page 208

(b) Develop and recommend policies and procedures which improve the function and
activity of institutional advancement;

(c) Review and recommend a strategic plan for the department of Institutional
Advancement on a yearly basis; and

(d) Discuss, provide feedback and make recommendations regarding new programs
or activities related to institutional advancement that may be presented by the
Vice President for Institutional Advancement.

Section 10. BUILDING AND GROUNDS COMMITTEE. The Building and Grounds
Committee is responsible for overseeing the management of the Universitys facilities and real
estate assets by facilitating, directing and implementing asset plans approved by the Board of
Trustees.

The Committee shall:

(a) Oversee property information by reviewing the reporting on capital planning,
renewal and replacement budgets, property condition reports and strategic
facilities planning;

(b) Review the annual operating and capital budgets of the Department of Buildings
and Grounds and recommend approval to the Finance and Investment Committee;

(c) Review and analyze short- and long-term operating objectives, policies and
programs as they relate to facilities and recommend improvements;

(d) Review and recommend to the Board of Trustees approval of plans and cost
estimates for new facilities;

(e) Be familiar with various facets of the University community and how they are
affected by facilities;

(f) Serve as a liaison between the Board of Trustees and University administration on
matters relating to facilities;
Appendix V.1
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Page 209

(g) Help to resolve complex problems as they relate to facilities through creative
problem solving; and

(h) Help to set strategic facilities goals that align with long-term strategic planning.

Section 11. TERM OF OFFICE. The term of each member and advisor of a standing
committee shall be one year with the understanding that an ad hoc committee remains constituted
until its specific task is completed.

Section 12. CHAIRPERSON; REPORT TO BOARD OF TRUSTEES. The
Chairperson of each committee must be a member of the Board of Trustees and shall be
appointed by the Chairperson of the Board of Trustees. Each committee shall choose a secretary
from among the members or advisors thereof. Each committee chairperson shall see that the
agenda and the actions of each meeting are properly recorded and promptly distributed to its
members and are reported to the Board of Trustees at the next Board meeting.

Section 13. VACANCIES. Vacancies in the membership of any committee may be
filled by elections or appointments made in the same manner as provided in the case of the
original election or appointment.

Section 14. QUORUM. Unless otherwise provided in the resolution of the Board of
Trustees designating a committee, a majority of the members of such committee shall constitute
a quorum for the transaction of business. Unless otherwise provided in the resolution of the
Board of Trustees designating a committee, the act of the majority of the members present at a
meeting at which a quorum is present shall be the act of the committee. If a quorum is not
present at any committee meeting, a majority of the members present may adjourn the meeting
from time to time without further notice.

Section 15. RULES. Each committee may adopt rules for its own government not
inconsistent with these Bylaws or with the rules adopted by the Board of Trustees.

Section 16. TELEPHONIC MEETINGS. Any committee of Trustees designated by
the Board of Trustees may participate in a meeting of such committee by means of conference
telephone or similar communications equipment by means of which all persons participating in
the meeting can hear each other, and participation in a meeting pursuant to this Section 16 shall
constitute presence in person at such meeting.
Appendix V.1
_____________________________________________________________________________________
Page 210

5.7 ARTICLE VII

Contracts, Checks, Deposits and Funds

Section 1. CONTRACTS. The Board of Trustees may authorize any officer or officers,
agent or agents of the Corporation, in addition to the officers so authorized by these Bylaws, to
enter into any contract or execute and deliver any instrument in the name of and on behalf of the
Corporation and such authority may be general or confined to specific instances.

Section 2. CHECKS, DRAFTS, ETC. All checks, drafts or other orders for the
payment of money, notes or other evidences of indebtedness issued in the name of the
Corporation shall be signed by such officer or officers, agent or agents of the Corporation in such
manner as shall from time to time be determined by resolution of the Board of Trustees.

Section 3. DEPOSITS. All funds of the Corporation shall be deposited from time to
time to the credit of the Corporation in such banks, trust companies, or other depositaries as the
Board of Trustees may select.

Section 4. GIFTS. The Board of Trustees may accept on behalf of the Corporation any
contribution, gift, bequest or device for the general purpose or for any special purpose of the
Corporation.

5.8 ARTICLE VIII

Books and Records

The Corporation shall keep correct and complete books and records of account and shall
also keep minutes of the proceedings of its Members, Board of Trustees, and committees having
any of the authority of the Board of Trustees, and shall keep at the registered and principal office
a record giving the names and addresses of the Members. All books and records of the
Corporation may be inspected by any Member, or her agent or attorney, for any proper purpose
at any reasonable time.

Appendix V.1
_____________________________________________________________________________________
Page 211

5.9 ARTICLE IX

Fiscal Year

The fiscal year of the Corporation shall begin on the first day of J uly and end on the last
day of J une in each year.

5.10 ARTICLE X

Seal

There shall be provided a corporate seal which shall be in the form of a circle and shall
have inscribed thereon the name of the Corporation and the words, "Corporate Seal, Illinois."
The corporate seal shall be kept by the Secretary of the Corporation.

5.11 ARTICLE XI

Waiver of Notice

Whenever any notice whatsoever is required to be given under the provisions of the
General Not For Profit Corporation Act of 1986 of Illinois or under the provisions of the Articles
of Incorporation or these Bylaws, a waiver of notice signed by the person or persons entitled to
such notice, whether before or after the time stated therein, shall be deemed equivalent to the
giving of such notice.

5.12 ARTICLE XII

Indemnification

The Corporation shall indemnify, to the fullest extent authorized or permitted by Illinois
law, any person, and such person's heirs and legal representatives, who was or is made or
threatened to be made a party to any action, suit, or proceeding (whether civil, criminal,
administrative or investigative), whether brought by or in the right of the Corporation or
otherwise, by reason of the fact that such person is or was a Member, Trustee, officer, employee,
Appendix V.1
_____________________________________________________________________________________
Page 212

or agent of the Corporation or such person served on any formally constituted advisory body or
voluntary committee of the Corporation, the Board of Trustees, or any such person served at the
request of the Corporation as a trustee, member, officer, employee or agent of another
corporation, partnership, joint venture, trust, association, or any other enterprise, against
expenses (including attorneys' fees), judgments, fines, and amounts paid in settlement actually
and reasonably incurred by the person in connection with such action, suit or proceeding.
Notwithstanding any limit on indemnification under Illinois law, the Corporation may purchase
and maintain insurance on behalf of any person described above against any liability asserted
against him or her or incurred by him or her in any such capacity or arising out of his or her
status as such, whether or not the Corporation would otherwise have the power to indemnify
under the circumstances. Notwithstanding the foregoing, the Corporation shall not be required to
indemnify a person in connection with a proceeding initiated by such person, including a
counterclaim or crossclaim, unless the proceeding was authorized by the Board of Trustees. The
Board of Trustees may adopt guidelines with respect to the application of these indemnification
provisions.

5.13 ARTICLE XIII

Conflicts of Interest

Any possible conflict of interest on the part of any Trustee of the Board should be
disclosed to the other Trustees and made a matter of record when the possible conflict relates to a
matter of Board action. Any Trustee having a possible conflict on a matter before the Board of
Trustees should not vote or use personal influence in the matter, and that Trustee should not be
counted in determining the quorum for the meeting at which action is taken on the matter, even
when permitted by Illinois law. The minutes of the meeting should reflect that disclosure of the
possible conflict of interest was made, that the interested Trustee abstained from voting, and that
the Trustees presence was not counted in determining a quorum. These requirements should not
be construed as preventing a Trustee from stating his or her position on the matter on which the
Trustee may have possible conflict of interest, nor from answering questions of other Trustees,
recognizing that the Trustee's knowledge may be of great assistance to the Board of Trustees, nor
shall this Article XIII affect the validity of any matter of Board action.

5.14 ARTICLE XIV

Dissolution
Appendix V.1
_____________________________________________________________________________________
Page 213

In the event the Board of Trustees has recommended and the Members have approved the
dissolution of the Corporation, the Members shall apply and distribute its assets as follows:

(a) All liabilities and obligations of the Corporation shall be paid, satisfied, and
discharged, or adequate provision shall be made therefor.

(b) Assets held by the Corporation upon condition requiring return, transfer, or
conveyance, which condition occurs by reason of dissolution, shall be returned,
transferred, or conveyed in accordance with such requirements.

(c) Assets held for a charitable, religious, eleemosynary, benevolent, educational, or
similar use, but not held upon a condition requiring return, transfer, or
conveyance by reason of the dissolution, shall be transferred or conveyed to
Sinsinawa Dominicans, Inc., a Wisconsin non-profit corporation, engaged in
activities substantially similar to those of the dissolving corporation.

5.15 ARTICLE XV

Amendments to Bylaws

These Bylaws may be altered, amended, or repealed and new Bylaws may be adopted by
a majority of the Members provided thirty (30) days prior written notice be given to the Board of
Trustees. No rights or terms of office or authority given, created, or provided for under any
Bylaw in force prior to its amendment, alteration, or repeal shall survive such alterations,
amendments, or repeals, provided, however, that the Board of Trustees may recommend to the
Members amendments to these Bylaws for consideration by the Members.

5.16 ARTICLE XVI

Effective Date

These Bylaws shall become effective thirty (30) days after written notice is given by the
Members to the Board of Trustees after which they shall be filed with corporate records.
Appendix V.1
_____________________________________________________________________________________
Page 214

5.17 ARTICLE XVII

Adoption

At a meeting of the Board of Trustees at Dominican University held on September 20,
2003, the foregoing amended and restated Bylaws were approved for recommendation to the
Members of the Corporation.

At a meeting of the Members of the Corporation held on December 2, 2003, the
foregoing amended and restated Bylaws were adopted and all previous Bylaws relating to the
Corporation were rescinded. The Members of the Corporation sent written notice to the Board of
Trustees of the adoption of the foregoing amended and restated Bylaws on December 4, 2003
and the foregoing amended and restated Bylaws became effective on J anuary 3, 2004.

.
Appendix V.1
PROVOSTS CABINET
AGENDA
December 4, 2007

I. BOBBYE BARTELS

Candidate for Dean, School of Education

II. NEW BUSINESS

Douglas Keberlein-Gutierrez (student absence policy)

Pam J ohnson and Christa Raska (graduate recruitment coordinator in admissions)

Academic Calendar for 2009-10 (and beyond?) Marilyn Gerken-Benakis

III. OLD BUSINESS

Centers of Distinction

Banner bearers for J anuary 2008 commencement

Appendix V.2
PROVOSTS CABINET
AGENDA

December 18, 2007

I. Approve minutes of meeting of December 11, 2007

II. NEW BUSINESS

Marketing Graduate Education at Dominican J eff Kraft and Pam J ohnson

Staff Climate Survey Roberta McMahon

Santa Claus

III. OLD BUSINESS

Centers of Distinction

Provost Cabinet Spring Agenda

Appendix V.2
1
BYLAWS
Revised April 2006
GENERAL DISCLAIMER

These bylaws are limited to defining the structure of the organization of the Graduate School of
Library and Information Science (GSLIS) and the responsibilities of the members of that School at
various levels of organization. The bylaws are subordinate to the Dominican University Academic
Council bylaws as accepted by the Academic Council on February 20, 1995 and as later amended,
and are not intended to define or to govern the administrative functions performed by various officers
who are also members of the council.

ARTICLE I. THE GRADUATE SCHOOL OF LIBRARY AND INFORMATION SCIENCE
COUNCIL
A. MEMBERSHIP OF THE COUNCIL

1. The Council shall be responsible for general regulations governing the curriculum of
the School, reviews decisions made by various administrative officers for the School
and makes recommendations accordingly, sets the requirements for admissions,
degrees, and honors programs in the School, and has membership and responsibilities
in the Academic Council of Dominican University.

2. The Council shall consist of two categories of members: full members and associate
members.

3. Full members who may speak and have voting rights shall include

a. The President of the University as an ex officio member.

b. Full-time teaching faculty with or without administrative duties.
c. Full-time teaching faculty jointly appointed by the School and other schools
departments.
d. Administrators, such as the Dean, Associate Dean and Assistant Dean,
with no faculty appointment shall not vote on strictly academic affairs,
namely curriculum, student advising, and graduation requirements.

4. Associate Members: All faculty who hold part-time appointments, senior fellows,
emeritus faculty, and student representatives. Associate membership entitles the
member to a voice but not a vote in the Council or in any body (for which the
member has been appointed or elected) described in this document, unless the vote is
expressly conferred.

B. PROCEDURES
Appendix V.3
2

1. The GSLIS Council meets monthly during the regular academic year.

a. Regular meetings are scheduled at the convenience of the faculty and
administration.

b. Special meetings may be called as the need arises.
(1) Special meetings may be called by either the Dean or at the request of
any three full-time Council members.
(2) Normally there should be at least four days notice for a special
meeting. In cases of extreme urgency, 24 hours written notice may be
considered sufficient.
c. Meetings are open to all full- and part-time GSLIS Council members. Visitors
from outside the GSLIS may be admitted by a majority vote of those present
and voting.
2. The Dean of the GSLIS presides over the meetings of the GSLIS Council. In the
event of both the Deans and the Associate Deans inability to serve, the President
will appoint an Acting Dean.

3. A quorum consists of a majority of the full members of the GSLIS Council in
residence.

a. No vote may be taken unless a quorum is present.

b. Proxy votes are not permitted.

4. A simple agenda, including reports or proposals, shall be prepared by the
administrative staff and distributed to the GSLIS Council before a regular meeting.
Any member of the GSLIS Council may submit motions for consideration at a
general or special meeting. Such motions must be in writing, and may be submitted in
advance of the meeting, or from the floor.

5. Vote

a. Decisions of the GSLIS Council are binding unless they are vetoed by
the Dean of the GSLIS, the President of the University, or the Board
of Trustees.

b. The Dean has two weeks in which to veto an action taken by the
GSLIS Council. If the Dean is off campus when action is taken, the
veto may be exercised within two weeks of the Dean's return.

c. If the Dean vetoes an action of the GSLIS Council, three-fifths of the full
members may ask the University President to override the Deans veto.

d. If the University President sustains the Deans veto of an action of the
Appendix V.3
3
GSLIS Council, three-fifths of the members may ask the
Board of Trustees to overrule the Presidents decision.

6. The library and information science student association (LISSA) may submit
a proposal to the GSLIS faculty. If such a proposal is submitted to the presiding
officer at least five teaching days prior to the meeting, it will be included on the
agenda.

7. Roberts Rules of Order will be used to settle questions of procedure.

C. COMMITTEES OF THE GSLIS COUNCIL
1. General Regulations
Membership on standing committees is by election for staggered three-year terms
(except as otherwise provided in the bylaws), and is open only to full members of the
GSLIS Council. The Dean is an ex officio member of all Council committees.
2. Officers of committees
a. The chairman of each committee is elected by the members of that
committee except otherwise provided in the bylaws.

b. Before the close of the current academic year, the chairman of each
committee must call a meeting to elect a new chairman.
3. Procedure
a. Proposals may be submitted to a committee by the Dean, by any faculty
member or by any student.
b. Committees act within the jurisdiction set forth in Article I.C.4.
4. Standing committees of the GSLIS Council, their general responsibilities, and
membership are:
a. Admissions Committee
This committee formulates admission policies for the guidance of the
Dean and consideration by the faculty and acts on applications for
admission when applications do not meet the admission standards. The
application files that do not meet the admission standards set by faculty
are submitted to the Admissions Committee for their deliberation and
recommendation. There are three faculty members on the committee in
addition to the Dean and the Director of Admissions, who shall be a
member of the Committee but not of the GSLIS Council. The faculty
members serve for staggered three-year terms. The Dean, in consultation
with the Committee, has the final decision on all admissions.

Appendix V.3
4

b. Curriculum Committee and Academic Affairs Committee

This committee studies the existing curriculum and its effectiveness in
meeting the objectives of the GSLIS. The committee is also responsible for
hearing student academic grievance as defined in the Student Handbook.
Proposals for major changes in the curriculum need not originate within the
committee but are to be referred to it for study preliminary to their
presentation to the faculty. There are three faculty members on this
committee.
c. Honors and Awards Committee
This committee is responsible for recommending policies and establishing
guidelines appropriate for individual honors and awards in the recognition of
student, alumni and faculty for their academic and professional achievement.
The committee, through deliberations, selects and decides candidates for
appropriate honors and awards and solicits input from the faculty and the
Dean in making the final decision. There are three faculty members on the
committee.
d. Information Technology Committee
This committee evaluates information technology needs for the School,
recommends solutions, and formulates information technology policies.
There are three faculty members on this committee. The chairperson of the
committee shall be an ex officio representative to the Dominican University
Information Systems Committee.

e. Lecture Committee
This committee takes full responsibility for selection, promotion, and
arrangements for public lectures during the academic year. There are three
faculty members on this committee.

f. Program Assessment Committee of the GSLIS Council

This committee ensures the highest possible quality and effectiveness in the
delivery and assessment of the GSLIS degree program of professional
education and continuing library, information, and knowledge educational
opportunities for students, practitioners, and decision makers. There are
three faculty members on this committee.

5. Ad hoc committees may be created by the Dean. Ad hoc committees may include
non-GSLIS Council members and must be chaired by GSLIS faculty.

ARTICLE II. STUDENTS
Appendix V.3
5

A. STUDENT ASSOCIATION

1. Students in the GSLIS may from their own organization.

2. The faculty elect one of their own members to assist the student
organization.

B. Students are sometimes elected or selected to represent the GSLIS on committees of
the University's Academic Council or on the Board of Trustees. These elections or
selections are governed by the bylaws of the GSLIS student organization.

ARTICLE III. RELATION TO UNIVERSITY FACULTY

These bylaws are always to be in agreement with the direction of the Board of Trustees of the
University and with the University faculty bylaws as accepted by the Academic Council on February
10, 1978, as amended. Particular reference is made to Article II.C and to Article VI.B.4 of the
Dominican University faculty bylaws.

ARTICLE IV. AMENDMENT

A. These bylaws may be amended by a majority of the full members of the faculty in residence.
A vote on an amendment to the bylaws may not be taken on the same day that the
amendment is proposed. Such a vote may be taken at a later special meeting or at the next
regular meeting.

B. Some amendments to these bylaws may need to be approved by the Academic Council of the
University or by the Board of Trustees of the University or by both. Amendments requiring
this approval do not take effect until they have received it.

Reviewed: May 29, 2007

Appendix V.3
SUSAN ROMAN

2005-present DOMINICAN UNIVERSITY, River Forest, Illinois
Dean and Professor, Graduate School of Library and Information Science

2000-2005 AMERICAN LIBRARY ASSOCIATION, Chicago, Illinois
Director, Development Office and member of the Senior Management
Group.

Executive Director, Association for Library Service to Children (ALSC) and
the Association for Library Trustees and Advocates (ALTA).

1985-1986 AMERICAN MEDICAL ASSOCIATION, Chicago, Illinois
Director, Reference Services Department.

1978-1985 NORTHBROOK PUBLIC LIBRARY, Northbrook, Illinois
Senior Librarian. A division head and Head of Youth Services that included
the coordination of young adult and childrens services.

1971-1978 DEERFIELD PUBLIC LIBRARY, Deerfield, Illinois
Adult Reference Librarian for five years. Head of Childrens Services
from 1975.

EDUCATION

Ph.D., University of Chicago.

M.A. in Library Science, Rosary College, River Forest, Illinois.

A.B., Washington University, St. Louis, Missouri.

Medline training, National Library of Medicine, J anuary, 1986.

Docent training at the Terra Museum of American Art in Chicago, Illinois,
1994

Variety of certificates for continuing education courses in supervision,
performance appraisals, Problem Analysis and Decision Making, and
Diversity in the Workplace.

PROFESSIONAL
ORGANIZATIONS

American Library Association (ALA), American Society of Association
Executives (ASAE), Association of Library and Information Science
Education (ALISE); Illinois Library Association (ILA), Library
Administrators Council of Northern Illinois (LACONI), Childrens
Librarians Unit of the Regional Library Advisory Council, North Suburban
Library System (CLU/RLAC), American Association of Medical Society
Appendix V.4
SUSAN ROMAN-2

Executives (AAMSE), Chicago Library Club, United States Board on Books
for Young People (USBBY).

SELECTED
PROFESSIONAL
ACTIVITIES

American Library Association: Member, ALA Council, 2007-2010;
Member, Geisel/Seuss Award Committee, 2006-2007; Director, ALSC Board
of Directors, 1983-86; Chair, ALSC Preconference Planning Committee;
Chair, Continuing Education Committee, ALSC, 1981-84; Member, Ad Hoc
Committee to examine ALSC Responsibility Statement, 1983-84; Member,
1980 Newbery Award Committee; Member, Boy Scouts of America
Advisory Committee, 1976-80; Member, Chicago Local Arrangements
Committee, 1977-78; Participant, Rochester Conference on Media
Evaluation; The Group Process, ALSC, 1979. ALA Election Committee
Audit, 1980; Chair, 1985 YASD Local Arrangements Committee; Member,
YASD Membership Promotion Committee, 1981-85.

Illinois Library Association: Chair, Research Committee, CLS, 1983-84;
Member, ILA Executive Board, 1983; Member, ILA Finance Committee,
1983; President, Childrens Librarians Section, 1981-83; Chair, Ad-Hoc
Committee on Childrens Services Standards, 1978-81; Secretary, CLS;
Chair, Bylaws Committee, CLS.

North Suburban Library System: Facilitator, Future of Public Library
Service in Illinois, Conference, 1983; Coordinator, Media Evaluation
Workshop for NSLS and the Chicago Public Library System, 1981.

TEACHING
POSITIONS

Lecturer, Programming for Children and Young Adults. Graduate School of
Library and Information Studies, Dominican University, 2000. Taught class
simultaneously to students both on the campus of Dominican University and
to students on the campus at St. Catherines College in Minnesota through
interactive live teleconferencing. The class covered programming for
preschoolers and their families, storytelling for all ages, booktalking to young
adults, and community-wide, state-wide, and national programming. It
introduced the need for programming policy and planning documents.

Lecturer, Childrens Literature, Graduate School of Library and Information
Studies, Dominican University, River Forest, Illinois, 1999. Taught class to
teachers in the Chicago Public School System as part of a Cohort Program
for earning credits for an MALS in School Library Media Librarianship.

Appendix V.4
SUSAN ROMAN-3

Lecturer, Management Skills for Librarians, Graduate Library School,
University of Chicago, 1985, 1986, and 1987. Taught classes for three years
to general library school students in management of all types of libraries.

Lecturer, Selection and Acquisition, Graduate School of Library and
Information Science, Rosary College, River Forest, IL, 1986. Taught general
selection of all types of materials for public and school libraries. This
included development of selection policies, knowledge of First Amendment
Rights and challenges to the materials, and materials for special library users.

Science, Rosary College, River Forest, IL, 1985. Taught criteria and
selection of materials for children in both public and school libraries. This
included introducing literature to children through programs, developing of
reviewing styles for materials, reading of materials for adults and families
working and living with children, and developing a basic collection for
children, including fiction, non-fiction, reference, audio-visual, puzzles and
other realia and parent/teacher collections based on community needs.

Lecturer, Reference of the Humanities, Graduate School of Library and
library students about reference materials in the humanities. This course
built upon the basic reference and bibliography classes.

SPEAKING
ENGAGEMENTS

Panel Moderator for several panels at the Reading Powers the Mind
Workshop for the Center for the Book in the Library of Congress.
Washington, DC, J uly 21-23, 2004.

Engaging Civic Partners: Libraries, Museums, and Public Television
presentation for the Engaging Leaders: Building Bright Futures for Young
Children Conference. Charlotte, NC, May 21, 2003.

Library Fundraising presentation for the Argentine Association of
Graduate Librarians. Buenos Aires, Argentina, April 14, 2003.

Status of Professional Librarians in the Americas presentation for the
Argentine Association of Graduate Librarians. Buenos Aires, Argentina,
April 14, 2003.

The Role of Public Libraries in the U.S. presentation for the Argentine
Association of Graduate Librarians. Buenos Aires, Argentina, April 15,
2003.

Appendix V.4
SUSAN ROMAN-4

Cultivating Donors presentation for the Texas Library Association
Conference. Houston, Texas, April 2, 2003.

Family Literacy Workshop for the Center for the Book in the Library of
Congress. Scottsdale, Arizona, September 24-27, 2002

Congress. Columbia, South Carolina, August 14-16, 2002

Effective Advocacy for Children Services, presentation for the Kansas
State Library. Salina, Kansas, October 20, 2000.
State Library. Kansas City, Kansas, October 19, 2000.

National Early Childhood Summit Discussion Group Facilitator. U.S.
Department of Education, Washington, D.C., J une 23-24, 2000.

Early Literacy for Young Children panel participant. Book Expo America,
Chicago, J une 3, 2000.

Bridges Impact Research Implications for the Future: Everybody
Learns, Who Cares? presentation for American Association of Museums
Learning in Museums Seminar. Museum of the Rockies, Bozeman,
Montana. September 25, 1999.

Family Literacy Workshop for Center for the Book in the Library of
Congress. Austin, TX. August 19-20, 1999.

World Class Childrens Services at King County Library System for
Library Trustees and Advisory Boards in the System and for the Children and
Youth Services Librarians. Seattle, WA August 6, 1999.

Why Born to Read Should be Adopted In New J ersey Speaker at Annual
Meeting of Board and members of the Gateway Maternal and Child Health
Consortium. Newark, NJ , March 4, 1998.

The Role of Born To Read Presentation for the Ohio Reading Alliance
Training Workshop. Cleveland, OH, February 26-27, 1998.

Twelve Reasons Your Community Should Invest in Born to Read,
presentation for State Library of Florida training workshops. Tallahassee,
Florida. November 5, 1997.

Issues in Continuing Education in Professional Associations. Paper
presented at the International Federation of Library Association Satellite
Appendix V.4
SUSAN ROMAN-5

Meeting on Education and Training in Quality Library Services for Children
and Young Adults for Changing Needs. Hamburg, Germany. August 26-28,
1997.

Childrens Book Illustration as Fine Art and Uses in Curriculum,
Workshop for Teachers Continuing Education course. Terra Museum of
American Art. Chicago, IL. J uly 31, 1997.

Notable Books: Connecting with Children - Speaker at the American
Association of School Librarians National Conference. Portland, OR. April
2-6, 1997.

The Importance of Childrens Storybooks in Learning English, Storyworld
Workshop for Parents. Seoul, South Korea. Dec. 15-16, 1996.

Library - Museum - Head Start Partnership Workshop, Speaker and
Workshop Facilitator. Denver, Colorado. September 1996.

Public Library Association Sixth National Conference, Presenter. March 26-
30, 1996.

Library-Museum-Head Start Partnership Workshop, Presenter, Phoenix, AZ,
February 28-March 1, 1996. Presenter, Texas Experiences: Partners in
Learning, Austin, TX, December 7-8, 1995.

National Association for the Education of Young People 1995 Annual
Conference: Born to Read: Nurturing infants love of reading through
cooperation among child care centers, libraries, and health providers. Co-
Presenter, Washington, D.C. November 30-December 2, 1995.

Terra Museum of American Art, Caldecott Book Art and uses in art
appreciation. Presenter, Chicago, Illinois. October 23, 1995.

Cooperate: Working Together to Serve Youth, Keynote Speaker, The State
Library of Virginia and the Virginia Center for the Book, Richmond,
Virginia. August 13-15, 1995.

Museums, Libraries and Head Start: Educating Young Children for the
Future, Panelist, American Association of Museums 90th Annual Meeting,
Philadelphia, Pennsylvania. May 21-25, 1995.

Library-Museum-Head Start Partnership Workshop, Co-developer and
presenter, The Minnesota Center for the Book, Minneapolis, Minnesota,
April 28-30, 1995. The Florida Center for the Book, Orlando, Florida.
Appendix V.4
SUSAN ROMAN-6

February 23-25, 1995.

Shaping the Vision Through Books: A Look at the Notables, Co-presenter,
AASL National Conference, Indianapolis, Indiana. November 12, 1994.

Library-Head Start Partnership Training Workshop, Co-developer and
presenter, The Kansas Center for the Book, Topeka, Kansas, May 1994. The
Virginia Center for the Book, Richmond, Virginia, March 1994. The
California State Library, Sacramento, California. December 10-11, 1993.

The Local Library: A Valuable Resource, National Head Start Parent
Involvement Institute, Washington, D.C. August 10,1993.

Notable Books: Connecting With Children; American Association of
School Librarians, Sixth National Conference and Exhibition, Baltimore,
Maryland. October 23, 1992.

US/USSR Colloquium on Public Library Service to Children - September,
1989; Midwest Federation of Library Associations, Sixth Quadrennial
Conference in Minneapolis, Minnesota. November 1, 1991.

Linking Libraries and National Organizations, Illinois State Library
Symposium. February 1991.

Communicating the Need for Youth Services, Northern Ohio Library
Systems. May 1991.

School/Public Library Programming: A National View of Local Activity.
University of Wisconsin-Oshkosh 18th Annual Library Conference, Keynote
Speaker and Programming for Young Adults. December 1, 1989.

Honoring Book Illustration: The History of the Caldecott Medal, National
Museum of Women in the Arts, co-sponsored by the D.C. Public Library, in
Washington, D.C. November 13, 1989.

New Partnerships for Student Achievement at the AASL National
Conference in Salt Lake City, Utah. October 1989.

Telling the Story: Narrative of Evaluation, University of Wisconsin-
Madison Institute on Measurement and Evaluation of Public Library Service
to Children. May 1989.

Illinois Libraries and Illinois Youth, Illinois State Library. February 1989.

The Importance of Childrens Services to all Librarians, University of
Wisconsin-Madison Library School Colloquium. October 1988.
Appendix V.4
SUSAN ROMAN-7

50 Years of the Professional Library Association, Panel Participant, Rosary
College Anniversary Seminars. April 1988.

Professional Organizations, Colloquium presenter, University of North
Carolina-Greensboro Library School. March 1988.

Books in Series, Statewide Summer Reading Program. Raleigh, North
Carolina. March 1988.

The Business of Videos for Children, Harvard University, Cambridge,
Massachusetts. April 1988
.
Management Skills Workshops, Chicago Public Library. November 1986,
1987.

Series and Sequels, Keynote Speaker, University of Iowa Festival of Books
for Young People, November 1987.

The Unknown Manager, Illinois Library Association. October 1987.

Reference on the Run, Keynote Speaker, CAYAS, Washington Library
Association. March 1986.

YA Roundup: Getting Teens Involved with Library Programs, YSS/ILA
Workshop. October 1985.

Online Catalogs and Specialized Clientele part of the University of Illinois
Clinic on Human Aspects of Library Automation: Helping Staff and Patrons
Cope. April 1985.

Theory of Management and the Nature of Organizations, Cleveland Area
Metropolitan Library System Workshop. September 1984.

Keeping the Show on the Road: Management Skills for Childrens
Librarians, Midwest Federation of Library Associations Conference,
Cincinnati. October 1983.

Illinois: A Success Story, ALSC Presidents Program, ALA Annual
Conference, Los Angeles. J une 1983.

Applying Foundations of Quality in the Public Library, for library
administrators and board presidents, River Bend Library System, Coal
Valley, Illinois. May 1983.

REVIEWING &
Appendix V.4
SUSAN ROMAN-8

EDITING

Book review co-editor for professional books in J ournal of Youth Services in
Libraries, 1982-85; Free-lance book reviewer Booklist, 1982-87.

PUBLICATIONS

Under contract: The Little Book on How to Get Grant Money, a
companion volume to The Big Book of Library Grant Money. ALA Editions.

Under development: Library Partnerships: A Step-by-Step Guide to
Success. Part of a series to be published by Neal-Schuman Publishers, Inc.

Planning to Succeed in Fundraising essays for the introduction to two
editions of The Big Book of Library Grant Money. The Taft Group and
ALA, 2002-2003 and 2004-2005 editions.

Contributor to Sparking Connections: Community-Based Strategies for
Helping Family, Friend and Neighbor Caregivers Meet the Needs of
Employees, Their Children and Employers. Families and Work Institute,
August, 2003.

Contributor to Bridges to Understanding Childrens Museums a research
study of Childrens Museum. 1999.

A Library Head Start to Literacy. Library of Congress Publication. Co-
Author. J une 1999.

Contributor to Young Children and the Arts: Making Creative Connections
A Report of the Task Force on Childrens Learning and the Arts: Birth to
Age Eight. 1998.

Delegation to Eastern Europe Returns Enriched and Eager, American
Libraries, J une-J uly, 1998, p. 42-44.

Read-Write-Now! Materials for America Reads Challenge. 1997. Advisor
and Consultant to project.

Parents Guide to Getting Online, October, 1997. U.S. Department of
Education. Reviewer and Advisor.

Childrens Literature Delegates Meet with South African Colleagues,
American Libraries, J anuary, 1997.

The Parents Guide to the Information Superhighway: Rules and Tools for
Families Online. September 1996. Advisor and Reader on publication.
Appendix V.4
SUSAN ROMAN-9

Library-Head Start Partnership Video, consultant on script and production
of video for National Head Start Bureau and the Library of Congress, J une,
1993.

A Study of the Reading Patterns of Childrens Formula Fiction Series Books
in the Summer Reading Programs of an Illinois Public Library. Doctoral
Dissertation, University of Chicago, 1991.

US-USSR Colloquium on Library Services to Children, September 12-21,
1989, editor. Chicago, ALA, 1991.

US-USSR Bonding, American Libraries, November, 1989.

Public Library Service to Children - ALA Yearbook, ALA 1987.

Online Catalogs and Specialized Clienteles: Children and Youth. Human
Aspects of Library Automation, University of Illinois at Urbana-Champaign,
1986.

Sequences: An Annotated Guide to Childrens Fiction in Series. Chicago:
American Library Association, 1985.

Implementation: Using Foundations of Quality to Underpin Avenues of
Excellence, ILLINOIS LIBRARIES, J anuary, 1985.

The Performance Appraisal: A Positive Process, ILLINOIS LIBRARIES,
December, 1982.

Foundations of Quality: Guidelines for Public Library Service to Children,
co-author, ILLINOIS LIBRARIES, December, 1980.

Standards for Childrens Services in North Suburban Library System
Member Libraries, (co-author), NSLS, May, 1978.

GRANTS
Co-developer and administrator for an LSTA grant from the State Library of
Illinois for $4,500 to host a workshop in spring 2007 around the topic of the
image of librarians and marketing library services. Partnership with the
Metropolitan Library System (IL).

Partner and co-developer of a 2006 IMLS grant in the amount of $310,769 to
Appendix V.4
SUSAN ROMAN-10

educate a cohort of up to 15 students to study towards an MLIS degree from
the Chicago Public Schools.

Developer and administrator for a 2006 IMLS National Leadership Grant for
$290,224 to Dominican University for research on the impact of public
library summer reading programs on student achievement. J ohns Hopkins
Center for Summer Learning, the Colorado State Library, and the Texas State
Library and Archives Commission are partners.

Developer of $106,000 endowment proposal from the Brodart Foundation to
establish the annual Sophie Brody Medal for the outstanding contribution to
J ewish Literature in the previous year awarded by the American Library
Association. May 2005.

Developer of $180,000 grant from Investor Protection Trust for investor
education initiatives through public libraries in select sites. May 2005

Developer of $380,000 grant from The Ford Foundation for initiatives
surrounding the USA PATRIOT Act, Law for Librarians, Lawyers for
Libraries, and mini-advocacy campaigns. April, 2005

Developer of $1,000,000 sponsorship grant from Walgreens for a public
awareness campaign on health related issues. May, 2004 -

Developer of $1,950,000 sponsorship grant from Wells Fargo Home
Mortgage for public awareness campaign on financial literacy through
libraries. 2002-2004.

Developer of $300,000 grant from National Aeronautics and Space
Administration (NASA). 2002-2005.

Co-developer of PBS Ready To Learn grant of $400,000 for collaboration
between public libraries and public television. 2001 to present.

Co-developer of the Planned Giving Program of the American Library
Association. 2001 to 2005.

Co-developer and administrator of U.S. Department of Education (USDOE)
grant of $8,000 for the America Reads Challenge for Summer 2000. 1999-
2000.

Co-developer and administrator of Between the Lions grant of $230,440
from PBS/WGBH Boston program on learning to read. 1999 to present.

Co-developer and consultant to DeWitt WallaceReaders Digest Fund
Appendix V.4
SUSAN ROMAN-11

grant of $146,590 to conduct a survey of school-age programs conducted in
public libraries. 1998-2000.

Developer, recipient, and administrator of $200,000 grant from Ameritech
Foundation for developing a Librarian ToolKit, conducting workshops, and
awarding of mini-grants to twenty-five sites in the midwestern states. 1998-
1999.

Consultant and partner with Reading Rainbow for grant from the National
Science Foundation to extend Math Is Everywhere into libraries during the
summer, 1996 to present.

Consultant and co-developer of U.S. Department of Education Grant to
Westat Research on The Role of Public and School Libraries in Education
Reform. 1995 to present.

Developer and recipient of Born to Read ALSC grant of $560,000 from the
Prudential Foundation. December, 1993 - 1996.

Administrator and co-developer of Output Measures for Public Library
Service to Children ALSC/PLA grant of $42,000 from the U.S. Department
of Education. 1990-91.

Consultant and co-developer of Video for Youth ALA grant of $500,000
from the Carnegie Corporation of New York. 1989-91.

Administrator of $30,000 grant from MacArthur Foundation through the
Home and School Institute, Inc. 1986-1990.

OTHER
Participant, IMLS invitational meeting of deans to discuss current challenges
and opportunities in LIS education, Aug. 1-2, 2007.

Member, Library Advisory Board, Gareth Stevens Publishing/Weekly Reader
Publishing, 2007

Member of the Planning Committee for a 2008 Summit Democracy at Risk
to be held at the Library of Congress. Washington, DC.

Grant Proposal Reviewer for the Carnegie Corporation of New York, March,
2006 and October 2006.

Review Panelist for the Institute of Museum and Library Services (IMLS)
grants. Washington, DC, May 2005, May 2006, and March 2007.

Appendix V.4
SUSAN ROMAN-12

Delegation Leader for Alumni Group to India, People to People Citizen
Ambassadors Program. November 4 15, 2004.

Delegation Leader of Childrens Literature specialists to Brazil, People to
People Citizen Ambassadors Program. March 20-29, 2004.

Peer reviewer for Early Reading First Initiative at the U.S. Department of
Education, 2002.

National Advisory Committee for the International Childrens Digital Library
Project. 2002present

National Advisory committee for Reading Rainbow, the PBS childrens
television series. 2002 present

Leader Advisory board for Professional Programs, People to People
Ambassador Programs. 2002 present

Delegation Leader of Childrens Literature Delegation to Cuba, People to
People Citizen Ambassadors Program. J anuary 6-14, 2002.

Member National Advisory Board for the Ready To Learn service of PBS
(Public Broadcasting Service) 2001 to present.

Delegation Leader of Childrens Literature Delegation to Australia, People to
People Citizen Ambassadors Program. November 10-19, 2000.

Steering Committee for America Goes Back to SchoolUS Department of
Education. March 2000.

MemberAdvisory Council for Child Care Reads! Communications
Campaign. Child Care Action Campaign, 2000--.

MemberImagination Library Committee Dollywood Foundation, 1999--.

Delegation Leader of Childrens Literature Delegation to the Peoples
Republic of China. People to People Citizen Ambassadors Program. October
16-29, 1999.

Member Board of Directors for First Book a not-for-profit organization
dedicated to giving at-risk children their first book. 1998-present.

Member National Advisory Committee to Urban Library Councils Public
Libraries as Partners in Youth Development, grant funded project by DeWitt
Wallace Readers Digest Fund.
Appendix V.4
SUSAN ROMAN-13

Delegation Leader of Childrens Literature Delegation to Eastern and Central
Europe. People to People Citizen Ambassadors Program. April 17-30, 1998.

Consultant to Minnesota Childrens Museum for development of math for
young children exhibit based on childrens books Go Figure! 1998-1999.

Consultant to Childrens Museum of Manhattan on exhibit for youngest
children entitled Word Play. 1998.

Consultant and Advisor to Designated Reader Campaign. J anuary, 1998
to 2004.

Participant in Internet Online Summit in Washington, DC. December,
1997.

Consultant and Task Force Member U.S. Department of Education ART
Education Partnership. November 1997 to present.

Consultant to DeWitt Wallace Readers Digest Foundation Survey on
Youth Programming in Public Libraries for School-age Children. October
1997 to present.

Consultant to the White House on the Prescription for Reading Initiative.
February, 1997 to present.

Task Force Member to the Goals 2000 Arts Education Partnership -
administered by the Council of Chief State School Officers and the National
Assembly of State Arts Agencies. 1997 to present.

Consultant to WGBH Boston, on new television series on childrens reading,
Between the Lions.1996 to present.

Consultant to U.S. Dept. Of Education - Read*Write*Now! America Reads!
Initiative. 1996 to 2000.

Delegation leader of Childrens Librarians Delegation to South Africa for
the People to People Citizen Ambassador Program. November 1-16, 1996.

Consultant to WETA Public Television for Outreach Services to Libraries on
series Mystery of the Senses, 1994-95.

Consultant to Ready to Learn/Discovery Channel for Ready, Set, Read!
programming, 1994

Appendix V.4
SUSAN ROMAN-14

Assistant leader of Childrens Librarians Delegation to the Peoples
Republic of China for the People to People Citizen Ambassador Program.
November 8-23, 1993.

Consultant and planner for the Head Start-Library partnership Project of the
Center for the Book in the Library of Congress. J uly 1992- 1996.

Consultant to the U.S. Department of Education for a Fast Response
Statistical Survey on Public Library Services to Children. 1993-94.

Consultant and planner for Developing the Lifetime Reading Habit:
Libraries, Youth, and Elders for the Center for the Book in the Library of
Congress and ALA, November 20, 21, 1991.

Statistical Survey. 1987-1988.

Consultant and planner for Learning Opportunities for Children: Libraries
and Their Partners for the Center for the Book in the Library of Congress
and ALSC/ALA, November 15-16, 1989.

Delegation leader of five Childrens Librarians to participate in a colloquium
on Library Services to Children in Moscow, USSR, September 12-21, 1989.
Consultant, Graduate Library School, University of Wisconsin-Madison,
1988-89.

Consultant, Graduate Library School, University of North Carolina-
Greensboro, 1988.

Consultant to Prime Time School Television.

Listed in Whos Who in Library and Information Services; Whos Who in the
Midwest; Whos Who in American Education; The World Whos Who of
Women; International Whos Who of Professional and Business Women.

AWARDS

RASD: Outstanding Reference Book, 1985 for Sequences.

Missouri State Scholar, undergraduate studies. Scholarship, University of
Chicago, graduate studies.

Updated J une 2007
Appendix V.4
GSLIS Faculty Council
2007 Retreat
Wednesday, August 29, 2007
11:00am 3:30pm
Mulroy Lounge
11:00am Welcome Back and Introductions Susan Roman
11:15am Goals for the day Susan Roman
11:20am
2:00pm Introduction of Anne Deeter Facilitator
A. Review and Progress towards the goals of the GSLIS Strategic
Plan
B. Next Steps
There will be a working lunch incorporated into the work of the day
2:00pm
2:15pm Break
2:15
3:00pm Status of the Program Presentation for Accreditation Karen Brown
3:00
3:30pm Announcements and other business
Appendix V.5

GSLIS Advisory Board

Wednesday, October 18, 2006

11:30 1:00pm
Mulroy Lounge
( Proprietary / Confidential )

I. Welcome and Introductions

II. Status of Accreditation

III. Faculty and Staff

IV. New Grants

V. New Initiates

VI. Expanded Role of Alumni Council

VII. University Branding

VIII. What Else Should We be Doing?

IX. Other

Dates to Remember:

October 25, 2006 McCusker Lecture Hazel Rochman
October 27, 2006 Knowledge Management Open House/Career Day
October 28, 2006 Dominican Day/Open House
February 10, 2006 Career Day
February 28, 2007 Follett Lecture
March 2, 2007 LSTA Workshop

Appendix V.6

Agenda

Wednesday, February 8, 2006

Mulroy Lounge
5:00pm 7:00pm
(light dinner served)

1. Greetings

2. Accreditation Status

3. World Libraries

4. Curriculum / Competencies

5. OCLC

6. Practica / Internships

7. Faculty Search

8. Cooperative Literature Center

9. Other
Appendix V.6


GSLIS ADVISORY BOARD MEETING

Wednesday, April 18, 2007

11:30 am 1:00pm

Mulroy Lounge

(Proprietary and Confidential)

l. Lunch with the GSLIS Faculty (11:30am 12:15pm)

2. Status on Accreditation

3. Status on Doctoral program

4. Update on other school plans

5. Other

6. What else should we be doing?

Appendix V.6
Appendix V.6
Appendix V.7
GSLIS ALUMNI COUNCIL
VISION
Linking preparation to practice and professionals to learning
MISSION
Information Science to provide professional preparation for students entering the Library and
Information Science field.
Its members represent all aspects of the profession and perform the essential functions of:
_ Developing and supporting student career and networking opportunities;
_ Enhancing communication among and to alumni and the library community;
_ Strengthening social programs and benefits for alumni;
_ Representing GSLIS at alumni events upon request;
_ Recruiting students upon request;
_ Working with GSLIS on fundraising and development opportunities upon request;
_ Participating in graduation events.
Appendix V.8
1
Alumni Council
Bylaws
ARTICLE I. NAME
This organization shall be known as the Dominican University, Graduate School of Library and
Information Science Alumni Council, hereinafter referred to as the Council.
ARTICLE II. PURPOSE
The purpose of the Council is to support the goals of the Graduate School of Library and
information science field, and to promote communication and strengthen social and benefit
programs for alumni.
ARTICLE III. PRINCIPAL OFFICE
The principal office of the Alumni Council shall be at Dominican University, 7900 W. Division
Street, River Forest, Illinois, 60305-9909. The council may have other such offices as the
Council may determine or as the affairs of the Council may require from time to time.
ARTICLE IV. GENERAL POWERS
The duties of the Council are to establish policies for carrying out the essential functions of
developing and supporting student career and networking opportunities; enhancing
communication among and to alumni and the library community; and strengthening social
programs and benefits for alumni. The Council may delegate to such committees, task forces, or
other groups as it shall create, any of its powers that it may deem judicious. The Council has the
ultimate responsibility for the organization and it must ensure proper accountability of its
representatives.
ARTICLE V. MEMBERSHIP
Section 1. Composition and Appointment
The Council shall consist of a maximum of 12 members and one
representative from the Library and Information Science Student
Association (LISSA). Members shall be GSLIS graduates. Members of the
Council shall be appointed by the GSLIS Dean upon the recommendation
of GSLIS alumni and others, representing the diversity within the field.
The GSLIS representative to the Dominican University Alumni Board
shall automatically be a member of the Council.
Appendix V.8
2
Section 2: Term of Service
The term of office shall be one to three years with the option for
reappointment for one additional term for a maximum of six consecutive
years. The intent is to rotate the Council members on a regular basis.
Section 3. Resignation
Any member may resign form the Council at any time by giving a written
notice to the Chair. Such resignation shall take effect at the time specified
therein; and, unless otherwise specified therein, Council acceptance of the
resignation shall not be necessary to be effective.
Section 4. Vacancies
Any vacancy occurring on the Council may be filled by appointment by
the Dean. The person so selected to fill a vacancy shall continue in office
for the unexpired term of the previous member.
Section 5. Conflict of Interest
Any member shall disclose to the Council any personal interest in any
matter pending before the Council and shall refrain from voting in any
decision on such matter.
Section 6. Compensation
No member shall receive any remuneration for committee and/or Council
participation. (When authorized by the Council) Remuneration may be
paid for necessary expenses incurred in discharging official duties when
authorized by the Council. Honoraria may be paid for specific services
authorized by the Council.
ARTICLE VI. MEETINGS
Section 1. Frequency
The Council shall meet quarterly. Additional meetings may be called by
the Chair or at the request of 3 Council members.
Section 2. Notice
Appendix V.8
3
Notice of any special meeting of the Council shall be given to each
member at least 7 days prior to the meeting.
Section 3. Quorum
A quorum shall consist of three members of the Council, one of whom
must be an officer.
Section 4. Voting
A. A Council member must vote in person at any meeting. There shall be
no proxies. Should a quorum not be present, the dean and/or
designated representative may have voting privileges in order to
transact business. When action is required between meetings, an
electronic vote may take place. This vote shall be confirmed in person
at the next meeting of the Council.
B. Any action required to be taken at a meeting of the Council may be
taken without a formal meeting as long as all members are polled by
the Chair for their votes on the action.
ARTICLE VII. OFFICERS
Section 1. Composition
The officers shall consist of a Chair, Vice-Chair and a Recorder.
Section 2. Election
After approval of the Bylaws, at its first meeting, the Council shall elect
the Chair, Vice-Chair, and Recorder. Thereafter, the election shall be held
at the last meeting of the academic year. The Vice-Chair will succeed to
the Chair position and a new Vice-Chair and Recorder shall be elected to
take office July 1.
ARTICLE VIII. AMENDMENTS
The Bylaws of the Council may be amended or repealed and new Bylaws may be adopted by a
two-thirds vote of the members present and voting, a quorum being present, or by a two-thirds
vote of the members voting by mail or e-mail, provided that at least 30 days notice is given of the
intention to alter, amend, repeal, or to adopt new Bylaws. Amendments shall become effective
immediately upon passage unless otherwise stipulated.
ARTICLE IX. NON-DISCRIMINATION
Appendix V.8
4
The Council shall not discriminate against any person for reason of race, gender, age, national
origin, disability, religion, marital status, veteran status or sexual orientation.
ARTICLE X. DISSOLUTION
In the event of dissolution or termination of the Council, all of the assets of the Council shall
revert to GSLIS after paying or making provision for the payment of all of the liabilities of the
Council.
ARTICLE XI. POLICIES AND PROCEDURES
Section 1. Manual
The Council shall develop and maintain a policies and procedure manual
which enumerates the list of duties, obligations, and expectations of
Council members and all other individuals performing any functions for
the Council. Policies may be revised by a majority vote of the Council.
This function will be assigned to the Recorder with support from the
GSLIS office staff.
Section 2. Conduct of Meetings
Conduct of all meetings shall be governed by the latest edition of The
Standard Code of Parliamentary Procedure by Alice Sturgis except when
it is inconsistent with the law or these Bylaws.
Approved: 1997-1998; Revised and approved, 2007.
Appendix V.8
5
THESE ARE POLICY ITEMS:
Details of rotation of Council members
Officer Duties
Chair
Convene the meetings
Meet with the Dean to seek input and review activities
SENDS OUT AN AGENDA
Vice Chair
Acts in the place of the chair if necessary
Prepares an article (or whatever) for the GSLIS Alumni News
Succeeds to the chair position
Recorder
Keeps notes of the meeting and sees that they are distributed to the Council members in a
timely fashion
KEEPS THE POLICY MANUAL
Work Groups
Establishment of committees, task forces, etc.
Composition of committees, task forces, etc.
Unanswered Questions
How are we funded?
Appendix V.8

Alumni Council
_________________________________

information science field. Its members represent all aspects of the profession and perform the
functions of developing and supporting student career and networking opportunities, enhancing
communication among and to alumni and the library community, and strengthening social
programs and benefits for alumni. This active relationship with alumni enables GSLIS to create
strong links with practicing library and information professionals. Ongoing activities organized by
the Alumni Council include the Annual Career Exploration Day, a significant professional
development opportunity for current students, recent graduates, and LIS professionals
considering new career options; and a variety of receptions and networking events held in
conjunction with regional and national professional conferences. The Alumni Council has also
established an endowment to provide scholarships for GSLIS students.

Christopher Stewart , President
Dean of Libraries, Illinois Institute of Technology

Kathleen Bethel
African American Studies Reference Librarian, Northwestern University

Jan Chindlund
Director, Columbia College Chicago Library

Francis Feeley
Inter-American Magnet School

Linda Hanrath
Corporate Librarian, Wm. Wrigley J r. Company

Kathleen Krepps
Librarian, Downers Grove South High School

Teresa Madrigal
Branch Manager, Chicago Public Library-Toman Branch

Denise Zielinski
Director of Informational Services, DuPage Library System

Appendix V.9
Dominican GSLIS Alumni Council
Meeting Minutes
J anuary 26, 2006

Present:
Christopher Stewart
Teresa Madrigal
Rita Sullivan
Fran Feeley
Dawn Bussey

Dean Susan Roman
Shelley Zawadzki

A quorum of members was present per the pending AC bylaws.

Review of AC Bylaws:
Members present reviewed the current draft of the bylaws. A few suggestions for minor
revisions were made, including clarification of term limits. Final approval of the bylaws
was postponed until the next meeting when more members will be present.

Officer Selection/Election
Christopher was nominated for the office of the chair by Rita Sullivan. His nomination
was approved by a unanimous vote of all members present.

Members present decided to postpone the election of the remaining two officers vice
chair and recorder until more members were present for nominations and voting.

Fran agreed to serve as acting recorder until elections are complete.

2006 Career Day
February 25, 2006

Linda Lazzarini of the GSLIS office will print and distribute flyers promoting Career
Day. LISSA will distribute flyers and promote the event via their usual communication
channels. Susan suggested taking advantage of the Dominican website.

It was proposed that all faculty mention the event and pass around the flyer at the outset
of GSLIS classes during the week before Career Day.

Discussion of potential panelists resulted in completing the roster of panelists.

AC members brainstormed for important points to be featured on the flyers promoting
Career Day. The main selling points were A.) emerging trends, B.) typical day on the job,
and C.) valuable networking.

Appendix V.10
The flyer will contain the following bullet points:

---------------

Why should I attend?

Hear about emerging trends in all areas of librarianship and how they will impact
your future.

Network with seasoned professionals, alumni, and your future colleagues.

Hear about a typical day on the job in your new field.

---------------

Panelists will be asked to touch upon these topics in their presentations and be prepared
to respond to questions related to these topics.

Christopher will format the flyer and submit it to Linda Lazzarini.

The flyer will not be printed on white paper.

AC Bookmark
Production of the traditional AC bookmark is being postponed until the membership is
complete. Susan mentioned that the Communications and Marketing Department is
currently in the later stages of creating some new graphics for the University. Once we
are ready to produce bookmark, which traditionally features the names of AC members,
we can incorporate the newly developed graphic images.

Follett Lecture/Lazerow Lecture
Christopher indicated that the AC will explore its traditional role in supporting annual
campus events, including the Follett Lecture and the Lazerow Lecture.

AC Recruiting
Two of the twelve seats on the AC are open one traditionally reserved for an academic
librarian and one reserved for a special librarian or vendor.

Knowledge Management:
Christopher indicated the need for the AC to have some awareness of how
communication occurs between Dominican and its alumni. The following questions were
raised: How can we communicate directly with alumni? What channels do we have, and
with whom must we work to make communications with fellow alumni happen.

Susan mentioned that the Communications and Marketing Department must be involved
in any mailing with more than 100 recipients.

Appendix V.10
Promotion of the AC:
Susan suggested that a press release be prepared (targeting the library press) to announce
the formation of the AC once its membership becomes more firmly established. This will
not only raise awareness of the AC but also serve to raise the visibility of Dominicans
GSLIS program.

Rita suggested creating an AC sign or display to be located on the 3
rd
floor of Crown
which would contain GSLIS-relevant announcements (e.g. the Alumni Council extending
congratulations or recognition for achievements such as the publication of articles, receipt
of awards or promotions, presentation of an important lecture, other distinctions). Related
to this, Christopher suggested creating a graphic template specific to the AC.

Other Business:
Rita suggested the routine use of name tags at regular meetings.

Susan mentioned the potential of the AC to provide GSLIS representation at other events,
including professional conferences such as the ALA Annual Conference and occasional
local events. Christopher mentioned that he would be in attendance at the 2006 ALA
Conference in New Orleans and that he would be willing to commit to supporting a
Dominican GSLIS booth or other event. Christopher indicated that the AC would
consider providing representation at University events when asked to do so by the
GSLIS.
Appendix V.10
Meeting Minutes
March 28, 2006

Present:
Christopher Stewart
Teresa Madrigal
Rita Sullivan
Fran Feeley

Dean Susan Roman
Bill J ackson

Christopher mentioned the goal of eventually identifying approximately five activities for
the AC to commit to in order to best support its mission.

AC Recruiting
One of twelve seats on the AC is open. The search continues for the seat traditionally
occupied by a special librarian or vendor. Information regarding candidates submitted to
Christopher or Susan will be distributed among AC members for feedback regarding the
selection. Dean Roman will make the final recommendation.

Officer Selection/Election
Members present decided again to postpone the election of the remaining two officers
vice chair and recorder until the J une meeting. It is hoped that by that time membership
will be complete and that more members will be present for nominations and voting.

Fran continues to serve as acting recorder until elections are complete.

2006 Career Day Review
February 25, 2006
Susan reported lots of positive feedback. Christopher mentioned increased attendance per
his own estimate. Christopher also suggested establishing a second annual event such as
Career Day but with a different focus.

ALA
Susan repeated the request for AC members to support the Dominican exhibit at the
upcoming ALA Annual Conference in New Orleans. Also, on the Sunday evening of the
conference a joint event for alumni of several schools (including Dominican) will be
held. Attendance and support of AC members at that event is also encouraged.

Appendix V.10
Lazerow Lecture/May Commencement
Members indicated a willingness to support these annual campus events by attending
them and addressing attendees to promote awareness of the Alumni Council and to
further the goals of the AC and the University.

The Lazerow Lecture is scheduled for Wednesday, April 5 at 6:00 P.M. at the Priory
Campus Auditorium.

Commencement is scheduled for May 6.

GSLIS AC Endowment
The Institutional Advancement Department of Dominican has given the approval to move
ahead with a plan to develop an endowment program for the GSLIS.

Bill indicated that he is a great believer in endowments. He has knowledge of endowment
sizes and operations at several major institutions. He clearly has a great deal of
experience to bring to the discussion. He mentioned that endowments can support a
variety of programs, such as scholarships, lectureships, and chaired faculty positions. He
offered that its difficult for professional schools (such as the GSLIS) to compete with the
loyalty that many people feel toward their four-year undergraduate institutions. Bill
further explained that most major fundraising initiatives occur in two phases: the quiet
phase (when approximately 40-50% of the targeted funds are sought via large requests)
and the public phase when appeals are made to the entire constituent community.

Susan indicated the need for a strategic plan for developing an endowment, including the
development of a compelling message. It was also mentioned that the timing of a GSLIS
endowment kick-off is good given the recent 75-year celebration and naming of 75
notable alumni/ae. Susan emphasized the importance of AC input and a partnership with
the AC in this effort.

Christopher mentioned that he believes that vendors of digital services remain largely
untapped sources of funding for initiatives such as the establishment of an endowment.
Christopher also suggested that the establishment and development of an endowment
fund become one of the five activities to which the AC is committed. Members present
agreed that an AC task force to support the endowment was worth consideration.

Bill indicated that endowments typically require a minimum amount of funding to be
established (the figure $25,000 was mentioned). Bill also advised that the GSLIS
endowment seek only unrestricted donations at the outset (unrestricted but utilized only
within the GSLIS).

The point was made that parties sought for large requests be chosen carefully.

Susan mentioned the possibility of a third endowed chair position.

Appendix V.10
Rita offered a promotional idea consisting of using images of the 75 recently honored
alumni indicating their support of the endowment program. Such images could be used in
print materials or in various places on the Dominican website. Rita suggested that a
simple slogan be developed as well.

Other Business:

Christopher will send an e-mail to all AC members to get feedback regarding the
following matters: names of candidates for the open position on the AC; attendance at
ALAs Annual Conference and availability to support a Dominican exhibit and alumni
event; and preferred dates for a J une AC meeting.
Appendix V.10
Meeting Minutes
September 6, 2006

Present:
Kathleen Bessel
Dawn Bussey
J an Chindlund
Fran Feeley
Kathleen Krepps
Christopher Stewart

Linda Hanrath (via teleconference)

Dean Susan Roman

Bookmark
Linda is working on the content and design with the Dominican Department of Marketing
and Communications (which will handle the printing). The bookmark will incorporate the
new colors and logos recently created by that department.

The bookmarks will feature the following content:
The names of all members with their years of graduation
GSLIS phone number, fax number, website, and e-mail address
The following events with dates when possible:
o Lazerow Lecture
o Follett Lecture
o McCusker Lecture
o Career Day, Feburary, 2007
Brief listings of professional events where GSLIS and AC will be represented:
o ALA (American Library Association)
o ILA (Illinois Library Association)
o CLC (J oint Conference of Librarians of Color)
o ISLMA (Illinois School Library Media Association)
o SLA (Special Libraries Association)
The ACs slogan, Linking Preparation to Practice and Professionals to Learning
(see earlier bookmark to confirm precise wording)

AC Activity at Upcoming Conferences
The GSLIS and AC will be represented at the following upcoming conferences:
ALA (American Library Association)
ILA (Illinois Library Association)
CLC (J oint Conference of Librarians of Color)
ISLMA (Illinois School Library Media Association)
SLA (Special Libraries Association)
Appendix V.10
AC Recruiting
AC member Rita Sullivan has not been contacted successfully in several months. Dawn
will make an additional inquiry regarding her whereabouts and well-being. If she is not
located the AC will need to consider seeking a new public librarian to serve in her place.

Alumni Newsletter
The Alumni Newsletter is typically published and distributed twice per year. It is hoped
that it will eventually be produced and distributed three (and later four) times per year.
There will be no fall issue this year due to a recent staff change. Any pending
announcements will be included in the next issue. The newsletter will feature a column
by and about the AC in its next issue.

Bylaw Updates and Revisions
Susan is continuing to review the wording of the current bylaws with J an in order to
propose any advisable updates. All such suggestions will be reviewed and approved by
the entire AC. Points for which updating is being considered include the following:
o various AC member responsibilities;
o details of term lengths;
o voting procedures (including whether or not to accept AC member voting via
phone, e-mail, etc.)
It was suggested that the revised AC Bylaws be posted on the website.

AC Meeting Schedule for Fall 2006/Spring 2007
September 6, 2006 (check!)
November 8, 2006

2007 Career Day
Proposed Dates:
o February 24, 2007 (first choice)
o February 17, 2007 (second choice)
o February 10, 2007 (third choice)

Typically one keynote speaker primarily focuses on careers skills and one keynote
speaker primarily focuses on practical job seeking skills (e.g. resumes, interviewing,
etc.). The keynote presentations typically are scheduled for 45 minutes each (30 minutes
plus 15 minutes for questions). People mentioned as potential keynote speakers included
Paula Waters of Fleishman-Hillard and J enny Levine of the ALA.

Panelists are typically sought in the range of areas of the field (academic, public, school,
vendor, and special/non-traditional). Mentioned as a potential panelist was Michael
Stevens (new Dominican faculty member).

Appendix V.10
J an mentioned that a recent SLA presentation addressed the importance of recognizing
and coping with the fact that librarians are often hired by and assigned to work for non-
librarians. This reality requires librarians seeking work or working in such circumstances
to speak the language of the organizations as opposed to communicating only in library
terms.

From that point a Career Day 2007 theme began to emerge
Librarians, do you need to speak a foreign language?
Communicating the value of librarianship

A couple of other related quotes/slogans tossed out included the following:
o Your colleagues are no longer librarians.
o Youre speaking of serials and theyre thinking of breakfast.
o Transferring internal knowledge into external value
o Youve got a profession. Now go get a job!

AC members are encouraged to continue to seek out potential candidates for Career Day
2007.

News from the Dean:

Susan reported the appointment of Dr. Cheryl J ohnson-Odim as provost. Dr. J ohnson-
Odim is the former dean of the School of Liberal Arts and Sciences at Columbia College
Chicago.

Susan also reported the appointment of Tracie D. Hall as Assistant Dean of Recruitment
and Marketing of the GSLIS. Tracie Hall Director comes to GSLIS from the ALA Office
for Diversity.

GSLIS and the Chicago Public Schools Department of Libraries has obtained the grant
money to go forward with a new school librarian cohort group which will begin its
studies in J anuary, 2007. Plans to develop other cohort groups are in the works.
Appendix V.10
9
th
Annual GSLIS Career Day
Saturday, February 25
th
, 2006
Dominican University, Social Hall

Agenda

9:00-9:30: Registration (w/continental breakfast)

9:30-9:45: Welcome and introductions: Susan Roman, Dean, GSLIS;
Christopher Stewart, Chair, Alumni Council

9:45-10:30 Getting a Library Position, Michael Madden, Director,
Schaumburg Township District Library

10:30-10-45 Break

10:45-11:30 Create the Career You Want, Miriam Pollack, Miriam Pollack and
Associates

11:30-11:45 Break

11:45-1:00 Panelists:

Lynn Elam
Library Administrator
Messenger Public Library of North Aurora

Veronda J . Pitchford
Program Officer
Urban Libraries Council

Francis Feeley
Library Media Specialist
King Lab Magnet School

Priscilla Stultz
Senior Librarian Relations Consultant
LexisNexis

Claire Stewart
Head of Digital Media Services and Director, New Media Center

Appendix V.11

www.gslis.dom.edu

To learn about emerging trends in all areas
of librarianship and how they will impact
your future.
To network with seasoned professionals,
alumni, and your future colleagues.
To hear about a typical day on the job in
your new field.
GSLIS Alumni Council Presents
The 10th Annual Career Day

Saturday, February 10, 2007
Dominican University, Priory Campus Auditorium
7200 W. Division St.
9:00 AM 1:00 PM

Appendix V.11

www.gslis.dom.edu

To learn about emerging trends in all areas
of librarianship and how they will impact
your future.
To network with seasoned professionals,
alumni, and your future colleagues.
To hear about a typical day on the job in
your new field.
GSLIS Alumni Council Presents
The 9th Annual Career Day

Saturday, February 25, 2006
Dominican University, Social Hall
7900 W. Division St.
9:00 AM 1:00 PM

Appendix V.11
Appendix V.11
SUSAN ROMAN

2005-present DOMINICAN UNIVERSITY, River Forest, Illinois
Dean and Professor, Graduate School of Library and Information Science

Director, Development Office and member of the Senior Management
Group.

Executive Director, Association for Library Service to Children (ALSC) and
the Association for Library Trustees and Advocates (ALTA).

1985-1986 AMERICAN MEDICAL ASSOCIATION, Chicago, Illinois
Director, Reference Services Department.

1978-1985 NORTHBROOK PUBLIC LIBRARY, Northbrook, Illinois
Senior Librarian. A division head and Head of Youth Services that included
the coordination of young adult and childrens services.

1971-1978 DEERFIELD PUBLIC LIBRARY, Deerfield, Illinois
Adult Reference Librarian for five years. Head of Childrens Services
from 1975.

EDUCATION

Ph.D., University of Chicago.

M.A. in Library Science, Rosary College, River Forest, Illinois.

A.B., Washington University, St. Louis, Missouri.

Medline training, National Library of Medicine, J anuary, 1986.

Docent training at the Terra Museum of American Art in Chicago, Illinois,
1994

Variety of certificates for continuing education courses in supervision,
performance appraisals, Problem Analysis and Decision Making, and
Diversity in the Workplace.

PROFESSIONAL
ORGANIZATIONS

American Library Association (ALA), American Society of Association
Executives (ASAE), Association of Library and Information Science
Education (ALISE); Illinois Library Association (ILA), Library
Administrators Council of Northern Illinois (LACONI), Childrens
Librarians Unit of the Regional Library Advisory Council, North Suburban
Library System (CLU/RLAC), American Association of Medical Society
Appendix V.12
SUSAN ROMAN-2

Executives (AAMSE), Chicago Library Club, United States Board on Books
for Young People (USBBY).

SELECTED
PROFESSIONAL
ACTIVITIES

American Library Association: Member, ALA Council, 2007-2010;
Member, Geisel/Seuss Award Committee, 2006-2007; Director, ALSC Board
of Directors, 1983-86; Chair, ALSC Preconference Planning Committee;
Chair, Continuing Education Committee, ALSC, 1981-84; Member, Ad Hoc
Committee to examine ALSC Responsibility Statement, 1983-84; Member,
1980 Newbery Award Committee; Member, Boy Scouts of America
Advisory Committee, 1976-80; Member, Chicago Local Arrangements
Committee, 1977-78; Participant, Rochester Conference on Media
Evaluation; The Group Process, ALSC, 1979. ALA Election Committee
Audit, 1980; Chair, 1985 YASD Local Arrangements Committee; Member,
YASD Membership Promotion Committee, 1981-85.

Illinois Library Association: Chair, Research Committee, CLS, 1983-84;
Member, ILA Executive Board, 1983; Member, ILA Finance Committee,
1983; President, Childrens Librarians Section, 1981-83; Chair, Ad-Hoc
Committee on Childrens Services Standards, 1978-81; Secretary, CLS;
Chair, Bylaws Committee, CLS.

North Suburban Library System: Facilitator, Future of Public Library
Service in Illinois, Conference, 1983; Coordinator, Media Evaluation
Workshop for NSLS and the Chicago Public Library System, 1981.

TEACHING
POSITIONS

Lecturer, Programming for Children and Young Adults. Graduate School of
Library and Information Studies, Dominican University, 2000. Taught class
simultaneously to students both on the campus of Dominican University and
to students on the campus at St. Catherines College in Minnesota through
interactive live teleconferencing. The class covered programming for
preschoolers and their families, storytelling for all ages, booktalking to young
adults, and community-wide, state-wide, and national programming. It
introduced the need for programming policy and planning documents.

Studies, Dominican University, River Forest, Illinois, 1999. Taught class to
teachers in the Chicago Public School System as part of a Cohort Program
for earning credits for an MALS in School Library Media Librarianship.

Appendix V.12
SUSAN ROMAN-3

Lecturer, Management Skills for Librarians, Graduate Library School,
University of Chicago, 1985, 1986, and 1987. Taught classes for three years
to general library school students in management of all types of libraries.

Lecturer, Selection and Acquisition, Graduate School of Library and
selection of all types of materials for public and school libraries. This
included development of selection policies, knowledge of First Amendment
Rights and challenges to the materials, and materials for special library users.

Science, Rosary College, River Forest, IL, 1985. Taught criteria and
selection of materials for children in both public and school libraries. This
included introducing literature to children through programs, developing of
reviewing styles for materials, reading of materials for adults and families
working and living with children, and developing a basic collection for
children, including fiction, non-fiction, reference, audio-visual, puzzles and
other realia and parent/teacher collections based on community needs.

Lecturer, Reference of the Humanities, Graduate School of Library and
library students about reference materials in the humanities. This course
built upon the basic reference and bibliography classes.

SPEAKING
ENGAGEMENTS

Panel Moderator for several panels at the Reading Powers the Mind
Workshop for the Center for the Book in the Library of Congress.
Washington, DC, J uly 21-23, 2004.

Engaging Civic Partners: Libraries, Museums, and Public Television
presentation for the Engaging Leaders: Building Bright Futures for Young
Children Conference. Charlotte, NC, May 21, 2003.

Library Fundraising presentation for the Argentine Association of
Graduate Librarians. Buenos Aires, Argentina, April 14, 2003.

Status of Professional Librarians in the Americas presentation for the
Argentine Association of Graduate Librarians. Buenos Aires, Argentina,
April 14, 2003.

The Role of Public Libraries in the U.S. presentation for the Argentine
Association of Graduate Librarians. Buenos Aires, Argentina, April 15,
2003.

Appendix V.12
SUSAN ROMAN-4

Cultivating Donors presentation for the Texas Library Association
Conference. Houston, Texas, April 2, 2003.

Congress. Scottsdale, Arizona, September 24-27, 2002

Congress. Columbia, South Carolina, August 14-16, 2002

State Library. Salina, Kansas, October 20, 2000.
State Library. Kansas City, Kansas, October 19, 2000.

National Early Childhood Summit Discussion Group Facilitator. U.S.
Department of Education, Washington, D.C., J une 23-24, 2000.

Early Literacy for Young Children panel participant. Book Expo America,
Chicago, J une 3, 2000.

Bridges Impact Research Implications for the Future: Everybody
Learns, Who Cares? presentation for American Association of Museums
Learning in Museums Seminar. Museum of the Rockies, Bozeman,
Montana. September 25, 1999.

Family Literacy Workshop for Center for the Book in the Library of
Congress. Austin, TX. August 19-20, 1999.

World Class Childrens Services at King County Library System for
Library Trustees and Advisory Boards in the System and for the Children and
Youth Services Librarians. Seattle, WA August 6, 1999.

Why Born to Read Should be Adopted In New J ersey Speaker at Annual
Meeting of Board and members of the Gateway Maternal and Child Health
Consortium. Newark, NJ , March 4, 1998.

The Role of Born To Read Presentation for the Ohio Reading Alliance
Training Workshop. Cleveland, OH, February 26-27, 1998.

Twelve Reasons Your Community Should Invest in Born to Read,
presentation for State Library of Florida training workshops. Tallahassee,
Florida. November 5, 1997.

Issues in Continuing Education in Professional Associations. Paper
presented at the International Federation of Library Association Satellite
Appendix V.12
SUSAN ROMAN-5

Meeting on Education and Training in Quality Library Services for Children
and Young Adults for Changing Needs. Hamburg, Germany. August 26-28,
1997.

Childrens Book Illustration as Fine Art and Uses in Curriculum,
Workshop for Teachers Continuing Education course. Terra Museum of
American Art. Chicago, IL. J uly 31, 1997.

Notable Books: Connecting with Children - Speaker at the American
Association of School Librarians National Conference. Portland, OR. April
2-6, 1997.

The Importance of Childrens Storybooks in Learning English, Storyworld
Workshop for Parents. Seoul, South Korea. Dec. 15-16, 1996.

Library - Museum - Head Start Partnership Workshop, Speaker and
Workshop Facilitator. Denver, Colorado. September 1996.

Public Library Association Sixth National Conference, Presenter. March 26-
30, 1996.

Library-Museum-Head Start Partnership Workshop, Presenter, Phoenix, AZ,
February 28-March 1, 1996. Presenter, Texas Experiences: Partners in
Learning, Austin, TX, December 7-8, 1995.

National Association for the Education of Young People 1995 Annual
Conference: Born to Read: Nurturing infants love of reading through
cooperation among child care centers, libraries, and health providers. Co-
Presenter, Washington, D.C. November 30-December 2, 1995.

Terra Museum of American Art, Caldecott Book Art and uses in art
appreciation. Presenter, Chicago, Illinois. October 23, 1995.

Cooperate: Working Together to Serve Youth, Keynote Speaker, The State
Library of Virginia and the Virginia Center for the Book, Richmond,
Virginia. August 13-15, 1995.

Museums, Libraries and Head Start: Educating Young Children for the
Future, Panelist, American Association of Museums 90th Annual Meeting,
Philadelphia, Pennsylvania. May 21-25, 1995.

Library-Museum-Head Start Partnership Workshop, Co-developer and
presenter, The Minnesota Center for the Book, Minneapolis, Minnesota,
April 28-30, 1995. The Florida Center for the Book, Orlando, Florida.
Appendix V.12
SUSAN ROMAN-6

February 23-25, 1995.

Shaping the Vision Through Books: A Look at the Notables, Co-presenter,
AASL National Conference, Indianapolis, Indiana. November 12, 1994.

Library-Head Start Partnership Training Workshop, Co-developer and
presenter, The Kansas Center for the Book, Topeka, Kansas, May 1994. The
Virginia Center for the Book, Richmond, Virginia, March 1994. The
California State Library, Sacramento, California. December 10-11, 1993.

The Local Library: A Valuable Resource, National Head Start Parent
Involvement Institute, Washington, D.C. August 10,1993.

Notable Books: Connecting With Children; American Association of
School Librarians, Sixth National Conference and Exhibition, Baltimore,
Maryland. October 23, 1992.

US/USSR Colloquium on Public Library Service to Children - September,
1989; Midwest Federation of Library Associations, Sixth Quadrennial
Conference in Minneapolis, Minnesota. November 1, 1991.

Linking Libraries and National Organizations, Illinois State Library
Symposium. February 1991.

Communicating the Need for Youth Services, Northern Ohio Library
Systems. May 1991.

School/Public Library Programming: A National View of Local Activity.
University of Wisconsin-Oshkosh 18th Annual Library Conference, Keynote
Speaker and Programming for Young Adults. December 1, 1989.

Honoring Book Illustration: The History of the Caldecott Medal, National
Museum of Women in the Arts, co-sponsored by the D.C. Public Library, in
Washington, D.C. November 13, 1989.

New Partnerships for Student Achievement at the AASL National
Conference in Salt Lake City, Utah. October 1989.

Telling the Story: Narrative of Evaluation, University of Wisconsin-
Madison Institute on Measurement and Evaluation of Public Library Service
to Children. May 1989.

Illinois Libraries and Illinois Youth, Illinois State Library. February 1989.

The Importance of Childrens Services to all Librarians, University of
Wisconsin-Madison Library School Colloquium. October 1988.
Appendix V.12
SUSAN ROMAN-7

50 Years of the Professional Library Association, Panel Participant, Rosary
College Anniversary Seminars. April 1988.

Professional Organizations, Colloquium presenter, University of North
Carolina-Greensboro Library School. March 1988.

Books in Series, Statewide Summer Reading Program. Raleigh, North
Carolina. March 1988.

The Business of Videos for Children, Harvard University, Cambridge,
Massachusetts. April 1988
.
Management Skills Workshops, Chicago Public Library. November 1986,
1987.

Series and Sequels, Keynote Speaker, University of Iowa Festival of Books
for Young People, November 1987.

The Unknown Manager, Illinois Library Association. October 1987.

Reference on the Run, Keynote Speaker, CAYAS, Washington Library
Association. March 1986.

YA Roundup: Getting Teens Involved with Library Programs, YSS/ILA
Workshop. October 1985.

Online Catalogs and Specialized Clientele part of the University of Illinois
Clinic on Human Aspects of Library Automation: Helping Staff and Patrons
Cope. April 1985.

Theory of Management and the Nature of Organizations, Cleveland Area
Metropolitan Library System Workshop. September 1984.

Keeping the Show on the Road: Management Skills for Childrens
Librarians, Midwest Federation of Library Associations Conference,
Cincinnati. October 1983.

Illinois: A Success Story, ALSC Presidents Program, ALA Annual
Conference, Los Angeles. J une 1983.

Applying Foundations of Quality in the Public Library, for library
administrators and board presidents, River Bend Library System, Coal
Valley, Illinois. May 1983.

REVIEWING &
Appendix V.12
SUSAN ROMAN-8

EDITING

Book review co-editor for professional books in J ournal of Youth Services in
Libraries, 1982-85; Free-lance book reviewer Booklist, 1982-87.

PUBLICATIONS

Under contract: The Little Book on How to Get Grant Money, a
companion volume to The Big Book of Library Grant Money. ALA Editions.

Under development: Library Partnerships: A Step-by-Step Guide to
Success. Part of a series to be published by Neal-Schuman Publishers, Inc.

Planning to Succeed in Fundraising essays for the introduction to two
editions of The Big Book of Library Grant Money. The Taft Group and
ALA, 2002-2003 and 2004-2005 editions.

Contributor to Sparking Connections: Community-Based Strategies for
Helping Family, Friend and Neighbor Caregivers Meet the Needs of
Employees, Their Children and Employers. Families and Work Institute,
August, 2003.

Contributor to Bridges to Understanding Childrens Museums a research
study of Childrens Museum. 1999.

A Library Head Start to Literacy. Library of Congress Publication. Co-
Author. J une 1999.

Contributor to Young Children and the Arts: Making Creative Connections
A Report of the Task Force on Childrens Learning and the Arts: Birth to
Age Eight. 1998.

Delegation to Eastern Europe Returns Enriched and Eager, American
Libraries, J une-J uly, 1998, p. 42-44.

Read-Write-Now! Materials for America Reads Challenge. 1997. Advisor
and Consultant to project.

Parents Guide to Getting Online, October, 1997. U.S. Department of
Education. Reviewer and Advisor.

Childrens Literature Delegates Meet with South African Colleagues,
American Libraries, J anuary, 1997.

The Parents Guide to the Information Superhighway: Rules and Tools for
Families Online. September 1996. Advisor and Reader on publication.
Appendix V.12
SUSAN ROMAN-9

Library-Head Start Partnership Video, consultant on script and production
of video for National Head Start Bureau and the Library of Congress, J une,
1993.

A Study of the Reading Patterns of Childrens Formula Fiction Series Books
in the Summer Reading Programs of an Illinois Public Library. Doctoral
Dissertation, University of Chicago, 1991.

US-USSR Colloquium on Library Services to Children, September 12-21,
1989, editor. Chicago, ALA, 1991.

US-USSR Bonding, American Libraries, November, 1989.

Public Library Service to Children - ALA Yearbook, ALA 1987.

Online Catalogs and Specialized Clienteles: Children and Youth. Human
Aspects of Library Automation, University of Illinois at Urbana-Champaign,
1986.

Sequences: An Annotated Guide to Childrens Fiction in Series. Chicago:
American Library Association, 1985.

Implementation: Using Foundations of Quality to Underpin Avenues of
Excellence, ILLINOIS LIBRARIES, J anuary, 1985.

The Performance Appraisal: A Positive Process, ILLINOIS LIBRARIES,
December, 1982.

Foundations of Quality: Guidelines for Public Library Service to Children,
co-author, ILLINOIS LIBRARIES, December, 1980.

Standards for Childrens Services in North Suburban Library System
Member Libraries, (co-author), NSLS, May, 1978.

GRANTS
Co-developer and administrator for an LSTA grant from the State Library of
Illinois for $4,500 to host a workshop in spring 2007 around the topic of the
image of librarians and marketing library services. Partnership with the
Metropolitan Library System (IL).

Partner and co-developer of a 2006 IMLS grant in the amount of $310,769 to
Appendix V.12
SUSAN ROMAN-10

educate a cohort of up to 15 students to study towards an MLIS degree from
the Chicago Public Schools.

Developer and administrator for a 2006 IMLS National Leadership Grant for
$290,224 to Dominican University for research on the impact of public
library summer reading programs on student achievement. J ohns Hopkins
Center for Summer Learning, the Colorado State Library, and the Texas State
Library and Archives Commission are partners.

Developer of $106,000 endowment proposal from the Brodart Foundation to
establish the annual Sophie Brody Medal for the outstanding contribution to
J ewish Literature in the previous year awarded by the American Library
Association. May 2005.

Developer of $180,000 grant from Investor Protection Trust for investor
education initiatives through public libraries in select sites. May 2005

Developer of $380,000 grant from The Ford Foundation for initiatives
surrounding the USA PATRIOT Act, Law for Librarians, Lawyers for
Libraries, and mini-advocacy campaigns. April, 2005

Developer of $1,000,000 sponsorship grant from Walgreens for a public
awareness campaign on health related issues. May, 2004 -

Developer of $1,950,000 sponsorship grant from Wells Fargo Home
Mortgage for public awareness campaign on financial literacy through
libraries. 2002-2004.

Developer of $300,000 grant from National Aeronautics and Space
Administration (NASA). 2002-2005.

Co-developer of PBS Ready To Learn grant of $400,000 for collaboration
between public libraries and public television. 2001 to present.

Co-developer of the Planned Giving Program of the American Library
Association. 2001 to 2005.

Co-developer and administrator of U.S. Department of Education (USDOE)
grant of $8,000 for the America Reads Challenge for Summer 2000. 1999-
2000.

Co-developer and administrator of Between the Lions grant of $230,440
from PBS/WGBH Boston program on learning to read. 1999 to present.

Co-developer and consultant to DeWitt WallaceReaders Digest Fund
Appendix V.12
SUSAN ROMAN-11

grant of $146,590 to conduct a survey of school-age programs conducted in
public libraries. 1998-2000.

Developer, recipient, and administrator of $200,000 grant from Ameritech
Foundation for developing a Librarian ToolKit, conducting workshops, and
awarding of mini-grants to twenty-five sites in the midwestern states. 1998-
1999.

Consultant and partner with Reading Rainbow for grant from the National
Science Foundation to extend Math Is Everywhere into libraries during the
summer, 1996 to present.

Consultant and co-developer of U.S. Department of Education Grant to
Westat Research on The Role of Public and School Libraries in Education
Reform. 1995 to present.

Developer and recipient of Born to Read ALSC grant of $560,000 from the
Prudential Foundation. December, 1993 - 1996.

Administrator and co-developer of Output Measures for Public Library
Service to Children ALSC/PLA grant of $42,000 from the U.S. Department
of Education. 1990-91.

Consultant and co-developer of Video for Youth ALA grant of $500,000
from the Carnegie Corporation of New York. 1989-91.

Administrator of $30,000 grant from MacArthur Foundation through the
Home and School Institute, Inc. 1986-1990.

OTHER
Participant, IMLS invitational meeting of deans to discuss current challenges
and opportunities in LIS education, Aug. 1-2, 2007.

Member, Library Advisory Board, Gareth Stevens Publishing/Weekly Reader
Publishing, 2007

Member of the Planning Committee for a 2008 Summit Democracy at Risk
to be held at the Library of Congress. Washington, DC.

Grant Proposal Reviewer for the Carnegie Corporation of New York, March,
2006 and October 2006.

Review Panelist for the Institute of Museum and Library Services (IMLS)
grants. Washington, DC, May 2005, May 2006, and March 2007.

Appendix V.12
SUSAN ROMAN-12

Delegation Leader for Alumni Group to India, People to People Citizen
Ambassadors Program. November 4 15, 2004.

Delegation Leader of Childrens Literature specialists to Brazil, People to
People Citizen Ambassadors Program. March 20-29, 2004.

Peer reviewer for Early Reading First Initiative at the U.S. Department of
Education, 2002.

National Advisory Committee for the International Childrens Digital Library
Project. 2002present

National Advisory committee for Reading Rainbow, the PBS childrens
television series. 2002 present

Leader Advisory board for Professional Programs, People to People
Ambassador Programs. 2002 present

Delegation Leader of Childrens Literature Delegation to Cuba, People to
People Citizen Ambassadors Program. J anuary 6-14, 2002.

Member National Advisory Board for the Ready To Learn service of PBS
(Public Broadcasting Service) 2001 to present.

Delegation Leader of Childrens Literature Delegation to Australia, People to
People Citizen Ambassadors Program. November 10-19, 2000.

Steering Committee for America Goes Back to SchoolUS Department of
Education. March 2000.

MemberAdvisory Council for Child Care Reads! Communications
Campaign. Child Care Action Campaign, 2000--.

MemberImagination Library Committee Dollywood Foundation, 1999--.

Delegation Leader of Childrens Literature Delegation to the Peoples
Republic of China. People to People Citizen Ambassadors Program. October
16-29, 1999.

Member Board of Directors for First Book a not-for-profit organization
dedicated to giving at-risk children their first book. 1998-present.

Member National Advisory Committee to Urban Library Councils Public
Libraries as Partners in Youth Development, grant funded project by DeWitt
Wallace Readers Digest Fund.
Appendix V.12
SUSAN ROMAN-13

Delegation Leader of Childrens Literature Delegation to Eastern and Central
Europe. People to People Citizen Ambassadors Program. April 17-30, 1998.

Consultant to Minnesota Childrens Museum for development of math for
young children exhibit based on childrens books Go Figure! 1998-1999.

Consultant to Childrens Museum of Manhattan on exhibit for youngest
children entitled Word Play. 1998.

Consultant and Advisor to Designated Reader Campaign. J anuary, 1998
to 2004.

Participant in Internet Online Summit in Washington, DC. December,
1997.

Consultant and Task Force Member U.S. Department of Education ART
Education Partnership. November 1997 to present.

Consultant to DeWitt Wallace Readers Digest Foundation Survey on
Youth Programming in Public Libraries for School-age Children. October
1997 to present.

Consultant to the White House on the Prescription for Reading Initiative.
February, 1997 to present.

Task Force Member to the Goals 2000 Arts Education Partnership -
administered by the Council of Chief State School Officers and the National
Assembly of State Arts Agencies. 1997 to present.

Consultant to WGBH Boston, on new television series on childrens reading,
Between the Lions.1996 to present.

Consultant to U.S. Dept. Of Education - Read*Write*Now! America Reads!
Initiative. 1996 to 2000.

Delegation leader of Childrens Librarians Delegation to South Africa for
the People to People Citizen Ambassador Program. November 1-16, 1996.

Consultant to WETA Public Television for Outreach Services to Libraries on
series Mystery of the Senses, 1994-95.

Consultant to Ready to Learn/Discovery Channel for Ready, Set, Read!
programming, 1994

Appendix V.12
SUSAN ROMAN-14

Assistant leader of Childrens Librarians Delegation to the Peoples
Republic of China for the People to People Citizen Ambassador Program.
November 8-23, 1993.

Consultant and planner for the Head Start-Library partnership Project of the
Center for the Book in the Library of Congress. J uly 1992- 1996.

Statistical Survey on Public Library Services to Children. 1993-94.

Consultant and planner for Developing the Lifetime Reading Habit:
Libraries, Youth, and Elders for the Center for the Book in the Library of
Congress and ALA, November 20, 21, 1991.

Statistical Survey. 1987-1988.

Consultant and planner for Learning Opportunities for Children: Libraries
and Their Partners for the Center for the Book in the Library of Congress
and ALSC/ALA, November 15-16, 1989.

Delegation leader of five Childrens Librarians to participate in a colloquium
on Library Services to Children in Moscow, USSR, September 12-21, 1989.
Consultant, Graduate Library School, University of Wisconsin-Madison,
1988-89.

Consultant, Graduate Library School, University of North Carolina-
Greensboro, 1988.

Consultant to Prime Time School Television.

Listed in Whos Who in Library and Information Services; Whos Who in the
Midwest; Whos Who in American Education; The World Whos Who of
Women; International Whos Who of Professional and Business Women.

AWARDS

RASD: Outstanding Reference Book, 1985 for Sequences.

Missouri State Scholar, undergraduate studies. Scholarship, University of
Chicago, graduate studies.

Updated J une 2007
Appendix V.12
______________________________________________________________________
________________________________Tracie D. Hall ___________________________
916 N. Campbell Avenue #1R Chicago, IL 60622 (773) 316-5828 tdhall68@hotmail.com

Professional Experience
Assistant DeanGraduate School of Library and Information Science (10/06 to Present)
Dominican University, River Forest, Illinois
Oversees graduate school admissions.
Responsible for marketing and recruitment activities.
Aids in promotion and development of graduate schools traditional and special degree and
certificate programs.
Supports fund development in support of graduate school initiatives.

DirectorOffice for Diversity (3/03 to 10/06)
American Library Association, Chicago, Illinois
Oversees management of office, office budget and the Spectrum Endowment fund.
Represents and promotes diversity to public, press and library constituencies.
Oversees all Office for Diversity programming and training.
Manages on-going projects such as the Spectrum Initiative, the Diversity Research Grant,
and all professional development institutes.
Oversees production of Versed the offices bi-monthly diversity periodical.
Initiates fundraising and grant campaigns.
Assists libraries and library professionals with issues related to diversity.
Primary author of $979,900 grant from Institute of Museum and Library Services in 2006.
Sole author of $928,000 grant from Institute of Museum and Library Services in 2004.
Highlighted as August 2004 Mover and Shaker in Library Journal.

Principal and FounderConsulting and Project Management Company (1/06 to Present)
The Goodseed Group, Chicago, Illinois
Founder of consulting company specializing in information and knowledge management;
nonprofit management; organizational leadership and change management; strategic
planning; grant writing and grant program evaluation; public and customer relations
excellence; and urban market/trend analysis.

Adjunct ProfessorSchool of Library and Information Science (1/06 to Present)
Dominican University, Chicago, Illinois
Teaches monthly principles of library and information science management to masters level
students.

Adjunct ProfessorSchool of Library and Information Studies (1/05 to 5/05)
Catholic University of America, Washington, District of Columbia
Taught monthly weekend intensive course on principles of public library services and
administration to masters level students.

Community LibrarianAlbany Branch Library (8/00 to 3/03)
Hartford Public Library, Hartford, Connecticut
Managed branch reference, collection development, and circulation functions.
Performed outreach services to local schools and community-based organizations.
Devised early childhood learning programs for headstart and day care facilities.
Implemented after-school activities for youth and adult life-long learning opportunities
including author discussions, literacy and creative arts programs, and computer training.
Served on boards of directors and advisory boards for various neighborhood organizations.
Appendix V.12
Professional Experience Continued

Produced variety of well-attended and regionally acclaimed cultural programs.
Produced the Festival of Caribbean Literature in September 2002, featuring over 25 authors
representing 15 Caribbean Islands, including Colin Channer, Edwidge Danticat, Rosa Guy
and Nelly Rosario. This one-day event drew over 375 attendees.
February 13th designated Tracie Hall Day in city of Hartford by Mayor Eddie Perez in
honor of outstanding and selfless service to the residents of Hartford, Connecticut.

Visiting Faculty-Womens Studies (8/00 to 12/02)
Southern Connecticut State University, New Haven, Connecticut
Taught theories of sex and gender to undergraduates.

Young Adult Librarian (9/99 to 6/00)
New Haven Free Public Library, New Haven, Connecticut
Provided reference services to patrons with an emphasis on children and youth.
Performed outreach services to youth ages 12 to 18 and youth service institutions including
schools, after-school programs, neighborhood centers, detention centers, etc.
Coordinated Youth Council activities at Main library and branches.
Responsible for collection development and maintenance.

Visiting Faculty-Introductory and Intermediate Kiswahili (8/99 to 5/00)
Wesleyan University, Middletown, Connecticut
Taught fundamentals of spoken and written Kiswahili to undergraduates.

Senior Program Coordinator (7/95 to 7/99)
Seattle Public Library, Seattle, Washington
Provided direct reference services to all SPL patrons.
Managed Young Adult materials and collection development at Central Branch.
Coordinated programs and outreach for young adults 12 to 21.
Co-creator of Seattle Public Librarys Youth Technology Camp.
Co-founder of the SCRIBES Youth Creative Writing Program with Hugo Literary House.
Winner of 1999 innovative Service to Young Adults from American Library Association.
Nominated for CAYAS Outstanding Service to Youth in Libraries Award, 1999.
Nominated in 1997 for Mayors Award for outstanding service to diverse communities.
Winner of 1996 Annual SPL award for innovative service.

Project Director (12/93-7/95)
Stepping Stone Youth Shelter of Ocean Park Community Center, Santa Monica, California
Oversaw operating budget of $370,000 annually.
Supervised a staff of twelve case managers and program assistants.
Responsible for daily activities of youth crisis shelter.
Successfully supervised the transition from emergency shelter to longer-term youth housing.
Secured additional funding of over $200,000 through successful grant writing efforts.

Program Coordinator (5/93-8/93)
Community Action by Students Together, New Haven, Connecticut
Supervised student community service internships.
Developed community service/teen mentoring programs.
Designed and edited social service resource guide for Latino and African American teens.
Helped to create mentoring network between professional women of color and teen girls.

Appendix V.12
Volunteer Bilingual Teacher--Swahili/English (10/88-7/89)
Undugu Society, Mathare Valley, Nairobi, Kenya
Taught reading, writing and math basics to children who could not afford school fees.

Education
Certificate, Fundamentals of Human Resource Management, Society for Human Resource
Management, 2004.
MLIS, Library and Information Science, University of Washington, 2000.
MA., African Studies, Yale University, 1993.
BA., Law and Society:Distinction in Major , University of California, Santa Barbara, 1991.
BA., Black Studies, University of California, Santa Barbara, 1991.
Academic Exchange: Africana and Swahili Studies, University of Nairobi, 1988-89.

Languages
Swahili Speaking, reading, and writing fluency.
Spanish Reading ability with dictionary.

Selected Professional and Educational Awards and Honors
American Library Association Staff Achievement Award, April 2006
Received award for Outstanding Service in Support of ALAs Mission and Goals..
Library Journal Mover & Shaker, August 2004
Selected and profiled by national professional magazine for notable work in the field.
Unsung Heroes Award, 2003
Presented award for committed service to Upper Albany Neighborhood in Hartford, CT.
American Library Association Excellence in Young Adult Services Award, 1999
For creating and co-facilitating the SPL Web Travelers Youth Technology Camp.
Twenty First Century Leadership Award, 1999
Received from the University of Washington Library and Information Science School for
leadership and academic performance.
CAYAS (Children and Young Adult Services) Award Nominee, 1999
Received statewide recognition for leadership in public library youth services
Spectrum Fellowship, 1998
Selected as one of 50 national scholars to receive educational award from ALA..
Seattle Public Library Innovative Service Award, 1996
Received award for creative programming for diverse audiences.

Selected Professional Activities
Institute of Museum and Library Services, 21
st
Century Librarian Grants Review,
2007, 2006, 2005. Invited panelist.
Reading and Forecasting Demographic Trends: Twenty-First Century Library
Services to Illinois Users, February 23, 2006. Invited presentation at Illinois State
Library Systems Staff In-service
Customer Service Excellence: The One Big Thing, February 20, 2006. Invited
speaker at St. Louis Public Library Staff In-service.
The National Picture: The Need for a Diverse Workforce, February 10, 2006. Invited
presentation at University of Wisconsin, Madison School of Library and Information
Studies seminar program.
Diversity, Cultural Competencies, and the Future of Libraries, , N No ov ve em mb be er r 1 10 0, , 2 20 00 05 5. .
Invited lecture at University of Rhode Island School of Library and Information Science.
Appendix V.12
Making the Starting Line-Up: Best Practices for Placing Diversity at the Center of
Your Library, S Se ep pt te em mb be er r 1 13 3, , 2 20 00 05 5. . Framework for Facilitation of pre-conference at
Kentucky Library Association.
INFORMATION 911! Public Library Service to Diverse Communities, August 26,
2005. . Framework for Facilitation of Staff In-service at Addison Public Library.
Shifting Populations and Global Migrancies: Cultural Competencies for Libraries
in the 21
st
Century, August 11, 2005. Invited presentation at the IFLA Multicultural
Library Satellite Conference in Stockholm, Sweden.
Facing Forward: Forecasting the Future of Library and Information Science
Education, J uly 15, 2005. Invited presentation at Dominican University School of Library
and Information Studies.
Candy Canes and Tire Tracks: Looking Diversity in the Eye at the Library, March
15, 2005. Invited lecture at the University of Michigan Library.
Im Sorry, Hector Isnt Here Today: Effective Library Services to Diverse
Populations, March 17, 2005. Framework for Facilitation of all-day Staff In-service at
the Public Library of Cincinnati and Hamilton County.
Institute of Museum and Library Services, 21
st
Century Librarian Grants Review,
February 2006.Invited panelist.
Jarvis Shealey is Dead: A Wake Up Call for Library Youth Services, ALA Annual
Conference 2004. Invited speaker YALSA Presidents Program.

Publications
Hall, Tracie. Race and Place: A Personal Account of Unequal Access. American Libraries
v. 38 no. 2 (February 2007) p. 30-33.

Hall, Tracie. " Adding Real Value to the Price of Membership. Forum v. 90 no 5 (J une 2006)
p. 46.

Hall, Tracie. Making the Starting Line-Up: Best Practices for Placing Diversity at the
Center of Your Library in Achieving Diversity: A How-To-Do-It Manual for Librarians, eds.
Barbara I. Dewey and Loretta Parham. Neal-Schuman, 2006.

Hall, Tracie and J enifer Grady. " Diversity, Recruitment, and Retention: Going from Lip
Service to Foot Patrol. Public Libraries v. 45 no1 (J an/Feb 2006) p. 39-46.

Grady, J enifer and Tracie Hall. The World is Changing: Why Arent We? Library Worklife v.
1 no 4 (April 2004).

Professional Associations
Member, American Library Association
Member, American Society of Association Executives
Member, Illinois Library Association
Member, Black Caucus of the American Library Association
Former Member and vice-president, Connecticut Black Caucus of the American Library
Association

Appendix V.12
Lenora Berendt
1016 Hull Terrace
Evanston, Illinois 60202

Office: (708) 524-6844
E-mail: lberendt@dom.edu

Education
Master of Library and Information Sciences, 1988
Brigham Young University

Bachelor of Science, 1986
University of Utah
Major: Anthropology; Minor: Psychology

Experience
Coordinator of Student Placement, 2006-present
Responsible for development of Student Placement Center
First point of contact for student practicum and internships; coordinate placement for all
GSLIS practicum; maintain list of host sites
Track, post and recruit students for practicums and internships
Career services: counsel/advise students on practicum and internships; resume and cover
letter review; interview preparation; development of portfolio files; job placement
assistance
Participate in GSLIS open house and orientation events
Responsible for GSLIS press releases

Adjunct Instructor, 2006-present
Teach LIS 741, Reference Sources in the Social Sciences
Teach LIS 743, Reference Sources in Business & Economics

National-Louis University
College of Arts and Sciences, Chicago Campus
Adjunct Instructor, 2005-present
Teach INT 100, Information Literacy and Library Research

Roosevelt University
Instruction Coordinator, 2004-2006
Roosevelt University Library, Chicago Campus
Duties
Coordinate instructional services and programs for 4 libraries on 2 campuses
Chaired library-wide Instruction Committee; responsible for developing campus-wide
instructional goals
Provided course-integrated library instruction to students at Chicago campus
Maintained user education website
Collaborated with library webmaster and distance education librarian on instructional and
technological issues
Maintained library instruction database to monitor and track instruction activity; compiled
instruction statistics for all libraries
Collection development liaison for Business and Education
Blackboard administrator for TILT
Contributed to reference and instruction policies and procedures
Responsible for continuing education for librarians and staff
Served at Reference Desk daily

Appendix V.12
Major Accomplishments
Developed Instruction Program policies and procedures, operational plan, teaching
outlines, and student learning outcomes based on ACRL standards
Created library instruction website
Taught FYS 100, First Year Seminar
Developed and taught staff workshops on basic reference skills, active learning, and
presentation skills

Loyola University Chicago
Instruction Coordinator, 19962004
Reference Department, E.M. Cudahy Memorial Library
Duties
Coordinated instructional services and programs for 3 libraries on 2 campuses
Developed, implemented, evaluated, and promoted instructional programs in a highly
technological environment
Provided course-integrated library instruction to students and faculty at all Lakeside
campuses
Chaired library-wide Instruction Team, who advised on campus-wide instructional goals
Maintained Instruction and Research website
Collaborated with Library Systems, Information Technologies and Learning Assistance
Center staff on instructional and technological issues and activities
Organized and taught Technology Workshops for Faculty series annually
Collection development liaison for Fine Arts and Theatre (1999-2002)
Maintained library instruction statistics for all locations
Served at Reference Desk weekly
Contributed to department policy and procedure formulation

Collaborated with Instruction Team colleagues to create mini-tutorials for library instruction
Developed and provided continuing education opportunities for teaching librarians
Implemented and provided training for Prometheus CMS
Primary university-wide administrator for Prometheus CMS
Adjunct Instructor, School of Education, Curriculum/Instruction/Educational Psychology
Department
Adjunct Instructor, College of Arts & Sciences, Computer Science Department
Instructor for Computer Classes for the Community Program, 2001-2003
Instructor for Emeritus Program classes and Computing Short Courses, 2000-2002
Independent consultant: Chicago Public Library; Dominican University; Moraine Valley
Community College, 1997-1999
Co-taught Marketing 325, Consumption and Demand, summers of 1995-1998
Co-produced Introducing the University Libraries orientation video

Periodicals and Reference Librarian, 19931996
Reference Department, E.M. Cudahy Memorial Library
Duties
Responsible for Periodicals & Microforms Unit
Served as Assistant Instruction Coordinator
Provided course-integrated library instruction to students at all Lakeside campuses
Supervised Periodicals Information Desk including 1 FTE support staff and 10-12 student
assistants
Developed and implemented policy, procedures and goals for Periodicals & Microforms
Unit
Served at Reference Desk weekly

Appendix V.12
Reorganized monographic and periodicals microform collections
Developed and promoted successful library instruction program targeting School of
Business Administration students and faculty, 1994-1996

Salt Lake City Public Library
Reference Librarian, Nonfiction/Periodicals Department, Main Library 1990-1993
Government Documents specialist
Provided point-of-use instruction to library users
Responsible for collection development in a variety of subject areas
Performed on-line database searching
Served on Reference Desk daily
Coordinated collection development activities during FY 1992 ($90k budget)
Assisted with training of new reference staff
Screened, trained, and supervised all Information Center and Collection Maintenance
volunteers

Librarian, Chapman Branch Library 1988-1990
(Acting Branch Manager, FebruaryMay 1990)
Provided reference & referral services, readers advisory, and circulation services
Participated in program and service planning, including childrens story hour activities
Responsible for collection development in a variety of subject areas
Expanded Vietnamese and Hmong collections in all formats
Provided outreach services to neighborhood vocational college
Managed library in branch head's absence

University of Utah
Library Technician, Terra Tek, Inc., University of Utah Research Park, 1988-1989
Maintained corporate library collection of periodicals, technical reports, company patents
and proposals, and reference materials related to engineering and the geosciences
University Library liaison (data retrieval, literature searching) for engineering staff
Evaluated, weeded, and reorganized U.S. government reports collection

Documents Reference Assistant, Documents Division, Marriott Library, 1983-1986; 1987-1988
Provided reference services related to federal, international, and United Nations
documents, and U.S. patents
Provided point-of-use instruction to library users
Conducted online patent searches online via CASSIS
Responsible for technical processing of all UN publications and international serials using
OCLC and Notis
Assistant to the International Documents Librarian

Professional Activities
Loyola University Chicago Committees
Library Committees--
Collection Development
Continuing Education
Instruction Team, Chair
Planning Council
Systems Support Team
University Libraries Web Team
Voyager Implementation Team--
OPAC Team
Training Team, Chair

Appendix V.12
University Committees--
Core Renewal Learning Outcomes Work Group
Faculty Council--
Committee on University Committees, Chair
Physical Space Committee, Chair
Hillel at Loyola Faculty Board
University Web Group
Virtual Organization--
Learning Environment Tools Committee, Chair
Training & Instructional Resources Committee

Special Library Association, 2007-present

American Library Association, 1987 to 2002
ACRL/IS Local Arrangements Committee, Chair, 1999-2000
ACRL/IS Research & Scholarship Committee
LIRT Research Committee, Chair, 1998-1999
LIRT Steering Committee, 1998-1999
PLA Education of Public Librarians Committee
RASD/CODES Adult Library Materials Committee
RASD/CODES Reference Collection Development and Evaluation Committee
RASD/MOPSS Cooperative Reference Service Committee

Chicago Area Instruction Librarians Group 1993-present; Chair, 1996-2003

Utah Library Association, 1987-1993
Coordinator, ULA GODORT Federal and International Documents Task Force
Member-at-large, ULA GODORT Steering Committee
Member, ULA Legislative Committee
Secretary/Treasurer, ULA RASR

Salt Lake City Public Library Committees
Collection Development Committee
Community Analysis Task Force
Executive Council, Library Employees Organization
Participative Management Task Force
Patron Education Task Force
Staff Utilization Task Force
Technology Task Force

Awards/Honors
Participant in the Snowbird Leadership Institute, 1990
Utah recipient, Baker & Taylor JMRT/Grassroots Grant, 1988
Scholarship, School of Library and Information Sciences, Brigham Young University, 1988

Publications
Berendt, L. and Ellen Keith. All Our Ducks in a Row: Essential Components and Challenges of
Managing an Instruction Program. In Managing Library Instruction Programs in Academic
Libraries: Selected Papers Presented at the Twenty-Ninth National LOEX Library Instruction
Conference, May 2001: Pierian Press, Ann Arbor, MI: 2003.

Berendt, L. and Ellen Keith. Networking with Instruction Librarians for Free. Info Career Trends,
November 2001 (http://www.lisjobs.com/newsletter/archives/nov01ekeith.htm).

Berendt, L. A Review of: Michael J . Glennon. When No Majority Rules: The Electoral College
and Presidential Succession. Journal of Government Information, 21 (1994): 380-382.
Appendix V.12

Berendt, L. A Review of: J ames Kirkpatrick Davis. Spying on America: The FBI's Domestic
Counter-Intelligence Program. Government Publications Review, 20 (1993): 374-375.

Berendt, L. A Review of: Editors Francisco L. Rivera-Batiz, Selig L. Sechzer and Ira N. Gang.
U.S. Immigration Policy Reform in the 1980s: A Preliminary Assessment. Government
Publications Review, 20 (1993): 219-220.

Berendt, L. A Review of: J ohn M. Ross. How to Use the Major Indexes to U.S. Government
Publications. Government Publications Review, 17 (1990): 177-178.

Presentations and Workshops
Berendt, L. The Good, the Bad, and the Ugly: Resumes, Cover Letters, and Interview Preparation.
Workshop presented at Emerging Library Leaders for the 21
st
Century GSLIS Seminar Series,
Dominican University, November 19, 2007

Berendt, L. Presentation Skills, a staff development workshop presented at Roosevelt University
Library, December 13, 2005

Berendt, L. and Ann Goliak. Introduction to Basic Reference Skills, a staff development workshop
presented at Roosevelt University Library, August 31, 2005

Berendt, L. Active Learning in the Library Classroom. Workshop for Roosevelt University
instruction librarians, Roosevelt University, May 14, 2003.

Berendt, L. Intermediate PowerPoint. Workshop presented at 'Technology Workshops for
Faculty,' Loyola University Chicago - Water Tower Campus, 2002-2003

Berendt, L. Introduction to PowerPoint. Workshop presented at the 'Technology Workshops for

Berendt, L. Using Prometheus to Integrate Information Competency into the Curriculum.
Presented at the Chicago Area Instruction Librarians Group meeting, February 8, 2002

Berendt, L. Introduction to Prometheus. Workshop presented at 'Technology Workshops for

Berendt, L. Using Prometheus to Enhance Your Teaching. Faculty workshop presented at Loyola
University Chicago, Water Tower Campus, December 5, 2001

Berendt, L. Ellen Keith. All Our Ducks in a Row: Essential Components and Challenges of
Managing an Instruction Program. Presented at the Twenty-Ninth National LOEX Library
Instruction Conference, Ypsilanti, MI, May 5, 2001

Berendt, L. Exploring the Internet and Web-Based Career Resources. Computer Classes for the
Community Program. Taught at Loyola University Chicago, 2001-2003

Berendt, L. Getting Comfortable with Computers and Ease Into the Internet. Emeritus Program
short courses. Taught at Loyola University Chicago, 2000-2001

Berendt, Lenora and Stacy Olkowski. Marketing Instruction to Targeted Groups. Presented at the
Chicago Area Instruction Librarians Group meeting, February 2, 2001

Berendt, Lenora. Developing and Implementing a Library Instruction Program. A workshop
presented at the Chicago Public Library, Harold Washington Library Center, September 30, 1999

Berendt, L. and Ellen Keith. Teaching Techniques and Managing a Library Instruction Program.
Guest speaker at LIS 764, 'Library User Instruction,' Dominican University, May 24, 1999
Appendix V.12

Berendt, L. and Ray Benton. Taking Care of Business: Collaborating with Faculty to Create an
Information Literacy Course for Undergraduate Business Students. Presented at the Ninth ACRL
National Conference, Detroit, MI, April 9, 1999

Berendt, L. and J oseph J anangelo. How Can We Help Students Use the Web Wisely for
Research? A 'Conversations in the College' presentation, Loyola University Chicago, February
26, 1999

Berendt, L. and Ellen Keith. Managing a Library Instruction Program, presented at the Chicago
Area Instruction Librarians Group meeting, Northwestern University, Schaffner Library, September
15, 1998

Berendt, L. Current Trends in Reference and Instructional Services. Guest speaker at LIS 740,
'Reference Sources in the Humanities,' Dominican University, May 27, 1998

Berendt, L. Teaching Methods and Classroom Management, presented at the Chicago Area
Instruction Librarians Group meeting, Loyola University Chicago, March 27, 1998

Berendt, L. The Internet and the Virtual Library, presented at the Information Access Company
panel discussion, 'So You're Virtual...Now What? Positioning Your Library to Meet the Needs of
the New Information Consumers,' ALA Midwinter Conference, New Orleans, LA, J anuary 11, 1998

Berendt, L. The One-Shot Instruction Session: Freshman Composition, presented at the Chicago
Area Instruction Librarians Group meeting, DePaul University, November 7, 1997

Berendt, L. Navigating Through the World Wide Web, presented at the 'Faculty Forum: The
Search for Intelligible Information,' Loyola University Chicago, October 29, 1997

Berendt, L. Integrating the Internet into Library Instruction, a workshop presented at Moraine
Valley Community College, J anuary 11, 1997

Berendt, L. The Basics of Web Design, presented at the Chicago Area Instruction Librarians
Group meeting, Loyola University Chicago, October 11, 1996

Berendt, L. Teaching in an Electronic Classroom, presented at the 'Faculty Forum: Computers in
Teaching and Learning,' Loyola University Chicago, February 29, 1996

Berendt, L. Government Information: Reference Sources for School Libraries, presented at the
Annual Conference of the Utah Educational Library Media Association, Ogden, Utah, March 13,
1992

Berendt, L. Supporting School Curriculum with Government Publications: The Public Library
Connection, presented at the Annual Fall Outreach Program of ULA GODORT, Utah State
Department of Education, Salt Lake City, Utah, November 8, 1991

Appendix V.12
Appendix V.12
Employee Name:
Reviewer:
Review Date:
comments section.
Key:
Appendix V.13
meets
3 Meets
expectations
2 Marginally
meets
1 Does not meet
expectations
Rating: Comments:
Rating: Comments:
Rating: Comments:
Rating: Comments:
Rating: Comments:
Rating: Comments:
Rating: Comments:
1. 2.
3. 4.
5. 6.
Section A-4 Goals
1. 2.
3. 4.
5. 6.
Plans/Needs:
lines)
1. 2.
3. 4.
5. 6.
Appendix V.13
Key:
others
3 Fulfills
mission
2 Needs some
improvement
1 Needs substantial
improvement
decisions.
Appendix V.13
Key:
Employee Comments:
Signatures
Employee ____________________________ Date _____________
Reviewer _____________________________ Date _____________
Appendix V.13
below a 3)
Procedures
Conduct
Counseling:
Disciplinary:
Education/Training:
Days
60
Days
90
Days
Other:
plan
Other* (specify):
Appendix V.13
than 3.
Key:
meets
3 Meets
expectations
2 Partially
meets
1 Does not meet
expectations
for others.
agencies.
risks.
utilization.
Reviewer Comments:
Leadership:
Appendix V.13
Staff Management:
Budget Management:
Other:
Appendix V.13

Staff Meeting
12/04/07

News

Fall Semester Graduation

Spring Semester Course Update

GSLIS Calendar of Events

GSLIS Housekeeping

Open Discussion
Appendix V.14
Staff Meeting
12/18/07

News/Updates

Spring Semester Advisor Changes

Spring Semester Course Update

Accreditation Responsibilities

Orientation Spring 2007-08

Winter Break Hours

Open Discussion

Appendix V.14
Strategic Plan Launching Our
Second Century
2 0 0 2 - 2 0 1 2
For campus distribution only.
Appendix V.15
slowi ng the pace.
success.
S
Summer 2002
Strategi c Plan
Table of Contents
n End Note . . . . . . . . . . . . . . . . . . . . . . . . . .8
4, 000 students.
i denti ty.
MISSION
STATEMENT
IDENTITY
STATEMENT
VISION
STATEMENT
VI SI O N
MI SSI O N
I DENTI TY
Appendix V.15
slowi ng the pace.
success.
S
Summer 2002
Strategi c Plan
Table of Contents
n End Note . . . . . . . . . . . . . . . . . . . . . . . . . .8
A3
4, 000 students.
i denti ty.
MISSION
STATEMENT
IDENTITY
STATEMENT
VISION
STATEMENT
VI SI O N
MI SSI O N
I DENTI TY
Appendix V.15
quali ty.
uni versi ty.
Appendix V.15
quali ty.
uni versi ty.
A3
THE CATHOLIC MISSION OF THE
UNIVERSITY
O ne of the most perplexi ng challenges of the
strategi c plan i s how to ensure the centrali ty of the
Catholi c mi ssi on of the uni versi ty not that there
i s any questi on about i ts conti nui ng i mportance, but
because the i mplementati on of mi ssi on i s complex
and di ffi cult to prescri be. I n 2001, Domi ni can estab-
li shed an O ffi ce of Mi ssi on Effecti veness to provi de
leadershi p for thi s effort. The strategi c plan seeks
to bui ld a uni versi ty communi ty dedi cated to the
Catholi c and Domi ni can i ntellectual tradi ti ons of
i ntegrati ng ri gorous study, compassi onate servi ce
and thoughtful reflecti on.
As part of the strategi c plan, i n concert wi th the
purchase of the St. Thomas Aqui nas Pri ory and
Domi ni can Conference Center, the uni versi ty
proposes to establi sh a center for di alogue about
contemporary soci al i ssues i n the context of fai th.
By i ntenti on, the center:
draws upon Catholi c soci al teachi ng/thought/acti on
as a pri mary resource and framework for
programmi ng,
i s di sti ncti vely grounded i n Domi ni can values, as
embodi ed i n the reali ti es of the uni versi tys motto,
Cari tas et Veri tas,
bui lds upon the ri ch i nterdi sci pli nary experi ence
that i ncreasi ngly characteri zes the Domi ni can
Uni versi ty curri cula.
About Ex corde
Ecclesiae. . . .
Controversy regarding the
implementation of the 1990
Apostolic Constitution,
Ex corde Ecclesiae (e.g., the
mandatum) has overshadowed
what is essentially a helpful
statement regarding the Catholic
identity of Catholic universities.
As Dominican University
continues to explore and
promote its distinctive, Catholic
character, the following five
priorities, as presented in the
Constitution, might focus
planning deliberations:
To clearly and consistently
state the universitys Catholic
identity and ensure that it is
expressed in worship on
campus, public ceremonies,
policies, etc.
To encourage the presence of
Catholic tradition and teaching
in its curricula and scholarly
activities.
Not only to teach, but to
model the Catholic tradition
in relationships, practices,
worship, etc.
To respond to the pastoral
needs of the Church, help
with Catholic education on all
levels and help to solve the
problems of human suffering.
To keep alive the cultural
heritage of the Catholic
community in philosophy and
theology, in literature and the
arts, in the study of nature and
society, in ritual and symbol,
and in spiritual tradition.
Appendix V.15
levels.
groups.
About graduate
education . . . .
work and university
projects.
annually.
and sometimes one
ued by another.
Appendix V.15
levels.
groups.
About graduate
education . . . .
work and university
A3
projects.
annually.
and sometimes one
ued by another.
Appendix V.15
ate FTE.
transportation.
About the
Process. . . .
above.
self-definition
and identity
student excellence
infrastructure
managing diversity
END NOTE
student body.
Appendix V.15
ate FTE.
transportation.
A3
About the
Process. . . .
above.
self-definition
and identity
student excellence
infrastructure
managing diversity
END NOTE
student body.
Appendix V.15
GOAL
TO DEVELOP FURTHER
A UNIVERSITY
COMMUNITY DEDICATED
TO THE CATHOLIC AND
TRADITIONS OF
SERVICE AND
Objectives
programs.
GOAL
TO CONTINUE THE
UNIVERSITYS
TRANSFORMATION
FROM A
SINGLE CAMPUS,
UNDERGRADUATE
COLLEGE TO A
PREMIER,
COMPREHENSIVE,
MULTI-SITE
UNIVERSITY OF 4,000
STUDENTS.
Objectives
Appendix V.15
GOAL
TO DEVELOP FURTHER
A UNIVERSITY
COMMUNITY DEDICATED
TO THE CATHOLIC AND
TRADITIONS OF
SERVICE AND
Objectives
programs.
GOAL
TO CONTINUE THE
UNIVERSITYS
TRANSFORMATION
FROM A
SINGLE CAMPUS,
UNDERGRADUATE
COLLEGE TO A
PREMIER,
COMPREHENSIVE,
MULTI-SITE
UNIVERSITY OF 4,000
STUDENTS.
Objectives
A3
GOAL
TO ENHANCE FACULTY
EXCELLENCE IN
TEACHING AND
SCHOLARSHIP.
Objectives
1. To ensure that excellent teachi ng remai ns the academi c si gnature of the uni versi ty.
2. To foster a learni ng-centered envi ronment that supports academi c excellence and
acti vely engages students i n the mi ssi on of the uni versi ty.
3. To encourage and fi nanci ally support faculty development and scholarshi p.
4. To i ncrease faculty support servi ces, li brary and other resources that enable
scholarshi p and teachi ng.
5. To bri ng nati onally-known experts, speakers and vi si ti ng faculty to campus.
GOAL 3: ACADEMI C EXCELLENCE
GOAL 4: UNI VERSI TY GO VERANCE
Objectives
1. To ensure that the organi zati onal pri nci ples embedded i n the uni versi tys Catholi c
and Domi ni can values of justi ce and compassi on are wi dely understood and put
i nto practi ce i n the workplace.
2. To demonstrate that the human resources of the uni versi ty are uti li zed strategi cally,
that peoples performance i s evaluated regularly and that the organi zati on has the
capaci ty for growth.
3. To requi re each operati ng uni t of the uni versi ty to develop a wri tten fi ve-year
strategi c plan wi th measurable objecti ves, whi ch i s cri ti qued annually by that
operati ng uni t.
4. To create a commi ttee structure that maxi mi zes the meani ngful parti ci pati on of
trustees, faculty, staff and students i n the planni ng and governance of the uni versi ty.
5. To develop effecti ve i nternal communi cati on strategi es desi gned to share i nforma-
ti on, encourage parti ci pati on and bui ld relati onshi ps throughout the uni versi ty.
GOAL
TO STUDY THE
GOVERANCE AND
ADMINISTRATION
STRUCTURES OF THE
UNIVERSITY, AND
REORGANIZE
PERSONNEL, POLICIES
AND PRACTICES
AS NECESSARY TO
ADDRESS THE
INCREASING
COMPLEXITY OF
UNIVERSITY
OPERATIONS.
Appendix V.15
Objectives
capaci ty.
GOAL
COST OF EXPANDED
OPERATIONS AND
INNOVATIONS IN
ORDER TO PROVIDE
THE UNIVERSITY WITH
FINANCIAL SECURITY
AND FLEXIBILITY FOR
THE FUTURE.
GOAL 5: DI VERSI TY
Objectives
GOAL
TO CREATE AN
INCLUSIVE AND
HOSPITABLE CAMPUS
CLIMATE THAT
EMBODIES THE
UNIVERSITY
COMMITMENT
TO DIVERSITY
UNDERSTANDING
DIFFERENCES,
MANAGING DIVERSITY
AND SUPPORTING
AFFIRMATIVE ACTION
AND TO THE
CARITAS et VERITAS.
Appendix V.15
Objectives
capaci ty.
GOAL
COST OF EXPANDED
OPERATIONS AND
INNOVATIONS IN
ORDER TO PROVIDE
THE UNIVERSITY WITH
FINANCIAL SECURITY
AND FLEXIBILITY FOR
THE FUTURE.
GOAL 5: DI VERSI TY
Objectives
GOAL
TO CREATE AN
INCLUSIVE AND
HOSPITABLE CAMPUS
CLIMATE THAT
EMBODIES THE
UNIVERSITY
COMMITMENT
TO DIVERSITY
UNDERSTANDING
DIFFERENCES,
MANAGING DIVERSITY
AND SUPPORTING
AFFIRMATIVE ACTION
AND TO THE
CARITAS et VERITAS.
A3
Enrollment: 4,000 students: 1,880 A/S undergraduates, 120 IAL students,
2,000 graduate students, 629 residents
Quality: ACT: 21-26, Acceptance Rate: 79%, Graduate rate: 63%,
Diversity index: .35
Finances: FY12 Operating budget: $79 million / Endowment: $75 million
Tuition, percent of revenue: 78%
2001 2004 2007 2009 2011
Enrollment
Headcount 2,533 2,850 3,301 3,645 4,000
FTE 1,627 1,812 2,348 2,567 2,797
A/S Headcount 1,116 1,383 1,597 1,728 1,880
FTE 1,008 1,226 1,427 1,555 1,692
Residents 310 459 537 588 639
Grad Headcount 1,344 1,425 1,651 1,823 2,000
FTE 550 570 660 729 800
Student Aid $4,412,772 $6,267,542 $8,099,397 $9,541,988 $11,210,958
Net Tuition Revenue
A/S Undergrad $10,663,936 $16,193,329 $21,088,676 $24,789,606 $29,091,080
Grad $8,684,976 $9,661,527 $12,359,057 $14,628,668 $17,235,689
Revenue
Instructional $24,798,997 $34,268,130 $)44,394,177 $52,330,986 $61,520,984
TOTAL $31,144,570 $44,335,192 $57,293,324 $67,497,892 $79,303,811
VISION AT A GLANCE
BENCHMARKS
ASPIRANT
PROFILE
Dominican University aspires to be a premier, Catholic, comprehensive
teaching university of 4,000 students.
Appendix V.15
Dominican University Strategic Plan
Appendix V.15
A5
Strategic Plan
INTRODUCTION
O
n April 16, 2002, amidst the
celebration of the universitys
Centennial, the Dominican
Board of Trustees approved the universitys
new strategic plan, Launching Our Second
Century. It is a 10-year plan, spanning two
operating cycles, with performance measures
identified and published. The strategic plan is
supported by an estimated $80 million campus
facilities plan that was approved by the trustees
in September of 2003. The university is in the
quiet phase of a six-year capital campaign
intended to help fund operating and capital
priorities through 2008.
As stated in the plan by 2012 Dominican
University aspires to be a premier, Catholic,
comprehensive, teaching university of 4,000
students. Building upon this vision statement,
each school and division of the university
developed the first of two five-year operating
plans, which were presented to the appropriate
standing committees of the board during the
fall of 2003. The following summary of
institutional priorities draws from, and
provides a unifying context for, university
planning activities from 2003 to 2008.
1
Strategic Plan:
Operating Priorities
2003-2008
is a bold plan.
We face challenges with a
deep commitment to mission
and a confidence borne of
past success. The institution
is healthy, the academic
community is hopeful
and the future is bright.
A new century calls
for a bold plan.
Appendix V.15
Priority One: Standards of Excellence
Dominican University is committed to excellence, inside
and outside the classroom, and takes seriously the process
of self-assessment that leads to continuous improvement
and new program design. The strategic plan specifically
challenges the university to increase academic quality. The
accountability provided by external accrediting bodies
helps define and promote such quality.
In the next five years, Dominican University and three
of its professional programs will participate in accredita-
tion or reaccreditation processes. The university also is
exploring alternate accrediting bodies for two of its
schools. Therefore, a major priority for the university
through 2008, one that addresses Goal Three of the univer-
sitys strategic plan (academic excellence), is successfully
meeting standards for required and elective accreditations.
Activities that support this institutional priority include:
strengthening the active culture of assessment
throughout the university;
utilizing key performance indicators, academic and
financial, to direct and measure the universitys
progress toward achieving strategic objectives;
promoting faculty discussions regarding the meaning
of rigor, leading to shared expectations of students
and students time on task;
establishing a best practice review for administrative
functions that identifies efficiencies and provides for a
consistently high quality of service;
completing a university-wide self-study in preparation
for a March 2005 review by The Higher Learning
Commission;
completing program specific self-studies in social
work (CSWE), library and information science (ALA)
and nutrition and dietetics (CADE);
building institutional capacity and resources to
support AACSB (business) and NCATE (education)
accreditations.
Priority Two: Enrollment Management
As indicated in the strategic plan, the optimum size for
Dominican University by 2012 is 4,000 students, with
1,880 undergraduate students. This goal was established
after examining aspirant institution enrollment levels and
recognizing that a comprehensive, largely tuition-driven
institution like Dominican requires a certain critical mass
of students in order to adequately support quality.
In 2002 the university engaged an enrollment consult-
ing firm to review its admissions and financial aid func-
tions and make recommendations to support the universi-
tys plan for growth. A more comprehensive enrollment
management strategy was proposed and a new vice presi-
dent was hired. Growing the university enrollment to
3,500 students (1,500 undergraduates) by 2008, while
shaping the character and quality of the student body as
indicated in the plan, is an institutional priority, one that
requires a collaborative effort across the schools and divi-
sions of the university.
expanding staff and, as appropriate, centralizing
operations to support an enrollment management
plan;
updating and enhancing the universitys financial
aid practices;
creating a well-integrated enrollment tracking and
reporting system;
using institutional research efforts to support
enrollment growth;
developing a university retention plan with
committee oversight;
utilizing alumnae/i to support the recruitment
process.
Priority Three: Mission Integration
Integral to Dominicans success and distinction is the
shared experience of its Catholic Dominican tradition.
The strategic plan seeks to advance this tradition of
integrating rigorous study, compassionate service and
thoughtful reflection. Across the curriculum and in all
areas of student life, the university community strives
to attend to questions of meaning and value drawing
upon the diverse religious and spiritual traditions of
its constituencies.
In 2001 Dominican University established an Office of
Mission Effectiveness reporting to the president. In 2003
the office was renamed Mission Integration to better com-
municate its primary task. Also launched in 2003 was the
St. Catherine of Siena Center that is intended to be a cat-
alyst for dialogue about contemporary issues in the con-
text of faith. Over the next five years, it is a priority to
develop a comprehensive mission integration plan for
the university that measurably deepens faculty, staff and
student understanding of, and sense of responsibility
for, mission.
assessing the breadth and effectiveness of current mis-
sion integration efforts;
identifying, articulating and promoting widely the
components of a distinctively Dominican campus
culture;
encouraging faculty and student scholarship that
advances and promotes the universitys mission;
expanding opportunities for faculty, staff and students
to learn about the Catholic Dominican values of the
university;
developing strategies to strengthen hiring-for-mission;
organizing and hosting the 2004 Dominican
Colloquium, which brings together representatives of
Dominican sponsored universities nationally.
1
2
3
2
Appendix V.15
A5
Priority Four: IT Infrastructure
Throughout the university, technology is providing ever-
accelerating opportunities for innovation. In the summer
of 2000 the university introduced an administrative com-
puter system (CMDS/Jenzabar) that has enabled the shar-
ing of information and increased efficiency. The university
adopted Blackboard as its course management software in
the fall of 2001. Over five years Dominican has invested
over five million dollars in technology infrastructure,
introducing smart classrooms, wiring residence halls, con-
necting multiple teaching sites, and the like.
Across the university, the World Wide Web offers
extraordinary potential and, at the same time, constant
challenges. Increasingly, students, undergraduate and grad-
uate, are looking to apply, register, purchase books and
study on-line. Security is an increasingly significant issue.
As stated in Goal Six, maintaining and upgrading the IT
infrastructure to ensure that it meets university needs for
service and innovation is a priority.
establishing an IT governance structure to oversee
technology planning;
expanding instructional technology support;
expanding IT support for administrative functions in
order to increase efficiency and service to students;
maintaining an active, innovative Web presence;
creating policy and a sense of community responsibility
for network security.
Priority Five: Human Resources
Goal Four, Objective Two of the strategic plan (gover-
nance) highlights the importance of utilizing the human
resources of the university strategically. It also requires that
faculty and staff performance be evaluated regularly, and
that the university evaluate its capacity to support growth.
In 2002 Dominican University hired its first director of
human resources. A priority for the university looking
forward is to develop and implement a comprehensive
human resources plan.
reviewing all university personnel policies and
procedures to ensure alignment with mission and
compliance with state and federal laws;
establishing a university-wide performance appraisal
process;
developing a multi-year faculty compensation plan
addressing excellence in teaching and scholarship;
determining appropriate organizational structure, level
of services, and staff configuration to support growth;
establishing a compensation committee of the board
of trustees to provide oversight for strategic
investment in human resources.
Priority Six: Diversity
Dominican University students must be prepared to live,
work and serve in a multicultural, global society. The
critical integrated thinker, and ultimately the successful
professional, is able to understand multiple perspectives
cultural, international, religious, ideological, and method-
ological. Such diversity is essential for excellence.
In 2001 Dominican faculty, staff and students
participated in a comprehensive cultural audit to better
understand and plan for the impact of increasing cultural
diversity on academic programs and student life. Audit
recommendations have been incorporated into the strate-
gic plan. A standing committee of the Academic Council
for diversity has been established to oversee initiatives.
The value of international experiences in exposing
Dominican students and faculty to diverse perspectives is
well documented. The university has provided students
with opportunities to study abroad since 1925. Faculty in
the School of Business teach in the universitys executive
MBA programs in Poland and the Czech Republic. A
partnership with ELS Language Centers brings interna-
tional students to campus to live and study. Striving to
engage multiple perspectives whenever appropriate in
university courses and curriculum design, in student
development activities, and through international part-
nerships is a university priority.
increasingly international learning community;
developing effective strategies for teaching a diverse
curriculum and supporting a diverse student body;
introducing a diversity initiative fund to encourage
program innovation;
introducing new models for study abroad and service
learning that make multicultural, global experiences
accessible to more students;
exploring collaborative opportunities for graduate
programming in China and India;
better defining and engaging the ELS partnership.
Priority Seven: University Image
As Dominican University has grown in size, expanded its
program offerings and increasingly offered course work at
multiple sites, the challenges of creating and maintaining
a unified university image (Goal One, Objective Six) have
grown, too. The strategic plan calls for increasing the uni-
versitys name recognition as well as aggressively promot-
ing quality.
Current university press coverage is stronger than ever
before. Surveys also indicate that more people are seeking
information about Dominican on the Web. Expanding
Dominicans visibility and reputation as a premier,
4
5
6
7
3
Appendix V.15
Catholic, comprehensive, teaching university is a continu-
ing priority.
conducting branding research to develop a
comprehensive promotion plan;
ensuring a consistent university message in all
advertising and publications;
expanding media outreach;
building academic reputation with key constituencies;
increasing community participation in campus
events.
Priority Eight: Campus Master Planning
During the 1996-2001 strategic planning cycle,
Dominican University invested over $30 million in
capital projects and another five million in campus main-
tenance and technology upgrades. The university currently
budgets approximately one million dollars a year for plant
renewal and replacement.
On September 20, 2003 the Dominican Board of
Trustees approved a new 15-year, $80 million campus
master plan that supports strategic planning priorities.
The signature of that plan is an estimated $23 million
academic building to begin construction in 2005. It is a
university priority to complete the first phase of the
campus master plan, which includes an academic build-
ing, a parking garage and a dining facility by 2008.
developing the academic building program;
completing the Village of River Forest plan
development process;
identifying the project management team and hiring
as appropriate;
further integrating academic and financial planning
with capital planning.
Priority Nine: Integrated Financial Planning
Goal Six (facilities and finances) of the universitys strate-
gic plan challenges the administration to assess and moni-
tor the universitys financial ability to support strategic pri-
orities. In 2002 a KPMG Risk Analysis study helped to
identify the universitys financial capacity through 2012,
assuming success on meeting specific enrollment and fund
raising goals.
To support an increase to 4,000 students by 2012
while increasing the quality and reputation of the
university, it is clear that the university will need to invest
substantially in people, programs and facilities, as well as
grow the endowment. There is some risk in investing now
in facilities and salaries based upon the expectation of
future growth, but such investment is essential if the
university is to position itself for a strong future.
Therefore, it is a university priority to closely, and
thoroughly, monitor the financial picture of the universi-
ty, utilizing performance indicators that are updated
annually.
updating the universitys financial capacity study;
launching and substantially completing a capital
campaign that supports strategic priorities;
developing master planning scenarios that address
different levels of fund raising success;
completing a cash flow analysis incorporating project-
ed capital projects and other costs of being premier.
Priority Ten: Board Development
Dominican University benefits from an active, supportive
board of trustees. Attendance at board and committee
meetings is high, and 100% of the board contributes to
the university annually. A board retreat is scheduled every
two or three years, and a board self-assessment process is
in place.
As the university grows, the board, too, must grow.
The needs of the university require adjustments in board
priorities, structure and perhaps even meeting schedules as
the board recruits more out-of-state trustees. In support of
the strategic plan and the upcoming campaign, board
development is an institutional priority.
recruiting new trustees with academic, financial,
facilities, international and political expertise;
revamping the board committee structure and
committee assignments;
orchestrating more joint committee meetings;
investigating board meeting schedule alternatives;
using key performance indicators to strengthen board
oversight of strategic priorities.
Endnote
By 2008 Dominican University aspires to be an institu-
tion of 3,500 students with an operating budget of $56
million. In this first five-year operating cycle, it is
estimated that the university will invest $40 million in
capital projects while attempting to double the size of
endowment to $28 million. Institutional priorities
support Dominicans aspiration to be a premier teaching
university.
Needless to say, this is a bold plan, but the university
embraces these priorities with a deep commitment to
mission and a confidence borne of past success. The
institution is healthy, the academic community is
hopeful, and the future is bright. A new century calls
for a bold plan.
9
10
4
8
Appendix V.15
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Appendix V.15
Appendix VI

Prospective Students
Current Students
About University Center
Welcome from the Dean
Administrative Contacts
Mission
Governing Board
Council of Member
Institutions
Partnership with CLC
Grayslake & Waukegan
FAQs
Photo Gallery
General Information and
Hours
How to Find Us / Maps
Participating Universities
For Faculty
Conference Center
Library
Educators' Center of Lake
County
Press Room
Related Resources
Job Opportunities
Contact / Visit Us
What's New
Visit our Press Room for
About University Center
Current Profile
The University Center is comprised of 8 public and 10 private institutions providing
bachelor completion, graduate, and advanced professional development programs at
multiple sites to those who work and reside in Lake County.
More than 60 degrees and program options in business, computer science/information
systems, education, engineering, health care, human services and public administration,
liberal arts and sciences, library and information science, psychology, technology, and
training & development are offered.
Students apply to and graduate from an individual college or university offering fully-
accredited degrees; academic standards and quality are rigorously maintained by the
faculty of each college or university.
Classes are scheduled in a variety of delivery formats that appeal to working non-
traditional students: evenings and weekends, face-to-face, online, correspondence, and
interactive video.
2005-06 enrollments totaled 5,056 registrations in 648 courses.

History and Evolution
1996
The University Center of Lake County was established as the Multi-University in 1996 with
12 member institutions and the University of Illinois serving as managing agent.
1998
The Illinois Board of Higher Education folded the Multi-University operation into the
University Center of Lake County.
1999
$25.7 million in county, state and federal funds were identified to build a permanent facility
A site on the Grayslake campus of the College of Lake County was selected and donated
Appendix VI.1
up-to-date news and
articles about University
Center.

University Center
Named One of Top 5
Venues for 08
12/11/2007
Illinois Meetings +Events
Magazine (Winter 2008)
has named the University
Center one of the Top Five
Venue Ideas for 08 That
Make Chicago Shine. The
Center is the only one of the
five not in downtown
Chicago. Visit our Press
Room to read the article
about us.

This Year We Turned
Ten

by the College of Lake County.

2000
The Illinois Board of Higher Education appointed an independent Governing Board
consisting of 5 public community members, 4 representatives of member institutions, a
representative of the College of Lake County Board of Trustees, and a student member.
Also, planning began for a permanent University Center facility on the College of Lake
County Grayslake campus and $1,000,000 was appropriated in 2000.
2001
Founding Executive Director and Dean G. Gary Grace was appointed in August 2001 and
initial staff hired in Spring 2002.
2003
Educators Center launched in Fall 2003 providing professional development for Lake
Countys K-12 teachers.
2004
In cooperation with the College of Lake County, the University Center acquired the buildin
at 1N. Genesee St. in downtown Waukegan and opened a permanent site in the Spring o
2004.
2005
Construction of a 91,146 square foot Grayslake building completed in October 2005, with
formal building dedication ceremony held on October 28, 2005.
2006
Benedictine University was admitted as the University Centers 18th member institution.
The University Centers second strategic plan was adopted in March of 2006. A Director o
Distance Learning Library Services was hired and began providing library services to
students and faculty. A Manager of Conference Services & Facilities Marketing was hired
and a conference center operation begun.
2007
A J oint Task Force on Collaborative Partnership was established with membership drawn
from senior administrative staff at the College of Lake County and from the University
Centers member institutions. A Recruitment Specialist/Advisor was added to the staff. Th
University Center marked the 10th anniversary of service to the region.

University Center of Lake County, 1200 University Center Drive, Grayslake, IL 60030 ph: (847) 665-4000 fx: (847) 665-4115
University Center at Waukegan 1 N. Genesee St., Suite 300, Waukegan, IL 60085 ph: (847) 665-4000 fx: (847) 249-9008
Copyright 2008 University Center of Lake County
Appendix VI.1
Library
Best Practices Review

Dominican University Library originated with Rosary College itself and was for many years housed on the
second floor of Mazzuchelli Hall. The Crown building, housing the Library and the Graduate School of
Library and Information Science was opened in the fall of 1970, and renovated in 2001-2002. The
reference room of the Mazzuchelli Hall library was converted into the Noonan Reading Room for quiet
study. Archives became part of the Library in 1987 and were physically incorporated into the Crown
Library with the recent renovation.

Over the years, staffing patterns have been typical of academic libraries. Approximately one third of the
staff are librarians. Librarians at Dominican University have faculty status but not rank. At present four of
the six library faculty are tenured. The librarians are responsible for reference and instruction, collection
development, supervision of support services, and other professional duties such as web development and
the management of electronic resources. Support staff provide essential services such as circulation, media
services, interlibrary loan, collection control and government documents. They are supplemented by
student assistants who perform circulation duties, process books, shelve, and serve as lab aides to support
reference functions.

The Library has enjoyed excellent funding support from the University. The funding patterns typical for
academic libraries prevail at Dominican. As the University has grown and changed the percentage of
University resources provided to the Library has declined but remains relatively high, approximately 4 %
of the general education fund. The ratio of personnel cost to operating expenses has remained relatively
stable: 1/3 of resources are devoted to operating costs, 80% of the operating budget is used for library
materials including electronic resources.

The Library provides the standard services provided by academic libraries. The core services of the
Library are reference and instruction. MLS librarians provide assistance at a reference desk to students and
faculty for 90 hours per week. Rosary College was early to establish a bibliographic instruction program
which was begun in conjunction with a Freshman Seminar in the early 1970s. Circulation and interlibrary
loan have been essential to Library services from the beginning. The Media Services Department was
established as a division of the Library when the Crown building was constructed. Demand for these
services has grown and changed through the years. Media Services are now also responsible for nine
enhanced classrooms on campus and deliver equipment as requested to classrooms.

The Library has a collection of books and periodicals that have been selected to meet the needs of students
and faculty. At 300,000 volumes the collection is large for the size of the student body. Materials have
been chosen largely by the faculty to support the curriculum. In recent years, librarians have taken a
greater role in selection. The size and content of the collection is strongly influenced by the presence of the
Graduate School of Library and Information Science. Expanding programs have resulted in changes to the
collection. The latest Collection Development Policy was adopted in 2004.

In the past twenty years the areas of library practice most affected have been the development of electronic
access and resources. In 1987 Rosary College Library joined a consortium which provides an online
catalog and circulation services including reciprocal borrowing among members. This consortium now
makes over ten million books available for students and faculty at the 65 member institutions. The growth
of full text electronic versions of reference materials and periodicals have increased the availability of these
materials. For Dominican University students, these resources are accessible both on and off campus.
More than 18,000 periodicals are currently available full text. When the Library was renovated, fifty
computer stations were installed to provide easy access to library and network resources. A fully equipped
library instruction classroom supports information literacy instruction.

Appendix VI.2
2

Staffing

The library faculty are engaged in the activities that sustain services and collections to meet the expanding
needs of Dominican University as it aspires to become a premier comprehensive institution. The essential
services of reference and instruction are provided by the library faculty and supported by an excellent staff.
Library faculty act as liaisons with classroom faculty in developing and utilizing the collection to meet the
needs of students. Reference, Periodicals and electronic resources are selected and monitored by the library
faculty with the advice of faculty in the academic disciplines. 6 full-time library faculty and 2 part time
MLS librarians staff the reference desk 90 hours week.

Staffing History

FY 2002
(7/01-6/02)
FY 2003
(7/02-6/03)
FY 2004
(7/03-6/04)
FY 2005
(7/04-6/05)
FY 2006
(6/05 -
CURRENT)
F.T.E.
(FULL-TIME
EQUIVALENT)
LIBRARIANS 5.5 (1 P.T.) 6 (2 P.T.) 7 (2 P.T.) 7 (2 P.T.) 7 (2 P.T)
STAFF 8.5 (1 P.T.) 9 (2 P.T.) 9 (2 P.T.) 9 (2 P.T.) 11 (2 P.T.)
STUDENT 5.5 8.5 8.5 8.5 10.5

General staffing patterns. The 6 full-time library faculty and 2 part-time MLS are supported by 11 FTE
adult staff members and 10.5 FTE Student workers who provide such services as circulation, computer
assistance, and clerical functions. This ratio of staff to librarians is common to most academic libraries.

Hours. Following a recent renovation, the library hours were extended to 101 hours per week.
This expansion was undertaken to address expressed needs of students for late night hours. (need statistics
on LIBRAS Schools for comparison ) Since the library has entrances on three floors and the hours have
been extended, staffing has been an ongoing issue. In an attempt to address student suggestions, we are
beginning to staff a service desk on the 2
nd
floor. Staffing will begin at 25 hrs. per week and will gradually
increase to cover all the hours the library is open. Major increases in student staffing have been required to
support extended hours and expanded services. A report on the hours of LIBRAS schools which are
comparable to Dominican in size is included in the Appendix. Dominican is open 101 hours per week.
Two other libraries are open 100 hours per week, others are open 90 or fewer hours. Next fiscal year (J une
2006) the library hours will be increased to 108 because the Saturday hours will be extended until
midnight.

Appendix VI.2
3

Budget History

Operating Budget History

FY 2002
(7/01-6/02)
FY 2003
(7/02-6/03)
FY 2004
(7/03-6/04)
FY 2005
(7/04-6/05)
FY 2006
(6/05 - CURRENT)
ELECTRONIC
RESOURCES 43,000.00 63,000.00 75,000.00 103,000.00 110,000.00
PERIODICALS 105,000.00 115,000.00 125,000.00 130,000.00 150,000.00
MATERIALS 110,000.00 120,000.00 130,000.00 140,000.00 160,000.00
AV EQUIPMENT 12,000.00 15,000.00 18,000.00 25,000.00 21,000.00
MISC. EQUIPMENT N/A 10,000.00 15,000.00 15,000.00 11,500.00
SUPPLIES 9,000.00 9,000.00 11,000.00 12,000.00 12,000.00
PRINTER SUPPLIES N/A N/A N/A 12,000.00 13,000.00

TOTAL OPERATING
BUDGET 340,650.00 404,150.00 459,200.00 521,000.00 552,050.00

Library Budget

As is the case at most academic institutions, budgets have had to stretch to cover ever expanding needs.
Student financial support, information technology needs, and other needs place extraordinary demands on
limited resources. None the less, at Dominican University, efforts have been made to adequately address
the growing needs of the Library. Electronic resources have expanded, media equipment has been
maintained and increased, and expansion of hours has required an increase in staff. At the same time, the
materials budgets of the Library have been supported.

As is commonly the case, approximately two thirds of the budget covers personnel needs and one third is
used for operating expenses. Approximately 80% of the operating budget is committed to materials or
licenses to electronic resources. Consortial arrangements help to keep many costs within the reach of the
Library. The online catalog and several electronic databases are largely supported by the State of Illinois.
The Librarys OCLC contract is partially supported. Other electronic resources are purchased through
group contracts. These arrangements allow the library to operate economically and permit Dominican to
concentrate its funds. Over the past ten years the Library has also benefited from an endowment fund
which provides approximately $15,000 for collection and general library development in the humanities.

Appendix VI.2
4

Services

Circulation Services

Dominican University Library houses a collection of approximately 200,000 circulating books.
Periodicals, reference materials, audio visual materials, and government documents do not circulate. The
loan period is 16 weeks for faculty and 8 weeks for students and other patrons. Circulating materials are
loaned to Dominican students, faculty and staff, and also to members of the surrounding community and
remotely to faculty and students at institutions with whom Dominican has reciprocal borrowing
agreements.

The Circulation desk on the first floor of the Library is staffed with a full-time staff member for 101 hours
per week. In order to support our extended hours, the staff was increased by 1 FTE in 2004. Student
assistants supplement the full-time staff, shelve materials, process overdues, and perform other circulation
functions as needed.

Specifically, overdue notices are retrieved from the Voyager Circulation module, the shelves are checked
for the materials and overdue notices are mailed every weekday. The circulation system generates overdue
notices on a systematic basis. Following two overdue notices a notice of fines and fees is generated and the
patron is billed for the cost of the book including a processing fee and any applicable overdue fines.

A report of missing and lost materials is generated at least once a semester and the shelves are checked for
accuracy. Materials that are found on the shelves are cleared and restored to available status. Materials
that are not found on the shelves are noted, routed to the appropriate subject librarian and reordered if the
librarian deems it necessary for the collection.

Items not found on the shelf during a normal search are marked missing in the online catalog. A search
is performed by the Circulation department within three working days to locate the missing item. If the
item is not found within that time frame, the status remains missing until the Voyager system
automatically marks the item Lost System Applied.

Reserves

Print reserves for courses are also maintained at the circulation desk. Faculty are encouraged to place
library material or personal copies of articles and books or other items on reserve. Length of circulation is
determined by the faculty member. A simple sign out system is used for reserves.

The Library also maintains electronic reserves for course use and scans materials for faculty Blackboard
postings. Electronic reserves are password protected and are cleared through the Copy Permissions Center
of the Library. Policies governing reserves and copyright are posted on the Librarys web page along with
the necessary forms.

Copyright Permissions Center

In 2003 the Library established a copyright clearance service to meet the needs of faculty. Librarians have
a responsibility to foster copyright compliance and to assist faculty members in obtaining permission for
the use of copyright materials for classes. Items that faculty wish to place on electronic reserve are
routinely required to be accompanied by a copyright clearance declaration. Documentation of copyright
permission is maintained by the Library Copyright Permissions Center. Policy and forms are available on
the Librarys web site.
Appendix VI.2
5

Reference Services

The philosophy of reference service at Dominican University Library is that the librarians will do anything
possible within their purview to assist patrons with locating the information they require. In the summer of
2006, the librarians are planning to prepare a re-articulation of the library reference services policy. The
reference desk in the lower level Information Arcade is staffed by MLS librarians for 90 hours per week.
They are assisted by computer lab aides who are scheduled for 101 hours per week. Librarians respond to
inquiries in person, via telephone and, for the past year, to email requests.

In person questions most frequently involve class assignments. Undergraduate students usually seek
assistance in finding books and articles for papers. Librarians rely on print and electronic resources to
address these searches. Graduate Library Science students often seek help with assignments. The function
of the reference librarians is in part mentoring these future colleagues. Most often this involves help in
formulating search strategies or suggesting alternative subject headings or search terms. Other graduate
students usually perform general subject searches or need help locating specific data. Many persons asking
questions at the reference desk are seeking help with our online catalog to identify and locate materials at
Dominican and other cooperating institutions, a small portion of in person questions are simple factual
questions. Near the end of the term, librarians often help students with citation formats, with helpful web
links posted on the Librarys web page. Dominican University also welcomes patrons from the community
who most often seek assistance with the online catalog and the internet.

Telephone inquires often revolve around the Librarys electronic resources, logging into them, searching
particular resources, requesting books from other libraries, and so forth. Patrons also ask librarians to
search the online catalog for a particular source, but may also seek factual or statistical information.
Occasionally, librarians must invite a patron to come by the reference desk for more detailed assistance.
That decision is made at the sole discretion of the librarian on duty. Email inquiries often involve
interlibrary loan or sending an article from electronic resources.

Evaluation of Reference Services

Reference service is a primary responsibility of the Library. Providing assistance with performing research
and locating information for Dominican patrons is the core of the reference librarians duties. Reference
statistics are maintained to track reference queries, but those statistics only relay the quantitative aspect of
reference: the types of questions that are asked and how many. To better assess the quality of service that
is being provided, a reference survey has been created by the Public Services Librarian that will be
distributed to patrons beginning spring 2006, which will be used as a measure of the quality of reference
service being provided. See the appendix for the survey.

Virtual Reference

Looking forward, the Public Services Librarian has attended three workshops in the past year on virtual
reference software and services and is investigating methods for incorporating virtual reference service into
the reference departments repertoire. Collegial feedback and conversation regarding reference service has
indicated an interest and growing need on the part of both the faculty and students of the GSLIS. The
librarians also recognize virtual reference as a growing need, but must first consider the logistical and
financial aspects of incorporating a service of this nature into the reference department. As Dominican
grows into a premier university, the librarians will continue to evaluate the changing needs of the institution
and the evolving nature of technology, and will adapt reference service to fulfill those needs.

Appendix VI.2
6

Library Web Page

The Library Web page in supported by DreamWeaver and provides access to the many services and
resources that the Library makes available. A link to the Library page is on the principle University web
pages which increases the visibility of the Library as an essential component of the University. By linking
electronic resources, the online catalog, and other resources to the web page, off campus access to all of
these resources in assured. The web page is also used for providing information and news about the
Library. Hours, staff, and services are all highlighted and the page is updated frequently.

Interlibrary Loan

The Library provides interlibrary loans for materials not owned by the University. This service is available
to students and faculty. With the advent and expansion of reciprocal borrowing from CARLI libraries,
books are usually not acquired by means of conventional interlibrary. Over ten million books are available
to Dominican faculty and students through the online catalog system and the system facilitates the process
so that most patrons simply order books for themselves. They may do so from off campus and have
materials delivered. Dominican patrons are performing 6,000 transactions per year.

Periodical articles constitute the bulk of interlibrary loan requests. Even though the Library has expanded
access to full text periodicals over the past five years, demand for interlibrary loans continues to increase.
This trend is spurred by the availability of information about other periodical articles that are not available
full text. The advent of electronic mechanism for requesting and placing interlibrary loans has had major
impact on the service. Patron requests are accepted via email, direct requests through WorldCat, the OCLC
national database, and, of course, on printed forms. The electronic resources system on the Library web
page includes an interlibrary loan form which is automatically sent to our interlibrary loan office. These
processes have made interlibrary loan more efficient and the response more rapid.

Outreach programs

Dominican University Book Club

An aspect of the library that is still being developed is programming that reaches out to the surrounding
communities as well as our students. In March of 2003, the Dominican University Book Club began (see
attached). The book club meets on the third Thursday of the month, from 7:00-9:00 p.m., to discuss works
of literature not usually found on the best sellers lists. The book club has attracted community members
from River Forest, Elmwood Park, Riverside and Oak Park, and will celebrate its third anniversary this
March. The book club is coordinated and conducted by Mary Pat Fallon, Assistant Director of the Library.
The club has six founding members who have loyally participated in almost every discussion. The club
usually attracts 10-12 people for each discussion. Other faculty members of the Dominican community
have participated in the club, most notably Donald Shaffer, English, and Dan Condon, Business.

Friends of the Library

Another component of the library is a Friends of the Library made up of students who give input to the
library regarding everything from books they would like to see purchased to changes in hours etc. Mary
Pat Fallon meets with this group monthly and has also attended SGA meetings to listen to student concerns.
Members of this group have also written articles for The Star to inform fellow students of library news. The
Friends have participated in displays in the library to showcase University events and also held an open
forum in October to solicit suggestions for library services.
Appendix VI.2
7

Crown Library Assistant Program

During the fall semester of 2003, the Rebecca Crown Library hired two GSLIS students to work as interns
performing different library duties during their two years at Dominican. This program evolved over those
two years to a more formalized program wherein the library works closely with Karen Brown, faculty
member in the GSLIS, to oversee the students who have been granted this assistantship. The Crown
Library Graduate Assistantship provides full tuition ($1905 per course) for up to two courses per semester
in addition to a part-time position in the Rebecca Crown Library. The Crown Library position consists of
15 hours per week at $12.50 per hour during the fall and spring semesters. This assistantship is for one
year with the potential for a second year renewal. During this academic year one assistant works on a
revolving basis with the librarians and the other works directly with Sister J eanne Crapo, University
Archivist. Each assistant is responsible for completing an academic project during their second semester.
(See schedule of duties in the Appendix)

Information Literacy Instruction

A team from Dominican University attended a CIC (Council of Independent Colleges), and with the
support of campus library faculty and others, used that experience to develop a new plan for information
literacy. The University has had a bibliographic instruction program for many years (mid-1970s) and took
this opportunity to enlarge the program. In keeping with the University Mission and the mission of the
library, the information literacy program strives to provide academic support of students, faculty and staff
through a broad range of instructional services.

Goals and Objectives of the Information Literacy Program

In an effort to create a tiered instruction program Information Literacy instruction has been implemented
across the curriculum for undergraduate students. Information literacy is one of the Foundation
Requirements at Dominican University and must be completed before graduation. The basic instruction is
incorporated into English 102 or the alternative workshops for students who do not take this course.
Responsibility for this basic instruction will be the responsibility of the Instruction/Reference Librarian.
The English 102 instruction curriculum will continue to be developed and a pilot program for assessment is
in place for the Academic Year 2005-2006.

The librarians also offer instruction to a large variety of classes at the request of instructors, give tours and
orientations for incoming students, and meet with groups as requested. Course related instruction occurs
across the curriculum from Freshmen Seminar classes to 400 level Psychology courses. Each instruction
session is tailored to the needs of the students and research requirements for each class. Strong
collaboration between librarians and faculty is necessary to meet the needs of each session. These
instruction sessions are coordinated by the Instruction/Reference Librarian, but all of the librarians take part
in instruction.

The Assistant Director of the Library and the Instruction/Reference Librarian intend to continue and
expand the library instruction program to meet the needs of students and faculty both on and off campus
and to increase the number of instructional sessions from 200 to 250 per year by May 2006. The plan which
is included in an appendix was developed by a Dominican team at the CIC information literacy workshop
in Minneapolis, J une 2004.

I. Goals for undergraduate instruction
to provide orientation for all incoming undergraduate students
to deliver to all undergraduate students basic information literacy instruction. For most
incoming students information literacy instruction will be incorporated into English 102. All
16 sections of English 102 will meet with a librarian at least twice for library instruction. All
English 102 instruction will be assessed using an annotated bibliography assignment. Rubrics
for assessing student learning are currently in development. Students who do not take English
Appendix VI.2
8
102 at Dominican University will be required to complete a Library Instruction Workshop
during their first semester at Dominican. The Texas Information Literacy Tutorial will be
used as an assessment measure for the Library Instruction Workshops.
to explore more advanced instruction for undergraduate students. Drop-in workshops for
research assistance will be available to undergraduate students during the final weeks of the
semester.
to continue and promote individual class instruction, discipline specific, at faculty request.
to develop multimedia and web materials for just in time access to instructional support
materials. Handouts and citation style guides are made available on the library website.
Internet web pages are created for every individual class instruction session as a continuing
resource for students.
build on the foundation requirement by bringing a proposal before the Educational Policies
Committee to add an additional information literacy requirement to the curriculum. This
requirement could take the form of an Information Literacy Intensification option for courses
requiring extensive student research. Collaboration with librarians would be incorporated
with this course option.

The Assistant Director of the Library is working with the Graduate Schools to develop a formal program of
information literacy instruction.

II. Goals for graduate instruction
to provide orientation for all incoming graduate students in the Graduate School of Library &
Information Sciences; School of Business; School of Education; Graduate School of Social
Work.
to deliver to all graduate students advanced information literacy instruction according to
ACRL standards. Classes will focus on developing research skills and knowledge of
specialized sources particular to each discipline.
to develop multimedia and web materials for just in time access to instructional support
materials. Instruction includes developing a web page for each individual class session that
focuses on print and online sources as well as evaluation techniques for both formats.
Students are introduced to the discipline specific citation format required for assignments.
to provide orientation to faculty members of the above listed schools.
to offer one-on-one research consultation by appointment to all graduate students as well as
drop-in workshops held throughout the semester.

In order to support the academic needs and to increase lifelong learning for faculty, staff and students
instruction is made available to everyone interested. One on one consultation with reference and
instruction librarians can be made by appointment.

Collaboration

Information Literacy is by its very nature focused on the development of lifelong learning skills; success
can only be achieved through collaboration with faculty departments. Close collaboration with faculty
results in focused, relevant information literacy instruction that relates specifically to students needs. In all
of our instruction at Dominican University librarians discuss instruction with faculty members and tailor
instruction specifically to the course content and assignment requirements, while considering the skills
necessary to transfer knowledge to other courses. We teach skills and concepts, not just mechanics.

The Information literacy foundation requirement has been a part of the curriculum for twenty years.
Recently this requirement was moved from the Liberal Arts and Sciences Seminar into English 102. This
change has allowed for more collaboration with faculty as the requirement fits better with this course and
allows for a clearer connection between research skills and information literacy. In order to better assess
the IL program in English 102, librarians and English department faculty have worked together to develop
a meaningful assignment for evaluating student learning. The assignment, an annotated bibliography,
incorporates critical thinking skills for the development of lifelong learning.
Appendix VI.2
9

Pedagogy

A variety of approaches to teaching are employed by the instruction program to best suit the course
objectives and the learning objectives for each session. Lecture, discussion, active learning exercises and
collaborative group activities, tutorials and assignments are used in instruction sessions. Handouts and
visuals have been created to supplement and reinforce verbal instruction to accommodate multiple learning
styles. Activities and hands-on learning in the Crown 111 Computer Lab support multiple learning styles
and reinforce concepts and skills introduced during sessions. Whenever possible information literacy
instruction relates to students ongoing coursework and real-life experiences: instruction is specifically tied
to course related and course embedded instruction and transfer student workshops are designed to relate to
real-life information needs. Learning how to learn and how to think critically about information are core
to all instruction sessions.

Outreach

The Library communicates a clear message defining and describing the program and its value to targeted
audiences. A wide range of groups are included in this target audience, from students, faculty, and staff to
community members. A variety of outreach channels, both formal and informal are utilized in order to
inform the University community of library instruction services. Librarians actively attend workshops and
conferences in order to advance information literacy by sharing information, methods and plans with peers
from other institutions

Assessment/Evaluation

The Library has established a process of ongoing planning/improvement of the instruction program with
regular review of the program goals and objective and progress towards achievement. Multiple methods
for evaluation are employed including long term analysis of the Foundation Requirement for Information
Literacy.

Assessment of student outcomes focuses on student performance, knowledge acquisition and attitude
appraisal. Understanding of both the research process and the product are measured in student assessment.

Appendix VI.2
10
University Archives

The University Archives were incorporated into the Library in 1987 and were administered by a Dominican
sister. Unfortunately, the Library was unable to provide substantial support. Archives were maintained on
a hit or miss basis until 2002 at which time a new University Archivist was appointed. With the support of
the University administration, an advisory committee was formed and plans were made to re-develop the
archives. University Archives was relocated in the newly renovated Library in 2003. A budget line for
supplies was added to the Library budget and student assistants were hired. The University Archivist has
made several presentations to the faculty seminar series of workshops which have served to highlight the
materials in archives and to encourage offices to submit materials. In 2003, the Library, in cooperation
with the Graduate School of Library and Information Science, established internships, one of which
primarily serves as an assistant to the University Archivist.

Media Services

The Media Services Center of the Library maintains a collection of course related audiovisual materials,
provides media equipment to classrooms and for student use, houses listening and viewing stations for
student use, and maintains equipment in the nine enhanced classrooms and several meeting rooms on
campus. Instruction and assistance in the use of equipment is available. Services and equipment are also
supplied for the Priory campus.

The staff has been increased over the past three years in order to meet rapidly increasing demand on the
main campus and at the Priory. Four full-time staff and student assistants provide media services across
campus. Budgets for equipment have been increased substantially. All classrooms include an overhead
projector; most have resident VCRs; enhanced classrooms house a full range of media equipment as well as
networked PCs; Projectors and laptops, and video equipment are delivered to classrooms that are not
equipped.

Appendix VI.2
11
Collections
On line Catalog

In 1985 Rosary College Library joined ILCSO (Illinois Library Computer Services Organization) which
supplies an online catalog and a circulation system for Illinois academic libraries. 1985-1987 were
dedicated to a massive conversion of the Librarys catalog to machine readable form in order to take
advantage of the services of ILCSO. The online catalog was initiated in August of 1987 in time for the
academic year. Initially the online catalog provided a command driven interface and access to the holdings
of twenty two academic libraries. Over the years, the consortium has expanded to include sixty five
libraries across the state. Ten million records are included in the joint database. The advantage to
Dominican University students and faculty is that these sixty five libraries have established reciprocal
borrowing agreements which make available millions of books on demand. The system has expanded and
changed over the years and now uses the internet and a graphical user interface. Seldom is it now
necessary to use ILL methods to meet the needs of students and faculty for books, because those needs are
now met from ILCSO libraries. Dominican University borrowed 6,000 books in fiscal year 2005.

Bibliographers Program

In order to develop the library cooperatively with the faculty, the librarians have developed a
bibliographers program. A librarian is assigned to each discipline to work with faculty teaching in the area.
Responsibilities of the librarian include budget oversight, reviewing the collection, serving as liaison with
the faculty, and ordering materials. The librarians also use this vehicle for general communication with
faculty. For example, GSLIS faculty are kept abreast of library developments in the State, librarians often
provide specialized instruction for disciplines for which they serve as bibliographers, and librarians have
worked with departments, attending meetings and generally helping to develop programs such as English
102.

Ordering Process

Faculty send requests for new material to the bibliographer for their department. If there are sufficient
funds and the request meets our collection policy needs, this request is passed on to the Acquisitions
Coordinator. The Acquisitions Coordinator will attempt to purchase the item utilizing various vendors.
Purchase orders may be faxed, mailed to the vendor, or can be directly ordered via the internet. While we
are limited by those vendors who accept purchase orders, we have several vendors to choose from,
including Baker & Taylor, Bookman, Amazon and YBP. The Acquisitions Coordinator also maintains the
acquisitions module of the Librarys Voyager system. Items are ordered, received and invoiced through
this system. This system allows for the Acquisitions Coordinator to quickly see budget lines, status and
requests by instructors. If an item cannot be obtained after a period of time the Acquisition Coordinator
notifies the instructor and the bibliographer.

Reference Collection

The reference collection used to answer patron queries is primarily collected and maintained by the Public
Services Librarian, who works in cooperation with other librarians, faculty, and a variety of publishers. For
detailed information regarding the collection development policy for Reference materials, please see the
Reference Collection Policy of the Rebecca Crown Library. The reference collection contains
approximately 13,000 volumes and is shelved in the lower level of the library, near the reference desk.
These sources are collected based upon the stated and perceived needs of the various schools within
Dominican University to support the curriculum. Because the curriculum needs remain primarily the same
over time, many sources in the reference collection are part of our standing order program to assure their
timeliness and availability. As technology continues to evolve, more students commute, and more classes
are taught at off campus locations, electronic versions of reference sources that would be available to both
on and off campus students will be considered.
Appendix VI.2
12

Media Collection

Dominican has not developed a general media collection. The media collection is selected by faculty and is
directly tied to classroom needs. The Media Center houses an extensive collection of concert music on
long playing records. Several thousand video recordings support courses. DVD rather than VHS are now
purchased whenever possible. Audio visual materials do not circulate except to faculty. The Media Center
also houses a collection of equipment such as camcorders, tripods, cassette players, CD players and digital
cameras which students may borrow for class projects.

Print Periodicals Collection

Housed in the compact shelving on the lower level, the print periodicals collection consists of
approximately 1,000 current subscriptions and 1,700 total titles. Volumes dated before 1970 are located in
a storage room in the lower level of Lewis Hall and are paged on demand. Coverage of periodicals reflects
the needs of Dominican programs and is strong in literature, library science, and the social sciences. The
business and science collections are much more developed in electronic format than in print. Print indexes
are also in stacks on the lower level. As print indexes and periodicals have become available electronically,
some subscriptions have been cancelled. In some cases older volumes of indexes have been moved to the
Noonan Reading Room in Lewis. Records for periodicals are included in the online catalog and also in the
J ournal List which appears on the Library web page. This list is maintained by Serials Solutions and covers
both print and electronic full text periodicals.

Electronic Resources

Electronic Resources are informational materials acquired by the Library for student and faculty research
that have been created in a digital format and transmitted and accessed through computers. Examples
include citation and abstract databases, full text article databases, individual online journals, full text online
reference sources, e-books and image databases that are accessible via the Web. Digital formats of
materials are preferred when greater functionality and access is provided. The library provides its users
with online access to approximately 16,000 full text journals (as opposed to 1,000 print journals) and to 110
research databases. A 2004 survey by the ACRL is included in the Appendix. A report on user statistics in
also included.

Selection

Electronic resources are added to support the educational and instructional needs of Dominican University
students and faculty. Priority is given to resources that support the instructional objectives of specific
disciplines taught at the University. Electronic resources are added or deselected in consultation with
faculty within a discipline associated with the resource. Criteria for selection include intellectual level,
depth of coverage and quality of information. In addition, acquisition decisions for any electronic resource
require a balance between cost and technological support required to deploy the resource to users.

In general, electronic resources are licensed rather than purchased and are acquired through subscription
agreements. Whenever possible, consortial purchase agreements are pursued to achieve lower cost.
Strategic alliances for cooperative acquisitions and cost-sharing of online products include consortia such
as CARLI, LIBRAS and the Missouri Library Network Corporation.
Appendix VI.2
13
In 2002 the library provided access to 41 research databases. By 2005, that number had increased to over
110. In early 2003, a meeting was held with the science faculty to discuss their interest in librarys online
resources. The science faculty recommended that we benchmark our science electronic resources against
ACCA the Associated Colleges of the Chicago Area. These institutions include Aurora University, Barat
College, Benedictine University, Calumet College of St. J oseph, Elmhurst College, J udson College and
others. The faculty were familiar with the databases that these libraries provided their students and
requested that the library investigate the cost of obtaining the most common science databases. The library
subsequently obtained licenses to Biological Abstracts, American Chemical Society J ournals (Web), and
MathSciNet. Further acquisitions are being planned as the institution moves towards becoming a premier
university.
Similar meetings were held with the History faculty and America: History and Life Online and Historical
Abstracts Online were added to the collection. Other suggestions have been received, for example, several
faculty members in different disciplines asked that the library add the Dictionary of National Biography in
electronic form.
Linking and Management of Electronic Resources
In 2002, the library licensed a software product through Serials Solutions to help manage its online
resources. Serials Solutions provides an alphabetical list and access to full text journals contained within
diverse databases provided by the library. In 2003, another product was licensed from Serials Solutions
that used the Open URL standard to permit users of citation databases to be linked with the full text of
articles provided by other databases. This interconnection has allowed the greatest use of the librarys
electronic resources. In 2004, Serials Solutions offered to host its product on its own servers, rather than
being hosted by the librarys servers. This has resulted in seamless daily updates of content coverage and
no longer requires the importing and mounting of files on the librarys servers.

The library is currently developing a federated search product, WebFeat that will allow simultaneous
keyword searching across all of its databases. Live implementation of this product is projected to occur in
the spring of 2006.

Appendix VI.2
14
Availability
The University is primarily a commuter institution and has multiple campuses and geographically-spread
places of instruction. During the academic calendar, the University provides day and evening instruction
seven days a week both on and off campus. Robust and fully functional access to all electronic resources
by university students and faculty needed to be provided 365 / 24/ 7 to both on and off campus library
users. Prior to 2004, the library distributed brochures to its students and faculty that contained logins and
passwords to those databases that permitted this type of remote user authentication and access. This type of
remote access was not allowed by an ever-increasing number of vendors. Access to licensed electronic
products for off campus users was rapidly diminishing. IP authentication of computers from a licensed
institutions network increasingly was becoming the de rigueur standard. Lack of off campus access was
frustrating for the universitys students and faculty and, of course, the library was paying for resources that
could not be fully utilized. In 2004, proxy server software, EZProxy, was acquired and installed on the
librarys server. EZProxy is a globally used software that allows remote network computers to be
identified as being on the network after authentication by a user with credentials affiliating him or her with
the network. EZProxy has allowed 100 percent of the librarys licensed online resources to be remotely
accessed. Statistically, the heaviest use of online resources is from remote locations and occurs in the late
evening hours. Electronic resources acquired by the library now require the following:
Delivery via the web through standard web browsers
Authentication of users by IP address (rather than passwords or logins)
Compatibility with the Librarys proxy server software (EZProxy)
Local customizations and co-branding by the librarys electronic resource administrator
Linking to content from other licensed electronic resources through open URL protocols (i.e.,
Serials Solutions Article Linker or Ex Libris SFX products)
Compatibility with the Librarys existing and/or future hardware and
Usage statistics

Appendix VI.2
15
Library Renovation
2000-2002

The first plans for renovating the library, originally opened in 1970, began in 1994. As time passed it
became apparent that a more extensive renovation than first envisioned was appropriate. The final design
resulted in an eight million dollar project that called for completely redoing the library. The plan was to re-
develop the library, restoring it to the center of student life. The goal has been to change the academic
landscape of the campus by combining social and intellectual activities in a building combining technology
with teaching, creating a model for the small academic library. The new design created a more open
environment, with greater accessibility between the library and the campus-at-large. Students are now able
to enter and exit freely on each of the librarys three floors, providing ready access to classrooms in the
adjoining building. This development makes the library a more integral part of Dominican academics, and
presents a wonderful opportunity to interact more often with students.

Improving this physical and intellectual space required a new level of technological capability never
dreamed of thirty years ago. Installing an adequate technology infrastructure put the university in a strong
position to improve classrooms. All colleges and universities face the problems of aging classrooms. It is
a struggle to provide teaching and learning technology to our buildings, some of which are 80 years old.
Now, with the library renovation, we had the golden opportunity to add the technological infrastructure
necessary to support high-end equipment now and in the future. To this end, the renovated library houses
a series of high-tech classrooms. They include:

Five enhanced classrooms on the third floor, networked for resident teacher PCs. Each classroom
also contains a mounted projector, VCR and DVD players, document camera, and sound system.
One classroom houses a total of 25 PCs for student use. One large tiered classroom seats 45
students, with all desks wired for PCs. Two of these classrooms have satellite capability.

Some years ago the university installed three similarly equipped rooms in Lewis Hall. Library
media services delivers equipment to other classrooms, all of which are networked. Virtually all
classrooms are equipped with resident VCRs. In 2005, the library purchased three enhanced
classrooms on a cart, including networked PC, projector, VCR/DVD and document camera.
Three additional such units were added at the start of the 2006 fiscal year.

On the second floor, a multimedia production classroom room houses 18 PCs, a Macintosh lab, all
the equipment of the enhanced classrooms as well as scanners, printers, and video and digital
cameras. Students have the ability to burn their own CDs.

A training room on the first floor is available for information literacy instruction. This training
room has a satellite receiver, the enhanced equipment and 24 PCs for student use.

Two meeting rooms on the lower level are equipped with the enhanced classroom set-ups, and are
satellite capable.

The addition of the cyber caf on the lower level has served to enliven the library. Anticipated problems
with food and drink have not materialized. Undergraduates and faculty are attracted to this caf; students
then proceed to the nearby PCs with their coffee. Faculty often stop for a word with the librarian at the
reference desk, now located in the lower level very near the cyber caf. Noise is occasionally a problem,
but the university has succeeded in transforming the library into a social as well as intellectual hub and
quiet study areas have been established in the Noonan Reading Room and group study rooms on the second
floor. A major improvement, possible because of the expanded infrastructure, is the increase in student
work stations. The library now houses sixty desktop PCs, network connections on all floors for students
own laptops, and wireless capability on all floors of the library. The renovation has proven so successful,
that the library expanded its hours to accommodate student needs.

Appendix VI.2
16
Assessment Processes

Reference Survey. A survey is being developed which will help the library improve reference
services.

Instruction Program. Will be assessed annually

2004-2005 Student Survey This report is included with the Appendix

The two issues we can begin to address immediately are: Expanding hours on Saturday to
midnight, and a strong effort to improve the library reference collection. A few students suggest
that the library should be open 24/7 which, for a number of reasons such as security, is simply not
feasible. Opening until 12:00 on Saturday would address the most pressing need.

A plan for improving the librarys reference collection has been developed and is included in the
Appendix. This plan will provide the systematic review and development of the reference
collection.

Statistical Reports

Statistical reports such as North Central Form D for the past three years, Statistics on the use of
electronic resources, and various comparison data reports are used to measure Dominican
University Library against other similar institutions. These reports are also used to assess services,
to select electronic resources, and to determine library hours.

Achievements

In the past five years, Dominican University Library has made significant progress in a number of areas of
service and collections.
The hours of the Library have expanded; services are currently provided for more hours than most
of our peers.
Dominican established a copyright permission center earlier than many other academic libraries.
The electronic resources of the Library, selected with input from faculty are extensive.
Our growing literacy instruction program reaches all undergraduate and most graduate students.
Sessions are often provided off campus.
Concerted efforts have been made to provide resources for students off campus. The online
catalog is searchable and books can be borrowed from any internet connected PC. Full text
reference materials and periodicals can be accessed from off campus. Electronic reserves are
available through the Librarys web page. Interlibrary loans may now be submitted electronically
and reference questions are accepted and responded to via email.

Concerns

The future requires further development in library resources and services.
In the Spring 2006 references services will be reviewed using a survey that is in the Appendix.
A plan is in place to improve the reference collection to better meet the needs of the GSLIS.
The greatest challenge for the Library is the provision of services such as instruction and reference
to off campus students. Availability of resources off campus is an ongoing concern.
Staffing and operating budgets need to keep pace with the expansion of the student body.

Appendix VI.2
17
Library Faculty:

Inez Ringland, PhD, MALS, MA, Director of the Library, Tenured 1991
The Director of the Library is responsible for all operations of the library and media services,
development and monitoring of the library budget, library staffing, and the development of the
library collection.
In addition to her duties in the library, Inez Ringland has taught courses in the GSLIS program.
She is on the Planning Committee, the Instructional Support Committee and the Deans Council.
Inez Ringland is a member of the American Library Association and the Illinois Library
Association, Past President of LIBRAS, active in ILCSO (Illinois Computer Services
Organization), and in various professional committees.

Thomas Barton, MLIS, Reference Librarian, Part Time
Part time reference librarians provide reference services in the evening and on weekends. Part
time librarians also perform other essential activities such as orientation tours, and subject guides.
In addition to serving as a reference librarian, he occasionally offers tours and bibliographic
instruction. In the fall of 2000, he became the popular fiction editor of What Do I Read Next; his
responsibilities include writing an essay about popular fiction and selecting tiles for inclusion.

Mary (Molly) Beestrum, MLIS, Instruction/Reference Librarian
The Instruction/Reference Librarian teaches information literacy workshops and helps in the
development of the information literacy program.
Molly Beestrum is the coordinator for undergraduate library instruction and serves on the Faculty
Affairs Committee. In addition to her duties in the library, Molly Beestrum has taught courses in
the Graduate School of Library and Information Science and the undergraduate program. She has
attended workshops and conferences pertaining to information literacy and copyright and is a
member of the American Library Association, the Library Instruction Roundtable, and the Illinois
Library Association.

Mary Pat Fallon, MLIS, MA, Assistant Director of the Library, Tenured 2003
The Assistant Director of the Library is the principle instructional services librarian, and is
responsible for the literacy instruction in its entirety, scheduling and the development of the
program.
In addition to her library duties, Mary Pat Fallon teaches courses in the graduate and
undergraduate programs. She has served as a member of the University Assessment Committee
and the Educational Policies Committee. Mary Pat Fallon also coordinates Turnitin.com, the
universitys plagiarism software. She is a past faculty representative on the Board of Trustees on
which she served on the Academic Affairs and Building and Grounds Committees. Mary Pat
Fallon also leads the Dominican University Book Club which is in its third year. She is a member
of the American Library Association and the Illinois Library Association and is past Treasurer of
LIBRAS.

Kara Giles, J D, MSLIS, Systems Librarian, 2002-2005
The Systems Librarian has been instrumental in the selection and advancement of electronic
resources and is responsible for the development of the librarys web page.
In addition to her library duties, Kara Giles teaches courses in the graduate and undergraduate
programs, and serves as a freshman faculty advisor to 18 students. Kara is on the Faculty
Development Committee. Kara Giles published an article Reflections on a Privilege: Becoming
Part of the Course Through a Collaboration on Blackboard, College and Research Libraries
News 65, no 5 (2004) 261-268. She is a regular reviewer for Library Journal. She attended the
Internet Librarian Annual Conference, 2000 & 2001, as well as a number of workshops and
conferences dealing with web development. She was a member of the Midwest Faculty Seminar
at the University of Chicago in 2003.

Appendix VI.2
18
Heather Parisi, MLIS, Technical Services Librarian, Tenured 2004
The Technical Services Librarian supervises traditional technical services such as acquisitions and
cataloging. She is also responsible for reserves, including electronic reserves, and supervises the
periodical departments. She is the system administrator for the librarys
integrated computer system and serves as our consortium liaison.
Heather has attended numerous workshops and training sessions dealing with our online catalog
and its various modules. She is currently chair of the Academic Council Elections Committee.
She is a member of Illinois Library Association and the American Library Association.

Benjamin Weseloh, MLIS, MSOL, Public Services Librarian, Tenured 2004
The Public Services Librarian supervises the Reference and Circulation Departments. He sets the
reference and circulation policies, develops the reference collection, and schedules the reference
desk. In addition to these duties, the Public Services Librarian is responsible for all circulation
services; training new or part-time librarians and circulation staff; and the hiring, scheduling and
training of the Information Arcade Assistants. A major part of his time is spent providing
reference service.
In addition to his duties in the library, Ben Weseloh teaches courses in the undergraduate program.
Ben Weseloh serves on the Faculty Grievance Committee, has been on The Faculty Affairs
Committee, the International Studies Committee and the Safety & Security Committee. His
Presentation: Search Engines 101: Behind the Scenes was delivered at the 2001 ILA Annual
Conference. He is a member of the American Library Association and the Illinois Library
Association and works with the editorial board of ILA Reporter.

Sabrena Wetzel, MLIS, Reference Librarian, Part-Time
Part-time reference librarians provide reference services in the evening and on weekends. Part
time librarians also perform other essential activities such as orientation tours, and subject guides.
Sabrena is a school media specialist and her experience is very helpful with her work with GSLIS
students. She is a member of NEA.

Appendix VI.2
19
Appendix
1. Job descriptions
Librarians
Staff
Students

2. Approval Plan

3. Collection Development Policy 2004
Reference Collection Development Policy 2006

4. Faculty and student handbooks

5. Handouts

6. Student Training Manuals

7. Department Manuals

8. Annual Reports
2003-2004
2004-2005
Plans
Instruction Plans

9. Statistical Reports
North Central Form D
ACRL Report of Dominican Peer Group
ACRL Dominican Report
Comparison Data Reports
Electronic Resources Use Statistics

10. Staffing Reports

11. Reference Service Survey

Appendix VI.2
Appendix VI.2
Appendix VI.2
Appendix VI.2
Appendix VI.2
Appendix VI.2
Appendix VI.2
Appendix VI.2
Appendix VI.2
1
DOMINICAN UNIVERSITY LIBRARY

COLLECTION DEVELOPMENT POLICY

2004

I. INTRODUCTION

A. General Purpose:

Dominican University Library provides the foundation for the instructional and study
programs of the university and thus is an integral part of the universitys academic programs.
The mission of the library is to support the educational and research programs of the
university. In order to accomplish this effectively, it is essential that the selection policy
reflect the needs of faculty and students.

With the aid and advice of the teaching faculty and the library faculty, the Director of the
Library is ultimately responsible for the selection of all books and other materials to be
acquired for the library,

In building this collection to serve the needs of the entire academic community, librarians
and faculty will determine the collections scope based on the foreseeable needs of the
institution and the available financial resources. The availability of materials in consortium
to which the library belongs and the ready access to electronic resources play a significant
role in the decision to purchase hard copy. The acquisitions policy will support immediate
and long-range teaching and research needs related to the university curriculum and aim to
maintain existing strengths.

The University Library clientele is composed primarily of the faculty and students of the arts
and sciences and graduate school programs. The needs of our students and faculty form the
basis for collection development decisions. The librarys resources are available also to other
patrons such as alumni, members of the community, and students of other colleges and
universities in cooperating consortia to which Dominican University belongs. The needs of
non-Dominican patrons do not affect collection decisions.

The library will endeavor to make available a representative collection of materials in all areas
of human knowledge. The faculty pays primary attention to supporting those subject areas
included in the Dominican University curriculum. Librarians will attempt to acquire works
broader in scope than any particular discipline or field of interest defined in the curriculum.
The library will give support to the development of a strong reference collection, which is
the basic tool of scholarship and is vital to the teaching needs of the Graduate School of
Library and Information Science as well as the undergraduate and other graduate programs.

Appendix VI.3
2
B. Bibliographers Responsibilities:

Faculty members play a major part in book selection but often do not have the time or
inclination to select material outside their own specific area of expertise. Consequently, it is
the responsibility of librarians to assure the availability of a well rounded collection capable
of supporting the curriculum and general needs of all library patrons. The cooperative
efforts of faculty and librarians are required in the long term development of the library
collection. A librarian is assigned as a bibliographer for each subject area. The
responsibilities of the bibliographer for each assigned area are briefly described in the
following program:

1. Evaluation of the Library Collection
The bibliographer must have an intimate knowledge of university programs and
departmental plans, essential for a realistic evaluation of our current collection. Knowledge
of the resources of other area libraries is also necessary in planning to meet ever-expanding
needs. Advice of teaching faculty is sought in order to ensure that evaluation serves the
planned curriculum and faculty needs.

2. Selection of Material Within a Subject Guideline
Building from a basic collection of monographs, serials and periodicals,
bibliographers develop strengths in areas determined by the needs of the university
community. They must be aware of the availability and usefulness of various types of library
materials and the formats most suitable for Dominicans needs in order to create an
adequate collection. Bibliographers need to be familiar with the periodicals collection,
continuations, and audiovisual materials and understand the part they all play in collection
development. Bibliographers work with faculty in selecting new materials to build a
collection suitable for university requirements.

3. Fiscal Control
In order to control the budget and avoid over-spending, the bibliographer must
be aware of all acquisitions for a subject guideline and of the expenditure of funds and
encumbrances within a subject appropriation. A reasonable distribution of financial support
throughout the year should be a goal of fiscal control. Faculty must be informed about fiscal
matters on a regular basis.

II. SELECTION OF MATERIALS

A. Selection Criteria:

Materials are evaluated for the collection according to the following general guidelines: the
relevance of the material to the curriculum, the usefulness of the publication considering the
existing collection, the needs of the university community, the significance of the subject
matter, the reputation of the author and publisher, favorable review or inclusion in selection
bibliographies. As it is not possible to purchase all relevant and important material within
the limitations of the library materials budget, the library acquires and retains material using
the additional criteria below.

Appendix VI.3
3
Publications of current scholarly interest are given priority. Interest in most books, even
those of lasting scholarly value, is often greatest immediately after publication. Current
materials therefore satisfy immediate needs and provide a solid basis for future growth.
Older materials will be purchased if the needs of the curriculum or faculty dictate.

Materials are selected in the best available format for their use in the collection. While
the subject matter of the material is the major concern in evaluating and building library
collections, the most functional or practical format should be selected. Technical aspects
of book and non-print material are important criteria in the selection of these materials.
Books are generally purchased in hardcover because publishers bindings are more
durable. Audiovisual formats can enhance the printed work in some disciplines and
provide essential or unique resources in others.

The library generally acquires only single copies. The addition of multiple copies may be
justified by projected or proven heavy and continued use or an occasional extraordinary
circumstance.

Textbooks are added if they constitute a unique source, serve a specific purpose, or are
an acknowledged standard in the field.

Generally, the library adds English language materials. Dominican University Library
also maintains substantial collections to support the study of Italian, French and Spanish
which are taught at the university.

Availability of material in other libraries is an important consideration when materials
with a projected infrequent use are suggested for purchase. Computer systems such as
Illinet Online and OCLC allow the quick identification of a library owning a requested
item. Reciprocal borrowing programs make it easier to get these resources. Electronic
full-text periodical and reference resources expand the Universitys holdings. Most of
the electronic resources can be accessed from off campus.

B. Types of Materials:

The library collection includes materials in a variety of formats. Subject matter and
availability dictate the appropriate format. Included in the collection are periodicals in print
and microform formats, books, serials (such as annual publications), CD ROM sources,
machine readable files, and audiovisual resources (such as videotapes, slides, CD recordings,
audio tapes and DVDs).

C. De-acquisition:

The decision to withdraw material from the collection is based upon several factors, and set
standards that apply to all disciplines are impossible to establish. Weeding may occur as part
of a systematic review of materials in a subject or, more frequently, in the review of materials
identified by staff as needing mending or repair. Whenever possible, appropriate faculty are
consulted in the process. Some subject fields require the use of retrospective material as
often as current material, while in other subjects older material is virtually useless. Generally,
Appendix VI.3
4

the following criteria shall be used when determining if material should be removed from the
collection:

1. Significance of the publication in the subject field.

2. Currency of publication.

3. Availability of more current editions of the same title.

4. Availability of similar, newer works that supersede the material in
question.

5. Physical condition of the material.

6. Number of copies of the material.

7. Circulation history of the material, a factor in some cases.

D. Gifts:

The library may accept gifts of books or other materials with the stipulation that the
Director of the Library, or a person appointed by the Director, is free to dispose of them if
they are not needed in the librarys collection. This understanding should occur at the time
the gift is offered. If it seems necessary, the agreement should be in writing. All gifts are
acknowledged by a letter from the Director of the Library. One copy of the
acknowledgement letter is retained for the Directors file and another copy is sent to the
Development Office. The Director will carefully review the acceptance of materials that
require special care or upon which the donor wishes to place access restrictions. Any gifts
which entail restrictions should be documented.

E. Controversial Material:

Dominican University encourages the free exploration of ideas in the pursuit of knowledge,
therefore, the library will make available materials that represent a broad range of thought. It
is the right and obligation of librarians and teaching faculty to select such material. The
Juvenile Collection contains material that may be thought controversial. The purpose of the
collection is to serve as a laboratory collection for instruction in the Dominican community
and is not subject to censorship of materials deemed appropriate by teaching faculty or
librarians.

Appendix VI.3
5
III. COLLECTIONS

A. Government Documents

The Rebecca Crown Library of Dominican University is a partial depository of publications
distributed by the Superintendent of Documents.

Most documents obtained by Dominican are classified and shelved according to the
Superintendent of Documents Classification System, and housed in a section of the library
devoted to government documents. Various documents are classified according to the
Library of Congress classification system and shelved in the librarys general collection or
reference collection; such documents will be selected by the Documents Librarian.
Typically, these will include documents that are:

a) of sufficient general interest or receive extensive press coverage

b) of good general reference value (such as Statistical Abstract and its various
supplements)

All publications that are not shelved in the regular documents collection will still be
shelflisted under the appropriate SuDocs number, with indication given of the Library of
Congress number under which it is shelved.

A detailed government documents collection program is attached as an addendum.

B. Special Collections:

Dominicans Special Collections Department emphasizes examples of fine printing, binding
and illustration. The collection contains very few rare books and manuscripts. The
collection has been built through the donation of gifts from students, alumnae, friends and
members of the Board of Trustees. Items from the general collection are placed in Special
Collections at the discretion of the Director of the Library in consultation with faculty.

C. Archives:

The library will maintain a University Archives. The main objective of the archives is to
preserve those materials of enduring value, which are important to the history of the
University. All materials placed in the archives are subject to restrictions placed upon them
by the University department placing them. The University Archivist will exercise discretion
concerning retention, confidentiality, usage, and loan availability.

D. Audiovisual Collection:

The audiovisual collection is acquired and organized to meet the growing needs of the
Dominican community. A wide variety of non-print media are required to support the
current academic program of the university. Materials are collected in the appropriate
formats.

Appendix VI.3
6
The audiovisual collection is selective, primarily including material that supports the current
curriculum of the university. Circulation of these materials is restricted to faculty and to
classroom use. The same selection criteria that apply to books also apply to audiovisual
materials, with added considerations, such as quality of sound, photography, color
reproduction, and compatibility with available equipment. For the most part, audiovisual
materials are purchased from the subject materials funds. Requests for such materials are
submitted in the usual way to the subject bibliographer.
E. Serials and Periodicals:

Acquisition of periodicals and other serials requires a long term commitment of funds and
therefore a higher degree of selectivity than books and other materials. Consequently, the
Director of the Library has the sole responsibility for the selection of periodicals. In
addition to the selection criteria used for monographic publications, the following additional
criteria apply:

Listing in major heavily-used indexes or abstracts
Availability in electronic full-text sources
Predictable expected use
Frequency of Interlibrary Loan requests
Cost

Budget constraints and the high cost of periodicals require that the library carefully scrutinize
any requests for added titles.

Other serial publications:

Other serial publications are purchased on a continuing basis. Like periodicals, such
materials require a long term commitment of funds. Such continuations include indexes,
monographic series, yearbooks, reference publications, and bibliographic sources. The
library provides a separate fund for such materials. The selection criteria for serial
publications are the same as those for books and other library materials. The continuation
budget is administered by the Director of the Library and the principal reference librarian or
Head of Public Services who have responsibility for the selection of such materials.

F. Electronic Resources

Electronic resources are digital materials that require a computer for access. Examples
include periodical indexes with or without linked full-text articles and reference databases
that are accessible via the Web. Electronic resources are added to support the educational
and instructional needs of Dominican University students and faculty. Priority is given to
resources that support the instructional objectives of a specific discipline taught at the
University. Digital formats of materials will be preferred when greater functionality and
access is provided.

The library faculty will make acquisition decisions for electronic resources that balance cost,
level of technological support required and institutional needs. In general, electronic
resources are licensed rather than purchased and are acquired through subscription
agreements. The library will pursue partnerships with consortia for subscription agreements
Appendix VI.3
7
to electronic resources whenever such agreements provide significant price advantage over
the cost as an individual institution. The library faculty will evaluate usage statistics to
determine if the use of an electronic resource justifies its continued subscription.

G. Reference Collection

The reference collection of the Rebecca Crown Library shall provide appropriate and
adequate information resources to support the curricular needs of Rosary College of Arts
and Sciences and all graduate schools, in particular, the Graduate School of Library and
Information Science (GSLIS) whose program is dependent upon a strong reference
collection.

A detailed reference collection program is attached as an addendum.

IV. SUBJECT COLLECTIONS

A. Collection Levels:

The levels defined below are designed for use in identifying the extent of collecting activity
in a given subject area. While monetary constraints prohibit collecting everything published
at a particular level, the level should act as a guideline so that material up to and including
that level may be purchased in a subject area. Collection at any level implies collection at all
preceding levels. The collection levels apply to all materials purchased from the library
materials budget and all donations and gifts added to the librarys collection. These levels
have been adopted from Guidelines for Collection Development. (Chicago: American
Library Association, 1979).

The levels are as follows:

NOT COLLECTED LEVEL
The subject field is completely out of scope for the collection.

MINIMAL LEVEL
A subject field in which few selections are made beyond very basic works.

BASIC LEVEL
A highly selective collection that serves to introduce and define the subject
and to indicate the varieties of information available elsewhere. It includes
major dictionaries and encyclopedias, selected editions of important works,
historical surveys, and important bibliographies.

INITIAL STUDY LEVEL
A collection adequate to support undergraduate courses. It includes a
judicious selection from currently published basic monographs supported by
seminal retrospective monographs, a selection of the most significant works
of secondary writers, and current editions of the most significant reference
tools and bibliographies pertaining to the subject.

Appendix VI.3
8
ADVANCED STUDY LEVEL
A collection adequate to support the course work of advanced undergraduate
and masters degree programs, or sustained independent study; that is, which
is adequate to maintain knowledge of a subject required for limited or
generalized purposes, of less than research intensity. It includes a wide range
of basic monographs both current and retrospective, research reports,
complete collections of the works of secondary writers, and the fundamental
reference and bibliographic tools pertaining to the subject.

RESEARCH LEVEL
A collection that includes the major published source materials required for
dissertations and independent research, including materials containing
research reporting, new findings, scientific experimental research, and other
information helpful to researchers. It also includes all important reference
works and a wide selection of specialized monographs.

COMPREHENSIVE LEVEL
A collection in which a library endeavors, so far as reasonably possible, to
include all significant works of recorded knowledge (publications,
manuscripts, other forms), in all applicable languages, for a necessarily
defined and limited field. This level of collecting intensity is that which
maintains a special collection; the aim, if not the achievement, is
exhaustiveness.

For the most part, the library aims to maintain collections at the initial study level to support
undergraduate programs and at the advanced study level to support graduate programs. The
need of faculty and students for research level materials is met either by purchase of select
materials or through interlibrary loan. The library is a member of the major Illinois
consortium of academic libraries including the University of Illinois, Urbana, the largest
academic library in the Midwest. Over ten million monographs are available for use by
Dominican faculty and students through direct borrowing from these libraries. Periodical
articles are available from the over 6,000 electronic titles to which the library subscribes or
are requested by means of tradition interlibrary loan.

Appendix VI.3
9

SUBJECTS

Appendix VI.3
10
ACCOUNTING COLLECTION

1. SCOPE OF THE COLLECTION: The accounting program offers a major and a
minor in accounting at the undergraduate level and a concentration in accounting
and a master of science in accounting at the graduate level. The collection also
provides support for the business program and the various areas of concentration in
the Graduate School of Business. The library needs of students in these various
programs shall be met through the collection of various periodicals, reference
materials, books, professional publications, and professional examinations.

2. LEVELS FOR SUBJECTS:

SUBJECT LEVEL
History Minimal Study
Theory Basic
Financial Accounting Initial Study
Managerial and Cost Accounting Initial Study
Auditing Initial Study
Taxation Advanced Study

Appendix VI.3
11
AMERICAN STUDIES COLLECTION

1. SCOPE OF THE AMERICAN STUDIES COLLECTION: The American Studies
major is an area studies program, designed to enable the major to obtain an
understanding of a broad spectrum of American life and culture, embodying the
perspectives of several different disciplines. Part of the library holdings relating to
the major will be acquired by the different disciplines that contribute to the students
understanding of American life and culture (most importantly English, History,
Political Science, and Sociology, but also including Communication Arts and
Sciences, Economics, Education, Geography, Music, Philosophy, and Religious
Studies).

The disciplines collection policy is to acquire materials supporting the
interdisciplinary American Studies courses (including courses on the Afro-American
experience, childhood in America, the history of American women, American
popular culture, Chicago and American urban studies, oral and local history) and
works supporting sophisticated understanding of American culture but not likely to
be of first priority for participating disciplines. (For example, there are works by
second-rank American writers that are important as source materials for American
Studies students but likely to be of less interest to an English department with a
limited budget.) The discipline has devoted a modest effort to amassing useful
videotapes, films on videotape, and slides, all of which are used in teaching; the
emphasis in collection development has been on periodical holdings and books.


SUBJECT LEVEL
Interdisciplinary Materials Basic
Popular Culture Basic

Appendix VI.3
12
ART COLLECTION

1. SCOPE OF THE COLLECTION: The art program offers a major and a minor at
the undergraduate level. The major emphasis is in fine arts, studio art, graphic
design, and art history. The minor emphasis is in art history or in second
dimensional or third dimensional applied art. The collection shall also provide
support for the program in Art Education, American Studies, and Fashion Design.
The library needs of students in these various programs shall be met through the
collection of various periodicals, reference materials, books, professional
publications, and audiovisuals (slides and videotapes).


SUBJECT LEVEL
Chicago Architecture Advanced Study
Graphic Design
(includes advertising art)

Initial Study
History of Art Advanced Study
Ceramics Basic
Bookbinding Basic
Sculpture Basic
Textile design Basic
Photography Initial Study
Drawing Initial Study
Metal Crafts Basic
Architecture Initial Study
Printmaking Initial Study
Painting Basic
Water Color Painting Basic
Art Education Basic
Printmaking
(includes: engraving metal and
wood; etching, lithography

Initial Study
Interior Decoration Advanced Study
Museums and Galleries Initial Study
Aesthetics Initial Study
Conservation and Restoration Minimal Study

Appendix VI.3
13
BIOLOGY COLLECTION

1. SCOPE OF THE COLLECTION: The biology program offers a major
concentration in biology-chemistry and a minor in biology. In addition the program
is expected to provide a broad range of courses that serve to fulfill the science
component of the colleges general education requirements. The library needs of
students and faculty shall be met through the collection of various periodicals,
reference works, books, and audiovisual materials.


SUBJECT LEVEL
Biology General Initial Study
Conservation Basic
Microscopy Basic
Evolution Initial Study
Genetics Advanced Study
Ecology Initial Study
Cytology/Cell Biology Advanced Study
Botany - General Initial Study
Plant Physiology Initial Study
Plant Ecology Basic
Zoology General Initial Study
Invertebrates Initial Study
Vertebrates Initial Study
Animal Behavior Initial Study
Anatomy Basic
Embryology Initial Study
Human Anatomy Initial Study
Physiology Initial Study
Microbiology General Advanced Study
Immunology Initial Study
Virology Basic

Appendix VI.3
14
CHEMISTRY COLLECTION

1. SCOPE OF THE COLLECTION: The chemistry program offers a major and a
minor in chemistry and participates in an interdisciplinary biology/chemistry major
with the biology program. It also offers courses required by students of nutrition in
the NAFS department. In addition, the program offers courses for students who
wish to fulfill the general liberal arts requirement in science by increasing their
knowledge of chemistry and its relationship to life and society. The library collection
should help faculty members prepare their classes and keep up-to-date in their field,
help students with needed collateral and reference material for their class work, and
be broad enough for those who desire to pursue a subject beyond their ordinary
course work or do background reading for a research project. These library needs of
faculty and students shall be met through the collection of various periodicals,
reference works, books, computer and audiovisual materials.


SUBJECT LEVEL
History of Chemistry Basic
General Chemistry Initial Study
Organic Chemistry Initial Study
Biological Chemistry Initial Study
Food Chemistry Basic
Physical Chemistry Initial Study
Classical Initial Study
Instrumental Initial Study
Nuclear and Radiochemistry Initial Study
Science and Society Basic

Appendix VI.3
15
COMMUNICATIONS ARTS AND SCIENCES COLLECTION

1. SCOPE OF THE COLLECTION: The CAS Department offers a major
concentration and a minor at the undergraduate level. Major concentrations are in
general communication and corporate communication. The collection shall also
provide support for the business program, the Graduate School of Business, and the
English program. The library needs of students in the CAS programs shall be met
through the collection of various periodicals, references, books, professional
publications, and audiovisuals.


SUBJECT LEVEL
Radio, television and film
production

Initial Study
Film history and criticism Advanced Study
Mass Media Advanced Study
Journalism (print and electronic) Initial Study
Public Relations Initial Study
Advertising (print and electronic) Initial Study
Playwriting (television and film) Basic
Theatre history and criticism Advanced Study
Dramatic literature Advanced Study
Technical theatre Basic
Voice and diction Initial Study
Oral Interpretation Initial Study
Acting (all performing courses) Initial Study
Childrens theatre Initial Study
Speech Initial Study
Communication/behavior Initial Study
Corporate Communication Advanced Study

Appendix VI.3
16
COMPUTER SCIENCE COLLECTION

1. SCOPE OF THE COLLECTION: The Department of Mathematics and
Computer Science offers a major and a minor in computer science at the
undergraduate level. It also provides service courses for other departments.
The library needs of students and staff in these programs may be met through
the collections of various books, reference works, and periodicals.


SUBJECT LEVEL
Computer usage Minimal Study
Programming Minimal Study
Operating systems Minimal Study
Computer mathematics Minimal Study
Data Structures Minimal Study
Algorithm analysis Minimal Study
Computer graphics Minimal Study

Appendix VI.3
17
ECONOMICS COLLECTION

1. SCOPE OF THE COLLECTION: The economics program offers a major and
minor in economics and support for the accounting, business, and international
economics programs at the undergraduate level. The economics collection also
supports the business program and various areas of concentration in the Graduate
School of Business. The library needs of students in these programs shall be met
through the collection of various periodicals, reference works, books and
professional publications.

2. LEVELS FOR SUBJECT:

SUBJECT LEVEL
American Economic History Basic
International Economic History Basic
Comparative Economic Systems Minimal Study
Theory Basic and Advanced Study
Money and Banking Basic
International Economics Basic and Advanced Study
Managerial Economics Advanced Study
Labor Economics Minimal Study

Appendix VI.3
18
EDUCATION COLLECTION

1. SCOPE OF THE COLLECTION: The undergraduate program in
education offers coursework that will make students eligible for elementary
and secondary certification. The Graduate School of Education offers
programs in learning disabilities, behavior disorders, gifted and talented,
early childhood and educational administration. Education programs also
rely on collections in psychology, government documents and the juvenile
collection. There are two types of collections necessary to meet the
requirements of these programs: A curriculum collection for elementary and
secondary teachers; and a general knowledge collection that supports
coursework in the undergraduate program, the Graduate School of
Education, and the media certification program in the Graduate School of
Library and Information Science. The library needs of students and faculty
in graduate and undergraduate education shall be met through the collection
of various periodicals, reference materials, books, professional publications
and audiovisual materials.

CURRICULUM COLLECTION

Textbooks and Manuals for all elementary school subjects
Textbooks and Manuals for all secondary school subjects
Curriculum Guides
Standardized tests used in each program
Methods for teaching school subjects
Childrens and Adolescents literature


SUBJECT LEVEL
History of American
Education
Advanced Study
Philosophy of American
Education
Advanced Study
Educational Psychology Advanced Study
Child Growth and
Development
Advanced Study
Educational Research Advanced Study
School Law Advanced Study
School Finance Advanced Study
Program Development Advanced Study
Curriculum for each
Program
Advanced Study
School Planning Advanced Study
Multicultural Education Advanced Study
Schools Boards Advanced Study
Comparative Education Advanced Study
Current Educational Issues Research
Appendix VI.3
19
Teacher Education Advanced Study
Educational Assessment of
Students

Advanced Study
Instructional Strategies for
Special Education Students

Advanced Study
Instructional Consultation
in Education

Advanced Study
Moral Development Initial Study
Character Development Initial Study
Teachers Unions Initial Study

Appendix VI.3
20
ENGLISH COLLECTION

1. SCOPE OF THE COLLECTION: The English program includes concentrations in
literature, creative writing, and education. The department offers courses in world as
well as American and English literature. Advanced courses and independent studies
ordinarily include a research paper and/or bibliographic assignment. The English
program is related to collections and programs in Communications Arts and
Sciences, particularly theatre; Ancient and Modern Foreign Languages; Linguistics;
British Studies; American Studies and Business Writing. Types of materials collected
are: books, periodicals in English pedagogy, and literary history and criticism, and
audiovisual materials.


SUBJECT LEVEL
Literature (general)
Philosophy; theory; history

Basic
Rhetoric; writing; criticism Initial Study
Poetry Basic
Drama Basic
Prose Basic
Women authors Basic
English Literature
Anglo-Saxon ( to 1066)

Basic
Medieval/Middle English
(1066-1500)

Initial Study
Elizabethan/English
Renaissance (1500-1640)

Initial Study
17
th
Century Initial Study
18
th
19
th
20
th
Poetry Basic
Drama Basic
Prose Basic
Individual authors
Shakespeare

Advanced Study
Chaucer Advanced Study
American Literature Initial Study
Chicago Literature Initial Study
Southern Literature Initial Study
Other Literature in English
(i.e., Canadian)

Minimal Study
Irish Literature Basic
Fiction Basic
Classical Literature
Greek

Basic
Homer Initial Study
Appendix VI.3
21
Latin Basic
Scripture; Mythology Basic
Philology Linguistics (General
English language

Basic

Appendix VI.3
22
FINANCE COLLECTION

1. SCOPE OF THE COLLECTION: The finance program at Dominican consists of
undergraduate courses that support the Business, Accounting, Economics and
International Business majors. At the graduate level, in addition to the core course,
there is a field of concentration in Finance for the MBA program. The library needs
of students in these programs shall be met through the collection of various
periodicals, reference books, professional books and databases.


SUBJECT LEVEL
Banking Initial Study
Corporate Finance Advanced Study
International Finance Advanced Study
Investments Advanced Study
Monetary Theory and Policy Initial Study
Personal Finance Basic
Public Finance Initial Study
Real Estate Minimal Study

Appendix VI.3
23
FRENCH LANGUAGE COLLECTION

1. SCOPE OF THE COLLECTION: The library collection supports an
undergraduate major in French. The program emphasizes oral and written
communication for conversational, business and professional purposes;
understanding of the history, culture and literature of the French language; and
teaching the French language at the secondary school level. Related program areas
include World History, Linguistics and International Studies. Materials collected
include books, periodicals and audiovisuals. Library audiovisuals are supplemented
by the materials in the Language Lab.

2. LEVLS FOR SUBJECTS:

SUBJECT LEVEL
Basic Grammar and Vocabulary Initial Study
Advanced Grammar and
Composition

Advanced Study
History Advanced Study
Culture Advanced Study
Teaching Methods Advanced Study
Literature-Prose, Poetry, Drama-in
the original language-French-
Medieval to Contemporary

Advanced Study
English Translations of Literature Advanced Study
Reference Works Advanced Study
Dictionaries Advanced Study
Bilingual Dictionaries Advanced Study
Encyclopedias Advanced Study

Appendix VI.3
24
HISTORY COLLECTION

1. SCOPE OF THE COLLECTION: The History major is designed to assure that
students have a general knowledge of western and U.S. history; a more detailed
knowledge of western history both before and after 1600 A>D>; an opportunity to
elect advanced courses, including seminars, in British, modern European, and U.S.
history; an opportunity to study the history of Latin American on both the survey
and more advanced levels; an opportunity to confront the history of the Far or
Middle East on an upper-division but introductory level; and some acquaintance with
historiography. Most history courses require some student research or advanced
reading on topics of the students choice.

The History collection policy has been developed with an emphasis on the courses
we teach, taking into account student research interest, the need for the collection to
include historical works supporting curricular emphasis in interdisciplinary programs
in which the History discipline participates (American Studies, British Studies,
European Studies, Latin American Studies, International Business, and Social
Science) and in related disciplines (Art History, Economics, English, Philosophy,
Political Science, and all the modern languages taught at Dominican). The discipline
devotes a modest effort to amassing useful slides, videotapes, and films on
videotape, all of which are used in teaching history; the emphasis in collection
development, however, has had to be on books and periodicals.

The History discipline works very closely with the American Studies discipline in
collecting materials relating to United States history and American culture.


SUBJECT LEVEL
Historiography Initial Study
Archeology Minimal Study
Biography Basic
Great Britain, Early, Medieval, and
Modern (including England,
Wales, Scotland and Ireland)

Initial Study
Austria, Austro-Hungarian Empire,
Hungary (including
Czechoslovakia)
Before 1700

Basic
After 1700 Initial Study
France (emphasis in the period
1789-1815)

Initial Study
Germany (emphasis on the period
After 1860)

Initial Study
Ancient Greece before 323 B.C. Initial Study
Medieval and Modern Greece Basic
Italy (de-emphasizing the period
1600-1860)

Initial Study
Appendix VI.3
25
Netherlands, Northern Europe.
Balkan Peninsula and
Switzerland

Minimal Study
Eastern Europe (emphasis in the
Period after 1900)

Initial Study
Iberian Peninsula Initial Study
Arab Countries, including Egypt
Since 638 A.D., Africa, Southern
Asia and Oceania, (with the
Following exceptions: Basic on
The Islamic World before 1500
And Basic on India since c.1750).
The Discipline recommends
books on the 20
th
century history
of these regions for selection in
the general collection supporting
courses in other social science
disciplines.

Minimal Study
Southeastern Asia (Japan and
China in the 19
th
and 20
th

centuries and for Vietnam after
1945)

Initial Study
Pre-Columbian American and
Discovery of America and
Early Explorations

Basic
Colonial America and United
States including Labor History.
Diplomatic History and American
Political Parties

Initial Study
Canada Minimal Study
Mexico, Central America, and
South America

Initial Study
Economic History Basic
Social History Initial Study

Appendix VI.3
26
ITALIAN LANGUAGE COLLECTION

undergraduate major in Italian. The program emphasizes oral and written
understanding of the history, culture and literature of the Italian language; and
teaching the Italian language at the secondary school level. Related program areas


SUBJECT LEVEL
Composition

Advanced Study
Italian-American Studies Advanced Study
Literature-Prose, Poetry, Drama-in
the original language-Italian
Medieval to Contemporary

Advanced Study
English Translations of Literature Advanced Study
Reference Works Advanced Study

Appendix VI.3
27
JUVENILE COLLECTION

1. SCOPE OF THE COLLECTION: The purpose of the Juvenile Collection is to
serve primarily as a teaching collection for Graduate Library Science Students. To a
lesser extent it serves as a teaching collection for graduate and undergraduate
students in education and as a collection for use by the teachers and preschoolers at
Dominicans Junior Citizen Center. The collection focuses on childrens and young
adult books.

2. LEVES FOR SUBJECTS:

SUBJECT LEVEL
Easy Books Advanced Study
Fiction Advanced Study
Folklore and Fairy Tales (398s) Advanced Study
Poetry (811s) Initial Study
Information books (other Dewey
Classes)

Initial Study
Foreign Language Minimal Study

Appendix VI.3
28
LIBRARY AND INFORMATION SCIENCE COLLECTION

1. SCOPE OF THE COLLECTION: The library and information science collection
serves the Graduate School of Library and Information Science. Its principal
objective is to provide information sources appropriate for courses taught in the
GSLIS, as well as to provide selective coverage of subjects not covered in the
curriculum. The collection also supports several business courses and the
Management Information Systems program. The library science collection consists
of monographs, reference materials, periodicals and audiovisual materials. Most of
this material is located on the second floor. However, the program also relies heavily
on the reference collection and general book collection.


SUBJECT LEVEL
History of the Book Advanced Study
Printing Advanced Study
Bookbinding Advanced Study
Censorship Advanced Study
Libraries Advanced Study
Library & Information Science Advanced Study
Automation Advanced Study
Architecture Advanced Study
Book Collections Advanced Study
Cataloging Advanced Study
Classification Advanced Study
General Bibliography Advanced Study
Best Books Basic
Booksellers Catalogs Minimal Study
National Bibliography
U.S. Advanced Study
Canada Basic
Latin America Minimal Study
Europe Basic
Subject Bibliography Advance Study

Appendix VI.3
29
MANAGEMENT COLLECTION

1. SCOPE OF THE COLLECTION: The management program consists of
undergraduate courses that support the Business, Accounting, Economics, and
International Business majors. The management collection also supports the need
for general business materials. At the graduate level there is a field of concentration
in Human Resource Management and in General Management for the MBA
program. Management courses are also required to support other concentrations for
the MBA program. The library needs of students in these programs shall be met
through the collection of periodicals, reference books, professional books, and
databases.


SUBJECT LEVEL
Administration Advanced Study
Business History Basic
Business Law Basic
Business Policy and Planning Advanced Study
Communication Initial Study
Entrepreneurship Initial Study
International Management Advanced Study
Management History Initial Study
Operations Management Initial Study
Organization and Management
Theory

Basic
Organizational Behavior Advanced Study
Organizational Communication Initial Study
Personal/Human Resources Advanced Study
Production/Operations
Management

Initial Study
Social Issues in Management
(women, careers, ethics)

Initial Study

Appendix VI.3
30
MANAGEMENT INFORMATION SYSTEMS (MIS) COLLECTION

1. SCOPE OF THE COLLECTION: The MIS program includes a concentration
within the MBA curriculum and a degree of Master of Science in Management
Information Systems. The collection shall also provide support for MIS-related
components of other parts of the undergraduate and graduate business
administration curricula. The MIS program is also related to the graduate program in
library and information science. The library needs of students in these various
programs shall be met through the collection of various periodicals, reference works,
books, and professional publications.


SUBJECT LEVEL
Computer Science Courses
(inc. programming)

See Computer Science
Quantitative Methods Minimal Study
Decision Support Systems Advanced Study
Database Management Systems Advanced Study
Management Information Systems Advanced Study
Organization of Information See Library Science
Management Information Sources See Library Science
Information Systems Analysis See Library Science
Information Systems Practicum Advanced Study
Technical Writing Minimal Study
Economics of Information Advanced Study

Appendix VI.3
31

MARKETING COLLECTION

1. SCOPE OF THE COLLECTION: The marketing program at Dominican consists
of undergraduate courses which support the Business Accounting, Economics and
International Business majors. At the graduate level, there is a field of concentration
in Marketing for the MBA program. The library needs of students in these programs
shall be met through the collection of various periodicals, reference books,
professional books, and databases.


SUBJECT LEVEL
History Basic
Theory Basic
Research Initial Study
Consumer Behavior Initial Study
Strategy Initial Study
Forecasting Advanced Study
New Product Development Advanced Study
International Advanced Study

Appendix VI.3
32
MATHEMATICS COLLECTION

1. SCOPE OF THE COLLECTION: The department of Mathematics and Computer
Science offers a major and a minor in mathematics at the undergraduate level. It also
provides courses to fulfill the mathematics component of the general education
requirements and service courses for other departments. The library needs of
students and staff in these programs may be met through the collection of various
books, reference works, and periodicals.


SUBJECT LEVEL
Basic Skills Minimal Study
College Algebra Minimal Study
Precalculus Minimal Study
Calculus Minimal Study
Mathematics Education Initial Study
Discrete Mathematics Minimal Study
Applied Mathematics Minimal Study
Advanced Algebra Minimal Study
Geometry Basic
Analysis Minimal Study
Number Theory Minimal Study
History of Mathematics Initial Study

Appendix VI.3
33
MUSIC COLLECTION

1. SCOPE OF THE COLLECTION: The Music Department offers a major and a
minor concentration at the undergraduate level. Concentrations are available in
music history and in performance. The Department also provides a course entitle
Music of England, a requirement for the British Studies major in the English
Department. The library needs of students in the music program shall be met
through the collection of periodicals, reference works. Books, professional
publications, and audiovisuals (audio recordings, audio cassettes, compact discs, and
videotapes).


SUBJECT LEVEL
Music history and criticism:
Special periods

Initial Study
By region or country Initial Study
Biography Initial Study
Instruments and instrumental music Initial Study
Vocal music Initial Study
Music literature (includes librettos
and writings of musicians)
Theory

Initial Study
Instrumental music Initial Study
Vocal music (secular/sacred) Initial Study
Music instruction and study Initial Study

Appendix VI.3
34
NUTRITION & GENERAL HOME ECONOMICS COLLECTION

1. SCOPE OF THE COLLECTION: The Nutrition Program offers majors in
nutrition and Dietetics, Food Science and Nutrition, and Food Service Management.
The Program also offers a minor in Food Science and Nutrition. The library needs
of students in nutrition shall be met through a collection of books, reference works
and periodicals. The nutrition programs are supported by the government
documents collection.

2. LEVLS FOR SUBJECTS:

SUBJECT LEVEL
Nutrition
Nutrition and Sports Initial Study
Nutrition in life cycle
Pregnancy, infancy, children,
Teens, adults, elderly

Initial Study
Nutrition Counseling Initial Study
Nutrition Education Initial Study
Nutrition Research Methods Advanced Study
Malnutrition Initial Study
Assessment of Nutrition Status Initial Study
Nutrition in the Community Advanced Study
Nutrition and Legislature Initial Study
Nutrition and Health Initial Study
Quality Assurance Initial Study
Clinical Dietetic
Eating Disorders Advanced Study
Dietetics Initial Study
Cardiovascular Disease Initial Study
Renal Disease Initial Study
Obesity Initial Study
Quality Assurance Initial Study
Miscellaneous Diseases Initial Study
Food Science
Quantity Cookbooks for Food
Service

Initial Study
Ethnic Cookbooks Initial Study
Garnishes Initial Study
Cultural Food Habits Initial Study
History of Foods Initial Study
Food and Drug Interactions Initial Study
Economic Factors and the
Food Supply

Initial Study
Principles of Preparation
Government Legislation and the
Food Supply

Initial Study
Product Development Initial Study
Appendix VI.3
35
Food Ingredients Initial Study
Experimental Foods Advanced Study
Food Service
Food Service Management Initial Study
Food Service Sanitation Initial Study
Food Service Equipment Initial Study
Food Service Layout Initial Study
Food Service Financial and
Cost Control

Initial Study
Menu Planning Initial Study
Orientation and Training
Programs

Initial Study
Use of Computers in Food
Service

Initial Study
Food Service Purchasing Initial Study
Quantity Food Production Initial Study
General Home Economics
Home Economics Education Minimal
Interior Design Minimal
Family and Consumer Practices Minimal

Appendix VI.3
36
PHILOSOPHY COLLECTION

1. SCOPE OF THE COLLECTION: The Philosophy Department offers a major and
a minor in philosophy at the undergraduate level. It is also expected to provide
those courses that serve to fulfill the philosophy component of the general education
requirements. The library needs of students and staff in these various programs shall
be met through the collections of various periodicals, reference works and books.


SUBJECT LEVEL
Classical Advanced Study
Medieval Advanced Study
Modern Advanced Study
Contemporary Advanced Study
Eastern Minimal Study
African Minimal Study
Jewish Minimal Study
Logic Basic
Metaphysics Initial Study
Epistemology Initial Study
Ethics Initial Study
Social Philosophy Initial Study
Rational Psychology Initial Study
Aesthetics Initial Study
Political Philosophy Initial Study

Appendix VI.3
37
PHYSICAL EDUCATION COLLECTION

1. SCOPE OF THE COLLECTION: The Health Physical Education Program does
not offer a major nor a minor at the undergraduate level, nor masters level. The
collection shall provide support for various areas of concentration in the
undergraduate level. The library needs of students shall be met through the
collection of various periodicals, references, magazines and books.


SUBJECT LEVEL
Health Basic
Weight Training Basic
Sports (Activities Basic
Some names of magazines, periodicals and references:
Research Quarterly
Journal of Physical Education
Muscles for Fitness

Appendix VI.3
38
PHYSICS COLLECTION

1. SCOPE OF THE COLLECTION: The physics program offers the general physics
sequence required for chemistry, Biology, and Biology-chemistry majors as well as
for entrance to professional schools, and some course that students may use to fulfill
the general liberal arts requirement in science. In selecting materials for the library
the aims have been to provide for the needs of these two groups of students. This
means acquiring sufficient collateral and reference materials for students to pursue a
topic beyond the regular class presentation or to obtain the necessary background for
a research topic and also for instructors to prepare for their classes and to be able to
keep current within these fields. Because of the basic nature of physics, other
programs can require materials in these areas.


SUBJECT LEVEL
General Astronomy Basic
Cosmology Basic
General Physics Initial Study
Weights and measures Minimal Study
Mechanics Basic
Atomic physics Basic
Acoustics Initial Study
Physics of music Initial Study
Heat Basic
Optics Basic
Radiation physics Basic
Electricity & magnetism Basic
Nuclear & particle physics Basic
Geophysics Minimal Study
Geomagnetism Minimal Study
Meteorology Initial Study
Meteorological optics Minimal Study
Climatology & weathering Basic
Weather forecasting Minimal
Electronics Basic
Energy Supply & Demand Basic

Appendix VI.3
39
POLITICAL SCIENCE COLLECTION

1. SCOPE OF THE COLLECTION: Political Science offers courses in three areas:
political theory, world politics and American politics. The political science
department relies on our U.S. Depository Collection as well. In addition, our
resources provide support for other programs, such as American Studies and British
Studies.


SUBJECT LEVEL
History of Political Science Basic
Political Theory Advanced Study
Constitutional History and
Administration (general and
comparative)

Initial Study
Constitutional History,
Administration, and Law
(United States)

Advanced Study
U.S. Documents (includes
Presidential papers, administrative
documents, foreign policy, etc.)

Advanced Study
U.S. Presidency (history, powers,
etc.)

Initial Study
U.S. Congress (history, powers,
etc.)

Initial Study
U.S. Judiciary (history, powers,
etc.)

Initial Study
American Political Parties
see also History

Initial Study
Diplomatic History in America
see also History

Advanced Study
Comparative Politics (general) Initial Study
Comparative Politics (Middle
East and Soviet Union)

Advanced Study
Law (United States) Initial Study
Comparative Law Initial Study
Military Science Initial Study
Socialism
see also Sociology

Initial Study
Communism
see also Sociology

Initial Study
Utopias
see also Sociology

Initial Study

Appendix VI.3
40
PSYCHOLOGY COLLECTION

1. SCOPE OF THE COLLECTION: The psychology program offers a major at the
undergraduate level. The psychology collection also serves the needs of graduate and
undergraduate business and education students. The library needs of students and
faculty are met through a collection of books, journals and appropriate audiovisual
materials. Psychology students and faculty are especially dependent on our
periodical collection.


SUBJECT LEVEL
Psychoanalysis Initial Study
Tests and Testing Initial Study
Experimental Psychology Initial Study
Sensation Initial Study
Cognition Initial Study
Perception Initial Study
Motivation Initial Study
Learning Initial Study
Emotions Initial Study
Wil, Choice Initial Study
Applied Psychology Initial Study
Comparative Psychology Initial Study
Personality Initial Study
Abnormal Psychology Initial Study
Genetic Psychology Initial Study
Developmental Psychology Initial Study
Child Psychology Initial Study
Adolescent Psychology Initial Study
Adulthood and Aging Initial Study
Temperament, Character Initial Study
Parapsychology basic Initial Study
Physiological Psychology Initial Study

Appendix VI.3
41
RELIGIOUS STUDIES COLLECTION

1. SCOPE OF THE COLLECTION: The religious studies program offers a major
and a minor in religious studies at the undergraduate level. In the major program
students must choose one of three areas of concentration, namely, Biblical Studies,
or Christian History and Theology, or the General Program in Religious Studies.
Further, the Religious Studies discipline is expected to provide a broad range of
courses that serve to fulfill the religious studies component of the general education
requirements. The library needs of students and staff in these various programs shall
be met through the collection of various periodicals, reference works, books, and
appropriate audiovisual materials.


SUBJECT LEVEL
Bible Initial Study
Church Initial Study
Comparative Religion Basic
Doctrinal Theology Initial Study
History of Christianity Initial Study
Mysticism Initial Study
Religion and Culture Initial Study
Religious Education Basic
Religious Ethics Initial Study
World Religions Initial Study
Judaism Initial Study
Islam Initial Study
Ancient Basic

Appendix VI.3
42
SOCIOLOGY COLLECTION

1. SCOPE OF THE COLLECTION: The subject matter of sociology encompasses
the analysis of consensus, conflict, cooperation, and competition. In the last quarter
century, the central focus of the discipline has been the critical examination of class,
power, and status with a particular emphasis on the inequalities of wealth, race,
ethnicity, and gender. At the undergraduate level, the study of society provides
access to the theoretical and analytical tools needed to confront these inequalities in
all aspects of our social lives. The sociology program has been structured around
this definition of the subject matter. The sociology program serves a large number
of students from every major by offering a variety of elective courses and courses
necessary to the general education requirements of the university. Courses taught by
the sociology department are crosslisted by other departments and are either
required or serve as suggested electives for programs in Home Economics,
Communications Arts and Sciences, American Studies, and International Studies. In
addition to the standard reference works vital to the Sociology library collection are
classical and contemporary works by the leading sociological theorists. Also
important are the secondary sources on these theoretical schools. WE have been
building our collection of contemporary studies on gender, class, race, ethnicity, third
world development, and social inequality. Periodicals are needed to reflect the broad
ideological and paradigmatic richness of the field. We also find very useful
videotapes and films that support a variety of courses.


3.
SUBJECT LEVEL
Human ecology (Influence on the
environment by humans)
see also Science

Minimal Study
Anthropogeography Minimal Study
Anthropology Initial Study
Social Psychology (Includes
Study of social groups)
see also Psychology

Initial Study
Social History
see also History

Initial Study
Social Problems Initial Study
Social Reform Initial Study
Marriage and Family Studies Initial Study
Sociology of Gender Advanced Study
Communities (Includes urban
groups, city planning, and
urban renewal)

Initial Study
Classes (Includes social
inequality)

Advanced Study
Races (Includes race as a social
group, ethnicity, and race

Appendix VI.3
43
relations in general) Advanced Study
Social Service and Social Work Basic
Alcoholism, Tobacco Habit, and
Drug Habit

Initial Study
Criminology (Includes Criminal
Anthropology)

Initial Study
Socialism
see also Political Science

Initial Study
Communism

Initial Study
Utopias

Initial Study
Sociology of Religion
see also Religious Studies

Advanced Study
Sociology of Education
see also Education

Advanced Study
Business and Society (Includes
study of occupations and
organizations)
Initial Study
Deviance (Includes social control
and juvenile delinquency)

Basic
Social Theory Advanced Study
Mass communications and mass
culture (Includes study of
popular culture)

Initial Study
Dependency and Development Advanced Study
Social Change Initial Study
Political Sociology (Includes
state formation, nation-
building, and revolution)

Initial Study
Third World Studies Advanced Study
Research Methodology Advanced Study
Social Justice Initial Study

Appendix VI.3
44
SPANISH LANGUAGE COLLECTION

undergraduate major in Spanish. The program emphasizes oral and written
understanding of the history, culture and literature of the Spanish language; and
teaching the Spanish language at the secondary school level. Related program areas


SUBJECT LEVEL
Composition

Advanced Study
Latin-American Studies Advanced Study
Literature-Prose, Poetry, Drama-
in the original language-
Spanish Medieval to
Contemporary

Advanced Study
English Translations of Literature Initial Study
Reference Works- Advanced Study

Appendix VI.3
45
SPECIAL COLLECTIONS POLICY

The Rare Book Room houses the special collections of the Rebecca Crown Library.
The special collections contain materials in the following subjects: art, history, literature,
religion, and library science and the book arts. This policy is designed to aid in the
determination of what materials belong in the special collections.

The following types of materials have been designated as belonging to the special
collections and belonging in the Rare Book Room.

Rare books printed before 1900 that are of historical significance or illustrate
the development of the book arts,

Limited editions of less than 300 copies,

First editions of famous literary works or works which were published before
1900,

Rare materials where other copies have sold for more than $500.00 according
to Book Auction Records or Bookmans Price Index

Any book that has been signed by the author or artist, where that person was
a famous individual,

Any materials that the Library Director, Archivist, or other librarian decide
belong in the special collections.

Monday, January 07, 2008
Appendix VI.3
Technology Training Workshops
Technology Training Workshops-Fall 2007

Do your trips along the Information Highway lead to a wreck? Has
become road kill? Let our workshops help prevent the accidents! C
Information Technology and Faculty Development, these sessions
anyone trying to master one of our networked applications at Dom
All sessions held in Parmer 114 from 3:30 p.m. until 5:00 p.m. Em
kblack@dom.edu for the sessions that require an RSVP.

Thurs., Oct. 11 Open Session on Using myDU for Students
(Students only; no RSVP necessary)
Wed., Oct. 17 Outlook Calendar Overview (Faculty and St
required)
Wed., Oct. 24 myDU for Advisors (repeat of earlier sessio
(Faculty only; RSVP required)
Thurs., Nov. 1 Introduction to the myDU Learning Manage
Instructors (Instructors only; RSVP require
Thurs., Nov. 8 Open Session on myDU for Faculty and Sta
Questions! (Faculty and Staff only; no RSV
Wed., Nov. 14 Introduction to the myDU Learning Manage
Instructors (repeat of Nov. 1 session) (Inst
required)
Thurs., Nov. 29 Open Session on Using myDU for Students
(Students only; no RSVP necessary)
Thurs., Dec. 6 Open Session on myDU for Faculty and Sta
Questions! (Faculty and Staff only; no RSV

Technology Training Workshops
Appendix VI.4

Methodology


River Forest
64%
Chicago
26%
Grayslake
7%
Online
3%
Native
0%
4%
Multi-Racial
5%
Hispanic or Latino
4%
Black, Non-Hispanic
or Latino
4%
Latino
83%
Evening
Afternoon
15%
Morning
16%
12%
Weekend
s

54%
1
Appendix VI.5

aration

22.86%
18.57%
30.95%
12.86%
10.48%
0.00% 5.00% 10.00% 15.00% 20.00% 25.00% 30.00% 35.00%
field
Science)
field
Science)

2

O



S
2
Appendix VI.5
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
70.00%
80.00%

0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
me.
I receive accurate
selection.
staff.
3
Appendix VI.5

schedule.


options

Fully
meets my
needs
Mostly
meets my
needs
Slightly
meets my
needs
Does
not
meet my
needs
Haven't
Used
Because I
Haven't
Needed
Haven't
Used
Because I
Did Not
Know About
I T Comput er Lab 28% 22% 9% 4% 30% 7%
Cl assr oom
f aci l i t i es
41% 48% 6% 4% 0% 0%
Di ni ng Opt i ons 5% 16% 16% 17% 40% 7%
GSLI S of f i ce 39% 38% 8% 2% 12% 1%
GSLI S websi t e 36% 42% 13% 5% 3% 1%
par ki ng
22% 42% 15% 13% 7% 0%
Fi nanci al Ai d 21% 27% 13% 10% 24% 5%
Bookst or e 23% 40% 24% 6% 7% 1%
GSLI S St udent
6% 8% 6% 5% 53% 21%
4
Appendix VI.5
0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
Crown Library
classes
Crown Library
Strongly agree
Somewhat agree
Somewhat disagree
Strongly disagree
Don't know
1%
80%
13%
6% 1%
85%
13%
1%
10.0%
20.0%
30.0%
40.0%
50.0%
60.0%
70.0%
80.0%
90.0%
0.0%
2005 2007
5
Appendix VI.5





0.00%
10.00%
20.00%
30.00%
40.00%
50.00%
60.00%
or home
GSLIS' professional
Financial aid I was
offered
GSLIS' faculty
specialties

6
Appendix VI.5

Summary statements
Strongly
agree
Somewhat
agree
Somewhat
disagree
Strongly
disagree
Not
applicable
to me
f r ommy advi sor .
31% 25% 5% 7% 31%
sel ect i on.
25% 26% 9% 9% 31%
36% 34% 13% 5% 12%
I want them.
12%( 7%) 41%( 37%) 32%( 37%) 13%( 9%) 0%
22% 40% 24% 12% 2%
goals.
32%( 11%) 47%( 51%) 18%( 18%) 2%( 10%) 1%
16%( 8%) 40%( 39%) 34%( 33%) 9%( 10%) 0%
75%( 45%) 23%( 47%) 1%( 4%) 0%( 0%) 1%
59%( 25%) 35%( 55%) 3%( 2%) 0%( 2%) 3%
47%( 27%) 42%( 52%) 8%( 7%) 2%( 5%) 0%
42%( 23%) 51%( 55%) 7%( 7%) 0%( 2%) 0%
expectations.
46%( 20%) 43%( 57%) 7%( 10%) 3%( 3%) 0%
49%( 27%) 36%( 48%) 13%( 11%) 2%( 3%) 0%
37% 44% 12% 5% 2%
st udent s.
37% 45% 13% 3% 2%

7
Appendix VI.5
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix VI.6
Appendix - St. Catherine
Appendix A.2: Plan to Address Concerns of the COA of the American Library Association and Progress
Report Regarding the Plan to Remove Conditional Accreditation
Appendix A.1 BACK to Program Presentation
Timeline for College of St. Catherine seeking ALA COA Pre-candidacy and Candidacy
Assumption: Request (application) pre-candidacy is made 15 March 2005 and granted by
COA on 16 April 2005.
Academic Year
2005-06 Pre-candidacy
Students admitted for fall and winter/spring are admitted to DU degree.
By 1 December 2005 program submits Progress Report and Annual
Statistical Report (based on ALISE statistical forms downloaded from
http://ils.unc.edu/ALISE
Request to Move to Candidacy is made by 15 March 2006 and granted by
COA on 22 April 2006.
2006-07 Candidacy
Students can be admitted for fall and winter/spring terms to CSC. It is
reasonable to assume that any student beginning a program in the 2006-07
academic year would plan to graduate in 2007-2008 or later. Thus,
students can be admitted to CSC in the 2006-2007 fall and winter/spring
terms if degree completion is expected in 2007/2008 academic year or
later.*
The implications for students being admitted if CSC does not achieve
Initial Accreditation must be fully disclosed in writing to each student
individually. Obtaining student signature on the DISCLOSURE
STATEMENT would be preferable for all concerned.
Statistical Report (based on ALISE statistical forms downloaded from
2007-08 Candidacy
Students can be admitted for fall and winter/spring terms to CSC. It is
reasonable to assume that any student beginning a program in the 2007-08
academic year would plan to graduate in 2007-2008 or later.
The implications for students being admitted if CSC does not achieve
Initial Accrediation must be fully disclosed in writing to each student
individually. Obtaining student signature on the DISCLOSURE
STATEMENT would be preferable for all concerned.
Appendix A.1
Statistical Report (based on ALISE ststistical forms downloaded from
2008-09 Site visit in fall 2008
Accreditation decision (to grant Initial Accreditation) made in January
2009.
*Students completing degree in academic year preceding the academic
year in which the on-site comprehensive review occurred are considered to
have graduated from an ALA-accredited program. (AP3, I.7.6.(b), p.14).
(bolded emphasis added).
Appendix A.1
Plan to Address Concerns raised by COA
Issues raised concerning Standard I Mission, Goals, and Objectives:
Issue 1. The Committee found insufficient evidence of a formal, systematic
planning process in which data are collected from constituents, analyzed,
and used to guide the curriculum and the programs.
Background: The GSLIS Operating Plan developed by the dean and faculty to
cover the years 2003 2008 was provided with the Program Presentation and
reviewed by the External Review Panel. The Plan was in keeping with the newly-
adopted plan for the university and was to be reviewed annually to see the
progress made on each of the goals. COA thought it was not clear how the plan
was to be revised, nor whether it had representation from the various constituents
of the program. COA further thought it was not clear how such planning would
relate to each of the Standards.
However, the External Review Panel Report noted Participation in major MLIS
program planning have involved faculty from both DU and CSC. Advisory
Boards representing the programs constituentshave participated at several
points along the way. p.4
The External Review Panel Report further noted that The Program Presentation
provides evidence of ongoing evaluation and adjustment of Dominican
Universitys curriculum in response to input from the schools various
constituencies p.6.
Planned Action: In the Spring of 2005 a Steering Committee was appointed that
included five GSLIS faculty members, the Provost, the Associate Provost, and the
President of the University, who served as chair. To collect data from the various
constituents the Committee engaged a consultant to design a survey and to hold
focus groups. Working with the consultant, the committee developed questions
for each of four groups that were to be surveyed at the beginning of June. The
groups surveyed included:
1) Current students
2) Recent alumnae/i
3) Graduates of the program ten years ago
4) Employers of GSLIS graduates
Focus groups were conducted with:
School library media supervisors who oversee the practica and
internships for students in the school librarianship specialty.
Nationally recognized library leaders in the Chicago area.
Appendix A.2
2
In addition, the consultant worked with the Steering Committee to establish
timelines for regular surveying of these groups in the future, recognizing the need
for systematic review and gathering of information about the program (Appendix
I).
In late July, a Visioning Meeting was held on campus to begin the process for
developing a new strategic plan. Participants included students, faculty, local,
employers and members of the GSLIS Advisory Board and of the GSLIS Alumni
Council. On the first afternoon, a nationally-known keynote speaker set the tone,
talking about changes in librarianship. After dinner, a panel of national library
leaders talked about library and information science programs, diversity among
students and faculty, and other topics (a list of the program and speakers is in
Appendix II ). On the second day, the consultant presented the findings from the
surveys and the focus groups, and then the participants conducted a SWOT
Analysis of the current GSLIS program. Working groups were asked to draft up a
vision statement for the school, after considering all of this information.
From the notes of the meeting and the research findings, the Steering Committee
drafted a strategic plan for full faculty discussion. In addition, participants from
the Visioning Meeting were invited to review the drafts. After much discussion,
the GSLIS faculty approved a GSLIS Strategic Plan for 2005-2008 and Beyond.
The document is understood as a work in progress that may change to better
reflect the results of annual surveys. A copy of the GSLIS Strategic Plan is
attached. Clearly the vision of the school was strengthened and more openly
defined. It spells out the Dominican Difference in the schools program, and
builds upon clearly defined strengths and opportunities in the Dominican GSLIS
program.
Issue 2. There was also no evidence of a formal assessment of the student
learning outcomes identified by the program. Both of these are especially
true for the College of St. Catherine program constituentsthe Committee
found that you have not demonstrated the ways planning and outcomes
have and will inform your planning and compliance with each of the
Standards.
Background: Dominican University has a formal student learning outcome
assessment plan and had one at the time of the COA visit. The plan includes
assessment procedures for all of the schools and programs. Therefore, each of the
formal assessments carried out by GSLIS in River Forest and at the College of St.
Catherine adhered to the assessment plans of the respective universities.
The External Review Panel Report noted that Program planning and evaluation
have resulted in some curricular change p.7.
Appendix A.2
3
Planned Action: The new GSLIS Strategic Plan spells out how GSLIS
compliance with each of the Standards for Accreditation will be addressed. Goal
3 of the Plan in the area of curriculum determines that assessment of
competencies will be embedded and measured in core courses, and the findings
will influence revisions or additions to the courses being offered.
Further, in phone discussions and in face-to-face meetings (as recently as
September 26, 2005) between the dean of GSLIS and the director of the College
of St. Catherines program, it was agreed that a common assessment of student
learning outcomes, will be used at both sites.
The formal Assessment Plan of the Graduate School of Library and
Information Science is an integral part of the formal plan of the University.
The assessment plan of the School has been updated from the one that was
available to the visiting team and is enclosed with this accreditation plan.
Issues raised concerning Standard III Faculty
Issue 1. The Committee found insufficient evidence that the program has a
faculty capable of accomplishing program objectives. Full-time faculty
membersare sufficient in number and in diversity of specialties to carry
out the major share of the teaching, research, service activities required
for a program, wherever, and however delivered.
Background: As is demonstrated in the ALISE Statistical Report (2004) there is
a limited supply of library and information science doctorates available for
appointment as graduate faculty. Like most schools, Dominican has had a difficult
time securing graduate faculty. While the mean number of faculty reported for all
ALA accredited schools is 14, at the time of the COA visit the number of faculty
at Dominican was below that level.
Planned Action:
The Graduate School of Library and Information Science added
three new full-time faculty positions for the 2005-06 Academic
Year. This brings the total GSLIS full-time faculty to 15. Each of
these new faculty members has a specialty that complements the
expertise of existing faculty members. With these additions the
full-time faculty is sufficient in number and diversity of specialties
to support the programs offered by the School.
As noted above, according to the ALISE 2004 Statistical Report
the mean number of full-time faculty reported by 56 ALA
accredited schools is 14.
Appendix A.2
4
The School plans on adding full-time faculty each year until the
proportion of full-time faculty to FTE students reaches the target
ratio set by the University for all programs, which is 70%.
Issue 2. The Committee is also concerned about the effect of teaching
load, reported as three courses plus a course equivalent for research on
the ability of the faculty to provide effective teaching and learning.
Background: According to the Dominican University Faculty Handbook, 2005-
2006, in the Graduate School of Library and Information Science, the normal
teaching load for full-time instructional faculty is three courses per semester with
a continuing record of scholarship. This is in keeping with all of the other
schools at the University. It also states that an individual dean may from time to
time establish course equivalencies for non-instructional work done by faculty.
Planned Action: The teaching load of three courses per term at Dominican
University is compatible with the teaching loads at other ALA accredited schools.
A review of the ALISE Statistical Report indicates that about 25% of the ALA
accredited schools responding report a load of 3 per term (or 18 semester hours
per year) or higher.
Issues raised concerning Standard V
Issue 1. In light of the fact that faculty members at the College of St.
Catherine are appointed, reviewed, and tenured through that
institution, the Committee sees no evidence that the ALA accredited
masters program offered by Dominican University at that location has
autonomysufficient to assurethe selection and promotion of its
faculty.
Background: The St Catherine faculty who teach in the MLIS program at St.
Catherine are employees of St. Catherine. However, the program provides that
each faculty member who teaches in the program has their credentials first
reviewed and approved by the Dean of the GSLIS in River Forest. There was no
comment under Standard V in the External Review Panel Report that was critical
of this arrangement.
Planned Action: The College of St. Catherine has filed an application with the
Committee on Accreditation for the accreditation of their own program in St.
Paul. Dominican University will cease accepting new students at the College of
St. Catherine into its program after January 2006. Dominican University will
continue to provide classes to students accepted under the DU program until
2008.
In late May 2005, the Provost and Dean from Dominican University met with the
Provost and Director at the College of St. Catherine to develop a timeline for
Appendix A.2
5
separating the two programs. In good faith, the timeline was developed and
agreed upon for a three-year period, at which time the College of St. Catherine
expects to have an accredited program of its own. (Appendix III ). This
timeline was developed to sustain the program, to keep the quality of the program
strong, and to ensure that students will be able to complete their degree. Students
are being admitted to the Dominican University program during the academic
year 2005-2006. Thereafter, students will be admitted to the CSC program.
Issue 2. Full-time faculty members at the College of St. Catherine are
teaching courses outside the evaluative control of the ALA accredited
masters program at Dominican University. Additionally, except for the
assurances that the CSCs Program Director and the Dean talk regularly,
there is no evidence that Dominican University maintains sufficient
oversight of the total program offered by the College.
Background: The College of St. Catherines full-time faculty members were
evaluated by the surveys used in the St. Catherine student evaluation system.
Copies of the results of these evaluations were sent to the Dean of GSLIS at River
Forest. It was clear that a better way was to use the student evaluation system
used by Dominican University. This system would allow the evaluations from the
St. Catherine program to be compared with the other course taught at River
Forest. Such a result would improve the quality control of the program.
Planned Action: At the May 2005 meeting of the Provost and the Dean at
Dominican University and the Provost and the Director at the College of St.
Catherine, a procedures document was clarified and reaffirmed by both schools.
(Appendix IV). It was agreed that all courses taught at St. Catherine will be
evaluated using the SIR II form that is standard for Dominican University.
(Appendix V). This document reinforced the procedures during the remaining
years of the collaborative program.
On September 26, 2005, the new Dean met with the Director in St. Paul to discuss
these agreements and added some additional items to solidify the program over
the next three years. Some of these new agreements included:
We would participate in each others faculty meetings by
conference call
At least once a quarter, we would attend the faculty meetings in
person
Faculty members from each site would be encouraged to teach on
the other campus from time to time (already being done by
Dominican University faculty members)
invited and encouraged to attend new faculty orientation on the
Dominican University campus
assigned a buddy among the full-time faculty members at
Appendix A.2
7
COA Additional Concerns
Students ability to develop coherent programs of study (Standard, p.12)
with limited and unpredictable Dominican University course offerings on
the College of St. Catherines campus, courses closing quickly on the
River Forest campus, and limited offerings downtown.
Background: Although GSLIS worked at least a year in advance in
providing information about courses being offered for students on both the
River Forest and the College of St. Catherines campuses, it would have
been hard for the many part-time students to plan for the three years it
might take to complete the program.
Planned Action: The GSLIS Dean, the Director of the program at St.
Catherines, and the faculty on both campuses worked together to develop
a Course Guide for students. It lists the course number, the course rotation
over fall, spring, and summer, and gives the students some guidance in
constructing a coherent program of study that allows for individual needs
and goals in planning a generalized program of study or a specialization.
(Appendix VI or http://domin.dom.edu/depts/GSLIS/ and Appendix VII.)
As an aid to students in selecting courses towards a specialty in library or
information studies, last year (Academic Year 2004-05) the faculty
developed Pathways. (Appendix VIII or
http://domin.dom.edu/depts/GSLIS/InfoCntr/PATHWAYS/PATHWAYS
MAIN.htm). Pathways contain suggested courses for specialties, along
with a faculty member with expertise in that area. Pathways are not
intended to be substitutes for faculty advising, but rather suggest
representative examples. To date, there are 11 different specialties within
the field that have Pathways developed. Pathways are available online.
Plans are underway to expand the number of courses taught in downtown
Chicago. We have added to the courses being taught in the Chicago
Public Library meeting rooms, the Metropolitan Library System offices,
and at the American Library Association. Students have asked for
expanded course offerings at the downtown Chicago sites. In addition, we
are expanding course offerings through the new University Center in
Grayslake, IL. We have identified the North Suburban Library System as
a partner in expanding the Dominican program along the North Shore.
We also increased the number of sections of courses offered on the River
Forest campus. This fall we offered 6 classes for the core course: four are
taught on the River Forest campus, two are offered at other sites. We
Appendix A.2
8
also added two sections of more popular courses. We will continue to
monitor this closely and adjust as necessary.
Leadership for the program (Standard V) with the Deans departure
Background: During the process of GSLIS re-accreditation, the Dean of
the school stepped down from administrative responsibilities and joined
the program as a full-time, tenured faculty member.
Planned Action: This concern of the Committee has been addressed by
the appointment of Susan Roman, Ph.D. as Dean of the Graduate School
of Library and Information Science. She was appointed dean on June 1,
2005.
In addition to teaching experience, she has brought many years of
administrative work and experience in developing strategic plans. Her
resume is attached (Appendix IX).
The faculty has responded very positively to Dean Romans leadership. All of
the concerns expressed by the Committee are being addressed and the School
looks forward to improving the students educational experiences.
Mentoring faculty without tenure (the largest portion of the faculty)
Background: GSLIS has been fortunate to be able to hire tenure-track
faculty over the past few years, in addition to visiting instructors and
adjunct faculty. COA thought it was not clear how faculty members are
being mentored.
Planned Action: A record of scholarship has been implemented. By July
2005, all full-time faculty members created a record of scholarship for the
previous two years and then the record will be compiled annually
thereafter. The Dean then meets with each of the faculty members to
review the scholarship and discuss ways to support and mentor the
individual faculty member toward tenure.
o Student surveys of full-time, part-time, and adjunct faculty of all
GSLIS classes are conducted each semester. The results are
tabulated for each instructor, and the Dean meets with faculty
members to discuss how the results can be used to improve
teaching skills or to adjust syllabi when necessary.
o The new Dean is meeting with individual faculty members to
ensure that faculty members get all the support that is needed for
them to be successful. In some cases, this has meant hiring a
student assistant to help with the completion of a dissertation or to
Appendix A.2
9
help in preparing documents and books that need to be put on
reserve.
o Faculty members are encouraged to prepare manuscripts and
papers for publication or presentation at library conferences and
allied professional organizations by providing them with travel and
registration expenses for the meetings.
o Orientation, continuing education and development workshops are
routinely held for faculty. These workshops include effective
teaching techniques, recruiting and hiring for diversity, and other
timely topics.
o The new GSLIS Strategic Plan calls for a combination of service,
research, and teaching through the schools provision of a
stimulating learning and research environment.
Additional faculty recruitment in progress given the difficulty the program
has had in recruiting full-time faculty
Background: Although it appears that COA has a concern about
recruiting full-time faculty, GSLIS has been fortunate to hire faculty with
a broad range of practical and academic experience over the past few
years.
Planned Action: During Fall 2005, we are advertising for another full-
time, tenure track faculty position, as well as two full-time Visiting
Instructor positions. These positions would begin in the 2006-07
academic year. Ads were placed in The Chronicle of Higher Education,
on the ALISE web site, and on JESSE. Discussions and interviews will be
conducted at the 2006 ALISE and ALA Midwinter Meetings and continue
throughout the spring of 2006 on the Dominican University campus.
Diversification of the faculty and student body
Background: Although GSLIS has tried to recruit both students and
faculty from diverse backgrounds, there is concern that the percentage
of faculty members and student body from various backgrounds and
culture is not as high as we would hope.
Planned Action: Diversity in background is key for Dominican
University (DU). For instance:
o Operating Priorities state that students must be prepared to
live, work and serve in a multicultural, global
society...Activities that support this priority include:
international learning community; developing effective
Appendix A.2
10
strategies for teaching a diverse curriculum and supporting a
diverse student body (Dominican Strategic Plan - attached).
o Priority 4 of the GSLIS Strategic Plan is Recruit and retain
talented, compassionate, diverse students who will grow to
serve the profession and our mission with distinction
(GSLIS Strategic Plan 2005 and Beyond - attached).
o Each year, GSLIS has matched the scholarship money
provided to ALA Spectrum Scholars who choose the
Dominican program. In addition, this year, the Illinois Library
Association gave a minority scholarship to an incoming GSLIS
student.
o On October 19, 2005, Lorelle Swader, Director of the ALA
Human Resources Development and Recruitment Office, will
speak on recruiting for diversity in student body and faculty.
Other schools on the DU campus and the Director of Human
Resources on campus will be taking part in this presentation.
Facilities that provide adequate space and physical resources for:
o Part-time and visiting faculty to interact with full-time faculty
and students, and perform their out-of-classroom duties
o Students to complete the program at remote sites
Background: Office space is at a premium on the Dominican University
campus. Enrollment has grown across the University and with the growth
of students there has been a growth of faculty. Some residential space has
been converted to office space and other accommodations have been made
to provide office space for faculty. The net result is a need for more
faculty office space.
Planned Action: Some of the actions taken during the GSLIS move to
new quarters have been revisited since the Spring of 2005. First of all, a
new academic building is being built on campus. The groundbreaking is
scheduled for March 2006. This brand new, state-of-the-art facility will
provide many new smart classrooms and some administrative offices.
This will free up classroom and meeting space in the GSLIS suite of
offices for both administrative staff and faculty. At that time, it is
anticipated that faculty for various disciplines will be clustered. In the
meantime, the following actions have been taken:
o A New Faculty and Adjunct Orientation Meeting was held in
August of 2005. (Appendix X) During the meeting, which was
conducted by GSLIS staff and full-time faculty, new faculty
and adjuncts were assigned a buddy to help in the
development of syllabi and be a point of contact, for questions
that might arise. The evaluations rated the workshop as good
Appendix A.2
11
to excellent. Each semester, we will hold an orientation
meeting similar to this so that adjuncts will have the feeling of
being part of GSLIS.
o Beginning with this academic year, a shared office on campus
has been assigned to GSLIS adjuncts. This offers them a
chance to make phone calls, meet together or to meet with
students, and hold office hours. They are able to store supplies
and materials for classes, as well. The availability of this
office has been favorably received.
o We have been negotiating with more sites for classrooms so
that students can complete the program at remote sites in the
city of Chicago. Talks are underway with the Chicago Public
Library System, the Metropolitan Library System, and the
American Library Association for additional space beginning
with the Spring 2006 semester.
o We are delighted that we will have a new site in Grayslake, IL
for additional classrooms for students living in the northern
suburbs and in Lake County. The University Center of
Grayslake is a new facility where we will offer the full
program for students. The dedication of the new facility is
October 28, 2005, and we plan to offer classes there beginning
with the spring or summer of 2006. There is plenty of parking
and classroom space for students at the new facility.
Dominican University is securing faculty office space as well
as classrooms for teaching at University Center.
Appendix A.2
2006 Progress Report
Regarding the
October 10, 2006
Planned Action for issues raised concerning Standard I Mission, Goals, and Objectives:
Issue 1: The Committee found insufficient evidence of a formal, systematic
planning process in which data are collected from constituents, analyzed, and
used to guide the curriculum and the program
Planned Action: Last year (Spring 2005) in response to this issue, the president of the
university appointed a steering committee comprised of five faculty members, the
Provost, the Associate Provost and herself as chair to oversee the collection of data from
various constituents for planning purposes. A consultant was hired to work with the
committee in developing surveys for current students, recent alumnae/i, graduates of the
program ten years ago, and employers of GSLIS graduates. Two focus groups were
conducted: School Library Media Supervisors who oversee the practica and internships
for students in the school librarianship specialty; and nationally recognized library
leaders in the Chicago area. Timelines for regular surveying of these groups in the future
were established. When the new dean, Susan Roman, arrived in June, 2005, she assumed
the chair of the Steering Committee, however, the university president continued as a
member of the committee.
July, 2005: A Visioning Meeting was held on campus to gather information for
developing a GSLIS strategic plan. A variety of constituents, including students and
faculty, drafted possible components of a strategic plan.
September, 2005: After much discussion the GSLIS faculty approved a Strategic Plan
for 2005-2008 and beyond. We are using the approved Strategic Plan to guide us in our
program planning.
Considered a work in progress, the plan is reviewed on a consistent (generally
quarterly) basis by the Advisory Board, the Alumni Council, and GSLIS faculty and
students. The plan is also distributed to new faculty and adjuncts at orientation.
Progress: The GSLIS Strategic Plan must be in step with the University Strategic Plan,
which is reviewed and adjusted periodically. In September 2006, the University Planning
Appendix A.2
2
Committee met to review the university plan by re-examining progress towards identified
Key Performance Indicators (KPIs). (The Provost and the GSLIS Dean sit on the
University Planning Committee.) For example, the 70% ratio of full time faculty
members to students was examined as possibly unrealistic in terms of its achievement by
2008. Since the GSLIS Strategic Plan was in conformance with the university plan, we
will be monitoring/reviewing the same KPI for any change. The Dean and Dr. Kate
Marek are preparing a report on the status of our planning document, including
recommendations for any changes. This report will be distributed for full faculty
discussion and decision-making.
In spring 2006 the faculty voted to establish a standing faculty committee for GSLIS
Program Assessment. Three members of the faculty were elected to serve staggered
terms to ensure program assessment remains a high priority. They began meeting on
October 2, 2006.
Further, according to an approved timetable, in spring 2007 focus groups will be held and
scheduled surveys will be conducted again. Consultant Anne Deeters will return to work
with faculty in designing the surveys and identifying individuals for the focus groups.
Data gathered from the focus groups will be presented to the GSLIS faculty and others
for consideration and possible action in order to maintain consistency with the Strategic
Plan.
Issue 2: There was also no evidence of a formal assessment of the student
learning outcomes identified by the program
Planned Action: GSLIS compliance with each of the Standards for Accreditation are
addressed in the new GSLIS Strategic Plan. Goal 3 of the Plan determines that
assessment of competencies will be embedded and measured in core courses. The results
will influence revisions of or additions to the courses being offered. (Appendix I)
The Dean of GSLIS and the Director of the College of St. Catherines program agreed
that a common assessment of student learning outcomes will be used at both sites.
The formal Assessment Plan of the Graduate School of Library and Information Science,
an integral part of the formal plan of the University, was updated in fall 2005 and
submitted to the Committee on Accreditation.
Progress: During spring and summer of 2006, faculty members teaching the core and
required courses met to review the syllabi used by each faculty member and to develop a
common assignment with consistent rubrics that would be embedded in each syllabus.
Beginning with this academic year (2006-2007) the embedded assignments are included
on each syllabus with consistent rubrics, whether the course is taught by full time or
adjunct faculty. Results will be analyzed at the conclusion of the fall 2006 semester.
Any recommendations for changes to the core curriculum or to the assignment will be
referred to the proper faculty committee for action.
Appendix A.2
3
Members of LISSA (the GSLIS student association) were included in full-faculty
discussions about the embedding and measurement of assignments and provided valuable
input.
Discussions about a possible Capstone class have been postponed until the results of this
assessment have been examined and the faculty Curriculum Committee has had a chance
to review the overall curriculum.
Planned Action for issues raised concerning Standard II Curriculum
Issue 1. Evidence that students are able to construct coherent programs of study.
Planned Action: The dean and the director of the program at the College of St.
Catherine, along with various faculty members on both campuses, have worked together
to develop a guide to courses being taught at St. Catherines over the next two years.
(The goal for St. Catherines to achieve accreditation status and award its own program
degree is 2008.) This course guide lists the course numbers, and course rotation over the
various semesters, and provides guidance in constructing a coherent program of study.
(Appendix II)
In response to students enrolled in the program in Illinois, a Course Rotation Schedule
has been established. The rotation schedule lists the course number and the semester(s) it
is being taught. It is available in print and on the GSLIS Web site at:
http://domin.dom.edu/depts/GSLIS/GSLISCourseGuide.pdf. Although the core and
required courses are taught each semester, specialized courses are listed so that students
concentrating on a specialized track can determine when necessary courses will be taught
throughout their studies. (Appendix III)
In addition, faculty developed Pathways for specialization. These Pathways include
recommended courses for selected specialties such as law librarianship, medical
librarianship, youth services librarianship, etc. These Pathways for Specialization, in
conjunction with the Course Rotation, provide the tools students need to construct a
coherent program. Pathways can be found online at:
http://domin.dom.edu/Depts/gslis/InfoCntr/PATHWAYS/PATHWAYSMAIN.htm
or are available in hard copy. (Appendix IV) The pathways are not a substitute for
faculty advising, but suggestions for program planning. To date, there are 11 different
Pathways.
Progress: In response to student need, we are now offering more courses in the
downtown Chicago area at both the Metropolitan Library System offices and at the
Chicago Public Library. These additional courses make it possible for students to
complete most of their degree downtown. In addition, we are expanding course offerings
through the University Center in Grayslake, Illinois, a new location ideal for students
who live in the northwestern part of the state. In partnership with the North Suburban
Appendix A.2
4
Library System, we have begun to recruit in that region and will hold an open house on
November 10, 2006 to explain the program to prospective students.
Currently we are working on a new skeleton schedule that will allow students to know
when, during each semester, classes will be scheduled. For example, in the fall semester
LIS 701, a core course, will have six sections, four at the River Forest Campus (3 at night
and 1 during the day), one evening section in downtown Chicago and one evening section
at the Grayslake location. This will provide students with more parameters as they plan
for future classes.
In addition, we are very enthusiastic about our new online course offerings. During
summer semester 2006 we offered three classes in a hybrid format: students met face-to-
face for one or two days and then moved online using Blackboard. These classes have
been very attractive to our students, so much so that during the fall 2006 semester we are
offering two additional online classes. We are currently planning three online classes for
spring 2007. We have been cautious in venturing into this arena, wanting to be certain
we could maintain the quality of the offerings as well as guarantee technical support.
Fortunately, several of our faculty members have been eager to teach in this format and
have paved the way for others. Throughout spring 2006 GSLIS faculty attended
workshops on developing courses for online teaching, and solicited input from more
experienced professors at other universities. Student input was also critical in online
course development and design. We are exploring various methods of assessing these
courses as they need to be assessed differently from our more traditional offerings.
We have established a new position of Coordinator of Student Placement in response to
student requests. Lenora Berendt, most recently an academic librarian at Roosevelt
University, will assume this position on October 16, 2006. Her primary responsibilities
include student placement for practica and internships. She will also work on
outplacement as well as planning Career Day with the Alumni Council.
Planned Actions on issues related to Standard III: Faculty
Issue 1: Seeking enough full-time faculty members sufficient in number and in
diversity of specialties to carry out the major share of the teachingfor a
program.
Planned Action: At the time of the last COA visit to GSLIS in fall 2004, the number of
full time faculty members was below the mean number of 14 for all ALA accredited
schools as reported in the ALISE 2004 Statistical Report.
Progress: During academic year 2005-06, GSLIS brought the number of full time
faculty members up to 16. Unfortunately, three tenure-track faculty members left the
university this academic year (2006-2007) due to medical and other reasons. We hired
full time visiting professors to cover some of the classes and subsequently added three
Appendix A.2
5
new tenure-track faculty members this fall. They are Michael Stephens (doctoral
candidate at the University of North Texas), Debra Mitts-Smith (doctoral candidate at the
University of Illinois, Urbana-Champaign), and Mary Pat Fallon (in the doctoral program
at Roosevelt University, Chicago). This brings our full time faculty members up to 16
for the year.
We are currently advertising for four tenure-track positions, two visiting professors, and a
Follett Chair for the 2007-2008 academic year. (Appendix V) We continue to focus on
identifying a diverse pool of candidates from which to choose.
For fall 2006, GSLIS has a ratio of full time faculty members to students of 58%. This is
due to a loss of one FT faculty member at the last moment due to medical reasons, and
three new faculty members who have reduced teaching loads. Still, for fall 2006, GSLIS
has 22 core and required courses taught by 16 full time faculty members for a ratio of
73%. We continue to strive towards an even higher percentage.
Over the next two years we will lose approximately 200 students as the final Dominican
degree-seeking students complete the program at the College of St. Catherine. We will
no longer be sending our full time faculty members to that site to teach and our
percentages should increase. In essence, we will be right-sizing the faculty vis--vis
students.
Issue 2: Strategies for mentoring untenured faculty effectively.
Planned Action and Progress: Beginning in fall 2006, the three new faculty members
were formally assigned a mentor from among more experienced faculty. (Appendix VI)
This has been working very effectively according to new faculty members. They consult
the mentors about syllabus development, common assignments in the core courses,
grading, and student issues.
We now hold new faculty and adjunct orientations each semester. In this forum,
experienced faculty members discuss issues such as grading, teaching tips, etc., and offer
email and face-to-face support. (Appendix VII)
Moreover, the university has an all-faculty development day each fall for new and
experienced faculty. The program is developed by the Provost and the staff of the newly-
created University Center for Teaching Excellence. A copy of this years agenda is
attached. (Appendix VIII)
Additional activities for new and untenured faculty members include:
An August dinner event hosted by the President of the University for new faculty
and staff. The deans of the various schools and members of the Presidents
Cabinet also attend and welcome/mix with new faculty.
Before fall classes begin, there is a welcome-back dinner for all faculty members.
Appendix A.2
6
An opening lecture is presented for all university faculty and trustees.
A Convocation ceremony involving new students and faculty is conducted at the
beginning of the academic year.
Dominican University has a two-year orientation for new faculty. These new
members of the community meet at least quarterly and tackle various issues
related to teaching. In fall 2006, the deans from each of the schools addressed the
group in order to familiarize the new faculty members about programs beyond
their own disciplines. In spring 2006, issues such as student evaluations,
academic publishing, etc., were discussed.
Each semester student evaluations are distributed to new and experienced faculty
members. The dean meets with faculty to review the results and address any
issues that arise. Strategies are developed to address these teaching issues.
The dean meets on a regular basis with untenured faculty to discuss any possible
issues they may have. Examples include: questions about grading, getting
involved on faculty and university-wide committees, suggestions for possible
research grants, publications, speaking engagements, research, and the tenure
process.
The dean observes classes taught by new and untenured faculty to give feedback
on teaching excellence before the end of each semester.
Further Progress: Last year (2005-2006) Dr. Karen Brown received tenure. Five of ten
faculty members on the tenure-track are now tenured. Dr. Kate Marek is up for tenure
this year. We are supporting and mentoring our faculty toward tenure and anticipate that
they will achieve this goal.
For those faculty members who are continuing to work on their doctoral theses, we are
providing student assistants to reduce the burden of preparing for class.
We provide monetary support in terms of travel and hotel expenses for faculty who are
preparing and presenting papers at conferences.
Further, we provide orientation, continuing education and development workshops for
faculty. These workshops include effective teaching techniques, recruiting and hiring for
diversity, and other timely topics.
The GSLIS Strategic Plan calls for a combination of service, research, and teaching
through the schools provision of a stimulating learning and research environment.
Planned Actions on Other Issues:
Issue 1: Progress on achieving diversity in the faculty and students
Appendix A.2
7
Diversity is key for Dominican University and is spelled out clearly in both the Operating
Priorities for the university and in the GSLIS Strategic Plan under Priority 4. (Appendix
I)
Progress: In October 2005 a presentation was given by Lorelle Swader, Director of the
ALA Human Resources Development and Recruitment Office, on recruiting for diversity
in student body and faculty. Ms. Swader presented not only to GSLIS faculty, but also to
other department representatives, as this is a critical issue to the entire university.
In all of our ads and brochures for both faculty and student recruitment, we stress the
desire to encourage diversity. (See sample new materials)
In 2006-2007 we have two new ALA Spectrum Scholars: Malino Khun and
Victoria Vanlandingham. GSLIS provides $5,000 matching scholarships to
students who are ALA Spectrum Scholars.
Recruitment of a cohort is being conducted in partnership with the Chicago Public
Library. Chicago Public Library supervisors are selecting paraprofessionals from
diverse backgrounds who show promise for completing an MLIS degree.
Enrolled students will be offered time-off and tuition reimbursement for enrolling
in the cohort. The focus is on students from minority groups and people who
speak multiple languages. This helps fill the librarys need to find qualified
librarians for neighborhood branches, while helping GSLIS diversify the student
body.
Another cohort is being selected by the Chicago Public Schools to encourage
employees who work in the school library media centers to pursue an ALA-
accredited degree from Dominican. This is a 2006 IMLS grant-funded project in
which GSLIS Dominican University is a partner. In considering possible
applicants, the Chicago Public Schools are giving priority to those from
specialized groups who may speak multiple languages. The grant covers up to 15
new students, who will receive mentoring/coaching, and additional support as
they go through the program. This cohort is expected to begin in the spring 2007
semester.
Tracie D. Hall, previously the director of the ALA Office for Diversity, will join
the GSLIS staff as Assistant Dean in charge of student recruitment and marketing.
She was a Spectrum Scholar herself, and she will bring a wealth of experience in
recruiting minority students. (Appendix IX) Ms. Hall assumes her position on
October 16, 2006. Her new administrative assistant, Vinee Singhal, will also
bring her experience with diversity to her position. Ms. Singhal begins on
October 23, 2006.
GSLIS won an internal university grant for diversity this year. We are using the
grant funds to exhibit at the First Joint Conference of Librarians of Color. We are
hoping to attract, and will aggressively recruit, students and faculty among the
attendees. The conference takes place October 11-14, 2006.
We are consistently seeking to diversify full time and adjunct faculty. For
example, Tracie Hall has been teaching Management (LIS 770) for the last three
semesters.
Appendix A.2
8
Our online journal, World Libraries, has an expanded advisory committee
including people of color and people from other countries such as China, Japan,
South Korea, India, and Israel.
We are working with the Dominican University Brennan School of Business to
explore offering courses in China in the upcoming year. India is another country
identified for possible exchange programs.
In June 2006, we hosted ten librarians from Russia at GSLIS Dominican
University. The exchange with colleagues from abroad opened up discussions
about possible collaborations in the future.
During the week of October 16, 2006 we will be hosting two international library
professionals, one from Japan and one from Nigeria. This visit was arranged
through the State Library of Illinois. Our guests will be on campus for most of
the week, meeting with faculty, attending certain classes, making presentations,
etc.
A planned course in International Librarianship in summer 2007 will include
students attending the IFLA conference in South Africa. Dr. Gertrude Koh is
developing the curriculum for this course.
Both our Advisory Board and Alumni Council members have been expanded to
include people from a variety of backgrounds and cultures. (Appendices X and
XI)
Issue 2: Progress on providing adequate facilities to support teaching and
student learning.
Progress:
A new academic building, Parmer Hall, is now under construction on campus. It
is anticipated that this new building will be available for use by academic year
2007-2008. Parmer Hall replaces an older, smaller science building and will
contain up to 44 new faculty offices, as well as administrative offices for the
Provost. Additionally, state-of-the-art classrooms will be available for students.
Although this year classroom space is tight, next year the majority of GSLIS
classrooms will be clustered in the Crown Library, easing student access to
materials and technology that support learning.
When Parmer Hall is completed, the Provost has made a commitment to
clustering faculty offices for each of the schools. This year, GSLIS faculty
offices came closer to being clustered as several university faculty members left
or retired. GSLIS faculty members were assigned to these offices as they became
vacant. Now the GSLIS faculty is either housed in offices in the Crown Library
or in an attached building. Office space in the building was assigned to adjunct
faculty as well.
We are pleased that Dr. Inez Ringland, director of Crown Library, acted upon
requests from the dean to extend library hours in response to classes being taught
Appendix A.2
9
by GSLIS on the weekends. As of academic year 2006-2007, the library hours
are from 8:00a.m. to midnight, seven days a week. This greatly enhances the
student experience, especially for students taking weekend classes and for other
GSLIS students who need access to library materials and services provided on the
weekends.
We have contracted for space in 2006-2007 at the Chicago Public Library in order
to increase the number of classes being taught in downtown Chicago. By
consolidating the classroom locations in the Central Library, we are providing our
students with easy access to the facility through private or public transportation.
We have contracted for space in 2006-2007 at the University Center at Grayslake,
Illinois. This new site allows some of our students to take classes nearer their
work or home. We are offering 4 classes there in fall 2006 and will continue to
offer 4 to 6 classes at this location in the spring 2007 semester and beyond.
Starting in fall 2006, three students became Crown Assistants. This is an
initiative started by faculty member Dr. Karen Brown and then Librarian Mary
Pat Fallon to develop a program within the Universitys Crown Library that
would serve as a learning laboratory for GSLIS students. The Library pays the
students salaries and GSLIS gives half tuition to each of the three students. The
Crown Assistants have projects to complete within the library. For instance, this
year one of the students will be working on an archival project. The initiative will
be evaluated throughout the coming year. (Appendix XII)
Issue 3: The nature of your ongoing relationship with St. Catherines, including
any contracts, written understandings, and/or the evolution of contingency plans
should St. Catherines not be accredited
Planned Action: The College of St. Catherine is now in the candidacy stage of
accreditation. In late May 2005, the Provost and Dean from Dominican University met
with the Provost and Director of the program at the College of St. Catherine to develop a
timeline for separating the two programs. In good faith, the timeline was developed and
agreed upon for a three-year period, at which time the College of St. Catherine expects to
have an accredited program of its own. (Appendix XIII) This timeline was developed to
help sustain the program, to keep the quality of the program strong, and to ensure that
students will be able to complete their degrees.
Progress: As of fall 2006, new students are no longer being accepted for the Dominican
degree at the College of St. Catherine. New students will be accepted to the College of
St. Catherines program. However, the dean, director, and faculty members have agreed
on the courses that will be offered through Dominican University in order for the 200
remaining students already in the Dominican-degree program to complete their degree on
that campus. (Appendix II)
Appendix A.2
10
Additionally, on October 4, 2006, when the director of the St. Catherines program was
meeting with the dean and faculty at Dominican University, there was an agreement to
write a joint letter to all students in the Dominican-degree program at St. Catherines to
alert them to the timeline for completing their coursework. It was further agreed that
faculty advisors would work with these students to plan their remaining courses in order
to finish by 2008. That letter will go out to students within the next two weeks.
The dean and director of the St. Catherines program continue to visit each others
campus at least once a semester. The dean participated in the May 2006 graduation
ceremony on the St. Paul campus, and will participate in the December 14, 2006
ceremony as well. The director of the St. Catherines program participates by conference
call in GSLIS faculty meetings and there are exchanges of minutes from faculty meetings
on both campuses. Although both the dean and director are busy on their own campus, it
was agreed to cooperate in making sure that all students would not be short-changed
during this transitional period.
Should St. Catherines program not be accredited, the dean and the director will discuss
the feasibility of re-establishing a program. We have had a long and fruitful relationship,
but there are no agreements that the program be continued in the same way.
New and Other Exciting Developments in the Program:
Dominican University has received three grants over the last two weeks:
1. An LSTA grant from the State Library of Illinois for $4,500 to host a workshop in
spring 2007 around the topic of the image of librarians and marketing library services.
The grant was proposed in partnership with the Metropolitan Library System.
2. A 2006 IMLS grant in the amount of $310,769 was awarded to the Chicago Public
Schools to form a cohort of up to 15 students to study towards an MLIS degree.
Dominican University is the partner on this grant.
3. A 2006 IMLS National Leadership Grant was funded in the amount of $290,224 to
Dominican University for research on the impact of public library summer reading
programs on student achievement. Johns Hopkins Center for Summer Learning, the
Colorado State Library, and the Texas State Library and Archives Commission are
partners on this grant.
GSLIS at Dominican University worked with the Graduate School of Music at Northwestern
University to revive a dual-degree program in the History of Music and Librarianship.
Students will earn a Masters Degree from GSLIS and another Masters Degree from
Northwestern. One student entered the program this fall, two more are in the pipeline, and
yet a fourth student has been inquiring about the program.
Appendix A.2
11
The Advisory Board and Alumni Council members have been discussing the
establishment of a doctoral program at Dominican University since there is no program in
the northern part of the state. With so many inquiries for a GSLIS doctoral program, and
upon the request from our Board and Council, the dean and faculty members are
exploring the feasibility of establishing a doctoral program. The Provost will be working
with the school to determine what would be involved in pursuing this course. (Appendix
XIV)
After much discussion, Dominican University has adopted a new brand. It is Inspired
Minds. Amazing Possibilities. GSLIS is very excited to be part of this forward
thinking initiative. Certainly the library profession embodies this sentiment.
Appendix A.2
August 24, 2005
Mary Wagner
Professor and Director MLIS Program
College of St. Catherine
2004 Randolph Avenue
Mail Stop #4125
St. Paul, MN 55105
Dear Mary:
Im enclosing a copy of St. Catherine/GSLIS Program Procedures and Timeline for
College of St. Catherine seeking ALA/ COA Pre-candidacy and Candidacy for your
files. Im pleased that you, former dean Prudence Dalrymple, and Provost Norman
Carroll had the opportunity to discuss and agree on the contents of the documents at the
end of May this year before I came on board. It will make it easier for us to work
together as we plan for the next few years.
I hope you have had a nice summer and that your trip to IFLA was all that you expected.
Having students from your class attend IFLA was a wonderful idea. Ill be curious to see
how it all worked out.
Please give me a call when you return to the office so that we can set up a time to get
together. Id be happy to visit your campus or you can come here. Also, Ive just set up
weekly Faculty Council meetings for Wednesday afternoons in September from 1:30 to
3:00pm. Hopefully you and members of the faculty on your campus can join us for all or
part of the time. We can figure this out once we talk.
I look forward to talking to you soon. I can be reached directly at 708-524-6986 or
sroman@dom.edu. Best regards.
Sincerely,
Susan Roman
Dean
Enclosures.
Cc: Provost Norman Carroll
Appendix A.3
Appendix A.4
Appendix A.5
Appendix A.5
Appendix A.5
Appendix A.5
Appendix A.5
Appendix A.6
Appendix A.6
Appendix A.6
Appendix A.6
Appendix A.6
Appendix A.6
Appendix A.6
Appendix A.6
Appendix A.6
Appendix A.6
January 17, 2008
Message to Dominican University MLIS Students at CSC:
Greetings DU-CSC Student:

I hope that the New Year is finding you even closer to meeting your personal and
professional goals. While many of you are close to program completion, others of you
may find yourself at or near the midway point. Wherever you are, we are here to work
with you, to talk about your plans, and to offer you advisement and options. On Monday,
February 11, 2008, DU GSLIS faculty member, Debra Mitts-Smith, who in relocating to
St. Kate has agreed to become our student liaison, and I will be available to meet with
you one-on-one throughout the day to provide individual advisement. We will also
address any questions, needs, or concerns you may have as a collective group later
that evening from 5:15-6:15 pm. Pizza and refreshments will provide fortification. I
will continue advising sans Debra (who has a teaching commitment) on Tuesday,
February 12, from 9:30 am-3:45 pm. I do hope that you can make one of those dates.
The meeting place for all appointments and the larger group meeting will be Coeur de
Catherine building, room 17.
Please see the schedule below and email me at thall@dom.edu to schedule an
appointment by Thursday, February 7. Appointments made after February 7
th
, should
be made directly with Laura Morlock at LLMorlock@stkate.edu as I will be sending
the dept. my list at close of business 2/7. Face-to-face advising is optimal as it lets you
best tell your story, talk about where you want to go, and what we can do to get you
there. If you cannot make any of these dates and times please email me (after February
12) about scheduling a phone appointment. But I do hope to meet you in person.
Monday, February 11 Appointment Times
1:30-2:15 pm (Appointments Available)
BREAK
5:15-6:15 pm ALL DU-CSC Student Meeting with Debra Mitts-Smith, Assistant Professor and DU-CSC
Student Liaison and Tracie Hall, Assistant Dean
Tuesday, February 12 Appointment Times
9:30-10:15 am (Appointments Available)
10:15-11:00 am (Appointments Available)
11:00am-11:45 am (Appointments Available)
Appendix A.6
I know that I speak for the entire Dominican University GSLIS community when I say
that we are happy to have had the opportunity to provide access to an ALA-Accredited
MLIS degree to our former and current DU students at the College of St. Catherines. We
look forward to being of assistance and encouragement. See you real soon.
Luz y Libros,
Tracie
Tracie D. Hall
Assistant Dean
Dominican University GSLIS
(708) 524-6848 or thall@dom.edu
www.dom.edu/gslis
Appendix A.6

Dom Gslis Feb 2008

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PROGRAM PRESENTATION

completion of a minimum of 36 semester hours of

attainment of a minimum grade point average of 3.0 on

satisfactory completion of the required courses: LIS 701,

completion of the degree program within ve years or

fulll all the requirements for the MLIS degree;

apply for admittance to the School Library Media

complete the nine required courses plus nine elective

develop a program portfolio;

complete the clinical practice component of the

meet the professional education requirements of the

attend periodically scheduled information sessions

Educational Psychology (three semester hours)

History and Philosophy of Education (three semester

Exceptional Children (including learning disabilities)

These education courses taken within ve years of

prior to admittance into the School Library Media

prior to Internship or Student Teaching: Content-Area

prior to applying for certication: Assessment of

an up-to-date antivirus software installed and running.

all critical patches installed, if you are running

all critical patches installed, if you are running Apple

a wireless network card;

an up-to-date antivirus software installed and running.

all critical patches installed, if you are running

all critical patches installed, if you are running Apple

The most positive perceptions relate to faculty quality

WelcomeDean, Susan Roman

So Youre InAssistant Dean, Tracie D. Hall

Faculty IntroductionsJanice Del Negro and Diane Velasquez

I.T. DepartmentEllen Plourde

School Library Media Certification Program Don Adcock

Knowledge Management Certification ProgramKanti Srikantaiah

Student Placement OfficeLenora Berendt

Library and Information Science Student Association

Administrative DetailsTracie Hall

The most positive perceptions relate to faculty quality

The most positive perceptions relate to faculty quality

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